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RW How long is the paper? 1 hour 30 minutes How many parts are there? Reading has 5 parts Writing has 3 parts What kind of texts will candidates read? A selection of authentic and adapted authentic real-world notices, newspaper and magazine articles, simplified encyclopedia entries, websites, brochures and leaflets What kind of questions are there? Matching, multiple-choice questions, true/ false, transformational sentences What will candidates have to write? Reading: mark answer on answer sheet Writing Part 1: short phrase or word to complete a sentence Writing Part 2: short communicative message Writing Part 3: piece of extended writing, either a letter or a story How is the paper marked? Reading: each question has one mark Writing: Part 1 Questions 1–5 one mark each Part 2 Question 6: marked out of 5 Part 3 Question 7/8: marked out of 15 Where do candidates write their answers? On a separate answer sheet. There is no extra time for transferring answers, so candidates should do this after completing each part 3 Paper 1: Reading and Writing Overview
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Page 1: Activate teaching-pet-for-schools-reading-writing

RWHow long is the paper? 1 hour 30 minutes

How many parts are there? Reading has 5 parts

Writing has 3 parts

What kind of texts will candidates read? A selection of authentic and adapted

authentic real-world notices, newspaper and magazine articles, simplifi ed encyclopedia entries, websites, brochures and leafl ets

What kind of questions are there? Matching, multiple-choice questions, true/false, transformational sentences

What will candidates have to write? Reading: mark answer on answer sheet

Writing Part 1: short phrase or word to complete a sentence

Writing Part 2: short communicative message

Writing Part 3: piece of extended writing, either a letter or a story

How is the paper marked? Reading: each question has one mark

Writing: Part 1 Questions 1–5 one mark each

Part 2 Question 6: marked out of 5

Part 3 Question 7/8: marked out of 15

Where do candidates write their answers? On a separate answer sheet. There is no

extra time for transferring answers, so candidates should do this after completing each part

3

Paper 1: Reading and Writing Overview

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Page 2: Activate teaching-pet-for-schools-reading-writing

Part 1 3-option multiple choice

• 5 separate real-life notices, signs, messages, postcards, notes, emails, labels, etc

• 5 questions, 3 options for each

Part 2 Matching

• 5 descriptions of people

• 8 short adapted-authentic texts

• Candidates match the people to the appropriate text

Part 3 True/false

• Adapted-authentic long text

• 10 separate sentences

• Candidates scan the text for specifi c information, eliminating redundancy to decide whether each sentence is true or false according to the text

Part 4 4-option multiple choice

• 1 adapted-authentic long text

• 5 questions with 4 options for each

• Candidates read for detailed comprehension, understanding attitude, opinion and writer purpose, gist, inference and global meaning.

Part 5 4-option multiple-choice cloze

• 1 adapted-authentic factual or narrative text with 10 gaps

• 4 options for each gap

• The focus of the questions is on understanding vocabulary, grammar and lexico-structural patterns

4

RWPaper 1: Reading and Writing Overview Reading

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Page 3: Activate teaching-pet-for-schools-reading-writing

RWPaper 1: Reading and Writing OverviewWriting

Part 1 Sentence transformations

• 5 theme-related sentences

• Candidates complete a ‘gapped’ second sentence for each, using a different structural pattern in the gap (1–3 words) but retaining the meaning of the original sentence. The focus is on grammatical precision.

Part 2 Short communicative message

• Instructions or short input text to respond to

• Candidates write a short message in the form of an email, postcard, note, etc. (35–45 words)

Part 3 Longer piece of continuous writing

• Candidates choose to write either an informal letter or a short story (100 words).

What is the difference in the assessment focus in Writing Part 2 and Part 3?

• In Part 2, the focus is on communicating three specifi c content points.

• In Part 3, candidates are assessed on their ability to use and control a range of CEFR B1 level language. They are also assessed on coherent organisation, spelling and punctuation.

55

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RWFAQs

Q What are candidates tested on?A Their ability to understand the main message of a text.

Q What kind of short texts are they?A Various kinds of short texts including communicative messages (notes, emails,

postcards), authentic notices and signs, packaging information, e.g. on a food package, etc.

Q How many short texts are there?A There are 5, and there will always be a range of different types of text in Part 1.

Q Can there be more than one answer?A No. There is only one option that is really ‘what the text says’.

Task preparation

A good approach for students to follow is:• Read the text and think about the situation in which it might appear. There is

often visual information to help with its context.

• Read all three options and compare each one with the text before choosing the answer.

• Re-read both the text and their choice of answer, to decide which one is really ‘what the text says’.

Tip: For all parts of the Reading paper, students should be exposed to a wide variety of authentic texts that they will be interested in. These can come from newsletters and magazines, non-fi ction books, leafl ets, brochures and websites. Students could look for their own texts that they think might interest their classmates and bring them in to class for others to read.

You can build in practice for reading that will also help students with their writing.

• Give students a written note for them to read and respond to for their written homework.

• Try doing a simplifi ed reader with the whole class. They could read it and tell others the story, or write parts of the story for homework.

6

Reading and WritingReading Part 1

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7

PAPER 1: READING AND WRITINGReading Part 1 (questions 1–5)

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pet for schools handbook for teachers | paper 1: reading and writing | sample paper 15

Sample TestReading and Writing

7

Activate! Teaching PET for Schools

Reproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL

M01_ACTI_TBR_A1GLB_4205_U01.indd 7 7/12/09 14:28:59

Page 6: Activate teaching-pet-for-schools-reading-writing

RWFAQS

Q What are candidates tested on?A Reading multiple texts for specifi c information and detailed comprehension.

Q What kind of short texts are they?A Factual short texts which are linked to a topic, e.g. buying books, visiting places

of interest.

Q How many short texts are there?A There are 8, and 5 descriptions of people, so there are 3 texts that candidates will

not need.

