58880239 yle exam report 04 starters
TRANSCRIPT
5cambridge young learners english tests | examination report 2004
starters
Listening 6
Reading and Writing 9
Speaking 12
6 cambridge young learners english tests | examination report 2004
■ 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.
■ Marking
The total score for this paper is 20.
■ Candidate performance
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 10 20 30 40 50
1 ■■■
2 ■■■■■
No. of Shields 3 ■■■■■■■■■■
4 ■■■■■■■■■■■■■
5 ■■■■■■■■■■■■■■■■■■■
Starters, Listening, Achievement of Shields, 2004
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 Country Average number of number ofshields shields
Argentina 4.09 Japan 3.55
Bangladesh 3.71 Malaysia 4.49
Brazil 3.89 Mexico 3.85
China 3.83 Portugal 3.85
Cyprus 4.39 Spain 3.87
France 4.07 Sri Lanka 3.69
Greece 4.26 Taiwan 4.07
Hong Kong 4.07 Thailand 3.13
India 3.99 Turkey 4.27
Italy 3.70 Vietnam 3.80
Starters, Listening, Performance by country, 2004
Candidates performed well throughout this test, particularly on
Parts 3 and 4.
Part Main skill focus Input Expected response/item type Number of items
1 Listening for lexical items Picture and dialogue Carry out instructions and position 5and prepositions things correctly on a picture
2 Listening for numbers and Illustrated dialogue Write down numbers and names 5
spelling
3 Listening for information Picture sets and dialogue Select one of three pictures by 5
(present tenses) ticking box
4 Listening for lexis and Picture and dialogue Carry out instructions, locate and 5
relative position colour correctly
STARTERS : Component 1Listening
7cambridge young learners english tests | examination report 2004
■ 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.
Comments on candidate performanceStarters: 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 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.
8 cambridge young learners english tests | examination report 2004
Recommendations for candidatepreparation
■ 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 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.
■ 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.
■ 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.
■ Marking
The total score for this paper is 25.
■ 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 10 20 30 40 50
1 ■■■■
2 ■■■■■■■■■
No. of Shields 3 ■■■■■■■■■■■■
4 ■■■■■■■■■■■
5 ■■■■■■■■■
Starters, Reading and Writing, Achievement of Shields, 2004
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 Country Average number of number ofshields shields
Argentina 3.87 Japan 2.09
Bangladesh 3.54 Malaysia 4.07
Brazil 3.54 Mexico 3.53
China 3.17 Portugal 3.38
Cyprus 3.90 Spain 3.55
France 3.43 Sri Lanka 3.56
Greece 4.00 Taiwan 3.35
Hong Kong 3.15 Thailand 2.80
India 4.18 Turkey 3.91
Italy 3.55 Vietnam 4.01
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.
9cambridge young learners english tests | examination report 2004
Part Main skill focus Input Expected response/item type Number of items
1 Reading for recognition of lexis 5 lexical items with pictures Indicate true with a tick, or false 5
with a cross
2 Reading for recognition of lexis, 1 picture Writing ‘yes’/‘no’ next to the 5
number, location and grammar 5 sentences sentences
3 Spelling 5 pictures Write words 5
Writing (vocabulary) 5 sets of jumbled letters
4 Reading Riddle-cloze with picture Gap-filling (prompted); one-word 5
Writing prompts answers
5 Reading Story presented through Write one-word answers to questions 5
Writing 3 pictures with 5 questions
STARTERS : Component 2Reading and Writing
10
Comments on candidate performanceStarters: 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 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 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.
■ 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 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
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.
cambridge young learners english tests | examination report 2004
Recommendations for candidatepreparation
■ 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.
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.
■ 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 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.).
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
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 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.
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.
11cambridge young learners english tests | examination report 2004
12
■ Overview
The Starters Speaking test has five parts, and lasts about four
minutes. It is summarised in the table above.
■ 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.
■ 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 10 20 30 40 50
1 ■■
2 ■■■■
No. of Shields 3 ■■■■■■
4 ■■■■■■■■■■■
5 ■■■■■■■■■■■■■■■■■■■■■■■■
Starters, Speaking, Achievement of Shields, 2004
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 Country Average number of number ofshields shields
Argentina 4.48 Japan 3.70
Bangladesh 4.45 Malaysia 4.63
Brazil 4.27 Mexico 4.19
China 3.98 Portugal 4.31
Cyprus 4.60 Spain 4.36
France 4.19 Sri Lanka 4.07
Greece 4.61 Taiwan 4.38
Hong Kong 4.53 Thailand 3.56
India 4.72 Turkey 4.49
Italy 4.00 Vietnam 4.03
Starters, Speaking, Performance by country, 2004.
cambridge young learners english tests | examination report 2004
STARTERS : Component 3Speaking
Part Input Expected response/item type
1 Greeting and name check (unassessed); scene card and Carry out instructions; point to the correct part of the picture
questions about objects in this picture
2 Scene card and 8 small object cards; instructions to place Carry out instructions; place the object cards in various places
object cards on the scene card on the scene card
3 Questions about the scene card Answer questions with one-word answers and/or short phrases
4 Questions about the object cards Answer questions with one-word answers and/or short phrases
5 Questions from interlocutor on topics such as: name, Answer questions with one-word answers and/or short phrases
age, family, school
Recommendations for candidatepreparation
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 1
Candidates should practise identifying people, animals and
things in different pictures by pointing in response to questions
such as:
Where’s the cat?
