Oxford-Rooftops 3

Contents
Evaluation & Key Competences
Evaluation overview 1 Vocabulary record
Introduction to formative and Starter unit 103

summative evaluation 2 Unit 1 104
Evaluation grids 3 Unit 2 105

Unit 3 106
Standard tests
Unit 4 107
Unit 1 5
Unit 5 108
Unit 2 7
Unit 6 109
Unit 3 9
Unit 4 11 Course certificate 110
Unit 5 13 Introduction to the

Unit 6 15 Key Competences 111
Term 1 17 Social Tasks

Term 2 21
Term 3 25
End of year 29
Challenge tests
Unit 1 33
Unit 2 37
Unit 3 41
Unit 4 45
Unit 5 49
Unit 6 53
Term 1 57
Term 2 61
Term 3 65
End of year 69
Tests Teacher’s Notes

Marking grids 73
Transcripts and answers 78
Introduction to the Portfolio 100
‘I can …’ statements 101
Oxford Rooftops 3 © Oxford University Press

Evaluation overview
Welcome to the evaluation and Key Competences Portfolio
section of this Teacher’s Resource CD-ROM for As a method of self-evaluation and a source of
Oxford Rooftops 3. This CD-ROM contains motivation for the pupils, we have included
material that will help you to evaluate what your several photocopiable pages for the development
pupils have learnt. It is divided into three parts: of an Oxford Rooftops Portfolio, personalized for
formative and summative evaluation, each child.
suggestions for how to use the European
Language Portfolio with Oxford Rooftops and
Key Competences
evaluation in terms of the Key Competences.
Key Competence-based evaluation is being
recognized as increasingly important in the
Formative and summative evaluation foreign language classroom. At the end of this
From the beginning of Primary education, section you will find a more detailed description
evaluation should be integrated into the of the Key Competences, which you can use
teaching–learning process, combining formative together with the formative evaluation grids, to
assessment with more formal summative help you assess your children’s skills and
evaluation. A proper evaluation requires competences in English.
observation and measuring tools, which combine
In addition, you will find a separate Social Task
to give both information about the pupils and an
section with activities, notes and an evaluation
assessment of the evaluation process. As part of
grid. This is an optional and discrete
this process, we need to take into consideration
communicative project to help you assess
the development of the Key Competences and the
children’s mastery of the Key Competences in
pupils’ own self-evaluation.
your classroom
On this CD-ROM we offer three types of
evaluation tool.
• Formative evaluation grids

These can be used to record the progress of each
pupil, both in relation to the linguistic objectives
of learning a foreign language and the non-
linguistic objectives, such as classroom behaviour
and development of the Key Competences.
• Summative tests
In terms of summative evaluation, there is an
extensive range of tests, along with answers,
transcripts and marking schemes. There are six
unit tests, three term tests and one end of year
test at two levels. Depending on the ability of
your pupils, please choose either the Standard or
Challenge level test.
• Self-evaluation pages
These contribute to the creation of an ‘English
Portfolio’ by pupils, based on the guidelines of
the European Language Portfolio.
Oxford Rooftops 3 © Oxford University Press 1

Introduction to formative and summative evaluation
Evaluation for the teacher and pupils

Formative evaluation grids
The evaluation grids are photocopiable. They are
based on generic evaluation criteria appropriate
to the course level and they reflect current
educational thinking. Evaluation grid 1 focuses
on the ability of children to understand and use
language when completing course-related tasks,
the skills and strategies they might use to do this
and their attitude to learning a language.
Evaluation grid 2 focuses on classroom behaviour
and also provides a grid specific to the Key
Competences. Together evaluation grids 1 and 2
form a record of each child’s progress, strengths
and weaknesses throughout the year.
Aim to evaluate a few children at a time over a
few sessions. Plan which lessons / activities you
will use to evaluate the children and which
children are to be evaluated. Complete the grids
for each child, filling in the name, class, unit and
activity. Then monitor the children as they
complete an activity, recording your impressions
of each child by ticking the boxes as appropriate.
We recommend that you aim to evaluate
children three times a year.
Summative tests
The tests on this CD-ROM reflect the target
language of the course and the types of activities
that the pupils usually do. They have also been
developed in accordance with the Key
Competences. You will find the transcripts,
marking scheme and answers to all activities in
the pages that follow.
In addition, marking grids are provided so that
you may easily record test results and keep a
record of each child’s strengths and / or areas for
improvement throughout the year.
Elements of self-evaluation for the

pupils
Self-evaluation (Activity Book)
Lesson 9 of each unit gently introduces the pupils
to the concept of self-evaluation – a key part of
the learning process. It is important that the
pupils realise that when they are evaluating
themselves, you are not testing them. In these
lessons, the pupils review the unit and remember
what they have learnt. To finish, they colour the
balloon that they think best reflects their effort
throughout that unit. In this way they are able to
keep a record of their own progress.

Evaluation grid 1
Name Class Unit / Activity Date
Communication skills and use of language Needs work Satisfactory Good Very good Excellent
Recognizes and can say the key vocabulary from the unit.
Writes the key vocabulary from the unit.
Oxford Rooftops 3 ©PHOTOCOPIABLE

Identifies and says vocabulary from earlier units.
Oxford University
Listens to and watches attentively short and simple stories and animations.
Press
Responds verbally and non-verbally to the instructions and simple questions from the
teacher and the audio recording.
Adequately reproduces aspects of rhythm, stress, pronunciation and intonation.
Participates in songs, chants and games.
Shows interest in reading and learning to read.
© Oxford University Press

Shows interest in writing in English.
Shows interest in making a mini-book and playing with it.
Understands the main idea of each Cross-curricular lesson.
Understands and uses simple learning strategies like using the Picture Dictionary or
completing a review or self-evaluation activity.
Attitude to learning a language Needs work Satisfactory Good Very good Excellent
Shows a positive attitude to their own ability to learn a language.
Recognizes and uses basic social expressions.
Shows curiosity and interest in a culture other than their own.
Shows interest in learning a foreign language through a variety of mediums e.g. film,
digital media etc.
Shows an open attitude to speakers of a foreign language.
3
Evaluation grid 2
Name Class Unit / Activity Date
Classroom behaviour Needs work Satisfactory Good Very good Excellent

Responds politely to the teacher.
Brings school equipment to class.
Oxford Rooftops 3 ©PHOTOCOPIABLE

Behaves well in class.
Oxford University
Works well independently or in pairs / groups.
Press
Leaves their table, classroom, etc. clean and tidy.
Shows willingness to cooperate with the teacher.
© Oxford University Press

Key Competences Needs work Satisfactory Good Very good Excellent
Linguistic communication
Social and civic competences
Cultural awareness and expression
Learn to learn
Sense of initiative and entrepreneurship
Digital competence
Mathematical competence and basic competences in science and technology
4
Name Unit 1 Standard Test
Listening
1 Listen and number. $ CD4
01 / 8 marks
Speaking
2 Talk to your teacher. / 8 marks
1 2
Oxford Rooftops 3 PHOTOCOPIABLE © Oxford University Press 5

Reading
3 Read and match. / 8 marks
1 I’ve got a big, 5 This is a poster of

grey lamp. a cat. It’s white.
2 The wardrobe 6 Look at the clock.

is small. It’s ten o’clock.
3 I haven’t got a 7 There’s a small

new computer. plant on my desk.
It’s old.
8 I’ve got a bin in
4 We’ve got a my bedroom.
big TV in the
living room.
Writing
4 Write the vocabulary. / 3 marks
> 1 2 3 4 5 6
> chair 1 2
3
4 5 6
5 Write the questions and answers. / 5 marks
> Have you got a bin? ¥e∫, fl have.
1 ™ave
2 Is it a mirror?
3 fl∫
Total for test / 32 marks

Listening
1 Listen and circle A or B. $ CD4
02 / 8 marks
1 A B 2 A B 3 A B 4 A B 5 A B 6 A B 7 A B 8 A B

A B
Speaking
Colour these items in picture 1: trainers, gloves, belt, sweater, shirt, mask
1 2
Joe
Anna Tom

Reading
3 Read and write the letter. / 8 marks
a b
1 ook! He’s wearing a
L 5 What
colour are the
mask. boy’s socks? They’re
white.
2 Has
she got
c d earrings? Yes, she 6 She hasn’t got

has. Look! straight hair. She’s
got curly hair.
3 He’s
got a beard and
a moustache. 7 He
hasn’t got a
e f moustache. He’s got
4 Dad’s
wearing
a beard.
gloves. They’re
black. 8 Has
he got straight
hair? Yes, he has.
Writing
4 Write the questions. / 4 marks
1 Æhat colour are ∂ad’∫ ? They’re grey.
2 It’s black.
3 They’re white.
4 It’s white.
5 Write the questions. / 4 marks
a e
1 b ™a∫ he got a ? Yes, he has.
d r
y u h i
2 c r a Yes, he has.
l r
t u s o
3 h c Yes, he has.
a m e
t p o l
4 y No, he hasn’t.
a n i

Listening
03 / 8 marks
Speaking
1 2

Reading
3 Read and write True or False. / 8 marks
1 5
This is my friend. What’s Mum doing?
He can play the drums. She’s talking to friends.
2 6
Anna’s in the café. She can’t play the
She’s having a snack. recorder. Please stop.
3 7
This music isn’t very nice! Tom’s in the café.
Sam can’t play the violin. He’s playing games.
4 8
My brother’s in the living This is my sister.
room. He’s reading a comic. She’s playing chess.
Writing
4 What’s he or she doing? Answer. / 6 marks
1 2 3 4 5 6
1 ™e’∫ 4
2 5
3 6
1 2
©an he ©an
˙o ¥e∫

Listening
04 / 8 marks

A B
My Book My Book
of Stories of Stories
Speaking
1 2

Reading
1 There’s a 5 There isn’t a

wizard in the footballer. It isn’t a
story. football story.
2 There isn’t a 6 There’s an

queen in the explorer in the
story. story. He’s strong.
3 There’s a king. 7 There’s a princess.

He’s old. She’s young.
4 There’s a spy. 8 There’s a boy. He’s tall.

I like spy stories. He’s my favourite character.
1 fl∫ there ? No, there isn’t.
2 Yes, there is.
3 Yes, there is.
4 No, there isn’t.
5 Is the queen old? 7 Is the prince good-looking?

¥e∫,
6 Is the explorer short? 8 Is the wizard young?

Listening
05 / 8 marks
1 2 3
A B A B A B
4 5 6
A B A B A B
7 8
A B A B
Speaking
1 2

Reading
3 Read and circle. / 8 marks
> The flamingo / gorilla is near the 5 The monkeys is / are in the tree.
lake.
6 They’re lively / colourful .
1 The snake / monkey is in the tree.
7 The gorilla is noisy / furry .
2 The snake is funny / dangerous .
8 The snakes are next to / between
3 The parrot / penguin is on the rock. the monkeys and the gorilla.
4 It’s colourful / funny .
Writing
4 Write the answers. Then write the questions. / 8 marks
1 2 3 4
Where’s the monkey? Where’s the gorilla? Where are the snakes? Where are the rhinos?
1 flt’∫ .
2
3 †hey’re .
4
l i e
5
v y
l fl∫ ? Yes, it is.
6 o c u u ? No, it isn’t.
r o l l f
e d o n
7
r a gu
s åre ? Yes, they are.
y
8 r f ? No, they aren’t.
r u

Listening
06 / 8 marks
1 2 3
A B A B A B
4 5 6
A B A B A B
7 8
A B A B
Speaking
1 2

Reading
1 I’d like chips, 5 I like carrots

please! and peas.
2 I love fish 6 There aren’t

and prawns. any peppers.
3 I’m sorry. I don’t 7 She doesn’t

like prawns. like carrots.
4 I like chicken. 8 There’s

It’s delicious. some beef.
Writing
4 Write. / 5 marks
>
‡he doesn’t like 3
noodle∫.
1 4
2 5
5 Write sentences with some or any. / 3 marks
1 †here

2

Name Term 1 Standard Test
Listening
07 / 7 marks
a b c d
e f g
2 Listen, colour and draw. $ CD4

08 / 7 marks
Jack Sue

Speaking
3 Answer. / 4 marks
Have you got a desk in Has she got

your bedroom? straight hair?
What colour are

Is it a desk?
your socks?
4 Look and answer. / 5 marks
1 Is it a poster?
2 What colour are his trainers?
3 What colour is his sweater?
4 Has he got straight hair?
5 Has he got a moustache?
5 Point and ask your teacher questions. / 5 marks

Reading
6 Read and circle A or B. / 5 marks
1 2 3
A B A B A B
1 This is my dad. 2 I’ve got new trainers. 3 It isn’t a plant.
He’s got a moustache. They’re grey. It’s a lamp.
4 5
A B A B
4 I’ve got a poster of a 5 She hasn’t got straight

dog in my bedroom. hair. She’s got curly hair.
a b 1 It isn’t a poster. It’s a mirror.
2 I’ve got a computer on my desk.
c d 3 She’s wearing sandals. They’re white.
4 Dad’s shoes are black.
8 Read and circle the correct answer. / 5 marks
1 Have you got a plant? Yes, I have. No, I haven’t.
2 Is it a clock? Yes, it is. No, it isn’t.
3 What colour are Joe’s socks? They’re white. They’re black.
4 Has he got a beard? Yes, he has. No, he hasn’t.
5 Has she got earrings? Yes, she has. No, she hasn’t.

Writing
9 Write Ben’s answers. / 4 marks
1 Have you got a clock in your bedroom?
2
2 Have you got a mirror on the wall?
1
3
4
3 Is it a rug?
4 Is it a lamp?
1 What colour are Molly’s gloves? †hey’re

2 What colour is Molly’s sweater? flt’∫
3 What colour is Molly’s belt?
4 What colour are Molly’s trainers?
11
Write questions and answers. / 6 marks
1 Has he got black hair?

2 Has he got a ponytail?
3 Has he got curly hair?
4 ™a∫ ? Yes, he has.
5 Yes, he has.
6 Yes, he has.

Listening
09 / 7 marks
2 Listen and circle A, B or C. $ CD4

10 / 7 marks
1 5
A B C A B C
2 6
A B C A B C
3 7
A B C A B C
A B C

Speaking
3 Answer. / 4 marks
What’s she doing? Is she old?
Can she play the flute?

Is there a wizard?
1 Is there a princess?
2 Is there a frog?
3 What is the prince doing?
4 Can the queen play the
recorder?
5 Is the wizard young?

Reading
1 2 3
A B A B A B
1 There’s a wizard in 2 He’s in the café. 3 Look at Anna. She
the story. He’s old. He’s having a snack. can play the triangle.
4 5
A B A B
4 There’s a spy in the 5 He can’t play the
story. He’s short. trumpet.
a b 1 There isn’t a princess. There’s a prince.
2 He’s tall. He’s old too.
c d 3 He can’t play the flute. He can play the drums.
4 There’s an explorer in the story. He’s short.
1 What’s he doing? He’s reading a comic. He’s playing games.

2 Can she play the recorder? Yes, she can. No, she can’t.
3 Can he play the drums? Yes, he can. No, he can’t.
4 Is there a spy? Yes, there is. No, there isn’t.
5 Is he strong? Yes, he is. No, he isn’t.

Writing
9 Write answers. / 4 marks
1 What’s she doing?
2 Can she play the triangle?
3 What’s he doing?
4 Can he play the violin?
10
Write sentences. / 5 marks
> ™e’∫ young. 3
1 4
2 5
11
Write questions and answers. / 5 marks
1 Is there a wizard?

3 Is there an explorer?
4 Yes, there is.

5 Is there a footballer?

Listening
1 Listen and match. $ CD4
11 / 6 marks

12 / 8 marks
1 5
A B A B
2 6
A B A B
3 7
A B A B
4 8
A B A B

Speaking
3 Answer. / 4 marks
Do you like Where’s the

vegetables? crocodile?
Are monkeys funny? There’s a parrot.

Is it dangerous?
1 There are some penguins.

Are they lively?
2 Look at the gorilla. Is it furry?
3 Where’s the flamingo?
4 Where’s the gorilla?
5 Do you like chips?

Reading
1 2 3
A B A B A B
1 The gorilla is between 2 It isn’t dangerous. 3 She likes noodles
the tree and the rock. It’s lively. and prawns.
4 5
A B A B
4 There are some 5 The crocodiles are next
mushrooms. There to the lake.
aren’t any peppers.
a b 1 The snake is next to the crocodile.
2 I don’t like noodles. I like rice and vegetables.
c d 3 There are some noodles. There aren’t any vegetables.
4 There are some parrots and some penguins.
1 Where’s the snake? It’s on the rock. It’s under the rock.
2 Do you like chicken? Yes, I do. No, I don’t.
3 Is it a flamingo? Yes, it is. No, it isn’t.
4 Are they dangerous? Yes, they are. No, they aren’t.
5 Where’s the monkey? It’s in the tree. It’s near the tree.

Writing
9 Write Helen’s answers. / 4 marks
1 Where are the flamingos?
3 Are the flamingos furry?
4 Are the parrots noisy?
10
> †here aren’t any mushrooms.

1
11
1 4
™e like∫
2 5
3 6

Name End of Year Standard Test
Listening
13 / 7 marks
a b c d
e f g

14 / 7 marks
Tom

Speaking
3 Answer. / 4 marks
Have you got a Do you like

poster in your noodles?
room?
Can you play Has she got a

the recorder? ponytail?
1 Where’s the rhino?

2 Has she got straight hair?
3 What colour is her belt?
4 Can she play the violin?
5 She likes prawns. Do you
like prawns?

Reading
1 2 3
A B A B A B
1 The plant is between the 2 There’s a queen in 3 He doesn’t like
bed and the wardrobe. the story. She’s old. rice.
4 5
A B A B
4 He’s got curly hair 5 Is it a bookcase?
and a moustache. Yes, it is.
a b 1 It isn’t a mirror. It’s a clock.
2 She likes fish and chips.
3 It isn’t dangerous. It’s funny.

c d
4 He can play the triangle.
1 What’s he doing? He’s having a snack. He’s playing games.
2 Has she got a ponytail? Yes, she has. No, she hasn’t.
3 Can he play the violin? Yes, he can. No, he can’t.
4 Is there a spy in the story? Yes, there is. No, there isn’t.
5 Where’s the snake? It’s on the rock. It’s under the rock.

Writing
9 Write answers. / 4 marks
2 Can she play the flute?
3 Has she got a lamp?
10
1 2
flt’s a ‡he’s
3 4
™e †here
11
Write answers. / 6 marks
1 2 3 4 5 6
1 What colour are her trainers?

2 Can he play the violin?
4 Is he good-looking?
5 Has he got a beard?
6 Is it a cushion?

Name Unit 1 Challenge Test
Listening
15 / 8 marks

16 / 8 marks

A B

Speaking

Reading
5 Read and number. / 8 marks
1 It’s cold. Can you close the window, a b c
please?
2 I’ve got a picture of our house
in England.
3 I’ve got a bookcase but I haven’t got
any books. d e f
4 There’s an old mirror on my desk.
5 The lamp is next to the window.
6 The wardrobe isn’t big.
It’s small and new. g h
7 Look at the clock. It’s ten o’clock.
8 We’ve got a big black TV.
It’s on the table.
1 Is it a cushion? Yes, it is. No, it isn’t.
2 Is it a picture? Yes, it is. No, it isn’t.
3 Is it a roof? Yes, it is. No, it isn’t.
4 Is it a gate? Yes, it is. No, it isn’t.
5 Have you got a bookcase? Yes, I have. No, I haven’t.
6 Have you got a bin? Yes, I have. No, I haven’t.
7 Have you got a desk? Yes, I have. No, I haven’t.
8 Have you got a plant? Yes, I have. No, I haven’t.

