Cambridge English: teaching notes
Unit 1 Pre A1 Starters
Learning objectives
Develop language skills and exam techniques to prepare
students for the Cambridge English: Pre A1 Starters exam
Listening Part 1, Speaking Part 4, Reading and Writing
Parts 1 and 3
Familiarize students with the style of questions for
this exam
Language
Review vocabulary: dictionary, pencil case, water bottle,
lunch box, glue stick, folder, scissors, pencil sharpener
Review grammar: Have you got a…? Yes, I have. / No I
haven’t.; Has he / she got a … ? Yes, he has. / No, he hasn’t.;
We’ve got our … . They’ve got their … .
Starting the lesson (optional)
• Play What have you got? (see Ideas bank in the Teacher’s
Guide) to review the school things vocabulary.
Listening and Speaking
1 Listen and draw lines.  001
• Read the instruction with the students and make sure that
they understand what they need to do.
• Focus their attention on the picture and ask them
questions to encourage them to think about what they
can see, e.g. Where are the children? What has girl c got?
• Play the first section of the audio and look at the example
answer together as a class.
• Play the audio once through for students to listen and
match the names with the people in the picture. Make
sure that they understand that there is one name which
they do not need to match.
• Play the audio again for students to check their answers.
Then check answers as a class.
Audio transcript
1 Girl Look at this photo. This is my class.
Man Who’s that girl? She’s got a pencil case and a
dictionary.
Girl That’s Jasmine. She likes English lessons.
Man Do you like them, too?
Girl Yes, but I like sports lessons more.
2 Man That boy likes sports lessons. He’s got a tracksuit.
Girl Yes, it’s blue and red. His name’s Lucas.
Man Has he got a football?
Girl No, he’s got trainers and a red and blue tracksuit. He
hasn’t got football boots today.
Man Oh, I see.
© Oxford University Press
3 Girl Can you see Meg?
Man Has she got football boots?
Girl Yes, she has. And she’s got a sports bag.
Man Oh yes.
4 Man Who’s that boy? The one with scissors and a glue
stick.
Girl Oh, that’s Tom. He’s got a picture. It’s a footballer.
Man It’s a good picture.
Girl Yes, it is.
5 Girl Can you see Esme?
Man Has she got shorts and a football shirt?
Girl Yes, she has. And she’s got football boots.
Man I think she likes football.
Girl Yes, she likes it a lot.
6 Man That boy’s thirsty.
Girl Oh, that’s Alex. He’s got a water bottle.
Man He’s got a lunch box, too.
Girl Yes, he has.
ANSWERS
Jasmine, c  Lucas, b  Meg, e   Tom, f  
Esme, d   Alex, g   (Harry is a distractor)
2 Ask and answer about your school things.
• Explain to students that in this part of the exam the
examiner will ask them questions about their own life.
Often, they will need to answer questions about their
things, so it’s good to practise asking and answering
questions about this.
• Read the instruction with the students and make sure that
they understand what they need to do.
• Students do the speaking activity in pairs. Walk around the
class, helping where necessary.
Mixed ability
Support weaker students by practising the speaking
activity as a class before students do the activity in pairs.
Stretch stronger students by asking them to add more
information and more details in their answer, e.g. My pencil
case is blue and green.
Reading and Writing
3 Look and read. Put a tick or cross in the box.
• Read the instruction with the students and make sure that
they understand what they need to do.
• Do the example question together as a class. Point to the
first picture and ask What’s this? Is it a folder? (Yes, it is.) Say
Yes. This is a folder. Indicate the example tick in the box.
Make sure that students understand that they put a tick in
the box if the statement is correct, and they put a cross in
the box if the statement is incorrect.
• Students complete the activity on their own or in pairs.
ANSWERS
1   2   3   4   5   6 
Beehive 2 1
 4 Look at the pictures. Look at the letters. Write the
words.
• Read the instruction with the students and make sure that
they understand what they need to do.
• Do the example question together as a class. Point to the
first picture and ask What’s this? (trainers) Demonstrate
how students need to put the letters in order to make the
words.
• Students complete the activity on their own or in pairs.
ANSWERS
1 shorts  2 trainers  3 sports bag   4 football shirt
Mixed ability
Stick some more flashcards on the board. Ask fast finishers
to create their own anagrams and swap them with
another student to complete.
Unit 2 Pre A1 Starters
Learning objectives
Develop language skills and exam techniques to prepare
students for the Cambridge English: Pre A1 Starters exam
Listening Part 3, Speaking Part 3, Reading and Writing
Parts 1 and 4
Familiarize students with the style of questions for
this exam
Language
Review vocabulary: cereal, chips, rice, chicken, meatballs,
biscuits, yoghurt, sandwiches
Review grammar: I have … for breakfast. Do you have …
for breakfast? Yes, I do. / No, I don’t. Do you like … ? Yes, I do.
/ No, I don’t.
Starting the lesson (optional)
• Play What’s missing? (see Ideas bank in the Teacher’s Guide)
to review the food vocabulary.
Listening and Speaking
1 Listen and tick the box.  002
• Read the instruction with the students and make sure that
they understand what they need to do.
• Do the first question together with the class as an
example. Point to the first picture and ask What’s this?
