Rftps1eval

Contents

Evaluation & Key Competences Evaluation overview

1

Introduction to formative and summative evaluation 2 Evaluation grids

3

Standard tests Unit 1

5

Unit 2

7

Unit 3

9

Unit 4

11

Unit 5

13

Unit 6

15

Term 1

17

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

73

Marking grids

75

Transcripts and answers

79

Oxford Rooftops 1   © Oxford University Press

Introduction to the Portfolio

94

‘I can …’ statements

95

Vocabulary record Unit 1

96

Unit 2

97

Unit 3

98

Unit 4

99

Unit 5

100

Unit 6

101

Course certificate

102

Introduction to the Key Competences

103

Social Tasks

Evaluation overview Welcome to the evaluation and Key Competences section of this Teacher’s Resource CD-ROM for Oxford Rooftops 1. 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 Tasks 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 non-linguistic objectives, such as classroom behaviour and development of the Key Competences.

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

• 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 1   © 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 tick their favourite activity in the unit. In this way, they can reflect on their work and keep a record of their effort and progress.

Oxford Rooftops 1   © Oxford University Press

2

Oxford Rooftops 1  

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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 1  

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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.

17

 / 8 marks

2 Talk to your teacher. 

/ 8 marks

CD3

Speaking

Oxford Rooftops 1  

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5

Name

Unit 1  Standard Test

Reading 3 Look and read. Circle A or B.  A

/ 8 marks

B

1 I’ve got a scooter. It’s big.

5 I’ve got a ball. It’s old.

A B

A B

2 I’ve got a doll. It’s new. A B

6 I’ve got a kite. It’s new. A B

3 I’ve got a skipping rope. It’s old. A B

7 I’ve got a skateboard. It’s new.

A B

4 I’ve got a book. It’s big.

8 I’ve got a bike. It’s small.

A B

A B

Writing 4 Look and write.  1

/ 8 marks

2

I’ve got a

I’ve got a

. It’s  3

.

.

It’s  4

I’ve got a

I’ve got a

. It’s 

.

. It’s  Total for test

Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

.

. / 32 marks

2 6

Name

Unit 2  Standard Test

Listening 1 Listen and colour.

CD3

/ 8 marks

18

1

2

3

4

5

6

7

8

Speaking 2 Talk to your teacher.

Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 8 marks

7

Name

Unit 2  Standard Test

Reading 3 Read and colour. 

/ 8 marks

1 It’s a bird. It’s blue.

5   It’s a horse. Look! A black body.

2 It’s a cat. It’s orange.

6  It’s a rabbit. Look! A brown tail.

3 It’s a dog. Look! A pink nose. 7  It’s a mouse. It’s brown. 4 It’s a fish. It’s pink.

8  It’s a frog. Look! Green legs.

Writing 4 Look and write.

/ 8 marks

1 It’s a

.

2 It’s a

. A

A white

.

.

Black

.

A

. Total for test

Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 32 marks

8

Name

Unit 3  Standard Test

Listening 1 Listen and number.

CD3

19



/ 8 marks

Speaking 2 Talk to your teacher.

Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 8 marks

9

Name

Unit 3  Standard Test

Reading 3 Read and circle.

/ 8 marks

1

5

I can see a

Walk! / Run!

train / bus.

2

6

I can see a lorry /

Run! / Walk!

helicopter.

3

7

I can see a

Eat! / Shout! 4

taxi / plane. 8

Don’t walk! /

I can see a

Don’t shout!

motorbike / car.

Writing 4 Look and write.

/ 8 marks

2 I can see a

1 I can see a and a

.

3 I can see a and a

4

!

.

! Total for test

Oxford Rooftops 1  

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.

and a

/ 32 marks

10

Name

Unit 4  Standard Test

Listening 1 Listen and number.

CD3

20



/ 8 marks

Speaking 2 Talk to your teacher.

Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 8 marks

11

Name

Unit 4  Standard Test

Reading 3 Read and circle. 1

/ 8 marks

2

3

4

1 This is my uncle / sister. He / She can dance / skip. 2 This is my dad / grandma. He / She can dance / sing. 3 This is my brother / grandma. He / She can skip / dance. 4 This is my mum / grandpa. He / She can skip / jump.

Writing 4 Look and write. 1

/ 8 marks

2

3

4

1 This is my

. She can

.

2 This is my

. He can

.

3 This is my

. He can

.

4 This is my

. She can

. Total for test

Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 32 marks

12

Name

Unit 5  Standard Test

Listening 1 Listen and number.

CD3

21



/ 8 marks

Speaking 2 Talk to your teacher.

Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 8 marks

13

Name

Unit 5  Standard Test

Reading 3 Read and circle.

/ 8 marks

1 I’m wearing a skirt / sunglasses.

5 I’m wearing a dress / a cap.

2 He’s thirsty / hungry.

6 She’s sad / happy.

3 I’m wearing a skirt / trousers.

7 I’m wearing a T-shirt / shoes.

4 She’s tired / happy.

8 He’s thirsty / hungry.

Writing 4 Look and write. 

/ 8 marks

1 I’m wearing a .

2 He’s

5 I’m wearing a .

6 He’s

.

3 I’m wearing a . 4 She’s

.

7 I’m wearing . .

8 He’s

. Total for test

Oxford Rooftops 1  

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/ 32 marks

14

Name

Unit 6  Standard Test

Listening 1 Listen and number.

CD3

22



/ 8 marks

Speaking 2 Talk to your teacher.

Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 8 marks

15

Name

Unit 6  Standard Test

Reading 3 Read and circle. 1

/ 8 marks

2

3

4

1 I like strawberries / cakes. I don’t like sausages / eggs. 2 I like sandwiches / olives. I don’t like pears / peaches. 3 I like apples / oranges. I don’t like grapes / tomatoes. 4 I like cakes / grapes. I don’t like eggs / olives.

Writing 4 Look and write. 1

/ 8 marks

2

3

4

1 I like

. I don’t like

.

2 I like

. I don’t like

.

3 I like

. I don’t like

.

4 I like

. I don’t like

.

Total for test Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 32 marks

16

Name

Term 1  Standard Test

Listening 1 Listen and number.

CD3

23



2 Listen and number. Listen and colour.

/ 6 marks

CD3

24



Total for listening Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 6 marks

/ 12 marks

17

Name

Term 1  Standard Test

Speaking 3 Say the words.

/ 4 marks

1

2

3

4

5

6

7

8

4 Talk to your teacher. 

/ 8 marks

Total for speaking Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

18

Name

Term 1  Standard Test

Reading 5 Read and number. 

1 It’s a frog. Look! Green legs.

/ 6 marks

4 It’s a mouse. Look! A black nose.

2 I’ve got a book. It’s big.

5 It’s a rabbit. It’s small.

3 I’ve got a skipping rope.

6 I’ve got a kite. It’s big.

It’s old. 6 Read and circle. 

1 It’s a rabbit / mouse.

/ 6 marks

2 I’ve got a ball / doll.

Look! A white / black body.

It’s old / small.

Look! A small / big tail.

It’s big / new. Total for reading

Oxford Rooftops 1  

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/ 12 marks

19

Name

Term 1  Standard Test

Writing 7 Look and write.

/ 12 marks

1

2

1 I’ve got a

.

2 I’ve got a

.

It’s

.

It’s

.

It’s

.

It’s

.

3

4

3 It’s a

.

4 It’s a

.

It’s

.

It’s

.

Look! A

.

Look! 4

.

Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

Total for writing

/ 12 marks

Total for test

/ 48 marks

20

Name

Term 2  Standard Test

Listening 1 Listen and number.

CD3

2 Listen and tick ✓.



CD3

26

25



/ 6 marks

/ 6 marks

1

2

3

4

5

6

Total for listening Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

21

Name

Term 2  Standard Test

Speaking 3 Say the words. 

/ 4 marks

1

2

3

4

5

6

7

8

4 Talk to your teacher. 

/ 8 marks

Total for speaking Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

22

Name

Term 2  Standard Test

Reading 5 Read and number. 

/ 6 marks

1 My aunty’s got a train.

4 I can see a plane.

2 I can see my grandma.

5 Don’t shout! Sing!

She can jump.

6 This is my brother and my

3 He can dance.

mum.

6 Read and circle. 1

This is my aunty / grandma. Don’t shout! / Don’t eat!

2

/ 6 marks

This is my aunty /

3

He can skip / sing. I can see a bus / car.

uncle. She can dance / jump. Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

Total for reading

/ 12 marks

23

Name

Term 2  Standard Test

Writing 7 Look and write. 

1 This is my u

/ 12 marks

. 2 This is my m

.

He can

.

She can

.

I can see a

.

I can see a

.

3 This is my s

. 4 This is my d

.

She can

.

He can

.

I can see a

.

I can see a

.

Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

Total for writing

/ 12 marks

Total for test

/ 48 marks

24

Name

Term 3  Standard Test

Listening 1 Listen and number.

CD3

27



2 Listen and number. Listen and colour.

/ 6 marks

CD3

28



Total for listening Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 6 marks

/ 12 marks

25

Name

Term 3  Standard Test

Speaking 3 Say the words.

/ 4 marks

1

2

3

4

5

6

7

8

4 Talk to your teacher. 

/ 8 marks

Total for speaking Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

26

Name

Term 3  Standard Test

Reading 5 Read, colour and write the names.

/ 6 marks

1 I’m Ann. I’ve got sandwiches. I like sandwiches. I’m wearing a yellow dress. 2 I’m Tom. I’m hungry. I like strawberries. I’m wearing a blue T-shirt. 3 I’m Mia. I’ve got 2 pears. I’m wearing a red skirt, pink shoes and a white T-shirt. 6 Read and number. 1

2

/ 6 marks

3

4

5

6

I’m thirsty. I’m wearing sunglasses. I’m happy. I like cakes. I’m wearing a skirt. I’m happy. I like tomatoes. I’m wearing a dress. I’m tired. I like peaches. I’m sad. I don’t like eggs. I’m wearing a jacket. I’m hungry. I don’t like olives. I’m wearing trousers.

Total for reading Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

27

Name

Term 3  Standard Test

Writing 7 Look and write. 

1 I’m wearing

/ 12 marks

. 2 I’m wearing

.

I’m

.

I’m

.

I like

.

I like

.

3 I’m wearing

. 4 I’m wearing

.

I’m

.

I’m

.

I like

.

I don’t like

.

Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

Total for writing

/ 12 marks

Total for test

/ 48 marks

28

Name

End of year  Standard Test

Listening 1 Listen and colour.

CD3

2 Listen and number.

29



CD3

30

/ 6 marks



/ 6 marks

Total for listening Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

29

Name

End of year  Standard Test

Speaking 3 Talk to your teacher. 

/ 12 marks

Total for speaking Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

30

Name

End of year  Standard Test

Reading 4 Read and number.

/ 6 marks

1 I’m happy. I’ve got a skateboard. It’s new. It’s white. 2 This is my uncle. He’s wearing a cap. I can see a car. 3 This is my grandma. I can see a ball. It’s small. 4 I’m hungry. I like oranges. I don’t like pears. 5 This is my sister. She’s wearing a T-shirt. I can see a cat. 6 I’m happy. I like cherries and I like apples. 5 Read and circle. 1

2

/ 6 marks

3

4

5

6

1 This is my brother / grandma. She can dance / skip. 2 This is my mum / uncle. He’s sad / tired. 3 I like strawberries / cherries. I don’t like sandwiches / strawberries. 4 I can see a rabbit / mouse. Look! A white tail / legs. 5 I’m wearing a skirt / trousers. I’ve got a helicopter / plane. 6 It’s a scooter / doll. I can see a dress / T-shirt. Total for reading Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

31

Name

End of year  Standard Test

Writing 6 Look and write.

1 This is my d He can

3 This is my a She can

5 I like I’m

Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

. 2 I’m

.

.

.

I don’t like

. 4 It’s a

.

.

.

He’s wearing a

. 6 I’ve got a

.

.

.

I can see a black Total for writing

/ 12 marks

Total for test

/ 48 marks

32

Name

Unit 1  Challenge Test

Listening 1 Listen and number.

CD3

31



/ 8 marks

2 Listen and tick ✓. Listen and colour. 1

2

3

4

CD3

32



Total for listening Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 4 marks

/ 12 marks

33

Name

Unit 1  Challenge Test

Speaking 3 Spot the differences.

/ 12 marks

A

B

Total for speaking Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

34

Name

Unit 1  Challenge Test

Reading 4 Read and circle.

