korea exams cambridge yle starters movers flyers handbook 2

Cambridge Young Learners English Tests Handbook Star ters Movers Flyers University of Cambridge... Cont entsPreface 2Introduction to Cambridge ESOL 2Background to the Cambridge Young Lea

Cambridge Young Learners

English Tests

Handbook

Star ters Movers Flyers

University of Cambridge

Cont ents

Preface 2Introduction to Cambridge ESOL 2Background to the Cambridge Young Learners English Tests 2The three levels 3

Starters, Movers and Flyers candidates 3Administration 4

Results 4Level 4The three syllabuses 5Special arrangements 5

Component 1 – Listening 6Component 2 – Reading and Writing 7Component 3 – Speaking 8

Topics, notions and concepts 8Structure List 9

Alphabetic vocabulary list 10Thematic vocabulary list 12

Component 1 – Listening 15Component 2 – Reading and Writing 16Component 3 – Speaking 17

Topics, notions and concepts 17Structure list 18

Alphabetic vocabulary list 20Thematic vocabulary list 22

Component 1 – Listening 24Component 2 – Reading and Writing 25Component 3 – Speaking 26

Topics, notions and concepts 26Structure List 27

Alphabetic vocabulary list 28Thematic vocabulary list 30

Combined Starters and Movers alphabetic vocabulary list 33Combined Starters and Movers thematic vocabulary list 36Combined Starters, Movers and Flyers alphabetic vocabulary list 39Combined Starters, Movers and Flyers thematic vocabulary list 43

Cambridge Young Learners English Tests – Handbook

Starters

Movers

Flyers

This handbook contains the specifications for all three

levels of the Cambridge Young Learners English Tests

(Starters, Movers and Flyers) It is designed for use by

teachers who are preparing candidates for the tests,

or who are considering doing so

Introduction to Cambridge ESOL

The Cambridge Young Learners English Tests are run by

University of Cambridge ESOL Examinations – 'Cambridge

ESOL' for short – a department of the University of

Cambridge Local Examinations Syndicate

Cambridge ESOL is responsible for providing examinations

in English for Speakers of Other Languages throughout the

world There are authorised Cambridge ESOL examination

centres in more than 130 countries, and over 1.2 million

people take the exams every year

As a department of one of the world's leading universities,

Cambridge ESOL provides language assessment of the

highest possible quality The exams cover all four language

skills – listening, speaking, reading and writing – and are

based on the skills learners need in real life The use of

realistic communicative content means that in preparing for

a Cambridge ESOL exam or test, learners are developing

useful language skills

Cambridge ESOL's commitment to excellence is supported

by a permanent staff of over 170 and more than 10,000

trained examiners The full time staff includes assessment

specialists, administrative and customer service teams,

business support and a specialist research and validation

group whose activities underpin the quality for which

Cambridge ESOL exams are world famous

Background to the Cambridge Young Learners English Tests

The Cambridge Young Learners English Tests are designed

to offer a comprehensive approach to testing the English

of primary learners between the ages of 7 and 12 As suchthey will provide an appropriate first step towards theCambridge Main Suite of examinations (e.g KET and PET)which are designed for young people and adults

The tests take account of relevant research in a number

of areas and the specific needs of prospective test users(children, parents and teachers)

In producing the tests, particular attention is paid to theeducational consequences of using a language test withyoung learners and the following areas are carefullyconsidered:

• current approaches to curriculum design and pedagogyfor young learners, including recent course books and other resource materials (e.g CD ROM);

• children’s cognitive and first language development;

• the potential influence of test methods, including thefamiliarity and appropriacy of different task types, itemformats, typography and layout;

• probable variation between different first language groupsand cultures

Above all, it is essential for the testing experience to have apositive impact on the children’s future language learning

An important aspect of the test development project wascollaboration with staff at Homerton College (CambridgeUniversity’s teacher training college), who developedclassroom materials linked to the tests Several publishersproduce materials linked to the tests and CambridgeUniversity Press publish booklets of past papers

