Evaluation Section

3
Contents
Evaluation overview 1 Key Competences introduction 82
Tests introduction 3
Key Competences evaluation
Standard tests & Learning standards and
Unit 1 6 Assessment criteria mapping
Unit 2 8 Project 1 84
Term 1 18 Project 6 94
Term 2 22 Review 1 Project 96
Term 3 26 Review 2 Project 98

Review 3 Project 100
Challenge tests
Unit 1 30
Unit 2 33
Unit 3 36
Unit 4 39
Unit 5 42
Unit 6 45
Term 1 48
Term 2 52
Term 3 56
Tests teaching notes, transcripts & answers 60
Tests evaluation grids 79
Speaking evaluation (optional) 81
All About Us 3 © Oxford University Press

Evaluation overview
Welcome to the Evaluation and Key Competences Evaluation for the teacher
section for All About Us 3. This material will help you Formative and summative tests
to evaluate what your children have learned. It is The tests offer the opportunity to assess children
divided into two parts: tests and evaluation in terms formatively and summatively. They reflect the target
of the Key Competences. language of the course and the types of activities
From the beginning of Primary education, evaluation that the children usually do, and have been
should be integrated into the teaching–learning developed in accordance with the Key Competences.
process, combining formative (or continuous) In addition, Tests evaluation grids are provided so
assessment with (more formal) summative that you may easily record test results throughout
evaluation. A proper evaluation requires observation the year. See pages 3–5 for more information on the
and measuring tools, which combine to give both All About Us 3 tests.
information about the children and an assessment
of the evaluation process. As part of this process, Formative evaluation grids
we need to take into consideration the development Provided are a Speaking evaluation grid and Key
of the Key Competences and the children’s own Competences evaluation grids, all of which are
self-evaluation. photocopiable. The optional Speaking evaluation
We offer two types of evaluation tool. grid offers opportunities to assess speaking regularly
throughout the year. See page 4 for more
1 Formative and summative tests There is an
information on how to use the Speaking evaluation
extensive range of tests, along with answers,
grid with your class.
transcripts and marking schemes. There are six
formative Unit tests and three summative Term The most appropriate way to assess the Key
tests at two levels (Standard and Challenge). Competences is through observation, and so nine
Key Competences evaluation grids have been
2 Formative evaluation grids The evaluation grids
provided to use with each of the six unit projects
provided can be used to record and assess the
and the three (termly) Review projects in the Class
progress of each child, in terms of speaking as
Book. See page 83 for more information on how to
well as the development of the Key Competences.
use the Key Competences evaluation grids with
your class.
Key Competences
Key Competence-based evaluation is being
iGradebook
recognized as increasingly important in the foreign-
The iGradebook provided is an easy-to-use Excel®
language classroom. On pages 82–83, you will find a
spreadsheet, which allows you to transfer your
more detailed description of the Key Competences,
children’s marks from the Tests evaluation grids and
which you can use together with the formative
the Key Competences evaluation grids into a useful
evaluation grids to help you assess your children’s
digital format. (Please note that the Speaking
Key Competences in English.
evaluation is not included in the iGradebook as this
is an optional assessment tool.) The spreadsheet
allows you to not only quickly access each child’s
individual grades, but the helpful Class overview
sheet also allows you to view your whole class’s
marks at a glance.

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

2
Tests introduction
The All About Us 3 tests are designed to motivate How to administer the tests
the children in English and to give a sense of Do not expect your children to be able to do the
achievement as they progress through the course. tests without proper preparation. It is essential to
The tests offer the opportunity to assess children offer lots of support to ensure the test results reflect
both formatively and summatively, and are offered the children’s full potential.
at two levels: Standard and Challenge, with the
You could use the Unit 1 Standard test as an
Challenge test providing variety and difficulty.
example (or, if you wish, use the Unit 1 Challenge
Depending on the ability of your children, please
test if you have a particularly high-achieving class),
choose either the Standard or Challenge level tests.
and complete the test with the whole class as part
• The formative assessment consists of the Unit of a normal lesson. Lead the children through the
tests. In the Unit tests, there are two test sheets tasks step by step and clarify what is required at
at Standard level and three test sheets at each stage. Learning from mistakes is a vital part of
Challenge level. The Unit tests cover three skills: learning and using the mistakes of children as they
Reading, Writing and Listening in that order; complete the first test is valid preparation for the
Speaking can be tested on a more flexible and others. Also encourage the children to correct each
continuous basis in the classroom using the other’s mistakes – it’s important that they learn to
Speaking evaluation grid on page 79 and more do this sympathetically.
formally in each Term test.
Only have children do the tests under exam
• The summative assessment consists of the Term conditions when they are confident and familiar
tests, which measure progress after the children with the test format. For the Unit 2 test, you could
have completed a term’s work and will test core do the tasks one skill at a time, reminding children
language cumulatively so all core language is at each stage what is expected of them in each task.
tested (Term 1 test will test the language from Children could then do the Units 3–6 tests
Units 1 and 2; Term 2: Units 1–4 language; independently without support. If, however, you feel
Term 3: Units 1–6 language). The term tests cover that an element of support would still be beneficial
all four skills: Reading, Writing, Listening and for some children, continue to provide it.
Speaking in that order.
All of the tests contain numerous pictures which can
The All About Us 3 tests will also help to prepare be used to practise listening and speaking. Enlarge
your children for external exams, such as the Trinity these or use them on the IWB to practise or elicit
and Cambridge English: Young Learners exams, language. This revises language or can be used to
as well as state-sponsored exams by introducing prepare children for the relevant speaking test. Also
them to more formal test-taking conditions in a make sure that children are familiar with all the
non-intimidating way. Moreover, the activities in the rubrics used in the tests. They should have seen
tests have been carefully designed to echo the most most of the rubrics in the Class Book or Activity
current exam activity types, helping the children to Book, but it is still wise to check the children are
start to familiarize themselves with the tests and familiar with the rubrics before they start.
build their confidence with regard to sitting external
The Tests evaluation grids have been provided on
exams.
pages 79–81 to allow you to record the children’s
marks from the tests. Complete the grid for each
child, filling in their name and recording their marks
throughout the year for all the Unit and Term tests.

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

4
Other resources
Class Book The large image on the page in Lessons
1 and 2 and the smaller images in Lesson 6 include
all the core vocabulary of the unit, and so these
pages can be used as an accessible and quick visual
recap of the language they will need for each Unit
test. Likewise, the three review units in the Class
Book draw together all the core vocabulary and
target grammar from each term, providing a useful
source of preparation for the Term tests.
Activity Book The Activity Book provides an ideal
option for preparing children for the tests by
consolidating and reinforcing the language from the
course. The Picture Dictionary pages at the back of
the Activity Book also offer a quick and useful
reading, writing and listening reference for each
unit’s core vocabulary.
All About Me Booklet The All About Me Booklet
contains extra activities to recycle the language the
children have learned. Serving as a useful revision
tool before taking the tests, it allows children to
record vocabulary, as well as helping to develop the
strategies and skills necessary for taking exams.
Reinforcement and Extension worksheets The
Reinforcement and Extension worksheets provided
focus attention on written outcomes and so help
prepare students for the Reading and Writing part of
the tests in particular. They also serve as an
excellent means of reinforcing the core language
and building the children’s cognitive skills in a way
that will build their confidence ready for the tests.

5
Name Unit 1 Standard test
Reading and Writing
1 Read and write True or False. /8 marks
1 2 1. They’re seals.
2. They’re whales.
3 4 3. They drink water.
4. They don’t fight.
5 6
5. They’re hippos.
6. They don’t eat bananas.

7 8
7. They aren’t pandas.
8. They play together.
2 Look and write questions and answers. /4 marks
> l e a s s åre they sealš? ²o, they aren’t.

1. t g r e s i
2. d p n a a s
3 Look and write sentences. /4 marks
>
✘
1 > †hey don’t fight.
2 1.
2.
3
3.
4 ✘
4.
✘
6
All About Us 3 PHOTOCOPIABLE © Oxford University Press
Listening
4 Listen and number. /8 marks

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37
a b c d
e f g h
Total for test / 24 marks
How do you feel? Circle, write and draw.

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I feel about my test.
7
Reading and Writing
1 Read and circle. /8 marks
1. PE is at ten o’clock / half past ten. 5. Jill walks / doesn’t walk to school.
2. She likes / doesn’t like PE. 6. She lives / doesn’t live in a village.
3. English is at one o’clock / half past one. 7. She crosses / doesn’t cross a bridge.
4. He likes / doesn’t like English. 8. She crosses / doesn’t cross a river.
>
Æhat time i∫ 10:00
™istory iš at
™istory? ten o’clock.
1. 09:30
2. 01:00
3 Look and write sentences. /4 marks
>
1
> ‡he like∫ ‡cience.
2 1.
3 2.
3.
4
4.
✘
8
Listening
4 Listen and circle A or B. /8 marks

CD4
38
1 2
A B A B
3 4
A B A B
5 6
A B A B
7 8
A B A B

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Reading and Writing
1 Read and write Yes or No. /8 marks
1. Does she like tomatoes? 5. Have you got any pineapple?
2. Does she like cheese? 6. Have you got any lettuce?
3. Does she like olives? 7. Have you got any sweetcorn?
4. Does she like mayonnaise? 8. Does he like ketchup?
> Ðoe∫ he like onion∫? ²o, he doesn’t.

1.
2.
3 What have you got on your pizza? Look and write sentences. /4 marks
> 1
✔ ✘ ✘ ✔
✔ ✘ ✔ ✘
ý’ve got some cheese and

olive∫.
ý haven’t got any pepper∫
or sweetcorn.
10
Listening

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Reading and Writing
1 Read and match. /8 marks

1. I fly a kite at a b 5. Can she ride a bike?
the weekend. Yes, she can.
2. He can play c d 6. I play computer games

the drums. at the weekend.
e f
3. Let’s have 7. Let’s swap
a picnic! cards!
g h
4. I read comics 8. He can play
at the weekend. the piano.
2 Look and write questions. /4 marks
> Ðo you read comic∫ at the weekend? ¥e∫, ý do.

✔
1. No, I don’t.
✘
2. Yes, I do.
✔
3. No, I don’t.
✘
4. Yes, I do.
✔
> ©an she play the drum∫? ¥e∫, she can.
1.
2.
12
Listening

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40
1 2
A B A B
3 4
A B A B
5 6
A B A B
7 8
A B A B

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Reading and Writing
1 Read and write the name. /8 marks
Bill Jill
Dan
Alice
1. He’s got glasses. 5. He’s saving water.
2. She’s got big ears. 6. He’s got a wig.
3. He’s wasting water. 7. She’s got curly hair.
4. She’s planting flowers. She isn’t 8. She’s stepping on flowers.

planting trees. She isn’t dropping litter.
2 What’s he or she doing? Look and write answers. /4 marks
> 1 2 3 4
> ™e’š planting tree∫.

1. 3.
2. 4.
> ™a∫ he got glasse∫? ¥e∫, he ha∫.

1.
2.
14
Listening
4 Listen and tick ✔. /8 marks

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1 2
3 4
5 6
7 8

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Reading and Writing
1 2 1. Is there a library / bus stop near here?
Yes, there is. It’s next to / near the café.
2. Where’s May’s bone / scarf?
It’s next to his / her baseball cap.
3. Where’s Dan’s / Dan phone?
3 4 Here’s his / her phone.
4. Is there a / any park near here?
Yes, there is. It’s next to / opposite the

police station.
2 Look and write questions with his, her or ’s. /4 marks
> Æhere’∫ Šill’∫ scarf?

1. 3.
2. 4.
Ben Alex
> ý∫ there a bu∫ stop near here? ¥e∫, there i∫.

✔
1.
✘
2.
✔
16
Listening

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5 Listen and match. /4 marks

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43

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Name Term 1 Standard test
Reading and Writing
1 Read and tick ✔ or cross ✘. /6 marks
1 2 1. He lives in the mountains.
2. They aren’t dolphins.

They’re seals.
3 4 3. What time is PE?

PE is at nine o’clock.
4. Are they whales?

Yes, they are.
5 6
5. She doesn’t like Science.
1. Are they gorillas? 4. What time is History? History is

No, they aren’t. at half past eleven.
2. They eat small animals. 5. He likes History.
3. They don’t live in a river. 6. He doesn’t drink water.
Total for Reading / 12 marks
18
3 Look and write. /6 marks
1 2 3
Are ? crosses a whales.

Yes, they are. on his way to school. play.
4 5 6
1:30 9:00
is at She is at
. in a . .
4 Look and complete the sentences. /6 marks
1 pandas?
No, .
They’re tortoises.
They walk.
sleep in a river.
2 She Art.
She .
What Art?
Art is at half past two.
Total for Writing / 12 marks
19
Listening

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44
1 a b c 2 a b c
3 a b c 4 a b c
5 a b c 6 a b c

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45
Total for Listening / 12 marks
20
Speaking
7 Listen and talk to your teacher. /6 marks

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

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Reading and Writing
1 Read and tick ✔ or cross ✘. /6 marks
1 2 1. I’ve got some sweetcorn

in my sandwich.
2. Can he play the drums?

Yes, he can.
3 4
3. They don’t sleep in a river.
4. Does he like onions?

