korea exams cambridge yle starters movers flyers handbook 2

YLE Handbook

Cambridge Young Learners
English Tests
Handbook
Starters Movers Flyers

University of Cambridge
ESOL Examinations
1 Hills Road
Cambridge, CB1 2EU
United Kingdom

EMC/1932/3Y05

Tel. +44 1223 553355
Fax. +44 1223 460278
e-mail

www.CambridgeESOL.org/younglearners
© UCLES 2003

NOT FOR RESALE


Cambridge Young Learners English Tests – Handbook

Contents
Preface 2
Introduction to Cambridge ESOL 2
Background to the Cambridge Young Learners English Tests

The three levels 3
Starters, Movers and Flyers candidates 3
Administration 4
Results 4
Level 4
The three syllabuses 5
Special arrangements 5

Starters

Component 1 – Listening 6
Component 2 – Reading and Writing
Component 3 – Speaking 8
Topics, notions and concepts 8
Structure List 9
Alphabetic vocabulary list 10
Thematic vocabulary list 12

Movers

Component 1 – Listening 15
Component 2 – Reading and Writing
Component 3 – Speaking 17
Topics, notions and concepts 17
Structure list 18
Alphabetic vocabulary list 20
Thematic vocabulary list 22

Flyers

Component 1 – Listening 24
Component 2 – Reading and Writing
Component 3 – Speaking 26
Topics, notions and concepts 26
Structure List 27
Alphabetic vocabulary list 28
Thematic vocabulary list 30

Combined
Combined
Combined
Combined

2

7

16

25

Starters and Movers alphabetic vocabulary list 33
Starters and Movers thematic vocabulary list 36
Starters, Movers and Flyers alphabetic vocabulary list 39
Starters, Movers and Flyers thematic vocabulary list 43

1


Introduction

Preface
This handbook contains the specifications for all three
levels of the Cambridge Young Learners English Tests
(Starters, Movers and Flyers). It is designed for use by
teachers who are preparing candidates for the tests,
or who are considering doing so.

Background to the Cambridge Young
Learners English Tests
The Cambridge Young Learners English Tests are designed
to offer a comprehensive approach to testing the English
of primary learners between the ages of 7 and 12. As such
they will provide an appropriate first step towards the
Cambridge Main Suite of examinations (e.g. KET and PET)
which are designed for young people and adults.

Introduction to Cambridge ESOL
The Cambridge Young Learners English Tests are run by
University of Cambridge ESOL Examinations – 'Cambridge
ESOL' for short – a department of the University of
Cambridge Local Examinations Syndicate.
Cambridge ESOL is responsible for providing examinations
in English for Speakers of Other Languages throughout the
world. There are authorised Cambridge ESOL examination
centres in more than 130 countries, and over 1.2 million
people take the exams every year.
As a department of one of the world's leading universities,
Cambridge ESOL provides language assessment of the
highest possible quality. The exams cover all four language

skills – listening, speaking, reading and writing – and are
based on the skills learners need in real life. The use of
realistic communicative content means that in preparing for
a Cambridge ESOL exam or test, learners are developing
useful language skills.
Cambridge ESOL's commitment to excellence is supported
by a permanent staff of over 170 and more than 10,000
trained examiners. The full time staff includes assessment
specialists, administrative and customer service teams,
business support and a specialist research and validation
group whose activities underpin the quality for which
Cambridge ESOL exams are world famous.

The tests take account of relevant research in a number
of areas and the specific needs of prospective test users
(children, parents and teachers).
In producing the tests, particular attention is paid to the
educational consequences of using a language test with
young learners and the following areas are carefully
considered:
• current approaches to curriculum design and pedagogy
for young learners, including recent course books
and other resource materials (e.g. CD ROM);
• children’s cognitive and first language development;
• the potential influence of test methods, including the
familiarity and appropriacy of different task types, item
formats, typography and layout;
• probable variation between different first language groups
and cultures.
Above all, it is essential for the testing experience to have a

positive impact on the children’s future language learning.
An important aspect of the test development project was
collaboration with staff at Homerton College (Cambridge
University’s teacher training college), who developed
classroom materials linked to the tests. Several publishers
produce materials linked to the tests and Cambridge
University Press publish booklets of past papers.
A list of publishers is available at
www.CambridgeESOL.org/publishers.
In 2002, the tests were taken by approximately 260,000
children in 55 countries, and these numbers are growing
rapidly.

2


Introduction

The three levels

Cambridge Starters candidates

The Cambridge Young Learners English Tests consist of
three key levels of assessment: Starters, Movers and Flyers.

Cambridge Starters is the lowest level and is designed for
children from the age of 7.

The aims of the tests are to:
• sample relevant and meaningful language use

• measure accurately and fairly
• present a positive first impression of international tests
• promote effective learning and teaching
• encourage future learning and teaching.
The three tests together form a bridge to take young
learners of English as a foreign language from beginner
to Waystage level.
A wide range of text books and teaching materials which
are used in classrooms throughout the world are reviewed
as part of the on-going test development process, and the
tests reflect the main content areas which frequently occur
(topic, vocabulary, etc.) and the presentation of the material.
Both text and pictures are presented in a clear and attractive
way, taking into account the age and background of the
intended candidates.

Cambridge Movers candidates
Movers is the second level in the series. A typical Movers
candidate is likely to be aged between 8 and 11.

Cambridge Flyers candidates
Flyers is the third level in the series. A typical Flyers
candidate is likely to be aged between 9 and 12 years.
N.B. Candidates can take Starters at 12 or Flyers at 7, as
appropriate. Candidates aged 13 may also take the tests, as
they are likely to be in the same class as children aged 12.
Any Local Secretary who wishes to enter children outside
the 7–13 age group for the tests should first discuss this
with Cambridge ESOL.

