2

Specific Competences tests

Specific Competences tests introduction 1

Tests teacher’s notes, transcripts & answers 3

Suggested assessment criteria 12

Tests evaluation grids 13

© Oxford University Press

Specific Competences tests You may wish to allow students to refer to the Class Book
while planning. Alternatively, you could brainstorm ideas
introduction with students before the start of the lesson and write their
Each Open Up Specific Competences test focuses on four ideas on the board.
specific competences from the new LOMLOE curriculum, Students are also encouraged to check their work after
which are outlined below. The tests are designed to writing.
focus on what the students ‘can do’. Each test consists of Tell students how much time they have to write. Depending
contextualized, real-world scenarios for each activity in order on the needs of your students, we recommend 20 minutes.
to best meet this new requirement.
There are 10 competences tests for each level of Open Up – Suggested assessment criteria for Writing
6 unit tests, 3 end of term tests and 1 end of year test. Each
Mark 0–1
test is linked to the topic, vocabulary and grammar in each
unit and is split into two parts: Can plan the writing task effectively
Can follow the task instructions effectively,
Listening, Reading and Writing test
including all necessary information
This is a traditional ‘pen to paper’ test that consists of five
sections based on specific competences 1 to 4: listening, Can organize ideas and information logically
reading, writing, written interaction and written mediation.
Can use vocabulary with some accuracy
Each test comes with answer keys and audio.
There is no specified time limit for the test, but you may Can use grammar with some accuracy
choose to give students one. We recommend a reasonable Total /5
time limit so that students have enough time to complete
the exercises, plan and check their answers. You may also
prefer to administer the test over a few lessons, e.g. listening Specific competence 3 (interaction):
and reading one lesson, writing one lesson, interaction and Written Interaction
mediation one lesson. This section tests students’ ability to interact with other
people. It can also test common areas of written interaction
Specific competence 1 (reception): Listening such as correspondence and online conversation and
This section tests students’ ability to understand different discussion.
types of listening contexts on everyday topics that are
related to the ones in the Class Book. A variety of listening Specific competence 4 (mediation):
skills are assessed, including understanding of general Written Mediation
meaning and understanding of specific details. This section tests students’ ability to mediate between texts
Remind your students to read the questions in each exercise or speakers on everyday topics related to the ones in the
carefully before listening and underline any key words. In the Class Book.
case of multiple choice exercises, they should also read the Encourage students to read the task carefully and to
options for each question as well as underline key words. underline any key words. Remind students that their
message should be short.
Specific competence 1 (reception): Reading
This section tests students’ ability to understand different Speaking test
types of written texts on topics that are related to the For Levels 1 and 2, this test consists of two sections based
ones in the Class Book. A variety of reading skills are on specific competences 2 and 3: spoken presentation and
assessed, including understanding general meaning and spoken interaction.
understanding specific details.
The tests can be used to assess students formally or
Remind your students to read the questions in each exercise informally in order to suit all classrooms and teaching
carefully before reading and underline any key words. In the situations. If you choose to assess students informally,
case of multiple choice exercises, they should also read the you could consider allowing students to refer to the Class
options for each question as well as underline key words. Book when planning the Writing and Spoken Presentation
sections of the tests.
Specific competence 2 (production): Writing
The writing section tests students’ ability to produce simple Specific competence 2 (production):
written texts on real-life topics that are related to the ones Speaking Presentation
in the Class Book. The text types are ones that students are This section tests students’ ability to produce simple oral
familiar with either from the Class Book or Activity Book. texts on real-life topics that are related to the ones in
Unlike more traditional writing tests, students are the Class Book. Students are encouraged to plan before
encouraged to think and plan before writing in this section. speaking and to practise.
Each writing section includes a model for students to Despite the name, students are not required to give a
respond to, followed by questions or ideas to help students traditional presentation with visual aids. Essentially, students
with their planning. Tell students them how much time they have to speak for an established period of time on a given
have to plan. Depending on the needs of your students, we everyday topic by imagining a particular real-life situation.
recommend ten minutes.

© Oxford University Press 1

Start the test with a fun warmer to allow the students to Suggested assessment criteria for Spoken Interaction
relax and warm their voices up before the test. This is so that
you can see the students performing at their best. Mark 0–1
Think and plan: Give them planning time. Tell them how Can cooperate respectfully with other
much time they have to plan. If necessary, demonstrate students
on the board what students need to do and check
understanding. Walk around and monitor. Can use key phrases and apply suggested
strategies for conversations
Practise: Place students in pairs to practise. Tell them to ask
questions, and think of something positive to say to their Can answer questions directed to them
partner. Encourage them to speak slowly and clearly.
Can invite others to speak, e.g. by asking
Speak: During the test, encourage students to relax and to
questions
speak to you as if you are the person/people mentioned in
the task rather than their teacher. Take one or two students Can show empathy, e.g. listening when
at a time. The advantage of this is that some students others speak
perform best under more relaxed conditions, without the
Total /5
class watching.

