Prep Us PETfs

Prep Us B1 Preliminary
for Schools
Teacher Guide
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Kids&Us 2019
Prep Us B1 Preliminary for Schools | Index
PREP US B1 PRELIMINARY FOR SCHOOLS
Cross Reference p.5-14
Introduction p.15-20
Vocabulary List p.21-34
Lesson Plans p.35-147
Photocopiable Resources (PHC) p.148-275
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Cross Reference
Prep Us
B1 Preliminary for Schools
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Kids&Us 2019
Prep Us B1 Preliminary for Schools | Cross Reference
READING WRITING LISTENING SPEAKING PHOTOCOPIABLES
• Practice Test Reading

MOCK TEST • Practice Test Listening
(DAY 1) Parts 1&2
• Practice Test Writing

MOCK TEST • Practice Test Listening
(DAY 2) Parts 3&4
• Paper overview • Paper overview • PHC#1 (1 for class)

• PHC#2 (1 for class or every
LESSON 1 2 Ss)
• PHC#3 (1 per Ss)
• Paper overview • PHC#4 & #6 (1 per Ss)

• PHC#5 (2-3 copies)
LESSON 2
• Vocabulary list (1 per Ss)
• Paper overview • PHC#7 & #8 (1 for every

2 Ss)
LESSON 3
• Part 1 strategies • PHC#10, #11, #12 (1 per Ss)

LESSON 4
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• Part 2 strategies • PHC#13 (1-2 copies)

• PHC#14 & #15 (1 per Ss)
LESSON 5
• Part 1 strategies • PHC#16 (1 per Ss)

• PHC#17 & #18,
LESSON 6
• Part 1 strategies • PHC#19, #20, #21 (1 per Ss)

• PHC#22 (1 for every 2 Ss)
LESSON 7
• Part 1 strategies • PHC#23 & #24 (1 per Ss)
LESSON 8
LESSON 9
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• Part 4 strategies • PHC#27, #28 & #29 (1 per

Ss)
LESSON 10
• Part 2 strategies • PHC# 30 & #33 ( 1 for

every 2 Ss)
LESSON 11
• Part 2 strategies • PHC#34, #35, #36, #37 (1

for every group of 3-4 Ss)
LESSON 12
• Part 2 • PHC#38, #39, #41 (1 per Ss)

• PHC#40 ( 1 for every 2 Ss)
LESSON 13
LESSON 14
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• Part 3 strategies • PHC#44, #45, #46 (1 per

Ss)
LESSON 15
• Part 3 strategies • PHC#47, #48, #49 (1 per

Ss)
LESSON 16 • PHC#50 (1 for every 2 Ss)
• Part 6 strategies • PHC#51, #52, #53
LESSON 17
LESSON 18
• Part 4 strategies • PHC#48 (1 for every 2 Ss)

• PHC#6 & #57 (1 for every
LESSON 19 3 Ss)
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DAY OF EXAM REQUIREMENTS • PHC#58, #59, #60 (1 per

Ss)
LESSON 20 • PHC#61 & #62 (1 per Ss)
• PHC#63 (1 for the class)
• Sample paper • PHC#64 (1 per Ss)
LESSON 21
LESSON 22
LESSON 23
• Sample paper • PHC#9 (1 for every 2 Ss)

LESSON 24
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• Revision of strategies • Revision of strategies • Revision of strategies • Revision of strategies • PHC#68 & #69 (1 per Ss)
LESSON 25
ONLINE RESOURCES FOR STUDENTS • PHC#70 & # 71 (1 per Ss)
LESSON 26
• Practice paper • PHC#64 (2 per Ss)

• PHC#72 & #73 (1 for the
LESSON 27 class)

LESSON 28

LESSON 29
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• PHC#9 (1 for every 2-3 Ss)
LESSON 30
• Computer-based exams • Computer-based exams • Computer-based exams • Computer-based exams • PHC#77 & #74 (1 per Ss)
LESSON 31
LESSON 32
LESSON 33

LESSON 34
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• Practice paper • PHC#9 (1 for every 3 Ss)
LESSON 35
• FAQs • FAQs • FAQs • FAQs • PHC#60 & #61 (1 per Ss)

• PHC#60, #63, #76, #77 (1
LESSON 36 for every 2 Ss)
• Strategies • Strategies • PHC#82 (1 per Ss)

BONUS
SESSION
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Introduction
Prep Us
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Kids&Us 2019
Prep Us B1 Preliminary for Schools | Introduction
Dear teacher,
BEFORE STARTING THE COURSE
Welcome to the Kids&Us course for Cambridge B1
Preliminary English Test (PET) for Schools preparation. The students ought to have taken a Mock Test before
This guide consists of lesson plans written by Cambridge starting a preparation course. There are two times when
Assessment: the Mock Test can be given.
• to familiarise students with the tasks on the exam • In class: The entire class can be given a Mock Test
• to inform students of the quality of language in the third term. It should take 1½ class days.
expected of them • Out of class: Have the student come in or stay later
• to give students strategies for completing each part after class on two separate days to take the Mock
of the exam Test. Again, this should be done in the third term.
Moreover, Kids&Us has added extra activities and practice There is a plan included at the beginning of the Lesson
to reinforce these objectives and to ensure that our students Plans explaining how to administer the Mock Test.
pass the exam and succeed in acquiring their B1 certificate.
We recommend that you speak with either the academic
This guide is to orientate teachers who have little to no coordinator or the director of your centre to get a bit of
experience preparing students for official exams; however, background information on the students in your group.
experienced teachers may also find the materials useful. Each Some things you may want to know are:
teacher may use their own plans, activities and materials
a. Which Kids&Us course your student is currently in.
depending on the needs of their students.
b. Which parts of the exam the student may need
If you have any questions, concerns or suggestions, please to focus on improving (Speaking, Reading, etc.),
let your academic coordinator or director know so that we depending on their Mock Test results.
can all work together in providing the best exam preparation c. When each student is aiming to sit the exam.
course for our students.
d. What their learning style is and what moticates them.
Thank you!
Suggestion
WHY TAKE AN OFFICIAL EXAM?
If you can get a copy of their Mock Test, you can look over
Depending on the country you are in, official exams can play the different needs of your individual students and know just
an important role in a student’s academic and professional how far they are from sitting the exam.
career. However, exams can serve another purpose when it
comes to learning English. TEACHER PREPARATION
REASONS FOR TAKING AN OFFICIAL EXAM

As the teacher of a Kids&Us exam preparation course, it
• The students will have an objective which can be is important that you understand:
attained within a year.
• Knowing that an outside examiner will be assessing • the different papers and parts of the exam.
them will encourage students to work harder. • how to mark each part and score the paper.
• The students will also see how English can be useful • how much work your students need.
in another situation.
Cambridge provides online resources for teachers. It is
• The students will get an idea of just how much more important for you to be trained on how to prepare Ss for
English they need to learn in the larger scheme of Cambridge examinations; therefore, we suggest you register
things. for Cambridge seminars and webinars to stay up to date
• Getting a positive result will boost their confidence with the latest developements and tools and strategies for
and keep them on track for learning English. exam preparation.
• Taking the Cambridge B1 Preliminary for Schools
exam will give them the experience and confidence You can visit the following link to get information on the
they need to pass the First Certificate, the B2 level upcoming webinars:
which many schools require.
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Kids&Us 2019
https://www.cambridgeenglish.org/teaching-english/
resources-for-teachers/webinars/ Please Note
Furthermore, make sure they school provides you with a • All keys (including those to PHCs) can be found in
copy of the Cambridge English: B1 Preliminary for Schools the Lesson Plan section of this guide.
Handbook for teachers (it’s free and available online). This
handbook provides a general overview of the exam including Recommendations
marking criteria and examples for the Writing paper. Speaking • We recommend the following book to be used in
examples can be found on YouTube. class by the teacher: B1 Preliminary for Schools
Trainer, ISBN 978-1-108-52888-7. Most of the
COURSE PLAN practice suggested in this guide has been taken from
this book. The audios need to be downloaded from
the downloadable audio link provided in the book.
A general interpretation and plan based on Mock Test
results:
MOCK TEST LENGTH OF COURSE EXAM DATE
80% ↑ 4-5 months (20 weeks) March

65-79% 6-7 months (26-31 weeks) June
55-64% 8-9 months (36 weeks) June
• Lesson Plans 1-19: An overview of the four papers • For the students, we recommend the version
and strategies for the parts within each paper, as WITHOUT answers: Preliminary for Schools Trainer
summarised here: - ISBN 978-0-108-52888-0.
Reading & Use of English (6 parts)
Writing (2 parts) Please Note
Speaking (4 parts)
The Preliminary exam has two formats: the regular
Listening (4 parts) Preliminary and Preliminary for Schools. The level of both
exams is the same; however, the topics of the Preliminary
• Lesson Plans 20-26: A practice exam, exam day
for Schools are specifically for students. Regardless of this,
requirements, a review of strategies and online
anybody can take either exam.
resources.
• Lesson Plans 27-31: A practice exam and introduction
to computer-based format. Suggestion
• Lesson Plans 32-36: A practice exam and review

• Unlike the teacher, Ss should have the copy of the
of strategies.
book that does NOT contain the answer key. More
• Bonus Session: A checklist for Writing assignments on homework correction later in this introduction.
and Speaking practice. • There are photocopiable handouts.
Progress Check: After each block of Lesson Plans, • Tracks of Listening and Speaking exercises from
teachers can check each student’s progress and eligibility the Cambridge Lesson Plans as well as from the
to sit the next available exam date, depending on the format book are available on the Internet or CD.
in which they choose to take the exam (pen and paper or
computer-based), and their country and region. LESSON PLANS
MATERIALS • Ss = students or student

• PHC# = photocopy number
• This guide comes with all the lesson plans and • HW = homework
handouts that will be used in class. • pp = pages / p = page
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The PET exam preparation course is a combination of

VOCABULARY
lesson plans written by or adapted from Cambridge English
Language Assessment and Kids&Us. You will find an activity
under the procedures with this title: A Vocabulary list is included within this guide and must be
given to all the students. This list is by no means a complete
2.– CAMBRIDGE LESSON PLAN list of all the vocabulary items students might encounter in the
B1 Preliminary for Schools exam. However, it contains plenty
These lesson plans have been downloaded and are provided of B1 vocabulary that could come in handy for students to
in this guide. As Cambridge Assessment has not yet adapted discuss topics that might appear in the B1 Preliminary for
lesson plans for teachers, some of the materials have been Schools exam.
modified to fit the new 2020 format of the Preliminary exam.
Any handout resources are also provided; however, please be It is advisable that students bring the Vocabulary list to
aware that some supplemental materials may be accessed every class since some of the activities in the Lessons will
online. In this case, a link should be provided. be based on vocabulary.
Unless stated otherwise, all other parts of the lesson plan

have been written at Kids&Us. The amount of time that ought EXTRA ACTIVITIES
to be spent on each activity is written, as in all Kids&Us
courses. Teachers should be aware of time management If you think your students need more practice than the
and try to stick as closely as possible to the recommended exercises provided in the LPs, or you want them to focus
timings. more on any given part of the exam, we recommend the
following book: B1 Preliminary 1 with answers, ISBN 978-
PHCs 1-108-67641-0. This book contains practice exams of the
B1 Preliminary for Schools exam.
You will find a list of the PHCs along with the number of
copies you will need of each in the Cross Reference section
of this guide. We recommend that at the beginning of each
month, you prepare the copies of all the PHCs needed for
that month.
It is important that students keep all the PHCs that are

handed out to them in a binder so that they can consult
them any time they need to. The PHCs might:
• contain activities related to the B1 Preliminary for
Schools exam. This book also includes the answer key which students can
• be HW assignments. consult to check their work. The audio files are downloadable
following the instructions in the book or they can be accessed
• contain tips for dealing with the different parts of
directly via QR code.
the B1 Preliminary for Schools exam.
• be Answer Sheets.
HOMEWORK
Please Note
Students are expected to do one homework assignment
every week. Homework can include:
Bear in mind that most of the photocopiable resources
• book exercises
have been taken from Cambridge Assessment English in the
exact format that they appear in the website. Unfortunately, • photocopiable homework sheets
some of the PDF files may not have optimal resolution. If • speaking homework
this is the case, teachers are welcome to access the site
where the documents can be found. The links are provided The photocopiable HW worksheets are located in the
in the Lesson Plan. photocopiable (PHC) section of this guide.
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Correcting HW
Teachers are advised not to spend too much time on

correcting exercises in class and focus on the answers that
were more difficult for students. Here are some suggestions
on how to minimise time spent on HW correction:
1. Make copies or write the answers to book exercises

on the board before class. Give the students a couple
of minutes to check their answers.
2. Give the students the opportunity to ask the reasons
for any answers they don’t understand.
3. Correct writing and speaking HW at home and return
them to students in the following class.
If students complain about the amount of HW, reassure

them that you understand it’s a lot, but they should do as
much as they can because the B1 Preliminary for Schools
exam is complex, and they need to be prepared. Tell them
that if they can’t finish all of their homework, they should at
least try to do part of it. Something is better than nothing!
Speaking Homework
Ss will be given speaking homework assignments. These

include recording themselves while they carry out a task from
one of the parts of the Speaking Paper of the Preliminary
for Schools. In such cases, the teachers and schools will
have two options:
1. Provide Ss with the school email address and

instruct them to send the audio files attached
to an email with the teacher’s name and “PETfs
homework” in the subject line.
2. Create a drive for the school or for each preparation
class, where Ss can upload the Speaking assignments
and the teachers can have direct access to them.
Good luck and have fun!
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Vocabulary List
Prep Us
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Kids&Us 2019
Check this link for further information:
https://www.cambridgeenglish.org/Images/84669-pet-vocabulary-list.pdf
Vocabulary List Prep Us B1 Preliminary for Schools | Vocabulary
Appendix 1
Appendix 1
Word sets
Word sets
In addition to the words in the alphabetical list, Preliminary and Preliminary for Schools candidates
areaddition
In expected to know:
to the words in the alphabetical list, Preliminary and Preliminary for Schools candidates
are expected to know:
Cardinal numbers
one, two, numbers
Cardinal three, etc.
one, two, three, etc.
Ordinal numbers
first,
Ordinalsecond, third, fourth, etc.
numbers
first, second, third, fourth, etc.
Days of the week
Monday,
Days of the Tuesday,
week etc.
Monday, Tuesday, etc.
Months of the year
January,of
Months February,
the yearetc.
January, February, etc.
Seasons of the year
spring,
Seasons summer, autumn, winter
of the year
spring, summer, autumn, winter
Countries, languages and nationalities
Names
Countries,of countries,
languages nationalities and languages, for example, Brazil/Brazilian, Canada/Canadian,
and nationalities
China/Chinese, France/French, Ireland/Irish,
Names of countries, nationalities and languages, India/Indian, Italy/Italian,
for example, Spain/Spanish,
Brazil/Brazilian, etc.
Canada/Canadian,
China/Chinese, France/French, Ireland/Irish, India/Indian, Italy/Italian, Spain/Spanish, etc.
Continents
Africa, Antarctica, Asia, Australia, Europe, North America, South America
Continents
Africa, Antarctica, Asia, Australia, Europe, North America, South America
© UCLES 2018 Page 40 of 51 Preliminary and Preliminary for

Schools Vocabulary List
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Appendix 2
Appendix 2
Topic Lists
Topic Lists
Clothes and Accessories
Clothes and Accessories
backpack go (with/together) plastic take off
bag
backpack (phr v)
go (with/together) pocket
plastic tie
take off
belt
bag handbag (phr v) pullover
pocket tights
tie
blouse
belt handkerchief
handbag purse
pullover tracksuit
tights
boot
blouse hat
handkerchief put
purseon trainers
tracksuit
bracelet
boot jacket
hat raincoat
put on trousers
trainers
button
bracelet jeans
jacket ring
raincoat T-shirt
trousers
cap
button jewellery
jeans / jewelry scarf
ring sandal
T-shirt
chain
cap jumper
jewellery / jewelry shirt
scarf sweatshirt
sandal
clothes
chain kit
jumper shoe
shirt swimsuit
sweatshirt
coat
clothes knit
kit shorts
shoe try on
swimsuit
collar
coat label
knit silk
shorts umbrella
try on
cotton
collar laundry
label size
silk underpants
umbrella
dress
cotton leather
laundry skirt
size underwear
underpants
earring
dress make-up
leather sleeve(less)
skirt undress
underwear
fashion
earring match
make-up(v) socks
sleeve(less) uniform
undress
fasten
fashion material
match (v) stripe
socks wallet
uniform
fit (v)
fasten necklace
material suit
stripe watch
wallet
fit (v)(v)
fold old-fashioned
necklace (adj) sunglasses
suit wear
watch(out)
glasses
fold (v) pants
old-fashioned (adj) sweater
sunglasses wool(len)
wear (out)
glove
glasses pattern
pants sweatshirt
sweater wool(len)
get
glove dressed perfume
pattern swimming
sweatshirt costume
get dressed perfume swimming costume
Colours
Colours
(dark/light/pale) gold orange silver
black
(dark/light/pale) golden
gold pink
orange white
silver
blue
black green
golden purple
pink yellow
white
brown
blue grey
green/ gray red
purple yellow
brown grey / gray red
Communications and Technology
Communications and Technology
access delete hardware operator
address
access dial
delete headline
hardware parcel
operator
app
address dial
dial up homepage
headline password
parcel
at
app/ @ digital
dial up install
homepage PC
password
blog
at / @ digital
digital camera internet
install phone
PC
blogger
blog disc/disk
digital camera invent
internet photograph
phone
by post
blogger dot
disc/disk invention
invent photography
photograph
calculator
by post download
dot (n & v) IT
invention podcast
photography
call (v)
calculator drag
download (n & v) keyboard
IT postcard
podcast
call back
call (v) DVD (player)
drag laptop
keyboard print
postcard
CD
call (player)
back electronic(s)
DVD (player) (computer)
laptop printer
print
cell phone
CD (player) email
electronic(s) machine
(computer) program(me)
printer
chat
cell phone engaged
email message
machine reply
program(me)
chat room
chat enter
engaged mobile phone
message ring
reply
click (v)
chat room envelope
enter mouse
mobile phone ring
ring up
computer
click (v) equipment
envelope mouse
mouse mat robot
ring up
connect
computer fax
equipment MP3
mouse player
mat screen
robot
connection
connect file
fax net
MP3 player server
screen
data
connection hang
file up online
net sign
serverup (v)
© UCLES 2018 Page 41 of 51 Preliminary
sign up and
(v) Preliminary for
data hang up online
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Kids&Us 2019
smartphone talk turn on webcam

social media
smartphone telephone
talk turn on (n & v)
upload web page
webcam
software
social media text
telephone video
uploadclip(n & v) website
web page
switch
softwareoff text
text message volume
video clip website
switch off
switch on turn message
text off web
volume
switch on turn off web
Education
Education
absent course language read
advanced
absent curriculum
course learn
language register
read
arithmetic
advanced degree
curriculum lesson
learn remember
register
art
arithmetic desk
degree level
lesson research
remember
beginner
art dictionary
desk library
level rubber
research
bell
beginner diploma
dictionary mark
library ruler
rubber
biology
bell drama
diploma mathematics
mark school
ruler
blackboard
biology economics
drama math(s)
mathematics science
school
board
blackboard elementary
economics music
math(s) secondary
science
book
board essay
elementary nature
music studies school
secondary
bookshelf
book geography
essay note
nature studies student
school
break(time)
bookshelf history
geography notice
note board studies
student
break up
break(time) handwriting
history pencil case
notice board study (v)
studies
certificate
break up homework
handwriting photography
pencil case subject
study (v)
chemistry
certificate information
homework physics
photography teach
subject
class
chemistry instructions
information physics (n)
practice teacher
teach
classroom
class instructor
instructions practice (v)
practise (n) technology
teacher
clever
classroom intermediate
instructor primary
practise school
(v) term
technology
coach
clever IT
intermediate project
primary school test
term
college
coach know
IT pupil
project university
test
composition
college laboratory (lab)
know qualification
pupil university
composition laboratory (lab) qualification
Entertainment and Media
Entertainment and Media
act (v) chess film star magic
action
act (v) cinema
chess fireworks
film star MP3 player
magic
actor
action circus
cinema folk music
fireworks museum
MP3 player
actress
actor classical music
circus fun music
folk music
museum
ad
actress comedy music
classical go out
fun musician
music
admission
ad comic
comedy group
go out news
musician
adventure
admission competition
comic guitar
group newspaper
news
advert
adventure concert
competition guitarist
guitar opera
newspaper
advertisement
advert dance
concert headline
guitarist orchestra
opera
app
advertisement dancer
dance headphones
headline paint
orchestra
art
app disc
dancer/ disk hero
headphones painter
paint
article
art disco
disc / disk heroine
hero perform
painter
audience
article display
disco hip hop
heroine performance
perform
ballet
audience DJ / disc jockey
display hit song
hip hop performer
performance
band
ballet documentary
DJ / disc jockey horror
hit song play
performer
bestseller
band drama
documentary instrument
horror podcast
play
board game
bestseller draw
drama interval
instrument poem
podcast
book
board game drawing
draw interview(er)
interval pop music
poem
camera
book DVD
drawing (player) jazz music
interview(er) presenter
pop music
card
camera entrance
DVD (player) journalist
jazz music production
presenter
cartoon
card exhibition
entrance keyboard
journalist programme
production
celebrity
cartoon exit
exhibition laugh
keyboard quiz
programme
CD (player)
celebrity festival
exit listen to
laugh recording
quiz
channel
CD (player) film
festival look atto
listen review
recording
chat show
channel film maker
film magazine
look at rock music
review
chat show film maker magazine rockSchools
musicVocabulary List
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Kids&Us 2019
romantic selfie stage television

row
romantic series
selfie star
stage thriller
television
scene
row soap opera
series studio
star video
thriller
screen
scene soundtrack
soap opera talk show
studio video
screen soundtrack talk show
Environment
Environment
bottle bank petrol (Br Eng) recycle traffic (jam)
climate
bottle change
bank pollution
petrol (Br Eng) recycled
recycle volunteer
traffic (n)
(jam)
gas (Amchange
climate Eng) prohibited
pollution recycling
recycled volunteer (n)
litter
gas (Am Eng) public transport
prohibited rubbish (bin)
recycling
litter public transport rubbish (bin)
Food and Drink
Food and Drink
apple cookie ingredients rice
bake (v)
apple corn
cookie jam
ingredients roast (v & adj)
rice
banana
bake (v) cream
corn jug
jam roll (v & adj)
roast
barbecue (n & v)
banana cucumber
cream juice
jug salad
roll
bean
barbecue (n & v) cup
cucumber kitchen
juice salmon
salad
biscuit
bean curry
cup knife
kitchen salt
salmon
bitter (adj)
biscuit cut
curry lamb
knife sandwich
salt
boil (v)
bitter (adj) delicious
cut lemon
lamb sauce
sandwich
boiled
boil (v) dessert
delicious lemonade
lemon saucepan
sauce
bottle
boiled diet
dessert lettuce
lemonade saucer
saucepan
bowl
bottle dinner
diet lunch
lettuce sausage
saucer
box
bowl dish
dinner main course
lunch slice (n)
sausage
bread
box drink
dish meal course
main snack
slice (n)
break
bread duck
drink meat
meal soft drink
snack
breakfast
break eat
duck melon
meat soupdrink
soft
broccoli
breakfast egg
eat menu
melon sour
soup
bunch (of
broccoli fish
egg microwave (n)
menu spicy
sour
bunchbananas)
(of flavour
fish milk
microwave (n) spinach
spicy
burger
bananas) flour
flavour mineral water
milk spoon
spinach
butter
burger food
flour mushroom
mineral water steak
spoon
cabbage
butter fork
food oil
mushroom strawberry
steak
café / cafe
cabbage French fries
fork omelette
oil sugar
strawberry
cafeteria
café / cafe fresh fries
French onion
omelette sweet (adj & n)
sugar
cake
cafeteria fridge
fresh orange
onion takeaway
sweet (adj & n)
can (of beans)
cake fried
fridge pan
orange taste
takeaway
candy
can (of beans) fruit
fried pasta
pan tasty
taste
canteen
candy fruit juice
fruit pea
pasta tea
tasty
carrot
canteen fry juice
fruit peach
pea thirsty
tea
cereal
carrot frying pan
fry peanut
peach toast
thirsty
cheese
cereal garlic pan
frying pear
peanut tomato
toast
chef
cheese glass
garlic pepper
pear tuna
tomato
chicken
chef grape
glass picnic
pepper turkey
tuna
chilli
chicken grill (n & v)
grape pie
picnic vegetable
turkey
chips
chilli grilled
grill (n & v) piece of cake
pie vegetarian
vegetable
chocolate
chips herbs
grilled pineapple
piece of cake waiter
vegetarian
coconut
chocolate honey
herbs pizza
pineapple waitress
waiter
coffee
coconut hot
honey plate
pizza wash up
waitress
cola
coffee hungry
hot potato
plate yog(h)urt
wash up
cook (n & v)
cola ice
hungry recipe
potato yog(h)urt
cooker
cook (n & v) ice cream
ice refreshments
recipe
cooker ice cream refreshments