Where’s 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!
■ Part 3
Candidates should also practise answering simple questions
about a picture (with one-word answers). For example, in Part 3:
What’s this? (shoe)
What colour is it? (blue)
How many shoes are there? (four)
What’s 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:
What’s your name?
How old are you?
What’s your friend’s name?
Is your house big or small?
Can you play table tennis?
What’s 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 don’t understand whenever
this is appropriate.
13cambridge young learners english tests | examination report 2004
37cambridge young learners english tests | examination report 2004
test papers
STARTERS
Listening Paper 38
Tapescript 42
Reading and Writing Paper 44
Speaking Paper 48
MOVERS
Listening Paper 50
Tapescript 54
Reading and Writing Paper 56
Speaking Paper 63
FLYERS
Listening Paper 65
Tapescript 69
Reading and Writing Paper 71
Speaking Paper 79
FEEDBACK FORM 83
37cambridge young learners english tests | examination report 2004
38 cambridge young learners english tests | examination report 2004
Part 1– 5 questions –
Listen and draw lines. There is one example.
3
STARTERS : LISTENING
Part 1
39cambridge young learners english tests | examination report 2004
4
Part
2–
5 qu
esti
ons
–
List
en a
nd w
rite
a n
ame
or a
num
ber.
Ther
e ar
e tw
o ex
ampl
es.
1
......
......
......
......
......
....
7...
......
......
......
......
......
.
Pat
......
......
......
......
......
....
2 3 4 5
Mr
......
......
......
......
......
....
The
Red
......
......
......
......
......
....
......
......
......
......
......
....
......
......
......
......
......
....
5
STARTERS : LISTENING
Part 2
40 cambridge young learners english tests | examination report 2004
Part
3–
5 qu
esti
ons
–
List
en a
nd t
ick
( �)
the
box.
The
re is
one
exa
mpl
e.
Whi
ch g
irl is
Sue
?
A
B
C
1W
hat
has
Kim
got
?
A
B
C
2W
hat’s
Ben
hav
ing
for
lunc
h?
.A
B
C
�
6
3W
here
’s th
e ba
by?
A
B
C
4W
hich
is A
nn’s
new
dre
ss?
A
B
C
5W
hat’s
Nic
k’s fa
vour
ite le
sson
?
A
B
C
ZZ
Z 7
STARTERS : LISTENING
Part 3
41cambridge young learners english tests | examination report 2004
Part
4–
5 qu
esti
ons
–
List
en a
nd c
olou
r. T
here
is o
ne e
xam
ple.
8
STARTERS : LISTENING
Part 4
PART 1 (5 marks)
Lines should be drawn between:
1 Spider and under the
table
2 Bike and between boyand house
3 Lizard and in tree
4 Orange and next to girl
5 Frog and on girl’s 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
STARTERS : LISTENING
Mark Scheme : Version 34
42
RUBRIC: Hello.
This is the University of Cambridge Starters Listening Test,
Version 34.
PART ONE
RUBRIC: Look at Part One.
Now look at the picture. Listen and look.
There is one example.
MALE: Can you put the watch on the chair, please?
FEMALE: Sorry, where?
MALE: Put the watch on the chair.
FEMALE: Oh. OK.
RUBRIC: Can you see the line? This is an example.
Now you listen and draw lines.
RUBRIC: OneMALE: Now, put the spider under the table.
FEMALE: Pardon?
MALE: Put the spider under the table.
FEMALE: Right.
RUBRIC: TwoMALE: Can you put the bike between the boy and the house?
FEMALE: Put the bike where?
MALE: Between the boy and the house.
FEMALE: OK.
RUBRIC: ThreeMALE: Now, put the lizard in the tree.
FEMALE: Sorry? What?
MALE: Put the lizard in the tree.
FEMALE: Right.
RUBRIC: FourFEMALE: What now?
MALE: Well... I want the orange...
FEMALE: Next to the girl?
MALE: OK. Put the orange next to the girl.
RUBRIC: FiveMALE: And now the frog. Put it on the girl’s head.
FEMALE: OK. (laughs) I’m putting the frog on the girl’s head!
MALE: Thank you!
RUBRIC: Now listen to Part One again.