Suggested assessment criteria for the Speaking

Presentation

Mark 0–1
Can plan the presentation effectively
Can answer the question creatively,
appropriately and coherently
Can use vocabulary with some accuracy
Can use grammar with some accuracy
Can speak with clear enough pronunciation
to be understood
Total /5

Specific competence 3 (interaction):

Spoken Interaction
This section tests students’ ability to interact with other
people using the functional language. It can also test
common areas of spoken interaction such as informal
discussion and goal-oriented cooperation.
This section is done in pairs or groups. The interaction varies
to reflect the real-life situation in the task. Remind students
to read the task carefully and to be prepared to make notes
if the task requires. If necessary, demonstrate what students
need to do and check understanding.
Walk around and listen, assessing students using the
suggested criteria below.

© Oxford University Press 2

 Test transcripts and answers
There are six unit tests, three term tests and one end of year test. Each test comprises a
Listening, Reading and Writing paper, and a Speaking paper.

Unit tests 1–6

Unit 1: Listening, Reading, Writing Mediation (SC4)
6 Your friend Nina doesn’t speak English. She
Listening (SC1) wants to know about Ben’s classroom. Write the
1  T36 Listen and tick . (6 marks) message in your language to help her. (3 marks)
1 A Where’s Alice? ANSWERS
B She’s in the library. Students correctly translate the message into their own
2 A Where’s Ralf? language.
B He’s in the playground.
Score 1 mark for each sentence correctly translated.
3 A Where’s Kim?
B She’s in the library.
4 A Where’s Tom? Unit 1: Speaking
B He’s in the toilet.
5 A Where’s Lisa? Speaking (SC2, SC3)
B She isn’t in the classroom. She’s in the toilet.
6 A Where’s Eddie? 1a Look. What can you see in your classroom?
B He isn’t in the library. He’s in the classroom. Circle.
ANSWERS
1b Tell your teacher about your classroom.
1 A  ​2 B  ​3 A  ​4 B  ​5 B  ​6 A
(5 marks)
Ask the student to look at the picture then look at (or think
Reading (SC1)
about) their classroom and circle the items in the picture
2 What can Lizzy see? Read and tick  or cross . which they can see in their own classroom.
(4 marks) Invite the student to tell you about their classroom.
ANSWERS Score See the suggested assessment criteria for the
1   ​2   ​3   4  Speaking Presentation on page 12

3 Read again and answer the questions. (4 marks) 2 Look. Choose a place for your teacher. Play the
ANSWERS game with your friends. (5 marks)
1 B  2 B  3 A  4 B Put the students into groups.
Model the game: display the places on the board. Tell the
Writing (SC2) students you have secretly chosen one of the places for
another teacher. Ask Where’s Mrs Brown? and elicit an answer
4a Read the message. from a student, e.g. ‘She’s in the library.’ if the guess is correct,
award the student a point. If not, give them the correct
4b Plan your reply. Look at your classroom. Tick  answer using the construction She isn’t in the library. She’s in
or cross . the playground. Encourage the students to take turns secretly
choosing a place for you, for the other students to guess.
4c Write your reply. (5 marks)
Students write five sentences based on their own classroom. Score See the suggested assessment criteria for Spoken Interaction
Check against planning ticks and crosses. on page 12.
ANSWERS
Students’ own answers
Score 1 mark for each correct sentence.

Interaction (SC3)
5 Write the words. (3 marks)
ANSWERS
1 isn’t  ​2 She’s  ​3 library

Specific Competences tests teacher’s notes © Oxford University Press Unit 1 3

Unit 2: Listening, Reading, Writing Mediation (SC4)
7 Your friend Marco doesn’t speak English. He
Listening (SC1) wants to understand Kerry’s message. Write the
1  T37 Listen and circle Yes or No. (5 marks) message in your language to help him. (3 marks)
I’m wearing a dress. ANSWERS
I’m not wearing a shirt. Students correctly translate the message into their own
I’m not wearing trousers. language.
I’m wearing a jacket.
I’m wearing badges. Score 1 mark for each sentence correctly translated.