– 26 –
Kids&Us 2019
Health, Medicine and Exercise

Health, Medicine and Exercise
accident danger head problem
ache
accident dangerous
danger headache
head recover
problem
ambulance
ache dead
dangerous health
headache rest (n & v)
recover
ankle
ambulance dentist
dead health(v)
hear run
rest (n & v)
appointment
ankle die
dentist heart
hear (v) shoulder
run
arm
appointment diet
die heel
heart sick
shoulder
aspirin
arm doctor
diet hospital
heel skin
sick
baby
aspirin ear
doctor hurt
hospital soap
skin
bandage
baby earache
ear ill
hurt sore
soap throat
bleed
bandage(v) emergency
earache illness
ill stomach
sore throat
blood (n)
bleed (v) exercise
emergency injure
illness stomach ache
stomach
body
blood (n) eye
exercise keep
injurefit stress
stomach ache
bone
body face
eye knee
keep fit swim
stress
brain
bone fall
face leg
knee tablet
swim
break
brain feel better/ill/sick
fall lie down
leg take exercise
tablet
breath
break fever
feel better/ill/sick medicine
lie down temperature
take exercise
breathe
breath finger
fever nose
medicine thumb
temperature
check
breathe fit
finger nurse
nose tired
thumb
chemist
check flu
fit operate
nurse toes
tired
chin
chemist foot
flu operation
operate tooth
toes
clean
chin get
footbetter/worse pain
operation toothache
tooth
cold
clean(n) go
getjogging
better/worse painful
pain toothbrush
toothache
comb(n)
cold gymjogging
go painful (n)
patient walk
toothbrush
comb (n & v)
cough gymnastics
gym pharmacy
patient (n) well
walk(adj)
cut
cough (n & v) hair
gymnastics pill
pharmacy well (adj)
damage
cut hand
hair prescription
pill
damage hand prescription
Hobbies and Leisure
Hobbies and Leisure
barbecue dancing hobby painting
beach
barbecue doll
dancing holidays
hobby park
painting
bicycle
beach draw
doll ice skates
holidays party
park
bike
bicycle drawing
draw jogging
ice skates photograph
party
camera
bike DVD
drawing (player) join in
jogging picnic
photograph
camp
camera facilities
DVD (player) keen
join inon playground
picnic
camping
camp fan
facilities keep
keen fit
on quiz
playground
campsite
camping festival
fan magazine
keep fit rope
quiz
CD (player)
campsite fiction
festival member(ship)
magazine sculpture
rope
chess
CD (player) gallery
fiction model
member(ship) sightseeing
sculpture
club
chess go out
gallery museum
model slide
sightseeing
collect(or)
club go shopping
go out music
museum sunbathe
slide
collection
collect(or) guitar
go shopping musician
music tent
sunbathe
computer
collection hang
guitarout nightlife
musician torch
tent
cruise
computer hire
hang out opening
nightlife hours torch
dance
cruise hike
hire paint
opening hours
dance hike paint

– 27 –
Kids&Us 2019
House and Home

House and Home
accommodation computer heating rent
address
accommodation cooker
computer hi-fi
heating repair
rent
air conditioning
address cottage
cooker home
hi-fi roof
repair
alarm (fire/car)
air conditioning cupboard
cottage house
home room
roof
alarm clock
alarm (fire/car) curtain
cupboard housewife
house roommate
room
antique
alarm clock cushion
curtain housework
housewife rubbish
roommate
apartment
antique desk
cushion iron
housework safe
rubbish(adj)
armchair
apartment desk (adj)
digital jug
iron seat
safe (adj)
balcony
armchair dining room
digital (adj) kettle
jug sheet
seat
basin
balcony dish
dining room key
kettle shelf
sheet
bath(tub)
basin dishwasher
dish kitchen
key shower
shelf
bathroom
bath(tub) door
dishwasher ladder
kitchen sink
shower
bed
bathroom downstairs
door lamp
ladder sitting
sink room
bedroom
bed drawer
downstairs laptop
lamp sofa
sitting room
bell
bedroom dustbin
drawer (computer)
laptop stairs
sofa
bin
bell duvet
dustbin lift(computer) stairs(v)
stay
blanket
bin DVD
duvet(player) light
lift step
stay (v)
blind
blanket electric(al)
DVD (player) (clothes)
light line surround
step
block
blind entrance
electric(al) living-room
(clothes) line switch
surround
(notice)
block board fan
entrance lock
living-room table
switch
bookcase
(notice) board flat
fan microwave
lock (n) tap
table
bookshelf
bookcase flatmate
flat mirror
microwave (n) telephone
tap
bowl
bookshelf floor
flatmate mug
mirror television
telephone
box
bowl freezer
floor neighbour
mug toilet
television
brush
box fridge
freezer oil
neighbour towel
toilet
bucket
brush frying
fridge pan oven
oil tower
towel
bulb
bucket furniture
frying pan pan
oven toy
tower
candle
bulb garage
furniture path
pan TV
toy (screen/set)
carpet
candle garden
garage pillow
path upstairs (adv)
TV (screen/set)
ceiling
carpet gas
garden pipe
pillow vase
upstairs (adv)
cellar
ceiling gate
gas plant
pipe video
vase
central
cellar heating grill
gate plug
plant wall
video
chair
central heating ground
grill (floor) plug
plug in washing
wall
channel
chair (with hall
ground (floor) property
plug in machine
washing
TV) (with
channel handle
hall radio
property window
machine
chest
TV) of drawers heat
handle(v) refrigerator
radio window
clock
chest of drawers heater
heat (v) remote control
refrigerator
clock heater remote control
Language
Language
advanced elementary mention speak
answer
advanced email
elementary message
mention talk
speak
argue
answer grammar
email pronounce
message tell
talk
ask
argue intermediate
grammar pronunciation
pronounce translate
tell
beginner
ask joke
intermediate question
pronunciation translation
translate
chat
beginner letter
joke say
question vocabulary
translation
communicate
chat mean
letter sentence
say word
vocabulary
communication
communicate meaning
mean shout
sentence word
communication meaning shout

– 28 –
Kids&Us 2019
Personal Feelings, Opinions and Experiences (Adjectives)

Personal Feelings, Opinions and Experiences (Adjectives)
able delighted important relaxed
afraid
able depressed
delighted impressed
important reliable
relaxed
alone
afraid different
depressed intelligent
impressed relieved
reliable
amazed
alone difficult
different interested
intelligent rich
relieved
amazing
amazed disappointed
difficult interesting
interested right
rich
amusing
amazing disappointing
disappointed jealous
interesting rude
right
angry
amusing easy
disappointing keen
jealous sad
rude
annoyed
angry embarrassed
easy kind
keen satisfied
sad
anxious
annoyed embarrassing
embarrassed lazy
kind serious
satisfied
ashamed
anxious enjoyable
embarrassing lovely
lazy slim
serious
awesome
ashamed excellent
enjoyable lucky
lovely slow
slim
awful
awesome excited
excellent mad
lucky small
slow
bad
awful exciting
excited married
mad smart
small
beautiful
bad famous
exciting miserable
married sorry
smart
better
beautiful fantastic
famous modern
miserable soft
sorry
bored
better favourite
fantastic negative
modern special
soft
boring
bored fine
favourite nervous
negative strange
special
bossy
boring fit
fine nice
nervous strong
strange
brave
bossy fond
fit noisy
nice stupid
strong
brilliant
brave free
fond normal
noisy sure
stupid
busy
brilliant frightened
free old
normal surprised
sure
calm
busy frightening
frightened old-fashioned
old sweet
surprised
careful
calm friendly
frightening ordinary
old-fashioned tall
sweet
challenging
careful funny
friendly original
ordinary terrible
tall
charming
challenging generous
funny patient
original tired
terrible
cheerful
charming gentle
generous personal
patient true
tired
clear
cheerful glad
gentle pleasant
personal typical
true
clever
clear good
glad poor
pleasant unable
typical
confident
clever great
good positive
poor unhappy
unable
confused
confident guilty
great pretty
positive unusual
unhappy
confusing
confused happy
guilty quick
pretty useful
unusual
cool
confusing hard
happy quiet
quick well
useful
crazy
cool healthy
hard ready
quiet wonderful
well
cruel
crazy heavy
healthy real
ready worried
wonderful
curious
cruel high
heavy realistic
real wrong
worried
cute
curious hungry
high reasonable
realistic young
wrong
cute hungry reasonable young
Places: Buildings
Places: Buildings
apartment block cottage hotel shop
/ apartment
apartment block department
cottage house
hotel sports
shop centre
building
/ apartment store
department library
house stadium
sports centre
bank building discostore lift
library supermarket
stadium
bookshop
bank elevator
disco mall
lift (shopping) swimming
supermarketpool
bookstore
bookshop entrance
elevator museum
mall (shopping) theatre
swimming pool
building
bookstore exit
entrance office
museum tourist
theatre
cafe / café
building factory
exit palace
office information
tourist
cafeteria
cafe / café flat
factory police
palacestation centre
information
castle
cafeteria gallery
flat post
policeoffice
station tower
centre
cinema
castle garage
gallery prison
post office university
tower
clinic
cinema grocery
garage store railway
prison station university
club
clinic guest-house
grocery store ruin
railway station
college
club hospital
guest-house school
ruin
college hospital school
– 29 –
Kids&Us 2019
Places: Countryside
Places: Countryside
area field path sea
bay
area forest
field port
path seaside
sea
beach
bay harbour
forest railway
port sky
seaside
campsite
beach hill
harbour rainforest
railway stream
sky
canal
campsite island
hill region
rainforest valley
stream
cliff
canal lake
island river
region village
valley
desert
cliff land
lake rock
river waterfall
village
earth
desert mountain
land sand
rock wood
waterfall
farm
earth ocean
mountain scenery
sand wood
farm ocean scenery
Places: Town and City
Places: Town and City
apartment city centre petrol station street
building
apartment corner
city centre playground
petrol station subway
street
airport
building crossing
corner road
playground town
subway
booking
airport office crossroads
crossing roundabout
road tunnel
town
bridge
booking office fountain
crossroads route
roundabout turning
tunnel
bus station
bridge market
fountain shopping centre
route underground
turning
bus
bus stop
station motorway
market (shopping) mall
shopping centre zoo
underground
car park
bus stop monument
motorway signpost
(shopping) mall zoo
cash machine
car park park
monument square
signpost
cashpoint
cash machine pavement
park station
square
cashpoint pavement station
Services
Services
bank doctor library swimming pool
café
bank/ café gallery
doctor museum
library theatre
swimming pool
cafeteria
café / café garage
gallery post
museumoffice tourist
theatreinformation
cinema
cafeteria hairdresser
garage restaurant
post office tourist information
dentist
cinema hotel
hairdresser sports centre
restaurant
dentist hotel sports centre
Shopping
Shopping
ad closed go shopping reduced
advert
ad collect
closed hire
go shopping rent
reduced
advertise
advert complain
collect inexpensive
hire reserve
rent
advertisement
advertise cost (n & v)
complain label
inexpensive return
reserve
assistant
advertisement credit
cost (ncard
& v) logo
label save
return
bargain
assistant customer
credit card luxury
logo second-hand
save
bill
bargain damaged
customer mall
luxury sell
second-hand
book
bill dear
damaged money
mall shop
sell
buy
book department
dear order
money shop
shop assistant
cash
buy store
department pay
order(for) shopper
shop assistant
cent
cash deposit
store penny
pay (for) shopping
shopper
change
cent dollar
deposit pound
penny spend
shopping
cheap
change euro
dollar price
pound supermarket
spend
cheque
cheap exchange
euro reasonable
price try on
supermarket
choose
cheque expensive
exchange receipt
reasonable try on
close
choose(v) for sale
expensive reduce
receipt
close (v) for sale reduce

– 30 –
Kids&Us 2019
Sport
Sport
athlete extreme sports pitch (n) squash
athletics
athlete (sports)
extreme facilities
sports pitch(v)
play (n) stadium
squash
badminton
athletics fishing
(sports) facilities point(s)
play (v) surf
stadium
ball
badminton fitness
fishing point(s) (n)
practice surfboard
surf
baseball
ball football
fitness practice (v)
practise (n) surfboarding
surfboard
basketball
baseball football
football player prize
practise (v) surfing
surfboarding
bat
basketball game
football player race
prize swim
surfing
bathing
bat suit goal
game race
race track swimming
swim
beach
bathing suit goalkeeper
goal racing
race track swimming
swimming
bicycle
beach golf
goalkeeper racket
racing costume
swimming
bike
bicycle gym
golf racket (n)
reserve swimming
costumepool
boat
bike gymnastics
gym rest (n &(n)
reserve v) swimsuit
swimming pool
boxing
boat helmet
gymnastics rest (n & v)
ride (n & v) table tennis
swimsuit
boxing(v)
catch high
helmetjump rider
ride (n & v) take part
table tennis
champion
catch (v) hit (v)jump
high riding
rider team
take part
championship
champion hockey
hit (v) rugby
riding tennis
team
changing
championshiproom horse-riding
hockey run
rugby(n & v) tennis
tennis player
climb (v)
changing room ice hockey
horse-riding running
run (n & v) tennis (v)
throw player
climbing
climb (v) ice hockey
ice skates sail (n & v)
running ticket
throw (v)
club
climbing ice
ice skating
skates sailing
sail (n & v) tired
ticket
club (n)
coach instructor
ice skating score
sailing track
tired
compete
coach (n) jogging
instructor sea
score tracksuit
track
competition
compete join in
jogging season
sea trainer(s)
tracksuit
competitor
competition kick (v)
join in shoot(ing)
season train(ing)
trainer(s)
contest
competitor kit
kick (v) shorts
shoot(ing) versus /v
train(ing)
court
contest league
kit skateboard
shorts volleyball
versus / v
cricket
court locker (room)
league skating
skateboard walk (v)
volleyball
cycling
cricket long
lockerjump
(room) skiing
skating watch
walk (v)(v)
cyclist
cycling luck
long jump snowboard
skiing water skiing
watch (v)
dancing
cyclist match
luck snowboarding
snowboard win
water skiing
diving
dancing member
match soccer
snowboarding workout
win
enter
diving(a motor-racing
member sport(s)
soccer yoga
workout
competition)
enter (a net
motor-racing sports
sport(s)centre yoga
competition) net sports centre
The Natural World
The Natural World
air duck grass parrot
animal
air earth
duck grow
grass penguin
parrot
autumn
animal east
earth hill
grow planet
penguin
beach
autumn elephant
east hot
hill plant
planet
bee
beach environment
elephant ice
hot pollution
plant
bird
bee environmental
environment island
ice rabbit
pollution
branch
bird explore(r)
environmental jungle
island rainforest
rabbit
bush
branch fall (Am Eng)
explore(r) kangaroo
jungle range
rainforest
butterfly
bush farmland
fall (Am Eng) lake
kangaroo river
range
cave
butterfly field
farmland land
lake rock
river
cliff
cave fire
field leaf
land sand
rock
climate
cliff fish
fire lion
leaf scenery
sand
coast
climate flood
fish monkey
lion sea
scenery
continent
coast flower
flood moon
monkey shark
sea
country
continent forest
flower mosquito
moon sky
shark
countryside
country freeze
forest mountain
mosquito south
sky
desert
countryside frog
freeze mouse/mice
mountain space
south
dolphin
desert fur
frog nature
mouse/mice species
space
donkey
dolphin giraffe
fur north
nature spring
species
donkey giraffe north spring
– 31 –
Kids&Us 2019
star sunshine waves wool

stone
star tiger
sunshine west
waves world
wool
summer
stone tree
tiger wild
west zebra
world
sun
summer valley
tree wildlife
wild zebra
sunrise
sun water
valley winter
wildlife
sunset
sunrise waterfall
water wood
winter
sunset waterfall wood
Time
Time
afternoon evening night weekday
a.m. / p.m.
afternoon half (past)
evening noon
night weekend
weekday
ages /(for
a.m. p.m.ages) holidays
half (past) o’clock
noon weekly
weekend
appointment
ages (for ages) hour
holidays past
o’clock winter
weekly
approximately
appointment January - December
hour quarter
past (past / to) working hours
winter
autumn
approximately meeting
January - December second
quarter (past / to) year
working hours
birthday
autumn midnight
meeting spring
second yesterday
year
century
birthday minute
midnight summer
spring yesterday
clock
century moment
minute time
summer
daily
clock Monday
moment - Sunday today
time
date
daily month
Monday - Sunday tomorrow
today
day
date monthly
month tonight
tomorrow
diary
day morning
monthly week
tonight
diary morning week
Travel and Transport

