Saturday, 12 April 2014

PET Writing Part 1 practice

Dear PET students,
Here you have over 60 sentences to rewrite so that you can practice for Writing Part 1. You can also find them in a Word document here, together with the Answer Key. Obviously, you have to try to rewrite them yourselves before looking at the answer key!
I have also added extra sentences at the end of this blog entry.
Have a nice Easter,
 Josué

VERB TENSES
1. They came to live in New York two years ago.
They have _____________________ New York for two years.
2. My last job was in 2007.
I have been _____________________ 2007.
3. When I was a child, we would go to the park every afternoon.
When I was a child, we _____________________ to go to the park every afternoon.
4. I haven’t seen Brandon for ages.
It’s been a long time _____________________ saw Brandon.
5. They were still playing tennis after three hours.
They _____________________ tennis for three hours.
6. What a shame he wasn’t able to come.
I wish he _____________________ to come.
7. I haven’t eaten paella for 2 years.
The last time _____________________ was two years ago.
8. Children don’t play board games anymore.
Children used _____________________ board games.

MODAL VERBS
9. Smoking is forbidden in hospitals.
You _____________________ in hospitals.
10. It isn’t necessary to bring skis as they are included in the package.
You do _____________________ bring skis as they are included in the package.
11. I thought I could park here.
I thought parking _____________________ here.
12. Perhaps we will go on a pilgrimage next month.
We _____________________ a pilgrimage next month.
13. She could read when she was three.
She _____________________ to read when she was three.
14. Atletico de Madrid could win the Spanish league this year.
It is _____________________ Atletico de Madrid will win the Spanish league this year.
15. I think Tom needs to see a doctor. His cough is terrible.
With that terrible cough, Tom ought _____________________ a doctor.
16. He couldn’t find me at the park.
He wasn’t able _____________________ me at the park.
17. She let her son go to the concert.
She allowed _____________________ go to the concert.
18. She has probably found a new job.
It is _____________________ she has found a new job.
19. You must not drink in here.
_____________________ allowed in here.

PASSIVE VOICE
20. The president of the USA made an important announcement yesterday.
An important announcement _____________________ the president of the USA yesterday.
21. Somebody should tell him.
He needs _____________________ by somebody.
22. They believe the Holy Grail is in Valencia.
The Holy Grail is _____________________ in Valencia.
23. They couldn’t find the other driver.
The other driver could _____________________.
24. People expect that the President will resign.
The President is _____________________ resign.
25. If you don’t work hard enough, you will be fired.
Your boss will _____________________ unless you work hard enough.

CONDITIONAL SENTENCES
26. I didn’t understand what he was saying because I hadn’t read his book.
If I had read his book I _____________________ what he was saying.
27. You should take the train instead of the bus.
If I _____________________, I would take the train instead of the bus.
28. If our tickets don’t arrive, we won’t be able to go.
We won’t be able to go unless _____________________.
29. Your friend will miss the train if he doesn’t come before ten.
a) If your friend _____________________ ten, he will miss the train.
b) _____________________ before ten, your friend will miss the train.

REPORTED SPEECH
30. ‘Luke, I am your father,’ said Darth Vader.
Darth Vader _____________________ he was his father.
31. ‘Don’t cheat in the exam,’ said the teacher.
The teacher told the students _____________________ in the exam.
32. ‘Can I open the window, Susan?’ asked Tom.
Tom asked Susan _____________________ open the window.
33. ‘Open the window, please, Susan’ asked Tom.
Tom asked Susan _____________________ open the window.
34. ‘Why don’t we play computer games?’ said Michael.
 Michael suggested _____________________ computer games.
35. ‘Are you coming to the party tomorrow?’ she said.
She asked him if he was coming to the party _____________________.
36. Tom said, ‘I will be playing tennis when you arrive.’
Tom said _____________________ playing tennis when I arrived.
37. ‘What time do the banks close today?’ Jonah asked me.
Jonah asked me what time _____________________ that day.

COMPARATIVE AND SUPERLATIVE STRUCTURES
38. I think the book is better than the movie.
I prefer the book _____________________ the movie.
39. Albert’s drawing isn’t as good as Gerald’s.
Gerald’s drawing is _____________________ Albert’s.
40. Huesca is less exciting than Valencia.
a) Huesca is not _____________________ Valencia.
b) Valencia is _____________________ Huesca.
41. He couldn't reach the cup because it was too high.
The cup wasn’t _____________________ for him to reach.
42. All the other girls in my family are shorter than me.
I am the _____________________ in my family.
43. I couldn’t go in because I wasn’t old enough.
I was too _____________________ to go in.
44. There is no better swimmer in class than Michael.
Michael is _____________________ swimmer in class.
45. The tickets are too expensive for me.
I don’t have _____________________ to pay for the tickets.

