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First published 2010 Project managed by Chris Hartley Edited by Barbara MacKay Designed by Peter Bushell Illustrations by Claire Mumford, Geo Porkin and Peter Stevenson Printed by: Melito Press, Malta ISBN: 978-1-905085-40-8Introduction Answer Key, Notes and Audio Scripts Listening Reading & Writing Speaking Practice Tests Listening Reading & Writing Speaking Photocopiable Cards 13 18 19 22 23 24Introduction ‘The Practise and Pass series is aimed at learners from seven to twelve years who are preparing for the Starters, Movers ‘and Flyers Modules of the Cambridge Young Learners English Tests. Although it includes one complete Practice ‘Test the book aims to do more than offer practice, In addition to practice material, the book contains activities designed specifically to prepare children for each part of the Test Part 1 - Listening Part 2- Reading and Writing Part 3 - Speaking ‘The series contains thorough coverage of every part of each Test, and a comprehensive review of relevant vocabulary and grammar at each level. Tips on language and exam skills throughout each section focus on those areas most likely to cause problems for candidates. The series aims to provide children with ample opportunities to prepare and practise for the Tests, giving them the best possible chance of passing them. The Pupil’s Books Within each section of the Pupi’s Books a three-step approach is applied as follows: Step 1 ~ Prepare ‘These activities ensure that children are confident with the vocabulary and grammar required for the Test, The activities in each section are linked loosely to the main topic areas covered in the Test. Spelling and grammar tips are included in these pages. Step 2 ~ Practise ‘These pages provide practise activities that prepare children for the exam-type activities in the Pass section of the book. ‘The activities resemble those that children will encounter in the Test, but are broken down into smaller, simpler activities. Exam skills and tips are included in these sections, drawing children’s attention to techniques that will help them answer the questions more clearly and accurately Step 3 Pass ‘These exam-type activities replicate the type of activity that children will encounter in the real Test: children are given exactly the same instructions as in the real Test and in the Practice Test at the end of the book, ‘At the end of each Pupils Book there is a Practice Test. It is recommended that this is implemented under examination conditions. The Listening and Reading & Writing Tests both last 20 minutes. ‘The Speaking Test lasts approximately four minutes. Each ‘Speaking Test is designed for one examiner and one candidate, Detailed instructions for conducting the ‘Speaking Test are given in the Teacher's Book (see page 3). Each part of each Test is dealt with separately, so that teachers can select those parts of the Test that their pupils need most help with. Alternatively, teachers can work through each section as itis presented in the book. The Teacher’s Book The Teacher's Book contains: + Information and advice for candidates and teachers: ‘+ Answer Key, Notes and Scripts relating to all the activities in the Student's Book + Answer Key and Scripts for the Practice Test + Photocopiable Vocabulary Cards + Some ideas for useful games and activities to use in the classroom, Information and advice for candidates and teachers ‘The aims, scope and procedures of the Tests are too ‘complex to summarise here. Teachers are advised to obtain the current Handbook to the Tests and the Examination Report which can be downloaded at: www.cambridge ESOL.org/support/dloads/yle downloads.htm ‘The handbook contains very useful advice on preparing children for each part ofthe Test, including tips. It also points out the most common errors made by candidates, in each part of the test. General tips Be prepared! Encourage children to check carefully that they have a pencil, rubber, ruler, pencil sharpener and pencil crayons for colouring, before they go into the Test. Learn the vocabulary Children should learn and practise all the words on the word lists. They need to be able to say, spell and recognise these words when they see and hear them. You can help them to do this by using the photocopiable vocabulary cards at the bback of this book. Read the questions Children must get used to reading and following instructions carefully. Many candidates lose marks by skimming over the instructions and, for example, writing more than one word, ‘when only one is required. Stress that children should read the questions carefully and answer accordingly. If one-word answers are required, they should not write more than one word, Writing longer answers provides more opportunity for mistakes, You can insist that children spend the first few minutes of the activity reading the instructions and the text carefully without writing anything at all. This will ensure they don't start off without a careful reading of the instructions and is also Useful for calming them down at the start of the TestWrite clearly Explain that children may lose marks through untidy handwriting if the examiner cannot decipher what they have ‘written. The Practice section reminds children how to write ticks or crosses correctly in the boxes, for example. It also. ives practice in writing yes and no, and in drawing straight lines in matching tasks. 8 for Listening Here are some tips that you can go through with the children to ensure that they are prepared for the Listening part of the Test Listen carefully. + Write clearly. + Draw straight lines. * Listen to the whole dialogue before answering, Take care with spellings. * Look at the examples carefully. * Don't hurry! (You hear the Test twice.) Tips for Reading & Writing ‘These tips should help the children with the Reading & Writing part of the Test: * Read the questions carefully. * Read the examples. * Look carefully at the pictures and the sentences. + Read the whole sentence before you answer. + Write clearly. * Copy words or names correctly + Write one word only. * Check your spelling * Check everything again when you finish: + spelling ‘© nouns - singular or plural? + verb endings ‘+ word order correct pronouns. Tips for Speaking Here are some handy tips to give the children relating to the ‘Speaking part of the Test + Only speak English! * Listen carefully to the examiner, * Give short answers. + Speak clearly. * Don't worry about mistakes, * Say hello and goodbye to the examiner. Some useful language and vocabulary learning games ‘Some useful games Here are some games which can be used to practise a wide range of target language, and can be used as additional practice material. ‘Simon says ‘Ask the class to stand. Give an instruction (for example) Be ‘a cat! or Look at the green pent If you precede the sentence with ‘Simon says ...” everybody must obey; otherwise, they should ignore the command. Anybody who makes a mistake in this respect is out of the game, and must sit down. The last pupil still in the game is the winner. This game is particularly useful for practising vocabulary sets. It doesn’t matter if you have to use some language which the class doesn't know, as long as you can mime the action. For example, you could say Simon says drive a car, and mime driving, Chinese whispers (also known as ‘Broken telephones’) The pupils stand or sit in a circle. Whisper a word or phrase to the pupil, He/she must whisper it to the next pupil, and so (on. When the whisper has gone as far around the circle as you consider appropriate, the last pupil to hear it must say it ‘out loud. If it is correct and reasonably well pronounced, say “very good". Otherwise, go back to the original pupil, and whisper the same sentence so that the game can begin again. Repeat the activity with other words/phrases and starting with different pupils ‘This game is useful for practising short sentences and dificult-to-pronounce single words. ‘Ask one pupil to leave the room. Tell the rest of the class to mime a word (for example, tiger or a short phrase ’m happy), and give them a demonstration of the mime. The pupil outside returns, and the rest of the class mime the word. The pupil must say the word they are miming. This activity is particularly good for practising vocabulary sets. Gestures Develop gestures to represent target vocabulary. For example, making your hands into a root above your head could represent ‘house’; putting your hands out as if carrying something very large could represent ‘big’. Keep ‘these consistent so that pupils become instantly familiar with them, ‘Activities using these gestures include the following: ‘+ Make a gesture. The class shouts out the word. ‘+ Pupils take it in turns to make gesture, The rest of the class shouts out the word.