A DETAI LED GUI DE TO PET
Part 2
Questions 6-10
READING
" 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
PART 1
(numbers 6-10).
" For each of these numbers mark the correct letter on your answer sheet.
This Part consists of five multiple-choice questions. Each
question takes the form of a public notice, sign or label
Claire is at university. When she s not
containing a short text. A multiple-choice question tests the 6
studying she likes reading books in which
student s understanding of the text in the notice. Authentic
writers describe their own experiences. She
notices are used wherever possible.
particularly likes them to include pictures.
When candidates attempt this Part, they are advised to read
A Betty Selby B Other Fires: Stories from Women
each notice very carefully and to consider the situation in
Riding the Mountains Down of Latin America
which it would appear. It is usually helpful if they can guess
The remarkable account of a lone Collection of 20 outstanding stories
the purpose of the notice. They should then read the notice
female cyclist s dangerous 8,000 by women from Latin America. The
once again but not worry too much if they cannot
kilometre journey from Karachi to youngest writer is 17 years old, the
understand every word. It is important at this stage to grasp
Kathmandu. Illustrated with the oldest 85. Some of these wonderful
the general meaning of the notice. Candidates should next author s own photographs, this book tales have already won prizes, others
gives a vivid picture of travel in India will in the future.
read each option, comparing it with the text in the notice
and Pakistan.
before choosing the correct option. Finally, each option
should be read once again and checked against the text in
Part 2
A B C D E F G H
the notice. 6
The following is an example of this type of question and
shows the relevant part of the answer sheet, completed.
Candidates should begin answering this type of question by
There are five such questions in Part 1.
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
Part 1
Questions 1 5
and the goods/services.
" Look at the sign in each question.
" Someone asks you what it means.
PART 3
" Mark the letter next to the correct explanation - A, B, C or D - on your answer sheet.
The ability to scan a text is tested in this Part. The
information to be found is usually of a practical nature,
1
resembling the type of task with which people are
NO BICYCLES
confronted in real life. Frequently, texts will take the form of
A Do not leave your bicycle touching
the window.
AGAINST GLASS
advertisements, public notices, or brochure extracts.
B Do not ride your bicycle in this area.
PLEASE
C Broken glass may damage your
The task is made more authentic by putting the questions
bicycle tyres.
before the text in order to encourage candidates to read
D Your bicycle may not be safe here.
them first and then scan the text to find each answer. As can
Part 1
be seen clearly from the example text below, candidates will
A B C D
1
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
PART 2
phrase, they should be encouraged to read on and to
This Part is intended to test candidates detailed concentrate on obtaining the specific information required
comprehension of factual material and takes the form of a from the text. The whole purpose of the question is to
number of short texts. In the following example, students are present tasks involving the use of authentic text, or text
instructed to read short profiles of people who want to buy a which is similar to that which may be used in real life.
book. Candidates are then told to read brief descriptions of
In the following example, there are two questions and an
books and to match each person to a suitable book. Only
extract from the text, in a real PET Reading Part 3, there are
two books and one person are described in this short
ten questions with a longer text.
example (with answer). In reality, Part 2 contains eight
advertisements/pieces of information and five descriptions of
people.
Page 9
Part 3 Part 4
Questions 11-20 Questions 21 25
" Look at the statements below about air fares. " Read the text and questions below.
" Read the text to decide if each statement is correct or incorrect. " For each question, mark the letter next to the correct answer - A, B, C or D - on your
" If it is correct, mark A on your answer sheet. answer sheet.
" If it is not correct, mark B 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.
11 You must pay for your Eurobudget ticket when you reserve it.
This one has an unusual story-line. Just imagine this: one day Mickey Style, a TV
12 Pex fares are available all the year round.
journalist, goes off to make a programme about an exciting film festival in Canada.
Part 3
On his first morning there he wakes up, the sun is shining, the birds are singing, and
A B
11
life just couldn t be better. He works through the day, goes to bed, wakes up the
A B
12
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
FARES STRUCTURE LONDON/HELSINKI ROUTE
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,
EUROBUDGET One way Return
really! - although Hollywood probably won t give her any prizes. So if you want to
Ł193 Ł386
forget your troubles, this is the film for you.
