Mario Herrera

Christopher Sol Cruz

GLISH
EN

2ND EDITION
ASSESSMENT PACK
4
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 GLISH
EN
2ND EDITION
ASSESSMENT PACK
4

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 Level 4 Contents

Big English Assessment Pack iv

Assessment of Young Learners vi
Test-taking Strategies x
Scoring in Big English xii
Student Self-Tracking Progress Charts xvii
Level 4 Diagnostic Pre-Test 02
Speaking Assessment Prompts 08
Unit 1 Practice Test 10
Unit 1 Unit Test 12
Unit 1 Speaking Assessment Prompts 14
Unit 2 Practice Test 16
Unit 2 Unit Test 18
Unit 2 Speaking Assessment Prompts 20
Unit 3 Practice Test 22
Unit 3 Unit Test 24
Unit 3 Speaking Assessment Prompts 26
Units 1–3 Mastery Test 28
Unit 4 Practice Test 34
Unit 4 Unit Test 36
Unit 4 Speaking Assessment Prompts 38
Unit 5 Practice Test 40
Unit 5 Unit Test 42
Unit 5 Speaking Assessment Prompts 44
Unit 6 Practice Test 46
Unit 6 Unit Test 48
Unit 6 Speaking Assessment Prompts 50
Units 4–6 Mastery Test 52
Unit 7 Practice Test 58
Unit 7 Unit Test 60
Unit 7 Speaking Assessment Prompts 62
Unit 8 Practice Test 64
Unit 8 Unit Test 66
Unit 8 Speaking Assessment Prompts 68
Unit 9 Practice Test 70
Unit 9 Unit Test 72
Unit 9 Speaking Assessment Prompts 74
Units 7–9 Mastery Test 76
Level 4 Final Exam 82
Speaking Assessment Prompts 86
Answer Key and Audioscript 88

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 Level 4

Big English Assessment Pack

The Big English Assessment Pack is a useful evaluation tool with a wealth of activity types
assessing the students’ language skills. The program balances these assessments throughout each
learning year and within individual units.
In this pack, teachers can find five types of tests which will help them form an accurate
evaluation of their students’ understanding and achievement.
Pre-Tests
Diagnostic Pre-Tests are designed to help place students into a specific level of study that is
neither too easy nor too difficult. Big English provides six written Diagnostic Pre-Tests (for levels
1 to 6) that evaluate students’ current language facility in English. Be sure to administer Pre-Tests
in a relaxed and supportive atmosphere, emphasizing that the results will help match students
with a level that is both fun and challenging.
Practice Tests
Each level includes nine Practice Tests which provide students with opportunities for review
of learned content and rehearsal of test-taking strategies. To use these tests as formative
assessments, consider giving students feedback on strengths and weaknesses, rather than scores.
Encourage students to ask questions and find information about concepts they do not fully
understand and adapt teaching strategies to help students meet their learning goals. In this way,
Practice Tests become part of the instructional process as well as preparation for Unit Tests.
(Practice Tests can also be used as make-up tests for students absent on test days.)
Unit Tests
Each level also includes nine Unit Tests which correspond to the content material in each of the
units and reflect their teaching objectives. These summative tests provide a useful snapshot of
student achievement at the end of a unit. They are meant to be graded and included as part of
each student’s overall assessment.
Mastery Tests
Each Mastery Test assesses student understanding and retention of concepts taught in the
previous three units (Units 1–3, Units 4–6, and Units 7–9). These tests help students remember
and integrate material learned over time, and assist teachers in decisions regarding which
elements of a course need additional review and practice. Like Unit Tests, these are also meant to
be graded and included in each student’s overall assessment.
Final Exam
The Final Exam for each level assesses student comprehension of the level’s key learning
objectives.

iv Level 4 Copyright © by Pearson Education, Ltd.

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 Level 4

What’s new
For this new edition, the tests have been updated to match the new Student’s Book content.
Additional tests have also been added to provide a more balanced assessment of the four skills.
There are brand-new listening and reading tasks as well as a new speaking assessment section
with prompts and detailed Teacher notes. In addition, existing content has been modified to
provide more variety in the type of tasks, many of which follow the CYLET’s specifications. This
will provide students with more useful exam preparation.
New speaking and writing checklists and assessment criteria have been introduced which
map to the Global Scale of English (GSE) and which will make it easier to assess each student’s
performance.
Global Scale of English
The Global Scale of English (GSE) is a standardized, granular scale which measures English
language proficiency. Unlike some other frameworks which describe attainment in broad bands,
the GSE identifies what a learner can do at each point on the scale across speaking, listening,
reading, and writing skills. The scale is designed to motivate learners by giving more granular
insight into learning progress. Teachers can use the GSE to match a student to the right course
materials for their exact level and learning goals.
The badging on the back of your coursebook shows the range of objectives that are covered
within the content. Knowing this range helps you select materials with the right level of support
and challenge for your students to help them progress. It does not mean that students need to
have mastered all objectives below the range before starting the course, or that they will all be ‘at’
the top of the range by the end.
For more information about how using the GSE can support your planning and teaching, your
assessment of your learners, and in selecting or creating additional materials to supplement your
core program please go to www.english.com/gse.

Copyright © by Pearson Education, Ltd. Level 4 v

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 Level 4

Assessment of Young Learners

Around the world, students are being introduced to second, or foreign, languages sooner
than ever before. The need to measure student achievement is by no means new. However,
assessing language learners between the ages of five and twelve requires teachers to be aware of
special considerations such as students’ social, emotional, and cognitive development; cultural
background; and familiarity with different types of texts particularly for those students who wish
to complete external standardized tests. Effective assessment also takes into account the school
and classroom setting, class materials and activities, and the expectations of both teachers and
students.
In Big English, students learn language structure and vocabulary in high-interest, thematic
contexts using the four communication skills: listening, speaking, reading, and writing. The ratio
of these elements varies according to the level, age, and cognitive abilities of the learners.
For the newest and/or youngest learners, a heavier emphasis is placed on listening and speaking;
reading and writing tasks are gradually introduced as they become appropriate to students’ age
and development. For older, more advanced learners, reading and writing instruction plays a
more prominent role. Nonetheless, speaking and listening are practiced throughout the program,
as students need to develop strong oral communication skills in order to achieve fluency. In
Big English, students engage in a variety of contextualized activities, each of which focuses on a
particular learning objective. These objectives are fully supported by the Big English Assessment
Pack.
The Big English tests provide a wide range of tasks using formats of controlled practice such as
multiple choice, true/false, fill in the blank, matching, and labeling. However, fair and accurate
assessment in a language classroom reflects not only what students can recognize and produce
on a test, but also what they can perform or do as they actually use the language in real or
realistic contexts. To evaluate learners’ progress fairly and fully, both of these aspects must be
part of an effective approach to assessment. Therefore, in Big English students are also offered
opportunities to express themselves more freely with more open writing tasks and through the
speaking assessment.

vi Level 4 Copyright © by Pearson Education, Ltd.

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 Level 4

Summative Assessment
A balanced assessment program includes both formative and summative assessment.
Considering the role that each of these types of assessment plays in the classroom can help
teachers ensure that they are using tools that will accurately measure all aspects of student
achievement.
Formative assessment takes place during the instructional process—while students are
forming their understanding of new concepts. When applying formative assessment strategies,
both educators and learners gather evidence and information that is used for the purpose of
improving learning. These strategies can provide answers to educators to the following questions:
• Who is or is not understanding the lesson?
• What are the students’ strengths and needs?
• What misconceptions do I need to clarify?
• What type of feedback should I give?
• What adjustments should I make to instruction?
• How should students be grouped?
• What differentiation do I need to prepare?
Formative assessment should include a variety of activities, including classroom discussions,
peer or group work, homework, as well as traditional tests and quizzes. The important thing to
remember about formative assessment is that the method of assessment is not what makes it
useful, but the way in which the results are used. Formative assessment is most successful when
results are analyzed to determine the current state of student understanding. Results are folded
into the classroom experience as teachers take specific actions to improve any deficiencies or
correct misunderstandings.
It is obvious that students who take an active role in their own learning have a greater chance
for success. Involving students in the assessment process will improve student achievement
and motivation (Sadler 1989). The educator can serve as coach or facilitator in this process.
Students need to understand learning and performance objectives, identify their current level of
comprehension, develop strategies to reach the learning objectives, and address any deficiencies.
Summative assessment gives feedback about what students know and do not know at a
particular point in time. These assessments provide evidence of student achievement for the
purpose of judging student competence or program effectiveness. Summative assessments
usually rank understanding by assigning a letter or number grade. The data gained from
summative assessments are generally used to determine how many students are and are not
meeting pre-set standards for a program.
Summative assessment is an essential tool for gauging student achievement and verifying
instruction, but it cannot stand alone. Because it generally occurs after the learning process, it
does not help teachers make instructional adjustments that will improve student progress.

Copyright © by Pearson Education, Ltd. Level 4 vii

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 Level 4

Assessment for Learning

Big English has been developed to allow teachers and students multiple opportunities to
integrate Assessment for Learning into every lesson. Notes in the Big English Teacher’s Edition
for each level clearly signpost stages in the Assessment for Learning (AfL) process. Assessment
opportunities become a natural and integral part of the learning process, leading directly to
changes in teaching strategies to ensure students acquire target skills.
A balanced approach to assessment includes frequent informal prompts, games, and
other activities that allow students to understand where they are and identify gaps in their
understanding. When informal assessments are integrated into the classroom, students take an
active role in their own education and seek out the help they need to meet their goals.
One aspect of assessment that is frequently overlooked by traditional approaches is positive
reinforcement. All students need to be encouraged by identifying skills they have successfully
acquired. Focusing attention only on mistakes or unlearned material creates disengaged,
dispirited students. Always be sure to praise students for skills they have successfully acquired
before identifying those which need work. Beginning learners are especially responsive to
positive feedback.
Self- and Peer-assessment
Involving students in the assessment process helps create a learning community in which all
members are working together toward a shared goal. Assessment for Learning asks students to
assess their progress frequently, both individually and in groups.
• Self-assessment involves students in evaluating their own performance and progress. Self-
assessment activities should be planned according to students’ age, development level, and
cognitive abilities. Very young children can color or draw a happy face, neutral face, or sad
face to indicate their feelings about their work; older students can circle words or write
descriptive sentences on a chart.
• Peer-assessment offers students a collaborative opportunity to share and evaluate their
progress with classmates. In peer-assessments, students are trained to give constructive
feedback on other students’ class work, homework assignments, or tests. Generally, students
first give a positive comment or two, followed by questions about something they found
confusing or incorrect. Partners or groups can then work together to find solutions. Provide
students with models of both strong and weak work to help prepare them to evaluate the work
of others.

viii Level 4 Copyright © by Pearson Education, Ltd.

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 Level 4

Managing Expectations
Assessment for Learning creates a collaborative environment in which teachers and students
work together. Both partners need to be aware of their expectations, and understand when they
are reasonable and when they need to be adjusted.
• Teacher expectations play a crucial role in preparing students for assessments. Teachers
should have high, but reasonable, expectations for student performance. Students who sense
a teacher doesn’t have high expectations for them or confidence in their ability to learn often
lose interest and motivation. There is no long-term sense of satisfaction in dealing with tasks
that are not challenging.
In contrast, students who believe a teacher’s expectations are too demanding and unrealistic
soon begin to give up the struggle. Testing becomes a scary and anxiety-filled experience that
reduces confidence and motivation. In setting and communicating expectations for students,
it is important to consider the age of the learners, their level of cognitive development, and the
number of contact hours they have each week.
• Student expectations can affect their assessment experiences. Students can expect a testing
atmosphere that is quiet and supportive. They should not be afraid to ask for clarification if
they do not understand instructions. Finally, they can expect prompt feedback so that they
can evaluate their progress, take pride in achievements, and identify areas that need further
attention.
Successful Formal Assessment
It is important to prepare students for any formal assessment. The added transparency of a
classroom that follows Assessment for Learning strategies means that students understand why
they are being tested and what those results will (and will not) say about their progress.
Test Review and Warm-Up
The day before a test, lead students in a review of unit content presented as a game or team
contest that will provide practice for the coming test without causing anxiety. The day of the test,
take time to lead students in a warm-up activity that will allow them to switch from thinking in
their native language to thinking in English. Having students perform a favorite song or chant
from the unit can help them to relax.
Test Information
Students should be told the content and skills the test will cover, how long the test will be, and
how the test will be scored. For very young students, it is helpful to provide examples of the test
item formats beforehand, such as drawing a circle around a word choice, matching, true/false,
and choosing a word from a list to fill in a blank. Students should never be tested using formats
they have not worked with before, nor should they have to read test instructions in language
they have not seen. Keep formats and instructions simple and similar to those found in the
Student’s Book.

Copyright © by Pearson Education, Ltd. Level 4 ix

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 Level 4

Test-taking Strategies
Students should be familiar with test-taking strategies that will help them feel confident during
formal assessments. Remind students to review their Student’s Book, Workbook, corrected
homework assignments, and previous tests. In addition, point out the need to get enough sleep
the night before and eat a good breakfast the day of the test. A few days before a test, share the
following strategies with students to help them prepare.
✓ The best way to do well on tests is to do well in class, from day one.
• Pay attention every day.
• Be prepared.
• Ask questions when you are confused or need help.
✓ Find out about the test you will have from your teacher. This helps you know what to study
and what to expect.
• What material will the test cover?
• What formats will be on the test?
Check the answer Multiple-choice Circle the answer Interview
Draw Read and answer Fill-in-the-blank True/False
Match Write
• How much time will you have for the test?
✓ Prepare for the test the day before.
• Choose a comfortable, quiet place to study.
• Choose a time to study when you aren’t tired or sleepy.
• Review your Student’s Book and Workbook.
• Review your class notebook, worksheets, quizzes, and tests.
✓ Really study.
• Identify the information you know well and spend a little time reviewing it.
• Identify the information you don’t know well and spend the most time studying it.
• Read difficult parts aloud or write them down. This helps you concentrate and remember
information better.
✓ Try these strategies to help you remember information.
• Make flash cards or note cards and review them often.
• Make a drawing or a poster and hang it on a wall you see every day.
• Use graphic organizers, such as idea maps or outlines, to make sense of material. Organized
information is easier to remember.
• Use songs and chants to remember vocabulary and grammar.

x Level 4 Copyright © by Pearson Education, Ltd.

