Assessment Booklet Starter, 1 and 2
Susannah Reed
Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world. www.english-adventure.net All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers. Š 2006 Disney Enterprises, Inc. Š Pearson Education Limited 2006 First published 2006 ISBN 13: 978-1-4058-4338-6 ISBN 10: 1-4058-4338-1 Printed in Spain by Mateu Cromo, S.A. Pinto (Madrid) Designed by AC Estudio Editorial, S.L. Illustrations by Alberto Hoyos
Teaching notes and answer key
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MY FIRST ENGLISH ADVENTURE STARTER, 1 AND 2 A ASSESSMENT BOOKLET
TEACHING NOTES AND ANSWER KEY ASSESSMENT SHEET CHARTS
4 10
ASSESSMENTS MY FIRST ENGLISH ADVENTURE STARTER
12
MY FIRST ENGLISH ADVENTURE 1
17
MY FIRST ENGLISH ADVENTURE 2
23
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Teaching notes and answer key ASSESSMENT
1
Use the assessment to check that: a Pupils understand and use the word: hello. (1 point) • Ask pupils to wave at the monster and say: hello! b Pupils understand and can point to body parts: head, arms, legs. (3 points) • Read the teacher script below. Pupils look at the picture and point to the body parts as you say them. Teacher script Head, head Arms, arms Legs, legs c Pupils understand and can use the colour: blue. (1 point) • Pupils find a blue crayon. Say: blue and demonstrate picking up a blue crayon. • Say: head – blue. Pupils listen and colour the monster’s head blue. Note. Rather than colouring the whole of the monster’s head, which can be time-consuming, you can ask them (L1) just to make a blue mark on the monster’s head.
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My First English Adventure Starter, 1 and 2
ASSESSMENT
2
Use the assessment to check that: a Pupils understand and can point to family members: mum, dad, baby. (3 points) • Read the teacher script below. Pupils look at the picture and point to the family members as you say them. Teacher script Mum, mum Dad, dad Baby, baby b Pupils understand and can use the colours: blue and red. (2 points) • Pupils find blue and red crayons. • Read the teacher script below. Pupils listen and follow the path with their fingers from the mum and dad to their feeding bowls. Teacher script Mum – red Dad – blue • Read the teacher script again. Pupils colour the feeding bowls in the correct colour – the mum’s red and the dad’s blue. Note. Repeat the teacher script as often as necessary. If your pupils have good hand/eye coordination, you could ask them to draw a line through the paths. Otherwise, just use the tracing with a finger method.
ASSESSMENT
3
Use the assessment to check that: a Pupils understand and can point to animals: dog, mouse, bird. (3 points) • Read the teacher script below. Pupils look at the picture and point to the animals as you say them. Teacher script Mouse, mouse Dog, dog Bird, bird b Pupils understand and use numbers: one and two. (2 points) • Count the animals with the children. Point to one mouse and say: one. Then trace with your finger to the matching mouse and say: two. • Pupils match the other animal pairs by drawing a line, and counting from one to two as they do so.
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ASSESSMENT
4
Use the assessment to check that: a Pupils understand and can point to toys: teddy bear, ball, train. (2 points) • Read the teacher script below. Pupils look at the picture and point to the toys as you say them. Teacher script Teddy bear, teddy bear Ball, ball Train, train b Pupils understand and use numbers: one, two and three. (1 point) • Point to the balls in the picture and count them with the children: one, two, three. c Pupils understand and can use the colours: red, yellow and green. (2 points) • Pupils find red, yellow and green crayons. • Read the teacher script below. Pupils listen and point to the balls, from left to right. Teacher script One – red Two – green Three - yellow • Read the teacher script again. Pupils colour the balls from left to right. Note. Once again, pupils do not have to colour the whole ball. They can just draw a dot in the correct colour to save time.
My First English Adventure Starter ASSESSMENT
5
Use the assessment to check that: a Pupils understand and can point to food: apple, banana, biscuit. (3 points) • Read the teacher script below. Pupils look at the picture and point to the food items as you say them. Teacher script Apple, apple Banana, banana Biscuit, biscuit b Pupils understand the numbers: one, two and three. (2 points) • Read the teacher script below. Pupils listen and circle the correct plates on the table. Teacher script One apple Two bananas Three biscuits Note. You can extend this to practise colours as well if you wish. Say: apple – green. Pupils colour the apple green.
