2ND EDITION ASSESSMENT PACK

Mario HerreraChristopher Sol Cruz

2ND EDITIONASSESSMENT PACK

ENGLISH

1BIGENG2E_L1_ASS_CVR.indd 1 04/08/2017 09:53

ENGLISH

12ND EDITIONASSESSMENT PACK

BIGENG2E_L1_ASS_TTL.indd 1 02/08/2017 16:35

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

www.pearsonELT.com/bigenglish

© 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: 978-1-2922-3320-8

Set in Heinemann Roman 16/24pt Printed in China

Acknowledgements

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F01 Big English ASB 1 Global Refresh 2E 2990.indd 2 02/09/2017 08:45

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

Level 1 Diagnostic Pre-Test 02Speaking Assessment Prompts 06Unit 1 Practice Test 08Unit 1 Unit Test 10Unit 1 Speaking Assessment Prompts 12Unit 2 Practice Test 14Unit 2 Unit Test 16Unit 2 Speaking Assessment Prompts 18Unit 3 Practice Test 20Unit 3 Unit Test 22Unit 3 Speaking Assessment Prompts 24Units 1–3 Mastery Test 26Unit 4 Practice Test 32Unit 4 Unit Test 34Unit 4 Speaking Assessment Prompts 36Unit 5 Practice Test 38Unit 5 Unit Test 40Unit 5 Speaking Assessment Prompts 42Unit 6 Practice Test 44Unit 6 Unit Test 46Unit 6 Speaking Assessment Prompts 48Units 4–6 Mastery Test 50Unit 7 Practice Test 56Unit 7 Unit Test 58Unit 7 Speaking Assessment Prompts 60Unit 8 Practice Test 62Unit 8 Unit Test 64Unit 8 Speaking Assessment Prompts 66Unit 9 Practice Test 68Unit 9 Unit Test 70Unit 9 Speaking Assessment Prompts 72Units 7–9 Mastery Test 74Level 1 Final Exam 80Speaking Assessment Prompts 85Answer Key and Audioscript 87

Level 1 Contents


Level 1

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.

Level 1 v


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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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• 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 single words and very short phrases in a formulaic, memorized fashion. G S U

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

3. Can use simple phrases with a little hesitation. G S U

Spoken interaction

4. Can contribute to short exchanges on familiar topics. G S U

5. Can use simple fixed expressions to observe social conventions. G S U

Range

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

7. Can use basic phrases to talk about the unit’s topic. G S U

8. Can express simple personal opinions. G S U

Accuracy

9. Can pronounce target words and phrases though support may be necessary. G S U

10. Can produce intelligible language though errors may be frequent. G S U

Notes:

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angu

age

and

func

tions

• C

oher

ence

• Su

ppor

t

Con

trib

utes

to b

asic

exch

ange

s usin

g sin

gle

wor

ds an

d/or

ver

y sim

ple m

emor

ized

ex

pres

sions

with

supp

ort/s

caffo

ldin

g fro

m th

e ot

her i

nter

locu

tor (

e.g. r

epet

ition

and/

or re

-ph

rasin

g, m

odify

ing

spee

d, su

pply

ing

miss

ing

lang

uage

, giv

ing

non-

verb

al su

ppor

t. et

c.).

Use

s bas

ic w

ords

to o

bser

ve so

cial

conv

entio

ns

(e.g

. pol

ite g

reet

ings

/ple

ase/

than

k yo

u).

Con

trib

utes

to sh

ort e

xcha

nges

on

fam

iliar

to

pic a

reas

with

som

e sup

port

, bot

h as

king

and

answ

erin

g fo

rmul

aic q

uest

ions

. U

ses s

impl

e fixe

d ex

pres

sions

to o

bser

ve so

cial

co

nven

tions

(e.g

. How

are

you?

Be c

aref

ul! I

’m

sorr

y!).

Con

trib

utes

to si

mpl

e exc

hang

es o

n to

pics

of

pers

onal

impo

rtan

ce o

r eve

ryda

y re

leva

nce u

sing

simpl

e lan

guag

e and

som

e fixe

d ex

pres

sions

. M

ay ac

hiev

e the

inte

ract

ive p

roce

ss (e

.g. t

urn

taki

ng) w

ithou

t sup

port

. U

ses s

impl

e fixe

d ex

pres

sions

to o

bser

ve so

cial

co

nven

tions

in a

wid

enin

g ra

nge o

f con

text

s (e.g

. in

trodu

cing

peo

ple,

resp

ondi

ng to

apol

ogie

s, po

litely

refu

sing

a req

uest)

.

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

re

late

d to

info

rmat

ion

of p

erso

nal r

elev

ance

or

the i

mm

edia

te p

erso

nal e

nviro

nmen

t and

sit

uatio

n (e

.g. H

ello/

Goo

dbye

, Plea

se/Th

ank

you,

So

rry?

).

Use

s bas

ic p

hras

es/fi

xed

expr

essio

ns re

late

d to

fam

ily, f

riend

s, ho

me l

ife, a

nd p

erso

nal

expe

rienc

es 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 th

at?,

Nice

to

mee

t you

!) C

an ex

pres

s sim

ple p

erso

nal o

pini

ons (

likes

/di

slike

s).

Use

s sim

ple,

often

repe

titiv

e lan

guag

e rel

ated

to

own

wor

ld si

tuat

ions

and

expe

rienc

es (e

.g. L

et’s

go to

the m

ovie

thea

ter,

I’d li

ke a

ham

burg

er a

nd

fries

plea

se.),

H

as a

grow

ing

com

man

d of

the l

angu

age n

eede

d w

ithin

the c

lass

room

to ex

pres

s nee

ds an

d w

ants

an

d to

com

plet

e cla

ssro

om ac

tiviti

es.

Con

text

s are

still

‘ow

n w

orld

cent

ered

’ but

may

be

bro

ader

in ra

nge (

e.g. t

heir

own

child

hood

/th

eir f

utur

e pla

ns/th

eir f

riend

’s ro

utin

es et

c).

AC

CU

RA

CY

• Pr

onun

ciat

ion,

stre

ss, a

nd

into

natio

n•

Con

trol o

f str

uctu

re,

voca

bula

ry, a

nd fu

nctio

n

Can

pro

duce

inte

lligi

ble l

angu

age w

ith su

ppor

t an

d/or

mod

elin

g fro

m o

ther

inte

rlocu

tors

.C

an p

rodu

ce in

telli

gibl

e lan

guag

e with

less

im

med

iate

inpu

t, al

thou

gh 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

fre

quen

t 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

. Err

ors m

ay

still

be e

vide

nt b

ut th

ere i

s les

s nee

d fo

r sup

port

to

achi

eve c

omm

unic

atio

n.

xiv Level 1


Level 1


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 the letters of the alphabet correctly (lower and upper case). G S U

2. Can copy words and short phrases correctly. G S U

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

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

5. Can link simple sentences with ‘and’ and ‘but.’ G S U

6. Can produce different text types, e.g. shopping lists, greeting in a card, personal information. G S U

Range

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

8. Can use basic structures with support. G S U

Accuracy

9. Can use capital letters correctly (for names, to start a sentence). G S U

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

11. Can use a limited range of punctuation. G S U

Notes:

Level 1 xv


Level 1


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

2

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 the

alph

abet

in u

pper

and

low

er ca

se.

