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Cambridge English: Movers Speaking test commentary: Masa Please read this document and watch this video of Masa doing a Movers Speaking test: https://www.youtube.com/watch?v=pV2Iss8NALI Before the test starts, the examiner says hello and asks the child their age. Masa responds very naturally with ‘Nice to meet you’, and ‘I’m 11 years old’. Part 1 In this part, children taking the test look at two pictures and find four things that are different. Masa responds very well, ‘light, this is no light’ (00:42-00:46), ‘This picture is two, but this picture is three’ (00:47-00:54), ‘This is a computer but this is a phone’ (00:58-01:02) and ‘Doctor is stand, but doctor is sit, this’ (01:05-01:10). This is very good. At this level, we are not expecting the children to produce completely accurate language, but he responds promptly, appropriately, and uses phrases or short sentences rather than isolated words. Tell your students to take their time when looking at the pictures, and not to worry if they can’t spot all the differences, as the examiner will help by pointing if necessary. One way you can practise for this part of the test is to ask the children to draw two similar pictures and tell them to include certain items, but make sure they put different things in each picture. Then the children can swap pictures and find the differences in pairs. Part 2 In this part, children tell a story from four pictures. The examiner tells the child the name of the story and gives them some time to look at the pictures. The examiner asks ‘OK?’ and Masa answers ‘OK’ when he is ready. This is good. It’s important that the children look at all the pictures and think about what they want to say before they start. The examiner starts the story and talks about picture 1. Masa talks about all the pictures very well: ‘Sally and Jim go to the sea’ (Picture 2). Sally and Jim go into the sea and play with the dolphin toy in the sea’ (Picture 3). ‘The real dolphin play the toy dolphin and Jim and Sally is happy’ (Picture 4). The children need to talk about all the pictures if they can. Story-telling skill is not being assessed, just the ability to say something about each picture in the sequence. However, children should be encouraged to use linking words like ‘and’ and ‘then’ to join their ideas about the pictures together. To practise this part of the test, you could ask the children to draw picture stories with four small pictures and then swap them with another child to tell the story. Or you could ask all the children in the class to work in groups of four. Each child draws one picture and then gives it to another child in the group who draws a second picture, passes it on again and draws a third picture and so on. When the stories are complete, the children can show all the pictures in the sequence to the others and tell each other the stories in their group.

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Part 3 In this part, children look at four pictures and say which picture is different and why it is different. The examiner first gives an example. Masa does this very well. He is able to give a clear reason for which one is different, using ‘because’ and ‘but’ as linking words. ‘This cow. (Why?) Two bird and bat is fly but cow is not fly’ (02:56-03:06), ‘This, a mountain, because this water, and not water, mountain’ (03:08-03:16), ‘This, because this is play, play the kite, but this is not play’ (03:20-03:30). He communicates what he wants to say easily, and shows good control of vocabulary and pronunciation. After you have taught some new vocabulary in a lexical set, for example, ‘animals’, or ‘food and drink’ you could play this odd-one-out game by adding in some previously learnt vocabulary. The pictures in the Starters Word List Picture Book can also be used to practise this part. You could show one of the large pictures to the class, and ask a child to choose something in the picture which is ‘different’ (from the topic of the picture), but not say what it is out loud. The rest of the class have to try to guess the ‘different’ item and why it is different. Children can also practise their vocabulary generally with the Monkey Puzzles game or app. You can find this on the Cambridge English website. Part 4 In this part, children answer four questions about themselves. This can be family, friends, home, school, what they like doing etc. Masa answers the questions about his friends very well. He gives some extended answers, for example about his weekends, ‘Weekends, go to park and games centre’ (03:58-04:04) and his best friends ‘My best friend is Kai and Leo. Kai is tall and Leo is same, my same’ (04:07-04:22). This is very good. Other answers are less extended, ‘boys’ and ‘school…ground’. Extended answers are those which have more than one word, where these words are coherently linked. To practise for this part of the test, it is important to ask the children a variety of questions, on topics such as age, family, school and friends, and make sure they are very familiar with the question words, ‘how, how many, how old, what, where, which, who, whose, how much, how often, when and why’ (from the Movers word list). A good revision activity could be to do a matching game where children match questions on cards with answers and then change the answers so they are true for themselves. For example, ‘Where do you go at weekends?’ and ‘I go to the swimming pool’ could be on the cards, and then they say, ‘I go to visit my grandparents’.

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General tips

Remind the children to say ‘Hello’ and ‘Goodbye’ to the examiner at the beginning and the end

of the test.

Tell the children not to worry if they don’t understand something. They should just say, ‘Sorry, I

don’t understand’. The examiner will ask the question again or tell them the answer.

Remind the children to look at all the pictures and think about the story before they start in Part

2.

Remind the children to talk about all the pictures when they tell the picture story in Part 2.

In Part 3, make sure the children know how to say why the picture is different (with ‘but’ or

‘because’).

In Part 3, make sure the children know they can choose any picture (to be different), but they

must say why.

Make sure the children are ready to answer general questions about themselves for Part 4: ‘Who

do you play with at school?’, ‘What games do you play at school?’, ‘What do you have for lunch?’

etc.

Encourage the children to think of the test as something fun and enjoy it!