Is it sandwiches? (No, it isn’t.) Establish what each of the
pictures shows.
• Play the first section of the audio. Ask the question Which
is Jack’s favourite meal? Establish that the answer is c. Make
sure that students understand that they put a tick in the
box which shows the correct picture.
• Ask students to read through the questions and look at
the pictures before they listen so that they know what
information they need to focus on.
• Play the audio once through for students to listen and tick
the correct box.
• Play the audio again for students to check their answers.
Then check answers as a class.
© Oxford University Press
Audio transcript
1 Which is Jack’s favourite meal?
Mum It’s time for dinner, Jack.
Jack Can I have meatballs and rice? That’s my favourite!
Mum Not tonight. There’s chicken for dinner.
Jack Can I have chips with it?
Mum Yes, you can.
2 Which vegetable does Sophie not like?
Dad What do you want for lunch, Sophie?
Sophie Can I have chicken and rice?
Dad Yes, you can. There are vegetables, too. Do you want
peas with it?
Sophie Peas? Yeuch! I don’t like them. Can I have beans,
please?
Dad Sure
3 What does Will have for breakfast?
Woman What do you have for breakfast, Will?
Will I have cereal.
Woman Do you have bread and cheese?
Will Not for breakfast. But my sister has bread and eggs.
4 Which yoghurt is Ellie’s favourite?
Man Would you like a yoghurt, Ellie?
Ellie Yes, please. Can I have mango yoghurt? It’s my
favourite.
Man Sorry, we haven’t got any mango. Would you like
strawberry yoghurt?
Ellie OK.
5 Which breakfast is Yusuf’s favourite?
Woman What’s your favourite breakfast, Yusuf?
Yusuf Hmm, that’s difficult. I like yoghurt.
Woman Yes, yoghurt is nice.
Yusuf Yes, I like it with fruit. But it isn’t my favourite. My
favourite is cereal with milk.
6 What does Layla have for lunch?
Man What do you have for lunch, Layla?
Layla Hmm, well when I’m at school, I have sandwiches
and fruit.
Man What do you have when you’re at home? Do you like
rice, or meatballs?
Layla Erm, no. I have sandwiches and fruit at home, too!
ANSWERS
1 b  2 b  3 c  4 a  5 c  6 c
2 Look at the pictures in 1. Point. Then ask and
answer.
• Read the instruction with the students and make sure that
they understand what they need to do.
• Read the example answer with the class. Then
demonstrate the activity. Point to one of the pictures and
ask What’s this? Then ask a follow up question, e.g. Do you
eat (cereal) for (breakfast)?
• Students work in pairs to complete the speaking activity.
Walk around the class, helping where necessary.
Mixed ability
Support weaker students by practising the speaking
activity as a class before students do the activity in pairs.
Stretch stronger students by asking them to give more
detail in their answers.
Beehive 2 2
 Reading and Writing Starting the lesson (optional)
• Play Can you remember? (see Ideas bank in the Teacher’s
3 Look and read. Put a tick or cross in the box. Guide) to review the wild animals vocabulary.
• Read the instruction with the students and make sure that
they understand what they need to do. Ask a stronger Listening and Speaking
student to explain the task in their own words.
• Do the first question together with the class as an 1 Listen and write a name or a number.  003
example. Point to the first picture and ask What’s this? • Read the instruction with the students and make sure that
Is it juice? (No, it isn’t.) Say No. This isn’t juice. This is yogurt. they understand what they need to do. Ask a stronger
Indicate that students need to put a cross in the box. student to explain the task in their own words.
Make sure that students understand that they put a tick in • Focus students’ attention on the picture and ask What can
the box if the statement is correct, and they put a cross in you see in the picture? (a class project about wild animals)
the box if the statement is incorrect.
• Ask students to read through the questions before they
• Students complete the activity on their own or in pairs. listen so that they know what information they need to
ANSWERS focus on.
1   2   3   4   5   6  • Play the audio once through for students to listen and
write the missing words.
4 Read this. Choose a word from the box. Write the
• Play the audio again for students to check their answers.
correct word next to numbers 1–5. Then check answers as a class.
• Read the instruction with the students and make sure that
they understand what they need to do. Mixed ability
• Ask students to read the text all the way through first, for With weaker students, pause after each section of the
general understanding. audio and answer the question together as a class.
• Focus students’ attention on the pictures and ask What’s
this? Make sure that students understand the picture Audio transcript
shows the meaning of each word. 1 Mum Have you got homework today, Hassan?
• Answer the first question with the class as an example. Hassan Yes, I’ve got a new book to read. It’s for our class
Demonstrate that students need to choose one of the project.
words from the box which will complete the sentence. Mum Is it about animals?
Make sure that students are aware that they don’t need to Hassan Yes, it is.
use all of the words in the box. 2 Mum How many animals is your project about?
• Students complete the reading and writing activity Hassan It’s about fourteen animals.
by choosing the correct answers and writing them in Mum That’s a lot of animals!
the text. Hassan I know!
3 Mum Are there any dolphins in the book? They’re your
ANSWERS
favourite animal.
1 kitchen  2 peppers  3 lemonade  
Hassan Yes, they are. But Lily wants to write about
4 chicken  5 strawberries
dolphins.