ANSWERS
1 Yes  ​2 No  ​3 No  ​4 Yes  ​5 Yes Unit 2: Speaking
2  T38 Listen again and tick  A, B or C. (1 mark) Speaking (SC2, SC3)
I’m wearing a dress.
I’m not wearing a shirt. 1a Draw a picture of your friend. Circle the words.
I’m not wearing trousers.
I’m wearing a jacket. 1b Tell your teacher about your friend. What is he/
I’m wearing badges. she wearing? (5 marks)
I’m wearing shoes. Ask the student to choose a friend and draw them in the
I’m not wearing socks. box. Encourage them to look at the words and circle those
ANSWERS
which apply to the person.
C Invite the student to tell you about their picture. Ask What’s
he/she wearing? to encourage them to use the correct third-
Reading (SC1) person form.
Score See the suggested assessment criteria for the
3 Read My Clothes and match. (3 marks) Speaking Presentation on page 12
ANSWERS
1 B  ​2 C  ​3 A 2 Look. Play the game with your friends. (5 marks)
Put the students into groups.
4 Read My Clothes again. Circle David, Mia or Model the game: display some pictures of people on the
Harry. (5 marks) board. Tell the students you have secretly chosen one of
ANSWERS the people and you will give them clues to guess who.
1 David  ​2 Mia  ​3 Harry  ​4 Mia  ​5 Harry Say I’m wearing trousers. Elicit a possible answer from a
student. If the guess is correct, award the student a point.
Writing (SC2) If not, give another clue. Use the first-person forms. Continue
giving clues until the students guess the correct picture.
5a Read the email from Niz. Encourage the students to take turns secretly choosing
a person then describing them for the other students
5b Plan your reply. What are you wearing? Tick  to identify.
or cross .
Score See the suggested assessment criteria for Spoken Interaction
5c Write your reply. (5 marks) on page 12
Students write three sentences about what they are wearing.
ANSWERS Unit 3: Listening, Reading, Writing
Students’ own answers
Score See the suggested assessment criteria for Writing on page 12 Listening (SC1)
1  T40 Listen and number. (6 marks)
Interaction (SC3) Are you ready to dance?
6 Write the words. (3 marks) One, clap your hands.
Two, stamp your feet.
ANSWERS Three, wave your arms.
1 I’m  ​2 not  ​3 She’s Four, nod your head.
Five, touch your ears.
Six, shake your legs.
ANSWERS
1 E  ​2 F  ​3 C  ​4 A  ​5 F  ​6 B

Specific Competences tests teacher’s notes © Oxford University Press Units 2 & 3 4
Reading (SC1) 2 Write three actions. Work in groups. Take turns
to say and do. (5 marks)
2 Read My monster. Look and circle Yes or No. Put the students into groups.
(4 marks)
Model the game: write the verbs and body parts on
ANSWERS the board. Model choosing two and say the instruction.
1 Yes  ​2 No  ​3 No  ​4 Yes Encourage the students to do the action. Watch and say Yes
or No depending on whether they do the correct action.
3 Read My monster again. Draw. (4 marks)
Allow the students to play the game together.
Score 1 mark for each of the following features: long hair, 4 arms,
Score See the suggested assessment criteria for Spoken Interaction
2 legs, a big head, 3 eyes, to a maximum of 4 marks.
on page 12
Writing (SC2)
Unit 4: Listening, Reading, Writing
4a Read the message.
4b Plan your reply. Write, circle and draw. Listening (SC1)
4c Write your reply. (5 marks) 1  T41 Listen to Sam and Kate. Tick  or cross .
(6 marks)
There needs to be correct pronoun usage to match the
Sam Hi Kate!
name. Vocabulary use should match the drawing.
Kate Hi Sam!
ANSWERS Sam I’ve got a robot. Have you got a robot?
Students’ own answers Kate No. I haven’t got a robot. I’ve got a plane. Have you got
Score See the suggested assessment criteria for Writing on page 12 a plane?
Sam No. I haven’t got a plane. I’ve got a boat. Have you got
a boat?
Interaction (SC3)
Kate Yes. I’ve got a new boat!
5 Read and match. (3 marks) ANSWERS
ANSWERS Sam     
1 B  ​2 C  ​3 D  ​4 A Kate     

Mediation (SC4) Reading (SC1)

6 Your friend Ali doesn’t speak English. He wants 2 Read Free time activities. Look and circle the
to understand the message. Write the message in letters A–D. (4 marks)
your language to help him. (3 marks) ANSWERS
ANSWERS 1 B  ​2 C  ​3 D  ​4 A
Students correctly translate the message into their own
3 Read Free time activities again. Look and circle
language.
Yes or No. (4 marks)
Score 1 mark for each sentence correctly translated into
ANSWERS
students’ own language
1 No  ​2 Yes  ​3 No  ​4 Yes

Unit 3: Speaking Writing (SC2)

Speaking (SC2, SC3) 4a Read the email from Izzy.

