Contents

Evaluation & Key Competences

Evaluation overview 1 3 Introduction to the Key
1 Introduction to formative Competences 43
and summative evaluation 2 Key Competences
Evaluation grids 3 worksheets 45
Key Competences 1 45
Tests 5
Unit 1 5 Key Competences 2 46
Unit 2 6 Key Competences 3 47
Unit 3 7 Key Competences 4 48
Unit 4 8 Key Competences
Unit 5 9 worksheet notes 49
Unit 6 10
Term 1 11
Term 2 14
Term 3 17
End of year 20
Tests transcripts/answers 23
Unit 1 23
Unit 2 23
Unit 3 24
Unit 4 24
Unit 5 25
Unit 6 26
Term 1 26
Term 2 27
Term 3 28
End of year 29
2 Introduction to the Portfolio 31
Ya sé… 32
Vocabulary charts 34
Hello again! 34
Unit 1 35
Unit 2 36
Unit 3 37
Unit 4 38
Unit 5 39
Unit 6 40
Portfolio template 41
Course certificate 42

1
 Evaluation overview
Welcome to the evaluation and Key Competences
section of this Teacher’s Resource CD-ROM for
Explorers 4. This CD-ROM contains material that will
help you to evaluate what your pupils have learnt. It
is divided into three parts: formative and summative
evaluation, suggestions for how to use the European
Language Portfolio with Explorers and evaluation in
terms of the Key Competences.
1 Formative and summative evaluation
From the beginning of Primary education, evaluation
should be integrated into the teaching–learning
process, combining formative assessment with more
formal summative evaluation. A proper evaluation
requires observation and measuring tools, which
combine to give both information about the pupils
and an assessment of the evaluation process. As part
of this process, we need to take into consideration
the development of the Key Competences and the
pupils’ own self-evaluation.
On this CD-ROM we offer three types of evaluation
tool.
• Formative evaluation grids
These can be used to record the progress of each
pupil, both in relation to the linguistic objectives of
learning a foreign language and the non-linguistic
objectives, such as classroom behaviour and
development of the Key Competences.
• Summative tests
In terms of summative evaluation, there is an
extensive range of tests, along with answers,
transcripts and marking schemes.
• Self-evaluation pages
These contribute to the creation of an ‘English
Portfolio’ by pupils, based on the guidelines of the
European Language Portfolio.
2 Portfolio
As a method of self-evaluation and a source of
motivation for the pupils, we have included several
photocopiable pages for the development of an
Explorers Portfolio, personalized for each child.
3 Key Competences
The inclusion of the Key Competences in the
curriculum is part of an attempt to integrate the
formal learning specific to each subject area with less
formal learning, allowing pupils to see the
relationship between the different subjects and new
skills learned in one area in different contexts.
The Key Competences have been defined as the
‘putting into practice of acquired knowledge and
content’. In other words, they encourage the
activation of resources and knowledge that the
learner already has.
Foreign language learning contributes directly to the
development of the competence in linguistic
communication as it increases, enriches and
complements the pupil’s communicative capacity.
When language learning is based on the
development of the four communicative skills
(speaking, listening, reading and writing) it helps to
develop this competence in the same way as the
study of the pupil’s native language.
In this section we have included a more detailed
explanation of the Key Competences. In addition,
there is a series of photocopiable worksheets, with
activities designed to expand further on the
competences most relevant to learning a foreign
language in each unit.
4 1
 1 Introduction
Overview
to formative
to Evaluation
and summative
and Key Competences
evaluation

Evaluation for the teacher and pupils Elements of self-evaluation for the
pupils
Formative evaluation grids
The evaluation grids are photocopiable and provide a Pages of self-evaluation (Activity Book)
detailed record of the pupil’s progress and any Lesson 8 of each unit gently introduces the pupils to
problems they might have. the concept of self-evaluation – a key part of the
Evaluation grid 1 is based on the criteria for learning process. It is important that the pupils realise
evaluation of second cycle. These criteria are generic, that when they are evaluating themselves, you are
as we know that they vary in order and focus within not testing them. In these lessons, the pupils review
the different autonomous communities. However, the unit and remember what they have learnt. Later,
they reflect the spirit of the LOE in emphasizing the they think about what they have learnt in that unit.
ability of the child to use the new language and To finish, they colour the face that they think best
pronounce it well, along with their ability to deal with reflects their effort throughout that unit. In this way
different aspects of the unit, such as the songs and they are able to keep a record of their own progress.
the stories. Evaluation grid 2 concentrates on the
behaviour of the child in the classroom and
observations in relation to the development of the
competences of each child: artistic, digital, learn to
learn, etc.
The unit numbers follow each line, so that you can
quickly make a note of how the child is doing in each
area for that unit.
At the top of the evaluation grids, we have suggested
some symbols that might help you to make notes
quickly during the class and to recall quickly the
progress of each child in a particular area throughout
the year. At the end of each line, there is space for
specific observations about that particular area.
These evaluation grids should provide you with a
document that reflects the progress of your pupils, is
easy to understand and highlights any problems that
the pupils might have. We recommend that you try
to evaluate the pupils three times per year.
To complete these evaluation grids you might find it
useful to concentrate on just a small group of pupils
each day.

Summative tests
The tests on this CD-ROM reflect the target
language of the course and the types of activities
that the pupils usually do. They have also been
developed in accordance with the Key Competences.
You will find the transcripts, marking scheme and
answers to all activities in the pages that follow.

4 2
 Name Class + = progressing well Evaluation grid 1
- = needs to improve
? = no opportunity for observation

Units
Communication skills and use of language 1 2 3 4 5 6 Observations
Recognizes and can say the key vocabulary from the unit.
Writes the key vocabulary from the unit.
Identifies and says vocabulary from earlier units.
Listens attentively to a short and simple story.
Responds verbally and non-verbally to the instructions and simple questions from the
teacher and the audio recording.
Adequately reproduces aspects of rhythm, stress, pronunciation and intonation.
Participates in songs and chants.
Shows interest in reading and learning to read.
Shows interest in writing in English.

Photocopiable © Oxford University Press

Shows interest in making a cut-out and playing with it.
Understands the main idea of each Cross-curricular page.

Units

4
Attitude to learning a language 1 2 3 4 5 6 Observations
Shows a positive attitude to their own ability to learn a language.
Recognizes and uses basic social expressions.
Shows curiosity and interest in a culture other than their own.
Shows interest in learning a foreign language.
Shows an open attitude to speakers of a foreign language.