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 Level 4

• Visualize a picture that illustrates words or ideas you need to remember.

Two meanings of trunk:

1. the long, tube-like part of an elephant’s face
used for feeding and drinking
2. a large, strong box with a lock and key; used
for storing objects and for traveling

✓ Use these strategies while you are taking a test. They will help you organize your thoughts and
make good use of your time.
• Have ready two sharp pencils and a good eraser.
• Write your name on your test as soon as you get it.
• Listen carefully to your teacher’s instructions. Ask questions if you don’t understand.
• Before you begin, look on both sides of your paper. Are there questions you must answer on
the other side?
• Now quickly read all the questions on the test. This will help you decide how to plan your
time. (You will need more time for the difficult questions.)
• Here is one good system for choosing the order of questions to answer.
1. Begin with a question or two you know the answer to. This helps you relax and feel more
confident.
2. Before the first half of your time is up, go to the difficult questions. Are some questions
worth a lot of points? Work on them now, while you still have time.
3. Leave some easy questions for last, when there isn’t much time left. Make sure they are
questions you can answer quickly, if necessary.
4. If there is time, go back to make sure you answered all the questions.
Check your answers for possible mistakes.
✓ When your teacher gives your graded test back, look carefully at your wrong answers. This will
help you be better prepared for the future.
• Look at each mistake. Try to figure out the correct answer yourself.
• If you don’t understand why your answer is wrong, ask your teacher.
• Write each correct answer on your test paper. Keep your test to review together with other
materials before your next test.

Copyright © by Pearson Education, Ltd. Level 4 xi

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 Level 4

Scoring in Big English

The Diagnostic Pre-Test, Practice and Unit Tests, Mastery Tests, and Final Exam include a score
box for teachers to complete. You should allocate a point for every item or question and if a task
contains two tasks (e.g. Listen and match. Then write.), then award two points. The use of the
scoring system however is up to your discretion and you might prefer to mark the tests using the
scores and share the results with your students giving them more explanations and guidance. On
the other hand, you could choose to keep the scores secret and provide individual feedback on
each student’s strength and weaknesses either orally or in writing.
Assessing Speaking
It is important to assess students’ speaking skills in settings that are relaxed and tension-free. The
Big English Assessment Pack offers a variety of speaking activities in every test. Visual prompts
are provided and there are detailed teaching notes suggesting questions that the students can
be asked. There are also Challenges which offer extension ideas for fast finishers or stronger
students.
To more accurately evaluate students’ performance, it is better for students to perform the
speaking test individually or in pairs as an interview. If your teaching settings require it, you
can also choose to set up whole-class activities and circulate around the room to listen to the
students as they work through the activities. This will allow you to make notes on individual
students without making it obvious that you are listening to them, thus reducing the pressure
on them. Pause, standing to the side of the student or pairs of students you are evaluating. You
may even want to turn your back on the student you are actually listening to, so that the student
remains involved with the task and does not focus attention on you or stop because you are
listening. In one-on-one interviews, students are of course aware that they are being assessed.
You may want to interview just a few students each day over a period of days, or you may want
to interview all of your students on one day, while other students are doing work for extra credit,
reading, or completing homework assignments.
Checklist with Assessment Criteria
On the next page, you can find a detailed checklist to track students’ speaking performance at
a glance. It is essentially a set of descriptions of criteria used for assessment in this level. These
descriptors are informed by the GSE and CEFR. There is also a rating appropriate for each
description, presented in chart form. Descriptors are clearer than simple letter or number grades,
and serve as feedback for students (and their parents). Using the rating scale for each descriptor,
you can keep track of each student’s progress in speaking production, fluency, interaction, and
range. Depending on the task you are evaluating, you may not need to fill in every category;
check the appropriate boxes, fill in needed information, and make notes that will help you with
the evaluation.

xii Level 4 Copyright © by Pearson Education, Ltd.

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 Level 4

Speaking Assessment Checklist

Student’s name: ___________________  Class: _____  Test: _____  Date: _____
G = very good   S = satisfactory   U = unsatisfactory

Spoken production and fluency

1. Can use sentences in a less controlled context with developing confidence. G S U
2. Can support meaning without using non-verbal communication. G S U
3. Can achieve a greater degree of fluency with a little hesitation. G S U
4. Can sustain speech beyond short isolated phrases. G S U
Spoken interaction
5. Can contribute and maintain spoken interaction with another speaker on
G S U
topics of personal importance.
6. Can express his/her ideas clearly. G S U
Range
7. Can use the unit’s grammar correctly with support. G S U
8. Can use a range of simple language in a greater range of contexts. G S U
Accuracy
9. Can pronounce target words and phrases clearly. G S U
10. Can produce intelligible language with appropriate intonation. G S U

Notes:

Copyright © by Pearson Education, Ltd. Level 4 xiii

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 Global Scale of English: Speaking Assessment Descriptors

xiv
GSE 10–21/<A1 GSE 22–29/A1 GSE 30–35/A2 GSE 36–42/A2+
SPOKEN Uses single words and very short Uses simple phrases and fixed Uses simple sentences in a less Uses longer sentences with simple
PRODUCTION AND phrases in a formulaic, memorized expressions in a formulaic fashion controlled context, with developing connectors in a less controlled

Level 4
Level 4

FLUENCY fashion (e.g. numbers, colors, (e.g. What’s the time?, Can I have confidence (e.g. My best friend’s name context, and with greater
My name is …, My favorite … a pencil?). May use non-verbal is ... He has short brown hair. He independence.
• Productive ability
is…). Is likely to use non-verbal communication to support likes going to the movie theater.). Can Can describe e.g. routines/places/
• Extent of contribution communication to support meaning. describe in simple terms, moving people/opinions with little reliance
• Pausing and hesitation meaning. Uses fixed expressions in classroom beyond the formulaic. on the formulaic and greater use of
Likely to hesitate and need tasks and activities. Can sustain speech beyond short self-generated language.

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GSE Speaking Descriptors

considerable thinking time. Hesitation is likely, although not isolated phrases. While hesitation is still possible,
inevitable. Hesitation is still possible, but is a degree of fluency is achievable
beginning to attempt recovery/ without support, and may be able to
reformulation. recover or re-formulate.

SPOKEN Contributes to basic exchanges Contributes to short exchanges Contributes to simple exchanges Contributes to exchanges on topics
INTERACTION using single words and/or very on familiar topic areas with some on topics of personal importance relevant to themselves, their routine,
• Ability to understand, simple memorized expressions with support, both asking and answering or everyday relevance using simple and their environment using
contribute to, and support/scaffolding from the other formulaic questions. language and some fixed expressions. some self-generated language and
maintain interaction interlocutor (e.g. repetition and/ Uses simple fixed expressions to May achieve the interactive process expressions.
or re-phrasing, modifying speed, observe social conventions (e.g. (e.g. turn taking) without support. Independence is beginning to
• Appropriacy of supplying missing language, giving How are you? Be careful! I’m sorry!). Uses simple fixed expressions to emerge, leading to more extended
language and functions non-verbal support. etc.). observe social conventions in a exchanges.
• Coherence Uses basic words to observe social widening range of contexts (e.g. Has a developing awareness and
• Support conventions (e.g. polite greetings/ introducing people, responding to range of functional language for
please/thank you). apologies, politely refusing a request). social interaction (e,g. asking for
someone’s news, giving a reason
along with an apology).

RANGE Uses single words and short fixed Uses basic phrases/fixed expressions Uses simple, often repetitive language Uses a range of simple language
• Grammar and vocab expressions related to information related to family, friends, home related to own world situations and with more confidence leading to
of personal relevance or the life, and personal experiences as experiences (e.g. Let’s go to the movie greater development of spoken
• Topics and contexts
immediate personal environment well as the immediate classroom theater, I’d like a hamburger and fries contributions. Contexts and topics
and situation (e.g. Hello/Goodbye, environment (e.g. How do you spell please.), relate to the world as it is relevant to
Please/Thank you, Sorry?). that?, Nice to meet you!) Has a growing command of the young people.
Can express simple personal language needed within the classroom
opinions (likes/dislikes). to express needs and wants and to
complete classroom activities.
Contexts are still ‘own world centered’
but may be broader in range (e.g. their
own childhood/their future plans/
their friend’s routines etc).

ACCURACY Can produce intelligible language Can produce intelligible language The majority of words are intelligible. Speech is intelligible, although
• Pronunciation, stress, with support and/or modeling from with less immediate input, although Errors may still be evident but there pronunciation of individual items
and intonation other interlocutors. modeling and support may often is less need for support to achieve may still cause issues. Stress and
still be necessary. communication. intonation are generally secure and
• Control of structure,
Beginning to develop control, support meaning.
vocabulary, and
although errors frequent and Errors may be present but do not
function
support still needed to achieve hinder communication.

Copyright © by Pearson Education, Ltd.

communication.

02/09/2017 09:12
 Level 4

Assessing the Writing

With the writing tasks, you can assess your students’ handwriting and their knowledge of
spelling of individual words. As the challenge increases across units and levels, you can also
assess their ability to express themselves with longer sentences, to structure paragraphs and
longer texts.
As a suggested marking scheme, award two points per category: written production, range, and
accuracy. So each writing task adds up to six points.
Writing Assessment Checklist
Student’s name: ___________________  Class: _____  Test: _____  Date: _____
G = very good   S = satisfactory   U = unsatisfactory

Written production
1. Can write basic sentences with support. G S U
2. Can write short, simple texts with support. G S U
3. Can use simple connecting devices (e.g. or/because) to link sentences. G S U
4. Can produce a small range of text types appropriately, including short basic
G S U
descriptions, greetings in a card and simple emails.
Range
5. Can use the unit’s vocabulary correctly with support. G S U
6. Can use the unit’s structures correctly with support. G S U
7. Can produce a range of simple structures with independence. G S U
Accuracy
8. Can use the correct spelling of familiar words. G S U
9. Can use a greater range of punctuation in sentences. G S U
10. Can control structure and vocabulary when using familiar language though
G S U
errors are likely.

Notes:

Copyright © by Pearson Education, Ltd. Level 4 xv

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 Global Scale of English: Writing Assessment Descriptors

xvi
GSE 10–21/<A1 GSE 22–29/A1 GSE 30–35/A2 GSE 36–42/A2+
WRITTEN Can write the letters of Can write basic isolated sentences (e.g. Can write simple sentences (e.g. My Can produce simple texts in linked
PRODUCTION the alphabet in upper and I can swim. I like dogs and cats.) with a friend has brown hair. I don’t like doing sentences, of relevant content and/or of

Level 4
Level 4

• Content and lower case. model. Is able to write short answers to my homework.) with a model. personal interest, with guidance.
organization Can copy short words and questions in a reading text (e.g. What color May be able to produce simple texts with Is able to use a range of simple connecting
may be able to copy very is the book? → It is red.). relevant content (four to six sentences) devices to produce a cohesive text (e.g.
• Appropriacy short phrases (e.g. This is May be able to produce short, simple texts on a familiar topic, when modeled. when/so/then).
• Coherence and Mary.) once familiarized (two or three sentences) on a familiar Can use simple connecting devices (e.g. Is able to produce a range of text types
cohesion with them. topic, when modeled. or or because) to link sentences. appropriately, including simple emails and
GSE Writing Descriptors

F01 Big English ASB 4 Global Refresh 2E 3096.indd 16

• Text types Can link simple sentences with basic Is able to produce a small range of letters, simple diary entries, short simple
connectors (e.g. and and but). text types appropriately, including descriptive texts, simple narratives, signs,
• Ability to correct
Is able to produce a limited number of simple notes and invitations, short, and menus. Can open and close a text
text types appropriately: can write lists of basic descriptions, and lists for specific (letter/email/note/card) in an appropriate
words (e.g. a shopping list or a categorizing purposes (e.g. recording an activity). way.
activity for classroom purposes), can Is able to make corrections to spelling Is able to correct spellings and errors in
complete simple tables/grids or forms with when guided. structure with guidance.
basic personal information and can write
an appropriate greeting in a card.
Has an awareness of errors (e.g. in
spelling) when guided.

RANGE Topics are very familiar Topics remain own world centered but Topics relate to own world situations, Topics relate to the world as it is relevant to
• Topics and contexts and/or related to the may include familiar things seen in knowledge, and experiences (family and a younger learner.
immediate environment pictures/stories (e.g. everyday items, daily friends, their town, simple narratives, Can use a range of vocabulary related to
• Grammar and
(e.g. names, numbers, activities, etc.). etc.). topics. Can produce a range of simple
vocabulary
family members, classroom Can produce basic structures and simple Can produce simple structures with structures (e.g. will for future predictions,
• Functions objects, toys, pets, etc.). vocabulary of personal relevance, with independence (e.g. Would you like a present perfect with present reference,
Grammar and vocabulary support (e.g. I like hamburgers.). drink? I went to the park. I usually walk to comparative and superlative adjectives
are limited to single words Can use language to perform basic school, etc.). Can use vocabulary related etc.), although may need support.
and very simple formulaic functions (e.g. simple personal opinions to topics. Is able to use language for a range of
structures (e.g. This is ..., I (likes/dislikes)). Is able to use fixed phrases to produce functions (e.g. giving instructions,
am …). some simple functions (e.g. making an straightforward complaints, simple
invitation or thanking someone) if given apologies, simple advice) if given a model.
a model.

