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Contents

Cambridge Young Learners English test practice

Test practice 2

Teacher notes and answers 10

Photocopiable © Oxford University Press 2 2

Look, read and circle . There is one example.

1 a train a bus a motorbike

2 a pencil

casea bag a pencil

3 a chair a window a door

4 a notebook a rubber a ruler

5 a bike a lorry a plane

6 a scooter a motorbike a car

Let’s practice! StartersName


Look and read. Put a ✓ or a ✗ in the box. There are two examples.

Examples

This is a train. ✓

This is a pencil case. ✗

Questions

1 This is a motorbike.

2 This is a bag.

3 This is a door.

4 This is a ruler.

5 This is a plane.

6 This is a scooter.

ReadingandWriting StartersName


Listen and colour. Track 1

Listen and draw lines. There is one example. Track 2



Listen, find and colour. Track 3

Name Listening Starters


Listen and point to the things in the picture. Track 4

Look, listen and answer. Track 5

1 2 3

4 5 6



Listen, point and answer. Track 6

Name Speaking Starters


Look at the pictures and read the words. Look at the letters. Draw lines. There is one example.

1 eyest u

mho

2 earses

ye

3 noseon

se

4 mouthe

ar

s

Look at the pictures. Look at the letters. Complete the words. There is one example.

1 h a t tha

2 sk k i

rst

3 jum u j

rmp e

4 ja j a

ect k



Look at the pictures. Look at the letters. Write the words. There is one example.

Example

r a b b i t ir

tb

a

b

Questions

1 na

es

k

2 ta

b

3 g

ofr

4 xo

f

5 sm

ue

o

ReadingandWriting StartersName

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CambridgeYoungLearnersEnglishtestpractice

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Vocabulary practice / Reading and Writing

Let’s practise!

Look, read and circle. There is one example. Page 2

• This activity revises vocabulary from several lexical sets, and gives the children practice at recognizing written words.

• Give them as much support as you feel is necessary. For example, you might like to start by looking at the pictures and seeing if the class can tell you the words, then leave them to read the words and choose the correct answer by themselves.

• Tell the children to look at the pictures very carefully (at least twice) and complete the rest of the activity.

ANSWERS1 a bus 2 a pencil 3 a window 4 a ruler 5 a bike 6 a car

Reading and Writing test part 1

Look and read. Put a ✓ or a ✗ in the box. There are two examples. Page 3

• This part of the test asks the children to recognize vocabulary in the context of a simple sentence.

• Explain that they must read the sentences and decide whether they are true of false; if the sentence is true, they should draw a tick in the box, and a cross if it is false.

• Draw the class’ attention to the examples before they start. Elicit the correct answer for the example with a cross (rubber). Also explain that they must draw their ticks or crosses in the boxes very clearly, as in the example.

• Encourage the children to look at the pictures very carefully (at least twice) and complete the rest of the activity.

ANSWERS1 ✗ 2 ✓ 3 ✓ 4 ✗ 5 ✗ 6 ✓

IntroductionThese pages are intended to introduce the children to, and help them start to prepare for, the Starters level of the Cambridge Young Learners English tests. The pages for this level focus on five particular parts of the Starters test: • Reading and Writing parts 1 and 3 • Listening part 4 • Speaking parts 1 and 3The Let’s practise! pages practise vocabulary and key skills that the children will require in order to complete the appropriate part of the test. These activities should be done informally, and not be treated as tests. The test pages follow the format of the actual test. You might choose to let the children do these activities under test conditions; however, if you do this, make sure it is not an intimidating experience for them. Tell the class that you want them to do their best, but that you don’t expect them to get every answer right. You might like to photocopy the tests and let them re-sit each one at a later date. If they can improve on their previous result, this will enhance their confidence and self-esteem, and show them how they can learn from their mistakes. The language used in the tests means that you will be able to gradually introduce your class to the tests throughout the course of the year. Pages 2 and 3 can be used after Unit 2; pages 4 and 5 after Unit 4; pages 6 and 7 after Unit 6; pages 8 and 9 at the end of the year.As the children working on Great Explorers 2 are not yet ready to sit the Starters test, the language in these practice tests is of course limited and simplified, but the format is very similar. This gradual familiarization with Starters-type tests will help them a great deal when they come to sit the real test.

Starters

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Vocabulary practice / Listening

Let’s practise!

Listen and colour. Page 4, Track 1, pencils

• Ensure that the children each have the following coloured pencils before they start the activity: green, black, yellow, grey, brown, pink. To reinforce the colour words, encourage the children to hold up the correct pencil as you name the colour in English.

• Encourage the children to identify the various features in the picture.

• Play the first line of the recording (CD2 track 62).• Ensure that the class understands that they must colour

in the named item in the picture in a particular colour, according to what they hear. Reassure them that they do not need to colour in the item perfectly. Remind them that they just need to put a dot of colour initially and that the important thing is to make sure that they get all the information that they need at this stage.

• Play the rest of the recording so that the class can complete the activity.

• You can allow time for them to complete the colouring at the end if you wish.

Track 11 It’s a tent. Colour it green.2 It’s a cat. Colour it black.3 It’s a duck. Colour it yellow.4 It’s a rabbit. Colour it grey.5 It’s a cow. Colour it brown.6 It’s a flower. Colour it pink.

Listen and draw lines. There is one example. Page 4, Track 2, classroom objects

• The aims of this activity are to practise listening for words and the prepositions in and on, and to practise drawing lines in order to ‘put’ something somewhere.

• Practise the prepositions with the children before they start by placing classroom objects in and on other objects, and asking the children to tell you where the object is.

• Explain that the children will hear a recording and that they will need to locate the objects according to what they hear.

