02 Prim Ex Pack Movers

Cambridge English
Qualifications
PRIMARY
EXAM PRACTICE PACK
A1
Movers
Rosemary Aravanis
with Elaine Boyd
Pearson Educación, S.A.
Ribera del Loira 16-18
28042 Madrid
Spain
© Pearson Educación, S.A. 2019
Published by arrangement with Pearson Education Limited
All rights reserved. This work is protected by copyright laws and is the intellectual
property of Pearson Educación, S.A. Legitimate users are allowed to make photocopies
of this work for use as classroom material only. Any other use, especially for
commercial purposes, is strictly prohibited.
First edition 2012 by Rosemary Aravanis.

Second edition 2018 prepared by Elaine Boyd.
This edition first published 2019

EAN 8435085123160
Set in Sasoon Sans
Illustrated by John Batten, pages 8, 10, 11, 16, 18, 24, 25, 26, 31 and Quadrum Solutions,
pages 9, 12, 13, 14, 21, 22, 28, 30, 32.
Illustration on page 27 reproduced here by permission of Cambridge ESOL. This image is
drawn from the CYLE Tests Sample Papers, published by Cambridge ESOL, 2006.
Note from the publisher

Pearson has robust editorial processes, including answer and fact checks, to ensure
the accuracy of the content in this publication, and every effort is made to ensure this
publication is free of errors. We are, however, only human, and occasionally errors do
occur. Pearson is not liable for any misunderstandings that arise as a result of errors
in this publication, but it is our priority to ensure that the content is accurate. If you
spot an error, please do contact us so we can make sure it is corrected.
Contents
Introduction�� 4
Test 1
Listening
Part 1�� 8
Part 2�� 9
Part 3�� 10
Part 4�� 12
Part 5�� 14
Reading & Writing
Part 1�� 16
Part 2�� 18
Part 3�� 20
Part 4�� 22
Part 5�� 24
Part 6�� 28
Speaking
Part 1�� 30
Part 2�� 31
Part 3�� 32
Test 1 • Teacher’s Notes
Listening�� 34
Reading & Writing�� 44
Speaking�� 57
A1 Movers grammar and structures list�� 62
A1 Movers alphabetic vocabulary list�� 63

Introduction
■■ A1 Movers Listening Exam
The following material comes from Young Overview
Learners Practice Tests Plus series and is aimed
at students aged 7–12 years who are preparing Parts What is the What does
for the Cambridge English Qualifications (25 minutes) skills focus? the child do?
for young learners. The series consists 1 (5 questions) Listening for Draws lines to
of three levels: Pre A1 Starters, A1 Movers and names and match names
A2 Flyers. descriptions to people in a
The exams are suitable for students of all picture
nationalities whose first language is not English, 2 (5 questions) Listening Writes words
whatever their cultural background. They for names, or numbers in
cover all four language skills – reading, writing, spellings gaps
listening and speaking – and include a range and other
of tasks which assess candidates’ ability to use information
and communicate effectively in English. All
3 (5 questions) Listening Matches
candidates who complete their exam receive an
for specific pictures with
award, which focuses not on what they can’t do
information illustrated
but on what they can do. The award certificate
items by
has a shield score boundary which outlines
writing a
individual attainment. The Young Learners
letter in a box
exams are aligned with the Common European
Framework of References for Language, at levels 4 (5 questions) Listening Ticks a box
A1 and A2. They also provide an appropriate for specific under the
first step towards the main Cambridge English information correct
Qualifications for Schools (Key for Schools and picture
Preliminary for Schools). 5 (5 questions) Listening for Colours
words, colours and writes
■■ Components and specific something on
The Primary Exam Pack includes selected information the picture
components from the Young Learners Practice Tests
Plus series. Each level (Starters, Movers, Flyers) Guidance
includes the following: Part 1
• Introduction with at-a-glance exam overview • Students need to know the range of children’s
and teaching tips for each part of the test. names they are likely to encounter in the
• Test 1 divided into three sections: Listening, exam. These include the names new to A1
Reading & Writing and Speaking. Movers (Boys: Fred, Jack, Jim, Paul, Peter, Charlie.
• Teacher’s Notes, which contain reduced Girls: Clare, Daisy, Jane, Julia, Mary, Sally, Vicky,
pages of Test 1 with embedded answers in Lily, Zoe) and also the names from Pre A1
place; suggested warm-up activities; teaching Starters.
guidelines for each test; audioscripts; a • Students should look at the picture(s)
Speaking frame for each test giving procedures before the questions start. They should be
and language to use in each speaking test; encouraged to predict how each character
Cambridge English Qualifications for Young may be described.
Learners grammar, structures and vocabulary • They need to know that they will hear
lists. descriptions of people’s clothes and physical
• Audio files for the Listening tests are appearance, as well as comments on what the
available for downloading from people are doing.
http://resources.pearsonelt.es Part 2
• Students find this note-taking exercise
challenging. Give them as much practice
as possible.
• Students need to know the meaning of the
words in the Pre A1 Starters and A1 Movers
vocabulary lists. (For the A1 Movers vocabulary
list see page 67). They also need to know how
to spell the words correctly.
• Students need plenty of practice with the
4 Introduction alphabet and spelling.
Introduction
Part 3 ■■ A1 Movers Reading & Writing
• Students should read the instructions Exam
carefully as these set the context and tell
students what Overview
to do. Parts What is the What does the
• They need to listen carefully. In some cases, (30 minutes) skills focus? child do?
the children on the recording will mention
1 (5 questions) Matching Copies the
things from more than one picture but only
short correct word
one picture is correct.
definitions next to the
Part 4 to words and definition
• This part covers a wide range of grammar and pictures
vocabulary (appropriate to this level). Make Writing words
sure the vocabulary and structures in the Pre
A1 Starters and A1 Movers syllabus have been 2 (6 questions) Reading a Chooses the
well covered on the course (For the A1 Movers dialogue and correct response
syllabus and vocabulary list see pages 62-67). choosing by circling a
the correct letter
• Students should know that the answer may response
come at the beginning of the dialogue, in the
middle or at the end. Encourage them to listen 3 (6 questions) Reading Chooses and
to the whole dialogue before choosing an for specific copies missing
answer. information words correctly
and gist Ticks a box
Part 5
Copying words to choose the
• Students need to have their coloured pencils correct title for
ready for this. the story
• They need to know the range of colours used 4 (5 questions) Reading and Completes a
(black, blue, brown, green, grey, orange, pink, understanding text by selecting
purple, red, yellow, white). a factual text the correct
• They need to know that they will also write Copying words words and
something on the picture. The words will be copying them in
easy to spell. the gaps
• Students need to be aware of prepositions of 5 (7 questions) Reading a Completes
place for this exercise (e.g. next to, behind, on, story sentences
under, etc.). Completing about a story by
sentences writing one, two
Teaching Tips or three words
• Make sure students know what is expected of 6 (6 questions) Writing about Completes
them in each part. Read the instructions and a picture sentences
listen to the example. Pause the recording to about a picture,
check students understand. answers
• Always play the recording twice. questions and
• When checking answers, make use of the writes two
audioscript. Give students a copy of it and sentences
then play the recording again. Students listen
and read to check their answers.
Guidance
Part 1
• Students need to be given practice in reading
and understanding word definitions. Make
sure students are familiar with the language
typical of definitions, for example the use
of you and can (e.g. You can eat this in a bowl),
relative clauses and the infinitive of purpose.
• Students should be given plenty of practice
copying accurately. Give them copying tasks in
class and for homework.
• Students need to make sure they include the
article in their answer if there is one.
Introduction 5
Introduction
Part 2 Teaching Tips
• Give students plenty of practice reading and • Make sure students know what is expected of
creating short dialogues. them in each part. Read the instructions and
• Remind them to read all the answer options the example and check students understand.
before choosing the best one. • Marks are often lost because letters and / or
Part 3 words are not written clearly. Students should
• Tell students to read the whole text first to get check that their handwriting is clear and
a general idea of what it is about. they should be given plenty of handwriting
practice. Encourage them to print rather than
• Students should read the whole sentence
use joined-up writing, which can be unclear.
before choosing the correct word for the
gap. They should then read the completed • Tell students to write only as much as is
sentence to see if it makes sense. needed in each gap. Marks can be lost when
students attempt to write more than is
• Remind students that the word they choose
necessary, as it often leads to more mistakes
needs to be the correct part of speech and in
being made.
the correct tense.
• Teach students to manage their time well.
Part 4
Set time limits in class so that they can
• Students need to understand pronouns, experience the limited time of the exam.
auxiliary verbs and prepositions. This will help them concentrate and be less
• Focus on different verb forms in a sentence distracted by other things.
(e.g. present simple, past simple and present • Make sure students are familiar with the
continuous, the infinitive, verb + ing). structures and vocabulary in the Pre A1
Part 5 Starters and A1 Movers syllabus (For the A1
• Encourage students to use the pictures to help Movers syllabus see page 62).
them follow the story.
■■ A1 Movers Speaking Exam
• Give students practice in understanding
personal pronouns, i.e. what and who they Overview
refer to in the story.
Parts What is the What does
• Students should not use more than three
(5-7 minutes) skills focus? the child do?
words in each gap.
1 Describing two Identifies four
• Encourage students to read the completed
pictures using differences
sentences to make sure they make sense.
short responses between two
Part 6 pictures
• Tell students to study the picture carefully. 2 Understanding Describes
Check they know what is happening the beginning each picture
(activities), what people are wearing, etc. of a story in turn
• Encourage students to give as much Continuing the
information as they can in their own story using the
sentences, e.g. where the person is, what they picture prompts
are doing/wearing. provided
3 Suggesting Identifies the
which picture odd one out
of four is and gives a
different and reason
saying why
4 Understanding Answers
and responding personal
to personal questions
questions
6 Introduction
Introduction
Guidance • Only simple answers of between one to four
words are expected.
Part 1
• Questions will normally be in the present
• The differences between the two pictures may
tense but students should be prepared to talk
be related to colour, size, number, positions,
about what they did in the recent past, e.g. last
appearance or activity, e.g. This chair is black but
weekend.
this one’s white. Here, it’s sunny but here it’s cloudy
(or …here it isn’t). Here, there are two trees but Teaching Tips
here there are three.
• Make sure students know what is expected
• Simpler answers are also acceptable, e.g. Here of them in each part. They should know that
two and here three (with the student pointing to they are required to follow instructions and
the differences in the pictures). to talk in a very simple way about different
Part 2 pictures and to answer simple questions about
• Examiners are not looking for storytelling themselves.
skills. A few words about each picture is all • Use English in class as much as possible.
that is required. Students should be familiar with everyday
• It is not necessary for students to attempt classroom instructions. Teach them how to say
to link the pictures verbally either. They can Sorry or I don’t understand when appropriate.
point to each picture as they are describing • Get students to do each speaking task in pairs
them, e.g. They are in the kitchen. The mother before asking them to do it in front of the
is happy. (picture 2); They are playing a game. class.
The children are happy. The mother is not happy. • Give students plenty of practice doing each
(picture 3); The mother is not happy. Now the type of task.
children are saying, ‘Let’s play a game.’ (picture 4).
• Make sure students are familiar with the
• Pre-teach useful structures: There is / are, the structures and vocabulary in the Pre A1
simple present tense of the verbs be and have Starters and A1 Movers syllabus (For the A1
(got), the modals can / could and must / mustn’t Movers syllabus see page 62).
and the present continuous of common action
verbs, e.g. play, read, look at, write, laugh, go,
jump, climb, etc. Students should also be able
to describe simple feelings, e.g. (not) happy, sad.
Part 3
• Students are only expected to give simple
reasons for their choices, e.g. These are clothes,
this isn’t. These are inside, this is outside. etc.
• There are different ways of expressing reasons.
Accept any logical reason given by students.
They may also find an alternative difference
to the one you have come up with. This is
perfectly acceptable as long as they give a
reason for their choice.
Part 4
• Give students practice answering questions
about themselves, their families and friends,
their homes, their school, their free-time
activities and their likes and dislikes.
• Students should be able to answer Wh-
questions, e.g. What do you eat for breakfast?
Where do you eat your breakfast? etc.
Introduction 7
Test 1 Listening
Part 1
5 questions
Listen and draw lines. There is one example.
Jim Daisy Tom Nick

