321668496-Explorer-4-Evaluation-English.pdf

Contents

Evaluation & Key Competences Evaluation overview

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1 Introduction to formative and summative evaluation

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Evaluation grids

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Tests

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Unit 1

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Unit 2

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Unit 3

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Unit 4

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Unit 5

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Unit 6

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Term 1

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Term 2

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Term 3

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End of year

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Tests transcri ts/answers

Key Competences worksheets Key Competences 1 Key Competences 2 Key Competences 3 Key Competences 4 Key Competences worksheet notes

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Unit 1

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Unit 2

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Unit 3

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Unit 4

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Unit 5

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Unit 6

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Term 1

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Term 2

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Term 3

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End of year

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2 Introduction to the Portfolio

3 Introduction to the Key Competences

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Ya sé…

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Voc ocab abul ular ar ch char arts ts Hello again!

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Unit 1

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Unit 2

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Unit 3

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Unit 4

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Unit 5

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Unit 6

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Portfolio template

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Course certificate

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Evaluation Ev aluation ov overv erview iew Welcome to the evaluation and Key Competences section of this Teacher’s Resource CD-ROM for Explorers 4. 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 suggestions for how to use the European Language Portfolio with Explorers and evaluation in terms of the Key Competences.

1 Formative and summative evaluation 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 consideratio consideration n the development of the Key Competences and the pupils’ own self-evaluation. On this CD-ROM we offer three types of evaluation tool. • Formative evaluation grids These can be used to record the progress of each pupil, both in relation to the linguistic objectives of learning a foreign language and the non-linguistic objectives, such as classroom behaviour and development of the Key Competences. • Summative tests In terms of summative evaluation, evaluation, there is an extensive range of tests, along with answers, transcripts and marking schemes. • Self-evaluation pages These contribute to the creation of an ‘English Portfolio’ by pupils, based on the guidelines of the European Language Portfolio.

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

3 Key Competences The inclusion of the Key Competences in the curriculum is part of an attempt to integrate the formal learning specific to each subject area with less formal learning, allowing pupils to see the relationship between the different subjects and new skills learned in one area in different contexts. The Key Competences have been defined as the ‘putting into practice of acquired knowledge and content’. In other words, they encourage the activation of resources and knowledge that the learner already has. Foreign language learning contributes directly to the development of the competence in linguistic communication communicatio n as it increases, enriches and complements the pupil’s communicative capacity. When language learning is based on the development of the four communicative skills (speaking, listening, reading and writing) it helps to develop this competence in the same way as the study of the pupil’s native language. In this section we have included a more detailed explanation of the Key Competences. In addition, there is a series of photocopiable worksheets, worksheets, with activities designed to expand further on the competences most relevant to learning a foreign language in each unit.

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Evaluation Ev aluation ov overv erview iew Welcome to the evaluation and Key Competences section of this Teacher’s Resource CD-ROM for Explorers 4. 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 suggestions for how to use the European Language Portfolio with Explorers and evaluation in terms of the Key Competences.

1 Formative and summative evaluation 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 consideratio consideration n the development of the Key Competences and the pupils’ own self-evaluation. On this CD-ROM we offer three types of evaluation tool. • Formative evaluation grids These can be used to record the progress of each pupil, both in relation to the linguistic objectives of learning a foreign language and the non-linguistic objectives, such as classroom behaviour and development of the Key Competences. • Summative tests In terms of summative evaluation, evaluation, there is an extensive range of tests, along with answers, transcripts and marking schemes. • Self-evaluation pages These contribute to the creation of an ‘English Portfolio’ by pupils, based on the guidelines of the European Language Portfolio.

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

3 Key Competences The inclusion of the Key Competences in the curriculum is part of an attempt to integrate the formal learning specific to each subject area with less formal learning, allowing pupils to see the relationship between the different subjects and new skills learned in one area in different contexts. The Key Competences have been defined as the ‘putting into practice of acquired knowledge and content’. In other words, they encourage the activation of resources and knowledge that the learner already has. Foreign language learning contributes directly to the development of the competence in linguistic communication communicatio n as it increases, enriches and complements the pupil’s communicative capacity. When language learning is based on the development of the four communicative skills (speaking, listening, reading and writing) it helps to develop this competence in the same way as the study of the pupil’s native language. In this section we have included a more detailed explanation of the Key Competences. In addition, there is a series of photocopiable worksheets, worksheets, with activities designed to expand further on the competences most relevant to learning a foreign language in each unit.

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1 Introduction Overview to formative to Evaluation and summative and Key Competences evaluation Evaluation for the teacher and pupils Formative evaluation grids The evaluation grids are photocopiable and provide a detailed record of the pupil’s progress and any problems they might have. Evaluation grid 1 is based on the criteria for evaluation of second cycle. These criteria are generic, as we know that they vary in order and focus within the different autonomous communities. However, they reflect the spirit of the LOE in emphasizing the ability of the child to use the new language and pronounce it well, along with their ability to deal with different aspects of the unit, such as the songs and the stories. Evaluation grid 2 concentrates on the behaviour of the child in the classroom and observations in relation to the development of the competences of each child: artistic, digital, learn to learn, etc.

Elements of self-evaluation for the pupils Pages of self-evaluation (Activity Book) Lesson 8 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. Later, they think about what they have learnt in that unit. To finish, they colour the face that they think best reflects their effort throughout that unit. In this way they are able to keep a record of their own progress.

