Practice tests plus movers teacher book part 1

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

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Pearson Education Limited

The right of Rosemary Aravanis to be identified as author of this Work has been

asserted by her in accordance with the Copyright, Designs and Patents Act 1988

retrieval system, or transmitted in any form or by any means, electronic, mechanical,

photocopying, recording, or otherwise without the prior written permission of the

Publishers

Photocopying: The Publisher grants permission for the photocopying of those pages

marked ‘photocopiable’ according to the following conditions Individual purchasers

may make copies for their own use or for use by the classes they teach Institutional

purchasers may make copies for use by their staff and students, but this permission

does not extend to additional institutions or branches Under no circumstances may

any part of this book be photocopied for resale

First published 2012

ISBN: 978-1-4082-9941-8

Set in Sassoon Sans

Printed in Slovakia by Neografia

Acknowledgements

The publishers and author would like to thank the following people and institutions

for their feedback and comments during the development of the material:

Drew Hyde and Adrian Castro and the Frances King School of English

Author Acknowledgements

Many thanks to Tessie and Karen for their useful advice and all their hard work It is

much appreciated

Illustrated by Quadrum Solutions

Cover Image reproduced here by permission of Cambridge ESOL This image is drawn

from the CYLE Tests Sample Papers, published by Cambridge ESOL, 2006

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Introduction 4

Teacher’s Notes Test 1 8

Test 2 36

Test 3 58

Test 4 80

Test 5 102

Photocopiable worksheets 124

Movers grammar and structures list 138

Movers alphabetic vocabulary list 139

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4 Introduction

Introduction

he oun earners n lish ractice Tests lus

e rners n lish ests t consists of three le els

Starters Mo ers nd lyers

he ests re suit le for le rners of ll

n tion lities hose first l n u e is not n lish

h te er their cultur l c round hey co er

ll four l n u e s ills re din ritin listenin

nd s e in nd include r n e of t s s hich

ssess c ndid tes ility to use nd communic te

effecti ely in n lish ll c ndid tes ho com lete

their test recei e n rd hich focuses not on

h t they can t do ut on h t they can do he

rd certific te h s shield score ound ry hich

oun e rners ests re li ned ith the ommon

uro e n r me or of eferences for n u e t

•■ he Student’s Book hich cont ins fi e r ctice

tests ch test is di ided into three sections

istenin e din ritin nd e in

e chers m y ish to use some of the tests s

cl ssroom r ctice cti ities efore doin the

others under e m conditions

•■ he Teacher’s■Book hich cont ins n o er ie

nd te chin ti s for e ch rt of the test

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

nd oc ul ry lists est of e ch le el h s

e chers c n choose hen to use these ith

est only or throu hout ll fi e tests

•■ he Multi-ROM hich includes the udio for

the istenin tests the udioscri ts ideo

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

(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

for n mes

s ellin s

nd other inform tion

rites ords

or num ers in s

for s ecific inform tion

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

ic s o under the correct icture ( uestions) istenin for

ords colours

nd s ecific inform tion

olours dr s

or rites somethin on the icture

Guidance

Part■1

•■ tudents need to no the r n e of children s

n mes they re li ely to encounter in the test

hese include the n mes ne to Mo ers ( oys

red ac im ohn aul eter harlie irls aisy ane Mary Sally ic y ily) nd lso the n mes

from Starters.

•■ hey should loo t the icture(s) efore the

uestions st rt hey should e encour ed to redict ho e ch ch r cter m y e descri ed

•■ hey need to no th t they ill he r

descri tions of eo le s clothes nd hysic l

e r nce s ell s comments on h t the

eo le re doin

Part■2

•■ tudents find this note t in e ercise

ch llen in i e them s much r ctice

s ossi le

•■ tudents need to no the me nin of the

ords in the Starters nd Mo ers oc ul ry lists

to s ell the ords correctly

•■ tudents need lenty of r ctice ith the

l h et nd s ellin

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Introduction 5

Introduction

Part■3

•■ tudents should re d the instructions c refully

s these set the conte t nd tell students h t

to do

•■ hey need to listen c refully n some c ses the

children on the recordin ill mention thin s

from more th n one icture ut only one icture

is correct

Part■4

•■ his rt co ers ide r n e of r mm r nd

the oc ul ry nd structures in the Starters nd

Mo ers syll us h e een ell co ered on the

•■ 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■

them in e ch rt e d the instructions nd

students underst nd

•■ l ys l y the recordin t ice f necess ry

ith the first t o or three tests l y the

recordin third time

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?