/ 6 marks

1

I’ve got a skateboard / a skipping rope / a ball.

2

I’ve got a doll / a ball / a kite.

3

I’ve got a scooter / a skateboard / a doll.

4

I’ve got a bike / a kite / a ball.

5

I’ve got a ball / a book / a scooter.

6

I’ve got a bike / a book / a ball.

5 Look, read and write A or B.  A

/ 6 marks

B

1 I’ve got a skipping rope. It’s new. 2 I’ve got a bike. It’s big. 3 I’ve got a ball. It’s old.

4 I’ve got a skateboard. It’s small. 5 I’ve got a scooter. It’s big. 6 I’ve got a kite. It’s old. Total for reading

Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

35

Name

Unit 1  Challenge Test

Writing 6 Look and write sentences. 1

4

/ 6 marks

1 I’ve got a

.

2 2

5

3 4 5

3

6

6

7 Look and write.

1 I’ve got a

/ 6 marks

. It’s

.

2 3 4 5 6

Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

Total for writing

/ 12 marks

Total for test

/ 48 marks

36

Name

Unit 2  Challenge Test

Listening 1 Listen and number. Listen and colour.

2 Listen and tick ✓.

CD3

34

CD3

33





/ 4 marks

1

2

3

4

Total for listening Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 8 marks

/ 12 marks

37

Name

Unit 2  Challenge Test

Speaking 3 Spot the differences.

/ 12 marks

A

B

Total for speaking Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

38

Name

Unit 2  Challenge Test

Reading 4 Read and circle.

/ 4 marks

1

It’s a dog / a frog / a cat.

2

It’s a mouse / a rabbit / a horse.

3

It’s a fish / a frog / a bird.

4

It’s a rabbit / a mouse / a bird.

5 Read and number. Read and colour.

/ 8 marks

1 It’s a bird. It’s got a blue body and a blue tail. 2 It’s a cat. It’s orange. It’s got a black nose. 3 It’s a fish. It’s pink. It’s got a yellow tail. 4 It’s a frog. It’s got a yellow body. It’s got green legs. Total for reading Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

39

Name

Unit 2  Challenge Test

Writing 6 Look and write.

1 It’s a

4

/ 6 marks

. 2

3

5

6

7 Look and write.

/ 6 marks

2

1

It’s a It’s got a white

. .

It’s

.

It’s

Oxford Rooftops 1  

It’s a

. .

PHOTOCOPIABLE    © Oxford University Press  

.

It’s got Total for writing

/ 12 marks

Total for test

/ 48 marks

40

Name

Unit 3  Challenge Test

Listening 1 Listen and number.

2 Listen and circle.

CD3

36

CD3

35



/ 8 marks



/ 4 marks

1

a

b

c

d

2

a

b

c

d

3

a

b

c

d

4

a

b

c

d

Total for listening Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

41

Name

Unit 3  Challenge Test

Speaking 3 Spot the differences.

/ 12 marks

A

B

Total for speaking Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

42

Name

Unit 3  Challenge Test

Reading 4 Look, read and tick ✓ or cross ✗. 

/ 6 marks

1 I can see a helicopter.

4 I can see a car.

2 I can see a plane.

5 I can see a bus.

3 Don’t eat here!

6 Don’t shout!

5 Read and number.

/ 6 marks

1 I can see a motorbike. 2 Walk! 3 I can see a lorry. 4 Don’t run! 5 I can see a train. 6 Run!

Total for reading Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

43

Name

Unit 3  Challenge Test

Writing 6 Look and write.

/ 8 marks

1 I can see a and a

2  .

3

4

7 Look and write.

/ 4 marks

1

2

3

4

Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

Total for writing

/ 12 marks

Total for test

/ 48 marks

44

Name

Unit 4  Challenge Test

Listening 1 Listen and number.

CD3

2 Listen and tick ✓.



CD3

38

37



/ 8 marks

/ 4 marks

1

2

3

4

Total for listening Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

45

Name

Unit 4  Challenge Test

Speaking 3 Spot the differences.

/ 12 marks

A

B

Total for speaking Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

46

Name

Unit 4  Challenge Test

Reading 4 Read and number.

/ 4 marks

1 She can sing.

3 She can dance.

2 He can dance.

4 He can sing.

5 Read and match.

1 This is my dad. He can dance.

/ 12 marks

a b

2 This is my mum. She can jump. 3 This is my grandma. She can skip.

c d

4 This is my uncle. He can skip. e

5 This is my grandpa. He can sing. 6 This is my aunty. She can dance.

f

g h

7 This is my brother. He can jump. 8 This is my sister. She can sing.

Total for reading Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

47

Name

Unit 4  Challenge Test

Writing 6 Look and write.

/ 12 marks

s s e i t r

1 This

t

r

h b o e

.

2

.

She

m g r d a a n

3

r g p a d a n

4

m m u

d

d a

5

Oxford Rooftops 1  

r

6

PHOTOCOPIABLE    © Oxford University Press  

Total for writing

/ 12 marks

Total for test

/ 48 marks

48

Name

Unit 5  Challenge Test

Listening 1 Listen and number.

CD3

39



2 Listen and tick ✓ or cross ✗.

/ 6 marks

CD3

40



/ 6 marks

1

2

3

4

5

6

Total for listening Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

49

Name

Unit 5  Challenge Test

Speaking 3 Spot the differences. 

/ 12 marks

A

B

Total for speaking Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

50

Name

Unit 5  Challenge Test

Reading 4 Read and colour. 1

2

/ 8 marks

3

4

1 I’m wearing a yellow cap and purple shoes. 2 I’m wearing a pink dress and red shoes.

5

6

7

8

5 I’m wearing an orange jacket and red trousers. 6 I’m wearing a white T-shirt and a black skirt.

3 I’m wearing a brown jacket and a black skirt. 4 I’m wearing a blue T-shirt and green trousers.

7 I’m wearing red sunglasses and a yellow dress. 8 I’m wearing a green cap and blue trousers.

5 Read and circle. 1

/ 4 marks

2

3

4

1 He’s / She’s thirsty / sad.

2 He’s / She’s hungry / happy.

3 He’s / She’s hungry / tired.

4 He’s / She’s sad / happy. Total for reading

Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

51

Name

Unit 5  Challenge Test

Writing 6 Look and write.

/ 12 marks

1 I’m

5  and .

2 He’s

.

6

3 

7 

4

8

Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

Total for writing

/ 12 marks

Total for test

/ 48 marks

52

Name

Unit 6  Challenge Test

Listening 1 Listen and number.

CD3

41



2 Listen, number and draw

/ 6 marks

or

.

CD3

42



/ 6 marks

Total for listening Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

53

Name

Unit 6  Challenge Test

Speaking 3 Spot the differences.

/ 12 marks

A

B

Total for speaking Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

54

Name

Unit 6  Challenge Test

Reading 4 Read and circle. 1

/ 8 marks

2

3

1 I like / don’t like eggs /

4

3 I like / don’t like peaches /

apples. I like / don’t like

tomatoes. I like / don’t like

cherries / strawberries.

sandwiches / sausages.

2 I like / don’t like cakes /

4 I like / don’t like grapes /

sandwiches. I like / don’t

oranges. I like / don’t like

like olives / pears.

cherries / pears.

5 Read and write the names.

Name Tom Pam Mary Jack

✗ ✓ ✗ ✓

✓ ✗ ✗ ✓

1 I like grapes. I don’t like strawberries. I don’t like

/ 4 marks

✓ ✗ ✓ ✗ 3 I like cherries. I don’t like grapes. I like strawberries.

cherries. 2 I like strawberries. I like grapes. I don’t like cherries.

4 I don’t like grapes. I like cherries. I don’t like strawberries. Total for reading

Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

55

Name

Unit 6  Challenge Test

Writing 6 Look and write I like or I don’t like.

1 I I

2

sandwiches. .

3

4

5

6

Oxford Rooftops 1  

/ 12 marks

PHOTOCOPIABLE    © Oxford University Press  

Total for writing

/ 12 marks

Total for test

/ 48 marks

56

Name

Term 1  Challenge Test

Listening 1 Listen and number.

CD3

43



2 Listen and number. Listen and colour.

/ 6 marks

CD3

44



Total for listening Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 6 marks

/ 12 marks

57

Name

Term 1  Challenge Test

Speaking 3 Correct your teacher.

/ 4 marks

4 Spot the differences. 

/ 8 marks

A

B

Total for speaking Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

58

Name

Term 1  Challenge Test

Reading 5 Read and number.

/ 6 marks

1 I’ve got a cat. It’s new.

4 I’ve got a book. It’s small.

2 I’ve got a rabbit. It’s white.

5 I’ve got a scooter. It’s small.

3 I’ve got a book. It’s old.

6 I’ve got a scooter. It’s new.

6 Read and circle. 1

2

/ 6 marks

3

4

5

6

1 I’ve got a cat. It’s big / small. It’s got a white / black nose. 2 I’ve got a cat. It’s big / small. It’s got a black tail / body. 3 I’ve got a dog / mouse. It’s big. It’s got a big / small nose. 4 I’ve got a dog. It’s big / small. It’s got a black / white nose. 5 I’ve got a kite. It’s big /small. It’s old / new. 6 I’ve got a kite. It’s big /small. It’s old / new. Total for reading Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

59

Name

Term 1  Challenge Test

Writing 7 Look and write.

/ 12 marks

I’ve got a rabbit. It’s big. It’s a white rabbit. It’s got a white tail.

1 I’ve got

.

It’s

.

It’s a

.

3

Oxford Rooftops 1  

2

4

PHOTOCOPIABLE    © Oxford University Press  

Total for writing

/ 12 marks

Total for test

/ 48 marks

60

Name

Term 2  Challenge Test

Listening 1 Listen and number.

CD3

2 Listen and tick ✓.



CD3

46

45



/ 8 marks

/ 4 marks

1

2

3

4

Total for listening Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

61

Name

Term 2  Challenge Test

Speaking 3 Correct your teacher.

/ 4 marks

4 Spot the differences.

/ 8 marks

A

B

Total for speaking Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

62

Name

Term 2  Challenge Test

Reading 5 Read and number.

/ 6 marks

1 Grandma’s got a bus.

4 This is my aunty. She can

2 My grandpa can dance. 3 I can see a plane and a

jump. 5 This is my sister. She can sing. 6 Don’t walk and eat, please!

helicopter. 6 Read and number.

/ 6 marks

1 This is my grandma. She can dance. 2 This is my grandpa. He can dance. 3 This is my aunty. I can see a motorbike. 4 This is my mum. I can see a train. 5 This is my dad. He can jump. 6 This is my uncle. I can see a motorbike. Total for reading Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

63

Name

Term 2  Challenge Test

Writing 7 Look and write.

/ 12 marks

n t a u y

rrobteh

1 This is my

.

She can

.

I can see a

.

2

pa dra gn

rgdmana

3

Oxford Rooftops 1  

4

PHOTOCOPIABLE    © Oxford University Press  

Total for writing

/ 12 marks

Total for test

/ 48 marks

64

Name

Term 3  Challenge Test

Listening 1 Listen and number.

CD3

47



2 Listen and number. Listen and colour.

/ 6 marks

CD3

48



Total for listening Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 6 marks

/ 12 marks

65

Name

Term 3  Challenge Test

Speaking 3 Correct your teacher. 

/ 4 marks

4 Spot the differences.

/ 8 marks

A

B

Total for speaking Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

66

Name

Term 3  Challenge Test

Reading 5 Read and number. 

/ 6 marks

1 I’m tired. I like grapes. I don’t like strawberries. 2 I’m happy. I like strawberries. I don’t like peaches. 3 I’m sad. I like apples. I don’t like grapes. 4 I’m tired. I like grapes. I don’t like peaches. 5 I’m sad. I like pears. I don’t like peaches. 6 I’m happy. I like peaches. I don’t like pears. 6 Read and number. 1

2

/ 6 marks

3

4

5

6

I’m thirsty. I like olives. I’m wearing sunglasses. I’m happy. I don’t like cakes. I’m wearing a skirt. I’m hungry. I like sausages. I’m wearing trousers. I’m thirsty. I like sandwiches. I’m wearing shoes and a cap. I’m sad. I like tomatoes. I’m wearing a jacket. I’m happy. I don’t like tomatoes. I’m wearing a dress.

Total for reading Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 12 marks

67

Name

Term 3  Challenge Test

Writing 7 Look and write.

