Stella Maidment and Lorena Roberts

Evaluation Book

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 appy H o us
H New Edition e 2
Evaluation Book

Contents
Introduction 3
Unit tests 5
Skills test (listening) 12
Skills test (speaking) 13
Skills test (reading and writing) 14
Answer key and audio scripts 15
Evaluation sheets 18
Portfolio 23

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 Testing and evaluation
Introduction
Happy House 2 provides different ways of
evaluating children’s progress, through ongoing
assessment, children’s self-assessment, language
portfolio suggestions and formal testing.
1 Classroom evaluation
Ongoing classroom evaluation is key to assessing
children’s progress. This can be achieved in a number
of ways.
Monitoring
When children are engaged in productive
activities such as speaking, writing or colouring, walk
around the classroom and check their progress, elicit
language and offer help where appropriate. Either
monitor the performance of the class as a whole or
select a smaller group to focus on in successive
activities and make notes of individual children’s
performance using the evaluation sheets (see
below).
Regular reviews in the Activity Book
The double-page review section in the Activity Book
aims to revise the main learning points at the end
of each unit, giving you an opportunity to evaluate
how much children have understood.
• Always start this lesson by revising the language
of the units, using flashcards or word cards to
focus on vocabulary. It’s also useful to sing the
songs again to help children memorize the key
words. You may wish to make notes as to which
children are still having difficulty in recognizing
or producing words. These notes can be recorded
later on the teacher’s evaluation grid (see below).
• Go through the Activity Book review activities.
Explain first what children have to do to
complete each exercise. Give children time to
check their answers. Observe how individual
children respond to the exercises.
• This spread also includes simple self-evaluation
activities which enable children to reflect on their
learning in a simple and unthreatening way. With
very young children, this will begin as reflecting
on whether they generally enjoyed the unit and
thought they had understood the main learning
points or whether they were worried and have
found difficulties.
HHNE2EB_p01-24.indd 3
The evaluation sheets
There are seven unit-specific evaluation sheets to allow
you to check pupils’ knowledge of the vocabulary
and structures of each unit. See pages 18–21.
A teacher’s evaluation sheet is provided on page 22.
This is to help you keep ongoing records of children’s
progress in skills and includes sections on attitudes
towards learning. This evaluation sheet can be
completed every term.
From this information you can plan further
extension activities to develop the language of those
children who have mastered the material easily and
consolidation to reinforce the language of those
children who are having difficulties.
You may also want to consider your pupils’ progress
within the A1 level of descriptors of the Common
European Framework of Reference for Languages,
although not all of the criteria are relevant to this
very early stage in language learning. See page 21.
2 Self evaluation
Self evaluation is a key part of children’s
development as language learners. It encourages
important learning skills such as monitoring
progress, setting goals, and assessing their own
learning styles.
Talk to children about how they feel about their
work. Use the self-evaluation activities in the Activity
Book Review pages which show the smiley face of a
happy house! Ask individual children to express how
happy they are about their progress in English. It is
highly motivational for children to feel that their
teacher is taking an interest in their self-assessment,
so make time to comment on children’s assessments.
If a child expresses particular difficulties in the
self-assessment, arrange to talk to him/her individually.
3 Language Portfolio
Children can create an individual record of learning
in a portfolio. The portfolio documents information
about the child’s special interests and aptitudes and
pieces of work which exemplify what the child has
achieved.
A Language Portfolio is:
• a means of celebrating language learning and
intercultural experiences;
• an open-ended record of children’s achievements
in languages;
• addressed to and is the property of the learner;
• a valuable source of information to aid transfer
to the next class or school.
3
17/12/08 10:08:50
 At its simplest level and with very young children it is Administering a test
easiest to administer in the form of a dossier, folder
Testing is an important part of the teaching/learning
or box where learners can file work and materials
process. Pupils can become anxious about tests, so
to illustrate the achievements they have made in
it is important to create a calm and supportive
language learning. The Take-home English projects
environment. Before setting a test, have a quick
at the end of each unit in the Class Book are ideal
warm-up session on the language to be covered in
projects to be stored in a portfolio. This can also be
the test.
an excellent way to increase parental involvement as
children can take the portfolio home to share their
learning with their parents. Administering the Speaking Skills test
This test offers an opportunity to evaluate speaking
The Language Portfolio can be developed more skills through short individual speaking activities.
systematically during the course of the Happy series, Ask individual pupils to come one by one to the
when children are slightly older and able to reflect front of the class or to a quiet corner with their
on and assess their own learning more effectively. copy of the test. Some pupils may feel anxious,
so encourage them to relax and feel at ease.
4 Testing The speaking activities mainly involve recognizing
pictures and saying the corresponding words.
Tests are a more objective check on what exactly
children have learnt and what needs more
consolidation. From this diagnostic information you Further reading
can decide on remedial activities. Pupils can be For more information and ideas on evaluating
encouraged to realize that testing is not merely a children, please see Assessing Young Learners
way of assessing their progress, but that it helps you (Ioannou-Georgiou & Pavlou, Oxford, 2003)
to see what errors they are making, and will help the
pupils to correct them, by giving further explanation
and support. Mistakes need not be presented in a
negative light; rather as a positive stage in learning,
to guide pupils towards future progress.

