5

Specific Competences tests

Specific Competences tests introduction 1

Tests teacher’s notes, transcripts & answers 3

Suggested assessment criteria 16

Tests evaluation grids 17

© Oxford University Press

Specific Competences tests You may wish to allow students to refer to the Class Book
while planning. Alternatively, you could brainstorm ideas
introduction with students before the start of the lesson and write their
Each Open Up Specific Competences test focuses on four ideas on the board.
specific competences from the new LOMLOE curriculum, Students are also encouraged to check their work after
which are outlined below. The tests are designed to writing.
focus on what the students ‘can do’. Each test consists of Tell students how much time they have to write. Depending
contextualized, real-world scenarios for each activity in order on the needs of your students, we recommend 20 minutes.
to best meet this new requirement.
There are 10 competences tests for each level of Open Up – Suggested assessment criteria for Writing
6 unit tests, 3 end of term tests and 1 end of year test. Each
Mark 0–1
test is linked to the topic, vocabulary and grammar in each
unit and is split into two parts. Can plan the writing task effectively
Can follow the task instructions effectively,
Listening, Reading and Writing test
including all necessary information
This is a traditional ‘pen to paper’ test that consists of five
sections based on specific competences 1 to 4: listening, Can organize ideas and information logically
reading, writing, written interaction and written mediation.
Can use vocabulary with some accuracy
Each test comes with answer keys and audio.
There is no specified time limit for the test, but you may Can use grammar with some accuracy
choose to give students one. We recommend a reasonable Total /5
time limit so that students have enough time to complete
the exercises, plan and check their answers. You may also
prefer to administer the test over a few lessons, e.g. listening Specific competence 3 (interaction):
and reading one lesson, writing one lesson, interaction and Written Interaction
mediation one lesson. This section tests students’ ability to interact with other
people. It can also test common areas of written interaction
Specific Competence 1 (reception): Listening such as correspondence and online conversation and
This section tests students’ ability to understand different discussion.
types of listening contexts on everyday topics that are
related to the ones in the Class Book. A variety of listening Specific competence 4 (mediation):
skills are assessed, including understanding of general Written Mediation
meaning and understanding of specific details. This section tests students’ ability to mediate between texts
Remind your students to read the questions in each exercise or speakers on everyday topics related to the ones in the
carefully before listening and underline any key words. In the Class Book.
case of multiple choice exercises, they should also read the Encourage students to read the task carefully and to
options for each question as well as underline key words. underline any key words. Remind students that their
message should be short.
Specific competence 1 (reception): Reading
This section tests students’ ability to understand different Speaking test
types of written texts on topics that are related to the For Levels 3 to 6, this test consists of three sections based on
ones in the Class Book. A variety of reading skills are specific competences 2 to 4: spoken presentation, spoken
assessed, including understanding general meaning and interaction and spoken mediation.
understanding specific details.
The tests can be used to assess students formally or
Remind your students to read the questions in each exercise informally in order to suit all classrooms and teaching
carefully before reading and underline any key words. In the situations. If you choose to assess students informally,
case of multiple choice exercises, they should also read the you could consider allowing students to refer to the Class
options for each question as well as underline key words. Book when planning the Writing and Spoken Presentation
sections of the tests.
Specific competence 2 (production): Writing
The writing section tests students’ ability to produce simple Specific competence 2 (production):
written texts on real-life topics that are related to the ones Speaking Presentation
in the Class Book. The text types are ones that students are This section tests students’ ability to produce simple oral
familiar with either from the Class Book or Activity Book. texts on real-life topics that are related to the ones in
Unlike more traditional writing tests, students are the Class Book. Students are encouraged to plan before
encouraged to think and plan before writing in this section. speaking and to practise.
Each writing section includes a model for students to Despite the name, students are not required to give a
respond to, followed by questions or ideas to help students traditional presentation with visual aids. Essentially, students
with their planning. Tell students them how much time they have to speak for an established period of time on a given
have to plan. Depending on the needs of your students, we everyday topic by imagining a particular real-life situation.
recommend ten minutes.

© Oxford University Press 1

Start the test with a fun warmer to allow the students to Suggested assessment criteria for Spoken Interaction
relax and warm their voices up before the test. This is so that
you can see the students performing at their best. Mark 0–1
Think and plan: Give them planning time. Tell them how Can cooperate respectfully with other
much time they have to plan. If necessary, demonstrate students
on the board what students need to do and check
understanding. Walk around and monitor. Can use key phrases and apply suggested
strategies for conversations
Practise: Place students in pairs to practise. Tell them to ask
questions, and think of something positive to say to their Can answer questions directed to them
partner. Encourage them to speak slowly and clearly.
Can invite others to speak, e.g. by asking
Speak: During the test, encourage students to relax and to
questions
speak to you as if you are the person/people mentioned in
the task rather than their teacher. Take one or two students Can show empathy, e.g. listening when
at a time. The advantage of this is that some students others speak
perform best under more relaxed conditions, without the
Total /5
class watching.

Suggested assessment criteria for the Speaking Specific competence 4 (mediation):

Presentation Spoken Mediation
Mark 0–1 This section tests students’ ability to mediate between
speakers on everyday topics related to the ones in the Class
Can plan the presentation effectively Book.
Can answer the question creatively, Encourage students to read the task carefully and to
appropriately and coherently underline any key words. They may need to use their notes
from the Interaction section for this task.
Can use vocabulary with some accuracy Give students time to read the task and think about what
Can use grammar with some accuracy they want to say. You may want to allow 5–10 minutes
for this.
Can speak with clear enough pronunciation Encourage students to relax. Depending on the size of your
to be understood class, you could take one or two students at a time to do
Total /5 the task. Listen and assess the student using the suggested
criteria below.
Specific competence 3 (interaction): Suggested assessment criteria for Spoken Mediation
Spoken Interaction
This section tests students’ ability to interact with other Mark 0–1
people using the functional language. It can also test Can address all the points in the task and
common areas of spoken interaction such as informal mention information that is relevant to
discussion and goal-oriented cooperation. the task
This section is done in pairs or groups. The interaction varies
to reflect the real-life situation in the task. Remind students Can use vocabulary and grammar with
to read the task carefully and to be prepared to make notes some accuracy
if the task requires. They may find it helpful to make notes Can omit information that isn’t necessary
that they can refer to in the Spoken Mediation section.
If necessary, do demonstrate what students need to do and Can speak with clear enough pronunciation
check understanding. to be understood
Walk around and listen, assessing students using the Can use an appropriate register, format
suggested criteria below. or style
Total /5

© Oxford University Press 2

 Test transcripts and answers
There are six unit tests, three term tests and one end of year test. Each test comprises a
Listening, Reading and Writing paper, and a Speaking paper.