No, he doesn’t.
5 6 5. Do you fly a kite at the

weekend? No, I don’t.
6. I haven’t got any peppers

on my pizza.
1
3
1. Does she like pineapple? No, she doesn’t.
Can she jump high? Yes, she can.
2. What have you got on your pizza? I’ve got some spinach.
Do you ride a bike at the weekend? Yes, I do.
3. They’re seals. They play in the oceans.
Are they dangerous? Yes, they are.
22
1 2 3
2:30
She doesn’t is at they

in a . . ? Yes, they are.
4 5 6
I got any Does she

. ? Yes, she does. to school.
4 Look and complete the questions and answers. /6 marks
1. Does he ?
✘ No, .
2. o you
D
games at the weekend? ✘ No, .
3. Can ✔ Yes, .
the piano?
23
Listening

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1 a b c 2 a b c
3 a b c 4 a b c
5 a b c 6 a b c
1:30 1:00 12:00

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47
24
Speaking


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Reading and Writing
1 Read and write. /6 marks

his is Hugo. Has he
T
got (1)
hair? Yes, he has.
He hasn’t got a
(2) . shops piano
He likes sandwiches.
Does he like
(3) ?
Yes, he does.
They live in the forests. Can he play the curly beard
(4) ? Yes, he can. He lives in a
small (5) . He doesn’t walk to
school. He can ride a bike. Are there any
(6) near Hugo’s village?
No, there aren’t. village gorillas
1. What have you got on your pizza? 4. They’re tortoises.

I’ve got some tomatoes. I They don’t fight.
haven’t got any onions.
5. He lives in a village
2. Is there a police station near near the river.
here? No, there isn’t.
6. Does he like pineapple?
3. Has she got glasses? No, he doesn’t.
No, she hasn’t.
26
1 2 3
she doing? Can

She’s water. ? Yes, she can. a beard? No, he .
4 5 6
Is there a Where’s Does she

here? ? ? Yes, she does.
4 Look and write questions. /4 marks
1. ? No, they aren’t.
2. ? Yes, she has.
3. ? No, there isn’t.
4. ? Yes, I do.
5 Look and write answers. /2 marks
1. What have you got

on your pizza?
2. What’s she doing?
27
Listening

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48
Anna Sue Jill
Mark Pat Dan
7 Listen and write a name or a number. /6 marks

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49
1. How old is Hugo?
2. What’s the name of

the cinema?
3. How many parks

are there?
4. What’s the girl’s name?

her favourite comic?
6. What time is History?
28
Speaking


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Name Unit 1 Challenge test
Reading and Writing
1 2 3 4 5 6 7 8
1. They’re whales / seals / dolphins. 6. They isn’t / don’t / aren’t furry.

They don’t eat / play / sleep fruit.
2. Are they pandas / gorillas / hippos?
Yes, they are / is / aren’t. 7. Are they / They are / Is it gorillas?
No, they isn’t / aren’t / are.
3. They drink / eat / sleep water.
8. They are / aren’t / isn’t tigers.
4. It / They / He don’t fight.
They play don’t / don’t play /
5. Are they tigers / pandas / tortoises? aren’t play football.
Yes / No, they are. They’re tortoises / seals / tigers.
1 3
2
1. They’re small. They eat bananas. 5. They’re tigers. They eat meat.
2. They’re pandas. They’re black and white. 6. They aren’t furry. They aren’t tigers.
3. They’re seals. They aren’t hippos. 7. They aren’t whales. They’re dolphins.
4. Sometimes they play but they’re dangerous!
30
>
3 Write the vocabulary. > a tiger /3 marks
1. 1 2 3 4. They .
2. 5. They .
4 5 6
3. 6. They .
4 Write questions and answers. /6 marks
> åre they whaleš? ✔ ¥eš, they are.
1. ✔
2. ✘
3. ✘
4. ✔
5. ✔
6. ✘
5 Look and write about the animals. /5 marks
†hey’re
31
Listening

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50

CD4
51
1 2 3 4
A B A B A B A B
5 6 7
A B A B A B

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Reading and Writing
1 Read and number. /7 marks

1. We’ve got History at three o’clock. a b
2. She doesn’t walk to school.
c d
3. She likes the rope.
4. She lives in a village.

e f
5. What time is Maths?
Maths is at half past three.
6. I’ve got a bell. g
7. She doesn’t like Art.
1 2 3 4 5 6 7
1. We’ve got Science / Maths / Art at three o’clock / half past three / two o’clock.
2. Ben like / likes / doesn’t like History / Music / English.
3. PE / Art / Lunch is at twelve o’clock / half past twelve / twelve half past.
4. May like / likes / liking English / History / Maths.
5. Alice walk / walks / doesn’t walk to school.

She crosses / doesn’t cross / don’t cross a river.
6. What time is Maths / PE / lunch?

It’s at half past eleven / ten o’clock / half past ten.
7. Hugo lives / doesn’t live / lives doesn’t in a village.

He walks / doesn’t walk / walk to school.
33
>
3 Write the vocabulary. > scissor∫ /3 marks
1. 1 2 3 4.
2. 5.
4 5 6
3. 6.
> 7x12=84 Æhat time i∫ µath∫? 9:00

µath∫ i∫ at

nine o’clock.
1.
10:00
2.
11:30
3.
12:00
4.
1:30
5.
2:30
6.
3:00
5 Look and write about Matt. /5 marks
He .
34
Listening

CD4
52
A B
1. A B 2. A B 3. A B 4. A B 5. A B 6. A B 7. A B

CD4
53
a b c d
✘
e f g

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Reading and Writing

1. What have you got on your pizza? a b
I’ve got some pineapple and olives.
2. Does she like peppers?

Yes, she does.
c d
3. I haven’t got any tomatoes.
4. What have you got on your pizza?

I’ve got some cheese and spinach. e f
5. Does he like onions? No, he doesn’t.
6. Have you got any lettuce?

g
No, I haven’t.
7. Does she like tuna? Yes, she does.
1. Do / Is / Does she like pizza? 4. I / I’ve / I’m got some

Yes, she do / is / does. tomatoes / lettuce / sweetcorn.
2. What have got you / have you got / 5. Does he / she / it like chicken / olives /
you have got on your pizza? ketchup? Yes, he does.
I’ve got some cheese and onions /
6. Have you got any cheese?
olives / tuna.
No, I don’t / doesn’t / haven’t got
3. Does she like mayonnaise / ketchup / some / any / a cheese.
spinach?
7. Have you got any / some / my chicken
No, she isn’t / don’t / doesn’t.
on your pizza?
No, I haven’t / don’t / isn’t.
36
>
3 Write the vocabulary. > pizza /3 marks
1. 1 2 3 4.
2. 5.
4 5 6
3. 6.
> ™ave you got any

✔ ¥e∫, ý’ve got some
cherrie∫ in your trifle? cherrieš in my trifle.
1. ✔
in your salad?
2. ✘
in your sandwich?
> Ðoe∫ he like banana∫?

¥e∫, he doe∫.
3. No,
4.
5.
5 What have you got for lunch? Look and write. /6 marks
I’ve got .
37
Listening

CD4
54
A B
1. A B 2. A B 3. A B 4. A B 5. A B 6. A B 7. A B

CD4
55
a b c d
e f g

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Reading and Writing

a
1. I swap cards at
the weekend.
b
5. I play catch at
the weekend.
c
2. She can’t ride a
bike.
d
6. I ride a bike at
the weekend.
e
3. I fly a kite at
the weekend.
f
7. He can jump
g high.
4. Let’s have a
picnic!

1. Do you play the drums at the weekend? a b
No, I don’t. I talk to friends.
2. Can he play the guitar?

No, he can’t.
c d
3. Can he play the drums?
Yes, he can.
4. Do you play computer games at the weekend? e f

Yes, I do.
5. Can she skateboard?

No, she can’t.
g
6. Can she play the piano?
Yes, she can.
7. Do you ride a bike at the weekend?

No, I don’t. I listen to music.
39
>
3 Write the vocabulary. > play catch /3 marks
1. 1 2 3 4.
2. 5.
4 5 6
3. 6.
> Ðo you play football

✔ ¥e∫, ý do.
at the weekend?
1. ✔
2. ✘
> ©an she play

✔ ¥e∫, she can.
basketball?
3. ✘
4. ✘
5. ✔
5 What do you do at the weekend? Look and write about it. /6 marks
40
Listening

CD4
56
A B
1. A B 2. A B 3. A B 4. A B 5. A B 6. A B 7. A B

CD4
57

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Reading and Writing
1
4
1. He’s wearing glasses and he’s got short hair.

He isn’t saving water. He’s wasting water.
2. He isn’t saving water. He’s wasting water.

He’s got a wig and a beard.
3. She’s got short curly hair and small ears.

She isn’t planting flowers. She’s stepping on flowers.
4. She’s got long straight hair and big blue eyes.

She’s dropping litter. She isn’t planting flowers.
1 2 1. She’s wearing a cap / a wig / glasses.

She’s dropping / wasting / picking up litter.
2. He’s got a beard / glasses / long hair.

He’s saving / stepping on / planting trees.
3 4 3. She’s got long / short / curly hair.

She isn’t wastes / waste / wasting water.
4. He’s got glasses / a wig / a beard.

He’s planting / stepping on / saving flowers.
5 6 5. She’s got big hair / ears / beard.

She isn’t waste / wasting / wastes water.
6. He’s got blue wig / glasses / eyes.

He’s dropping / picking up / saving litter.
42
>
3 Write the vocabulary. > drop litter /3 marks
1. 1 2 3 4.
2. 5.
4 5 6
3. 6.
> ™a∫ he got a beard?

✘ ˙o, he hasn’t.
1. he ✔
2. she ✘
> Æhat’∫ she doing? ‡he isn’t wasting water.

✘ ‡he’š saving water.
3.
4.
5. He’s dropping litter.

✘ He .
5 Look and write about Eva. /6 marks
She
beard.
43
Listening

CD4
58
A B
1. A B 2. A B 3. A B 4. A B 5. A B 6. A B 7. A B

CD4
59
Alice Mark Dan May
Pat Sue Hugo

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Reading and Writing
1 Read and write Yes or No. /7 marks

1. Is there a café next to
the toy shop?
2. Is there a sports centre

opposite the cinema?
3. Are there any shops

near the cinema?
4. Is there a bus stop

next to the police station?
5. Is there a library
POLICE next to the café?
6. Is there a park opposite

the bus stop?

near the police station?
1. Where’s
her teddy? 5. Where’s his
baseball cap?
2. Where’s
his teddy?
6. Where’s
Mark’s bone?
3. Where’s
his scarf?
7. Where’s
4. Where’s Lucy’s phone?
her scarf?
45
>
3 Write the vocabulary. > cinema /3 marks
1. 1 2 3 4.
2. 5.
4 5 6
3. 6.
4 Write questions and answers. his hers ’s my your /5 marks
> Æhere’∫ my scarf?

™ere’∫ your scarf.
1.
2.
3. Šen

> ý∫ there a sports

✔ ¥e∫, there i∫.
centre near here?
4. ✘
5. ✔
5 Look and write about the town. /6 marks
There’s .
46
Listening

CD4
60

CD4
61
Anna Hugo
Bill Lucy

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Name Term 1 Challenge test
Reading and Writing
1 2 1. Are they gorillas?

Yes, they are.
2. They don’t eat together.

They aren’t pandas.
3 4
3. She walks to school. She crosses
the river on a bridge.
4. Music is at eleven o’clock.

She doesn’t like Music.
5 6
They play games.
6. They don’t drink water.

7 They’re blue.
7. What time is lunch? Lunch is

at twelve o’clock.
1 2 3
1. What time is Science? 3. Are they dolphins?

Science is at half past two. No, they aren’t. They’re seals.
He doesn’t like Science. They live in the mountains.
They don’t walk. They eat fish.
2. Are they hippos?
Yes, they are.
They’re big. They sleep
in the river.
48
3 Write the vocabulary. /3 marks
1. 1 2 3 4.
2. 5.
4 5 6
3. 6.
1. tigers?
2. 11:30 English?
5 Write sentences. play live like /3 marks
> 1
†hey eat banana∫.

2 3
6 Look and write about the animals and Matt. /6 marks
They . He .
49
Listening

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62
1 a b c 2 a b c
1:00 1:30 12:30
3 a b c 4 a b c
5 a b c 6 a b c
7 a b c
1:00 12:00 1:30 12:30 12:00 1:00

CD4
63
A B
1. A B 2. A B 3. A B 4. A B 5. A B 6. A B 7. A B
50
Speaking

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

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Reading and Writing

1. Are they in the mountains?
1
Yes, they are.
They’re dolphins. They play.
They can jump high.
They don’t eat plants.
2 3
2. Can he play the guitar?
Yes, he can.
Does he like chicken?
Yes, he does.
4
3. I’ve got some mayonnaise.

I haven’t got any sandwiches.
4. They swap cards at

the weekend. They don’t fight.
2 Read and tick ✔ or cross ✗. /7 marks

1. What have you got on your pizza? 1 2
I’ve got some cheese and olives.
2. They’re hippos. They’re big.

They walk together.
3 4
3. Does he like sweetcorn?
Yes, he does. He doesn’t like lettuce.
4. Can she skateboard?

Yes, she can. She can’t play catch.
5 6
5. He rides a bike to school. He crosses
a bridge on his way to school.
6. What time is Music?

Music is at eleven o’clock. 7
Do you play the drums in Music?
Yes, I do.
7. They’re tigers. Are they in danger?

Yes, they are. They sometimes fight. Total for Reading / 14 marks
52
3 Write the vocabulary. /3 marks
1. 1 2 3 4.
2. 5.
4 5 6
3. 6.
water
1. spinach? ✘
2. What on your pizza?
3. Are seals? ✘
4. Do ✘
at the weekend?
5. Can piano? ✔
5 Look and write about Eva and Matt. /6 marks
She .
He .
53
Listening

CD4
64
1 a b c 2 a b c
10:00 11:00 11:00
3 a b c 4 a b c
5 a b c 6 a b c

CD4
65
54
Speaking

A

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Reading and Writing

1. Is there a café near here? Yes, there is.
It’s next to the library.
1 2
2. They’re dolphins. They play.
They don’t fight.
3. Has he got a beard?

