Cambridge

Preliminary English Test

3
TEACHER’S BOOK

Examination papers from

University of Cambridge
ESOL Examinations:
English for Speakers of
Other Languages
PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE
The Pitt Building, Trumpington Street, Cambridge, United Kingdom
CAMBRIDGE UNIVERSITY PRESS
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© Cambridge University Press 2003

This book is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without
the written permission of Cambridge University Press.

First published 2001

New edition published 2003

Printed in the United Kingdom at the University Press, Cambridge

Typeface Helvetica 10/13pt. System QuarkXPress® [OD&I]

A catalogue record for this book is available from the British Library

ISBN 0 521 75472 0 Student’s Book

ISBN 0 521 75473 9 Student’s Book with answers
ISBN 0 521 75474 7 Teacher’s Book
ISBN 0 521 75475 5 Set of 2 Cassettes
ISBN 0 521 75476 3 Set of 2 Audio CDs
ISBN 0 521 75477 1 Self-study Pack
Contents
Introduction 5

PET content and marking 10

Paper 1: Reading and Writing 10
Paper 2: Listening 15
Paper 3: Speaking 16

Grading, awards and results 20

Frames for the Speaking test 22

Test 1 Key
Paper 1 31
Paper 2 39
Transcript 39

Test 2 Key
Paper 1 45
Paper 2 54
Transcript 54

Test 3 Key
Paper 1 60
Paper 2 69
Transcript 69

Test 4 Key
Paper 1 75
Paper 2 83
Transcript 83
Introduction
The background to the update of PET

The Preliminary English Test (PET) was originally introduced in response to a demand
for an examination at a lower level than that of the First Certificate in English and one
which would be at the Council of Europe Threshold level, as defined by van Ek and
Trim.
As standard practice in Cambridge ESOL, examinations are periodically reviewed as
part of the examination production process, to ensure that they remain fair, up-to-date
and in line with customer expectations. The PET examination was last revised in 1994.
As part of the detailed and comprehensive review of the Preliminary English Test
which began in 1999, stakeholders were canvassed for opinions on the examinations.
Teachers, students, Local Secretaries and Senior Team Leaders provided Cambridge
ESOL with valuable feedback about all aspects of PET. Cambridge ESOL received
very encouraging responses from stakeholders around the world, and as a
consequence the changes included in the updated tests are minimal. The updated
examination in the format in this test book begins in March 2004. All new materials
have been extensively trialled and, as before, all materials that go into the live question
papers have been pretested to ensure that they are suitable for the PET candidature
and, in terms of difficulty, are at the appropriate level.
The following summarises the changes to the PET papers.

PET Reading/Writing
• Reading Part 1 (signs and notices) is three-option multiple-choice (instead of four-
option) and samples a wider range of type of notice, to include short personal
messages (such as emails and ‘post-it’ messages).
• In Writing Part 1, students are given the beginning and end of the sentence for their
sentence transformation task. This focuses the task solely onto the correct
identification of the target structure.
• Writing Part 2 is a guided writing task with a strong communicative purpose.
• In Writing Part 3 (extended writing), there will be a choice of task to reflect the types
of writing that PET-level students are producing in the classroom.

PET Listening
• Parts 1 and 2 are now three-option multiple-choice (instead of four-option).

PET Speaking
• Part 1 is more Interlocutor-led, but still focuses on the same area of personal
information.
The review process leading to the update of PET has been carefully considered and all
new task types have been thoroughly trialled to ensure that the materials are relevant
and fair to PET candidates.

5
Introduction

The level of PET

Cambridge ESOL has developed a series of examinations which equate to the Council
of Europe Common European Framework language levels. Within the levels, the
Preliminary English Test is at Cambridge Level Two. This corresponds to the Council
of Europe Level B1. This is shown in the chart below.

