Movers Practice Tests Plus Teacher''s Guide A

Rosemary Aravanis Practice Tests Plus Teacher’s Guide Rosemary Aravanis Teaching not just testing Movers Young Learners English A01_PTP_CYLET_TB_MOVGLB_6608_FM.indd 1 23/03/2012 10:28 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 identied as author of this Work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988. All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers. Photocopying: The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions. Individual purchasers may make copies for their own use or for use by the classes they teach. Institutional purchasers may make copies for use by their staff and students, but this permission does not extend to additional institutions or branches. Under no circumstances may any part of this book be photocopied for resale. First published 2012 ISBN: 978-1-4082-9941-8 Set in Sassoon Sans. Printed in Slovakia by Neograa. Acknowledgements The publishers and author would like to thank the following people and institutions for their feedback and comments during the development of the material: Drew Hyde and Adrian Castro and the Frances King School of English. Author Acknowledgements Many thanks to Tessie and Karen for their useful advice and all their hard work. It is much appreciated. Illustrated by Quadrum Solutions. Cover Image reproduced here by permission of Cambridge ESOL. This image is drawn from the CYLE Tests Sample Papers, published by Cambridge ESOL, 2006. A01_PTP_CYLET_TB_MOVGLB_6608_FM.indd 2 23/03/2012 10:28 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 A01_PTP_CYLET_TB_MOVGLB_6608_FM.indd 3 23/03/2012 10:28 4 Introduction Introduction heoun earnersnlish ractice Tests lus series is imed t students ed  yers ho re rerin for the mride oun ernersnlishests t consists ofthreeleels Starters Moers nd lyers he  ests re suitle for lerners of ll ntionlities hose rst lnue is not nlish hteer their culturl cround hey coer ll four lnue sills  redin ritin listenin nd sein nd include  rne of tss hich ssess cndidtes ility to use nd communicte effectiely in nlish ll cndidtes ho comlete their test receie n rd hich focuses not on ht they cant do ut on ht they can do he rd certicte hs  shield score oundry hich outlines indiidul ttinment he mride oun erners ests re lined ith the ommon uroen rmeor of eferences for nue t leels  nd  hey lso roide n rorite rst ste tords the min mride  ems (K nd ) ■■ Components he comonents of oun earners nlish ractice Tests lus re •■ he Student’sBook hich contins e rctice tests ch test is diided into three sections istenin edin  ritin nd ein echers my ish to use some of the tests s clssroom rctice ctiities efore doin the others under em conditions •■ he Teacher’s■Book hich contins n oerie nd techin tis for ech rt of the test reduced es of thetudents ooith emedded nsers in lce echin uidelines for ech test ein frme for ech test iin rocedures nd lnue to use in ech sein test  hotocoile orsheets ith echers otes  rmmr structures nd oculry lists est  of ech leel hs suested rmu ctiities nd orsheets echers cn choose hen to use these ith est only or throuhout ll e tests •■ he Multi-ROM hich includes the udio for the istenin tests the udioscrits ideo ofein test  ndideotrnscrits he ideo of the ein test on the multi toether ith the ein frme in the echers oo is desined to ie techers  detiled emle of ho to o out roidin students ith relistic rctice for the eintest ■■ Movers■Listening■Test■ Overview Parts■■ (25■minutes) What■is■the■ skills■focus? What■does■the■ child■do?  ( uestions) istenin for nmes nd descritions rs lines to mtch nmes to eole in  icture  ( uestions) istenin for nmes sellins nd other informtion rites ords or numers in s  ( uestions) istenin for secic informtion rs lines from dys of the ee to correct ictures  ( uestions) istenin for secic informtion ics  o under the correct icture  ( uestions) istenin for ords colours nd secic informtion olours drs or rites somethin on the icture Guidance Part■1 •■ tudents need to no the rne of childrens nmes they re liely to encounter in the test hese include the nmes ne to Moers (oys red ac im ohn aul eter harlie. irls aisy ane Mary Sally icy ily) nd