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 25
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! 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 3. 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.
3 1
 1 Introduction to formative and summativeIntroduction
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 the second cycle. These criteria are that when they are evaluating themselves, you are
generic, as we know that they vary in order and not testing them. In these lessons, the pupils review
focus within the different autonomous communities. the unit and remember what they have learnt. To
However, they reflect the spirit of the LOE in finish, they colour the face that they think best
emphasizing the ability of the child to use the new reflects their effort throughout that unit. In this way
language and pronounce it well, along with their they are able to keep a record of their own progress.
ability to deal with different aspects of the unit, such
as the songs and 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.

3 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

3
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

3
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 3 5

 Unit 2 Test ?
Name

Photocopiable © Oxford University Press 3 6

 2 Test
Unit 3 ?
Name

Photocopiable © Oxford University Press 3 7

 Unit 4 Test ?
Name

Photocopiable © Oxford University Press 3 8

 2 Test
Unit 5 ?
Name

Photocopiable © Oxford University Press 3 9

 Unit 6 Test ?
Name

Photocopiable © Oxford University Press 3 10

Listening Unit 1
Term 2 Test ?
Name

Photocopiable © Oxford University Press 3 11

Reading and writing Unit 1
Term 2 Test ?
Name

Photocopiable © Oxford University Press 3 12

Speaking Unit 1
Term 2 Test ?
Name

Photocopiable © Oxford University Press 3 13

Listening Term 2 Test ?
Name

Photocopiable © Oxford University Press 3 14

Reading and writing Unit 2 Test
Term ?
Name

Photocopiable © Oxford University Press 3 15

Speaking Term 2 Test ?
Name

Photocopiable © Oxford University Press 3 16

Listening Term 2 Test
Unit 3 ?
Name

Photocopiable © Oxford University Press 3 17

Reading and writing Term 3 Test ?
Name

Photocopiable © Oxford University Press 3 18

Speaking Term 2 Test
Unit 3 ?
Name

Photocopiable © Oxford University Press 3 19

Listening End of year Test ?
Name

Photocopiable © Oxford University Press 3 20

Reading and writing End of
Unit 2 Test
year ?
Name

Photocopiable © Oxford University Press 3 21

Speaking End of year Test ?
Name

Photocopiable © Oxford University Press 3 22

 Tests transcripts/answers

Unit 1 Test (30 marks) ANSWERS

1 A notebook.
1 Listen and tick ✓ or cross ✗. Then write. (16 marks) 2 No, it isn’t.
$ 3.1 3 Yes, it is.
1 Girl: Have you got a rucksack? 4 Eight.
2 Boy: Have you got a map? 5 Accept anything the pupils point to that is red.
3 Girl: Have you got a camera? 6 Yes, I have. / No, I haven’t.
4 Boy: Have you got a torch? 7 Yes, I have. / No, I haven’t.
5 Girl: Have you got a notebook? 8 Have you got a compass?
6 Boy: Have you got a compass? 9 Have you got a map?
7 Girl: Have you got a watch? 10 Is it a butterfly?
8 Boy: Have you got binoculars?
ANSWERS Unit 2 Test (30 marks)
1 ✓, I’ve got …
1 Listen and number. Then write. (16 marks)
2 ✗, I haven’t got …
3 ✗, I haven’t got … $ 3.2
4 ✓, I’ve got … 1 Girl: Can you play the guitar?
5 ✓, I’ve got … Boy: Yes, I can.
6 ✗, I haven’t got … 2 Boy: Can you play basketball?
7 ✗, I haven’t got … Girl: No, I can’t.
8 ✓, I’ve got … 3 Girl: Can you play the drums?
Boy: No, I can’t.
2 Read and write the letter. (8 marks)
4 Boy: Can you play tennis?
ANSWERS Girl: Yes, I can.
1 d  2 a  3 b  4 c 5 Boy: Can you play the piano?
3 Write. (6 marks) Girl: Yes, I can.
6 Girl: Can you play the recorder?
ANSWERS
1 Have you got a rucksack? Yes, I have. Boy: No, I can’t.
2 Have you got a torch? No, I haven’t. 7 Boy: Can you play football?
3 Have you got a notebook? Yes, I have. Girl: No, I can’t.
8 Girl: Can you play computer games?
Boy: Yes, I can.
Unit 1 Speaking Test (10 marks)
ANSWERS
Show the pupils the Units 1–3 vocabulary poster.
a 3, I can’t play the drums.
First, ask questions 1–5. For 6–7, see if the pupils can
b 4, I can play tennis.
produce short answers Yes, I have. / No, I haven’t.
c 8, I can play computer games.
Finally, for 8–10, get the pupils to ask you questions
d 1, I can play the guitar.
with Have got / Is it (a watch)? Give your own
e 7, I can’t play football.
answers.
f 5, I can play the piano.
1 What’s this? (Point to Mike’s notebook.) g 2, I can’t play basketball.
2 Is it a camera? (Point to Sophie’s skateboard.) h 6, I can’t play the recorder.
3 Is it a rucksack? (Point to Nick’s rucksack.)
4 How many ants can you see? (Point to the ants on
2 Read and tick ✓ or cross ✗. (6 marks)
the tree stump.) ANSWERS
5 Point to something red. 1 ✓  ✗  2 ✗  ✓  3 ✓  ✗
6 Have you got a notebook? (Point again to Mike’s 3 Write. (8 marks)
notebook.)
7 Have you got binoculars? (Point to Nick’s binoculars.) ANSWERS
8 Ask me a question with Have got. (Point to the man 1 Can you ride a bike? No, I can’t.
with a compass.) 2 Can you play computer games? No, I can’t.
9 Ask me a question with Have got. (Point to the man 3 Can you sing? Yes, I can.
with a map.) 4 Can you play football? Yes, I can.
10 Ask a question with Is it. (Point to the butterfly.)

