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Contents

Evaluation & Key Competences Evaluation overview Introduction to formative and summative evaluation Evaluation grids

1

Vocabulary record Starter unit

103

2

Unit 1

104

3

Unit 2

105

Unit 3

106

Unit 4

107

Unit 5

108

Unit 6

109

Standard tests Unit 1

5

Unit 2

7

Unit 3

9

Unit 4

11

Course certificate

110

Unit 5

13

Unit 6

15

Introduction to the Key Competences

111

Term 1

17

Social Tasks

Term 2

21

Term 3

25

End of year

29

Challenge tests Unit 1

33

Unit 2

37

Unit 3

41

Unit 4

45

Unit 5

49

Unit 6

53

Term 1

57

Term 2

61

Term 3

65

End of year

69

Tests Teacher’s Notes Marking grids

73

Transcripts and answers

78

Introduction to the Portfolio

100

‘I can …’ statements

101

Oxford Rooftops 3   © Oxford University Press

Evaluation overview Welcome to the evaluation and Key Competences section of this Teacher’s Resource CD-ROM for Oxford Rooftops 3. This CD-ROM contains material that will help you to evaluate what your pupils have learnt. It is divided into three parts: formative and summative evaluation, suggestions for how to use the European Language Portfolio with Oxford Rooftops and evaluation in terms of the Key Competences.

Formative and summative evaluation From the beginning of Primary education, evaluation should be integrated into the teaching–learning process, combining formative assessment with more formal summative evaluation. A proper evaluation requires observation and measuring tools, which combine to give both information about the pupils and an assessment of the evaluation process. As part of this process, we need to take into consideration the development of the Key Competences and the pupils’ own self-evaluation. On this CD-ROM we offer three types of evaluation tool.

Portfolio As a method of self-evaluation and a source of motivation for the pupils, we have included several photocopiable pages for the development of an Oxford Rooftops Portfolio, personalized for each child.

Key Competences Key Competence-based evaluation is being recognized as increasingly important in the foreign language classroom. At the end of this section you will find a more detailed description of the Key Competences, which you can use together with the formative evaluation grids, to help you assess your children’s skills and competences in English. In addition, you will find a separate Social Task section with activities, notes and an evaluation grid. This is an optional and discrete communicative project to help you assess children’s mastery of the Key Competences in your classroom

• Formative evaluation grids These can be used to record the progress of each pupil, both in relation to the linguistic objectives of learning a foreign language and the nonlinguistic objectives, such as classroom behaviour and development of the Key Competences.

• Summative tests In terms of summative evaluation, there is an extensive range of tests, along with answers, transcripts and marking schemes. There are six unit tests, three term tests and one end of year test at two levels. Depending on the ability of your pupils, please choose either the Standard or Challenge level test.

• Self-evaluation pages These contribute to the creation of an ‘English Portfolio’ by pupils, based on the guidelines of the European Language Portfolio.

Oxford Rooftops 3   © Oxford University Press

1

Introduction to formative and summative evaluation Evaluation for the teacher and pupils Formative evaluation grids The evaluation grids are photocopiable. They are based on generic evaluation criteria appropriate to the course level and they reflect current educational thinking. Evaluation grid 1 focuses on the ability of children to understand and use language when completing course-related tasks, the skills and strategies they might use to do this and their attitude to learning a language. Evaluation grid 2 focuses on classroom behaviour and also provides a grid specific to the Key Competences. Together evaluation grids 1 and 2 form a record of each child’s progress, strengths and weaknesses throughout the year. Aim to evaluate a few children at a time over a few sessions. Plan which lessons / activities you will use to evaluate the children and which children are to be evaluated. Complete the grids for each child, filling in the name, class, unit and activity. Then monitor the children as they complete an activity, recording your impressions of each child by ticking the boxes as appropriate. We recommend that you aim to evaluate children three times a year.

Summative tests The tests on this CD-ROM reflect the target language of the course and the types of activities that the pupils usually do. They have also been developed in accordance with the Key Competences. You will find the transcripts, marking scheme and answers to all activities in the pages that follow. In addition, marking grids are provided so that you may easily record test results and keep a record of each child’s strengths and / or areas for improvement throughout the year.

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

Oxford Rooftops 3   © Oxford University Press

2

Oxford Rooftops 3   ©PHOTOCOPIABLE Oxford University   Press © Oxford University Press

3

      Class

Shows an open attitude to speakers of a foreign language.

Shows interest in learning a foreign language through a variety of mediums e.g. film, digital media etc.

Shows curiosity and interest in a culture other than their own.

Recognizes and uses basic social expressions.

Shows a positive attitude to their own ability to learn a language.

Attitude to learning a language

Understands and uses simple learning strategies like using the Picture Dictionary or completing a review or self-evaluation activity.

Understands the main idea of each Cross-curricular lesson.

Shows interest in making a mini-book and playing with it.

Shows interest in writing in English.

Shows interest in reading and learning to read.

Participates in songs, chants and games.

Adequately reproduces aspects of rhythm, stress, pronunciation and intonation.

Responds verbally and non-verbally to the instructions and simple questions from the teacher and the audio recording.

Needs work

Needs work

      Unit / Activity

Listens to and watches attentively short and simple stories and animations.

Identifies and says vocabulary from earlier units.

Writes the key vocabulary from the unit.

Recognizes and can say the key vocabulary from the unit.

Communication skills and use of language

Name

Satisfactory

Satisfactory

Good

Good

      Date

Very good

Very good

Excellent

Excellent

Evaluation grid 1

Oxford Rooftops 3   ©PHOTOCOPIABLE Oxford University   Press © Oxford University Press

4

      Class

Needs work

Needs work

      Unit / Activity

Mathematical competence and basic competences in science and technology

Digital competence

Sense of initiative and entrepreneurship

Learn to learn

Cultural awareness and expression

Social and civic competences

Linguistic communication

Key Competences

Shows willingness to cooperate with the teacher.

Leaves their table, classroom, etc. clean and tidy.

Works well independently or in pairs / groups.

Behaves well in class.

Brings school equipment to class.

Responds politely to the teacher.

Classroom behaviour

Name

Satisfactory

Satisfactory

Good

Good

      Date

Very good

Very good

Excellent

Excellent

Evaluation grid 2

Name

Unit 1  Standard Test

Listening 1 Listen and number. $ CD4 01 

/ 8 marks

Speaking 2 Talk to your teacher. 1

Oxford Rooftops 3  

/ 8 marks

2

PHOTOCOPIABLE    © Oxford University Press

5

Name

Unit 1  Standard Test

Reading 3 Read and match.

/ 8 marks

1 I’ve got a big, grey lamp.

5 This is a poster of a cat. It’s white.

2 The wardrobe is small.

6 Look at the clock. It’s ten o’clock.

3 I haven’t got a new computer. It’s old.

7 There’s a small plant on my desk. 8 I’ve got a bin in my bedroom.

4 We’ve got a big TV in the living room.

Writing 4 Write the vocabulary. >

>

1

chair

4

/ 3 marks

2

3

4

1

2

5

6

5



6

3

5 Write the questions and answers.

>

Have you got a bin?

1

™ave

2

Is it a mirror?

3

fl∫

/ 5 marks

¥e∫, fl have.



Total for test

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

/ 32 marks

6

Name

Unit 2  Standard Test

Listening 1 Listen and circle A or B. $ CD4 02 

/ 8 marks

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

A

Speaking 2 Talk to your teacher.

/ 8 marks

Colour these items in picture 1: trainers, gloves, belt, sweater, shirt, mask 1

Anna

Oxford Rooftops 3  

2

Tom

Joe

PHOTOCOPIABLE    © Oxford University Press

7

Name

Unit 2  Standard Test

Reading 3 Read and write the letter. a

c

b

d

f

5

What colour are the  boy’s socks? They’re white.

6

He’s got a beard and  a moustache.

She hasn’t got  straight hair. She’s got curly hair.

7

Dad’s wearing  gloves. They’re black.

He  hasn’t got a moustache. He’s got a beard.

8

Has he got straight  hair? Yes, he has.

1

 ook! He’s wearing a L mask.

2

Has she got  earrings? Yes, she has. Look!

3 e

/ 8 marks

4

Writing 4 Write the questions.

1

/ 4 marks

Æhat colour are ∂ad’∫

?

They’re grey.

2



It’s black.

3



They’re white.

4



It’s white.

5 Write the questions. a e 1 b d r y u 2 c l r

™a∫ he got a h i r a

/ 4 marks

?  Yes, he has. Yes, he has.

t u s o 3 h c a m e

Yes, he has.

t p o l 4 y a n i

No, he hasn’t. Total for test

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

/ 32 marks

8

Name

Unit 3  Standard Test

Listening 1 Listen and number. $ CD4 03 

/ 8 marks

Speaking 2 Talk to your teacher. 1

Oxford Rooftops 3  

/ 8 marks

2

PHOTOCOPIABLE    © Oxford University Press

9

Name

Unit 3  Standard Test

Reading 3 Read and write True or False. 1

/ 8 marks

5

This is my friend. He can play the drums.

2

6

Anna’s in the café. She’s having a snack.

3

7

This music isn’t very nice! Sam can’t play the violin.

4

8

My brother’s in the living room. He’s reading a comic.

What’s Mum doing? She’s talking to friends.

She can’t play the recorder. Please stop.

Tom’s in the café. He’s playing games.

This is my sister. She’s playing chess.

Writing 4 What’s he or she doing? Answer. 1

1

2

/ 6 marks

3

™e’∫

4

5



4

2



5

3



6

6

5 Write the questions and answers. 1

©an he ˙o

/ 2 marks

2

©an ¥e∫ Total for test

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

/ 32 marks

10

Name

Unit 4  Standard Test

Listening 1 Listen and circle A or B. $ CD4 04 

/ 8 marks

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

B

My Book of Stories

My Book of Stories

Speaking 2 Talk to your teacher. 1

Oxford Rooftops 3  

/ 8 marks

2

PHOTOCOPIABLE    © Oxford University Press

11

Name

Unit 4  Standard Test

Reading 3 Read and match. 1 There’s a wizard in the story.

/ 8 marks

5 There isn’t a footballer. It isn’t a football story.

2 There isn’t a queen in the story.

6 There’s an explorer in the story. He’s strong.

3 There’s a king. He’s old.

7 There’s a princess. She’s young.

4 There’s a spy. I like spy stories.

8 There’s a boy. He’s tall. He’s my favourite character.

4 Write the questions and answers.

fl∫ there

1

/ 8 marks

?

No, there isn’t.

2



Yes, there is.

3



Yes, there is.

4



No, there isn’t.

5 Is the queen old?

7 Is the prince good-looking?

¥e∫, 6 Is the explorer short?

8 Is the wizard young?

Total for test

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

/ 32 marks

12

Name

Unit 5  Standard Test

Listening 1 Listen and circle A or B. $ CD4 05  1

/ 8 marks

2

A

3

A

B

B

5

4

A

A

B

A

B

6

A

B

7

B 8

A

A

B

B

Speaking 2 Talk to your teacher. 1

Oxford Rooftops 3  

/ 8 marks

2

PHOTOCOPIABLE    © Oxford University Press

13

Name

Unit 5  Standard Test

Reading 3 Read and circle.

/ 8 marks

> The flamingo / gorilla is near the lake. 1 The snake / monkey is in the tree. 2 The snake is funny / dangerous . 3 The parrot / penguin is on the rock.

5 The monkeys is / are in the tree. 6 They’re lively / colourful . 7 The gorilla is noisy / furry . 8 The snakes are next to / between the monkeys and the gorilla.

4 It’s colourful / funny .

Writing 4 Write the answers. Then write the questions.

/ 8 marks

1

2

3

Where’s the monkey?

Where’s the gorilla?

Where are the snakes? Where are the rhinos?

1

4

flt’∫

.

†hey’re

.

2 3 4 5

l i e l y v

6

o c u u o l l f r

7

e d o n s a gu r

? Yes, they are.

8

y r f r u

? No, they aren’t.

fl∫

? Yes, it is. ? No, it isn’t.

åre

Total for test Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

/ 32 marks

14

Name

Unit 6  Standard Test

Listening 1 Listen and circle A or B. $ CD4 06  1

/ 8 marks

2

A

3

A

B

4

B

5

A

A

B

A

B

6

A

B

B 8

7

A

A

B

B

Speaking 2 Talk to your teacher. 1

Oxford Rooftops 3  

/ 8 marks

2

PHOTOCOPIABLE    © Oxford University Press

15

Name

Unit 6  Standard Test

Reading 3 Read and match.

/ 8 marks

1 I’d like chips, please!

5 I like carrots and peas.

2 I love fish and prawns.

6 There aren’t any peppers. 7 She doesn’t like carrots.

3 I’m sorry. I don’t like prawns.

8 There’s some beef.

4 I like chicken. It’s delicious.

Writing 4 Write. >

/ 5 marks

‡he doesn’t like noodle∫.

3

1

4

2

5

5 Write sentences with some or any.

/ 3 marks

1

†here



2



3



Total for test

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

/ 32 marks

16

Name

Term 1  Standard Test

Listening 1 Listen and number. $ CD4 07  a

/ 7 marks

b

c

f

e

d

g

2 Listen, colour and draw. $ CD4 08  Jack

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

/ 7 marks

Sue

17

Name

Term 1  Standard Test

Speaking 3 Answer. 

/ 4 marks

Have you got a desk in your bedroom?

What colour are your socks?

Has she got straight hair?

Is it a desk?

4 Look and answer.

/ 5 marks

1 Is it a poster? 2 What colour are his trainers? 3 What colour is his sweater? 4 Has he got straight hair? 5 Has he got a moustache?

5 Point and ask your teacher questions.

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

/ 5 marks

18

Name

Term 1  Standard Test

Reading 6 Read and circle A or B.

/ 5 marks

1

2

A

3

B

A

1 This is my dad. He’s got a moustache.

B

A

2 I’ve got new trainers. They’re grey.

4

3 It isn’t a plant. It’s a lamp.

5

A

B

4 I’ve got a poster of a dog in my bedroom.

A

B

5 She hasn’t got straight hair. She’s got curly hair.

7 Read and write the letter.  a

B

b

/ 4 marks

1 It isn’t a poster. It’s a mirror. 2 I’ve got a computer on my desk.

c

d

3 She’s wearing sandals. They’re white. 4 Dad’s shoes are black.

8 Read and circle the correct answer.

/ 5 marks

1

Have you got a plant?

Yes, I have.

No, I haven’t.

2

Is it a clock?

Yes, it is.

No, it isn’t.

3

What colour are Joe’s socks?

They’re white.

They’re black.

4

Has he got a beard?

Yes, he has.

No, he hasn’t.

5

Has she got earrings?

Yes, she has.

No, she hasn’t.

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

19

Name

Term 1  Standard Test

Writing 9 Write Ben’s answers.

/ 4 marks

1 Have you got a clock in your bedroom? 2

2 Have you got a mirror on the wall?

1

3

4

3 Is it a rug?

4 Is it a lamp?

10 Look and answer. 1 What colour are Molly’s gloves? 2 What colour is Molly’s sweater?

/ 4 marks

†hey’re flt’∫

3 What colour is Molly’s belt? 4 What colour are Molly’s trainers?

11 Write questions and answers.

/ 6 marks

1 Has he got black hair? 2 Has he got a ponytail? 3 Has he got curly hair?

4

™a∫

? Yes, he has.

5

Yes, he has.

6

Yes, he has. Total for test

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

/ 56 marks

20

Name

Term 2  Standard Test

Listening 1 Listen and number. $ CD4 09 

/ 7 marks

2 Listen and circle A, B or C. $ CD4 10  / 7 marks 1

5

A

B

C

2

A

B

C

A

B

C

A

B

C

6

A

B

C

3

7

A

B

C

A

B

C

4

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

21

Name

Term 2  Standard Test

Speaking 3 Answer. 

/ 4 marks

What’s she doing?

Can she play the flute?

Is she old?

Is there a wizard?

4 Look and answer. 

/ 5 marks

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

5 Point and ask your teacher questions.

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

/ 5 marks

22

Name

Term 2  Standard Test

Reading 6 Read and circle A or B.

/ 5 marks

1

2

A

3

B

A

1 There’s a wizard in the story. He’s old.

B

A

2 He’s in the café. He’s having a snack.

4

3 Look at Anna. She can play the triangle.

5

A

B

4 There’s a spy in the story. He’s short.

A

B

5 He can’t play the trumpet.

7 Read and write the letter. a

B

b

/ 4 marks

1 There isn’t a princess. There’s a prince. 2 He’s tall. He’s old too.

c

d

3 He can’t play the flute. He can play the drums. 4 There’s an explorer in the story. He’s short.

8 Read and circle.

/ 5 marks

1

What’s he doing? 

He’s reading a comic.

He’s playing games.

2

Can she play the recorder?

Yes, she can.

No, she can’t.

3

Can he play the drums?

Yes, he can.

No, he can’t.

4

Is there a spy?

Yes, there is.

No, there isn’t.

5

Is he strong?

Yes, he is.

No, he isn’t.

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

23

Name

Term 2  Standard Test

Writing 9 Write answers.

/ 4 marks

1 What’s she doing? 2 Can she play the triangle? 3 What’s he doing? 4 Can he play the violin?

10 Write sentences. >

/ 5 marks

™e’∫ young.

3

1

4

2

5

11 Write questions and answers.

/ 5 marks

1

Is there a wizard? 

2

3

No, there isn’t.

 

Yes, there is.

Is there an explorer? 

4

5

 

Is there a footballer? 

Total for test

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

/ 56 marks

24

Name

Term 3  Standard Test

Listening 1 Listen and match. $ CD4 11 

/ 6 marks

2 Listen and circle A or B. $ CD4 12 

/ 8 marks

1

5

A

B

2

B

A

B

A

B

A

B

6

A

B

3

7

A

B

4

8

A Oxford Rooftops 3  

A

B

PHOTOCOPIABLE    © Oxford University Press

25

Name

Term 3  Standard Test

Speaking 3 Answer. 

/ 4 marks

Do you like vegetables?

Are monkeys funny?

Where’s the crocodile?

There’s a parrot. Is it dangerous?

4 Look and answer. 

/ 5 marks

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

5 Point and ask your teacher questions.

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

/ 5 marks

26

Name

Term 3  Standard Test

Reading 6 Read and circle A or B.

/ 5 marks

1

2

A

3

B

A

1 The gorilla is between the tree and the rock.

B

A

2 It isn’t dangerous. It’s lively.

4

3 She likes noodles and prawns.

5

A

B

4 There are some mushrooms. There aren’t any peppers.

A

B

5 The crocodiles are next to the lake.

7 Read and write the letter.  a

b

B

/ 4 marks

1 The snake is next to the crocodile. 2 I don’t like noodles. I like rice and vegetables.

c

d

3 There are some noodles. There aren’t any vegetables. 4 There are some parrots and some penguins.

8 Read and circle the correct answer.

/ 5 marks

1

Where’s the snake?

It’s on the rock.

It’s under the rock.

2

Do you like chicken?

Yes, I do.

No, I don’t.

3

Is it a flamingo?

Yes, it is.

No, it isn’t.

4

Are they dangerous?

Yes, they are.

No, they aren’t.

5

Where’s the monkey?

It’s in the tree.

It’s near the tree.

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

27

Name

Term 3  Standard Test

Writing 9 Write Helen’s answers.

/ 4 marks

1 Where are the flamingos?

2 Where’s the gorilla?

3 Are the flamingos furry?

4 Are the parrots noisy?

10 Write sentences.

/ 4 marks

>

†here aren’t any mushrooms.

1 2 3 4

11 Write sentences.

1

™e like∫

/ 6 marks

4

2

5

3

6

Total for test

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

/ 56 marks

28

Name

End of Year  Standard Test

Listening 1 Listen and number. $ CD4 13  / 7 marks a

e

b

c

d

g

f

2 Listen, colour and draw. $ CD4 14  / 7 marks

Tom

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

29

Name

End of Year  Standard Test

Speaking 3 Answer. 

/ 4 marks

Have you got a poster in your room?

Can you play the recorder?

Do you like noodles?

Has she got a ponytail?