Mixed ability Mum Which animal do you want to write about?
Hassan I want to write about penguins. How do you spell it?
Students can work in pairs to complete the activity. It
Mum It’s P-E-N-G-U-I-N-S.
is sometimes useful to partner weaker and stronger
4 Mum Where do they live?
students to work together.
Hassan They live in water.
Mum Yes, they do. And they live on land, too.
Hassan How do you spell water?
Unit 3 Pre A1 Starters Mum It’s W-A-T-E-R.
5 Hassan Look at this picture! It’s of lots of penguins and
Learning objectives their babies.
Develop language skills and exam techniques to prepare Mum Oh yes! There are eleven penguins and five baby
students for the Cambridge English: Pre A1 Starters exam penguins.
Listening Part 2, Speaking Part 2, Reading and Writing Hassan Yes, that’s sixteen penguins!
Part 4 6 Mum You can learn a lot about penguins in this video.
Familiarize students with the style of questions for There’s a man on the video, too. He’s called George Davis.
this exam That’s D-A-V-I-S.
Hassan Cool. Can we watch the video after dinner?
Language Mum Yes, that’s a good idea!
Review vocabulary: giraffe, zebra, elephant, monkey, 7 Hassan Can I go to Ryan’s house? I want to work with him
hippo, dolphin, tiger, penguin on our project.
Review grammar: Present simple (affirmative, negative Mum Yes, I can take you to his house after school.
and question form) Hassan Cool.
Mum Where does he live?
Hassan He lives at 45 Pineapple Street.
Mum OK, no problem!
© Oxford University Press Beehive 2 3
 ANSWERS
1 animals  2 14  3 penguins  4 water  5 16  
6 Davis  7 45
2 Look at the picture. Tell your partner about the
animals.
• Focus students’ attention on the picture and ask them
questions about what they can see, e.g. Where is it? What
animals can you see?
• Read the instruction with the students and make sure that
they understand what they need to do. Then read the
model questions and answers with the class.
• Students do the speaking activity in pairs. Walk around the
class, helping where necessary.
Mixed ability
Support weaker students by practising the speaking
activity as a class before students do the activity in pairs.
Stretch stronger students by asking them to add more
detail to their answers.
Reading and Writing
3 Read this. Choose a word from the box. Write the
correct word next to numbers 1–5.
• Read the instruction with the students and make sure that
they understand what they need to do. Ask a stronger
student to explain the task in their own words.
• Ask students to look at the pictures and read the text all
the way through first, to prepare for the task. Make sure
that students remember that they don’t need to use all of
the words in the box.
• Students complete the reading and writing activity
by choosing the correct answers and writing them in
the text.
ANSWERS
1 legs  2 brown  3 leaves  4 run  5 sleep
Mixed ability
With weaker students, answer the first question together
with the class as an example. Demonstrate that students
need to choose one of the words from the box which will
complete the sentence. Make sure that students are aware
that they don’t need to use all of the words in the box.
4 Draw an animal and write about it.
• Read the instruction with the students and make sure that
they understand what they need to do.
• Students complete the reading and writing activity by
drawing an animal and completing the sentences.
ANSWERS
Students’ own answers
Mixed ability
Stronger students can write their own sentences about
the animal. As this activity isn’t direct practice for the
Cambridge exam, you can skip it with weaker students, or
if you are short of time.
© Oxford University Press
Unit 4 Pre A1 Starters
Learning objective
Develop language skills and exam techniques to prepare
students for the Cambridge English: Pre A1 Starters exam
Listening Part 1, Speaking Part 1, Reading and Writing
Parts 1 and 3
Familiarize students with the style of questions for
this exam
Language
Review vocabulary: video game, guitar, bracelet, poster,
helicopter, watch, trophy, puppet
Review grammar: Whose … is it? It’s mine / yours / his
/ hers / ours / yours / theirs.; What are you wearing? I’m
wearing a … . I’m wearing … .
Starting the lesson (optional)
• Play Odd one out (see Ideas bank in the Teacher’s Guide) to
review the possessions vocabulary.
Listening and Speaking
1 Listen and draw lines.  004
• Read the instruction with the students and make sure that
they understand what they need to do.
• Focus their attention on the picture and ask them
questions to encourage them to think about what they
can see, e.g. Where are the children? What has girl d got?
• Play the first section of the audio and demonstrate the
activity with the class. Ask Which boy is Carl? (boy b)
Remind them that there is one name which they do not
need to match.
• Play the audio once through for students to listen and
match the names with the people in the picture.
• Play the audio again for students to check their answers.
Then check answers as a class.
Audio transcript
1 Girl Look at my photo of my friends, Grandpa! We’re all
wearing different clothes.
Man Is that boy Carl?
Girl Which one? The boy with the hoodie and shorts?
Man Yes! And he’s got trainers.
Girl Yes, that’s Carl. He likes playing video games.
2 Man Is the girl with the coat in your class?
Girl No, she isn’t. That’s my best friend. Her name is Bella.
Man She’s got a helicopter.
Girl Yes, she has. She likes it.
3 Girl Can you see Danny?
Man Has he got boots?