A list of publishers is available atwww.CambridgeESOL.org/publishers

In 2002, the tests were taken by approximately 260,000children in 55 countries, and these numbers are growingrapidly

The three levels

The Cambridge Young Learners English Tests consist of

three key levels of assessment: Starters, Movers and Flyers

The aims of the tests are to:

• sample relevant and meaningful language use

• measure accurately and fairly

• present a positive first impression of international tests

• promote effective learning and teaching

• encourage future learning and teaching

The three tests together form a bridge to take young

learners of English as a foreign language from beginner

to Waystage level

A wide range of text books and teaching materials which

are used in classrooms throughout the world are reviewed

as part of the on-going test development process, and the

tests reflect the main content areas which frequently occur

(topic, vocabulary, etc.) and the presentation of the material

Both text and pictures are presented in a clear and attractive

way, taking into account the age and background of the

intended candidates

The table below indicates the common characteristics and

variations in the different levels of the tests

Cambridge Starters candidates

Cambridge Starters is the lowest level and is designed forchildren from the age of 7

Cambridge Movers candidates

Movers is the second level in the series A typical Moverscandidate is likely to be aged between 8 and 11

Cambridge Flyers candidates

Flyers is the third level in the series A typical Flyerscandidate is likely to be aged between 9 and 12 years.N.B Candidates can take Starters at 12 or Flyers at 7, asappropriate Candidates aged 13 may also take the tests, asthey are likely to be in the same class as children aged 12.Any Local Secretary who wishes to enter children outsidethe 7–13 age group for the tests should first discuss thiswith Cambridge ESOL

455

2025–

564

2540–

574

2550–

In order to provide a flexible system which fits in with

different regional requirements, there is no fixed timetable

of administration for any of the Young Learners Tests

Authorised Cambridge ESOL Examination Centres

administer the tests on dates chosen to fit in with

local conditions (school terms, holiday periods, etc.)

Results

The completed question papers and mark sheets are

returned to Cambridge to be marked The results are then

issued as soon as possible (normally within about two

weeks of receipt of the scripts by Cambridge ESOL)

Results are reported in a way designed to provide

positive encouragement to the learners All candidates who

complete their test receive an Award, which focuses on

what they can do (rather than what they can’t do) and gives

the children credit for having taken part in the test

Level

The Young Learners Tests are aligned with the Council

of Europe’s Common European Framework for ModernLanguage, at levels A1 and A2

The Flyers syllabus is roughly equivalent to the CambridgeKey English Test (KET) syllabus in terms of languagecontent, but is more limited in terms of contexts covered

As shown in the diagram, there are three possible routes from the Cambridge Young Learners English Tests toCambridge Main Suite examinations Candidates may takeall three levels of the Young Learners English Tests beforemoving on either to KET or to PET, or they may take Moversand then move straight on to KET

