V5.

0 | May 2024

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Contents
Page

Introduction to the Guide 3

Who is it for? 3

What is in the guide? 3

1. Introduction to Pearson English International Certificate 4

Overview 4

Key features 5
Test delivery 5
Test results 6

Test structure 7

2. Test Preparation Resources 8

3. Overview of Scoring 9

4. Overview of Test Format 10

5. Description of Task Types 11

Written Test

Task One Listening: 3-option picture-based multiple choice 11

Task Two Listening and Writing: Answer question 13
Task Three Reading and Writing: Dialogue completion 14

Task Four Reading: Match utterance to picture 15

Task Five Reading and Writing: Gap fill 16

Task Six Writing: Write narrative 17

Spoken Test

Task Seven Speaking: Question and answer (board game) 19

Task Eight Speaking: Short talk 21

Contact us

Appendix A: Language Content

Appendix B: Vocabulary List

In addition to the skills required at Firstwords, Springboard and Quickmarch,
test takers demonstrate that they can:

• describe sensations

• give instructions and explanations

• describe purpose

• give opinions and express preferences

• deal with hypothetical situations

Introduction to the Guide

Who is it for?
The Pearson English International Certificate - Young Learners guide is designed for anyone who
is preparing students for the test or wants to learn more about it.

What is in the guide?

This guide contains five key parts:

• The first part, an Introduction to Pearson English International Certificate - Young Learners, includes an
overview of the test, targeted test takers and the skills tested. Key features of the test, such as realistic
situations, fun and motivating tasks, and integration of skills, are outlined. Information about test delivery
and test results is also given.

• The second part provides an outline of the preparation resources that will be made available to
instructors and test takers.

• The third part includes general information about scoring within the test.

• In the fourth part, an overview of the formats of the spoken and written tests is provided.

• The final part of the guide gives a detailed explanation of each task within the written and spoken parts
at Breakthrough Level. This includes a description of each task type, the skills assessed, what test takers
have to do, the objectives and timings. In addition, details about scoring and the marking criteria are
presented.
1. Introduction to Pearson English International Certificate –
Young Learners

Overview
What is Pearson English International Certificate - Young Learners?

Pearson English International Certificate - Young Learners (PTE Young Learners) is an assessment solution at four different levels
of English language proficiency: Firstwords (Level 1), Springboard (Level 2), Quickmarch (Level 3) and Breakthrough (Level 4).
These tests are designed to be interesting and enjoyable for children. They also aim to make their first experiences of learning
English very memorable and motivating.

The tests are provided by Pearson Edexcel, the largest UK awarding body for academic and vocational qualifications. Pearson
Edexcel is the official awarding body for Pearson English International Certificate - Young Learners.

The primary goal of the tests is to assess a young learner’s ability to use English language communicatively. There is an emphasis
on real-life scenarios rather than on knowledge of specific language items and vocabulary.

Although the test is presented using British English, any standard variation of English will be accepted. Knowledge of the English
alphabet is assumed at all levels.

Who takes Pearson English International Certificate - Young Learners?

International Certificate - Young Learners tests are for children aged between six and 13, who are speakers of other languages.

What skills are tested?

International Certificate - Young Learners assesses the four skills: listening, reading, speaking and writing. It consists of two parts: a
written test which assesses listening, reading and writing, and a spoken test. The spoken part of the test and the written part are
taken separately. Because of the communicative nature of International Certificate - Young Learners, the tests can be shorter
without compromising the reliability of the results.
Key features
Realistic contexts

Children are tested on their ability to use structures and functions in realistic contexts. At higher levels, they are also assessed on
their ability to use language to carry out specific communicative tasks. The emphasis is on real-life situations that learners will
encounter, not on how well they remember vocabulary and structures. For this reason, International Certificate - Young
Learners uses real-life scenarios rather than grammatical exercises. This means that it is a measure of real, practical English.

