ps Mario Herrera * Christopher Sol Cruz e ASSESSMENT PACK WITH AUDIO | eevee) a)Mario Herrera * Christopher Sol Cruz ASSESSMENT PACK WITH AUDIOFont el acted Congas tengo he els ve gere eomtigrih The at a rao an ight ele ob il tutor tne ous bem astern roe he yin Besos ond Poe et ‘As rd pt of pte eproe ‘oninartir opm vonntid ob ym Seo eh png hn a otc Te bie gran pemaon forte tcptng ‘inna age mated tape err ate eon ‘nina purthsray tn oa he e for ty on ra pan yl ‘boa pote rl Satin Henemarn mon 225 Feta restyled bur Pst ‘emotes ‘ered thar phtograph (tebetion cee ee gh ap) an cam 80 org. 2 SR 8 gored, rondo Ans ee ‘Settee tio 2 (0 capa i a Ctra Java ms dra a grade me Po eh Fetinerpangpanss.iertme Cea So ge igh ‘Seam ton eh Mose ee) Nagy ap he Se eesph rs Teor 22, Wee Mea a 9 Seth Sk ewe eh (613. Canr Grte 2 cra rae i) 2 23 (A. tn Donal 2 oe apes Unt et Gehaus ge Ss), od? Svea (0, argo Rela DA(A. Heeger Sse (bt tgs ae From ating Pe a) er es apes 2 {Gites than funn a ein 30 $n SSA Siptt n,n Mergen ae er, Sipe ry ray, The ie Vw Soca Tay ‘ng Su Tonka i Hg ong le Dn Gn 3 [0 tye 20 2 oa oer {opr 8 (ste gener po Se. br ‘heh ts aonson Pvt Sa on Pc op pee) od, mae 4 yan 3h eee cooperate mage es ane nee Tn eee stern ects Some eee ea eerie Sse Soee ese, atetoes enter ene eee oe oe pore Seek ee, iicreraty eter eater ee ees Satins matter Rote elie ees, SSL Se ete Seer eee See oer ee eae Seah Tabane ech Spencer ete a ‘4 Groner. Of Sr. Sa One #0 (cle. os Othran eee ego eee ee sicovilt tb (sare 25, 4 57,5, 5,65, 6. eaten ear ea. Steen eee Se et sistema ence uaa Seema eres ears ee Fespamapaep anno scoters eo Soo soobtuntgimetermacot, eet ethernet tkLevel 2| Contents Big English Plus Assessment Pack Assessment of Young Learners “Test-taking Strategies Scoring in Big English Plas Student Sef-Tracking Progress Chats Level? Diagnostic Pre-Test Speaking Assessment Prompts Unit Unit Unit nit unit vake2 Units vait3 Unita Practice Test Unit Test Speaking Assessment Prompts Practice Test, Unit Test Speaking Assessment Prompts Practice Test Unit Test Speaking Assessment Prompts Units 1-3 Mastery Tet Speaking Assessment Prompts Unita Unita Unita Units Units Units Units Units Units Practice Test Unit Test Speaking Assessment Prompts Practice Test Unit Test Speaking Assessment Prompts Practice Test Unit Test Speaking Assessment Prompts Units 4-6 Mastery Tet Speaking Assessment Prompts Unit? Practice Test Unit? Unit Test Unit7 Speaking Assesment Prompts Units Practice Test Units Unit Test, Unit Speaking Assessment Prompts Unit? Practice Test Unit9 Unit Test, Unit9 Speaking Assessment Prompts Units 7-9 Mastery Tet Speaking Assessment Prompts Level? Final Exam Speaking Assessment Prompts Answer Key and Audioseript a 10 B 16 Seess 2 aoese: ° 32 BESLSRERVIANIeAeRE 108Level 2 Big English Plus Assessment Pack “The ig gis Pas Assen Paka sel evaluation to wth 2 wah fact type {svat stan nguge sil The program lacs hese sexment hough ech arin eran thin ni nit Inthis pack, teachers can ind five types of tests which wil help them form an accurate evaluation oftheir students understanding and acleverent Pre-Tests Diagnostic Pre-Tets are designed to help place students int a specific evel of study that neither too easy nor oo dificul. Big Engsh Plus proves six written Diagnostic PreTets (For levels 1 to 6) that evaluate students current language facility in English. Be sure to administer Pre-Tests ina relaxed and supportive atmosphere emphasizing thatthe results will help match students with a level that is both fan and challenging. Practice Tests ach level includes nine Practice Tests which provide students with opportunites for review oflearned content and rehearsal of test-taking strategies. To use thes tests a formative sessment, consider giving students feedback on strengths and weakness, rather than scores. Encourage students to ak questions and find information about concepts they donot fly understand and adapt teaching strategies to help students meet thei learning goals. In this ways Practice Tests become part ofthe instructional process well as preparation for Unit Tests, (Practice Tests can also be used as make-up tests for students absent on test days.) Unit Tests ach level ls includes nine Unit Tests which correspond tothe cantent material in each ofthe ‘units and reflect thei teaching objectives, These summative tess provide a wseful enapshot of student achievement atthe end ofa unit. They ae mean to be graded and inchuded as part of| each student’ overall assessment. Mastery Tests Each Mastery Test assesses student understanding and retention of concepts taught in the previous three units (Units 1-3, Units 4-6, and Units 7-9). These testshelp students remember and integrate material earned overtime, and assist teaches in decisions regarding which elements ofa course need additonal review and practice. Like Unit Tests, thes are also meant to bbe graded and included in each students overall assessment Final Exam “The Final Exam fr ach level assesses student comprehension ofthe levels key learning objectives Ww Level2 Copyright © by Pearson Education, Lt.Level 2 ‘What's new For this new edition, the tests have een updated to match the Student Book content. Additional tests have also been added to provide a more balanced assessment ofthe four skills ‘There are brand-new listening and reading tasks as well asa new speaking assessment section ‘with prompts and detailed Teacher notes in every Practice Test and Mastery Tet In adtion, existing content has been modified to provide more variety in the typeof tasks, many of which follow the CYLET's specifications. This will provide students with more useful exam preparation. "New speaking and writing checklists and assessment criteria have been introduced which ‘map to the Global Seale of English (GSE) and which will make it easier to ases each students performance Global Scale of English “The Global Scale of English (GSE) is standardized, granular scale which measures English language proficiency. Unlike some other frameworks which dserbe attainment in broad bands, the GSE identifies wha leaner can do at each point on the sale across speaking, listening, reading, and writing sil The scales designed to motivate learners by giving ore granlar insight nto learning progres. Teachers can use the GSE to match a student tothe eight course rmaterils for their exact level and learning goals. For more information about how using the GSE can support your planning and teaching, your assessment of your learners, and in selecting or creating addtional materials to supplement your ‘core program please go to wwwenglish.com/gse. Copyright © by Pearson Education, Ltd, Level2Level 2 Assessment of Young Learners Around the worl, student are being intraduced to second, or foreign, languages sooner than evr before. The need to measure student achievement is by no means ne. However, sssessing language learners between the ages of five and twelve requires teacher to be aware of ‘special considerations such as students social, emotional, and cognitive development cultural ‘background and familiarity with different types of texts particulary for those students who wish to complete external standardized tests, fective assessment also takes into account the school and classroom seting, class materials ad activites, andthe expectations of hoth teachers and students ‘In Big English Plas, sents Jaen language strcure and vocabuly in high-interest, thematic ‘contexts using the four communication skills listening, speaking, reading, and writing. The ratio, ofthese elements varies acording tothe level, age, and cognitive ables of theleaeners. For the newest and/or youngest earners, a heavier emphasis is placed on listening and speaking: reading and writing tasks are gradually introduced as they become appropriate to students age and development. For older, more advanced learners, reading and writing instruction pays a ‘more prominent role. Nonetheles, speaking and listening re practiced throughout the program, as students need to develop strong orl communication sls in order to achieve fluency In ‘Big English Plus, students engage in a variety of contextualized activities, each of which focuses ‘ona particular learning objective. These objectives are fully supported by the Big English Plus ‘Assessment Pack "The Big English Plus ests providea wide range of tasks using formats of controlled practice ‘such as multiple choice, truefals, il in the lank, matching, and labeling However, fir and Accurate asessment in language classroom reflects not only what stadents can recognize and ‘rodice on ats, but also what they can perform or do as they actually ase the language in real or realistic contests, To evaluate learners progress fairly an fully, both ofthese aspects must be part ofan elective approach to assessment. Therefore, in Big English Plus students are also offered opportunities to express themselves more freely with more open writing tasks and through the speaking assessment. wi Level2 Copyright © by Pearson Education, LtdLevel 2 ‘Summative Assessment ‘A balanced assessment program includes both formative and summative asessment ‘Considering the role that each ofthese types of assessment plas in the classroom can help teachers ensure that they are using tools that will accurately measure all aspects of student achievement. Formative assessment takes place during the instructional process—while students are {forming their understanding of new concepts. When spplyng formative assessment strategies, ‘oth educators and learners gather evidence and information that i used forthe purpose of improving learning These strategies can provide answers to educators othe following questions ‘Who i of isnot understanding the lesson? ‘What are the student? strengths and needs? ‘What