3 23
 Tests transcripts/answers
Introduction

Unit 2 Speaking Test (10 marks) 2 Read and write the number. (8 marks)
Show the pupils the Units 1–3 vocabulary poster. First, for ANSWERS
1 and 2 get the pupils to answer. Then ask questions 3–6, a 3  b 4  c 1  d 2
and the pupils answer with the short answer Yes, I/he can.
etc. Finally, for questions 7–10, get the pupils to ask you 3 Write. (6 marks)
questions with Can you/she/he. Give your own answers. ANSWERS
1 What’s this? (Point to playing tennis.) 1 What’s she wearing? She’s wearing shorts.
2 What’s this? (Point to play the recorder.) 2 What’s he wearing? He’s wearing shoes.
3 Can you swim? (Point to swimming poster on tree.) 3 What’s she wearing? She’s wearing a jumper.
4 Can you paint? (Point to boy painting.)
5 Can he draw? (Point to Mike.) Unit 3 Speaking Test (10 marks)
6 Can she skateboard? (Point to Sophie.) Show the pupils the Units 1–3 vocabulary poster.
7 Ask me a question with Can you. (Point to swimming First, ask questions 1–5. Then, for questions 6–8 see
poster on tree.) if the pupils can produce a list of more than one item
8 Ask me a question with Can you. (Point to girl riding and the colour of the item.
a bike.)
1 What’s this? (Point to a T-shirt.)
9 Ask a question about her with Can she. (Point to girl
playing football.) 2 What are these? (Point to sunglasses.)
10 Ask a question about him with Can he. (Point to boy 3 What are these? (Point to Nick’s sandals.)
playing tennis.) 4 Is it winter? (Point to picture on front of the open book
by Mike.)
ANSWERS
5 Is it autumn? (Point to picture on front of the closed
1 Play tennis. 6 No, she can’t. book by Mike.)
2 Play the recorder. 7 Can you swim? 6 What are you wearing? (2 marks)
3 Yes, I can/No, I can’t. 8 Can you ride a bike? 7 What’s he wearing? (Point to Sam.) (2 marks)
4 Yes, I can/No, I can’t. 9 Can she play football? 8 What’s she wearing? (Point girl on front of book.)
5 Yes, he can. 10 Can he play tennis? (2 marks)
ANSWERS
Unit 3 Test (30 marks) 1 A T-shirt. 5 No, it isn’t.
1 Listen and tick ✓ or cross ✗. Then write. (16 marks) 2 Sunglasses. 6 I’m wearing … and …
3 Sandals. 7 He’s wearing … and …
$ 3.3 4 Yes, it is. 8 She’s wearing … and …
1 Girl: What’s he wearing?
Boy: He’s wearing a woolly hat.
Unit 4 Test (30 marks)
2 Boy: What’s she wearing?
Girl: She’s wearing gloves. 1 Listen and number. Then write. (16 marks)
3 Girl: What’s he wearing?
$ 3.4
Boy: He’s wearing a swimsuit.
1 Girl: Where’s the wardrobe?
4 Boy: What’s she wearing?
2 Boy: Where’s the lamp?
Girl: She’s wearing sunglasses.
3 Girl: Where’s the mirror?
5 Boy: What’s he wearing?
4 Boy: Where’s the picture?
Girl: He’s wearing jeans.
5 Girl: Where’s the bin?
6 Girl: What’s she wearing?
6 Boy: Where’s the bookcase?
Boy: She’s wearing a raincoat.
7 Girl: Where’s the plant?
7 Boy: What’s he wearing?
8 Boy: Where’s the radio?
Girl: He’s wearing sandals.
8 Girl: What’s she wearing? ANSWERS
Boy: She’s wearing a scarf. a 3, There’s a mirror. e 2, There’s a lamp.
b 8, There’s a radio. f 6, There’s a bookcase.
ANSWERS
c 1, There’s a wardrobe. g 4, There’s a picture.
1 ✓, I’m wearing a woolly hat.
d 7, There’s a plant. h 5, There’s a bin.
2 ✗, I’m wearing sandals.
3 ✗, I’m wearing a raincoat.
4 ✓, I’m wearing sunglasses.
5 ✓, I’m wearing jeans.
6 ✗, I’m wearing a swimsuit.
7 ✗, I’m wearing gloves.
8 ✓, I’m wearing a scarf.