Writing
> 1 2 5
> wardrobe
6
1
7
2 3 4 5
8
3
4
6 7 8
8 Write questions and answers. / 6 marks
1 Have you got a bin?
2 ™ave
3 Is it a mirror?
4 Is it a rug?
5 fl∫ ¥e∫, it i∫.
9 Imagine this is your bedroom. Write about it. / 6 marks
fl’ve got

Listening
17 / 8 marks
a b c d
e f g h
2 Listen and colour. $ CD4

18 / 8 marks
Dad
Mum
Anna
Tom

Speaking

Reading
5 Read and write the number. / 8 marks
1 She’s got straight hair. It’s black. a b c
She hasn’t got a ponytail.
2 He’s got short hair. He hasn’t got a
beard. He’s got a moustache.
3 He hasn’t got straight hair.
He’s got curly hair.
d e
4 She’s wearing black earrings
and a grey dress.
5 She’s wearing a white dress. g
She’s wearing gloves and a belt.
6 He’s got a beard and a moustache.
f h
He’s got glasses too.
7 She’s got short hair. It’s curly.
She’s also got earrings.
8 He’s wearing a mask. He’s wearing a
black sweater.
6 Read, colour and draw. / 8 marks
1 Tom’s shirt is blue.

2 Tom’s trainers are green.
3 Has he got a beard? Yes, he has.
4 He’s got a moustache.
5 Lucy’s belt is red.
6 What colour are her sandals?
They’re yellow.
7 She’s got earrings.
8 Has she got a ponytail? Yes, she has.
Lucy
Tom

Writing
> 1 2
> earring∫ 5
1 6
2 3 4 5 7
3 8
4
6 7 8
1 Æhat colour are Ðad’∫ sock∫?
3 ™a∫ he got straight hair?
4 ˙o, she hasn’t.
9 Imagine this is your friend. Colour his clothes. Write about him. / 5 marks
†hi∫ i∫ my friend ©arlo∫.

™e’∫

Listening
19 / 8 marks

20 / 8 marks
1 5
A B A B
2 6
A B A B
3 7
A B A B
4 8
A B A B

Speaking

Reading
a b c 1 Sue’s in the kitchen. She’s having a

snack.
2 Tom’s buying an ice cream.
3 He’s playing the violin. He’s very good.
4 My brother is on the sofa. He’s reading
d e f
a comic.
5 Mum likes music. She’s listening to
music now.
6 Tom can play the drums. It’s very
g h i loud.
7 He’s got a computer. He’s playing
games.
8 My sister can’t play the flute.
9 She’s playing chess.

1 What’s Mum doing? No, she can’t.
2 Can she play the triangle? Yes, she can.
3 What’s she doing? She’s having a drink.
4 Can he play the flute? Yes, he can.
5 Can she play the violin? She’s reading a comic.
6 What’s Dad doing? He’s singing.
7 What’s he doing? He’s listening to music.
5
2 4
1 3

Writing
> 1 2
> play ches∫ 5
1 6
2 3 4 5 7
3 8
4
6 7 8
1 Æhat’∫ he doing?
2 ™e’∫ playing game∫.
3 ©an he
9 Write about the children. / 6 marks
Jo Ben fid can
Ed
‡ue i∫
Ian Sue
Grace

Listening
21 / 8 marks
a b c d
e f g h

22 / 8 marks

A B

Speaking

Reading
a b c 1 There’s a wizard in the story. He’s got a

beard.
2 There’s a king. He isn’t young. He’s old.
3 There’s a spy in the story. I like spy
stories.
d e f
4 There’s an explorer. He’s strong and
good-looking.
5 There’s a prince. He’s young and he’s
got a beard.
g h 6 The princess is my favourite character.
7 There isn’t a wizard but there is a
witch.
8 This is a fantastic story. It’s about a
footballer.
1 2 3 4 1 Is there a king? Yes, there is. No, there isn’t.
2 Is there a princess? Yes, there is. No, there isn’t.
3 Is there an explorer? Yes, there is. No, there isn’t.
4 Is there a spy? Yes, there is. No, there isn’t.
5 6 7 8
5 Is she young? Yes, she is. No, she isn’t.
6 Is he strong? Yes, he is. No, he isn’t.
7 Is he good-looking? Yes, he is. No, he isn’t.
8 Is she old? Yes, she is. No, she isn’t.

Writing
> 1 2
> good-looking 5
1 6
2 3 4 5 7
3 8
4
6 7 8
1 fl∫ there a wizard?
2 ¥e∫, there i∫.
3 fl∫ she good-looking?
4 old?
5 strong?
9 Write about these story characters. / 5 marks
†here’∫ a prince. ™e’∫ strong.

Listening
23 / 8 marks

24 / 8 marks
1 5
A B A B
2 6
A B A B
3 7
A B A B
4 8
A B A B

Speaking

Reading
1 Look at the parrot / 5 They’re penguins /

penguin . It’s on / monkeys . They’re
under the rock. colourful / lively .
2 Can you see the snake / 6 Can you see the gorilla /
monkey ? It’s near / snake ? It’s between /
in the tree. behind the rock and the tree.
3 It’s a snake / rhino. 7 It’s a flamingo / parrot .

It’s funny / dangerous . It’s noisy / colourful .
4 Where’s the flamingo /

8 It’s a gorilla / rhino .
gorilla ? It’s near /
It’s furry / colourful .
between the lake.
1 Where’s the rhino? It’s near the lake. It’s in the lake.
2 Is it furry? Yes, it is. No, it isn’t.
3 Where’s the snake? It’s on the rock. It’s in the tree.
4 Where are the penguins? They’re next to the rock. They’re on the rock.
5 Are they noisy? Yes, they are. No, they aren’t.
6 Is it near the gorilla? Yes, it is. No, it isn’t.
7 Where’s the flamingo? It’s in the lake. It’s near the lake.
8 Are they colourful? Yes, they are. No, they aren’t.

Writing
> 1 2
> ƒlamingo 3
ýt’∫ colourful.
1 4
3 4

2

1 Æhere’∫ the monkey?
2 flt’∫ on the rock.
3 fl∫ the cat furry?
4 dangerou∫?
5 noisy?
9 Write about the animals. / 5 marks
†he penguin i∫ on the rock.

flt’∫

Listening
1 Listen and draw or . $ CD4
25 / 8 marks
1 2 3 4
5 6 7 8

26 / 8 marks
1 5
A B A B
2 6
A B A B
3 7
A B A B
4 8
A B A B

Speaking

Reading
a b c 1 My brother likes chips. He doesn’t

like fish.
2 Vegetables are very healthy. I like
carrots and peas.
3 Can you pass me the fish, please?
d e f
4 I like chicken. It’s my favourite food.
5 There’s some beef. It’s on the table with
the vegetables.
6 I don’t like noodles but I like rice.
g h 7 She likes prawns.
8 There are some carrots. There aren’t
any peas.
1 She likes / doesn’t like rice.
2 She likes / doesn’t like mushrooms.
3 She likes / doesn’t like carrots.
4 She likes / doesn’t like chicken.
5 There are some / aren’t any onions.
6 There are some / aren’t any prawns.
7 There are some / aren’t any peas.
8 There are some / aren’t any leeks.

Writing
> 1 2
> bean∫ 5
1 6
2 3 4 5 7
3 8
4
6 7 8
8 Write. / 7 marks
1 Ðo you like chip∫? ¥e∫,
4 †here
9 Write about the foods they like and don’t like. / 5 marks
‡he doesn’t like rice.

Name Term 1 Challenge Test
Listening
27 / 4 marks
a b c d

28 / 6 marks
Jack Sue

29 / 6 marks
1 A B 2 A B 3 A B 4 A B 5 A B 6 A B

A B

Speaking
4 Answer. / 4 marks
Have you got Has she got

a desk in your straight hair?
room?
What colour Is it a desk?

are your socks?
5 Look and answer. Then ask your teacher four questions. / 9 marks
1 Is it a poster?
2 What colour are his trainers?
3 What colour is his sweater?
4 Has he got straight hair?
5 Has he got a moustache?
6 Act out scenes 1–3 with your teacher. / 3 marks
> 1 2 3
I like this scarf.
I don’t. I prefer
this scarf.

Reading
1 This is my Dad. He’s got a beard
and a moustache.
2 Daniel’s got new trainers.
They’re black.
3 Grandad has got a moustache.
4 Lily hasn’t got curly hair.
She’s got straight hair.
5 Daniel’s got curly hair.
He’s got a computer.
6 It’s a lamp. It’s next to the
computer.
I’m Lucy. I’ve got a new computer 1 Lucy’s got a new computer.
in my bedroom. I’ve got a big plant
and a poster of a cat too. I haven’t 2 She’s got a big TV.
got a TV. I like my bedroom.
3 She’s got long curly hair
I’ve got blue eyes. I’ve got long hair. and blue eyes.
It’s dark and it’s curly. I haven’t got
a ponytail. I don’t like ponytails. I’m 4 Her trainers are black
wearing new trainers today. They’re and white.
blue and white. I’m wearing earrings
too. They aren’t big. They’re small. 5 She’s got small, green
They’re green. I like my clothes. earrings.
> 1 2 3 4 5
> Have you got a plant? a No, he hasn’t. He’s got a beard.
1 Is it a clock? b Yes, she has. They’re white.
2 Is it bookcase? c They’re black.
3 What colour are Joe’s socks? d Yes, I have. It’s big.
4 Has he got a moustache? e No, it isn’t. It’s a wardrobe.
5 Has she got earrings? f No, it isn’t. It’s a cushion.

Writing
10
Write Ben’s answers. / 4 marks
1 Have you got a clock in your bedroom?
2 Have you got a mirror on the wall?
3 What’s on your bed? Is it a rug?
4 What’s on your desk? Is it a lamp?
11
Colour the clothes. Write questions and answers. / 6 marks
1 Æhat colour are ånna’∫ glove∫?

2 Æhat colour i∫ ånna’∫ mask?
3 Æhat colour are ånna’∫ sock∫?
4 belt? flt’∫ black.
5 sweater? flt’∫ grey.
6 trainer∫? †hey’re white.
12
Write six sentences about Tom. Write about his bedroom, his clothes and what
Tom looks like. / 6 marks
†hi∫ i∫ †om’∫ bedroom. ™e’∫ got a

computer. ™e hasn’t got a †◊.

Listening
30 / 4 marks
a b c d

31 / 6 marks
1 4
A B C A B C
2 5
A B C A B C
3 6
A B C A B C

32 / 6 marks
A B 1 A B
2 A B
3 A B
4 A B
5 A B
6 A B

Speaking
4 Answer. / 4 marks
What’s she doing? Is she old?
Can she play the flute?

Is there a wizard?
1 Is there a princess?
2 What is the prince doing?
3 Can the queen play the
recorder?
4 Is the prince good-looking?
5 Is the wizard young?
> 1 2 3
Let’s play chess.
No, thanks.
I don’t want to.

Reading
a 1 There’s a prince. He’s riding a

d
white horse. He’s good-looking.
c
2 He’s old and he’s got a white
beard.
b 3 She’s tall and old.
4 He’s playing chess with a frog.
5 There’s a king. He’s old and

short.
6 She loves music. She’s playing

the violin.
Hello! I’m Jack. I’m in my bedroom now and 1 Jack can play the drums.
I’m listening to music. I can play the trumpet
and the drums. I can’t play the recorder. I’m
2 Jack’s favourite book is
terrible! Harry Potter.
I love books. My favourite book is Percy

3 He likes books about spies.
Jackson: Sea of Monsters. My favourite
character is Percy. I like books about spies too. 4 Luke is playing chess
I don’t like books about kings and queens. in the café.
I’ve got a brother. His name’s Luke and he’s 5 He likes books about
fifteen years old. He’s in the café right now football.
with his friends. He’s playing chess. He likes
books about dragons.
1 2 3 4 5
1 Can she play the violin? a He’s having a drink.
2 What’s he doing? b Yes, there is.
3 Is she old? c She’s reading a comic.
4 Is there a wizard? d No, she can’t.
5 What’s she doing? e Yes, she is.

Writing
10
2 Can she play the triangle?
3 What’s he doing?
4 Can he play the drums?
11
1 Is he old? ˙o, he isn’t. ™e’∫
2 Is he strong?
3 Is she young?
4 Is she good-looking?
12
Write eight sentences about the people. / 8 marks
> †hi∫ i∫ ˇate. ‡he’∫ young.

> 4 ‡he’∫ listening to music.
1 1 †hi∫ i∫ ˘uke.
2
2 †hi∫ i∫ Šob.
3
3 †hi∫ i∫ µark.
4 †hi∫ i∫ ålice.

Listening
1 Listen and match. $ CD4
33 / 5 marks

34 / 6 marks
1 2 3
A B A B A B
4 5 6
A B A B A B

35 / 5 marks
A B 1 A B
2 A B
3 A B
4 A B
5 A B

Speaking
4 Answer. / 4 marks
Do you like Where’s the

vegetables? crocodile?
Are monkeys funny? There’s a parrot.

Is it dangerous?
1 There are some penguins.

Are they lively?
2 Look at the gorilla. Is it furry?
3 Where’s the flamingo?
5 Do you like fish?
> 1 2 3
Can you pass me

the chips, please?
Yes, here you are.
Thank you.

Reading
1 They’re big and grey. They’re next
to the lake.
2 It’s my favourite animal. It’s funny
and lively. It’s in the tree.
3 It’s big and strong. It isn’t colourful.
It’s under the monkey.
4 It’s colourful. It’s got feathers.
5 They’re next to the rock.
6 It’s between the tree and the rock.
1 Katie’s having breakfast

Hi! I’m Katie. I’m having dinner with my
family. There are some prawns and some with her family.
vegetables. My favourite vegetable is carrots. 2 They’ve got prawns
Today we’ve got carrots, peppers and and vegetables for dinner.
mushrooms.
3 Her mum doesn’t like fish,
My favourite food is fish and chips. My mum
but she likes chips.
likes fish and chips too. Sometimes we go
to a fish restaurant. I love the food at the 4 Her dad’s favourite food
restaurant, it’s delicious. is pizza.
My dad loves pizza, it’s his favourite food. I like 5 Katie likes pizza with
pizza with chicken and peppers. Dad likes chicken and mushrooms.
pizza with onions and tomatoes.
> 1 2 3 4 5
> Where’s the snake? a Yes, they are.
1 Do you like chicken? b No, it isn’t. It’s a parrot.
2 Is it a flamingo? c It’s under the rock.
3 Are they dangerous? d Yes, it is.
4 Where’s the monkey? e It’s in the tree. It’s lively.
5 Is it noisy? f Yes, I do.

Writing
10
Write Helen’s answers. / 4 marks
1 Where are the rhinos?
2 Where is the gorilla?
3 Are the flamingos dangerous?
4 Is the parrot noisy?
11
Write about the foods that Sarah likes and doesn’t like. / 6 marks
> ‡he like∫ fish. 5
1 6
12
Write six sentences about the animals. / 6 marks
> †he flamingo i∫ near the lake.

flt’∫ colourful.

Name End of Year Challenge Test
Listening
36 / 4 marks
a b c d

37 / 6 marks
Tom

38 / 6 marks
1 4
A B C A B C
2 5
A B C A B C
3 6
A B C A B C

Speaking
4 Answer. / 4 marks
Have you got Do you like

a poster in noodles?
your room?
Can you play Is she old?

the recorder?
1 Is she old?
2 Where’s the rhino?
4 What colour is her belt?
5 Can she play the violin?
> 1 2 3
Can you open

the door, please?
Yes, of course.
Thank you.

Reading
a b c d e f
1 She’s young. She hasn’t got straight hair. She’s got curly hair.
2 Look at the parrots! They’re in the tree. They’re noisy.
3 My brother’s in the bedroom. Look! He can play the trumpet.
4 I’ve got a plant in my bedroom. It’s between the bed and the wardrobe.
5 John’s got straight hair. He’s wearing socks. They’re white.
6 There isn’t a princess in the story. There’s an explorer. She’s tall.
1 Toby has got a

Hi! I’m Toby. I like my bedroom. I’ve got a bed
computer in his bedroom.
and a wardrobe. I’ve got a computer on my
desk. I’ve got a poster on the wall. There are 2 The monkeys are next
monkeys in the trees. They’re funny! to the trees.
I’ve got straight hair. It’s short. I haven’t 3 Sam has got curly
got a ponytail. My brother’s name is Sam. hair.
He’s got curly hair.
4 Sam can play the
Sam’s in his bedroom. He’s listening to music. trumpet and the flute.
He can play the trumpet and the drums. He
can’t play the flute. I can play the triangle. 5 Toby can play the
triangle.
I like books. My favourite story is about a king.
There’s a wizard in the story too. He’s very old. 6 His favourite book is
He’s my favourite character. about a king and a wizard.
1 What’s he doing? No, she hasn’t.
2 Has she got a ponytail? He’s having a snack.
3 Can he play the violin? Yes, I do. It’s delicious.
4 Do you like chicken? Yes, he can. He’s good.

Writing
10
Write Ella’s answers. / 4 marks
1 Have you got a poster in your bedroom?
2 Can you play the recorder?
3 Have you got straight hair?
4 What colour is your sweater?
11
Write the questions. / 6 marks
1 2 3 4 5 6
1 Æhat ? They’re white.

2 ™a∫ ? Yes, he has.
3 ©an ? No, he can’t.
4 Æhat’∫ ? She’s playing chess.
5 fl∫ ? Yes, he is.
6 Æhere ? It’s in the lake.
12 Write six more sentences about James. / 6 marks
™ello! µy name’∫ ¯ame∫. fl’m 9.

†hi∫ i∫ my bedroom.