The three syllabuses

The syllabuses for the three levels follow They describe the

t opics and notions , the str uctures , the lexis and the tasks

on which the tests are based

These are test syllabuses It would be impossible to achieve

a complete match with all the Primary courses taught

around the world, but considerable care has been taken to

reflect the language covered in a wide survey of Primary

English courses and materials

Language is broken down into categories for convenient

reference only, and to provide a checklist for test writing to

ensure equivalence between different test versions There

is no suggestion that a teacher preparing children for the

Cambridge Young Learners English Tests should concentrate

on teaching structures or vocabulary Focus on form or

abstraction is inappropriate for young children

A guiding principle for the tests is a desire to close the

distance between the children’s experiences of learning

and of testing Tasks are intended to test the meaningful

use of language in clear, relevant, accessible contexts

Children must know what to expect when they sit down

to take the tests, or the unfamiliarity could cause anxiety

But, apart from familiarising the children with the test

format, teachers should continue their normal teaching

programmes and concentrate on learning through a

focus on meaning and context

In general the language input to the tests is likely to be

of a standard British English variety, although care is taken

to avoid terms which might cause confusion for learners

of American English In terms of a candidate’s output, both

standard British English and standard American English are

equally acceptable

Early versions of the listening tests were recorded by actors

with British English accents only This has now changed, and

currently a range of British, American and other accents are

used

Special ar rangements

Special arrangements are available for candidates with

special needs These may include extra time, separate

accommodation or equipment etc Please note that no

braille papers are available for these tests Please consult

your Local Secretary for more details

Key to abbreviations used in vocabulary lists

adj adjective

adv adverb

conj conjunction

det determiner

dis discourse marker

int interrogative

Component 1 – Listening

20 minutes/20 items

There are four parts Each part begins with a clear example

All the texts are heard twice

P art 1

This is a test of five different lexical items – normally taken

from one or two semantic fields The context is provided

by a picture, within which the objects are ‘placed’ by the

candidate, who has to draw a line from the named object

to a location within the picture The information is conveyed

by a dialogue between male and female adult speakers

P art 2

This is a simple dictation exercise, presented through

the context of a conversation between a child and an adult

There are picture prompts to support the context, but these

alone cannot provide the answers Each answer is either a

name or a number The numbers dictated can be written as

words or digits All names are spelled out letter by letter,

and must be spelled correctly for the mark to be awarded

it in correctly The information is given in a dialogue between

an adult and a child

Picture and dialogue Carry out instructions and positioning

things correctly on a picture

5

2 Listening for numbers and spelling Illustrated dialogue Write down numbers and names 5

3 Listening for information

(present tenses)

Pictures and dialogue 3-option multiple-choice

(pictures; tick the correct picture)

This task involves the candidate in reading for recognition

of lexis There are five statements, each accompanied by a

picture, and the candidate has to place a tick in a box if the

statement describes the picture, and a cross if it does not

P art 2

This consists of a single picture and a set of statements,

some of which are correct and some of which are not

Candidates write ‘yes’ or ‘no’ as appropriate

P art 3

This is a test of knowledge of lexis and also of very

basic writing ability There are five pictures of objects, each

accompanied by the name of the object given as jumbled

letters The candidate must write the name of each object

Dashes indicate the number of letters in the answer This is

the only part of the Reading and Writing component where

spelling is being tested

P art 4

This task tests both comprehension of the overall message

of a text and the candidates’ basic writing ability The text

is a riddle with some words missing Candidates read thetext, answer the final question ‘What am I?’ and supply themissing words (which are all either singular or plural nouns

at this level) The missing words are tested as a picture gapfill task Some incorrect spellings are accepted

P art 5

A story is told through three pictures, with five relatedquestions, each of which requires a one-word answer Thecorrect word may be any part of speech (noun, verb, etc.)listed in the syllabus Some incorrect spellings and minorgrammatical errors are accepted

of items

1 Reading for recognition of lexis 5 lexical items with pictures Indicate true with a tick or false

with a cross

5

2 Reading for recognition of lexis,

number, location and grammar

Component 3 – Speaking

3–5 minutes/2 parts

The Speaking Component takes the form of a one-to-one

exchange lasting approximately 3–5 minutes The language

used by the examiner is based on and controlled by a script,

called an ‘interlocutor frame’

It is intended that each child should be individually taken in

to the test by an usher, preferably someone who is known

to them (possibly the child’s teacher or some other very

familiar person from their school) The usher explains the

test format in the child’s first language, before taking the

child into the exam room and introducing them to the

examiner

The mark for the Speaking component is based on a rating

for interactive listening ability, pronunciation and production

of words and phrases

The topics covered in Cambridge Starters are:

• animals

• the body and the face

• clothes

• family, friends and ourselves

• food and drink

• the home

• language and tests

• school and the classroom

• sports and leisure-time activities

• transportThe notions and concepts are:

