Sei sulla pagina 1di 44

Evaluation & Key Competences Contents

Tests
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
End of Term 1
End of Term 2
End of Term 3
End of Year
Editable Tests
Evaluation overview 1
Tests Teacher’s Notes and Answer Keys 3
Marking grids 20
Introduction to the Key Competences 23
Key Competences Assessment grids 25
Learning standards and Assessment criteria mapping 28
iGradebook please see Excel® file
Portfolio overview 31
‘I can …’ cards 32
‘I can …’ grids 33
Vocabulary records
Starter unit 34
Unit 1 35
Unit 2 36
Unit 3 37
Unit 4 38
Unit 5 39
Unit 6 40
Unit 7 41
Unit 8 42
Course certificate 43

i
Bright Ideas

Evaluation overview
Welcome to the evaluation and Key Competences Evaluation of the Key Competences
section of Bright Ideas 1. This section contains material Key Competence-based evaluation is being
that will help you to evaluate what your students recognized as increasingly important in the foreign-
have learned. language classroom. At the end of this section,
It is divided into three parts: you will find a more detailed description of the
• formative and summative evaluation Key Competences, which you can use to help you
• evaluation of the Key Competences to assess your students’ skills and competences in
• self-evaluation and suggestions for using the English through the project work in the Class Book
and Activity Book.
European Language Portfolio with Bright Ideas
The most appropriate way to assess the Key
Formative and summative evaluation Competences is through observation, and so Key
From the beginning of Primary education, evaluation Competences evaluation grids have been provided to
should be integrated into the teaching–learning use with each of the three termly projects. These grids
process, combining formative assessment with more can be used to record and assess the progress of each
formal summative evaluation. A proper evaluation student in each of the Key Competences.
requires observation and measuring tools, which
combine to give both information about the students iGradebook
and an assessment of the evaluation process. As part The iGradebook provided is an easy-to-use Excel®
of this process, we need to take into consideration spreadsheet, which allows you to transfer your
the development of the Key Competences and the students’ marks from the Tests marking grids and
students’ own self-evaluation. the Key Competences assessment grids into a useful
In terms of summative evaluation, there is an digital format. The spreadsheet allows you to not only
extensive range of tests, along with answers, quickly access each student’s individual grades, but
transcripts and marking schemes. There are eight unit the helpful Class Overview sheet also allows you to
tests, three end of term tests and one end of year test. view your whole class’s marks at a glance.
To use the iGradebook, simply follow these steps:
The extensive range of tests in Bright Ideas cover
1 First, enter the names of all the students in your
the target language of the course and the types of
class in the Student Name column on the Class
activities that the students usually do. These tests
Overview sheet. Your students’ names will then
have also been developed in accordance with the
automatically appear in the other sheets in the
Key Competences.
iGradebook.
In addition, marking grids are provided so that 2 Click on the relevant sheet (Tests or the Project
you may easily record test results and keep a Key Competences) and input the mark for each
record of each student’s strengths and/or areas for student (maximum marks are always provided for
improvement throughout the year. reference). The total mark and class averages will be
automatically generated.
3 Return to the Class Overview sheet, and you will
be able to view at a glance the whole class’s marks
(as well as automatically generated percentages) as
entered in each of the relevant sheets.

1 Bright Ideas 1
Self-evaluation
Self-evaluation is a key part of the learning process
and of the development of the Learning to learn Key
Competence. It is important that the students realize
that when they are evaluating themselves you are
not testing them; instead, self-evaluation should be
viewed as a key motivating factor, encouraging the
students to think about their learning and to take
ownership of their language learning. Lesson 10 of
each Class Book unit gently introduces the students
to the concept of self-evaluation. In these lessons, the
students review the unit and remember what they
have learned. They colour Norman the colour that
they think best reflects their work throughout that
unit. In this way, they are able to keep a record of their
own progress.
These can contribute to the creation of an ‘English
Portfolio’ by students, based on the guidelines of the
European Language Portfolio.

English Portfolio
As a method of self-evaluation and a source of
motivation for the students, we have included several
photocopiable pages for the development of a Bright
Ideas Portfolio, personalized for each student.

2 Bright Ideas 1
Unit 1 Test
1 Listen and tick ✓ the boxes.  e 172 5 Look and answer.
Students listen to the audio and tick the items they hear. Test students one at a time while the rest of the class works
There are five items to tick. quietly. Point to each picture and ask What’s this? You may
It’s a rubber. jumble the order of the pictures. Accept any sensible and
It’s a pen. grammatically correct answers.
It’s a pencil sharpener. ANSWERS
It’s a ruler.  1 It’s a bin.
It’s a pencil. 2 It’s a board.
ANSWERS 3 It’s a poster.
Students tick the rubber, the pen, the pencil sharpener, the 4 It’s a door.
ruler and the pencil. 5 It’s a cupboard.
MARKS (LISTENING) MARKS (SPEAKING)
5 marks. One mark for each correct answer. 5 marks. One mark for each correct answer.

2 Listen and number.  e 173 6 Look and make sentences.


Students listen to the audio and number the pictures in the Test students one at a time while the rest of the class works
order they hear them mentioned. quietly. Ask the student to make five sentences about the
1 It’s a cupboard. picture. Below are some possible answers, but any five
2 It’s a desk. correct sentences about the picture can be accepted.
3 It’s a poster. Encourage them to use This is, It’s a or I’ve got … Award marks
4 It’s a bin.  for correct grammar and pronunciation.
5 It’s a window. POSSIBLE ANSWERS
ANSWERS 1 (example) I’ve got a bag.
1  b  ​2  a  ​3  c  ​4  e  ​5  d 2 This is a book.
MARKS (LISTENING) 3 I’ve got a ruler.
4 I’ve got a pencil case.
10 marks. Two marks for each correct answer.
5 I’ve got a pencil.
3 Read and match. 6 It’s a pencil sharpener.
7 This is a rubber.
Students read the words and look at the pictures. They
match the words to the pictures. MARKS (SPEAKING)
ANSWERS 10 marks. Two marks for each correct answer. One mark for a
1  b  ​2  f  ​3  e  ​4  d  ​5  c  ​6  a  ​7  j  ​8  i  ​9  g  ​10  h grammatically correct answer given as a sentence. One mark
for correct pronunciation.
MARKS (READING)
10 marks. One mark for each correct answer.

4 Read and circle the correct words.


Students look at the pictures and circle the correct words.
ANSWERS
1  chair  ​2  ruler  ​3  rubber  ​4  I’ve got   ​5  I haven’t got
MARKS (READING)
10 marks. Two marks for each correct answer.

3 Bright Ideas 1
Unit 2 Test
1 Listen and circle yes or no.  e 174 4 Read and circle the correct words.
Students listen to the audio and look at the pictures. They Students read the sentences and circle the correct word for
circle yes if the picture is correct according to the audio, and each picture.
no if it isn’t. ANSWERS
1 1  mum  ​2  twin  ​3  grandpa  ​4  sister  ​5  tall
Girl  Look at my photos, Jack. This is me with my grandpa.
2 MARKS (READING)
Boy  And who’s this? 10 marks. Two marks for each correct answer.
Girl  This is my brother. His name’s Paul.
3 5 Look and answer.
Boy  Who’s this? Test students one at a time while the rest of the class works
Girl  This is my auntie. She’s my dad’s sister. quietly. Point to a person in the picture and ask Who’s this?
4 Point to five people in total. You may jumble up the order if
Boy  Who’s this? you wish.
Girl  This is my sister. She’s eleven. ANSWERS
5 1 (example) This is my grandpa.
Boy  Who’s this? 2 This is my grandma.
Girl  This is my mum. 3 This is my dad.
ANSWERS 4 This is my brother.
1  yes  ​2  no  ​3  yes  ​4  no  ​5  yes 5 This is my mum.
6 This is my auntie.
MARKS (LISTENING)
7 This is my uncle.
5 marks. One mark for each correct answer.
MARKS (SPEAKING)
2 Listen and tick ✓ the boxes.  e 175 5 marks. One mark for each correct answer.
Students listen to the audio and decide which person
pictured is being described. They tick the box under the 6 Look and make sentences.
correct letter. Test students one at a time while the rest of the class works
1 He’s tall. quietly. Point to the words in the box and ask the student
2 She’s young. to make five sentences about the picture using any of these
3 She’s pretty. words. Accept answers in any order. Award marks for correct
4 She’s short. grammar and pronunciation.
5 He’s old. POSSIBLE ANSWERS
ANSWERS 1 (example) He’s tall.
1  c  ​2  a  ​3  b  ​4  a  ​5  a 2 She’s short.
3 He’s handsome.
MARKS (LISTENING)
4 She’s pretty.
10 marks. Two marks for each correct answer. 5 She’s young.
6 She’s old.
3 Read and write the numbers.
Students look at the pictures and read the sentences. They MARKS (SPEAKING)
match the sentences to the pictures by writing the correct 10 marks. Two marks for each correct answer. One mark for a
number in the box. grammatically correct answer given as a sentence. One mark
for correct pronunciation.
ANSWERS
1  d  2  c  3  a  4  b  5  e
MARKS (READING)
10 marks. Two marks for each correct answer.

