2nd edition assessment pack - english …
TRANSCRIPT
Mario HerreraChristopher Sol Cruz
2ND EDITIONASSESSMENT PACK
ENGLISH
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ENGLISH
42ND EDITIONASSESSMENT PACK
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Pearson Education Limited KAO Two KAO Park Harlow Essex CM17 9NA England and Associated Companies throughout the world.
www.pearsonELT.com/bigenglish2
© Pearson Education Limited 2017
The right of Mario Herrera and Christopher Sol Cruz to be identified as author of this Work has been asserted by them in accordance with the Copyright, Designs and Patents Act 1988.
All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers
Photocopying: The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions. Individual purchasers may make copies for their own use or for use by the classes they teach. Institutional purchasers may make copies for use by their staff and students, but this permission does not extend to additional institutions or branches. Under no circumstances may any part of this book be photocopied for resale.
First published 2017
ISBN: 978-1-2922-3329-1
Set in Heinemann Roman 13/18pt Printed in China
Acknowledgements The publisher would like to thank the following for their kind permission to reproduce their photographs:
(Key: b-bottom; c-centre; l-left; r-right; t-top)
123RF.com: 6 (child’s chair), 6 (telephone), 10/d, 14br, 30c, 58/2, 70tr, agencyby 10/b, 14bc, algre 6 (car), auremar 37bl, 52/3a, bovalentino 37tr, 38tr, 52/3c, dolgachov 6 (boy), 14tc, joruba 34tl, 37tl, 52/1a, 52/2c, napatcha 3/a, rosipro 6 (girl), 10/c, 14tr, stockbroker 20tl, 30cl, Suwinai Sukanant 46/1a, 46/2a, 55tr, 56/1, 57/b, Robert Wilson 68tl, zoeytoja 26cl (bottom); Alamy Stock Photo: H Armstrong Roberts 46/b, 56/4, Jon Berkeley 40tr, 42bl, 44tr, 84/4, Brand Z 55cr, 56/2, 57/c, Chuck Eckert 68cl, Justin Leighton 20tr, Marka 26tl, Nature Picture Library 42tr, 44bl, 84/3, The Africa Image Library 40tl, 40bl, 44cl, Stacy Walsh Rosenstock 58/5, 60/2b; Fotolia.com: ameli_k 66/1a, anankkml 44cr, CJPhoto 66/2b, Joe Gough 24/d, 33/c, Fabio Lotti 44br, Alena Ozerova 3/c, sunabesyou 37br, 52/2b; Getty Images: Fuse 14tl, Jupiterimages 58/3; Imagemore Co., Ltd: 64cl, 66/3b; John Foxx Collection: Imagestate 30tc; Pearson Education Ltd: Cheuk-king Lo 22/3b, 24/e, 26cr (bottom), 32bl, 33/d, MindStudio 60/1a, 60/2a, Sozaijiten 18tc, 30tr; Shutterstock.com: Peter Albrektsen 66/1c, 66/2a, Ammit Jack 40cl, 42tl, 44c, 84/1, Artens 46/e, 48/1a, Artos 46/a, 55bl, auremar 46/3b, 48/2b, 57/e, 70tl, 72/3a, 72bc (left), AYakovlev 72/1b, 80/4, bikeriderlondon 72/1c, 72bl, 80/1, Bikeworldtravel 58/4, 60/1b, Blend Images 64br, 78cr, Franck Boston 70bl, 80/5, Robyn Butler 40br, 42br, 44tl, cristovao 34cr, 36/a, 38br, 52/3b, Yulia Davidovich 25/a, 26tr, 32cr, Denizo71 20br, 30br, Everett Collection 46/f, 48/1b, Iakov Filimonov 18bc, 20bl, 30cr, 44bc, Fotokostic 3/b, 78tr, Francesco83 22/2a, 22/5b, 24/a, 26br, Blaj Gabriel 36/b, 38tl,
Christos Georghiou 6 (smartphone), Deyan Georgiev 37cl, gkrphoto 22/2b, 22/4b, 22/5a, 24/c, 25/c, 32tr, Mandy Godbehear 58/1, Joe Gough 22/1b, 22/3a, 24/f, 26bl, 32tl, greenland 70br, haveseen 40cr, 44tc, 84/2, Charlie Hutton 68tr, Ilike 18b, Innershadows Photography 70tc, 72/1a, 72/3b, Brian A Jackson 3/d, Nickolay Khoroshkov 57/a, Petr Kopka 68cr, Juro Kovacik 64tr, 66/3c, 66/4b, Aleksandr Kurganov 6 (bike), Kzenon 30tl, MaraZe 26tc, michaeljung 70bc, 72/2c, 72bc (right), 80/2, Monkey Business Images 20cr, 30bc, 46/c, 55br, 56/5, 58/6, nito 46/1b, 48/2a, 56/3, 57/f, 66/1b, 66/2c, Ohmega1982 72/2a, 72/3c, 80/3, Thomas M Perkins 34cl, 34bl, 36/d, 37cr, 38bl, 52/1c, pio3 6 (chair), 64bl, 66/4a, 78cl, Pressmaster 66/3a, 66/4c, 78tl, racorn 55cl, Joshua Resnick 25/d, 26c, 32cl, 33/a, Nestor Rizhniak 72br, George Rudy 72/2b, Sashkin 55tl, 57/d, Jerome Scholler 64cr, 78br, Sally Scott 26cr (top), 32br, scyther5 46/2b, 46/3a, 46/d, Siamionau Pavel 26cl (top), Leah-Anne Thompson 18t, Suzanne Tucker 34tr, 34br, 38cl, Kiselev Andrey Valerevich 10/a, 14bl, 64tl, 78bl, Vorkunkov Andrei 38cr, 52/1b, zebrik 36/c, 52/2a, Dusan Zidar 22/1a, 22/4a, 24/b, 25/b, 33/b, Zurijeta 20cl, 30bl
All other images © Pearson Education
Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication.
Illustrated by: Jim Peacock and Christos Skaltsas
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Big English Assessment Pack ivAssessment of Young Learners viTest-taking Strategies xScoring in Big English xiiStudent Self-Tracking Progress Charts xvii
Level 4 Diagnostic Pre-Test 02Speaking Assessment Prompts 08Unit 1 Practice Test 10Unit 1 Unit Test 12Unit 1 Speaking Assessment Prompts 14Unit 2 Practice Test 16Unit 2 Unit Test 18Unit 2 Speaking Assessment Prompts 20Unit 3 Practice Test 22Unit 3 Unit Test 24Unit 3 Speaking Assessment Prompts 26Units 1–3 Mastery Test 28Unit 4 Practice Test 34Unit 4 Unit Test 36Unit 4 Speaking Assessment Prompts 38Unit 5 Practice Test 40Unit 5 Unit Test 42Unit 5 Speaking Assessment Prompts 44Unit 6 Practice Test 46Unit 6 Unit Test 48Unit 6 Speaking Assessment Prompts 50Units 4–6 Mastery Test 52Unit 7 Practice Test 58Unit 7 Unit Test 60Unit 7 Speaking Assessment Prompts 62Unit 8 Practice Test 64Unit 8 Unit Test 66Unit 8 Speaking Assessment Prompts 68Unit 9 Practice Test 70Unit 9 Unit Test 72Unit 9 Speaking Assessment Prompts 74Units 7–9 Mastery Test 76Level 4 Final Exam 82Speaking Assessment Prompts 86Answer Key and Audioscript 88
Level 4 Contents
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Level 4
Copyright © by Pearson Education, Ltd.
Big English Assessment PackThe Big English Assessment Pack is a useful evaluation tool with a wealth of activity types assessing the students’ language skills. The program balances these assessments throughout each learning year and within individual units.
In this pack, teachers can find five types of tests which will help them form an accurate evaluation of their students’ understanding and achievement.
Pre-Tests Diagnostic Pre-Tests are designed to help place students into a specific level of study that is neither too easy nor too difficult. Big English provides six written Diagnostic Pre-Tests (for levels 1 to 6) that evaluate students’ current language facility in English. Be sure to administer Pre-Tests in a relaxed and supportive atmosphere, emphasizing that the results will help match students with a level that is both fun and challenging.
Practice Tests Each level includes nine Practice Tests which provide students with opportunities for review of learned content and rehearsal of test-taking strategies. To use these tests as formative assessments, consider giving students feedback on strengths and weaknesses, rather than scores. Encourage students to ask questions and find information about concepts they do not fully understand and adapt teaching strategies to help students meet their learning goals. In this way, Practice Tests become part of the instructional process as well as preparation for Unit Tests. (Practice Tests can also be used as make-up tests for students absent on test days.)
Unit Tests Each level also includes nine Unit Tests which correspond to the content material in each of the units and reflect their teaching objectives. These summative tests provide a useful snapshot of student achievement at the end of a unit. They are meant to be graded and included as part of each student’s overall assessment.
Mastery Tests Each Mastery Test assesses student understanding and retention of concepts taught in the previous three units (Units 1–3, Units 4–6, and Units 7–9). These tests help students remember and integrate material learned over time, and assist teachers in decisions regarding which elements of a course need additional review and practice. Like Unit Tests, these are also meant to be graded and included in each student’s overall assessment.
Final Exam The Final Exam for each level assesses student comprehension of the level’s key learning objectives.
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What’s newFor this new edition, the tests have been updated to match the new Student’s Book content. Additional tests have also been added to provide a more balanced assessment of the four skills. There are brand-new listening and reading tasks as well as a new speaking assessment section with prompts and detailed Teacher notes. In addition, existing content has been modified to provide more variety in the type of tasks, many of which follow the CYLET’s specifications. This will provide students with more useful exam preparation.
New speaking and writing checklists and assessment criteria have been introduced which map to the Global Scale of English (GSE) and which will make it easier to assess each student’s performance.
Global Scale of English The Global Scale of English (GSE) is a standardized, granular scale which measures English language proficiency. Unlike some other frameworks which describe attainment in broad bands, the GSE identifies what a learner can do at each point on the scale across speaking, listening, reading, and writing skills. The scale is designed to motivate learners by giving more granular insight into learning progress. Teachers can use the GSE to match a student to the right course materials for their exact level and learning goals.
The badging on the back of your coursebook shows the range of objectives that are covered within the content. Knowing this range helps you select materials with the right level of support and challenge for your students to help them progress. It does not mean that students need to have mastered all objectives below the range before starting the course, or that they will all be ‘at’ the top of the range by the end.
For more information about how using the GSE can support your planning and teaching, your assessment of your learners, and in selecting or creating additional materials to supplement your core program please go to www.english.com/gse.
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Assessment of Young LearnersAround the world, students are being introduced to second, or foreign, languages sooner than ever before. The need to measure student achievement is by no means new. However, assessing language learners between the ages of five and twelve requires teachers to be aware of special considerations such as students’ social, emotional, and cognitive development; cultural background; and familiarity with different types of texts particularly for those students who wish to complete external standardized tests. Effective assessment also takes into account the school and classroom setting, class materials and activities, and the expectations of both teachers and students.
In Big English, students learn language structure and vocabulary in high-interest, thematic contexts using the four communication skills: listening, speaking, reading, and writing. The ratio of these elements varies according to the level, age, and cognitive abilities of the learners.
For the newest and/or youngest learners, a heavier emphasis is placed on listening and speaking; reading and writing tasks are gradually introduced as they become appropriate to students’ age and development. For older, more advanced learners, reading and writing instruction plays a more prominent role. Nonetheless, speaking and listening are practiced throughout the program, as students need to develop strong oral communication skills in order to achieve fluency. In Big English, students engage in a variety of contextualized activities, each of which focuses on a particular learning objective. These objectives are fully supported by the Big English Assessment Pack.
The Big English tests provide a wide range of tasks using formats of controlled practice such as multiple choice, true/false, fill in the blank, matching, and labeling. However, fair and accurate assessment in a language classroom reflects not only what students can recognize and produce on a test, but also what they can perform or do as they actually use the language in real or realistic contexts. To evaluate learners’ progress fairly and fully, both of these aspects must be part of an effective approach to assessment. Therefore, in Big English students are also offered opportunities to express themselves more freely with more open writing tasks and through the speaking assessment.
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Summative Assessment A balanced assessment program includes both formative and summative assessment. Considering the role that each of these types of assessment plays in the classroom can help teachers ensure that they are using tools that will accurately measure all aspects of student achievement.
Formative assessment takes place during the instructional process—while students are forming their understanding of new concepts. When applying formative assessment strategies, both educators and learners gather evidence and information that is used for the purpose of improving learning. These strategies can provide answers to educators to the following questions:
• Who is or is not understanding the lesson?
• What are the students’ strengths and needs?
• What misconceptions do I need to clarify?
• What type of feedback should I give?
• What adjustments should I make to instruction?
• How should students be grouped?
• What differentiation do I need to prepare?
Formative assessment should include a variety of activities, including classroom discussions, peer or group work, homework, as well as traditional tests and quizzes. The important thing to remember about formative assessment is that the method of assessment is not what makes it useful, but the way in which the results are used. Formative assessment is most successful when results are analyzed to determine the current state of student understanding. Results are folded into the classroom experience as teachers take specific actions to improve any deficiencies or correct misunderstandings.
It is obvious that students who take an active role in their own learning have a greater chance for success. Involving students in the assessment process will improve student achievement and motivation (Sadler 1989). The educator can serve as coach or facilitator in this process. Students need to understand learning and performance objectives, identify their current level of comprehension, develop strategies to reach the learning objectives, and address any deficiencies.
Summative assessment gives feedback about what students know and do not know at a particular point in time. These assessments provide evidence of student achievement for the purpose of judging student competence or program effectiveness. Summative assessments usually rank understanding by assigning a letter or number grade. The data gained from summative assessments are generally used to determine how many students are and are not meeting pre-set standards for a program.
Summative assessment is an essential tool for gauging student achievement and verifying instruction, but it cannot stand alone. Because it generally occurs after the learning process, it does not help teachers make instructional adjustments that will improve student progress.
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Level 4
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Assessment for LearningBig English has been developed to allow teachers and students multiple opportunities to integrate Assessment for Learning into every lesson. Notes in the Big English Teacher’s Edition for each level clearly signpost stages in the Assessment for Learning (AfL) process. Assessment opportunities become a natural and integral part of the learning process, leading directly to changes in teaching strategies to ensure students acquire target skills.
A balanced approach to assessment includes frequent informal prompts, games, and other activities that allow students to understand where they are and identify gaps in their understanding. When informal assessments are integrated into the classroom, students take an active role in their own education and seek out the help they need to meet their goals.
One aspect of assessment that is frequently overlooked by traditional approaches is positive reinforcement. All students need to be encouraged by identifying skills they have successfully acquired. Focusing attention only on mistakes or unlearned material creates disengaged, dispirited students. Always be sure to praise students for skills they have successfully acquired before identifying those which need work. Beginning learners are especially responsive to positive feedback.
Self- and Peer-assessmentInvolving students in the assessment process helps create a learning community in which all members are working together toward a shared goal. Assessment for Learning asks students to assess their progress frequently, both individually and in groups.
• Self-assessment involves students in evaluating their own performance and progress. Self-assessment activities should be planned according to students’ age, development level, and cognitive abilities. Very young children can color or draw a happy face, neutral face, or sad face to indicate their feelings about their work; older students can circle words or write descriptive sentences on a chart.
• Peer-assessment offers students a collaborative opportunity to share and evaluate their progress with classmates. In peer-assessments, students are trained to give constructive feedback on other students’ class work, homework assignments, or tests. Generally, students first give a positive comment or two, followed by questions about something they found confusing or incorrect. Partners or groups can then work together to find solutions. Provide students with models of both strong and weak work to help prepare them to evaluate the work of others.
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Level 4
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Managing ExpectationsAssessment for Learning creates a collaborative environment in which teachers and students work together. Both partners need to be aware of their expectations, and understand when they are reasonable and when they need to be adjusted.
• Teacher expectations play a crucial role in preparing students for assessments. Teachers should have high, but reasonable, expectations for student performance. Students who sense a teacher doesn’t have high expectations for them or confidence in their ability to learn often lose interest and motivation. There is no long-term sense of satisfaction in dealing with tasks that are not challenging.