Girl Yes, he has. He’s got a coat, too.
Man He’s got a cool poster.
4 Girl Look at my little sister Hannah! She goes to bed early,
so she’s in her pyjamas.
Man Oh yes! But why has she got boots?
Girl She wants to play in the rain, but Mum says she can’t.
Man I see. She likes her teddy.
Girl Yes, she does.
Beehive 2 4
 5 Man Does that boy like football?
Girl Which boy? Has he got shorts and a football shirt?
Man No, I mean the boy in a hoodie, jeans and football
boots.
Girl Oh, that’s Aiden. No, he doesn’t like football. He likes
playing the guitar. He’s very good at it.
6 Man That girl has got a hoodie, too.
Girl Yes, that’s Alice. She’s got a nice watch.
Man Yes, I think she likes her watch.
Girl Yes, she does!
ANSWERS
Carl, b  Bella, e  Danny, c  Hannah, d  Aiden, a  Alice, f
(Syed is a distractor.)
2 Look at 1. Ask and answer.
• Read the instruction with the students and make sure that
they understand what they need to do.
• Students do the speaking activity in pairs. Walk around the
class, helping where necessary.
Mixed ability
Support weaker students by practising the speaking
activity as a class before students do the activity in pairs.
Stretch stronger students by asking them to add more
information and more details in their answer.
Reading and Writing
3 Look at the pictures. Look at the letters. Write the
words.
• Read the instruction with the students and make sure that
they understand what they need to do.
• Do the example question together as a class. Point to the
first picture and ask What’s this? (a puppet) Demonstrate
how students need to put the letters in order to make the
words.
• Students complete the activity on their own or in pairs.
ANSWERS
1 puppet  2 watch  3 guitar  
4 trophy  5 hoodie  6 sandals
4 Look and read. Put a tick or cross in the box.
• Read the instruction with the students and make sure
that they understand what they need to do. Ask a stronger
student to explain the task in their own words.
• Do the first question together as a class. Point to the first
picture and ask What are these? Are they jeans? (No, they
aren’t.) Say No. These aren’t jeans. These are boots. Indicate
that students need to put a cross in the box. Make sure
that students understand that they put a tick in the box if
the statement is correct, and they put a cross in the box if
the statement is incorrect.
• Students complete the activity on their own or in pairs.
ANSWERS
1   2   3   4   5   6 
Mixed ability
Ask fast finishers to write sentences describing the items
in exercise 1, e.g. This is a puppet.
© Oxford University Press
Unit 5 Pre A1 Starters
Learning objectives
Develop language skills and exam techniques to prepare
students for the Cambridge English: Pre A1 Starters
exam Listening Part 3, Speaking Part 2, and Reading and
Writing Part 5
Familiarize students with the style of questions for
this exam
Language
Review vocabulary: hospital, hotel, supermarket, school,
police station, bus stop, park, toy shop
Review grammar: Is there a … in your street? Yes, there is. /
No, there isn’t.; Are there any … in your town? Yes, there are.
/ No, there aren’t. Where’s the … ? It’s in front of / next to /
behind / between the … .
Starting the lesson (optional)
• Play Draw and guess (see Ideas bank in the Teacher’s Guide)
to review the places in town vocabulary.
Listening and Speaking
1 Listen and tick the box.  005
• Read the instruction with the students and make sure that
they understand what they need to do.
• Do the first question together with the class as an
example. Point to each of the three pictures and ask What
can you see in this picture? Establish what each of the
pictures shows.
• Play the first section of the audio. Ask the question Which
is Danny’s picture? Establish that the answer is b. Make sure
that students understand that they put a tick in the box
which shows the correct picture.
• Ask students to read through the questions and look at
the pictures before they listen so that they know what
information they need to focus on.
• Play the audio once through for students to listen and tick
the correct box.
• Play the audio again for students to check their answers.
Then check answers as a class.
Audio transcript
1 Which is Danny’s picture?
Danny Look at my picture of our town, Grandma!
Grandma That’s a nice picture. Are there any lorries?
Danny Yes, there are. And there’s a train, too!
Grandma Oh yes! And there are some cars and a bike.
2 Which is Amy’s picture?
Amy We have to draw a picture of a place in our town, Dad.
Dad OK. Is there a toy shop in your drawing?
Amy No, there isn’t. There’s a park. People can go there by
bus.
Dad It looks like a lovely park.
3 Where does Harry want to go?
Harry Can we visit my friend, Joe? He’s in hospital.
Mum Oh dear. Of course we can go and see him.
Harry Can I take him some sweets? And I can give him this
new book. It’s about a funny robot.
Mum That’s a good idea. I can buy some flowers for Joe’s
mum, too.
Beehive 2 5
 4 Where is the motorbike?
Girl 2 Can you see where the motorbike is in this picture,
Dad?
Dad Is it in front of the van?
Girl 2 No, it isn’t. It’s behind the van.
Dad Oh, yes. It’s a good picture.
ANSWERS
1 b  2 c  3 a  4 c
Mixed ability
To support weaker students, pause the audio after each
section so that students have more time to think about
all of the options carefully. Play the section again, if
necessary.
2 Look at the picture. Ask and answer.
• Read the instruction. Model the example question
and answer with a student. Make sure that students
understand that they use the words in the box to make
their questions.
