2ND EDITION ASSESSMENT PACK - english …

Mario HerreraChristopher Sol Cruz

2ND EDITIONASSESSMENT PACK

ENGLISH

4BIGENG2E_L4_ASS_CVR.indd 1 04/08/2017 09:53

ENGLISH

42ND EDITIONASSESSMENT PACK

BIGENG2E_L4_ASS_TTL.indd 1 02/08/2017 16:36

Pearson Education Limited KAO Two KAO Park Harlow Essex CM17 9NA England and Associated Companies throughout the world.

www.pearsonELT.com/bigenglish2

© Pearson Education Limited 2017

The right of Mario Herrera and Christopher Sol Cruz to be identified as author of this Work has been asserted by them in accordance with the Copyright, Designs and Patents Act 1988.

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers

Photocopying: The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions. Individual purchasers may make copies for their own use or for use by the classes they teach. Institutional purchasers may make copies for use by their staff and students, but this permission does not extend to additional institutions or branches. Under no circumstances may any part of this book be photocopied for resale.

First published 2017

ISBN: 978-1-2922-3329-1

Set in Heinemann Roman 13/18pt Printed in China

Acknowledgements The publisher would like to thank the following for their kind permission to reproduce their photographs:

(Key: b-bottom; c-centre; l-left; r-right; t-top)

123RF.com: 6 (child’s chair), 6 (telephone), 10/d, 14br, 30c, 58/2, 70tr, agencyby 10/b, 14bc, algre 6 (car), auremar 37bl, 52/3a, bovalentino 37tr, 38tr, 52/3c, dolgachov 6 (boy), 14tc, joruba 34tl, 37tl, 52/1a, 52/2c, napatcha 3/a, rosipro 6 (girl), 10/c, 14tr, stockbroker 20tl, 30cl, Suwinai Sukanant 46/1a, 46/2a, 55tr, 56/1, 57/b, Robert Wilson 68tl, zoeytoja 26cl (bottom); Alamy Stock Photo: H Armstrong Roberts 46/b, 56/4, Jon Berkeley 40tr, 42bl, 44tr, 84/4, Brand Z 55cr, 56/2, 57/c, Chuck Eckert 68cl, Justin Leighton 20tr, Marka 26tl, Nature Picture Library 42tr, 44bl, 84/3, The Africa Image Library 40tl, 40bl, 44cl, Stacy Walsh Rosenstock 58/5, 60/2b; Fotolia.com: ameli_k 66/1a, anankkml 44cr, CJPhoto 66/2b, Joe Gough 24/d, 33/c, Fabio Lotti 44br, Alena Ozerova 3/c, sunabesyou 37br, 52/2b; Getty Images: Fuse 14tl, Jupiterimages 58/3; Imagemore Co., Ltd: 64cl, 66/3b; John Foxx Collection: Imagestate 30tc; Pearson Education Ltd: Cheuk-king Lo 22/3b, 24/e, 26cr (bottom), 32bl, 33/d, MindStudio 60/1a, 60/2a, Sozaijiten 18tc, 30tr; Shutterstock.com: Peter Albrektsen 66/1c, 66/2a, Ammit Jack 40cl, 42tl, 44c, 84/1, Artens 46/e, 48/1a, Artos 46/a, 55bl, auremar 46/3b, 48/2b, 57/e, 70tl, 72/3a, 72bc (left), AYakovlev 72/1b, 80/4, bikeriderlondon 72/1c, 72bl, 80/1, Bikeworldtravel 58/4, 60/1b, Blend Images 64br, 78cr, Franck Boston 70bl, 80/5, Robyn Butler 40br, 42br, 44tl, cristovao 34cr, 36/a, 38br, 52/3b, Yulia Davidovich 25/a, 26tr, 32cr, Denizo71 20br, 30br, Everett Collection 46/f, 48/1b, Iakov Filimonov 18bc, 20bl, 30cr, 44bc, Fotokostic 3/b, 78tr, Francesco83 22/2a, 22/5b, 24/a, 26br, Blaj Gabriel 36/b, 38tl,

Christos Georghiou 6 (smartphone), Deyan Georgiev 37cl, gkrphoto 22/2b, 22/4b, 22/5a, 24/c, 25/c, 32tr, Mandy Godbehear 58/1, Joe Gough 22/1b, 22/3a, 24/f, 26bl, 32tl, greenland 70br, haveseen 40cr, 44tc, 84/2, Charlie Hutton 68tr, Ilike 18b, Innershadows Photography 70tc, 72/1a, 72/3b, Brian A Jackson 3/d, Nickolay Khoroshkov 57/a, Petr Kopka 68cr, Juro Kovacik 64tr, 66/3c, 66/4b, Aleksandr Kurganov 6 (bike), Kzenon 30tl, MaraZe 26tc, michaeljung 70bc, 72/2c, 72bc (right), 80/2, Monkey Business Images 20cr, 30bc, 46/c, 55br, 56/5, 58/6, nito 46/1b, 48/2a, 56/3, 57/f, 66/1b, 66/2c, Ohmega1982 72/2a, 72/3c, 80/3, Thomas M Perkins 34cl, 34bl, 36/d, 37cr, 38bl, 52/1c, pio3 6 (chair), 64bl, 66/4a, 78cl, Pressmaster 66/3a, 66/4c, 78tl, racorn 55cl, Joshua Resnick 25/d, 26c, 32cl, 33/a, Nestor Rizhniak 72br, George Rudy 72/2b, Sashkin 55tl, 57/d, Jerome Scholler 64cr, 78br, Sally Scott 26cr (top), 32br, scyther5 46/2b, 46/3a, 46/d, Siamionau Pavel 26cl (top), Leah-Anne Thompson 18t, Suzanne Tucker 34tr, 34br, 38cl, Kiselev Andrey Valerevich 10/a, 14bl, 64tl, 78bl, Vorkunkov Andrei 38cr, 52/1b, zebrik 36/c, 52/2a, Dusan Zidar 22/1a, 22/4a, 24/b, 25/b, 33/b, Zurijeta 20cl, 30bl

All other images © Pearson Education

Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication.

Illustrated by: Jim Peacock and Christos Skaltsas

F01 Big English ASB 4 Global Refresh 2E 3096.indd 2 02/09/2017 09:12

Big English Assessment Pack ivAssessment of Young Learners viTest-taking Strategies xScoring in Big English xiiStudent Self-Tracking Progress Charts xvii

Level 4 Diagnostic Pre-Test 02Speaking Assessment Prompts 08Unit 1 Practice Test 10Unit 1 Unit Test 12Unit 1 Speaking Assessment Prompts 14Unit 2 Practice Test 16Unit 2 Unit Test 18Unit 2 Speaking Assessment Prompts 20Unit 3 Practice Test 22Unit 3 Unit Test 24Unit 3 Speaking Assessment Prompts 26Units 1–3 Mastery Test 28Unit 4 Practice Test 34Unit 4 Unit Test 36Unit 4 Speaking Assessment Prompts 38Unit 5 Practice Test 40Unit 5 Unit Test 42Unit 5 Speaking Assessment Prompts 44Unit 6 Practice Test 46Unit 6 Unit Test 48Unit 6 Speaking Assessment Prompts 50Units 4–6 Mastery Test 52Unit 7 Practice Test 58Unit 7 Unit Test 60Unit 7 Speaking Assessment Prompts 62Unit 8 Practice Test 64Unit 8 Unit Test 66Unit 8 Speaking Assessment Prompts 68Unit 9 Practice Test 70Unit 9 Unit Test 72Unit 9 Speaking Assessment Prompts 74Units 7–9 Mastery Test 76Level 4 Final Exam 82Speaking Assessment Prompts 86Answer Key and Audioscript 88

Level 4 Contents


Level 4

Copyright © by Pearson Education, Ltd.

Big English Assessment PackThe Big English Assessment Pack is a useful evaluation tool with a wealth of activity types assessing the students’ language skills. The program balances these assessments throughout each learning year and within individual units.

In this pack, teachers can find five types of tests which will help them form an accurate evaluation of their students’ understanding and achievement.

Pre-Tests Diagnostic Pre-Tests are designed to help place students into a specific level of study that is neither too easy nor too difficult. Big English provides six written Diagnostic Pre-Tests (for levels 1 to 6) that evaluate students’ current language facility in English. Be sure to administer Pre-Tests in a relaxed and supportive atmosphere, emphasizing that the results will help match students with a level that is both fun and challenging.

Practice Tests Each level includes nine Practice Tests which provide students with opportunities for review of learned content and rehearsal of test-taking strategies. To use these tests as formative assessments, consider giving students feedback on strengths and weaknesses, rather than scores. Encourage students to ask questions and find information about concepts they do not fully understand and adapt teaching strategies to help students meet their learning goals. In this way, Practice Tests become part of the instructional process as well as preparation for Unit Tests. (Practice Tests can also be used as make-up tests for students absent on test days.)

Unit Tests Each level also includes nine Unit Tests which correspond to the content material in each of the units and reflect their teaching objectives. These summative tests provide a useful snapshot of student achievement at the end of a unit. They are meant to be graded and included as part of each student’s overall assessment.

Mastery Tests Each Mastery Test assesses student understanding and retention of concepts taught in the previous three units (Units 1–3, Units 4–6, and Units 7–9). These tests help students remember and integrate material learned over time, and assist teachers in decisions regarding which elements of a course need additional review and practice. Like Unit Tests, these are also meant to be graded and included in each student’s overall assessment.

Final Exam The Final Exam for each level assesses student comprehension of the level’s key learning objectives.

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What’s newFor this new edition, the tests have been updated to match the new Student’s Book content. Additional tests have also been added to provide a more balanced assessment of the four skills. There are brand-new listening and reading tasks as well as a new speaking assessment section with prompts and detailed Teacher notes. In addition, existing content has been modified to provide more variety in the type of tasks, many of which follow the CYLET’s specifications. This will provide students with more useful exam preparation.

New speaking and writing checklists and assessment criteria have been introduced which map to the Global Scale of English (GSE) and which will make it easier to assess each student’s performance.

Global Scale of English The Global Scale of English (GSE) is a standardized, granular scale which measures English language proficiency. Unlike some other frameworks which describe attainment in broad bands, the GSE identifies what a learner can do at each point on the scale across speaking, listening, reading, and writing skills. The scale is designed to motivate learners by giving more granular insight into learning progress. Teachers can use the GSE to match a student to the right course materials for their exact level and learning goals.

The badging on the back of your coursebook shows the range of objectives that are covered within the content. Knowing this range helps you select materials with the right level of support and challenge for your students to help them progress. It does not mean that students need to have mastered all objectives below the range before starting the course, or that they will all be ‘at’ the top of the range by the end.

For more information about how using the GSE can support your planning and teaching, your assessment of your learners, and in selecting or creating additional materials to supplement your core program please go to www.english.com/gse.

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Assessment of Young LearnersAround the world, students are being introduced to second, or foreign, languages sooner than ever before. The need to measure student achievement is by no means new. However, assessing language learners between the ages of five and twelve requires teachers to be aware of special considerations such as students’ social, emotional, and cognitive development; cultural background; and familiarity with different types of texts particularly for those students who wish to complete external standardized tests. Effective assessment also takes into account the school and classroom setting, class materials and activities, and the expectations of both teachers and students.

In Big English, students learn language structure and vocabulary in high-interest, thematic contexts using the four communication skills: listening, speaking, reading, and writing. The ratio of these elements varies according to the level, age, and cognitive abilities of the learners.

For the newest and/or youngest learners, a heavier emphasis is placed on listening and speaking; reading and writing tasks are gradually introduced as they become appropriate to students’ age and development. For older, more advanced learners, reading and writing instruction plays a more prominent role. Nonetheless, speaking and listening are practiced throughout the program, as students need to develop strong oral communication skills in order to achieve fluency. In Big English, students engage in a variety of contextualized activities, each of which focuses on a particular learning objective. These objectives are fully supported by the Big English Assessment Pack.

The Big English tests provide a wide range of tasks using formats of controlled practice such as multiple choice, true/false, fill in the blank, matching, and labeling. However, fair and accurate assessment in a language classroom reflects not only what students can recognize and produce on a test, but also what they can perform or do as they actually use the language in real or realistic contexts. To evaluate learners’ progress fairly and fully, both of these aspects must be part of an effective approach to assessment. Therefore, in Big English students are also offered opportunities to express themselves more freely with more open writing tasks and through the speaking assessment.

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Summative Assessment A balanced assessment program includes both formative and summative assessment. Considering the role that each of these types of assessment plays in the classroom can help teachers ensure that they are using tools that will accurately measure all aspects of student achievement.

Formative assessment takes place during the instructional process—while students are forming their understanding of new concepts. When applying formative assessment strategies, both educators and learners gather evidence and information that is used for the purpose of improving learning. These strategies can provide answers to educators to the following questions:

• Who is or is not understanding the lesson?

• What are the students’ strengths and needs?

• What misconceptions do I need to clarify?

• What type of feedback should I give?

• What adjustments should I make to instruction?

• How should students be grouped?

• What differentiation do I need to prepare?

Formative assessment should include a variety of activities, including classroom discussions, peer or group work, homework, as well as traditional tests and quizzes. The important thing to remember about formative assessment is that the method of assessment is not what makes it useful, but the way in which the results are used. Formative assessment is most successful when results are analyzed to determine the current state of student understanding. Results are folded into the classroom experience as teachers take specific actions to improve any deficiencies or correct misunderstandings.

It is obvious that students who take an active role in their own learning have a greater chance for success. Involving students in the assessment process will improve student achievement and motivation (Sadler 1989). The educator can serve as coach or facilitator in this process. Students need to understand learning and performance objectives, identify their current level of comprehension, develop strategies to reach the learning objectives, and address any deficiencies.

Summative assessment gives feedback about what students know and do not know at a particular point in time. These assessments provide evidence of student achievement for the purpose of judging student competence or program effectiveness. Summative assessments usually rank understanding by assigning a letter or number grade. The data gained from summative assessments are generally used to determine how many students are and are not meeting pre-set standards for a program.

Summative assessment is an essential tool for gauging student achievement and verifying instruction, but it cannot stand alone. Because it generally occurs after the learning process, it does not help teachers make instructional adjustments that will improve student progress.

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Assessment for LearningBig English has been developed to allow teachers and students multiple opportunities to integrate Assessment for Learning into every lesson. Notes in the Big English Teacher’s Edition for each level clearly signpost stages in the Assessment for Learning (AfL) process. Assessment opportunities become a natural and integral part of the learning process, leading directly to changes in teaching strategies to ensure students acquire target skills.

A balanced approach to assessment includes frequent informal prompts, games, and other activities that allow students to understand where they are and identify gaps in their understanding. When informal assessments are integrated into the classroom, students take an active role in their own education and seek out the help they need to meet their goals.