3
Yes, he has.
What’s he doing?
4 He’s dropping litter.
Does he like sandwiches?
No, he doesn’t.
4. Has she got curly hair?

Yes, she has.
Can she jump high?
No, she can’t.
2 Read and write. /7 marks

This is my friend Hugo. Has
he got (1) ?
No, he hasn’t. He’s got
(2) hair.
He lives in a village near skateboard English
a (3) .
Are there any shops near
Hugo’s village? No, there
aren’t. He doesn’t walk bike tigers
to school. He rides a
(4) . He crosses the river on a bridge.
He likes (5) at school. He doesn’t like
Maths. In PE, he plays football and he plays catch. Can
glasses river
he (6) ? Yes, he can. He likes animals. His
favourite animals are (7) . They live in the
forests and they eat meat.
curly
56
3 Answer. Write the words. /4 marks
Where’s Lucy? She’s in the (1) .

How does she get to school? She (2) .
What’s she doing? She’s stepping on
(3) .
Where is she? She’s near the (4) .

Where’s her baseball cap? It’s near the (5) .
Where is she? She’s at the (6) .

What’s she doing? She’s having a (7) .
What has she got on her pizza? She’s got some tomatoes and
(8) .
1. 1:30 What ?
2. Do ? ✔
3. Are ? ✘
4. Does ? ✘
He
She
57
Listening

CD4
66
Pat Sue Jill Mark
Anna Dan Kim
7 Listen and write a name or number. /7 marks

CD4
67
1. How old is May?
2. What’s the name of the café?

The Café
3. What’s the name of her favourite

character?

the sports centre?
5. What’s the boy’s name?
7. What number is the bus?
58
Speaking

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Unit tests transcripts / answers Standard tests teaching notes
Unit 1 test 3 Look and write sentences.

Reading and Writing Answers
1 Read and write True or False. 1 He walks to school. 2 She doesn’t like Art.
3 He crosses a river/bridge.
Answers 4 She doesn’t live in a village.
1 True
2 False
3 True
4 True
5 False
6 True
7 True
8 False Listening
2 Look and write questions and answers. 4 Listen and circle A or B. 4.38
1 We’ve got Maths at half past nine.
Answers
2 I’ve got a rope.
1 Are they tigers? Yes, they are. 3 He lives in the mountains.
2 Are they pandas? No, they aren’t.
4 What time is lunch?
Score: 1 mark for each correct question and each Lunch is at twelve o’clock.
correct answer. 5 She doesn’t walk to school.
6 We’ve got History at twelve o’clock.
3 Look and write sentences. 7 There’s a bell.
8 What time is PE?
Answers PE is at half past two.
1 They drink (together). 2 They eat (bananas /
Answers
together). 3 They don’t walk. 4 They don’t play.
1 B
2 A
3 B
4 A
5 A
6 A
7 A
8 B
Listening
Unit 3 test
4 Listen and number. 4.37
1 They’re dolphins. Reading and Writing
2 They don’t eat meat. They eat fish. They’re seals. 1 Read and write Yes or No.
3 Are they tigers?
Answers
Yes, they are.
4 They don’t drink milkshake. 1 Yes
2 Yes
3 Yes
4 No
5 Yes
6 No
7 No
5 They walk together. They’re hippos. 8 Yes
6 They’re gorillas. 2 Look and write questions and answers.
7 Are they dolphins?
Answers
No, they aren’t. They’re whales.
8 They don’t live in water. They’re tortoises. 1 Does she like peppers? Yes, she does.
2 Does he like tomatoes? No, he doesn’t.
Answers
1 g
2 e
3 a
4 b
5 h
6 f
7 c
8 d Score: 1 mark for each correct question and each
correct answer.
Score: 1 mark for each correct answer.
PLEASE NOTE All listening tests are scored one mark 3 What have you got on your pizza? Look and write
for each correct answer unless otherwise stated. sentences.
Answers
Unit 2 test 1 I’ve got some tomatoes and tuna / tuna and tomatoes.
Reading and Writing I haven’t got any cheese or onions / onions or cheese.
1 Read and circle. Score: 2 marks for each correct sentence.

Answers
1 half past ten 2 doesn’t like 3 one o’clock 4 likes Listening
5 doesn’t walk 6 lives 7 crosses 8 doesn’t cross
2 Look and write questions and answers. 1 Does she like tomatoes?
Answers
No, she doesn’t.
2 I’ve got some chicken and spinach for lunch.
1 What time is Music? Music is at half past nine.
3 What have you got on your pizza?
2 What time is lunch? Lunch is at one o’clock.
I’ve got some cheese and pineapple.
Score: 1 mark for each correct question and each 4 Have you got any chicken?
correct answer. No, I haven’t. I’ve got some lettuce.
Urgh. I don’t like lettuce.
5 Does she like sandwiches?
Yes, she does.
60
Standard tests teaching notes
6 Does he like onions? 3 Can he ride a bike?

No, he doesn’t. No, he can’t.
7 What have you got on your pizza? 4 Do you play the guitar at the weekend?
I’ve got some peppers. I haven’t got any cheese. I don’t No, I don’t. I play the piano.
like cheese. Me too!
8
Name Have you got any mayonnaise on your sandwich?
Unit 3 Standard test 5 Do you play computer games at the weekend?
No, I haven’t.
Listening
There isn’t any mayonnaise. No, I don’t. Computer games are boring!
Answers 6 Let’s fly a kite!
CD4
39
Yes! I like flying a kite!

7 Do you read comics at the weekend?
Yes, I do. I like reading.
4 8 Can she jump high?
1
7 Yes, she can. Look!
Answers
1 B
2 B
3 B
4 A
5 B
6 B
7 A
8 A
6
Unit 5 test
Reading and Writing
1 Read and write the name.
8
Answers
5 1 Dan 2 Jill
3 Bill
4 Alice
5 Dan
6 Bill
7 Alice
8 Jill
2 2 What’s he or she doing? Look and write answers.

3
Answers
1 He’s stepping on trees. 2 She’s dropping litter.
3 She’s wasting water. 4 He’s picking up litter.
3 Look and write questions and answers.
Unit 4 test
How do you feel? Circle, write and draw. 1 Has he got long hair? No, he hasn’t.
bout my
Reading and Writing a 2 Has he got a beard? Yes, he has.
All
tes
1 Read and match.

t
happy OK sad Score: 1 mark for each correct question and each
AnswersI feel about my test. correct answer.
1 f
2 b
3 d
4 c
5 h
6 a
7 e
8 g
11
All About Us 3 PHOTOCOPIABLE
2 Look and write questions.

© Oxford University Press
Listening
Answers 4 Listen and tick ✔. 4.41
1 Look, there’s Kim!
1 Do you talk to friends at the weekend?
What’s she doing?
2 Do you listen to music at the weekend?
She’s dropping litter! Hey, don’t drop litter, Kim!
3 Do you play catch at the weekend?
2 Has she got big ears?
4 Do you skateboard at the weekend?
No, she hasn’t. She’s got big blue eyes.
3 Look and write questions and answers. 3 I can see Ben.
What’s he doing?
Answers
He’s planting trees.
1 Can he jump high? Yes, he can. 4 Has she got short hair?
2 Can she play guitar? No, she can’t.
No, she hasn’t. She’s got long hair.
Score: 1 mark for each correct question and each 5 Where’s Anna?
correct answer. She’s in the playground. She’s got a wig.
Oh yes! She’s got glasses too!
6 There’s Dan!
Listening Has he got a beard?
4 Listen and circle A or B. 4.40 Yes, he has.
1 Do you talk to friends at the weekend? 7 I’ve got short hair.
Yes, I do. Yes. Your hair is curly too!
2 Let’s play catch! 8 Look at Pat!
OK. Where’s the ball? What’s he doing?
He’s saving water. 61
Listening
Answers 5 Listen and match. 4.43
4
1 Listen
Can and
younumber.
see a bone? /4 marks
CD4
1 second picture 2 first picture 3 second picture

42
4 first picture 5 first picture 6 second picture Yes, I can. 2

7 first picture 8 second picture It’s Ben’s bone.
2 There’s a phone. Is it your phone?
Unit 6 test No, it isn’t. It’s his phone.
1
3 There’s a magnifying glass. Is it his magnifying glass?
Reading and Writing
No, it isn’t. It’s her magnifying glass.
1 Read and circle. 4 Look at the footprints next to the flowers.
Answers Yes. 4 3
1 library, near 2 scarf, her 3 Dan’s, his 4 a, opposite They’re Lucy’s footprints.
5 Answers
Listen and match.
CD4
/4 marks
Score: 1 mark for each correctly circled item. 43
2 Look and write questions with his, her or ‘s.

Answers
1 Where’s her magnifying glass?
2 Where’s Ben’s bone?
3 Where’s his baseball cap?
4 Where’s Alex’s phone?
3 Look and write questions and answers.
Answers
1 Is there a cinema near here? No, there isn’t. ab
out my
2 Are there any shops near here? Yes, there are.
All
tes
t
happy OK sad
Score: 1 mark for each correct question and each
correct answer. I feel about my test.
17
Listening
1 Excuse me. Is there a police station near here?
Yes, there is. It’s opposite the library.
Opposite the library?
That’s right.
2 Is there a toy shop near here?
A toy shop? Yes, there is. It’s near the park.
Near the park … OK, thank you.
3 Are there any bus stops near here?
Yes, there are. There’s a bus stop next to the café.
4 Excuse me. Is there a sports centre nearUnit
Name here?
6 Standard test
Yes, there is. It’s opposite the park.

Listening
4
CD4
42
Answers
Listen and number. /4 marks
4 3

CD4
43

62
CD4
44
1 a b c 2 a b c
Term tests transcripts / answers Standard tests teaching notes
Term 1 test 4 Can

3 a you see
b
the bell?
c 4 a b c
Yes. He’s got a bell. He’s tying the bell to the rope.
Reading and Writing
5 Can you see the mountains?
1 Read and tick ✔ or cross ✗. Yes, I can. Pandas live in the mountains. They eat
Answers bamboo.
6 Look at the
a c a c
5 b
seals. 6 b
1 ✔
2 ✔
3 ✗
4 ✔
5 ✗
6 ✗
They’re hungry! What time is lunch?
2 Read and write True or False. Lunch is at 1 o’clock.
Answers
Seals eat fish.
1 True
2 False
3 True
4 True
5 False
6 False 6
CD4
45
Answers
3 Look and write.

3 5 2
Answers
1
1 they, hippos 2 He, bridge / river 4
3 They’re / they are, they don’t 4 Maths, half past one
5 lives, village 6 Music, nine o’clock
Score: ½ mark for each correct answer.
4 Look and complete the sentences.

Answers
6
1 Are they, they aren’t, They don’t Total for Listening / 12 marks
2 doesn’t like, likes Music, time is Speaking 20
Score: 1 mark for each correct answer. 7 Listen and talk to your teacher.
Ask the pupil What’s your name? Then ask How are you?
1 Put the following All About Us 3 Units 1 and 2
Listening flashcards on the table:
5 Listen and tick ✔. 4.44 * seal * panda
1 What time is PE? * walk * tortoise
PE is at half past two. * dolphin * drink
2 Are they big? * eat * Art
No, they aren’t. Point to two of the flashcards and ask the pupil What’s this?
Are they tigers?
Score: ½ mark for a correct answer
No, they aren’t. They’re gorillas. (a maximum of 1 mark).
3 She doesn’t like History.
4 He doesn’t live in a village. He doesn’t walk to school. 2 Point to the seal flashcard and ask Are they big / small?
5 She crosses the river on a bridge. She doesn’t tie a bell Invite the pupil to ask a similar question about one of
to the bridge. the flashcards.
6 They don’t eat plants.
Score: 1 mark for a correct question.
Are they small?
No, they aren’t. 3 Next, point to the walk and dolphin flashcards and say
Are they tigers? They walk. Look questioningly at the pupil and invite
Yes, they are! him / her to correct the statement.
Answers Score: 1 mark for a correct sentence.
1 a
2 b
3 c
4 c
5 a
6 b
4 Repeat with the eat and panda flashcard and say
6 Listen and number. 4.45 Pandas eat fish. Again, invite the pupil to correct
1 Can you see the gorilla? the statement.
Yes, I can. He’s big and black.
Score: 1 mark for a correct sentence.
2 Can you see the rope?
Yes, I can. He’s got a rope. 5 Finally, invite the pupil to ask you two more questions
3 Look at the dolphins. or make two more sentences about any of the
I like dolphins. They play and they don’t fight. flashcards.
Yes, I like dolphins, too.

63
Score: 1 mark for each appropriate sentence or

Listening
question (a maximum of 2 marks). 5 Listen and tick ✔. 4.46
Total: 6 marks (You may wish to award ½ marks to
I’ve got some cheese. I haven’t got any peppers.
pupils who can answer but do not produce a sentence.
You may also wish to award 1 bonus mark for good Have you got any olives?
fluency and pronunciation.) No, I haven’t.
2 Do you listen to music at the weekend?
8 Look at the picture and talk to your teacher. No, I don’t. I play computer games at the weekend.
1 Point to the big picture and say Tell me about the picture. 3 Can she skateboard?
No, she can’t. And she can’t ride a bike.
Score: 1 mark for each appropriate sentence Can she jump high?
(a maximum of 3 marks). Yes, she can!
4 Does he like Science?
2 Then ask the pupil the following questions:
No, he doesn’t.
* How do you get to school?
Does he like Maths?
* What’s your favourite subject?
No, he doesn’t. He likes Art.
* Which animals do you like best?
5 Are they gorillas?
Score: 1 mark for each appropriate answer No, they aren’t. They live in water.
(a maximum of 3 marks). Are they hippos?
Yes, they are!
Total: 6 marks (You may wish to award ½ marks to 6 I’m hungry! What time is lunch?
It’s after PE. Lunch is at one o’clock.
You may also wish to award 1 bonus mark for good
fluency and pronunciation.) Answers
1 c
2 a
3 c
4 a
5 a
6 b
Term 2 test 6 Listen and number. 4.47
Term 2 Standard test
Reading and Writing 1 Does he like sandwiches?
Name
Yes, he does. He likes chicken sandwiches.