In contrast, students who believe a teacher’s expectations are too demanding and unrealistic soon begin to give up the struggle. Testing becomes a scary and anxiety-filled experience that reduces confidence and motivation. In setting and communicating expectations for students, it is important to consider the age of the learners, their level of cognitive development, and the number of contact hours they have each week.
• Student expectations can affect their assessment experiences. Students can expect a testing atmosphere that is quiet and supportive. They should not be afraid to ask for clarification if they do not understand instructions. Finally, they can expect prompt feedback so that they can evaluate their progress, take pride in achievements, and identify areas that need further attention.
Successful Formal AssessmentIt is important to prepare students for any formal assessment. The added transparency of a classroom that follows Assessment for Learning strategies means that students understand why they are being tested and what those results will (and will not) say about their progress.
Test Review and Warm-Up The day before a test, lead students in a review of unit content presented as a game or team contest that will provide practice for the coming test without causing anxiety. The day of the test, take time to lead students in a warm-up activity that will allow them to switch from thinking in their native language to thinking in English. Having students perform a favorite song or chant from the unit can help them to relax.
Test Information Students should be told the content and skills the test will cover, how long the test will be, and how the test will be scored. For very young students, it is helpful to provide examples of the test item formats beforehand, such as drawing a circle around a word choice, matching, true/false, and choosing a word from a list to fill in a blank. Students should never be tested using formats they have not worked with before, nor should they have to read test instructions in language they have not seen. Keep formats and instructions simple and similar to those found in the Student’s Book.
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Level 4
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Test-taking StrategiesStudents should be familiar with test-taking strategies that will help them feel confident during formal assessments. Remind students to review their Student’s Book, Workbook, corrected homework assignments, and previous tests. In addition, point out the need to get enough sleep the night before and eat a good breakfast the day of the test. A few days before a test, share the following strategies with students to help them prepare.
✓ The best way to do well on tests is to do well in class, from day one.
• Pay attention every day.
• Be prepared.
• Ask questions when you are confused or need help.
✓ Find out about the test you will have from your teacher. This helps you know what to study and what to expect.
• What material will the test cover?
• What formats will be on the test?
Check the answer Multiple-choice Circle the answer Interview
Draw Read and answer Fill-in-the-blank True/False
Match Write
• How much time will you have for the test?
✓ Prepare for the test the day before.
• Choose a comfortable, quiet place to study.
• Choose a time to study when you aren’t tired or sleepy.
• Review your Student’s Book and Workbook.
• Review your class notebook, worksheets, quizzes, and tests.
✓ Really study.
• Identify the information you know well and spend a little time reviewing it.
• Identify the information you don’t know well and spend the most time studying it.
• Read difficult parts aloud or write them down. This helps you concentrate and remember information better.
✓ Try these strategies to help you remember information.
• Make flash cards or note cards and review them often.
• Make a drawing or a poster and hang it on a wall you see every day.
• Use graphic organizers, such as idea maps or outlines, to make sense of material. Organized information is easier to remember.
• Use songs and chants to remember vocabulary and grammar.
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• Visualize a picture that illustrates words or ideas you need to remember.
✓ Use these strategies while you are taking a test. They will help you organize your thoughts and make good use of your time.
• Have ready two sharp pencils and a good eraser.
• Write your name on your test as soon as you get it.
• Listen carefully to your teacher’s instructions. Ask questions if you don’t understand.
• Before you begin, look on both sides of your paper. Are there questions you must answer on the other side?
• Now quickly read all the questions on the test. This will help you decide how to plan your time. (You will need more time for the difficult questions.)
• Here is one good system for choosing the order of questions to answer.
1. Begin with a question or two you know the answer to. This helps you relax and feel more confident.
2. Before the first half of your time is up, go to the difficult questions. Are some questions worth a lot of points? Work on them now, while you still have time.
3. Leave some easy questions for last, when there isn’t much time left. Make sure they are questions you can answer quickly, if necessary.
4. If there is time, go back to make sure you answered all the questions. Check your answers for possible mistakes.
✓ When your teacher gives your graded test back, look carefully at your wrong answers. This will help you be better prepared for the future.
• Look at each mistake. Try to figure out the correct answer yourself.
• If you don’t understand why your answer is wrong, ask your teacher.
• Write each correct answer on your test paper. Keep your test to review together with other materials before your next test.
Two meanings of trunk:
1. the long, tube-like part of an elephant’s face used for feeding and drinking
2. a large, strong box with a lock and key; used for storing objects and for traveling
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Level 4
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Scoring in Big EnglishThe Diagnostic Pre-Test, Practice and Unit Tests, Mastery Tests, and Final Exam include a score box for teachers to complete. You should allocate a point for every item or question and if a task contains two tasks (e.g. Listen and match. Then write.), then award two points. The use of the scoring system however is up to your discretion and you might prefer to mark the tests using the scores and share the results with your students giving them more explanations and guidance. On the other hand, you could choose to keep the scores secret and provide individual feedback on each student’s strength and weaknesses either orally or in writing.
Assessing SpeakingIt is important to assess students’ speaking skills in settings that are relaxed and tension-free. The Big English Assessment Pack offers a variety of speaking activities in every test. Visual prompts are provided and there are detailed teaching notes suggesting questions that the students can be asked. There are also Challenges which offer extension ideas for fast finishers or stronger students.
To more accurately evaluate students’ performance, it is better for students to perform the speaking test individually or in pairs as an interview. If your teaching settings require it, you can also choose to set up whole-class activities and circulate around the room to listen to the students as they work through the activities. This will allow you to make notes on individual students without making it obvious that you are listening to them, thus reducing the pressure on them. Pause, standing to the side of the student or pairs of students you are evaluating. You may even want to turn your back on the student you are actually listening to, so that the student remains involved with the task and does not focus attention on you or stop because you are listening. In one-on-one interviews, students are of course aware that they are being assessed. You may want to interview just a few students each day over a period of days, or you may want to interview all of your students on one day, while other students are doing work for extra credit, reading, or completing homework assignments.
Checklist with Assessment CriteriaOn the next page, you can find a detailed checklist to track students’ speaking performance at a glance. It is essentially a set of descriptions of criteria used for assessment in this level. These descriptors are informed by the GSE and CEFR. There is also a rating appropriate for each description, presented in chart form. Descriptors are clearer than simple letter or number grades, and serve as feedback for students (and their parents). Using the rating scale for each descriptor, you can keep track of each student’s progress in speaking production, fluency, interaction, and range. Depending on the task you are evaluating, you may not need to fill in every category; check the appropriate boxes, fill in needed information, and make notes that will help you with the evaluation.
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Level 4
Copyright © by Pearson Education, Ltd.
Speaking Assessment ChecklistStudent’s name: ___________________ Class: _____ Test: _____ Date: _____
G = very good S = satisfactory U = unsatisfactory
Spoken production and fluency
1. Can use sentences in a less controlled context with developing confidence. G S U
2. Can support meaning without using non-verbal communication. G S U
3. Can achieve a greater degree of fluency with a little hesitation. G S U
4. Can sustain speech beyond short isolated phrases. G S U
Spoken interaction
5. Can contribute and maintain spoken interaction with another speaker on topics of personal importance. G S U
6. Can express his/her ideas clearly. G S U
Range
7. Can use the unit’s grammar correctly with support. G S U
8. Can use a range of simple language in a greater range of contexts. G S U
Accuracy
9. Can pronounce target words and phrases clearly. G S U
10. Can produce intelligible language with appropriate intonation. G S U
Notes:
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Level 4
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GSE Speaking Descriptors
Glo
bal S
cale
of E
nglis
h: S
peak
ing
Ass
essm
ent D
escr
ipto
rs
G
SE 10
–21/
<A
1G
SE 2
2–29
/A1
GSE
30–
35/A
2G
SE 3
6–42
/A2+
SPO
KEN
PR
OD
UC
TIO
N A
ND
FL
UEN
CY
• Pr
oduc
tive a
bilit
y•
Exte
nt o
f con
trib
utio
n•
Paus
ing
and
hesit
atio
n
Use
s sin
gle w
ords
and
very
shor
t ph
rase
s in
a for
mul
aic,
mem
oriz
ed
fash
ion
(e.g
. num
bers
, col
ors,
My n
ame i
s …, M
y fav
orite
…
is…).
Is li
kely
to u
se n
on-v
erba
l co
mm
unic
atio
n to
supp
ort
mea
ning
. Li
kely
to h
esita
te an
d ne
ed
cons
ider
able
thin
king
tim
e.
Use
s sim
ple p
hras
es an
d fix
ed
expr
essio
ns in
a fo
rmul
aic f
ashi
on
(e.g
. Wha
t’s th
e tim
e?, C
an I
have
a
penc
il?).
May
use
non
-ver
bal
com
mun
icat
ion
to su
ppor
t m
eani
ng.
Use
s fixe
d ex
pres
sions
in cl
assr
oom
ta
sks a
nd ac
tiviti
es.
Hes
itatio
n is
likely
, alth
ough
not
in
evita
ble.
Use
s sim
ple s
ente
nces
in a
less
co
ntro
lled
cont
ext,
with
dev
elop
ing
confi
denc
e (e.g
. My b
est f
riend
’s na
me
is ...
He h
as sh
ort b
row
n ha
ir. H
e lik
es go
ing t
o th
e mov
ie th
eate
r.). C
an
desc
ribe i
n sim
ple t
erm
s, m
ovin
g be
yond
the f
orm
ulai
c. C
an su
stai
n sp
eech
bey
ond
shor
t iso
late
d ph
rase
s. H
esita
tion
is st
ill p
ossib
le, b
ut is
be
ginn
ing
to at
tem
pt re
cove
ry/
refo
rmul
atio
n.
Use
s lon
ger s
ente
nces
with
sim
ple
conn
ecto
rs in
a le
ss co
ntro
lled
cont
ext,
and
with
gre
ater
in
depe
nden
ce.
Can
des
crib
e e.g
. rou
tines
/pla
ces/
peop
le/o
pini
ons w
ith li
ttle r
elia
nce
on th
e for
mul
aic a
nd g
reat
er u
se o
f se
lf-ge
nera
ted
lang
uage
. W
hile
hes
itatio
n is
still
pos
sible
, a d
egre
e of fl
uenc
y is
achi
evab
le
with
out s
uppo
rt, a
nd m
ay b
e abl
e to
reco
ver o
r re-
form
ulat
e.
SPO
KEN
IN
TER
AC
TIO
N•
Abili
ty to
und
erst
and,
co
ntrib
ute t
o, an
d m
aint
ain
inte
ract
ion
• Ap
prop
riacy
of
lang
uage
and
func
tions
• C
oher
ence
• Su
ppor
t
Con
trib
utes
to b
asic
exch
ange
s us
ing
singl
e wor
ds an
d/or
ver
y sim
ple m
emor
ized
expr
essio
ns w
ith
supp
ort/s
caffo
ldin
g fro
m th
e oth
er
inte
rlocu
tor (
e.g. r
epet
ition
and/
or re
-phr
asin
g, m
odify
ing
spee
d,
supp
lyin
g m
issin
g la
ngua
ge, g
ivin
g no
n-ve
rbal
supp
ort.
etc.)
. U
ses b
asic
wor
ds to
obs
erve
soci
al
conv
entio
ns (e
.g. p
olite
gre
etin
gs/
plea
se/th
ank
you)
.
Con
trib
utes
to sh
ort e
xcha
nges
on
fam
iliar
topi
c are
as w
ith so
me
supp
ort,
both
aski
ng an
d an
swer
ing
form
ulai
c que
stio
ns.
Use
s sim
ple fi
xed
expr
essio
ns to
ob
serv
e soc
ial c
onve
ntio
ns (e
.g.
How
are
you?
Be c
aref
ul! I
’m so
rry!
).
Con
trib
utes
to si
mpl
e exc
hang
es
on to
pics
of p
erso
nal i
mpo
rtan
ce
or ev
eryd
ay re
leva
nce u
sing
simpl
e la
ngua
ge an
d so
me fi
xed
expr
essio
ns.
May
achi
eve t
he in
tera
ctiv
e pro
cess
(e
.g. t
urn
taki
ng) w
ithou
t sup
port
. U
ses s
impl
e fixe
d ex
pres
sions
to
obse
rve s
ocia
l con
vent
ions
in a
w
iden
ing
rang
e of c
onte
xts (
e.g.
intro
duci
ng p
eopl
e, re
spon
ding
to
apol
ogie
s, po
litely
refu
sing
a req
uest)
.
Con
trib
utes
to ex
chan
ges o
n to
pics
re
leva
nt to
them
selv
es, t
heir
rout
ine,
and
thei
r env
ironm
ent u
sing
som
e sel
f-gen
erat
ed la
ngua
ge an
d ex
pres
sions
. In
depe
nden
ce is
beg
inni
ng to
em
erge
, lea
ding
to m
ore e
xten
ded
exch
ange
s. H
as a
deve
lopi
ng aw
aren
ess a
nd
rang
e of f
unct
iona
l lan
guag
e for
so
cial
inte
ract
ion
(e,g
. ask
ing
for
som
eone
’s ne
ws,
givi
ng a
reas
on
alon
g w
ith an
apol
ogy)
.
RA
NG
E •
Gra
mm
ar an
d vo
cab
• To
pics
and
cont
exts
Use
s sin
gle w
ords
and
shor
t fixe
d ex
pres
sions
rela
ted
to in
form
atio
n of
per
sona
l rel
evan
ce o
r the
im
med
iate
per
sona
l env
ironm
ent
and
situa
tion
(e.g
. Hell
o/G
oodb
ye,
Plea
se/Th
ank
you,
Sor
ry?)
.
Use
s bas
ic p
hras
es/fi
xed
expr
essio
ns
rela
ted
to fa
mily
, frie
nds,
hom
e lif
e, an
d pe
rson
al ex
perie
nces
as
wel
l as t
he im
med
iate
clas
sroo
m
envi
ronm
ent (
e.g. H
ow d
o yo
u sp
ell
that
?, N
ice to
mee
t you
!) C
an ex
pres
s sim
ple p
erso
nal
opin
ions
(lik
es/d
islik
es).
Use
s sim
ple,
often
repe
titiv
e lan
guag
e re
late
d to
ow
n w
orld
situ
atio
ns an
d ex
perie
nces
(e.g
. Let
’s go
to th
e mov
ie
thea
ter,
I’d li
ke a
ham
burg
er a
nd fr
ies
plea
se.),
H
as a
grow
ing
com
man
d of
the
lang
uage
nee
ded
with
in th
e cla
ssro
om
to ex
pres
s nee
ds an
d w
ants
and
to
com
plet
e cla
ssro
om ac
tiviti
es.
Con
text
s are
still
‘ow
n w
orld
cent
ered
’ bu
t may
be b
road
er in
rang
e (e.g
. the
ir ow
n ch
ildho
od/th
eir f
utur
e pla
ns/
thei
r frie
nd’s
rout
ines
etc)
.
Use
s a ra
nge o
f sim
ple l
angu
age
with
mor
e con
fiden
ce le
adin
g to
gr
eate
r dev
elop
men
t of s
poke
n co
ntrib
utio
ns. C
onte
xts a
nd to
pics
re
late
to th
e wor
ld as
it is
rele
vant
to
youn
g pe
ople
.
AC
CU
RA
CY
• Pr
onun
ciat
ion,
stre
ss,
and
into
natio
n•
Con
trol o
f str
uctu
re,
voca
bula
ry, a
nd
func
tion
Can
pro
duce
inte
lligi
ble l
angu
age
with
supp
ort a
nd/o
r mod
elin
g fro
m
othe
r int
erlo
cuto
rs.
Can
pro
duce
inte
lligi
ble l
angu
age
with
less
imm
edia
te in
put,
alth
ough
m
odel
ing
and
supp
ort m
ay o
ften
still
be n
eces
sary
. Be
ginn
ing
to d
evel
op co
ntro
l, al
thou
gh er
rors
freq
uent
and
supp
ort s
till n
eede
d to
achi
eve
com
mun
icat
ion.
