Movers Practice Tests Plus Teacher''s Guide A

Rosemary Aravanis
Practice
Tests
Plus Teacher’s Guide
Rosemary Aravanis
Teaching not just testing
Movers
Young Learners English
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Pearson Education Limited
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Harlow
Essex CM20 2JE
England
and Associated Companies throughout the world.
www.pearsonelt.com
© Pearson Education Limited 2012
The right of Rosemary Aravanis to be identied as author of this Work has been
asserted by her 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 2012
ISBN: 978-1-4082-9941-8

Set in Sassoon Sans.
Printed in Slovakia by Neograa.
Acknowledgements
The publishers and author would like to thank the following people and institutions
for their feedback and comments during the development of the material:
Drew Hyde and Adrian Castro and the Frances King School of English.
Author Acknowledgements
Many thanks to Tessie and Karen for their useful advice and all their hard work. It is
much appreciated.
Illustrated by Quadrum Solutions.
Cover Image reproduced here by permission of Cambridge ESOL. This image is drawn
from the CYLE Tests Sample Papers, published by Cambridge ESOL, 2006.
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Contents
Introduction 4
Teacher’s Notes
Test 1 8
Test 2 36
Test 3 58
Test 4 80
Test 5 102
Photocopiable worksheets 124
Movers grammar and structures list 138
Movers alphabetic vocabulary list 139
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4
Introduction
Introduction

heoun earnersnlish ractice Tests lus
series is imed t students ed  yers
ho re rerin for the mride oun
ernersnlishests t consists ofthreeleels
Starters Moers nd lyers
he  ests re suitle for lerners of ll
ntionlities hose rst lnue is not nlish
hteer their culturl cround hey coer
ll four lnue sills  redin ritin listenin
nd sein nd include  rne of tss hich
ssess cndidtes ility to use nd communicte
effectiely in nlish ll cndidtes ho comlete
their test receie n rd hich focuses not on
ht they cant do ut on ht they can do he
rd certicte hs  shield score oundry hich
outlines indiidul ttinment he mride
oun erners ests re lined ith the ommon
uroen rmeor of eferences for nue t
leels  nd  hey lso roide n rorite
rst ste tords the min mride  ems
(K nd )
■■ Components
he comonents of oun earners nlish ractice
Tests lus re
•■ he Student’sBook hich contins e rctice
tests ch test is diided into three sections
istenin edin  ritin nd ein
echers my ish to use some of the tests s
clssroom rctice ctiities efore doin the
others under em conditions

•■ he Teacher’s■Book hich contins n oerie
nd techin tis for ech rt of the test
reduced es of thetudents ooith
emedded nsers in lce echin uidelines
for ech test ein frme for ech test
iin rocedures nd lnue to use in ech
sein test  hotocoile orsheets
ith echers otes  rmmr structures
nd oculry lists est  of ech leel hs
suested rmu ctiities nd orsheets
echers cn choose hen to use these ith
est only or throuhout ll e tests
•■ he Multi-ROM hich includes the udio for
the istenin tests the udioscrits ideo
ofein test  ndideotrnscrits he
ideo of the ein test on the multi
toether ith the ein frme in the
echers oo is desined to ie techers 
detiled emle of ho to o out roidin
students ith relistic rctice for the
eintest
■■ Movers■Listening■Test■
Overview
Parts■■
(25■minutes)
What■is■the■
skills■focus?
What■does■the■
child■do?
 ( uestions) istenin for

nmes nd
descritions
rs lines to
mtch nmes
to eole in 
icture
 ( uestions) istenin
for nmes
sellins
nd other
informtion
rites ords
or numers in
s
 ( uestions) istenin
for secic
informtion
rs lines
from dys of
the ee to
correct ictures
 ( uestions) istenin
for secic
informtion
ics  o
under the
correct icture
 ( uestions) istenin for
ords colours
nd secic

informtion
olours drs
or rites
somethin on
the icture
Guidance
Part■1
•■ tudents need to no the rne of childrens
nmes they re liely to encounter in the test
hese include the nmes ne to Moers (oys
red ac im ohn aul eter harlie. irls aisy
ane Mary Sally icy ily) nd lso the nmes
from Starters.
•■ hey should loo t the icture(s) efore the
uestions strt hey should e encoured to
redict ho ech chrcter my e descried
•■ hey need to no tht they ill her
descritions of eoles clothes nd hysicl
ernce s ell s comments on ht the
eole re doin
Part■2
•■ tudents nd this notetin eercise
chllenin ie them s much rctice
s ossile
•■ tudents need to no the menin of the
ordsin the Starters nd Moers oculry lists
(see es ) hey lso need to no ho
to sell the ords correctly
•■ tudents need lenty of rctice ith the
lhet nd sellin

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Introduction
5
Introduction
Part■3
•■ tudents should red the instructions crefully
s these set the contet nd tell students ht
to do
•■ hey need to listen crefully n some cses the
children on the recordin ill mention thins
from more thn one icture ut only one icture
is correct
Part■4
•■ his rt coers  ide rne of rmmr nd
oculry (rorite to this leel) e sure
the oculry nd structures in the Starters nd
Moers syllus he een ell coered on the
course (see es )
•■ tudents should no tht the nser my come
t the einnin of the diloue in the middle or
t the end ncoure them to listen to the hole
diloue efore choosin n nser
Part■5
•■ tudents need to he their coloured encils
redy for this
•■ hey need to no the rne of colours used
(lac lue ron reen rey orane pin purple
red yello
•■ hey need to no tht they ill lso rite or
dr somethin on the icture he ords ill e

n esy ord to sell nd the icture n esy one
to dr
•■ tudents need to e re of reositions of
lce for this eercise (e net to ehind on
under etc)
Teaching■Tips■
•■ e sure students no hts eected of
them in ech rt ed the instructions nd
listen to the emle use the  to chec
students understnd
•■ lys ly the recordin tice f necessry
ith the rst to or three tests ly the
recordin  third time
•■ hen checin nsers me use of the
udioscrit ie students  coy of it nd then
ly the recordin in tudents listen nd
red to chec their nsers
■■ Movers■Reading■&■Writing■Test
Overview
Parts
(30■minutes)
What■is■the■
skills■focus?
What■does■the■
child■do?
 ( uestions) tchin
short
denitions
to ords nd
ictures

ritin ords
oies the
correct ord
net to the
denition
 ( uestions) edin
sentences
out 
icture
ritin one
ord nsers
rites yes or no
 ( uestions) edin 
diloue nd
choosin
the correct
resonse
hooses
the correct
resonse y
circlin  letter
 ( uestions) edin
for secic
informtion
nd ist
oyin ords
hooses nd
coies missin
ords correctly
ics  o

to choose the
correct title for
the story
 ( uestions) edin 
story
omletin
sentences
omletes
sentences
out  story
y ritin one
to or three
ords
 ( uestions) edin nd
understndin
 fctul tet
oyin ords
omletes
 tet y
selectin the
correct ords
nd coyin
them in the
s
Guidance
Part■1
•■ tudents need to e ien rctice in redin
nd understndin ord denitions e sure
students re fmilir ith the lnue tyicl
of denitions or emle the use of you nd can