That is the end of Part One.
PART TWO
RUBRIC: Look at the pictures. Listen and look.
There are two examples.
MALE: Hello. What’s your name?
FEMALE CHILD: Pat.
MALE: How do you spell it?
FEMALE CHILD: P-A-T.
MALE: Now, how old are you, Pat?
FEMALE CHILD: I’m seven.
MALE: Seven?
FEMALE CHILD: Yes, it’s my birthday today.
RUBRIC: Can you see the answers?
Now you listen and write a name or a number.
RUBRIC: OneMALE: Is that a new doll?
FEMALE CHILD: Yes.
MALE: How many dolls have you got?
FEMALE CHILD: Two.
MALE: How many? Two?
FEMALE CHILD: That’s right.
RUBRIC: TwoMALE: Which is your favourite doll?
FEMALE CHILD: This one. Her name’s May.
MALE: Is that M-A-Y?
FEMALE CHILD: Yes.
RUBRIC: ThreeMALE: How many books have you got, Pat?
FEMALE CHILD: I’ve got ten.
MALE: Ten books?
FEMALE CHILD: Yes, I love books!
RUBRIC: FourMALE: Which book are you reading today, Pat?
FEMALE CHILD: This one. The Red House.
MALE: Oh. Can you spell house?
FEMALE CHILD: Yes I can. It’s H-O-U-S-E.
MALE: Good!
RUBRIC: FiveMALE: Do you like the story?
FEMALE CHILD: Yes. There’s an elephant in it, and I love elephants.
MALE: Oh. What’s his name?
FEMALE CHILD: Mr Big!
MALE: And how do you spell big?
FEMALE CHILD: B-I-G.
RUBRIC: Now listen to Part Two again.
That is the end of Part Two.
cambridge young learners english tests | examination report 2004
STARTERS : LISTENING
Tapescript
PART THREE
RUBRIC: Look at the pictures. Listen and look.
There is one example.
RUBRIC: Which girl is Sue?FEMALE CHILD: Where’s Sue?
MALE CHILD: She’s playing with Sam.
FEMALE CHILD: Sam? Is that a boy or a girl?
MALE CHILD: No! Sam’s her cat!
RUBRIC: Can you see the tick?
Now you listen and tick the box.
RUBRIC: One. What has Kim got?FEMALE: 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 I’ve got a pencil, but I haven’t got
an eraser.
RUBRIC: Two. What’s Ben having for lunch?MALE CHILD: What’s for lunch, Mum? Is it fish?
FEMALE: No. It’s eggs and tomatoes today.
MALE CHILD: And a drink of milk?
FEMALE: Yes, OK.
RUBRIC: Three. Where’s the baby?MALE: Where’s the baby? Is he sleeping?
FEMALE CHILD: No. He’s with Mum.
MALE: Where are they? In the living room?
FEMALE CHILD: No. In the garden.
RUBRIC: Four. Which is Ann’s new dress?FEMALE: Which dress do you want today, Ann?
FEMALE CHILD: Well,….. not my pink dress. I don’t like it.
FEMALE: So, you can wear your brown dress or your white dress.
Which do you want?
FEMALE CHILD: My white dress. It’s new.
RUBRIC: Five. What’s Nick’s favourite lesson?MALE: Do you like writing lessons, Nick?
MALE CHILD: No!
MALE: What do you like, then? Drawing? Or painting?
MALE CHILD: Painting’s my favourite. I don’t like drawing.
RUBRIC: Now listen to Part Three again.
That is the end of Part Three.
PART FOUR
RUBRIC: Look at the picture. Listen and look.
There is one example.
FEMALE: Can you see the monster under the table?
MALE CHILD: Yes.
FEMALE: Well, colour it yellow.
MALE CHILD: Pardon?
FEMALE: The monster under the table. Colour it yellow.
RUBRIC: Can you see the yellow monster under the table?
This is an example.
Now you listen and colour.
RUBRIC: OneFEMALE: 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. I’m colouring it black.
RUBRIC: TwoFEMALE: Find the monster in front of the lamp.
MALE CHILD: Sorry?
FEMALE: The monster in front of the lamp. Colour it red.
MALE CHILD: Red?
FEMALE: Yes.
RUBRIC: ThreeFEMALE: Now colour the monster in the box.
MALE CHILD: What colour?
FEMALE: Colour it purple.
MALE CHILD: OK. There’s a purple monster in the box.
RUBRIC: FourFEMALE: Look at the monster between the picture and the clock.
MALE CHILD: Right.
FEMALE: Well, colour it green.
MALE CHILD: Green?
FEMALE: Yes, the monster between the picture and the clock.
RUBRIC: FiveFEMALE: Can you see the monster behind the sofa?
MALE CHILD: Oh yes! Can I colour it blue?
FEMALE: Do you like that colour?