CAMBRIDGE / ALTE LEVELS COUNCIL OF EUROPE LEVELS

CPE Level 5 C2 (Mastery)

CAE Level 4 C1 (Effective proficiency)

FCE Level 3 B2 Vantage

PET Level 2 B1 Threshold

KET & Level 1 A2 Waystage
Flyers
Movers A1 (Break
Starters through)
In the chart, the Main Suite examinations are shown in capitals (KET, PET, FCE,
CAE and CPE) and the Young Learner examinations in italics.
Cambridge ESOL is a member of the Association of Language Testers in Europe
(ALTE). The members are all providers of examinations in European languages, and
one of their principal objectives is to establish a framework of levels of proficiency in
order to promote the transnational recognition of certification.

Threshold

PET is based on the Council of Europe’s Threshold document. This represents an

intermediate level of language ability that should be attainable in about 375 hours
according to Threshold.

The materials a Threshold user can deal with

The text types that can be handled by the learner at this level include street signs and
public notices, product packaging, brochures, city guides and instructions on how to do
things, as well as informal letters and newspaper and magazine texts, such as articles,
features and weather forecasts. The kinds of listening texts the learner needs to
understand are announcements made at railway stations and airports, traffic
information given on the radio, public announcements made at sporting events or pop
concerts and instructions given by police or customs officials. At Threshold level,

6
 Introduction

candidates need to be able not only to pick out facts, but also to understand opinions,
attitudes, moods and wishes.

What a Threshold user can do

Learners at this level, if travelling as tourists, can get all the information needed from a
tourist information centre, as long as it is of a straightforward, non-specialised nature.
Similarly, if taking part in a guided tour, they can understand the main points of a
commentary and ask questions in order to get more information, as long as no
specialised technical language is needed. They can deal with most situations likely to
arise when making travel arrangements through a travel agent or when actually
travelling. In the context of work they can state requirements within their own job area,
and ask questions of a fact-finding nature. In a meeting, they can take part in a
discussion which involves the exchange of factual information or receiving instructions,
but they may have difficulty dealing with anything unpredictable or unfamiliar. Where
telephone calls are concerned, predictability is also important at this level, and as long
as only routine matters are involved, the learner can receive and pass on messages.
They can write simple personal letters within a more or less standard format.

Preparing for PET

Since PET is designed to test candidates’ ability to perform language tasks similar to
those required for successful performance in real life situations, practice in using
English in realistic situations is the best way to prepare for PET.

Reading
Preparation is best done by giving students a wide variety of reading materials,
including simple articles, reports, reviews, descriptions and narratives, particularly the
type of English that is used in everyday life – advertisements, instructions and signs.
Practice should include extensive reading of texts as well as intensive reading, to
give practice in skimming and scanning skills in order to understand the general
meaning of a text or to look for specific information. For this, simplified readers are
useful, also English language magazines in class libraries. Students should be
encouraged to read widely about anything that interests them.

Writing
Practice should be given in short, controlled writing tasks, where the writing is for a
specific, realistic purpose, for example replies to letters, advertisements or invitations,
diary entries, filling in forms, writing messages, including phone messages, writing
short notes and letters to friends. Keeping a diary in English and writing to pen-friends
are particularly useful forms of practice for students.
Letter-writing is a very important skill which requires regular practice. Letter-writing
layout is not tested, but candidates are expected to recognise and use appropriate
salutations and endings. Letters to a friend relating to past experiences, present
activities and future plans are likely to provide helpful practice.

7
Introduction

It is just as important to attend to meaning as it is to attend to forms of language. In

the exam, errors which do not hinder communication are not penalised as heavily as
errors which cause a breakdown in communication.

Listening
Students should be encouraged to listen to as many different sources of English as
they can, for example, films, television, radio and airport announcements; they may
also be able to hear English spoken in hotels, shops, restaurants, at the British
Council, by tourist guides, etc. Listening to native speakers or fairly fluent non-native
speakers is the best practice they can get.
Teachers can also collect recordings of short talks and conversations as well as
using published language-teaching cassettes and videos. When devising practice
material, teachers should remember that candidates will not normally be required to
recall particular words used, but rather to understand and remember the meaning of a
listening passage.

Speaking
Students should practise eliciting and giving simple information about themselves, for
example their name and its spelling, where they live, what they do, their interests, likes
and dislikes.
It would be very helpful for students to do this by spending time regularly talking to a
friend in English about what they have been doing and about their plans, etc.
In class, simple role-plays can provide an opportunity for spontaneous speech, but it
is important that students are able to recognise and relate to the roles and that they
are given a specific, purposeful task.
Students should always be encouraged to give reasons to justify the opinions or
views they put forward.