1a Draw and colour someone in your family. Circle 4b Plan your reply. What are you doing? Tick  or
the words. cross .

1b Tell your teacher about your picture. (5 marks) 4c Write your reply. (5 marks)
Students write three sentences – two negative construction,
Ask the student to choose someone from their family and
one positive.
use the outline on the page. Encourage them to look at the
words in the box and circle those which apply to the person. ANSWERS
Invite the student to tell you about their picture. Students’ own answers

Score See the suggested assessment criteria for the Score See the suggested assessment criteria for Writing on page 12
Speaking Presentation on page 12

Specific Competences tests teacher’s notes © Oxford University Press Units 3 & 4 5
Interaction (SC3) 5 A Is she in the flat?
B Yes, she is.
5 Read and write A, B or C. (3 marks) 6 A Is he in the garden?
ANSWERS B No, he isn’t. He’s in the house.
1 B  ​2 A  ​3 C ANSWERS
1 B  ​2 A  ​3 B  ​4 B  ​5 A  ​6 B
Mediation (SC4)
Reading (SC1)
6 Your friend Ella doesn’t speak English. She wants
to understand Sam and Cleo’s messages. Write the 2 Read My home. Look and match. (2 marks)
messages in your language to help her. (3 marks) ANSWERS
ANSWERS 1 C  ​2 A
Students correctly translate the messages into their
own language. 3 Read My home again. Write the letters. (6 marks)
Score 1 mark for each sentence correctly translated. ANSWERS
1 B, E   ​2 A, F   ​3 C, D

Unit 4: Speaking Writing (SC2)

Speaking (SC2, SC3) 4a Read the message.

1a What have you got? Circle the words. Draw. 4b Plan your reply. Look and tick  or cross .

1b Tell your teacher what you’ve got and what you 4c Write your reply. (5 marks)
haven’t got. (5 marks) ANSWERS
Ask the student to think about which of the toys they have In any order:
got and circle the words which apply. Invite them to draw a 1 There’s a house.   ​2 There’s a garden.   ​
toy/toys. If they do not have any of them, encourage them 3 There’s a pond.   ​4 There’s a tree.
to draw a toy they would like. If there’s time, the students Score See the suggested assessment criteria for Writing on page 12
can also colour their pictures.
Invite the student to tell you about their picture. Interaction (SC3)
Score See the suggested assessment criteria for the
Speaking Presentation on page 12 5 Read and write A, B or C. (3 marks)
ANSWERS
2 Work in groups. Play the game. (5 marks) 1 B  ​2 A  ​3 C
Put the students into groups.
Model the game: take a pencil and put it in the middle of Mediation (SC4)
the picture. Spin it and wherever the tip points, identify
the closest person, e.g girl flying a kite. Say I’m playing 6 Your friend Ivor doesn’t speak English. He wants
football. Encourage the students to call out ‘No’, then correct to understand Max and Tess’s messages. Write the
yourself I’m not playing football. I’m flying a kite. Explain that messages in your language to help him. (3 marks)
the students can give correct or incorrect sentences, so ANSWERS
the others have to listen carefully, but they have to correct Students correctly translate the messages into their own
themselves afterwards. language.
Score See the suggested assessment criteria for Spoken Interaction Score 1 mark for each sentence correctly translated.
on page 12

Unit 5: Speaking
Unit 5: Listening, Reading, Writing
Speaking (SC2, SC3)
Listening (SC1)
1a Look at the pictures. Find and circle five
1  T44 Listen and tick . (6 marks) differences.
1 A Is she in the bedroom?
B Yes, she is. 1b Tell your teacher about the pictures. (5 marks)
2 A Is he in the kitchen? Invite the students to look at the two pictures and circle the
B Yes, he is. differences. Encourage them to circle the words they will use
3 A Is she in the bathroom? to describe the pictures.
B No, she isn’t. She’s in the dining room. Invite the students to point to the differences in the pictures
4 A Is he in the living room? and tell you about them using There’s … or She’s in the … .
B No, he isn’t. He’s in the garden.