3
 Name Class + = progressing well Evaluation grid 2
- = needs to improve
? = no opportunity for observation

Units
Classroom behaviour 1 2 3 4 5 6 Observations
Responds politely to the teacher.
Brings school equipment to class.
Behaves well in class.
Works well in pairs/groups.
Leaves their table, classroom, etc. clean and tidy.
Shows willingness to cooperate with the teacher.

Units
Key Competences 1 2 3 4 5 6 Observations
Competence in linguistic communication

Photocopiable © Oxford University Press

Competence in social skills and citizenship
Artistic and cultural competence
Learn to learn
Autonomy and personal initiative

4
Competence in processing information and the use of ICT
Mathematical competence
Competence in interaction with the physical environment

4
 Unit 1
Unit 2 Test ?
Name

Photocopiable © Oxford University Press 4 5

 Unit 2 Test ?
Name

Photocopiable © Oxford University Press 4 6

 2 Test
Unit 3 ?
Name

Photocopiable © Oxford University Press 4 7

 Unit 4 Test ?
Name

Photocopiable © Oxford University Press 4 8

 2 Test
Unit 5 ?
Name

Photocopiable © Oxford University Press 4 9

 Unit 6 Test ?
Name

Photocopiable © Oxford University Press 4 10

Listening Unit 1
Term 2 Test ?
Name

Photocopiable © Oxford University Press 4 11

Reading and writing Unit 1
Term 2 Test ?
Name

Photocopiable © Oxford University Press 4 12

Speaking Unit 1
Term 2 Test ?
Name

Photocopiable © Oxford University Press 4 13

Listening Term 2 Test ?
Name

Photocopiable © Oxford University Press 4 14

Reading and writing Unit 2 Test
Term ?
Name

Photocopiable © Oxford University Press 4 15

Speaking Term 2 Test ?
Name

Photocopiable © Oxford University Press 4 16

Listening Term 2 Test
Unit 3 ?
Name

Photocopiable © Oxford University Press 4 17

Reading and writing Term 3 Test ?
Name

Photocopiable © Oxford University Press 4 18

Speaking Term 2 Test
Unit 3 ?
Name

Photocopiable © Oxford University Press 4 19

Listening End of year Test ?
Name

Photocopiable © Oxford University Press 4 20

Reading and writing End of
Unit 2 Test
year ?
Name

Photocopiable © Oxford University Press 4 21

Speaking End of year Test ?
Name

Photocopiable © Oxford University Press 4 22

 Tests transcripts/answers

Unit 1 Test (30 marks) 8 Ask a question with Has got. (Point again to the man in
the photo with a moustache.)
1 Listen and tick ✓ or cross ✗. Then write. (16 marks) 9 Ask a question with Has got. (Point to the lady in the
picture on the living room wall.)
$ 3.34
10 Ask a question with Has got. (Point to Sam’s dad.)
1 Boy: Has she got straight hair?
Girl: Yes, she has. ANSWERS
2 Girl: Has he got a moustache? 1 glasses
Boy: No, he hasn’t. 2 young / She’s young.
3 Girl: Has she got blond hair? 3 a ponytail
Boy: No, she hasn’t. 4 short / He’s short.
4 Boy: Has he got glasses? 5 a moustache
Girl: Yes, he has. 6 She’s got wavy hair.
5 Girl: Has she got wavy hair? 7 She’s got straight hair.
Boy: Yes, she has. 8 Has he got a moustache?
6 Boy: Has he got a beard? 9 Has she got a ponytail?
Girl: Yes, he has. 10 Has he got glasses?
7 Girl: Has she got a ponytail?
Boy: No, she hasn’t. Unit 2 Test (30 marks)
8 Boy: Has he got curly hair?
Girl: Yes, he has.
1 Listen and number. Then write. (16 marks)
ANSWERS $ 3.35
1 ✓, She’s got … 1 Girl: What’s he doing?
2 ✗, He hasn’t got … Boy: He’s watching TV.
3 ✗, She hasn’t got … 2 Boy: What’s he doing?
4 ✓, He’s got … Girl: He’s tidying up.
5 ✓, She’s got … 3 Girl: What’s she doing?
6 ✓, He’s got … Boy: She’s reading a book.
7 ✗, She hasn’t got … 4 Boy: What’s she doing?
8 ✓, He’s got … Girl: She’s listening to music.
5 Girl: What’s he doing?
2 Read and write the letter. (8 marks) Boy: He’s eating a sandwich.
ANSWERS 6 Boy: What’s she doing?
1 c 2 e 3 d 4 a Girl: She’s drinking water.
3 Write. (6 marks) 7 Girl: What’s he doing?
Boy: He’s washing up.
ANSWERS
8 Boy: What’s she doing?
1 Has she got glasses? Yes, she has.
Girl: She’s talking on the phone.
2 Has she got curly hair? Yes, she has.
3 Has she got a ponytail? No, she hasn’t. ANSWERS
4 Has he got a moustache? No, he hasn’t. a 7, He’s washing up.
5 Has he got straight hair? No, he hasn’t. b 4, She’s listening to music.
6 Has he got a beard? Yes, he has. c 1, He’s watching TV.
d 8, She’s talking on the phone.
e 2, He’s tidying up.
Unit 1 Speaking Test (10 marks) f 6, She’s drinking water.
Show the children the Units 1–3 vocabulary poster. First,
g 5, He’s eating a sandwich.
ask questions 1–5. For 6–7, see if the children can produce
sentences with has got. Finally, for 8–10, get the children h 3, She’s reading a book.
to ask questions with Has got. 2 Read and tick ✓ or cross ✗. (8 marks)
1 What are these? (Point to Carla’s glasses.) ANSWERS
2 Is she old or young? (Point to Lucy.) 1 ✗ 2 ✓ 3 ✗ 4 ✗ 5 ✗ 6 ✓ 7 ✓ 8 ✓
3 What’s this? (Point to the ponytail of the lady in the
picture on the living room wall.) 3 Write. (6 marks)
4 Is he tall or short? (Point to Mike.) ANSWERS
5 What’s this? (Point to the moustache on the man in the 1 What’s she doing? She’s reading a comic.
photo on the wall.) 2 What’s he doing? He’s eating biscuits.
6 Tell me about her hair. (Point again to Carla.) 3 What’s she doing? She’s drinking tea.
7 Now tell me about her hair. (Point to Sophie.)

