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Exam advice

PAPER 1 Reading and Writing

General advicePaper 1 covers both Reading and Writing, and the two sections are equally weighted, each making up 25% of the total exam. It is therefore important that students allow themselves enough time to complete all the sections of this paper (in particular, they should remember that the final part, Writing Part 3, carries 15 marks out of the 25 marks available in the Writing paper). As your students get closer to taking their PET exam, it is a good idea to discuss timing with them, encouraging them to think about how much time to spend on the different parts of Paper 1.

Reading

PART 1

In this part of the test, students read five short texts and choose the correct answer from three multiple-choice options, A, B and C. The texts can take the form of notices, signs or labels, as well as communicative messages such as notes, postcards or emails.

Before attempting a question in this part, students should read the text carefully and think about where they might see it. Students may be able to guess this from visual information in the question: the text might be a sign in a shop window, or a text message on a mobile phone, for example. Once students have an idea of the general meaning of the text, they should read all three options carefully and decide which one matches the text best. When they have done this for all five texts, students should re-read each question and their chosen answer to check that their choices make sense.

PART 2

In Part 2, students have to read five short descriptions of people and eight short texts. The texts are usually about goods or services, such as books, holidays or websites. Students have to match the requirements of each person to one of the eight texts.

Students should begin by reading the instructions to Part 2 carefully to discover the topic of the texts. They should then read the five descriptions of people to find out what their requirements are; they may find it helpful to underline the important information in each description as they read.

Students should then read the eight texts, looking for information that matches the descriptions they have read. Warn students against ‘wordspotting’: choosing an answer just because it contains the same word(s) as the description. Remind them that the correct text will contain the same information as the description, but written in a different way. It is also important to remember that the correct answer will meet all the requirements in the description, not just one or two of them.

PART 3

Reading Part 3 is based on a longer, factual text. Students read the text and ten single-sentence statements: they have to decide if these statements are correct (A) or incorrect (B). The sentences will be in the same order as the information in the text.

Students may be put off by the length of the text in this part and the fact that it may contain unfamiliar words and phrases. Remind them that they do not need to understand every word in the text in order to answer the questions. If they encounter a word they don’t understand, tell them not to panic, but instead to concentrate on finding the specific information they need.

Students should begin by reading the instructions and ten statements, to get an idea of what the text is about and the information they will have to look for. They should then scan the text once, before rereading each question and the section of text that relates to that question carefully, to decide whether each statement is correct or incorrect.

PART 4

Students will have to read the text in Part 4 very carefully, as this part focuses not just on their understanding of factual information, but also on their ability to identify purpose, opinion and attitude.

There are five multiple-choice questions in Part 4, each with four options. The first question (21) focuses on writer purpose and the last question (25) on global meaning. Both of these questions test students’ understanding of the text as a whole and for this reason, students may find it helpful to tackle these questions together. Remind students that they need to think about the whole text, not just the beginning or ending, when answering Questions 21 and 25.

Of the remaining three questions (22–24), two questions test detailed meaning and one tests opinion: these questions will be in the same order as the information in the text. Again, it is important that students do not just match words in the text with the options: both right and wrong options will use information contained in the text, so students must think carefully about meaning when choosing their answers.

PART 5

Part 5 tests students’ vocabulary as well as some grammar points, such as pronouns and modal verbs. It consists of a short text with ten numbered gaps (26–35) and an example (0). Students have to choose the correct word to fill each gap from four multiple-choice options, given after the text.

Before attempting any of the questions, students should read the title and the whole text to get an idea of the topic. They should then work through the ten questions, thinking carefully about the words that come before and after each gap, as these will provide clues to the correct answer. Encourage students to think about possible words for the space before looking at the options and also to try each option in the space before deciding on their answer. Once they have chosen an option, students should reread the whole sentence to check that their choice makes sense.

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Introduction 5

Writing

PART 1

There are five questions in Part 1 of the Writing paper. The questions will all be on the same topic and may tell a story. For each question there are two sentences: students must complete the second, gapped sentence so that it means the same as the first sentence. There may be more than one correct answer for some sentences.

Students should begin by reading the instructions carefully, as these will tell them the topic of the sentences. They must use between one and three words to complete the gapped sentences: if they use more than three words, their answer will be marked incorrect, even if what they have written contains the correct answer. You should remind your students to check their spelling very carefully in this part, as any misspelled answers will also be marked incorrect.

PART 2

In Writing Part 2, students are required to write a short message (35–45 words) based on information given in the question. The question will tell them who they are writing to and why, as well as listing three content points which students must include in their answer. Encourage your students to read the question very carefully and to plan their answer before they start writing, so that they can be sure to include all the required information.

Students should think carefully about the situation described in the question. Their answer should relate to the context given, so they must think about whether they need to write in the past, present or future, as well as considering the purpose of the message. Remind students to keep within the word limit: answers which are too long are likely to include unnecessary information, while short answers often miss at least one content point. To help students understand why some answers are more successful than others, you may find it helpful to show them the sample answers in the Answer key of this book. You could encourage them to mark these and other examples themselves using the Writing Mark Scheme provided on page 53.