The m
ajor
ity o
f wor
ds ar
e int
ellig
ible
. Er
rors
may
still
be e
vide
nt b
ut th
ere
is le
ss n
eed
for s
uppo
rt to
achi
eve
com
mun
icat
ion.
Spee
ch is
inte
lligi
ble,
alth
ough
pr
onun
ciat
ion
of in
divi
dual
item
s m
ay st
ill ca
use i
ssue
s. St
ress
and
into
natio
n ar
e gen
eral
ly se
cure
and
supp
ort m
eani
ng.
Erro
rs m
ay b
e pre
sent
but
do
not
hind
er co
mm
unic
atio
n.
xiv Level 4
F01 Big English ASB 4 Global Refresh 2E 3096.indd 14 02/09/2017 09:12
Level 4
Copyright © by Pearson Education, Ltd.
Assessing the Writing With the writing tasks, you can assess your students’ handwriting and their knowledge of spelling of individual words. As the challenge increases across units and levels, you can also assess their ability to express themselves with longer sentences, to structure paragraphs and longer texts.
As a suggested marking scheme, award two points per category: written production, range, and accuracy. So each writing task adds up to six points.
Writing Assessment ChecklistStudent’s name: ___________________ Class: _____ Test: _____ Date: _____
G = very good S = satisfactory U = unsatisfactory
Written production
1. Can write basic sentences with support. G S U
2. Can write short, simple texts with support. G S U
3. Can use simple connecting devices (e.g. or/because) to link sentences. G S U
4. Can produce a small range of text types appropriately, including short basic descriptions, greetings in a card and simple emails. G S U
Range
5. Can use the unit’s vocabulary correctly with support. G S U
6. Can use the unit’s structures correctly with support. G S U
7. Can produce a range of simple structures with independence. G S U
Accuracy
8. Can use the correct spelling of familiar words. G S U
9. Can use a greater range of punctuation in sentences. G S U
10. Can control structure and vocabulary when using familiar language though errors are likely. G S U
Notes:
Level 4 xv
F01 Big English ASB 4 Global Refresh 2E 3096.indd 15 02/09/2017 09:12
Level 4
Copyright © by Pearson Education, Ltd.
GSE Writing Descriptors
Glo
bal S
cale
of E
nglis
h: W
ritin
g A
sses
smen
t Des
crip
tors
G
SE 10
–21/
<A
1G
SE 2
2–29
/A1
GSE
30–
35/A
2G
SE 3
6–42
/A2+
WRI
TTEN
PR
OD
UC
TIO
N•
Con
tent
and
orga
niza
tion
• Ap
prop
riacy
• C
oher
ence
and
cohe
sion
• Te
xt ty
pes
• Ab
ility
to co
rrec
t
Can
writ
e the
lette
rs o
f th
e alp
habe
t in
uppe
r and
lo
wer
case
. C
an co
py sh
ort w
ords
and
may
be a
ble t
o co
py v
ery
shor
t phr
ases
(e.g
. This
is M
ary.)
onc
e fam
iliar
ized
w
ith th
em.
Can
writ
e bas
ic is
olat
ed se
nten
ces (
e.g.
I can
swim
. I li
ke d
ogs a
nd ca
ts.) w
ith a
mod
el. Is
able
to w
rite s
hort
answ
ers t
o qu
estio
ns in
a re
adin
g te
xt (e
.g. W
hat c
olor
is
the b
ook?
→ It
is re
d.).
May
be a
ble t
o pr
oduc
e sho
rt, s
impl
e tex
ts
(two
or th
ree s
ente
nces
) on
a fam
iliar
to
pic,
whe
n m
odele
d.
Can
link
sim
ple s
ente
nces
with
bas
ic
conn
ecto
rs (e
.g. a
nd an
d bu
t).
Is ab
le to
pro
duce
a lim
ited
num
ber o
f te
xt ty
pes a
ppro
pria
tely
: can
writ
e list
s of
wor
ds (e
.g. a
shop
ping
list
or a
cate
goriz
ing
activ
ity fo
r cla
ssro
om p
urpo
ses)
, can
co
mpl
ete s
impl
e tab
les/g
rids o
r for
ms w
ith
basic
per
sona
l inf
orm
atio
n an
d ca
n w
rite
an ap
prop
riate
gre
etin
g in
a ca
rd.
Has
an aw
aren
ess o
f err
ors (
e.g. i
n sp
ellin
g) w
hen
guid
ed.
Can
writ
e sim
ple s
ente
nces
(e.g
. My
frien
d ha
s br
own
hair.
I do
n’t li
ke d
oing
m
y hom
ewor
k.)
with
a m
odel.
M
ay b
e abl
e to
prod
uce s
impl
e tex
ts w
ith
rele
vant
cont
ent (
four
to si
x se
nten
ces)
on
a fa
mili
ar to
pic,
whe
n m
odele
d.
Can
use
sim
ple c
onne
ctin
g de
vice
s (e.g
. or
or b
ecau
se) t
o lin
k se
nten
ces.
Is ab
le to
pro
duce
a sm
all r
ange
of
text
type
s app
ropr
iate
ly, in
cludi
ng
simpl
e not
es an
d in
vita
tions
, sho
rt,
basic
des
crip
tions
, and
lists
for s
peci
fic
purp
oses
(e.g
. rec
ordi
ng an
activ
ity).
Is ab
le to
mak
e cor
rect
ions
to sp
ellin
g w
hen
guid
ed.
Can
pro
duce
sim
ple t
exts
in li
nked
se
nten
ces,
of re
leva
nt co
nten
t and
/or o
f pe
rson
al in
tere
st, w
ith g
uida
nce.
Is ab
le to
use
a ra
nge o
f sim
ple c
onne
ctin
g de
vice
s to
prod
uce a
cohe
sive t
ext (
e.g.
whe
n/so
/then
). Is
able
to p
rodu
ce a
rang
e of t
ext t
ypes
ap
prop
riate
ly, in
cludi
ng si
mpl
e em
ails
and
lette
rs, s
impl
e dia
ry en
trie
s, sh
ort s
impl
e de
scrip
tive t
exts,
sim
ple n
arra
tives
, sig
ns,
and
men
us. C
an o
pen
and
close
a te
xt
(lette
r/em
ail/n
ote/
card
) in
an ap
prop
riate
w
ay.
Is ab
le to
corr
ect s
pelli
ngs a
nd er
rors
in
struc
ture
with
gui
danc
e.
RA
NG
E•
Topi
cs an
d co
ntex
ts•
Gra
mm
ar an
d vo
cabu
lary
• Fu
nctio
ns
Topi
cs ar
e ver
y fa
mili
ar
and/
or re
lated
to th
e im
med
iate
envi
ronm
ent
(e.g
. nam
es, n
umbe
rs,
fam
ily m
embe
rs, c
lass
room
ob
ject
s, to
ys, p
ets,
etc.)
. G
ram
mar
and
voca
bula
ry
are l
imite
d to
sing
le w
ords
an
d ve
ry si
mpl
e for
mul
aic
struc
ture
s (e.g
. This
is ...
, I
am …
).
Topi
cs re
mai
n ow
n w
orld
cent
ered
but
m
ay i
nclu
de fa
mili
ar th
ings
seen
in
pict
ures
/sto
ries (
e.g. e
very
day
item
s, da
ily
activ
ities
, etc
.).
Can
pro
duce
bas
ic st
ruct
ures
and
simpl
e vo
cabu
lary
of p
erso
nal r
eleva
nce,
with
su
ppor
t (e
.g. I
like
ham
burg
ers.)
. C
an u
se la
ngua
ge to
per
form
bas
ic
func
tions
(e.g
. sim
ple p
erso
nal o
pini
ons
(like
s/di
slike
s)).
Topi
cs re
late t
o ow
n w
orld
situ
atio
ns,
know
ledg
e, an
d ex
perie
nces
(fam
ily an
d fr
iend
s, th
eir t
own,
sim
ple n
arra
tives
, et
c.).
Can
pro
duce
sim
ple s
truc
ture
s with
in
depe
nden
ce (e
.g. W
ould
you
like a
dr
ink?
I we
nt to
the p
ark.
I us
ually
wal
k to
sc
hool
, etc
.). C
an u
se v
ocab
ular
y re
lated
to
topi
cs.
Is ab
le to
use
fixe
d ph
rase
s to
prod
uce
som
e sim
ple f
unct
ions
(e.g
. mak
ing
an
invi
tatio
n or
than
king
som
eone
) if g
iven
a m
odel.
Topi
cs re
late t
o th
e wor
ld as
it is
rele
vant
to
a you
nger
lear
ner.
Can
use
a ra
nge o
f voc
abul
ary
relat
ed to
to
pics
. Can
pro
duce
a ra
nge o
f sim
ple
struc
ture
s (e.g
. will
for f
utur
e pre
dict
ions
, pr
esen
t per
fect
with
pre
sent
refe
renc
e, co
mpa
rativ
e and
supe
rlativ
e adj
ectiv
es
etc.)
, alth
ough
may
nee
d su
ppor
t. Is
able
to u
se la
ngua
ge fo
r a ra
nge o
f fu
nctio
ns (e
.g. g
ivin
g in
struc
tions
, str
aigh
tforw
ard
com
plai
nts,
simpl
e ap
olog
ies,
simpl
e adv
ice)
if g
iven
a m
odel.
AC
CU
RA
CY
• Sp
ellin
g an
d pu
nctu
atio
n•
Con
trol o
f str
uctu
re
and
voca
bula
ry
Can
use
capi
tal l
ette
rs
on n
ames
and
may
use
a ca
pita
l to
begi
n a s
ente
nce.
Can
spell
sim
ple w
ords
co
rrec
tly w
hen
copy
ing
from
a m
odel.
Er
rors
are f
requ
ent i
f not
co
pyin
g fro
m a
mod
el,
and
very
com
mon
in
lear
ners
with
non
-Lat
in L
1 al
phab
ets.
Can
pun
ctua
te a
sent
ence
corr
ectly
(usin
g ca
pita
l let
ters
and
perio
ds) a
nd h
as an
aw
aren
ess o
f que
stion
mar
ks. C
an u
se
apos
troph
es fo
r con
tract
ions
. Fa
mili
ar w
ords
may
be s
pelle
d co
rrec
tly.
Has
an aw
aren
ess o
f ver
y sim
ple s
pelli
ng
rules
(e.g
. cat
→ ca
ts, b
us →
bus
es).
May
show
goo
d co
ntro
l of s
truc
ture
and
voca
bula
ry w
hen
close
ly g
uide
d by
a m
odel.
Err
ors i
n sp
ellin
g/or
thog
raph
y ar
e fre
quen
t in
lear
ners
with
non
-Lat
in L
1 al
phab
ets.
Can
accu
rate
ly u
se a
rang
e of
punc
tuat
ion
inclu
ding
com
mas
and
poss
essiv
e apo
strop
hes.
H
as an
awar
enes
s of s
impl
e spe
lling
rules
(e
.g. d
ance
→ d
ancin
g).
Fam
iliar
wor
ds ar
e usu
ally
spell
ed
corr
ectly
; err
ors m
ay o
ccur
with
new
er
lexis.
C
an co
ntro
l str
uctu
re an
d vo
cabu
lary
w
hen
usin
g fa
mili
ar la
ngua
ge: e
rror
s ar
e lik
ely w
ith le
ss fa
mili
ar la
ngua
ge in
les
s con
trolle
d co
ntex
ts. L
earn
ers w
ith
non-
Latin
L1
alph
abet
s may
ofte
n m
ake
mist
akes
in sp
ellin
g/or
thog
raph
y.
Can
use
bas
ic p
unct
uatio
n (e
.g. c
apita
ls,
perio
ds, c
omm
as, q
uesti
on m
arks
) with
ac
cura
cy. M
ay u
se ex
clam
atio
n m
arks
and
spee
ch m
arks
accu
rate
ly, al
thou
gh m
ay
unde
r or o
ver u
se th
ese.
Is aw
are o
f a ra
nge o
f spe
lling
rules
(e.g
. tid
y → ti
died
, big
→ b
igge
r). S
pelli
ng is
ac
cura
te w
ith fa
mili
ar w
ords
. Sh
ows g
ood
cont
rol o
f str
uctu
re an
d vo
cabu
lary
with
fam
iliar
lang
uage
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xvi Level 4
F01 Big English ASB 4 Global Refresh 2E 3096.indd 16 02/09/2017 09:12
Level 4
Copyright © by Pearson Education, Ltd.
Student Self-Tracking Progress ChartsStudents can keep track of their progress by referring to the I can statements at the end of each unit in their Student’s Book. They can also use the following chart and fill it in when they receive the results for each test.
My Progress
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
Test score
Reading
Listening
Writing
Speaking
My teacher says
My Progress
Unit 6 Unit 7 Unit 8 Unit 9
Test score
Reading
Listening
Writing
Speaking
My teacher says
Level 4 xvii
F01 Big English ASB 4 Global Refresh 2E 3096.indd 17 02/09/2017 09:12
2 Level 4
Name Diagnostic Pre-Test Level 4
Listening
12
Look at the chart. Then listen and circle T for True or F for False.
Leo’s chores Mon Tue Wed Thu Fri
makes his bed ✓ ✓
cleans his room ✓ ✓ ✓ ✓
does his homework ✓ ✓ ✓ ✓ ✓
washes the dishes
1 Leo always does his homework.
2 Leo usually cleans his room.
3 Leo never makes his bed.
4 Leo never washes the dishes.
5 Leo sometimes makes his bed.
T F
T F
T F
T F
T F
23
Listen and write. Then check (✓).
1 a b 2 a b
3 a b 4 a b
M01 Big English ASB 4 Global Refresh 2E 3096.indd 2 02/09/2017 09:13
Level 4 3
Name Diagnostic Pre-Test Level 4
34
Listen and match. Draw lines.
1
2
3
4
a
b
c
d
M01 Big English ASB 4 Global Refresh 2E 3096.indd 3 02/09/2017 09:13
4 Level 4
Name Diagnostic Pre-Test Level 4
Reading
4 Read and complete the dialog. Use the words from the box.
firefighter fire station hospital officer police station
Donna:
Mark:
Donna:
Mark:
Donna:
Mark:
Hi, Marie!
Hi, Donna. Is that your dad?
Yes, it is.
Wow, is he a 1.
?
Yes. My mom is, too. They both work at the 2.
.
Cool! My dad is a police 3.
. He works at the
4.. My mom is a nurse. She works
at the 5.
.
5 Read and match. Draw lines.
1 I brush my teeth
2 He feeds the
3 They always go
4 Before dinner, I sometimes
5 She has to study
go to a piano lesson.
to soccer practice on Sunday morning.
after breakfast.
for a test.
cat at seven thirty in the morning.
M01 Big English ASB 4 Global Refresh 2E 3096.indd 4 02/09/2017 09:13
Level 4 5
Name Diagnostic Pre-Test Level 4
6 Read and circle is or was. Then look at the pictures and answer the questions.
Rio de Janeiro, Brazil London, EnglandYesterday Today Yesterday Today
Temperature: 33˚ C / 91˚ F
Temperature: 28˚ C / 82˚ F
Temperature: 4˚ C / 39˚ F
Temperature: 12˚ C / 54˚ F
1 How is / was the weather in Rio de Janeiro yesterday?
2 How is / was the weather today in Rio de Janeiro?
3 How is / was the weather in London today?
4 How is / was the weather in London yesterday?
7 Complete the sentences. Circle the correct verb.
1 There aren’t any / some cookies in the kitchen.
2 There’s any / some pizza for lunch.
3 I want any / some spaghetti for dinner, please.
4 Did / Does / Do you go to a zoo yesterday?
5 What did / does / do you do every Sunday morning?
6 What did / does / do Paul have to do tonight?
M01 Big English ASB 4 Global Refresh 2E 3096.indd 5 02/09/2017 09:13
6 Level 4
Name Diagnostic Pre-Test Level 4
Writing
8 Look and write. Use the words from the box.
big fast long new old short slow small
1 This is an phone. People used to use these to talk to each other.
2 This is a phone. They are called cell phones.
3 This is a chair.
4 This is a chair.
5 This girl has hair.
6 This boy has hair.
7 This car is .
8 This bicycle is .
9 Follow the sequence and write.
1 Thursday, Friday, 2 spring, summer, 3 morning, afternoon, 4 usually, sometimes, 5 February, March,
M01 Big English ASB 4 Global Refresh 2E 3096.indd 6 02/09/2017 09:13
Score: / Level 4 7
Name Diagnostic Pre-Test Level 4
10 Answer the questions. Write sentences.
1 What do you like to wear on weekends?
2 What did you do at school yesterday?
3 What did you do on your last vacation?
11 Order the words to write sentences and questions.
1 like / she / doing / dishes / does / the / ?