• Students do the speaking activity in pairs.
Mixed ability
Support weaker students by practising the speaking
activity as a class before students do the activity in pairs.
Reading and Writing
3 Look at the pictures and read the questions.
Write one-word answers.
• Read the instruction with the students and make sure that
they understand what they need to do. Ask a stronger
student to explain the task in their own words.
• Focus students’ attention on the pictures and ask
questions, e.g. Where’s the boy? What’s he doing?
• Answer the first question with the class as an example.
Demonstrate that students need to write one word to
complete each answer. Make sure that students are aware
that they need to look at the pictures to find out the
answers to the questions.
• Students complete the reading and writing activity by
answering the questions.
ANSWERS
1 kitchen  2 bag  3 T-shirt  4 bike   Boy Oh, that’s Daisy.
5 cars  ​6 school  7 bus
Mixed ability
Fast finishers can write more sentences about the pictures.
© Oxford University Press
Unit 6 Pre A1 Starters
Learning objectives
Develop language skills and exam techniques to prepare
students for the Cambridge English: Pre A1 Starters exam
Listening Part 1, Speaking Part 2, Reading and Writing
Part 2
Familiarize students with the style of questions for
this exam
Language
Review vocabulary: play badminton, play ice hockey,
play table tennis, play frisbee, play tag, play hide and seek,
play chess
Review grammar: What’s he / she doing? He’s / She’s
playing … .; What are they doing? They’re playing … .; Is he
/ she …ing … ? Yes, he / she is. / No, he / she isn’t.
Starting the lesson (optional)
• Play Word cloud (see Ideas bank in the Teacher’s Guide) to
review the sports and games vocabulary.
Listening and Speaking
1 Listen and draw lines.  006
• Read the instruction with the students and make sure that
they understand what they need to do.
• Focus their attention on the picture and ask them
questions to encourage them to think about what they
can see, e.g. Where are the children? What has boy g got?
• Play the first section of the audio and look at the example
answer together as a class.
• Play the audio once through for students to listen and
match the names with the people in the picture. Make
sure that they understand that there is one name which
they do not need to match.
• Play the audio again for students to check their answers.
Then check answers as a class.
Audio transcript
1 Boy Look at my picture of my class, Aunt Ella. We’re having
fun!
Aunt Oh, yes! You’re playing badminton. Who’s that with
you?
Aunt She’s very good at badminton.
Boy Yes, she is.
2 Boy Can you see Chen?
Aunt Is he playing table tennis?
Boy No, he isn’t. He’s playing tag with his friends.
Aunt I can see him now. He’s running very fast!
Boy Yes, he wants to catch one of the other children!
3 Aunt So who’s that playing table tennis?
Boy The boy or the girl?
Aunt The boy. He’s very good at it.
Boy That’s Karim. He loves playing table tennis.
4 Boy Can you see Jane? She’s playing chess.
Aunt Is she the girl with black hair?
Boy Yes, she is. She’s very good at chess.
Aunt Yes. The boy doesn’t look happy.
Beehive 2 6
 5 Boy Can you see Toby? He’s playing Frisbee.
Aunt Oh yes, he’s jumping to catch it!
Boy Yes, he loves playing Frisbee. He doesn’t want to fly a
kite with the other children.
Aunt I see.
6 Aunt Who is Toby playing with?
Boy Oh, that’s his friend Anna!
Aunt She loves playing Frisbee, too!
Boy Yes, she does!
ANSWERS
Daisy, a  Chen, b  Karim, d  Jane, c  Toby, g  Anna, f   Language
(Charlie is a distractor)
2 Look at 1. Point. Then ask and answer.
• Read the instruction and the model question and answer
with the class. Make sure that they understand what they
need to do.
• Students work in pairs to complete the speaking activity.
Walk around the class as they are speaking, helping where
necessary.
Mixed ability
Support weaker students by practising the speaking
activity as a class before students do the activity in pairs.
Stretch stronger students by asking them to give a bit
more detail in their answers.
Reading and Writing
3 Look and read. Write yes or no.
• Read the instruction with the students and make sure that
they understand what they need to do. Ask a stronger
student to explain the task in their own words.
• Focus students’ attention on the picture and ask
questions, e.g. Where are the children? What are they doing?
• Answer the first question with the class as an example.
Demonstrate that students need to read the sentences
and write yes for the sentences which are true and no for
the sentences which are not true.
• Students complete the reading and writing activity.
ANSWERS
1 yes  2 no  3 yes  4 no  5 yes  6 yes  7 no
Mixed ability
Weaker students can work in pairs to complete the
activity.
Fast finishers can write more true or false sentences about
the picture and swap with a partner.
© Oxford University Press
Unit 7 Pre A1 Starters
Learning objectives
Develop language skills and exam techniques to prepare
students for the Cambridge English: Pre A1 Starters exam
Listening Part 2, Speaking Part 4, and Reading and
Writing Parts 1 and 4
Familiarize students with the style of questions for
this exam
Review vocabulary: have a shower, go to bed, get up,
brush my teeth, get dressed, do my homework, brush my
hair, go to school
Review grammar: What do you do in the morning /
afternoon / evening? I … .; I … on Monday. I don’t … on
Saturday.; When does he / she get up? He / She gets up
at … . He / She doesn’t get up at … .