PET candidates
Information is collected about the PET candidates at each session of the examination
when candidates complete a Candidate Information Sheet.
In 2002, there were approximately 100,000 candidates for PET throughout the
world. The candidates for PET come from a wide range of backgrounds and take the
examination for a number of different reasons. The candidate profile for PET in terms
of age, educational background and employment/studies varies according to
geophysical regions. The design of questions in PET takes into account the potential
diversity of age and linguistic/cultural background of candidates. The following points
summarise the characteristics of the current PET candidature:

Nationality
PET is taken by candidates in more than 80 countries. The majority of these
candidates enter for PET in European and South American countries. Many
candidates take the examination in the UK, and significant numbers take the test in the
Middle East and Far East.

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 Introduction

Age and gender

The majority of candidates are in the 14–18 age group (52%). A further 22% are in the
19–25 age group; 14% of candidates are aged 13 and under and 12% are 26 and
over. About 55% of candidates are female.

Employment
Most candidates (about 70%) are in full-time education.

Exam preparation
A large proportion of candidates (about 85%) undertake a preparatory course before
taking the examination.

Reasons for taking PET

Candidates’ reasons for wanting an English language qualification at PET level are
shown below.
• to gain employment (33%)
• for further study (31%)
• out of personal interest (36%)

Further information

PET is held each year in March, May, June (twice), November and December in
centres around the world.
Current information on dates and the administrative details of the examination are
provided separately to centres. A copy can be obtained from your nearest Cambridge
ESOL Examination Centre. A list of Cambridge ESOL Examination Centres is
obtainable from Cambridge ESOL (address below) or from the website (address
below). All PET entries must be made through an authorised Centre.
Further information can be obtained from:
The Cambridge ESOL Helpdesk
University of Cambridge ESOL Examinations
1 Hills Road
Cambridge
CB1 2EU
United Kingdom
Tel: +44 1223 553997 Fax: +44 1223 460278
Email: ESOLHelpdesk@ucles.org.uk
Website: www.CambridgeESOL.org
In some areas this information can also be obtained from the British Council.

9
PET content and marking
Candidates record their answers in pencil on a separate OMR (Optical Mark Reader)
answer sheet for the Reading/Writing and Listening papers. The answer sheets are
then scanned by computer. Writing Parts 1 and 2 and Listening Part 3 are double
marked by a team of fully trained markers who are closely supervised at every stage.
The assessment and marking of Writing Part 3 and the Speaking test are described in
detail later in this section.
The OMR answer sheets are given out with Paper 1 (Reading and Writing) and no
extra time is allowed for candidates to transfer answers from their question paper to
the answer sheet.
For the Listening component, candidates should make a note of their answers on
the question paper. They are then given extra time to transfer these answers to the
OMR answer sheet at the end of the test.
Examples of the OMR answer sheets are given at the back of the Student’s Book.
PET consists of three papers:

Reading 5 parts 25%

Paper 1 1 hour 30 mins
Writing 3 parts 25%

35 mins including
Paper 2 Listening 4 parts 25%
6 mins transfer time

Paper 3 10–12 mins Speaking 4 parts 25%

Paper 1 Reading and Writing (1 hour 30 minutes)

In the PET Reading and Writing Paper, five parts focus on reading and three parts
focus on writing.

Reading
Part Text type Focus Task Marks
1 Signs, notices, messages, emails Reading for main 5 multiple-choice 5
and other very short texts found in message and questions, each
common contexts in everyday life some detail with 3 options
2 Brief descriptions of 5 people and a Reading for Matching each of 5
set of 8 factual texts with a common detailed 5 descriptions of
theme, e.g. extracts from holiday understanding people and their
brochures, book reviews, film guides, needs to one of
descriptions of consumer goods the 8 texts

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 PET content and marking

Part Text type Focus Task Marks

3 A factual text, e.g. a public notice, Scanning for 10 true/false 10
advice leaflet, consumer information, specific questions
advert, excerpt from a brochure, etc. information