3 24

2 Read and tick ✓ or cross ✗. (6 marks)
ANSWERS
1 ✗  2 ✓  3 ✗  4 ✓  5 ✗  6 ✗
3 Write. (8 marks)
ANSWERS
1 Where’s the plant? It’s on the chair.
2 Where’s the phone? It’s under the bed.
3 Where’s the mirror? It’s next to the bookcase.
4 Where’s the TV? It’s in the wardrobe.
Unit 4 Speaking Test (10 marks)
Show the pupils the Units 4–6 vocabulary poster.
First, ask questions 1–4. Then, for 5–6 get the pupils
to say something about the room. For questions 7–8,
ask questions. Finally, get the pupils to ask you the
questions with Where’s the. Give your own answers.
1 What is it? (Point to a bin.)
2 Is it a sofa? (Point to a sofa.)
3 What is it? (Point to the plant.)
4 What is it? (Point to the cooker.)
5 Tell me something about the bedroom with There’s.
(Point to Sophie’s bedroom.)
6 Tell me something about the living room with There’s.
(Point to the living room.)
7 Where’s the lamp? (Point to the lamp in the living
room.)
8 Where’s the sofa? (Point to the sofa in the living room.)
9 Ask me a question with Where’s the. (Point to Sophie’s
bedroom.)
10 Ask me a question with Where’s the. (Point to the living
room.)
ANSWERS
1 It’s a bin.
2 Yes, it is.
3 It’s a plant.
4 It’s a cooker.
5 There’s a lamp. / There’s a picture. / There’s a bed.
6 There’s a plant. / There’s a sofa. / There’s a TV. /
There’s a picture.
7 It’s on the table. / It’s next to the bookcase.
8 It’s next to the lamp.
9 Where’s the …?
10 Where’s the …?
Unit 5 Test (30 marks)
Tests transcripts/answers
8 Girl: Has it got a tail?
ANSWERS
1 ✓, It’s a monkey. 5 ✓, It’s a zebra.
2 ✗, It’s a parrot. 6 ✓, It’s a crocodile.
3 ✗, It’s a python. 7 ✓, It’s a lion.
4 ✗, It’s a gorilla. 8 ✗, It’s a flamingo.
2 Read and write the letter. (8 marks)
ANSWERS
1 b  2 a  3 e  4 d
3 Write questions and answers. (6 marks)
ANSWERS
1 Has it got a long tail? Yes, it has.
2 Has it got long arms? Yes, it has.
3 Has it got scales? No, it hasn’t.
4 Has it got long legs? Yes, it has.
5 Has it got teeth? No, it hasn’t.
6 Has it got wings? Yes, it has.
Unit 5 Speaking Test (10 marks)
Show the pupils the Units 4–6 vocabulary poster.
First, ask questions 1–4. Then, for questions 5–6, the
pupils answer with Yes, it has. / No, it hasn’t. For
7–8, pupils use It’s
got … / It hasn’t got … Finally, for questions 9–10,
get
the pupils to ask you questions with Has it got. Give
your own answers.
1 Is this a gorilla? (Point to a monkey.)
2 What’s this? (Point to a python.)
3 What are these? (Point to the crocodile’s teeth.)
4 What are these? (Point to the lion’s whiskers.)
5 Has it got claws? (Point to the parrot.)
6 Has it got scales? (Point to the crocodile.)
7 Make a sentence. (Point to the crocodile.)
8 Make a sentence. (Point to the lion.)
9 Ask me a question with Has it got. (Point to the
python.)
10 Ask me a question with Has it got. (Point to the zebra.)
ANSWERS
1 No, it isn’t. 6 Yes, it has.
2 It’s a python. 7 It’s got … / It hasn’t got …
3 Teeth 8 It’s got … / It hasn’t got …
4 Whiskers. 9 Has it got …?
5 No, it hasn’t. 10 Has it got …?