1 Greeting and name check (unassessed); scene card and

questions about objects in this picture

Carry out instructions; point to the correct part of the picture

2

3

4

5

Scene card and 8 small object cards; instructions to place

object cards on the scene card

Questions about the scene card

Questions about the object cards

Questions from interlocutor on topics, such as: name, age,

family, school, likes, dislikes

Carry out instructions; place the object cards in various places

on the scene card

Answer questions with one-word answers and/or short phrases

Answer questions with one-word answers and/or short phrases

Answer questions with one-word answers and/or short phrases

singular and plural, including limited,

specified, irregular plural forms

They’re oranges, not lemons.

That’s Ann’s bike.

A djectives

and animalsIdentifying colours

Your face is very dirty.

It’s a red car.

Det erminers

a, an, the, some

my, your, his, her, our, their

Identifying objects, animals, fruit,vegetables, etc (with countables anduncountables)

Talking about possessions and relationships

Who’s eating an egg?

Put the tomato on the table.

He’s got some apples.

It’s my brother’s birthday.

Pr onouns

(Demonstrative Pronouns)

this, these, that, those

(P ersonal Pronouns)

her, it, us, them, our, us

(Int errogative)

how many, how old

(Ther e)

information about objectsIdentifying peopleDescribing people

Asking who people are and what they are doing

Asking questions about the number ofpeople, animals and objects

Identifying people, animals and objects

Talking about friends, yourself and others

Understanding and giving simple instructions

Asking and answering questions aboutpresent actions

Describing what you like or want

Asking how to spell a wordSaying where you liveTalking about habits and facts

Describing ability and personal possessions

Asking someone to do somethingMaking requests

it has, it’s, we are, we’re, they are, they’re Stand up and read this.

Clean the board, please.

What are the cats doing?

They’re sleeping.

I like fish.

I don’t want eggs.

How do you spell ‘computer’?

I live in Montevideo.

I eat breakfast in the kitchen.

Frogs jump.

Can you play football?

Have you got a pen?

No, I’ve got a pencil.

Can you open the window?

Can I have an ice-cream?

Starters Structure List

This is a camera.

It’s Sam.

He’s running.

Can you see him?

Who’s in the bath?

Which is Ann?

What are you doing?

Whose house is this?

How many children are there in your class? There’s a bus in the picture.

There are three lorries.

Starters alphabetic vocabulary list

a det

add v

afternoon n

again adv alphabet n

am v

an det and conj animal n

Ann n

answer n + v

apple n

are v arm n

be v

beach n

bean n beautiful adj bed n

bedroom n behind pr ep

Ben n

between pr ep big adj

book n bookcase n bounce v

clock n

close v

clothes n coconut n colour n colour (in) v computer n

correct adj

cow n

crocodile n cross n + v cupboard n

double adj

drawv

drawing n

dress n drink n + v

elephant n end n

good-byegot (see: have)grandfather n

grandmother n green adj

grey (or gray) adj

have (got) v

have (a bath,

a drink, food) v

he pr on head n helicopter n

hello

her pr on

hers pr on here adv him pr on hippo n his pr on

hit v

hobby n

hockey n

horse n house n

how int (How do you spell it?)how many int

K

lamp n

learn v

lemonade n lesson n

like v + pr ep lime n

mirror n

Miss (title)

monkey n

monster n mother n

motorbike n

mouse/mice n mouth n

Mr

Mrsmum(my) n

no det nose n

on pr ep one num

onion n open v

or conj orange n + adj

phone n + v photo n piano n

pick up v

picture n

pineapple n pink adj plane n

play (with) v

please int er

point v point to v

potato n

purple adj put v

ride n + v right (correct)