4 A text which conveys an attitude or Reading to 5 multiple-choice 5

opinion as well as factual information, understand questions, each
e.g. a newspaper article, review, writer’s purpose with 4 options
letter, etc. and attitude or
opinion
Reading for
global and
detailed meaning
5 A factual or narrative text, e.g. a Reading for 10 multiple-choice 10
newspaper report or magazine article, global and cloze questions,
with gaps detailed meaning each with 4
Identifying the options
appropriate
lexical or
structural item

The type of text varies according to the different test focus of each part. Texts are
authentic, but may have been edited to bring vocabulary and structure within the grasp
of students at this level. Texts may contain occasional vocabulary or structures
unfamiliar to many candidates at this level, but they will be able to deduce the meaning
from the context, and understanding of these words will not be necessary to complete
the task.

Part 1
Candidates look at five notices, signs, messages, etc. each containing a short text. A
multiple-choice question tests their understanding of each. Candidates should be able
to deduce the purpose of the notice, and understand its meaning, but they do not need
to understand every word.

Part 2
This tests detailed comprehension of factual material. Candidates read a short
description of five people and their needs and have to match each person to one of
eight short, factual texts which typically give information about places, products,
services, entertainments, etc. Three of the texts will either not match at all, or will only
partially fit.

Part 3
This tests a candidate’s ability to scan a fairly lengthy text (about 400 words) to search
for specific information in order to answer ten true/false questions. There will be

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PET content and marking

redundant information in the text and candidates may meet vocabulary which is not
familiar to them. However, they will not need to understand such vocabulary in order to
answer the questions, and if they meet an unfamiliar word they should be encouraged
to read on and concentrate on finding the information asked for.

Part 4
This text goes beyond the provision of factual information and expresses an attitude
or opinion. Candidates are required to read the text very carefully to answer the
multiple-choice questions which may test whether they have understood the writer’s
purpose in writing the text and the attitude expressed in the text, as well as whether
they have understood the meaning of the text as a whole.

Part 5
Candidates read a short text containing ten numbered gaps. There is a multiple-choice
question for each gap at the end of the passage. The text is usually an extract from a
newspaper, magazine or story and the questions are designed to test vocabulary and
grammatical points.
Candidates should be encouraged to read the whole text before answering the
questions and be reminded that they will need to read the complete sentence before
they can decide which option fits.

Marks
The 35 marks for this component are weighted to give a total of 25 marks, i.e. 25% of
the marks available for the whole test.

Writing

Part Focus Task Marks

1 Sentence 5 sentences to rewrite 5
transformation
2 Communicative Continuous writing of 5
writing 35–45 words
3 Letter-writing or Continuous writing of 15
story-writing about 100 words

Part 1
This is a grammar transformation task. Candidates are given a sentence and then
asked to complete another version of it using a different structural pattern but so that it
still has the same meaning. They are given the beginning and end of the sentence and
they have to complete the middle part. There may be more than one correct answer in
some cases. There are five questions plus a worked example, and all the sentences
are theme-related.

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 PET content and marking

Part 2
This is a short communicative piece of writing (35–45 words). Students need to
transmit three pieces of information. The rubric or input text informs students what they
need to communicate to the reader.

Part 3
In this part, candidates are required to write an informal letter or story of about 100 words.

Marks
There is a total of 25 marks in the writing component, which translates to 25% of the
marks available for the whole test.

Assessment of Writing Part 2

The focus of Part 2 is on addressing the three content points. The General Mark
scheme below is used in conjunction with a Task-specific mark scheme (see Test keys).

Writing Part 2: General Mark scheme

5 All content elements covered appropriately.
Message clearly communicated to reader.
4 All content elements adequately dealt with.
Message communicated successfully, on the whole.
All content elements attempted.
3 Message requires some effort by the reader.
OR
One content element omitted but others clearly communicated.
Two content elements omitted, or unsuccessfully dealt with.
2 Message only partly communicated to reader.
OR
Script may be slightly short (20–25 words).
1 Little relevant content and/or message requires excessive effort by
the reader, or short (10–19 words).
0 Totally irrelevant or totally incomprehensible or too short (under
10 words).