1 Listen and tick ✓ or cross ✗. Then write. (16 marks) Unit 6 Test (30 marks)
$ 3.5
1 Listen and number. Then write. (16 marks)
1 Girl: Has it got arms?
2 Boy: Has it got hands? $ 3.6
3 Girl: Has it got feet? 1 Girl: Do you like pasta?
4 Boy: Has it got wings? Boy: No, I don’t.
5 Boy: Has it got legs? 2 Boy: Do you like sandwiches?
6 Girl: Has it got a big head? Girl: Yes, I do.
7 Boy: Has it got a mouth?

3 25
 Tests transcripts/answers
Introduction
3 Girl: Do you like eggs? Term 1 Listening Test (20 marks)
Boy: No, I don’t.
4 Girl: Do you like toast? 1 Listen and number. (8 marks)
Boy: Yes, I do. $ 3.7
5 Boy: Do you like jam? 1 Boy: Hello, I’m James. I’ve got a compass.
Girl: No, I don’t. 2 Boy: I’ve got a big rucksack.
6 Boy: Do you like water? 3 Boy: I’ve got a watch.
Girl: Yes, I do. 4 Boy: I’ve got a map.
7 Girl: Do you like juice? 5 Boy: I’ve got a notebook.
Boy: Yes, I do. 6 Boy: I’ve got a camera.
8 Boy: Do you like salad? 7 Boy: I’ve got a torch. It’s big.
Girl: No, I don’t. 8 Boy: I’ve got binoculars.
ANSWERS ANSWERS
a 3, I don’t like eggs. e 1, I don’t like pasta. 1 compass  2 rucksack  3 watch  4 map 
b 6, I like water. f 2, I like sandwiches. 5 notebook  6 camera  7 torch  8 binoculars
c 7, I like juice. g 4, I like toast.
d 8, I don’t like salad. h 5, I don’t like jam. 2 Listen and tick ✓ or cross ✗. (6 marks)
$ 3.8
2 Read and tick ✓ or cross ✗. (6 marks)
1 Girl: What can you see?
ANSWERS
Boy: I can see a butterfly.
1 ✓  2 ✗  3 ✗  4 ✓  5 ✓  6 ✗ 
2 Boy: Look! I can see a grasshopper and a bee.
3 Write. (8 marks) 3 Girl: What can you see?
ANSWERS Boy: I can see a beetle and a bee.
1 Do you like sandwiches? Yes, I do. 4 Girl: Look! I can see an ant and a bee.
2 Do you like ham? Yes, I do. 5 Girl: What can you see?
3 Do you like salad? No, I don’t. Boy: I can see a grasshopper and an ant.
4 Do you like eggs? No, I don’t. 6 Boy: What can you see?
Girl: I can see six insects.
Unit 6 Speaking Test (10 marks) ANSWERS
Show the pupils the Units 4–6 vocabulary poster. First, ask 1 ✓  2 ✗  3 ✓  4 ✗  5 ✗  6 ✓
questions 1–3. Then, for questions 4–5, get the pupils to 3 Listen, number and circle. (6 marks)
make sentences. Then, for questions 6–7, they answer
about themselves using Yes, I do. / No, I don’t. Finally, the $ 3.9
pupils ask you questions with Do you like. Give your own 1 Girl: Can you play computer games?
answers. Boy: Yes, I can.
1 What are these? (Point to the sandwiches.) 2 Boy: Can you play tennis?
2 Is this pasta? (Point to the pasta). Girl: No, I can’t.
3 Is this salad? (Point to the toast.) 3 Boy: Can you play the recorder?
4 Make a sentence with I like. (Point to the eggs.) Girl: Yes, I can.
5 Make a sentence with I don’t like. (Point to the 4 Boy: Can you play the guitar?
orange juice.) Girl: No, I can’t.
6 Do you like salad? (Point to the salad.) 5 Boy: Can you play football?
7 Do you like jam? (Point to the jam.) Girl: Yes, I can.
8 Ask me a question with Do you. (Point to the food in 6 Boy: Can you play the drums?
the kitchen.) Girl: Yes, I can.
9 Ask me a question with Do you. (Point to the food in ANSWERS
the kitchen.) a 4, ✗  b 2, ✗  c 6, ✓  d 3, ✓  e 5, ✓  f 1, ✓
10 Ask me a question with Do you. (Point to the food in
the kitchen.)
ANSWERS
1 Sandwiches. 6 Yes, I do. / No, I don’t.
2 Yes, it is. 7 Yes, I do. / No, I don’t.
3 No, it isn’t. 8 Do you like …?
4 I like eggs. 9 Do you like …?
5 I don’t like orange juice. 10 Do you like …?

