1 Assessment Unit 1

1 Recognition and production level At the end of the process, tell learners that in this way they
Place the school object and number flashcards on the board. can keep a record of how much they are learning and how
Organise them into two groups. much progress they’re making. Make sure to tell them what
Draw two columns on the board and tell learners to you expect: recognition level of most items and production
copy them in their notebooks. Many learners will be at level of some, not all. This will motivate them and will
production level in the case of numbers and school objects. emphasize that learning is a process.
Take one of the school object cards and have learners say
what it is. If they can say it, they should draw the object and Instructions
draw two  next to the object. If they can’t, they should Number 1 schoolbag
only draw the object. Do the same with the other school Number 2 fish
object cards and the number cards. After you have gone over Number 3 sheep
all the words in these two categories, carry out a Repeat if Number 4 ball
correct Activity or a Point to Exercise, making sure the cards Number 5 notebook
are wide apart on the board and walls. Those learners who Number 6 pen
point to the correct card, but who did not produce the word, Number 7 board game
should draw one  next to the drawing. Number 8 cow
For the other categories, most learners will be at recognition Number 9 doll
level. Ask them to use their Workbook pages. Work with Number 10 horse
Exercise 1 or 2 and ask learners to point to the different farm
animals. Then, show them the correct flashcard for them to 2 Communication
check. Those who have pointed correctly should draw a  Refer learners to Exercise 14 on page 13. Invite them to
next to each farm animal. Use Exercise 4 or 5 for pets and work in pairs and act out a similar dialogue. Encourage them
Exercise 6 for toys. to add greetings and How many …? questions as well.
Use your flashcards to check which learners are at
production level of the different lexical items. Show each
one and ask, What’s this? If learners answer correctly, they
should draw a second  next to the first one.

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 Unit Test 1
NAME DATE

1 Listen and number. Then, match. There’s an extra word.

ball
board game
building blocks
cow
doll
fish
horse
notebook
pen
schoolbag
sheep

2 Read and draw.

four dogs seven pencils three cats

nine pigs one duck five pencil cases

3 Write.

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 2 Assessment Unit 2

1 Recognition and production level Do the same with the other lexical areas.
Recognition will be formally assessed with the test on Ask learners to open their books at page 90 and focus on
page 137. However, there are also opportunities to assess Exercises 1 and 2. There may be some learners who drew
this in class, especially the listening skill. What follows is only one . Ask them to focus on these pictures and say
suggestions to assess oral production: the words to themselves. Then, use your flashcards and ask,
Have the list of flashcards ready: What’s this? Those learners who can answer should draw
• Colours the second  if they had only one.
• Parts of the body Do the same with Exercise 4 or 5 for pets (the one that
• Wild animals
learners had worked with) and Exercise 6 for toys.
Show everybody how they’re making progress. There may be
• Numbers 11–20
words they did not remember before, but now they do, or
First, tell learners to go over Unit 2 to check if they there are many P’s and R’s and very few if any blanks.
remember all the new words. Focus their attention in
particular on: Instructions
• Exercise 2 (animals) Number 1 lion
• Exercise 10 (parts of the body) Number 2 monkey
• Exercise 13 (numbers 11–20)
Number 3 crocodile
Number 4 ears
• Exercise 16 (colours)
Number 5 nose
Have learners look at each of the pictures and say the word Number 6 head
to themselves. Ask them where they can find help if they Number 7 eighteen
don’t remember a word: the written form. Number 8 twelve
After a few minutes, tell learners you’ll start with Number 9 fifteen
wild animals. Number 10 seventeen
Show one of your flashcards for learners to say what it is.
If they remember the word, they can write a P next to the
2 Communication
picture in their books. If they don’t, they should do nothing.
Refer learners to Exercise 3. Invite them to say what they like
Once you’ve shown the 6 flashcards, ask learners if there is
and don’t like, but this time, they can refer to colours.
any word they did not remember. If there is, go over each of
the flashcards and ask, e.g. Is this a lion? for learners to say
Yes or No. If they answer correctly, they should draw an R
next to the picture, but only if there was no P.

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 Unit Test 2
NAME DATE

1 Listen and circle. Then, match. There’s an extra word.

crocodile
1 6
ears

11 18
eighteen
2 7
eyes

fifteen
3 head 8 12 20
lion

4 monkey 9 15 19
nose

5 seventeen

twelve
10
13 17
2 Look and write.

 

3 Read and colour.

The board game is pink, blue, The pencil case is green The schoolbag is red and blue.
and black. and red.