Travel and Transport
abroad by road departure guidebook
accommodation
abroad by
by sea
road destination
departure handlebars
guidebook
(aero) / (air)plane
accommodation cab
by sea direction
destination harbour
handlebars
airline
(aero) / (air)plane cabin
cab document(s)
direction helicopter
harbour
airport
airline canal
cabin dollar
document(s) hitchhike
helicopter
ambulance
airport capital
canal city double
dollar room hotel
hitchhike
announcement
ambulance car
capital city drive
double room immigration
hotel
arrival
announcement car
car alarm driver
drive jet
immigration
arrive
arrival car
car park
alarm driving/driver’s
driver journey
jet
astronaut
arrive case
car park licence
driving/driver’s land
journey(v)
at sea
astronaut catch (v)
case due
licence leave
land (v)
backpack
at sea catch (v)(v)
change duty-free
due left
leave
backpacker
backpack charter
change (v) embassy
duty-free light
left
backpacking
backpacker charterin (v)
check euro
embassy lorry
light
bag
backpacking check-in
check (n)
in (v) exchange rate
euro luggage
lorry
baggage
bag check
check-in (v)
out(n) facilities
exchange rate machine
luggage
bicycle
baggage / bike coach
check out (v) far
facilities map
machine
board (v)
bicycle / bike confirm
coach fare
far mechanic
map
boarding
board (v) pass country
confirm ferry
fare mirror
mechanic
boat
boarding pass crossing
country flight
ferry miss
mirror
border
boat crossroads
crossing fly
flight motorbike
miss
bridge
border currency
crossroads foreign
fly motorway
motorbike
brochure
bridge customs
currency fuel
foreign move
motorway
bus
brochure cycle (n & v)
customs garage
fuel nationality
move
bus
bus station cyclist
cycle (n & v) gas
garage/ gas station on board
nationality
bus
bus stop
station delay
cyclist gas / gas(Amstation
Eng) on
on business
board
by air
bus stop delayed
delay gate (Am Eng) on foot
on business
by
by land
air deliver
delayed guest
gate on holiday
on foot
by
by rail
land depart
deliver guide
guest on time
on holiday
by rail depart guide on time
– 32 –
Kids&Us 2019
on vacation reception spaceship translate

on vacation reception spaceship translate
oil repair (v) speed translation
oil repair (v) speed translation
operator reservation subway travel
operator reservation subway travel
overnight reserve suitcase trip
overnight reserve suitcase trip
park (v) return (n & v) take off tunnel
park (v) return (n & v) take off tunnel
parking lot ride taxi tyre/tire
parking lot ride taxi tyre/tire
parking space road sign tour (n & v) underground
parking space road sign tour (n & v) underground
passenger rocket tour guide underground
passenger rocket tour guide underground
passport roundabout tourist train
passport roundabout tourist train
path route tourist vehicle
path route tourist vehicle
petrol sail (v) information visa
petrol sail (v) information visa
petrol station scooter centre visit(or)
petrol station scooter centre visit(or)
pilot (bus) service traffic waiting room
pilot (bus) service traffic waiting room
platform ship traffic jam way
platform ship traffic jam way
public transport sightseeing traffic lights wheel
public transport sightseeing traffic lights wheel
rail(road) signpost train window
rail(road) signpost train window
railway single room tram windscreen
railway single room tram windscreen
Weather
Weather
blow fog icy sunshine
blow fog icy sunshine
breeze foggy lightning temperature
breeze foggy lightning temperature
centigrade freezing mild thunder(storm)
centigrade freezing mild thunder(storm)
cloud frozen rain warm
cloud frozen rain warm
cloudy gale shower weather
cloudy gale shower weather
cold get wet snow wet
cold get wet snow wet
cool heat snowfall wind
cool heat snowfall wind
degrees hot storm windy
degrees hot storm windy
dry humid sun
dry humid sun
forecast ice sunny
forecast ice sunny
Work and Jobs
Work and Jobs
actor chemist employ (v) journalist
actor chemist employ (v) journalist
actress cleaner employee judge
actress cleaner employee judge
application colleague employer king
application colleague employer king
apply company employment laboratory
apply company employment laboratory
architect computer engineer lawyer
architect computer engineer lawyer
army conference explorer lecturer
army conference explorer lecturer
artist contract factory letter
artist contract factory letter
assistant cook farm librarian
assistant cook farm librarian
astronaut crew farmer manager
astronaut crew farmer manager
athlete customs officer film star mechanic
athlete customs officer film star mechanic
babysitter CV firefighter meeting
babysitter CV firefighter meeting
banker dancer football player/ message
banker dancer football player/ message
barber dentist footballer model
barber dentist footballer model
boss department full time musician
boss department full time musician
break (n) designer goalkeeper novelist
break (n) designer goalkeeper novelist
businessman desk guard nurse
businessman desk guard nurse
businesswoman detective guest occupation
businesswoman detective guest occupation
butcher diary guide office
butcher diary guide office
cameraman diploma hairdresser officer (e.g.
cameraman diploma hairdresser officer (e.g.
candidate director housewife prison/police)
candidate director housewife prison/police)
canteen diver housework out of work
canteen diver housework out of work
captain doctor instructions owner
captain doctor instructions owner
career earn instructor painter
career earn instructor painter
chef email job part time
chef email job part time
© UCLES 2018 Page 50 of 51 Preliminary andVocabulary
Schools PreliminaryList
for
– 33 –
Kids&Us 2019
photographer (computer) salesman tennis player

photographer (computer) salesman tennis player
pilot programmer saleswoman tour guide
pilot programmer saleswoman tour guide
poet publisher scientist trade
poet publisher scientist trade
policeman qualification secretary travel agent
policeman qualification secretary travel agent
police officer queen security guard unemployed
police officer queen security guard unemployed
policewoman quit shop assistant uniform
policewoman quit shop assistant uniform
politician receptionist shopper volunteer (n)
politician receptionist shopper volunteer (n)
porter reporter singer wage(s)
porter reporter singer wage(s)
postman retire soldier waiter/waitress
postman retire soldier waiter/waitress
president retirement staff work
president retirement staff work
profession sailor student worker
profession sailor student worker
professional salary taxi driver
professional salary taxi driver
professor sales assistant teacher
professor sales assistant teacher

© UCLES 2018 Page 51 of 51 Preliminary andVocabulary
Schools PreliminaryList
for
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Kids&Us 2019
Lesson Plans
Prep Us
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Kids&Us 2019
Prep Us B1 Preliminary for Schools | Lesson Plans
Suggestion
Beware / Please Note / Alert
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Mock Test Prep Us B1 Preliminary for Schools | Lesson Plans
they are supposed to do in each part. This should take

OBJECTIVES
approximately 5 minutes and is worth spending time on it.
Let the Ss know that they can start with whichever paper
• Ss will complete a practice test of the Cambridge they would like and that they will have the rest of the class
B1 Preliminary for Schools (PETfs) exam. to complete this paper. Write the current time on the board
• Ss will get to know how prepares they are for this and tell them to get started.
specific official exam.
→ Step 2: After the Ss have started working for about
5 minutes, go around to make sure the Ss are going the
MATERIALS
tasks correctly. If Ss have any questions about what they are
supposed to do, you can help them. If they ask you to confirm
• 1 copy of a PET practice test per Ss any of their answers or ask you an answer, encourage them
• CD with the listening tracks for the exam to do the best but do not provide them with any answers.
• the Answer key for the practice test
→ Step 3: When Ss change activities, always check to
make sure they are doing them correctly. Also, update the
TIME Ss about the time on the board and remind them of how
much time they have remaining.
• 2 hours
→ Step 4: When time is up, have the Ss write their names
PROCEDURE on the exam, and hand them in. They will do the Listening
Paper on the following class day. You can cover part of the
lesson plan from your Kids&Us course with the remaining
1.– INTRODUCTION (5-10 MIN.) time.
→ Step 1: Inform the Ss that they are going to take a

Mock Test today. They will take one during this first term, 3.– CORRECTING READING&WRITING (AT HOME)
and they will take another during the third term. Let them
know that this is a practice for an official exam. The Mock → Step 1: Each question in Reading Parts 1-6 are worth
Test will serve two purposes: 1 point each. Therefore, the total number of points are
distributed as follows:
• Firstly, to see if they have an approximate level
suitable to take the official Cambridge PET exam. Part 1 = 5 marks (1 mark per correct answer)
• To measure their knowledge now through a neutral Part 2 = 5 marks (1 mark per correct answer)
exam and to measure it again at the end of the course Part 3 = 5 marks (1 mark per correct answer)
to see the progress they have made throughout the
course. Part 4 = 5 marks (1 mark per correct answer)
Part 5 = 6 marks (1 mark per correct answer)
→ Step 2: Let the Ss know the importance of official exams.
Part 6 = 6 marks (1 mark per correct answer)
• A certificate will be useful for university. Some
universities ask Ss to get at least a B2 certificate TOTAL = 32 marks (weighted to 25)
to graduate.
→ Step 2: Writing is a bit more complicated to figure out;
• Most study abroad programmes ask for a minimum however, it’s not impossible!
level of B2, but it is a good idea to start at the B1.
Part 1 = 20 points
• Gaining experience through passing the B1 will give
you more confidence for the B2. Part 2 = 20 points
• The Cambridge Certificate never expires, although TOTAL = 40 points (weighted to 25)
some places can ask for a more updated certificate
→ Step 3: For general purposes and as this is a Mock
if it was awarded too long ago.
Test, we will not go into detail on marking Writing Parts
2 & 3. Just be aware that the marks should be based on:
2.– READING & WRITING (100 MIN.)
a. Task completion / Content
→ Step 1: Go through the instructions for each part of b. Communicative Aim: Is the reader fully informed?
this paper in order to ensure that the Ss understand what
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Mock Test Prep Us B1 Preliminary for Schools | Lesson Plans
c. Organisation * These dates are based on what the British Council offers
in specific European countries. You may have to amend the
d. Language
start date of the course and the months when students
can sit the exam depending on when the B1 Preliminary
4.– LISTENING CD (30 MIN.) for Schools exam is offered in your area. There is also the
computer-based option, which tends to be offered more days.
→ Step 1: Inform the Ss that on the second day, you will
spend approximately 30 minutes to complete the Listening
Paper of the PET exam, and the rest of the time will be a 6.– REPORTING SCORES
regular class.
→ Step 1: After correcting the exams, you will want to
→ Step 2: Be sure to go over the instructions of each report the results to your school’s academic coordinator or
exercise before playing the track. Go around during the first director. They, in turn, should get in touch with parents to
listening as the Ss complete the task in order to make sure discuss the possibility of starting a PET preparation class.
they are doing it correctly. Each track is played twice.
→ Step 2: If your Ss are interested in their results, go
→ Step 3: Collect their papers correct them at home. ahead and hand back the exams and allow them to look
over it for a few minutes. You can let them know in general
that if they score about 65%, they should seriously consider
5.– CORRECTING LISTENING & GENERAL SCORE preparing for the exam and that they ought to speak to their
(AT HOME) parents about it. If necessary, remind them of the advantages
of taking an official English exam.
→ Step 1: The marking for the Listening Paper is very
• A certificate will be useful for university. Some
straightforward.
universities ask Ss to obtain at least a B2 certificate
Part 1 = 7 marks (1 per correct answer) to graduate.
Part 2 = 6 marks (1 per correct answer) • Most study abroad programmes ask for a minimum
level of B2, but it is a good idea to start at the B1.
Part 3 = 6 marks (1 per correct answer)
• Gaining experience by passing the B1 will give them
Part 4 = 6 marks (1 per correct answer)
more confidence for the B2 exam.
TOTAL = 25 marks
• The Cambridge Certificate never expires, although
→ Step 2: To calculate their general score, you must some places can ask for a more updated certificate
first calculate the percentage they scored on each paper: if it was awarded too long ago.
Reading, Writing, and Listening.
→ Step 3: Which Ss should be recommended to take the

exam? If we look at it at the perspective of ensuring student
success on the PET exam, it is suggested that Ss with a score
under 65% continue with regular classes until they gain
more confidence in their knowledge of English. Ss that fall
in the range of 65%-75% can start PET Preparation classes
with the knowledge that the course will last approximately 9
months. Those who score above 75% can take the course to
learn basic test-taking strategies- which lasts approximately
4-5 months. Depending on which country you are in and
when exams are offered, we propose the following plan:
MOCK TEST LENGTH OF COURSE EXAM DATE
75% ↑ 4-5 months (20 weeks) March

65-74% 6-7 months (26-31 weeks) June
55-64% 8-9 months (36 weeks) June
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Lesson#1 Prep Us B1 Preliminary for Schools | Lesson Plans
→ Step 2: Write ‘Reading’ and ‘Writing’ as headings on

OBJECTIVES
each side of the board. Write the following task types on
separate pieces of card (PHC#1) and stick them randomly on
• Ss will identify the content of the Cambridge B1 the board. Ask Ss to say which tasks they think are parts of
Preliminary for Schools Reading paper. the paper. As they give the answers, move the cards under
• Ss will examine the various Writing tasks for the the correct heading but not in the right order.
Cambridge B1 Preliminary for Schools exam.
KEY
MATERIALS READING: 1. Understand five short messages of different
types | 2. Match five descriptions of people to eight short
• Blu Tack texts. | 3. Answer five multiple-choice questions with four
options (A, B, C, D) | 4. Choose the correct sentence to
• 1 copy of PHC#1 for the class
put in the gaps. | 5. Choose missing words (A, B, C, D) to
• 1 copy of PHC#2 for the class or for every 2 Ss fill in the gaps. | 6. Write one word in the gaps.
• 1 copy of PHC#3 per Ss WRITING: 1. an email in response to information given |
2. an article or a story on a given topic
PROCEDURE
→ Step 3: Get students to work in pairs and, either by using
copies of the sample Reading and Writing papers (PHC#2)
1.– WARM-UP (10 MIN.) or by looking at the copies on the classroom wall, have them
take a pen and sheet of paper, and ask them to number the
If possible, post the different parts of the Reading and Writing task types in the order that they appear in the paper. For
papers (PHC#2) around the classroom. Be sure to do so in example, Reading Part 1 is to understand five short messages
random order. of different types. Be sure to set pairs at different parts
on the wall. Otherwise, they’ll all gather around one, and
→ Step 1: Welcome the Ss to the class. Call the register. someone will end up copying down the answer rather than
Have each Ss introduce themselves by asking their name, looking at the task and studying it. Check with the whole
describing their family, and saying what they like to do in class and put the tasks in order on the board.
their free time.
→ Step 4: Give each student a copy of PHC#3. Ask them
→ Step 2: Let the Ss know what the objectives are for to find the answer to the questions in the ‘Whole paper’
the course. There will be some grammar and vocabulary section on their handout. Again, get them to start at different
explanations, but the majority of the class will be spent parts of the exam. Check the answers. (See Answer Key in
learning what is to be expected on the Cambridge PET exam this Lesson Plan.)
and strategies for getting the highest score possible. Let
them know that they should still work just as hard in their → Step 5: Ss can then work through the remaining
regular class to learn structures and vocabulary so that they questions about the Reading parts of the paper. You could
can apply their knowledge when taking the exam. break up the class into five small groups and ask each one
to be responsible for finding the answers to the questions
→ Step 3: You can hand out the books, and let them know for one of the parts. Alternatively, Ss could work together
we will not start using them yet. You will let them know in pairs to find the answers.
when they should bring the book to class.
→ Step 6: Check answers by either jigsawing the groups
(reforming the groups so that there is a representative from
2.– CAMBRIDGE LESSON PLAN, PHC#1-3 (45 MIN.) 1, 2, 3, 4, and 5 in each new group) or by working as a class.
When PHC#3 is complete, Ss should have had time to look
Lesson plan and PHCs adapted from: at all the Reading parts of the paper and have a written
https://www.cambridgeenglish.org/Images/350741-b1- record of what to expect in each part.
preliminary-for-schools-reading-and-writing-overview.pdf
3.– HOMEWORK (5-10 MIN.)

→ Step 1: Before the class, stick copies of the different
tasks from the sample Reading and Writing paper (but NOT
Instruct the Ss to write an email to you explaining why
the first page of the paper) on the walls of the classroom.
they want to sit in the PET exam and what they hope to
improve during the class.
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Suggestion
They should send you the email, so be sure to provide

them with the school email address and instruct them to
write your name and PET homework in the subject line.
When correcting the homework, it would be a good idea

to print out their emails and highlight their errors and
write comments/praise. Return the hardcopy to them on
the following class day.
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PHC#3: Classroom Handout 1 - Key

WHOLE PAPER
How long do you have to complete the Reading paper? 45 minutes
How many parts are there in the paper? 6 parts
How many questions must you answer? 32 Reading questions
Do you have time at the end to copy your answers onto your
Yes / No
Answer sheet? (circle one)
READING PART 1
1. text messages
This part asks you to read short, everyday texts. The text types
2. postcards
might be: (choose 4) letters, text messages, postcards, essays,
notes, signs. 3. notes
4. signs
Is there an example? No
How many correct answers are there for each question? One
This type of questions is called (choose one): true/false, multiple

Multiple choice
choice, matching.
READING PART 2
In this part, how many people do you have to read about? Five
All the people are interested in finding some information.

How many pieces of information do you have to read? Eight
How many pieces of information will suit each person? One

Matching
choice, matching.
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READING PART 3
The text in Part 3 is usually (choose one): a person's experience,

A person’s experience
information about somewhere to visit, a text about science.
How many answers are there to choose from for each question? Four
Sometimes you have to answer a question and sometimes you

Complete a sentence
have to...
Which questions are global questions about the whole text? Questions 1 & 5
PART 4
What do you have to do? Fill in a gap with a missing sentence
How many questions are there? Five
What is being tested in this task? Cohesion, comprehension
How many marks do you get for each correct answer? One
PART 5
This task in the Reading paper asks you to choose missing

words to fit into gaps in the text. No
Is there an example?
How many gaps are there? Six
How many words do you have to choose from for each gap? Four
PART 6
What do you have to do? Fill in a gap with a missing word
How many questions are there? Six
What is being tested in this task, grammar or vocabulary? Grammar
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WRITING
Part 1 Part 2
1. How many questions do you

One One
have to answer?
2. How many questions can you Two - You can choose between a
One - This task is compulsory.
choose from? story and an article
3. How many words should you

About 100 words About 100 words
write?
4. Is there any extra Yes - There are prompts such

information, apart from the Yes - There are notes and as questions you must address
question, to help you write comments. in your article or a beginning
your answer? sentence for a story.
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→ Step 3: Write the following numbers on the board or

OBJECTIVES
dictate them to the Ss:
• Ss will identify the different tasks in the Listening

paper. 1, 2, 3, 4, 6, 7, 15, 25, 30
MATERIALS → Step 4: Ask the teams to write questions based on

the information in PHC#4 to which these numbers are the
• 1 copy of PHC#4 and the Vocabulary list per Ss answers. Sometimes there is more than one possible question
– teams should write as many questions as possible, so
• 2-3 copies of PHC#5 they may write more than one question for each number.
• blu tack
→ Step 6: Ask the teams to read out their questions to
• 1 copy of PHC#6 for the class + 1 copy per Ss the class so that the others can answer. Ask the Ss to turn
over PHC#4, so they can see how much they can remember.
PROCEDURE Give a team a point for each correct answer and correctly
formulated question (see Answer Key).
1.– WARM-UP (10-15 MIN.)

3.– VOCABULARY: LANGUAGE, PHC#5 & #6
→ Step 1: Welcome the Ss to the class. Return the hard (10-15 MIN.)
copies of their emails. Give general comments if most of the
Ss have similar issues with writing. If not, have the Ss take → Step 1: Ask the Ss what the best way to learn vocabulary
a look at their errors and try to correct them. Go around in English is. Some may say writing a word out, repeating
as they do this in order to check their work and help them. it many times, or trying to make a connection between the
English word and a word in their native language.
→ Step 2: Revise what they remember about the last
session by asking the following questions: → Step 2: Write the word language on the board. Tell the
Ss they are going to review the words related to this topic.
• How many parts are there in the Reading paper? (6) Instruct the Ss to work individually. Hang PHC#5 on two or
• How many marks are each question in the Reading three different walls in the classroom (depending on the
paper worth? (1) size of your class). Inform them that the sheet of paper has
a list of 32 words (the two/three sheets are identical). Tell
• What kind of tasks are expected in the Writing paper?
them that the class will be divided into groups. One group
(a letter and an article or a story)
will go to one wall and the others to the other walls. On the
• How many words do you have to write for each task count of three, one person in the group will turn the paper
in the Writing paper? (approximately 100 words) over and post it using the blu tack. Each group will have 1
minute to memorise the words on the list.
Ask the Ss if they can remember any other details of the
Reading and Writing Paper of the PETfs exam. → Step 3: When the time is up, tell the Ss to return to
their seats and take out a sheet of paper and a pencil. Give
them two minutes to try to remember all 32 words. Let them
2.– CAMBRIDGE LESSON PLAN, PHC#4, 5 & 6 (30 know that they will be penalised if they write a word that is
MIN.) NOT on the PHC. Go over their lists when they are done to
see who has the most correct words.
Lesson plan and PHCs adpated from:
https://www.cambridgeenglish.org/Images/350750-b1- → Step 4: Next, ask the Ss what the difference is between
preliminary-for-schools-listening-overview.pdf say and tell. The basic difference in meaning is:
→ Step 1: Start the lesson by familiarising the Ss with KEY

the Listening paper of the PETfs exam. Divide the class into say = speak and use words to convey a message
teams of 5 Ss. tell = speak to give information or an order
→ Step 2: Give each Ss a copy of PHC#4, which contains Ask the Ss if there is a grammatical difference. If they do
information about the B1 PETfs Listening paper. not seem sure, write these patterns on the board and see if
they can identify which verb follows the pattern.
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vocabulary-list.pdf
verb + person + something
verb + something + to a person
Tell uses the first pattern and say the second. Tell the Ss
to never, ever, ever in their lives say, “Say me...”
→ Step 5: Play a game called “Read My Lips”. You can

divide the class into two groups and play it like Pictionary,
or you can have a student come up to the front of the room
and the others must guess. Instruct the Ss to take a card
from PHC#6. They must do what it says on the card. The
others must make a sentence using tell or say with us as
the people.
For example, if a Ss says, “Alabama”, the others should

respond with, “She is saying ‘Alabama’ to us.” On the other
hand, if the Ss says, “December 11, 2009,” the other should
respond with “He’s telling us the date/his birthday/the day
he got out of prison,” etc.
→ Step 6 (optional): If time allows, have the Ss now simply

mouth what they must say without using any sound. The
others or their team mates must read their lips to come
up with the right sentence. Remember the objective of this
game is for the Ss to use the correct pattern with each
verb: say or tell.
Suggestion
If you do not have time, save this step for the warm-up
for Lesson 3.
• Explain to the Ss that sometimes learning vocabulary

is not about memorising a list but rather, learning the
word as part of a phrase or in a chunk. As homework,
the Ss must take home or write down five unfamiliar
words from PHC#6 and write a short sentence for
each word. For example:
elementary = basic, uncomplicated
Elementary, my dear Watson! Sherlock Holmes would
say this when explaining how he solved a crime because
the solution was so basic and uncomplicated.
OR
Elementary education
• Hand out the PET Vocabulary List to each Ss. They

must bring this handout to every class. You can
download a copy of the list from the following link:
https://www.cambridgeenglish.org/Images/84669-pet-
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Listening Paper Overview - Key

Possible questions – accept any others which are correct.
How many speakers do you hear in Part 3? Part 4? Which part of the paper has pictures? How many marks
is each questions worth? Answer: 1
How many times do you hear each recording? Which part do you hear six short recordings? Answer: 2
How many choices are there in the multiple-choice questions? In which part do you write words? Answer: 3
How many parts are there in the paper? Which part usually has an interview? Answer: 4
How many questions are there in Part 2? Part 3? Part 4? How long do you have to copy your answers at
the end? Answer: 6 (minutes)
How many questions are there in Part 1? Answer: 7
How many different recordings do you hear? Answer: 15
How many questions are there in the whole paper? Answer: 25
How long does the whole paper last? Answer: 30 minutes
Accept any correct questions – the students will be able to familiarise themselves with the details of the
different parts of the Listening paper in activities relating to those parts.
Follow-up: Ask the students if they have any questions. Have your Teacher’s Handbook ready to check any
details.
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https://www.youtube.com/watch?v=Wln8uDXeon0
OBJECTIVES
• As homework, they should watch the video and give
• Ss will examine the various tasks on the Speaking one or both candidates a mark under each category.
paper of the exam. Tell them that it will probably take them about 20
minutes to complete, which is not a lot of time.
• Ss will read for specific information.
Warn the Ss that this is a Speaking test from the
• Ss will formulate and answer questions. OLD format, but the criteria remain the same even
though the tasks have changed.
MATERIALS • Remind the Ss to bring their books for the next class
because they will have homework.
• 1 copy of PHC#7&#8 for every 2 Ss
• 1 copy of PHC#9 per Ss
• Example images for Parts 2 & 3 from Teacher’s
Handbook (OPTIONAL)
PROCEDURE
1.– WARM-UP: VOCABULARY (5-10 MIN.)

