115310 PETfs Exam Report March 2010

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Preliminary English Test for Schools

Examination Report

March 2010

CONTENTS

Page

Introduction 1

Paper 1 - Reading and Writing 3

Paper 2 - Listening 16

Paper 3 - Speaking 21

Feedback Form 26

WEBSITE REFERENCE

This report can be downloaded from the Cambridge ESOL website at:

www.cambridgeesol.org


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INTRODUCTION

This report is intended to provide a general view of how candidates performed on eachpaper in the March 2010 session, and to offer guidance on the preparation ofcandidates.

Grading

Grading took place during April 2010 (approximately five weeks after the examination).

The final mark a candidate receives in PET for Schools is an aggregate of the marksobtained in each of the three papers (Reading & Writing, Listening and Speaking).Reading & Writing carries 50% of the total marks and Listening and Speaking eachcarry 25% of the marks. There is no minimum pass mark for individual papers.

The overall grades are set according to the following information:

statistics on the candidature

statistics on the overall candidate performance statistics on individual questions, for those parts of the examination where this isappropriate (Reading and Listening)

advice, based on the performance of candidates and recommendations ofexaminers, where this is relevant (Writing and Speaking)

comparison with statistics from previous years examination performance andcandidature.

PET for Schools has two passing grades: Pass with Merit and Pass. Candidates whohave not achieved a PET for Schools passing grade (Council of Europe Level B1), buthave demonstrated ability at the Council of Europe level below this, are awarded LevelA2. Candidates below Level A2 receive a Fail grade. Every candidate is provided with

a Statement of Results which includes a graphical display of the candidatesperformance in each skill, shown against the scale Exceptional Good Borderline Weak.

In addition, the Statement of Results includes a standardised score out of 100. Thisscore allows candidates to see exactly how they performed. It has set values for eachgrade, allowing comparison across sessions of the examination:

Pass with Merit 85-100 marksPass 70-84 marksCouncil of Europe Level A2 45-69 marksFail 0-44 marks

Special Consideration

Special Consideration can be given to candidates affected by adverse circumstancesimmediately before or during an examination. Examples of acceptable reasons forgiving Special Consideration include illness and bereavement. All applications forSpecial Consideration must be made through the local Centre as soon as possible afterthe examination affected.

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Irregular Conduct

Cases of candidates who are suspected of copying, collusion or breaking theexamination regulations in some other way will be considered by the Cambridge ESOLMalpractice Committee. Results may be withheld because further investigation isneeded or because of infringement of the regulations.

Notification of Results

Candidates Statements of Results are issued through their local Centre and areavailable online approximately five weeks after the examination has been taken.Certificates are issued about four weeks after the issue of Statements of Results.Requests for a check on results may be made through the local Centre, within onemonth of the issue of Statements of Results.

Cambridge ESOL produces the following documents which may be of use to teachersor institutions preparing candidates for PET for Schools:

Regulations (produced once a year, for information on dates, etc.)

PET for Schools Handbook (for detailed information on the examination and samplematerials)

Examination Report (produced once a year)

Past Paper Pack (available approximately 10 weeks after the selected examinationsession, including question papers 1 and 2, CD and tapescript for Paper 2, answerkeys, sample Speaking test materials, and Paper 1 mark schemes and samplescripts).

PET for Schools Vocabulary List

Users of th is Examination Report may find it useful to refer simultaneously to therelevant Past Paper Pack. This is available from the Centre through which candidatesentered, or can be purchased using the order form online at www.cambridgeesol.org.

Alternatively, you can obtain an order form from:

Cambridge ESOL Information1 Hills RoadCambridge

CB1 2EUUnited Kingdom

Tel: +44 1223 553997

Fax: +44 1223 553068

Email: [email protected]

Website: www.cambridgeesol.org

Feedback on this report is very welcome and should be sent to Cambridge ESOL at theabove address. Please use the feedback form at the end of this report.

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mailto:[email protected]://www.cambridgeesol.org/http://www.cambridgeesol.org/mailto:[email protected]


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PAPER 1 READING and WRITING

READING

PART TASK TYPES AND FORMAT TASK FOCUS NUMBER OFQUESTIONS

1 Three-option multiple choice.

Five short discrete texts: messages,postcards, notes, emails, labels andsigns etc. plus one example.

Reading real-world noticesand other short texts for themain message.

5

2 Matching.

Five questions in the form of descriptionsof people to match to eight shortadapted-authentic texts.

Reading multiple texts forspecific information anddetailed comprehension.

5

3 True/False.

Ten questions with an adapted-authenticlong text.

Processing a factual text.

Scanning for specificinformation whiledisregarding redundantmaterial.

10

4 Four-option multiple choice.

Five questions with an adapted-authenticlong text.

Reading for detailedcomprehension;understanding attitude,opinion and writer purpose.

Reading for gist, inferenceand global meaning.

5

5 Four-option multiple-choice cloze.

Ten questions, plus an integratedexample, with an adapted-authentic textdrawn from a variety of sources. The textis of a factual or narrative nature.

Understanding ofvocabulary and grammar ina short text, andunderstanding the lexico-structural patterns in thetext.

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Marking

Candidates record their answers on a separate answer sheet. The answers for Parts 1-5 are scanned by computer. Each of the 35 questions carries one mark. This isweighted so that the Reading represents 25% of the total marks for the wholeexamination.

Candidate Performance

Part 1, Questions 1-5: Multiple choice

The five multiple-choice questions in this task test understanding of short texts. The

texts include personal messages in the form of emails and text messages, togetherwith public notices and signs. The texts are drawn from real-world settings that shouldbe familiar to the 11-14 age group, use a range of different structures and vocabulary,

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and cover core PET for Schools topics. For a full list of these topics, see the PET forSchools Handbook.

The texts in this test were a notice about an under-16s motorbike race, an email aboutcompleting an entry form, a school notice about which entrance to use, a text messageabout going to the cinema and a notice about a music festival.

This was one of the easiest parts in the test and most of the stronger candidatesanswered the questions correctly. In response to Questions 2, 3, 4 and 5,approximately 30% of the weaker candidates were attracted to an option other than thecorrect answer. For Question 2, many of them selected C. It is possible that, ratherthan looking for a match with the meaning of the email, they went for option C which isa plausible next step (after completing a form it is highly likely that the form needs tobe given to the secretary, possibly at the competition). Candidates should rememberthat they are looking for a paraphrase or summary of the main point of a message anddo not need to infer or extrapolate meaning. Some candidates made a similar mistakein Question 5, when they selected B rather than the correct answer, A.