PART 3

In Writing Part 3 students can choose to write either an informal letter or a story. Each question requires them to write about 100 words. As in Part 2, it is important that students keep within the word limit, as answers which are too short will lose marks and longer answers are more likely to include mistakes or irrelevant information.

When choosing which question to answer, students should think about which question topic interests them most, as well as the kind of language that a good answer would require. It is important that their answer is appropriate to the question set, and that students do not write out material which they have learnt from memory, as this may not answer the question fully.

For the letter question, students are given part of a friend’s letter to reply to. This letter will give them the topic they need to write about, and may include some questions. Students should make sure they answer all the questions in the letter and begin and end their answer with appropriate expressions like Dear, Best wishes and See you soon.

For the story question, students may be given the title or the opening sentence of the story. Students must make sure that their story is clearly linked to the title or sentence: they will lose marks if the examiner cannot see how their story follows on from the opening sentence, or if it is on a different topic from the title given.

In the exam, the highest marks will be awarded to students who use a range of appropriate tenses, structures and vocabulary, even if their answers contain mistakes. Students are unlikely to gain the highest marks if they use only basic or ‘safe’ language in their answers. Remind students that they will not usually lose marks for minor errors and encourage them to experiment with new language and structures when writing practice answers in class. To help prepare students for this part of the exam, you may wish to show them the Writing Mark Scheme on page 54, as well as the sample answers for Writing Part 3 included in the Answer Key.

PAPER 2 Listening

General adviceIn the Listening paper, students will hear recordings from a variety of different situations. To help students prepare for this part of the test, it is important to expose them to different types of listening text. This will build their confidence in dealing with a variety of situations, styles and voices, as well as training them to identify different kinds of text and to adjust their listening strategies accordingly.

Instructions for each part of the test are given on the question paper and students will also hear them on the recording. Encourage them to consider the instructions carefully, as these will provide the context of each listening text. In Parts 2, 3 and 4, students are also given time to read the questions before the recording begins: remind them that reading the questions carefully will help them to predict the kinds of things they might hear on the recording. They will hear each recording twice. Students should make notes on their notepaper as they listen, as they will have time to transfer their answers to the answer sheet at the end of the Listening paper.

PART 1

In Listening Part 1, students hear seven short recordings, which may be conversations or extracts from recorded messages, radio and TV. For each question, students must choose the correct picture from a choice of three options (A, B or C).

There will be a short pause before each recording in which students should look at the three pictures and think about the kinds of things they may hear. On the first listening, they should listen for the gist of the message, choosing the picture which they think fits best with what they have heard. When they hear the recording for the second time, they should listen very carefully to check that their answer is correct. Remind them that all three pictures will be mentioned in the text, so they need to think about the overall meaning of the recording when choosing their answers.

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PART 2

Part 2 comprises a longer listening text, either a monologue or a radio interview. To complete this part, students have to choose the correct answer to six, three-option multiple-choice questions. In general, the questions test students’ ability to listen for and understand specific information from the recording, although a question may occasionally ask them to identify a clearly stated opinion. The information they need will be in the same order as the questions.

Students should use the time before the recording starts to read the questions carefully, underlining the important information. When they listen for the first time, they should try to understand the gist of the text, identifying the correct answers as they listen. They can then check their answers carefully during the second playing.

PART 3

In Part 3, students listen to one speaker giving information about things like courses, trips or visitor attractions. On the question paper, they are given a set of notes with six gaps (14–19), summarising what they will hear. As they listen, students must fill in the gaps with the correct information, which could be a number, a word or a simple phrase. Students should write the information exactly as they hear it on the recording: they are not expected to change it in any way.

As they look at the notes for Part 3, students should think about the kind of information they are listening for: they might need to fill in a name, an address, or a date, for example. Students can use the notes to guide them through the listening, as the information they require will be in the same order as the notes. Remind students that they will not lose marks if they misspell more complicated words in this part, although they are expected to spell simple and very common words correctly. Encourage them to write numbers in figures (e.g. 25) rather than in full (e.g. twenty-five), to avoid making unnecessary spelling mistakes.

PART 4

The recording in Part 4 is an informal conversation between two people, usually a male and a female. They will discuss their opinions on a particular topic and will agree and disagree on certain points. Students read six sentences (20–25) about the opinions and attitudes of the two speakers and decide whether each sentence is correct (A) or incorrect (B).

The six sentences in Part 4 will use words related to attitude and opinion, such as agree, believe, suggest, think, warn. It is important to ensure that students are familiar with the meaning of such words. The information on the recording will be in the same order as the questions, but students should remember that the words they will hear on the recording will not be the same as the words in the sentences. During the first listening, students should try to understand the gist of the text and identify the correct answers. They can then check their answers carefully as they listen for the second time.