misconceptions do I need to carly? ‘What type of feedback should give? ‘What adjustments should T make to instuction? How should studentsbe grouped? ‘What diferentation do need to prepare! Formative assessment should include variety of activities, including classroom discusions, peer or group work, homework, as wel as traditional tests and quizzes. The important thing to ‘remember about formative assessment i tha the method of assessment is not what makes it ‘useful, bt the way in which the resus are used, Formative assessment is most sucess when results are analyzed to determine the current state of student understanding Results are folded {nto the classroom experience a teachers ake specific actions to improve any deficiencies ot ‘correct misundertandings Its obvious that students who take an active role in thelr own lesening havea greater chance for sucess. Involving students in the assessment process will improve student achievement and motivation (Sadler 1989). The educator can serve a coach or facilitator i this process ‘Students need to understand learning and performance objectives, identify their curent level of ‘comprehension, develop strategies to reach the earning objectives, and address any deficiencies ‘Summative assessment gives feedback about what student know and do not know at particular point in time These assessments provide evidence of student achievement forthe ‘purpose of judging student competence or program effectiveness. Summative assessments, usually rank understanding by assigning 2 letter or number grade The data gained from ‘summative assessments are generally used fo determine how many students are and are not ‘meeting pre-set standards fora program ‘Summative assessment is an essential tol for gauging student achievement and verifying Instruction, but i cannot stand alone. Because it generally occurs after the learning process, doesnot help teachers make instvctional adjustment that wil improve sudent progress. Copyright © by Pearson Education, Ltd Level2Level 2 Assessment for Learning ‘Big English Plus bas been developed to allow teachers and students multiple opportunities to Integrate Assessment for Learning into every lesson, Notes in the Big English Pls Teachers Book for each level leary signpost stages inthe Assessment for Learning (AfL) proces. Assessment ‘opportunities become a natural and integral part ofthe learning proces, leading directly t0 changes in teaching strategies to ensure students acquire target skills ‘A balanced approach to assessment includes frequent informal prompts, gues, and ‘other activities that allow students to understand wher they ae and identify gxps in their ‘understanding, When informal assessments are integrated into the classroom, students take an active rlein their own education and seek out the help they need to meet their goals ‘One aspect of assessment that sequently overlooked by traditional approaches is postive reinforcement. All students need 1 be encouraged by identifying skills they have sucessfully acquired. Focusing attention only on mistakes or unlearned material creates disengaged, lspirted students. Always be sure to praise student for sil they have successfully acqited ‘before dently those which need work, Heginning earners are especially responsive to positive feedback. Self- and Peer-assessment Involving students in the assessment process helps create learning community in which ll members are working together toward a shared goal. Assessment for Learning asks students to assess their progres frequently, both individually and in groups. + Slf-assessment involves students in evaluating their own performance and progres. Self assessment activities shouldbe planned according to students’ age, developmen level, and cognitive abilities. Very young children can color or draw a happy face, neutral face, oF ad face to indicate ther felings about their work older students can circle words or write descriptive sentences ona chat + Peer-assessment offers students a collaborative opportunity to share and evaluate theit progress with classmates. In pecr-assessments, students ae ralned to give constructive feedback on other students class work, hamework assignments, or tests. Generally, students fist give postive comment or two, fllowed by questions about something they found confusing or incorect. Partners o groups can then work together to find solutions. Provide students with models ofboth strong and weak work to help prepare them to evaluate the work of others. vii Level2 Copyright © by Pearson Education, Ltd.Level 2 ‘Managing Expectations Assessment for Learning creates a collaborative envionment in which teachers and students ‘work together Both partners need tobe aware oftheir expectations, and understand when they are reasonable and when they need tobe adjusted + ‘Teacher expectations play crucial role in preparing students for assessments Teachers should have high, but reasonable expectations fr student performance, Students who sense ‘teacher doesrit have high expectations for them or confidence in their ability to learn often lose interest and motivation. Theres no long-term sense of satsaction in dealing wit tasks that are not challenging. In contrast, students who believe a teacher expectations are too demanding and unrealistic soon begin to give up thestrugle. Testing becomes scary and anxityfilled experience that reduces confidence and mativation. In setting and communicating expectations for students, itis important to consider the age of the learners, their level of cognitive development, andthe ‘numberof contact hour they have each week ‘Student expectations can affect their assessment experiences, Students can expecta tsting atmosphere that is quiet and supportive. They should not be arid to ask for clarification if they do not understand instructions. Finally, they can expect prompt feedbacks that they ‘an evaluat their progress, take pride in achievements and idetiyateas that need further Successful Formal Assessment tis important to prepare students for any formal assessment, The added transparency ofa classroom that follows Assessment for Leaenng strategies means that students understand why ‘they are being tested and what those results will (and wil ot) say abou thei progres "Test Review and Warm-Up “The day before test, lead students in a review f unit content presented asa game or team contest that wil provide practice forthe coming test without causing anxiety. The day ofthe test, take time to lead students in a warm-up activity that wil allow them to switch from thinking in ‘ther native language to thinking in English. Having students perform a favorit song or chant from the unit can help them to rea ‘Test Information. Students shouldbe tod the content and sls the test wil cove, how long the test wl be, and how the test willbe scored. For very young students, is helpful to provide examples ofthe test item formats beforehand, such as drawing circle around a word choice, matching, truiflse, and choosing a word from alist to fillin a blank. Students should never be tested using formats they have not worked with before, nor should they have to read test instructions in language ‘they have not seen. Keep formats and instructions simple a similar to those found in the Students Book. Copyright © by Pearson Education, Ltd Level ieLevel 2 Test-taking Strategies ‘Students shouldbe familiar with test-taking strategies that will help them feel confident dung, formal assessments, Remind students to review their Students Book, Workbook, corrected homework assignments, and previous tests n addition, point out the need to get enough sleep the might before and eat good breakfast the day of the vs, A few days before atest, share the following strategies with students to help them prepare. The best way fo do well on tessisto do wellin lass, from day one + Pay tention everyday + Be prepared + Askequestions when you are confused or need help. 7 Find out about the test you will have from your teacher. This helps you know what study and what to expect + What materi will the test cover? + What formats willbe on the test? CCheckthe answer Malipe-choice CCircletheanswer Interview Draw Read and answer —_‘Fillin-the-blanke “TrueFalse Match write + How much time wil you ave forthe test? Prepare forthe test the day before. + Choose comfortable, quiet place to study + Choosea time to study when you aes tired or sleepy + Review your Students Book and Workbook. + Review your lass notebook, workshets, quizzes, and tests + Realy study. + ently the information you know wel and spend a litle time reviewing it + ently the information you doit know well and spend the most time studying it + Read dificult parts aloud or write them down. This helps you concentrate and remember fnormation bet ‘Try these strategies to help you remember information. + Make flash cards or note cards and review them often. - + Make a drawing ora poster and hangit ona wll you se evry day. + Use graphic organizers, such as idea maps or outlines, to make sense of material. Organized Information is easier to remember. + Use songs and chants to remember vocabulary and grammar. x Level2 Copyright © by Pearson Education, Ltd.Level 2 + Visualize a picture tha illustrates words or ideas you need to remember. “Two meanings of trunk 1. thelong tube-ike part of an elephant’ face used for feding and drinking 2. a large, strong box with alock and key; used for storing objects and for traveling Use these strategies while you ar taking atest. Tey wil help you organize your thoughts and make good use of your time. + Have eady two sharp pencils and a good eraser. + Write your name on your test as soon as you gti. + Listen carefly to your teacher’ instructions. Ask questions ifyou dont understand + Before you begin, look on both sides of your paper. Are there questions you must answer on the othe side? + Now quickly read ll the questions onthe tet. This wil help you decide how to plan your time (You will need more time forthe difficult questions.) + Heres one good system for choosing the onder of questions to answer |. Begin with a question or two you know the answer to, "his helps you relax and fee! more confident. 