(e ou can eat this in a ol) reltie cluses nd
the innitie of urose
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Introduction
6
Introduction
•■ tudents should e ien lenty of rctice
coyin ccurtely ie them coyin tss in
clss nd for homeor
•■ tudents need to me sure they include the
rticle in their nser if there is one
Part■2
•■ ie students rctice mtchin true or flse
sentences ith ictures
•■ ncoure students to red the sentences
crefully nd to loo ery closely t the icture
efore decidin on n nser emind them tht
the sentence must e comletely true for the
nser to e yes
Part■3
•■ ie students lenty of rctice redin nd
cretin short diloues
•■ emind them to red ll the nser otions
efore choosin the est one
Part■4
•■ ell students to red the hole tet rst to et 
enerl ide of ht it is out
•■ tudents should red the hole sentence efore
choosin the riht ord for the  hey should
then red the comleted sentence to see if it

mes sense
•■ emind students tht the ord they choose
needs to e the riht rt of seech nd in the
riht tense
Part■5
•■ ncoure students to use the ictures to hel
them follo the story
•■ ie students rctice in understndin ersonl
ronouns  ie ht nd ho they refer to in the
story
•■ tudents should not use more thn three ords
in ech 
•■ ncoure students to red the comleted
sentences to me sure they me sense
Part■6
•■ ollo the uidnce for rt 
•■ tudents need to understnd ronouns uiliry
ers nd reositions
•■ ocus on different er forms in  sentence
(e resent simle st simle nd resent
continuous the innitie er  in)
Teaching■Tips■
•■ e sure students no hts eected of
them in ech rt ed the instructions nd
the emle nd chec students understnd
•■ rs re often lost ecuse letters ndor
ords re not ritten clerly tudents should
chec tht their hndritin is cler nd they
should e ien lenty of hndritin rctice
ncoure them to rint rther thn use oined

u ritin hich cn e uncler
•■ ell students to rite only s much s is needed
in ech  rs cn e lost hen students
ttemt to rite more thn is necessry s it
often leds to more mistes ein mde
•■ ech your youn students to mne their time
ell et time limits in clss so tht they cn
eerience the limited time of the em his ill
hel students concentrte nd e less distrcted
y other thins
•■ e sure students re fmilir ith the
structures nd oculry in the Starters nd
Moers syllus (see es )
■■ Movers■Speaking■Test
Overview
Parts
(5-7■minutes)
What■is■the■
skills■focus?
What■does■the■
child■do?
 escriin to
ictures usin
short resonses
denties four
differences
eteen to
ictures
 Understndin
the einnin

of story
ontinuin the
story usin the
icture romts
roided
escries ech
icture in turn
 uestin
hich icture of
four is different
nd syin hy
denties the
oddoneout
nd ies 
reson
 Understndin
nd resondin
to ersonl
uestions
nsers
ersonl
uestions
Guidance
Part■1
•■ he differences in the to ictures my e
relted to colour sie numer ositions
ernce or ctiity e This chair is lac ut
this ones hite. Here its sunny ut here its cloudy
(or here it isnt. Here there are to trees ut here
there are three.

A01_PTP_CYLET_TB_MOVGLB_6608_FM.indd 6 23/03/2012 10:28
Introduction
7
Introduction
•■ imler nsers re lso ccetle e Here to
and here three (ith the student ointin to the
differences in the ictures)
Part■2
•■ miners re not looin for storytellin sills
 fe ords out ech icture re ll tht is
reuired
•■ t is not necessry for students to ttemt to
erlly lin the ictures either hey cn oint
to ech icture s they re descriin them
e They are in the itchen. The mother is happy.
(icture) They are playin a ame. The children
are happy. The mother is not happy. (icture ) The
mother is not happy. o the children are sayin
ets play a ame (icture )
 retech useful structures There is  are the
simle resent tense of the ers e nd hae
(ot) the modls can  could nd must  mustnt
nd the resent continuous of common ction
ers e play read loo at rite lauh o ump
clim etc hey should lso e le to descrie
simle feelins e (not) happy or sad
Part■3
•■ tudents re only eected to ie simle
resons for their choices e These are clothes
thisisnt. These are inside this is outside etc

•■ here re different ys of eressin resons
ccet ny loicl reson ien y the student
tudents my lso nd n lterntie difference
to the one you he come u ith his is
erfectly ccetle s lon s they ie  reson
for their choice
Part■4
•■ ie students rctice nserin uestions
out themseles their fmilies nd friends
their homes their school their freetime
ctiities nd their lies nd dislies
•■ tudents should e le to nser h uestions
e What do you eat for reafast? Where do you do
eat your reafast? etc
•■ nly simle nsers of eteen one to four
ords re eected
•■ uestions ill normlly e in the resent
tense ut cndidte should e rered to tl
out ht they did in the recent st e lst
eeend
Teaching■Tips■
•■ e sure students no hts eected of
them in ech rt hey should no tht they
re reuired to follo instructions nd to tl in
 ery simle y out different ictures nd to
nser simle uestions out themseles
•■ Use nlish in clss s much s ossile
tudents should e fmilir ith eerydy
clssroom instructions ech them ho to sy
Sorry or  dont understand hen rorite

•■ et students to do ech sein ts in irs
efore sin them to do it in front of the clss
•■ ie students lenty of rctice doin ech tye
of ts
•■ e sure students re fmilir ith the
structures nd oculry in the Starters nd
Moers syllus (see es )
A01_PTP_CYLET_TB_MOVGLB_6608_FM.indd 7 23/03/2012 10:28
8
Test 1, Listening Part 1
4
Test 1, Listening Part 1
Test 1 ListeningTest 1 Listening
Part 1
5 questions
Listen and draw lines. There is one example.
Jim Daisy Tony Nick

