Practice tests plus movers teacher book part 1

Young Learners English

Movers
Practice
Tests Plus Teacher’s Guide
Rosemary Aravanis

Teaching not just testing

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Pearson Education Limited
Edinburgh Gate
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 identified 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 Neografia.
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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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 first 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 certific 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
first 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 fi 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 fi 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

4

■■ 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 ecific
inform tion

r s lines
from d ys of
the ee to
correct ictures

(

uestions)

istenin
for s ecific
inform tion

ic s
o
under the
correct icture

(

uestions)

istenin for
ords colours
nd s ecific
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 find 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

Introduction

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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 )

■■ Movers■Reading■&■Writing■Test
Overview
Parts
(30■minutes)

What■does■the■
child■do?
o ies the
correct ord
ne t to the
definition

(

uestions)

tchin
short
definitions
to ords nd
ictures
ritin

ords

(

uestions)

e din
sentences
out
icture
ritin one
ord ns ers

(

uestions)

e din
di lo ue nd
choosin
the correct
res onse

(

uestions)

e din
hooses nd
for s ecific

co ies missin
inform tion
ords correctly
nd ist
ic s
o
to
choose
the
o yin
ords
correct title for
the story

(

uestions)

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 first 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

What■is■the■
skills■focus?

(

uestions)

e din
story
om letin
sentences

rites yes or no

hooses
the correct
res onse y
circlin
letter

om letes
sentences

out story
y ritin one
t o or three
ords

e din nd
om letes
underst ndin
te t y
f ctu l te t
selectin the
o yin
ords 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 definitions
e sure
students re f mili r ith the l n u e ty ic l
of definitions 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 infiniti e of ur ose

Introduction

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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 first 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 infiniti 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
6

•■

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
What■is■the■
(5-7■minutes) skills■focus?
escri in t o
ictures usin
short res onses
Underst ndin
the e innin
of story
ontinuin the
story usin the
icture rom ts
ro ided
u estin
hich icture of
four is different
nd s yin
hy
Underst ndin
nd res ondin
to erson l
uestions

What■does■the■
child■do?
dentifies four
differences
et een t o
ictures
escri es e ch
icture in turn

dentifies the
odd one out
nd i es
re son
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.

Introduction

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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 find 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
)

Introduction

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Test 1

Test 1

Listening
Part 1
5 questions

Listening Part 1

Listen and draw lines. There is one example.

■ Warm-up

Jim

Daisy

Tony

Nick

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 first
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 Boy’s
Both
name name girl’s &
boy’s
name
Daisy



Fred



Jack



Jane



Jim



John




Peter





Vicky



Lily





2 Spell out the names in
random order, e.g. J-I-M.
Students listen and write
the names. Check by asking
8

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Activity 2

Kim

Charlie

Vicky

Test 1, Listening Part 1

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.



Paul

Sally

4

Ben



Pat

Mary

Sally

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

12/15/2011 3:33:45 PM

should find 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, Listening Part 1

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1 3:33:45 PM

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 first 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
Fch
F
Mch
M
R

M

Fch
M
Fch
M
Fch
R

= rubric
= Female child
= Female adult
= Male child
= Male adult
Look at the picture. Listen
and look. There is one
example.
Hello. What are you all
doing out here?
We’re playing.
Are these your brothers
and sisters?
No. Some are friends. Jim’s
my brother.
Is he the boy who’s riding
a bike?
Yes, he loves his bike.

M
Fch
M
Fch

One
Who’s the girl in the red
dress?
The one under the tree?
Yes.
That’s my friend Vicky.
I think her dress is nice.

R
Fch
M
Fch
M
Fch
M

Two
Look at my sister!
What’s she doing?
She’s kicking a ball.
What’s her name?
It’s Daisy.
She’s good at kicking!

R
Fch
M
Fch

Three
That’s my baby sister.
Is she sleeping?
Yes. Grandpa is sitting next
to her.
What’s her name?
Sally.

M
Fch
R
M
Fch
M
Fch
R
M
Fch
M
Fch
M
R

Four
Who’s the boy that’s sitting
down?
Which one?
The one who’s reading a
book.
Oh, that’s my friend, Nick.