4 Bright Ideas 1
Unit 3 Test
1 Listen and circle a, b, c or d.  e 176 5 Look and answer.
Students listen to the audio and circle the correct picture. Test students one at a time while the rest of the class works
1 I’ve got a skateboard. quietly. Point to five of the items and ask What’s this? You may
2 I can ride a horse. point to the items in any order you wish. Accept any five
3 I’ve got a teddy. sensible and correct answers.
4 I’ve got a kite. POSSIBLE ANSWERS
5 I can play football. 1 It’s a skipping rope.
ANSWERS 2 It’s a scooter.
1  c  ​2  a  ​3  d  ​4  d  ​5  b 3 It’s a yoyo.
MARKS (LISTENING) 4 It’s a boat.
5 It’s a skateboard.
5 marks. One mark for each correct answer.
6 It’s a teddy.
2 Listen and number.  e 177 7 It’s a ball.
Students listen to the audio and number the pictures in the MARKS (SPEAKING)
order they hear them mentioned. 5 marks. One mark for each correct answer.
1 I’ve got a scooter.
2 I’ve got a robot. 6 Look and answer for you.
3 I’ve got a yoyo. Test students one at a time while the rest of the class
4 I’ve got a skipping rope. works quietly. Ask the student questions 1–5. They answer
5 I’ve got a doll. truthfully for themselves. For questions 4 and 5, use the
ANSWERS
pictures to help if need be and encourage full sentences.
1  c  ​2  e  ​3  a  ​4  d  ​5  b You may jumble the order of the questions if you wish.
Accept any sensible and correct answers.
MARKS (LISTENING) 1 Have you got a teddy?
10 marks. Two marks for each correct answer. 2 Have you got a kite?
3 Have you got a scooter?
3 Read and match. 4 What have you got?
Students read the words and look at the pictures. They 5 What can you do?
match the words to the pictures.
POSSIBLE ANSWERS
ANSWERS 1 Yes, I have. / No, I haven’t.
1  i  ​2  a  ​3  d  ​4  c  ​5  j  ​6  e  ​7  g  ​8  h  ​9  b  ​10  f 2 Yes, I have. / No, I haven’t.
MARKS (READING) 3 Yes, I have. / No, I haven’t.
10 marks. One mark for each correct answer. 4 I’ve got a kite.
5 I can rollerblade.
4 Read and circle T for true or F for false. MARKS (SPEAKING)
Students read the sentences and look at the pictures. They 10 marks. Two marks for each correct answer. One mark for a
then circle T for true or F for false. grammatically correct answer given as a sentence. One mark
ANSWERS for correct pronunciation.
1  F  ​2  T  ​3  T  ​4  F  ​5  T
MARKS (READING)
10 marks. Two marks for each correct answer.

5 Bright Ideas 1
Unit 4 Test
1 Listen and circle yes or no.  e 178 4 Look and write sentences.
Students listen to the audio and look at the pictures. They circle Students look at the pictures and write sentences using the
yes if the picture is correct according to the audio, and no if it visual prompts given.
isn’t. ANSWERS
1 It’s a snake. 1 (example) I like cats.
2 It’s a tortoise. 2 I don’t like snakes.
3 They’re birds. 3 I don’t like mice.
4 They’re cats. 4 I like tortoises.
5 It’s a donkey. 5 I like sheep.
ANSWERS 6 I don’t like donkeys.
1  yes  ​2  yes  ​3  no  ​4  yes  ​5  no MARKS (WRITING)
MARKS (LISTENING) 10 marks. Two marks for each grammatically correct answer.
5 marks. One mark for each correct answer.
5 Look and answer.
2 Listen and colour.  e 179  Write the words. Test students one at a time while the rest of the class works
Students listen to the audio and colour the pictures quietly. Point to each picture in turn and ask What’s this? or
according to the instructions. They then write the words to What are they?
label the picture, using the words in the box for support. ANSWERS
Man  Can you see the animals on the farm? 1 They’re chickens.
Girl  Yes, I can. 2 It’s a mouse.
Man  Right, now colour the duck yellow. 3 They’re goats.
Girl  OK … the duck’s yellow. 4 It’s a duck.
Man  Colour the cow black and white. 5 They’re spiders.
Girl  OK. I’ve got a black and white cow. 
Man  Now find the chicken. Colour the chicken orange. MARKS (SPEAKING)
Girl  An orange chicken! I love it! 5 marks. One mark for each correct answer.
Man  Can you see the donkey?
Girl  Yes, I can. 6 Look and make sentences.
Man  Colour it grey. Test students one at a time while the rest of the class works
Girl  OK, it’s a grey donkey. quietly. Students look at the table and make five sentences
Man  And colour the dog brown. using the information. Accept any sensible and grammatically
Girl  Brown for the dog? OK. correct answers. If you would prefer the students to make
Man  What a pretty picture! sentences true for themselves, cover up the top row of the
table and invite them to say what they like and don’t like.
ANSWERS
Students colour a yellow duck, a black and white cow, an POSSIBLE ANSWERS
orange chicken, a grey donkey and a brown dog. I like cats / dogs / snakes / tortoises.
1  donkey  ​2  chicken  ​3  duck  ​4  dog  ​5  cow I don’t like fish / hamsters / birds / rabbits.
MARKS (LISTENING) MARKS (SPEAKING)
10 marks. Two marks for each correct answer. One mark for 10 marks. Two marks for each correct answer. One mark for a
colouring the animal correctly. One mark for writing the grammatically correct answer given as a sentence. One mark
correct word. for correct pronunciation.

3 Read and write the letters. 


Students look at the pictures and match them to the
sentences by writing the correct letter.
ANSWERS
1  e  ​2  j  ​3  d  ​4  c  ​5  g  ​6  a  ​7  i  ​8  f  ​9  h  ​10  b
MARKS (READING)
10 marks. One mark for each correct answer.

6 Bright Ideas 1
Unit 5 Test
1 Listen and number.  e 180 4 Look and read. Write the questions.
Students listen to the audio and number the pictures in the Students read the answers and write the questions, using
order they hear them mentioned. the pictures as prompts.
1 It’s bread. ANSWERS
2 It’s meat. 1  (example) Do you like cheese?
3 It’s cheese. 2  (example) What do you have for breakfast?
4 It’s rice. 3  Do you like fish?
5 They’re eggs. 4  Do you like juice?
ANSWERS 5  Do you like carrots?
1  c  2  e  3  a  4  b  5  d 6  What do you have for lunch?
MARKS (LISTENING) 7  What do you have for dinner?
5 marks. One mark for each correct answer. MARKS (WRITING)
10 marks. Two marks for each grammatically correct
2 Listen and tick ✓ the boxes.  e 181  Write the question.
words.
Students listen to the audio and tick the correct boxes. They 5 Look and answer.
then write the words in the spaces provided, using the Test students one at a time while the rest of the class works
words in the box for support. quietly. Point to the pictures and ask students five questions
1 about the food items in the pictures, starting with ‘Do you
Girl  What do you have for breakfast? Sandwiches? like … ?’ They answer, ‘Yes, I do’ for things in the first picture,
Boy  No, not for breakfast! I have eggs for breakfast. and ‘No, I don’t’ for things in the second picture. You may
2 jumble the order of the food items if you wish.
Girl  What do you have for lunch? Pasta? ANSWERS
Boy  No, I don’t have pasta. I have sandwiches for lunch. 1 (Do you like juice / apples / sandwiches?) Yes, I do.
3 2 (Do you like carrots / lettuce / fish?) No, I don’t.
Girl  What do you have for dinner? MARKS (SPEAKING)
Boy  I have fish. I don’t like meat or pasta. 5 marks. One mark for each correct answer.
4
Girl  Do you like apples and bananas? 6 Answer for you.
Boy  No, I don’t. I like strawberries. Test students one at a time while the rest of the class works
5 quietly. Ask the student questions 1–5. You may jumble the
Girl  Do you like vegetables? order of the questions if you wish. Accept any sensible and
Boy  Yes, I do. I like carrots. correct answers.
1 Do you like milk?
ANSWERS
2 What do you have for breakfast?
1  a, eggs   ​2  a, sandwiches   ​3  b, fish   ​4  a, strawberries  ​
3 Do you like cheese?
5  b, carrots
4 What do you have for lunch?
MARKS (LISTENING) 5 What do you have for dinner?
10 marks. Two marks for each correct answer. One mark ANSWERS
for ticking the correct picture. One mark for writing the 1 Yes, I do. / No, I don’t.
correct word. 2 I have eggs / bread / fruit.
3 Yes, I do. / No, I don’t.
3 Read and unscramble the letters. Write the
4 I have sandwiches / eggs / pasta.
correct words.
5 I have meat / pasta / rice / fish.
Students look at the anagrams and pictures, and unscramble
the letters. They write the words in the spaces provided.  MARKS (SPEAKING)
10 marks. Two marks for each correct answer. One mark for a
ANSWERS
grammatically correct answer given as a sentence. One mark
1  bread  ​2  tomatoes  ​3  lettuce  ​4  apples  ​5  juice
for correct pronunciation.
MARKS (READING)
10 marks. Two marks for each correct answer.