One aspect of assessment that is frequently overlooked by traditional approaches is positive reinforcement. All students need to be encouraged by identifying skills they have successfully acquired. Focusing attention only on mistakes or unlearned material creates disengaged, dispirited students. Always be sure to praise students for skills they have successfully acquired before identifying those which need work. Beginning learners are especially responsive to positive feedback.

Self- and Peer-assessmentInvolving students in the assessment process helps create a learning community in which all members are working together toward a shared goal. Assessment for Learning asks students to assess their progress frequently, both individually and in groups.

• Self-assessment involves students in evaluating their own performance and progress. Self-assessment activities should be planned according to students’ age, development level, and cognitive abilities. Very young children can color or draw a happy face, neutral face, or sad face to indicate their feelings about their work; older students can circle words or write descriptive sentences on a chart.

• Peer-assessment offers students a collaborative opportunity to share and evaluate their progress with classmates. In peer-assessments, students are trained to give constructive feedback on other students’ class work, homework assignments, or tests. Generally, students first give a positive comment or two, followed by questions about something they found confusing or incorrect. Partners or groups can then work together to find solutions. Provide students with models of both strong and weak work to help prepare them to evaluate the work of others.

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Managing ExpectationsAssessment for Learning creates a collaborative environment in which teachers and students work together. Both partners need to be aware of their expectations, and understand when they are reasonable and when they need to be adjusted.

• Teacher expectations play a crucial role in preparing students for assessments. Teachers should have high, but reasonable, expectations for student performance. Students who sense a teacher doesn’t have high expectations for them or confidence in their ability to learn often lose interest and motivation. There is no long-term sense of satisfaction in dealing with tasks that are not challenging.

In contrast, students who believe a teacher’s expectations are too demanding and unrealistic soon begin to give up the struggle. Testing becomes a scary and anxiety-filled experience that reduces confidence and motivation. In setting and communicating expectations for students, it is important to consider the age of the learners, their level of cognitive development, and the number of contact hours they have each week.

• Student expectations can affect their assessment experiences. Students can expect a testing atmosphere that is quiet and supportive. They should not be afraid to ask for clarification if they do not understand instructions. Finally, they can expect prompt feedback so that they can evaluate their progress, take pride in achievements, and identify areas that need further attention.

Successful Formal AssessmentIt is important to prepare students for any formal assessment. The added transparency of a classroom that follows Assessment for Learning strategies means that students understand why they are being tested and what those results will (and will not) say about their progress.

Test Review and Warm-Up The day before a test, lead students in a review of unit content presented as a game or team contest that will provide practice for the coming test without causing anxiety. The day of the test, take time to lead students in a warm-up activity that will allow them to switch from thinking in their native language to thinking in English. Having students perform a favorite song or chant from the unit can help them to relax.

Test Information Students should be told the content and skills the test will cover, how long the test will be, and how the test will be scored. For very young students, it is helpful to provide examples of the test item formats beforehand, such as drawing a circle around a word choice, matching, true/false, and choosing a word from a list to fill in a blank. Students should never be tested using formats they have not worked with before, nor should they have to read test instructions in language they have not seen. Keep formats and instructions simple and similar to those found in the Student’s Book.

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Test-taking StrategiesStudents should be familiar with test-taking strategies that will help them feel confident during formal assessments. Remind students to review their Student’s Book, Workbook, corrected homework assignments, and previous tests. In addition, point out the need to get enough sleep the night before and eat a good breakfast the day of the test. A few days before a test, share the following strategies with students to help them prepare.

✓ The best way to do well on tests is to do well in class, from day one.

• Pay attention every day.

• Be prepared.

• Ask questions when you are confused or need help.

✓ Find out about the test you will have from your teacher. This helps you know what to study and what to expect.

• What material will the test cover?

• What formats will be on the test?

Check the answer Multiple-choice Circle the answer Interview

Draw Read and answer Fill-in-the-blank True/False

Match Write

• How much time will you have for the test?

✓ Prepare for the test the day before.

• Choose a comfortable, quiet place to study.

• Choose a time to study when you aren’t tired or sleepy.

• Review your Student’s Book and Workbook.

• Review your class notebook, worksheets, quizzes, and tests.

✓ Really study.

• Identify the information you know well and spend a little time reviewing it.

• Identify the information you don’t know well and spend the most time studying it.

• Read difficult parts aloud or write them down. This helps you concentrate and remember information better.

✓ Try these strategies to help you remember information.

• Make flash cards or note cards and review them often.

• Make a drawing or a poster and hang it on a wall you see every day.

• Use graphic organizers, such as idea maps or outlines, to make sense of material. Organized information is easier to remember.

• Use songs and chants to remember vocabulary and grammar.

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Level 4


• Visualize a picture that illustrates words or ideas you need to remember.

✓ Use these strategies while you are taking a test. They will help you organize your thoughts and make good use of your time.

• Have ready two sharp pencils and a good eraser.

• Write your name on your test as soon as you get it.

• Listen carefully to your teacher’s instructions. Ask questions if you don’t understand.

• Before you begin, look on both sides of your paper. Are there questions you must answer on the other side?

• Now quickly read all the questions on the test. This will help you decide how to plan your time. (You will need more time for the difficult questions.)

• Here is one good system for choosing the order of questions to answer.

1. Begin with a question or two you know the answer to. This helps you relax and feel more confident.

2. Before the first half of your time is up, go to the difficult questions. Are some questions worth a lot of points? Work on them now, while you still have time.

3. Leave some easy questions for last, when there isn’t much time left. Make sure they are questions you can answer quickly, if necessary.

4. If there is time, go back to make sure you answered all the questions. Check your answers for possible mistakes.

✓ When your teacher gives your graded test back, look carefully at your wrong answers. This will help you be better prepared for the future.

• Look at each mistake. Try to figure out the correct answer yourself.

• If you don’t understand why your answer is wrong, ask your teacher.

• Write each correct answer on your test paper. Keep your test to review together with other materials before your next test.

Two meanings of trunk:

1. the long, tube-like part of an elephant’s face used for feeding and drinking

2. a large, strong box with a lock and key; used for storing objects and for traveling

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Scoring in Big EnglishThe Diagnostic Pre-Test, Practice and Unit Tests, Mastery Tests, and Final Exam include a score box for teachers to complete. You should allocate a point for every item or question and if a task contains two tasks (e.g. Listen and match. Then write.), then award two points. The use of the scoring system however is up to your discretion and you might prefer to mark the tests using the scores and share the results with your students giving them more explanations and guidance. On the other hand, you could choose to keep the scores secret and provide individual feedback on each student’s strength and weaknesses either orally or in writing.

Assessing SpeakingIt is important to assess students’ speaking skills in settings that are relaxed and tension-free. The Big English Assessment Pack offers a variety of speaking activities in every test. Visual prompts are provided and there are detailed teaching notes suggesting questions that the students can be asked. There are also Challenges which offer extension ideas for fast finishers or stronger students.

To more accurately evaluate students’ performance, it is better for students to perform the speaking test individually or in pairs as an interview. If your teaching settings require it, you can also choose to set up whole-class activities and circulate around the room to listen to the students as they work through the activities. This will allow you to make notes on individual students without making it obvious that you are listening to them, thus reducing the pressure on them. Pause, standing to the side of the student or pairs of students you are evaluating. You may even want to turn your back on the student you are actually listening to, so that the student remains involved with the task and does not focus attention on you or stop because you are listening. In one-on-one interviews, students are of course aware that they are being assessed. You may want to interview just a few students each day over a period of days, or you may want to interview all of your students on one day, while other students are doing work for extra credit, reading, or completing homework assignments.

Checklist with Assessment CriteriaOn the next page, you can find a detailed checklist to track students’ speaking performance at a glance. It is essentially a set of descriptions of criteria used for assessment in this level. These descriptors are informed by the GSE and CEFR. There is also a rating appropriate for each description, presented in chart form. Descriptors are clearer than simple letter or number grades, and serve as feedback for students (and their parents). Using the rating scale for each descriptor, you can keep track of each student’s progress in speaking production, fluency, interaction, and range. Depending on the task you are evaluating, you may not need to fill in every category; check the appropriate boxes, fill in needed information, and make notes that will help you with the evaluation.

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Speaking Assessment ChecklistStudent’s name: ___________________ Class: _____ Test: _____ Date: _____

G = very good S = satisfactory U = unsatisfactory

Spoken production and fluency

1. Can use sentences in a less controlled context with developing confidence. G S U

2. Can support meaning without using non-verbal communication. G S U

3. Can achieve a greater degree of fluency with a little hesitation. G S U

4. Can sustain speech beyond short isolated phrases. G S U

Spoken interaction

5. Can contribute and maintain spoken interaction with another speaker on topics of personal importance. G S U

6. Can express his/her ideas clearly. G S U

Range

7. Can use the unit’s grammar correctly with support. G S U

8. Can use a range of simple language in a greater range of contexts. G S U

Accuracy

9. Can pronounce target words and phrases clearly. G S U

10. Can produce intelligible language with appropriate intonation. G S U

Notes:

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GSE Speaking Descriptors

Glo

bal S

cale

of E

nglis

h: S

peak

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Ass

essm

ent D

escr

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G

SE 10

–21/

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1G

SE 2

2–29

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30–

35/A

2G

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6–42

/A2+

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FL

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• Pr

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bilit

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and

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gle w

ords

and

very

shor

t ph

rase

s in

a for

mul

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mem

oriz

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fash

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(e.g

. num

bers

, col

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My n

ame i

s …, M

y fav

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kely

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esita

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is st

ill p

ossib

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ut is

be

ginn

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to at

tem

pt re

cove

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refo

rmul

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Use

s lon

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ente

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with

sim

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a le

ss co

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with

gre

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in

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/pla

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peop

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mul

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nd g

reat

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achi

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with

out s

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ay b

e abl

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reco

ver o

r re-

form

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SPO

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IN

TER

AC

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Abili

ty to

und

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and,

co

ntrib

ute t

o, an

d m

aint

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• Ap

prop

riacy

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lang

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and

func

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to b

asic

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singl

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ds an

d/or

ver

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ized

expr

essio

ns w

ith

supp

ort/s

caffo

ldin

g fro

m th

e oth

er

inte

rlocu

tor (

e.g. r

epet

ition

and/

or re

-phr

asin

g, m

odify

ing

spee

d,

supp

lyin

g m

issin

g la

ngua

ge, g

ivin

g no

n-ve

rbal

supp

ort.

etc.)

. U

ses b

asic

wor

ds to

obs

erve

soci

al

conv

entio

ns (e

.g. p

olite

gre

etin

gs/

plea

se/th

ank

you)

.

Con

trib

utes

to sh

ort e

xcha

nges

on

fam

iliar

topi

c are

as w

ith so

me

supp

ort,

both

aski

ng an

d an

swer

ing

form

ulai

c que

stio

ns.

Use

s sim

ple fi

xed

expr

essio

ns to

ob

serv

e soc

ial c

onve

ntio

ns (e

.g.

How

are

you?

Be c

aref

ul! I

’m so

rry!

).

Con

trib

utes

to si

mpl

e exc

hang

es

on to

pics

of p

erso

nal i

mpo

rtan

ce

or ev

eryd

ay re

leva

nce u

sing

simpl

e la

ngua

ge an

d so

me fi

xed

expr

essio

ns.

May

achi

eve t

he in

tera

ctiv

e pro

cess

(e

.g. t

urn

taki

ng) w

ithou

t sup

port

. U

ses s

impl

e fixe

d ex

pres

sions

to

obse

rve s

ocia

l con

vent

ions

in a

w

iden

ing

rang

e of c

onte

xts (

e.g.

intro

duci

ng p

eopl

e, re

spon

ding

to

apol

ogie

s, po

litely

refu

sing

a req

uest)

.

Con

trib

utes

to ex

chan

ges o

n to

pics

re

leva

nt to

them

selv

es, t

heir

rout

ine,

and

thei

r env

ironm

ent u

sing

som

e sel

f-gen

erat

ed la

ngua

ge an

d ex

pres

sions

. In

depe

nden

ce is

beg

inni

ng to

em

erge

, lea

ding

to m

ore e

xten

ded

exch

ange

s. H

as a

deve

lopi

ng aw

aren

ess a

nd

rang

e of f

unct

iona

l lan

guag

e for

so

cial

inte

ract

ion

(e,g

. ask

ing

for

som

eone

’s ne

ws,

givi

ng a

reas

on

alon

g w

ith an

apol

ogy)

.

RA

NG

E •

Gra

mm

ar an

d vo

cab

• To

pics

and

cont

exts

Use

s sin

gle w

ords

and

shor

t fixe

d ex

pres

sions

rela

ted

to in

form

atio

n of

per

sona

l rel

evan

ce o

r the

im

med

iate

per

sona

l env

ironm

ent

and

situa

tion

(e.g

. Hell

o/G

oodb

ye,

Plea

se/Th

ank

you,

Sor

ry?)

.

Use

s bas

ic p

hras

es/fi

xed

expr

essio

ns

rela

ted

to fa

mily

, frie

nds,

hom

e lif

e, an

d pe

rson

al ex

perie

nces

as

wel

l as t

he im

med

iate

clas

sroo

m

envi

ronm

ent (

e.g. H

ow d

o yo

u sp

ell

that

?, N

ice to

mee

t you

!) C

an ex

pres

s sim

ple p

erso

nal

opin

ions

(lik

es/d

islik

es).

Use

s sim

ple,

often

repe

titiv

e lan

guag

e re

late

d to

ow

n w

orld

situ

atio

ns an

d ex

perie

nces

(e.g

. Let

’s go

to th

e mov

ie

thea

ter,

I’d li

ke a

ham

burg

er a

nd fr

ies

plea

se.),

H

as a

grow

ing

com

man

d of

the

lang

uage

nee

ded

with

in th

e cla

ssro

om

to ex

pres

s nee

ds an

d w

ants

and

to

com

plet

e cla

ssro

om ac

tiviti

es.

Con

text

s are

still

‘ow

n w

orld

cent

ered

’ bu

t may

be b

road

er in

rang

e (e.g

. the

ir ow

n ch

ildho

od/th

eir f

utur

e pla

ns/

thei

r frie

nd’s

rout

ines

etc)

.

Use

s a ra

nge o

f sim

ple l

angu

age

with

mor

e con

fiden

ce le

adin

g to

gr

eate

r dev

elop

men

t of s

poke

n co

ntrib

utio

ns. C

onte

xts a

nd to

pics

re

late

to th

e wor

ld as

it is

rele

vant

to

youn

g pe

ople

.

AC

CU

RA

CY

• Pr

onun

ciat

ion,

stre

ss,

and

into

natio

n•

Con

trol o

f str

uctu

re,

voca

bula

ry, a

nd

func

tion

Can

pro

duce

inte

lligi

ble l

angu

age

with

supp

ort a

nd/o

r mod

elin

g fro

m

othe

r int

erlo

cuto

rs.

