wp oe CAMBRIDGE Experts in Language Assessment s xaminations Preliminary English Test Past Examination Papers December 2006Contents Paper 1 Reading and Writing: Question Paper and Answer Sheet Paper 2, Listening: Question Paper, Answer Sheet and Tapescript Paper 3 Speaking: Sample Test Materials Papersiand2 Answer Keys, Notes on Assessment and Sample Scripts Paper 3 Assessment Criteria Copyright. The contents of this publication are covered by international copyright law. All rights reserved; no part of this document may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written consent of University of Cambridge ESOL Examinations. Individuals and institutions who do not observe these copyright restrictions will be liable to prosecution. ©UCLES 2007 The British Centre Pardubice Pernstynske ném. 54 531.08 PardubiceCandidate Centre Number __Number Candidate Name UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS English for Speakers of Other Languages PRELIMINARY ENGLISH TEST 0090/1 PAPER 1 Reading and Writing Test 066 Friday 8 DECEMBER 2006 Moming 1 hour 30 minutes Additional materials: ‘Answer sheets Soft clean eraser Soft pencil (type B or HB is recommended) TIME = hour 30 minutes INSTRUCTIONS TO CANDIDATES Write your name, Centre number and can ite number in the spaces at the top of this page. Write these details on your answer sheets if they are not already printed. Answer all questions. Write your answers clearly on the separate answer sheets. Use a pencil. You may use the question paper for any rough work, but you must write your answers in pencil on the answer sheets. You will have no extra time for this, so you must finish in one and a half hours. At the end of the examination, you should hand in both the question paper and the answer sheets. INFORMATION FOR CANDIDATES READING ‘Questions 1-35 carry one mark. WRITING Questions 1-5 carry one mark. Part 2 (Question 6) carries five marks. Part 3 (Question 7 or 8) carries fifteen marks, This question paper consists of 14 printed pages and 2 blank pages. Pv 100208117 BUCLES 2006 Entry Level Certificate in English (ESOL) - Enty 3Questions 1-5 Look at the text in each question. What does it say? ‘Nothing of valu is Left iw this VOX at night — Answer: | 0 |i 2 ‘Mark the correct letter A, B or C on your answer sheet. A Valuable objects are removed at night. B_ Valuables should not be left in the van. © This van is locked at night. Tobe taken betwen meals at sixchourly intervals, up 10 thee times daily 2 Louise, Suzie rang. The photo shop has lost all her photos of your trip to Vienna and she'd like copies of yours. ‘Mum Itis essential A to wait six hours before having more of this medicine. B to take this medicine straight after meals. © tose this medicine more than three times a day. What should Louise do? A. take some new photos of Suzie B give Suzie some photos © help Suzie find her photosBasketball Training Professional coach available for pre-booked groups — 48 hours’ notice required Were staying at the Plaza Hotel. v's not the hotel we wanted but it doesn't matter because this one ls hearer the beach and Tim spending all my ‘time there, Sabring CHARLTON THEATRE Book early for Swan Lake to avoid Gisappointment as this is a popular show. Basketball players are only allowed to practise here if accompanied by a professional coach. Basketball training for groups is cancelled until further notice. ‘A basketball coach is available if a booking is ‘made far enough in advance. How does Sabrina feel about the Plaza Hotel? A. She's disappointed with B She wishes it was nearer the beach. She thinks it has an advantage. We regret that there are no tickets left for the early performance of Swan Lake. Ifyou want to see Swan Lake, buy your tickets as soon as possible. ‘Swan Lake is unfortunately cancelled due to disappointing ticket sales. [Turn overThe people below all want to buy an audiobook (a book recorded on CD). On the opposite page there are descriptions of eight CDs. Decide which CD would be the most suitable for the following people. For questions 6-10, mark the correct letter (A-H) on your answer sheet. David enjoys spending time in the countryside, exploring different locations and leaming about their past. He would enjoy listening to a description of somewhere that he could visit afterwards. Emile enjoys classical music and drama and is interested in history. He would like to listen to a serious CD that will give information about a particular period of history. Ysabelle has to drive a lot for her job. She is looking for some amusing fiction to listen to in the car and would like a story that lasts a long time. Omah is studying literature at university. He is particularly interested in modem poetry and would like to hear some of the poems he knows well being read aloud. Tamsin's favourite novels take place in the past, and she likes exciting stories that move fast. She would like a CD that's easy to listen to and doesn't last too long,Books recorded on CD Hafiz Hafiz was a 14th-century Persian poet, and on this audiobook his poems are read aloud to a background of instrumental music. Nataraja Kallio reads beautifully. This QD is a great introduction to the work of Hafiz. Coming Home Jane Brown decided to take a look at a house for sale near where she grew up. The beauty of the house ‘end the scenery around it amazed her. In this audiobook, she talks about local castles and ruins and ives lots of historical information about the area. Off the Page Ustening to poems is one of our most ancient traditions and many people still believe that it’s as important to listen to them as It is to read them. Here you can listen to some of the best poems from the 1980s to the present day. This is a great audiobook if you are short of time, as nothing In this collection lasts very long. Over the Horizon Tim falls in love at first sight wth Lily when he meets her on an 18th-century prison ship. The ship sinks, he rescues heer, and they run away together. The action builds throughout the story Listeners who enjoy historical adventure will ove this book. This is not serious fiction though, and it’s all over pretty quickly. Skulls and Skeletons ‘This recording about life in the 11" century was originally a radio series. In addition to the main text, some well-known musicians play instruments from the period, and some important documents and poetry of the time are read by actors. The Apple Tree The Lintons’ house has no water or electricity but the beautiful ‘countryside offers them peace and quiet. But when the Dobsons move in next door, things go frighteningly wrong. If you like mystery and suspense, and have plenty of time to listen, this is the novel for you Unlucky ‘When Mary Moreton throws herself into the back of George Bennet’s taxi, he falls instantly in love with her. However, she is already in love with someone else. Events move