4 23
 Tests transcripts/answers

Unit 2 Speaking Test (10 marks) 2 Read and write A or B. (6 marks)

Show the children the Units 1–3 vocabulary poster. First, ANSWERS
ask questions 1–3 and get the children to point to the 1 B 2 A 3 A 4 B 5 B 6 B
correct person. Then ask questions 4–6. Finally, for
questions 7–8, get the children to ask and answer 3 Write. (8 marks)
questions with What / doing. ANSWERS
1 Who’s drinking tea? 1 Is there a bridge? Yes, there is.
2 Who’s tidying up? 2 Is there a station? No, there isn’t.
3 Who’s eating biscuits? 3 Is there a bank? No, there isn’t.
4 What’s she doing? (Point to Lucy.) 4 Is there a stable? Yes, there is.
5 What’s she doing? (Point to Sam’s mum.)
6 What’s she doing? (Point to Sophie.) Unit 3 Speaking Test (10 marks)
7 Ask and answer a question with What / doing? (Point Show the children the Units 1–3 vocabulary poster. First,
to Carla.) (2 marks) ask questions 1–5. For 6–7, see if the children can produce
8 Ask and answer a question with What / doing? (Point the correct short answers. Finally, ask questions 8–10 to
to Sam.) (2 marks) see if the children can use behind, between and in front of
ANSWERS correctly.
1 Sam’s dad. 1 What’s this? (Point to the station on the map on the
2 Mike. table.)
3 Sam’s dad. 2 What’s this? (Point to bridge on the map on the table.)
4 She’s eating a sandwich. 3 What’s this? (Point to the park on the map on the
5 She’s washing up. / She’s listening to music. table.)
6 She’s watching TV. / She’s drinking. 4 What’s this? (Point to the stable on the map on the
7 What’s she doing? She’s talking on the phone. table.)
8 What’s he doing? He’s reading comics. 5 What’s this? (Point to the swimming pool on the map
on the table.)
6 Is there a hospital?
Unit 3 Test (30 marks) 7 Is there a bridge here? (Point to part of the river with no
1 Listen and tick ✓ or cross ✗. Then write. (16 marks) bridge.)
8 Where’s the stable? (Point to the stable on the map on
$ 3.36 the table in relation to the bank.)
1 Boy: Is there a bridge? 9 Where’s the school? (Point to the school on the map on
Girl: No, there isn’t. the table in relation to the hospital and the swimming
2 Girl: Is there a restaurant? pool.)
Boy: Yes, there is. 10 Where’s the bridge? (Point to the bridge on the map
3 Boy: Is there a shop? on the table in relation to the restaurant.)
Girl: Yes, there is. ANSWERS
4 Girl: Is there a bank? 1 a station
Boy: No, there isn’t. 2 a bridge
5 Boy: Is there a hospital? 3 a park
Girl: No, there isn’t. 4 a stable
6 Girl: Is there a swimming pool? 5 a swimming pool
Boy: Yes, there is. 6 Yes, there is.
7 Boy: Is there a park? 7 No, there isn’t.
Girl: Yes, there is. 8 It’s in front of the bank.
8 Girl: Is there a school? 9 It’s between the hospital and the swimming pool.
Boy: No, there isn’t. 10 It’s behind the restaurant.
ANSWERS
1 ✗, There isn’t a bridge. Unit 4 Test (30 marks)
2 ✓, There’s a restaurant.
3 ✓, There’s a shop.
1 Listen and tick ✓ or cross ✗. Then write. (16 marks)
4 ✗, There isn’t a bank. $ 3.37
5 ✗, There isn’t a hospital. 1 Girl: Do you like playing golf?
6 ✓, There’s a swimming pool. Boy: Yes, I do.
7 ✓, There’s a park. 2 Boy: Do you like playing cards?
8 ✗, There isn’t a school. Girl: No, I don’t.
3 Girl: Do you like playing board games?
Boy: No, I don’t.

4 24

4 Boy: Do you like taking photos?
Girl: No, I don’t.
5 Girl: Do you like talking to friends?
Boy: Yes, I do.
6 Boy: Do you like doing exercises?
Girl: No, I don’t.
7 Girl: Do you like skipping?
Boy: Yes, I do.
8 Boy: Do you like playing Frisbee?
Girl: Yes, I do.
ANSWERS
1 ✓, I like playing golf.
2 ✗, I don’t like playing cards.
3 ✗, I don’t like playing board games.
4 ✗, I don’t like taking photos.
5 ✓, I like talking to friends.
6 ✗, I don’t like doing exercises.
7 ✓, I like skipping.
8 ✓, I like playing Frisbee.
2 Read and write the letter. (8 marks)
ANSWERS
1 f 2 b 3 a 4 d
3 Write. (6 marks)
ANSWERS
1 Do you like playing Frisbee? Yes, I do.
2 Do you like playing golf? No, I don’t.
3 Do you like skipping? Yes, I do.
Unit 4 Speaking Test (10 marks)
Show the children the Units 4–6 vocabulary poster. First,
ask questions 1–5. Then, for questions 6–10, get the
children to ask you questions with like. Give your own
answers.
1 What’s he doing? (Point to the boy playing cards in the
Los Angeles scene.)
2 What’s she doing? (Point to the girl skipping in the São
Paulo scene.)
3 What’s she doing? (Point to the girl taking photos in the
Los Angeles scene.)
4 What’s she doing? (Point to the girl doing exercises in
the São Paulo scene.)
5 What’s he doing? (Point to the boy playing Frisbee in
the Los Angeles scene.)
6 Ask me a question with like. (Point to the Frisbee in the
Los Angeles scene.)
7 Ask me a question with like. (Point to the playing cards
in the Los Angeles scene.)
8 Ask me a question with like. (Point to the skipping rope
in the São Paulo scene.)
9 Ask me a question with like. (Point to the girl doing
exercises in the São Paulo scene.)
10 Ask me a question with like. (Point to the girl’s camera
in the Los Angeles scene.)
Tests transcripts/answers
ANSWERS
1 playing cards / He’s playing cards.
2 skipping / She’s skipping.
3 taking photos / taking a photo / She’s taking photos. /
She’s taking a photo.
4 doing exercises / She’s doing exercises.
5 playing Frisbee / He’s playing Frisbee.
6 Do you like playing Frisbee?
7 Do you like playing cards?
8 Do you like skipping?
9 Do you like doing exercises?
10 Do you like taking photos?
Unit 5 Test (30 marks)
1 Listen and number. Then write. (16 marks)
$ 3.38
1 Boy: What time do you wake up?
Girl: At six o’clock.
2 Girl: What time do you get up?
Boy: At half past seven.
3 Boy: What time do you get dressed?
Girl: At eight o’clock.
4 Girl: What time do you go to school?
Boy: At quarter past eight.
5 Boy: What time do you have lunch?
Girl: At twelve o’clock.
6 Girl: What time do you go home?
Boy: At half past three.
7 Boy: What time do you have dinner?
Girl: At seven o’clock.
8 Girl: What time do you go to bed?
Boy: At half past nine.
ANSWERS
1 7, I have dinner at seven o’clock.
2 4, I go to school at quarter past eight.
3 6, I go home at half past three.
4 2, I get up at half past seven.
5 5, I have lunch at twelve o’clock.
6 8, I go to bed at half past nine.
7 3, I get dressed at eight o’clock.
8 1, I wake up at six o’clock.
2 Read and tick ✓ or cross ✗. (6 marks)
ANSWERS
1 ✓ 2 ✗ 3 ✗ 4 ✓ 5 ✗ 6 ✗
3 Write. (8 marks)
ANSWERS
1 What time do you have a shower? At half past six.
2 What time do you brush your teeth? At quarter past
seven.
3 What time do you have breakfast? At quarter to
eight.
4 What time do you have lunch? At one o’clock.
4 25