Unit tests 1–6

Unit 1: Listening, Reading, Writing Writing (SC2)
5a Read the email from your friend, Emily.
Listening (SC1) Plan a reply.
1  T36 Listen to children talking on a podcast. ANSWERS
Write Grace, Theo or Eva. (3 marks) Students’ own answers
Presenter Welcome! Today we’re talking about school with
Grace, Theo and Eva. 5b Write your email. (5 marks)
Presenter Hello Grace! So, what do you have on Monday Encourage students to focus on what the student enjoys
mornings? about their day in the text. Ask them which information from
Grace Well at 9 o’clock, we have ICT and then at 10 o’clock, the text they would use to complete the table below. Ask
we have English. students to convert the information into a text, using the
Presenter When do you have break? email from Emily as a model.
Grace Erm, we have break at 11 o’clock. I see my friends and ANSWERS
we sometimes have a chat and play football. Students’ own answers
Presenter That’s great, Grace!
Presenter Now I’m with Theo. Theo, do you have after-school Score See the suggested assessment criteria for Writing on page 16.
clubs?
Theo Yes, I do. I have after-school club twice a week. Interaction (SC3)
Presenter And what do you do at after-school club?
Theo Well, I go to the science club. Now we’re doing a 6 Lilly and Leo are chatting. Match the questions
competition and we’re doing experiments. to the answers. (3 marks)
Presenter Wow, that’s fun, Theo! ANSWERS
Theo It is! I love science! 1 B  ​2 C  ​3 A
Presenter Now I’m speaking to Eva. Hello Eva!
Eva Hello! Mediation (SC4)
Presenter Now Eva, what are you wearing?
Eva I’m wearing my school uniform. 7 Your friend Noah doesn’t understand English.
Presenter And do you wear it every day? He wants to know Cora’s answers to Leo’s
Eva Erm, yes, I wear it every day for school, but I don’t wear it questions. Write her answers in your own language
for PE or when I play handball! to help him. (3 marks)
ANSWERS ANSWERS
1 Theo  ​2 Grace  ​3 Eva Students correctly translate the three sentences into their
own language.
2  T37 Listen again. Who is it? Circle Grace, Theo
or Eva. (3 marks) Score 1 mark for each sentence correctly translated into student’s
own language.
ANSWERS
1 Theo  ​2 Eva  ​3 Grace
Unit 1: Speaking
Reading (SC1)
Speaking (SC2, SC3)
3 Look and read. Put the activities A–D in the
order Mia does them. (4 marks) 1a Write your school timetable. Use the words in
ANSWERS
the box or your own ideas.
B 1  ​D 2 ​A 3   ​4 C Ask students to complete the timetable with their own
school timetable. If not all of their school subjects are in the
4 Read the text again. Circle True or False. box, tell them what they are in English. They can draw the
(4 marks) hands on the clock to show when each lesson starts.
ANSWERS
1 False  ​2 True  ​3 True  ​4 False

Specific Competences tests teacher’s notes © Oxford University Press Unit 1 3

1b Tell your teacher about your school week. Say Reading (SC1)
what you like best. Use the time words. (5 marks)
Ask students to tell you when they do the subjects during 3 Read about Central Park in New York. Which
the school week. Also ask them to tell them to tell you which section (A–C) talks about nature, activities and
subjects they like the most and which the least. different facts? (3 marks)
Score See the suggested assessment criteria for the ANSWERS
Speaking Presentation on page 16. A different facts   ​B nature  ​C activities

2 Work in pairs. Look at the pictures. Ask and 4 Read about Central Park again. Tick  A or B.
answer questions. Give extra information. Use the (5 marks)
words in the box or your own ideas. (5 marks) ANSWERS
Demonstrate this activity by asking two or three students a 1 A  ​2 B  ​3 B  ​4 B  ​5 A
question [Name], What is he / she doing in that picture? Name],
when do you […]? [Name] – what do you like about …? Writing (SC2)
Then divide the class into pairs. Tell them to ask and answer
questions, using the prompts and pictures. Tell them in their
5a Read Marta’s blog post. Plan a blog post about
own language to listen carefully, because in the next task your local park.
they will tell the teacher what they remember about what ANSWERS
their classmates said. Students’ own answers
Score See the suggested assessment criteria for Spoken Interaction 5b Write your blog post. (5 marks)
on page 16.
Encourage students to focus on describing the park’s
location, its features and what people do there. Ask them
Mediation (SC4) to discuss what Marta includes in each section (paragraph)
of her blog. Tell students to answer the questions with
3 Now tell your teacher about your friend. (5 marks)
information about a local park. Ask students to convert their
Score See the suggested assessment criteria for Spoken Mediation answers into a blog post, using Marta’s as a model.
on page 16.
ANSWERS
Students’ own answers
Unit 2: Listening, Reading, Writing Score See the suggested assessment criteria for Writing
on page 16.
Listening (SC1)
1  T38 Listen to Safa, Otis and Anne. Tick  the Interaction (SC3)
three places they talk about. (3 marks) 6 Complete the conversation. Write the letter.
1 Safa It’s usually very hot and dry here and there aren’t (3 marks)
any mountains or waterfalls. Well, there aren’t any rivers
or lakes. There isn’t any water and it’s the driest place in ANSWERS
the world. Some animals live here, but not many. Some 1 B  ​2 C  ​3 A
people live here, too, but I don’t think it’s a good place to
live! Mediation (SC4)
2 Otis We’re very high up here, so in winter it’s cold. It’s
sometimes cold in the evenings in the summer, too. There
7 Your online English friend wants to know about
are waterfalls, streams and rivers. There are lots of animals your country. Write a short message and tell him or
and birds and I love coming here and walking along the her about the highest mountain, longest river, etc.
paths. I like swimming in the rivers, too, but the water is (3 marks)
colder than at the beach! ANSWERS
3 Anne I think this is the best place for a holiday, and lots Students’ own answers
of people come here in the summer. I love doing water
Score 1 mark for each sentence written in English.
sports and playing on the beach with my brother and
sister. This is the biggest beach in the town, and you can
do lots of different activities. Unit 2: Speaking
ANSWERS
1 desert  ​4 mountain  ​6 ocean Speaking (SC2, SC3)
2  T39 Listen again. Who says it? Tick  Safa, 1 Read the cards. Complete each card with the
Otis or Anne. (3 marks) words in the box.
ANSWERS Ask students to read the cards and then complete them with
1 C, Anne   ​2 B, Otis   ​3 A, Safa the superlative adjectives.
Check for any vocabulary problems and answer any
questions about the countries on the cards.