quickly after that and the novel is very funny. ‘You will need several hours for this audiobook but it’s great to listen to while you are busy with other jobs. Mother Learns to Drive ‘This is an amusing collection of true stories about growing up in the American countryside, In one particularly funny story, the author describes his mother learning to drive. This is a fairly long audiobook, but it is easy to listen to.Questions 11-20 Look at the sentences below about Tanya Streeter, a professional diver. Read the text on the opposite page to decide if each sentence is correct or incorrect. Ifitis correct, mark A on your answer sheet. Ifitis not correct, mark B on your answer sheet. Tanya Streeter’s world record in 2003 was the deepest she had ever dived. There were other people in the water with Tanya during her record-breaking dive. Tanya accepts that free-diving can be an extremely dangerous activity Tanya's training programme depends on the event she is preparing for. Most of Tanya's training takes place in the water. Tanya is careful to limit the number of training dives she does in a month. Tanya spends more time helping environmental organisations than appearing in advertisements. Tanya's interest in the natural world started at an early age. ‘Tanya has found that being famous has its advantages. Because she started free-diving fairly late, Tanya feels her sports career may be short.Free-diving in the Caribbean Tanya Streeter holds four world records in free-diving, the sport in which ‘competitors reach extraordinary depths on only one breath of air. In 2003, Tanya Streeter made history when she became the first person to dive 120 metres into the ocean while holding her breath, and come back up to the top without help. She had been deeper a year before but on that ‘occasion she swam back up using a balloon. ‘This time, however, she held her breath for over three and a half ‘minutes, which made her the only female in any sport to Bretk the world record of a man. A team of fourteen ‘safety divers at different depths watched the dive. Following reports of several serious accidents involving other divers, some people have complained that free-diving, is too dangerous a sport, but Tanya doesn’t agree, insisting that safety is the most important thing, followed closely by training. Most free-divers concentrate on one or two types of event within the sport, but whatever Tanya is in training for, her practice timetable remains the same. ‘Two thirds of the programme is spent doing land-based training at the gym, with the rest divided between the pool and the ocean. She uses an exercise bike to help improve the fitness of her heart. However, she doesn’t run, whether outdoors of on running machines, because she doesn’t want to injure her knees. Instead, she finds that fast walking is a very good way to build her fitness. When she starts doing practice dives, she generally travels away ftom home, She aims to do fourteen dives over a four-week period, with a rest day between each diving day. It is essential that she doesn’t get tired because that could ruin all the preparation, When Tanya is not preparing for an event, she makes frequent public appearances, mainly to advertise sports products. She has also supported environmental organisations, for example doing research projects ot making films. Spending her childhood on the Caribbean island of Grand ‘Cayman, she went swimming whenever she could, and long afternoons were spent exploring rock pools in order to watch the sea life. ‘Tanya says that her life today is like living her childhood dreams. Because she is well-known in some countries, she thinks people are prepared to listen to her when she is talking about environmental issues. As for the future, Tanya, who is now in her thirties, says she plans to keep breaking her own world records. As she didn’t take up free-diving until she was twenty-five, Tanya is keen to stress that she doesn’t intend to retire from the sport for many years to come. [Turn overQuestions 21-25 Read the text and questions below. For each question, mark the correct letter A, B, C or D on your answer sheet. Little Chefs For one group of children aged between ten and fifteen, Saturdays are spent learning the art of serious cooking. Their weekly lessons in small classes are so popular that there is a waiting list of 30 children who want to do the course. Parents pay £280 for the course where their children can have fun and learn how to make good food. Class member Bill, aged ten, says, ‘I love my mum's cooking and now I can do it better than her. The teachers make us laugh, especially when we sit down with them to share the food we've made.’ Flora is twelve, and she’s having problems preparing onions. ‘I love cooking. I did a meal for ten friends which they really enjoyed. Then my mum suggested I take up a hobby, instead of doing nothing at weekends. I was happy staying at home, so | wasn’t too keen at first. I'm really glad I decided to come, though.’ ‘Their teacher, Philippe, says, ‘It’s great fun. Children pay attention and remember things better than adults, although the kitchen isn’t always as tidy when they're cooking! As adults, we're always learning more about food. If parents interest their children in cooking while they are young, they'll have enough skill to make food for themselves when they leave home.’ What is the writer trying to do in the text? ‘A. warn parents not to expect too much from their children B advertise schools that teach people how to cook © describe how some children spend their spare time D__ explain why parents want to learn more about cooking What can a reader find out from this text? which dishes students prefer to cook on the course why the classes are so successful how much one lesson costs when the next classes begin23. Why did Flora join the course? A B c D Her friends persuaded her to do it. ‘She wanted to learn to cook a big meal. ‘She felt bored at weekends, with nothing to do. Her mother wanted her to develop an interest. 24 What does Philippe say about his young students? A B c D ‘They will be confident about cooking in the future. They have a good memory but don't always listen. They keep the kitchen cleaner than adults do. They teach their parents what they have learnt in class. 