2 Before the frst halfof your time is up, goto the dificlt questions. Are some questions worth alot of points? Work on them now, while you sil have time. 3 Leave some easy questions for last, when there it much time et, Make sure they re ‘questions you can answer quickly if necessary. 4. there i time, go back to make sure you answered al the questions. Cheek your answers fr posible mistakes, When your teacher gives your graded test back, look carefully at your wrong answers. This wll help you be better prepared for the future + Look at each mistake. Try to figure out the correct answer yourself: + Ifyou dost understand why your answer is wrong ask your teacher. + Write cach correct answer on your test paper. Keep your test to review together with other ‘ateials before your next tes. Copyright © by Pearson Education, Lt. Level2 xiLevel 2 Scoring in Big English Plus “the Diagnostic re-Test and Final Exam include a sore box tthe end ofeach section or teachers to comple The Master ests inde core ba the end ofthe es You should locate point forever item or duetion and if tsk contains two tsk (eg Listen and tach Then writ) then avard to pons The ase ofthe seoring stem however I up 0 your discretion and yu night prefer o mark the tess sng the seores and share the ress wth our ‘students ving tern ore explanations and guidance On the ether hand, you could choose keep the scores secret and provide individual feedback on ech students tenth and wekneses citer oral ovn wring Assessing Speaking Iti important to asses students’ speaking sil in settings that are relaxed and tension-fre. “The Big English Plus Assessment Pack offers variety of speaking activities in every ts. Visual romps ze provided and there are detailed teaching notes suggesting questions thatthe students can be asked. There ate also Challenges which offer extension ideas for fast finishers oF stronger students, “Tomore accurately evaluate students’ performance, itis better for students to perform the @ speaking test individually or in pairs a an interview. IF your teaching settings require it you canals choose to set up whole-clas aetvities and circulate around the room olsen tothe students as they work through the activites. This wl allow you to make notes on individual students without making it obvious chat you are listening to them, thus reducing the pressure ‘on them. Pause, standing to the side ofthe student or pais of students you ate evaluating You 1 ‘may even want to turn your back onthe student you ae actully listening to so that the student remains involved with the task and doesnot focus attention on you r stop because you are i listening, In one-on-one interviews, students ar of couse aware that they are being assessed. ‘You may want to interview just afew students each day over a period of days, or you may want to interview all of your students on one day whileather students are doing work fr extra credit, reading or completing homework assignments ‘Checklist with Assessment Criteria (On the next page, you can ind a detailed checklist to track students’ speaking performance at a glance. Iti esentll a eto descriptions of criteria used for assessment in this level, These ‘descriptors are informed by the GSE and CEFR. There isalso a rating appropriate for each 7 description, presented in chart form. Descriptors are clearer than simple letter or number grades, and serv s feedback or students (and their patenis). Using the rating scale foreach descriptor, you can keep track ofeach students progress in speaking production, fluency, teraction, nd range. Depending onthe task you are evaluating, You may not need tofiln every category: f cleck the appropriate boxes fill in needed information, and make notes that will help You with the evaluation xii Level2 Copyright © by Pearson Education, Lt.Sudentsname las Tess Date:_ G=very good S=saisactory —_U= unsatisfactory 1, Can use single words and very short phrases ina formula, memorized fashion oe 2. Can support meaning without using non-verbal communication, s[slu 5, Can ase simple phrases witha lie hesitation. s[s[u 4. Can contribute to short exchanges on failiartopis. é[s[u 5. Gan use simple fixed expression to observe social conventions e[s[u 6. Can use the units grammar correctly with support. e[su 7 Can use basi phrases to talkabout the units topic. else 8 Can express simple personal opinions. els[u 9. Can pronounce target words and phrases though support may be necessary, | Gs [ Uv 10, Can produce intelligible language though eror maybe frequent. els[u i Copyright © by Pearson Education, Lt. Level2Level 2 yor an wy epee densa Sep) Copyright © by Pearson Education, Ltd. xiv Level2‘With the writing task, you can assess your students handwriting and ther knowledge of spelling of individual words. As the challenge increases across unis and levels, you can also assess thei bility to expres themselves with longer sentences, to structure paragraphs and longer texts. ‘Asa suggested marking scheme, award two points pe category: writen production, range, and accuracy So each writing task adds up to sx points Wilting Assessment Checklist Student’ name: Class: Test G=very good $= stsfactory —_U= unsatisfactory 1. Can write the letters ofthe alphabet correctly (lower and upper case). 2. Can copy words and short phrases correctly 5. Cam write basic sentences with support 4. Can write short, simple texts with support 5. Can link simple sentences with bn? and but? 6. Can produce different ext ypes shopping Iss, greeting in a card, personal information. 7. Can use the units vocabulary coreetly with support. | @ lalelelele ¢ Jelelelele '8. Can use hase structures with support. e[slu ‘9. Can use capital eters correctly (for names to start a sentence). e[slu 10, Can use the correct speling of familie words olslu 11, Can use a limited range of punctuation. elslu i Copyright © by Pearson Education, Ltd Level2Level 2 GSE Weiting Descriptors icant suoydyasoq] woussoesy Sutin SIU JO 9S TEGOI. Copyright © by Pearson Education, Lt. xvi Level2Level 2 Student Self-Tracking Progress Charts Students can keep track of ther progress by using the following chart an filing itin when they receive the results foreach tet. Copyright © by Pearson Education, Ltd, iy Progress Unit —[unie2[unk3 [Units [units Test score nae | Reauing 068 1068 |©08 |008|008 |e 068 1068 |©08 |008 008 @ |©6@ |©08 [008/000 Speaking |©O@ | OO [008 |O0@ |OO@ My teacher says | My Progress g Unité [Unt [Unita Test ore = Reading 068 |©08 [oo [008 068 [060 |008 |008| 068 |©0@ [008 [008 Speaking | ©O@ | OOO [O08 |OO@ My teacher says Level2 >iLevel 2 | Diagnostic Pre-Test Name @ Listening (@ How many? Listen and write. L 2. Copyright © by Pearson Education, Ltd.Level 2 | Diagnostic Pre-Test @isten and check (V). |. What do they have? A. % Nome 2. What is Simon wearing? A. 3. What's under the bed? A. Copyright © by Pearson Education, Ltd. te 1 ; Score: Level 2 1 3Level 2 | Diagnostic Pre-Test Name @ Reading @QLook and count. How many? 1, ___ children . _balls 2 3.__ chairs 4,___ teacher 5 5. _ desks Q Write the numbers. I. nineteen 2. twenty __ 4, 5. 2 Q Read and match. Draw lines. 1. What's your name? 2. How old are you? 3. What is it? 4. What day is it today? @Read and match. Draw lines. 1, I'm reading 2. She's doing 3. He's taking 4. They're 5. I'm making 4 Level2 3. fifteen __ 6. 3 a. It’s Tuesday. b. It’s my backpack. «. 'mnine years old, d. My name is Melanie. a. her homework. b. a bath. c. lunch. d.a book. e. swimming. Copyright © by Pearson Education, Lt.Level 2 | Diagnostic Pre-Test Nome Qi Read, look, and check (V) yes or no. I. She's wearing a skirt, 2. He’s wearing a 3. She’s wearing pants, a shirt and a hat. jacket anda T-shirt. a blouse, and a hat. lyes [_]no {yes [Jno Lyes [Jno @{Read and write. Use the words from the box. ee Bivrving L@smalt ‘7 water - white My pet My name's Mary and I have a pet. It’s a (I) animal but it has big (2) . It has big eyes, too, and a small mouth. It’s brown and 3) . It likes eating carrots and drinking (4) . My pet likes running and (5) . What is it? It’s a rabbit! score: / Copyright © by Pearson Education, Ltd level2 5:Level 2 | Diagnostic Pre-Test Name @ Writing @QLook and write. Use the words from the box. He's It's She's They're } L eating. 2. throwing and catching a ball. 3. The bird is flying. big. 4. singing. Qwrite. Use has or have. 1. Does she long hair? 2. My mom four sisters. 3. How many pencils do you 2 4, Connie and Carl two cats and a dog. 5. What does Melanie 2 6 Level2 Copyright © by Pearson Education, Lt.Level2|Diagnostic Pre-Test Nome Q Read and complete. Use the words from the box. big brothers have (2x) sister) Paul: Hi, Nicole! Nicole: Hi. Look at this picture. This is my family. Paul: Who's she? Nicole: She's my _ vandthey'remy Paul: How many brothers do you Nicole: I three. z Paul: Wow. You have a f family. Q write about your favorite toy. @ Describe your mom or dad. Write. Score: / Copyright © by Pearson Education, Ltd. Level2 7Level 2 | Diagnostic Pre-Test| Speaking Assessment Prompts 8 Level2 Copyright © by Pearson Education, Ltd.a Level 2 | Diagnostic Pre-Test| Speaking Assessment Prompts: Teacher's Notes 1, Point to the picture and ask: How many desks/chairs/couches are there? Elicit full answers, eg., There are three chairs in the dining room, There’ one chair in the bedroom. 