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 3 Assessment Unit 3

1 Recognition and production level Do the same with the other lexical areas.
Recognition will be formally assessed with the test on page Go back to these exercises:
139. However, there are also opportunities to assess this • Exercise 2 (animals)
in class, especially the listening and speaking skills. What • Exercise 10 (parts of the body)
follows is suggestions to assess oral production:
• Exercise 13 (numbers 11–20)
Have the list of flashcards ready:
• Size • Exercise 16 (colours)

• Numbers 20–100 If learners had drawn only one , ask them to say these
words to themselves. Go around the class and ask a few
First, tell learners to go over Unit 3 to check if they
students, What’s this? when you see there’s only one .
remember all the new words. Focus their attention in
If they can answer, or if they remember how to say those
particular on:
• Exercise 2a and b (numbers)
words, they can draw a second . Tell them to draw this
second face using a different colour for them to see their
• Exercise 9 (size adjectives)
progress more easily. If they had annotated using R and
Have learners look at each of the pictures and say the word P, they should stick to the same criteria, but again, the P
to themselves. Ask them where they can find help if they should be added using a different colour.
don’t remember a word: the written form.
After a few minutes, tell learners you’ll start with numbers. Instructions
Show one of your flashcards for learners to say what number Number 1. I have 89 books.
it is. If they remember the word, they can write a P next Number 2. I have 56 building blocks.
to the picture in their books. If they don’t, they should do Number 3. I have 30 balls.
nothing. Once you’ve shown the flashcards, ask learners if Number 4. I have 49 pencils.
there is any word they did not remember. If there is, go over Number 5. I have 17 notebooks.
each of the flashcards and ask, e.g. Is this thirty? For learners
to say Yes or No. If they answer correctly, they should draw 2 Communication
an R next to the picture, but only if there was no P. Next, Refer learners to Exercises 7, 13, and 17. Invite them to say
you can write some numbers on the board for learners to what they have and don’t have, what they like, and to add
say them. information as in the examples.

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 Unit Test 3
NAME DATE

1 Listen and circle.

1 89 98
2 67 56
3 13 30
4 49 45
5 71 17

2 Read and circle.

I’m an elephant. I have / don’t have
1 four legs. My ears are big / small.
I’m plump / slim.
2
I’m a crocodile. I’m green
and tall / long. Look at my
mouth. It’s / They’re big!

3 I like / have two action

figures. It’s / They’re plump
and short / slim.

4
5
Look at Pepe. He’s my
friend. He’s / She’s very
This is Carla. He’s / She’s my tall / long!
cat. I like / have my cat.

3 Read and complete. Use I like, I have, it’s, they’re, he’s, she’s. You can use the
words more than once.
Hello! I’m Rhianna. a dog. dogs. very nice.
This is Perlita. my fish. And this is my favourite board game.
fantastic!
Mr Kelly is the new teacher. very tall. Mr Kelly .
Hi, I’m Mr Kelly. a special soft toy: a yacaré. red! red,
it’s my favourite colour.
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 4 Assessment Unit 4

1 Recognition and production level And these from Unit 3:

Recognition will be formally assessed with the test on page • Exercise 2a and 2b (numbers)
141. Here, we present suggestions to assess oral skills. • Exercise 9 (size adjectives)
First, tell learners to go over Unit 4 to check if they
If there are cases of only one , ask learners to say the
remember all the new words. Write the lexical areas on
words to themselves. If they can, they should add the
the board:
second , this time using a different colour. If they had used
Family members
R and P, they should stick to the same criteria, but again,
Colours
the P should be added using a different colour.
Ask learners to go over Unit 4 and check if they remember
all the new words. They can try saying them to themselves.
Instructions
You can follow the procedure suggested for Unit 3, or you
Hi, my name’s Ann and this is my family. This is my mum.
can implement this new way.
Her name’s Sofía. My dad’s name is Richard. I have a
First, ask learners to concentrate on Exercise 2 on page 47
brother, Nick, and a sister, Maggie. I have a granny and a
and say the words to themselves covering the written part.
grandpa, too. Her name is Cata and his name’s Ed. I love
Then, show the family flashcards one by one for learners to
my family!
say the words. They should write a P (production) next to
each of the words they know. Do the same with colours.
2 Communication
If there’s a word they can’t remember, they should let you
Refer learners to Exercises 5, 10, 14, and 17. Invite them to
know. Walk to them and provide them with a choice, e.g.
describe their families or a pet orally, and to create dialogues
Is this granny or grandpa? If they recognise the word, they
in pairs.
should write an R (recognition) next to the drawing or
the word.
Go back to these exercises from Unit 2:
• Exercise 2 (animals)
• Exercise 10 (parts of the body)
• Exercise 13 (numbers 11–20)
• Exercise 16 (colours)

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 Unit Test 4
NAME DATE

1a Listen and write the name.