Reservation, payment and ticketing to be completed at the same time.
21 What is the writer trying to do in the text?
Direct services only. No stopovers allowed.
A give his or her opinions about a particular actor
B give his or her opinions about a film
Cancellation charge is 20% of unused coupon.
C describe a Canadian film festival
Open return journey permitted. However, no change of Eurobudget
D describe his or her strange experience
reservation allowed once booked.
22 Why would somebody read the text?
Travel will be in the tourist cabin - a light, hot meal will be served and the
usual bar service offered. Wine and beer complimentary. A to enjoy the extremely funny jokes
B to find the answer to a problem
Return
C to find out more about a cinema
D to choose their evening s entertainment
PEX Low season (01 October - 30 June) Ł288
Part 4
High season (01 July - 30 September)Ł327
A B C D
21
A B C D
22
Period spent away should include a Saturday night.
PART 5
PART 4
Candidates read a short text containing numbered spaces.
This Part presents candidates with a text which goes beyond
There is a multiple-choice question for each space at the end
the provision of factual information, and expresses an
of the passage. They must then choose the best word to fit in
opinion or attitude. In answering five multiple-choice
each space, thus completing the text. The text itself may take
questions candidates show whether they have understood
the form of an extract from a newspaper article, or perhaps a
the writer s purpose, a reader s purpose, the writer s attitude
letter or story. The spaces are designed to test vocabulary
or opinion, or an opinion quoted by the writer, and the
and grammatical points such as connectives and
detailed and global meaning of the text.
prepositions.
Unlike the previous Part of the test, Part 4 requires
When answering this Part, candidates should glance through
candidates to read the text very carefully indeed. After the
the whole text before even attempting to complete any
first fairly quick reading, candidates should think about the
spaces. After looking at the entire text in this way, they
writer s purpose and attitude in writing it, as well as why a
should then go back to the beginning and try to select the
reader might want to read it and the meaning of the text as a
correct option (i.e. word) to fit in the first space. It may often
whole. Next, candidates should read the text once again, this
be necessary to read the complete sentence before making a
time much more carefully. After this second reading of the
choice. A useful way of checking the answer is for
text, candidates should try to answer the questions, checking
candidates to try to complete the appropriate sentence with
each time with the text.
each incorrect option.
In the following example, the entire reading text is given,
The following example contains an extract from a text with
followed by two questions (with answers).
four questions. In reality, the text in Part 5 contains ten
spaces.
Page 10
English guidebooks or on their experience of visiting an
Part 5
English-speaking country. Teachers are advised to
Questions 26-35
concentrate on the language used in the notices rather than
" Read the text below and choose the correct word for each space.
spend time writing multiple-choice items, since the whole
" For each question, mark the letter next to the correct word - A, B, C or D - on your
answer sheet.
purpose will be to provide practice rather than to prepare
Part 5
Example answer:
test material. Students understanding of the notices in PET
A B C D
0
depend on language not cultural knowledge.
TRAVELLING IN THE LAKE DISTRICT
As the Reading Component of PET places emphasis on
The Lake District is (0) & & & popular for holidays all year round. Roads leading
skimming and scanning skills, it is important for students to
into the area have been improved in (26) & & & years. Within the area, however,
obtain practice in glancing through a slightly longer text to
many roads are (27) & & & and winding with steep hills, and it may not be safe to
obtain specific information. Using a phone book or an index
drive (28) & & & roads like this when they are (29) & & & in ice.
is a useful reading task with which to start. Reading a history
0 A very B lots C much D many
article to find a particular date or a more general text to
26 A recent B next C last D close
27 A thin B slim C narrow D shallow locate a specific point also offers useful practice.
28 A along B above C by D in
29 A wrapped B covered C drowned D filled
Part 5
There is a copy of the Reading Part of the OMR answer sheet
A B C D
26
on page 25 so that teachers can make photocopies to
A B C D
27
familiarise candidates with the format before they take the
28 A B C D
examination.
