CAMBRI DGE
EXAMI NATI ONS, CERTI FI CATES & DI PLOMAS
PET
PRELI MI NARY ENGLI SH TEST
English as a
Foreign Language
© UCLES 2001 NOT FOR RESALE
H A N D B O O K
PREFACE
This Handbook is intended principally for teachers and
course designers who are, or who intend to become,
involved in preparing candidates for the Cambridge
Preliminary English Test (PET). There are separate Handbooks
for other Cambridge EFL examinations.
The introductory part of the Handbook provides a general
background to the Cambridge EFL examinations and an
overview of the work of the EFL Division at UCLES,
including a description of current procedures for test design,
production and marking.
Page 2
CONTENTS
This booklet provides the following information about PET:
Introduction to UCLES ................................................................................................................ 1
Background to PET ...................................................................................................................... 2
Marking and Grading.................................................................................................................... 4
PET Administration ...................................................................................................................... 4
PET Format ................................................................................................................................ 5
Aims and Objectives .................................................................................................................... 6
Language Specifications .............................................................................................................. 6
Inventory of Functions, Notions and Communicative Tasks .................................................... 6
Inventory of Grammatical Areas .......................................................................................... 7
Topics ................................................................................................................................ 8
Lexis .................................................................................................................................. 8
A Detailed Guide to PET .............................................................................................................. 9
Reading ............................................................................................................................ 9
Writing .............................................................................................................................. 11
Listening ............................................................................................................................ 14
Speaking ............................................................................................................................ 16
Sample Papers ............................................................................................................................ 19
Mark Schemes for Sample Papers .................................................................................................. 39
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examinations fulfil the Code of Practice established by the
I NTRODUCTI ON TO UCLES
Association of Language Testers in Europe (ALTE). This Code
The University of Cambridge Local Examinations Syndicate of Practice focuses on the responsibilities both of
(UCLES) was established as a department of the University of examination providers and examination users and covers
Cambridge in 1858 in order to set a standard of efficiency four main areas:
for schools in England. The Cambridge examinations cover a
" Developing examinations
wide range of academic and vocational subjects and include
examinations especially designed for international use.
" Interpreting examination results
" Striving for fairness
Examinations in English as a Foreign Language (EFL) were
" Informing examination takers
started at UCLES in 1913, with the Certificate of Proficiency
in English (CPE). The First Certificate in English (FCE) was
introduced in 1939. Other EFL examinations and schemes
The Association of Language Testers in Europe (ALTE)
for Teachers of English as a Foreign Language (Cambridge
UCLES is a member of The Association of Language Testers
English Language Teaching) have been added periodically
in Europe (ALTE) which was formed in 1990. The members
since then, so that UCLES now offers a comprehensive range
which include Alliance Française, Goethe-Institut, Instituto
of EFL examinations and TEFL schemes with a total annual
Cevantes etc, are all providers of language examinations and
candidature of over 700,000.
certificates from countries within the European Union.
The EFL Division
The principal objectives of ALTE are:
The English as a Foreign Language (EFL) Division at UCLES
" to establish a framework of levels of proficiency in
has specific responsibility for all the professional and
order to promote the transnational recognition of
specialist aspects of the EFL examinations and the TEFL
certification, especially in Europe;
schemes. The EFL team is made up of staff with
" to establish common standards for all stages of the
qualifications mainly in the area of Applied Linguistics and
language testing process: i.e. for test development,
TEFL, and with considerable experience in overseas teaching
question and item writing, test administration, marking
situations.
and grading, reporting of test results, test analysis and
The work of the EFL Division covers four main areas:
reporting of findings;
" to collaborate on joint projects and in the exchange of
" Question paper production
ideas and know-how.
" Support for the administration of the examinations
(particularly the Speaking Tests)
More information about ALTE and copies of ALTE documents
can be obtained from UCLES.
" Processing of examinations (marking, etc.)
" User service
The Production of EFL Question Papers
In all these areas there is a programme of on-going
The production process for question papers for EFL
validation, and specialist staff work on analysis and
examinations and TEFL schemes begins with the
evaluation. The aim is to ensure that standards are being met
commissioning of material and ends with the printing of
and that the examinations develop in order to meet the
question papers.
changing needs of candidates and other test users.
There are five main stages in the process:
The core of the EFL system is the question paper production
process. This is described in detail on pages 1- 2.
