6. 6
MoversA1
CEFR level of Cambridge English: Movers
A1 - Breakthrough or beginner
Can understand and use familiar everyday expressions and very basic
phrases aimed at the satisfaction of needs of a concrete type.
Can introduce themselves and others and can ask and answer questions
about personal details such as where they live, people they know and
things they have.
Can interact in a simple way provided the other person talks slowly and
clearly and is prepared to help.
Level of the Exam
8. 8
Paper Content Marks
Listening
(about 25 minutes)
5 parts
25 questions
a maximum of five shields
Reading and
Writing
(30 minutes)
6 parts
35 questions
a maximum of five shields
Speaking
(5–7 minutes)
4 parts a maximum of five shields
Format of the Exam
9. 9
What’s in the Listening paper?
Time allowed: About 25 minutes
Number of parts: 5
Number of questions: 25
Marks: a maximum of five shields
https://www.cambridgeenglish.org/images/movers-sample-listening-2018.mp3
10. 12
What’s in the Listening paper PART 1 ?
Children have to listen carefully to a
conversation between an adult and a
child and draw a line from each
name to the correct person on the
big picture.
11. What’s in the Listening paper PART 2 ?
13
Children have to listen to the recording
and write a missing word or number in
each gap.
Listening for names, spellings and other
information.
12. What’s in the Listening paper PART 3 ?
Children have to listen to a conversation between two people and match each of
the pictures on the right to one of the named pictures on the left.
14
13. 13
What’s in the Listening paper PART 4 ?
Children have to decide which picture shows the right answer to the question
and put a tick in the box under it.
15
14. 14
What’s in the Listening paper PART 5 ?
Children have to listen carefully
to a conversation between an
adult and a child. The adult asks
the child to colour different
objects in the picture and to write
a simple word. Children have to
follow the instructions.
15. 15
What’s in the Reading
and Writing paper?
Time allowed: 30 minutes
Number of parts: 6
Number of questions: 35 questions
Marks: a maximum of five shields
16. 16
What’s in the Reading and Writing paper PART 1 ?
Children need to choose which picture matches each definition and copy the correct word under it.
17. 17
What’s in the Reading and Writing paper PART 2 ?
A short conversation between two people. Children have to decide what the second speaker says each time.
18. 18
What’s in the Reading and Writing paper PART 3 ?
Children have to decide which word goes in each gap and copy it. For the last question, they
have to choose the best title for the text from a choice of three possible titles.
19. 19
What’s in the Reading and Writing paper PART 4 ?
Children have to decide which answer is correct and copy the word into the gap.
20. 20
What’s in the Reading and Writing paper PART 5 ?
After each part of the story, children have to complete sentences about the story using one,
two or three words.
21. 21
What’s in the Reading and Writing paper PART 6?
Children have to complete sentences, respond to questions and write in full sentences about
the picture.
22. 22
What’s in the Speaking paper?
Time allowed: 5–7 minutes
Number of parts: 4
Marks: a maximum of five shields
23. 23
What’s in the Speaking paper PART 1?
“Look at these pictures. They look the same but some things are
different. In this picture it is cloudy but in this picture it is sunny …
what other different things can you see”
24. 24
What’s in the Speaking paper PART 2?
Look at these pictures, they show a
story. It is called ´Fred loves food´.
Just look at the pictures first.
The family is having dinner, Fred´s
father is talking with his mother. Fred
and his sister are having dinner.
Now you tell the story.
25. 25
What’s in the Speaking paper PART 3?
“Look at these pictures, one is
different. A lemon, a pineapple and
an orange are fruit. You eat them.
You don´t eat a book. You read it”
26. 26
What’s in the Speaking paper PART 4?
Understanding and responding to personal questions. For example:
Let´s talk about the places you go:
What do you do at the weekend?
Who do you go with?
Where do you like going on holidays?
Where did you go last year?
27. Useful Resources for Teachers
cambridgeenglish.org/resources-for-teachers
Classroom activities
Handbook for teachers
Lesson plan
Sample paper
Teacher guide
Video
Vocabulary list
30. All learners receive a certificate…
To celebrate achievement
To build confidence
To inform future learning and teaching
Results designed to motivate
31.
32. Learning materials
Kid´s Box 2 and Kid´s Box 3
Fun for Movers
Story Fun for Movers
Authentic Examination Papers
Starters, Movers and Flyers are the first three levels of Cambridge English Qualifications for learners in primary and lower secondary. Each of the three levels is designed to build on the one before, gradually developing learners’ CONFIDENCE in English.