Sally Ben Vicky
M01_PTP_CYLET_MOVERS_SB_6592_U01.indd 4 12/15/2011 3:33:45 PM
Listening Part 1
Warm-up ■
In this parts, students draw lines
to match names to people in a
picture.
Activity 1
Aim: To familiarise students with
English names that may appear
in the Movers Test.
Materials: TB p124 Worksheet 1

Procedure
1 Give out the worksheets. Read
out the nmes in the rst
column so that students hear
them as well as read them. The
students should put a tick in
the correct column according
to whether it is a girl’s name, a
boy’s name or both.
Answer Key
Girl’s
name
Boy’s
name
Both
girl’s &
boy’s
name
Daisy

Fred

Jack

Jane

Pat

Jim


John

Mary

Paul

Peter

Sally

Kim

Vicky

Lily

Charlie

2 Spell out the names in
random order, e.g. J-I-M.
Students listen and write
the names. Check by asking
students to write each name
on the board.
3 Drill the names. Then ask
students to work in pairs,
saying the names to each
other in turn.
Activity 2
Aim: To listen for descriptions

(actions and personal pronouns).
Materials: SB page 4
Procedure
1 Ask students to turn to
SB page 4.
2 Read out the following
descriptions about the picture
in Listening Part 1. Students
should nd nd lel ech
child in the picture a-e.
a She’s under the tree.
b She’s playing football.
c She’s sleeping.
d He’s sitting. He’s reading
a book.
e He’s drawing a picture.
3 Students compare answers
in pairs. Check answers with
the class.
4 In pairs, students test each
other: one student says what
a child in the picture is doing,
the other student points to
the child.
Test 1
M01_PTP_CYLET_MOVERS_TB_6608_U01.indd 8 3/21/2012 6:37:33 PM
Test 1, Listening Part 1
9
Listening
Do the test ■

Materials: SB page 4,
Audio T1P1
1 Ask students to turn to SB
page 4. Read the children’s
names and ask the students to
repeat.
2 Ask students to name all
the colours and items in the
picture. Ask them what some
of the people in the picture
are doing, e.g.
What’s the man doing?
He’s sitting.
Is he wearing a green t-shirt?
No, he’s wearing a white t-shirt.
3 ly the rst rt of the
recording. Go through the
example.
4 Play the rest of the recording
and students match the
names to the people in the
picture.
5 Let the students listen to
the audio again. Check the
answers.
Audioscript
R = rubric
Fch = Female child
F = Female adult
Mch = Male child

M = Male adult
R Look at the picture. Listen
and look. There is one
example.
M Hello. What are you all
doing out here?
Fch We’re playing.
M Are these your brothers
and sisters?
Fch No. Some are friends. Jim’s
my brother.
M Is he the boy who’s riding
a bike?
Fch Yes, he loves his bike.
R Can you see the line? This
is an example. Now you
listen and draw lines.
One
M Who’s the girl in the red
dress?
Fch The one under the tree?
M Yes.
Fch That’s my friend Vicky.
I think her dress is nice.
R Two
Fch Look at my sister!
M What’s she doing?
Fch She’s kicking a ball.
M What’s her name?
Fch It’s Daisy.

M She’s good at kicking!
R Three
Fch That’s my baby sister.
M Is she sleeping?
Fch Yes. Grandpa is sitting next
to her.
M What’s her name?
Fch Sally.
R Four
M Who’s the boy that’s sitting
down?
Fch Which one?
M The one who’s reading a
book.
Fch Oh, that’s my friend, Nick.
He’s always reading!
R Five
M Is that your brother who’s
painting a picture?
Fch No. He’s my friend’s
brother.
M What’s his name?
Fch It’s Ben. Do you like his
picture?
M Yes, it’s very good.
R Now listen to Part One
again.
Answer Key ➤
SB page 4
4

Test 1, Listening Part 1
Test 1 ListeningTest 1 Listening
Part 1
5 questions
Listen and draw lines. There is one example.
Jim Daisy Tony Nick

Sally Ben Vicky
M01_PTP_CYLET_MOVERS_SB_6592_U01.indd 4 12/15/2011 3:33:45 PM
M01_PTP_CYLET_MOVERS_TB_6608_U01.indd 9 3/21/2012 6:37:34 PM
10
Test 1, Listening Part 2
Test 1, Listening Part 2
5
Listening
Part 2
5 questions
Listen and write. There is one example.
SPORTS DAY

Where?

1 Day:


2 How many sports?


3 Favourite sport:

4 Where picnic?

5 Food:

sports centre
Park
M01_PTP_CYLET_MOVERS_SB_6592_U01.indd 5 12/15/2011 3:33:46 PM
Wednesday
10 / ten
table tennis
City
Ice cream
Listening Part 2
In this part, students listen and
answer questions with a name or
a number.
Warm-up ■
Activity 1
Aim: To make students aware
of the type of information the
prompts are asking for.
Materials: SB page 5
Procedure
1 Ask students to turn to
SB page 5.
2 Write the following questions
on the board. Ask the students
to match them to the prompts
on SB page 5.

1 When was sports day?
2 How many sports were there?
3 What food did you eat?
4 How many sports did you play?
5 Where was sports day?
6 What is your favourite sport?
3 Now write the following
answers on the board.
Students match the answers
to the questions. Point out that
these are not the real answers
to the prompts in Test 1.
a Three (3)
b Sandwiches
c Tennis
d Tuesday
e Five (5)
f Smith Park
Answer Key
1 d 2 a / e 3 b 4 a / e
5 f 6 c
Activity 2
Aim: To practise the correct
spelling of words.
Materials: None
Procedure
1 Play hangman with commonly
misspelt words. See suggested
list below.
Colours (e.g. purple, brown, blue,

black, green, yellow)
Objects from around the home
(e.g. towel, chair, blanket, shower)
Animals (e.g. dolphin, giraffe,
lion, kangaroo, mouse)
Food and drink (e.g. sandwich,
coffee)
Places (e.g. playground, library,
park, school)
Days of the week
Clothes (e.g. glasses, shoe,
trousers, shirt)
Family and friends (e.g.
daughter, granddaughter, son)
2 Choose one word. On the
board, draw as many dashes
as there are letters in the
word.
3 Each student contributes
a letter of the alphabet. If
it is contained in the word,
write the letter above the
appropriate dash. If not, draw
one line (or part) of a stick
Test 1
M01_PTP_CYLET_MOVERS_TB_6608_U01.indd 10 3/21/2012 6:37:35 PM
Test 1, Listening Part 2
11
Listening
Test 1, Listening Part 2

5
Listening
Part 2
5 questions
Listen and write. There is one example.
SPORTS DAY

Where?