Assessment of Writing Part 3

Candidates are expected to write a coherent letter or story in an appropriately informal
style. Credit is given for reasonably correct grammar, spelling and punctuation and
appropriate use of a range of vocabulary. Candidates are expected to show a clear
ending to their letter. They will be penalised if they write too few words (less than 80).
They will not be penalised if they write too much, but they are advised not to do so, as
there is only a limited amount of writing space on the answer sheet.

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PET content and marking

Candidates’ continuous writing is assessed according to the criteria below. Note that
there are different levels of performance within each Band, which translate to a mark
out of 15.
This mark scheme is provided for each examiner, along with a set of sample scripts
which are chosen to demonstrate the range of responses and different levels of
competence achieved in this writing task. This therefore provides a common standard
of assessment for all examiners to use. Standardisation takes place before marking
commences and all examiners are monitored during the marking exercise to ensure
consistent standards and reliability of marking.

Note: This mark scheme is interpreted at PET level.

Writing Part 3: General Mark scheme

Very good attempt:

• Confident and ambitious use of language
• Wide range of structures and vocabulary within the task set
Band 5 • Well organised and coherent, through use of simple linking
devices
• Errors are minor, due to ambition and non-impeding
Requires no effort by the reader

Good attempt:
• Fairly ambitious use of language
• More than adequate range of structures and vocabulary within
Band 4 the task set
• Evidence of organisation and some linking of sentences
• Some errors, generally non-impeding
Requires only a little effort by the reader

Adequate attempt:
• Language is unambitious, or if ambitious, flawed
• Adequate range of structures and vocabulary
Band 3 • Some attempt at organisation; linking of sentences not always
maintained
• A number of errors may be present, but are mostly non-impeding
Requires some effort by the reader

Inadequate attempt:
• Language is simplistic/limited/repetitive
• Inadequate range of structures and vocabulary
Band 2 • Some incoherence; erratic punctuation
• Numerous errors, which sometimes impede communication
Requires considerable effort by the reader

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 PET content and marking

Poor attempt:
• Severely restricted command of language
• No evidence of range of structures and vocabulary
Band 1 • Seriously incoherent; absence of punctuation
• Very poor control; difficult to understand
Requires excessive effort by the reader

Achieves nothing:
Band 0
Language impossible to understand, or totally irrelevant to task

Paper 2 Listening (about 35 minutes including 6 minutes transfer time)

The PET Listening Paper is divided into four parts with a total of 25 questions.
The listening passages are recorded on cassette and CD and each is heard twice.
The speed of delivery is at the slower end of the range of a normal speaking speed.
There are pauses for the candidates to check their answers. The instructions to the
candidates on the cassette/CD mirror the instructions on the question paper.
Candidates put their answers on the question paper as they listen, and they are then
given six minutes at the end of the test to transfer these answers to an answer sheet.
The listening material is written or adapted specifically for the test and recorded in a
studio to simulate real spoken language.

Part Type of recording Focus Task Marks

1 7 separate short dialogues or Listening for detailed 7 multiple-choice 7
monologues in neutral or informal meaning and specific questions
contexts information (pictorial), each
with 3 options
2 A semi-formal prompted Listening for detailed 6 multiple-choice 6
monologue or interview, e.g. meaning, questions, each
radio interview, factual distinguishing with 3 options
announcement, recorded between main and
message secondary points

3 A semi-formal or prompted Listening to identify 6 gaps to fill 6

monologue, e.g. radio report, specific information
narrative account, recorded
Listening and writing
message
down information
4 A dialogue Listening for global 6 yes/no 6
and detailed meaning questions
Listening to identify
speakers’ attitudes
and feelings

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PET content and marking

Part 1
Candidates hear seven short monologues and dialogues, each accompanied by a
question and three illustrations, and they have to put a tick below the picture which
answers the question.

Part 2
The recording for this contains information which may be of interest to candidates
without concerning them directly, e.g. news or current affairs broadcasts, a simple
narrative relating an incident or an account of future events, plans or programmes.
It is more likely to contain redundant material than other parts. Candidates have to
answer six multiple-choice questions which test understanding of either specific
information or clearly stated attitude or opinion.