MALE CHILD: It’s my favourite.
FEMALE: Well, OK then. Colour the monster behind the sofa blue.
RUBRIC: Now listen to Part Four again.
That is the end of the Starters Listening test.
43cambridge young learners english tests | examination report 2004
STARTERS : LISTENING
Tapescript (continued)
44 cambridge young learners english tests | examination report 2004
2
Part
1–
5 qu
esti
ons
–
Look
and
rea
d. P
ut a
tic
k (�
) or
a c
ross
(�
) in
the
box
.Th
ere
are
two
exam
ples
.
Exam
ples
This
is a
guita
r.
This
is a
nose
.
Que
stio
ns1
This
is a
coco
nut.
��
3
2
This
is a
chic
ken.
3
This
is a
boat
.
4
This
is a
lett
er.
5
This
is a
shoe
.
STARTERS : READING & WRITING
Part 1
45cambridge young learners english tests | examination report 2004
4
Part
2–
5 qu
esti
ons
–
Look
and
rea
d. W
rite
yes
or n
o.
Exam
ples
Two
child
ren
are
wea
ring
red
T-sh
irts.
Ther
e’s a
yel
low
bus
in t
he p
ictu
re.
Que
stio
ns
1Th
e m
otor
bike
is b
etw
een
two
cars
.
2A
girl
is t
hrow
ing
a ba
ll.
3Th
ere
are
thre
e bo
ys in
the
blu
e ca
r.
4A
girl
is fl
ying
a k
ite.
5Th
e ch
ildre
n ar
e ru
nnin
g to
the
ir te
ache
r....
......
......
......
......
......
.
......
......
......
......
......
....
......
......
......
......
......
....
......
......
......
......
......
....
......
......
......
......
......
....
no...
......
......
......
......
......
.
yes
......
......
......
......
......
....
5
Part
3–
5 qu
esti
ons
–
Look
at
the
pict
ures
. Loo
k at
the
lett
ers.
Wri
te t
he w
ords
.
Exam
ple
Que
stio
ns
1 2 3 4 5
lam
p
m lp a ok c
lc r
boc
d pu
oo d
r
la t
b e
wd
wn
io a
STARTERS : READING & WRITING
Parts 2 and 3
46 cambridge young learners english tests | examination report 2004
6
Part
4–
5 qu
esti
ons
–
Rea
d th
e st
ory.
Loo
k at
the
pic
ture
s an
d th
e tw
o ex
ampl
es. W
rite
one-
wor
d an
swer
s.
Wha
t am
I?
You
can
find
me
in
and
in t
he
. Som
e m
en a
nd w
omen
hav
e m
e in
the
ir
cars
or
in t
heir
. I h
ave
on
me.
You
can
put
me
next
to
your
an
d ta
lk t
o yo
ur
frie
nds
and
your
.
Wha
t am
I?
I am
a _
_ _
_ _
_ _
_ _
_ .
......
......
......
......
....
......
......
......
......
....
......
......
......
......
....
......
......
......
......
....
stre
et...
......
......
......
......
.
hous
es...
......
......
......
......
.
67
89
012
34
5
7
Part
5–
5 qu
esti
ons
–
Look
at
the
pict
ures
and
rea
d th
e qu
esti
ons.
Wri
te o
ne-w
ord
answ
ers.
Exam
ples
How
man
y ch
ildre
n ar
e th
ere?
Wha
t ha
s D
ad g
ot in
his
hand
s?a
Que
stio
ns
1W
hat
are
the
child
ren
doin
g?...
......
......
......
......
......
.
box
......
......
......
......
......
....
two
......
......
......
......
......
....
STARTERS : READING & WRITING
Parts 4 and 5
47cambridge young learners english tests | examination report 2004
8
2W
here
are
the
bal
ls an
d th
e du
ck?
on t
he
3W
ho is
sitt
ing
unde
r th
e tr
ee?
the
4W
hat
colo
ur is
the
hat
?
5W
ho is
jum
ping
?th
e ...
......
......
......
......
......
.
......
......
......
......
......
....
......
......
......
......
......
....
......
......
......
......
......
....
STARTERS : READING & WRITING
Part 5 (continued)
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
PART 5 (5 marks)
1 sleeping
2 mat
3 man
4 white
5 children/people/kids
STARTERS : READING & WRITING
Mark Scheme : Version 34
48 cambridge young learners english tests | examination report 2004
5/1
5/2
5/3
5/4
5/5
5/6
5/7
5/8
STARTERS : SPEAKING
Summary of procedure
Starters SpeakingSummary 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.‘Where’s 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. ‘What’s this? What colour is it?’
5. The examiner asks questions about some of the object cards, e.g. ‘What’s 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
49cambridge young learners english tests | examination report 2004
START
ERS
SET
5
STARTERS : SPEAKING
Scene card