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GENERAL
1
INTRODUCTION
2 PAPER : LISTENING
3 PAPER : SPEAKING
PAPER : READING &
4
WRITING
1. GENERAL
INTRODUCTION
MOVERS CAN HELP
LEARNERS
understand basic instructions or take
part in simple conversations
understand basic notices,
instructions or information
complete basic forms and write
notes, including times, dates and
places.
REASONS TO CHOOSE MOVERS
Listening Approx. 25 5 25
minutes
4 pictures
Describe each picture in turn (Use
adjectives and present continuous)
GENERAL TIPS
Remember to use the present
continuous tense.
Talk about everything you can see,
e.g. what color things are, where
things are and the story will come.
Use Reading & Writing part 5 to get
them familiar with.
HELP PRACTICE IN CLASS
Make four-picture story
Cut the pictures up
Students have to put the story in
order when you tell it.
Then they draw their own picture
story, cutting out the pictures.
Swap pictures and try to tell the
story to each other.
SPEAKING PART 3
4 sets of 4 pictures
Identify the odd ones out
GENERAL TIPS
Look carefully at the set of the
pictures
Think about what is in each picture,
what are the people doing, where
things are, what color they are, to
find the differences.
It doesnt matter what differences
you find. There isnt a wrong answer.
HELP PRACTICE IN CLASS
Encourage students to draw pictures
of new words.
Keep them in a box
Put students in pairs, one is the
examiner, one is the candidate.
SPEAKING PART 4
Now, lets talk about your home.
Do you live in the country or a
city? ...
How many bedrooms does your
house have? ... What do you like
doing in your living room? ... Tell me
about your bedroom. ...
GENERAL TIPS
Listen carefully for the question
word, e.g. where, what, how many.
The last question is always Tell me
about.Try to say two things here.
HELP PRACTICE IN CLASS
Give students the chance to talk in
small groups or for a few minutes at
the end of the lesson about
themselves.
Choose a different thing to talk about
each day.
Give them feedback but allow them
to say what they want to, regardless
of errors, for this short time.
SUMMARY
Part Material Skills Desired outcome
1 Two similar pictures Describing two Identify and
pictures using short describe four
sentences differences
between the two
pictures
2 Five sequence Understanding the Describe each
pictures that tell a beginning of a story picture in turn
story and telling the rest
of it from picture
prompts
3 Four sets of four Suggesting which Identify which
pictures within picture is different picture of each set
each set, one and giving reasons is the odd-one-out
picture is the odd why and explain why
one out
4 Open-ended Understanding and Answer personal
questions responding to questions
personal questions
4. PAPER :
READING &
WRITING
READING & WRITING PART 1
6 definitions
8 nouns,
which are
illustrated
GENERAL TIPS
Before the students read the
sentences, look carefully at the
pictures to find the differences
between them.
Make sure the students know what
the words mean.
Read each sentences carefully.
Underlying keywords.
Copy the words exactly.
HELP PRACTICE IN CLASS
Give students 10 pictures on them
from similar lexical area.
Students cards have some overlap
but will be different from each other.
Read aloud a definition or description
of one picture at a time.
Students cross their pictures out as
you describe them
HELP PRACTICE IN CLASS
The first student with all the pictures
correctly crossed out is the winner.
Giving their own definitions of the
pictures when they become more
confident.
READING & WWRITING PART
2
A picture
6
sentences
Write yes
or no
GENERAL TIPS
Make sure you read the sentence and
look at the picture carefully.
Check that all the information in the
sentence is correct.
E.g. The boy is pointing to a map. In
the picture, there is a boy, he is
looking at a map but he isnt pointing
to it.
HELP PRACTICE IN CLASS
Build up a collection of pictures showing
scenes, e.g. local places like bank, a
market, a swimming pool, a zoo.
Write a list of descriptions on the board
about what happening in the pictures
But include some sentences which are not
true.
Students discuss which descriptions are
correct and why some descriptions are not
correct.
READING & WRITING PART 3
A short
dialogue
6 sets of three
multiple-choice
options.
Circle the
correct answer.
GENERAL TIPS
Look carefully at the question
Underline the key words
Think about how you might answer
the question before you look at the
possible answer.
Look at the possible answers and ask
what is different about them, e.g. Is
one singular and another plural? Are
the tenses different?
HELP PRACTICE IN CLASS
Prepare a set of flashcards with the
answers to a set of questions on
them.
Divide students into groups and give
each group a set of answers.
Write questions on the board.
Ask students to match the answer
with the correct question.
HELP PRACTICE IN TEST
The questions should focus on
the difference between singular and
plural, present simple and present
continuous,
and functional language, e.g. making
offers and suggestions, preferences,
RAEDING & WRITING PART 4
A text
6 gaps
9 words and pictures
in a box
Choose the best
words and write them
in the gaps.
Choose the best title
in the last question.
GENERAL TIPS
Read the whole story first
Then read each sentence and look at
each picture carefully.
Decide whether you need a verb, an
adjective or a noun.
Check that you have the right form of
the word.
Read the story again before decide
which story name you think is best.
HELP PRACTICE IN CLASS
Photocopy simple stories and blank
out target nouns, adjectives and
verbs.
Put the vocabulary on the board
See if students can fit the words into
the correct place in the story.
Divide class into two groups.
Give each group a different story
with 8 target words
HELP PRACTICE IN CLASS
Put all the missing words on the
board
Students have to decide which words
are missing from their story
Then find a partner from the other
group and read out their stories to
each other.
Try to come up with a name for their
different stories.
READING & WRITING PART 5
A story in 3
parts
Using 1, 2 or 3
words to
complete the
sentences
GENERAL TIPS
Read the story carefully before looking at the
sentences.
Sometimes the sentences are written using the
same information but with different words or in a
different order.
Read that part of the story again and check your
sentence.
Dont need to write more than 3 words in a gap.
Focus on the way we refer to people or objects,
e.g. Mr Sam, he, him, his.
HELP PRACTICE IN CLASS
Divide class into 2 groups and give each group
a different paragraph with 5 sentences.
Ask students to blank out different words or
short phrases in their paragraphs using a
black felt pen or marker.
Students exchange paragraphs with the other
group.
Try to guess the missing words.
The group guessing the most correct words
wins.
READING & WRITING PART 6
A factual text
containing 5
gaps
A choice of 3
words to fill in
each gap
Choose the
correct word to
write in each
gap
GENERAL TIPS
Read the text, taking no notice of the
gaps, to find out what it is about.
Read again trying to imagine what
missing word is.
For each missing word, think about what
the possible answers mean, e.g. had,
has, having. Whats the difference
between them? When do you use them?
Try all 3 in the gap.
HELP PRACTICE IN CLASS
Write three gapped sentences on the
board
But dont insert the gaps
So that the students do not know
where the missing word should be.
Write the three missing words under
the sentences.
Students decide which sentence the
words fit into and where they might
come
HELP PRACTICE IN TEST
E.g.
Shes lunch now.
She a party yesterday
She long hair.
* had * has * having
SUMMARY
Part Material Skills Desired Number
outcome of items