4 Look and answer. 

/ 5 marks

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

5 Point and ask your teacher questions.

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

/ 5 marks

30

Name

End of Year  Standard Test

Reading 6 Read and circle A or B.

/ 5 marks

1

2

A

3

B

A

1 The plant is between the bed and the wardrobe.

B

A

2 There’s a queen in the story. She’s old.

4

3 He doesn’t like rice.

5

A

B

4 He’s got curly hair and a moustache.

A

B

5 Is it a bookcase? Yes, it is.

7 Read and write the letter.  a

B

b

/ 4 marks

1 It isn’t a mirror. It’s a clock. 2 She likes fish and chips.

c

d

3 It isn’t dangerous. It’s funny. 4 He can play the triangle.

8 Read and circle the correct answer.

/ 5 marks

1

What’s he doing?

He’s having a snack.

He’s playing games.

2

Has she got a ponytail?

Yes, she has.

No, she hasn’t.

3

Can he play the violin?

Yes, he can.

No, he can’t.

4

Is there a spy in the story? Yes, there is.

No, there isn’t.

5

Where’s the snake?

It’s under the rock.

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

It’s on the rock.

31

Name

End of Year  Standard Test

Writing 9 Write answers.

/ 4 marks

1 Where’s the gorilla? 2 Can she play the flute? 3 Has she got a lamp? 4 Has she got straight hair?

10 Write sentences. 1

3

/ 4 marks

2

flt’s a

‡he’s

4

™e

†here

11 Write answers. 1

2

/ 6 marks

3

4

5

6

1 What colour are her trainers? 2 Can he play the violin? 3 What’s she doing? 4 Is he good-looking? 5 Has he got a beard? 6 Is it a cushion?

Total for test

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

/ 56 marks

32

Name

Unit 1  Challenge Test

Listening 1 Listen and number. $ CD4 15  / 8 marks

2 Listen and circle A or B. $ CD4 16 

/ 8 marks

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

Oxford Rooftops 3  

B

PHOTOCOPIABLE    © Oxford University Press

33

Name

Unit 1  Challenge Test

Speaking 3 Talk to your teacher.

/ 8 marks

4 Talk to your teacher.

/ 8 marks

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

34

Name

Unit 1  Challenge Test

Reading 5 Read and number. 1 It’s cold. Can you close the window, please?

/ 8 marks

a

b

c

d

e

f

g

h

2 I’ve got a picture of our house in England. 3 I’ve got a bookcase but I haven’t got any books. 4 There’s an old mirror on my desk. 5 The lamp is next to the window. 6 The wardrobe isn’t big. It’s small and new. 7 Look at the clock. It’s ten o’clock. 8 We’ve got a big black TV. It’s on the table.

6 Read and circle the correct answer.

/ 8 marks

1

Is it a cushion?

Yes, it is.

No, it isn’t.

2

Is it a picture?

Yes, it is.

No, it isn’t.

3

Is it a roof?

Yes, it is.

No, it isn’t.

4

Is it a gate?

Yes, it is.

No, it isn’t.

5

Have you got a bookcase?

Yes, I have.

No, I haven’t.

6

Have you got a bin?

Yes, I have.

No, I haven’t.

7

Have you got a desk?

Yes, I have.

No, I haven’t.

8

Have you got a plant?

Yes, I have.

No, I haven’t.

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

35

Name

Unit 1  Challenge Test

Writing 7 Write the vocabulary. >

wardrobe

/ 4 marks

>

1

2

6

1 2

3

4

5

6

7

8

3 4

5

7 8

8 Write questions and answers.

1

Have you got a bin?

2

™ave

3

Is it a mirror?

4

Is it a rug?

5

fl∫

/ 6 marks

¥e∫, it i∫.

9 Imagine this is your bedroom. Write about it.

/ 6 marks

fl’ve got

Total for test

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

/ 64 marks

36

Name

Unit 2  Challenge Test

Listening 1 Listen and number. $ CD4 17 

/ 8 marks

a

b

c

d

e

f

g

h

2 Listen and colour. $ CD4 18  / 8 marks Dad Mum

Anna Tom

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

37

Name

Unit 2  Challenge Test

Speaking 3 Talk to your teacher.

/ 8 marks

4 Talk to your teacher.

/ 8 marks

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

38

Name

Unit 2  Challenge Test

Reading 5 Read and write the number. 1 She’s got straight hair. It’s black. She hasn’t got a ponytail.

/ 8 marks

a

b

c

2 He’s got short hair. He hasn’t got a beard. He’s got a moustache. 3 He hasn’t got straight hair. He’s got curly hair. 4 She’s wearing black earrings and a grey dress.

d g

5 She’s wearing a white dress. She’s wearing gloves and a belt. 6 He’s got a beard and a moustache. He’s got glasses too.

e

f

h

7 She’s got short hair. It’s curly. She’s also got earrings. 8 He’s wearing a mask. He’s wearing a black sweater. 6 Read, colour and draw.

/ 8 marks

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

Lucy

Oxford Rooftops 3  

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Tom

39

Name

Unit 2  Challenge Test

Writing 7 Write the vocabulary. >

earring∫

/ 4 marks

>

1

2

1

5 6

2

3

4

5

3

7 8

4

6

7

8

8 Write questions and answers.

1

/ 7 marks

Æhat colour are Ðad’∫ sock∫?

2

3

™a∫ he got straight hair? ˙o, she hasn’t.

4

5

9 Imagine this is your friend. Colour his clothes. Write about him.

/ 5 marks

†hi∫ i∫ my friend ©arlo∫. ™e’∫

Total for test

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

/ 64 marks

40

Name

Unit 3  Challenge Test

Listening 1 Listen and number. $ CD4 19 

/ 8 marks

2 Listen and circle A or B. $ CD4 20 

/ 8 marks

1

5

A

B

2

B

A

B

A

B

A

B

6

A

B

3

7

A

B

4

8

A Oxford Rooftops 3  

A

B

PHOTOCOPIABLE    © Oxford University Press

41

Name

Unit 3  Challenge Test

Speaking 3 Talk to your teacher.

/ 8 marks

4 Talk to your teacher.

/ 8 marks

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

42

Name

Unit 3  Challenge Test

Reading 5 Read and write the number. a

b

/ 9 marks

1 Sue’s in the kitchen. She’s having a snack.

c

2 Tom’s buying an ice cream. 3 He’s playing the violin. He’s very good. d

e

4 My brother is on the sofa. He’s reading a comic.

f

5 Mum likes music. She’s listening to music now. g

h

6 Tom can play the drums. It’s very loud.

i

7 He’s got a computer. He’s playing games. 8 My sister can’t play the flute. 9 She’s playing chess.

6 Read and match. 1 What’s Mum doing?

/ 7 marks

No, she can’t.

2 Can she play the triangle?

Yes, she can.

3 What’s she doing?

She’s having a drink.

4 Can he play the flute?

Yes, he can.

5 Can she play the violin?

She’s reading a comic.

6 What’s Dad doing?

He’s singing.

7 What’s he doing?

He’s listening to music.

2

4

5 7

1

3 6

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

43

Name

Unit 3  Challenge Test

Writing 7 Write the vocabulary. >

play ches∫

>

/ 4 marks

1

2

1

5 6

2

3

4

5

3

7 8

4

6

7

8

8 Write questions and answers.

1

/ 6 marks

Æhat’∫ he doing? ™e’∫ playing game∫.

2

3

©an he

4

9 Write about the children. Jo

/ 6 marks

fid can

Ben

Ed

‡ue i∫ Ian

Sue

Grace Total for test

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

/ 64 marks

44

Name

Unit 4  Challenge Test

Listening 1 Listen and number. $ CD4 21 

/ 8 marks

a

b

c

d

e

f

g

h

2 Listen and circle A or B. $ CD4 22  / 8 marks 1 A  B  2 A  B  3 A  B  4 A  B  5 A  B  6 A  B  7 A  B  8 A  B A

Oxford Rooftops 3  

B

PHOTOCOPIABLE    © Oxford University Press

45

Name

Unit 4  Challenge Test

Speaking 3 Talk to your teacher.

/ 8 marks

4 Talk to your teacher.

/ 8 marks

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

46

Name

Unit 4  Challenge Test

Reading 5 Read and write the number. a

b

/ 8 marks

1 There’s a wizard in the story. He’s got a beard.

c

2 There’s a king. He isn’t young. He’s old.

d

e

3 There’s a spy in the story. I like spy stories.

f

4 There’s an explorer. He’s strong and good-looking. 5 There’s a prince. He’s young and he’s got a beard.

g

6 The princess is my favourite character.

h

7 There isn’t a wizard but there is a witch. 8 This is a fantastic story. It’s about a footballer.

6 Read and circle the correct answer. 1

2

3

5

4

/ 8 marks

1 Is there a king?

Yes, there is.

No, there isn’t.

2 Is there a princess?

Yes, there is.

No, there isn’t.

3 Is there an explorer?

Yes, there is.

No, there isn’t.

4 Is there a spy?

Yes, there is.

No, there isn’t.

6

7

8

5 Is she young?

Yes, she is.

No, she isn’t.

6 Is he strong?

Yes, he is.

No, he isn’t.

7 Is he good-looking?

Yes, he is.

No, he isn’t.

8 Is she old?

Yes, she is.

No, she isn’t.

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

47

Name

Unit 4  Challenge Test

Writing 7 Write the vocabulary. >

good-looking

/ 4 marks

>

1

2

5

1

6

2

3

4

7

5

3

8

4

6

7

8

8 Write questions and answers.

1

/ 7 marks

fl∫ there a wizard? ¥e∫, there i∫.

2

3

fl∫ she good-looking?

4

old?

5

strong?

9 Write about these story characters.

/ 5 marks

†here’∫ a prince. ™e’∫ strong.

Total for test

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

/ 64 marks

48

Name

Unit 5  Challenge Test

Listening 1 Listen and number. $ CD4 23 

/ 8 marks

1 2 3 4 5 6 7 8 2 Listen and circle A or B. $ CD4 24 

/ 8 marks

1

5

A

B

2

B

A

B

A

B

A

B

6

A

B

3

7

A

B

4

8

A Oxford Rooftops 3  

A

B

PHOTOCOPIABLE    © Oxford University Press

49

Name

Unit 5  Challenge Test

Speaking 3 Talk to your teacher.

/ 8 marks

4 Talk to your teacher.

/ 8 marks

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

50

Name

Unit 5  Challenge Test

Reading 5 Read and circle.

/ 8 marks

1 Look at the parrot

/

5 They’re

penguin . It’s on / under

penguins /

monkeys . They’re

the rock.

colourful / lively .

2 Can you see the snake /

6 Can you see the gorilla /

monkey ? It’s near /

snake ? It’s

in the tree.

behind the rock and the tree. 7 It’s a

3 It’s a snake / rhino.

flamingo /

8 It’s a gorilla / rhino .

gorilla ? It’s near / between

flamingo / parrot .

It’s noisy / colourful .

It’s funny / dangerous . 4 Where’s the

between /

It’s

the lake.

furry / colourful .

6 Read and circle.

/ 8 marks

1

Where’s the rhino?

It’s near the lake.

It’s in the lake.

2

Is it furry?

Yes, it is.

No, it isn’t.

3

Where’s the snake?

It’s on the rock.

It’s in the tree.

4

Where are the penguins? They’re next to the rock. They’re on the rock.

5

Are they noisy?

Yes, they are.

No, they aren’t.

6

Is it near the gorilla?

Yes, it is.

No, it isn’t.

7

Where’s the flamingo?

It’s in the lake.

It’s near the lake.

8

Are they colourful?

Yes, they are.

No, they aren’t.

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

51

Name

Unit 5  Challenge Test

Writing 7 Write the vocabulary. >

ƒlamingo ýt’∫ colourful.

/ 4 marks

>

1

1

3

3



2

4

4

2 8 Write questions and answers.

1

/ 7 marks

Æhere’∫ the monkey? flt’∫ on the rock.

2

3

fl∫ the cat furry?

4

dangerou∫?

5

noisy?

9 Write about the animals.

/ 5 marks

†he penguin i∫ on the rock. flt’∫

Total for test

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

/ 64 marks

52

Name

Unit 6  Challenge Test

Listening 1 Listen and draw

or

. $ CD4 25  / 8 marks

1

2

3

4

5

6

7

8

2 Listen and circle A or B. $ CD4 26 

/ 8 marks

1

5

A

B

2

B

A

B

A

B

A

B

6

A

B

3

7

A

B

4

8

A Oxford Rooftops 3  

A

B

PHOTOCOPIABLE    © Oxford University Press

53

Name

Unit 6  Challenge Test

Speaking 3 Talk to your teacher.

/ 8 marks

4 Talk to your teacher.

/ 8 marks

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

54

Name

Unit 6  Challenge Test

Reading 5 Read and write the number. a

b

/ 8 marks

c

1 My brother likes chips. He doesn’t like fish. 2 Vegetables are very healthy. I like carrots and peas.

d

e

f

3 Can you pass me the fish, please? 4 I like chicken. It’s my favourite food. 5 There’s some beef. It’s on the table with the vegetables. 6 I don’t like noodles but I like rice.

g

h

7 She likes prawns. 8 There are some carrots. There aren’t any peas.

6 Read and circle.

/ 8 marks

1 She likes / doesn’t like rice. 2 She likes / doesn’t like mushrooms. 3 She likes / doesn’t like carrots. 4 She likes / doesn’t like chicken.

5 There are some / aren’t any onions. 6 There are some / aren’t any prawns. 7 There are some / aren’t any peas. 8 There are some / aren’t any leeks.

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

55

Name

Unit 6  Challenge Test

Writing 7 Write the vocabulary. >

/ 4 marks

>

bean∫

1

2

1

5 6

2

3

4

5

3

7 8

4

6

7

8

8 Write.

1

/ 7 marks

Ðo you like chip∫?

¥e∫,

2

3

4

†here

5

9 Write about the foods they like and don’t like.

/ 5 marks

‡he doesn’t like rice.

Total for test

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

/ 64 marks

56

Name

Term 1  Challenge Test

Listening 1 Listen and number. $ CD4 27  / 4 marks a

b

c

2 Listen, colour and draw. $ CD4 28 

d

/ 6 marks

Jack

Sue

3 Listen and circle A or B. $ CD4 29 

/ 6 marks

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

Oxford Rooftops 3  

B

PHOTOCOPIABLE    © Oxford University Press

57

Name

Term 1  Challenge Test

Speaking 4 Answer.

/ 4 marks

Has she got straight hair?

Have you got a desk in your room?

Is it a desk?

What colour are your socks?

5 Look and answer. Then ask your teacher four questions.

/ 9 marks

1 Is it a poster? 2 What colour are his trainers? 3 What colour is his sweater? 4 Has he got straight hair? 5 Has he got a moustache?

6 Act out scenes 1–3 with your teacher. >

1

/ 3 marks

2

3

I like this scarf. I don’t. I prefer this scarf.

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

58

Name

Term 1  Challenge Test

Reading 7 Read and number.

/ 6 marks

1 This is my Dad. He’s got a beard and a moustache. 2 Daniel’s got new trainers. They’re black. 3 Grandad has got a moustache. 4 Lily hasn’t got curly hair. She’s got straight hair. 5 Daniel’s got curly hair. He’s got a computer. 6 It’s a lamp. It’s next to the computer. 8 Read and write True or False.

/ 5 marks

1 Lucy’s got a new computer.

I’m Lucy. I’ve got a new computer in my bedroom. I’ve got a big plant and a poster of a cat too. I haven’t got a TV. I like my bedroom.

2 She’s got a big TV.

I’ve got blue eyes. I’ve got long hair. It’s dark and it’s curly. I haven’t got a ponytail. I don’t like ponytails. I’m wearing new trainers today. They’re blue and white. I’m wearing earrings too. They aren’t big. They’re small. They’re green. I like my clothes.

3 She’s got long curly hair and blue eyes. 4 Her trainers are black and white. 5 She’s got small, green earrings.

9 Read and match. >

1

/ 5 marks

2

3

4

5

> Have you got a plant?

a  No, he hasn’t. He’s got a beard.

1 Is it a clock?

b  Yes, she has. They’re white.

2 Is it bookcase?

c  They’re black.

3 What colour are Joe’s socks?

d  Yes, I have. It’s big.

4 Has he got a moustache?

e  No, it isn’t. It’s a wardrobe.

5 Has she got earrings?

f  No, it isn’t. It’s a cushion.

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

59

Name

Term 1  Challenge Test

Writing 10 Write Ben’s answers.

/ 4 marks

1 Have you got a clock in your bedroom? 2 Have you got a mirror on the wall? 3 What’s on your bed? Is it a rug? 4 What’s on your desk? Is it a lamp?

11 Colour the clothes. Write questions and answers.

/ 6 marks

Æhat colour are ånna’∫ glove∫? 2 Æhat colour i∫ ånna’∫ mask? 3 Æhat colour are ånna’∫ sock∫? 4 belt? flt’∫ black. 5 sweater? flt’∫ grey. 6 trainer∫? †hey’re white. 1

12 Write six sentences about Tom. Write about his bedroom, his clothes and what Tom looks like. / 6 marks

†hi∫ i∫ †om’∫ bedroom. ™e’∫ got a computer. ™e hasn’t got a †◊.

Total for test

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

/ 64 marks

60

Name

Term 2  Challenge Test

Listening 1 Listen and number. $ CD4 30  a

/ 4 marks

b

c

d

2 Listen and circle A, B or C. $ CD4 31 

/ 6 marks

1

4

A

B

C

2

B

C

A

B

C

A

B

C

5

A

B

C 6

3

A

B

C

3 Listen and circle A or B. $ CD4 32  A

A

/ 6 marks

B

1 A B 2 A B 3 A B 4 A B 5 A B 6 A B

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

61

Name

Term 2  Challenge Test

Speaking 4 Answer.

/ 4 marks

Is she old?

What’s she doing?

Can she play the flute?

Is there a wizard?

5 Look and answer. Then ask your teacher four questions.

/ 9 marks

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

6 Act out scenes 1–3 with your teacher. >

1

/ 3 marks

2

3

Let’s play chess. No, thanks. I don’t want to.

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

62

Name

Term 2  Challenge Test

Reading 7 Read and write the letter.

/ 6 marks

a

1 There’s a prince. He’s riding a white horse. He’s good-looking. 

d c

2 He’s old and he’s got a white beard. 

b

3 She’s tall and old.  4 He’s playing chess with a frog.  5 There’s a king. He’s old and short.  6 She loves music. She’s playing the violin. 

8 Read and write True or False. 

/ 5 marks

Hello! I’m Jack. I’m in my bedroom now and I’m listening to music. I can play the trumpet and the drums. I can’t play the recorder. I’m terrible!

1 Jack can play the drums.

I love books. My favourite book is Percy Jackson: Sea of Monsters. My favourite character is Percy. I like books about spies too. I don’t like books about kings and queens.

3 He likes books about spies.

I’ve got a brother. His name’s Luke and he’s fifteen years old. He’s in the café right now with his friends. He’s playing chess. He likes books about dragons.

5 He likes books about football.

2 Jack’s favourite book is Harry Potter.

4 Luke is playing chess in the café.

9 Read and match. 1

2

/ 5 marks

3

4

5

1 Can she play the violin?

a    He’s having a drink.

2 What’s he doing?

b   Yes, there is.

3 Is she old?

c    She’s reading a comic.

4 Is there a wizard?

d  No, she can’t.

5 What’s she doing?

e  Yes, she is.

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

63

Name

Term 2  Challenge Test

Writing 10 Write answers.

/ 4 marks

1 What’s she doing? 2 Can she play the triangle? 3 What’s he doing? 4 Can he play the drums?

11 Write answers.

/ 4 marks

˙o, he isn’t. ™e’∫

1

Is he old?

2

Is he strong?

3

Is she young?

4

Is she good-looking?

12 Write eight sentences about the people.

1

†hi∫ i∫ ˇate. ‡he’∫ young. ‡he’∫ listening to music. †hi∫ i∫ ˘uke.

2

†hi∫ i∫ Šob.

3

†hi∫ i∫ µark.

4

†hi∫ i∫ ålice.