Can

copy

shor

t wor

ds an

d m

ay b

e abl

e to

copy

ve

ry sh

ort p

hras

es (e

.g. Th

is is

Mar

y.) o

nce

fam

iliar

ized

with

them

.

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

writ

e sho

rt an

swer

s to

ques

tions

in a

read

ing

text

(e.g

. Wha

t col

or is

the b

ook?

→ It

is re

d.).

May

be a

ble t

o pr

oduc

e sho

rt, s

impl

e tex

ts (t

wo

or th

ree s

ente

nces

) on

a fam

iliar

topi

c, w

hen

mod

eled

. C

an li

nk si

mpl

e sen

tenc

es w

ith b

asic

conn

ecto

rs

(e.g

. and

and

but).

Is

able

to p

rodu

ce a

limite

d nu

mbe

r of t

ext

type

s app

ropr

iate

ly: c

an w

rite l

ists o

f wor

ds

(e.g

. a sh

oppi

ng li

st or

a ca

tego

rizin

g ac

tivity

for

clas

sroo

m p

urpo

ses)

, can

com

plet

e sim

ple t

able

s/gr

ids o

r for

ms w

ith b

asic

per

sona

l inf

orm

atio

n an

d ca

n w

rite a

n 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 f

riend

has

br

own

hair.

I do

n’t li

ke d

oing

my h

omew

ork.

) w

ith

a mod

el.

May

be a

ble t

o pr

oduc

e sim

ple t

exts

with

rele

vant

co

nten

t (fo

ur to

six

sent

ence

s) o

n a f

amili

ar to

pic,

whe

n m

odel

ed.

Can

use

sim

ple c

onne

ctin

g de

vice

s (e.g

. or o

r be

caus

e) to

link

sent

ence

s. Is

able

to p

rodu

ce a

smal

l ran

ge o

f tex

t typ

es

appr

opria

tely,

inclu

ding

sim

ple n

otes

and

invi

tatio

ns, s

hort

, bas

ic d

escr

iptio

ns, a

nd li

sts fo

r sp

ecifi

c pur

pose

s (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.

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 an

d/or

rela

ted

to th

e im

med

iate

envi

ronm

ent (

e.g. n

ames

, num

bers

, fa

mily

mem

bers

, cla

ssro

om o

bjec

ts, t

oys,

pets

, et

c.).

Gra

mm

ar an

d vo

cabu

lary

are l

imite

d to

sing

le

wor

ds an

d ve

ry si

mpl

e for

mul

aic s

truc

ture

s (e.g

. Th

is is

..., I

am

…).

Topi

cs re

mai

n ow

n w

orld

cent

ered

but

may

in

clude

fam

iliar

thin

gs se

en in

pic

ture

s/sto

ries

(e.g

. eve

ryda

y ite

ms,

daily

activ

ities

, etc

.).

Can

pro

duce

bas

ic st

ruct

ures

and

simpl

e vo

cabu

lary

of p

erso

nal r

elev

ance

, with

supp

ort

(e.g

. I li

ke h

ambu

rger

s.).

Can

use

lang

uage

to p

erfo

rm b

asic

func

tions

(e.g

. sim

ple p

erso

nal o

pini

ons (

likes

/disl

ikes

)).

Topi

cs re

late

to o

wn

wor

ld si

tuat

ions

, kno

wle

dge,

and

expe

rienc

es (f

amily

and

frie

nds,

thei

r tow

n,

simpl

e nar

rativ

es, e

tc.).

C

an p

rodu

ce si

mpl

e str

uctu

res w

ith

inde

pend

ence

(e.g

. Wou

ld yo

u lik

e a d

rink?

I w

ent

to th

e par

k. I

usua

lly w

alk

to sc

hool

, etc

.). C

an u

se

voca

bula

ry re

late

d to

topi

cs.

Is ab

le to

use

fixe

d ph

rase

s to

prod

uce s

ome

simpl

e fun

ctio

ns (e

.g. m

akin

g an

invi

tatio

n or

th

anki

ng so

meo

ne) i

f giv

en a

mod

el.

AC

CU

RA

CY

• Sp

ellin

g an

d pu

nctu

atio

n•

Con

trol o

f str

uctu

re an

d vo

cabu

lary

Can

use

capi

tal l

ette

rs o

n na

mes

and

may

use

a

capi

tal t

o be

gin

a sen

tenc

e. C

an sp

ell s

impl

e wor

ds co

rrec

tly w

hen

copy

ing

from

a m

odel.

Er

rors

are f

requ

ent i

f not

copy

ing

from

a m

odel,

an

d ve

ry co

mm

on 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

awar

enes

s of

que

stio

n m

arks

. Can

use

apos

troph

es fo

r co

ntra

ctio

ns.

Fam

iliar

wor

ds m

ay b

e spe

lled

corr

ectly

. Has

an

awar

enes

s of v

ery

simpl

e spe

lling

rule

s (e.g

. cat

→

cats,

bus

→ b

uses

). M

ay sh

ow g

ood

cont

rol o

f str

uctu

re an

d vo

cabu

lary

whe

n clo

sely

gui

ded

by a

mod

el.

Erro

rs in

spel

ling/

orth

ogra

phy

are f

requ

ent i

n le

arne

rs w

ith n

on-L

atin

L1

alph

abet

s.

Can

accu

rate

ly u

se a

rang

e of p

unct

uatio

n in

cludi

ng co

mm

as an

d po

sses

sive a

post

roph

es.

H

as an

awar

enes

s of s

impl

e spe

lling

rule

s (e.g

. da

nce →

dan

cing)

. Fa

mili

ar w

ords

are u

sual

ly sp

elle

d co

rrec

tly;

erro

rs m

ay o

ccur

with

new

er le

xis.

Can

cont

rol s

truc

ture

and

voca

bula

ry w

hen

usin

g fa

mili

ar la

ngua

ge: e

rror

s are

like

ly w

ith

less

fam

iliar

lang

uage

in le

ss co

ntro

lled

cont

exts

. Le

arne

rs w

ith n

on-L

atin

L1

alph

abet

s may

ofte

n m

ake m

istak

es in

spel

ling/

orth

ogra

phy.

xvi Level 1


Level 1


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 1 xvii


2 Level 1

Name Diagnostic Pre-Test Level 1

Listening

12

Listen and circle.

1 2 3

23

Look. Listen and check (✓).