The unit numbers follow each line, so that you can quickly make a note of how the child is doing in each area for that unit. At the top of the evaluation grids, we have suggested some symbols that might help you to make notes quickly during the class and to recall quickly the progress of each child in a particular area throughout the year. At the end of each line, there is space for specific observations about that particular area. These evaluation grids should provide you with a document that reflects the progress of your pupils, is easy to understand and highlights any problems that the pupils might have. We recommend that you try to evaluate the pupils three times per year. To complete these evaluation grids you might find it useful to concentrate on just a small group of pupils each day.

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.

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Unit Unit 1 2 Test

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Unit 2 Test

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Unit 3 2 Test

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Unit 4 Test

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Unit 5 2

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Unit 6 Test

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Term Unit 1 2 Test

Listening

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Name


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Term Unit 1 2 Test

Reading and writing

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Name


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Term Unit 1 2 Test

Speaking

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Term 2 Test

Listening

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Term Unit 2 Test

Reading and writing

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Term 2 Test

Speaking

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Term Unit 3 2 Test

Listening

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Term 3 Test

Reading and writing

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Term Unit 3 2 Test

Speaking

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End of year Test

Listening

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End ofUnit year 2 Test

Reading and writing

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End of year Test

Speaking

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Tests transcripts/answers Unit 1 Test

(30 marks)

1 Listen and tick ✓ or cross ✗. Then write. (16 marks)

$ 3.34 1 Boy: Has she got straight hair? Girl: Yes, she has. 2 Girl: Has he got a moustache? Boy: No, he hasn’t. 3 Girl: Has she got blond hair? Boy: No, she hasn’t. 4 Boy: Has he got glasses? Girl: Yes, he has. 5 Girl: Has she got wavy hair? Boy: Yes, she has. 6 Boy: Has he got a beard? Girl: Yes, he has. 7 Girl: Has she got a ponytail? Boy: No, she hasn’t. 8 Boy: Has he got curly hair? Girl: Yes, he has.

ANSWERS 1 glasses 2 young / She’s young. 3 a ponytail 4 short / He’s short. 5 a moustache 6 She’s got wavy hair. 7 She’s got straight hair. 8 Has he got a moustache? 9 Has she got a ponytail? 10 Has he got glasses?

Unit 2 Test

(30 marks)

1 Listen and number. Then write. (16 marks)

$ 3.35

ANSWERS 1 ✓, She’s got … 2 ✗, He hasn’t got … 3 ✗, She hasn’t got … 4 ✓, He’s got … 5 ✓, She’s got … 6 ✓, He’s got … 7 ✗, She hasn’t got … 8 ✓, He’s got …

2 Read and write the letter. (8 marks) ANSWERS 1 c 2 e 3 d 4 a

3 Write. (6 marks) ANSWERS 1 Has she got glasses? 2 Has she got curly hair? 3 Has she got a ponytail? 4 Has he got a moustache? 5 Has he got straight hair? 6 Has he got a beard?

8 Ask a question with Has got . (Point again to the man in the photo with a moustache.) 9 Ask a question with Has got . (Point to the lady in the picture on the living room wall.) 10 Ask a question with Has got . (Point to Sam’s dad.)

Yes, she has. Yes, she has. No, she hasn’t. No, he hasn’t. No, he hasn’t. Yes, he has.

Unit 1 Speaking Test

(10 marks) Show the children the Units 1–3 vocabulary poster. First, ask questions 1–5. For 6–7, see if the children can produce sentences with has got . Finally, for 8–10, get the children to ask questions with Has got .

1 What are these? (Point to Carla’s glasses.) 2 Is she old or young? (Point to Lucy.) 3 What’s this? (Point to the ponytail of the lady in the picture on the living room wall.) 4 Is he tall or short? (Point to Mike.) 5 What’s this? (Point to the moustache on the man in the photo on the wall.) 6 Tell me about her hair. (Point again to Carla.) 7 Now tell me about her hair. (Point to Sophie.)

1 Girl: What’s he doing? Boy: He’s watching TV. 2 Boy: What’s he doing? Girl: He’s tidying up. 3 Girl: What’s she doing? Boy: She’s reading a book. 4 Boy: What’s she doing? Girl: She’s listening to music. 5 Girl: What’s he doing? Boy: He’s eating a sandwich. 6 Boy: What’s she doing? Girl: She’s drinking water. 7 Girl: What’s he doing? Boy: He’s washing up. 8 Boy: What’s she doing? Girl: She’s talking on the phone. ANSWERS a 7, He’s washing up. b 4, She’s listening to music. c 1, He’s watching TV. d 8, She’s talking on the phone. e 2, He’s tidying up. f 6, She’s drinking water. g 5, He’s eating a sandwich. h 3, She’s reading a book.

2 Read and tick ✓ or cross ✗. (8 marks) ANSWERS 1 ✗ 2 ✓ 3 ✗

4 ✗

5 ✗ 6

✓

7

✓

8

✓

3 Write. (6 marks) ANSWERS 1 What’s she doing? 2 What’s he doing? 3 What’s she doing?

4

She’s reading a comic. He’s eating biscuits. She’s drinking tea.

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Tests transcripts/answers Unit 2 Speaking Test

(10 marks) Show the children the Units 1–3 vocabulary poster. First, ask questions 1–3 and get the children to point to the correct person. Then ask questions 4–6. Finally, for questions 7–8, get the children to ask and answer questions with What / doing.