Marking Grids Standard Tests
Name
Unit 1 Test Mark Max marks
Listening 1 Listen and number. 8
Speaking 2 Talk to your teacher. 8
Reading 3 Read and match. 8
Writing 4 Write the vocabulary. 3
5 Write the questions and answers. 5
Total for test 32

Listening 1 Listen and circle A or B. 8
Reading 3 Read and write the letter. 8
Writing 4 Write the questions. 4
5 Write the questions. 4
Total for test 32

Reading 3 Read and write True or False. 8
Writing 4 What’s he or she doing? Answer. 6
5 Write the questions and answers. 2
Total for test 32

Writing 4 Write the questions and answers. 8
Total for test 32

Reading 3 Read and circle. 8
Writing 4 Write the answers. Then write the questions. 8
Total for test 32

Writing 4 Write. 5
5 Write sentences with some or any. 3
Total for test 32

Standard Tests
Term 1 Test Mark Max marks

2 Listen, colour and draw. 7
Speaking 3 Answer. 4
4 Look and answer. 5
5 Point and ask your teacher questions. 5
Reading 6 Read and circle A or B. 5
7 Read and write the letter. 4
8 Read and circle. 5
Writing 9 Write Ben’s answers. 4
11 Write questions and answers. 6
Total for test 56

2 Listen and circle A, B or C. 7
Writing 9 Write answers. 4
10 Write sentences. 5
Total for test 56

Listening 1 Listen and draw lines. 6
2 Listen and circle A or B. 8
Writing 9 Write Helen’s answers. 4
Total for test 56

Marking Grids Standard & Challenge Tests
Name
End of year Test Mark Max marks
11 Write answers. 6
Total for test 56

4 Talk to your teacher. 8
Reading 5 Read and number. 8
9 Imagine this is your bedroom. Write about it. 6
Total for test 64

2 Listen and colour. 8
Reading 5 Read and write the number. 8
6 Read, colour and draw. 8
9 Imagine this is your friend. Colour his clothes. 5
Write about him.
Total for test 64

6 Read and match. 7
9 Write about the children. 6
Total for test 64

Challenge Tests

9 Write about these story characters. 5
Total for test 64

Reading 5 Read and circle. 8
9 Write about the animals. 5
Total for test 64

Listening 1 Listen and draw or . 8
8 Write. 7
9 Write about the foods they like and don’t like. 5
Total for test 64

5 Look and answer. Then ask your teacher four 9
questions.
6 Act out scenes 1–3 with your teacher. 3
8 Read and write True or False. 5
9 Read and match. 5
Writing 10 Write Ben’s answers. 4
11 Colour the clothes. Write questions and answers. 6
12 Write six sentences about Tom. Write about his 6
bedroom, his clothes and what Tom looks like.
Total for test 64

Challenge Tests

questions.
9 Read and match. 5
11 Write answers. 4
12 Write eight sentences about the people. 8
Total for test 64

Listening 1 Listen and draw lines. 5
questions.
9 Read and match. 5
Writing 10 Write Helen’s answers. 4
11 Write about the foods that Sarah likes and doesn’t 6
like.
12 Write six sentences about the animals. 6
Total for test 64
End of year Test Mark Max marks

questions.
9 Read and match. 4
Writing 10 Write Ella’s answers. 4
11 Write the questions. 6
12 Write six more sentences about James. 6
Total for test 64

Tests transcripts and answers Standard tests
There are six unit tests, three term tests and one end of Reading (8 marks)
year test. Depending on the ability of your class,
please choose either the Standard level test or the 3 Read and match. (8 marks)
Challenge level test. Top row: 7, 4
Middle row: 2, 1, 5
Unit tests 1–6 Standard Bottom row: 6, 8, 3
Score: 1 mark for each correct match. Total: 8 marks
Unit 1 test (32 marks)
Listening (8 marks) Writing (8 marks)
1 Listen and number. $ 4.01 (8 marks) 4 Write the vocabulary. (3 marks)
1 Girl: This is me and my family. We’re in 1 wardrobe 2 computer 3 clock
the living room. 4 desk 5 bookcase 6 picture
Boy: What’s in your living room? Have you got Score: 1/2 mark for each correct word. Total: 3 marks
a TV?
Girl: Yes I have. I’m watching TV with my Dad. 5 Write the questions and answers. (5 marks)
2 Boy: Is it a computer? 1 Have you got a plant? / Yes, I have. 2 No, it isn’t.
Girl: Yes, it is. And that is my Mum. 3 Is it a cushion? / Yes , it is. (Also accept negative
3 Boy: Have you got a picture? answers if the question does not contain ‘cushion’,
Girl: Yes, I have. It’s on the wall. e.g. Is it a (plant)? / No, it isn’t.)
4 Boy: Have you got a rug?
Score: 1 mark for each correct question or answer.
Girl: Yes, I have. It’s grey and white.
Total: 5 marks
5 Boy: Is it a bin?
Girl: Yes it is. It’s next to the desk. Deduct marks if spelling is not adequate.
6 Boy: Have you got a clock.
Girl: Yes, I have. Look, it’s 2 o’clock.
7 Girl: I’ve got a plant. It’s on the desk.
8 Boy: Is it a wardrobe? Listening (8 marks)
Girl: No, it isn’t. It’s a bookcase.
1 Listen and circle A or B. $ 4.02 (8 marks)
Answers:
1 Girl: What colour is Dad’s sweater?
Left to right: 1 8 3 4 2 5 7 6
Boy: It’s black.
Score: 1 mark for each correct answer. Total: 8 marks 2 Girl: Has Dad got curly hair?
Boy: No, he hasn’t. He’s got straight hair.
Speaking (8 marks) 3 Girl: Has Dad got a beard?
Boy: No, he hasn’t. He’s got a moustache.
2 Talk to your teacher. (8 marks) 4 Girl: Has Mum got earrings?
Look at picture 1 with the child. Boy: No, she hasn’t.
Point to the different items of furniture in the picture 5 Girl: What colour are Mum’s sandals?
and ask Look. Is it a wardrobe? Is it a mirror? Boy: They’re white.
Then say to the child Now ask me two questions. 6 Girl: Has Mum got a ponytail?
Score: 1 mark for each correct answer and question. Boy: Yes, she has.
You may wish to award 1 bonus mark for good fluency 7 Girl: What colour is the boy’s belt?
and pronunciation. Total: 4 marks (+1 bonus mark) Boy: It’s black
Bonus marks don’t form part of the standard scoring. 8 Girl: Has the boy got curly hair?
You may wish to add these to the test total mark to Boy: Yes, he has.
highlight good fluency and pronunciation. Answers:
1 A 2 A 3 B 4 A 5 A 6 B 7 A 8 B
Look at picture 2 with the child.
Ask the child to circle all the things that they have in Score: 1 mark for each correct answer. Total: 8 marks
their bedroom at home. Ask Have you got a desk in your
bedroom? Have you got a rug in your bedroom?
Then say to the child Now ask me two questions about
my bedroom.
Score: 1 mark for each correct answer and question.

You may wish to award 1 bonus mark for good fluency
and pronunciation. Total: 4 marks (+1 bonus mark)

Standard tests
Speaking (8 marks) 3 Boy: What’s she doing?

Girl: She’s reading a comic.
2 Talk to your teacher. (8 marks)
4 Boy: What’s she doing?
Girl: She’s having a drink.
Ask the child to colour the following items of clothing:
Tom’s trainers and gloves, Anna’s belt and sandals, 5 Boy: Can she play the flute?
Mum’s sweater, Dad’s shirt, Joe’s socks and mask. Ask Girl: Yes, she can.
What colour are Tom’s trainers? What colour is Dad’s 6 Boy: What’s he doing?
shirt? Then say to the child Now ask me two questions Girl: He’s listening to music.
about the picture. 7 Boy: Can she play the trumpet?
Girl: No, she can’t.
8 Boy: What’s he doing?
You may wish to award ½ marks to pupils who can
name the colour but do not produce a sentence. You Girl: He’s having a snack.
may also wish to award 1 bonus mark for good fluency Answers:
and pronunciation. Total: 4 marks (+1 bonus mark) Left to right: 6 1 5 2 7 4 8 3
Look at picture 2 with the child. Score: 1 mark for each correct answer. Total: 8 marks
Point to the different people in the picture and ask Has
he got straight hair? Has she got earrings? Then say to Speaking (8 marks)
the child Now ask me two questions about the people. 2 Talk to your teacher. (8 marks)
Score: 1 mark for each correct answer and question. Look at picture 1 with the child.
You may wish to award ½ marks to pupils who Point to two different children and ask What’s he / she
correctly answer with yes or no but do not produce a doing?
sentence. You may also wish to award 1 bonus mark Then say to the child Now point and ask me two
for good fluency and pronunciation. Total: 4 marks questions about the people.
(+1 bonus mark)
Reading (8 marks) name the activity but do not produce a sentence. You
may also wish to award 1 bonus mark for good fluency
3 Read and write the letter. (8 marks)
1 d 2 c 3 a 4 a 5 f 6 b 7 e 8 e
Ask Can he play the violin? Can she play the trumpet?
Writing (8 marks) the children.
4 Write the questions. (4 marks) Score: 1 mark for each correct answer and question. You
1 What colour are Dad’s socks? 2 What colour is may wish to award ½ marks to pupils who can name
Dad’s belt? 3 What colour are Dad’s trainers? 4 What the instrument but do not produce a sentence. You
colour is Dad’s sweater? may also wish to award 1 bonus mark for good fluency
Score: 1 mark for each question. Total: 4 marks
5 Write the questions. (4 marks) Reading (8 marks)

1 Has he got a beard? 3 Read and write True or False. (8 marks)
2 Has he got curly hair? 1 True 2 False 3 False 4 True
5 False 6 True
3 Has he got a moustache? 7 False 8 False
4 Has he got a ponytail?
Score: 1 mark for each question. Total: 4 marks
Deduct marks if spelling is not adequate. Writing (8 marks)
4 What’s he or she doing? Answer. (6 marks)
Unit 3 test (32 marks) 1 He’s playing games.
2 She’s having a snack.
Listening (8 marks) 3 He’s listening to music.
1 Listen and number. $ 4.03 (8 marks) 4 She’s buying an ice cream.
1 Boy: Can he play the recorder? 5 He’s talking to friends.
Girl: Yes, he can. 6 She’s having a drink.
2 Boy: What’s he doing?
Girl: He’s talking to friends.

Standard tests
Score: 1 mark for each sentence. Total: 6 marks Score: 1 mark for each correct answer and question.
Deduct marks if spelling is not adequate.
say yes or no or the names of the adjective but do not
produce a sentence. You may also wish to award 1
5 Write the questions and answers. (2 marks) bonus mark for good fluency and pronunciation.
1 Can he play the drums? No, he can’t. Total: 4 marks (+1 bonus mark)
2 Can she play the recorder? Yes, she can.
Score: 1 mark for each question and answer. Reading (8 marks)
Total: 2 marks
3 Read and match. (8 marks)
Deduct marks if spelling is not adequate. Top row: 3, 6, 2
Middle row: 7, 1, 8
Bottom row: 5, 4
Listening (8 marks)
1 Listen and circle A or B. $ 4.04 (8 marks) Writing (8 marks)
1 Boy: Is there a wizard on the cover?
Girl: Yes, there is. Look! He’s old. 4 Write questions and answers. (8 marks)
2 Girl: Is there a princess? 1 Is there a princess?
Boy: No, there isn’t. I can’t see a princess. 2 Is there a wizard?
3 Boy: Is there a king? 3 Is there a queen?
Girl: Yes, there is. 4 Is there a king?
Boy: Is he old? 5 Yes, she is.
Girl: Yes, he is. 6 No, he isn’t.
4 Girl: Is there a prince? 7 Yes, he is.
Boy: Yes, there is. He’s good looking. He’s tall too. 8 No, he isn’t.
5 Boy: Is there a spy? I like spy stories. Score: 1 mark for each question or answer. Total: 8
Girl: Yes, there is. Look! marks
6 Girl: Is there an explorer?
Boy: Yes, there is.
Girl: Is he strong?
Boy: Yes, he is. Unit 5 test (32 marks)
7 Girl: Is there a prince?
Boy: Yes, there is. This prince is short. Listening (8 marks)
8 Boy: I like football stories.
Girl: Sorry! There isn’t a footballer.
1 Boy: Is it dangerous?
Answers: Girl: Yes, it is!
1 A 2 B 3 B 4 B 5 B 6 A 7 A 8 A 2 Boy: Where’s the snake?
Girl: It’s between the rocks.
Score: 1 mark for each correct answer. Total: 8 marks
3 Boy: Is it lively?
Girl: Yes, it is.
Speaking (8 marks) 4 Boy: What are your favourite animals?
Girl: Guess! They’re funny and furry.
5 Boy: Where’s the gorilla?
Look at picture 1 with the child. Girl: It’s next to the rock.
Ask Is there a wizard? Is there a footballer? 6 Boy: Are they noisy?
Then say to the child Now ask me two questions. Girl: No, they aren’t.
Score: 1 mark for each correct answer and question. 7 Boy: Where are the flamingos?
You may wish to award ½ marks to pupils who can Girl: They’re near the lake.
say yes or no or the names of the characters but do 8 Boy: Where are the rhinos?
not produce a sentence. You may also wish to award Girl: They’re under the trees.
1 bonus mark for good fluency and pronunciation. Answers:
Total: 4 marks (+1 bonus mark) 1 B 2 A 3 A 4 B 5 A 6 B 7 B 8 A
Look at picture 2 with the child. Score: 1 mark for each correct answer. Total: 8 marks
Point and ask Is she tall? Is he young?
the people.

Standard tests
Speaking (8 marks) 4 Girl: Do you like fish?

Boy: No, I don’t. But I love prawns!
2 Talk to your teacher. (8 marks) 5 Boy: She doesn’t like noodles.
Look at picture 1 with the child. 6 Girl: Do you like beef?
Ask Where’s the penguin? Where are the rhinos? Boy: Yes, I do.
Then say to the child Now ask me two questions about 7 Girl: There are some carrots and some peppers.
the animals. 8 Girl: He likes vegetables.
Score: 1 mark for each correct answer and question. Answers:
You may wish to award ½ marks to pupils who can 1 A 2 B 3 A 4 A 5 B 6 B 7 A 8 B
give the position of the animal but do not produce a
sentence. You may also wish to award 1 bonus mark Score: 1 mark for each correct answer. Total: 8 marks
for good fluency and pronunciation. Total: 4 marks
(+1 bonus mark)
Speaking (8 marks)
Look at picture 2 with the child. 2 Talk to your teacher. (8 marks)
Point to different animals and ask Are they furry? Is it Look at picture 1 with the child.
dangerous? Ask Do you like chicken? Do you like noodles?
Then say to the child Now ask me two questions about Then say to the child Now ask me two questions.
the animals.
Score: 1 mark for each correct answer and question. You may wish to award ½ marks to pupils who can
You may wish to award ½ marks to pupils who can understand the food and can say yes or no but do
say yes or no but do not produce a sentence. You may not produce a sentence. You may wish to award 1
also wish to award 1 bonus mark for good fluency and bonus mark for good fluency and pronunciation.
pronunciation. Total: 4 marks (+1 bonus mark) Total: 4 marks (+1 bonus mark)
Reading (8 marks) Look at picture 2 with the child.

Point to the first box and say: There are some
3 Read and circle. (8 marks) mushrooms. There aren’t any beans. Then say Make four
1 snake 2 dangerous 3 penguin 4 funny 5 are more sentences about the food in the boxes.
6 lively 7 furry 8 between
Score: 1 mark for each correct answer. You may wish
Score: 1 mark for each correct answer. Total: 8 marks to award ½ marks to pupils who can say the names of
the food but do not produce a sentence. You may
wish to award 1 bonus mark for good fluency and
Writing (8 marks) pronunciation. Total: 4 marks (+1 bonus mark)
4 Write the answers. Then write the questions.
(8 marks) Reading (8 marks)
1 It’s on the rock.
2 It’s near the tree. 3 Read and match. (8 marks)
3 They’re between the tree and the rock. Top row: 6, 7, 2
4 They’re next to the tree. Middle row: 8, 3, 1
5 Is the monkey lively? Bottom row: 5, 4
6 Is the gorilla colourful? Score: 1 mark for each correct match. Total: 8 marks
7 Are the snakes dangerous?
8 Are the rhinos furry?
Writing (8 marks)
Score: 1 mark for each correct question or answer.
Total: 8 marks 4 Write. (5 marks)
1 He likes chips. 2 He doesn’t like mushrooms.
Deduct marks if spelling is not adequate. 3 She likes prawns. 4 She doesn’t like onions.
5 He likes peppers.
Unit 6 test (32 marks) Score: 1 mark for each correct question and answer.
Total: 5 marks
Listening (8 marks) Deduct marks if spelling is not adequate.
1 Girl: Do you like chicken? 5 Write sentences with some or any. (3 marks)
Boy: Yes, I do. 1 There are some carrots.
2 Girl: Oh no. There aren’t any chips! 2 There aren’t any mushrooms.
3 Girl: There are some beans, but there aren’t any 3 There are some peppers.
onions.

Standard tests
Score: 1 mark for each correct sentence. Total: 3 marks Score: 1 mark for each correct answer. 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 for good fluency and pronunciation.
Total: 4 marks (+1 bonus mark)
End of Term Tests 1–3 Standard
4 Look and answer. (5 marks)
Term Test 1 (56 marks) Look at the picture with the child.
Ask the child the questions on the page. 1 Is it a poster?
Listening (14 marks) 2 What colour are his trainers? 3 What colour is his
1 Listen and number. $ 4.07 (7 marks) sweater? 4 Has he got straight hair? 5 Has he got a
1 Boy: Is it a picture? moustache?
Girl: Yes, it is. Score: 1 mark for each correct answer. You may wish
2 Girl: Have you got a rug in your bedroom? to award ½ marks to pupils who can answer but do
Boy: Yes, I have. It’s white. not produce a sentence. You may also wish to award
3 Girl: Is it a computer? 1 bonus mark for good fluency and pronunciation.
Boy: No, it isn’t. It’s a TV. Total: 5 marks (+1 bonus mark)
4 Boy: Is it a rug?
Girl: No, it isn’t. It’s a cushion. 5 Point and ask your teacher questions.
5 Boy: Have you got a computer on your desk? (5 marks)
Girl: Yes, I have. Look! Look at the picture with the child.
6 Girl: Have you got a bookcase in your bedroom? Then say to the child Now ask me five questions.
Boy: No, I haven’t. It’s in the living room.
7 Boy: Is it a plant? Score: 1 mark for each correct question. You may wish
Girl: Yes, it is. I like plants. to award ½ marks to pupils who can name as many
vocabulary items as they can see in the picture but do
Answers: not produce questions. You may also wish to award 1
a 3 b 5 c 7 d 1 e 2 f 6 g 4 bonus mark for good fluency and pronunciation.
2 Listen, colour and draw. $ 4.08 (7 marks) Reading (14 marks)

1 Boy: Look at Jack. What colour are Jack’s trainers?
6 Read and circle A or B. (5 marks)
Girl: They’re red.
1 A 2 A 3 B 4 A 5 B
2 Boy: What colour is Jack’s belt?
Girl: It’s green. Score: 1 mark for each correct answer. Total: 5 marks
3 Boy: Has he got a moustache?
Girl: No, he hasn’t. He’s got a beard. 7 Read and write the letter. (4 marks)
4 Boy: Has he got straight hair? 1 b 2 c 3 a 4 d
Girl: No, he hasn’t. He’s got curly hair.
5 Girl: Look at Sue. What colour is her sweater? Score: 1 mark for each correct match. Total: 4 marks
Boy: It’s blue.
6 Boy: What colour are her socks? 8 Read and circle. (5 marks)
Girl: They’re pink. 1 Yes, I have. 2 No, it isn’t. 3 They’re white.
7 Girl: Has she got earrings? 4 No, he hasn’t. 5 Yes, she has.
Boy: Yes, she has. She’s got big earrings.
Answers:
Jack has red trainers and a green belt. He has a beard
and curly hair. / Sue has a blue sweater and pink Writing (14 marks)
socks. She has big earrings.
9 Write Ben’s answer’s. (4 marks)
Score: 1 mark for each correct answer. Total: 7 marks 1 Yes, I have. 2 No, I haven’t. 3 No, it isn’t.
4 Yes, it is.
Speaking (14 marks) Score: 1 mark for each correct sentence. Total: 4 marks
3 Answer. (4 marks)
Ask the questions on the page.
1 They’re black. 2 It’s grey. 3 It’s black.
Say Have you got a desk in your bedroom? What colour 4 They’re white.
are your socks? Point to a desk in the classroom and
say Is it a desk? Point to the girl’s hair in the picture Score: 1 mark for each correct sentence.
and say Has she got straight hair? Total: 4 marks