2. Point to the people and the cat in the picture. Ask: Where is he/she? What is he/she doing? Where is the cat? What is i doing? Elicit fall answers, e.g, He’ in the kitchen, She’ in the living room/dining room. Its in the bedroom/on the bed. He's making lunch. She’ reading/watching TV. Its sleeping. Challenge: Have the student describe their house/bedroom to you and what things/toys they have. 3. Point to the girls in the picture and ask What are they wearing? Blicit full answers from the student, eg, She’ wearing a blouse, a skirt, and boots. She's wearing a shirt, pants, and boots. Then ask the student to describe their clothes. Point to the goat in the picture and ask: What animal is it? What is it doing? Do goats have toes/long legs/big eyes? Challenge: Have the student name more farm animals and say a sentence about each one to describe its appearance. Copyright © by Pearson Education, Ltd. Level2Level 2 | Unit | | Practice Test Name @B Listen and circle. Q Match. Draw lines. |. cutting a. 2. writing 3. gluing 4, counting 5. watching a DVD 10 Level Copyright © by Pearson Education, Ltd.Level 2 | Unit | | Practice Test Name ___ @Q{Look. Write There is or There are. 1 six rulers. «a backpack. three erasers. adesk. €@®isten and match. Draw lines. 1. markers: 1 2. computers 4 3. books 8 4. pencils 9 5. desks 15 Qi Look at 4. Write. 1 markers are there? There are iE 2. How many computers 7 books are there? 4. How many pencils desks are there? Copyright © by Pearson Education, Ltd. level2Level 2 | Unit | | Practice Test Name @QFind the difference in the pictures. Complete the sentences. Picture A Picture B I. In Picture A, the two boys are 2. In Picture B, the two boys are 2 Level2 Copyright © by Pearson Education, Lid.Level 2 | Unit 1 | Unit Test Name, Q Match. Draw lines. |. writing his name 2. counting pencils 3. gluing paper @Q Look and write. . to the teacher 2. (tlinigens) 3. : a picture (cunriolgo) paper (nigugi) 4. «a DVD (awhintge) QP Listen and circle four photos. Copyright © by Pearson Education, Ltd. Level2 13Level 2 | Unit i unit Test Name @QLook and write. Use the words from the box. cutting playing using writing | |. What's the boy doing? He’s “paper. 2. What are the three children doing? They're a game. 3. What's the teacher doing? He's ‘on the board. 4, What are the two children at the desk doing? They're the computers. Q Look. Write questions. L There are nine children. 2. There’s one teacher. 3. There’s one book. @QRead and circle. I. There's / There are one dog in 2. There’s / There are four new the picture. computer games. 3. How many boys is/are there in 4. There’s / There are eleven desks your class? in the room. 1% Level2 Copyright © by Pearson Education, Ltd.Level 2 | Unit | | Unit Test Name @Q Look and read. Put a check (7) or an X (X) in the box. |. There are five girls in the class. 2. There's one boy in the class. 3. Three children are playing a game. 4. A girl is dancing. 5. The teacher is coloring. Q choose one a from the box. Write one sentence. coloring a picture listening to a story playing a computer game Copyright © by Pearson Education, Ltd. Level2 15Level 2 | Unit | | Speaking Assessment Prompts 2. Picture A Picture B 16 Level2 Copyright © by Pearson Education, Ltd.Level 2 | Unit | |Speaking Assessment Prompts: Teacher's Notes 1. Give the student the pictures of a classroom, with students carrying out different activities. Then prompt the student to tell you about what the children in the picture are doing: eg., Hes using the computer. He’ writing huis name. Ask the student what the children are doing: What’ he doing? What are they doing?. Challenge: Ask the student to describe what he/she sees on your desk. 2. Ask the student to look at the two pictures. Prompt the student to tell you at least two differences between the two pictures, ¢.g., In Picture A, they're listening to music. In Picture B, they're playing a game. 3. Ask the student about school. Say: Let falk about your school. Do you like ‘your school? Is your school big or small? Tell me about your classroom. Tell me about your math teacher. Copyright © by Pearson Education, Ltd Level2 7Level 2 | Unit 2 | Practice Test Nome @QLook and match. Draw lines. I. riding my bike 2. ice skating 3. skateboarding 4. doing gymnastics QB Listen and number. @Qi Look at 2. Write, Use the words from the box. climb trees playtennis ride bike ~— skateboard 4 1. What does she like doing? 2. What does he like doing? She likes : He likes : 3. What do they like doing? 4, What does she like doing? They like : She likes . 18 Level2 Copyright © by Pearson Education, Ltd,Level2|Unit2|Practice Test Name @QRead and write. Use the pictures from the box. - - ee Tlove playing! I’m John and I play with my friends every day after school. Tlike doing (1) and (2) my bike in the park. I like climbing @) , but I don't like - " flying (4) . My friends and I love (5) ! @Listen and number. a. f b. @ Complete the gaps. 1. doing 2. ice 3. climbing @ Write one thing you like doing and one thing you don’t like doing. Copyright © by Pearson Education, Ltd. Level2 191Level 2 | Unit 2 | Unit Test Name @i Listen and number. a. 5, 7 b. @Qwrite. Use the words from the box. flying kicking playing riding _| |. Jessica and Ruth like a soccer ball. 2. Maria likes kites. 3. Raymond loves tennis. 4. My brothers love their bikes. @Read and circle. 1. Benny like / likes skateboarding, 2. His mom and dad love / loves playing tennis. 3. His brother like / likes playing on the slide. 4, His sister love / loves skating. 5. They don't / doesn’t like climbing trees. 6. I don't / doesn’t like playing. 20 Level2 Copyright © by Pearson Education, Ltd.Level 2| Unit 2| unit Test Name @Q Match. Draw lines. |. swings 2. skateboard 3. seesaw 4. slide 5. bike @ Answer the questions. |. What do you love doing outside? 2. What do you love doing in class? Copyright © by Pearson Education, Ltd Level2 21Level2| Unit 2| Unit Test Name (@tisten and check (V) the box. 1. What does Jack like doing after school? 3. What does Emma A, @{Look and read. Put a check (Y) or a cross (x) in the box. 1. She loves playing on the swing. 2. They don't like skating. 3. I like riding my bike. 4, We like playing games together. 2 Level? Copyright © by Pearson Education, Ltd,Level 2| Unit 2| speaking Assessment Prompts Copyright © by Pearson Education, Ltd, Level2 23Level 2| Unit 2| Speaking Assessment Prompts: Teacher’s Notes 1. Point to the children in the pictures and ask: What’s he/she doing? What are they doing? Elicit answers from the student. 2. Use the pictures as prompts and ask: What do you like doing? Do you like (riding your bike)? Prompt the student to say what they like doing in their free time. Then ask them about their friends and family: What does your mom/dad/brother/sister like doing? What do your friends like doing? ‘Challenge: Prompt the student to tell you what they don't like doing. Give an example: I don't like playing tennis, What about you? 3. Point to the pictures of the children playing on the slide and flying a kite, ‘Ask: What can children do on the playground? Elicit answers from the student. Then ask: What can children play in the classroom? 2% Level2 Copyright © by Pearson Education, Ltd,Level2| Unit 3| Practice Test Name 6@ Look. Listen and check (/) where you find the items. 1 Q Write and match. b. t (dirieg) a ’ : 2. (veon) 3. (ahtbubt) Qi Write. Use the names. L. Where's my book? (cousin) 2. Where's my phone? (uncle) 3. Where are shoes? (Henry) 4. Where's my cup? (aunt) 5. Where are glasses? (Brian) Copyright © by Pearson Education, Ltd. Level2 25Level2|Unit’3| Practice Test Name Q Look and read. Write yes or no. |. The teddy bear is under the bed. 2. The dresser is next to the bed. 3. There's a chair between the dresser and the bed. 4. The teddy bear is behind the bed Listen and draw in 4. @Q Describe your favorite room. Write two sentences. 26 Level? Copyright © by Pearson Education, Lid.Level 2| Unit 3] Unit Test Name isten and number. Q{Look at the letters. Write the word. Then read and match. |, Where's the bathtub? It's in the a. (hktecin). 2. Where's the couch? It’s in the b. (obrodme). 3. Where's the oven? It's in the & ___ (hbrooatm). 4, Where's the closet? It’s in the d. (vilign ormo). (@ Write Where’s or Where are. Then listen and circle. I the chairs? 2. the lamp? . b. @QRead and circle. |. My dad's sister is my aunt / uncle. 2. My aunt's children are my grandpa / cousins. 3. My mom's brother is my uncle / grandpa. 4, My grandma's husband is my aunt / grandpa. Copyright © by Pearson Education, Ltd Level2 27Level 2 | Unit 3 | Unit Test Name _ Q Look and write. Pw N @Q Look at 5. Read and write. 1, How many big chairs are there? 2. Where's the big table? the couch. 3. Where's the TV? the DVD player. 4. Where are the two small tables? the couch and the TV. Qi Write It’s or They're. |. Where's the lamp? next to the bed. 2. Where are the new chairs? in the living room. 3. Where's Dad’s phone? ‘on the couch. 4, Where are my sister's glasses? on her dresser. 5. Where are my shoes? under the sink! @Q Where do you do your homework? Describe the room. Write. 28 Level2 Copyright © by Pearson Education, Ltd.Level 2|Unit 3| Speaking Assessment Prompts Copyright © by Pearson Education, Ltd. Level2 24Level2| Unit 3| Speaking Assessment Prompts: Teacher's Notes 1. Ask questions about different rooms in a house and elicit complete sentences for answers. For example, ask: Where’ the fridge? (It's in the kitchen.) Challenge: Have the student look at the pictures and draw a line between each item to a place in each of the rooms. Check that the student knows the words for each room and each item. Ask: Where are the skates? and elicit: They're in the bedroom. Encourage him/her to give exact information about where they are: They're under the chair in the bedroom. 