Types of tests in Happy House

The Happy House Evaluation Book contains the
following tests:
• Unit tests 1–7: Seven one-page Unit tests which
cover the vocabulary content presented in each
core unit. The Unit tests can be administered at
the end of each unit.
• End-of-year skills tests: Three one-page tests
which cover the content of the course and
evaluate the key skills of Listening, Speaking, and
Reading and Writing.

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 Test Name:
1 Listen and write the numbers. 2
48

2 Read and circle.

1 2
1 a zebra a tiger a crocodile

2 a lion a monkey a zebra

3 4
3 a snake a crocodile a tiger

4 a zebra a snake a monkey

5 6
5 a crocodile a monkey a lion

6 a tiger a lion a zebra

3 Read and write Yes or No.

1 Can you see a lion? No
2 Can you see a tiger?
3 Can you see a zebra?
4 Can you see a snake?
5 Can you see Polly?
6 Can you see a monkey?

Unit 1 Test PHOTOCOPIABLE Happy House 2 New Edition © Oxford University Press
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 2 Test Name:

1 Listen and circle. 2

49

1 2

3 4

5 6

2 Read and colour.

a pink pen a yellow table a red book

a green chair a blue clock

3 Read, circle and write.

1 2
1 It’s my / your book .
2 It’s my / your .
3 4 3 It’s my / your .
4 It’s my / your .
5 6 5 It’s my / your .
6 It’s my / your .

6 PHOTOCOPIABLE Happy House 2 New Edition © Oxford University Press Unit 2 Test

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 3 Test Name:

1 Listen and ✔ (Yes) or ✘ (No). 2

50

2 Read and match.

rice bread

yoghurt cheese

pasta fish

3 Read and write.

1 I don’t like rice .
2 I like .
3 I don’t like .
4 I like .
5 I don’t like .
6 I like .

Unit 3 Test PHOTOCOPIABLE Happy House 2 New Edition © Oxford University Press
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 4 Test Name:

1 Listen and write the numbers. 2

51

2 Read and colour.

Look at my face.
I’ve got green eyes,
a blue nose, and
an orange mouth.
I’ve got pink hair and
I’ve got big red ears.

3 Read, and write the words.

ears got blond my eyes red

I’ve got blond hair.

I’ve got brown .
I’ve a mouth.
I’ve got 2 pink .
I like face!

8 PHOTOCOPIABLE Happy House 2 New Edition © Oxford University Press Unit 4 Test

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 5 Test Name:

1 Listen and write the numbers. 2

52

In the garden. In the bedroom.

In the hall. In the kitchen.

In the bathroom. 1 In the sitting room.

2 Read, and write Yes or No.

1 Is the television in the hall? No
2 Is the snake in the garden?
3 Is the tiger in the sitting room?
4 Is the pen in the bathroom?
5 Is the clock in the kitchen?
6 Is the book in the bedroom?