Q Can there be more than one answer?A No. There is only one text that matches the appropriate person.

Q What is a key skill for this task?A Being aware of paraphrasing, as the descriptions may not use the same words as

the text. It is important to practise paraphrasing as much as possible.

Task preparation

Look at the two approaches to the task below. Which approach do you think is the best for students to take?

1• First read the descriptions of the people. • Read each text carefully and underline information that matches the people.• Go though and fi nd the best matches.

2• First read each text. • Read the descriptions of the people, and look for information that matches the

text.• Look for any words that are the same in each.

The fi rst approach is better. It is always best for candidates to read the people fi rst, to focus their reading of the texts on the key things to look for. Candidates should not ‘word-spot’ – they should not make quick matches based on a decision at word level. They should read each text carefully, thinking about different ways of saying the same thing (paraphrasing).

Tip: The topic of Part 2 is usually to do with goods and services of some kind, such as buying books, visiting museums or choosing activities. This means that many activities in class or for homework can be adapted to help students with the task.

Examples of class activities:

• Give students a description of different people. Then ask them to go to the Internet and look for the best holiday for each person. There are many holiday websites that are useful for this. Students write a short description of the holiday from the website and bring this to class. Students compare their ideas and vote on which one is best.

• Cut up the descriptions from an exam task so that students can actually move them around and match them to the people physically. Many students like to work kinaesthetically, and they gain a greater awareness of how the task works.

• Use different colour highlighter pens to highlight the information in each text that matches the descriptions of people.

Reading and WritingReading Part 2

8

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9

16 pet for schools handbook for teachers | paper 1: reading and writing | sample paper

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PAPER 1: READING AND WRITINGReading Part 2 (questions 6–10)

Sample Test

Reading and Writing

9

Activate! Teaching PET for Schools

Reproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL

M01_ACTI_TBR_A1GLB_4205_U01.indd 9 7/12/09 14:28:59

Page 8: Activate teaching-pet-for-schools-reading-writing

1010

RWFAQS

Q What are candidates tested on?A Their ability to work with a longer, factual text, looking for precise information.

Q What kind of information are they looking for?A The information is usually practical, demanding the type of reading skills that

people often use in real life, e.g. from brochure extracts, advertisements in magazines, website information.

Q How many questions are there?A 10 single sentences which are statements about the text.

Q Why are the questions given before the text on the paper?A To encourage candidates to read the questions fi rst, so that they scan the text

to fi nd the right information in the same way as they would do when looking for information in real life.

Q What happens if candidates don’t understand all the words in the text?A There may be unfamiliar vocabulary in the text, but they won’t have to

understand this kind of vocabulary in order to answer the question. Candidates should not worry about such words but should concentrate on fi nding the specifi c information from the text.

Task preparationLooking for specifi c information in a long text is a real-life skill. Students should read the questions fi rst so they know what they are looking for. If they read the whole text fi rst they will not be able to see which information is redundant (i.e. they don’t need it), or which words they don’t need to understand. It will also take them much longer to process the task.

Examples of class activities:• Help students to become confi dent in guessing the meaning of unfamiliar

words from their context. When they have done a Part 3 task, ask them to underline any words that they didn’t know. Ask them to discuss whether this caused them any problems, and why or why not.

• You could insert nonsense words into a text and see if they can work out what they mean. (Putting in nonsense words focuses students on the surrounding words and context rather than the word itself).

• Ask students to work in pairs and highlight the information in the task that they did NOT need to use to fi nd the answer to a particular question. This shows students how much information in a text is redundant when they are scanning for specifi c information, and increases their confi dence.

Reading and WritingReading Part 3

M01_ACTI_TBR_A1GLB_4205_U01.indd 10 7/12/09 14:29:00

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11

Reading and Writing

17pet for schools handbook for teachers | paper 1: reading and writing | sample paper

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PAPER 1: READING AND WRITINGReading Part 3 (questions 11–20)

Sample Test

Activate! Teaching PET for Schools

Reproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL

M01_ACTI_TBR_A1GLB_4205_U01.indd 11 7/12/09 14:29:00

Page 10: Activate teaching-pet-for-schools-reading-writing

1212

RWFAQS

Q What are candidates tested on?A Their ability to understand more than factual information, and to interpret

opinion or attitude, writer’s purpose, as well as the detailed and global meaning of the text.

Q How many questions are there?A There are 5 multiple-choice questions with 4 options for each.

Q Do the questions follow the order of the text?A The fi rst question focuses on the writer’s purpose, and the last question

focuses on the global meaning of the text. The other 3 questions follow the order of the information in the text. One of these questions will focus on attitude or opinion.

Q Can there be more than one answer?A No. There is only one option that is correct.

Q Can candidates read the text quickly?A They should skim the title and the text to get a general idea of what it is

about, but the task requires candidates to read the text very carefully and in detail.

Task preparation

Which approach would you suggest candidates take? Make notes, then compare your ideas with the suggestion below.

• Read the text quickly to get an idea of the topic and general meaning.

• Think about the writer’s purpose and the general meaning of the whole text.

• Read the text again more carefully, and then look at the questions and options.

• Deal with the questions one by one, checking answers each time with the text.

Tip: It may be better to get students to deal with Questions 1 and 5 together as they are linked in terms of purpose and general meaning. Questions 2–4 follow the information in the text.

Reading and WritingReading Part 4

M01_ACTI_TBR_A1GLB_4205_U01.indd 12 7/12/09 14:29:00

Page 11: Activate teaching-pet-for-schools-reading-writing

Sample Test

1313

Reading and Writing

18 pet for schools handbook for teachers | paper 1: reading and writing | sample paper

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PAPER 1: READING AND WRITINGReading Part 4 (questions 21–25)

Activate! Teaching PET for Schools

Reproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL

M01_ACTI_TBR_A1GLB_4205_U01.indd 13 7/12/09 14:29:00

Page 12: Activate teaching-pet-for-schools-reading-writing

RW

14

FAQS

Q What are candidates tested on?A Their understanding of vocabulary and grammar in a short text, and the lexico-

structural patterns in the text.