" Commissioning
" Editing
The general administration and processing of examinations is
also carried out by UCLES EFL, which includes responsibility
" Pretesting
for ensuring that various professional requirements are met.
" Item analysis and banking
This includes, for example, the development and
" Question paper construction
implementation of training and monitoring procedures,
which are required for carrying out the assessment of spoken
This process is represented in the diagram on the following
and written language by examiners.
page.
For the EFL Division, user service concerns professional
matters such as the production of information for test users
e.g. handbooks, sample materials, reports, etc. It is also the
responsibility of EFL staff to ensure that obligations to test
users are met, and that in this context UCLES EFL
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The Production Cycle for Pretested Question Papers The UCLES EFL main suite: The Five Level System
UCLES has developed a series of examinations with similar
characteristics, which now span five levels. Within the five
Commissioning of
levels the Preliminary English Test (PET) is at Cambridge
Material for
Level Two.
Question Papers
Selection and Editing
Cambridge Level Five
of Material
Certificate of Proficiency in English (CPE)
Pretest
Cambridge Level Four
Construction
Certificate in Advanced English (CAE)
Prestesting in
Cambridge Level Three
Centres
First Certificate in English (FCE)
Rejection Item Analysis Revision
Cambridge Level Two
Preliminary English Test (PET)
ITEM BANK
Cambridge Level One
Question Paper
Key English Test (KET)
Construction
Throughout the writing and editing process strict guidelines
are followed in order to ensure that the materials conform to BACKGROUND TO PET
the test specifications. Topics or contexts of language use
PET was introduced in the late 1970s and tests competence
which might introduce a bias against any group of
in Reading, Writing, Listening and Speaking. The language
candidates of a particular background (i.e. on the basis of
level of PET is approximately two thirds of the way towards
sex, ethnic origin, etc.) are avoided.
that of the First Certificate in English. PET is based on the
After selection and editing, the items are compiled into Council of Europe Threshold Level (1990) by van Ek and
pretest papers. Pretesting plays a central role as it allows for Trim.
questions and materials with known characteristics to be
PET is also a free-standing part of the Look Ahead project - a
banked for use in future question papers. The pretesting
collaborative venture between four of Britain s leading
process helps to ensure that all versions conform to the test
organisations involved in English language teaching and
requirements in terms of content and level of difficulty.
testing, developed under the auspices of the Council of
Each pretest paper contains anchor items. The anchor items Europe.
are carefully chosen on the basis of their known
Look Ahead consists of:
characteristics and their inclusion means that all new items
can be linked to a common scale of difficulty.
" TV and radio programmes;
Pretest papers are despatched to a wide variety of schools
" self-study materials and audio cassettes;
and colleges around the world which have offered to
" printed support materials;
administer the pretests to candidates of a suitable level. After
" text books, videos and audio cassettes for use in the
the completed pretests are returned to UCLES, the items are
classroom;
marked and analysed, and those which are found to be
" KET and PET tests.
unsuitable or at the wrong level of difficulty are rejected or
revised. A score for each student is provided to the centre
While it is expected that some candidates for PET may have
within about two weeks of UCLES receiving the completed
used the Look Ahead study materials, it is not necessary to
pretests.
have followed Look Ahead in order to be successful in the
examination.
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The Level of PET: ALTE Level Two - a Threshold Level Several of the examinations provided by members of ALTE at
User this level are used as measures of language ability for official
or institutional purposes, such as acquiring citizenship or
PET falls within ALTE Level Two, and a description of this
entry to courses of study.
level is given below in terms of:
" what material learners can handle;
PET Candidature
" what learners can be expected to be able to do.
In 2000, there were over 70,000 candidates for PET.
Information is collected about the PET candidature at each
At this level a learner should be able to cope linguistically in
session, when candidates fill in Candidate Information
a range of everyday situations which require a largely
Sheets.
predictable use of language. A Threshold Level user will be
able to use English in their own or a foreign country in
These provide essential information which is needed, for
contact with native and non-native speakers of English for
example, to see whether certain types of question cause
general purposes as described below.
difficulties for candidates in particular age ranges or from
particular language backgrounds.