2 Read and write A or B . (6 marks)

Who’s drinking tea? Who’s tidying up? Who’s eating biscuits? What’s she doing? (Point to Lucy.) What’s she doing? (Point to Sam’s mum.) What’s she doing? (Point to Sophie.) Ask and answer a question with What / doing? (Point to Carla.) (2 marks) 8 Ask and answer a question with What / doing? (Point to Sam.) (2 marks)

Yes, there is. No, there isn’t. No, there isn’t. Yes, there is.

1 2 3 4 5 6 7

ANSWERS 1 Sam’s dad. 2 Mike. 3 Sam’s dad. 4 She’s eating a sandwich. 5 She’s washing up. / She’s listening to music. 6 She’s watching TV. / She’s drinking. 7 What’s she doing? She’s talking on the phone. 8 What’s he doing? He’s reading comics.

Unit 3 Test

(30 marks)


$ 3.36 1 Boy: Is there a bridge? Girl: No, there isn’t. 2 Girl: Is there a restaurant? Boy: Yes, there is. 3 Boy: Is there a shop? Girl: Yes, there is. 4 Girl: Is there a bank? Boy: No, there isn’t. 5 Boy: Is there a hospital? Girl: No, there isn’t. 6 Girl: Is there a swimming pool? Boy: Yes, there is. 7 Boy: Is there a park? Girl: Yes, there is. 8 Girl: Is there a school? Boy: No, there isn’t. ANSWERS 1 ✗, There isn’t a bridge. 2 ✓, There’s a restaurant. 3 ✓, There’s a shop. 4 ✗, There isn’t a bank. 5 ✗, There isn’t a hospital. 6 ✓, There’s a swimming pool. 7 ✓, There’s a park. 8 ✗, There isn’t a school.

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

3 Write. (8 marks) ANSWERS 1 Is there a bridge? 2 Is there a station? 3 Is there a bank? 4 Is there a stable?


(10 marks) Show the children the Units 1–3 vocabulary poster. First, ask questions 1–5. For 6–7, see if the children can produce the correct short answers. Finally, ask questions 8–10 to see if the children can use behind , between and in front of correctly.

1 What’s this? (Point to the station on the map on the table.) 2 What’s this? (Point to bridge on the map on the table.) 3 What’s this? (Point to the park on the map on the table.) 4 What’s this? (Point to the stable on the map on the table.) 5 What’s this? (Point to the swimming pool on the map on the table.) 6 Is there a hospital? 7 Is there a bridge here? (Point to part of the river with no bridge.) 8 Where’s the stable? (Point to the stable on the map on the table in relation to the bank.) 9 Where’s the school? (Point to the school on the map on the table in relation to the hospital and the swimming pool.) 10 Where’s the bridge? (Point to the bridge on the map on the table in relation to the restaurant.) ANSWERS 1 a station 2 a bridge 3 a park 4 a stable 5 a swimming pool 6 Yes, there is. 7 No, there isn’t. 8 It’s in front of the bank. 9 It’s between the hospital and the swimming pool. 10 It’s behind the restaurant.

Unit 4 Test

(30 marks)


$ 3.37 1 Girl: Do you like playing golf? Boy: Yes, I do. 2 Boy: Do you like playing cards? Girl: No, I don’t. 3 Girl: Do you like playing board games? Boy: No, I don’t. 4

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Tests transcripts/answers 4 Boy: Do you like taking photos? Girl: No, I don’t. 5 Girl: Do you like talking to friends? Boy: Yes, I do. 6 Boy: Do you like doing exercises? Girl: No, I don’t. 7 Girl: Do you like skipping? Boy: Yes, I do. 8 Boy: Do you like playing Frisbee? Girl: Yes, I do. ANSWERS 1 ✓, I like playing golf. 2 ✗, I don’t like playing cards. 3 ✗, I don’t like playing board games. 4 ✗, I don’t like taking photos. 5 ✓, I like talking to friends. 6 ✗, I don’t like doing exercises. 7 ✓, I like skipping. 8 ✓, I like playing Frisbee.

2 Read and write the letter. (8 marks) ANSWERS 1 f 2 b 3 a 4 d

3 Write. (6 marks) ANSWERS 1 Do you like playing Frisbee? 2 Do you like playing golf? 3 Do you like skipping?

Yes, I do. No, I don’t. Yes, I do.


(10 marks) Show the children the Units 4–6 vocabulary poster. First, ask questions 1–5. Then, for questions 6–10, get the children to ask you questions with like. Give your own answers.

1 What’s he doing? (Point to the boy playing cards in the Los Angeles scene.) 2 What’s she doing? (Point to the girl skipping in the São Paulo scene.) 3 What’s she doing? (Point to the girl taking photos in the Los Angeles scene.) 4 What’s she doing? (Point to the girl doing exercises in the São Paulo scene.) 5 What’s he doing? (Point to the boy playing Frisbee in the Los Angeles scene.) 6 Ask me a question with like. (Point to the Frisbee in the Los Angeles scene.) 7 Ask me a question with like. (Point to the playing cards in the Los Angeles scene.) 8 Ask me a question with like. (Point to the skipping rope in the São Paulo scene.) 9 Ask me a question with like. (Point to the girl doing exercises in the São Paulo scene.) 10 Ask me a question with like. (Point to the girl’s camera in the Los Angeles scene.)