Familiar content

Throughout the four test levels, test takers experience some of the everyday activities, adventures and mishaps of the Browns,
a British family. They become familiar with the characters and events, which makes the testing experience both very
comfortable and highly engaging.

As the tests are scenario-based, topics and language are repeated. This reinforcement of content and language gives test
takers the confidence they need to perform well.

The topics in International Certificate - Young Learners are international, age-appropriate and of interest to children, for example,
topics like families, pets, school and people’s appearance are included.

Fun activities

The format of the test is enjoyable. The spoken part consists of a group board game played with other test takers. Another task
allows candidates to give short talks and communicate with each other. Many of the tasks in the written part are based around
colorful, amusing visuals.

Integrated skills

International Certificate - Young Learners integrates the four skills. This is important because when communicating in English,
students are often required to combine several language skills to perform a task.

Test delivery
Test sessions are scheduled 6 times a year.

International Certificate - Young Learners consists of a written paper-based test and a spoken test (with an examiner and a group
of five test takers), which are delivered through a number of registered centers in over 40 territories globally.

Test centers delivering International Certificate - Young Learners are typically schools and language schools. Each prospective
center is required to provide evidence that the tests will be conducted according to the regulations as part of registering to
become a test center. In some territories there are locally based agents or representatives.
Information about test session dates, test center locations, registering to take International Certificate -

Young Learners or registering to become a test center is available at

https://qualifications.pearson.com/en/qualifications/international
-certificate/young-learners.html

Test results
Using an online marking system (e-Pen) and a web-based test center service system, Pearson provides fast and helpful feedback
on individual performance of students in the tests.

The tests are prepared and marked by teams of professionals and successful test takers receive a certificate of attainment from the
largest examining body in the UK, Pearson Edexcel.

Detailed feedback is provided in the form of a candidate performance report, which includes a breakdown of the scores for
listening, speaking, reading and writing. These are sent to the test centers who distribute them accordingly. The grades
awarded for the test are Distinction, Merit or Pass. Every candidate, regardless of the level of performance, will receive a
certificate.
Test structure
The written test at this level lasts for 1 hour and 15 minutes. There are six tasks which test listening, reading and writing.

1 hour, 15 minutes

Task
Skills
numbers

One Listening

Two Listening and writing

Three Reading and writing

Four Reading

Five Reading and writing

Six Writing

The spoken test at this level lasts for 20 minutes and there are two tasks.

20 minutes

Task
Skills
numbers

Seven Speaking

Eight Speaking
2. Test Preparation Resources

Past papers
A number of official past papers with audio, transcripts and answer keys for all levels are available now to download for free.

The resources are available at

https://qualifications.pearson.com/en/qualifications/international-certificate/young-learners/resources.html

New resources for International Certificate - Young Learners are regularly added to this site.
3. Overview of Scoring

The written and spoken parts of the test at Breakthrough have a weighting of 100 score points; 80 for
the written component and 20 for the spoken. There are 36 listening, reading and writing items in
total and each one in Tasks One to Five carries a weighting of between 1 and 3 marks. Task Six, which
requires candidates to produce a short piece of writing, has a total of 20 points. There are two
speaking tasks, each with a maximum of 10 score points.

The distribution is listed in the table below:

Task Skills Task types Number Score points

Written part numbers of items
of test
One Listening 3-option 8 16
picture-based
multiple
choice

Two Listening Answer question 7 14

andwriting

Three Reading Dialogue 5 15

and writing completion

Four Reading Match 5 5

utterance to
picture

Five Reading and Gap fill 10 10

writing

Six Writing Write 1 20

narrative

Total 36 80
10
Question and
Spoken part Seven Speaking
answer (board At least 2
of test game)

Eight Speaking Short talk 10

1

Total 3 or more 20
Total written 100
and spoken
parts
4. Overview of Test Format
The written part of Pearson English International Certificate - Young Learners at this level lasts for 1 hour and 15
minutes and has six tasks. It tests listening, reading and writing skills. The spoken part of the test lasts for 20
minutes and has two tasks. There are two types of task that test takers engage in with an examiner and four other test
takers.