Primary Exam Practice Pack: A1 Movers © Pearson Educación, S.A. 2019 PHOTOCOPIABLE

Sally Ben Vicky
8 Test 1, Listening Part 1

Listening
Part 2
5 questions
Listen and write. There is one example.
SPORTS DAY
Where? sports centre
1 Day:
2 How many sports?
3 Favourite sport:
4 Where picnic? Park
5 Food:
Test 1, Listening Part 2 9

Test 1
Part 3
5 questions
Zoe is telling her uncle about her family holiday. What did each person
like doing?
Listen and write a letter in each box. There is one example.
Zoe H
Dad
Fred
Mum
Grandma
Jack

G
E
C
A
H
F
D
B
Test 1, Listening Part 3

11
Listening
Test 1
Part 4
5 questions
Listen and tick (✓) the box. There is one example.
Where did Peter have his party?
A ✓ B C
1 Which animals did Jill see?

A B C
2 What game did the children play?
A B C

Listening
3 What did Lily eat at the party?
A B C
4 What did Bill buy at the shops?
A B C
5 What did Dan wear to the picnic?
A B C

Test 1
Part 5
5 questions
Listen and colour and write. There is one example.

15
Test 1 Reading & Writing
Part 1
5 questions
Look and read. Choose the correct words and write them on the lines.
There is one example.
a pineapple a stomach
a dog tea
a moustache a neck
watermelon a parrot
16 Test 1, Reading & Writing Part 1

Reading & Writing
Example
This animal has four legs. Many people

have one at home. a dog
Questions
1 This is a part of your body above your legs.

Food goes here.
2 You drink this in a cup. It is hot and brown.
3 This animal can 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 People have this between their head and

their shoulders.
Test 1, Reading & Writing Part 1 17

Test 1
Part 2
6 questions
Read the text and choose the best answer.
Example
Mary: Hello, Jack. What are you doing?

Jack: A I’m going to the shop.

B I go to the library.
C I don’t want to go.
Questions
1 Mary: Why are you going to the shop?
Jack: A I like eggs.

B There are some eggs.
C I want to buy some eggs.

Reading & Writing
2 Mary: Do you like eggs?
Jack: A Yes, I do.

B No, it isn’t.
C Yes, I like it.
3 Mary: What are the eggs for?
Jack: A I’d like a cake.

B To make a cake.
C No, I can make a cake.
4 Mary: I must come and help you.
Jack: A Yes, I like it.

B No, I can’t.
C Yes, I’d like that.
5 Mary: When can I come?
Jack: A You came last week.

B You can come this afternoon.
C You can’t come with me.
6 Mary: OK. See you then.
Jack: A Thanks. Bye.

B Yes, I do.
C That’s all right.

Test 1
Part 3
6 questions
Read the story. Choose a word from the box. Write the correct word
next to numbers 1–5. There is one example.
My name is Fred. I like computers, comic books and football .
At the weekend, I like to play sport. I also like to do things with my family
and friends. Yesterday, my sister and I (1) to the
park and played with Dan, our (2) . At the park,
there were other children that we knew. We played games with them, too.
Today, my friend, Jim, and I (3) our bikes down by
the beach. We went for a swim and then came home to (4)
something because we were hungry. My mother made us some lunch. We had

a burger and some chips. It was very nice but my favourite food is chicken and
potatoes. Tomorrow is Monday so I must do my (5)
tonight. Yes, I work and I play at the weekend!

Reading & Writing
Example
football burger walked
eat homework dog
rode jumped milk
(6) Now choose the best name for the story.
Tick one box.
Fred’s friends
Fred’s weekend
Fred’s favourite food

Test 1
Part 4
5 questions
Read the text. Choose the right words and write them on the lines.
The sandwich
Example The sandwich is

                                 a food which
1 many people enjoy. You                                  eat
it anywhere, for example outside or at home.
In many countries, people eat sandwiches
2                                  lunch at work or at school.

3 They are very easy to                                  . You
can have them with cheese, meat, tomato or any
food you like. But you must use bread to make
4 _____________________ sandwich.
But who ate sandwiches first? There are many
5 stories                                sandwiches and the first
people who ate them.
Today people all over the world make them at home or
buy them from the supermarket!

Reading & Writing
Example am is are
1 can do be
2 in from for
3 make made making
4 the an a
5 about after above

Test 1
Part 5
7 questions
Look at the pictures and read the story. Write some words to complete
the sentences about the story. You can use 1, 2 or 3 words.
A walk in the forest
Daisy lives with her parents and three sisters, Vicky, Sally and Jane, in the city.
Last month, they went on holiday to the mountains. On the first day, the girls
went for a walk in the forest.
Examples
Daisy’s family lives in the city .
Daisy and her family went to the mountains for their holiday.
Questions
1 Daisy and her family had a holiday last .
2 The girls walked on the first day.

