What s up starter tests 3rd ed

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 p

María Alicia Maldonado

LET’S CHECK!

Pearson Education S.A

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© 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

The Publisher would like to acknowledge María Alicia

Maldonado for the authorship of these tests as well as

for her adaptation and pedagogical supervision of the

What’s Up? 3rd edition series.

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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 to measure learners’

knowledge of the language which is not the result of

previous systematic instruction It is meant to give

teachers a view of students’ potential for learning,

and students, a view of the relevance of observation and association to enhance learning and to make

it memorable This test is 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 It will help students to become aware of how much English they use without noticing it

> 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

2 Let’s check! · Starter · Photocopiable © Pearson

2

1 Observa la nube y encuentra:

2 ¿Cuántas palabras no pudiste incluir en ninguna de las dos listas? ¿Cuáles fueron?

3 Usa palabras de la nube para nombrar los siguientes elementos:

Palabras que se escriben igual que en español:

Palabras que conoces:

mm@goodmail.com

4 Usa palabras de la nube para escribir el significado de:

5 Mira con atención y une con flechas.

ReadLookListen TickWriteCircle

¿Cómo vamos? ¿Descubriste muchas palabras conocidas?

¿Pudiste adivinar alguna palabra que no sabías?

Sigamos pensando…

Well done!

f a

b

© Pearson Photocopiable · Let’s check! · Starter 5

This is my friend Frida Günter We’re in year 1 at secondary school Frida is not from Argentina She’s from Berlin, the capital city of Germany

We’re 30 students in our class Our classroom is big The school day is from 7:30 a.m to 3:30 p.m Ms Fertonani is our Geography teacher She’s great!

HI! I’m Francesca and I love 1my / your family We 2am / are four Dad 3are / is great! 4His / Her name is Jorge

and 5he / she is a football coach Mum 6is / am a History teacher 7She / He is a teacher at Da Vinci School

8It / She is my school Oh! And 9his / her name is Alessandra Benjamin 10is / are my baby brother He is lovely

Look! This is our dog Its name is Ben We are from Paraná, the capital city of Entre Ríos in Argentina It is

very nice!

1 She’s not from Argentina

2 It’s a big city in Santa Fe

3 She’s a Geography teacher

4 It’s a school

5 It’s a German surname

1 Francesca is from Ecuador

2 Paraná is the capital city of Córdoba.

3 They are 5 in the family.

1 one, , three, four

2 , seven, , nine, ten

3 ten, eleven, , thirteen, fourteen

4 eighteen, nineteen,

5 Francesca is the mother

6 Ben is a cat.

A: Hi! 1 Luciano 2 your name?

B: Hello 3 name’s Roberto

A: 4 are you?

B: 12.

A: 5 is your class?

B: On the first floor Year 1 class A.

A: We’re classmates!

WRAP UP

© Pearson Photocopiable · Let’s check! · Starter 7

Hi there! I’m Alfonso and I’ve got three favourite things: my TAKESORBAD 1 , it is TAFS

2 ; my MASTRHOPEN 3 , it is ODRMEN 4 , and my CIBYLEC 5

B

Hello! My name is Albertina My favourite thing is my TWACH 6 It is IDITGAL 7

I’ve got new RATRIENS 8 They are RGENE 9 and WIHET 10

Hi! My name 1 Raquel I 2 a student at Jefferson School I 3 got two

favourite things They 4 my smartphone 5 my computer I love my smartphone because

6 is big 7 new My computer 8 new, 9 it’s great 10

you got a favourite thing?

AlfonsoAlbertina

am and (x2) are but is isn’t it have (x2)

b

c

a

Hi! I’m Alicia and this is 1 friend Mercedes 2 from Paraná We 3

in year 7 4 got 25 (5 ) friends in our class and we’ve 6 12

(7 ) teachers 8 great! 9 favourite subject 10 Biology

1 you / favourite / got / have / possession / a / ?

2 orange / ’ve / an / I / skateboard / got /

Let’s check! · Starter · Photocopiable © Pearson

Hi! 1I’m / She’s Felipe Parra 2and / but I 3is / am from Barcelona It is 4a / an important 5country / city

in Spain 6and / but it isn’t the capital city The capital city 7are / is Madrid.