Specific Competences tests teacher’s notes © Oxford University Press Units 4 & 5 6
Continue until the students have pointed to all five of the Interaction (SC3)
differences in the picture.
5 Write the words. (3 marks)
Score See the suggested assessment criteria for the
Speaking Presentation on page 12 ANSWERS
1 There are   ​2 There’s  ​3 It’s got
2 Look at the picture. Choose a place for your
teacher. Play the game with your friends. (5 marks) Mediation (SC4)
Put the students into groups.
Model the game: display the picture on the board or draw 6 Your friend Tia doesn’t speak English. She wants
a quick cross section of a house. Tell the students you have to understand the message. Write the message in
secretly chosen one of the places for another teacher who your language to help her. (3 marks)
they know. Invite the students to ask questions, e.g. ‘Is she/ ANSWERS
he in the kitchen?’ and answer Yes, (s)he is. / No, (s)he isn’t. as Students correctly translate the message into their own
correct. Continue until a student chooses the correct place. language.
Encourage the students to take turns secretly choosing a
Score 1 mark for each sentence correctly translated.
place for you, for the other students to guess.
Score See the suggested assessment criteria for Spoken Interaction
on page 12 Unit 6: Speaking
Speaking (SC2, SC3)
Unit 6: Listening, Reading, Writing
1a Draw more animals in the picture. Count. Write
Listening (SC1) the numbers.

1  T45 Listen and number. (6 marks) 1b Tell your teacher about your picture. (5 marks)
1 There’s a bull. Invite the students to draw more animals in the farm picture.
2 There are three goats. Encourage them to draw items then count them. If there’s
3 There’s a horse. time, they can also colour the picture.
4 There are two sheep. Invite the students to point to the different animals in the
5 There are two mice. picture and tell you about them using ‘There’s …’ or ‘There
6 There’s a duck. are …’.
ANSWERS Score See the suggested assessment criteria for the
1 C  ​2 F  ​3 D  ​4 A  ​5 B  ​6 E Speaking Presentation on page 12

Reading (SC1) Mediation (SC4)

2 Read My favourite animal. Look and circle the 2 Look at the pictures. Play the game with your
letters A–D. (4 marks) friends. (5 marks)
ANSWERS Put the students into groups.
1 D  ​2 A  ​3 B  ​4 C Model the game: display the pictures on the board or draw
a quick sketch of them. Roll a die and ask the students to
3 Read My favourite animal again. Circle Yes or No.
identify the body part listed next to the number. Make a
(4 marks) sentence about one of the animals in the pictures using that
ANSWERS body part, e.g. It hasn’t got wings. Encourage the students to
A No  ​B Yes  ​C Yes  ​D No guess. If they are correct, they win a point. If not, roll the die
again and make a second sentence about the same animal
Writing (SC2) with the new body part. Continue until a student chooses
the correct animal.
4a Read the email from Lucy.
Score See the suggested assessment criteria for Spoken Interaction
4b Plan your reply. Count and write how many. on page 12

4c Write your reply. (5 marks)

ANSWERS
In any order:
There’s a horse. There are three sheep. There are two cows.
Score See the suggested assessment criteria for Writing on page 12

Specific Competences tests teacher’s notes © Oxford University Press Unit 6 7

Term tests 1–3
Term 1: Listening, Reading, Term 1: Speaking
Writing Speaking (SC2, SC3)
Listening (SC1) 1a Look at the picture. What can you see? Circle
the words.
1  T39 Listen and look. Tick  or cross .
(6 marks) 1b Tell your teacher about the picture. (5 marks)
1 I can’t see a desk.
Look at the picture with the students. Encourage them to
2 She isn’t in the garden.
circle the words which apply to the picture.
3 I can see a window.
4 I can see shoes. Invite the students to point to different things in the picture
5 She’s in the house. and make sentences with ‘I can/can’t see …’ ‘He’s/She’s
6 I can’t see a cap. wearing …’