For Question 3, weaker candidates were attracted to C. Again, this could be inferredfrom world knowledge about children having to stay in school during school hours;however, it is not the main point of the notice. Question 4 was the most difficult item inthis part of the test, and option B attracted 35% of the weaker candidates. Carefulreading of the text to immediately establish who is writing and who is receiving the textmessage would perhaps have helped these candidates.

Part 2, Questions 6-10: Matching

The topic of the texts focused on books for young people. The task was quitechallenging, being the most difficult part of the test. However, the task discriminatedwell between the weaker and stronger candidates.

Question 10 was the most difficult of the five questions in this part. The correct answerwas A, but several candidates chose B or E (distractor texts). In this question, thecandidates had to find a fictional story about friendships between ordinary teenagersthat was quite short and full of surprises. The book in B is about two teenagers but itsa long book and they are not really ordinary. In E, again, the protagonists are far fromordinary and it is a real-life story rather than fiction. There is the possibility thatcandidates were drawn to the distractor texts in each case because they werematching vocabulary from the person descriptor with the text about the book. Forexample, teenagers is in Question 10 and in B; friendship is in Question 10 and in E.Candidates must learn to read beyond simple word-spotting and look for paraphrasein order to match the person with the book.

Question 7 was almost as difficult as Question 10 and almost a third of the weakercandidates were attracted to F rather than the correct answer, D. Again, this may havebeen due to candidates reading too superficially - simply matching sportsmen in 7 withsporting in F and failing to look for paraphrase or exemplification of the other elementsin Question 7 (ambition, courage in difficult situations, biographies of sports people).

Part 3, Questions 11-20: True/False

This is the longest reading text in the Reading section. Common sources for this textare magazine or website articles, which are usually factual in content and of interest tothe 11 14 age range. Candidates have to decide whether ten sentences about thetext are correct or incorrect.

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This sessions text was information about a photography competition in a magazine foryoung people. Most candidates performed well on this task, finding it the easiest part ofthe Reading paper. Questions 11 and 15 were the easiest for candidates, whileQuestion 13 was the most challenging. In Question 13, candidates may have thoughtthat entries for the competition could only be on two subjects because they read onafter the part of the text relating to Question 13 that stated photos should cover at leasttwo of these areas. The next paragraph talks about animals or people that you know

well being the best choice of subject. However, this information relates to the nextquestion (14) and is a recommendation rather than one of the competition rules.Although it was a challenging question, it was successful at discriminating between theweaker and stronger candidates.


Part 4 tests attitude and opinion, which is generally less straightforward to process andunderstand than factual information. The Part 4 text for this session was about a mancalled Fredrik Hiebert, who works as an archaeologist. The topic of archaeology wassupported by the title (Exploring the Past), giving explanations in the text about what isinvolved in archaeology (digging objects out of the ground) and a picture showingpeople working on a dig. The PET for Schools candidates seemed to find the topicaccessible and handled the task well.

Question 21 tests the writers purpose in writing the text and, as is usual for thisquestion, candidates had few problems and clearly identified C as the correct answer.

The easiest question out of the five, with most candidates choosing the correct answer,C, was Question 22. This asked about the writers feelings towards anotherarchaeologist.

Questions 24 and 25 were the most challenging. Question 24 required candidates to

read a whole paragraph and understand the writers reason for recounting it. Some ofthe stronger candidates were tempted by B (the fact that the doormat was in suchgood condition). However this is not what the writer found interesting; it is just a factthat dry environments help to preserve objects. What the writer found interestingcomes at the very end of the paragraph when the writer thinks Hey, I do just that. Thismans not much different to me! The correct answer, A, is a paraphrase of that idea.

Question 25 was the other challenging question. However, the stronger candidates hadfew problems finding the correct answer, B. The weaker candidates were drawn to Apossibly because they had not read the second paragraph closely enough to realisethat the American, Raphael Pumpelly, had in fact been in Turkmenistan 100 yearsbefore. This option is also wrong because, from reading the whole text, we learn that

this is far from being Fredriks last long trip away.

Candidates should be aware that the ideas and details included in the final question(25) will require a global understanding of the text. See recommendations for candidatepreparation on page 6.

Part 5, Questions 26-35: Multiple-choice cloze

This multiple-choice cloze task mainly tests vocabulary but also focuses on somegrammatical areas of language. The texts in this part of the Reading test are those youwould expect to find in an encyclopaedia or other factual text book. Candidates in the11-14 age range should be familiar with these kinds of text from their school work.None of the texts require any kind of specialist knowledge and the vocabulary is

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appropriate to the B1 level. The text in this session was about perfume and mostcandidates did this task well.

Question 35, the last one in this part of the test, proved to be the most challenging,focusing on the phrase much time and money. The correct answer was A (much) butboth weak and stronger candidates were attracted by C (many). That they were not soattracted to the other two options (lots and plenty) suggests that they know that these

needed to be followed by of, which was not in the text. The issue here was awarenessof countable and uncountable nouns.

Question 30 was a fairly challenging lexical item with weaker candidates beingattracted to D (spend) rather than the correct answer, A (afford). A grammatical itemthat some candidates found challenging was Question 32. Weaker candidates chose D(every) as the key rather than B (other). More careful reading to see that the gap wasfollowed by the plural, ingredients are made, would have helped some candidates.

Question 34 tested nouns to express sums of something, in this case, perfume, whichis uncountable. Candidates found this quite challenging and those candidates who gotit wrong were split between A (size) and B (number) rather than the correct answer, C(amount).

Recommendations for Candidate Preparation for Reading

Part 1

Candidates do need to read the Part 1 texts carefully and think about the languageused. Although there is relatively little to read, candidates must take the time to thinkabout each text and the three options carefully.

Teachers may wish to familiarise their students with the public notices used in this partby looking at examples drawn from the PET for Schools Handbook or publishedpractice materials. Texts of this type often use modal verbs, conditional clauses andthe passive voice, so candidates need to be confident in their understanding of thesestructures.

As for the personal messages, teachers could produce similar short texts includingemails, post-it notes and postcards, or ask their students to do so. Many studentswould undoubtedly also be keen to use their mobile phones to send text messages totheir friends in English, and could perhaps be persuaded to switch to English as thedefault language for a period. In this way, they might learn from or be helped by thepredictive text facility on their phones.