Materials a Threshold User can deal with
The information provided is treated as confidential and is
The text types which can be handled by the learner at this
covered by the Data Protection Act of the United Kingdom.
level include street signs and public notices, product
The answers that a candidate gives to the questions on the
packaging, forms, posters, brochures, city guides and
Candidate Information Sheet will not affect his/her result in
instructions on how to do things, as well as informal letters
any way.
and newspaper and magazine texts such as articles, features
and weather forecasts. The kinds of listening texts the learner
Nationality - PET is taken in over eighty different countries,
needs to understand are announcements made at railway
with the majority of candidates coming from Europe and
stations and airports, traffic information given on the radio,
South America.
public announcements made at sporting events or pop
concerts and instructions given by police or customs
Age - About 70% of PET candidates are aged 20 or under. A
officials. At ALTE Level Two, candidates need to be able to
further 20% are in the 21-30 age group.
not only pick out facts, but also to understand opinions,
attitudes, moods and wishes.
Gender - Approximately 60% are female.
Employment - Most candidates are studying full-time.
What a Threshold User can do
Learners at this level, if travelling as tourists, can get all the Exam Preparation - Approximately 80% of the candidature
information needed from a tourist information centre, as long attend preparation classes. On average, they study EFL for
as it is of a straightforward, non-specialised nature. Similarly, about four and half years in total prior to entry.
if taking part in a guided tour, they can understand the main
Reasons for taking PET - Candidates enter for a variety of
points of a commentary and ask questions in order to get
reasons. About 55% of candidates indicate that they are
more information, as long as no specialised technical
taking PET for personal interest reasons, while nearly 50%
language is needed. They can deal with most situations
state that they are taking PET to improve their future
likely to arise when making travel arrangements through a
employment prospects. Nearly 30% of candidates also
travel agent or when actually travelling. In the context of
indicate that they are interested in further study of English.
work they can state requirements within their own job area,
and ask questions of a fact-finding nature. In a meeting, they
can take part in a discussion which involves the exchange of
What sort of test is PET?
factual information or receiving instructions, but they may
In real life, language is used in context, and the forms of
have difficulty dealing with anything unpredictable or
language vary according to that context. The assessment
unfamiliar. Where telephone calls are concerned,
aims of PET and its syllabus are designed to ensure that the
predictability is also important at this level, and as long as
test reflects the use of language in real life. The question
only routine matters are involved, the learner can receive
types and formats have been devised with the purpose of
and pass on messages. They can write simple personal letters
fulfilling these aims. PET corresponds closely to an active
such as  thank-you letters, but only within a more or less
and communicative approach to learning English, without
standard format.
neglecting the need for clarity and accuracy.
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Time and Place
MARKI NG AND GRADI NG
PET is usually available six times a year on fixed dates in
The final mark a candidate receives in PET is an aggregate of
March, May, June (twice), November and December.
the marks obtained in each of the three Papers (Reading/
Writing, Listening and Speaking). There is no minimum pass
The administrative details of the examination are provided
mark for individual Papers.
separately to centres, and can be obtained from your nearest
Cambridge Examination Centre. A list of Cambridge
PET has two passing grades:
Examination Centres is obtainable from UCLES (address
below) or from the nearest office of the British Council. All
Pass with Merit
PET entries must be made through an authorised centre.
Pass
and two failing grades:
Special Circumstances
Special Circumstances covers three main areas: Special
Narrow Fail
Arrangements, Special Consideration and Malpractice.
Fail
Special Arrangements: Special arrangements are available for
 Pass ordinarily corresponds to approximately 70% of the
disabled candidates. Arrangements may include extra time,
total marks, and  Pass with Merit to approximately 85%. A
separate accommodation or equipment, Braille transcription,
 Narrow Fail result indicates that a candidate was within 5%
etc. Consult the UCLES Local Secretary in your area for more
of the  Pass boundary.
details.
Statements of results contain a graphical display of a
Special Consideration: UCLES EFL will give Special
candidate s performance in each paper. These are shown
Consideration to candidates affected by adverse
against a scale of Exceptional  Good  Borderline  Weak
circumstances immediately before or during an examination.
and indicate the candidate s relative performance in each
Special Consideration can be given where an application is
paper.
sent though the centre and is made within ten working days
of the examination date. Examples of acceptable reasons for
giving Special Consideration are in cases of illness or other
PET ADMI NI STRATI ON
unexpected events.
