Page 9

Part 2
Questions 6-10

•

The people below all want to buy a book.

•

On the opposite page there are descriptions of eight books.

•

Decide which book (letters A-H) would be the most suitable for each person

(numbers 6-10).

•

For each of these numbers mark the correct letter on your answer sheet.

Claire is at university. When she’s not

studying she likes reading books in which

writers describe their own experiences. She

particularly likes them to include pictures.

Candidates should begin answering this type of question by
reading through the descriptions of the people. Next they
should read through all the texts describing the goods or
services. Only then should they begin to match the people
and the goods/services.

PART 3

The ability to scan a text is tested in this Part. The
information to be found is usually of a practical nature,
resembling the type of task with which people are
confronted in real life. Frequently, texts will take the form of
advertisements, public notices, or brochure extracts.

The task is made more authentic by putting the questions
before the text in order to encourage candidates to read
them first and then scan the text to find each answer. As can
be seen clearly from the example text below, candidates will
meet some unfamiliar vocabulary. However, they will not be
required to understand such vocabulary in order to answer
the questions set. When they meet an unfamiliar word or
phrase, they should be encouraged to read on and to
concentrate on obtaining the specific information required
from the text. The whole purpose of the question is to
present tasks involving the use of authentic text, or text
which is similar to that which may be used in real life.

In the following example, there are two questions and an
extract from the text, in a real PET Reading Part 3, there are
ten questions with a longer text.

A D E TA I L E D G U I D E TO P E T

READING

PART 1

This Part consists of five multiple-choice questions. Each
question takes the form of a public notice, sign or label
containing a short text. A multiple-choice question tests the
student’s understanding of the text in the notice. Authentic
notices are used wherever possible.

When candidates attempt this Part, they are advised to read
each notice very carefully and to consider the situation in
which it would appear. It is usually helpful if they can guess
the purpose of the notice. They should then read the notice
once again but not worry too much if they cannot
understand every word. It is important at this stage to grasp
the general meaning of the notice. Candidates should next
read each option, comparing it with the text in the notice
before choosing the correct option. Finally, each option
should be read once again and checked against the text in
the notice.

The following is an example of this type of question and
shows the relevant part of the answer sheet, completed.
There are five such questions in Part 1.

Part 1
Questions 1–5

•

Look at the sign in each question.

•

Someone asks you what it means.

•

Mark the letter next to the correct explanation - A, B, C or D - on your answer sheet.

1

PART 2

This Part is intended to test candidates’ detailed
comprehension of factual material and takes the form of a
number of short texts. In the following example, students are
instructed to read short profiles of people who want to buy a
book. Candidates are then told to read brief descriptions of
books and to match each person to a suitable book. Only
two books and one person are described in this short
example (with answer). In reality, Part 2 contains eight
advertisements/pieces of information and five descriptions of
people.

A Betty Selby

Riding the Mountains Down

The remarkable account of a lone

female cyclist’s dangerous 8,000

kilometre journey from Karachi to

Kathmandu. Illustrated with the

author’s own photographs, this book

gives a vivid picture of travel in India

and Pakistan.

B Other Fires: Stories from Women

of Latin America

Collection of 20 outstanding stories

by women from Latin America. The

youngest writer is 17 years old, the

oldest 85. Some of these wonderful

tales have already won prizes, others

will in the future.

A

B

C

D E F G H

6

Part 2

NO BICYCLES

AGAINST GLASS

PLEASE

A

Do not leave your bicycle touching
the window.

B

Do not ride your bicycle in this area.

C

Broken glass may damage your
bicycle tyres.

D

Your bicycle may not be safe here.

A

B

C

D

1

Part 1

6

Page 10

Part 3
Questions 11-20

•

Look at the statements below about air fares.

•

Read the text to decide if each statement is correct or incorrect.

•

If it is correct, mark A on your answer sheet.

•

If it is not correct, mark B on your answer sheet.

11

You must pay for your Eurobudget ticket when you reserve it.

12

Pex fares are available all the year round.

FARES STRUCTURE LONDON/HELSINKI ROUTE

EUROBUDGET

One way

Return

£193 £386

Reservation, payment and ticketing to be completed at the same time.

Direct services only. No stopovers allowed.

Cancellation charge is 20% of unused coupon.

Open return journey permitted. However, no change of Eurobudget
reservation allowed once booked.

Travel will be in the tourist cabin - a light, hot meal will be served and the
usual bar service offered. Wine and beer complimentary.

Return

PEX

Low season (01 October - 30 June)

£288

High season (01 July - 30 September) £327

Period spent away should include a Saturday night.

PART 4

This Part presents candidates with a text which goes beyond
the provision of factual information, and expresses an
opinion or attitude. In answering five multiple-choice
questions candidates show whether they have understood
the writer’s purpose, a reader’s purpose, the writer’s attitude
or opinion, or an opinion quoted by the writer, and the
detailed and global meaning of the text.

