What s up 2 tests 3rd ed

Teachers’ aim, as mentors, is to show students how much they are learning so as to encourage them to go on trying and learning as much as they are capable of doing.. In order to enhance

María Alicia Maldonado

LET’S CHECK!

© Pearson Education S.A 2016

Publisher Anne-Sophie Vignolles

Editor Paula Czajka

Design El Ojo del Huracán ®

Cover design El Ojo del Huracán®

Production Damián Marrapodi

Manuel López

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Assessment is an integral part of the teaching and

learning cycle Classroom interactions provide

teachers with varied instances suitable to evaluate

students’ progress and teachers’ own achievements as

their mentors A communicative ELT classroom is to

provide an atmosphere of authentic English language

use, or what we call a “classroom of communication”,

ie we use English for everyday real communication, not

just to practise English for future possible use

Teachers’ aim, as mentors, is to show students how

much they are learning so as to encourage them to

go on trying and learning as much as they are capable

of doing The well-known assessment washback

effect explains what students pay attention to and how

they approach the subject being studied Therefore,

assessment can promote or inhibit the learning

In order to enhance learning, it is advisable to use

continuous assessment, which provides teachers

with opportunities to give immediate feedback while

they evaluate following the same procedures used to

introduce the linguistic contents, as well as the learning

and communicative strategies, as skills develop

From an experiential and holistic view of language,

which understands cognitive and socio-functional

aspects of communication as paramount, assessment is

carried out by means of contextualised use of language

It is also necessary to have some instance of formal

assessment which measures learning through the

performance of previously taught linguistic content

which is context embedded

There are many arguments for and against testing

The main drawback attributed to tests is the state of

nervousness and anxiety students are in when facing a

testing instance It is argued that this anxiety deprives

students of the possibility of using their critical thinking

to solve the language problems presented Some other

opinions support the idea that students study for the

test and then forget what they have learnt

On the other hand, students deserve the opportunity to

be tested They need to have a feeling of achievement

and, why not, they also deserve to be challenged and

to be given the opportunity to fail and thus develop

resilience The emotions tests arise on students very

much depend on teachers’ feedback That is what

makes the big difference A positive, encouraging

response shows students that their effort pays off

Moreover, the teacher’s and classmates’ feedback are

a great source of improvement Feedback will help

individual students to reflect upon the errors they have

made and it will provide them with various possibilities

for recreating their systematisation and retention

strategies Feedback should be an instance of learning

and never an instance of highlighting learners’ errors

The set of tests offered includes:

> a diagnostic-prognostic test which identifies what

learners have achieved or learnt after having

finished Level 1 of the What’s Up? series Teachers

will be able to identify the starting point in order

to move onto new contents and skills, using what

students have already learnt as a springboard for acquiring new contents, improving already learnt skills and developing new ones This test is meant

to be encouraging, showing students how much English they already know (there is nothing more motivating than success) The support provided balances the demands of the problems presented

> six progress tests – to see how learners improve their performance as classroom practice advances

A test after each unit measures achievement, focusing on contents taught and skills developed throughout It enables teachers to redirect teaching according to students’ performance In order to

be valid, reliable and fair, these tests have been prepared using the same procedure followed during the teaching process Students do not feel threatened by the evaluation experience If students are familiar with the procedure and the demands

of the tests are up to their level of achievement, the results will be mostly rewarding and encouraging Both teachers and students will have a sense of achievement which will trigger further enthusiasm

to go on working together

Results also provide information about aspects of the teaching and learning process which may not be working adequately This can be discussed in class and improved for future work

> an integrative test every two units, which will help students and teachers to recycle knowledge Resorting to previously presented material triggers

a better awareness of the idea of language being meaningful in context, to serve as a real means of authentic communication Integrative tests focus on students’ strengths so that they become aware of how much they can do with language

> an integrative achievement test (including contents presented in all units as a final review) to give both teachers and students information about the success achieved by the end of the year course

