MACMILLAN EXAMS

Ready for
PET Ready for

Ready for PET

Ready for PET is a motivating short course for all students preparing to take the
Cambridge Preliminary English Test. With its clear and thorough approach to all the

PET
tasks found in the exam, Ready for PET will help students develop the confidence and
skills required to be successful in this test. Ideal for students of all ages, Ready for PET

teacher’s book
consolidates students’ knowledge of language relevant to the exam and their ability to
use it communicatively. It can be used with a general language course or on its own for
intensive exam preparation.
The accompanying CD-ROM has 6 practice tests to help students prepare for CBPET.
Sample answers for the writing tasks are included as well as the complete listening script.
teacher’s book
Key features of the teacher’s book:
• Complete answer key and listening scripts
• Clear teaching notes
• Information on the PET exam
Nick Kenny

Nick Kenny & Anne Kelly

• Advice on coping with exam tasks
• Sample answers for writing tasks with marks and comments
• Marks and comments on the model speaking test Anne Kelly
Course components:
Coursebook with key + CD-ROM
Coursebook without key + CD-ROM
Teacher’s Book
Audio CDs

COMMON EUROPEAN FRAMEWORK

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I S B N 978-0-230-02074-0
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Ready for
Ready for

PET
PET Teacher’s Book

Nick Kenny Anne Kelly

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Macmillan Education
4 Crinan Street
London N1 9XW
A division of Macmillan Publishers Limited
Companies and representatives throughout the world

ISBN 978-0-230-02074-0

Text © Nick Kenny and Anne Kelly

Design and illustration © Macmillan Publishers Limited 2007

First published 2001

This edition 2007

All rights reserved; no part of this publication may be reproduced,

stored in a retrieval system, transmitted in any form, or by any
means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior written permission of the publishers.

Original design by Inperspective

This edition by Carolyn Gibson
Cover design by Andrew Oliver

The authors would like to thank Barbara Lewis, David Foll, Penny
Beck, Margaret van Doelen, Nelson Aurich, Graciela Mazzucco and
Russell Crew-Gee for their help with this book.

Printed and bound in Thailand

2018 2017 2016 2015 2014
14 13 12 11 10 9 8 7
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Contents
Introduction
What is the Preliminary English Test (PET)? 2
The format of the PET examination 3
What a PET student needs to know 4
How the teacher can help 4
Standards and assessment 5
Assessment of writing 5
Assessment of speaking 6
How to use Ready for PET 7

Teaching notes
Unit 1 Lesson 1: Personal information 8
Lesson 2: A regular thing 10

Unit 2 Lesson 1: You live and learn 12

Lesson 2: All the best books 14

Unit 3 Lesson 1: Holiday adventures 16

Lesson 2: Just the job 18

Unit 4 Lesson 1: House and home 20

Lesson 2: Interesting people 22

Unit 5 Lesson 1: Places of interest 24

Lesson 2: Getting there 27

Unit 6 Lesson 1: What a bargain! 28

Lesson 2: City life 31

Unit 7 Lesson 1: Food and drink 32

Lesson 2: Your own space 35

Unit 8 Lesson 1: Close to nature 37

Lesson 2: The wide world 39

Unit 9 Lesson 1: Free time 41

Lesson 2: Get well soon! 42

Unit 10 Lesson 1: Entertainment 44

Lesson 2: The age of communication 46

Key to Practice Test 1 48

Key to Practice Test 2 49
Recording Script for Practice Test 1 50
Notes on the sample Speaking test 53
Recording Script for Practice Test 2 54
Examples of student writing 57
Wordlist 61
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Introduction

Ready for PET is for lower-intermediate students of ALTE LEVEL CAMBRIDGE COUNCIL OF
English who are preparing for the University of ESOL EXAM EUROPE LEVEL
Cambridge Preliminary English Test (PET). It consists of a
Coursebook, a Teacher's Book, and an Audio CD plus a 1 Key English Test (KET) Waystage A2
CD-ROM with six PET practice tests. 2 Preliminary English Test Threshold B1
(PET)
The Coursebook deals with language and skills 3 First Certificate in English B2
development, and is available in two editions. (The 'with (FCE)
key' edition of the Coursebook includes a key to exercises 4 Certificate in Advanced C1
and Recording Scripts; the other edition does not have English (CAE)
these.) 5 Certificate of Proficiency C2
in English (CPE)
The Teacher's Book explains the content of PET and gives
advice about preparing students for it. It also includes
detailed notes on the lessons. Answer keys and Recording PET is widely taken by students who are hoping to go on
Scripts are an integral part of the Teacher's Book. The and take the higher level Cambridge examinations such
accompanying Audio CD has recordings of all the as the First Certificate in English (FCE), Certificate in
listening exercises. Advanced English (CAE) and the Certificate of Proficiency
in English (CPE). For these students, PET represents an
Ready for PET can be used in a variety of situations. It can important stepping stone as they develop their language
be used in class as an integrated part of a programme of skills. For other students, especially those who will only
study. Or, if only a few students in the class are planning use English occasionally in a professional context, PET
to take PET, it can be used by the teacher to give extra represents a final learning goal.
homework or private study assignments to these students.
Students can, of course, use Ready for PET by themselves The PET examination is taken in countries all over the
to prepare for the test without the help of a teacher. For world, by people of all ages. It has proved particularly
more advice on how to use Ready for PET, see page 7. suitable for teenagers and young adults in secondary and
tertiary education.
If they have a test as their goal, students have a greater
motivation to study. The language skills needed to PET aims to test students' practical use of English in the
complete the test tasks in PET are needed in the real real world. At this level, students should have the
world, and language qualifications are becoming more language skills necessary to deal with everyday situations
and more important in higher education and in the which call for a largely predictable use of language. PET
workplace. Students who succeed at PET gain confidence focuses on reading, writing, speaking and listening, and
in their skills and acquire test experience. This will help tests both receptive and productive language skills.
them to go on to do well in higher-level examinations.
In terms of receptive skills, students are expected to deal
What is the Preliminary English with texts found in everyday life. For example, they
Test (PET)? should be able to retrieve information relevant to their
everyday needs from signs, notices, packaging,
PET is an examination in general English at University of guidebooks, brochures, etc. In addition, they should be
Cambridge ESOL Level 2. It forms part of the five-level able to read and understand the main points in informal
main suite of examinations offered by Cambridge. The notes, letters, magazine articles, and other everyday texts.
level of the PET examination corresponds to Level 2 in the
Association of Language Testers in Europe (ALTE) scale, Similarly, students are expected to be able to retrieve
and to the Council of Europe’s Threshold level. As it information from spoken texts such as public
forms part of a wider system of language levels, PET announcements, guided tours, sets of instructions, and
enjoys a high degree of recognition among educators informational broadcasts, such as weather forecasts. They
and employers worldwide. should also be able to understand the gist of simple
informal conversations.
The following table shows how ALTE, Cambridge and
Council of Europe language levels correspond to one
another:

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3.1
Introduction

In terms of productive skills, students are expected to be Paper 2: Listening (30 minutes)
able to ask for general information in everyday situations.
They should have the linguistic skills to ask for further Part Text type Task type Test focus
information, or for clarification if necessary. In a work or
study context, students should be able to take part in a 1 short texts multiple-choice gist meaning
discussion where factual information or simple opinions 2 factual multiple-choice understanding
and attitudes are exchanged. They are not, however, monologue/ detail
expected to deal with the unpredictable or unfamiliar. dialogue
Students should therefore be able to take and pass on 3 factual note completion understanding
simple telephone messages, as long as the information is monologue and recording
of a routine nature. Similarly, students should be able to detail
write simple personal letters or short narratives, especially 4 informal true/false attitude/opinion
where these conform to a fairly standard format. dialogue

The format of the PET

examination Paper 3: Speaking (10–12 minutes)

There are four main components in PET, tested in three Part Input Task type Test focus
papers. Each of the four components (Reading, Writing,
Listening and Speaking) carries 25% of the final mark. 1 spoken rubric conversation giving personal
Two of the components, Reading and Writing, are information
assessed in a combined paper. Each of the papers is 2 visual prompt situational exchanging ideas
divided into a number of separate parts, representing dialogue and opinions
different tasks that the candidates have to complete. 3 photograph individual long descriptive
turn language
The three papers are organized as follows: 4 spoken rubric freer discussion expressing
attitudes
Paper 1: Reading and Writing (1 hour 30 and opinions
minutes)

Part Skill Text type Task type Test focus PET candidates are awarded one overall grade for the test
as a whole. The overall grade is reached by adding
1 Reading signs, multiple- detailed together the scores in each of the three papers. There are
messages choice understanding four possible overall grades:
2 Reading short texts matching skimming and
scanning Pass with merit Pass Narrow fail Fail
3 Reading factual text true/false scan for
information To reach a pass grade, a candidate must achieve a score
4 Reading text with multiple- global of 70% or above in the test as a whole.
attitude choice understanding
/opinion The PET examination is offered on six dates in the year,
5 Reading factual text multiple- knowledge of although only some of these will be available in most
choice cloze grammar and places. A computer-based version of the PET Reading,
vocabulary Writing and Listening tests is also offered on certain dates
throughout the year. Cambridge produces written
1 Writing sentences trans- grammatical information about the examination in the PET Handbook,
formations accuracy plus past paper packs and sample speaking tests on
2 Writing short giving linguistic video. For further information about how to enter for the
message information competence examination, or how to become an examination centre,
3 Writing informal writing linguistic contact:
letter or letter or competence
story narrative Cambridge ESOL
1 Hills Road
Cambridge
CB1 2EU
United Kingdom
Tel: (0)1223 553074
www.cambridgeESOL.org

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Ready for PET

What a PET student needs to How the teacher can help

know
The teacher needs to be informed about the content of
Most good, lower-intermediate, general English the examination and the testing focus of each task. This
coursebooks which develop the four skills of reading, will enable him or her to pass on reliable information
writing, listening and speaking equally contain all the about the exam, and ensure that students practise in a
language a student needs to know for PET. Ready for PET meaningful way.
builds on this basic knowledge to prepare students
specifically for the test. It is assumed that students following a PET preparation
course have already taken, or are taking, a general
First of all, students taking the test must be able to English course at the same level. In many cases PET
perform a range of common language functions in preparation classes will be additional to the main course.
English. These include introducing themselves and other For this reason Ready for PET does not present particular
people; asking for and giving information about routines language structures.
and habits; talking about past events and recent activities;
talking about future or imaginary situations; expressing PET preparation classes will increase students’ confidence
opinions and making choices; and so on. A full list of by providing practice in speaking skills and vocabulary
these language functions is given in the PET Handbook, development. Such opportunities may not normally be
published by Cambridge ESOL. Ready for PET focuses on available in the classroom, due to the constraints of time
all the functions that students need to do well in the test. and curriculum.

Secondly, students need control of the grammatical forms Although PET preparation classes can deal with remedial
and patterns necessary to express these functions, such grammar work, this should not be allowed to dominate.
as regular and irregular verb forms, including imperatives, Students need to practise examination tasks so that they
infinitives, gerunds and passive forms; modal verbs; gain a greater understanding of what is required and
simple, continuous and perfect tenses; simple reported what, therefore, represents good performance.
speech; and simple clause patterns, including
conditionals, time, relative and purpose clauses, and Teachers may want to give their students a mock test at
clauses with ‘because’ and ‘although’. A full list is given some stage during the course. The tasks in the Coursebook
in the PET Handbook. The Coursebook gives practice in develop skills needed for the test and they generally have a
the main grammatical areas involved. similar format to the ones in the test. For this reason a
mock test is best given at the end of the course. However,
Thirdly, students need to be able to understand and use a students can be encouraged to practise doing exam tasks
range of everyday vocabulary to talk about various using the CD-ROM in their own time at regular intervals
common topics and situations. They should also be able throughout their exam preparation course.
to talk about themselves and their interests, eg nationality,
subjects of study, work, hobbies, likes and dislikes. The A mock examination using one of the practice tests will
Coursebook deals with the main topic areas. require quite a lot of time and organization. Examination
conditions should be reproduced as far as possible. To
Fourthly, students need to have developed the four give students a true indication of what they have to do
language skills equally. They need to be able to understand on the day, exact timings should be given. The room
a variety of reading and listening texts. They should also be should be laid out so that students cannot easily speak to
able to express their ideas on a range of common topics each other, or copy one another’s work.
fluently and coherently, in both speech and writing. In
addition, they must develop strategies to help themselves There are copies of Cambridge ESOL answer sheets on pages
when they get into difficulties, such as guessing the 88–89 of the Coursebook. Make sure that students know
meanings of unknown words, asking for clarification, and how and when these are used. In the Listening paper, they
paraphrasing. The Coursebook develops all four skills. The will need to write on the question paper and then copy out
Teacher's Book places special emphasis on fluency in their answers, whereas in the Reading and Writing paper
writing and speaking, which is necessary to do well in PET. they should remember to write their answers directly onto
the answer sheet.
Finally, students need information about what the test
contains, and practice doing the different types of test It may be necessary to hold a mock test outside class
exercises. Ready for PET provides extensive and time, or to test different papers in several lessons.
comprehensive help with these areas, including two full Remember that students are not allowed to use
practice tests at the end of the Coursebook and six dictionaries or other books during the examination, and
Reading, Writing and Listening tests on a CD-ROM. must not be given any help by the teacher.

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Introduction

The Speaking test is difficult to organize in class time, and it Assessment of writing
may well prove impossible for each student in the class to
have a complete mock test. If you leave it out, remember There are 5 marks available for PET Writing Part 2, and 15
that it represents 25% of the overall result and students marks for Part 3.
generally do quite well in it.
In PET Writing Part 2, the student has to write a short
Make sure that you always give feedback on students’ communicative message. The focus of the assessment in
speaking skills, even if this is based on your general this part is on how successfully the student has managed to
impression rather than a formal test. Usually you can err on communicate the required message. In the instrucitons the
the side of generosity with this mark, because confidence is student is given three points to include. Failure to include
extremely important in the Speaking paper. Students should one of these points in an answer will mean the student can
always be praised for making an attempt at a speaking score no more than three out of the five available marks.
task, and teachers should avoid giving negative feedback, Students are not expected to write completely faultless
as this may discourage fluency. English and will not be penalized for minor errors, provided
these do not impede the communication of the message.
Standards and assessment
The markscheme used to assess PET Writing Part 2 is given
In PET, the marks a student gains in all three papers are below. (To see how the markscheme operates, refer to the
added together and one overall grade is given as a result Examples of student writing on pages 57–60 and in the
of this. Each component (Reading, Writing, Listening and sample answers on the CD-ROM.) It is used in conjunction
Speaking) carries a possible 25% of the total marks. A with a task-specific markscheme. (The Keys to Practice
student does not necessarily have to ‘pass’ each Tests 1 and 2 on pages 48 and 49 include examples of
component in order to gain an overall pass in PET. A ‘pass’ task-specific markschemes for PET Writing Part 2, as do the
corresponds to 70% or more of the total overall marks. keys to the Writing tests on the CD-ROM.)

Each question on the Reading and Listening papers, and on PET Part 2: Markscheme
Part 1 of the Writing paper, is worth one mark. There are
35 marks on the Reading paper but these are adjusted so 5 All content elements covered appropriately.
that they represent 25% of the total available marks for the Message clearly communicated to reader.
whole test. Most of these questions can be objectively
marked (they are either right or wrong), and students 4 All content elements adequately dealt with.
record their answers by marking an answer sheet (see Message communicated successfully, on the
pages 88–89 of the Coursebook) which can then be whole.
checked by a computer. Some of these questions (Listening
Part 3 and Writing Part 1) involve writing words on the 3 All content elements attempted.
answer sheets. There may be more than one acceptable Message requires some effort by the reader.
answer for each question, and so these are checked by an
examiner. There is still only one mark for each question. OR

It is relatively easy for a teacher to see whether students are One content element omitted but others clearly
approaching the required standard for the reading and communicated.
writing parts of PET. The question to ask is: ‘By the end of
the preparation course, are students generally getting 2 Two content elements omitted, or unsuccessfully
about 70% of the practice exercises correct?’ dealt with.
Message only partly communicated to reader.
Assessing students’ performance in writing (PET Writing
Parts 2 and 3) and in the Speaking paper is more OR
complicated. Here the emphasis is on assessing positive
aspects of the student’s performance. The examiner will Script may be slightly short (20–25 words)
want to see how clearly and coherently the student
manages to communicate ideas, rather than how many 1 Little relevant content and/or message requires
mistakes are made. The teacher should take this approach excessive effort by the reader, or short
when assessing students’ classwork. (10–19 words)

0 Totally irrelevant or totally incomprehensible or

too short (under 10 words).

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Ready for PET

In PET Writing Part 3, the student has the choice of

writing either an informal letter or a story. The focus of PET Part 3: Markscheme
the assessment in this part is on the student’s ability to
control a range of structures and vocabulary, and to Band 5 Very good attempt:
organize his/her ideas coherently. To receive a band 5
score (13 to 15 marks) a student has to show good • Confident and ambitious use of language
control of grammar, word order, vocabulary, spelling and • Wide range of structures and vocabularly
punctuation. It doesn’t matter if there are some mistakes, within the task set
as long as these don’t cause misunderstanding. Important • Well organized and coherent, through use of
words in the descriptions of a band 5 piece of writing are simple linking devices
‘confident and ambitious use of language’. This means • Errors are minor, due to ambition and non-
that to score highly a student must use a wide range of impeding
structures and vocabularly and attempt some complex Requires no effort by the reader
sentence patterns, such as relative clauses, time clauses,
conditionals, comparatives, and clauses with because or Band 4 Good attempt:
although. Where appropriate, sentences should be joined
using simple linking words or phrases, such as first, next, • Fairly ambitious use of language
so, but, in fact, best of all, so that it is easy for the reader • More than adequate range of structures and
to follow the ideas in the letter or story. The markscheme vocabulary within the task set
used to assess Part 3 is given opposite. Band 5 represents • Evidence of organization and some linking of
a score of 13 to 15 marks. Band 4 represents 10 to 12 sentences
marks, and so on. For examples of how the markscheme • Some errors, generally non-impeding
operates, refer to the Examples of student writing on Requires only a little effort by the reader
pages 57–60 and on the CD-ROM.
Band 3 Adequate attempt:
While students are developing their writing skills during the
preparation course, it is advisable to use a less formal • Language is unambitious, or if ambitious,
approach to assessment. The emphasis should be on flawed
communicating meaning. Students should be awarded • Adequate range of structures and vocabulary
marks for successfully conveying their ideas to the reader. If • Some attempt at organization; linking of
the teacher pays too much attention to the correctness of sentences not always maintained
language forms, the student’s writing fluency will be • A number of errors may be present, but are
inhibited. However, students should be encouraged to check mostly non-impeding
their own work for language errors, especially in those areas Requires some effort by the reader
where they frequently make mistakes. For example, they
should make sure they haven’t used the present tense when Band 2 Inadequate attempt:
a past tense is required, and they should check that they
haven’t used an incorrect preposition. • Language is simplistic / limited / repetitive
• Inadequate range of structures and vocabulary
Assessment of speaking • Some incoherence; erratic punctuation
• Numerous errors, which sometimes impede
In the Speaking paper, students are assessed on how well communication
they can speak and communicate, rather than on the Requires considerable effort by the reader
content of what they say or their personality. They
should, however, be prepared to speak to their partner(s) Band 1 Poor attempt:
and develop a conversation appropriately. As the test
aims to assess spontaneous, communicative language • Severely restricted command of language
skills, prepared speeches are not acceptable; nor are one- • No evidence of range of structures and
word answers. Students should be ready to express their vocabulary
views and opinions in response to the tasks set, and to • Seriously incoherent; absence of punctuation
respond naturally to their partner’s contributions. • Very poor control; difficult to understand
Requires excessive effort by the reader
Marks are awarded on five different scales:
0 Achieves nothing:
1 Grammar and vocabulary: The accurate use of an
appropriate range of grammar is assessed, along • Language impossible to understand or totally
with the candidate’s vocabulary resource. irrelevant to task.

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Introduction

2 Discourse management: The candidate’s ability to There will be many instances when work in Ready for PET
produce extended utterances and a coherent flow of complements work in the students’ general coursebook,
language is assessed. for example in terms of topic or skills development.
3 Pronunciation: The candidate’s ability to produce
comprehensible utterances is assessed. The lessons in Ready for PET do not have to be followed
4 Interactive communication: The candidate’s ability in numerical order; nor does every task have to be
to take part in tasks is assessed. The examiner will completed. The teacher should select and organize tasks
look for evidence that the candidate can initiate a according to the needs of students. However, the Get
conversation with a partner and respond ready box and its accompanying exercise, found in every
appropriately to him or her, with reasonable fluency. lesson, should never be overlooked. In the Get ready
5 Global achievement: This reflects the candidate’s boxes, students are given specific advice on different parts
overall contribution and level of language competence. of the test. The Get ready boxes should be used with the
charts on pages 2–3 of the Coursebook. The student will
When giving students feedback on their spoken English, then acquire an overview of the whole test, together with
remember that fluency and confidence are important in detailed information about its separate parts.
the examination. Students who are inhibited by fear of
making mistakes, or who misunderstand the aim of the Some exercises in Ready for PET can be left out if the
tasks, may be at a disadvantage. Teachers should explain to teacher is short of time, but the speaking and writing
students that the ability to communicate naturally and tasks are essential. Students generally need a lot of
meaningfully is what is being assessed. Encourage them, practice to develop fluency in these skills at this level. As
therefore, to become involved immediately with tasks, to they have to do the PET Speaking test with another
say what they are thinking, and to work co-operatively student, they need to practise with a partner in class.
with their partner. Advice about each part of the Speaking There are suggestions in this book on how to organize
test, and how it is assessed, can be found in the following individual speaking activities. If there is not enough time
sections of the Coursebook: to do the writing tasks in class, they can be set for
homework. However, it is worth spending a short time
Speaking Part 1: Unit 1, Lesson 1 preparing the activity in class. The aim of any preparation
Speaking Part 2: Unit 2, Lesson 1 activity should be to stimulate ideas, activate essential
Speaking Part 3: Unit 6, Lesson 2 vocabulary, and make sure that students understand the
Speaking Part 4: Unit 7, Lesson 1 writing task instructions. Ask students to check their
Revision: Unit 10, Lesson 2 written work themselves before they hand it to you.

