Rosemary Aravanis
Practice
Tests
Plus Teacher’s Guide
Rosemary Aravanis
Teaching not just testing
Movers
Young Learners English
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Pearson Education Limited
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© Pearson Education Limited 2012
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First published 2012
ISBN: 978-1-4082-9941-8

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

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

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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
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

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

(e ou can eat this in a ol) reltie cluses nd
the innitie of urose
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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

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

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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

•■ 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 )
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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
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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

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

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 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


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.

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
Test 1, Listening Part 2
11
Listening
Test 1, Listening Part 2

guesses the word or until the
hole stic ure is formed in
which case there will be
no winner.
Do the test ■
Materials: SB page 5,
Audio T1P2
1 Ask students to turn to SB
page 5. Read the notes and
check students know what
the words mean. Encourage
them to guess what type of
information or word(s) might
be missing and to give some
examples.
2 ly the rst rt of the
recording. Go through the
example.
3 Play the rest of the recording
and students write the
missing word(s) on the lines.
4 Let the students listen to the
recording again. Check the
answers.
Audioscript
R Listen and look. There is
one example.
Mch I was at a sports day last
week.
F Oh. Was it at school?

there?
Mch No we had a picnic at
City Park.
F Centre Park?
Mch No, City. C-I-T-Y.
F Oh yes, I know it.
R Five
F What did you have to eat?
Mch I had my favourite food.
F What’s that? Ice cream?
Mch Yes, that’s right
ice cream!
R Now listen to Part Two
again.
Answer Key ➤
SB page 5
M01_PTP_CYLET_MOVERS_TB_6608_U01.indd 11 3/21/2012 6:37:35 PM
12
Test 1, Listening Part 3
Test 1
Listening Part 3
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.
Materials: TB p125 Worksheet 2

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.
Answer Key
1 C 2 B 3 F 4 D 5 E 6 A
Do the test ■
Materials: SB page 6,
Audio T1P3
1 Ask students to turn to
SB page 6. Read the
instructions carefully as
a class.
2 Check students know how to
read and pronounce all the
days of the week. Drill them.

4 ly the rst rt of the
recording. Go through the
example.
5 Play the rest of the recording.
Students listen and match the
days to the pictures.
6 Let the students listen to the
audio again. Check answers.
Audioscript
R Look at the pictures. What
did John do last week?
Listen and look. There is
one example.
F Hello, John. How was your
holiday last week?
Mch It was very good.
Monday was good. I went
swimming with my friends.
F At the pool?
Mch No, at the beach.
R Can you see the line
from the word Monday?
On Monday, John went
swimming at the beach.
Now you listen and draw
lines.
One
F What did you do on
Tuesday?
Mch On Tuesday I went to the

Thursday?
Mch On Thursday my family
and I went into town.
F What did you do there?
Mch We went shopping.
F That’s good.
R Five
F Which was your best day
last week?
Mch Hmm. I think it was
Monday … No, it was
Sunday.
F Why?
Mch My family and I had a
quiet day at home.
F What did you do?
Mch We watched TV and talked.
F Great!
R Now listen to Part Three
again.
Answer Key ➤
SB page 6
6
Test 1, Listening Part 3
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.

theme. Set a time limit of
three minutes for this.
3 Get each group to read out
their words and either you or
another student writes them
on the board.
4 Add a few more words to each
list to help students expand
their thematic vocabulary.
Activity 2
Aim: To practise answering
different types of past tense
questions.
Materials: TB p127 Worksheet 4
Procedure
1 Give out copies of the
worksheet. Point to some of
the items and ask What’s this?
(a lake / a park / sandwiches).
2 Explain that this happened
last Saturday. Write the
following questions on
the board:
1 Where did the children go?
2 Where did they eat their lunch?
3 What did they eat?
4 What game did the boys play?
5 What did the woman do?
6 What did the man buy?
3 The students work in pairs