2 dad / do / does / your / what / ?
3 never / dog / I / the / Sundays / walk / on
4 exercise / yesterday / did / any / they / get?
5 dressed / at / gets / she / fifteen / seven
M01 Big English ASB 4 Global Refresh 2E 3096.indd 7 02/09/2017 09:13
8 Level 4
Speaking Assessment Prompts Diagnostic Pre-Test
M01 Big English ASB 4 Global Refresh 2E 3096.indd 8 02/09/2017 09:13
Level 4 9
Speaking Assessment Prompts Diagnostic Pre-Test Teacher’s Notes
1 Ask the students to describe what they can see in the picture. Point to different people and objects and ask questions: What is this? Who is this? Is this a…? Can you find a…? Point to a…? Ask the student to ask you questions about the picture.
2 Ask the student to describe what the children are wearing. Ask questions: What is this boy wearing? Etc. Then ask: What do you like wearing? What do you wear to school? What do you wear at the weekend?
3 Point to the different activities. Ask the student to describe the activities. Ask questions: What is this boy/girl doing? Do you like doing this activity? Why do you like doing it? What is your favorite activity? What is your brother’s/sister’s/friend’s favorite activity?
M01 Big English ASB 4 Global Refresh 2E 3096.indd 9 02/09/2017 09:13
10 Level 4
Name Practice Test Unit 1
1 Match the sentences with the correct pictures. Draw lines.
1 Trish plays the flute. She has wavy blond hair. a
2 Lara has light hair. She is funny and friendly. b
3 Bryan is serious. He has glasses and dark hair. c
4 Natalie has straight hair. She likes to read. d
25
Look at the pictures. Then listen and write.
Abby Buster Jaime Jose Lisa Ms. Francis
M02 Big English ASB 4 Global Refresh 2E 3096.indd 10 02/09/2017 09:14
Level 4 11
Name
Score: /
Practice Test Unit 1
3 Complete the sentences. Write the correct form of the words in parentheses.
1 My brother is than I am. (old)
2 I am than Emily. (tall)
3 Frank’s backpack is than Henry’s. (heavy)
4 Maria’s hair is than Diane’s. (long)
4 Replace the words in bold. Rewrite the sentences using the words from the box.
hers his mine ours theirs yours
1 My backpack is heavier than your backpack.
2 My hair is longer than her hair.
3 Their house is bigger than our house.
4 Our dog is friendlier than their dog.
5 Your sister is taller than my sister.
6 My cousin is older than his cousin.
5 Compare two things in your class. Use words ending in -er to show how they are different. Write two sentences.
M02 Big English ASB 4 Global Refresh 2E 3096.indd 11 02/09/2017 09:14
12 Level 4
Name Unit Test Unit 1
16
Listen and check (✓) the correct box.
1 a b c
3 a b c
2 a b c
2 Look at the two pictures. Complete the paragraph. Use the words from the box.
curly funny glasses long short straight taller
I have two different teachers. Mr. Marshall is 1.
than Mrs. Ivy.
Mr. Marshall’s short hair is 2.
and 3.
. Mrs. Ivy’s black
hair is very 4.
and 5.
. She wears 6.
. They
are both nice, but Mrs. Ivy is 7.
. We have fun in her class.
M02 Big English ASB 4 Global Refresh 2E 3096.indd 12 02/09/2017 09:14
Level 4 13
Name
Score: /
Unit Test Unit 1
3 Complete the sentences. Use the words from the box.
friendly funny shy smart
1 My cousin is not serious. She is .
2 My brother is nice to everyone. He is .
3 My mother likes to tell stories. She is not .
4 My best friend helps me do homework. He is very .
4 Replace the words that are in bold. Use the words from the box.
his mine theirs yours
1 My sister’s hair is longer than my hair.
2 Your dog is bigger than Bobby’s dog.
3 Our school is older than their school.
4 My backpack is heavier than your backpack.
5 Compare two friends or family members. Use words ending in -er to show how they are different. Write two or three sentences.
M02 Big English ASB 4 Global Refresh 2E 3096.indd 13 02/09/2017 09:14
14 Level 4
Speaking Assessment Prompts Unit 1
M02 Big English ASB 4 Global Refresh 2E 3096.indd 14 02/09/2017 09:14
Level 4 15
Speaking Assessment Prompts Unit 1 Teacher’s Notes
1 Have the student look at the six pictures of children. Ask the student to point out and describe each student’s hair. Prompt the student to use complete sentences including words from the lesson such as dark, light, curly, straight, long, short, and to use the comparative (-er) forms of the descriptive words from the lesson. Encourage the student to continue describing other features of the students pictured. Ask direct questions if necessary. Ask: Is her hair shorter than his?
2 Ask the student to draw a picture of family members standing side by side. Then have the student compare the two: Who is bigger? Taller? Whose hair is longer? Darker? Prompt the student to include differences and similarities in the way the two are dressed, too.
Challenge:
Have the student describe what the two people are like. Prompt the student to discuss the things we don’t see physically, about how the people act, or what they like to do, or whether they are funny or serious.
3 Say: Let’s talk about your best friend. Ask: Can you describe him or her to me? Ask: Are you the same as your friend or different from them? Encourage the student to give as much information as possible about his/her friend.
M02 Big English ASB 4 Global Refresh 2E 3096.indd 15 02/09/2017 09:14
16 Level 4
Name Practice Test Unit 2
1 Match the questions with the correct answers. Draw lines.
1 Where is Emily going after school?
2 Where are we going this weekend?
3 What are your brothers doing after dinner?
4 What is your dad doing after work?
We’re going to Grandpa’s farm.
They’re going to ride bikes with a friend.
He’s taking me to the dentist!
She’s going to basketball practice.
2 Look at Roger’s schedule. Circle the correct answer.
Do homework Play soccer Take out garbage
Monday ✓
Tuesday ✓
Wednesday ✓
Thursday ✓
Friday ✓
Saturday ✓ ✓
Sunday ✓ ✓
1 How often does Roger play soccer?
a once a week b twice a week c three times a week
2 How often does Roger do homework?
a five times a week b three times a week c once a week
3 How often does Roger take out the garbage?
a once a week b three times a week c five times a week
M02 Big English ASB 4 Global Refresh 2E 3096.indd 16 02/09/2017 09:14
Level 4 17
Name
Score: /
Practice Test Unit 2
37
Listen and write.
1 is she going on Saturday?
2 are you going to do at the park?
3 is your brother doing after school?
4 does she play soccer?
4 Read. Use the words from the box to complete the sentences.
every Saturday and Sunday twice week
At home I like to help. We have a pet dog. On 1.
, I walk
the dog. My brother and I make our beds 2.
day. We also
do some fun things together. Once a 3.
my family watch
a movie. My brother and I also have to go to the dentist. We normally go
4. a year.
5 Write sentences.
1 Write something you do every day.
2 Write something you do once or twice a week.
3 Write something you do once a year.
M02 Big English ASB 4 Global Refresh 2E 3096.indd 17 02/09/2017 09:14
18 Level 4
Name Unit Test Unit 2
18
Listen. Complete the dialogs. Use the words from the box.
on Saturdays once a year twice a month twice a year
1 A: How often do you go to the movies?
B: I go to the movies .
2 A: How often does your family go on vacation?
B: We go on vacation .
3 A: How often do you help clean the house?
B: I help clean the house .
4 A: How often do you go to the dentist?
B: I go to the dentist .
2 Look at the pictures and answer the questions. Write sentences.
1 What does he do on Thursdays?
2 What does she do every morning?
3 What does she do on Saturdays?
4 What do they do three times a week?
M02 Big English ASB 4 Global Refresh 2E 3096.indd 18 02/09/2017 09:14
Level 4 19
Name
Score: /
Unit Test Unit 2
3 Read Luke’s notes. Then answer the questions.
1 What does Luke do every Sunday?
Every Sunday, .
2 What does Luke do after school on Tuesdays?
On Tuesdays, .
3 Name two things Luke does every day.
Every day, .
4 Sort the following activities into categories. Answer for yourself.
eat dinner go on vacation go shopping clean my room go to the dentist watch a movie
Once or twice a year Once a week Every day
5 What do you do every weekend? Write two or three sentences.
6 Read the answers. Write the questions. Use what or where.
1 I go shopping every Friday with my mom.
2 They are going to school.
3 We are taking my dog for a walk.
M02 Big English ASB 4 Global Refresh 2E 3096.indd 19 02/09/2017 09:14
20 Level 4
Speaking Assessment Prompts Unit 2
M02 Big English ASB 4 Global Refresh 2E 3096.indd 20 02/09/2017 09:14
Level 4 21
Speaking Assessment Prompts Unit 2 Teacher’s Notes
1 Ask the student to look at the photos and then ask questions about them, for example: What are the people doing in the photos? Where are they? What are they doing?
2 Draw a simple chart on the board or on a large sheet of paper with three columns labeled: Every Day; Once a Week; Once a Year. Prompt the student to talk about activities that fit under each of these columns. Using complete sentences, have the student tell at least one thing he/she does that fits the column.
Challenge:
Ask the student to talk about an activity from the Once a Year column. It might be a fun holiday celebration or a trip or a visit to the dentist. Ask the student to talk about the event, explaining what happened and how he/she felt about it.
3 Ask the student to divide their day into three parts: Before School, School, and After School. Prompt the student to talk about what is done in each part of the day, asking How often… questions along the way to elicit language structures about frequency (once a week, twice a day, every morning). Have the student look at the photos on page 16 for guidance.
4 Invite the student to picture a perfect day. Have the student describe what he/she would do. Encourage the student to say the time he/she would do an activity. If necessary, ask questions: What time do you get up? What do you have for breakfast?
M02 Big English ASB 4 Global Refresh 2E 3096.indd 21 02/09/2017 09:14
22 Level 4
Name Practice Test Unit 3
19
Listen and check (✓).
2 Read the questions and complete the answers. Use would or wouldn’t.
1 Would you like to try some yogurt and fruit?
Yes, .
2 Would Michelle like to try some rice and beans?
Yes, .
3 Would Arturo like to try a grilled cheese sandwich?
No, .
4 Would your sisters like to try some noodle soup?
Yes, .
5 Would you and your friend like to try some oatmeal?
No, .
1 a b 2 a b
3 a b 4 a b
5 a b
M02 Big English ASB 4 Global Refresh 2E 3096.indd 22 02/09/2017 09:14
Level 4 23
Name
Score: /
Practice Test Unit 3
3 Complete the dialog. Use the words from the box.
I’d like to try would (2×)
Gary:
Larry:
Gary:
Larry:
Gary:
Larry:
Gary:
Yay! We get to make our own dinner tonight! Anything we want!
And I’m hungry!
I know. What 1.
you 2.
?
3. like rice and chicken!
Me, too, but it takes time. And I don’t know how Dad cooks it.
Well, 4.
you like 5.
a grilled
cheese sandwich? I see Dad make them all the time.
Okay. I’ll get the bread and cheese. What do we cook it in?
I don’t know. You know what, Larry? Dinner’s more fun when Dad
is here!
4 Answer the questions. Write sentences.
1 What would you like to eat for breakfast?
2 What would you like to eat for lunch?
3 What new food would you like to try?
4 What new food would you not like to try? Why?
M02 Big English ASB 4 Global Refresh 2E 3096.indd 23 02/09/2017 09:14
24 Level 4
Name Unit Test Unit 3
110
Listen and write the correct number.
2 Complete the dialog. Use the words from the box. Use a capital letter when necessary.
do (2×) I’d like (3×) to try would (3×)
Waitress:
Marina:
Waitress:
Marina:
Waitress:
Marina:
Waitress:
1. you
2. to order now?
Yes! I’m hungry.
That’s great. What 3.
you 4.
?
I 5.
like 6.
the rice and beans.
Oh, 7.
like some chicken curry, too, please.
8. you
9. spicy food?
Yes, I 10.
. Why?
Because you will love this chili!
ba
c d
e f
M02 Big English ASB 4 Global Refresh 2E 3096.indd 24 02/09/2017 09:14
Level 4 25
Name
Score: /
110
Listen and write the correct number.
2 Complete the dialog. Use the words from the box. Use a capital letter when necessary.
do (2×) I’d like (3×) to try would (3×)
Waitress:
Marina:
Waitress:
Marina:
Waitress:
Marina:
Waitress:
1. you
2. to order now?
Yes! I’m hungry.
That’s great. What 3.
you 4.
?
I 5.
like 6.
the rice and beans.
Oh, 7.
like some chicken curry, too, please.
8. you
9. spicy food?
Yes, I 10.
. Why?
Because you will love this chili!
Unit Test Unit 3
3 Match the sentences with the correct pictures. Draw lines.
1 Cathy would like fruit and yogurt for lunch. a
2 Jason would like noodle soup for dinner. b
3 Joey would like cereal with milk for breakfast. c
4 Sue and Emma would like tortillas for lunch. d
4 Answer the questions. Write complete sentences.
1 What would you like for breakfast?
2 What would you like for lunch?
3 What would you like for dinner?
5 What about a favorite meal? Write about the foods you would eat at this meal. Write two or three sentences.
M02 Big English ASB 4 Global Refresh 2E 3096.indd 25 02/09/2017 09:15
26 Level 4
Speaking Assessment Prompts Unit 3
M02 Big English ASB 4 Global Refresh 2E 3096.indd 26 02/09/2017 09:15
Level 4 27
Speaking Assessment Prompts Unit 3 Teacher’s Notes
1 Ask the student to think about foods that are eaten at different times of the day. Have the student draw a picture of at least two foods that might be eaten for breakfast, two foods that might be eaten for lunch, and two foods that might be eaten for dinner. Point to each food and have the student tell you what it is, how often he/she eats it, and how much he/she likes it.
Challenge:
Encourage the student to talk about foods he/she likes and dislikes. Prompt him/her to use comparatives to explain why he/she does or doesn’t like certain foods. For example, I like oranges. I don’t like grapefruits. Ask: What’s the difference? (Oranges are sweeter than grapefruits.)
2 Have the student look at the photos. Ask the student to categorize these foods into three groups: Foods I Like, Foods I Don’t Like, Foods I Haven’t Eaten. Ask when he/she likes to eat each food. For foods the student hasn’t eaten, ask: Would you like to try…? Prompt the student to tell you about additional international or ethnic foods not on the list that he/she has at home every day or for special occasions, and to talk about the countries or people associated with these foods.
3 Have the student look at the photos again and imagine he/she is in a restaurant. Invite the student to role-play a dialog. Start with the question: What would you like for breakfast?, followed if necessary by: Would you like some [milk] with that?
M02 Big English ASB 4 Global Refresh 2E 3096.indd 27 02/09/2017 09:15
28 Level 4
Name Mastery Test Units 1–3
111
Listen and check (✓) the correct box.