ACCURACY Can use capital letters Can punctuate a sentence correctly (using Can accurately use a range of Can use basic punctuation (e.g. capitals,
• Spelling and on names and may use a capital letters and periods) and has an punctuation including commas and periods, commas, question marks) with
punctuation capital to begin a sentence. awareness of question marks. Can use possessive apostrophes. accuracy. May use exclamation marks and
Can spell simple words apostrophes for contractions. Has an awareness of simple spelling rules speech marks accurately, although may
• Control of structure
correctly when copying Familiar words may be spelled correctly. (e.g. dance → dancing). under or over use these.
and vocabulary
from a model. Has an awareness of very simple spelling Familiar words are usually spelled Is aware of a range of spelling rules (e.g.
Errors are frequent if not rules (e.g. cat → cats, bus → buses). correctly; errors may occur with newer tidy → tidied, big → bigger). Spelling is
copying from a model, May show good control of structure and lexis. accurate with familiar words.
and very common in vocabulary when closely guided by a Can control structure and vocabulary Shows good control of structure and
learners with non-Latin L1 model. Errors in spelling/orthography are when using familiar language: errors vocabulary with familiar language. Errors
alphabets. frequent in learners with non-Latin L1 are likely with less familiar language in may be frequent in less controlled tasks.
alphabets. less controlled contexts. Learners with Features of L1 are likely to interfere, and
non-Latin L1 alphabets may often make learners with non-Latin L1 alphabets may
mistakes in spelling/orthography. make mistakes in spelling/orthography.

Copyright © by Pearson Education, Ltd.

02/09/2017 09:12
 Level 4

Student Self-Tracking Progress Charts

Students can keep track of their progress by referring to the I can statements at the end of each
unit in their Student’s Book. They can also use the following chart and fill it in when they receive
the results for each test.

My Progress
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
Test score

Reading

Listening

Writing

Speaking

My teacher says

My Progress
Unit 6 Unit 7 Unit 8 Unit 9
Test score

Reading

Listening

Writing

Speaking

My teacher says

Copyright © by Pearson Education, Ltd. Level 4 xvii

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 Diagnostic Pre-Test Level 4 Name

Listening

1 Look at the chart. Then listen and circle T for True or F for False.

Leo’s chores Mon Tue Wed Thu Fri

makes his bed ✓ ✓
cleans his room ✓ ✓ ✓ ✓
does his homework ✓ ✓ ✓ ✓ ✓
washes the dishes

1 Leo always does his homework. T F

2 Leo usually cleans his room. T F

3 Leo never makes his bed. T F

4 Leo never washes the dishes. T F

5 Leo sometimes makes his bed. T F

2 Listen and write. Then check (✓).

1 a b 2 a b

3 a b 4 a b

2 Level 4

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 Diagnostic Pre-Test Level 4 Name

3 Listen and match. Draw lines.

1 a

2 b

3 c

4 d

Level 4 3

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 Diagnostic Pre-Test Level 4 Name

Reading

4 Read and complete the dialog. Use the words from the box.

firefighter fire station hospital officer police station

Donna: Hi, Marie!

Mark: Hi, Donna. Is that your dad?

Donna: Yes, it is.

Mark: Wow, is he a ?
1.
Donna: Yes. My mom is, too. They both work at the .
2.
Mark: Cool! My dad is a police . He works at the
3.
. My mom is a nurse. She works
4.
at the .
5.

5 Read and match. Draw lines.

1 I brush my teeth go to a piano lesson.

2 He feeds the to soccer practice on Sunday morning.
3 They always go after breakfast.
4 Before dinner, I sometimes for a test.
5 She has to study cat at seven thirty in the morning.

4 Level 4

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 Diagnostic Pre-Test Level 4 Name

6 Read and circle is or was. Then look at the pictures and answer the questions.

Rio de Janeiro, Brazil London, England

Yesterday Today Yesterday Today

Temperature: Temperature: Temperature: Temperature:

33˚ C / 91˚ F 28˚ C / 82˚ F 4˚ C / 39˚ F 12˚ C / 54˚ F
1 How is / was the weather in Rio de Janeiro yesterday?

2 How is / was the weather today in Rio de Janeiro?

3 How is / was the weather in London today?

4 How is / was the weather in London yesterday?

7 Complete the sentences. Circle the correct verb.

1 There aren’t any / some cookies in the kitchen.
2 There’s any / some pizza for lunch.
3 I want any / some spaghetti for dinner, please.
4 Did / Does / Do you go to a zoo yesterday?
5 What did / does / do you do every Sunday morning?
6 What did / does / do Paul have to do tonight?

Level 4 5

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 Diagnostic Pre-Test Level 4 Name

Writing

8 Look and write. Use the words from the box.

big fast long new old short slow small

1 This is an phone. People used to use these to talk to

each other.
2 This is a phone. They are called cell phones.
3 This is a chair.
4 This is a chair.
5 This girl has hair.
6 This boy has hair.
7 This car is .
8 This bicycle is .

9 Follow the sequence and write.

1 Thursday, Friday,
2 spring, summer,
3 morning, afternoon,
4 usually, sometimes,
5 February, March,

6 Level 4

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 Diagnostic Pre-Test Level 4 Name

10 Answer the questions. Write sentences.

1 What do you like to wear on weekends?

2 What did you do at school yesterday?

3 What did you do on your last vacation?

11 Order the words to write sentences and questions.

1 like / she / doing / dishes / does / the / ?

2 dad / do / does / your / what / ?

3 never / dog / I / the / Sundays / walk / on

4 exercise / yesterday / did / any / they / get?

5 dressed / at / gets / she / fifteen / seven

Score: / Level 4 7

M01 Big English ASB 4 Global Refresh 2E 3096.indd 7 02/09/2017 09:13

 Speaking Assessment Prompts Diagnostic Pre-Test

8 Level 4

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 Speaking Assessment Prompts Diagnostic Pre-Test Teacher’s Notes

1 Ask the students to describe what they can see in the picture. Point to
different people and objects and ask questions: What is this? Who is this?
Is this a…? Can you find a…? Point to a…? Ask the student to ask you
questions about the picture.
2 Ask the student to describe what the children are wearing. Ask questions:
What is this boy wearing? Etc. Then ask: What do you like wearing? What
do you wear to school? What do you wear at the weekend?
3 Point to the different activities. Ask the student to describe the activities.
Ask questions: What is this boy/girl doing? Do you like doing this activity?
Why do you like doing it? What is your favorite activity? What is your
brother’s/sister’s/friend’s favorite activity?

Level 4 9

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 Practice Test Unit 1 Name

1 Match the sentences with the correct pictures. Draw lines.

1 Trish plays the flute. She has wavy blond hair. a

2 Lara has light hair. She is funny and friendly. b

3 Bryan is serious. He has glasses and dark hair. c

4 Natalie has straight hair. She likes to read. d

2 Look at the pictures. Then listen and write.

Abby Buster Jaime Jose Lisa Ms. Francis

10 Level 4

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 Practice Test Unit 1 Name

3 Complete the sentences. Write the correct form of the words in

parentheses.
1 My brother is than I am. (old)
2 I am than Emily. (tall)
3 Frank’s backpack is than Henry’s. (heavy)
4 Maria’s hair is than Diane’s. (long)

4 Replace the words in bold. Rewrite the sentences using the words
from the box.

hers his mine ours theirs yours

1 My backpack is heavier than your backpack.

2 My hair is longer than her hair.

3 Their house is bigger than our house.

4 Our dog is friendlier than their dog.

5 Your sister is taller than my sister.

6 My cousin is older than his cousin.

5 Compare two things in your class. Use words ending in -er to show how
they are different. Write two sentences.

Score: / Level 4 11

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 Unit Test Unit 1 Name

1 Listen and check (✓) the correct box.

1 a b c

2 a b c

3 a b c

2 Look at the two pictures. Complete the paragraph. Use the words from
the box.

curly funny glasses long short straight taller

I have two different teachers. Mr. Marshall is than Mrs. Ivy.

1.
Mr. Marshall’s short hair is and . Mrs. Ivy’s black
2. 3.
hair is very and . She wears . They
4. 5. 6.
are both nice, but Mrs. Ivy is . We have fun in her class.
7.

12 Level 4

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 Unit Test Unit 1 Name

3 Complete the sentences. Use the words from the box.

friendly funny shy smart

1 My cousin is not serious. She is .

2 My brother is nice to everyone. He is .
3 My mother likes to tell stories. She is not .
4 My best friend helps me do homework. He is very .

4 Replace the words that are in bold. Use the words from the box.

his mine theirs yours

1 My sister’s hair is longer than my hair.

2 Your dog is bigger than Bobby’s dog.

3 Our school is older than their school.

4 My backpack is heavier than your backpack.

5 Compare two friends or family members. Use words ending in -er to show
how they are different. Write two or three sentences.

Score: / Level 4 13

M02 Big English ASB 4 Global Refresh 2E 3096.indd 13 02/09/2017 09:14

 Speaking Assessment Prompts Unit 1

14 Level 4

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 Speaking Assessment Prompts Unit 1 Teacher’s Notes

1 Have the student look at the six pictures of children. Ask the student to
point out and describe each student’s hair. Prompt the student to use
complete sentences including words from the lesson such as dark, light,
curly, straight, long, short, and to use the comparative (-er) forms of the
descriptive words from the lesson. Encourage the student to continue
describing other features of the students pictured. Ask direct questions if
necessary. Ask: Is her hair shorter than his?
2 Ask the student to draw a picture of family members standing side by
side. Then have the student compare the two: Who is bigger? Taller?
Whose hair is longer? Darker? Prompt the student to include differences
and similarities in the way the two are dressed, too.

Challenge:
Have the student describe what the two people are like. Prompt the
student to discuss the things we don’t see physically, about how the
people act, or what they like to do, or whether they are funny or serious.

3 Say: Let’s talk about your best friend. Ask: Can you describe him or her
to me? Ask: Are you the same as your friend or different from them?
Encourage the student to give as much information as possible about his/
her friend.

Level 4 15

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 Practice Test Unit 2 Name

1 Match the questions with the correct answers. Draw lines.

1 Where is Emily going after We’re going to Grandpa’s farm.

school?
2 Where are we going this They’re going to ride bikes with
weekend? a friend.
3 What are your brothers doing He’s taking me to the dentist!
after dinner?
4 What is your dad doing after She’s going to basketball practice.
work?

2 Look at Roger’s schedule. Circle the correct answer.

Do homework Play soccer Take out garbage

Monday ✓
Tuesday ✓
Wednesday ✓
Thursday ✓
Friday ✓
Saturday ✓ ✓
Sunday ✓ ✓

1 How often does Roger play soccer?

a once a week b twice a week c three times a week
2 How often does Roger do homework?
a five times a week b three times a week c once a week
3 How often does Roger take out the garbage?
a once a week b three times a week c five times a week

16 Level 4

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 Practice Test Unit 2 Name

3 Listen and write.

1 is she going on Saturday?
2 are you going to do at the park?
3 is your brother doing after school?
4 does she play soccer?

4 Read. Use the words from the box to complete the sentences.

every Saturday and Sunday twice week

At home I like to help. We have a pet dog. On , I walk

1.
the dog. My brother and I make our beds day. We also
2.
do some fun things together. Once a my family watch
3.
a movie. My brother and I also have to go to the dentist. We normally go

a year.
4.

5 Write sentences.
1 Write something you do every day.

2 Write something you do once or twice a week.

3 Write something you do once a year.

Score: / Level 4 17

M02 Big English ASB 4 Global Refresh 2E 3096.indd 17 02/09/2017 09:14

 Unit Test Unit 2 Name

1 Listen. Complete the dialogs. Use the words from the box.

on Saturdays once a year twice a month twice a year

1 A: How often do you go to the movies?

B: I go to the movies .
2 A: How often does your family go on vacation?
B: We go on vacation .
3 A: How often do you help clean the house?
B: I help clean the house .
4 A: How often do you go to the dentist?
B: I go to the dentist .

2 Look at the pictures and answer the questions. Write sentences.

1 What does he do on Thursdays?

2 What does she do every morning?

3 What does she do on Saturdays?

4 What do they do three times a week?

18 Level 4

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 Unit Test Unit 2 Name

3 Read Luke’s notes. Then answer the questions.

1 What does Luke do every Sunday?
Every Sunday, .
2 What does Luke do after school on Tuesdays?
On Tuesdays, .
3 Name two things Luke does every day.
Every day, .

4 Sort the following activities into categories. Answer for yourself.

eat dinner go on vacation go shopping

clean my room go to the dentist watch a movie

Once or twice a year Once a week Every day

5 What do you do every weekend? Write two or three sentences.

6 Read the answers. Write the questions. Use what or where.

1
I go shopping every Friday with my mom.
2
They are going to school.
3
We are taking my dog for a walk.

Score: / Level 4 19

M02 Big English ASB 4 Global Refresh 2E 3096.indd 19 02/09/2017 09:14

 Speaking Assessment Prompts Unit 2

20 Level 4

M02 Big English ASB 4 Global Refresh 2E 3096.indd 20 02/09/2017 09:14

 Speaking Assessment Prompts Unit 2 Teacher’s Notes

1 Ask the student to look at the photos and then ask questions about them,
for example: What are the people doing in the photos? Where are they?
What are they doing?
2 Draw a simple chart on the board or on a large sheet of paper with
three columns labeled: Every Day; Once a Week; Once a Year. Prompt
the student to talk about activities that fit under each of these columns.
Using complete sentences, have the student tell at least one thing he/she
does that fits the column.

Challenge:
Ask the student to talk about an activity from the Once a Year column. It
might be a fun holiday celebration or a trip or a visit to the dentist. Ask the
student to talk about the event, explaining what happened and how he/
she felt about it.