Specific Competences tests teacher’s notes © Oxford University Press Unit 2 4

1b Tell your teacher about the countries. Compare Reading (SC1)
some facts. Say which is the driest, highest and
longest place. (5 marks) 3 Read the messages. Which topics do Evie, Oscar
Ask students to use the information on the cards to tell you and Aisha all discuss? Write yes or no. (4 marks)
about the countries. ANSWERS
Score See the suggested assessment criteria for the 1 yes  ​2 no  ​3 no  ​4 yes
Speaking Presentation on page 16. 4 Read the messages again. Circle True or False.
2 Work in pairs. Look at the pictures. Which is your (4 marks)
favourite place? Why? Compare your favourite ANSWERS
places. Say why it’s better. Use the words in the box 1 False  ​2 True  ​3 False  ​4 True
or your own ideas. (5 marks)
Ask students to read the example. Then demonstrate what Writing (SC2)
students have to do by comparing two pictures yourself.
Then divide the class into pairs. Tell them to take turns to 5a Read the message from a friend. Plan a reply
form comparative sentences by pointing at two pictures at about an event in your town.
a time. Tell them in their own language to listen carefully, ANSWERS
because in the next task they will tell the teacher what they Students’ own answers
remember about what their classmates said.
5b Write your message. (5 marks)
Score See the suggested assessment criteria for Spoken Interaction
Ask students to think about local carnival celebrations
on page 16.
or another local festival. Ask them to think about what
people wear and do in the parade. Ask them to look at the
Mediation (SC4) information included in the message. Tell students to write
3 Now tell your teacher about your friend. Which down all the information that they can think of related to the
event. Ask students to convert their answers into a message,
place did he / she choose? What reasons did he /
using the message in the test as a model.
she give? (5 marks)
ANSWERS
Score See the suggested assessment criteria for Spoken Mediation
Students’ own answers
on page 16.
Score See the suggested assessment criteria for Writing on page 16.

Unit 3: Listening, Reading, Writing Interaction (SC3)

Listening (SC1) 6 Evie and Henry are chatting. Complete Evie’s
questions with What, How and Why. (3 marks)
1  T42 Listen to a radio programme about a
carnival. Tick  the three things that were at the ANSWERS
carnival this afternoon. Cross  the three things 1 How  ​2 Why  ​3 What
that weren’t. (3 marks)
And welcome to Radio Notting Hill and our Carnival Mediation (SC4)
programme! This afternoon, there was a very big parade in
7 Your friend Carlos doesn’t speak English. He
town. There were more than 20 floats, but I was surprised
wants to know about the parade. Translate Henry’s
that there wasn’t a big crowd to watch them. There were
answers from Exercise 6 into your own language to
lots of dancers on the floats. There weren’t any masks this
year, but there were some amazing costumes. Some of the
help him. (3 marks)
boys in the banana costumes were really embarrassed! There ANSWERS
was also music, but there wasn’t a stage this year. Instead, Students correctly translate the answers into their own
there was a band on a float. The people in the band were language.
very hard-working, and they played for four hours! Well, that
Score 1 mark for each sentence written in English.
was the parade. This evening, there are fireworks and there
are lots of food stalls, so you can eat and watch at the same
time! Come and see! Unit 3: Speaking
ANSWERS
 2 floats  ​5 costumes  ​6 a band Speaking (SC2, SC3)
 1 a stage   ​3 fireworks  ​4 masks
1a Look at the pictures. How do you feel in these
2  T43 Listen again. Circle True or False. situations? Use the words in the box.
(3 marks) Ask students to say what the situations are and to think
ANSWERS
about how they usually feel about them.
1 True  ​2 False  ​3 True

Specific Competences tests teacher’s notes © Oxford University Press Unit 3 5

1b Tell your teacher your feelings about a ANSWERS
situation. Talk about one of the pictures or another 1 C  ​2 A  ​3 B
situation. Answer the questions. (5 marks)
2  T45 Listen again. Circle 1, 2 or 3. (3 marks)
Tell students to talk about the feelings from exercise 1a, and
to mention either the situations in the pictures or other ANSWERS
situations. Ask them to try and explain why they felt that way. A 2  ​B 3  ​C 1

Score See the suggested assessment criteria for the Reading (SC1)
Speaking Presentation on page 16.
3 Read the diary entry. Match the activities (1–4)
2 Complete the table for you. Then work in pairs. to the times (A–D). (4 marks)
Tell your partner about yesterday. (5 marks)
Ask students to complete the table about what they did ANSWERS
yesterday. Encourage students not to repeat situations 1 C  ​2 D  ​3 A  ​4 B
from exercise 1a, if possible. Demonstrate the activity by 4 Read the diary entry again. Put the events in the
explaining how you felt yesterday because of a particular
correct order 1–4. (4 marks)
activity.
Then divide the class into pairs. Tell them to explain to ANSWERS
their partner what they did and how they felt yesterday A 4  ​B 2  ​C 3  ​D 1
using the information in their tables. Tell them in their own
language to listen carefully, because in the next task they Writing (SC2)
will tell the teacher what they remember about what their
5a Read the diary entry. Plan your own diary entry.
classmates said.
ANSWERS
Score See the suggested assessment criteria for Spoken Interaction
Students’ own answers
on page 16.
5b Write your diary entry. (5 marks)
Mediation (SC4) Ask students to read the diary entry and underline all the
different things that the writer did. Then ask students to
3 Now tell your teacher about what your friend’s
make a list of the things that they have done during the last
feelings were yesterday and why. (5 marks)
seven days. Ask them to also say who they did things with.
Score See the suggested assessment criteria for Spoken Mediation Ask students to then convert their notes into a diary entry,
on page 16. using the text as a model.
ANSWERS
Unit 4: Listening, Reading, Writing Students’ own answers
Score See the suggested assessment criteria for Writing
Listening (SC1) on page 16.