25 What would one of Philippe's students say to a friend? We made onion soup | go every Saturday, and yesterday. The course is now I can cook a6 wells my great, although there are rum. I'm ten, and 'm-the 30 people in. my class. oldest. It’s great. No one's over 15 {was on a waiting list For and the food looks delicious. | gee, but now lim on the Just wish we could eat te course. Last week | cut up together instead of tal ‘some onions — it was haral home. [Turn overQuest Read the text below and choose the correct word for each space. For each question, mark the correct letter A, B, C or D on your answer sheet. ns 26-35 Example: oO A on B in c at D to answer [oA 2,2, San Francisco San Francisco lies (0) .. . the coast of northern California, ‘The earliest Europeans to discover the (26) were led by a Spanish explorer (27) name was Gaspar de Portola. He first saw it in 1769. Surprisingly, (28) . San Francisco Bay is a wonderful natural harbour, it was discovered by land (29) ... than by sea. In 1849, people (30) in San Francisco in their thousands (31). . to find gold. However, it was not the men looking for the gold that got rich, The richest people (32) . their money from owning banks and law firms and they built themselves large houses on one of the hills. This was (33) .. as Nob Hill. Nowadays, tourists are (34) . to San Francisco because there they can see famous places like Chinatown and the Golden Gate Bridge. Many even (85) ............ the short boat trip to the island of Alcatraz to see the former prison.part whose unless instead arrived hoping became called attracted spend space what although apart entered considering made named pleased go Position which despite rather approached depending brought known [Turn over12 Writing Part1 Questions 1-5 Here are some sentences about a camping holiday. For each question, complete the second sentence so that it means the same as the first. Use no more than three words. Write only the missing words on your answer sheet. ‘You may use this page for any rough work. Example: 0 Sebastian had never been camping before. This was .. 4 .w» Sebastian had been camping. Answer: the firet time The campsite was not far from the sea. The campsite was quite .... Sebastian asked the manager where the showers were, ‘Sebastian asked the manager, ‘Where . Sebastian succeeded in putting up the tent on his own. Sebastian was able cescssesseitesisiisissssee Up the tent on his own, Sebastian and his friends went swimming every day. Every day Sebastian went swimming and ... Ee soso Gid his friends. The sea was warmer than they had expected. The sea was not as ...... aoe they had expected.Question 6 You are going to miss your English class tomorrow. Write a note to your English teacher. In your note, you should * apologise for missing tomorrow's class explain why you can't be there ‘suggest what you could do to cover the work you miss. Waite 35-45 words on your answer sheet. ‘The British Cen Perstynsi $81.08 Pardubice te Pardubice nd, 5414 Part 3 Write an answer to one of the questions (7 or 8) in this part. Write your answer in about 100 words on your answer sheet. Mark the question number in the box at the top of your answer sheet. Question 7 This is part of a letter you receive from an English penfriend. I've just bought some new trousers. They're black and | really like them, Tell me about the clothes you like wearing. Do you enjoy shopping for clothes? Now write a letter to your penfriend about clothes. Write your letter on your answer sheet. Question 8 * Your English teacher has asked you to write a story. This is the ttle for your story: The lost suitcase Write your story on your answer sheet.UNIVERSITY of CAMBRIDGE ESOL Examinations Candidate Name Weotaresy pa wrens aes opie ene™ Candidate Signature Examination Title Centro ‘Supervisor: ‘tne canta ABSENT ors WITHDRAWN std ire <> Centre No. Candidate Examination Details No. Pele PET Paper 1 Reading and Writing Candidate Answer Sheet 1 Instructions Use a PENCIL (8 or HB). Rub out any answer you want to change with an eraser. For Reading: Mark ONE letter for each question. For example, if you think A is the right answer to the question, mark your answer sheet like this: aiAB 19, AB [20] 4B Part 4 Part 2 Part3| | Part4 Part 5 ABC ABCDEFGH | 1 6/ABSOEESH | 2a [7 /SESREF GH) see) |s |ABSREESH ME, s|ASSREESH) Bleee, PolABSOEESH Continue on the other side of this sheet —> PerRw? ‘DP«977369For Writing (Parts 1 and 2): Write your answers clearly in the spaces provided. [Part 1: write your answers below. ne 4 410 2 aio 3 ieee 4 Lege: 5 Put your answer to Writing Part 3 on Answer Sheet 2 ==> Do not write below (xsnne: use)(8) UNIVERSITY of CAMBRIDGE. -_ ESOL Examinations HH EERE | Candidate Name Centre No, oot mey peta we nae Candidate Signature Candidate No. Examination Title Centre ‘Supervisor: to candi e ABSENT ors WITHDRAWN ota toe PET Paper 1 Reading and Wi Candidate Instructions: Write your answer to Writing Part 3 on the other side of this sheet. Use a PENCIL (B or HB). ‘This section for use by FIRST Examiner only Mark: LESS ez 2 2 sie 2 3] Examiner Number: Ot Per RW? ‘DP#92/300 |ing here amp Yor 8 Mark the number of the question you are answer Write your answer below. Part 3:Candidate Centre Number__Number Candidate Nome [ UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS English for Speakers of Other Languages PRELIMINARY ENGLISH TEST 0090/2 PAPER 2 Listening Test 066 Friday 8 DECEMBER 2006 Moming Approx. 35 minutes (including 6 minutes transfer time) ‘Additional materials: ‘Answer sheet Soft clean eraser ‘Soft pencil (type B or HB is recommended) TIME Approx. 35 minutes (including 6 minutes transfer time) INSTRUCTIONS TO CANDIDATES Write your name, Centre number and candidate number in the spaces at the top of this page. Write these details on your answer sheet if they are not already printed. Answer all questions. Write your answers on the question paper. You will have six minutes at the end of the test to copy your answers, in pencil, onto the separate answer sheet. At the end of the examination, hand in both the question paper and the answer sheet. INFORMATION FOR CANDIDATES There are four parts to the test. Each question in this paper carries one mark. You will hear each part twice. For each part of the test there will be time for you to look through the questions and time for you to check your answers. This question paper consists of 7 printed pages and 1 blank page. evi 100720317 OUCLES 2006 Entry Lovel Certicat in English (ESOL) - Enty [Turn overQuestions 1-7 There are seven questions in this part. For each question there are three pictures and a short recording. Choose the correct picture and put a tick (“) in the box below it. Example: Where did the man leave his camera? aly B c 1 Which of Miranda's things will Lucy be able to use? 2 What can't the woman find?3. Which ring has the woman lost? BN ha yy [Turn over6 Where will the party be? A 7 What did the man buy?Questions 8-13 You will hear a man called Paul Hart talking about his trip to Africa with a team of scientists. For each question, put a tick (7) in the correct box, 410 "1 12 13 Why did Paul choose the part of Africa he visited? What made the team's journey slow? What did Paul worry about during the trip? Paul says that the team didn't have ‘enough food because Why were the team grateful to a fisherman they met? How does Paul feel now he is back home? > a> Itis good for walking. Itwill soon change. He had