Unlike the previous Part of the test, Part 4 requires
candidates to read the text very carefully indeed. After the
first fairly quick reading, candidates should think about the
writer’s purpose and attitude in writing it, as well as why a
reader might want to read it and the meaning of the text as a
whole. Next, candidates should read the text once again, this
time much more carefully. After this second reading of the
text, candidates should try to answer the questions, checking
each time with the text.

In the following example, the entire reading text is given,
followed by two questions (with answers).

Part 4
Questions 21–25

•

Read the text and questions below.

•

For each question, mark the letter next to the correct answer - A, B, C or D - on your

answer sheet.

… Finally, this week’s comedy, ‘Tomorrow’s Another Day’, at the Cambridge

MGM cinema, is another in the long line of successes from director Peter Hamill.

This one has an unusual story-line. Just imagine this: one day Mickey Style, a TV

journalist, goes off to make a programme about an exciting film festival in Canada.

On his first morning there he wakes up, the sun is shining, the birds are singing, and

life just couldn’t be better. He works through the day, goes to bed, wakes up the

next morning … to find it’s the same day! The same sun, the same birds singing in

the same trees, the same people saying and doing exactly the same things, day after

day. He is caught in a place where time has simply stood still, where there will be

no tomorrows.

This could be very serious, but it’s not. It’s an extremely funny film, which made

everyone, including your reviewer, laugh out loud. It has the silliest ending, and the

audience loved it! Tabitha Taylor is great as the generous bank manager - yes,

really! - although Hollywood probably won’t give her any prizes. So if you want to

forget your troubles, this is the film for you.

21

What is the writer trying to do in the text?

A

give his or her opinions about a particular actor

B

give his or her opinions about a film

C

describe a Canadian film festival

D

describe his or her strange experience

22

Why would somebody read the text?

A

to enjoy the extremely funny jokes

B

to find the answer to a problem

C

to find out more about a cinema

D

to choose their evening’s entertainment

PART 5

Candidates read a short text containing numbered spaces.
There is a multiple-choice question for each space at the end
of the passage. They must then choose the best word to fit in
each space, thus completing the text. The text itself may take
the form of an extract from a newspaper article, or perhaps a
letter or story. The spaces are designed to test vocabulary
and grammatical points such as connectives and
prepositions.

When answering this Part, candidates should glance through
the whole text before even attempting to complete any
spaces. After looking at the entire text in this way, they
should then go back to the beginning and try to select the
correct option (i.e. word) to fit in the first space. It may often
be necessary to read the complete sentence before making a
choice. A useful way of checking the answer is for
candidates to try to complete the appropriate sentence with
each incorrect option.

The following example contains an extract from a text with
four questions. In reality, the text in Part 5 contains ten
spaces.

A

B

C

D

21

A

B

C

D

22

Part 4

A

B

11

A

B

12

Part 3

Page 11

Part 5
Questions 26-35

•

Read the text below and choose the correct word for each space.

•

For each question, mark the letter next to the correct word - A, B, C or D - on your

answer sheet.

Example answer:

TRAVELLING IN THE LAKE DISTRICT

The Lake District is (0) ……… popular for holidays all year round. Roads leading

into the area have been improved in (26) ……… years. Within the area, however,

many roads are (27) ……… and winding with steep hills, and it may not be safe to

drive (28) ……… roads like this when they are (29) ……… in ice.

0 A very

B lots

C much

D many

26

A recent

B next

C last

D close

27 A thin

B slim

C narrow

D shallow

28

A along

B above

C by

D in

29

A wrapped

B covered

C drowned

D filled

Preparation for the Reading Component

Preparation for the Reading Component is best carried out
by giving students a wide variety of reading materials,
including simple articles, reports, reviews, instructions,
descriptions, and narratives. Reading practice should take
the form of extensive reading of texts as well as intensive
reading. Simplified readers on subjects of interest to students
will be very beneficial in developing not only reading
comprehension but also appropriate reading strategies.
Wherever possible, reading as an enjoyable activity should
be encouraged.

In those countries where English is learned as a second
language and is used as the language of government,
education or commerce, students will probably have easy
access to newspapers, reports and books in English. Such
students are advised to use every opportunity to read the
type of English used in everyday life – articles,
advertisements, instructions, recipes, etc. In this way students
are able to experience English as a living language of direct
relevance to their lives.

It is usually more difficult to obtain a variety of relevant
reading materials in countries where English is learned as a
foreign language.

Although English language newspapers may have a limited
circulation in these countries, appropriate English language
books containing different kinds of reading material are
recommended. English language magazines and journals in
class libraries can play a very important part in developing
both reading skills and motivation.