→ Step 1: Welcome the Ss to the class and ask them to
take out the HW assignment they had to do for today.
Go over Ss phrases using the words they took home and

give general feedback. Ask them if it was difficult to come
up with phrases that included the words.
→ Step 2: If time allows, go over say and tell by playing

the game ‘Read My Lips’.
2.– CAMBRIDGE LESSON PLAN, PHC#7 & #8

(50 MIN.)
Lesson plan and PHCs adapted from:
https://www.cambridgeenglish.org/Images/350755-b1-
preliminary-for-schools-speaking-overview.pdf
→ Step 1: Follow the Cambridge lesson plan found on

pp.48-49 of this guide. Use PHC#7A (Classroom Worksheet
1) and PHC#8B (Classroom Worksheet 2) when required.
→ Step 2: If time allows, share additional information

with the Ss.

• Have the Ss do the Suggested Follow-up Activity
from the Cambridge lesson plan as homework. By
following the link, the teacher has access to a video
of two candidates doing the Speaking paper along
with the marks and comments from the examiners.
• Hand out the Speaking rubric (PHC#9) and explain
that the top mark in each category is 5 points. Give
the Ss the link to the video:
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Overview of the B1 Preliminary for Schools Speaking test
Aims of the lesson To familiarise students with the B1 Preliminary for Schools Speaking test
and give students practice at reading for specific information and
formulating and answering questions.
Time needed 50 minutes
Materials required  Student Worksheet 1 (enough copies for half the class)
 Student Worksheet 2 (enough copies for half the class)
 Copies of the pictures for Parts 2 and 3 from the B1 Preliminary for
Schools handbook (optional). See the worksheets attached to the
lesson plans for the relevant parts.
Procedure
1. Tell the students they are going to learn about the B1 Preliminary for Schools Speaking test. Ask
them to brainstorm in pairs what they think might be important to do, or not do (e.g. use of
grammar and vocabulary, dealing with the topic, listening to/communicating with each other)
during the Speaking test.
Feedback may raise a number of points which are likely to be covered later in the lesson, but it is a
good time to highlight the fact that the ability to communicate and interact is a key element of what is
being assessed.
Timing: 10 mins
2. Put the students into groups. Give half the groups Student Worksheet 1 and the other groups
Student Worksheet 2.
3. Tell the students that they should read the information on their worksheets. Then they should work
in pairs to decide what questions they will have to ask to get the missing information they need. Give
them the question sheets; show them the example at the top and tell them to write the rest of their
questions on the sheets. Monitor the pairs as they write the questions they need and help them as
appropriate (see Answer Key).
Timing: 10 mins
4. When the pairs have got all their questions, put the students into new pairs so that one student in
each pair has Student Worksheet 1 and the other Student Worksheet 2. Tell them not to show
each other their information and to ask and answer their questions in turn in order to fill in the
missing information on their worksheets.
Timing: 15 mins
5. When they have finished, tell the pairs to check they have all the correct information by looking at
each other’s handouts.
Timing: 5 mins
© UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made.
For f urther information see our Terms and Conditions
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6. Ask the students if they have any further questions and invite them to discuss which parts of the test
they feel will be easiest/most difficult/need least practice/need most practice.
Timing: 5 mins
7. There are no correct answers in this discussion, but focusing on each part of the test may offer the
opportunity to explain further some points, or give additional information. You could also show them
examples of visuals used in Part 2 and prompts for Part 3, to give students an idea of what they will
be looking at in the test.
8. Use the Additional information (below) to help answer their questions, and remember that there are
activities available which look at each section in more depth.
Timing: 5 mins
Suggested follow-up activity

If possible, download the B1 Preliminary for Schools Speaking test sample video from the
Teaching Support section of our website and watch it with your class. You can find it here:
http://www.cambridgeenglish.org/teaching-english/resources-for-teachers
Select ‘Preliminary for Schools’ from the first dropdown list and ‘Video’ from the third dropdown list.
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Student Worksheet 1 - Complete version

The B1 Preliminary for Schools Speaking test takes 10-12 minutes for pairs of students and 13-14 minutes
for groups of three. There are two examiners: one examiner (the interlocutor) talks to you and explains to
you what to do in the test and also gives you one general (global) mark.
The second examiner (the assessor) listens carefully to what you say and gives you four marks, one
for each section; Grammar and Vocabulary, Discourse Management, Pronunciation and Interactive
Communication. Remember, it’s not just grammar which is important; the vocabulary you use, as well as
how you organise what you say and pronunciation, are important. Don’t worry if you make some mistakes
with any of these things; you should try to carry on speaking.
In Part 1 (Introductory phase), you answer a few personal questions, e.g., your name and surname, where
you live, your studies, your daily routines, and things you like and dislike. This part takes 2-3 minutes. Your
answers don’t need to be very long, but if your answer is very short, it is a good idea to add a little more
information if you can, e.g., a reason or an example.
In Part 2 (Individual long turn), individually, you must describe, during at least 1 minute, a photograph
which shows a daily situation. You must talk about: the people, the activities and the place. Your partner
will then talk about a different photograph, which is about a similar topic. Don’t worry if you don’t know
some of the vocabulary – there is enough in the photograph for you to talk about.
In Part 3 (Collaborative task), you carry out a task with your partner. The assessor will describe a situation
with some ideas to discuss and give you a picture which shows you all of this. The picture in the middle
of the sheet shows the situation, and the other pictures are ideas about it for you to discuss. You will
have about 2 minutes to talk to each other. It’s not neccessary to talk about all the pictures or to make a
decision. It’s very important not to make a decision at the beginning; if you do this, there will be nothing for
you to talk about together, and the examiners need to hear you speak. Remember you are being marked
on your language, not your ideas, so make sure you say what you think and listen to your partner’s opinion
too.
Part 4 (Discussion) is about 3 minutes long. The interlocutor will ask you and your partner questions that
relate to and follow on from the theme in Part 3 (Collaborative task). You should talk about your likes,
dislikes, interests and experience and ask your partner for their opinions. Try and keep your conversation
going by giving and asking for opinions. If you don’t say enough, the interlocutor will give you another
question.
At the end of the test, the interlocutor will say, “Thank you, that is the end of the test.” The examiners do
not give you your marks, so it’s best to just stand up, say goodbye and leave the room.
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ANSWER KEY (Possible questions)
1. How long is the Speaking test for a pair of students? 10-12 minutes
2. What does the interlocutor say to you? The interlocutor tells you what to do.
3. How many marks does the assessor give? 4
4. What kind of questions will you have in Part 1? Personal questions
5. How long does Part 1 last? 2-3 minutes
6. If your answer to a question is very short, what can you add? Reasons or examples
7. In Part 2, how long do you have to talk about your photograph? Almost one minute
8. What should you describe in your photograph? Everything
9. Is your partner’s photograph about a different topic? No
10. Do you speak by yourself in Part 3? No, with your partner
11. What does the picture in the middle of the sheet show? The situation
12. How long do you talk for in Part 3? 2 minutes
13. What is not necessary to do in Part 3? Talk about all the pictures or make a decision
14. Why is it important not to make a decision at the beginning of Part 3? If you do, there may not be enough to say.
15. Do you get marks just for your language? Yes
16. How long is Part 4? 3 minutes
17. Do you talk to the interlocutor in Part 4? No
18. How can you keep your conversation going in Part 4? By giving and asking opinions
19. What will the interlocutor give you if necessary in Part 4? Another question
20. What won’t examiners give you at the end? Your marks
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OBJECTIVES
Explain and assign the activities for Training Test & Exam
• Ss will look at notices and signs and answer gist Practice Test 1 Reading Part 1 in their books B1 Preliminary
questions about them. for Schools Trainer pp. 10-13.
• Ss will discuss what Part 1 of the Reading paper
involves.
• Ss will do a Part 1 task and complete an activity that
focuses on synonyms and saying the same thing in
different ways.
MATERIALS
• 1 copy of PHC#10, #11, #12 per Ss
PROCEDURE
1.– WARM-UP (10-15 MIN.)
→ Step 1: Welcome the Ss to the class and ask them to

take out the HW assignment they had to do for today.
→ Step 2: If you have good Internet access, show half the

video and go over the marks the Ss gave the candidates.
Then go over what the Cambridge marks were along with
the comments. The video should give the Ss an idea of what
kind of language they should use during the Speaking paper.
2.– CAMBRIDGE LESSON PLAN, PHC#10-#12 (45

MIN.)

pp.53-56 of this guide. Use PHC#10 (Activity 1), PHC#11
(Activity 2), and PHC#12 (Sample paper Part 1).
→ Step 2: Ask the Ss to summarise, which four questions

they should ask themselves to help them choose the best
answer. What is the extra step they must consider when
choosing the best answer?
KEY
Who is the message from?

Who is the message for?
Where might you see it?
What is the situation?
Extra step: Recognise the correct rephrasing of key
information.
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B1 Preliminary for Schools Reading

Part 1 Activity – Notes for teachers
Description
Students look at some Part 1 notices and signs and answer gist questions about them. They then discuss
what Part 1 of the test involves. They do a Part 1 task then complete an activity which focuses on synonyms
and different ways of expressing the same information.
Time required: 45 minutes

Materials  Handout divided into Activity 1 and Activity 2
required:  Sample paper Part 1
Aims:  to introduce Part 1
 to analyse the types of text used and to practice answering some Part 1 questions.
Procedure
1. Ask students what they know about Part 1, then explain that Part 1 tests candidates’ understanding of
short texts such as authentic notices and signs, packaging information, notes, emails, etc.
2. Hand out Activity 1. Ask students to fill in the table below each message. They can work alone or with
a partner if they prefer.
3. Whole class check (see key)
4. Hand out the sample paper Part 1. Explain that Part 1 is always a multiple -choice task with three
options. Direct students to the instructions and check they understand that they must choose one
option (letter) and write it on the answer sheet.
5. Elicit how to approach Part 1 by asking the following questions:
- Should you read the text or the three options first? (the text)
- After choosing an answer, should you go straight on to the next question? (no, you should look at
the text again and check your answer)
- What should you do with the other two options? (these are the ‘distractors’, i.e. words or phrases
which may look like the correct answer but aren’t. You should check that they are wrong by
looking at the text again carefully.)
6. Ask students to look at the example question on the sample paper and go through the following
procedure with it:
Read the text first and think about its meaning.
Read the beginning of the statement and the three options and choose one.
Re-read the text and check your answer, thinking about why it is correct (almost new – bought last
month; in good condition – works perfectly).
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To confirm, think about why the other two options are incorrect (B – played once, so it does work; C –
no age given, 2–4 refers to the number of players, not age).
7. Ask students to do questions 1- 5 alone, following the same procedure as above.
8. To help students work out if they have chosen the right answer, hand out Activity 2 and look at the
first exercise. Ask students to match the phrases from the texts (in column A) with the correct answer
choice for each question.
9. Explain or elicit what synonyms and paraphrasing are and tell students that these are used widely in
Preliminary for Schools papers. Ask students to identify examples of these in the paired sentences in
Activity 2.
10. Students check in pairs.
11. Whole class check of the sample paper answers, the use of synonyms and paraphrasing in the
answers and why the other two options are incorrect for each question too ( see key).
12. Review the procedure for doing Part 1 by asking students to recap what they do in this section (see
step 6 above). You could put the steps in random order on the board and get students to order them
correctly.
Key to Activity 1
1.
Who is the message from? Stefan
Who is the message for? Peter
Where might you see it? On a mobile phone
What is the situation? Peter is late for their meeting at the cinema and
Stefan wants to check to see if he is still coming
and whether he should wait.
2.
Who is the message from? Natasha’s Mum
Who is the message for? Natasha, her daughter
Where might you see it? In their home, maybe stuck on the door or table
What is the situation? It is about a phone call from Lina, one of Natasha’s
classmates, who wants to borrow her school notes.
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3.
Who is the message from? Monica
Who is the message for? Ann
Where might you see it? On Anna’s book or bag or other personal
possession, or in her locker
What is the situation? Monica wants to know if Anne is going on the
camping trip.
4.
Who is the message from? The organisers of the swimming club
Who is the message for? Anyone in the swimming club or who is interested
in swimming
Where might you see it? On a notice board, maybe at the swimming pool
What is the situation? It is announcing a swimming competition
5.
Who is the message from? Zoe’s Mum
Who is the message for? Zoe, her daughter
Where might you see it? In their home
What is the situation? Zoe’s mum can’t take her to her dance class so
her friend Emily’s mum is taking her instead
Key to the sample task (incorrect answers and explanations in brackets)

1. A (B – although Peter might tell Stefan whether he will be there in time to see the film that is on now
or the next one, they don’t ask him to do this, C – no meeting place is arranged)
2. C (A – Lina doesn’t ask about Natasha’s plans to do her homework, B – she has lost her notes so she
can’t compare them)
3. A (B – there is no request for Anna to book places, C – no date for trip is given, tomorrow is
mentioned as the date when they have to decide by)
4. C (A – the length of the competition is not given, one hour refers to when you should arrive at the
pool, B – the practice session is on Saturday, not before Saturday)
5. A (B – her mum has already asked Emily’s mother, C – Emily’s mother doesn’t have her dance
things, Zoe has them at home and must get them ready before she is picked up)
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Key to Activ ity 2

A B
Bought last month and works perfectly 0 Is almost new and in good condition
Text if you’re going to be late 1 Let Stefan know if he is delayed
She wants to borrow your history notes 2 Lina hopes she can look at the information
Natasha has for the history homework
I wanted to know if you are going 3 To check if Anna is going on the trip
Arrive one hour before for a practice swim 4 There is an opportunity to swim before the
competition starts
Please be ready for Emily’s mum to collect 5 Get ready for the dance class before
you at 5 Emily’s mother arrives
Suggested follow-up activities

1. For homework, ask students to collect examples of English signs, notices and messages, or
examples in their own language which the teacher translates.
2. Display these in the classroom.
3. From time to time, use these texts plus any you collect as well to make similar part 1 tasks for the
students.
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3.– HOMEWORK (5 MIN.)

OBJECTIVES
• Explain and assign the activities for Training Test &
• Ss will read a description of one person. Exam Practice Test 1 Reading Part 2 in their books
B1 Preliminary for Schools Trainer pp. 14-16.
• Ss will decide which text from Part 2 best suits a
person. • Remind the Ss to correct their answers to Reading
Part 1 from the book and have them bring in the
• Ss will discuss how to do Part 2 of the Reading paper.
papers to the next class. You will need to keep
• Ss will complete an activity on synonyms and a record of how they did to see their progress
paraphrasing. throughout the course.
MATERIALS
• 1 copy of Reading Part 1 Key per Ss

• 1-2 copies of PHC#13 cut up, depending on the
number of Ss in the class
• 1 copy of PHC#14&#15 per Ss
PROCEDURE
1.– WARM-UP (5-10 MIN.)

→ Step 1: As today’s Cambridge lesson plan will take up
all of the class time, try not to spend too much time on the
warm-up. Welcome the Ss to the class and hand out the
Reading Part 1 Key (found on p.182 of the teacher’s book
with answers). Ask them to check their answers at home
and come to the following class with any questions or doubts
they might have.
→ Step 2 (optional): Review what they remember about

the last session by asking the following questions:
• Which part of which paper did we go over at the last
class? (Part 1 of the Reading paper)
• What was the task? (Read a notice, sign or message
and choose the correct answer to the question.)
• How many answers can you choose? (3)
2.– CAMBRIDGE LESSON PLAN, PHC#13-#15

(60 MIN.)
pp. 58-60 of this guide. Use PHC#13 (Activity 1), PHC#14
(Activity 2), and PHC#15 (Sample paper Part 1).
→ Step 2: Ask the Ss to summarise what Part 2 of the

Reading paper is. Ask the Ss what they shouldn’t do.
KEY
The Ss should avoid word spotting. If they choose their

answer only according to the same word appearing in
both texts, they will most likely get it wrong.
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Description
Students read a description of one person then decide which extract from a Part 2 text best suits this person.
In groups they take turns to describe their person and extract to the others, who have each read about
different people. They discuss how to do a Part 2 task, complete the task on their own, then finally do an
activity on synonyms and paraphrasing.

Materials  Activity 1 handout cut up into five parts
required:  Activity 2 handout
 Sample paper Part 2
 to practice the procedure for answering a Part 2 task
 to raise awareness of synonyms and paraphrasing.
Procedure
1. Ask students what their favourite magazines are and what type of magazine they are. Make a list of
them on the board. Then brainstorm other types of magazine and add these to the list on the board.
2. Explain that in Part 2, candidates have to match five short descriptions of people with eight short texts
on a particular topic e.g. their favourite magazines. If students have any prior knowledge of the test,
you could elicit this information from the class.
3. Hand out the cut up descriptions of people (Activity 1) so that each student has one description. Ask
them to read their information carefully and underline the key information.
4. Hand out the sample paper Part 2 task and direct students to the page with Teen Magazines choices
A – H. Ask the students to quickly scan the magazine choices to find how many of the magazine
types on the list on the board are mentioned in the text and to choose which magazine choice would
be most suitable for their person.
5. Put all the students who have read about Olaf into a group, all the students who have read about
Becca into another group and so on. Ask them to compare their answers to step 4 and to reach an
agreement about the best magazine choice for their person.
6. Re-divide the class into groups of five so that all five people are covered in one group and ask
students to tell the rest of the group about their person, and then their magazine choice, using their
own words as much as possible and referring to relevant parts of the texts.
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7. Ask the following question:

Are there any similarities between the people? (Yes, Chris and Olaf both like music and both want to
read a magazine that is written by other people of the same age.)
Explain that this will often happen in Part 2. Encourage students to read any similar texts very
carefully and to think about the differences and not to be distracted by the similarities. There will
always be just one correct answer for each question. Explain that this is why ‘word spotting’ (looking
for the same word/phrase in text and description) should be avoided: if you choose an answer just
because the same word appears in both texts, you will often get the wrong answer.
8. Review the steps in answering a Part 2 by asking students to fill in the missing words in the steps
below (shown on an OHT if possible).
- read the
- read through and underline the key information
- read through carefully, underlining any matches within them
- each question again and choose the best matching text for it
(Key:
- read the instructions
- read through the five descriptions of the people and underline the key information
- read through all 8 texts carefully, underlining any matches within them
- re-read each question again and choose the best matching text for it)
There is a copy of this for students at the bottom of the Activity 2 worksheet.
9. Ask students to discuss the following questions briefly in pairs:
i) Do you think you should cross out an answer choice as soon as you think you have matched it
correctly?
No you shouldn’t, in case you have made a mistake. You need to make possible matches but keep all
the answer choices in mind for each person until you have matched them all.
ii) Which of the following does Part 2 test?
- word spotting (finding the same vocabulary)
- detailed comprehension
- paraphrasing
It tests your understanding of paraphrasing and detailed comprehension of the texts. Word spotting
can be dangerous as similar texts will contain the same vocabulary, but the use or meaning will be
different.
10. Now ask students to do the sample paper Part 2 alone, using the steps above. Explain that even
though they have discussed the answers as a group, they should now practice their skimming,
scanning and detailed reading skills and then underline the sections which contain the answers.
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11. Explain that paraphrasing and synonyms are used throughout Preliminary for Schools Reading and
that the following activity gives some examples of these from the texts they have just read. Hand out
Activity 2. Ask students to match the synonyms and paraphrasing which all come from the texts they
have just looked at.
12. Whole class check (see key)
13. Round off the class by asking students to decide which magazine they would like to read and to tell
their partner, or to describe another magazine if their favourite t ype of magazine is not here.
Key to the sample task
6 H
7 E
8 G
9 C
10 B
Key to activity 2
A B
stories works of fiction
people in bands singers
current affairs latest international events
stars famous people
wildlife and the environment the natural world
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• Find the four notes. What do they say? The

OBJECTIVES
comment on various points in the email.
• Ss will outline the format of a personal letter/email. • What kind of text are you going ot write? An email
reply.
• Ss will differentiate traits of formal vs informal
writing. • How many words must you write? About 100
words.
MATERIALS → Step 4: Hand out PHC#16. Have the Ss carry out the
matching activity. Once they have finished the Ss will check
• 1 copy of Reading Part 2 Key per Ss their answers with their partner.
• 1 copy of PHC#16, #17, & #18 per Ss
→ Step 5: Hand out PHC#17A. Have them complete the
excercise using the words in the box and elicit from them
PROCEDURE whether they think they should write formally or informally.
Analyse some differences between the formal and informal
texts.
1.– WARM-UP (10 MIN.)
→ Step 6: Now, as a group, brainstorm the language
→ Step 1: Welcome the Ss to the class and ask them
and specific format to be used in this part of the exam. Ss
if they had any questions or doubts about the answers to
might want to take some notes about this, but remind them
Reading Part 1. Go around and ask the Ss how they did and
that, since it’s only brainstorm, there us no need to use full
record it. Hand out the answers to Reading Part 2 (found on
sentences. (Ss can also do this when they start drafting their
p.183 of the Teacher’s copy of the Trainer).
Exam Practice task.)
→ Step 2 (optional): Ask the Ss what is being tested in
→ Step 7: Highlight to the Ss that, in this part, they will
the Reading paper Part 2. Answers are in italics.
need to include suggestions. To practice, point out a couple
• word spotting (finding the same vocabulary) of structures that they can find useful when writing them.
For example:
• detailed comprehension
• paraphrasing • Why don’t you/we (go)...?
• How about (going)...?
Ask the Ss, “Why should you NOT practice word spotting?”
• Let’s (go)...
They are most likely to choose the wrong answer by doing
that. → Step 8: As a class, work on Exam practice Writing part
1 (PHC#18). Have the Ss re-read the text and individually
write down some answers to the notes. Have a couple of
2.– CAMBRIDGE LESSON PLAN, PHC#16-#18 (30 Ss share their ideas.
MIN.)
TIP: Once the students have finished writing their emails,
→ Step1: Tell the Ss they are going to work on Part 1 have them re-read it and, as they read, tick each note to make
of the Writing paper. Ask if they remeber what this part is sure they have answered/referred to each one.
about. Respond to an email.
→ Step 9: Have the Ss draft an outline of their writing.
→ Step 2: Hand out PHC#18 to the Ss. Let them know
that this is an example of a text that could appear on the
Preliminary for Schools exam. 3.– HOMEWORK (5-10 MIN.)
• Have the Ss write their own email response.
→ Step 3: Have the Ss read over the email. Write down the
following questions on the board while the Ss are reading. • Remind the Ss to correct their answers to Reading
Have the Ss answer the questions aloud. Answers are given Part 2 from the book and have them bring in the
in italics. papers to the next class. You will need to keep a
record of how they did in order to measure their
• Who has written to you? Jade, your English- progress throughout the course.
speaking friend.
• What is the email about? A day out at the seaside.
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You will find this search menu on the website.