Q How many questions are there?A There are 10 gaps in the text, with 4 multiple-choice options for each gap.

Q Should the candidates read the whole text?A Before trying to answer any of the questions, candidates should read the

instructions and the title of the text to get the context. They should then read through the whole text to establish the topic and general meaning.

Q Can candidates work just from the gap?A No, they should read the complete sentence each time.

Q What happens if candidates don’t understand all the words in the text or the options?

A There may be unfamiliar vocabulary in the text, but they won’t have to understand this kind of vocabulary in order to answer the question. Candidates should not worry about such words but should concentrate on fi nding the specifi c information from the text.

Task preparation

Look at this student’s explanation of how they approach the task. What would you say to them?

I start by looking at the fi rst space and then I look at the options. If I don’t know then I just guess and move on to the next space. I don’t bother about the text – it’s not necessary.You must read the instructions and the example, so that you understand the topic of the text. Then you should read the whole text without worrying about the spaces because you may think of the missing word as you read. If you do, write what you think in pencil. Then read the text again, and look at each space in turn and compare what you have written with the options. Make sure you read the words before and after the gap because they will help you with the meaning and the grammar. If you are not sure what the answer is, leave it and go on to the next one. Go back at the end to read the whole text again to check that your answers make sense and fi nish any you are not sure of.

In class, use the options from exam tasks to do vocabulary work. Get students to explain why the other words are not correct in the space. Ask them to use the other options in sentences to bring out the different meaning or grammar.

Reading and WritingReading Part 5

M01_ACTI_TBR_A1GLB_4205_U01.indd 14 7/12/09 14:29:01

Page 13: Activate teaching-pet-for-schools-reading-writing

Sample Test

1515

Reading and Writing

19pet for schools handbook for teachers | paper 1: reading and writing | sample paper

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PAPER 1: READING AND WRITINGReading Part 5 (questions 26–35)

Activate! Teaching PET for Schools

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RWFAQS

Q What are candidates tested on?A Their ability to use grammatical structures correctly, and to rephrase and

reformulate information.

Q Are the sentences linked?A They do not make a complete text, but they are linked thematically.

Q Can there be more than one answer?A Yes, sometimes, but the answer will always be between 1–3 words.

Q Do candidates write the whole sentence on the answer sheet?A No, they write only the words they think should go in the space.

Q What happens if candidates write more than 3 words?A They will lose the mark.

Q How important is spelling?A It is essential for spelling to be correct and no marks will be given if a word is

spelt incorrectly.

Task preparation

Think about the best approach for candidates to take to this task. Make notes, then compare your ideas with the suggestion below.

• Read the instructions and all the sentences to get an idea of the context and topic.

• Go through the sentences one by one. Think carefully about the meaning of the original sentence.

• Transfer your answer to the answer sheet. Make sure that

• you have not written more than 3 words

• each word is spelled correctly

• the sentence means the same as the original sentence

Tip: Paraphrasing is an important skill and is tested in other papers (reading, writing, listening). In class, take every opportunity to ask students to rephrase something they have said or written. You can also give students sentences on cards and ask them to pair them up with another sentence that means the same and underline the different grammatical structure in each, e.g.

The bus stop is near my house/the bus stop is not far from my house.

Reading and WritingWriting Part 1

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Reading and Writing Sample TestPAPER 1: READING AND WRITINGWriting Part 1 (questions 1–5) and Part 2 (question 6)

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Activate! Teaching PET for Schools

Reproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL

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Page 16: Activate teaching-pet-for-schools-reading-writing

1818

RWFAQS

Q What is the focus of Part 2?A Communicating information in a message. Candidates are told who they are

writing to and why, and are given 3 content points in the question which they must include.

Q How much do students have to write? Does it matter if they write more or less?

A 35–45 words. They may lose marks if they write more or less. A short answer may miss a content point; a long answer may include unnecessary information and not be clear.

Q What happens if they miss one of the content points?A To get full marks they must include all three points.

Q How is the writing marked?A The General Mark Scheme is used in conjunction with a Task Specifi c Mark

Scheme.

Q What are candidates assessed on?A Clear communication of the message, which means the 3 content points.

Q Are grammatical mistakes important?A Candidates should try to write accurately. However, minor errors that do not

obscure the message are not penalised.

Task preparationCandidates should plan their answer using the bullet points. After writing their answer they should check it for

• inclusion of content points

• clarity of message

• any mistakes in grammar or spelling

• word count

In class, students should practise reading and writing short communicative messages including notes, cards and emails within the given word limit. They should also practise editing one another’s work for length.

Reading and WritingWriting Part 2

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19

Reading and WritingPAPER 1: READING AND WRITINGWriting Part 1 (questions 1–5) and Part 2 (question 6)

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Writing Part 1 (questions 1–

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Sample Test

Activate! Teaching PET for Schools

Reproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL

M01_ACTI_TBR_A1GLB_4205_U01.indd 19 7/12/09 14:29:02

Page 18: Activate teaching-pet-for-schools-reading-writing

2020

RWFAQS

Q What is the focus of Part 3?A Control of a range of grammatical structures and vocabulary in extended

writing.

Q What is the difference in the task between the letter and the story? • For the story, candidates are given either a short title or the fi rst sentence.

• For the letter, candidates are given an extract of a letter from a friend which gives the topic they must write about. For example, the letter may include questions for the candidate to answer. They will be penalised if they do not answer such questions in their letter.

Q How should candidates choose whether to write the letter or the story?A They should choose the task that they think they can do best at, and that they

are interested in.