been there before. clearing paths through the forest finding somewhere safe to camp carrying heavy equipment the number of dangerous animals Getting the information he needed being responsible for a team of people some people ate more than they should. the walk took longer than expected. ‘some of the food went bad too quickly. He let everyone rest on his boat. He helped one of them who was ill. He told them which direction to take. He is planning to do another trip. fz] He misses the people in the team. He thinks the trip was a valuable OO experience, [Turn overQuestions 14-19 You will hear a woman talking about flights in a hot-air balloon. For each question, fill in the missing information in the numbered space. Hot-air Balloon Flights Children under 12 must be with an adult. All passengers need to be (14) .. Balloon flights are best when there are light winds, no (15) .. and a clear sky. Passengers need to wear outdoor clothes and (16) .. Flights travel between 5 and 30 kilometres. Paeeengers return to the airfield in a (17) . Flights are available from the month of (18) .. ... each year, For booking and information, phone (19) .. : or visit www.hotairballoons.comQuestions 20-25 Look at the six sentences for this part. You will hear a conversation between a girl called Ella, and her father, about the school holidays. Decide if each sentence is correct or incorrect. Ifitis correct, put a tick (v’) in the box under A for YES. Ifit is not correct, put a tick (7) in the box under B for NO. Ella and her father both think she has worked hard. Ella is happy to be alone during the holidays. Ella has a lot in common with her friends. ‘The family’s last camping trip was unsuccessful. ‘Someone has asked Ellla to look after a horse in the holidays. Ella's father is keen for her to spend the holidays relaxing.ESOL Examinations (s UNIVERSITY of CAMBRIDGE FEET i] Gandlidate Name Centre No. Candidate Signature Candidate No. joseph Examination Title Examination Details Centre ‘Supervisor: tnt cans ABSENT orias WITHDRAWN shoda nite PET Paper 2 Listening Candidate Answer Sheet ‘You must transfer all your answers from the Listening Question Paper to this answer sheet. Instructions Use a PENCIL (B or HB), Rub out any answer you want to change with an eraser. For Parts 4, 2 and 4: Mark ONE letter for each question. For example, if you think A is the right answer to the question, mark your answer sheet like this: For Part 3: Write your answers clearly in the spaces next to the numbers (14 to 19) like this:PET December 2006 PET PAPER 2 LISTENING TEST Part One 1. Which of Miranda’s things will Lucy be able to use? Woman: Lucy's joining the tennis club, so thatll be more equipment | have to buy Man: Oh well, don't waste too much money. We bought Miranda everything, but then she only went once because she didn't like the teacher. Actually, | think we've still got some of it somewhere. There's a box of balls in the cupboard certainly, but she gave her cousin the racket, and she wears the shoes for other things. But | could look in the cupboard and give you what's there. Woman: Oh thanks, that'd be great. That would be really helpful. 2 What can't the woman find? Woman: —_I'm going to mend and paint the shelves in your bedroom joday. Man: Great, mum. Anything | can do to help? Woman: Yes, can you go to the shop and get me a new paint brush — this one's too old. But before you do that, ask your father what he's done with the hammer - I've looked everywhere for it. There was nothing in the toolbox except this pair of scissors which | lost months ago! 3 Which ring has the woman lost? Woman: | wonder if you can help me? | ate here in this restaurant last night, and | think | left my ring in the bathroom when | washed my hands. Have you seen it? It's got a square bluey-green stone with lots of smaller stones round it. It's quite valuable but that's not the point — it was my grandmother's and I'd hate to lose it. 4 What time did the girl arri Man: Sorry I'm late - have you been here long? Woman: Well... not really, about five or ten minutes perhaps. | left home at five past six and got here at exactly quarter to seven.Man: PET December 2006 Well... if we hurry, we'll still make it for the beginning of the film at seven. 5 What will be on television at 10 o'clock this evening? Here is an announcement about a change to our advertised programmes this evening. The football match between Spain and Hungary is now going to finish later than expected. When the match ends at 10.30, our programmes will continue as planned with a visit to an open air rock concert. But ‘The Blue World' programme about life under the sea, which was due to begin at 10.00 o'clock this evening will now be shown next week instead. 6 Where will the party be? Man: What time are we leaving for Maria's party tonight? Not too early. It'll only take ten minutes to get to the nightclub. ‘Oh, | thought we were all meeting at the outdoor concert? There’s been a change of plan. The two of us are meeting Maria at the club. We've told her the party's there. But the other guests will go to her flat and prepare everything while we keep Maria busy. We'll take her back there after about an hour - she will be surprised! 7 What did the man buy? Woman: Oh, good, you're home! Did you get all the shopping? How about the orange juice? Well, actually, at first | thought the shop didn’t have any orange juice. | was thinking we'd have to manage without. Then | realised they'd moved it to a different shelf. | hope this is enough. Don’t worry, that's plenty. Did you find the grapes? Yes, there were lots of grapes. Only they looked a bit sour, so | got strawberries instead. They were a bit expensive, though.Part Two. Woman: Paul: PET December 2006 With us today, to tell us about his trip across Africa, is the biologist Paul Hart. We started on the east coast and travelled on foot across Africa to Gabon in the west, collecting plants and flowers along the way. It wasn't easy, but my route crossed a region rich in plants and | chose it because it won't stay that way for long when more roads are built. It was my only chance to get important information about the natural life of the area. | had a team of eleven scientists. We walked from six in the morning, but the forest was so thick it took hours to cut our way through it, and some days we only walked one kilometre before dark. Fortunately, we carried special equipment that was very light and we took as little food as possible. But we were always tired when we put the tents up at night. ‘Sometimes we saw elephants or lions. They were amazing to watch and never attacked us. Every day, | collected plants and added to my notes. There was so much new information to write down. There were, of course, some low points, especially when | got anxious about the team. It was my job to make sure everyone got home safely. Towards