ASSESSMENT
1
Use the assessment to check that: a Pupils identify family members: mum, dad, brother, sister, baby. (5 points) • Read the teacher script below. Pupils look at the picture and point to the family members in the picture as you say them. Teacher script Mum, mum Dad, dad Brother, brother Sister, sister Baby, baby • Read the teacher script again. Pupils circle the family members as you say them this time. b Pupils can use the colours: red, yellow, green and blue. (5 points) • Pupils find red, yellow, green and blue crayons. • Read the teacher script below. Pupils listen and mark the family members with a coloured dot in the correct colour. They do not have to colour in the whole person. Teacher script Mum - red Dad - blue Sister yellow Brother - green Baby yellow
ASSESSMENT
2
Use the assessment to check that: a Pupils identify rooms in the house: bedroom, bathroom, living room. (3 points)
ASSESSMENT Use the assessment to check that:
a Pupils identify body parts: head, body, arms, legs. (6 points)
• Read the teacher script below. Pupils look at the picture and point to the rooms in the house as you say them.
• Read the teacher script below. Pupils look at the picture and point to the body parts as you say them.
Teacher script Bedroom, bedroom Bathroom, bathroom Living room, living room
Teacher script Head, head Body, body Arms, arms Legs, legs
b Pupils can match the family members with the correct room. (5 points)
• Pupils then draw lines connecting the different body parts correctly. They draw a line from the head to the top of the body, from each arm to the side of the body and from each leg to the bottom of the body.
• Check that pupils can identify the family members. Say: mum, dad, baby. Pupils point to the correct family member. • Read the teacher script below. Pupils listen and trace a line with their finger from the family members to the correct rooms. Teacher script Mum - bathroom Dad - living room Baby - bedroom c Pupils can follow classroom instructions: stand up, sit down. (2 points) • Ask pupils to stand up. Then ask them to sit down again. Repeat several times, varying the order and pace of the commands.
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b
Pupils can use the colours: red, yellow, green and blue. (4 points) • Pupils find red, yellow, green and blue crayons. • Read the teacher script below. Pupils listen and mark the body with a coloured dot in the correct colour. They do not have to colour in the whole body part. Teacher script Head blue Body yellow Arms green Legs red
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ASSESSMENT
4
Use the assessment to check that: a Pupils identify and write the numbers: 1, 2, 3. (5 points) • Read the teacher script below. Pupils point to the numbers as you say them. Teacher script One, one Two, two Three, three • Pupils then complete the numbers by tracing over them.
ASSESSMENT
5
Use the assessment to check that: a Pupils identify the animals: butterfly, bird, fish, rabbit. (4 points) • Read the teacher script below. Pupils point to the animals as you say them. Teacher script Butterfly, butterfly Fish, fish Bird, bird Rabbit, rabbit b Pupils can count from 1 to 4. (2 points)
b Pupils identify food: banana, apple, biscuit. (5 points) • Read the teacher script below. Pupils point to the foods as you say them. Teacher script Banana, banana Biscuit, biscuit Apple, apple • Pupils then count the foods in each group. • They match the number to the correct number of foods in each group. ANSWER KEY: 1 banana 2 biscuits 3 apples Note. This activity can also be extended to colouring if you wish. Say, for example: bananas – yellow. Pupils colour the bananas yellow.
• Say an animal in the picture, e.g. fish and count the number of fish in the picture with pupils: one, two. • Repeat with rabbits, butterflies and birds. c Pupils can write the numbers from 1 to 4. (4 points) • Pupils look at the individual pictures of animals at the bottom of the page and write how many of that animal there are in the big picture. • They use the numbers 1 to 4, copying from the numbers in the wordbank if necessary.
ASSESSMENT
6
Use the assessment to check that: a Pupils identify the toys: drum, teddy bear, ball, train. (4 points) • Read the teacher script below. Pupils point to the toys as you say them. Teacher script Drum, drum Teddy bear, teddy bear Ball, ball Train, train b Pupils can distinguish between: big and small. (4 points) • Read the teacher script below slowly. Pupils find and point to the correct toy each time. Teacher script A big drum and a small drum. A big teddy bear and a small teddy bear. A big ball and a small ball. A big train and a small train. • Read the teacher script again. Pupils match the toys together by drawing a line. c Pupils can use the colours: yellow and green. (2 points) • Pupils find yellow and green crayons. • Say: big – green. Pupils mark all the big toys with a green spot. Then say: small – yellow. Pupils mark all the small toys with a yellow spot.