With regard to PET Reading Part 1, signs and notices written
in English may not be found locally. In such cases, teachers
may wish to write their own signs and notices based on

A

B

C

D

0

Part 5

A

B

C

D

26

A

B

C

D

27

29

A

B

C

D

28

A

B

C

D

Part 5

English guidebooks or on their experience of visiting an
English-speaking country. Teachers are advised to
concentrate on the language used in the notices rather than
spend time writing multiple-choice items, since the whole
purpose will be to provide practice rather than to prepare
test material. Students’ understanding of the notices in PET
depend on language not cultural knowledge.

As the Reading Component of PET places emphasis on
skimming and scanning skills, it is important for students to
obtain practice in glancing through a slightly longer text to
obtain specific information. Using a phone book or an index
is a useful reading task with which to start. Reading a history
article to find a particular date or a more general text to
locate a specific point also offers useful practice.

There is a copy of the Reading Part of the OMR answer sheet
on page 25 so that teachers can make photocopies to
familiarise candidates with the format before they take the
examination.

WRITING

PART 1

There are three Parts to the Writing Component. Part 1
requires candidates to change sentences according to certain
patterns. They read a sentence and are given the beginning
of a new sentence. They must then complete the new
sentence in order to give it the same meaning as the first
sentence. Both the original sentence and the new sentence
will be written within the range of grammar and structures
listed in the Syllabus. There may be more than one correct
answer in some cases.

All the five sentences which are given for students to change
are about the same theme or topic, as can be seen in the
following example (containing only the first three sentences
and given with answers).

Part 1
Questions 1-5

•

Here are some sentences about a trip to London.

•

For each question, finish the second sentence so that it means the same as the first.

•

The second sentence is started for you. Write only the missing words on your

answer sheet.

•

You may use this page for any rough work.

Example:

Anna has never been to London before.
This is Anna’s first visit to London.

1

Anna was taken to her hotel in a taxi.

A taxi

2

The hotel has seventy bedrooms.

There are

3

Bed, breakfast and dinner are included in the price.

The price

Page 12

Do not

write here

6

7

8

9

10

11

12

13

PET WRITING ANSWER SHEET

Do not

write here

1

2

3

Students should write approximately 100 words in the space
available on the OMR answer sheet. Answers of less than 80
words are penalised. The prompt sentence given on the
question paper is not included in the word count.

The following example illustrates the kind of general topic
set. Candidates are not tested on the conventions of letter
layout, but will be expected to use appropriate endings.

Part 3
Question 16

•

Last week you enjoyed a special day out with friends.

•

Now you are writing a letter to an English-speaking friend to tell him/her all about

the day.

•

Say where you went, describe what you did, and tell your friend why you enjoyed

the day so much.

•

Finish the letter on your answer sheet, using about 100 words.

Dear . . . . . ,

I had a really wonderful day out last week.

..............................................

..............................................................................................................................

Preparation for the Writing Component

The gap between teaching students how to write sentence-
type exercises and how to produce simple compositions and
letters is often difficult to bridge successfully in the early
stages of learning English. PET, however, makes a real
attempt to bridge this gap by emphasising controlled or
guided writing tasks which students can reasonably be
expected to perform at this level.

It is useful for teachers to draw up a list of such writing tasks
like filling-in forms, writing out (phone) messages, keeping a
diary, and writing short letters to friends. These tasks should
be within the capabilities of students at this level and should
be made as relevant as possible to the lives of the students.
Students will thus not be required to write compositions
simply for the sake of writing. Instead, they will write with a
definite purpose in mind.

Letter-writing is a very important skill which should be
practised regularly in preparation for PET. Although the
conventions of letter writing layout are not tested in PET, it is
useful to teach them to students. Candidates will be
expected to be able to recognise and use appropriate
salutations and endings. It is also useful to make
arrangements for students to write to pen-friends if possible.

Realistic tasks should be given for practice work in class.
Written assignments should include replies to letters,
advertisements and notices as well as invitations and short
letters of request, apology, etc. Where possible, it is useful to
link letter-writing to the keeping of diaries.

Approaches to the treatment of written errors in class will
vary considerably depending on the language level and on
what has recently been taught and practised. However, on

Part 1

1

took Anna to her hotel.

2

seventy bedrooms in the hotel.

3

includes bed, breakfast and dinner.

PART 2

This Part involves directed writing in the shape of form-
filling. Here is an example showing eight questions with
sample correct answers. In a full Writing Part 2 exercise,
there are ten questions.

Part 2
Questions 6-15

•

You want to come to Britain to study English.

•

A college has sent you this application form.

•

Look at the form and answer each question.

•

Write your answers on your answer sheet.

•

You may use this page for any rough work.

Acme English College

High Street

Newtown

Sussex BN22 1HN

United Kingdom

Full name: (6)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Home address: (7)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Nationality: (8)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Date of birth (day/month/year): (9)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sex: (10)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Present occupation (if you are a student, say what you are studying):

(11)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

How long have you studied English?