Listening
1 Read and tick ✔ or cross ✗.
5 2 Do
Listen and swap
CD4
you tick ✔. cards at the weekend? /6 marks
Answers
46
1 No,
a I don’t.b My sisterc swaps cards
2 a at the weekend.
b c
1 ✗
2 ✔
3 ✔
4 ✔
5 ✗
6 ✗ 3 Can you see the dolphins?
Yes, I can. They play and they jump high!
2 Read and write True or False.
Yes, I love dolphins too.
Answers 4 Cana
he play the piano?c a c
3 b 4 b
1 False, True 2 False, True 3 True, False No, he can’t but he can play the guitar.
5 Look, there’s a rope and a bell.
Score: 1 mark for each correct answer. Where?
Next to Polly and Patti!
3 Look and write. 5 Yes!
a
I can bsee the rope
c
and the
6
bell.
a b c
1 live, village 2 History, half past two 3 Are, tigers 6 Can you see the comics?
4 haven’t, ketchup 5 like tomatoes 6 He, walks Yes! I like comics. I read comics at the weekend. Do you?
Yes. I like comics too. 1:30 1:00 12:00
6
Answers
Listen and number.
CD4
/6 marks
47
4 Look and complete the questions and answers.

1
Answers
1 like tuna, he doesn’t 2 play computer, I don’t
3 he play, he can 6

4
3
5
2
24

64
Speaking Term 3 test

7 Listen and talk to your teacher. Reading and Writing
Ask the pupil What’s your name? Then ask How are you? 1 Read and write.
1 Put the following All About Us 3 Units 1–4 flashcards on
the table: Answers
* whale * play the piano 1 curly
2 beard
3 gorillas
4 piano
5 village
* tiger * play the guitar 6 shops
* mayonnaise * Music
* pineapple * mountains
Point to two of the flashcards and ask the pupil What’s this? Answers
1 True
2 False
3 False
4 True
5 True
6 False
(a maximum of 1 mark). 3 Look and write.
2 Point to the whale flashcard and ask Are they big / blue? Answers
Point to the tiger flashcard and invite the pupil to ask 1 What’s, wasting 2 she, skateboard
you a similar question. 3 Has he got a, hasn’t 4 cinema, near 5 his, phone
6 like, sweetcorn
3 Next, point to the mayonnaise flashcard and say I’ve
got some mayonnaise on my pizza. Point to the
pineapple flashcard and invite the pupil to make a 4 Look and write questions.
similar statement. Answers
Score: 1 mark for a correct sentence. 1 Are they pandas? 2 Has she got glasses? 3 Is there a
library near here? 4 Do you read comics at the weekend?
4 Then point to the play the piano flashcard and ask Can
she play the piano? Point to the play the guitar flashcard 5 Look and write answers.
and invite the pupil to ask you a similar question. Answers
Score: 1 mark for a correct question. 1 I’ve got some tuna. 2 She’s planting flowers.
5 Finally, invite the pupil to ask you two more questions or Listening
make two more sentences about any of the flashcards.
6 Listen and match. 4.48
Score: 1 mark for each appropriate sentence or 1 There’s my friend Anna.
question (a maximum of 2 marks). Has she got long hair?
Yes, she has.
Can she play the drums?
You may also wish to award 1 bonus mark for good No, she can’t. But she can play the guitar.
fluency and pronunciation.) 2 There’s Pat. He lives in the mountains.
What’s he doing?
8 Look at the picture and talk to your teacher. He’s flying a kite.
1 Point to the big picture and say Tell me about the picture. 3 Hi, Dan!
What have you got on your pizza?
Score: 1 mark for each appropriate sentence I’ve got some olives. I haven’t got any peppers.
(a maximum of 3 marks). 4 Can you see Jill?
Is there a bone near Jill?
No, there isn’t. Look, she’s planting flowers.
* What do you do at the weekend?
Oh, yes. There are footprints next to the flowers.
* Have you got a guitar / a bike / comics?
5 Where’s Sue?
* Do you like lettuce?
She’s near Pat’s baseball cap.
Score: 1 mark for each appropriate answer Does she like dolphins?
(a maximum of 3 marks). Yes, she does.
6 Hello, Mark!
Total: 6 marks (You may wish to award ½ marks to Do you swap cards at the weekend?
No, I don’t. I play catch!
fluency and pronunciation.)

65
Listening
6
Answers
Listen and match.
CD4
48
/6 marks
Speaking
Anna Sue Jill 8 Listen and talk to your teacher.
the table:
* step on flowers * sports centre
* scarf * lunch
* eyes * library
* magnifying glass * tortoise
Point to two of the flashcards and ask the pupil What’s this?

(a maximum of 1 mark).
Mark Pat Dan
2 Point to the step on flowers flashcard and ask What’s
7 7 Listen
Listen andand
CD4
49 write
write a aaname
name or number. or
a number. 4.49 /6 marks he doing?
1 Hello. My name’s Hugo. 1. How old is Hugo?
Score: 1 mark for a correct answer.
How old are you, Hugo? 2. What’s the name of
I’m eight. the cinema? 3 Place the scarf flashcard near the pupil’s chair. Ask
Eight? Where’s my scarf? Encourage the pupil to find the scarf
3. How many parks
Yes. are there?
flashcard and give it to you, making a sentence about
2 Do you play computer games at the weekend? your scarf at the same time.
No, I don’t. I talk to friends and I gothetogirl’s
4. What’s the cinema.
name?
Is there a cinema near here?5. What’s the name of
Yes, there is. The Lumos Cinema. her favourite comic? 4 Next, point to the eyes flashcard and ask Has she got
How do you spell ‘Lumos’? brown eyes?
L-U-M-O-S.
3 Are there any parks near here? Score: 1 mark for a correct answer.
Yes, there are. There are four parks.Total for Listening / 12 marks
5 Finally, invite the pupil to ask you two more questions
Four? That’s good.
28 or make two more sentences about any of the
Yes. flashcards.
4 Is she your friend?
Yes, she is. Score: 1 mark for each appropriate sentence or
What’s her name? question (a maximum of 2 marks).
Sophie. Total: 6 marks (You may wish to award ½ marks to
How do you spell that? pupils who can answer but do not produce a sentence.
S-O-P-H-I-E. You may also wish to award 1 bonus mark for good
5 What’s she doing? fluency and pronunciation.)
She’s reading comics.
Are they funny? 9 Look at the picture and talk to your teacher.
Yes, they are. Her favourite comic is called Archie. 1 Point to the big picture and say Tell me about the picture.
How do you spell ‘Archie’?
A-R-C-H-I-E. Score: 1 mark for each appropriate sentence
(a maximum of 3 marks).
6 Is Sophie at your school?
Yes, she is. I like English. Sophie likes History. 2 Then ask the pupil the following questions:
What time is History? * Tell me about your friend / brother / sister. Has he / she
History is at half past ten. got curly hair?
Half past ten, OK. * Is there a police station near here? / Are there any cafés
near here?
Answers
* Do you like sandwiches?
1 8 / eight 2 Lumos 3 4 / four 4 Sophie
5 Archie
6 10.30 / half past ten Score: 1 mark for each appropriate answer

66
Unit tests transcripts / answers Challenge tests teaching notes
Unit 1 test 6 Are they tigers?

Yes, they are. They’re dangerous. They sometimes fight!
Reading and Writing They’re fighting now.
1 Read and circle. 7 Look! Are they hippos?
Answers No, they aren’t. They’re dolphins. They play. They are fun!
Listening
1 seals 2 hippos, are 3 drink

4 They 6
CD4 Answers
5 pandas, Yes 6 aren’t, eat 7 Are they, aren’t
50
2 3
8 aren’t, don’t play, tortoises
Score: ½ mark for each correctly circled item. 7 1

5
2 Read and write True or False. 6
Answers 4
1 False
2 True
3 False
4 True
5 False
6 True
7 True
3 Write the vocabulary. 7 7 Listen
Listen and and
circle Acircle
or B. A or B. 4.51 /7 marks
CD4
51
Answers 1 Let’s play a game! Are they small?

1 2 3 4
No, they aren’t. They’re big.

1 a whale 2 a tortoise 3 a dolphin 4 play
5 fight
They’re whales!
6 drink
2 TheyA don’t B eat meat. A B A B A B
Score: ½ mark for each correct answer. Are they 5

gorillas? 6 7
Yes, they are.

4 Write questions and answers. 3 Are they black and white?
No, they aren’t. A
They’re
B
grey.
A B A B
Answers
They’re hippos!
1 Are they tortoises? Yes, they are. 2 Are they gorillas? 4 OK. They live in the oceans and they Total for Listening
don’t eat meat. / 14 marks
No, they aren’t. 3 Are they dolphins? No, they aren’t. Are they seals? Total for test / 42 marks
4 Are they tigers? Yes, they are. 5 Are they hippos? Yes, Yes, they are.
they are. 6 Are they pandas? No, they aren’t. How do you feel? Circle, write and draw.
out my
5 Are they in danger? ab
All
tes
Score: ½ mark for each correct question and each Yes, they are. They’re black and orange.
t
correct answer. They’re tigers! happy OK sad
6 They Iplayfeel and swim. about my test.
5 Look and write about the animals. Are they small?

No, they aren’t.
32
Example answer
They’re dolphins!
They’re seals. They play. They eat (fish). They drink (water). 7 Are they black and white?
They don’t fight. Yes, they are. And they’re in danger.
Oh! They’re pandas.
Score: 1 mark for each correct sentence
(a maximum of 5 marks). Answers
1 A
2 B
3 A
4 A
5 A
6 B
7 A
Listening
Unit 2 test
1 Look! Are they whales? Reading and Writing
Yes, they are. They’re in danger. 1 Read and number.
2 Are they pandas?
Answers
Yes, they are. They don’t eat meat.
3 Are they tortoises? 1 c
2 e
3 g
4 b
5 a
6 d
7 f
No, they aren’t! They’re seals! Look! They’re brown. 2 Read and circle.
4 Are they baby gorillas?
Answers
Yes, they are. They don’t fight and they don’t eat meat.
5 Are they seals? 1 Science, three o’clock 2 likes, Music 3 Lunch, half
No, they aren’t. They’re hippos! Look! They’re big. past twelve 4 likes, English 5 doesn’t walk, doesn’t
cross 6 PE, half past ten 7 doesn’t live, walks
Score: ½ mark for each correctly circled item.

67
Challenge tests teaching notes
3 Write the vocabulary. 5 There’s an old bridge. She crosses the river on the old
bridge on the way to school. It’s dangerous.
Answers
6 I like playing on the rope.
1 river 2 bell
3 rope
4 mountains
5 bridge Me too! Let’s play!
6 village
7 Music is at two o’clock.
Score: ½ mark for each correct answer. Oh yes! Where’s Anna? She likes Music.
Answers
4 Write questions and answers. 1 d
2 a
3 e
4 f
5 b
6 g
7 c
Answers
1 What time is English? English is at ten o’clock. Unit 3 test
2 What time is Music? Music is at half past eleven. Reading and Writing
3 What time is PE? PE is at twelve o’clock.
4 What time is Science? Science is at half past one. 1 Read and number.
5 What time is lunch? Lunch is at half past two. Answers
6 What time is History? History is at three o’clock.
1 f
2 g
3 b
4 c
5 a
6 d
7 e
Score: ½ mark for each correct question and each 2 Read and circle.
correct answer.
Answers
5 Look and write about Matt. 1 Does, does 2 have you got, olives 3 mayonnaise,
doesn’t 4 I’ve, tomatoes 5 he, ketchup 6 haven’t,
Example answer any 7 any, haven’t
He lives in a village. He walks to school. He crosses a
bridge / river. He doesn’t like Art. Art is at half past ten. Score: ½ mark for each correctly circled item.
Score: 1 mark for each correct sentence 3 Write the vocabulary.

Answers
1 sweetcorn
2 onions 3 chicken
4 tuna
Listening 5 sandwiches
6 spinach
6 Listen and circle A or B. 4.52
1 Can you see the bell? Score: ½ mark for each correct answer.
Yes, I can. School starts at nine o’clock.
2 Look at Ben! 4 Write questions and answers.
Oh, yes. He’s crossing the river on a bridge. Answers
3 We’ve got History at four o’clock. 1 Have you got any olives in your salad? Yes I’ve got
Oh, good. some olives in my salad. 2 Have you got any peppers in
4 She doesn’t like History. She likes Music. your sandwich? No, I haven’t got any peppers in my
5 Oh no! sandwich. 3 Does he like cheese? No, he doesn’t.
Are you OK? 4 Does she like mayonnaise? No, she doesn’t.
No. I don’t like the rope! I’m scared. 5 Does she like pineapple? Yes, she does.
6 We’ve got Science at five o’clock.
Score: ½ mark for each correct question and each
I don’t like Science.
correct answer.
7 There’s Hugo.
Oh, yes. He doesn’t walk to school. He goes by bike.
5 What have you got for lunch? Look and write.
Answers
Example answer
1 A
2 B
3 A
4 A
5 B
6 B
7 A
I’ve got some sandwiches. I’ve got some chicken. I’ve got
7 Listen and number. 4.53 some lettuce. I’ve got some tomatoes. I haven’t got any
1 Where’s May? I can’t see May. ketchup. I haven’t got any sweetcorn.
Oh, she doesn’t walk to school. She goes by bus.
2 Where’s Alex?
He’s in the gym.
Oh, yes. He likes PE.
3 We’ve got Music at eleven o’clock.
Oh, Lucy doesn’t like Music.
4 He doesn’t live in a village. He lives in a big town.