short definitions

to ords nd ictures ritin ords

o ies the correct ord

ne t to the definition

sentences out ictureritin oneord ns ers

rites yes or no

di lo ue nd choosin the correct res onse

hooses the correct res onse y circlin letter

nd ist

o yin ords

hooses nd

co ies missin ords correctly

ic s o

to choose the correct title for the story

story

om letin sentences

om letes sentences out story

y ritin one

t o or three ords

nd co yin them in the s

Guidance

Part■1

•■ tudents need to e i en r ctice in re din

students re f mili r ith the l n u e ty ic l

of definitions or e m le the use of you nd can (e ou can eat this in a o l) rel ti e cl uses nd

the infiniti e of ur ose

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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 first to et

ener l ide of h t it is out

•■ tudents should re d the hole sentence efore

then re d the com leted sentence to see if it

m es sense

•■ emind students th t the ord they choose

needs to e the ri ht rt of s eech nd in the

ri ht tense

Part■5

•■ ncour e students to use the ictures to hel

them follo the story

•■ i e students r ctice in underst ndin erson l

ronouns i e h t nd ho they refer to in the

story

•■ tudents should not use more th n three ords

in e ch

•■ ncour e students to re d the com leted

sentences to m e sure they m e sense

Part■6

•■ ollo the uid nce for rt

•■ tudents need to underst nd ronouns u ili ry

er s nd re ositions

•■ ocus on different er forms in sentence

(e resent sim le st sim le nd resent

continuous the infiniti e er in )

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

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

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

dentifies four differences

et een t o icturesUnderst ndin

the e innin

of storyontinuin 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

dentifies the odd one out

nd i es

re sonUnderst 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

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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 find n ltern ti e difference

to the one you h e come u ith his is

erfectly cce t le s lon s they i e re son

for their choice

Part■4

•■ i e students r ctice ns erin uestions

out themsel es their f milies nd friends

their homes their school their free time

cti ities nd their li es nd disli es

•■ tudents should e le to ns er h uestions

e What do you eat for rea fast? Where do you do

eat your rea fast? etc

•■ nly sim le ns ers of et een one to four

ords re e ected

•■ uestions ill norm lly e in the resent

tense ut c ndid te should e re red to t l

out h t they did in the recent st e l st

ee end

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

structures nd oc ul ry in the Starters nd

Mo ers syll us (see es )

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8 Test 1, Listening Part 1

Part 1

5 questions

Listen and draw lines There is one example.

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 first

column so that students hear

them as well as read them The

students should put a tick in

the correct column according

to whether it is a girl’s name, a

boy’s name or both

Answer Key

Girl’s name nameBoy’s girl’s & Both

boy’s name

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 4Procedure

1 Ask students to turn to

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

Trang 9

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 first rt of the recording Go through the example

4 Play the rest of the recording and students match the names to the people in the picture

5 Let the students listen to the audio again Check the answers

and look There is one example

doing out here?

Fch Yes, he loves his bike

is an example Now you listen and draw lines

Fch That’s my friend Vicky

I think her dress is nice

R TwoFch Look at my sister!

M What’s she doing?

Fch She’s kicking a ball

M What’s her name?

Fch Oh, that’s my friend, Nick

He’s always reading!

M What’s his name?

Fch It’s Ben Do you like his picture?

M Yes, it’s very good

again

Answer Key ➤ SB page 4

Part 1

5 questions

Listen and draw lines There is one example.

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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

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

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

Trang 11

fi ure of erson on the

o rd our fi ure could e made up of a head, two arms, two legs, a torso (i.e 6 parts)

4 Keep playing until a student guesses the word or until the hole stic fi ure is formed in which case there will be

no winner

Do the test

■

1 Ask students to turn to SB page 5 Read the notes and check students know what the words mean Encourage them to guess what type of information or word(s) might

be missing and to give some examples

3 Play the rest of the recording and students write the missing word(s) on the lines

4 Let the students listen to the recording again Check the answers

F Oh Was it at school?

