starters

Listening Reading and Writing Speaking 6 9 12

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STARTERS : Component 1
Listening
Part 1 Main skill focus Listening for lexical items and prepositions Listening for numbers and spelling 3 Listening for information (present tenses) 4 Listening for lexis and relative position Picture and dialogue Picture sets and dialogue Select one of three pictures by ticking box Carry out instructions, locate and colour correctly 5 5 Input Picture and dialogue Expected response/item type Carry out instructions and position things correctly on a picture Write down numbers and names Number of items 5

Illustrated dialogue

Overview
The Starters Listening paper has four parts. There are 20 questions, and the test lasts 20 minutes. It is summarised in the table above.

Candidate performance varied to some extent from country to country. The table below gives the average Listening performance for candidates from the main countries of entry in 2004.
Country Average number of shields Country Average number of shields

Marking
The total score for this paper is 20. Argentina Bangladesh Brazil China The Starters Listening paper was taken by approximately 173,000 candidates in 2004. The average award over the whole year was 3.86 shields. Percentages of candidates obtaining each number of shields over the year are indicated below.
% of candidature 0 1 2 No. of Shields 3 4 5 10 20 30 40 50

4.09 3.71 3.89 3.83 4.39 4.07 4.26 4.07 3.99 3.70

Japan Malaysia Mexico Portugal Spain Sri Lanka Taiwan Thailand Turkey Vietnam

3.55 4.49 3.85 3.85 3.87 3.69 4.07 3.13 4.27 3.80

Candidate performance

Cyprus France Greece Hong Kong India Italy

Starters, Listening, Performance by country, 2004

Candidates performed well throughout this test, particularly on Parts 3 and 4.

Starters, Listening, Achievement of Shields, 2004

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Comments on candidate performance Starters: Version 34

Part 1
Although this task was well done by many candidates, quite a number lost marks unnecessarily. The most difficult question seemed to be the one about the lizard (Question 3) where candidates either did not identify the lizard correctly or put it in an incorrect location. The spider (Question 1), the orange (Question 4) and the bike (Question 2) also caused problems for some candidates but very few had any difficulties with the frog (Question 5). Marks were most frequently lost by candidates not listening carefully enough to the whole prepositional phrase. Thus, they put the spider on the table rather than under the table (Question 1) and the lizard beside the tree rather than in the tree (Question 3). Candidates often drew long and twisting lines from the object to its location, going round other objects in the picture. This is unnecessary and may make it harder for them to check their answers when they listen to the recording a second time.

Part 3
This part of the test was quite well done with many candidates achieving full marks. However, a large number of candidates had problems with Question 1. Candidates had to work out that Kim had paper and a pencil but not an eraser. This may have caused problems because candidates had to take the information about the paper from one part of the dialogue and information about the pencil and the eraser from another part. Question 5 also caused difficulty with a number of candidates choosing the illustration for drawing rather than the correct one for painting. This may have been because they were not clear of the distinction between drawing and painting or it may have been because the words painting and drawing were both given a certain prominence by being mentioned twice. Questions 2 (key = A) and 3 (key = A) were answered correctly by most candidates and almost all candidates correctly answered Question 4, which required them to distinguish between a pink, a brown and a white dress.

Part 4
This part of the test was particularly well done. Where candidates experienced difficulty, this was usually because they had problems distinguishing between green and brown or because, in Question 2, they could not locate the monster in front of the lamp, probably because they misinterpreted the word lamp. It is not necessary for candidates to colour in the whole object neatly: candidates who coloured in only one part of the correct monster, for example, still received the mark. A surprising number of candidates did not appear to have come to the test with coloured pencils and merely wrote the name of the colour on the monster. They were not penalised for this.

Part 2
This part of the test was the least well done with most candidates making at least one mistake. The two questions which required candidates to write numbers were done well (Questions 1 and 3). However, a few candidates did not understand that a number was required for Question 1 and attempted to write a word, producing responses such as doll or new. The spelling questions (Questions 2, 4 and 5) caused considerable problems for a number of candidates. They had to write the name M-A-Y and the words H-O-U-S-E and B-I-G. May was rendered as Mai or Nay by a number of candidates. House became Hause or Hoyse. There was most variation in the response to Question 5, B-I-G: it became bih, bit, bij, bich, bag and boeg, for example. These spelling errors suggest that vowels, as well as the letter G cause particular problems for candidates at this level.