OTHER STRUCTURES AND EXPRESSIONS
46. They paid for dinner because they wanted to apologise for their behaviour.
a) They paid for dinner in _____________________ apologise for their behaviour.
b) They paid for dinner so _____________________ apologise for their behaviour.
c) They paid for dinner as _____________________ their behaviour.
47. Although the weather was horrible, we went skiing.
a) In spite _____________________ weather, we went skiing.
b) __________________________ weather, we went skiing.
48. Despite being sick, she went to work.
Although __________________________, she went to work.
49. Can I open the window?
Do you __________________________ open the window?
50. If only you didn’t live so far away.
I __________________________ you didn’t live so far away.
51. She wasn’t responsible for the accident.
The accident __________________________ fault.
52. He didn’t want to join the celebrations.
He didn’t want to take __________________________ the celebrations.
53. Don’t let me forget to call Jack.
__________________________ me to call Jack.
54. I don’t agree with the new law.
I’m __________________________ the new law.
55. I’m in favour of the new law.
I __________________________ with the new law.
56. Can you look after the kids this afternoon?
Can you take __________________________ the kids this afternoon?
57. I didn’t mean to break the vase.
I didn’t break the vase on __________________________.
58. Jack says it’s Jenny’s responsibility.
According to Jack, Jenny __________________________.
59. I was so bored by the movie that I left.
The movie was __________________________ that I left.
60. Can you describe your bedroom to me?
What is your __________________________?

EXTRA PRACTICE:
61. I fell asleep at the cinema because the movie was really boring.
The movie was __________________________ I fell asleep at the cinema.
62. Kevin and Gary are the same age.
Gary is __________________________ as Kevin.
63. Francis and Jordan's relationship was successful.
Francis and Jordan's relationship __________________________ out.
64. Could I borrow your calculator? Mine is broken.
Could I borrow your calculator? Mine __________________________ work.
65. I don't know.
__________________________ idea.
I don't __________________________ clue.
66. I'm not sure whether it will rain.
I'm not sure __________________________ it will rain or not.
67. I can' go to the cinema with you. I don't have any more money.
I can't go to the cinema with you. I've __________________________ of money.

Wednesday, 9 April 2014

PET Assessment of Speaking and Writing

Dear students,

 Here are the assessment guidelines for the Speaking and Writing parts of the PET exam. I have translated and adapted them from Nick Kenny and Anne Kelly's 'Ready for PET Teacher's Book' (Macmillan Education: Oxford, 2007) so that you know what is expected from you in each task and how they will be assessed. I will also bring a hard copy to class for you. If you have any question, please leave a comment below.


EVALUACIÓN DEL SPEAKING

   En la parte oral del examen se evalúa la capacidad de los estudiantes de hablar y comunicarse, no el contenido de lo que dicen o su personalidad. No obstante, deben estar preparados para hablar con sus compañeros/as y llevar a cabo una conversación adecuadamente. Dado que el examen intenta evaluar las habilidades lingüísticas espontáneas y comunicativas, no se aceptan discursos preparados ni respuestas de una sola palabra. Los estudiantes deben estar preparados para expresar sus puntos de vista y opiniones en respuesta a las tareas propuestas, y responder naturalmente a las contribuciones de su compañero/a.
   Las notas se asignan en cinco diferentes escalas:
1) Gramática y vocabulario: Se evalúa el uso apropiado de una variedad de gramática adecuada, junto con los recursos de vocabulario del candidato/a.
2) Gestión del discurso: Se evalúa la habilidad del candidato/a para elaborar discursos relativamente extensos utilizando el lenguaje de forma fluida y coherente.
3)  Pronunciación: Se evalúa la habilidad del candidato/a para hablar de forma comprensible.
4) Comunicación interactiva: Se evalúa la habilidad del candidato/a para tomar parte en tareas conjuntas. El/La examinador/a buscará evidencias de que el candidato/a puede iniciar una conversación con un compañero/a y responderle adecuadamente, con un nivel razonable de fluidez.
5)  Logro global: Esto refleja la contribución global y el nivel de competencia lingüística.
   La fluidez y la confianza al hablar son muy importantes en el examen. Los/as estudiantes que se sientan inhibidos/as por la vergüenza o por el miedo a cometer errores, así como aquellos/as que no entiendan bien el propósito de las tareas, están en clara desventaja. Lo que se evalúa es la habilidad para comunicarse de forma natural y significativa (es decir, que tenga sentido), por lo que es necesario que los/as estudiantes se involucren activamente en las tareas de forma inmediata, que digan lo que piensan y que trabajen cooperativamente con su compañero/a.