Standard tests
11 Write questions and answers. (6 marks)

1 Yes, he has. to award ½ marks to pupils who can answer but do
2 No, he hasn’t. not produce a sentence. You may also wish to award
3 No, he hasn’t. 1 bonus mark for good fluency and pronunciation.
4 Has he got a moustache? Total: 4 marks (+1 bonus mark)
5 Has he got a beard?
6 Has he got an earring? 4 Look and answer. (5 marks)
Look at the picture with the child.
Score: 1 mark for each correct question and answer. Ask the child the questions on the page. 1 Is there a
Total: 6 marks princess? 2 Is there a frog? 3 What is the prince doing?
4 Can the queen play the recorder? 5 Is the wizard young?
Term Test 2 (56 marks) Score: 1 mark for each correct answer. You may wish
Listening (14 marks) not produce a sentence. You may also wish to award
1 Listen and number. $ 4.09 (7 marks) Total: 5 marks (+1 bonus mark)
1 Man: Is he buying an ice cream?
Woman: No, he isn’t. He’s having a drink. 5 Point and ask your teacher questions.
2 Woman: Is there an explorer in the cafe? (5 marks)
Man: Yes, there is. Look! Look at the picture with the child. Then say to the
3 Man: Can she play the flute? child Now ask me five questions.
Woman: No, she can’t.
4 Man: Is she talking to friends? Score: 1 mark for each correct question. You may wish
Woman: No, she isn’t. She’s playing games. to award ½ marks to pupils who can name as many
5 Man: Can he play the drums? vocabulary items as they can see in the picture but do
Woman: Yes, he can. not produce questions. You may also wish to award 1
6 Woman: Is there a queen in the café? bonus mark for good fluency and pronunciation. Total:
Man: No, there isn’t. There’s a princess. 5 marks (+1 bonus mark)
7 Man: Is he old?
Woman: Yes, he is. He’s a wizard. Reading (14 marks)
Answers:
6 Read and circle A or B. (5 marks)
Left to right: 5 1 3 4 6 2 7
1 A 2 B 3 B 4 B 5 A
2 Listen and circle A, B or C. $ 4.10 (7 marks)
7 Read and write the letter. (4 marks)
1 Man: What’s he doing?
1 c 2 b 3 d 4 a
Woman: He’s playing games.
2 Woman: Can she play the trumpet? 8 Read and circle. (5 marks)
Man: No, she can’t. She can play the violin. 1 He’s playing games. 2 Yes, she can. 3 No, he
3 Man: Is there a wizard in the story? can’t. 4 Yes, there is. 5 Yes, he is.
Woman: Yes, there is. Look!
4 Woman: Is he tall and strong? Writing (14 marks)
Man: No, he isn’t. He’s short. He isn’t strong.
9 Write answers. (4 marks)
5 Man: What’s she doing?
Woman: She’s reading a comic. 1 She’s listening to music. 2 Yes, she can.
3 He’s reading a comic. 4 No, he can’t.
6 Woman: Can he play the flute?
Man: Yes, he can. Look! Score: 1 mark for each correct sentence. Total: 4 marks
7 Man: Is she young and tall?
Woman: Yes, she is. Look! 10 Write sentences. (5 marks)
Answers: 1 He’s strong. 2 He’s old. 3 She's short.
1 B 2 C 3 B 4 B 5 C 6 C 7 B 4 She’s tall. 5 He's good-looking.
Score: 1 mark for each correct answer. Total: 7 marks Score: 1 mark for each correct sentence. Total: 5 marks

Speaking (14 marks) 1 Yes, there is.
3 Answer. (4 marks) 2 Is there a prince?
Look at the picture with the child. Then ask the 3 Yes, there is.
questions on the page. 4 Is there a queen?
What’s she doing? Can she play the flute? Is she old? 5 No, there isn’t.
Is there a wizard?

Standard tests
Answers:
Score: 1 mark for each correct question and answer.
Total: 5 marks 1 B 2 A 3 B 4 A 5 A 6 A 7 B
8 B
Term Test 3 (56 marks)
Speaking (14 marks)
Listening (14 marks) 3 Answer. (4 marks)
1 Listen and draw lines. $ 4.11 (6 marks) Look at the picture with the child. Then ask the
1 Man: Where’s the gorilla? questions on the page.
Woman: It’s under the tree. Look! Say Do you like vegetables? Are monkeys funny? Where’s
2 Woman: Where's the crocodile? the crocodile? There’s a parrot. Is it dangerous?
Man: It’s next to the big rock.
3 Man: Where are the monkeys? Score: 1 mark for each correct answer. You may wish
Woman: They’re on the big rock. to award ½ marks to pupils who can answer but do
4 Man: Where are the penguins?
Woman: They’re on the rock in the lake.
5 Woman: Where are the flamingos?
Man: They’re in the lake. 4 Look and answer. (5 marks)
6 Woman: Where are the parrots? Look at the picture with the child.
Man: They’re in the tree.
Ask the child the questions on the page. 1 There are
7 Man: Where’s the snake? some penguins. Are they lively? 2 Look at the gorilla.
Woman: Look! It’s between the small rock and the Is it furry? 3 Where’s the flamingo? 4 Where’s the gorilla?
tree. 5 Do you like chips?
Answers:
5 Point and ask your teacher questions.

(5 marks)
Look at the picture with the child. Then say to the
child Now ask me five questions.
Score: 1 mark for each correct question. You may wish

to award ½ marks to pupils who can name as many
Note: This visual is for guidance only, for example, the vocabulary items as they can see in the picture but do
crocodile could be either side of the big rock. not produce questions. You may also wish to award 1
bonus mark for good fluency and pronunciation.
Score: 1 mark for each correct answer. Total: 6 marks Total: 5 marks (+1 bonus mark)

1 Man: Is it dangerous? Reading (14 marks)
Woman: Yes, it is. 6 Read and circle A or B. (5 marks)
2 Woman: Are they colourful? 1 B 2 A 3 A 4 B 5 A
Man: No, they aren’t. They’re grey.
3 Man: Do you like prawns? Score: 1 mark for each correct answer. Total: 5 marks
Woman: No, I don’t.
4 Woman: There are some carrots and some beans. 7 Read and write the letter. (4 marks)
There aren’t any mushrooms. 1 c 2 d 3 b 4 a
5 Man: Is it noisy?
Woman: Yes, it is. 8 Read and circle. (5 marks)
6 Man: Are they funny? 1 It’s under the rock. 2 Yes, I do. 3 No, it isn’t.
Woman: Yes, they are. 4 Yes, they are. 5 It’s in the tree.
7 Man: There are some peppers and some
mushrooms. There aren’t any onions.
8 Man: Are they dangerous?
Woman: Yes, they are.

Standard tests
Writing (14 marks) 6 Man: Look at Mum. Has she got earrings?
Woman: Yes, she has. She’s got big earrings.
9 Write Helen’s answers. (4 marks) 7 Woman: What’s the gorilla doing?
1 They’re in the lake. 2 It’s under the tree. Man: It’s having a snack. It’s eating a carrot.
3 No, they aren’t. 4 Yes, they are.
Answers:
Score: 1 mark for each correct sentence. Total: 4 marks Tom has a blue belt and red trainers. / The parrot is
red and green. / Dad has a moustache. / There’s a
10 Write sentences. (4 marks) snake on the rock. / Mum has earrings. / The gorilla is
1 There are some carrots. eating a carrot.
2 There aren’t any noodles. Score: 1 mark for each correct answer. Total: 7 marks
3 There is some rice.
4 There are some prawns.
Speaking (14 marks)
Score: 1 mark for each correct sentence. Total: 4 marks
3 Answer. (4 marks)
11 Write sentences. (6 marks) Look at the picture with the child. Then ask the
questions on the page.
1 He likes chicken.
Say Have you got a poster in your room? Can you play the
2 She doesn’t like fish.
recorder? Do you like noodles? Has she got a ponytail?
3 He doesn’t like prawns.
4 He likes chips. Score: 1 mark for each correct answer. You may wish
5 She likes vegetables. to award ½ marks to pupils who can answer but do
6 She doesn’t like noodles. not produce a sentence. You may also wish to award
Score: 1 mark for each correct sentence. Total: 6 marks Total: 4 marks (+1 bonus mark)

End of Year Test (56 marks) Look at the picture with the child.
Ask the child the questions on the page. 1 Where’s the
Listening (14 marks) rhino? 2 Has she got straight hair? 3 What colour is her
1 Listen and number. $ 4.13 (7 marks) belt? 4 Can she play the violin? 5 There are some prawns.
Do you like prawns?
1 Man: Do you like chicken and chips?
Boy: Yes, I do! Score: 1 mark for each correct answer. You may wish
2 Man: Have you got a plant in your bedroom? to award ½ marks to pupils who can answer but do
Boy: Yes, I have. It’s next to the wardrobe. not produce a sentence. You may also wish to award
3 Man: Is there a wizard? 1 bonus mark for good fluency and pronunciation.
Boy: Yes, there is. He’s old. Total: 5 marks (+1 bonus mark)
4 Man: What’s Sam doing?
Boy: He’s reading a comic. 5 Point and ask your teacher questions.
5 Man: Can she play the flute? (5 marks)
Boy: No, she can’t! Look at the picture with the child. Then say to the
6 Man: Has he got a beard? child Now ask me five questions.
Boy: Yes, he has.
7 Man: Where’s the monkey? Score: 1 mark for each correct question. You may wish
Boy: It’s on the rock. to award ½ marks to pupils who can name as many
vocabulary items as they can see in the picture but do
Answers: not produce questions. You may also wish to award 1
a 2 b 3 c 1 d 4 e 7 f 6 g 5 bonus mark for good fluency and pronunciation.
2 Listen, colour and draw. $ 4.14 (7 marks) Reading (14 marks)

1 Man: Look at Tom. What colour is his belt? 6 Read and circle A or B. (5 marks)
Woman: It’s blue.
1 B 2 B 3 A 4 B 5 A
2 Woman: What colour are his trainers?
Man: They’re red. Score: 1 mark for each correct match. Total: 5 marks
3 Man: Where’s the parrot? Is it colourful?
Woman: Yes, it is. It’s red and green. 7 Read and write the letter. (4 marks)
4 Woman: Look at Dad. Has he got a beard? 1 c 2 b 3 a 4 d
Man: No, he hasn’t. He’s got a moustache.
5 Man: Where’s the snake? Score: 1 mark for each correct match. Total: 4 marks
Woman: It’s on the rock.

Standard tests
8 Read and circle. (5 marks)

1 He’s having a snack. 2 No, she hasn’t.
3 Yes, he can. 4 Yes, there is. 5 It’s under the rock.
Writing (14 marks)

1 It’s under the tree. 2 Yes, she can. 3 Yes, she has.
4 No, she hasn’t.
10 Write sentences. (4 marks)

1 It’s a cushion. 2 She’s buying an ice cream.
3 He’s playing chess. 4 There are some mushrooms
and some onions.

1 They’re white.
2 No, he can’t.
3 She’s having a drink.
4 Yes, he is.
5 Yes, he has.
6 No, it isn’t.
Total: 6 marks

Challenge tests
Unit tests 1–6 Challenge Speaking (16 marks)

Unit 1 test (64 marks) Look at the picture with the child.
Point to the different items of furniture in the picture
Listening (16 marks) and ask Look. Is it a wardrobe? Is it a plant? Is it a desk?
1 Listen and number. $ 4.15 (8 marks) Is it a TV? Then say to the child Now ask me four
1 Girl: This is me and my family. questions.
We’re in the living room. Score: 1 mark for each correct answer and question.
Boy: What's in your living room? Have you got
a computer? You may wish to award 1 bonus mark for good fluency
Girl: Yes, it’s on the desk. Mum is using the and pronunciation.
computer. Total: 8 marks (+1 bonus mark)
2 Boy: Is it a mirror?
Girl: No, it isn’t. It’s a picture of some flowers. 4 Talk to your teacher. (8 marks)
Boy: Oh, yes. I can see now. I really like it. Look at the picture with the child. Ask the child to
3 Boy: Is there a clock? circle all the things that they have in their bedroom at
Girl: Yes, it’s on the wall. Look, it’s 2 o’clock. home. Ask Have you got a desk in your bedroom? Have
4 Boy: Have you got a bookcase? you got a rug in your bedroom? Have you got a bin in
your bedroom? Have you got a cushion in your bedroom?
Girl: Yes, I have. Look, it’s got lots of books in it.
Then say to the child Now ask me four questions about
5 Girl: I’ve got a plant. It’s got flowers. It’s on the desk.
my bedroom.
Boy: Oh yes, it’s nice.
6 Boy: Have you got a TV? Score: 1 mark for each correct answer and question
Girl: Yes, look. I’m watching TV with my Dad. (8 marks).
7 Boy: Is it a cushion? You may wish to award 1 bonus mark for good fluency
Girl: No, it isn’t. It’s a rug. It’s grey and white. and pronunciation.
8 Boy: Have you got a bin?
Girl: Yes, I have. It’s next to the desk.
Answers:
Left to right: 6 4 7 2 1 8 5 3 Reading (16 marks)
5 Read and number. (8 marks)
a 5 b 6 c 3 d 1 e 4 f 2 g 7 h 8
2 Listen and circle A or B. $ 4.16 (8 marks) Score: 1 mark for each correct match. Total: 8 marks
1 Girl: Have you got a computer?
Boy: Yes, I have! Look! It’s on my desk. I can play 6 Read and circle. (8 marks)
computer games. 1 Yes, it is. 2 No, it isn’t. 3 Yes, it is.
2 Girl: Have you got a bin in your room? 4 No, it isn't. 5 Yes, I have. 6 Yes, I have.
Boy: Yes, I’ve got a small, grey bin next to the bed. 7 No, I haven't. 8 Yes, I have.
3 Girl: I like your poster. Is it a pop group?
Boy: Yes, it is. I like pop music.
4 Girl: Have you got a plant?
Boy: Yes, I’ve got two plants, but they aren’t very Writing (16 marks)
big.
7 Write the vocabulary. (4 marks)
5 Girl: Have you got a rug in your room?
1 desk 2 bin 3 rug 4 poster 5 computer
Boy: Yes, I have. It’s big and white. 6 cushion 7 mirror 8 plant
6 Girl: Can you open the door, please?
Boy: Yes, of course. No problem. Score: 1/2 mark for each correct word. Total: 4 marks
Girl: Thank you.
7 Girl: Have you got a cushion in your bedroom? 8 Write questions and answers. (6 marks)
Boy: No, I haven’t. 1 Yes, I have. 2 Have you got a clock? / Yes, I have.
8 Girl: It’s cold in here. Can you close the window, 3 No, it isn’t. 4 Yes, it is. 5 Is it a lamp?
please? Score: 1 mark for each correct question or answer.
Boy: Yes, of course. Deduct marks if spelling is not adequate.
Girl: Thanks. Total: 6 marks
Answers:
1 A 2 A 3 B 4 A 5 A 6 A 7 A 8 B 9 Imagine this is your bedroom. Write about it.
(6 marks)
Score: 1 mark for each correct answer. Total: 8 marks Children’s own answers.

Challenge tests
8 Woman: And now look at Dad again. What colour

Score: 1 mark for each appropriate sentence.
are his shoes?
Total: 6 marks
Boy: They’re black.
Answers:
Unit 2 test (64 marks) 1 Tom: green sweater 2 Mum: red belt 3 Dad:
yellow shirt 4 Anna: blue sandals 5 Anna: blue
Listening (16 marks) sweater 6 Tom: red socks 7 Anna: green earrings
8 Dad: black shoes
1 Listen and number. $ 4.17 (8 marks)
1 Man: Has she got straight hair? Score: 1 mark for each correct answer. Total: 8 marks
Girl: No, she hasn’t. She’s got curly hair. She’s
wearing a grey sweater.
Speaking (16 marks)
2 Man: Has he got a beard?
Girl: Yes, he has. And he’s got a moustache. 3 Talk to your teacher. (8 marks)
3 Man: Has she got earrings? Ask the child to colour the following items of clothing:
Girl: Yes, she has. She’s got big earrings. They’re Tom’s trainers and gloves, Anna’s belt and sandals,
pretty. Mum’s sweater, Dad’s shirt, Joe’s socks and mask. Ask
What colour are Tom’s trainers? What colour is Anna’s
4 Man: Has she got a ponytail?
belt? What colour is Dad’s shirt? What’s colour are Joe’s
Girl: Yes, she has. And she’s got glasses. socks? Then say to the child Now ask me four questions
5 Man: Has he got curly hair? about the picture.
Girl: Yes, he has.
Man: Has he got a beard? Score: 1 mark for each correct answer and question.
Girl: No, he hasn’t. You may wish to award ½ marks to pupils who can
name the colour but do not produce a sentence. You
6 Man: Has he got a beard?
Girl: No, he hasn’t, but he’s got a moustache. and pronunciation. Total: 8 marks (+1 bonus mark)
7 Man: Has she got curly hair?
Girl: No, she hasn’t. She’s got long straight hair. 4 Talk to your teacher. (8 marks)
She’s wearing a white sweater. Look at the picture with the child.
8 Man: Has he got straight hair? Point to the different people in the picture and ask Has
Girl: Yes, he has. He’s got straight black hair. And he got straight hair? Has she got a ponytail? Has she got
he’s wearing a grey shirt. earrings? Has he got a beard? Then say to the child Now
Answers: ask me four questions about the people.
a 5 b 1 c 8 d 3 e 4 f 2 g 7 h 6
Score: 1 mark for each correct answer. Total: 8 marks You may wish to award ½ marks to pupils who
correctly answer with yes or no but do not produce a
2 Listen and colour. $ 4.18 (8 marks) sentence. You may also wish to award 1 bonus mark
1 Woman: Look at the picture. Can you see Tom? for good fluency and pronunciation. Total: 8 marks
What colour is Tom’s sweater? (+1 bonus mark)
Boy: It’s green.
2 Woman: Can you see his mum? Reading (16 marks)
Boy: Yes, I can.
Woman: She’s wearing a belt. What colour is Mum’s 5 Read and write the number. (8 marks)
belt? a 3 b 5 c 6 d 8 e 7 f 1 g 4 h 2
Boy: It’s red.
3 Woman: Now, look again. What colour is his dad’s
shirt? Is it blue?
Boy: No, it isn’t. It’s yellow. 6 Read, colour and draw. (8 marks)
4 Woman: Where’s Anna? Can you see Anna? Tom has a blue shirt, green trainers, a beard and a
Boy: Yes, I can. moustache. / Lucy has a red belt, yellow sandals, a
Woman: What colour are Anna’s sandals? ponytail and earrings.
Boy: They’re blue. Score: 1 mark for each correct colour or drawing.
5 Woman: And what colour is Anna’s sweater? Total: 8 marks
Boy: It’s blue.
6 Woman: Now look at Tom. He’s wearing socks.
What colour are Tom’s socks? Writing (16 marks)
Boy: They’re red. 7 Write the vocabulary. (4 marks)
7 Woman: Look at Anna. I like her earrings. What 1 trainers 2 belt 3 beard 4 mask 5 sandals
colour are her earrings? 6 sweater 7 gloves 8 moustache
Boy: They’re green.
Score: 1/2 mark for each correct word. Total: 4 marks