Information about the Speaking test is also available in If there is no class time available for test preparation,
corresponding sections of this book. students can use Ready for PET for self study, with their
teacher's guidance. If this is the case, they should read
An additional resource is the Sample speaking test, pages 2–4 of the Coursebook carefully before they start.
which is recorded on the course Audio CD. Refer to page The teacher should help them to work out a study
53 of this book for suggestions on how to make use of this timetable, and check at intervals that they are keeping to
sample test. it. It may be helpful for these students to use the 'with
key' edition of Ready for PET, so that they can check their
How to use Ready for PET work. Alternatively, you may want to make the key
available to them only after they have completed the
Ready for PET has ten units with two lessons in each unit. exercises in a lesson, or you may prefer to check their
Each lesson is topic based. This is because it is important for work yourself. It will help students if you check what they
students to develop a range of vocabulary to deal at a write in the writing tasks. Self-study students will also
simple level with a number of everyday topics. Units 1–8 need encouragement to organize speaking activities with
focus on giving information and advice about one particular another student.
test task; Units 9 and 10 revise this material. Each unit aims
to develop the four skills of reading, writing, listening and The tests on the CD-ROM can be used by all students in
speaking. There are vocabulary revision and extension their own time at regular intervals to practise test tasks
exercises, and exercises practising the grammatical patterns and to monitor their own progress. You should make sure
needed for PET in each unit. In this way, Ready for PET gives that all students complete a timed practice test before the
students comprehensive test preparation. real test. If possible, organize this in quite a formal way,
with a teacher invigilating, operating the CD player for the
Ready for PET is designed for use with the students’ Listening test, and asking the questions and giving the
general English coursebook. Ready for PET can be used in a instructions in the Speaking test.
variety of ways, depending on the amount of time
available in class and for homework. The teacher may want The lesson notes that follow give detailed help with each
to include work from Ready for PET in regular class time, or of the lessons in Ready for PET.
devote a separate class specifically to test preparation.
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KEY

Personal
1 1
information
A N a m e : John
S u r n a m e : Rose
H o m e t o w n : London
E - m a i l a d d r e s s : [email protected]
M o b i l e n u m b e r: 02227 813000
Topic S e x : Male
A g e: 16
The topic of this lesson is personal information. The I n t e r e s t s: Football, tennis, volleyball, listening to
ability to talk about oneself and give information in both music, watching television
formal and informal situations is one of the principal
skills expected of a PET student. By the time students are B N a m e : Amanda
at PET level, they should be able to: S u r n a m e : Wilson
H o m e t o w n : York
• give personal information spontaneously, in E - m a i l a d d r e s s : [email protected]
real-life spoken contexts (PET Speaking Part 1); M o b i l e n u m b e r : 02227 963214
• spell any part of their name (PET Speaking Part 1). S e x : Female
A g e: 17
Lesson focus I n t e r e s t s : Horse riding and hill walking

The focus of this lesson is PET Speaking Part 1, and most

time should be spent on this activity. RECORDING SCRIPT

A Hello. My name is John, that’s J-O-H-N. And my surname

1 Writing is Rose, that’s R-O-S-E. I would like to give you some
information about myself. First of all, I live in London and
This activity introduces the vocabulary of personal my e-mail address is: [email protected]. Or you can get
information and provides a lead-in to the type of me on my mobile, the number is: 02227 813000. So,
information students may need to give in PET Speaking what else can I tell you? I’m a 16-year-old boy and so I’m
Part 1. still at school and I’m very interested in sport. I’m quite
good at football and I also enjoy playing tennis and
Read through the form with the students and make sure volleyball. When I’m not playing sport, I like listening to
that they understand the prompts. Afterwards, check that music and watching television.
they have written down appropriate information about
themselves. B Hello. My name’s Amanda Wilson and you spell my first
name A-M-A-N-D-A, Amanda, and my surname is Wilson,
which is spelt W-I-L-S-O-N. My name’s not really difficult
2 Listening 1.1 to spell, but people always seem to make mistakes in it! I
live in York, that’s Y-O-R-K. and my e-mail address is:
1 Students listen to the Audio CD and note down the [email protected]. I’ve got a mobile phone, but I
information. If necessary, stop the CD and play the track don’t use it that much. The number is: 02227 963214.
again. Then go through the information with the whole So, what can I tell you about myself? Well, I’m a 17-year-
class. old English girl and I work as a shop assistant in a large
shop in my home city. In my free time, I like to get out of
Ask students to think about how the information is the city, however, and I’m very interested in horse riding
presented, and then ask them how this differs from their and hill walking. I’m not very good at horse riding yet
own culture. because I only started last year, but I’ve been hill walking
since I was 12 years old. I love it!

2 The follow-up task gives students revision and

practice of question forms. This is essential for PET
Speaking Parts 2 and 4.

First, check that the students are able to make the correct
question forms. Then do any remedial grammar work that
may be necessary on question formation. Once students
have made their questions and you have checked them, ask
them to look at the activities in the box in e x e r c i s e 3 . 1.

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1.2
1.1

3 Speaking 4 Writing

1 Students work individually, ordering the activities in This task practises the grammar in PET Writing Part 1.
the box from most interesting (1) to least interesting (12). U n i t 8 , L e s s o n 2 also deals with Part 1 of the Writing
Then, in pairs, they give the reasons for their choices. paper. If students are unfamiliar with transformation
Elicit what they have found out about their partners and exercises, do the first example with them as a model.
monitor for errors in question forms.
KEY
2 Giving students practice in accurate spelling is
essential for Part 1 of the Speaking test. Revise letters of 1 good football
the alphabet with them, and then encourage students to 2 interested in
spell their names out loud, giving help with 3 old are
pronunciation where necessary. 4 do you
5 you spell
3 1.2 After students have listened to the recording,
check their answers and deal with any problems of
alphabet or transcription. 5 Writing

Go through the G e t r e a d y box with the students, which The writing task may be set for homework. Discuss the
prepares them for PET Speaking Part 1. Answer any Internet context and the likely reader first. Point out that
questions and remind them that, although they will be language can be fairly informal in this case.
examined with a partner, they will need to answer the
examiner’s questions directly in Part 1 of the test.
6 Listening 1.3
Play Part 1 of the Sample speaking test on the course
Audio CD to the students and ask them: 1 Ask the students to look at the dialogue and try to
decide which of the phrases best completes each gap.
• how many questions each person is asked; Point out that some of the phrases do not fit at all. Elicit
• what type of questions they are asked. the answers from the students and also their reasons for
each choice.
In groups of three, ask students to practise the
conversation, taking turns to be the examiner. They KEY
should give real information about themselves and make
up some questions of their own, based on the ideas in 1C 2E 3F 4B 5G
point 1 of the G e t r e a d y box.

KEY 2 Let the students listen to the Audio CD to check

their answers.
3 1 Yolanda Brown
2 Yusuf Amiri KEY
3 Angela Beaufort
4 Paolo Mitchell A, D
5 Irina Gallagher

RECORDING SCRIPT
RECORDING SCRIPT
David: Hello. I’m David.
1 My name is Yolanda Brown, that’s Y O L A N D A
B R O W N. Victoria: Hi. I’m Victoria. I’m a friend of Tom’s from
2 My name is Yusuf Amiri, that’s Y U S U F college.
A M I R I.
3 My name is Angela Beaufort, that’s A N G E LA David: Yes, I’m one of his friends too, and we play football
B E A U F O R T. together. What do you study?
4 My name is Paolo Mitchell, that’s P A O L O
M I T C H E L L. Victoria: I’m doing languages. What about you?
5 My name is Irina Gallagher, that’s I R I N A
G A L L A G H E R. David: I’ve finished college, actually, and I’m working as a
windsurfing instructor.

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Victoria: Oh, I’m really interested in watersports, but I’m

not very good at windsurfing.

David: That doesn’t matter. You could learn.

1 2
A regular thing
Victoria: Yes, I suppose so. But what I’m really interested
in is sailing.
Topic
David: So am I. I’m running a course which starts next
week. Would you be interested in joining? The topic of this lesson is daily life and the ordinary
things we do regularly. Reading and listening texts in PET
Victoria: Oh … I might be … it depends. often feature people speaking about their everyday lives
and activities. Students should be prepared to write or
talk about their own daily activities in PET Writing Parts
3 Ask students, in pairs or small groups, to discuss the 2 and 3, and in PET Speaking Parts 1 and 4.
three focus questions. After a few minutes, ask for their
views and begin a class discussion about the nature of Lesson focus
social conversation.
The focus of this lesson is how to do PET Writing Part 2,
and most time should be spent on this activity.
7 Reading

1 This task helps with PET Reading Part 1. Both 1 Vocabulary

notices introduce vocabulary which will be important
later. Make sure that students understand what BLOCK 1 This matching activity revises and extends students'
CAPITALS are. vocabulary about their everyday lives, and introduces the
lesson topic. If students work in pairs or groups they can
KEY share vocabulary.

1B 2C KEY

a t t e n d: class, meeting
2 Explain that a signature is how you write your name b o i l : water
with a pen, on official documents. b r u s h : hair, pet, shoes, teeth
c l e a n : desk, furniture, shoes, teeth
Tell students that in the exam, their names will be printed c o m b : hair
on their answer sheets and they will be asked to sign to d i a l : number
confirm that their details are correct. The word ‘signature’ d u s t : desk, furniture
indicates the place where they are to do this. f e e d : pet
i r o n : shirt
m i s s: bus, class, meeting
t i d y : desk, dishes, hair
t i e : hair, shoelaces
w a s h : dishes, hair, pet, shirt

2 The second matching activity focuses on common

phrasal verbs. Students are not expected to be familiar
with a wide range of phrasal verbs at PET level, but they
should be aware that they exist. This may help them to
understand some of the more difficult sections of the
reading texts.

After each of the matching tasks students have the

opportunity to talk about their own regular activities and
revise the use of adverbs of frequency and other
frequency expressions. Give them examples to help them:

I sometimes miss the bus to school.

I put on make-up before I go out in the evening.

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2.1
1.2

KEY 3 Students can do this for homework.

h a n d i n: books, homework KEY

j o i n i n: game
t a k e o ff : make-up, socks Students’ messages won’t be exactly like these, but
p u t o n: light, make-up, music, radio, socks they should contain the three points given in the
p u t u p: umbrella instructions.
p u t a w a y : books, game, homework, make-up,
socks, umbrella M o d e l m e s s a g e:
p l u g i n: light, radio Dear Alice,
t u r n u p: light, music, radio Thank you very much for helping me with my homework
t u r n o n: light, music, radio last week. My teacher said it was much better than
usual! Can you come to my house again on Saturday
afternoon? This time I’ll help you with your Italian.
2 Reading Love,
Daniela
These short messages are examples of the type students are
asked to write in PET Writing Part 2. The task provides M o d e l m e s s a g e:
students with models of the kinds of message they may Ben,
have to write, and familiarizes them with the instructions Your mother phoned to say she has posted you the
for this part (eg, thank, describe, etc). Elicit the types of books you asked for. It’s a very heavy parcel. When
short message students might write in their daily lives, eg a it arrives, you should check she has sent the right
telephone message or a note about homework. books because she wasn’t sure exactly which ones you
wanted.
Point out to students that in each of these messages it is Bruno
clear who the message is to and from.

KEY 4 Writing

1 A, B 2 C 3 A 4 C 5 A 6 B, C 7 B 8 A Students at this level should already know the different

types of comparison clauses given here, but will probably
need reminding of them. Point out that the meaning doesn’t
3 Writing change when certain alternative structures are used.

In PET Writing Part 2, students write a short message This type of sentence transformation is found in PET
(35–45 words), closely following the instructions given. Writing Part 1. Point out that students may have to write
There are up to 5 marks available for this part, depending one, two or three words (never more).
on how successfully the student has communicated the
three points in the instructions. Minor language errors KEY
will not be penalized, as long as the message is clear. For
more information about how PET Writing Part 2 is 1 as tidy as
assessed, refer to pages 5–6 and 57–60. 2 faster than
3 more comfortable than
1 Put the students into pairs. In this case, paired 4 less homework than
students should not be sitting next to each other. Students 5 worse than
should write the note, making sure they cover all three
points given in the instructions. Remind them that they
have just read examples of people explaining, suggesting 5 Reading
and offering in the previous reading activity. Remind
them also to address their classmate (eg ‘Dear X’, ‘Hi Y’), This activity practises PET Reading Part 5. It extends the
and to sign their name at the end. Encourage them to topic of daily life, as students have to think about
keep within the word limit given (35–45 words). inventions which have changed people’s lives.

2 Students exchange notes with their partners. Ask KEY

them to check first of all that their partners have covered
all three points in the instructions. Ignore language errors 1A 2B 3D 4A 5C
which don’t interfere with understanding the message at 6C 7B 8D 9A 10 B
this stage. Students should then write a reply to their
partners, exchange notes and check them as before. Go
through the G e t r e a d y box with the students.
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2 1
You live and learn
RECORDING SCRIPT

Boy: Hello, Polly. How are your Spanish classes going?

Polly: Oh, OK. The teacher’s very nice, but the classes are a
Topic bit boring. I really like studying on my own, you know. My
dad bought me a Spanish CD for my computer, but
The topic of this lesson is education. Education is a actually I prefer the textbook because I’m good at
frequent topic in all parts of the examination because grammar, and the book has got lots of practice exercises.
most PET candidates are full-time students. Tasks in PET One day, I’d like to be able to listen and understand the
Speaking Part 2 are often set in the context of school or words to Spanish pop music, but I’m not good enough for
college. that yet!

Lesson focus
3 This task builds on the question-writing activities in
The main focus of this lesson is the preparation of U n i t 1 L e s s o n 1 and provides further practice in question
students for PET Speaking Part 2. Most time should be formation. This is a central element of the PET Speaking
spent on this activity. test. Students should write questions in the second
person, as if they were talking to Polly. They should be
checked for accuracy. Elicit questions from the class and
put these on the board, showing different ways of asking
1 Vocabulary the same question where appropriate.

1 The purpose of this activity is to get students used to 3 Speaking

talking about photographs. It introduces some key
vocabulary and the topic of education in the broadest 1 This exercise prepares students for PET Speaking
sense. Students work individually and then discuss their Part 2. In this part of the test, the examiner describes an
answers in pairs. Once they have exchanged their ideas, imaginary situation to the candidates and gives them a
go through the activity with the whole class. Alternatively, sheet of visual prompts. The instructions are read twice
build up a list of vocabulary on the board with the class and then students perform the task without help. They
first, and then let them work individually or in pairs. have approximately two minutes to discuss the situation
and arrive at some kind of conclusion. Marks are given
2 This activity encourages students to look at for language used and interactive strategies employed,
photographs for specific details. rather than for ideas. It doesn’t matter if students don’t
finish the task, as long as they make a good attempt at it.
2 Speaking The task does not have one right answer; it is designed to
create a discussion.
1 Students should use the photographs and discuss
their ideas in pairs. Encourage the students to work Read the G e t r e a d y box before students attempt the task.
through all the ideas systematically. They should consider Check that they understand the visuals and pre-teach any
all the possibilities of each idea before coming to a vocabulary. Monitor for problems, but avoid giving
conclusion. This is good practice for PET Speaking Part 2 feedback on language errors at this stage.
and PET Speaking Part 4.
2 Ask students to look at the dialogue and complete
2 1.4 This task consolidates the students’ spoken work the task. Elicit answers, with reasons.
by asking them to follow a similar text and understand its
outcome. Students should discuss their answers in pairs KEY
before they are given the correct answer. Ask them why
they think Polly likes studying in this way. 1F 2E 3G 4C 5A

KEY
3 1.5 Ask the students which two phrases weren’t used.
Her favourite way of studying Spanish is alone with a text Play the Audio CD so that they can check their answers.
book.
B is the correct picture. KEY
She likes studying in this way because she’s good at
grammar, and the book has got lots of practice exercises. B D

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2.1

RECORDING SCRIPT Janet: Oh, Tim, why not? I thought you were enjoying it.

Valerie: So, our friend wants to learn a new language? Tim: Oh it’s enjoyable enough, but we just don’t seem to
make much progress. We spent the whole of last week’s
Pietro: That’s right, and he’s only got £20 to lesson learning how to fry an egg.
spend, so he can’t buy all these things, can he?
Janet: Well, it’s not an easy thing to do properly, you
Valerie: No, he can’t. Let’s start by talking about which of know.
them will be useful for him.
Tim: Oh I know, but I don’t even like eggs.
Pietro: OK, then afterwards we can decide which one he
should buy. Janet: Oh poor Tim! So … how often is it?

Valerie: OK. Shall we start with this one, the dictionary? Tim: Just once a week, for an hour and a half.

Pietro: Yes, I think he should buy one of those, because Janet: And do you get to eat all the things you make?
it’s very useful if you don’t know what words mean.
Tim: Well, you’re not meant to eat them there, but you
Valerie: Yes, I agree, and it’s also good for checking can take them home because you have to buy all the stuff
spelling. But what about a textbook? They’re useful too. in the first place. It’s cakes next week.

Pietro: Yes they are, but maybe he won’t need one Janet: Oh, that sounds fun.
because he’ll have a teacher.
Tim: Oh yes. I’m looking forward to it. But Janet, I wanted
Valerie: Possibly. Or he may get one free when he pays for to ask you something, actually. Have you learnt how to
the course. send e-mails on your course yet?

Pietro: Oh yes, that’s a good point. Janet: Oh yes, we did that in the first week.

Tim: Because I can’t get my computer to send them

4 Listening 1.6 properly, and I was wondering if you’d show me how it’s
done?
This listening task practises PET Listening Part 4. Ask for
answers to the questions, with reasons. Janet: Well, if you bring me one of your cakes, I suppose I
could try.
KEY
Tim: Great, well, when I’ve made them...
1B 2B 3A 4B 5A

5 Writing

RECORDING SCRIPT These sentence transformations may be set for

homework.
Tim: Hi Janet. How’s your computer course going?
KEY
Janet: Oh, I’ve just had my class, actually. We have them
twice a week and each one lasts two hours. 1 is two hours
2 much does
Tim: Gosh. That’s long. Doesn’t it get boring? 3 in my
4 with
Janet: Well, you need that long to actually do a whole 5 about talking
document. It’s really good because I can do all sorts of
things on my computer that I never even knew existed
before.

Tim: I can’t say the same for my cookery course.

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KEY

2 2
All the best books
A travel
B romance
C humour
D mystery
E biography
Topic F thriller
G horror
The topic of this lesson is books and reading. This topic H science fiction
may be the focus of a PET reading or listening text,
especially a PET Reading Part 2 or Part 4 text. Students
should be prepared to write or speak about their own 3 Reading
reading preferences in PET Writing Part 3, and in the
Speaking paper. This task prepares students for PET Reading Part 2,
which tests their understanding of factual texts in detail.
Lesson focus Students read profiles of five people and then match each
profile to one short text chosen from eight.
The focus of this lesson is how to do PET Reading Part 2,
and most time should be spent on this activity. A In the example here, the eight short texts are
secondary focus is writing a story, which students may do advertisements for different books. The short texts could
in PET Writing Part 3. also be descriptions of different holiday destinations,
television programmes, leisure activities, etc.

1 Reading Students must read the five people profiles and the eight
short texts carefully to find the correct matches. There is
This activity is an introduction to the topic and should be only one correct answer for each question. However,
done quite quickly. Read through the information with there is also at least one attractive (but wrong) possible
the students and give them time to write down their answer for each question, to tempt students.
answers. They can discuss them with a partner first, and
then with the class. You can ask students to go through either the reading
task or the questions in the G e t r e a d y box first. The G e t
KEY r e a d y box helps students through the reading activity in
stages, and is useful if they are unfamiliar with this type
a) 2 b) 1 of exercise.
a) 1 b) 2
1C 2B KEY

1C 2E 3B 4A 5G
2 Vocabulary

This activity provides students with vocabulary to talk KEY TO GET READY BOX
about different types of books. They may have to do this
in PET Speaking Part 2 or Part 4. 2 C and F
No. A is a novel for teenagers and adults; B
Check first that the students understand what each type of is an autobiography for adults; E is a
book is. Then let them work with a partner to do the activity science fiction story for teenagers.
and answer the questions. Go through the answers C or F may be suitable. C is for very young
afterwards, with the whole class. children and F is for children between five
and ten years old.
The vocabulary in this activity can also be applied to 3 C is about animals. F is about space travel.
different types of films and videos. Students can talk 4 F is unsuitable because it is factual, and not a
about videos rather than books in the follow-up questions, story that Laura can read to her grandson many
if they want to. times. The most suitable book is C, because it is
for young children and it’s about animals.

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2.2

4 Vocabulary Ask the students to indicate the linking words and

phrases in the story which help to organize the ideas, and
This picks out a particular type of word formation used in make the story clear (‘One day when’, ‘this person’,
one of the short texts. Ask students to find other ‘although, ‘when’, ‘that day’, ‘and’).
expressions in the text which are useful when talking
about books (or films). Point out to students that stories are often more dramatic
if there is some direct speech in them. Make sure they
Examples: know the correct punctuation for direct speech in
an exciting novel, thrilling action, a realistic picture. English, as shown in this story. Also ask them if this story
could be divided into more than one paragraph. A second
Now look at the sentences in 1–5 and complete them as a paragraph could begin at ‘She knew what she had to do.’
whole class activity. Check that the answers are sensible
before you write them on the board. 2 Brainstorming answers to questions like these will
help students to develop their own stories. They can make
5 Writing up a story or tell one based on their personal experience.
Get them to think up answers to the questions in pairs.
In PET Writing Part 3, students are given a choice of
topic. They may either write a letter or a story. The 3 Students may then collaborate to write one story per
activities here prepare students for the story-writing pair or group, or write stories individually for homework.
option. (There is practice in writing letters in l e s s o n s 4 . 1 , Encourage them to keep to the word limit of about 100
6 . 1 , 8 . 1 and 9 . 2 .) words. When the stories are written, ask students to look
at their own, or someone else’s story, and to see if they
When they write stories, students are not expected to show can improve it. Ask them these questions:
sophisticated story-telling skills. However, they should be
able to write a coherent narrative, and they will get credit • Is it clear who the story is about, and where and
for successfully using a range of grammar and vocabulary. when it happened?
They should, for example, be able to handle past tenses, • Are any feelings mentioned?
attempt some complex sentence patterns using time • Can the organization of the ideas in the story, or the
clauses and relative clauses, and use linking words, such as sequence of events, be improved by adding linking
first, next and so. They should also be able to use a variety words like when, after, because, so, although, in
of appropriate words when telling their stories, and not order to, first, next, suddenly, in the end?
have to resort to unnecessary repetition. As stimulus for • Is the language used as interesting and varied as
their stories, students are either given the title of a story, as possible? For example, can any repetition be taken
here, or the first sentence. Stories may be fictional, like this out, or any different adjectives be added?
one, or they may relate to students’ personal experiences.
Finally, ask students to check the stories for errors of
1 Do this as a whole-class activity, or ask students to do grammar (especially verb tenses), spelling and
it in pairs or small groups and then check answers with the punctuation. Completed stories can be read out or put on
whole class. You could have the story, with the sentences in a class noticeboard. For more information about how PET
the correct order, written on an OHT and reveal it line by Writing Part 3 is assessed, refer to pages 5–6 and 57–60.
line, as students decide which sentence comes next.
Alternatively, you could give students photocopies of the KEY
correctly ordered story, or get them to write out a correct
version for themselves. They will need it as a model for 1 The Strange Visitor
their own story, which they write later. The activity should One day when Jenny arrived home, she saw
draw students’ attention to some of the features which someone standing at her front door, hidden
make a story coherent, eg use of pronouns. underneath a large, old-fashioned coat and
hat. She didn’t know why, but she felt this
Encourage the students to answer the questions in 2 about person was very old, wise and kind.
the story (‘Who does the visitor come to see?’ etc). Point out it Although the person didn’t speak, Jenny
is always important to know who the story is about (Jenny) could hear some words in her head. ‘This is
and where (‘home’, ‘at her front door’) and when (‘One day only my first visit, and when we meet again I
when Jenny arrived home’) the story happens. It’s also often will show you my home on a distant planet.
important to know how the character feels (‘surprise’), and To prepare for that day, you must study hard
to have some kind of ending to the story (‘She went inside, and learn all you can.’ Jenny cried out in
took out her homework and studied all evening.’). surprise and the strange visitor disappeared.
She knew what she had to do. She went
Ask students to underline all the past tense verbs in the inside, took out her homework and studied
story. Correct use of past tenses is a feature of writing all evening.
narratives.

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KEY
Holiday
3 1
adventures
1 1
2
a young woman
in her bedroom
3 packing a suitcase
4 a plastic suitcase, clothes, a bed, a quilt
5 excited about her holiday; and nervous,
Topic because she doesn’t know what will happen.