adj + dis

robot n room n

shoe n short adj

show v

sing v sister n

sit (down) v

six num skirt n sleep v

small adj

snake n

so dis soccer n

thank youthanksthat det + pr on the det

their det them pr on then dis there dumm y subject there adv these det + pr on

they pr on this det + pr on those det + pr on three num

which int

white adj who int whose int

Starters thematic vocabulary list

For ease of reference vocabulary is also arranged here in

semantic groups or themes Some words appear under

more than one heading; however, some words, usually

syntactic, are not amenable to presentation in this way

‘School and the classroom’ and ‘language and tests’ have

been listed together

In addition to the topics, notions and concepts listed for the

syllabus, the following categories appear:

elephantfish (s + pl)froggiraffe

goathippohorselizard

monkeymouse/micesheep (s + pl)snake

spidertiger

Animals

arm

body

eareye

facefoot/feet

hairhand

headleg

mouthnose

The body and the face

clothes

dress

glasses

handbaghatjacket

jeansshirtshoe

skirtsockT-shirt

trouserswear

her

himhisIKimliveman/menMaymeMiss

motherMrMrsmum(my)mynameNickoldPat

SamshesisterSuetheirthemtheyTomus

wewoman/womenyou

youngyour

Family, friends and ourselves

foodFrench friesice-creamjuicelemonlemonadelime

lunchmangomeatmilkonionorangepea

pearpineapplepotatoricesausagesuppertomato

waterwatermelon

Food and drink

dolldoorfloorflowergardenhall

housekitchenlampliving roommatmirror

phoneradioroomsleepsofastreet

tabletelevision/TVtoy

treewatchwindow

The home

findfloorknow (don’t know)learn

lessonletterlinelisten (to)look

nonumberopenpagepartpenpencilpicturequestion

readrightrulerschoolsentenceteachertelltesttick

understandwallwordwriteyes

School and the classroom, and language and tests

gameguitarhithobbyhockeykickkite

listen (to)paint(ing)photopianopictureplay (with)radio

readrunsingsoccersongsportstory

swimtable tennistelevision/TVtennistoywatch

Sports and leisure-time activities

bike

boat

bus

carflygo

helicopterlorrymotorbike

planeriderun

swimtrainwalk

T ransport

black

blue

browngreen

grey (or gray)orange

pinkpurple

redwhite

in

in front of

next toon

thereunder

Location and position

afternoon

bag

boxcomputer

dayend

monsternight

robotsea

streetsun

oh

OKpardon?

pleaseright

so

so do I (agreement)sorry

thank you

thanksthenwellyes

longnewoldour

right (correct)sad

shortsmall

sorryuglyyoung

Adjectives

a/an

no

somethat

thetheir

thesethis

theretoday

in front of

likenext toof

ontounder

with

Prepositions

thesetheythisthose

usweyouyour

have a bathhave a drinkhave (food)hitknowlearn

putreadriderunsaysee

singsit (down)sleepspellstand (up)swim

throwunderstandwearwrite

likelisten (to)livelooklook atlove

openpaintphonepick upplay (with)point

point toshowstartstoptalktest

ticktrywalkwantwatch

Verbs – regular

Mo vers

Component 1 – Listening

25 minutes/25 items

Part 1

This consists of a dialogue describing people and their

actions, and a corresponding picture Candidates match

names to people by drawing lines

P art 2

This consists of a dialogue in which one of the speakers

gives personal information Candidates extract key

words/phrases and complete a notepad or form

P art 3

This consists of a dialogue in which a child describes to

an adult what he/she did during the past week Candidateslisten and match pictures to days of the week

2 Listening for information Gapped text and dialogue Record words or numbers 5

3 Listening for lexical items and verb

phrases (past tense)

Pictures and days of the week and dialogue

Match days of week to pictures by copying name

5 Listening for lexis and position Picture and dialogue Colour and draw or write 5

Summary of Movers Listening Test component

Component 2 – Reading and Writing

30 minutes/40 items

Part 1

This consists of a set of eight nouns (illustrated) and a set

of six definitions Candidates match the two

P art 2

This consists of a single picture and a set of statements,

some of which are correct and some of which are not

Candidates write ‘yes’ or ‘no’ as appropriate

P art 3

This consists of a written dialogue for which three

different responses are given for the second speaker

Candidates choose the most suitable of the three

responses, by writing a corresponding letter

P art 4

This consists of a gapped text, with small picturesillustrating each of the missing words Candidates supplythe missing words and choose the best title for the text

