58880239 yle exam report 04 starters

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


■ 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.


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.


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.












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.


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


■ 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.


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.


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.












Starters, Speaking, Performance by country, 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


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.



test papers

STARTERS

Listening Paper 38

Tapescript 42

Reading and Writing Paper 44

Speaking Paper 48

MOVERS

Listening Paper 50

Tapescript 54


Speaking Paper 63

FLYERS

Listening Paper 65

Tapescript 69


Speaking Paper 79

FEEDBACK FORM 83



Part 1– 5 questions –

Listen and draw lines. There is one example.

3

STARTERS : LISTENING

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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


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.



Tapescript

PART THREE

RUBRIC: Look at the pictures. Listen and look.


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.


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.



Tapescript (continued)


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


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


Parts 2 and 3


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

......

......

......

......

......

....


Parts 4 and 5


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 ...

......

......

......

......

......

.

......

......

......

......

......

....

......

......

......

......

......

....

......

......

......

......

......

....


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


Mark Scheme : Version 34


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


START

ERS

SET

5

STARTERS : SPEAKING

Scene card

58880239 yle exam report 04 starters

Documents

percentages of candidates

number of candidateschoosing

information aboutthe

illustrated dialogue

kimhad paper

overviewthe starters

average award

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