The table below indicates the skills tested, task types, number of items, task objectives and what candidates have to do
for each task in the written and spoken parts of the test.

Written Task Skills Task types Number Task objectives What test takers
part of numbers of items have to do
test One Listening 3-option 8 To assess the ability to Listen to a
picture-based identify details of spoken conversation twice and
multiple choice discourse, e.g., times, answer eight questions
locations, reasons, past, by choosing one
present and future picture from three
activities, hypothetical answer options
outcomes, etc
Two Listening Answer question 7 To assess the ability to Listen to a
and understand a spoken text conversation twice
writing and write short answers and answer seven
relating to the details of questions in writing
the text

Three Reading Dialogue 5 To assess: Write five questions

and completion - understanding of the to match five given
writing structural relationship answers in a written
between questions and dialogue
responses
- the ability to formulate
appropriate questions to
given responses within a
dialogue
Four Reading Match utterance 5 To assess the ability to Match five short
to picture recognize simple functional written utterances to
use of language in social the pictures which
situations familiar to young illustrate their
learners meaning
Five Reading Gap fill 10 To assess understanding Read a text with ten
and of a text, and knowledge gaps and write the
writing of vocabulary and most appropriate
grammar in context word for each using
own words
Six Writing Write narrative 1 To assess the ability to Write a story based
write a story based on a on a series of six
series of pictures pictures (about 75
demonstrating use of words)
narrative tenses and
linking ideas coherently

Spoken Seven Speaking Question and At least To assess the ability to ask Ask and answer
part of answer (board 2 and answer questions questions about
test game) about personal personal information
information and interests and interests

Eight Speaking Short talk 1 To assess the ability to Speak about a topic of
speak continuously about a personal interest and
topic of personal interest answer questions
and answer questions in
relation to it
 5. Description of Task Types

Written test [1 hour and 15 minutes]

This part of the guide presents a description of the tasks within the written test at Breakthrough. This
includes the skills tested, what test takers have to do, the objective(s) of the task and details on scoring.

Task One Listening

3-option picture-based multiple choice

Task One is a 3-option picture-based multiple choice activity that tests listening skills. It assesses the ability to identify
the details of spoken discourse, e.g., times, locations, reasons, past, present and future activities, hypothetical
outcomes, etc.
What candidates do
Test takers listen to a conversation twice and answer eight questions printed on the test paper. For
each one they choose the correct picture from three answer options by putting a cross in the box next
to it.

Scores
This task type is marked as either correct or incorrect. Each correct answer has a weighting of 2 score points. A
maximum of 16 points can be achieved.
Task Two Listening and Writing

Answer question

Task Two is an Answer question activity that tests listening and writing skills. It assesses the ability to understand a spoken text
and write short answers relating to details of the text.

What candidates do
Test takers listen to a conversation twice and answer seven questions in writing. Each response is
usually a few words, not complete sentences.

Scores
This task type is marked as either correct or incorrect. Each correct answer has a weighting of
2 score points. A maximum of 14 points can be achieved.
Task Three Reading and Writing

Dialogue completion

Task Three is a Dialogue completion task type that tests reading and writing skills. It assesses:

• understanding of the structural relationship between questions and responses

• the ability to formulate appropriate questions to match given responses within a dialogue

What candidates do

Test takers write five questions to match five given answers in a written dialogue using their own words.

Scores

Each item has a weighting of 3 score points. A maximum of 15 points can be achieved in this
section of the test. The scoring criteria and distribution of scores are in the table below:
3: Response is completely correct, appropriate and relevant to the context.

2: Response can include one major error such as wrong tense, failure to invert subject and verb,
omission of subject, etc. Such major errors must not however affect the meaning intended by the
test taker. Small errors such as non- intrusive spelling errors or non-intrusive punctuation errors
may also be present.

1: Response is flawed in a number of ways, but in the context of the task the meaning can still be
understood with some effort.