7 Bright Ideas 1
Unit 6 Test
1 Listen and number.  e 182 4 Look and write the answers.
Students listen to the audio and number the parts of the Students write the answers to the questions.
body in the order they hear them mentioned. ANSWERS
1 My name’s Robbie and I’m six years old. This is a photo 1 (example) Yes, they can.
of me. I’ve got two eyes. 2 Yes, they can.
2 I’ve got a mouth. 3 Yes, they can.
3 This is my nose. It’s small.  4 No, I can’t.
4 I’ve got two ears.  5 Yes, I can.
5 And I’ve got a big head! 6 No, they can’t.
ANSWERS MARKS (WRITING)
1  b  2  e  3  c  4  d  5  a
10 marks. Two marks for each grammatically correct answer.
MARKS (LISTENING)
5 marks. One mark for each correct answer. 5 Look and answer.
Test students one at a time while the rest of the class works
2 Listen and circle yes or no.  e 183  Write the words. quietly. Ask the student the question What’s this? and point
Students listen to the audio and circle yes if the picture is to the following five things: one of the boy’s legs, the bird’s
correct according to the audio, and no if it isn’t. They then beak, one of the bird’s wings, one of the dog’s ears, the boy’s
write the word for each picture, using the words in the box mouth. You may jumble the order of the items if you wish.
for support. POSSIBLE ANSWERS
1 Birds have got this. It’s a beak. 1 It’s a leg. / It’s the boy’s leg.
2 I’ve got one. It’s a mouth. 2 It’s a beak. / It’s the bird’s beak.
3 I haven’t got these. They’re wings. 3 It’s a wing. / It’s the bird’s wing.
4 I haven’t got this because I’m not an animal. It’s a tail. 4 It’s an ear. / It’s the dog’s ear.
5 I’ve got two of these. They’re legs. 5 It’s a mouth. / It’s the boy’s mouth.
ANSWERS MARKS (SPEAKING)
1  yes, beak   ​2  no, arms   ​3  yes, wings   ​4  yes, tail   ​
5 marks. One mark for each correct answer.
5  yes, legs
MARKS (LISTENING) 6 Look and answer.
10 marks. Two marks for each correct answer. One mark for Test students one at a time while the rest of the class works
circling the correct word. One mark for writing the correct quietly. Ask the student questions 1–5. You may jumble the
word. order of the questions if you wish.
1 Can they climb?
3 Read and circle the correct words. 2 Can you fly?
Students look at the pictures and read the sentences. They 3 Can ducks swim?
circle the words that complete the sentences correctly. 4 Have you got two eyes?
ANSWERS
5 What have dogs got?
1  noses  ​2  beaks  ​3  wings  ​4  fly  ​5  tails  ​6  legs  ​ ANSWERS
7  ears  ​8  fly  ​9  talk  ​10  beaks 1 Yes, they can.
MARKS (READING) 2 No, I can’t.
3 Yes, they can.
10 marks. One mark for each correct answer.
4 Yes, I have.
5 They’ve got tails / a tail.
MARKS (SPEAKING)
10 marks. Two marks for each correct answer. One mark
for a grammatically correct answer. One mark for correct
pronunciation.

8 Bright Ideas 1
Unit 7 Test
1 Listen and tick ✓ the boxes.  e 184 3 Read and write the numbers.
Students listen to the audio and tick the correct boxes. Students read the sentences and match them to the pictures
1 by writing the correct number.
Girl  I like your school photo. Are you wearing a shirt and ANSWERS
trousers in this picture? 1  c  2  e  3  b  4  a  5  d
Boy  No, I’m wearing a shirt and shorts.
2 MARKS (READING)
Boy  Has your teacher got straight hair? 10 marks. Two marks for each correct answer.
Girl  No, she hasn’t. She’s got curly hair.
3 4 Look and write sentences.
Girl  Has your friend Sam got blond hair? Students look at the picture and write five sentences
Boy  No, he hasn’t. He’s got dark hair. And he’s got glasses. about what the boy is wearing. Accept any sensible and
4 grammatically correct answers.
Boy  What are you wearing? POSSIBLE ANSWERS
Girl  I’m wearing my new hat and a T-shirt. 1 I’m wearing a jacket.
5 2 I’m wearing a shirt.
Boy  And what are you wearing in this picture? 3 I’m wearing shorts.
Girl  I’m wearing my new trousers and my new shoes. Do you 4 I’m wearing socks.
like them? And I’ve got my sister’s bag! 5 I’m wearing shoes.
ANSWERS MARKS (WRITING)
1  b  ​2  b  ​3  a  ​4  b  ​5  a 10 marks. Two marks for each grammatically correct answer.
MARKS (LISTENING)
5 marks. One mark for each correct answer. 5 Look and answer.
Test students one at a time while the rest of the class works
2 Listen and colour.  e 185  Write the clothes quietly. Ask the student the question What’s this? or What are
words. they? and point to the following things: the clown’s jacket,
Students listen to the audio and colour the pictures the clown’s shoes, the clown’s hat. Then ask Has she got
according to the instructions. They then write the correct glasses? Has she got straight hair?
clothes words. ANSWERS
Woman  Can you see the two girls in the picture? OK, can you 1 It’s a jacket.
see the girl with long hair? 2 They’re shoes.
Girl  With long blond hair? 3 It’s a hat.
Woman  That’s right. Now colour her hat red. 4 Yes, she has.
Girl  OK … I’m colouring her hat red now. 5 No, she hasn’t.
Woman  Can you see the shorts?
MARKS (SPEAKING)
Girl  Yes, the girl with curly hair’s wearing shorts.
Woman  Yes, that’s right. Colour the shorts blue, please. 5 marks. One mark for each correct answer.
Girl  OK.
Woman  Now can you colour her socks pink, please?
Girl  Yes, I like pink socks!
Woman  Great! Can you see the girl with the sweater? Please
colour her sweater yellow.
Girl  Hmm … a yellow sweater? OK … that’s nice!
Woman  And colour her skirt black now.
Girl  Black for the skirt? OK.
Woman  Your picture’s very nice!
Girl  Thanks!
ANSWERS
Students colour a red hat, blue shorts, pink socks, a yellow
sweater and a black skirt.
1  hat  2  sweater  3  skirt  4  shorts  5  socks
MARKS (LISTENING)
10 marks. Two for each correct answer. One mark for
colouring the items correctly. One mark for writing the
correct word.

9 Bright Ideas 1
6 Answer for you.
Test students one at a time while the rest of the class works
quietly. Ask the student questions 1–5 and accept any
sensible and grammatically correct answers.
1 Have you got long hair?
2 What are you wearing today?
3 Has your teacher got glasses?
4 Have you got straight hair?
5 What colour are your shoes?
POSSIBLE ANSWERS
1 Yes, I have. / No, I haven’t.
2 I’m wearing shoes / a shirt / trousers, etc.
3 Yes, he/she has. / No, he/she hasn’t.
4 Yes, I have. / No, I haven’t.
5 They’re brown / black, etc.
MARKS (SPEAKING)
10 marks. Two marks for each correct answer. One mark for a
grammatically correct answer given as a sentence. One mark
for correct pronunciation.

