cambridge english teens & adults assessment

CL GRANADA, S. L. C/ Puentezuelas, nº 32, 1ª Planta - 18002 Granada Teléf.: 958 53 52 53 – 958 52 12 91 Fax: 958 25 15 46 E-mail: [email protected] Web: www.clgranada.com

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CAMBRIDGE ENGLISH

ASSESSMENT

TEENS & ADULTS


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TEACHERS’ PLANNING: PET 2016-2017

CONTENTS

1. Introduction 03

2. Worksheets instructions 04

3. Worksheet 1. Grammar first day questions

11

4. Worksheet 2. Find someone who 12

5. Worksheet 3. 30 second futures game 13

6. Worksheet 4. Talk about it board game 14

7. Worksheet 5. Happy Holidays 15

8. Worksheet 6. Spot the difference 16

9. Worksheet 7. Snooping around 17

10. Worksheet 8. Preposition contest 21

11. Worksheet 9. Preposition race 22

12. Worksheet 10. You and I 23

13. Worksheet 11. Excited vs Exciting 24

14. Worksheet 12. What’s my hobby 25

15. Worksheet 13A. Make/Do 26

16. Worksheet 13B. Make/Do 27

17. Worksheet 14. Exam outline 29

18. Worksheet 15. Sample Reading and writing

30

19. Worksheet 16. Sample Listening 47

20. Worksheet 17. Sample speaking 54


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I. INTRODUCTION The main aim of this guide is to help us all through the first few weeks before we get the course books, and it’s also to ensure that all the groups are working on more or less the same things. Students have joined these groups in order to prepare the PET (B1) exam so we want to make sure our students feel that they are focusing on things related to the PET exam from the very first day. In the first few weeks we aim to give them an overview of the main parts of the exam and a sample exam. It’s also important to set them homework as soon as possible so they realise they have to commit themselves to working a lot on their own as well as in class. Encourage them to read widely, listen to the radio and watch TV / films in English as often as possible. In this guide you will find a series of worksheets and activities to do with your students. If you use any supplementary material of your own which would be useful to other groups, please make it available to all the teachers. This guide has been divided into different subject areas. Worksheets 1-7 SPEAKING ACTIVITES Worksheets 8-10 PREPOSITION ACTIVITIES Worksheets 11-12 VOCABULARY Worksheets 13A-B GRAMMAR Worksheets 14-17 SAMPLE EXAM Of course these do not have to be done in order. We have structured it this way so you have a wide range of practice for the first few weeks. There is one practice mock exam at the end of the planning which is to be done in class with the students so they can get familiar with the exam. You can do it in stages over the first few weeks, combining it with a variety of the other worksheets. Don’t forget that during the first month we often have new students joining the group at different stages. During this time we as teachers have to try and assess our students’ level. If anyone has a considerably lower level than their classmates, we may want to suggest they join a standard general English course where they would get more practice of the “basics”.

Remember that on the CL website, Teachers’ corner: Cambridge ESOL Exams you have a copy of all the Teachers’ handbooks.

2. WORKSHEETS INSTRUCTIONS

SPEAKING ACTIVITIES 1. Grammar Questions In pairs get students to create the questions with the prompts given (if necessary pre teach question forms) and once finished and reviewed change pairs and ask and answer the


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questions. After the first few basic questions tell students that they must ask at least one more questions to get more information e.g. 8. What do you do in your free time? Who do you normally do it with? Once finished get students to report back the information they found out to the class to practise using the third person correctly, e.g.Lucía lives in Granada. Plus a bit of reported speech e.g. She said that she liked playing basketball with her best friend.

2. Find Someone Who This is a mingle activity “find someone whoK” to talk about what students did over the summer. It practices mainly forming questions and giving answers in the past tense. Form the first question together to check your students form the question in the past correctly, write on the board if necessary (e.g. Did you visit any other countries this summer? Where did you go?) Students move around the class talking to different people and noting down a name for each point. Point out that in one of the questions (Did you go to the beach?) They are looking for someone who will say “No”. Then in pairs they complete the other questions and tell each other. Feedback as a class briefly to hear about any interesting summer experiences.