1 2 3 4
yes no yes no yes no yes no
2 Complete the sentences. Write the correct form of the word in parentheses.
1 My brother is than I am. (funny)
2 I am than Tom. (young)
3 Rob’s backpack is than Maria’s. (heavy)
4 Irene’s hair is than Chantal’s. (long)
3 Read the questions and look at the pictures. Circle the correct answer.
1 Who is smaller, Joe or Jaime?
2 Who is taller, Abby or Lisa?
3 Who is younger, Franklin or Buster?
4 Who is shorter, Ms. Francis or Ms. Rivera?
Joe Jaime
Abby Lisa
Franklin Buster
Ms. Francis Ms. Rivera
M02 Big English ASB 4 Global Refresh 2E 3096.indd 28 02/09/2017 09:15
Level 4 29
Name Mastery Test Units 1–3
4 Replace the words in bold. Rewrite the sentences. Use the words from the box.
hers his mine ours theirs yours
1 Their house is bigger than our house.
2 My hair is curlier than her hair.
3 My backpack is not heavier than your backpack.
4 Our dog is older than their dog.
5 Your sister is taller than my sister.
6 My bike is newer than his bike.
5 Complete the sentences. Circle the correct word.
1 My aunt is not funny. She is serious / small.
2 My dad is nice to everyone. He is tall / friendly.
3 My friend likes to tell stories. He is not shy / old.
4 My sister helps me do homework. She is very smart / shy.
5 My brother likes to tell jokes. He is funny / short.
M02 Big English ASB 4 Global Refresh 2E 3096.indd 29 02/09/2017 09:15
30 Level 4
Name Mastery Test Units 1–3
612
Listen and check (✓).
1 a b c
2 a b c
3 a b c
M02 Big English ASB 4 Global Refresh 2E 3096.indd 30 02/09/2017 09:15
Level 4 31
Name Mastery Test Units 1–3
7 Look at Jinelle’s schedule. Circle the correct answer.
Guitar practice Play basketball Do the dishes
Monday ✓ ✓
Tuesday ✓ ✓
Wednesday ✓ ✓
Thursday ✓ ✓
Friday ✓ ✓
Saturday ✓
Sunday ✓
1 How often does Jinelle play basketball?
a once a week b twice a week c three times a week
2 How often does Jinelle have guitar practice?
a five times a week b three times a week c seven times a week
3 How often does Jinelle do the dishes?
a once a week b three times a week c five times a week
8 Complete the sentences. Use the words from the box.
every summer twice weekends year
1 I eat dinner day.
2 I walk the dog on .
3 I visit my cousins every .
4 Our family goes on vacation together once a .
5 Do you go to the dentist a year?
M02 Big English ASB 4 Global Refresh 2E 3096.indd 31 02/09/2017 09:15
32 Level 4
Name Mastery Test Units 1–3
9 Read. Then look at the pictures and check (✓).
10 Read the questions and complete the answers. Use would or wouldn’t.
1 Would you like to try some noodle soup?
Yes, .
2 Would Claire like to try some oatmeal?
Yes, .
3 Would Mateo like to try some flan?
No, .
4 Would your brothers like to try some steamed buns?
Yes, .
5 Would you and your friend like to try some yogurt and fruit?
No, .
1 chicken curry a b
a b2 yogurt with fruit
a b3 oatmeal with fruit
M02 Big English ASB 4 Global Refresh 2E 3096.indd 32 02/09/2017 09:15
Name
Level 4 33Score: /
Mastery Test Units 1–3
11 Match the sentences with the correct pictures. Draw lines.
1 Would you like cereal with milk for breakfast?
a
2 I would like noodle soup for dinner. b
3 My brother would like steamed buns for every meal!
c
4 Would you like a grilled cheese sandwich for lunch?
d
12 What do you do every weekend or almost every weekend? Write two or three sentences.
M02 Big English ASB 4 Global Refresh 2E 3096.indd 33 02/09/2017 09:15
34 Level 4
Name Practice Test Unit 4
113
Listen and check (✓).
2 Complete the statements. Circle should or shouldn’t.
1 You should / shouldn’t stay up late.
2 You should / shouldn’t drink lots of water and juice.
3 You should / shouldn’t get some exercise every day.
4 You should / shouldn’t eat lots of sweets.
5 You should / shouldn’t take good care of yourself.
6 You should / shouldn’t watch too much TV.
3 Match the sentences to the correct ailments. Draw lines.
1 Tami’s eyes are red, and she is sneezing.
2 Paul has a high fever. His throat hurts.
3 Nora’s head hurts. She has to rest and close her eyes.
4 Roy fell off the steps. His arm is sore and bleeding.
5 Anna ate something bad last night, and now she feels sick.
cut
sore throat
allergies
stomachache
headache
1 a b
2 a b
3 a b
M02 Big English ASB 4 Global Refresh 2E 3096.indd 34 02/09/2017 09:15
Level 4 35
Name
Score: /
2 Complete the statements. Circle should or shouldn’t.
1 You should / shouldn’t stay up late.
2 You should / shouldn’t drink lots of water and juice.
3 You should / shouldn’t get some exercise every day.
4 You should / shouldn’t eat lots of sweets.
5 You should / shouldn’t take good care of yourself.
6 You should / shouldn’t watch too much TV.
3 Match the sentences to the correct ailments. Draw lines.
1 Tami’s eyes are red, and she is sneezing.
2 Paul has a high fever. His throat hurts.
3 Nora’s head hurts. She has to rest and close her eyes.
4 Roy fell off the steps. His arm is sore and bleeding.
5 Anna ate something bad last night, and now she feels sick.
cut
sore throat
allergies
stomachache
headache
Practice Test Unit 4
4 Complete the dialog. Use the words from the box.
allergies exercise fruits and vegetables headache
Kate:
Josie:
Kate:
Josie:
Kate:
Josie:
Can you turn the lights down? I have a bad 1.
.
Are you taking good care of yourself?
I take good care of myself. I get plenty of 2.
, and
I eat a lot of 3.
.
Maybe you have 4.
. Your eyes look a little red
and watery.
No, I don’t. I don’t know why I have a headache.
You should see a doctor.
5 List three things that are unhealthy. Write sentences. Use should.
1 2 3
6 Order the sentences.
1 I / go / should / the / to / dentist / ?
2 should / do / for / throat / what / I / a / sore / ?
3 better / could / of / she / take / care / herself
4 much / eat / you / chocolate / so / shouldn’t
M02 Big English ASB 4 Global Refresh 2E 3096.indd 35 02/09/2017 09:15
36 Level 4
Name Unit Test Unit 4
114
Listen and write the correct number.
2 Complete the sentences. Write should or shouldn’t.
1 You eat healthy meals.
2 You exercise every day.
3 You drink a lot of soda.
4 You go to the doctor if you feel sick.
5 You eat sweet snacks every day.
3 Read the chart. Answer the questions. Write sentences.
Sleeping Eating Exercising
Cherie stays up late lots of fruits and vegetables
rides bike, swims
Williamsleeps 8–9 hours every night
lots soda and sweet snacks
plays computer games, watches TV
Carlos stays up late lots of candyplays basketball and soccer
1 What should Cherie do to take better care of herself?
2 What should William do to take better care of himself?
3 What shouldn’t Carlos do to take better care of himself?
a b c d
M02 Big English ASB 4 Global Refresh 2E 3096.indd 36 02/09/2017 09:15
Level 4 37
Name
Score: /
Unit Test Unit 4
415
Listen and match. Draw lines.
Becky
Daniel
Rashid
Daisy
Robert
Claire
5 Complete the sentences. Circle the correct word.
1 I drink plenty of water and take good care of myself / herself.
2 She needs more sleep. She doesn’t take care of yourself / herself.
3 Jenny, Fred, and I are trying to take better care of ourselves / themselves.
4 One way you can take better care of himself / yourself is to get more exercise.
5 He exercises every day. He takes good care of myself / himself.
6 Write three things everyone should do to stay healthy. Write sentences.
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38 Level 4
Speaking Assessment Prompts Unit 4
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Level 4 39
Speaking Assessment Prompts Unit 4 Teacher’s Notes
1 Ask the student to tell you how he/she is feeling. Ask if he/she is taking good care of himself/herself. Write the three categories Eating, Sleeping, and Exercising on the board. Point to each and have the student explain something specific in each category: I eat fruit for my after-school snack every day. Focus on the positive and encourage the student to tell you what he/she is trying to do to stay healthy.
2 Point to a photo and ask the student to describe the person. First have the student describe the person with the ailment (She can’t get out of bed. He can’t eat anything. She sneezes when she goes outside.)
Challenge:
Ask the student to role-play: First he/she is the sick or injured person in their drawing. Prompt a description of symptoms and then offer advice. Then have the student play the healthy person in the drawing. Prompt the student to talk to you and find out what’s wrong, and then give friendly advice about what you should do to feel better. Encourage the student to use should and shouldn’t.
3 Ask the student what should be done to stay healthy and what shouldn’t be done to stay healthy.
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40 Level 4
Name Practice Test Unit 5
116
Listen and check (✓).
2 Complete the sentences. Write there are or there were.
1 A hundred years ago, 100,000 cheetahs.
Now, 12,000.
2 Today, 2,000 black rhinoceros in the world.
300,000 black rhinoceros 100 years ago.
3 No one knows how many polar bears 100 years ago, but only 20,000 left today.
4 In 1900, more than 100,000 tigers.
Today, only 3,200.
1 a b
2 a b
3 a b
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Name
Score: /
Practice Test Unit 5
3 Read the sentences. Write the name of the animal.
an angler fish a tarsier a volcano rabbit
1 I have short ears and I live in Mexico around volcanoes. I am .
2 I am blue. I live all over the world in the oceans. I am .
3 I live in Southeast Asia. I have long fingers, a long tail, and big eyes. I am .
4 Read the answers. Write the questions.
1 A: B: There were about 100,000 tigers 100 years ago.
2 A: B: There are only 12,000 cheetahs today.
3 A: B: No one knows how many there were 100 years ago, but today there
are 20,000 polar bears.
5 Pick one endangered animal. Answer the questions. Write sentences.
1 What is it and where does it live?
2 Why is it endangered?
3 Why do you want it to be saved?
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42 Level 4
Name Unit Test Unit 5
117
Listen and number.
2 Complete the sentences. Write how many, there are, or there were. Use a capital letter when necessary.
1 over 100,000 cheetahs 100 years ago.
2 Today, only 12,000.
3 Asian elephants were there 100 years ago?
4 90,000 Asian elephants 100 years ago.
5 Now, only 45,000 Asian elephants because people are killing them.
6 animals are endangered?
a b
c d
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Name
Score: /
Unit Test Unit 5
3 Read and complete the dialog.
Anne:
John:
Anne:
John:
Anne:
John:
Anne:
John:
Anne:
John:
Anne:
Tigers are endangered. There 1.
only 3,200 of them left
in the world today.
Really?
Yes. In the 1900s, there 2.
more than 100,000 tigers.
Wow! Why 3.
there only 3,200 now?
Because some people kill tigers. They sell them for their fur or to
make medicine.
That’s terrible!
I know. But today there 4.
people trying to help them.
Maybe we can help them, too.
Yes. First, let’s find out about tigers. Then I am sure there
5. something we can do to help.
Yes, there 6.
! Let’s start an information center at school.
Good idea.
4 Why are many animals endangered? Give two reasons.
1 2
5 Write a comparison of two weird animals. Write three or four sentences. Include at least one similarity and one difference.
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44 Level 4
Speaking Assessment Prompts Unit 5
1
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Level 4 45
Speaking Assessment Prompts Unit 5 Teacher’s Notes
1 Have the student look at the photos and choose an animal. Prompt the student to describe the physical features of the animal and interesting facts about how it moves, what it eats, etc. Then prompt the student to tell where the animal lives and what its habitat is like.
Challenge:
Ask the student to explain why this animal is endangered and what is being done to protect this animal from extinction.
2 Ask the student to compare one of these wild and weird animals to a common pet, such as a dog or cat. Have him/her look at the photos for additional support. Prompt a discussion of what is valuable about both our pets and wild animals. What can we learn from each type of animal? Why does it matter if either type of animal disappears?
3 Encourage the student to choose any animal. Ask the student to describe the animal, say what it can and can’t do, talk about where it lives, and whatever else they know about it.
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46 Level 4
Name Practice Test Unit 6
118
Listen and check (✓).
1 a
2 Complete the sentences. Ask and answer.
1 Did people have electric lamps in the 1800s?
. They used oil lamps.
2 Did people have smartphones 50 years ago?
No, they didn’t. But they used .
3 before 1950?
No, they didn’t. They used to listen to the radio for news and entertainment.
4 when your grandparents were growing up?
No, they didn’t. They used a coal stove to cook everything.
319
Listen and number.
a b c
d e f
b 2 a b
3 a b
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Name
Score: /
Practice Test Unit 6
4 Complete the dialog. Use did, didn’t, or used to. Use a capital letter when necessary.
Michael:
Grandpa:
Michael:
Grandpa:
Michael:
Grandpa:
1. you have electric lights when you were little?
Yes, we 2.
, but my grandfather 3.
have them.
How 4.
he see at night?
Well, before people had electricity, they 5.
burn
candles or use oil lamps.
6. you have a computer when you were my age?
Oh, no. Back then, we 7.
use paper and pencils!
5 Answer the questions. Write sentences.
by hand coal stoves horse and cart oil lamps phones with operators
1 Before cars, what did people use to travel to the next town?
2 Before electric lamps, what did people use to see at night?
3 Before washing machines, what did people use to wash their clothes?
4 Before microwaves and modern ovens, what did people use to cook
dinner?
5 Before cell phones, what did people use to do to call each other?
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48 Level 4
Name Unit Test Unit 6
120
Listen and check (✓).
1 a b
2 Read and match the sentences. Draw lines.
1 Today, we use cell phones.
2 Now, we use washing machines.
3 Now, most people use a car.
4 Today, many people use microwaves.
Then, we washed clothes by hand.
People used to cook on coal stoves.
Before, we used phones with operators.
Long ago, people used a horse and buggy.
3 Complete the dialog. Use did, didn’t, or used to. Use a capital letter when necessary.
Sadie:
Sammy:
Sadie:
Sammy:
Sadie:
Sammy:
Sadie:
We’re reading about the 1800s in school. You know, people
1. have cars back then. Cars didn’t exist!
What 2.
people do?
Well, they 3.
have a horse and buggy. The horse
pulled the buggy.
4. they have cell phones?
No, they 5.
. Most people 6.
have
telephones at all until the 1900s.
And no computers, right? Before computers, what 7.
people 8.
do?
Go look it up—on your computer!
2 a b
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Name
Score: /
Unit Test Unit 6
421
Look, listen, and number.
c d
a b
5 Look inside the house again. Then answer the questions.
1 Before email, what did people use to keep in touch?
2 Before TV, what did people do for entertainment at home?
3 Before electric lights, what did people use to see in the dark?
6 What invention is most important to you: computer, cell phone, or TV? Why? Write two or three sentences.
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50 Level 4
Speaking Assessment Prompts Unit 6
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Speaking Assessment Prompts Unit 6 Teacher’s Notes
1 Ask the student to talk about what daily life was like 100 years ago. Ask: How did people get around? How did they cook and clean? How did they get information? Ask: What did people used to do clean their clothes?, etc. Ask him/her to tell what we have or how we do something now. Ask direct questions if the student is struggling, for example: Did people have computers 100 years ago?
2 Using the pictures, invite the student to explain details in the pictures and to talk about similarities as well as differences in what we did and had a long time ago and in the present.
Challenge:
Have the student talk about positive as well as negative aspects of life 100 years ago. Was there anything good about using horses instead of cars (less pollution, for example)? Was there any benefit to getting news and entertainment while sitting around the radio together compared to watching and listening on individual devices (computers)? Prompt the student to consider several modern inventions and their older equivalents in this way.
3 Have the student imagine that they lived 100 years ago. Have him/her describe what a daily routine would have been like using the language from the unit.
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52 Level 4
Name Mastery Test Units 4–6
122
Listen and check (✓).
2 Read. complete the text. Use the words from the box.
allergies cut headache sore throat stomachache toothache
Robert is sad today because he ate something bad last night. Now he has a
1.. Marissa is sad today because she can’t go out to play. She
is sneezing a lot and her eyes are watering. She has 2.
.
Omar is sad today because his throat hurts. He is coughing a lot and he
can’t talk. He has a 3.
. Yessenia is sad today because her
head hurts and she can’t watch TV. She has a 4.
.
Tina is sad today because she can’t eat sweets. She has a 5.
.
Keith is sad today because he fell over and can’t play football. He has a
6..