1 Day:


2 How many sports?


3 Favourite sport:


4 Where picnic?

5 Food:

sports centre
Park
M01_PTP_CYLET_MOVERS_SB_6592_U01.indd 5 12/15/2011 3:33:46 PM
ure of  erson on the
ord our ure could e
made up of a head, two arms,
two legs, a torso (i.e. 6 parts).
4 Keep playing until a student

guesses the word or until the
hole stic ure is formed in
which case there will be
no winner.
Do the test ■
Materials: SB page 5,
Audio T1P2
1 Ask students to turn to SB
page 5. Read the notes and
check students know what
the words mean. Encourage
them to guess what type of
information or word(s) might
be missing and to give some
examples.
2 ly the rst rt of the
recording. Go through the
example.
3 Play the rest of the recording
and students write the
missing word(s) on the lines.
4 Let the students listen to the
recording again. Check the
answers.
Audioscript
R Listen and look. There is
one example.
Mch I was at a sports day last
week.
F Oh. Was it at school?

Mch No, it was at the sports
centre.
F The sports centre?
Mch Yes, that’s right.
R Can you see the answer?
Now you listen and write.
One
F What day was it on? Was it
Monday?
Mch No, it was last Wednesday.
F Right. Wednesday
morning?
Mch No, after school.
R Tw o
F How many different kinds
of sports were there?
Mch I think there were eight
erm no, ten.
F Ten? That’s a lot.
Mch Yes, it is.
R Three
F Which is your favourite
sport?
Mch I like basketball but it’s not
my favourite. My favourite
is table tennis.
F Table tennis?
Mch Yes, that’s right.
R Four
F Did you have any food

there?
Mch No we had a picnic at
City Park.
F Centre Park?
Mch No, City. C-I-T-Y.
F Oh yes, I know it.
R Five
F What did you have to eat?
Mch I had my favourite food.
F What’s that? Ice cream?
Mch Yes, that’s right
ice cream!
R Now listen to Part Two
again.
Answer Key ➤
SB page 5
M01_PTP_CYLET_MOVERS_TB_6608_U01.indd 11 3/21/2012 6:37:35 PM
12
Test 1, Listening Part 3
Test 1
Listening Part 3
In this part, students draw lines
from the days of the week to the
correct pictures.
Warm-up ■
Activity 1
Aim: To associate the
pronunciation of each day of the
week with its written form.
Materials: TB p125 Worksheet 2

Procedure
1 Play ‘days of the week’ bingo
with the class.
2 Cut Worksheet 2 into four
cards. Give out a card to each
student. Some students will
have the same bingo card but
that doesn’t matter.
3 Call out the days of the week
in random order. The student
who crosses out all the days of
the week on his / her card and
shouts ino rst ins
4 They can exchange cards and
then play the game again. Ask
 condent student to come
out and call out the days.
Activity 2
Aim: To match past events to
pictures.
Materials: TB p126 Worksheet 3
Procedure
1 Give out copies of the
worksheet. Ask questions
like What’s this? It’s a
shop / the beach.
2 Write the following sentences
about the picture on the
board.
1 I listened to music.

2 We played with the ball at the
beach.
3 I went for a walk along the
beach with my dog.
4 We went shopping.
5 We watched TV and talked.
6 I went swimming with my
friends.
3 Students should match each
event with a picture by writing
a number in the box.
4 Students compare answers in
pairs. Check answers with the
class.
5 In pairs, students test each
other. One student describes
a picture, the other must
guess which picture it is.
Answer Key
1 C 2 B 3 F 4 D 5 E 6 A
Do the test ■
Materials: SB page 6,
Audio T1P3
1 Ask students to turn to
SB page 6. Read the
instructions carefully as
a class.
2 Check students know how to
read and pronounce all the
days of the week. Drill them.

3 Encourage students to
describe the pictures as
simply as they can. They
should say who the people
might be, where they are and
what they are doing. Take this
opportunity to pre-teach any
6
Test 1, Listening Part 3
Test 1
Part 3
5 questions
What did John do last week?
Listen and draw a line from the day to the correct picture.
There is one example.

Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
M01_PTP_CYLET_MOVERS_SB_6592_U01.indd 6 12/15/2011 3:33:48 PM
M01_PTP_CYLET_MOVERS_TB_6608_U01.indd 12 3/21/2012 6:37:36 PM
Test 1, Listening Part 3
13
Listening
words they may need to know,
e.g. swimming, beach, etc.

4 ly the rst rt of the
recording. Go through the
example.
5 Play the rest of the recording.
Students listen and match the
days to the pictures.
6 Let the students listen to the
audio again. Check answers.
Audioscript
R Look at the pictures. What
did John do last week?
Listen and look. There is
one example.
F Hello, John. How was your
holiday last week?
Mch It was very good.
Monday was good. I went
swimming with my friends.
F At the pool?
Mch No, at the beach.
R Can you see the line
from the word Monday?
On Monday, John went
swimming at the beach.
Now you listen and draw
lines.
One
F What did you do on
Tuesday?
Mch On Tuesday I went to the

beach again.
F With your friends?
Mch No, with my sister.
F Did you go swimming?
Mch No. We played ball games.
It was good.
R Two
Mch I didn’t go to the beach
every day.
F Oh?
Mch On Friday it was raining so
I didn’t go out.
F What did you do?
Mch I listened to some music.
F In your bedroom?
Mch Yes, and I also wrote some
emails.
R Three
F And what did you do on
Saturday?
Mch I went for a walk along the
beach.
F Did you go with your
family?
Mch No, with my dog.
F Did you play with a ball?
Mch o t s difcult ecuse
there was a lot of wind.
R Four
F What did you do on

Thursday?
Mch On Thursday my family
and I went into town.
F What did you do there?
Mch We went shopping.
F That’s good.
R Five
F Which was your best day
last week?
Mch Hmm. I think it was
Monday … No, it was
Sunday.
F Why?
Mch My family and I had a
quiet day at home.
F What did you do?
Mch We watched TV and talked.
F Great!
R Now listen to Part Three
again.
Answer Key ➤
SB page 6
6
Test 1, Listening Part 3
Test 1
Part 3
5 questions
What did John do last week?
Listen and draw a line from the day to the correct picture.
There is one example.

Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
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14
Test 1, Listening Part 4
Test 1
Listening Part 4
In this part, the students listen
for information and tick the
correct picture.
Warm-up ■
Activity 1
Aim: To expand thematic
vocabulary.
Materials: TB pages 139–144
Procedure
1 Choose two of the following
topics: Animals, The body and
face, Clothes, Colours, Family
and friends.
2 Ask students to work in
groups and think of as many
words as possible for each

theme. Set a time limit of
three minutes for this.
3 Get each group to read out
their words and either you or
another student writes them
on the board.
4 Add a few more words to each
list to help students expand
their thematic vocabulary.
Activity 2
Aim: To practise answering
different types of past tense
questions.
Materials: TB p127 Worksheet 4
Procedure
1 Give out copies of the
worksheet. Point to some of
the items and ask What’s this?
(a lake / a park / sandwiches).
2 Explain that this happened
last Saturday. Write the
following questions on
the board:
1 Where did the children go?
2 Where did they eat their lunch?
3 What did they eat?
4 What game did the boys play?
5 What did the woman do?
6 What did the man buy?
3 The students work in pairs

to write short answers to the
questions.
4 Compare and go through the
answers as a class.
Answer Key
1 To the park.
2 Next to the tree.
3 Sandwiches and grapes.
4 (They played) football.
5 She read a book.
6 He bought an ice cream
Do the test ■
Materials: SB pages 7 & 8,
Audio T1P4
1 Ask students to turn to
SB pages 7 & 8. Read the
questions and check students
know what they mean.
2 Ask students to look at the
pictures and to guess what
each dialogue will be about.
If there are people in the
pictures, they could say who
they may be, where they are
and what they are doing.
3 Check students know the names
of the items in the pictures. Take
this opportunity to pre-teach
any words they may need to
know, e.g. park, zoo, etc.

Test 1, Listening Part 4
7
Listening
Part 4
5 questions
Listen and tick (✓) the box. There is one example.
Where did Peter have his party?
A

✓
C

B

1 Which animals did Jill see?
A

C

B

2 What game did the children play?
A

C

B

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8

Test 1, Listening Part 4
Test 1
3 What did Lily eat at the party?
A

C

B

4 What did Bill buy at the shops?
A

C

B

5 What did Dan wear to the picnic?
A

C

B

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✓
✓
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Test 1, Listening Part 4
15
Listening

4 ly the rst rt of the
recording. Go through the
example.
5 Play the rest of the recording
and students listen and tick
the correct picture.
6 Let the students listen to the
audio again. Check answers.
Ask students to describe one
or two of the pictures.
Audioscript
R Look at the pictures.
Listen and look. There is
one example. Where did
Peter have his party?
Mch It was my birthday on
Saturday.
F Did you have a party?
Mch Yes, I did.
F At your home?
Mch No.
F Was it in the park?
Mch No, It was at the zoo!
R Can you see the tick?
Now you listen and tick the
box. One. Which animals
did Jill see?
M Did you see many animals
at the zoo, Jill?
Fch Yes, some.

M Did you see the new baby
elephant?
Fch No. He wasn’t there when
we went.
M Did you see the hippos?
Fch No, but we saw the giraffes.
M They’re beautiful animals.
R Two. What game did the
children play?
F Did you play any games at
the party?
Mch Oh, yes. We played one.
F Basketball?
Mch No, football. We had a very
good day.
R Three. What did Lily eat at
the party?
M Did you have a lot of food
at your party?
Fch Not a lot. We had
sandwiches and ice cream.
M Did you have a birthday cake?
Fch Yes. We had that too!
M That is a lot!
R Four. What did Bill buy at
the shops?
Mch I went to the shops on
Saturday.
F Oh. What did you buy?
Mch ell rst  ouht  

F That’s nice. Was that all?
Mch No! Then I bought a robot,
and a book.
F Wow!
R Five. What did Dan wear
to the picnic?
F What did you wear to the
picnic yesterday?
Mch I wore my new jeans and a
yellow shirt.
F A shirt or a t-shirt?
Mch A shirt. It wasn’t sunny!
F Great!
R Now listen to Part Four
again.
Answer Key ➤
SB pages 7 & 8
Test 1, Listening Part 4
7
Listening
Part 4
5 questions
Listen and tick (✓) the box. There is one example.
Where did Peter have his party?
A

✓
C

B

1 Which animals did Jill see?
A

C

B

2 What game did the children play?
A

C

B

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8
Test 1, Listening Part 4
Test 1
3 What did Lily eat at the party?
A

C

B

4 What did Bill buy at the shops?
A

C

B

5 What did Dan wear to the picnic?
A

C

B

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✓
✓
✓
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16
Test 1, Listening Part 5
Test 1
Listening Part 5
In this part, students listen to
instructions and colour, draw
or write a word on a picture.
Warm-up ■
Activity 1
Aim: To practise listening to
instructions for colouring a
picture.
Materials: TB p128 Worksheet 5
Procedure
1 Give out copies of the

worksheet to each student.
2 Give students oral instructions
for colouring in the picture on
the worksheet, e.g.
Can you see the chair next to the
table?
Colour it brown.
Can you see the pen on the table?
Colour it red.
3 Students compare their
nished ictures ith their
classmates.
4 Go through the answers with
the class, e.g. say What colour is
the pen? (It’s red).
Activity 2
Aim: To practise giving and
following instructions for
colouring in.
Materials: TB p129 Worksheet 6
Procedure:
1 Give out copies of the
worksheet.
2 Put the students into pairs:
 nd  tudent  colours e
items in picture A; Student B
colours e in icture  hey
can use any of the Movers
colours they like.
3 Drill the language the students

will need, e.g. Can you see the ?
Colour it .
4 They take it in turns to give
their partner instructions for
colouring in the other picture,
for example:
A
Can you see the map next to the
board?
Colour it yellow.
Can you see the teacher’s curly
hair?
Colour it red.
B
Can you see the star on the
board?
Colour it purple.
Can you see the books on the
shelf?
Colour them green.
5 Students compare their
nished ictures ith their
partner and then with their
classmates.
Do the test ■
Materials: SB page 9,
Audio T1P5
1 Ask students to turn to SB
page 9. Read the instructions
together.