He’s always reading!
Five
Is that your brother who’s
painting a picture?
No. He’s my friend’s
brother.
What’s his name?
It’s Ben. Do you like his
picture?
Yes, it’s very good.
Now listen to Part One
again.

Answer Key ➤ SB page 4

Can you see the line? This
is an example. Now you
listen and draw lines.

Test 1, Listening Part 1

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Listening

Test 1

Part 2
5 questions

Listening Part 2

Listen and write. There is one example.

In this part, students listen and
answer questions with a name or
a number.

SPORTS DAY

■ 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
1d 2a/e 3b
5f 6c

4a/e

Activity 2
Aim: To practise the correct
spelling of words.
Materials: None

10

Where?

1

Day:

2

How many sports?

3

Favourite sport:

4

Where picnic?

5

Food:

sports centre

Wednesday
10 / ten
table tennis
City

Park

Ice cream

Test 1, Listening Part 2

M01_PTP_CYLET_MOVERS_SB_6592_U01.indd 5

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)

5

12/15/2011 3:33:46 PM

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, Listening Part 2

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1 3:33:46 PM

Listening
fi ure of
erson on the
o rd our fi 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 fi 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 first 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
F

Two
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
F

Three
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
F

Four
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
F
Mch
F
Mch

Five
What did you have to eat?
I had my favourite food.
What’s that? Ice cream?
Yes, that’s right ...
ice cream!

R

Now listen to Part Two

again.

Answer Key ➤ SB page 5

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.

Test 1, Listening Part 2

M01_PTP_CYLET_MOVERS_TB_6608_U01.indd 11

11

3/21/2012 6:37:35 PM


Test 1

Test 1

Part 3
5 questions

Listening Part 3
In this part, students draw lines
from the days of the week to the
correct pictures.

What did John do last week?
Listen and draw a line from the day to the correct picture.
There is one example.

■ Warm-up
Activity 1

Monday

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 first ins
4 They can exchange cards and
then play the game again. Ask
confident 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.

12

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

6

Test 1, Listening Part 3

M01_PTP_CYLET_MOVERS_SB_6592_U01.indd 6

12/15/2011 3:33:48 PM

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
1C 2B 3F

4D

5E

6A

■ 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

Test 1, Listening Part 3

M01_PTP_CYLET_MOVERS_TB_6608_U01.indd 12

3/21/2012 6:37:36 PM


1 3:33:48 PM

Listening
words they may need to know,
e.g. swimming, beach, etc.
4 l y the first 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
F

Three
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 difficult ec use
there was a lot of wind.
R
F

Four
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
F

Five
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

Test 1, Listening Part 3

M01_PTP_CYLET_MOVERS_TB_6608_U01.indd 13

13

3/21/2012 6:37:37 PM


Listening

Test 1

Part 4
5 questions

Listening Part 4
In this part, the students listen

for information and tick the
correct picture.

Listen and tick (✓) the box. There is one example.
Where did Peter have his party?

■ 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?

14

A
1

✓

C

B

C

B

C

Which animals did Jill see?

A
2

B

✓

What game did the children play?

A

✓

Test 1, Listening Part 4

M01_PTP_CYLET_MOVERS_SB_6592_U01.indd 7

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

7

12/15/2011 3:33:56 PM

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

M01_PTP_CYLET_MOVERS_TB_6608_U01.indd 14

3/21/2012 6:37:50 PM

M01_P


1 3:33:56 PM

Test 1
3

Listening

What did Lily eat at the party?

A
4

✓

B

C

B

C

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.

What did Bill buy at the shops?

A
5

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!

✓

What did Dan wear to the picnic?

A

8

B

✓

C

R

Test 1, Listening Part 4

M01_PTP_CYLET_MOVERS_SB_6592_U01.indd 8

4

l y the first 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.

12/15/2011 3:34:04 PM

F
Mch
F
Mch
F
Mch
R

Did you have a party?
Yes, I did.
At your home?
No.
Was it in the park?
No, It was at the zoo!

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?

Four. What did Bill buy at
the shops?