0: Response is irrelevant, unintelligible or nothing is written.

Task Four Reading

Match utterance to picture

Task Four is a Match utterance to picture activity that tests reading skills. It assesses the ability
to recognize simple functional use of language in social situations familiar to young learners.

What candidates do
Test takers read seven short written utterances and match five of them to the pictures which
illustrate their meaning by drawing a line between each. Two of the sentences are extra.

Scores
This task type is marked as either correct or incorrect. Each correct answer has a weighting of
1 score point. If more than one line is drawn to an answer, no marks will be given to the item. A
maximum of 5 points can be achieved.
Task Five 5 Reading and Writing

Gap fill

Task Five is a Gap fill activity that tests reading and writing skills. It assesses understanding of a
text, and knowledge of vocabulary and grammar in context.

What candidates do
Test takers read a text with ten gaps and write the most appropriate word for each using their
own words.

Scores
This task type is marked as either correct or incorrect. Each correct answer has a weighting of
1 score point. A maximum of 10 points can be achieved.
Task Six Writing

Write narrative

Task Six is a Write narrative activity that tests writing skills. It assesses the ability to write a story based on a
series of pictures demonstrating use of narrative tenses and linking ideas coherently.

Uncle Peter takes Anna and Kirsty for a ride in his helicopter. Look at the pictures and
write the story. You must use all the pictures.

What candidates do
Test takers write a story based on a series of six pictures. The word limit is approximately 75 words. As all
six pictures must be included in their story, test takers are advised to divide their time equally between the
pictures.
Scores
A maximum of 20 score points can be achieved in this section of the test. The marks are distributed as
follows:

Effective Lexical Accuracy Grammatical Accuracy

Task Completion
Communication and Range and Range
5 The writing creates an Excellent range and Excellent range and Excellent response to task.
overall impression of accurate use of accurate use of grammar. Scenario fully exploited and
excellence. Errors are vocabulary. developed.
insignificant.

4 Message conveyed Mostly accurate use of Mostly accurate use of All instructions followed and all
competently with little or vocabulary. grammar. points covered.
no strain on the reader.
Some use of compound
sentences.
3 Message is conveyed Enough vocabulary to Enough grammar to make a The majority of instructions are
without undue strain on carry out the task comprehensible attempt at followed with no more than one
the reader despite errors. despite some gaps and the task despite some bullet point omitted. Text type
/ or inaccuracies. inaccuracy. is appropriate.

2 Message is Insufficient vocabulary to Insufficient grammar to Although the task appears to

communicated but there carry out the task carry out the task have been understood, there is
is significant strain on the effectively. effectively. at least one of the following:
reader. -serious omission of content;
-excessive repetition;
-excessive irrelevance;
-excessive lifting of material
from other parts of the paper.

1 Large parts of the text Knowledge of isolated Knowledge of isolated Task misunderstood. Minimal
are unintelligible. words is insufficient to grammatical items is relevant response.
address the task. insufficient to address the
task.

0 Nothing written or No or virtually no No or virtually no No response / no relevant

unintelligible. knowledge of required knowledge of required response.
vocabulary. grammar.

If the response is 25% below the word count for this task type, a maximum of 3 marks per criterion will be
awarded. If the response to the task is completely off subject, a mark of 0 will be awarded for Task
Completion and a maximum of 2 marks for each for the other criteria. Responses are not penalized if they
are over the word limit.
Spoken Test [20 minutes]

This part of the guide presents a description of the tasks within the spoken test at Breakthrough.
This includes the skills tested, what test takers have to do, timings, the task type objective(s) and
details on scoring.

Task Seven Speaking

Question and answer (board game)

Task Seven is a Question and answer activity that tests speaking skills. It assesses the ability to ask and answer questions
about personal information and interests.