> >

4 1

/ 8 marks

2

3

Total for test

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

/ 64 marks

64

Name

Term 3  Challenge Test

Listening 1 Listen and match. $ CD4 33 

/ 5 marks

2 Listen and circle A or B. $ CD4 34 

/ 6 marks

1

2

A

3

B

4

A

B

5

A

A

B

A

B

6

B

A

B

3 Listen and circle A or B. $ CD4 35  A

/ 5 marks

B

1 A B 2 A B 3 A B 4 A B 5 A B

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

65

Name

Term 3  Challenge Test

Speaking 4 Answer.

/ 4 marks

Do you like vegetables?

Where’s the crocodile?

Are monkeys funny?

There’s a parrot. Is it dangerous?

5 Look and answer. Then ask your teacher four questions.

/ 9 marks

1 There are some penguins. Are they lively? 2 Look at the gorilla. Is it furry? 3 Where’s the flamingo? 4 Where’s the gorilla? 5 Do you like fish?

6 Act out scenes 1–3 with your teacher. >

1

/ 3 marks

2

3

Can you pass me the chips, please? Yes, here you are. Thank you.

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

66

Name

Term 3  Challenge Test

Reading 7 Read and number.

/ 6 marks

1 They’re big and grey. They’re next to the lake. 2 It’s my favourite animal. It’s funny and lively. It’s in the tree. 3 It’s big and strong. It isn’t colourful. It’s under the monkey. 4 It’s colourful. It’s got feathers. 5 They’re next to the rock. 6 It’s between the tree and the rock. 8 Read and write True or False. Hi! I’m Katie. I’m having dinner with my family. There are some prawns and some vegetables. My favourite vegetable is carrots. Today we’ve got carrots, peppers and mushrooms. My favourite food is fish and chips. My mum likes fish and chips too. Sometimes we go to a fish restaurant. I love the food at the restaurant, it’s delicious. My dad loves pizza, it’s his favourite food. I like pizza with chicken and peppers. Dad likes pizza with onions and tomatoes.

/ 5 marks

1 Katie’s having breakfast with her family. 2 They’ve got prawns and vegetables for dinner. 3 Her mum doesn’t like fish, but she likes chips. 4 Her dad’s favourite food is pizza. 5 Katie likes pizza with chicken and mushrooms.

9 Read and match.  >

1

/ 5 marks

2

3

4

5

> Where’s the snake?

a Yes, they are.

1 Do you like chicken?

b No, it isn’t. It’s a parrot.

2 Is it a flamingo?

c It’s under the rock.

3 Are they dangerous?

d Yes, it is.

4 Where’s the monkey?

e It’s in the tree. It’s lively.

5 Is it noisy?

f Yes, I do.

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

67

Name

Term 3  Challenge Test

Writing 10 Write Helen’s answers.

/ 4 marks

1 Where are the rhinos? 2 Where is the gorilla? 3 Are the flamingos dangerous? 4 Is the parrot noisy?

11 Write about the foods that Sarah likes and doesn’t like.

/ 6 marks

2 3 4 >

‡he like∫ fish.

5 6

1

12 Write six sentences about the animals. >

/ 6 marks

†he flamingo i∫ near the lake. flt’∫ colourful.

Total for test

Oxford Rooftops 3  

PHOTOCOPIABLE    © Oxford University Press

/ 64 marks

68

Name

End of Year  Challenge Test

Listening 1 Listen and number. $ CD4 36  a

/ 4 marks

b

c

d

2 Listen, colour and draw. $ CD4 37 

/ 6 marks

Tom

3 Listen and circle A, B or C. $ CD4 38 

/ 6 marks

1

4

A

B

C

2

B

C

A

B

C

A

B

C

5

A

B

C

3

6

A

Oxford Rooftops 3  

A

B

C

PHOTOCOPIABLE    © Oxford University Press

69

Name

End of Year  Challenge Test

Speaking 4 Answer.

/ 4 marks

Do you like noodles?

Have you got a poster in your room?

Can you play the recorder?

Is she old?

5 Look and answer. Then ask your teacher four questions.

/ 9 marks

1 Is she old? 2 Where’s the rhino? 3 Has she got straight hair? 4 What colour is her belt? 5 Can she play the violin?

6 Act out scenes 1–3 with your teacher. >

1

/ 3 marks

2

3

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

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Name

End of Year  Challenge Test

Reading 7 Read and write the letter. a

b

/ 6 marks

c

d

e

f

1 She’s young. She hasn’t got straight hair. She’s got curly hair. 2 Look at the parrots! They’re in the tree. They’re noisy. 3 My brother’s in the bedroom. Look! He can play the trumpet. 4 I’ve got a plant in my bedroom. It’s between the bed and the wardrobe. 5 John’s got straight hair. He’s wearing socks. They’re white. 6 There isn’t a princess in the story. There’s an explorer. She’s tall. 8 Read and write True or False. Hi! I’m Toby. I like my bedroom. I’ve got a bed and a wardrobe. I’ve got a computer on my desk. I’ve got a poster on the wall. There are monkeys in the trees. They’re funny! I’ve got straight hair. It’s short. I haven’t got a ponytail. My brother’s name is Sam. He’s got curly hair. Sam’s in his bedroom. He’s listening to music. He can play the trumpet and the drums. He can’t play the flute. I can play the triangle. I like books. My favourite story is about a king. There’s a wizard in the story too. He’s very old. He’s my favourite character.

9 Read and match.

/ 6 marks

1 Toby has got a computer in his bedroom. 2 The monkeys are next to the trees. 3 Sam has got curly hair. 4 Sam can play the trumpet and the flute. 5 Toby can play the triangle. 6 His favourite book is about a king and a wizard. / 4 marks

1

What’s he doing?

No, she hasn’t.

2

Has she got a ponytail?

He’s having a snack.

3

Can he play the violin?

Yes, I do. It’s delicious.

4

Do you like chicken?

Yes, he can. He’s good.

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Name

End of Year  Challenge Test

Writing 10 Write Ella’s answers.

/ 4 marks

1 Have you got a poster in your bedroom? 2 Can you play the recorder? 3 Have you got straight hair? 4 What colour is your sweater?

11 Write the questions. 1

1 2 3 4 5 6

2

/ 6 marks

3

4

Æhat ™a∫ ©an Æhat’∫ fl∫ Æhere

5

6

? They’re white. ? Yes, he has. ? No, he can’t. ? She’s playing chess. ? Yes, he is. ? It’s in the lake.

12 Write six more sentences about James.

/ 6 marks

™ello! µy name’∫ ¯ame∫. fl’m 9. †hi∫ i∫ my bedroom.

Total for test

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/ 64 marks

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Marking Grids

Standard Tests

Name Unit 1 Test Listening Speaking Reading Writing

1 2 3 4 5

Mark

Max marks 8 8 8 3 5 32

Mark

Max marks 8 8 8 4 4 32

Mark

Max marks 8 8 8 6 2 32

Mark

Max marks 8 8 8 8 32

Mark

Max marks 8 8 8 8 32

Mark

Max marks 8 8 8 5 3 32

Listen and number. Talk to your teacher. Read and match. Write the vocabulary. Write the questions and answers.

Total for test Unit 2 Test Listening Speaking Reading Writing

1 2 3 4 5

Listen and circle A or B. Talk to your teacher. Read and write the letter. Write the questions. Write the questions.

Total for test Unit 3 Test Listening Speaking Reading Writing

1 2 3 4 5

Listen and number. Talk to your teacher. Read and write True or False. What’s he or she doing? Answer. Write the questions and answers.

Total for test Unit 4 Test Listening Speaking Reading Writing Total for test

1 2 3 4

Listen and circle A or B. Talk to your teacher. Read and match. Write the questions and answers.

Unit 5 Test Listening Speaking Reading Writing Total for test

1 2 3 4

Listen and circle A or B. Talk to your teacher. Read and circle. Write the answers. Then write the questions.

Unit 6 Test Listening Speaking Reading Writing

1 Listen and circle A or B. 2 Talk to your teacher. 3 Read and match. 4 Write. 5 Write sentences with some or any.

Total for test

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Standard Tests Term 1 Test Listening Speaking

Reading

Writing

Mark

Max marks 7 7 4 5 5 5 4 5 4 4 6 56

Mark

Max marks 7 7 4 5 5 5 4 5 4 5 5 56

Mark

Max marks 6 8 4 5 5 5 4 5 4 4 6 56

1 Listen and number. 2 Listen, colour and draw. 3 Answer. 4 Look and answer. 5 Point and ask your teacher questions. 6 Read and circle A or B. 7 Read and write the letter. 8 Read and circle. 9 Write Ben’s answers. 10 Look and answer. 11 Write questions and answers.

Total for test Term 2 Test Listening Speaking

Reading

Writing

1 Listen and number. 2 Listen and circle A, B or C. 3 Answer. 4 Look and answer. 5 Point and ask your teacher questions. 6 Read and circle A or B. 7 Read and write the letter. 8 Read and circle. 9 Write answers. 10 Write sentences. 11 Write questions and answers.

Total for test Term 3 Test Listening Speaking

Reading

Writing

1 Listen and draw lines. 2 Listen and circle A or B. 3 Answer. 4 Look and answer. 5 Point and ask your teacher questions. 6 Read and circle A or B. 7 Read and write the letter. 8 Read and circle. 9 Write Helen’s answers. 10 Write sentences. 11 Write sentences.

Total for test

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Marking Grids

Standard & Challenge Tests

Name End of year Test Listening 1 Listen and number. 2 Listen, colour and draw. Speaking 3 Answer. 4 Look and answer. 5 Point and ask your teacher questions. Reading 6 Read and circle A or B. 7 Read and write the letter. 8 Read and circle. Writing 9 Write answers. 10 Write sentences. 11 Write answers. Total for test

Mark

Max marks 7 7 4 5 5 5 4 5 4 4 6 56

Unit 1 Test Listening

Mark

Max marks 8 8 8 8 8 8 4 6 6 64

Mark

Max marks 8 8 8 8 8 8 4 7 5

Speaking Reading Writing

1 2 3 4 5 6 7 8 9

Listen and number. Listen and circle A or B. Talk to your teacher. Talk to your teacher. Read and number. Read and circle. Write the vocabulary. Write questions and answers. Imagine this is your bedroom. Write about it.

Total for test Unit 2 Test Listening Speaking Reading Writing

1 Listen and number. 2 Listen and colour. 3 Talk to your teacher. 4 Talk to your teacher. 5 Read and write the number. 6 Read, colour and draw. 7 Write the vocabulary. 8 Write questions and answers. 9 Imagine this is your friend. Colour his clothes. Write about him.

Total for test Unit 3 Test Listening Speaking Reading Writing

64 Mark 1 2 3 4 5 6 7 8 9

Listen and number. Listen and circle A or B. Talk to your teacher. Talk to your teacher. Read and write the number. Read and match. Write the vocabulary. Write questions and answers. Write about the children.

Total for test

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Max marks 8 8 8 8 9 7 4 6 6 64

75

Challenge Tests Unit 4 Test Listening Speaking Reading Writing

1 2 3 4 5 6 7 8 9

Mark

Max marks 8 8 8 8 8 8 4 7 5 64

Mark

Max marks 8 8 8 8 8 8 4 7 5 64

Mark

Max marks 8 8 8 8 8 8 4 7 5 64

Mark

Max marks 4 6 6 4 9

Listen and number. Listen and circle A or B. Talk to your teacher. Talk to your teacher. Read and write the number. Read and circle. Write the vocabulary. Write questions and answers. Write about these story characters.

Total for test Unit 5 Test Listening Speaking Reading Writing

1 2 3 4 5 6 7 8 9

Listen and number. Listen and circle A or B. Talk to your teacher. Talk to your teacher. Read and circle. Read and circle. Write the vocabulary. Write questions and answers. Write about the animals.

Total for test Unit 6 Test Listening Speaking Reading Writing

1 Listen and draw or . 2 Listen and circle A or B. 3 Talk to your teacher. 4 Talk to your teacher. 5 Read and write the number. 6 Read and circle. 7 Write the vocabulary. 8 Write. 9 Write about the foods they like and don’t like.

Total for test Term 1 Test Listening

Speaking

Reading

Writing

1 Listen and number. 2 Listen, colour and draw. 3 Listen and circle A or B. 4 Answer. 5 Look and answer. Then ask your teacher four questions. 6 Act out scenes 1–3 with your teacher. 7 Read and number. 8 Read and write True or False. 9 Read and match. 10 Write Ben’s answers. 11 Colour the clothes. Write questions and answers. 12 Write six sentences about Tom. Write about his bedroom, his clothes and what Tom looks like.

Total for test

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Challenge Tests Term 2 Test Listening

Speaking

Reading

Writing

Mark 1 Listen and number. 2 Listen and circle A, B or C. 3 Listen and circle A or B. 4 Answer. 5 Look and answer. Then ask your teacher four questions. 6 Act out scenes 1–3 with your teacher. 7 Read and write the letter. 8 Read and write True or False. 9 Read and match. 10 Write answers. 11 Write answers. 12 Write eight sentences about the people.

3 6 5 5 4 4 8 64

Total for test Term 3 Test Listening

Speaking

Reading

Writing

Mark 1 Listen and draw lines. 2 Listen and circle A or B. 3 Listen and circle A or B. 4 Answer. 5 Look and answer. Then ask your teacher four questions. 6 Act out scenes 1–3 with your teacher. 7 Read and number. 8 Read and write True or False. 9 Read and match. 10 Write Helen’s answers. 11 Write about the foods that Sarah likes and doesn’t like. 12 Write six sentences about the animals.

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Max marks 5 6 5 4 9 3 6 5 5 4 6 6 64

Total for test End of year Test Listening 1 Listen and number. 2 Listen, colour and draw. 3 Listen and circle A, B or C. Speaking 4 Answer. 5 Look and answer. Then ask your teacher four questions. 6 Act out scenes 1–3 with your teacher. Reading 7 Read and write the letter. 8 Read and write True or False. 9 Read and match. Writing 10 Write Ella’s answers. 11 Write the questions. 12 Write six more sentences about James. Total for test

Max marks 4 6 6 4 9

Mark

Max marks 4 6 6 4 9 3 6 6 4 4 6 6 64

77

Tests transcripts and answers There are six unit tests, three term tests and one end of year test. Depending on the ability of your class, please choose either the Standard level test or the Challenge level test.

Unit tests 1–6 Standard Unit 1 test (32 marks)

Standard tests Reading (8 marks) 3 Read and match. (8 marks) Top row: 7, 4 Middle row: 2, 1, 5 Bottom row: 6, 8, 3 Score: 1 mark for each correct match. Total: 8 marks

Listening (8 marks)

Writing (8 marks)

1 Listen and number. $  4.01 (8 marks) 1 Girl: This is me and my family. We’re in the living room. Boy: What’s in your living room? Have you got a TV? Girl: Yes I have. I’m watching TV with my Dad. 2 Boy: Is it a computer? Girl: Yes, it is. And that is my Mum. 3 Boy: Have you got a picture? Girl: Yes, I have. It’s on the wall. 4 Boy: Have you got a rug? Girl: Yes, I have. It’s grey and white. 5 Boy: Is it a bin? Girl: Yes it is. It’s next to the desk. 6 Boy: Have you got a clock. Girl: Yes, I have. Look, it’s 2 o’clock. 7 Girl: I’ve got a plant. It’s on the desk. 8 Boy: Is it a wardrobe? Girl: No, it isn’t. It’s a bookcase. Answers: Left to right: 1 8 3 4 2 5 7 6

4 Write the vocabulary. (3 marks) 1 wardrobe 2 computer 3  clock  4  desk 5 bookcase 6  picture

Score: 1 mark for each correct answer. Total: 8 marks

Speaking (8 marks) 2 Talk to your teacher. (8 marks) Look at picture 1 with the child. Point to the different items of furniture in the picture and ask Look. Is it a wardrobe? Is it a mirror? Then say to the child Now ask me two questions. Score: 1 mark for each correct answer and question. You may wish to award 1 bonus mark for good fluency and pronunciation. Total: 4 marks (+1 bonus mark) Bonus marks don’t form part of the standard scoring. You may wish to add these to the test total mark to highlight good fluency and pronunciation. Look at picture 2 with the child. Ask the child to circle all the things that they have in their bedroom at home. Ask Have you got a desk in your bedroom? Have you got a rug in your bedroom? Then say to the child Now ask me two questions about my bedroom.

Score: 1/2 mark for each correct word. Total: 3 marks 5 Write the questions and answers. (5 marks) 1 Have you got a plant? / Yes, I have. ​2  No, it isn’t. ​ ​ 3  Is it a cushion? / Yes , it is. (Also accept negative answers if the question does not contain ‘cushion’, e.g. Is it a (plant)? / No, it isn’t.) Score: 1 mark for each correct question or answer. Total: 5 marks Deduct marks if spelling is not adequate.

Unit 2 test (32 marks) Listening (8 marks) 1 Listen and circle A or B. $  4.02 (8 marks) 1 Girl: What colour is Dad’s sweater? Boy: It’s black. 2 Girl: Has Dad got curly hair? Boy: No, he hasn’t. He’s got straight hair. 3 Girl: Has Dad got a beard? Boy: No, he hasn’t. He’s got a moustache. 4 Girl: Has Mum got earrings? Boy: No, she hasn’t. 5 Girl: What colour are Mum’s sandals? Boy: They’re white. 6 Girl: Has Mum got a ponytail? Boy: Yes, she has. 7 Girl: What colour is the boy’s belt? Boy: It’s black 8 Girl: Has the boy got curly hair? Boy: Yes, he has. Answers: 1 A  2 A  3 B 4 A  5 A  6  B 7 A  8 B Score: 1 mark for each correct answer. Total: 8 marks

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

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Standard tests Speaking (8 marks) 2 Talk to your teacher. (8 marks) Look at picture 1 with the child. Ask the child to colour the following items of clothing: Tom’s trainers and gloves, Anna’s belt and sandals, Mum’s sweater, Dad’s shirt, Joe’s socks and mask. Ask What colour are Tom’s trainers? What colour is Dad’s shirt? Then say to the child Now ask me two questions about the picture. Score: 1 mark for each correct answer and question. You may wish to award ½ marks to pupils who can name the colour but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 4 marks (+1 bonus mark) Look at picture 2 with the child. Point to the different people in the picture and ask Has he got straight hair? Has she got earrings? Then say to the child Now ask me two questions about the people. Score: 1 mark for each correct answer and question. You may wish to award ½ marks to pupils who correctly answer with yes or no but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 4 marks (+1 bonus mark)

Reading (8 marks) 3 Read and write the letter. (8 marks) 1 d ​2  c ​3  a ​4  a ​5  f ​6  b ​7  e ​8  e Score: 1 mark for each correct match. Total: 8 marks

Writing (8 marks) 4 Write the questions. (4 marks) 1 What colour are Dad’s socks? ​2  What colour is Dad’s belt? ​3  What colour are Dad’s trainers? ​4  What colour is Dad’s sweater? Score: 1 mark for each question. Total: 4 marks 5 Write the questions. (4 marks) 1 Has he got a beard? ​ 2 Has he got curly hair? 3 Has he got a moustache? 4 Has he got a ponytail? Score: 1 mark for each question. Total: 4 marks Deduct marks if spelling is not adequate.

Unit 3 test (32 marks) Listening (8 marks) 1 Listen and number. $  4.03 (8 marks) 1 Boy: Can he play the recorder? Girl: Yes, he can. 2 Boy: What’s he doing? Girl: He’s talking to friends.

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3 Boy: What’s she doing? Girl: She’s reading a comic. 4 Boy: What’s she doing? Girl: She’s having a drink. 5 Boy: Can she play the flute? Girl: Yes, she can. 6 Boy: What’s he doing? Girl: He’s listening to music. 7 Boy: Can she play the trumpet? Girl: No, she can’t. 8 Boy: What’s he doing? Girl: He’s having a snack. Answers: Left to right: 6 1 5 2 7 4 8 3 Score: 1 mark for each correct answer. Total: 8 marks

Speaking (8 marks) 2 Talk to your teacher. (8 marks) Look at picture 1 with the child. Point to two different children and ask What’s he / she doing? Then say to the child Now point and ask me two questions about the people. Score: 1 mark for each correct answer and question. You may wish to award ½ marks to pupils who can name the activity but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 4 marks (+1 bonus mark) Look at picture 2 with the child. Ask Can he play the violin? Can she play the trumpet? Then say to the child Now ask me two questions about the children. Score: 1 mark for each correct answer and question. You may wish to award ½ marks to pupils who can name the instrument but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 4 marks (+1 bonus mark)

Reading (8 marks) 3 Read and write True or False. (8 marks) 1 True ​ 2 False ​3 False ​4 True ​ 5 False ​6 True ​ 7 False ​8 False Score: 1 mark for each correct match. Total: 8 marks

Writing (8 marks) 4 What’s he or she doing? Answer. (6 marks) 1 He’s playing games. ​ 2 She’s having a snack. ​ 3 He’s listening to music. ​ 4 She’s buying an ice cream. ​ 5 He’s talking to friends. ​ 6 She’s having a drink.