Challenge tests
8 Write questions and answers. (7 marks) 5 Woman: What about Ella. Can she sing?
1 They’re grey. Boy: No, she can’t sing. But she likes listening to
2 What colour is Dad’s shirt? It’s white. music.
3 Yes, he has. 6 Woman: Can you dance?
4 Has she got earrings? Boy: Me? Yes, I can. I like dancing.
5 Has he got a moustache? Yes, he has. 7 Woman: Can Ben play the triangle?
Boy: No, he can’t. He doesn’t like the triangle.
Score: 1 mark for each correct question or answer. 8 Woman: Do you like music? Can you play an
Deduct marks if spelling is not adequate. Total: 7 marks instrument?
Boy: Yes, I can play the recorder. I like the recorder.
9 Imagine this is your friend. Colour his Answers:
clothes. Write about him. (5 marks) 1 B 2 A 3 A 4 A 5 B 6 A 7 B 8 A
Children’s own answers.
Total: 5 marks
Speaking (16 marks)
Unit 3 test (64 marks) Look at the picture with the child. Point to four
different children and ask What’s he / she doing?
Listening (16 marks)
Then say to the child Now point and ask me four
1 Listen and number. $ 4.19 (8 marks) questions about the people.
1 Girl: I like this cafe.
Boy: Yes! It’s great. Look! There’s Sam. Score: 1 mark for each correct answer and question.
Girl: Where? What’s he doing? You may wish to award ½ marks to pupils who can
Boy: He’s at table two. He’s having a snack. name the activity but do not produce a sentence. You
2 Boy: Can you see Anna?
Girl: Yes, I can. She’s playing chess with her
grandad.
3 Girl: Where’s Tim? What’s he doing?
Boy: He’s reading a comic. He likes comics. Look at the picture with the child. Ask Can he play the
violin? Can she play the trumpet? Can she play the flute?
4 Boy: Can you see Lisa?
Can he play the triangle?
Girl: Yes! Look! She’s at table three. She’s playing a
game. Then say to the child Now ask me four questions about
the children.
5 Girl: What’s Max doing? I can’t see Max.
Boy: Look! He’s talking to his friend. Can you see Score: 1 mark for each correct answer and question.
him now? You may wish to award ½ marks to pupils who can
Girl: Oh yes. I can see him now. name the instrument but do not produce a sentence.
6 Boy: Where’s Sue? You may also wish to award 1 bonus mark for good
Girl: She’s at table five. fluency and pronunciation.
Boy: What’s she doing? Total: 8 marks (+1 bonus mark)
Girl: She’s having a drink.
7 Girl: What about Harry? I can’t see Harry.
Boy: He’s buying an ice cream. Look! Reading (16 marks)
8 Boy: And what about Jess? 5 Read and write the number. (9 marks)
Girl: She’s listening to music. She likes pop music. a 6 b 3 c 4 d 9 e 5 f 8 g 2 h 1 i 7
Answers:
Left to right: 8 3 4 5 2 1 6 7 Score: 1 mark for each correct answer. Total: 9 marks
2 Listen and circle A or B. $ 4.20 (8 marks) 6 Read and match. (7 marks)
1 Woman: Tell me about the children in your class at 1 He's singing. 2 She's reading a comic.
school. Can Lucy play the drums? 3 She’s having a drink. 4 He’s listening to music.
Boy: No, she can’t. 5 Yes, he can. 6 Yes, she can. 7 No, she can't.
2 Woman: Can Anna play the violin? I like the violin!
Boy: Oh yes. She can play the violin. She’s really Score: 1 mark for each correct answer. Total: 7 marks
good.
3 Woman: Tell me about Max. Can he play the flute?
Boy: Yes, he can. He’s very good. Writing (16 marks)
4 Woman: Can Sam play the trumpet? It’s my 7 Write the vocabulary. (4 marks)
favourite instrument. 1 drums 2 violin 3 have a snack 4 have a drink
Boy: Yes, he can play the trumpet. 5 recorder 6 read a comic 7 listen to music
8 triangle

Challenge tests
4 Girl: I like the prince. He’s good-looking.

5 Woman: Is there a footballer in your story?
8 Write questions and answers. (6 marks) Girl: Yes, there is. He’s young and tall.
1 He’s reading a comic. 6 Woman: Tell me about another character.
2 What’s she doing? Girl: Well, there’s a girl called Katie.
3 Can he play the violin? No, he can’t. Woman: Is she young?
4 Can she play the recorder? Yes, she can. Girl: Yes, she is. She’s got long curly hair.
7 Woman: Who is your favourite character in the
Score: 1 mark for each correct question or answer. story?
Deduct marks if spelling is not adequate. Total: 6 marks Boy: I like the queen. She’s old and tall.
8 Woman: Can you see the boy? He hasn't got a ball
9 Write about the children. (6 marks) or a horse.
Children’s own answers. Boy: Is he strong?
Woman: Yes, he is.
Total: 6 marks Answers:
1 A 2 B 3 A 4 A 5 A 6 B 7 B 8 A
Unit 4 test (64 marks) Speaking (16 marks)

Listening (16 marks) Look at the picture with the child.
1 Listen and number. $ 4.21 (8 marks) Ask Is there a wizard? Is there an explorer? Is there a
1 Boy: What’s your book about? footballer? Is there a queen?
Girl: It’s about a wizard. Look! Can you see him? Then say to the child Now ask me four questions.
He’s very old and he’s got a long beard.
2 Girl: Is there a prince? Score: 1 mark for each correct answer and question.
Boy: No, there isn’t. But there’s a frog! And there's a You may wish to award ½ marks to pupils who can
princess! She's got long hair. say yes or no or the names of the characters but do
3 Boy: Is there a king in this story?
Girl: Yes, there is. He has a big palace. He’s my
favourite character.
4 Girl: Is there a prince in this story? I like stories
about princes.
Boy: Yes, there is. Look! He’s got curly hair. Look at the picture with the child. Point and ask Is he
strong? Is she tall? Is he young? Is he old?
5 Boy: Is there a spy?
Girl: Yes, there is. Look! He’s wearing gloves. Then say to the child Now ask me four questions about
Boy: Great! I like spy stories. the people.
6 Girl: What’s this book about? Is there an explorer? Score: 1 mark for each correct answer and question.
Boy: Yes, there is. He’s having a drink. Can you see You may wish to award ½ marks to pupils who can
him? say yes or no or the names of the adjective but do not
Girl: Oh yes! There he is. produce a sentence. You may also wish to award 1
7 Boy: Is there a queen? bonus mark for good fluency and pronunciation.
Girl: Yes, there is. She’s looking in the mirror. Total: 8 marks (+1 bonus mark)
Boy: Oh yes.
8 Boy: I like football stories.
Girl: Well, there’s a footballer in this story. Reading (16 marks)
Boy: Great. I want to read it. 5 Read and write the number. (8 marks)
Answers: a 6 b 4 c 7 d 2 e 1 f 8 g 3 h 5
a 6 b 1 c 2 d 3 e 4 f 5 g 7 h 8
6 Read and circle. (8 marks)
2 Listen and circle A or B. $ 4.22 (8 marks) 1 Yes, there is.
1 Girl: Is there an explorer in your story? 2 No, there isn’t.
Boy: Yes, there is. She’s tall and strong. She’s got 3 Yes, there is.
a ponytail. 4 No, there isn’t.
2 Woman: Who is your favourite character? 5 No, she isn’t.
Girl: I like the king. He’s old and he’s got a white 6 Yes, he is.
horse. 7 Yes, he is.
3 Woman: Is there a wizard in your story? 8 No, she isn’t.
Boy: No, there isn’t. But there is a witch.

Challenge tests
Answers:
6
1
Writing (16 marks)
4
7 Write the vocabulary. (4 marks) 2
1 spy 2 old 3 strong 4 wizard 5 prince
6 footballer 7 explorer 8 king
Score: 1/2 mark for each correct word. Total: 4 marks 8

3
8 Write questions and answers. (7 marks) 5
7
2 Is there an explorer?
3 Yes, she is.
4 Is he old? / No, he isn’t.
5 Is he strong? / No, he isn’t.
Score: 1 mark for each correct question or answer. Score: 1 mark for each correct answer. Total: 8 marks
Deduct marks if spelling is not adequate. Total: 7 marks
9 Write about these story characters. (5 marks) 1 Boy: Let’s play a game! Which animal is it?
Children’s own answers. Girl: Is it dangerous?
Boy: Yes, it is!
Score: 1 mark for each appropriate sentence. Girl: Is it eating a banana?
Total: 5 marks Boy: No, it isn’t!
2 Boy: Is it noisy?
Girl: Yes, it is.
Unit 5 test (64 marks) Boy: Is it colourful?
Girl: No, it isn’t.
Listening (16 marks) 3 Boy: This is my favourite animal.
Girl: Is it lively?
1 Listen and number. $ 4.23 (8 marks) Boy: No, it isn’t. It’s long and it hasn’t got legs.
1 Woman: Look at the Wildlife Park. Where’s the 4 Boy: Is it big?
rhino? Girl: Yes, it is. It’s big and it’s dangerous. It isn’t
Man: It’s near the lake. colourful.
Woman: Oh yes!
5 Girl: Are they funny?
2 Woman: Where’s the gorilla? Is it in the tree? Boy: Yes, they are. They’re very funny.
Man: No, it isn’t. It’s under the tree. Girl: Are they colourful?
Woman: That’s right. Good. Boy: No, they aren’t. They’re black and white.
3 Woman: I can’t see the flamingos. Where are the 6 Boy: Is it funny and furry?
flamingos? Girl: No, it isn’t. It's got wings.
Man: I can see them!
7 Girl: Is it small and funny?
Woman: Where?
Boy: No, it isn’t. It’s big and it’s dangerous.
Man: Look! They’re in the river.
8 Girl: They’re my favourite animals.
4 Woman: Can you see the penguins?
Boy: Are they small and funny?
Man: Oh look! They’re on the rock in the lake.
Girl: No, they aren’t. They’re big.
5 Woman: Where’s the crocodile? Is it in the river too?
Man: No, it isn’t. It’s next to the river. Look! Answers:
Woman: Oh yes! 1 A 2 B 3 B 4 B 5 B 6 B 7 A 8 B
6 Woman: I can see the parrot.
Man: Where’s the parrot? I can’t see it!
Woman: Look! It’s in the tree.
Man: Oh yes! I can see it now. Speaking (16 marks)
7 Woman: Now ... Where are the snakes?
Man: They’re between the big rock and the little 3 Talk to your teacher. (8 marks)
rock. Look at the picture with the child.
Woman: Oh yes! I can see them. Ask Where’s the penguin? Where are the rhinos? Where’s
8 Woman: What about the monkeys? They’re my the monkey? Where are the flamingos?
favourite animals. Then say to the child Now ask me four questions about
Man: Look! They’re on the rocks. the animals.
Woman: Are they on the rocks in the lake?
Man: Oh no. They’re on the rocks near the lake.

Challenge tests
Score: 1 mark for each correct answer and question. Unit 6 test (64 marks)
give the position of the animal but do not produce a Listening (16 marks)
sentence. You may also wish to award 1 bonus mark 1 Listen and draw or . $ 4.25 (8 marks)
for good fluency and pronunciation. Total: 8 marks 1 Man: Do you like fish?
(+1 bonus mark) Woman: Yes, I do. I love fish.
2 Man: Do you like vegetables.
4 Talk to your teacher. (8 marks) Woman: Oh yes, I do. They’re very healthy.
Look at the picture with the child. 3 Man: What about chicken?
Point to different animals and ask Are they furry? Is it Woman: Oh yes, I love chicken. It’s delicious.
dangerous? Are they colourful? Is it funny? 4 Man: I like noodles. They're my favourite food. Do
Then say to the child Now ask me four questions about you like noodles?
the animals. Woman: No, I don’t. Not really.
Score: 1 mark for each correct answer and question. 5 Man: What’s your favourite food?
You may wish to award ½ marks to pupils who can Woman: Well, I really like chips.
say yes or no but do not produce a sentence. You may Man: Oh yes, I like chips too.
also wish to award 1 bonus mark for good fluency and 6 Man: Do you like prawns?
pronunciation. Total: 8 marks (+1 bonus mark) Woman: My brother likes prawns, but I don't.
I don’t like prawns.
7 Man: I like rice. What about you?
Reading (16 marks) Woman: Yes, I like rice too. It’s delicious.
5 Read and circle. (8 marks) 8 Man: I don’t like beef. Do you like beef?
1 penguin / on 2 snake / in 3 snake / dangerous Woman: No, I don’t like beef. I prefer chicken.
4 flamingo / near 5 monkeys / lively 6 gorilla / Answers:
between 7 parrot / colourful 8 gorilla / furry 1 2 3 4 5 6 7 8
Score: 1 mark for each correct name. Total: 8 marks Score: 1 mark for each correct answer. Total: 8 marks
6 Read and circle. (8 marks) 2 Listen and circle A or B. $ 4.26 (8 marks)

1 It’s near the lake. 2 Yes, it is. 3 It’s on the rock. 1 Man: There are some onions and some peppers.
4 They’re on the rock. 5 Yes, they are. There aren’t any beans.
6 No, it isn’t. 7 It’s in the lake. 8 No, they aren’t. 2 Man: There are some carrots and there are some
mushrooms.
3 Man: There are some mushrooms and there are
some prawns.
Writing (16 marks) 4 Man: There are some carrots and some leeks.
5 Man: There aren’t any strawberries.
6 Man: There aren’t any peas.
1 monkey; It's funny / lively. 2 parrots; They're
noisy / lively. 3 gorilla; It's furry / dangerous. 7 Man: There aren’t any peppers.
4 crocodile; It's dangerous. 8 Man: There are some vegetables.
Answers:
Score: 1/2 mark for each correct word. Accept either 1 A 2 B 3 B 4 B 5 A 6 B 7 B 8 A
answer where alternatives are given. Total: 4 marks
1 It’s in the tree.
2 Where’s the penguin?
Speaking (16 marks)
3 Yes, it is. 3 Talk to your teacher. (8 marks)
4 Is the parrot dangerous? No, it isn’t. Look at the picture with the child.
5 Is the flamingo noisy? No, it isn’t. Ask Do you like chicken? Do you like fish? Do you like
noodles? Do you like rice?
Score: 1 mark for each correct question or answer. Then say to the child Now ask me four questions.
Deduct marks if spelling is not adequate. Total: 7 marks
9 Write about the animals. (5 marks) You may wish to award ½ marks to pupils who can
Children’s own answers. understand the food and can say yes or no but do
not produce a sentence. You may wish to award 1
Score: 1 mark for each appropriate sentence. bonus mark for good fluency and pronunciation.
Total: 5 marks Total: 8 marks (+1 bonus mark)

Challenge tests
4 Talk to your teacher. (8 marks) 3 Girl: Is this your computer?

Look at the picture with the child. Boy: No, it isn’t. Look. It isn’t a computer. It’s a TV.
Point to the first box and say: There are some 4 Boy: I can’t see a computer.
mushrooms. There aren’t any beans. Then say Make eight Girl: There’s a computer on my desk. Look! It’s over
more sentences about the food in the boxes. there.
Boy: Oh yes.
Score: 1 mark for each correct sentence. You may Answers:
wish to award ½ marks to pupils who can say the
a 3 b 4 c 1 d 2
names of the food but do not produce a sentence.
You may wish to award 1 bonus mark for good fluency Score: 1 mark for each correct answer. Total: 4 marks
2 Listen, colour and draw. $ 4.28 (6 marks)
Reading (16 marks) 1 Woman: Can you see the pictures of Jack and Sue?
Girl: Yes, I can.
5 Read and write the number. (8 marks) Woman: Great. Look at the picture of Jack. What
a 3 b 4 c 7 d 8 e 2 f 5 g 6 h 1 colour are Jack’s trainers?
2 Woman: Now. Has Jack got a belt?
Girl: Yes, he has.
6 Read and circle. (8 marks) Woman: What colour is Jack’s belt?
1 likes 2 doesn’t like 3 likes 4 doesn’t like Girl: It’s green.
5 are some 6 are some 7 aren’t any 8 are some 3 Woman: Please look at Jack again. Has he got
Score: 1 mark for each correct answer. Total: 8 marks a moustache?
Girl: No, he hasn’t.
Woman: Has he got a beard?
Writing (16 marks) Girl: Yes, he has.
4 Woman: Good. Now look at Sue. What’s she
wearing?
1 peppers 2 chips 3 carrots 4 fish 5 onions Girl: Well, she’s wearing a sweater.
6 prawns 7 mushrooms 8 noodles Woman: Yes. What colour is her sweater?
Girl: It’s blue.
5 Woman: Great. Now, is she wearing socks?
8 Write. (7 marks) Girl: Yes, she is. She’s wearing socks and shoes.
Woman: What colour are her socks?
1 Yes, I do. 2 Do you like rice? No, I don’t. 3 Do
Girl: They’re pink.
you like chicken? Yes, I do. 4 There are some onions.
5 There aren’t any carrots. 6 Woman: Has Sue got earrings?
Girl: Yes, she has.
Score: 1 mark for each correct question or answer. Woman: Are they small earrings?
Deduct marks if spelling is not adequate. Total: 7 marks Girl: No, they aren’t. They’re big.
Answers:
9 Write about the food they like and don’t like. Jack has red trainers and a green belt. He has a
(5 marks) beard. / Sue has a blue sweater and pink socks. She
Children’s own answers. has big earrings.
Score: 1 mark for each appropriate sentence. Score: 1 mark for each correct answer. Total: 6 marks
Total: 5 marks
1 Boy: Has your brother got a nice bedroom?
End of Term Tests 1–3 Challenge Girl: Yes, he has. It’s big too.
Boy: Has he got a poster on the wall?
Term Test 1 (64 marks) Girl: Yes, he has. It’s a poster of an old car.
2 Boy: Has he got a computer?
Listening (16 marks) Girl: Yes, he has. Look! It’s next to the plant.
3 Boy: Has your brother got blond hair?
1 Listen and number. $ 4.27 (4 marks) Girl: No, he hasn’t. It’s black.
1 Boy: Is it a clock? Boy: Is it straight?
Girl: No, it isn’t. Look! It’s a picture. There’s a clock Girl: No, it isn’t. It’s curly.
in the picture. 4 Boy: I’ve got three big cushions in my room. Has
Boy: Oh yes. I can see that now. your brother got a cushion?
2 Boy: I’ve got a poster of a car in my bedroom. Have Girl: No, he hasn’t. But he’s got a rug. It’s big and
you got a poster? it’s grey and white.
Girl: Yes, I have. It’s here. Look! It’s a cat.
Boy: Oh yes. It’s nice.