It would be worth spending some time in class contrasting the notices that they arelikely to see in schools and public places like sports centres and libraries with thepersonal messages. Public notices are often quite abbreviated in style, and use fairlyformal language, while personal messages tend to be informal and often contain longersentences. As initial training for this task, students could be given just the short textsand asked to explain their meaning, either orally or in writing. They could then suggestdifferent ways of expressing the meaning, so that students become familiar with theuse of paraphrase in this part as well as in subsequent parts of the Reading paper.

Students need to be made aware of the dangers of wordspotting across text andoptions. Students could be given sample materials and asked to highlight identical

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words in text and options and then to discuss these examples in pairs, explaining whyoptions are correct or incorrect according to the meaning of the text.

Part 2

Part 2 requires candidates to find exemplification of the requirements mentioned in thequestions on the left-hand page in one of the eight texts on the right-hand page. It is

essential for all the requirements to be addressed in the chosen text.

Students should be trained in skimming and scanning, so that they can process theeight texts efficiently. As a training activity, it can be helpful to focus in detail on thedescriptions of the five young people, asking students to underline the key words andphrases that tell them, as in the case of this test, what kind of book each person wantsto read. After this they could discuss each persons requirements in pairs and suggestpossible paraphrases, for example, other ways of expressing non-fiction (a real-lifestory, a true story, a biography, etc).

Students at B1 level need to expand their vocabulary and one way of doing this that will

also provide useful preparation for the exam is to take the topic areas listed in the PETfor SchoolsHandbook and encourage students to build up lists of vocabulary for eachof them. The PET Vocabulary List, available online at www.cambridgeesol.org/teachcontains relevant lists of vocabulary for these topic areas in its Appendix 3.

Students should avoid wordspotting across question and text, as this will rarely yieldthe correct answer. Instead, they need to appreciate the importance of exemplificationand paraphrase, and think about different ways of formulating content.

For a simple introduction to this part, students could be given two or three texts tochoose between for one persons requirements. The wrong text should contain some

distraction so, for example, texts A, B and E from this version could be given tostudents for Question 10 and students asked to underline the parts of each text thatmatch a requirement in the person description. In this way, students can focus moreclosely on meaning. This exercise will also allow them to tick off all the requirements,once they have located them in the correct text.

Part 3

Exposure in class to a range of factual texts of medium length is important for this part.The internet provides a readily available source of appropriate texts, and authenticbrochures and leaflets can also work well as practice material. Since the essence ofthis task is paraphrase recognition, it would be helpful for students to be given a factual

text and asked to try to express elements of its content in other ways. This type ofpractice activity could also be done with a task from the past paper, where only the textis handed out to students, with the sentences to be paraphrased underlined orhighlighted.

Confident students might also be asked to draft their own correct and incorrectsentences about a text they have chosen and to then exchange their task with anotherstudent. This practice activity not only improves reading comprehension andparaphrase, but also creates a realistic context for writing at sentence level.

For weaker students, it is useful to indicate where the answers come in a text, so thatthey initially have some guidance and support. Candidates need to keep in mind thatthe sentences in the questions follow the order of information in the text. Somecandidates may find it helpful to underline the sections of the text that relate to each

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question and number them (11-20) just to check that they are getting their answersfrom the right parts of the text. It would never be the case that one bit of the textprovided the answer for two questions. It may also be useful to concentrate on notionssuch as time, location, and cost, since these regularly feature in factual texts conveyinginformation about a given topic.

Students should be confident in their ability to reject incorrect statements about a text.

As a training activity, students could just be given the sentences with B answers and beasked to explain why these statements are incorrect, working closely with the text andunderlining the relevant parts. This could be done as a pairwork activity or forhomework, with the Part 3 task from the past paper or handbook.

As already mentioned in relation to Parts 1 and 2, candidates must avoid wordspottingacross sentence and text, and instead process the information adequately. In this part,the sentences are presented before the text so that candidates can read them first, toget an idea of what they will be looking for in the text.

It may be useful to discuss with students how much time they think should be spent onPart 3. It contains the longest text and has ten questions, so represents a substantialpart of the whole Reading paper, yet the task is designed so that not every word of thetext needs to be read closely. Developing confident scanning skills at this level willenable students to read more efficiently in this part.

Part 4

To do well in this part candidates need to be able to read between the lines and notonly gain a detailed understanding but also be able to recognise inference. To traincandidates for Part 4, choose short texts from the internet or magazines that containquoted opinions, and spend time discussing what the person quoted might really mean.

Interviews with actors, musicians or other public figures such as sports people who areof interest to the 11-14 age group will provide motivating material.

It is clear that students need to be familiar with the language for expressing attitude oropinion. This includes an awareness of different functional verbs, such as describe,compare, encourage and explain, which are relevant to any Reading Part 4 questiontesting opinion and also occur in Question 21. Candidates should be able tounderstand a range of these verbs, which are vital to other parts of the PETexamination as well (for example, Writing Part 2 and Listening Part 4).

These verbs are listed alphabetically in the PET Vocabulary List and, for the language

of attitude and opinion, it is also worth consulting the list of adjectives: PersonalFeelings, Opinions and Experiences (Adjectives). To activate some of the words in thislist, students opinions on a given topic could be elicited and written on the board, forother members of the class to then suggest paraphrases for, using words from the list.For example, one student might say I dont really enjoy walking alone to school, whichcould be paraphrased as: Luis isnt very keen on travelling to school on his own.Always encourage students to reformulate ideas in this way, as it will develop theirproductive vocabulary.

To practise answering multiple-choice questions that focus on detailed meaning, givestudents the correct answer to a question and ask them to quote the parts of the textthat confirm this answer. Students could also explain why the distractor options arewrong, by close reference to the text. This will illustrate to them how much text istypically involved for each question.

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Part 5

To perform well in this part, students need to have a solid grasp of B1 level structures(see the PET for Schools Handbook for a list of grammatical areas tested) and a fairlybroad knowledge of vocabulary. Work on part of speech awareness and specificpractice of structures such as modals, quantifiers, conjunctions and the passive areparticularly relevant here.