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Recommendations for candidate preparation

Part 1
Practise with pictures to ensure that candidates can recognise all of the nouns on the Starters word list. Reinforce candidates knowledge of any less familiar words with puzzles and vocabulary games. Encourage candidates to draw straight lines from each object to its location this will be much less confusing for them when they are checking their work during the second hearing of the recording. Give plenty of practice in understanding and using prepositional phrases so that candidates realise they must listen carefully for prepositions as well as nouns. In doing this, focus particularly on the prepositions in the Starters word list and make sure that they are clear about the difference between in and on, and on and under.

Part 3
Candidates are allowed time to look at the pictures before they hear the dialogues. Encourage them to look carefully at the pictures and to think about what they are illustrating. Train candidates to listen to the whole of each dialogue as the answer may well be provided in several parts of the dialogue rather than just one turn.

Part 4
Ensure that candidates know that they should bring coloured pencils to the test. Make sure candidates understand what is expected of them in this part of the test. They have to identify which one of the seven similar objects in the picture is being described and colour that object in the right way. Reassure them that this is an English test and not a test of their colouring skills. They should focus on what they hear rather than worrying about how well they are colouring. Make sure that candidates are familiar with the names of the colours that they are expected to know at this level.

Part 2
Make sure that candidates know what is expected of them in this task. They should appreciate that they only need to write a name, a word or a number. Anything that they have to write will be clearly heard twice. Any name or other word that they have to write will be spelt out for them. Make sure they know that all the names and other words that they might be expected to write come from the Starters word list. As far as first names are concerned, this is a very short list, so it should be easy for candidates to become familiar with them. As far as the words are concerned, there is likely to be some clue in the context helping candidates to understand the word that they are expected to write. For example, there is a certain logic in calling an elephant Mr Big. Practise the English names of the letters of the alphabet, paying particular attention to the vowels and the difficult consonants, such as G and Y.

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STARTERS : Component 2
Reading and Writing
Part 1 Main skill focus Reading for recognition of lexis Input 5 lexical items with pictures Expected response/item type Indicate true with a tick, or false with a cross 2 Reading for recognition of lexis, number, location and grammar 3 Spelling Writing (vocabulary) 4 Reading Writing 5 Reading Writing 1 picture 5 sentences 5 pictures 5 sets of jumbled letters Riddle-cloze with picture prompts Story presented through 3 pictures with 5 questions Gap-filling (prompted); one-word answers Write one-word answers to questions 5 5 Writing yes/no next to the sentences Write words 5 5 Number of items 5

Overview
The Starters Reading and Writing paper has five parts. There are 25 questions, and the test lasts 20 minutes. It is summarised in the table above.

Candidate performance varied to a small extent from country to country. The table below gives the average Reading and Writing performance for candidates from the main countries of entry in 2004.
Country Average number of shields Country Average number of shields

Marking
The total score for this paper is 25.

Argentina

3.87 3.54 3.54 3.17 3.90 3.43 4.00 3.15 4.18 3.55

Japan Malaysia Mexico Portugal Spain Sri Lanka Taiwan Thailand Turkey Vietnam

2.09 4.07 3.53 3.38 3.55 3.56 3.35 2.80 3.91 4.01

Candidate performance
The Starters Reading and Writing paper was taken by approximately 173,000 candidates in 2004. The average award over the whole year was 3.27 shields. Percentages of candidates obtaining each number of shields over the year are indicated below.
% of candidature 0 1 2 No. of Shields 3 4 5 10 20 30 40 50

Bangladesh Brazil China Cyprus France Greece Hong Kong India Italy

Starters, Reading and Writing, Performance by country, 2004

For Version 34, in general, candidates found Parts 1 and 2 the least challenging, and Part 4 the most difficult.