29 A B C D
WRITING
Preparation for the Reading Component
Preparation for the Reading Component is best carried out PART 1
by giving students a wide variety of reading materials,
There are three Parts to the Writing Component. Part 1
including simple articles, reports, reviews, instructions,
requires candidates to change sentences according to certain
descriptions, and narratives. Reading practice should take
patterns. They read a sentence and are given the beginning
the form of extensive reading of texts as well as intensive
of a new sentence. They must then complete the new
reading. Simplified readers on subjects of interest to students
sentence in order to give it the same meaning as the first
will be very beneficial in developing not only reading
sentence. Both the original sentence and the new sentence
comprehension but also appropriate reading strategies.
will be written within the range of grammar and structures
Wherever possible, reading as an enjoyable activity should
listed in the Syllabus. There may be more than one correct
be encouraged.
answer in some cases.
In those countries where English is learned as a second
All the five sentences which are given for students to change
language and is used as the language of government,
are about the same theme or topic, as can be seen in the
education or commerce, students will probably have easy
following example (containing only the first three sentences
access to newspapers, reports and books in English. Such
and given with answers).
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
Part 1
Questions 1-5
are able to experience English as a living language of direct
relevance to their lives. " 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
It is usually more difficult to obtain a variety of relevant
answer sheet.
" You may use this page for any rough work.
reading materials in countries where English is learned as a
foreign language.
Example: Anna has never been to London before.
This is Anna s first visit to London.
Although English language newspapers may have a limited
1 Anna was taken to her hotel in a taxi.
circulation in these countries, appropriate English language
A taxi
books containing different kinds of reading material are
recommended. English language magazines and journals in
2 The hotel has seventy bedrooms.
class libraries can play a very important part in developing
There are
both reading skills and motivation.
3 Bed, breakfast and dinner are included in the price.
The price
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
Page 11
Students should write approximately 100 words in the space
PET WRITING ANSWER SHEET
Do not
available on the OMR answer sheet. Answers of less than 80
write here
Part 1
words are penalised. The prompt sentence given on the
1
1 took Anna to her hotel.
question paper is not included in the word count.
2
2 seventy bedrooms in the hotel.
3
3 includes bed, breakfast and dinner.
The following example illustrates the kind of general topic
set. Candidates are not tested on the conventions of letter
PART 2 layout, but will be expected to use appropriate endings.
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,
Part 3
there are ten questions.
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
Part 2
the day so much.
Questions 6-15
" Finish the letter on your answer sheet, using about 100 words.
" You want to come to Britain to study English.
" A college has sent you this application form.
Dear . . . . . ,
" Look at the form and answer each question.
" Write your answers on your answer sheet.
I had a really wonderful day out last week.
" You may use this page for any rough work.
..............................................
..............................................................................................................................
Acme English College
High Street
Newtown
Sussex BN22 1HN
Preparation for the Writing Component
United Kingdom
The gap between teaching students how to write sentence-
Full name: (6) ..................................................................................................
type exercises and how to produce simple compositions and
Home address: (7) ............................................................................................
Nationality: (8) ................................................................................................
letters is often difficult to bridge successfully in the early
Date of birth (day/month/year): (9) ..................................................................
stages of learning English. PET, however, makes a real
Sex: (10) ..........................................................................................................
attempt to bridge this gap by emphasising controlled or
Present occupation (if you are a student, say what you are studying):
(11) .................................................................................................................... guided writing tasks which students can reasonably be
How long have you studied English?
expected to perform at this level.
(12) ....................................................................................................................
Name an activity (sport or hobby) which you enjoy:
It is useful for teachers to draw up a list of such writing tasks
(13) ....................................................................................................................
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
Do not
Part 2
write here be made as relevant as possible to the lives of the students.
6
6 Maura Toselli Students will thus not be required to write compositions
7 simply for the sake of writing. Instead, they will write with a
7 Piazzale Siena, 18, 20146 Milan, Italy
definite purpose in mind.
8
8 Italian
9
9 21/08/80
Letter-writing is a very important skill which should be
10
10 Female
practised regularly in preparation for PET. Although the
11
11 Law student
conventions of letter writing layout are not tested in PET, it is
12
12 six years
useful to teach them to students. Candidates will be
13
13 Volleyball
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.