Reading & Writing
They walked slowly and quietly for two hours. They saw birds and they saw
some fish which were swimming in the river. Then, they saw a big brown bear.
The children shouted, “Help!” and started to run. They were very frightened.
Jane stopped and looked back. “Stop!” she shouted loudly and all the girls
stopped. “What’s the matter?” they asked Jane. When they looked again,
they couldn’t see the bear.
3 The girls walked for .
4 They saw birds, and a bear.
5 All the children and started to run when

they saw the bear.

Test 1
The girls walked to the river again. When they got there, they saw the bear. It
had a fish. “It’s eating its dinner,” Jane said. They started to laugh. “I’m hungry,
too,” said Daisy. “Come on! Let’s go home!” And they went back to the house to
have their supper.
6 The girls saw at the river.

7 All four went back to the house.

➜
Please turn over for Part 6
27
Test 1
Part 6
6 questions
Look and read and write.
Examples
The dog is sleeping .
Where is the large robot? On the floor

Reading & Writing
Questions
Complete the sentences.
1 The girl on the floor is wearing blue .
2 The cat is grey and the dog is .
Answer the questions.
3 What is the boy in the red T-shirt doing?

4 Where is the dog?

Now write two sentences about the picture.
5
6

30
Test 1
Test 1
Test 1, Speaking Part 1

Speaking
MOVERS SPEAKING. Find the Differences

Let’s play a game
Mum
Daisy
Fred
11
22 3 14
2

MOVERS SPEAKING. Picture Story
31
Speaking
32
Test 1

MOVERS SPEAKING. Odd-one-out

33
Test 1
Listening Part 1 Test 1 Listening
■■ Warm-up activity Part 1

5 questions
In this part, students draw
lines to match names to people Listen and draw lines. There is one example.
in a picture.
Jim Daisy Tom Nick
Aim: To listen for descriptions
(actions and personal
pronouns).
Materials: Test 1 page 8
Procedure
1 Ask students to turn to
Test 1 page 8.
2 Read out the following
descriptions about the
picture in Listening Part
1. Students should find
and label each 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 Sally Ben Vicky
in pairs. Check answers with
the class.
4 In pairs, students test each
other: one student says
what a child in the picture 8 Test 1, Listening Part 1
is doing, the other student
points to the child.
■■ Do the test
Materials: Test 1 page 8,
Audio 1.1
1 Ask students to turn to Test 1 3 Play the first part of the
page 8. Read the names and recording. Go through the
ask students to repeat. example.
2 Ask students to name all the 4 Play the rest of the
colours and items in the recording; students match
picture. Ask them what the names to the people in
some of the people in the the picture.
picture are doing, e.g. ‘What’s 5 Let students listen to the
the man doing?’ ‘He’s sitting.’ recording again. Check
‘Is he wearing a green T-shirt?’ answers.
‘No, he’s wearing a white
T-shirt.’

Listening
Audioscript 1.1 R Four
M Who’s the boy that’s
R = Rubric
sitting down?
M = Male adult
Fch Which one?
Fch = Female child
M The one who’s reading a
R Look at Part One. Look book.
at the picture. Listen Fch Oh, that’s my friend,
and look. There is one Nick. He’s always
example. reading!
M Hello. What are you all R Five
doing out here?
M Is that your brother
Fch We’re playing. who’s painting a picture?
M Are these your brothers Fch No. He’s my friend’s
and sisters? brother.
Fch No. Some are friends. M What’s his name?
Jim’s my brother.
Fch It’s Ben. Do you like his
M Is he the boy who’s riding picture?
a bike?
M Yes, it’s very good.
Fch Yes, he loves his bike.
R Now listen to Part One
R Can you see the line? again.
This is an example.
Now you listen and
draw lines.
One
M Who’s the girl in the red
dress?
Fch The one under the tree?
M Yes.
Fch That’s my friend Vicky.
I think her dress is nice.
R Two
Fch Look at my sister!
M What’s she doing?
Fch She’s kicking a ball.
M What’s her name?
Fch It’s Daisy.
M She’s good at kicking!
R Three
Fch That’s my baby sister.
M Is she sleeping?
Fch Yes. Grandpa is sitting
next to her.
M What’s her name?
Fch Sally.

Test 1
Listening
Listening Part 2
In this part, students listen and Part 2
answer questions with a name 5 questions
or a number.
Listen and write. There is one example.
■■ Warm-up activities
Activity 1
Aim: To make students aware
of the type of information the SPORTS DAY
prompts are asking for.
Procedure
Test 1 page 9.
2 Write the following sports centre
Where?
questions on the board. Ask
students to match them to
1 Day: Wednesday
the prompts on Test 1 page 9.
1 When was sports day?
2 How many sports? 10 / ten
2 How many sports were there?
3 What food did you eat? 3 Favourite sport: table tennis
4 Where did you have the picnic?
5 Where was sports day? 4 Where picnic? City Park
6 What is your favourite sport?

5 Food: Ice cream
Answer Key
1 Day
2 How many sports?
3 Food
4 Where picnic?
5 Where? (example answer) Test 1, Listening Part 2 9
6 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 Activity 2 Places (e.g. playground, library,
answers to the prompts in park, school)
Aim: To practise the correct
Test 1. spelling of words. Days of the week (Monday,
a In the school hall Tuesday, Wednesday, Thursday,
Materials: None
Friday, Saturday, Sunday)
b Sandwiches Procedure
Clothes (e.g. glasses, shoe,
c Tennis 1 Play hangman with trousers, shirt)
d Tuesday commonly misspelt words.
Family and friends (e.g.
e Five (5) See suggested list below:
daughter, granddaughter, son)
f Smith Park Colours (e.g. purple, brown,
2 Choose one word. On the
blue, black, green, yellow)
board, draw as many dashes
Answer Key Objects from around the as there are letters in the
1d 2e 3b 4f 5a 6c home (e.g. towel, chair, word.
blanket, shower)
3 Each student contributes
Animals (e.g. dolphin, giraffe, a letter of the alphabet. If
lion, kangaroo, mouse) it is contained in the word,
Food and drink (e.g. sandwich, write the letter above the
coffee) appropriate dash. If not,

Listening
draw one line (or part) of a Audioscript 1.2 R Five
stick figure of a person on F What did you have to
the board. Your figure could R = Rubric
eat?
be made up of a head, two Mch = Male child
Mch I had my favourite food.
arms, two legs and a torso F = Female adult
(i.e. six parts). F What’s that? Ice cream?
4 Keep playing until a student R Part Two. Listen and Mch Yes, that’s right ...
guesses the word or until the look. There is one ice cream!
whole stick figure is formed, example. R Now listen to Part Two
in which case there will be Mch I was at a sports day last again.
no winner. week.
■■ Do the test F Oh. Was it at school?
Materials: Test 1 page 9, Mch No, it was at the sports
Audio 1.2 centre.
1 Ask students to turn to F The sports centre?
Test 1 page 9. Read the Mch Yes, that’s right.
notes and check students R Can you see the
know what the words mean. answer? Now you listen
Encourage them to guess and write.
what type of information
One
or word(s) might be missing
and to give some examples. F What day was it on? Was
it Monday?
2 Play the first part of the
recording. Go through the Mch No, it was last
example. Wednesday.
3 Play the rest of the F Right. Wednesday
recording; students write the morning?
missing word(s) on the lines. Mch No, after school.
4 Let students listen to the R Two
recording again. Check F How many different
answers. kinds of sports were
there?
Mch I think there were eight
... erm ... no, ten.
F Ten? That’s a lot.
Mch Yes, it is.
R Three
F Which is your favourite
sport?
Mch I like basketball but it’s
not my favourite. My
favourite is table tennis.
F Table tennis?
Mch Yes, that’s right.
R Four
F Did you have any food
there?
Mch No, we had a picnic at
City Park.
F Centre Park?
Mch No, City. C-I-T-Y.
F Oh yes, I know it.

