Third Edition Teacher’s Book
for Movers is: All the language, skills and test preparation you need Perfect to complement a general English course Ideal for exam and non-exam students Complete with digital support and activitiesin class andat home.Third editionforMoversTeacher’s Book Cambridge English exam:A2Cambridge English: Flyers (YLE Flyers)A1Cambridge English: Movers (YLE Movers)Cambridge English: Starters (YLE Starters)Robinson and SaxbyCEFR level:ISBN 978 1107 613072ISBN 978 0521 172813ithAu diowTeacher’s BookThird editionAnne RobinsonKaren Saxby
for MoversTeacher’s BookThird editionAnne RobinsonKaren Saxby
Cambridge University Presswww.cambridge.org/eltCambridge English Language Assessmentwww.cambridgeenglish.orgInformation on this title: www.cambridge.org/9781107444805 Cambridge University Press 2015This publication is in copyright. Subject to statutory exceptionand to the provisions of relevant collective licensing agreements,no reproduction of any part may take place without the writtenpermission of the publishers.First published 2006Second edition 2010Printed in Dubai by Oriental PressA catalogue record for this publication is available from the British LibraryISBN 978-1107-44478-2 Student’s Book with audio and online activitiesISBN 978-1107-44480-5 Teacher’s Book with audioISBN 978-1107-44481-2 Class Audio CDISBN 978-1107-48404-7 Presentation Plus DVD-ROMDownload the audio at www.cambridge.org/funforThe publishers have no responsibility for the persistence or accuracy of URLsfor external or third-party internet websites referred to in this publication, anddo not guarantee that any content on such websites is, or will remain, accurateor appropriate. Information regarding prices, travel timetables, and other factualinformation given in this work is correct at the time of first printing but thepublishers do not guarantee the accuracy of such information thereafter.
ContentsIntroduction4Checklist for Cambridge English: Movers preparation9Map of the Student’s Book10Topic index14Grammar index15Unit guide (teacher’s notes)16Photocopiable activities116Alphabetical wordlist128Practice test:Listening134Audioscripts140Reading and Writing142Answer key151Speaking152Acknowledgements157
IntroductionWelcome to Fun for Movers Third editionFun for Movers Third edition is the second in a series of threebooks written for learners aged between 7 and 13 yearsold. Fun for Starters Third edition is the first book in theseries and Fun for Flyers Third edition is the third.Who is Fun for Movers Third edition for?Fun for Movers is suitable for:learners who need comprehensive preparation for the CambridgeEnglish: Movers test, in addition to their general English coursemixed classes where some of the learners are preparing to take theCambridge English: Movers test, and who need motivating and funEnglish lessonssmall and large groups of learnersmonolingual and multilingual classesFun for Movers supports the development of good learning habits andlanguage practice in meaningful, fun, creative and interactive ways. It isideal for learners who have been studying English for between two andthree years, and who need to consolidate their language and skills.The key features include:complete coverage of the vocabulary and grammar on theCambridge English: Movers syllabusthorough preparation for all parts of the Cambridge English:Movers testa focus on all four skills, with an emphasis on those areas mostlikely to cause problems for young learners at this levelrecycling of language and topicsfun activities that practise English in a meaningful wayopportunities for learners to personalise the language and makethe tasks relevant to themWhat’s new in the third edition?This new edition of Fun for Movers is the result of extensive consultationwith teachers around the world who have used the course with theirclasses. We have listened to their comments and introduced new, digitalcomponents, as well as updating the content and design of the books.Course componentsStudent’s Book with downloadable class audio andonline activitiesThe Student’s Book has been updated to include:words and phrases from the most up-to-date Cambridge English:Movers vocabulary listeven more opportunities for test practice. In most units, there willbe at least one authentic test-style task. The instructions for thesetasks are shown in blue, while instructions for tasks which providemore general test practice are shown in black.new illustrations, designed to stimulate learner engagementa variety of fun activities, such as games, puzzles, drawing andcolouring, to ensure your learners are involved in, and enjoy, theirEnglish lessonsrecordings for the listening tasks, which are available via theaccess code at the front of the book, so that learners can practiseat home. To download the audio, visit the Fun for website atwww.cambridge.org/funforonline activities, available via the access code at the front ofthe book, which provide further practice of the grammar andvocabulary featured in the Student’s Bookprojects that