Q How much do students have to write? Does it matter if they write more or less?

A About 100 words. If they write less, the examiner will adjust the maximum mark. If they write more, they may not lose marks but they may write things that are irrelevant.

Q Are grammatical mistakes important?A Candidates should try to write accurately. However, minor errors in spelling

and grammar (especially if the candidate is being ambitious and trying to use a range of language) are not penalised as long as the answer still communicates the message clearly.

Q How is the writing marked?A A General Mark Scheme is used, which has a total of 15 available marks.

Q How can candidates improve their mark?A To get full marks they must show ambition in their writing, and try to use a

range of vocabulary and structure.

Task preparationThe story

Candidates must link their story clearly to the title or the fi rst sentence, particularly with names or pronouns. They must follow the same tense. In class, encourage students to tell or write short stories regularly. Encourage them to read as much as possible, in particular short stories from guided readers.

The letter

Candidates should use appropriate opening and closing formulae. In class, get students to write short letters to each other regularly on given topics, and make sure that they include any necessary content points.

Reading and WritingWriting Part 3

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Reading and Writing Sample TestPA

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PAPER 1: READING AND WRITINGWrtiing Part 3 (questions 7–8)

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pet for schools handbook for teachers | paper 1: reading and writing | sample paper 21

PAPER 1: READING AND WRITINGWriting Part 1 (questions 1–5) and Part 2 (question 6)

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pet for schools handbook for teachers | paper 1: reading and writing | sample paper20

Activate! Teaching PET for Schools

Reproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL

M01_ACTI_TBR_A1GLB_4205_U01.indd 21 7/12/09 14:29:03

Page 20: Activate teaching-pet-for-schools-reading-writing

22

Reading and WritingRW Answer Key

2222 pet for schools handbook for teachers | paper 1: reading and writing | answer key

PAPER 1: READING AND WRITINGAnswer key

PART ONE

1 showed/taught

2 for

3 far/far away

4 takes

5 was

PART PART TWO, QUESTION 6

Task Specific Markscheme

• description of journey home

• explanation of what they enjoyed most about stay

• invitation to visit them

PART ONE

1 A

2 C

3 A

4 C

5 A

PART TWO

6 H

7 E

8 G

9 C

10 B

PART THREE

11 A

12 A

13 A

14 B

15 B

16 B

17 A

18 B

19 A

20 B

PART FOUR

21 A

22 D

23 C

24 D

25 B

PART FIVE

26 B

27 D

28 A

29 C

30 B

31 D

32 C

33 C

34 D

35 A

Writing

Reading

2222 pet for schools handbook for teachers | paper 1: reading and writing | answer key

PAPER 1: READING AND WRITINGAnswer key

PART ONE

1 showed/taught

2 for

3 far/far away

4 takes

5 was

PART PART TWO, QUESTION 6

Task Specific Markscheme

• description of journey home

• explanation of what they enjoyed most about stay

• invitation to visit them

PART ONE

1 A

2 C

3 A

4 C

5 A

PART TWO

6 H

7 E

8 G

9 C

10 B

PART THREE

11 A

12 A

13 A

14 B

15 B

16 B

17 A

18 B

19 A

20 B

PART FOUR

21 A

22 D

23 C

24 D

25 B

PART FIVE

26 B

27 D

28 A

29 C

30 B

31 D

32 C

33 C

34 D

35 A

Writing

Reading

Reproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL

M01_ACTI_TBR_A1GLB_4205_U01.indd 22 7/12/09 14:29:03

Page 21: Activate teaching-pet-for-schools-reading-writing

23

PAPER 1: READING AND WRITINGAnswer sheet

pet for schools handbook for teachers | paper 1: reading and writing | answer sheet26

Answer sheet: Reading & Writing

Activate! Teaching PET for Schools

Reproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL

M01_ACTI_TBR_A1GLB_4205_U01.indd 23 7/12/09 14:29:03

Page 22: Activate teaching-pet-for-schools-reading-writing

24

Activate! Teaching PET for Schools

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Answer sheet: Reading & Writing

Reproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL

M01_ACTI_TBR_A1GLB_4205_U01.indd 24 7/12/09 14:29:03

Page 23: Activate teaching-pet-for-schools-reading-writing

25

Activate! Teaching PET for Schools

Reproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL

5 All content elements covered appropriately.Message clearly communicated to reader.

4 All content elements adequately dealt with.Message communicated successfully, on the whole.

3 All content elements attempted.Message requires some effort by the reader.orOne content element omitted but others clearly communicated.

2 Two content elements omitted, or unsuccessfully dealt with.Message only partly communicated to reader.orScript may be slightly short (20–25 words).

1 Little relevant content and/or message requires excessive effort bythe reader, or short (10–19 words).

o Totally irrelevant or totally incomprehensible or too short (under10 words).

General Mark Scheme for Writing Part 2

material. Candidates should be advised to keep to the task set,

rather than include ‘pre-learned’ text, which may well not fit

as part of their answer. Answers that do not fulfil the task will

not receive top marks.

■ Candidates should be encouraged to choose the task which

best suits their interests. They should consider the context e.g.

topic, as well as the range of language, e.g. lexis, that a good

answer would require.

■ For the story, candidates are given either a short title or the

first sentence. The answer must be recognisably linked in

content to the question and candidates should pay particular

attention to any names or pronouns given in the title or

sentence. If, for example, the sentence is written in the third

person, the candidate will need to construct his or her story

accordingly.

■ To gain practice and confidence in story-writing, candidates

should be encouraged to write short pieces for homework on a

regular basis. They will also benefit from reading simplified

readers in English, which will give them ideas for how to

develop and end a story.

