Discover English Exam Correlations
Title / Starters / Movers / Flyers / CEFDiscover English Starter
Discover English 1 / / A1
Discover English 2 /
Discover English 3 / / A2
Starters, Movers and Flyers are the three levels of the Cambridge Tests for Young Learners [CLETS]s
Discover English 3
Discover English 3 is an intermediate level course for young teenagers. After a quick review of basic structures, a great deal of new language is introduced. The new language includes both verb and word grammar, word formation and functional language.
Using the central theme of the Discover 101 radio station, learners are exposed to language in a wide variety of different formats; letters, magazine articles, web pages, emails, diaries, reports and blogs. Learners are trained in key reading skills including skimming for gist and scanning for specific information. There are a wide variety of audio texts, including conversations, reports, jokes, authentic songs and narrative stories.
Learners are trained in spoken communication using role play, quizzes, interaction tasks, in addition to interaction students learn spoken production activities such as describing people, pictures objects and events, narrating sequences of events and expressing opinions. Written communication is also trained through a wide variety of individual and collaborative tasks including note making, designing posters and leaflets, writing letters, reports and web pages. Learners are also trained to edit and make corrections in their written work.
Comprehension and language development tasks match the task styles frequently used in tests and examinations for this age-group such as the CYLETs Flyers test.
The exciting continuous story The Magic Amulet contextualises and recycles learned and new language in episodes which appear in every unit.
The topic material is appropriate to teenage learners and relates to subjects across the school curriculum.
Unit / CEF Descriptions / Exam and Learning skills / CLILStarter / I can read and listen to factfiles about three people.
I can form positive and negative statements using Present Simple.
I can form questions using Present Simple.
I can listen to information about people and answer who questions.
I can use frequency adverbs to talk about states and routines.
I can find people with named habits.
I can write about people’s habits.
I can understand a dialogue describing a series of events.
I can listen and follow movements on a street map.
I can use Past Simple to refer to past events.
I can complete a diary entry.
I can read a story episode in dialogue format. / I can answer WH questions.
I can use street maps.
I can write WH questions from notes.
I can answer T/F questions.
I can make and respond to suggestions. / Using street maps.
1 / I can use a range of verbs connected with money.
I can use and respond to a quiz about use of money.
I can describe states using Present Simple.
I can read a web page containing contrasting opinions about pocket money.
I can refer to countable plurals and uncountable quantities using much and many.
I can listen to arithmetical sums and calculate the answer.
I can read a picture story in dialogue format.
I can use pronouns like someone, anyone, everyone, no one.
I can talk about shopping and prices.
I can read a text and blog about Buy Nothing Day.
I can share my ideas with other learners and choose the best ideas to write a blog. / I can listen and answer M/C questions.
I can skim texts for gist.
I can scan texts to locate specific information.
I can mark statements true or false.
I can answer WH questions.
I can read texts in different styles.
I can brainstorm ideas and select the best. / Citizenship: using money, saving for purchases
Reading skills.
2 / I can use 2-part verbs to refer to different methods of transport.
I can refer to future arrangements using Present Continuous.
I can use would to make polite invitations.
I can use will and won’t to refer to predictions.
I can read a magazine article containing different predictions about transport developments.
I can listen and match statements to topics.
I can form nouns from verbs.
I can use linkers and, but, because in writing sentences.
I can use going to verb to refer to future intentions.
I can write a leaflet about a race in my country. / I can categorise information.
I can do research and write information in the form of a leaflet. / Sociology: predictions about changes in transport systems.
3 / I can understand vocabulary related to illness and injury and categorise the vocabulary.
I can understand a dialogue about a skating accident.
I can talk about things I did a specific times and things I have never done in my life.
I can role play a visit to a doctor reporting an accident.
I can understand the doctor’s instructions.
I can read a magazine article about extreme sports.
I can skim a text and place topics in order.
I can listen and complete sentences using multiple choice options.
I can collocate make, do and have with different activities.
I can understand and ask questions using how long?
I can use the Present Perfect Simple with just, already and yet.
I can write an imaginary ‘to do’ list, and say what I have or haven’t done.
I can understand and respond to a questionnaire about taking risks.
I can do research, plan and write a short connected text about my partner’s experience of different sports. / I can skim a text and place topics in order.
I can listen and complete sentences using multiple choice options.
I can listen and identify topic.
I can do research, plan and write a short connected text about my partner’s experience of different sports. / Health: injuries and illnesses
Health and safety: accidents
4 / I can describe shapes and materials.
I can identify familiar objects from a description of the size and shape and what it is used for.