The topic of this lesson is travel and holidays. Students 2 Model answer:
should be prepared to speak and write about their own This picture shows a young woman in her bedroom.
holiday experiences. She’s packing some things in a plastic suitcase, which is
on her bed. There are some clothes already in the
Lesson focus suitcase and some more on the bed. The bed has a pink-
and-white quilt and a pillow on it. I think the young
The focus of this lesson is how to do PET Reading Part 3, woman is going abroad on holiday so she probably feels
and most time should be spent on this activity. excited, but perhaps she also feels nervous because she
doesn’t know what’s going to happen.

1 Reading Extra details may also be given.

The young woman has long dark hair and she’s
This is an introduction to the topic and should be dealt wearing jeans and a green T-shirt. The bedroom is
with quickly. It gives practice in reading and quite small and doesn’t have much furniture apart
understanding notices and also revises essential topic from the bed. There may be a cupboard in the room
vocabulary (travel agency, excursion, package holiday, but I can’t quite see.
reservation, luggage, booking, etc).

Students can work individually or in pairs. Once they 3 Reading

have written down their answers, go through them with
the class. Read each notice out to the class and discuss This prepares students for PET Reading Part 3. The texts
the possible choices of answer for each. Ask students for in this part of the Reading paper are the longest in the
their reasons. test. In them, students have to scan a text for specific
information, usually of a practical nature. The questions
KEY come before the text, so students should read them first
and then scan the text to find each answer. There will be
a) 2 b) 3 c) 1 some redundant information in the text and students will
1C 2B 3A come across some unfamiliar words. Students need to
develop strategies for guessing the meaning of important
words. For example, they should get into the habit of
2 Speaking trying to work out the meaning of a word from its
context, seeing if other words near it have a similar or
1 This activity gives students practice in talking about opposite meaning, and looking at the formation of the
photographs (PET Speaking Part 3). They should answer word. Ask: Is it a compound of other known words? Does
the questions about photograph A using the vocabulary in it have a known prefix or suffix? Is it similar to a word in
the box. the students’ own language?, etc.

2 Students should now describe the picture, using 1 Students should skim-read the text to get a general
ideas from e x e r c i s e 2 . 1 . idea of the meaning and to see whether the scuba-diving
holiday it describes sounds attractive. Check that they
3 Students follow the same process to build up a can name the animals shown in the photos.
description of photograph B. They should remember to:
2 The points in the G e t r e a d y box help students
• say where the photograph was taken develop useful exam strategies. They can read through
• describe any people in it the box either before or after they decide whether the
• say what they are doing sentences are correct or incorrect.
• mention things they can see
• suggest what the people are feeling, talking
about, have just done, or are going to do.

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3.1

Students may work individually or in pairs, using their 5 Vocabulary

own strategies. Before checking answers, go through the
points in the G e t r e a d y box. Ask students to compare Describing holidays is common in PET Writing Part 3
their strategies with the ones suggested in the box, and and in PET Speaking Part 4. Students should be prepared
see if they want to revise any of their answers in the light to talk about their own holiday experiences and
of them. preferences. Encourage them to add more words to each
category.
Alternatively, you can go through the points in the G e t
r e a d y box and answer the questions on the text at the KEY
same time, as a whole class activity.
Tr a n s p o r t : car, plane, coach, train
KEY A c c o m m o d a t i o n : hotel, guest house, tent
S c e n e r y: beach, countryside
1 Incorrect 2 Correct 3 Incorrect A c t i v i t i e s: swimming, taking photos,
4 Correct 5 Incorrect 6 Incorrect sunbathing, picnics
7 Correct 8 Incorrect 9 Correct T h i n g s t o p a c k : sunglasses, suntan lotion,
1 0 Correct guidebook
s o u v e n i r s: postcards, shells, handicrafts

KEY TO GET READY BOX

6 Speaking
2 Sentence 6: Diving opportunities
Sentence 7: The accommodation This practises the kind of task in PET Speaking Part 4.
Sentence 9 : Additional land tours
Sentence 1 0: Prices and booking Students should use the words in the previous vocabulary
activity and aim to have a conversation for about three
3 S e n t e n c e 1 : giant tortoises that can reach 120 years minutes about holidays they like and don’t like. They
in age should talk about holiday destinations, activities,
S e n t e n c e 2: The Galapagos are also home to companions, the weather, and anything else they consider
penguins (nowhere else are they found so far north) important. The teacher monitors the conversations and,
S e n t e n c e 3: at certain times of year, whales pass by after three minutes, gives feedback.
the islands
S e n t e n c e 4: The wildlife and scenery is so varied here
that a seven-day voyage is the minimum you should
consider

4 No Yes

4 Writing

Students at this level should have command of simple time

clauses, but will probably need to revise them. Point out
that the meaning doesn’t change when certain alternative
structures are used.

This type of sentence transformation is found in PET

Writing Part 1. Students will also gain marks for using
simple time clauses in PET Writing Part 3, and in the
Speaking paper.

KEY

1 you have learnt

2 soon as
3 we have/we’ve
4 was on holiday
5 before you book

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3 2
Just the job
2 Ve r b
apply
organize
Noun
application
organization
qualify qualification
decide decision
operate operation
Topic employ employment
advertise advertisement
The topic of this lesson is work and jobs. Students should govern government
be prepared to discuss their job plans, or real jobs if they manage management
have them, in PET Writing Part 3 and in the Speaking retire retirement
paper. insure insurance
succeed success
Lesson focus
The focus of this lesson is PET Listening Part 2, and most 3 Listening 1.7–1.10
time should be spent on this activity.
This listening activity practises PET Listening Part 3,
where students have to listen and complete some notes. It
1 Reading also gives practice in PET Listening Part 1, where students
have to choose one of three pictures.
This kind of question is found in PET Reading Part 1. It is
a warm-up activity here, and should be done quickly. Its 1 Students should listen to the Audio CD at least
purpose is to introduce the topic and revise some key ‘job’ twice. They will hear four different women talking about
vocabulary, eg staff. their jobs. This is a note-taking exercise, so play each text
as many times as they need to complete the table. Pause
if necessary, and use the illustrations as visual prompts.
2 Vocabulary
KEY
1 – 2 These revise and extend key vocabulary and draw
attention to word formation patterns in English. If S p e a k e r 1 : uniform, car, city centre,
students are aware of word formation patterns, they may controlling traffic
be able to work out the meanings of unknown words in S p e a k e r 2 : jeans, computer, advertising
reading texts. Students work in pairs so they can share agency, drawing.
their knowledge. Ask them to complete or check their S p e a k e r 3 : white coat, microscope, zoo,
answers by consulting a dictionary. testing.
S p e a k e r 4 : suit, phone, bank, helping
KEY customers

1 P rofession Subject studied 1C 2A 3D 4B

architect architecture
doctor medicine
lawyer law RECORDING SCRIPT
artist art
cook cookery/cooking 1 I love what I do and I’m very proud of the uniform I wear. I
engineer engineering drive around for most of the day but I’m always somewhere
tourist guide tourism in the city centre. My job is controlling the traffic. When I
hairdresser hairdressing hear there’s a traffic problem I go and see what I can do
journalist journalism about it. I just use my hands and my voice – no equipment’s
businesswoman business necessary – except for my car, of course. I couldn’t work
actor acting without that!
chemist chemistry
biologist biology
physicist physics
musician music

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3.2

2 I never did well at school. I was only interested in drawing KEY

– I was quite good at that. And that’s what I do now –
drawing. I work in an advertising agency and I do the 1C 2B 3C 4B 5A 6A
artwork for advertisements. But I don’t use a pencil or
paint – it’s all done on a computer – that’s the only piece
of equipment I need. I like being comfortable when I work, RECORDING SCRIPT
so I wear jeans. I don’t even own a suit.
Presenter: … and today in our series about people who
3 This is my first job and I’ve only been here for a year. My work for themselves, we have Amanda Turner. Good
microscope is my most important piece of equipment. I morning, Amanda. Tell us what you do.
couldn’t do my work here in the zoo without it. I love
animals, but I don’t often get to see the ones here! My job Amanda: Well, basically I’m a cook. Unlike most cooks,
is testing. I test all kinds of things – the animals’ food, the who work at home or in a restaurant, I’m employed by
water they drink, and if they get ill, I test their blood. It’s various recording studios. When musicians are making an
very important that everything here is clean, so I have to album, they have to stay in the studio all day, so I go there
wear a white coat over my clothes, and I’m always and prepare meals for them.
washing my hands!
Presenter: Are musicians hard to please?
4 Actually, I want to change what I do. I work in a bank, and
it’s a good job, but I’d like to do something more exciting. Amanda: Fortunately, they seem to be satisfied with what I
Here it’s the same thing every day. My job is helping do. When they’re recording, they want something tasty but
customers. I help customers when they come into the bank quite simple. They don’t want to eat a lot, or be given
and I help them when they phone up. I don’t really have unfamiliar dishes. The food has to be good for them because
any equipment apart from the phone. I spend a lot of time they’re always worried about getting ill, or putting on weight.
on the phone. I have to wear a suit at work, which I hate –
I’d much prefer to wear jeans! Presenter: Would you call it a stressful job?

Amanda: It isn’t usually. I only get worried when they

2 1.11 This activity prepares students for PET Listening forget to tell me how many people will want to eat, or
Part 2. The listening text in this part of the paper consists when they tell me to expect five for a meal and then fifteen
of one person speaking, or a dialogue between two people. hungry people arrive! Often I don’t have a proper kitchen
The context is usually a radio programme, or someone to work in, and sometimes the meal is ready long before
addressing a group of students, tourists, etc. The multiple- the musicians have finished playing. But I don’t mind that.
choice questions focus on factual information in the
listening text. Students should try to read the questions Presenter: You’re happy in your work then?
through once before the recording begins. It is important
that they keep up with the questions when the Audio CD is Amanda: Oh, yes. I know I’m lucky to do what I enjoy,
playing; this means they should not spend too long on the and to get paid well for it. And I meet all sorts of
answer to any one question. interesting people! Think of your favourite boy band, and
I’ve probably cooked them a meal! But I work with all
Tell the students they are going to listen to a woman, kinds of musicians, pop and classical, famous and
Amanda Turner, talking on the radio about her job, and unknown, young and old. I’m happiest when I’m cooking
that they must answer some multiple-choice questions. for the young ones. They always really enjoy my food and
Let them look at the questions quickly so that they get an say nice things about it.
idea about what kind of information they are going to
hear and what they should listen out for. Presenter: So how long is a typical day?

Draw attention to the points in the G e t r e a d y box and Amanda: Very long! I walk round the market early in the
then play the recording all the way through. Students morning, buying vegetables and fresh meat and fish. I have
should answer as many questions as they can. Ask to be at the studios by noon. I don’t drive, and anyway it’s
students to compare their answers and discuss any always difficult to park, so they send a car to pick me up.
difficulties without revealing the correct answers. Play Going on the bus with all my bags of shopping would be
the recording again and see if students are now more terrible! After cooking, serving and clearing up, I never get
confident about their answers. Check answers and, if home before nine in the evening. My daughter prepares a
necessary, play all or parts of the recording again, or refer snack for us while I tell her about the day’s music. I also do
students to the relevant parts of the Recording Script. a cookery page for a monthly magazine, so before I go to
bed, I do some work on that. I always sleep really well!

Presenter: It sounds like a busy life! Thanks for talking to

us, Amanda.
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4 Writing

In PET Writing Part 3, students may write a story. They

will either be given the title for a story or, as here, the
4 1
House and home
first sentence.

Even if you ask students to write this story for homework,

it will help if you let them prepare their stories in class Topic
first. Answering the questions given here, in pairs or
small groups, will stimulate their ideas. Once the stories The topic of this lesson is the home. PET reading and
have been written, encourage students to check and listening texts are often about everyday events in the
improve them. They should see if they can make any home, and so are the pictures in PET Speaking Part 3.
points clearer by, for example, adding linking words. They Students should be prepared to talk about the layout and
should also see if they can avoid repeating words, or if furnishings of their own homes, and particularly their
they can add any interesting work-related words which own rooms.
they have learnt in this lesson. Ensure that they check for
any grammatical errors (especially in verb tenses), and Lesson focus
for any errors in spelling and punctuation.
The focus of this lesson is PET Listening Part 1, and most
time should be spent on this activity.

1 Vocabulary

1 The first task introduces essential vocabulary for

talking about the home. It can be done in pairs, small
groups, or as a whole class activity. This is a good
opportunity to discuss the layout of English houses and how
it differs from those in the students’ home countries. Discuss
also the reasons for naming rooms, and their functions.

2 The second activity focuses on the type of furniture

found in each room. Get students to divide the words in the
box into four categories and then compare ideas. Rather
than pre-teaching the vocabulary in the box, ask students to
make use of picture dictionaries. Additional items of
furniture, fixtures and fittings can then be added to the lists
as an extra task.

Compare the English way of naming and positioning items

with practices in the students’ home countries. Remind
them that some of the items might be found in more than
one room.

KEY

Living room: coffee table, armchair, television,

lamp, sofa
Kitchen: dishwasher, sink, fridge, cooker
Bathroom: washbasin, shower, towel rail,
mirror
B e d room: wardrobe, chest of drawers,
dressing table, television,
lamp, mirror

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4.1

2 Speaking 4 Writing

1 This activity is designed to help students deal with Students can now consolidate the language they have
unknown vocabulary, especially in Part 3 of the Speaking learnt so far in this lesson by describing their own rooms.
paper, where they have to talk about a photograph. Remind them they must address all three bullet points in
Students should try to describe or paraphrase words their answer and write no more than 45 words.
which they are unsure of in English.
5 Listening 1.13–16
Go through the example, explaining that a paraphrase
usually includes both a description of the object and This exercise prepares students for PET Listening Part 1.
some explanation of what it is used for. Focus on the In it, they hear a series of short texts and need to choose
language used and ask students to talk about the objects the visual related to the text, from a choice of three. Each
in the list, using similar language. recording is heard twice.

2 The students are now ready to talk about the Texts may be either monologues or dialogues and are very
photographs. The locational language in the box is useful short, usually consisting of no more than a few sentences
for the listening tasks which follow, and should be pre- or a couple of exchanges between speakers. Each text is
taught thoroughly. Allow the students to discuss the independent of the others. No information is given about
photographs in pairs first, and then to report back about the text before students hear it, apart from the question.
their ideas. Do not spend too long on this task, though; They should read each question carefully, and look at the
PET Speaking Part 3 is the focus of U n i t 6 L e s s o n 2 , and pictures related to it, in the pause between the questions.
there is further practice in talking about photographs
later in the book. Students do not need to understand every word in the
text, but should concentrate on finding the information
3 Listening 1.12 necessary to answer the question. Generally speaking, all
the information in the pictures is mentioned somewhere
1 The listening provides a model of how to describe a in the text, but only one picture is absolutely correct and
room in a house. It is presented in the format of a PET answers the question. Students are not penalized for a
Listening Part 1 task. For the moment, focus on the wrong answer and should be prepared to make a guess at
description and vocabulary. Allow students to listen and an answer if they are unsure.
answer the question. Stop the CD and play the track
again, if necessary. Once you have introduced the aims of the listening task,
go through the points in the G e t r e a d y box.
KEY
Play the first listening text and ask students to justify their
C choice of answer. Explain why the other answers are
wrong. Then play the listening texts in e x e r c i s e s 5 . 2 – 5 . 4,
stopping after each one and discussing the answers.
RECORDING SCRIPT
KEY
In my room, there’s not much furniture. I’ve got a bed,
of course, but I don’t have a wardrobe because I keep all 1C 2B 3C 4C
my clothes in a chest of drawers. My parents don’t like
me putting posters on the wall, and for a long time I
didn’t have any, but I’ve recently been allowed to put up RECORDING SCRIPT
one or two. My parents bought me a desk to do my
homework on, but I don’t use it much. I like my room. 1
It’s nice. Boy: Mum, I can’t find my mobile phone. It isn’t on my
bedside table.

2 This consolidates the vocabulary and topic of the Mum: Well, I haven’t touched it. You sometimes put it in
lesson so far. It also provides some preliminary practice your drawer or perhaps it’s still in the pocket of the jacket
for PET Speaking Part 4. For now, focus on vocabulary you were wearing last night. It’s hanging up by the door.
and locational language. To encourage fluent speech,
avoid monitoring language errors during the task. Boy: No, I used it after I came in, and I was in my
bedroom.

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Mum: Well, you obviously still had your jacket on because

Interesting
it’s in the pocket like I said.

Boy: Oh right.
4 2
people
2
And now a change to our schedule for this afternoon. The
film, Man of Destiny, will not now begin at 3.45 as Topic
advertised. This is because there will be an extended
edition of the news to report on today’s exciting events in The topic of this lesson is families and people. This is a
the athletics championships. The film will now be shown at common topic in PET reading and listening texts.
four thirty-five. You can, however, still see the weather Students should be prepared to write and speak about
forecast at the normal time of 3.35. their own families and to describe people they know, both
in PET Writing Part 3 and in the Speaking paper.
3
Man: Would you like to order, Madam? The soup of the Lesson focus
day is mushroom, served with garlic bread.
The main focus of this lesson is how to do PET Reading
Woman: Oh, it’s too hot for soup, but I want more than a Part 4, and most time should be spent on this activity. A
salad. What do you suggest? secondary focus is the useful skill of describing people.

Man: Well, the fish is very good – that comes with either
chips or a salad. 1 Vocabulary

Woman: I see. Perhaps I’ll just have a salad after all – I had The purpose of this activity is to revise and extend
some lovely fish for lunch, so perhaps I don’t need so students’ vocabulary when talking about people. It also
much this evening actually. gives practice in describing people in photographs. This
skill is necessary for PET Speaking Part 3.
4 Woman: Hello, I’ve come to cut Susie’s hair for her.
1 The opening questions are an introduction to the
Man: Oh yes, come in. She’s expecting you. topic and a warm-up. Ask the students these questions
and have a short discussion with them about family
Woman: I wasn’t sure what to bring. I’ve brought some parties.
special shampoo she might like to try, it’s very good, and
I’ve got scissors and a comb. But if she wants her hair 2 The vocabulary given in the box acts as a series of
washed, I might need to borrow something to dry it with, prompts to help students describe people in the
because I’m thinking of blow-drying it. photograph.

Man: Oh, I’m afraid we haven’t got a hairdryer, but I can Students often don’t know what is expected of them when
give you a towel if you want. they’re asked to talk about a photograph. Tell them that,
if there are people in the photo, they can give a
description of each person, including their:

• age and appearance, eg he’s middle-aged/fair-haired

• clothes, eg she’s in blue jeans
• activity, eg he’s pointing
• facial expression and/or probable feelings, eg
he looks tired

3–5 The purpose of these exercises is to revise and extend

students’ vocabulary for describing character and
appearance. In pairs or groups, students share their
knowledge. They can use dictionaries to check their
answers.

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3.1

KEY understand what is meant by ‘writer purpose’ or ‘global

meaning’, as long as they are aware that these multiple-
3 attractive/ugly careful/careless choice questions are slightly different from the ones they
cheerful/miserable confident/shy are familiar with.
foolish/wise hard-working/lazy
strong/weak 1 Prepare students for the reading by asking them the
introductory questions printed before the text. Encourage
4 amusing/funny anxious/worried them to look at the photo of Shaun. Ask students to read
blond/fair boring/dull the text carefully but, for the moment, to ignore any
understanding/patient honest/truthful difficult words. Then ask them to answer the multiple-
slim/thin choice questions. They will probably find the questions
quite difficult at this stage, so let them help each other by
5 Answers will depend on the students. discussing the answers in pairs.

KEY
2 Writing
1D 2C 3A 4B 5C
This gives practice in writing the type of short message
found in PET Writing Part 2. Students could either write
the message in pairs in class, or do it as a homework When discussing students’ answers, refer to the G e t
exercise. Encourage them to use some of the vocabulary r e a d y box. Check students’ answers to question 1, and
from the previous activity in their descriptions of their then look at the first point in the G e t r e a d y box.
cousin.
Now check students’ answers to questions 2 and 3. These
It’s useful to get students into the habit of checking their are testing details, and students should say which parts of
own writing before they hand it in to you. They should the text give them the answers (paragraph 1, sentence 6
check they have included the three points given in the and paragraph 2, sentence 3).
instructions and should attempt to correct any grammar,
spelling and punctuation mistakes by themselves first. Before checking students’ answers to question 4, look at
point 2 in the Get re a d y box. Although the focus here is on
KEY opinion rather than fact, students should be able to pick out
the relevant parts of the text. (Shaun’s attitude to studying:
Students’ messages won’t be exactly like this ‘I love learning.’ Dr Wood’s opinion: sentence beginning ‘I
one, but they should clearly communicate the don’t care...’ Mrs Rogers’ opinion: last two sentences of the
three points given in the instructions. text.) Then check students’ answers to question 4.

Model message: Before checking students’ answers to question 5, look at

To: Robin point 3 in the G e t r e a d y box. Students should underline
From: Steffi the references to Shaun’s age in the first paragraph, and
children who learnt at Shaun’s speed in the second
Could you meet my cousin Sofia for me at paragraph. Students have to look at the whole text to find
the station this afternoon at 4.30? I the correct answer to this question. They should
can’t go because I’ve got my driving test eliminate A , B and D because not all the information in
then. She’s my age and is tall with dark, these sentences is correct according to the text. Check
curly hair. Thanks a lot. that students have chosen C as the correct answer.

Steffi Now answer any of the students’ remaining queries on

the text.

3 Reading 2 This task gives students more practice in

understanding writer purpose. It gives a selection of
This prepares students for PET Reading Part 4. The possible writer purposes together with the vocabulary
reading text in this part of the paper is not long, but it which describes these purposes (recommend, compare,
has to be read very carefully. Students have to understand etc). Ask students to match the purposes with the
not only the factual details in the text, but also the sentences. The purposes given here and in question 1 are
writer’s purpose. The student must also understand the all common purposes. Some other common purposes are:
writer’s attitude or opinion, and the overall (global) show, say, tell, describe, report, give information about.
meaning of the text. Students don’t need to fully

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KEY
Places
1C 2E 3B 4D 5A 5 1
of interest
4 Writing

Students should be familiar with this type of sentence Topic

transformation exercise by now. Remind them they may
have to use one, two or three words (never more) to The topic of this lesson is places and buildings. This is a
complete the sentence. The sentences illustrate a variety common topic in PET, where the focus is often on places
of transformations found in PET Writing Part 1. to visit and free-time activities. Students should be
prepared to talk and write about places of interest they
KEY have visited. They should also be prepared to deal with
the factual information that a potential visitor might
1 who is need, in both written and spoken forms (brochures,
2 strong enough guides, recorded information lines, etc.).
3 many students have
4 more/better than Lesson focus
5 (the) best/(the) most
The main focus of this lesson is how to approach PET
Listening Part 3, and most time should be spent on this
activity. A secondary focus is reading for information
about places.

1 Reading

1 The purpose of this activity is to get students used to

reading real-life visual information, such as notices, and
to encourage them to name places where each might be
found. Some of the words in the notices are above PET
level, but each one contains a key piece of PET-level
vocabulary that acts as the main clue. As this is a
matching exercise, students should be able to guess if
they’re not sure.

Ask students to do the task in pairs. Elicit their answers

and ask how they arrived at their choice.