Starting the lesson (optional)
• Play Fast talk (see Ideas bank in the Teacher’s Guide) to
review the daily routines vocabulary.
Listening and Speaking
1 Listen and write a name or a number.  007
• Read the instruction with the students and make sure that
they understand what they need to do. Ask a stronger
student to explain the task in their own words.
• Focus students’ attention on the picture and ask What can
you see in the picture? (a police officer)
• Ask students to read through the questions before they
listen so that they know what information they need to
focus on.
• Play the audio once through for students to listen and
write the missing words and numbers.
• Play the audio again for students to check their answers.
Then check answers as a class.
Audio transcript
1 Daisy Look at this picture of my mum.
Man What does she do, Daisy?
Daisy She’s a police officer.
Man Is she? My uncle’s a police officer, too.
2 Man What’s her routine?
Daisy She works in the day, and she sometimes works at
night.
3 Man What time does she get up?
Daisy She gets up at six forty-five.
4 Man Where does she work?
Daisy She works at the police station.
Man Is that on Sun Road? That’s S-U-N.
Daisy Yes, it is.
5 Man What does she do in the evening?
Daisy She makes dinner and helps me with my
homework.
6 Man What time does your mum go to bed?
Daisy She goes to bed at eleven thirty.
Beehive 2 7
 ANSWERS
1 police officer   2 night  3 6.45  4 Sun  ​5 homework  ​
6 11.30
Mixed ability
With weaker students, pause after each section of the
audio and answer the question together as a class.
2 Ask and answer about your day.
• Explain to students that in this part of the exam the
examiner will ask them questions about their own life.
Often, they will need to answer questions about their
daily routine, so it’s a good idea to practise asking and
answering questions about this topic.
• Read the instruction and the model question and answer
with the class. Make sure that they understand what they
need to do. Explain that they can use the words in the box
to make their questions.
• Students do the speaking activity in pairs. Walk around the
class, helping where necessary.
Mixed ability
Support weaker students by practising the speaking
activity as a class before students do the activity in pairs.
Stretch stronger students by asking them to think of more
questions.
Reading and Writing
3 Look and read. Put a tick or cross in the box.
• Read the instruction with the students and make sure that
they understand what they need to do. Ask a stronger
student to explain the task in their own words.
• Do the first question together with the class as an
example. Point to the first picture and ask What’s this? Is it
a farmer? (Yes, it is.) Say Yes. This is a farmer. Indicate that
students need to put a tick in the box. Make sure that
students understand that they put a tick in the box if the
statement is correct, and they put a cross in the box if the
statement is incorrect.
• Students complete the activity on their own or in pairs.
ANSWERS
1   2   3   4 
4 Read this. Choose a word from the box. Write the
correct word next to numbers 1–5.
• Read the instruction with the students and make sure that
they understand what they need to do. Ask a stronger
student to explain the task in their own words.
• Ask students to look at the pictures and read the text all
the way through first, to prepare for the task. Make sure
that students remember that they don’t need to use all of
the words in the box.
• Students complete the reading and writing activity
by choosing the correct answers and writing them in
the text.
ANSWERS
1 dentist  2 shower  3 breakfast  4 taxi driver   5 bed
© Oxford University Press
Mixed ability
With weaker students, answer the first question together
with the class as an example. Demonstrate that students
need to choose one of the words from the box which will
complete the sentence. Make sure that students are aware
that they don’t need to use all of the words in the box.
Unit 8 Pre A1 Starters
Learning objectives
Develop language skills and exam techniques to prepare
students for the Cambridge English: Pre A1 Starters exam
Listening Part 1, Speaking Part 2, Reading and Writing
Part 5
Familiarize students with the style of questions for
this exam
Language
Review vocabulary: ride a bike, hop, rollerblade,
skateboard, throw, kick, bounce, skip
Review grammar: I like / don’t like … . Do you like … ? Yes,
I do. / No, I don’t.; He / She likes / doesn’t like … . Does he
/ she like … ? Yes, he / she does. / No, he / she doesn’t.; I’m
good at …ing … . Are you good at …ing … ? Yes, I am. /
No, I’m not.
Starting the lesson (optional)
• Play What’s missing? (see Ideas bank in the Teacher’s guide)
to review the skills vocabulary.
Listening and Speaking
1 Listen and draw lines.  008
• Read the instruction with the students and make sure that
they understand what they need to do.
• Focus their attention on the picture and ask them
questions to encourage them to think about what they
can see, e.g. Where are the children? What can child f do?
• Play the first section of the audio and demonstrate the
activity with the class. Make sure that students understand
that they must match the description in the listening
with one of the names and draw a line. Remind them that
there is one name which they do not need to match.
• Play the audio once through for students to listen and
match the names with the people in the picture.
• Play the audio again for students to check their answers.
Then check answers as a class.
Audio transcript
1 Boy Look at this picture of my friends.
Woman Who’s the girl with shorts?
Boy Oh, the girl kicking a ball? That’s Gina.
Woman Does she like playing football?
Boy Yes, she does. She loves it!