Starters, Reading and Writing, Achievement of Shields, 2004

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Comments on candidate performance Starters: Version 34

Part 1
Candidates generally did very well in this part, with only Question 2 causing significant numbers of errors. For Question 2, candidates were given a picture of a kitchen, and the statement read This is a chicken. Some candidates clearly confused the two words kitchen and chicken. Nearly all candidates answered Question 4 correctly, and many candidates scored full marks in this part.

Part 4
Candidates found Questions 2 and 5 particularly difficult in this part, but Question 4 also caused a high proportion of errors. Question 2 (key = numbers) was answered incorrectly by most candidates. The majority of candidates who gave the wrong answer wrote number apparently unaware that they needed to give the plural form. Most candidates also failed to answer Question 5, the answer to the riddle, (key = phone), correctly. Many did not attempt an answer, suggesting either that they had failed to understand what the task required them to do, or that they had not understood the text as a whole. For Question 3, (key = ear), a variety of incorrect responses were noted: year, listen, ere, ares, eye and several candidates, again, did not attempt an answer. The nature of the answers (misspellings, answers not given and wrong words) suggest that the word ear was not well-known by candidates. Question 4 (key = family) was answered most accurately in this part of the test, but very few candidates correctly answered all five questions.

Part 2
Candidates answered this part well too, with just Question 2 (key = no) causing many candidates to choose the wrong response. Candidates may have found the Question 2 statement, A girl is throwing a ball, difficult because there is a girl with a ball in the picture, but she is carrying it. Candidates have to look at the picture and think carefully about the statement given. For Question 2, they had to understand throwing and additionally that the verb relates to this point in time. Many candidates managed to score full marks in this part, with Question 3 (key = no) causing the fewest errors.

Part 5
Candidates answered this part quite well, but they found Questions 2 and 4 quite challenging. For Question 2 (key = mat ), many candidates misspelt mat. Others

Part 3
Candidates found this part less challenging, with the exception of Question 5 (key = cupboard), which most candidates misspelt. Cupboard is not an easy word to spell and most candidates made an attempt to write a word from the given letters, but only a handful of responses given looked anything like cupboard or would sound anything like cupboard if spoken. B was commonly chosen as the initial letter, and there were many different combinations of letters. Some candidates did not attempt an answer, suggesting they did not know the word cupboard at all. Most candidates managed to answer Question 1, (key = door), correctly and a number of candidates scored full marks in this part.

seem to have misunderstood the question, writing answers such as tree, and box. Candidates also gave answers such as one, two ducks, two balls indicating that they did not understand or had misread the question word Where? A majority of candidates also answered Question 4 incorrectly, with most failing to give an acceptable spelling of white. It was noted that the answers to the two examples (two and box ) occurred several times as wrong answers for other questions in this part, although there are no other How many questions, and box and two are unlikely answers to the other questions. Candidates may have misunderstood the purpose of the two examples, and assumed that the following questions needed to be answered with the same words. However, a large proportion of candidates managed to score full marks in this part.

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Recommendations for candidate preparation

General comment
Many marks are lost because letters and/or words are not clearly written. Remind candidates to check that what they have written is clear enough to be read by someone who is not familiar with their handwriting. It is often better not to use joined-up writing, as letters can become confused and unclear.

Make sure they realise that if any element of the sentence is false, then they must write no, even if there is an element which is true. e.g. The woman is throwing the ball to the girl. The woman must be both throwing the ball and throwing it to the girl for a yes answer.

Part 3
Candidates should have practice writing all the words in the Starters word list. For this part, give candidates plenty of spelling exercises, using

Candidates should be reminded to write only as much as they need to, as marks are often lost attempting unnecessarily long answers which provide more opportunity for making mistakes. Because candidates are unlikely to have had much experience managing their time in an examination, it can be helpful when doing classroom tasks to give them a time limit both to improve concentration and prevent them being distracted by other things. Make sure candidates are familiar with the structures and lexis in the Starters syllabus.

words from the list. Write difficult or less common words up on the classroom walls so that candidates become very familiar with them. Reinforce candidates knowledge of common letter patterns in English ea, ck, ight, ou, er, etc. Remind candidates that they must only use the letters provided when doing this part. Practise doing anagrams.