1 2 3

yes no yes no yes no

34


1 2 3 4

yes no yes no yes no yes no

45


1 2 3 4


M01 Big English ASB 1 Global Refresh 2E 2990.indd 2 02/09/2017 08:45

Level 1 3


5 Read and choose the correct answer.

1 Hello! What’s your name?

a I’m Helen.

b You’re George.

3 What’s your favorite color?

a Friday.

b Blue.

6 Read. Color and draw.

This is my desk. I have six crayons. I have an eraser. It’s blue. I have a toy, too. It’s under the desk. It’s a small train. I also have a red ruler.

7 Read and match. Draw lines.

1 She’s in the bedroom.

2 They’re in the bathroom.

3 He’s in the kitchen.

4 He’s in the dining room.

2 How are you?

a I’m eight.

b I’m fi ne, thanks.

4 How old are you?

a I’m six.

b He’s seven.

Reading

a

c

b

d


4 Level 1


1 brothers

2 dad

3 mom

4 sisters



1 skating

2 running

3 hitting

4 singing

a

a

b

b

c

c

d

d


Level 1 5

Name

Score: /

Diagnostic Pre-Test Level 1

Writing

12 Complete the sentences. Use in, on, or under.

1 The skates are the table.

2 The doll is the shelf.

3 The ball is the toy box.

11 Read and write the word.

boots hat pants shirt

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

1 The girl is eating

3 The children are eating

2 Does he have an ?

4 Are they drinking ?


6 Level 1

Speaking Assessment Prompts Diagnostic Pre-Test


Level 1 7

Speaking Assessment Prompts Diagnostic Pre-Test Teacher’s Notes

1 Start with simple questions: How are you? What’s your name? How old are you?

2 Point to the people in the photo and ask: What is he/she eating? What is he/she drinking. Prompt responses in the form of He is eating pizza, etc.

3 Point to the different people in the photo and ask: Who is this? Prompt responses in the form of This is the mom.

Challenge:

Ask the student to say who is in their family.


8 Level 1

Name Practice Test Unit 1

27

Listen and color.

1 2 3 41 32 4

16


1 2 3 4


38

Listen and circle.

1 2

3 4


Level 1 9


Score: /

4 Look and check.

1 2 3 4

It is a backpack.

It is a pen.

They are markers.

They are books.

5 Look and circle.

1 2 3

pencil ruler eraser book chair desk

6 Read, look, and write.

1 What is it? 2 What are they?

It is a They are 3 What is it? 4 What are they?

It is a They are


10 Level 1

Name Unit Test Unit 1

19

Listen and circle.

1 2 3 4

210


1 2 3


311

Listen and color.

1 2 3 4

412

Listen and count. Then check (✓).

1 2 3



Level 1 11

Name

Score: /

Unit Test Unit 1

5 Look and circle. Then use the words from the box.

backpack book desk eraser

1 It is a / They’re



4 It is an / They’re

613

Listen and color.


12 Level 1

Speaking Assessment Prompts Unit 1


Level 1 13

Speaking Assessment Prompts Unit 1 Teacher’s Notes

1 Have the student look at the picture. Point to the different objects in the picture and ask: What’s this? Prompt responses in the form of It is a/an (pencil, ruler, eraser, etc.), They are (books, crayons, etc.).

2 Hold up or point to various classroom items one at a time and ask the student: What color is it? Prompt responses in the form of It’s (red/yellow/blue/green, etc.).

Challenge:

Ask the student to point out something else in the room that is one of the four named colors. Prompt him/her to say, It’s (red/yellow/blue/green, etc.).


14 Level 1


114

Listen and circle.

1 2

3 4

2 Look and match. Draw lines.

1 brother 2 dad 3 mom 4 sister

a b

c

d


Level 1 15

Name

Score: /

Practice Test Unit 2

3 Look and circle.

1 2

mom dad grandma grandpa

415


1 2 3 4


5 Read and write your answer.

6 Write your answers.

How many people are in your family?

Who are they?

1 How many brothers are there?

2 How many sisters are there?

3 How many are in the family? Who are they?


16 Level 1


116

Listen and circle.

1 2

3 4

217


1 2 3 4


3 Write your answer. How many brothers and sisters do you have?


Level 1 17

Name

Score: /

Unit Test Unit 2

4 Look and circle.

1 2

a two brothers

b dad and brother

a three sisters

b mom and two sisters

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

mom dad sister grandma grandpa brother

4

2

5

3

6

1


18 Level 1



Level 1 19


1 Ask the student to draw a simple picture of his/her family. Point to the whole picture. Ask the student: Who are they? Point to an individual in the picture and ask the student: Who is he/she? Prompt answers in complete sentences: They are my family. She is my mom. Continue until everyone in the picture has been identified.

Challenge:

Present a simple drawing you’ve done of your family. Have the student switch roles with you. He/she should point to people in your picture and ask the questions: Who is he/she?

2 Point to the picture on page 38. Have the student look at the picture. Point to the different people in the picture. Ask: Who is this? Prompt responses in the form of It is mom/dad. They are brothers/sisters, etc. Then point to different family members in the picture and ask: How many…? Who are they? Who is this?, etc.

Challenge:

Say: I have (two sisters). How many (sisters) do you have? Guide the student to answer in complete sentences: I have (two/no) sisters./I have (one) sister.


20 Level 1


118


1 2

yes no yes no

3 4

yes no yes no


1 I have two ears. a

2 I have two hands. b

3 I have one mouth. c

4 I have ten toes. d


Level 1 21

Name

Score: /


3 Look and circle.

1 2

short hair long hair short legs long legs

419

Listen and circle.

1 2

520

Listen and write.

A: the dog big ears?

B: Yes, it .

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

four big short eyes long nose

I have a 1 head. I have two green 2 , two 3 ears, and a 4 . I have 5 legs and a 6 tail.

1

4

5

62

3


22 Level 1


121

Listen and circle.

1 2

3 4

222

Listen and circle.

1

2

3

4


Level 1 23

Name

Score: /

Unit Test Unit 3

1 Does she have big ears?

3 Does she have big eyes?

5 Does she long legs?

2 Does he have long legs?

4 he have long hair?

6 ?

3 Read, then answer the questions.


arm eye foot hand leg mouth

5 Write your answer. Do you have long hair?

3

1

5 6

4

2


24 Level 1



Level 1 25


1 Have the student look at the picture of the girl (cover up picture of monster for this activity). Ask the student to describe what he/she sees. Start with simple questions: Does she have two legs? Does she have three ears? Prompt the student to answer using the pattern: Yes, she does/No, she doesn’t. Try to include all of the items featured in the lesson.

2 Ask the student to look at the two pictures. Have him/her tell you two things that are different about the human and the monster. Prompt by pointing to the girl and asking: How many eyes does she have? Point to monster and ask: How many eyes does it have?

Challenge:

Ask the student to tell you two things that are the same in both the human and the monster.


26 Level 1

Name Mastery Test Units 1–3

123

Listen and circle.