2 Check students have all
the colours they need by
calling out the colours and
asking students to lift up the
corresponding coloured pencil.
Test 1, Listening Part 5
9
Listening
Part 5
5 questions
Listen and colour and draw. There is one example.
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Test 1, Listening Part 5
17
Listening
3 Check students know the
names of the items in the
picture.
4 Ask them to predict what
colour they think each item
will be and what word or
picture they may need to write
or draw.
5 ly the rst rt of the
recording. Go through the
example.
6 Play the rest of the recording
and students listen and colour
and draw.

7 Let the students listen to the
audio again. Check answers.
Audioscript
R Look at the picture. Listen
and look. There is one
example.
M Hello, Sally. Do you want to
colour this picture?
Fch Yes, please.
M Can you see the rock?
Fch The rock. Yes, I can.
M Colour it grey.
Fch OK.
R Can you see the grey
rock? This is an example.
Now you listen and
colour and draw.
One
Fch OK. What now?
M n you see the oer
Fch here re three oers
M Yes. Can you see the
smaller one next to the
rock?
Fch Yes, I can. Can I colour it?
M Yes. Colour it pink.
Fch Fine.
R Two
M o the sh n you see
the sh

Fch I can.
M Colour the big one green.
Fch The big one?
M Yes, the one with its mouth
open.
Fch Oh yes. I see it.
R Three
Fch Look at the fat bird!
M Yes, it’s very fat.
Fch Can I colour it?
M Yes. Do it blue.
Fch The bird?
M Yes. Do it carefully!
R Four
M Can you see the girl who’s
wearing the sweater?
Fch Yes. Can I colour it?
M No, don’t colour it. Can you
draw something on it?
Fch Yes. What?
M A star.
Fch A star? OK, I’m drawing it
now.
R Five
M Can you see the apple?
Fch Which one?
M The one in the tree.
Fch Yes.
M Colour the apple in the
tree red.

Fch Mmm, I’m hungry!
R Now listen to Part Five
again.
Answer Key ➤
SB page 9
Test 1, Listening Part 5
9
Listening
Part 5
5 questions
Listen and colour and draw. There is one example.
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18
Test 1, Reading & Writing Part 1
Test 1
Reading & Writing
Part 1
In this part, students match
ords to their correct denition
Warm-up ■
Activity 1
Aim: To practise matching
descriptions to words.
Materials: TB p130 Worksheet 7
(top part)
Procedure
1 Write the following sentence
on the board:
This is a place in the school with

many books.
2 Ask the students to guess
what place they think this is
(a library). Ask students what
words helped them decided.
Elicit place, school and books.
Underline these words in the
sentence.
3 Give out the top part of the
worksheets. Ask students to
work in pairs. They should
read the descriptions and
underline all the key words.
They should try to guess what
the words might be. Elicit
uesses ut dont conrm
or refute the student’s
answers.
4 Write the following words in
random order on the board.
Ask students to match the
words to the descriptions on
the worksheet. Tell them to
be careful to copy the words
correctly.
a road
a grandmother
a kitten
hungry
an earache

a farmer
a market
a driver
5 Check answers and make sure
students have spelt the words
correctly.
Answer Key
1 a grandmother
2 a kitten
3 an earache
4 a market
5 a driver
6 a road
7 a farmer
8 hungry
Activity 2
Aim: To practise spelling words
correctly.
Materials: SB page 10
Procedure
1 Write the following misspelt
words on the board.
pineapel
dogg
mustash
watermellon
stomak
tee
nek
parot

10
Test 1, Reading & Writing Part 1
Test 1 Reading & Writing
Part 1
6 questions
Look and read. Choose the correct words and write them on the lines.
a pineapple a stomach
a dog tea
a neck
watermelon a parrot
a moustache
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Test 1, Reading & Writing Part 1
11
Reading & Writing
Example

This animal has four legs. Many people
have one at home.



Questions

1 This is a part of your body above your legs.
Food goes here.



2 You drink this in a cup. It is hot and brown.

3 This animal can  y and it often lives in
the jungle.



4 This hair is on your face. It is above your
mouth and under your nose.



5 This is a fruit. It is yellow.



6 People have this between their head and
their shoulders.


a dog
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Test 1, Reading & Writing Part 1
19
Reading & Writing
2 Tell students that each word
contains a spelling mistake.
Give them a few minutes

to try to guess the correct
sellin on their on rst
3 Ask students to compare their
answers in pairs.
4 Get students to check their
answers by turning to page 10
of the Student’s Book.
Do the test ■
Materials: SB pages 10 & 11
1 Ask students to turn to SB
pages 10 & 11. Read the
instructions together.
2 Write the example description
on the board. Elicit and
underline the key words that
hel you nd the nser
e.g. animal, four legs.
3 Ask students to underline the
key words in the rest of the
descriptions (i.e. the words
that help them decide on the
answer).
4 Give them some time to do the
task on their own.
5 Ask students to compare
answers in pairs.
10
Test 1, Reading & Writing Part 1
Test 1 Reading & Writing
Part 1

6 questions
Look and read. Choose the correct words and write them on the lines.
a pineapple a stomach
a dog tea
a neck
watermelon a parrot
a moustache
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Test 1, Reading & Writing Part 1
11
Reading & Writing
Example

This animal has four legs. Many people
have one at home.



Questions

1 This is a part of your body above your legs.
Food goes here.



2 You drink this in a cup. It is hot and brown.



3 This animal can  y and it often lives in

the jungle.