The table below indicates the common characteristics and
variations in the different levels of the tests.

Overall length

Number of
tasks/parts

Number
of items

approx

20 mins

4

20

Reading & Writing

20 mins

5

25

Speaking

3–5 mins

5

–

Cambridge Starters
Listening

total

45 mins

approx

25 mins

5

25

Reading & Writing

30 mins

6

40

Speaking

5–7 mins

4

–

Cambridge Movers
Listening

total

62 mins

approx

25 mins

5

25

Reading & Writing

40 mins

7

50

Speaking

7–9 mins

4

–

Cambridge Flyers
Listening

total

74 mins

3


Introduction

Administration

Level

In order to provide a flexible system which fits in with
different regional requirements, there is no fixed timetable
of administration for any of the Young Learners Tests.
Authorised Cambridge ESOL Examination Centres
administer the tests on dates chosen to fit in with
local conditions (school terms, holiday periods, etc.).

The Young Learners Tests are aligned with the Council
of Europe’s Common European Framework for Modern
Language, at levels A1 and A2.

Results

As shown in the diagram, there are three possible
routes from the Cambridge Young Learners English Tests to
Cambridge Main Suite examinations. Candidates may take
all three levels of the Young Learners English Tests before
moving on either to KET or to PET, or they may take Movers
and then move straight on to KET.

The Flyers syllabus is roughly equivalent to the Cambridge
Key English Test (KET) syllabus in terms of language
content, but is more limited in terms of contexts covered.

The completed question papers and mark sheets are
returned to Cambridge to be marked. The results are then
issued as soon as possible (normally within about two
weeks of receipt of the scripts by Cambridge ESOL).
Results are reported in a way designed to provide
positive encouragement to the learners. All candidates who
complete their test receive an Award, which focuses on
what they can do (rather than what they can’t do) and gives
the children credit for having taken part in the test.

Level C2
Certificate of Proficiency in English (CPE)

Level B2
First Certificate in English (FCE)

Cambridge Young Learners English Tests

Level B1
Preliminary English Test (PET)

4

Level A2
Flyers

Level A1
Movers

Starters

Level A2
Key English Test (KET)

Cambridge Main Suite Examinations

Level C1
Certificate in Advanced English (CAE)


Introduction

The three syllabuses

Key to abbreviations used in vocabulary lists

The syllabuses for the three levels follow. They describe the
topics and notions, the structures, the lexis and the tasks
on which the tests are based.

adj

adjective

adv

adverb

conj

conjunction

These are test syllabuses. It would be impossible to achieve
a complete match with all the Primary courses taught
around the world, but considerable care has been taken to
reflect the language covered in a wide survey of Primary
English courses and materials.

det

determiner

dis

discourse marker

int

interrogative

inter

interjection

n

noun

Language is broken down into categories for convenient
reference only, and to provide a checklist for test writing to
ensure equivalence between different test versions. There
is no suggestion that a teacher preparing children for the
Cambridge Young Learners English Tests should concentrate
on teaching structures or vocabulary. Focus on form or
abstraction is inappropriate for young children.

num

number

prep

preposition

pron

pronoun

v

verb

A guiding principle for the tests is a desire to close the
distance between the children’s experiences of learning
and of testing. Tasks are intended to test the meaningful
use of language in clear, relevant, accessible contexts.
Children must know what to expect when they sit down
to take the tests, or the unfamiliarity could cause anxiety.
But, apart from familiarising the children with the test
format, teachers should continue their normal teaching
programmes and concentrate on learning through a
focus on meaning and context.
In general the language input to the tests is likely to be
of a standard British English variety, although care is taken
to avoid terms which might cause confusion for learners
of American English. In terms of a candidate’s output, both
standard British English and standard American English are
equally acceptable.
Early versions of the listening tests were recorded by actors
with British English accents only. This has now changed, and
currently a range of British, American and other accents are
used.

Special arrangements
Special arrangements are available for candidates with
special needs. These may include extra time, separate
accommodation or equipment etc. Please note that no
braille papers are available for these tests. Please consult
your Local Secretary for more details.

5


Starters

• Starters
Component 1 – Listening
20 minutes/20 items
There are four parts. Each part begins with a clear example.
All the texts are heard twice.

Part 1
This is a test of five different lexical items – normally taken
from one or two semantic fields. The context is provided
by a picture, within which the objects are ‘placed’ by the
candidate, who has to draw a line from the named object
to a location within the picture. The information is conveyed
by a dialogue between male and female adult speakers.

Part 3
This task consists of five questions, each a three-option
multiple choice with pictures. The information is conveyed in
a series of five self-contained dialogues. The speakers are

always clearly differentiated by age or sex.

Part 4
This reflects the emphasis in Primary courses on ‘following
instructions’. It is a test of lexis, particularly names of
colours, and relative position. There is one large picture, and
within this context, the candidate has to identify a certain
object by listening to details of its position, and then colour
it in correctly. The information is given in a dialogue between
an adult and a child.

Part 2
This is a simple dictation exercise, presented through
the context of a conversation between a child and an adult.
There are picture prompts to support the context, but these
alone cannot provide the answers. Each answer is either a
name or a number. The numbers dictated can be written as
words or digits. All names are spelled out letter by letter,
and must be spelled correctly for the mark to be awarded.

Parts/tasks

Summary of Starters Listening Test component

6

Number
of items

Main skill focus

Input

Expected response/item type

1

Listening for lexical items and
prepositions

Picture and dialogue

Carry out instructions and positioning
things correctly on a picture

5

2

Listening for numbers and spelling

Illustrated dialogue

Write down numbers and names

5

3

Listening for information

(present tenses)

Pictures and dialogue

3-option multiple-choice
(pictures; tick the correct picture)

5

4

Listening for lexis and
relative position

Picture and dialogue

Carry out instructions, locating, and
colouring correctly

5


Starters

Component 2 – Reading and Writing
20 minutes/25 items
There are five parts, each starting with a clear example.