■ For the informal letter, candidates are given an extract of a

letter from a friend of theirs, which provides the topic they

must write about: for example, a couple of questions may be

included, to focus their ideas. Candidates must keep to the

topic or they will lose marks.

■ To practise their letter-writing, candidates should be

encouraged to write to penfriends or ‘e-pals’ on a regular

basis. In addition, they should have opportunities in class to

think about the language and organisation of such a letter,

with examples of appropriate opening and closing formulae

provided, as well as useful phrases of greeting and leave-

taking.

■ As already stressed, it is important for candidates to show

ambition. They could gain top marks by including a range of

tenses, appropriate expressions and different vocabulary, even

if their answer is not flawless. Non-impeding errors, whether

in spelling, grammar or punctuation, will not necessarily

affect a candidate’s mark, whereas errors which interfere with

communication or cause a breakdown in communication are

treated more seriously.

■ In order to help teachers to assess the standards required,

there are several sample answers to the Writing Part 3

questions on pages 22–25, with marks and examiner

comments. Marks for Part 3 are given according to the Mark

Scheme below. Bands 1 to 5 are subdivided into three further

points, giving a total of 15 available marks. Examiners work

with a more detailed version, which is subject to updating.

BAND

5The candidate’s writing fully achieves the desired effect on thetarget reader. The use of language will be confident andambitious for the level, including a wide range of structures andvocabulary within the task set. Coherence, within the constraintsof the level, will be achieved by the use of simple linkingdevices, and the response will be well organised. Errors whichdo occur will be minor and non-impeding, perhaps due toambitious attempts at more complex language. Overall, no effortwill be required of the reader.

BAND

4The candidate’s writing will achieve the desired effect on thetarget reader. The use of language will be fairly ambitious for thelevel, including a range of structures and vocabulary within thetask set. There will be some linking of sentences and evidence oforganisation. Some errors will occur, although these will begenerally non-impeding. Overall, only a little effort will berequired of the reader.

BAND

3The candidate’s writing may struggle at times to achieve thedesired effect on the target reader. The use of language,including the range of structure and vocabulary, will beunambitious, or, if ambitious, it will be flawed. There will besome attempt at organisation but the linking of sentences willnot always be maintained. A number of errors may be present,although these will be mostly non-impeding. Overall, someeffort will be required of the reader.

BAND

2The candidate’s writing struggles to achieve the desired effecton the target reader. The use of language, including the range ofstructure and vocabulary, will tend to be simplistic, limited, orrepetitive. The response may be incoherent, and include erraticuse of punctuation. There will be numerous errors which willsometimes impede communication. Overall, considerable effortwill be required of the reader.

BAND

1The candidate’s writing has a negative effect on the targetreader. The use of language will be severely restricted, and therewill be no evidence of a range of structures and vocabulary. Theresponse will be seriously incoherent, and may include anabsence of punctuation. Language will be very poorly controlledand the response will be difficult to understand. Overall,excessive effort will be required of the reader.

BAND

0There may be too little language for assessment, or the responsemay be totally illegible; the content may be impossible tounderstand, or completely irrelevant to the task.

13pet for schools handbook for teachers | paper 1: reading and writing

5 All content elements covered appropriately.Message clearly communicated to reader.

4 All content elements adequately dealt with.Message communicated successfully, on the whole.

3 All content elements attempted.Message requires some effort by the reader.orOne content element omitted but others clearly communicated.

2 Two content elements omitted, or unsuccessfully dealt with.Message only partly communicated to reader.orScript may be slightly short (20–25 words).

1 Little relevant content and/or message requires excessive effort bythe reader, or short (10–19 words).

o Totally irrelevant or totally incomprehensible or too short (under10 words).

General Mark Scheme for Writing Part 2

material. Candidates should be advised to keep to the task set,

rather than include ‘pre-learned’ text, which may well not fit

as part of their answer. Answers that do not fulfil the task will

not receive top marks.

■ Candidates should be encouraged to choose the task which

best suits their interests. They should consider the context e.g.

topic, as well as the range of language, e.g. lexis, that a good

answer would require.

■ For the story, candidates are given either a short title or the

first sentence. The answer must be recognisably linked in

content to the question and candidates should pay particular

attention to any names or pronouns given in the title or

sentence. If, for example, the sentence is written in the third

person, the candidate will need to construct his or her story

accordingly.

■ To gain practice and confidence in story-writing, candidates

should be encouraged to write short pieces for homework on a

regular basis. They will also benefit from reading simplified

readers in English, which will give them ideas for how to

develop and end a story.

■ For the informal letter, candidates are given an extract of a

letter from a friend of theirs, which provides the topic they

must write about: for example, a couple of questions may be

included, to focus their ideas. Candidates must keep to the

topic or they will lose marks.

■ To practise their letter-writing, candidates should be

encouraged to write to penfriends or ‘e-pals’ on a regular

basis. In addition, they should have opportunities in class to

think about the language and organisation of such a letter,

with examples of appropriate opening and closing formulae

provided, as well as useful phrases of greeting and leave-

taking.

■ As already stressed, it is important for candidates to show

ambition. They could gain top marks by including a range of

tenses, appropriate expressions and different vocabulary, even

if their answer is not flawless. Non-impeding errors, whether

in spelling, grammar or punctuation, will not necessarily

affect a candidate’s mark, whereas errors which interfere with

communication or cause a breakdown in communication are

treated more seriously.

■ In order to help teachers to assess the standards required,

there are several sample answers to the Writing Part 3

questions on pages 22–25, with marks and examiner

comments. Marks for Part 3 are given according to the Mark

Scheme below. Bands 1 to 5 are subdivided into three further

points, giving a total of 15 available marks. Examiners work

with a more detailed version, which is subject to updating.