2. Ask the student to talk about their family. Encourage him/her to talk about his/her extended family including aunts, uncles and cousins. Prompt if necessary: How many cousins do you have? Do you have an aunt? 3. Talk about the student’s home. Say: Let’ talk about your home. Ask: How ‘many rooms are there? What's in your living room? 30 Level2 Copyright © by Pearson Education, Lt.Level 2 | Units |-3 | Mastery Test Nome QP Listen and number. b. @ Read and write. Use the words from the box. coloring counting cutting listening writing } Donald: Hi, Becky. What are you doing? Becky: I'm my name. What are you doing? Donald: I'm this picture. My friend Paul is : toa story. Becky: And Stevie's all the pencils. % Donald: Wow, look at Maria! She's animals out of paper. See? That’s a cat! Copyright © by Pearson Education, Ltd, Level2 31Level 2| Units I-3|Mastery Test Name @Q Look, count, and write how many. Circle is or are. 1. How many tables are there? There is / are tables in the room, 2. How many doors are there? There is / are door in the room. 3. How many children are there? There is / are children in the room. 4. How many teachers are there? There is / are teacher in the room. @uisten and circle. 1.30/40 2.50/70 3.100/10 4.60/50 5.90/80 Q Write the numbers. 1 42 2.490 3. 28 4.100 5.31 6.56 32 Level2 Copyright © by Pearson Education, Ltd,Level 2 | Units 1-3 | Mastery Test Name Q Look. Answer the questions. 1. What does she like doing? 2. What does she like doing? 3. What does he like doing? 4, What does he like doing? 5. What do they like doing? Copyright © by Pearson Education, Ltd. Level2 33Level 2 | Units |-3 | Mastery Test Name . @Q Look and circte. 4 1 \|_ The girls behind / between the swings. Qi Write It's or They're. 1. Where's my favorite T-shirt? in the closet. 2. Where's my lunch? on the table. 3. Where are Dad’s car keys? under the chair, 4, Where are my sister’s glasses? next to her phone. 5. Where's my shoe? behind your skates. 34 Level? Copyright © by Pearson Education, Lt.Level 2 | Units 1-3 | Mastery Test Name @ Complete the sentences. Use the words from the box. climbing flying playing riding 1. Tlike volleyball. 2. Do you like kites? 3. My brother and I like bikes. 4. My friend likes __ trees. Q Read. Write love or loves. 1. The children skateboarding. 2. Morgan playing on the seesaw. 3. His brothers playing tennis. 4. Her sister playing on the slide. 5. My cousin Danny kicking a soccer ball. 6. Anita and Kate ice skating. Q Choose one activity from the box. Write three sentences about it. coloring pictures listening to stories using the computer Copyright © by Pearson Education, Ltd. Level2 35Level 2| Units I-3|Mastery Test ame QLook, read, and circle. |. What's in the kitchen? a. oven b.bed —¢. dresser 2. What's in the bathroom? a a. 1V b. couch —¢. bathtub : 3. What's in the living room? Dp a. sink b. table ¢. oven 4. What's in the bedroom? a. bed b.sink ——_«. fridge Q write. Use the names. 1. My uncle is my brother. (father) 2. mother is my aunt. (Benjamin) 3. Where are keys? (Gina) 4, My cousins are my aunt and children. (uncle) 5. Where's hat? (Bobby) 6. I'm hungry! Where are my cookies? (aunt) 36 Level2 Copyright © by Pearson Education, Ltd.Level2| Units I-3| Mastery Test Name Q Look and read. Write yes or no. |. There are three children 2. There's one computer in the classroom. in the classroom. 3. A boy is writing on 4, There are skates a the board. between two chairs. 5. There's a soccer ball 6. A girl is cutting. under a chair. (@isten and check (V) the box. |. What does Alex like to do? 2. How many chairs are there? A BG @Read and write. Use the words from the box. : There’s tobuy want | Lois: 1__ a good book to read. Mark: Do you want : a book? : abig bookstore in the shopping center. Lois: Great. Let's gol Is there a bus stop __here? Mark: Yes, it’s ____my house and the corner. We can get a pizza on the way home, __any food in this house! Copyright © by Pearson Education, Ltd, Level2 61Level 2 | Units 4-6 | Mastery Test Name @{Look. Read and answer. I. Is there a movie theater on Elm Street? 2. Is there a bank on Market Street? 3. Is there a bookstore on Maple Street? 4, 1s there a restaurant on Cherry Street? @Q Read and complete. LI to go to the movie theater. (want, wants) 2 wants to fly kites in the park. (My friends, My friend) 3. want to go to the computer shop. (My brother, My brothers) 4. My mom to send a letter. (want, wants) 62 Level? Copyright © by Pearson Education, Ltd,Level 2 | Units 4-6|Mastery Test Nome @Q{Look and read. Put a check (Y) or an X (x) in the box. You can buy this in a post office, Cars go here. She's an actor. >) He's not strong. He works in a train station. Chefs work here. Copyright © by Pearson Education, Ltd. Level2 63Level2|Units 4-6|Mastery Test Nome Listen and number. @Q Write questions and answers with want to be. ox) What does 2 (your sister) She : ? (your friends) 2? (George) ? (your cousins) Qi Write. Use the words from the box. artist. chef singer _—_ teacher 1. Kate loves cooking. 2. Eddie likes helping children learn new things. 3. Mira loves music. 4, Michel loves painting. 66 Level2 Copyright © by Pearson Education, Ltd,Level 2| Units 4~6| Mastery Test Name @Q{Look and write the time. 4. It's . 5. 1ts @ Read and match. Draw lines. I. They get up a. lunch at school. 2. She goes b. their homework at four o’ clock. 3. [brush c. school at eight o' clock. 4. Leslie goes to d. my teeth before bed. 5. My friends eat @. to bed at ten o” clock. 6. Peter and Kim do f. at six o’ clock. Copyright © by Pearson Education, Ltd. Level2 65Level 2 | Units 4-6| Mastery Test Name §Q Listen and match. Draw lines. a. 1. Jason b. 2. Mike « 3. Karen 4. 4. Elaine e. 5. Sally Qwrite. What is one thing you do every day? What do you want to be? Why? 66 Level? Copyright © by Pearson Education, Ltd.Level 2 | Units 4-6 | Mastery Test Name PMuisten and check (/) the box. There is one example. 1. What time is Tim's party? A. 3, What does Lucy want to be? @ Listen and write. Use the pictures from the box. There is one example. O°? Bee I'm Paul and I want to be an (I)__actor__ because I love movies. I go to the (2) every Saturday with my friends. Actors can sing and (3) very well. They don't get up (4) . They eat in nice (5) and they have a lot of money in the (6) : Score: / Copyright © by Pearson Education, Ltd Level 67Level 2 | Units 4-6 | speaking Assessment Prompts Sandra’s day L 68 Level Copyright © by Pearson Education, Ltd.Level 2 | Units 4-6 | Speaking Assessment Prompts: Teacher’s Notes 1. Point to the pictures and explain that this is what Sandra does on a normal day. Prompt the student to make a sentence about each picture, eg, Sandra _gets up at seven odlock. She eats breakfast at eight oblock. She goes to the bus stop. She gets to the computer store at nine otlock. She goes to the bank at eleven ovlock. She goes to the supermarket at six oblock. 2. Point to the places in the picture and ask, eg, Where’ the bus stop. (Its in front of the post office.) Where’ the computer store? (It’s on Blue Road.) Where’ the bank? (Its between the bookstore and the restaurant.) 3, Point to the last picture and ask: What does Sandra want to be? Elicit the 2 answer from the student: She wants to be a singer. Have the student say what : he/she wants/doesntt want to be and why. Copyright © by Pearson Education, Ltd. Level2 64Level 2 | Unit 7| Practice Test Name Listen and circle. @ Read and write. Answer the questions. 1. Do you like burgers? 2. Do your friends like mangoes? Yes, : Yes, : 3. Do you like vegetables? 4. Does Mr. Cruise like apples? No, : No, : 5. Does Olivia like meat? No, : @ Read and write a, an, or some. Tlove breakfast! Every morning, I eat (I) sandwich and drink (2) milk. Lalso drink (3) juice or I eat (4) orange. My brother has (5) _ banana and (6) yogurt. Q Write. What are your favorite foods for breakfast? 70 Level2 Copyright © by Pearson Education, Ltd,Level 2| Unit 7| Practice Test Biconpice = words. Use = e,i, 0, oru. Q Look at the chart. Answer questions. Bilas mangoes v Name Eis pizza sandwiches bananas ice cream yogurt 1. What does Janice want? She 2. What does Bruce want? He 3. What does Lena want? She Copyright © by Pearson Education, Ltd and and and Level2 nLevel 2 | Unit 7 | Unit Test Name @ Look and write. Then listen and write Y for Yes or N for No. L tee 2 Yes, they do like sandwiches. Yes, she does like strawberries. @Q Complete the questions. Use do or does. 1. What you want to eat? 2 your grandpa like cheese? 3. What your friend want to eat? 4. you and Dina want some apples? TR Level? Copyright © by Pearson Education, Lt.Level 2 | Unit 7 | Unit Test Name Q(Write. Use the words from the box. apple do don't fruit potatoes ) Milo: Dad, do you like vegetables? Dad: Yes,I . like and carrots. 7 Do you like vegetables? Milo: No,I : Tike, : .Teat an and two oranges every day! @Q{ Look, read and circle the correct word. 1. oranges strawberries. 2. bananas carrots 3. snack meat. 4. cheese yogurt Q Write. What is your favorite meal? What foods do you like? Copyright © by Pearson Education, Ltd Level2 73Level 2 | Unit 7 | Unit Test Name @QLook and read. Write yes or no. ( I. The boy is eating an orange. 2. The girl is eating pasta. 3, There's some meat on the dad's plate. 4, There are some vegetables on the floor. 5. The boy doesn't like carrots. 6. The girl has some water. @ Look at 7. Listen and color. 