10 Bright Ideas 1
Unit 8 Test
1 Listen and match.  e 186 3 Read and circle the correct words.
Students listen to the audio and match the people with the Students look at the pictures and circle the correct word. 
pictures. ANSWERS
1 1  clock  ​2  cushions  ​3  wardrobe  ​4  sofa  ​5  pictures  ​
Boy  Where’s Alex? 6  dining room   ​7  kitchen  ​8  plants  ​9  on  ​10  garden
Girl  She’s in the living room. 
2 MARKS (READING)
Boy  Where’s Ben? 10 marks. One mark for each correct answer.
Girl  He’s in the garden.
3 4 Look and write questions. 
Boy  Where’s Jo? Students look at the pictures and read the answers. They
Girl  She’s in the bathroom. then write the correct questions using the words in the box.
4 ANSWERS
Boy  Where’s Sam?  1 Where’s the clock?
Girl  He’s in the dining room.  2 Where’s the doll?
5 3 Where’s the cushion?
Boy  Where’s Pat? 4 Where’s the picture?
Girl  She’s in the kitchen.  ​ 5 Where’s the bag?
ANSWERS MARKS (WRITING)
1  d  ​2  c  ​3  b  ​4  a  ​5  e 10 marks. Two marks for each grammatically correct answer.
MARKS (LISTENING)
5 marks. One mark for each correct answer. 5 Look and make sentences.
Test students one at a time while the rest of the class works
2 Listen and write the correct letter.  e 187  quietly. Ask the student to say five sentences about the
Write the words. picture. Accept any sensible and grammatically correct
Students look at questions 1–5 and pictures a–e. They listen answers.
to the audio and write the correct letter in the boxes. They POSSIBLE ANSWERS
then listen to the audio again and complete the sentences 1 There’s a living room.
by writing the correct words in the spaces provided. 2 There’s a kitchen.
1 3 There isn’t a dining room.
Woman  Where’s your English book, Paul? 4 There are two bedrooms.
Boy  My book’s on my bed. I want to read it tonight. 5 There are two bathrooms.
Woman  OK. 6 There’s a garden.
2 7 There’s a car.
Boy  I like the new plant, Mum. It’s pretty.
MARKS (SPEAKING)
Woman  The one on the bookcase?
Boy  No, the plant on the table. 5 marks. One mark for each correct answer.
3
Boy  Where’s my jacket, Mum? I can’t see it. 
Woman  Look! There it is. Your jacket’s on the sofa.
4
Boy  This is a picture of my friend’s house. 
Woman  What’s that in the living room?
Boy  It’s a really big television!
5
Woman  Is your teddy on your bed, Jack?
Boy  No, I don’t like it now. The teddy’s in my wardrobe. 
Woman  Oh, OK.
ANSWERS
1  c, bed   ​2  e, table   ​3  a, sofa   ​4  d, living room   ​
5  b, wardrobe
MARKS (LISTENING)
10 marks. Two marks for each correct answer. One mark
for writing the correct letter. One mark for writing the
correct word.

11 Bright Ideas 1
6 Look and answer.
Test students one at a time while the rest of the class works
quietly. Ask the student questions 1–5. You may jumble the
order of the questions if you wish.
1 Where’s the apple?
2 Where’s the clock?
3 Where’s the plant?
4 Where’s the boat?
5 Where’s the skateboard?
ANSWERS
1 It’s on the chair.
2 It’s in the cupboard.
3 It’s on the table.
4 It’s in / on the window.
5 It’s under the chair.
MARKS (SPEAKING)
10 marks. Two marks for each correct answer. One mark for a
grammatically correct answer given as a sentence. One mark
for correct pronunciation.

12 Bright Ideas 1
End of Term Test 1
1 Listen and number.  e 188 5 Look and answer.
Students listen to the audio and number the pictures in the Test students one at a time while the rest of the class works
order they hear them mentioned. quietly. Ask the student What’s this? and point to the pictures
1 I’ve got five pencils and two rubbers. I haven’t got a ruler. in turn. You may jumble the order of the pictures if you wish.
2 I’ve got a bag, a poster and a doll. I haven’t got a robot. ANSWERS
3 I’ve got a teddy and a robot. I haven’t got a doll. 1 It’s a yoyo.
4 I’ve got a skateboard and a teddy. I haven’t got a bag. 2 It’s a bin.
5 I’ve got four pens and three rulers. I haven’t got a rubber.  3 It’s a scooter.
ANSWERS 4 It’s a cupboard.
1  c  2  e  3  a  4  b  5  d 5 It’s a kite.
MARKS (LISTENING) MARKS (SPEAKING)
5 marks. One mark for each correct answer. 5 marks. One mark for each correct answer.

2 Listen and tick ✓ the boxes.  e 189 6 Answer for you.


Students listen to the audio and tick the box under the Test students one at a time while the rest of the class works
person being described. quietly. Ask the student questions 1–5. You may jumble the
1 This is my auntie. She’s tall and pretty. order of the questions if you wish.
2 This is my grandpa. He’s old and short. 1 Can you ride a horse?
3 This is my sister. She’s young and short.  2 Have you got a skipping rope? 
4 This is my dad. He’s tall and handsome. 3 Can you play tennis?
5 This is my cousin. She’s young and short.  4 Have you got a twin?
ANSWERS
5 Can you rollerblade?
1  c  ​2  c  ​3  a  ​4  b  ​5  c ANSWERS
MARKS (LISTENING) 1 Yes, I can. / No, I can’t.
2 Yes, I have. / No, I haven’t.
10 marks. Two marks for each correct answer.
3 Yes, I can. / No, I can’t.
3 Read and circle the correct words. 4 Yes, I have. / No, I haven’t.
5 Yes, I can. / No, I can’t.
Students look at the pictures and circle the correct words.
MARKS (SPEAKING)
ANSWERS
1  grandma  ​2  young  ​3  chair  ​4  uncle  ​5  board  ​ 10 marks. Two marks for each correct answer. One mark for a
6  old  ​7  twin  ​8  ruler  ​9  robot  ​10  skateboard grammatically correct answer given as a sentence. One mark
for correct pronunciation.
MARKS (READING)
10 marks. One mark for each correct answer.

4 Read and circle T for true or F for false.


Students read the sentences and look at the pictures. They
then circle T for true or F for false.
ANSWERS
1  T  ​2  T  ​3  F  ​4  T  ​5  F
MARKS (READING)
10 marks. Two marks for each correct answer.

13 Bright Ideas 1
End of Term Test 2
1 Listen and colour.  e 190 MARKS (LISTENING)
Students listen to the audio and colour the picture 10 marks. Two marks for each correct answer. One mark
according to the instructions. for writing the correct number. One mark for writing the
Man  In this picture, Hedeki and his mum are in the kitchen. correct word.
Can you see them?
Girl  Yes, I can. 3 Read and number. Circle h or k.
Man  Now I want you to colour some things. Can you see the Students match the sentences to the pictures by writing the
two apples? Please colour them red. correct number in the box. They then circle the correct face.
Girl  Two red apples. OK. I like apples! ANSWERS
Man  Very good. Can you colour the carrots orange now? 1  b h  ​2  e k  ​3  d h  ​4  c h  ​5  a k
Girl  Yes. I can see two carrots. 
Man  That’s right. Now find the duck. MARKS (READING)
Girl  The duck? I can’t see a duck, but I can see a chicken. 10 marks. Two marks for each correct answer. One mark for
Man  Look … there it is! numbering the correct picture. One mark for circling the
Girl  Oh yes … what colour for the duck? correct face.
Man  Colour it yellow, please.
Girl  OK.
4 Read and write sentences.
Man  Now find the fish. Students use the visual prompts to complete the sentences
Girl  I can see it! Can I colour the fish brown? with the correct words.
Man  OK. And now the bananas … Can you see them? ANSWERS
Colour them yellow. 1 (example) I have bread and tomatoes for breakfast.
Girl  Yes, I can see three bananas … yellow for the bananas. 2 Do you like sheep and cows?
Man  I like your picture! 3 We’ve got two eyes and two legs.
Girl  Thanks! 4 Can you jump and fly?
ANSWERS 5 I’ve got a mouth, but I haven’t got a beak.
Students colour two red apples, two orange carrots, 6 I have meat and carrots for dinner.
a yellow duck, a brown fish and three yellow bananas. MARKS (WRITING)
MARKS (LISTENING) 10 marks. Two marks for each correct answer.
5 marks. One mark for each correct answer. 5 Look and answer.
2 Listen and number.  e 191  Write the words. Test students one at a time while the rest of the class works
quietly. Ask the student questions 1–5. You may jumble the
Students listen to the audio and number the pictures in the
order of the questions if you wish.
order they hear them mentioned. They then complete the
1 What are they?
sentences by writing the correct words.
2 Can they walk?
1
3 What colour are they?
Woman  What are these?
4 Can they talk?
Boy  Oh, they’re spiders.
5 Can they run?
Woman  Can they fly?
Boy  No, they can’t. They can walk. ANSWERS
2 1  They’re sheep.   ​2  Yes, they can.   ​3  They’re white.   ​
Woman  What’s this? 4  No, they can’t.   ​5  Yes, they can.
Boy  It’s a tortoise. I like tortoises. MARKS (SPEAKING)
3 5 marks. One mark for each correct answer.
Woman  What’s this? It’s black and white.
Boy  It’s a cow. It’s got four legs.
4
Woman  What’s this? It’s green.
Boy  It’s a snake.
Woman  I don’t like snakes!
5
Woman  What’s this?
Boy  It’s a donkey. I don’t like donkeys.
Woman  I like horses. I can ride a horse. I can’t ride a donkey!
ANSWERS
1  d, spiders   ​2  a, tortoises   ​3  e, legs   ​4  b, snake   ​
5  c, donkeys