3 Write.

bedroom

Unit 5 Test PHOTOCOPIABLE Happy House 2 New Edition © Oxford University Press
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 6 Test Name:

1 Listen and match. 2

53

1 2 3 4 5 6

2 Read and circle.

1 2 3 1 a sunhat a T-shirt sandals

2 a dress trainers shorts

3 shorts a sunhat sandals

4 5 6
4 a T-shirt trainers a dress

5 sandals a dress trainers

6 a sunhat a T-shirt shorts

3 Write.

I’m wearing a dress ,

a and .

I’m wearing a ,
and .

0 PHOTOCOPIABLE Happy House 2 New Edition © Oxford University Press Unit 6 Test

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 7 Test Name:

1 Listen and write the numbers. 2

54

1
2 Read and circle.
1 2 3

a ball a bike a skipping rope

a boat a trampoline a bike
4 5 6

a boat a bike a scooter

a scooter a trampoline a boat
3 Look and write the words.

swimming riding a bike skipping

jumping hopping running

1 2 3

I’m hopping . I’m . I’m .

4 5 6

I’m . I’m . I’m .

Unit 7 Test PHOTOCOPIABLE Happy House 2 New Edition © Oxford University Press

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 Skills test (Listening)
1 Listen and circle. 2
55

1 2

3 4

5 6

2 Listen and write the numbers. 2

56

1
3 Listen and write P (Polly) or J (Jack). 2
57

1 P

2 PHOTOCOPIABLE Happy House 2 New Edition © Oxford University Press Skills test

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 Skills test (Speaking)
1 What can you see? Point and say.

2 What do you like? Point and say.

3 Is it in the hall? Look and say.

Skills test PHOTOCOPIABLE Happy House 2 New Edition © Oxford University Press
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 Skills test (Reading and Writing)
1 Read and write Yes or No.
1 2 3

Is it a tiger? No Is it a pen? Is it a fish?

4 5 6

Is it an ear? Is it a T-shirt? Is it a bike?

2 Circle the odd one out.

1 bike scooter monkey ball
2 kitchen hall garden teacher
3 pasta mouth eye face
4 table chair clock lion
5 shorts trainers boat dress

3 Look and write the words.

boat book sunhat pen snake bread

1 2 3 1 The bread ’s on the table.

2 The ’s in the bag.
3 The ’s in the bathroom.
4 5 6 4 The ’s on the chair.
5 The ’s on the TV.
6 The ’s in the pencil-case.

4 PHOTOCOPIABLE Happy House 2 New Edition © Oxford University Press Skills test

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 Answer key and audio scripts
Before starting each test exercise, look at the task 3 Read, circle and write.
together and make sure all the children understand Children use the clues in the pictures to decide
the instructions. Do the example as a class if which object belongs to Jack and which to Daisy.
necessary. Then they circle my or your and complete each
sentence by writing the name of the object.
Explain that they can copy the six words from
Unit 1 test the activity above or from their word cards if
48
1 Listen and write the numbers. 2 necessary. Make sure they understand that it is
Children listen to the recording and write the Jack who’s speaking.
correct number in the box. Pause the audio Answers
between each item to allow enough time for 1 It’s my book. 2 It’s your chair.
children to record their answers.
3 It’s my pen. 4 It’s my clock.
Audio script/Answers 5 It’s your table. 6 It’s my lion.
1 It’s a tiger. 2 It’s a monkey.
3 It’s a crocodile. 4 It’s a lion. Unit 3 test
5 It’s a zebra. 6 It’s a snake. 50
1 Listen and ✔ (Yes) or ✘ (No). 2
2 Read and circle. Children listen and record the girl’s answers by
Children choose which of the three words on the putting a tick for Yes and cross for No in each
right matches the animal picture on the left, and box.
circle the correct word. Audio script
Answers Presenter: Do you like pasta?
1 a tiger 2 a zebra Girl: Pasta? Mmm, yes!
3 a snake 4 a monkey Presenter: Do you like cheese?
5 a crocodile 6 a lion Girl: No!
Presenter: Do you like yoghurt?
3 Read and write Yes or No. Girl: Yes.
Children look at the picture and then answer the Presenter: Do you like bread?
questions about what they can and can’t see by Girl: Yes.
writing Yes or No. Presenter: Do you like fish?
Answers Girl: No.
Presenter: Do you like rice?
1 No 2 Yes
Girl: Yes.
3 No 4 Yes
5 No 6 No Answers
fish ✘, yoghurt ✔, rice ✔, cheese ✘, bread ✔,
Unit 2 test pasta ✔
49
1 Listen and circle. 2 2 Read and match.
Children listen to a word, identify the correct Children match each word to the correct picture
picture in each group of three and circle it. by drawing a line between the two.
Audio script/Answers 3 Read and write.
1 a chair 2 a book Children look at the pictures and decide which
3 a clock 4 a teacher food the boy likes and doesn’t like. They then
5 a pen 6 a table complete the sentences with the appropriate
food words, as if the boy were speaking.
2 Read and colour.
Children read each phrase, identify the correct Answers
picture and colour it according to the description. I don’t like rice / fish / pasta.
Do the first item with the children as an example. I like cheese / bread / yoghurt.