74 Level2 Copyright © by Pearson Education, Ltd.Level2|Unit 7 | Speaking Assessment Prompts Copyright © by Pearson Education, Ltd. Level2 75Level 2 | Unit 7 | Speaking Assessment Prompts: Teacher's Notes 1. Have the student look at the pictures. Say: IS snack time. What food do you ‘want? Have the student say what food he/she wants, Then say: Its lunch. Ask. specific questions: Do you want some meat or some vegetables? Challenge: Have the student talk about a vacation/celebration when his/ her family eats special foods. Prompt the student to describe the meal or one special dish eaten on that day. 2. Say: Let's talk about your favorite foods, Point to pictures randomly and ask: Do you like (strawherries/potatoes/cheese)? Then prompt the student to point to pictures and ask you whether you like that particular food, 3. Point to all the pictures and ask: Which food is healthy? Prompt the student to say, eg, Strawberries are healthy. Then ask: Which food is unhealthy? Prompt the student to find a picture of unhealthy food or use their own ideas, e-g,, The burgers are unhealthy. Ice cream is unhealthy. 76 Level2 Copyright © by Pearson Education, Ltd.Level 2 | Unit 8 | Practice Test Name Q Look and write. @ Read and circle. 1. Can elephants climb trees? No, it can’t. / No, they can’t. 2. Can a parrot fly? Yes, it can. / Yes, they can. 3. Can a monkey climb a tree? No, it can’t. / Yes, it can. 4. Can cheetahs run fast? No, they can't. / Yes, they can. @QiRead and match. Draw lines. 1. Amonkey can a. jump. They carry their babies. 2. Polar bears can b. fly and talk. It has @ beautiful tail. 3. Kangaroos can c. swim, They are strong. 4. A parrot can d. climb trees. It likes bananas. Copyright © by Pearson Education, Ltd Level2 77Level2| Unit 8|Practice Test Name @isten and complete the sentences. Then number. LA climb a tree. 2. An talk. B.A run fast. 4A fly. b. @Q Read and write. Hil I like this animal because it can swim fast. It can walk and it can run too. It has a big mouth and sharp teeth. It has a long, strong tail. Tt isn't beautiful, but it's cool! My favorite animal is ac Q What is your favorite animal? Write two sentences. 78 Level? Copyright © by Pearson Education, Lt.Level 2| Unit 8| Unit Test Name Q Look and write. What am 1? 1. Ican eat a lot. I can't jump. I'm a 2. Tan run fast and catch small animals. I'm a 3. Ican jump and I have long legs. I'm a 4,1 can’t climb a tree, but I can eat its leaves. I'm a Q Look and write. L (nsaek) 3. (olpra abre) @ Listen and number. . Copyright © by Pearson Education, Ltd.Level 2 | Unit 8 | Unit Test Name Qi Reorder the questions. Then write answers. 1. climb / Can /a tree? /.a zebra 2. parrots /swim?/Can 3. fly? / Can / peacocks 4, Can / run? / a giraffe @Read and write. Use the words from the box. The oeae climb jungle tail, swimming mouth A frog Ilive in the (I) . Thave big eyes and a big (2) - I don't have a (3) oa Ican't fly or (4) trees, but I can jump. Thave four (5) , but I can't run. I like (6) and eating insects. What am I? I'm a frog. Q Write a sentence about a big animal and a sentence about a small animal. 80 Level Copyright © by Pearson Education, Ltd.Level 2| Unit 8| Unit Test Name @isten and check (V). 1. What's Lucy’s favorite animal? 2. What animal are they looking at? A B. 3. What animal does he like? A B. Qi Read and match. Draw lines. 1. Tike parrots because a. they're big and white. 2. Tike zebras because b. they live in the ocean. 3. like whales because c. they have long tongues. 4, Like polar bears because d. they're black and white. 5. Llike frogs because e. they can talk. Copyright © by Pearson Education Ld Level2 81Level 2| Unit 8 | Speaking Assessment Prompts 82 Level2 Copyright © by Pearson Education, Ltd,Level 2|Unit 8 | Speaking Assessment Prompts: Teacher's Notes 1, Have the student look at the pictures of different animals. Ask the student to point out an animal they like. Ask students why they like the different animals and what adjectives they would use to describe them. Ask: Why are parrots amazing? (Because they can talk.) ‘Challenge: Have the student tell you what kind of habitat each of these animals lives in. 2. Ask the student to play a guessing game where the teacher does the guessing, Have the student imagine he/she is one of the animals from this unit, Without telling you what animal he/she is, have the student make statements about what he/she can or cantt do (Ican climb trees. Ican run.). 3. Have the student look at the pictures of the animals again. Ask questions about each animal, using can and like: Can a hippo jump? Do you like hippos? Alternate using singular and plural questions (Can a giraffe...? Can elephants...2). Copyright © by Pearson Education, Ltd. Level 2 83Level 2 | Unit 4 | Practice Test @ Listen and match. Draw lines. 1. Pam a. 2. Your family 3. Eric c 4. Your friends Q Write the next month. I. May, June, July, 2. September, October, November, 3, January, February, March, @ Read and match, Draw lines. 1. Inwinter I always 2. Llove summer because 3. My school starts 4. Aprilis in 8% Level2 Name __ «a. in fall. b. spring. c. skate on ice. d. it’s hot and sunny. Copyright © by Pearson Education, Ltd,Level 2 | Unit 4 | Practice Test Name Qi Write always or never. 1. Do you watch fireworks on New Year's Eve? Yes, I watch fireworks and go to parties on New Year's Eve. 2. Do you ever swim in the ocean? Yes, I swim in the ocean in summer. 3. Do you ever play basketball? No, Idon’t. I play basketball. I like soccer. @{Look and read. Put a check (V) or a cross (x) in the box. |. gm» It’shotand sunny. [_] 2: It isn’t raining, » It'sverycold. [_] 4 spe 73 Qwrite. 1. What do you do in October? It isn’t hot. oO 2. What do you do in December? 3. What do you do in May? 4, What do you do in July? Copyright © by Pearson Education, Ltd. Level2 85Level 2 | Unit 4 | Unit Test Name @ Listen and number. Qi Write always or never. 1. Does your school finish in June this year? Yes, my school finishes in June. 2. Do you like eating strawberries in summer? No, I eat strawberries! 3. Does your family go on vacation in August? Yes, we go to visit my grandparents. 4. Do your grandparents ever visit you? Yes, they visit us for New Year’s Eve. @Q{ Look and write. 1. 86 Level2 Copyright © by Pearson Education, Ltd.Level 2 | Unit 4 | Unit Test Name QRead and write. Answer the questions. January February March April May June July August September October November December | 1, What month is it now? 2. When do you go on vacation? 3. When do you finish school this year? 4. What month is very cold where you live? 5. What month is very hot where you live? @ Read and write. Use the words from the box. always in Moy month summer } I. Rick's birthday is in __ 2. What do you do spring? 3. We never do homework in 4.1 have a party in January 5. What's your favorite @Q( Write. What is your favorite month? Write three things you like about it. Copyright © by Pearson Education, Ltd Level2 87Level 2 | Unit 4 | Unit Test Name @ Read and circle a or b. 1. What's the weather like there? a. It's June. b. It’s hot. 2. What's your favorite month? a. Friday. b, August. 3. What do you do in winter? a. T always play in the snow. _b. They never swim in the ocean. 4, When's your birthday, Jack? a. It’s in April. b. always have a cake, (@PRead. Listen and write a word or number. |. What's his name? Peter 2. When is his birthday? in 3. What's his favorite month? 4, What's the weather like now? It’s 88 Level? Copyright © by Pearson Education, Ltd.Level 2| Unit 4| speaking Assessment Prompts Copyright © by Pearson Education, Ltd. Level2 84Level 2 | Unit 4 | Speaking Assessment Prompts: Teacher’s Notes 1. Write the name of each month on a square of different colored paper and keep them mixed up in a basket or bag. Have the student empty the basket on the table and arrange the months in order while saying each name. If its appropriate in your country, ask the student to point to his/her birthday month. (If it’s not appropriate, ask about a special family event that happens every year.) Have the student tell you: My birthday is in [name of month]. ‘Ask: Is it in spring, summer, fall, or winter? Ask about the birthdays of other family members: What month is your momis/dad’s birthday? If there are siblings, ask about their birthdays. 2, Have the student pick out one month at random. Ask: What do you do in Iname of month]? Prompt the student to tell you something different he/ she does in this month (Its the month we celebrate [name a special day]. Its the month we moved here. Its the month school starts.) Ifthe student can think of nothing special, prompt with specific questions, e.g., Does your grandmother visit you in May? Challenge: Ask: What month do you dislike the most? Hlave the student tell you about his/her least favorite month. Prompt the student to give at least one reason. (Its boring. / Its too cold to ride my bike! / School starts! / There aren't any holidays!) Then repeat for the student's favorite month. 3. Ask the student to look at the two pictures of the boys playing. Ask: Where are they? What are they doing? Then, prompt the student to find five differences: It’s raining/sunny. Its April/May. It’ an elephant/a polar bear. Its a basketball/soccer ball. They have apples and strawberries/oranges and bananas, 90 Level Copyright © by Pearson Education, Ltd.Level 2 | Units 7-4 | Mastery Test Name Q Look. Circle the correct picture. ath I. strawberries 2, mango 1 3. meat 4, tomatoes Q Circle do or does. Look and write answers. 1. What do / does you like? 2. What do / does your mom like? 3. What do / does your parents like? 4. What do / does your friend like? Copyright © by Pearson Education, Ltd. & rCew Level2 1Level 2 | Units 7-4 | Mastery Test Name @ complete the dialog. Use the words from the box. apples carrots do like oranges potatoes want Frankie: Do you like vegetables? Ruth: Yes, 1 ike and z .Doyou_ fruit? Frankie: Yes! I like and & Ruth: I'm hungry! 