PART 3
This Part tests free writing in the context of a letter, usually to
Realistic tasks should be given for practice work in class.
an English-speaking friend. Candidates are assessed on their
Written assignments should include replies to letters,
ability to write a short narrative, or perhaps an account of
advertisements and notices as well as invitations and short
recent events or future plans. The subjects are as general as
letters of request, apology, etc. Where possible, it is useful to
possible (domestic situations, travel, etc.) allowing scope for
link letter-writing to the keeping of diaries.
candidates imagination, but suggestions and stimuli are
available so that the task remains a test of language rather
Approaches to the treatment of written errors in class will
than creativity.
vary considerably depending on the language level and on
what has recently been taught and practised. However, on
Page 12
the whole it is useful to be more lenient with errors which Sample Answer 2
do not hinder communication to any serious extent. Errors
I was with two friend of mine Priscilla and Henry and
which interfere with communication or cause a breakdown
we have decided to spend our day at  La Chapelle a
in communication, on the other hand, should be treated
chinese place in Paris. You know it was the chinese new
more seriously. This mirrors the approach to marking the
year and we had learned a lot about what they do at this
continuous Writing question in PET.
special day. When we arrived at  La Chapelle the roads
was plenty of people. We were lucky to see the dragon when
During these preparatory stages, it is usually just as
he ate the salad. You know the dragon has to pass in
important to attend to meaning as it is to attend to the forms
front of all the chinese restaurants which got a salad at
of language. When students written work is marked, the
their door and if he stops and eat the salad the
teacher should discuss errors and ways of expressing
restaurant win. After that, there was a Chinese music on
meaning with the individual student concerned. In this way,
the road and we followed the crowd and we dance a lot. I
students will become aware of any comprehension
enjoyed that day because I ve learned more about chinese
difficulties which might arise when a reader attempts to
culture and behaviour and my friend too. What about you
understand what they have written.
in England? Are Chinese celebrate this day? I recommand
to you to go if you can you ll enjoy it. I miss you.
In order to help teachers to assess the standards required,
Lots of Love
here are three sample answers to the Writing Part 3 question
Ramli
on page 12 with marks and examiner comments. A mark out
of five is awarded both for  Task and  Language . The full
TASK - 5 marks
Writing Part 3 markscheme is on pages 39-40.
The script covers all the content elements fully with good
elaboration, including explicit details about why the day was
PET WRITING PART 3 - SAMPLE ANSWERS
enjoyable.
Sample Answer 1
LANGUAGE - 3 marks
Dear Louis,
The script shows evidence of control with attempts at a
I had a really wonderful day out last week. I went with my
variety of structures. A number of errors are present, e.g.
friends outside of London We decided to do picnick. It was
 ...two friend of mine ,  ...we have decided to spend our
in the morning when we reached there. The weather was
day... ,  ...the roads was plenty of people... ,  ...if he stops
lovely. The sun didn t stop shining while we were there. We
and eats the salad the restaurant win... ,  ...a Chinese music
played some games and we had a some walk into forest.
on the road... ,  ...I recommand to you to go if you can you ll
We listened to the birds song. and we saw some forest
enjoy it... . However, they are mostly non-impeding.
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.
Sample Answer 3
By the way some of my friends I hadn t seen for a long
Dear Anna,
time and imagine how I felt with them. I have to tell you
I had a realley wonderful day out last week. It was amazing
that day was enjoyable day for me. I ll never forget.
days for me. First all, it was marvellous to go and see in
Write about yourself. I do miss you.
Cornwall. And visit all that splendid places, you have shown
See you soon.
to me. You know, I always dreamed to go there. I can t tell
Lisa
you how much, I enjoy everthing we have done together:
particulary Plymouth  haven, Bodmin moore, NewKay
TASK - 5 marks
museum, above all my last night. The party you did for my
Very good attempt at task, fully covering all content elements leaving, it was unbelivable to do lots thing in three days. I
with appropriate elaboration. It is well organised, with the don t know How to thank you for all those things your
third element developed at the end. Kindness, your availibility, your welcome. All these will be
unforgetable for me.
I m looking forward to hear your.
LANGUAGE - 4 marks
Yours sincerely,
The script shows evidence of range and control of complex
Ben
structures. There are a few errors, e.g.  we had a some walk
into forest... ,  We decided to do picnick... , but they are
TASK - 2 mark
non-impeding.