Mch No, it was at the sports centre

Mch Yes, that’s right

Now you listen and write

of sports were there?

Mch I think there were eight

erm no, ten

F Ten? That’s a lot

Mch No, City C-I-T-Y

F Oh yes, I know it

Mch I had my favourite food

Mch Yes, that’s right

Trang 12

Test 1

In this part, students draw lines

from the days of the week to the

correct pictures

Warm-up

■

Activity 1

Aim: To associate the

pronunciation of each day of the

week with its written form

Procedure

1 Play ‘days of the week’ bingo

with the class

2 Cut Worksheet 2 into four

cards Give out a card to each

student Some students will

have the same bingo card but

that doesn’t matter

3 Call out the days of the week

in random order The student

who crosses out all the days of

the week on his / her card and

shouts in o first ins

4 They can exchange cards and

then play the game again Ask

confident student to come

out and call out the days

1 Give out copies of the

worksheet Ask questions

like What’s this? It’s a

shop / the beach.

2 Write the following sentences

about the picture on the

board

1 I listened to music.

2 We played with the ball at the

beach.

3 I went for a walk along the

beach with my dog.

4 We went shopping.

5 We watched TV and talked.

6 I went swimming with my friends

3 Students should match each event with a picture by writing

a number in the box

4 Students compare answers in pairs Check answers with the class

5 In pairs, students test each other One student describes

a picture, the other must guess which picture it is

SB page 6 Read the instructions carefully as

a class

2 Check students know how to read and pronounce all the days of the week Drill them

3 Encourage students to describe the pictures as simply as they can They should say who the people might be, where they are and what they are doing Take this opportunity to pre-teach any

Test 1

Part 3

5 questions

What did John do last week?

Listen and draw a line from the day to the correct picture

There is one example

Trang 13

Listening

words they may need to know,

e.g swimming, beach, etc.

5 Play the rest of the recording

Students listen and match the days to the pictures

6 Let the students listen to the audio again Check answers

Audioscript

did John do last week?

Listen and look There is one example

holiday last week?

Mch It was very good

Monday was good I went swimming with my friends

Mch No, at the beach

from the word Monday?

On Monday, John went swimming at the beach

Now you listen and draw lines

Mch No, with my sister

Mch No We played ball games

Mch I listened to some music

Mch No, with my dog

Mch o t s difficult ec use there was a lot of wind

R Four

Thursday?

Mch On Thursday my family and I went into town

Mch My family and I had a quiet day at home

Mch We watched TV and talked

again

Test 1

Part 3

5 questions

What did John do last week?

Listen and draw a line from the day to the correct picture

There is one example

Trang 14

Test 1

In this part, the students listen

for information and tick the

1 Choose two of the following

topics: Animals, The body and

face, Clothes, Colours, Family

and friends

2 Ask students to work in

groups and think of as many

words as possible for each

theme Set a time limit of

three minutes for this

3 Get each group to read out

their words and either you or

another student writes them

on the board

4 Add a few more words to each

list to help students expand

their thematic vocabulary

Activity 2

Aim: To practise answering

different types of past tense

questions

Procedure

worksheet Point to some of

the items and ask What’s this?

(a lake / a park / sandwiches).

2 Explain that this happened

last Saturday Write the

following questions on

the board:

1 Where did the children go?

2 Where did they eat their lunch?

3 What did they eat?

4 What game did the boys play?

5 What did the woman do?

6 What did the man buy?

3 The students work in pairs

to write short answers to the questions

4 Compare and go through the answers as a class

Answer Key

1 To the park

2 Next to the tree

3 Sandwiches and grapes

4 (They played) football

5 She read a book

6 He bought an ice cream

Do the test

■

Materials: SB pages 7 & 8, Audio T1P4

SB pages 7 & 8 Read the questions and check students know what they mean

2 Ask students to look at the pictures and to guess what each dialogue will be about

If there are people in the pictures, they could say who they may be, where they are and what they are doing

3 Check students know the names

of the items in the pictures Take this opportunity to pre-teach any words they may need to

know, e.g park, zoo, etc.

Listening

Part 4

5 questions

Listen and tick (✓) the box There is one example

Where did Peter have his party?

Trang 15

Listening

5 Play the rest of the recording and students listen and tick the correct picture

Ask students to describe one

or two of the pictures

Audioscript

Listen and look There is one example Where did Peter have his party?