I’m 12 years old and I’m in year 7at Catalonya Institute Juan, Fernanda and Jimena 8have / are my classmates 9We’re / They’re in my 10class / school Fernanda and Jimena 11have / are got

PE lessons in the morning and I 12are / have got PE lessons in the afternoon We 13are / have got

different teachers Mr Harrison’s 14my / his teacher 15She’s / He’s great.

1 Barcelona is the capital city of Spain

2 I’m 14 years old.

3 Juan, Fernanda and Jimena are my teachers.

4 They’ve got English lessons in the morning.

5 I’ve got PE lessons in the morning.

1 name / what / your / is / ?

2 from / you / where / are / ?

3 is / Cancún / where / ?

4 capital / Mexico / it / of / the / is / city / ?

5 old / are / you / how / ?

6 student / Lincoln College / you / at / a / are / ?

7 favourite / is / what / subject / your / ?

8 got / you / have / a / possession / favourite / ?

9 colour / they / what / are / ?

10 new / they / are / ?

a I’m from Cancún

h No, they aren’t They’re old

i Yes My trainers

j They’re blue and green

© Pearson Photocopiable · Let’s check! · Starter 11

4 Circle the odd one out.

5 Use the odd words from Exercise 4 to complete the chart.

6 Write the numbers in letters.

7 Complete with the words from the box.

1 BIKE – TWELVE – PHONE

2 MODERN – CHEAP – MADRID

3 BUENOS AIRES – JAPAN – CORDOBA

4 ALICE – JOLIE – PASTORUTTI

5 BLUE – SCIENCE – YELLOW

6 ASIA – PATRICK – STELLA

7 AMERICA – AFRICA – SKATEBOARD

8 TWENTY – THIRTY – GONZALEZ

9 OLD – WHITE – FAST

10 BETTY – NEW – JOHN

Hi! My name 1 Laura and I’m 2 Quito, the 3 of Ecuador

4 got two favourite things: my computer 5 my jeans My computer

6 new 7 it’s OK My jeans 8 modern 9 blue

They are 10 !and are but capital city cool from is isn’t I’ve They’re

the other bed.

7 two dogs 8 the table 9 the kitchen

10 a plant in the living room

1 Alfredo is from Uruguay.

2 He’s got two brothers.

3 His grandfather is 48.

4 Marcela and Barbara have got a stepfather.

5 Toby is his dog.

Hi! My name is Alfredo and 1I’m / I’ve from Santiago, the capital city of Chile 2I’ve got / I’m 12 My family 3is / are big 4We’re / They’re six: my 5father / grandfather, Juan; my

stepmother, Elena; two 6sisters / brothers, Marcela and Barbara; and a 7stepsister / stepbrother, Francisco My father is 48 and 8his / her wife is 40 Marcela and Barbara

are twins They are 16 Francisco is 6 9Our / Your pet is a dog 10Its / It’s name is Toby

© Pearson Photocopiable · Let’s check! · Starter 13

1 there / bed / under / smartphone / is / the / a / ?

2 big / where / there / a / is / table / ?

3 is / on / what / there / table / the / ?

4 are / trees / two / there / where / ?

5 cats / garden / there / the / two / are / in / ?

/ 10

Tiny Houses

Joseph is from California and he 1 a special house It’s 6.5 square metres 2

really tiny!

There is a very small kitchen and a bathroom 3 a living room or a dining room in the house

Joseph has got a desk in his house, but he 4 a sofa or a table There is only one chair

There is a lot of light in 5 house because 6 a lot of windows

The bed is upstairs 7 pictures on the walls

This is 8 house for only one person, not for a family

There isn’t a garage in this house, but it has got 9 enormous garden because it is

10 the middle of a wood

a an hasn’t got capital city in It’s ’s got the There aren’t There isn’t

/ 10 Total / 50

Matthew and Gregg are twins They 1are / have got 12 years old.

They 2never / always stop moving around They always 3do / practise their homework very fast and go

out to play

They usually 4watch / listen to music on their iPod when they work They 5love / don’t like pop music

The Vamps is their favourite band They also like One Direction, 6but / because not that much.

They 7take / do singing and guitar lessons 8but / because they want to start their own band.