the end of the trip, | suddenly discovered one day that the food had nearly all gone. It was strange because we'd brought enough dried food with us to last the trip — food that wouldn't ever go bad — and we'd stopped at villages for fresh food too. But then | found that some of the team had eaten much more than they were supposed to. | was angry with them because it was a silly thing to do. Then we started walking again. There were no maps for the area, but we had a local guide. Then one of the team got sick and we couldn't go any further. We let him rest, but he got much worse. Thankfully his life was saved by a fisherman who came along the river in a boat and took him to a doctor in the nearest village. Finally, | returned home, and I'm back with my family and friends. | really missed them while | was away. But | learnt so much on the trip and I'm really glad | went. | was asked to go on another trip — this time to Australia — but | said that | couldn't because I'm busy here in London. And | think I've done enough travelling.PET December 2006 Part Three Woman: If you're looking for an extra special present for yourself or a friend, why not book a flight in a hot air balloon! These exciting trips give you the chance to enjoy a really unusual view of the countryside. Children under 12 must be accompanied by an adult. There’s no upper age limit and everyone is welcome. However, it is essential that all passengers are fit. This is because you will have to climb in and out of the basket under the balloon. For a successful flight we need light winds. It's also important that there's no rain and that we have a clear sky. If there is too much cloud we'll cancel the flight and re-arrange it for another date. The temperature in the air is similar to that on the ground so you should wear casual outdoor clothes. Also, you must remember to wear boots. That's because you may have to walk in fields that are wet and dirty at the end of the trip! The direction the flight takes depends on the wind. The pilot will choose a suitable landing place which may be between 5 and 30 kilometres from the airfield we start from. But don't worry because transport is provided — a mini-bus will collect you. You won’t have to walk all the way back to the airfield! All our flights take place in the evening and departure times depend on when the sun sets. The season starts in March, and in May, for example, the flights would be at 6.00 p.m. The last flights are in October, and after that we close for the winter. If you'd like to book a flight or to receive more information about hot air balloons, just call 01252, double 8, 492, or visit our website www.hotairballoons.com. It'll be a trip you'll never forget...PET December 2006 Part Four Father: Ella: Ella: Father: Ella: Father: Ella: Father: Ella: Father: So Ella, the holidays at last! What are you going to do for the next three weeks? Nothing, just relax, I've been so busy at school recently, what with my ‘exams and everything; | just want to relax for a while. Well, yes you have done a lot of studying, but surely you want to do something in the holidays... | don't know... have some friends round perhaps or maybe we could all go camping for a few nights? Mmm... | always have friends round in term time; I'd just like to have some time to myself. Oh, I see. Anyway, to be honest, | need a break from my friends. All they ever do is talk about pop-stars and make-up. None of them seem to be interested in my kind of things. OK then. How about you, your brother Alex and me going off to the beach for a couple of days; you know Alex loves camping and | could easily take some time off work... Dad, it's spring! The sea will be freezing and there'll probably be a gale blowing, like last time, when we had to come home early because our tent got flooded! No way! | just want to relax in my warm, cosy bedroom thanks! Yes, but you need to get out and get some fresh air. | know... | thought you were going to help Mr Atkins with that new horse he's bought. What happened to that idea? Well, I'd love to do that this holiday, but when | asked him about it he said that he thought | was perhaps too young to look after a horse on my own. "Maybe next year" he said Well, | give up! Don't get to the end of the holiday and complain that you've been bored with just sitting around all the time! Nothing | suggest seemsPET December 2006 Preliminary English Test Speaking Test Part 4 (2-3 minutes) Phase 1 Interlocutor AJB Good morning / afternoon / evening. Can I have your mark sheets, please? (Hand over the mark sheets to the Assessor.) AB I'm and t He / she is just going to listen to us. A Now, what's your name? Thank you. B And, what's your name? Thank you. Back-up prompts B | Candidate B, what's your surname? How do you write your How do you spell it? family / Second name? Thank you. A__| And Candidate A, what's your surname? How do you spell it? Thank you. (Ask the following questions. Ask A first.) Where do you live / come from? Do you live in ...? Do you work or are you a student in ....? Have you got a job? What do you do / study? What job do you do? / What subject(s) do you study? Thank you. (Repeat for B.)PET December 2006 Phase 2 (Select one or more questions from the list to ask each candidate. Ask Candidate B first.) Back-up prompts Do you enjoy studying English? Why (not)? Do you like studying English? Do you think that English will be useful for you Will you use English in the future? in the future? What did you do yesterday evening / last Did you do anything yesterday evening / weekend? last weekend? What? ‘What do you enjoy doing in your free time? What do you like to do in your free time? Thank you. (Introduction to Part 2) In the next part, you are going to talk to each other.PET December 2006 he een 9) Speaking Test 1 (T-shirt Design) Interlocutor Time Say to both candidates: ‘tm going to describe a situation to you. The members of an English Language Club would like to have their own special T= shirt. Talk together about the different things they can put on the T-shirt and decide ‘which one would be best. Here is a picture with some ideas to help you. Place Part 2 booklet, open at Task 1, in front of candidates. Pause til say that again. ‘The members of an English Language Club would like to have their own special T= shirt. Talk together about the different things they can put on the T-shirt and decide which one would be best. All right? Talk together. Allow the candidates enough time to complete the task without intervention. Prompt only if necessary. ‘Thank you. Can | have the booklet please? Retrieve Part 2 booklot. About 2 - 3 minutes (including time to assimilate the information)8 g z 5 3 & 5 2PET December 2006 buss uli) Speaking Test 1 (People and Photographs) Interlocutor (Candidate A) Interlocutor (Candidate B) Say to both candidates: Now, I'd like each of you