(12)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name an activity (sport or hobby) which you enjoy:

(13)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Part 2

6

Maura Toselli

7

Piazzale Siena, 18, 20146 Milan, Italy

8

Italian

9

21/08/80

10

Female

11

Law student

12

six years

13

Volleyball

PART 3

This Part tests free writing in the context of a letter, usually to
an English-speaking friend. Candidates are assessed on their
ability to write a short narrative, or perhaps an account of
recent events or future plans. The subjects are as general as
possible (domestic situations, travel, etc.) allowing scope for
candidates’ imagination, but suggestions and stimuli are
available so that the task remains a test of language rather
than creativity.

Page 13

Sample Answer 2

I was with two friend of mine Priscilla and Henry and
we have decided to spend our day at “La Chapelle” a
chinese place in Paris. You know it was the chinese new
year and we had learned a lot about what they do at this
special day. When we arrived at “La Chapelle” the roads
was plenty of people. We were lucky to see the dragon when
he ate the salad. You know the dragon has to pass in
front of all the chinese restaurants which got a salad at
their door and if he stops and eat the salad the
restaurant win. After that, there was a Chinese music on
the road and we followed the crowd and we dance a lot. I
enjoyed that day because I’ve learned more about chinese
culture and behaviour and my friend too. What about you
in England? Are Chinese celebrate this day? I recommand
to you to go if you can you’ll enjoy it. I miss you.

Lots of Love

Ramli

TASK - 5 marks

The script covers all the content elements fully with good
elaboration, including explicit details about why the day was
enjoyable.

LANGUAGE - 3 marks

The script shows evidence of control with attempts at a
variety of structures. A number of errors are present, e.g.
‘...two friend of mine’, ‘...we have decided to spend our
day...’, ‘...the roads was plenty of people...’, ‘...if he stops
and eats the salad the restaurant win...’, ‘...a Chinese music
on the road...’, ‘...I recommand to you to go if you can you’ll
enjoy it...’. However, they are mostly non-impeding.

Sample Answer 3

Dear Anna,

I had a realley wonderful day out last week. It was amazing
days for me. First all, it was marvellous to go and see in
Cornwall. And visit all that splendid places, you have shown
to me. You know, I always dreamed to go there. I can’t tell
you how much, I enjoy everthing we have done together:
particulary Plymouth ‘haven, Bodmin moore, NewKay
museum, above all my last night. The party you did for my
leaving, it was unbelivable to do lots thing in three days. I
don’t know How to thank you for all those things your
Kindness, your availibility, your welcome. All these will be
unforgetable for me.
I m looking forward to hear your.

Yours sincerely,

Ben

TASK - 2 mark

Inadequate attempt with some misunderstanding. The letter
is addressed to the person who accompanied them and takes
the form of a thank you letter. The letter also makes clear
reference to a visit of more than one day: ‘...above all my
last night...’

the whole it is useful to be more lenient with errors which
do not hinder communication to any serious extent. Errors
which interfere with communication or cause a breakdown
in communication, on the other hand, should be treated
more seriously. This mirrors the approach to marking the
continuous Writing question in PET.

During these preparatory stages, it is usually just as
important to attend to meaning as it is to attend to the forms
of language. When students’ written work is marked, the
teacher should discuss errors and ways of expressing
meaning with the individual student concerned. In this way,
students will become aware of any comprehension
difficulties which might arise when a reader attempts to
understand what they have written.

In order to help teachers to assess the standards required,
here are three sample answers to the Writing Part 3 question
on page 12 with marks and examiner comments. A mark out
of five is awarded both for ‘Task’ and ‘Language’. The full
Writing Part 3 markscheme is on pages 39-40.

PET WRITING PART 3 - SAMPLE ANSWERS

Sample Answer 1

Dear Louis,

I had a really wonderful day out last week. I went with my
friends outside of London We decided to do picnick. It was
in the morning when we reached there. The weather was
lovely. The sun didn’t stop shining while we were there. We
played some games and we had a some walk into forest.
We listened to the birds song. and we saw some forest
animals. Then we came back and we did barbecue. It was
lovely. We enjoyed ourselves. We told each other amasing
stories and spoke about our future.
By the way some of my friends I hadn’t seen for a long
time and imagine how I felt with them. I have to tell you
that day was enjoyable day for me. I’ll never forget.
Write about yourself. I do miss you.

See you soon.

Lisa

TASK - 5 marks

Very good attempt at task, fully covering all content elements
with appropriate elaboration. It is well organised, with the
third element developed at the end.

LANGUAGE - 4 marks

The script shows evidence of range and control of complex
structures. There are a few errors, e.g. ‘we had a some walk
into forest...’, ‘We decided to do picnick...’, but they are
non-impeding.

Page 14

PART 2

This Part takes the form of a recording containing largely
factual information of the kind which candidates may need
or want: e.g. information about travel, weather, opening
times, available facilities, etc. The questions are in multiple-
choice format.
The following example contains the first two questions, and
the beginning of a recorded message (subsequently
repeated). In the real test, there are six questions in Part 2.