68
Listening Unit 4 test

6 Listen and circle A or B. 4.54 Reading and Writing
1 It’s one o’clock. It’s lunch! 1 Read and match.
I’ve got some chicken.
Do you like chicken? Answers
No, I don’t. 1 f
2 g
3 e
4 b
5 c
6 a
7 d
2 I can see Hugo!
2 Read and number.
Oh, yes. Does he like pizza?
Yes, he does. Answers
3 What have you got on your pizza? 1 b
2 f
3 a
4 e
5 g
6 c
7 d
I’ve got some cheese and olives. Mmm! I like pizza.
4 Have you got any lettuce? 3 Write the vocabulary.
Yes, I have. Answers
5 Does he like pizza? 1 fly a kite 2 have a picnic 3 play the piano
No, he doesn’t. 4 read comics 5 play computer games 6 skateboard
6 Have you got any mayonnaise?
No, I haven’t got any mayonnaise. I’ve got some Score: ½ mark for each correct answer.
ketchup. I don’t like ketchup.
7 I’ve got some cheese and peppers on my pizza. 4 Write questions and answers.
Do you like peppers?
Answers
No, I don’t.
1 Do you swap cards at the weekend? Yes, I do.
Answers 2 Do you listen to music at the weekend? No, I don’t.
1 B
2 B
3 A
4 B
5 A
6 B
7 A 3 Can she jump high? No, she can’t.
4 Can he play the guitar? No, he can’t.
5 Can he skateboard? Yes, he can.
1 Does he like sweetcorn?
Yes, he does. Score: ½ mark for each correct question and each
Me too! correct answer.
I’ve got some cheese and tuna. 5 What do you do at the weekend? Look and write
Have you got any olives? about it.
No, I haven’t. Example answer
3 I’ve got some spinach.
I ride a bike at the weekend. I skateboard. I fly a kite.
Have you got any tomatoes?
I can’t play the guitar. I don’t read comics. I play
No, I haven’t. I don’t like tomatoes. computer games.
Have you got any mayonnaise?
Yes, I have. Score: 1 mark for each correct sentence
4 Does she like tomatoes? (a maximum 6 marks).
Yes, she does.
I’ve got some cheese and tomatoes.
Listening
Have you got any olives? 6 Listen and circle A or B. 4.56
Yes, I have. 1 Do you talk to friends at the weekend?
6 Does she like ketchup? Yes, I do. I like talking to friends!
No, she doesn’t. 2 Look! I can see Bill.
7 I’m hungry! Oh no! I haven’t got any sandwiches. Oh yes. Can he skateboard?
Yes, he can.
Answers
3 What do you do at the weekend?
1 e
2 g
3 c
4 d
5 b
6 f
7 a I play computer games.
Do you play computer games with friends?
No, I don’t.
4 Can she play the drums?
No, she can’t.
5 Do you like swapping cards?
Yes, I do. I swap cards at the weekend.

69
6 Look at May! She can jump high!

7 Let’s have a picnic!
Yes, I’m hungry!
4 Write questions and answers.
Answers
Answers
1 A
2 A
3 B
4 B
5 B
6 A
7 A
1 Has he got curly hair? Yes, he has.
7 Listen and number. 4.57 2 Has she got big ears? No, she hasn’t.
1 Let’s fly a kite! 3 What’s she doing? She’s picking up litter.
OK! I like flying a kite. 4 What’s he doing? He’s planting trees.
5 What’s he doing? He isn’t picking up litter.
2 Can he play catch?
Yes, he can. Score: ½ mark for each correct question and each
Me too! I’ve got a ball. Let’s play! correct answer.
3 Do you like music?
Yes, I do. I listen to music at the weekend. I’m listening
Unit 4 Challenge test 5 Look and write about Eva.
Name
to music now!
4 Today
Listening it’s Sunday. I ride a bike at the weekend. Example answer
6 I like
Listen
CD4
56
andyour
circle bike!
A or B. /7 marks She’s got long hair. She’s got glasses. She’s planting
5
A Look, there’s Hugo. B flowers. She’s wasting water. She isn’t dropping litter.
Can he play the guitar? She hasn’t got a beard.
No, he can’t. But I can play the guitar! Listen.
6 Look! There’s Luis. He reads comics at the weekend.
(a maximum 6 marks).
I like comics. What do you do at the weekend?
Lots of things!
7 Look, I can see Anna! Listening
Oh yes. Can she play the drums? 6 Listen and circle A or B. 4.58
1. AYes,
B she can.B She’s
3. A very good.
2. A B 4. A B 5. A B 6. A B 7. A B
1 There’s Alex. He’s in the garden.
7
CD4 Answers
Has he got curly hair?
Yes, he has. And he’s got glasses!
57
6 2 I can see Anna.

2 What’s she doing?
5 She’s planting trees.
3 What’s he doing?
4 He isn’t wasting water. He’s saving water.
3 4 There’s Kim.
1
7 Has she got long hair?
No, she hasn’t. She’s got short hair. It’s curly too!
Total for Listening / 14 marks 5 I can see Sue.
Unit 5 test Total for test / 42 marks What’s she doing?
Reading and Writing She isn’t planting trees. She’s planting flowers.
1 Read and write True or False. ab
out my 6 There’s Hugo.
What’s he doing?
All
tes
Answers
t
happy OK sad He isn’t dropping litter. He’s picking up litter.

1 True, IFalse
feel
2 True, True 3 False, True
about my test.
7 Look at Jill!
4 False, False Has she got curly hair?
2 Read and circle.
41 No, she hasn’t. She’s got straight hair and glasses.
She’s stepping on the flowers! Hey Jill!
Answers
Answers
1 a wig, picking up 2 a beard, stepping on
3 long, wasting 4 glasses, planting 5 ears, wasting 1 A
2 A
3 B
4 B
5 B
6 A
7 A
6 eyes, dropping 7 Listen and match. 4.59
1 There’s Alice!
Score: ½ mark for each correctly circled item.
Has she got long hair?
Yes, she has. It’s curly too!
3 Write the vocabulary.
2 Can you see Pat?
Answers Yes, I can.
1 plant trees 2 pick up litter 3 save water What’s he doing?
4 waste water 5 long hair 6 short hair He’s stepping on flowers!

70
3 Look at Dan. He’s got blue eyes. He’s planting flowers. 4 Write questions and answers.
That’s good. Unit 5 Challenge test Answers
Name
4 Look at Sue.
Listening 1 Where’s his phone? Here’s his phone.
What’s she doing?
2 Where’s her baseball cap? Here’s her baseball cap.
6 Listen
She andisn’t picking
circle A or B. up litter. She’s dropping litter! /7 marks
3 Where’s Ben’s magnifying glass? Here’s his magnifying
CD4
58
5 I can see Hugo. He’s got a wig!

A B
glass.
Oh yes! And he’s got big ears! He’s in the school play! 4 Is there a police station near here? No, there isn’t.
6 There’s Mark. 5 Are there any shops near here? Yes, there are.
What’s he doing?
He isn’t wasting water. He’s saving water. Score: ½ mark for each correct question and each
7 Has May got short hair? correct answer.
No, she hasn’t. She’s got long hair and … she’s wearing a
beard! 5 Look and write about the town.
AIs Bshe 2.in Athe
1. B school play?4. A B 5. A B 6. A B 7. A B
3. A B
Example answer
7 Answers
CD4
59
Listen and match. /7 marks There’s a park. It’s near the sports centre. There are some
Name
Alice Mark Dan May test
Unit 6 Challenge shops. There’s a café. It’s near the police station. The
library is near the bus stop.
Reading and Writing
1 Read and write Yes or No. /7 marks Score: 1 mark for each correct sentence
1. Is there a café next to (a maximum 6 marks).
the toy shop?
Listening
2. Is there a sports centre
opposite the cinema?
Pat Sue 3. Are there any shops Hugo

near the cinema?
1 Excuse me. Is there a police station near here?
Yes, there is. It’s opposite the library.
Unit 6 test 4. Is there aTotal
bus stop
for test
next to the police station?
/ 42 marks
OK, thanks.
ReadingHowand
do you Writing
feel? Circle, write and draw.
out my
5. Is there ablibrary
2 Is there a toy shop near here?
a A toy shop? Yes, there is. It’s near the park.
1 Read and writePOLICE
Yes or No. next to the café?
All
tes
Oh, right. Next to the park.

t
Answers happy OK sad 6. Is there a park opposite

No, it’s near the park. It’s next to the cinema.
the bus stop?
1 No
2I feel 3 Yes
Yes 4about
Yes 5 Yes
my test.
6 Yes
7 No 3 Excuse me. Where’s the sports centre?
The sports centre? It’s opposite the park.
2 Read and match. near the police station? 44
OK. Is it next to the library?
Answers
2 Read and match. /7 marks No, it isn’t.
1. Where’s 4 Is there a café near here?
her teddy? 5. Where’s his Yes, there is. It’s next to the library.
baseball cap?
Ah, OK. Is it near the park?
2. Where’s It’s next to the park.
his teddy?
6. Where’s 5 Excuse me, are there any shops near here?
Mark’s bone? Yes, there are.
3. Where’s
his scarf? Oh, is there a bookshop?
Yes, it’s next to the clothes shop.
7. Where’s
4. Where’s Lucy’s phone? Oh, OK. Is it near the cinema?
her scarf? Yes, it’s near the cinema.
6 Where’s the post office?
3 Write the vocabulary. Total for Reading / 14 marks
It’s next to the cinema.
45
Answers
All About Us 3 PHOTOCOPIABLE © Oxford University Press Is it near the park?
1 bus stop 2 park
3 police station 4 library No, it isn’t.
5 magnifying glass 6 footprints Thanks very much.
7 Are there any bus stops near here?
Score: ½ mark for each correct answer. Yes, there are. There’s a bus stop next to the library.
Sorry? Where?
Over there, look. It’s next to the library.
Oh yes, thank you.

71
Challenge tests
Listening
6
CD4 Answers
60
4
2 6
7 3 5
7 7 Listen and match. 4.61

Listen and match.
CD4
61
/7 marks
1 Where’s Anna’s phone?

It’s on the table. It’s next to the scarf.
Oh yes.
Anna
Her baseball cap is on the chair. It’s next to the bone. Hugo
Next to the bone … oh, yes!
2 Can you see Bill’s bone?
It’s on the table. It’s next to the teddy. Unit 6 Challenge test
Name
Oh, yes.
Listening
Bill’s teddy is on the table. It’s opposite the phone.
6
Listen
Oppositeand number.
the phone. Right. /7 marks
CD4
60
3 Where’s
4Bill Hugo’s baseball cap? Lucy
It’s on the chair. It’s opposite the scarf. 2

Total for Listening
6
/ 14 marks
His scarf is on the table. It’s near the teddy. Total for test / 42 marks
1
OK, Hugo’s scarf is on the table near the teddy. Got it!
4 Can you How see Lucy’s
do you teddy?
feel? Circle, write and draw.
ab5
out my
7 3
It’s on the chair. It’s near the phone.
All
tes
t
7
Answers happy
Listen and match.
CD4 OK sad
/7 marks
61
47
Anna Hugo
Bill Lucy
Score: 1 mark for each correctly matched item.


out my
ab
All
tes
t
happy OK sad
47

72
Term tests transcripts / answers Challenge tests teaching notes
Term 1 test 4 What’s his favourite subject?

He doesn’t like Music. He likes English.
Reading and Writing Me too!
1 Read and write True or False. 5 She doesn’t live in a town. She lives in a village. She
crosses the river on a bridge. It’s a dangerous bridge.
Answers
6 They don’t sleep in water. They don’t eat meat. They live
1 False
2 False
3 True
4 True
5 True
6 False in China.
7 False Are they in danger?
2 Read and write True or False. Yes, they are.
1 False, Flase 2 True, True 3 False, False, True Are they black and white?
Yes, they are.
3 Write the vocabulary. 7 It’s Tuesday! We’ve got Art.
Answers What time is Art?
Art is at twelve o’clock. History is at one o’clock.
1 Maths
2 bell
3 river
4 whales
5 rope
6 History
Answers
Score: ½ mark for each correct answer. 1 b
2 b
3 b
4 a
5 c
6 a
7 c
8 Listen and circle A or B. 4.63
1 I can see the mountains.
Answers Oh, yes. My uncle lives in the mountains!
1 Are they, No, they aren’t. 2 Can you see my favourite animals? They fight. They don’t
2 What time is, half past eleven. eat plants. They eat meat.
3 Can you see the bell?
Score: ½ mark for each correct question and each Yes, I can. It’s on the rope near the baby gorillas.
correct answer. 4 My favourite animals are big.
Are they grey?
5 Write sentences. Yes, they are. They’re very big. They don’t play. They live
in rivers.
Answers
5 I’m hungry. What time is lunch?
1 They don’t play. 2 He likes Art. Lunch is at 12 o’clock.
3 She lives in a village. What time is it now? It’s half past eleven.
6 Look and write about the animals and Matt. 6 We’ve got coloured pencils. Let’s draw the pandas!
Great! I like Art.
Example answers 7 I can see two gorillas.
1 They’re pandas. They’re black and white. They don’t eat Are they small?
meat. No, they aren’t. They aren’t baby gorillas! They’re big
2 He doesn’t like History. He drinks water. History is at and dangerous!
half past eleven. Answers
Score: 1 mark for each correct sentence 1 B

2 A
3 A
4 B
5 B
6 B
7 B
Speaking
9 Listen and talk to your teacher.
Listening
7 Listen and tick ✔. 4.62 1 Put the following All About Us 3 Units 1 and 2
1 What time is PE? flashcards on the table:
PE is at half past one. * fight * panda * drink
Oh, good. My favourite subject is PE. I don’t like science. * dolphin * eat * Art
2 He doesn’t live next to a river. He doesn’t live in the * village * Science
mountains. He lives in a big town. Point to four of the flashcards and ask the pupil What’s this?
3 They don’t eat meat.
OK. Score: ½ mark for each correct answer
They play in water.
Are they whales? 2 Point to the fight and dolphin flashcards and say
No, they aren’t. They’re dolphins. They fight. Look questioningly at the
Are they black and orange? pupil and invite him / her to correct the statement.
No, they aren’t.