lso the nmes from Starters. •■ hey should loo t the icture(s) efore the uestions strt hey should e encoured to redict ho ech chrcter my e descried •■ hey need to no tht they ill her descritions of eoles clothes nd hysicl ernce s ell s comments on ht the eole re doin Part■2 •■ tudents nd this notetin eercise chllenin ie them s much rctice s ossile •■ tudents need to no the menin of the ordsin the Starters nd Moers oculry lists (see es ) hey lso need to no ho to sell the ords correctly •■ tudents need lenty of rctice ith the lhet nd sellin A01_PTP_CYLET_TB_MOVGLB_6608_FM.indd 4 23/03/2012 10:28 Introduction 5 Introduction Part■3 •■ tudents should red the instructions crefully s these set the contet nd tell students ht to do •■ hey need to listen crefully n some cses the children on the recordin ill mention thins from more thn one icture ut only one icture is correct Part■4 •■ his rt coers  ide rne of rmmr nd oculry (rorite to this leel) e sure the oculry nd structures in the Starters nd Moers syllus he een ell coered on the course (see es ) •■ tudents should no tht the nser my come t the einnin of the diloue in the middle or t the end ncoure them to listen to the hole diloue efore choosin n nser Part■5 •■ tudents need to he their coloured encils redy for this •■ hey need to no the rne of colours used (lac lue ron reen rey orane pin purple red yello •■ hey need to no tht they ill lso rite or dr somethin on the icture he ords ill e n esy ord to sell nd the icture n esy one to dr •■ tudents need to e re of reositions of lce for this eercise (e net to ehind on under etc) Teaching■Tips■ •■ e sure students no hts eected of them in ech rt ed the instructions nd listen to the emle use the  to chec students understnd •■ lys ly the recordin tice f necessry ith the rst to or three tests ly the recordin  third time •■ hen checin nsers me use of the udioscrit ie students  coy of it nd then ly the recordin in tudents listen nd red to chec their nsers ■■ Movers■Reading■&■Writing■Test Overview Parts (30■minutes) What■is■the■ skills■focus? What■does■the■ child■do?  ( uestions) tchin short denitions to ords nd ictures ritin ords oies the correct ord net to the denition  ( uestions) edin sentences out  icture ritin one ord nsers rites yes or no  ( uestions) edin  diloue nd choosin the correct resonse hooses the correct resonse y circlin  letter  ( uestions) edin for secic informtion nd ist oyin ords hooses nd coies missin ords correctly ics  o to choose the correct title for the story  ( uestions) edin  story omletin sentences omletes sentences out  story y ritin one to or three ords  ( uestions) edin nd understndin  fctul tet oyin ords omletes  tet y selectin the correct ords nd coyin them in the s Guidance Part■1 •■ tudents need to e ien rctice in redin nd understndin ord denitions e sure students re fmilir ith the lnue tyicl of denitions or emle the use of you nd can (e ou can eat this in a ol) reltie cluses nd the innitie of urose A01_PTP_CYLET_TB_MOVGLB_6608_FM.indd 5 23/03/2012 10:28 Introduction 6 Introduction •■ tudents should e ien lenty of rctice coyin ccurtely ie them coyin tss in clss nd for homeor •■ tudents need to me sure they include the rticle in their nser if there is one Part■2 •■ ie students rctice mtchin true or flse sentences ith ictures •■ ncoure students to red the sentences crefully nd to loo ery closely t the icture efore decidin on n nser emind them tht the sentence must e comletely true for the nser to e yes Part■3 •■ ie students lenty of rctice redin nd cretin short diloues •■ emind them to red ll the nser otions efore choosin the est one Part■4 •■ ell students to red the hole tet rst to et  enerl ide of ht it is out •■ tudents should red the hole sentence efore choosin the riht ord for the  hey should then red the comleted sentence to see if it mes sense •■ emind students tht the ord they choose needs to e the riht rt of seech nd in the riht tense Part■5 •■ ncoure students to use the ictures to hel them follo the story •■ ie students rctice in understndin ersonl ronouns  ie ht nd ho they refer to in the story •■ tudents should not use more thn three ords in ech  •■ ncoure students to red the