Unit 5 Speaking Test (10 marks)
Show the children the Units 4–6 vocabulary poster. First,
ask questions 1–3. Then, for questions 4–7, get the
children to make sentences. Finally, for questions 7–10, get
the children to ask you questions with What time. Give
your own answers.
1 What’s the time? (Point to the clock in the São Paulo
scene.)
2 What’s the time? (Point to the clock in the Salzburg
scene.)
3 What’s the time? (Point to the clock in the Los Angeles
scene.)
4 Make a sentence with I. (Point to the child going to
school and then the time in the Tokyo scene.)
5 Make a sentence with I. (Point to the person going to
bed and then the time in the Salzburg scene.)
6 Make a sentence with I. (Point to the person having a
shower and then the time in the Tokyo scene.)
7 Make a sentence with I. (Point to the person waking up
and then the time in the Tokyo scene.)
8 Ask me a question with What time. (Point to the girl’s
breakfast in the Tokyo scene.)
9 Ask me a question with What time. (Point to the
children going home from school in the Los Angeles
scene.)
10 Ask me a question with What time. (Point to the girl’s
dinner in the São Paulo scene.)
ANSWERS
1 half past seven / It’s half past seven.
2 half past twelve / It’s half past twelve.
3 half past three / It’s half past three.
4 I go to school at half past seven.
5 I go to bed at half past twelve.
6 I have a shower at half past seven.
7 I wake up at half past seven.
8 What time do you have breakfast?
9 What time do you go home?
10 What time do you have dinner?
Unit 6 Test (30 marks)
1 Listen and tick ✓ or cross ✗. Then write. (16 marks)
$ 3.39
1 Girl: Have they got shells?
2 Boy: Have they got tails?
3 Boy: Have they got arms?
4 Girl: Have they got legs?
5 Girl: Have they got tails?
6 Boy: Have they got big teeth?
7 Girl: Have they got long bodies?
8 Boy: Have they got big mouths?
ANSWERS
1 ✓, They’re turtles. 5 ✓, They’re seahorses.
2 ✗, They’re starfish. 6 ✗, They’re octopuses.
3 ✗, They’re dolphins. 7 ✓, They’re eels.
4 ✓, They’re crabs. 8 ✓, They’re sharks.
Tests transcripts/answers
2 Read and write the letter. (6 marks)
ANSWERS
1 a 2 f 3 g 4 e 5 b 6 d
3 Write. (8 marks)
ANSWERS
1 Have eels got legs? No, they haven’t.
2 Have eels got teeth? Yes, they have.
3 Have dolphins got tails? Yes, they have.
4 Have dolphins got shells? No, they haven’t.
Unit 6 Speaking Test (10 marks)
Show the children the Units 4–6 vocabulary poster. First,
ask questions 1–8. Then, for questions 9 and 10, get the
children to ask you questions with have got. Give answers.
1 What are these? (Point to the dolphins in the Los
Angeles scene.)
2 What are these? (Point to the crabs in the Los Angeles
scene.)
3 What are these? (Point to the seahorses in the Los
Angeles scene)
4 What are these? (Point to the polar bears in the
Salzburg scene.)
5 What are these? (Point to the whales in the Salzburg
scene.)
6 Have they got shells? (Point to the eels in the Los
Angeles scene.)
7 Have they got tails? (Point to the walruses in the
Salzburg scene.)
8 What have they got? (Point to the octopuses in the Los
Angeles scene, focusing on their legs.)
9 Ask me a question with have got. (Point to the turtles in
the Los Angeles scene.)
10 Ask me a question with have got. (Point to the seals in
the Salzburg scene.)
ANSWERS
1 dolphins / They’re dolphins.
2 crabs / They’re crabs.
3 seahorses / They’re seahorses.
4 polar bears / They’re polar bears.
5 whales / They’re whales.
6 No, they haven’t.
7 Yes, they have.
8 They’ve got eight legs.
9 Have they / Have turtles got (shells/arms/legs/etc.)?
10 Have they / Have seals got (shells/arms/legs/etc.)?
Term 1 Listening Test (20 marks)
1 Listen and number. (6 marks)
$ 3.40
1 Girl: He’s thin. He’s got straight hair.
2 Boy: She’s old. She’s got curly hair.
3 Girl: She’s young. She’s got glasses.
4 Boy: He’s short. He’s got a moustache.
5 Girl: He’s strong. He’s got wavy hair.
6 Boy: She’s tall. She’s got dark hair.
4 26