OBJECTIVES
• Ss will describe the difference between sets of three

pictures.
• Ss will write and perform short dialogues related
to a set of pictures.
• Ss will complete a Listening paper Part 1 task.
MATERIALS
Fill in the fields as seen here and press search. A notice
will come up with how many lesson plans are available.
• 1 copy of Writing Part 1 Key per Ss Click on in, and the lesson plan links will appear below the
• 1 copy of PHC#19, #20 & #21 per Ss menu, as follows:
• 1 copy of PHC#22 for every 2 Ss
• the audio recording (with the Cambridge resource)
• 2 different coloured pens
PROCEDURE
1.– WARM-UP (5-10 MIN.)

warm-up. Welcome the Ss to the class and ask them if they
had any questions or doubts about the answers to Reading
Part 2. Go around and ask the Ss how they did and record
how they did. Hand out the answers to the Writing exercises
(found on p.188 of the Teacher’s copy of the Trainer). Collect
their messages.
You can download the zip file that will contain the audio
→ Step 2 (optional): Review what they remember about
track.
the last session by asking the following questions:
• What are some features of formal writing?
(no contractions, no exclamation points, vocabulary) 3.– HOMEWORK (5 MIN.)
• What is a formal and polite way to start a message? • Explain and assign the activities for Training Test
(Dear,) & Exam Practice Test 1 Listening Part 1 in their
books B1 Preliminary for Schools Trainer pp.34-37.
• What is a formal and polite way to sign off a message?
(Kind regards, Yours sincerely, Yours faithfully,) • Remind the Ss to correct their answers to Writing Part
1 from the book along with the written assignment
and have them bring in the papers to the next class.
2.– CAMBRIDGE LESSON PLAN, PHC#19-#22 You will need to keep a record of how they did in order
(60 MIN.) to measure their progress throughout the course.

pp.63-66 of this guide. Use PHC#19 (Activity Handout 1),
PHC#20 (Activity Handout 2), and PHC#21 (the sample task)
and PHC#22 (transcript).
→ Step 2: Remember to have the recording prepared.

You can download the zip file available at the Cambridge
for Teacher’s website. https://www.cambridgeenglish.org/
teaching-english/resources-for-teachers/
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B1 Preliminary for Schools Listening

Description
Students look at a set of three pictures from Part 1, describing the details, differences and situation before
listening to the text. They then write a short dialogue in pairs for another set of pictures and roleplay it to
another pair. After completing a Part 1 task they use the tapescript to focus on key and distractor
information.

Materials  Activity handout 1 and 2
required:  Sample task (below)
 Tapescript (below)
 Audio recording (with this resource)
 2 different coloured pens
Aims:  to introduce Part 1 of the Listening paper and the types of question
that this involves
 to raise awareness of distractors in this type of question and to
familiarise students with the types of dialogues used
 to practice a Part 1.
Procedure
1. Explain that in Part 1 there are seven short listening texts, with one question and three images for
each listening text. Tell students they may hear monologues or dialogues and concept check the
difference (how many people speak?) and explain that the situations are all daily life.
2. Hand out the sample Part 1 task. Direct students to the example question and three pictures. Ask
students to describe where the girl’s hat is in each picture. Write the sentences on the board (see
below for examples), supplying any new vocabulary that is needed:
- A The girl’s hat is on the hat stand in the hall.
- B The girl’s hat is in the backpack.
- C The girl’s hat is on the bus.
Ask students to think about the situation:
- Who do you think might be talking about the girl’s hat?
- Do you think the girl knows where her hat is?
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3. When students are ready, play the recording for the example. Ask students to listen and check if any
of their ideas about the situation were correct.
4. Check the students’ understanding of the text by asking:
- Who is speaking? (A mother and her daughter)
- What is the situation? (The mother is worried that her daughter has lost her hat)
- How many of the images were mentioned? (All of them, as they discussed the places where the
hat might be)
5. Play the recording again for the students to listen for what the answer is and why (A - The girl’s hat is
in the hall where she left it this morning ‘Oh here it is – hanging in the hall. I forgot to take it this
morning’). Ask students why the other options are wrong (B – She thought she’d put her hat in her
school bag but her mother checks and she hadn’t: ‘I put it in my school bag because I was too hot’
‘Are you sure? I can’t see it there.’ C – Her mother is worried at first that she might have left her
school hat on the bus ‘I hope you haven’t left it on the school bus.’)
6. Explain that the skill being tested is listening for specific information. As the listening text can include
key words about all three of the pictures it is important not just to listen out for these key words (like
‘school bag’ or ‘bus’) but to listen for detail and understand what is being said about them. In Part 1
you have to listen carefully right until the end to be able to choose the right answer.
7. Ask students to look at each question and the images for each an d to discuss with a partner what
they think the situation might be and what they can see in each picture. Whole class feedback of
ideas, noting any new vocabulary on the board.
8. Hand out the Activity 1 worksheet. You could help the class to write an example dialogue on the
board for the first question or roleplay the example dialogue given on the worksheet to demonstrate
the activity. Check that they have understood what they have to do by asking questions such as
‘Who is talking?’ (a boy to his sister); ‘How many of the pictures are included in the conversation?’ (all
three); ‘How many pictures are correct?’ (just one); Which is correct? (B).
9. Students work in pairs to write their dialogues.
10. Put two pairs together, into groups of four. Ask them to roleplay their dialogue to the other pair. The
other pair should listen and identify which question it is and what the answer is. Then they swap over.
11. Explain that the students are now going to answer Part 1. Tell them to indicate the correct answer by
ticking the box beneath the image on the question paper while they listen. Elicit the procedure to
follow: the first time they listen, they should get an idea of the answer. The second time they listen,
they should check their answer is correct and also try to see why the other two pictures are not
correct. Remind students that they answer on the question paper during the test and at the end they
fill in the right box on the answer sheet.
12. Play the recording through to the end. Students check/discuss their answers in pai rs. If necessary,
play the recording again, then check answers with the class (see key).
13. Hand out the tapescript, and make sure they all have two different coloured pens. Ask students to
read through the tapescript and underline the answers in it in one colour and the parts about the other
images (the distractors) in another colour.
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14. Hand out Activity 2 and ask students to work in pairs to answer the questions using what they have
just underlined on the tapescript to help them.
15. Whole class check (see key). Discuss any language and comprehension questions that come up.
Possible extension or follow up activities:

Students compare their dialogues from the Activity worksheet 1 with the tapesc ript to see if any of the
ideas are the same.
Students write more dialogues for similar situations (or the other ones on the sample paper) to
raise awareness of paraphrasing and distractors.
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Key to Activity 2
1. Underline the key sentence containing the answer: ‘I was wondering if you could get me a newspaper’
What is said about the other options to show they are wrong?
A football DVD – mentioned because he usually wants one of these but he says ‘actually not this time’
Motorbikes – mentioned because the article in the newspaper is about motorbikes
2. Put the programmes in order: On now: Stars

On at 7 / 7.15: Kerri Ramsey in concert
On later: Wildlife film ‘Elephants in danger’
3. What is said about the other options to show they are wrong?
Flowers: mentioned as a possible present but more suitable for her mum than her sister
The necklace: the girl bought it but gives it to the boy to give to Luisa
Piano: the girl is having lessons. He played it in the past but he has given up now
Violin: he had violin lessons last term but stopped
5. What’s the weather like/going to be like…? Now: it’s raining

Later: strong winds
Tomorrow: will be fine
6. What are the key words for the answer: Appointment, check-up, surgery What is said about the other
options to show they are wrong?
Hairdressers: he has just had his hair cut
Pick up new glasses: he will pick up his new glasses on his way to the doctor’s
7. What is said about the other options to show they are wrong? Chocolate: he sorted it out yesterday – i.e.
has bought some already Ice cream: there is enough for his friends in the freezer already
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Phase 2
OBJECTIVES
• Express likes and dislikes
• Ss will examine a sample of Speaking paper Part • Talk about routines
1 and decide what they must do.
• Topics can include food, clothes, family, etc.
• Ss will give full answers to questions through a
role play. → Step 2: Rather than or in addition to the transcript,
you could show a video of Part 1. This part of the exam only
MATERIALS takes a few minutes, so you needn’t show the entire video.
Here are a couple of videos available on YouTube.
• 1 copy of Listening Part 1 Key per Ss Victoria & Chiara:
• 1 copy of PHC#23 & #24 per Ss https://www.youtube.com/watch?v=QwlBZc9MrJA
Roberto & Simone:

PROCEDURE
https://www.youtube.com/watch?v=JIzR5LN-H4Y
1.– WARM-UP (5-10 MIN.) 3.– HOMEWORK (5 MIN.)

→ Step 1: As today’s Cambridge lesson plan will take • Explain and assign the activities for Training Test
up all of the class time, try not to spend too much time on & Exam Practice Test 1 Speaking Part 1 in their
the warm-up. Welcome the Ss to the class and ask them books B1 Preliminary for Schools Trainer pp.44-45.
if they had any questions or doubts about the answers to • Remind the Ss to correct their answers to Listening
Writing Part 1. Go around and ask the Ss how they did and Part 1 from the book along with the written
try to keep a record of how they did. Hand out the answers assignment and have them bring in the papers to
to the Listening exercises (found on p.190 of the Teacher’s the next class. Please remember to keep recording
copy of the Trainer). Collect their messages. their results.
→ Step 2 (optional): Ask the Ss to say what they learned

last class about Listening Part 1.

(60 MIN.)

preliminary-for-schools-speaking-part-1.pdf

pp.68-71 of this guide. Use PHC#23 (sample paper Part 1)
and PHC#24 (handout of Activity worksheet).
* Please note that the 2020 version of the Preliminary

exam does NOT require Ss to spell their surnames. Part 1
is divided into two phases:
Phase 1
• What’s your name?

• How old are you?
• Where do you come from?
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B1 Preliminary for Schools Speaking

Description
Students look at the sample paper Part 1 and discuss what they have to do. They do an exercise on how to
give full answers, then role-play Part 1 in pairs.

Materials  Sample paper Part 1
required:
 Handout of Activity worksheet
 Copy of recorded/videoed Part 1 or a transcript of an example Part 1 (optional)
Aims:  to introduce Part 1 and its place in the Speaking test

 to give students practice in giving full answers to Part 1 questions.
Procedure
1. Ask students to briefly discuss with their partner what they know about the Speaking test, then elicit
some basic information: e.g.
Are you tested alone or in pairs/threes? (In pairs, unless there is an odd number of candidates)
How many examiners are there? (2: the interlocutor and the assessor)
How many parts are there? (4)
How important is the speaking test? (it is equal to the other parts as it is worth 25% of the total ma rks
for the exam)
2. Put the following questions on the board or show them on an OHT, and hand out the sample Part 1.
Ask students to read through it and then answer the questions.
- Do we find out the names of the examiners? Why do you think this is? (Yes. At the beginning they
say ‘I’m X and this is Y’, e.g. it could be “I’m John Smith and this is Jane Brown”. It is natural and
polite to be introduced and should make you feel more comfortable.)
- Have you ever been asked questions in English like the Part 1 questions in real life? (Answers
may vary but probably they will all have been asked similar questions in English)
- Are the questions about your daily life or about unusual topics? (Daily life)
- Do you have spell anything? (Yes, your name)
- How long does this part last? (2 – 3 minutes)
- What do you think the aim of these questions is? (To relax the candidate, to find out some general
personal information about the candidate, to test the language of simple social interaction)
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3. Write the following question and two possible answers on the boa rd. Ask students which they think is
the better answer, and why.
Do you study English at school?
Yes.
Yes, I study English twice a week at school and I really enjoy it.
Elicit that full answers are much better than one-word answers as they sound more natural and
friendly and they give you the opportunity to show off your language. Full answers include details,
feelings, reasons or examples.
Point out that this does not mean that they should learn answers by heart in preparation for questions.
Examiners know when an answer has been pre-rehearsed as they don’t sound natural and you are
not given any marks for them.
4. Hand out the Activity worksheet and ask students to look at the first exercise. Students discuss the
questions in pairs then have a whole class discussion (see key).
5. Direct students to exercise 2 on the Activity worksheet. Explain that these are the questions from the
sample paper Part 1. Ask the class for ideas of what candidates could talk about in their answers (see
key for ideas).
6. Demonstrate a full answer by asking a volunteer student to ask you one of the questions for you to
answer in full. Continue as appropriate until you feel your students are ready to answer the questions
themselves.
7. Explain that they are going to practice the sample Part 1 in pairs, with one student asking the
questions and the other one answering. Divide the class in half and ask one half to be the examiner
and ask them to find a partner to be their candidate. Start the activity and monitor the length and
content of answers given.
8. Stop the activity after a few minutes and comment on some good full answers you heard. For some of
the shorter answers, repeat the question and answer given, and elicit a fuller answer which expands
on what was originally said.
9. Students swap roles and repeat the activity. Monitor and give feedback.
10. Direct students to the sample Part 1 again. Put students in pairs to answer the following questions:
- What do you think the back-up prompts are for? (They are used when a candidate hasn’t
understood the question, so the examiner asks the same question using different words.
Candidates are not penalised for asking for repetition or clarification as long as they can form the
appropriate question to ask for them)
- Do both candidates have to answer the same questions in Phase 1? (Yes, first Candidate A
answers them and then Candidate B answers them)
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- What are the differences between Phase 1 and Phase 2? (In Phase 2, Candidates A and B may
have to answer different questions, the questions are chosen from a list of possible questions so
there is more variation; Candidate B starts. N.B. Point out here tha t in Phase 1, in comparison, the
questions are always about the candidate’s name, hometown and studies.)
11. . Brainstorm a list of possible topics that could be covered in Phase 2 with the class and write them on
the board. Examples are: family, home life, daily routine, likes/dislikes, studying English, teachers,
holidays, weekends and hobbies.
12. Round off with a quick fire session of the questions on the sample paper to individual students in the
class. Give positive feedback to each response.
Follow up activities
- Teach students how to ask for clarification or repetition
- Use activities such as ‘Just a Minute’ where students have to speak on a familiar but random topic for
a minute without preparation.
- Ask students to expand their answers when speaking in class by giving reasons and examples.
- Use the questions from Part 1 as regular warmers, e.g. telling your partner what you did last night.
- Play a recording or video of a sample Part 1 or show students the tapescript of one and ask them to
read it.
Key to Activity worksheet

Exercise 1
 How many activities did the candidate talk about? (three – watching TV, studying, reading a book)
 What other information did she add? (The length of time spent on each, where she was and that
reading was a daily habit)
 Is this a full answer? (Yes)
Exercise 2
1. What’s your surname? (My surname is….)
2. How do you spell it? (G-A-R-C-I-A)
3. Where do you live / come from? (Name of village/town/city/country. Some information about where
it is, an adjective to describe it, the number of inhabitants)
4. Do you study English at school? (Yes/No, how often you study English, how many years you
have studied English, if you also study English elsewhere, e.g. at a private language school, or if
you study any other languages)
5. Do you like it? (Your feelings about it now and in the past, reasons)
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6. What’s your favourite school subject? Why? (Name a subject, say how you feel about it,
use an adjective, e.g. exciting, interesting, useful, fun, etc, give reasons – the teacher, the
topics, how easy/difficult it is, how you can use it in the future)
7. Tell us about your English teacher. (Name, character, age, appearance, teaching methods)
8. What do you enjoy doing in your free time? (Name at least one activity, how often you do them, why
you like them)
9. Tell us about your family. (Names, number of people, relationships, your favourite member of the
family, their jobs, their characters, any pets)
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3.– REMAINING TIME – VOCABULARY: TOWN & CITY

OBJECTIVES
Take a look at the Vocabulary list and check out the
• Ss will skim through a text and discuss what the topic Town & City. Divide the class into two teams and play
writer’s purpose is and who the intended audience is. Pictionary. Try to use words that you think might be new to
• Ss will complete Part 3 of the Reading paper and them so that they learn new vocabulary.
discuss their answers.
• Ss will discuss the procedure for completing Part 4.– HOMEWORK (5-10 MIN.)
3 of the Reading paper.
Exam Practice Test 1 Reading Part 3 in their books
MATERIALS B1 Preliminary for Schools Trainer pp.17-20.
• Remind the Ss to correct their answers to Speaking
• 1 copy of the Key for Speaking Part 1 per Ss
Part 1 from the book along with the written
• 1 copy of PHC#25 & #26 per Ss assignment and have them bring in the papers to
the next class. Please remember to keep recording
PROCEDURE their results.
→ Step 1: Welcome the Ss to class. Ask if they have any

questions regarding the Listening Part 1 HW that they were
supposed to correct. Go around and record their scores.
Handout the Key for this week’s Speaking HW (found on
p.194).
→ Step 2: Revise what they remember about the last

session (Speaking paper Part 1) by asking the following
questions and encouraging them to use full answers:
• What is your favourite subject at school?

• For how long have you studied English?
• What do you usually do when you’re with friends?
• Where do you live?
• Do you like playing or watching any sports’
• What do you usually do in the evening?
• What’s your favourite kind of music? Why?

(40 MIN.)
→ Step 1: Start with the lesson on introducing Part 3 of

the Reading paper of the Preliminary for Schools exam.
*THIS PART WAS PART 4 IN THE PREVIOUS VERSION OF

THE EXAM, SO PLEASE BE AWARE THAT THE NUMBER ON
THE DOCUMENTS HAVE NOT BEEN CHANGED TO PART 3 YET.*
Follow the Cambridge lesson plan found on pp.73-75 of

this guide. Remember to use PHC#23 (sample paper of Part
3) and PHC#24 (Handout of activity).
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Description
Students skim read a Part 4 text then discuss the topic as well as the writer’s purpose and intended
audience. They try to do the Part 4 task then discuss their answers. Finally they do a true/false activity on
Part 4 and discuss procedure for completing a Part 4 task.

required:  Handout of activity
 to practice a procedure for answering Part 4
 to practice skim reading.
Procedure
1. Hand out the sample paper Part 4 and ask students to look at the title, the summary in italics and the
photo. Ask students to discuss briefly with their partner what they think the text will be about.
2. Explain that the first step is to read the text fairly quickly (not focusing on detail) to find out the topic
and general meaning of the text. Elicit what students know about skim-reading effectively. Give
students 3 minutes to read the text. Set the following focus questions:
- Who is the article about? (Miguel Diaz, a 14 year old boy)
- Who is the writer? (Miguel himself)
- What is the text about (A science project about the sea, which involved lots of diving to get
information)
3. Ask if any of the students have ever been diving or would like to go diving and have a brief discussion
as a class.
4. Introduce the idea of a writer’s purpose – Why did they write the text? Who did they write the text for
(the audience)? What effect did they want to create? Write these questions on the board to focus
students then ask them to read the text again, quickly, thinking about the writer’s purpose. Then
discuss their ideas about this as a class – ideas will vary but might include that Miguel was writing
about his experiences for his classmates or for a school magazine and he wants to describe the
significance of the experience as well as the details, he wants to show what he has learnt from the
project, he wants to show his enthusiasm and create a very positive effect. Explain that by thinking
about the text in this way, they get a good overview of the text.
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5. Direct students to the questions and ask them to read them carefully. Explain that the first and last
questions are always about writer purpose and global meaning and so they could be considered
together. The middle three questions follow the order of the text, with one being about the writer’s
attitude or opinion.
6. Direct students to the second question and ask them to re-read it and underline key information. Then
ask them to read the text again carefully until they find the relevant section for the question
(paragraph 2). They should then look at the answer choices, decide which are incorrect and which
one is correct. They should keep referring back to the text to do this. Ask students to underline where
possible the information that gave them the answer.
7. Students compare in pairs.
8. Ask students to do the same for the next two questions (found in paragraphs 3 and 4 respectively),
and then the first and last question, which will involve reading the text as a whole again. Remind
students that it is very important to also identify which are the wrong answers and why.
9. Whole class check (see key). To do this, ask students to explain where in the text they found the
answer and how this relates to the answer choice. For each question, also elicit or explain why the
other three answer choices are not correct. Make students awa re of the difference between assumed
versus stated information by using examples where they may have made mistakes such as:
- Q22 We can assume that the ROV was an expensive piece of equipment (answer C) but Miguel
doesn’t actually say this. Answer D is explicitly stated: ‘It could measure water depth and
temperature’
- Q24 We might think that the trip has changed Miguel’s opinion of science (answer A) but this is
never stated (just that he learnt new things about science), but he states that it has encouraged
him to work towards his goals (of becoming a scientist).
10. Put students in small groups of 3-4 and hand out the Activity worksheet. Give the groups 10 minutes
to complete the true/false questions about Part 4.
11. Whole class check of answers and discussion (see key)
12. Write the following steps on the board in a random order and ask students to put them in the most
logical order (i.e. as they are below) for the procedure for answering a Part 4 task.
Read the instructions.
Read the title.
Skim read the text to find out the topic, writer’s purpose and general meaning.
Read the text again carefully.
Read the questions.
Answer the middle three questions one by one by referring back to the text.
Answer the first and last questions by referring to the whole text.
13. Whole class check. You could point out that it is also fine to answer the questions in the order that
they are set as long as they realise that the first and last questions refer to the whole text.
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21. A
22. D The ROV could measure water depth and temperature and it also had a camera that sent live film
back to the boat
23. C At first, I was quite frightened… But as soon as I jumped into the water, I wasn’t afraid anymore
24. D It has made me think about my goals in life. The experience will definitely help me work harder to
become a scientist.
25. B
Key to activity worksheet
Sentences about Reading Part 4 True or false?
1. The questions are all multiple choice. True – there are four options
2. The first and last questions are global True
questions about the whole text.
3. The middle three questions are in random False, they follow the order of the information in
order compared to the information in the text. the text
4. The final question looks different from the other True
questions.
5. The questions ask about attitudes and True
opinions, not just facts.
6. You don’t need to read the text in detail to False, to find out about attitudes and opinions
answer the questions. you will need to read parts of the text carefully
7. Paraphrasing is not important in Part 4. False, like the other parts on the reading paper,
paraphrasing is often used
8. Sometimes more than one answer choice is False, only one answer choice is correct and you
possible. should know why the other answer choices are
not possible
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the text but DO NOT allow them to read it. They must
OBJECTIVES
answer the following questions aloud.
• Ss will decide what they need to do on Part 4 of the • How many gaps are there in the text? five
Reading paper. • How many sentences must you choose from?
• Ss will develop techniques for tackling this type of eight
task.
→ Step 2: Hand out PHC#27 with the excercises that they
are going to complete throughout the class. Have the Ss do
MATERIALS excercise 2, individually.
• 1 copy of the Key for Reading Part 3 per Ss NOTE: have fast finishers complete excercise 3.
• 1 copy of PHC#27, #28&#29 per Ss
→ Step 3: Divide the class into groups. Have them read
the title of the article and ask them what they think
PROCEDURE the article could be about. Have the Ss brainstorm in
groups for a couple of minutes.
1.– WARM-UP (5-10 MIN.) → Step 4: Have the Ss read the text. Once they are all
done, ask them concept check questions to make sure
→ Step 1: Welcome the Ss to class. Ask if they have any they have properly understood the text. Down below
questions regarding the Speaking Part 1 HW that they were you can find a couple of examples.
supposed to correct. Circulate to record their scores. Handout
the Key for this week’s Reading Part 3 HW (found on p.184). • Who did the story happen to?
• Where does the story take place?
→ Step 2 (optional): Review what they remember about the
last session (Reading paper Part 3) by asking the Ss to put • How did the person lose the ring?
the following steps in order. You can dictate the sentences to • What tdid the owner of the ring do when he/she
them or write them on the board before class. The answers lost it?
are given in italics after each step.
NOTE: Depending on the level of your class, you might
• Answer the first and last questions by referring to want to pre-teach some vocabulary. Take a look at the text
the whole text. (7) first to make a decision.
• Answer the middle three questions one by one
referring back to the text. (6) → Step 5: Now, have the Ss re-read the text and multiple
choice options. Have them analyse the options and the
• Read the instructions. (1)
text. Once they are done, remind them that they must
• Read the questions. (5) read the text before and after the gap to choose the
• Read the text again carefully. (4) correct answer. They must make sure that the topic
is correct, as well as the connectors, pronouns, etc...
• Skim read the text to find out the topic, writer’s
purpose and general meaning. (3) → Step 7: Have the Ss discuss about how to approach
• Read the title. (2) this part of the exam by carrying out PHC#29.
→ Step 6 (Extention): For additional practice have each