1 2

3 4

2 Look and circle.

1 2

eraser book backpack desk

3 4

desk chair pen pencil


Level 1 27


324

Listen and color.

1 2

3 4

4 Count and circle.

1 2

6 8 4 7

3 4

9 10 5 7


28 Level 1


5 Look and write. Use the words in the box.

book desk pencils crayons ruler backpack

625


1 2 3 4


1 It’s a

3

5

2 They are

4

6

1

62 3

5

4


Level 1 29


726

Listen and number.

8 Look and circle.

1 2

a two brothers and a sister

b two sisters and a brother

a a mother and two brothers

b a sister and two brothers


30 Level 1


9 27

Listen and circle.

1

2

3


Level 1 31


10 Look and draw lines.

long legs long hair big ears

11 Answer the questions.

1 Do you have short hair?

2 How many brothers and sisters do you have?

3 What color is your backpack?

4 Do you have blue eyes?

big head long neck short hair

Score: /


32 Level 1



1 gloves

2 shirt

3 jacket

4 boots

5 dress

a

b

c

d

e

228

Listen and circle.

1 2 3

4 5


Level 1 33

Name

Score: /


329


1 2 3 4


4 Look and circle.

1 2 3

hat shirt pants gloves shoe boot

5 Write your answers.

1 What is she wearing? She’s wearing .

2 What is he wearing? He’s wearing .

3 What are you wearing? I’m wearing .


34 Level 1


130

Listen and number.

a b c

d e

231


1 2 3


4 5 6



Level 1 35

Name

Score: /

Unit Test Unit 4


jacket skirt pants shoes

4 Read and match. Then write. Use the words.

blouse gloves jacket skirt

1 2 3 4

5 Write about your favorite clothes.


36 Level 1



Level 1 37


1 Point to different items of clothing that the student is wearing. Ask the student: What are you wearing? Guide the student to answer in whole sentences: I am wearing a shirt. Prompt the student to include the color of the item. Ask: What color is it? Help him/her respond: It’s blue, or I am wearing a blue shirt. Point to other pieces of clothing, including shoes, and continue asking about the student’s clothing.

2 Ask the student to say what the people are wearing in the illustration. Point to a person and ask the student: What is she wearing? What is he wearing? Instruct the student to answer in full sentences. Model the sentence: He’s wearing a shirt and pants.

Challenge:

Ask the student: What are your favorite clothes? Prompt him/her to point out one picture and respond: I like (the blouse and skirt) or I like (the pants and shoes).


38 Level 1


132


1 2

yes no yes no

3 4

yes no yes no


1 He’s in the kitchen. a

2 It’s in the bedroom. b

3 They’re in the living room. c

4 He’s in the bathroom. d


Level 1 39

Name

Score: /



combing drawing eating reading talking washing

1 She’s a book.

2 He’s on the phone.

3 She’s the dishes.

4 He’s a picture.

5 He’s lunch. 6 He’s his hair.

4 Answer the questions. Write sentences.

1 What room are you in?

2 What are you doing in the room?


40 Level 1


133

Listen and number.

a b

c d

2 Look and read. Then write. Use the words from the box.

bedroom dining room kitchen living room

1 Where’s the boy? He’s in the .

2 Where are the grandparents? They are in the .

3 Where’s the dad? He’s in the .

4 Where’s the girl? She’s in the .


Level 1 41

Name

Score: /

Unit Test Unit 5

334


1 2 3


4 Look at the picture. Answer the questions.

cookingdrawingplayingreading

1 What’s the grandma doing?

She’s a picture.

2 What’s the dad doing?

He’s lunch.

3 What’s the sister doing?

She’s a book.

4 What’s the brother doing?

He’s .

5 Write a sentence. What’s your favorite room?


42 Level 1



Level 1 43


1 Ask the student to draw a picture of one room of a house. Have him/her tell you what happens in that room. Help by asking questions: Do you play in that room? Encourage the student to mention other activities. For example, ask: Do you comb your hair in that room? or Does your mom read to you in the bedroom?

Challenge:

Ask the student to tell about another room. Without drawing a picture, he/she can try to describe what it looks like. Ask what he/she does in that room or what someone else does. Ask who questions: Who washes the dishes? or Who makes the dinner?

2 Point to the different people. Ask: Where is he/she? What is he/she doing? Then ask: Who is…?


44 Level 1


135

Listen and circle.

1 2

3 4


1 The horse is running. a

2 The frog is jumping. b

3 The fish is swimming. c

4 The sheep is sleeping. d


Level 1 45

Name

Score: /



eating flying playing swimming

1 The bird is .

2 The horses are .

3 The duck is .

4 The cat is .

4 Answer the question. What are the animals doing?

They’re .


46 Level 1


136


1 2 3


4 5 6


2 Look. Read and match. Draw lines.

1 The horse is jumping.

2 The frog is running.

3 The cat is eating.

4 The dog and the duck are sleeping.


Level 1 47

Name

Score: /

Unit Test Unit 6

337

Listen and circle.

1

2

3

4 Look and read. Then write. Use the words from the box.

eating flying running

1 What are the ducks doing?

They’re .

2 What is the goat doing?

It’s .

3 What are they doing?

They’re .

5 What is the cat doing? Write a sentence.


48 Level 1



Level 1 49


1 Have the student draw a picture of all the farm animals he/she can remember. Encourage him/her to include all the animals he/she saw in the Student’s Book pages. Ask the student to name the animals and to tell what the animals are doing: swimming, eating, sleeping, etc… .

Challenge:

Ask the student to compare farm animals and city animals. Can farm animals live in the city, too? Prompt the student to talk about one of the animals that could not live in the city. Point to a picture and ask: What is the (cow/horse/goat/duck) doing? It is (eating grass/swimming). Can a cow walk around and eat grass in the city?

2 Point to the pictures of animals. Then ask the student to describe the animal in the picture and tell what the animal is doing: swimming, jumping, flying, etc… .


50 Level 1


138


1 2

3 4

239

Listen and circle.

1

2

3


Level 1 51


340

Listen and color.


dress jacket pants skirt

1 She’s wearing a .

2 She’s wearing a .

3 He’s wearing a .

4 She’s wearing .


52 Level 1


541


1 2 3


6 Look and read. Then circle.

1 Annie is in the

bedroom / living room.

2 Dad is in the

bathroom / kitchen.

3 They’re in the

bathroom / dining room.

4 Alex is in the

dining room / living room.


Level 1 53



1 Peggy is in the bathroom.

2 Chris is in his bedroom.

3 Sarah is in the kitchen.

4 Pablo is in the living room.

a

b

c

d

842

Listen and circle.