4 This hair is on your face. It is above your
mouth and under your nose.



5 This is a fruit. It is yellow.



6 People have this between their head and
their shoulders.


a dog
M01_PTP_CYLET_MOVERS_SB_6592_U01.indd 11 12/15/2011 3:34:10 PM
a stomach
tea
a parrot
a moustache
a pineapple
a neck
6 Check answers. Make sure
the students’ handwriting
is legible and that they have
spelt the words correctly
and included the article if

necessary.
Answer Key ➤
SB page 11
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20
Test 1, Reading & Writing Part 2
Test 1
Reading & Writing
Part 2
In this part, students read
sentences about a picture and
decide if they are correct or not.
Warm-up ■
Activity 1
Aim: To practise reading silently
and carefully.
Materials: TB p127 Worksheet 4
Procedure
1 Give out the worksheets.
2 Write three true sentences
about the picture and three
false ones on the board.
The sentences should be
descriptive (e.g. There are two
people in the park, A woman is
reading a book in a café, etc.)
3 The students work alone. They
read silently and decide if they
are true or false. They should
then compare their answers in

pairs. Check the answers.
4 Students then work in pairs
to say true or false sentences
about the picture to each
other.
Extension
You could also do this activity
using a picture from the course
book you are using. The picture
should have a number of
different items and also contain
a few people doing things.
Activity 2
Aim: To practise describing
differences in pictures.
Materials: TB p130 Worksheet 7
(bottom half)
Procedure
1 Divide the students into As
and Bs. Give each student
their version of the pictures
on the worksheet. Explain that
they will be working in pairs
and that they should not show
their picture to their partner.
Tell them that their pictures
are very similar but there are
a few differences. Pre-teach
any words the students will
need to describe the pictures,

e.g. bear, hat, clock, picture,
sleeping, sitting, eating, cooking,
oers etc.
2 In pairs, the students say
simple sentences describing
their picture. The aim is to
nd s mny differences
as possible, e.g. Three bears
are eating. The cat is sleeping.
The cat is under the table. etc.
ie students e minutes
to do this.
3 The students compare their
pictures and see if they can
nd ny other differences
4 Elicit the differences from the
students and write them up
on the board.
Do the test ■
Materials: SB pages 12 & 13
1 Ask students to turn to SB
pages 12 & 13. Ask them some
questions about the picture,
e.g. How many robots can you
see? What colour are they? Where
are they?
2 Discuss the examples together.
s students to nd eidence
12
Test 1, Reading & Writing Part 2

Test 1
Part 2
6 questions
Look and read. Write yes or no.
Examples
There are two cats and they are sleeping.

The small robot is on the oor.

yes
no
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Test 1, Reading & Writing Part 2
13
Reading & Writing
Questions
1 The orange sh are bigger than the
yellow sh.

2 The boy with brown hair is reading a book.

3 There are four drawings on the wall.

4 There is one robot on the bed and it’s red.

5 There’s a box in the cupboard with
books in it.

6 There are three glasses of water in
the room.

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Test 1, Reading & Writing Part 2
21
Reading & Writing
in the picture to justify the
answers. Ask them to correct
the false sentence, e.g. The
small robot is on the bed. / The
i root is on the oor.
3 Give students some time to
read the descriptions and to
check that they match what is
happening in the picture. They
then write yes if it is true and
no if the sentence is false.
4 Ask students to compare
answers in pairs.
5 Check answers. Ask students
to correct the false sentences.
(2 The boy with brown hair
is drawing. 3 There are e
12
Test 1, Reading & Writing Part 2
Test 1
Part 2
6 questions
Look and read. Write yes or no.
Examples

There are two cats and they are sleeping.

The small robot is on the oor.

yes
no
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Test 1, Reading & Writing Part 2
13
Reading & Writing
Questions
1 The orange sh are bigger than the
yellow sh.

2 The boy with brown hair is reading a book.

3 There are four drawings on the wall.

4 There is one robot on the bed and it’s red.

5 There’s a box in the cupboard with
books in it.

6 There are three glasses of water in
the room.

M01_PTP_CYLET_MOVERS_SB_6592_U01.indd 13 12/15/2011 3:34:10 PM
yes
no
no

yes
no
no
drawings on the wall. 5 There’s
a box in the cupboard with toys
in it. 6 There are two glasses of
water in the room.)
Answer Key ➤
SB page 13
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22
Test 1, Reading & Writing Part 3
Test 1
Reading & Writing
Part 3
In this part, students read a
dialogue and choose the correct
response.
Warm-up ■
Activity 1
Materials: TB p131 Worksheet 8
(top half)
Aim: To practise matching
questions to responses.
Procedure
1 Cut up the two-line dialogues
on the top part of the
worksheet. Ask the students to
work in pairs.
2 ie ech ir the rst line of

each dialogue (A). They work
together to write a response
for each. Elicit ideas from the
different pairs.
3 Hand out the second lines of
the dialogues (B) for students
to match them with the
rst lines hec nsers y
getting different pairs to read
out the dialogues.
4 For more practice, write
more dialogues for students
to match. Alternatively, you
could ask the students to
write some.
Extension
Give each student in the class
one half of a dialogue from the
worksheet. They get up and walk
around the room, saying their
sentence hey must nd the
other half of their dialogue.
Activity 2
Materials: None
Aim: To practise completing
short dialogues.
Procedure
1 Read out the following
beginnings of dialogues. The
students supply the next line

of the dialogue, e.g.
Hello (Hello)
What’s your name? (It’s …)
Ho are you? m ne than
you.)
Where are you? (I’m in class.)
What are you doing?
(I’m drawing.)
2 Divide the students into two
groups. Each group should
rite the rst line of e short
dialogues. They should then
s their rst lines ith
the other group. Each group
should complete the dialogues
by writing a one line response.
They should then give them
back to the other group. The
groups should say whether
or not the other group’s
responses are appropriate.
Do the test ■
Materials: SB pages 14 & 15
1 Ask students to turn to
SB pages 14 & 15. Read the
instructions carefully.
2 Discuss the examples together.
3 ed the rst rt of ech
conversation extract to the
class (e.g. Do you like eggs?)

and ask students to respond
to them without looking at the
available options.
14
Test 1, Reading & Writing Part 3
Test 1
Part 3
6 questions
Read the text and choose the best answer.
Mary is talking to her friend Jack.
Example
Mary: Hello, Jim. What are you doing?
Jack: A I’m going to the shop.
B I go to the library.
C I don’t want to go.
Questions
1 Mary: Why are you going to the shop?
Jack: A I like eggs.
B There are some eggs.
C I want to buy some eggs.
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Test 1, Reading & Writing Part 3
15
Reading & Writing
2 Mary: Do you like eggs?
Jack: A Yes, I do.
B No, it isn’t.
C Yes, I like it.
3 Mary: What are the eggs for?
Jack: A I’d like a cake.