ANSWERS
a 4 b 6 c 3 d 1 e 2 f 5
2 Listen and circle A or B. (6 marks)
$ 3.41
1 Boy: Has she got a ponytail?
Girl: Yes, she has.
2 Girl: Has he got a beard?
Boy: No, he hasn’t.
3 Girl: Has she got curly hair?
Boy: Yes, she has.
4 Boy: Has she got wavy hair?
Girl: Yes, she has.
5 Girl: Has he got blond hair?
Boy: No, he hasn’t.
6 Boy: Has she got glasses?
Girl: No, she hasn’t.
ANSWERS
1 A 2 B 3 A 4 B 5 B 6 A
3 Listen and tick ✓ or cross ✗. (8 marks)
$ 3.42
1 Girl: What’s Katy doing?
Boy: She’s watching TV.
2 Boy: Who’s tidying up?
Girl: My uncle.
3 Girl: What’s your cousin doing?
Boy: She’s reading a comic.
4 Boy: What’s Dora doing?
Girl: She’s listening to music.
5 Girl: Who’s eating a sandwich?
Boy: My auntie.
6 Boy: What’s Anna doing?
Girl: She’s drinking water.
7 Girl: Who’s drinking tea?
Boy: My uncle.
8 Boy: What’s Pippa doing?
Girl: She’s talking on the phone.
ANSWERS
1 ✗ 2 ✓ 3 ✓ 4 ✗ 5 ✓ 6 ✗ 7 ✓ 8 ✓
Term 1 Reading and Writing Test Boy: No, there isn’t.
(30 marks)
1 Read and write the letter. (8 marks)
ANSWERS
1 a 2 d 3 c 4 b
2 Write. (12 marks)
ANSWERS
1 He’s watching TV.
2 He’s tidying up.
3 He’s listening to music.
4 She’s eating a sandwich.
5 She’s talking on the phone.
6 She’s washing up.
Tests transcripts/answers
3 Write questions and answers. (6 marks)
ANSWERS
1 Who’s drinking? / Who’s drinking juice? Maria
2 Who’s reading? / Who’s reading a book? Sam
3 Who’s eating? / Who’s eating biscuits? Fred
Term 1 Speaking Test (20 marks)
1 Tick ✓ and cross ✗. Then talk about your
family. (8 marks)
ANSWERS
Pupil’s own answers.
2 Ask and answer. (8 marks)
ANSWERS
What’s Jack doing? He’s drinking water.
What’s Fred doing? He’s eating a banana.
What’s Lucy doing? She’s reading a comic.
What’s Tara doing? She’s listening to music.
3 Answer about you. (4 marks)
ANSWERS
1 Yes, she has. / No, she hasn’t.
2 Yes, she is. / No, she isn’t.
3 Yes, he/she is. No, he/she isn’t.
4 Yes, he/she has. No, he/she hasn’t.
5 Yes, he is. / No, he isn’t.
6 Yes, he has. / No, he hasn’t.
Term 2 Listening Test (20 marks)
1 Listen, number and circle. (6 marks)
$ 3.43
1 Girl: Is there a bank?
Boy: Yes, there is.
2 Boy: Is there a swimming pool?
Girl: No, there isn’t.
3 Girl: Is there a park?
Boy: Yes, there is.
4 Boy: Is there a restaurant?
Girl: Yes, there is.
5 Girl: Is there a school?
6 Boy: Is there a bridge?
Girl: No, there isn’t.
ANSWERS
a 3, ✓ b 4, ✓ c 1, ✓ d 6, ✗ e 5, ✗ f 2, ✗
2 Listen and tick ✓ or cross ✗. (6 marks)
$ 3.44
1 Girl: There’s a park. It’s in front of the school.
2 Boy: There’s a stable. It’s behind the shop.
3 Girl: There’s a shop. It’s between the bank and the
school.
4 Boy: There’s a restaurant. It’s opposite the hospital.
5 Girl: There’s a bank. It’s behind the station.
6 Boy: There’s a bridge. It’s between the school and the
swimming pool.
4 27
 Tests transcripts/answers

ANSWERS Term 3 Listening Test (20 marks)

1 ✗ 2 ✗ 3 ✓ 4 ✓ 5 ✗ 6 ✓
1 Listen and number. (6 marks)
3 Listen and circle A or B. (8 marks)
$ 3.46
$ 3.45 1 Boy: She gets up.
1 Boy: She likes playing Frisbee. 2 Boy: She has a shower.
2 Girl: Do you like playing cards? 3 Boy: She gets dressed.
Boy: No, I don’t. 4 Boy: She brushes her teeth
3 Boy: Do you like taking photos? 5 Boy: She has breakfast.
Girl: Yes, I like taking photos at night. 6 Boy: She goes to school.
4 Girl: He likes playing board games in the afternoon.
ANSWERS
5 Boy: Do you like skipping? a 6 b 2 c 3 d 1 e 4 f 5
Girl: No, I don’t.
6 Girl: He likes doing exercises in the evening. 2 Listen and draw. (6 marks)
7 Boy: She likes reading in the morning. $ 3.47
8 Girl: Do you like talking to friends? 1 Boy: What time do you have lunch?
Boy: Yes, I do. I love talking to friends! Girl: I have lunch at two o’clock.
ANSWERS 2 Girl: What time do you wake up?
1 B 2 B 3 B 4 A 5 A 6 B 7 B 8 B Boy: I wake up at quarter past seven.
3 Boy: What time do you go to bed?
Term 2 Reading and Writing Test Girl: I go to bed at ten o’clock.
(30 marks) 4 Girl: What time do you brush your teeth?
Boy: I brush my teeth at half past eight.
1 Read and tick ✓ or cross ✗. (12 marks) 5 Boy: What time do you go home?
ANSWERS Girl: I go home at four o’clock.
1 ✗ 2 ✓ 3 ✗ 4 ✓ 5 ✓ 6 ✗ 6 Girl: What time do you have dinner?
Boy: I have dinner at quarter to six.
2 Write. (12 marks)
ANSWERS
ANSWERS
1 2:00 2 7:15 3 10:00 4 8:30 5 4:00 6 5:45
1 He likes taking photos in the morning.
2 She likes talking to friends in the morning. 3 Listen and circle A or B. (8 marks)
3 He likes skipping in the afternoon. $ 3.48
4 She likes playing golf in the afternoon. 1 Boy: They’ve got tails.
5 He likes playing cards at night. Girl: Have they got shells?
6 She likes playing board games at night. Boy: No, they haven’t.
3 Write questions and answers. (6 marks) 2 Girl: They’re big. They’ve got tails.
ANSWERS Boy: Are they friendly?
1 Do you like taking photos? No, I don’t. Girl: No, they aren’t! They’re dangerous!
2 Do you like playing Frisbee? Yes, I do. 3 Girl: They’ve got legs.
3 Do you like doing exercises? No, I don’t. Boy: Are they orange?
Girl: Yes, they are.
4 Boy: Have they got big teeth?
Term 2 Speaking Test (20 marks) Girl: No, they haven’t.
1 Tick ✓ and cross ✗. Then talk. (8 marks) Boy: Have they got arms?
ANSWERS Girl: Yes, they’ve got eight arms!
Pupil’s own answers. 5 Girl: They’re big and strong. They’re white.
Boy: Have they got legs?
2 Ask and answer. (8 marks) Girl: Yes, they have.
ANSWERS 6 Girl: They’ve got legs.
1–3  Yes, there is. / No, there isn’t. Boy: Have they got shells?
4 Pupil’s own answers. Girl: Yes, they have.
7 Girl: They’ve got long bodies.
3 Answer about your town. (4 marks)
Boy: Are they friendly?
ANSWERS Girl: No, they aren’t! They’ve got big teeth.
Pupil’s own answers.