Part 1
This task involves the candidate in reading for recognition

of lexis. There are five statements, each accompanied by a
picture, and the candidate has to place a tick in a box if the
statement describes the picture, and a cross if it does not.

Part 2
This consists of a single picture and a set of statements,
some of which are correct and some of which are not.
Candidates write ‘yes’ or ‘no’ as appropriate.

Part 4
This task tests both comprehension of the overall message
of a text and the candidates’ basic writing ability. The text
is a riddle with some words missing. Candidates read the
text, answer the final question ‘What am I?’ and supply the
missing words (which are all either singular or plural nouns
at this level). The missing words are tested as a picture gap
fill task. Some incorrect spellings are accepted.

Part 5
A story is told through three pictures, with five related
questions, each of which requires a one-word answer. The
correct word may be any part of speech (noun, verb, etc.)
listed in the syllabus. Some incorrect spellings and minor
grammatical errors are accepted.

Part 3
This is a test of knowledge of lexis and also of very
basic writing ability. There are five pictures of objects, each
accompanied by the name of the object given as jumbled
letters. The candidate must write the name of each object.

Dashes indicate the number of letters in the answer. This is
the only part of the Reading and Writing component where
spelling is being tested.

Parts/tasks

Summary of Starters Reading/Writing Test component
Number
of items

Main skill focus

Input

Expected response/item type

1

Reading for recognition of lexis

5 lexical items with pictures

Indicate true with a tick or false
with a cross

5

2

Reading for recognition of lexis,

number, location and grammar

1 picture
5 sentences

Write ‘yes’/‘no’ next to the
sentences

5

3

Spelling

5 pictures
5 sets of jumbled letters

Write words

5

Riddle-cloze with picture prompts

Gap-filling (prompted);
one-word answers

5

Story presented through 3 pictures
with 5 questions

Write one-word answers
to questions

5

Writing (vocabulary)

4

Reading
Writing

5

Reading
Writing

7


Starters

Component 3 – Speaking
3–5 minutes/2 parts
The Speaking Component takes the form of a one-to-one
exchange lasting approximately 3–5 minutes. The language
used by the examiner is based on and controlled by a script,
called an ‘interlocutor frame’.
It is intended that each child should be individually taken in

to the test by an usher, preferably someone who is known
to them (possibly the child’s teacher or some other very
familiar person from their school). The usher explains the
test format in the child’s first language, before taking the
child into the exam room and introducing them to the
examiner.

Parts/tasks

The mark for the Speaking component is based on a rating
for interactive listening ability, pronunciation and production
of words and phrases.

8

Topics, notions and concepts
The topics covered in Cambridge Starters are:
• animals
• the body and the face
• clothes
• family, friends and ourselves
• food and drink
• the home
• language and tests
• school and the classroom
• sports and leisure-time activities
• transport
The notions and concepts are:
• ability
• actions and activities

• age
• appearance
• colours
• feelings
• location and position
• numbers 1–10
• sizes

Input

Expected response/item type

1

Greeting and name check (unassessed); scene card and
questions about objects in this picture

Carry out instructions; point to the correct part of the picture

2

Scene card and 8 small object cards; instructions to place
object cards on the scene card

Carry out instructions; place the object cards in various places
on the scene card

3

Questions about the scene card

Answer questions with one-word answers and/or short phrases

4

Questions about the object cards

Answer questions with one-word answers and/or short phrases

5

Questions from interlocutor on topics, such as: name, age,
family, school, likes, dislikes

Answer questions with one-word answers and/or short phrases


Starters

Starters Structure List
Language (grammar and structures)

Language use (communication)

Language items (examples)

Writing down spelling

That’s W-H-I-T-E.

Asking who people are and identifying
people

Are you Bill?
It’s Pat.

Responding to requests for information
about objects
Talking about ownership

They’re oranges, not lemons.
That’s Ann’s bike.

Describing and identifying objects, people
and animals

He’s a small boy.
Your face is very dirty.

Identifying colours

It’s a red car.

a, an, the, some

Identifying objects, animals, fruit,
vegetables, etc. (with countables and
uncountables)

It’s a banana.

Who’s eating an egg?
Put the tomato on the table.
He’s got some apples.

my, your, his, her, our, their

Talking about possessions and relationships

It’s my brother’s birthday.

Making and responding to requests for
information about objects

What are these?
This is a camera.

Identifying people
Describing people

It’s Sam.
He’s running.
Can you see him?

Asking who people are and what they
are doing
Asking questions about the number of
people, animals and objects

Who’s in the bath?
Which is Ann?

What are you doing?
Whose house is this?
How many children are there in your class?

Identifying people, animals and objects

There’s a bus in the picture.
There are three lorries.

(to be)
am, is, are

Talking about friends, yourself and others

I am, I’m, he is, he’s, she is, she’s, it is,
it has, it’s, we are, we’re, they are, they’re

(Imperative)

Understanding and giving simple instructions

Stand up and read this.
Clean the board, please.

(Present Continuous)
do

Asking and answering questions about
present actions

What are the cats doing?
They’re sleeping.

(Present Simple)

Describing what you like or want

I like fish.
I don’t want eggs.

Asking how to spell a word
Saying where you live
Talking about habits and facts

How do you spell ‘computer’?
I live in Montevideo.
I eat breakfast in the kitchen.
Frogs jump.

Describing ability and personal possessions

Can you play football?
Have you got a pen?
No, I’ve got a pencil.

Asking someone to do something
Making requests

Can you open the window?
Can I have an ice-cream?