Candidates read:

Part 2
Questions 8 - 13

•

Look at the questions for this Part.

•

You will hear a recorded message about the National Zoo in Washington.

•

Put a tick (

✓

) in the correct box for each question.

8

The National Zoo is in

A

❑

North-east Washington.

B

❑

North-west Washington.

C

❑

South-east Washington.

D

❑

South-west Washington.

9

Parking at the Zoo is

A

❑

sometimes difficult on busy days.

B

❑

never difficult.

C

❑

never possible at weekends.

D

❑

available from 10 a.m.

They hear the following:

Welcome to the National Zoological Park, one of the most important zoological parks in

the world. It was first opened in 1889 and today the collection contains approximately

3,000 animals. We hope you enjoy your visit and will now give you some information to

help you to find us and to find your way around when you get here.

The National Zoo can be found in North-west Washington. The main entrance is in

Connecticut Avenue; other entrances are off Beach Drive and at the junction of Harvard

Street and Adam Mills Road. It can be reached easily by public transportation, by bicycle

or by automobile. The parking fee is $3 when spaces are available. At weekends and

holiday times spaces may be filled by 10.00 am.

When doing this Part, candidates should concentrate on
listening to the recording. However, they should also look at
the first of the written questions while listening. As soon as a
reference to that question is made, they should try to answer
the question as quickly as possible so that they can
concentrate again on listening to the recording. Next they
should look at the second item, and so on. The most
important advice here is to avoid spending too long on
trying to answer any particular question, thus missing the
information for the following one. If candidates cannot
answer a question, they should immediately forget all about
it and concentrate on the next one. Since the listening
passage will be repeated, candidates have a chance not only
to check their answers but also to answer any question
which they have missed.

LANGUAGE - 3 marks

The script shows attempts at quite ambitious language,
particularly vocabulary, e.g. ‘...I don’t know how to thank
you for all those things; your Kindness, your availibility, your
welcome. All these will be unforgetable for me...’. However,
the script is flawed by a number of non-impeding errors, e.g.
‘...And visit all that splendid places, you have shown to
me...’, ‘The party you did for my leaving, it was unbelivable
to do lots thing in three days’.

LISTENING

Candidates should tell the supervisor as soon as possible if
they have difficulty hearing the recording. It is important to
let the supervisor know at the beginning of the tape/CD
before the listening examination begins properly.

PART 1

Seven short monologues or dialogues are heard. All the
utterances are accompanied by line drawings and a short
focus question. Great care is taken to avoid questions and
diagrams that may test intelligence (rather than language).

Candidates are required to put a tick in the box under the
picture which they think is most suitable. Each monologue
or dialogue is repeated on the tape/CD in order to give
candidates a chance to check their answer. It is important for
candidates to try to glance at the pictures for one or two
seconds in the pause on the recording before the start of the
conversation. If they look again at all four pictures while
listening to the recording, candidates will find it easier to
make a choice. They should then listen to the repeat of the
recorded utterance in order to make sure that they have
chosen the correct picture.

The following example contains a Part 1 question and the
recording (subsequently repeated).

Candidates read:

1

When must the boys get on the coach?

A ❑

B ❑

C ❑

D ❑

Candidates then hear the following on tape (spoken twice):

Rubric:

One: When must the boys get on the coach?

Man:

The football match starts at two thirty but we should get there at half past

one. The coach will pick us up at ten to one as it’ll take us about 40

minutes to drive there. So we’ll meet in the school car park. Don’t be late,

boys, will you!

✓

✓

✓

12

6

9

10

2

3

4

5

7

8

11

1

12

6

9

10

2

3

4

5

7

8

11

1

12

6

9

10

2

3

4

5

7

8

11

1

12

6

9

10

2

3

4

5

7

8

11

1

Page 15

Do not

write here

14

15

16

PART 3

The recording for this Part contains information which may
be of interest to candidates without directly concerning
them: e.g. simple radio programmes such as news, current
affairs, factual reports. It often takes the form of a simple
narrative or sequence of events, relating an incident, an
account of certain events, or future plans and programmes. It
is more likely to contain redundant material than Part 2.

The written questions based on this type of listening material
usually take the form of gap-filling and involve the writing of
one or two words. Sometimes candidates may be asked to
write numbers.

The following example contains the first three questions and
the beginning of the recording (subsequently repeated). In
reality, there are six questions in Part 3.

Candidates read:

Part 3
Questions 14 - 19

• Look at the notes about Burnside Country College.

• Some information is missing.

• You will hear a radio announcer talking about country sports weekends at the College.

• For each question, fill in the missing information in the numbered space.