1  T44 Listen and put the three situations in the Interaction (SC3)
order you hear them. (3 marks)
1 Grandad Are you there, Jack? Is Jack there, Mary? I can’t see 6 Complete the conversation with the words in the
him. box. (3 marks)
Jack Hi Grandad, hi Grandma. I can see you on my
ANSWERS
computer and I can hear you.
1 Did you have a nice weekend?   ​2 We went to the park.  ​
Grandma Ah, hello Jack. Yes, we can see you now. How are
3 Did you watch the marathon?
you? Did you have a good day at school?
Jack I’m great, Grandma! Yes, school was great, too! And
after school, I went to the park to play football with my Mediation (SC4)
friends.
7 Your friend Andrea doesn’t understand English.
Grandad That’s good, Jack. I loved football when I was a
She wants to know about Alex’s weekend. Write
boy!
Alex’s message in your language to help her.
2 Are you looking for a great present? Then come to Barton’s
to shop. We have the perfect present for your family and
(3 marks)
friends. We have presents for grandparents, parents and ANSWERS
children. Barton’s has the best presents in the world! Students correctly translate the message into their own
3 Rosie Well, did you buy it? language.
Henry Buy what?
Score 1 mark for each sentence.
Rosie The present! The present for Isaac’s birthday.
Henry Yes, I did. I went shopping with Mia and we bought
him a book.
Rosie Good. Muhammed and I made a cake, so we’re
ready for the party!
Henry Yes, we are! I can’t wait!

Specific Competences tests teacher’s notes © Oxford University Press Unit 4 6

Unit 4: Speaking 3 I think our next animal is the most beautiful. It’s got long
legs and a long neck, and it’s a very nice colour. It doesn’t
make a lot of noise and it isn’t dangerous, but it’s afraid of
Speaking (SC2, SC3) other animals. It eats small plants and fish in the water, but
1a Complete the table with five things you did last when it sees a dangerous animal like a crocodile, it flies
weekend. Use the words in the box or your own into the sky.
ideas. ANSWERS
Ask students to complete the diary with their own activities 1 C  ​2 A  ​3 B
from last weekend.
2  T49 Listen again. Tick  A, B or C. (3 marks)
1b Tell your teacher about your weekend. Say ANSWERS
what was great, fun, etc. Use the time words. 1 C  ​2 A  ​3 B
(5 marks)
Tell students about an activity you did at the weekend. Reading (SC1)
Then, ask students to tell you what they did at the weekend.
You could ask them which activities they enjoyed the most 3 Read the blog post. Match the titles (Danger,
and why. Description, Habitat, and My favourite animal, the
elephant) to the gaps A–D. (4 marks)
Score See the suggested assessment criteria for the
Speaking Presentation on page 16. ANSWERS
A My favourite animal, the elephant
2 Work in pairs. Say what your family and friends B Description
did or didn’t do at the weekend. Look at the C Habitat
pictures and use your own ideas. (5 marks) D Danger
Demonstrate what students have to do by pointing at a
picture and explaining what a family member or friend did 4 Read the blog post again. Circle True or False.
or didn’t do at the weekend. (4 marks)
1 True  ​2 False  ​3 False  ​4 True
Then divide the class into pairs. Tell them to make
statements using the past simple affirmative and negative
forms about the activities in the pictures or their own ideas. Writing (SC2)
Tell them in their own language to listen carefully, because in 5a Read the description. Plan your own
the next task they will tell the teacher what they remember
description of an animal that you have or like.
about what their classmates said.
ANSWERS
Score See the suggested assessment criteria for Spoken Interaction Students’ own answers
on page 16.
5b Write your description. (5 marks)
Mediation (SC4) Not all students will have a pet. Those that don’t could talk
about a relative or friend’s pet or a pet that they would like
3 Ask your teacher about what they did at the to have. Ask students to read the model text and notice
weekend. Then tell your partner what your teacher the content of each paragraph: 1 a description of the cat’s
did. (5 marks) appearance and personality, 2 the writer’s interaction with
Score See the suggested assessment criteria for Spoken Mediation the cat, 3 reasons why having a pet is a positive experience.
on page 16. Then, ask students to complete the table and to convert the
information into a text, using the blog post as a model.

Unit 5: Listening, Reading, Writing ANSWERS

Students’ own answers
Listening (SC1) Score See the suggested assessment criteria for Writing
on page 16.
1  T48 Listen. Which animal do they talk about
first (1), second (2) and last (3)? (3 marks) Interaction (SC3)
1 The first animal on our visit is the king of the animal
world! These animals live in families and play, eat and 6 Read the answers. Tick  the correct question (A
sleep together. They’re more dangerous and aggressive or B). (3 marks)
than many other animals, but usually only when they’re
ANSWERS
hungry. They don’t like water, and they prefer drier places
1 B, Why don’t we meet up?
under trees to play and sleep.
2 A, frightened
2 Now our next animal is very noisy. Some people think
3 B, Which is bigger, a lion or a hyena?
it’s the noisiest animal of them all! They’re the best at
climbing and at moving from tree to tree. They also
live in big family groups. They’re sometimes aggressive,
but they’re frightened of bigger animals, and when a
dangerous animal comes, they climb the trees!
Specific Competences tests teacher’s notes © Oxford University Press Unit 5 7
Mediation (SC4) Unit 6: Listening, Reading, Writing
7 Your friend Ann doesn’t speak English. She
wants to know about Frank’s visit to the wildlife
Listening (SC1)
park. Write Frank’s message in your language to 1  T50 Read the adventure programme, then
help her. (3 marks) listen. Find and correct the three mistakes in the
ANSWERS programme. (3 marks)
Students’ own answers Welcome to your adventure weekend! My name’s Alice,
and I work here at the park. I’m going to help you and your
Score 1 mark for each sentence. teachers enjoy your adventure weekend! OK, so here’s the
programme. Now, this evening, Friday evening, we’re going
Unit 5: Speaking to cook some food on a campfire. It’s going to be great!
Tomorrow morning, we’re going to go hiking for two hours
Speaking (SC2, SC3) in the hills. Then, in the afternoon, we’re going to go for a
swim in the river. Later, we’re going to come back here and
1a You have a ticket to the zoo. When you visit, eat, and watch the beautiful sunset. On Sunday, we’re going
you can only see five of the animals in the picture. to go sailing on the lake in the morning and explore some
Choose and circle the animals you want to see. caves in the afternoon. And then we’re going to come back
Ask students to tell you the names of all the animals in the to school by train on Sunday evening! So, as you can see …
picture. ANSWERS
Saturday morning: Explore caves Go for a swim.
1b Tell your teacher the names of the animals Sunday morning: Visit a castle Go sailing.
you want to see. Use comparative and superlative Sunday afternoon: Go sailing Explore caves.
adjectives to say why you prefer these animals.
Use some of the adjectives in the box or your own 2  T51 Listen again. Circle A, B or C. (3 marks)
ideas. (5 marks) ANSWERS
Go through the adjectives and make sure students 1 B  ​2 A  ​3 C
understand them. Draw students’ attention to the example.
Score See the suggested assessment criteria for the Reading (SC1)
Speaking Presentation on page 16.
3 Read the messages. Circle the names. You can
2 Look at the pictures. Think of five sentences circle more than one name for some answers.
to compare the two animals. Then work in pairs. (4 marks)
Say your sentences. Which are similar? Which are ANSWERS
different? (5 marks) 1 Yusuf and Montse   ​2 Yusuf and Rosie   ​3 Montse  ​
Demonstrate what students have to do by drawing their 4 Yusuf, Rosie and Montse
attention to the example sentences, and, if necessary,
making your own comparison. The divide the class into pairs. 4 Match the words (1–4) to the meanings (A–D).
(4 marks)
Tell them to make statements using comparative and
superlative forms about the animals in the pictures. Tell them ANSWERS
in their own language to listen carefully, because in the next 1 C  ​2 A  ​3 D  ​4 B
task they will tell the teacher what they remember about
what their classmates said. Writing (SC2)
Score See the suggested assessment criteria for Spoken Interaction 5a Read the notices. Plan your own notice for a
on page 16. similar event.
ANSWERS
Mediation (SC4)
Students’ own answers
3 Now tell your teacher about you and your
partner’s sentences. Tell him / her which sentences 5b Write your notice. (5 marks)
were different and which were similar. (5 marks) Encourage students to focus on the information included in
the two texts. Ask them to find the same type of information.
Score See the suggested assessment criteria for Spoken Mediation Then, tell students to think of an event at their school or in
on page 16. their local town. It can be real or invented.
Ask students to answer the questions about the event and
then ask them to convert the information into a notice,
using the two notices as models.
ANSWERS
Students’ own answers
Score See the suggested assessment criteria for Writing
on page 16.
Specific Competences tests teacher’s notes © Oxford University Press Units 5 & 6 8
Interaction (SC3)
6 Read and tick  A, B or C. (3 marks)
ANSWERS
1 A  ​2 B  ​C A