Candidates mark or write all their answers on OMR (Optical
Malpractice: The Malpractice Committee will consider cases
Mark Reader) answer sheets. For Paper 1 (Reading and
where candidates are suspected of copying/collusion, or
Writing) there are two answer sheets, and candidates must
breaking the examination regulations in some other way.
fill in these sheets within the time allowed for the Paper as
Results may be withheld because further investigation is
printed on the front cover of the question paper.
needed or because of infringement of regulations. Centres
are notified if a candidate s results have been investigated.
In Paper 2 (Listening), candidates write their answers on the
question paper as they listen to the tape, and are given 12
additional minutes to transfer their answers to the answer
Further Information
sheet.
For further information on any of the Cambridge EFL
examinations, please contact:
Samples of the OMR answer sheets for the Reading/Writing
and Listening Papers are provided on pages 25 to 27 and
EFL Information
page 31 of this Handbook and it is useful for candidates to
University of Cambridge Local Examinations Syndicate
practice filling these in before the date of the examination
1 Hills Road
so that they are familiar with PET test procedure.
Cambridge
CB1 2EU
United Kingdom
Telephone: [phone]
Fax: [phone]
E-mail: [e-mail]
www.cambridge-efl.org
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PET FORMAT WRITING
PART 1 - TRANSFORMATIONS
In PET, there are four skills Components in three Papers.
Each of the four Components carries 25% of the final marks.
five sentences, covering a range of grammatical
The four Components of PET are described in summary form
structures
in the table below and in greater detail on the following Test focus: accuracy of grammatical structures
pages. They are also exemplified in the Sample Papers on
PART 2 - FORM-COMPLETION
pages 19 - 38.
ten gaps to be filled in on a realistic form
Test focus: ability to write short responses within an
Summary of Components
authentic task
Paper 1: Reading and Writing (1 hour 30 mins.) PART 3 - CONTINUOUS WRITING
Component No. of Parts Total Mark for each Component an informal letter of about 100 words
Test focus: ability to achieve a given task; linguistic
Reading 5 35 weighted to 25
competence and control of errors
Writing 3 25
LISTENING
Paper 2: Listening (30 mins.)
PART 1 - SHORT EXTRACTS
Component No. of Parts Total Mark for Component
Listening 4 25 seven short recordings which each relate to one of four
illustrations, preceded by a short focus question
Test focus: understanding meaning, across a range of
Paper 3: Speaking (10 - 12 mins.)
topics and with a variety of monologue and conversation
Component No. of Parts Total Mark for Component types
Speaking 4 30 weighted to 25
PART 2 - LONGER FACTUAL MONOLOGUE
six mutiple-choice questions with four options
READING Test focus: identifying specific information of a factual
nature
PART 1  SIGNS
PART 3  LONGER FACTUAL MONOLOGUE
five multiple-choice questions (four options)
completing a set of notes or a table by filling six gaps
Test focus: understanding of real-world notices
with a word or short phrase
PART 2  SHORT TEXTS
Test focus: identifying specific information of a factual
nature and writing it down.
five descriptions matched to eight short texts
Test focus: detailed comprehension of factual material;
PART 4 - INFORMAL CONVERSATION
skimming and scanning skills
six true/false questions
PART 3  LONGER FACTUAL TEXT
Test focus: understanding both global and specific meaning;
identifying attitudes and feelings
ten true/false statements about a text containing factual
information
SPEAKING
Test focus: ability to scan for information
PART 1 - PERSONAL INFORMATION
PART 4  LONGER CONTINUOUS TEXT
introductory question and answer session and brief
five multiple-choice questions about a text which conveys
conversation between candidates
opinion or attitude
Test focus: understanding of global meaning; ability to
PART 2 - SIMULATED SITUATION
recognise opinion or attitude
simulated situation with shared visual material
PART 5  CLOZE TEXT
PART 3 - PHOTOGRAPHS
ten gaps in a short text, to be completed by choosing one of
individual long turn, talking about a photo
four multiple-choice options
Test focus: knowledge of grammar and vocabulary; ability to
PART 4 - DISCUSSION
recognise simple text markers
paired discussion on the topic area illustrated in Part 3
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AI MS AND OBJ ECTI VES LANGUAGE SPECI FI CATI ONS
Candidates who are successful in PET should be able to
INVENTORY OF FUNCTIONS, NOTIONS AND
communicate satisfactorily in most everyday situations with
COMMUNICATIVE TASKS
both native and non-native speakers of English. This aim
corresponds to the recommendations of the Council of
Note that  talking is used below to refer to BOTH speaking
Europe s Threshold Specification.