4 28

8 Girl: They’re grey.
Boy: Have they got long tails?
Girl: Yes, they have.
Boy: Are they dangerous?
Girl: Yes, they are!
ANSWERS
1 A 2 B 3 A 4 A 5 B 6 B 7 A 8 B
Term 3 Reading and Writing Test Boy: Yes, I do. I like doing exercises in the morning.
(30 marks)
1 Read and write the letter. (12 marks)
ANSWERS
1 f 2 c 3 d 4 b 5 a 6 e
2 Write. (12 marks)
ANSWERS
1 I have lunch at quarter past twelve.
2 I have a shower at seven o’clock.
3 I get up at quarter past six.
4 I brush my teeth at eight o’clock.
5 I go to bed at quarter to eleven.
6 I have breakfast at half past seven.
3 Write questions and answers. (6 marks)
ANSWERS
1 Have sharks got shells? No, they haven’t.
2 Have sharks got legs? No, they haven’t.
3 Have sharks got teeth? Yes, they have.
Term 3 Speaking Test (20 marks)
1 Draw the times. Then talk. (8 marks)
ANSWERS
Pupil’s own answers.
2 Ask and answer. (8 marks)
Pupil’s own answers.
3 Answer. (4 marks)
Pupil’s own answers.
End of year Listening Test (40 marks)
1 Listen and number. Then circle the ✓ or the ✗.
(10 marks)
$ 3.49
1 Girl: Has he got a moustache?
Boy: Yes, he has.
2 Boy: Has she got a ponytail?
Girl: No, she hasn’t.
3 Girl: Has she got glasses?
Boy: No, she hasn’t.
4 Girl: Has he got a beard?
Boy: Yes, he has.
5 Boy: Has she got curly hair?
Girl: No, she hasn’t.
Tests transcripts/answers
ANSWERS
a 5, ✗ b 1, ✓ c 3, ✗ d 4, ✓ e 2, ✗
2 Listen and draw or . (10 marks)
$ 3.50
1 Boy: Do you like playing Frisbee?
Girl: No, I don’t. It’s boring.
2 Girl: Do you like doing exercises?
3 Girl: Do you like talking to friends?
Boy: Yes, I do. I love talking to friends.
4 Boy: Do you like taking photos?
Girl: No, I don’t.
5 Girl: Do you like playing golf?
Boy: Yes, I do. I like playing golf in the afternoon. It’s
fantastic.
ANSWERS
a b c d e
3 Listen and circle. (10 marks)
$ 3.51
1 Girl: What time do you have lunch?
Boy: I have lunch at twelve o’clock.
2 Boy: What time do you get up?
Girl: I get up at quarter to seven.
3 Girl: What time do you go home?
Boy: I go home at half past five.
4 Boy: What time do you have breakfast?
Girl: I have breakfast at eight o’clock.
5 Girl: What time do you go to bed?
Boy: I go to bed at quarter past nine.
ANSWERS
1 12 o’clock 2 6:45 3 5:30
4 8 o’clock 5 9:15
4 Listen and number. (10 marks)
$ 3.52
1 Girl: They’ve got shells. They haven’t got tails. They’re
crabs.
2 Boy: They’re small. They’ve got tails. They haven’t got
legs. They’re seahorses.
3 Girl: They’ve got long bodies. They haven’t got legs.
They’ve got big mouths. They’re eels.
4 Boy: They’re big. They’ve got teeth. They haven’t got
shells. They’re dangerous. They’re sharks.
5 Girl: They’re big. They’ve got tails. They haven’t got
shells. They’re friendly. They’re dolphins.
ANSWERS
a 3 b 5 c 4 d 1 e 2
4 29
 Tests transcripts/answers

End of year Reading and Writing Test

(40 marks)
1 Read and circle a or b. (10 marks)
Answers
1 b 2 a 3 a 4 a 5 b
2 Look and write. (15 marks)
ANSWERS
1 She’s listening to music.
2 He’s watching TV.
3 She’s drinking tea.
4 He’s reading a comic.
5 She’s eating a biscuit.
3 Read the answers. Then write the questions.
(15 marks)
ANSWERS
1 Has she got dark hair?
2 What’s he doing?
3 Do you like playing cards?
4 What time do you go to school?
5 Have sharks got tails?

End of year Speaking Test (20 marks)

1 Draw or . Draw the times. Then talk.
(10 marks)
Pupil’s own answers.
2 Talk about the people and animals. (5 marks)
ANSWERS
Pupil’s own answers.
3 Ask and answer questions. (5 marks)
Pupil’s own answers.

4 30
 2 Introduction
Tests transcripts/answers
to the Portfolio

What is the European Language Additional ideas

Portfolio?
It is a way to keep a record of the experience of learning a
language. Each child has their own Portfolio, which will
accompany them throughout their learning.
The Portfolio consists of three parts:
• The Language Passport, which offers a general
overview of the linguistic ability of each child in one, or
several, languages. It includes elements of self-
evaluation along with assessment by the teacher.
• The Linguistic Biography, which intends that the child
reflects on their own learning process, to help them plan
and evaluate their learning in the future.
• The Explorer’s Box, which contains pieces of work that
illustrate the achievements, ability and experiences of
the pupil, as reflected in the two previous sections.
The children can organize their Portfolios into sections,
such as About me, My vocabulary, (Linguistic Biography),
My work in class and ‘Ya sé...’ (Language Passport). They
can make an Explorer’s Box using a shoe box. They can
write their name, the name of their class and the name of
their teacher on a label and attach it to the top of the box.
Encourage the children to include in their tbox the pieces
of work of which they feel especially proud.
Encourage the children’s parents to take an interest in the
experiences of their children. They could help them find
English objects for their Portfolios (Linguistic Biography)
such as stamps and labels. You could create an ‘English
corner’ in your classroom and encourage the children to
bring in things related to English-speaking countries.