comleted sentences to me sure they me sense Part■6 •■ ollo the uidnce for rt  •■ tudents need to understnd ronouns uiliry ers nd reositions •■ ocus on different er forms in  sentence (e resent simle st simle nd resent continuous the innitie er  in) Teaching■Tips■ •■ e sure students no hts eected of them in ech rt ed the instructions nd the emle nd chec students understnd •■ rs re often lost ecuse letters ndor ords re not ritten clerly tudents should chec tht their hndritin is cler nd they should e ien lenty of hndritin rctice ncoure them to rint rther thn use oined u ritin hich cn e uncler •■ ell students to rite only s much s is needed in ech  rs cn e lost hen students ttemt to rite more thn is necessry s it often leds to more mistes ein mde •■ ech your youn students to mne their time ell et time limits in clss so tht they cn eerience the limited time of the em his ill hel students concentrte nd e less distrcted y other thins •■ e sure students re fmilir ith the structures nd oculry in the Starters nd Moers syllus (see es ) ■■ Movers■Speaking■Test Overview Parts (5-7■minutes) What■is■the■ skills■focus? What■does■the■ child■do?  escriin to ictures usin short resonses denties four differences eteen to ictures  Understndin the einnin of story ontinuin the story usin the icture romts roided escries ech icture in turn  uestin hich icture of four is different nd syin hy denties the oddoneout nd ies  reson  Understndin nd resondin to ersonl uestions nsers ersonl uestions Guidance Part■1 •■ he differences in the to ictures my e relted to colour sie numer ositions ernce or ctiity e This chair is lac ut this ones hite. Here its sunny ut here its cloudy (or here it isnt. Here there are to trees ut here there are three. A01_PTP_CYLET_TB_MOVGLB_6608_FM.indd 6 23/03/2012 10:28 Introduction 7 Introduction •■ imler nsers re lso ccetle e Here to and here three (ith the student ointin to the differences in the ictures) Part■2 •■ miners re not looin for storytellin sills  fe ords out ech icture re ll tht is reuired •■ t is not necessry for students to ttemt to erlly lin the ictures either hey cn oint to ech icture s they re descriin them e They are in the itchen. The mother is happy. (icture) They are playin a ame. The children are happy. The mother is not happy. (icture ) The mother is not happy. o the children are sayin ets play a ame (icture )  retech useful structures There is  are the simle resent tense of the ers e nd hae (ot) the modls can  could nd must  mustnt nd the resent continuous of common ction ers e play read loo at rite lauh o ump clim etc hey should lso e le to descrie simle feelins e (not) happy or sad Part■3 •■ tudents re only eected to ie simle resons for their choices e These are clothes thisisnt. These are inside this is outside etc •■ here re different ys of eressin resons ccet ny loicl reson ien y the student tudents my lso nd n lterntie difference to the one you he come u ith his is erfectly ccetle s lon s they ie  reson for their choice Part■4 •■ ie students rctice nserin uestions out themseles their fmilies nd friends their homes their school their freetime ctiities nd their lies nd dislies •■ tudents should e le to nser h uestions e What do you eat for reafast? Where do you do eat your reafast? etc •■ nly simle nsers of eteen one to four ords re eected •■ uestions ill normlly e in the resent tense ut cndidte should e rered to tl out ht they did in the recent st e lst eeend Teaching■Tips■ •■ e sure students no hts eected of them in ech rt hey should no tht they re reuired to follo instructions nd to tl in  ery simle y out different ictures nd to nser simle uestions out themseles •■ Use nlish in clss s much s ossile tudents should e fmilir ith eerydy clssroom instructions ech them ho to sy Sorry or  dont understand hen rorite •■ et students to do ech sein ts in irs efore sin them to do it in front of the clss •■ ie students lenty of rctice doin ech tye of ts •■ e sure students re fmilir ith the structures nd oculry in the Starters nd Moers syllus (see es ) A01_PTP_CYLET_TB_MOVGLB_6608_FM.indd 7 23/03/2012 10:28 8 Test 1, Listening Part 1 4 Test 1, Listening Part 1 Test 1 ListeningTest 1 Listening Part 