Test 1 Test 1
Listening Part 3
In this part, students match Part 3
a list of illustrated words or 5 questions
names with a set of pictures. Zoe is telling her uncle about her family holiday. What did each person
They write letters in the like doing?
correct boxes. Listen and write a letter in each box. There is one example.
■■ Warm-up activity
Aim: To match past events to Zoe H
pictures.
Materials: Pictures selected from
your coursebook.
Procedure Dad G
1 Ask students to look at the
pictures. Ask questions like
‘What’s this?’ ‘It’s a shop / the
beach.’ Fred A
2 Write sentences about
the pictures on the board

(including the numbers).
For example:
Mum F
1 I listened to music.
2 We played with the ball at
the beach. Grandma B
3 My sister went for a walk
with her dog.
4 My mum went shopping.
Jack C
5 My family watched TV.
6 My brother went swimming
with his friends.
3 Students should match 10 Test 1, Listening Part 3
each event with a picture by

writing a number in their
notebooks.
4 Students compare answers
in pairs. Check answers with
the class. 3 Encourage students to
5 In pairs, students test each describe the pictures on
other. One student describes page 11 as simply as they
a picture, the other must can. They should say where
guess which picture it is. each picture is and what
might happen there, e.g.
■■ Do the test beach: swimming, walking, etc.
Materials: Test 1 pages 10-11, Pre-teach any words they
Audio 1.3 may need to know.
1 Ask students to turn to 4 Play the first part of the
Test 1 pages 10-11. Read the recording. Go through the
instructions as a class. example.
2 Check students know how to 5 Play the rest of the
read and pronounce all the recording. Students listen
names listed. Drill them. and match the places to the
people.
6 Let students listen to the
recording again. Check
answers.

Listening
Listening
Fch Yes, he walked on the
beach with me. He liked
that. The beach was
great – we could see an
island. We walked a long
way next to the sea.
R Two
M And what about
Grandma? What did she
A B
do?
Fch Oh, she wanted to be
in the house. She hates
shopping! She watched
TV all day. It was very
hot outside.
M Oh yes, Grandma likes
C D her TV!
Fch Yes, she was very happy.
R Three
Fch And Mum didn’t go to
the beach much.
M Oh, why?
Fch There were a lot of nice
E F shops near us, and she
really likes shopping. She
bought lots of clothes.
M Well, it’s her holiday, too!
R Four
Fch Jack spent a lot of time at
the beach. He really liked
G H
watching the sail boats.
I think he wants to work
Test 1, Listening Part 3 11 on the sea!
M Oh, that’s nice. Yes, it’s
nice to be outside. Better
than sleeping in bed all
day!
R Five
Fch Yes, we all did different M And what about your
Audioscript 1.3 dad?
things. It was great. I
R = Rubric liked having a picnic on Fch Well, he came to the
Fch = Female child the beach. We had a very beach with us. But I think
nice lunch with drinks he liked the funfair most.
M = Male adult
and sandwiches. I love We only went once but
R Part Three. Look at the eating on the beach – it’s he really had fun. He
pictures. Zoe is telling my favourite! went on all the rides!
her uncle about her R Can you see the letter M Ha ha!
family holiday. What H? Now you listen and R Now listen to Part Three
did each person like write a letter in each again.
doing? Listen and look. box.
There is one example. One
Fch Uncle Jim, hi. Fch And Fred had a good
M Hi! Did you have a good time, too.
holiday? M Did he?

Test 1
Test 1
Listening Part 4
In this part, students listen Part 4
for information and tick the 5 questions
correct picture.
Listen and tick (✓) the box. There is one example.
Where did Peter have his party?
Aim: To expand thematic
vocabulary.
Materials: A1 Movers
Alphabetic Vocabulary List
pages 63-67
Procedure
1 Choose two of the following A ✓ B C
topics: Animals, The body and 1 Which animals did Jill see?
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. A B C ✓
3 Get each group to read out 2 What game did the children play?
their words and either you
or a student writes them on
the board.
4 Add a few more words to
each list to help students
expand their thematic
vocabulary. A ✓ B C
■■ Do the test
Materials: Test 1 pages 12-13, 12 Test 1, Listening Part 4
Audio 1.4
Test 1 pages 12-13. Read
the questions and check
students know what they
mean. 4 Play the first part of the
2 Ask students to look at the recording. Go through the
pictures and to guess what example.
each dialogue will be about. 5 Play the rest of the
If there are people in the recording; students listen
pictures, they could say who and tick the correct picture.
they might be, where they
are and what they are doing. 6 Let students listen to the
3 Check students know answers. Ask students to
the names of the items describe one or two of the
in the pictures. Take this pictures.
opportunity to pre-teach
any words they may need to
know, e.g. park, zoo, etc.

Listening
Listening
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?
3 What did Lily eat at the party? Mch No, football. We had a
very good day.
R Three. What did Lily eat
at the party?
✓ M Did you have a lot of food
at your party?
Fch Not a lot. We had
A ✓ B C sandwiches and ice
4 What did Bill buy at the shops?
cream.
M Did you have a birthday
cake?
Fch Yes. We had that too!
✓ M That is a lot!
R Four. What did Bill buy
at the shops?
A B C ✓ Mch I went to the shops on
5 What did Dan wear to the picnic? Saturday.
F Oh. What did you buy?
Mch Well, first I bought a DVD.
F That’s nice. Was that all?
Mch No! Then I bought a
✓ robot, and a book.
F Wow!
A B ✓ C
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!
Audioscript 1.4 Mch No, it was at the zoo!
R Now listen to Part Four
R Can you see the tick? again.
R = Rubric Now you listen and tick
Mch = Male child the box.
F = Female adult One. Which animals did
M = Male adult Jill see?
Fch = Female child M Did you see many
animals at the zoo, Jill?
R Part Four. Look at the Fch Yes, some.
pictures. Listen and M Did you see the new baby
look. There is one elephant?
example. Where did Fch No. He wasn’t there
Peter have his party? when we went.
Mch It was my birthday on M Did you see the hippos?
Saturday.
Fch No, but we saw the
F Did you have a party? giraffes.
Mch Yes, I did. M They’re beautiful animals.
F At your home?
Mch No.
F Was it in the park?

Test 1
Test 1
Listening Part 5 Listening
In this part, students listen Part 5
to instructions and colour Part 5
5 questions
and write a word on a picture. 5 questions
Listen and colour and write. There is one example.
■■ Warm-up activity Listen and colour and draw. There is one example.
Aim: To practise listening to

instructions for colouring a
picture.
Materials: Black and white
picture for students to colour
Procedure
1 Give out copies of the
picture to each student.
2 Give students oral
instructions for colouring in
the picture, e.g.
Can you see the chair next to star
the table?
Colour it brown.
Can you see the pen on the
table?
Colour it red.
3 Students compare their
finished pictures with their
classmates’.
4 Go through the answers with
the class, e.g. What colour is
the pen? (It’s red.). Test 1, Listening Part 5 9
■■ Do the test M01_PTP_CYLET_MOVERS_SB_6592_U01.indd 9

14
12/15/2011 3:34:07 PM
Test 1, Listening Part 5
Materials: Test 1 page 14,
Audio 1.5
Test 1 page 14. Read the
instructions together.
2 Check students have all 4 Play the first part of the
the colours they need by recording. Go through the
calling out the colours and example.
asking students to lift up
5 Play the rest of the
the corresponding coloured
recording; students listen
pencil. Also make sure they
and colour and write.
have a pen or pencil to write
with. 6 Let students listen to the
3 Check students know the
answers.
names of the items in the
picture. Ask them to predict
what colour they think each
item will be and what word
they may need to write.

Listening
Audioscript 1.5 R Four
M Can you see the girl
R = Rubric
who’s wearing the
M = Male adult sweater?
Fch = Female child Fch Yes. Can I colour it?
R Part Five. Look at the M No, don’t colour it. Can
picture. Listen and look. you write something on
There is one example. it?
M Hello, Sally. Do you want Fch Yes. What?
to colour this picture? M Star.
Fch Yes, please. Fch Star? OK, I’m writing it
M Can you see the rock? now.
Fch The rock. Yes, I can. R Five
M Colour it grey. M Can you see the apple?
Fch OK. Fch Which one?
R Can you see the M The one in the tree.
grey rock? This is an Fch Yes.
example. Now you M Colour the apple in the
listen and colour and tree red.
write. Fch Mmm, I’m hungry!
One
R Now listen to Part Five
Fch OK. What now?
again.
M Can you see the flower?
Fch There are three flowers.
M Yes. Can you see the
smaller one next to the
rock?
Fch Yes, I can. Can I colour
it?
M Yes. Colour it pink.
Fch Fine.
R Two
M Now the fish. Can you
see the fish?
Fch I can.
M Colour the big one green.
Fch The big one?
M Yes, the one with its
mouth open.
Fch Oh yes. I see it.
R Three
Fch Look at the fat bird!
M Yes, it’s very fat.
Fch Can I colour it?
M Yes. Do it blue.
Fch The bird?
M Yes. Do it carefully!