EVALUACIÓN DEL WRITING

   Hay un máximo de 5 puntos para Writing Part 2, y 15 puntos para Part 3.
   En PET Writing Part 2, el/la estudiante tiene que escribir un mensaje comunicativo corto. La evaluación de esta parte se centra en el grado en el que el/la estudiante ha conseguido comunicar el mensaje requerido.
   En las instrucciones, se ofrecen tres puntos que hay que incluir. No incluir uno de estos puntos en una respuesta significará que el/la estudiante no puede obtener más de tres puntos sobre los cinco totales. No se espera que los/las estudiantes escriban un inglés completamente perfecto y no se les penalizará por fallos leves, siempre y cuando no impidan la comunicación del mensaje.
   Este es el esquema de puntuación utilizado para evaluar PET Writing Part 2:
5
Todos los elementos de contenido han sido cubiertos correctamente.
El mensaje ha sido comunicado claramente al lector.
4
Todos los elementos de contenido han sido tratados correctamente.
El mensaje ha sido comunicado con éxito, en su conjunto.
3
Todos los elementos de contenido se han intentado tratar.
El mensaje requiere algo de esfuerzo por parte del lector.
o
Se ha omitido un elemento de contenido pero el resto se ha comunicado de forma clara.
2
Se han omitido dos elementos de contenido, o se han tratado de forma fallida.
El mensaje se ha comunicado solo parcialmente al lector.
o
El texto es ligeramente corto (20-25 palabras).
1
Poco contenido relevante y/o el mensaje requiere un esfuerzo excesivo por parte del lector, o es corto (10-19 palabras).
0
Totalmente irrelevante o incomprensible, o demasiado corto (menos de 10 palabras).

   En PET Writing Part 3, el/la estudiante puede escoger entre escribir una carta informal o una historia. La evaluación en esta parte se centra en la habilidad del estudiante a la hora de controlar un rango de estructuras y vocabulario, y de organizar sus ideas de forma coherente.
   Para recibir una puntuación de grado 5 (13-15 puntos), el estudiante ha de mostrar buen control de la gramática, orden de palabras, vocabulario, ortografía y puntuación. No importa si hay algunos errores, siempre que estos no dificulten la comprensión.
   Para obtener una puntuación de grado 5 hay que ser “seguro y ambicioso en el uso de lenguaje”. Esto significa que el/la estudiante debe utilizar un amplio abanico de estructuras y vocabulario e intentar usar algunos patrones de oraciones complejas, tales como oraciones de relativo, oraciones temporales, condicionales, comparativas, y frases con ‘because’ (porque) y ‘although’ (aunque). Donde corresponda, las oraciones deberán unirse mediante nexos o mecanismos simples de cohesión como, por ejemplo, ‘first’ (en primer lugar), ‘next’ (a continuación), ‘so’ (así que), ‘but’ (pero), ‘in fact’ (de hecho), ‘best of all’ (lo mejor de todo), etc., de modo que sea fácil para el lector seguir las ideas en la carta o en la historia.
   Este es el esquema de puntuación usado para evaluar PET Writing Part 3:
Band 5 (13-15 marks). Very good attempt
Grado 5 (13-15 puntos). Muy buen intento
· Seguro y ambicioso en el uso del lenguaje
· Amplio abanico de estructuras y vocabulario relacionado con la tarea asignada
· Bien organizado y coherente mediante el uso de mecanismos simples de cohesión
· Los errores son mínimos y no dificultan la comprensión
No requiere esfuerzo por parte del lector
Band 4 (10-12 marks). Good attempt
Grado 4 (10-12 puntos). Buen intento
· Bastante ambicioso en el uso del lenguaje
· Uso más que adecuado de variedad de estructuras y vocabulario relacionado con la tarea
· Evidencia de organización y algo de cohesión entre las oraciones
· Algunos errores, pero generalmente no impiden la comprensión
Requiere solo un poco de esfuerzo por parte del lector
Band 3 (7-9 marks). Adequate attempt
Grado 3 (7-9 puntos). Intento aceptable
· El uso del lenguaje no es ambicioso y, en caso de serlo, es fallido y con imperfecciones
· Variedad de estructuras y vocabulario adecuado
· Algún intento de organización, aunque la cohesión entre oraciones no siempre se mantiene
· Puede haber bastantes errores, pero mayormente no dificultan la comprensión
Requiere algo de esfuerzo por parte del lector
Band 2 (4-6 marks). Inadequate attempt
Grado 2 (4-6 puntos). Intento insuficiente
· El lenguaje es simple, limitado y/o repetitivo
· No hay suficiente variedad de estructuras y vocabulario inadecuado
· Algo de incoherencia; puntuación errática
· Numerosos errores, que en ocasiones impiden la comunicación
Requiere un considerable esfuerzo por parte del lector
Band 1 (1-3 marks). Poor attempt
Grado 1 (1-3 puntos). Intento exiguo
· El dominio del lenguaje es gravemente limitado
· No hay evidencia de utilizar variedad de estructuras o vocabulario
· Seriamente incoherente; ausencia de puntuación
· Muy poco control de los errores; difícil de entender
Requiere un esfuerzo excesivo por parte del lector
Band 0 (0 marks). Achieves nothing
Grado 0 (0 puntos). Nada conseguido
· Imposible de entender o totalmente irrelevante respecto a la tarea propuesta