1 2

3 4


54 Level 1


943


1 2 3


4 5 6


10 Look. What is it? Use the words from the box.

cat dog hen horse

1 It’s a . 2 It’s a .

3 It’s a . 4 It’s a .


Score: / Level 1 55


11 Look and read. Write yes or no.

1 The birds are walking to the tree.

2 The kittens are playing with a ball.

3 The horses are eating hay.

4 The dog is sleeping in the sun.

5 The goat is jumping in the fi eld.

6 The ducks are swimming in the pond.

12 What farm animals do you like? Write about two animals.


56 Level 1


144


1

2

3

4

2 Look and write ✓ or ✗.

1 This is pizza. 2 This is an orange.

3 This is a hamburger. 4 This is salad.


Level 1 57

Name

Score: /


3 Look. Then read. Circle the correct answers.

1 What does the boy have? He has .

a cake and ice cream b cake, pizza, and grapes

2 What’s he eating? He’s eating .

a pizza b cake

3 What does the girl have? She has .

a ice cream, a hamburger, and salad

b ice cream, cake, and salad

4 What’s she eating? She’s eating .

a salad b ice cream

4 Write about your birthday.

When is your birthday?

What day is it?


58 Level 1


145

Listen and circle.

1 2

3 4


grapes milk pizza sandwich

1 She has . 2 He has .

3 We have . 4 She has a .


Level 1 59

Name

Score: /

Unit Test Unit 7


4 Read. Then write has or have.

1 The boy a salad.

2 You pizza.

3 He grapes.

4 The girl ice cream.

5 She cake.

5 What do you have on your birthday? Write a sentence.

2 cake

4 sandwich

6 grapes

1 hamburger

3 pizza

5 ice cream

c

e f

a

d

b


60 Level 1



Level 1 61


1 Ask the student: How old are you? When is your birthday? Model complete sentence responses. Ask the student what his/her family does on someone’s birthday. Ask: Do you have games you play? or Do you sing songs? If the student feels comfortable, encourage him/her to sing the song for you or to act out a game.

2 Ask the student to name the food items in the pictures. Ask: What is this? It’s a (cake/hamburger). Prompt the student to practice using has or have in sentences by asking the follow-up questions: Do you have cake on your birthday? Yes, I have cake. Do your parents have cake on your birthday? Yes, they have cake. Continue pointing to foods and asking questions.

Challenge:

Prompt the student to tell you about special foods he/she has on birthdays or holidays that are not pictured in the unit. Ask: Do your parents or grandparents make special foods? Encourage the student to tell about a favorite food: We have potato soup for birthdays.


62 Level 1


146


1 2 3


4 5 6



1 This is a doll. a

2 This is a puppet. b

3 These are balls. c

4 This is a game. d


Level 1 63

Name

Score: /

347

Look and listen. Write the number.

a b c

448

Listen and check (✓).

1 What is this?

2 What is this?

3 What are these?

5 Write about the toys you want. Write one or two sentences.



64 Level 1


149


1 2

3 4

2 Look and read. Write in, on, or under.

1 The stuffed animal is the chair.

2 The doll is the shelf.

3 The airplane is the desk.

4 The ball is the toybox.


6 The action fi gures are the bed.


Level 1 65

Name

Score: /

Unit Test Unit 8

3 Look and write. Use in, on, or under.

1 It’s the shelf. 2 They’re the toy box.

3 It’s the desk. 4 They’re the bed.

450

Listen and count. Then check (✓).

1 2 3


5 Write about your favorite toy. Write one or two sentences.


66 Level 1



Level 1 67


1 Take common objects such as a pencil, eraser, book, sheet of paper, and a box or container (for example, a clean, empty wastepaper basket). Put the eraser in the wastebasket and ask: Where is the eraser? Prompt the student to respond: It’s in the wastebasket. Put the book on the paper and ask: Where is the paper? Prompt the response: It’s under the book. Continue various combinations using in, on, and under.

Challenge:

Have the student reverse roles with you. Prompt him/her to rearrange two objects, such as putting the pencil on the book, and ask you: Where is the book?

2 Have the student look at the picture and ask him/her questions about where the items are in the room: How many dolls do you see? Where are they? Continue asking about the different items. Have him/her answer in complete sentences: I see two dolls. One is on the shelf. The other is on the table.


68 Level 1


151


1 2 3


4 5 6


2 Look. Then circle.

1 2

a this ballb that ball

a this ballb that ball

3 4

a these skatesb those skates

a these skatesb those skates


Level 1 69

Name

Score: /



are aren’t is isn’t

1 They jumping. 2 She singing.

3 They skating. 4 He running.

4 Read and check (✓).

1 She is riding her bike.

2 They are skating.

3 He is dancing.

5 Write about something you can do outside or inside. Write one or two sentences.


70 Level 1


152

Listen and color.

1those

these

2

that

this

2 Look and read. Then ✓ or ✗.

1 He is singing.

2 She is catching a ball.

3 She is dancing.

4 She is skating.


Level 1 71

Name

Score: /

Unit Test Unit 9

152

Listen and color.

1those

these

2

that

this


1 He is singing.

2 She is catching a ball.

3 She is dancing.

4 She is skating.

3 Look and circle.

1 2

skating jumping throwing jumping

4 Look and write. Write This, That, These, or Those.

1 ball is blue. 2 skates are orange.

3 ball is green. 4 skates are red.

5 Write about your favorite outdoor activity. Write one or two sentences.


72 Level 1



Level 1 73


1 Point to the picture. Ask the student if the person in the picture is doing something other than what you know he/she is doing. For instance, ask: Is she dancing? (when you can see that the girl is hitting a ball). Prompt the student to respond: No, she’s not. She’s hitting a ball. Continue asking about other figures.

2 Ask the student to draw two similar objects of different colors: one should be larger and close to the front of the picture, the other should be smaller to look farther away. Point to the larger image and ask: What color is this (book, ball, bike)? Prompt the student to answer: This (book, ball, bike) is green. Then point to the smaller object and ask: What color is that (book, ball, bike)? Prompt the student to respond: That (book, ball, bike) is orange.

Challenge:

Ask the student to repeat by drawing multiple objects up close and far away in order to practice using these, those in similar fashion.


74 Level 1


153


1 2 3


2 Look. Read and circle.

1 2 3

ice cream grapes cake pizza juice milk

354

Look. Listen and check (✓).1 2

yes no yes no3 4

yes no yes no


Level 1 75


455

Listen and circle.

1

2

3

4

5 Write. What do you do on your birthday? Write one or two sentences.


76 Level 1


656

Listen and match. Draw lines.

1 Alberto a

2 Kimiko b

3 Teri and Sara c

4 Ben d

757

Listen and write. Use the words from the box.

airplane dolls skates train

1

William has a .

He doesn’t have a

.

2

Patty has .

She doesn’t have

.


Level 1 77


8 Look and write. What toy do you have?

I have .

9 Look. Write the missing word. Use the words from the box.

in on under


2 The doll is the table.

3 The ball is the toy box.


1 2 3

The ball is under the table.

The puppet is under the box.

The cars are on the table.


78 Level 1


1158

Listen and color.