The PET Vocabulary List provides a checklist in terms of the vocabulary that may betested in the PET exam and, as already suggested, its topic lists in Appendix 3 shouldprove particularly useful for teachers preparing their own exercises and activities.Regular vocabulary activities in class that revise and extend students knowledge andoffer initial preparation for the exam include odd one out exercises, where studentshave to explain which word in a set of four or five is different and why; and word squaresearches, containing fifteen words belonging to the same topic. Exercises thatencourage students to group words by part of speech are also useful.

At B1 level, students need to develop a greater awareness of collocation, in order tobecome more natural and independent users of the language that they are learning. InPET for Schools Reading Part 5, candidates often need to select the right word from aset of verbs, nouns, adjectives or adverbs that are close in meaning by looking at thewords surrounding the space and recognising where a collocation exists. Encouragestudents to record phrases that involve collocation in a vocabulary notebook andprovide exercises that will revise and extend this knowledge.

It may be better to introduce the actual exam task by giving students a choice of onlytwo or three options at first, rather than four. This provides an easier version of the taskand also focuses students on the spaces in the text rather than the options. This isessential, for they need to see the context and grammatical clues surrounding eachspace. Even when working with the past paper, suggest that students try to fit all four

options in the space, checking the words either side of the space before deciding ontheir answers. Practice in dependent prepositions and phrasal verb particles is alsorelevant here.

Students may also be interested in creating their own multiple-choice texts, which theycan exchange among their peers. The internet will provide an accessible source fortexts on topics that particularly interest them.

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WRITING


1 Sentence transformations.

Five questions, plus an integratedexample, which are theme-related.

Candidates are given sentences andthen asked to complete similar sentenceswith no more than three words, using adifferent structural pattern, so that thesentence still has the same meaning.

Control and understandingof B1/PET levelgrammatical structures.Rephrasing andreformulating information.

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2 Short communicative message.

Candidates are prompted to write a shortmessage in the form of a postcard, note,email, etc. The prompt takes the form ofa situation to respond to.

A short piece of writing (35-

45 words) focusing oncommunication of specificmessages.

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3 A longer piece of continuous writing.

Candidates are presented with a choiceof two questions, an informal letter or astory.

Candidates are primarily assessed ontheir ability to use and control a range ofB1/PET-level language. Coherentorganisation, spelling and punctuationare also assessed.

Writing about 100 wordsfocusing on control andrange of language.

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Marking

Questions 1-5 carry one mark each. Question 6 is marked out of 5 and Question 7/8 ismarked out of 15. This gives a total of 25 marks, which represents 25% of the totalmarks for the whole examination.


Part 1, Questions 1-5: Sentence transformations

This sentence-transformation task requires a short answer of, at most, three words, butmore typically of one or two words only. Candidates have to fill in the missing part ofthe second sentence so that it means the same as the first. In this part of the Writingcomponent, everything must be correctly spelled, with capital letters where necessary.American English is acceptable, if used consistently.

For this session, the sentences were about a holiday in Canada. Different structures

and transformations were tested: exciting to excited, the fixed phrase Why dontwe for a suggestion, the past tense of an irregular verb, the gerund, and favourite tolike the best. Question 2 was the most challenging of the five and Questions 3 and 5the least.

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A common error in Question 1 was failing to transform exciting. Other candidateswrote excite instead of the correct answer excited. In Question 2, which almost athird of the weaker candidates got wrong, candidates were required to produce thephrase Why dont we. They were given the initial word Why to guide them towardsthe answer. A number wrote Why not, which failed to carry the same sense as theoriginal sentence. Others omitted the pronoun we or got the word order wrong,

producing why we dont. Candidates were required to write the apostrophe in dontas this is considered to be an element of correct spelling.

The majority of both weak and strong candidates answered Question 3 correctly.However, some wrote have seen instead of saw and so failed to get the mark. Thosewho wrote did see were given a mark but there were very few who gave this answer.A few candidates changed the sense of the first sentence by writing I saw manybears and so were not given a mark.

In Question 4, most candidates produced the correct answer, singing. However, somewrote sanging and others placed a preposition before the gerund (most commonly

on, in and to) and so were not awarded the mark.

Question 5 was a less challenging question for all the candidates. They only had toproduce best or most. Some candidates wrote best/most of all and these too weregiven the mark. A few candidates attempted to transform favourite and producedincorrect answers such as favouiter. See recommendations for candidate preparationon page 12.

Part 2, Question 6: Short communicative message

It is essential for candidates to read the whole question carefully to ensure that they

cover all three bulleted content points, and produce a communicative message that isin line with the task rubric. All too frequently, apparently strong candidates fail to dealwith one of the three points and so do not score more than three marks out of five forPart 2. See recommendations for candidate preparation on page 13.

For this session, candidates had to write an email to a friend about a new computergame. To cover the three content points, candidates had to say what the game wascalled, explain why they liked the game and invite the friend to play the game.

On the whole, candidates coped with the task well and the standard of answers washigh. However, there were some who failed to read the task correctly and wrote about

a new computer rather than a computer game. This had an impact on all three contentpoints and marks were lost due to careless reading.

Candidates coped well with point 1. It was the most straightforward point and mostcandidates successfully gave the name of a game. They could be real or inventedgames. Some candidates said their parents had bought the game, but this was thoughtto be acceptable as this might be true for many of the younger candidates. In a veryfew scripts candidates completely missed this point which was a costly oversight.

For point 2 any coherent reason for liking the game was accepted but examiners werelooking for a degree of enthusiasm to be expressed. Therefore candidates who just

gave a factual description of the game were treated as having made an attempt.Similarly, candidates who simply wrote that the game was cool or awesome withoutany supporting detail were also considered as having made an attempt rather thanhaving adequately dealt with the task.

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Point 3 was the most challenging. Some candidates invited their friend to come to theirhouse and play and others asked him to join them online to play. A few candidatesseemed to lose sight of the game and simply invited the friend to their house to visit.Others merely suggested that the friend would enjoy playing the game without anyclear invitation or advised them to go and buy the game themselves. These scripts didnot get full marks. See recommendations for candidate preparation on page 13.

Part 3, Question 7 or 8: Continuous writ ing

Candidates performed well in Part 3 and the majority of the marks that were awardedwere in Band 3 and above. Both tasks seemed accessible to candidates, but overallmore candidates chose the letter than the story. However, candidates performedmarginally better when answering Question 8 than when doing Question 7.