Answer key and audio scripts 5

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 Unit 4 test Unit 6 test
51 53
1 Listen and write the numbers. 2 1 Listen and match. 2
Children listen and write the correct number in Children will hear six children describe the clothes
each box. they are wearing. They must listen and identify
each set of clothes in order to match them to the
Audio script/Answers
correct child.
1 My face. 2 My nose.
3 My mouth. 4 My ears. Audio script/Answers
5 My hair. 6 My eyes. 1 I’m wearing a dress, sandals and a sunhat.
2 I’m wearing shorts, a T-shirt and trainers.
2 Read and colour. 3 I’m wearing shorts, a T-shirt and sandals.
Children read the text, and then colour the face 4 I’m wearing a dress and sandals.
so that it matches the description. Note that 5 I’m wearing a dress and trainers.
there is no model answer for this exercise. 6 I’m wearing shorts, a T-shirt and a sunhat.
3 Read, and write the words. 2 Read and circle.
Children read the gapped text and choose a word Children choose which of the three words on the
from the box to complete the sentences. right matches the picture on the left, and circle
Answers the correct word.
I’ve got blond hair. I’ve got brown eyes. Answers
I’ve got a red mouth. I’ve got 2 pink ears. 1 a sunhat 2 trainers
I like my face! 3 shorts 4 a dress
5 sandals 6 a T-shirt
Unit 5 test 3 Write.
52
1 Listen and write the numbers. 2 Children identify the clothes each child is wearing
Children listen and write the correct number in and write the clothes words in order to complete
each box. Make sure that you pause between the speech bubbles.
each item to allow time for children to record Answers
their answers.
Girl: a dress, a sunhat and sandals
Audio script Boy: a T-shirt, shorts and trainers
1 Where’s Jack? 2 Where’s Dad?
3 Where’s Daisy?
5 Where’s Mum?
4 Where’s Otto?
6 Where’s Polly?
Unit 7 test
54
1 Listen and write the numbers. 2
Answers
Children listen, and write the correct number in
4 In the garden. each box.
2 In the hall.
5 In the bathroom. Audio script/Answers
3 In the bedroom. 1 I’ve got a scooter.
6 In the kitchen. 2 I’ve got a trampoline.
1 In the sitting room. 3 I’ve got a bike.
4 I’ve got a ball.
2 Read, and write Yes or No. 5 I’ve got a boat.
Children look at the pictures and answer the 6 I’ve got a skipping rope.
questions.
2 Read and circle.
Answers
Children choose the word which matches the
1 No    2 Yes    3 No    4 Yes    5 Yes    6 No picture and circle it.
3 Write. Answers
Children label each part of the house by writing 1 a ball 2 a trampoline
the correct word in each box. 3 a skipping rope 4 a scooter
5 a bike 6 a boat