BAND

5The candidate’s writing fully achieves the desired effect on thetarget reader. The use of language will be confident andambitious for the level, including a wide range of structures andvocabulary within the task set. Coherence, within the constraintsof the level, will be achieved by the use of simple linkingdevices, and the response will be well organised. Errors whichdo occur will be minor and non-impeding, perhaps due toambitious attempts at more complex language. Overall, no effortwill be required of the reader.

BAND

4The candidate’s writing will achieve the desired effect on thetarget reader. The use of language will be fairly ambitious for thelevel, including a range of structures and vocabulary within thetask set. There will be some linking of sentences and evidence oforganisation. Some errors will occur, although these will begenerally non-impeding. Overall, only a little effort will berequired of the reader.

BAND

3The candidate’s writing may struggle at times to achieve thedesired effect on the target reader. The use of language,including the range of structure and vocabulary, will beunambitious, or, if ambitious, it will be flawed. There will besome attempt at organisation but the linking of sentences willnot always be maintained. A number of errors may be present,although these will be mostly non-impeding. Overall, someeffort will be required of the reader.

BAND

2The candidate’s writing struggles to achieve the desired effecton the target reader. The use of language, including the range ofstructure and vocabulary, will tend to be simplistic, limited, orrepetitive. The response may be incoherent, and include erraticuse of punctuation. There will be numerous errors which willsometimes impede communication. Overall, considerable effortwill be required of the reader.

BAND

1The candidate’s writing has a negative effect on the targetreader. The use of language will be severely restricted, and therewill be no evidence of a range of structures and vocabulary. Theresponse will be seriously incoherent, and may include anabsence of punctuation. Language will be very poorly controlledand the response will be difficult to understand. Overall,excessive effort will be required of the reader.

BAND

0There may be too little language for assessment, or the responsemay be totally illegible; the content may be impossible tounderstand, or completely irrelevant to the task.

13pet for schools handbook for teachers | paper 1: reading and writing

5 All content elements covered appropriately.Message clearly communicated to reader.

4 All content elements adequately dealt with.Message communicated successfully, on the whole.

3 All content elements attempted.Message requires some effort by the reader.orOne content element omitted but others clearly communicated.

2 Two content elements omitted, or unsuccessfully dealt with.Message only partly communicated to reader.orScript may be slightly short (20–25 words).

1 Little relevant content and/or message requires excessive effort bythe reader, or short (10–19 words).

o Totally irrelevant or totally incomprehensible or too short (under10 words).

General Mark Scheme for Writing Part 2

material. Candidates should be advised to keep to the task set,

rather than include ‘pre-learned’ text, which may well not fit

as part of their answer. Answers that do not fulfil the task will

not receive top marks.

■ Candidates should be encouraged to choose the task which

best suits their interests. They should consider the context e.g.

topic, as well as the range of language, e.g. lexis, that a good

answer would require.

■ For the story, candidates are given either a short title or the

first sentence. The answer must be recognisably linked in

content to the question and candidates should pay particular

attention to any names or pronouns given in the title or

sentence. If, for example, the sentence is written in the third

person, the candidate will need to construct his or her story

accordingly.

■ To gain practice and confidence in story-writing, candidates

should be encouraged to write short pieces for homework on a

regular basis. They will also benefit from reading simplified

readers in English, which will give them ideas for how to

develop and end a story.

■ For the informal letter, candidates are given an extract of a

letter from a friend of theirs, which provides the topic they

must write about: for example, a couple of questions may be

included, to focus their ideas. Candidates must keep to the

topic or they will lose marks.

■ To practise their letter-writing, candidates should be

encouraged to write to penfriends or ‘e-pals’ on a regular

basis. In addition, they should have opportunities in class to

think about the language and organisation of such a letter,

with examples of appropriate opening and closing formulae

provided, as well as useful phrases of greeting and leave-

taking.

■ As already stressed, it is important for candidates to show

ambition. They could gain top marks by including a range of

tenses, appropriate expressions and different vocabulary, even

if their answer is not flawless. Non-impeding errors, whether

in spelling, grammar or punctuation, will not necessarily

affect a candidate’s mark, whereas errors which interfere with

communication or cause a breakdown in communication are

treated more seriously.

■ In order to help teachers to assess the standards required,

there are several sample answers to the Writing Part 3

questions on pages 22–25, with marks and examiner

comments. Marks for Part 3 are given according to the Mark

Scheme below. Bands 1 to 5 are subdivided into three further

points, giving a total of 15 available marks. Examiners work

with a more detailed version, which is subject to updating.

BAND

5The candidate’s writing fully achieves the desired effect on thetarget reader. The use of language will be confident andambitious for the level, including a wide range of structures andvocabulary within the task set. Coherence, within the constraintsof the level, will be achieved by the use of simple linkingdevices, and the response will be well organised. Errors whichdo occur will be minor and non-impeding, perhaps due toambitious attempts at more complex language. Overall, no effortwill be required of the reader.

BAND

4The candidate’s writing will achieve the desired effect on thetarget reader. The use of language will be fairly ambitious for thelevel, including a range of structures and vocabulary within thetask set. There will be some linking of sentences and evidence oforganisation. Some errors will occur, although these will begenerally non-impeding. Overall, only a little effort will berequired of the reader.

BAND

3The candidate’s writing may struggle at times to achieve thedesired effect on the target reader. The use of language,including the range of structure and vocabulary, will beunambitious, or, if ambitious, it will be flawed. There will besome attempt at organisation but the linking of sentences willnot always be maintained. A number of errors may be present,although these will be mostly non-impeding. Overall, someeffort will be required of the reader.

BAND

2The candidate’s writing struggles to achieve the desired effecton the target reader. The use of language, including the range ofstructure and vocabulary, will tend to be simplistic, limited, orrepetitive. The response may be incoherent, and include erraticuse of punctuation. There will be numerous errors which willsometimes impede communication. Overall, considerable effortwill be required of the reader.