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...
Page 13
PART 2
LANGUAGE - 3 marks
This Part takes the form of a recording containing largely
The script shows attempts at quite ambitious language,
factual information of the kind which candidates may need
particularly vocabulary, e.g.  ...I don t know how to thank
or want: e.g. information about travel, weather, opening
you for all those things; your Kindness, your availibility, your
times, available facilities, etc. The questions are in multiple-
welcome. All these will be unforgetable for me... . However,
choice format.
the script is flawed by a number of non-impeding errors, e.g.
The following example contains the first two questions, and
 ...And visit all that splendid places, you have shown to
the beginning of a recorded message (subsequently
me... ,  The party you did for my leaving, it was unbelivable
repeated). In the real test, there are six questions in Part 2.
to do lots thing in three days .
Candidates read:
LISTENING
Part 2
Questions 8 - 13
Candidates should tell the supervisor as soon as possible if
" Look at the questions for this Part.
they have difficulty hearing the recording. It is important to
" You will hear a recorded message about the National Zoo in Washington.
let the supervisor know at the beginning of the tape/CD
" Put a tick ( ) in the correct box for each question.
before the listening examination begins properly.
8 The National Zoo is in A Q' North-east Washington.
B Q' North-west Washington.
C Q' South-east Washington.
PART 1
D Q' South-west Washington.
Seven short monologues or dialogues are heard. All the
9 Parking at the Zoo is A Q' sometimes difficult on busy days.
B Q' never difficult.
utterances are accompanied by line drawings and a short
C Q' never possible at weekends.
focus question. Great care is taken to avoid questions and
D Q' available from 10 a.m.
diagrams that may test intelligence (rather than language).
Candidates are required to put a tick in the box under the
They hear the following:
picture which they think is most suitable. Each monologue
or dialogue is repeated on the tape/CD in order to give
Welcome to the National Zoological Park, one of the most important zoological parks in
candidates a chance to check their answer. It is important for
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
candidates to try to glance at the pictures for one or two
help you to find us and to find your way around when you get here.
seconds in the pause on the recording before the start of the
conversation. If they look again at all four pictures while 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
listening to the recording, candidates will find it easier to
Street and Adam Mills Road. It can be reached easily by public transportation, by bicycle
make a choice. They should then listen to the repeat of the
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.
recorded utterance in order to make sure that they have
chosen the correct picture.
When doing this Part, candidates should concentrate on
The following example contains a Part 1 question and the
listening to the recording. However, they should also look at
recording (subsequently repeated).
the first of the written questions while listening. As soon as a
reference to that question is made, they should try to answer
Candidates read:
the question as quickly as possible so that they can
1 When must the boys get on the coach?
concentrate again on listening to the recording. Next they
should look at the second item, and so on. The most
12 12 12 12
important advice here is to avoid spending too long on
11 1 11 1 11 1 11 1
2 2 2 2
10 10 10 10
trying to answer any particular question, thus missing the
9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
information for the following one. If candidates cannot
7 5 7 5 7 5 7 5
6 6 6 6
answer a question, they should immediately forget all about
A Q' B Q' C Q' D Q' 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.
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!
Page 14
PART 3 listen. However, if they miss a gap, they should not spend
time trying to think of a suitable answer. Instead, they should
The recording for this Part contains information which may
concentrate on answering the next question. They will have
be of interest to candidates without directly concerning
a second chance to answer when the recording is played
them: e.g. simple radio programmes such as news, current
affairs, factual reports. It often takes the form of a simple again. Recognisable spelling of the answers is acceptable,
narrative or sequence of events, relating an incident, an
although candidates are expected to be able to spell simple
account of certain events, or future plans and programmes. It
high frequency words (e.g.  bus ,  Monday ) correctly.
is more likely to contain redundant material than Part 2.
The written questions based on this type of listening material
PART 4
usually take the form of gap-filling and involve the writing of
one or two words. Sometimes candidates may be asked to The listening material for this Part usually consists of a
write numbers. conversation between two people. The people may discuss
for example holiday plans, their studies, or another subject
The following example contains the first three questions and
of mutual interest. Sometimes the people will become
the beginning of the recording (subsequently repeated). In
involved in remembering an experience which both have
reality, there are six questions in Part 3.
shared. Whatever the subject of their discussion, they will
often agree or disagree about certain related matters.