KEY

1 post office 2 sports centre 3 hotel

4 giftshop 5 post office 6 museum
7 sports centre 8 giftshop 9 hotel
10 museum

2 Now ask the students to think about the type of

information in the notices, and to divide them into three
groups: a) giving information about what facilities are
available; b) telling you what you must or mustn’t do; and
c) giving you simple information, for example where or
when. This will help students to consider the message of
each notice, as well as the words it uses.

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5.1

KEY Part 3 tasks. In each case, however, the answers required

are short, generally a single word or number, or a very
1 c) 2 c) 3 b) 4 a) 5 b) short phrase. If students think the answer is long and
6 b) 7 a) 8 b) 9 a) 1 0 a) complicated, then they probably have the wrong answer!

Discourage students from writing down everything they

3 Ask students to think about other notices in similar hear in the hope of somehow including the right answer.
places and how these might be expressed in English. Ask They will almost certainly get no marks if they do this, as
them to think of notices belonging to groups a), b) and c) their answer will not make sense. Most answers will be
for each of the places mentioned. nouns such as names or numbers, sometimes with
adjectives of size, colour, etc.
KEY
Also explain to students that the words they need to write
Example answers: down will be clearly stated on the Audio CD, and will not
School: need to be changed to form an answer. However, this is
a ) Packed lunches are now available from the not a dictation exercise. Students should not expect the
canteen. words they hear to match the words on the question
b ) Shoes must not be worn in the hall. paper exactly. They need to listen to extract the
c ) The school bus leaves from the main entrance. appropriate piece of information.

D e p a rtment store : Read the G e t r e a d y box with the students and work
a ) The coffee shop is open on the fifth floor. through the two listenings. Remind them that in the exam
b ) This lift holds up to five people. there is only one text and a task with six questions.
c ) Sale begins Friday January 4th.
Give students time to read the written information before
Bank: the first listening, and play each listening text twice, as in
a ) New Savings Account 5% per annum. the exam. During the first listening, they should follow
b ) Please wait here until a cashier is free. the text on the page and write down any answers they are
c ) This branch is open on Saturdays 10.00–13.00. sure of. They should also be able to locate the other
answers even if they didn’t catch the key word or phrase.
A i r p o rt: During the second listening, they can check what they
a ) Zone A: Check-in for domestic flights. have already written and locate any information that is
b ) Please keep your baggage with you at all times. still missing.
c ) BA 244 London: Please go to gate 16.
Encourage students to check their spelling at this stage,
as a misspelling could create a word with a different
2 Listening 1.17–18 meaning, eg ship/sheep. Students are not penalized for
misspellings, but they could lose marks if their answer is
1–2 This section prepares students for PET Listening Part not obviously correct.
3. Part 3 is a monologue lasting two or three minutes.
Some of the information in the spoken text is also printed KEY
on the page, but there are gaps in this information which
students are asked to fill in after listening. 1 1 one (1) hour
2 (your own / a) car
The text may contain some words that are beyond the level 3 monkey
of PET candidates, but these will be related to the context 4 (a) picnic(s)
and will not be tested. Students should read the 5 October
information on the page carefully during the pause 6 gift shop
between the end of Part 2 and the beginning of Part 3. This
will prepare them to listen out for the information they 2 1 one thousand (1,000)
need to complete the questions. 2 prison
3 hotel
There is no fixed format to the questions, which may be 4 art gallery
in the form of a set of notes or sentences, presented as a 5 theatre
notepad or other authentic frame. The two tasks in this 6 0871 873 1256
section show two different layouts that may be found in

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RECORDING SCRIPT can buy lots of local products, and in the evening there is
an open-air theatre. There are also some very nice cafés
1 An interesting place to visit while you’re staying in England is and shops in the streets near the castle, which you’ll enjoy
Woburn Safari Park. This is a place where you can see looking round after your visit.
exciting wild animals from all over the world, but it’s not a So if you’d like more information about Oxford Castle,
zoo because the animals do not live in cages. The animals are this is the number to ring: 0871 873 1256 or log on to
actually living in a large piece of English countryside, only an the website www.oxfordcastle.com. Next on the
hour away from the centre of London, and about the same programme …
distance from the country’s second city, Birmingham.
Woburn Safari Park is a great place to go for a day out
because you can see lots of exciting animals as you drive 3 Reading
round the park. And you’re not taken round in a coach, you
can actually take your own car around a special route that PET Reading Part 3 presents students with
takes you to the parts of the park where the animals live. correct/incorrect questions about a text. Students have
And there are animals there from all over the world, already practised this type of task in U n i t 3 L e s s o n 1 .
including lions and tigers, four completely different sorts of Remind them of any points raised in that section before
monkey and things like giraffes and elephants too. they do this task.
There are some rules, of course, both for your own
safety and to protect the animals. You can’t walk around KEY
the park, for instance, and you have to keep your doors
and windows closed at all times. Oh, and you’re not 1 Incorrect 2 Incorrect 3 Correct 4 Correct
permitted to eat picnics in the area where the animals live. 5 Incorrect 6 Correct 7 Correct 8 Correct
So if you’re interested in visiting the park, it opens at 9 Incorrect
Easter each year, usually around the beginning of April and
you can visit until the 30th October. August is the busiest
time, of course, and you might see more people than 4 Speaking
animals if you go then, but May or September are good
months to visit the park. 1 Students can now consolidate what they have learnt
And when you’ve completed your tour of the Safari in the reading task by relating newly acquired words to
Park, there are other things to do at Woburn. For young their own country or locality.
people, there is a children’s playground and an education
centre which has information about the animals. And 2 This task is similar to that in PET Speaking Part 4.
everyone will enjoy visiting the gift shop where you can It gives fluency practice and consolidation; monitor for
buy all sorts of interesting souvenirs of your visit. For more errors in language only.
information about …

2 Now there are lots of things to see and do in the university

city of Oxford, especially the old college buildings and the
walks along the river. But if you’ve done all that, and you’re
looking for a new experience, why not try Oxford Castle?
There’s been a castle there for about one thousand
years, although the buildings you see today are not as old
as that, they’re mostly around three hundred years old. In
fact, for many years, the present castle buildings were not
used as a castle at all. This is because what was called
Oxford Castle was actually used as the city’s prison. The
castle is right in the centre of Oxford, which attracts many
tourists from all over the world each year and now the old
castle buildings have found a new use.
The buildings are now modernised and most of them
are now part of a large hotel. There are 94 bedrooms and a
good restaurant, but this is not the main attraction for
tourists at the castle. Most of them will want to visit the
museum which is in one of the oldest buildings and there is
also an art gallery where you can see work by local artists.
In the summer, there is also a lot to do outdoors at the
castle. During the day, there is a craft market where you

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2 The second task gives students the chance to select

5 2
Getting there
the right word in context.

KEY

1 miss, station
2 catch/take, fare, tickets
Topic 3 check in, boarding pass, gate, get on
4 platform, ticket, get on
The topic of this lesson is transport and related services. 5 timetable, catch
Ideas connected with these everyday subjects may come
up in any part of PET. Students should be prepared to
write and speak about their own experiences using public 2 Speaking
and private transport. They should also be able to
describe what transport is like in their country, and in The purpose of this task is to encourage students to look
places they have visited. at a photograph in detail and comment on those details.
This skill is useful for any descriptive task involving
Lesson focus photographs. It also elicits some further vocabulary
related to transport.
The focus of this lesson is preparation for PET Reading
Part 1, and most time should be spent on this activity. Some vocabulary may need to be pre-taught.

Allow the students to do the task in pairs, for fluency

1 Vocabulary practice; monitor for errors in vocabulary and structure
only. Elicit the students’ ideas and have a class discussion
1 The purpose of this task is to activate and extend about transport and travel in general, and flying in
vocabulary related to transport. In the box there is a particular. This could include their experiences, how
mixture of nouns, verbs and phrasal verbs to put under transport is changing, what represents good service and
four headings. Although students are not expected to value, etc.
know many phrasal verbs at PET level, some commonly
used ones will be very useful to them. Point out to 3 Reading
students that some words fit into more than one category.
1 In PET Reading Part 1 there are five very short texts
KEY which are either taken from a public notice, eg a sign or a
label, or from a private note, eg an email or a postcard.
Ta x i : driver, catch, fare, take, meter Multiple-choice questions test the student’s understanding
of the message in each short text.
Tr a i n : driver, catch, miss, get on, ticket, fare,
station, take, platform, timetable Students should read each notice very carefully and think
about the place or situation in which they might expect to
B u s / c o a c h : driver, catch, miss, get on, ticket, fare, find it. They should also think about the purpose of the
station, take, timetable notice, what information it is conveying, and to whom.

P l a n e : pilot, attendant, land, catch, miss, get on, KEY

take off, check in, ticket, fare, gate, take, boarding
pass, timetable A taxi B train C plane
D bus/coach E bus/coach

As you elicit the answers, encourage students to complete

the table with all the words and to use it as a source of 2 Go through the points in the G e t re a d y box with the
reference for their written work and when they are students. It is useful for students to think about the notices,
revising. signs, messages and labels they see in their daily lives, both
in their own language and in English. As a warm-up
This is a good opportunity to discuss the conventions of exercise, you could give them some situations, for example:
travel in different parts of the world and make sure that a library, a music CD cover, a zoo, their e-mail Inbox. Ask
those without experience of all the means of transport in what notices, signs or messages they might expect to see
the task (eg flying, long-distance train travel) understand there, and why.
what is involved.

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KEY

C 6 1
What a bargain!
3 Work through the examples in e x e r c i s e s 3 . 2 and
3 . 3. In each case, give students the correct answer.
Explain that the correct answer is the one that best Topic
matches the information or message in the notice.
The topics of this lesson are clothes, shopping and money.
KEY Ideas connected with these everyday subjects may come
up in any part of PET. Students should be prepared to
1C 2C 3C 4A 5C write and speak about their own clothes preferences and
shopping experiences.

4 Writing Lesson focus

Students can now consolidate the language they have learnt The focus of this lesson is how to do PET Writing Part 3, and
so far in this lesson by writing their own e-mail message. most time should be spent on this activity.
Remind them that they must address all three bullet points
in their answer and write no more than 45 words.
1 Vocabulary

The purpose of this activity is to revise and extend

students’ clothes vocabulary. The vocabulary activated in
trying to explain the differences between the words is just
as important as the words in the box. Let students do the
task first in pairs or groups. Monitor them, and don’t let
them simply take the easy way out by translating the
words into their own language. Give help if necessary,
and write any new words on the board. The differences
may be explained in a variety of ways. Afterwards, discuss
the differences between the words with the whole class.

2 Reading

This task gives students practice in the type of matching

activity found in PET Reading Part 1. It can be done quite
quickly.

KEY

1D 2A 3C

3 Vocabulary

The purpose of this activity is to revise and extend

students’ money-related vocabulary. Point out that each
missing word has the same number of letters as there are
dashes. Do the first sentence as an example with the
whole class and then ask them to complete the exercise in
pairs or groups. Suggest that they first guess what each
missing word is before searching for it in the word
square. If they are having problems with any word, give
them the first letter.

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KEY demonstrate that they can organize their ideas clearly,

attempt some complex sentence patterns (using, for
1 earn, save 2 cheque, credit example, time clauses, relative clauses, conditionals and
3 note, coin 4 receipt, owe comparatives, where appropriate), and employ simple
5 lend 6 shop linking words and phrases like so, because, usually, best of
7 charge 8 tip all, or in fact.

Students are n o t expected to include addresses in their

4 Writing letters, but they should use an appropriate layout. In
other words, they should begin ‘Dear (name of friend),’
1 In PET Writing Part 3, students are given a choice of and follow this with some kind of formulaic opening
topic. They may either write an informal letter or a story. sentence (eg ‘Thank you for your letter’). They should also
The activities here prepare students for the letter-writing finish their letters with an appropriate concluding
option. (There is practice in writing stories in l e s s o n s sentence (eg ‘Please write to me again soon’), a signing-off
2 . 2, 3 . 2 , 9 . 2 and 1 0 . 1 .) phrase (eg ‘Love’) and a signature.

Students are instructed to write their letter or story in 2 Do the gap-filling task quite quickly. Its purpose is to
about 100 words, and they shouldn’t write many more let the students become familiar with the content of the
than this. There isn’t space to write much more than this letter, and to make them look closely at the language. Once
on the answer sheet (see pages 88–89 of the Coursebook) students have filled in the gaps, go through the answers
and the more students write, the more mistakes they are with the class. Point out that once the gaps in Angela’s
likely to make! Students will not gain more marks for letter to Chris have been correctly filled in, the letter serves
writing a longer answer. They won’t be penalized if their as a ‘model’ of what is expected in this PET writing task.
answer is overlong (providing that the extra material is
relevant to the topic). However, if they write fewer than The questions in this exercise have several uses. They
80 words they will lose marks. show various ways to begin and end a letter, and the
importance of identifying the required topic. They also
The Writing Part 3 task carries a maximum of 15 marks. suggest various strategies to help students develop their
The focus of assessment in both the letter and story thoughts about the topic, such as:
options is on the control and range of language used, and
on the coherent organization of ideas. For more • identifying different aspects of the topic (eg
information about how PET Writing Part 3 is assessed, shopping for food, clothes and CDs), and the ideas
refer to pages 5–6 and 57–60. related to each. Point out that Angela has written
about the three different kinds of shopping in
In the letter-writing option, students are asked to write an separate paragraphs;
informal letter, usually to an English-speaking friend. • giving reasons (eg for liking or disliking something);
They are given some sort of stimulus (usually an extract • giving examples (eg details of what happens on
from a letter from the English-speaking friend), which certain occasions).
gives the topic for the letter that the students should
write. The topic is usually quite broad, and will be related Once you have gone through the answers with the class
to daily life and other common areas of experience, for read through the points in the G e t r e a d y box.
example, shopping, clothes, favourite television
programmes, holidays, celebrations, school activities, KEY
free-time activities, etc. There may be some specific
questions in the English-speaking friend’s letter (eg ‘Do 1 for 2 with 3 it/that
you like shopping?’, ‘Are there any good stores near you?’), 4 is 5 and/or 6 for
which students should answer, but they are free to 7 have 8 go 9 on
develop the topic in the way that interests them. They 1 0 we 1 1 going 1 2 spend
should keep to the topic given for the whole letter, and 1 3 the 14 a 1 5 me
not introduce unrelated ideas.
To p i c : shopping, in both letters
The task may involve describing people, feelings, likes D i ff e r e n t k i n d s o f s h o p p i n g : food, clothes, CDs
and dislikes, habits, customs, past events or future plans. A n g e l a ’s r e a s o n s for disliking food shopping are The
It may also require comparing different aspects of a topic supermarket is always crowded and it’s boring.
(eg shopping for food and shopping for clothes) and A n g e l a ’s e x a m p l e s of things she does when
giving an opinion. Students will be expected to shopping are trying on clothes and not buying
anything, and spending hours listening to the latest
CDs.

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A n g e l a ’s ‘ h e l l o ’ s e n t e n c e : ‘Thank you for your letter.’ Use the PET markscheme on page 6 to give students
A n g e l a ’s ‘ g o o d b y e ’ s e n t e n c e : ‘Please write to me marks for their letters.
again soon.’
O t h e r ‘ h e l l o ’ s e n t e n c e s : ‘I’m sorry I haven’t written 5 Listening 1.19
for a long time.’ ‘I was really pleased to hear your
news.’ ‘It was great to hear from you again.’ The rest This activity gives students practice in the type of
are ‘goodbye’ sentences. listening exercise found in PET Listening Part 3. Tell
them to look at the advertisement before you play the
recording, to get some idea of what they are going to
3 This letter may be written in class or for homework. hear and what they should listen out for. Remind them
Students may develop their ideas on the topic in any way that they don’t have to understand every word in the
that interests them, as long as they don’t wander from the listening text to be able to write down the missing words
topic of clothes (although they would be advised to say correctly. Stop the CD after they’ve heard it once and
something about party clothes). Brainstorm the topic first play the track again. If students are still having trouble
in class, to help them develop some ideas. You could, for writing down any words, play the relevant sections of the
example, write the word CLOTHES in the middle of the recording again. Students should try to spell their
board, and then surround it with other key words as you answers correctly, although in this type of PET listening
ask students (or they ask each other) questions about task any recognizable spelling is usually acceptable.
clothes, eg:
KEY
Do you wear the same clothes in summer and winter?
Do you wear the latest fashions? 1 flowers 2 leather jackets 3 Sunday 4 a hospital
How do you find out what they are?
Which clothes go out of fashion quickly?
Which clothes wear out quickly? RECORDING SCRIPT
Which clothes have to last a long time?
What kind of clothes do you wear to school/parties/at This is Radio London Fun calling all tourists in London! Did
home, etc? you know that East London has some of the most
What kind of clothes suits you best? interesting street markets in Europe?
What kind of clothes do you feel most comfortable in?
What kind of clothes would you never wear? First up, there’s Columbia Road market. You can buy
Do you buy your clothes in department stores/boutiques/on flowers here at any one of 50 stalls. And whatever flowers
the Internet, etc? you choose, they won’t cost you much!
Can you make your own clothes?
Does/Did your mother make your clothes? Next, there’s Brick Lane market. Not everything here is
Do/Did you have to wear your older brother’s/sister’s old new, but there’s something for everybody. And if you’re
clothes? looking for a really good souvenir of London, then check
Whose opinion about your clothes is most important to out this market’s speciality, leather jackets. You’ll have to
you? try one on!

Students should not attempt to write about all of these Then, there’s Petticoat Lane Market, the oldest and most
ideas. They should select a few of the ones they find famous of all London’s markets. Buy anything here, from
interesting, and then organize them into paragraphs. fashionable clothes to toys for the children. Come any
morning from Monday to Friday, or on Sunday, when the
When they have written their letters, students should market is at its biggest and most crowded.
check that:
Finally, there’s Whitechapel market. It’s easy to get to
• they haven’t strayed from the topic of clothes; because it’s right by the underground station, and just
• they have organized their ideas clearly into across the road from a hospital. This is the place to buy
paragraphs; exotic vegetables and spices from Asia.
• they have written approximately 100 words;
• they have started with ‘Dear …’ and written an So, get down to East London now and be part of the fun!
appropriate ‘hello’ sentence;
• they have included a ‘goodbye’ sentence and a
signature, with a signing-off phrase;
• they haven’t only written simple sentences;
• they haven’t made grammar or spelling mistakes;
• they have used commas and full stops where
appropriate.

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2 While they are doing this exercise, monitor the

6 2
City life
students. Give them feedback if necessary on the topic
vocabulary, and help them with comparative structures to
encourage fluency.

KEY

Topic Answers will vary; some words can be used more than
once.
The topic of this lesson is various aspects of life in cities. a) t h e c i t y : crowded, noisy, dirty, stressful,
Ideas connected with living in, or visiting cities may convenient, expensive, exciting, lonely, interesting,
come up in most parts of the PET examination. Students fun, dangerous, polluted.
should be prepared to write and speak about cities they b) t h e c o u n t r y: calm, peaceful, clean, boring,
know or have visited, and be prepared to describe how relaxing, safe, lonely, interesting, fun,
they feel about the way of life there. inconvenient.

Lesson focus
3 Students work in pairs to make lists. Monitor them
The focus of this lesson is PET Speaking Part 3, and make suggestions, if necessary.
describing a photograph. Most time should be spent on
this activity. KEY

Some words can be used more than once.

1 Vocabulary a) t h e c i t y : shopping, night-life, way of life,
education, employment, transport, entertainment.
1 This first task introduces the topic of city life b) t h e c o u n t r y: fresh air, way of life, education,
through a pair of photographs. Students are encouraged health.
to name as many things as possible in the photographs
and then to focus on the activities taking place in them
and the surrounding context. Students should work in 4 This roleplay practises the language needed in PET
pairs, with one student working on each photograph, as Speaking Part 2. Revise some of the simpler language of
in the examination. In this task the focus is on agreement and disagreement before the students begin,
vocabulary, so encourage students to help each other and present the expressions given. Students work in
build up a list of vocabulary for each photograph. They pairs, as before. Encourage them to use the expressions
shouldn’t attempt to produce a full spoken description of given, and monitor them.
the photographs at this stage.
Before attempting the following activities, read through
2 Each student should now attempt to answer the the G e t r e a d y box with the class. Explain that in Part 3 of
questions about his or her own photograph. Students the Speaking test, each student talks about one
should take turns at answering each question with their photograph. Although both photographs are based on the
partners. same theme, they have different contexts and vocabulary.
This is the student’s chance to produce a long turn
3 Each student should take turns with his or her (usually about 45 seconds to one minute) without
partner at comparing the photographs. interruption by the examiner or his or her partner. All
that is expected at PET level, however, is a simple
2 Speaking description of the photograph. This should be clear and
comprehensible. It is an opportunity for students to show
1 This section develops the topic vocabulary further by how good they are in their use of structures and
asking students to compare city and country life. The first vocabulary.
task is designed to help students develop fluency skills for
Part 4 of the Speaking test, which will be the focus of the Make sure students understand the following:
next lesson.
• They should describe the photograph as if the
examiner and their partner cannot see it. Nothing
should be left out, even if it seems very obvious.
• There is no time limit; students do not have to speak
for a whole minute.

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• This is not a test of speed. Students should take

•
their time and speak clearly.
It is not necessary to name all the objects in the
picture; students can use paraphrase, or simply say
7 1
Food and drink
if they do not know a word.
• Marks are awarded for use of language, not for
saying clever things.
• The task is simply to give a description, using a Topic
range of appropriate words and structures correctly.
• If students forget a word, or forget what they were The topic of this lesson is food and drink. Ideas
going to say, they should just move on and talk connected with eating and drinking may come up in any
about another part of the picture, not waste time part of the PET examination. Students should be
trying to remember. prepared to write and speak about their own food
• There is no thinking or preparation time before the preferences. They should also be able to talk about
task begins. various meals and places to eat, as well as local eating
• Time is short, so the student should keep talking to habits and customs.
the examiner and their partner, make it interesting
for them and try to speak clearly. Lesson focus
5 This task demonstrates how to approach the The focus of this lesson is PET Speaking Part 4, and most
description of the photograph, how to find plenty of time should be spent on this activity.
things to say about it, and how to structure things in a
coherent way.
1 Vocabulary
6 – 7 Students should work in pairs and take turns to talk
about a photograph each. They should use the ideas in 5 1 The purpose of this activity is to revise and extend
to structure their descriptions. A description of the students’ food and drink vocabulary. If students are not
countryside photo may include these phrases: familiar with many of the foods in the list, this can be
turned into a dictionary exercise. Students can do the task
‘This photo was taken outside, somewhere in the in pairs or groups. When checking their answers, make
countryside, probably in a garden... ’ sure they are aware of correct pronunciation, noting word
stress in less familiar, longer words in particular.
‘There are four people. They are probably a mother and
father with their two children. They look... ’ KEY

‘The family is having a meal. The boy is... ’ M e a t a n d f i s h : lamb, sausages, duck, beef, chicken,
tuna, steak, burgers
Monitor the activity and give feedback after the students
have finished. Ve g e t a b l e s : carrots, beans, peas, onions, garlic,
mushrooms, tomatoes, leeks, olives, spinach
The Ready for PET Audio CD includes a recording of
students doing Practice Test 1, Paper 3 Speaking (pages F r u i t : bananas, grapes, oranges, plums
74–76 in the Coursebook). You can play it to your students
as a model at this point. Refer also to page 53 of this book O t h e r : pasta, rice, mayonnaise, butter, cheese,
for more information about this sample Speaking test. pepper, salt, pizza

8 This task extends the topic of the lesson and involves

discussions of the type found in PET Speaking Part 4. 2 Students may like to add their favourite foods to the
Monitor students for the correct use of the topic lists, especially those they may wish to talk about in the
vocabulary only. examination. Warn them not to talk about dishes and
specialities which have no name in English, however, as
these are usually very difficult to describe at this level.