Question 7, the letter, required candidates to respond to a letter, in which candidateswere asked about a friend of theirs, how they met, why they like their friend and whatthey do together as friends. A number of candidates simply answered the questions inthe original letter, rather than using them as a spring board for talking about afriendship in detail. This is one way to approach the task although it tends to result in arather limited response; for example, simply listing the activities they do. However,asking how they met introduced the need for a tense change, with some past narrativetenses being used. Stronger candidates, when talking about why they liked their friend,were able to produce some good vocabulary, such as saying their friends weretrustworthy and loyal. Only a very few candidates were tempted to start writing aboutsport although mention of sport was made in the input letter in the task.

Question 8, the story, led on from a prompt sentence: When I woke up and saw theweather, I couldnt believe it! Candidates produced a wide variety of stories and had noreal problems with interpreting the task. Only a couple of the candidates seemed to not

understand the word weather.

Candidates should be aware that examiners are no longer able to check against thequestion paper in the event of receiving a blank answer sheet. Therefore, candidateswho write their answer on the question paper and fail to transfer it to the answer sheetwill receive a mark of 0. Candidates should be encouraged to write directly onto theanswer sheet, even if they use the question paper for minimal rough work. Seerecommendations for candidate preparation on pages 13 and 14.

Recommendations for Candidate Preparation for Writing

Part 1

As this part tests structural knowledge, students need to have a good grasp of B1 levelstructures and be able to apply these accurately. The PET for Schools Handbookcontains a list of the grammatical areas covered in PET for Schools on pages 7-8.Correct spelling is also essential, so time should be spent in class practising spelling,focusing on key problem areas such as pluralisation, contractions, comparative forms,irregular past tenses and gerund forms. It is also useful for students to revise thedifferent forms of irregular verbs.

As an introduction to Writing Part 1, teachers could use the past paper to produce

adapted sets of sentences, where the answer is given along with one or two incorrectanswers. In this way, students would understand what is involved in the task withouthaving to come up with the answers for themselves. Students could also work through

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any sample material in pairs, discussing what is required in each space and checkingeach others answers.

If an adjective is required in the space, it is likely that candidates will have to transformthe adjective form in the first sentence. Practice could usefully be given on the formand meaning of -ed and -ing adjectives in particular.

Part 2

Regular practice in writing short communicative messages will benefit not only this partbut also Reading Part 1. Students should be encouraged to email each other in Englishor to exchange notes with each other.

Students should also be taught useful expressions and other language appropriate tocommon functional areas, such as apologising, explaining, inviting, reminding,suggesting and thanking. They should be discouraged from using any phrases thatappear on the question paper, since this may not be the most natural way ofcommunicating a given function in informal language and will not show their true

language ability.

Because there is a word limit on the candidates answer for this part, students shouldbe given plenty of opportunities for writing sample Part 2 messages of an appropriatelength, in order to give them a better feel for what an answer of approximately 35-45words looks like in their own handwriting. They should also be encouraged not tospend too long on this short task, in order to give themselves more time to perform wellon Writing Part 3, where the majority of the marks for the Writing paper are available.

Part 3

Students should be given regular opportunities to write extended answers of around100 words. It is often useful to ask students to write a first and second draft, wherecomments on accuracy on the first draft are supplemented by suggestions forimproving the language range used. Students should regularly be encouraged to bemore ambitious; for example, using a variety of adjectives instead of playing safe withone or two, and varying how they start their sentences. Work on simple linking deviceswould also be beneficial.

For the letter, students will need to be confident in their use of informal opening andclosing formulae and be able to draw on a range of informal expressions. Some classwork on phrasal verbs may also be advantageous. They should also be encouraged toexperiment with ways of including a good range of structures and vocabulary in the

letters they write for homework. Also remind students that the input text for the task(the letter from their friend) is largely a means to generate ideas on a particular topic sothat candidates can write 100 words. They do not have to cover the content points inthe same way as in Part 2; they simply have to keep to the topic in this case writingabout a friend of theirs. Encourage students to expand on the ideas given in the inputtext. In this instance they could have described what their friend looks like and saidsomething about the friends habits, family, hobbies, opinions, etc.

While it is generally clear that a good variety of topic vocabulary can be used in theletter task, the inclusion of a variety of structures is perhaps less obvious. Looking at aselection of letter tasks from the past paper, handbook and any published test practice

materials in class may be beneficial, to brainstorm all the possible structures that couldbe used. In the letter task for this session, a focus on past forms was necessary, whilefor other tasks, some use of conditionals or modal verbs might be appropriate.

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For the story, students should revise narrative tenses and consult irregular verb tablesin order to improve their accuracy of past tense forms. They should be encouraged touse adverbs to raise the level of language in their stories: words such as immediately, suddenly and (un)fortunately can also act as useful sequence and discoursemarkers. Using direct speech can also bring a story to life and create a beneficial effecton the target reader.

It is important for a story to have a definite ending, and for this reason, students shouldlook critically at their own work and attempt to improve the endings of their practicestories if necessary. They could do this in many different ways, such as the mention ofa dramatic event to draw the story to a close, or the inclusion of a summary finalsentence that reinforces the overall content of the story.

Finally, while students should be aware that they will be penalised if they write fewerthan 80 words, answers that are over-length can often lose accuracy and cohesion andso also risk achieving a lower score. Encourage students to stick to the word limit of100 words and use any time they have left over to check their work thoroughly. For a

full description of the assessment criteria for PET for Schools Writing Part 3 see thePET for Schools Handbook.

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DOs and DONTs for PET for Schools PAPER 1 READING and WRITING

DO make sure you know the various question types in Paper 1 by looking atpractice tests and the past paper.

DO check that you have covered the main PET for Schools topics in class.

DO read as widely as possible in English so that you become familiar withauthentic reading texts of different types (factual, narrative and opinion-based).

DO develop a range of reading skills, including skimming and scanning.

DO keep a vocabulary notebook organised by topic, collocation, etc.

DO read the instructions for each part carefully.

DO study any examples given (Reading Part 1 and Part 5; Writing Part 1).

DO read each text carefully before answering the questions, especially for Part 4.

DO think about all multiple-choice options before choosing your answer.

DO check your answers and transfer them carefully and correctly to the answersheet.

DO be ambitious and use a range of language in Writing Part 3.

DO make sure that you mark the correct box for your choice of question in WritingPart 3.

DO use the time well, leaving yourself enough time for Writing Part 3.

DO try to be calm and confident when you do the test.

DONT leave any answers blank, even if you are unsure of the answer.