ANSWERS 1 playing cards / He’s playing cards. 2 skipping / She’s skipping. 3 taking photos / taking a photo / She’s taking photos. / She’s taking a photo. 4 doing exercises / She’s doing exercises. 5 playing Frisbee / He’s playing Frisbee. 6 Do you like playing Frisbee? 7 Do you like playing cards? 8 Do you like skipping? 9 Do you like doing exercises? 10 Do you like taking photos?

Unit 5 Test

(30 marks)

1 Listen and number. Then write. (16 marks)

$ 3.38 1 Boy: What time do you wake up? Girl: At six o’clock. 2 Girl: What time do you get up? Boy: At half past seven. 3 Boy: What time do you get dressed? Girl: At eight o’clock. 4 Girl: What time do you go to school? Boy: At quarter past eight. 5 Boy: What time do you have lunch? Girl: At twelve o’clock. 6 Girl: What time do you go home? Boy: At half past three. 7 Boy: What time do you have dinner? Girl: At seven o’clock. 8 Girl: What time do you go to bed? Boy: At half past nine. ANSWERS 1 7, I have dinner at seven o’clock. 2 4, I go to school at quarter past eight. 3 6, I go home at half past three. 4 2, I get up at half past seven. 5 5, I have lunch at twelve o’clock. 6 8, I go to bed at half past nine. 7 3, I get dressed at eight o’clock. 8 1, I wake up at six o’clock.

2 Read and tick ✓ or cross ✗. (6 marks) ANSWERS 1 ✓ 2 ✗

3 ✗

4

✓

5 ✗ 6

✗

3 Write. (8 marks) ANSWERS 1 What time do you have a shower? At half past six. 2 What time do you brush your teeth? At quarter past seven. 3 What time do you have breakfast? At quarter to eight. At one o’clock. 4 What time do you have lunch?

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Tests transcripts/answers Unit 5 Speaking Test

(10 marks) Show the children the Units 4–6 vocabulary poster. First, ask questions 1–3. Then, for questions 4–7, get the children to make sentences. Finally, for questions 7–10, get the children to ask you questions with What time. Give your own answers.

1 What’s the time? (Point to the clock in the São Paulo scene.) 2 What’s the time? (Point to the clock in the Salzburg scene.) 3 What’s the time? (Point to the clock in the Los Angeles scene.) 4 Make a sentence with I. (Point to the child going to school and then the time in the Tokyo scene.) 5 Make a sentence with I. (Point to the person going to bed and then the time in the Salzburg scene.) 6 Make a sentence with I. (Point to the person having a shower and then the time in the Tokyo scene.) 7 Make a sentence with I. (Point to the person waking up and then the time in the Tokyo scene.) 8 Ask me a question with What time. (Point to the girl’s breakfast in the Tokyo scene.) 9 Ask me a question with What time. (Point to the children going home from school in the Los Angeles scene.) 10 Ask me a question with What time. (Point to the girl’s dinner in the São Paulo scene.) ANSWERS 1 half past seven / It’s half past seven. 2 half past twelve / It’s half past twelve. 3 half past three / It’s half past three. 4 I go to school at half past seven. 5 I go to bed at half past twelve. 6 I have a shower at half past seven. 7 I wake up at half past seven. 8 What time do you have breakfast? 9 What time do you go home? 10 What time do you have dinner?

Unit 6 Test

(30 marks)


$ 3.39 1 2 3 4 5 6 7 8

Girl: Have they got shells? Boy: Have they got tails? Boy: Have they got arms? Girl: Have they got legs? Girl: Have they got tails? Boy: Have they got big teeth? Girl: Have they got long bodies? Boy: Have they got big mouths?

ANSWERS 1 ✓, They’re turtles. 2 ✗, They’re starfish. 3 ✗, They’re dolphins. 4 ✓, They’re crabs.

5 ✓, They’re seahorses. 6 ✗, They’re octopuses. 7 ✓, They’re eels. 8 ✓, They’re sharks.

2 Read and write the letter. (6 marks) ANSWERS 1 a 2 f 3 g 4 e 5 b 6 d

3 Write. (8 marks) ANSWERS 1 Have eels got legs? 2 Have eels got teeth? 3 Have dolphins got tails? 4 Have dolphins got shells?

No, they haven’t. Yes, they have. Yes, they have. No, they haven’t.


(10 marks) Show the children the Units 4–6 vocabulary poster. First, ask questions 1–8. Then, for questions 9 and 10, get the children to ask you questions with have got . Give answers.

1 What are these? (Point to the dolphins in the Los Angeles scene.) 2 What are these? (Point to the crabs in the Los Angeles scene.) 3 What are these? (Point to the seahorses in the Los Angeles scene) 4 What are these? (Point to the polar bears in the Salzburg scene.) 5 What are these? (Point to the whales in the Salzburg scene.) 6 Have they got shells? (Point to the eels in the Los Angeles scene.) 7 Have they got tails? (Point to the walruses in the Salzburg scene.) 8 What have they got? (Point to the octopuses in the Los Angeles scene, focusing on their legs.) 9 Ask me a question with have got . (Point to the turtles in the Los Angeles scene.) 10 Ask me a question with have got . (Point to the seals in the Salzburg scene.) ANSWERS 1 dolphins / They’re dolphins. 2 crabs / They’re crabs. 3 seahorses / They’re seahorses. 4 polar bears / They’re polar bears. 5 whales / They’re whales. 6 No, they haven’t. 7 Yes, they have. 8 They’ve got eight legs. 9 Have they / Have turtles got (shells/arms/legs/etc.)? 10 Have they / Have seals got (shells/arms/legs/etc.)?