Part 4
Give plenty of practice matching pictures and words, mixing up plurals and singulars to encourage candidates to be alert to these distinctions. Help them to identify words or grammatical forms that will indicate whether an answer should be plural or not, e.g. if a gap is preceded by some... or a. Remind candidates that each answer is only one word, and must make sense in the story. It must also fit grammatically. Also remind them to use the text to help them decide what the target word is, particularly if they do not understand the picture.

Part 1
Encourage candidates to read the sentences and look at the pictures very carefully (at least twice), and make sure they know that the mark they put in the box must be an unambiguous tick or a cross if it looks as if it could be either, they will lose the mark. When introducing new words to candidates, make sure they can distinguish between related words that are commonly confused (e.g. sock/shoe). Give candidates practice in marking sentences with ticks or crosses to indicate whether they are true or false.

Part 5
Train candidates to learn the correct spelling of Starters words (although some misspellings can be accepted in this part of the test). Do exercises which encourage careful reading.

Part 2
Give candidates plenty of practice in matching sentences to pictures. Encourage them to practise picturing accurately what they read by giving them exercises in drawing what they have read. Do plenty of exercises comparing and contrasting different structures and vocabulary related to pictures, for example, prepositions such as in and on, the present continuous tense, different sports, etc. Concentrate on words which are likely to be confused, or which have false friends in the candidates first language. e.g. photo/camera. Make sure that candidates are very familiar with action verbs that they are likely to come across in this section (run, ride, walk, play, throw, sing, etc.).

Key question words like Where and When are often misinterpreted or confused in Part 5, so do exercises which encourage quick, accurate reading so that key question words are correctly identified and understood. Candidates should practise answering questions with single words, with the emphasis on selecting key information.

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STARTERS : Component 3
Speaking
Part 1 Input Greeting and name check (unassessed); scene card and questions about objects in this picture 2 Scene card and 8 small object cards; instructions to place object cards on the scene card 3 4 5 Questions about the scene card Questions about the object cards Questions from interlocutor on topics such as: name, age, family, school 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 Expected response/item type Carry out instructions; point to the correct part of the picture

Overview
The Starters Speaking test has five parts, and lasts about four minutes. It is summarised in the table above.

As with the other papers, candidate performance varied to some extent from country to country. The table below gives the average Speaking performance at Starters level for candidates from the main countries of entry in 2004. It is noticeable, however, that all candidates from all countries performed better at Speaking than at the other skills.
Country Average number of shields Country Average number of shields

Marking
Candidates are marked on the basis of the understanding they show by responding to instructions, on the language they produce and on their pronunciation and intelligibility. At this level it is not necessary for candidates to say more than a few words or for them to be totally accurate in order to gain five shields. Examiners conduct these tests on a one-to-one basis, and are instructed during training to use encouraging language during the test. In selecting people for training as examiners, emphasis is placed on experience of working with children as well as in EFL/ESOL.

Argentina Bangladesh Brazil China Cyprus France Greece Hong Kong India Italy

4.48 4.45 4.27 3.98 4.60 4.19 4.61 4.53 4.72 4.00

Japan Malaysia Mexico Portugal Spain Sri Lanka Taiwan Thailand Turkey Vietnam

3.70 4.63 4.19 4.31 4.36 4.07 4.38 3.56 4.49 4.03

Candidate performance
The Starters Speaking test was taken by approximately 173,000 candidates in 2004. The average award over the whole year was 4.07 shields. Percentages of candidates obtaining each number of shields over the year are indicated below. As will be noted, performance on this component was particularly good.
% of candidature 0 1 2 No. of Shields 3 4 5 10 20 30 40 50

Starters, Speaking, Performance by country, 2004.

Starters, Speaking, Achievement of Shields, 2004

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Recommendations for candidate preparation

Candidates in the Starters Speaking test are required to follow simple instructions, answer simple questions about a picture and about themselves. These are standard tasks in most English classes for Young Learners. Sample materials have been included in this report to give examples of the kind of pictures, instructions and questions candidates will be asked to respond to.