Me

1b Read and circle.

This is a photo of 1Ann / Ann’s family. 2Her / His dad’s name is Richard. 3He’s / His tall.
4
He’s / His favourite colour is grey. This is Maggie. 5She’s / Her twelve. 6She’s / Her eyes are
big. Her 7grandpa / grandpa’s name is Ed. 8He’s / His nose is big! This is her 9mum / granny.
She’s seventy-five. 10She’s / Her ears are very big.

2 Read and circle the correct answer.

1 Who’s that? My brother. My doll.
2 How old is he? Five. His favourite number’s five.
3 Is that his schoolbag? Yes, it is. It’s purple.
4 What’s this? Her new action figure. His new action figure.
5 How many blocks? One hundred. I like building blocks.
6 Do you have building blocks? Yes, I do. They’re great. Yes, it is. It’s great.
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 5 Assessment Unit 5

1 Recognition and production level Go back to these exercises from Unit 3:

Recognition will be formally assessed with the test on page • Exercise 2a and b (numbers)
143. What is presented here is suggestions to assess • Exercise 9 (size adjectives)
oracy skills.
And these from Unit 4:
As suggested before, tell learners to go over Unit 5 to check • Exercise 2 (family)
if they remember all the new words. Write the lexical areas
• Exercise 13 (colours)
on the board:
Food Go over the exercises in Unit 2 if there are still words learners
Rooms in a house can’t produce.
Furniture and home appliances If there are cases of only an R, ask learners to say the words
Ask learners to go over Unit 5 and check they remember all to themselves. If they can, they should write P using a
the new words. They can try saying them to themselves. different colour.
Ask learners to concentrate on Exercise 2 on page 59 and say
the words to themselves covering the written part. Then, Instructions
show these food flashcards one by one for learners to say Hello! I’m Emma. For my picnic, I have oranges, eggs, meat,
the words. They should write a P (production) next to each and salad. I don’t have chips. I don’t like chips.
of the words they know. Do the same with the rooms in the My name’s Frank. Look at my picnic: ice cream, chicken,
house (Exercise 4), more food and drinks (Exercise 10), and water, and bananas. I don’t have apples. I don’t like apples.
furniture and home appliances (Exercise 14).
If there’s a word they can’t remember, they should let you 2 Communication
know. Walk to them and provide them with a choice, e.g. Refer learners to Exercises 7, 12, and 17. Invite them to
Is this chicken or meat? If they recognise the word, they describe their house orally, to talk about their likes and
should write an R (recognition) next to the drawing or dislikes as regards food, to make requests orally, and to
the word. create dialogues in pairs.

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 Unit Test 5
NAME DATE

1 Listen and tick (✔) or cross (✘).

2a Read and circle.

This is 1Andy / Andy’s house: a living

room, a big 2dining room / kitchen,
a dining room, and two 3bathrooms /
bedrooms. Look! 4A /An elephant in the
living room!

2b Read and draw.

Draw a plump dog in the living room. Draw a slim doll in the small bedroom.

3 Read and circle.

1 Where’s your sister? 4 Are they happy?
She’s in the garden. Yes, they are.
He’s in the garden. Yes, it is.
2 Is she happy? 5 Can I have a soft drink?
Yes, it is. Yes, I do.
Yes, she is. Here you are!
3 Where are your brothers? 6 Do you like soft drinks?
They’re in the bedroom. Yes, I like meat.
He’s in the bedroom. No, I don’t.
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 6 Assessment Unit 6