Candidates read:
Consequently, the six written questions which are based on
the conversation will be designed to test candidates
Part 3
understanding of the language used to express agreement or
Questions 14 - 19
disagreement, apologies or complaints, etc., as well as their
" Look at the notes about Burnside Country College.
understanding of the gist of a conversation. The questions
" Some information is missing.
" You will hear a radio announcer talking about country sports weekends at the College.
themselves take the form of simple Yes/No questions.
" For each question, fill in the missing information in the numbered space.
BURNSIDE COUNTRY COLLEGE The following example contains the first two questions, and
Country Sports Weekends
the beginning of the conversation (subsequently repeated). In
the real test, there are six questions in Part 4.
COURSE AGE
Fishing 12+
Candidates read:
(14)(15)
Part 4
Rock-climbing 16+
Questions 20 - 25
" Look at the six statements for this Part.
Accommodation either in (16)
" You will hear a conversation between a boy, Michael, and a girl, Karen, who have
or in college rooms
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
They hear the following:
YES NO
20 Michael thought it was too hot in the cinema. Q' Q'
& and lastly this week I have some information about a course at the Country College
21 Karen enjoyed the film more than the book. Q' Q'
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
They hear the following:
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
Girl: Oh, it s so nice to be out of the cinema. It was so hot in there, I
be needing accommodation, that s available, either in holiday flats where you can, if you
thought I d melt!
prefer, cook your own meals, or in college rooms, where breakfast and an evening meal
are provided.
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
Do not
write here
story was missing in the film.
Part 3
14
14 hill-walking 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.
15
15 12+
Girl: No, I know, but the director should at least try to follow the story.
16
16 holiday flats
(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.
As in the previous Part, it is important for candidates to look
Girl: Perhaps he did, but I just don t think a film director has the right.
at the incomplete written information as they listen to the
tape/CD. They should try to complete each gap as they
Page 15
It is helpful to identify agreement and disagreement, etc. by will be given in the same way, however many times it is
listening carefully to the tone of each speaker s voice. In this played. Another major advantage results from the possibility
way, different attitudes and feelings will be recognised more it offers of playing the tape a second (or even third or fourth)
easily, resulting in a better understanding of the time and thus having another chance to listen to the
conversation. 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,
Preparation for the Listening Paper
they may then not make the effort to try to understand
Listening is a language skill which should be practised from
spoken material the first time it is heard.
the early stages of learning English. It can be harmful and
discouraging if students have little opportunity to listen to General practice involving listening to all kinds of talks and
English during their course until shortly before the conversations will be found very useful indeed. Thus, it is
examination. often very helpful if teachers use English as the language of
the classroom even when English is being learned as a
In those countries where English is used as a second
foreign language. The importance of the use of English for
language, it may not be too difficult to obtain frequent
classroom instructions and classroom management can
practice by listening to English programmes on the radio and
never be underestimated.
by watching television and films. Such practice offers a good
way of developing listening skills. In countries where English
SPEAKING
is used as a foreign language, listening to English on the
radio and on tape/CD is often even more important. Again,
In the PET Speaking Test, candidates are examined in pairs
such listening practice serves to remind students that English
by two Examiners. One of the Examiners acts as an
is a real language and not just a language for passive study.
interlocutor and the other as an assessor. The interlocutor
directs the Speaking Test, while the assessor takes no part in
The best way for students to develop their listening skills is
the interaction. Examiners change roles during the course of
to go out and try to listen to people talking in English.
an examining session, but not during the examining of one
Listening to native-speakers and fairly fluent non-native
pair. There are many different  packs of material that
speakers is by far the most useful practice which learners
Examiners can use.
can get. Talks, conversations, stories and instructions in
English will all provide valuable help in improving listening
The test takes ten to twelve minutes and consists of four Parts
ability.
which are designed to elicit a wide range of speaking skills
and strategies from the candidates. Where there is an uneven
Teachers may also direct students to listen to BBC English by
number of candidates at a centre, the last Speaking Test is for
radio or TV language programmes; a free schedule of such
a group of three. The group of three test is not an option for
programmes is available from BBC English, Bush House,
all candidates, but is only used for the last test in a session,
Strand, London WC2B 4PH, United Kingdom. Students can
where necessary.
also listen to other English language broadcasts such as the
BBC World Service in English.