• Tell them that the first part of the audio is an example and that they should listen to this part carefully before doing any drawing themselves.

• Remind them that where they draw the line is important.• You can stop the audio at the end of the example if you think

it is necessary.

Track 21 The guitar is in the box.2 The fire engine is on the floor.3 The crayon is on the table.4 The doll is on the bed.5 The book is on the chair.6 The ball is in the cupboard.

Listening test part 4

Listen, find and colour. Page 5, Track 3, pencils

• This part of the Listening test requires children to listen carefully for particular words, colours and prepositions. This activity is similar to the test, but the instructions are given more simply, not in the context of a dialogue.

• Ensure that the children each have the following coloured pencils before they start the activity: yellow, pink, blue, brown, red, orange. To practise the colour words, encourage the children to hold up the correct pencil as you name the colour in English.

• Elicit from the children that there are more than one of each object in the picture, so they will need to listen carefully for the position of the object in order to colour it in correctly.

• Play the first line of the recording (CD2 track 64). Elicit the correct bird in the picture, and again, reassure the class that they do not need to colour in the item perfectly.


• You can allow time for them to complete the colouring at the end if you wish.

Track 31 Can you see the bird in the tree? Colour it yellow.2 Now find the pencil case on the table. Colour it pink.3 Can you see the box in the kitchen? Colour it blue.4 Now find the dog in the garden. Colour it brown.5 Can you see the book on the chair? Colour it red.6 Now find the ball in the cupboard. Colour it orange.

Starters

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2

Vocabulary practice / Speaking

Let’s practise!

Listen and point to the things in the picture. Page 6, Track 4

• This activity provides practice of part 1 of the Speaking test, by expecting the children to respond by pointing to correct parts of a picture. It also gives the children practice at locating things in a picture, and familiarizes them with the picture, as in part 1 of the Speaking test.

• Explain that you are going to play the recording and that the children must listen carefully and point to the things they hear.

• Play the recording (CD2 track 65). To check the children’s answers, point to the items in the picture and say false sentences about them, e.g. point to the table and say This is a window. Encourage the children to correct you.

Track 4This is a table.This is a window.This is a jacket.This is the floor.This is a cupboard.They are boots.

Look, listen and answer. Page 6, Track 5

• This activity lets the children practise answering simple questions about objects, as in part 3 of the Speaking test, using individual pictures instead of referring to the objects in the big picture.

• Explain that in this activity, the children have to listen carefully to the questions and answer them based on the pictures they have in front of them.

• Point out that each of the pictures is numbered. • Play the first line of the recording (CD2 track 66), and elicit

the answer from the class (It’s a door). • Play the rest of the recording so that the class can complete

the activity.

ANSWERS1 It’s a door. 2 It’s a box. It’s on the table. 3 It’s a cat. Yes, it has. 4 It’s a plane. No, it isn’t. 5 It’s a dog. No, it can’t. 6 They are bananas. (Pupil’s own answer)

Track 51 What’s this? 2 What’s this? Where is it in the picture? 3 What’s this? Has it got a tail? 4 What’s this? Is it slow? 5 What’s this? Can it fly? 6 What are these? Do you like bananas?

Speaking test parts 1 and 3

Listen, point and answer. Page 7, Track 6

• This activity brings together both parts 1 and 3 of the Speaking test, by expecting the children to point to, as well as respond to questions about, items in a picture.

• In this activity, the voice on the CD takes the place of the examiner. Alternatively, if you have the time and want to replicate the actual test more closely, you could work with the children individually, and ask them the questions yourself.

• Explain that you are going to play the recording and that the children must listen carefully and point to the objects and answer the questions.

• Play the first line of the recording (CD2 track 67), and elicit the answer from the class (It’s purple).


ANSWERS1 Yes, it can. 2 No, it hasn’t. 3 No, she isn’t.4 No, it isn’t. 5 On the river

Track 61 Point to the horse. Can it run?2 Point to the mouse. Has it got wings? 3 Point to the girl. Is she sad? 4 Point to the bird. Is it in the tree? 5 Point to the boat. Where is it?

Starters

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Vocabulary practice / Reading and Writing

Let’s practise!

Look at the pictures and read the words. Look at the letters. Draw lines. There is one example. Page 8

• This activity asks the children to match words to sets of jumbled letters. This is an important stage in learning to spell words.

• Encourage the children to look at the circled features in the pictures and read the words in order to identify the correct anagrams.

• Draw the class’ attention to the example, and allow time for the children to complete the activity individually.

ANSWERS1 ears (fourth set of letters) 2 eyes (second set of letters) 3 mouth (first set of letters) 4 nose (third set of letters)

Look at the pictures. Look at the letters. Complete the words. There is one example. Page 8

• This activity replicates part 3 of the Reading and Writing test, but in each case, the word is partially completed. The markings on the page show the children a way of approaching the task, by encouraging them to cross out each letter as they write it.

• Draw the class’ attention to the example, and allow time for the children to complete the activity individually.

ANSWERS1 hat 2 skirt 3 jumper 4 jacket

Reading and Writing test part 3

Look at the pictures. Look at the letters. Write the words. There is one example. Page 9, Unit 4 flashcards Set 1, Unit 4 wordcards Set 1

• This part of the test asks the children to spell whole words, using the jumbled letters to help them.

• You might like to quickly revise the Unit 4 Set 1 vocabulary before they start by playing a game using the flashcards and/or wordcards.

• Draw the class’ attention to the dashes, and explain that these show how many letters there are in each word.

• Draw the class’ attention to the example, and allow time for the children to complete the activity individually. Encourage them to use the method shown on page 70, i.e. to cross out each letter as they write it, and remind them to only use the letters provided.

ANSWERS1 snake 2 bat 3 frog 4 fox 5 mouse

Starters

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