Part 3
Candidates should also practise answering simple questions about a picture (with one-word answers). For example, in Part 3: Whats this? (shoe) What colour is it? (blue) How many shoes are there? (four) Whats the boy doing? (drinking)

Parts 4 and 5
In Parts 4 and 5, candidates need to feel confident that they can give basic information about themselves and can answer questions such as: Whats your name? How old are you? Whats your friends name? Is your house big or small? Can you play table tennis? Whats your favourite colour/animal/sport/food? Use English to give everyday classroom instructions so that children become very familiar with instructions like Look at... , Listen to..., Give..., Put..., Find . Candidates create a good impression when they can handle greetings and other social formulae confidently. Make sure they are happy using Hello, Goodbye and Thank you, and that they have plenty of practice at using Sorry or I dont understand whenever this is appropriate.

Part 1
Candidates should practise identifying people, animals and things in different pictures by pointing in response to questions such as: Wheres the cat? Wheres the mirror?

Part 2
Candidates should also practise placing smaller pictures in different positions on a larger picture in response to instructions such as: Put the pen in front of the bed. Put the coconut between the boy and the chair. Candidates should not worry if the required position (of, for example, the coconut) does not seem to be a very appropriate one!

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test papers
STARTERS Listening Paper Tapescript Reading and Writing Paper Speaking Paper MOVERS Listening Paper Tapescript Reading and Writing Paper Speaking Paper FLYERS Listening Paper Tapescript Reading and Writing Paper Speaking Paper 65 69 71 79 50 54 56 63 38 42 44 48

FEEDBACK FORM

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37

STARTERS : LISTENING

Part 1

5 questions Listen and draw lines. There is one example.

Part 1

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 5 questions

Part 2

Listen and write a name or a number.

There are two examples. 2

Pat ..................................

..................................

7 ..................................

..................................

The Red ..................................

Part 2

..................................
5

Mr ..................................

STARTERS : LISTENING

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5

39

Part 3

Listen and tick () the box. There is one example.

ZZ

STARTERS : LISTENING

40
3
Z

5 questions

Part 3

Wheres the baby?

Which girl is Sue?

A 4 Which is Anns new dress?


C

1 A 5 Whats Nicks favourite lesson? B

What has Kim got? C

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A B C C
7

Whats Ben having for lunch?

STARTERS : LISTENING

Part 4

5 questions

Listen and colour. There is one example.

Part 4

STARTERS : LISTENING

Mark Scheme : Version 34

PART 1 (5 marks)
Lines should be drawn between: 1 Spider and under the table 2 Bike and between boy and house 3 Lizard and in tree 4 Orange and next to girl 5 Frog and on girls head

PART 2 (5 marks)
1 two/2 2 M-A-Y 3 ten/10 4 H-O-U-S-E 5 B-I-G

PART 3 (5 marks)
1 B 2 A 3 A 4 B 5 C

PART 4 (5 marks)
1 Monster on mat black 2 Monster in front of lamp red 3 Monster in box purple 4 Monster between picture and clock green 5 Monster behind sofa blue

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STARTERS : LISTENING

Tapescript
RUBRIC:

Hello. This is the University of Cambridge Starters Listening Test, Version 34.

PART TWO
RUBRIC:

Look at the pictures. Listen and look. There are two examples. Hello. Whats your name? Pat. How do you spell it? P-A-T. Now, how old are you, Pat? Im seven. Seven? Yes, its my birthday today. Can you see the answers? Now you listen and write a name or a number. One Is that a new doll? Yes. How many dolls have you got? Two. How many? Two? Thats right.

PART ONE
RUBRIC:

MALE: FEMALE CHILD: MALE: FEMALE CHILD: MALE:

Look at Part One. Now look at the picture. Listen and look. There is one example.

Can you put the watch on the chair, please? FEMALE: Sorry, where? MALE: Put the watch on the chair. FEMALE: Oh. OK.
MALE: RUBRIC:

FEMALE CHILD: MALE: FEMALE CHILD:

Can you see the line? This is an example. Now you listen and draw lines.

RUBRIC:

One Now, put the spider under the table. FEMALE: Pardon? MALE: Put the spider under the table. FEMALE: Right.
RUBRIC: MALE: RUBRIC: MALE: FEMALE: MALE: FEMALE: RUBRIC: MALE:

RUBRIC: MALE: FEMALE CHILD: MALE: FEMALE CHILD: MALE: FEMALE CHILD: RUBRIC: MALE:

Two Can you put the bike between the boy and the house? Put the bike where? Between the boy and the house. OK.