What candidates do
In groups of five with an examiner, test takers play a board game. They take it in turns to throw a
dice and then move their counters according to the throw of the dice. Each square on the board
has a question written on it. When a candidate’s counter lands on a square, the examiner directs
them to address the question to another test taker in the group, who must respond. It is then the
next person’s turn. The game continues in this way until all the candidates have responded to at
least two of the questions on the board. The task lasts for 10 minutes.
Scores
This task has a weighting of 10 score points. A maximum of 5 points are awarded for Grammar
and Vocabulary Usage and 5 for Pronunciation. The scoring criteria and distribution of scores are in
the table below:

Grammar and Vocabulary Usage Pronunciation

5 5
Excellent range of vocabulary, and grammar used Excellent pronunciation demonstrating awareness of
accurately and appropriately. Errors are rare and found intonation patterns required for asking questions as well
only in low frequency lexis and more complex as appropriate sentence and word stress, and correct
grammatical forms. individual sounds.

4 4
Good lexical and grammatical range, but there may be Good pronunciation, which can be readily understood by
occasional errors. It may be that either grammar or listeners, despite some lapses in pronouncing individual
vocabulary is a little weak, but one or the other words and problems with stress and intonation.
compensates for this. Errors do not impede
understanding.

3 3
Errors in both grammar and vocabulary are evident, but There are some mispronunciations at word and
the test taker has enough knowledge in these areas to sentence levels, but in general listeners do not have any
communicate and there is little need for clarification. major problems. It may be that repetition is needed on
occasion.

2 2
Despite occasional good usage, grammar and Frequent errors in various aspects of pronunciation
vocabulary choice is frequently incorrect and this causes make the speaker difficult to understand or result in
problems for the listeners as well as some misunderstanding and /or make it necessary for
misunderstanding. listeners to ask for repetition.

1 1
Although there is knowledge of individual items of Although utterances can be recognized as English, they
vocabulary and some grammar, these are so limited that are so difficult to follow that communication breaks
real communication is rarely possible. down.

0 0
No useful knowledge of grammar or vocabulary at the Pronunciation is not recognized as English discourse.
required level.
Task Eight Speaking

Short talk

Task Eight is a Short talk activity. It tests speaking skills. It assesses the ability to speak continuously
about a topic of personal interest and answer questions in relation to it.

What candidates do
Test takers take turns to pick a labelled picture card which illustrates a topic from a pack. They
then talk for one minute about the subject on the card. This is followed by a further minute of
questions from other candidates and possibly the examiner. This continues until all test takers
have spoken about one topic and answered questions. They are assessed on their talk and
responses to questions. The task lasts for 10 minutes.
Scores
This task has a weighting of 10 score points. A maximum of 5 points are awarded for Grammar
and Vocabulary Usage and 5 for Pronunciation. The scoring criteria and distribution of scores are in
the table below:

Grammar and Vocabulary Usage Pronunciation

5 5
Excellent range of vocabulary, and grammar used Excellent pronunciation demonstrating awareness of
accurately and appropriately. Errors are rare and found intonation patterns required for asking questions as well as
only in low frequency lexis and more complex appropriate sentence and word stress, and correct
grammatical forms. individual sounds.

4 4
Good lexical and grammatical range, but there may be Good pronunciation, which can be readily understood by
occasional errors. It may be that either grammar or listeners, despite some lapses in pronouncing individual
vocabulary is a little weak, but one or the other words and problems with stress and intonation.
compensates for this. Errors do not impede
understanding.

3 3
Errors in both grammar and vocabulary are evident, but There are some mispronunciations at word and sentence
the test taker has enough knowledge in these areas to levels, but in general listeners do not have any major
communicate and there is little need for clarification. problems. It may be that repetition is needed on occasion.

2 2
Despite occasional good usage, grammar and vocabulary Frequent errors in various aspects of pronunciation make
choice is frequently incorrect and this causes problems the speaker difficult to understand or result in
for the listeners as well as some misunderstanding. misunderstanding and /or make it necessary for listeners
to ask for repetition.