P art 5

This consists of a series of related pictures and anaccompanying text Beneath each picture and paragraphthere are open-ended comprehension questions, whichcandidates answer with a word or phrase (not completesentences)

1 Understanding definitions Labelled pictures and definitions Match definitions to picture by

copying the word

4 Completing a gapped text with

one word (noun or verb)

Gapped text with picture cues Write words in gaps Choose the

best title for the story from a choice of 3

7

5 Understanding short texts and

answering open-ended questions

Text and pictures and questions Answer questions by writing a

word or phrase (3 words maximum)

10

6 Completing gapped text with one

word (grammatical)

Gapped text and word sets Complete text by selecting the

best word and copying

Component 3 – Speaking

5–7 minutes/4 parts

The Speaking Component takes the form of a one-to-one

exchange lasting approximately 5–7 minutes The language

used by the examiner is based on and controlled by a script,

called an ‘interlocutor frame’

It is intended that each child should be individually taken in

to the test by an usher, preferably someone who is known

to them (possibly the child’s teacher or some other very

familiar person from their school) The usher explains the

test format in the child’s first language, before taking the

child into the exam room and introducing them to the

examiner

The mark for the Speaking component is based on a rating

for interactive listening ability, pronunciation and production

of extended responses

The topic list for Movers includes topics covered at Starters

Some of these topics are retitled and the topic list forStarters is revised to take account of this

Some topics build on and extend the language introduced

at Starters Others, shown in bold, are introduced for thefirst time at this level

T opics

• animals

• the body and the face

• clothes

• family, friends and ourselves

• food and drink

• health

• local places

• the home

• school and the classroom, and language and tests

• sports, leisure and holida ys

1 Greeting and name check

(unassessed); two similar

3 Picture sets Identify the odd one out

and give reason

4 Open-ended questions Answer personal questions

The structure list for Movers subsumes the structure list for

Starters The following structures appear for the first time at

(Simple compar atives)

Talking about people and placesTalking about quantities and amounts

Comparing quantities and amounts

a cup of coffee

a glass of water

a bottle of lemonade

a bowl of soup There are more boys than girls in the classroom.

Talking about personal possessions

There isn’t any bread on the table She took a lot of photos.

Is that car yours?

Can you give me some cakes?

(Base forms)

(Comparatives and superlatives)

Talking about appearances and feelingsMaking comparisons between things

Sally w as hungry.

The sun is bigger than the moon.

My house is the smallest in the village Who is your best friend?

V erbs

(Past Simple)

Regular past forms and past forms of all

irregular verbs which appear in the list

(Shor t Answer Forms)

(Verb complementation)

Verb + infinitive

Verb + ing form

Go + ing

Like, enjoy, etc +ing

To in sense of ‘in order to’

(Modals)

must and mustn ’t

have (got) to

would & wouldn’t (like)

shall (in interrogatives only)

could

had

Talking about events in the past

Answering yes/no questions

Talking about activities

Expressing purposeIndicating (negative) obligation

Making offers and suggestions;

showing (negative) preference

Making offers

Has your school got any computers?

I went riding yesterday.

I like walking in the mountains.

She went to the shops to buy a new dress You must clean your bedroom.

You mustn’t shout in class.

I’ve got to go.

Would you like a bowl of soup?

Would you like to come with us?

I’d like to go home now.

Shall I carry your bag?

I could see him.

I had to go.

never, often

carefully, well, badly, loudly

Describing when something happens

Describing how often something happens

Describing how you do something

My aunt caught the plane yesterday She never eats meat.

We went upstairs quietly.

Ho w do you go to school?