What is the Explorers Portfolio?

The Explorers Portfolio is an ‘English Portfolio’ that aims to
familiarize the children with the notion of the European
Language Portfolio. It represents a useful tool for teachers
of subsequent levels, as it allows them to see what
vocabulary and structures the children have already learnt.
Explorers 4 offers you the following photocopiable
materials for the English Portfolio.

‘Ya sé...’ affirmations

These pages form part of the Linguistic Biography.
On the first page, the pupil writes the number of the
corresponding unit in the compass if they know how to do
what the phrase says. On the second page, the child puts
a ✓ in each box if they know how to do what the phrase
says.

Vocabulary charts
These worksheets can form part of the Language Passport
or, if the pupils complete them as self-evaluation, they
could form part of the Linguistic Biography. The children
put a ✓ in the box by each vocabulary item that they can
say, understand and read. Then they write the word in the
last box.

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

Course certificate
This can form part of the Language Passport.

4 31
Ya sé… Portfolio

Sé leer una Sé entender Sé cantar Sé hacer

historia al profesor una canción preguntas

Sé responder Sé decir Sé representar Sé jugar

a preguntas la hora una historia a juegos

Sé repetir Sé leer
palabras en y entender Sé evaluar
Sé completar
inglés con una textos sobre mi propio
frases
pronunciación la cultura trabajo
aceptable británica

Sé leer y Sé deletrear Sé decir

Sé contar
escribir textos y escribir el alfabeto
del 1 al 100
cortos palabras en inglés

Photocopiable © Oxford University Press 4 32

Ya sé… Portfolio

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

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

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

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

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

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

Sé:
 describir animales que viven en el mar.
6  hacer preguntas sobre animales que
viven en el mar.

Photocopiable © Oxford University Press 4 33

 Portfolio
Hello again!

ten

Photocopiable © Oxford University Press 4 34

 Portfolio
At the circus
1
curly hair

Photocopiable © Oxford University Press 4 35

 Portfolio
At home
2
reading

Photocopiable © Oxford University Press 4 36

 Portfolio
In the town
3
park

Photocopiable © Oxford University Press 4 37

 Portfolio
At the youth club
4
playing ƒrisbee

Photocopiable © Oxford University Press 4 38

 Portfolio
My day
5
get up

Photocopiable © Oxford University Press 4 39

 Portfolio
Under the sea
6
crabs

Photocopiable © Oxford University Press 4 40

 Portfolio

Name Prepare for your

Date Portfolio!

Photocopiable © Oxford University Press 4 41

 Portfolio

I certify that

has completed
Explorers 4

Signed (teacher)

My favourite unit was …

Unit 1  Unit 2  Unit 3 
At the circus At home In the town
Unit 4  Unit 5  Unit 6 
At the youth club My day Under the sea

Signed (pupil)

Photocopiable © Oxford University Press 4 42

 3 Introduction to the Key Competences
What are the Key Competences?
Using the terminology from a proposal to the Council
of Europe, in the context of a European-wide
initiative, the Spanish Primary Curriculum defines
eight Key Competences:
• Competence in linguistic communication
• Competence in social skills and citizenship
• Artistic and cultural competence
• Learn to learn
• Autonomy and personal initiative
• Competence in processing information and the
use of ICT
• Mathematical competence
• Competence in interaction with the physical
environment.
Each subject area of the curriculum contributes to the
development of different competences and, at the
same time, each of the competences is achieved as a
consequence of activities in various subject areas.
According to the Spanish Primary Curriculum, each
Autonomous Community, each school department
and even individual teachers in the classroom can
interpret and extend the Key Competences as they
see fit. In the following section we will look at the
aspects of the eight Key Competences that can most
easily be developed within the subject area of foreign
languages, and specifically in English.
Key Competences in the foreign
language classroom
Six of the Key Competences have been identified as
being especially suitable for development in the
language classroom.
1 Competence in linguistic communication
Communication in foreign languages broadly shares
the main skill dimensions of communication in the
mother tongue. They are both based on the ability to
understand, and to express and interpret thoughts,
feelings and facts in both oral and written form
(listening, speaking, reading and writing).
Communication should take place in an appropriate
range of contexts, such as at home, leisure or school,
according to the pupils’ wants or needs.
Throughout the six levels of Explorers, language is
presented in contexts familiar to the pupils and there
are many opportunities for dialogues and
communication games, both with fellow pupils and
with the teacher. Practically all the activities in the
Class Book and Activity Book have a communicative
outcome of some kind.
2 Competence in social skills and
citizenship
Explorers presents the pupils with different everyday
situations in which they need to communicate using
the foreign language. The games and pairwork
activities throughout the course encourage the
development of social skills and recognition of the
need to adhere to the rules.
The DVD and Let’s explore! sections also help pupils
think about values in society and learn about social
norms in Britain.
3 Artistic and cultural competence
Pupils develop an awareness of cultural and artistic
aspects through participation in activities such as
music, songs and arts and crafts in the classroom,
and through learning about the culture of English-
speaking countries around the world. Pupils have a
chance to demonstrate their creativity, producing
their own versions of the stories from the Class Book,
and express themselves though the cut-out activities.
The Read more! and the festival sections give pupils
an insight into different cultures around the world.
4 Learn to learn
This competence involves the development of skills
that help the pupils to continue learning outside the
classroom with efficiency and autonomy. Pupils need
to learn to ask for and find information through
direct questions, or through the use of reference
materials, setting achievable goals. Self-evaluation
activities are very important in this competence, as
pupils can see their own progress, and understand
where they need to make more effort. At the same
time, pupils can review and evaluate the classroom
activities and begin to reflect on their personal
learning style. All the levels of Explorers have
reference materials, which the pupils compile
themselves throughout the course in the form of
‘picture dictionaries’. These materials vary as the
pupils get older.
4 43
 3 Introduction to the Key Competences
5 Autonomy and personal initiative
This competence is related to the competence of
‘Learn to learn’ and develops values and attitudes
such as perseverance, self-esteem and the capacity
to calculate risks and confront problems. Pupils learn
to appreciate and learn from their own errors. Many
of the communicative activities in Explorers
contribute to the development of this competence,
with pupils working in pairs or groups. These
activities require cooperation and organizational
skills, such as time-management and flexibility.
6 Competence in processing information
and the use of ICT
This competence is developed through the Explorers
digital components. Pupils become familiar with the
use of new technologies through interactive games
and exercises which, at the same time, reinforce the
language content of each topic in the course. At the
beginning of the course pupils learn about the
mechanics of information processing, and as they get
older they begin to understand the practical use of
English in the realm of the Internet and other new
technologies.
Other competences
Although ‘Mathematical competence’, ‘Competence
in interaction with the physical environment’ and
other competences specific to certain Autonomous
Communities are not normally included in the
objectives for foreign languages, given the nature of
materials created for the teaching of this subject,
there are many opportunities to develop these
competences as well.
The Key Competences worksheets
The Key Competences worksheets at the end of this
section are designed to complement the Explorers
material. They provide opportunities for further
development of certain competences, and teachers
can also use these worksheets as a means of
evaluating a pupil’s ability in the relevant
competence. The worksheets are divided into the
three separate cycles, and cover the four
competences of:
• Artistic and cultural competence
• Learning to learn
• Autonomy and personal initiative
• Competence in processing information and
the use of ICT.
As with most of the activities in Explorers, the
worksheets can practise and develop more than one
competence at a time. You can also look for
opportunities for extra development of the
competences by extending the worksheets. The
Teacher’s Book contains some top tips to help you
do this.
4 44
 Complete.