Test 1, Listening Part 4
7
Listening
Part 4
5 questions
Listen and tick (✓) the box. There is one example.
Where did Peter have his party?
A

✓
C

B

1 Which animals did Jill see?
A

C

B

2 What game did the children play?
A

C

B

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8

4 ly the rst rt of the
recording. Go through the
example.
5 Play the rest of the recording
and students listen and tick
the correct picture.
6 Let the students listen to the
audio again. Check answers.
Ask students to describe one
or two of the pictures.
Audioscript
R Look at the pictures.
Listen and look. There is
one example. Where did
Peter have his party?
Mch It was my birthday on
Saturday.
F Did you have a party?
Mch Yes, I did.
F At your home?
Mch No.
F Was it in the park?
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?
Fch Yes, some.

F That’s nice. Was that all?
Mch No! Then I bought a robot,
and a book.
F Wow!
R Five. What did Dan wear
to the picnic?
F What did you wear to the
picnic yesterday?
Mch I wore my new jeans and a
yellow shirt.
F A shirt or a t-shirt?
Mch A shirt. It wasn’t sunny!
F Great!
R Now listen to Part Four
again.
Answer Key ➤
SB pages 7 & 8
Test 1, Listening Part 4
7
Listening
Part 4
5 questions
Listen and tick (✓) the box. There is one example.
Where did Peter have his party?
A

✓
C

B


B

5 What did Dan wear to the picnic?
A

C

B

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✓
✓
✓
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16
Test 1, Listening Part 5
Test 1
Listening Part 5
In this part, students listen to
instructions and colour, draw
or write a word on a picture.
Warm-up ■
Activity 1
Aim: To practise listening to
instructions for colouring a
picture.
Materials: TB p128 Worksheet 5
Procedure
1 Give out copies of the

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:
A
Can you see the map next to the
board?
Colour it yellow.
Can you see the teacher’s curly
hair?
Colour it red.
B
Can you see the star on the
board?
Colour it purple.
Can you see the books on the
shelf?
Colour them green.
5 Students compare their
nished ictures ith their
partner and then with their
classmates.
Do the test ■
Materials: SB page 9,
Audio T1P5
1 Ask students to turn to SB
page 9. Read the instructions
together.

7 Let the students listen to the
audio again. Check answers.
Audioscript
R Look at the picture. Listen
and look. There is one
example.
M Hello, Sally. Do you want to
colour this picture?
Fch Yes, please.
M Can you see the rock?
Fch The rock. Yes, I can.
M Colour it grey.
Fch OK.
R Can you see the grey
rock? This is an example.
Now you listen and
colour and draw.
One
Fch OK. What now?
M n you see the oer
Fch here re three oers
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 o the sh n you see
the sh

Fch Mmm, I’m hungry!
R Now listen to Part Five
again.
Answer Key ➤
SB page 9
Test 1, Listening Part 5
9
Listening
Part 5
5 questions
Listen and colour and draw. There is one example.
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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 denition
Warm-up ■
Activity 1
Aim: To practise matching
descriptions to words.
Materials: TB p130 Worksheet 7
(top part)
Procedure
1 Write the following sentence
on the board:
This is a place in the school with

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 earache
4 a market
5 a driver
6 a road
7 a farmer
8 hungry
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

3 This animal can  y and it often lives in
the jungle.
4 This hair is on your face. It is above your
mouth and under your nose.
5 This is a fruit. It is yellow.
6 People have this between their head and
their shoulders. a dog
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Test 1, Reading & Writing Part 1
19
Reading & Writing
2 Tell students that each word
contains a spelling mistake.
Give them a few minutes

6 questions
Look and read. Choose the correct words and write them on the lines.
a pineapple a stomach
a dog tea
a neck
watermelon a parrot
a moustache
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Test 1, Reading & Writing Part 1
11
Reading & Writing
Example