Reading comprehension tests

Reading opens our minds to incredible spaces It can help us to dream of not yet created realities If we really learn how to read, understanding that there is always a hidden secret under the lines, we will develop our imagination, lateral thinking and creativity We will plunge into the story and become part of it Moreover, nobody will be able to give us the story already processed for us to swallow it without even tasting its essence

The reading comprehension tests aim at helping students to become re-creators of their content while they enjoy playing with reality and transforming it This is the reason why they are not graded It is not important to have a number as feedback What matters

is that both students and teachers think and reflect upon the magic of reading

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always 2go / are going / goed on holidays together and we have a great time.

3Now / Last month / Never, we went to the Iguazú falls We travelled by car because Mum and Dad love

driving The weather 4is / was / did great We wanted to hire horses 5because / and / but you can’t ride

horses in the reserve

Estela 6studied / is studying / studys photography at the moment, so she 7always takes / takes always /

always took wonderful photos She took 8any / a lot / some of photos of wild animals We are looking at them

now Toucans have got colourful beaks and butterflies are of many different colours too 9They are / There is / There are big and small monkeys They can climb trees and they make strange noises We mustn’t touch

or feed the animals We must respect nature

We walked near the falls and we got wet because the water splashed on us Luckily, the weather was

warm! Look at some of 10our / his / your photos!

1 La Banda is in La Pampa

2 Benjamín has got a cat

3 Estela is Benjamín’s mother

4 Benjamín’s parents hate driving

5 They went to Salta by car

6 Estela is studying English

7 The family are looking at old books

8 Monkeys can fly

9 We must destroy nature

10 The weather was horrible

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the kids They 7have usually / usually have / usually has a great time.

Matthew 8loves read / love reading / loves reading He 9reading / reads / read novels

to elderly people They 10love listen / loves listening / love listening to him He’s a

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3 Look at the photos Use the clues and the verbs from the box to write what these people do.

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WRAP UP

do go have play listen

Anne / not always / coffee / breakfast

we / usually / yoga / evening

Jack / always / chess / grandad / weekend

5

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bedrooms

Are you planning your holidays?

the mountains

Where are you going to stay?

The Sussex, but I think we are going to stay at the Paradise Hotel in the end It is not so expensive after all

1 Mum / rubbish?

2 Dad / the living room?

3 We / dinner in the evening?

4 I / the windows?

5 Mum / dishes?

clean cook have hoover make sweep take out tidy wash water

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3 classes / from 7:30 a.m to 1:30 p.m

4 Felipe and his classmates / pottery / twice a week

5 his sister Amanda / always / yoga / evening

6 his parents / architects

7 they / work / office / every day

8 the family / usually / tennis / Saturday morning

9 Felipe and Amanda / usually / karate / afternoon

10 the family / lunch / at the club

Usually at home But once a week, at the school canteen

Because we have the pottery club in the afternoon

Mr Pazos He is great!

pottery club?

On Wednesdays

cook do make tidy wash

the living room I 4 Mum’s favourite dish, chicken with fried

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1 Mum / the housework

2 Dad / the living room

3 I / the dishes

4 Tommy / the beds

5 Dad / Mum’s favourite dish

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8 Complete the text with the correct form of the words in brackets.

1 is very expensive because you must buy a camera

2 is relaxing and you can make ornaments for your home

3 is good exercise for your mind and body

4 is interesting and you can learn a lot of things

5 is the best exercise You can do it alone or with your friends

Fred is my 1(good) friend He is 2(intelligent) than me, but I am 3(fast)

at solving Maths problems He 4(help) me with History and Geography and I 5(do /

very much because he is the 7(responsible) person you can think of Tomorrow

we 8(meet) in his flat to prepare our final project It is the 9(small)

flat you can imagine, but it is 10(comfortable) than many mansions

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WRAP UP

a Rushed to join their parents

b Mr Barrister

c To have a ‘museum day’

d Rainy and cold

e Hot coffee, toast and orange juice

1 What / the weather / like

2 Who / wake up early

3 What / Mrs Barrister / see on the table

4 What / kids / do

5 What / Mr Barrister / invite the family to do

Last Sunday, the weather 1(be) rainy and cold Mr Barrister 2(wake) up

very early and 3(make) breakfast for the family Mrs Barrister 4(be) happily surprised when she 5(see) the hot coffee, toast and orange juice on the table She 6(call)