Can

pro

duce

inte

lligi

ble l

angu

age

with

less

imm

edia

te in

put,

alth

ough

m

odel

ing

and

supp

ort m

ay o

ften

still

be n

eces

sary

. Be

ginn

ing

to d

evel

op co

ntro

l, al

thou

gh er

rors

freq

uent

and

supp

ort s

till n

eede

d to

achi

eve

com

mun

icat

ion.

The m

ajor

ity o

f wor

ds ar

e int

ellig

ible

. Er

rors

may

still

be e

vide

nt b

ut th

ere

is le

ss n

eed

for s

uppo

rt to

achi

eve

com

mun

icat

ion.

Spee

ch is

inte

lligi

ble,

alth

ough

pr

onun

ciat

ion

of in

divi

dual

item

s m

ay st

ill ca

use i

ssue

s. St

ress

and

into

natio

n ar

e gen

eral

ly se

cure

and

supp

ort m

eani

ng.

Erro

rs m

ay b

e pre

sent

but

do

not

hind

er co

mm

unic

atio

n.

xiv Level 4


Level 4


Assessing the Writing With the writing tasks, you can assess your students’ handwriting and their knowledge of spelling of individual words. As the challenge increases across units and levels, you can also assess their ability to express themselves with longer sentences, to structure paragraphs and longer texts.

As a suggested marking scheme, award two points per category: written production, range, and accuracy. So each writing task adds up to six points.

Writing Assessment ChecklistStudent’s name: ___________________ Class: _____ Test: _____ Date: _____

G = very good S = satisfactory U = unsatisfactory

Written production

1. Can write basic sentences with support. G S U

2. Can write short, simple texts with support. G S U

3. Can use simple connecting devices (e.g. or/because) to link sentences. G S U

4. Can produce a small range of text types appropriately, including short basic descriptions, greetings in a card and simple emails. G S U

Range

5. Can use the unit’s vocabulary correctly with support. G S U

6. Can use the unit’s structures correctly with support. G S U

7. Can produce a range of simple structures with independence. G S U

Accuracy

8. Can use the correct spelling of familiar words. G S U

9. Can use a greater range of punctuation in sentences. G S U

10. Can control structure and vocabulary when using familiar language though errors are likely. G S U

Notes:

Level 4 xv


Level 4


GSE Writing Descriptors

Glo

bal S

cale

of E

nglis

h: W

ritin

g A

sses

smen

t Des

crip

tors

G

SE 10

–21/

<A

1G

SE 2

2–29

/A1

GSE

30–

35/A

2G

SE 3

6–42

/A2+

WRI

TTEN

PR

OD

UC

TIO

N•

Con

tent

and

orga

niza

tion

• Ap

prop

riacy

• C

oher

ence

and

cohe

sion

• Te

xt ty

pes

• Ab

ility

to co

rrec

t

Can

writ

e the

lette

rs o

f th

e alp

habe

t in

uppe

r and

lo

wer

case

. C

an co

py sh

ort w

ords

and

may

be a

ble t

o co

py v

ery

shor

t phr

ases

(e.g

. This

is M

ary.)

onc

e fam

iliar

ized

w

ith th

em.

Can

writ

e bas

ic is

olat

ed se

nten

ces (

e.g.

I can

swim

. I li

ke d

ogs a

nd ca

ts.) w

ith a

mod

el. Is

able

to w

rite s

hort

answ

ers t

o qu

estio

ns in

a re

adin

g te

xt (e

.g. W

hat c

olor

is

the b

ook?

→ It

is re

d.).

May

be a

ble t

o pr

oduc

e sho

rt, s

impl

e tex

ts

(two

or th

ree s

ente

nces

) on

a fam

iliar

to

pic,

whe

n m

odele

d.

Can

link

sim

ple s

ente

nces

with

bas

ic

conn

ecto

rs (e

.g. a

nd an

d bu

t).

Is ab

le to

pro

duce

a lim

ited

num

ber o

f te

xt ty

pes a

ppro

pria

tely

: can

writ

e list

s of

wor

ds (e

.g. a

shop

ping

list

or a

cate

goriz

ing

activ

ity fo

r cla

ssro

om p

urpo

ses)

, can

co

mpl

ete s

impl

e tab

les/g

rids o

r for

ms w

ith

basic

per

sona

l inf

orm

atio

n an

d ca

n w

rite

an ap

prop

riate

gre

etin

g in

a ca

rd.

Has

an aw

aren

ess o

f err

ors (

e.g. i

n sp

ellin

g) w

hen

guid

ed.

Can

writ

e sim

ple s

ente

nces

(e.g

. My

frien

d ha

s br

own

hair.

I do

n’t li

ke d

oing

m

y hom

ewor

k.)

with

a m

odel.

M

ay b

e abl

e to

prod

uce s

impl

e tex

ts w

ith

rele

vant

cont

ent (

four

to si

x se

nten

ces)

on

a fa

mili

ar to

pic,

whe

n m

odele

d.

Can

use

sim

ple c

onne

ctin

g de

vice

s (e.g

. or

or b

ecau

se) t

o lin

k se

nten

ces.

Is ab

le to

pro

duce

a sm

all r

ange

of

text

type

s app

ropr

iate

ly, in

cludi

ng

simpl

e not

es an

d in

vita

tions

, sho

rt,

basic

des

crip

tions

, and

lists

for s

peci

fic

purp

oses

(e.g

. rec

ordi

ng an

activ

ity).

Is ab

le to

mak

e cor

rect

ions

to sp

ellin

g w

hen

guid

ed.

Can

pro

duce

sim

ple t

exts

in li

nked

se

nten

ces,

of re

leva

nt co

nten

t and

/or o

f pe

rson

al in

tere

st, w

ith g

uida

nce.

Is ab

le to

use

a ra

nge o

f sim

ple c

onne

ctin

g de

vice

s to

prod

uce a

cohe

sive t

ext (

e.g.

whe

n/so

/then

). Is

able

to p

rodu

ce a

rang

e of t

ext t

ypes

ap

prop

riate

ly, in

cludi

ng si

mpl

e em

ails

and

lette

rs, s

impl

e dia

ry en

trie

s, sh

ort s

impl

e de

scrip

tive t

exts,

sim

ple n

arra

tives

, sig

ns,

and

men

us. C

an o

pen

and

close

a te

xt

(lette

r/em

ail/n

ote/

card

) in

an ap

prop

riate

w

ay.

Is ab

le to

corr

ect s

pelli

ngs a

nd er

rors

in

struc

ture

with

gui

danc

e.

RA

NG

E•

Topi

cs an

d co

ntex

ts•

Gra

mm

ar an

d vo

cabu

lary

• Fu

nctio

ns

Topi

cs ar

e ver

y fa

mili

ar

and/

or re

lated

to th

e im

med

iate

envi

ronm

ent

(e.g

. nam

es, n

umbe

rs,

fam

ily m

embe

rs, c

lass

room

ob

ject

s, to

ys, p

ets,

etc.)

. G

ram

mar

and

voca

bula

ry

are l

imite

d to

sing

le w

ords

an

d ve

ry si

mpl

e for

mul

aic

struc

ture

s (e.g

. This

is ...

, I

am …

).

Topi

cs re

mai

n ow

n w

orld

cent

ered

but

m

ay i

nclu

de fa

mili

ar th

ings

seen

in

pict

ures

/sto

ries (

e.g. e

very

day

item

s, da

ily

activ

ities

, etc

.).

Can

pro

duce

bas

ic st

ruct

ures

and

simpl

e vo

cabu

lary

of p

erso

nal r

eleva

nce,

with

su

ppor

t (e

.g. I

like

ham

burg

ers.)

. C

an u

se la

ngua

ge to

per

form

bas

ic

func

tions

(e.g

. sim

ple p

erso

nal o

pini

ons

(like

s/di

slike

s)).

Topi

cs re

late t

o ow

n w

orld

situ

atio

ns,

know

ledg

e, an

d ex

perie

nces

(fam

ily an

d fr

iend

s, th

eir t

own,

sim

ple n

arra

tives

, et

c.).

Can

pro

duce

sim

ple s

truc

ture

s with

in

depe

nden

ce (e

.g. W

ould

you

like a

dr

ink?

I we

nt to

the p

ark.

I us

ually

wal

k to

sc

hool

, etc

.). C

an u

se v

ocab

ular

y re

lated

to

topi

cs.

Is ab

le to

use

fixe

d ph

rase

s to

prod

uce

som

e sim

ple f

unct

ions

(e.g

. mak

ing

an

invi

tatio

n or

than

king

som

eone

) if g

iven

a m

odel.

Topi

cs re

late t

o th

e wor

ld as

it is

rele

vant

to

a you

nger

lear

ner.

Can

use

a ra

nge o

f voc

abul

ary

relat

ed to

to

pics

. Can

pro

duce

a ra

nge o

f sim

ple

struc

ture

s (e.g

. will

for f

utur

e pre

dict

ions

, pr

esen

t per

fect

with

pre

sent

refe

renc

e, co

mpa

rativ

e and

supe

rlativ

e adj

ectiv

es

etc.)

, alth

ough

may

nee

d su

ppor

t. Is

able

to u

se la

ngua

ge fo

r a ra

nge o

f fu

nctio

ns (e

.g. g

ivin

g in

struc

tions

, str

aigh

tforw

ard

com

plai

nts,

simpl

e ap

olog

ies,

simpl

e adv

ice)

if g

iven

a m

odel.

AC

CU

RA

CY

• Sp

ellin

g an

d pu

nctu

atio

n•

Con

trol o

f str

uctu

re

and

voca

bula

ry

Can

use

capi

tal l

ette

rs

on n

ames

and

may

use

a ca

pita

l to

begi

n a s

ente

nce.

Can

spell

sim

ple w

ords

co

rrec

tly w

hen

copy

ing

from

a m

odel.

Er

rors

are f

requ

ent i

f not

co

pyin

g fro

m a

mod

el,

and

very

com

mon

in

lear

ners

with

non

-Lat

in L

1 al

phab

ets.

Can

pun

ctua

te a

sent

ence

corr

ectly

(usin

g ca

pita

l let

ters

and

perio

ds) a

nd h

as an

aw

aren

ess o

f que

stion

mar

ks. C

an u

se

apos

troph

es fo

r con

tract

ions

. Fa

mili

ar w

ords

may

be s

pelle

d co

rrec

tly.

Has

an aw

aren

ess o

f ver

y sim

ple s

pelli

ng

rules

(e.g

. cat

→ ca

ts, b

us →

bus

es).

May

show

goo

d co

ntro

l of s

truc

ture

and

voca

bula

ry w

hen

close

ly g

uide

d by

a m

odel.

Err

ors i

n sp

ellin

g/or

thog

raph

y ar

e fre

quen

t in

lear

ners

with

non

-Lat

in L

1 al

phab

ets.

Can

accu

rate

ly u

se a

rang

e of

punc

tuat

ion

inclu

ding

com

mas

and

poss

essiv

e apo

strop

hes.

H

as an

awar

enes

s of s

impl

e spe

lling

rules

(e

.g. d

ance

→ d

ancin

g).

Fam

iliar

wor

ds ar

e usu

ally

spell

ed

corr

ectly

; err

ors m

ay o

ccur

with

new

er

lexis.

C

an co

ntro

l str

uctu

re an

d vo

cabu

lary

w

hen

usin

g fa

mili

ar la

ngua

ge: e

rror

s ar

e lik

ely w

ith le

ss fa

mili

ar la

ngua

ge in

les

s con

trolle

d co

ntex

ts. L

earn

ers w

ith

non-

Latin

L1

alph

abet

s may

ofte

n m

ake

mist

akes

in sp

ellin

g/or

thog

raph

y.

Can

use

bas

ic p

unct

uatio

n (e

.g. c

apita

ls,

perio

ds, c

omm

as, q

uesti

on m

arks

) with

ac

cura

cy. M

ay u

se ex

clam

atio

n m

arks

and

spee

ch m

arks

accu

rate

ly, al

thou

gh m

ay

unde

r or o

ver u

se th

ese.

Is aw

are o

f a ra

nge o

f spe

lling

rules

(e.g

. tid

y → ti

died

, big

→ b

igge

r). S

pelli

ng is

ac

cura

te w

ith fa

mili

ar w

ords

. Sh

ows g

ood

cont

rol o

f str

uctu

re an

d vo

cabu

lary

with

fam

iliar

lang

uage

. Err

ors

may

be f

requ

ent i

n les

s con

trolle

d ta

sks.

Feat

ures

of L

1 ar

e lik

ely to

inte

rfere

, and

le

arne

rs w

ith n

on-L

atin

L1

alph

abet

s may

m

ake m

istak

es in

spell

ing/

orth

ogra

phy.

xvi Level 4


Level 4


Student Self-Tracking Progress ChartsStudents can keep track of their progress by referring to the I can statements at the end of each unit in their Student’s Book. They can also use the following chart and fill it in when they receive the results for each test.

My Progress

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

Test score

Reading

Listening

Writing

Speaking

My teacher says

My Progress

Unit 6 Unit 7 Unit 8 Unit 9

Test score

Reading

Listening

Writing

Speaking

My teacher says

Level 4 xvii


2 Level 4

Name Diagnostic Pre-Test Level 4

Listening

12

Look at the chart. Then listen and circle T for True or F for False.

Leo’s chores Mon Tue Wed Thu Fri

makes his bed ✓ ✓

cleans his room ✓ ✓ ✓ ✓

does his homework ✓ ✓ ✓ ✓ ✓

washes the dishes

1 Leo always does his homework.

2 Leo usually cleans his room.

3 Leo never makes his bed.

4 Leo never washes the dishes.

5 Leo sometimes makes his bed.

T F

T F

T F

T F

T F

23

Listen and write. Then check (✓).

1 a b 2 a b

3 a b 4 a b

M01 Big English ASB 4 Global Refresh 2E 3096.indd 2 02/09/2017 09:13

Level 4 3


34

Listen and match. Draw lines.

1

2

3

4

a

b

c

d


4 Level 4


Reading

4 Read and complete the dialog. Use the words from the box.

firefighter fire station hospital officer police station

Donna:

Mark:

Donna:

Mark:

Donna:

Mark:

Hi, Marie!

Hi, Donna. Is that your dad?

Yes, it is.

Wow, is he a 1.

?

Yes. My mom is, too. They both work at the 2.

.

Cool! My dad is a police 3.

. He works at the

4.. My mom is a nurse. She works

at the 5.

.

5 Read and match. Draw lines.

1 I brush my teeth

2 He feeds the

3 They always go

4 Before dinner, I sometimes

5 She has to study

go to a piano lesson.

to soccer practice on Sunday morning.

after breakfast.

for a test.

cat at seven thirty in the morning.