3. 30 Second Futures

The aim of this is to get the students used to talking reasonably fast in the future tense (30seconds) and to practise question forms. In pairs use a coin (heads move one and tails move two) and players move around the board asking and answering questions. Before starting be sure to pre-teach will, going to and present continuous for future arrangements. Once finished, ask students to report back to the class one interesting thing that they found out. 4. Talk About it

This board game aims to get students used to basic topics that could appear in speaking part 1 of the exam. In pairs use a coin (heads move one and tails move two) and move around the board talking briefly about the different topics. Encourage students to get into a conversation about things that interest them. Monitor and go through any common grammar mistakes on the board at the end.

5. Happy Holidays

The aim of this is to practise explaining what you want when you do not know the exact name for something.


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Warm up

On the board elicit some examples of adventure holidays (hang-gliding, bungee jumping, hiking etcK) Ask if anyone has ever been on an adventure holiday, where they went, what they did and what they took with them.

Main Activity

Divide the class into groups of 4 and explain that each member is going on a different kind of adventure holiday. Give each student per group one holiday card and they must divide the item cards equally between them (7each). The aim is for each student to collect the 7 items they need most for their particular holiday. The items roughly correspond to 7 per holiday. However the possibility that more than one student might want certain items makes the activity more interesting, as then they have to negotiate.

Playing the game

Students take turns to speak and can address any member of the group. Either the student can request a particular item from another person e.g. Do you have a bicycle pump? If the student has that item they give it to the student. In return the student gives them an item they do not need so that everyone always has 7 cards. Or the student can offer another person an item which they do not want to keep e.g. I have a map of the himalayas. Do you need it? If the person need that item they take it and give the student something of theirs which they do not need. Students exchange items until each person in the group has 7 items that they think will be useful on their trip. Each person in the group then names their 7 items and the others must guess the type of trip they are taking.

Homework

Write a story (100 words) that begins or ends with: Thank goodness I had taken it on holiday with me. Brainstorm some ideas as a group of what the story could include. Remind students that their past tenses will be very important in this part and they will need to use some good linking expressions to make it an interesting/entertaining/dramatic story. (e.g. As soon as I arrived, after that, just as I was walkingK., meanwhile, soon after, suddenly, K.)

6. Spot the Difference

In pairs give each student a copy of Picture A or B. They mustn’t look at each other’s pictures but should describe their picture to their partner. They must discover 12 differences by listening carefully to each other’s description. Encourage students to describe the picture in great detail or else they will not find all the differences.


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Differences Picture A

Woman is moving mouse with left hand

There is a floppy disk on her desk

The cursor is pointing to the print icon

The title of the document is annual report 2003

The company name is Software Solutions

The clock reads 12:15

The window is open

The map is of Great Britain

The man’s computer is a desktop computer The coffee machine is on the desk

The fax machine is on the left of the printer There is a calendar above the photocopier

Homework

Get students to change their email account to English (even if just for a day) and learn the different vocabulary e.g. reply, forward, send, delete and so on.

7. Snooping Around The aim of this speaking activity is to provide plenty of Present perfect simple + ever practice and to get the students to understand the contrast between it and the past simple. As a warmer you could test some irregular verbs (past tense and past participles) Procedure Choose one of the 3 sets of cards which most suits your group and cut them up. Model the language by asking your class Have you ever�.? questions and developing conversation from there. Here if they are not aware of the difference you should point out when we generally use the present perfect simple and the past simple. Players shuffle the cards, put them face down on the board and put one counter on each corner. Throw the dice and whenever a player lands on a balloon he/she can ask another person in the group a question from the pile PLUS one other related question. The winner is the first player to get back to their starting corner or if you prefer let them play as long as they like or until you think they have had enough practice.