Mch It was my birthday on Saturday

Mch Yes, I did

Mch No

Mch No, It was at the zoo!

R Can you see the tick?

Now you listen and tick the box One Which animals did Jill see?

M Did you see many animals

at the zoo, Jill?

M Did you see the hippos?

Fch No, but we saw the giraffes

M They’re beautiful animals

M Did you have a birthday cake?

Fch Yes We had that too!

F That’s nice Was that all?

Mch No! Then I bought a robot, and a book

Answer Key ➤ SB pages 7 & 8

Listening

Part 4

5 questions

Listen and tick (✓) the box There is one example

Where did Peter have his party?

Trang 16

Test 1

In this part, students listen to

instructions and colour, draw

or write a word on a picture

Warm-up

■

Activity 1

Aim: To practise listening to

instructions for colouring a

picture

Procedure

worksheet to each student

2 Give students oral instructions

for colouring in the picture on

the worksheet, e.g

Can you see the chair next to the

table?

Colour it brown.

Can you see the pen on the table?

Colour it red.

3 Students compare their

finished ictures ith their

classmates

4 Go through the answers with

the class, e.g say What colour is

the pen? (It’s red).

Activity 2

Aim: To practise giving and

following instructions for

items in picture A; Student B

colours fi e in icture hey

can use any of the Movers

colours they like

3 Drill the language the students

will need, e.g Can you see the ?

Colour it

4 They take it in turns to give

their partner instructions for

colouring in the other picture, for example:

Colour them green.

5 Students compare their finished ictures ith their partner and then with their classmates

Do the test

■

1 Ask students to turn to SB page 9 Read the instructions together

2 Check students have all the colours they need by calling out the colours and asking students to lift up the corresponding coloured pencil

Trang 17

Listening

3 Check students know the names of the items in the picture

4 Ask them to predict what colour they think each item will be and what word or picture they may need to write

or draw

6 Play the rest of the recording and students listen and colour and draw

Audioscript

and look There is one example

M Hello, Sally Do you want to colour this picture?

Fch Yes, please

Fch The rock Yes, I can

Fch OK

rock? This is an example

Now you listen and colour and draw

OneFch OK What now?

Fch here re three flo ers

smaller one next to the rock?

Fch Yes, I can Can I colour it?

Fch Fine

the fishFch I can

Fch The big one?

open

Fch Oh yes I see it

R ThreeFch Look at the fat bird!

M Yes, it’s very fat

Fch Can I colour it?

Fch The bird?

R Four

wearing the sweater?

Fch Yes Can I colour it?

M No, don’t colour it Can you draw something on it?

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18 Test 1, Reading & Writing Part 1

Test 1

Reading & Writing

Part 1

In this part, students match

ords to their correct definition

2 Ask the students to guess

what place they think this is

(a library) Ask students what

words helped them decided

Elicit place, school and books

Underline these words in the

sentence

3 Give out the top part of the

worksheets Ask students to

work in pairs They should

read the descriptions and

underline all the key words

They should try to guess what

the words might be Elicit

uesses ut don t confirm

or refute the student’s

answers

4 Write the following words in

random order on the board

Ask students to match the

words to the descriptions on

the worksheet Tell them to

be careful to copy the words

1 Write the following misspelt words on the board

pineapel dogg mustash watermellon stomak tee nek parot

Test 1, Reading & Writing Part 1 11

Reading & Writing

Example

This animal has four legs Many people

Questions

1 This is a part of your body above your legs

3 This animal can fl y and it often lives in

4 This hair is on your face It is above your

6 People have this between their head and

a dog

Trang 19

Reading & Writing

2 Tell students that each word contains a spelling mistake

Give them a few minutes

to try to guess the correct

s ellin on their o n first

3 Ask students to compare their answers in pairs

4 Get students to check their answers by turning to page 10

of the Student’s Book

Do the test

■

Materials: SB pages 10 & 11

1 Ask students to turn to SB pages 10 & 11 Read the instructions together

2 Write the example description

on the board Elicit and underline the key words that hel you find the ns er

e.g animal, four legs.