DONT use a pen on the answer sheet. You should use a pencil.

DONT panic if there is a word in a text that you dont understand. It is sometimespossible to guess the meaning from the context.

DONT write more than three words to fill a space in Writing Part 1, as you will losethe mark.

DONT write much more than 45 words in Writing Part 2, as this is unnecessary andmay make your answer less clear.

DONT answer both questions in Writing Part 3. You must choose between the letterand the story.

DONT spend time making a full rough copy for Writing Part 3. There isnt enoughtime to do this and it isnt necessary.

DONT worry too much about minor errors in Writing Part 3. You will get marks fortrying to be ambitious with your language.

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PAPER 2 LISTENING


1 Three-option multiple choice (discrete).

Short neutral or informal monologues ordialogues.

Seven discrete three-option multiple-choice questions with visuals, plus oneexample.

Listening to identify keyinformation from short

exchanges.

7

2 Three-option multiple choice.

Longer monologue or interview (with onemain speaker).

Six three-option multiple-choicequestions.

Listening to identify specificinformation and detailedmeaning.

6

3 Gap-fill.

Longer monologue.

Six gaps to fill in. Candidates need towrite one or more words in each space.

Listening to identify,understand and interpretinformation.

6

4 True/False.

Longer informal dialogue.

Candidates need to decide whether sixstatements are correct or incorrect.

Listening for detailed

meaning, and to identify theattitudes and opinions of thespeakers.

6

Marking

Candidates record their answers on a separate answer sheet. A computer scans theanswers for Parts 1, 2 and 4. The answers for Part 3 are marked by teams of trained

markers. Each question carries one mark, so the Listening component has a total of 25marks, representing 25% of the total marks for the whole examination.



This part of the test contains seven visual multiple-choice questions. Candidates areasked a question and must choose the correct visual image from a choice of three inorder to answer the question in the context of what they hear on the recording. Thisset of questions was well answered by the majority of candidates. Questions 1, 2, 3

and 4 were quite high scoring, whilst Questions 6 and 7 proved to be the mostchallenging. Taken as a whole, the set of questions was of average difficulty anddiscriminated well, with stronger candidates choosing the correct option and weakercandidates selecting the other options.

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This is a three-option multiple-choice task which tests understanding of the detailedmeaning of a longer text. The questions were generally well within the candidates'competence with a high proportion getting the right answer to Question 11, forexample. Question 13 proved to be quite challenging, with weaker candidates choosing

option A, perhaps failing to understand that Anita says you cant afford to makemistakes.

Part 3, Questions 14-19: Gap-fill

This task tests the candidates ability to listen out for and write down specificinformation from the listening text. Candidates generally find this the most challengingpart of the test, although most managed to write acceptable answers for Questions 14,16, 17 and 18. Questions 15 and 19 proved more challenging, but a range ofunambiguous misspellings was accepted for both of them. Items generallydiscriminated well between weak and strong candidates.

Part 4, Questions 20-25: True/False

This true/false task focuses on candidates ability to understand opinion and attitude aswell as factual information. Candidates coped very well with this task and there were noparticular problems. Questions 21, 22 and 25 proved to be the most accessible tocandidates whilst Questions 20 and 23 were the most challenging. Again, there wasgood discrimination between weak and strong candidates on all items.

Recommendations for Candidate Preparation for L istening

Part 1

Unlike other parts of the Listening test, Part 1 asks candidates to listen to a series ofseparate recordings, including both monologues and dialogues, each with its owncontext, speaker(s) and focus question. The question is written above the three pictureoptions and is also read out on the recording. Candidates should read and listen to thewording of this focus question very carefully so that they are sure what information theyare listening for. In Question 5, for example, the three activities are mentioned, butcandidates should know they are listening for the one that the girl got a certificate for.

Candidates should try to select the correct answer the first time they hear each text,and then check their answers the second time. They should be ready to find the keyinformation at any point in the recording. Some questions focus on information oropinions coming from one of the speakers and this is indicated in the focus question. Inother questions the key information may come from both speakers.

Part 2

In the Part 2 rubric, which is both printed on the page and read out on the recording,there is information about the listening text. For example, in this test candidates are

told about the speaker (e.g. a girl called Anita) and the topic (she takes part in a motor-sport called karting). This is useful information for candidates as it will give them acontext for what they hear and for the questions on the page.

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The listening text for Part 2 has a clear structure with a discrete piece of text relating toeach question. Each question is cued by words in the text that correspond closely tothe wording of the questions. For example, Question 10 asks what surprised Anitawhen she first got into a kart, and the corresponding piece of text is cued by theinterviewers question: So how did you feel when you actually got in the kart?. Animportant strategy for candidates to develop is listening for such cues, and using thewording of the questions to guide them through the text and prevent them from losing

their place as they listen.

This task involves listening for detail in order to pick out the correct option anddisregard the incorrect ones. Once the initial cue is established, however, the questionsare unlikely to repeat the exact wording of the text in the multiple-choice options.

Therefore, candidates need to listen for the meaning of what they hear and match thisto the closest idea amongst the options. For example, in Question 11 we are askedwhat happened on Anitas first drive and the answer is Option B, She managed all theexercises. What Anita says is: We all had exercises to doand I did fine.

Part 3

In Part 3, the information on the page represents an indication, in note or sentenceform, of what the candidates are going to hear. This is useful information for candidatesas it will give them a context for what they hear and so helps them to listen out for thetype of information which is missing. The spoken and written rubrics also supply furtherinformation about both the topic (a school magazine) and the type of text (a talk by aboy called Ben).

The questions are well spaced so that there is plenty of time for candidates to writetheir answers as they listen. Most of the gaps require a single word, a number or ashort noun phrase as an answer and candidates should be discouraged from

attempting to transcribe longer pieces of text. For example, the answer to Question 16is parties. If candidates also wrote youre organising, they will have wasted timewriting information which is unnecessary and risked missing the answer to the nextquestion whilst doing so. The words or numbers that candidates need to write will all beheard on the recording, in the form in which they need to be written. As in Part 2, thewording of the prompts on the page echoes, to a certain extent, the wording of the text,but this is not a dictation, so candidates need to listen for the meaning of the text inorder to locate the correct information. For example, in Question 14 the speaker tells uswe cant accept anything after that, whilst the question prompt says the closing date.