1 I’m wearing

/ 12 marks

.

I’m

.

I like

.

3

Oxford Rooftops 1  

2

4

PHOTOCOPIABLE    © Oxford University Press  

Total for writing

/ 12 marks

Total for test

/ 48 marks

68

Name

End of year  Challenge Test

Listening 1 Listen and colour.

2 Listen and tick ✓.

CD3

49

CD3

50



/ 10 marks



/ 6 marks

1

2

3

Total for listening Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 16 marks

69

Name

End of year  Challenge Test

Speaking 3 Correct your teacher. 

/ 4 marks

4 Talk to your teacher.

/ 12 marks

Total for speaking Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 16 marks

70

Name

End of year  Challenge Test

Reading 5 Read and number.

/ 8 marks

1 It’s a big dog.

5 I’m wearing a T-shirt and

2 I’ve got a small car.

trousers.

3 This is my grandma and

6 I like tomatoes. 7 I can see a rabbit. Look!

grandpa. 4 This is my sister. She’s

A white tail. 8 I’ve got a small book.

wearing a dress. 6 Read and circle. 1

2

/ 8 marks

1 I’ve got a car / kite. 2 This is my brother / mum.

3

4

3 I’m wearing sunglasses / a cap. 4 I like sandwiches / grapes. 5 I’m wearing shoes / a cap.

5

6

6 I like / don’t like olives. 7 I can see a tail / legs.

7

8

8 Don’t shout / eat.

Total for reading Oxford Rooftops 1  

PHOTOCOPIABLE    © Oxford University Press  

/ 16 marks

71

Name

End of year  Challenge Test

Writing 7 Look and write.

1 I like

/ 16 marks

. I don’t like

2 I’m 7. I’m 3 It’s a

.

trousers and a

.

. Look! It’s got a big

.

4

see a motorbike and a

5 I’ve

a scooter. It’s

and big.

aunty.

sing.

6 7 This is my 8

Oxford Rooftops 1  

.

. He’s a book.

PHOTOCOPIABLE    © Oxford University Press  

. and new.

Total for writing

/ 16 marks

Total for test

/ 64 marks

72

Oxford Rooftops 1 Tests Teacher’s Notes These tests are designed to motivate children in English and to give a sense of achievement as they progress through the course. The tests offer the opportunity to assess children on both a formative and a summative level. The formative or continuous assessment consists of two tests for each of the six units of the course; one at Standard level and one at Challenge level. Both tests cover all four skills (Listening, Speaking, Reading and Writing in that order). There are two worksheets for each Standard Unit Test and four worksheets for each Challenge Unit Test. The Challenge tests provide variety and difficulty. The summative assessment consists of end of term tests which measure progress after the children have completed a term’s work and an end of year test to assess achievement at the end of the course.

Preparing children for the tests Do not expect your children to be able to do the tests without proper preparation. It is essential to offer lots of support to ensure the test results reflect children’s full potential. Initially you could use the first test as part of the teaching process and for revision. If, however, you think your children would benefit from more support, you could use them for teaching and revision first. The test sheets contain numerous pictures which can be used to practise listening and speaking. Enlarge these or use them on the IWB to practise or elicit language. This revises language or can be used to prepare children for the relevant speaking test. Make sure that children are familiar with all the rubrics used in the tests and what is required of them. If necessary, give examples. They should have seen most of the rubrics in the Class Book or Activity Book, but it is still wise to check the children are familiar with the rubrics before they start a test. You could use the Unit 1 test as an example and do it with the whole class as part of a normal lesson. Lead the children through the tasks step by step and clarify what is required at each stage. Learning from mistakes is a vital part of learning and using the mistakes of children as they complete the first test is valid preparation for the others. Encourage children to correct each other’s mistakes. It’s important that they learn to do this sympathetically. Only have children do the tests under exam conditions when they are confident and familiar with the test format. For the Unit 2 test, you could do the tasks, one skill at a time, reminding children at each stage what is expected of them in each task. Children could then do Unit tests 3 to 6 independently without support. If, however, you feel that an element of support would still be beneficial for some children, continue to provide it.

Oxford Rooftops 1   © Oxford University Press

Recording children’s progress and achievement Marking grids have been provided here so that you can record the progress of each child. These will build up into a useful record of each child’s progress over the year and help you identify any areas which may need more work. They also provide a useful record for the children themselves and their parents or guardians.

Games box As young learners need constant recycling of language, here are some additional activities that can consolidate language from the course and help them to prepare for the tests. To help children practise vocabulary you can use some of the following games and ideas.

Alphabet game Give a letter of the alphabet and a category of vocabulary and ask children to say a word as quickly as they can. Teacher: clothes S Child: skirt Once children are confident, ask them to continue in pairs.

Articles game Say a word from any category and children say if it is ‘a’or ‘an’.

Last and first letters Go round the class with a word game. The first child says a word and the next child has to say another word that begins with the last letter of the previous word. For example: cat tiger rabbit table The aim is to get all round the class without repeating a word.

Memory game Children look at words in a category, e.g. clothes, for one minute then turn their books over. Teacher: What (clothes) can you remember?

In a minute Choose a category, e.g. animals. Children say as many animals as they can in a minute.

Ping pong Divide the class into two teams and sit them in two lines facing each other. Say a category e.g. ‘colours’. The ‘ball’ is hit between the teams as they say a word from that category. The teacher walks along the lines pointing to the child whose turn it is to speak.

73

Categories Write category titles on the board, e.g. animals and food, then say words and children have to point to the correct categories.

Games with picture cards and real objects Get children to stick pictures of key vocabulary onto cards and then write the words or the first letter of the words on the back of the cards.

Bingo This practises recognition of the vocabulary. Children select any six cards and lay them on their desks. The teacher calls out a word at random from the lists twice. Children who have that card on their desks turn it over. The first child to turn over all six of their cards shouts ‘Bingo’ and has won.

Match the pairs Stick pictures on the board so that children can only see the backs of the cards. Then number them one to ten. Give a clue and ask children to guess the first card. If they guess correctly, turn it over and let them see it briefly. Then turn the card over again.The object is to name all ten items correctly in turn without clues.

What is it? Children take turns picking up a card and asking ‘What is it?’. Their partner has to respond with the correct answer or lose the round.

Nought and crosses Select nine of the cards to revise and play noughts and crosses. Draw a noughts and crosses grid on the board, as shown.

Oxford Rooftops 1   © Oxford University Press

74

Marking grids

Standard Tests

Name Unit 1 Test Listening Speaking Reading Writing Total for test Unit 2 Test Listening Speaking Reading Writing Total for test Unit 3 Test Listening Speaking Reading Writing Total for test Unit 4 Test Listening Speaking Reading Writing Total for test Unit 5 Test Listening Speaking Reading Writing Total for test

Mark 1 Listen and number. 2 Talk to your teacher. 3 Look and read. Circle A or B. 4 Look and write.

8 8 8 8 32 Mark

Max marks 8 8 8 8 32

Mark

Max marks 8

1 Listen and colour. 2 Talk to your teacher. 3 Read and colour. 4 Look and write.

1 Listen and number. 2 Talk to your teacher. 3 Read and circle. 4 Look and write.

8 8 8 32 Mark

Max marks 8 8 8 8 32

Mark

Max marks 8 8

1 Listen and number. 2 Talk to your teacher. 3 Read and circle. 4 Look and write.

1 Listen and number. 2 Talk to your teacher. 3 Read and circle. 4 Look and write.

Unit 6 Test

Max marks

8 8 32 Mark

Max marks

Listening

1 Listen and number.

8

Speaking

2 Talk to your teacher.

8

Reading

3 Read and circle.

8

Writing

4 Look and write.

8

Total for test

Oxford Rooftops 1  

32

PHOTOCOPIABLE    © Oxford University Press   Standard Tests

75

Term 1 Test

Mark

Listening Speaking Reading Writing

1 Listen and number.

6

2 Listen and number. Listen and colour.

6

3 Say the words.

4

4 Talk to your teacher.

8

5 Read and number.

6

6 Read and circle.

6

7 Look and write.

12

Total for test

48

Term 2 Test

Mark

Listening Speaking Reading Writing

Max marks

1 Listen and number.

6

2 Listen and tick ✓.

6

3 Say the words.

4

4 Talk to your teacher.

8

5 Read and number.

6

6 Read and circle.

6

7 Look and write.

12

Total for test

48

Term 3 Test

Mark

Listening Speaking Reading Writing

Max marks

1 Listen and number.

6

2 Listen and number. Listen and colour.

6

3 Say the words.

4

4 Talk to your teacher.

8

5 Read, colour and write the names.

6

6 Read and number.

6

7 Look and write.

12

Total for test

48

End of year Test Listening

Max marks

Mark

Max marks

1 Listen and colour.

6

2 Listen and number.

6

Speaking

3 Talk to your teacher.

12

Reading

4 Read and number.

6

5 Read and circle.

6

6 Look and write.

12

Writing Total for test

Oxford Rooftops 1  

48

PHOTOCOPIABLE    © Oxford University Press   Standard Tests

76

Marking grids

Challenge Tests

Name Unit 1 Test Listening

Mark

Max marks

1 Listen and number.

8

2 Listen and tick ✓. Listen and colour.

4

Speaking

3 Spot the differences.

12

Reading

4 Read and circle.

6

5 Look, read and write A or B.

6

6 Look and write sentences.

6

7 Look and write.

6

Writing Total for test

48

Unit 2 Test Listening

Mark

Max marks

1 Listen and number. Listen and colour.

8

2 Listen and tick ✓.

4

Speaking

3 Spot the differences.

12

Reading

4 Read and circle.

4

5 Read and number. Read and colour.

8

6 Look and write.

6

7 Look and write.

6

Writing Total for test

48

Unit 3 Test Listening

Mark

Max marks

1 Listen and number.

8

2 Listen and circle.

4

Speaking

3 Spot the differences.

12

Reading

4 Look, read and tick ✓ or cross ✗.

6

5 Read and number.

6

6 Look and write.

8

7 Look and write.

4

Writing Total for test

48

Unit 4 Test Listening

Mark

Max marks

1 Listen and number.

8

2 Listen and tick ✓.

4

Speaking

3 Spot the differences.

12

Reading

4 Read and match.

12

Writing

5 Look and write.

12

Total for test

48

Unit 5 Test Listening

Mark

Max marks

1 Listen and number.

6

2 Listen and tick ✓ or cross ✗.

6

Speaking

3 Spot the differences.

12

Reading

4 Read and colour.

8

5 Read and circle.

4

6 Look and write.

12

Writing Total for test

Oxford Rooftops 1  

48

PHOTOCOPIABLE    © Oxford University Press   Challenge Tests

77

Challenge Tests Unit 6 Test

Mark

Listening

1 Listen and number. 2 Listen, number and draw

Max marks 6

or

.