Test 1
Reading & Writing Test 1 Reading & Writing
Part 1 Part 1
5 questions
In this part, students match
words to their correct Look and read. Choose the correct words and write them on the lines.
There is one example.
definition.
Aim: To practise spelling words
correctly.
Procedure a pineapple a stomach
1 Write the following misspelt
words on the board:
pineapel
dogg
mustash
a dog tea
watermellon
stomak
tee
nek
parot
a moustache a neck
2 Tell students that each word
contains a spelling mistake.
Give them a few minutes
to try to guess the correct
spelling on their own first.
3 Ask students to compare watermelon a parrot
their answers in pairs.
4 Get students to check their
answers by turning to
page 16 of Test 1.
■■ Do the test
Materials: Test 1 pages 16-17
Test 1 pages 16-17. Read the 6 Check answers. Make sure
instructions together. students’ handwriting is
2 Write the example legible and that they have
description on the board. spelt the words correctly
Elicit and underline the key and included the article if
words that help you find the necessary.
answer, 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.

Reading & Writing
Reading & Writing
Example
This animal has four legs. Many people

have one at home. a dog
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. a parrot
4 This hair is on your face. It is above your

mouth and under your nose. a moustache
5 People have this between their head and

their shoulders. a neck

Test 1
Test 1
Reading & Writing
Part 2 Part 2
In this part, students read 6 questions
a dialogue and choose the Read the text and choose the best answer.
correct response.
■■ Warm-up activities
Activity 1
Aim: To practise matching
questions to responses.
Materials: Cut-up two-line
dialogues
Procedure
pairs. Example
2 Give each pair the first line
Mary: Hello, Jack. What are you doing?
of each dialogue (A). They
work together to write a Jack: A I’m going to the shop.

response for each. Elicit B I go to the library.
ideas from the different C I don’t want to go.
pairs.
3 Hand out the second lines
of the dialogues (B) for Questions
students to match with the
1 Mary: Why are you going to the shop?
first lines. Check answers
by getting different pairs to Jack: A I like eggs.
read out the dialogues. B There are some eggs.
4 For more practice, write C I want to buy some eggs.
more dialogues for students
to match. Alternatively, you
could ask students to write
some themselves.
Extension
Give each student in the class
one half of a dialogue. They get
up and walk around the room,
saying their sentence. They
must find the other half of 2 Divide students into two 2 Discuss the example
their dialogue. groups. Each group should together.
write the first line of five 3 Read the first part of each
Activity 2 short dialogues. They should conversation extract to
Aim: To practise completing then swap their first lines the class (e.g. Why are you
short dialogues. with the other group. Each going to the shop?) and ask
group should complete the students to respond without
Materials: None dialogues by writing a one- looking at the available
Procedure line response. They should options.
1 Read out the following then give them back to the
4 Give students some time
beginnings of dialogues. other group. The groups
to read the questions and
Students supply the next should say whether or not
to choose the best answers
line of the dialogue, e.g. the other group’s responses
from the options given.
Hello. (Hello.) are appropriate.
What’s your name? (It’s …) ■■ Do the test answers in pairs.
How are you? (I’m fine, thank 6 Check answers. Explain why
you.) Materials: Test 1 pages 18-19
the other options are wrong.
Where are you? (I’m in class.) 1 Ask students to turn to
Test 1 pages 18-19. Read the
What are you doing? instructions carefully.
(I’m drawing.)
Reading & Writing
Reading & Writing
2 Mary: Do you like eggs?
Jack: A Yes, I do.

B No, it isn’t.
C Yes, I like it.
3 Mary: What are the eggs for?
Jack: A I’d like a cake.

B To make a cake.
C No, I can make a cake.
4 Mary: I must come and help you.
Jack: A Yes, I like it.

B No, I can’t.
C Yes, I’d like that.
5 Mary: When can I come?
Jack: A You came last week.

B You can come this afternoon.
C You can’t come with me.
6 Mary: OK. See you then.
Jack: A Thanks. Bye.

B Yes, I do.
C That’s all right.

Test 1
Test 1
Reading & Writing
Part 3 Part 3
In this part, students copy 6 questions
words to complete a story and Read the story. Choose a word from the box. Write the correct word
then choose the best title. next to numbers 1–5. There is one example.
■■ Warm-up activity My name is Fred. I like computers, comic books and football .
Aim: To practise working with At the weekend, I like to play sport. I also like to do things with my family
gapped texts.
Materials: Test 1 pages 20-21 and friends. Yesterday, my sister and I (1) walked to the
Procedure park and played with Dan, our (2) dog . At the park,
1 Ask students to look at there were other children that we knew. We played games with them, too.
Test 1 pages 20-21.
2 Ask them to read the Today, my friend, Jim, and I (3) rode our bikes down by
instructions to the task and the beach. We went for a swim and then came home to (4) eat
to answer these questions:
How many words do you write something because we were hungry. My mother made us some lunch. We had
in each gap? (one) a burger and some chips. It was very nice but my favourite food is chicken and
Where can you find the words?
(in the box) potatoes. Tomorrow is Monday so I must do my (5) homework
Can you write a word that isn’t tonight. Yes, I work and I play at the weekend!
in the box? (no)
How many words are there in
the box? (nine)
How many gaps are there in the
text? (five, plus one example)
How many extra words are
there? (three)
3 Now ask students to fold
their books so that they
can’t see the word box or to 20 Test 1, Reading & Writing Part 3
cover page 21. Get them to

read the first two sentences
of the text and to say what it
is about (a boy called Fred).
4 Students should read the
whole text carefully. For
■■ Do the test 4 Give students some time to
each gap, they should decide read the text carefully and
what type of word is missing. Materials: Test 1 pages 20-21 to try to guess which word
Encourage them to use the 1 Ask students to turn to (or type of word) could go
words that come before and Test 1 pages 20-21. If you in each gap. They should
after the gap to help them. did the warm-up activity, go do this without looking
Demonstrate by asking to stage 4. If not, give them at the words and pictures
students to look at the a minute to read the text in the box. This will help
example sentence: I like quickly for the gist, ignoring them choose the correct
computers, comic books and … the gaps for now. word when they do see the
In this sentence, computers 2 Ask some simple options in the box.
and comic books are nouns, comprehension questions 5 Students choose the best
so the missing word is to check understanding (e.g. word for each gap from the
probably a noun. The noun ‘What’s the boy’s name?’ ‘Fred.’ box.
is something that Fred likes, ‘What does he like?’ ‘He likes
in this case, football. 6 Ask students to compare
computers, comic books and answers in pairs.
5 Students do the same for the football.’).
rest of the gaps, predicting 3 Read the instructions
what each word might be. carefully and discuss the
example together.

Reading & Writing
Reading & Writing
Example
football burger walked
eat homework dog
rode jumped milk
(6) Now choose the best name for the story.
Tick one box.
Fred’s friends
Fred’s weekend ✓
Fred’s favourite food
7 Check answers. If you did

the warm-up activity, see if
the answers match any of
their suggestions.
8 Students choose the best
title for the story. Check
answers.

Test 1
Test 1
Reading & Writing
Part 4 Part 4
5 questions
In this part, students complete
a text by selecting and copying Read the text. Choose the right words and write them on the lines.
words.
■■ Warm-up activities The sandwich

Activity 1
Aim: To practise identifying
different types of word.
Materials: None
1 Write the following
headings on the board:
Example The sandwich is a food which
verbs, prepositions, determiners,
pronouns. 1 many people enjoy. You can eat
it anywhere, for example outside or at home.
2 Give an example for each
In many countries, people eat sandwiches
one, e.g. liked, on, every, their.
for
2 lunch at work or at school.