73
3 Point to the village flashcard and say My friend lives in a 2 Read and tick ✔ or cross ✗.
village. Invite the pupil to make a similar statement.
Answers
Score: 1 mark for a correct sentence. 1 ✗
2 ✔
3 ✔
4 ✗
5 ✗
6 ✔
7 ✔
4 Point to the panda flashcard and ask Are pandas in 3 Write the vocabulary.
danger? Invite the pupil to make another question
Answers
about pandas.
1 tortoise
2 onions 3 talk to friends 4 English
Score: 1 mark for a correct question. 5 jump high 6 drink
5 Finally, invite the pupil to ask you two more questions Score: ½ mark for each correct answer.
or make two more sentences about any of the
flashcards.
Score: 1 mark for each appropriate sentence or Answers
question (a maximum of 2 marks). 1 Have you got any; No, I haven’t. 2 have you got; I’ve
Total: 7 marks (You may wish to award ½ marks to got some pineapple and olives. 3 they; No, they aren’t.
pupils who can answer but do not produce a sentence. 4 you listen to music; No, I don’t. 5 he play the; Yes, he
You may also wish to award 1 bonus mark for good can.
Score: ½ mark for each correct question and each
correct answer.
10 Look at the pictures and find the differences. Talk to
your teacher.
5 Look and write about Eva and Matt.
1 Point to the big pictures and ask the pupil to find four
differences between the two pictures. Example Answer
Answers She reads comics. She likes whales. She doesn’t like
tomatoes.
In Picture A, the girl likes Science. In Picture B, she doesn’t
like Science. He likes gorillas. He can’t fly a kite. He likes chicken.
In Picture A, there are tigers on the bag. In Picture B,
there are gorillas on the bag.
In Picture A, the girl doesn’t walk to school. She goes by
bike. In Picture B, she walks to school.
In Picture A, she crosses the river on a bridge. In Picture B, Listening
she crosses the river on a rope.
6 Listen and tick ✔. 4.64
Score: 1 mark for each correct answer 1 What have you got on your pizza?
(a maximum of 4 marks). I’ve got some peppers. I haven’t got any cheese.
Have you got any tuna?
2 Then ask the pupil the following questions: Yes, I have. I like tuna! Would you like some pizza?
* How do you get to school? Yes, please!
* What’s your favourite subject? 2 It’s Wednesday! We’ve got Maths, Science and PE.
* Which animals do you like best? What time is PE?
PE is at eleven o’clock. Let’s play catch!
Score: 1 mark for each appropriate answer
(a maximum of 3 marks). OK!
3 Let’s play a game! Guess the animal!
Total: 7 marks (You may wish to award ½ marks to OK!
pupils who can answer but do not produce a sentence. They don’t sleep in the oceans.
You may also wish to award 1 bonus mark for good Are they in danger?
Yes, they are. They don’t eat fish.
Hmmm … Are they black and orange?
Term 2 test Yes, they are.
4 Do you talk to friends at the weekend?
Reading and Writing
Yes, I do. I talk to Dan and Ben. Ben lives in a village.
1 Read and write True or False. He doesn’t walk to school. He rides a bike.
Answers Really?
Yes. He crosses the river on a bridge.
1 False, True, True 2 True, True 3 False
4 True

74
5 a b c 6 a b c
5 Let’s have a picnic next to the river! 7 Answers

Listen and number.
CD4
65
/8 marks
OK! I’ve got some pineapple. What have you got?
I’ve got some tomatoes. I haven’t got any sandwiches. 8 2
Look! There’s a rope. Let’s play! 6
6 Do you read comics at the weekend? 5
Yes, I do.
Do you play computer games? 1
No, I don’t. I’m sporty. I ride a bike in the mountains. 7
Wow! That’s great!
Answers
4
1 c
2 c
3 c
4 b
5 b
6 c
3

1 Does he like music?
Yes, he does. Speaking
Does he play the guitar at the weekend? 54
No, he doesn’t. He listens to music at the weekend.

2 I can see two animals. They fight.
Are they in danger?
the table:
Yes, they are. They don’t sleep in the oceans.
* sandwiches * play computer games
Are they grey?
* jump high * Tom
No, they aren’t. They’re black and orange and furry!
* panda * onions
3 Do you play computer games at the weekend?
* fly a kite * tuna
No, I don’t. I play the guitar.
Point to four of the flashcards and ask the pupil What’s this?
Oh, that’s good!
4 Have you got any comics? Score: ½ mark for each correct answer
Yes, I have. I read comics at the weekend. (a maximum of 2 marks).
Me too.
2 Point to the sandwiches flashcard and say I’ve got
5 There are two animals. They don’t eat meat.
some sandwiches. Invite the pupil to ask you a
Are they tortoises? question.
No, they aren’t. They don’t walk.
Are they big? Score: 1 mark for a correct question.
Yes, they are. They’re very big! They live in the sea!
6 He likes music. 3 Point to the jump high flashcard and say He can jump
high. Invite the pupil to ask you a question.
Can he play the piano?
No, he can’t! Score: 1 mark for a correct question.
7 Are there any tomatoes? They like tomatoes.
Yes, there are some tomatoes on the table. 4 Point to the panda flashcard and say They’re in danger.
8 What have you got in your sandwich? Invite the pupil to ask you a question.
I’ve got some chicken and lettuce. I haven’t got any
ketchup. I don’t like it!
I don’t like ketchup either! Do you skateboard at the 5 Finally, invite the pupil to ask you two more questions or
weekend? make two more sentences about any of the flashcards.
Yes, I do!
question (a maximum of 2 marks).

75
9 Look at the pictures and find the differences. Talk to 4 Write questions and answers.
your teacher.
Answers
differences between the two pictures. 1 What time is History? History is at half past one.
2 Do you listen to Music at the weekend? Yes, I do.
Answers 3 Are there any shops near here? No, there aren’t.
In Picture A, the girl likes Science. In Picture B, she likes Art. 4 Does she like ketchup / mayonnaise? No, she doesn’t.
In Picture A, the mountains are small. In Picture B, they
aren’t small / they’re big. Score: ½ mark for each correct question and each
In Picture A, the boy can fly a kite. In Picture B, he can’t correct answer.
fly a kite.
In Picture A, Mum has got some tomatoes. In Picture B, 5 Look and write.
she hasn’t got any tomatoes. Example Answer
Score: 1 mark for each correct answer He likes Music. He’s got a wig. He can’t play the guitar.
(a maximum of 4 marks). She doesn’t like Maths. She’s got long hair and glasses.
Her scarf is next to the chair.
* Can you fly a kite / play the guitar / jump high? Score: 1 mark for each correct sentence
* Do you have a picnic at the weekend? (a maximum 6 marks).
* What’s your favourite food?
Score: 1 mark for each appropriate answer Listening

(a maximum of 3 marks). 6 Listen and match. 4.66
1 Can you see my phone?
Yes, it’s on the table near Dan.
You may also wish to award 1 bonus mark for good What’s he doing?
fluency and pronunciation.) He’s having lunch. He’s got pizza.
What’s he got on his pizza?
He’s got some cheese and olives but he hasn’t got any
Term 3 test spinach.
Reading and Writing 2 Can you see Jill?
Mmm. Is there a phone near Jill?
No, there isn’t. Look, she’s planting flowers. She isn’t
Answers stepping on flowers.
1 False
2 True
3 True, True, False 4 True, False Oh, yes. There are footprints next to the flowers!
They’re Rex’s footprints! Rex is her dog.
2 Read and write. 3 Hello, Mark!
Answers What do you do at the weekend?
On Saturday I ride a bike. On Sunday I play catch.
1 glasses 2 curly 3 river
4 bike
5 English
6 skateboard 7 tigers It’s Sunday today.
Yes, look! I’m playing catch!
3 Answer. Write the words. 4 There’s Kim.
Answers Has she got long hair?
No, she hasn’t. She’s got curly hair. She’s playing catch
1 mountains 2 walks 3 flowers 4 police station
with Mark.
5 bus stop 6 park 7 picnic 8 peppers
Does she like chicken?
Score: ½ mark for each correct answer. Yes, she does.
Mmm, me too.
5 There’s Pat. He lives in the mountains.
Wow! What’s he doing?
He’s flying a kite.
Has he got short hair?
Yes, he has.

76
6 Where’s Sue? 5 Is it your friend in the picture?

She’s near Pat’s baseball cap. Yes, it is.
Oh yes! She’s wearing a dolphin T-shirt. Does she like What’s his name?
dolphins? Jonah.
Yes, she does. How do you spell that?
Which animals do you like best? J-O-N-A-H.
I like pandas best. They’re furry and they’re intelligent! 6 Is Jonah at your school?
7 There’s my friend Anna. Yes, he is.
Has she got long hair? Do you like school?
Yes, she has. She’s got glasses too. Yes, I do. I like English. He likes History.
Can she play the drums? What time is History?
No, she can’t. But she can play the guitar.
Name She’s
Term playing
3 Challenge test
History is at twelve o’clock.
the guitar now!
Listening Twelve o’clock, OK.
Answers 7 How do you get to school?
CD4
By bus.
66
Pat Sue Jill Mark

What colour is the bus?
It’s green.
And what number is the bus?
15. It’s number 15.
Answers
1 9 / nine 2 Monroe 3 Archie 4 Harker
5 Jonah
6 12.00 / twelve o’clock 7 15 / fifteen
Speaking
Anna Dan Kim Ask the pupil What’s your name? Then ask How are you?
7 7 Listen
Listen andand write write
a name or a number.
name or number. 4.67 /7 marks
CD4
67
the table:
1 Hello. Are you the girl in the picture?
1. How old is May?
* pick up litter * Tom
What’s
2. Yes, Itheam. name My name’s
of the café? May. * gorilla * bridge
The
How old are you Café May?
* walk * rope
I’m nine.
3. What’s the name of her favourite * whale * bone
Nine?
character? Point to four of the flashcards and ask the pupil What’s this?
Yes.
2 the
What sportsdo you do at the weekend, May?
centre? Score: ½ mark for each correct answer
I read comics and I talk to friends. (a maximum of 2 marks).
5. What’s the boy’s name?
Where do you talk to friends? Do you go to the park? 2 Point to the pick up litter flashcard. Ask What’s he doing?
What
6. No, time
I don’t. I like the café.
is History?
What
7. Is there
numberaiscaféthe bus?near here? Score: 1 mark for a correct answer.
Yes, there is. The Monroe Café.
How do you spell ‘Monroe’? Total for Listening / 14 marks 3 Point to the gorilla flashcard and the walk flashcard
and say They’re gorillas. They walk in the forest. Then
M-O-N-R-O-E.
58
point to the whale flashcard and the walk flashcard
3 What have you got? and invite the pupil to make a sentence.
I’ve got some comics.
Are they funny? Score: 1 mark for a correct sentence.
Yes, they are. The characters are very funny. My
favourite character is Archie. 4 Move the Tom flashcard towards the bridge flashcard to
suggest that Tom is walking towards the bridge, but
How do you spell ‘Archie’?
then move him around the bridge, rather than over it.
A-R-C-H-I-E. Invite the pupil to make a sentence.
4 Is there a cinema near here?
No, there isn’t. There’s a sports centre. Score: 1 mark for a correct sentence.
Do you go the sports centre at the weekend?
Yes, I do. I play basketball.
Can you jump high?
Yes, I can. The sports centre is called ‘Harker’.
How do you spell ‘Harker’?
H-A-R-K-E-R.