Candidates should check their final answers to make sure they are clearly written and

unambiguous, but should not become over-concerned about spelling, as a range ofmisspellings is accepted as long as the answer is clear. For example, in Question 15various spellings of jokes were accepted as correct answers, for example jocks andjoukes. However, high frequency words, such as report in Question 17, should becorrectly spelled.

In this task, candidates are listening for specific information and there will be someinformation in the recording which is not relevant to the questions. The skill of selectingand recording relevant information is a useful one for candidates to practise in theclassroom and during their preparation for the PET for Schools examination.

Part 4

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In the Part 4 rubric, which is both printed on the page and read out on the recording,there is information about the listening text. For example, in this test candidates aretold about the topic (a play they are going to perform at school) and the name of thespeakers (Marina and Daniel). This is useful information for candidates as it will givethem a context for what they hear and for the questions on the page.

Candidates should read the questions carefully, and think about the exact meaning of

each of the statements. As in Parts 2 and 3, they are unlikely to hear the exact wordsrepeated on the recording and so should be listening out for synonyms and parallelexpressions. Candidates should listen for the gist of what speakers are saying, payingspecial attention to whether positive or negative views are being expressed. Forexample, in the text relating to Question 22, Marina says: We want something a bitdifferent this time, about doing a thriller.

Several of the questions test attitude and opinion and candidates should be familiarwith adjectives which express feelings, such as surprised, boring, disappointed, etc.,and simple reporting verbs, e.g. hope, intend, (dis)agree, etc., as these may betested. Candidates also need to make sure they are listening for the opinion of the

correct speaker; e.g. in this task, Questions 20, 21 and 23 clearly focus on Danielsviews and Questions 22, 24 and 25 on Marinas. However, it is always necessary tolisten to both speakers; e.g. in Question 25, where it is Marinas reply to Danielscomment, Everyone in the class can just tick the one they like best, that gives us theanswer. To understand what she is referring to when she says Why not?, we need tohave listened to what Daniel said previously.

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DOs and DONTs for PET for Schools PAPER 2 LISTENING

DO read the instructions carefully for each part, so you have an idea of the topic.

DO look at the question paper material (text and pictures) for each part before thelistening text for that part begins, and think about what kind of information youhave to listen for.

DO mark/write your answers on the question paper as you listen.

DO answer as much as you can when you hear the recording for the first time.

DO check your answers and listen for any missing answers when you hear therecording for the second time.

DO answer all the questions even if you are not sure of the answer. You have

probably understood more than you think you have.

DO check that the options you choose in Part 2 really do answer the questions orfinish the sentences.

DO think about what kind of words to listen for in Part 3.

DO write only one or two words or a number in Part 3.

DO transfer your answers to the answer sheet only when you are told to do so atthe end of the test.

DONT worry too much if you dont hear the answer to a question the first time. Youwill hear everything twice.

DONT panic if you dont understand everything while listening, as some parts of therecording may not be tested.

DONT change your answers when you are transferring them to the answer sheet,because what you thought was right while you were listening was probablyright!

DONT use a pen on the answer sheet. You should use a pencil.

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PAPER 3 SPEAKING

PART TASK TYPES AND FORMAT TASK FOCUS TIMING

1 Each candidate interacts with theinterlocutor.

The interlocutor asks the candidatesquestions in turn, using standardisedquestions.

Giving information of afactual, personal kind. Thecandidates respond to

questions about presentcircumstances, pastexperiences and futureplans.

2-3 minutes

2 Simulated situation. Candidates interactwith each other.

Visual stimulus is given to the candidatesto aid the discussion task. Theinterlocutor sets up the activity using astandardised rubric.

Using functional languageto make and respond tosuggestions, discussalternatives, makerecommendations andnegotiate agreement.

2-3 minutes

3 Extended turn.

A colour photograph is given to eachcandidate in turn and they are asked totalk about it for up to a minute. Bothphotographs relate to the same topic.

Describing photographs andmanaging discourse, usingappropriate vocabulary, in alonger turn.

3 minutes

4 General conversation. Candidatesinteract with each other.

The topic of the conversation developsthe theme established in Part 3.

The interlocutor sets up the activity usinga standardised rubric.

The candidates talktogether about theiropinions, likes/dislikes,

preferences, experiences,habits, etc.

3 minutes

Marking

Candidates are awarded marks by both examiners. One of the examiners acts as aninterlocutor and the other as an assessor. The interlocutor directs the Speaking test,while the assessor takes no part in the interaction. The test takes ten to twelve minutesand consists of four parts.

The assessor awards marks to each candidate for performance throughout the testaccording to the four Analytical Criteria (Grammar and Vocabulary, DiscourseManagement, Pronunciation, and Interactive Communication). The interlocutor awardsmarks according to the Global Achievement Scale, which assesses the candidatesoverall effectiveness in tackling the tasks. Candidates marks are weighted to a scoreof 25, representing 25% of the total marks for the whole examination.

Grammar and Vocabulary

This refers to the accurate and appropriate use of grammatical structures andvocabulary in order to meet the task requirements at B1 level. Candidates who do nothave immediate access to the vocabulary they need should be able to convey theirintended meaning by using alternative words or phrases without extensive repetition.

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Discourse Management

At B1 level, candidates are expected to be able to use extended utterances whereappropriate. The ability to maintain a coherent flow of language over several utterancesis assessed here.

Pronunciation

In general, this refers to the ability to produce comprehensible utterances to fulfil thetask requirements. At B1 level, it is recognised that even in the top assessment band,candidates pronunciation will be influenced by features of their first language.

Interactive Communication

This refers to the ability to take part in the interaction and fulfil the task requirements byinitiating conversation and responding appropriately and with a reasonable degree of

fluency. It includes the ability to use strategies to maintain or repair communication.

Global Achievement

This refers to candidates overall ability to deal with the tasks and to convey meaningappropriately.


Candidate performance in this examination session was consistent with that ofcandidates in PET and PET for Schools in previous years. Feedback indicates that thecandidates were generally well prepared and that the materials were well received.

Part 1

Candidates tended to perform well in this part. The questions were usually predictableones about daily routines, school life, free-time activities, etc. Stronger candidatesextended their responses to the more open-ended questions with details that backedup their answers. Weaker candidates tended to give one-word or two-word answers toall questions and failed to develop their answers, or required additional prompts from

the interlocutor. Some weaker candidates had problems spelling their name in English.