14 Bright Ideas 1
6 Answer for you.
Test students one at a time while the rest of the class works
quietly. Ask the student questions 1–5. You may jumble the
order of the questions if you wish. Accept any sensible and
grammatically correct answers.
1 Do you like milk?
2 What do you have for breakfast?
3 Can you swim?
4 Have dogs got tails?
5 Can birds fly?
ANSWERS
1 Yes, I do. / No, I don’t.
2 I have milk / eggs for breakfast.
3 Yes, I can. / No, I can’t.
4 Yes, they do. / Dogs have got tails.
5 Yes, they can.
MARKS (SPEAKING)
10 marks. Two marks for each correct answer. One mark for a
grammatically correct answer given as a sentence. One mark
for correct pronunciation.

15 Bright Ideas 1
End of Term Test 3
1 Listen and match.  e 192 3 Read and write l for living room or b for
Students listen to the audio and match the children on the bedroom.
left with the clothes on the right. Students look at the pictures and read the sentences. They
1 write l in the box if the sentence refers to the picture of
Woman  Who are the people in the pictures, Harry? the living room, or b in the box if the sentence refers to the
Boy  Well, this is Sarah. She’s got long blond hair. And, look … picture of the bedroom.
she’s got her new hat. It’s great!
ANSWERS
Woman  Yes, it’s a nice hat.
1  l  ​2  b  ​3  b  ​4  l  ​5  b
2
Woman  Who’s that boy? He’s got glasses. MARKS (READING)
Boy  Has he got curly dark hair? 10 marks. Two marks for each correct answer.
Woman  Yes.
Boy  That’s Sam. I love his T-shirt. It’s cool! 4 Look and write.
3 Students look at the pictures and write the answers to the
Woman  What’s her name? She’s got curly hair. questions.
Boy  That’s Polly.  ANSWERS
Woman  She’s got a great jacket! 1 It’s on (or in) the window.
4 2 They’re socks.
Woman  Who’s this? 3 It’s under the sofa.
Boy  Has she got long dark hair and glasses? 4 They’re shoes.
Woman  Yes, and she’s got nice shorts. 5 It’s in the garden.
Boy  That’s Vicky. She loves her shorts!
5 MARKS (WRITING)
Boy  And this is me! I’ve got glasses.  10 marks. Two marks for each correct answer.
Woman  Oh yes! It is you. What are you wearing?
Boy  I’m wearing my favourite sweater.
5 Look and answer.
Test students one at a time while the rest of the class works
ANSWERS quietly. Ask the student questions 1–5. You may jumble the
1  d  ​2  c  ​3  e  ​4  b  ​5  a order of the questions if you wish.
MARKS (LISTENING) 1 Has the boy got a sofa in his bedroom?
5 marks. One mark for each correct answer. 2 Where’s the clock?
3 Has she got short hair?
2 Listen and number.  e 193  Write the words. 4 Where’s the book?
Students listen to the audio and number the boxes in the 5 Has he got glasses?
picture in the order they hear them mentioned. They then ANSWERS
complete the sentences by writing the correct words. 1 No, he hasn’t.
Boy  Welcome to my house. 2 It’s in the bookcase.
1 Look! This is the living room in my house. Mum’s got lots 3 No, she hasn’t.
of cushions. They’re on the sofa. 4 It’s under the cushion. / It’s on the chair.
2 My books are in my bedroom. They’re in the bookcase. 5 Yes, he has.
3 I’ve got lots of toys. This is my favourite teddy. He’s in
my bed. MARKS (SPEAKING)
4 And I’ve got a big clock in my bedroom too. It’s on 5 marks. One mark for each correct answer.
the wall.
5 And this is the kitchen. We have breakfast and dinner here.
Can you see the plant? It’s pretty.
ANSWERS
1  cushions  ​2  bookcase  ​3  bed  ​4  clock  ​5  plant
MARKS (LISTENING)
10 marks. Two marks for each correct answer. One mark
for writing the correct number. One mark for writing the
correct word.

16 Bright Ideas 1
6 Answer for you.
Test students one at a time while the rest of the class works
quietly. Ask the student questions 1–5. You may jumble the
order of the questions if you wish. Accept any sensible and
grammatically correct answers.
1 What are you wearing?
2 Have you got straight hair?
3 Where do you have breakfast?
4 Has your teacher got glasses?
5 What’s in your bedroom?
POSSIBLE ANSWERS
1 I’m wearing a skirt, a T-shirt, etc.
2 Yes, I have. / No, I haven’t.
3 In the kitchen.
4 Yes, he/she has. / No, he/she hasn’t.
5 There’s a (bed, wardrobe, bookcase, etc.).
MARKS (SPEAKING)
10 marks. Two marks for each correct answer. One mark for a
grammatically correct answer given as a sentence. One mark
for correct pronunciation.

17 Bright Ideas 1
End of Year Test
1 Listen and circle a or b.  e 194 Girl  Her name’s Vicky and she’s my friend’s auntie.
Student read the questions and listen to the audio. They Man  I see.
circle the correct picture. Girl  And that’s Lucy. She’s wearing a T-shirt. 
1 Which boy is Sam? Man  Is she wearing shorts, too?
Woman  Is your friend Sam in your picture? Girl  Yes, and look … she can climb!
Boy  Yes. Look … there he is. He’s got glasses.  Man  Yes, she can. 
Woman  And curly hair? ANSWERS
Boy  No, he’s got straight hair and he’s not happy in this 1  f  2  c  3  d  ​4  a  5  e
picture.
MARKS (LISTENING)
Woman  Oh yes.
10 marks. Two marks for each correct answer.
2 Where is the cat?
Man  Can you see the cat? 3 Look and read. Write yes or no.
Girl  Is it under the sofa in the living room? Students look at the picture and read the sentences. They
Man  No, it isn’t. write yes if the sentence is correct according to the picture,
Girl  Oh no! Wait … Look, Dad … the cat’s in the cupboard. and no if it isn’t.
3 What does Nikki have for lunch?
ANSWERS
Man  I’ve got some fish and carrots for you for lunch, Nikki.
1  no  ​2  yes  ​3  yes  ​4  no  ​5  no  ​6  no  ​7  yes  ​8  no  ​
Girl  No, thanks. I don’t like fish. I want some cheese and a
9  no  ​10  yes
tomato.
Man  OK! MARKS (READING)
4 What pet has Alex got? 10 marks. One mark for each correct answer.
Boy  Look, Miss Hill. This is my pet. 4 Look and write.
Woman  Wow! That’s a nice white rabbit, Alex.
Students look at the pictures and write the answers to the
Boy  Yes, it is. Have you got a pet?
questions.
Woman  I’ve got a big spider.
5 Which girl is David’s sister? ANSWERS
Woman  Is this your sister, David? 1 Yes, they can.
Boy  Yes, she’s very pretty.  2 No, she hasn’t. 
Woman  She is, and she’s very young. 3 Birds have / They’ve got beaks.
Boy  I know. I’m nine, but she’s just a baby.  4 It’s a skipping rope. 
5 The socks are / They’re under the bed.
ANSWERS
1  b  2  b  3  a  4  b  5  a MARKS (WRITING)
10 marks. Two marks for each correct answer.
MARKS (LISTENING)
5 marks. One mark for each correct answer. 5 Look and answer.
Test students one at a time while the rest of the class works
2 Listen and match.  e 195 quietly. Ask the student questions 1–5. You may jumble the
Students listen to the audio and draw lines from the speech order of the questions if you wish.
bubbles on the left to the people in the picture. Point out 1  Is he old?
that there are two people they don’t need to use. 2  Where’s Mum?
Girl  Hi Grandpa. Look at this picture of me and my friends in 3  What’s this?
the park. 4  What’s in the bin?
Man  Who’s the boy on his bike? 5  Can hamsters fly?
Girl  With blond hair? That’s Tom. ANSWERS
Man  Is that Anna with the cat?  1 Yes, he is.
Girl  No, Anna’s got a kite. 2 She’s in the bathroom.
Man  Oh, yes … and she can rollerblade. 3 It’s a pencil sharpener.
Girl  That’s right. Jack’s there too … with his dog. 4 There’s a doll in the bin. / It’s a doll.
Man  Has he got a skateboard? 5 No, they can’t.
Girl  Yes, he has. 
MARKS (SPEAKING)
Man  And is this woman your friend’s mum?
Girl  The woman with the hat and the book? 5 marks. One mark for each correct answer.
Man  Yes.