77
Challenge tests
5 Finally, invite the pupil to ask you two more questions

or make two more sentences about any of the
flashcards.

question (a maximum of 2 marks).
9 Look at the pictures and find the differences. Talk to

your teacher.
differences between the two pictures.
Answers
In Picture A, he can play the piano. In Picture B, he can’t
play the piano.
In Picture A, he’s got a baseball cap. In Picture B, he’s got
a scarf.
In Picture A, there are shops and there’s a cinema. In
Picture B, there’s a bus stop and a police station.
In Picture A, she likes pineapple. In picture B, she doesn’t
like tuna.
Score: 1 mark for each correct answer

* Have you got a baseball cap / scarf?
* Can you play the piano?
* What’s your favourite food?
Score: 1 mark for each appropriate answer


78
Name Evaluation
Marking grids
Unit 1 test Mark Max marks
Standard Challenge
Reading and Writing 16 14
14
Listening 8 14
Total for test 24 42

Standard Challenge
14
Listening 8 14

Standard Challenge
14
Listening 8 14

Standard Challenge
14
Listening 8 14

Standard Challenge
14
Listening 8 14
79
Name Evaluation
Marking grids
Standard Challenge
14
Listening 8 14
Term 1 test Mark Max marks

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

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

Standard Challenge
Reading 12 14
Writing 12 14
Listening 12 14
Speaking 12 14
80
Speaking evaluation (optional) Assessment criteria
10: Excellent 8–9: Very good 6–7: Good
5: Adequate 1–4: Needs improvement
Unit
Name Pairwork activity Everyday language Acting out Poem Total for Observations
(Lesson 2) / (Lesson 6) (Lesson 3) (Lesson 7) (Lesson 7) Speaking
Participates in a short Participates in Takes part in Says the
dialogue using the everyday exchanges. a rehearsed pronunciation poem
target language. dialogue. with appropriate
sounds, stress and
intonation.
/ 10 / 10 / 10 / 10

/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
/ 10 / 10 / 10 / 10
Notes
1 Standardising evaluation 2 Applying the marking scheme
Be sure to assess each child on the same item. Use the marking scheme key to award marks out of 10 for each assessment opportunity.
Add observations on areas to improve, achievement and effort throughout the year.
81
Key Competences introduction
What are the Key Competences in the foreign understanding. They also learn how to be good
language classroom? citizens alongside the course characters, and the
The Key Competences describe a range of skills, All about values themes explicitly explore positive
knowledge, attitudes and behaviour developed in all behaviour. Values and citizenship, interpersonal
subjects to serve children for life and learning outside and social skills, codes of conduct, norms of
the classroom. behaviour and customs in similar and different
environments are all positively modelled, helping
European legislation defines eight Key Competences,
children absorb socio-political concepts like
distinguishing between communication in the mother
equality and diversity and spark interest in other
Social and civic competences
tongue and a foreign language; these two have been

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

Learning to learn
1 Linguistic competence This competence encompasses the development

Linguistic communication
of study skills and attitudes that help children to

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

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

in science and technology
4 Digital competence
Lots of the activities in All About Us are designed
Sense of initiative and entrepreneurship
5 Sense of initiative and entrepreneurship to get children thinking about how they learn,
6 Cultural awareness and expression
Social and civic competences what sort of learner they are and what learning
7 Mathematical competence and basic competences
strategies they can adopt to become more
in science and technology efficient learners. Self-evaluation plays an
important part in this, as does the development
Learning to learn
inguistic competence
L
of positive learning attitudes and self-reliance as
This encompasses effective communication and
Digital competence a learner.
expression in a range of contexts, such as at
Mathematical competence and basic competences
in science and technology All About Us 3 offers explicit opportunities for
home, during leisure time or at school, according

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

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

communication is presented in motivating

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

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

information and basic skills in information and

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

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

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

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

speaking. Linguistic communication
encourages children to be safe and responsible

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

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

Learning to learn
behaviour that equip individuals to participate

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

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

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

and the ability to turn ideas into action.

82
Many of the communicative activities in All About Evaluating the Key Competences in the foreign
Us contribute to the development of this language classroom
competence, with children working In All About Us, the material has been carefully
independently, in pairs or in groups to achieve a developed to ensure that the learning that takes
specific goal. These might include the Review place in every lesson supports the development of
projects, a performance of a song or chant or a the Key Competences. (In the Teacher’s Guide you will
communication activity, to name but a few. find suggestions as to how the course material fulfils
These activities require planning, cooperation and specific Key Competences.) The Key Competences
organizational skills, such as time-management, evaluation materials provided can be used with each
flexibility and determination.
of the six unit projects and the three (termly) Review
projects in the Class Book. These projects have each
been developed to ensure that the learning that
All About Us offers plenty of opportunities to
Learning to learn
takes place supports the development of all the Key

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

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

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

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

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

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

competences in science and technology

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

83
Key Competences evaluation Assessment criteria: Total Competence mark:
10: Excellent 140–150: Excellent
Unit 1 project: An animal square 8–9: Very good 120–139: Very good
Social and civic competences 6–7: Good 85–119: Good
Name: 5: Adequate 61–84: Adequate
1–4: Needs improvement 0–60: Needs improvement

Indicators for evaluating the Key Competences
Learning to learn
Mark Total Competence Observations
/ 10 mark
Linguistic competence
Describes animals using familiar vocabulary and structures / 10
Learning to learn
Understands and uses language to describe animal activities / 10
Digital competence
Successfully prepares a description of an animal
/ 10
Successfully presents the animal square to the class / 10

Cultural
Social andawareness and expression
civic competences
Digital competence
Participates in a group discussion about their project / 10
Learning to learn
Learning
Culturalto
awareness
learn and expression
Reflects on their work by completing a project review activity in the All About Me Booklet / 10
Demonstrates a positive attitude to learning by trying their best / 10
Linguistic
Learning tocommunication
learn
Learning to learn
Understands and completes a project plan to prepare for making their animal square / 10
Digital competence
Volunteers answers to questions / 10
Linguistic
Social andcommunication
civic competences
Successfully plans for the objects they will need to complete the project in an exchange / 10
in
with a partner
Digital competence
science and technology

Digital competence
Mathematical
Sense competence
of initiative and basic competences
and entrepreneurship
Expresses themselves creatively by making and illustrating an animal square / 10
Mathematical competence and basic competences in science and technology
Learning
in science to
andlearn
technology
Demonstrates an understanding of shapes and dimensions / 10
Understands how to cut and fold paper to make a square / 10

Sense of initiative
Linguistic and entrepreneurship
communication
Shows an understanding of endangered species around the world / 10
Demonstrates an understanding of different animal habitats and diets around the world / 10
Digital competence
Total mark / 150

84
Learning standards and Assessment criteria mapping
Unit 1 project: An animal square
This project fulfils the following Learning standards and related Assessment criteria across the Key Competences indicated below.
Learning to learn
Learning standards Assessment criteria
Comprehension of oral texts
Understands the main points of short, simple and well-structured Knows and applies basic strategies in order to understand gist, key
presentations on topics that are familiar or of interest via watching or
information or main points
listening
Digital competence to Tom’s animal square project
Understands the gist and main points, and detects a change in topic, Discriminates basic sound, accent, rhythmic and intonation patterns
Learning to learn
in audio visual material and recognizes general communicative meanings and intentions related
Mathematical competence
Social and civic and basic competences
competences
in science and technology to said patterns

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

sentences
Digital competence
85
Unit 2 project: A school day book 8–9: Very good 120–139: Very good

Learning to learn
/ 10 mark
Understands and uses vocabulary for school subjects / 10
Learning to learn
Understands and uses language for describing different times of the day / 10
Digital competence
Successfully prepares a school day book
/ 10
Successfully presents their school day book to the class / 10

Cultural
civic competences
Digital competence
Learning to learn
Learning
Cultural to
awareness

Linguistic
Learning communication
Culturaltoawareness
Understands and completes a project plan to prepare for making their school day book / 10
Digital competence
Learning to learn
in
with a partner
Digital competence
science
Linguisticand technology
communication

Mathematical
Sense competence
Expresses themselves creatively by making a school day book / 10
Digital
in competence
Creates a visually attractive book / 10
Learning to learn
Understands how to cut, stick and fold paper to make a book / 10
Demonstrates an understanding of ordering events in a typical day / 10
Able to use times correctly and interpret timetables / 10
Digital competence
Total mark / 150

86
Unit 2 project: A school day book
Learning to learn
listening
Digital competence to Becky’s school day project
Learning to learn
competences

Cultural
Sense awareness
entrepreneurship
Digital competence
Learning to learn
competences
Mathematical
related to their completed school day book about immediate needs or familiar topics
Digital competence
Digital competence
Learning to learn
Social and civic
Mathematical
Activity Book
completing the school day book project through successfully following and specific information from very short and simple written texts
the stages of the project
Digital competence
Learning to learn
Composes short, simple, information-type texts when preparing a school Knows and applies basic strategies to produce simple written texts
day book
in science and
communication

sentences
Digital competence
87
Unit 3 project: A healthy sandwich 8–9: Very good 120–139: Very good

Social and
Learning to civic
learncompetences
/ 10 mark
Linguistic awareness and expression
Cultural communication
Understands and uses vocabulary for food / 10
Understands and uses language for expressing what they have got and haven’t got in a / 10
Learning
Digital to learn
competence
sandwich
Successfully prepares a description of a sandwich
/ 10

Successfully presents the sandwich to the class / 10

Cultural awareness
Social and and expression
civic competences
Digital
Sense of competence
initiative and entrepreneurship
Learning to learn
Learning
Culturaltoawareness
in science
Social andand technology
civic competences
Linguistic
learn
Understands and completes a project plan to prepare for designing their healthy / 10
Digital competence
Linguistic
sandwich communication
Learning to learn
Social
Digital
in and civic
competence
science and competences
Successfully plans for the objects they will need to complete the project in an exchange
technology
/ 10
with a partner

Sense of initiative
Cultural awareness entrepreneurship
andand expression
Expresses themselves creatively by designing a sandwich
Digital competence
/ 10
Creates a visually attractive design for a sandwich / 10
Learning
Sense of initiative
to learnand entrepreneurship
Demonstrates an understanding of what constitutes a healthy, balanced diet / 10
Understands how to order a description of a healthy sandwich / 10
Demonstrates an understanding of different food shapes and colours / 10
Digital competence
Total mark / 150
88
Unit 3 project: A healthy sandwich
Learning to learn
listening
Digital competence to Tom’s healthy sandwich project
Learning to learn
competences

Cultural
Sense awareness
entrepreneurship
everyday topics or topics of interest via the sandwich project activity monologues
Digital competence
Learning to learn
competences
Mathematical
related to their completed sandwich design about immediate needs or familiar topics
Digital competence
Digital competence
Learning to learn
Social and civic
Mathematical
Activity Book
completing the healthy sandwich project through successfully following and specific information from very short and simple written texts
the stages of the project
Digital competence
Learning to learn
description of a healthy sandwich
in science and
communication

sentences
Digital competence
89
Unit 4 project: A weekend poem 8–9: Very good 120–139: Very good

Learning to learn
/ 10 mark

Linguistic
civic competences
Understands and uses vocabulary for free-time activities / 10
Understands and uses language for talking about what they do at the weekend / 10
Digital competence
Successfully prepares a weekend poem / 10
Successfully presents the weekend poem to the class
/ 10
Learning
in to learn
Understands the use of on with days and at with the weekend / 10
Cultural
civic competences
Sense of initiative
communication
Learning to learn
Learning to learn
Learning
Culturalto
awareness
Digital competence
Linguistic
learn
Digital competence
Digital competence
Uses the internet to find images to decorate their weekend poem / 10
Digital competence
in
Learning and
science to technology
learn
Digital
in competence
with a partner
Mathematical
Sense competence
inCultural awareness
science and and expression
technology
Expresses themselves creatively by writing a weekend poem
Digital competence
/ 10
Creates a visually attractive poem / 10
Learning to learn
Understands how to plan a poem / 10
Demonstrates an understanding of the structure of a poem / 10
Total mark / 150
Digital competence
90
Unit 4 project: A weekend poem
Learning to learn

listening
Digital competence to Becky’s weekend poem project
Learning to learn
competences
Cultural
Sense awareness
entrepreneurship
Digital competence
Learning to learn
competences
Mathematical
related to their completed weekend poem about immediate needs or familiar topics
Digital competence
Digital competence
Learning to learn
Social and civic
Mathematical
Activity Book
completing the weekend poem project through successfully following the and specific information from very short and simple written texts
Digital competence
Learning to learn
weekend poem
in science and
communication

sentences
Digital competence
91
Unit 5 project: A giant 8–9: Very good 120–139: Very good

Social and
Learning to civic
learncompetences
/ 10 mark

Linguistic awareness and expression
Understands and uses words for appearance / 10
Understands and uses language to describe what a person looks like and what they are / 10
Learning
Digital
doing to learn
competence
Successfully prepares a description of a giant

/ 10
Understands descriptions of different people
/ 10
Cultural awareness
Social and and expression
civic competences
Digital
Sense of competence
Learning to learn
Learning
Culturalto
awareness
Linguistic
learn
Understands and completes a project plan to prepare for writing a description of a giant / 10
Digital competence
Learning to learn
in
with a partner
Digital
Social
competence
science and
and technology
civic competences
Understands and adopts a useful study skill in the form of a mind map
/ 10
Mathematical
Sense competence
inCultural awareness
science and and expression
technology
Expresses themselves creatively by writing and illustrating a description of a giant
Digital competence
/ 10
Expresses understanding of the subject by writing a description of an imaginary giant / 10
Learning to learn
Able to use a mind map correctly to plan and organize thoughts and ideas / 10
Demonstrates an understanding of different colours / 10
Total mark / 150
Digital competence
92
Unit 5 project: A giant
Learning to learn

listening
Digital competence to Tom’s giant project
Learning to learn
competences
Cultural
Sense awareness
entrepreneurship
Digital competence
Learning to learn
competences
Mathematical
Participates in everyday exchanges when doing a speaking activity
related to their completed description of a giant about immediate needs or familiar topics
Digital competence
Digital competence
Learning to learn
Social and civic
Mathematical
Activity Book
completing the giant project through successfully following the stages of and specific information from very short and simple written texts
the project
Digital competence
Learning to learn
description of a giant
in science and
communication

sentences
Digital competence
93
Unit 6 project: My town 8–9: Very good 120–139: Very good