Term 1 Listening Test

(20 marks)

1 Listen and number. (6 marks)

$ 3.40 1 2 3 4 5 6

Girl: He’s thin. He’s got straight hair. Boy: She’s old. She’s got curly hair. Girl: She’s young. She’s got glasses. Boy: He’s short. He’s got a moustache. Girl: He’s strong. He’s got wavy hair. Boy: She’s tall. She’s got dark hair.

4

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Tests transcripts/answers 3 Write questions and answers.

ANSWERS a 4 b 6 c 3 d 1 e 2 f 5

2 Listen and circle A or B .

(6 marks)

ANSWERS 1 Who’s drinking? / Who’s drinking juice? Maria 2 Who’s reading? / Who’s reading a book? Sam 3 Who’s eating? / Who’s eating biscuits? Fred

(6 marks)

$ 3.41 1 Boy: Has she got a ponytail? Girl: Yes, she has. 2 Girl: Has he got a beard? Boy: No, he hasn’t. 3 Girl: Has she got curly hair? Boy: Yes, she has. 4 Boy: Has she got wavy hair? Girl: Yes, she has. 5 Girl: Has he got blond hair? Boy: No, he hasn’t. 6 Boy: Has she got glasses? Girl: No, she hasn’t.

Term 1 Speaking Test

(20 marks)

1 Tick ✓ and cross ✗. Then talk about your family. (8 marks) ANSWERS Pupil’s own answers.

2 Ask and answer. (8 marks)

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

ANSWERS What’s Jack doing? He’s drinking water. What’s Fred doing? He’s eating a banana. What’s Lucy doing? She’s reading a comic. What’s Tara doing? She’s listening to music.

3 Listen and tick ✓ or cross ✗. (8 marks)

3 Answer about you. (4 marks)

$ 3.42

ANSWERS 1 Yes, she has. / No, she hasn’t. 2 Yes, she is. / No, she isn’t. 3 Yes, he/she is. No, he/she isn’t. 4 Yes, he/she has. No, he/she hasn’t. 5 Yes, he is. / No, he isn’t. 6 Yes, he has. / No, he hasn’t.

1 Girl: What’s Katy doing? Boy: She’s watching TV. 2 Boy: Who’s tidying up? Girl: My uncle. 3 Girl: What’s your cousin doing? Boy: She’s reading a comic. 4 Boy: What’s Dora doing? Girl: She’s listening to music. 5 Girl: Who’s eating a sandwich? Boy: My auntie. 6 Boy: What’s Anna doing? Girl: She’s drinking water. 7 Girl: Who’s drinking tea? Boy: My uncle. 8 Boy: What’s Pippa doing? Girl: She’s talking on the phone.

Term 2 Listening Test

(20 marks)

1 Listen, number and circle. (6 marks)

$ 3.43

1 Read and write the letter. (8 marks)

1 Girl: Is there a bank? Boy: Yes, there is. 2 Boy: Is there a swimming pool? Girl: No, there isn’t. 3 Girl: Is there a park? Boy: Yes, there is. 4 Boy: Is there a restaurant? Girl: Yes, there is. 5 Girl: Is there a school? Boy: No, there isn’t. 6 Boy: Is there a bridge? Girl: No, there isn’t.

ANSWERS 1 a 2 d 3 c 4 b

ANSWERS a 3, ✓ b 4, ✓

2 Write. (12 marks)

2 Listen and tick ✓ or cross ✗. (6 marks)

ANSWERS 1 He’s watching TV. 2 He’s tidying up. 3 He’s listening to music. 4 She’s eating a sandwich. 5 She’s talking on the phone. 6 She’s washing up.

$ 3.44

ANSWERS 1 ✗ 2 ✓ 3

✓

4 ✗

5

✓

6

✗

7

✓

8

✓

Term 1 Reading and Writing Test (30 marks)

c 1, ✓

d 6, ✗

e 5, ✗

f 2, ✗

1 Girl: There’s a park. It’s in front of the school. 2 Boy: There’s a stable. It’s behind the shop. 3 Girl: There’s a shop. It’s between the bank and the school. 4 Boy: There’s a restaurant. It’s opposite the hospital. 5 Girl: There’s a bank. It’s behind the station. 6 Boy: There’s a bridge. It’s between the school and the swimming pool. 4

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Tests transcripts/answers ANSWERS 1 ✗ 2 ✗ 3

Term 3 Listening Test ✓

4

✓

5 ✗ 6

✓

3 Listen and circle A or B . (8 marks)

$ 3.45 1 Boy: She likes playing Frisbee. 2 Girl: Do you like playing cards? Boy: No, I don’t. 3 Boy: Do you like taking photos? Girl: Yes, I like taking photos at night. 4 Girl: He likes playing board games in the afternoon. 5 Boy: Do you like skipping? Girl: No, I don’t. 6 Girl: He likes doing exercises in the evening. 7 Boy: She likes reading in the morning. 8 Girl: Do you like talking to friends? Boy: Yes, I do. I love talking to friends! ANSWERS 1 B 2 B 3 B 4 A 5 A 6 B 7 B 8 B


1 Read and tick ✓ or cross ✗. (12 marks) ANSWERS 1 ✗ 2 ✓ 3 ✗ 4

✓

5

✓

6 ✗

2 Write. (12 marks) ANSWERS 1 He likes taking photos in the morning. 2 She likes talking to friends in the morning. 3 He likes skipping in the afternoon. 4 She likes playing golf in the afternoon. 5 He likes playing cards at night. 6 She likes playing board games at night.