18 Bright Ideas 1
6 Answer for you.
Test students one at a time while the rest of the class works
quietly. Ask the student questions 1–5. You may jumble the
order of the questions if you wish. Accept any sensible and
grammatically correct answer.
1 What are you wearing today?
2 Has your dad got curly hair?
3 What have you got in your bedroom?
4 Can you swim?
5 Have you got a cousin?
POSSIBLE ANSWERS
1 I’m wearing trousers / a skirt / a T-shirt, etc.
2 Yes, he has. / No, he hasn’t.
3 I’ve got a bed / a wardrobe, etc.
4 Yes, I can. / No, I can’t.
5 Yes, I have. / No, I haven’t.
MARKS (SPEAKING)
10 marks. Two marks for each correct answer. One mark for a
grammatically correct answer given as a sentence. One mark
for correct pronunciation.

19 Bright Ideas 1
Marking grids

Name
Unit 1 test Mark Max marks
Listening 1 Listen and tick the boxes. 5
2 Listen and number. 10
Reading 3 Read and match. 10
4 Read and circle the correct words. 10
Speaking 5 Look and answer. 5
6 Look and make sentences. 10
Total for test 50

Unit 2 test Mark Max marks


Listening 1 Listen and circle yes or no. 5
2 Listen and tick the boxes. 10
Reading 3 Read and write the numbers. 10
4 Read and circle the correct words. 10
Speaking 5 Look and answer. 5
6 Look and make sentences. 10
Total for test 50

Unit 3 test Mark Max marks


Listening 1 Listen and circle a, b, c or d. 5
2 Listen and number. 10
Reading 3 Read and match. 10
4 Read and circle T for true or F for false. 10
Speaking 5 Look and answer. 5
6 Look and answer for you. 10
Total for test 50

Unit 4 test Mark Max marks


Listening 1 Listen and circle yes or no. 5
2 Listen and colour. Write the words. 10
Reading & Writing 3 Read and write the letters. 10
4 Look and write sentences. 10
Speaking 5 Look and answer. 5
6 Look and make sentences. 10
Total for test 50

20 Bright Ideas 1

© Oxford University Press   PHOTOCOPIABLE
Marking grids

Unit 5 test Mark Max marks


Listening 1 Listen and number. 5
2 Listen and tick the boxes. Write the words. 10
Reading & Writing 3 Read and unscramble the letters. Write the correct words. 10
4 Look and read. Write the questions. 10
Speaking 5 Look and answer. 5
6 Answer for you. 10
Total for test 50

Unit 6 test Mark Max marks


Listening 1 Listen and number. 5
2 Listen and circle yes or no. Write the words. 10
Reading & Writing 3 Read and circle the correct words. 10
4 Look and write the answers. 10
Speaking 5 Look and answer. 5
6 Look and answer. 10
Total for test 50

Unit 7 test Mark Max marks


Listening 1 Listen and tick the boxes. 5
2 Listen and colour. Write the clothes words. 10
Reading & Writing 3 Read and write the numbers. 10
4 Look and write sentences. 10
Speaking 5 Look and answer. 5
6 Answer for you. 10
Total for test 50

Unit 8 test Mark Max marks


Listening 1 Listen and match. 5
2 Listen and write the correct letter. Write the words. 10
Reading & Writing 3 Read and circle the correct words. 10
4 Look and write questions. 10
Speaking 5 Look and make sentences. 5
6 Look and answer. 10
Total for test 50

21 Bright Ideas 1

© Oxford University Press   PHOTOCOPIABLE
Marking grids

End of Term 1 test Mark Max marks


Listening 1 Listen and number. 5
2 Listen and tick the boxes. 10
Reading 3 Read and circle the correct words. 10
4 Read and circle T for true or F for false. 10
Speaking 5 Look and answer. 5
6 Answer for you. 10
Total for test 50

End of Term 2 test Mark Max marks


Listening 1 Listen and colour. 5
2 Listen and number. Write the words. 10
Reading & Writing 3 Read and number. Circle h or k. 10
4 Read and write sentences. 10
Speaking 5 Look and answer. 5
6 Answer for you. 10
Total for test 50

End of Term 3 test Mark Max marks


Listening 1 Listen and match. 5
2 Listen and number. Write the words. 10
Reading & Writing 3 Read and write l for living room or b for bedroom. 10
4 Look and write. 10
Speaking 5 Look and answer. 5
6 Answer for you. 10
Total for test 50

End of Year test Mark Max marks


Listening 1 Listen and circle a or b. 5
2 Listen and match. 10
Reading & Writing 4 Look and read. Write yes or no. 10
4 Look and write. 10
Speaking 5 Look and answer. 5
6 Answer for you. 10
Total for test 50

22 Bright Ideas 1

© Oxford University Press   PHOTOCOPIABLE
Introduction to the Key Competences

What are the Key Competences in the Bright Ideas presents language to students in different
foreign-language classroom? everyday contexts in which they can broaden their
Key Competences describe a range of skills, social and civic knowledge and understanding.
knowledge, attitudes and behaviour developed in all Bright Ideas asks many of the questions that students
subjects to serve students for life and learning outside like to find out about.
the classroom. Students learn English as well as how to be good
European legislation defines eight Key Competences, citizens alongside the course characters, and the
distinguishing between communication in the mother community values themes explicitly explore positive
tongue and a foreign language; these two have been behaviour. Values and citizenship, interpersonal and
combined to create seven Key Competences in the social skills, codes of conduct, norms of behaviour
Spanish educational system. and customs in similar and different environments
are all positively modelled, helping students absorb
Therefore the Key Competences are defined as the socio-political concepts like equality and diversity, and
following: spark interest.
• Linguistic communication 3 Digital competence
• Social and civic competences This involves the confident and critical use of
• Digital competence information and basic skills in information and
communications technology (ICT).
• Learn to learn The blend of digital and print material in Bright
• Sense of initiative and entrepreneurship Ideas means that digital competence is developed
• Cultural awareness and expression on a day-to-day basis. Bright Ideas recognizes that
technology is a part of everyday life inside and
• Mathematical competence and basic competences outside the classroom and encourages students to
in science and technology be safe and responsible users whilst also providing
opportunities to develop the necessary ICT skills to
1 Linguistic communication
do this effectively.
This encompasses effective communication and
expression in a range of contexts, such as at home, 4 Learn to learn
leisure or school, according to the students’ age and This competence encompasses the development
stage of development. of study skills and attitudes that help students to
Throughout the six levels of Bright Ideas input of continue learning inside and outside the classroom
vocabulary and grammar essential for effective efficiently and autonomously.
communication is presented in motivating contexts Lots of the activities in Bright Ideas are designed to
and through a variety of mediums to fire students’ get students thinking about how they learn, what sort
curiosity and encourage a genuine desire for of learner they are and what learning strategies they
communication. can adopt to become more efficient learners.
Every activity in Bright Ideas is designed with a Self-evaluation plays an important part in this as does
linguistic outcome for students, and the course has the development of positive learning attitudes and
been specially developed to provide challenging and self-reliance as a learner.
motivating input alongside the development of the All levels of Bright Ideas have explicit self-evaluation,
four skills of reading, writing, listening and speaking. learning to learn and reference materials to support
2 Social and civic competences the development of this competence. For example,
self-evaluation activities encourage students to
This competence describes the range of social,
review and evaluate the classroom activities and
interpersonal and intercultural skills and behaviour
begin to reflect on their personal learning style.
that equip individuals to participate effectively and
constructively in society.