3 Ask students to underline the key words in the rest of the descriptions (i.e the words that help them decide on the answer)

4 Give them some time to do the task on their own

5 Ask students to compare answers in pairs

Reading & Writing

Example

This animal has four legs Many people

Questions

1 This is a part of your body above your legs

3 This animal can fl y and it often lives in

4 This hair is on your face It is above your

6 People have this between their head and

a dog

a stomach tea

Trang 20

Test 1

Part 2

In this part, students read

sentences about a picture and

decide if they are correct or not

1 Give out the worksheets

2 Write three true sentences

about the picture and three

false ones on the board

The sentences should be

descriptive (e.g There are two

people in the park, A woman is

reading a book in a café, etc.)

3 The students work alone They

read silently and decide if they

are true or false They should

then compare their answers in

pairs Check the answers

4 Students then work in pairs

to say true or false sentences

about the picture to each

other

Extension

You could also do this activity

using a picture from the course

book you are using The picture

should have a number of

different items and also contain

a few people doing things

1 Divide the students into As

and Bs Give each student

their version of the pictures

on the worksheet Explain that

they will be working in pairs

and that they should not show

their picture to their partner

Tell them that their pictures are very similar but there are

a few differences Pre-teach any words the students will need to describe the pictures,

e.g bear, hat, clock, picture,

sleeping, sitting, eating, cooking,

o ers etc.

2 In pairs, the students say simple sentences describing their picture The aim is to find s m ny differences

as possible, e.g Three bears

are eating The cat is sleeping

The cat is under the table etc

i e students fi e minutes

to do this

3 The students compare their pictures and see if they can find ny other differences

4 Elicit the differences from the students and write them up

on the board

Do the test

■

1 Ask students to turn to SB pages 12 & 13 Ask them some questions about the picture,

e.g How many robots can you

see? What colour are they? Where are they?

2 Discuss the examples together

s students to find e idence

There are two cats and they are sleeping

The small robot is on the floor

yesno

Reading & Writing

Questions

1 The orange fish are bigger than the yellow fish

2 The boy with brown hair is reading a book

3 There are four drawings on the wall

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

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

6 There are three glasses of water in the room

Trang 21

Reading & Writing

in the picture to justify the answers Ask them to correct

the false sentence, e.g The

small robot is on the bed / The

i ro ot is on the oor

3 Give students some time to read the descriptions and to check that they match what is happening in the picture They

then write yes if it is true and

no if the sentence is false.

5 Check answers Ask students

to correct the false sentences

(2 The boy with brown hair

is drawing 3 There are fi e

There are two cats and they are sleeping

The small robot is on the floor

yesno

Reading & Writing

Questions

1 The orange fish are bigger than the yellow fish

2 The boy with brown hair is reading a book

3 There are four drawings on the wall

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

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

6 There are three glasses of water in the room

yes no no yes no no

drawings on the wall 5 There’s

a box in the cupboard with toys

in it 6 There are two glasses of water in the room.)

Trang 22

Test 1

Part 3

In this part, students read a

dialogue and choose the correct

1 Cut up the two-line dialogues

on the top part of the

worksheet Ask the students to

work in pairs

2 i e e ch ir the first line of

each dialogue (A) They work

together to write a response

for each Elicit ideas from the

different pairs

3 Hand out the second lines of

the dialogues (B) for students

to match them with the

first lines hec ns ers y

getting different pairs to read

out the dialogues

4 For more practice, write

more dialogues for students

to match Alternatively, you

could ask the students to

write some

Extension

Give each student in the class

one half of a dialogue from the

worksheet They get up and walk

around the room, saying their

sentence hey must find the

other half of their dialogue

1 Read out the following

beginnings of dialogues The

students supply the next line

of the dialogue, e.g

Hello (Hello)

What’s your name? (It’s …)

Ho are you? m fine than

you.)

Where are you? (I’m in class.)

What are you doing?

(I’m drawing.)

2 Divide the students into two groups Each group should rite the first line of fi e short dialogues They should then

s their first lines ith the other group Each group should complete the dialogues

by writing a one line response

They should then give them back to the other group The

groups should say whether

or not the other group’s responses are appropriate

Do the test

■

SB pages 14 & 15 Read the instructions carefully

2 Discuss the examples together

3 e d the first rt of e ch conversation extract to the

class (e.g Do you like eggs?)

and ask students to respond

to them without looking at the available options

Test 1

Part 3

6 questions

Read the text and choose the best answer.