3 Ask the student to divide their day into three parts: Before School, School,
and After School. Prompt the student to talk about what is done in each
part of the day, asking How often… questions along the way to elicit
language structures about frequency (once a week, twice a day, every
morning). Have the student look at the photos on page 16 for guidance.
4 Invite the student to picture a perfect day. Have the student describe
what he/she would do. Encourage the student to say the time he/she
would do an activity. If necessary, ask questions:
What time do you get up? What do you have for breakfast?

Level 4 21

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 Practice Test Unit 3 Name

1 Listen and check (✓).

1 a b 2 a b

3 a b 4 a b

5 a b

2 Read the questions and complete the answers. Use would or wouldn’t.
1 Would you like to try some yogurt and fruit?
Yes, .
2 Would Michelle like to try some rice and beans?
Yes, .
3 Would Arturo like to try a grilled cheese sandwich?
No, .
4 Would your sisters like to try some noodle soup?
Yes, .
5 Would you and your friend like to try some oatmeal?
No, .

22 Level 4

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 Practice Test Unit 3 Name

3 Complete the dialog. Use the words from the box.

I’d like to try would (2×)

Gary: Yay! We get to make our own dinner tonight! Anything we want!

And I’m hungry!

Larry: I know. What you ?

1. 2.
Gary: like rice and chicken!
3.
Larry: Me, too, but it takes time. And I don’t know how Dad cooks it.

Gary: Well, you like a grilled

4. 5.
cheese sandwich? I see Dad make them all the time.

Larry: Okay. I’ll get the bread and cheese. What do we cook it in?

Gary: I don’t know. You know what, Larry? Dinner’s more fun when Dad

is here!

4 Answer the questions. Write sentences.

1 What would you like to eat for breakfast?

2 What would you like to eat for lunch?

3 What new food would you like to try?

4 What new food would you not like to try? Why?

Score: / Level 4 23

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 Unit Test Unit 3 Name

10

1 Listen and write the correct number.

a b

c d

e f

2 Complete the dialog. Use the words from the box. Use a capital
letter when necessary.

do (2×) I’d like (3×) to try would (3×)

Waitress: you to order now?

1. 2.
Marina: Yes! I’m hungry.

Waitress: That’s great. What you ?

3. 4.
Marina: I like the rice and beans.
5. 6.
Oh, like some chicken curry, too, please.
7.
Waitress: you spicy food?
8. 9.
Marina: Yes, I . Why?
10.
Waitress: Because you will love this chili!

24 Level 4

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 Unit Test Unit 3 Name

3 Match the sentences with the correct pictures. Draw lines.

1 Cathy would like fruit and

a
yogurt for lunch.

2 Jason would like noodle

b
soup for dinner.

3 Joey would like cereal with

c
milk for breakfast.

4 Sue and Emma would like

d
tortillas for lunch.

4 Answer the questions. Write complete sentences.

1 What would you like for breakfast?

2 What would you like for lunch?

3 What would you like for dinner?

5 What about a favorite meal? Write about the foods you would eat at this
meal. Write two or three sentences.

Score: / Level 4 25

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 Speaking Assessment Prompts Unit 3

26 Level 4

M02 Big English ASB 4 Global Refresh 2E 3096.indd 26 02/09/2017 09:15

 Speaking Assessment Prompts Unit 3 Teacher’s Notes

1 Ask the student to think about foods that are eaten at different times of
the day. Have the student draw a picture of at least two foods that might
be eaten for breakfast, two foods that might be eaten for lunch, and two
foods that might be eaten for dinner. Point to each food and have the
student tell you what it is, how often he/she eats it, and how much he/she
likes it.

Challenge:
Encourage the student to talk about foods he/she likes and dislikes.
Prompt him/her to use comparatives to explain why he/she does or doesn’t
like certain foods. For example, I like oranges. I don’t like grapefruits. Ask:
What’s the difference? (Oranges are sweeter than grapefruits.)

2 Have the student look at the photos. Ask the student to categorize these
foods into three groups: Foods I Like, Foods I Don’t Like, Foods I Haven’t
Eaten. Ask when he/she likes to eat each food. For foods the student
hasn’t eaten, ask: Would you like to try…? Prompt the student to tell you
about additional international or ethnic foods not on the list that he/she
has at home every day or for special occasions, and to talk about the
countries or people associated with these foods.
3 Have the student look at the photos again and imagine he/she is in
a restaurant. Invite the student to role-play a dialog. Start with the
question: What would you like for breakfast?, followed if necessary by:
Would you like some [milk] with that?

Level 4 27

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 Mastery Test Units 1–3 Name

11

1 Listen and check (✓) the correct box.

1 2 3 4

yes no yes no yes no yes no

2 Complete the sentences. Write the correct form of the word in parentheses.
1 My brother is than I am. (funny)
2 I am than Tom. (young)
3 Rob’s backpack is than Maria’s. (heavy)
4 Irene’s hair is than Chantal’s. (long)

3 Read the questions and look at the pictures. Circle the correct answer.

1 Who is smaller, Joe or Jaime?

Joe Jaime

2 Who is taller, Abby or Lisa?

Abby Lisa

3 Who is younger, Franklin or Buster?

Franklin Buster

4 Who is shorter, Ms. Francis or Ms. Rivera?

Ms. Francis Ms. Rivera

28 Level 4

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 Mastery Test Units 1–3 Name

4 Replace the words in bold. Rewrite the sentences. Use the words
from the box.

hers his mine ours theirs yours

1 Their house is bigger than our house.

2 My hair is curlier than her hair.

3 My backpack is not heavier than your backpack.

4 Our dog is older than their dog.

5 Your sister is taller than my sister.

6 My bike is newer than his bike.

5 Complete the sentences. Circle the correct word.

1 My aunt is not funny. She is serious / small.
2 My dad is nice to everyone. He is tall / friendly.
3 My friend likes to tell stories. He is not shy / old.
4 My sister helps me do homework. She is very smart / shy.
5 My brother likes to tell jokes. He is funny / short.

Level 4 29

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 Mastery Test Units 1–3 Name

12

6 Listen and check (✓).

1 a b c

2 a b c

3 a b c

30 Level 4

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 Mastery Test Units 1–3 Name

7 Look at Jinelle’s schedule. Circle the correct answer.

Guitar practice Play basketball Do the dishes

Monday ✓ ✓
Tuesday ✓ ✓
Wednesday ✓ ✓
Thursday ✓ ✓
Friday ✓ ✓
Saturday ✓
Sunday ✓

1 How often does Jinelle play basketball?

a once a week b twice a week c three times a week
2 How often does Jinelle have guitar practice?
a five times a week b three times a week c seven times a week
3 How often does Jinelle do the dishes?
a once a week b three times a week c five times a week

8 Complete the sentences. Use the words from the box.

every summer twice weekends year

1 I eat dinner day.

2 I walk the dog on .
3 I visit my cousins every .
4 Our family goes on vacation together once a .
5 Do you go to the dentist a year?

Level 4 31

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 Mastery Test Units 1–3 Name

9 Read. Then look at the pictures and check (✓).

1 chicken curry a b

2 yogurt with fruit a b

3 oatmeal with fruit a b

10 Read the questions and complete the answers. Use would or wouldn’t.
1 Would you like to try some noodle soup?
Yes, .
2 Would Claire like to try some oatmeal?
Yes, .
3 Would Mateo like to try some flan?
No, .
4 Would your brothers like to try some steamed buns?
Yes, .
5 Would you and your friend like to try some yogurt and fruit?
No, .

32 Level 4

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 Mastery Test Units 1–3 Name

11 Match the sentences with the correct pictures. Draw lines.

1 Would you like cereal with milk for

a
breakfast?

2 I would like noodle soup for dinner. b

3 My brother would like steamed buns

c
for every meal!

4 Would you like a grilled cheese

d
sandwich for lunch?

12 What do you do every weekend or almost every weekend?

Write two or three sentences.

Score: / Level 4 33

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 Practice Test Unit 4 Name

13

1 Listen and check (✓).

1 a b

2 a b

3 a b

2 Complete the statements. Circle should or shouldn’t.

1 You should / shouldn’t stay up late.
2 You should / shouldn’t drink lots of water and juice.
3 You should / shouldn’t get some exercise every day.
4 You should / shouldn’t eat lots of sweets.
5 You should / shouldn’t take good care of yourself.
6 You should / shouldn’t watch too much TV.

3 Match the sentences to the correct ailments. Draw lines.

1 Tami’s eyes are red, and she is sneezing. cut

2 Paul has a high fever. His throat hurts. sore throat
3 Nora’s head hurts. She has to rest and close her eyes. allergies
4 Roy fell off the steps. His arm is sore and bleeding. stomachache
5 Anna ate something bad last night, and now she feels sick. headache

34 Level 4

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 Practice Test Unit 4 Name

4 Complete the dialog. Use the words from the box.

allergies exercise fruits and vegetables headache

Kate: Can you turn the lights down? I have a bad .

1.
Josie: Are you taking good care of yourself?

Kate: I take good care of myself. I get plenty of , and

2.
I eat a lot of .
3.
Josie: Maybe you have . Your eyes look a little red
4.
and watery.

Kate: No, I don’t. I don’t know why I have a headache.

Josie: You should see a doctor.

5 List three things that are unhealthy. Write sentences. Use should.
1
2
3

6 Order the sentences.

1 I / go / should / the / to / dentist / ?

2 should / do / for / throat / what / I / a / sore / ?

3 better / could / of / she / take / care / herself

4 much / eat / you / chocolate / so / shouldn’t

Score: / Level 4 35

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 Unit Test Unit 4 Name

14

1 Listen and write the correct number.

a b c d

2 Complete the sentences. Write should or shouldn’t.

1 You eat healthy meals.
2 You exercise every day.
3 You drink a lot of soda.
4 You go to the doctor if you feel sick.
5 You eat sweet snacks every day.

3 Read the chart. Answer the questions. Write sentences.

Sleeping Eating Exercising

lots of fruits and
Cherie stays up late rides bike, swims
vegetables
sleeps 8–9 hours lots soda and sweet plays computer
William
every night snacks games, watches TV
plays basketball
Carlos stays up late lots of candy
and soccer

1 What should Cherie do to take better care of herself?

2 What should William do to take better care of himself?

3 What shouldn’t Carlos do to take better care of himself?

36 Level 4

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 Unit Test Unit 4 Name

15

4 Listen and match. Draw lines.

Becky

Daniel

Rashid

Daisy

Robert

Claire

5 Complete the sentences. Circle the correct word.

1 I drink plenty of water and take good care of myself / herself.
2 She needs more sleep. She doesn’t take care of yourself / herself.
3 Jenny, Fred, and I are trying to take better care of ourselves /
themselves.
4 One way you can take better care of himself / yourself is to get
more exercise.
5 He exercises every day. He takes good care of myself / himself.

6 Write three things everyone should do to stay healthy. Write sentences.

Score: / Level 4 37

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 Speaking Assessment Prompts Unit 4

38 Level 4

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 Speaking Assessment Prompts Unit 4 Teacher’s Notes

1 Ask the student to tell you how he/she is feeling. Ask if he/she is taking
good care of himself/herself. Write the three categories Eating, Sleeping,
and Exercising on the board. Point to each and have the student explain
something specific in each category: I eat fruit for my after-school snack
every day. Focus on the positive and encourage the student to tell you
what he/she is trying to do to stay healthy.
2 Point to a photo and ask the student to describe the person. First have
the student describe the person with the ailment (She can’t get out of
bed. He can’t eat anything. She sneezes when she goes outside.)

Challenge:
Ask the student to role-play: First he/she is the sick or injured person in
their drawing. Prompt a description of symptoms and then offer advice.
Then have the student play the healthy person in the drawing. Prompt the
student to talk to you and find out what’s wrong, and then give friendly
advice about what you should do to feel better. Encourage the student to
use should and shouldn’t.

3 Ask the student what should be done to stay healthy and what shouldn’t
be done to stay healthy.

Level 4 39

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 Practice Test Unit 5 Name

16

1 Listen and check (✓).

1 a b

2 a b

3 a b

2 Complete the sentences. Write there are or there were.

1 A hundred years ago, 100,000 cheetahs.
Now, 12,000.
2 Today, 2,000 black rhinoceros in the world.
300,000 black rhinoceros 100 years ago.
3 No one knows how many polar bears 100 years
ago, but only 20,000 left today.
4 In 1900, more than 100,000 tigers.
Today, only 3,200.

40 Level 4

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 Practice Test Unit 5 Name

3 Read the sentences. Write the name of the animal.

an angler fish a tarsier a volcano rabbit

1 I have short ears and I live in Mexico around volcanoes.

I am .
2 I am blue. I live all over the world in the oceans.
I am .
3 I live in Southeast Asia. I have long fingers, a long tail, and big eyes.
I am .

4 Read the answers. Write the questions.

1 A:
B: There were about 100,000 tigers 100 years ago.
2 A:
B: There are only 12,000 cheetahs today.
3 A:
B: No one knows how many there were 100 years ago, but today there
are 20,000 polar bears.

5 Pick one endangered animal. Answer the questions. Write sentences.

1 What is it and where does it live?

2 Why is it endangered?

3 Why do you want it to be saved?

Score: / Level 4 41

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 Unit Test Unit 5 Name

17

1 Listen and number.

a b

c d

2 Complete the sentences. Write how many, there are, or there were.
Use a capital letter when necessary.
1 over 100,000 cheetahs 100 years ago.
2 Today, only 12,000.
3 Asian elephants were there 100 years ago?
4 90,000 Asian elephants 100 years ago.
5 Now, only 45,000 Asian elephants because people
are killing them.
6 animals are endangered?

42 Level 4

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 Unit Test Unit 5 Name

3 Read and complete the dialog.

Anne: Tigers are endangered. There only 3,200 of them left

1.
in the world today.
John: Really?

Anne: Yes. In the 1900s, there more than 100,000 tigers.