Mediation (SC4)
7 Translate the message for your friend Max who
doesn’t speak English. (3 marks)
ANSWERS
Students’ own answers
Score 1 mark for each sentence correctly translated into
student’s own language.

Unit 6: Speaking
Speaking (SC2, SC3)
1a Look at the picture. What are the people in the
picture going to do? Which activities do you want
to try?
Ask students to match the activities in the box to the
different people in the picture.

1b Tell your teacher what the people in the picture

are going to do. (5 marks)
Go through the activities in exercise 1a and make sure
students understand them. Give an example of what
students have to do by pointing at someone in the picture
and saying what they are going to do. Then, ask the students
to say what the people in the pictures are going to do.
Score See the suggested assessment criteria for the
Speaking Presentation on page 16.

2 Work in small groups. Look at the pictures. What

are your friends going to do next weekend? Ask
and answer questions. (5 marks)
Demonstrate what students have to do by asking them
a question, for example Are you going to have a lie-in on
Saturday morning? Ask a student to answer it.
Then divide the class into small groups. Tell them to ask and
answer questions with going to about the activities. Tell
them in their own language to listen carefully, because in
the next task they will tell the teacher what they remember
about what their classmates said.
Score See the suggested assessment criteria for Spoken Interaction
on page 16.

Mediation (SC4)
3 Now tell your teacher about your friends. Tell
him / her which of the activities you think are the
best. (5 marks)
Score See the suggested assessment criteria for Spoken Mediation
on page 16.

Specific Competences tests teacher’s notes © Oxford University Press Unit 6 9

Term tests 1–3
Term 1: Listening, Reading, Writing (SC2)
Writing 6a Read the email about a school visit. Plan an
email about your school and town.
Listening (SC1) ANSWERS
Students’ own answers
1  T40 Listen to the conversation. Which three
things from nature do they discuss? (3 marks) 6b Write your email. (5 marks)
Sean What’s that you’re making? Is it a hill? Ask students to focus on the information that each section
Amy A hill? no, it isn’t. contains. Ask them to notice how the writer starts (paying
Sean Well, it’s a mountain then. attention to the tense used) and finishes the email. Ask
Amy Erm, it’s a mountain, but a special mountain. It’s a them which information from the email they would use to
volcano. complete the table below.
Sean Ah, I see. Why are you making that?
Tell students to complete the table with their own
Amy We’re making it in our after-school science club. There’s
information. Ask students to convert the information into an
a competition next week, and we want to make the biggest
email, using the email from Safa as a model.
and the best volcano.
Sean Well, it’s very big. How often do you have your after- ANSWERS
school science club? Students’ own answers
Amy We have it twice a week, on Mondays and Wednesdays. Score See the suggested assessment criteria for Writing
Sean What other things do you do? on page 16.
Amy We study science in nature. We study deserts and why
they are dry. Deserts can be very hot and very cold. The
Antarctic is a desert.
Interaction (SC3)
Sean Wow. Is that true? 7 Liam and Julia are chatting. Match the questions
Amy Yes, it is. We also study the seas and the animals in the and answers. (3 marks)
deepest oceans like the Pacific. There are lots of funny fish at
the bottom of the oceans. ANSWERS
Sean That sounds interesting. 1 C  ​2 A  ​3 B
Amy It is! Why don’t you come?
Mediation (SC4)
ANSWERS
A mountain  ​F desert  ​D ocean 8 You want to know your friend’s answers to Liam’s
questions in Exercise 7. Your friend doesn’t speak
2  T41 Listen again. Tick  A, B or C. (3 marks)
English. Write the three questions in your own
ANSWERS language. (3 marks)
1 B  ​2 A  ​3 C
ANSWERS
Students’ own answers
Reading (SC1)
Score 1 mark for each question correctly translated into
3 Read the blog post. What can’t you find in student’s own language.
Ireland? (1 mark)
ANSWERS
snakes
Term 1: Speaking
4 Read the blog post again. There are four Speaking (SC2, SC3)
numbers. What do they describe? (4 marks)
1 Look at the pictures of Leah’s favourite things.
ANSWERS Then write your favourite things in the table.
360 – the length of the River Shannon in kilometres. Why do you like them?
60 – the depth of Lough Lean in metres. Ask students to look at Leah’s favourite things and to think
1,038 – the height of Carrauntoohil in metres. about the things that they enjoy doing most. Ask them to
450 – the number of different types of birds in Ireland add their own favourite things to each section. They need
at least five in total. They should think about why they
5 Read again. Where is the information? Circle A, B
like them.
or C. (3 marks)
ANSWERS
1 C  ​2 A  ​3 B

Specific Competences tests teacher’s notes © Oxford University Press Term 1 10

1b Tell your teacher about your favourite things. Reading (SC1)
Use the expressions in the box to help you.
(5 marks) 3 Read the blog post. Choose and write the best
Ask students to use the expressions from the box to tell you title: A school barbecue! A day at the beach! or Fun
about their favourite things and why they enjoy them. at the fair! (1 mark)
Score See the suggested assessment criteria for the ANSWERS
Speaking Presentation on page 16. Fun at the fair!