PREPOSITIONS 8. The preposition contest This game aims to review prepositions of place and time. Before class cut out one X’s and O’s grid and one set of cards per pair. Divide the class into pairs and hand them out. The objective of the game is to get a line of 3 X’s or O’s. Student A


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picks a card from the bunch, on which they will find a phrase. Next they choose the slot in the grid containing what they think is the correct preposition and then make a sentence e.g. There is a beautiful poster on the wall. If the sentence is correct they can put an X/O in that space until someone wins. If they pick a card for which all the correct preposition slots have been taken, they put it back and choose another. They may play this game several times to practise all the prepositions. 9. Prepositions Race This game aims to practise prepositions which are common at this level and also to understand a sentence through its context. Put students in pairs and tell them they must race to finish the list before their classmates. If they do not understand the sentence straight away tell them to leave it until the end and have a longer think about it. The first team to finish wins. Go through the answers as a group to make sure everyone understands. 10. You and I The aim of this game/speaking activity is for students to practise adjective + preposition combinations, as well as the position of prepositions in questions and relative clauses (a point which many students find difficult to grasp). Hand out one sheet per person and put the class into pairs. Together they must fill in the gap in each sentence with the correct preposition. Once they have finished go through each one together to make sure they understand. Change pairs and ask and answer each of the questions.

VOCABULARY 11. Exciting or Excited Pre teach the different between -ed and -ing adjectives. Hand out one card from the photocopy to each student (if there are fewer than 12 students you could give a strong student 2 cards) and ask them to complete the adjective with the appropriate ending. Review the correct answers and ask students to go around the class asking and answering the questions. They may need a notebook to take some notes as they will be talking to everyone. Once finished they should take it in turns to report back to the class on the information they have found out. 12. What’s my hobby? Before class make one copy of the activity for each student and just one copy of the cards in total.


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Write these 18 words on the board (one word is deliberately written twice) Biking canoeing chess climbing dancing fishing fit guitar horse keeping mountain painting playing playing riding rock sailing the Explain that the words should make 11 hobbies, some of which use just one word and others up to 3. Allow them a minute or two to identify all of them. Ask one student to come to the front of the class and give them the hobby card marked student . Tell them to imagine that the hobby on their card is their favorite hobby, but they cannot tell the others. Tell the other students to try to guess what the hobby is. They can do this by asking up to 10 YES/NO questions. Make sure a few students do not dominate and if necessary make it maximum of 1 or 2 questions per student. After they have asked the ten questions the student returns the card to you and sits back down. The other student decides what the hobby was and writes it on a piece of paper. Repeat the process with 11 students (repeat students if necessary). Once finished give students the crossword grid copy. The must complete the grid with the hobbies identified, the numbers represent the students who answered the questions and the arrow represents the direction they must write their answers. They should not leave blank spaces between words. The first to complete the grid correctly wins. ANSWERS Across: 5playing chess 7painting 10 mountain biking 11 horse riding Down: 1 canoeing 2 playing the guitar 3 dancing 4 rock climbing 6 sailing 8 keeping fit 9 fishing

GRAMMAR 13A. Make or Do Put students into groups of 3/4 and divide the cards evenly between students. Tell the students that they are going to mime the expressions on the card. Give a couple of examples e.g. do the ironing and get the students to guess. They must take turns within the group miming and guessing each action. Once finished students may have an idea of which words collocate with each verb. To make it more fun and competitive you should split the board into 2 and have two piles (one per group) at the front of the class. Students from each group must run up, pick a card and write the word under the correct verb (one group should have a blue pen and one a red pen). Once finished the team with the most correct answers win.


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13B. Make or do Worksheet for students to further practice the difference between make or do.

ANSWERS 1. 1 (a) make (b) make 2 make 3 doing

2. DO: a job, sport, a test, aerobics, an activity, an exam, an exercise, homework, housework, the shopping, a sightseeing tour, work, a favour. MAKE: a cake, a change, a choice, a decision, friends, a mistake, a plan, a reservation, a sandwich, a phone call.

3. 1 made did 2 make do 3 ✔ 4 made did 5 ✔ 6 making doing 7 made did 4. 1 made 2 does 3 make 4 make 5 did 14. OUTLINE OF THE PET EXAM You should go through this outline with your class before doing the mock exam so they understand what is involved in each part. Remember to show them an example as you go through it so it is clear. 15. SAMPLE READING AND WRITING EXAM

The following worksheets are a complete sample PET exam (PET EXTRA Test 4) for students to familiarise themselves with the format and for teachers to get a good idea of students’ levels. You can do this over a few classes, using different activities in between. You will find the answers at the end of each part.