Level 4 5


6 Read and circle is or was. Then look at the pictures and answer the questions.

Rio de Janeiro, Brazil London, EnglandYesterday Today Yesterday Today

Temperature: 33˚ C / 91˚ F




1 How is / was the weather in Rio de Janeiro yesterday?

2 How is / was the weather today in Rio de Janeiro?

3 How is / was the weather in London today?

4 How is / was the weather in London yesterday?

7 Complete the sentences. Circle the correct verb.

1 There aren’t any / some cookies in the kitchen.

2 There’s any / some pizza for lunch.

3 I want any / some spaghetti for dinner, please.

4 Did / Does / Do you go to a zoo yesterday?

5 What did / does / do you do every Sunday morning?

6 What did / does / do Paul have to do tonight?


6 Level 4


Writing

8 Look and write. Use the words from the box.

big fast long new old short slow small

1 This is an phone. People used to use these to talk to each other.

2 This is a phone. They are called cell phones.

3 This is a chair.

4 This is a chair.

5 This girl has hair.

6 This boy has hair.

7 This car is .

8 This bicycle is .

9 Follow the sequence and write.

1 Thursday, Friday, 2 spring, summer, 3 morning, afternoon, 4 usually, sometimes, 5 February, March,


Score: / Level 4 7


10 Answer the questions. Write sentences.

1 What do you like to wear on weekends?

2 What did you do at school yesterday?

3 What did you do on your last vacation?

11 Order the words to write sentences and questions.

1 like / she / doing / dishes / does / the / ?

2 dad / do / does / your / what / ?

3 never / dog / I / the / Sundays / walk / on

4 exercise / yesterday / did / any / they / get?

5 dressed / at / gets / she / fifteen / seven


8 Level 4

Speaking Assessment Prompts Diagnostic Pre-Test


Level 4 9

Speaking Assessment Prompts Diagnostic Pre-Test Teacher’s Notes

1 Ask the students to describe what they can see in the picture. Point to different people and objects and ask questions: What is this? Who is this? Is this a…? Can you find a…? Point to a…? Ask the student to ask you questions about the picture.

2 Ask the student to describe what the children are wearing. Ask questions: What is this boy wearing? Etc. Then ask: What do you like wearing? What do you wear to school? What do you wear at the weekend?

3 Point to the different activities. Ask the student to describe the activities. Ask questions: What is this boy/girl doing? Do you like doing this activity? Why do you like doing it? What is your favorite activity? What is your brother’s/sister’s/friend’s favorite activity?


10 Level 4

Name Practice Test Unit 1

1 Match the sentences with the correct pictures. Draw lines.

1 Trish plays the flute. She has wavy blond hair. a

2 Lara has light hair. She is funny and friendly. b

3 Bryan is serious. He has glasses and dark hair. c

4 Natalie has straight hair. She likes to read. d

25

Look at the pictures. Then listen and write.

Abby Buster Jaime Jose Lisa Ms. Francis


Level 4 11

Name

Score: /

Practice Test Unit 1

3 Complete the sentences. Write the correct form of the words in parentheses.

1 My brother is than I am. (old)

2 I am than Emily. (tall)

3 Frank’s backpack is than Henry’s. (heavy)

4 Maria’s hair is than Diane’s. (long)

4 Replace the words in bold. Rewrite the sentences using the words from the box.

hers his mine ours theirs yours

1 My backpack is heavier than your backpack.

2 My hair is longer than her hair.

3 Their house is bigger than our house.

4 Our dog is friendlier than their dog.

5 Your sister is taller than my sister.

6 My cousin is older than his cousin.

5 Compare two things in your class. Use words ending in -er to show how they are different. Write two sentences.


12 Level 4

Name Unit Test Unit 1

16

Listen and check (✓) the correct box.

1 a b c

3 a b c

2 a b c

2 Look at the two pictures. Complete the paragraph. Use the words from the box.

curly funny glasses long short straight taller

I have two different teachers. Mr. Marshall is 1.

than Mrs. Ivy.

Mr. Marshall’s short hair is 2.

and 3.

. Mrs. Ivy’s black

hair is very 4.

and 5.

. She wears 6.

. They

are both nice, but Mrs. Ivy is 7.

. We have fun in her class.


Level 4 13

Name

Score: /

Unit Test Unit 1

3 Complete the sentences. Use the words from the box.

friendly funny shy smart

1 My cousin is not serious. She is .

2 My brother is nice to everyone. He is .

3 My mother likes to tell stories. She is not .

4 My best friend helps me do homework. He is very .

4 Replace the words that are in bold. Use the words from the box.

his mine theirs yours

1 My sister’s hair is longer than my hair.

2 Your dog is bigger than Bobby’s dog.

3 Our school is older than their school.

4 My backpack is heavier than your backpack.

5 Compare two friends or family members. Use words ending in -er to show how they are different. Write two or three sentences.


14 Level 4

Speaking Assessment Prompts Unit 1


Level 4 15

Speaking Assessment Prompts Unit 1 Teacher’s Notes

1 Have the student look at the six pictures of children. Ask the student to point out and describe each student’s hair. Prompt the student to use complete sentences including words from the lesson such as dark, light, curly, straight, long, short, and to use the comparative (-er) forms of the descriptive words from the lesson. Encourage the student to continue describing other features of the students pictured. Ask direct questions if necessary. Ask: Is her hair shorter than his?

2 Ask the student to draw a picture of family members standing side by side. Then have the student compare the two: Who is bigger? Taller? Whose hair is longer? Darker? Prompt the student to include differences and similarities in the way the two are dressed, too.

Challenge:

Have the student describe what the two people are like. Prompt the student to discuss the things we don’t see physically, about how the people act, or what they like to do, or whether they are funny or serious.

3 Say: Let’s talk about your best friend. Ask: Can you describe him or her to me? Ask: Are you the same as your friend or different from them? Encourage the student to give as much information as possible about his/her friend.


16 Level 4


1 Match the questions with the correct answers. Draw lines.

1 Where is Emily going after school?

2 Where are we going this weekend?

3 What are your brothers doing after dinner?

4 What is your dad doing after work?

We’re going to Grandpa’s farm.

They’re going to ride bikes with a friend.

He’s taking me to the dentist!

She’s going to basketball practice.

2 Look at Roger’s schedule. Circle the correct answer.

Do homework Play soccer Take out garbage

Monday ✓

Tuesday ✓

Wednesday ✓

Thursday ✓

Friday ✓

Saturday ✓ ✓

Sunday ✓ ✓

1 How often does Roger play soccer?

a once a week b twice a week c three times a week

2 How often does Roger do homework?

a five times a week b three times a week c once a week

3 How often does Roger take out the garbage?

a once a week b three times a week c five times a week


Level 4 17

Name

Score: /


37

Listen and write.

1 is she going on Saturday?

2 are you going to do at the park?

3 is your brother doing after school?

4 does she play soccer?

4 Read. Use the words from the box to complete the sentences.

every Saturday and Sunday twice week

At home I like to help. We have a pet dog. On 1.

, I walk

the dog. My brother and I make our beds 2.

day. We also

do some fun things together. Once a 3.

my family watch

a movie. My brother and I also have to go to the dentist. We normally go

4. a year.

5 Write sentences.

1 Write something you do every day.

2 Write something you do once or twice a week.

3 Write something you do once a year.


18 Level 4


18

Listen. Complete the dialogs. Use the words from the box.

on Saturdays once a year twice a month twice a year

1 A: How often do you go to the movies?

B: I go to the movies .

2 A: How often does your family go on vacation?

B: We go on vacation .

3 A: How often do you help clean the house?

B: I help clean the house .

4 A: How often do you go to the dentist?

B: I go to the dentist .

2 Look at the pictures and answer the questions. Write sentences.

1 What does he do on Thursdays?

2 What does she do every morning?

3 What does she do on Saturdays?

4 What do they do three times a week?


Level 4 19

Name

Score: /

Unit Test Unit 2

3 Read Luke’s notes. Then answer the questions.

1 What does Luke do every Sunday?

Every Sunday, .

2 What does Luke do after school on Tuesdays?

On Tuesdays, .

3 Name two things Luke does every day.

Every day, .

4 Sort the following activities into categories. Answer for yourself.

eat dinner go on vacation go shopping clean my room go to the dentist watch a movie

Once or twice a year Once a week Every day

5 What do you do every weekend? Write two or three sentences.

6 Read the answers. Write the questions. Use what or where.

1 I go shopping every Friday with my mom.

2 They are going to school.

3 We are taking my dog for a walk.


20 Level 4



Level 4 21


1 Ask the student to look at the photos and then ask questions about them, for example: What are the people doing in the photos? Where are they? What are they doing?

2 Draw a simple chart on the board or on a large sheet of paper with three columns labeled: Every Day; Once a Week; Once a Year. Prompt the student to talk about activities that fit under each of these columns. Using complete sentences, have the student tell at least one thing he/she does that fits the column.

Challenge:

Ask the student to talk about an activity from the Once a Year column. It might be a fun holiday celebration or a trip or a visit to the dentist. Ask the student to talk about the event, explaining what happened and how he/she felt about it.

3 Ask the student to divide their day into three parts: Before School, School, and After School. Prompt the student to talk about what is done in each part of the day, asking How often… questions along the way to elicit language structures about frequency (once a week, twice a day, every morning). Have the student look at the photos on page 16 for guidance.

4 Invite the student to picture a perfect day. Have the student describe what he/she would do. Encourage the student to say the time he/she would do an activity. If necessary, ask questions: What time do you get up? What do you have for breakfast?


22 Level 4


19

Listen and check (✓).

2 Read the questions and complete the answers. Use would or wouldn’t.

1 Would you like to try some yogurt and fruit?

Yes, .

2 Would Michelle like to try some rice and beans?

Yes, .

3 Would Arturo like to try a grilled cheese sandwich?

No, .

4 Would your sisters like to try some noodle soup?

Yes, .

5 Would you and your friend like to try some oatmeal?

No, .

1 a b 2 a b

3 a b 4 a b

5 a b


Level 4 23

Name

Score: /


3 Complete the dialog. Use the words from the box.

I’d like to try would (2×)

Gary:

Larry:

Gary:

Larry:

Gary:

Larry:

Gary:

Yay! We get to make our own dinner tonight! Anything we want!

And I’m hungry!

I know. What 1.

you 2.

?

3. like rice and chicken!

Me, too, but it takes time. And I don’t know how Dad cooks it.

Well, 4.

you like 5.

a grilled

cheese sandwich? I see Dad make them all the time.

Okay. I’ll get the bread and cheese. What do we cook it in?

I don’t know. You know what, Larry? Dinner’s more fun when Dad

is here!


1 What would you like to eat for breakfast?

2 What would you like to eat for lunch?

3 What new food would you like to try?

4 What new food would you not like to try? Why?


24 Level 4


110

Listen and write the correct number.

2 Complete the dialog. Use the words from the box. Use a capital letter when necessary.

do (2×) I’d like (3×) to try would (3×)

Waitress:

Marina:

Waitress:

Marina:

Waitress:

Marina:

Waitress:

1. you

2. to order now?

Yes! I’m hungry.

That’s great. What 3.

you 4.

?

I 5.

like 6.

the rice and beans.

Oh, 7.

like some chicken curry, too, please.

8. you

9. spicy food?

Yes, I 10.

. Why?

Because you will love this chili!

ba

c d

e f


Level 4 25

Name

Score: /

110



do (2×) I’d like (3×) to try would (3×)

Waitress:

Marina:

Waitress:

Marina:

Waitress:

Marina:

Waitress:

1. you

2. to order now?

Yes! I’m hungry.

That’s great. What 3.

you 4.

?

I 5.

like 6.

the rice and beans.

Oh, 7.

like some chicken curry, too, please.

8. you

9. spicy food?

Yes, I 10.

. Why?

Because you will love this chili!

Unit Test Unit 3


1 Cathy would like fruit and yogurt for lunch. a

2 Jason would like noodle soup for dinner. b

3 Joey would like cereal with milk for breakfast. c

4 Sue and Emma would like tortillas for lunch. d

4 Answer the questions. Write complete sentences.

1 What would you like for breakfast?

2 What would you like for lunch?

3 What would you like for dinner?

5 What about a favorite meal? Write about the foods you would eat at this meal. Write two or three sentences.


26 Level 4



Level 4 27


1 Ask the student to think about foods that are eaten at different times of the day. Have the student draw a picture of at least two foods that might be eaten for breakfast, two foods that might be eaten for lunch, and two foods that might be eaten for dinner. Point to each food and have the student tell you what it is, how often he/she eats it, and how much he/she likes it.

Challenge:

Encourage the student to talk about foods he/she likes and dislikes. Prompt him/her to use comparatives to explain why he/she does or doesn’t like certain foods. For example, I like oranges. I don’t like grapefruits. Ask: What’s the difference? (Oranges are sweeter than grapefruits.)

2 Have the student look at the photos. Ask the student to categorize these foods into three groups: Foods I Like, Foods I Don’t Like, Foods I Haven’t Eaten. Ask when he/she likes to eat each food. For foods the student hasn’t eaten, ask: Would you like to try…? Prompt the student to tell you about additional international or ethnic foods not on the list that he/she has at home every day or for special occasions, and to talk about the countries or people associated with these foods.

3 Have the student look at the photos again and imagine he/she is in a restaurant. Invite the student to role-play a dialog. Start with the question: What would you like for breakfast?, followed if necessary by: Would you like some [milk] with that?


28 Level 4

Name Mastery Test Units 1–3

111

Listen and check (✓) the correct box.

1 2 3 4

yes no yes no yes no yes no

2 Complete the sentences. Write the correct form of the word in parentheses.

1 My brother is than I am. (funny)

2 I am than Tom. (young)

3 Rob’s backpack is than Maria’s. (heavy)

4 Irene’s hair is than Chantal’s. (long)

3 Read the questions and look at the pictures. Circle the correct answer.

1 Who is smaller, Joe or Jaime?

2 Who is taller, Abby or Lisa?

3 Who is younger, Franklin or Buster?

4 Who is shorter, Ms. Francis or Ms. Rivera?

Joe Jaime

Abby Lisa

Franklin Buster

Ms. Francis Ms. Rivera


Level 4 29


4 Replace the words in bold. Rewrite the sentences. Use the words from the box.

hers his mine ours theirs yours

1 Their house is bigger than our house.

2 My hair is curlier than her hair.

3 My backpack is not heavier than your backpack.

4 Our dog is older than their dog.

5 Your sister is taller than my sister.

6 My bike is newer than his bike.

5 Complete the sentences. Circle the correct word.

1 My aunt is not funny. She is serious / small.

2 My dad is nice to everyone. He is tall / friendly.

3 My friend likes to tell stories. He is not shy / old.

4 My sister helps me do homework. She is very smart / shy.

5 My brother likes to tell jokes. He is funny / short.


30 Level 4


612


1 a b c

2 a b c

3 a b c


Level 4 31


7 Look at Jinelle’s schedule. Circle the correct answer.

Guitar practice Play basketball Do the dishes

Monday ✓ ✓

Tuesday ✓ ✓

Wednesday ✓ ✓

Thursday ✓ ✓

Friday ✓ ✓

Saturday ✓

Sunday ✓

1 How often does Jinelle play basketball?

a once a week b twice a week c three times a week

2 How often does Jinelle have guitar practice?

a five times a week b three times a week c seven times a week

3 How often does Jinelle do the dishes?

a once a week b three times a week c five times a week


every summer twice weekends year

1 I eat dinner day.

2 I walk the dog on .

3 I visit my cousins every .

4 Our family goes on vacation together once a .

5 Do you go to the dentist a year?


32 Level 4


9 Read. Then look at the pictures and check (✓).

10 Read the questions and complete the answers. Use would or wouldn’t.

1 Would you like to try some noodle soup?

Yes, .