23 Bright Ideas 1
5 Sense of initiative and entrepreneurship Evaluating the Key Competences in the
This competence is related to the competence of foreign-language classroom
‘Learn to learn’ and also describes values and attitudes In Bright Ideas, the material has been carefully
such as perseverance, self-esteem and the capacity to developed to ensure that the learning that takes
calculate risks and identify solutions to problems, and place in every lesson supports the development of
the ability to turn ideas into action. the Key Competences.
Many of the communicative activities in Bright Ideas Learning standards and Assessment criteria grids and
contribute to the development of this competence, Key Competences Assessment grids are provided for
with students working independently, in pairs or the assessment of each of the Class Book projects.
in groups to achieve a specific goal. These might The skills and Key Competences required to
include an interactive game, a performance of a song successfully complete the projects are all skills that
or chant, or a communication activity to name but a are developed and practised in Bright Ideas as part of
few. These activities require planning, co-operation everyday classroom practice.
and organizational skills, such as time-management,
However, as a discrete activity, the projects give
flexibility and determination, all of which serve as a
students an additional motivating and practical
foundation to the acquisition of more specific skills
outcome to work towards, while at the same time
and knowledge needed by those establishing or
providing teachers with a clear opportunity for
contributing to social or commercial activity.
practical assessment of the competences.
6 Cultural awareness and expression
Bright Ideas offers plenty of opportunities to develop
an appreciation of the importance of the creative
expression of ideas, experiences and emotions in a
range of media: for example, through music and song,
acting out stories, and literature and art activities.
Students are encouraged to creatively express
themselves through participation in such activities as
singing and performing songs and chants, the acting
out of stories or rhymes, and arts and crafts activities
in the classroom, as well as through learning about
the culture of English-speaking countries around the
world. The many personalization tasks to be found in
the course material also build students’ confidence in
their own creative expression.
7 Mathematical competence and basic
competences in science and technology
Mathematical competence is the ability to apply
mathematical thinking to a range of situations with
the emphasis being placed on process, activity and
knowledge, while science and technology refers
to the mastery and the use and application of
knowledge and methodologies which explain the
natural world.
Bright Ideas brings in a wide range of concepts from
across the curriculum including the science and maths
curriculum in which these competences are directly
applied. In addition, many other language activities
in Bright Ideas require some degree of mathematical
thinking or the application of scientific knowledge,
such as conducting a survey, doing an experiment or
identifying the stages of a living process.

24 Bright Ideas 1
Assessment criteria Total competence mark

25
Name:
10 – Excellent 5 – Adequate 140–150 – Excellent 61–84 – Adequate
8–9 – Very good 1–4 – Needs improvement 120–139 – Very good 0–60 – Needs improvement
Class: 6–7 – Good 85–119 – Good

Indicators for evaluating the Key Competences Mark Total competence mark Observations

Bright Ideas 1

Linguistic communication
Understands and uses vocabulary for making a board game /10
Understands and uses language for suggestions /10
Successfully prepares a board game /10
Successfully plays the board game as part of a group /10
Social and civic competences
Participates in group activity to make a board game /10
Collaborates with others in a group in project activities, and develops ideas together /10
Works collaboratively in a group on the project to create a board game /10
Key Competences Assessment

Digital competence
Uses the internet to research different board games /10
Learn to learn
Reflects on their work by completing the self-evaluation chart in the Activity Book /10
Demonstrates a positive attitude to learning by trying their best /10
Sense of initiative and entrepreneurship
Works with the group to divide up the tasks required to make a board game /10
Volunteers answers to questions /10
Cultural awareness and expression
Expresses themselves creatively by making the board game /10

© Oxford University Press  


Mathematical competence and basic competences in science and technology
Demonstrates an understanding of numbers and counting /10
Understands how to design and decorate a board game /10
Project 1: A board game

/150

PHOTOCOPIABLE
Total mark
Assessment criteria Total competence mark

26
Name:
10 – Excellent 5 – Adequate 140–150 – Excellent 61–84 – Adequate
8–9 – Very good 1–4 – Needs improvement 120–139 – Very good 0–60 – Needs improvement
Class: 6–7 – Good 85–119 – Good

Indicators for evaluating the Key Competences Mark Total competence mark Observations

Bright Ideas 1

Linguistic communication
Understands and uses vocabulary for different foods /10
Understands and uses language for expressing preferences /10
Successfully prepares a food picture /10
Successfully asks and answers questions about the food picture as part of a group /10
Social and civic competences
Participates in group activity to have a discussion about favourite foods /10
Collaborates with others in a group in project activities, and develops ideas together /10
Works collaboratively in a group to ask questions about others’ food preferences /10
Key Competences Assessment

Digital competence
Uses the internet to research different foods /10
Learn to learn
Reflects on their work by completing the self-evaluation chart in the Activity Book /10
Demonstrates a positive attitude to learning by trying their best /10
Sense of initiative and entrepreneurship
Works with others to ask and answer questions about food pictures /10
Volunteers answers to questions /10
Cultural awareness and expression
Expresses themselves creatively by making the food picture /10

© Oxford University Press  


Mathematical competence and basic competences in science and technology
Demonstrates an understanding of different food shapes and colours /10
Understands how to plan and design a food picture /10
Project 2: A food picture

Total mark /150

PHOTOCOPIABLE
Assessment criteria Total competence mark

27
Name:
10 – Excellent 5 – Adequate 140–150 – Excellent 61–84 – Adequate
8–9 – Very good 1–4 – Needs improvement 120–139 – Very good 0–60 – Needs improvement
Class: 6–7 – Good 85–119 – Good

Indicators for evaluating the Key Competences Mark Total competence mark Observations

Bright Ideas 1

Linguistic communication
Understands and uses vocabulary for bedroom furniture /10
Understands and uses language for agreeing /10
Successfully prepares a bedroom collage /10
Successfully talks about bedroom collages as part of a group /10
Social and civic competences
Participates in group activity to have a discussion about bedroom collages /10
Collaborates with others in a group in project activities, and develops ideas together /10
Works collaboratively in a group to talk about others’ bedroom design preferences /10
Key Competences Assessment

Digital competence
Uses the internet to research different bedroom designs /10
Learn to learn
Reflects on their work by completing the self-evaluation chart in the Activity Book /10
Demonstrates a positive attitude to learning by trying their best /10
Sense of initiative and entrepreneurship
Works with others to talk about bedroom design preferences /10
Volunteers answers to questions /10
Cultural awareness and expression
Expresses themselves creatively by designing a bedroom collage /10

© Oxford University Press  


Mathematical competence and basic competences in science and technology
Demonstrates an understanding of the layout of a bedroom design /10
Understands how to plan and design a bedroom collage /10
Project 3: A bedroom collage

Total mark /150

PHOTOCOPIABLE
Learning standards and Assessment criteria mapping
Project 1: A board game
This project fulfils the following Learning standards and related Assessment criteria across the Key Competences
indicated below.

Learning standards Assessment criteria


Comprehension of Oral Texts
Understands the main points of short, simple Identifies gist and the main points in very
and well-structured discussions through short and simple oral texts
playing the board game
Knows and applies basic strategies in order
to understand gist, key information or main
points
Production of Oral Texts
Participates in social conversations through Knows and applies basic strategies in order
making and playing the board game to produce short and simple monologues and
dialogues
Participates in everyday exchanges through Participates using simple language in short
making suggestions in group work conversations about immediate needs or
familiar topics
Knows how to use basic syntactic structures
in oral communications
Pronunciation is generally understandable
Comprehension of Written Texts
Understands instructions and basic Knows and applies basic strategies in order
information of a board game through to understand gist, key information or main
successfully following the stages of the project points
Production of Written Texts
(Optional activity) Writes numbers as words to Applies basic graphemes and written
complete a pattern symbols to write words or short sentences

28 Bright Ideas 1
Learning standards and Assessment criteria mapping
Project 2: A food picture
This project fulfils the following Learning standards and related Assessment criteria across the Key Competences
indicated below.