BURNSIDE COUNTRY COLLEGE

Country Sports Weekends

COURSE

AGE

Fishing

12+

(14)

(15)

Rock-climbing

16+

Accommodation either in

(16)

or in college rooms

They hear the following:

… and lastly this week I have some information about a course at the Country College

near Burnside, which might be of interest to individuals wanting a late-season break, or

to groups or clubs. They tell me they have spaces on their Country Sports courses the

weekend after next. There are three courses that you might like to join: fishing, hill-

walking, and rock-climbing. So, quite a lot of variety there. The fishing is open to anyone

over the age of twelve, and so is the hill-walking. For the rock-climbing you must be

sixteen or older, for safety reasons. All these courses are really enjoyable, and what’s

more you’d be surprised how much you can learn in just one long weekend. Now, if you’ll

be needing accommodation, that’s available, either in holiday flats where you can, if you

prefer, cook your own meals, or in college rooms, where breakfast and an evening meal

are provided.

Part 3

14

hill-walking

15

12+

16

holiday flats

As in the previous Part, it is important for candidates to look

at the incomplete written information as they listen to the

tape/CD. They should try to complete each gap as they

listen. However, if they miss a gap, they should not spend

time trying to think of a suitable answer. Instead, they should

concentrate on answering the next question. They will have

a second chance to answer when the recording is played

again. Recognisable spelling of the answers is acceptable,

although candidates are expected to be able to spell simple

high frequency words (e.g. ‘bus’, ‘Monday’) correctly.

PART 4

The listening material for this Part usually consists of a
conversation between two people. The people may discuss
for example holiday plans, their studies, or another subject
of mutual interest. Sometimes the people will become
involved in remembering an experience which both have
shared. Whatever the subject of their discussion, they will
often agree or disagree about certain related matters.
Consequently, the six written questions which are based on
the conversation will be designed to test candidates’
understanding of the language used to express agreement or
disagreement, apologies or complaints, etc., as well as their
understanding of the gist of a conversation. The questions
themselves take the form of simple Yes/No questions.

The following example contains the first two questions, and
the beginning of the conversation (subsequently repeated). In
the real test, there are six questions in Part 4.

Candidates read:

Part 4
Questions 20 - 25

•

Look at the six statements for this Part.

•

You will hear a conversation between a boy, Michael, and a girl, Karen, who have

been to the cinema.

•

Decide if you think each statement is correct or incorrect.

•

If you think it is correct, put a tick (

✓

) in the box under A for YES. If you think it is not

correct, put a tick (

✓

) in the box under B for No.

A

B

YES

NO

20

Michael thought it was too hot in the cinema.

❑

❑

21

Karen enjoyed the film more than the book.

❑

❑

They hear the following:

Girl:

Oh, it’s so nice to be out of the cinema. It was so hot in there, I

thought I’d melt!

Boy:

Terrible, wasn’t it? Well, what did you think of ‘Out of Africa’? Did you think it

was as good as the reviews said it was?

Girl:

It was a good film, but not as good as the book. I think some of the

story was missing in the film.

Boy:

Yes, but you couldn’t possibly fit everything that happens in a 200

page novel into a 2-hour film. There simply isn’t time.

Girl:

No, I know, but the director should at least try to follow the story.

(Annoyed). With this film he left out some important people and even

changed the end.

Boy:

(Amused). Well, perhaps he thought he was improving the story,

Karen.

Girl:

Perhaps he did, but I just don’t think a film director has the right.

✓

✓

Page 16

It is helpful to identify agreement and disagreement, etc. by
listening carefully to the tone of each speaker’s voice. In this
way, different attitudes and feelings will be recognised more
easily, resulting in a better understanding of the
conversation.

Preparation for the Listening Paper

Listening is a language skill which should be practised from
the early stages of learning English. It can be harmful and
discouraging if students have little opportunity to listen to
English during their course until shortly before the
examination.

In those countries where English is used as a second
language, it may not be too difficult to obtain frequent
practice by listening to English programmes on the radio and
by watching television and films. Such practice offers a good
way of developing listening skills. In countries where English
is used as a foreign language, listening to English on the
radio and on tape/CD is often even more important. Again,
such listening practice serves to remind students that English
is a real language and not just a language for passive study.

The best way for students to develop their listening skills is
to go out and try to listen to people talking in English.
Listening to native-speakers and fairly fluent non-native
speakers is by far the most useful practice which learners
can get. Talks, conversations, stories and instructions in
English will all provide valuable help in improving listening
ability.

Teachers may also direct students to listen to BBC English by
radio or TV language programmes; a free schedule of such
programmes is available from BBC English, Bush House,
Strand, London WC2B 4PH, United Kingdom. Students can
also listen to other English language broadcasts such as the
BBC World Service in English.

Other sources of authentic listening material include: films,
television, videos, airport announcements, hotels, youth
hostels, theatres, clubs, cinemas, British Embassies and
Consulates, the British Council, churches, language schools,
songs, teachers of English, other speakers of English, tourists,
tourist guides, and family and friends.