6

Speaking

3 Spot the differences.

12

Reading

4 Read and circle.

8

5 Read and write the names.

4

6 Look and write I like or I don’t like.

12

Writing Total for test

48

Term 1 Test

Mark

Listening Speaking Reading Writing

1 Listen and number.

6

2 Listen and number. Listen and colour.

6

3 Correct your teacher.

4

4 Spot the differences.

8

5 Read and number.

6

6 Read and circle.

6

7 Look and write.

12

Total for test

48

Term 2 Test

Mark

Listening Speaking Reading Writing

8

2 Listen and tick ✓.

4

3 Correct your teacher.

4

4 Spot the differences.

8

5 Read and number.

6

6 Read and number.

6

7 Look and write.

12 48

Term 3 Test

Mark

Listening Speaking Reading Writing

6

2 Listen and number. Listen and colour.

6

3 Correct your teacher.

4

4 Spot the differences.

8

5 Read and number.

6

6 Read and number.

6

7 Look and write.

12 48

End of year Test

Reading Writing

Mark

Max marks

1 Listen and colour.

10

2 Listen and tick ✓.

6

3 Correct your teacher.

4

4 Talk to your teacher.

12

5 Read and number.

8

6 Read and circle.

8

7 Look and write.

16

Total for test

Oxford Rooftops 1  

Max marks

1 Listen and number.

Total for test

Speaking

Max marks

1 Listen and number.

Total for test

Listening

Max marks

64

PHOTOCOPIABLE    © Oxford University Press   Challenge Tests

78

Unit tests transcripts / answers Unit 1 test Listening 1 Listen and number. (8 marks) 1 I’ve got a book. It’s big. 2 I’ve got a skateboard. It’s new. 3 I’ve got a ball. It’s small. 4 I’ve got a bike. It’s old. 5 I’ve got a doll. It’s small. 6 I’ve got a kite. It’s big. 7 I’ve got a skipping rope. It’s old. 8 I’ve got a scooter. It’s new. Answers 3 ​2 ​5 ​ 4 ​ 7 ​ 1 ​6 ​8

$  3.17

Speaking 2 Talk to your teacher. (8 marks) Look at the picture with the child. 1 Point to the different toys in the picture and ask What’s this? What’s that? 2 Give one or two example sentences about yourself (I’ve got a bike. It’s old. I’ve got a book. It’s new.) Then ask the child What about you? Tell me about your toys. Score: ½ mark for each correct item of vocabulary (8 nouns, 4 adjectives), 2 marks for structure / fluency

Standard Tests Answers 1 black legs 2 brown tail 3 pink nose 4 green 5 brown 6 blue body 7 brown 8 yellow

Speaking 2 Talk to your teacher. (8 marks) Look at the picture with the child. 1 Point to the different animals in the picture and ask What’s this? Then point to the various parts of animals’ bodies to elicit the parts of the body (Look, a … [children answer] tail). 2 Give one or two example sentences about yourself (I’ve got a cat. It’s brown.) Then ask the child What about you? Tell me about your pets/animals. What’s your favourite animal? Score: ½ mark for each correct item of vocabulary (12 nouns), 2 marks for structure / fluency

Reading

3 Read and colour. (8 marks) 1 blue bird Reading 2 orange cat 3 Look and read. Circle A or B. (8 marks) 3 brown, pink nose 1 B ​ 2 A ​3 A ​ 4 B ​5 A ​6 A ​ 7 B ​8 A 4 pink fish 5 horse, black body Writing 6 rabbit, brown tail 4 Look and write. (8 marks) 7 brown mouse 1 book, small ​2  skipping rope, new ​3  scooter, old ​ 8 frog, green legs 4  doll, big Score: 1 mark for each animal, or animal part, Score: 1 mark for each correct item of vocabulary correctly coloured (4 animals, 4 animal parts) (4 nouns, 4 adjectives)

Writing Unit 2 test

4 Look and write. (8 marks) 1 bird, body, legs 2 rabbit, white tail, black nose

Listening 1 Listen and colour. (8 marks) 1 It’s a cat. Look! A pink nose. 2 It’s a horse. Look! A brown tail. 3 It’s a dog. Look! Black legs. 4 It’s a fish. Look! A blue body. 5 It’s a mouse. It’s brown. 6 It’s a frog. It’s green. 7 It’s a rabbit. It’s brown. 8 It’s a bird. It’s yellow.

$  3.18

Oxford Rooftops 1   © Oxford University Press

Score: 1 mark for each correct item of vocabulary (6 nouns, 2 adjectives)

79

Unit tests transcripts / answers

Standard Tests

Unit 3 test

Unit 4 test

Listening

Listening

1 Listen and number. (8 marks) 1 I can see a motorbike and a taxi. 2 Don’t run! 3 I can see a car and a lorry. 4 Eat! 5 I can see a plane and a helicopter. 6 Walk! 7 I can see a train and a bus. 8 Don’t shout! Answers 7 ​6 ​1 ​8 ​2 ​5 ​4 ​3

$  3.19

1 Listen and number. (8 marks) 1 This is my grandpa. He can sing. 2 This is my grandma. She can skip. 3 This is my dad. He can dance. 4 This is my sister. She can sing. 5 This is my brother. He can jump. 6 This is my mum. She can jump. 7 This is my uncle. He can skip. 8 This is my aunty. She can dance. Answers 8 ​7 ​1 ​4 ​6 ​5 ​3 ​2

$  3.20

Speaking

Speaking

2 Talk to your teacher. (8 marks) Look at the picture with the child. 1 Point to the different means of transport and ask What’s this? Then point to the various people walking, running, shouting or eating and give an example, e.g. Run! Encourage the child to find other examples. 2 Give one or two example sentences (I can see a helicopter! Don’t run!) Then ask the child What can you see?

2 Talk to your teacher. (8 marks) Look at the pictures with the child. 1 Point to the different family members in the pictures and ask Who’s this? Encourage them to respond, e.g. Mum. Encourage the child to find other examples. 2 Give one or two example sentences (He can skip). Then ask the child to find more examples.

Score: ½ mark for each correct item of vocabulary (8 nouns, 4 verbs), 2 marks for structure / fluency

Reading 3 Read and circle. (8 marks) 1 Run! ​2  Walk! ​3  Eat! ​4  Don’t shout! ​ 5  I can see a train. ​6  I can see a helicopter. ​ 7  I can see a plane. ​8  I can see a motorbike. Score: 1 mark for each correctly circled word.

Writing 4 Look and write. (8 marks) 1 I can see a motorbike and a taxi. ​2  I can see a car and a lorry. ​3  I can see a train and a bus. ​ 4  Eat! Walk! Score: 1 mark for each correct item of vocabulary (6 nouns, 2 verbs). The order in which they are written does not matter.

Score: ½ mark for each correct item of vocabulary (8 nouns, 4 verbs), 2 marks for structure / fluency

Reading 3 Look, read and circle. (8 marks) 1 This is my uncle. He can skip. 2 This is my dad. He can dance. 3 This is my grandma. She can skip. 4 This is my mum. She can jump. Score: 1 mark for each correctly circled family member, ½ mark for each correct pronoun, ½ mark for each correct verb.

Writing 4 Look and write. (8 marks) 1 This is my grandma. She can sing. ​ 2 This is my grandpa. He can skip. ​ 3 This is my brother. He can dance. ​ 4 This is my mum. She can dance. Score: 1 mark for each correct item of vocabulary (4 nouns, 4 verbs). Accept ‘aunty’ in number 4.

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Unit tests transcripts / answers

Standard Tests

Unit 5 test

Unit 6 test

Listening

Listening

1 Listen and number. (8 marks) 1 I’m wearing a white dress. Look, she’s sad. 2 I’m wearing a T-shirt. Look, he’s happy. 3 I’m wearing a black jacket. Look, he’s happy. 4 I’m wearing black and white shoes. Look, she’s happy. 5 I’m wearing a cap. Look, he’s tired. 6 I’m wearing sunglasses. Look, he’s thirsty. 7 I’m wearing a skirt. Look, she’s hungry. 8 I’m wearing trousers. Look, he’s thirsty. Answers 1 ​8 ​2 ​5 ​7 ​3 ​6 ​4

$  3.21

Speaking 2 Talk to your teacher. (8 marks) Look at the picture with the child. 1 Point to the different clothes in the picture and ask What’s this? Encourage them to respond, e.g. A skirt. Encourage the child to find other examples. 2 Give one or two example sentences (He is sad). Then ask the child to find more examples. 3 Give one or two example sentences (I’m wearing trousers). Then ask the child What about you? What are you wearing? Score: ½ mark for each correct item of vocabulary (8 nouns, 5 adjectives) up to a maximum of 6 marks, 2 marks for structure / fluency

Reading 3 Read and circle. (8 marks) 1 I’m wearing sunglasses. ​2  He’s thirsty. 3 I’m wearing a skirt. ​4  She’s tired. 5 I’m wearing a dress. ​6  She’s happy. 7 I’m wearing a T-shirt. ​8  He’s hungry.

1 Listen and number. (8 marks) $  3.22 1 I like cakes. I don’t like olives. 2 I like oranges. I don’t like tomatoes. 3 I like grapes. I don’t like cherries. 4 I don’t like sandwiches. I like eggs. 5 I like sandwiches. I don’t like peaches. 6 I like pears. I don’t like apples. 7 I don’t like strawberries. I like eggs. 8 I like strawberries. I don’t like sausages. Answers 8 ​7 ​1 ​5 ​6 ​4 ​3 ​2

Speaking 2 Talk to your teacher. (8 marks) Look at the picture with the child. 1 Point to the different food in the picture and ask What’s this? Encourage them to respond, e.g. Tomatoes. Encourage the child to find other examples. 2 Give one or two example sentences (I don’t like olives). Then ask the child to find more examples. 3 Ask the child What about you? What do you like? Score: ½ mark for each correct item of vocabulary (13 nouns) up to a maximum of 6 marks, 2 marks for structure / fluency

Reading 3 Read and circle. (8 marks) 1 I like strawberries. I don’t like sausages. 2 I like sandwiches. I don’t like peaches. 3 I like oranges. I don’t like tomatoes. 4 I like cakes. I don’t like olives.

Writing 4 Look and write. (8 marks) 1 I like peaches. I don’t like strawberries. ​ 2 I like tomatoes. I don’t like pears. ​ 3 I like olives. I don’t like sandwiches. ​ 4 I like oranges. I don’t like eggs.

Writing 4 Look and write. (8 marks) 1 I’m wearing a T-shirt ​2  He’s happy. ​ 3  I’m wearing a dress. ​4  She’s sad. ​ 5  I’m wearing a cap. ​6  He’s happy. ​ 7  I’m wearing sunglasses. ​8  He’s thirsty.

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81

Term tests transcripts / answers

Standard Tests

Term 1 Test

Writing

Listening

7 Look and write. (12 marks) 1 I’ve got a ball. It’s big. It’s new. ​2  I’ve got a kite. It’s small. It’s old. ​3  It’s a mouse. It’s small. Look! A tail. ​ 4  It’s a frog. It’s big. Look! 4 legs.

1 Listen and number. (6 marks) $  3.23 1 I’ve got a bike. It’s big. It’s new. 2 It’s a white dog. It’s got a black nose. 3 I’ve got a cat. It’s black. It’s small. 4 It’s a big book. It’s old. 5 I’ve got a black and white ball. It’s big. 6 I’ve got a bird. It’s white. It’s got black legs. It’s small. Answers 3 ​5 ​6 ​4 ​2 ​1 2 Listen and number. Listen and colour. (6 marks) $  3.24 1 It’s a big horse. It’s brown. 2 It’s a new scooter. It’s small. It’s pink. 3 It’s an old doll. It’s got purple legs and a purple body. 4 It’s a small frog. It’s green. 5 It’s a skateboard. It’s new. It’s red. 6 It’s a fish. It’s small. It’s orange. Answers 1 brown horse ​4  green frog ​6  orange fish ​ 5  red skateboard ​2  pink scooter ​3  purple doll

Speaking 3 Say the words. (4 marks) 1 ball ​2  skateboard ​3  doll ​4  bike ​5  dog ​ 6  horse ​7  fish ​8  rabbit Score: ½ mark for each correct word 4 Talk to your teacher. (8 marks) Look at the picture with the child. 1 Point to the different items in the picture and ask What’s this? Encourage them to respond, e.g. It’s a scooter. Encourage the child to find other examples. 2 Give one or two example sentences (It’s new. It’s black.) Then ask the child to find more examples. Score: 6 marks for vocabulary, 2 marks for structure / fluency

Reading 5 Read and number. (6 marks) 3 ​2 ​6 ​4 ​1 ​5 6 Read and circle. (6 marks) 1 It’s a rabbit. Look! A white body. Look! A small tail. 2 It’s a doll. It’s old. It’s big.

Score: 1 mark for each gap filled correctly. Please note that the above answers are suggestions only, there are other valid answers possible.

Term 2 Test Listening 1 Listen and number. (6 marks) $  3.25 1 This is my sister. She can sing. 2 I can see a new plane and a new helicopter. 3 This is my brother. He’s five. He can jump. 4 I can see a motorbike and a black taxi. 5 This is my aunty. She can dance. Hi Aunty! 6 I can see a train and a big bus. Answers 5 ​1 ​3 ​4 ​2 ​6 2 Listen and tick ✓. (6 marks) $  3.26 1 This is my dad. He can dance. 2 Walk! Don’t run! 3 I can see a plane. 4 This is my grandma. She can skip. 5 Eat! Don’t shout 6 I can see a motorbike. Answers 1 second image ​2  first image ​3  second image ​ 4  second image ​5  first image ​6  second image

Speaking 3 Say the words. (4 marks) 1 grandpa / sing ​2 lorry ​ 3 Shout! ​4 train ​ 5  mum / jump ​6  helicopter ​7  Run! ​8  uncle / skip Score: ½ mark for each correct word. Accept either answer for questions 1, 5 and 8 4 Talk to your teacher. (8 marks) Look at the picture with the child. 1 Point to the different items in the picture and ask What can you see? or Who’s this? Encourage them to respond, e.g. I can see a train. Encourage the child to find other examples. 2 Give one or two example sentences (This is my grandma. She can jump. / Eat! ) Then ask the child to find more examples. Score: 6 marks for vocabulary, 2 marks for structure / fluency

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Term tests transcripts / answers Reading 5 Read and number. (6 marks) (left to right) 5 ​1 ​4 ​3 ​6 ​2 6 Read and circle. (6 marks) 1 This is my grandma. Don’t shout! ​2  This is my aunty. She can dance. ​3  He can skip. I can see a car.