Mary is talking to her friend Jack.

Example Mary: Hello, Jim What are you doing?

Jack: A I’m going to the shop.

Questions

Jack: A I like eggs.

Reading & Writing

Jack: A Yes, I do.

Jack: A I’d like a cake.

Jack: A Yes, I like it.

Jack: A You came last week.

Jack: A Thanks Bye.

Trang 23

Reading & Writing

4 Give students some time to read the conversation and to choose the best answer from the options given

6 Check answers Explain why the other options are wrong

Test 1

Part 3

6 questions

Read the text and choose the best answer.

Mary is talking to her friend Jack.

Example

Mary: Hello, Jim What are you doing?

Jack: A I’m going to the shop.

Questions

Jack: A I like eggs.

Reading & Writing

Jack: A Yes, I do.

Jack: A I’d like a cake.

Jack: A Yes, I like it.

Jack: A You came last week.

Jack: A Thanks Bye.

Trang 24

Test 1

Part 4

In this part, students copy words

to complete a story and then

choose the best title

1 Cut out the pictures from

Worksheet 9 Show each one

to the class and get them

to say the word (the verbs

should be in the past tense)

Stick them on the board in a

random order

2 Give out the worksheet gapped

sentences

3 Students work in pairs to

decide which of the words

in the o rd fits in e ch

Check the answers

4 Ask students to suggest other

ords hich could fit in e ch

2 Ask them to read the

instructions to the task and

to answer these questions:

How many words do you write in

each gap? (one)

Where can you find the ords?

(in the box)

Can you write a word that isn’t in

the box? (no)

How many words are there in the

box? (nine)

How many gaps are there in the

text? (six, plus one example)

How many extra words are there?

(two)

3 Now ask them to fold their books so that they can’t see the word box or to cover up that page Get them to read the first t o sentences of the text and to say what it is

about (a boy called Fred).

4 The students should read the whole text carefully For each gap, they should decide

what type of word is missing

Encourage them to use the words that come before and the words that come after the

gap to help them (e.g I like

computers, comic books and … In

this sentence, computers and

comic books are nouns so the

missing word is probably a noun The noun is something that Fred likes.) Discuss the example in this way and ask them to predict what word it could be

5 Students do the same for the rest of the gaps

Test 1

Part 4

7 questions

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

to numbers 1–6 There is one example.

My name is Fred I like computers, comic books and

At the weekend, I like to play sport I also like to do things with my family and friends Yesterday, my sister and I (1) to the park and played with Dan, our (2) At the park,

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

Today, my friend, John, and I (3) our bikes down by the beach We went for swim and then came home to (4) something because we were hungry My mother made us some lunch

We had a (5) and some chips It was very nice but my favourite food is chicken and potatoes Tomorrow is Monday

so I must do my (6) tonight

Yes, I work and I play at the weekend!

football

Reading & Writing

(7) Now choose the best name for the story.

Tick one box.

Fred’s friends Fred’s weekend Fred’s favourite food

example

walked dog

rode

eat burger

homework

Trang 25

Reading & Writing

Do the test

■

1 Ask students to turn to SB pages 16 & 17 Give them

a minute to read the text quickly for the gist, ignoring the gaps for now

2 Ask some simple comprehension questions

to check understanding (e.g

What is the boy’s name? What does he like doing?)

3 Read the instructions carefully and discuss the example together (NB if you did Activity 2 above they will already have done this.)

4 Give students some time to read the text carefully and

to try to guess which word (or type of word) could go in each gap They should do this without looking at the words and pictures in the box This will help them choose the right word when they do see the options in the box

5 Students choose the best word for each gap from the box

7 Check answers If you did Activity 2 above see if the answers match any of their suggestions

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

Test 1

Part 4

7 questions

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

to numbers 1–6 There is one example.

My name is Fred I like computers, comic books and

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

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

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

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

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

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

something because we were hungry My mother made us some lunch

We had a (5) and some chips It was very nice

but my favourite food is chicken and potatoes Tomorrow is Monday

so I must do my (6) tonight

Yes, I work and I play at the weekend!

football

Reading & Writing

(7) Now choose the best name for the story.

Tick one box.