Many international publishing companies produce cassettes
which enable students to hear a variety of native-speaker
voices. Such variety in itself is very useful and motivating
and helps to build up confidence, especially as the speakers
may differ in accent, tone, level and quality of voice.
Recordings of short talks and conversations can also be
collected and used for learning English.

Listening to recorded material must always be inferior to
listening to someone talking, as important clues resulting
from eye movements and gestures will be absent. Recorded
material, however, has several advantages. For a start, it can
increase the reliability of a test as each talk and conversation

will be given in the same way, however many times it is
played. Another major advantage results from the possibility
it offers of playing the tape a second (or even third or fourth)
time and thus having another chance to listen to the
information on the tape. This particular facility, of course,
must not be overdone, otherwise students will become
reliant on listening to everything many times. If they do this,
they may then not make the effort to try to understand
spoken material the first time it is heard.

General practice involving listening to all kinds of talks and
conversations will be found very useful indeed. Thus, it is
often very helpful if teachers use English as the language of
the classroom even when English is being learned as a
foreign language. The importance of the use of English for
classroom instructions and classroom management can
never be underestimated.

SPEAKING

In the PET Speaking Test, candidates are examined in pairs
by two Examiners. One of the Examiners acts as an
interlocutor and the other as an assessor. The interlocutor
directs the Speaking Test, while the assessor takes no part in
the interaction. Examiners change roles during the course of
an examining session, but not during the examining of one
pair. There are many different ‘packs’ of material that
Examiners can use.

The test takes ten to twelve minutes and consists of four Parts
which are designed to elicit a wide range of speaking skills
and strategies from the candidates. Where there is an uneven
number of candidates at a centre, the last Speaking Test is for
a group of three. The group of three test is not an option for
all candidates, but is only used for the last test in a session,
where necessary.

Test Format

The Speaking Test consists of four Parts:

Part 1

- General conversation

Part 2

- Simulated situation

Part 3

- Responding to photographs

Part 4

- General conversation based on the

photographs in Part 3.

PART 1

The test begins with a general conversation between the
candidates, which the interlocutor initiates. The purpose of
this conversation is primarily to settle the candidates and to
enable them to overcome any initial nervousness.

In order to maximise the candidates’ talking time, the
interlocutor will ask any candidates who already know each

Page 17

other, to pretend that they don’t. They are then encouraged
to ask each other questions in order to elicit information
about personal details, home town, schools, jobs, family etc.

At an appropriate point the candidates are asked to spell out
words (e.g. names, addresses) and to give numbers (e.g.
candidate number).

Candidates should try to avoid giving one-word answers.
The task set is designed to encourage the candidates to give
fairly full answers and to produce language of both an
interrogative and responsive nature.

PART 2

Part 2 takes the form of a simulated situation where the
candidates are asked, for example, to make and respond to
suggestions, discuss alternatives, make recommendations
and negotiate agreement with their partner. At no time are
the candidates expected to assume an unfamiliar role.

The interlocutor first outlines the task and then allows the
candidates to carry out the task, intervening only if
necessary. A visual stimulus is given to the candidates but
this should serve mainly as a prop - something to aid them
in the generation of ideas.

In order to maintain standardisation, the interlocutor works
to a carefully prepared format. However, since each test is
unique, it is expected that conversations will vary.
Candidates will be credited for performing the task set and
arriving at a satisfactory conclusion after about five or six
exchanges.

PART 3

In Part 3 the candidates are each given a colour photograph
in turn. After being given a short time to look at it, they are
then encouraged to talk about the setting and activities. The
interlocutor will use prompts, rather than direct questions, to
encourage the candidates if necessary.

Specialised vocabulary is not expected at PET level, but
candidates should be able to paraphrase, as they are
expected to be able to use ‘compensation’ and
‘accommodation’ strategies at this level.

The two photographs are linked thematically to establish a
common starting point for Part 4, but are returned to the
interlocutor at the end of Part 3.

PART 4

The theme for Part 3 is used as a starting point for a general
conversation between the candidates about their likes and
dislikes, experiences and habits and so on. In this Part, as in
Parts 1, 2 and 3, candidates should not worry overly if they
cannot think of much to say. The interlocutor will always
prompt the candidates if necessary and encourage them to
develop the topic.

Candidates should be able to talk about their interests and
enthusiasms and explain their reasons for not liking
something.

If, at any time during the test, candidates have difficulty in
understanding a question or a response, they should ask the
interlocutor or other candidate to repeat what was said.
Marks will not normally be lost for the occasional request for
repetition.

Assessment and Marking

Throughout the test, candidates are assessed on their
language skills, not their personality, intelligence or
knowledge of the world. They must, however, be prepared to
develop the conversation, where appropriate, and respond to
the tasks set. Prepared speeches are not acceptable.