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Term 1 Reading and Writing Test
(30 marks)
1 Read and write the letter. (12 marks)
ANSWERS
1 a  2 b  3 b  4 c  5 c  6 a
2 Follow and write. (12 marks)
ANSWERS
1 I can paint. 4 I can dive.
2 I can play football. 5 I can skateboard.
3 I can’t play the drums. 6 I can’t skate.
3 Write questions and answers. (6 marks)
ANSWERS
1 Have you got a rucksack? Yes, I have.
2 Have you got a compass? No, I haven’t.
3 Have you got binoculars? Yes, I have.
Term 1 Speaking Test (20 marks)
1 Tick ✓ and cross ✗ for you. Then talk. (8 marks)
ANSWERS
Pupil’s own answers.
I’ve got / I haven’t got a camera.
I’ve got / I haven’t got a watch.
I’ve got / I haven’t got a torch.
I’ve got / I haven’t got a compass.
I can/can’t play football.
I can/can’t play the guitar.
I can/can’t play the recorder.
I can/can’t play basketball.
2 Answer three questions. Then ask three
questions. (6 marks)
ANSWERS
Can you dive? Yes, I can. / No, I can’t.
Can you skateboard? Yes, I can. / No, I can’t.
Can you play the violin? Yes, I can. / No, I can’t.
Can you skate? Yes, I can. / No, I can’t.
Can you ride a bike? Yes, I can. / No, I can’t.
Can you rollerblade? Yes, I can. / No, I can’t.
3 Answer.
ANSWERS
1 I’m (Hannah).
2 I’m (eight).
3 In (June).
4 Yes, I have. / No, I haven’t.
5 Yes, I have. / No, I haven’t
6 Yes, I have. / No, I haven’t.
Tests transcripts/answers
Term 2 Listening Test (20 marks)
1 Listen and number. (8 marks)
$ 3.10
1 Girl: It’s summer. I’m wearing sandals.
2 Girl: It’s autumn. I’m wearing a scarf.
3 Girl: It’s sunny. I’m wearing sunglasses.
4 Girl: Do you like my swimsuit?
5 Girl: It’s rainy. I’m wearing a raincoat.
6 Girl: I’m wearing jeans.
7 Girl: It’s cold. I’m wearing a woolly hat.
8 Girl: I’m wearing gloves.
ANSWERS
1 sandals  2 scarf  3 sunglasses  4 swimsuit 
5 raincoat  6 jeans  7 woolly hat  8 gloves
2 Listen and circle A or B. (4 marks)
$ 3.11
1 Girl: It’s spring. I’m wearing a raincoat.
2 Girl: It’s windy. Is it autumn?
Boy: Yes, it is. I’m wearing a scarf.
3 Boy: Is it autumn?
Girl: No, it isn’t. It’s summer. I’m wearing sandals.
4 Boy: I’m cold! It’s winter. I’m wearing gloves.
ANSWERS
1 B  2 A  3 A  4 B
3 Listen, number and circle. (8 marks)
$ 3.12
1 Girl: Look at the radio. Is it on the sofa?
Boy: Yes, it is.
2 Boy: Look at the bin. Is it next to the lamp?
Girl: No, it isn’t.
3 Girl: Look at the picture. Is it on the bed?
Boy: No, it isn’t.
4 Boy: Look at the lamp. Is it on the bookcase?
Girl: Yes, it is.
5 Girl: Look at the mirror. Is it under the bed?
Boy: Yes, it is.
6 Boy: Look at the wardrobe. Is it under the picture?
Girl: No, it isn’t.
7 Girl: Look at the bookcase. Is it next to the fridge?
Boy: Yes, it is.
8 Boy: Look at the TV. Is it next to the bookcase?
Girl: No, it isn’t.
ANSWERS
a 4, ✓  b 6, ✗  c 3, ✗  d 7, ✓  e 2, ✗  f 5,✓ 
g 1, ✓  h 8, ✗
3 27
 Tests transcripts/answers
Introduction