For communication repair

Pardon?
Sorry?
I don’t know.

For making a choice
For linking

Is this an apple or a pear?
I’ve got a pen and a pencil.

The alphabet

Nouns
singular and plural, including limited,
specified, irregular plural forms
(Proper Nouns)
(Common Nouns)
Possessive forms:/’s/s’/
Adjectives
size, age, colour

Determiners

Pronouns
(Demonstrative Pronouns)
this, these, that, those
(Personal Pronouns)

I, you, he, she, it, we, they, me, you, him,
her, it, us, them, our, us
(Interrogative)
who, which, what, whose, where,
how many, how old

(There)
Verbs
(positive, negative, interrogative and
contractions)

(Modals)
can, have (got)

Formulae

Conjunctions
or, and

9


Starters

Starters alphabetic vocabulary list
A
a det
add v
afternoon n

again adv
alphabet n
am v

an det
and conj
animal n

Ann n
answer n + v
apple n

are v
arm n
armchair n

ask v
at prep

bath n
bathroom n
be v
beach n
bean n
beautiful adj
bed n

bedroom n
behind prep
Ben n

between prep
big adj
bike n
Bill n

bird n
birthday n
black adj
blue adj
board n
boat n
body n

book n
bookcase n
bounce v
box n
boy n
bread n
breakfast n

brother n
brown adj
burger n
bus n
bye (-bye)

cat n
catch v
chair n

chicken n
child/children n

class n
classroom n
clean adj + v
clock n
close v

clothes n
coconut n
colour n
colour (in) v
computer n

correct adj
cow n
crocodile n
cross n + v
cupboard n

dining room n
dirty adj
do/don’t v

dog n
doll n
door n

double adj

draw v
drawing n

dress n
drink n + v
duck n

egg n
eight num

elephant n
end n

English n + adj
enjoy v

eraser n
example n

find v
fish (s + pl) n
fishing n
five num

floor n
flower n
fly v
food n

foot/feet n

football n
for prep
four num

French fries n
friend n
frog n

girl n
give v
glasses n

go v
goat n
good adj

good-bye
got (see: have)
grandfather n

grandmother n
green adj
grey (or gray) adj

guitar n

(Happy birthday)
hat n
have (got) v
have (a bath,

a drink, food) v

he pron
head n
helicopter n
hello
her pron

hers pron
here adv
him pron
hippo n
his pron

hit v
hobby n
hockey n
horse n
house n

how int (How do
you spell it?)
how many int
how old int

in prep of place
in front of prep

is v
it pron

its pron

jeans n

juice n

jump v

kitchen n
kite n

know (don’t
know) v

lemonade n
lesson n
letter (as in
alphabet) n

like v + prep
lime n
line n
listen (to) v

look v
(Look, there’s Tom.
He looks happy.)
look at v

lorry n
love v
lunch n

B
baby n
badminton n
bag n
ball n
banana n
baseball n
basketball n

C
cake n
camera n
can/cannot/can’t v
car n
carrot n

D
dad(dy) n
day n
desk n

E
ear n
eat v

eye n

F
face n
family n
father n
favourite adj

G
game n
garden n
giraffe n

H
hair n
hall n
hand n
handbag n
happy adj

I
I pron
ice-cream n

J
jacket n

K
kick v
Kim n

L
lamp n
learn v
leg n
lemon n

10

live v
living room n
lizard n
long adj


Starters
M
man/men n
mango n
mat n
May (girl’s name) n

me pron
meat n
milk n
mirror n

Miss (title)
monkey n
monster n
mother n

motorbike n
mouse/mice n
mouth n
Mr

Mrs
mum(my) n
my det

next to prep
Nick n

night n
nine num

no det
nose n

not adv
now adv + dis

number n

OK inter + dis
old adj

on prep
one num

onion n
open v

or conj
orange n + adj

our adj

Pat n
pea n
pear n
pen n
pencil n

phone n + v
photo n
piano n
pick up v
picture n

pineapple n
pink adj
plane n
play (with) v
please inter

point v
point to v
potato n
purple adj

put v

red adj
rice n

ride n + v

right (correct)
adj + dis

robot n
room n

ruler n
run v

sentence n
seven num
she pron
sheep (s + pl) n
shirt n
shoe n
short adj

show v
sing v
sister n
sit (down) v
six num
skirt n

sleep v

small adj
snake n
so dis
soccer n
sock n
sofa n
some det

song n
sorry inter + adj
spell v
spider n
sport n
stand (up) v
start v

stop v
story n
street n
Sue n
sun n
supper n
swim v

ten num
tennis n
test n + v
thank you

thanks
that det + pron
the det

their det
them pron
then dis
there dummy
subject
there adv
these det + pron

they pron
this det + pron
those det + pron
three num
throw v
tick n + v
tiger n

to prep
today n + adv
Tom n
tomato n
toy n
train n
tree n

trousers n
try v

two num

under prep

understand v

us pron

water n
watermelon n
we pron
wear v

well dis
what int
where int
which int

white adj
who int
whose int
window n

with prep
woman/women n
word n
write v

yes

you pron

young adj

your pron + adj

N
name n
new adj

O
of prep
oh inter + dis

P
page n
paint n + v
painting n
pardon? inter
part n

Q
question n

R
radio n
read v

S
sad adj

Sam n
sausage n
say v
school n
sea n
see v

T
T-shirt n
table n
table tennis n
talk v
teacher n
television/TV n
tell v

U
ugly adj

V
very adv

W
walk v
wall n
want v
watch n + v

X
(No words at this level)

Y
yellow adj

Z
(No words at this level)