to talk on your own about something. I'm going to give each of you a picture of people and photographs. Candidate A, here is your picture. (Place Part 3 booklet, open al Task 1A in front of Candidate A.) Please show it to Candidate B, but I'd ike you to talk about it. Candidate B, you just listen. Il give you your picture in a moment. Candidate A, please tell us what you can see in your picture. Approximately one minute IF there is a need to intervene, prompts rather than direct questions should be used. ‘Thank you. Can | have the booklet please? Retrieve booklet 3 from Candidate A. Now, Candidate B, here is your picture. It also shows someone with photographs. (Place Part 3 booklet, open at Task 1B in front of Candidate B.) Please show it to Candidate A and tell us what you can see in the picture. Approximately one minute ‘Thank you. Can | have the booklet please? Retrieve booklet 3 from Candidate B. | Part4 (minutes) | 4 (3 minutes) Interlocutor Say fo both candidates: Your pictures showed people and photographs. Now, 'd like you to talk together about the type of photographs you lite to look at, and the type of photographs you like to keep. ‘Allow the candidates enough time to complete the task without intervention Prompt only necessary. Backup Prompts 4. Talk about he photograph Thank you. That's the end of the test. Janeuwoen: 2, Talk about the photographs ou like to Keep, a. Takk about he ype of i photogrephs you dislike, Time Parts 38 4 should take about 6 minutes together. |, photograph you i photographs you take.- —— q 1B 1A PET December 2006In Reading, Questions 1-35 (Parts 1-5) carry one mark each. In Writing, Questions 1-5 (Part 1) carry ‘one mark each, Question 6 (Part 2) carries 5 marks, and Question 7 or 8 (Part 3) carries 15 marks. The total score is adjusted so that this paper comprises 50% of the marks for the whole examination. woom> aeons PAPERS 1 and 2: ANSWER KEYS Paper 4: Reading Part 2 Part 3 Part 4 6 c 1 B 2 7 B 12 A 22 8 F 13 B 23 9 E 14 B 24 10 G 15 8 25 16 A 17 B 18 A 19 A 20 B Paper 4: Writing, Part 1 near/close to are the to put so cold as o>roao PET December 2006 Part 5 26 aT 30 31 32 33 34 35 >wnoDOmBDOD>There are 5 marks for Part 2. Candidates at this level are not expected to produce faultless English, 5 marks, a candidate should write a cohesive message clearly communicating all three but, to achieve content points. PET December 2006 Paper 4: Writing, Part 2 Task Specific Mark Scheme for Writing Part 2 apology {or missing the English class tomorrow reason why candidate cannot attend the class suggestion of what candidate can do to cover the work missed General Mark Scheme for Writing Part 2 Mark Criteria All content elements covered appropriately. Message clearly communicated to reader. All content elements adequately dealt with. ¢ Message communicated successfully, on the whole. All content elements attempted. Message requires some effort by the reader. OR One content element omitted but others clearly communicated. Two content elements omitted, or unsuccessfully dealt with. Message only partly communicated to reader. OR Script may be slightly short (20-25 words) Little relevant content and/or message requires excessive effort by the reader, or short (10-19 words). Totally irrelevant or totally incomprehensible or too short (under 10 words).PET December 2006 Writing, Part 3 Pape Mark Scheme for Writing Part 3 ‘The Mark Scheme summarises the content, organisation and cohesion, range of structures and vocabulary, and general effect on the target reader. The band scores are subdivided into three further points within each band, giving a total of 15, available marks, The Mark Scheme is interpreted at Council of Europe Threshold Level (B1). ‘A summary of the Mark Scheme is given below. Examiners work with a more detailed version, which is subject to updating. Band 5 - the candidate's writing fully achieves the desired effect on the target reader. The use of language will be confident and ambitious for the level, including a wide range of structures and vocabulary within the task set. Coherence, within the constraints of the level, will be achieved by the Use of simple linking devices, and the response will be well organised. Errors which do occur will be 1or and non-impeding, perhaps due to ambitious attempts at more complex language. Overall, no effort will be required of the reader. Band 4 — the candidate's writing will achieve the desired effect on the target reader. The use of language will be fairly ambitious for the level, including a range of structures and vocabulary within the task set. There will be some linking of sentences and evidence of organisation. Some errors will ‘occur, although these will be generally non-impeding. Overall, only a little effort will be required of the reader. Band 3 — the candidate's writing may struggle at times to achieve the desired effect on the target reader. The use of language, including the range of structure and vocabulary, will be unambitious, or, if ambitious, it will be flawed. There will be some attempt at organisation but the linking of sentences will not always be maintained. A number of errors may be present, although these will be mostly non- impeding. Overall, some effort will be required of the reader. Band 2 - the candidate's writing struggles to achieve the desired effect on the target reader. The use of language, including the range of structure and vocabulary, will tend to be simplistic, limited, or repetitive. The response may be incoherent, and include erratic use of punctuation. There will be numerous errors which will sometimes impede communication. Overall, considerable effort will be required of the reader. Band 4 - the candidate's writing has a negative effect on the target reader. The use of language will be severely restricted, and there will be no evidence of a range of structures and vocabulary. The response will be seriously incoherent, and may include an absence of punctuation. Language will be very poorly controlled and the response will be difficult to understand. Overall, excessive effort will be required of the reader. Band 0 — there may be too little language for assessment, or the response may be totally illegible; the content may be impossible to understand, or completely irrelevant to the task.PET December 2006 Question 6 Script A Dear teacher, Tam going to miss the class tomorrow and I would like to tell you that I'm really sorry. I can't be there because T am going to the doctor at ten o'clock. spoke yesterday with Carlie, she is going to me my work. Question 6 Points 1 and 2 are clearly dealt with, but point 3 is somewhat confused. Question 6 Dear Mary I should apologise, I'm missing tomorrow's class, I can't be there because I'm il, After 2 or 3 days I thing Tm OK, Could you do to cover the work by Franck. Thanks a lot Christian Question 6 Script B All content