1 Recognition and production level And these from Unit 4

Recognition will be formally assessed with the test on page • Exercise 2 (family)
145. What is presented here is suggestions to assess • Exercise 13 (colours)
oracy skills.
Go over the exercises in the previous units if there are still
As suggested before, tell learners to go over Unit 6 to check
words learners can’t produce.
if they remember all the new words.
If there are cases of only an R, ask learners to say the words
First, ask learners to concentrate on Exercises 6, 7, 10, and 12
to themselves. If they can, they should write P using a
and say the words to themselves covering the written part.
different colour.
Then, show the action flashcards one by one for learners to
say the words. They should write a P (production) next to
Instructions
each of the words they know.
Hi! My name’s Rick. My family’s special. My mum’s singing.
If there’s a word they can’t remember, they should let you
My dad’s writing. My brother’s drinking and my sister’s
know. Walk to them and provide them with a choice, e.g.
listening to music. My granny? She’s making a house with
Is this chicken or meat? If they recognise the word, they
my baby sister, and my grandpa’s playing.
should write an R (recognition) next to the drawing or
the word.
2 Communication
Go back to these exercises from Unit 5
Refer learners to Exercises 2, 3, and 15. Invite them to
• Exercise 2 (food)
describe what food children have or don’t have for a picnic,
• Exercise 4 (rooms in a house) or what toys a brother and a sister (two brothers or two
• Exercise 10 (more food and drinks) sisters) have and don’t have. Ask them to create a dialogue
• Exercise 14 (furniture and appliances) as in Exercise 15 explaining why they can’t do something.

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 Unit Test 6
NAME DATE

1a Listen and circle.

1 4

2 5

3 6

1b Read and write have or don’t have.

Rick’s family
1 They a garden.
2 They a big living room.
3 They a big dining room.
4 They a big kitchen.
5 They two bathrooms.
6 They two bedrooms.

2 Read and match. There’s an extra option.

1 Ronnie’s drinking his favourite book.
2 Meg’s eating a soft drink.
3 Lucy’s riding her new bike.
4 Tom’s writing chicken.
5 Anna’s playing
her favourite board game.
6 Bob’s reading
his name.
7 Brenda’s watching
her new costume.
8 Rhonda’s wearing
his new costume.
TV.
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 Unit Tests Answer Key

Unit 1 Ex 2: 1 My brother, 2 Five, 3 Yes, it is, 4 His new action

Ex 1: 1 schoolbag, 2 fish, 3 sheep, 4 ball, 5 notebook, 6 pen, figure, 5 One hundred, 6 Yes, I do. They’re great.
7 board game, 8 cow, 9 doll, 10 horse
Ex 3: ruler, sheep, action figure, bird, hen, car Unit 5
Ex 1: 1 tick: oranges, eggs, meat, salad, cross: chips; 2 tick:
Unit 2 ice cream, chicken, water, bananas, cross: apples
Ex 1: 1 lion, 2 monkey, 3 crocodile, 4 ears, 5 nose, 6 head, 7 Ex 2a: 1 Andy’s, 2 kitchen, 3 bedrooms, 4 An
eighteen, 8 twelve, 9 fifteen, 10 seventeen Ex 2b: a plump dog in the living room, a slim doll in the
Ex 2: I like elephants. I don’t like tigers. small bedroom
Ex 3: Board game: pink, blue, and black. Pencil case: green Ex 4: 1 She’s in the garden. 2 Yes, she is. 3 They’re in the
and red. Schoolbag: red and blue. bedroom. 4 Yes, they are. 5 Here you are! 6 No, I don’t.

Unit 3 Unit 6
Ex 1: 1 89, 2 56, 3 30, 4 49, 5 17. Ex 1a: 1 microphone, 2 pen, 3 glass, 4 radio, 5 building
Ex 2: 1 have, big, plump 2 long, it’s 3 have, They’re, short blocks, 6 ball
4 She’s, like 5 He’s, tall Ex 1b: 1 don’t have, 2 have, 3 don’t have, 4 have, 5 don’t
Ex 3: I have, I like, They’re, She’s, It’s, He’s, I like, I have, It’s, have, 6 have
I like Ex 2: 1 Ronnie’s drinking a soft drink, 2 Meg's eating
chicken. 3 Lucy’s riding her new bike. 4 Tom’s writing his
Unit 4 name. 5 Anna’s playing her favourite board game. 6 Bob’s
Ex 1a: Mum: Sofia, Dad: Richard, brother: Nick, sister: reading his favourite book. 7 Brenda’s watching TV.
Maggie, Granny: Cata, Grandpa: Ed. 8 Rhonda’s wearing her new costume.
Ex 1b: 1 Ann’s, 2 Her, 3 He’s, 4 His, 5 She’s, 6 Her,
7 grandpa’s, 8 His, 9 granny, 10 Her

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 Progress Tests introduction