11


Starters

Starters thematic vocabulary list
For ease of reference vocabulary is also arranged here in
semantic groups or themes. Some words appear under
more than one heading; however, some words, usually
syntactic, are not amenable to presentation in this way.
‘School and the classroom’ and ‘language and tests’ have
been listed together.
In addition to the topics, notions and concepts listed for the
syllabus, the following categories appear:
• miscellaneous objects/nouns
• adjectives
• functions
• verbs
• conjunctions
• pronouns

Animals
animal

bird
cat
chicken

cow
crocodile
dog
duck

elephant
fish (s + pl)
frog
giraffe

goat
hippo
horse
lizard

monkey
mouse/mice
sheep (s + pl)
snake

spider
tiger

ear
eye

face
foot/feet

hair
hand

head
leg

mouth
nose

handbag
hat
jacket

jeans
shirt
shoe

skirt
sock
T-shirt

trousers
wear

family
father
friend

girl
grandfather
grandmother
happy (birthday)
he
her

him
his
I
Kim
live
man/men
May
me
Miss

mother
Mr
Mrs
mum(my)
my
name
Nick
old
Pat

Sam
she
sister

Sue
their
them
they
Tom
us

we
woman/women
you
young
your

carrot
chicken
coconut
drink (n & v)
eat
egg
fish

food
French fries
ice-cream
juice
lemon
lemonade
lime

lunch

mango
meat
milk
onion
orange
pea

pear
pineapple
potato
rice
sausage
supper
tomato

water
watermelon

box
camera
chair
clock
cupboard
dining room

doll
door
floor
flower
garden

hall

house
kitchen
lamp
living room
mat
mirror

phone
radio
room
sleep
sofa
street

table
television/TV
toy
tree
watch
window

The body and the face
arm
body

Clothes
clothes
dress

glasses

Family, friends and ourselves
Ann
baby
Ben
Bill
birthday
boy
brother
child/children
dad(dy)

Food and drink
apple
banana
bean
bread
breakfast
burger
cake

The home
armchair
bath
bathroom
bed
bedroom
bookcase

12


Starters

School and the classroom, and language and tests
alphabet
answer
ask
board
book
bookcase
class
classroom
close

colour
colour (in)
correct
cross
desk
draw
English
eraser
example

find
floor
know (don’t know)
learn

lesson
letter
line
listen (to)
look

no
number
open
page
part
pen
pencil
picture
question

read
right
ruler
school
sentence
teacher
tell
test
tick

understand
wall
word
write

yes

swim
table tennis
television/TV
tennis
toy
watch

Sports and leisure-time activities
badminton
ball
baseball
basketball
beach
book
bounce

camera
doll
draw(ing)
enjoy
favourite
fish(ing)
football

game
guitar
hit
hobby

hockey
kick
kite

listen (to)
paint(ing)
photo
piano
picture
play (with)
radio

read
run
sing
soccer
song
sport
story

car
fly
go

helicopter
lorry
motorbike

plane
ride

run

swim
train
walk

brown
green

grey (or gray)
orange

pink
purple

red
white

in
in front of

next to
on

there
under

day
end

monster
night

robot
sea

hello
I don’t know
no
oh

OK
pardon?
please
right

so
so do I (agreement)
sorry
thank you

thanks
then
well
yes

English
favourite
good
happy

long
new
old
our

right (correct)
sad
short
small

sorry
ugly
young

some
that

the
their

these
this

those

not
now

there

today

very

for
in
in front of

like
next to
of

on
to
under

Transport
bike
boat
bus

Colours
black
blue

yellow

Location and position
at
behind

between
here

Miscellaneous objects/nouns
afternoon
bag

box
computer

street
sun

Numbers
Cardinals 1-10

Formulaic expressions
bye (-bye)
good-bye
Happy birthday
here you are

Adjectives
beautiful
big
clean
dirty

Determiners

a/an
no

Adverbs
again
here

Prepositions
at
behind
between

with

13


Starters

Pronouns
he
her
hers
him

his
I
it
its

me
she
that
them

these
they
this
those

us
we
you
your

eat
find
fly
give
go
have (got)

have a bath
have a drink
have (food)
hit
know
learn

put

read
ride
run
say
see

sing
sit (down)
sleep
spell
stand (up)
swim

throw
understand
wear
write

colour
cross
enjoy
jump
kick
learn

like
listen (to)
live
look
look at

love

open
paint
phone
pick up
play (with)
point

point to
show
start
stop
talk
test

tick
try
walk
want
watch

Conjunctions
and

or

Verbs – irregular
be
can/cannot/can’t

catch
do/don’t
draw
drink

Verbs – regular
add
answer
ask
bounce
clean
close

14


Movers

• Movers
Component 1 – Listening
25 minutes/25 items

Part 3
This consists of a dialogue in which a child describes to
an adult what he/she did during the past week. Candidates
listen and match pictures to days of the week.

Part 1
This consists of a dialogue describing people and their
actions, and a corresponding picture. Candidates match

names to people by drawing lines.

Part 4
This consists of five dialogues. Candidates select a
corresponding picture for each one from sets of three.

Part 2
This consists of a dialogue in which one of the speakers
gives personal information. Candidates extract key
words/phrases and complete a notepad or form.

Part 5
This consists of a dialogue in which one speaker gives the
other instructions to colour and draw or write on parts of a
black and white drawing. Candidates follow the instructions.

Parts/tasks

Summary of Movers Listening Test component
Number
of items

Main skill focus

Input

Expected response/item type

1

Listening for lexical items and verb
phrases

Picture and dialogue

Match names to figures in a picture
by drawing a line

5

2

Listening for information

Gapped text and dialogue

Record words or numbers

5

3

Listening for lexical items and verb
phrases (past tense)

Pictures and days of the
week and dialogue

Match days of week to
pictures by copying name

of day

5

4

Listening for information

Picture sets and dialogues

Select one of three pictures
by ticking box

5

5

Listening for lexis and position

Picture and dialogue

Colour and draw or write

5

15


Movers

Component 2 – Reading and Writing
30 minutes/40 items
Part 1
This consists of a set of eight nouns (illustrated) and a set
of six definitions. Candidates match the two.