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2 Speaking RECORDING SCRIPT

1 This activity builds on work done in U n i t 6 Examiner: Your photographs showed people eating a
L e s s o n 2 . Remind students of the main points to meal. Now I’d like you to talk together about the type of
consider when talking about a photograph, and let them food you eat when you go out and when you stay at
work in pairs. Monitor vocabulary and speaking home.
strategies.
Girl: So, Tom, do you often eat out?
2 This task gives fluency practice and allows students
to personalize the subject matter. Tom: Sometimes... sometimes I go out for a meal with my
family, and sometimes I go with my friends. What about
Go through the G e t r e a d y box, which is designed to you?
prepare students for PET Speaking Part 4. Part 4 is the
freest part of the Speaking test. The examiner sets up an Girl: Yes, me too. What type of restaurant does your
activity and leaves the students to complete it without family go to?
any visual prompts. Each Part 4 task has two elements, eg
Talk about where you like to go and what you like to do Tom: Different types, but usually traditional ones. They like
there. Students should listen carefully and try to cover to have steak and chips and things like that, but I prefer
both points in the discussion. Students get marks for the Italian food...
language they use, not for the content of what they say.
Girl: Really! So do I. It’s much more interesting than
3 1.20 Let the students look again at the photographs on English food, isn’t it?
pages 42–43 of the Coursebook. Then play the examiner’s
instructions on the Audio CD to them. With the whole Tom: Yes, I agree with you about that, and another thing
class, list possible things to talk about and questions to ask is that it isn’t very expensive.
a partner. Ask the class for ideas on how to begin the
conversation and write them on the board. In pairs, Girl: That’s right. When I go out with my friends, I always
students attempt the conversation, using the expressions go to either an Italian or a Chinese restaurant.
and subjects on the board. Monitor them, and give help if
necessary. Tom: Yes, me too... and also Thai... have you tried Thai
food?
KEY
Girl: No, what’s it like?
The topic of the conversation is food that you eat when
you go out and when you stay at home. Tom: Well, it’s similar to Chinese, but it has different tastes
and unusual vegetables.

RECORDING SCRIPT Girl: Oh, that sounds good!

Examiner: Your photographs showed people eating a Tom: Yes, you should try it.
meal. Now I’d like you to talk together about the type of
food you eat when you go out and when you stay at
home. 5 In pairs, students should attempt a conversation
about good restaurants and the food they like to eat in
them. Encourage them to use the expressions from the
4 1.21 Now play the conversation on the Audio CD to Coursebook and those on the board. Monitor how they
the students. (Point out that they will hear the examiner begin, show interest, and take turns. This part of the test
repeating the instructions given in e x e r c i s e 2 . 3 first.) requires students to talk fluently and spontaneously, in as
Focus on how to begin, how to show interest, and how to natural a manner as possible. They need to build up
manage turns. Discuss these points with the class, and confidence in their speaking, so ignore any language
write relevant expressions on the board. errors for now.

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3 Vocabulary KEY

This activity deals with food preparation. It introduces Equipment Ve r b Ingre d i e n t s

language which is useful for students who want to describe 1 knife cut tomatoes
their favourite dish, or another type of food, to someone 2 spoon take out seeds
less familiar with it. 3 mixing bowl put in tuna and egg
4 fork mix tuna and egg
1 1.22 Students should look at the visual material in 5 spoon stir in mayonnaise and
pairs and complete the gaps in the list of ingredients. They tomato sauce
can then discuss their ideas with the class. Afterwards, 6 spoon put mixture into
they listen to the Audio CD to check their ideas. tomatoes
7 knife cut up tomatoes and olives
KEY

s o m e d i ff e r e n t - s i z e d tomatoes RECORDING SCRIPT

a s m a l l t i n o f tuna fish
t w o s p o o n f u l s o f mayonnaise So, now I’m going to tell you how to make the tomato
a h a r d - b o i l e d egg owls. Firstly, take the knife and cut the tomatoes in half.
s o m e b l a c k olives Then take the spoon and use it to take the seeds out of
t w o s p o o n f u l s o f tomato sauce the middle of the tomatoes, so that there’s a hole for the
mixture to go in. Then put the tuna and the hard-boiled
Yo u n e e d : a mixing bowl, a fork and spoon, and a egg into the mixing bowl. Then, using a fork, mix them
fairly sharp knife. together. When you have a good mixture, stir in the
mayonnaise and the tomato sauce, using a spoon. Now
take some of the mixture on the spoon and put it into the
RECORDING SCRIPT bottom half of each tomato. Cut the remaining tomato
pieces into triangles to make the owl’s mouth and ears,
I’m going to tell you how to make tomato owls. First of all, and cut up an olive to make its eyes.
you need some different-sized tomatoes, some big ones
and some smaller ones, and a small tin of tuna fish. As
well as these two main ingredients, you also need two 4 Writing
spoonfuls of mayonnaise, a hard-boiled egg, and some
black olives. To give colour, you will also need two This task practises the type of sentence transformation
spoonfuls of tomato sauce. found in PET Writing Part 1. Students should already
know how active and passive sentences are formed, but
You don’t have to cook the owls, but to make them you will probably need some revision. In PET, students are
do need some basic equipment. Firstly, you need a mixing usually only asked to complete the active, rather than the
bowl to make the mixture in. To make the mixture you passive sentence.
need a fork and a spoon, and to cut up the tomatoes and
olives you need a fairly sharp knife. At this level, students also need to be familiar with simple
reported speech and may, for example, be asked to
complete a phrase in direct speech where the prompt is in
2 1.23 Before attempting the next part of the task, pre- reported speech. Students must therefore think about
teach the verbs in the box. Ask any students who know changes to the personal pronoun, the verb form, and the
the words to mime the action for the others in the class. word order (for reported questions and requests).
Ask the students to complete the recipe in pairs; they then
listen to the Audio CD to check their ideas. Play the Audio KEY
CD again so that they can complete the table. Do the first
one with them as an example. 1 usually prepares
2 finished all the
3 me not to
4 I have
5 order

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KEY

7 2
Your own space
1C 2B 3B

3 Listening 1.24

Topic Read through the G e t r e a d y box with the students and

remind them that in this type of listening task they will
The topic of this lesson is personal space and getting on with need to:
other people. Living with your family is a common topic in the
PET examination. • distinguish between male and female voices and
names. The identity and gender of speakers is
Lesson focus clearly indicated in spoken and written rubrics.
• listen for phrases of agreement and disagreement.
The focus of this lesson is PET Listening Part 4, and most • listen for intonation, which relates to meaning.
time should be spent on this activity. • remember that the sentences on the question paper
may refer to the past, present or future. Sentences do
not usually repeat the words given on the Audio CD,
1 Speaking but they may summarize the opinions of the speakers.
• give an answer. Wrong answers are not penalized, so
This activity is a lead-in to the topic of personal space. It it is worth giving any answer rather than none, even
also gives students practice in talking about their if they are not sure.
opinions and attitudes, building on the previous lesson.
1 Make sure that students read the instructions before
First divide the class into pairs; students in each pair take you play the Audio CD, and be prepared to answer any
turns at asking and answering the questions. Monitor questions. Check that they know what to do.
them to see where gaps in vocabulary might be causing
problems. 2 The Audio CD should be played twice. Elicit students’
answers and be ready to play sections of the Audio CD
2 Reading again, or provide a copy of the Recording Script.

1 First ask students to read and complete the multiple- KEY

choice cloze exercise, which practises PET Reading Part 5.
If they are unsure how to approach the task, do the first 1A 2B 3B 4A 5A 6B
gap with them, explaining which option in the key is
correct, and why.
RECORDING SCRIPT
KEY
Bob: Hello, Mary, how are you?
1B 2C 3B 4C 5B
6D 7A 8D 9 B 10 C Mary: Oh, hello Bob. Not too bad. We’re having one or
two problems with our son, Matthew.

2 The second task practises the type of multiple- Bob: Really? What sort of problems?
choice questions found in PET Reading Part 4. If
necessary, remind students of the points in U n i t 4 Mary: Well, he wants to have his own bedroom, but we
L e s s o n 2 , which deals with this part of the test. If you haven’t got the space and he doesn’t seem to understand.
feel students need more structured fluency practice at
this stage, ask them to work through the questions in Bob: Oh, so he shares with his brother, does he?
pairs. Then go through the answers with the class.
Mary: Yes, but there’s not a great age difference, just one
year, so you’d think they’d be able to get on together,
wouldn’t you?

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Ready for PET

Bob: I remember I used to hate sharing a bedroom with 5 Listening 1.25

my older brother. We used to argue all the time. Mostly
about privacy, as I remember. First explain to the students that they are going to hear
two teenagers, Alice and Harry, having a conversation.
Mary: Privacy? You mean you wanted more time to be Give them time to read through the task and the
alone? sentences. Play the Audio CD once and let them tick their
answers. Then play the Audio CD a second time so that
Bob: It wasn’t that. It was more that I wanted to have my they can check them and listen out for any missing
own space. You know, we had one wardrobe, one chest of information. Once this has been done, go through and
drawers. I didn’t even have one drawer that was all mine, elicit their answers and their reasons. Be prepared to
and so my elder brother used to just take all my things if he replay sections of the Audio CD, or provide a copy of the
fancied them. Recording Script to answer any uncertainties.

Mary: Oh, I see. I wonder if that’s Matthew’s problem? KEY

Because he wanted his own computer, but there’s not
room for two in the one small bedroom, so we said no, 1A 2B 3A 4A 5B 6B
they’d have to share.

Bob: So who gets to use it all the time? RECORDING SCRIPT

Mary: I don’t know, but they always seem to be fighting Alice: Oh, hello Harry, how are you?
about something, and of course Matthew doesn’t have as
much homework as his brother, so maybe he doesn’t need Harry: Fine, thanks. But you look a bit miserable. What’s
it so much. the matter?

Bob: Well, they’re not only for doing homework on, you Alice: I’ve been arguing with my mum again, I’m afraid. I
know. feel sorry about it afterwards, but she just annoys me so
much.
Mary: I know that Bob, and they’ve got their own television in
the room, but Matthew doesn’t really seem to like television Harry: Yeah, I know what you mean. But what have you
very much. I don’t understand him sometimes. been arguing about?

Bob: Well, maybe it’s because he doesn’t get to watch the Alice: Oh, the usual thing about my bedroom.
programmes he likes.
Harry: Your bedroom?
Mary: Actually, I think he’d rather not have the television
in the room. I think I’d better talk to them about these Alice: Yeah. She’s always telling me to tidy it up, but it’s my
things. Maybe we can arrange things better. Thanks Bob. room, so I don’t see why I should have to.

Bob: Don’t mention it. Harry: And is it really untidy, or is it just that she’s really
fussy about things like that?

4 Speaking Alice: Oh, it’s untidy all right. I mean, you know, I take my
clothes off at night and just leave them where they fall.
Read the questions with the students and check that they
understand them first. Let them answer the questions in Harry: And you expect your mum to tidy up after you?
pairs. Monitor and give help where necessary. Make sure
that the students take turns at asking and answering with Alice: No, I do it sooner or later because it’s not good for
their partners. Encourage them to ask each other further your stuff to be left screwed up in a ball, is it? It’s just that
questions, to develop a conversation. she wants it done like now, and I’m happy to leave it for a
while and do it later, you know, when I feel like it, or when
I’ve got friends coming round.

Harry: And so you argue?

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7.2

Alice: Yeah. She wants me to put everything back in the

wardrobe, but I’ve got so much stuff that it won’t all fit
anyway.
8 1
Close to nature
Harry: You’re lucky. I have to share a wardrobe with my
brother. He’s always wearing my things without asking me.
Topic
Alice: But don’t you each have your own bedroom?
The topics of this lesson are the natural environment, the
Harry: We do, but his is very small and you can’t get a weather and animals. Aspects of these topics may come
wardrobe in, so he’s always coming in and out of my room up in any part of PET. Students should be prepared to
to get stuff out of it. write or speak about their opinions and experiences of
them.
Alice: Oh, I wouldn’t like that.
Lesson focus
Harry: Nor do I. It leads to lots of arguments.
The main focus of this lesson is how to do PET Reading
Part 5, and most time should be spent on this activity. A
6 Speaking secondary focus is Parts 2 and 4 of the PET Speaking
paper.
The photographs give students another opportunity to
practise descriptions. Remind them of the strategies they
used to describe a photograph in U n i t 6 L e s s o n 2 . Tell 1 Vocabulary
them to use paraphrase if they don’t know a word.
The purpose of this activity is to revise and extend the
Students should attempt the task in pairs. When they vocabulary students need to talk about the pollution of
have finished, elicit any vocabulary problems and ask the environment. Aspects of this subject may come up in
what paraphrase strategies they used to get round them. a PET reading text, and students should be familiar with
the basic topic-related words. However, students are not
expected to deal with complicated or technical aspects of
the topic. They can do the activity in pairs or groups and
share their knowledge.

KEY

1 destroying 2 breathe 3 dusty

4 spoil 5 rubbish 6 minerals
7 fuels 8 poverty 9 prevent
10 rescue 11 urgent 1 2 inhabitants

2 Listening 1.26

1 The purpose of this activity is to give students

practice for PET Listening Part 1 and also to revise and
extend their weather-related vocabulary. To preview some
of the vocabulary, ask students to describe the photos
before they listen to the recording. Students should hear
the recording twice before answering the question, so after
the first listening stop the CD and play the track again.

KEY

Speaker 1 B Speaker 2 C Speaker 3 A

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RECORDING SCRIPT KEY

1 I listened to the weather forecast before we set out and it 1A 2C 3D 4B 5D

wasn’t encouraging – storms with thunder and lightning 6A 7B 8C 9B 10 A
and even snow on the hills! Actually, it was a fine, clear
day. There was frost on the ground when I woke up and
some mist over the fields, but that soon disappeared in the 5 Listening 1.27
warm sunshine. There were some clouds about, but the
wind kept them moving and it didn’t rain. All in all, it was In this activity, students practise PET Listening Part 2.
a brilliant day! Give students a few moments to read through the
questions.
2 It was lucky we didn’t have far to walk on Saturday. I
couldn’t help slipping on the snow-covered pavements and Play the recording once. Check the students’ answers and
the air was freezing! But, really, I like that kind of weather respond to any of their queries.
best. It kind of makes me feel alive - not like foggy days, or
dull, damp ones when I just want to stay indoors, or very KEY
hot and sunny ones which send me to sleep! So it was a
great day! 1C 2A 3C 4B 5B 6A

3 You know what they say about the weather being

changeable? Well, it wasn’t like that on Saturday! It was RECORDING SCRIPT
one heavy shower after another. Just when we thought it
was going to dry up, it started pouring again! Still, it was Interviewer: In the studio today, I have Henry Tweedy and
quite warm, though it got cooler in the evening, so we his dog, Lady. Henry, Lady is very special to you, isn’t she?
didn’t really mind. I heard later there were gales on the
coast, so we escaped them! In spite of the weather, we Henry: Oh yes. We’ve only been together for six months
really enjoyed our day! but I couldn’t do without her. I started going deaf when I
was twenty and now I can’t hear much at all. I can only
understand you if I can see your mouth. Lady lets me know
2 Stop the CD and play the track a third time, pausing when the door bell rings, or my son cries, or about any
frequently to allow students time to write. important noise, at home or when we’re out for walks.
Guide dogs for the blind are common, but now dogs are
KEY regularly trained to help other kinds of disabled people.

G o o d w e a t h e r : fine, clear, warm, sunshine, hot, Interviewer: Can any dog be trained like Lady?
sunny, dry up
Henry: Many can, and some disabled people ask to have
B a d w e a t h e r : storms, thunder, lightning, snow, their family pet trained. It helps if the dog is young, but
frost, mist, clouds, wind, rain, snow-covered, even older dogs like Lady here can learn to do quite
freezing, foggy, dull, damp, changeable, shower, difficult things. Her trainer says he knew she was right for
pouring, cooler, gales the job when he saw how clever she was and how well
she got on with people. I’m glad he picked her for me.
O t h e r w e a t h e r w o r d s : forecast, slipping
Interviewer: What happened during her training?

3 Speaking Henry: Well, she spent four months at the training centre,
learning to follow instructions and to recognise different
This practises the type of discussion found in PET sounds. Then the trainer worked with her for two months
Speaking Part 4. Students write questions for each point in my house so she could learn about me and where I live
and ask and answer in pairs. Remind them that they will – so that was a six-month training period. The trainer still
be doing the Speaking test in pairs. visits to check everything’s going well but we haven’t had
any problems.
4 Reading
Interviewer: So, say Lady hears the doorbell, how does
This prepares students for PET Reading Part 5. They have she let you know?
to complete each gap by choosing one of four multiple-
choice options. Take students through the G e t r e a d y box
before or after the multiple-choice questions.

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8.1

Henry: Well, first she usually runs towards the sound to

check it out and then she comes back to tell me about it.
She does that by pushing her nose into some part of my
body. For the doorbell, it’s my left knee.
8 2
The wide world
Interviewer: And how do you tell her what to do?

Henry: She’s always looking at me, ready for any Topic

command, and I talk to her with my hands – it’s a kind of
sign language. I sometimes reward her afterwards with a The topic of this lesson is geography and the world.
biscuit, but not all the time because it’s bad for her. Aspects of this topic may come up in any part of PET.

Interviewer: Do you think Lady enjoys her work? Lesson focus

Henry: Oh, without a doubt! Dogs like having a job to do The main focus of this lesson is how to do PET Writing
– they have quite a professional attitude to it! Lady is Part 1, and most time should be spent on this activity. A
happiest when she’s busy or learning to do something secondary focus is practice for PET Speaking Part 2.
new. Many family dogs sleep most of the day but that’s
not really natural for them.
1 Reading
Interviewer: Well, thank you Henry, and Lady. It’s been
fascinating talking to you. 1 This activity practises the type of exercise found in
PET Reading Part 3. It also revises some of the
vocabulary needed to talk about different features of the
6 Speaking countryside. The initial questions introduce the topic.

This practises the type of activity found in PET Speaking 2 Let students read through the sentences and check
Part 2. Students should do the activity in pairs and give that they understand them first. They then read through
reasons for their choices. Partners should react by the text individually, deciding for themselves whether the
agreeing, disagreeing, making an additional point, giving sentences are correct or incorrect. After the students have
an example, etc. The discussion should also stimulate completed the task and you have checked the answers
ideas for the writing task that follows. with the class, ask them to underline words in the second
and third paragraphs of the text which refer to different
7 Writing features of the countryside.

This task prepares students for the letter-writing option in Ask them which of these words they could use when
PET Writing Part 3. Students may write their letters in describing their own country. Then get them to suggest
class or for homework. The English penfriend’s letter, other words which describe different parts of their
which is the stimulus for the task, invites the students to country and write them on the board.
give their ideas, opinions and experiences of animals.
They may develop the topic in any way that interests KEY
them, as long as they say something in response to the
penfriend’s question about pets and keep to the subject of 1 incorrect 2 correct 3 incorrect 4 correct 5 correct
animals. The previous reading, listening and speaking
activities should have already stimulated a number of
ideas about the topic. 2 Vocabulary

Students could, for example, devote their whole letter to The purpose of this activity is to revise and extend the
writing about their pet (where they got it, how they look vocabulary of geographical features. It builds on the
after it, the games they play with it, how they feel about vocabulary introduced in the text about Sri Lanka.
it). There are many other possibilities. One would be to Encourage students to share their knowledge. They can
write one paragraph about a visit to a zoo (watching do the activity in pairs or groups. N o t e : Students may
animals in captivity), and contrast this with another find alternative answers to the ones in the key. This is
paragraph about a visit to the countryside (watching acceptable, provided they can justify their choices.
animals in their natural environment).

Encourage students to check their own work before they

hand it in to you.

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KEY Students now find a different partner and attempt the

task again. This time their performance should be better.
1 desert because it’s not a word for a high place
2 waterfall because it’s not an area of land 4 Writing
3 island because it isn’t a place with a lot of trees
4 cave because it’s not water 1 This activity prepares students for PET Writing Part
5 bay because it’s not a kind of earth 1. In this test task, they are given five sentences with a
6 wave because you can’t walk down it common theme. Students have to complete sentences
7 valley because it’s not part of the coastline which are similar in meaning, using a different structural
8 flood because it isn’t the limit of something pattern. They may have to use one, two or three words in
their answer, but they should never use more than three
words. Contractions count as two words. The task mainly
3 Speaking focuses on knowledge of grammar, but some knowledge
of vocabulary will also be required. Students must make
This activity practises the type of task found in PET sure that the completed second sentence has the same
Speaking Part 2. The initial questions introduce the topic. meaning as the first. There is one mark for each sentence
The task gives students an opportunity to use some of the in this part and the student’s answer must be completely
vocabulary from the previous two activities. correct (including spelling) to gain the mark. Sometimes
there may be more than one possible correct answer for
Make sure students understand the instructions before each sentence.
they look at the illustrations and discuss them in pairs.
Students do this type of activity in pairs in the PET By now, students should be familiar with this type of task.
Speaking test. In their discussions, which should last for Ask them to complete the sentences about geography, and
about three minutes, students should: then take them through the points in the G e t r e a d y box.
They may wish to correct their own work as they do this.
• imagine themselves in the situation
• say something about each picture (in this case, what KEY
adventures the hero and heroine could have in each
place) 1 far from
• come to a conclusion (in this case, which location 2 (ever) going for
will be the most exciting) only after each picture has 3 you look at
been discussed 4 have been
• give reasons for their choice 5 you like to
• interact with each other – that is, they should listen to
what the other person says and then react to it. This
will involve: giving an opinion; giving a reason for an 2 Once you have checked all the answers to e x e r c i s e
opinion; asking a question; answering the partner’s 4 . 1 , ask students to do the next five sentences. Check
question; agreeing or disagreeing with what the answers and deal with any queries that arise.
partner has said (with a reason); making a further
point; adding an example; introducing a new point (or KEY
going on to another picture); and so on.
1 took
After about three minutes, stop the discussion and review 2 as/so heavy as
how the students dealt with the task. 3 difficult for
4 find/have found
• Find out whether they managed to say something 5 so has
about each illustration. Brainstorm possible
‘adventures’ for each picture. Supply any
appropriate vocabulary that students need. 5 Reading
• On the board, build up a list of ‘discussion’
language, eg I think X is more exciting because..., This gives practice in understanding the type of short
That’s a good point, etc. (See Unit 2, Lesson 1.) reading text which may be found in PET Reading Part 1.
• Ask students whether both partners contributed an It can be done quite quickly.
equal amount to the discussion. Quieter students
should make an effort to say more, and over- KEY
dominant students should try to include their
partners more in the discussion. Being good at 1A 2C
taking turns is something the examiners look for.

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Now go through the points in the G e t r e a d y box with the

9 1
Free time
students, and discuss them. Refer back to other units,
where necessary, to remind them about the different parts
of the Reading paper. (For Part 1 – U n i t 5 L e s s o n 2 ; for
Part 2 – U n i t 2 L e s s o n 2 ; for Part 3 – U n i t 3 L e s s o n 1 ;
for Part 4 – U n i t 4 L e s s o n 2 ; and for Part 5 – U n i t 8
L e s s o n 1 .)
Topic
Tell them that they have already practised all the different
The topic of this lesson is sport, hobbies and other leisure types of reading tasks found in PET. Before they actually
activities. Aspects of this topic may come up in any part do the test, you should give students:
of PET. Students should be prepared to write or speak
about their own sporting and leisure interests. • a reminder of what to expect in the test (refer them
to page 2 in the Coursebook)
Lesson focus • instructions on how to record their answers in the
test (see the G e t r e a d y box)
The focus of this lesson is a revision of exam skills for the • experience of doing a complete, timed practice
PET Reading paper. paper.