and writing.
greeting people and responding to greetings (in person and
READING
on the phone)
introducing oneself and other people
Using the structures and topics listed in this Handbook,
candidates should be able to understand public notices and
asking for and giving personal details: (full) name, age,
address, names of relatives and friends, occupation, etc.
signs; to read short texts of a factual nature and show
understanding of the content; to demonstrate understanding understanding and completing forms giving personal details
of the structure of the language as it is used to express
understanding and writing letters, giving personal details
notions of relative time, space, possession, etc.; to scan
describing education, qualifications and skills
factual material for information in order to perform relevant
describing people (personal appearance, qualities)
tasks, disregarding redundant or irrelevant material; to read
asking and answering questions about personal possessions
texts of an imaginative or emotional character and to
asking for repetition and clarification
appreciate the central sense of the text, the attitude of the
writer to the material and the effect it is intended to have on re-stating what has been said
the reader.
checking on meaning and intention
helping others to express their ideas
WRITING interrupting a conversation
starting a new topic
Students should be able to give information, report events,
and describe people, objects and places as well as convey changing the topic
reactions to situations, express hopes, regrets, pleasure, etc.
resuming or continuing the topic
They should also be able to use the words they know
asking for and giving the spelling and meaning of words
appropriately and accurately in different written contexts,
counting and using numbers
and be capable of producing variations on simple sentences.
asking and telling people the time, day and/or date
asking for and giving information about routines and habits
LISTENING
understanding and writing diaries and letters giving
information about everyday activities
Students should be able to understand and respond to public
announcements; to show precise understanding of short talking about what people are doing at the moment
factual utterances and to make identifications on the basis of
talking about past events and states in the past, recent
activities and completed actions
these; to extract information of a factual nature (times, dates,
etc.) from speech which will contain redundancies and
understanding and producing simple narratives
language outside the defined limits of PET; to understand the
reporting what people say
sense of a dialogue and show appreciation of the attitudes
talking about future or imaginary situations
and intentions of the speakers.
talking about future plans or intentions
making predictions
SPEAKING
identifying and describing accommodation (houses, flats,
rooms, furniture, etc.)
Students should be able to express themselves in order to
fulfil the functions listed in the Syllabus in situations which buying and selling things (costs, measurements and amounts)
simulate authentic communication. They should be able to
talking about food and ordering meals
ask and to understand questions and make appropriate
talking about the weather
responses, and should be able to talk freely in order to
talking about one s health
express emotions, reactions, etc.
following and giving simple instructions
understanding simple signs and notices
asking the way and giving directions
asking for and giving travel information
asking for and giving simple information about places
identifying and describing simple objects (shape, size,
weight, colour, purpose or use, etc.)
making comparisons and expressing degrees of difference
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talking about how to operate things verbs not used in the continuous form)
describing simple processes Present continuous: future plans and activities, present
actions
expressing purpose, cause and result, and giving reasons
Present perfect simple: recent past with just, indefinite past
drawing simple conclusions and making recommendations
with yet, already, never, ever; unfinished past with for and
making and granting/refusing simple requests
since
making and responding to offers and suggestions
Past simple: past events
expressing and responding to thanks
Past continuous: parallel past actions, continuous actions
interrupted by the past simple tense
giving and responding to invitations
Past perfect simple: narrative, reported speech
giving advice
Future with going to
giving warnings and prohibitions
Future with present continuous and present simple
persuading and asking/telling people to do something
Future with will and shall: offers, promises, predictions, etc.
expressing obligation and lack of obligation
asking and giving/refusing permission to do something
Verb Forms
making and responding to apologies and excuses
Affirmative, interrogative, negative,
expressing agreement and disagreement, and contradicting
people
Imperatives
paying compliments
Infinitives (with and without to) after verbs and adjectives
criticising and complaining
Gerunds (-ing form) after verbs and prepositions
sympathising
Gerunds as subjects and objects
expressing preferences, likes and dislikes (especially about
Passive forms: present and past simple
hobbies and leisure activities)
Verb + object + infinitive give/take/send/bring/show +
talking about physical and emotional feelings
direct/indirect object
expressing opinions and making choices
Causative have/get
expressing needs and wants
So/nor with auxiliaries
expressing (in)ability in the present and in the past
talking about (im)probability and (im)possibility
Compound Verb Patterns
expressing degrees of certainty and doubt Phrasal verbs/verbs with prepositions
Conditional Sentences
INVENTORY OF GRAMMATICAL AREAS
Type 0: An iron bar expands if/when you heat it.