1 1
Although there is knowledge of individual items of Although utterances can be recognized as English, they are
vocabulary and some grammar, these are so limited that so difficult to follow that communication breaks down.
real communication is rarely possible.

0 0
No useful knowledge of grammar or vocabulary at the Pronunciation is not recognized as English discourse.
required level.
Contact us

You can contact us in the following ways:

• Visit https://qualifications.pearson.com/en/qualifications/international-certificate/young-learners.html
• Email us at pqs.internationaeo@pearson.com
• Write to us at the Language Testing division of Pearson, 80 Strand, London WC2R 0RL, UK
Appendix A: Language Content

In addition to the language included at Firstwords, Springboard and Quickmarch, the following list
represents the types of language content that are typically assessed at this level including areas of
language use, main structures, topics and vocabulary. Structures and vocabulary given in italics are
for guidance only and are not intended to be a complete list.

Areas of language use

• Describe everyday objects

• Describe how objects feel
• Describe sensations
• Give instructions such as directions and procedures Write a story/narrative about a special event
• Talk about past experiences
• Ask for/give explanations and express purpose Ask for/give opinions
• Ask about/state preferences
• Predict and discuss future possibility
• Offer, request, make spontaneous decisions

Main structures

• Present perfect
Have you ever been to London? I have never been to New York.

• ‘Will’ in all basic uses

We think Ben’s team will win.

• First conditional form with ‘if’

If Annie finishes her homework, she will go out.

• ‘Would’ for polite offers

Would you like a cup of tea?

• Would (rather) for preferences

I would rather go to the concert.

I wouldn’t like to go to the football match.

• Past continuous in narratives

Mr Brown was having breakfast when the phone rang.

• The infinitive to indicate purpose

Grandmother made a cake to give to Diana.

• Tag questions
She is, isn’t she? They will, won’t they?
 Topics

• The Senses
• Nature
• Space and Space Travel
• Travel
• Jobs and Professions

Topics included at lower levels may also be reused and developed.

• Spare Time
• Time
• Places
• Jobs
• Illness
• Clothes
• Food
• Description of Animals
• Homes
• Families
• Pets and Animals
• School
• The Body and People’s Appearance
• Toys
• Houses

Vocabulary

• Words of senses and perception

smell, taste, look, sound, feel, sweet, beautiful, loud, rough, smooth, soft, sharp, heavy

• Extinct and endangered wildlife

panda, snow leopard, whale, black rhino, dinosaur

• Professions and jobs

teacher, doctor, dentist, hairdresser, pop singer

• Words connected with travelling

ticket, airport, delay, suitcase

• Types of music
pop, rap, soul, rock, reggae, techno

• Musical instruments
guitar, piano, keyboards, drums, etc.

• Computer games
Gameboy, Playstation
Appendix B: Vocabulary List

The following tables include the vocabulary typically tested at Breakthrough (Level 4).