Three Now, put the lizard in the tree. FEMALE: Sorry? What? MALE: Put the lizard in the tree. FEMALE: Right.
RUBRIC: FEMALE: MALE: FEMALE: MALE: RUBRIC:

Two Which is your favourite doll? FEMALE CHILD: This one. Her names May. MALE: Is that M-A-Y? FEMALE CHILD: Yes. Three How many books have you got, Pat? FEMALE CHILD: Ive got ten.
RUBRIC: MALE: MALE: FEMALE CHILD: RUBRIC: MALE: FEMALE CHILD: MALE: FEMALE CHILD: MALE: RUBRIC: MALE: FEMALE CHILD: MALE: FEMALE CHILD: MALE: FEMALE CHILD: RUBRIC:

Four What now? Well... I want the orange... Next to the girl? OK. Put the orange next to the girl.

Ten books? Yes, I love books! Four Which book are you reading today, Pat? This one. The Red House. Oh. Can you spell house? Yes I can. Its H-O-U-S-E. Good! Five Do you like the story? Yes. Theres an elephant in it, and I love elephants. Oh. Whats his name? Mr Big! And how do you spell big? B-I-G. Now listen to Part Two again. That is the end of Part Two.

Five MALE: And now the frog. Put it on the girls head. FEMALE: OK. (laughs) Im putting the frog on the girls head! MALE: Thank you!
RUBRIC:

Now listen to Part One again. That is the end of Part One.

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STARTERS : LISTENING

Tapescript (continued)
PART THREE
RUBRIC:

PART FOUR
RUBRIC:

Look at the pictures. Listen and look. There is one example.

Look at the picture. Listen and look. There is one example.

Which girl is Sue? Wheres Sue? MALE CHILD: Shes playing with Sam. FEMALE CHILD: Sam? Is that a boy or a girl? MALE CHILD: No! Sams her cat!
RUBRIC: FEMALE CHILD: RUBRIC:

Can you see the monster under the table? Yes. FEMALE: Well, colour it yellow. MALE CHILD: Pardon? FEMALE: The monster under the table. Colour it yellow.
FEMALE: MALE CHILD: RUBRIC:

Can you see the tick? Now you listen and tick the box.

One. What has Kim got? Would you like to draw a picture, Kim? FEMALE CHILD: Yes, please, Mum. FEMALE: Have you got some paper? FEMALE CHILD: Yes, I have, and Ive got a pencil, but I havent got an eraser.
RUBRIC: FEMALE:

Can you see the yellow monster under the table? This is an example. Now you listen and colour.

One Look at the monster on the mat. MALE CHILD: OK. Can I colour it? FEMALE: Yes, please. Colour it black. MALE CHILD: Right. The monster on the mat. Im colouring it black.
RUBRIC: FEMALE: RUBRIC: FEMALE: MALE CHILD: FEMALE: MALE CHILD: FEMALE: RUBRIC:

Two. Whats Ben having for lunch? Whats for lunch, Mum? Is it fish? FEMALE: No. Its eggs and tomatoes today. MALE CHILD: And a drink of milk? FEMALE: Yes, OK.
RUBRIC: MALE CHILD: RUBRIC: MALE: FEMALE CHILD: MALE: FEMALE CHILD: RUBRIC:

Three. Wheres the baby? Wheres the baby? Is he sleeping? No. Hes with Mum. Where are they? In the living room? No. In the garden.

Two Find the monster in front of the lamp. Sorry? The monster in front of the lamp. Colour it red. Red? Yes.

Four. Which is Anns new dress? Which dress do you want today, Ann? FEMALE CHILD: Well,.. not my pink dress. I dont like it.
FEMALE:

Three Now colour the monster in the box. MALE CHILD: What colour? FEMALE: Colour it purple. MALE CHILD: OK. Theres a purple monster in the box.
FEMALE: RUBRIC: FEMALE: MALE CHILD: FEMALE:

Four Look at the monster between the picture and the clock.