16. SAMPLE LISTENING EXAM

The following is a full listening exam taken from the teachers’ handbook. This should be done in class part by part. After each part you should give them the transcript or have it on the computer screen/projector in class so that they can then read and understand their answers. You can find the full handbook including the transcript on the CL webpage, Teachers’ Corner, Cambridge ESOL exam, B1.


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17. SAMPLE SPEAKING EXAM

This is also to be done in class and as you go through each part show them a video so that they understand exactly what is involved. You could use any of the questions from the introductory activities in the planning to practise Part 1 in class. You can find links to the videos on the CL website, Recursos Idiomas, B1, Speaking Or by following this link https://www.clgranada.com/recursos-idiomas/b1-pet/speaking/ .


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WORKSHEET 1. THE FIRST DAY PET


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WORKSHEET 2. FIND SOMEONE WHO

What did you do this summer?......

FIND

SOMEONE

WHO...

NAME

…visited more than one

country

…went to a wedding

…met an interesting person

…started a new job

…spoke some English

…tried a new sport

…didn’t go to the beach

…saw a terrible film at the

cinema

…had to study

TELL YOUR PARTNERS/CLASSMATES...

What was the best thing that happened to you this summer?

What was the best place that you visited and why?

Is there anything you wanted to do this summer but didn’t?


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WORKSHEET 3. 30 SECOND FUTURES


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WORKSHEET 4. BOARD GAME TALK ABOUT IT


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WORKSHEET 5. HAPPY HOLIDAYS


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WORKSHEET 6. A DAY AT THE OFFICE (SPOT THE DIFFERENCE)


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WORKSHEET 7. SNOOPING AROUND


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WORKSHEET 8. THE PREPOSITION CONTEST


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WORKSHEET 9. PREPOSITIONS RACE


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WORKSHEET 10. YOU AND I


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WORKSHEET 11. EXCITED OR EXCITING


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WORKSHEET 12. WHAT’S MY HOBBY


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WORKSHEET 13A. MAKE OR DO


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WORKSHEET 13B. MAKE OR DO

1.Complete the sentences below by putting do or make into the correct form in each gap. Example: When you’ve …done… your homework, you can help me …make… the tea. 1. I want to (a) …… a lot of changes to the house to (b) …… it more comfortable. 2. Samdi had to …… a choice between studying English or going on holiday. 3, Karen has been …… a lot of exercise recently. We use the verb do with some nouns and make with others. You have to learn which verb is correct for each noun. Here are some nouns which intermediate learners often make mistakes with. Write them under the correct heading below:

a cake a change a choice a course a decision friends

a job a mistake a plan a reservation a sandwich sport

a test aerobics an activity an exam an exercise homework

housework the shopping a sightseeing tour

work a favour a phone call

Use with do: Use with make: 3. Five of the sentences below contain mistakes made by intermediate students. Two sentences are correct (✔). Find and correct the mistakes. Example: I did many mistakes when I read the text. (MADE) 1. I liked doing the course because we made a lot of fun activities. 2. In my country people make a lot of things to help poor people. 3. Without the Internet I can’t do my homework. 4. Last week in class, my friends and I made some very difficult exercises.


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5. We have some difficult choices to make. 6. We started by making some listening tests. 7. Olga went sightseeing and made some shopping.

4. Complete the questions below by putting do or make into the correct form in each gap. Example: What job would you like to …do… in the future? 1. Have you …… any plans for your summer holidays? 2. Who …… the shopping in your family? 3. What is the best way to …… friends, do you think? 4. What do you do when you …… a mistake speaking English? 5. What was the last exam you ……?


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WORKSHEET 14. OUTLINE OF CAMBRIDGE PET EXAM

PAPER ONE – READING & WRITING 1 hour 30 mins

• Part 1 READING – three-option multiple choice (5 questions)

• Part 2 – matching information to texts (5 questions)

• Part 3 – True / False comprehension (10 questions)

• Part 4 – four-option multiple choice (5 questions)

• Part 5 - four-option multiple choice gap fill (10 questions)

• Part 1 WRITING– Sentence transformations (5 questions)

• Part 2 – short communicative message (35-45 words)

• Part 3 - Write a letter OR a story (approx 100 words) PAPER TWO – LISTENING approximately 35 minutes

• Part 1 –multiple choice: short dialogues with visuals (7 questions)