2 Would Claire like to try some oatmeal?

Yes, .

3 Would Mateo like to try some flan?

No, .

4 Would your brothers like to try some steamed buns?

Yes, .

5 Would you and your friend like to try some yogurt and fruit?

No, .

1 chicken curry a b

a b2 yogurt with fruit

a b3 oatmeal with fruit


Name

Level 4 33Score: /

Mastery Test Units 1–3


1 Would you like cereal with milk for breakfast?

a

2 I would like noodle soup for dinner. b

3 My brother would like steamed buns for every meal!

c

4 Would you like a grilled cheese sandwich for lunch?

d

12 What do you do every weekend or almost every weekend? Write two or three sentences.


34 Level 4


113


2 Complete the statements. Circle should or shouldn’t.

1 You should / shouldn’t stay up late.

2 You should / shouldn’t drink lots of water and juice.

3 You should / shouldn’t get some exercise every day.

4 You should / shouldn’t eat lots of sweets.

5 You should / shouldn’t take good care of yourself.

6 You should / shouldn’t watch too much TV.

3 Match the sentences to the correct ailments. Draw lines.

1 Tami’s eyes are red, and she is sneezing.

2 Paul has a high fever. His throat hurts.

3 Nora’s head hurts. She has to rest and close her eyes.

4 Roy fell off the steps. His arm is sore and bleeding.

5 Anna ate something bad last night, and now she feels sick.

cut

sore throat

allergies

stomachache

headache

1 a b

2 a b

3 a b


Level 4 35

Name

Score: /

2 Complete the statements. Circle should or shouldn’t.

1 You should / shouldn’t stay up late.

2 You should / shouldn’t drink lots of water and juice.

3 You should / shouldn’t get some exercise every day.

4 You should / shouldn’t eat lots of sweets.

5 You should / shouldn’t take good care of yourself.

6 You should / shouldn’t watch too much TV.

3 Match the sentences to the correct ailments. Draw lines.

1 Tami’s eyes are red, and she is sneezing.

2 Paul has a high fever. His throat hurts.

3 Nora’s head hurts. She has to rest and close her eyes.

4 Roy fell off the steps. His arm is sore and bleeding.

5 Anna ate something bad last night, and now she feels sick.

cut

sore throat

allergies

stomachache

headache



allergies exercise fruits and vegetables headache

Kate:

Josie:

Kate:

Josie:

Kate:

Josie:

Can you turn the lights down? I have a bad 1.

.

Are you taking good care of yourself?

I take good care of myself. I get plenty of 2.

, and

I eat a lot of 3.

.

Maybe you have 4.

. Your eyes look a little red

and watery.

No, I don’t. I don’t know why I have a headache.

You should see a doctor.

5 List three things that are unhealthy. Write sentences. Use should.

1 2 3

6 Order the sentences.

1 I / go / should / the / to / dentist / ?

2 should / do / for / throat / what / I / a / sore / ?

3 better / could / of / she / take / care / herself

4 much / eat / you / chocolate / so / shouldn’t


36 Level 4


114


2 Complete the sentences. Write should or shouldn’t.

1 You eat healthy meals.

2 You exercise every day.

3 You drink a lot of soda.

4 You go to the doctor if you feel sick.

5 You eat sweet snacks every day.

3 Read the chart. Answer the questions. Write sentences.

Sleeping Eating Exercising

Cherie stays up late lots of fruits and vegetables

rides bike, swims

Williamsleeps 8–9 hours every night

lots soda and sweet snacks

plays computer games, watches TV

Carlos stays up late lots of candyplays basketball and soccer

1 What should Cherie do to take better care of herself?

2 What should William do to take better care of himself?

3 What shouldn’t Carlos do to take better care of himself?

a b c d


Level 4 37

Name

Score: /

Unit Test Unit 4

415

Listen and match. Draw lines.

Becky

Daniel

Rashid

Daisy

Robert

Claire


1 I drink plenty of water and take good care of myself / herself.

2 She needs more sleep. She doesn’t take care of yourself / herself.

3 Jenny, Fred, and I are trying to take better care of ourselves / themselves.

4 One way you can take better care of himself / yourself is to get more exercise.

5 He exercises every day. He takes good care of myself / himself.

6 Write three things everyone should do to stay healthy. Write sentences.


38 Level 4



Level 4 39


1 Ask the student to tell you how he/she is feeling. Ask if he/she is taking good care of himself/herself. Write the three categories Eating, Sleeping, and Exercising on the board. Point to each and have the student explain something specific in each category: I eat fruit for my after-school snack every day. Focus on the positive and encourage the student to tell you what he/she is trying to do to stay healthy.

2 Point to a photo and ask the student to describe the person. First have the student describe the person with the ailment (She can’t get out of bed. He can’t eat anything. She sneezes when she goes outside.)

Challenge:

Ask the student to role-play: First he/she is the sick or injured person in their drawing. Prompt a description of symptoms and then offer advice. Then have the student play the healthy person in the drawing. Prompt the student to talk to you and find out what’s wrong, and then give friendly advice about what you should do to feel better. Encourage the student to use should and shouldn’t.

3 Ask the student what should be done to stay healthy and what shouldn’t be done to stay healthy.


40 Level 4


116


2 Complete the sentences. Write there are or there were.

1 A hundred years ago, 100,000 cheetahs.

Now, 12,000.

2 Today, 2,000 black rhinoceros in the world.

300,000 black rhinoceros 100 years ago.

3 No one knows how many polar bears 100 years ago, but only 20,000 left today.

4 In 1900, more than 100,000 tigers.

Today, only 3,200.

1 a b

2 a b

3 a b


Level 4 41

Name

Score: /


3 Read the sentences. Write the name of the animal.

an angler fish a tarsier a volcano rabbit

1 I have short ears and I live in Mexico around volcanoes. I am .

2 I am blue. I live all over the world in the oceans. I am .

3 I live in Southeast Asia. I have long fingers, a long tail, and big eyes. I am .

4 Read the answers. Write the questions.

1 A: B: There were about 100,000 tigers 100 years ago.

2 A: B: There are only 12,000 cheetahs today.

3 A: B: No one knows how many there were 100 years ago, but today there

are 20,000 polar bears.

5 Pick one endangered animal. Answer the questions. Write sentences.

1 What is it and where does it live?

2 Why is it endangered?

3 Why do you want it to be saved?


42 Level 4


117

Listen and number.

2 Complete the sentences. Write how many, there are, or there were. Use a capital letter when necessary.

1 over 100,000 cheetahs 100 years ago.

2 Today, only 12,000.

3 Asian elephants were there 100 years ago?

4 90,000 Asian elephants 100 years ago.

5 Now, only 45,000 Asian elephants because people are killing them.

6 animals are endangered?

a b

c d


Level 4 43

Name

Score: /

Unit Test Unit 5

3 Read and complete the dialog.

Anne:

John:

Anne:

John:

Anne:

John:

Anne:

John:

Anne:

John:

Anne:

Tigers are endangered. There 1.

only 3,200 of them left

in the world today.

Really?

Yes. In the 1900s, there 2.

more than 100,000 tigers.

Wow! Why 3.

there only 3,200 now?

Because some people kill tigers. They sell them for their fur or to

make medicine.

That’s terrible!

I know. But today there 4.

people trying to help them.

Maybe we can help them, too.

Yes. First, let’s find out about tigers. Then I am sure there

5. something we can do to help.

Yes, there 6.

! Let’s start an information center at school.

Good idea.

4 Why are many animals endangered? Give two reasons.

1 2

5 Write a comparison of two weird animals. Write three or four sentences. Include at least one similarity and one difference.


44 Level 4


1


Level 4 45


1 Have the student look at the photos and choose an animal. Prompt the student to describe the physical features of the animal and interesting facts about how it moves, what it eats, etc. Then prompt the student to tell where the animal lives and what its habitat is like.

Challenge:

Ask the student to explain why this animal is endangered and what is being done to protect this animal from extinction.

2 Ask the student to compare one of these wild and weird animals to a common pet, such as a dog or cat. Have him/her look at the photos for additional support. Prompt a discussion of what is valuable about both our pets and wild animals. What can we learn from each type of animal? Why does it matter if either type of animal disappears?

3 Encourage the student to choose any animal. Ask the student to describe the animal, say what it can and can’t do, talk about where it lives, and whatever else they know about it.


46 Level 4


118


1 a

2 Complete the sentences. Ask and answer.

1 Did people have electric lamps in the 1800s?

. They used oil lamps.

2 Did people have smartphones 50 years ago?

No, they didn’t. But they used .

3 before 1950?

No, they didn’t. They used to listen to the radio for news and entertainment.

4 when your grandparents were growing up?

No, they didn’t. They used a coal stove to cook everything.

319

Listen and number.

a b c

d e f

b 2 a b

3 a b


Level 4 47

Name

Score: /


4 Complete the dialog. Use did, didn’t, or used to. Use a capital letter when necessary.

Michael:

Grandpa:

Michael:

Grandpa:

Michael:

Grandpa:

1. you have electric lights when you were little?

Yes, we 2.

, but my grandfather 3.

have them.

How 4.

he see at night?

Well, before people had electricity, they 5.

burn

candles or use oil lamps.

6. you have a computer when you were my age?

Oh, no. Back then, we 7.

use paper and pencils!


by hand coal stoves horse and cart oil lamps phones with operators

1 Before cars, what did people use to travel to the next town?

2 Before electric lamps, what did people use to see at night?

3 Before washing machines, what did people use to wash their clothes?

4 Before microwaves and modern ovens, what did people use to cook

dinner?

5 Before cell phones, what did people use to do to call each other?


48 Level 4


120


1 a b

2 Read and match the sentences. Draw lines.

1 Today, we use cell phones.

2 Now, we use washing machines.

3 Now, most people use a car.

4 Today, many people use microwaves.

Then, we washed clothes by hand.

People used to cook on coal stoves.

Before, we used phones with operators.

Long ago, people used a horse and buggy.

3 Complete the dialog. Use did, didn’t, or used to. Use a capital letter when necessary.

Sadie:

Sammy:

Sadie:

Sammy:

Sadie:

Sammy:

Sadie:

We’re reading about the 1800s in school. You know, people

1. have cars back then. Cars didn’t exist!

What 2.

people do?

Well, they 3.

have a horse and buggy. The horse

pulled the buggy.

4. they have cell phones?

No, they 5.

. Most people 6.

have

telephones at all until the 1900s.

And no computers, right? Before computers, what 7.

people 8.

do?

Go look it up—on your computer!

2 a b


Level 4 49

Name

Score: /

Unit Test Unit 6

421

Look, listen, and number.

c d

a b

5 Look inside the house again. Then answer the questions.

1 Before email, what did people use to keep in touch?

2 Before TV, what did people do for entertainment at home?

3 Before electric lights, what did people use to see in the dark?

6 What invention is most important to you: computer, cell phone, or TV? Why? Write two or three sentences.


50 Level 4



Level 4 51


1 Ask the student to talk about what daily life was like 100 years ago. Ask: How did people get around? How did they cook and clean? How did they get information? Ask: What did people used to do clean their clothes?, etc. Ask him/her to tell what we have or how we do something now. Ask direct questions if the student is struggling, for example: Did people have computers 100 years ago?

2 Using the pictures, invite the student to explain details in the pictures and to talk about similarities as well as differences in what we did and had a long time ago and in the present.

Challenge:

Have the student talk about positive as well as negative aspects of life 100 years ago. Was there anything good about using horses instead of cars (less pollution, for example)? Was there any benefit to getting news and entertainment while sitting around the radio together compared to watching and listening on individual devices (computers)? Prompt the student to consider several modern inventions and their older equivalents in this way.

3 Have the student imagine that they lived 100 years ago. Have him/her describe what a daily routine would have been like using the language from the unit.


52 Level 4


122


2 Read. complete the text. Use the words from the box.

allergies cut headache sore throat stomachache toothache

Robert is sad today because he ate something bad last night. Now he has a

1.. Marissa is sad today because she can’t go out to play. She

is sneezing a lot and her eyes are watering. She has 2.

.

Omar is sad today because his throat hurts. He is coughing a lot and he

can’t talk. He has a 3.

. Yessenia is sad today because her

head hurts and she can’t watch TV. She has a 4.

.

Tina is sad today because she can’t eat sweets. She has a 5.

.

Keith is sad today because he fell over and can’t play football. He has a

6..

3 a b c

2 a b c

1 a b c


Level 4 53


3 Complete the sentences. Write should or shouldn’t.

1 You get plenty of rest each night.

2 You drink lots of soda or sugary drinks.

3 You get some exercise every day.

4 You eat fruits and vegetables every day.

5 You watch too much TV.


1 He drinks plenty of water and takes good care of himself / yourself.

2 You need more sleep. You don’t take care of herself / yourself.

3 One way Mom and Dad can take better care of themselves / himself is to get more exercise.

4 Nelly and I are trying to take better care of ourselves / themselves.

5 I’m taking better care of ourselves / myself by eating more vegetables.

5 Read. Write the name of the animal. Use the words from the box.

a coconut crab an angler fish a volcano rabbit

1 I live on many islands in the Indian Ocean, but I cannot swim. I am .

2 I live deep down in dark oceans. I am .

3 I live in the mountains of Central America and my home is on the ground. I am .

6 Pick one of the “weird” animals that you really like. Answer the questions. Write sentences.

1 What is the animal and where does it live? What makes it weird?


54 Level 4


7 Complete the dialogs. Write how many, there are, or there were. Use a capital letter when necessary.

1 A: Asian elephants were there 100 years ago?

B: 90,000 Asian elephants 100 years ago.

2 A: tigers are there today?

B: only 3,200 tigers today. There used to be over 100,000.

3 A: Andean flamingos were there 100 years ago?

B: No one knows, but today only 34,000.

4 A: black rhinoceroses are there today?

B: only 2000 black rhinoceroses today. They are endangered now because people are killing them.

5 A: polar bears were there 100 years ago?

B: No one knows, but now only 20,000 because the climate is changing.

6 A: cheetahs are there today?

B: only 12,000 cheetahs today. There used to be over 100,000.