2 Boy Can you see my little brother Marcus?
Woman Is he riding a bike?
Boy Yes, he is. He’s got a new bike!
Woman Oh, yes! He’s having fun!
Beehive 2 8
 3 Woman Who’s the girl in the dress?
Boy That’s Lisa. She likes rollerblading.
Woman She’s very good at it.
Boy Yes, she is. She can go fast.
4 Woman Who is the boy with curly brown hair?
Boy That’s Hasami. He’s good at juggling balls.
Woman Yes, he is. But his friend can’t juggle very well!
Boy No, she can’t!
5 Woman Who’s the girl with long hair? She’s on a
skateboard.
Boy Oh, that’s Kerry. She’s very good at skateboarding.
Woman Fantastic!
6 Woman That boy is good at painting.
Boy Oh! The boy with trousers and a black T-shirt?
Woman Yes! What’s his name?
Boy That’s Jake. Yes, he loves painting!
ANSWERS
Gina, a  Marcus, c  Lisa, b  Hasami, d  
Kerry, g   Jake, f   (Holly is a distractor)
2 Look at 1. Point. Then ask and answer.
• Explain that in this part of the exam students will have to
answer questions about a picture.
• Read the instruction with the students. Model the
example question and answer on the worksheet with a
student.
• Make sure that they understand what they need to do.
• Students do the speaking activity in pairs. Walk around the
class, helping where necessary.
Mixed ability
Support weaker students by practising the speaking
activity as a class before students do the activity in pairs.
Stretch stronger students by giving more detail in their
answers.
Reading and Writing
3 Look at the pictures and read the questions.
Write one-word answers.
• Read the instruction with the students and make sure that
they understand what they need to do. Ask a stronger
student to explain the task in their own words.
• Focus students’ attention on the pictures and ask
questions, e.g. Where are the children? What are they doing?
• Answer the first question with the class as an example.
Demonstrate that students need to write one word to
complete each sentence. Make sure that students are
aware that they need to look at the pictures to find out
the answers.
• Students complete the reading and writing activity by
completing the sentences.
ANSWERS
1 playground  ​2 two  ​3 boy  ​4 garden  ​5 kite  ​
6 tree  ​7 drinks
Mixed ability
Weaker students can work in pairs to complete the
activity.
© Oxford University Press
Unit 9 Pre A1 Starters
Learning objectives
Develop language skills and exam techniques to prepare
students for the Cambridge English: Pre A1 Starters exam
Listening Part 3, Speaking Part 3, Reading and Writing
Parts 1 and 3
Familiarize students with the style of questions for
this exam
Language
Review vocabulary: curtains, painting, vase, shelf,
armchair, rug, coffee table, fireplace
Review grammar: There’s a … on the … . There are three /
some … on the … .; There isn’t a … on the … . There aren’t
any … on the … .; The … is longer / shorter than the … .
Starting the lesson (optional)
• Play Missing letters (see Ideas bank in the Teacher’s Guide)
to review the living room furniture vocabulary.
Listening and Speaking
1 Listen and tick the box.  009
• Read the instruction with the students and make sure that
they understand what they need to do.
• Do the first question together with the class as an
example. Point to the first picture and ask What’s this? Is it
cushions? (No, it isn’t.) Establish what each of the pictures
shows.
• Play the first section of the audio. Ask the question What’s
Danny got in his bedroom? Establish that the answer is c.
Make sure that students understand that they put a tick in
the box which shows the correct picture.
• Ask students to read through the questions and look at
the pictures before they listen so that they know what
information they need to focus on.
• Play the audio once through for students to listen and tick
the correct box.
• Play the audio again for students to check their answers.
Then check answers as a class.
Audio transcript
1 What’s Danny got in his bedroom?
Woman What have you got in your bedroom, Danny?
Danny There’s a rug on the floor and I have my books and
toys on the shelf. And I’ve got two cushions.
Woman Where are the cushions?
Danny They’re on my bed.
2 Where are the cushions?
Mum Tom, where are the new cushions? They aren’t on
the sofa.
Tom No, they’re not there. Are they on the floor?
Mum No, they aren’t. Oh, look! They’re on the armchair.
Tom Oh, good!
3 What is the painting of?
Mum Do you like this painting, Tom?
Tom Hmm, it’s OK. Is there a lake in it?
Mum No, there’s a beach.
Tom Oh, yes. There’s a boat on the sea.
Beehive 2 9
 4 Where is the plant? is correct, and they put a cross in the box if the statement
Tom Where’s Grandma’s new plant? is incorrect.
Mum Is it on the coffee table? • Students complete the activity on their own or in pairs.
Tom No. And it isn’t on the fireplace.
ANSWERS
Mum Oh, look! It’s on this shelf.
1   ​2   ​3   ​4   ​5   ​6 
Tom Oh, good. You can give it to Grandma after school.
5 Where are the plates? Mixed ability
Tom Is it time for dinner, Mum?
Weaker students can work in pairs. Fast finishers can write
Mum Yes, it is. Can you put the knives and forks next to the
sentences about the pictures in exercise 3, e.g. This is a
plates?
plate.
Tom Where are the plates?
Mum They’re on the table, look!
Tom Oh, yes!