2 Work in pairs. Look at the pictures. Think of 4 Read the blog post again. Tick  three things the
five sentences to compare the two places. Say blog post tells you about. (3 marks)
your sentences. Which are the same? Which are ANSWERS
different? Make notes. (5 marks) the writer’s feelings about the fair, the idea for the fair, the
Demonstrate this activity by comparing the two pictures. information at the fair
Then divide the class into pairs. Tell them to do the same
5 Read again. Circle True or False. (4 marks)
in pairs. Tell them in their own language to listen carefully,
because in the next task they will tell the teacher what they ANSWERS
remember about what their classmates said. 1 False  ​2 True  ​3 True  ​4 False
Score See the suggested assessment criteria for Spoken Interaction
on page 16.
Writing (SC2)
6a Read the report about a school sports day. Plan
Mediation (SC4) a report about an event at your school.
3 Now tell your teacher about you and your ANSWERS
partner’s sentences. Tell him / her which sentences Students’ own answers
are different and which are similar. (5 marks)
6b Write your report. (5 marks)
Score See the suggested assessment criteria for Spoken Mediation
ANSWERS
on page 16.
Students’ own answers
Ask students to focus on the information that each section
Term 2: Listening, Reading, contains. Ask students to notice when the writer gives his /
Writing her opinions. Ask them which information from the email
they would use to answer the questions below. Tell students
to complete the questions with their own information. Ask
Listening (SC1) students to convert the information into a report, using the
1  T46 Listen to the speakers. Number the report as a model.
pictures 1–3 in the order the speakers talk about Score See the suggested assessment criteria for Writing
them. (3 marks) on page 16.
1 I didn’t do anything at the weekend because the weather
was really bad. We didn’t play our basketball game and Interaction (SC3)
we didn’t go to the park. I was at home on Saturday and
Sunday, but I had a video call with my grandparents, so 7 Maisy and Harry are chatting. Match the
I saw them, at least! questions and answers. (3 marks)
2 We didn’t see the parade in town in the afternoon, but in ANSWERS
the evening, I saw my friends and we saw the band and 1 B  ​2 C  ​3 A
the fireworks in the park. The music was really good, and
we danced a lot! Mediation (SC4)
3 There was a talk about the national park, and it was really
good. There was a lot of information about the birds, 8 Write a message to a friend. Ask him or her
plants and trees that live in the mountains and near the Maisy’s questions from Exercise 7. Your friend
lake. But the best thing was the trip to the waterfall. It was doesn’t speak English, so use your own language.
fantastic! (3 marks)
ANSWERS ANSWERS
C 1  ​B 2  ​A 3 Students correctly translate the three questions into their
own language.
2  T47 Listen again. Circle speaker 1, 2 or 3 to
answer the questions. (3 marks) Score 1 mark for each question.
ANSWERS
A 3  ​B 1  C 2

Specific Competences tests teacher’s notes © Oxford University Press Term 2 11

Term 2: Speaking Maria That’s right! And I created another activity on a zip
wire.
Max That sounds exciting and dangerous!
Speaking (SC2, SC3) Maria It is! The player flies on the zip wire from tree A to tree
1a Look at the pictures. What are the activities? Z at the same time that baboons jump from tree A to tree Z.
How do people feel when they do the activities? Max So on the zip wire game, the player that is faster than
Use the words in the box or your own ideas. the baboons wins.
Maria Yes!
Draw students’ attention to the example and ask students to
Max Are the baboons scary?
name the activities.
Maria No, they aren’t. In fact, they’re frightened of the zip
1b Tell your teacher about the situations in wire, because the player on the zip wire wears a costume
Exercise 1a. Use the questions to help you. and a mask. All the players choose a costume and a mask at
(5 marks) the beginning of the game.
Max Wow, great ideas! I see you’re good at creating games.
Read the questions with the students and go through the
Maria Well, I like doing it on Wild Life. My parents bought
example. Check students’ understanding of the adjectives.
it for me as a present for my birthday last month, and I’m
Ask students to say what the activities are and how the
always playing it. Why don’t you come and play?
people in the pictures feel about doing them.
Max Erm, I’m going to go shopping with my friends this
Score See the suggested assessment criteria for the afternoon, but I can come tomorrow.
Speaking Presentation on page 16. Maria Ok, why don’t you come tomorrow evening?
Max Good, tomorrow evening then.
2 Work in pairs. Look at the pictures. Ask and
answer questions about five of the activities. ANSWERS
(5 marks) 1 C  ​2 A  ​3 A
Demonstrate this activity by asking two or three students 2  T53 Listen again. Complete the sentences
a question. Correct, if necessary, their answers. Then ask with two words. (3 marks)
students to ask you a question and answer it.
ANSWERS
Divide the class into pairs. Tell them to ask and answer
1 aggressive crocodiles   ​2 zip wire   ​3 costume, mask
questions. Tell them in their own language to listen carefully,
because in the next task they will tell the teacher what they
remember about what their classmates said.
Reading (SC1)
Score See the suggested assessment criteria for Spoken Interaction 3 Read the email. Which activity are they not
on page 16. going to do? Tick  the correct answer (A, B, or C).
(1 mark)
Mediation (SC4) ANSWERS
B
3 Now tell your teacher about five of the girl’s
activities. (5 marks) 4 Read the email again. Where is the information?
Score See the suggested assessment criteria for Spoken Mediation Circle A (paragraph A) or B (paragraph B)? (4 marks)
on page 16. ANSWERS
1 B  ​2 A  ​3 B  ​4 A
Term 3: Listening, Reading, 5 Read again. Match the words (1–3) to the
Writing meanings (A–C). (3 marks)
ANSWERS
Listening (SC1) 1 B  ​2 C  ​3 A

1  T52 Listen to the conversation. Tick  the Writing (SC2)

correct answer (A, B, or C). (3 marks)
Max What are you doing now, Maria? 6a Read the email. Plan an email about your plans
Maria I’m playing the video game, Wild Life. for next weekend.
Max Wild Life? I don’t know that one. What do you do?
ANSWERS
Maria It’s great. You’re on an island and you can create your
Students’ own answers
own adventure park. You can make different activities and
have different types of wild animals on the island. Then, you 6b Write your email. (5 marks)
play the games.
Ask students to focus on the information that each
Max It sounds better than the video games I play. What type
paragraph contains. Ask students to pay attention to the
of activities did you create?
tenses used. Ask them which information from the email
Maria Well, in one activity, the player uses a rope to go over a
they would use to make the plans below. Tell students to
river, but there are lots of aggressive crocodiles in the river.
complete the questions with their own information. Ask
Max Ah, so when a nervous player doesn’t cross the river
students to convert the information into an email, using the
with the rope, the crocodiles have dinner!
email as a model.