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Standard tests Score: 1 mark for each sentence. Total: 6 marks Deduct marks if spelling is not adequate. 5 Write the questions and answers. (2 marks) 1 Can he play the drums? No, he can’t.  ​ 2 Can she play the recorder? Yes, she can. ​ Score: 1 mark for each question and answer. Total: 2 marks Deduct marks if spelling is not adequate.

Unit 4 test (32 marks) Listening (8 marks) 1 Listen and circle A or B. $  4.04 (8 marks) 1 Boy: Is there a wizard on the cover? Girl: Yes, there is. Look! He’s old. 2 Girl: Is there a princess? Boy: No, there isn’t. I can’t see a princess. 3 Boy: Is there a king? Girl: Yes, there is. Boy: Is he old? Girl: Yes, he is. 4 Girl: Is there a prince? Boy: Yes, there is. He’s good looking. He’s tall too. 5 Boy: Is there a spy? I like spy stories. Girl: Yes, there is. Look! 6 Girl: Is there an explorer? Boy: Yes, there is. Girl: Is he strong? Boy: Yes, he is. 7 Girl: Is there a prince? Boy: Yes, there is. This prince is short. 8 Boy: I like football stories. Girl: Sorry! There isn’t a footballer. Answers: 1 A ​2  B ​3  B ​4  B ​5  B ​6  A ​7  A ​8  A Score: 1 mark for each correct answer. Total: 8 marks

Speaking (8 marks) 2 Talk to your teacher. (8 marks) Look at picture 1 with the child. Ask Is there a wizard? Is there a footballer? Then say to the child Now ask me two questions. Score: 1 mark for each correct answer and question. You may wish to award ½ marks to pupils who can say yes or no or the names of the characters but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 4 marks (+1 bonus mark) Look at picture 2 with the child. Point and ask Is she tall? Is he young? Then say to the child Now ask me two questions about the people.

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Score: 1 mark for each correct answer and question. You may wish to award ½ marks to pupils who can say yes or no or the names of the adjective but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 4 marks (+1 bonus mark)

Reading (8 marks) 3 Read and match. (8 marks) Top row: 3, 6, 2 Middle row: 7, 1, 8 Bottom row: 5, 4 Score: 1 mark for each correct match. Total: 8 marks

Writing (8 marks) 4 Write questions and answers. (8 marks) 1 Is there a princess? 2 Is there a wizard? 3 Is there a queen? 4 Is there a king? 5 Yes, she is. 6 No, he isn’t. 7 Yes, he is. 8 No, he isn’t. Score: 1 mark for each question or answer. Total: 8 marks Deduct marks if spelling is not adequate.

Unit 5 test (32 marks) Listening (8 marks) 1 Listen and circle A or B. $  4.05 (8 marks) 1 Boy: Is it dangerous? Girl: Yes, it is! 2 Boy: Where’s the snake? Girl: It’s between the rocks. 3 Boy: Is it lively? Girl: Yes, it is. 4 Boy: What are your favourite animals? Girl: Guess! They’re funny and furry. 5 Boy: Where’s the gorilla? Girl: It’s next to the rock. 6 Boy: Are they noisy? Girl: No, they aren’t. 7 Boy: Where are the flamingos? Girl: They’re near the lake. 8 Boy: Where are the rhinos? Girl: They’re under the trees. Answers: 1 B ​2  A ​3  A ​4  B ​5  A ​6  B ​7  B ​8  A Score: 1 mark for each correct answer. Total: 8 marks

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Standard tests Speaking (8 marks) 2 Talk to your teacher. (8 marks) Look at picture 1 with the child. Ask Where’s the penguin? Where are the rhinos? Then say to the child Now ask me two questions about the animals. Score: 1 mark for each correct answer and question. You may wish to award ½ marks to pupils who can give the position of the animal but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 4 marks (+1 bonus mark) Look at picture 2 with the child. Point to different animals and ask Are they furry? Is it dangerous? Then say to the child Now ask me two questions about the animals. Score: 1 mark for each correct answer and question. You may wish to award ½ marks to pupils who can say yes or no but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 4 marks (+1 bonus mark)

Reading (8 marks) 3 Read and circle. (8 marks) 1 snake ​2  dangerous ​3  penguin ​4  funny ​5  are ​ 6  lively ​7  furry ​8  between Score: 1 mark for each correct answer. Total: 8 marks

Writing (8 marks) 4 Write the answers. Then write the questions. (8 marks) 1 It’s on the rock. 2 It’s near the tree. 3 They’re between the tree and the rock. 4 They’re next to the tree. 5 Is the monkey lively? 6 Is the gorilla colourful? 7 Are the snakes dangerous? 8 Are the rhinos furry? Score: 1 mark for each correct question or answer. Total: 8 marks Deduct marks if spelling is not adequate.

Unit 6 test (32 marks) Listening (8 marks) 1 Listen and circle A or B. $  4.06 (8 marks) 1 Girl: Do you like chicken? Boy: Yes, I do. 2 Girl: Oh no. There aren’t any chips! 3 Girl: There are some beans, but there aren’t any onions.

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4 Girl: Do you like fish? Boy: No, I don’t. But I love prawns! 5 Boy: She doesn’t like noodles. 6 Girl: Do you like beef? Boy: Yes, I do. 7 Girl: There are some carrots and some peppers. 8 Girl: He likes vegetables. Answers: 1 A ​2  B ​3  A ​4  A ​5  B ​6  B  7 A ​8  B Score: 1 mark for each correct answer. Total: 8 marks

Speaking (8 marks) 2 Talk to your teacher. (8 marks) Look at picture 1 with the child. Ask Do you like chicken? Do you like noodles? Then say to the child Now ask me two questions. Score: 1 mark for each correct answer and question. You may wish to award ½ marks to pupils who can understand the food and can say yes or no but do not produce a sentence. You may wish to award 1 bonus mark for good fluency and pronunciation. Total: 4 marks (+1 bonus mark) Look at picture 2 with the child. Point to the first box and say: There are some mushrooms. There aren’t any beans. Then say Make four more sentences about the food in the boxes. Score: 1 mark for each correct answer. You may wish to award ½ marks to pupils who can say the names of the food but do not produce a sentence. You may wish to award 1 bonus mark for good fluency and pronunciation. Total: 4 marks (+1 bonus mark)

Reading (8 marks) 3 Read and match. (8 marks) Top row: 6, 7, 2 Middle row: 8, 3, 1 Bottom row: 5, 4 Score: 1 mark for each correct match. Total: 8 marks

Writing (8 marks) 4 Write. (5 marks) 1 He likes chips. ​2  He doesn’t like mushrooms. ​ 3  She likes prawns. ​4  She doesn’t like onions. ​ 5  He likes peppers. Score: 1 mark for each correct question and answer. Total: 5 marks Deduct marks if spelling is not adequate. 5 Write sentences with some or any. (3 marks) 1 There are some carrots.  2 There aren’t any mushrooms. ​ 3 There are some peppers. ​

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Standard tests Score: 1 mark for each correct sentence. Total: 3 marks Deduct marks if spelling is not adequate.

End of Term Tests 1–3 Standard Term Test 1 (56 marks) Listening (14 marks) 1 Listen and number. $  4.07 (7 marks) 1 Boy: Is it a picture? Girl: Yes, it is. 2 Girl: Have you got a rug in your bedroom? Boy: Yes, I have. It’s white. 3 Girl: Is it a computer? Boy: No, it isn’t. It’s a TV. 4 Boy: Is it a rug? Girl: No, it isn’t. It’s a cushion. 5 Boy: Have you got a computer on your desk? Girl: Yes, I have. Look! 6 Girl: Have you got a bookcase in your bedroom? Boy: No, I haven’t. It’s in the living room. 7 Boy: Is it a plant? Girl: Yes, it is. I like plants. Answers: a 3  b 5  c 7  d 1  e 2  f 6  g 4 Score: 1 mark for each correct answer. Total: 7 marks 2 Listen, colour and draw. $  4.08 (7 marks) 1 Boy: Look at Jack. What colour are Jack’s trainers? Girl: They’re red. 2 Boy: What colour is Jack’s belt? Girl: It’s green. 3 Boy: Has he got a moustache? Girl: No, he hasn’t. He’s got a beard. 4 Boy: Has he got straight hair? Girl: No, he hasn’t. He’s got curly hair. 5 Girl: Look at Sue. What colour is her sweater? Boy: It’s blue. 6 Boy: What colour are her socks? Girl: They’re pink. 7 Girl: Has she got earrings? Boy: Yes, she has. She’s got big earrings. Answers: Jack has red trainers and a green belt. He has a beard and curly hair. / Sue has a blue sweater and pink socks. She has big earrings. Score: 1 mark for each correct answer. Total: 7 marks

Speaking (14 marks) 3 Answer. (4 marks) Ask the questions on the page. Say Have you got a desk in your bedroom? What colour are your socks? Point to a desk in the classroom and say Is it a desk? Point to the girl’s hair in the picture and say Has she got straight hair?

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Score: 1 mark for each correct answer. You may wish to award ½ marks to pupils who can answer but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 4 marks (+1 bonus mark) 4 Look and answer. (5 marks) Look at the picture with the child. Ask the child the questions on the page. 1 Is it a poster? 2 What colour are his trainers? 3 What colour is his sweater? 4 Has he got straight hair? 5 Has he got a moustache? Score: 1 mark for each correct answer. You may wish to award ½ marks to pupils who can answer but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 5 marks (+1 bonus mark) 5 Point and ask your teacher questions. (5 marks) Look at the picture with the child. Then say to the child Now ask me five questions. Score: 1 mark for each correct question. You may wish to award ½ marks to pupils who can name as many vocabulary items as they can see in the picture but do not produce questions. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 5 marks (+1 bonus mark)

Reading (14 marks) 6 Read and circle A or B. (5 marks) 1 A ​2  A ​3  B ​4  A ​5  B Score: 1 mark for each correct answer. Total: 5 marks 7 Read and write the letter. (4 marks) 1 b ​2  c ​3  a ​4  d Score: 1 mark for each correct match. Total: 4 marks 8 Read and circle. (5 marks) 1 Yes, I have. ​2  No, it isn’t. ​3  They’re white. ​ 4  No, he hasn’t. ​5  Yes, she has. Score: 1 mark for each correct answer. Total: 5 marks

Writing (14 marks) 9 Write Ben’s answer’s. (4 marks) 1 Yes, I have. ​2  No, I haven’t. ​3  No, it isn’t. ​ 4  Yes, it is. Score: 1 mark for each correct sentence. Total: 4 marks 10 Look and answer. (4 marks) 1 They’re black. ​2  It’s grey. ​3  It’s black. ​ 4  They’re white. Score: 1 mark for each correct sentence. Total: 4 marks

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Standard tests 11 Write questions and answers. (6 marks) 1 Yes, he has. ​ 2 No, he hasn’t. ​ 3 No, he hasn’t. ​ 4 Has he got a moustache? ​ 5 Has he got a beard? 6 Has he got an earring? Score: 1 mark for each correct question and answer. Total: 6 marks

Term Test 2 (56 marks) Listening (14 marks) 1 Listen and number. $  4.09 (7 marks) 1 Man: Is he buying an ice cream? Woman: No, he isn’t. He’s having a drink. 2 Woman: Is there an explorer in the cafe? Man: Yes, there is. Look! 3 Man: Can she play the flute? Woman: No, she can’t. 4 Man: Is she talking to friends? Woman: No, she isn’t. She’s playing games. 5 Man: Can he play the drums? Woman: Yes, he can. 6 Woman: Is there a queen in the café? Man: No, there isn’t. There’s a princess. 7 Man: Is he old? Woman: Yes, he is. He’s a wizard. Answers: Left to right: 5 1 3 4 6 2 7 Score: 1 mark for each correct answer. Total: 7 marks 2 Listen and circle A, B or C. $  4.10 (7 marks) 1 Man: What’s he doing? Woman: He’s playing games. 2 Woman: Can she play the trumpet? Man: No, she can’t. She can play the violin. 3 Man: Is there a wizard in the story? Woman: Yes, there is. Look! 4 Woman: Is he tall and strong? Man: No, he isn’t. He’s short. He isn’t strong. 5 Man: What’s she doing? Woman: She’s reading a comic. 6 Woman: Can he play the flute? Man: Yes, he can. Look! 7 Man: Is she young and tall? Woman: Yes, she is. Look! Answers: 1 B ​2  C ​3  B ​4  B ​5  C ​6  C ​7  B Score: 1 mark for each correct answer. Total: 7 marks

Speaking (14 marks) 3 Answer. (4 marks) Look at the picture with the child. Then ask the questions on the page. What’s she doing? Can she play the flute? Is she old? Is there a wizard? Oxford Rooftops 3   © Oxford University Press

Score: 1 mark for each correct answer. You may wish to award ½ marks to pupils who can answer but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 4 marks (+1 bonus mark) 4 Look and answer. (5 marks) Look at the picture with the child. Ask the child the questions on the page. 1 Is there a princess? 2 Is there a frog? 3 What is the prince doing? 4 Can the queen play the recorder? 5 Is the wizard young? Score: 1 mark for each correct answer. You may wish to award ½ marks to pupils who can answer but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 5 marks (+1 bonus mark) 5 Point and ask your teacher questions. (5 marks) Look at the picture with the child. Then say to the child Now ask me five questions. Score: 1 mark for each correct question. You may wish to award ½ marks to pupils who can name as many vocabulary items as they can see in the picture but do not produce questions. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 5 marks (+1 bonus mark)

Reading (14 marks) 6 Read and circle A or B. (5 marks) 1 A ​2  B ​3  B ​4  B ​5  A Score: 1 mark for each correct answer. Total: 5 marks 7 Read and write the letter. (4 marks) 1 c ​2  b ​3  d ​4  a 8 Read and circle. (5 marks) 1 He’s playing games. ​2  Yes, she can. ​3  No, he can’t. ​4  Yes, there is. ​5  Yes, he is.

Writing (14 marks) 9 Write answers. (4 marks) 1 She’s listening to music. ​2  Yes, she can. ​ 3  He’s reading a comic. ​4  No, he can’t. Score: 1 mark for each correct sentence. Total: 4 marks 10 Write sentences. (5 marks) 1 He’s strong. ​2  He’s old. ​3  She's short. ​ 4  She’s tall. ​5  He's good-looking. Score: 1 mark for each correct sentence. Total: 5 marks 11 Write questions and answers. (5 marks) 1 Yes, there is. ​ 2 Is there a prince? ​ 3 Yes, there is. ​ 4 Is there a queen? ​ 5 No, there isn’t.

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Standard tests Score: 1 mark for each correct question and answer. Total: 5 marks

Answers: 1 B ​2  A ​3  B ​4  A ​5  A ​6  A 7 B ​ 8 B Score: 1 mark for each correct answer. Total: 8 marks

Term Test 3 (56 marks) Listening (14 marks) 1 Listen and draw lines. $  4.11 (6 marks) 1 Man: Where’s the gorilla? Woman: It’s under the tree. Look! 2 Woman: Where's the crocodile? Man: It’s next to the big rock. 3 Man: Where are the monkeys? Woman: They’re on the big rock. 4 Man: Where are the penguins? Woman: They’re on the rock in the lake. 5 Woman: Where are the flamingos? Man: They’re in the lake. 6 Woman: Where are the parrots? Man: They’re in the tree. 7 Man: Where’s the snake? Woman: Look! It’s between the small rock and the tree. Answers:

Speaking (14 marks) 3 Answer. (4 marks) Look at the picture with the child. Then ask the questions on the page. Say Do you like vegetables? Are monkeys funny? Where’s the crocodile? There’s a parrot. Is it dangerous? Score: 1 mark for each correct answer. You may wish to award ½ marks to pupils who can answer but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 4 marks (+1 bonus mark) 4 Look and answer. (5 marks) Look at the picture with the child. Ask the child the questions on the page. 1 There are some penguins. Are they lively? 2 Look at the gorilla. Is it furry? 3 Where’s the flamingo? 4 Where’s the gorilla? 5 Do you like chips? Score: 1 mark for each correct answer. You may wish to award ½ marks to pupils who can answer but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 5 marks (+1 bonus mark) 5 Point and ask your teacher questions. (5 marks) Look at the picture with the child. Then say to the child Now ask me five questions.

Note: This visual is for guidance only, for example, the crocodile could be either side of the big rock. Score: 1 mark for each correct answer. Total: 6 marks 2 Listen and circle A or B. $  4.12 (8 marks) 1 Man: Is it dangerous? Woman: Yes, it is. 2 Woman: Are they colourful? Man: No, they aren’t. They’re grey. 3 Man: Do you like prawns? Woman: No, I don’t. 4 Woman: There are some carrots and some beans. There aren’t any mushrooms. 5 Man: Is it noisy? Woman: Yes, it is. 6 Man: Are they funny? Woman: Yes, they are. 7 Man: There are some peppers and some mushrooms. There aren’t any onions. 8 Man: Are they dangerous? Woman: Yes, they are.

Oxford Rooftops 3   © Oxford University Press

Score: 1 mark for each correct question. You may wish to award ½ marks to pupils who can name as many vocabulary items as they can see in the picture but do not produce questions. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 5 marks (+1 bonus mark)

Reading (14 marks) 6 Read and circle A or B. (5 marks) 1 B ​2  A ​3  A ​4  B ​5  A Score: 1 mark for each correct answer. Total: 5 marks 7 Read and write the letter. (4 marks) 1 c ​2  d ​3  b ​4  a 8 Read and circle. (5 marks) 1 It’s under the rock. ​2  Yes, I do. ​3  No, it isn’t. ​ 4  Yes, they are. ​5  It’s in the tree. Score: 1 mark for each correct answer. Total: 5 marks

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Standard tests Writing (14 marks) 9 Write Helen’s answers. (4 marks) 1 They’re in the lake. ​2  It’s under the tree. ​ 3  No, they aren’t. ​4  Yes, they are. Score: 1 mark for each correct sentence. Total: 4 marks 10 Write sentences. (4 marks) 1 There are some carrots. ​ 2 There aren’t any noodles. ​ 3 There is some rice. ​ 4 There are some prawns. ​ Score: 1 mark for each correct sentence. Total: 4 marks 11 Write sentences. (6 marks) 1 He likes chicken. 2 She doesn’t like fish. 3 He doesn’t like prawns. 4 He likes chips. 5 She likes vegetables. 6 She doesn’t like noodles. Score: 1 mark for each correct sentence. Total: 6 marks

End of Year Test (56 marks) Listening (14 marks) 1 Listen and number. $  4.13 (7 marks) 1 Man: Do you like chicken and chips? Boy: Yes, I do! 2 Man: Have you got a plant in your bedroom? Boy: Yes, I have. It’s next to the wardrobe. 3 Man: Is there a wizard? Boy: Yes, there is. He’s old. 4 Man: What’s Sam doing? Boy: He’s reading a comic. 5 Man: Can she play the flute? Boy: No, she can’t! 6 Man: Has he got a beard? Boy: Yes, he has. 7 Man: Where’s the monkey? Boy: It’s on the rock. Answers: a 2  b 3  c 1  d 4  e 7  f 6  g 5 Score: 1 mark for each correct answer. Total: 7 marks 2 Listen, colour and draw. $  4.14 (7 marks) 1 Man: Look at Tom. What colour is his belt? Woman: It’s blue. 2 Woman: What colour are his trainers? Man: They’re red. 3 Man: Where’s the parrot? Is it colourful? Woman: Yes, it is. It’s red and green. 4 Woman: Look at Dad. Has he got a beard? Man: No, he hasn’t. He’s got a moustache. 5 Man: Where’s the snake? Woman: It’s on the rock.