Mch I went to the shops on
Saturday.
F
Oh. What did you buy?
Mch ell first 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

M01_PTP_CYLET_MOVERS_TB_6608_U01.indd 15

15

3/21/2012 6:38:02 PM


Listening

Test 1

Part 5
5 questions

Listening Part 5

Listen and colour and draw. There is one example.

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
finished ictures ith their
classmates.
4 Go through the answers with
the class, e.g. say What colour is
the pen? (It’s red).
Test 1, Listening Part 5

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 fi e
items in picture A; Student B
colours fi 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

16

M01_PTP_CYLET_MOVERS_SB_6592_U01.indd 9

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?

9

12/15/2011 3:34:07 PM

Colour them green.
5 Students compare their
finished 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

M01_PTP_CYLET_MOVERS_TB_6608_U01.indd 16

3/21/2012 6:38:05 PM


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 first 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

M
Fch
M
Fch
M
Fch

R

1 3:34:07 PM

Fch
M
Fch
M

Fch
M
Fch
R
M
Fch
M
Fch

Look at the picture. Listen
and look. There is one
example.
Hello, Sally. Do you want to
colour this picture?
Yes, please.
Can you see the rock?
The rock. Yes, I can.
Colour it grey.
OK.
Can you see the grey
rock? This is an example.

Now you listen and
colour and draw.
One
OK. What now?
n you see the flo er
here re three flo ers
Yes. Can you see the
smaller one next to the
rock?
Yes, I can. Can I colour it?
Yes. Colour it pink.
Fine.

M
Fch

Yes, the one with its mouth
open.
Oh yes. I see it.

R
Fch
M
Fch
M
Fch
M

Three
Look at the fat bird!

Yes, it’s very fat.
Can I colour it?
Yes. Do it blue.
The bird?
Yes. Do it carefully!

R
M

Four
Can you see the girl who’s
wearing the sweater?
Yes. Can I colour it?
No, don’t colour it. Can you
draw something on it?
Yes. What?
A star.
A star? OK, I’m drawing it
now.

Fch
M
Fch
M
Fch
R
M
Fch
M
Fch

M
Fch
R

Five
Can you see the apple?
Which one?
The one in the tree.
Yes.
Colour the apple in the
tree red.
Mmm, I’m hungry!
Now listen to Part Five
again.

Answer Key ➤ SB page 9

Two
o the fish
n you see
the fish
I can.
Colour the big one green.
The big one?

Test 1, Listening Part 5

M01_PTP_CYLET_MOVERS_TB_6608_U01.indd 17

17

3/21/2012 6:38:06 PM


Test 1

Test 1

Reading & Writing
Part 1
6 questions

Reading & Writing
Part 1

Look and read. Choose the correct words and write them on the lines.

In this part, students match
ords to their correct definition

■ 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 confirm
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
18

10

a pineapple

a stomach

a dog

tea

a moustache

a neck

watermelon

a parrot

Test 1, Reading & Writing Part 1

M01_PTP_CYLET_MOVERS_SB_6592_U01.indd 10

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

12/15/2011 3:34:10 PM

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

Test 1, Reading & Writing Part 1

M01_PTP_CYLET_MOVERS_TB_6608_U01.indd 18

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M01_P


1 3:34:10 PM

Reading & Writing

Reading & Writing
6 Check answers. Make sure
the students’ handwriting
is legible and that they have
spelt the words correctly
and included the article if
necessary.

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

a dog

Answer Key ➤ SB page 11

Questions
1

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

a stomach

2

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

tea

3

This animal can fly 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 parrot
a moustache
a pineapple
a neck
Test 1, Reading & Writing Part 1

M01_PTP_CYLET_MOVERS_SB_6592_U01.indd 11

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 first
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.

11

12/15/2011 3:34:10 PM

2 Write the example description
on the board. Elicit and
underline the key words that
hel you find 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.

Test 1, Reading & Writing Part 1

M01_PTP_CYLET_MOVERS_TB_6608_U01.indd 19

19

3/21/2012 6:38:09 PM


Test 1

Test 1

Part 2
6 questions

Reading & Writing
Part 2

Look and read. Write

yes or no.