Jason and Fanny to the kitchen and the kids 7(rush) to join them They all 8(have) breakfast together and Mr Barrister 9(invite) them to have a

‘museum day’ The kids 10(not like) the idea at the beginning But they 11(be)

very excited when they 12(get) to the ‘Photo and Film Interactive Museum’ There 13(be)

many rooms with old cameras, costumes and photos of famous stars They 14(put) their heads and hands through a hole in the scenery from an old film and Mr Barrister

15(take) them some photos A great day for the whole family!

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WRAP UP

2 a Find and circle 10 words associated with the film industry Then classify them in the chart.

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Many times we find ourselves involved in 1difficult / difficultly situations that might even be

2annoyingly / annoying Reacting 3angry / angrily results in 4angry / angrily answers On the other

hand, 5polite / politely attitudes bring about friendly responses People tend to mirror our behavior.

listen talk do shout arrive

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1 use / tablet / can / please / your / I / ?

2 open / you / window / could / please / the / ?

3 help / History / could / me / with / lesson / you / the / ?

B: Sorry I’m not good at History

B: Sure! Here you are

B: OK No problem

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My favourite 1 is Angelina Jolie She was born in Los Angeles, in the USA She is one

of the 2 and best paid actresses in the world

Her parents 3 in the cinema industry, so she 4 her first role in a film

when she 5 7 But her 6 film career started in 1993, when she played her

1 Angelina Jolie is a film extra

2 Angelina is from Mexico.

3 Her parents were doctors.

4 She was 2 when she started to be an actress.

5 She played her first leading role in 1880.

6 She is producing films now.

actress directing leading most beautiful played professional starred was were won

Is Angelina Jolie a film extra? No, she isn’t She is a star

drink drive look stop use

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1 Say “hello” when you get into the classroom

2 Shout when the teacher is explaining a topic.

3 Pay attention when someone is talking to you.

4 Laugh loudly in a hospital.

5 Ask a classmate for help in a test.

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REVIEW

5 Put the words in order and then write C (command), A (advice) or PR (polite request).

1 I / your / can / blue / pen / borrow / please / ?

2 shoes / get / off / to / should / you / take / into / your / bed /

3 call / me / please / you / taxi / could / a / for / ?

4 page / your / on / open / books / 28 /

5 sleep / class / shouldn’t / you / in /

is still sounding in my ears The 9 were so vivid! And the

Hi, Frankie! What 1

running!

No! That’s my Dad He is a great swimmer

Is that your Mum?

sandcastles with the sand They seem very happy Look! They 8

Amazing!

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What 1are you doing / do you do, George?

Mum 2cooked / is going to cook and I 3’m checking / ’m going to check the food.

How 4many / much fruit is there?

5A lot of / Not much There is only 6an / any apple and 7some / lot plums.

Are there 8any / much vegetables?

Yes, there are 9much / many There are

10a lot of / any carrots And there 11is / are some tomatoes and potatoes, and

12a / an cabbage.

Great! Mum 13make / ’s going to make

a vegetables pie and some fruit salad

Could you take 14some / many cheese

out of the fridge?

Oops! There isn’t 15a lot of / any!