2.
John: Wow! Why there only 3,200 now?
3.
Anne: Because some people kill tigers. They sell them for their fur or to

make medicine.
John: That’s terrible!

Anne: I know. But today there people trying to help them.

4.
John: Maybe we can help them, too.

Anne: Yes. First, let’s find out about tigers. Then I am sure there

something we can do to help.

5.
John: Yes, there ! Let’s start an information center at school.
6.
Anne: Good idea.

4 Why are many animals endangered? Give two reasons.

1
2

5 Write a comparison of two weird animals. Write three or four sentences.

Include at least one similarity and one difference.

Score: / Level 4 43

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 Speaking Assessment Prompts Unit 5

44 Level 4

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 Speaking Assessment Prompts Unit 5 Teacher’s Notes

1 Have the student look at the photos and choose an animal. Prompt the
student to describe the physical features of the animal and interesting
facts about how it moves, what it eats, etc. Then prompt the student to
tell where the animal lives and what its habitat is like.

Challenge:
Ask the student to explain why this animal is endangered and what is
being done to protect this animal from extinction.

2 Ask the student to compare one of these wild and weird animals to a
common pet, such as a dog or cat. Have him/her look at the photos for
additional support. Prompt a discussion of what is valuable about both
our pets and wild animals. What can we learn from each type of animal?
Why does it matter if either type of animal disappears?
3 Encourage the student to choose any animal. Ask the student to describe
the animal, say what it can and can’t do, talk about where it lives, and
whatever else they know about it.

Level 4 45

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 Practice Test Unit 6 Name

18

1 Listen and check (✓).

1 a b 2 a b

3 a b

2 Complete the sentences. Ask and answer.

1 Did people have electric lamps in the 1800s?
. They used oil lamps.
2 Did people have smartphones 50 years ago?
No, they didn’t. But they used .
3 before 1950?
No, they didn’t. They used to listen to the radio for news and entertainment.
4 when your grandparents were growing up?
No, they didn’t. They used a coal stove to cook everything.

19

3 Listen and number.

a b c

d e f

46 Level 4

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 Practice Test Unit 6 Name

4 Complete the dialog. Use did, didn’t, or used to. Use a capital letter
when necessary.

Michael: you have electric lights when you were little?

1.
Grandpa: Yes, we , but my grandfather
2. 3.
have them.

Michael: How he see at night?

4.
Grandpa: Well, before people had electricity, they burn
5.
candles or use oil lamps.

Michael: you have a computer when you were my age?

6.
Grandpa: Oh, no. Back then, we use paper and pencils!
7.

5 Answer the questions. Write sentences.

by hand coal stoves horse and cart oil lamps phones with operators

1 Before cars, what did people use to travel to the next town?

2 Before electric lamps, what did people use to see at night?

3 Before washing machines, what did people use to wash their clothes?

4 Before microwaves and modern ovens, what did people use to cook
dinner?

5 Before cell phones, what did people use to do to call each other?

Score: / Level 4 47

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 Unit Test Unit 6 Name

20

1 Listen and check (✓).

1 a b 2 a b

2 Read and match the sentences. Draw lines.

1 Today, we use cell phones. Then, we washed clothes by hand.

2 Now, we use washing machines. People used to cook on coal stoves.
3 Now, most people use a car. Before, we used phones with operators.
4 Today, many people use Long ago, people used a horse
microwaves. and buggy.

3 Complete the dialog. Use did, didn’t, or used to. Use a capital letter
when necessary.

Sadie: We’re reading about the 1800s in school. You know, people
have cars back then. Cars didn’t exist!
1.
Sammy: What people do?
2.
Sadie: Well, they have a horse and buggy. The horse
3.
pulled the buggy.

Sammy: they have cell phones?

4.
Sadie: No, they . Most people have
5. 6.
telephones at all until the 1900s.

Sammy: And no computers, right? Before computers, what

7.
people do?
8.
Sadie: Go look it up—on your computer!

48 Level 4

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 Unit Test Unit 6 Name

21

4 Look, listen, and number.

a b

c d

5 Look inside the house again. Then answer the questions.

1 Before email, what did people use to keep in touch?

2 Before TV, what did people do for entertainment at home?

3 Before electric lights, what did people use to see in the dark?

6 What invention is most important to you: computer, cell phone, or TV?

Why? Write two or three sentences.

Score: / Level 4 49

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 Speaking Assessment Prompts Unit 6

50 Level 4

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 Speaking Assessment Prompts Unit 6 Teacher’s Notes

1 Ask the student to talk about what daily life was like 100 years ago. Ask:
How did people get around? How did they cook and clean? How did they
get information? Ask: What did people used to do clean their clothes?,
etc. Ask him/her to tell what we have or how we do something now. Ask
direct questions if the student is struggling, for example: Did people have
computers 100 years ago?
2 Using the pictures, invite the student to explain details in the pictures and
to talk about similarities as well as differences in what we did and had a
long time ago and in the present.

Challenge:
Have the student talk about positive as well as negative aspects of life
100 years ago. Was there anything good about using horses instead of
cars (less pollution, for example)? Was there any benefit to getting news
and entertainment while sitting around the radio together compared to
watching and listening on individual devices (computers)? Prompt the
student to consider several modern inventions and their older equivalents
in this way.

3 Have the student imagine that they lived 100 years ago. Have him/her
describe what a daily routine would have been like using the language
from the unit.

Level 4 51

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 Mastery Test Units 4–6 Name

22

1 Listen and check (✓).

1 a b c

2 a b c

3 a b c

2 Read. complete the text. Use the words from the box.

allergies cut headache sore throat stomachache toothache

Robert is sad today because he ate something bad last night. Now he has a

. Marissa is sad today because she can’t go out to play. She

1.
is sneezing a lot and her eyes are watering. She has .
2.
Omar is sad today because his throat hurts. He is coughing a lot and he

can’t talk. He has a . Yessenia is sad today because her

3.
head hurts and she can’t watch TV. She has a .
4.
Tina is sad today because she can’t eat sweets. She has a .
5.
Keith is sad today because he fell over and can’t play football. He has a

.
6.

52 Level 4

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 Mastery Test Units 4–6 Name

3 Complete the sentences. Write should or shouldn’t.

1 You get plenty of rest each night.
2 You drink lots of soda or sugary drinks.
3 You get some exercise every day.
4 You eat fruits and vegetables every day.
5 You watch too much TV.

4 Complete the sentences. Circle the correct word.

1 He drinks plenty of water and takes good care of himself / yourself.
2 You need more sleep. You don’t take care of herself / yourself.
3 One way Mom and Dad can take better care of themselves / himself is
to get more exercise.
4 Nelly and I are trying to take better care of ourselves / themselves.
5 I’m taking better care of ourselves / myself by eating more vegetables.

5 Read. Write the name of the animal. Use the words from the box.

a coconut crab an angler fish a volcano rabbit

1 I live on many islands in the Indian Ocean, but I cannot swim.

I am .
2 I live deep down in dark oceans. I am .
3 I live in the mountains of Central America and my home is on the
ground. I am .

6 Pick one of the “weird” animals that you really like. Answer the questions.
Write sentences.
1 What is the animal and where does it live? What makes it weird?

Level 4 53

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 Mastery Test Units 4–6 Name

7 Complete the dialogs. Write how many, there are, or there were.
Use a capital letter when necessary.
1 A: Asian elephants were there 100 years ago?
B: 90,000 Asian elephants 100 years ago.
2 A: tigers are there today?
B: only 3,200 tigers today. There used to be
over 100,000.
3 A: Andean flamingos were there 100 years ago?
B: No one knows, but today only 34,000.
4 A: black rhinoceroses are there today?
B: only 2000 black rhinoceroses today. They are
endangered now because people are killing them.
5 A: polar bears were there 100 years ago?
B: No one knows, but now only 20,000 because
the climate is changing.
6 A: cheetahs are there today?
B: only 12,000 cheetahs today. There used to be
over 100,000.

8 Read. Circle T for True or F for False.

1 Before cars, people used to have to walk T F

everywhere.
2 Before washing machines, people used to wash T F
clothes by hand with a washboard and tub.
3 Before electric lamps, people used to use
T F
candles or oil lamps to see in the dark.
4 Before TV, there were only newspapers to give
people news or entertainment. T F

54 Level 4

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 Mastery Test Units 4–6 Name

23

9 Listen and check (✓).

1 a b

2 a b

3 a b

10 Read and write. Use the words from the box.

by hand cell phones coal stove horse and buggy

listen to the radio oil lamps

1 Today, we use electric lights. Before, people used .

2 Long ago, people traveled by . Now, we drive cars.
3 Today, many people use . People used to use a
phone with an operator.
4 Many years ago, people washed clothes . Now, we
use washing machines.
5 Today, many people use microwaves. Long ago, people used a
to cook food.
6 Long ago, many people used to to get the news.
Today, many people watch TV.

Level 4 55

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 Mastery Test Units 4–6 Name

11 Look at the pictures showing “Long Ago.” Write a sentence for each
telling what we do “Today.”

56 Level 4

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 Mastery Test Units 4–6 Name

24

12 Listen and number. Then write.

a b c

d e f

Long ago

now

13 In today’s world, is a computer more important to you than a cell phone?

Give your reasons. Write three or four sentences.

Score: / Level 4 57

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 Practice Test Unit 7 Name

25

1 Listen and match.

1 2
a make cards with hearts
b stay up late and watch
Valentine’s Day birthday
fireworks
3 4
c have a party
d get presents and a
my parents’ New Year’s
chocolate cake
anniversary Eve/Day
5 e watch a parade 6
f make a card and buy
flowers
Earth Day Independence Day

2 Complete the sentences. Use the words from the box. Use a capital letter
when necessary.

anniversary birthday first twentieth twenty

Dad: Good news, Henry! We’re going to have a party next weekend.

Henry: What kind of party? A party?

1.
Dad: No, it’s an party for Aunt Marta and Uncle
2.
Frank. It’s their anniversary!
3.
Henry: Wow! years! That’s a long time. What are you
4.
going to do?

Dad: Your mom and I are going to take everyone out to a special
restaurant. I am going to call the restaurant now.

Henry: What makes this restaurant so special?

Dad: It’s where Frank and Marta met each other for the
time!
5.
58 Level 4

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 Practice Test Unit 7 Name

26

3 Listen and number.

1 a b c
Monday Tuesday Monday

5 16 15
2 a b c
Thursday Tuesday Tuesday

3 13 30
3 a b c
Sunday Saturday Saturday

19 18 8

4 Look and circle the correct answer.

1 2 3

a Valentine’s Day a Independence Day a New Year’s Day

b Birthday b Earth Day b Anniversary

5 What is your favorite holiday? Write three or four sentences.

Score: / Level 4 59

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 Unit Test Unit 7 Name

27

1 Listen and check (✓).

1 a b 2 a b

2 Answer the questions. Use the words in parentheses.

1 When are we going to see the play? (on Sunday afternoon)

2 When is he going to finish the painting? (next Wednesday)

3 When am I going to give my report? (this Monday)

28

3 Look at the diary entries. Then listen and check (✓).

1 a b c
Wednesday Wednesday Thursday

20 12 20
2 a b c
Sunday Saturday Saturday

6 16 15
3 a b c
Monday Monday Tuesday

4 24 23

60 Level 4

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 Unit Test Unit 7 Name

4 Complete the dialog. Use the words from the box. Use a capital letter when
necessary.

are (3×) going (4×) on (2×)

Dad: It’s your brother’s birthday this month!

Sarah: Is it the fifteenth?

1.
Dad: No, it’s the seventeenth.
2.
Sarah: What we to do for him?
3. 4.
Dad: We’re to have a big party for him!
5.
Sarah: That’s so cool! we to go out?
6. 7.
Dad: No, we going to have the party at home.
8.
Mom is to make a special dinner for everyone.
9.
Sarah: Can I help bake the birthday cake?

Dad: Sure!

5 Pick one of your favorite holiday foods. Describe it. Write two or
three sentences.

6 What holidays do you really like? Think of two special holidays and tell how
they are alike and how they are different. Write three or four sentences.

Score: / Level 4 61

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 Speaking Assessment Prompts Unit 7

62 Level 4

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 Speaking Assessment Prompts Unit 7 Teacher’s Notes

1 Invite the student to talk about an event that is coming up in his/her life.
Will it be to take a trip, make a school report, be in a play, meet a friend?
Ask the student to talk about something he/she is going to do sometime
in the coming year. Encourage the student to give details, whether the
event is getting a haircut or celebrating a birthday.
2 Ask the student to pick a holiday or special day in his/her family and talk
about what is going to happen on that day. Prompt the student to talk
about the party or gathering that is going to take place, and ask for a
detailed description that points out the people who are going to be there,
the foods they are going to have, the activities that are going to happen
(e.g., fireworks, parades, etc.).

Challenge:
The student may pick birthdays or common holidays such as New Year’s
Eve, but invite him/her to share any local or national holidays that might
not be familiar to some classmates. Encourage the student to talk about
the traditions and meanings of these less well-known holidays.

3 Have the student choose one of the pictures. Encourage the student to
create a story based on the picture. Have him/her describe the people,
their background, what they like to do, and what they are going to
do. Encourage the student to talk about how the person in the picture
might feel.

Level 4 63

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 Practice Test Unit 8 Name

1 Look and match. Draw lines.

1 a chess player 2

b video game player

3 4
c writer

d basketball player

5 6
e painter

f dancer

29

2 Listen and complete.

1 Have you seen Rocco’s collection of toy cars?
Yes. It is the collection I have ever seen.
2 Did you find some shells, Daisy?
Yes, I did. I found some shells that are much than
the ones I usually collect.
3 Wow, Barry! Those coins are enormous!
Yes, they are. They are the coins ever found in this
country.
4 What is different about Joan’s doll collection?
It’s than many others, but it has some wonderful
dolls!

