A Who said what? Write the words in the sentences.
 Point to the boy and girl’s T-shirts and ask: What are their names?
(Vicky and Fred)
 Ask more questions about Vicky and Fred. For example:
Where do they live? How old are they? What are their favourite
sports? Do they have any brothers and sisters? etc. Learners use their
imaginations and answer the questions.
 Point to the two speech bubbles and say: Vicky and Fred are telling
us about last weekend. Point to the cloud and say: There are
ten words in this cloud. Which words can you see twice? (played,
shouted, jumped, watched) You need to use some words in both
texts! The word ‘played’ is in the first text and there is a line through
it in the cloud. This is an example! Use the other words to complete
the two texts.
 Learners choose and write a word in each gap.
Check answers:
Blue bubble: watched, jumped, shouted, laughed
Green bubble: played, watched, jumped, shouted, rained
 Ask: Who looks happy – Vicky or Fred? (Fred) Which text talked
about happier things? (the blue bubble) Fred enjoyed his Saturday!
Learners draw a line between the blue bubble and Fred.
 Who doesn’t look happy? (Vicky). Which is Vicky’s speech bubble?
(the green one) Learners draw a line between the green bubble and
Vicky.
 Say: Don’t worry! Vicky found her mouse on Monday! Where do you
think Vicky found her mouse? In pairs, learners write where they
think the mouse was.
 Di erent pairs ask you questions: Was the mouse in the bath / under
her bed / on her desk? etc. (Vicky’s mouse was inside the kitchen
cupboard. It was eating some cake!)
 Say Well done! to any learners who guessed correctly where Vicky’s
mouse was. You could also give them a sweet or a cake or another
small prize!

B What did Peter do last week? Listen and draw
a line from the day to the correct picture.
Movers tip
In Listening Part 3, the same thing o en appears in several
pictures. For example, rabbits might appear in three of the six
scenes. Candidates should listen carefully to all the information
and not just choose a picture because they hear a word for
something they see. Sometimes, they hear the day first in the
conversation and sometimes they hear the activity shown in the
picture first.
 Say: Look at the six pictures. Can you see people fishing? (yes – in
pictures a and e)
Which other things can you see in more than one picture? (children,
ball games, a duck, water, table, grass)
 Ask: What are the children doing in picture ‘a’? (watching fishing
on TV) Where are they? (at home)
Ask similar questions to describe the activities and places in
pictures b–f.
Suggestions:
b swimming with some food on a picnic table behind them
c playing hockey with a lake behind them
d playing table tennis with a lake and ducks in front of them
e sailing a boat and another child fishing
f playing baseball with a picnic table behind them and there’s a
duck on the grass
 In pairs, learners find pictures that are similar in some way. For
example:
In pictures a and e we can see people fishing.
In pictures b, c, d and e we can see water.
In pictures c and f we can see children playing ball games.
 Read out the instructions: What did Peter do last week? Listen and
draw … . Check learners understand what they have to do. Ask:
Which boy do you think is Peter? (the boy with brown hair because
he’s in all of the pictures!)
 Play the example on the audio. Ask: Where was Peter last week? (on
a sports holiday) Which day is Peter talking about? (Wednesday)
What did Peter do that day? (He went sailing.)
 Play the rest of the audio twice.
Check answers:
There should be lines drawn between 1 Tuesday and c
2 Monday and a 3 Thursday and d 4 Sunday and b