Oxford Rooftops 3   © Oxford University Press

6 Man: Look at Mum. Has she got earrings? Woman: Yes, she has. She’s got big earrings. 7 Woman: What’s the gorilla doing? Man: It’s having a snack. It’s eating a carrot. Answers: Tom has a blue belt and red trainers. / The parrot is red and green. / Dad has a moustache. / There’s a snake on the rock. / Mum has earrings. / The gorilla is eating a carrot. Score: 1 mark for each correct answer. Total: 7 marks

Speaking (14 marks) 3 Answer. (4 marks) Look at the picture with the child. Then ask the questions on the page. Say Have you got a poster in your room? Can you play the recorder? Do you like noodles? Has she got a ponytail? Score: 1 mark for each correct answer. You may wish to award ½ marks to pupils who can answer but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 4 marks (+1 bonus mark) 4 Look and answer. (5 marks) Look at the picture with the child. Ask the child the questions on the page. 1 Where’s the rhino? 2 Has she got straight hair? 3 What colour is her belt? 4 Can she play the violin? 5 There are some prawns. Do you like prawns? Score: 1 mark for each correct answer. You may wish to award ½ marks to pupils who can answer but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 5 marks (+1 bonus mark) 5 Point and ask your teacher questions. (5 marks) Look at the picture with the child. Then say to the child Now ask me five questions. Score: 1 mark for each correct question. You may wish to award ½ marks to pupils who can name as many vocabulary items as they can see in the picture but do not produce questions. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 5 marks (+1 bonus mark)

Reading (14 marks) 6 Read and circle A or B. (5 marks) 1 B ​2  B ​3  A ​4  B ​5  A Score: 1 mark for each correct match. Total: 5 marks 7 Read and write the letter. (4 marks) 1 c ​2  b ​3  a ​4  d Score: 1 mark for each correct match. Total: 4 marks

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Standard tests 8 Read and circle. (5 marks) 1 He’s having a snack. ​2  No, she hasn’t. ​ 3  Yes, he can. ​4  Yes, there is. ​5  It’s under the rock. Score: 1 mark for each correct answer. Total: 5 marks

Writing (14 marks) 9 Write answers. (4 marks) 1 It’s under the tree. ​2  Yes, she can. ​3  Yes, she has. ​ 4  No, she hasn’t. Score: 1 mark for each correct sentence. Total: 4 marks 10 Write sentences. (4 marks) 1 It’s a cushion. ​2  She’s buying an ice cream. ​ 3  He’s playing chess. ​4  There are some mushrooms and some onions. Score: 1 mark for each correct sentence. Total: 4 marks 11 Write answers. (6 marks) 1 They’re white. ​ 2 No, he can’t. ​ 3 She’s having a drink. ​ 4 Yes, he is. ​ 5 Yes, he has. ​ 6 No, it isn’t. Score: 1 mark for each correct question and answer. Total: 6 marks

Oxford Rooftops 3   © Oxford University Press

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Challenge tests Unit tests 1–6 Challenge Unit 1 test (64 marks) Listening (16 marks) 1 Listen and number. $  4.15 (8 marks) 1 Girl: This is me and my family. We’re in the living room. Boy: What's in your living room? Have you got a computer? Girl: Yes, it’s on the desk. Mum is using the computer. 2 Boy: Is it a mirror? Girl: No, it isn’t. It’s a picture of some flowers. Boy: Oh, yes. I can see now. I really like it. 3 Boy: Is there a clock? Girl: Yes, it’s on the wall. Look, it’s 2 o’clock. 4 Boy: Have you got a bookcase? Girl: Yes, I have. Look, it’s got lots of books in it. 5 Girl: I’ve got a plant. It’s got flowers. It’s on the desk. Boy: Oh yes, it’s nice. 6 Boy: Have you got a TV? Girl: Yes, look. I’m watching TV with my Dad. 7 Boy: Is it a cushion? Girl: No, it isn’t. It’s a rug. It’s grey and white. 8 Boy: Have you got a bin? Girl: Yes, I have. It’s next to the desk. Answers: Left to right: 6 4 7 2 1 8 5 3 Score: 1 mark for each correct answer. Total: 8 marks 2 Listen and circle A or B. $  4.16 (8 marks) 1 Girl: Have you got a computer? Boy: Yes, I have! Look! It’s on my desk. I can play computer games. 2 Girl: Have you got a bin in your room? Boy: Yes, I’ve got a small, grey bin next to the bed. 3 Girl: I like your poster. Is it a pop group? Boy: Yes, it is. I like pop music. 4 Girl: Have you got a plant? Boy: Yes, I’ve got two plants, but they aren’t very big. 5 Girl: Have you got a rug in your room? Boy: Yes, I have. It’s big and white. 6 Girl: Can you open the door, please? Boy: Yes, of course. No problem. Girl: Thank you. 7 Girl: Have you got a cushion in your bedroom? Boy: No, I haven’t. 8 Girl: It’s cold in here. Can you close the window, please? Boy: Yes, of course. Girl: Thanks. Answers: 1 A  2 A  3 B  4 A  5 A  6 A  7 A  8 B Score: 1 mark for each correct answer. Total: 8 marks

Oxford Rooftops 3   © Oxford University Press

Speaking (16 marks) 3 Talk to your teacher. (8 marks) Look at the picture with the child. Point to the different items of furniture in the picture and ask Look. Is it a wardrobe? Is it a plant? Is it a desk? Is it a TV? Then say to the child Now ask me four questions. Score: 1 mark for each correct answer and question. You may wish to award 1 bonus mark for good fluency and pronunciation. Total: 8 marks (+1 bonus mark) 4 Talk to your teacher. (8 marks) Look at the picture with the child. Ask the child to circle all the things that they have in their bedroom at home. Ask Have you got a desk in your bedroom? Have you got a rug in your bedroom? Have you got a bin in your bedroom? Have you got a cushion in your bedroom? Then say to the child Now ask me four questions about my bedroom. Score: 1 mark for each correct answer and question (8 marks). You may wish to award 1 bonus mark for good fluency and pronunciation. Total: 8 marks (+1 bonus mark)

Reading (16 marks) 5 Read and number. (8 marks) a 5  b 6  c 3  d 1  e 4  f 2  g 7  h 8 Score: 1 mark for each correct match. Total: 8 marks 6 Read and circle. (8 marks) 1 Yes, it is.  ​2  No, it isn’t.  ​3  Yes, it is.  ​ 4  No, it isn't. ​5  Yes, I have. ​6  Yes, I have. ​ 7  No, I haven't. ​8  Yes, I have. Score: 1 mark for each correct match. Total: 8 marks

Writing (16 marks) 7 Write the vocabulary. (4 marks) 1 desk ​2  bin ​3  rug ​4  poster ​5  computer ​ 6  cushion ​7  mirror ​8  plant Score: 1/2 mark for each correct word. Total: 4 marks 8 Write questions and answers. (6 marks) 1 Yes, I have. ​2  Have you got a clock? / Yes, I have. ​ 3  No, it isn’t. ​4  Yes, it is. ​5  Is it a lamp? Score: 1 mark for each correct question or answer. Deduct marks if spelling is not adequate. Total: 6 marks 9 Imagine this is your bedroom. Write about it. (6 marks) Children’s own answers.

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Challenge tests Score: 1 mark for each appropriate sentence. Total: 6 marks

Unit 2 test (64 marks) Listening (16 marks) 1 Listen and number. $  4.17 (8 marks) 1 Man: Has she got straight hair? Girl: No, she hasn’t. She’s got curly hair. She’s wearing a grey sweater. 2 Man: Has he got a beard? Girl: Yes, he has. And he’s got a moustache. 3 Man: Has she got earrings? Girl: Yes, she has. She’s got big earrings. They’re pretty. 4 Man: Has she got a ponytail? Girl: Yes, she has. And she’s got glasses. 5 Man: Has he got curly hair? Girl: Yes, he has. Man: Has he got a beard? Girl: No, he hasn’t. 6 Man: Has he got a beard? Girl: No, he hasn’t, but he’s got a moustache. 7 Man: Has she got curly hair? Girl: No, she hasn’t. She’s got long straight hair. She’s wearing a white sweater. 8 Man: Has he got straight hair? Girl: Yes, he has. He’s got straight black hair. And he’s wearing a grey shirt. Answers: a 5  b 1  c 8  d 3  e 4  f 2  g 7  h 6 Score: 1 mark for each correct answer. Total: 8 marks 2 Listen and colour. $  4.18 (8 marks) 1 Woman: Look at the picture. Can you see Tom? What colour is Tom’s sweater? Boy: It’s green. 2 Woman: Can you see his mum? Boy: Yes, I can. Woman: She’s wearing a belt. What colour is Mum’s belt? Boy: It’s red. 3 Woman: Now, look again. What colour is his dad’s shirt? Is it blue? Boy: No, it isn’t. It’s yellow. 4 Woman: Where’s Anna? Can you see Anna? Boy: Yes, I can. Woman: What colour are Anna’s sandals? Boy: They’re blue. 5 Woman: And what colour is Anna’s sweater? Boy: It’s blue. 6 Woman: Now look at Tom. He’s wearing socks. What colour are Tom’s socks? Boy: They’re red. 7 Woman: Look at Anna. I like her earrings. What colour are her earrings? Boy: They’re green.

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8 Woman: And now look at Dad again. What colour are his shoes? Boy: They’re black. Answers: 1 Tom: green sweater ​2  Mum: red belt ​3  Dad: yellow shirt ​4  Anna: blue sandals ​5  Anna: blue sweater ​6  Tom: red socks ​7  Anna: green earrings ​ 8  Dad: black shoes Score: 1 mark for each correct answer. Total: 8 marks

Speaking (16 marks) 3 Talk to your teacher. (8 marks) Ask the child to colour the following items of clothing: Tom’s trainers and gloves, Anna’s belt and sandals, Mum’s sweater, Dad’s shirt, Joe’s socks and mask. Ask What colour are Tom’s trainers? What colour is Anna’s belt? What colour is Dad’s shirt? What’s colour are Joe’s socks? Then say to the child Now ask me four questions about the picture. Score: 1 mark for each correct answer and question. You may wish to award ½ marks to pupils who can name the colour but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 8 marks (+1 bonus mark) 4 Talk to your teacher. (8 marks) Look at the picture with the child. Point to the different people in the picture and ask Has he got straight hair? Has she got a ponytail? Has she got earrings? Has he got a beard? Then say to the child Now ask me four questions about the people. Score: 1 mark for each correct answer and question. You may wish to award ½ marks to pupils who correctly answer with yes or no but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 8 marks (+1 bonus mark)

Reading (16 marks) 5 Read and write the number. (8 marks) a 3 ​b  5 ​c  6 ​d  8 ​e  7 ​f  1 ​g  4 ​h  2 Score: 1 mark for each correct answer. Total: 8 marks 6 Read, colour and draw. (8 marks) Tom has a blue shirt, green trainers, a beard and a moustache. / Lucy has a red belt, yellow sandals, a ponytail and earrings. Score: 1 mark for each correct colour or drawing. Total: 8 marks

Writing (16 marks) 7 Write the vocabulary. (4 marks) 1 trainers ​2  belt ​3  beard ​4  mask ​5  sandals ​ 6  sweater ​7  gloves ​8  moustache Score: 1/2 mark for each correct word. Total: 4 marks

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Challenge tests 8 Write questions and answers. (7 marks) 1 They’re grey. ​ 2 What colour is Dad’s shirt? It’s white. ​ 3 Yes, he has. ​ 4 Has she got earrings? ​ 5 Has he got a moustache? Yes, he has. ​ Score: 1 mark for each correct question or answer. Deduct marks if spelling is not adequate. Total: 7 marks 9 Imagine this is your friend. Colour his clothes. Write about him. (5 marks) Children’s own answers. Score: 1 mark for each appropriate sentence. Total: 5 marks

Unit 3 test (64 marks) Listening (16 marks) 1 Listen and number. $  4.19 (8 marks) 1 Girl: I like this cafe. Boy: Yes! It’s great. Look! There’s Sam. Girl: Where? What’s he doing? Boy: He’s at table two. He’s having a snack. 2 Boy: Can you see Anna? Girl: Yes, I can. She’s playing chess with her grandad. 3 Girl: Where’s Tim? What’s he doing? Boy: He’s reading a comic. He likes comics. 4 Boy: Can you see Lisa? Girl: Yes! Look! She’s at table three. She’s playing a game. 5 Girl: What’s Max doing? I can’t see Max. Boy: Look! He’s talking to his friend. Can you see him now? Girl: Oh yes. I can see him now. 6 Boy: Where’s Sue? Girl: She’s at table five. Boy: What’s she doing? Girl: She’s having a drink. 7 Girl: What about Harry? I can’t see Harry. Boy: He’s buying an ice cream. Look! 8 Boy: And what about Jess? Girl: She’s listening to music. She likes pop music. Answers: Left to right: 8 3 4 5 2 1 6 7 2 Listen and circle A or B. $  4.20 (8 marks) 1 Woman: Tell me about the children in your class at school. Can Lucy play the drums? Boy: No, she can’t. 2 Woman: Can Anna play the violin? I like the violin! Boy: Oh yes. She can play the violin. She’s really good. 3 Woman: Tell me about Max. Can he play the flute? Boy: Yes, he can. He’s very good. 4 Woman: Can Sam play the trumpet? It’s my favourite instrument. Boy: Yes, he can play the trumpet.

Oxford Rooftops 3   © Oxford University Press

5 Woman: What about Ella. Can she sing? Boy: No, she can’t sing. But she likes listening to music. 6 Woman: Can you dance? Boy: Me? Yes, I can. I like dancing. 7 Woman: Can Ben play the triangle? Boy: No, he can’t. He doesn’t like the triangle. 8 Woman: Do you like music? Can you play an instrument? Boy: Yes, I can play the recorder. I like the recorder. Answers: 1 B ​2  A ​3  A ​4  A ​5  B ​6  A ​7  B ​8  A Score: 1 mark for each correct answer. Total: 8 marks

Speaking (16 marks) 3 Talk to your teacher. (8 marks) Look at the picture with the child. Point to four different children and ask What’s he / she doing? Then say to the child Now point and ask me four questions about the people. Score: 1 mark for each correct answer and question. You may wish to award ½ marks to pupils who can name the activity but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 8 marks (+1 bonus mark) 4 Talk to your teacher. (8 marks) Look at the picture with the child. Ask Can he play the violin? Can she play the trumpet? Can she play the flute? Can he play the triangle? Then say to the child Now ask me four questions about the children. Score: 1 mark for each correct answer and question. You may wish to award ½ marks to pupils who can name the instrument but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 8 marks (+1 bonus mark)

Reading (16 marks) 5 Read and write the number. (9 marks) a 6 ​b  3 ​c  4 ​d  9 ​e  5 ​f  8 ​g  2 ​h  1 ​i  7 Score: 1 mark for each correct answer. Total: 9 marks 6 Read and match. (7 marks) 1 He's singing. ​2  She's reading a comic. ​ 3  She’s having a drink. ​4  He’s listening to music. ​ 5  Yes, he can. ​6  Yes, she can. ​7  No, she can't. Score: 1 mark for each correct answer. Total: 7 marks

Writing (16 marks) 7 Write the vocabulary. (4 marks) 1 drums ​2  violin ​3  have a snack ​4  have a drink ​ 5  recorder ​6  read a comic ​7  listen to music ​ 8  triangle

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Challenge tests Score: 1/2 mark for each correct word. Total: 4 marks 8 Write questions and answers. (6 marks) 1 He’s reading a comic.  2 What’s she doing? 3 Can he play the violin? No, he can’t.  4 Can she play the recorder? Yes, she can.  Score: 1 mark for each correct question or answer. Deduct marks if spelling is not adequate. Total: 6 marks 9 Write about the children. (6 marks) Children’s own answers. Score: 1 mark for each appropriate sentence. Total: 6 marks

Unit 4 test (64 marks) Listening (16 marks) 1 Listen and number. $  4.21 (8 marks) 1 Boy: What’s your book about? Girl: It’s about a wizard. Look! Can you see him? He’s very old and he’s got a long beard. 2 Girl: Is there a prince? Boy: No, there isn’t. But there’s a frog! And there's a princess! She's got long hair. 3 Boy: Is there a king in this story? Girl: Yes, there is. He has a big palace. He’s my favourite character. 4 Girl: Is there a prince in this story? I like stories about princes. Boy: Yes, there is. Look! He’s got curly hair. 5 Boy: Is there a spy? Girl: Yes, there is. Look! He’s wearing gloves. Boy: Great! I like spy stories. 6 Girl: What’s this book about? Is there an explorer? Boy: Yes, there is. He’s having a drink. Can you see him? Girl: Oh yes! There he is. 7 Boy: Is there a queen? Girl: Yes, there is. She’s looking in the mirror. Boy: Oh yes. 8 Boy: I like football stories. Girl: Well, there’s a footballer in this story. Boy: Great. I want to read it. Answers: a 6  b 1  c 2  d 3  e 4  f 5  g 7  h 8 Score: 1 mark for each correct answer. Total: 8 marks 2 Listen and circle A or B. $  4.22 (8 marks) 1 Girl: Is there an explorer in your story? Boy: Yes, there is. She’s tall and strong. She’s got a ponytail. 2 Woman: Who is your favourite character? Girl: I like the king. He’s old and he’s got a white horse. 3 Woman: Is there a wizard in your story? Boy: No, there isn’t. But there is a witch.

Oxford Rooftops 3   © Oxford University Press

4 Girl: I like the prince. He’s good-looking. 5 Woman: Is there a footballer in your story? Girl: Yes, there is. He’s young and tall. 6 Woman: Tell me about another character. Girl: Well, there’s a girl called Katie. Woman: Is she young? Girl: Yes, she is. She’s got long curly hair. 7 Woman: Who is your favourite character in the story? Boy: I like the queen. She’s old and tall. 8 Woman: Can you see the boy? He hasn't got a ball or a horse. Boy: Is he strong? Woman: Yes, he is. Answers: 1 A  2 B ​3  A ​4  A ​5  A ​6  B ​7  B ​8  A

Speaking (16 marks) 3 Talk to your teacher. (8 marks) Look at the picture with the child. Ask Is there a wizard? Is there an explorer? Is there a footballer? Is there a queen? Then say to the child Now ask me four questions. Score: 1 mark for each correct answer and question. You may wish to award ½ marks to pupils who can say yes or no or the names of the characters but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 8 marks (+1 bonus mark) 4 Talk to your teacher. (8 marks) Look at the picture with the child. Point and ask Is he strong? Is she tall? Is he young? Is he old? Then say to the child Now ask me four questions about the people. Score: 1 mark for each correct answer and question. You may wish to award ½ marks to pupils who can say yes or no or the names of the adjective but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 8 marks (+1 bonus mark)

Reading (16 marks) 5 Read and write the number. (8 marks) a 6 ​b  4 ​c  7 ​d  2 ​e  1 ​f  8 ​g  3 ​h  5 Score: 1 mark for each correct answer. Total: 8 marks 6 Read and circle. (8 marks) 1 Yes, there is. 2 No, there isn’t. 3 Yes, there is. 4 No, there isn’t. 5 No, she isn’t. 6 Yes, he is. 7 Yes, he is. 8 No, she isn’t.