64 Level 4

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 Practice Test Unit 8 Name

3 Complete the dialog. Use the words from the box.

best better fast faster good tallest

Ellen: Are you watching this soccer game? Did you see that red-haired

guy run? He runs so ! He’s than anyone

1. 2.
else out there.

Chris: And he’s the player on the team. He towers over

3.
everyone. You can’t miss him.

Ellen: Chris, you’re a soccer player. Who is the

4.
player in the world right now?
5.
Chris: Well, the players in general are than ever. But I can’t
6.
choose one player who is the best.

4 Write. Pick one of the topics and write three or four sentences
about yourself.
1 Favorite sports or games
2 Favorite things to collect
3 Favorite activities (painting, writing, building things, singing, acting,
making music)

Score: / Level 4 65

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 Unit Test Unit 8 Name

30

1 Listen and check (✓).

1 a b c

2 a b c

3 a b c

4 a b c

2 Complete the sentences. Use the words in parentheses.

1 (good, better, best)
a Kerry is the writer in her class.
b Andy is a painter than Kerry.
c They are both students.
2 (bad, worse, worst)
a Larry is a dancer than Sharon.
b But, Sharon is the painter in the whole class!
c Sharon and Larry are both singers.

66 Level 4

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 Unit Test Unit 8 Name

3 Complete the sentences. Circle the correct word.

1 Is this Reggie’s coin collection?
Yes it has the old / older / oldest coin I have ever seen.
2 Look at the people dancing. Aren’t they good?
I think the woman is a good / better / best dancer than her partner.
3 Who do you think is good at painting?
I think Doug is. He’s the good / better / best painter in the whole school.
4 Margo has a large / larger / largest doll collection than all her friends.
No, she doesn’t! I have!!

4 Complete the dialog. Use the words from the box.

bigger biggest coolest good smaller

Sandy: Wow! You sure have a lot of postcards, Jake! It’s the
1.
collection I’ve ever seen! Where do they come from?

Jake: My parents are both teachers. Every summer we take a car trip to a

different part of the country. I buy postcards wherever we go. Every

summer, my collection gets !

2.
Sandy: That’s the thing I ever heard! My friend Tomoko
3.
collects postcards from Japan, but her collection is much

than yours. I don’t collect anything.

4.
Jake: So? You’re a painter. You’re a artist. Hey, I have an
5.
idea. You paint me a picture, and I’ll give you five postcards!

5 Write sentences about something you want to collect.

What is it? How would you get it? Why do you like it?

Score: / Level 4 67

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 Speaking Assessment Prompts Unit 8

68 Level 4

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 Speaking Assessment Prompts Unit 8 Teacher’s Notes

1 Ask the student to talk about something he/she is good at doing and
not so good at doing. Have the student draw a self-portrait doing both
things. Encourage the student to think of things such as collections he/
she might be keeping, games or sports he/she plays, and hobbies such
as dancing or painting. Ask the student to point out similarities and
differences in the pictures. Prompt the student to talk about why he/she
likes doing these things.

Challenge:
Ask the student to think about the things he/she is good at doing. Was he/
she always good at them? What made him/her want to improve skills or
build collections?

2 Have the student talk about something he/she was once not very good
at (e.g., riding a bike, learning to swim). Prompt them to tell what it was
and why they were doing it. Did he/she want to keep doing it or did he/
she have to (e.g., chores, math)? Ask about what happened over time.
Did the student improve or stop doing it?
3 Have the student look at the pictures and create some sentences about
how they are different. If necessary ask the student to point to the
specific pictures. Say: Which is the oldest car? Which is the fastest car? Is
this boat faster than this one?

Level 4 69

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 Practice Test Unit 9 Name

31

1 Listen and check (✓).

1 a b c

2 a b c

2 Match the sentences. Draw lines.

1 I’m good at sports. I’d like to learn to bake a cake.

2 I think science is amazing. I’d like to learn to play tennis.
3 I like all kinds of music. I’d like to learn to play the guitar.
4 I like to give parties. I’d like to learn to build a robot.

3 Write questions and answers.

1 Do you know how to play the piano?

2
No, I speak just a little Spanish. But I’d really like to learn it.
3 Do you know how to sing like a rock star?

70 Level 4

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 Practice Test Unit 9 Name

32

4 Listen and check (✓). Then write sentences.

Lucy Henry
boring fun boring fun
tennis
ballet
baking cakes
learning Chinese

Example: What does Lucy think of ballet?

She thinks it’s fun.
1 What does Henry think of ballet?

2 What does Lucy think of baking cakes?

3 What do Lucy and Henry think of tennis?

4 What do Lucy and Henry think of learning Chinese?

5 What can you teach others? (Example: You could teach younger siblings
how to make a bed or jump rope.) Write two or three sentences.

Score: / Level 4 71

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 Unit Test Unit 9 Name

33

1 Listen and check (✓).

1 a b c

2 a b c

3 a b c

2 Read and complete. Use the names.

Jenny John Tina Sam

1 would like to learn how to make a website.

2 would like to learn how to build a robot.
3 would like to learn how to speak Chinese.
4 would like to learn to play tennis.

72 Level 4

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 Unit Test Unit 9 Name

3 Complete the dialog. Use the words from the box.

do you think of know how to like to learn to (2×)

Judith: I’d play the piano. Do you

1.
play it?
2.
Mom: Yes, a little. I used to play. But right now, I’d

speak Spanish. It’s so interesting to

3.
speak different languages!

Judith: Maybe we can start a club. My friend Irina wants to learn

Spanish, too! Maybe Ms. Rivera can teach us after school.

What my idea?
4.
Mom: I think it’s terrific!

4 State your opinion. Choose A or B. Give a reason for your choice.

Write two sentences.
A: I don’t think we should learn about art and music in school.
B: I think we should learn more about art and music in school.

5 What do you want to learn about more than anything? Write why this is
so exciting or important to you. Write three or four sentences.

Score: / Level 4 73

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 Speaking Assessment Prompts Unit 9

74 Level 4

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 Speaking Assessment Prompts Unit 9 Teacher’s Notes

1 Ask the student to talk about something he/she would like to learn. It
could be a sport, a language, a hobby, a new skill — anything! Prompt
him/her to describe the thing he/she would like to learn and tell why he/
she finds it interesting or exciting or even dangerous.
2 Have the student look at the pictures. Then have the student make a
simple chart with two columns: Boring and Fun. Ask the student to place
the activities in the pictures in one of the two columns of the chart and
invite the student to add additional activities to the chart. Prompt the
student to discuss the choices. Ask the student which is more interesting,
exciting, or dangerous, and encourage comparison.

Challenge:
Ask the student to pick two of the activities that he/she listed under Fun
and compare them. Have him/her tell how the activities are alike and
how they are different. Ask if the student is surprised by the comparisons.
Did the student discover any features that show up in other things he/she
wants to learn or other things he/she is already good at?

3 Say: Let’s talk about different food, music, and a sport. Ask: What do you
think of Mexican food? What do you think of hip-hop music? What do
you think of playing baseball? Ask the student if he/she can or can’t play
the sport and if he/she would like to learn.

Level 4 75

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 Mastery Test Units 7–9 Name

34

1 Listen and match.

1. What do you do for your a We make cards with hearts

parents’ anniversary? for all our classmates.
2. What do you do on your b We watch fireworks and
birthday? have a party.
3. What do you do for c We give cards to our
Valentine’s Day? parents.
4. What do you do for d I get presents and
New Year’s Eve? a cake.

2 Write responses. Use the words in parentheses.

1 When are you going to buy the presents? (on Saturday morning)

2 When are we going to watch the parade? (next week)

3 When is she going to send the card? (this Monday)

3 Complete the sentences. Use the words from the box.

best better than worse worst

1 Tucker is a good basketball player.

Roy is a player Tucker.
Stefan is the basketball player in our class.
2 Natalie is a bad singer.
Angela is a singer.
Yes, but Mickey is the singer of all!

76 Level 4

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 Mastery Test Units 7–9 Name

4 Complete the dialog. Use the words from the box. Use a capital letter
when necessary.

are (3×) going (3×) on (2×)

Mom: It’s Valentine’s Day this month!

Rob: Oh! Is it the twelfth?

1.
Mom: No, it’s the fourteenth.
2.
Rob: we to do anything special?
3. 4.
Mom: Yes. We going to have a little party!
5.
Rob: Cool! we to go out to eat?
6. 7.
Mom: No. I’m to make a special dinner for all of you!
8.
Rob: Thanks, mom! That sounds great!

35

5 Listen and check (✓).

1 a b

2 a b

3 a b

Level 4 77

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 Mastery Test Units 7–9 Name

36

6 Listen and check (✓).

1 a b

2 a b

3 a b

7 Complete the sentences. Use the words in parentheses.

1 (good, better, best)
a Carolyn is the singer in the class.
b But Andy is a dancer than Carolyn.
c They are both students.
2 (bad, worse, worst)
a Sharon and Larry are both soccer players.
b Sharon is a video game player than Larry.
c But Larry is the basketball player in the whole class!

78 Level 4

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 Mastery Test Units 7–9 Name

8 Order the words to make sentences.

1 interesting / a stamp collection / than / is / more / a coin collection

2 hobby / in my country / popular / is / most / chess / the

3 more / I / my brother / am / intelligent / than

4 my teacher / organized / yours / is / than / more.

9 Complete the sentences. Use the correct form of the words in parentheses.
1 Andrea has a big rock collection. But Taylor has the rock
collection I have ever seen! (big)
2 Paul’s stamp collection includes one of the stamps ever
found in this country. (old)
3 Erin’s doll collection is than Anya’s, but it has some very
interesting dolls! (small)
4 Pedro found some toy cars that are than the ones he
usually collects. (new)

37

10 Listen and match. Write a, b, c, or d.

1 I’d like to learn to play the piano.
2 I’d like to learn to sing like a rock star.
3 I’d like to learn to make a website.
4 I’d like to learn to build a robot.

Level 4 79

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 Mastery Test Units 7–9 Name

11 Complete the dialog. Use the words from the box.

do you think of know how to like to learn to like to speak think

Janice: I’d play the guitar. Do you

1.
play it?
2.
Maya: Yes, a little. But, I’d Chinese. It’s so
3.
interesting to speak different languages!

Janice: Yes, it is! Danielle’s mom speaks Chinese. Maybe she can teach us

after school. What that?

4.
Maya: I it’s a great idea!
5.

12 Match the phrases with the pictures. Draw lines.

1 draw comic books

2 dance like a hip-hop artist

3 play the guitar

4 speak Chinese

5 sing like a rock star

80 Level 4

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 Mastery Test Units 7–9 Name

13 Look at the chart. Answer the questions.

Megan Scott
boring cool boring cool
tennis ✓ ✓
hip-hop dancing ✓ ✓
baking cakes ✓ ✓
playing the guitar ✓ ✓

Example: What does Megan think of hip-hop dancing?

She thinks it’s cool.
1 What does Scott think of hip-hop dancing?

2 What does Megan think of baking cakes?

3 What does Scott think of baking cakes?

4 What do Megan and Scott think of tennis?

5 What do Megan and Scott think of playing the guitar?

14 Name one thing you would really like to learn to do. Explain why.
Write three or four sentences.

Score: / Level 4 81

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 Final Exam Level 4 Name

Listening

38

1 Listen and check (✓).

1 How often does he have a flute lesson?
a once a week b twice a week.
2 How often do they go on a vacation?
a once a year b every summer.
3 How often does he help clean the house?
a every day b once a week.
4 How often does he go to the dentist?
a every six months b twice a week.

39

2 Listen and check (✓).

1 a b 2 a b

3 a b 4 a b

40

3 Listen and write.

1 Special day:
2 Going to eat:
3 Going to watch a movie about:
4 Evening plans:
5 Teacher’s hair:

82 Level 4

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 Final Exam Level 4 Name

Reading

4 Match the sentences with the correct ailments. Draw lines.

1 My eyes are red and I am sneezing. cut

2 I fell on the playground. My knee is sore and bleeding. sore throat
3 My head hurts. I have to lie down and close my eyes. allergies
4 My throat hurts and I have a fever. headache

5 Read the chart. Answer the questions. Write sentences.

Sleeping Eating Exercising

lots of fruits and rides bike, plays
Sarah stays up late
vegetables tennis
sleeps 8–9 hours plays computer
Eric lots of candy
every night games, watches TV
lots of soda and plays basketball
Juan stays up late
sweet snacks and baseball

1 What should Sarah do to take better care of herself?

2 What should Eric do to take better care of himself?

3 What shouldn’t Juan do to take better care of himself?

6 Complete the sentences. Circle the correct word.

1 I drink plenty of water and take good care of myself / ourselves.
2 She needs more sleep. She doesn’t take care of yourself / herself.
3 Jenny, Fred, and I are trying to take better care of ourselves / themselves.
4 One way you can take better care of himself / yourself is to get
more exercise.

Level 4 83

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 Final Exam Level 4 Name

Writing

7 Look at the pictures. Choose the right words from the box.

Andean condor ​angler fish ​tarsier ​volcano rabbit

1 They live 2 They live in 3 They live in 4 They live in

in South Southeast volcanoes the oceans
America. Asia. in Mexico. of the world.

8 Replace the words in bold. Rewrite the sentences.

Use the words from the box.

hers  mine  ours  yours

1 My friend’s hair is shorter than my hair.

2 Your dog is bigger than Abby’s dog.

3 Their school is bigger than our school.

4 Rick’s backpack is heavier than your backpack.

84 Level 4

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 Final Exam Level 4 Name

9 Complete the sentences. Write are or were.

1 How many books on the table yesterday?
How many books on it today?
2 How many children in your school this year?
How many children there a year ago?
3 How many chimpanzees there today?
How many chimpanzees there 100 years ago?