Term 2 Reading and Writing Test
(30 marks)
1 Read and write the letter. (6 marks)
ANSWERS
1 a  2 c  3 a  4 c  5 b  6 c
2 Write. (16 marks)
ANSWERS
1 It’s under the picture. 5 It’s on the radio.
2 It’s in the bookcase. 6 It’s under the table.
3 It’s on the chair. 7 It’s next to the phone.
4 It’s next to the plant. 8 It’s next to the lamp.
Term 3 Listening Test (20 marks)
1 Listen and circle A or B. (6 marks)
$ 3.13
1 Girl: It can’t fly. It’s a lion.
2 Boy: It can run. It’s a zebra.
3 Girl: It can swim. It’s a crocodile.
4 Boy: It can’t run. It’s a python.
5 Girl: It can climb. It’s a gorilla.
6 Boy: It can fly. It’s a parrot.
ANSWERS
1 A  2 A  3 B  4 A  5 A  6 B

3 Write. (8 marks) 2 Listen and number. (6 marks)

ANSWERS $ 3.14
1 She’s wearing a raincoat and a woolly hat. 1 Girl: Has it got hair?
2 He’s wearing gloves and a scarf. Boy: Yes, it has. It’s black and white.
3 He’s wearing jeans and a T-shirt/sandals. 2 Boy: Has it got a long tail?
4 She’s wearing sunglasses and a swimsuit. Girl: No, it hasn’t. It’s black and big.
3 Girl: Has it got feathers?
Term 2 Speaking Test (20 marks) Boy: Yes, it has.
4 Boy: Has it got whiskers and teeth?
1 Colour. What’s each person saying? (4 marks) Girl: Yes, it has.
ANSWERS 5 Girl: Has it got claws and scales?
1 I’m wearing a (blue) raincoat. Boy: Yes, it has.
2 I’m wearing (brown) jeans. 6 Boy: Has it got scales?
3 I’m wearing a (green) scarf. Girl: No, it hasn’t. It’s got a long tail.
4 I’m wearing (yellow) gloves. ANSWERS
2 Answer. (4 marks) 1 zebra  2 gorilla  3 flamingo  4 lion 
5 crocodile  6 monkey.
ANSWERS
1–4 Is it autumn/winter/spring/summer? 3 Listen, number and draw or . (8 marks)
Yes, it is. / No, it isn’t. $ 3.15
3 Answer. (8 marks) 1 Girl: Do you like jam?
ANSWERS Boy: Yes, I do.
Where’s the bed? It’s next to the wardrobe. 2 Boy: Do you like toast?
Where’s the mirror? It’s on the table. Girl: No, I don’t.
Where’s the bin? It’s under the chair. 3 Girl: Do you like pasta?
Where’s the plant? It’s on the bookcase. Boy: No, I don’t.
Where’s the lamp? It’s on the fridge. 4 Boy: Do you like water?
Where’s the radio? It’s next to the cooker. Girl: Yes, I do.
Where’s the TV? It’s on the table. 5 Girl: Do you like juice?
Where’s the phone? It’s in the cupboard. Boy: No, I don’t.
6 Boy: Do you like sandwiches?
4 Answer. (4 marks) Girl: No, I don’t.
ANSWERS 7 Girl: Do you like eggs?
1 He’s/She’s wearing … Boy: Yes, I do.
2 Yes, it is. / No, it isn’t. 8 Boy: Do you like salad?
3 It’s (next to the bookcase). Girl: Yes, I do.
4 She’s/He’s wearing (a red jumper). ANSWERS
a 3,   b 7,   c 4,   d 6,   e 1,  
f 8,   g 2,   h 5,