8 Read. Circle T for True or F for False.

1 Before cars, people used to have to walk everywhere.

2 Before washing machines, people used to wash clothes by hand with a washboard and tub.

3 Before electric lamps, people used to use candles or oil lamps to see in the dark.

4 Before TV, there were only newspapers to give people news or entertainment.

T F

T F

T F

T F


Level 4 55

Name

7 Complete the dialogs. Write how many, there are, or there were. Use a capital letter when necessary.

1 A: Asian elephants were there 100 years ago?

B: 90,000 Asian elephants 100 years ago.

2 A: tigers are there today?

B: only 3,200 tigers today. There used to be over 100,000.

3 A: Andean fl amingos were there 100 years ago?

B: No one knows, but today only 34,000.

4 A: black rhinoceroses are there today?

B: only 2000 black rhinoceroses today. They are endangered now because people are killing them.

5 A: polar bears were there 100 years ago?

B: No one knows, but now only 20,000 because the climate is changing.

6 A: cheetahs are there today?

B: only 12,000 cheetahs today. There used to be over 100,000.

8 Read. Circle T for True or F for False.

1 Before cars, people used to have to walk everywhere.

2 Before washing machines, people used to wash clothes by hand with a washboard and tub.

3 Before electric lamps, people used to use candles or oil lamps to see in the dark.

4 Before TV, there were only newspapers to give people news or entertainment.

T F

T F

T F

T F


923


1 a b

2 a b

3 a b

10 Read and write. Use the words from the box.

by hand cell phones coal stove horse and buggylisten to the radio oil lamps

1 Today, we use electric lights. Before, people used .

2 Long ago, people traveled by . Now, we drive cars.

3 Today, many people use . People used to use a phone with an operator.

4 Many years ago, people washed clothes . Now, we use washing machines.

5 Today, many people use microwaves. Long ago, people used a to cook food.

6 Long ago, many people used to to get the news. Today, many people watch TV.


56 Level 4


11 Look at the pictures showing “Long Ago.” Write a sentence for each telling what we do “Today.”

1

2

3

4

5


Level 4 57

Name

Score: /


1224

Listen and number. Then write.

a b c

d e f

Long ago

now

13 In today’s world, is a computer more important to you than a cell phone? Give your reasons. Write three or four sentences.


58 Level 4


125

Listen and match.

2

4

6

2 Complete the sentences. Use the words from the box. Use a capital letter when necessary.

anniversary birthday first twentieth twenty

Dad:

Henry:

Dad:

Henry:

Dad:

Henry:

Dad:

Good news, Henry! We’re going to have a party next weekend.

What kind of party? A 1.

party?

No, it’s an 2.

party for Aunt Marta and Uncle

Frank. It’s their 3.

anniversary!

Wow! 4.

years! That’s a long time. What are you

going to do?

Your mom and I are going to take everyone out to a special

restaurant. I am going to call the restaurant now.

What makes this restaurant so special?

It’s where Frank and Marta met each other for the

5. time!

a make cards with hearts

b stay up late and watch fi reworks

c have a party

d get presents and a chocolate cake

e watch a parade

f make a card and buy fl owers

1

3

5

birthday

Independence DayEarth Day

Valentine’s Day

my parents’ anniversary

New Year’s Eve/Day


Level 4 59

Name

Score: /


326

Listen and number.

4 Look and circle the correct answer.

1 2 3

a Valentine’s Day

b Birthday

a Independence Day

b Earth Day

a New Year’s Day

b Anniversary

5 What is your favorite holiday? Write three or four sentences.

1 a

2 a

3 a

b

b

b

c

c

c

Monday

5

Thursday

3

Sunday

19

Tuesday

16

Tuesday

13

Saturday

18

Monday

15

Tuesday

30

Saturday

8


60 Level 4


127


1 a

2 a

3 a

b

b

b

c

c

c

Wednesday

20

Sunday

6

Monday

4

Wednesday

12

Saturday

16

Monday

24

Thursday

20

Saturday

15

Tuesday

23

1 a b 2 a b

2 Answer the questions. Use the words in parentheses.

1 When are we going to see the play? (on Sunday afternoon)

2 When is he going to finish the painting? (next Wednesday)

3 When am I going to give my report? (this Monday)

328

Look at the diary entries. Then listen and check (✓).


Level 4 61

Name

Score: /

Unit Test Unit 7


are (3×) going (4×) on (2×)

Dad:

Sarah:

Dad:

Sarah:

Dad:

Sarah:

Dad:

Sarah:

Dad:

It’s your brother’s birthday this month!

Is it 1.

the fifteenth?

No, it’s 2.

the seventeenth.

What 3.

we 4.

to do for him?

We’re 5.

to have a big party for him!

That’s so cool! 6.

we 7.

to go out?

No, we 8.

going to have the party at home.

Mom is 9.

to make a special dinner for everyone.

Can I help bake the birthday cake?

Sure!

5 Pick one of your favorite holiday foods. Describe it. Write two or three sentences.

6 What holidays do you really like? Think of two special holidays and tell how they are alike and how they are different. Write three or four sentences.


62 Level 4



Level 4 63


1 Invite the student to talk about an event that is coming up in his/her life. Will it be to take a trip, make a school report, be in a play, meet a friend? Ask the student to talk about something he/she is going to do sometime in the coming year. Encourage the student to give details, whether the event is getting a haircut or celebrating a birthday.

2 Ask the student to pick a holiday or special day in his/her family and talk about what is going to happen on that day. Prompt the student to talk about the party or gathering that is going to take place, and ask for a detailed description that points out the people who are going to be there, the foods they are going to have, the activities that are going to happen (e.g., fireworks, parades, etc.).

Challenge:

The student may pick birthdays or common holidays such as New Year’s Eve, but invite him/her to share any local or national holidays that might not be familiar to some classmates. Encourage the student to talk about the traditions and meanings of these less well-known holidays.

3 Have the student choose one of the pictures. Encourage the student to create a story based on the picture. Have him/her describe the people, their background, what they like to do, and what they are going to do. Encourage the student to talk about how the person in the picture might feel.


64 Level 4


1 Look and match. Draw lines.

a chess player

b video game player

c writer

d basketball player

e painter

f dancer

229

Listen and complete.

1 Have you seen Rocco’s collection of toy cars?

Yes. It is the collection I have ever seen.

2 Did you find some shells, Daisy?

Yes, I did. I found some shells that are much than the ones I usually collect.

3 Wow, Barry! Those coins are enormous!

Yes, they are. They are the coins ever found in this country.

4 What is different about Joan’s doll collection?

It’s than many others, but it has some wonderful dolls!

1

3

5

2

4

6


Level 4 65

Name

Score: /



best better fast faster good tallest

Ellen:

Chris:

Ellen:

Chris:

Are you watching this soccer game? Did you see that red-haired

guy run? He runs so 1.

! He’s 2.

than anyone

else out there.

And he’s the 3.

player on the team. He towers over

everyone. You can’t miss him.

Chris, you’re a 4.

soccer player. Who is the

5. player in the world right now?

Well, the players in general are 6.

than ever. But I can’t

choose one player who is the best.

4 Write. Pick one of the topics and write three or four sentences about yourself.

1 Favorite sports or games

2 Favorite things to collect

3 Favorite activities (painting, writing, building things, singing, acting, making music)


66 Level 4


130


1 a b c

2 a b c

3 a b c

4 a b c

2 Complete the sentences. Use the words in parentheses.

1 (good, better, best)

a Kerry is the writer in her class.

b Andy is a painter than Kerry.

c They are both students.

2 (bad, worse, worst)

a Larry is a dancer than Sharon.

b But, Sharon is the painter in the whole class!

c Sharon and Larry are both singers.


Level 4 67

Name

Score: /

Unit Test Unit 8


1 Is this Reggie’s coin collection?

Yes it has the old / older / oldest coin I have ever seen.

2 Look at the people dancing. Aren’t they good?

I think the woman is a good / better / best dancer than her partner.

3 Who do you think is good at painting?

I think Doug is. He’s the good / better / best painter in the whole school.

4 Margo has a large / larger / largest doll collection than all her friends.

No, she doesn’t! I have!!


bigger biggest coolest good smaller

Sandy:

Jake:

Sandy:

Jake:

Wow! You sure have a lot of postcards, Jake! It’s the 1.

collection I’ve ever seen! Where do they come from?

My parents are both teachers. Every summer we take a car trip to a

different part of the country. I buy postcards wherever we go. Every

summer, my collection gets 2.

!

That’s the 3.

thing I ever heard! My friend Tomoko

collects postcards from Japan, but her collection is much

4. than yours. I don’t collect anything.

So? You’re a painter. You’re a 5.

artist. Hey, I have an

idea. You paint me a picture, and I’ll give you five postcards!

5 Write sentences about something you want to collect.

What is it? How would you get it? Why do you like it?


68 Level 4



Level 4 69


1 Ask the student to talk about something he/she is good at doing and not so good at doing. Have the student draw a self-portrait doing both things. Encourage the student to think of things such as collections he/she might be keeping, games or sports he/she plays, and hobbies such as dancing or painting. Ask the student to point out similarities and differences in the pictures. Prompt the student to talk about why he/she likes doing these things.

Challenge:

Ask the student to think about the things he/she is good at doing. Was he/she always good at them? What made him/her want to improve skills or build collections?

2 Have the student talk about something he/she was once not very good at (e.g., riding a bike, learning to swim). Prompt them to tell what it was and why they were doing it. Did he/she want to keep doing it or did he/she have to (e.g., chores, math)? Ask about what happened over time. Did the student improve or stop doing it?

3 Have the student look at the pictures and create some sentences about how they are different. If necessary ask the student to point to the specific pictures. Say: Which is the oldest car? Which is the fastest car? Is this boat faster than this one?


70 Level 4


131


1 a b c

2 Match the sentences. Draw lines.

1 I’m good at sports.

2 I think science is amazing.

3 I like all kinds of music.

4 I like to give parties.

I’d like to learn to bake a cake.

I’d like to learn to play tennis.

I’d like to learn to play the guitar.

I’d like to learn to build a robot.

3 Write questions and answers.

1 Do you know how to play the piano?

2

No, I speak just a little Spanish. But I’d really like to learn it.

3 Do you know how to sing like a rock star?

2 a b c


Level 4 71

Name

Score: /


432

Listen and check (✓). Then write sentences.

Lucy Henry

boring fun boring fun

tennis

ballet

baking cakes

learning Chinese

Example: What does Lucy think of ballet?

She thinks it ’s fun.1 What does Henry think of ballet?

2 What does Lucy think of baking cakes?

3 What do Lucy and Henry think of tennis?

4 What do Lucy and Henry think of learning Chinese?

5 What can you teach others? (Example: You could teach younger siblings how to make a bed or jump rope.) Write two or three sentences.


72 Level 4


133


1 a b c

2 a

3 a

b

b

c

c

2 Read and complete. Use the names.

1 would like to learn how to make a website.

2 would like to learn how to build a robot.

3 would like to learn how to speak Chinese.

4 would like to learn to play tennis.

Jenny John Tina Sam


Level 4 73

Name

Score: /

Unit Test Unit 9


do you think of know how to like to learn to (2×)

Judith:

Mom:

Judith:

Mom:

I’d 1.

play the piano. Do you

2. play it?

Yes, a little. I used to play. But right now, I’d

3. speak Spanish. It’s so interesting to

speak different languages!

Maybe we can start a club. My friend Irina wants to learn

Spanish, too! Maybe Ms. Rivera can teach us after school.

What 4.

my idea?

I think it’s terrific!

4 State your opinion. Choose A or B. Give a reason for your choice. Write two sentences.

A: I don’t think we should learn about art and music in school.

B: I think we should learn more about art and music in school.

5 What do you want to learn about more than anything? Write why this is so exciting or important to you. Write three or four sentences.


74 Level 4



Level 4 75


1 Ask the student to talk about something he/she would like to learn. It could be a sport, a language, a hobby, a new skill — anything! Prompt him/her to describe the thing he/she would like to learn and tell why he/she finds it interesting or exciting or even dangerous.

2 Have the student look at the pictures. Then have the student make a simple chart with two columns: Boring and Fun. Ask the student to place the activities in the pictures in one of the two columns of the chart and invite the student to add additional activities to the chart. Prompt the student to discuss the choices. Ask the student which is more interesting, exciting, or dangerous, and encourage comparison.

Challenge:

Ask the student to pick two of the activities that he/she listed under Fun and compare them. Have him/her tell how the activities are alike and how they are different. Ask if the student is surprised by the comparisons. Did the student discover any features that show up in other things he/she wants to learn or other things he/she is already good at?

3 Say: Let’s talk about different food, music, and a sport. Ask: What do you think of Mexican food? What do you think of hip-hop music? What do you think of playing baseball? Ask the student if he/she can or can’t play the sport and if he/she would like to learn.


76 Level 4


134

Listen and match.

1. What do you do for your parents’ anniversary?

2. What do you do on your birthday?

3. What do you do for Valentine’s Day?

4. What do you do for New Year’s Eve?

a We make cards with hearts for all our classmates.

b We watch fireworks and have a party.

c We give cards to our parents.

d I get presents and a cake.

2 Write responses. Use the words in parentheses.

1 When are you going to buy the presents? (on Saturday morning)

2 When are we going to watch the parade? (next week)

3 When is she going to send the card? (this Monday)


best better than worse worst

1 Tucker is a good basketball player.

Roy is a player Tucker.

Stefan is the basketball player in our class.

2 Natalie is a bad singer.

Angela is a singer.

Yes, but Mickey is the singer of all!


Level 4 77



are (3×) going (3×) on (2×)

Mom:

Rob:

Mom:

Rob:

Mom:

Rob:

Mom:

Rob:

It’s Valentine’s Day this month!

Oh! Is it 1.

the twelfth?

No, it’s 2.

the fourteenth.

3. we

4. to do anything special?

Yes. We 5.

going to have a little party!

Cool! 6.

we 7.

to go out to eat?

No. I’m 8.

to make a special dinner for all of you!

Thanks, mom! That sounds great!

535


1 a b

3 a b

2 a b


78 Level 4


636


7 Complete the sentences. Use the words in parentheses.

1 (good, better, best)

a Carolyn is the singer in the class.

b But Andy is a dancer than Carolyn.

c They are both students.

2 (bad, worse, worst)

a Sharon and Larry are both soccer players.

b Sharon is a video game player than Larry.

c But Larry is the basketball player in the whole class!

1 a b

2 a

3 a

b

b


Level 4 79


8 Order the words to make sentences.

1 interesting / a stamp collection / than / is / more / a coin collection

2 hobby / in my country / popular / is / most / chess / the

3 more / I / my brother / am / intelligent / than

4 my teacher / organized / yours / is / than / more.

9 Complete the sentences. Use the correct form of the words in parentheses.

1 Andrea has a big rock collection. But Taylor has the rock

collection I have ever seen! (big)

2 Paul’s stamp collection includes one of the stamps ever

found in this country. (old)

3 Erin’s doll collection is than Anya’s, but it has some very

interesting dolls! (small)

4 Pedro found some toy cars that are than the ones he

usually collects. (new)

1037

Listen and match. Write a, b, c, or d.