Part 2
This consists of a single picture and a set of statements,
some of which are correct and some of which are not.
Candidates write ‘yes’ or ‘no’ as appropriate.

Part 3
This consists of a written dialogue for which three
different responses are given for the second speaker.
Candidates choose the most suitable of the three
responses, by writing a corresponding letter.

Part 4
This consists of a gapped text, with small pictures
illustrating each of the missing words. Candidates supply
the missing words and choose the best title for the text.

Part 5
This consists of a series of related pictures and an
accompanying text. Beneath each picture and paragraph
there are open-ended comprehension questions, which
candidates answer with a word or phrase (not complete
sentences).

Part 6

This consists of a gapped text. Candidates select the most
appropriate word for each gap from a choice of three.

Parts/tasks

Summary of Movers Reading/Writing Test component
Number
of items

Main skill focus

Input

Expected response/item type

1

Understanding definitions

Labelled pictures and definitions

Match definitions to picture by
copying the word

6

2

Understanding short texts

Picture and sentences

Write ‘yes’ or ‘no’ next to the
sentences

6

3

Identifying appropriate utterances

Short dialogue with multiple
responses

Select best response by circling
a letter

6

4

Completing a gapped text with
one word (noun or verb)

Gapped text with picture cues

Write words in gaps. Choose the
best title for the story from a
choice of 3

7

5

Understanding short texts and
answering open-ended questions

Text and pictures and questions

Answer questions by writing a
word or phrase (3 words maximum)

10

6

Completing gapped text with one
word (grammatical)

Gapped text and word sets

Complete text by selecting the
best word and copying

5

16


Movers

Component 3 – Speaking

Topics, notions and concepts
The topic list for Movers includes topics covered at Starters.

5–7 minutes/4 parts
The Speaking Component takes the form of a one-to-one
exchange lasting approximately 5–7 minutes. The language
used by the examiner is based on and controlled by a script,
called an ‘interlocutor frame’.
It is intended that each child should be individually taken in
to the test by an usher, preferably someone who is known
to them (possibly the child’s teacher or some other very
familiar person from their school). The usher explains the
test format in the child’s first language, before taking the
child into the exam room and introducing them to the
examiner.
The mark for the Speaking component is based on a rating
for interactive listening ability, pronunciation and production
of extended responses.

Parts/tasks

Main skill focus

Expected response/
item type

1

Greeting and name check
(unassessed); two similar
pictures

Identify four differences
between pictures

2

Picture sequence

Describe each picture
in turn

3

Picture sets

Identify the odd one out
and give reason

4

Open-ended questions

Answer personal questions

Some of these topics are retitled and the topic list for
Starters is revised to take account of this.

Some topics build on and extend the language introduced
at Starters. Others, shown in bold, are introduced for the
first time at this level.

Topics
• animals
• the body and the face
• clothes
• family, friends and ourselves
• food and drink
• health
• local places
• the home
• school and the classroom, and language and tests
• sports, leisure and holidays
• transport
• weather
• world around us

Notions and concepts
• ability
• actions and activities: including routines and manner,
past and present
• age
• appearance
• colours
• numbers: cardinal and ordinal
• comparisons
• days of the week
• feelings

• location and position
• obligation
• offers
• possession
• permission
• requests
• shapes and sizes
• greetings
• containers
• time expressions

17


Movers

Movers Structure List

The structure list for Movers subsumes the structure list for
Starters. The following structures appear for the first time at
Movers level.
Language (grammar and structures)

Language use (communication)

Language items (examples)

(Proper Nouns)

Talking about people and places

Jane lives in London.

(Common Nouns)
Including countable and limited,
specified uncountable

Talking about quantities and amounts

a
a
a
a

(Simple comparatives)

Comparing quantities and amounts

There are more boys than girls in the
classroom.

zero article
any
a lot (of)

Talking about things which can
and cannot be counted

Paul’s father goes to work every morning.
There isn’t any bread on the table.

She took a lot of photos.

mine, yours, his, hers, its, ours, theirs

Talking about personal possessions

Is that car yours?

Nouns

cup of coffee
glass of water
bottle of lemonade
bowl of soup

Determiners

Can you give me some cakes?

Indirect object
Adjectives
(Base forms)

Talking about appearances and feelings

Sally was hungry.

(Comparatives and superlatives)

Making comparisons between things

The sun is bigger than the moon.
My house is the smallest in the village
Who is your best friend?

(Past Simple)
Regular past forms and past forms of all
irregular verbs which appear in the list

Talking about events in the past

We went to the park yesterday.

(Short Answer Forms)

Answering yes/no questions

Has your school got any computers?
No, it hasn’t.

Verbs

(Verb complementation)
Verb + infinitive
Verb + ing form
Go + ing

I want to go home.
He started to laugh.
He started laughing.

Talking about activities

I go fishing at weekends.
I went riding yesterday.
I like walking in the mountains.

Like, enjoy, etc. +ing
To in sense of ‘in order to’

Expressing purpose

She went to the shops to buy a new dress

(Modals)

Indicating (negative) obligation

You must clean your bedroom.
You mustn’t shout in class.

must and mustn’t
have (got) to

I’ve got to go.
Making offers and suggestions;
showing (negative) preference

Would you like a bowl of soup?
Would you like to come with us?
I’d like to go home now.

Making offers

Shall I carry your bag?

would & wouldn’t (like)
shall (in interrogatives only)

I could see him.
I had to go.