3 28
 Tests transcripts/answers

Term 3 Reading and Writing Test ANSWERS

(30 marks) 1 camera, ✓  2 torch, ✗  3 binoculars, ✗ 
4 compass, ✓  5 notebook, ✓
1 Read and write the letter. (6 marks)
2 Listen and number. (10 marks)
ANSWERS
1 c  2 b  3 a  4 a  5 b  6 c $ 3.17
1 Girl: What’s he wearing?
2 Write. (12 marks)
Boy: He’s wearing jeans and a jumper.
ANSWERS 2 Boy: What’s she wearing?
1 I have toast for breakfast. 4 I have sandwiches for lunch. Girl: She’s wearing a scarf and a raincoat.
2 I have jam for breakfast. 5 I have pasta for dinner. 3 Girl: What’s he wearing?
3 I have salad for lunch. 6 I have eggs for dinner. Boy: He’s wearing jeans and a raincoat.
3 Write questions and answers. (12 marks) 4 Boy: What’s she wearing?
Girl: She’s wearing a jumper and a woolly hat.
ANSWERS
1 Has it got feathers? Yes, it has. 5 Girl: What’s he wearing?
2 Has it got whiskers? No, it hasn’t. Boy: He’s wearing a woolly hat and a scarf.
3 Has it got wings? Yes, it has. ANSWERS
a 4  b 5  c 2  d 3  e 1
Term 3 Speaking Test (20 marks) 3 Listen and tick ✓ or cross ✗. (5 marks)
1 Tick ✓ and cross ✗. Then talk. (8 marks) $ 3.18
ANSWERS 1 Girl: Has it got scales?
1 It can climb. Boy: Yes, it has.
2 It can’t fly. 2 Boy: Has it got wings?
3 It can run. Girl: No, it hasn’t.
4 It can swim. 3 Girl: Has it got claws?
5–8 I like / don’t like (sausages/bananas/apples/chicken). Boy: Yes, it has.
4 Boy: Has it got feathers?
2 Answer three questions. Then ask three Girl: Yes, it has.
questions. (6 marks) 5 Girl: Has it got two legs?
ANSWERS Boy: No, it hasn’t.
1–6 Pupil’s own questions/answers: ANSWERS
Has it got (two legs)? Yes, it has. / No, it hasn’t. 1 ✓  2 ✗  3 ✓  4 ✓  5 ✗
3 Answer. (6 marks) 4 Listen, number and draw or . (10 marks)
ANSWERS $ 3.19
1 Pupil’s own answer.
1 Girl: Do you like rice?
2 Pupil’s own answer.
Boy: Yes, I do.
3 Pupil’s own answer.
2 Boy: Do you like sandwiches?
4 Yes, I do. / No, I don’t.
Girl: No, I don’t.
5 I have (toast) for breakfast.
3 Girl: Do you like toast?
6 I have (pasta) for dinner.
Boy: No, I don’t.
4 Boy: Do you like eggs?
End of year Listening Test (40 marks) Girl: Yes, I do.
1 Listen and circle. Then tick ✓ or cross ✗. (5 marks) 5 Girl: Do you like salad?
Boy: No, I don’t.
$ 3.16 ANSWERS
1 Girl: Have you got a camera?
Boy: Yes, I have. a 4,   b 5,   c 3,   d 2,   e 1,  
2 Boy: Have you got a torch?
Girl: No, I haven’t.
3 Girl: Have you got binoculars?
Boy: No, I haven’t.
4 Boy: Have you got a compass?
Girl: Yes, I have.
5 Girl: Have you got a notebook?
Boy: Yes, I have.

3 29
 Tests transcripts/answers
Introduction

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 b  5 b
2 Look and write. (15 marks)
ANSWERS
1 The radio is on the bookcase.
2 The phone is next to the mirror.
3 The TV is on the table.
4 The lamp is on the wardrobe.
5 The bin is under the picture.
3 Write. (15 marks)
ANSWERS
1 It’s summer. He’s wearing sandals.
2 It’s autumn. She’s wearing jeans.
3 It’s spring. He’s wearing a raincoat.
4 It’s winter. She’s wearing a woolly hat.
5 It’s summer. She’s wearing a swimsuit.