Test Format
Other sources of authentic listening material include: films,
The Speaking Test consists of four Parts:
television, videos, airport announcements, hotels, youth
hostels, theatres, clubs, cinemas, British Embassies and
Part 1 - General conversation
Consulates, the British Council, churches, language schools,
songs, teachers of English, other speakers of English, tourists, Part 2 - Simulated situation
tourist guides, and family and friends.
Part 3 - Responding to photographs
Many international publishing companies produce cassettes
Part 4 - General conversation based on the
which enable students to hear a variety of native-speaker
photographs in Part 3.
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.
PART 1
Recordings of short talks and conversations can also be
The test begins with a general conversation between the
collected and used for learning English.
candidates, which the interlocutor initiates. The purpose of
this conversation is primarily to settle the candidates and to
Listening to recorded material must always be inferior to
enable them to overcome any initial nervousness.
listening to someone talking, as important clues resulting
from eye movements and gestures will be absent. Recorded
In order to maximise the candidates talking time, the
material, however, has several advantages. For a start, it can
interlocutor will ask any candidates who already know each
increase the reliability of a test as each talk and conversation
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other, to pretend that they don t. They are then encouraged
Candidates should be able to talk about their interests and
to ask each other questions in order to elicit information
enthusiasms and explain their reasons for not liking
about personal details, home town, schools, jobs, family etc.
something.
At an appropriate point the candidates are asked to spell out
If, at any time during the test, candidates have difficulty in
words (e.g. names, addresses) and to give numbers (e.g.
understanding a question or a response, they should ask the
candidate number).
interlocutor or other candidate to repeat what was said.
Marks will not normally be lost for the occasional request for
Candidates should try to avoid giving one-word answers.
repetition.
The task set is designed to encourage the candidates to give
fairly full answers and to produce language of both an
Assessment and Marking
interrogative and responsive nature.
Throughout the test, candidates are assessed on their
language skills, not their personality, intelligence or
PART 2
knowledge of the world. They must, however, be prepared to
Part 2 takes the form of a simulated situation where the
develop the conversation, where appropriate, and respond to
candidates are asked, for example, to make and respond to
the tasks set. Prepared speeches are not acceptable.
suggestions, discuss alternatives, make recommendations
and negotiate agreement with their partner. At no time are
Marks are awarded throughout the test on the following four
the candidates expected to assume an unfamiliar role.
scales which together make up the candidate s linguistic
profile:
The interlocutor first outlines the task and then allows the
Grammar and Vocabulary
candidates to carry out the task, intervening only if
necessary. A visual stimulus is given to the candidates but
Discourse Management
this should serve mainly as a prop - something to aid them
in the generation of ideas. Pronunciation
Interactive Communication
In order to maintain standardisation, the interlocutor works
to a carefully prepared format. However, since each test is
Grammar and Vocabulary  This refers to the accurate and
unique, it is expected that conversations will vary.
appropriate use of grammatical structures and vocabulary in
Candidates will be credited for performing the task set and
order to meet the task requirements at PET Level. Candidates
arriving at a satisfactory conclusion after about five or six
who do not have immediate access to the vocabulary they
exchanges.
need should be able to convey their intended meaning by
using alternative words or phrases without extensive
PART 3 repetition.
In Part 3 the candidates are each given a colour photograph
Discourse Management  At PET Level candidates are
in turn. After being given a short time to look at it, they are
expected to be able to use extended utterances where
then encouraged to talk about the setting and activities. The
appropriate. The ability to maintain a coherent flow of
interlocutor will use prompts, rather than direct questions, to
language over several utterances is assessed here.
encourage the candidates if necessary.
Pronunciation  In general, this refers to the ability to
Specialised vocabulary is not expected at PET level, but
produce comprehensible utterances to fulfil the task
candidates should be able to paraphrase, as they are
requirements. At PET Level, it is recognised that even in the
expected to be able to use  compensation and
top assessment band, candidates pronunciation will be
 accommodation strategies at this level.
influenced by features of their first language.