encourage learners to explore topics in more depthand produce work more independently4Teacher’s Book with downloadable class audioIn the third edition of the Teacher’s Book, you can find:clear signalling of Cambridge English: Movers test practice tasksand authentic test-style tasks that appear in each unit. These arelisted in the information boxes at the start of each unit, underMovers practiceor Movers test. In the unit notes, an icon likePartthis Listening indicates the part of Cambridge English: Movers thatan authentic test-style task replicates.useful tips to guide and support learners in their preparation foreach part of the test.materials and equipment needed to teach each unit. This meansless preparation is needed, as you can see at a glance the audioresources or numbers of photocopies you need for each lesson.suggested wording of classroom language at the learners’ level ofEnglishsupport for teaching pronunciation activities in a fun andmotivating way for learners of this ageideas for maximising the involvement of learners in their learningprocessideas for extending activities into simple, fun projects that givelearners the chance to explore topics more independently andconsolidate their English in creative wayslinks to the www.cambridge.org/funfor website, which providesadditional resources, visuals and lesson ideas for teachers, andinteractive games and activities to accompany Fun for Movers.2Class audio CD / Downloadable audio / Online audioThe class audio CD contains all the recordings for the listeningactivities in the Student’s Book. The audio is available to download atwww.cambridge.org/funfor, or you can listen to the audio at home byfollowing the instructions and using the access code at the front of theStudent’s Book.Presentation plus
New for the third edition, Presentation plus is a DVD-ROM that containsa digital version of the Student’s Book and all the audio to complete thelistening tasks. The integrated tools enable you to make notes, highlightactivities and turn the Student’s Book into an interactive experience foryour learners. The Presentation plus includes:all the Student’s Book pagesall the audio for the Student’s Bookpdfs of the Teacher’s Book, including a complete practice test withthe Listening audiounit tests – one per unit, testing the key language covered in each unitPairwork activitiesLearners will use these in specific unit tasks.A free app for mobile phones and tabletsHow is the Teacher’s Book organised?Unit wordlistThis is a list of the key words which appear in each unit (organised bytopic or word class).Listings are not repeated if they have already featured in a previous unit.List of irregular verbsThis includes all the irregular verbs in the Cambridge English: Moverstest. Space is provided for learners to write translations.ContentsThis shows where to find each section of the Teacher’s Book.IntroductionThis will help you use Fun for Movers Third edition. It includes:a quick guide to how units in the Teacher’s books are organised(page 6)suggestions for games and activities (page 6)suggestions for how to use pictures in the Student’s Book(page 7)suggestions for using dictation (pages 7–8)For further practice of the vocabulary for all of the Cambridge English:Young Learners tests, download our new, free app and encourage yourlearners to practise their vocabulary while having fun!How is the Student’s Book organised?ContentsThis lists the Student’s Book unit numbers and titles.50 unitsEach unit is topic-based and designed to provide between 75 and 90minutes of class time. Language is presented and practised throughoutthe unit and the final activity usually provides freer, fun practice of theunit’s key content language. In most units, at least one task will provideCambridge English: Movers test practice. The title instructions for thesetasks are shown in blue lettering. The title instructions for all other tasksare shown in black lettering.Ideas for project work on topic are included in many units and signalledby aicon, as are fun activities to practise specific phonemes orother key aspects of pronunciation.Checklist for Cambridge English: Movers Test preparation (page 9)a quick guide to what learners have to do in each part of theMovers test and units where each part is covered in the Student’sBook. ‘Test’ indicates those activities that reflect the format of theMovers Listening, Reading and Writing or Speaking test. ‘Practice’indicates activities that prepare for a particular part of Movers,but do not reflect the identical format of the test.Map of the Student’s Book (pages 10–13)an overview of the content and organisation of all the units in theStudent’s Book.Topics and grammar indexes (pages 14–15)Unit guides / Teacher’s notesThe teacher’s notes for each of the 50 units. See below for a detailedguide to these.Photocopiable activities (pages 116–127)these relate to specific units as indicated in the teacher’s notes.Alphabetical wordlist (pages 128–133)the Movers wordlist showing the units in Fun for Movers Thirdedition where each word appears.Photocopiable practice testa complete Movers practice test (Listening, Reading and Writing,Speaking) to photocopy and use with learners. Audioscripts,a sample Examiner’s script for the Speaking and a key arealso provided.5