3 Write questions and answers. (6 marks) ANSWERS 1 Do you like taking photos? No, I don’t. 2 Do you like playing Frisbee? Yes, I do. 3 Do you like doing exercises? No, I don’t.


(20 marks)

1 Tick ✓ and cross ✗. Then talk. (8 marks) ANSWERS Pupil’s own answers.

2 Ask and answer. (8 marks) ANSWERS 1–3 Yes, there is. / No, there isn’t. 4 Pupil’s own answers.

3 Answer about your town. (4 marks) ANSWERS Pupil’s own answers.

(20 marks)


$ 3.46 1 2 3 4 5 6

Boy: She gets up. Boy: She has a shower. Boy: She gets dressed. Boy: She brushes her teeth Boy: She has breakfast. Boy: She goes to school.

ANSWERS a 6 b 2 c 3 d 1 e 4 f 5

2 Listen and draw. (6 marks)

$ 3.47 1 Boy: What time do you have lunch? Girl: I have lunch at two o’clock. 2 Girl: What time do you wake up? Boy: I wake up at quarter past seven. 3 Boy: What time do you go to bed? Girl: I go to bed at ten o’clock. 4 Girl: What time do you brush your teeth? Boy: I brush my teeth at half past eight. 5 Boy: What time do you go home? Girl: I go home at four o’clock. 6 Girl: What time do you have dinner? Boy: I have dinner at quarter to six. ANSWERS 1 2:00 2 7:15

3 10:00 4 8:30

5 4:00

6 5:45

3 Listen and circle A or B . (8 marks)

$ 3.48 1 Boy: They’ve got tails. Girl: Have they got shells? Boy: No, they haven’t. 2 Girl: They’re big. They’ve got tails. Boy: Are they friendly? Girl: No, they aren’t! They’re dangerous! 3 Girl: They’ve got legs. Boy: Are they orange? Girl: Yes, they are. 4 Boy: Have they got big teeth? Girl: No, they haven’t. Boy: Have they got arms? Girl: Yes, they’ve got eight arms! 5 Girl: They’re big and strong. They’re white. Boy: Have they got legs? Girl: Yes, they have. 6 Girl: They’ve got legs. Boy: Have they got shells? Girl: Yes, they have. 7 Girl: They’ve got long bodies. Boy: Are they friendly? Girl: No, they aren’t! They’ve got big teeth.

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Tests transcripts/answers 8 Girl: They’re grey. Boy: Have they got long tails? Girl: Yes, they have. Boy: Are they dangerous? Girl: Yes, they are!

ANSWERS a 5, ✗ b 1, ✓

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

1 Boy: Do you like playing Frisbee? Girl: No, I don’t. It’s boring. 2 Girl: Do you like doing exercises? Boy: Yes, I do. I like doing exercises in the morning. 3 Girl: Do you like talking to friends? Boy: Yes, I do. I love talking to friends. 4 Boy: Do you like taking photos? Girl: No, I don’t. 5 Girl: Do you like playing golf? Boy: Yes, I do. I like playing golf in the afternoon. It’s fantastic.

2 Listen and draw

or

d 4, ✓

e 2, ✗

. (10 marks)

$ 3.50


1 Read and write the letter. (12 marks) ANSWERS 1 f 2 c 3 d 4 b 5 a 6 e

2 Write. (12 marks) ANSWERS 1 I have lunch at quarter past twelve. 2 I have a shower at seven o’clock. 3 I get up at quarter past six. 4 I brush my teeth at eight o’clock. 5 I go to bed at quarter to eleven. 6 I have breakfast at half past seven.

ANSWERS a

b

c

d

3 Listen and circle.

e (10 marks)

$ 3.51

3 Write questions and answers. (6 marks) ANSWERS 1 Have sharks got shells? No, they haven’t. 2 Have sharks got legs? No, they haven’t. 3 Have sharks got teeth? Yes, they have.


c 3, ✗

(20 marks)

1 Draw the times. Then talk. (8 marks)

1 Girl: What time do you have lunch? Boy: I have lunch at twelve o’clock. 2 Boy: What time do you get up? Girl: I get up at quarter to seven. 3 Girl: What time do you go home? Boy: I go home at half past five. 4 Boy: What time do you have breakfast? Girl: I have breakfast at eight o’clock. 5 Girl: What time do you go to bed? Boy: I go to bed at quarter past nine.

ANSWERS Pupil’s own answers.

ANSWERS 1 12 o’clock 4 8 o’clock

2 Ask and answer. (8 marks)


Pupil’s own answers.

$ 3.52

3 Answer. (4 marks)

1 Girl: They’ve got shells. They haven’t got tails. They’re crabs. 2 Boy: They’re small. They’ve got tails. They haven’t got legs. They’re seahorses. 3 Girl: They’ve got long bodies. They haven’t got legs. They’ve got big mouths. They’re eels. 4 Boy: They’re big. They’ve got teeth. They haven’t got shells. They’re dangerous. They’re sharks. 5 Girl: They’re big. They’ve got tails. They haven’t got shells. They’re friendly. They’re dolphins.