Challenge tests
5 Boy: What’s that on the floor next to the bed? Is it a Reading (16 marks)
big clock?
Girl: No, it isn’t. Come and see. It’s a bin. 7 Read and number. (6 marks)
Boy: Oh yes! Left to right: 3 1 4 5 2 6
6 Boy: Has your brother got new trainers?
Girl: Yes, he has. They’re black. Look!
Boy: Oh yes. I like black trainers.
Girl: I don’t. I prefer white trainers. 8 Read and write True or False. (5 marks)
1 True 2 False 3 True 4 False 5 True
Answers:
1 A 2 A 3 B 4 B 5 A 6 B 9 Read and match. (5 marks)
1 f 2 e 3 c 4 a 5 b
Writing (16 marks)
Speaking (16 marks) 10 Write Ben’s answer’s. (4 marks)
4 Answer. (4 marks) 1 Yes, I have. 2 No, I haven’t. 3 No, it isn’t.
Ask the questions on the page. 4 Yes, it is.
Say Have you got a desk in your room? What colour are Score: 1 mark for each correct sentence. Total: 4 marks
your socks? Point to a desk in the classroom and say Is
it a desk? Point to the girl’s hair in the picture and say
11 Colour the clothes. Write questions and
Has she got straight hair?
answers. (6 marks)
Score: 1 mark for each correct answer. You may wish Children’s own answers.
not produce a sentence. You may also wish to award Score: 1 mark for each appropriate sentence.
1 bonus mark for good fluency and pronunciation. Total: 6 marks
12 Write six sentences about Tom. Write about
5 Look and answer. Then ask your teacher four his bedroom, his clothes and what Tom looks
questions. (9 marks) like. (6 marks)
Look at the picture with the child. Children’s own answers.
Ask the child the questions on the page. 1 Is it a poster? Score: 1 mark for each appropriate sentence.
2 What colour are his trainers? 3 What colour is his Total: 6 marks
sweater? 4 Has he got straight hair? 5 Has he got a
moustache? Deduct marks if spelling and structure is not
Then say to the child Now ask me four questions. adequate.
You may wish to award 1 bonus mark for variety of
Score: 1 mark for each correct answer. You may wish sentence structure and accuracy. Total: 6 marks
to award ½ marks to pupils who understand and can (+1 bonus mark)
use the vocabulary, but do not produce a sentence or
a question. You may also wish to award 1 bonus mark
(+1 bonus mark)
6 Act out scenes 1–3 with your teacher. 1 Man: Look at the people in the café. Can you see
(3 marks) Jack?
Look at the example picture and example speech Woman: Is he having a snack?
bubbles with the child. Read the first speech bubble Man: No he isn’t. He’s having a drink.
and point to the scarves. Encourage the child to read Woman: Oh yes. I can see him now.
the other speech bubble. Explain that the two of you 2 Woman: Is there a footballer in the café?
will now talk about the other three pictures. Man: No, there isn’t. I can’t see a footballer. But
Encourage the child to say: I like these gloves. Say: look! There’s an explorer.
I don't. I prefer these gloves. Repeat with picture 2. This Woman: Oh yes. He’s very tall.
time start by saying I like this belt. Encourage the child 3 Man: Is Lucy in the café today?
to say I don't. I prefer this belt. Repeat with picture 3. Woman: Yes, she is.
This time start by saying I like these glasses. Encourage Man: What’s she doing?
the child to say So do I. Woman: She’s playing games. Look!
4 Woman: Look at the woman.
Score: 1 mark for each correct response. You may Man: Where? What’s she doing?
wish to award ½ marks to pupils who can name the Woman: She’s having a snack. Can you see her?
vocabulary items or say some of the words, but do She’s old.
not produce accurate sentences. You may also wish to Man: Oh yes. I can see her. I think she’s a witch.
award 1 bonus mark for good fluency and
pronunciation. Total: 3 marks (+1 bonus mark)

Challenge tests
Answers: Speaking (16 marks)

a 3 b 1 c 4 d 2
4 Answer. (4 marks)
Score: 1 mark for each correct answer. Total: 4 marks Look at the picture with the child. Then ask the
2 Listen and circle A, B or C. $ 4.31 (6 marks) What’s she doing? Can she play the flute? Is she old?
1 Man: What’s he doing? Is he listening to music? Is there a wizard?
Woman: No, he isn’t.
Man: He’s playing chess. It’s his favourite game. Score: 1 mark for each correct answer. You may wish
2 Woman: Look at Lucy. She loves music.
Man: Can she play the trumpet?
Woman: No, she can’t. She can play the violin.
She’s very good.
3 Man: I like spy stories.
5 Look and answer. Then ask your teacher four
Woman: Sorry. There isn’t a spy in this story.
questions. (9 marks)
Man: Is there a wizard or a king?
Woman: There’s a wizard. Look at the picture with the child.
4 Woman: Is your brother tall? Ask the child the questions on the page. 1 Is there a
Man: No, he isn’t. He’s short. princess? 2 What is the prince doing? 3 Can the queen
Woman: Is he strong? play the recorder? 4 Is the prince good-looking? 5 Is the
Man: No, he isn’t. Look! He isn’t strong. wizard young?
5 Man: Where’s Maria? Is she with her friends? Then say to the child Now ask me four questions.
Woman: No, she isn’t. She’s in the café. Score: 1 mark for each correct answer. You may wish
Man: What’s she doing? Is she having a snack? to award ½ marks to pupils who understand and can
Woman: No, she isn’t She’s reading a comic. use the vocabulary, but do not produce a sentence or
6 Man: Who’s your favourite character in the story? a question. You may also wish to award 1 bonus mark
Do you like the queen? for good fluency and pronunciation. Total: 9 marks
Woman: No, I don’t. (+1 bonus mark)
Man: What about the footballer?
Woman: No. I like the explorer. He’s funny. 6 Act out scenes 1–3 with your teacher.
Answers: (3 marks)
1 A 2 C 3 B 4 B 5 C 6 A Look at the example picture and example speech
bubbles with the child. Read the first speech bubble
Score: 1 mark for each correct answer. Total: 6 marks and point to the chess board. Encourage the child to
read the other speech bubble. Explain that the two of
3 Listen and circle A or B. $ 4.32 (6 marks) you will now talk about the other three pictures. Start
1 Man: Is there a wizard? with picture 1 and point to the boy. Encourage the
Woman: No, there isn’t. There’s witch. child to make a suggestion: Let’s listen to music. Say:
Man: Is she old? No, thanks. I don’t want to. Repeat with picture 2. This
Woman: Yes, she is. She’s very bad too. time start by saying Let’s read comics and encourage
2 Man: Can the queen play music? the child to say: No, thanks. I don’t want to. Repeat with
Woman: Yes, she can. She’s very good. picture 3. This time start by saying Let’s buy an ice
Man: Can she play the flute? cream and encourage the child to say OK.
Woman: No, she can’t. She can play the violin.
Score: 1 mark for each correct response. You may
3 Man: What’s the prince doing? Is he talking to the
wish to award ½ marks to pupils who can name the
princess?
vocabulary items or say some of the words, but do
Woman: No, he isn’t. He’s having a snack. Look!
not produce accurate sentences. You may also wish to
4 Man: Is there an explorer? award 1 bonus mark for good fluency and
Woman: No, there isn’t. There isn’t an explorer in pronunciation. Total: 3 marks (+1 bonus mark)
the story.
5 Man: Where’s the king?
Woman: There’s isn’t a king. Reading (16 marks)
Man: Is there a queen?
Woman: Yes, there is. She’s talking to her friend on 7 Read and number. (5 marks)
the phone. She’s telling her a story. 1 d 2 a 3 c 4 a 5 b 6 c
6 Man: Is there a footballer? I like football stories. Score: 1 mark for each correct answer. Total: 6 marks
Woman: No, there isn’t. Do you like spy stories?
Man: Yes, I do. 8 Read and write True or False. (5 marks)
Woman: Good. There’s a spy in the story. Look!
1 True 2 False 3 True 4 True 5 False
Answers:
1 A 2 B 3 B 4 A 5 B 6 A Score: 1 mark for each correct answer. Total: 5 marks

Challenge tests
9 Read and match. (5 marks) Answers:

1 d 2 a 3 e 4 b 5 c
Writing (16 marks)

10 Write sentences. (4 marks)
1 She’s listening to music 2 Yes, she can.
3 He’s having a snack. 4 No, he can’t.
11 Write answers. (4 marks) Note: This visual is for guidance only, for example, the
1 No, he isn’t. He’s young. crocodile could be either side of the big rock.
2 Yes, he is.
3 No, she isn’t. She’s old. Score: 1 mark for each correct answer. Total: 5 marks
4 Yes, she is.
Score: 1 mark for each appropriate sentence. Total: 4 1 Man: It’s my favourite animal.
marks Woman: Is it dangerous?
Man: No, it isn’t. It’s funny.
11 Write eight sentences about the people. 2 Man: Are they colourful?
(8 marks) Woman: No, they aren’t. They’re grey. They’re
Children’s own answers. dangerous too.
3 Man: Do you like prawns?
Score: 1 mark for each appropriate sentence. Woman: No, I don’t.
Deduct marks if spelling and structure is not 4 Woman: Look at the vegetables. There are some
adequate. carrots and some beans. There aren’t any
mushrooms.
Man: Good! I don’t like mushrooms.
sentence structure and accuracy. Total: 8 marks
(+1 bonus mark) 5 Man: What’s your favourite animal?
Woman: Can you guess? It’s big and it’s strong.
Man: Is it noisy?
Woman: Yes, it is.
6 Woman: What’s your favourite food?
Listening (16 marks) Man: I love chicken and noodles. They're delicious!
Answers:
1 Listen and draw lines. $ 4.33 (5 marks) 1 B 2 A 3 B 4 A 5 A 6 A
1 Woman: What’s your favourite animal, Luke?
Boy: I like gorillas. Score: 1 mark for each correct answer. Total: 6 marks
Woman: Where's the gorilla?
Boy: It’s under the tree. Look! 3 Listen and circle A or B. $ 4.35 (5 marks)
2 Woman: Which animals are dangerous? 1 Man: There are some vegetables on the table.
Boy: Crocodiles are very dangerous. Woman: Which vegetables are there?
Woman: Yes, they are. Where's the crocodile? Man: There are some carrots and some mushrooms.
Boy: It’s next to the big rock. There aren’t any peppers.
3 Boy: There's a snake! Woman: That’s OK. I love mushrooms.
Woman: Where is it? 2 Woman: There are some beans on the table.
Boy: It’s between the small rock and the tree. Man: Good. I like beans.
4 Woman: Do you like penguins? Woman: There are some onions too.
Boy: Yes, I do. They’re funny. 3 Man: Do you like noodles?
Woman: Where are the penguins? Woman: Yes, I do. They're my favourite food.
Woman: They’re on the rock in the lake. Man: Good. There are some noodles on the table.
5 Woman: I like flamingos. They’re my favourite 4 Woman: Do you like prawns?
animals. Man: Yes, I do. They’re delicious. I love noodles and
Boy: I like them too. prawns.
Woman: Where are the flamingos? Woman: Well, there are some prawns on the table.
Boy: They’re in the lake. But there aren’t any noodles.
6 Boy: There are parrots too.
Woman: Where are the parrots?
Boy: They’re in the tree.

Challenge tests
5 Man: I like chips. Reading (16 marks)

Woman: Sorry. There aren’t any chips. You can
have rice. 7 Read and number. (6 marks)
Man: OK. I like rice. Left to right: 3 2 6 4 1 5
Answers: Score: 1 mark for each correct answer. Total: 6 marks
1 A 2 A 3 B 4 A 5 B
8 Read and write True or False. (5 marks)
1 False 2 True 3 False 4 True 5 False
Speaking (16 marks) Score: 1 mark for each correct answer. Total: 5 marks
4 Answer. (4 marks) 9 Read and match. (5 marks)

Look at the picture with the child. Then ask the 1 f 2 b 3 a 4 e 5 d
Do you like vegetables? Are monkeys funny? Where’s the Score: 1 mark for each correct match. Total: 5 marks
crocodile? There’s a parrot. Is it dangerous?
Score: 1 mark for each correct answer. You may wish Writing (16 marks)
to award ½ marks to pupils who can answer but do 10 Write Helen’s answers. (4 marks)
1 They’re in the lake. 2 It’s under the tree.
3 No, they aren’t. 4 Yes, it is.
5 Look and answer. Then ask your teacher four
questions. (9 marks) 11 Write about the foods that Sarah likes and
Look at the picture with the child. doesn’t like. (6 marks)
Ask the child the questions on the page. 1 There are 1 She doesn’t like peas.
some penguins. Are they lively? 2 Look at the gorilla. Is it 2 She doesn’t like prawns.
furry? 3 Where’s the flamingo? 4 Where’s the gorilla? 3 She likes peppers.
5 Do you like fish?
4 She doesn’t like beef.
Then say to the child Now ask me four questions.
5 She doesn’t like beans.
Score: 1 mark for each correct answer. You may wish 6 She likes chips.
to award ½ marks to pupils who understand and can
use the vocabulary, but do not produce a sentence or Score: 1 mark for each correct sentence.
a question. You may also wish to award 1 bonus mark Total: 6 marks
(+1 bonus mark) 12 Write six sentences about the animals.
(6 marks)
6 Act out scenes 1–3 with your teacher. Children’s own answers.
(3 marks)
Look at the example picture and example speech
bubbles with the child. Read the first speech bubble Deduct marks if spelling and structure is not
and point to the chips. Encourage the child to read the adequate.
other speech bubble. Then read the third speech You may wish to award 1 bonus mark for variety of
bubble yourself. Explain that the two of you will now sentence structure and accuracy. Total: 6 marks
talk about the other three pictures. Start with picture 1 (+1 bonus mark)
and point to the girl. Encourage the child to say: Can
you pass me the carrots, please? Say: Yes, of course.
Encourage the child to say: Thank you. Repeat with
picture 2. This time point to the boy and say Can you
pass me the peas, please? and encourage the child to
say: Yes, of course. Then say: Thanks. Repeat with
picture 3. This time, point to the girl and encourage
the child to say: Can you pass me the chicken, please?
Say Yes, here you are. Encourage the child to say
Thanks.
Score: 1 mark for each correct response. You may

wish to award ½ marks to pupils who can name the
vocabulary items or say some of the words, but do
pronunciation. Total: 3 marks (+1 bonus mark)

Challenge tests
End of Year Test (64 marks) 3 Listen and circle A, B or C. $ 4.38 (6 marks)
1 Man: Has Anna got straight hair?
Listening (16 marks) Woman: No, she hasn’t. She’s got curly hair. She’s
got earrings too.
2 Woman: There are some mushrooms and some
1 Man: What’s your favourite food? carrots. There aren’t any peas. There are some
Boy: I like chicken. noodles.
Man: Do you like chips?
3 Man: Where’s the rhino?
Boy: Yes, I do!
Woman: It’s between the lake and the rock. Look!
2 Boy: Have you got a plant in your bedroom?
4 Man: Where’s Luke?
Man: Yes, I have. Look! It’s next to the violin.
Woman: He’s in the café.
Boy: Oh, yes.
Man: Is he having a drink?
3 Man: Where’s Sam? Woman: No, he isn’t. He’s buying an ice cream.
Boy: He’s in the café.
5 Man: Is there an explorer in the story?
Man: What’s he doing?
Woman: No, there isn’t. There’s a spy.
Boy: He’s having a snack.
Man: Is he tall and strong?
4 Boy: Is there a wizard? Woman: He’s tall, but he isn’t strong.
Man: Yes, there is. He’s old.
6 Woman: Have you got a clock in your house?
Boy: Has he got a beard?
Man: Yes, I have. Look!
Man: Yes, he has.
Woman: Where?
Answers: Man: It’s on the desk. It’s next to the computer.
a 2 b 4 c 3 d 1 Answers:
Score: 1 mark for each correct answer. Total: 4 marks 1 A 2 C 3 B 4 C 5 B 6 C
2 Listen, colour and draw. $ 4.37 (6 marks)
1 Woman: Can you see the people and the animals in
the zoo? Speaking (16 marks)
Girl: Yes, I can.
4 Answer. (4 marks)
Woman: Great. Look at Tom. He’s wearing a belt.
What colour is his belt? Look at the picture with the child. Then ask the
Girl: It’s blue. questions on the page.
2 Woman: Now, look at Tom again. Has he got Say Have you got a poster in your room? Can you play the
trainers? recorder? Do you like noodles? Is she old?
Girl: Yes, he has.
Woman: What colour are Tom’s trainers?
3 Woman: Where’s the parrot? 1 bonus mark for good fluency and pronunciation.
Girl: It’s in the tree. Total: 4 marks (+1 bonus mark)
Woman: Is it colourful?
Girl: Yes, it is. It’s red and green. 5 Look and answer. Then ask your teacher four
4 Woman: Can you see his dad? questions. (9 marks)
Girl: Yes, I can. Look at the picture with the child.
Woman: Has he got a beard?
Ask the child the questions on the page. 1 Is she old?
Girl: No, he hasn’t. He’s got a moustache.
2 Where’s the rhino? 3 Has she got straight hair? 4 What
5 Woman: Great. Let’s find the snake. Is it under the colour is her belt? 5 Can she play the violin?
tree?
Then say to the child Now ask me four questions.
Girl: No, it isn’t.
Woman: Is it under the rock? Score: 1 mark for each correct answer. You may wish
Girl: No, it isn’t. It’s on the rock. to award ½ marks to pupils who understand and can
6 Woman: Look at his mum. Has she got earrings? use the vocabulary, but do not produce a sentence or
Girl: Yes, she has. a question. You may also wish to award 1 bonus mark
Answers: for good fluency and pronunciation. Total: 9 marks
Tom has a blue belt and red trainers. / The parrot is (+1 bonus mark)
red and green. / Dad has a moustache. / There’s a
snake on the rock. / Mum has earrings. 6 Act out scenes 1–3 with your teacher.
(3 marks)
Score: 1 mark for each correct answer. Total: 6 marks Look at the example picture and example speech
bubbles with the child. Read the first speech bubble
and point to the closed door. Encourage the child to
read the other speech bubble. Then read the third
speech bubble yourself. Explain that the two of you
will now talk about the other three pictures. Start with

Challenge tests
picture 1 and point to the girl. Encourage the child to Writing (16 marks)
say: Can you close the door, please? Say: OK. Encourage
the child to say: Thank you. Repeat with picture 2. This 10 Write Ella’s answers. (4 marks)
time point to the boy and say Can you open the 1 Yes, I have. 2 No, I can’t. 3 No, I haven’t.
window, please? Encourage the child to say: OK. Then 4 It’s grey.
say: Thank you. Repeat with picture 3. This time, point
to the man and encourage the child to say: Can you Score: 1 mark for each correct sentence. Total: 4 marks
open the wardrobe, please? Say Yes, of course. Encourage
the child to say Thank you. 11 Write the questions. (6 marks)
1 What colour are her trainers?
Score: 1 mark for each correct response. You may 2 Has he got a beard?
wish to award ½ marks to pupils who can name the 3 Can he play the violin?
vocabulary items or say some of the words, but do 4 What’s she doing?
5 Is he good-looking?
pronunciation. Total: 3 marks (+1 bonus mark) 6 Where’s the crocodile?
Reading (16 marks) Total: 6 marks
7 Read and write the letter. (6 marks) 12 Write six more sentences about James.
1 c 2 f 3 d 4 a 5 b 6 e (6 marks)
Children’s own answers.
8 Read and write True or False. (6 marks)
Deduct marks if spelling and structure is not adequate.
1 True 2 False 3 True 4 False 5 True 6 True
Score: 1 mark for each correct answer. Total: 6 marks sentence structure and accuracy. Total: 6 marks
(+1 bonus mark)
9 Read and match. (4 marks)
1 He’s having a snack.
2 No, she hasn’t.
3 Yes, he can. He’s good.
4 Yes, I do. It’s delicious.