How is each unit organised?Topics, Grammar practice, Pronunciation practice, VocabularyThis is a list of all the topics, areas of grammar and pronunciationcovered in the unit. Any words that appear in the unit but not in theMovers wordlist are also listed here.Movers practiceThis indicates activities in the unit which will help learners to preparefor the individual parts of Cambridge English: Movers.Movers testThis indicates activities in the unit which provides authentic practice forthe individual parts of Cambridge English: Movers.Equipment neededThis lists any equipment, for example: audio resources and/or materialneeded for the unit, including including the number of photocopiesneeded for any activities. Pages to be photocopied are found at theback of the Teacher’s Book.InstructionsThese are usually labelled A, B, C, etc. and correspond to the differentactivities which appear in the Student’s Book. There are some activitiesthat appear only in the teacher’s notes and are not labelled A, B, C, etc.AudioscriptsThe audioscripts for each Listening are at the end of the activity wherethey are used.Project workThere are a number of suggestions for projects. The instructions forthese generally appear at the ends of units.46Topics the world around us, sports and leisureGrammar practice prepositions of place, verbs -ing, present andpast question forms and short form answersPronunciation practice Sentence stress (The pirate in the big boathas a black hat on his head). See C.Vocabulary See wordlist page 123 Student’s Book.Movers practice Speaking Part 1Movers test Listening Part 1, Reading and Writing Part 2, Speaking 3Equipment neededMovers Audio 46A.AListen and draw lines.Games and activitiesThe following games and activities can be done in class to practise orrevise a wide range of vocabulary or grammar.BingoLearners make a grid of six or nine squares, in two or three rows ofthree. They write a word in each square. Read out words, one by one. Iflearners have the word, they cross it out or cover it with a small piece ofpaper. The first learner to cross out or cover all their words is the winner.Check that learners have heard the right words by asking them to saythe words and comparing them with your list of words.Seven lives (‘Hangman’)Draw (or stick) seven body outlines on the board.Choose a word. Draw one line on the board for each letter in the word,for example: . (shorts) Learners put up their handsto say letters. If the letter is in the word, you write it on the line. If theletter is not in the word, you remove one of the bodies from the board.The game finishes when the learners complete the word or they loseall seven lives. Learners then play in groups, drawing lines for theirown words.6PartListening1Movers tipIn Listening Part 1, candidates have to name the people so,before they listen, they should look at the people in the pictureand think about what they are doing, where they are, what theyare wearing, etc. If two people are doing the same or wearing thesame clothes, they should look for other differences betweenthem because this difference might be tested.Learners look at the picture. Ask: Would you like to go to this beach?What can you do at this beach? Learners answer. For example:go sailing / fishing / play games / read comics / find shells / sleep.You might like to teach/revise ‘asleep’ and its opposite ‘awake’.Say: Find five things that start with the letter ‘s’.(Suggestions: sand, sea, shell, sun, shoes, shark). Learners mayalso know ‘shorts’ (a Flyers word).Point to the yellow circle. Ask a learner to read out the question:How many people and how many names can you see? (eight peopleand seven names) Make sure learners understand that they won’thear about all the people and one of the names won’t be a correctanswer.Say: There’s a line from the name Jack to one of the boys on thebeach. What colour is that boy’s T-shirt? (red and white)Ask: What’s he doing? (looking for something)Where is he looking? (on the sand near/under the plant)Play the audio stopping after the example. Ask: What’s Jack lookingfor? (his glasses)Learners listen to the rest of the conversation and draw lines fromthe names to the people in the picture.Check answers:Lines should be drawn between:1 Sally and girl hiding behind rock.2 Peter and boy lying on ground with his eyes closed.3 Sam and boy calling the parrot.4 Vicky and girl holding her foot.5 Alex and boy pirate on boat.Say: You didn’t need one of the names. Which one? (Grace)AudioscriptLook at the picture. Listen and look. There is one example.Boy:The children are enjoying the island.Woman: Yes, they are, but what’s the matter with that boy?Boy:Oh! You mean Jack. He’s looking for his glasses. Hedropped them near that plant.Woman: Oh yes! I can see them now.Can you see