Writing 7 Look and write. (12 marks) 1 This is my uncle. He can skip. I can see a motorbike. 2 This is my mum. She can dance. I can see a helicopter. 3 This is my sister. She can sing. I can see a lorry. 4 This is my dad. He can jump. I can see a car. Score: 1 mark for each gap filled correctly. Please note that the above answers are suggestions only, there are other valid answers possible.

Term 3 Test Listening 1 Listen and number. (6 marks) $  3.27 1 I’m wearing trousers and a T-shirt. I like grapes. I’m happy. 2 I’m wearing a cap. I’m hungry. I like sandwiches. 3 I’m wearing a skirt. I’m thirsty. I like oranges. 4 I’m wearing a dress. I’m tired. I like peaches. 5 I’m wearing a jacket. I’m sad. I like olives. 6 I’m wearing sunglasses. I’m hungry. I like cakes. Answers 2 ​4 ​1 ​5 ​3 ​6 2 Listen and number. Listen and colour. (6 marks) $  3.28 1 I like pears. I’m hungry. I’m wearing a blue cap. 2 I like strawberries. I’m thirsty. I’m wearing a red jacket. 3 I like sausages. I’m happy. I’m wearing a pink skirt. 4 I don’t like eggs. I’m sad. I’m wearing green trousers. 5 I like apples. I’m tired. I’m wearing a yellow dress. 6 I like tomatoes. I’m happy. I’m wearing a purple T-shirt. Answers 3 pink skirt ​6  purple T-shirt ​5  yellow dress ​ 1  blue cap ​2  red jacket ​4  green trousers

Standard Tests 4 Talk to your teacher. (8 marks) Look at the picture with the child. 1 Point to the different items in the picture and ask What’s she wearing? or What’s that? Encourage them to respond, e.g. I can see trousers. Encourage the child to find other examples. 2 Give one or two example sentences (I’m happy.) Then ask the child to find more examples. Encourage the child to find the differences between the pictures. 3 Ask them about themselves (I’m wearing a T-shirt, I’m happy, I like oranges, I don’t like apples). Score: 6 marks for vocabulary, 2 marks for structure / fluency

Reading 5 Read, colour and write the names. (6 marks) (top picture) Tom; blue T-shirt (middle picture) Ann; yellow dress (bottom picture) Mia; red skirt, pink shoes, white T-shirt 6 Read and number. (6 marks) 4 ​2 ​1 ​3 ​6 ​5

Writing (12 marks) 7 Look and write. (12 marks) 1 I’m wearing a cap. I’m hungry. I like sandwiches. 2 I’m wearing a dress. I’m tired. I like peaches. 3 I’m wearing trousers. I’m happy. I like grapes. 4 I’m wearing a jacket. I’m sad. I don’t like olives. Score: 1 mark for each gap filled correctly. Please note that the above answers are suggestions only, there are other valid answers possible.

Speaking 3 Say the words. (4 marks) 1 shoes ​2  hungry ​3  peaches ​4  sunglasses ​ 5  tired ​6  cherries ​7  cap ​8  apples Score: ½ mark for each correct word.

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End of year Test transcripts / answers

Standard Tests

Listening (12 marks) 1 Listen and colour. (6 marks) $  3.29 1 I can see a small green book. 2 This is my big brown dog. 3 I’m wearing a purple dress. 4 I like red tomatoes. 5 I’ve got a blue car. 6 This is my brother. He’s wearing a yellow T-shirt. 2 Listen and number. (6 marks) $  3.30 1 This is my aunty. She’s wearing a white jacket. She can run. Oh, I’m tired! Don’t run, aunty! 2 This is my dad. He’s happy. I can dance. Ta dah! 3 I can see a small mouse and a black taxi. 4 I’m hungry. I like eggs. I don’t like strawberries. 5 I’m thirsty and I’m hungry. I like oranges. I don’t like peaches. 6 I can see a rabbit. He can jump. He’s wearing a cap. Answers 2 ​5 ​1 ​6 ​4 ​3

Speaking 3 Talk to your teacher. (12 marks) Look at the picture with the child. 1 Point to the items in the picture and ask questions, e.g. What’s this? Is it big? Is it small? Is it old? What colour is it? 2 Give one or two example sentences (He is hungry. I can see a dog). Then ask the child to try to say some sentences. Score: ½ mark (max 6 marks) for each correct item of vocabulary, ½ mark (max 4 marks) for each correct structure, 2 marks for fluency and good pronunciation

Reading 4 Read and number. (6 marks) 5 ​2 ​3 ​6 ​4 ​1 5 Read and circle. (6 marks) 1 This is my grandma. She can dance. ​ 2 This is my uncle. He’s tired. ​ 3 I don’t like strawberries. I like cherries. ​ 4 I can see a rabbit. Look! A white tail. ​ 5 I’m wearing trousers. I’ve got a helicopter. ​ 6 It’s a doll. I can see a dress.

Writing 6 Look and write. (12 marks) 1 This is my dad. He can dance. ​ 2 I’m thirsty. I don’t like peaches. ​ 3 This is my aunty. She can run. ​ 4 It’s a rabbit. He’s wearing a cap. ​ 5 I like eggs. I’m hungry. ​ 6 I’ve got a mouse. I can see a black taxi.

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Unit tests transcripts / answers

Challenge Tests

Unit 1 test

Writing

Listening

6 Look and write sentences. (6 marks) 1 I’ve got a doll. ​2  I’ve got a book. ​3  I’ve got a skateboard. ​4  I’ve got a ball. 5 I’ve got a scooter. ​ 6  I’ve got a skipping rope.

1 Listen and number. (8 marks) $  3.31 1 I’ve got a book. It’s big. 2 I’ve got a skateboard. It’s new. 3 I’ve got a ball. It’s small. 4 I’ve got a bike. It’s old. 5 I’ve got a doll. It’s small. 6 I’ve got a kite. It’s big. 7 I’ve got a skipping rope. It’s old. 8 I’ve got a scooter. It’s new. Answers 3 ​2 ​5 ​4 ​7 ​1 ​6 ​8 2 Listen and tick ✓. Listen and colour. (4 marks) $  3.32 1 Hello, I’m Tom. I’ve got a skateboard. It’s old and it’s red. 2 Hello, I’m Mary. I’ve got a doll. It’s big and it’s pink. 3 Hello, I’m Anne. I’ve got a bike. It’s new and it’s blue. 4 Hello, I’m Adam. I’ve got a kite. It’s small and it’s green. Answers 1 second image, red skateboard 2 second image, pink doll 3 first image, blue bike 4 first image, green kite

Speaking 3 Spot the differences. (12 marks) Look at the picture with the child. 1 Point to different toys in Picture A and ask What’s this? Is it big? Ask the child to describe some of the toys in the picture. Encourage the child to find the differences between the pictures using adjectives and It’s … 2 Give one or two example sentences about yourself (I’ve got a bike. It’s old. I’ve got a book. It’s new.) Then ask the child What about you? Tell me about your toys. Answers Picture A: big book ​small kite  big ball ​old doll ​ old scooter ​new skateboard ​small bike ​ skipping rope ​big doll Picture B: old kite ​small book ​new scooter ​ new doll ​old skateboard  big ball ​new bike ​ skipping rope ​small doll

Score: 1 mark for each correct sentence. 7 Look and write. (6 marks) 1 I’ve got a bike. It’s old. ​2  I’ve got a skateboard. It’s new. ​3  I’ve got a kite. It’s big. ​4  I’ve got a ball. It’s small. ​5  I’ve got a scooter. It’s new. ​6  I’ve got a book. It’s big. ​7  I’ve got a skipping rope. It’s old. Score: ½ mark for each correct sentence. Please note that the above answers are suggestions only, there are other valid answers possible.

Unit 2 test Listening 1 Listen and number. Listen and colour. (8 marks) $  3.33 1 It’s a dog. It’s black. It’s got a pink nose. 2 It’s a fish. It’s got an orange body. 3 It’s a horse. It’s brown. It’s got white legs. 4 It’s a bird. It’s black. It’s got black legs. 5 It’s a cat. It’s got a black body. It’s got a black tail. 6 It’s a frog. It’s green. It’s got green legs. 7 It’s a white rabbit. It’s got a pink nose. 8 It’s a mouse. It’s white. It’s got a pink nose. Answers 7 ​3 ​1 ​6 ​8 ​2 ​5 ​4 2 Listen and tick ✓. (4 marks) $  3.34 1 It’s a dog. It’s black. It’s got a white nose. 2 It’s a rabbit. It’s white. It’s got a black tail. 3 It’s a horse. It’s black. It’s got white legs. 4 It’s a mouse. It’s got a white body. It’s got a black nose. Answers 1 second image  ​2  second image  ​3  second image  ​ 4  first image

Score: ½ mark for each correct item of vocabulary, 4 marks for structure, 4 marks for fluency

Reading 4 Read and circle. (6 marks) 1 I’ve got a skateboard. ​2  I’ve got a ball. ​ 3  I’ve got a scooter. ​4  I’ve got a kite. ​ 5  I’ve got a book. ​6  I’ve got a bike. 5 Look, read and write A or B. (6 marks) 1 B ​ 2 B ​3 A ​4 A ​ 5 B ​6 B

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Unit tests transcripts / answers

Challenge Tests

Speaking

Unit 3 test

3 Spot the differences. (12 marks) Look at the picture with the child. Point to different animals in Picture A and ask What’s this? Encourage the child to say It’s a … Ask the child to describe some of the animals in the picture. Encourage the child to find the differences between the pictures using colours, adjectives and It’s … Then ask the child What about you? What’s your favourite animal? Answers Picture A: white horse, black tail ​white rabbit, black nose, white tail ​black and white dog ​black cat ​ black bird, black legs ​frog ​white fish  white mouse, black tail, black nose Picture B: black horse, white tail ​black rabbit, white nose, black tail ​black and white dog ​white cat ​ white bird, black legs ​frog ​black fish ​white mouse, white tail, black nose

Listening

Score: ½ mark for each correct item of vocabulary, 4 marks for structure, 4 marks for fluency

Reading 4 Read and circle. (4 marks) 1 It’s a dog. ​2  It’s a horse. ​3  It’s a fish. ​ 4  It’s a rabbit. 5 Read and number. Read and colour. (8 marks) 1 blue bird, black tail ​2  orange cat, black nose, ​ 3  pink fish, yellow tail ​4  yellow frog, green legs Score: 1 mark for correctly numbering each animal (4 marks), 1 mark for correctly colouring each animal (4 marks)

Writing 6 Look and write. (6 marks) 1  It’s a dog.  ​2  It’s a cat. ​3  It’s a bird. ​ 4  It’s a horse. ​5  It’s a frog. ​6  It’s a rabbit Score: ½ mark for each correct use of It’s a, ½ mark for each correct vocabulary item. 7 Look and write. (6 marks) 1 It’s a dog. It’s black. It’s got a white tail. ​ 2  It’s a bird. It’s white. It’s got black legs. Score: 1 mark for each correct sentence.