At the weekend, they 9do / play yoga and they sometimes 10take / play tennis with their parents at the

club These two boys are always active!

1 often / how / you / football / do / play / ?

2 football / never / I / play /

3 watch / on / do / TV / you / football / ?

4 always / Sundays / football / I / on / watch /

Yes!

Foot Sportif / favourite / my / is / team / !

Let’s check! · Starter · Photocopiable © Pearson

My friend Barbie and her husband Edward 1 in San Carlos They 2 go to

work together 3 they work in the same building They 4 work in the same

company They 5 visit us in January We 6 in Mar del Plata and they love

going to the beach We 7 go to the theatre with them We 8 comedies

9 music hall shows 10 you like going to the theatre?

always because Do don’t enjoy live (x2) and sometimes usually

1 7:00 a.m / you / do / dinner / have / at / ?

2 often / chocolate / how / have / do / for / you / breakfast / ?

3 eat / you / fish fingers / do / lunch / sometimes / for / ?

4 orange juice / you / do / like / ?

5 school / yoga / do / do / you / at / always / ?

1 my house 2 two 3 and a 4 upstairs Downstairs,

5 a 6 , a 7 and a 8 The 9 is in front of

the house My father’s car is there Our house is in the middle of a big 10 with plants and trees It’s cool!

1 I a cat It’s my bed

2 Dad a new car It’s the garage

3 Mum a goldfish It’s the small kitchen table

4 We a dog It’s the garden

6 Mum and Dad a big bed It’s their bedroom

1 there / radio / is / a / the / bedroom / in / ?

2 mother / got / has / the / plant / a / ?

3 pets / they / got / have / ?

Let’s check! · Starter · Photocopiable © Pearson

16

REVIEW

4 four / in / lamps / there / the / are / dining room / ?

5 hamster / they / a / got / have / ?

2 Find and circle 10 things there are in the house Then write them in the

corresponding room.

3 Cross out three letters in each word to find out the free time activities Then classify them.

Living room Dining room Kitchen Bedroom Bathroom Garage Garden

3 , I never get up late 4 I go the club with my friends We

5 tennis or 6 stretching, but we 7 a great time In the evening, we sometimes play video games on my computer or just 8 to our favourite CDs

On Sundays, I 9 go to the club because my grandparents come home and we have 10 together Sometimes, we all go to the cinema in the afternoon We love horror films

always because do have listen love lunch never On Saturdays play

1 b Now put the questions in order to interview Rita.

1 c Read the text again and answer the questions from Exercise 4b.

1 on / club / Mondays / go / you / the / do / friends / to / with / ?

2 a / great / you / your / do / friends / time / have / club /and / the / at / ?

3 always / games / do / computer / video / you / on / play / your / ?

4 to / do / evening / sometimes / radio / listen / you / the / the / in / ?

5 Wednesdays / grandparents / on / home / go / your / to / do / ?

© Pearson Photocopiable · Let’s check! · Starter 19

late to school

She usually 2gets up / get up at 6:30 a.m She 3has / have a shower and 4go / goes to the kitchen

There, she meets her mother and her two brothers They 5have / has coffee and milk for 6lunch / breakfast Her father 7work / works near her school, so they 8take / takes the bus together.

Pamela 9finishes / starts lessons at 1:30 p.m She and her best friend Patricia 10walks / walk back

home

On Tuesdays and Thursdays, Pamela 11plays / play hockey with the school team They 12meets / meet at 3:30 p.m.

At the weekend, Pamela and Patricia 13don’t / doesn’t wake up late because they go to the hospital They 14don’t read /

read stories to ill children and they all have a great time And they 15has / have time to go to the cinema and to chat

on the net with friends!

1 is / good / Pamela /a / very / student / ?

2 sometimes / school / she / to / is / late / ?

3 usually / she / does / up / 6:30 a.m / get / at / ?

4 coffee / they / milk / for / have / do / breakfast / and / ?

5 play / Pamela / school / with / volleyball / does / team / the / ?

WRAP UP

A Day in the Life of an International WaiterFernando is an international waiter He 1 get up very early 2 he always goes to bed very late He sometimes gets home 3 4:00 a.m.!