So, you can wear your brown dress or your white dress. Which do you want? FEMALE CHILD: My white dress. Its new.
FEMALE:

Five. Whats Nicks favourite lesson? Do you like writing lessons, Nick? MALE CHILD: No! MALE: What do you like, then? Drawing? Or painting? MALE CHILD: Paintings my favourite. I dont like drawing.
RUBRIC: MALE: RUBRIC:

Right. Well, colour it green. MALE CHILD: Green? FEMALE: Yes, the monster between the picture and the clock.
RUBRIC: FEMALE: MALE CHILD: FEMALE: MALE CHILD: FEMALE: RUBRIC:

Now listen to Part Three again. That is the end of Part Three.

Five Can you see the monster behind the sofa? Oh yes! Can I colour it blue? Do you like that colour? Its my favourite. Well, OK then. Colour the monster behind the sofa blue. Now listen to Part Four again. That is the end of the Starters Listening test.

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Part 1

STARTERS : READING & WRITING

44
2 This is a chicken. 3

5 questions

Part 1

Look and read. Put a tick () or a cross () in the box. There are two examples.

Examples

This is a guitar. This is a boat.

This is a nose.


This is a letter.

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5 This is a shoe.
3

Questions 1

This is a coconut.

 5 questions Look at the pictures. Look at the letters. Write the words. Example

Part 2
5 questions

Part 3

Look and read. Write

yes or no.

lamp
Questions 1

m p l a

o r

o d

Examples Two children are wearing red T-shirts. 3

l o k c c

yes ..................................

Theres a yellow bus in the picture.

no ..................................

Questions

b l a e t

1 4

The motorbike is between two cars.

..................................

A girl is throwing a ball.

..................................

There are three boys in the blue car.

..................................

i n w w o d
5

A girl is flying a kite.

..................................

Parts 2 and 3

The children are running to their teacher.

..................................

o r a d b c p u

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5

STARTERS : READING & WRITING

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Parts 4 and 5

STARTERS : READING & WRITING

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5 questions Look at the pictures and read the questions. Write one-word answers.

5 questions

Part 4

Part 5

Read the story. Look at the pictures and the two examples. Write one-word answers.

What am I?

You can find me in

and in the houses ............................

. Some men and women have me in their street ............................

cars or in their

............................ . I have ............................ on

Examples How many children are there?

01 2 3 4 5 67 8 9

me. You can put me next to your

............................ and talk to your

two .................................. a .................................. box

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What has Dad got in his hands? Questions 1 What are the children doing?

friends and your

............................ .

What am I?

I am a __ __ __ __ __ .

..................................

STARTERS : READING & WRITING

Part 5 (continued)

on the ..................................

the ..................................

..................................

Where are the balls and the duck?

the ..................................

Who is sitting under the tree?

What colour is the hat?

STARTERS : READING & WRITING

Mark Scheme : Version 34

PART 1 (5 marks)
1 2 3 4 5

PART 2 (5 marks)
1 yes 2 no 3 no 4 yes 5 no

PART 3 (5 marks)
1 door 2 clock 3 table 4 window 5 cupboard

PART 4 (5 marks)
1 bags 2 numbers 3 ear 4 family/relatives/ relations 5 phone/telephone/ mobile/cell phone

Who is jumping?

PART 5 (5 marks)
1 sleeping 2 mat 3 man 4 white 5 children/people/ kids

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STARTERS : SPEAKING

Summary of procedure

Starters Speaking Summary of Procedure

1. The usher introduces the child to the examiner. 2. The examiner asks the child to point out certain items on the scene card, e.g.Wheres the cat? 3. The examiner asks the child to put object cards at various locations on the scene card, e.g. Put the giraffe under the window. 4. The examiner asks questions about the scene card, e.g. Whats this? What colour is it? 5. The examiner asks questions about some of the object cards, e.g. Whats this? Have you got a camera? 6. The examiner asks questions about the child, e.g. What do you do at school?

STARTERS : SPEAKING

Object cards

5/2

5/4

5/6

5/1

5/3

5/5

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5/7

5/8

STARTERS : SPEAKING

Scene card

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STARTERS SET 5

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