ANSWERS Score See the suggested assessment criteria for the

1   ​2   ​3   ​4   ​5   ​6  Speaking Presentation on page 12

2 Work in small groups. Draw and colour. Play the

Reading (SC1) game. (5 marks)
2 Read William’s message. Look and tick  or Put the students into groups. Ask them to each draw and
cross . (6 marks) colour one or two people in the places in the picture. Set a
time limit for this.
ANSWERS
Model the game: hold up one of the group’s completed
1   ​2   ​3   ​4   ​5   ​6 
pictures. Tell the students you are going to describe one of
3 Read William’s message again. Look and match. the people. Use place words and clothing words He/She is
(2 marks) (isn’t) in … He’s/She’s wearing … Invite a student to point to
who they think it is and say ‘yes’ or ‘no’. If the guess is correct,
ANSWERS award the student a point. If not, ask another student to
1 B  ​2 A make a guess.
Encourage the students to take turns choosing a person to
Writing (SC2) describe for the other students to identify.
4a Read the email from Freddie. Score See the suggested assessment criteria for Spoken Interaction
on page 12
4b Plan your reply. Look and tick  or cross .
4c Write your reply. (5 marks) Term 2: Listening, Reading,
SUGGESTED ANSWERS
Max is wearing / He’s wearing shorts, a cap, badges, shoes,
Writing
a shirt, socks.
Listening (SC1)
Score See the suggested assessment criteria for Writing on page 12
1  T42 Listen and write the letter A–F. (3 marks)
Interaction (SC3) Girl 1 Hi, I’m Kim. I’m not reading. I’m skipping. I’m wearing
shorts.
5 Write the words. (3 marks) Girl 2 Hi, I’m Maya. I’m eating. I’m not painting. I’m wearing a
dress.
ANSWERS
Boy Hi, I’m Zac. I’m not running. I’m flying a kite. I’m wearing
1 Where’s  ​2 isn’t  ​3 wearing
gloves.
Mediation (SC4) ANSWERS
1 E  ​2 C  ​3 D
6 Your friend Katya doesn’t speak English. She
wants to know about Katie’s clothes. Write the 2  T43 Listen again. Circle Kim, Maya or Zac.
message in your language to help her. (3 marks) (3 marks)
ANSWERS ANSWERS
Students correctly translate the sentences into their own 1 Maya  ​2 Zac  ​3 Kim
language.
Score 1 mark for each sentence correctly translated.

Specific Competences tests teacher’s notes © Oxford University Press Terms 1 & 2 8
Reading (SC1) 2 Work in groups. Colour the pictures. Play the
game. (5 marks)
3 Read the messages. Look and tick . (4 marks) Put the students into groups and invite them to colour in the
ANSWERS pictures.
1 A  ​2 B  ​3 A  ​4 A Model the game: quickly sketch the 12 images on the board.
Roll a die and circle the number in column A, e.g. 2 shoes.
4 Read the messages again. Draw and colour. Roll again and circle the number in column B, e.g. 4 an
(4 marks) apple. Say I’m wearing green shoes. and I’m eating an apple.
ANSWERS The students listen and say ‘yes’ or ‘no’. Repeat a few times
Pedro: curly hair and blue eyes including negative forms, too.
Jing: long hair and brown eyes Score See the suggested assessment criteria for Spoken Interaction
Score 1 mark for each correct feature. on page 12

Writing (SC2) Term 3: Listening, Reading,

5a Read the email from Yara. Writing
5b Plan your reply. Number.
Listening (SC1)
5c Write your reply. (5 marks)
1  T46 Listen and tick . (3 marks)
In the planning phase, students number the actions in any
1 Annie Where’s Sam?
order they choose. Answer order will therefore depend
Bella He isn’t in the house. He’s in the garden.
on this.
Sam There are two chickens!
ANSWERS 2 Boy 1 Where’s Bella?
Clap your hands. Blink your eyes. Touch your ears. Stamp Sam She isn’t in the dining room. She’s in the kitchen.
your feet. Bella There are two mice!
3 Boy 1 Where’s Annie?
Score See the suggested assessment criteria for Writing on page 12
Sam She isn’t in the bedroom. She’s in the bathroom.
Annie There’s a duck!
Interaction (SC3)
ANSWERS
6 Write the words. (3 marks) 1 B  ​2 A  ​3 A
ANSWERS
2  T47 Listen again and number. (3 marks)
1 painting  ​2 paintbrush  ​3 boat
ANSWERS
Mediation (SC4) A 3  ​B 2  ​C 1

7 Your friend Vijay doesn’t speak English. He wants Reading (SC1)

to understand Rob’s email. Write the email in your
language to help him. (3 marks) 3 Look at the pictures. Read the conversations and
match. (4 marks)
ANSWERS
Students correctly translate the email into their own ANSWERS
language. 1 D  ​2 C  ​3 A  ​4 B

Score 1 mark for each sentence correctly translated. 4 Read the conversations again. Tick  and colour
the clothes. (4 marks)
Term 2: Speaking ANSWERS
1 A, red scarf   ​2 A, green trousers   ​3 B, blue cap   ​
Speaking (SC2, SC3) 4 B, purple socks

1a Draw and colour a monster. Circle the words. Writing (SC2)

1b Tell your teacher about your monster. (5 marks) 5a Read the email from Zara.
Ask the student to draw a monster in the box. Encourage
them to look at the words and circle those which apply to 5b Plan your reply. Tick  or cross .
their monster.
5c Draw. Write your reply. (5 marks)
Score See the suggested assessment criteria for the Students should write four sentences which are correct for
Speaking Presentation on page 12 their choice of animal drawn.
ANSWERS
Students’ own answers
Score See the suggested assessment criteria for Writing on page 12

Specific Competences tests teacher’s notes © Oxford University Press Terms 2 & 3 9
Interaction (SC3)
6 Write the words. (3 marks)
ANSWERS
1 It’s  ​2 Is she   ​3 she is

Mediation (SC4)
7 Your friend Lydia doesn’t speak English. She
wants to understand Anna and Billy’s messages.
Write the messages in your language to help her.
(3 marks)
ANSWERS
Students correctly translate the messages into their own
language.
Score 1 mark for each sentence correctly translated.