Specific Competences tests teacher’s notes © Oxford University Press Terms 2 & 3 12
ANSWERS Mediation (SC4) (5 marks)
Students’ own answers
3 Now tell your teacher about your partner’s
Score See the suggested assessment criteria for Writing
on page 16.
sentences. Which activities did he / she do? Which
activities did he / she enjoy? (5 marks)
Interaction (SC3) Score See the suggested assessment criteria for Spoken Mediation
on page 16.
7 Complete the conversation with the words in the
box. (3 marks)
ANSWERS
1 are you   ​2 ’s going   ​3 we aren’t

Mediation (SC4)
8 You want to ask a friend who doesn’t speak
English about their plans for the weekend.
Translate Sam’s questions in Exercise 7 into your
own language. (3 marks)
ANSWERS
Students correctly translate the three questions into their
own language.
Score 1 mark for each question correctly translated into
student’s own language.

Term 3: Speaking
Speaking (SC2, SC3)
1a Complete the chart. Write three things in each
section.
Ask students to complete the chart with three items in each
category. Tell them to place the most difficult, the friendliest,
etc. first, and the second most difficult, friendliest, etc.
second, etc.

1b Tell your teacher about the three things in

each category. Use comparatives and superlatives.
(5 marks)
Ask students to compare the items in each category. You
could give them an example of your own.
Score See the suggested assessment criteria for the
Speaking Presentation on page 16.

2 Work in pairs. Look at the pictures. Say what the

people are going to do. Say which activities you
did in the past. Did you enjoy them? Why / Why
not? (5 marks)
Demonstrate this activity by talking about a couple of
activities, using the past simple and the going to future.
Then divide the class into pairs. Tell them to ask and answer
questions. Tell them in their own language to listen carefully,
because in the next task they will tell the teacher what they
remember about what their classmates said.
Score See the suggested assessment criteria for Spoken Interaction
on page 16.

Specific Competences tests teacher’s notes © Oxford University Press Term 3 13

End of year test
5 Read again. Who is going to do the activities this
Listening, Reading, Writing year? Write Leo or Grace. (4 marks)
Listening (SC1) ANSWERS
1 Leo  ​2 Grace  ​3 Leo  ​4 Grace
1  T54 Listen to three children talking about
their activities. Write Alex, Amy or Otis. (3 marks) Writing (SC2)
1 Sara Go on! Take the rope, Otis!
Otis The rope? I can’t climb up that rope! 6a Read the email. Plan an email about your
Sara Can’t you? OK, well, go up the ladder. summer holidays.
Otis The ladder? The ladder is higher and more dangerous ANSWERS
than the rope! And it’s scary! Students’ own answers
Sara We’re going to go on the zip wire, Otis. We need to
climb the rope or the ladder! 6b Write your email. (5 marks)
Otis Er, OK. Well, I’m not going to climb the ladder! Ask students to focus on the information in the email.
Sara Right, here’s the rope! Take it! And here are some Ask them to notice how the writer starts by talking about
gloves and a helmet. past experiences, progresses to talking about what they
Otis Ah, gloves! Great! OK, erm, here we go! want to do, and then to asking for opinions.
2 Jack What did you do this morning, Tom?
Then ask them which information from the message they
Ellie This morning? Erm, I had PE and English before we
would use to answer the questions below. Tell students
had break and then I had art.
to answer the questions with their own information. Ask
Jack Did you see Alex?
students to convert the information into a message, using
Ellie Alex? No, I didn’t. He didn’t come to school this
the email above as a model.
morning because he went to the doctor’s. Why?
Jack We’re going to play a handball game this evening. I ANSWERS
hope Alex plays! Students’ own answers
Ellie Of course he’s going to play. Alex always plays! Score See the suggested assessment criteria for Writing on page
3 Liam Where are you going this evening, Amy? 16.
Amy I’m going to Ben’s house, and Nina’s going, too. We’re
going to make masks for the carnival. We’re going to do
Interaction (SC3)
the parade next Saturday.
Liam You’re all very hard-working! Did you finish the 7 Read the questions. Tick  the correct answer
costumes? (A or B). (3 marks)
Amy Yes, we did. We finished them all last week.
Liam There weren’t many people in the carnival last year. ANSWERS
Are there going to be more people this year? 1 A  ​2 A  ​3 B
Liam Yes, there are. There are two floats from our school,
and we are going to have a band and dancers on one of Mediation (SC4)
them.
8 You’re at your friend Jamal’s house. Write a
Amy Wow, it’s going to be great!
message to your parents about the summer camp
ANSWERS that Jamal went to last year. Your parents don’t
1 Amy  ​2 Otis  ​3 Alex speak English. Write the message in your own
language. (3 marks)
2  T55 Listen again. Who is it? Circle Alex, Amy
or Otis. (3 marks) ANSWERS
Students correctly translate the message into their own
ANSWERS
language.
1 Amy  ​2 Otis  ​3 Alex

Reading (SC1) Speaking

3 Read the messages. What do Leo and Grace talk Speaking (SC2, SC3)
about? Tick  the correct answer (A or B). (1 mark)
ANSWERS 1a Look at the words in the box. You know these
B words from this year’s English lessons. Prepare to
talk about them.
4 Read the messages again and complete the Ask students to think about the words in the table and
sentences. Write one ‘time’ word in each space. the contexts in which they learned them. Choose a word
(3 marks) and give them an example, e.g. lie-in, say I have a lie-in on
ANSWERS Saturday mornings. Encourage them to think about how they
1 last  ​2 twice  ​3 once can use more than one of the words in a sentence, how they

Specific Competences tests teacher’s notes © Oxford University Press End of year 14
can use different tenses, and how they can give opinions.
Encourage them to create groups of words that go together.