the line? This is an example. Now you listen and draw lines.Listening tasksIn the Listening tasks with aicon, the lengths of the pauses in theaudio are the same as in the Young Learners English Tests the first timethey are played.When the audio is heard the second time in the Cambridge English: YLETests, the pauses are slightly shorter, allowing time to add any missinganswers and/or to check answers.For all other Listening tasks in this book, the lengths of pauses areapproximate. You may want to re-start or stop the audio to allow yourlearners less or more time in which to complete tasks.A d y on the isl an:Boy:FiveBoy:Woman:Boy:Woman:Boy:Look at Sally!Where?There. She’s the girl who’s hiding behind that big rock.Oh yes! I can see her. She’s playing with her friend.There’s Peter.Which one’s he?There. I think he’s sleeping in the sun.I think he’s awake, but his eyes are closed because it’ssunny.Who’s that boy? The boy who’s calling the parrot?Oh, that’s Sam.Why’s he doing that?Because the parrot’s not in its cage. Look! The door’s open.Oh dear!Vicky doesn’t look very happy.Which one’s she?She’s the girl who’s holding her foot.Did she hurt her foot on that shell?Yes, I think she did.And there’s Alex. He’s very funny.The boy on the boat?Yes!I like his pirate hat!Me too!B Look and read. Write yes or no.Reading& WritingPart2Learners look at the picture in A again. Read out thefirst example: The boy in the big boat has a black hat on his head.Ask: Is this right or wrong? (right) Point to ‘yes’ on the line.Read out the second example: One of the children is swimming inthe sea.Ask: Is this right or wrong? (wrong) Point to ‘no’ on the line.Learners write yes or no for questions 1–6.Check answers:1 yes 2 no 3 yes 4 no5 no6 yesLearners look at sentences 4 and 5.Ask: Which words can you change to make sentence 4 right?Two birds are sitting / One bird is sittingWhich word can you change to make sentence 5 right?a parrot inside / a parrot outsideC Listen and say.Learners look at the sentence in C. Say: Some words in this sentenceare more important than the other words. Read out the sentence inC making sure that you stress the bold words: The pirate in the bigboat has a black hat on his head!Ask one learner to only read out the bold words: pirate, big boat,black hat, head.Ask: When (Maria) says ‘pirate, big boat, black hat, head’ what doyou know about this pirate? Learners suggest answers: He’s got a bigboat. He’s got a black hat. He’s got a head!Ask another learner to only read out the smaller words: The, in the,has a, on his. Ask: When (Tony) says ‘the, in the, has a, on his’ what doyou know about this pirate? Can you tell me about him? (no)106The long sentenceChoose a simple sentence which can grow if words are added to the endof it.For example:Teacher: In my bedroom, there’s a bed.Learner 1: In my bedroom, there’s a bed and a table.Continue round the class, with each learner repeating the sentence andall the words which have been added, before then adding another word.The winner is the person who remembers all the words in the correctorder when everyone else has been eliminated.Guess what I’m drawingOne learner chooses a word and draws a picture of it on the board, oneline at a time. After each line, the learner asks: ‘What is it?’ The otherlearners have to guess what it is. This can then be played in groups withlearners drawing the lines on paper.Spell it!Choose a group of words (they could be from a particular topic, likebody or animals, or they could be unrelated.) Tell learners to listen andwrite the letters as you say them (for example: P-E-). If they think theyknow the word, learners say ‘Stop!’ and say the remaining letters (forexample: A-R) and the word (pear). If they are right, they get a pointfor each letter they gave. If they are not right, continue to spell out theword, letter by letter.
Change placesLearners sit in a circle. Say sentences starting with the words: Changeplaces if For example: Change places if you got up at 8 o’clock today.All the learners who got up at 8 o’clock have to stand up and move to sitin a different place.Group or order the wordsTake any group of words (related or not) and ask learners to group ororder them:from longest to shortest.Learners either write the words in order according to the number ofletters they have, or learners write the words in order according tothe number of vowels they have.from smallest to biggest.Learners write the words starting with the smallest thing / animal /food etc.in alphabetical order.Learners write the words in alphabetical order.in colour groups.Learners write words in groups according to their colour.in sound groupsLearners write words in groups according to pronunciationsimilariti
Anne Robinson Karen Saxby for Movers is: All the language, skills and test preparation you need . Welcome to Fun for Movers Third edition Fun for Movers Third edition is the second in a series of three books written for learners aged between 7 and 13 years old.
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