Preliminary
English
Test
Handbook for teachers
Level B1
Common European Framework of Reference
UCLES 2009 | EMC/4606/9Y10
PET content and overview
Paper
Name
Timing
Content
Paper 1
Reading/Writing
1 hour 30 minutes
Reading
Five parts test a range of reading
skills with a variety of texts,
ranging from very short notices to
longer continuous texts.
Test Focus
Assessment of candidates ability to understand
the meaning of written English at word, phrase,
sentence, paragraph and whole text level.
Writing
Three parts test a range of writing
skills.
Assessment of candidates ability to produce
straightforward written English, ranging from
producing variations on simple sentences to
pieces of continuous text.
Paper 2
Listening
30 minutes (approx.)
Four parts ranging from short
exchanges to longer dialogues and
monologues.
Assessment of candidates ability to understand
dialogues and monologues in both informal and
neutral settings on a range of everyday topics.
Paper 3
Speaking
1012 minutes per
pair of candidates
Four parts. In Part 1, candidates
interact with an examiner. In Parts
2 and 4 they interact with another
candidate. In Part 3, they have an
extended individual long turn.
Assessment of candidates ability to express
themselves in order to carry out functions at
Threshold level. To ask and to understand
questions and make appropriate responses. To talk
freely on matters of personal interest.
PAPER 3
SPEAKING
GENERAL DESCRIPTION
Paper format
The paper contains four parts.
Timing
1012 minutes per pair of
candidates.
Interaction
pattern
The standard format is two
candidates and two examiners.
One examiner acts as both
assessor and interlocutor and
manages the interaction by asking
questions and setting up the
tasks. The other acts as assessor
and does not join in the
conversation.
Task types
Short exchanges with the
interlocutor; a collaborative task
involving both candidates; a
1-minute long turn and a follow
up discussion.
Marks
Candidates are assessed on their
performance throughout the test.
There are a total of 25 marks for
Paper 3, making 25% of the total
score for the whole examination.
STRUCTURE AND TASKS
PART 1
Task type
and format
Each candidate interacts with the interlocutor.
The interlocutor asks the candidates questions
in turn, using standardised questions.
Focus
Giving information of a factual, personal kind.
The candidates respond to questions about
present circumstances, past experiences and
future plans.
Timing
23 minutes.
PART 2
Task type
and format
Simulated situation. Candidates interact with
each other.
Visual stimulus is given to the candidates to
aid the discussion task. The interlocutor sets
up the activity using a standardised rubric.
Focus
Using functional language to make and
respond to suggestions, discuss alternatives,
make recommendations and negotiate
agreement.
Timing
23 minutes.
PART 3
Task type
and format
Extended turn.
A colour photograph is given to each candidate
in turn and they are asked to talk about it for
approximately a minute. Both photographs
relate to the same topic.
Focus
Describing photographs and managing
discourse, using appropriate vocabulary, in a
longer turn.
Timing
3 minutes.
PART 4
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Task type
and format
General conversation. Candidates interact with
each other.
The topic of the conversation develops the
theme established in Part 3.
The interlocutor sets up the activity using a
standardised rubric.
Focus
The candidates talk together about their
opinions, likes/dislikes, preferences,
experiences, habits, etc.
Timing
3 minutes.
PAPER 3: SPEAKING
Part 1
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PAPER 3: SPEAKING
Part 2
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PAPER 3: SPEAKING
Parts 3 and 4
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Assessment
interlocutor gives one global mark for each candidates
Throughout the test, candidates are assessed on their
Marking
language skills, not their personality, intelligence or
performance across all parts of the test.
knowledge of the world. They must, however, be prepared to
As mentioned above, assessment is based on performance in
develop the conversation, where appropriate, and respond to
the whole test, and is not related to performance in particular
the tasks set. Prepared speeches are not acceptable.
parts of the test. The assessor awards marks for each of the
Candidates are assessed on their own individual performance
four criteria listed above. The interlocutor awards each
and not in relation to each other. Both examiners assess the
candidate one global mark.
candidates according to criteria which are interpreted at PET
In many countries, Oral Examiners are assigned to teams, each
level. The interlocutor awards a mark for global achievement,
of which is led by a Team Leader who may be responsible for
whilst the assessor awards marks according to four analytical
approximately 15 Oral Examiners. Team Leaders give advice
criteria: Grammar and Vocabulary, Discourse Management,
and support to Oral Examiners, as required.
Pronunciation and Interactive Communication.
The Team Leaders are responsible to a Professional Support
Grammar and Vocabulary
Leader who is the professional representative of Cambridge
This scale refers to the accurate and appropriate use of
appointed by Cambridge ESOL and attend an annual
grammatical forms and vocabulary. It also includes the range
co-ordination and development session. Team Leaders are
of both grammatical forms and vocabulary. Performance is
appointed by the Professional Support Leader in consultation
viewed in terms of the overall effectiveness of the language
with the local administration.
used in dealing with the tasks.
Discourse Management
ESOL for the Speaking tests. Professional Support Leaders are
After initial training of examiners, standardisation of marking
is maintained by both examiner co-ordination sessions and by
monitoring visits to centres by Team Leaders. During
This scale refers to the extent, relevance, coherence and
co-ordination sessions, examiners watch and discuss sample
cohesion of each candidates individual contribution. On this
Speaking tests recorded on DVD.
scale the candidates ability to build and maintain a coherent
flow of language without undue hesitation 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 candidates ability to produce
comprehensible utterances to fulfil the task requirements.
This includes intonation, stress and individual sounds.
Examiners put themselves in the position of the non-language
specialist and assess the overall intelligibility of the
candidatess pronunciation. Different varieties of English, e.g.
British, North American, Australian etc., are acceptable,
provided they are used consistently throughout the test.
Interactive Communication
This scale refers to the candidates ability to use language to
achieve meaningful communication. This includes initiating
and responding, 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 candidates 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 candidates
performance from the interlocutors perspective. The
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The sample tests on DVD are selected to demonstrate a range
of nationalities and different levels of competence, and are
pre-marked by a team of experienced assessors.