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1 Listen and number. (8 marks) $  3.35 We’re at the museum! 1 Walk. 2 Don’t run! 3 I can see a lorry. 4 I can see a helicopter. 5 I can see a bus. 6 I can see a taxi. 7 I can see a car. 8 I can see a motorbike. Let’s go! Answers 1 walk ​2  run ​3  lorry ​4  helicopter ​5  bus ​ 6  taxi ​7  car ​8  motorbike 2 Listen and circle. (4 marks) $  3.36 1 Ssh! Be quiet. Don’t shout! 2 Walk in the museum, please! Don’t run! 3 Quick! Here’s the bus. Run! 4 We’re in the museum. Don’t eat, please! Answers 1 c ​2  a ​3  c ​4  b

Speaking 3 Spot the differences. (12 marks) Look at the pictures with the child. Point to different transport in the pictures and ask What’s this? Encourage the child to find the differences between the pictures saying I can see a … and pointing to the items. Then encourage them to find the remaining differences and say, e.g. Run! or Don’t run! Answers Picture A: plane, taxi, motorbike, lorry Don’t run! (to the dog). Shout! (to the dog walker). Picture B: helicopter, train, car, bus Don’t eat! (to the child with the ice cream). Walk! (to the dog and dog walker). Score: ½ mark for each correct item of vocabulary, 4 marks for structure, 4 marks for fluency

Reading 4 Look, read and tick ✓ or cross ✗. (6 marks) 1 ✓  2  ✗  3  ✓  4  ✓  5  ✓  6  ✗. 5 Read and number. (6 marks) 4 ​1 ​6 ​5 ​2 ​3

86

Unit tests transcripts / answers

Challenge Tests

Writing

Reading

6 Look and write. (8 marks) 1 I can see a motorbike and a taxi. ​ 2 I can see a car and a lorry.  3 I can see a train and a bus. ​ 4 I can see a plane and a helicopter. 7 Look and write. (4 marks) 1 Don’t run! ​2 Walk! ​3  Don’t eat! ​4  Don’t shout!

4 Read and number Answers 2 ​3 ​4 ​1 5 Read and match. (8 marks) 1 c ​ 2 a ​3  b ​ 4 g ​ 5 d ​6 h ​7 e ​8 f

Unit 4 test

Writing

Listening

6 Look and write. (12 marks) 1 This is my sister. She can sing. 2 This is my brother. He can sing. 3 This is my grandma. She can dance. 4 This is my grandpa. He can dance. 5 This is my dad. He can skip. 6 This is my mum. She can jump.

1 Listen and number. (8 marks) $  3.37 1 It’s the party! This is my mum. She can dance. 2 This is my grandma. She can dance too. 3 This is my grandpa. He can sing. 4 This is my aunty. She can sing too. 5 This is my sister. She can skip. 6 This is my uncle. He can skip too. 7 This is my brother. He can jump. 8 This is my dad. He can jump too. Answers (left to right) 2 ​ 8 ​ 1 ​ 7 ​ 6 ​ 3 ​ 5 4 2 Listen and tick ✓. (4 marks) $  3.38 1 Here’s Emily. She can sing. 2 Here’s John. He can dance. 3 Look! He can skip. 4 Look! She can jump. Answers 1 first picture  2  second picture ​3  second picture ​ 4  first picture

Speaking 3 Spot the differences. (12 marks) Look at the pictures with the child. Point to the different family members in the pictures and ask Who’s this? Encourage them to respond, e.g. This is my mum. Encourage the child to find other examples. Ask the child to describe what the family members can do in each photo. Encourage the child to find the differences between the pictures using He can / She can … Then ask the child What about you? What can your family do? Answers Picture A: Grandma – She can dance. Grandpa – He can dance. ​ Dad – He can skip. Mum – She can jump. Sister – She can skip. ​ Brother – He can sing. ​ Uncle – He can jump. Aunty – She can sing. Picture B: Mum – She can dance. Dad – He can dance. ​ Grandpa – He can skip. Grandma – She can jump. Brother – He can skip. ​ Sister – She can sing. ​ Aunty – She can jump. Uncle – He can sing.

Score: 1 mark for each correct answer.

Unit 5 test Listening 1 Listen and number. (6 marks) $  3.39 1 I’m wearing a T-shirt. ​Look! He’s happy. 2 I’m wearing a white dress. ​Look! She’s sad. 3 I’m wearing a cap. ​Look! He’s tired. 4 I’m wearing trousers. ​Look! He’s thirsty. 5 I’m wearing a T-shirt. ​He’s sad. 6 I’m wearing sunglasses. ​She’s thirsty. Answers 2 ​5 ​4 ​6 ​1 ​3 2 Listen and tick ✓ or cross ✗. (6 marks) $  3.40 1 I’m wearing a white skirt. ​She’s hungry. 2 I’m wearing a black jacket. ​He’s happy. 3 I’m wearing sunglasses. ​He’s thirsty. 4 I’m wearing a black cap. ​She’s hungry. 5 I’m wearing black shoes. ​She’s sad. 6 I’m wearing a black skirt. ​She’s hungry. Answers 1 ✓ ​ 2  ✓ ​ 3  ✓ ​ 4  ✗ ​ 5  ✗ ​ 6  ✗

Score: ½ mark for each correct item of vocabulary, 4 marks for structure, 4 marks for fluency

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Unit tests transcripts / answers

Challenge Tests

Speaking

Writing

3 Spot the differences. (12 marks) Look at the pictures with the child. Point to the different children in the pictures and ask What’s he / she wearing? Encourage them to respond, e.g. Trousers. Encourage the child to find other examples. Ask the child to describe what the different children are feeling. Encourage the child to find the differences between the pictures using He’s / She’s … Then ask the child What about you? What are you wearing? How do you feel? Answers Picture A: Girl 1 – dress, shoes, sunglasses ​She’s happy. Boy – T-shirt, trousers, cap, shoes ​He’s sad. He’s hungry. Girl 2 – skirt, jacket, shoes ​She’s tired. She’s thirsty. Picture B: Girl 1 – skirt, jacket, shoes, cap ​She’s tired. Boy – T-shirt, trousers, sunglasses, shoes ​He’s sad. He’s thirsty. Girl 2 – dress, shoes ​She’s happy. She’s hungry.

6 Look and write. (12 marks) 1 I’m wearing sunglasses and a cap. ​2  He’s thirsty. ​ 3  I’m wearing a jacket and a skirt. ​4  She’s tired. ​ 5  I’m wearing a dress and shoes. ​6  She’s happy. ​ 7  I’m wearing a T-shirt and trousers. ​8  He’s hungry.

Score: ½ mark for each correct item of vocabulary, 4 marks for structure, 4 marks for fluency 4 Read and colour. (8 marks) 1 I’m wearing a yellow cap and purple shoes. 2 I’m wearing a pink dress and red shoes. 3 I’m wearing a brown jacket and a black skirt. 4 I’m wearing a blue T-shirt and green trousers. 5 I’m wearing an orange jacket and red trousers. 6 I’m wearing a white T-shirt and a black skirt. 7 I’m wearing red sunglasses and a yellow dress. 8 I’m wearing a green cap and blue trousers. Score: ½ mark for each correctly coloured item. 5 Read and circle. (4 marks) 1 She’s sad. ​2  He’s hungry. ​3  He’s tired. ​ 4  She’s happy. ​ Score: 1 mark for each correctly circled word.

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Score: 2 marks for each correct I’m wearing ... sentence structure (½ mark for each correct noun, 1 mark for correct grammar), 1 mark for each correct sentence using He’s / She’s ... (½ mark for correct vocabulary, ½ mark for correct grammar)

Unit 6 test Listening 1 Listen and number. (6 marks) $  3.41 1 I like cherries but I don’t like sausages. 2 I like pears but I don’t like sandwiches. 3 I like strawberries but I don’t like olives. 4 I don’t like cakes. I like grapes. 5 I don’t like oranges. I like eggs. 6 I like apples but I don’t like peaches. Answers (left to right) 6 ​2 ​1 ​4 ​3 ​5 2 Listen, number and draw or . (6 marks) $  3.42

1 Oh look! Grapes and strawberries. I like grapes and strawberries. 2 Look, strawberries and tomatoes. I don’t like strawberries and I don’t like tomatoes. 3 I like olives and oranges. 4 Look, oranges and peaches. I don’t like oranges and I don’t like peaches. 5 Ughh! I don’t like sausages and I don’t like strawberries. 6 My favourite! I like peaches and olives. Answers 6   ​ 1  4  ​ 5   ​3   ​2 

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Unit tests transcripts / answers

Challenge Tests

Speaking 3 Spot the differences. (12 marks) Look at the pictures with the child. Point to the different food items and ask What’s that? Encourage them to respond, e.g. Cherries. Encourage the child to find other examples. Ask the child to describe what the different children are feeling. Encourage the child to find the differences between the pictures using I like ... and I don’t like. Then ask the child What about you? What do you like? Answers Picture A: I don’t like olives. ​I like strawberries. ​ I like sandwiches. ​I don’t like eggs. Picture B: I like olives. ​I don’t like oranges ​ I don’t like tomatoes. ​I like pears. Score: ½ mark for each correct item of vocabulary, 2 marks for structure, 4 marks for fluency 4 Read and circle. (8 marks) 1 I like eggs. I don’t like strawberries. 2 I like cakes. I don’t like olives. 3 I don’t like peaches. I like sandwiches. 4 I like grapes. I don’t like cherries. Score: ½ mark for each correctly circled word. 5 Read and write the name. (4 marks) 1 Pam ​ 2  Jack ​3  Tom ​ 4  Mary Score: 1 mark for each name.

Writing 6 Look and write I like or I don’t like. (12 marks) 1 I like sandwiches. I don’t like peaches. ​2  I like pears. I don’t like apples. ​3  I like cakes. I don’t like olives. ​ 4  I like grapes. I don’t like cherries. ​5  I like oranges. I don’t like tomatoes. ​6  I like eggs. I don’t like strawberries. Score: 2 marks for each correct answer (1 mark for correct vocabulary, 1 mark for correct grammar)

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Term tests transcripts / answers

Challenge Tests

Term 1 Test

Reading

Listening (12 marks)

5 Read and number. (6 marks) (left to right) 1 ​3 ​4 ​6 ​5 ​2 6 Read and circle. (6 marks) 1 I’ve got a cat. It’s big. It’s got a black nose. 2 I’ve got a cat. It’s small. It’s got a black tail. 3 I’ve got a dog. It’s big. It’s got a big nose. 4 I’ve got a dog. It’s small. It’s got a black nose. 5 I’ve got a kite. It’s small. It’s old. 6 I’ve got a kite. It’s big. It’s new.

1 Listen and number. (6 marks) $  3.43 1 I’ve got a scooter. It’s big. It’s new. 2 I’ve got a mouse. It’s white. It’s small. It’s got a black nose. 3 I’ve got a dog. It’s black and white. It’s small. It’s old. 4 I’ve got a skipping rope. It’s big. It’s black. 5 I’ve got a kite. It’s small. It’s old. 6 I’ve got a horse. It’s white. It’s got a black tail. It’s old. Answers (left to right) 6 ​blank ​1 ​4 ​3 ​blank ​5 ​2 2 Listen and number. Listen and colour. (6 marks) $  3.44

1 It’s a bird. It’s big. It’s got black legs. It’s purple. 2 It’s a bird. It’s small. It’s got white legs. It’s blue. 3 It’s a ball. It’s new. It’s big. It’s green. 4 It’s a ball. It’s old. It’s small. It’s pink. 5 It’s a book. It’s new. It’s big. It’s red. 6 It’s a book. It’s old. It’s small. It’s orange. Answers 4 ​1 ​5 ​6 ​3 ​2

Speaking 3 Correct your teacher. (4 marks) Look at the picture with the child. Point to the different items in the picture, e.g. the scooter in Picture A and say It’s a bike. It’s new. Encourage them to correct you, e.g. It’s a scooter. It’s new. Score: ½ mark for each correction 4 Spot the differences. (8 marks) Look at the picture with the child. 1 Point to the different items in the picture and ask What’s this? Encourage them to respond, e.g. It’s a scooter. Encourage the child to find other examples. 2 Give one or two example sentences (It’s new. It’s black. ) Then ask the child to find more examples. Encourage the child to find the differences between the pictures. Answers Picture A: It’s a scooter. It’s big. It’s new. ​It’s a dog. It’s old. It’s black and white. ​It’s a kite. It’s small. It’s old. ​It’s a horse. It’s old. It’s white. It’s got a black tail. ​ It’s a book. It’s big. It’s old.  ​It’s a rabbit. It’s big. It’s white. It’s got a black nose. It’s new. Picture B: It’s a bike. It’s big. It’s old. ​It’s a cat. It’s old. It’s black. ​It’s a kite. It’s big. It’s new. ​ It’s a horse. It’s new. It’s black. It’s got a white tail. ​ It’s a book. It’s small. It’s new.  ​It’s a frog. It’s small. It’s new.