2.– CAMBRIDGE LESSON PLAN, PHC#27-#96 Ss write 5 sentences leaving the link word out (and
(50 MIN.) leaving a space for it) so that the person sitting beside
hom/her can fill in the gap.
B1 Preliminar for Schools Trainer

and • Explain and assign the activities for Training Test &
Preliminary for Schools Trainer 2
B1 Preliminary for Schools Trainer pp.21-23.
→ Step 1: Hand out PHC#28 to the Ss. Have them skim • Remind the Ss to correct their answers to Reading
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assignment and have them bring in the papers to
the next class. Please remember to keep recording
their results.
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Reading Part 4 - Key

Five sentences have been removed from the text below. For each question, choose the correct answer.
There are three extra sentences which you do not need to use.
THE STORY OF THE CARROT AND THE RING

B1 Preliminary for Schools p.64
Have you ever lost something that was precious to you, and thought you’d never see it again? That’s what
happened to Mary Grams from Canda.
Mary had worn her engagement ring for more than half a century when she suddenly lost it. She was
working in her garden on the family farm one day pulling out a plant and that was probably when the
ring came off her finger16. When she discovered it was missing, she searched everywhere for it for days,
before finally giving up.
Mary realised she prbably wasn’t going to find the ring again. So she decided not to tell anyone about
what had happened, apart from her son. Instead, she thought she would replace it with a much cheaper
ring from a jewller’s. Luckily, she managed to find another one that looked just like it17. In fact, it was so
similar that no-one else in her family even know her original ring was missing.
But the story has a happy ending. Mary eventually got her engagement ring back - 12 years after it was
lost! One day Mary’s daughter-in-law Colleen was workinng in the same garden where Mary had been all
those years ago. She was digging up vegetables there when she discovered the ring18. But this time it
looked a bit different - because there was a carrot growing right through the middle of it.
As soon as Colleen saw the ring, she knew immediately who the owner was. the farm had been in the family
for over 100 years and only two women had lived there in all that time19. So when Colleen discovered the
story of the lost ring, it became clear there was only one person it could possibly have belonged to, and
the ring was returned to Mary.
Mary decided to remove her ring from the carrot and wear it again so she carefully cut the carrot in
half20. Then the ring wsa washed, and Mary put it back on her finger - and it still fitted perfectly!
16. C
17. H
18. A
19. F
20. D
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Reading Part 4 – Student's worksheet 2 - Key

With another student, discuss the best answer for each of the following questions.
1. Should you quickly skim read through the main body of the text first?
Yes / No
Reading through the base text first gives candidates a sense of what it is about, how the ideas are developed,
how many key characters there are, etc. Getting this initial feel for the text will help candidates be more
aware of the text as a whole.
2. What reading approach should you take for this task?
A Intensive reading for detail – reading the text carefully around each gap.
B Scanning- looking for specific words or phrases to help me fill the gaps.
This task requires intensive reading for detail. Candidates will have to read the text both before and after
each gap carefully before arriving at an answer.
3. Once you've complete all the gaps, should you read through the whole text again?
Yes / No
This is an important way of checking that the text flows coherently as a whole. This final checking process
may help to alert candidates to answers which don’t sit well in the text.
4. Do you think this part of the test will take longer to complete than others?
Yes / No
In light of comments 1-3, the answer to this is probably yes.
5. Should you do the questions in order?
Yes / No
This is the one part of the Reading exam where one mistake can have a knock or domino effect. Therefore,
students should always start with the question which they think is the easiest. As a follow up to this question,
you could go back to the text and decide which is easiest. For example, 6 is quite straightforward in terms
of linking pronouns.
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OBJECTIVES
preliminary-for-schools-writing-part-2.pdf
• Ss will be able to define the criteria their writing → Step 1: Explain to teh Ss what the criteria for this
will be marked on. Paper part.
• Ss will determine what they must do in order to
earn full marks in Content. → Step 2: Follow the Cambridge lesson plan found on
pp.81-82 of this guide.
• Ss will mark two writing examples.
MATERIALS 3.– HOMEWORK (5 MIN.)

• 1 copy of the Key for Reading Part 4 per Ss Exam Practice Test 1 Writing Part 2 in their books
• 1 copy of PHC#27 per Ss B1 Preliminary for Schools Trainer pp.31-33.
• 1 copy of PHC#27 & #30 for every 2 Ss • Also remind the Ss to correct their answers to
Reading Part 4 from the book along with the written
• 1 copy of PHC#28 key for every Ss (OPTIONAL) assignment and have them bring in the papers to
• 1 copy of PHC#29 & key for every Ss (OPTIONAL) the next class.
PROCEDURE
1.– WARM-UP (5-10 MIN.)

questions regarding the Reading Part 3 HW that they were
Handout the Key for this week’s Reading Part 4 HW (found
on p.185).
→ Step 2 (optional): See what they remember about the

Writing paper Part 1. Ask them the following questions. The
answers are given in italics.
• What do you have to write in Part 1?

An email message or letter
• Do you have to include specific information?
Yes, the question has comments and instructions
which must be addressed in the email.
• Can you write in pencil?
No, on the exam you must write in pen.
• What are the normal parts of a message?
Greetings, body and closing.
• Can you remember some of the different that were
formal or informal expressions?
Dear vs Hi, a lot of vs lots of, Kind regards vs Lots
of love
2.– WRITING PAPER PART 2, PHC#30-#24

(40-50 MIN.)
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B1 Preliminary for Schools Writing

Description
Students look at a Part 2 task, brainstorm ideas on how to answer it, plan and write individually, then read
each other’s answers. They look at two sample answers and use a checklist to decide which is better and
why, and to focus on what the requirements for this task are.
Time required: 50 + minutes

Materials  Handout Activity 1 (and on an OHT if possible)
required:
 Handout Activity 2
 Requirements for part 2
 Bluetack or similar adhesive for sticking paper on walls
 Answer sheets (photocopy from handbook)
 to practice planning answers
 to raise awareness of how Part 2 is assessed
 to practice writing an answer.
Procedure
1. Ask the class who has been on holiday without their parents, or who has been abroad. Invite a few
volunteer students to briefly tell the class about their experiences.
2. Hand out the sample Part 2 task. Ask students to read it.
3. Ask the following concept check questions to the class:
- What do you have to write? (a card)
- Are you writing to someone you know or a stranger? (someone you know, your British friend Sam)
- Where were you last week? (in Britain, at the home of your friend, Sam)
- How many main points do you need to write about? (3)
- What are they? (your journey home, what you liked most about your stay and an invitation for Sam to
visit you) Note: write these three points on the board
- How long should your answer be? (35 – 45 words)
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4. Divide the class into groups of 3 or 4. Tell them they are going to brainstorm ideas for each of the
three content points. Hand out a copy of the worksheet for Activity 1 to each group as a guideline or
show it on an OHT. Encourage them to share their ideas and use their imagination.
5. After 5-10 minutes, hand out a copy of the worksheet for Activity 1 to each student and ask them to
individually write down a few notes for each of the main content points. They should choose the ideas
they like best from their group discussion.
6. Explain that in the exam, candidates should spend around 5 minutes planning their answer to make
sure they include all the necessary information and think about the best language to express their
ideas.
7. Ask students to write their answers in full now. Remind students they are writing a card and elicit
ways of starting and finishing when writing to a friend. Also remind students of the word limit and
encourage them to count their words half way through and at the end. Set a time limit of 15 minutes.
8. Students exchange their answers with a partner. They read each other’s, compare their ideas and
check the word length.
9. Stick the answers around the room on the walls and white board and invite students to stand up and
go and read a few of them.
10. Hand out Activity 2. Put students in pairs to decide which is the better answer and why. Then hand
out the checklist for Activity 2 and ask them to discuss the questions for each answer.
11. Whole class check and discussion (see key)
12. Review the task by going over the main requirements of Part 2 and then hand out the student copy of
this for them to keep as reference:
- You always have to write a short message (about 35 – 45 words long) in Part 2.
- The task and situation will be different, so you must read the instructions carefully.
- Your answer must be about the same situation as the question.
- You should plan your answers before you write anything.
- Always write your answer on the answer sheet. You can make notes on the question paper first.
- For top marks, the message must be clear and all the three content points must be included.
- Always check your writing at the end.
- You don’t lose marks if you make little mistakes, but your answer must be clear and easy to read.
13. Either in class or for homework, ask students to re-write their answers on real answer sheets, making
any changes or improvements they can.
14. Collect in the answers, mark them and give feedback. When giving them back, encourage students to
exchange them and read each other’s.
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→ Step 3: Allow the Ss to read the questions and the

OBJECTIVES
answers before playing the audio for the first time. Ss must
underline any words they don’t know.
• Ss will identify what they must do for Part 2 of the
Listening paper. → Step 4: Once all the Ss (or most of them) are done
• Ss will develop strategies to deal with multiple- reading the PHC, play the audio track from beginning to end.
choice questions.
→ Step 5: Allow Ss to answer the questions.
MATERIALS
→ Step 6: Once all (or most) of the Ss are finished
answering the questions, remind them that they can listen
• 1 copy of the Key for Writing Part 2 per Ss
to the audio a second time. Advise them to focus on those
• 1 PHC of each per Ss questions they are not 100% sure about the answer (but
• 1 Answer key (p. 207 Preliminary for Schools Trainer) not disregarding the other questions they must answers).
PROCEDURE → Step 7: Listen to the recording a second time. Let

them 30 seconds to go over the answers they have chosen.
1.– WARM-UP (5-10 MIN.) → Step 8: Before handing out the Answer key, correct
the listening as a group. As an extra challenge (if you think
→ Step 1: Welcome the Ss to class. Ask if they have any the Ss remember), ask them to justify their answers (when
questions regarding the Reading Part 4 HW that they were correct).
Handout the Key (PHC#37) for this week’s Writing Part 2 → Step 9: Give the students the Answer key.
HW. (found on p.189).
→ Step 10: Ask the students the following concept check
→ Step 2 (optional): See what they remember about the questions to see if they remember exam’s layout.
Writing paper Part 2. Ask them the following questions. The
• The interviewer asks six or seven questions? six
answers are in italics.
• How many options are there to choose from?
• What are the two types of writing you can choose
three (A,B,C)
between in Part 2 of the Writing paper?
An article or a story
NOTE: For additional practice, hand out PHC#34 to Ss.
• What are the four criteria that you will be marked on?
Content, Communicative Achievement, Organisation,
Language 3.– HOMEWORK
• What must you do to earn full marks for Content? • Explain and assign the activities for Training Test
Give all the information asked for in the question. & Exam Practice Test 1 Listening Part 2 in their
2.– CAMBRIDGE LESSON PLAN, PHC#34-#37 • Also remind the Ss to correct their answers to
Lesson plan and PHC adapted from: Reading Part 4 from the book along with the written
Preliminary for Schools TRAINER 2 book the next class.
→ Step 1: Explain to the students that, in this session, they

will find out what they need to do in Part 2 of the Preliminary
for Schools Listening Paper. Tell them that, during the exam,
they will be able to listen to the recordging twice.
→ Step 2: Hand out PHC#35 to the Ss. Tell them they will
hear an interview with a schoolgirl called Marta and that
they will need to choose the correct answer (A.B or C) for
each question. This is audio track 25 from the Preliminary
for Schools TRAINER 2 book.
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criteria as a class so that Ss know what is expected from

OBJECTIVES
them.
• Ss will brainstorm what they can say about a

photograph.
• Ss will organise their ideas and widen their range • Explain and assign the activities for Training Test
of active vocabulary. & Exam Practice Test 1 Speaking Part 2 in their
• Ss will apply useful phrases when describing a
photograph. • Also remind the Ss to correct their answers to
Listening Part 2 from the book along with the written
MATERIALS the next class.
• 1 copy of the Key for Listening Part 2 per Ss

Suggestion
• 1 copy of PHC#40A for half the Ss
The Ss should actually send you the audio file so be sure to
• 1 copy of PHC#40B for the other half provide them with the school email address and instruct them
to write your name and PET homework in the subject line.
PROCEDURE
NOTE: if Ss don’t know how to send an audio file via email,
just tell them to record themselves on their mobile phones,
1.– WARM-UP (10 MIN.) and you can show them how to send it via email or an app
such as Whatsapp.
questions regarding the Writing Part 2 HW that they were
Handout the Key for this week’s Listening Part 2 HW (found
on p.191).
→ Step 2: See what they remember about the Listening

paper Part 2. Ask them the following questions. The answers
are given in italics.
• How many conversations will you hear? 6

• Will the conversations be related? No
• What do you have to be careful about?
Distractors - words or synonyms that make you
think one answer is possible.
2.– CAMBRIDGE LESSON PLAN, PHC#38-#41 (50

MIN.)

THE DOCUMENTS HAS NOT BEEN CHANGED YET.*

pp.85-88 of this guide. Use PHC#38 Handout of Activity 1),
PHC#39 (Handout of Activity 2), PHC#40 A&B (photographs
for sample Part 3 task) and PHC#41 (instructions for sample
Part 3).
→ Step 2: If necessary, go over the Speaking assessment
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Description
Students look at a Part 3 photograph and brainstorm what they can say about it. They practice Part 3 in
pairs, firstly focusing on organising their ideas and then on range of vocabulary. They then look at different
phrases which are useful for Part 3, and describe another photograph trying to use as many of the phrases
as possible.

Materials  Handouts of Activity 1 and 2
required:  Photographs for sample Part 3 tasks (plus the same photos on OHT if possible)
 Instructions for sample Part 3

 to analyse the task, think of suitable language for it and practice the task
Procedure
1. Briefly ask students what happens in Parts 1 and 2 of the speaking test and elicit (if they have done
the overview activity) or remind students what they have to do in Part 3. Add any missing information
so that the following is established:
 The examiner gives each candidate a different photograph.
 Each candidate has to talk on their own.
 The task is to talk about what they can see in the picture.
2. Hand out one of the photographs in the sample Part 3 task and show it on an OHT if possible. Add
that the photographs in the exam will be bigger and in colour so they will be very clear.
3. Students brainstorm in pairs what they can see for a minute.
4. Elicit what the class can remember from the overview activity about the assessment criteria. Explain
that Grammar and Vocabulary (the range, accuracy and appropriacy of language, i.e. the right
language, used in the right way, at the right time) and Discourse Mana gement (the organisation of
ideas) are important in Part 3.
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5. Write the following headings on the board:

- place
- people
- activity
- objects
- colours
- atmosphere
- time of day
- weather
As a class, ask for suggestions of what students could say about the photograph for each of the
headings, e.g. the girl is lying on her bed, she is reading a book, she looks like she is enjoying her
book. Point out that the best answers link these ideas; ask a volunteer to put them together into a
longer sentence, e.g. ‘The girl is lying on her bed with a book and she looks very interested in it.’
6. Hand out Activity 1 and put students into pairs to add their own ideas under each heading.
7. Explain that they are now going to do the task. One student reads out the instructions. Their partner
describes the photograph in as much detail as possible, using the ideas on the board and on the
handout. Time the students for one minute. The listening student should pay attention and identify
one good thing and one weaker thing about how their partner organises their ideas. Monitor the
students’ performance and language and take a few notes for feedback later. You could also choose
to focus on the same assessment criteria, i.e. Discourse Management.
8. Ask the listening student to give their feedback to their partner, and to be as positive or constructive
as possible.
9. The students change roles so that the other student is speaking about the same photograph. They
should speak as fully as possible about the picture. Their partner reads out the instructions then
listens carefully to identify points for feedback, as in step 7. This time ask the speaking student to
focus on their range of vocabulary. Time the students for one minute and monitor the students’
performance and language and take a few notes for feedback later, with you focussing on just range
of vocabulary or the full Grammar and Vocabulary criteria.
10. After a minute, the listening partner gives their feedback. You could give your feedback now or later.
11. Explain that they are now going to do the same with another photograph. Hand out the other
photograph and ask students to find the common theme between t he two photos (they are both
teenager’s bedrooms). Explain that the photos always share a theme and this theme is continued in
Part 4. Direct students to the worksheet for Activity 1 again. Put students in pairs to brainstorm and
make notes on the headings in Activity 1 for this photograph.
12. Give students Activity 2 (useful phrases) and review the form, meaning and pronunciation of the
phrases. Describe the first photograph yourself using some of the phrases to show how they can be
used in the task.
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13. Ask students to choose a few phrases they would like to use in their speaking about this photograph
and think about how they will use them.
14. Change the pairs of students so that each student speaks to a new partner. Repeat steps 7, 8, 9 and
10 for this photograph.
15. Finish off with language feedback, then ask students to say which room they would like best and
which one is most similar to their own bedroom and why.
Repeat the activity with as many photographs as you can find. This activity makes a good warmer or filler
once students are accustomed to what to do.
Key to Activity 1– sample ideas for each photograph (many others are possible)
Photograph 1
Place This photo shows a girl’s bedroom.
People The girl is a teenager, she could be around 15. She has got long blonde
hair. She’s wearing white trousers and a black top.
Activity The girl is lying on her bed and she is reading a book.
Objects The room is very tidy. There’s a guitar next to the window which the girl
probably plays. There’s a picture with bright colours on the wall, some
shelves with a stereo and a desk with a computer on it. I think she’s a
student. The bed is made and has clean white sheets on it.
Colours The walls are white and the bed covers are light green. The girl must like
green as the curtains and the cushions are dark green too.
Atmosphere The girl looks very relaxed and interested in her book and the room is very
tidy so it looks like a peaceful place.
Time of day It could be morning or afternoon as it’s light outside.
Weather You can see through the windows that it is sunny outside.
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Photograph 2
Place This photo shows a boy’s bedroom.
People The boy looks around 14. He is tall with black curly hair. He is sitting in an
armchair next to his bed.
Activity The boy is using his computer. He might be studying or he might be surfing
the internet. He’s looking at the screen very carefully.
Objects There are many things on the walls and next to his bed. There are pictures
of footballers and two baseball caps so he must like sport and there are
some soft toys on the radiator.
Colours The boy is wearing dark blue jeans and the curtains are also dark blue. The
bed cover is light blue with green checks. The room looks quite dark.
Atmosphere The room looks quiet and clean.
Time of day It’s daytime as it is bright outside.
Weather The weather looks sunny outside.
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OBJECTIVES
• Ss will read part of a text with blanks to identify Exam Practice Test 1 Reading Part 5 in their books
the topic and gist. B1 Preliminary for Schools Trainer pp.24-25.
• Ss will try to predict some of the missing words by • Remind the Ss to correct their answers to Speaking
focusing on meaning and words around the blanks. Part 2 from the book along with the written
• Ss will discuss true/false statements about Part 5
the next class.
and the procedure. (OPTIONAL)
MATERIALS

• 1 copy of PHC#42 & #43 per Ss
• Photographs of daily activities (OPTIONAL)
PROCEDURE
1.– WARM-UP (5-10 MIN.)

supposed to correct. Circulate to record their scores. Handout
the Key for this week’s Speaking Part 2 HW (found on p.195).
→ Step 2 (optional): If all your Ss and only if all your Ss

have mobile phones with photos on them, you can do the
following warm-up activity with them. Even if only 1 Ss does
not have a mobile, use the photographs in the textbook.
Put the Ss in pairs of similar abilities. Give them one

minute to find a photo on their mobile (NOTHING NAUGHTY
OR MEAN) or choose a photo from a magazine or newspaper.
Have the Ss look at someone else’s photograph and practice
speaking about it for approximately 1 minute. Switch roles.

(50 MIN.)
*IN THE PREVIOUS VERSION OF THE EXAM, THIS PART

OF THE EXAM CONSISTED OF 10 QUESTIONS. INFORM THE
STUDENTS THAT IN THE NEW FORM, THERE ARE ONLY 6
QUESTIONS.

pp.90-92 of this guide. Use PHC#38 (Activity HANDOUT)
and PHC#39 (Sample paper).
→ Step 2:If time allows, go over ex.C True/False questions

from the Cambridge Lesson plan.
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Description
Students read part of a gapped text to identify topic and gist. They try to predict some of the missing words
by focusing on meaning and words around the gaps. After trying to do the Part 5 task they complete a
worksheet which helps them confirm their answers. They discuss true/false statements about Part 5 and
procedure for answering it.