elements are attempted, but the message requires some effort by the reader. Mark 3PET December 2006 Question 6 Script Dear Mr Dupont Tam sorry but I am going to miss the class tomorrow. I must go to the doctor at 9.00 am because I brocken my finger between the door and the sofa. Could you please give the work that I will miss to Julie who could give me it tomorrow at lunch. ‘Thank you in advance Martine. Question 6 Script C Very good text — all points covered and clearly communicated to the reader. Mark 5 Question 6 Script D Good Morning, Tomorrow, Tim not going to the classe. Im not Happy. Im not learn my English. It's my favorite course. Tim very silk. But Tm fixed a metting with a student of my classe. he's going to give a cours, on the lecon thu I missed. Good afternoon Script D incomprehensible; point 3 very weak. Mark 1PET December 2006 Question 7 Script A Hi Barbara Tm very glad to receive your letter. T didn't hear you for long time. When T saw you last time you prefer wearing red colour but I think it is good idea change your minght. Black trousers is more fashinable. What ‘about me? T always go shopping when T am free although I haven't much money. I living in the close ‘shopping centre where it is big sale for a smart clothes. Anyway I would like to invite you and enjoy together. look forward to seeing from you. Bye (signature) ‘QUESTION 7 Script A ATTEMPT: Adequate attempt. LANGUAGE! Ambitious but flawed language, ¢.g.: ‘think it is good idea change your AMBITION: minght. RANGE: Adequate range of structures and vocabulary, e.g. ‘Anyway | would like to invite you’, ‘smart clothes’. ORGANISATION & — Some linking of ideas with ‘when’ and ‘but’. COHESION: ACCURACY: A number of errors, mostly non-imp fashinable’. , €.9.: ‘Black trousers is more TARGET READER! Requires some effort. EFFORT: CONTENT: On task. BAND: 3Cheryl, PET December 2006 Script B a lot for your lovely letter! I also like shopping for clothes but during the sales I never find my Usually, T like wearing jeans and jumpers and T often buy them in black since I really like this colour. ‘My mother wanted to buy me some clothes for Christmas so I have been looking for some nice clothes for ‘the last two weeks and I think T will ask her a blue polo-neck I saw in a shop last week. Thope you are feeling well. Take care Xxx (Gignature) QUESTION 7 ATTEMPT: LANGUAGE/ AMBITION: RANGE: ORGANISATION & COHESION: ACCURACY: TARGET READER! EFFORT: CONTENT: Very good attempt. Confident and ambitious. Wide range of structures and vocabulary within the task set, @.g.: ‘I have been looking for some nice clothes for the last two weeks’, ‘polo-neck’. Well-organised and coherent, through use of linking devices, e.g.: ‘since’, ‘also’ Very few errors. No effort required. On task.Question 7 Hi Dear friend PET December 2006 Script C T hope you are fine friend T am also fine. I bought a clothes last week becaus I found in supermarke I was looking very beutiful when I saw first time I really had a wish to buy and its colour is black and T told u befor black is my faverta colour and when I have been in the supermarke I saw a lots of clouthes but that was the only one I chose becaus T like to wear black dress you know ay way Let me know how are you what about you what did you buy when you have been last time on shopping OK take care and rember me. May you live long (signature) QUESTION 7 ATTEMPT: LANGUAGE/ AMBITION: RANGE: ORGANISATION & COHESION: ACCURACY: TARGET READER! EFFORT: CONTENT: Script C Inadequate. Language is unambitious with inadequate range of structure and vocabulary, e.g.: '...and its colour is black and | told u befor black is my faverta colour and Absence of punctuation leads to some incoherence, e.g.: ‘Let me know how are you what about you what did you buy when you have been last time on shopping Quite a few errors, mostly non-impeding, and spelling, e.g.: faverta’, ‘clouthes’, ‘beutiful’, ‘befor’ rable effort required.lost suitcase’ PET December 2006 Script A ‘was the last day of December. Everywhere was covered by snow. Rorry was waitting for train. He had ‘to go to city and buy some medicine for his mother. Finally he jumped up to the train and set next to a serious man who left the train in the next station, Sudenly Rorry saw his suitcase which was left in the train, He didn't know what he should do. In the one hand he wanted to come back to his mother as soon as possible, on the other hand he felt responsibility for that suitcase. Finally he decided to caught the man ‘and give him the suitcase. When he gave the suitcase to the man, he was so supprised because there were alot of money and some important documents in that. So the man decided to give Rorry a reward and when he introduced himself, Rorry found that he was his mum's doctor. So he didn't had to city. He was so happy and asked the doctor to go to his home. QUESTION 8 ATTEMPT: LANGUAGE/ AMBITION: RANG! ORGANISATION & COHESION: ACCURACY: TARGET READER! EFFORT: CONTENT: Good attempt. Fairly ambitious, e.g.: ‘He felt responsibility for that suitcase .... More than adequate range of structures, e.g.: ‘Rorry saw hit suitcase which was left’, ‘give Rorry a reward’. Coherent narrative structure with some linking, e.g.: ‘finally’, ‘on the other hand’. ‘Some errors, generally non-impeding, e.g.: ‘Rorry was waiting’, ‘sudenly’. Only a little effort required. On task.Question 8 PET December 2006 Script B The lost suitcase ‘Tom was 18 years old he came to London to complet his study in Oxford college he met a girl from his cantry study with hem in the same course day after day the feel love with hear and he ask hear to be his girlfriend after for year Tom and his girlfriend went back to there cantry. Tom was cary three suitcase when they arrive in the earbort he didn’t found The Thered suitcase. He get angry and start looking every where he foundet after one houre. We bring the same suitcase in his girlfriend bearthday and he oben ‘the suitcase and give his gir! frind a butiful driss for there widing. QUESTION 8 ATTEMPT: LANGUAGE/ AMBITION: RANGE: ORGANISATION & COHESION: ACCURACY: TARGET READER! EFFORT: CONTENT: ‘Script B Inadequate attempt. Although the language may show signs of ambition, it is very flawed and frequently difficult to interpret, leading to incoherence. The numerous errors frequently impede communication although there are a few comprehensible phrases, e.g.: “... met a girl from his cantry .. Requires considerable effort. On task.PET December 2006 Script © ‘THE LOST SUITCASE ISE WAS CALM AND DARK WHEN MARK ARRIVED HOME ‘ON A SCHOOL TRIP TO SPAIN AND EVERYTHING SEEMED TO BE OKAY TILL THE WHEN HE FOUND THAT HE HAD LOST HIS SUITCASE. THINKING ABOUT WHAT TO SAY TO PARENTS ALL HIS WAY HOME, BUT HE DIDN'T yer. MINUTES THE DOOR WAS OPENED AGAIN. IT WAS HIS MUM WHO WAS ARRIVING. SAID, ‘I WANTED SURPRISE YOU AND GIVE YOU A LIFT HOME FROM THE AIRPORT, BUT