BAND

1The candidate’s writing has a negative effect on the targetreader. The use of language will be severely restricted, and therewill be no evidence of a range of structures and vocabulary. Theresponse will be seriously incoherent, and may include anabsence of punctuation. Language will be very poorly controlledand the response will be difficult to understand. Overall,excessive effort will be required of the reader.

BAND

0There may be too little language for assessment, or the responsemay be totally illegible; the content may be impossible tounderstand, or completely irrelevant to the task.

13pet for schools handbook for teachers | paper 1: reading and writing

42 pet for schools handbook for teachers | paper 3: speaking

someone who can’t see it, naming all the objects and

including illustrative detail such as colours, people’s clothes,

time of day, weather, etc.

■ Whilst the photographs will not call for knowledge of

difficult or specialised vocabulary, candidates will be given

credit for the ability to use paraphrase or other appropriate

strategies to deal with items of vocabulary which they do not

know or cannot call to mind. Candidates should therefore be

given plenty of classroom practice in both the language of

description and strategies for dealing with unknown

vocabulary.

■ The photographs will have a common theme, which

candidates will be told, but will differ in terms of their detailed

content. Although this theme establishes a common starting

point for Part 4, the photographs are returned to the

interlocutor at the end of Part 3 and play no further part in the

test.

■ PART 4

■ In this part of the test, the candidates speak to each other.

The interlocutor sets up the task, then takes no further part.

The theme established in Part 3 is now used as the starting

point for a general conversation in which the candidates

discuss their own likes and dislikes, experiences, etc.

Candidates are expected to engage with the task

independently, negotiating turns and eliciting opinions from

each other. In the event of a complete breakdown in the

interaction, the interlocutor may subtly intervene to redirect

the students with further prompts, but will not take part in

the task itself. Candidates should be able to talk about their

interests and enthusiasms and give reasons for their views

and preferences. Credit will be given for the use of appropriate

interactive strategies and candidates should be encouraged to

elicit the views of their partner(s), pick up on their partner’s

points and show interest in what their partner(s) is/are saying,

as well as talking about themselves.

■ If, at any time during the test, candidates have difficulty in

understanding an instruction, question or response, they

should ask the interlocutor or their partner to repeat what was

said. Marks will not normally be lost for the occasional request

for repetition.

424242

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26

Activate! Teaching PET for Schools

Sample answers with examinercomments for Sample Paper 1

Part 2Candidate A

Sam,

I very like the week’s holiday staying at your home

very much. I really enjoyed swimming with you in the

sea, it was fun. But my journey home was awful, I

had to stay in a plane for twenty hours. Hey! Why

don’t you come to visit my place next summer? I look

forward for it!

Thu

EXAMINER COMMENTS

5 marks

All three content elements are covered appropriately – picking

out one good experience answers “what you enjoyed most”.

Errors are present but do not affect the clarity of the

communication.

Candidate B

Hi Sam,

The journey back home was so boring. I didn’t want to

come back to my house. I really love the time with

you, but my favourite time was when we went to the

lake. The next holidays you have to come to my house.

Love,

Fernanda

EXAMINER COMMENTS

4 marks

All three content elements are included, although we do not

learn enough about the journey home. Despite one tense error

the message is communicated successfully, on the whole.

Candidate C

Hi, Sam. I good journey home. I journey home on the

bus. In next year you mast to visit me. It was

enjoyed about visit you.

How are you? I’m happy, very happy! London is a

beauteful citti. I will phoning you.

By, Lera

EXAMINER COMMENTS

3 marks

All three content elements have been attempted, but the

amount of error means that some effort is required by the

reader to understand the message.

Candidate D

Dear Sam,

I wanted to say that I’m well. I had very nice

holidays. This holidays were super. I want to go to you

again. I want to see places of interest again. I want to

see you too!

Please write me how are you. What is the wather in

London. I’m waiting to your answer.

Valeria

EXAMINER COMMENTS

2 marks

The candidate has said enough about the holiday with Sam to

cover that point, but has not mentioned the journey home or

offered an invitation.

Part 3 – StoryCandidate A

Jo looked at the map and decided to go left. He

realised he was alone in the desert. He couldn’t imagine

what would happen to him. A pair of poisonus snakes

were in front of him, and he decided to escape, but the

two creatures were always opposite him. Suddenly he

saw a person walking on the sand, which shouted to

Jo, who was very frightened. Jo ran as fast as he

could and he reached the man. They stopped walking

after two minutes because they saw a car, but the

snakes reached Jo, they bit him and … Jo woke up. It

was only a dream.

EXAMINER COMMENTS

Band 5

This is a very good attempt with confident and ambitious

writing and a wide range of structures, for example ‘He

couldn’t imagine what would happen to him’ and ‘as fast as

he could’. Well organised narrative with chronological linking,

for example ‘Suddenly’ and ‘after two minutes’. Errors are

minor and non-impeding: ‘poisonus’ and ‘which shouted’.

23pet for schools handbook for teachers | paper 1: reading and writing | sample answers for sample paper

Reproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL

M01_ACTI_TBR_A1GLB_4205_U01.indd 26 7/12/09 14:29:04

Page 25: Activate teaching-pet-for-schools-reading-writing

27pet for schools handbook for teachers | paper 1: reading and writing | sample answers for sample paper

Candidate D

Jo looked at the map and decided go left. When Jo

decide went to the forest with his friend they give

with you a map. Once they not find a ground to the

city. Jo decide to look at the map and went left. They

see a city. And they go to the home. Then they come

to the park. They play and listen birds. But they lose

the map, and don’t came the house. Then they find a

map and went to the home.

EXAMINER COMMENTS

Band 2

The language in this inadequate attempt is simplistic and

repetitive. The lack of tense control and numerous other

errors, mean that considerable effort is required by the reader,

for example ‘When Jo decide went to the forest with his friend

they give with you a map. Once they not find a ground to the

city.’