[This seminar is for schools and teachers who are new to, Movers and Flyers. Please review the presentation before delivering it and localise it as required.]
This presentation is in three parts.
In the introduction, we’ll consider discuss the CEFR We’ll then look at Movers in more detail - what are the key features of the Listening, Reading and Writing and Speaking papers, what support is available to help teachers and learners prepare, and how are results reported.
In the final part I’ll give some suggestions for classroom practice and there will be time for questions at the end.
Cambridge English offers a wide range of qualifications and tests to meet the needs of learners at different stages of their learning journey and in different contexts – e.g. at school, applying for, studying at and graduating from university, and applying for jobs or in the workplace.
The Common European Framework is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe. The six reference levels are becoming widely accepted for grading an individual's language proficiency.
This framework divides learners into three broad divisions that can be divided into six levels; for each level, it describes what a learner is supposed to be able to do in reading, listening, speaking and writing
The exams are aligned to the Common European Framework of Reference (CEFR). This is an international framework which describes language ability at six levels from A1 for beginners to C2 for mastery. The CEFR describes what learners can typically do at each level using a series of ‘Can Do Statements’.
A1 Breakthrough or beginner
Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.
Can introduce themselves and others and can ask and answer questions about personal details such as where they live, people they know and things they have.
Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
A1 Movers is the second of three Cambridge English Qualifications designed for young learners. These tests introduce children to everyday written and spoken English and are an excellent way for them to gain confidence and improve their English.
The tests are written around familiar topics and focus on the skills needed to communicate effectively in English through listening, speaking, reading and writing.
CEFR level of Cambridge English: Movers
A1 - Breakthrough or beginner
Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.
Can introduce themselves and others and can ask and answer questions about personal details such as where they live, people they know and things they have.
Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
The exams cover all 4 language skills (Reading, Writing, Listening and Speaking). This has a POSITIVE IMPACT on teaching and learning as it ensures that teachers PRACTISE all the skills in lessons, including communicative activities, and learners develop the skills needed to use English effectively in the real world. In research projects carried out by Cambridge English, teachers report introducing more communicative activities in class since starting to prepare students for Starters, Movers and Flyers.
Test format
A1 Movers is made up of three papers developed to encourage and motivate young learners. You can see exactly what’s in each paper below.
A big picture which shows people doing different things. Above and below the picture, there are some names. Children have to listen carefully to a conversation between an adult and a child and draw a line from each name to the correct person on the big picture.
Listening for names and descriptions.
5 questions
A short conversation between two people. There is a form or a page of a notebook with some missing words (gaps). Children have to listen to the recording and write a missing word or number in each gap.
Listening for names, spellings and other information.
5 questions
Two sets of pictures. On the left, there are some pictures of people and their names, or other named places or objects. On the right, there is a set of pictures with letters but no words. Children have to listen to a conversation between two people and match each of the pictures on the right to one of the named pictures on the left.
Listening for words, names and detailed information.
5 questions
Five short conversations. There is a question and three pictures for each conversation. Children have to decide which picture shows the right answer to the question and put a tick in the box under it.
Listening for specific information.
5 questions
A big picture. Children have to listen carefully to a conversation between an adult and a child. The adult asks the child to colour different objects in the picture and to write a simple word. Children have to follow the instructions.
Listening for words, colours and specific information.
5 questions
On the left, there are eight pictures of things with the English word under them. On the right, there are five definitions (sentences that describe or explain five of the eight things on the left). Children need to choose which picture matches each definition and copy the correct word under it.
Reading short definitions and matching to words. Writing words.
5 questions
A short conversation between two people. Children have to decide what the second speaker says each time (A, B or C).
Reading a conversation. Choosing the correct responses.
6 questions
A text with some missing words (gaps) in it. Next to the text there are some small pictures and words. Children have to decide which word goes in each gap and copy it. For the last question, they have to choose the best title for the text from a choice of three possible titles.
Reading for specific information and gist (the main idea of a text). Copying words.
6 questions
A text with some missing words (gaps). Next to the line where each word is missing, there is a choice of three possible answers. Children have to decide which answer is correct and copy the word into the gap.
Reading and understanding a factual text. Simple grammar. Copying words.
5 questions
A story in three parts. Each part of the story has a picture. After each part of the story, children have to complete sentences about the story using one, two or three words.