1

2

3

thatthis


Score: / Level 1 79




13 What do you like to do? Choose the words from the box. Write one or two sentences.

dancing running singing walking

1 They running. 2 She dancing.

3 They jumping. 4 He kicking a ball.


80 Level 1

Name Final Exam Level 1

Listening

159

Listen and circle.

1 2

3 4

260


1 2

yes no yes no

3 4

yes no yes no


Level 1 81


361

Look. Listen and circle.

1

2

3

4

462


1 2 3



82 Level 1


Reading

5 Look and circle.

1 2 3

dresses dress gloves glove pants pant

6 Match.

1 I’m making breakfast. Where am I?

a

kitchen

2 My dad is brushing his teeth. Where is he?

b

bathroom

3 My sister is sleeping. Where is she?

c

bedroom


Level 1 83


7 Look and circle.

1 2 3

bike ball cars skates train airplane

8 Complete the sentences. Use has or have.

1 The boy a birthday hat!

2 The three girls pizza.

3 He pizza, too!

4 Does she cake?

9 Look and read. Then complete. Use in, on, or under.

1 The ball is the bed.

2 The game is the table.

3 The doll is the box.

Writing


84 Level 1




1 They dancing. 2 He skating.

3 She singing. 4 They jumping.

11 Write about your favorite animal. Write one or two sentences.

12 Look at the words in the box. Choose an activity that you like. Write one or two sentences about the activity.

dancing drawing playing reading riding a bike singing skating soccer


Level 1 85

Speaking Assessment Prompts Final Exam


86 Level 1

Speaking Assessment Prompts Final Exam Teacher’s Notes

1 Point to the top picture. Ask the student what they can see in the picture. Prompt the student: What are the children doing? What are they eating? What animals can you see?

2 Point to one of the two photos in the centre. Ask the student who they see in the photo. Prompt the student: How many brothers are there in picture 1? How many sisters are there in picture 2?

3 Point to one of the photos at the bottom. Ask the student to describe the clothes in the picture. Prompt the student: What are the girls wearing?

Challenge:

Ask the student to describe what he/she is wearing. What are his/her favorite clothes?


Answer Key and Audioscript Level 1

Level 1 87

Diagnostic Pre-Test

1. 1. backpack, 2. desk, 3. ruler 2

1. A: What’s this? B: It’s a backpack.

2. A: What’s this? B: It’s a desk.

3. A: What’s this? B: It’s a ruler.

2. 1. yes, 2. no, 3. yes 3

1. four apples 2. three sandwiches 3. five oranges

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

1. She’s wearing boots. 2. She’s wearing a dress. 3. He’s wearing a jacket.4. He’s wearing pants.

4. 1. yes, 2. yes, 3. yes, 4. no 5

1. ears 2. mouth3. feet4. nose

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

6. Note: Students are to: color the eraser blue and the ruler red; draw a train under the desk and draw six crayons.

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

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

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

10. 1. pizza, 2. ice cream, 3. cake, 4. milk.

11. 1. boots, 2. pants, 3. shirt, 4. hat

12. 1. under, 2. on, 3. in

Unit 1 Practice Test 1. 1. yes, 2. yes, 3. no, 4. no

6

1. A: What’s this? B: It’s a ruler.

2. A: What’s this? B: It’s a chair.

3. A: What’s this? B: It’s a marker.

4. A: What’s this? B: It’s a book.

2. Note: Students are to color: 1. blue, 2. yellow, 3. green, 4. red

7

1. What color is it? It’s blue.

2. What color is it? It’s yellow.

3. What color is it? It’s green.

4. What color is it? It’s red.

3. 1. right illustration, 2. left illustration, 3. right illustration, 4. right illustration

8

1. It’s an eraser. 2. It’s a pencil. 3. It’s a pen. 4. It’s a backpack.

4. 1. ✓, 2 ✗, 3 ✗, 4 ✓

5. 1. ruler, 2. eraser, 3. desk

6. 1. ruler, 2. chairs, 3. backpack, 4. books

Unit 1 Unit Test 1. 1. left illustration, 2. left illustration, 3. left

illustration, 4. right illustration 9

1. A: What’s this? B: It’s a crayon.

2. A: What’s this? B: It’s an eraser.


4. A: What’s this? B: It’s a book.

2. 1. no, 2. yes, 3. no 10

1. It’s a backpack.2. It’s an eraser.3. It’s a pencil.

3. Note: Students are to color:1. green, 2. red, 3. yellow, 4. blue

11

1. A: What color is it? B: It’s green.

2. A: What color is it? B: It’s red.

3. A: What color is it? B: It’s yellow.

4. A: What color is it? B: It’s blue.

Z01 Big English ASB 1 Global Refresh 2E 2990.indd 87 02/09/2017 08:51


88 Level 1

4. 1. yes, 2. no, 3. yes 12

1. I see five books.2. I see eight erasers. 3. I see four pencils.

5. 1. It is a desk, 2. It is a backpack, 3. It is a book, 4. It is an eraser

6. Note: Students are to color: 1. the crayons purple, 2. the pencil red, 3. the eraser blue, 4. the books yellow, 5. the backpack brown, 6. the chairs green

13

1. A: What color are the crayons? B: They are purple.

2. A: What color is the pencil? B: It is red.

3. A: What color is the eraser? B: It is blue.

4. A: What color are the books? B: They are yellow.

5. A: What color is the backpack? B: It is brown.

6. A: What color are the chairs? B: They are green.

Unit 2 Practice Test 1. 1. right photo, 2. left photo, 3. right photo,

4. right photo 14

1. I have three sisters. 2. I have one brother. 3. This is my mom and my dad. 4. I have one sister and one brother.

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

3. 1. mom, 2. grandpa

4. 1. no, 2. no, 3. yes, 4. yes 15

1. I have two sisters. 2. I have one brother. 3. I have two sisters and one brother. 4. I have two sisters and two brothers.

5 1. 2, 2. 1, 3. 5

Unit 2 Unit Test 1. 1. right illustration, 2. right illustration,

3. right illustration, 4. left illustration 16

1. A: Who’s she? B: She’s my sister.

2. A: Who are they? B: They’re my brothers.

3. A: Who’s he? B: He’s my grandpa.

4. A: Who’s she? B: She’s my mom.

2. 1. no, 2. no, 3. yes, 4. yes 17

1. A: Who’s she? B: She’s my grandma.

2. A: Who are they? B: They’re my brothers.


4. A: Who’s he? B: He’s my brother.

4. 1. two brothers, 2. three sisters

5. 1. mom, 2. dad, 3. grandma, 4. grandpa, 5. brother, 6. sister

Unit 3 Practice Test 1. 1. no, 2. yes, 3. yes, 4. no

18

1. two hands2. two ears3. one mouth4. one arm

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

3. 1. long hair, 2. short legs

4. 1. right photo, 2. right photo 19

1. A: Does your dog have big ears? B: Yes, it does.

2. A: Does your sister have short hair? B: No, she has long hair.

5. A: Does, haveB: does

20

1. A: Does the dog have big ears? B: Yes, it does.

6 1. big, 2. eyes, 3. short, 4. nose, 5. four, 6. long



Level 1 89

Unit 3 Unit Test 1. 1. left illustration, 2. right illustration,

3. left illustration, 4. right illustration 21

1. I have ten fingers. 2. I have two ears. 3. I have ten toes. 4. I have two feet.

2. 1. left illustration, 2. right illustration, 3. left illustration, 4. right illustration

22

1. This dinosaur has a small head. 2. This dinosaur has long legs.3. This dinosaur has short arms. 4. This dinosaur has a big head.