Learning standards Assessment criteria


Comprehension of Oral Texts
Understands the main points of short, simple Identifies gist and the main points in very
and well-structured discussions through short and simple oral texts
talking about food pictures
Knows and applies basic strategies in order
to understand gist, key information or main
points
Production of Oral Texts
Participates in social conversations through Knows and applies basic strategies in order
talking about different food items to produce short and simple monologues and
dialogues
Participates using simple language in short
conversations about immediate needs or
familiar topics
Knows how to use basic syntactic structures
in oral communications
Pronunciation is generally understandable

Comprehension of Written Texts


Understands instructions and basic Knows and applies basic strategies in order
information of a food poster through to understand gist, key information or main
successfully following the stages of the project points

Production of Written Texts


(Optional activity) Writes labels for the food Knows and applies basic strategies to
picture using appropriate food words produce simple written texts
Fulfils the communicative function(s) of a
written text
Applies basic graphemes and written
symbols to write words or short sentences

29 Bright Ideas 1
Learning standards and Assessment criteria mapping
Project 3: A bedroom collage
This project fulfils the following Learning standards and related Assessment criteria across the Key Competences
indicated below.

Learning standards Assessment criteria


Comprehension of Oral Texts
Understands the main points of short, simple Identifies gist and the main points in very
and well-structured discussions through short and simple oral texts
talking about bedroom collages
Knows and applies basic strategies in order
to understand gist, key information or main
points
Production of Oral Texts
Participates in social conversations through Knows and applies basic strategies in order
talking about different bedroom collages to produce short and simple monologues and
dialogues
Participates using simple language in short
conversations about immediate needs or
familiar topics
Knows how to use basic syntactic structures
in oral communications
Pronunciation is generally understandable

Comprehension of Written Texts


Understands instructions and basic Knows and applies basic strategies in order
information of a bedroom collage through to understand gist, key information or main
successfully following the stages of the project points

Production of Written Texts


(Optional activity) Writes labels for the Knows and applies basic strategies to
bedroom collage using appropriate furniture produce simple written texts
words
Fulfils the communicative function(s) of
a written text
Applies basic graphemes and written
symbols to write words or short sentences

30 Bright Ideas 1
Portfolio overview

What is the European Language Portfolio? Vocabulary record


It is a way to keep a record of the experience of learning These worksheets can form part of the Language
a language. Each student has their own Portfolio, which Passport or, if the students complete them as self-
will accompany them throughout their learning. evaluation, they could form part of the Linguistic
Biography. The students put a ✓ in the box by each
The Portfolio consists of three parts:
vocabulary item that they can understand, say and
• The Language Passport, which offers a general read. They then write the word in the last box.
overview of the linguistic ability of each student in
Course certificate
one, or several, languages. It includes elements of
This can form part of the Language Passport.
self-evaluation along with assessment by the teacher.
• The Linguistic Biography, which intends that the Additional ideas
student reflects on their own learning process, to help The students can organize their Portfolios into
them plan and evaluate their learning in the future. sections, such as About me, My vocabulary, (Linguistic
• The Bright Ideas Box, which contains pieces of Biography), My work in class and ‘I can … ’ (Language
Passport). They can make a Bright Ideas Box using
work that illustrate the achievements, ability and
a shoebox. They can write their name, the name of
experiences of the student, as reflected in the two
their class and the name of their teacher on a label
previous sections.
and attach it to the top of the box. Encourage the
What is the Bright Ideas Portfolio? students to include in their box the pieces of work of
The Bright Ideas Portfolio is an ‘English Portfolio’ that which they feel especially proud.
aims to familiarize the students with the notion of the Encourage the students’ parents to take an interest
European Language Portfolio. It represents a useful in the experiences of their children. They could
tool for teachers of subsequent levels as it allows help them find English objects for their Portfolios
them to see what vocabulary and structures the (Linguistic Biography) such as stamps and labels.
students have already learned.
You could create an ‘English corner’ in your classroom
Bright Ideas 1 offers you the following photocopiable and encourage the students to bring in things related
materials for the English Portfolio. to English-speaking countries.
‘I can … ’ statements
These pages form part of the Linguistic Biography.
On the first page, the student writes the number of the
corresponding unit in the circle if they know how to do
what the phrase says. On the second page, the student
puts a ✓ in each box if they know how to do what the
phrase says.

31 Bright Ideas 1
Portfolio

I can …

I can read I can understand I can sing I can


a story. the teacher. a song. ask questions.

I can understand I can read and


I can answer I can complete
and use everyday understand
questions. a poster.
language. a poem.

I can repeat I can watch


words in English and understand I can complete I can evaluate
with acceptable video clips about phrases. my own work.
pronunciation. British culture.

I can remember
I can think I can listen to
I can words and
about my local and understand
play games. phrases from
community. dialogues.
earlier units.

32 Bright Ideas 1

© Oxford University Press   PHOTOCOPIABLE
Portfolio

I can …
I can …
say my name and greet people.
S say how old I am and ask someone’s age.
use colour words.
use numbers from 1 to 10.
I can …
ask and answer questions about classroom objects.
1 say what stationery I have and haven’t got.

I can …
ask and answer questions about family members.
2 use adjectives to describe people.

I can …
ask and answer questions about toys.
3 say what activities I can and can’t do.

I can …
say what pets I like and don’t like.
4 name and describe farm animals.

I can …
ask and answer questions about the food and drink I have at different meals.
5 ask and answer questions about the fruit and vegetables I like.

I can …
say what parts of the body and face people and animals have got.
6 ask and answer questions about abilities.

I can …
ask and answer questions about the clothes I’m wearing.
7 ask and answer questions to describe other people’s appearance.

I can …
ask and answer questions about where furniture at home is.
8 talk about the rooms that a house has got.

33 Bright Ideas 1

© Oxford University Press   PHOTOCOPIABLE
Portfolio Vocabulary record

Listening Speaking Reading Writing

1 n o e one

2 o w t

3 e r h e t

4 u o f r

5 i e f v

6 x s i

7 n v s e e

8 g e t h i

9 e n n i

10 e n t

34 Bright Ideas 1

© Oxford University Press   PHOTOCOPIABLE
Portfolio Vocabulary record

Listening Speaking Reading Writing

radob

stpore

dinoww

orod

bocpurad

inb

skde

okbo

abg

hirac

cinlep
esac

buberr

relur

enp

nipecl
hapeersnr

lipcen

35 Bright Ideas 1

© Oxford University Press   PHOTOCOPIABLE
Portfolio Vocabulary record

Listening Speaking Reading Writing

dda

umm

hotrebr

ndamarg

tineau

neluc

ragpand

tresis

wint

socuni

lalt

hotrs

dol

noguy

terpyt

dosmehan

36 Bright Ideas 1

© Oxford University Press   PHOTOCOPIABLE
Portfolio Vocabulary record

Listening Speaking Reading Writing

etik

tocores

lold

deytd

borto

ketbdarosa

oyyo

labl

pginkpis
peor

atbo

lapy
batoflol

apyl
ninset

edri a
resoh

unr

iedr a
kbie

lelbreradol

37 Bright Ideas 1

© Oxford University Press   PHOTOCOPIABLE
Portfolio Vocabulary record

Listening Speaking Reading Writing

nekas

dipers

umeso

drib

hifs

bartbi

stemhar

tac

ogd

trioseto

owc

kenhicc

kondey

kcdu

atgo

hepse

38 Bright Ideas 1

© Oxford University Press   PHOTOCOPIABLE
Portfolio Vocabulary record

Listening Speaking Reading Writing

etam

icuje

gseg

klim

ifhs

staap

ceir

widhecsans

dreab

eesehc

naabsan

peslap

rirseebwarst

totesoam

rocrast

cutetel

39 Bright Ideas 1

© Oxford University Press   PHOTOCOPIABLE
Portfolio Vocabulary record

Listening Speaking Reading Writing

rase

seey

dahe

kabe

swgni

alit

sarm

esno

hotmu

gesl

yfl

wims

bilcm

pujm

latk

awkl

40 Bright Ideas 1

© Oxford University Press   PHOTOCOPIABLE
Portfolio Vocabulary record

Listening Speaking Reading Writing

ath

taweers

troshs

kejcat

trihs

kitsr

sortsreu

T-srhit

hoses

cossk

dobln
hari

krad
riha

ruylc
irah

ragthist
hria

ngol
ihar

slgseas

41 Bright Ideas 1

© Oxford University Press   PHOTOCOPIABLE
Portfolio Vocabulary record

Listening Speaking Reading Writing

edb

drobreaw

tipcure

lkocc

afso

shucino

koseacbo

balet

siivnoleet

latnp

tenchik

gilniv omor

niingd rmoo

obhatmor

dorbmeo

draneg

42 Bright Ideas 1

© Oxford University Press   PHOTOCOPIABLE
I certify that

has completed

Bright Ideas 1
Signed (teacher)

My favourite unit was …

Leo Emily Zara Priti Chen Rosie Ted Finn

Signed (student)

© Oxford University Press   PHOTOCOPIABLE




Potrebbero piacerti anche