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Challenge tests Score: 1 mark for each correct answer. Total: 8 marks

Answers:

1

Writing (16 marks) 7 Write the vocabulary. (4 marks) 1 spy ​2  old ​3  strong ​4  wizard ​5  prince ​ 6  footballer ​7  explorer ​8  king Score: 1/2 mark for each correct word. Total: 4 marks 8 Write questions and answers. (7 marks) 1 No, there isn’t. ​ 2 Is there an explorer? ​ 3 Yes, she is. ​ 4 Is he old? / No, he isn’t. ​ 5 Is he strong? / No, he isn’t. ​ Score: 1 mark for each correct question or answer. Deduct marks if spelling is not adequate. Total: 7 marks 9 Write about these story characters. (5 marks) Children’s own answers. Score: 1 mark for each appropriate sentence. Total: 5 marks

Unit 5 test (64 marks) Listening (16 marks) 1 Listen and number. $  4.23 (8 marks) 1 Woman: Look at the Wildlife Park. Where’s the rhino? Man: It’s near the lake. Woman: Oh yes! 2 Woman: Where’s the gorilla? Is it in the tree? Man: No, it isn’t. It’s under the tree. Woman: That’s right. Good. 3 Woman: I can’t see the flamingos. Where are the flamingos? Man: I can see them! Woman: Where? Man: Look! They’re in the river. 4 Woman: Can you see the penguins? Man: Oh look! They’re on the rock in the lake. 5 Woman: Where’s the crocodile? Is it in the river too? Man: No, it isn’t. It’s next to the river. Look! Woman: Oh yes! 6 Woman: I can see the parrot. Man: Where’s the parrot? I can’t see it! Woman: Look! It’s in the tree. Man: Oh yes! I can see it now. 7 Woman: Now ... Where are the snakes? Man: They’re between the big rock and the little rock. Woman: Oh yes! I can see them. 8 Woman: What about the monkeys? They’re my favourite animals. Man: Look! They’re on the rocks. Woman: Are they on the rocks in the lake? Man: Oh no. They’re on the rocks near the lake.

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2

8 7

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Score: 1 mark for each correct answer. Total: 8 marks 2 Listen and circle A or B. $  4.24 (8 marks) 1 Boy: Let’s play a game! Which animal is it? Girl: Is it dangerous? Boy: Yes, it is! Girl: Is it eating a banana? Boy: No, it isn’t! 2 Boy: Is it noisy? Girl: Yes, it is. Boy: Is it colourful? Girl: No, it isn’t. 3 Boy: This is my favourite animal. Girl: Is it lively? Boy: No, it isn’t. It’s long and it hasn’t got legs. 4 Boy: Is it big? Girl: Yes, it is. It’s big and it’s dangerous. It isn’t colourful. 5 Girl: Are they funny? Boy: Yes, they are. They’re very funny. Girl: Are they colourful? Boy: No, they aren’t. They’re black and white. 6 Boy: Is it funny and furry? Girl: No, it isn’t. It's got wings. 7 Girl: Is it small and funny? Boy: No, it isn’t. It’s big and it’s dangerous. 8 Girl: They’re my favourite animals. Boy: Are they small and funny? Girl: No, they aren’t. They’re big. Answers: 1 A ​2  B ​3  B ​4  B ​5  B ​6  B ​7  A ​8  B Score: 1 mark for each correct answer. Total: 8 marks

Speaking (16 marks) 3 Talk to your teacher. (8 marks) Look at the picture with the child. Ask Where’s the penguin? Where are the rhinos? Where’s the monkey? Where are the flamingos? Then say to the child Now ask me four questions about the animals.

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Challenge tests Score: 1 mark for each correct answer and question. You may wish to award ½ marks to pupils who can give the position of the animal but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 8 marks (+1 bonus mark)

Unit 6 test (64 marks) Listening (16 marks)

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

Score: 1 mark for each correct answer. Total: 8 marks

6 Read and circle. (8 marks) 2 Listen and circle A or B. $  4.26 (8 marks) 1 It’s near the lake. ​2  Yes, it is. ​3  It’s on the rock. ​ 1 Man: There are some onions and some peppers. 4  They’re on the rock. ​5  Yes, they are. ​ There aren’t any beans. 6  No, it isn’t. ​7  It’s in the lake. ​8  No, they aren’t. 2 Man: There are some carrots and there are some mushrooms. Score: 1 mark for each correct answer. Total: 8 marks 3 Man: There are some mushrooms and there are some prawns. 4 Man: There are some carrots and some leeks. Writing (16 marks) 5 Man: There aren’t any strawberries. 7 Write the vocabulary. (4 marks) 6 Man: There aren’t any peas. 1 monkey; It's funny / lively. ​2  parrots; They're 7 Man: There aren’t any peppers. noisy / lively. ​3  gorilla; It's furry / dangerous. ​ 8 Man: There are some vegetables. 4  crocodile; It's dangerous.​ Answers: Score: 1/2 mark for each correct word. Accept either 1 A  2 B  3 B  4 B  5 A  6 B  7 B  8 A answer where alternatives are given. Total: 4 marks Score: 1 mark for each correct answer. Total: 8 marks 8 Write questions and answers. (7 marks) 1 It’s in the tree. ​ Speaking (16 marks) 2 Where’s the penguin? ​ 3 Talk to your teacher. (8 marks) 3 Yes, it is. ​ Look at the picture with the child. 4 Is the parrot dangerous? No, it isn’t. ​ Ask Do you like chicken? Do you like fish? Do you like 5 Is the flamingo noisy? No, it isn’t. noodles? Do you like rice? Score: 1 mark for each correct question or answer. Then say to the child Now ask me four questions. Deduct marks if spelling is not adequate. Total: 7 marks Score: 1 mark for each correct answer and question. 9 Write about the animals. (5 marks) You may wish to award ½ marks to pupils who can understand the food and can say yes or no but do Children’s own answers. not produce a sentence. You may wish to award 1 Score: 1 mark for each appropriate sentence. bonus mark for good fluency and pronunciation. Total: 5 marks Total: 8 marks (+1 bonus mark)

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Challenge tests 4 Talk to your teacher. (8 marks) Look at the picture with the child. Point to the first box and say: There are some mushrooms. There aren’t any beans. Then say Make eight more sentences about the food in the boxes. Score: 1 mark for each correct sentence. You may wish to award ½ marks to pupils who can say the names of the food but do not produce a sentence. You may wish to award 1 bonus mark for good fluency and pronunciation. Total: 8 marks (+1 bonus mark)

Reading (16 marks) 5 Read and write the number. (8 marks) a 3 ​b  4 ​c  7 ​d  8 ​e  2 ​f  5 ​g  6 ​h  1 Score: 1 mark for each correct answer. Total: 8 marks 6 Read and circle. (8 marks) 1 likes ​2  doesn’t like ​3  likes ​4  doesn’t like ​ 5  are some ​6  are some ​7  aren’t any ​8  are some Score: 1 mark for each correct answer. Total: 8 marks

Writing (16 marks) 7 Write the vocabulary. (4 marks) 1 peppers ​2  chips ​3  carrots ​4  fish ​5  onions ​ 6  prawns ​7  mushrooms ​8  noodles Score: 1/2 mark for each correct word. Total: 4 marks 8 Write. (7 marks) 1 Yes, I do. ​2  Do you like rice? No, I don’t. ​3  Do you like chicken? Yes, I do. ​4  There are some onions. ​ 5  There aren’t any carrots. Score: 1 mark for each correct question or answer. Deduct marks if spelling is not adequate. Total: 7 marks 9 Write about the food they like and don’t like. (5 marks) Children’s own answers. Score: 1 mark for each appropriate sentence. Total: 5 marks

End of Term Tests 1–3 Challenge Term Test 1 (64 marks) Listening (16 marks) 1 Listen and number. $  4.27 (4 marks) 1 Boy: Is it a clock? Girl: No, it isn’t. Look! It’s a picture. There’s a clock in the picture. Boy: Oh yes. I can see that now. 2 Boy: I’ve got a poster of a car in my bedroom. Have you got a poster? Girl: Yes, I have. It’s here. Look! It’s a cat. Boy: Oh yes. It’s nice.

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3 Girl: Is this your computer? Boy: No, it isn’t. Look. It isn’t a computer. It’s a TV. 4 Boy: I can’t see a computer. Girl: There’s a computer on my desk. Look! It’s over there. Boy: Oh yes. Answers: a 3  b 4  c 1  d 2 Score: 1 mark for each correct answer. Total: 4 marks 2 Listen, colour and draw. $  4.28 (6 marks) 1 Woman: Can you see the pictures of Jack and Sue? Girl: Yes, I can. Woman: Great. Look at the picture of Jack. What colour are Jack’s trainers? Girl: They’re red. 2 Woman: Now. Has Jack got a belt? Girl: Yes, he has. Woman: What colour is Jack’s belt? Girl: It’s green. 3 Woman: Please look at Jack again. Has he got a moustache? Girl: No, he hasn’t. Woman: Has he got a beard? Girl: Yes, he has. 4 Woman: Good. Now look at Sue. What’s she wearing? Girl: Well, she’s wearing a sweater. Woman: Yes. What colour is her sweater? Girl: It’s blue. 5 Woman: Great. Now, is she wearing socks? Girl: Yes, she is. She’s wearing socks and shoes. Woman: What colour are her socks? Girl: They’re pink. 6 Woman: Has Sue got earrings? Girl: Yes, she has. Woman: Are they small earrings? Girl: No, they aren’t. They’re big. Answers: Jack has red trainers and a green belt. He has a beard. / Sue has a blue sweater and pink socks. She has big earrings. Score: 1 mark for each correct answer. Total: 6 marks 3 Listen and circle A or B. $  4.29 (6 marks) 1 Boy: Has your brother got a nice bedroom? Girl: Yes, he has. It’s big too. Boy: Has he got a poster on the wall? Girl: Yes, he has. It’s a poster of an old car. 2 Boy: Has he got a computer? Girl: Yes, he has. Look! It’s next to the plant. 3 Boy: Has your brother got blond hair? Girl: No, he hasn’t. It’s black. Boy: Is it straight? Girl: No, it isn’t. It’s curly. 4 Boy: I’ve got three big cushions in my room. Has your brother got a cushion? Girl: No, he hasn’t. But he’s got a rug. It’s big and it’s grey and white.

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Challenge tests 5 Boy: What’s that on the floor next to the bed? Is it a big clock? Girl: No, it isn’t. Come and see. It’s a bin. Boy: Oh yes! 6 Boy: Has your brother got new trainers? Girl: Yes, he has. They’re black. Look! Boy: Oh yes. I like black trainers. Girl: I don’t. I prefer white trainers. Answers: 1 A ​2  A ​3  B ​4  B ​5  A 6 B Score: 1 mark for each correct answer. Total: 6 marks

Speaking (16 marks) 4 Answer. (4 marks) Ask the questions on the page. Say Have you got a desk in your room? What colour are your socks? Point to a desk in the classroom and say Is it a desk? Point to the girl’s hair in the picture and say Has she got straight hair? Score: 1 mark for each correct answer. You may wish to award ½ marks to pupils who can answer but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 4 marks (+1 bonus mark) 5 Look and answer. Then ask your teacher four questions. (9 marks) Look at the picture with the child. Ask the child the questions on the page. 1 Is it a poster? 2 What colour are his trainers? 3 What colour is his sweater? 4 Has he got straight hair? 5 Has he got a moustache? Then say to the child Now ask me four questions. Score: 1 mark for each correct answer. You may wish to award ½ marks to pupils who understand and can use the vocabulary, but do not produce a sentence or a question. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 9 marks (+1 bonus mark) 6 Act out scenes 1–3 with your teacher. (3 marks) Look at the example picture and example speech bubbles with the child. Read the first speech bubble and point to the scarves. Encourage the child to read the other speech bubble. Explain that the two of you will now talk about the other three pictures. Encourage the child to say: I like these gloves. Say: I don't. I prefer these gloves. Repeat with picture 2. This time start by saying I like this belt. Encourage the child to say I don't. I prefer this belt. Repeat with picture 3. This time start by saying I like these glasses. Encourage the child to say So do I. Score: 1 mark for each correct response. You may wish to award ½ marks to pupils who can name the vocabulary items or say some of the words, but do not produce accurate sentences. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 3 marks (+1 bonus mark)

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Reading (16 marks) 7 Read and number. (6 marks) Left to right: 3 1 4 5 2 6 Score: 1 mark for each correct answer. Total: 6 marks 8 Read and write True or False. (5 marks) 1 True ​2  False ​3  True ​4  False ​5  True 9 Read and match. (5 marks) 1 f ​2  e ​3  c ​4  a ​5  b

Writing (16 marks) 10 Write Ben’s answer’s. (4 marks) 1 Yes, I have. ​2  No, I haven’t. ​3  No, it isn’t. ​ 4  Yes, it is. Score: 1 mark for each correct sentence. Total: 4 marks 11 Colour the clothes. Write questions and answers. (6 marks) Children’s own answers. Score: 1 mark for each appropriate sentence. Total: 6 marks 12 Write six sentences about Tom. Write about his bedroom, his clothes and what Tom looks like. (6 marks) Children’s own answers. Score: 1 mark for each appropriate sentence. Total: 6 marks Deduct marks if spelling and structure is not adequate. You may wish to award 1 bonus mark for variety of sentence structure and accuracy. Total: 6 marks (+1 bonus mark)

Term Test 2 (64 marks) 1 Listen and number. $  4.30 (4 marks) 1 Man: Look at the people in the café. Can you see Jack? Woman: Is he having a snack? Man: No he isn’t. He’s having a drink. Woman: Oh yes. I can see him now. 2 Woman: Is there a footballer in the café? Man: No, there isn’t. I can’t see a footballer. But look! There’s an explorer. Woman: Oh yes. He’s very tall. 3 Man: Is Lucy in the café today? Woman: Yes, she is. Man: What’s she doing? Woman: She’s playing games. Look! 4 Woman: Look at the woman. Man: Where? What’s she doing? Woman: She’s having a snack. Can you see her? She’s old. Man: Oh yes. I can see her. I think she’s a witch.

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Challenge tests Answers: a 3  b 1  c 4  d 2 Score: 1 mark for each correct answer. Total: 4 marks 2 Listen and circle A, B or C. $  4.31 (6 marks) 1 Man: What’s he doing? Is he listening to music? Woman: No, he isn’t. Man: He’s playing chess. It’s his favourite game. 2 Woman: Look at Lucy. She loves music. Man: Can she play the trumpet? Woman: No, she can’t. She can play the violin. She’s very good. 3 Man: I like spy stories. Woman: Sorry. There isn’t a spy in this story. Man: Is there a wizard or a king? Woman: There’s a wizard. 4 Woman: Is your brother tall? Man: No, he isn’t. He’s short. Woman: Is he strong? Man: No, he isn’t. Look! He isn’t strong. 5 Man: Where’s Maria? Is she with her friends? Woman: No, she isn’t. She’s in the café. Man: What’s she doing? Is she having a snack? Woman: No, she isn’t She’s reading a comic. 6 Man: Who’s your favourite character in the story? Do you like the queen? Woman: No, I don’t. Man: What about the footballer? Woman: No. I like the explorer. He’s funny. Answers: 1 A ​2  C ​3  B ​4  B ​5  C ​6  A Score: 1 mark for each correct answer. Total: 6 marks 3 Listen and circle A or B. $  4.32 (6 marks) 1 Man: Is there a wizard? Woman: No, there isn’t. There’s witch. Man: Is she old? Woman: Yes, she is. She’s very bad too. 2 Man: Can the queen play music? Woman: Yes, she can. She’s very good. Man: Can she play the flute? Woman: No, she can’t. She can play the violin. 3 Man: What’s the prince doing? Is he talking to the princess? Woman: No, he isn’t. He’s having a snack. Look! 4 Man: Is there an explorer? Woman: No, there isn’t. There isn’t an explorer in the story. 5 Man: Where’s the king? Woman: There’s isn’t a king. Man: Is there a queen? Woman: Yes, there is. She’s talking to her friend on the phone. She’s telling her a story. 6 Man: Is there a footballer? I like football stories. Woman: No, there isn’t. Do you like spy stories? Man: Yes, I do. Woman: Good. There’s a spy in the story. Look! Answers: 1 A ​2  B ​3  B ​4  A ​5  B ​6  A

Speaking (16 marks) 4 Answer. (4 marks) Look at the picture with the child. Then ask the questions on the page. What’s she doing? Can she play the flute? Is she old? Is there a wizard? Score: 1 mark for each correct answer. You may wish to award ½ marks to pupils who can answer but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 4 marks (+1 bonus mark) 5 Look and answer. Then ask your teacher four questions. (9 marks) Look at the picture with the child. Ask the child the questions on the page. 1 Is there a princess? 2 What is the prince doing? 3 Can the queen play the recorder? 4 Is the prince good-looking? 5 Is the wizard young? Then say to the child Now ask me four questions. Score: 1 mark for each correct answer. You may wish to award ½ marks to pupils who understand and can use the vocabulary, but do not produce a sentence or a question. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 9 marks (+1 bonus mark) 6 Act out scenes 1–3 with your teacher. (3 marks) Look at the example picture and example speech bubbles with the child. Read the first speech bubble and point to the chess board. Encourage the child to read the other speech bubble. Explain that the two of you will now talk about the other three pictures. Start with picture 1 and point to the boy. Encourage the child to make a suggestion: Let’s listen to music. Say: No, thanks. I don’t want to. Repeat with picture 2. This time start by saying Let’s read comics and encourage the child to say: No, thanks. I don’t want to. Repeat with picture 3. This time start by saying Let’s buy an ice cream and encourage the child to say OK. Score: 1 mark for each correct response. You may wish to award ½ marks to pupils who can name the vocabulary items or say some of the words, but do not produce accurate sentences. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 3 marks (+1 bonus mark)

Reading (16 marks) 7 Read and number. (5 marks) 1 d ​2  a ​3  c ​4  a ​5  b ​6  c Score: 1 mark for each correct answer. Total: 6 marks 8 Read and write True or False. (5 marks) 1 True ​2  False ​3  True ​4  True ​5  False Score: 1 mark for each correct answer. Total: 5 marks

Score: 1 mark for each correct answer. Total: 6 marks

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Challenge tests 9 Read and match. (5 marks) 1 d ​2  a ​3  e ​4  b ​5  c

Answers:

Score: 1 mark for each correct match. Total: 5 marks

Writing (16 marks) 10 Write sentences. (4 marks) 1 She’s listening to music ​2  Yes, she can. ​ 3  He’s having a snack. ​4  No, he can’t. Score: 1 mark for each correct sentence. Total: 4 marks 11 Write answers. (4 marks) 1 No, he isn’t. He’s young. ​ 2 Yes, he is. ​ 3 No, she isn’t. She’s old. ​ 4 Yes, she is. ​ Score: 1 mark for each appropriate sentence. Total: 4 marks 11 Write eight sentences about the people. (8 marks) Children’s own answers. Score: 1 mark for each appropriate sentence. Deduct marks if spelling and structure is not adequate. You may wish to award 1 bonus mark for variety of sentence structure and accuracy. Total: 8 marks (+1 bonus mark)

Term Test 3 (64 marks) Listening (16 marks) 1 Listen and draw lines. $  4.33 (5 marks) 1 Woman: What’s your favourite animal, Luke? Boy: I like gorillas. Woman: Where's the gorilla? Boy: It’s under the tree. Look! 2 Woman: Which animals are dangerous? Boy: Crocodiles are very dangerous. Woman: Yes, they are. Where's the crocodile? Boy: It’s next to the big rock. 3 Boy: There's a snake! Woman: Where is it? Boy: It’s between the small rock and the tree. 4 Woman: Do you like penguins? Boy: Yes, I do. They’re funny. Woman: Where are the penguins? Woman: They’re on the rock in the lake. 5 Woman: I like flamingos. They’re my favourite animals. Boy: I like them too. Woman: Where are the flamingos? Boy: They’re in the lake. 6 Boy: There are parrots too. Woman: Where are the parrots? Boy: They’re in the tree.

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Note: This visual is for guidance only, for example, the crocodile could be either side of the big rock. Score: 1 mark for each correct answer. Total: 5 marks 2 Listen and circle A or B. $  4.34 (6 marks) 1 Man: It’s my favourite animal. Woman: Is it dangerous? Man: No, it isn’t. It’s funny. 2 Man: Are they colourful? Woman: No, they aren’t. They’re grey. They’re dangerous too. 3 Man: Do you like prawns? Woman: No, I don’t. 4 Woman: Look at the vegetables. There are some carrots and some beans. There aren’t any mushrooms. Man: Good! I don’t like mushrooms. 5 Man: What’s your favourite animal? Woman: Can you guess? It’s big and it’s strong. Man: Is it noisy? Woman: Yes, it is. 6 Woman: What’s your favourite food? Man: I love chicken and noodles. They're delicious! Answers: 1 B ​2  A ​3  B ​4  A ​5  A ​6  A Score: 1 mark for each correct answer. Total: 6 marks 3 Listen and circle A or B. $  4.35 (5 marks) 1 Man: There are some vegetables on the table. Woman: Which vegetables are there? Man: There are some carrots and some mushrooms. There aren’t any peppers. Woman: That’s OK. I love mushrooms. 2 Woman: There are some beans on the table. Man: Good. I like beans. Woman: There are some onions too. 3 Man: Do you like noodles? Woman: Yes, I do. They're my favourite food. Man: Good. There are some noodles on the table. 4 Woman: Do you like prawns? Man: Yes, I do. They’re delicious. I love noodles and prawns. Woman: Well, there are some prawns on the table. But there aren’t any noodles.