Saturday, 5 April 2014

Registration for PET Official Exams in Valencia

Dear students,

 The registration process for the PET examination this year is open.

In the British Council it costs 105€. There are several different dates, and the registration deadline (fecha límite para matricularse) changes depending on the examination day.

If you want to take the exam on May 17th, you have to register before April 9th.
If you want to take the exam on June 5th, you have to register before April 14th.
If you want to take the exam on June 21st, you have to register before April 30th.
If you want to take the exam on July 24th, you have to register before June 18th.

You can see the list of available dates here: http://www.britishcouncil.org/spain/exams/cambridge/dates-locations?field_city2_nid=246&field_exam_type_nid%5B%5D=41

In Lenguas Vivas it costs 95€. There are different dates and places for the examination, and the registration deadline (fecha límite para matricularse) changes depending on the examination day.

If you want to take the exam on May 17th in Hotel Sorolla (Valencia), you have to register before April 8th.
If you want to take the exam on May 17th in Colegio El Rebollet (Oliva), you have to register before April 8th.
If you want to take the exam on June 21st in Escola Pía (Gandía), you have to register before April 18th.
If you want to take the exam on June 21st in Colegio Santa Ana (Algemesí), you have to register before April 18th.
If you want to take the exam on July 24th in Hotel Sorolla (Valencia), you have to register before June 18th.

You can see the list of available dates here: http://lenguasvivasexams.com/pet-valencia/

 Please take into account that you should register for the Preliminary English Test (PET), not the Preliminary English Test for Schools.

 If you have any questions, please leave a comment.



Saturday, 15 February 2014

Language functions for the speaking exam

Dear students, 
 Here you can find some useful expressions to prepare for the speaking parts of the PET exam. 

PART 1: In this part you have to introduce yourselves and answer to some personal questions asked by the examiner. Although you will be examined with a partner, this part is INDIVIDUAL.

· Introducing oneself
- Hello, ...
- Good morning/afternoon/evening, ...

·  Spelling your name
- My name is _________. It's spelt ... (My name is Josué. It's spelt J-O-S-U-E /yei-ou-es-yu-i/)

· Talking about your work and studies

* If you are unemployed:
- I am currently unemployed
- I'm not working at the moment
- I am looking for a job
- I would like to work as a/an ... (+ job)

If you are working/studying:
- I'm a/an ... (+occupation): I'm a student; I'm an architect
- I work as a/an ... (+ job): I work as a teacher; I work as an architect
- I work in (+company): I work in Mercadona as a checker; I work as a guide in the Museum of Fine Arts
      - I'm studying ... (+ degree): I'm studying Psychology; I'm studying Business and Administration

If you are working only temporarily:
     - I'm (currently) working in ... (place), but it's temporary work until I find something better.
     - I'm working in ... (place: McDonald's, a design company...) during ... (the summer, the holidays...) / until ...

· Talking about your likes and dislikes
- I (really) like ...  //  I enjoy ...  //  I love ...     + verb (-ing): I enjoy watching movies and reading
                                                                            + noun: I like movies and books
- My favourite pastime is ... (+ -ing verb): My favourite pastime is playing football
- In my free time I usually ... (+ infinitive): In my free time, I usually go out with my friends.