This animal has four legs. Many people
have one at home.
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  y and it often lives in

necessary.
Answer Key ➤
SB page 11
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20
Test 1, Reading & Writing Part 2
Test 1
Reading & Writing
Part 2
In this part, students read
sentences about a picture and
decide if they are correct or not.
Warm-up ■
Activity 1
Aim: To practise reading silently
and carefully.
Materials: TB p127 Worksheet 4
Procedure
1 Give out the worksheets.
2 Write three true sentences
about the picture and three
false ones on the board.
The sentences should be
descriptive (e.g. There are two
people in the park, A woman is
reading a book in a café, etc.)
3 The students work alone. They
read silently and decide if they
are true or false. They should
then compare their answers in

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
nd 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 e minutes
to do this.
3 The students compare their
pictures and see if they can
nd ny other differences
4 Elicit the differences from the
students and write them up
on the board.
Do the test ■
Materials: SB pages 12 & 13
1 Ask students to turn to SB
pages 12 & 13. Ask them some
questions about the picture,
e.g. How many robots can you
see? What colour are they? Where
are they?
2 Discuss the examples together.
s students to nd eidence
12
Test 1, Reading & Writing Part 2


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Test 1, Reading & Writing Part 2
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.
4 Ask students to compare
answers in pairs.
5 Check answers. Ask students
to correct the false sentences.
(2 The boy with brown hair
is drawing. 3 There are e
12
Test 1, Reading & Writing Part 2
Test 1
Part 2
6 questions
Look and read. Write yes or no.
Examples

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.)
Answer Key ➤
SB page 13
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22
Test 1, Reading & Writing Part 3
Test 1
Reading & Writing
Part 3
In this part, students read a
dialogue and choose the correct
response.
Warm-up ■
Activity 1
Materials: TB p131 Worksheet 8
(top half)
Aim: To practise matching
questions to responses.
Procedure
1 Cut up the two-line dialogues
on the top part of the
worksheet. Ask the students to
work in pairs.
2 ie ech ir the rst line of

of the dialogue, e.g.
Hello (Hello)
What’s your name? (It’s …)
Ho are you? m ne 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 rst line of e short
dialogues. They should then
s their rst 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 ■
Materials: SB pages 14 & 15
1 Ask students to turn to
SB pages 14 & 15. Read the
instructions carefully.
2 Discuss the examples together.
3 ed the rst rt of ech
conversation extract to the
class (e.g. Do you like eggs?)

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.
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Test 1, Reading & Writing Part 3
23
Reading & Writing
4 Give students some time to
read the conversation and to
choose the best answer from
the options given.
5 Ask students to compare
answers in pairs.
6 Check answers. Explain why
the other options are wrong.
Answer Key ➤
SB pages 14 & 15
14

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.
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24
Test 1, Reading & Writing Part 4
Test 1
Reading & Writing
Part 4
In this part, students copy words
to complete a story and then
choose the best title.
Warm-up ■
Activity 1
Aim: To practise writing words
in gaps.
Materials: TB p132 Worksheet 9
1 Cut out the pictures from
Worksheet 9. Show each one
to the class and get them
to say the word (the verbs
should be in the past tense).

Where can you nd 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 rst 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


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
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Test 1, Reading & Writing Part 4
17
Reading & Writing
(7) Now choose the best name for the story.
Tick one box.
Fred’s friends
Fred’s weekend
Fred’s favourite food

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.
6 Ask students to compare
answers in pairs.
7 Check answers. If you did
Activity 2 above see if the
answers match any of their
suggestions.
8 Students choose the best
name for the story. Check the
answers.
Answer Key ➤
SB pages 16 & 17
16
Test 1, Reading & Writing Part 4


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
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Test 1, Reading & Writing Part 4
17
Reading & Writing
(7) Now choose the best name for the story.
Tick one box.
Fred’s friends
Fred’s weekend
Fred’s favourite food

football burger walked
eat
homework
dog
rode jumped milk
example
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