Materials  Activity handout
required:  Sample paper
 to practice a procedure for answering it.
Procedure
1. Write Superheroes on the board and ask the class for some examples of them.
2. Write the following sentence on the board
A superhero is a fictional character special powers.
Ask students to suggest possible words that fill in the gap. They may come up with a range at this
stage so accept any that are possible.
If students don’t come up with the correct answer, give them the choice of the following words: for, by,
with, on
Invite students to consider each word in the gap and choose which one is correct.
Explain that this is the task in Part 5. Candidates must read a text with gaps in and for each gap they
are given a choice of four words to fill it. The answer choices are always the same part of speech, e.g.
in this example they are all prepositions, but they could all be verbs, time words, linkers, etc.
3. Hand out the Activity worksheet. Ask students to read the text in Section A, ignoring the gaps for the
moment. Explain that this is the first part of the text, but without the answer choices. Put students in
pairs to briefly discuss what the rest of the text might be about and ask a few students to share their
ideas with the class. Explain that the first step is always to quickly read the text through to get an idea
of what it is about and that this is possible even with the gaps.
4. Hand out the sample paper Part 5. Ask students to read through the complete text briefly to find out if
their predictions about the content of the text were correct.
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5. Ask students to read the complete text again, more carefully, and to try to predict some of the missing
words without the answer options. Explain that this forces you to think carefully about the meaning,
even if you don’t manage to find an answer. Explain also that the clues about the mis sing word are
found in the surrounding language at both a sentence and full text level. Put students in pairs briefly to
discuss their ideas.
6. Direct students to the answer choices. Ask students to try to put each word into the gap and then re-
read the sentence and choose the answer which fits best with the whole sentence. Encourage them
to take a guess if they are not sure. Ask them to re-read the complete text with their answer choices
at the end.
7. Direct students to Section B of the Activity worksheet. Ask them to use the questions here to guide
them to the correct answer, or as a check of their answers.
8. Students compare in pairs.
9. When they are happy with their answers, ask students to re-read the text a final time as a last check.
10. Go over the answers with the class and answer any questions that arise.
11. Elicit the following steps in the procedure for Part 5 by giving them the first 2 steps and asking them to
build up the procedure from then on. Write it on the board and ask students to copy it into their
notebooks.
- briefly read the text as a whole to find out the topic and general meaning
- look at the example, to fill the first gap
- read the first sentence that contains a gap
- predict possible words for the gap as far as possible
- look at the answer choices and choose the one you think is correct
- check the remaining options seem incorrect
- continue with the next gap in the same way
- at the end, read the whole text again and check it makes sense in its complete state.
12. Direct students to the Activity worksheet Section C and ask them to discuss their ideas in pairs.
Explain that this is a review of the important points to consider in Part 5. Whole class check.
13. To finish, ask students to put away their texts and to recap with a partner everything they can
remember from the text. This will help check whether they really did read it through at the end and
consider it as a whole text.
14. For homework, ask students to reflect on the questions they got wrong and why. You could ask them
to write out the complete sentences containing their mistakes in their notebook. In the next class,
review the questions that many students got wrong and look for obvious weak areas, e.g.
conjunctions, time phrases, etc. Do any language work as appropriate.
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Key to the Activity worksheet

B.
26. Which tenses are used in the second sentence of the text? was written – simple past; have + past
participle – present perfect What is the time period that is being talked about in this sentence? from
1938 until today.
27. Look at the four answer choices. Which verb means can be seen? Appear
28. Which of the four verbs can be used with better known to mean that there has been an increase in
how well they are known? Become
29. There are two facts in this sentence: (i) that superhero powers vary widely; (ii) that superhuman
strength and the ability to fly are common powers. What kind of link is there between these two facts?
Is one a consequence/result of the other? (then you choose because/so), Is one a condition (choose
if) or are they a contrast (choose although)? A contrast
30. Which of the answer choices can be used for a number that is not specific? Some (another is for one
more thing, each and both are for two things)
31. Which verb goes together with ability? To develop an ability
32. Which verb goes together with secret? To keep a secret
33. Which of these answer choices gives the sentence the meaning that ‘successful superheroes exist in
countries other than the USA’? There
34. In the text, is there a complete list of all the superheroes from other countries, or is the list
incomplete?
Incomplete, so the list includes the following examples...
35. Why are American companies reinventing their superheroes? Because they are hoping they will stay
popular.
C. True or false?
Only one answer choice is correct for each answer. True
It is important to read the whole text through first. True, this will help you understand the overall meaning of
the text which is important when trying to choose the right answer.
The answer choice can be found by looking at the words directly before the gap. False, this is not enough.
The answer may be before or after the gap. You need to consider the whole sentenc e containing the gap and
how this sentence fits in with the rest of the paragraph.
Three answer choices are incorrect because they are the wrong part of speech. False, the answers choices
are always the same parts of speech. You have to think about the dif ferences in meaning and usage of each
answer choice to find which are incorrect and correct.
This part of the reading paper only tests candidates’ knowledge of grammar. False, it tests both grammar and
also tests aspects of vocabulary such as the meaning of words, collocation, dependant particles, etc.
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can find it on page 105.

OBJECTIVES

• Ss will identify what they will have to do after listening
to instructions. • Explain and assign the activities for Training Test
• Ss will try to predict answers before listening to & Exam Practice Test 1 Listening Part 3 of their
a text. books B1 Preliminary for Schools Trainer pp.40-41.
• Ss will use the transcript to check their answers • Remind the Ss to correct their answers to Reading
and identify the distractors. Part 5 from the book along with the written
the next class.
MATERIALS
• 1 copy of the Key for Reading Part 5 per Ss

PROCEDURE
1.– WARM-UP (5-10 MIN.)

→ Step 1: As today’s Cambridge lesson plan will take
up all of the class time, try not to spend too much time on
the warm-up. Welcome the Ss to class. Ask if they have
any questions regarding the Speaking Part 2 HW that they
were supposed to correct. Circulate to record their scores.
on p.186).
→ Step 2 (optional): To review what was covered in the

previous session, ask the following questions. Answers are
in italics.
• What do you have to do on the Reading paper Part 5?

Read a text and choose the correct word (choices A,
B, C, or D) to complete a gap in the text.
• What should you do first?
Read the text all the way through. Ignore the gaps to
get an overall idea on what it is about.
• Should you answer all the questions?
Yes. If you leave it blank, you will get it wrong. If you
guess, you have a chance of getting it right.
• What should you do when you have finished making
your choices?
Re-read the text with their choices to see if they are
happy with their answers.
2.– CAMBRIDGE LESSON PHC#44-#46

(60 MIN.)

pp.95-98 of this guide. Use PHC#44 (Activity worksheet) and
PHC#45 (Tapescript) and PHC#46 (Sample paper Part 3).
→ Step 2: If time allows, do the follow-up activities. You
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Description
Students listen to Part 3 instructions and discuss what they will hear and what they will have to do. They look
at a Part 3 task to predict the answers before listening to the text. Finally they use the tapescript to confirm
the answers and identify distractor information.

Materials  Activity worksheet
required:  Tapescript
 to give practice in prediction and in completing a Part 3
 to raise awareness of distractors
Procedure
1. Play the instructions on the recording for the sample paper Part 3 task. Elicit the topic of the text (a
film-making competition). Ask students what kind of camera they use and if they have ever made any
short films.
2. Elicit what candidates have to do for this part of the test (fill in missing information). Explain that in
Part 3, candidates see a page of notes which summarise the listening text, with six pieces of
information missing. They have to listen and fill in the gaps with the words from the listening text. The
text is a longer monologue which gives information about places or events.
3. Elicit how long candidates have before they start listening to the text (20 seconds) – if necessary play
the instructions again if they can’t remember.
4. Put students in pairs to discuss what they should do during these 20 seconds. Elicit the fact that they
should read the instructions and notes carefully and predict the kinds of information they are listening
for and, where possible, the answers.
5. Ask students to guess what sort of information they might hear in this recording about a film-making
competition. Tell them that the talk includes information about the type of film that can be entered in
this competition, the judges and the prizes. Write these three things on the board, and ask students to
predict a few ideas for each of the topics in pairs then as a class (e.g. film types: horror, documentary,
comedy, autobiographical/diary… judges: famous directors, past winners… prizes: a camera, money,
a photography holiday…)
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6. Hand out the Activity worksheet. Explain that this is from the question paper with a few hints on to
help them with their prediction. Ask students to work in pairs to answer the 9 questions and predict
the missing information as far as possible.
7. Put the students into groups of four (two pairs) and ask them to share their ideas.
8. Whole class feedback about the worksheet (see key for suggested answers)
9. Tell students that they are now going to listen to the text all the way through. They should listen and
try to answer as many questions as possible. Remind students that the information will be in the same
order in the text as it is on the question paper.
10. Play the text all the way through.
11. Students compare answers with their partner.
12. Play the text again.
13. Whole class check of answers (see key)
14. Hand out the tapescript and play the text again for students to follow and find the answers (see key).
15. Briefly ask if any of the students would like to enter such a competition, and if so, what kind of film
they would make.
16. Remind students that distractors are often used in Preliminary. Ask students to identify possible
distractors in the tapescript for each question. Do the first one as an example. Whole class check (see
key).
17. Ask the following questions:
- Are the answers on the tapescript in the same order as the information on the s ummary? (Yes)
- Do you need to understand most of the listening text to get the right answer? (No, but you need
to be able to identify short pieces of information from the text)
- How long are the answers that they need to write? (Usually very short, one or two words. They
shouldn’t waste time writing more than is necessary)
- Did the words you used in your answers come from the recording? (Yes, you need not and
should not try to change the words)
- Were any of the words difficult to spell? (Perhaps Q16 ‘weather’. Explain that recognisable
spelling is accepted, except with very high frequency words, e.g. Monday or where spelling is
dictated. Use the example of weather which would be acceptable as ‘wether’.
18. Have a brief class discussion about how easy or difficult they think this part of the test is. As it is the
only part where students have to answer in words rather than a choosing a letter, they may find it
more stressful. Remind students of how they can help themselves in this part by:
- reading the notes
- thinking about / being prepared for the topic
- predicting possible answers
- moving on to the next question if you miss an answer
- checking your answers at the end to make sure the completed notes make sense
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- Focus on the cues which show that an answer is coming by underlining the cues in the
tapescript or asking students to raise their hands when they think an answer is coming
- Raise awareness of the amount of redundant information by asking students to colour in the
answers in one colour on the tapescript and the redundant information in another colour
- Practise prediction with all listening texts by playing the introduction and the sections one by one
and asking students to predict what is coming next
Key to prediction exercise (step 8)
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Key to the sample task (step 13)
Key to distractors exercise (step 16)
14. There are many other numbers mentioned in the first part (11, 18, 3, 8) but none of these refer to film
length.
15. Horror and comedy are mentioned but these are types that were accepted in the past.
16. The family is also mentioned but that was last year’s topic
17. Martha Fernando is also an author and the book’s name is given too. The other judge has also directed a
film and that name is given too.
18. The other prizes are mentioned, but these are also written on the page. The adjective latest is used
instead of modern (i.e. paraphrased)
19. The offices in the Market Square, where you should take your film, are mentioned.
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→ Step 1: Follow the Cambridge lesson plan on pp.100-

OBJECTIVES
102 of this guide. Use PHC#47 (Activity1) and PHC#48
(Handout of Activity 2), PHC#49 (sample pictures) and
• Ss will discuss features of interactive communication, PHC#50 (assessment criteria).
such as turn-taking and agreeing or disagreeing.
• Ss will match different phrases with different → Step 2: If time allows, do the follow up activities.
functions.
• Ss will discuss the procedure for Part 3. 3.– HOMEWORK (5 MIN.)
• Explain and assign the activities for Training Test
MATERIALS
& Exam Practice Test 1 Speaking Part 3 from their
• 1 copy of the Key for Listening Part 3 per Ss
• Remind the Ss to correct their answers to the
• 1 copy of PHC#49 for every 2 Ss (save for Lesson #19) assignment and have them bring in the papers to
the next class.
PROCEDURE
1.– WARM-UP (5-10 MIN.)

Warm-up. Welcome the Ss to class. Ask if they have any
Handout the Key for this week’s Listening Part 3 HW (found
on p.192).
→ Step 2 (optional): Go over what the Ss covered in the

last session by asking the following questions. The answers
are in Italic.
• What must they do on Part 3 of the Listening paper?

The must listen to a longer text and write down the
missing information.
• How can the Ss try to predict what might go in
the gap?
They can think of words and ideas that belong to a
specific topic; for example if the text is about a film-
making competition, they could think of who could
be a judge, types of films, possible prizes, etc.
• Do the answers appear in the same order as the
questions? Yes
• Does spelling count?
Yes, especially in words used frequently. Easily
recognisable spelling is also acceptable. For
example, ‘wether’ instead of ‘weather’.
2.– CAMBRIDGE LESSON PHC#47-#50 (60 MIN.)

THE DOCUMENTS HAS NOT BEEN CHANGED TO PART 3 YET.*
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Description
Students try a Part 2 activity in pairs, then discuss features of interactive communication such as turn -taking
and agreeing or disagreeing. They match different phrases with different functions, and then do Part 2 again,
using as many of these phrases as possible. Finally they discuss procedure for Part 2.

Materials  Handouts of Activity 1 (one complete version and one version cut up
required: into strips)
 Handout of Activity 2
 Sample task pictures (and sample task instructions for the teacher)
 OHT of assessment criteria
Aims:  to introduce Part 2 and the type of activity involved
 to practice doing a Part 2.
Procedure
1. Explain that you are going to describe a situation to the class and that they should listen carefully.
Read out the introduction from the sample Part 2 to the class.
2. Brainstorm a few ideas of presents with the class before giving them the pictures. As a class, go over
what each picture represents. If the students don’t know the word for a picture in English, encourage
them to describe the picture using language that they do know.
3. Explain that this is a sample Part 2 task. Put students in pairs and repeat the instructions to the class
again. Ask them to do the task and time them for one minute. Go round the class and monitor their
performance.
4. At the end of the minute, ask the students the following questions:
- Was it easy or difficult to talk about the topic?
- Did you or your partner speak more?
- Did you take turns to speak?
- Did you and your partner have the same ideas or different ideas?
Explain that the topics are chosen to be relevant to typical Preliminary for Schools candidates, so
they should be quite easy to talk about. You should take turns to speak with your partner, it is not a
competition to see who can speak the most. It’s good to agree and disagree with your partner’s ideas
as long as you give reasons for your ideas.
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5. Elicit whether students know anything about the assessment criteria, and then briefly show the OHT
about assessment criteria.
6. Explain that in Part 2, interactive communication is important because you are speaking together, and
this means using phrases for:
 Starting the activity
 Suggesting
 Asking your partner
 Showing preferences
 Agreeing
 Disagreeing
 Choosing / summing up
Write the above headings on the board.
7. Write one or two example phrases for a couple of the headings on the board (see Activity 1) and then
brainstorm a few other appropriate phrases with the class.
8. Give students the cut up headings and phrases from Activity 1. Students match the phrases and
headings in pairs – tell them there may be more than one phrase for each heading.
9. Hand out the Activity 1 handout in its complete form. Tell students that there may be other
expressions or phrases, but these are useful examples. Students self check the matching task.
10. Present and drill the pronunciation for each phrase and allow students a few minutes to practice by
themselves.
11. Explain that they are now going to repeat the same sample task, this time trying to talk for two
minutes and using some of the above phrases. Remind them to keep the phrases in front of them so
they remember to use them.
12. Repeat the instructions for the task and time students for two minutes. Monitor language and
performance and take a few notes of both good language and language that could be improved on,
for feedback at the end.
13. Go over the language you noted, highlighting the good language and getting students to correct or
improve the rest.
14. Change the pairs of students so that everyone is working with a new partner. Repeat steps 11 – 13
above.
15. To finish, hand out Activity 2. Students discuss them in pairs before a whole class discussion of the
answers.
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Key to Activity 2
- Try to talk more than your partner (Bad idea. You do not get more marks for talking more than
your partner. You work together and take turns at speaking.)
- Give reasons for your ideas (Good idea. This will extend your answers.)
- Ask for your partner’s opinion (Good idea. This shows you are interacting with your partner. It is
also important that you show you are listening to their reply!)
- Continue talking about your partner’s idea (Good idea. This shows you are listening to your
partner and it will make the conversation smoother.)
- Ignore your partner’s opinion if you don’t agree with it (Bad idea. You should say why you don’t
agree.)
- Ignore one of the pictures if you don’t know the vocabulary for it (Bad idea. You should try to
explain the picture using paraphrase, e.g. a wallet is something you carry your money and credit
cards in.)
- Talk about other related ideas that are not in the pictures (Good idea, if it is relevant. The pictures
are there to give you ideas to talk about but you can extend the ideas further if you wish.)
- Come to a decision very quickly (Bad idea. It is the discussion not the decision that is important as
the examiner assesses your language not your ideas.)
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cambridge-english-b2-first-for-schools-reading-and-use-of-
OBJECTIVES
english-part-2.pdf
• Ss will look at words before and after a gap and
→ Step 1: Have the PHCs ready before class.
the entire sentence to choose a word to complete
said gap.
→ Step 2: Ask the Ss to name as many parts of speech
• Ss will recognise that the task in Reading paper (word class) as possible. The answers are given in italics.
Part 6 tests mostly their grammar, although there
might be elements of vocabulary. • noun
• Ss will deduce what kind of words are needed to • pronoun

complete the gap (articles, pronouns, prepositions, • verb
phrasal verbs, linkers, words in fixed phrases, etc).
• adjective
• adverb
MATERIALS
• preposition
• 1 copy of the Key for Reading Part 5 per Ss • conjuction
• PHC#51-54 • interjection
• 1 copy of Answer Key (PHC #55)
→ Step 3: Hand out a copy of PHC#51 to each student.
Have the Ss read the TIPs aloud. Then have them complete
PROCEDURE excercise 2 individually.
→ Step 4: While the Ss are doing the excercise, write down

1.– WARM-UP (10-15 MIN.) the answers on the board. Have them check their answer.
→ Step 1: Welcome the Ss to class. Ask if they have any → Step 5: Divide the class in groups or pairs (depending
questions regarding the Listening Part 3 HW that they should on the number of Ss), and have them carry out excercises
have corrected. Go around and record their scores. Handout 3 and 4 (PHC#52). For excercise 4 remind the Ss that hey
the Key for this week’s Speaking Part 3 HW (found on p.196). have to read for gist first, so they can identify the type of
text, topic and writer’s purpose.
→ Step 2: Review what the Ss covered in the last session
by asking the following questions. Answers are in italics. → Step 6: Hand out PHC#53 (Exam Practice Test 2). Tell
• Say some phrases you can use when agreeing the Ss that this is the type of text they will find on Part 6
with your partner. of the PETfs.
Yes, that’s a good point. I see what you mean. That’s
a good idea! → Step 7: Before carrying on with the excercises, ask
a couple of concept check questions about the text. Down
• Say some phrases you can use when disagreeing below you will find a couple of examples.
with your partner.
Well, I’m not so sure about that. I don’t think that’s • What happens at a fashion show?
such a good idea. • Who is the audience?
• What are some phrases you can use to make a • What kind of things do the models wear?
suggestion to your partner?
I think this would be good because... / This wouldn’t → Step 8: Have the Ss read over the text quickly. Meanwhile.
be such a good idea because... This might work. write the following questions on the board:
• What kind of text is it?

2.– CAMBRIDGE LESSON PHC#51-#55 (30 MIN.)
• Who has written it?
Lesson plan adapted from: • Who is it written for?
B1 Preliminary for Schools Trainer → Step 9: Have the Ss complete the excercise individually
as if it were an exam.
https://www.cambridgeenglish.org/Images/181509-
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→ Step 10: If there is enough time, go over the excercise

all together. If not, hand out the Answer key (PHC#55) for
the Ss to correct their answers at home.
→ Step 11: Dicuss with the Ss:
• How did you decide which word could fill the gap?
• Did you read the word before tehe gap?
• Did you read the word after the gap?
• Did you read the whole sentence to check if the
answer made sense?
→ Step 12: Hand out PHC#54 to the Ss (do not print this
PHC double-sided because you’ll have to cut it in half). They
must decide if the answers are true or false. Ask the Ss if they
found it easy and reassure them by affirming to them that
they will practise this type of activity more before the exam.
Additional information:
• On the answer sheet, Ss must write down the

word in CAPITAL letters.
• If there are two possibilities, Ss must only give
one answer. If they give two answers and one of
them is wrog, they won’t receive full marks.
• If there is an example, Ss must not write it down
on the answer sheet.

B1 Preliminary for Schools Trainer pp.26-27.
• Remind the Ss to correct their answers to Speaking
the next class.
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OBJECTIVES
• Ss will identify which skills they need to complete • Explain and assign the activities for Training Test
Part 4 of the Listening paper. & Exam Practice Test 1 Listening Part 4 in their
• Ss will prepare to listen about a topic and predict books B1 Preliminary for Schools Trainer pp.42-43.
what they might hear. • Remind the Ss to correct their answers to Reading
• Ss will reflect on why an answer is correct, and the Part 6 from the book along with the written
other two options are wrong. assignment and have them bring in the papers to
the next class.
MATERIALS

• 1 copy of #54 & #55 per Ss
PROCEDURE
1.– WARM-UP (5-10 MIN.)

warm-up. Welcome the Ss to class. Ask if they have any
on p.187).
→ Step 2 (optional): Review a bit of what the Ss covered in

the last session by asking the following questions. Answers
are in italics.
• In Reading part 6, what does the task mainly test?

Grammar although some vocabulary items such
as phrasal verbs, linkers or fixed expressions may
appear.
• Where should you look for clues to the answer?
Before and after the gap.
• What should you do to check your answer?
Read the entire sentence with your word in it.
2.– CAMBRIDGE LESSON PHC#54 & #55 (60 MIN.)