3 a b c
2 a b c
1 a b c
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Level 4 53
Name Mastery Test Units 4–6
3 Complete the sentences. Write should or shouldn’t.
1 You get plenty of rest each night.
2 You drink lots of soda or sugary drinks.
3 You get some exercise every day.
4 You eat fruits and vegetables every day.
5 You watch too much TV.
4 Complete the sentences. Circle the correct word.
1 He drinks plenty of water and takes good care of himself / yourself.
2 You need more sleep. You don’t take care of herself / yourself.
3 One way Mom and Dad can take better care of themselves / himself is to get more exercise.
4 Nelly and I are trying to take better care of ourselves / themselves.
5 I’m taking better care of ourselves / myself by eating more vegetables.
5 Read. Write the name of the animal. Use the words from the box.
a coconut crab an angler fish a volcano rabbit
1 I live on many islands in the Indian Ocean, but I cannot swim. I am .
2 I live deep down in dark oceans. I am .
3 I live in the mountains of Central America and my home is on the ground. I am .
6 Pick one of the “weird” animals that you really like. Answer the questions. Write sentences.
1 What is the animal and where does it live? What makes it weird?
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54 Level 4
Name Mastery Test Units 4–6
7 Complete the dialogs. Write how many, there are, or there were. Use a capital letter when necessary.
1 A: Asian elephants were there 100 years ago?
B: 90,000 Asian elephants 100 years ago.
2 A: tigers are there today?
B: only 3,200 tigers today. There used to be over 100,000.
3 A: Andean flamingos were there 100 years ago?
B: No one knows, but today only 34,000.
4 A: black rhinoceroses are there today?
B: only 2000 black rhinoceroses today. They are endangered now because people are killing them.
5 A: polar bears were there 100 years ago?
B: No one knows, but now only 20,000 because the climate is changing.
6 A: cheetahs are there today?
B: only 12,000 cheetahs today. There used to be over 100,000.
8 Read. Circle T for True or F for False.
1 Before cars, people used to have to walk everywhere.
2 Before washing machines, people used to wash clothes by hand with a washboard and tub.
3 Before electric lamps, people used to use candles or oil lamps to see in the dark.
4 Before TV, there were only newspapers to give people news or entertainment.
T F
T F
T F
T F
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Name
7 Complete the dialogs. Write how many, there are, or there were. Use a capital letter when necessary.
1 A: Asian elephants were there 100 years ago?
B: 90,000 Asian elephants 100 years ago.
2 A: tigers are there today?
B: only 3,200 tigers today. There used to be over 100,000.
3 A: Andean fl amingos were there 100 years ago?
B: No one knows, but today only 34,000.
4 A: black rhinoceroses are there today?
B: only 2000 black rhinoceroses today. They are endangered now because people are killing them.
5 A: polar bears were there 100 years ago?
B: No one knows, but now only 20,000 because the climate is changing.
6 A: cheetahs are there today?
B: only 12,000 cheetahs today. There used to be over 100,000.
8 Read. Circle T for True or F for False.
1 Before cars, people used to have to walk everywhere.
2 Before washing machines, people used to wash clothes by hand with a washboard and tub.
3 Before electric lamps, people used to use candles or oil lamps to see in the dark.
4 Before TV, there were only newspapers to give people news or entertainment.
T F
T F
T F
T F
Mastery Test Units 4–6
923
Listen and check (✓).
1 a b
2 a b
3 a b
10 Read and write. Use the words from the box.
by hand cell phones coal stove horse and buggylisten to the radio oil lamps
1 Today, we use electric lights. Before, people used .
2 Long ago, people traveled by . Now, we drive cars.
3 Today, many people use . People used to use a phone with an operator.
4 Many years ago, people washed clothes . Now, we use washing machines.
5 Today, many people use microwaves. Long ago, people used a to cook food.
6 Long ago, many people used to to get the news. Today, many people watch TV.
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56 Level 4
Name Mastery Test Units 4–6
11 Look at the pictures showing “Long Ago.” Write a sentence for each telling what we do “Today.”
1
2
3
4
5
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Name
Score: /
Mastery Test Units 4–6
1224
Listen and number. Then write.
a b c
d e f
Long ago
now
13 In today’s world, is a computer more important to you than a cell phone? Give your reasons. Write three or four sentences.
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58 Level 4
Name Practice Test Unit 7
125
Listen and match.
2
4
6
2 Complete the sentences. Use the words from the box. Use a capital letter when necessary.
anniversary birthday first twentieth twenty
Dad:
Henry:
Dad:
Henry:
Dad:
Henry:
Dad:
Good news, Henry! We’re going to have a party next weekend.
What kind of party? A 1.
party?
No, it’s an 2.
party for Aunt Marta and Uncle
Frank. It’s their 3.
anniversary!
Wow! 4.
years! That’s a long time. What are you
going to do?
Your mom and I are going to take everyone out to a special
restaurant. I am going to call the restaurant now.
What makes this restaurant so special?
It’s where Frank and Marta met each other for the
5. time!
a make cards with hearts
b stay up late and watch fi reworks
c have a party
d get presents and a chocolate cake
e watch a parade
f make a card and buy fl owers
1
3
5
birthday
Independence DayEarth Day
Valentine’s Day
my parents’ anniversary
New Year’s Eve/Day
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Name
Score: /
Practice Test Unit 7
326
Listen and number.
4 Look and circle the correct answer.
1 2 3
a Valentine’s Day
b Birthday
a Independence Day
b Earth Day
a New Year’s Day
b Anniversary
5 What is your favorite holiday? Write three or four sentences.
1 a
2 a
3 a
b
b
b
c
c
c
Monday
5
Thursday
3
Sunday
19
Tuesday
16
Tuesday
13
Saturday
18
Monday
15
Tuesday
30
Saturday
8
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60 Level 4
Name Unit Test Unit 7
127
Listen and check (✓).
1 a
2 a
3 a
b
b
b
c
c
c
Wednesday
20
Sunday
6
Monday
4
Wednesday
12
Saturday
16
Monday
24
Thursday
20
Saturday
15
Tuesday
23
1 a b 2 a b
2 Answer the questions. Use the words in parentheses.
1 When are we going to see the play? (on Sunday afternoon)
2 When is he going to finish the painting? (next Wednesday)
3 When am I going to give my report? (this Monday)
328
Look at the diary entries. Then listen and check (✓).
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Name
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Unit Test Unit 7
4 Complete the dialog. Use the words from the box. Use a capital letter when necessary.
are (3×) going (4×) on (2×)
Dad:
Sarah:
Dad:
Sarah:
Dad:
Sarah:
Dad:
Sarah:
Dad:
It’s your brother’s birthday this month!
Is it 1.
the fifteenth?
No, it’s 2.
the seventeenth.
What 3.
we 4.
to do for him?
We’re 5.
to have a big party for him!
That’s so cool! 6.
we 7.
to go out?
No, we 8.
going to have the party at home.
Mom is 9.
to make a special dinner for everyone.
Can I help bake the birthday cake?
Sure!
5 Pick one of your favorite holiday foods. Describe it. Write two or three sentences.
6 What holidays do you really like? Think of two special holidays and tell how they are alike and how they are different. Write three or four sentences.
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62 Level 4
Speaking Assessment Prompts Unit 7
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Level 4 63
Speaking Assessment Prompts Unit 7 Teacher’s Notes
1 Invite the student to talk about an event that is coming up in his/her life. Will it be to take a trip, make a school report, be in a play, meet a friend? Ask the student to talk about something he/she is going to do sometime in the coming year. Encourage the student to give details, whether the event is getting a haircut or celebrating a birthday.
2 Ask the student to pick a holiday or special day in his/her family and talk about what is going to happen on that day. Prompt the student to talk about the party or gathering that is going to take place, and ask for a detailed description that points out the people who are going to be there, the foods they are going to have, the activities that are going to happen (e.g., fireworks, parades, etc.).
Challenge:
The student may pick birthdays or common holidays such as New Year’s Eve, but invite him/her to share any local or national holidays that might not be familiar to some classmates. Encourage the student to talk about the traditions and meanings of these less well-known holidays.
3 Have the student choose one of the pictures. Encourage the student to create a story based on the picture. Have him/her describe the people, their background, what they like to do, and what they are going to do. Encourage the student to talk about how the person in the picture might feel.
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64 Level 4
Name Practice Test Unit 8
1 Look and match. Draw lines.
a chess player
b video game player
c writer
d basketball player
e painter
f dancer
229
Listen and complete.
1 Have you seen Rocco’s collection of toy cars?
Yes. It is the collection I have ever seen.
2 Did you find some shells, Daisy?
Yes, I did. I found some shells that are much than the ones I usually collect.
3 Wow, Barry! Those coins are enormous!
Yes, they are. They are the coins ever found in this country.
4 What is different about Joan’s doll collection?
It’s than many others, but it has some wonderful dolls!
1
3
5
2
4
6
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Practice Test Unit 8
3 Complete the dialog. Use the words from the box.
best better fast faster good tallest
Ellen:
Chris:
Ellen:
Chris:
Are you watching this soccer game? Did you see that red-haired
guy run? He runs so 1.
! He’s 2.
than anyone
else out there.
And he’s the 3.
player on the team. He towers over
everyone. You can’t miss him.
Chris, you’re a 4.
soccer player. Who is the
5. player in the world right now?
Well, the players in general are 6.
than ever. But I can’t
choose one player who is the best.
4 Write. Pick one of the topics and write three or four sentences about yourself.
1 Favorite sports or games
2 Favorite things to collect
3 Favorite activities (painting, writing, building things, singing, acting, making music)
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66 Level 4
Name Unit Test Unit 8
130
Listen and check (✓).
1 a b c
2 a b c
3 a b c
4 a b c
2 Complete the sentences. Use the words in parentheses.
1 (good, better, best)
a Kerry is the writer in her class.
b Andy is a painter than Kerry.
c They are both students.
2 (bad, worse, worst)
a Larry is a dancer than Sharon.
b But, Sharon is the painter in the whole class!
c Sharon and Larry are both singers.
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Name
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Unit Test Unit 8
3 Complete the sentences. Circle the correct word.
1 Is this Reggie’s coin collection?
Yes it has the old / older / oldest coin I have ever seen.
2 Look at the people dancing. Aren’t they good?
I think the woman is a good / better / best dancer than her partner.
3 Who do you think is good at painting?
I think Doug is. He’s the good / better / best painter in the whole school.
4 Margo has a large / larger / largest doll collection than all her friends.
No, she doesn’t! I have!!
4 Complete the dialog. Use the words from the box.
bigger biggest coolest good smaller
Sandy:
Jake:
Sandy:
Jake:
Wow! You sure have a lot of postcards, Jake! It’s the 1.
collection I’ve ever seen! Where do they come from?
My parents are both teachers. Every summer we take a car trip to a
different part of the country. I buy postcards wherever we go. Every
summer, my collection gets 2.
!
That’s the 3.
thing I ever heard! My friend Tomoko
collects postcards from Japan, but her collection is much
4. than yours. I don’t collect anything.
So? You’re a painter. You’re a 5.
artist. Hey, I have an
idea. You paint me a picture, and I’ll give you five postcards!
5 Write sentences about something you want to collect.
What is it? How would you get it? Why do you like it?
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68 Level 4
Speaking Assessment Prompts Unit 8
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Speaking Assessment Prompts Unit 8 Teacher’s Notes
1 Ask the student to talk about something he/she is good at doing and not so good at doing. Have the student draw a self-portrait doing both things. Encourage the student to think of things such as collections he/she might be keeping, games or sports he/she plays, and hobbies such as dancing or painting. Ask the student to point out similarities and differences in the pictures. Prompt the student to talk about why he/she likes doing these things.
Challenge:
Ask the student to think about the things he/she is good at doing. Was he/she always good at them? What made him/her want to improve skills or build collections?
2 Have the student talk about something he/she was once not very good at (e.g., riding a bike, learning to swim). Prompt them to tell what it was and why they were doing it. Did he/she want to keep doing it or did he/she have to (e.g., chores, math)? Ask about what happened over time. Did the student improve or stop doing it?
3 Have the student look at the pictures and create some sentences about how they are different. If necessary ask the student to point to the specific pictures. Say: Which is the oldest car? Which is the fastest car? Is this boat faster than this one?
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70 Level 4
Name Practice Test Unit 9
131
Listen and check (✓).
1 a b c
2 Match the sentences. Draw lines.
1 I’m good at sports.
2 I think science is amazing.
3 I like all kinds of music.
4 I like to give parties.
I’d like to learn to bake a cake.
I’d like to learn to play tennis.
I’d like to learn to play the guitar.
I’d like to learn to build a robot.
3 Write questions and answers.
1 Do you know how to play the piano?
2
No, I speak just a little Spanish. But I’d really like to learn it.
3 Do you know how to sing like a rock star?
2 a b c
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Name
Score: /
Practice Test Unit 9
432
Listen and check (✓). Then write sentences.
Lucy Henry
boring fun boring fun
tennis
ballet
baking cakes
learning Chinese
Example: What does Lucy think of ballet?
She thinks it ’s fun.1 What does Henry think of ballet?
2 What does Lucy think of baking cakes?
3 What do Lucy and Henry think of tennis?
4 What do Lucy and Henry think of learning Chinese?
5 What can you teach others? (Example: You could teach younger siblings how to make a bed or jump rope.) Write two or three sentences.
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72 Level 4
Name Unit Test Unit 9
133
Listen and check (✓).
1 a b c
2 a
3 a
b
b
c
c
2 Read and complete. Use the names.
1 would like to learn how to make a website.
2 would like to learn how to build a robot.
3 would like to learn how to speak Chinese.
4 would like to learn to play tennis.
Jenny John Tina Sam
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Name
Score: /
Unit Test Unit 9
3 Complete the dialog. Use the words from the box.
do you think of know how to like to learn to (2×)
Judith:
Mom:
Judith:
Mom:
I’d 1.
play the piano. Do you
2. play it?
Yes, a little. I used to play. But right now, I’d
3. speak Spanish. It’s so interesting to
speak different languages!
Maybe we can start a club. My friend Irina wants to learn
Spanish, too! Maybe Ms. Rivera can teach us after school.
What 4.
my idea?
I think it’s terrific!
4 State your opinion. Choose A or B. Give a reason for your choice. Write two sentences.
A: I don’t think we should learn about art and music in school.
B: I think we should learn more about art and music in school.
5 What do you want to learn about more than anything? Write why this is so exciting or important to you. Write three or four sentences.
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Speaking Assessment Prompts Unit 9
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Speaking Assessment Prompts Unit 9 Teacher’s Notes
1 Ask the student to talk about something he/she would like to learn. It could be a sport, a language, a hobby, a new skill — anything! Prompt him/her to describe the thing he/she would like to learn and tell why he/she finds it interesting or exciting or even dangerous.
2 Have the student look at the pictures. Then have the student make a simple chart with two columns: Boring and Fun. Ask the student to place the activities in the pictures in one of the two columns of the chart and invite the student to add additional activities to the chart. Prompt the student to discuss the choices. Ask the student which is more interesting, exciting, or dangerous, and encourage comparison.
Challenge:
Ask the student to pick two of the activities that he/she listed under Fun and compare them. Have him/her tell how the activities are alike and how they are different. Ask if the student is surprised by the comparisons. Did the student discover any features that show up in other things he/she wants to learn or other things he/she is already good at?
3 Say: Let’s talk about different food, music, and a sport. Ask: What do you think of Mexican food? What do you think of hip-hop music? What do you think of playing baseball? Ask the student if he/she can or can’t play the sport and if he/she would like to learn.
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76 Level 4
Name Mastery Test Units 7–9
134
Listen and match.
1. What do you do for your parents’ anniversary?
2. What do you do on your birthday?
3. What do you do for Valentine’s Day?
4. What do you do for New Year’s Eve?
a We make cards with hearts for all our classmates.
b We watch fireworks and have a party.
c We give cards to our parents.
d I get presents and a cake.
2 Write responses. Use the words in parentheses.
1 When are you going to buy the presents? (on Saturday morning)
2 When are we going to watch the parade? (next week)
3 When is she going to send the card? (this Monday)
3 Complete the sentences. Use the words from the box.
best better than worse worst
1 Tucker is a good basketball player.
Roy is a player Tucker.
Stefan is the basketball player in our class.
2 Natalie is a bad singer.
Angela is a singer.