- I don't (really) like ...  //  I hate ...  //  I can't stand ...     + verb (-ing): I don't really like cooking
                                                                                             + noun: I can't stand noisy people
· Talking about your home and family
- I live in ...
- I live with ... (my parents; my boyfriend/girlfriend; my husband/wife...)
- I share a flat with ...
- My house is ... (big/small - you can also say how many rooms there are, or describe them)

PART 2: This part is IN PAIRS. You are given a situation in which you and your partner have to reach an agreement. You will have images to help you and give you some ideas. You have around 2 minutes to discuss the situation and arrive at some kind of conclusion. The examiner will evaluate the language used and the interactive strategies employed.

· Starting the discussion
-   Where shall we begin?
-   Let's talk about _____ first

· Giving opinions
-   In my opinion, ... / I think (that) ... / I believe (that) ... / Front my point of view, …
     ... ______ is a good idea because ...
     ... he/she should _________ (infinitive verb), because ...
     ... the best thing for him/her would be _________, because ...

· Giving arguments
-   One big advantage/disadvantage of ____________ is 
-   Don’t forget that …
-   Another thing is that ...


        Adding information: and … / also, … /…, as well / …, too.
        Contrasting information: but … / However, … / although 

>> Agreeing
- I agree
- That’s true
- You’re right
- That's a good idea, because ...


>> Disagreeing
- I disagree because ...
- I don't agree with you because 
- I'm not so sure about that because ...
- That may be true, but …
- Yes, you're right, but 

· Suggesting
-   What about

+ noun: What about a film?
+ phrase with –ing: What about going to the cinema?
-   What do you think about going to the cinema?
-   Would you like to go to the cinema?
-   Why don’t we go to the cinema?
-   What if we go to the cinema?
-   Shall we go to the cinema?
-   Let’s go to the cinema!

· Accepting
-   That sounds great!
-   That’s a very good idea!
-   What a wonderful idea!
-   Why not?
-   Yes, I’d love to!
· Rejecting
-   I’d rather go somewhere else
-   I’d prefer to go somewhere else
-   No, but thanks for offering
-   That sounds good, but…
-   I’m sorry, but…

· Concluding
-   What shall we do then?
-   Let’s reach an agreement

-   Ok, let’s do what you suggest (and next time we do something different)

PART 3: This part is INDIVIDUAL. There are two photographs (one for each student). You have to talk about your photograph for 1 minute.

·  Describing a photograph
-   This photograph/picture/image shows ...
-   In this photograph/picture/image I can see ...
-   There is / There are ...

·  Describing people in a photograph
     -   There is a ... (man/woman/child/teenager...) / There are (number) people.
*Physical appearance
    -    He/She is ... (adjective: young/middle-aged/old, tall/short, bald...)
    -    He/She has got ... (adjective + noun: blue/black/light/dark eyes, short/long black/brown/blond hair)
    -    He/She is wearing ... (clothes)
    -    He/She looks ... / They look ... (feelings: happy, sad, tired...)
* What are the people in the photograph doing?
     -   He/She is ___________ (verb -ing) / They are ___________ (verb -ing)
* Guessing
-   I think that he/she is ... / they are ...
-   Maybe he/she/they ...

PART 4: This part is IN PAIRS. You have a conversation with your partner about a topic related to the photographs from Part 3. The examiner will tell you what you have to talk about. There are always two elements (for example, Talk about where you like to go and what you like to do there), so make sure that you cover both points in the discussion.

·  Starting and asking your partner to continue the conversation
     -   I like _______ (noun or -ing verb). What about you?
     -   I like _______ (noun or -ing verb), don't you?
     -   I think/find that ___________ (sentence). What do you think?

      >>  Agreeing
              -   Really? Me too! :)
              -   Me too.
              -   So do I! 
              -   I agree with you about that.

      >>  Adding your own ideas
              -   That's interesting, because ...
              -   ... and another thing is that ...
              -   Also, ...

      >>  Disagreeing / Expressing a different opinion
              -   Well, I prefer ______ (noun or infinitive verb with 'to') / I'd rather ______ (infinitive verb without 'to')
              -   I'm not really into ______ (noun or -ing verb/ I don't really like ______ (noun or -ing verb)

·  Showing that you are following the conversation
     -   (nodding your head)
     -   Ahm.
     -   Yeah, that's true.