Part 2

Candidates who performed well in this part listened carefully to the interlocutorsinstructions, thought about the task and its context, and interacted meaningfully withtheir partner to reach a conclusion or decision. For example, in New in Town, well-prepared candidates talked about each of the suggestions given by the visual promptsand gave reasons for their opinions. These candidates involved their partner by askingfor an opinion and following up on the points made. In this way, they kept thediscussion going for the allotted 2-3 minutes. Where time allowed, they summarised

the reasons for their final choice to signal that they had completed the task.

Part 3

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In this part of the test, candidates have the chance to demonstrate their range ofvocabulary and their ability to organise language by describing a photograph. Thesample materials show teenagers doing hobbies. Strong candidates spoke for the fulltime allotted and talked about the people and activities in the foreground (their clothes,what they are doing, the relationships between them, the objects in view, etc., as wellas commenting on the overall context (the location, room, etc.). Strong candidates

were able to deal with unknown items of vocabulary by using paraphrase strategies,such as providing a fuller description of objects and activities when they were unsure ofthe specific word to use. Some candidates spent time unsuccessfully trying to producesophisticated positional language (e.g. in the top right-hand corner) which is notexpected at this level, and so wasted opportunities to demonstrate their range of B1-level vocabulary and expressions.

Part 4

Candidates who performed well in this part of the test listened carefully to theinstructions and understood that they should talk together with their partner. Strong

candidates not only gave their own views, but also elicited those of their partner andresponded to what their partner said. They also covered both elements of the task,talking about both the hobbies they enjoy and what they like about them. Weakercandidates sometimes addressed their comments to the interlocutor rather than thepartner, or produced a lengthy monologue, failing to bring their partner into thediscussion. Where candidates were unable to fill the allotted time, additional promptswere provided by the interlocutor.

Recommendations for Candidate Preparation for Speaking

Candidates at this level are not expected to speak perfectly, nor understand everything

that is said to them. Credit will be given, however, to those candidates able to userepair strategies to prevent communication breaking down. For example, they shouldlearn to make use of simple phrases for asking the interlocutor or their partner to repeator rephrase something they have not understood. They should also learn to useparaphrase strategies when they cannot call to mind a particular word or phraseneeded for a task.

Part 1

Candidates should be given practice in the everyday language of talking aboutthemselves. For example, they should be able to give information about their schoollife, free-time activities, family, home, home town, etc. They should also practisespelling their names using English letters.

Part 2

Candidates should be given practice in talking together about an imaginary situation.They need to understand that they are talking about the specific situation described inthe instructions, as illustrated by the visual prompts, and not just generally about thetopic. In class, they should practise using picture prompts as the basis for discussion.Candidates also need to practise asking for their partners opinions and suggestions as

well as supplying reasons for their own opinions. They should be familiar with thelanguage of agreement and disagreement and be able to explain why they thinksomething is, or is not, a good idea.

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Part 3

For this task, candidates need to be given practice in talking about photographs. At thislevel, however, they are only expected to comment on the actual content of the imagesthey are shown, and not issues raised by the broader context. They should beencouraged to give a detailed description, mentioning even those details (clothes,colours, weather, etc.) which might seem obvious. In this way, they will demonstrate

their range of vocabulary. They should also be able to link their ideas together in asimple way, using prepositions and other expressions to locate aspects of the picture(e.g. behind, in front of, next to, etc.) and back up what they say with examples, e.g. Itis summer because the sun is shining and they are wearing summer clothes.

Part 4

As this part of the test is a conversation between the candidates, they should beencouraged to look at each other and show interest in what their partner is saying.Candidates should not attempt to hold the floor with long individual turns in this part,but should learn how to pick up and develop the points made by their partner and howto invite their partner to comment. For example, a candidate might tell his/her partnerinteresting things about themselves, and then ask for the partners views about arelated issue. Candidates should, therefore, not only be given practice in talking abouttheir opinions and personal experiences, but also in how to elicit these ideas from theirpartner.

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DOs and DONTs for PET for Schools PAPER 3 SPEAKING

DO practise your spoken English as much as possible before the test, both in andout of class.

DO listen carefully to the examiners questions and instructions.

DO ask the examiner for clarification or repetition if necessary.

DO speak clearly so that both examiners can hear you.

DO remember that the examiners are sympathetic listeners and want you to giveyour best possible performance.

DO answer the examiners questions clearly and try to give extended answers toopen-ended questions in Part 1.

DO talk to your partner, and not the examiner, in Parts 2 and 4.

DO talk about the people in the situation in Part 2, not about yourselves.

DO show interest in what your partner is saying and ask your partner questions inParts 2 and 4.

DO listen to and look at your partner and give your partner a chance to speak inParts 2 and 4.

DO concentrate on the actual content of the photo and describe the photothoroughly in Part 3.

DO make sure you have some phrases to get around the problem of words youdont know in Part 3.

DO try to relax and enjoy the test.

DONT worry too much about making grammatical mistakes.

DONT worry if you think your partner in the test is not as good as you, or much betterat speaking English than you. The examiners look at each candidates

performance individually.

DONT let exam nerves prevent you from speaking. Examiners cant give marks tosilent candidates.

DONT worry too much if you dont know a word.

DONT speak for too long without involving your partner in Parts 2 and 4.

DONT try to talk about things/ideas outside the photo in Part 3.

DONT stop talking if you come to a word you do not know in Part 3.

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FEEDBACK FORM

PET for Schools Examination Report March 2010

We are interested in hearing your views on how useful this report has been.

We would be most grateful if you could briefly answer the following questions and

return a photocopy of this page to the following address:

Cambridge ESOL Information1 Hills RoadCambridgeCB1 2EUUnited Kingdom

Fax: +44 1223 460278Email: [email protected]

1. Please describe your situation (e.g. EFL/ESOL teacher, Director of Studies,

Examinations Officer, Centre Exams Manager).

2. Have you prepared candidates for PET for Schools? YES/NO

3. Do you plan to prepare candidates for PET for Schools in the future? YES/NO

4. How have you used this report (e.g. to provide feedback to other teachers, forexamination practice, etc.)?

5. Which parts of this report did you find most useful?

6. Which parts were not so useful?

7. What extra information would you like to see included in this report?

8. (Optional) Your name ...............................................

Centre/School .............................

Thank you.

115310 PETfs Exam Report March 2010

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Transcript of 115310 PETfs Exam Report March 2010