Term 3: Speaking
Speaking (SC2, SC3)
1a Draw animals in the garden. Circle the words.
1b Tell your teacher about your picture. (5 marks)
Invite the students to draw animals into the picture.
Encourage them to circle and draw items from the box. They
can draw more than one of each item as they like.
Look at the picture with the students.
Invite the students to point to the different things in the
picture and tell you about them using ‘There’s …’ and ‘There
are …’. Encourage them to tell you about the non-animal
features, too (plant, tree, pond, house, etc).
Score See the suggested assessment criteria for the
Speaking Presentation on page 12

2 Work in small groups. Play the game with your

friends. (5 marks)
Put the students into groups.
Model the game: display the picture on the board or draw
a quick cross section of a house. Tell the students you have
secretly chosen places for the four children shown. Invite the
students to ask questions, e.g. ‘Is Josie in the kitchen?’ and
answer ‘Yes, she is.’ / ‘No, she isn’t.’ as correct. Continue until a
student chooses the correct place for each child. Encourage
the students to take turns secretly choosing places for the
children, for the other students to guess.
Score See the suggested assessment criteria for Spoken Interaction
on page 12.

Specific Competences tests teacher’s notes © Oxford University Press Term 3 10

End of year test
Listening, Reading, Writing Mediation (SC4)
8 Your friend Rita doesn’t speak English. She wants
Listening (SC1) to understand the message. Write the message in
1  T48 Listen and tick . (2 marks) your language to help her. (3 marks)
1 Girl Where’s Tammy? Is she in the flat? ANSWERS
Boy No, she isn’t. She’s in the garden. She’s got a mouse. Students correctly translate the message into their own
It hasn’t got big ears. It’s got a long tail. language.
2 Girl Where are you, Ryan?
Score 1 mark for each sentence correctly translated.
Boy I’m in the kitchen. I’m not eating. Let’s dance!
One. Nod your head! Two. Clap your hands! Three. Shake
your legs! Speaking (SC2, SC3)
ANSWERS
1 B  ​2 A
1a Look at the pictures. Find and circle six
differences. Circle the words.
2  T49 Listen again. Circle Tammy’s animal.
(1 mark) 1b Tell your teacher about the pictures. (5 marks)
Invite the student to look at the two pictures and circle the
ANSWERS differences. Encourage them to circle the words they will use
D to describe the pictures.
3  T50 Listen again and number. (3 marks) Invite the student to point to the differences in the pictures
and tell you about them using suitable structures.
ANSWERS
Continue until the student has pointed to all six of the
A 3  ​B 2  ​C 1
differences in the picture.
Reading (SC1) Score See the suggested assessment criteria for the
Speaking Presentation on page 12
4 Read the messages. Look at the pictures. Write
A for Alex or D for David. (4 marks) 2 Work in groups. Spin a coin. Play the game with
your friends. (5 marks)
ANSWERS
1 A  ​2 D  ​3 D  ​4 A Put the students into groups. Each student needs a different
coloured pencil.
5 Read the messages again. Circle Yes or No. Model the game: place the sheet on a table and take a coin.
(4 marks) Stand the coin on its edge and spin it. When the coin lands,
ANSWERS
identify the closest image to it and make a correct sentence
1 Yes  ​2 No  ​3 Yes  ​4 No about what you can see. Encourage the students to say ‘yes’
and then draw a circle around the picture. Repeat with an
incorrect sentence to demonstrate that you can only ‘win’
Writing (SC2) the picture with a correct sentence.
6a Read the email from Archie. Encourage the students to take turns to spin the coin and
make sentences. The other students listen and say ‘yes’ or ‘no’.
6b Plan your reply. Count and write the number.
Score See the suggested assessment criteria for Spoken Interaction
6c Write your reply. (5 marks) on page 12
Students write four sentences about their picture.
ANSWERS
Students’ own answers
Score See the suggested assessment criteria for Writing on page 12

Interaction (SC3)
7 Write the words. (3 marks)
ANSWERS
1 Is it   ​2 It’s  ​3 hasn’t got

Specific Competences tests teacher’s notes © Oxford University Press End of year 11
 Suggested assessment criteria
Name

Writing (SC2) Mark 0–1

Can plan the writing task effectively
Can follow the task instructions effectively, including all necessary information
Can organize ideas and information logically
Can use vocabulary with some accuracy
Can use grammar with some accuracy
Total /5