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Challenge tests 5 Man: I like chips. Woman: Sorry. There aren’t any chips. You can have rice. Man: OK. I like rice. Answers: 1 A ​2  A ​3  B ​4  A ​5  B Score: 1 mark for each correct answer. Total: 5 marks

Speaking (16 marks) 4 Answer. (4 marks) Look at the picture with the child. Then ask the questions on the page. Do you like vegetables? Are monkeys funny? Where’s the crocodile? There’s a parrot. Is it dangerous? Score: 1 mark for each correct answer. You may wish to award ½ marks to pupils who can answer but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 4 marks (+1 bonus mark) 5 Look and answer. Then ask your teacher four questions. (9 marks) Look at the picture with the child. Ask the child the questions on the page. 1 There are some penguins. Are they lively? 2 Look at the gorilla. Is it furry? 3 Where’s the flamingo? 4 Where’s the gorilla? 5 Do you like fish? Then say to the child Now ask me four questions. Score: 1 mark for each correct answer. You may wish to award ½ marks to pupils who understand and can use the vocabulary, but do not produce a sentence or a question. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 9 marks (+1 bonus mark) 6 Act out scenes 1–3 with your teacher. (3 marks) Look at the example picture and example speech bubbles with the child. Read the first speech bubble and point to the chips. Encourage the child to read the other speech bubble. Then read the third speech bubble yourself. Explain that the two of you will now talk about the other three pictures. Start with picture 1 and point to the girl. Encourage the child to say: Can you pass me the carrots, please? Say: Yes, of course. Encourage the child to say: Thank you. Repeat with picture 2. This time point to the boy and say Can you pass me the peas, please? and encourage the child to say: Yes, of course. Then say: Thanks. Repeat with picture 3. This time, point to the girl and encourage the child to say: Can you pass me the chicken, please? Say Yes, here you are. Encourage the child to say Thanks.

Reading (16 marks) 7 Read and number. (6 marks) Left to right: 3 2 6 4 1 5 Score: 1 mark for each correct answer. Total: 6 marks 8 Read and write True or False. (5 marks) 1 False ​2  True ​3  False ​4  True ​5  False Score: 1 mark for each correct answer. Total: 5 marks 9 Read and match. (5 marks) 1 f ​2  b ​3  a ​4  e ​5  d Score: 1 mark for each correct match. Total: 5 marks

Writing (16 marks) 10 Write Helen’s answers. (4 marks) 1 They’re in the lake. ​2  It’s under the tree. ​ 3  No, they aren’t. ​4  Yes, it is. Score: 1 mark for each correct answer. Total: 4 marks 11 Write about the foods that Sarah likes and doesn’t like. (6 marks) 1 She doesn’t like peas. ​ 2 She doesn’t like prawns. ​ 3 She likes peppers. ​ 4 She doesn’t like beef. ​ 5 She doesn’t like beans. ​ 6 She likes chips. Score: 1 mark for each correct sentence. Total: 6 marks 12 Write six sentences about the animals. (6 marks) Children’s own answers. Score: 1 mark for each appropriate sentence. Deduct marks if spelling and structure is not adequate. You may wish to award 1 bonus mark for variety of sentence structure and accuracy. Total: 6 marks (+1 bonus mark)

Score: 1 mark for each correct response. You may wish to award ½ marks to pupils who can name the vocabulary items or say some of the words, but do not produce accurate sentences. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 3 marks (+1 bonus mark)

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Challenge tests End of Year Test (64 marks) Listening (16 marks) 1 Listen and number. $  4.36 (4 marks) 1 Man: What’s your favourite food? Boy: I like chicken. Man: Do you like chips? Boy: Yes, I do! 2 Boy: Have you got a plant in your bedroom? Man: Yes, I have. Look! It’s next to the violin. Boy: Oh, yes. 3 Man: Where’s Sam? Boy: He’s in the café. Man: What’s he doing? Boy: He’s having a snack. 4 Boy: Is there a wizard? Man: Yes, there is. He’s old. Boy: Has he got a beard? Man: Yes, he has. Answers: a 2  b 4  c 3  d 1 Score: 1 mark for each correct answer. Total: 4 marks 2 Listen, colour and draw. $  4.37 (6 marks) 1 Woman: Can you see the people and the animals in the zoo? Girl: Yes, I can. Woman: Great. Look at Tom. He’s wearing a belt. What colour is his belt? Girl: It’s blue. 2 Woman: Now, look at Tom again. Has he got trainers? Girl: Yes, he has. Woman: What colour are Tom’s trainers? Girl: They’re red. 3 Woman: Where’s the parrot? Girl: It’s in the tree. Woman: Is it colourful? Girl: Yes, it is. It’s red and green. 4 Woman: Can you see his dad? Girl: Yes, I can. Woman: Has he got a beard? Girl: No, he hasn’t. He’s got a moustache. 5 Woman: Great. Let’s find the snake. Is it under the tree? Girl: No, it isn’t. Woman: Is it under the rock? Girl: No, it isn’t. It’s on the rock. 6 Woman: Look at his mum. Has she got earrings? Girl: Yes, she has. Answers: Tom has a blue belt and red trainers. / The parrot is red and green. / Dad has a moustache. / There’s a snake on the rock. / Mum has earrings. Score: 1 mark for each correct answer. Total: 6 marks

Oxford Rooftops 3   © Oxford University Press

3 Listen and circle A, B or C. $  4.38 (6 marks) 1 Man: Has Anna got straight hair? Woman: No, she hasn’t. She’s got curly hair. She’s got earrings too. 2 Woman: There are some mushrooms and some carrots. There aren’t any peas. There are some noodles. 3 Man: Where’s the rhino? Woman: It’s between the lake and the rock. Look! 4 Man: Where’s Luke? Woman: He’s in the café. Man: Is he having a drink? Woman: No, he isn’t. He’s buying an ice cream. 5 Man: Is there an explorer in the story? Woman: No, there isn’t. There’s a spy. Man: Is he tall and strong? Woman: He’s tall, but he isn’t strong. 6 Woman: Have you got a clock in your house? Man: Yes, I have. Look! Woman: Where? Man: It’s on the desk. It’s next to the computer. Answers: 1 A ​2  C ​3  B ​4  C ​5  B ​6  C Score: 1 mark for each correct answer. Total: 6 marks

Speaking (16 marks) 4 Answer. (4 marks) Look at the picture with the child. Then ask the questions on the page. Say Have you got a poster in your room? Can you play the recorder? Do you like noodles? Is she old? Score: 1 mark for each correct answer. You may wish to award ½ marks to pupils who can answer but do not produce a sentence. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 4 marks (+1 bonus mark) 5 Look and answer. Then ask your teacher four questions. (9 marks) Look at the picture with the child. Ask the child the questions on the page. 1 Is she old? 2 Where’s the rhino? 3 Has she got straight hair? 4 What colour is her belt? 5 Can she play the violin? Then say to the child Now ask me four questions. Score: 1 mark for each correct answer. You may wish to award ½ marks to pupils who understand and can use the vocabulary, but do not produce a sentence or a question. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 9 marks (+1 bonus mark) 6 Act out scenes 1–3 with your teacher. (3 marks) Look at the example picture and example speech bubbles with the child. Read the first speech bubble and point to the closed door. Encourage the child to read the other speech bubble. Then read the third speech bubble yourself. Explain that the two of you will now talk about the other three pictures. Start with

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Challenge tests picture 1 and point to the girl. Encourage the child to say: Can you close the door, please? Say: OK. Encourage the child to say: Thank you. Repeat with picture 2. This time point to the boy and say Can you open the window, please? Encourage the child to say: OK. Then say: Thank you. Repeat with picture 3. This time, point to the man and encourage the child to say: Can you open the wardrobe, please? Say Yes, of course. Encourage the child to say Thank you. Score: 1 mark for each correct response. You may wish to award ½ marks to pupils who can name the vocabulary items or say some of the words, but do not produce accurate sentences. You may also wish to award 1 bonus mark for good fluency and pronunciation. Total: 3 marks (+1 bonus mark)

Reading (16 marks) 7 Read and write the letter. (6 marks) 1 c ​2  f ​3  d ​4  a ​5  b ​6  e Score: 1 mark for each correct answer. Total: 6 marks 8 Read and write True or False. (6 marks) 1 True ​2  False ​3  True ​4  False ​5  True ​6  True Score: 1 mark for each correct answer. Total: 6 marks 9 Read and match. (4 marks) 1 He’s having a snack. ​ 2 No, she hasn’t. ​ 3 Yes, he can. He’s good. ​ 4 Yes, I do. It’s delicious.

Writing (16 marks) 10 Write Ella’s answers. (4 marks) 1 Yes, I have. ​2  No, I can’t. ​3  No, I haven’t. ​ 4  It’s grey. Score: 1 mark for each correct sentence. Total: 4 marks 11 Write the questions. (6 marks) 1 What colour are her trainers?​ 2 Has he got a beard? ​ 3 Can he play the violin?​ 4 What’s she doing? ​ 5 Is he good-looking? ​ 6 Where’s the crocodile? Score: 1 mark for each correct question and answer. Total: 6 marks 12 Write six more sentences about James. (6 marks) Children’s own answers. Score: 1 mark for each appropriate sentence. Deduct marks if spelling and structure is not adequate. You may wish to award 1 bonus mark for variety of sentence structure and accuracy. Total: 6 marks (+1 bonus mark)

Score: 1 mark for each correct match. Total: 4 marks

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Introduction to the Portfolio What is the European Language Portfolio? It is a way to keep a record of the experience of learning a language. Each child has their own Portfolio, which will accompany them throughout their learning. The Portfolio consists of three parts: • The Language Passport, which offers a general overview of the linguistic ability of each child in one, or several, languages. It includes elements of self-evaluation along with assessment by the teacher. • The Linguistic Biography, which intends that the child reflects on their own learning process, to help them plan and evaluate their learning in the future. • The Oxford Rooftops Box, which contains pieces of work that illustrate the achievements, ability and experiences of the child, as reflected in the two previous sections.

What is the Oxford Rooftops Portfolio? The Oxford Rooftops Portfolio is an ‘English Portfolio’ that aims to familiarize the children with the notion of the European Language Portfolio. It represents a useful tool for teachers of subsequent levels as it allows them to see what vocabulary and structures the children have already learnt. Oxford Rooftops 3 offers you the following photocopiable materials for the English Portfolio.

Vocabulary record These worksheets can form part of the Language Passport or, if the children complete them as self-evaluation, they could form part of the Linguistic Biography. The children put a ✓ in the box by each vocabulary item that they can understand, say and read. They then write the word in the last box.

Course certificate This can form part of the Language Passport.

Additional ideas The children can organize their Portfolios into sections, such as About me, My vocabulary, (Linguistic Biography), My work in class and ‘I can …’ (Language Passport). They can make an Oxford Rooftops Box using a shoe box. They can write their name, the name of their class and the name of their teacher on a label and attach it to the top of the box. Encourage the children to include in their box the pieces of work of which they feel especially proud. Encourage the children’s parents to take an interest in the experiences of their children. They could help them find English objects for their Portfolios (Linguistic Biography) such as stamps and labels. You could create an ‘English corner’ in your classroom and encourage the children to bring in things related to English-speaking countries.

‘I can …’ statements This page forms part of the Linguistic Biography. On the first page, the pupil writes the number of the corresponding unit in the balloon if they know how to do what the phrase says. On the second page, the child puts a ✓ in each box if they know how to do what the phrase says.

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I can …

Portfolio

I can read a story.

I can understand the teacher.

I can sing a song.

I can ask questions.

I can answer questions.

I can understand and use everyday language.

I can read and understand a blog post.

I can write a short blog post.

I can repeat words in English with acceptable pronunciation.

I can watch and understand video clips about British culture.

I can complete phrases.

I can evaluate my own work.

I can play games.

I can think about my local community.

I can listen to and understand dialogues.

I can remember words and phrases from earlier units.

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PHOTOCOPIABLE    © Oxford University Press

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I can …

Portfolio I can …

S

use numbers from 1–100. t alk about myself and my brother(s) and sister(s). s ay the names of some buildings in High Street.

1 2 3 4 5 6 Oxford Rooftops 3  

I can … ask and describe what an object is. ask someone what they have got.

I can …  sk about and describe the colour a of someone’s clothes.  sk about someone’s personal a appearance. I can …  sk about and describe what a someone is doing. ask what someone can do. I can … ask which characters are in a story.  sk about the characteristics of a a story character. I can …  sk about and describe the location a of animals.  sk about the characteristics of an a animal. I can …  escribe the foods that someone d likes and dislikes.  escribe what vegetables there are d or aren’t. PHOTOCOPIABLE    © Oxford University Press

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Oxford Rooftops 3  

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Oxford Rooftops 3  

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Oxford Rooftops 3  

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I certify that

has completed

Oxford Rooftops 3

Signed (teacher) My favourite unit was … Unit 1  At Flat Number 6

Unit 2  At the Fancy Dress Shop

Unit 3  At Rooftops Café

Unit 4  At the Library

Unit 5  At Rooftops Zoo

Unit 6  At the Takeaway

Signed (pupil)

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Introduction to the Key Competences What are the Key Competences in the foreign language classroom? Key Competences describe a range of skills, knowledge, attitudes and behaviour developed in all subjects to serve children for life and learning outside the classroom. European legislation defines eight Key Competences, distinguishing between communication in the mother tongue and a foreign language; these two have been combined to create seven Key Competences in the Spanish educational system. Therefore the Key Competences are defined as the following:

• Linguistic communication • Social and civic competences • Digital competence • Learn to learn • Sense of initiative and entrepreneurship • Cultural awareness and expression •  Mathematical competence and basic competences in science and technology

1 Competence in Linguistic communication This encompasses effective communication and expression in a range of contexts, such as at home, leisure or school, according to the pupils’ age and stage of development. Throughout the six levels of Oxford Rooftops input of vocabulary and grammar essential for effective communication is presented in motivating contexts and through a variety of mediums to fire children’s curiosity and encourage a genuine desire for communication. Every activity in Oxford Rooftops is designed with a linguistic outcome for children, and the course has been specially developed to provide challenging and motivating input alongside the development of the four skills of reading, writing, listening and speaking.

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

The theme of community is at the heart of Oxford Rooftops and the city of Rooftops represents an identifiable community for children, in which learning English and behaviour compatible with being a good citizen, go hand in hand. Children learn how to be good citizens alongside the course characters, and the community values themes explicitly explore positive behaviour. Values and citizenship, interpersonal and social skills, codes of conduct, norms of behaviour and customs in similar and different environments are all positively modelled, helping children absorb socio-political concepts like equality and diversity and spark interest in other people’s culture and customs.

3 Digital competence This involves the confident and critical use of information and basic skills in information and communication technology (ICT). The blend of digital and print material in Oxford Rooftops means that Digital competence is developed on a day to day basis. Oxford Rooftops recognizes that technology is a part of everyday life inside and outside the classroom and encourages children to be safe and responsible users whilst also providing opportunities to develop the necessary IT skills to do this effectively.

4 Learn to learn This competence encompasses the development of study skills and attitudes that help pupils to continue learning inside and outside the classroom efficiently and autonomously. Lots of the activities in Oxford Rooftops are designed to get children thinking about how they learn, what sort of learner they are and what learning strategies they can adopt to become more efficient learners. Self-evaluation plays an important part in this as does the development of positive learning attitudes and self-reliance as a learner. All levels of Oxford Rooftops have explicit selfevaluation, learning to learn and reference materials to support the development of this competence. For example, self-evaluation activities encourage pupils to review and evaluate the classroom activities and begin to reflect on their personal learning style, while Picture Dictionaries at all levels, completed by the children involve them in creating their own personalized reference tools.

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Introduction to the Key Competences 5 Sense of initiative and entrepreneurship This competence is related to the competence of ‘Learn to learn’ and also describes values and attitudes such as perseverance, self-esteem and the capacity to calculate risks and identify solutions to problems, and the ability to turn ideas into action. Many of the communicative activities in Oxford Rooftops contribute to the development of this competence, with pupils working independently, in pairs or in groups to achieve a specific goal. These might include an interactive game, a performance of a song or chant or a communication activity to name but a few. These activities require planning, cooperation and organizational skills, such as time-management, flexibility and determination, all of which serve as a foundation to the acquisition of more specific skills and knowledge needed by those establishing or contributing to social or commercial activity.

6 Cultural awareness and expression Oxford Rooftops offers plenty of opportunities to develop an appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media for example through music and song, acting out stories, and literature and art activities. Pupils are encouraged to creatively express themselves through participation in such activities as singing and performing songs and chants, the acting out of stories or rhymes and arts and crafts such as making mini-books or craft activities in the classroom, and through learning about the culture of English-speaking countries around the world. The many personalization tasks to be found in the course material also build children’s confidence in their own creative expression.

7 Mathematical competence and basic competences in science and technology Mathematical competence is the ability to apply mathematical thinking to a range of situations with the emphasis being placed on process, activity and knowledge, while science and technology refers to the mastery and the use and application of knowledge and methodologies which explain the natural world. Oxford Rooftops brings in a wide range of concepts from across the curriculum including the Science and Maths curriculum in which these competences are directly applied. In addition,

many other language activities in Oxford Rooftops require some degree of mathematical thinking or the application of scientific knowledge such as conducting a survey, doing an experiment or identifying the stages of a living process such as plant reproduction.

Evaluating the Key Competences in the foreign language classroom In Oxford Rooftops, the material has been carefully developed to ensure that the learning that takes place in every lesson supports the development of the Key Competences. In the Teacher’s Guide you will find suggestions as to how the material fulfils specific Key Competences. You may use the Key Competences evaluation grid (part of evaluation grid 2) alongside these suggestions, to aid you in your assessment of these Key Competences at any given point in a lesson and as part of everyday classroom practice. As you become more familiar with the Key Competences and your classroom material, you will feel more confident about choosing what to assess. It might be easier to assess in small groups than as a whole class. You could think about setting aside some general competence assessment time while children do a particular activity. You can involve the children in the assessment by telling them what you are looking for in any given session and what you would like them to do better next time. After feedback give them another go to see if they have improved. Get the children to review and monitor each other if you think they are able (this is an important part of learning to learn and is motivating even to young children). You will also find more detailed descriptors of the Key Competences in the course ‘programaciones’. In addition, there is an optional Social Tasks project in a separate section. The skills and Key Competences required to successfully complete the Social Tasks are all skills that are developed and practised in Oxford Rooftops as part of everyday classroom practice. However, as a discrete project, the Social Tasks give children an additional motivating and practical outcome to work towards, while at the same time providing teachers with a clear opportunity for practical assessment of the competences. You will find more information and teaching notes for the Social Tasks in the Social Task section that follows.

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Integrating Key Competences in Class

Primary 3

Plácido Bazo

Marcos Peñate

2

Integrating Key Competences in Class Primary 3 Contents Page

Contents Page

Introduction . . . . . . . . . . . . . . . . . . . . . 3

Teaching Notes

Social Tasks Objectives . . . . . . . . . . 4

Templates My Social Tasks Diary . . . . . . . . . . . . 5 Task 1 Just a Minute . . . . . . . . . . . . . 6 Task 2 Alphabet Hunt . . . . . . . . . . . . . 7 Task 3 Quiz Show . . . . . . . . . . . . . . . . 8 Final Task A School Competition . 9

My Social Tasks Diary . . . . . . . . . . 10 Task 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Task 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Task 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Final Task . . . . . . . . . . . . . . . . . . . . . . 14

Evaluation Evaluation Notes . . . . . . . . . . . . . . . . 15 Evaluation Grid . . . . . . . . . . . . . . . . 16

1

Introduction

Key Competences in Primary Education

What do the Social Tasks for Primary 3 provide? In order to facilitate the use of Social Tasks in the Primary classroom, we have developed this material, designed specifically for Primary 3 pupils. This material consists of the objectives behind each Social Task, the worksheets for pupils, and teaching and evaluation notes for teachers.