Fred’s friends Fred’s weekend Fred’s favourite food

example

✓

Trang 26

Test 1

Part 5

In this part, students complete

sentences about a story using

one, two or three words

1 Cut out the sentences on the

bottom half of the worksheet

Divide the students into small

groups Give each group a set

of the cut-up sentences

2 The students take it in turns

to pick up a sentence and to

read it out, e.g I like burgers

They then have a few seconds

to say the same (or similar)

thing a different way, e.g I love

burgers They can change any

part of the sentence as long as

the meaning is similar If they

can transform the sentence

successfully, they keep the

strip The student with the most

strips wins Demonstrate with

the students, so that they are

clear what is required of them

3 Alternatively, this can also be

played as a team game Divide

the students into two teams

Read out a sentence The

team that puts their hand up

first ets o t tr nsformin

the sentence If they are

successful, they win the point

Continue until you’ve run out

My cousin is my best friend

I hate doing homework

li ed the film he film s good

It didn’t stop raining yesterday

We went to the beach by car

I want a pet / I’d like to have

a dog

I’m hungry / I want to eat

I’d like something to drink

Examples

Daisy’s family lives in Daisy and her family went to the for their holiday.

Questions

1 Daisy and her family had a holiday last .

2 The girls walked on the first day.

Where can you find the ords?

(in the text)

How many gaps are there? (six,

plus two examples)

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

4 They saw birds, and a bear

5 All the children and started to run when they saw the bear

6 told her sisters to stop running

two hours (some) fish shouted Jane

Trang 27

Reading & Writing

Test 1

Part 5

10 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.

Daisy lives with her parents and three sisters, Vicky, Sally and Jane, in the city Last

month, they went on holiday in the mountains On the first day, the girls went for a

walk in the forest

Examples

Daisy’s family lives in .

Daisy and her family went to the for their holiday.

Questions

1 Daisy and her family had a holiday last .

2 The girls walked on the first day.

Where does 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

to ether s students to find the information in the text

Ask them if the missing words are different to the words

in the text (they’re not, but the sentences are expressed differently.)

with the class Ask them to underline the information in the text that help them with the answers

Do the test

■

Materials: SB pages 18, 19 & 20

1 Ask students to turn to SB pages 18, 19 & 20 Ask them

to predict the content of the story from the pictures

2 Read the instructions carefully and discuss the examples together

3 Give students some time to read the extracts of the story carefully and to complete the sentences

4 Check answers after each section Ask students to com re ns ers in irs first When checking answers, ask students to read the part of the story that helped them with their answers

Answer Key ➤ SB pages 18, 19

& 20

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

4 They saw birds, and a bear

5 All the children and started to run when they saw the bear

6 told her sisters to stop running

two hours (some) fish shouted Jane

Trang 28

The sandwich a food which many people enjoy You eat

it anywhere, for example, outside or at home

In many countries, people eat sandwiches

lunch at work or at school

They are very easy to You can make them with cheese, meat, tomato or any food you like But you must use bread to make

_ sandwich

But who ate sandwiches first? There are many 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!

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

7 The girls saw at the river

8 The bear had for its dinner

9 All four went back to the house

10 They ate their when they got home

the bear

a fish sisters supper

Trang 29

Reading & Writing

Reading & Writing Part 6

In this part, students complete

a text by selecting and copying words

Warm-up

■ Activity 1

Aim: To practise identifying different types of words

Materials: None

1 Write the following

headings on the board: verbs,

prepositions, determiners, pronouns.

The sandwich a food which many people enjoy You eat

it anywhere, for example, outside or at home

In many countries, people eat sandwiches

lunch at work or at school

They are very easy to You can make them with cheese, meat, tomato or any food you like But you must use bread to make

_ sandwich

But who ate sandwiches first? There are many 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!

2 Give an example for each one,

e.g liked, on, every, their.