Yes, but Mickey is the singer of all!
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Name Mastery Test Units 7–9
4 Complete the dialog. Use the words from the box. Use a capital letter when necessary.
are (3×) going (3×) on (2×)
Mom:
Rob:
Mom:
Rob:
Mom:
Rob:
Mom:
Rob:
It’s Valentine’s Day this month!
Oh! Is it 1.
the twelfth?
No, it’s 2.
the fourteenth.
3. we
4. to do anything special?
Yes. We 5.
going to have a little party!
Cool! 6.
we 7.
to go out to eat?
No. I’m 8.
to make a special dinner for all of you!
Thanks, mom! That sounds great!
535
Listen and check (✓).
1 a b
3 a b
2 a b
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78 Level 4
Name Mastery Test Units 7–9
636
Listen and check (✓).
7 Complete the sentences. Use the words in parentheses.
1 (good, better, best)
a Carolyn is the singer in the class.
b But Andy is a dancer than Carolyn.
c They are both students.
2 (bad, worse, worst)
a Sharon and Larry are both soccer players.
b Sharon is a video game player than Larry.
c But Larry is the basketball player in the whole class!
1 a b
2 a
3 a
b
b
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Name Mastery Test Units 7–9
8 Order the words to make sentences.
1 interesting / a stamp collection / than / is / more / a coin collection
2 hobby / in my country / popular / is / most / chess / the
3 more / I / my brother / am / intelligent / than
4 my teacher / organized / yours / is / than / more.
9 Complete the sentences. Use the correct form of the words in parentheses.
1 Andrea has a big rock collection. But Taylor has the rock
collection I have ever seen! (big)
2 Paul’s stamp collection includes one of the stamps ever
found in this country. (old)
3 Erin’s doll collection is than Anya’s, but it has some very
interesting dolls! (small)
4 Pedro found some toy cars that are than the ones he
usually collects. (new)
1037
Listen and match. Write a, b, c, or d.
1 I’d like to learn to play the piano.
2 I’d like to learn to sing like a rock star.
3 I’d like to learn to make a website.
4 I’d like to learn to build a robot.
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80 Level 4
Name Mastery Test Units 7–9
11 Complete the dialog. Use the words from the box.
do you think of know how to like to learn to like to speak think
Janice:
Maya:
Janice:
Maya:
I’d 1.
play the guitar. Do you
2. play it?
Yes, a little. But, I’d 3.
Chinese. It’s so
interesting to speak different languages!
Yes, it is! Danielle’s mom speaks Chinese. Maybe she can teach us
after school. What 4.
that?
I 5.
it’s a great idea!
12 Match the phrases with the pictures. Draw lines.
1 draw comic books
2 dance like a hip-hop artist
3 play the guitar
4 speak Chinese
5 sing like a rock star
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Name
Score: /
Mastery Test Units 7–9
13 Look at the chart. Answer the questions.
Megan Scott
boring cool boring cool
tennis ✓ ✓
hip-hop dancing ✓ ✓
baking cakes ✓ ✓
playing the guitar ✓ ✓
Example: What does Megan think of hip-hop dancing?
She thinks it ’s cool.1 What does Scott think of hip-hop dancing?
2 What does Megan think of baking cakes?
3 What does Scott think of baking cakes?
4 What do Megan and Scott think of tennis?
5 What do Megan and Scott think of playing the guitar?
14 Name one thing you would really like to learn to do. Explain why. Write three or four sentences.
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82 Level 4
Name Final Exam Level 4
Listening
138
Listen and check (✓).
1 How often does he have a flute lesson? a once a week b twice a week.
2 How often do they go on a vacation? a once a year b every summer.
3 How often does he help clean the house? a every day b once a week.
4 How often does he go to the dentist? a every six months b twice a week.
239
Listen and check (✓).
340
Listen and write.
1 Special day: 2 Going to eat: 3 Going to watch a movie about: 4 Evening plans: 5 Teacher’s hair:
1 a b
3 a b 4 a b
2 a b
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Level 4 83
Name Final Exam Level 4
Reading
4 Match the sentences with the correct ailments. Draw lines.
1 My eyes are red and I am sneezing.
2 I fell on the playground. My knee is sore and bleeding.
3 My head hurts. I have to lie down and close my eyes.
4 My throat hurts and I have a fever.
cut
sore throat
allergies
headache
5 Read the chart. Answer the questions. Write sentences.
Sleeping Eating Exercising
Sarah stays up late lots of fruits and vegetables
rides bike, plays tennis
Ericsleeps 8–9 hours every night
lots of candyplays computer games, watches TV
Juan stays up latelots of soda and sweet snacks
plays basketball and baseball
1 What should Sarah do to take better care of herself?
2 What should Eric do to take better care of himself?
3 What shouldn’t Juan do to take better care of himself?
6 Complete the sentences. Circle the correct word.
1 I drink plenty of water and take good care of myself / ourselves.
2 She needs more sleep. She doesn’t take care of yourself / herself.
3 Jenny, Fred, and I are trying to take better care of ourselves / themselves.
4 One way you can take better care of himself / yourself is to get more exercise.
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84 Level 4
Name Final Exam Level 4
Writing
7 Look at the pictures. Choose the right words from the box.
Andean condor angler fish tarsier volcano rabbit
1 They live in South America.
2 They live in Southeast Asia.
3 They live in volcanoes in Mexico.
4 They live in the oceans of the world.
8 Replace the words in bold. Rewrite the sentences. Use the words from the box.
hers mine ours yours
1 My friend’s hair is shorter than my hair.
2 Your dog is bigger than Abby’s dog.
3 Their school is bigger than our school.
4 Rick’s backpack is heavier than your backpack.
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Name
Score: /
Final Exam Level 4
9 Complete the sentences. Write are or were.
1 How many books on the table yesterday?
How many books on it today?
2 How many children in your school this year?
How many children there a year ago?
3 How many chimpanzees there today?
How many chimpanzees there 100 years ago?
10 Complete the sentences. Use a form of the word in parentheses.
1 Ben’s collection of toy cars has the model I have ever seen. (small)
2 Stacey found some shells that are than the ones she usually collects. (big)
3 John’s coin collection includes the coin ever found in this country. (old)
4 Suzanne’s doll collection is than many others, but it has some wonderful dolls! (new)
11 Why are many animals endangered? Give two or three reasons. Write sentences.
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86 Level 4
Speaking Assessment Prompts Final Exam
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Level 4 87
Speaking Assessment Prompts Final Exam Teacher’s Notes
1 Have the student describe what they can see in the picture. Point to different rooms in the house. Ask: What room is this? What furniture can you find in a kitchen? …in a bathroom? …in a living room? …in a bedroom?, etc. Ask: What furniture is in your bedroom? / living room?, etc.
2 Have the student look at the other things in the picture. Ask: What are the children doing? What is he/she doing? What do you like doing? What do you like doing in winter? / summer?
3 Ask the student: What food is the family eating for their picnic? What is your favorite food? What food do you have on a picnic? Do you like…? Do your parents like…? What food do you have for special occasions?
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Answer Key and Audioscript Level 4
88 Level 4
Diagnostic Pre-Test
1. 1. T, 2. T, 3. F, 4. T, 5. T 2
1. Leo always does his homework. 2. Leo usually cleans his room. 3. Leo never makes his bed. 4. Leo never washes the dishes. 5. Leo sometimes makes his bed.
2. 1. b, 2. b, 3. a, 4. b 3
1. A: Hi, Tom. What did you do last weekend?
B: I went to an art gallery with my mom. A: Did you like it? B: Yes. The paintings were amazing!
2. A: How was the school theatre trip yesterday?
B: It was really good. A: What play did you see? B: It was a play by Shakespeare.
3. A: Hi, Kelly. B: Hi, Mom. A: Did you have a good time with your
friends this weekend? B: It was amazing. I saw so many
interesting animals. The penguins were my favorite.
4. A: Where did you go during vacation? B: I went to a national park with my
parents. A: Cool. What did you do there? B: I went on a hike with my family and we
learned a lot about rocks!
3. 1. c, 2. d, 3. a, 4. b 4
1. A: What time does your sister wake up? B: She always wakes up at seven thirty in
the morning. Then she gets up, washes her face, and eats breakfast with the family.
2. A: What do you normally do in the evening?
B: I sometimes play video games, but I normally watch TV with my parents. We finish dinner at eight and I help wash the dishes. Then at eight fifteen we usually watch a movie together.
3. A: When do you do your homework? B: Usually I start at five and I finish by five
thirty.4. A: What sports does your best friend like
to play? B: Sally? Well she loves to play outside. She
plays baseball, basketball and soccer. A: Oh, does she go to soccer practice? B: Yes, she does. It starts at four
forty-five.
4. 1. firefighter, 2. fire station, 3. officer, 4. police station, 5. hospital
5. 1. after breakfast. 2. cat at seven thirty in the morning. 3. to soccer practice on Sunday morning. 4. go to a piano lesson. 5. for a test.
6. 1. was, It was hot and sunny. 2. is, It is warm and rainy. 3. is, It is cool and cloudy. 4. was, It was cold and windy.
7. 1. any, 2. some, 3. some, 4. Did, 5. do, 6. does
8. 1. old, 2. new, 3. big, 4. small, 5. long, 6. short, 7. fast, 8. slow
9. 1. Saturday, 2. fall, 3. evening, 4. never, 5. April
11. 1. Does she like doing the dishes? 2. What does your dad do? 3. I never walk the dog on Sundays. 4. Did they get any exercise yesterday? 5. She gets dressed at seven fifteen.
Unit 1 Practice Test
1. 1. c, 2. d, 3. a, 4. b
2. 1. Jose, 2. Jaime, 3. Abby, 4. Lisa, 5. Buster 6. Ms. Francis
5
A: Look at Jaime and Jose. Jose is smaller than Jaime.
B: Yes. But my brothers are both taller than me!
C: They are, Abby. But I am taller than you!B: Yes. That’s true. You are taller than me, Lisa.A: I think I am taller than all of you!
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Answer Key and Audioscript Level 4
Level 4 89
D: Yes, Ms. Francis, you are taller than everyone.
A: And little Buster is smaller and younger than everyone!
D: Yes, I am!
3. 1. older, 2. taller, 3. heavier, 4. longer
4. 1. My backpack is heavier than yours.2. My hair is longer than hers. 3. Their house is bigger than ours.4. Our dog is friendlier than theirs. 5. Your sister is taller than mine. 6. My cousin is older than his.
Unit 1 Unit Test
1. 1. a, 2. b, 3. a 6
1. Your friend has long straight hair and wears glasses.
2. My sister is serious and has long straight hair.
3. My cousin is funny and has a heavy backpack.
2. 1. taller, 2. curly OR short, 3. short OR curly, 4. straight OR long, 5. long OR straight, 6. glasses, 7. funny
3. 1. funny, 2. friendly, 3. shy, 4. smart
4. 1. My sister’s hair is longer than mine. 2. Your dog is bigger than his.3. Our school is older than theirs.4. My backpack is heavier than yours.
Unit 2 Practice Test
1. 1. She’s going to basketball practice. 2. We’re going to Grandpa’s farm.3. They’re going to ride bikes with a friend. 4. He’s taking me to the dentist!
2. 1. c, 2. a, 3. a
3. 1. Where, 2. What, 3. What, 4. Where 7
1. Where is she going on Saturday?2. What are you going to do at the park?3. What is your brother doing after school?4. Where does she play soccer?
4. 1. Saturday and Sunday, 2. every, 3. week, 4. twice
Unit 2 Unit Test 1. 1. twice a month, 2. once a year,
3. on Saturdays, 4. twice a year 8
1. A: How often do you go to the movies? B: I go to the movies twice a month.
2. A: How often does your family go on vacation?
B: We go on vacation once a year. 3. A: How often do you help clean the house?
B: I help clean the house on Saturdays. 4. A: How often do you go to the dentist?
B: I go to the dentist twice a year.
2. 1. He takes out the garbage on Thursdays.2. She walks the dog every morning. 3. She does laundry on Saturdays. 4. They wash the dishes three times a week.
3. 1. Luke cleans his room 2. Luke has guitar lessons after school 3. Possible answers: Luke makes his bed, helps
make dinner, takes out the garbage, practices the guitar
4. Possible answers: Once or twice a year: go on vacation, go to the dentist Once a week: go shopping, watch a movie Every day: eat dinner, clean my room; student’s own answers
6. 1. What do you do (after school) on Friday?2. Where are they going?3. What are you doing?
Unit 3 Practice Test 1. 1. b, 2. a, 3. b, 4. a, 5. a
9
1. Try some spicy chicken curry for dinner. 2. Pasta with tomatoes and vegetables is very
healthy. 3. Chinese steamed buns are delicious any time. 4. Cereal with cold milk makes a quick
breakfast. 5. You can have eggs in tortillas all over
Mexico.
2. 1. I would, 2. she would, 3. he wouldn’t, 4. they would, 5. we wouldn’t
3. 1. would, 2. like, 3. I’d, 4. would, 5. to try
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Answer Key and Audioscript Level 4
90 Level 4
Unit 3 Unit Test
1. a. 4, b. 1, c. 5, d. 3, e. 2, f. 6 10
1. I’d like cereal with milk. 2. We’d like steamed buns.3. I’d like a grilled cheese sandwich.4. They’d like pasta with vegetables.5. We’d like eggs in tortillas.6. He’d like some spicy chicken curry.
2. 1. Would, 2. like, 3. would, 4. like, 5. would, 6. to try, 7. I’d, 8. Do, 9. like, 10. do
3. 1. a, 2. d, 3. b, 4. c
Units 1–3 Mastery Test
1. 1. no, 2. no, 3. yes, 4. yes 11
1. My friend has short hair and wears glasses. 2. My sister is serious and has short
curly hair. 3. My brother is tall and serious. 4. My cousin is funny and wears glasses.
2. 1. funnier, 2. younger, 3. heavier, 4. longer
3. 1. Joe, 2. Lisa, 3. Buster, 4. Ms. Francis
4. 1. Their house is bigger than ours. 2. My hair is curlier than hers.3. My backpack is not heavier than yours. 4. Our dog is older than theirs. 5. Your sister is taller than mine. 6. My bike is newer than his.
5. 1. serious, 2. friendly, 3. shy, 4. smart, 5. funny
6. 1. a, 2. b, 3. b 12
1. A: It’s your birthday. What are you doing to celebrate?
B: I’m having a meal with my family.2. A: Where are you going this summer? B: I’m going on vacation with my family.
We’re going to take our kayaks.3. A: What are you doing tonight? B: We are going to watch a movie at home.
7. 1. b, 2. c, 3. b
8. 1. every, 2. weekends, 3. summer, 4. year, 5. twice
9. 1. a, 2. b, 3. b
10. 1. I would, 2. she would, 3. he wouldn’t, 4. they would, 5. we wouldn’t
11. 1. b, 2. a, 3. d, 4. c
Unit 4 Practice Test
1. 1. a, 2. b, 3. a 13
1. I love summer, but the plants make me sneeze because I have an allergy.
2. I shouldn’t eat so many sweets! Now I have such a bad toothache!
3. I have a sore throat and headache and I feel very hot.
2. 1. shouldn’t, 2. should, 3. should, 4. shouldn’t, 5. should, 6. shouldn’t
3. 1. allergies, 2. sore throat, 3. headache, 4. cut, 5. stomachache
4. 1. headache, 2. exercise, 3. fruits and vegetables, 4. allergies
6. 1. Should I go to the dentist?2. What should I do for a sore throat?3. She could take better care of herself.4. You shouldn’t eat so much chocolate.
Unit 4 Unit Test
1. a. 3, b. 1, c. 4, d. 2 14
1. I have a stomachache.2. She has a fever. 3. He has a toothache.4. I have a cough.
2. 1. should, 2. should, 3. shouldn’t, 4. should, 5. shouldn’t
3. 1. Cherie should get enough sleep. 2. Possible answers: William should eat healthy
meals. William should play less computer games and watch less TV.