1 5 questions Listen and draw lines. There is one example. Jim Daisy Tony Nick Sally Ben Vicky M01_PTP_CYLET_MOVERS_SB_6592_U01.indd 4 12/15/2011 3:33:45 PM Listening Part 1 Warm-up ■ In this parts, students draw lines to match names to people in a picture. Activity 1 Aim: To familiarise students with English names that may appear in the Movers Test. Materials: TB p124 Worksheet 1 Procedure 1 Give out the worksheets. Read out the nmes in the rst column so that students hear them as well as read them. The students should put a tick in the correct column according to whether it is a girl’s name, a boy’s name or both. Answer Key Girl’s name Boy’s name Both girl’s & boy’s name Daisy  Fred  Jack  Jane  Pat  Jim  John  Mary  Paul  Peter  Sally  Kim  Vicky  Lily  Charlie  2 Spell out the names in random order, e.g. J-I-M. Students listen and write the names. Check by asking students to write each name on the board. 3 Drill the names. Then ask students to work in pairs, saying the names to each other in turn. Activity 2 Aim: To listen for descriptions (actions and personal pronouns). Materials: SB page 4 Procedure 1 Ask students to turn to SB page 4. 2 Read out the following descriptions about the picture in Listening Part 1. Students should nd nd lel ech child in the picture a-e. a She’s under the tree. b She’s playing football. c She’s sleeping. d He’s sitting. He’s reading a book. e He’s drawing a picture. 3 Students compare answers in pairs. Check answers with the class. 4 In pairs, students test each other: one student says what a child in the picture is doing, the other student points to the child. Test 1 M01_PTP_CYLET_MOVERS_TB_6608_U01.indd 8 3/21/2012 6:37:33 PM Test 1, Listening Part 1 9 Listening Do the test ■ Materials: SB page 4, Audio T1P1 1 Ask students to turn to SB page 4. Read the children’s names and ask the students to repeat. 2 Ask students to name all the colours and items in the picture. Ask them what some of the people in the picture are doing, e.g. What’s the man doing? He’s sitting. Is he wearing a green t-shirt? No, he’s wearing a white t-shirt. 3 ly the rst rt of the recording. Go through the example. 4 Play the rest of the recording and students match the names to the people in the picture. 5 Let the students listen to the audio again. Check the answers. Audioscript R = rubric Fch = Female child F = Female adult Mch = Male child M = Male adult R Look at the picture. Listen and look. There is one example. M Hello. What are you all doing out here? Fch We’re playing. M Are these your brothers and sisters? Fch No. Some are friends. Jim’s my brother. M Is he the boy who’s riding a bike? Fch Yes, he loves his bike. R Can you see the line? This is an example. Now you listen and draw lines. One M Who’s the girl in the red dress? Fch The one under the tree? M Yes. Fch That’s my friend Vicky. I think her dress is nice. R Two Fch Look at my sister! M What’s she doing? Fch She’s kicking a ball. M What’s her name? Fch It’s Daisy. M She’s good at kicking! R Three Fch That’s my baby sister. M Is she sleeping? Fch Yes. Grandpa is sitting next to her. M What’s her name? Fch Sally. R Four M Who’s the boy that’s sitting down? Fch Which one? M The one who’s reading a book. Fch Oh, that’s my friend, Nick. He’s always reading! R Five M Is that your brother who’s painting a picture? Fch No. He’s my friend’s brother. M What’s his name? Fch It’s Ben. Do you like his picture? M Yes, it’s very good. R Now listen to Part One again. Answer Key ➤ SB page 4 4 Test 1, Listening Part 1 Test 1 ListeningTest 1 Listening Part 1 5 questions Listen and draw lines. There is one example. Jim Daisy Tony Nick Sally Ben Vicky M01_PTP_CYLET_MOVERS_SB_6592_U01.indd 4 12/15/2011 3:33:45 PM M01_PTP_CYLET_MOVERS_TB_6608_U01.indd 9 3/21/2012 6:37:34 PM 10 Test 1, Listening Part 2 Test 1, Listening Part 2 5 Listening Part 2 5 questions Listen and write. There is one example. SPORTS DAY Where? 1 Day: 2 How many sports? 3 Favourite sport: 4 Where picnic? 