1 an apple. Frankie: Let's go to the kitchen. @Q{Look at the chart. Answer the questions. icf-Tg bic aS Prana aL a PTs ad bananas v v burgers v ay yogurt v ord carrots: ee v v oranges _ v v Does Irene like bananas? . Does Gary like carrots? . Does Irene like oranges? . Do Irene and Gary like burgers? . Do Gary and Irene like yogurt? RNa 2 Level? Copyright © by Pearson Education, Ltd.Level 2| Units 7-4| Mastery Test Name Q Match. Draw lines. |. This is a hippo a 2. This is a cheetah 3. This is a kangaroo Bag 4. This is a zebra a @Read and answer. Circle T for True or F for False. : I. Elephants can't fly. i F “2, Kangaroos can't jump. T F | 3, Giraffes can climb trees. T F | 4, Crocodiles can run fast. T F Copyright © by Pearson Education, Ltd. Level2 93.Level 2 | Units 7-4 | Mastery Test Name @Q Complete the questions. Then answer the questions. Use can or can’t. cheetahs run? a polar bear swim? zebras climb trees? parrots fly? a monkey jump? yp wNe @Q Read and write. Use the words from the box. acrocodile anelephant akangaroo a parrot ) 1. Tcan swim and walk. I'm 2. Ican fly and I can talk, I'm 3. [can jump and can run. I'm 4, 1 can’t climb trees. I have big ears. I'm @Q{Look and write the words. — : (epockac) (rodoecicl) (skaen) (aifrfge) 9% Level Copyright © by Pearson Education, Lt.Level2| Units 7-4| Mastery Test Name Q Look and write. January July February March October June December Q Listen and match. Draw lines. |. February a. party 2. August b. swimming 3. October c. winter vacation 4, July d. cousins’ visit Q write. What is your favorite time of the year? Is it spring, summer, fall, or winter? Write three things you like about it and what you do. Copyright © by Pearson Education, Ltd. Level2 95Level 2 | Units 7-4 | Mastery Test Nome @ Read and circle. 1. Does your school finish in June this year? Yes, my school always / never finishes in June. 2. Do you eat ice cream in the winter? No, I always / never eat ice cream in winter. It’s cold! 3. Do you go on vacation in December? Yes, I always / never go on vacation in December. 4, Does your family go to the beach on weekends? No, we always / never go to the beach. Q Write. Use the words from the box. don't favorite January skating winter | Stella: What do you do in 2 Peter: like on the ice. Do you go on vacation in winter? Stella: No, I . We never go away in —— My ___ month is July. Peter: Really? I love July, too. 96 Level Copyright © by Pearson Education, Ltd.Level 2| Units 7-4| Mastery Test Nome (@ Listen and check (/). 1. When do they go on vacation? Az B. 2. What does Laura want? 3. What animal are they looking at? A @Read and circle. Ilive in the (1) jungle / desert in the trees. Thave a long, (2) young / beautiful tail and strong wings. I like fruit. I eat apples and (3) carrots / mangoes. I like vegetables, too. 1(4) can / can't fly and I can jump. 1 (5) always / never swim. I'm a parrot! Copyright © by Pearson Education, Ltd. Level2 47Level 2 | Units 7-4 | speaking Assessment Prompts cai PaO ge ey ses sae 98 Level Copyright © by Pearson Education, Ltd.Level 2 | Units 7-4 | Speaking Assessment Prompts: Teacher's Notes $F 1, Point to the pictures and ask: How many fruits can you see? What’ your favorite fruit? What food do you want from these foods here? Elicit answers from the student. Challenge: Ask: What do you always/never eat for breakyast/lunch/dinner? Prompt the student to give a full answer, e.g., !never eat meat for breakfast 2. Point to the pictures and ask: How many animals can you see? Which animals can fly/run/swim? Do you like parrots/peacocks? Elicit answers from the student. Challenge: Prompt the student to pick one animal and say a few facts about it, eg, The hippo is big. It can swim. It has a big mouth. 3. Prompt the student to say the months in order. Then ask: What’ your {favorite month? Prompt the student to explain why. Ask: What do you do in August/December? When is your birthday? What do you do on your birthday? Challenge: Prompt the student to say the months on the page in order, ie, ea February, April, May, July, August, September, December. Copyright © by Pearson Education, Ltd. Level2 44Level 2 | Final Exam Name @ tisening (QB Listen and number. a @isten and check (v). (tis (@ Listen and write the number. L 2 3 4 a 00 Level2 Copyright © by Pearson Education, Lt.Level 2 | yal Exam Nome @isten and match. Draw lines. Copyright © by Pearson Education, Ltd, Level2 101Level 2 | Final Exam Name @ Reading @Read and match. Write. |. Where is the bathtub? a. It’s in the k, 2. Where is the couch? b. It’s in the b, 3. Where is the oven? c. It’s in the b 4. Where is the bed? d. It’s in the | i. - @Q Look and read. Circle T for True or F for False. 1. The movie theater is on Castle Road. 2. The café is between the supermarket and the library. 3. There's a bank on Park Avenue. 4, Where's the post office? It’s on Beech Avenue. 5. The train station is on the comer of High Street and London Road. a4aa aaa 4 102° Level2 Copyright © by Pearson Education, Ltd.Level 2 | Final Exam Nome @Q Match. Draw lines. I. I get up at seven o'clock in the morning. 2. She plays soccer at three o'clock in the afternoon. 3. He eats dinner at six o'clock. 4, My parents watch TV at nine o'clock. Q Motch. Draw Lines. 1. Can a cheetah run fast? 2. Can a monkey fly? 3. Can zebras talk? 4. Can polar bears swim? a. No, it can't. b. Yes, it can. «. Yes, they can. d. No, they can't. @Q Look and read. Put a check (V) or an X (x). This is a peacock. 3. These are burgers. [- Copyright © by Pearson Education, Ltd. She's an athlete. This is a bus stop. 1 Level2 103Level 2 | Final Exam Name Qwiiting @ Answer the questions. Write sentences. 1. What does he like doing? 2. What does he like doing 3. What does she like doing? 4. What do they like doing? @Q Read and write. Use the words from the box. bookstore postoffice restaurant supermarket |) 1. Mark wants to buy some food. He goes to a . 2. My cousin wants to send a letter. He goes to the 3. Mom is hungry. She wants to go to a 4, I want to buy a book. I want to go to a 104 Level2 Copyright © by Pearson Education, Ltd.Level 2 | Final Exam Nome ___ @ Read the answers. Write the questions. She wants to be an actor. 2. - Iwant to be a vet. 3. He wants to be a dancer. 4 They want to be chefs. QWrite. |. What is your favorite animal? What can it do? Write two sentences. 2. What do you do every day? What do you do on Sundays? 3. Choose one month you like and one you don't like. Write sentences. Score: / Copyright © by Pearson Education, Ltd. Level2 105Level 2| Final Exam| Speaking Assessment Prompts 106 Level2 Copyright © by Pearson Education, Ltd.Level 2| Final Exam] Speaking Assessment Prompts: Teacher's Notes eae a ee ee 1. Have the student look at the pictures of the children doing activities. Ask: What does he/she like doing? What do they like doing? Elicit the answers. ‘Then ask the student: What do you like doing? What do your friends like doing? Challenge: Prompt the student to say what he/she doesn't like doing. If possible, prompt them to explain why. 2. Point to the pictures of the rooms and have the student identify them. ‘Then ask the student to name two objects in each room, If necessary, you could prompt him/her by asking: What’ this? Challenge: Ask the student to describe his/her bedroom briefly. Prompt her with questions, if necessary, eg, Do you have a TV in your bedroom? Do you have a dresser? Where is it? 3. Ask: What do they do? Have the student identify each person's job by saying: He’ an artist/vet. She's a doctor. Ask the student: What do you want to be? He/She can answer with one of the pictures or one of the other jobs. Ask the student to explain why they chose that job: Why do you want to be (a vet)? Copyright © by Pearson Education, Ltd Level2 107Level 2| Answer Key and Audioscript Diagnostic Pre-Test ttt 24, 818, 46 4. to many books are there? ‘Thorave deve book 2. Hw many dogs ee tere? thereon dog 2. How many ape ether? ‘hor arefiteen ples 4. How many hts are ‘heer at 2G ABARAT AT A te fog ijamping 2. The ct eating 3th duck ng ‘The eat deping 5: The dogis running. BAG 2A 3B An. acs iny pay det 1 Welarethe cae he Grea! Bk Do wehavelcecreant 1: Novwe dort And we dnt ave ‘utce, Az Helo, Simon ke your dots 3 Thank you Tis omy vont ake 2 Ti your pants and our st toa 1 Tmgoing toa party As Where ny ga Mom? Be von our fe 1: And. heresy puppet? Bion the Bed to 1A: And my tain Ohh under the bd 1h, 226 A SS 19, 2.20, 3.15, ight See, 6.thiteen dae abate 1a 2.4, 8h he Be 6 2.98, 3.0 anal, ea, 3. whe, 4. ats, 5. jumping 10.1. 2 theyre, 3.15 4.Shes Mave, 2s, hav, Shave ister, 2ebrothers, 3. have, 4. got, 5 big, 1 1 1 1 108 Level2 Unit Practice Test Le teritt oa 2, ight photo FNL Whats doing? Heslteningeo muse 2. Wat she ding? Sheveaboringa picture. 2itke 2e 3h da, 5d 3.AThere a 2 Theis 3 Thereare, 4 Theres B18, 21319, 44 515 (11, How many markers ate there? Thee vig aes in he ax 2. How nay computer the” ‘Thercsoncomputerin hi cs-oom. 3. How many ae there? ‘There ae neten Dok inthe Bookstore 4. How many pensar tenet ‘There are ur pels in hs pene case 5. How nay des oe there! ‘hea ie desks 5.1. How many igh ters 2 are Ter Theron compat 3. How many Thera inten bos ‘Larter thr te four peo 5 How may Therese fen desks Accept apt vations Tin Pietre sng the computer 2 Pure paying game Unit | Unit Test Lia 26 3b 2. listening, 2. coloring, 3. gluing, 4. watching 3.13.65 (FV ites watebing a DVD. Shek coloring a picture. ‘They payinga game, "They listening toa story. 4, Aecuttig, 2 playing, 3. writing, 4. using 5. 1. How many children are there? 2 How many teachers are there? $3 How many books ae there? 