Reading a story. Completing sentences.
7 questions.
A picture with sentence prompts. Children have to complete sentences, respond to questions and write in full sentences about the picture.
Completing sentences, responding to questions and writing sentences about a picture.
6 questions.
The A1 Movers Speaking test has four parts. Children take the test alone with the examiner, but someone they know who speaks their language (like their teacher) will introduce them to the examiner and explain what to do in their own language.
Teacher says “Look at these pictures. They look the same but some things are different. In this picture it is cloudy but in this picture it is sunny … what other different things can you see”
The examiner will greet the child and ask their name and age. Then they look at two pictures. The pictures are similar but they have some differences. The examiner asks the child to describe four differences in the pictures.
Describing differences between pictures. Talking about colour, size, number, position, how people/things look, what people are doing, etc.
The teacher says: “Now look at these pictures, they show a story. It is called ´Jim and the Cake´.
OJOOO
Look at the pictures first (PAUSE)
Look at the first one: ´Mrs Brown is in the garden. She is putting the cake on the table. She´s putting a cake on the table. Jim is playing with his cars and Jim´s sister is watching him´
Now you tell the story”
The examiner shows four pictures which tell a story and tells the child about the first picture. The child has to continue the story and describe the other three pictures. The title of the story and the name(s) of the main character(s) are provided.
Understanding the beginning of a story and then continuing it. Describing pictures.
Teacher says “Look at these pictures, one is different. A lemon, a pineapple and an orange are fruit. You eat them. You don´t eat a book. You read it”
Now you tell me about these pictures, which one is different?
The examiner shows the child four sets of four pictures. In each set of pictures, one picture is different from the others. The child has to say which picture is different and explain why.
Suggesting a picture which is different and explaining why.
The examiner asks the child some questions about him/herself (for example, school, weekends, friends and hobbies).
Understanding and responding to personal questions.
Now let´s talk about …
Your room
Your family
Your home
Your English lessons
Your clothes
What you do after school
The places you go
etc
Speaking examiners are often primary teachers. They are well trained to ensure each child is assessed fairly but the examiner can offer help and encouragement to ensure that the Speaking test is not threatening. The focus is on the child showing what they know and not on judging them. At this age, children have limited interactional skills so the test is conducted with one child and one examiner.
Each child is taken into the test by an usher. This is someone who speaks the candidate’s first language and may be known to the child. The usher explains the test format in the child’s first language before the test starts.
Speaking test videos for each level can be found on cambridgeenglish.org
Lastly, the World of Fun website is an online hub for resources and teaching tips. It’s also the easiest place to find out more about the preparation materials we’ve just mentioned.
Taking an international exam can be highly MOTIVATING for learners as they receive a certificate linked to international standards to celebrate their achievements. All children taking Starters, Movers and Flyers get a certificate – no child fails the exam. This helps to build their CONFIDENCE in English.
They receive between 1 and 5 shields on each paper - Listening, Speaking, Reading and Writing – to demonstrate what they’ve achieved and show where they are stronger or weaker. A result of one shield means the child can improve a lot in that skill; four or five shields mean that the child did well in that skill and answered most questions correctly and is ready for the next level.
The back of the certificate describes in more detail what the shields mean, how they relate to the CEFR and what a child can typically do at that level. Let’s look at it in more detail.
The table on the back of the certificate shows how the tests build on each other, including the progression from Flyers to Key for Schools. It also shows how to interpret shields against the CEFR and gives a broad alignment to the Cambridge English Scale, which helps learners to measure their progress as they move up the levels.
The CEFR provides milestones for learning and shows the child and their parent where they stand against international standards and what that means in practice. The teacher can use the results to inform conversations with parents and to reflect on their teaching (e.g. does more time need to be spent on a particular skill?).
The exams are designed to work with any curriculum or coursebook. However, Cambridge University Press have developed materials specifically designed to support preparation for the exams. This includes the Kid’s Box coursebooks that have many features that you’d expect from a primary course, such as CLIL projects, phonics and online practice.
Fun for Starters, Movers and Flyers are designed to support any coursebook with additional practice to prepare for the exams.
We have already seen the Story Fun books, which use stories as a basis for integrated skills practice.
Lastly, in addition to the free sample papers on the Cambridge English website, there are practice test books so that students know what to expect on the exam day.
Do you have questions?
We hope you have found this workshop useful. Thank you for attending.