10 Complete the sentences. Use a form of the word in parentheses.

1 Ben’s collection of toy cars has the model I have ever
seen. (small)
2 Stacey found some shells that are than the ones she
usually collects. (big)
3 John’s coin collection includes the coin ever found in this
country. (old)
4 Suzanne’s doll collection is than many others, but it has
some wonderful dolls! (new)

11 Why are many animals endangered? Give two or three reasons.

Write sentences.

Score: / Level 4 85

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 Speaking Assessment Prompts Final Exam

86 Level 4
 Speaking Assessment Prompts Final Exam Teacher’s Notes

1 Ask the student to tell you about their habits. Ask how often they do
these things, when they developed these habits, and what they think of
these habits.
2 Point to the pictures. Tell the student the pictures refer to the daily habits
of four children. Have the student describe each picture. Ask the student
to compare the children’s habits in the pictures and to explain whose
habits are healthier. Encourage the student to use comparative adjectives
and the superlative.

Challenge:
Ask the student to explain which of their habits are healthy and which
might be unhealthy. Ask the student to explain how they could change
their habits to improve their lifestyle or what else they could do to keep
up a healthy lifestyle.

3 Ask the student to think of advice to give to the children in the pictures
who have unhealthy habits. Ask: What should these children do to
improve their lifestyle, and why? How often should they do these things?

Level 4 87
 Answer Key and Audioscript Level 4
Diagnostic Pre-Test 3. A: When do you do your homework?
B: Usually I start at five and I finish by five
1. 1. T, 2. T, 3. F, 4. T, 5. T
thirty.
2
1. Leo always does his homework. 4. A: W hat sports does your best friend like
2. Leo usually cleans his room. to play?
3. Leo never makes his bed. B: Sally? Well she loves to play outside. She
4. Leo never washes the dishes. plays baseball, basketball and soccer.
5. Leo sometimes makes his bed. A: Oh, does she go to soccer practice?
2. 1. b, 2. b, 3. a, 4. b B: Yes, she does. It starts at four
forty-five.
3
1. A: Hi, Tom. What did you do last
weekend? 4. 1. firefighter, 2. fire station,
B: I went to an art gallery with my mom. 3. officer, 4. police station, 5. hospital
A: Did you like it? 5. 1. after breakfast.
B: Yes. The paintings were amazing! 2. cat at seven thirty in the morning.
2. A: How was the school theatre trip 3. to soccer practice on Sunday morning.
yesterday? 4. go to a piano lesson.
B: It was really good. 5. for a test.
A: What play did you see?
B: It was a play by Shakespeare. 6. 1. was, It was hot and sunny.
3. A: Hi, Kelly. 2. is, It is warm and rainy.
B: Hi, Mom. 3. is, It is cool and cloudy.
A: D id you have a good time with your 4. was, It was cold and windy.
friends this weekend? 7. 1. any, 2. some, 3. some, 4. Did, 5. do,
B: It was amazing. I saw so many 6. does
interesting animals. The penguins were
my favorite. 8. 1. old, 2. new, 3. big, 4. small, 5. long,
4. A: Where did you go during vacation? 6. short, 7. fast, 8. slow
B: I went to a national park with my 9. 1. Saturday, 2. fall, 3. evening, 4. never,
parents. 5. April
A: Cool. What did you do there?
11. 1. Does she like doing the dishes?
B: I went on a hike with my family and we
2. What does your dad do?
learned a lot about rocks!
3. I never walk the dog on Sundays.
3. 1. c, 2. d, 3. a, 4. b 4. Did they get any exercise yesterday?
4
1. A: What time does your sister wake up? 5. She gets dressed at seven fifteen.
B: She always wakes up at seven thirty in
the morning. Then she gets up, washes
Unit 1 Practice Test
her face, and eats breakfast with the 1. 1. c, ​
2. d, ​3. a, ​4. b
family.
2. 1. Jose, ​2. Jaime, ​3. Abby, ​4. Lisa, ​5. Buster ​
2. A: What do you normally do in the
6. Ms. Francis
evening?
B: I sometimes play video games, but I
5
A: Look at Jaime and Jose. Jose is smaller
normally watch TV with my parents. than Jaime.
We finish dinner at eight and I help B: Yes. But my brothers are both taller
wash the dishes. Then at eight fifteen we than me!
usually watch a movie together. C: They are, Abby. But I am taller than you!
B: Yes. That’s true. You are taller than me, Lisa.
A: I think I am taller than all of you!

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 Answer Key and Audioscript Level 4
D: Yes, Ms. Francis, you are taller than Unit 2 Unit Test
everyone. 1. 1. twice a month, 2. once a year,
A: And little Buster is smaller and younger 3. on Saturdays, 4. twice a year
than everyone!
D: Yes, I am!
8
1. A: How often do you go to the movies?
B: I go to the movies twice a month.
3. 1. older, 2. taller, 3. heavier, 4. longer 2. A: How often does your family go on
4. 1. My backpack is heavier than yours. vacation?
2. My hair is longer than hers. B: We go on vacation once a year.
3. Their house is bigger than ours. 3. A: How often do you help clean the house?
4. Our dog is friendlier than theirs. B: I help clean the house on Saturdays.
5. Your sister is taller than mine. 4. A: How often do you go to the dentist?
6. My cousin is older than his. B: I go to the dentist twice a year.
2. 1. He takes out the garbage on Thursdays.
Unit 1 Unit Test 2. She walks the dog every morning.
1. 1. a, 2. b, 3. a 3. She does laundry on Saturdays.
4. They wash the dishes three times a week.
6
1. Your friend has long straight hair and
wears glasses. 3. 1. Luke cleans his room
2. My sister is serious and has long 2. Luke has guitar lessons after school
straight hair. 3. Possible answers: Luke makes his bed, helps
3. My cousin is funny and has a heavy make dinner, takes out the garbage, practices
backpack. the guitar

2. 1. taller, 2. curly OR short, 3. short OR curly, 4. Possible answers: Once or twice a year:
4. straight OR long, 5. long OR straight, go on vacation, go to the dentist
6. glasses, 7. funny Once a week: go shopping, watch a movie
Every day: eat dinner, clean my room; student’s
3. 1. funny, 2. friendly, 3. shy, 4. smart own answers
4. 1. My sister’s hair is longer than mine. 6. 1. What do you do (after school) on Friday?
2. Your dog is bigger than his. 2. Where are they going?
3. Our school is older than theirs. 3. What are you doing?
4. My backpack is heavier than yours.
Unit 3 Practice Test
Unit 2 Practice Test
1. 1. b, 2. a, 3. b, 4. a, 5. a
1. 1. She’s going to basketball practice. 9
1. Try some spicy chicken curry for dinner.
2. We’re going to Grandpa’s farm.
2. Pasta with tomatoes and vegetables is very
3. They’re going to ride bikes with a friend.
healthy.
4. He’s taking me to the dentist!
3. Chinese steamed buns are delicious any time.
2. 1. c, 2. a, 3. a 4. Cereal with cold milk makes a quick
breakfast.
3. 1. Where, 2. What, 3. What, 4. Where
5. You can have eggs in tortillas all over
7
1. Where is she going on Saturday? Mexico.
2. What are you going to do at the park?
3. What is your brother doing after school? 2. 1. I would, 2. she would, 3. he wouldn’t,
4. Where does she play soccer? 4. they would, 5. we wouldn’t

4. 1. Saturday and Sunday, 2. every, 3. week, 4. twice 3. 1. would, 2. like, 3. I’d, 4. would, 5. to try

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 Answer Key and Audioscript Level 4
Unit 3 Unit Test 9. 1. a, 2. b, 3. b

1. a. 4, b. 1, c. 5, d. 3, e. 2, f. 6 10. 1. I would, 2. she would, 3. he wouldn’t,

4. they would, 5. we wouldn’t
10
1. I’d like cereal with milk.
2. We’d like steamed buns. 11. 1. b, 2. a, 3. d, 4. c
3. I’d like a grilled cheese sandwich.
4. They’d like pasta with vegetables. Unit 4 Practice Test
5. We’d like eggs in tortillas. 1. 1. a, 2. b, 3. a
6. He’d like some spicy chicken curry. 13
1. I love summer, but the plants make me
2. 1. Would, 2. like, 3. would, 4. like, sneeze because I have an allergy.
5. would, 6. to try, 7. I’d, 8. Do, 9. like, 2. I shouldn’t eat so many sweets! Now I have
10. do such a bad toothache!
3. 1. a, 2. d, 3. b, 4. c 3. I have a sore throat and headache and I feel
very hot.
Units 1–3 Mastery Test 2. 1. shouldn’t, 2. should, 3. should,
1. 1. no, 2. no, 3. yes, 4. yes 4. shouldn’t, 5. should, 6. shouldn’t
11
1. My friend has short hair and wears glasses. 3. 1. allergies, 2. sore throat, 3. headache,
2. My sister is serious and has short 4. cut, 5. stomachache
curly hair.
4. 1. headache, 2. exercise, 3. fruits and
3. My brother is tall and serious.
vegetables, 4. allergies
4. My cousin is funny and wears glasses.
6. 1. Should I go to the dentist?
2. 1. funnier, 2. younger, 3. heavier, 4. longer
2. What should I do for a sore throat?
3. 1. Joe, 2. Lisa, 3. Buster, 4. Ms. Francis 3. She could take better care of herself.
4. You shouldn’t eat so much chocolate.
4. 1. Their house is bigger than ours.
2. My hair is curlier than hers. Unit 4 Unit Test
3. My backpack is not heavier than yours.
4. Our dog is older than theirs. 1. a. 3, b. 1, c. 4, d. 2
5. Your sister is taller than mine. 14
1. I have a stomachache.
6. My bike is newer than his. 2. She has a fever.
5. 1. serious, 2. friendly, 3. shy, 4. smart, 3. He has a toothache.
5. funny 4. I have a cough.

6. 1. a, 2. b, 3. b 2. 1. should, 2. should, 3. shouldn’t, 4. should,

5. shouldn’t
12
1. A: It’s your birthday. What are you doing
to celebrate? 3. 1. Cherie should get enough sleep.
B: I’m having a meal with my family. 2. Possible answers: William should eat healthy
2. A: Where are you going this summer? meals. William should play less computer games
B: I’m going on vacation with my family. and watch less TV.
We’re going to take our kayaks. 3. Possible answers: Carlos shouldn’t stay up late.
3. A: What are you doing tonight? Carlos shouldn’t eat lots of candy.
B: We are going to watch a movie at home.
7. 1. b, 2. c, 3. b

8. 1. every, 2. weekends, 3. summer, 4. year,

5. twice

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 Answer Key and Audioscript Level 4
4. 1. Becky: stomachache, ​2. Daniel: allergies, ​ Unit 6 Practice Test
3. Rashid: sore throat, ​4. Daisy: headache, ​
1. 1. b, 2. a, 3. a
5. Robert: cut, ​6. Claire: fever
18
1. People used to cook with a coal stove.
15
1. Becky is sad because she can’t eat anything.
2. People used to wash clothes by hand.
She has a stomachache.
3. Today people watch TV.
2. Daniel is sad because his eyes are watering
and he can’t go outside to play. He has 2. 1. No, they didn’t, 2. phones with operators,
allergies. 3. Did people watch TV, 4. Did people have
3. Rashid is sad because his throat hurts and microwaves
he can’t talk. He has a sore throat. 3. a. 5, b. 4, c. 6, d. 3, e. 2, f. 1
4. Daisy is sad because her head hurts and
she can’t read. she has a headache.
19
1. People used to travel by horse and buggy.
5. Robert is sad because he fell and hurt 2. Today we travel by car.
himself on the playground. He has a cut. 3. Today we watch TV.
6. Claire is sad because she feels very hot and 4. We used to listen to the radio.
has a bad headache. She has a fever. 5. Our grandparents didn’t use to have cell
phones.
5. 1. myself, 2. herself, 3. ourselves, 4. yourself, 6. Our grandparents used to use a phone
5. himself with an operator.