Marks are awarded throughout the test on the following four
scales which together make up the candidate’s linguistic
profile:

Grammar and Vocabulary

Discourse Management

Pronunciation

Interactive Communication

Grammar and Vocabulary – This refers to the accurate and
appropriate use of grammatical structures and vocabulary in
order to meet the task requirements at PET Level. Candidates
who do not have immediate access to the vocabulary they
need should be able to convey their intended meaning by
using alternative words or phrases without extensive
repetition.

Discourse Management – At PET Level candidates are
expected to be able to use extended utterances where
appropriate. The ability to maintain a coherent flow of
language over several utterances is assessed here.

Pronunciation – In general, this refers to the ability to
produce comprehensible utterances to fulfil the task
requirements. At PET Level, it is recognised that even in the
top assessment band, candidates’ pronunciation will be
influenced by features of their first language.

Interactive Communication – This refers to the ability to take
part in the interaction and fulfil the task requirements by
initiating and responding appropriately and with a
reasonable degree of fluency. It includes the ability to use
strategies to maintain or repair communication.

The assessor awards a mark out of 5 on each of the four
scales. This ranges from effective use at this level (5) to
unintelligibility (0). The interlocutor gives an impression
mark out of 5 for each candidate. The interlocutor’s mark is
then doubled to 10, which is added to the assessor’s mark
out of 20 to give each candidate a score out of 30. This mark

Page 18

is weighted to a final total out of 25. There is no pass mark
for the individual scales.

The assessor records the marks on the candidate’s mark
sheet. Standardisation of marking is maintained both by
regular examiner co-ordination sessions and by visits to
centres by Team Leaders to monitor examiners’ performance.
During training sessions, examiners watch and discuss
sample Speaking Tests recorded on video in order to
establish a common standard of assessment. These sample
videos are selected to demonstrate a range of nationalities
and different levels of competence and are pre-marked by a
team of experienced Team leaders/Senior Team leaders.

In many countries, Oral Examiners are assigned to teams,
each of which is led by a Team Leader. Team Leaders give
advice and support to Oral Examiners as required. The Team
Leaders are responsible to a Senior Team Leader who is the
professional representative of UCLES for the Speaking Tests,
and attends co-ordination and development sessions in the
UK. Team Leaders are appointed by the Senior Team Leader
in consultation with the local administration, and Senior
Team Leaders are appointed by UCLES.

Preparation for the Speaking Component

The speaking skill is perhaps the most difficult skill to
develop, especially in situations in which English is being
learned as a foreign language. Speaking a foreign language,
however, is often the most important of all the language
skills in the modern world, involving listening as well as
speaking.

Speaking practice at this level will range from simple
pronunciation drills to taking part in a short conversation
about a subject of interest to both candidates.

It is important for learners to be able to identify themselves
in English, giving their name, address, age, etc. Preparation
for PET should involve students in talking about themselves
and finding out about each other, spelling their names,
describing their hobbies and interests, and giving reasons for
liking or disliking something.

Simple role-plays are useful and can provide an excellent
opportunity for spontaneous, unrehearsed speech. For such
practice it is essential for students to be given roles with
which they can identify: for example, going into a shop to
buy something or helping a tourist in their own town or city.
In the PET Speaking Component all the situations provided
are relevant and purposeful, within meaningful tasks.

Teachers will not be required to prepare students for artificial
and unreal tasks found only in examinations. All the practice
which is given will help to prepare students for possible
situations in real life. Such an approach to teaching as well
as to testing will undoubtedly help to encourage students to
speak English and to develop the confidence they need.
Above all, practice for PET will prepare students for realistic

and relevant tasks.

SAMPLE TESTS

The material in the Sample Tests on the following pages has
been reduced in size.

The photographs for Part 3 of the Speaking Test (page 38) are
in colour in the real test materials.

TA P E S C R I P T

RUBRIC = R

R:

This is the Cambridge Preliminary English Test.
There are four Parts to the Test. You will hear
each recording twice. During the Test there will
be a pause before each Part to allow you to look
through the questions, and other pauses to let you
think about your answers. You should write your
answers on the Question Paper. You will have
twelve minutes at the end to transfer your answers
to the separate answer sheet.

Part One

There are seven questions in this Part. For each
question there are four pictures and a short
recording. You will hear each recording twice. For
each question, look at the pictures and listen to
the recording. Choose the correct picture and put
a tick in the box below it.

Before we start, here is an example.

R:

What’s the time?

Woman:

Have you got the time?

Man:

Yes, it’s twenty past three.

pause

R:

The man told the woman the time. The first
picture is correct and the tick has been put in the
box under the picture.

Now we are ready to start. Here is a short
recording for the first four pictures. Don’t forget to
put a tick in one of the boxes! Listen carefully ...

R:

One: When and where are they meeting?

Woman: What time are we meeting Jane?

Man:

At half past seven, outside the restaurant.