What is a Key Competence? A Key Competence is the ability to integrate knowledge, skills and behaviour in a practical way to solve problems and react appropriately in a variety of contexts and situations. It is the integration and application of theoretical and practical knowledge in settings outside the academic context. European legislation defines eight Key Competences, distinguishing between communication in the mother tongue and a foreign language; these two have been combined to create seven Key Competences of reference in the Spanish educational system: Linguistic communication, Mathematical competence and basic competences in science and technology, Digital competence, Learn to learn, Social and civic competences, Sense of initiative and entrepreneurship, and Cultural awareness and expression.

How do the Key Competences work in the classroom? Incorporating the Key Competences in the Primary classroom opens the door to communicative language work that completes and enriches the children’s knowledge and skills in the mother tongue. This implies changes in teaching methods, now focusing on: • Essential learning (from knowing to being competent). • Constructive learning (understanding and applying) rather than reproductive learning (repetition). • Research and use of ICT. • Student autonomy. • Group work. • Transfer of learning. • A transversal subject and content curriculum (horizontal and vertical). • Integration of formal and informal learning. • Coordination between departments. The Social Tasks presented here are activities that are based on these methods. Through group work on Social Tasks, children and teachers adhere to a programme that is focused on essential learning and one that is directed towards the practical application of the knowledge acquired.

Social Tasks for Primary 3  © Oxford University Press

To begin, please consult the Objectives (p. 4), which describe the Social Task you will undertake with your pupils, including the Key Competences and curriculum areas covered. An important part of any Social Task is that its relevance extends beyond the classroom; here we also indicate which contexts the children will be moving in when preparing this Social Task, i.e. school, family. The Social Task we have presented is broken down into four enabling tasks, each a separate part of the final, cumulative Social Task. These enabling tasks are defined in the Objectives so that you can prepare and plan for each step in the performance of the Social Task. The worksheets (pp. 5–9) for the pupils will help guide their work in groups, and should be distributed to each child individually. This is especially important as the five worksheets that make up the Social Tasks will form an archive of their work. For this reason, the first worksheet is called My Social Tasks Diary; here the students must organise their group and their work, and when finished, this sheet will form the cover of their complete archive of the Social Tasks. There is one worksheet for each enabling task, and at the bottom of each worksheet is an area called ‘My Social Tasks Notes’, which is where children should record their thoughts and responses to the Social Task work. Recording and evaluating one’s own work is another important part of the process of Social Tasks. The Teaching Notes (pp. 10–14) provided will give you step-bystep instructions on how to carry out each of the enabling tasks. They also remind you of the objectives of each task and include the language that may be useful for developing the task, when appropriate, as well as the materials needed. Finally, you will find the Evaluation Notes (p. 15), to help you evaluate each pupil’s efforts and contribution to the Social Task. This is followed by an Evaluation Grid (p. 16) so that you can easily assess the pupils’ work in terms of Key Competences employed while carrying out this Social Task.

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Objectives Social Task title

A School Competition Social Task description To organise and take part in a school competition with groups from different classrooms. The school competition will have three different games: ‘Just a Minute’, ‘Alphabet Hunt’, and a ‘Quiz Show’.

Level: Primary 3 This Social Task deals with the following Key Competences: • Linguistic communication • Digital competence • Social and civic competences • Cultural awareness and expression • Learn to learn • Mathematical competence and basic competences in science and technology • Sense of initiative and entrepreneurship

Curriculum areas English, Art, Science, Social Sciences

Contexts School, family

Resources Class Books, dictionaries, magazines, a timer, scissors

Final product Classroom and school competitions

Performance of the Social Task Enabling tasks: • Just a Minute • Alphabet Hunt • Quiz Show • A School Competition

Social Tasks for Primary 3  © Oxford University Press

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My Social Tasks Diary

My Social Tasks Diary Name of the group: Members of the group: 1. 2. 3. Social Task Title: Date: What are you going to do?

When?

My Social Tasks Diary

Task 1

Did you do it? Yes

Task 2

No

Task 3

Final Task

Add this page to your diary

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Task 1

Just a Minute

Group: Members of the group:

Topic:

My Social Tasks Diary

Task 1

Task 2

Task 3

Final Task

Add this page to your diary

Social Tasks for Primary 3  © Oxford University Press

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Task 2

Alphabet Hunt

Group: Members of the group:

Words beginning with:

a

z

b

y apple

c

x

d

w

e

v u

f

t

g

s

h

i

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n My Social Tasks Diary

p

o Task 1

Task 2

q Task 3

r Final Task

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Task 3 Group:

Quiz Show Example

Members of the group:

Question 1

Question 2

It’s black and white and it lives in Africa. a A lion

a

a

b A panda bear

b

b

c A zebra

c

c

Question 3

Question 4

Question 5

a

a

a

b

b

b

c

c

c

My Social Tasks Diary

Task 1

Task 2

Task 3

Final Task

Add this page to your diary

Social Tasks for Primary 3  © Oxford University Press

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Final Task

Invitation to a …

With:

Date:

Game 1: Game 2: Game 3:

My Social Tasks Diary

Task 1

Task 2

Task 3

Final Task

Add this page to your diary

Social Tasks for Primary 3  © Oxford University Press

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Teaching Notes My Social Tasks Diary Task objectives

My Social Tasks Diary

Learn to: … work in a group. Practise talking: … about what you like.

My Social Tasks Diary

Language suggestions

Name of the group:

Vocabulary: animals, family, free-time activities, food, clothes, musical instruments Key phrases: Do you like games? What’s your favourite game? I like/I don’t like

Members of the group: 1. 2. 3. Social Task Title: Date:

Materials

What are you going to do?

When?

Did you do it? Yes

No

My Social Tasks Diary

Introduction

• With this Social Task, students must work with several Key Competences. The project involves organising and taking part in a School Competition. The competition is going to include at least three games: Just a Minute, Alphabet Hunt and Quiz Show.

My Social Tasks Diary

Task 1

Task 2

Task 3

Final Task

Add this page to your diary

Social Tasks for Primary 3

© Oxford University Press

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• Tell your children that they are going to organise a School

•

Competition in English to be done in the assembly hall. Ask them if they like games and ask them to tell you games they have played or seen on television. Have a discussion in L1. Then ask them some questions in English: Do you like (games)? What’s your favourite game? I like (snakes and ladders). Do you play games (with your mum/dad/brother/sister/friends)?

Step 1

Step 3

• Finally explain that this page will become the cover of their • •

Social Tasks Diary, so they should decorate it as they wish. Go round the class making sure that all children in the group are participating, and praise their work. When they have finished, collect their work and put it safely away, as they will use it for the next task.

• Ask the class to form groups of three and give a name to each •

group. You are group 1. Write One. Do the same with the other groups. Hand out My Social Tasks Diary. Explain to the class that this is called ‘My Social Tasks Diary’ and that each student has one. They are going to use this page to record everything they do related to the class project they are going to do, which is called a ‘Social Task’.

Step 2

• Ask them to write the names of the members of their group • •

on their Social Tasks Diary. Encourage them to ask each other questions: What’s your name? My name’s (Ana). Then ask them to write the name of this Social Task: ‘School Competition’. Write it on the board so that they can copy it. Write the date on the board and ask them to copy it too.

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Teaching Notes Task 1 Task objectives

Task 1

Learn to: … work in a group; think of words of the same topic. Practise talking: … about a given topic.

Just a Minute

Language suggestions

Group: Members of the group:

Topic:

Vocabulary: review key topics (animals, family, free-time activities, food, clothes, musical instruments) Key phrases: Yes, we’re ready! Stop! I can say (twenty) (animal) words.

Materials My Social Tasks Diary, Task 1, English Class Books, dictionaries, a timer

Introduction

My Social Tasks Diary

Task 1

Task 2

Task 3

Final Task

• We suggest that you use three sessions to play the first game, ‘Just a Minute’: the first session for the groups to learn how to play, the second session to look for and revise vocabulary for the topics, and the third session to play with other groups.

Add this page to your diary

Social Tasks for Primary 3

© Oxford University Press

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Warmer

• Distribute the Social Tasks Diaries from the last session to •

groups and remind them about the School Competition. Explain that one of the games that they will play is called ‘Just a Minute’ and that this is the part that you are going to prepare in the next few sessions.

SESSION 1 Step 1

• Explain the rules of the game: you will choose a topic and will

• •

ask one group to say as many words as possible related to that topic, without repeating any words, in just one minute. If they do repeat words, they must stop and their turn will be over. Then it will be the next group’s turn. The game will continue like this until each group has had a turn. When the minute is over, or if a group repeats a word, the teacher will write the number of correct words for that group on the board. The group with the most correct words wins.

• Ask them to look through their Class Books and look for as •

SESSION 3 Step 3

• Tell the class that you are now going to play ‘Just a Minute’. • Invite the first group to the front of the classroom, and explain that the other groups must all stay very quiet.

• Explain that anyone in the group can say words. Ask Are you •

SESSION 2 Step 2

•

• Hand out photocopies of Task 1 to each group and ask them

•

•

to write the name of their group and the names of each group member at the top. Now tell them that they are going to look for words related to the topics you decide, e.g. family, free-time activities (whatever they have already studied in English). Write the names of the topics on the board for the group to copy on to their Task 1 worksheets.

Social Tasks for Primary 3  © Oxford University Press

many words as possible for all the topics you have told them. Tell them to copy the words on to the worksheets. Ask them to practise reading their words to each other in the group to rehearse for the game.

•

ready? When they say Yes, we’re ready! tell them the topic: Ready, steady, go! The topic is (food). Start the timer. Make sure that you write down the number of correct words as they say them. Encourage the rest of the groups to pay attention and watch for words that are repeated. If this happens they have to say Stop! and then tell you the word that has been repeated. When the minute is over say Stop! Write down the number of correct words for that group. Say Well done! and ask another group to come to the board and play again. Play the game with all the groups in the classroom and write down the final score. Say Well done, everyone! Ask the class to write the name of the topics they played and the number of correct words they got in the first line of the table in My Social Tasks Diary.

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Teaching Notes Task 2 Task objectives

Task 2

Learn to: … work in a group; think of words beginning with the same letter. Practise talking: … by using words beginning with the same letter.

Alphabet Hunt

Group: Members of the group:

Words beginning with:

Language suggestions Vocabulary: review key topics (animals, family, free-time activities, food, clothes, musical instruments) Key phrases: Yes, we’re ready! Stop! I can say (twenty) words beginning with (a).

a

z

b

y apple

c

x

d

w

e

v

Materials

f

My Social Tasks Diary, Task 2, English Class Books, dictionaries, magazines, a timer

g

u

t s

h

i

j

k

l

m

n My Social Tasks Diary

p

o Task 1

Task 2

q Task 3

r Final Task

Introduction

• We suggest that you use three sessions to play the next game of the Social Tasks, ‘Alphabet Hunt’: the first session for the groups to learn how to play, the second session to look for words, and the third session to play with other groups.

Warmer groups and remind them about the School Competition. Explain that they are going to learn how to play the second game, ‘Alphabet Hunt’, and that this is the part that you are going to prepare in the next few sessions.

SESSION 1 Step 1

• Explain the rules of the game: you will choose a letter of the

• •

alphabet and will ask one group to say as many words as possible beginning with that letter, without repeating any of the words, in two minutes. If they do repeat any words, they must stop and their turn will be over. Then it will be the next group’s turn. The game will continue like this until each group has had a turn. When the two minutes are over, or if a group repeats a word, the teacher will write the number of correct words for that group on the board. The group with the most correct words wins.

•

• Hand out a few photocopies of Task 2 to each group and

•

ask them to write the name of their group and the names of each group member at the top. (You won’t have time to cover every letter in class, but the children could prepare one photocopy for each letter of the alphabet as homework.) Now tell them that they are going to look for words beginning with different letters of the alphabet. Ask them to look through their Class Books and look for as many words as possible beginning with those letters. Tell them to copy the words on to the worksheets.

Social Tasks for Primary 3  © Oxford University Press

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either draw a picture for that word or to stick a picture that they found on the internet or in old magazines on to the worksheet. Ask them to practise reading their words to each other in the group to rehearse for the game.

SESSION 3 Step 3

• Tell the class that you are now going to play ‘Alphabet Hunt’. • Invite the first group to the front of the classroom, and explain •

•

SESSION 2 Step 2

•

© Oxford University Press

• Ask them to write the words in each box in Task 2 and to

• Distribute the Social Tasks Diaries from the last session to •

Add this page to your diary

Social Tasks for Primary 3

• •

•

that the other groups must all stay very quiet. Position the children in a straight line. Explain that, in this game, each person in the group has to say one word in turn, going down the line and starting again with the first child in the group. Ask: Are you ready? When they say Yes, we’re ready! tell them the letter: Ready, steady, go! Say words beginning with … A! Start the timer. Make sure that you write down the number of correct words as they say them. Encourage the rest of the groups to pay attention and watch for words that are repeated. If this happens they have to say Stop! and then tell you the word that has been repeated. When the two minutes are over say Stop! Write down the number of correct words for that group. Say Well done! and ask another group to come to the board and play again. Play the game with all the groups in the classroom and write down the final score. Say Well done, everyone! Ask the class to write the name of the letter or letters they played and the number of correct words they got in the relevant section of the table in My Social Tasks Diary.

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Teaching Notes Task 3 Task objectives

Task 3

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

Quiz Show Example It’s black and white and it lives in Africa. a A lion

Language suggestions Vocabulary: review key topics (animals, family, free-time activities, food, clothes, musical instruments) Key phrases: It’s (black and white) and it lives in (Africa). Hello, Group (1)! Are you ready? Yes, we’re ready! Ready, steady, go! Question 1! Is it (a lion)?

My Social Tasks Diary, Task 3, English Class Books, dictionaries

Members of the group:

Question 1

Question 2

a

a

b A panda bear

b

b

c A zebra

c

c

Question 3

Materials

Group:

Question 4

Question 5

a

a

a

b

b

b

c

c

c

My Social Tasks Diary

Task 1

Task 2

Task 3

Final Task

Introduction

• We suggest that you use three sessions to play the next game of the Social Tasks, ‘Quiz Show’: the first session for the groups to learn how to play, the second session to prepare the questions, and the third session to play with other groups.

Add this page to your diary

Social Tasks for Primary 3

• Distribute the Social Tasks Diaries from the last session to •

•

consists of answering six multiple-choice questions.

• Each group will prepare six questions and answers and will ask the other groups their questions. The group that gets the most points will win. The group that is asking the questions will keep track of the scores. A question answered correctly on the first attempt gets 5 points, and 3 points if it is answered correctly on the second attempt. The teacher will keep the total score and let the class know who scores the highest.

• Hand out two photocopies of Task 3 to each group and ask a volunteer to write the name of their group at the top. Write the list of topics on the board (animals, family, freetime activities, food, clothes, musical instruments) and ask the group to choose one of the topics.

Social Tasks for Primary 3  © Oxford University Press

•

•

•

SESSION 2 Step 2

•

through their Class Books and use a dictionary or the internet to prepare five questions on this topic, each with three possible answers – one correct and two incorrect. Ask them to cut out the question cards that will be used to play with and to quietly practise asking the questions in their groups to rehearse for the game.

• Tell the class that you are now going to play ‘Quiz Show’. • Organise the children into pairs of groups. The group that is

• Explain the rules of the game: the game is a quiz that

•

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SESSION 3 Step 3

SESSION 1 Step 1

•

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• Now explain that they have to work together and look

Warmer groups and remind them about the School Competition. Explain that they are going to learn how to play the third game, ‘Quiz Show’, and that this is the part that you are going to prepare in the next few sessions.

© Oxford University Press

• •

doing the quiz asks their questions and they keep the score while the other group answers. The asking group will say: Hello, Group (1)! Are you ready? When they say Yes, we’re ready! the group asking the questions first says: Ready, steady, go! Question 1! It’s black and white and it lives in Africa. Is it a A lion, b A panda or c A zebra? Make sure that a member of each group keeps the score with your help. Encourage the other members of the group to pay attention and clap when the other group gets the answers right. Say Well done! and ask the groups to swap so the other group can ask their questions. (You may need to rotate the groups in different sessions.) Play the game with all the groups in the classroom and write down the final score. Say Well done, everyone! Ask the class to write their score in the relevant section of the table in My Social Tasks Diary.

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Teaching Notes Final Task Task objective

Final Task

Learn to: … work in a group; prepare a school competition. Invitation to a …

Language suggestions Vocabulary: review key topics (animals, family, free-time activities, food, clothes, musical instruments)

With:

Materials

Date:

My Social Tasks Diary, Final Task, scissors

Game 1:

Game 2:

Warmer

Game 3:

• Distribute the My Social Tasks Diaries to groups and tell the •

class that they are going to do the last part: organise and take part in the School Competition. Explain that each group will have the opportunity to show the materials they have worked on to the School Competition visitors (other classes and their parents).

My Social Tasks Diary

Task 1

Task 2

Task 3

Final Task

Add this page to your diary

Step 1

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© Oxford University Press

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• Distribute the Final Task to children and explain that they now

•

have to prepare an invitation to the School Competition to give to other children in other classes, so that they can take part in the School Competition. Ask them to look at their My Social Tasks Diaries and to collate all the materials they have been working on with their groups.

Step 2

• The children now have to complete the gaps in the invitation and give it to children in other classes.

• Ask them to write the team member names and the date on • •

•

which the competition will take place. Now ask them to complete the information in the invitation with the names of the three games: ‘Just a Minute’, ‘Alphabet Hunt’ and ‘Quiz Show’. Playing each game will be one group from each class, but the same group cannot take part in two games, so either ask the children to vote in their groups which game they will play or allocate a game to each group. The children then complete the invitation depending on which group is going to play which game. The other classes will write the name of the group that is going to participate in each game when they receive their invitation.

Social Tasks for Primary 3  © Oxford University Press

Step 3

• Ask children to cut out the invitation following the dotted

• • •

lines. They can take it to the other classes. (You can invite parents to the competition too, if you think this is possible; if so, ask children to take an invitation to them too.) Ask the class to revise and prepare for the competition. Divide the children into their groups. Play the game and have fun! Ask them to write their group names and classes on the first leaders for each game.

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

• We have provided a table on the following page with descriptors where you can evaluate each specific competence or the general Key Competence. However, you may wish to create your own table for the evaluation of this Social Task.

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

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Evaluation Grid Name:

Task:

Evaluation of Key Competences Needs work Satisfactory

Good

Very Good

Excellent

Linguistic communication Understand vocabulary and structures associated with the Social Task. Use language appropriate for the Social Task.

Digital competence Research and compile information about familiar topics in digital format. Use digital technology to learn the target language.

Social and civic competences Value the target language as a means of communication with other people and show curiosity and interest in people who speak the target language. Observe basic rules of exchange such as turn-taking and work creatively and collaboratively in a group.

Cultural awareness and expression Show curiosity and interest in finding information about the people and culture of English-speaking countries. Show creativity and a range of artistic techniques to fulfil a task e.g. writing, singing, drawing, acting out a role play or story or playing a game.

Learn to learn Use basic learning strategies in preparing for the Social Task such as using reference material e.g. Picture or Bilingual dictionaries, or actively reviewing appropriate language, or identifying language patterns. Organise learning according to his or her needs in order to fulfil the Social Task demonstrating a range of study skills.

Mathematical competence and basic competences in science and technology Use a range of basic mathematical principles as required by the social task e.g. collecting and analysing data, keeping accurate records e.g. keeping a score or timings. Search for information related to the physical world and prepare multiple-choice questions.

Sense of initiative and entrepreneurship Plan and check work for the Social Task and contribute to the organisation of the Social task. Put creative ideas into practice: participate in the development and execution of the Social Task. Social Tasks for Primary 3  © Oxford University Press

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