Introduction to the Portfolio
What is the European Language Vocabulary record

Portfolio? These worksheets can form part of the Language
It is a way to keep a record of the experience of Passport or, if the children complete them as
learning a language. Each child has their own self-evaluation, they could form part of the
Portfolio, which will accompany them Linguistic Biography. The children put a ✓ in the
throughout their learning. box by each vocabulary item that they can
The Portfolio consists of three parts: understand, say and read. They then write the
word in the last box.
• The Language Passport, which offers a general
overview of the linguistic ability of each child Course certificate
in one, or several, languages. It includes This can form part of the Language Passport.
elements of self-evaluation along with
assessment by the teacher.
Additional ideas
• The Linguistic Biography, which intends that
The children can organize their Portfolios into
the child reflects on their own learning
sections, such as About me, My vocabulary,
process, to help them plan and evaluate their
(Linguistic Biography), My work in class and
learning in the future.
‘I can …’ (Language Passport). They can make an
• The Oxford Rooftops Box, which contains pieces Oxford Rooftops Box using a shoe box. They can
of work that illustrate the achievements, write their name, the name of their class and the
ability and experiences of the child, as name of their teacher on a label and attach it to
reflected in the two previous sections. the top of the box. Encourage the children to
include in their box the pieces of work of which
What is the Oxford Rooftops Portfolio? they feel especially proud.
The Oxford Rooftops Portfolio is an ‘English Encourage the children’s parents to take an
Portfolio’ that aims to familiarize the children interest in the experiences of their children. They
with the notion of the European Language could help them find English objects for their
Portfolio. It represents a useful tool for teachers of Portfolios (Linguistic Biography) such as stamps
subsequent levels as it allows them to see what and labels.
vocabulary and structures the children have You could create an ‘English corner’ in your
already learnt. classroom and encourage the children to bring in
Oxford Rooftops 3 offers you the following things related to English-speaking countries.
photocopiable materials for the English Portfolio.
‘I can …’ statements
This page forms part of the Linguistic Biography.
On the first page, the pupil writes the number of
the corresponding unit in the balloon if they
know how to do what the phrase says. On the
second page, the child puts a ✓ in each box if
they know how to do what the phrase says.

I can … Portfolio
I can understand I can sing a

I can read a story. I can ask questions.
the teacher. song.
I can understand I can read

I can answer I can write
and use everyday and understand
questions. a short blog post.
language. a blog post.
I can repeat words I can watch and

in English with understand video I can complete I can evaluate my
acceptable clips about British phrases. own work.
pronunciation. culture.
I can think about I can listen to I can remember

I can play games. my local and understand words and phrases
community. dialogues. from earlier units.

I can … Portfolio
I can …
use numbers from 1–100.
S t alk about myself and my brother(s)

and sister(s).
s ay the names of some buildings in

High Street.
I can …
1 ask and describe what an object is.
ask someone what they have got.
I can …
2 sk about and describe the colour

a
of someone’s clothes.
sk about someone’s personal

a
appearance.
I can …
3 sk about and describe what

a
someone is doing.
ask what someone can do.
I can …
4 ask which characters are in a story.
sk about the characteristics of

a
a story character.
I can …
5 sk about and describe the location

a
of animals.
sk about the characteristics of an

a
animal.
I can …
6 escribe the foods that someone

d
likes and dislikes.
escribe what vegetables there are

d
or aren’t.

S My Portfolio Vocabulary record
Listening Speaking Reading Writing
a é
f c
café
i m
c n
e a
i r e
i
a t s
o f t
n
a
f
t l
l r
i a
r b
y
p o e f
o c
t i
s f
h p
s o
t k e
w
a a
y
a
21
22
23
24
25
26
27
30
1 My Portfolio Vocabulary record
b o a
o
c k s
e
k l
o
c
c
s d
k e
l m
p a
m i
r
r
o r
i t
c u
p e r
V
T
r a w d
e b r
o
i
n
b
m c
p o
u r
t e
s n u
c h
o i
n l
p
t a
o t
s p
e r
r
g u

t e
l
b
m s
k a
t s
h
i r
w
s e r
e t a
e l
g v
s o
s
n d
a
a s l
s o
k
c s
r t a s
e n
r i
e r
b
d a
r u a
c h
y l i
r
i a
r r
e
n g s
u o t
s m
h a
e c
n o y
p
i t
l a
r a t h
a
s i i
g
t h r

c e b y r u
i a e
a c m
n
v a r i
h d n
e
a k
a n a v
s h
c e
k a
t i o t
e l s m
i
s n u c
a h
l c e
p
y s s
m a p y
g a
s e l
e r a o
a c i
d c m
s d f t l
n i k a
r e t o
m r u
d s
u f
t
e l
d r c
e
e r o
r
t e i
g
n r
l a
r t p
e
m
t u
l o v
i i
n

p l e x
r o r e
o t r o
b f l
l
e a
i k
g n
i r
p e
n c
c p s
n
e i
s r
n u
e
q e
p
s y
w
i
r z
a d
n o o o
i o l g
g k - d
d l
o
o s
t h
r
t s
r g
n o
a l
l t
y o
n
g u

o o
d c
i
l e r
c
l f i
m
g n
o a
i o
r
g
l l
a
k n o
e
y m
a r
p r
o t
e n
g
p i
u n
r h i
o n
k n
s a
e
l v
e
i
y l
c o l o
f u
l r
u
d a n r
e
u g
s o
f u
n
n
y
f u
r
r
y
o n
i
s y

b f
e e
c h i
k
e
n c
c i
h p
s
r p
a n
w s
i h
f
s
d o n
l o
s e
r i
e c
g e v
t
a e
b s e l
b s
a
n e
a s c
o
r
r t
h s u
o
r m
o s m
o i
n n
s o
p e
a s
p p e
p
s e r

I certify that
has completed
Oxford Rooftops 3
Signed (teacher)
My favourite unit was …
Unit 1 Unit 2 Unit 3

At Flat Number 6 At the Fancy Dress Shop At Rooftops Café
Unit 4 Unit 5 Unit 6

At the Library At Rooftops Zoo At the Takeaway
Signed (pupil)

Introduction to the Key Competences
What are the Key Competences in the The theme of community is at the heart of Oxford
foreign language classroom? Rooftops and the city of Rooftops represents an
Key Competences describe a range of skills, identifiable community for children, in which
knowledge, attitudes and behaviour developed in learning English and behaviour compatible with
all subjects to serve children for life and learning being a good citizen, go hand in hand. Children
outside the classroom. learn how to be good citizens alongside the
course characters, and the community values
European legislation defines eight Key
themes explicitly explore positive behaviour.
Competences, distinguishing between
Values and citizenship, interpersonal and social
communication in the mother tongue and a
skills, codes of conduct, norms of behaviour and
foreign language; these two have been combined
customs in similar and different environments
to create seven Key Competences in the Spanish
are all positively modelled, helping children
educational system.
absorb socio-political concepts like equality and
Therefore the Key Competences are defined as the diversity and spark interest in other people’s
following: culture and customs.
• Linguistic communication
• Social and civic competences 3 Digital competence
This involves the confident and critical use of
• Digital competence
information and basic skills in information and
• Learn to learn communication technology (ICT).
• Sense of initiative and entrepreneurship The blend of digital and print material in Oxford
• Cultural awareness and expression Rooftops means that Digital competence is
developed on a day to day basis. Oxford Rooftops
• Mathematical competence and basic
recognizes that technology is a part of everyday
competences in science and technology
life inside and outside the classroom and
encourages children to be safe and responsible
1 Competence in Linguistic users whilst also providing opportunities to
communication develop the necessary IT skills to do this
This encompasses effective communication and effectively.
expression in a range of contexts, such as at
home, leisure or school, according to the pupils’ 4 Learn to learn
age and stage of development.
This competence encompasses the development
Throughout the six levels of Oxford Rooftops input of study skills and attitudes that help pupils to
of vocabulary and grammar essential for continue learning inside and outside the
effective communication is presented in classroom efficiently and autonomously.
motivating contexts and through a variety of
Lots of the activities in Oxford Rooftops are
mediums to fire children’s curiosity and
designed to get children thinking about how they
encourage a genuine desire for communication.
learn, what sort of learner they are and what
Every activity in Oxford Rooftops is designed with learning strategies they can adopt to become
a linguistic outcome for children, and the course more efficient learners.
has been specially developed to provide
Self-evaluation plays an important part in this as
challenging and motivating input alongside the
does the development of positive learning
development of the four skills of reading, writing,
attitudes and self-reliance as a learner.
listening and speaking.
All levels of Oxford Rooftops have explicit self-
evaluation, learning to learn and reference
2 Social and civic competences
materials to support the development of this
This competence describes the range of social, competence. For example, self-evaluation
interpersonal and intercultural skills and activities encourage pupils to review and
behaviour that equip individuals to participate evaluate the classroom activities and begin to
effectively and constructively in society. reflect on their personal learning style, while
Oxford Rooftops presents language to children in Picture Dictionaries at all levels, completed by
different everyday contexts in which they can the children involve them in creating their own
broaden their social and civic knowledge and personalized reference tools.
understanding.
Oxford Rooftops 3 © Oxford University Press Introduction to the Key Competences 111
Introduction to the Key Competences
5 Sense of initiative and many other language activities in Oxford Rooftops

entrepreneurship require some degree of mathematical thinking or
This competence is related to the competence of the application of scientific knowledge such as
‘Learn to learn’ and also describes values and conducting a survey, doing an experiment or
attitudes such as perseverance, self-esteem and identifying the stages of a living process such as
the capacity to calculate risks and identify plant reproduction.
solutions to problems, and the ability to turn
ideas into action. Evaluating the Key Competences in the
Many of the communicative activities in Oxford foreign language classroom
Rooftops contribute to the development of this In Oxford Rooftops, the material has been
competence, with pupils working independently, carefully developed to ensure that the learning
in pairs or in groups to achieve a specific goal. that takes place in every lesson supports the
These might include an interactive game, a development of the Key Competences.
performance of a song or chant or a In the Teacher’s Guide you will find suggestions
communication activity to name but a few. These as to how the material fulfils specific Key
activities require planning, cooperation and Competences.
organizational skills, such as time-management,
flexibility and determination, all of which serve You may use the Key Competences evaluation
as a foundation to the acquisition of more grid (part of evaluation grid 2) alongside these
specific skills and knowledge needed by those suggestions, to aid you in your assessment of
establishing or contributing to social or these Key Competences at any given point in a
commercial activity. lesson and as part of everyday classroom
practice. As you become more familiar with the
Key Competences and your classroom material,
6 Cultural awareness and expression you will feel more confident about choosing what
Oxford Rooftops offers plenty of opportunities to to assess. It might be easier to assess in small
develop an appreciation of the importance of the groups than as a whole class. You could think
creative expression of ideas, experiences and about setting aside some general competence
emotions in a range of media for example assessment time while children do a particular
through music and song, acting out stories, and activity. You can involve the children in the
literature and art activities. assessment by telling them what you are looking
Pupils are encouraged to creatively express for in any given session and what you would like
themselves through participation in such them to do better next time. After feedback give
activities as singing and performing songs and them another go to see if they have improved.
chants, the acting out of stories or rhymes and Get the children to review and monitor each
arts and crafts such as making mini-books or other if you think they are able (this is an
craft activities in the classroom, and through important part of learning to learn and is
learning about the culture of English-speaking motivating even to young children).
countries around the world. The many
You will also find more detailed descriptors of the
personalization tasks to be found in the course
Key Competences in the course ‘programaciones’.
material also build children’s confidence in their
own creative expression. In addition, there is an optional Social Tasks
project in a separate section.
7 Mathematical competence and basic The skills and Key Competences required to
competences in science and technology successfully complete the Social Tasks are all
Mathematical competence is the ability to apply skills that are developed and practised in Oxford
mathematical thinking to a range of situations Rooftops as part of everyday classroom practice.
with the emphasis being placed on process, However, as a discrete project, the Social Tasks
activity and knowledge, while science and give children an additional motivating and
technology refers to the mastery and the use and practical outcome to work towards, while at the
application of knowledge and methodologies same time providing teachers with a clear
which explain the natural world. opportunity for practical assessment of the
Oxford Rooftops brings in a wide range of concepts competences. You will find more information and
from across the curriculum including the Science teaching notes for the Social Tasks in the Social
and Maths curriculum in which these Task section that follows.
competences are directly applied. In addition,
Oxford Rooftops 3 © Oxford University Press Introduction to the Key Competences 112
Integrating Key Competences in Class
Primary 3
Plácido Bazo Marcos Peñate
2
Integrating Key Competences in Class
Primary 3
Contents Page Contents Page
Introduction . . . . . . . . . . . . . . . . . . . . . 3 Teaching Notes

My Social Tasks Diary . . . . . . . . . . 10
Social Tasks Objectives . . . . . . . . . . 4 Task 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Task 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Templates Task 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
My Social Tasks Diary . . . . . . . . . . . . 5 Final Task . . . . . . . . . . . . . . . . . . . . . . 14
Task 1 Just a Minute . . . . . . . . . . . . . 6
Task 2 Alphabet Hunt . . . . . . . . . . . . . 7 Evaluation
Task 3 Quiz Show . . . . . . . . . . . . . . . . 8 Evaluation Notes . . . . . . . . . . . . . . . . 15
Final Task A School Competition . 9 Evaluation Grid . . . . . . . . . . . . . . . . 16
1
Introduction
Key Competences in What do the Social Tasks for Primary 3 provide?
In order to facilitate the use of Social Tasks in the Primary
classroom, we have developed this material, designed
Primary Education specifically for Primary 3 pupils. This material consists of the
objectives behind each Social Task, the worksheets for pupils,
and teaching and evaluation notes for teachers.
What is a Key Competence?
A Key Competence is the ability to integrate knowledge, To begin, please consult the Objectives (p. 4), which describe
skills and behaviour in a practical way to solve problems and the Social Task you will undertake with your pupils, including
react appropriately in a variety of contexts and situations. It the Key Competences and curriculum areas covered. An
is the integration and application of theoretical and practical important part of any Social Task is that its relevance extends
knowledge in settings outside the academic context. beyond the classroom; here we also indicate which contexts
the children will be moving in when preparing this Social Task,
European legislation defines eight Key Competences, i.e. school, family.
distinguishing between communication in the mother tongue
and a foreign language; these two have been combined to The Social Task we have presented is broken down into four
create seven Key Competences of reference in the Spanish enabling tasks, each a separate part of the final, cumulative
educational system: Linguistic communication, Mathematical Social Task. These enabling tasks are defined in the Objectives so
competence and basic competences in science and technology, that you can prepare and plan for each step in the performance
Digital competence, Learn to learn, Social and civic competences, of the Social Task.
Sense of initiative and entrepreneurship, and Cultural awareness
and expression. The worksheets (pp. 5–9) for the pupils will help guide their
work in groups, and should be distributed to each child
individually. This is especially important as the five worksheets
How do the Key Competences work in the classroom? that make up the Social Tasks will form an archive of their work.
Incorporating the Key Competences in the Primary classroom For this reason, the first worksheet is called My Social Tasks
opens the door to communicative language work that Diary; here the students must organise their group and their
completes and enriches the children’s knowledge and skills in work, and when finished, this sheet will form the cover of their
the mother tongue. complete archive of the Social Tasks. There is one worksheet
This implies changes in teaching methods, now focusing on: for each enabling task, and at the bottom of each worksheet is
• Essential learning (from knowing to being competent). an area called ‘My Social Tasks Notes’, which is where children
• Constructive learning (understanding and applying) rather should record their thoughts and responses to the Social Task
than reproductive learning (repetition). work. Recording and evaluating one’s own work is another
• Research and use of ICT. important part of the process of Social Tasks.
• Student autonomy.
• Group work. The Teaching Notes (pp. 10–14) provided will give you step-by-
• Transfer of learning. step instructions on how to carry out each of the enabling tasks.
• A transversal subject and content curriculum (horizontal They also remind you of the objectives of each task and include
and vertical). the language that may be useful for developing the task, when
• Integration of formal and informal learning. appropriate, as well as the materials needed.
• Coordination between departments.
Finally, you will find the Evaluation Notes (p. 15), to help you
The Social Tasks presented here are activities that are based on evaluate each pupil’s efforts and contribution to the Social
these methods. Through group work on Social Tasks, children Task. This is followed by an Evaluation Grid (p. 16) so that you
and teachers adhere to a programme that is focused on can easily assess the pupils’ work in terms of Key Competences
essential learning and one that is directed towards the practical employed while carrying out this Social Task.
application of the knowledge acquired.
Social Tasks for Primary 3 © Oxford University Press Photocopiable 3

Objectives
Social Task title
A School Competition
Social Task description
To organise and take part in a school competition with groups from different classrooms. The school competition
will have three different games: ‘Just a Minute’, ‘Alphabet Hunt’, and a ‘Quiz Show’.
Level: Primary 3
This Social Task deals with the following Key Competences:

• Linguistic communication
• Digital competence
• Social and civic competences
• Cultural awareness and expression
• Learn to learn
• Mathematical competence and basic competences in science and technology
• Sense of initiative and entrepreneurship
Curriculum areas
English, Art, Science, Social Sciences
Contexts
School, family
Resources
Class Books, dictionaries, magazines, a timer, scissors
Final product
Classroom and school competitions
Performance of the Social Task
Enabling tasks:
• Just a Minute
• Alphabet Hunt
• Quiz Show
• A School Competition

My Social Tasks Diary

Name of the group:
Members of the group:
1.
2.
3.
Social Task Title:
Date:
Did you do it?

What are you going to do? When?
Yes No
My Social Tasks Diary Task 1 Task 2 Task 3 Final Task
Add this page to your diary

Task 1
Just a Minute Group:
Topic:

Task 2
Alphabet Hunt Group:
Words beginning with:

a z
b y
c apple x
d w
e v
u
f
t
g
s
h j p r
k l m n o
i q

Task 3
Group:
Quiz Show Members of the group:
Example Question 1 Question 2

It’s black and
white and it lives
in Africa.
a A lion a a
b A panda bear b b
c A zebra c c
Question 3 Question 4 Question 5
a a a
b b b
c c c

Final Task
Invitation to a …
With:
Date:
Game 1:
Game 2:
Game 3:

Teaching Notes My Social Tasks Diary
Task objectives My Social Tasks Diary
Learn to: … work in a group.
Practise talking: … about what you like.
Language suggestions Name of the group:
Vocabulary: animals, family, free-time activities, food, Members of the group:
clothes, musical instruments 1.