A B C D

a astronaut baby bookcase cabbage climb customer dad during

about at back boot café clock cut daddy DVD
above athlete bad bored cafeteria close cycle daily
abroad atlas badminton boring cage cake clothes dance
accident attack bag born calculator cloud dangerous
ache attraction bake borrow calendar cloudy dark
across attractive balcony both call clown date
action aunt ball bottle camera club daughter
actor author balloon bottom camp coach day
actress autograph banana bounce can coast dead
add automatic band bowl candle coat deaf
address autumn bank box cannot coffee dear
adult avenue bar boxer cap coin decide
advertisement awake baseball boy capital coke deep
advice away baseball brave captain cold definitely
afraid awful cap bread car collect delicious
after basement break card college delighted
afternoon basketball breakfast careful color dentist
again bat breathe carefully colored depend
against bath bridge carpet comb describe
age bathroom bright carrot come description
ago be brilliant carry comfortable desert
agree beach bring cartoon competition desk
air bean brother case complain detail
airline bear brown cassette computer detective
airport beard brush castle concert diamond
album beat bubble cat confident diary
alien beautiful bucket catch contact dice
all because build cave contain dictionary
allow become burger CD continent die
almost bed burn ceiling control difference
along bedroom bus celebrate conversation different
alphabet beef business centimeter cook difficult
already before busy center cooker dig
alright begin but century cool dining room
also beginning butter cereal copy dinner
altogether behind butterfly chair corn dinosaur
always believe button chance corner direct
ambulance bell buy change correct direction
an below by character corridor dirty
and angry belt bye chatter cost disagree
animal beside cheap cottage disappear
anniversary best cheek cotton disappointed
another better cheerful cough disaster
answer between cheese count discover
any bicycle chef country disco
anybody big chemist couple dish
anyone bike chest course disk
anything bin chicken cousin dive
anyway bird child cover do
anywhere birthday chin chip cow doctor
apartment biscuit chocolate crayon dog
appear bit choose crazy doll
apple bite church cream door
area black cinema creature doorbell
argue blank circle criminal dot
arm blanket circus crisp double
armchair blind city crocodile down
around blonde clap cross draw
arrive blouse class crowd drawing
art blow classmate cruel dream
article blue classroom cry dress
artist board clean cup drink
as boat cleaner cupboard drive
ask body clear curly driver
asleep boil bone clever curtain drum
assistant book cushion dry
duck
 E F G H I J K L

each face full gallery hair I jacket kangaroo ladder

ear factory fun game half ice jam keep lady
early fade funny gang hall ice cream jaw key lake
earn fair fur gap ham idea jealous kick lamp
earth fall furniture garage hamburger if jeans kid land
east false future garden hamster ill jewellery kill large
easy family gate hand imagine job kilogramme last
eat famous general handsome important join kilometer late
egg fan generally happen impossible joke kind later
either fantastic gentle happy in journalist king laugh
elbow far geography hard information journey kitchen laughter
elephant farm get hardly insect inside juice kite lazy
else farmer ghost harvest instead jump knee lead
email fashion giant hat instruction jumper knife leader
empty fast gift hate interesting jungle knock leaf
end fat father giraffe have international just know learn
endangered fault girl he internet least
enemy favourite girlfriend head interview leave
engineer feather give headphones interviewer left
English feed glad healthy into leg
enjoy feel glass hear invitation lemon
enormous female glasses height invite lemonade
enough festival glove helicopter island lend
enter fever glue hello it less
enthusiastic few go helmet its lesson
entrance fiction goat help let
envelope field gold hen letter
environment file good her level
equipment fill goodbye here library
eraser film goose hers lie
especially finally gorilla herself life
even find grand hi lift
evening fine granddad hide light
ever finger granddaughter high lightning
every finish grandfather hill like
everybody fire grandma him line
everyone first grandmother himself lion
everything fish grandparent hint lip
everywhere fishing grandson hippo list
exam fit granny hippopotamus listen
examination fix grass his little
example flame great history live
excellent flat greedy hit living
excited flavour green hobby room
exciting floor greeting hockey local
excuse flower grey hole lodge
exercise flu ground holiday log
exhibition flute grow home lonely
exit fly guard homework long
expensive fog guest honest look
experiment foggy guide honey lorry
explain fold guitar hooray lose
explore follow gym hope lost
extinct following horrible lot
extra food horror loud
eye foot horse love
eyebrow football hospital lovely
eyelash footballer hot low
for hot dog luck
force hotel lucky
forehead hour lunch
forest house
forget how
fork huge
forward hungry
fox hurt
freckles husband
free
french fries
fridge
friend
friendly
frightened
frightening
frog
from fruit
frustration
 M N O P Q R S