The two photographs are linked thematically to establish a
Interactive Communication  This refers to the ability to take
common starting point for Part 4, but are returned to the
part in the interaction and fulfil the task requirements by
interlocutor at the end of Part 3.
initiating and responding appropriately and with a
reasonable degree of fluency. It includes the ability to use
PART 4 strategies to maintain or repair communication.
The theme for Part 3 is used as a starting point for a general
The assessor awards a mark out of 5 on each of the four
conversation between the candidates about their likes and
scales. This ranges from effective use at this level (5) to
dislikes, experiences and habits and so on. In this Part, as in
unintelligibility (0). The interlocutor gives an impression
Parts 1, 2 and 3, candidates should not worry overly if they
mark out of 5 for each candidate. The interlocutor s mark is
cannot think of much to say. The interlocutor will always
then doubled to 10, which is added to the assessor s mark
prompt the candidates if necessary and encourage them to
out of 20 to give each candidate a score out of 30. This mark
develop the topic.
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is weighted to a final total out of 25. There is no pass mark
and relevant tasks.
for the individual scales.
SAMPLE TESTS
The assessor records the marks on the candidate s mark
sheet. Standardisation of marking is maintained both by
The material in the Sample Tests on the following pages has
regular examiner co-ordination sessions and by visits to
been reduced in size.
centres by Team Leaders to monitor examiners performance.
During training sessions, examiners watch and discuss The photographs for Part 3 of the Speaking Test (page 38) are
sample Speaking Tests recorded on video in order to in colour in the real test materials.
establish a common standard of assessment. These sample
videos are selected to demonstrate a range of nationalities
TAPESCRI PT
and different levels of competence and are pre-marked by a
team of experienced Team leaders/Senior Team leaders.
RUBRIC = R
In many countries, Oral Examiners are assigned to teams,
R: This is the Cambridge Preliminary English Test.
each of which is led by a Team Leader. Team Leaders give
There are four Parts to the Test. You will hear
advice and support to Oral Examiners as required. The Team
each recording twice. During the Test there will
Leaders are responsible to a Senior Team Leader who is the
be a pause before each Part to allow you to look
professional representative of UCLES for the Speaking Tests,
through the questions, and other pauses to let you
and attends co-ordination and development sessions in the
think about your answers. You should write your
UK. Team Leaders are appointed by the Senior Team Leader
answers on the Question Paper. You will have
in consultation with the local administration, and Senior
twelve minutes at the end to transfer your answers
Team Leaders are appointed by UCLES.
to the separate answer sheet.
Part One
Preparation for the Speaking Component
There are seven questions in this Part. For each
The speaking skill is perhaps the most difficult skill to
question there are four pictures and a short
develop, especially in situations in which English is being
recording. You will hear each recording twice. For
learned as a foreign language. Speaking a foreign language,
each question, look at the pictures and listen to
however, is often the most important of all the language
the recording. Choose the correct picture and put
skills in the modern world, involving listening as well as
a tick in the box below it.
speaking.
Before we start, here is an example.
Speaking practice at this level will range from simple
R: What s the time?
pronunciation drills to taking part in a short conversation
about a subject of interest to both candidates.
Woman: Have you got the time?
Man: Yes, it s twenty past three.
It is important for learners to be able to identify themselves
in English, giving their name, address, age, etc. Preparation
pause
for PET should involve students in talking about themselves
R: The man told the woman the time. The first
and finding out about each other, spelling their names,
picture is correct and the tick has been put in the
describing their hobbies and interests, and giving reasons for
box under the picture.
liking or disliking something.
Now we are ready to start. Here is a short
Simple role-plays are useful and can provide an excellent
recording for the first four pictures. Don t forget to
opportunity for spontaneous, unrehearsed speech. For such
put a tick in one of the boxes! Listen carefully ...
practice it is essential for students to be given roles with
R: One: When and where are they meeting?
which they can identify: for example, going into a shop to
buy something or helping a tourist in their own town or city.
Woman: What time are we meeting Jane?
In the PET Speaking Component all the situations provided
Man: At half past seven, outside the restaurant.
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
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