(Past tense modals)
could
had
Adverbs
(Adverbs of Time) now, today, yesterday

Describing when something happens

My aunt caught the plane yesterday.

(Adverbs of Frequency) always, sometimes
never, often

Describing how often something happens

She never eats meat.

(Adverbs of Manner) quietly, slowly, quickly,
carefully, well, badly, loudly

Describing how you do something

We went upstairs quietly.

18


Movers

Language (grammar and structures)

Language use (communication)

Language items (examples)

(Adverbs of Degree) a lot

Describing to what extent you do something

She talks a lot.

(Comparative adverbs)

Making comparisons

He can read better than his brother.

Asking questions to get information

How do you go to school?
When does the film start?
How much water do you want?
How often do you eat cake?
Why is he talking to her?
Which snowman has Harry made?
What kind of music do you like?

Adverbs continued

Interrogatives
how, when, how much, how often, why,
what kind of, which + (n)

What is/was the weather like? (weather only)

What’s the weather like?

Prepositions
(Prepositions of Time)
on, in, after, before

Talking about dates and time (but not o’clock)

She watches TV on Fridays.
The dog always sleeps in the afternoon.
She plays with her friends after school.
I must do this before Friday.

(Prepositions Showing Agent)

with

Talking about the agent or the instrument of
an action

He painted the wall with a big brush.

but

Expressing contrast

I like ice-cream, but I don’t like chocolate.

because

Expressing reasons

I went home because I was tired.

Cardinal Numbers: 1–20

Counting up to 20 and talking about specific
quantities

There are 18 children in my class.

Ordinal Numbers: 1st–10th

Talking about positions (e.g. in a race)

Jane lives in the second house on the right.

Identifying people and objects

Emma is the girl who is sitting by the tree.

Conjunctions

Numbers

Clauses
(Relative clauses with relative pronouns)
who, which, that

An envelope is the thing which/that we put
a letter in.

Formulae
For communication repair

What did you say?
I didn’t understand/hear you.

19


Movers

Movers alphabetic vocabulary list
The following words appear for the first time at Movers level.

A
about prep
above prep
address n

afraid adj
after prep
age n

all adj + pron + det
all right inter
a lot adv

a lot of det
always adv
another adj

any adj + det
apartment n (flat)
aunt n

bank n
basement n
bat n
bear n

beard n
because conj
before adv + prep

below prep

best adj
better adj
blanket n
blond(e) adj

bottle (of) n
bottom n
bowl (of) n
bus station n

but conj
buy v
by prep

catch (a bus) v
cheese n
choose v
cinema n
city n

climb v
cloud n
cloudy adj
clown n
coat n

coffee n
cold adj + n

come v
comic n
(USA comic book)

cook v
cough n
country(side) n
cousin n
cry v

cup (of) n
curly adj

daughter n
difference n

different adj
difficult adj

dolphin n
down adv + prep

downstairs adv

eighteen num
eighth adj

eleven num
evening n

every adj + det
excuse me inter

farm n
fat adj
field n
fifteen num

fifth adj
film n
fine adj
fine! inter

first adj + adv
fish v
flat n
floor (ground, 1st,

good morning/
afternoon/
evening/night

granddaughter n
grandparent n
grandson n

grass n
great! inter
ground n + adj (floor)

help v
holiday n
home n
homework n

hop v
hospital n
hot adj
how adv + int

How about...?
(suggestion)
how much adv + int
how often adv + int

hungry adj
hurt v tr + intr
(My leg hurts.
I hurt my leg.)

inside prep + adv

island n

Jill n

Jim n

John n

jungle n

kick n

kind (type) n

laugh v
leaf/leaves n

library n
lift n (USA elevator)

lion n
a lot det + adv

loud(ly) adj (adv)

matter n
(What’s the
matter?)
mean v

mine pron
mistake n
Monday n
moon n

more adj + adv
morning n
most adj + adv

mountain n

moustache n
move v
music n

B
back n
bad adj
badly adv
balcony n

C
café n
CD n
careful adj
carefully adv
carry v

D
Daisy n
dance v

E
earache n
easy adj

F
fair adj
famous adj

fan n (paper or
electric)

2nd, 3rd etc.) n
fly n
forest n
fourteen num

fourth adj
Fred n
Friday n
fruit n

G
get un/dressed v
get up v
glass (of) n

H
have (got) to v
have a (shower/
wash) v
headache n

I
in prep of time

J
Jane n

K
kangaroo n

L
lake n
last adj + adv

M
map n
market n
Mary n

20

must/must not/
mustn’t v


Movers

N
neck n

need v

never adv

nineteen num

ninth adj

nothing pron

on adv
on prep of time

one pron
only adv

opposite prep
ours pron

out adv
out of prep

outside adv + prep

parrot n
party n
pasta n

Paul n
person/people n
pet n

Peter n
picnic n
pirate n

place n

plant n
playground n

put on v

rainbow n
river n

road n
rock n

round adj

seventh adj
shall v
shark n
shop n + v
shoulder n
shout v

shower n (have
a shower) v
sixteen num
sixth adj
skate n + v
skip v
slow(ly) adj (adv)

snow n + v
something pron

sometimes adv
son n
soup n
square adj + n
stair(s) n

star n
stomach n
stomach-ache n
straight adj
strong adj
Sunday n
sunny adj

supermarket n
sweater n
swimming pool n

tea n
temperature n
tenth num
text n
than conj
theirs pron

then conj + adv
thin adj
thing n
think v
third adj

thirsty adj

thirteen num
Thursday n
tired adj
tooth/teeth n
toothache n
toothbrush n

top n
towel n
town n
treasure n
Tuesday n
twelve num

twenty num

up adv + prep

upstairs adv

what’s the matter?
int
when adv + int +
conj
which pron

why? int
wind n

windy adj
work n + v
world n

worse adj
worst adj
would/n’t (like) v
wrong adj

O
off adv
often adv

P
panda n
parent n
park n

Q
quick(ly) adj (adv)

quiet(ly) adj (adv)