Speaking Presentation (SC2) Mark 0–1

Can plan the Presentation effectively
Can answer the question creatively, appropriately and coherently
Can use vocabulary with some accuracy
Can use grammar with some accuracy
Can speak with clear enough pronunciation to be understood
Total /5

Spoken Interaction (SC3) Mark 0–1

Can cooperate respectfully with other students
Can use key phrases and apply suggested strategies for conversations
Can answer questions directed to them
Can invite others to speak, e.g. by asking questions
Can show empathy, e.g. listening when others speak
Total /5

Suggested assessment criteria © Oxford University Press 12

 Tests evaluation grids
Name

Unit 1 test
Listening, Reading and Writing Marks Max marks
Listening (SC1) 6
Reading (SC1) 8
Writing (SC2) 5
Written Interaction (SC3) 3
Written Mediation (SC4) 3
Total for test 25

Speaking Marks Max marks

Speaking Presentation (SC2) 5
Spoken Interaction (SC3) 5
Total for test 10

Unit 2 test
Listening, Reading and Writing Marks Max marks
Listening (SC1) 6
Reading (SC1) 8
Writing (SC2) 5
Written Interaction (SC3) 3
Written Mediation (SC4) 3
Total for test 25

Speaking Marks Max marks

Speaking Presentation (SC2) 5
Spoken Interaction (SC3) 5
Total for test 10

Tests evaluation grids © Oxford University Press 13

Unit 3 test
Listening, Reading and Writing Marks Max marks
Listening (SC1) 6
Reading (SC1) 8
Writing (SC2) 5
Written Interaction (SC3) 3
Written Mediation (SC4) 3
Total for test 25

Speaking Marks Max marks

Speaking Presentation (SC2) 5
Spoken Interaction (SC3) 5
Total for test 10

Unit 4 test
Listening, Reading and Writing Marks Max marks
Listening (SC1) 6
Reading (SC1) 8
Writing (SC2) 5
Written Interaction (SC3) 3
Written Mediation (SC4) 3
Total for test 25

Speaking Marks Max marks

Speaking Presentation (SC2) 5
Spoken Interaction (SC3) 5
Total for test 10

Tests evaluation grids © Oxford University Press 14

Unit 5 test
Listening, Reading and Writing Marks Max marks
Listening (SC1) 6
Reading (SC1) 8
Writing (SC2) 5
Written Interaction (SC3) 3
Written Mediation (SC4) 3
Total for test 25

Speaking Marks Max marks

Speaking Presentation (SC2) 5
Spoken Interaction (SC3) 5
Total for test 10

Unit 6 test
Listening, Reading and Writing Marks Max marks
Listening (SC1) 6
Reading (SC1) 8
Writing (SC2) 5
Written Interaction (SC3) 3
Written Mediation (SC4) 3
Total for test 25

Speaking Marks Max marks

Speaking Presentation (SC2) 5
Spoken Interaction (SC3) 5
Total for test 10

Tests evaluation grids © Oxford University Press 15

Term 1 test
Listening, Reading and Writing Marks Max marks
Listening (SC1) 6
Reading (SC1) 8
Writing (SC2) 5
Written Interaction (SC3) 3
Written Mediation (SC4) 3
Total for test 25

Speaking Marks Max marks

Speaking Presentation (SC2) 5
Spoken Interaction (SC3) 5
Total for test 10

Term 2 test
Listening, Reading and Writing Marks Max marks
Listening (SC1) 6
Reading (SC1) 8
Writing (SC2) 5
Written Interaction (SC3) 3
Written Mediation (SC4) 3
Total for test 25

Speaking Marks Max marks

Speaking Presentation (SC2) 5
Spoken Interaction (SC3) 5
Total for test 10

Tests evaluation grids © Oxford University Press 16

Term 3 test
Listening, Reading and Writing Marks Max marks
Listening (SC1) 6
Reading (SC1) 8
Writing (SC2) 5
Written Interaction (SC3) 3
Written Mediation (SC4) 3
Total for test 25

Speaking Marks Max marks

Speaking Presentation (SC2) 5
Spoken Interaction (SC3) 5
Total for test 10

End of year test

Listening, Reading and Writing Marks Max marks
Listening (SC1) 6
Reading (SC1) 8
Writing (SC2) 5
Written Interaction (SC3) 3
Written Mediation (SC4) 3
Total for test 25

Speaking Marks Max marks

Speaking Presentation (SC2) 5
Spoken Interaction (SC3) 5
Total for test 10

Tests evaluation grids © Oxford University Press 17