6.1. there’, 2. Thereare, 3.are, 4. There a TAL ERB AL. BK Copyright © by Pearson Education, Ltd,| Level2| Answer Key and Audioscript 5 Unit 2 Practice Test SS cineweas Deshresal 1. at desta te dog Shel genie 2. What does Mario like doing? He likes iin his bike. ‘3 What do Franklin and Elisa like doing? “eye dinbing tes 4. Wht dos Le ie sing? Shetty tering 3 Aelyingtemis, 2 dings, 2 dlmbng wes 4 datcoarding 4. Laymmsics, 2 ing, 3,05, ites, 5 slanting Sabier ds 1. tet plyingon the de 2 Li ie kg soe all 4. Milos plying voll 4. Many ander end oe eat, 6. L gymnastics, 2 skating, 3. trees Unit 2 Unit Test Hat, by e2 d3 (11, What does your brother like doing? He likes playing tennis. , 2. What do you like doing? ike doing gymnasts, | What do your friends like doing? ‘They like paying volleyball. a 4. What does your sister lke doing? She kes ice sting. 2. kicking, 2 fying, 3. playing, 4. siding 3. likes, 2-love, 3:ikes, 4: loves 5. dort, 6.dont Ae 2d 3a, he 5b i 3. elites paying valleybal. Copyright © by Pearson Education, Ltd. 5. 1. Shelkes skating. 2. He likes playing tennis TB 2A, 6 1, i ack what do oui ding thot Bi ike doing gymaes [As And wha do youlke ding oer Schole ke paying volley ut dst like lyn el 2.0 Whoare thet De Theyre my ses They ke plying ante eta Do thy plying onthe swing? No thy dot. An thy dot ike plying onthe lide 2.8 Hing, What our doing? hey satboarding and yng 2 kite but dont iit Oh What do yolk doing? Tove eat! BLY DK 3 lends Unit 3 Practice Test 1. 1iving room, 2. bedroom, 3. kitchen, 4.athroom | OVA. Wheres the TV? 2. Where’ the dresser? 3, Where ae the oven and the fridge? 4. Wheres the bathtub? 3. bathtub —b 2. fridge —o, 2 oven ~ 3. Lecousins, 2 uncle, 3. Henry’, 4. aunts, 5. Brians 4. ten0, 2.ye5, 3.n0, dyes 5.1, Students should draw a kite in font of the bed 2. They should draw a sock onthe dresser, next tothe DVD player 3. They should draw a backpack between the bed and the dresser 4. They should draw a skateboard behind the dresser, Level2 109Level 2| Answer Key and Audioscript V1, As Where’ the kite? [Br Isin font ofthe bed. OK Now the sock, Where iit 1 Ison the dresser Next tothe DVD. player OK 3. Bs Now can you see the backpack? \: No. Where sit? 1B Itsbetween the bed and the dresser, ‘A: Ob, OK 4B And the last one, AA: Where isthe skateboard? Bs Its behind the dresser. A:OK. 2. Unit 3 Unit Test Lax bach dd (1. Where does your mo make dine She mats dinner inthe chen 2. Where does your aly watch FV? “They watch TV nthe ting room, 3. Where do you gt reset Tet resid inthe betioom, 4. Where does your brother bis tet? ebrshes is ehin the bthrom 2. 1.c-athrom, 2.d~Ivng oom, 2 then, 4.0 bedroom 3.1. Where arb 2 Where 3: Wher’ .Where are 1. thechaisae behind the table 2 the lamps in front of the coches. 2. The dene between the ote 4 Thedallsare not tothe TV 4 Yeni 2 cousin, uncle 4. grandpa 5. ble, 2 chi, 3. cou 4. DVD player 6. five, 2.Beind, 3. Nexto 4, Between 7AM, 2 Theyre, 3.1, 4 Theyte, 5. Theyre Wo Level2 Units 1-3 Mastery Test hag bal dd V1, hates dong? She gig shapes 2. Whats he doing? eb onng the compute, 3. Whate se dong? Shek cloring a pct 4. What ae they dong? They're paying game 2.t.wrtng, 2 coloring 3. Hstening coud, 8: cating 3. Lavetree, 2.isone, arte, 4.inone 4.1.30, 2.70, 3.100, 4.50, 5.80 V1 tity 2 seventy 3.4 hundred ‘hy 5. ihty 5. forty-two, 2-ninty 3. twenty-eight Aatundred, 5: thity-one, 6. fy 6.1. he ies dong gymnastics. 2 She likes ice cating 3. He kes datebordng 4. He ies ing hisbike 5: The ke ying 2. Linfron of, 2.net to 3. being 4. between 8. 2.15 theyre, A They, 8.15 4.1. playing, 2.Ayng 3.ring, 4, cimbing 10. tov, 2oves, 3. love loves, Sores, love 11a 2.6 3 da 1B. father, 2. Benjamin, 3. Gin, 4 anc bby, 6. aunts 16, temo, 2.no, 3.98, dno, S.ye, 6 ys 1A 26 a0 1. Doyouit ateboating, Alex? Yo Teattcateboard ‘A What about gymnast Do you ike ding gymnastics 1: Un stm not ely Howe using the computer and paying goes! Copyright © by Pearson Education, Ltd.Level 2| Answer Key and Audioscript 2 As Theresa table snd four chats Bs No, look There ae ive chairs ‘A: Theres one more! B: So, six chalts and one table A: Gooil! ‘Where do you want to put the lamp? B: Betwoen the couches? ‘A: No donitlike it there, How about next to this couch? Bs Him. Look = behind the couch A Yes thats nice. Unit 4 Practice Test 1.1, Yes theres, 2.No there isn, 3. theres, 4. No, thee is 2. Lerestaurant 2 postofce, 3. supermarket, 4. bus stop 3. Lin, 2between, 3. next 0, 40 V1, The music store ison Bim Street. 2. The movie theater is between the gas station and the rain station, 8 The brary ie next othe gas station 4. The bank i on Cherry Stet. Bete 2d, 3.0, 4b 5. 1Lwant, wants, 3.want, want, 5. wants Unit 4 Unit Test WT 28 RAT V1. The spermartet ison the corner of Main Set and River tet 2. Therestmarat is between the gs station and the bus top. 2. The computer stores next to the Tir 4 Thetrin tation son Green Stet 2.1. Yes there i 2.No therein, 3. Ys there i 4Ne therein: 3. Lea, 2-ther en, an, 4 to buy Thee, 6. between 4.1 ha 3d 4b Copyright © by Pearson Education, Ltd. 5.1.8, 2.634 AA. Ae Lanta buy bok Is there bookstore nea hee Noy there int You can goto the shopping center, [As Where iit? Bs Itkon Elm Steet. Next tothe movie theater 2. B: Doyou have a bike? A: Yes, do. Bs Do you ride it to school? A: No, dont. goto school by bus 3. B: Do you want to watcha movie? A: No,Idont. Bs OK. Lats ook at comptes, {As But Fm hungey. Bs Allright. Lets goto the restaurant. 6. 1. wants, 2, want, 3: They, 4. Andrew, 5. want 6. want 7.25,3,1064 Unit 5 Practice Test Te Layvet, 2e,dancer, 3.4, teacher 4. b,artst 5.6, plot V1, Hove animals. I want to be a vet 2. ike litening to must. I want to be dancer 3. [like being with children, I want to bea teacher 4. Love painting pictures, want to bean ait. 5. Like fying, [want to bea pilot 2 Lewiter, 2 doctor, 3-actor,d.athete 3. 1.dors, wants, 2.do, want, 3. does, wants, 44. do, want 4,1, Hewantstobea vet. 2.1 wantto bea chet 7 3. She wants to bea dancer. 4 My cousins want tobe teachers. B.Ld 26 Se, 4a, 5b Level2Level 2| Answer Key and Audioscript Unit 5 Unit Test LAB 273.8 4 5F VA, What does he want to be? He wants to bea doctor What does she want to bet She wants to hea writer. What do they want to bet ‘They want tobe chefs ‘What do you want to be? ant tobe an artis. - What does Jonny want to bet He wants tobe teachee. 2 a 4 2A. BA. a. Bu. 6.1. 2 3 4 5: singer, 2. vet, 3. doctor, 4. teacher carts b, 2 doctor dy 3. writer cA. dancer, does, 2. wants 3.do, 4. want, 5do, 6. want oes, 2.0, 3.0, 4. does, 5, does He ots tobe «mechani Tanto be water They wt tobe capes She wantstobea farmer He tt tobe arrest FAG 2B, 3.8 4A 1, A: Doyo vat to bea plot Man? B; Noy becse dnt ie yng What do you lke doing? ike ania det want be te vant bea firmer ace me Ine sme money 1 there aank nearer! Yess on Elm Stet on. Usbetween the aireterbanda rise Tank ou very mc, Lays your dan actor Nat hentai poe Ieee Iobea dngert Nota He oct ek sage. Ont esa dancer Tat igh 12 Level2 ove making thing, but I dost rant to bea carpenter, 3: Do you want to e an aetist? No, because I cant dra ike food, too, 3s Do you want to bea chef? Yes, Ido! Unit 6 Practice Test Ie. does, 2.do, 3:do, 4. does 2. seven oelock, 2. four otdock, twelve oelock, 4 nine olock What time do you eat hunch? 9. When does the movie start? - What time does schoo! finish I. When do your fiends do their homework? rwootlock, 2 seven olock, Scone clock, 4: four oock (V1, [eat lunch at two o'clock. 2. The movie start seven otlock t 1. School finishes atone alock. 4. They do their homeworkat four etlock. 7.00 get 80 - go swimming, 9.00 —gotorctoo 1200 eat ach, 3.00- omy homework, 600 go home 1. he docs he mee 2. he gos home at our ook 2: She goe swimming every morning. ‘anew ll ry (V1 get pve day a even cock ogo ‘ocho at ne Glock Ate ook Trung and Let iunchintheschool cater School inset theeoock to doy heer in te Ray A fear otc ome. Every morning et tight dock posing wh Mom 1. What, 2. How many, 3. When, 4. Who, 5.How, 6. Where 1 3 Copyright © by Pearson Education, Ltd,Level 2| Answer Key and Audioscript Unit 6 Unit Test 1 - nine olock, ¢, 2.twelv olock, 3eightotlock, a, 4 sixoclock,b, 5. three olock,¢ C1, He goes to bed at nine oelock. 2. They eat hunch at twelve otk. 3 School starts at eight o'ock, 4. He gets upat sx olock. 5 School inshes at thee olock. 2.25.6, 1,34 Bu. “4, Wording may vary slighly 1. She goes to bed atten olock. 2. She takes ath at nine oldock, 3. They watch TV at eight olack. 4. They ride ther bikes at iv oock. TeAcget up, 2 schol, 3. breakfist 4 end, S.otlock 6. TV. B.kJones, 2 Happy 3.6, 4. two V1. 4 Hell, Whats your nan? Bs Mis Jones Aslsthat ONES. Bs Yes tht ght. Mis Jones. ma math teacher. 2. A: Where do you work? Bs At Happy Stret Schoo Happy? H-A-double PY? Botha ight {4 A: What time do you get up everyday? Br Arsh dock, Av thatseaey Wel, choo starsat eight ook and “ike to ran inthe park before wor. 4A: What time do you finish work? B:Attwooidock| Two? ‘Yes. Then Igo home ad have lunch at thee ook. ‘A: OK, thankyou 2e 34, 4a, 5. Copyright © by Pearson Education, Ltd. Units 46 Mastery Test Lan 20341 V1. the restaurants on East Street. 2 The computer store i between the gas sation andthe pst ofc. 3. The estaaat next to the movie theater 4 The movie theater ison the corner of Maple Street and Pine Street. 2. ant, 2.t0buy, 3. Tews, 4. ner, Scbetween, 6. There ist B.L.Novthere int. 2 Yes, there is 3-Ye theres 4. No there ist 4. tewant 2-My frend, 3.My brothers 4. wants SLRs 20, Bl AK, 5h, od Barbies d2 V1, What do you want to bet I wantto bea doctor, 2. What do you want bet Tanto be dance: 3. What do you want tobe? want tobe a plot 4. What do you vant ibe? I want tobea writer 7. 1. What does your sister want t bet She wants to be a dancer 2, What do your friends want to bet They want tobe vets 3. What does George want to be? He wants to bea write, 4. What do your cousins want tobe? “They want tobe teachers. 8. Lechel, 2. teacher, 3. singer, 4. artist, 4. Lone ielock, 2 six odock, 3. thre olock, Asfive clock, 5, eleven oilock 10.1.6 26 3.4, 4.6 Sa, 6b Level2 13