1b Point to a word. Talk to your teacher about it.

Can you talk for a minute? (5 marks)
Remind students of the example that you gave them earlier.
Add additional information, for example, say I have a lie-in
on Saturday mornings, but I don’t have a lie-in on Mondays
because I have ICT at 8.30. Then ask students to make their
own sentences about five topics from the course.
Score See the suggested assessment criteria for the
Speaking Presentation on page 16.

2 Work in pairs. Tell each other about the topics.

(5 marks)
Demonstrate this activity by answering one of the questions
yourself. Then divide the class into pairs. Tell them to ask and
answer questions. Tell them in their own language to listen
carefully, because in the next task they will tell the teacher
what they remember about what their classmates said.
Score See the suggested assessment criteria for Spoken Interaction
on page 16.

Mediation (SC4)
3 Now tell your teacher about you and your
partner’s opinions. Tell him / her what was the
same and what was different. (5 marks)
Score See the suggested assessment criteria for Spoken Mediation
on page 16.

Specific Competences tests teacher’s notes © Oxford University Press End of year 15
 Suggested assessment criteria
Name

Writing (SC2) Mark 0–1

Can plan the writing task effectively
Can follow the task instructions effectively, including all necessary information
Can organize ideas and information logically
Can use vocabulary with some accuracy
Can use grammar with some accuracy
Total

Speaking Presentation (SC2) Mark 0–1

Can plan the Presentation effectively
Can answer the question creatively, appropriately and coherently
Can use vocabulary with some accuracy
Can use grammar with some accuracy
Can speak with clear enough pronunciation to be understood
Total

Spoken Interaction (SC3) Mark 0–1

Can cooperate respectfully with other students
Can use key phrases and apply suggested strategies for conversations
Can answer questions directed to them
Can invite others to speak, e.g. by asking questions
Can show empathy, e.g. listening when others speak
Total

Spoken Mediation (SC4) Mark 0–1

Can address all the points in the task and mention information that is relevant to
the task
Can use vocabulary and grammar with some accuracy
Can omit information that isn’t necessary
Can speak with clear enough pronunciation to be understood
Can use an appropriate register, format or style
Total

Suggested assessment criteria © Oxford University Press 16

 Tests evaluation grids
Name

Unit 1 test
Listening, Reading and Writing Marks Max marks
Listening (SC1) 6
Reading (SC1) 8
Writing (SC2) 5
Written Interaction (SC3) 3
Written Mediation (SC4) 3
Total for test 25

Speaking Marks Max marks

Speaking Presentation (SC2) 5
Speaking (SC3) 5
Spoken Mediation (SC4) 5
Total for test 15

Unit 2 test
Listening, Reading and Writing Marks Max marks
Listening (SC1) 6
Reading (SC1) 8
Writing (SC2) 5
Written Interaction (SC3) 3
Written Mediation (SC4) 3
Total for test 25

Speaking Marks Max marks

Speaking Presentation (SC2) 5
Speaking (SC3) 5
Spoken Mediation (SC4) 5
Total for test 15

Tests evaluation grids © Oxford University Press 17

Unit 3 test
Listening, Reading and Writing Marks Max marks
Listening (SC1) 6
Reading (SC1) 8
Writing (SC2) 5
Written Interaction (SC3) 3
Written Mediation (SC4) 3
Total for test 25

Speaking Marks Max marks

Speaking Presentation (SC2) 5
Speaking (SC3) 5
Spoken Mediation (SC4) 5
Total for test 15

Unit 4 test
Listening, Reading and Writing Marks Max marks
Listening (SC1) 6
Reading (SC1) 8
Writing (SC2) 5
Written Interaction (SC3) 3
Written Mediation (SC4) 3
Total for test 25

Speaking Marks Max marks

Speaking Presentation (SC2) 5
Speaking (SC3) 5
Spoken Mediation (SC4) 5
Total for test 15

Tests evaluation grids © Oxford University Press 18

Unit 5 test
Listening, Reading and Writing Marks Max marks
Listening (SC1) 6
Reading (SC1) 8
Writing (SC2) 5
Written Interaction (SC3) 3
Written Mediation (SC4) 3
Total for test 25

Speaking Marks Max marks

Speaking Presentation (SC2) 5
Speaking (SC3) 5
Spoken Mediation (SC4) 5
Total for test 15

Unit 6 test
Listening, Reading and Writing Marks Max marks
Listening (SC1) 6
Reading (SC1) 8
Writing (SC2) 5
Written Interaction (SC3) 3
Written Mediation (SC4) 3
Total for test 25

Speaking Marks Max marks

Speaking Presentation (SC2) 5
Speaking (SC3) 5
Spoken Mediation (SC4) 5
Total for test 15

Tests evaluation grids © Oxford University Press 19

Term 1 test
Listening, Reading and Writing Marks Max marks
Listening (SC1) 6
Reading (SC1) 8
Writing (SC2) 5
Written Interaction (SC3) 3
Written Mediation (SC4) 3
Total for test 25

Speaking Marks Max marks

Speaking Presentation (SC2) 5
Speaking (SC3) 5
Spoken Mediation (SC4) 5
Total for test 15

Term 2 test
Listening, Reading and Writing Marks Max marks
Listening (SC1) 6
Reading (SC1) 8
Writing (SC2) 5
Written Interaction (SC3) 3
Written Mediation (SC4) 3
Total for test 25

Speaking Marks Max marks

Speaking Presentation (SC2) 5
Speaking (SC3) 5
Spoken Mediation (SC4) 5
Total for test 15

Tests evaluation grids © Oxford University Press 20

Term 3 test
Listening, Reading and Writing Marks Max marks
Listening (SC1) 6
Reading (SC1) 8
Writing (SC2) 5
Written Interaction (SC3) 3
Written Mediation (SC4) 3
Total for test 25

Speaking Marks Max marks

Speaking Presentation (SC2) 5
Speaking (SC3) 5
Spoken Mediation (SC4) 5
Total for test 15

End of year test

Listening, Reading and Writing Marks Max marks
Listening (SC1) 6
Reading (SC1) 8
Writing (SC2) 5
Written Interaction (SC3) 3
Written Mediation (SC4) 3
Total for test 25

Speaking Marks Max marks

Speaking Presentation (SC2) 5
Speaking (SC3) 5
Spoken Mediation (SC4) 5
Total for test 15

Tests evaluation grids © Oxford University Press 21