The progress tests' main aim is to collect information about book. As they listen to the instructions in the exercises
how well a class as a whole and individual learners are suggested, they have to draw the items and write them.
doing. They are based on the learning objectives stated They can then check in the PB pages if the drawings are
for the lessons and units keeping with the way lessons are correct, i.e. if they remember what the words mean. This
taught. Progress tests provide valuable information for technique can be used to revise lexical areas. They can also
teachers, learners, and, in turn, for the learners’ families as compare the spelling (theirs and the one in the book) and
well. When accompanied by other forms of assessment, as check if they need to be more careful about the spelling
the ones suggested for each unit, they contribute to learning of some words. As to grammar topics, learners can use the
and to motivating learners to keep on going. same exercises in the Workbook section of the interactive
Each of the units in Our Stories focuses on receptive book; and then, compare the answers in their hard copy. If
skills—listening and reading—, productive skills—speaking, the answers are the same, then, there’s no problem. If there
interacting, and writing, —and reflecting skills—language are some differences, but they understand where the mistake
awareness, cognitive awareness, social awareness, inclusive is or why something is not correct, that’s fine as well. If they
classrooms, and ESI / CSE. True as it is that all these do not understand why something is wrong, they should
reflecting skills cannot be tested formally, language and consult you the following class.
cognitive awareness will be present in formal instances This revision process should be done with enough time to
of assessment. make decisions regarding learners’ performance. In other
Progress tests will focus on listening, reading, and writing. words, learners need to be able to go over lexical sets and
Teachers can resort to the activities suggested for assessing activities at home and, if possible, more than once. Two
speaking and interaction in each of the units as well for the or three weeks in advance seems to be a logical time span
progress assessment to be complete. before the actual administration of each progress test.
Families should be advised as well, though reminding them
How to go about progress tests that the revision process will be done at school, and that
Very often, teachers inform learners and their families that learners have specific activities to carry out at home for
there’s going to be a test, which means that learners have revision purposes.
to study. Even more often, teachers insist that learners
should study. To many young learners, studying is not an Marking and grading tests
activity they find meaningful, which means they usually Tests can offer a learning opportunity even after learners
resort to learning something by heart. It may be the case have completed them. When handing them back to
that families do not know English, but what sometimes learners, go over the different items to analyse them with
happens is that if they do, what they ask their children to do the learners. For every blank to be filled or word / phrase to
to prepare for a test does not contribute much to it. What be circled, elicit why one option is correct while the other
can be done, then? Before a test, work with learners in class is wrong. In the case of writing, different types of mistakes
for them to understand what it means to prepare for one. can be found: spelling mistakes, incomplete question /
Ask them to go over the units you will focus on, i.e. Units 1 sentence, or incomplete even if the meaning is conveyed. It
and 2 for the first progress test, Units 3 and 4 for the second is advisable to focus on what learners can do and help them
one and finally, Units 5 and 6 for the last one. As learners go improve on their versions by focusing their attention on
over the units, tell them to dictate to you what they have what is wrong. Support needs to be given, e.g. exercises or
learnt. If they say, e.g. black, blue, pink, elicit the lexical set pages in which they can find references. This time allotted
as well. The assessment record they have been keeping for for learners to improve on their answers should be done in
the different units can help. For instance, for Progress Test class so that learners see this is a valuable activity and as
1, ask them to concentrate on the following exercises from such, needs to be done at school.
Unit 1: Should there be an item that every learner has got wrong, it
• Exercise 2 or 3 (farm animals) means that for some reason, they would have needed more
• Exercise 11 or 13 (pets) time or more practice. It is advisable not to consider this in
• Exercise 17 (toys)
the final grade.
A good follow up is to design an exercise which contains
and these from Unit 2: the most typical mistakes. Learners can do it in class or as
• Exercise 2 (animals)
homework and then, compare the items in this exercise with
• Exercise 10 (parts of the body) those in the test. Even if this last step is skipped, it can give
• Exercise 13 (numbers 11-20) you a good panorama of learners’ progress.
• Exercise 16 (colours)
Go over the lexical areas as suggested for the assessment
instances (pages 134 and 136 in this Teacher’s Book). You
can also advise learners to use the audio in their digital
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 Progress Tests Answer Key