1 I’d like to learn to play the piano.

2 I’d like to learn to sing like a rock star.

3 I’d like to learn to make a website.

4 I’d like to learn to build a robot.


80 Level 4



do you think of know how to like to learn to like to speak think

Janice:

Maya:

Janice:

Maya:

I’d 1.

play the guitar. Do you

2. play it?

Yes, a little. But, I’d 3.

Chinese. It’s so

interesting to speak different languages!

Yes, it is! Danielle’s mom speaks Chinese. Maybe she can teach us

after school. What 4.

that?

I 5.

it’s a great idea!

12 Match the phrases with the pictures. Draw lines.

1 draw comic books

2 dance like a hip-hop artist

3 play the guitar

4 speak Chinese

5 sing like a rock star


Level 4 81

Name

Score: /


13 Look at the chart. Answer the questions.

Megan Scott

boring cool boring cool

tennis ✓ ✓

hip-hop dancing ✓ ✓

baking cakes ✓ ✓

playing the guitar ✓ ✓

Example: What does Megan think of hip-hop dancing?

She thinks it ’s cool.1 What does Scott think of hip-hop dancing?

2 What does Megan think of baking cakes?

3 What does Scott think of baking cakes?

4 What do Megan and Scott think of tennis?

5 What do Megan and Scott think of playing the guitar?

14 Name one thing you would really like to learn to do. Explain why. Write three or four sentences.


82 Level 4

Name Final Exam Level 4

Listening

138


1 How often does he have a flute lesson? a once a week b twice a week.

2 How often do they go on a vacation? a once a year b every summer.

3 How often does he help clean the house? a every day b once a week.

4 How often does he go to the dentist? a every six months b twice a week.

239


340

Listen and write.

1 Special day: 2 Going to eat: 3 Going to watch a movie about: 4 Evening plans: 5 Teacher’s hair:

1 a b

3 a b 4 a b

2 a b


Level 4 83


Reading

4 Match the sentences with the correct ailments. Draw lines.

1 My eyes are red and I am sneezing.

2 I fell on the playground. My knee is sore and bleeding.

3 My head hurts. I have to lie down and close my eyes.

4 My throat hurts and I have a fever.

cut

sore throat

allergies

headache

5 Read the chart. Answer the questions. Write sentences.

Sleeping Eating Exercising

Sarah stays up late lots of fruits and vegetables

rides bike, plays tennis

Ericsleeps 8–9 hours every night

lots of candyplays computer games, watches TV

Juan stays up latelots of soda and sweet snacks

plays basketball and baseball

1 What should Sarah do to take better care of herself?

2 What should Eric do to take better care of himself?

3 What shouldn’t Juan do to take better care of himself?


1 I drink plenty of water and take good care of myself / ourselves.

2 She needs more sleep. She doesn’t take care of yourself / herself.

3 Jenny, Fred, and I are trying to take better care of ourselves / themselves.

4 One way you can take better care of himself / yourself is to get more exercise.


84 Level 4


Writing

7 Look at the pictures. Choose the right words from the box.

Andean condor angler fish tarsier volcano rabbit

1 They live in South America.

2 They live in Southeast Asia.

3 They live in volcanoes in Mexico.

4 They live in the oceans of the world.

8 Replace the words in bold. Rewrite the sentences. Use the words from the box.

hers mine ours yours

1 My friend’s hair is shorter than my hair.

2 Your dog is bigger than Abby’s dog.

3 Their school is bigger than our school.

4 Rick’s backpack is heavier than your backpack.


Level 4 85

Name

Score: /

Final Exam Level 4

9 Complete the sentences. Write are or were.

1 How many books on the table yesterday?

How many books on it today?

2 How many children in your school this year?

How many children there a year ago?

3 How many chimpanzees there today?

How many chimpanzees there 100 years ago?

10 Complete the sentences. Use a form of the word in parentheses.

1 Ben’s collection of toy cars has the model I have ever seen. (small)

2 Stacey found some shells that are than the ones she usually collects. (big)

3 John’s coin collection includes the coin ever found in this country. (old)

4 Suzanne’s doll collection is than many others, but it has some wonderful dolls! (new)

11 Why are many animals endangered? Give two or three reasons. Write sentences.


86 Level 4

Speaking Assessment Prompts Final Exam


Level 4 87

Speaking Assessment Prompts Final Exam Teacher’s Notes

1 Have the student describe what they can see in the picture. Point to different rooms in the house. Ask: What room is this? What furniture can you find in a kitchen? …in a bathroom? …in a living room? …in a bedroom?, etc. Ask: What furniture is in your bedroom? / living room?, etc.

2 Have the student look at the other things in the picture. Ask: What are the children doing? What is he/she doing? What do you like doing? What do you like doing in winter? / summer?

3 Ask the student: What food is the family eating for their picnic? What is your favorite food? What food do you have on a picnic? Do you like…? Do your parents like…? What food do you have for special occasions?


Answer Key and Audioscript Level 4

88 Level 4

Diagnostic Pre-Test

1. 1. T, 2. T, 3. F, 4. T, 5. T 2

1. Leo always does his homework. 2. Leo usually cleans his room. 3. Leo never makes his bed. 4. Leo never washes the dishes. 5. Leo sometimes makes his bed.

2. 1. b, 2. b, 3. a, 4. b 3

1. A: Hi, Tom. What did you do last weekend?

B: I went to an art gallery with my mom. A: Did you like it? B: Yes. The paintings were amazing!

2. A: How was the school theatre trip yesterday?

B: It was really good. A: What play did you see? B: It was a play by Shakespeare.

3. A: Hi, Kelly. B: Hi, Mom. A: Did you have a good time with your

friends this weekend? B: It was amazing. I saw so many

interesting animals. The penguins were my favorite.

4. A: Where did you go during vacation? B: I went to a national park with my

parents. A: Cool. What did you do there? B: I went on a hike with my family and we

learned a lot about rocks!

3. 1. c, 2. d, 3. a, 4. b 4

1. A: What time does your sister wake up? B: She always wakes up at seven thirty in

the morning. Then she gets up, washes her face, and eats breakfast with the family.

2. A: What do you normally do in the evening?

B: I sometimes play video games, but I normally watch TV with my parents. We finish dinner at eight and I help wash the dishes. Then at eight fifteen we usually watch a movie together.

3. A: When do you do your homework? B: Usually I start at five and I finish by five

thirty.4. A: What sports does your best friend like

to play? B: Sally? Well she loves to play outside. She

plays baseball, basketball and soccer. A: Oh, does she go to soccer practice? B: Yes, she does. It starts at four

forty-five.

4. 1. firefighter, 2. fire station, 3. officer, 4. police station, 5. hospital

5. 1. after breakfast. 2. cat at seven thirty in the morning. 3. to soccer practice on Sunday morning. 4. go to a piano lesson. 5. for a test.

6. 1. was, It was hot and sunny. 2. is, It is warm and rainy. 3. is, It is cool and cloudy. 4. was, It was cold and windy.

7. 1. any, 2. some, 3. some, 4. Did, 5. do, 6. does

8. 1. old, 2. new, 3. big, 4. small, 5. long, 6. short, 7. fast, 8. slow

9. 1. Saturday, 2. fall, 3. evening, 4. never, 5. April

11. 1. Does she like doing the dishes? 2. What does your dad do? 3. I never walk the dog on Sundays. 4. Did they get any exercise yesterday? 5. She gets dressed at seven fifteen.

Unit 1 Practice Test

1. 1. c, 2. d, 3. a, 4. b

2. 1. Jose, 2. Jaime, 3. Abby, 4. Lisa, 5. Buster 6. Ms. Francis

5

A: Look at Jaime and Jose. Jose is smaller than Jaime.

B: Yes. But my brothers are both taller than me!

C: They are, Abby. But I am taller than you!B: Yes. That’s true. You are taller than me, Lisa.A: I think I am taller than all of you!

Z01 Big English ASB 4 Global Refresh 2E 3096.indd 88 02/09/2017 09:20


Level 4 89

D: Yes, Ms. Francis, you are taller than everyone.

A: And little Buster is smaller and younger than everyone!

D: Yes, I am!

3. 1. older, 2. taller, 3. heavier, 4. longer

4. 1. My backpack is heavier than yours.2. My hair is longer than hers. 3. Their house is bigger than ours.4. Our dog is friendlier than theirs. 5. Your sister is taller than mine. 6. My cousin is older than his.

Unit 1 Unit Test

1. 1. a, 2. b, 3. a 6

1. Your friend has long straight hair and wears glasses.

2. My sister is serious and has long straight hair.

3. My cousin is funny and has a heavy backpack.

2. 1. taller, 2. curly OR short, 3. short OR curly, 4. straight OR long, 5. long OR straight, 6. glasses, 7. funny

3. 1. funny, 2. friendly, 3. shy, 4. smart

4. 1. My sister’s hair is longer than mine. 2. Your dog is bigger than his.3. Our school is older than theirs.4. My backpack is heavier than yours.


1. 1. She’s going to basketball practice. 2. We’re going to Grandpa’s farm.3. They’re going to ride bikes with a friend. 4. He’s taking me to the dentist!

2. 1. c, 2. a, 3. a

3. 1. Where, 2. What, 3. What, 4. Where 7

1. Where is she going on Saturday?2. What are you going to do at the park?3. What is your brother doing after school?4. Where does she play soccer?

4. 1. Saturday and Sunday, 2. every, 3. week, 4. twice

Unit 2 Unit Test 1. 1. twice a month, 2. once a year,

3. on Saturdays, 4. twice a year 8

1. A: How often do you go to the movies? B: I go to the movies twice a month.

2. A: How often does your family go on vacation?

B: We go on vacation once a year. 3. A: How often do you help clean the house?

B: I help clean the house on Saturdays. 4. A: How often do you go to the dentist?

B: I go to the dentist twice a year.

2. 1. He takes out the garbage on Thursdays.2. She walks the dog every morning. 3. She does laundry on Saturdays. 4. They wash the dishes three times a week.

3. 1. Luke cleans his room 2. Luke has guitar lessons after school 3. Possible answers: Luke makes his bed, helps

make dinner, takes out the garbage, practices the guitar

4. Possible answers: Once or twice a year: go on vacation, go to the dentist Once a week: go shopping, watch a movie Every day: eat dinner, clean my room; student’s own answers

6. 1. What do you do (after school) on Friday?2. Where are they going?3. What are you doing?

Unit 3 Practice Test 1. 1. b, 2. a, 3. b, 4. a, 5. a

9

1. Try some spicy chicken curry for dinner. 2. Pasta with tomatoes and vegetables is very

healthy. 3. Chinese steamed buns are delicious any time. 4. Cereal with cold milk makes a quick

breakfast. 5. You can have eggs in tortillas all over

Mexico.

2. 1. I would, 2. she would, 3. he wouldn’t, 4. they would, 5. we wouldn’t

3. 1. would, 2. like, 3. I’d, 4. would, 5. to try



90 Level 4

Unit 3 Unit Test

1. a. 4, b. 1, c. 5, d. 3, e. 2, f. 6 10

1. I’d like cereal with milk. 2. We’d like steamed buns.3. I’d like a grilled cheese sandwich.4. They’d like pasta with vegetables.5. We’d like eggs in tortillas.6. He’d like some spicy chicken curry.

2. 1. Would, 2. like, 3. would, 4. like, 5. would, 6. to try, 7. I’d, 8. Do, 9. like, 10. do

3. 1. a, 2. d, 3. b, 4. c

Units 1–3 Mastery Test

1. 1. no, 2. no, 3. yes, 4. yes 11

1. My friend has short hair and wears glasses. 2. My sister is serious and has short

curly hair. 3. My brother is tall and serious. 4. My cousin is funny and wears glasses.

2. 1. funnier, 2. younger, 3. heavier, 4. longer

3. 1. Joe, 2. Lisa, 3. Buster, 4. Ms. Francis

4. 1. Their house is bigger than ours. 2. My hair is curlier than hers.3. My backpack is not heavier than yours. 4. Our dog is older than theirs. 5. Your sister is taller than mine. 6. My bike is newer than his.

5. 1. serious, 2. friendly, 3. shy, 4. smart, 5. funny

6. 1. a, 2. b, 3. b 12

1. A: It’s your birthday. What are you doing to celebrate?

B: I’m having a meal with my family.2. A: Where are you going this summer? B: I’m going on vacation with my family.

We’re going to take our kayaks.3. A: What are you doing tonight? B: We are going to watch a movie at home.

7. 1. b, 2. c, 3. b

8. 1. every, 2. weekends, 3. summer, 4. year, 5. twice

9. 1. a, 2. b, 3. b

10. 1. I would, 2. she would, 3. he wouldn’t, 4. they would, 5. we wouldn’t

11. 1. b, 2. a, 3. d, 4. c


1. 1. a, 2. b, 3. a 13

1. I love summer, but the plants make me sneeze because I have an allergy.

2. I shouldn’t eat so many sweets! Now I have such a bad toothache!

3. I have a sore throat and headache and I feel very hot.

2. 1. shouldn’t, 2. should, 3. should, 4. shouldn’t, 5. should, 6. shouldn’t

3. 1. allergies, 2. sore throat, 3. headache, 4. cut, 5. stomachache

4. 1. headache, 2. exercise, 3. fruits and vegetables, 4. allergies

6. 1. Should I go to the dentist?2. What should I do for a sore throat?3. She could take better care of herself.4. You shouldn’t eat so much chocolate.

Unit 4 Unit Test

1. a. 3, b. 1, c. 4, d. 2 14

1. I have a stomachache.2. She has a fever. 3. He has a toothache.4. I have a cough.

2. 1. should, 2. should, 3. shouldn’t, 4. should, 5. shouldn’t

3. 1. Cherie should get enough sleep. 2. Possible answers: William should eat healthy

meals. William should play less computer games and watch less TV.

3. Possible answers: Carlos shouldn’t stay up late. Carlos shouldn’t eat lots of candy.



Level 4 91

4. 1. Becky: stomachache, 2. Daniel: allergies, 3. Rashid: sore throat, 4. Daisy: headache, 5. Robert: cut, 6. Claire: fever

15

1. Becky is sad because she can’t eat anything. She has a stomachache.

2. Daniel is sad because his eyes are watering and he can’t go outside to play. He has allergies.

3. Rashid is sad because his throat hurts and he can’t talk. He has a sore throat.

4. Daisy is sad because her head hurts and she can’t read. she has a headache.

5. Robert is sad because he fell and hurt himself on the playground. He has a cut.

6. Claire is sad because she feels very hot and has a bad headache. She has a fever.

5. 1. myself, 2. herself, 3. ourselves, 4. yourself, 5. himself


1. 1. a, 2. a, 3. b 16

1. I live on islands in the Pacific Ocean.2. I fly over the mountains in South America.3. I live in Australia. My name is the same as the island that is south of Australia.