Writing 7 Look and write. (12 marks) 1 I’ve got a ball. It’s black and white. It’s a small ball. ​ 2  I’ve got a book. It’s big. It’s a new book. ​ 3  I’ve got a cat. It’s small. It’s got a white tail. ​ 4  I’ve got a horse. It’s big. It’s old. Score: 1 mark for each correct sentence. Please note that the above answers are suggestions only, there are other valid answers possible.

Term 2 Test Listening 1 Listen and number. (8 marks) $  3.45 1 This is my uncle and aunty. “Don’t run!” 2 I can see a train. Yum! 3 This is my mum. Here mum! “Eat!” Oh, thank you! 4 A present for me! I can see a plane and a helicopter. 5 Look, I’ve got a lorry too. 6 This is my dad and my sister. “Please, don’t shout!” 7 “Hello!” She can jump. 8 I can see my grandpa. He can dance. “Happy birthday.” Answers (left to right) 6 ​2 ​4 ​1 ​8 ​5 ​7 ​3 2 Listen and tick ✓. (4 marks) $  3.46 1 Sing Grandma! She can sing. 2 I can see my mum. She can dance. I can see a helicopter. 3 This is my uncle. He can jump. I can see a car. 4 This is my brother and this is my grandpa. Here you are! “Eat!” Thank you! Answers 1 second picture ​2  second picture ​3  second picture ​ 4  first picture

Score: 4 marks for vocabulary, 2 marks for structure, 2 mark for fluency

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Term tests transcripts / answers

Challenge Tests

Speaking

Term 3 Test

3 Correct your teacher. (4 marks) Look at the picture with the child. Point to the different items in the picture, e.g. the uncle in Picture A and say Run! Encourage them to correct you, e.g. Don’t run!

Listening

1 Listen and number. (6 marks) $  3.47 1 I’m wearing a T-shirt and a skirt. I’m happy. I like apples and oranges. 2 I’m wearing a dress and shoes. I’m sad. I like apples Score: ½ mark for each correction and pears. 3 I’m wearing a dress and a jacket. I’m hungry. I like 4 Spot the differences. (8 marks) cakes and grapes. Look at the picture with the child. 4 I’m wearing trousers and a T-shirt. I’m thirsty. I like 1 Point to the different items in the picture and ask peaches and sandwiches. What can you see? or Who’s this? Encourage them to 5 I’m wearing a T-shirt and a cap. I’m tired. I like olives respond, e.g. I can see a train. Encourage the child to and eggs. find other examples. 6 I’m wearing a skirt and sunglasses. I’m happy. I like 2 Give one or two example sentences (This is my aunty. strawberries and sausages. She can jump. ) Then ask the child to find more Answers examples. Encourage the child to find the differences (left to right) 2 ​1 ​3 ​4 ​blank ​5 ​blank ​6 between the pictures. 2 Listen and number. Listen and colour. Answers (6 marks) $  3.48 Picture A: I can see a train. ​I can see a bus. ​Eat! ​ 1 I like cakes. I don’t like apples. I’m happy. I’m wearing Don’t run! ​This is my grandma. She can jump. a blue dress. Picture B: I can see a bus. ​I can see a train. ​Don’t 2 I like apples. I don’t like oranges. I’m sad. I’m wearing eat! ​Run! ​This is my aunty. She can jump. a red jacket. 3 I like sandwiches. I don’t like cakes. I’m tired. Score: 4 marks for vocabulary, 2 marks for structure, I’m wearing a green jacket. 2 mark for fluency 4 I like oranges. I don’t like strawberries. I’m happy. I’m wearing a purple T-shirt. Reading 5 I like cakes. I don’t like sandwiches. I’m tired. I’m wearing a pink dress. 5 Read and number. (6 marks) 6 I like strawberries. I don’t like olives. I’m sad. (left to right) 5 ​1 ​3 ​2 ​6 ​4 I’m wearing a yellow T-shirt. 6 Read and number. (6 marks) 2 grandpa ​3  aunty ​5  dad ​1  grandma ​4  mum ​ Answers 1 blue dress ​6  yellow T-shirt ​3  green jacket ​ 6  uncle 5 pink dress ​2  red jacket ​4  purple T-shirt

Writing

7 Look and write. (12 marks) Answers 1 This is my aunty. She can jump. I can see a motorbike. ​ 2  This is my brother. He can skip. I can see a car. ​3  This is my grandma. She can sing. I can see a plane. ​4  This is my grandpa. He can dance. I can see a bus. Score: 1 mark for each correct sentence. Please note that the above answers are suggestions only, there are other valid answers possible.

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Term tests transcripts / answers

Challenge Tests

Speaking

Writing (12 marks)

3 Correct your teacher. (4 marks) Look at the picture with the child. Point to the different items in the picture, e.g. the girl in Picture A and say She’s hungry. Encourage them to correct you, e.g. She’s happy.

7 Look and write. (12 marks) 1 I’m wearing a jacket. I’m happy. I like strawberries. 2 I’m wearing trousers. I’m tired. I like apples. ​ 3 I’m wearing a dress. I’m thirsty. I don’t like sandwiches. 4 I’m wearing a skirt. I’m sad. I don’t like cherries.

Score: ½ mark for each correction 4 Spot the differences. (8 marks) Look at the picture with the child. 1 Point to the different items in the picture and ask What’s she wearing? or What’s that? Encourage them to respond, e.g. I can see trousers. Encourage the child to find other examples. 2 Give one or two example sentences (I’m happy.) Then ask the child to find more examples. Encourage the child to find the differences between the pictures. 3 Ask them about themselves (I’m wearing a T-shirt, I’m happy, I like oranges, I don’t like apples). Answers Picture A: I’m wearing a T-shirt and a skirt. I’m happy. I like sandwiches, eggs, apples and oranges. I’m wearing a dress and shoes. I’m sad. I like sausages, olives, tomatoes and pears. I’m wearing a dress and a jacket. I’m tired. I like strawberries, peaches, cherries and grapes. I’m wearing trousers and a T-shirt. I’m thirsty. I’m wearing sunglasses and a cap. I’m hungry. Picture B: I’m wearing a T-shirt and trousers. I’m happy. I like sausages, eggs, tomatoes and oranges. I’m wearing a dress and shoes. I’m sad. I like sandwiches, grapes, tomatoes and pears. I’m wearing trousers, a jacket and a cap. I’m tired. I like strawberries, peaches, cherries and olives. I’m wearing a skirt and a T-shirt. I’m thirsty. I’m wearing sunglasses and a dress. I’m hungry.

Score: 1 mark for each correct sentence. Please note that the above answers are suggestions only, there are other valid answers possible.

Score: 4 marks for vocabulary, 2 marks for structure, 2 mark for fluency

Reading (12 marks) 5 Read and number. (6 marks) 3 ​6 ​1 ​4 ​2 ​5 6 Read and number. (6 marks) 4 ​6 ​5 ​1 ​3 ​2

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End of year test transcripts / answers

Challenge Tests

End of year test

Writing

Listening

7 Look and write. (16 marks) 1 I like peaches. I don’t like sausages. 2 I’m 7. I’m wearing trousers and a T-shirt. 3 It’s a fish. Look! It’s got a big tail. 4 I can see a motorbike and a taxi. 5 I’ve got a scooter. It’s old and big. 6 This is my aunty. She can sing. 7 This is my grandpa. He’s tired. 8 I’ve got a book. It’s small and new.

1 Listen and colour. $  3.49 (10 marks) Hello! I’m Alice! I can see a big book. It’s a red book. I’ve got a small cat. She’s got a brown tail, a brown body and brown legs. I’m wearing a yellow skirt. I like cakes. I don’t like pears. Look, I can see pink cakes. I’ve got a purple kite. It’s big. 2 Listen and tick ✓. $  3.50 (6 marks) 1 This is my grandpa. He can dance. He’s tired. This is my aunty. She’s happy. Hello! I’m wearing a white jacket. 2 Look at my toys. I can see a big mouse and a white taxi. Here’s my brother. I’m hungry. I like eggs. I don’t like strawberries. 3 I’m thirsty. I like peaches. I don’t like cherries. Look, it’s my toy. I can see a frog. He can jump. He’s wearing sunglasses. Answers 1 ✗ ✓ ✓ ✗ ​2  ✗ ✓ ✗ ✓ ​3  ✗ ✓ ✓ ✗

Speaking 3 Correct your teacher. (4 marks) Look at the picture with the child. Point to the different items in the picture, e.g. She’s hungry. Encourage them to correct you, e.g. He’s hungry. Score: ½ mark for each correction 4 Talk to your teacher. (12 marks) Look at the picture with the child. 1 Point to the different items in the picture and ask What’s she wearing? or What’s that? Encourage them to respond, e.g. I can see trousers. Encourage the child to find other examples. 2 Give one or two example sentences (I can see dad.) Then ask the child to find more examples. 3 Ask them about themselves (I’m wearing a T-shirt, I’m tired, I like oranges, I don’t like apples). Score: 1 mark for each correct full sentence (max 8 marks). 4 marks for fluency and pronunciation.

Reading 5 Read and number. (8 marks) 2 ​1 ​7 ​4 ​5 ​6 ​3 ​8 6 Read and circle. (8 marks) 1 I’ve got a kite.  2  This is my mum. 3 I’m wearing sunglasses.  4  I like sandwiches. 5 I’m wearing shoes.  6  I don’t like olives. 7 I can see a tail.  8  Don’t eat.

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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 1 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 do them as self-evaluation, they could be part of the Linguistic Biography. The children colour the box or put a ✓ by each vocabulary word that they have learnt recently and can understand, say and read. Then, they trace or 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 a 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. The child writes the corresponding unit number in the top, left-hand corner of each card if they know how to do what the sentence says. They can also colour in the cards using a colour code. This page has been specifically designed to record the achievements of the children.

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My Portfolio I can …

I can understand the teacher.

I can complete activities.

I can sing

I can play

a song.

a game.

I can participate in class.

I can understand a story.

I can answer

I can act out

questions.

a story.

I can count

I can say my

I can copy

I can write

to 10.

colours.

words.

words.

I can use

I can talk

everyday

about the

language.

lesson 7 theme.

I can recognize written words.

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1

My Portfolio Listening

Vocabulary record

Speaking

Reading

Writing

ball bike book doll kite scooter skateboard skipping rope big new old small Oxford Rooftops 1  

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2

My Portfolio Listening

Vocabulary record

Speaking

Reading

Writing

bird cat dog fish frog horse mouse rabbit body legs nose tail

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3

My Portfolio Listening

Vocabulary record

Speaking

Reading

Writing

bus car helicopter lorry motorbike plane taxi train eat run shout walk

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4

My Portfolio Listening

Vocabulary record

Speaking

Reading

Writing

aunty brother dad grandma grandpa mum sister uncle dance jump sing skip

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5

My Portfolio Listening

Oxford Rooftops 1  

Vocabulary record

Speaking

Reading

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Writing

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6

My Portfolio Listening

Oxford Rooftops 1  

Vocabulary record

Speaking

Reading

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Writing

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This is to certify that

has completed Oxford Rooftops 1 signed

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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:

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.

•  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.

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 mean 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 1

Plácido Bazo

Marcos Peñate

2

Integrating Key Competences in Class Primary 1 Contents Page

Contents Page

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

Teaching Notes

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

Templates My Social Tasks Diary . . . . . . . . . . . . 5 Task 1 Singing a Song . . . . . . . . . . . . 6 Task 2 Acting out a Story . . . . . . . . . . 7 Task 3 Saying a Rhyme . . . . . . . . . . 8 Final Task End of School Year Show . . 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 1 provide? In order to facilitate the use of Social Tasks in the Primary classroom, we have developed this material, designed specifically for Primary 1 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 students’ 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, students 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 1  © 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, as well as the resources you will need. An important part of any Social Task is that its relevance extends beyond the classroom; here we also indicate which contexts the students 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 student individually. This is especially important as the five worksheets that make up the Social Task will form an archive of their work. For this reason, the first worksheet is called My Social Tasks Diary; here the students must organize their group and their work, and when finished, this sheet will form the cover of their complete archive on the Social Task. 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 students 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 pupil’s work in terms of Key Competences employed while developing this Social Task.

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Objectives Social Task title

End of School Year Show Social Task description To prepare and perform an End of School Year Show to be performed in the assembly hall.