machine mushroom nail object pack policeman quarter rabbit sad

mad musician name occupation packet policewoman queen race safe
magazine must nasty ocean page policy question radio sail
magic my national of off paint pollution quick railway salad
make myself nature office pair pond quickly rain salt
male mystery near often palace pool quiet rainbow same
man nearly oh pan poor quite rather sand
manager neat oil ok panda pop read sandwich
many neck old pants popular ready sauce
map need on paper port real saucer
mark negative once pardon positive really sausage
market neighbour one parent possible receive save
married neither onion park post recipe say
marry nephew online parrot postcard record scared
mat nervous only part poster red scarf
match nest open partner potato region school
mathematics never opinion party pound religion science
maths new opposite pass practise remember scientist
may news or passenger prefer repeat scissors
maybe newspaper orange passport prepare reply sea
me next order past present rescue seal
meal nice other pasta pretty response season
mean niece our ours path prince rest seat
measure night ourselves patient princess restaurant second
meat nightdress out pattern print result secret
mechanic nightie outside pause prison return secretary
medicine nightmare oven pavement problem rhino see
medium no over pea produce rhinoceros sell send
meet nobody own peace programme rice sensible
member noodle pence protect ride serve
mend no-one pencil public rider service
menu north pencil case pull right set
merry nose penguin pupil ring sew
message not pepper puppet rise shame
metal note perfect purple river shampoo
metre nothing perhaps push road shape
midday notice person put robbery share
middle now personality pyjamas robot shark
midnight nowhere pet pyramid rock sharp
might number phone photo rocket she
mile nurse photograph roll sheep
milk nut photographer roof shelf
milkshake photography room shell
mind piano round shirt
mine pick route shoe
minute picnic row shoot
mirror picture rubbish shop
Miss pie rude shopping
missing piece rug short
mistake pig ruler shorts
mix pill pillow run shoulder
pilot
mobile shout
moment pineapple show
money pink shower
monkey pirate shut
monster pizza shy
month place sick
moon plan side
more plane sight
morning planet sign
most planning signature
mother plant silence
motorbike plastic silly
mountain plate silver
mouse platform since
moustache play sing
mouth player singer
move playground single
Mr pleading sink
Mrs please sister
Ms pocket sit
much poem site
mug poet situation
mum point size
mummy poisonous skate
muscle ski
museum skirt sky
 S T U V W Y Z
sleep summer sun table total ugly valuable wait yawn zip
slice sunglasses table tennis touch umbrella value waiter year zoo
slight sunny tail tour uncle vase wake yellow
slipper supermarket take tourist under vegetable walk yes
slow supper talk towards understand very wall yesterday
slowly sure tall towel uniform vet want yet
small surface tap town toy university video war you
smell surname task tractor untidy view warm young
smile surprise taste traffic until village wash your
smoke surround taxi train up violin waste yours
snack swap tea trainers us visit watch yourself
snake sweater teach transport use visitor water
snow sweatshirt teacher travel usual voice wave
so sweet team treasure usually volcano wavy
soap swim technology tree volleyball way
soccer swimmer teddy triangle we
sock swimming teenage trick weak
sofa swing telephone trip wear
soft television trousers weather
soldier tell true wedding
some temperature trust week
somebody temple try weekend
someone tennis T-shirt weight
something tent tummy welcome
sometimes terrible tunnel well
somewhere test turn west
son than twice wet
song thank twin whale
soon that type what
sore the typical wheel
sorry theater when
sort their where
sound theirs them whether
soup themselves which
south then while
souvenir there whistle
space these white
speak they who
special thick whole
spell thief whose
spend thin why
spider thing wife
spoon think wild
sport thirsty will
spotted this win
spring those wind
square through window
stadium throw windy
stage thumb wing
stair thunder winner
stamp tick winter
stand ticket wish
star tidy with
stare tiger without
start tights wolf
station time woman
statue tin wonderful
stay tiny wood
steal tired woods
step tissue wool
stick still title word
stomach to work
stone toast world
stop today worry
storm toe wow
story together wrap
straight toilet wrist
strange tomato write
strawberry tomorrow wrong
street tongue
striped tonight
strong too
student tool
study tooth
stupid toothpaste
subject top
such topic
suddenly torch
sugar tortoise
suitable
suitcase