B To make a cake.
C No, I can make a cake.
4 Mary: I must come and help you.
Jack: A Yes, I like it.
B No, I can’t.
C Yes, I’d like that.
5 Mary: When can I come?
Jack: A You came last week.
B You can come this afternoon.
C You can’t come with me.
6 Mary: OK. See you then.
Jack: A Thanks. Bye.
B Yes, I do.
C That’s all right.
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Test 1, Reading & Writing Part 3
23
Reading & Writing
4 Give students some time to
read the conversation and to
choose the best answer from
the options given.
5 Ask students to compare
answers in pairs.
6 Check answers. Explain why
the other options are wrong.
Answer Key ➤
SB pages 14 & 15
14

Test 1, Reading & Writing Part 3
Test 1
Part 3
6 questions
Read the text and choose the best answer.
Mary is talking to her friend Jack.
Example
Mary: Hello, Jim. What are you doing?
Jack: A I’m going to the shop.
B I go to the library.
C I don’t want to go.
Questions
1 Mary: Why are you going to the shop?
Jack: A I like eggs.
B There are some eggs.
C I want to buy some eggs.
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Test 1, Reading & Writing Part 3
15
Reading & Writing
2 Mary: Do you like eggs?
Jack: A Yes, I do.
B No, it isn’t.
C Yes, I like it.
3 Mary: What are the eggs for?
Jack: A I’d like a cake.
B To make a cake.
C No, I can make a cake.
4 Mary: I must come and help you.
Jack: A Yes, I like it.

B No, I can’t.
C Yes, I’d like that.
5 Mary: When can I come?
Jack: A You came last week.
B You can come this afternoon.
C You can’t come with me.
6 Mary: OK. See you then.
Jack: A Thanks. Bye.
B Yes, I do.
C That’s all right.
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24
Test 1, Reading & Writing Part 4
Test 1
Reading & Writing
Part 4
In this part, students copy words
to complete a story and then
choose the best title.
Warm-up ■
Activity 1
Aim: To practise writing words
in gaps.
Materials: TB p132 Worksheet 9
1 Cut out the pictures from
Worksheet 9. Show each one
to the class and get them
to say the word (the verbs
should be in the past tense).

Stick them on the board in a
random order.
2 Give out the worksheet gapped
sentences.
3 Students work in pairs to
decide which of the words
in the ord ts in ech 
Check the answers.
4 Ask students to suggest other
ords hich could t in ech
gap correctly.
Answer Key
1 put on
2 rainbow
3 laughed
4 pets
5 towel
6 sat
Activity 2
Aim: To practise working with
gapped texts.
Materials: SB page 16
Procedure
1 Ask students to look at
SB page 16.
2 Ask them to read the
instructions to the task and
to answer these questions:
How many words do you write in
each gap? (one)

Where can you nd the ords?
(in the box)
Can you write a word that isn’t in
the box? (no)
How many words are there in the
box? (nine)
How many gaps are there in the
text? (six, plus one example)
How many extra words are there?
(two)
3 Now ask them to fold their
books so that they can’t see
the word box or to cover up
that page. Get them to read
the rst to sentences of
the text and to say what it is
about (a boy called Fred).
4 The students should read
the whole text carefully. For
each gap, they should decide
what type of word is missing.
Encourage them to use the
words that come before and
the words that come after the
gap to help them (e.g. I like
computers, comic books and … In
this sentence, computers and
comic books are nouns so the
missing word is probably a
noun. The noun is something

that Fred likes.). Discuss the
example in this way and ask
them to predict what word it
could be.
5 Students do the same for the
rest of the gaps.
16
Test 1, Reading & Writing Part 4
Test 1
Part 4
7 questions
Read the story. Choose a word from the box. Write the correct word next
to numbers 1–6. There is one example.
My name is Fred. I like computers, comic books and

.

At the weekend, I like to play sport. I also like to do things with my family

and friends. Yesterday, my sister and I (1)

to the park

and played with Dan, our (2)

. At the park,

there were other children that we knew. We played games with them, too.

Today, my friend, John, and I (3)

our bikes down by

the beach. We went for swim and then came home to (4)



something because we were hungry. My mother made us some lunch.

We had a (5)

and some chips. It was very nice

but my favourite food is chicken and potatoes. Tomorrow is Monday

so I must do my (6)

tonight.

Yes, I work and I play at the weekend!
football
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Test 1, Reading & Writing Part 4
17
Reading & Writing
(7) Now choose the best name for the story.
Tick one box.
Fred’s friends
Fred’s weekend
Fred’s favourite food

football burger walked
eat
homework
dog
rode jumped milk
example
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walked
dog
rode
eat
burger
homework
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Test 1, Reading & Writing Part 4
25
Reading & Writing
Do the test ■
Materials: SB pages 16 & 17
1 Ask students to turn to SB
pages 16 & 17. Give them
a minute to read the text
quickly for the gist, ignoring
the gaps for now.
2 Ask some simple
comprehension questions
to check understanding (e.g.
What is the boy’s name? What
does he like doing?).

3 Read the instructions
carefully and discuss the
example together. (NB if you
did Activity 2 above they will
already have done this.)
4 Give students some time to
read the text carefully and
to try to guess which word
(or type of word) could go in
each gap. They should do this
without looking at the words
and pictures in the box. This
will help them choose the
right word when they do see
the options in the box.
5 Students choose the best word
for each gap from the box.
6 Ask students to compare
answers in pairs.
7 Check answers. If you did
Activity 2 above see if the
answers match any of their
suggestions.
8 Students choose the best
name for the story. Check the
answers.
Answer Key ➤
SB pages 16 & 17
16
Test 1, Reading & Writing Part 4

Test 1
Part 4
7 questions
Read the story. Choose a word from the box. Write the correct word next
to numbers 1–6. There is one example.
My name is Fred. I like computers, comic books and

.

At the weekend, I like to play sport. I also like to do things with my family

and friends. Yesterday, my sister and I (1)

to the park

and played with Dan, our (2)

. At the park,

there were other children that we knew. We played games with them, too.

Today, my friend, John, and I (3)

our bikes down by

the beach. We went for swim and then came home to (4)



something because we were hungry. My mother made us some lunch.

We had a (5)

and some chips. It was very nice

but my favourite food is chicken and potatoes. Tomorrow is Monday

so I must do my (6)

tonight.

Yes, I work and I play at the weekend!
football
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Test 1, Reading & Writing Part 4
17
Reading & Writing
(7) Now choose the best name for the story.
Tick one box.
Fred’s friends
Fred’s weekend
Fred’s favourite food

football burger walked
eat
homework
dog
rode jumped milk
example
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✓
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