End of year Listening Test

(40 marks)

1 Listen and number. Then circle the ✓ or the ✗. (10 marks)

$ 3.49 1 Girl: Has he got a moustache? Boy: Yes, he has. 2 Boy: Has she got a ponytail? Girl: No, she hasn’t. 3 Girl: Has she got glasses? Boy: No, she hasn’t. 4 Girl: Has he got a beard? Boy: Yes, he has. 5 Boy: Has she got curly hair? Girl: No, she hasn’t.

2 6:45 5 9:15

3 5:30

ANSWERS a 3 b 5 c 4 d 1 e 2

4

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Tests transcripts/answers End of year Reading and Writing Test (40 marks)

1 Read and circle a or b . (10 marks) Answers 1 b 2 a 3 a 4 a 5 b

2 Look and write. (15 marks) ANSWERS 1 She’s listening to music. 2 He’s watching TV. 3 She’s drinking tea. 4 He’s reading a comic. 5 She’s eating a biscuit.

3 Read the answers. Then write the questions. (15 marks)

ANSWERS 1 Has she got dark hair? 2 What’s he doing? 3 Do you like playing cards? 4 What time do you go to school? 5 Have sharks got tails?

End of year Speaking Test 1 Draw

or

(20 marks)

. Draw the times. Then talk.

(10 marks)


2 Talk about the people and animals.

(5 marks)

ANSWERS Pupil’s own answers.

3 Ask and answer questions. (5 marks) Pupil’s own answers.

4

30

2 Introduction Tests transcripts/answers 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 selfevaluation 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 Explorer’s Box, which contains pieces of work that illustrate the achievements, ability and experiences of the pupil, as reflected in the two previous sections.

Additional ideas The children can organize their Portfolios into sections, such as About me, My vocabulary, (Linguistic Biography), My work in class and ‘Ya sé...’ (Language Passport). They can make an Explorer’s 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 tbox 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.

What is the Explorers Portfolio? The Explorers 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. Explorers 4 offers you the following photocopiable materials for the English Portfolio.

‘Ya sé...’ afrmations These pages form part of the Linguistic Biography. On the first page, the pupil writes the number of the corresponding unit in the compass 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.

Vocabulary charts These worksheets can form part of the Language Passport or, if the pupils 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 say, understand and read. Then they write the word in the last box.

Portfolio template This can form part of the Language Passport. The pupils use the template to write and illustrate their work neatly from the Portfolio activity in Lesson 7 of each unit.

Course certicate This can form part of the Language Passport.

4

31

Ya sé…

Portfolio

Sé leer una historia

Sé entender al profesor

Sé cantar una canción

Sé hacer preguntas

Sé responder a preguntas

Sé decir la hora

Sé representar una historia

Sé jugar a juegos

Sé repetir palabras en inglés con una pronunciación aceptable

Sé leer y entender textos sobre la cultura británica

Sé completar frases

Sé evaluar mi propio trabajo

Sé leer y escribir textos cortos

Sé deletrear y escribir palabras

Sé decir el alfabeto en inglés

Sé contar del 1 al 100


4

32

Ya sé…

Portfolio

Sé: contar hasta 100. deletrear los nombres. decir el alfabeto en inglés.

1

2

3

Sé: preguntar qué aspecto tiene alguien. describir a alguien.

Sé: decir qué está haciendo alguien. preguntar a alguien qué está haciendo.

Sé: describir lo que hay en la ciudad. preguntar dónde está algo en la ciudad.

Sé: decir qué me gusta y qué no me gusta hacer. preguntar a alguien qué le gusta hacer.

4

5

Sé: hablar sobre mi rutina diaria. decir la hora.

Sé:

6

describir animales que viven en el mar. hacer preguntas sobre animales que viven en el mar.


4

33

Portfolio

Hello again!

ten


4

34

Portfolio

1

At the circus

curly hair


4

35

Portfolio

2

At home

reading


4

36

Portfolio

3

In the town

park


4

37

Portfolio

4

At the youth club

playing ƒrisbee


4

38

Portfolio

5

My day

get up


4

39

Portfolio

6

Under the sea

crabs


4

40

Portfolio Name

Prepare for your Portfolio!

Date


4

41

Portfolio

I certify that

has completed Explorers 4

Signed (teacher) My favourite unit was … Unit 1

Unit 2

Unit 3

At the circus

At home

In the town

Unit 4

Unit 5

Unit 6

At the youth club

My day

Under the sea

Signed (pupil)


4

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3 Introduction to the Key Competences What are the Key Competences? Using the terminology from a proposal to the Council of Europe, in the context of a European-wide initiative, the Spanish Primary Curriculum defines eight Key Competences: • Competence in linguistic communication • Competence in social skills and citizenship • Artistic and cultural competence • Learn to learn • Autonomy and personal initiative • Competence in processing information and the use of ICT • Mathematical competence • Competence in interaction with the physical environment. Each subject area of the curriculum contributes to the development of different competences and, at the same time, each of the competences is achieved as a consequence of activities in various subject areas. According to the Spanish Primary Curriculum, each Autonomous Community, each school department and even individual teachers in the classroom can interpret and extend the Key Competences as they see fit. In the following section we will look at the aspects of the eight Key Competences that can most easily be developed within the subject area of foreign languages, and specifically in English.

Key Competences in the foreign language classroom Six of the Key Competences have been identified as being especially suitable for development in the language classroom.

1 Competence in linguistic communication Communication in foreign languages broadly shares the main skill dimensions of communication in the mother tongue. They are both based on the ability to understand, and to express and interpret thoughts, feelings and facts in both oral and written form (listening, speaking, reading and writing). Communication should take place in an appropriate range of contexts, such as at home, leisure or school, according to the pupils’ wants or needs.