Part 3 – Letter

Candidate A

Joe,

In my country, there are many holidays thoughout

the year, but the traditional holiday is Tet holiday. It’s

also the most important holiday. It occurs in late

January, early in February. At that time, every family

clean and decorate their houses. It’s also an occasion

for people who live far away from their home to gather

and enjoy the exciting atmosphere with their family.

They prepare so much food, especially is sticky-rice, it

is made from sticky rice with meat and peas,

Vietnamese people call “barh chung”. At Tet, young

children receive many red envelopes with lucky money

inside. People wish best wishes to their relatives and

friends. Vietnamese people love it too much. Do you like

it? Is it interesting and exciting?

Write me soon.

Your friend

Hoa

EXAMINER COMMENTS

Band 5

This is a very good attempt, requiring no effort by the reader.

The writing is confident and ambitious with a wide range of

structures and vocabulary within the task set, for example ‘It’s

also an occasion for people who live far away from their home

to gather and enjoy the exciting atmosphere with their family.’

Simple linking devices are used, for example ‘At that time’,

‘also’, ‘At Tet’. Errors are minor, for example ‘thoughout’ and

Candidate B

Jo looked at the map and decided to go left. She

wasn’t sure about her decision. As she was walking

across the street, she saw a tiny light on front of her

face. She followed it. Though she walk with the light,

she can’t see anything. She began to fell scared and

then, she felt that someone was following her. She

turned her head to the left and saw a big, black … bag.

She started to laugh of herself and thinking how

stupid she felt. Suddenly, she took the map again and

decided to go left again. Now, everything was

iluminated with the building lights. She felt secure.

Now, she knew that there were few steps to arrived

to the place she was looking for, but immideatly

realised that she was at the same point when she

saw for the first time the map.

EXAMINER COMMENTS

Band 4

This is a good attempt, with fairly ambitious use of language.

The range of vocabulary and structures used is more than

adequate for the task set, for example ‘She wasn’t sure about

her decision’ and ‘thinking how stupid she felt’. The narrative

is organised chronologically, with ‘As … then … Suddenly …

Now … Now … immideatly’. There are some errors which

generally do not impede, for example ‘laugh of herself’ and

‘few steps to arrived to the place’.

Candidate C

Jo looked at the map and decided to go left. He

wanted to go to the Karpats on foot. Jo liked to go to

the rivers, forests and mountains on foot. He alwais

took map with he. But one day he lost! Jo was very

worried and scared. He was in the forest one week. He

was could at night, he was very hot in the afternoon.

He ate mushroomes and berries. But he found a way

from the forest. And from that day he never came to

the forest on foot. He always go to the rivers, forests

and mountains on ships, by trains, by plantes. But he

never go to the unknows places on foot.

EXAMINER COMMENTS

Band 3

This is an adequate attempt; the language is unambitious with

an adequate range of structures and vocabulary, for example

‘Jo liked to go to the forest’ and ‘He ate mushroomes and

berries’. Linking of sentences is not maintained. There are a

number of mostly non-impeding errors, for example ‘one day

he lost’, ‘He always go to …’ and ‘the unknows places’.

24

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number of mostly non-impeding errors, for example ‘I thing’

and ‘My grandmother never say’.

Candidate D

I’m write you at the about national holiday. In

Ukraine nationals holidays Day Winner, New Year and

others. I can speak at New Year. New Year spend 31

December. Symvol New Year is Christmas string.

Some children think, Did Moroz came in the evening. He

usually have surprise children. Second national holiday

Day Winner. National holiday spend 9 May, because

SSSR winner Germany 9 May 1945 year. Holiday began

spend 68 year ago. Day Winner spend in Russia,

Ukraine and others. In Ukraine usually grand nationaly

holiday.

EXAMINER COMMENTS

Band 2

This attempt is inadequate and requires considerable effort by

the reader. The language is limited and numerous errors

sometimes impede communication, for example ‘Symvol New

Year is Christmas string. Some children think, Did Moroz came

in the evening.’

‘too much’, or caused by ambition, for example ‘especially is

sticky-rice’, and do not impede.

Candidate B

Dear Jamie,

I’ve received your letter and I’m going to help you.

Well, in my country, every year is celebrated the 21st

of May. This day is the ‘Combate Naval de Iquique’

which was a naval battle occured in Iquique, in the

north of Chile. In this battle, died a big hero of my

country called Arturo Prat. This battle is

conmemorated with parades and ceremonies in his

honor. You could include that this battle was part of a

war among Chile, Peru and Bolivia.

I hope that this help you and good luck!

All my love,

Barbara

EXAMINER COMMENTS

Band 4

This is a good attempt, with fairly ambitious use of language.

The range of structures and vocabulary is more than

adequate for the task set, for example ‘This battle is

conmemorated with parades and ceremonies in his honor.

You could include that this battle was …’. The letter is

organised and the sentences are linked: ‘This day is …’, ‘In this

battle …’, ‘This battle …’. The errors do not impede

understanding.

Candidate C

Hi Friend!

I thing the most important national holiday in Poland

is Easter.

On Easter Saturday we’re going to church and we’re

santing eggs, butter, sausage, salt, bread. Than we

have got Easter Dinner and we’re eat Sant Meal. In

my house the smallest child get Lind’s chocolate rabit.

All children get sugarsheep, or chicken. It’s a lot of fun

when we are tidy from table. My grandma never say

that it’s too late and we should go to bed.

I like Easter in my house.

Love, Ala

EXAMINER COMMENTS

Band 3

This is an adequate attempt. The writing is unambitious, with

an adequate range of structures and vocabulary, for example

‘In my house the smallest child get Lind’s chocolate rabit.’

Linking of sentences is not always maintained. There are a

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