6 Where’s the picture? Unit 10 Pre A1 Starters
Mum We’ve got a new picture in the living room. It’s
beautiful.
Learning objectives
Tom Can I see it? Where is it? Is it next to the window? Develop language skills and exam techniques to prepare
Mum No, It’s next to the fireplace. students for the Cambridge English: Pre A1 Starters exam
Listening Part 2, Speaking Part 3, Reading and Writing
ANSWERS Part 5
1 a  ​2 c  ​3 a  ​4 c  ​5 b  ​6 c
Familiarize students with the style of questions for
2 Look at the pictures in 1. Point. Then ask and this exam
answer.
• Explain that in this part of the exam students will have to Language
answer questions about a picture. Review vocabulary: wildlife park, swimming pool,
adventure playground, castle, skate park, funfair, café,
• Read the instruction with the students. Model the
bowling alley
example question and answer on the worksheet with a
student. Review grammar: I was at the … on … .; Where were you
yesterday? I was at the … .; What was the weather like? It
• Make sure that they understand what they need to do.
was … .
• Students do the speaking activity in pairs. Walk around the
class, helping where necessary.
Starting the lesson (optional)
Mixed ability
• Play The chain game (see Ideas bank in the Teacher’s Guide)
Support weaker students by practising the speaking to review the fun places vocabulary.
activity as a class before students do the activity in pairs.
Stretch stronger students by asking them to add more Listening and Speaking
information when they give their answers.
1 Listen and write a name or a number.  010
Reading and Writing • Read the instruction with the students and make sure that
they understand what they need to do. Ask a stronger
3 Look at the pictures. Look at the letters. Write student to explain the task in their own words.
the words. • Focus students’ attention on the picture and ask What can
• Read the instruction with the students and make sure you see in the picture? (a castle and some children) What do
that they understand what they need to do. you think the listening is about?
• Do the example question together as a class. Point to the • Ask students to read through the questions before they
first picture and ask What’s this? (a plate) Demonstrate listen so that they know what information they need to
how students need to put the letters in order to make focus on.
the words. • Play the audio once through for students to listen and
• Students complete the activity on their own or in pairs. write the missing words.
• Play the audio again for students to check their answers.
ANSWERS
Then check answers as a class.
1 plate  ​2 glass  ​3 jug  ​4 knife  ​5 fork  ​6 spoon
Mixed ability
4 Look and read. Put a tick or cross in the box.
With weaker students, pause after each section of the
• Read the instruction with the students and make sure that audio and answer the question together as a class.
they understand what they need to do. Ask a stronger
student to explain the task in their own words.
• Do the first question together as a class. Point to the
first picture and ask What’s this? Is it a rug? (No, it isn’t.)
Say No. This isn’t a rug. This is a vase. Indicate that students
need to put a cross in the box. Make sure that students
understand that they put a tick in the box if the statement

© Oxford University Press Beehive 2 10

 Audio transcript
1 Dad How was your school trip, Holly? Were you at the
bowling alley?
Holly No, my friend’s class was there. We were at the
castle.
Dad Was it New Castle?
Holly No, it was Old Castle. O-L-D.
2 Dad Were there any paintings there?
Holly There were lots of paintings of the people in the
castle.
Dad What was your favourite painting?
Holly It was a painting of a family in the castle. It was a big
family.
3 Dad How many paintings were there?
Holly There were lots. They were in the dining room, living
room and in eight bedrooms!
Dad Wow!
Holly There were seventy-six paintings in the castle.
Dad That’s a lot!
4 Dad What day were you at the castle?
Holly We were there on … Tuesday? No, it was
Wednesday. That’s W-E-D-N-E-S-D-A-Y.
Dad That’s right. I was at home that day.
Holly Yes, it was rainy.
5 Dad Was there a shop at the castle?
Holly Yes, there was. I bought a present for you and Mum!
Dad: What is it?
Holly It’s a vase.
ANSWERS
1 Old  ​2 family  ​3 76  ​4 Wednesday  ​5 vase
Reading and Writing
3 Look at the pictures and read the questions.
Write one-word answers.
• Focus students’ attention on the pictures and ask
questions, e.g. Where is the boy? What is he doing?
• Read the instruction with the students and make sure
that they understand what they need to do. Ask a student
to explain the activity in their own words. Make sure that
they understand that they need to look at the pictures to
find the correct answers and that they only need to write
one word for each of their answers.
• Students complete the reading and writing activity.
ANSWERS
1 bedroom  2 floor  3 rollerblading  4 cupboard  ​
5 Dad  ​6 skate park   ​7 rollerblading
Mixed ability
With weaker students, write the missing words on the
board in a random order. Students can choose the correct
word for each answer.
Fast finishers can write more questions about the pictures
and ask a partner.

2 Look at the pictures. Point. Then ask and answer.

• Explain that in this part of the exam students will have to
answer questions about some pictures.
• Ask students What can you see in the pictures? (some fun
places)
• Read the instruction with the class. Then read the example
question and answer on the worksheet with a student.
Make sure that they understand what they need to do.
• Students do the speaking activity in pairs. Walk around the
class, helping where necessary.

© Oxford University Press Beehive 2 11