3. Possible answers: Carlos shouldn’t stay up late. Carlos shouldn’t eat lots of candy.
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Answer Key and Audioscript Level 4
Level 4 91
4. 1. Becky: stomachache, 2. Daniel: allergies, 3. Rashid: sore throat, 4. Daisy: headache, 5. Robert: cut, 6. Claire: fever
15
1. Becky is sad because she can’t eat anything. She has a stomachache.
2. Daniel is sad because his eyes are watering and he can’t go outside to play. He has allergies.
3. Rashid is sad because his throat hurts and he can’t talk. He has a sore throat.
4. Daisy is sad because her head hurts and she can’t read. she has a headache.
5. Robert is sad because he fell and hurt himself on the playground. He has a cut.
6. Claire is sad because she feels very hot and has a bad headache. She has a fever.
5. 1. myself, 2. herself, 3. ourselves, 4. yourself, 5. himself
Unit 5 Practice Test
1. 1. a, 2. a, 3. b 16
1. I live on islands in the Pacific Ocean.2. I fly over the mountains in South America.3. I live in Australia. My name is the same as the island that is south of Australia.
2. 1. there were, there are; 2. there are, There were; 3. there were, there are; 4. there were, there are
3. 1. a volcano rabbit, 2. an angler fish, 3. a tarsier
4. 1. How many tigers were there 100 years ago?2. How many cheetahs are there today?3. How many polar bears were there 100
years ago?
Unit 5 Unit Test
1. a. 3, b. 1, c. 4, d. 2 17
1. volcano rabbit2. Tasmanian devil3. Andean condor4. angler fish
2. 1. There were, 2. there are, 3. How many, 4. There were, 5. there are, 6. How many
3. 1. are, 2. were, 3. are, 4. are, 5. is, 6. is
Unit 6 Practice Test
1. 1. b, 2. a, 3. a 18
1. People used to cook with a coal stove. 2. People used to wash clothes by hand. 3. Today people watch TV.
2. 1. No, they didn’t, 2. phones with operators, 3. Did people watch TV, 4. Did people have
microwaves
3. a. 5, b. 4, c. 6, d. 3, e. 2, f. 1 19
1. People used to travel by horse and buggy. 2. Today we travel by car.3. Today we watch TV.4. We used to listen to the radio. 5. Our grandparents didn’t use to have cell
phones.6. Our grandparents used to use a phone
with an operator.
4. 1. Did, 2. did, 3. didn’t, 4. did, 5. used to, 6. Did, 7. used to
5. 1. People used to travel by horse and buggy. 2. People used to use oil lamps.3. People used to wash clothes by hand.4. People used to cook on coal stoves.5. People used to use phones with operators.
Unit 6 Unit Test
1. 1. b, 2. a 20
1. A: How did people use to travel, Kate? B: They used to travel by horse and buggy.
2. A: Did people use to cook with microwaves?
B: Ha! Of course not! They used to cook on coal stoves.
2. 1. Before, we used phones with operators.2. Then, we washed clothes by hand. 3. Long ago, people used a horse and buggy.4. People used to cook on coal stoves.
3. 1. didn’t, 2. did, 3. used to, 4. Did, 5. didn’t, 6. didn’t, 7. did, 8. use to
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Answer Key and Audioscript Level 4
92 Level 4
4. a. 4, b. 2, c. 3, d. 1 21
1. People used to listen to the radio.2. We didn’t have electric lights. We used to
use oil lamps.3. Our grandparents used a phone and an
operator to call friends and family.4. I remember I used to write letters when I
was a child. We didn’t have email then.
5. 1. People used to use phones with operators.2. People used to listen to the radio.3. People used to use oil lamps.
Units 4–6 Mastery Test
1. 1. b, 2. b, 3. a 22
1. He has a sore throat.2. She has a stomachache.3. He has a cut.
2. 1. stomachache, 2. allergies, 3. sore throat, 4. headache, 5. toothache, 6. cut
3. 1. should, 2. shouldn’t, 3. should, 4. should, 5. shouldn’t
4. 1. himself, 2. yourself, 3. themselves, 4. ourselves, 5. myself
5. 1. a coconut crab, 2. an angler fish, 3. a volcano rabbit
7. 1. How many, There were; 2. How many, There are; 3. How many, there are; 4. How many, There are; 5. How many, there are; 6. How many, There are
8. 1. F, 2. T, 3. T, 4. F
9. 1. a, 2. b, 3. b 23
1. Today, we use washing machines to clean clothes.
2. We used to use oil lamps.3. We used to use phones and an operator.
10. 1. oil lamps, 2. horse and buggy, 3. cell phones, 4. by hand, 5. coal stove, 6. listen to the radio
11. 1. Today, we use washing machines. 2. Today, we use electric lights. 3. Today, we use microwaves.4. Today, we watch TV.5. Today, we use cell phones.
12. a. 6, b. 5, c. 3, d. 2, e. 4, f. 1Long Ago: b, c, fToday: a, d, e
24
1. Long ago we used to cook by coal stove.2. Today we use washing machines.3. My grandparents’ parents used oil lamps.4. We use a microwave to cook our food
today.5. Many years ago we used to wash our
clothes by hand.6. We have electric lights in our houses now.
Unit 7 Practice Test
1. 1. a, 2. d, 3. f, 4. b, 5. e, 6. c 25
1. A: Hi Toby. B: Hi. A: What are you going to do for
Valentine’s Day? B: I’m going to make some cards with
hearts on for all our classmates. 2. B: What are you going to do for your
birthday, Barry? A: I don’t know. I hope I’m going to get
some presents and a chocolate birthday cake!
3. C: It’s my parent’s anniversary on Saturday. What can I give them?
D: Why don’t you make them a card and buy some flowers?
C: Yes. Good idea. 4. B: Hi Sam.
D: Hi Toby. B: What are you going to do for New Year’s
Eve? D: I’m going to stay up late and watch the
fireworks.5. E: I’m going to plant a tree for Earth Day
this year. What about you, Toby? B: I’m going to watch an Earth Day parade.
6. F: What are you going to do for Independence Day, Will?
E: My family are going to have a big party. What are you going to do?
F: I don’t know. E: Would you like to come to our party? F: Oh, yes. That would be great.
Thank you.
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Answer Key and Audioscript Level 4
Level 4 93
2. 1. birthday, 2. anniversary, 3. twentieth, 4. Twenty, 5. first
3. a. 1, b. 2, c. 3 26
1. A: When is Patches going to see the vet? B: He’s going to see the vet on
Monday 5th.2. A: When are you going to the dentist?
B: I’m going on Tuesday 13th. Wish me luck!
3. A: When are you going to Spain? B: I’m going on Saturday 8th.
4. 1. a, 2. b, 3. b
Unit 7 Unit Test 1. 1. b, 2. a
27
1. At 12:00 we cheer! It’s a new year!2. Today we want to celebrate two people
who we think are great!
2. 1. We’re going to see the play on Sunday afternoon.
2. He’s going to finish the painting next Wednesday.
3. I’m going to give my report this Monday.
3. 1. c, 2. b, 3. b 28
1. A: When are you going to play basketball? B: I’m going to play basketball on
Thursday 20th.2. A: When are you going on vacation?
B: I’m going on Saturday 16th.3. A: When are you going to finish your
report? B: I’m going to finish my report on
Monday 24th.
4. 1. on, 2. on, 3. are, 4. going, 5. going, 6. Are, 7. going, 8. are, 9. going
Unit 8 Practice Test
1. 1. e, 2. b, 3. f, 4. c, 5. a, 6. d
2. 1. oldest, 2. better, 3. biggest, 4. smaller 29
1. A: Have you seen Rocco’s collection of toy cars?
B: Yes. It is the oldest collection I have ever seen.
2. A: Did you find some shells, Daisy? B: Yes, I did. I found some shells that are
much better than the ones I usually collect.
3. A: Wow, Barry! Those coins are enormous! B: Yes, they are. They are the biggest coins
ever found in this country.4. A: What is different about Joan’s doll
collection? B: It’s smaller than many others, but it has
some wonderful dolls!
3. 1. fast, 2. faster, 3. tallest, 4. good, 5. best, 6. better
Unit 8 Unit Test
1. 1. a, 2. b, 3. b, 4. a 30
1. Coin collectors use special notebooks to keep each coin safe.
2. This collection has some of the smallest dolls ever made.
3. Every movement of a dancer’s head and arms is important.
4. Some people think that chess is more difficult than any other game.
2. 1a. best, b. better, c. good2a. worse, b. worst, c. bad
3. 1. oldest, 2. better, 3. best, 4. larger
4. 1. biggest, 2. bigger, 3. coolest, 4. smaller, 5. good
Unit 9 Practice Test
1. 1. c, 2. b 31
1. A: What would Bess and Sue like to learn? B: They’d like to learn how to build
a robot.2. A: What would Anna like to learn?
B: She’d like to speak Chinese.
2. 1. I’d like to learn to play tennis.2. I’d like to learn to build a robot.3. I’d like to learn to play the guitar. 4. I’d like to learn to bake a cake.
Z01 Big English ASB 4 Global Refresh 2E 3096.indd 93 02/09/2017 09:20
Answer Key and Audioscript Level 4
94 Level 4
4. Lucy Henryboring fun boring fun
tennis ✓ ✓
ballet ✓ ✓
baking cakes ✓ ✓
learning Chinese ✓ ✓
1. He thinks it’s boring. 2. She thinks its boring. 3. They think it’s boring. 4. They think it’s fun.
32
A: Hi Lucy and Henry. I’m doing a survey about different activities. Can I ask you some questions?
B & C: Yes, of course.A: Lucy, what do you think of tennis?B: Mm. I don’t like tennis. I find it really
boring.A: And you, Henry?C: Me, too. I don’t like sports at all.A: Okay. What about ballet, Lucy?B: I love ballet. I think it’s great fun.A: And Henry. What about you?C: Ballet!! I hate ballet. It’s so boring.A: Fine. Okay…let’s move onto the next
question. So, what do you think about cooking?
B: Well, I’m not a big fan of cooking at all and worst of all is baking cakes. I find that really, really boring!
A: And you, Henry?C: Actually, I’m the opposite. I really like
cooking and baking cakes is my speciality! I find it such fun.
A: Okay. Last question. What do you think of learning Chinese. You first, Lucy.
B: Chinese! I love learning Chinese. It’s so different to anything else I do and it’s such fun!
A: Henry?C: I’m in the same class as Lucy for Chinese.
Our teacher is amazing. She makes the classes such fun. I love it.
A: That’s great. Thank you for your time. Bye.B & C: Bye
Unit 9 Unit Test
1. 1. c, 2. b, 3. b 33
1. It’s cool to play tennis.2. It’s really difficult to skateboard well.3. It’s fun to bake a cake.
2. 1. John, 2. Sam, 3. Tina, 4. Jenny
3. 1. like to learn to, 2. know how to, 3. like to learn to, 4. do you think of
Units 7–9 Mastery Test
1. 1. c, 2. d, 3. a, 4. b 34
1. A: What do you do for your parents’ anniversary?
B: We give cards to our parents.2. A: What do you do on your birthday?
B: I get presents and a cake.3. A: What do you do for Valentine’s Day?
B: We make cards with hearts for all our classmates.
4. A: What do you do for New Year’s Eve? B: We watch fireworks and have a party.
2. 1. I’m going to buy the presents on Saturday morning.
2. We’re going to watch the parade next week.3. She’s going to send the card this Monday.
3. 1. better, than, best; 2. worse, worst
4. 1. on, 2. on, 3. Are, 4. going, 5. are, 6. Are, 7. going, 8. going
5. 1. a, 2. a, 3. a 35
1. A: Hey Jan, what are you doing? B: I’m getting ready for Earth Day. We’re
going to have a big party outside.2. A: Who is that enormous cake for?
B: It’s for my grandparents. They are celebrating their 50th Anniversary.
3. A: Who are you making those cards for? B: For my mom and dad. It’s Valentine’s
Day tomorrow!
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Answer Key and Audioscript Level 4
Level 4 95
6. 1. a, 2. b, 3. b 36
1. Meg is a bad singer.2. Claire is the best basketball player in our
class.3. Tina is the best writer in her class.
7. 1a. best, b. better, c. good 2a. bad, b. worse, c. worst
8. 1. A stamp collection is more interesting than a coin collection. OR A coin collection is more interesting than a stamp collection.
2. The most popular hobby in my country is chess. OR Chess is the most popular hobby in my country.
3. I am more intelligent than my brother.4. My teacher is more organized than yours.
9. 1. biggest, 2. oldest, 3. smaller, 4. newer
10. 1. d, 2. a, 3. c, 4. b 37
a. I’m good at singing. I’d like to learn to sing like a rock star.
b. I think science is cool. I’d like to learn to build a robot.
c. I’m good at computers. I’d like to learn to make a website.
d. I like all kinds of music. I’d like to learn to play the piano.
11. 1. like to learn to, 2. know how to, 3. like to speak, 4. do you think of, 5. think
12. 1. sing like a rock star, 2. speak Chinese, 3. draw comic books, 4. dance like a hip-hop artist, 5. play the guitar
13. 1. He thinks it’s boring. 2. She thinks it’s boring. 3. He thinks it’s cool. 4. They think it’s boring. 5. They think it’s cool.
Level 4 Final Exam
1. 1. b, 2. a, 3. b, 4. a 38
1. A: Hi. I’m Kate. I’m doing a survey about how often people do different things. May I ask you a few questions?
B: Of course. A: Okay. Number one. How often do you
have a flute lesson? B: I have a flute lesson twice a week.
2. A: Okay. Thank you. Number two. How often do you go on vacation?
B: Not very often. My family normally go on vacation once a year.
3. A: Number three. How often do you help clean the house?
B: I should probably help more than I do…mmm… once a week, maybe.
4. A: Okay. And number four. How often do you go to the dentist?
B: Ugh! I have to go every six months.
2. 1. a, 2. b, 3. a, 4. b 39
1. I would like some pasta with vegetables.2. I would like some eggs in tortillas.3. I would like some rice and beans.4. I would like some steamed buns.
3. 1. Father’s Day, 2. grilled cheese sandwich, 3. black rhinos, 4. going to a wedding, 5. wavy, blond
40
1. A: Hi, Emma. Are you going somewhere? B: Yes, I’m going to get my dad a card. A: Is it his birthday? B: No, it isn’t. It’s Father’s Day tomorrow
and we’re going to have a special lunch! A: You’re right! I’ll get mine a card, too.
2. A: Are you going to eat something special? B: I’d like to have chicken curry but my
dad doesn’t like it. A: So, what will you have? B: His favorite... grilled cheese sandwich!
3. A: And how are you going to celebrate? B: I have two movies about black rhinos
and chimps. My dad loves both animals. A: Oh. So, which one will you choose? B: The one about black rhinos is more
interesting, so we’ll watch that.
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Answer Key and Audioscript Level 4
96 Level 4
4. A: And what about your evening? What’s on your schedule?
B: I have somewhere special to go. A: Really? Where? B: I’m going to a wedding at 7 o’clock.
5. A: Really? Who’s getting married? B: My Chinese teacher’s getting married. A: Oh, the one with the curly, dark brown
hair? B: No, that’s my guitar teacher! The other
one, with the wavy, blond hair.
4. 1. allergies, 2. cut, 3. headache, 4. sore throat
5. 1. Possible answer: Sarah should sleep 8–9 hours every night.
2. Possible answers: Eric should eat lots of fruits and vegetables. Eric should exercise. Eric should play less computer games and watch less TV.
3. Possible answers: Juan shouldn’t stay up late. Juan shouldn’t have lots of soda and sweet snacks.
6. 1. myself, 2. herself, 3. ourselves, 4. yourself
7. 1. Andean condor, 2. tarsier, 3. volcano rabbit, 4. angler fish
8. 1. My friend’s hair is shorter than mine. 2. Your dog is bigger than hers. 3. Their school is bigger than ours. 4. Rick’s backpack is heavier than yours.
9. 1. were, are; 2. are, were; 3. are, were
10. 1. smallest, 2. bigger, 3. oldest, 4. newer
Z01 Big English ASB 4 Global Refresh 2E 3096.indd 96 02/09/2017 09:20
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BIGENG2E_L4_ASS_CVR.indd 2 04/08/2017 09:53