His working day starts at 11:00 a.m He has a shower, gets dressed and has a cup of coffee On 4 days, he walks to work He has 5 at work, but he only eats some salad or fruit His favourite day is Monday because he doesn’t work at

Fernando 7 his work because he serves guests from different countries in the world He practises his English and he gets a lot of tips

He never works in the afternoon He loves rainy afternoons 8 autumn He 9

reads a book in bed or watches TV

He always has 10 early at 7:00 p.m because he starts work again at 8:00 p.m

1 d Complete the questions with: How old – What – Where – How often – When –

What time – Who – Why.

1 is Pamela? She’s 12

2 is she late for school? Never

3 does she get up? At 6:30 a.m

4 do Pamela and her family have breakfast? In the kitchen

5 walks back home with Pamela? Patricia

6 do the school hockey team meet? At 3:30 p.m

7 do Pamela and Patricia wake up early at the weekend? Because they go to the hospital

8 do they read to ill children? Stories

9 do they go dancing? At the weekend

10 do they chat on the net with? With friends

2 Complete the text with the words from the box.

at because dinner doesn’t in likes lunch midday sunny usually

/ 10

/ 10 Total / 50

© Pearson Photocopiable · Let’s check! · Starter 21

an animal hospital She 3can play / can to play with the animals She’s got a 4new friend / friend new: Alf the dolphin Alf 5can / can’t swim and jump in the water.

One day, Alf is ill He can’t swim or jump in the water Margo is sad Can her parents help Alf?

I love superheroes! My favourite ones are three 1We’re Superman, Iron Man and Wonder Woman Superman is 2weak 3Her arms are strong and he can fly Iron Man can run very 4slowly He can fly too Wonder Woman

is 5ugly She’s got long black hair

1 does / house / Margo / a / live / big / in / ?

2 work / Margo’s / hospital / an / do / animal / at / parents / ?

3 usually / she / does / up / 6:30 a.m / get / at / ?

4 Alf / jump / water / the / can / in / ?

5 Margo’s / can / help / parents / Alf / ?

WRAP UP

1 Alice’s rabbit’s intelligent.

2 Wonder Woman’s hair’s black.

3 Florence’s got Ariadna’s iPod.

4 My father’s car’s new.

5 Shrek’s body’s strong.

Let’s check! · Starter · Photocopiable © Pearson

The selfish giant 1live / lives in an enormous castle It is in the middle of a beautiful garden Some children 2play /

plays in the garden, but they 3doesn’t / don’t see the giant They are good and quiet children.

One day, the giant 4discover / discovers the children He isn’t happy He is angry! ‘You 5can / can’t play in my

garden!’ he says, ‘Go away!’ Then the giant builds a wall around 6his / her garden It 7always is / is always winter

in the giant’s garden There 8aren’t / isn’t flowers or birds It is summer in the village, 9because / but it is winter in

the giant’s garden The giant is sad

The children make a window on the wall They 10can / can’t see the garden now The children see a bird in the

garden and they run after the bird Now there is sun in that part of the garden The giant sees that and …

*selfish = egoísta

/ 10

/ 20

1 b Correct the following statements.

1 The giant has got a small house.

2 There is a horrible garden in the castle.

3 Some dogs play in the giant’s garden.

4 The giant is happy.

5 He says, ‘Come in!’

6 It is always spring in the giant’s garden.

7 The children make a door on the wall.

8 They can see the giant.

9 A bird can fly in the giant’s castle.

10 It is rainy in that part of the garden.

Where does the giant live? Is

sad? giant the is Why there

castle? the in garden beautiful a

What can the children see? Where

wall? a build giant the does

/ 10

/ 10

Let’s check! · Starter · Photocopiable © Pearson

Po is 1 panda bear He 2 a Kung fu fan He is tall and 3 He has

4 big 5 eyes and small 6 He 7 in the Valley of Peace

He can 8 the valley from the 9 snow tiger Tai Lung Po is The Furious Five

10 friend

6 a Complete the text with the words from the box.

a bad black defend ears got is lives ‘s strong

3 b Write the full form Then complete.

1 He’s a kung fu fan:

2 They’re big and black:

3 Po’s home’s here:

4 He’s got small ears:

5 They’re Po’s friends:

6 He’s bad:

/ 10 Total / 100

d

He is a kung fu fan Po, the panda bear