3 Put the students into small teams and give them three minutes to think of as many examples as possible for each category

4 Get a representative from each team to come up and write their answers under the correct heading on the board

Check answers by seeing if other groups agree

Activity 2

Aim: To practise completing gapped texts

Materials: TB p133 Worksheet 10 (top part)

2 Get feedback by asking students to come up and write their answers on the board

The class should decide if the answers are acceptable or not (some gaps may have more than one correct answer)

Find a text the students have already read in their course book Blank out six–eight grammar words (e.g prepositions, pronouns,

the verb ‘to be’, auxiliary verbs,

conjunctions, simple action verbs, etc.) In pairs, students read the text and attempt to fill in the s f this is ro in difficult ut the missin grammar words on the board

in a random order for them to choose from when completing the gaps Get feedback Help them by guiding them to the correct ns er if they find it difficult

Do the test

■

1 Ask students to turn to SB pages 22 & 23 Ask them to predict the content of the text from the pictures and the title

2 Read the instructions carefully and discuss the example together

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

7 The girls saw at the river

8 The bear had for its dinner

9 All four went back to the house

10 They ate their when they got home

the bear

a fish sisters

supper

Trang 30

Test 1

3 Give students some time to

read the text carefully and

to try to guess which word

or type of word could go in

each gap They should do this

without looking at the answer

options This will help them

choose the right word for each

gap when they do see the

options

4 Students choose the best word

for each gap from the options

given

5 Ask students to compare

answers in pairs

6 Check the answers

Reading & Writing

am can

in make

the about

is

do

from made

an after

are

be

for making

a above

Trang 31

Test 1, Speaking Part 1 31

Aim: To practise describing what’s happening in a picture.

Materials: TB p128 Worksheet 5 Procedure

1 Write the following language up

2 Give out the worksheets

Pre-teach any useful vocabulary items

3 Ask the students to work in pairs

to describe the picture using the language on the board Elicit sentences from the students

4 At the end of the activity, you could ask students to write their sentences using the language models on the board.

Extension You can do this activity with other pictures, e.g a photo where things are happening or a picture from the course book you are using with your students.

Activity 2

Aim: To practise describing and comparing pictures.

Materials: TB p134 Worksheet 11 Procedure

1 Write the following language up

on the board:

Here, there is / there are … It’s in this picture, but … The woman / man / girl / boy is

Here, He / She is wearing …

2 Give out Picture A on the worksheet Pre-teach any relevant vocabulary that students will need to use to describe the pictures Ask students to work

in pairs They should use the language on the board to describe what they can see in the picture

Ask them to point to the things in the picture as they are describing them Elicit sentences from the students

3 Hand out Picture B They should describe this picture too When they h e finished s them to compare the pictures Encourage

them to use but to link their ideas, e.g Here there are two birds but here there are four birds or In this picture there are two birds but in this picture there are four birds Tell them to

point to the differences as they are describing them.

4 Check the answers.

Answer Key

Picture A: two birds, it’s sunny, boy

is wearing a shirt and shorts, boy has got glasses, man is wearing a hat, girl is drinking, big dog.

Picture B: four birds, it’s cloudy, boy is wearing a t-shirt and trousers, boy hasn’t got glasses, man isn’t wearing a hat, girl is eating, small dog.

e.g Who’s in the picture? Where is

he / she? What is he / she doing? etc

Elicit the names of any objects in the pictures

Reading & Writing

in make

the about

is

do

from made

an after

are

be

for making

a above

Trang 32

32 Test 1, Speaking Part 2

Test 1

2 Encourage the 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

Acceptable answers (with child

pointing to the items in picture):

sunny / cloudy, green (sweater) /

yellow (sweater), big dog / small

dog, one tree two / trees, bird / cat.

Speaking Part 2

In this part, students continue

a story by describing a series of

1 Hand out the pictures from the

worksheet Ask students these

questions:

How many pictures are there?

Are the pictures connected?

2 Then ask students to work in

pairs to put the pictures in the

correct order by writing 1–4 in the

boxes Check the answers

Answer Key

1 B 2 D 3 C 4 A

3 Pre-teach any relevant vocabulary

by pointing to the objects in the

pictures and asking What’s this?

4 Write the following questions on

the board:

What / Who can you see?

Where is she / she?

What is he / she doing?

What has she / he got?

Test 1, Speaking Part 2 25

What can / can’t he / she do?

What must / mustn’t he / she do?

How is he / she feeling?

What are they saying?

5 Read the introduction to the story

to the students:

t s the first day of Tom s school holidays He’s going to the beach with his parents He’s very happy

6 Ask the students to work in pairs The students describe each picture by answering the questions that are applicable

to each picture (usually a few questions will be applicable each time).

7 Ask the students to tell their story

to the class.

Possible Answer Key

Picture 2: Tom is swimming 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!

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