Type 1: If you do that again, I ll leave.
Verbs
Type 2: I would tell you the answer if I knew it.
regular and irregular forms
If I were you, I wouldn t do that again.
Modals
Simple Reported Speech
can (ability; requests; permission)
Statements, questions and commands: say, ask, tell
could (ability; possibility; polite requests)
He said that he felt ill.
would (polite requests)
I asked her if I could leave.
will (offer)
No one told me what to do.
shall (suggestion; offer)
should (advice) Indirect and embedded questions: know, wonder
may (possibility) Do you know what he said?
might (possibility)
I wondered what he would do next.
have (got) to (obligation)
Interrogatives
ought to (obligation)
What, What (+ noun)
must (obligation)
Where; When
mustn t (prohibition)
Who; Whose; Which
need (necessity)
How; How much; How many; How often; How long; etc.
needn t (lack of necessity)
Why
used to + infinitive (past habits)
(including the interrogative forms of all tenses and modals
listed)
Tenses
Present simple: states, habits, systems and processes (and
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Nouns Prepositions
Singular and plural (regular and irregular forms) Location: to, on, inside, next to, at (home), etc.
Countable and uncountable nouns with some and any Time: at, on, in, during, etc.
Abstract nouns Direction: to, into, out of, from, etc.
Compound nouns Instrument: by, with
Complex noun phrases Miscellaneous: like, as, due to, owing to, etc.
Genitive:  s & s Prepositional phrases: at the beginning of, by means of, etc.
Double genitive: a friend of theirs Prepositions preceding nouns and adjectives: by car, for sale,
at last, etc.
Prepositions following (i) nouns and adjectives: advice on,
Pronouns
afraid of, etc. (ii) verbs: laugh at, ask for, etc.
Personal (subject, object, possessive)
Reflexive and emphatic: myself, etc.
Connectives
Impersonal: it, there
and, but, or, either . . . or
Demonstrative: this, that, these, those
when, while, until, before, after, as soon as
Quantitative: one, something, everybody, etc.
where
Indefinite: some, any, something, one, etc.
because, since, as, for
Relative: who, which, that, whom, whose
so that, (in order) to
so, so . . . that, such . . . that
Determiners
if, unless
a + countable nouns
although, while
the + countable/uncountable nouns
Note that students will meet forms other than those listed
Adjectives
above in PET, on which they will not be directly tested.
Colour, size, shape, quality, nationality
Predicative and attributive
TOPICS
Cardinal and ordinal numbers
Clothes Personal identification
Possessive: my, your, his, her, etc.
Daily life Places and buildings
Demonstrative: this, that, these, those
Education Relations with other people
Quantitative: some, any, many, much, a few, a lot of, all,
other, every, etc.
Entertainment and media Transport
Comparative and superlative forms (regular and irregular):
Environment Services
(not) as . . . as, not . . . enough to, too . . . to
Food and drink Shopping
Order of adjectives
Free time Social interaction
Participles as adjectives
Health, medicine and Sport
Compound adjectives
exercise
The natural world
Hobbies and Leisure
Travel and Holidays
Adverbs
House and home
Weather
Regular and irregular forms
Language
Work and jobs
Manner: quickly, carefully, etc.
People
Frequency: often, never, twice a day, etc.
Personal feelings, opinions
Definite time: now, last week, etc.
and experiences
Indefinite time: already, just, yet, etc.
LEXIS
Degree: very, too, rather, etc.
The PET Vocabulary List includes items which normally
Place: here, there, etc.
occur in the everyday vocabulary of native-speakers using
Direction: left, right, along, etc.
English today.
Sequence: first, next, etc.
Candidates should know the lexis appropriate to their
Sentence adverbs: too, either, etc.
personal requirements, for example, nationalities, hobbies,
Pre-verbal, post-verbal and end-position adverbs
likes and dislikes.
Comparative and superlative forms (regular and irregular)
Note that the use of American pronunciation, spelling and
lexis is acceptable in PET.
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