End of year Speaking Test (20 marks)

1 Tick ✓ or cross ✗ for you. Then talk. (10 marks)
ANSWERS
1–8 Pupil’s own answers.
2 Talk about the animals. (5 marks)
ANSWERS
1–5 Pupil’s own answers.
3 Read and ask. (5 marks)
ANSWERS
1 Have you got a camera/watch/rucksack?
2 Can you play tennis / sing / play the piano?
3 Where’s the chair/bin/table?
4 Do you like juice/rice/ham?
5 Are you wearing a raincoat / T-shirt / woolly hat?
(Pupil’s own answers.)

3 30
 2 Introduction to the
Introduction
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 box the pieces of
work of which they feel especially proud.
Encourage the children’s parents to take an interest in the
experiences of their children. They could help them find
English objects for their Portfolios (Linguistic Biography)
such as stamps and labels. You could create an ‘English
corner’ in your classroom and encourage the children to
bring in things related to English-speaking countries.

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 3 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.

3 31
Ya sé… Portfolio

Sé leer una Sé entender Sé cantar Sé hacer

historia. al profesor. una canción. preguntas.

Sé decir cuándo
Sé responder Sé representar Sé jugar
es mi
a preguntas. una historia. a juegos.
cumpleaños.

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

Sé preguntar
Sé decir hola Sé los nombres Sé contar del
a alguien
y adiós. de los colores. 1 al 20.
su nombre.

Photocopiable © Oxford University Press 3 32

Ya sé… Portfolio

Sé:
  contar hasta 20.
  decir los nombres de los colores.
  decir los meses del año.

Sé:
1   decir qué objetos veo.
  preguntar a alguien qué tiene.

Sé:
2   decir lo que sé hacer.
  preguntar a alguien qué sabe hacer.

Sé:
3   decir lo que llevo puesto.
  preguntar a alguien qué lleva puesto.

Sé:
4   describir lo que hay en mi dormitorio.
  describir la posición de las cosas.

Sé:
  preguntar qué es algo.
5  hacer una descripción oral corta de
un animal.

Sé:
6   decir qué me gusta.
  preguntar a alguien qué le gusta.

Photocopiable © Oxford University Press 3 33

 Portfolio

Hello!

eleven

Photocopiable © Oxford University Press 3 34

 Portfolio

In the country
1
rucksack

Photocopiable © Oxford University Press 3 35

 Portfolio

Let’s play!
2
play computer
games

Photocopiable © Oxford University Press 3 36

 Portfolio

Clothes
3
sunglasses

Photocopiable © Oxford University Press 3 37

 Portfolio

My bedroom
4
mirror

Photocopiable © Oxford University Press 3 38

 Portfolio

Wild animals
5
crocodile

Photocopiable © Oxford University Press 3 39

 Portfolio

Camping
6
salad

Photocopiable © Oxford University Press 3 40

 Portfolio

Name Prepare for your

Date Portfolio!

Photocopiable © Oxford University Press 3 41

 Portfolio

I certify that

has completed
Explorers 3

Signed (teacher)

My favourite unit was …

Unit 1  Unit 2  Unit 3 
In the country Let’s play! Clothes
Unit 4  Unit 5  Unit 6 
My bedroom Wild animals Camping

Signed (pupil)

Photocopiable © Oxford University Press 3 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.
Introduction
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, acting out
stories from the Class Book, and expressing
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.
3 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.
Introduction
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 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.
3 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 …

3
boring happy
Key Competences 1 Artistic

brilliant
sad
Artistic and

great
and

interesting I give this story:

scary 10
cultural
Introduction
Cultural

45
 Key Competences 2 Learn
Learn to
to learn
Introduction
learn

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

Photocopiable © Oxford University Press 3 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

3
1 2 3
Autonomy and personal

4 5 6
Introduction
initiative

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

Complete the sentences. Then label the picture.

keyboard  monitor  headphones  mouse  disc drive

1 We put a CD into the d d . 3 The m r is black.

2 We put h s on our heads 4 The m e is grey.
to listen to sound. 5 The k d is white.

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 3 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
Introduction
notes
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.
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 identify parts of a
computer by completing sentences and then
matching the words to the picture. They then choose
their favourite website and answer questions about
why they like it.
Complete the sentences. Then label
the picture.
The pupils read the words in the wordpool, look at
the picture and complete the sentences with the
correct word. They then label the parts of the
computer in the picture.
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.
3 49