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
20

Examples

12

There are two cats and they are sleeping.

yes

The small robot is on the floor.

no

Test 1, Reading & Writing Part 2

M01_PTP_CYLET_MOVERS_SB_6592_U01.indd 12

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
find 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 fi e minutes

to do this.

12/15/2011 3:34:10 PM

3 The students compare their
pictures and see if they can
find 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 find e idence

Test 1, Reading & Writing Part 2

M01_PTP_CYLET_MOVERS_TB_6608_U01.indd 20

3/21/2012 6:38:10 PM

M01_P

1 3:34:10 PM

Reading & Writing

Reading & Writing
Questions

yes

1

The orange fish are bigger than the
yellow fish.

2

The boy with brown hair is reading a book.

no

3

There are four drawings on the wall.

no

4

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

5

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

no

6

There are three glasses of water in
the room.

no

yes

Test 1, Reading & Writing Part 2

M01_PTP_CYLET_MOVERS_SB_6592_U01.indd 13

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 fi e

13

12/15/2011 3:34:10 PM

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

Test 1, Reading & Writing Part 2

M01_PTP_CYLET_MOVERS_TB_6608_U01.indd 21

21

3/21/2012 6:38:10 PM


Test 1

Test 1

Part 3
6 questions

Reading & Writing
Part 3

Read the text and choose the best answer.
Mary is talking to her friend Jack.

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 first 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
first 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 find 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.

22

Example
Mary:

Hello, Jim. What are you doing?

Jack:

A
B
C

I’m going to the shop.
I go to the library.
I don’t want to go.

Questions
1

14

Mary:

Why are you going to the shop?

Jack:

A
B

C

I like eggs.
There are some eggs.
I want to buy some eggs.

Test 1, Reading & Writing Part 3

M01_PTP_CYLET_MOVERS_SB_6592_U01.indd 14

Hello (Hello)
What’s your name? (It’s …)
Ho are you? m fine 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 first line of fi e short
dialogues. They should then
s
their first 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

12/15/2011 3:34:11 PM

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 first 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.

Test 1, Reading & Writing Part 3

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Reading & Writing
2

3

4

5

6

Mary:

Do you like eggs?

Jack:

A
B
C

Mary:

What are the eggs for?

Jack:

A
B
C

Mary:

I must come and help you.

Jack:

A
B
C

Mary:

When can I come?

Jack:

A
B
C

Mary:

OK. See you then.

Jack:

A
B
C

Reading & Writing

Yes, I do.
No, it isn’t.
Yes, I like it.

I’d like a cake.
To make a cake.
No, I can make a cake.

Yes, I like it.
No, I can’t.
Yes, I’d like that.

You came last week.
You can come this afternoon.
You can’t come with me.

Thanks. Bye.
Yes, I do.
That’s all right.
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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

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Test 1

Test 1

Part 4
7 questions

Reading & Writing
Part 4

Read the story. Choose a word from the box. Write the correct word next

to numbers 1–6. There is one example.

In this part, students copy words
to complete a story and then
choose the best title.

Activity 1

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 find the ords?
(in the box)
Can you write a word that isn’t in
the box? (no)

dog

and played with Dan, our (2)

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 fits in e ch
Check the answers.
4 Ask students to suggest other
ords hich could fit in e ch
gap correctly.

24

walked

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

4 pets
5 towel
6 sat

.

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

■ Warm-up

Answer Key
1 put on
2 rainbow
3 laughed

football

My name is Fred. I like computers, comic books and

to the park

. At the park,

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

rode

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

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

our bikes down by

eat

something because we were hungry. My mother made us some lunch.
We had a (5)

burger

and some chips. It was very nice

but my favourite food is chicken and potatoes. Tomorrow is Monday
so I must do my (6)

homework

tonight.

Yes, I work and I play at the weekend!

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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 first 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

12/15/2011 3:34:11 PM

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.

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Reading & Writing

Reading & Writing

example

8 Students choose the best
name for the story. Check the
answers.
football

burger

walked

eat

homework

dog

rode

jumped

milk

Answer Key ➤ SB pages 16 & 17

(7) Now choose the best name for the story.
Tick one box.
Fred’s friends
Fred’s weekend

✓

Fred’s favourite food

Test 1, Reading & Writing Part 4

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■ 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.)

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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.

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