Students need to practise doing a timed paper so that they

can find out how much time to spend on each question. If
1 Vocabulary they spend too much time on one part, they might not
manage to finish the paper, or they might have to rush
1 The anagrams are a warm-up activity, so don’t let through the last questions. Equally, they shouldn’t hurry
students spend too much time on them. Give them the to complete the paper in less than the time allowed. Each
first letter of each word if they have difficulty completing text and its questions needs to be approached carefully.
the task.
There are 35 possible marks for the Reading part of the
KEY test, one mark for each question. These 35 marks are then
adjusted so that they represent 25% of the total marks
1 windsurfing 2 table-tennis available for the test.
3 golf 4 gymnastics
5 judo 6 hockey Make sure students understand how they should record
7 baseball their answers. Refer them to the sample answer sheets on
pages 88–89 of the Coursebook. These may be photocopied
for use with a practice paper.
2 The questions after the anagrams revise and extend
the vocabulary needed to talk about sport. Reassure students that they don’t have to understand
every word in the reading texts to be able to answer the
Examples: questions. By now, they should have got used to guessing
ball, bat, racket, net, goal, goal post, game, match, hit, kick, the meaning of unknown words from their context, and
shoot, team, race, race track, sports field, stadium, speed, feel confident enough with their reading skills to ignore
win, lose, score. unknown words in less important sections of text.

2 Reading At some point soon, either now or when you have revised
the content of the Writing paper in the next lesson, you
This gives students practice in the type of exercise found in should give the students a timed, complete Reading and
PET Reading Part 2. If necessary, refer students back to the Writing paper. Use the papers from one or both of the
Get re a d y box in Unit 2 Lesson 2. If you think your students Practice Tests at the back of the Coursebook for this.
need extra practice doing test tasks within a time limit, tell Refer to page 4 for advice on the practice test.
them they only have ten minutes to complete the task.
You can use PET past papers, as well as the Practice Tests
KEY at the back of the Coursebook, with your students.
Remember also that there are six practice tests on the
1F 2A 3D 4G 5C Ready for PET CD-ROM.

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Ready for PET

1
Vocabulary

The purpose of this exercise is to revise and extend

9 2
Get well soon!
the vocabulary students need to talk about free-time
activities, and, in particular, their own hobbies and
interests. Students should do the matching task in pairs
or groups. Topic
KEY The topic of this lesson is health and sickness. Aspects of
this topic may come up in any part of PET. Students
1 material, needle, scissors, pins, refreshing drink should be prepared to write and speak, in a simple way,
2 brush, hammer, nails, paint, refreshing drink about common illnesses and their own health and fitness
3 dictionary, envelope, notepaper, stamp, refreshing lifestyles.
drink
4 flower pot, watering can, seeds, spade, refreshing Lesson focus
drink
5 balls, net, racket, sports bag, refreshing drink The focus of this lesson is a revision of exam skills for the
PET Writing paper.

2 Students go on to tell each other about their own

free-time activities. This will activate vocabulary for the 1 Writing
following PET Speaking Part 2 task.
This practises the type of task found in PET Writing Part 2.
4 Speaking
1 The topic of health and fitness is introduced by the
This practises the type of task found in PET Speaking questions. Elicit the students’ opinions and in the
Part 2. Students should do the activity in pairs. Before discussion, ask for their views on their sleeping habits,
they start: eating habits, exercise routines, and any unhealthy habits
they may have (eg smoking). Also ask them about any
• make sure they understand what they are to do; activities they do to relax.
• point out to them that the discussion has a double
focus (how interesting the different hobbies are and 2 Before doing this task, refer students back to the
which will be best for making friends), and tell them G e t r e a d y box in U n i t 1 L e s s o n 2 . If you think your
that they should talk about both of these aspects; students need extra practice doing test tasks within a
• remind them that they need to to keep the discussion time limit, tell them they only have seven minutes to
going for three minutes; that they should say complete the task. Remind them to check their work.
something about each illustration; and that they
should interact with their partner. KEY

Students’ answers won’t be exactly like this

one, but they should cover the three points
given in the instructions.

Model answer:
To: Alex
From: Juan
From now on, I’m going to sleep 8
hours a night. I’m going to give up
chips and chocolate and eat more
fish, salad, fruit and vegetables.
Why don’t we join a gym together and
go there every day after school?
Juan

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2 Vocabulary 5 Writing

The purpose of this activity is to revise and extend the This activity practises the type of task found in PET
vocabulary needed to talk, at a simple level, about health Writing Part 3. It may be done in class or for homework.
and sickness. Point out to students that the number of Refer students back to the G e t r e a d y box in U n i t 6
dashes in the space in the sentence corresponds to the L e s s o n 1 first. Advise them to think carefully about both
number of letters in the missing word. Do the first writing tasks before deciding which one they can write
sentence as an example with the whole class, and then best. Emphasize that they write either the letter or the
ask them to complete the exercise in pairs or groups. story. If you think your students need extra practice doing
Suggest that they first guess what each missing word is test tasks within a time limit, tell them they only have 20
before searching for it in the word square. Give them the minutes to complete the task. Remind them to:
first letter of problem words.
• write approximately 100 words;
KEY • organize their ideas clearly into paragraphs;
• use a range of structures and vocabulary if
1 emergency, accident, ambulance possible, and write complex sentences where
2 earache, clinic, pill, pain appropriate;
3 deaf • use linking words where appropriate;
4 nurse, patient • check their work carefully.
5 drug, fit
6 ill, sore, cough, flu Use the PET markscheme on page 6 to give students
7 wound, pale, dizzy, faint marks for their writing. Also refer to the E x a m p l e s o f
s t u d e n t w r i t i n g on pages 57–60.

3 Reading Now go through the points in the Get re a d y box with the
students. Reassure them that earlier in the book, and in this
Before doing this task, refer students back to the G e t lesson, they have practised all the different types of writing
r e a d y box in U n i t 4 L e s s o n 2 . If you think your students tasks found in PET. Give students:
need extra practice doing test tasks within a time limit,
tell them they only have ten minutes to complete the task. • a reminder of what to expect in the test (refer
them to the chart on page 2 of the Coursebook);
KEY • instructions on how to record their answers in the
test (see the G e t r e a d y box);
1D 2A 3D 4B 5C • experience of doing a complete, timed practice
paper.
Refer to page 4 for advice on how to administer a practice
4 Writing test.

This practises the type of task found in PET Writing Part 1. Before students attempt a complete practice paper, ask
Before they start, refer students back to the G e t r e a d y box them to estimate the amount of time they should spend
in U n i t 8 L e s s o n 2. If you think your students need extra on each part, bearing in mind that they should leave
practice doing test tasks within a time limit, tell them they some time at the end to check their answers. After they
only have five minutes to complete the task. The sentence have done a practice test, ask them whether their
patterns given here are frequently tested in PET. estimate was accurate. Did they, for example, spend an
equal amount of time on each part of the Reading paper,
KEY or did some parts need more time than others? How
about the amount of time they allowed for writing the
1 my head was letter – was it too much, too little, or just right? Thinking
2 keep fit about this should help students to use their time
3 you give up efficiently in the real test.
4 have (got)
5 can’t/mustn’t/shouldn’t/may not smoke

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2 Vocabulary

10 1
Entertainment
1 In this task, students must use the topic vocabulary
in context. Encourage students to attempt the task first
by using the words they know and guessing the others.
Elicit answers and clarify meanings afterwards.

Topic KEY

The topic of this lesson is entertainment. Aspects of this 1 series 2 part 3 lines
topic may come up in any part of PET. Students should 4 rehearsal 5 stage 6 clap
be prepared to write and speak about their own likes and 7 reviews 8 studio 9 camera
dislikes in the area of entertainment and give reasons for 10 director 11 performance 12 screen
their views.

Lesson focus 2 Make sure that students reread the whole text before
attempting the questions. They focus on understanding
The focus of this lesson is a revision of the exam skills the actor’s attitudes (gist meaning).
needed for the PET Listening paper.
KEY

1 Speaking 1C 2A

1 This task is an introduction to the topic and revises

adverbs of frequency. Check that students understand 3 This exercise enables students to name a type of
both the meaning of the adverbs and how they are used in performer and explain what that person does.
a sentence. The question ‘How often... ?’ is commonly
used in PET. Make sure that students fully understand KEY
when and how it should be used.
1 journalist 2 plays
2 The second task introduces vocabulary related to
entertainment. Ask students to add some more words to the
list for each activity, and encourage them to ask for more. 4 Now ask the students to write some more sentences
based on this model.
KEY
3 Listening 1.28–30
1 c u r t a i n : theatre, concert
2 i n t e r v a l : concert, theatre, cinema 1 – 2 The first two tasks practise listening to a recording
3 t i c k e t : cinema, concert, theatre, clubbing and answering multiple-choice questions using pictures,
4 e n c o r e : concert, theatre as in PET Listening Part 1. Refer students back to U n i t 4
5 s o a p o p e r a : television L e s s o n 1.
6 c h a n n e l : television
7 w e b s i t e : the Internet KEY
8 p r o g r a m m e : television, concert, theatre
9 s o l o i s t : concert 1B 2C
10 c o m m e r c i a l : television, cinema
11 b a c k i n g g r o u p : concert
12 c h a t r o o m : the Internet 3 The third task, a verbal multiple-choice, is found in
PET Listening Part 2. More of these tasks are found in the
Practice Listening Tests on pages 72–74 and 83–85 of the
3 This activates vocabulary related to entertainment. Coursebook.
Let students work with a partner and monitor them.
KEY

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10.1

RECORDING SCRIPT Examples:

the star/the co-star the hero/the heroine
1 Man: What do you feel like doing tonight? I’m getting a funny/serious/sad entertaining/dull
bit tired of clubbing. the beginning/the ending

Woman: Yeah, me too. How about going to the open-air Students prepare what they will say to their partners for a
concert? The guitarist is meant to be really good. few minutes before they take turns at presenting their
ideas. Monitor and give help if necessary.
Man: Oh, I heard that all the tickets were sold out weeks
ago, but there’s a good film on at the ABC. You know, it’s 5 Listening 1.31
the one that won all the Oscars.
Now go through the G e t r e a d y box with the students.
Woman: OK, and if we can’t get in, there’s always the Point out that they have already practised all the different
theatre next door. That’s never full, so it’s a good idea. types of listening task found in PET.

2 Woman: It’s great, this new cinema! Four films on at the Refer students to the G e t r e a d y boxes in earlier units
same time, and they’re all good. which focus on the various parts of the Listening test. (For
Part 1 – U n i t 4 L e s s o n 1; for Part 2 – U n i t 3 L e s s o n 2; for
Man: Well, I don’t know about that. There’s a good thriller Part 3 – U n i t 5 L e s s o n 1; and for Part 4 – U n i t 7 L e s s o n
on in Screen Number One, or I wouldn’t mind seeing the 2 .) Students often feel most anxious about the Listening
science fiction one, that’s meant to be really good. test and think they have done badly. Encourage students
to feel confident about their ability to listen, to keep calm,
Woman: Well, I’m not keen on seeing either of those. But and to answer all the questions as best they can.
how about the one about animals, that’s much more my
sort of thing than the other one... what is it? Some sort of Make sure that students understand how they should record
romantic comedy? their answers and when they should copy their answers
onto the answer sheets. (They should be given six minutes
Man: That’s right. Oh well, I’m quite happy to go along at the end of each practice test to do this.) Refer them to the
with your choice. sample Answer Sheet on page 89 of the Coursebook.

3 Man: So, what did you think of it? Before they do the PET examination students need to do a
complete paper under timed conditions so that they can
Woman: Well, he’s a brilliant director, isn’t he? All those get used to the answer sheets, and learn how to use their
lovely scenes in the mountains... the camerawork was time efficiently. There are two Listening Tests on pages
wonderful. 72–74 and 83–85 of the Coursebook. At least one of these
should be conducted under timed conditions. Advice on
Man: I thought the actors were good on the whole, how to administer a practice test is given on page 4.
although to be honest, I think the storyline, the plot, is so
strong that you don’t worry so much about the characters. Note that in the PET Listening test, each listening text is
I mean, it is a classic action film, isn’t it? heard twice. Teachers administering a practice test
should therefore be prepared to stop the Audio CD and
Woman: I absolutely agree with you. I was on the edge of play the track again after each text has been heard once.
my seat the whole time! You never knew what was going Refer to the Recording Scripts for Practice Test 1 and
to happen next. That’s what really made it for me. Practice Test 2 on pages 50–52 and 54–56 to see where
each text finishes. In order to answer the test questions
Man: Oh yeah, me too. correctly, students need to hear and fully understand
certain information in the listening texts.

The listening task which follows the G e t R e a d y box

4 Speaking provides further practice for PET Listening Part 3. It is
the part of the Listening test that students often find most
This task activates vocabulary which has already been challenging. Remind them that the words they have to
acquired. Pre-teach some additional vocabulary before write are simple words that they will know. Encourage
the students begin. students to write an answer, even if they’re not sure; it
may be correct.

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Ready for PET

KEY
The age of
1 8.15/eight fifteen 2 drummer 3 weather forecast
4 wild flowers 5 The Cookery Programme
10 2
communication
6 Happy Times

RECORDING SCRIPT Topic

It’s now five to eight and there’s just time for one more The topic of this lesson is communication. Aspects of this
song before the news, but before I do that, I’d just like to topic may come up in any part of PET. Students should be
tell you about one or two things coming up later today on prepared to write and speak about their own experiences of
your local radio station. various means of communication and give their views about
them. They are not required to know technical vocabulary,
First of all, after the eight o’clock news, at 8.15, we have however.
our Arts Review programme. Debbie Clarke will be telling
you about what’s on in the region in the coming week, Lesson focus
including information about theatre, cinema, and
concerts. Today Debbie will also have a special guest in The focus of this lesson is a revision of exam skills for the
the studio, Kevin Jones, who is the drummer with the very PET Speaking paper. Most time should be spent on this
successful pop band, Splodge. Kevin will be talking about activity.
what it’s like to be the drummer rather than the lead
singer in a pop band.
1 Speaking
That’s followed at 8.45 by the weather forecast. Graham
Smith will be here to tell you if it’s going to be wet or fine As an introduction to the topic, students talk about their
for the rest of the week. Let’s hope that Graham has some personal preferences when keeping in touch with people.
good news for us. After that, at 8.50, a new series begins. At the same time they revise adverbs of frequency and the
Polly Brown has been out and about in the countryside this language of evaluation and comparison.
week talking to people who are interested in wild flowers.
And I must say that some of those people really know a 1 Treat this activity as fluency practice. Read through
great deal about the subject. the words in the box with students first, and check that
they understand them.
After that, at 9.30, we have The Cookery Programme.
James Grant will be back with some more delicious recipes, Divide the class into pairs, and give students any
and he’ll also be telling us what to look out for when additional vocabulary that they need. Let the students
we’re buying fresh fruit and vegetables. And finally, at take turns at giving their ideas to their partners.
10.15, we have this morning’s radio play. Happy Times it’s Encourage them to agree or disagree (politely) with each
called, and it tells the story of two children’s summer other, with reasons. Monitor and give feedback as
holiday by the seaside and something which happened necessary.
that was to change their lives forever. Sounds good. So,
that’s it on your favourite station today. Now up to the 2 The photographs give further practice in descriptive
news here is Splodge with their latest single, which is language and the topic vocabulary. Refer students to U n i t
called ‘Take me’. 6 L e s s o n 2 , which is about describing photographs,
before they begin.

6 Writing Now work through the points in the G e t r e a d y box and

refer to pages 6–7 for further information about how the
Encourage students to make use of the topic vocabulary Speaking test is structured and marked.
in writing this story. It can be completed for homework
if necessary. 3 Students can now attempt this Part 2 Speaking task.
Divide the class into pairs (or let the students choose their
partners). Before they start, refer them back to the G e t
r e a d y box in U n i t 2 L e s s o n 1. Point out the standard
wording of the rubric and make sure they understand the

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10.1

instructions. Show them that the first sentence of the

instructions is always the same, the next sentence
describes the situation, and the last sentence explains
what they have to do. The task usually has two elements.

Remind students that it is best to talk about all the

pictures before making a decision; that they don’t have to
agree with each other; and that there is no right answer.
Make sure that the students know the names of the
objects in the visual. Ask them how they would describe
each one if they didn’t know its name. Elicit a range of
paraphrases from the class.

4 Spelling is a necessary skill for Part 1 of the

Speaking test. Remind students what they will be
expected to do.

If possible, arrange for students to have a practice

Speaking test using the material on pages 74–76 or 85–87
of the Coursebook. The Audio CD includes a recording of
students doing the Speaking paper for Practice Test 1.
You could go through this with students now, or once
they have attempted a practice Speaking test themselves.
Refer also to the N o t e s o n t h e s a m p l e S p e a k i n g t e s t on
page 53.

2 Reading

This task extends the topic of the lesson. It practises a

multiple-choice cloze task, of the type found in PET
Reading Part 5. Refer students to U n i t 8 L e s s o n 1 for
advice about this type of task.

KEY

1B 2C 3A 4D 5B
6B 7A 8B 9D 10 C

3 Writing

The grammar transformation exercise reinforces the

topic of the lesson. Remind students of the advice given
in U n i t 8 L e s s o n 2 about this type of task, which is found
in PET Writing Part 1.

KEY

1 than (using)
2 confuses/is confusing for
3 belong
4 tired
5 I would/I’d

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Key to Practice Test 1 Key to Practice Test 2

Note: all page numbers refer to the Coursebook Note: all page numbers refer to the Coursebook

Paper 1 Reading and Writing Paper 1 Reading and Writing

page 66 Reading PART 1 page 77 Reading PART 1
1A 2C 3B 4B 5C 1A 2C 3C 4B 5A

page 67 Reading PART 2 page 78 Reading PART 2

6F 7B 8D 9H 10 C 6B 7E 8H 9A 10 C

page 68 Reading PART 3 page 79 Reading PART 3

11 A 12 B 13 A 14 B 15 B 16 B 11 A 12 A 13 B 14 B 15 B 16 A
17 A 18 B 19 A 20 B 17 B 18 A 19 A 20 B

page 69 Reading PART 4 page 80 Reading PART 4

21 D 22 B 23 C 24 A 25 C 21 C 22 A 23 D 24 D 25 B

page 70 Reading PART 5 page 81 Reading PART 5

26 B 27 C 28 A 29 A 30 D 31 D 26 B 27 D 28 A 29 D 30 C 31 C
32 C 33 B 34 B 35 A 32 A 33 B 34 B 35 C

page 70 Writing PART 1 page 81 Writing PART 1

1 told / could tell 1 from
2 accurate as 2 have used
3 make 3 didn’t / did not
4 if / when / whenever 4 before
5 on 5 as easy / so easy

page 71 Writing PART 2 page 82 Writing PART 2

There are 5 marks for this part. To get 5 marks the answer should There are 5 marks for this part. To get 5 marks the answer should
include these points: include these points:

• a reason for not being able to go to the party • some information introducing self
• an apology for not being able to go to the party • a piece of useful information about the neighbourhood
• the name of someone else who can take the photos. • an offer to do something for the family

More information about how this part is assessed is given on More information about how this part is assessed is given on
page 5. page 5.

page 71 Writing PART 3 page 82 Writing PART 3

There are 15 marks for this part. There are 15 marks for this part.
Information about how this part is assessed is given on page 6. Information about how this part is assessed is given on page 6.

Paper 2 Listening Paper 2 Listening

page 72 Listening PART 1 page 83 Listening PART 1
1B 2B 3C 4C 5C 6B 1A 2C 3C 4B 5C 6A
7A 7B

page 73 Listening PART 2 page 84 Listening PART 2

8A 9B 10 C 11 A 12 C 13 B 8C 9B 10 A 11 B 12 C 13 A

page 73 Listening PART 3 page 84 Listening PART 3

14 England 14 Africa
15 374 days 15 gold
16 (aero/air)planes 16 shells
17 gloves 17 shape
18 computer 18 music
19 brown 19 hair

page 74 Listening PART 4 page 85 Listening PART 4

20 B 21 B 22 A 23 B 24 A 25 B 20 A 21 B 22 B 23 B 24 A 25 A

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Grammar and vocabulary practice key

Unit 1 E x e rcise 2 E x e rcise 3 E x e rcise 3 Unit 8 E x e rcise 3
pilot – aeroplane 1 impatient 1 dirty 1 unless
E x e rcise 1 dentist – surgery 2 unattractive 2 empty E x e rcise 1 2 If
1 up hairdresser – 3 disappeared 3 noisy 1 bird 3 unless
2 on salon 4 Unfortunately, 4 easy 2 tiger 4 if
3 up judge – court impossible 5 rich 3 spider 5 Unless
4 off lecturer – college 5 incorrectly 6 happy 4 shark 6 If
5 on engineer – factory 6 unable 7 boring 5 rabbit
6 on secretary – office 7 disadvantage 8 excited 6 monkey
7 out 7 goat
Unit 10
sales assistant – 9 rude
E x e rcise 4 8 lion E x e rcise 1
E x e rcise 2 shop 10 relaxed
1 furniture 1 exhibition
waiter – E x e rcise 2
A c ro s s 2 information E x e rcise 4 2 advertisements
restaurant 1 traditional
1 sock 3 hair 1 j 6 b 3 admission
presenter – TV 2 wonderful
2 rubber 4 spaghetti 2 c 7 h 4 connection
station 3 pleasant
3 shower 5 coffees 3 a 8 d 5 director
nurse – hospital 4 amazing
4 ruler 4 f 9 i 6 communication
footballer – 5 surprising
5 shelf Unit 5 5 g 10 e 7 equipment
stadium 6 embarrassed
6 towel 8 performance
priest – church E x e rcise 1 E x e rcise 5
7 comb E x e rcise 3
fisherman – ship 1 any E x e rcise 2
8 soap A c ro s s 1 am learning
farmer – farm 2 some 1 than
Down 1 carpark 2 swim
3 any 2 to
1 toothbrush E x e rcise 3 2 map 3 go
4 some 3 to
2 scissors 1 hairdresser 3 lands 4 work
5 any 4 up
3 watch 2 waiter 4 delays 5 reading
6 any 5 can’t/cannot
4 sheet 3 nurse 5 passport 6 gets
7 some 6 from
5 pencil 4 fisherman 6 traffic 7 has
8 some 7 get
6 lamp 5 secretary 7 via 8 being
6 presenter 8 such
7 car Down
8 shampoo 7 farmer 1 check in
Unit 7
Unit 9
8 footballer 2 arrivals E x e rcise 1
E x e rcise 1
Unit 2 3 rail 1 peel
Unit 4 4 port 2 sausage A c ro s s
E x e rcise 1 5 stop 3 pastry 1 Swimming
1 bookshop E x e rcise 1
6 route 4 mushroom 2 coach
2 romance 1d 9m
7 visa 5 onion 3 run
3 imagination 2g 10f
8 luggage 6 dessert 4 tennis
4 educated 3k 11j
5 bat
5 met 4i 12l E x e rcise 2 E x e rcise 2
6 fitness
6 done 5n 13o 1 by 1 apologising
7 skis
7 much 6b 14e 2 on 2 offering
7a 15c 3 on 3 refusing Down
E x e rcise 2 8h 4 out 4 regretting 1 shorts
1 in 5 off 5 complaining 2 golf
2 with E x e rcise 2 3 wetsuit
6 in 6 promising
3 to 1 all rooms 4 Ice hockey
7 up 7 suggesting
4 on 2 bedroom 5 Rugby
8 slow 8 agreeing
5 on 3 sitting room 6 net
9 warning
4 bedroom/ 7 Squash
Unit 6 10 disagreeing
sitting room 8 prize
Unit 3
5 all rooms E x e rcise 1 E x e rcise 3 9 goal
E x e rcise 1 6 kitchen 1i 6g 1 to eat any 10 tracksuit
1 too much 7 sitting room/ 2e 7b more
2 a lot of bedroom 2 to boil the rice E x e rcise 2
3j 8f
3 too 8 kitchen 3 her not to 1c headache
4c 9h
4 enough 9 all rooms burn 2a sore throat
5a 10d
5 very 10 kitchen 4 her to open 3b broken arm
11 dining room E x e rcise 2 the 4h high
12 bathroom Internet: all 5 they were temperature
13 bathroom except petrol and having for 5d cut finger
14 kitchen stamps 6c earache
15 all rooms Supermarket: all 7c toothache
8e feel sick
9f twisted ankle 49
10g runny nose
0230020747_Text.qxd 5/12/06 5:16 pm Page 50

Recording Script for Practice Test 1 Note: all page numbers refer to the Coursebook

Practice Test 1 – Paper 2 Listening sister must have put it back when she came in from
the garden.
page 72 PART 1 F Oh good.