ASSESSMENT
1
Use the assessment to check that: a Pupils identify the face and its features: eyes, mouth, nose, ears, hair. (6 points) • Read the teacher script below. Pupils point to their own facial features as they hear them mentioned. Teacher script My face, my face My eyes, my eyes My nose, my nose My mouth, my mouth My ears, my ears My hair, my hair • Pupils look at the face outline. Read the teacher script below. Pupils draw the features as you instruct them. Allow time for each feature. Teacher script Draw two eyes. Draw a nose. Draw a mouth. Draw hair. Draw two ears. b Pupils can use the colours: red, yellow, green and blue. (4 points) • Pupils find red, yellow, green and blue crayons. • Read the teacher script below. Pupils listen and colour the features as you instruct them. Allow time for colouring. Teacher script The eyes are blue. The hair is yellow. The nose is red. The ears are green.
ASSESSMENT
2
Use the assessment to check that: a Pupils identify clothes: coat, skirt, trousers, hat, T-shirt, shoes. (4 points) • Read the teacher script below. Pupils look at the picture and point to the clothes on the washing line as you say them. Teacher script Coat, coat Hat, hat Shoes, shoes
Skirt, skirt Trousers, trousers T-shirt, T-shirt
b Pupils can use colours: red, blue, green, yellow, orange and pink. (4 points) • Read the teacher script below. Pupils listen and mark the clothes with a colour spot in the correct colour. They do not have to colour the whole clothes item. Teacher script The coat is red. The hat is yellow. The shoes are green.
The skirt is pink. The trousers are blue. The T-shirt is orange.
c Pupils can find and circle the boy’s clothes. (2 points) • Read the teacher script below. Explain (L1), if necessary, that the boy is telling them which clothes are his. Pupils circle the clothes they hear mentioned. Teacher script My blue trousers My orange Tshirt My green shoes
ASSESSMENT
3
Use the assessment to check that: a Pupils can identify furniture and parts of a room: door, picture, bed, window, chair, table. (4 points) • Read the teacher script below. Pupils look at the picture of the giantess’s room and point to the items as you say them. Teacher script Bed, bed Chair, chair Table, table
Picture, picture Door, door Window, window
b Pupils can distinguish between big and small furniture and parts of a room. (4 points) • Read the teacher script below. Pupils listen and point to the big or small items as instructed. Teacher script A big bed A small chair A small table
A big picture A big door A small window
• Read the teacher script again. This time, pupils listen and circle the items. c Pupils can count from 1 to 6. (2 points) • Pupils look at the giantess’s room again. Count and point to the mice in the picture together as a class: one, two, three, four, five, six!
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ASSESSMENT
4
Use the assessment to check that: a Pupils identify food: fish, cake, chicken, apple, banana, bread, cheese. (5 points) • Read the teacher script below. Pupils point to the items as you say them. Teacher script Cake, cake Fish, fish Cheese, cheese Apple, apple Chicken, chicken Bread, bread Banana, banana b Pupils can count up to ten. (5 points) • Read the teacher script below. Pupils use their fingers to trace over the correct numbers of each food as you say them. Teacher script Circle seven fish. Circle ten cakes. Circle eight chickens. Circle five apples. Circle nine bananas. Circle one bread. Circle two cheeses. • Read the teacher script again. Pupils listen and circle the correct number this time.
ASSESSMENT
5
Use the assessment to check that: a Pupils identify the animals: duck, horse, bird, butterfly, frog, cat, mouse. (4 points) • Read the teacher script below. Pupils point to the animals as you say them. Teacher script Horse, horse Mouse, mouse Cat, cat Duck, duck Frog, frog Butterfly, butterfly Bird, bird b Pupils can count from 1 to 10. (3 points)
ASSESSMENT
6
Use the assessment to check that: a Pupils identify the actions: wash your ears, wash your hands, brush your teeth, wash your face, go to bed, put on your pyjamas. (10 points) • Read the teacher script below. Ask pupils to mime the actions as you say them. Teacher script Wash your face. Brush your teeth. Put on your pyjamas. Go to bed. Wash your ears. Wash your hands.
• Say an animal in the picture, e.g. frogs and count the number of frogs in the picture with pupils: one, two, three, four, five, six, seven eight!
• Pupils look at the pictures on the assessment sheet. Read the teacher script again and ask pupils to point to the correct picture from the ones on the right-hand side of the page.
• Repeat with ducks, butterflies and birds, etc.
• Pupils look at the children at the left-hand side of the page and decide what advice to give them. Do the first one together. Point to the boy with his clothes on in bed and say: put on your pyjamas. Pupils trace a line with their finger to the boy putting on his pyjamas.
c Pupils can write the numbers from 1 to 10. (3 points) • Pupils look at the individual pictures of animals at the bottom of the page and write how many of that animal there are in the big picture. • They use the numbers 1 to 10. Write these on the board to help them if necessary.
• Pupils continue on their own, drawing a line from the children to the picture showing the action they should do.