3 Put students into small
teams and give them three
3 They are very easy to make . You
can have them with cheese, meat, tomato or any
minutes to think of as many
examples as possible for food you like. But you must use bread to make
each category. 4 a
_____________________ sandwich.
4 Get a representative from But who ate sandwiches first? There are many
each team to come up and 5 stories about sandwiches and the first
write their answers under people who ate them.
the correct heading on the Today people all over the world make them at home or
board. Check answers by buy them from the supermarket!
seeing if other groups agree.
Activity 2
Aim: To practise completing 22 Test 1, Reading & Writing Part 4
gapped texts.
Materials: None
Procedure
1 Find a text students have
already read in their
coursebook. Blank out ■■ Do the test the correct word for each
between six and eight gap when they do see the
grammar words (e.g. Materials: Test 1 pages 22-23 options.
prepositions, pronouns, the 1 Ask students to turn to 4 Students choose the best
verb to be, auxiliary verbs, Test 1 pages 22-23. Ask them word for each gap from the
conjunctions, simple action to predict the content of the options given.
verbs, etc.). text from the picture and
2 In pairs, students read the the title.
answers in pairs.
text and attempt to fill in the 2 Read the instructions
gaps. If this proves difficult, 6 Check answers.
carefully and discuss the
put the missing grammar example together.
words on the board in a 3 Give students some time
random order for students to read the text carefully
to choose from when and to try to guess which
completing the gaps. word or type of word could
3 Get feedback. Help students go in each gap. They should
by guiding them to the do this without looking at
correct answer if they find it the answer options. This
difficult. will help them choose

Reading & Writing
Reading & Writing
Example am is are
1 can do be
2 in from for
3 make made making
4 the an a
5 about after above

Test 1
Test 1
Reading & Writing
Part 5 Part 5
7 questions
In this part, students complete
sentences about a story using Look at the pictures and read the story. Write some words to complete
one, two or three words. the sentences about the story. You can use 1, 2 or 3 words.
■■ Warm-up activity A walk in the forest

Aim: To introduce students to
Part 5 of the Reading & Writing
paper.
Procedure
1 Before students do the
test, ask them to read the
instructions to the task on Daisy lives with her parents and three sisters, Vicky, Sally and Jane, in the city.
Test 1 page 24 and to answer Last month, they went on holiday to the mountains. On the first day, the girls
these questions: went for a walk in the forest.
How many words do you write

in each gap? (1, 2 or 3) Examples
Where can you find the words? Daisy’s family lives in the city .
(in the text)
How many gaps are there? Daisy and her family went to the mountains for their holiday.
(seven, plus two examples)
2 Ask students to read the Questions
first paragraph and ask
them some comprehension 1 Daisy and her family had a holiday last month .
questions, e.g. Where does in the forest on the first day.
2 The girls walked
Daisy live? (in the city) Who
does Daisy live with? (her
parents and three sisters)
Where did they go on their
holiday? (to the mountains),
etc.
3 Read through the examples
together. Ask students to
find the information in the
text. Ask them if the missing
words are different to the ■■ Do the test 4 Check answers after each
words in the text (They’re not Materials: Test 1 pages 24-26 section. Ask students
but the sentences are expressed to compare answers in
1 Ask students to turn to Test
differently.). pairs first. When checking
1 pages 24-26. Ask them to
4 Do the first two gaps answers, ask students to
predict the content of the
together with the class. read the part of the story
story from the pictures.
Ask students to underline that helped them with their
2 Read the instructions answers.
the information in the text
that helped them with the
examples together. (You will
answers.
have already done this if you
did the warm-up activity.)
to read the story extracts
carefully and to complete
the sentences.

Reading & Writing
Reading & Writing
They walked slowly and quietly for two hours. They saw birds and they saw
some fi sh which were swimming in the river. Then, they saw a big brown bear.
The children shouted, “Help!” and started to run. They were very frightened.
Jane stopped and looked back. “Stop!” she shouted loudly and all the girls
stopped. “What’s the matter?” they asked Jane. When they looked again,
they couldn’t see the bear.
3 The girls walked for two hours .
4 They saw birds, (some) fish and a bear.
5 All the children shouted and started to run when

they saw the bear.

Test 1
Test 1
The girls walked to the river again. When they got there, they saw the bear. It
had a fi sh. “It’s eating its dinner,” Jane said. They started to laugh. “I’m hungry,
too,” said Daisy. “Come on! Let’s go home!” And they went back to the house to
have their supper.
6 The girls saw the bear at the river.

7 All four sisters / girls / children went back to the house.

Reading & Writing
Test 1
■■ Do the test
Part 6 Materials: Test 1 pages 28-29
6 questions 1 Ask students to turn to
Test 1 pages 28-29. Ask them
Look and read and write.
to say where the scene is
(a bedroom) and how many
people there are (three).
2 Read the instructions
examples together.
to look at sentences 1 and
2 and to think about what
type of word they are looking
for.
4 Ask them to complete the
sentences.
5 Now ask them to look at
questions 3 and 4 and to

identify the subjects from
the questions in the picture.
Ask them to underline the
Examples Wh- word in each question
and to think about what
The dog is sleeping . information they need to
write.
Where is the large robot? On the ﬂoor
6 Ask students to write their
answers and to compare
their answers in pairs.
7 Now ask them to think
about two different people or
things they can write about.
Remind students this must
be something new. They
could prepare this in pairs.
8 Check their answers.
Students receive 1 mark
for the correct response
Reading & Writing My brother and my ____ played
football at the beach.
in questions 1 and 2. For
Part 6 We ate ____ and pasta for tea.
questions 3–6, students can
get a maximum of 2 marks
In this part, students complete 2 Ask students what kind of per question. This is for
sentences, respond to word goes in each gap, e.g. a writing something which
questions and write their own person, a thing, a colour or clearly links to the picture
sentences about a picture. number, etc. and for writing something
that can be understood. NB
■■ Warm-up activity Answer Key Accuracy is not marked as
Aim: To practise identifying a place; a number or a type long as the response can be
types of word. of biscuit; a person; a type of understood.
Materials: None food
Procedure 3 In pairs, ask students to
1 Write some sentences on the guess what each word might
board with gaps in them, e.g. be.
They went to play in the ____ . 4 Check all possible answers
I had ____ biscuits with my with the class.
milk.

Test 1
Reading & Writing
Questions
Complete the sentences.
1 The girl on the floor is wearing blue shorts .
2 The cat is grey and the dog is brown .
Answer the questions.
3 What is the boy in the red T-shirt doing?

(He is) painting.
4 Where is the dog?
(It is) under the desk / table.
Now write two sentences about the picture.
5 The boy on the bed is wearing blue trousers.
6 The girl is playing on a tablet and smiling.

Speaking
Test 1
Test 1 Speaking 2 Encourage students to describe
four differences. Give an
example if necessary.
Answer Key
1 In this picture it’s sunny but
in this picture it’s cloudy /
not sunny.
2 The girl is wearing a green
sweater but here she is
wearing a yellow sweater.
3 The dog is big / brown but
here the dog is small / white.
4 There is one tree but there
are two (trees).
5 There is a bird but here
there is a cat.
Acceptable answers (with
child pointing to the items in
picture): sunny / cloudy, green
(sweater) / yellow (sweater),
big, brown dog small, white
dog, one tree / two trees, bird

/ cat.
MOVERS SPEAKING. Find the Differences
30 Test 1, Speaking Part 1
Speaking Part 1 2 Give out the photos or ask

students to turn to the picture
In this part, students describe four in the coursebook. Pre-teach
differences between two pictures. any useful vocabulary items.
3 Ask students to work in pairs to
■■ Warm-up activity describe the picture using the
Aim: To practise describing what language on the board. Elicit
is happening in a picture. sentences from them.
Materials: Photos from magazines 4 At the end of the activity, you
or a coursebook could ask students to write
Procedure their sentences using the
language models on the board.
1 Write the following language on
the board: ■■ Do the test
There is / There are … Materials: Test 1 page 30
The woman / man / girl / boy
is eating / drinking / reading /
Test 1 page 30. Make sure they
cooking …
know what is happening in
He / She is wearing … each picture. Ask them some
Drill the language in complete questions, e.g. Who’s in the
sentences. picture? Where is she? What is she
doing? etc. Elicit the names of
any objects in the pictures.
Test 1, Speaking Part 1 57

Test 1
Speaking
Speaking Part 2
In this part, students continue
a story by describing a series of
pictures.
Aim: To practise asking for help or
repetition.
Materials: Pictures from
magazines or a coursebook
Procedure
14
1 Tell students not to worry in
the test if they get stuck or if
they cannot remember some
of the details of the story the
examiner has read out to them.
They can ask for help if they
need to. They should not just
stop and wait for the examiner
Daisy
to prompt them. Mum
Fred
2 Elicit the kinds of problem
3
they might encounter when
2
telling the story (e.g. You can’t
remember the characters’
names, you don’t know the
word for something, etc.).
MOVERS SPEAKING. Picture Story