PAPER 3 Speaking

General adviceStudents complete the PET Speaking test with a partner, or occasionally in a group of three. They will be tested by two examiners: one (the interlocutor) will ask the students questions and one (the assessor) will just listen. Students often feel nervous about the Speaking test, as they are unsure about what to expect when they take the test itself. To help build students’ confidence, you could show them videos of a practice speaking test, such as those in the Student’s Area of the Richmond Exams website, www.richmondelt.com/exams. It is also a good idea to carry out practice speaking tests with your students: these could be done with another teacher to give students practice of talking to someone they know less well. You could also ask your students to conduct practice exams themselves, taking it in turns to role-play the examiners.

Make sure your students are familiar with questions they may need to ask in the exam, such as Could you repeat that please? or Could you say that more slowly?. Remind them that they will not lose marks if they ask the examiner to repeat something: it is much better to do this than to try and answer a question which they have not fully understood.

For more information about the Speaking Test, you may wish to refer to the Speaking Mark scheme on page 55 of this book.

PART 1

In Part 1, students are expected to answer questions about themselves, their families, their likes and dislikes and their daily lives. They will also be asked to spell their name. Students do not speak to their partner in this part: the interlocutor will ask each student questions in turn. Remind students to listen carefully to the questions they are asked, as they will not be asked the same questions as their partner.

Students are not required to give long answers in this part, although you should encourage them to give reasons and examples for their answers where possible. However, students should avoid using pre-prepared answers, as these are likely to sound unnatural. Remind your students that this part of the test focuses on language that should be very familiar to them, so they should try to relax if possible!

PART 2

In Part 2, students talk with their partner about a situation described to them by the interlocutor. They do not speak to the interlocutor, only to each other. They will be provided with a sheet of pictures to help them: these are intended to give them ideas and guide the discussion, but students can add their own ideas if they like.

Part 2 tests students’ ability to interact with one another, including skills such as turn-taking, agreeing and disagreeing, making suggestions and asking for opinions. Remind students that they are being tested on how well they handle the discussion, not the ideas they express. They will not lose marks if they do not manage to make a decision in the time given. In fact, if they rush to complete the task, students may miss the chance to demonstrate their language skills fully. Any class discussion in

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Introduction 7

pairs and groups will help students prepare for Speaking Part 2. However, you could try timing discussions and stopping students after two or three minutes, to help them get used to the amount of time they are expected to speak for in this part of the test.

PART 3

In Part 3, students must talk on their own about a colour photograph given to them by the interlocutor. They need to talk about the photograph for about a minute, describing all the people and activities they can see. Where possible, students should add details about things like the weather, clothes, colours etc. In this part, students also listen to their partner describing a photograph.

Part 3 is designed to test students’ vocabulary but they should not panic if they do not know the word for something in the picture. Encourage them to try and describe it in other ways, by using phrases such as It’s used for... , It looks like... or It’s similar to... . Students can gain marks for paraphrasing, whereas ignoring something in the picture may mean they miss an opportunity to demonstrate their skills. Students should try and keep talking until the interlocutor asks them to stop: again it may be useful to do timed speaking activities in class, both to give students practice of expressing themselves in a long turn, and to familiarise them with the amount of time they will need to speak for in the test.

PART 4

Part 4 requires students to have a conversation with their partner, continuing the topic from Part 3. The interlocutor will explain the task to the students, but will not take part in the conversation. In this part, students are expected to talk about their own interests and opinions, giving reasons and examples for their answers. They should also be prepared to respond to their partner’s opinions and questions.

In Part 4, students need to demonstrate their ability to interact effectively with their partner. They will gain marks for asking questions and eliciting opinions from their partner, as well as listening to and showing interest in the things their partner says. Remind students not to dominate the conversation by saying too much – they are talking with their partner, not competing with them! Asking your students to talk together about specific topics in class will help them to gain confidence in turn-taking and responding to one another.

Exam answer sheetsOn pages 8–12 of this book, you will find sample copies of the computerised answer sheets (also known as OMR sheets) that students will have to use for Papers 1 and 2 of the PET exam, Reading and Writing and Listening.

You should make sure your students know how to fill in these answer sheets using a soft pencil. Remind them to rub out their answer and rewrite it carefully if they make a mistake. For some questions, students need to put a mark below a letter, like this:

Students should only mark one answer for each question: if they fill in more than one box, no marks will be awarded for that question.

For other questions, students need to write a word, like this:

Students must write their answers clearly, so that the examiner can read them easily. It is also important that they check their spelling carefully. However, it does not matter if their writing is joined up or not, or if they write in upper or lower case. Students should not write outside the answer boxes.

Students do not have to answer directly on their answer sheet: they can make notes on their question paper before transferring their answer to the answer sheet. Students are given six minutes at the end of the Listening paper to transfer their answers, so they do not need to worry about doing this while listening to the recordings. However, in the Reading and Writing paper, students are not given extra time to transfer their answers. You should give them plenty of opportunities to practise using the answer sheets, so that they are able to transfer their answers quickly and accurately.

For further information about the PET exam, please visit:

www.richmondelt.com/exams www.CambridgeESOL.org

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