6 Answer key and audio scripts

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 3 Look and write the words. Possible answers
Children identify the activities in the pictures and I can see a tiger.
choose the correct verb from the box. They copy I can see a chair.
the verb to complete the sentences. I can see a clock.
Answers I can see a zebra.
I can see a trampoline.
1 I’m hopping. 2 I’m skipping.
I can see sandals.
3 I’m jumping. 4 I’m swimming.
5 I’m riding a bike. 6 I’m running. 2 What do you like? Point and say.
Children look at the items and say whether they
Skills test (Listening) like them or not. Encourage them to make whole
55 sentences: I like… / I don’t like…
1 Listen and circle. 2
Children listen to a word, identify the correct 3 Is it in the hall? Look and say.
picture and circle it. Look at the picture of the house with the
Audio script/Answers children and ask the following questions.
Encourage them to answer with full sentences:
1 a teacher 2 a crocodile
It’s in the…
3 a nose 4 rice
5 sandals 6 a skipping rope Script/Answers
56 Where’s the monkey? It’s in the bedroom.
2 Listen and write the numbers. 2 Where’s the sunhat? It’s in the hall.
Children listen and write the correct number in Where’s the clock? It’s in the living room.
each box. Where’s the cheese? It’s in the kitchen.
Audio script/Answers Where’s the bike? It’s in the garden.
1 This is your book. Where’s the boat? It’s in the bathroom.
2 This is my sunhat.
3
4
This is my book.
This is your lemonade.
Skills test (Reading and
5 This is your snake. Writing)
6 This is my orange juice.
57
1 Read and write Yes or No.
3 Listen and write P (Polly) or J (Jack). 2 Children look at the pictures and decide what
Children listen, look at the picture and decide they show. Then they answer the questions by
whether the statement they hear on the audio writing Yes or No.
describes Polly, or Jack. They write P or J.
Answers
Audio script 1 No    2 Yes    3 Yes    4 No    5 No    6 No
1 I’m wearing a dress.
2 I’ve got a big nose! 2 Circle the odd one out.
3 I’m wearing shorts. Children read the words and circle the one that
4 I’m wearing sandals. doesn’t go with the others.
5 I’ve got black hair! Answers
6 I’ve got big ears!
1 monkey 2 teacher
Answers 3 pasta 4 lion
1 P    2 J    3 J    4 P    5 J    6 P 5 boat

3 Look and write the words.

Skills test (Speaking) Children read the sentences, then they look at
1 What can you see? Point and say. the pictures to find which object is in the location
Children look at the picture and say what they that is described. They choose the correct word
can see. Encourage them to use whole sentences, from the box and copy it into the answer space.
if possible: I can see… Answers
1 bread 2 book
3 boat 4 snake
5 sunhat 6 pen

Answer key and audio scripts 7

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 8
Pupils
Pupils

Unit 2
Unit 1

HHNE2EB_p01-24.indd 18
School time
Playroom safari

PHOTOCOPIABLE
a chair
a tiger
a table

Vocabulary
Vocabulary

a pen a monkey
Evaluation grids

a teacher
a zebra
a book

a clock a snake

red, blue, pink

a crocodile
yellow, green, orange

Happy House 2 New Edition © Oxford University Press

Numbers 1–9 a lion

This is my/your
(table). I can see…

Structures
A (blue) book.
Structures

I can’t see…
It’s a (red) clock.

How many (cars)? Can you see (a lion)?

It’s loud. Can (zebras) run/climb

quiet/fast/slow trees/fly? Yes/No
C-C links
C-C links

Evaluation grids

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HHNE2EB_p01-24.indd 19
Pupils
Pupils

Unit 4
Unit 3
I’m hungry!

Happy faces

Evaluation grids
eye(s) fish

nose yoghurt

Vocabulary
Vocabulary

cheese
mouth
Evaluation grids

bread
ear(s)
rice
hair
pasta

PHOTOCOPIABLE
face
tea, coffee
feet, hands
water, milk

big, small orange juice

brown, black lemonade

blond, red Do you like...? Yes/No

I’m hungry.
Look at my (face).
Structures

I like… / I don’t like…

I’ve got pink hair/big
Structures

ears. Here’s some (fish).