5 Food: sports centre Park M01_PTP_CYLET_MOVERS_SB_6592_U01.indd 5 12/15/2011 3:33:46 PM Wednesday 10 / ten table tennis City Ice cream Listening Part 2 In this part, students listen and answer questions with a name or a number. Warm-up ■ Activity 1 Aim: To make students aware of the type of information the prompts are asking for. Materials: SB page 5 Procedure 1 Ask students to turn to SB page 5. 2 Write the following questions on the board. Ask the students to match them to the prompts on SB page 5. 1 When was sports day? 2 How many sports were there? 3 What food did you eat? 4 How many sports did you play? 5 Where was sports day? 6 What is your favourite sport? 3 Now write the following answers on the board. Students match the answers to the questions. Point out that these are not the real answers to the prompts in Test 1. a Three (3) b Sandwiches c Tennis d Tuesday e Five (5) f Smith Park Answer Key 1 d 2 a / e 3 b 4 a / e 5 f 6 c Activity 2 Aim: To practise the correct spelling of words. Materials: None Procedure 1 Play hangman with commonly misspelt words. See suggested list below. Colours (e.g. purple, brown, blue, black, green, yellow) Objects from around the home (e.g. towel, chair, blanket, shower) Animals (e.g. dolphin, giraffe, lion, kangaroo, mouse) Food and drink (e.g. sandwich, coffee) Places (e.g. playground, library, park, school) Days of the week Clothes (e.g. glasses, shoe, trousers, shirt) Family and friends (e.g. daughter, granddaughter, son) 2 Choose one word. On the board, draw as many dashes as there are letters in the word. 3 Each student contributes a letter of the alphabet. If it is contained in the word, write the letter above the appropriate dash. If not, draw one line (or part) of a stick Test 1 M01_PTP_CYLET_MOVERS_TB_6608_U01.indd 10 3/21/2012 6:37:35 PM [...]... 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 a pineapple a dog tea a moustache a neck watermelon 10 a stomach a parrot Test 1, Reading & Writing Part 1 M01_PTP_CYLET _MOVERS_ SB_6592_U01.indd... 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?... then Jack: 6 What are the eggs for? Jack: 5 Mary: Jack: 4 A B C A B C Reading & Writing Do you like eggs? Jack: 3 Mary: Jack: 2 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 Test 1, Reading & Writing Part... He’s very happy His parents can see a shark They are frightened They are shouting at Tom They are saying ‘Tom, get out of the water!’ Picture 3: Tom is swimming fast He wants to get out of the water He’s afraid Picture 4: It isn’t a shark in the water It’s a boy Tom and his parents are very angry! Activity 2 Aim: To practise asking for help or repetition Materials: Pictures from magazines or a course... (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 the 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... 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 &... 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... sandwich for example, countries, outside people or eat eat at home sandwiches lunch at work or at school make They are very easy to Answer Key 1 is 2 I 3 of 4 see 5 go You can make them with cheese, meat, tomato or any food you like But you must use bread to make 4 a _ sandwich But 5 who ate stories sandwiches about first? There are many sandwiches and the first people who ate them Today... 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... their reason, the student gets a point (Accept any logical reason given by the student for their choice.) 4 Repeat with the other sets from the worksheet Answer Key 1 (d) kangaroo as it is an animal and others are clothes 2 (c) glass under table as the other items are on the table 3 (c) children watching TV as in the others they are swimming 4 (a) library because it is a building and other pictures are . a road a grandmother a kitten hungry an earache a farmer a market a driver 5 Check answers and make sure students have spelt the words correctly. Answer Key 1 a grandmother 2 a kitten 3 an. play any games at the party? Mch Oh, yes. We played one. F Basketball? Mch No, football. We had a very good day. R Three. What did Lily eat at the party? M Did you have a lot of food at. Rosemary Aravanis Practice Tests Plus Teacher’s Guide Rosemary Aravanis Teaching not just testing Movers Young Learners English A0 1_PTP_CYLET_TB_MOVGLB_6608_FM.indd 1 23/03/2012 10:28 Pearson