Level: Primary 1 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, Music

Contexts School, family

Resources Story books, English Class Books, Books of Rhymes, library books and associated audio (CDs or MP3s, the internet)

Final product A show with songs, stories and nursery rhymes

Perfomance of the Social Task Enabling tasks: • Singing a Song • Acting out a Story • Saying a Rhyme • Performing an End of School Year Show

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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 No

Task 2

Task 3

Final Task

Add this page to your diary

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Task 1

Singing a Song

My name of group: Song: Book page number: CD track number: I can listen and sing the song.   My Social Tasks Diary

Task 1

Task 2

Task 3

Final Task

Add this page to your diary

Social Tasks for Primary 1  © Oxford University Press

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Task 2

Acting out a Story

Story: Book page number: I can listen and act out the story.   My Social Tasks Diary

Task 1

Task 2

Task 3

Final Task

Add this page to your diary

Social Tasks for Primary 1  © Oxford University Press

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Task 3

Saying a Rhyme

Rhyme: Web link: www. or CD track number: I can listen and say the rhyme.   My Social Tasks Diary

Task 1

Task 2

Task 3

Final Task

Add this page to your diary

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Final Task

End of School Year Show My name’s

. I’m going to…

Sing a Song / Act out a Story / Say a Rhyme

Name of the song / story /rhyme: My group:

I’m going to wear …

End of School Year Show Group

Singing the Song

With

Acting out the Story Saying the Rhyme

Date

My Social Tasks Diary

Task 1

Task 2

Task 3

Final Task

Add this page to your diary

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Teaching Notes My Social Tasks Diary Task objectives

My Social Tasks Diary

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

My Social Tasks Diary

Language suggestions Vocabulary: numbers, family, introductions. Key phrases: Do you like? I like/I don’t like; What’s your name?

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

Materials My Social Tasks Diary

Date:

Introduction

What are you going to do?

• With this Social Task, students must work with several Key

When?

Did you do it? Yes No

Competences. The project involves making an End of School Year Show with at least three main sections: songs, stories and rhymes.

Warmer

• Tell your students that they are going to create an End of Year

•

Show in English. Ask them what they know about shows, if they have ever seen a play or a concert with their parents and have a discussion in L1. Then ask them some questions in English: Do you like (theatre)? Do you like (songs)? What’s your favourite (song)? What’s your favourite (story)? I like (theatre). Do you go to the theatre with your mum/dad/brother/sister/friends?

Step 1

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

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

My Social Tasks Diary

Task 1

Task 2

Task 3

Final Task

Add this page to your diary

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• When they have finished, collect their work and put it safely away, as they will use it for the next 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: ‘End of School Year Show’. Write it on the board so that they can copy it. Write the date on the board and ask them to copy it too.

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.

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Teaching Notes Task 1 Task objectives

Task 1

Learn to: … work in a group, sing a song, act out a song. Practise talking: … about what you like.

Singing a Song

Language suggestions Vocabulary: review key topics (family, animals, toys, clothes, food, body, face…). Key phrases: Do you like? I like/I don’t like; Open your books.

Materials My Social Tasks Diary, Task 1, Songs CDs, English Class Books

Introduction

My name of group:

• We suggest that you use three sessions to do the ‘Singing

Song:

a Song’ section of the Social Tasks: the first session for the groups to choose their song, the second session to decide on how to act out the song, and the third session to rehearse singing the song in front of the class.

Book page number: CD track number: I can listen and sing the song.

My Social Tasks Diary

Warmer

Task 1

Task 2

Task 3

Final Task

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

groups and remind them about the End of Year Show they are going to get ready for. Explain that one of the main sections of the show is called ‘Singing a song’ and that this is the part that you are going to prepare in the next few sessions. Talk with the class about songs asking Do you like songs? Yes!.

• Ask groups to open their Class Books and go through them to

•

choose a song they want to sing. Encourage them to discuss in their groups what song they like the most and decide together. Ask children to come to the board and write the names of the songs from their Class Books. Play their English Song CD in the background while they’re working to help them remember the songs.

Step 2 Make sure the songs are not repeated.

• Now hand out photocopies of Task 1 to each child and ask them to write the name of their group at the top. Ask each group to write the name of their chosen song on Task 1.They should also write down the page number and the CD track number. You can write these on the board for the children to copy. Explain that now each one of them must listen and sing the song at home as many times as possible. Tell them to tick a box each time they listen to the song.

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• Ask children to show you Task 1 and ask them if they have •

•

practised singing the song at home. Check how many times they have ticked the boxes and praise them for their work. Tell them that they are now going to decide how they are going to act out the song. Ask each group if they remember the actions for their song. Remind them if they don’t and help them decide some if they have chosen a song where they didn’t practise any actions. Ask them to practise at home.

SESSION 3 Step 4

• Ask each group one by one what song they have chosen.

•

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SESSION 2 Step 3

SESSION 1 Step 1

•

Add this page to your diary

Social Tasks for Primary 1 © Oxford University Press

• Ask each group to come to the front of the classroom and • •

sing the song performing the actions at the same time. Encourage the class to praise their work and congratulate them and clap at the end. Ask the class to write the name of the song 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, read a story, act out a story. Practise talking: … about what you like.

Acting out a Story

Language suggestions Vocabulary: review key topics (family, animals, toys, clothes, food, body, face…). Key phrases: Do you like? I like/I don’t like; Open your books.

Materials My Social Tasks Diary, Task 2, English Class Books or library books

Introduction

• We suggest that you use three sessions to do the ‘Acting out a Story’ section of the Social Tasks: the first session for the groups to choose their story, the second session to decide on how to act out the story, and the third session to rehearse performing the story in front of the class.

Story: Book page number: I can listen and act out the story.

My Social Tasks Diary

Warmer

Task 1

Task 2

Task 3

Final Task

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

groups and remind them about the End of Year Show they are going to get ready for. Explain that the next section of the show is called ‘Acting out a Story’ and that this is the part that you are going to prepare in the next few sessions. Talk with the class about stories asking Do you like stories? Yes!.

Add this page to your diary

Social Tasks for Primary 1 © Oxford University Press

home as many times as possible. Ask them to tick a box each time they listen to the story. (You need to photocopy Task 1 for each member of the group.)

• Ask groups to open their Class Books and go through them to

•

choose a story they want to act out. You can also ask children to browse the school library / the book cupboard in the classroom. Encourage them to discuss in their groups what story they like the most and to decide together. Ask children to come to the board and write the names of the stories from their Class Books or library books. Play their English coursebook story CD if you have time, for children to remember the stories.

Step 2

SESSION 2 Step 3

• Ask children to show you Task 2 and ask them if they have • •

• Ask each group one by one what story they have chosen. Make sure the stories are not repeated.

• Now hand out photocopies of Task 2 and ask them to write

•

the name of their group at the top. Ask each group to write the name of their chosen story on Task 2. They should also write down the page number of the book for the story they want to represent. You can write these on the board for the children to copy. Explain that they now have to decide what part each person in the group is going to play.

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• Tell them that they have to read and/or listen to the story at

SESSION 1 Step 1

•

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practised acting out the story at home. Check how many times they have ticked the boxes and praise them for their work. Tell them that they are now going to decide how they are going to act out the story. They can decide to wear any special clothes they think will help – e.g. a hat, shoes, etc. Ask them to practise at home and to ask their parents to help them find the clothes they need.

SESSION 3 Step 4

• Ask each group to come to the front of the classroom and act out the story.

• Encourage the class to praise their work and congratulate •

them and clap at the end. Ask the class to write the name of the story on the second line 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, say a rhyme, act out a rhyme. Practise talking: … about what you like.

Saying a Rhyme

Language suggestions Vocabulary: review key topics (family, animals, toys, clothes, food, body, face…). Key phrases: Do you like? I like/I don’t like; Open your books.

Materials My Social Tasks Diary, Task 3, Songs CDs, English Class Books

Introduction

Rhyme:

• We suggest that you use three sessions to do the ‘Saying

Web link: www.

a Rhyme’ section of the Social Tasks: the first session for the groups to choose their rhyme, the second session to decide on how to act out the rhyme, and the third session to rehearse saying and acting out the rhyme in front of the class.

or CD track number: I can listen and say the rhyme.

My Social Tasks Diary

Task 1

Task 2

Task 3

Final Task

Warmer

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

groups and remind them about the End of Year Show they are going to get ready for. Explain that one of the main sections of the show is called ‘Saying a Rhyme’ and that this is the part that you are going to prepare in the next few sessions. Talk with the class about rhymes, reminding them of any they have done in the class before asking Do you like rhymes? Yes!

• Write a list of rhymes on the board with their corresponding internet addresses where they can listen and watch them. Encourage them to discuss in their groups what rhyme they like the most and decide together.

Step 2

• Ask each group one by one what rhyme they have chosen. Make sure the rhymes are not repeated.

• Now hand out photocopies of Task 3 and ask them to write the name of their group at the top. Ask each group to write the name of their chosen rhyme on Task 3.They should also write down the internet address. You can write these on the board for the children to copy. Explain that now each one of them must listen to and say the rhyme at home as many times as possible. Tell them to tick a box each time they listen to the rhyme.

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SESSION 2 Step 3

• Ask children to show you Task 3 and ask them if they have

SESSION 1 Step 1

•

Add this page to your diary

Social Tasks for Primary 1 © Oxford University Press

•

•

practised saying the rhyme at home. Check how many times they have ticked the boxes and praise them for their work. Tell them that they are now going to decide how they are going to act out the rhyme. Ask each group if they remember the actions for their rhyme. Remind them if they don’t and help them decide some if they have chosen a rhyme where they didn’t practise any actions. Ask them to continue to practise at home.

SESSION 3 Step 4

• Ask each group to come to the front of the classroom and say • •

the rhyme, performing the actions at the same time. Encourage the class to praise their work and congratulate them and clap at the end. Ask the class to write the name of the rhyme in the third line 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, perform in a show.

Language suggestions

End of School Year Show

Vocabulary: review key topics (family, animals, toys, clothes, food, body, face…).

My name’s

Materials

Name of the song / story /rhyme:

My Social Tasks Diary, Final Task, Songs CDs, Story books, English Class Books

My group:

Warmer

I’m going to wear …

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

. I’m going to…

Sing a Song / Act out a Story / Say a Rhyme

that they are going to do the last part: organise the End of Year Show. Explain that each group will have the opportunity to perform once and that they have to choose to either sing the song, act out the story, or say and act out the rhyme.

End of School Year Show Group

Singing the Song

With

Acting out the Story Saying the Rhyme

Date

Step 1

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

My Social Tasks Diary

Task 1

Task 2

Task 3

Final Task

have to decide what they want to perform in the show.

• Ask them to circle what they decide to do: sing a song, act out • •

a story or say a rhyme. They should also write down the name of the song, story or rhyme. Ask the children to write the name of their group and draw and colour a picture to illustrate their performance. Ask them to decide what they are going to wear by ticking the different items listed. They can add the colour of each thing or any other details – e.g. green hat, big shoes, etc.

Add this page to your diary

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Step 2

• Now it is time to practise. Ask groups one by one to come • •

and perform their selection. Encourage the class to clap and say Well done! Ask children to rehearse at home and to ask their parents to help them to bring the right clothes. Do a final rehearsal in the assembly hall and get ready for the show.

Step 3

• The children now have to complete the gaps in the invitation • •

and take it to their parents so that they can come and see the show. Ask them to write the name of the group, team member names, name of the piece they will act and the date on which the show will take place. Ask children to cut out the invitation following the dotted lines.

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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 language in stories, songs or rhymes and language associated with the Social Task. Use language appropriate for the Social Task, reproducing rhythmic and melodic patterns to communicate effectively.

Digital competence Research and / or compile information about familiar stories, rhymes or songs 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. Observe basic rules of exchange such as turn-taking and work creatively and collaboratively in a group.

Cultural awareness and expression Show creativity and a range of artistic techniques to fulfil the Social Task e.g. reciting, singing, drawing, acting out a role play or story or playing a game. Show curiosity and interest in learning about English-speaking cultures through learning a song, story or rhyme and value the process of performing in English.

Learn to learn Use basic learning strategies in preparing for the Social Task such as using reference material e.g. Picture or Bilingual dictionaries, actively reviewing appropriate language and memorizing poems stories or songs. Organise learning according to his or her needs in order to fulfil the Social Task demonstrating basic 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. keeping accurate records or keeping a score or tally.

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 1  © Oxford University Press

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