I can listen and understand a radio interviewin which speaker describe objects discovered during an archaeological dig.
I can describe past continuous actions.
I can make complaints using I’m tired of VERBing, etc.
I can read a personal letter describing past situations and events.
I can read a diary entry describing past situations and events.
I can write about events presenting them in sequence using first, then, next, after that and finally.
I can talk about past states and habits using used to.
I can complete a text using Past Simple and Past Continuous.
I can comment on the way things are done using adverbs of manner. / I can describe events in sequence.
I can describe people and what they are wearing and carrying. / History and Culture: Museums: describing objects and saying how they were used.
Geography: Uluru and Australian aboriginal culture.
5 / I can describe different jobs.
I can listen to an interview and complete sentences using multiple choice options.
I can say what I am allowed and not allowed to do.
I can apologise for past actions and respond to apologies.
I can say what I make or let someone do.
I can understand a magazine article about the original jobs of famous celebrities.
I can understand what they had to do and what they were allowed to do.
I can talk about present and future obligations using should, must, and have to.
I can form negative adjectives using prefixes un-, im- and dis-.
I can use can and could to refer to present and past abilities, requests and permissions.
I can read teenagers’ descriptions of their parents’ jobs.
I can write a description of a job describing the work, the responsibilities and obligations. / Describe jobs, responsibilities and obligations. / Citizenship: jobs, obligations and responsibilities
6 / I can describe different styles of clothing.
I can read a collection of short articles about different aspects of clothing.
I can compare different items of clothing using a range of adjectives.
I can form superlative statements.
I can read, listen and understand a dialogue about preparing for a fashion show.
I can form negative comparisons using not as adjective and less adjective.
I can for negative superlatives using least + adjective.
I can say how something looks, or what it looks like.
I can work with a friend and do a project to design a school uniform.
I can write a formal letter to our head teacher describing and suggesting the new school uniform and giving reasons why it would be better than the current uniform. / Match headlines to texts.
I can search for information to answer WH questions.
I can role play shopping for clothes.
Working together on projects.
Giving reasons for changes. / Art, Design and Technology: clothing for different situations and purposes.
Attitudes to school uniform in different countries.
7 / I can collocate verbs with different kinds of message. – have an argument, tell a joke etc.
I can understand a dialogue containing relative noun clauses.
I can use who, that, which, and where to form relative noun clauses.
I can write a review of a film.
I can understand a quiz about body language.
I can describe emotional reactions revealed by body language.
I can express uncertainty using may or might.
I can listen to a recording and identify who is speaking, where they are and what they are speaking about.
I can express deductions using must and can’t.
I can read an article about three different forms of secret communication.
I can listen to a conversation and identify key words to complete a diary. / write a review
respond to a quiz
listening and forming quick ideas about identity, location and topic.
Editing and making grammatical corrections in written work. / Information technology: different kinds of message and means of communication.
8 / I can name items on a beach.
I can talk about what I recycle.
I can read email messages about fire dangers, waste disposal and polluting.
I can form sentences using zero conditional.
I can read an email containing ideas for reducing energy consumption and reusing materials.
I can listen to a dialogue and identify the feelings of the speakers.
I can form sentences using first conditional.
I can form sentences using second conditional.
I can read an article about life in a South African township and craft workers reusing materials.
I can work with a friend and produce a poster about recycling and reusing materials. / I can skim read for gist.
I can scan read for specific information.
I can answer WH questions.
I can edit a test to insert capital letters and punctuation.
Working with a friend on a creative project. / Citizenship / Science / Geography
polluting and recycling
Reusing materials in a South African township.
9 / I can use verbs connected with parties.
I can understand a dialogue about preparing for an event.
I can talk about regrets using wish + past simple.
I can express surprise and disbelief.
I can read four short texts about birthday parties in different countries.
I can use suffixes to form adjectives.
I can use gerunds and infinitives after verbs.
I can write about what I like and dislike about birthday celebrations.
I can use verbs with direct and indirect objects.
I can write a short story. / I can read part of a short story in connected narrative text.
I can speculate about what will happen next. / Culture: celebrating birthdays and anniversaries.
10 / I can name different kinds of information and different media.
I can use tag questions.
I can identify different functions.
I can role play a shopping dialogue.
I can read an interview in a magazine.
I can answer multiple choice questions.
I can form statements in the present simple passive.
I can write a short imaginary interview describing a sequence of actions.
I can read an article about the history of newspapers.. / Role play
I can answer multiple choice questions. / Media studies:
Different media, history of newspapers.