Progress Test 1 Ex 2: 1 I’m, 2 don’t have, 3 mum’s, 4 She’s, 5 slim, 6 Her,

Ex 1: 1a dog, fish, duck, pig, lion, sheep 7 small, 8 brown, 9 sister, 10 seventeen, 11 His, 12 tall,
1b 11, 9, 16, 20 13 They’re, 14 like
Ex 3: Do you have a brother? / How old is he? / Is he tall? /
Instructions What colour are his eyes? / Do you like purple?
Welcome to Farm School Primary. Look at the school
objects. Eleven pencils, nine rulers, sixteen erasers, and
twenty books. Progress Test 3
Ex 1 a and b: soft drink (in the fridge), apples (in the
1c monkey: black and yellow, hen: red and blue, crocodile: dining room cupboard), chips (in the big bedroom), salad
green and pink (in the kitchen), table (in the bathroom), cupboard (in the
1d: complete the monster with three ears, four eyes, one living room)
mouth, two noses, three legs Ex 1c: 1 Amy’s, 2 It’s, 3 bedrooms, 4 dining room, 5 don’t
have, 6 A, 7 an
2 What’s this? / Is it your schoolbag? / How many pens? / Ex 2: wearing, listening, playing, drinking, making (extra
Do you like pens? option: bike)

Instructions
Progress Test 2 This is Amy's house. The soft drink is in the fridge. The
Ex 1: boy: Tony, 9; Mum: Ann, 39; Dad: Richard, 42; apples are in the cupboard in the dining room. The chips are
Granny: Maggie, 75; Grandpa: Andy, 84; brother: Nick, 5; in the big bedroom. The salad is in the kitchen. The table is
sister: Emma, 17 in the bathroom. The cupboard is in the living room.

Instructions
Hi, My name’s Tony, and I’m 9 years old. I have a big family.
My mum’s name is Ann. She’s 39. My dad’s 42. His name’s
Richard. I have a brother, Nick. He’s five, and my sister’s
seventeen. Her name’s Emma. I have a grandpa, Andy. He’s
eighty-four. My favourite member of the family? Granny
Maggie. She’s seventy-five. She’s super!

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 Progress Test 1

NAME DATE

1 Complete the poster.

Farm School Primary

1a Write the names of the animals. 1b Listen and write the number.

School objects

pencils
rulers
erasers
books

1c Read and colour. 1d Read and draw.

Our productions Farm School special pet
Three ears, four eyes, one mouth, two
noses, and three legs
The monkey is black
and yellow.

The hen is red and blue.

The crocodile is green

and pink.

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 Progress Test 1

NAME DATE

2 Read and circle.

What’s this?
A schoolbag.
Is this a notebook?

Is it your schoolbag?
No, it isn’t.
What’s this?

Look! How many pens?

Eighteen.
Is this a pen?

Is this a pen?
Yes, I do.
Do you like pens?

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 Progress Test 2

NAME DATE

1 Listen and write the name and the age.

Me

2 Read and circle.

Hi! I’m Brenda. 1I have / I’m ten years old. I 2have / don’t have a big family: mum, dad, and
a sister. My 3mum / mum’s name is Laura. 4She’s / Her short and 5slim / tall. 6She’s / Her
ears are 7plump / small and her eyes are 8orange / brown. This is Lucy, my 9sister / dad. She’s
10
seventy / seventeen. Look at my dad. 11His / Her name’s Paul. He’s very 12tall / long. Look!
My two dogs. 13It’s / They’re black. I 14like / don’t like my family. It’s fantastic!

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 Progress Test 2

NAME DATE

3 Read and match.

Do you have a brother?

Yes, I do. Bob.

Is this your brother?

How old is he?

He’s twelve.

How many?

Is he long?
No, he isn’t.

Is he tall?

What colour’s his bird?

They’re sky blue.

What colour are his eyes?

Do you like purple?

No, I don’t. My favourite colour’s grey.

Do you have purple?

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 Progress Test 3

NAME DATE

1a Listen and match.

1b Write the names in the boxes.

1c Read and circle.
This is 1Amy / Amy’s house. 2It’s / They’re a big house: two 3bedrooms / bathrooms, a
small bathroom, a living room, a kitchen and a 4bedroom/ dining room. They 5have / don’t
have a garden. Look! 6A / An schoolbag in the kitchen and 7a / an egg in the bathroom!
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 Progress Test 3

NAME DATE

2 Read, circle, and match. There’s an extra picture.

a I’m wearing / riding a costume.

b Bob’s listening / watching to music.

c Amy’s playing / singing a board game.

d Emma’s eating / drinking a soft drink.

e Paul’s writing / making a house.

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 Routine Cards

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 Routine Cards

hot sunny

rainy cloudy
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 Routine Cards

cold it’s raining

warm happy
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 Routine Cards

tired OK

angry sad
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 Routine Cards

Monday

Tuesday
Wednesday

Thursday

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 Routine Cards

Sunday
Friday
Saturday

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