1. Teaching students at KET for Schools and PET for Schools level
Annie Broadhead November 2009

2. Content of the Tests which skills are tested? all four skills
how long is each test?
KET for Schools = 1 hour 40 mins + Speaking (8–10 mins)
PET for Schools = 2 hours + Speaking (10–12 mins)

3. KET for Schools Reading and Writing
Reading and Writing are combined
1 hr 10 mins, 50% of total
Reading:
based on signs, short messages, brochures, newspapers and magazines
understand the main message
choose the best word to fill a gap
match functional statements or questions with a response
Writing:
write a short message or note based on 3 required pieces of information
Point out that:
both levels have reading and writing on the same paper
the last item in the KET Reading paper is to do with matching simple questions and answers or statements and responses which form 2-line dialogues.

4. PET for Schools Reading and Writing
Reading and Writing are combined
1 hr 30 mins, 50% of total
Reading:
based on signs, labels, journals, newspaper and magazine articles
understand the main points, attitude and intended effect
fill in gaps in a text through understanding of lexico-structural patterns
manipulate sentence structure using given lexical and grammatical patterns
Writing
write a short message
write a story or letter of 100 words on a familiar subject
Add that:
the timing is longer for PET as there is a second more complex writing task involved
although the text types are similar, at PET level more ‘reading into’ some of the texts is required, as questions are based on attitude and effect as well as the more straightforward facts and detail
at PET level the ‘gap-fill’ texts are at a higher level and the gaps focus more on the structure of the text than at KET level
PET candidates are required to do a task on sentence transformation and write either a story or letter of about 100 words, in addition to the first task (short message) which is similar to that required at KET level.
You may be asked how important the length of the 100 word task is? Overlength answers are not penalised per se, but it is often found that long answers become irrelevant or incoherent and candidates penalise themselves in that they are spending too much time on this aspect of the test.
Underlength answers are penalised however. A minimum of 80 words is needed to complete the task successfully.

5. Listening KET for Schools 25–30 mins 25% of total mark
understand announcements and other everyday spoken material
PET for Schools
30–35 mins
25% of total mark
understand a range of recordings including announcements and texts from everyday life
understand attitude and intention
take notes
Point out that all materials are based on real-life situations.
Emphasise the extra demands which are made of PET level candidates – that they are not just listening for facts but interpreting ‘attitude’ and ‘intention’ – listening at a more subtle and not always factual level of detail than is required at KET.

6. Speaking KET for Schools PET for Schools basic level (A2) 2 tasks
8–10 mins
25% of total mark
familiar situations – meeting people, giving factual, personal and non-personal information
PET for Schools
intermediate level (B1)
4 tasks
10–12 mins
25% of total mark
everyday events in an English-speaking country
discussion and description
NB. Participants familiar with the existing KET and PET will find no differences here in terms of the parts of the exams and the level at which they are assessed.
There is not time to go into detail about the precise content and timings of the speaking exams, but point out:
The length of the examinations
The fact that they are done in pairs
The situations around which they are based and the type of language that they require candidates to use
At PET level, the tasks are more demanding and may include work, study and leisure situations involving discussion with a partner, describing a photograph, asking and answering questions and talking about likes and dislikes.
NB It is worth pointing out to participants that years of testing experience have shown that the tasks embodied in all the skills at these levels are those which are considered to test them most effectively.
In addition, you could mention that the same types of task go on up the levels of main suite, thus ensuring that the exams at KET and PET level are creating a good foundation for candidates who want to go on to higher levels.

7. KET for Schools and PET for Schools Reading
Add brief notes re. each slide here.
Use bullet points/ numbers/ extra spacing / bold font to make it userfriendly.

8. Aims of the Reading section
to establish the real-life relevance of KET for Schools and PET for Schools reading tasks
to look at classroom activities to develop appropriate skills
to provide the opportunity for sharing ideas and experiences

9. Key novel B1 labels on food and clothes A2 teenage magazine article A2
signs A2
information in a junior encyclopaedia A2
some information in a tourist office A2
note A2
personal letter B1

10. True or false? Key
We need to use familiar texts that our students recognise and read in L1.
True
We need to help students understand every word in a text.
False
Students should read a text slowly, word by word.

11. Teaching ideas

12. KET for Schools and PET for Schools Writing
Add brief notes re. each slide here.
Use bullet points/ numbers/ extra spacing / bold font to make it userfriendly.

13. Aims of the Writing section
to establish the real-life relevance of KET for Schools and PET for Schools writing tasks
to look at assessment criteria
to look at classroom activities to develop appropriate skills
to provide the opportunity for sharing ideas and experiences

14. True or false?
Writing tasks need to encourage students to write extended pieces of text.
Students’ writing needs to be accurate and error-free.
It’s best if they play safe and don’t try and be ambitious with language.
‘What I did last weekend’ (120 words) – this is a good writing task.

15. Key
Writing tasks need to encourage students to write extended pieces of text. False
Students’ writing needs to be accurate and error-free. False
It’s best if they play safe and don’t try and be ambitious with language. False
‘What I did last weekend’ (120 words) – this is a good writing task. False

16. Teaching ideas

17. KET for Schools and PET for Schools Listening

18. Aims of the Listening section
to establish the real-life relevance of KET for Schools and PET for Schools listening tasks
to look at classroom activities to develop appropriate skills
to provide the opportunity for sharing ideas and experiences

19. Listening Task Types multiple choice gap-fill
matching (KET for Schools only)
true/false (PET for Schools only) 1

20. PET for Schools Listening Part 1
Where is the girl’s hat? 2

21. Teaching ideas

22. KET for Schools and PET for Schools Speaking

23. Aims of the Speaking section
to establish the real-life relevance of KET for Schools and PET for Schools speaking tasks
to look at classroom activities to develop appropriate skills
to provide the opportunity for sharing ideas and experiences

24. Which level? What level are these candidates?
Listen and note what these speakers can do. 3 4 5

25. Teaching ideas

26. Support websites www.CambridgeESOL.org/ www.CambridgeESOL.org/teach
teachers’ seminars
handbooks
sample/past papers
exam reports
sample Speaking test video 26

27. Further information University of Cambridge ESOL Examinations
1 Hills Road, Cambridge, CB1 2EU, UK
Tel: +44 (0)
Fax: +44 (0)
Keep up to date with what's new via the Cambridge ESOL website 27