When does the film start?

How much water do you want?

How often do you eat cake?

Why is he talking to her?

Which snowman has Harry made? What kind of music do you like?

What’s the weather like?

how, when, how much, how often, why,

what kind of, which + (n)

Asking questions to get information

Mo vers

Adverbs continued

(Compar ative adverbs)

Describing to what extent you do somethingMaking comparisons

She t alks a lot.

He can read better than his brother.

Prepositions

(Prepositions of Time)

on, in, af ter, before

with

Talking about dates and time (but not o ’clock)

Talking about the agent or the instrument of

an action

She w atches TV on Fridays.

The dog always sleeps in the afternoon She plays with her friends after school.

I must do this before Friday.

He painted the wall with a big brush.

I lik e ice-cream, but I don’t like chocolate.

I went home because I was tired.

Talking about positions (e.g in a race)

Jane lives in the second house on the right.

Clauses

(Relative clauses with relative pronouns)

who, whic h, that

Identifying people and objects Emma is the girl who is sitting by the tree.

An envelope is the thing which/that we put

a letter in.

For communication repair What did y ou say?

I didn’t understand/hear you.

Movers alphabetic vocabulary list

The following words appear for the first time at Movers level

all adj + pr on + det all right int er

beard n because conj

before adv + pr ep

clown n

coat n

coffee n

cold adj + n come v comic n

(USA comic book)

different adj

difficult adj

eleven num

first adj + adv fish v flat n

grass n great! int er ground n + adj (floor)

how often adv + int

a lot det + adv

loud(ly) adj (adv)

opposite pr ep ours pr on

out adv out of pr ep

Peter n

picnic n pirate n

place n plant n

shower n (have

a shower) v

sixteen num sixth adj skate n + v skip v

slow(ly) adj (adv)

snow n + v

something pr on sometimes adv son n

soup n square adj + n

then conj + adv thin adj thing n think v third adj

thirsty adj

thirteen num

Thursday n

tired adj tooth/teeth n

Movers thematic vocabulary list

bat

bear

dolphinfly

kangaroolion

pandaparrot

petrabbit

sharkwhale

Animals

back

beard

blond(e)curly

fairmoustache

neckshoulder

stomachstraight

tooth/teeth

The body and the face

JaneJillJimJohn

MaryparentPaulperson/people

PeterSallysonuncle

Family, friends and ourselves

cheese

coffee

fruitpasta

picnicsandwich

souptea

Food and drink

cold

cough

earachefine

headachematter

(what’s the matter?)

stomach-achetemperature

downstairsflat

floorhome

liftshower

stairsupstairs

librarymarketpark

playgroundshopsupermarket

swimming poolzoo

Local places

Occupations and the world of work

homework mistake playground text

School and the classroom

CD

comic/comic book

filmholiday

kickmusic

partyskate

video

Sports and leisure and holidays

catch a bus take a bus

T ransport

cloud

cloudy

rainrainbow

snowsunny

weatherwind

lakeleaf/leavesmoonmountain

plantriverroadrock

startownvillagewaterfall

world

The world around us

(No additional words at this level)

Colours

Miscellaneous objects and other nouns

The days of theweek:

MondayTuesday

WednesdayThursdayFridaySaturday

What a beautiful day!

What did you say?What’s the matter?

Greetings and other formulaic expressions

finehothungrylastloudmoremost

quickquietroundslowsquarestraightstrong

tallthinthirstytiredweakwellwet

worseworstwrong

insidelastloudlymoremost

offoftenonlyoutoutside

quicklyquietlyslowlysometimesthen

upupstairswellwhen

downinside

on (time)

oppositeout ofoutside

nothingone

ourssomething

theirswhich

have a partyhave a washhurtmean

mustput ontaketake a bus

take offtake picturesthinkwake up

laughmoveneedrain

sailshopshoutskate

skipsnowwaitwash

work

Verbs – regular

Interrogative