2.
Key phrases: Do you like games? What’s your favourite 3.
Social Task Title:
game? I like/I don’t like Date:
Materials
Did you do it?
What are you going to do? When?
Yes No
Introduction
• With this Social Task, students must work with several Key
Competences. The project involves organising and taking part My Social Tasks Diary Task 1 Task 2 Task 3 Final Task
in a School Competition. The competition is going to include

at least three games: Just a Minute, Alphabet Hunt and Quiz
Show. Add this page to your diary
Warmer
• Tell your children that they are going to organise a School
Competition in English to be done in the assembly hall. Ask
Step 3
them if they like games and ask them to tell you games they
have played or seen on television. Have a discussion in L1. • Finally explain that this page will become the cover of their
Social Tasks Diary, so they should decorate it as they wish.
• Then ask them some questions in English: Do you like (games)?
What’s your favourite game? I like (snakes and ladders). Do you • Go round the class making sure that all children in the group
play games (with your mum/dad/brother/sister/friends)? are participating, and praise their work.
• When they have finished, collect their work and put it safely
away, as they will use it for the next task.
Step 1
• Ask the class to form groups of three and give a name to each
group. You are group 1. Write One. Do the same with the other
groups.
• Hand out My Social Tasks Diary. Explain to the class that this
is called ‘My Social Tasks Diary’ and that each student has one.
They are going to use this page to record everything they
do related to the class project they are going to do, which is
called a ‘Social Task’.
Step 2
• Ask them to write the names of the members of their group
on their Social Tasks Diary. Encourage them to ask each other
questions: What’s your name? My name’s (Ana).
• Then ask them to write the name of this Social Task: ‘School
Competition’. Write it on the board so that they can copy it.
• Write the date on the board and ask them to copy it too.

Teaching Notes Task 1
Task objectives Task 1
Learn to: … work in a group; think of words of the same
topic.
Just a Minute Group:
Practise talking: … about a given topic. Members of the group:
Language suggestions Topic:
Vocabulary: review key topics (animals, family, free-time

activities, food, clothes, musical instruments)
Key phrases: Yes, we’re ready! Stop! I can say (twenty)
(animal) words.
Materials
My Social Tasks Diary, Task 1, English Class Books,
dictionaries, a timer
Introduction My Social Tasks Diary Task 1 Task 2 Task 3 Final Task
• We suggest that you use three sessions to play the first game,
‘Just a Minute’: the first session for the groups to learn how to
play, the second session to look for and revise vocabulary for Add this page to your diary
the topics, and the third session to play with other groups. Social Tasks for Primary 3 © Oxford University Press Photocopiable 6
Warmer
• Distribute the Social Tasks Diaries from the last session to • Ask them to look through their Class Books and look for as
groups and remind them about the School Competition.
many words as possible for all the topics you have told them.
• Explain that one of the games that they will play is called Tell them to copy the words on to the worksheets.
‘Just a Minute’ and that this is the part that you are going to
• Ask them to practise reading their words to each other in the
prepare in the next few sessions.
group to rehearse for the game.
SESSION 1
SESSION 3
Step 1
Step 3
• Explain the rules of the game: you will choose a topic and will • Tell the class that you are now going to play ‘Just a Minute’.
ask one group to say as many words as possible related to
that topic, without repeating any words, in just one minute. • Invite the first group to the front of the classroom, and explain
If they do repeat words, they must stop and their turn will be that the other groups must all stay very quiet.
over. • Explain that anyone in the group can say words. Ask Are you
• Then it will be the next group’s turn. The game will continue ready? When they say Yes, we’re ready! tell them the topic:
like this until each group has had a turn. Ready, steady, go! The topic is (food). Start the timer.
• When the minute is over, or if a group repeats a word, the • Make sure that you write down the number of correct words
teacher will write the number of correct words for that group as they say them. Encourage the rest of the groups to pay
on the board. The group with the most correct words wins. attention and watch for words that are repeated. If this
happens they have to say Stop! and then tell you the word
that has been repeated.
SESSION 2 • When the minute is over say Stop! Write down the number of
Step 2 correct words for that group.
• Hand out photocopies of Task 1 to each group and ask them • Say Well done! and ask another group to come to the board
to write the name of their group and the names of each and play again. Play the game with all the groups in the
group member at the top. classroom and write down the final score. Say Well done,
• Now tell them that they are going to look for words related everyone!
to the topics you decide, e.g. family, free-time activities • Ask the class to write the name of the topics they played and
(whatever they have already studied in English). Write the the number of correct words they got in the first line of the
names of the topics on the board for the group to copy on to table in My Social Tasks Diary.
their Task 1 worksheets.

Learn to: … work in a group; think of words beginning
with the same letter.
Alphabet Hunt Group:
Practise talking: … by using words beginning with the Members of the group:
same letter.
Words beginning with:
a z
Language suggestions
b y
c apple x
activities, food, clothes, musical instruments)
Key phrases: Yes, we’re ready! Stop! I can say (twenty) words d w
beginning with (a). e v
u
f
Materials
t
g
My Social Tasks Diary, Task 2, English Class Books,
s
dictionaries, magazines, a timer h j l n p r
i k m o q
Introduction
• We suggest that you use three sessions to play the next game
of the Social Tasks, ‘Alphabet Hunt’: the first session for the Add this page to your diary
groups to learn how to play, the second session to look for Social Tasks for Primary 3 © Oxford University Press Photocopiable 7
words, and the third session to play with other groups.
Warmer
• Ask them to write the words in each box in Task 2 and to
• Distribute the Social Tasks Diaries from the last session to either draw a picture for that word or to stick a picture that
they found on the internet or in old magazines on to the
• Explain that they are going to learn how to play the second worksheet.
game, ‘Alphabet Hunt’, and that this is the part that you are
• Ask them to practise reading their words to each other in the
going to prepare in the next few sessions.
group to rehearse for the game.
SESSION 1
SESSION 3
Step 1
Step 3
• Explain the rules of the game: you will choose a letter of the • Tell the class that you are now going to play ‘Alphabet Hunt’.
alphabet and will ask one group to say as many words as
possible beginning with that letter, without repeating any of • Invite the first group to the front of the classroom, and explain
the words, in two minutes. If they do repeat any words, they that the other groups must all stay very quiet. Position the
must stop and their turn will be over. children in a straight line.
• Then it will be the next group’s turn. The game will continue • Explain that, in this game, each person in the group has to say
like this until each group has had a turn. one word in turn, going down the line and starting again with
the first child in the group. Ask: Are you ready? When they say
• When the two minutes are over, or if a group repeats a word, the
Yes, we’re ready! tell them the letter: Ready, steady, go! Say words
teacher will write the number of correct words for that group on
beginning with … A! Start the timer.
the board. The group with the most correct words wins.
• Make sure that you write down the number of correct words
as they say them. Encourage the rest of the groups to pay
SESSION 2 attention and watch for words that are repeated. If this
Step 2 happens they have to say Stop! and then tell you the word
• Hand out a few photocopies of Task 2 to each group and that has been repeated.
ask them to write the name of their group and the names • When the two minutes are over say Stop! Write down the
of each group member at the top. (You won’t have time to number of correct words for that group.
cover every letter in class, but the children could prepare one • Say Well done! and ask another group to come to the board
photocopy for each letter of the alphabet as homework.) and play again. Play the game with all the groups in the
• Now tell them that they are going to look for words classroom and write down the final score. Say Well done,
beginning with different letters of the alphabet. everyone!
• Ask them to look through their Class Books and look for as • Ask the class to write the name of the letter or letters they
many words as possible beginning with those letters. Tell played and the number of correct words they got in the
them to copy the words on to the worksheets. relevant section of the table in My Social Tasks Diary.

Learn to: … work in a group; think of questions for a
competition. Group:
Practise talking: … about what you know about different Quiz Show Members of the group:
topics; by asking and answering questions about a topic.

Example Question 1 Question 2
It’s black and
Language suggestions white and it lives
in Africa.
Vocabulary: review key topics (animals, family, free-time a A lion a a
activities, food, clothes, musical instruments) b A panda bear b b
c A zebra
Key phrases: It’s (black and white) and it lives in (Africa).
c c
Hello, Group (1)! Are you ready? Yes, we’re ready! Ready, Question 3 Question 4 Question 5
steady, go! Question 1! Is it (a lion)?
Materials a a a
b b b
My Social Tasks Diary, Task 3, English Class Books, c c c
dictionaries
Introduction
• We suggest that you use three sessions to play the next Add this page to your diary
game of the Social Tasks, ‘Quiz Show’: the first session for the Social Tasks for Primary 3 © Oxford University Press Photocopiable 8
groups to learn how to play, the second session to prepare
the questions, and the third session to play with other
groups.
• Now explain that they have to work together and look
Warmer through their Class Books and use a dictionary or the
internet to prepare five questions on this topic, each with
• Distribute the Social Tasks Diaries from the last session to three possible answers – one correct and two incorrect.
• Ask them to cut out the question cards that will be used
• Explain that they are going to learn how to play the third
to play with and to quietly practise asking the questions in
game, ‘Quiz Show’, and that this is the part that you are
their groups to rehearse for the game.
going to prepare in the next few sessions.
SESSION 3
SESSION 1
Step 3
Step 1
• Tell the class that you are now going to play ‘Quiz Show’.
• Explain the rules of the game: the game is a quiz that
consists of answering six multiple-choice questions. • Organise the children into pairs of groups. The group that is
doing the quiz asks their questions and they keep the score
• Each group will prepare six questions and answers and will while the other group answers.
ask the other groups their questions. The group that gets
the most points will win. • The asking group will say: Hello, Group (1)! Are you ready?
When they say Yes, we’re ready! the group asking the
• The group that is asking the questions will keep track of the
questions first says: Ready, steady, go! Question 1! It’s black and
scores. A question answered correctly on the first attempt
white and it lives in Africa. Is it a A lion, b A panda or c A zebra?
gets 5 points, and 3 points if it is answered correctly on the
second attempt. • Make sure that a member of each group keeps the score
with your help. Encourage the other members of the group
• The teacher will keep the total score and let the class know
to pay attention and clap when the other group gets the
who scores the highest.
answers right.
• Say Well done! and ask the groups to swap so the other
SESSION 2 group can ask their questions. (You may need to rotate the
Step 2 groups in different sessions.)
• Hand out two photocopies of Task 3 to each group and ask • Play the game with all the groups in the classroom and write
a volunteer to write the name of their group at the top. down the final score. Say Well done, everyone!
• Write the list of topics on the board (animals, family, free- • Ask the class to write their score in the relevant section of
time activities, food, clothes, musical instruments) and ask the the table in My Social Tasks Diary.
group to choose one of the topics.

Teaching Notes Final Task
Task objective Final Task
Learn to: … work in a group; prepare a school
competition.
Invitation to a …
Language suggestions
activities, food, clothes, musical instruments) With:
Materials Date:
My Social Tasks Diary, Final Task, scissors Game 1:
Game 2:
Warmer Game 3:
• Distribute the My Social Tasks Diaries to groups and tell the

class that they are going to do the last part: organise and take
part in the School Competition.
• Explain that each group will have the opportunity to show My Social Tasks Diary Task 1 Task 2 Task 3 Final Task
the materials they have worked on to the School Competition

visitors (other classes and their parents).
Step 1 Social Tasks for Primary 3 © Oxford University Press Photocopiable 9
• Distribute the Final Task to children and explain that they now
have to prepare an invitation to the School Competition to
give to other children in other classes, so that they can take
part in the School Competition. Step 3
• Ask them to look at their My Social Tasks Diaries and to collate • Ask children to cut out the invitation following the dotted
all the materials they have been working on with their groups. lines. They can take it to the other classes. (You can invite
parents to the competition too, if you think this is possible;
if so, ask children to take an invitation to them too.)
Step 2 • Ask the class to revise and prepare for the competition.
• The children now have to complete the gaps in the invitation • Divide the children into their groups. Play the game and
and give it to children in other classes. have fun!
• Ask them to write the team member names and the date on • Ask them to write their group names and classes on the first
which the competition will take place. leaders for each game.
• Now ask them to complete the information in the invitation
with the names of the three games: ‘Just a Minute’, ‘Alphabet
Hunt’ and ‘Quiz Show’.
• Playing each game will be one group from each class, but the
same group cannot take part in two games, so either ask the
children to vote in their groups which game they will play or
allocate a game to each group. The children then complete
the invitation depending on which group is going to play
which game.
• The other classes will write the name of the group that is
going to participate in each game when they receive their
invitation.

Evaluation Notes
As presented in the Introduction (p. 3), these Social Tasks are
intended to provide you with a clear method to evaluate
your students’ acquisition of the Key Competences and
achievement of objectives with regard to linguistic content.
Here we present some guidelines to assess students’
performance:
• For the evaluation we suggest employing different tools
and descriptors in order to observe the use of the Key
Competences in the Social Task. We suggest the triangulation
method, using at least three tools when evaluating a Social
Task.
For example:
1. The students’ diaries
2. Your own observations and notes
3. A series of descriptors
• We have provided a table on the following page with

descriptors where you can evaluate each specific
competence or the general Key Competence. However, you
may wish to create your own table for the evaluation of this
Social Task.
• Tips that may help in your evaluation:

1. Take regular notes on your observation of students’
effort, collaboration and final tasks and performances.
2. Remember that the communicative aspect is more
important than the linguistic accuracy of the final tasks.
3. When correcting the students’ My Social Tasks Diaries,
give a code to the errors you find in them and give them
back to your students for them to correct.

Evaluation Grid
Name: Task:
Evaluation of Key Competences

Needs work Satisfactory Good Very Good Excellent
Linguistic communication
Understand vocabulary and structures associated with the
Social Task.
Use language appropriate for the Social Task.
Digital competence
Research and compile information about familiar topics in
digital format.
Use digital technology to learn the target language.
Social and civic competences

Value the target language as a means of communication with
other people and show curiosity and interest in people who
speak the target language.
Observe basic rules of exchange such as turn-taking and work
creatively and collaboratively in a group.
Cultural awareness and expression
Show curiosity and interest in finding information about the
people and culture of English-speaking countries.
Show creativity and a range of artistic techniques to fulfil a task
e.g. writing, singing, drawing, acting out a role play or story or
playing a game.
Learn to learn
Use basic learning strategies in preparing for the Social Task
such as using reference material e.g. Picture or Bilingual
dictionaries, or actively reviewing appropriate language, or
identifying language patterns.
Organise learning according to his or her needs in order to fulfil
the Social Task demonstrating a range of study skills.
Mathematical competence and basic competences in
science and technology
Use a range of basic mathematical principles as required by the
social task e.g. collecting and analysing data, keeping accurate
records e.g. keeping a score or timings.
Search for information related to the physical world and
prepare multiple-choice questions.
Sense of initiative and entrepreneurship
Plan and check work for the Social Task and contribute to the
organisation of the Social task.
Put creative ideas into practice: participate in the development
and execution of the Social Task.

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Contents

Evaluation & Key Competences

Evaluation overview 1 Vocabulary record

Introduction to formative and Starter unit 103

Evaluation grids 3 Unit 2 105

Unit 5 13 Introduction to the

Term 1 17 Social Tasks

Tests Teacher’s Notes

Transcripts and answers 78

Introduction to the Portfolio 100

‘I can …’ statements 101

Oxford Rooftops 3 © Oxford University Press

• Formative evaluation grids

Oxford Rooftops 3 © Oxford University Press 1

Evaluation for the teacher and pupils

Elements of self-evaluation for the

Oxford Rooftops 3 © Oxford University Press 2

Name Class Unit / Activity Date

Oxford Rooftops 3 ©PHOTOCOPIABLE

© Oxford University Press

Name Class Unit / Activity Date

Classroom behaviour Needs work Satisfactory Good Very good Excellent

Oxford Rooftops 3 ©PHOTOCOPIABLE

© Oxford University Press

Oxford Rooftops 3 PHOTOCOPIABLE © Oxford University Press 5

1 I’ve got a big, 5 This is a poster of

2 The wardrobe 6 Look at the clock.

3 I haven’t got a 7 There’s a small

5 Write the questions and answers. / 5 marks

> Have you got a bin? ¥e∫, ﬂ have.

Total for test / 32 marks

Oxford Rooftops 3 PHOTOCOPIABLE © Oxford University Press 6

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

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1 Æhat colour are ∂ad’∫ ? They’re grey.

5 Write the questions. / 4 marks

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Oxford Rooftops 3 PHOTOCOPIABLE © Oxford University Press 9

5 Write the questions and answers. / 2 marks

Total for test / 32 marks

Oxford Rooftops 3 PHOTOCOPIABLE © Oxford University Press 10

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

Oxford Rooftops 3 PHOTOCOPIABLE © Oxford University Press 11

1 There’s a 5 There isn’t a

2 There isn’t a 6 There’s an

3 There’s a king. 7 There’s a princess.

4 There’s a spy. 8 There’s a boy. He’s tall.

4 Write the questions and answers. / 8 marks

1 ﬂ∫ there ? No, there isn’t.

2 Yes, there is.

3 Yes, there is.

4 No, there isn’t.

5 Is the queen old? 7 Is the prince good-looking?

Total for test / 32 marks

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4 It’s colourful / funny .

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1 I’d like chips, 5 I like carrots

2 I love fish 6 There aren’t

3 I’m sorry. I don’t 7 She doesn’t

4 I like chicken. 8 There’s

5 Write sentences with some or any. / 3 marks

5 Write the questions and answers. / 5 marks

5 Write the questions. / 4 marks

5 Write the questions and answers. / 2 marks

4 Write the questions and answers. / 8 marks

5 Write sentences with some or any. / 3 marks

4 Look and answer. / 5 marks

5 Point and ask your teacher questions. / 5 marks

7 Read and write the letter. / 4 marks

a b 1 It isn’t a poster. It’s a mirror.

2 I’ve got a computer on my desk.

c d 3 She’s wearing sandals. They’re white.

4 Dad’s shoes are black.

8 Read and circle the correct answer. / 5 marks

10 Look and answer. / 4 marks

4 Look and answer. / 5 marks

5 Point and ask your teacher questions. / 5 marks

7 Read and write the letter. / 4 marks

a b 1 There isn’t a princess. There’s a prince.

2 He’s tall. He’s old too.

c d 3 He can’t play the flute. He can play the drums.

4 There’s an explorer in the story. He’s short.

8 Read and circle. / 5 marks

4 Look and answer. / 5 marks

5 Point and ask your teacher questions. / 5 marks

7 Read and write the letter. / 4 marks

a b 1 The snake is next to the crocodile.

2 I don’t like noodles. I like rice and vegetables.

c d 3 There are some noodles. There aren’t any vegetables.

4 There are some parrots and some penguins.

8 Read and circle the correct answer. / 5 marks