Learning to learn
/ 10 mark

Linguistic
civic competences
Understands and uses words for places in a town / 10
Describes where places are using prepositional phrases / 10
Digital competence
Successfully prepares a description of their town / 10
Successfully presents the description of their town to the class
/ 10
Learning
in to learn
Able to correctly categorize words into places, prepositions and adjectives / 10
Cultural
civic competences
Sense of initiative
communication
Learning to learn
Learning to learn
Learning
Culturalto
awareness
Digital competence
Linguistic
learn
Digital competence
Digital competence
Uses the internet to find images of places in their town / 10
Digital competence
in
Learning and
science to technology
learn
Understands and completes a project plan to prepare for writing a description of their town / 10
Digital
in competence
Linguistic
civic competences
Mathematical
Sense competence
of initiative
with a partner and basic competences
Digital competence
Expresses themselves creatively by drawing and writing a description of their town / 10

Learning
in science to
andlearn
technology
Shows an understanding of locations of places in a town relative to others / 10
Able to draw a simple map of a place / 10
Sense of initiative
communication
Total mark / 150
94
Digital competence
Unit 6 project: My town
Learning to learn

listening
Digital competence to to Becky’s town project
Learning to learn
competences
Cultural
Sense awareness
entrepreneurship
Digital competence
Learning to learn
competences
Mathematical
Participates in everyday exchanges when doing a speaking activity
related to their completed town project about immediate needs or familiar topics
Digital competence
Digital competence
Learning to learn
Social and civic
Mathematical
Activity Book
completing the town project through successfully following the stages of and specific information from very short and simple written texts
the project
Digital competence
Learning to learn
description of their town
in science and
communication

sentences
Digital competence
95
Review 1 project: Make a revision game 8–9: Very good 120–139: Very good

Learning to learn
/ 10 mark

Linguistic
civic competences
Understands and uses vocabulary for making a revision game / 10
Understands and uses vocabulary from Units 1 and 2 / 10
Digital competence
Successfully prepares part of a revision game / 10
Successfully uses the revision game as part of a group / 10
Learning
in to learn
Cultural
civic competences
Participates in a group activity to make a revision game / 10
Sense of initiative
communication
Collaborates with others in a group in project activities / 10
Learning
Cultural to
awareness
Participates in a class discussion about the project / 10
Digital competence
Learning to learn
Learning
Linguistictocommunication
learn
Learning to learn
Cultural awareness
Digital competence and basic competences
and expression
in science
Digital and technology
competence
Uses the internet to find images of vocabulary items / 10
Learning to learn
Sense of initiative
Mathematical and entrepreneurship
Digital competence
Digital competence
Works with the group to divide up the tasks required to make a revision game / 10
Volunteers answers to questions
Linguistic
civic competences
/ 10
Mathematical
Sense competence
Mathematical
Understands and adopts a useful revision technique in the form of a board game
/ 10
Digital competence
Expresses themselves creatively by making part of a revision game / 10
Learning
in science to
andlearn
technology
Demonstrates an understanding of shapes / 10
Demonstrates an understanding of creating a multi-part board game / 10
Sense of initiative
communication
Total mark / 150
Digital competence
96
Review 1 project: Make a revision game

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

Learning to learn

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

97
Review 2 project: Invent an animaltron 8–9: Very good 120–139: Very good

Learning to learn
/ 10 mark

Understands and uses vocabulary for inventing an animaltron / 10
Understands and uses vocabulary from Units 3 and 4 / 10
Digital competence
Successfully prepares a description of an animaltron / 10
Successfully asks and answers questions about the animaltron as part of a group / 10
Learning to learn
Cultural
Participates in a group activity to have a discussion about an animaltron
civic competences
/ 10
Collaborates with others in a group in project activities, and develops ideas together / 10
Learning
Cultural to
awareness

Works collaboratively in a group to ask questions about others’ ideas / 10
Learning to learn
Digital competence
Learning to learn
Learning
Linguistictocommunication
learn
Digital competence
in science
Digital and technology
competence
Learning to learn
Uses the internet to find images to illustrate their animaltron / 10
Digital competence
Sense of initiative
Mathematical and entrepreneurship
Digital competence
Works with others to ask and answer questions about the animaltron
Linguistic
civic competences
/ 10
/ 10
Mathematical
Sense competence
Digital competence

Expresses themselves creatively by inventing an animaltron / 10
Learning
in science to
andlearn
technology
Demonstrates an understanding of different colours / 10
Demonstrates an understanding of different animal habitats / 10
Sense of initiative
communication
Total mark / 150
Digital competence
98
Review 2 project: Invent an animaltron

Cultural
Learning to learn

presentations on topics that are familiar or of interest via watching or information or main points
listening
Digital competence to other groups’ presentations Discriminates basic sound, accent, rhythmic and intonation patterns
and recognizes general communicative meanings and intentions related
to said patterns
in science
Social
Social and
andand technology
civic competences
competences
Learning tocivic
learn
Understands the main points of short, simple and well-structured Identifies gist and the main points in very short and simple oral texts
discussions through inventing an animaltron
Cultural and expression
Cultural awareness and
Linguisticawareness
communicationexpression
Participates in social conversations through planning an animaltron Makes themselves understood in short and simple conversations
invention Knows how to use basic syntactic structures in oral communications
Learning
Learning to learn
to learn
Digital competence
Participates in everyday exchanges when completing speaking activities Participates using simple language in short conversations about
related to their animaltron invention immediate needs or familiar topics
Mathematical
Linguistic
Linguistic competence and basic competences
communication
communication
Social and civic competences Fulfils the communicative function(s) of an oral text
Digital competence
Digital competence
everyday topics or topics of interest monologues and dialogues
Mathematical
competence and
and basic competences
basic competences
in
in science
and technology
Social and
Learning tocivic
learncompetences
Sense
Sense of
of initiative
Understands instructions, directions and basic information for
and entrepreneurship Knows and applies basic strategies in order to understand gist,
Cultural awareness
communication
completing the animaltron project through successfully following the key information or main points of instructions
stages of the project Identifies the topic at hand and understands the general gist, main ideas
Learning
Digital to learn
competence
and specific information from very short and simple written texts
Composes short, simple, information-type texts when preparing an
Knows and applies basic strategies to produce simple written texts
animaltron poster Fulfils the communicative function(s) of a written text
Digital
Sense ofcompetence
sentences
99
Review 3 project: Perform a show 8–9: Very good 120–139: Very good

Learning to learn
/ 10 mark

Understands and uses vocabulary for performing a show / 10
Understands and uses language from Units 5 and 6 / 10
Digital competence
Successfully prepares an act for a show / 10
Learning to learn
Successfully performs a show as part of a group / 10
Participates in a group activity to hold a show / 10
Collaborates with others in a group in project activities, and develops ideas together / 10
Digital competence
Works collaboratively in a group to decide what they are going to do in the show / 10
Social and
Learning to civic
learncompetences
Learning to learn
Learning to learn
Cultural awareness
communication
Works with others to decide what they are going to do in a show / 10
Learning
Digital to learn
competence
/ 10
Digital competence
Plans with the group what kind of act they will do / 10
Cultural awareness
Mathematical and expression
Expresses themselves creatively by performing a show / 10
Digital
Sense of competence
Uses different forms of acts to express their understanding of the subjects and language / 10
Learning to learn
from the course
Understands how to design and decorate a poster for a show / 10
Total mark / 150
Digital competence
100
Review 3 project: Perform a show

Cultural
Learning to learn
Social and
Linguistic civic competences
communication

presentations on topics that are familiar or of interest via watching or information or main points
Cultural
Digital awareness and
listening
competence toexpression
other groups’ shows Discriminates basic sound, accent, rhythmic and intonation patterns
and recognizes general communicative meanings and intentions related
to said patterns
Mathematical
Learning
Social and competence
learn
tocivic and basic competences
competences
inSocial and
science civic
and competences
technology
Understands the main points of short, simple and well-structured Identifies gist and the main points in very short and simple oral texts
discussions through planning a show
Linguistic
Cultural
Sense communication
awareness
entrepreneurship
Cultural awareness and
Production of oral textsexpression
Participates in social conversations through planning a show Makes themselves understood in short and simple conversations
Digital competence
Learning
Learning to
to learn
learn Knows how to use basic syntactic structures in oral communications
Participates in everyday exchanges when completing speaking activities Participates using simple language in short conversations about
related to planning their show immediate needs or familiar topics
Linguistic
and technology
Makes brief, simple, previously prepared and rehearsed presentations on
Sense of initiative
Cultural awareness entrepreneurship
andand expression
Knows and applies basic strategies in order to produce short and simple
Digital
Digital competence
competence
everyday topics or topics of interest monologues and dialogues
Mathematical
Mathematical
Learning competence
competence
learn and
and basic
basic competences
competences
inSocial and
tocivic competences
in science
science and
and technology
technology Fulfils the communicative function(s) of an oral text
Linguistic
Sense of
and
awareness entrepreneurship
expression
Sense of initiative
initiative andand
entrepreneurship
Understands instructions, directions and basic information for Knows and applies basic strategies in order to understand gist,
performing a show through successfully following the stages of the key information or main points of instructions
project
Digital
Learningcompetence
to learn
Identifies the topic at hand and understands the general gist, main ideas
and specific information from very short and simple written texts
Linguistic
in communication
Composes short, simple, information-type labels when preparing a poster Knows and applies basic strategies to produce simple written texts
for the show Fulfils the communicative function(s) of a written text
Sense
Digital initiative and entrepreneurship
ofcompetence
sentences
101

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3

Term 2 22 Review 1 Project 96

Term 3 26 Review 2 Project 98

All About Us 3 © Oxford University Press

All About Us 3 © Oxford University Press

All About Us 3 © Oxford University Press

All About Us 3 © Oxford University Press

All About Us 3 © Oxford University Press

All About Us 3 © Oxford University Press

Reading and Writing

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

3 4 3. They drink water.

4. They don’t fight.

6. They don’t eat bananas.

8. They play together.

2 Look and write questions and answers. /4 marks

> l e a s s åre they sealš? ²o, they aren’t.

3 Look and write sentences. /4 marks

4 Listen and number. /8 marks

Total for test / 24 marks

How do you feel? Circle, write and draw.

I feel about my test.

Reading and Writing

1 Read and circle. /8 marks

4. He likes / doesn’t like English. 8. She crosses / doesn’t cross a river.

2 Look and write questions and answers. /4 marks

3 Look and write sentences. /4 marks

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

Total for test / 24 marks

How do you feel? Circle, write and draw.

I feel about my test.

Reading and Writing

1 Read and write Yes or No. /8 marks

1. Does she like tomatoes? 5. Have you got any pineapple?

2. Does she like cheese? 6. Have you got any lettuce?

3. Does she like olives? 7. Have you got any sweetcorn?

4. Does she like mayonnaise? 8. Does he like ketchup?

2 Look and write questions and answers. /4 marks

> Ðoe∫ he like onion∫? ²o, he doesn’t.

ý’ve got some cheese and

4 Listen and number. /8 marks

Total for test / 24 marks

How do you feel? Circle, write and draw.

I feel about my test.

Reading and Writing

1 Read and match. /8 marks

2. He can play c d 6. I play computer games

2 Look and write questions. /4 marks

> Ðo you read comic∫ at the weekend? ¥e∫, ý do.

3 Look and write questions and answers. /4 marks

> ©an she play the drum∫? ¥e∫, she can.

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

Total for test / 24 marks

How do you feel? Circle, write and draw.

I feel about my test.

Reading and Writing

1 Read and write the name. /8 marks

1. He’s got glasses. 5. He’s saving water.

2. She’s got big ears.  6. He’s got a wig.

3. He’s wasting water. 7. She’s got curly hair.

1 Read and write True or False. /8 marks

2 Look and write questions and answers. /4 marks

3 Look and write sentences. /4 marks

4 Listen and number. /8 marks

1 Read and circle. /8 marks

2 Look and write questions and answers. /4 marks

3 Look and write sentences. /4 marks

4 Listen and circle A or B. /8 marks

1 Read and write Yes or No. /8 marks

1. Does she like tomatoes? 5. Have you got any pineapple?

2. Does she like cheese? 6. Have you got any lettuce?

3. Does she like olives? 7. Have you got any sweetcorn?

4. Does she like mayonnaise? 8. Does he like ketchup?

2 Look and write questions and answers. /4 marks

4 Listen and number. /8 marks

1 Read and match. /8 marks

2 Look and write questions. /4 marks

3 Look and write questions and answers. /4 marks

4 Listen and circle A or B. /8 marks

1 Read and write the name. /8 marks

1. He’s got glasses. 5. He’s saving water.

2. She’s got big ears. 6. He’s got a wig.

3. He’s wasting water. 7. She’s got curly hair.

2 What’s he or she doing? Look and write answers. /4 marks

3 Look and write questions and answers. /4 marks

4 Listen and tick ✔. /8 marks

1 Read and circle. /8 marks

2 Look and write questions with his, her or ’s. /4 marks

3 Look and write questions and answers. /4 marks

4 Listen and number. /4 marks

5 Listen and match. /4 marks

1 Read and tick ✔ or cross ✘. /6 marks

1 2 1. He lives in the mountains.

6. They don’t fight.

2 Read and write True or False. /6 marks

2. They eat small animals. 5. He likes History.

3. They don’t live in a river. 6. He doesn’t drink water.

3 Look and write. /6 marks

4 Look and complete the sentences. /6 marks

5 Listen and tick ✔. /6 marks

6 Listen and number. /6 marks

7 Listen and talk to your teacher. /6 marks

1 Read and tick ✔ or cross ✘. /6 marks

2 Read and write True or False. /6 marks

1. Does she like pineapple? No, she doesn’t.

Can she jump high? Yes, she can.

Do you ride a bike at the weekend? Yes, I do.

3. They’re seals. They play in the oceans.

Are they dangerous? Yes, they are.

3 Look and write. /6 marks

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