Unit 5 Practice Test 4. 1. Did, 2. did, 3. didn’t, 4. did, 5. used to,
6. Did, 7. used to
1. 1. a, 2. a, 3. b
5. 1. People used to travel by horse and buggy.
16
1. I live on islands in the Pacific Ocean.
2. People used to use oil lamps.
2. I fly over the mountains in South America.
3. People used to wash clothes by hand.
3. I live in Australia. My name is the same as
4. People used to cook on coal stoves.
the island that is south of Australia.
5. People used to use phones with operators.
2. 1. there were, there are; 2. there are,
There were; 3. there were, there are; Unit 6 Unit Test
4. there were, there are 1. 1. b, ​2. a
3. 1. a volcano rabbit, 2. an angler fish, 3. a tarsier 20
1. A: How did people use to travel, Kate?
4. 1. How many tigers were there 100 years ago? B: They used to travel by horse and buggy.
2. How many cheetahs are there today? 2. A: Did people use to cook with
3. How many polar bears were there 100 microwaves?
years ago? B: Ha! Of course not! They used to cook
on coal stoves.
Unit 5 Unit Test
2. 1. Before, we used phones with operators.
1. a. 3, b. 1, c. 4, d. 2
2. Then, we washed clothes by hand.
17
1. volcano rabbit 3. Long ago, people used a horse and buggy.
2. Tasmanian devil 4. People used to cook on coal stoves.
3. Andean condor
3. 1. didn’t, 2. did, 3. used to, 4. Did, 5. didn’t,
4. angler fish
6. didn’t, 7. did, 8. use to
2. 1. There were, 2. there are, 3. How many,
4. There were, 5. there are, 6. How many
3. 1. are, ​2. were, ​3. are, ​4. are, ​5. is, ​6. is

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 Answer Key and Audioscript Level 4
4. a. 4, b. 2, c. 3, d. 1 12. a. 6, b. 5, c. 3, d. 2, e. 4, f. 1
21
1. People used to listen to the radio. Long Ago: b, c, f
2. We didn’t have electric lights. We used to Today: a, d, e
use oil lamps. 24
1. Long ago we used to cook by coal stove.
3. Our grandparents used a phone and an 2. Today we use washing machines.
operator to call friends and family. 3. My grandparents’ parents used oil lamps.
4. I remember I used to write letters when I 4. We use a microwave to cook our food
was a child. We didn’t have email then. today.
5. Many years ago we used to wash our
5. 1. People used to use phones with operators.
clothes by hand.
2. People used to listen to the radio.
6. We have electric lights in our houses now.
3. People used to use oil lamps.
Units 4–6 Mastery Test Unit 7 Practice Test
1. 1. b, ​2. b, ​3. a 1. 1. a, ​2. d, ​3. f, ​4. b, ​5. e, ​6. c
22
1. He has a sore throat. 25
1. A: Hi Toby.
2. She has a stomachache. B: Hi.
3. He has a cut. A: What are you going to do for
Valentine’s Day?
2. 1. stomachache, 2. allergies, 3. sore throat,
B: I’m going to make some cards with
4. headache, 5. toothache, 6. cut
hearts on for all our classmates.
3. 1. should, 2. shouldn’t, 3. should, 4. should, 2. B: What are you going to do for your
5. shouldn’t birthday, Barry?
4. 1. himself, 2. yourself, 3. themselves, A: I don’t know. I hope I’m going to get
4. ourselves, 5. myself some presents and a chocolate birthday
cake!
5. 1. a coconut crab, 2. an angler fish, 3. C: It’s my parent’s anniversary on Saturday.
3. a volcano rabbit What can I give them?
7. 1. How many, There were; ​ D: Why don’t you make them a card and
2. How many, There are; ​3. How many, there are; buy some flowers?
4. How many, There are; 5. How many, there are; ​ C: Yes. Good idea.
6. How many, There are 4. B: Hi Sam.
D: Hi Toby.
8. 1. F, 2. T, 3. T, 4. F
B: What are you going to do for New Year’s
9. 1. a, ​2. b, ​3. b Eve?
23
1. Today, we use washing machines to clean D: I’m going to stay up late and watch the
clothes. fireworks.
2. We used to use oil lamps. 5. E: I’m going to plant a tree for Earth Day
3. We used to use phones and an operator. this year. What about you, Toby?
B: I’m going to watch an Earth Day parade.
10. 1. oil lamps, ​2. horse and buggy, ​3. cell phones, ​ 6. F: What are you going to do for
4. by hand, ​5. coal stove, ​6. listen to the radio Independence Day, Will?
11. 1. Today, we use washing machines. E: My family are going to have a big party.
2. Today, we use electric lights. What are you going to do?
3. Today, we use microwaves. F: I don’t know.
4. Today, we watch TV. E: Would you like to come to our party?
5. Today, we use cell phones. F: Oh, yes. That would be great.
Thank you.

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 Answer Key and Audioscript Level 4
2. 1. birthday, 2. anniversary, 3. twentieth, 2. A: Did you find some shells, Daisy?
4. Twenty, 5. first B: Yes, I did. I found some shells that are
3. a. 1, b. 2, c. 3
much better than the ones I usually
collect.
26
1. A: When is Patches going to see the vet? 3. A: Wow, Barry! Those coins are enormous!
B: He’s going to see the vet on B: Yes, they are. They are the biggest coins
Monday 5th. ever found in this country.
2. A: When are you going to the dentist? 4. A: What is different about Joan’s doll
B: I’m going on Tuesday 13th. Wish me collection?
luck! B: It’s smaller than many others, but it has
3. A: When are you going to Spain? some wonderful dolls!
B: I’m going on Saturday 8th.
3. 1. fast, 2. faster, 3. tallest, 4. good, 5. best,
4. 1. a, 2. b, 3. b 6. better
Unit 7 Unit Test Unit 8 Unit Test
1. 1. b, ​2. a
1. 1. a, ​2. b, ​
3. b, ​4. a
27
1. At 12:00 we cheer! It’s a new year! 30
1. Coin collectors use special notebooks to
2. Today we want to celebrate two people
keep each coin safe.
who we think are great!
2. This collection has some of the smallest
2. 1. We’re going to see the play on Sunday dolls ever made.
afternoon. 3. Every movement of a dancer’s head and
2. He’s going to finish the painting next arms is important.
Wednesday. 4. Some people think that chess is more
3. I’m going to give my report this Monday. difficult than any other game.
3. 1. c, ​2. b, ​3. b 2. 1a. best, b. better, c. good
28
1. A: When are you going to play basketball? 2a. worse, b. worst, c. bad
B: I’m going to play basketball on 3. 1. oldest, 2. better, 3. best, 4. larger
Thursday 20th.
2. A: When are you going on vacation? 4. 1. biggest, 2. bigger, 3. coolest, 4. smaller,
B: I’m going on Saturday 16th. 5. good
3. A: W hen are you going to finish your
Unit 9 Practice Test
report?
B: I’m going to finish my report on 1. 1. c, ​2. b
Monday 24th. 31
1. A: What would Bess and Sue like to learn?
4. 1. on, 2. on, 3. are, 4. going, 5. going, B: They’d like to learn how to build
6. Are, 7. going, 8. are, 9. going a robot.
2. A: What would Anna like to learn?
Unit 8 Practice Test B: She’d like to speak Chinese.
1. 1. e, ​
2. b, ​3. f, ​4. c, ​
5. a, ​6. d 2. 1. I’d like to learn to play tennis.
2. 1. oldest, 2. better, 3. biggest, 4. smaller
2. I’d like to learn to build a robot.
3. I’d like to learn to play the guitar.
29
1. A: H ave you seen Rocco’s collection of 4. I’d like to learn to bake a cake.
toy cars?
B: Yes. It is the oldest collection I have
ever seen.

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 Answer Key and Audioscript Level 4

4. Lucy Henry Unit 9 Unit Test

boring fun boring fun 1. 1. c, ​2. b, ​3. b
tennis ✓ ✓ 33
1. It’s cool to play tennis.
ballet ✓ ✓
2. It’s really difficult to skateboard well.
baking
cakes
✓ ✓ 3. It’s fun to bake a cake.
learning
✓ ✓ 2. 1. John, ​2. Sam, ​3. Tina, ​4. Jenny
Chinese
3. 1. like to learn to, 2. know how to,
1. He thinks it’s boring. 3. like to learn to, 4. do you think of
2. She thinks its boring.
3. They think it’s boring. Units 7–9 Mastery Test
4. They think it’s fun.
1. 1. c, ​2. d, ​3. a, ​4. b
32
A: H i Lucy and Henry. I’m doing a survey 34
1. A: What do you do for your parents’
about different activities. Can I ask you
anniversary?
some questions?
B: We give cards to our parents.
B & C: Yes, of course.
2. A: What do you do on your birthday?
A: Lucy, what do you think of tennis?
B: I get presents and a cake.
B: Mm. I don’t like tennis. I find it really
3. A: What do you do for Valentine’s Day?
boring.
B: We make cards with hearts for all our
A: And you, Henry?
classmates.
C: Me, too. I don’t like sports at all.
4. A: What do you do for New Year’s Eve?
A: Okay. What about ballet, Lucy?
B: We watch fireworks and have a party.
B: I love ballet. I think it’s great fun.
A: And Henry. What about you? 2. 1. I’m going to buy the presents on Saturday
C: Ballet!! I hate ballet. It’s so boring. morning.
A: Fine. Okay…let’s move onto the next 2. We’re going to watch the parade next week.
question. So, what do you think about 3. She’s going to send the card this Monday.
cooking?
3. 1. better, than, best; 2. worse, worst
B: Well, I’m not a big fan of cooking at all
and worst of all is baking cakes. I find that 4. 1. on, 2. on, 3. Are, 4. going, 5. are, 6. Are,
really, really boring! 7. going, 8. going
A: And you, Henry? 5. 1. a, ​2. a, ​3. a
C: Actually, I’m the opposite. I really like 35
1. A: Hey Jan, what are you doing?
cooking and baking cakes is my speciality!
B: I’m getting ready for Earth Day. We’re
I find it such fun.
going to have a big party outside.
A: Okay. Last question. What do you think of
2. A: Who is that enormous cake for?
learning Chinese. You first, Lucy.
B: It’s for my grandparents. They are
B: Chinese! I love learning Chinese. It’s so
celebrating their 50th Anniversary.
different to anything else I do and it’s
3. A: Who are you making those cards for?
such fun!
B: For my mom and dad. It’s Valentine’s
A: Henry?
Day tomorrow!
C: I’m in the same class as Lucy for Chinese.
Our teacher is amazing. She makes the
classes such fun. I love it.
A: That’s great. Thank you for your time. Bye.
B & C: Bye

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 Answer Key and Audioscript Level 4
6. 1. a, ​2. b, ​3. b Level 4 Final Exam
36
1. Meg is a bad singer. 1. 1. b, ​2. a, ​3. b, ​4. a
2. Claire is the best basketball player in our 38
1. A: Hi. I’m Kate. I’m doing a survey about
class.
how often people do different things.
3. Tina is the best writer in her class.
May I ask you a few questions?
7. 1a. best, ​
b. better, ​c. good B: Of course.
2a. bad, ​b. worse, ​c. worst A: Okay. Number one. How often do you
8. 1. A stamp collection is more interesting than a
have a flute lesson?
coin collection. OR A coin collection is more B: I have a flute lesson twice a week.
interesting than a stamp collection. 2. A: Okay. Thank you. Number two. How
2. The most popular hobby in my country is chess. often do you go on vacation?
OR Chess is the most popular hobby in my B: Not very often. My family normally go
country. on vacation once a year.
3. I am more intelligent than my brother. 3. A: Number three. How often do you help
4. My teacher is more organized than yours. clean the house?
B: I should probably help more than I
9. 1. biggest, 2. oldest, 3. smaller, 4. newer do…mmm… once a week, maybe.
10. 1. d, ​2. a, ​3. c, ​4. b 4. A: Okay. And number four. How often do
you go to the dentist?
37
a. I ’m good at singing. I’d like to learn to sing
B: Ugh! I have to go every six months.
like a rock star.
b. I think science is cool. I’d like to learn to 2. 1. a, 2. b, 3. a, 4. b
build a robot. 39
1. I would like some pasta with vegetables.
c. I’m good at computers. I’d like to learn to 2. I would like some eggs in tortillas.
make a website. 3. I would like some rice and beans.
d. I like all kinds of music. I’d like to learn to 4. I would like some steamed buns.
play the piano.
3. 1. Father’s Day, ​2. grilled cheese sandwich, ​
11. 1. like to learn to, 2. know how to, 3. black rhinos, ​4. going to a wedding, ​
3. like to speak, 4. do you think of, 5. think 5. wavy, blond
12. 1. sing like a rock star, ​2. speak Chinese, 40
1. A: Hi, Emma. Are you going somewhere?
3. draw comic books, ​4. dance like a hip-hop B: Yes, I’m going to get my dad a card.
artist, ​5. play the guitar A: Is it his birthday?
13. 1. He thinks it’s boring.
B: No, it isn’t. It’s Father’s Day tomorrow
2. She thinks it’s boring. and we’re going to have a special lunch!
3. He thinks it’s cool. A: You’re right! I’ll get mine a card, too.
4. They think it’s boring. 2. A: Are you going to eat something special?
5. They think it’s cool. B: I’d like to have chicken curry but my
dad doesn’t like it.
A: So, what will you have?
B: His favorite... grilled cheese sandwich!
3. A: And how are you going to celebrate?
B: I have two movies about black rhinos
and chimps. My dad loves both animals.
A: Oh. So, which one will you choose?
B: The one about black rhinos is more
interesting, so we’ll watch that.

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 Answer Key and Audioscript Level 4
4. A: A nd what about your evening? What’s
on your schedule?
B: I have somewhere special to go.
A: Really? Where?
B: I’m going to a wedding at 7 o’clock.
5. A: Really? Who’s getting married?
B: My Chinese teacher’s getting married.
A: Oh, the one with the curly, dark brown
hair?
B: No, that’s my guitar teacher! The other
one, with the wavy, blond hair.
4. 1. allergies, 2. cut, 3. headache,
4. sore throat
5. 1. Possible answer: Sarah should sleep 8–9 hours
every night.
2. Possible answers: Eric should eat lots of fruits
and vegetables. Eric should exercise. Eric should
play less computer games and watch less TV.
3. Possible answers: Juan shouldn’t stay up
late. Juan shouldn’t have lots of soda and sweet
snacks.
6. 1. myself, 2. herself, 3. ourselves, 4. yourself

7. 1. Andean condor, 2. tarsier, 3. volcano rabbit,

4. angler fish
8. 1. My friend’s hair is shorter than mine.
2. Your dog is bigger than hers.
3. Their school is bigger than ours.
4. Rick’s backpack is heavier than yours.
9. 1. were, are; 2. are, were; 3. are, were

10. 1. smallest, 2. bigger, 3. oldest, 4. newer

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 GER!
ot BIG
H ju st g
GLIS
EN
Big English 2nd edition builds on the firm foundations and
big ideas of the first edition and brings exciting new features
and components to help young learners progress and
communicate confidently.

Three academic pillars prepare students for the challenges

they will find in today's world:
• CLIL motivates students to explore and enquire, by
integrating meaningful content from other areas.
• 21st century skills empower students to get ahead in a
changing world: collaborating, communicating, thinking
critically and working creatively.
• Assessment for Learning develops the confidence
students need to succeed in English and in life.

Think BIG! Dream BIG!

English.com/BigEnglish2

LEVEL 1 <A1 14-27 Starters

LEVEL 2 <A1/A1 17-33 Starters
LEVEL 3 A1/A2 20-37 Movers
LEVEL 4 A2/A2+ 23-40 Movers
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