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WRAP UP

1 French Cuisine offers small portions of colourful dishes

2 Restaurants serving Mediterranean seafood are a healthy option

3 Teenagers always eat junk food

4 They drink sodas with lots of sugar

5 People who are working and can’t stay long at restaurants can eat a hot dog

a Some of the dishes are salmon with vegetables and shrimp salad.

b They love hamburgers and pizzas.

c There are stalls in the streets selling a variety of them.

d At a French restaurant, you can always eat chicken with lettuce.

e And they choose fast food restaurants.

What 1are you doing / are you going to do next Saturday?

María and Fernanda 2are coming / are going to come for dinner.

What 3are you cooking / are you going to cook?

I don’t know Mum 4is giving / is going to give me a recipe of a vegetables pie because

Fernanda is a vegetarian The girls 5are bringing / are going to bring some ice-cream.

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Quino 1is / is going to be an Argentine cartoonist He 2is creating / created ‘Mafalda’, a

comic strip which represents a six-year-old girl and her family and friends The girl

3spoke / speaks about humanity and world peace Like many kids, Mafalda 4is hating / hates soup The strip 5appeared / is appearing between 1964 and 1973 and 6become / became famous in Latin America, Europe, Quebec and Asia.

There 7was / are two animated cartoon series and a film at video shops People

8still enjoys / are still enjoying the girl’s adventures in books that are written in

Spanish, English and French Quino 9receives / received international awards in France

and Spain He always 10described / describes political reality in Mafalda’s words.

1 Quino is Korean

2 Quino painted ‘Mafalda’.

3 Mafalda is an old woman.

4 She loves soup.

5 The first comic strip was in 1960.

6 People are reading Quino’s adventures in books.

7 France and Spain are going to give Quino international awards.

Is Quino Korean?

No, he isn’t He is Argentine

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I can do 3anything / something helpful I’m going to

tell 4anybody / somebody to come and help you.

And you? Can’t you do 5anyone / anything?

Sorry I don’t want 6spoiling / to spoil my clothes.

Most of these creators usually have a job so they use their spare time to

well-known examples:

Dr Domingo Liotta did the first 5SURGEON

using an artificial heart Another 6MEDICINE

doctor, Dr René Favaloro, invented the heart bypass In Argentina,

Day on September 29th because of Ladislao José Biro’s date of

for the invention of the 10POPULATION

ballpoint pen (birome).

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My Aunt Elvira is an idol! She is 90 1 she can’t keep quiet at all She

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1 b Put the questions about Aunt Elvira in order.

1 the / what / Aunt / opinion / writer’s / is / about / Elvira / ?

2 can’t / she / what / do / ?

3 do / want / does / what / now / she / to / ?

4 organising / moment / is / the / what / she / at / ?

5 did / what / discuss / yesterday / she / friend / and / Margarita / her / ?

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REVIEW

2 a Write the correct form of the verbs in brackets.

2 b Correct the information about Jack Write two sentences in each case.

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them He 2(learn) to play the guitar when he was 5 and he 3(sing)

shows That’s his job: he 5(earn) his living giving shows Last

year, he 6(go) on a cruise singing and doing tricks He 7(visit)

remote countries and 8(save)

a hit, I’m sure

3 c Describe the pictures using sentences from Exercise 2a.

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1 Jack is my cousin

2 He plays the piano

3 Last year, he travelled to Mendoza

4 At the moment, he is writing a novel

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The artist Georges Seurat painted ‘The Can-can’ In the 1 , we can see the orchestra

orchestra He is wearing a hat and he is watching the 5 6 the stage,

can see the lights The colours are not very 10 but I think it’s a beautiful painting

background behind bright dancers foreground musicians next On there are There’s

bar bottle bowl chocolate coke jar juice mayonnaise tin water

What are you going to cook for dinner?

The girls are coming and I’m preparing fish with French fries and salad

1How many / How much fish are you going to cook?

2A / An big salmon Are there 3any / many potatoes? I need a kilo.

No, I’m afraid there aren’t 4a lot / any potatoes There are 5some / any tomatoes

and 6a lot of / not much carrots.

That’s OK! I’ll get the fish and potatoes