y story review My favourite character is

M
by

Title: A picture of my favourite character:

Main characters:

Storyline:

Photocopiable © Oxford University Press

I think the story is …

4
boring happy
Key Competences 1 Artistic

brilliant
sad
Artistic and

great
interesting I give this story:
scary 10
and cultural
Cultural

45
 Key Competences 2 Learn
Learn to
to learn
learn

Memory game
Stick pictures to represent 10 words from the unit.
Write the words. Play the game.

Photocopiable © Oxford University Press 4 46

 Write the word. Then write two words in code for your friend to complete.

✚ ✖ ◗ ♦ ■ ● ♥
a b c d e f g h i j k l m n o p q r s t u v w x y z
Puzzle codes

1 2 3
    ✖  ✖ 

Invent your own code. Write six words in code for your friend to complete.
Key Competences 3

Photocopiable © Oxford University Press

a b c d e f g h i j k l m n o p q r s t u v w x y z

4
1 2 3

4 5 6
Autonomy and personal initiative

47
 Key Competences 4 Processing
Processing information
information and
and the
the use
use of
of ICT
ICT

Visit websites and answer the questions.

1  Choose a video clip.

What’s the name of the video clip?

Do you like it?

Yes, very much.    It’s OK.    No, I don’t.

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

Do you like it?

Yes, very much.    It’s OK.    No, I don’t.

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

Do you like it?

Yes, very much.    It’s OK.    No, I don’t.

What is your favourite website? What do you like about it?

Tick ✓ the sentences that are true for you.

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

Photocopiable © Oxford University Press 4 48


Key Competences
Worksheet 1
Artistic and cultural competence
This activity encourages pupils to develop an
awareness of different literary genres, to reflect on
the content of different stories, summarize plot and
develop an ability to critique different stories.
Complete.
The pupils can complete this worksheet for the unit
story or for any other story they read in the English
classroom. You can assist the children by reviewing
the adjectives to describe the book, and helping them
to form simple sentences in English to summarize the
storyline.
You can lead a class discussion, comparing the views
of different children on the same story.
Key Competences
Worksheet 2
Learn to learn
This activity provides another method of learning
vocabulary, thereby developing the pupil’s range of
learning strategies.
Memory game.
Stick pictures to represent 10 words from the
unit. Write the words. Play the game.
Pupils make a memory game with words from the
unit they are studying. Tell them to choose ten words
from the unit vocabulary and then find and cut out
images representing the words in magazines. If they
can’t find appropriate images they can draw them,
or if you prefer they can be photocopied and cut out
from the Class Book or Activity Book. When they
have the images, they can stick them in the larger
boxes, and write the words in the smaller boxes at
the bottom of the page. When they have finished,
they cut out all the images, shuffle them and lay
them face down on the table. They then try to make
pairs of images and words.
Key Competences
Worksheet 3
Autonomy and personal initiative
The pupils create a worksheet for their partner to
complete. It requires the pupil to consider their
audience and plan accordingly, and work
collaboratively to complete each other’s worksheet.
Key Competences worksheet notes
Puzzle codes
Write the word. Then write two words in
code for your friend to complete.
The pupils decipher the word using the code and
write the word on the leader line. They then write
two words in code and pass their worksheet to their
partner for them to decipher.
Invent your own code. Write six words in
code for your friend to complete.
The pupils now invent their own code, allocating a
symbol or number of their choice to each letter of the
alphabet. They then write six words in their new code
and pass their worksheet to their partner to decipher.
The pupils can choose vocabulary items from the unit
you are working on, or use any language of their
choice.
Key Competences
Worksheet 4
Competence in processing information
and the use of ICT
This worksheet requires pupils to explore websites
and answer questions. They then choose their
favourite website and answer questions about why
they like it.
Visit websites and answer the questions.
Choose a couple of suitable websites. Tell the pupils
that they are going to share their opinions with the
rest of the class. Write the website addresses on the
board for the pupils to copy into their toolbar. They
should explore these sites, working in pairs or on their
own, depending on the equipment at your disposal.
They click on links to games, songs and videos. They
then talk about their opinions of the websites
researched.
Some appropriate sites are listed below but you may
wish to choose your own.
www.bbc.co.uk/cbbc
www.kids.yahoo.com/learn
www.kids.nationalgeographic.com
What is your favourite website? What do
you like about it? Tick ✓ the sentences that
are true for you.
The pupils write the address of their favourite
website. They then tick the statements that they
agree with. They then discuss their opinions of the
websites as a class.
4 49