T FIND YOU ANYWHERE. THE ONLY THING I FOUND IS YOUR SUITCASE.” JAS SO GLAD THAT HE STARTED SMILE AND WAS SMILING FOR NEXT TWENTY Very good attempt. Confident and natural language with good use of direct speech. Wide range of structures, particularly tenses, e.g.: | COULDN'T FIND YOU ANYWHERE. THE ONLY THING I FOUND IS YOUR SUITCASE’. Coherent narrative, with good use of simple linkers, e.g.: ‘WHEN’, ‘TILL’, ‘AFTER’. Errors are minor and non-impeding, e.g.: ‘I WANTED SURPRISE YOU’ and articles. No effort required. On task.PET December 2006 Part 3 8 fit 9 {no) rain(ing) 10 (to use/wear) boot(s) 1 (mini)(-)bus(es) 12 March 13 01252 88492 In Part 3 bracketed words do not have to appear in the answer. Each question carries one mark. This gives a total of 25 marks, which represents 25% of the total marks for the whole examination,PET December 2006 Assessment Criteria for the Speaking Test Assessment ‘Throughout the test, candidates are assessed on their language skills, not their personality intelligence or knowledge of the world. They must, however, be prepared to develop the conversation, where ‘appropriate, and respond to the tasks set. Prepared speeches are not acceptable. Candidates are assessed on their own individual performance and not in relation to each other. Both ‘examiners assess the candidates according to criteria which are interpreted at PET level. The interlocutor awards a mark for Global Achievement, whilst the assessor awards marks according to four analytical criteria: Grammar and Vocabulary, Discourse Management, Pronunciation and Interactive ‘Communication. Grammar and Vocabulary This scale refers to the accurate and appropriate use of grammatical forms and vocabulary. It also includes the range of both grammatical forms and vocabulary. Performance is viewed in terms of the overall effectiveness of the language used in dealing with the tasks. Discourse Management This scale refers to the coherence, extent and relevance of each candidate's individual contribution. On this scale the candidate's ability to maintain a coherent flow of language is assessed, either within a single utterance or over a string of utterances. Also assessed here is how relevant the contributions are to what has gone before. Pronunciation This scale refers to the candidate's ability to produce comprehensible utterances to fulfl the task requirements. This includes stress, rhythm and intonation, as well as individual sounds. Examiners put themselves in the position of the non-language specialist and assess the overall impact of the pronunciation and the degree of effort required to understand the candidate. Different varieties of English, eg. British, North American, Australian, etc. are acceptable, provided they are used consistently throughout the test. Interactive Communication This scale refers to the candidate's ability to use language to achieve meaningful communication. This includes initiating and responding without undue hesitation, the ability to use interactive strategies to maintain or repair communication, and sensitivity to the norms of turn-taking. Global Achievement This scale refers to the candidate's overall effectiveness in dealing with the tasks in the four separate parts of the PET Speaking Test. The global mark is an independent impression mark which reflects the assessment of the candidate's performance from the interlocutor’s perspective. The interlocutor gives one global mark for each candidate's performance across all parts of the test. Marking ‘As mentioned above, assessment is based on performance in the whole test, and is not related to performance in particular parts of the test. The assessor awards marks for each of the four criteria listed above. The interlocutor awards each candidate one global mark. The total marks awarded for PET speaking are weighted to represent 25% of the total for the whole paper.PET December 2006 Cambridge ESOL Common Scale for Speaking CPE LEVEL C2 Fully operational command of the spoken language. Able to handle communication in most situations, including unfamiliar or unexpected ones. Able to use accurate and appropriate linguistic resources to express complex ideas and concepts, and produce extended discourse that is coherent and always easy to follow. Rarely produces inaccuracies and inappropriacies. Pronunciation is easily understood and prosodic features are used effectively; many features, including pausing and hesitation, are ‘native-lke" CAE LEVEL 1 Good operational command of the spoken language. Able to handle communication in most situations, ‘Able to use accurate and appropriate linguistic resources to express ideas and produce discourse that is generally coherent, Occasionally produces inaccuracies and inappropriacies. Maintains a flow of language with only natural hesitation resulting from considerations of appropriacy or expression L1 accent may be evident but does not affect the clarity of the message. FCE LEVEL B2 Generally effective command of the spoken language. Able to handle communication in familiar situations. Able to organise extended discourse but occasionally produces utterances that lack coherence, and some inaccuracies and inappropriate usage occur. Maintains a flow of language, although hesitation may occur whilst searching for language resources. Although pronunciation is easily understood, L1 features may be intrusive. Does not require mejor assistance or prompting by an interlocutor. PET LEVEL B1 (Threshold) Limited but effective command of the spoken language. Able to handle communication in most familiar situations. ‘Able to construct longer utterances but is not able to use complex language except in well-ehearsed utterances. Has problems searching for language resources to express ideas and concepts resulting in pauses and hesitation. Pronunciation is generally intelligible, but L1 features may put a strain on the listener. Has some abilly to compensale for communication difficulties using repair strategies but may require prompting and assistance by an interlocutor, ft KET LEVEL A2 (Waystage) Basic command of the spoken language Able to convey basic meaning in very familiar or highly predictable situations. Produces utterances which tend to be very short ~ words or phrases — with frequent hesitations and pauses. Dependent on rehearsed or formulaic phrases with limited generative capacity ‘Able to produce only limited extended discourse. Pronunciation is heavily influenced by L1 features and may at times be difficult to understand. Requires prompting and assistance by an interlocutor to prevent communication from breaking down Pre-Waystage Level Zeroeliminary English Test is at Level B1 of the European Framework of Reference for ages: Learning, teaching, assessment shed by the Council of Europe. 72 as gz BS a § Zz < 20 S & 3 & 2s =| 3 @ & ge www.CambridgeESOL.org/PET wonw.CambridgeESOL.org