2. 1. there were, there are; 2. there are, There were; 3. there were, there are; 4. there were, there are

3. 1. a volcano rabbit, 2. an angler fish, 3. a tarsier

4. 1. How many tigers were there 100 years ago?2. How many cheetahs are there today?3. How many polar bears were there 100

years ago?

Unit 5 Unit Test

1. a. 3, b. 1, c. 4, d. 2 17

1. volcano rabbit2. Tasmanian devil3. Andean condor4. angler fish

2. 1. There were, 2. there are, 3. How many, 4. There were, 5. there are, 6. How many

3. 1. are, 2. were, 3. are, 4. are, 5. is, 6. is


1. 1. b, 2. a, 3. a 18

1. People used to cook with a coal stove. 2. People used to wash clothes by hand. 3. Today people watch TV.

2. 1. No, they didn’t, 2. phones with operators, 3. Did people watch TV, 4. Did people have

microwaves

3. a. 5, b. 4, c. 6, d. 3, e. 2, f. 1 19

1. People used to travel by horse and buggy. 2. Today we travel by car.3. Today we watch TV.4. We used to listen to the radio. 5. Our grandparents didn’t use to have cell

phones.6. Our grandparents used to use a phone

with an operator.

4. 1. Did, 2. did, 3. didn’t, 4. did, 5. used to, 6. Did, 7. used to

5. 1. People used to travel by horse and buggy. 2. People used to use oil lamps.3. People used to wash clothes by hand.4. People used to cook on coal stoves.5. People used to use phones with operators.

Unit 6 Unit Test

1. 1. b, 2. a 20

1. A: How did people use to travel, Kate? B: They used to travel by horse and buggy.

2. A: Did people use to cook with microwaves?

B: Ha! Of course not! They used to cook on coal stoves.

2. 1. Before, we used phones with operators.2. Then, we washed clothes by hand. 3. Long ago, people used a horse and buggy.4. People used to cook on coal stoves.

3. 1. didn’t, 2. did, 3. used to, 4. Did, 5. didn’t, 6. didn’t, 7. did, 8. use to



92 Level 4

4. a. 4, b. 2, c. 3, d. 1 21

1. People used to listen to the radio.2. We didn’t have electric lights. We used to

use oil lamps.3. Our grandparents used a phone and an

operator to call friends and family.4. I remember I used to write letters when I

was a child. We didn’t have email then.

5. 1. People used to use phones with operators.2. People used to listen to the radio.3. People used to use oil lamps.


1. 1. b, 2. b, 3. a 22

1. He has a sore throat.2. She has a stomachache.3. He has a cut.

2. 1. stomachache, 2. allergies, 3. sore throat, 4. headache, 5. toothache, 6. cut

3. 1. should, 2. shouldn’t, 3. should, 4. should, 5. shouldn’t

4. 1. himself, 2. yourself, 3. themselves, 4. ourselves, 5. myself

5. 1. a coconut crab, 2. an angler fish, 3. a volcano rabbit

7. 1. How many, There were; 2. How many, There are; 3. How many, there are; 4. How many, There are; 5. How many, there are; 6. How many, There are

8. 1. F, 2. T, 3. T, 4. F

9. 1. a, 2. b, 3. b 23

1. Today, we use washing machines to clean clothes.

2. We used to use oil lamps.3. We used to use phones and an operator.

10. 1. oil lamps, 2. horse and buggy, 3. cell phones, 4. by hand, 5. coal stove, 6. listen to the radio

11. 1. Today, we use washing machines. 2. Today, we use electric lights. 3. Today, we use microwaves.4. Today, we watch TV.5. Today, we use cell phones.

12. a. 6, b. 5, c. 3, d. 2, e. 4, f. 1Long Ago: b, c, fToday: a, d, e

24

1. Long ago we used to cook by coal stove.2. Today we use washing machines.3. My grandparents’ parents used oil lamps.4. We use a microwave to cook our food

today.5. Many years ago we used to wash our

clothes by hand.6. We have electric lights in our houses now.


1. 1. a, 2. d, 3. f, 4. b, 5. e, 6. c 25

1. A: Hi Toby. B: Hi. A: What are you going to do for

Valentine’s Day? B: I’m going to make some cards with

hearts on for all our classmates. 2. B: What are you going to do for your

birthday, Barry? A: I don’t know. I hope I’m going to get

some presents and a chocolate birthday cake!

3. C: It’s my parent’s anniversary on Saturday. What can I give them?

D: Why don’t you make them a card and buy some flowers?

C: Yes. Good idea. 4. B: Hi Sam.

D: Hi Toby. B: What are you going to do for New Year’s

Eve? D: I’m going to stay up late and watch the

fireworks.5. E: I’m going to plant a tree for Earth Day

this year. What about you, Toby? B: I’m going to watch an Earth Day parade.

6. F: What are you going to do for Independence Day, Will?

E: My family are going to have a big party. What are you going to do?

F: I don’t know. E: Would you like to come to our party? F: Oh, yes. That would be great.

Thank you.



Level 4 93

2. 1. birthday, 2. anniversary, 3. twentieth, 4. Twenty, 5. first

3. a. 1, b. 2, c. 3 26

1. A: When is Patches going to see the vet? B: He’s going to see the vet on

Monday 5th.2. A: When are you going to the dentist?

B: I’m going on Tuesday 13th. Wish me luck!

3. A: When are you going to Spain? B: I’m going on Saturday 8th.

4. 1. a, 2. b, 3. b

Unit 7 Unit Test 1. 1. b, 2. a

27

1. At 12:00 we cheer! It’s a new year!2. Today we want to celebrate two people

who we think are great!

2. 1. We’re going to see the play on Sunday afternoon.

2. He’s going to finish the painting next Wednesday.

3. I’m going to give my report this Monday.

3. 1. c, 2. b, 3. b 28

1. A: When are you going to play basketball? B: I’m going to play basketball on

Thursday 20th.2. A: When are you going on vacation?

B: I’m going on Saturday 16th.3. A: When are you going to finish your

report? B: I’m going to finish my report on

Monday 24th.

4. 1. on, 2. on, 3. are, 4. going, 5. going, 6. Are, 7. going, 8. are, 9. going


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

2. 1. oldest, 2. better, 3. biggest, 4. smaller 29

1. A: Have you seen Rocco’s collection of toy cars?

B: Yes. It is the oldest collection I have ever seen.

2. A: Did you find some shells, Daisy? B: Yes, I did. I found some shells that are

much better than the ones I usually collect.

3. A: Wow, Barry! Those coins are enormous! B: Yes, they are. They are the biggest coins

ever found in this country.4. A: What is different about Joan’s doll

collection? B: It’s smaller than many others, but it has

some wonderful dolls!

3. 1. fast, 2. faster, 3. tallest, 4. good, 5. best, 6. better

Unit 8 Unit Test

1. 1. a, 2. b, 3. b, 4. a 30

1. Coin collectors use special notebooks to keep each coin safe.

2. This collection has some of the smallest dolls ever made.

3. Every movement of a dancer’s head and arms is important.

4. Some people think that chess is more difficult than any other game.

2. 1a. best, b. better, c. good2a. worse, b. worst, c. bad

3. 1. oldest, 2. better, 3. best, 4. larger

4. 1. biggest, 2. bigger, 3. coolest, 4. smaller, 5. good


1. 1. c, 2. b 31

1. A: What would Bess and Sue like to learn? B: They’d like to learn how to build

a robot.2. A: What would Anna like to learn?

B: She’d like to speak Chinese.

2. 1. I’d like to learn to play tennis.2. I’d like to learn to build a robot.3. I’d like to learn to play the guitar. 4. I’d like to learn to bake a cake.



94 Level 4

4. Lucy Henryboring fun boring fun

tennis ✓ ✓

ballet ✓ ✓

baking cakes ✓ ✓

learning Chinese ✓ ✓

1. He thinks it’s boring. 2. She thinks its boring. 3. They think it’s boring. 4. They think it’s fun.

32

A: Hi Lucy and Henry. I’m doing a survey about different activities. Can I ask you some questions?

B & C: Yes, of course.A: Lucy, what do you think of tennis?B: Mm. I don’t like tennis. I find it really

boring.A: And you, Henry?C: Me, too. I don’t like sports at all.A: Okay. What about ballet, Lucy?B: I love ballet. I think it’s great fun.A: And Henry. What about you?C: Ballet!! I hate ballet. It’s so boring.A: Fine. Okay…let’s move onto the next

question. So, what do you think about cooking?

B: Well, I’m not a big fan of cooking at all and worst of all is baking cakes. I find that really, really boring!

A: And you, Henry?C: Actually, I’m the opposite. I really like

cooking and baking cakes is my speciality! I find it such fun.

A: Okay. Last question. What do you think of learning Chinese. You first, Lucy.

B: Chinese! I love learning Chinese. It’s so different to anything else I do and it’s such fun!

A: Henry?C: I’m in the same class as Lucy for Chinese.

Our teacher is amazing. She makes the classes such fun. I love it.

A: That’s great. Thank you for your time. Bye.B & C: Bye

Unit 9 Unit Test

1. 1. c, 2. b, 3. b 33

1. It’s cool to play tennis.2. It’s really difficult to skateboard well.3. It’s fun to bake a cake.

2. 1. John, 2. Sam, 3. Tina, 4. Jenny

3. 1. like to learn to, 2. know how to, 3. like to learn to, 4. do you think of


1. 1. c, 2. d, 3. a, 4. b 34

1. A: What do you do for your parents’ anniversary?

B: We give cards to our parents.2. A: What do you do on your birthday?

B: I get presents and a cake.3. A: What do you do for Valentine’s Day?

B: We make cards with hearts for all our classmates.

4. A: What do you do for New Year’s Eve? B: We watch fireworks and have a party.

2. 1. I’m going to buy the presents on Saturday morning.

2. We’re going to watch the parade next week.3. She’s going to send the card this Monday.

3. 1. better, than, best; 2. worse, worst

4. 1. on, 2. on, 3. Are, 4. going, 5. are, 6. Are, 7. going, 8. going

5. 1. a, 2. a, 3. a 35

1. A: Hey Jan, what are you doing? B: I’m getting ready for Earth Day. We’re

going to have a big party outside.2. A: Who is that enormous cake for?

B: It’s for my grandparents. They are celebrating their 50th Anniversary.

3. A: Who are you making those cards for? B: For my mom and dad. It’s Valentine’s

Day tomorrow!



Level 4 95

6. 1. a, 2. b, 3. b 36

1. Meg is a bad singer.2. Claire is the best basketball player in our

class.3. Tina is the best writer in her class.

7. 1a. best, b. better, c. good 2a. bad, b. worse, c. worst

8. 1. A stamp collection is more interesting than a coin collection. OR A coin collection is more interesting than a stamp collection.

2. The most popular hobby in my country is chess. OR Chess is the most popular hobby in my country.

3. I am more intelligent than my brother.4. My teacher is more organized than yours.

9. 1. biggest, 2. oldest, 3. smaller, 4. newer

10. 1. d, 2. a, 3. c, 4. b 37

a. I’m good at singing. I’d like to learn to sing like a rock star.

b. I think science is cool. I’d like to learn to build a robot.

c. I’m good at computers. I’d like to learn to make a website.

d. I like all kinds of music. I’d like to learn to play the piano.

11. 1. like to learn to, 2. know how to, 3. like to speak, 4. do you think of, 5. think

12. 1. sing like a rock star, 2. speak Chinese, 3. draw comic books, 4. dance like a hip-hop artist, 5. play the guitar

13. 1. He thinks it’s boring. 2. She thinks it’s boring. 3. He thinks it’s cool. 4. They think it’s boring. 5. They think it’s cool.

Level 4 Final Exam

1. 1. b, 2. a, 3. b, 4. a 38

1. A: Hi. I’m Kate. I’m doing a survey about how often people do different things. May I ask you a few questions?

B: Of course. A: Okay. Number one. How often do you

have a flute lesson? B: I have a flute lesson twice a week.

2. A: Okay. Thank you. Number two. How often do you go on vacation?

B: Not very often. My family normally go on vacation once a year.

3. A: Number three. How often do you help clean the house?

B: I should probably help more than I do…mmm… once a week, maybe.

4. A: Okay. And number four. How often do you go to the dentist?

B: Ugh! I have to go every six months.

2. 1. a, 2. b, 3. a, 4. b 39

1. I would like some pasta with vegetables.2. I would like some eggs in tortillas.3. I would like some rice and beans.4. I would like some steamed buns.

3. 1. Father’s Day, 2. grilled cheese sandwich, 3. black rhinos, 4. going to a wedding, 5. wavy, blond

40

1. A: Hi, Emma. Are you going somewhere? B: Yes, I’m going to get my dad a card. A: Is it his birthday? B: No, it isn’t. It’s Father’s Day tomorrow

and we’re going to have a special lunch! A: You’re right! I’ll get mine a card, too.

2. A: Are you going to eat something special? B: I’d like to have chicken curry but my

dad doesn’t like it. A: So, what will you have? B: His favorite... grilled cheese sandwich!

3. A: And how are you going to celebrate? B: I have two movies about black rhinos

and chimps. My dad loves both animals. A: Oh. So, which one will you choose? B: The one about black rhinos is more

interesting, so we’ll watch that.



96 Level 4

4. A: And what about your evening? What’s on your schedule?

B: I have somewhere special to go. A: Really? Where? B: I’m going to a wedding at 7 o’clock.

5. A: Really? Who’s getting married? B: My Chinese teacher’s getting married. A: Oh, the one with the curly, dark brown

hair? B: No, that’s my guitar teacher! The other

one, with the wavy, blond hair.

4. 1. allergies, 2. cut, 3. headache, 4. sore throat

5. 1. Possible answer: Sarah should sleep 8–9 hours every night.

2. Possible answers: Eric should eat lots of fruits and vegetables. Eric should exercise. Eric should play less computer games and watch less TV.

3. Possible answers: Juan shouldn’t stay up late. Juan shouldn’t have lots of soda and sweet snacks.

6. 1. myself, 2. herself, 3. ourselves, 4. yourself

7. 1. Andean condor, 2. tarsier, 3. volcano rabbit, 4. angler fish

8. 1. My friend’s hair is shorter than mine. 2. Your dog is bigger than hers. 3. Their school is bigger than ours. 4. Rick’s backpack is heavier than yours.

9. 1. were, are; 2. are, were; 3. are, were

10. 1. smallest, 2. bigger, 3. oldest, 4. newer


ENGLISH just got BIGGER!

Big English 2nd edition builds on the fi rm foundations and big ideas of the fi rst edition and brings exciting new features and components to help young learners progress and communicate confi dently.

Three academic pillars prepare students for the challenges they will fi nd in today's world:

• CLIL motivates students to explore and enquire, by integrating meaningful content from other areas.

• 21st century skills empower students to get ahead in a changing world: collaborating, communicating, thinking critically and working creatively.

• Assessment for Learning develops the confi dence students need to succeed in English and in life.

Think BIG! Dream BIG! English.com/BigEnglish2

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