3. 1. No, she doesn’t, 2. Yes, he does, 3. Yes, she does, 4. Does, No, he doesn’t, 5. have, No, she doesn’t, 6. Student’s own ideas

4. 1. eye, 2. mouth, 3. arm, 4. hand, 5. leg, 6. foot

Units 1–3 Mastery Test 1. 1. right photo, 2. right photo,

3. right photo, 4. right photo 23

1. A: What’s this? B: It’s a marker.


3. A: What’s this? B: It’s a pen.

4. A: What’s this? B: It’s a desk.

2. 1. book, 2. backpack, 3. desk, 4. pencil

3. Note: Students are to color: 1. yellow, 2. purple, 3. brown, 4. green

24

1. A: What color is it? B: It’s yellow.

2. A: What color is it? B: It’s purple.

3. A: What color is it? B: It’s brown.

4. A: What color is it? B: It’s green.

4. 1. 6, 2. 4, 3. 10, 4. 7

5. 1. It’s a book., 2. They are pencils., 3. They are crayons., 4. It’s a desk., 5. It’s a backpack., 6. It’s a ruler.

6. 1. no, 2. no, 3. yes, 4. no 25

1. I have two sisters. 2. I have one brother. 3. I have two sisters and one brother.4. I have three brothers.

7. Left to right: 4, 2, 5, 1, 3, 6 26

1. A: This is my family. B: Who’s he? A: He’s my brother.

2. A: Who are they? B: They’re my two sisters.

3. A: Who’s he? B: He’s my dad.


5. A: Who are they? B: She’s my grandma. He’s my grandpa.

They’re my grandparents. 6. A: Who’s that?

B: That’s Benny. He’s my dog. He’s my family, too!

8. 1. b, 2. b

9. 1. center dog, 2. left pig, 3. left cat 27

1. A: Does the dog have little ears? B: Yes, it has little ears.

2. A: Does the pig have a long nose? B: Yes, it has a long nose.

3. A: Does the cat have long hair? B: No, it doesn’t. It has short hair.

10. 1. mom – long neck, 2. dad – long legs, 3. brother – short hair, 4. sister – long hair, 5. grandpa – big ears, 6. grandma – big head

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

2. 1. left illustration, 2. right illustration, 3. left illustration, 4. left illustration, 5. right illustration

28

1. He’s wearing a hat. 2. She’s wearing a skirt. 3. She’s wearing shoes. 4. He’s wearing pants. 5. She’s wearing a blouse.



90 Level 1

3. 1. no, 2. no, 3. no, 4. yes 29

1. My brother is wearing a shirt. 2. My grandma is wearing a hat and gloves. 3. My little sister is wearing a dress. 4. My mom is wearing a blouse and a skirt.

4. 1. hat, 2. pants, 3. shoe

5 1. a dress, 2. shoes, 3. Students’ own answers

Unit 4 Unit Test 1. a. 3, b. 1, c. 5, d. 2, e. 4

30

1. A: What’s he wearing? B: He’s wearing a shirt, pants, and a jacket.

2. A: What’s she wearing? B: She’s wearing pants and a blouse.

3. A: What’s he wearing? B: He’s wearing a sweater and gloves.

4. A: What’s she wearing? B: She’s wearing a jacket and a skirt.

5. A: What’s he wearing? B: He’s wearing a hat, gloves, and boots.

2. 1. yes, 2. no, 3. no, 4. yes, 5. no, 6. yes 31

1. She’s wearing boots. 2. She’s wearing pants.3. He’s wearing a hat.4. He’s wearing a jacket.5. He’s wearing a shirt.6. She’s wearing shoes.

3. boy – pants, jacket, girl – shoes, skirt

4. 1. jacket, 2. skirt, 3. gloves, 4. blouse

Unit 5 Practice Test 1. 1. no, 2. yes, 3. yes, 4. no

32

1. A: What’s he doing? B: He’s brushing his teeth.

2. A: What’s she doing? B: She’s making lunch.

3. A: What’s he doing? B: He’s getting dressed.

4. A: What’s she doing? B: She’s reading.

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

3. 1. reading, 2. talking, 3. washing, 4. drawing, 5. eating, 6. combing

Unit 5 Unit Test

1. a. 2, b. 3, c. 1, d. 4 33

1. She’s in the kitchen. 2. He’s in the dining room. 3. She’s in the living room. 4. He’s in the bedroom.

2. 1. dining room, 2. living room, 3. kitchen, 4. bedroom

3. 1. no, 2. yes, 3. no 34

1. He’s sleeping. 2. He’s taking a bath. 3. He’s drawing.

4. 1. drawing, 2. cooking, 3. reading, 4. playing

Unit 6 Practice Test

1. 1. left photo, 2. right photo, 3. left photo, 4. right photo

35

1. It’s eating. 2. It’s jumping. 3. It’s flying. 4. They’re playing.

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

3. 1. flying, 2. eating, 3. swimming, 4. playing

Unit 6 Unit Test

1. 1. yes, 2. no, 3. no, 4. yes, 5. no, 6. yes 36

1. The goat is eating. 2. The horse is walking. 3. The birds are swimming. 4. The dog is sleeping.5. The children are walking.6. The frog is jumping.

2. 1. eating., 2. jumping., 3. sleeping., 4. running.

3. 1. center illustration, 2. left illustration, 3. center illustration

37

1. It’s a duck. It’s swimming. 2. It’s a cat. It’s playing.3. It’s a bird. It’s flying.

4. 1. flying, 2. eating, 3. running



Level 1 91

Units 4–6 Mastery Test 1. 1. right illustration, 2. right illustration,

3. right illustration, 4. left illustration 38

1. She’s wearing pants. 2. He’s wearing boots. 3. She’s wearing a dress. 4. He’s wearing a hat.

2. 1. center illustration, 2. left illustration, 3. center illustration

39

1. There are two shirts.2. There is one glove.3. There are three hats.

3. Students should color the pants brown, the shirt orange, the jacket green, and the boots blue.

40

Color the pants brown. Color the shirt orange. Color the jacket green. Color the boots blue.