RUBRIC = R R Three. What time will the next train for Bristol
R There are seven questions in this part. For each leave?
question there are three pictures and a short
recording. Choose the correct picture and put a M This is an announcement for passengers travelling to
tick in the box below it. Bristol this morning. Unfortunately, because of bad
weather overnight, the 07.45 service to Bristol is
Before we start, here is an example. cancelled and will not run today. The next direct train
to Bristol will be the 08.25 which will depart from
R Where did the man leave his sunglasses? platform three. Those passengers for London who
planned to change at Bristol should take the 08.05
M Oh no! I’ve lost my sunglasses. service to Southampton and change there onto a
F Well, you had them on in the car. Perhaps you left London train. Tickets via Bristol will be valid on this
them inside? train this morning.
M No, I remember taking them off when we parked
outside the restaurant. Perhaps I left them in there, or R Four. Which yoghurt does the girl choose?
in that shop we went into, just before we had lunch.
F No, you didn’t leave them in the shop, because you M Jill, you must be hungry. You’ve been studying for
put them on the table while we were eating. They hours. How about something to eat?
must still be there. Come on. We’ll go and get them. F Oh thanks, Dad. It is time I had a break. Have we got
any of that chocolate ice cream you bought for my
R The second picture is correct so there is a tick in birthday?
box B. M Your brother finished it off this morning, I’m afraid.
Look at the three pictures for question one now. But we’ve got some yoghurt. Do you want that?
There’s banana, strawberry or lemon.
R Now we are ready to start. Listen carefully. F Oh I’m not keen on strawberry, so I’d rather have the
You will hear each recording twice. banana. I do like the lemon but I had one earlier
actually.
R One. What will the woman buy?
R Five. Which band is the girl talking about?
F Do you need anything at the shops? I’ve got to go
down to the chemist’s because I need a new M Have you found any good music on the internet lately?
toothbrush. F Yeah, I found this brilliant new band called the Black
M Well, two things really – some toothpaste and some Bunnies, they’ve got their own website and you can
shampoo. They’ve both nearly run out. download a sample track which is really cool.
F I bought you some toothpaste yesterday. It’s in a bag M Oh, I think I saw them on the television. Is that the
on the chair in the bathroom. I saw that it was nearly band with the girl on the drums?
finished and there’s enough shampoo. See you later, F Well, there wasn’t a drummer on the clip I saw, just
then. two boys on guitar and a girl with an electric violin –
M Bye. one of the boys is also the lead singer.
M Oh right.
R Two. Where is the woman’s cookery book?
R Six. What did the boy get for his birthday?
F Have you seen my new cookery book?
M I think I last saw it out in the garden on the seat F Hey, I like the new swimming shorts! Were they a
under the tree. birthday present?
F Well, I was looking at it in the garden, but I’ve M Oh thanks. Actually I bought these myself when I
looked, and it’s not there now. I brought it inside I was at the beach last weekend.
think, but it doesn’t seem to be on the dining-room I asked for money for my birthday, so that I could
table with my other things. buy myself a surfboard – but unfortunately my mum
M Look here it is, on the shelf with all the others. Your decided to get me these trainers instead.

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Recording script for Practice Test 1

F Well, they’re very nice, even if they’re not exactly asked me to develop the story into a novel. It took
what you wanted. me three years, and things just took off from there.

R Seven. Which animal will be on the television I Is the novel about you?
programme first?
AZ I grew up in a small town which is actually the one
F And in tonight’s edition of Animal Tales we’re going that Sally – the little girl in the book – describes. But
to see stories about both wild and pet animals, plus our families couldn’t be more different. My father
some who are not quite sure if they’re wild or not. still runs his insurance firm and my mother’s a full-
Like the parrot that escaped from its cage and lived time housewife. It was a lovely home life, and I
for a week in a city park and the frog that decided to definitely wasn’t as brave as Sally is.
make its home in twelve-year-old Samantha James’s
bedroom. But before that, we’re off to hear the story I The book’s about Sally and her horse. Do you like
of Max, a six-month-old puppy who, rather like our horses?
escaped parrot, got a taste of freedom this week.
AZ I’ve always liked them, but I’d never owned one. But
R That is the end of Part 1. when I started writing the book, I realised what a big
part of the story they were going to become. It was
page 73 PART 2 fun visiting a stables to see how you look after them
properly. It’s not really the kind of work I’d like to do
R Now turn to Part 2, questions 8–13. though.

You will hear an interview with a woman who I What advice would you give young writers?
has written a popular novel.
AZ Oh I’d say, don’t wait for the perfect time to start
For each question, put a tick in the correct box. writing, but find some spare moments every day to
You now have 45 seconds to look at the do just a little. Also don’t sit down and expect this
questions for Part 2. beautiful stream of words to flow – you have to be
patient. I had to keep going back and changing
Now we are ready to start. Listen carefully. You things in my book until they were right. But don’t
will hear the recording twice. give up, because it’s worth it in the end.

I Today I’m talking to the writer, Anna Zayuna. Anna, I Anna. Thank you.
did you always want to write?
R That is the end of Part 2.
AZ I wrote my first novel when I was thirteen. It was
based on the life of a teacher. I even sent it to a page 73 PART 3
publisher, but they weren’t interested. When I got to
college, I didn’t think I could make a living as a R Now turn to Part 3, questions 14–19.
writer. So I trained as a nurse because I wanted to
help people, and forgot about writing. You will hear a student giving a talk about a
person she admires.
I What happened to change that? For each question, fill in the missing
information in the numbered space.
AZ Well, I met my husband when I was 20. I’d
graduated and had my wedding within a few You now have 20 seconds to look at Part 3.
months of each other at the age of 22 and had the
first of three children at 24, so my career was fairly Now we are ready to start. Listen carefully. You
interrupted. Later, when the children grew up a bit, I will hear the recording twice.
did a writing class as a hobby, and then got some
work as a journalist as a result. F The person I’ve chosen to talk about is a spaceman –
whose job involves travelling in outer space. His name
I How were you discovered? is Michael Foale and, although he now works mostly in
the USA, he was actually born in England, and has also
AZ I wrote a short story and entered it for a competition spent time working on the Russian Mir space-station.
on the internet. I won second place and my story
was published in a magazine. Then I was asked to Michael’s taken part in four space-shuttle missions
read the story on the radio. An agent heard that, and and holds the US record for spending the most time

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Ready for PET

in space – that’s 374 days in total – including one T Where is it you’re going? Is it camping on an island
period of four-and-a-half months in a space-station. somewhere or am I thinking of someone else?

As a boy, Michael was very keen on both science and M Well, we were going camping, but my Dad’s just
flying, and chose to study physics at university. His bought a camper van, so we’re going in that instead.
first job after leaving university was with a company It means you can go to other countries without
that built aeroplanes in the USA. After that, in 1987, having to get a flight which is good in a way, but
he got a job with NASA, the US space agency, and actually I always used to enjoy sleeping in a tent.
his first space flight was in 1992.
T Yeah, I know what you mean, but it must be nice
In 1999, Michael made his first space walk and has getting to see all the scenery along the way. I have to
now spent more than twenty-two hours walking in say the flight is my least favourite part of going
space. He is often given jobs to do during his space abroad on holiday.
walks, which can be quite difficult wearing a
spacesuit and gloves. M Oh I never mind it actually – and the airport can be
quite fun sometimes.
One of Michael’s space walks included the most
difficult thing that he has ever had to do in space. He T You must be joking! All those people and nothing to
had the job of putting a new computer in a satellite do except look round expensive shops. I mean, you
as it went around the Earth. If he’d done anything always end up buying something you don’t really
wrong, the satellite would have stopped working. want, just because there’s nothing else to do.
The job took him 45 minutes and afterwards
everything worked perfectly. M Oh, I don’t. Anyway, where are you off to this year?
Florida again?
Michael says that one of the most surprising things
about travelling in space is the wonderful colours you T Well, I’m getting a bit old for Disneyland, Marek,
see. He says there are lots of different greens, blues though my little brother would still like it. We’re
and reds. And the Moon appears to be brown – actually going somewhere new. It’s like a sports
which he says was the biggest surprise of all as he’d camp where you stay with lots of other kids and
always thought of it as yellow. learn how to do different activities.

Michael Foale is someone I truly admire. Thank you. M You mean you’re going without your parents?

R That is the end of Part 3. T Not exactly. I mean they’re there too doing whatever
they want – golf in my dad’s case – but you only
page 74 PART 4 actually see them at mealtimes.

R Now turn to Part 4, questions 20–25. M Sounds cool. But will you have to look after your
little brother?
Look at the six sentences for this part. You will
hear a conversation between a girl, Tanya, and T No way. They divide you up according to age. He’ll
a boy, Marek, about their holiday plans. be doing football and swimming and all that,
whereas I get to go water skiing.
Decide if each sentence is correct or incorrect. If
it is correct, put a tick in the box under A for M Wow! Doesn’t that cost a fortune?
YES. If it is not correct, put a tick in the box
under B for NO. T Well, quite a bit so I’m just doing it on one of the
days. But there’s windsurfing and water polo too.
You now have 20 seconds to look at the
questions for Part 4. M I see.

Now we are ready to start. Listen carefully. You R That is the end of Part 4.
will hear the recording twice.
You now have six minutes to check and copy
T Hi, Marek. Are you looking forward to your holidays? your answers onto the answer sheet.

M Oh Tanya, I can’t wait! You have one more minute.

That is the end of the test.

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Notes on the model Speaking test

Practice Test 1 – Paper 3 Speaking PART 2

Coursebook pages 74–76 In Part 2, students talk about the situation in a picture (see page
13 of the Coursebook for more information).
On the course Audio CD, a sample Speaking test has been
recorded. It comes between Practice Test 1 and Practice Test 2, Listen and notice:
which are both Listening tests. In the recording of the Speaking • how many times the instructions are given
test, actors play the part of students. They perform the test tasks • how the students begin
using PET-level language, but without mistakes of grammar, • how long each student speaks for
vocabulary or pronunciation. • how each student shows interest in what the other is
saying
Students should use the model Speaking test to help them • how many of the pictures they talk about
understand the best way to do the tasks. Remember, the • when they reach a decision.
examination tests the ability to speak spontaneously and to
interact with another person. This means that it is not possible to PART 3
learn what to say in advance. It is, however, a good idea to
practise and be ready to perform the tasks in the best way. In Part 3, each student talks about a photograph (see page 40 of
the Coursebook for more information).
In the recording, each part of the Speaking test is played
separately. The students are using the materials in Practice Test 1 Listen and notice:
– Speaking on pages 74–76 of the Coursebook. Students • the topic of the photographs
preparing for the PET Speaking test should listen to each part, • how each student begins
think about how the students do each task, and then attempt • the type of things they talk about
the same tasks themselves. They should not try to remember • what they do if they don’t know a word.
actual words, as they will need to give their own opinions and
ideas. This will, however, be easier for them once they have PART 4
heard a model.
In Part 4, the students have a discussion on the same topic as
For each task, a list of things to listen for is included below. Part 3, but giving their own opinions (see page 43 of the
Students can either work individually, or in pairs as a classroom Coursebook for more information).
activity. Students may need to listen to each part more than
once. They should look at the visual material on pages 75–76 of Listen and notice:
the Coursebook as they listen to Parts 2 and 3. • the two things the students are asked to talk about
• how they begin
PART 1 • how long each student speaks
• how each student shows interest in what the other is
In Part 1, students should answer the examiner’s questions. (See saying
page 7 of the Coursebook for more information.) • how they agree and disagree.

Listen and notice:

Note: the Speaking tests in Ready for PET are sample tests only.
• how many questions each student is asked They are not actual Cambridge ESOL past papers.
• how long their answers are
• the types of questions each student is asked
• how the students make what they say interesting.

Notice also:

• when the students are asked to spell their names.

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Recording Script for Practice Test 2Note: all page numbers refer to the Coursebook

Practice Test 2 – Paper 2 Listening F No, I want to do the wheels first. Shall we clean
inside too? The seats look really dirty, and there’s
page 83 PART 1 rubbish all over the floor.
M Well, I told Dad that we’d wash it. If we’re going to
RUBRIC = R do the inside too, we need to ask for more money.
R There are seven questions in this part. For each F Good idea.
question there are three pictures and a short
recording. Choose the correct picture and put a R Three: Where is the water coming from?
tick in the box below it.
M Look, there’s water all over the floor! Last time this
Before we start, here is an example. happened you hadn’t shut the fridge properly and all
the ice melted.
R Where did the man leave his sunglasses? F Well, it’s not open now. It must be that big plant in
the corner. You’ve given it too much water as usual.
M Oh no! I’ve lost my sunglasses. M I haven’t watered it for days, actually. And in any
F Well, you had them on in the car. Perhaps you left case, the water seems to be on the other side of it.
them inside? The washing machine’s been making a funny noise
M No, I remember taking them off when we parked again lately, and the plant’s next to that.
outside the restaurant. Perhaps I left them in there, F Yes, you’re right. Look there’s water all round it.
or in that shop we went into, just before we had
lunch. R Four. What will they eat at the picnic?
F No, you didn’t leave them in the shop, because you
put them on the table while we were eating. They F What shall we take to eat at the picnic? I’ve got
must still be there. Come on. We’ll go and get them. some chicken legs in the fridge.
M Oh, not again! We always have those when we go
R The second picture is correct so there is a tick in on a picnic. Let’s take the same as when we went to
box B. Scotland last year. It was delicious.
Look at the three pictures for question one now. F What, you mean the cheese sandwiches?
M Actually, I was thinking of that pasta salad with olives
R Now we are ready to start. Listen carefully. and tomatoes. We could take some paper plates to
You will hear each recording twice. eat it off. The sandwiches are what we had when we
went to Wales. I don’t want those again.
R One. Where will they go on holiday? F OK.

F We’d better start thinking about where to go on R Five. What subject will the class do first this
holiday this year. morning?
If we wait too long, everything at the seaside will be
booked up. F OK, now listen. There’s a slight change to the
M I’d like to do something really different this year. My timetable this morning because Marie, the French
boss was saying he and his wife went to stay on a assistant, is off sick. You’ll still be having computer
farm, and they helped to look after the animals and studies and art as usual today, but it will be art
pick the fruit. It would make a change from lying on instead of French after the morning break and
the beach or walking in the mountains. computer studies up until the break. We hope that
F What a good idea! Let’s do that. Can you ask him for Serge, the other French assistant, will be able to give
the details? you your conversation class this afternoon, instead of
M Yes, OK. this morning. But he’s not here this morning, so we’ll
have to wait and see.
R Two. What are they cleaning?
R Six. Which T-shirt does the girl choose?
F Well, it’s going to be a long job cleaning this. It’s
dirtier than I thought! M Come on Julia, hurry up and decide which T-shirt you
M Don’t worry, we’ve got all afternoon. Have you got want. I can’t stand here all day!
two sponges and some shampoo? I’ll start at the F Well, I like this one with lions on it, but the one with
front, and you start at the back. the dolphins is nice too.

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Recording script for Practice Test 2

M What about this one with bears? Look, they’re really I And did you go into this job straight from school?
cute.
F Dad I’m not wearing a T-shirt with teddy-bears on it! SB No, you see, my uncle went to live in Australia when
How old do you think I am? I was twelve. I missed him, but I didn’t stop taking
OK, I’ll have the dolphins, because the lions don’t photographs and my big dream in life was to go and
look very real anyway. visit him out there. But I couldn’t afford a holiday – I
M Right. needed to save up some money. So I trained as an
electrician and did that for two years.
R Seven. Which suitcase does the woman buy?
I Then you went to Australia?
F Excuse me, I’d like to buy a suitcase, please. Can you
tell me the difference between these three here? SB That’s right. I visited my uncle, then travelled round
M Well, the real leather one is the most expensive but is taking photographs. I did get work with newspapers
very good quality. The plastic one is the cheapest, out there, but mostly I was selling photos of famous
but if you want my opinion, I’d buy a metal one. sights to tourists – that sort of thing. I realised that,
F I see. That’s the mid-priced one. although I’d learned a lot – I’d find it difficult to
M It is. Everybody’s using them because, although make a living as a photographer out there – so I
they’re not the cheapest, they’re almost unbreakable came home.
and quite light to carry.
F OK, I’ll take it. I And now you’ve got your own photographic studio?

R That is the end of Part 1. SB Yes, in my home town. I began with sports
photography because I like football – but I soon
page 84 PART 2 realised that you made more money doing wedding
photos. But those are not the photos I put up in my
studio. I do some artistic work – photos of
R Now turn to Part 2, questions 8–13. landscapes and things – it’s more a hobby than
anything else, but the studio’s full of them.
You will hear an interview with Stella Brady
who is a professional photographer. I So what are your plans for the future?

For each question, put a tick in the correct box. SB Well, I’m thinking of developing my skills as a
You now have 45 seconds to look at the portrait photographer – you know – close-up photos
questions for Part 2. of people that look a bit like oil paintings. It’s quite
hard to do actually because you want people to look
Now we are ready to start. Listen carefully. You natural and the light has to be right. You usually
will hear the recording twice. have to take hundreds of shots before you get the
perfect one. But it’s worth it.
I Stella, you’re a professional photographer, when did
you start? R That is the end of Part 2.

SB Well, I entered my first photographic competition at page 84 PART 3

the age of ten. I’d started taking photographs when I
got my first camera at the age of eight. I didn’t win R Now turn to Part 3, questions 14–19.
that first competition, I had to wait until I was twelve
for that – but I was the youngest competitor and the You will hear a tour guide talking to some
judge said how good I was for my age – it was great. visitors in a jewellery workshop.

I So how did you learn? For each question, fill in the missing
information in the numbered space.
SB Well, my parents bought me the camera – but they
didn’t know much about it. It was actually my uncle You now have 20 seconds to look at Part 3.
David who taught my brother and me. He took
photographs for a local newspaper and when we Now we are ready to start. Listen carefully. You
were little, he used to take us along with him to visits will hear the recording twice.
by famous people, that sort of thing. My brother
wasn’t that interested, but for some reason I was. M Good morning. I’d like to welcome you to our
jewellery workshop. Before we begin our tour, where

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you’ll have the chance to meet some of our artists, F I saw you at the football match, Darren. Did you
let me tell you a little about the history of the have a good time?
workshop.
M Really? I didn’t know you were there, Monica. Why
It was started five years ago by a group of artists didn’t you come over and say hello?
from different countries who had studied here in
London. Although there are also artists from Asia F Well, I saw you in the distance, but then I lost sight
and South America in the group, it is artists from of you in the crowd. There were a lot of people
Africa who really lead the workshop, and the style of there, weren’t there?
the pieces of jewellery made here reflects that.
M Well, it was a normal sort of crowd for a home game.
You will see people making jewellery made out of
many different materials. Gold is the metal that we F Oh right. I have been before, but not for a couple of
use most of all, but you will also see both copper and years. Some friends of mine are over from Italy and
silver as well. Also, don’t expect to see too many they wanted to see a match – so I took them.
expensive stones like diamonds. We do use them,
but you are more likely to see shells and even M And what did they think of the new stadium?
sometimes seeds used instead.
F Well I think they’re used to big stadiums like that in
When an artist makes a piece of jewellery, they Italy, so they weren’t that impressed – but I thought
usually begin with a shape, and you’ll see them it was a great improvement on the old one.
working from drawings as we walk around. Then
they have to select a colour and a material. Many of M Oh a lot better. I don’t know whether it’s worth the
the artists here get their ideas from music, so you’ll amount they ask for a ticket though – that’s certainly
hear some of that as we walk round too. Even so, gone up a lot.
artists often make many trial pieces before they get
the design just right. F Has it? I thought it compared quite well with the cost
of any other afternoon out – you know, about the
Although we do make rings, necklaces and earrings same as a concert or going to the theatre.
like all jewellers, this workshop is most famous for
jewellery that can be worn in the hair. If you’d like to M If you go every week, it mounts up though. Anyway,
try on any of the pieces, there will be a chance to do did you enjoy the match?
this in the gallery and shop which we’ll visit at the
end of the tour. F It was alright. But my friends reckon that football’s
more exciting in Italy and I think they may be right –
So, if you’re all ready, I’ll take you … you know, more stylish.

R That is the end of Part 3. M What do you mean? Our local team’s very stylish and
we’ve got two Italian players in the squad anyway.
page 85 PART 4
F I’d like to have seen a few goals though. I mean a
R Now turn to Part 4, questions 20–25. goalless draw is not exactly what you hope to see,
is it?
Look at the six sentences for this part. You will
hear a conversation between a boy, Darren, and M I thought the team did really well actually – they
a girl, Monica, about a football match. were just unfortunate not to hit the back of the net –
they had plenty of chances.
Decide if each sentence is correct or incorrect. If
it is correct, put a tick in the box under A for F OK, if you insist.
YES. If it is not correct, put a tick in the box
under B for NO. R That is the end of Part 4.

You now have 20 seconds to look at the You now have six minutes to check and copy
questions for Part 4. your answers onto the answer sheet.

Now we are ready to start. Listen carefully. You You have one more minute.
will hear the recording twice.
That is the end of the test.

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Examples of student writing

In PET Writing Part 2, students are required to write a short 2
communicative message, and in PET Writing Part 3 they have to
write either an informal letter or a story. (For more details refer To Sam
to pages 10, 37 and 38 in the Coursebook.) Your 18th birthday party is next week. I’m
sorry I can’t go to the party. I am going
A maximum of 5 marks is available in PET Writing Part 2. In this play football match in another city and I
part, the focus of assessment is on successful communication of the going back too late. I’m very sorry. I think
message. Students will score high marks if they have conveyed the is good party.
three points in the instructions clearly. Martin

In PET Writing Part 3, 15 marks are available. The focus of Examiner’s comments: 3 marks
assessment in this part is the student’s ability to organize ideas One of the points from the instructions for this task (‘suggest
clearly and to convey them using a range of language. Assessment someone else who can take the photos’) has been left out, so this
is based on the correct use of spelling and punctuation; on accurate student can’t score more than 3 marks. However, the other two
and appropriate use of a variety of grammatical structures; and on points are expressed clearly in spite of some language errors
the use of topic-related vocabulary and linking words. (‘going play football’, ‘I going back’, ‘I think is good party’).