I can see/hear/touch/ From cows we get

Happy House 2 New Edition © Oxford University Press

smell/taste with my milk. From milk we get
(hands). yoghurt.
C-C links
C-C links

9
17/12/08 10:09:19
 20
Pupils
Pupils

Unit 6
Unit 5

HHNE2EB_p01-24.indd 20
My house

Summertime

PHOTOCOPIABLE
a T-shirt bedroom

bathroom
shorts

Vocabulary
Vocabulary

kitchen
Evaluation grids

trainers sitting room

hall
a sunhat
garden
a dress television

sock
sandals

Happy House 2 New Edition © Oxford University Press

bag
I’m wearing…
shoe

Structures
What are you wearing? Is it a (television)?

Where’s my sock?
Structures

Are you wearing…?

Is it in/on the/your…?
My (yellow) hat. It’s on/in the (red) box.

It’s sunny. It’s upstairs/downstairs.

rainy/snowy/windy It’s on the left/right.
C-C links

C-C links

Evaluation grids

17/12/08 10:09:20
 Evaluation grids
Unit 7 Vocabulary Structures C-C links
Playtime

I’m (walking to school).

I’m playing with my…

skipping/hopping/
jumping/running/
I’m riding a bike.
a skipping rope

I’m keeping fit.

a trampoline

swimming
a scooter

a boat
a bike

a ball
Pupils

UNDERSTANDING SPEAKING WRITING

A1 Listening Reading Spoken Interaction Spoken Production Writing
Pupil can recognize Pupil can Pupil can Pupil can use Pupil can write a
familiar words and understand interact in a simple simple phrases short, simple post-
very basic phrases familiar names, way provided the and sentences to card, for example
concerning him/ words and very other person is describe where he sending holiday
herself, his or her simple sentences, prepared to repeat or she lives and greetings. Pupil
family and for example on or rephrase things people he or she can fill in forms
immediate notices and posters at a slower rate of knows. with personal
concrete or in catalogues. speech. Pupil can details, for
surroundings when ask and answer example entering
people speak simple questions in his or her name,
slowly and clearly. areas of immediate nationality and
need or on very address on a form.
familiar topics.

Evaluation grids PHOTOCOPIABLE Happy House 2 New Edition © Oxford University Press
2
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 Happy House 2 Evaluation sheet
Name:

Class: Date:

Needs No opportunity
Learner’s name Satisfactory
improvement to evaluate
Listening
The learner can listen attentively to the teacher and peers
The learner understands the teacher’s instructions
The learner can follow simple stories with understanding
The learner can identify simple information from the listening text
Speaking
The learner can repeat single words and simple phrases after a
given model (the teacher or audio material)
The learner can produce single words and simple phrases
The learner can produce simple sentences
The learner can answer simple questions
The learner can ask simple questions
Reading
The learner can read single words
The learner can read simple sentences
The learner can read aloud with comprehension
The learner can read by taking turns in a dialogue
Writing
The learner can copy correctly
The learner can write single words correctly
Vocabulary
The learner recognizes the meaning of words when heard
The learner can name items which have been taught
The learner can recall words learnt previously
Social development
The learner can co-operate in a group
The learner eagerly helps others
The learner communicates with ease with his/her peers
The learner works hard and takes responsibility for his/her work
The learner can evaluate his/her own work

Teacher comments:

Teacher signature:

22 PHOTOCOPIABLE Happy House 2 New Edition © Oxford University Press Evaluation sheet

HHNE2EB_p01-24.indd 22 17/12/08 10:09:20

 f o l i o
e P ort
gua g
L a n
My
a m e:
N
s:
Clas
:
Age

Happy House Portfolio

$
$

Portfolio Cover PHOTOCOPIABLE Happy House 2 New Edition © Oxford University Press
23
HHNE2EB_p01-24.indd 23 17/12/08 10:09:22
 The Happy House 2 Evaluation Book offers a range of unit and skills
tests to enable teachers to undertake regular progress checks and to
make testing easy.

It contains:
• Unit tests and skills tests (listening and speaking)
• Answer keys and listening transcripts
• Full teaching notes, giving support on testing young learners
• Evaluation grids to record pupils’ achievements
• Common European Framework descriptors at A1 level
• Support for Language Portfolios

Website: www.oup.com/elt/happyhouse

All rights reserved. No part of this publication may be reproduced,

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isbn: 978 0 19 473031 0
Printed in China

acknowledgements
Illustrations by Peter Stevenson

3
www.oup.com/elt

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