Let’s play a game
3 Write the following questions

and expressions on the board
and drill them:
What’s his name?
I don’t know the name of this.
11
22
(pointing to the object in the
picture).
Can you please repeat?
pairs. They should take it in
turns to describe a picture
(or a sequence of pictures) in
their coursebooks, one where
something is happening and
with people in it. Encourage
them to ask you for help using
the language on the board when 3 Give students time to look at
they get stuck. the pictures first. Ask students
to tell the story to you.
■■ Do the test Alternatively, ask them to work
in pairs. They should take it in
Materials: Test 1 page 31 turns to tell the story to each
1 Ask students to turn to other.
Test 1 page 31. Check they know 4 Ask students to tell their version
the vocabulary necessary to of the story to the class.
describe what is happening in
each picture. Possible Answer Key
2 Read the first part of the story Picture 2 – Daisy and Fred
to students: start playing a game with
These pictures tell a story. It’s called their mum.
‘Let’s play a game’. Just look at Picture 3 – Daisy and Fred are
the pictures first. It’s a rainy day. enjoying the game. Their mum
Daisy and Fred can’t go out to play. isn’t enjoying it.
They aren’t happy. Their mother is
saying, ‘Let’s play a game.’ Now Picture 4 – Their mum isn’t
you tell the story. happy. Now the children are
saying, ‘Let’s play a game.’

Speaking
Test 1
■■ Do the test
1 Ask students to turn to Test 1
page 32. Show them the first set
of pictures and say:
Which one is different? This one
is different (point to the book).
A lemon, a pineapple and an orange
are fruit. You eat them. You don’t
eat a book. You read it. Now, you
tell me about these pictures. Which
one is different?
2 Give students time to look at
the pictures. They should say
which picture is different in
each set and why.
3 Accept any reasonable answer
and justification.
Possible Answer Key

Set 2 – Picture 3. In this picture the
children are outside but in the

others they are inside
Set 3 – Picture 1. This picture is a
girl but the others are animals.
MOVERS SPEAKING. Odd-one-out
Set 4 – Picture 4. This picture is a

drink but the others are food.
Speaking Part 3 2 Ask students to work in pairs.

They should say which word is
In this part, students identify different and why. Elicit ideas
which picture is the odd one out from students. Encourage them
and say why. to justify their choice. They
could do this by saying what the
■■ Warm-up activity three words have in common
Aim: To show students how to do and how the other one is
‘odd one out’ activities. different (e.g. Pasta, sandwich and
cheese are all foods. We eat them.
Materials: Lists of topic groups of
Coffee is a drink. We drink it.).
words with odd-one-out
Procedure 3 Give out the lists other groups
of words. Students work in
1 Write the following four words pairs to do the same for these
on the board: groups of words. Elicit ideas and
pasta coffee sandwich cheese make sure students justify their
choices.

Test 1
Speaking Part 4
In this part, students answer
personal questions.
Aim: To practise a role play with
personal questions.
Materials: None
Procedure
1 Ask a confident student to come
up to the front and demonstrate
the following simple role play:
T: Hello, (name).
S: Hello, (name).
T: What’s the weather like today?
S: It’s (sunny).
T: Where do you go to school?
S: (name of school)
T: Who do you play with at
school?
S: My friend, (John).
T: What are your favourite
games?
S: (Football).
T: What do you have for
breakfast?
S: (Bread and milk).
T: Thank you, (name).
S: Thanks.
2 Put students in pairs and
ask them to do a similar role
play, taking it in turns to ask
and answer the questions.
Encourage them to ask
different questions and to add
extra questions if they can.
If necessary, write example
questions.
3 Go round monitoring and
helping where necessary.
4 Ask a few pairs to come to the
front and demonstrate their
role play.
■■ Do the test
Materials: None
1 Ask each student some
questions about their friends,
e.g.
Let’s talk about your friends.
How many friends have you got?
What’s your best friend’s name?
Is he / she tall or short?
Tell me about your best friend’s
hobbies. (Prompt if necessary, e.g.
Does he / she like playing sports?)
2 Repeat with one or two
questions about other areas
of their life, e.g. their likes
and dislikes, their family, their
school.

Speaking
Speaking frame (Timing 5–7 minutes)
What to do What to say Answer from candidate Back-up question if
(Use child’s name (one word from candidate necessary
throughout the exam) sufficient but more than
one word is preferred)
Usher brings candidate Introduces the child to the
into examination room examiner: Hello, this is …
Examiner to candidate:
Hello, my name’s … Hello.
What’s your name? How old are you? I’m [Clare] and I’m [ten].
1 Examiner shows both Look at these pictures. They
Part 1 pictures to look the same but some things
candidate. are different. Here it´s sunny
but here it´s cloudy. What other
different things can you see?
the girl is wearing a green Candidate points to the

sweater. items in the picture and
the dog is big / brown. says the different things.
(It’s) cloudy. Is it sunny?
there is one tree.
(The girl is wearing a) yellow What colour is the girl’s
there is a bird.
sweater. sweater?
(The dog is) small / white. Is the dog small / white?
(There are) two trees. How many trees are there?
(There is a) cat. Is there a cat?
2 Show picture story. These pictures tell a story. It’s Candidate briefly describes
called ‘Let’s play a game’. Just pictures 2–4.
look at the pictures first. It’s a 2 – Daisy and Fred start What are the children doing?
rainy day. Daisy and Fred can’t playing a game with their Who is with them?
go out to play. They aren’t happy. mum. Are the children happy?
Their mother is saying ‘Let’s play 3 – Daisy and Fred are Is their mum enjoying the
a game.’ Now you tell the story. enjoying the game. Their game?
mum isn’t enjoying it.
4 – Their mum isn’t happy. Is their mum happy? What
Now the children are saying, are the children saying?
‘Let’s play a game.’
3 Show the odd one out Now look at these four Set 2 – (point to picture 3) Prompt candidate to
pictures. pictures. One is different. In this picture the children are justify their choice by
A lemon, a pineapple and outside but in the others they asking Why?
an orange are fruit. You eat are inside. Set 2 – Where are the
them. You don´t eat a book. children here?
Set 3 – (point to picture 1)
You read it. Set 3 – Are these animals?
This picture is a girl but the
Now, you tell me about others are animals. Is this a girl?
these pictures. Which one is
Set 4 – (point to picture 4)
different?
This picture is a drink but the Set 4 – Can you eat this?
others are food. Can you drink it?
4 Ask a few personal Now, (name), let’s talk about
questions. your friends.
How many friends have you got? Two Have you got two friends?
What’s your best friend’s name? Mary Is your best friend’s name
Mary?
Is he / she tall or short? She’s tall. Is (Mary) tall?
Tell me about your best friend’s She plays tennis, etc. Does he / she like playing
hobbies. sports? Does he / she play
games?
Thank you, (name).
Bye.
Test 1, Speaking frame 61