At this level, students are not expected to produce writing which is

completely free from errors. A mistake that does not prevent the
Practice Test 1, Writing Part 3
writer from being understood is considered less serious than a
(letter)
mistake that interferes with communication. Students are given
credit for being ambitious in attempting a range of different 3
structures, even if they make some errors.
Dear Victoria:
The following examples were written by students attempting the I am pleased to get your letter.
Practice Tests on pages 71 and 82 in the Coursebook. The Which school has not good and bad things? I
examiner’s comments should be read in conjunction with the think every one has both of them, whether is there
markschemes on pages 5–6 of this book. An ‘adequate attempt’ rich people or poor people. The best of my
indicates the minimum standard neccesary to achieve a pass at school is having professional teachers, they are
PET level. people who have given their complete life to teach
and they know do it in the best way. Another
good thing is because is a responsable institution,
Practice Test 1, Writing Part 2 they give you all classes on time and use the
appropriate material to teach easier.
1 One of the bad things is my school is long
way my house and so I am travelling two hours
Hello Sam, in the train every day.
I’m really sorry, I can’t come your birthday In conclusion, I say to you “Good school
party. My mother will be operated next week depend of good student.”
so I should go there to look after her. A Please write to me again soon.
friend of me his name is Andy can take the Your friend,
photos. His mobile phone is 07777665522. Marisa
Happy birthday!
Nuria Examiner’s comment: very good attempt
This student writes confidently and is ambitious in her use of
Examiner’s comments: 5 marks language. She produces a variety of present tenses, usually
The three points in the instructions for this task are included and appropriately, and attempts some complex sentence patterns with
expressed clearly. The minor language errors (‘come your ‘whether’, ‘who’ and ‘because’. She shows good control of
birthday party’, ‘My mother will be operated’, ‘A friend of me his school-related vocabulary (‘professional teachers’, ‘responsable
name is Andy’) don’t prevent the message from being institution’, ‘classes’, ‘appropriate material’). Ideas are clearly
understood. organized in paragraphs and some simple linking devices are used
(‘Another good thing’, ‘One of the bad things’, ‘and so’, ‘In
conclusion’). The letter begins and ends in an appropriate way.
There are a few minor errors (‘whether is there’, ‘they know do

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it’, ‘responsable’, ‘to teach easier’, ‘long way my house’, Practice Test 1 – Writing Part 3
‘depend of’) but they are made because the student is being (story)
ambitious in her use of language and they do not prevent
communication of the ideas. 6

4 The message in the sand

Once upon a time Josh was kidnapped
Dear penfriend, by some pirates. They took Josh to their
Thank you for your letter. I can tell you boat and there an adventure started.
about my school. My school is beautiful and The boy decided to escape because he was
big, and it has a good organization. The very scared. Paco, the pirate boss caught
subjects are very interesting and easy. But I Josh and slapped him. The boy started
have a lot to study. My school has a lot to cry, so Paco pushed him to the sea.
of classrooms, two shops to buy sweets Josh was very afraid. Fortunately he
and a very long stairs. In my classroom saw an island and he swam towards
there is a TV, a video recorder, a new there.
DVD and many computers. I love all of He was very hungry and tired so he
this in my school. felt asleep on the sand. When he woke
But I hate my school when the teachers up he looked for a stem to fish. Later,
give me a lot of homework, when I can’t he saw a boat coming so he wrote a
say my ideas and when the teachers give message in the sand. The people on the
me a surprise test. boat never saw the message. Josh is
Bruno story now.

Examiner’s comment: adequate attempt Examiner’s comment: good attempt

This student’s letter has few language errors but it is very This student is ambitious in his use of language. He uses the past
unambitious in its use of language and lacks variety. The present simple correctly and appropriately with a variety of regular and
simple tense is the only tense used and the only complex irregular verbs, including a passive form. He attempts some
sentence pattern attempted is with ‘when’. The student shows complex sentence patterns using ‘because’ and ‘when’. He
control of basic school-related vocabulary (‘organization’, makes use of a good range of adventure-related vocabulary
‘classrooms’, ‘computers’, ‘teachers’, ‘homework’, ‘surprise (‘kidnapped’, ‘pirates’, ‘escape’, ‘scared’, ‘caught’, ‘slapped’,
test’). There is an attempt to organize the ideas into paragraphs ‘pushed’). The narrative develops clearly with ideas organized in
and the linkers ‘and’ and ‘but’ are used. There is an appropriate paragraphs and linked through connectors (‘Once upon a time’,
beginning to the letter, and it has a signature at the end ‘so’, ‘Fortunately’, ‘Later’). Unfortunately, the meaning of the
although the ending is rather abrupt. final sentence is not entirely clear, which detracts from the
overall impression the story makes. There are few other
5 language errors (‘to the sea’, ‘felt asleep’, ‘stem’) and these do
not impede understanding of the story.
Im lucky because my school is realy good
and usualy I love it. But somtimes I just 7
hate it. My school is in Fernando Pessoa
street I go to school Monday Tusday This is the story about three boys. They
Wedsday Thursday and Friday. I like talk had lived a libely childhood together, during
my frends and play footbal. My history the summers they went near a sea and
techer is good techer I must going the they had joined to play and spend their
room. This all about my school. time together. Every day they went to the
beach and they had used to leaves
Examiner’s comment: poor attempt differents messages in the sand, they
It is difficult to make an assessment of this student’s work as it is invented a new alphabet and they created
so short. The student has also copied the first two sentences differents signs that nobody else had
directly from the input text. The language used is very basic, untherstood. One day one of the boys was
there are many errors and the meaning of the penultimate kidnaped, all the city was upset, the people
sentence is unclear. The writer makes no attempt to follow went by differents places but nobody could
letter-writing conventions and does not address the reader found the boy. But the friends thought
directly, begin or end the letter appropriately or sign it. about their old play and went to the
beach. There they could found the signs
and they translate its to the police. A few

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Examples of student writing

Examiner’s comment: 4 marks

hours later the police could find the house The three points in the instructions for this task are included and
where three man had a little boy. They the first two points are expressed clearly in spite of some minor
could rescue him without problems because language errors (‘My husband and me our flat’, ‘on weekend’,
they acted quickly by surprise. ‘make parties’). However, the third point, the offer, is not very
clearly expressed meaning this candidate scores 4 rather than 5
Examiner’s comment: adequate attempt points.
This student attempts to use a range of structures but there are
many errors and control of past tenses is weak. There is some 10
good use of vocabulary which is appropriate to the story
(‘childhood’, ‘spend their time’, ‘invented a new alphabet’, Hello! My name is Noemi. I live here for
‘created differents signs’, ‘kidnaped’, ‘upset’, ‘translate’, three years. So I can give you some
‘rescue’). The narrative progresses smoothly through the use of information about my town. There is a big
time phrases (‘during the summers’, ‘Every day’, ‘One day’, ‘A supermarket at the end of this street. You
few hours later’) and the connectors ‘and’ and ‘but’. The story can buy any kinds of food there.
has a good introductory sentence and an appropriate concluding
sentence. The story is not penalised for being a bit long but the Examiner’s comment: 3 marks
extra length means there are more errors. The errors mostly do One of the points from the instructions for this task (‘offer to do
not impede understanding. something for the family’) has been left out, so this student can’t
score more than 3 marks. However, the other two points are
8 expressed clearly in spite of some language errors (‘I live here for
three years’, ‘any kinds of food’).
One day I read the message in the sand.
The message is JOHN LOVE ROSA so I
am Rosa but who is John? I am walking
Practice Test 2, Writing Part 3
at the beach I am looking at all peoples. (letter)
Are you John? Are you John? Nobody are
speaking. All people are thinking she is mad 11
girl. I want know John. May be he is good
man. Then I see my father at the beach, he Dear Daniel,
have small dog. He give dog he say this dog I’m so glad to receive your letter! And
his name is John and he is to you and I I’m very happy to know you are coming
think he love you. Now I can understand in Italy!
the message in the sand! In my opinion, you must visit Florence,
which is wonderful, and Uffizi with all
Examiner’s comment: inadequate attempt the history of the Renaissance. Then you
This is a fairly coherent story but the language used is limited and can visit Siena, Arezzo and Pisa, with
there are many basic errors, some of which obscure the meaning. the famous tower and the nature, which
Control of verb forms is weak and there is no attempt to use is wonderful.
anything other than present tenses. The vocabulary used is also After enjoying yourself in this way, you
limited. An attempt is made to use narrative markers (‘One day’, can visit Assisi or Gubbio, both are
‘Then’, ‘Now’) but the story is not organized into paragraphs. The beautiful as Medieval towns, and going
story has appropriate beginning and ending sentences. sightseeing is like a time-travel.
We’ve also got a lot of museums, good
restaurants (our cousine is the best of
Practice Test 2, Writing Part 2 the world) and festivals of every kind
you want.
9 Isn’t it a fantastic reason to come?
See you as soon as possible.
Hello, Kisses,
My husband and me our flat is 34 to Valeria.
the left of yours. This place is so
quiet but sometimes on weekend the Examiner’s comment: good attempt
family in the 53 like to make parties This student is fairly ambitious in her use of language and
until midnight. attempts to employ a more than adequate range of structures,
Came you want with us take a including the use of complex sentence patterns with ‘which’,
delicious English tea. ‘After’ and ‘both’. She demonstrates a range of vocabulary
Regards, Martha and Jack which is more than adequate for the task (‘history of the

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Renaissance’, ‘famous tower’, ‘Medieval towns’, ‘going

sightseeing’, ‘time-travel’, ‘fantastic reason’), though there is read the price wrongly. Infact it had one
repetition of ‘wonderful’. The ideas are organized clearly in more zero. She felt really sad, tourned back
paragraphs and there is an attempt to use connecting words and home and … on her bed there was a big
phrases (‘In my opinion’, ‘then’, ‘After enjoying yourself in this present, and all her friends shouted “Happy
way’). The letter begins and ends appropriately and will have a Birthday”. It was her birthday but she had
positive effect on the reader. There are few errors, none of which been so concentrated in work that she
impede communication of the ideas. hadn’t remember it! The present was the
jacket! What a careless and lucky girl!
12
Examiner’s comment: good attempt
My dear Rachel, This student uses fairly ambitious language. She uses both past
I’m very happy you planning to visit and past perfect tenses appropriately and mostly accurately, and
Korea. You can find the history attempts some complex sentence patterns with ‘which’ and ‘so
everywhere but I very recommend you go … that’. There is also a range of vocabulary appropriate to the
to Kyongju. This is beautful place it task (‘pocket money’, ‘spent it on’, ‘baby-sitter’, ‘waitress’, ‘dog-
has a lot old tumbs and casels. You sitter’, ‘read the price wrongly’, ‘concentrated’). The story
like beautful montans? You can go develops well and although it is not organized in paragraphs,
Sorak-san national park, it very good use is made of linking words (‘Unfortunately’, ‘So’, ‘finally’,
beautful place all time but in autum ‘Infact’). The story comes to an effective resolution and the
it very much beautful because trees are errors do not impede communication.
going red and gold color. Do not
forget our capital city Seoul it has 14
many intersting places for visiters. You
like spicy food? You can use the Emma didn’t know how to find the money she
chopsticks? I take you very good needed. She thinks in diferents forms to collect
restaran in my city Seoul. Come to money. One of the ideas are collect money
Korea soon! selling lemonade. Other way for collect money
Your friend Hyung Pun
was working in a fast food restaurant six hours
a day but she only have one mounth to collect
Examiner’s comment: adequate attempt $130 and working in the restaurant she will
This student is not ambitious in her use of language but there is collect $120. She goes to her best friend house
an adequate range of structures. There is a fairly good range of
Sue to talk with her. They talk and talk and then
vocabulary (‘tumbs’, ‘casels’, ‘montans’, ‘autum’, ‘capital city’,
Sue say this: Why don’t you work in the fast-
‘spicy food’, ‘chopsticks’) but this is marred by spelling errors and
food restaurant and when you finish working you
repetition of some words (‘beautful’, ‘place’). The ideas are
organized logically but the organization would be improved by
come to sell lemonade. Emma liked the idea of
the use of paragraphs. The letter has an appropriate beginning doing that and she starting do it. At the end of
and ending. Although there are a number of errors these do not the mounth she collect $150 and Emma could buy
impede communication. the bike she want.

Practice Test 2, Writing Part 3 Examiner’s comment: adequate attempt

This student’s use of language is fairly unambitious. The initial
(story) sentence (provided) is in the past tense but there are few past
13 tenses in the rest of the story. Complex sentence patterns are
rarely attempted and ideas are mainly connected using ‘and’ and
Emma didn’t know how to find the money she ‘but’. There is an adequate range of vocabulary for the task
needed. She wanted to buy a beautiful (‘selling lemonade’, ‘fast food restaurant’) although there is
jacket which she had seen in a shop window. repetition of ‘collect’. The story develops well through the use of
Unfortunately she had already received her appropriate linkers (‘One of the ideas’, ‘Other way’, ‘then’, ‘At
pocket money and spent it on a gift. She the end of the mounth’) although ideas are not organised into
knew that jacket it was the only one left. paragraphs. The story comes to a successful resolution and the
So she tried working like a baby-sitter, a errors do not impede communication.
waitress, a dog-sitter. Finally, at the end of
the mounth, she had collected enought money
to buy what she wanted. She run into the
shop and looked at the jacket. What a
terrible surprice! She realized that she had

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Wordlist
Unit 1 Lesson 1 radio exciting map recording studio curly
advice scientist film star market responsible to develop
block capitals shirt gossip minimum to retire development
to collect shoelaces grandson mosquito net retirement dull
to complete (a form) (a pair of) shoes to guide nervous rules education
computer games situation to happen nightlife satisfactory fair
(to go) dancing soap heavy official staff foolish
date of birth (a pair of) socks hero to pack stressful funny
details to suggest horror package holiday strike hard-working
driving to take off humour passenger to succeed high school
to enjoy teeth to hunt (for s.thing) photographs success honest
to explain to thank (a police) inspector (to have a) picnic traffic intelligence
free time to tidy to investigate postcards typical lazy
hill walking to tie to invite preparation unfamiliar to measure
(to go) horse riding to turn on journey to prevent uniform middle-aged
instruction to turn up kind to provide (s.thing for unsuitable miserable
to be interested (in umbrella to lend s.body) unusual pretty
s.thing) walkman to look for to put up vegetarian professor
interesting (to do the) washing-up to manage (to do (to make a) reservation worried psychologist
Internet worried s.thing) to run out (of s.thing) to recommend
keep-fit exercises marvellous scenery Unit 4 Lesson 1 serious
notice Unit 2 Lesson 1 murder shells balcony shy
occupation blackboard mystery shower basement slim
package boring old-fashioned sightseeing bath smart
personal cakes opinion souvenirs bathroom to smile
shop assistant CD (compact disc) to pass (time) (to go) sunbathing bedroom speed
to sign (your name) to cook planet (a pair of) sunglasses bedside table strong
signature correct powerful suntan lotion blanket truthful
to spell the cost (of s.thing) to prepare to supply blinds ugly
to study document to prove to take turns block of flats understanding
suggestion (to send an) e-mail to publish tinned food calculator university
to surf (the Internet) enjoyable realistic tour chest of drawers weak
surname equipment to recognize training course coffee table
warning favourite to request travel agency cooker Unit 5 Lesson 1
watersports to fry (an egg) to respect trip curtains admission
windsurfing fun romance truck cushions to arrange
to be good (at s.thing) science fiction unattended dining room attraction
Unit 1 Lesson 2 hobby secret value dishwasher breakage
to accept incorrect shadow variety dressing table ceiling
to agree ingredients to shoot vegetables fridge changing rooms
armchair keyboard spaceship vehicle garage to climb
to attend to last space travel wallet garden collection
books length a spoonful (of s.thing) wildlife hairdryer department store
to brush to look forward (to stage hallway discount
to check s.thing) to steal Unit 3 Lesson 2 kitchen display
climate magazines stormy to accompany lamp entrance (fee)
to comb mouse strange advertisement living room to exhibit
daily newspaper successful appearance mirror giftshop
to describe to respond suitable application form packed lunch gift-wrapping
desk screen surprise to apply (for a job) pillows to hire
to dial stuff teenager architect to remember home-made
dishes textbook thriller artist seaside in advance
to dust useful universe bank clerk shampoo to inform
to feed video cassette victim biologist sheet items
to forget video player visitor businessman/woman sink leaflet
furniture videotape to win chemist sofa picture gallery
(a pair of) glasses wise choice stairs pleasant
hair Unit 2 Lesson 2 to decide storeroom plenty
to hand in adult Unit 3 Lesson 1 decision towel (rail) public
to imagine adventure story accommodation doctor case reasonable
international to advertise answerphone to earn (a salary) wardrobe to receive
interview amusing arrangements to employ washbasin refreshments
to invent autobiography available employment waterproof representative
invention to belong (to s.body) belongings engineer wood to reserve
to iron biography binoculars to fill in (a form) ruin
to join in bookshop booking fortunately Unit 4 Lesson 2 sports centre
make-up to borrow brochure to get up to advise surrounding
medicine to take care (to go) camping to govern amount to touch
meeting charming campsite government amusing traditional
message to create credit card hard work anxious view
mirror cruel destination insurance attitude weigh
to miss damage to discuss journalist attractive well-known
mobile phone danger downstairs lawyer bald
to offer daughter employee lift blond(e) Unit 5 Lesson 2
palace deadly excursion lucky bored appointment
parcel delighted experience manager boring arrival
pet design expert microscope careful attendant
philosopher dinosaur facilities musician careless bank account
(what a) pity to disappear first-aid kit to organize celebration boarding pass
to plug in discover guest house physicist cheerful carriage
popular distant guidebook to pick (s.one) up to compare to catch
to put away to encourage handicrafts police officer to complain to check in
to put on enemy hotel profession confident to check out (of)
to put up excitement luggage qualification to correspond convenient

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Wordlist

to cross out Unit 6 Lesson 2 early minerals rock deep

to disturb advantage to expect mist row dentist
to draw out convenient fancy monkey ruins disease
driver crowded to find mouse sand documentary
explanation dangerous to fit nature scenery to fall over
to fill in (a form) dirty fussy to overtake to set (the video) flu
forename employment knock owner shade Get well!
furnished entertainment to lead to pavement to shine grateful
gate forest likely pet shore healthy
to get in fresh air lucky to pick to smell hearing (aid)
to get off inconvenient to mind pigeon soil hospital
to get on lonely miserable to pollute speed hurt
to give in noisy to operate to pour stream jogging
to hurry up objects opinion poverty temperature lifestyle
instead of peaceful privacy to prevent to tour to look (after)
to land polluted regret rabbit track oppportunity
to lend relaxing relationship rain villain patient
license rice to repair to reach waterfall sickness
luggage safe to review to realize wave sore throat
meter spoon selfish to rescue website stress
passenger stressful to separate rubbish to take care (of)
personal sunny to share to set out Unit 9 Lesson 1 toothache
pilot traffic shelf shark adventurer unhealthy
platform transport storage shower to attend valuable
position vehicle tidiness to slip balloon
report way (of life) to tidy up snake baseball Unit 10 Lesson 1
station wardrobe snow to brush action (film)
stop Unit 7 Lesson 1 spider circus actor
to switch on to add Unit 8 Lesson 1 to spoil clown audience
to take off bananas to appear storms crab backing (group)
ticket beans to attack to strike to discover camera
timetable beef bat to suffer driving test channel
to turn over burgers to be born sunshine entertainment characters
underground butter bear to tear envelope chat room
carrots bee thunder facts to clap
Unit 6 Lesson 1 cheese to breathe tiger to fail clubbing
acceptance chicken brilliant tongue to feed to come up
bargain duck to bury urgent flower comedian
belt fork changeable warm frightened commercial
boot garlic cheerful to watch golf crew
buttons grapes chicken weather ground curtain
charge hard-boiled egg clear to weigh gymnastics dancer
cheque herbs clouds wind hammer delicious
clothing impressive coal handle director
collar knife coast Unit 8 Lesson 2 hockey disc jockey
cotton lamb cool to admire to introduce drummer
department mayonnaise countryside beach to invent film critic
electrical to mix (together) cow border judo interval
escalator mixing bowl damp to break (down) juggling interviewer
example mixture to defend bush nails lead (singer)
fashion mushrooms depressed camel needle lines
fashionable olives to destroy canal net performance
goods onions to dig up canoe notepaper pianist
invitation oranges disease cave paint play
lift owl dolphin cliff pins plot
out of order peas to dry up climb poetry pop group
parachute pepper dull continent pot to practise
pocket plums dusty to cross to present presenter
reason potato elephant desert racket programme
receipt to pour encouraging director refreshing region
receive recipe environment distance safety (rules) reviews
reduce salt extraordinary district sailing screen
refusal sausages extremely eagle scissors series
repair seeds eyesight edge seeds singer
sale selection to fall down to float skiing soap opera
shopping centre sharp fields to flood skill (to be) sold out
silk snack to fight foreign to slide stage
skirt a spoonful (of fine frontier spade studio
sleeve s.thing) to fly to hang stamp violinist
speciality steak foggy hole table tennis wet
to spend tasty forecast interval to take up
spices tomatoes freezing irrigation training Unit 10 Lesson 2
spots tomato sauce frost island tunnel communication
stall triangle giraffe jungle watering can confused
street market tuna fish gold local windsurfing to contact
stripes goldfish location workshop face-to-face
sweater Unit 7 Lesson 2 gorilla mountain fax
tie to afford height mud Unit 9 Lesson 2 letters
(a pair of) tights to allow horse nest accident misunderstanding
tip to annoy human on foot to ache to pay attention
to try on argument hunger on horseback ambulance to phone
topic average inhabitants passport aspirin recent
upstairs to blame iron path benefit relaxed
vegetables circumstances jump project blood respect (for)
wool cupboard kick to promise to consider screen
zip divide kitten to provide to cure skills
dizzy lightning restful deaf word-processing
62
 MACMILLAN EXAMS

Ready for
PET Ready for

Ready for PET

Ready for PET is a motivating short course for all students preparing to take the
Cambridge Preliminary English Test. With its clear and thorough approach to all the

PET
tasks found in the exam, Ready for PET will help students develop the confidence and
skills required to be successful in this test. Ideal for students of all ages, Ready for PET

teacher’s book
consolidates students’ knowledge of language relevant to the exam and their ability to
use it communicatively. It can be used with a general language course or on its own for
intensive exam preparation.
The accompanying CD-ROM has 6 practice tests to help students prepare for CBPET.
Sample answers for the writing tasks are included as well as the complete listening script.
teacher’s book
Key features of the teacher’s book:
• Complete answer key and listening scripts
• Clear teaching notes
• Information on the PET exam
Nick Kenny

Nick Kenny & Anne Kelly

• Advice on coping with exam tasks
• Sample answers for writing tasks with marks and comments
• Marks and comments on the model speaking test Anne Kelly
Course components:
Coursebook with key + CD-ROM
Coursebook without key + CD-ROM
Teacher’s Book
Audio CDs

COMMON EUROPEAN FRAMEWORK

tice tests
A1 A2 B1 B2 C1 C2 ac
pr

I S B N 978-0-230-02074-0
extra
6
ith

w
9 780230 020740
www.macmillanenglish.com