• Part 2 –multiple choice: longer monologue or interview (6 questions)

• Part 3 –Gap fill: six gaps to fill from a longer monologue (6 questions)

• Part 4 –True / False comprehension (6 questions) PAPER THREE – SPEAKING 12 minutes

• Part 1 –Each candidate answers personal information questions. (2-3mins)

• Part 2 –Candidates interact with each other in a simulated situation. (2-3mins)

• Part 3 –Each candidate talks about a different photograph for approx one minute. (3 mins)

• Part 4 –Candidates interact with each other in a general conversation connected to the topic of the photographs from part 3. (3mins)

In Paper based exams, in Paper One Reading and Writing, students are expected to transfer their answers onto the answer sheet within the time limit of the exam. In the Listening paper they will have six minutes at the end to transfer the answers. The reading &writing paper is worth 50% of the total. Listening and Speaking parts are worth 25% each. It is not necessary to pass each part, the average of all five parts together must total a minimum of 140 (70%) or more to pass.


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WORKSHEET 15. SAMPLE READING AND WRITING EXAM


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READING AND WRITING ANSWERS


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WORKSHEET 16. SAMPLE LISTENING EXAM


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LISTENING TRANSCRIPT AND ANSWERS


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TRANSCRIPT

1: What has the girl bought today? Man: Oh K you’ve been to the duty-free shop, what did you get? Perfume? Girl: You must be joking. It costs much less at the supermarket at home. There was some nice jewellery, but what was really good value was this T-shirt K look. Man: Oh K £4.50, well that’s cheaper than the box of chocolates you bought last year anyway.

2: What have they forgotten? Man: Now we’ve put the tent up, let’s make something to drink. I’ll get the cups. They’re in the plastic bag in the back of the car, aren’t they? Woman: No, that’s got the new frying pan in it. You packed the cups in the box with the plates. Man: Ah yes, that’s right. Here they are. But I can’t see the plastic bag anywhere. Woman: Oh dear, we’ve left it behind, so we can’t cook anything. Well, we can still have a cup of tea.

3: How will the girl get home? Girl: K Hi Mum, it’s me K it’s all right, I’m not phoning for a lift K I am going to be late though K Mmm K when I got to the railway station I found the 7 o’clock was cancelled, so I’ll just wait for the next one – there aren’t any buses at this time of night. See you soon, I hope K Next time I’ll go by bike!

4: Which room are the flowers in? Woman 1: Hi! I’m home. Oh, where have you put the flowers that

Robin bought me? I left them on the table here in the hall with some letters I need to post. Woman 2: Well, they were in the way there, so I’ve put them in a jug in the bedroom. Woman 1: Okay thanks, but I think I’ll put them in the kitchen. They’ll look nicer there. Would you like a cup of coffee? Woman 2: Umm. That sounds good!

5: What is at the art gallery this week? Man: Thank you for calling the Central Art Gallery. This week, and next, there is a special exhibition of paintings by a local artist, John Temple, on the subject of ‘Growing Old’. He is now quite well known and we hope this exhibition will be even more popular than his last one on ‘Animals in the Wild’. Next week we will also have a small exhibition of children’s paintings of the seaside.

6: Which is the woman’s suitcase? Man: Good afternoon Madam, I understand you’ve lost a piece of luggage. Could you describe it to me please? Woman: Yes, it’s a small black suitcase, with a set of wheels at one end and a metal handle which pulls out of the other end, so you can pull it along.

7: What time does the woman’s flight leave? Woman: Excuse me, I’ve come to the airport rather early. I’m booked on flight number 645 to London which leaves at 8.45. I’ve got these two heavy bags, and the check-in time isn’t until 7.35. Would it be possible to check them in a little earlier? Man: I’m sorry Madam, but there’s nobody here from that company yet. They usually come in at about 7.15. Perhaps you can come back then?


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WORKSHEET 17. SAMPLE SPEAKING EXAM


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SPEAKING PART 2 (JOINT TASK) I’m going to describe a situation to you. A young man on holiday in North America wants to buy a present to take home to his parents. Talk together about the different presents he could buy, and say which would be best. Here is a picture with some ideas to help you. Repeat the prompt. Thank you. (Can I have the booklet please?)


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cambridge english teens & adults assessment

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