My First English Adventure Starter
Class:
ASSESSMENT PUPIL’S NAME
1
2
3
ASSESSMENT
4
5
PUPIL’S NAME
1
14
2
15
3
16
4
17
5
18
6
19
7
20
8
21
9
22
10
23
11
24
12
25
13
26
MARKING CRITERIA: 1 – 2
= Still developing
3–4
= Progressing well
1
2
5
3
= Excellent
4
5
> > > > > > > > > > > Assessment sheet charts My First English Adventure 1 and 2
Class:
ASSESSMENT PUPIL’S NAME
1
2
3
4
ASSESSMENT
5
6
PUPIL’S NAME
1
14
2
15
3
16
4
17
5
18
6
19
7
20
8
21
9
22
10
23
11
24
12
25
13
26
MARKING CRITERIA: 1 – 3
= Still developing
4–6
= Progressing well
1
2
7 – 10
3
4
5
6
= Excellent
Name: ............................................. Class: ............. My First English Adventure Starter, 1 and 211
ASSESSMENT 2 1
Photocopiable Š Pearson Education Limited, 2006
Colour.
My First English Adventure Starter
Name: ............................................. Class: .............
21 2
My First English Adventure Starter, 1 and 2
Colour.
1
My First English Adventure Starter
Photocopiable Š Pearson Education Limited, 2006
ASSESSMENT 2
Name: ............................................. Class: ............. My First English Adventure Starter, 1 and 213
ASSESSMENT 2 1
Photocopiable Š Pearson Education Limited, 2006
Match.
My First English Adventure Starter
Name: ............................................. Class: .............
21 4
My First English Adventure Starter, 1 and 2
Colour.
1
My First English Adventure Starter
Photocopiable Š Pearson Education Limited, 2006
ASSESSMENT 2
Name: ............................................. Class: ............. My First English Adventure Starter, 1 and 215
ASSESSMENT 5
My First English Adventure Starter
Photocopiable Š Pearson Education Limited, 2006
Circle.
Name: ............................................. Class: .............
21 6
My First English Adventure Starter, 1 and 2
ASSESSMENT 3
My First English Adventure 1
Photocopiable Š Pearson Education Limited, 2006
Point, circle and colour.
Name: ............................................. Class: ............. My First English Adventure Starter, 1 and 2
17
ASSESSMENT 2
My First English Adventure 1
Photocopiable Š Pearson Education Limited, 2006
Point and match.
Name: ............................................. Class: .............
18
My First English Adventure Starter, 1 and 2
ASSESSMENT 3
My First English Adventure 1
Photocopiable Š Pearson Education Limited, 2006
Join and colour.
Name: ............................................. Class: ............. My First English Adventure Starter, 1 and 2
19
ASSESSMENT 4
My First English Adventure 1
ea P Š
hotocopiable
rson
1 2 3
Education Limited, 2006
Trace and match.
P
Name: ............................................. Class: .............
20
My First English Adventure Starter, 1 and 2
Count and write.
2
My First English Adventure 1
Photocopiable Š Pearson Education Limited, 2006
ASSESSMENT 2
1234 Name: ............................................. Class: ............. My First English Adventure Starter, 1 and 221
ASSESSMENT 2 2
Photocopiable Š Pearson Education Limited, 2006
Match and colour.
My First English Adventure 1
Name: ............................................. Class: .............
22 2
My First English Adventure Starter, 1 and 2
ASSESSMENT 1
My First English Adventure 2
Photocopiable Š Pearson Education Limited, 2006
Draw and colour.
Name: ............................................. Class: ............. My First English Adventure Starter, 1 and 223
ASSESSMENT 2
My First English Adventure 2
Photocopiable Š Pearson Education Limited, 2006
Point, colour and circle.
Name: ............................................. Class: .............
22 4
My First English Adventure Starter, 1 and 2
ASSESSMENT 3
My First English Adventure 2
Photocopiable Š Pearson Education Limited, 2006
Point, c irc le and count.
Name: ............................................. Class: ............. My First English Adventure Starter, 1 and 225
ASSESSMENT 2 2
Photocopiable Š Pearson Education Limited, 2006
Count and circle.
My First English Adventure 2
Name: ............................................. Class: .............
22 6
My First English Adventure Starter, 1 and 2
ASSESSMENT 5
My First English Adventure 2
Photocopiable Š Pearson Education Limited, 2006
Count and write.
Name: ............................................. Class: ............. My First English Adventure Starter, 1 and 227
Photocopiable Š Pearson Education Limited, 2006
Look and match.
NOTES
NOTES
IS BN 1-4058-4338-1
9
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