R
rabbit n
rain n + v

S
sail v
Sally n

sandwich n
Saturday n
scarf n
second adj
seventeen num

T
take v
take a bus v
take pictures v
take off
(get undressed) v
tall adj

U
uncle n

V
video n

village n

W
wait v
wake (up) v
wash n + v
(have a wash)
waterfall n

weak adj

weather n
Wednesday n
week n
weekend n

well adj + adv
wet adj
whale n
What about...?
(suggestion)

X
(No words at this level)

Y
yesterday n + adj

yours pron

Z
zoo n

21


Movers

Movers thematic vocabulary list
Animals
bat

bear

dolphin
fly

kangaroo
lion

panda
parrot

pet
rabbit

shark
whale

blond(e)
curly

fair
moustache

neck
shoulder

stomach
straight

tooth/teeth

scarf

sweater

Peter
Sally
son
uncle

The body and the face
back
beard

Clothes
coat

Family, friends and ourselves
aunt
cousin
Daisy
daughter

Fred
granddaughter
grandparent
grandson

Jane
Jill

Jim
John

Mary
parent
Paul
person/people

fruit
pasta

picnic
sandwich

soup
tea

earache
fine

headache
matter

(what’s the
matter?)

stomach-ache
temperature

toothache

balcony
basement

downstairs
flat

floor
home

lift
shower

stairs
upstairs

cinema
farm
hospital

library
market
park

playground
shop
supermarket

swimming pool
zoo

Food and drink
cheese
coffee

Health
cold
cough

The home
address
apartment

Local places
bank
bus station
café

Occupations and the world of work
clown

pirate

work

School and the classroom
homework

mistake

playground

text

Sports and leisure and holidays
CD
comic/comic book

film
holiday

kick
music

party
skate

video

snow
sunny

weather
wind

windy

lake
leaf/leaves
moon

mountain

plant
river
road
rock

star
town
village
waterfall

toothbrush
top
towel

treasure
wash

Transport
catch a bus

take a bus

Weather
cloud
cloudy

rain
rainbow

The world around us
city
country(side)
field
forest

grass
ground
island
jungle

Colours
(No additional words at this level)

Miscellaneous objects and other nouns
age
blanket
bottom

22

difference
fan
kind (type)

map
place
thing

world


Movers

Numbers
Cardinals: 11–20

Ordinals: 1st–10th

Containers
bottle (of)

bowl (of)

cup (of)

glass (of)

week
weekend
yesterday

The days of the
week:
Monday
Tuesday

Wednesday
Thursday

Friday
Saturday

Sunday

Time expressions
after
always
before
evening

every
morning
never
sometimes

Greetings and other formulaic expressions
all right
excuse me!

good morning/
afternoon/
evening/night

fine!
Great!

How about...?
(suggestion)
I didn’t hear you

I didn’t understand
you
What a beautiful day!

What did you say?
What’s the matter?

cold
different
difficult
easy
every
famous
fat

fine
hot
hungry
last
loud
more
most

quick
quiet
round
slow
square
straight

strong

tall
thin
thirsty
tired
weak
well
wet

worse
worst
wrong

a lot of

another

any

every

down
downstairs
how
how much
how often

inside
last

loudly
more
most

off
often
only
out
outside

quickly
quietly
slowly
sometimes
then

before
below
by

down
inside
on (time)

opposite
out of
outside

up

more
most

nothing
one

ours
something

theirs
which

but

than

then

get (un)dressed
get up
have (got) to
have a shower

have a party
have a wash
hurt
mean

must
put on

take
take a bus

take off
take pictures
think
wake up

dance
fish
help
hop

laugh
move
need
rain

sail
shop
shout
skate

skip
snow
wait
wash

Why?

When?

Adjectives
afraid
all
any
bad
best
better
careful

Determiners
all

Adverbs
a lot
always
badly
before
carefully

up
upstairs
well
when

Prepositions
about
above
after

Pronouns
all
mine

yours

Conjunctions
because

Verbs – irregular
buy
catch (a bus)
choose
come

Verbs – regular
carry
climb
cook
cry

work

Interrogative
What’s the matter?

23

Flyers

• Flyers
Component 1 – Listening
25 minutes/25 items

Part 3
This consists of a set of five short monologues, which relate
to one set of six pictures and one set of eight pictures.
These form a matching task with the two unused pictures.

Part 1
This consists of a dialogue describing people and their
actions, and a corresponding picture. Candidates match
names to people by drawing lines.

Part 4
This consists of five dialogues. Candidates select a
corresponding picture for each one from sets of three.

Part 2
This consists of a dialogue in which one of the speakers
gives personal information. Candidates extract key
words/phrases and complete a notepad or form.

Part 5
This consists of a dialogue in which one speaker gives
the other instructions to colour parts of a black and white
drawing. There is one instruction to draw, and one
instruction to write a word. Candidates follow the

instructions.

Parts/tasks

Summary of Flyers Listening Test component
Number
of items

Main skill focus

Input

Expected response/item type

1

Listening for lexical items and verb
phrases

Picture and dialogue

Match names to figures in a picture
by drawing a line

5

2

Listening for information

Gapped text and dialogue

Record words or numbers

5

3

Listening for lexical items

Picture sets and short monologues

Match pictures by writing letter
in box

5

4

Listening for information

Picture sets and dialogues

Select one of three pictures by
ticking box

5

5

Listening for lexis and position

Picture and dialogue

Colour and draw and write

5

24