Part 3
This is a recording containing factual information of the kind candidates may need or
want, such as information about travel, the weather, opening times, facilities available,
etc. Candidates have to extract specific information in order to fill in six gaps on a form
or a set of notes, which requires them to write one, two or three words, or numbers,
dates, etc.

Part 4
Candidates listen to a conversation between two people in which they express
opinions, agree or disagree, etc. as well as exchanging information. Candidates have
to answer six yes/no questions which test their understanding of opinions and
attitudes, as well as their understanding of the gist of the conversation.

Marks
One mark is given for each correct answer, making a possible total of 25 marks, which
makes up 25% of the marks available for the whole test.

Paper 3 Speaking (10–12 minutes)

The PET Speaking test is conducted by two examiners (an Interlocutor and an
Assessor) with pairs of candidates. The Assessor takes no part in the interaction. It
takes 10–12 minutes for each pair of candidates. Where there is an odd number of
candidates at an examining session, the last test will be for a group of three
candidates. In this case, the test will last 13–15 minutes. The Speaking test is divided
into four parts.

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 PET content and marking

Part Focus Skills Time

1 Giving personal information Socialising, interacting and giving 2–3 mins
personal information
2 Simulated situation Expressing and finding out attitudes, 2–3 mins
discussing alternatives, agreeing/
disagreeing, making choices
3 Describing a photograph Giving information, describing, structuring 3 mins
discourse, comparing and contrasting,
paraphrasing
4 General conversation based on Giving and obtaining factual information, 3 mins
theme from Part 3 expressing and finding out opinions and
attitudes, structuring discourse,
socialising

Part 1
In this part, candidates interact with the Interlocutor, using the language normally
associated with meeting people for the first time. Candidates are asked to talk about,
for example, their home town, school, occupation, family, interests, etc.

Part 2
In this part, the two candidates interact with each other. The Interlocutor describes a
situation to the candidates, in response to which they are required to make
suggestions, discuss alternatives, state preferences, etc. Candidates are given a
visual prompt to help stimulate ideas for their discussion.

Part 3
In this part, each candidate in turn is given a colour photograph to talk about.
Candidates should be encouraged to talk about the setting, people and activities.
Specialised vocabulary is not expected at PET level, but candidates should be able to
paraphrase. The two photographs are linked thematically to establish a common
starting point for Part 4.

Part 4
In this part, the theme of the photographs in Part 3 (for example, holiday activities) is
used as a starting point for a general conversation about the candidates’ likes and
dislikes, experiences and habits. The Interlocutor initiates the discussion but the
candidates are expected to talk between themselves. They should be able to talk
about their interests and reasons for liking or not liking something. The Interlocutor will
use prompts if the discussion fails to develop.

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PET content and marking

Assessment and marking

Throughout the Speaking test candidates are assessed on their language skills, not
their personality, intelligence or knowledge of the world. Candidates at this level are
not expected to be fully fluent or accurate speakers, but they are expected to be able
to interact appropriately, develop the conversation and respond to the tasks set.
The language of the Speaking test is carefully controlled to be accessible to
candidates at this level; if candidates do not understand a question or an instruction
they should ask for repetition or clarification and they will normally get credit for using
this strategy. Similarly, they will get credit for using paraphrase to supplement any
inadequate linguistic resources.
Candidates are assessed on their own individual performance according to
established criteria and are not assessed in relation to each other. Where candidates
are required to interact with each other, they will get credit for cooperating to negotiate
meaning, but one candidate will not be penalised for another’s shortcomings.
The score on the Speaking test is weighted to 25% of the marks for the whole test.
The marks given are awarded on the basis of the following 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 fulfil
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, e.g. 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.

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 PET content and marking

Standardisation
All Oral Examiners are fully trained, so that they conduct the Speaking test and award
marks in a standardised way. In countries where the Cambridge ESOL Team Leader
system is in place, standardisation of procedure and assessment is maintained both by
attendance at regular coordination sessions and by monitoring visits to centres by
Team Leaders. In countries outside the Team Leader system, experienced Oral
Examiners run training and standardisation/coordination sessions for Local Examiners,
using materials provided by Cambridge ESOL.

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