A1 Movers grammar and structures list
Indirect objects Comparative and superlative adverbs
Give it to the teacher! My brother reads more quickly than
Comparative and superlative adjectives my sister.
Your house is bigger than mine. I like ice cream best.
Anna is my best friend. Conjunctions
Verbs I went home because I was tired.
(Positive, negative, question, imperative and Prepositions of time
short forms, including contractions) She plays with her friend after school.
Past simple regular and irregular forms He plays badminton on Saturdays.
We went to the park yesterday. Question words
Her father cooked lunch on Friday. Why is he talking to her?
‘Did you go to the cinema?’ ‘Yes, I did.’ When does school start?
We didn’t see the pirate at the party. Relative clauses
Verb + infinitive Vicky is the girl who is riding a bike.
I want to go home. That is the DVD which my friend gave me.
He started to laugh. This is the house where my friend lives.
Verb + ing What is / was the weather like?
I went riding on Saturday. What was the weather like last weekend?
Infinitive of purpose What’s the matter?
She went to town to buy a toothbrush. What’s the matter, Daisy? Have you got
Want / ask someone to do something a stomach-ache?
He wants the teacher to tell a story. How / what about + noun or ing
Must for obligation How about going to the cinema on
He must do his homework. Wednesday evening?
You mustn’t give the rabbit cheese. When clauses (not with future meaning)
Must I get up now? When he got home, he had his dinner.
Have (got) to / had to Go for a + noun
I’ve got to go. Yesterday we went for a drive in my
Do I have to go to bed now? brother’s car.
He had to draw a whale for homework. Be called + noun
Shall for offers A baby cat is called a kitten.
Shall I help you wash the car, Mum? Be good at + noun
Could (past form of can) She’s very good at basketball.
I could see some birds in the tree. I think / know ...
Adverbs I think he’s very nice.
She never eats meat.
He sang loudly.
My mother talks a lot.
62 A1 Movers grammar and structures list © Pearson Educación, S.A. 2019 PHOTOCOPIABLE
A1 Movers alphabetic vocabulary list
B C
Grammatical Key
back adj + adv + n café n
adj adjective
bad adj cage n
adv adverb
badly adv call v
conj conjunction
balcony n car park n
det determiner
band (music) n careful adj
dis discourse marker
basement n carefully adv
excl exclamation
bat n carry v
int interrogative
be called v catch (e.g. a bus) v
n noun
beard n CD n
prep preposition
because conj centre (US center) n
pron pronoun
before prep change v
v verb
below prep cheese n
best adj + adv cinema n
A better adj + adv circle n
above prep blanket n circus n
address n blond(e) adj city n
afraid adj boring adj city/town centre (US
after prep both det + pron center) n
age n bottle n clever adj
all adj + adv + det + pron bottom adj + n climb v
all right adj + adv bowl n cloud n
along prep brave adj cloudy adj
always adv break n clown n
another det + pron brilliant adj coat n
any det + pron Brilliant! excl coffee n
app n bring v cold adj + n
around prep build v come on! excl
asleep adj building n comic n
at prep of time bus station n comic book n
aunt n bus stop n cook v
awake adj busy adj cook n
buy v cough n
by prep could (as in past of can for ability) v
A1 Movers alphabetic vocabulary list © Pearson Educación, S.A. 2019 PHOTOCOPIABLE 63

country n exciting adj grandson n

countryside n excuse me dis grass n
cry v ground n
cup n F grow v
curly adj fair adj grown-up n
fall v
D famous adj H
dance n + v farm n have (got) to v
dangerous adj farmer n headache n
daughter n fat adj helmet n
dentist n feed v help v
difference n field n hide v
different adj film (US movie) n + v holiday n
difficult adj film (US movie) star n homework n
doctor n fine adj + excl hop v
dolphin n first adj + adv hospital n
down adv + prep fish v hot adj
downstairs adv + n fix v how adv
dream n + v floor (e.g. ground, 1st, etc.) n how much adv + int
dress up v fly n how often adv + int
drive n forest n huge adj
driver n Friday n hundred n
drop v frightened adj hungry adj
dry adj + v funfair n hurt v
DVD n
G I
E get dressed v ice n
earache n get off v ice skates n
easy adj get on v ice skating n
e-book n get undressed v idea n
elevator (UK lift) n get up v ill adj
email n + v glass n inside adv + n + prep
every det go shopping v internet n
everyone pron goal n into prep
everything pron granddaughter n invite v
grandparent n island n
64 A1 Movers alphabetic vocabulary list © Pearson Educación, S.A. 2019 PHOTOCOPIABLE

J most adv + det + pron party n

jungle n mountain n pasta n
moustache n penguin n
K move v picnic n
kangaroo n movie (UK film) n pirate n
kick n must v place n
kind n plant n + v
kitten n N plate n
naughty adj player n
L near adv + prep pool n
lake n neck n pop star n
laptop n need v practice n
last adj + adv net n practise v
laugh n + v never adv present n
leaf/leaves n noise n pretty adj
library n noodles n puppy n
lift (US elevator) n nothing pron put on v
lion n nurse n
little adj Q
look for v O quick adj
lose v o’clock adv quickly adv
loud adj off adv + prep quiet adj
loudly adv often adv quietly adv
on adv + prep of time

M only adv R
machine n opposite prep rabbit n
map n out adv rain n + v
market n out of prep rainbow n
matter n outside adv + n + prep ride n
mean v river n
message n P road n
milkshake n pair n rock n
mistake n pancake n roller skates n
model n panda n roller skating n
Monday n parent n roof n
moon n parrot n round adj + adv + prep
more adv + det + pron

S square adj + n tooth / teeth n

safe adj stair(s) n toothache n
sail n + v star n toothbrush n
salad n station n toothpaste n
sandwich n stomach n top adv + n
Saturday n stomach-ache n towel n
sauce n straight adj town n
scarf n strong adj town/city centre (US
score v Sunday n center) n
seat n sunny adj tractor n
second adj + adv supermarket n travel v
send v surprised adj treasure n
shall v sweater n trip n
shape n sweet adj Tuesday n
shark n swim n
shop v swimming pool n U
shopping n swimsuit n uncle n
shopping centre (US up adv + prep
center) n T upstairs adv + n
shoulder n take v
shout v take off (i.e. get undressed) v V
shower n tall adj vegetable n
sick adj tea n video n
skate n + v teach v village n
skip v temperature n
sky n terrible adj W
slow adj text n + v wait v
slowly adv than conj + prep wake (up) v
snail n then adv walk n
snow n + v thin adj wash n + v
someone pron think v water v
something pron third adj + adv waterfall n
sometimes adv thirsty adj wave n
son n Thursday n weak adj
soup n ticket n weather n
sports centre (US center) n tired adj website n
66 A1 Movers alphabetic vocabulary list © Pearson Educación, S.A. 2019 PHOTOCOPIABLE

Wednesday n Letters & Numbers

week n Candidates will be expected to
weekend n understand and write numbers
21–100 and ordinals 1st to 20th.
well adj + adv
wet adj
Names
whale n
Candidates will be expected
when adv + conj + int
to recognise and write the
where pron
following names:
which pron
Charlie
who pron
Clare
why int
Daisy
wind n
Fred
windy adj
Jack
work n + v
Jane
world n
Jim
worse adj + adv
Julia
worst adj + adv
Lily
would v
Mary
wrong adj
Paul
Peter
X
Sally
(No words at this level)
Vicky
Zoe
Y
yesterday adv + n
Z
(No words at this level)

02 Prim Ex Pack Movers

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

02 Prim Ex Pack Movers

Загружено:

Авторское право:

Доступные форматы

Cambridge English

© Pearson Educación, S.A. 2019

Published by arrangement with Pearson Education Limited

First edition 2012 by Rosemary Aravanis.

This edition first published 2019

Set in Sasoon Sans

Note from the publisher

Test 1 • Teacher’s Notes

Reading & Writing������������������������������������������������������������������������������������������ 44

A1 Movers grammar and structures list�������������������������������������������������������������� 62

A1 Movers alphabetic vocabulary list����������������������������������������������������������������� 63

Jim Daisy Tom Nick

8 Test 1, Listening Part 1

Where? sports centre

4 Where picnic? Park

Test 1, Listening Part 2 9

10 Test 1, Listening Part 3

Test 1, Listening Part 3

Where did Peter have his party?

1 Which animals did Jill see?

2 What game did the children play?

12 Test 1, Listening Part 4

3 What did Lily eat at the party?

4 What did Bill buy at the shops?

5 What did Dan wear to the picnic?

Test 1, Listening Part 4 13

14 Test 1, Listening Part 5

16 Test 1, Reading & Writing Part 1

This animal has four legs. Many people

1 This is a part of your body above your legs.

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

4 This hair is on your face. It is above your

5 People have this between their head and

Test 1, Reading & Writing Part 1 17

Mary: Hello, Jack. What are you doing?

Jack: A I’m going to the shop.

1 Mary: Why are you going to the shop?

Jack: A I like eggs.

18 Test 1, Reading & Writing Part 2

2 Mary: Do you like eggs?

Jack: A Yes, I do.

3 Mary: What are the eggs for?

Jack: A I’d like a cake.

4 Mary: I must come and help you.

Jack: A Yes, I like it.

Jack: A You came last week.

6 Mary: OK. See you then.

Jack: A Thanks. Bye.

Test 1, Reading & Writing Part 2 19

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

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

park and played with Dan, our (2) . At the park,

Today, my friend, Jim, and I (3) our bikes down by

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

potatoes. Tomorrow is Monday so I must do my (5)

tonight. Yes, I work and I play at the weekend!

20 Test 1, Reading & Writing Part 3

football burger walked

eat homework dog

rode jumped milk

Tick one box.

Fred’s favourite food

Test 1, Reading & Writing Part 3 21

Reading & Writing�� 44

A1 Movers grammar and structures list�� 62

A1 Movers alphabetic vocabulary list�� 63

2                                  lunch at work or at school.