2 Competence in social skills and citizenship Explorers presents the pupils with different everyday situations in which they need to communicate using the foreign language. The games and pairwork activities throughout the course encourage the development of social skills and recognition of the need to adhere to the rules.

The DVD and Let’s explore! sections also help pupils think about values in society and learn about social norms in Britain.

3 Artistic and cultural competence Pupils develop an awareness of cultural and artistic aspects through participation in activities such as music, songs and arts and crafts in the classroom, and through learning about the culture of Englishspeaking countries around the world. Pupils have a chance to demonstrate their creativity, producing their own versions of the stories from the Class Book, and express themselves though the cut-out activities. The Read more! and the festival sections give pupils an insight into different cultures around the world.

4 Learn to learn This competence involves the development of skills that help the pupils to continue learning outside the classroom with efficiency and autonomy. Pupils need to learn to ask for and find information through direct questions, or through the use of reference materials, setting achievable goals. Self-evaluation activities are very important in this competence, as pupils can see their own progress, and understand where they need to make more effort. At the same time, pupils can review and evaluate the classroom activities and begin to reflect on their personal learning style. All the levels of Explorers have reference materials, which the pupils compile themselves throughout the course in the form of ‘picture dictionaries’. These materials vary as the pupils get older.

Throughout the six levels of Explorers, language is presented in contexts familiar to the pupils and there are many opportunities for dialogues and communication games, both with fellow pupils and with the teacher. Practically all the activities in the Class Book and Activity Book have a communicative outcome of some kind. 4

43

3 Introduction to the Key Competences 5 Autonomy and personal initiative

The Key Competences worksheets

This competence is related to the competence of ‘Learn to learn’ and develops values and attitudes such as perseverance, self-esteem and the capacity to calculate risks and confront problems. Pupils learn to appreciate and learn from their own errors. Many of the communicative activities in Explorers contribute to the development of this competence, with pupils working in pairs or groups. These activities require cooperation and organizational skills, such as time-management and flexibility.

The Key Competences worksheets at the end of this section are designed to complement the Explorers material. They provide opportunities for further development of certain competences, and teachers can also use these worksheets as a means of evaluating a pupil’s ability in the relevant competence. The worksheets are divided into the three separate cycles, and cover the four competences of:

6 Competence in processing information and the use of ICT

• Learning to learn

This competence is developed through the Explorers digital components. Pupils become familiar with the use of new technologies through interactive games and exercises which, at the same time, reinforce the language content of each topic in the course. At the beginning of the course pupils learn about the mechanics of information processing, and as they get older they begin to understand the practical use of English in the realm of the Internet and other new technologies.

• Competence in processing information and the use of ICT.

• Artistic and cultural competence • Autonomy and personal initiative

As with most of the activities in Explorers, the worksheets can practise and develop more than one competence at a time. You can also look for opportunities for extra development of the competences by extending the worksheets. The Teacher’s Book contains some top tips to help you do this.

Other competences Although ‘Mathematical competence’, ‘Competence in interaction with the physical environment’ and other competences specific to certain Autonomous Communities are not normally included in the objectives for foreign languages, given the nature of materials created for the teaching of this subject, there are many opportunities to develop these competences as well.

4

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Key Competences 1 Artistic Artistic and and cultural Cultural Complete.

: r e t c a r a h c e t i r u o v a f y m f o e r u t c i p A

s i r e t c a r a h c e t i r u o v a f y M

0 1

: y r o t s s i h t e v i g I

y p p a h

w

e

i

v

e r

y

g n i t s e r e t n i

y b

g n i r o b

r

o

t s

y

M : e l t i T

: s r e t c a r : a e h n c i l n y i r a t o M S


… s i y r o t s e h t k n i h t I

4

t a e r g

d a s t n a i l l i r b

y r a c s

45

Key Competences 2 Learn Learn to to learn learn Memory game Stick pictures to represent 10 words from the unit. Write the words. Play the game.


4

46

Key Competences 3

Autonomy and personal initiative

Puzzle codes

♥

●

■

z

z

y

y

x

x

w

w

v

v

u

u

t

t

s

3

s

r . e t e l p m o c o t d n e i r f r u o y r o f e d o c n i s d r o w o w t e t i r w n e h T . d r o w e h t e t i r W

p o

◗

n m

✖

l k

✚

j

2

i h g f e d

✖ ✖

c b a

6

2

5

1

4

r

q ♦

3

1

. e t e l p m o c o t d n e i r f r u o y r o f e d o c n i s d r o w x i s e t i r W . e d o c n w o r u o y t n e v n I


q p o n m l k j i h g f e d c b a

4

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Key Competences 4

Processing Processing information information and and the the use use of ICT

Visit websites and answer the questions.

1 Choose a video clip. What’s the name of the video clip?

Do you like it? Yes, very much.

It’s OK.

No, I don’t.

2 Choose a game. What’s the name of the game?


It’s OK.

No, I don’t.

3 Choose a song. What’s the name of the song?


It’s OK.

No, I don’t.

What is your favourite website? What do you like about it? Tick ✓ the sentences that are true for you.

My favourite website is I like it because … It’s fun. It’s got good games. It’s got music/songs. It’s got lots of interesting information. It’s easy to use.


4

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321668496-Explorer-4-Evaluation-English.pdf

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