4. 1. skirt, 2. dress, 3. jacket, 4. pants

5. 1. no, 2. yes, 3. yes 41

1. She’s sleeping in the bedroom. 2. He’s making dinner in the kitchen. 3. He’s brushing his teeth in the bathroom.

6. 1. bedroom, 2. kitchen, 3. bathroom, 4. dining room

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

8. 1. left photo, 2. right photo, 3. right photo, 4. left photo

42

1. A: What is it? B: It’s a sheep.

2. A: What is it? B: It’s a duck.

3. A: What is it? B: It’s a turtle.

4. A: What is it? B: It’s a horse.

9. 1. yes, 2. yes, 3. no, 4. yes, 5. no, 6. yes 43

1. A: What’s the cow doing? B: It’s eating.

2. A: What’s the frog doing? B: It’s jumping.

3. A: What’s the dog doing? B: It’s sleeping.

4. A: What’s the horse doing? B: It’s running.

5. A: What’s the bird doing? B: It’s swimming.

6. A: What’s the sheep doing? B: It’s sleeping.

10. 1. dog, 2. hen, 3. cat, 4. horse

11. 1. no, 2. no, 3. yes, 4. yes, 5. no, 6. yes


1. 1. center photo, 2. left photo, 3. right photo, 4. left photo

44

1. He has milk. 2. She has grapes. 3. He has a sandwich. 4. We have pizza.

2. 1. ✓, 2. ✗, 3. ✗, 4. ✓

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

Unit 7 Unit Test

1. 1. right photo, 2. left photo, 3. right photo, 4. right photo

45

1. He’s eating an orange. 2. She’s eating a hot dog. 3. I’m eating a sandwich. 4. They’re eating ice cream.

2. 1. grapes, 2. milk, 3. pizza, 4. sandwich

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

4. 1. has, 2. have, 3. has, 4. has, 5. has


1. 1. no, 2. yes, 3. yes, 4. no, 5. no, 6. yes 46

1. This is a ball.2. This is an action figure.3. These are skates.4. This is a train.5. This is a puppet. 6. These are blocks.

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



92 Level 1

3. a. 2, b. 3, c. 1 47

1. The train is in the box. 2. The train is under the bed. 3. The train is on the table.

4. 1. right photo, 2. left photo, 3. right photo 48

1. A:What is this? B: It’s an airplane.

2. A: What is this? B: It’s a bike.

3. A: What are these? B: They’re action figures.

Unit 8 Unit Test

1. 1. left illustration, 2. left illustration, 3. right illustration, 4. left illustration

49

1. A: Where’s the doll? B: It’s on the shelf.

2. A: Where are the cars? B: They’re under the desk.

3. A: Where’s the action figure? B: It’s in the box.

4. A: Where are the skates? B: They’re in the toy box.

2. 1. on, 2. on, 3. under, 4. in, 5. under, 6. on

3. 1. on, 2. in, 3. under, 4. under

4. 1. no, 2. no, 3. yes 50

1. There are eleven bikes.2. There are eight action figures.3. There are five dolls.


1. 1. no, 2. yes, 3. yes, 4. no, 5. no, 6. no 51

1. Is she kicking a ball? 2. Are they skating? 3. Is he riding a bike? 4. Is she jumping rope? 5. Are they dancing? 6. Is he throwing a ball?

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

3. 1. aren’t, 2. is, 3. are, 4. isn’t

4. 1. left photo, 2. center photo, 3. right photo

Unit 9 Unit Test 1. Students should color the skates as follows: these =

black and those = yellow; students should color the balls as follows: this = orange and that = green.

52

1. These skates are black. Those skates are yellow.

2. This ball is orange. That ball is green.

2. 1. ✗, 2. ✓, 3. ✗, 4. ✓

3. 1. skating, 2. jumping

4. 1. That, 2. These, 3. This, 4. Those

Units 7–9 Mastery Test 1. 1. no, 2. yes, 3. yes

53

1. She’s eating ice cream.2. He’s eating a sandwich.3. They’re eating pizza.

2. 1. ice cream, 2. pizza, 3. milk

3. 1. yes, 2. no, 3. yes, 4. no 54

1. A: What’s she eating? B: She’s eating cake.

2. A: What are they eating? B: They’re eating hot dogs.

3. A: What’s he eating? B: He’s eating grapes.

4. A: What’s she eating? B: She’s eating ice cream.

4. 1. left photo, 2. left photo, 3. center photo, 4. left photo

55

1. She has a game. 2. He has an airplane. 3. She has a puppet.4. He has skates.

6. 1. d, 2. c, 3. a, 4. b 56

1. A: What does Alberto have? B: He has a game.

2. A: What does Kimiko have? B: She has a puppet.

3. A: What do Teri and Sara have? B: They have cars.

4. A: What does Ben have? B: He has blocks.



Level 1 93

7. 1. train, airplane; 2. skates, dolls 57

1. A: What does William have? B: He has a train. He doesn’t have an

airplane. 2. A: What does Patty have?

B: She has skates. She doesn’t have dolls.

9. 1. under, 2. on, 3. in

10. 1. ✓, 2. ✗, 3. ✓

11. 1. Students should color the airplane in front blue and the airplane in back yellow.

2. Students should color the blocks in front green and the blocks in back purple.

3. Students should color the stuffed animal in front pink and the stuffed animal in back brown.

58

1. This airplane is blue. That airplane is yellow.

2. These blocks are green. Those blocks are purple.

3. This stuffed animal is pink. That stuffed animal is brown.

12. 1. are, 2. isn’t, 3. aren’t, 4. is

Level 1 Final Exam

1. 1. left photo, 2. right photo, 3. right photo, 4. left photo

59

1. It’s a marker.2. It’s a chair.3. It’s a pen. 4. It’s a book.

2. 1. no, 2. no, 3. yes, 4. no 60

1. I have three sisters. 2. I have a sister and a brother. 3. I have two brothers and a sister. 4. I have one brother.

3. 1. left illustration, 2. left illustration, 3. right illustration, 4. left illustration

61

1. The dog has short legs.2. The fish has a small mouth.3. The bird has big feet.4. The pig has a long nose.

4. 1. no, 2. yes, 3. no 62

1. The horses are sleeping. 2. The sheep is running. 3. The ducks are flying.

5. 1. dress, 2. gloves, 3. pants

6. 1. b – kitchen, 2. c – bathroom, 3. a – bedroom

7. 1. bike, 2. skates, 3. airplane

8. 1. has, 2. have, 3. has, 4. have

9. 1. under, 2. on, 3. in

10. 1. are, 2. isn’t, 3. is, 4. aren’t


Level 1 Notes


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

LEVEL 1 <A1 14-27 StartersLEVEL 2 <A1 / A1 17-33 StartersLEVEL 3 A1 / A2 20-37 MoversLEVEL 4 A2 / A2 + 23-40 MoversLEVEL 5 A2 / B1 26-44 FlyersLEVEL 6 A2 +/B1 29-47 Flyers

BIGENG2E_L1_ASS_CVR.indd 2 04/08/2017 09:53

2ND EDITION ASSESSMENT PACK

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