THE DOCUMENTS HAS NOT BEEN CHANGED TO PART 4 YET.*

pp.106-109 of this guide. Use PHC#54 (Sample paper Part
4) and PHC#55 (tapescript).
→ Step 2 (optional): If you are short on time, you can skip

the discussion at the end of the lesson plan (Steps 12 & 13).
You could also ask them to do Step 11 at home.
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Description
Students look at a Part 2 task to predict what they will hear and what the answers might be. They listen to the
text and then use the tapescript to identify why each answer is correct and the other two options are wrong.

required:
 Tapescript
Aims:  to introduce Part 2 of the listening paper and the skills needed to answer it
 to give practice in preparing to listen and predicting what they might hear
 to reflect on what is key and redundant information within the listening text.
Procedure
1. Ask students who their favourite author is and why. Have a brief class discussion.
2. Tell/remind students that in this section of the test they will hear a longer mono logue or an interview
with one main speaker, and that they will have to answer six three -option multiple choice questions.
Play the instructions for the sample paper Part 2, then ask students what they will hear, using
questions such as: How many speakers will you hear? (two – it’s an interview); What’s her name?
(Sally Myers); What’s she talking about? (her book); How much time do you have to look at the
questions? (45 seconds).
3. Hand out the sample Part 2 task. Ask students to look at the instructions and questions and to
discuss in pairs what topics Sally Myers is going to talk about. Whole class feedback (Q8 the reasons
she wrote her book, Q9 her father’s feelings, Q10 getting her book published, Q11 Sally’s feelings
when the publisher called, Q12 the results of her success, Q13 her future writing plans)
4. Point out that they will always find out about the speaker, the situation and the topic from the
instructions so they must always read these carefully. The information about what the speaker is
going to talk about is found by reading the questions, so cand idates must also read these carefully
too. There is therefore a lot of information that candidates can get just from the question paper.
Explain that the instructions are both printed on the question paper and read out on the recording and
the questions are in the same order as the information in the listening text.
5. Whole class feedback (see key). Note their ideas on the board, plus any others from the key. Discuss
with the class the benefits of doing these things.
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6. Direct students to the first question and ask them to read the question and the answer choices. Ask if
students think the same language will be used on the tape as in the questions and answer choices,
then ask them to listen and check. Play the recording from the b eginning to just after the first answer
(up to the end of Sally’s first turn: ‘So I did.’) and elicit if the same language is used or not (No,
although some words are the same, e.g. diary, stories, penfriend).
7. Replay the same part of the recording as many times as necessary and ask students to listen for the
answer (C). Point out that they should be listening for paraphrase and synonyms in the answer as
well as in the cues that the answer is coming. For example, on the recording: ‘she thought it was
great and said I should write a little book about it for other kids. So I did.’ compared to the answer
choice: ‘her penfriend suggested it’. Explain that this is an example of paraphrasing which is used
throughout Preliminary. Remind students what distractors are and point out that stories and diary are
mentioned, but the information about them is different, so they must listen carefully to the details to
find the right answer, rather than just listening for vocabulary.
8. Ask students to read through the questions again and underline key words in the questions and the
answer choices. See key for suggestions.
9. Tell students that they will now hear all the rest of the recording. The first time they listen they should
try to answer the questions. Play it once and then get students to check their answers quickly in pairs.
Play it a second time for them to confirm their answers and try to see why the other two options are
wrong.
10. At the end, hand out the tapescript then play the recording again for students to listen while they are
reading. Then elicit the answers from the class (see key).
11. Ask students to highlight (or underline) the words that helped them to find the answers in one colour
on the tapescript and then to compare with their partner to check that they have both chosen the
same sections. (see underlined copy of tapescript.) Ask them to choose another colour for the rest of
the text (if highlighting) and then hold up their colourful tapescripts to show each other.
12. Ask the following questions:
Is the language in the questions and the tapescript the same or different?
(Different, they should now see clearly that the language is paraphrased from the questions )
Do you need to be able to understand all of the recording to be a ble to answer the questions?
(No, only a small amount of the listening text contains the answers and it is not necessary to
understand every word in the text in order to be able to answer the questions )
How are the answers spaced out in the recording?
(There is one answer per paragraph in this recording. Although this isn’t always the case, there will
never be two answers right next to each other).
13. Finish off with a discussion of whether they would like to write a book and if so, what they would write
about. This could be done in pairs or as a whole group.
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Key (steps 5/6)

Before listening:
- read the instructions and introductory information for clues about the speaker, the situation, etc
- read through the questions
- think about the topics that you might hear
- think about the grammar and vocabulary that might be used to talk about these topics
Why is this useful?
- to help prepare your world knowledge of the situation and topic
- to activate the language you know
- to help you realise when you hear an answer

8. C
9. C
10. C
11. B
12. C
13. C
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Suggested key words in questions and answer choices
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→ Step 2: Play the ‘Yes/No’ game with the class as a warm-

OBJECTIVES
up. The Ss must ask you questions, and you can answer in
any way you like as long as you never use the words ‘yes’
• Ss will anticipate questions and answers for Part 4 or ‘no’. Try to avoid one-word answers as these will model
of the Speaking paper. the type of longer answer the Ss must use in Part 4. After
• Ss will practice a sample Part 4 activity. you have made a mistake and said ‘yes’ or ‘no’, arrange
the Ss into pairs and let them play the game for 5 minutes.
MATERIALS
The game might proceed as follows:
• 1 copy of the Key for Listening Part 4 per Ss S: Are you ready?
• 1 copy of PHC#49 for every 2 Ss (from Lesson #16) T: Indeed I am. I am completely ready.
• 1 copy of PHC#56 & #57 for every 3 Ss S: Have you ever been to Disneyland?
T: I haven’t, but I’ve been to Eurodisney.
PROCEDURE S: The one Paris?
T: Yes....aaarg! You got me.
The more conversational it is, the more likely you will
→ Step 1: Welcome the Ss to class. Ask if they have any force someone into saying ‘yes’ or ‘no’.
supposed to correct. Go around and record their scores. → Step 3: Elicit question words from the class and put
Handout the Key for this week’s Listening Part 4 HW (found them on the board (e.g. who, what, when, where, why).
on p.193).
→ Step 4: Explain that you are going to look at Part 4 of
the Cambridge Preliminary for Schools Speaking Paper, the
→ Step 2: Review what the Ss covered in the last session by
discussion which follows on from Part 3.
asking the following questions. Answers are given in italics.
• What information can you find in the instructions → Step 5: Divide the Ss into groups of three and give
of Part 4 of the Listening paper? each group a set of five topic cards and nine question word
Who is being interviewed, the topic, and the cards (cut up from PHC#56), asking them to lay them out
situation. in two piles, face down.
• Is the same language used in the recording as → Step 6: Tell the Ss that one Ss should turn up a topic
what appears in the question and the options? card, and the next Ss should turn up a question word card.
No, the candidate should listen for paraphrasing The second Ss should then think of a question as quickly as
and synonyms. possible to ask the first Ss on their topic, using the question
• What could be a distractor? word on the card, e.g. on the topic of free-time activities, the
Using word spotting, hearing a keyword but not question word would, possible questions are:
getting the right information about it. • Would you mind telling me about your hobbies?
• What activities would you like to do in your free time
2.– CAMBRIDGE LESSON PHC#56 & #57 (45 MIN.) if you had enough time and money?
• What hobby would you like to take up?
Lesson plan and materials adapted from:
• What would you say is the best way to spend your
free time?
cambridge-english-b2-first-for-schools-speaking-part-4.
pdf Before they start, point out that as in part 3, they should
and maintain the flow of what they are saying and interact with
their partner. They should try to use phrases of agreeing or
https://www.cambridgeenglish.org/Images/168109-b1- disagreeing as listed on PHC#49 from Lesson 16.
preliminary-for-schools-speaking-part-2.pdf
• I see what you mean.
→ Step 1: Before the class, copy PHC#56 (Student’s
• That’s a good point.
worksheet), so you have one for every pair or group of three
Ss. Cut up the table, so you have a set of nine question word • Well, I’m not sure about that.
cards and five topic cards per group.
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Also point out that some of these questions are quite concentrating on the language skills given in Step 14. Discuss
strange and challenging and that instead of saying, ‘Err...’ the following questions with the class:
they can use ‘time buying’ phrases like:
• Was it difficult to think of things to say?
• Let me see...
• Which questions were the easiest to answer? The
• I’ve never thought about it... answer should be the first questions as the later
questions are designed to push the candidates and
• That’s an interesting question...
are a little more abstract and, therefore, challenging.
Before they start, it might be a good idea for you to
demonstrate what you mean by being the candidate and Then deal with any queries (see Additional Information
using some of the vocabulary above. This will also give you below).
the chance to make sure they are forming the questions
Additional information
properly.
• Part 4’s topic is a development of the topic established
→ Step 7: When the first Ss has answered, the third Ss on Part 3. The interlocutor asks questions that
should pick up a different question word card and ask the first broaden the topic. Ss should be prepared to talk
Ss a different question. Tell them that yes/no or one-word about a range of topics, such as education, the past,
answers are not acceptable, and they must try to expand the future, the environment, travel, transport, health,
on their answers with explanations or examples. sport and holidays.
• This section lasts approximately 4 minutes (6 minutes
→ Step 8: After 4 minutes, stop the groups and tell them for groups of three).
that a different person in each group should pick a topic.
Again, the other two should ask them questions until you • The interlocutor leads the discussion with all
stop them after 4 minutes. candidates and will ensure that the Ss are given
equal opportunity to speak. However, if one candidate
→ Step 9: Repeat once more so that each Ss in the group dominated in part 3, this will be the interlocutor’s
has had a chance to answer questions. chance to redress the balance.
• This is now a multiple-way discussion – it is a
→ Step 10: Monitor and help Ss formulate the correct development and expansion of Part 3. As the
questions. interlocutor now directs the discussion, Ss may wish
to turn to face him/her again. However, candidates
→ Step 11: Tell the Ss that they are now going to practise are also encouraged to ask each other questions
a Part 4 activity. This time, only one person will ask questions and to show their discussion skills. These may
(the interlocutor), and the other two Ss in the group will be include: giving an opinion, extending their responses,
the candidates. agreeing and disagreeing with their partner, adding
to or extending their partner’s response, not waiting
→ Step 12: If you have done the activity for Part 3 with to be asked a question, not being afraid to ask a
your class, the Sample task activity follows on that. If not, tell question, and not dominating.
the Ss that the topic here is presents or gifts, following on
• Timing is important, so the examiner may have to
from a Part 3 activity. In it, a boy is leaving school to live in
interrupt to stop a lengthy discussion. Each group
another country, and the class wants to give him a present.
of candidates is given the same amount of time.
However, candidates should not worry if this happens
→ Step 13: Give one Ss in each group of three a copy of
as it means that they have spoken for long enough.
PHC#57 (sample task), and ask them to be the interlocutor
The interlocutor may also interrupt if one candidate
in this role-play, asking the questions and trying to make
is dominating in order to give the other candidate
sure each ‘candidate’ has an equal chance to speak. Tell
the opportunity to speak.
them they must ask the questions in order.
• Candidates will not lose marks if they ask for
→ Step 14: Monitor the role-play, look for long answers, clarification. It is much better to ask the interlocutor
properly organise ideas, and use some complex language. to repeat a question rather than to give an irrelevant
After the Ss have spent about 5 minutes on this, stop the reply.
activity. (In the exam, this part takes 4 minutes, but obviously, • In this part it’s important for candidates to answer
your Ss may spend a little longer on this discussion in class.) the questions as detailed as possible. They should
offer more than minimal responses and show their
→ Step 15: Give feedback on their discussions, skills. In order to be able to make a full and accurate
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assessment of each candidate’s performance, the

examiners must be given a reasonable amount of
language to assess and this part of the test gives
candidates a final opportunity to show how capable
they are. Teachers should help their Ss to be able
to give full and natural answers and to be able to
give opinions about everyday situations and current
events, so they can participate fully. Candidates will
be reqarded for making positive contributions to the
development of the task, such as a willingness and
ability to further talk about their topic.
Suggested follow-up activity
• In future classes, encourage Ss to develop their

answers when taking part in discussion activities.
Also encourage them to discuss current events
that may interest them; new films, music,
television programmes, and computer games.

• Explain and assign the activities for Training Test
& Exam Practice Test 1 Speaking Part 4 in their
• Also remind the Ss to correct their answers to
the next class.
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→ Step 1: Put the Ss into pairs if you have a large group,

OBJECTIVES
or you can work as a class if you are a small group. Write
across the top of the board the following headings:
• Ss will skim and scan texts for answers to questions.
• Before the exam
• Ss will categorise suggestions into groups of DOs
and DON’Ts. • What to bring to the exam
• Ss will answer frequently asked questions to sit for • On the exam day
the B1 Preliminary for Schools exam. • At the end of each test
MATERIALS → Step 2: Instruct the Ss to think of what they must do

for each heading. If you have a large group, you can assign
• 1 copy of the Key for Speaking Paper Test 2 per Ss a heading to different pairs. They should at least write 3
things candidates MUST do.
• 1 copy of PHC#60 & #61 for every 2-3 Ss → Step 3: Go over their lists as a group and write them
• 1 copy of PHC#62 down on the board in note form under each heading. Hand
• Different coloured whiteboard markers. out PHC#58 and have the Ss skim the text to see which
suggestions that they came up with appear in the text. Cross
out the ones that don’t belong.
PROCEDURE
→ Step 4: Use another coloured whiteboard marker and
1.– WARM-UP / FEEDBACK (10-15 MIN.) ask them which pieces of information did not occur to them.
Note these on the board. If the Ss want to, they can highlight,
→ Step 1: Welcome the Ss to the class and tell them today underline, or star the new information.
they are going to receive some very important information
about what they must do on the day they sit the Preliminary → Step 5: Hand out PHC#59 and ask the Ss the following
for Schools exam. Some of your Ss may be ready to take questions. The answers are given in italics.
the exam at this point, while others maybe not. Let them
• Can you bring something to drink?
know that they should keep this information and that it will
Yes, you can take in a clear bottle of water. IT
be revised again later in the course.
CANNOT HAVE ANY LABELS ON IT, especially NOT
in ENGLISH.
→ Step 2: Revise the feedback they got from their peers
in the last class. Each Ss should say one thing they do well • Will the *school take a photo of you?
and one thing they can improve when speaking. Remind No, that is only for B2, C1, and C2 candidates.
them that nobody speaks poorly. They can only get better. • What will the supervisor give you before you take
They can correct any work they did at home with the Key your Speaking test?
(pp.210-213). Your marks sheet
→ Step 3: Instruct the Ss to look at the rest of their • If you aren’t sure of when and where you are
answers at home. If they can’t figure out why their answer taking the Speaking test, who and when should
is wrong, they should highlight that item and bring it to the you ask?
next class so that they can ask. Your *school, before the day of the exam
• Can you run out and tell your friends what was on
the exam?
2.– EXAM DAY TIPS: PAPER-BASED EXAMS &
No. You must leave quietly and not talk to the other
SPEAKING TESTS, PHC#54 & #55 (20 MIN.) candidates who are waiting to take their test.
PHCs taken or adapted from: • What must you take with you to the exam?
Your ID
https://www.cambridgeenglish.org/Images/25008-paper-
based-exam-document.pdf * In this case, the school does not mean Kids&Us. It referes
https://www.cambridgeenglish.org/Images/153276-what- to the testing centre, for example, the British Council.
to-expect-from-a-speaking-test.pdf
Allow the Ss to take a moment to highlight, underline, or
star any information that they think is important.
cambridge-english-preliminary-for-schools-faqs.pdf
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3.– DOs AND DON’Ts, PHC#60 & #61 (20 MIN.)

→ Step 1: If you have a large group, you can split the
class into groups of 3 Ss to handle the DOs and DON’Ts of
the B1 Preliminary for Schools exam. If your group is small,
you can work as a class.
→ Step 2: Each Ss or group of Ss receive an envelope

that has Reading & Writing and another with Listening &
Speaking written on them. Inside they will find slips of papers
with sentences. They must separate the slips into a column
of DOs and another column of DON’Ts.
→ Step 3: Go over the answers as a group. Ask if anybody

would like to have the Answer key. Take a count and let
them know that you will make enough copies for them and
distribute them during the following class.
4.– ONE LAST PIECE OF ADVICE PHC#62 (5 MIN.)
Once the Ss have received their certificates, they should

take a photo of their Statement of Results document and their
Certificate with their phone. This will be useful in case they
misplace the hard copy and need to ask for a replacement.
The results will have a Reference number which they can
use for potential employers or schools to look up and verify
their results. You can show them the example on PHC#62.
5.– HOMEWORK PHC#63 (5-10 MIN.)
Explain and assign PHC#63 to the Ss for homework. On

it, they will find a list of frequently asked questions (FAQs),
which they should try to answer. Even if they are not sure,
they should give an answer they think is correct.
Suggestion
If you have any students who have been scoring over

80% consistently on all activities, we recommend that they
register for the next available date to sit the B1 Preliminary
for Schools exam.
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PHC#63
Cambridge English: Preliminary (PET) for Schools
Frequently Asked Questions (FAQs) - Key
Try to answer each question to the best of your ability.
1. What is the difference between Cambridge English: Preliminary and Cambridge English: Preliminary
for Schools?
Both exams follow exactly the same format. The level of the exams is the same– candidates are tested in all
the same skills. However, the content of the exams is a bit different (the ‘for Schools’ version is specifically
tailored to suit the interests and experience of school-age candidates).
2. Do I have to be a particular age to be able to take a Cambridge English Preliminary for Schools exam?
No. Candidates of any age can take Cambridge English: B1 Preliminary for Schools.
3. Do I have to pass each paper in order to pass the whole examination?

No. Your grade is based on your overall score in all the papers.
4. Will I be penalised if I write more than 100 words in the Writing?

You are advised to write about 100 words as instructed. Although you won’t be penalised for writing more,
you may have included information that is not relevant, which could have a negative effect on the reader, and
you could lose marks for this. If you write fewer than 100 words, your score could be affected because you
may not have used an adequate range of language and/or provided all the information required.
5. In the exam, if I don't understand a word on the paper, can I ask what it means?
No. In the exam, you can ask if you don’t understand what you have to do in a task (the instructions), or if
you don’t know how to fill in your answer sheet, and so on. However, you cannot asking about anything such
as the meaning of a word in a text.
6. Will I get extra time to write my answers on the answer sheet in the Writing paper?
No. Before the 45 minutes is up, you have to have finished writing your answers on the answer sheet.
7. On the Listening paper, does it matter if I make a spelling mistake?

No, as long as it is possible to recognise the word – unless it is a common, high-frequency word (like
Monday), or where the spelling of the word is dictated.
8. Can I wear headphones for the Listening paper?

Ask your centre whether you can use headphones or not – it depends on how they choose to run the exam.
9. What happens if the other candidate does not let me speak on Speaking parts 3 and 4?
Examiners know how to deal with this situation, and ensure that both candidates have opportunities to speak.
10. What should I do if I do not understand what the examiner asks me to do?
You can ask the examiner to repeat the instructions. However, you should listen carefully and try to
understand them the first time. Don’t worry if you don’t understand a particular word. You can ask your
partner to explain a word in Parts 3&4 – but you must always talk in English.
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OBJECTIVES EXAM PRACTICE TEST 2 READING PAPER

Part 1 pp.54-55
• Ss will recall different strategies for each part of
Part 2 pp.57-58
the Reading paper.
• Ss will complete the entire Reading paper of a Part 3 pp.61-62
sample test. Part 4 pp.64-65
Part 5 p.67
MATERIALS
Part 6 p.69
• 1 copy of PHC#64 per Ss 3.– HOMEWORK (5-10 MIN.)
PROCEDURE Write these Reading exercises and page numbers for the
Ss to complete at home.
• p. 52 ex. 2 & 3
1.– WARM-UP (5-10 MIN.)
• p. 56 ex. 1 & 4
→ Step 1: Welcome the Ss to the class and tell them • p. 59 ex.1
today they will do a bit more to prepare for the Reading
paper today. Check to see if they have done their homework • p.63 ex. 1 & 2
PHC#53. If they have, you can give them a copy of the key • p.66 ex.1
(found with Lesson Plan #20).
Remind the Ss that it will be useful for them, and if they
→ Step 2: Ask them which parts of the Reading paper can’t do all the exercises, they should try to do as much
they recall. See, if as a class they can recall any strategies as they can.
from the different parts. Some of the things you can remind
them of are:
• Read the title and the entire text before answering

questions in order to get a general idea of the text,
such as who the people involved are, the situation and
the topic.
• For a fill in the gap exercises, re-read the text with
your choices included to check your answers.
• Do not solely depend on word spotting.
2.– PRACTICE TEST 2, READING PAPER, BOOK

PP.54-69, PHC#64 (45 MIN.)
→ Step 1: Ask the Ss which Reading part they find the

most challenging. Make sure each Ss answers. Have the Ss
start with that part first. Let them know that they should
try this to not waste too much time on the parts that they
already feel confident about by checking and re-checking
their answers.
→ Step 2: Have Ss open their books to Exam Practice

Test 2 Reading on pp.54. Have them complete all the Exam
Practice parts. Hand out PHC#64 so that they get used to
mark their answers on an answer sheet. You should write
the page numbers on the board just in case.
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related to the topic.

OBJECTIVES
• If a Ss is stuck, they can say “I pass” but they get a
• Ss will recall different criteria they will be marked point (which means they are penalised).
on in the Writing paper. • The teacher keeps a record of the points.
• Ss will complete the entire Writing paper of a sample • The teacher sets the timer to one minute.
test.
• The “bomb” goes off when the minute is over.
MATERIALS • The Ss whose turn coincides with the “explosion”

of the bomb is penalised with 2 points.
• 1 copy of the Key for the Reading Paper Test 2 per Ss • The winners are the Ss with the fewest points.
• 1 copy of PHC#65 per Ss • The Ss who ends up with most of the points is the
one who loses.
PROCEDURE • Ss may only look once at the categories “Travel and
Transport and The Weather” on their Vocabulary
lists.
1.– WARM-UP / FEEDBACK (10-15 MIN.)
To make it more difficult, after a few rounds, you can ask
→ Step 1: Welcome the Ss to class. Let them know that
Ss to call out items starting with a specific letter.
they will do some more preparation for the Writing paper.
→ Step 2: Go around to make sure the Ss have completed

their homework. Hand out the answer key to their Reading
homework (found on pp. 198-203) and remind them to check
their answers at home.
2.– PRACTICE TEST 2, WRITING PAPER, BOOK PP.

72 & 75, PHC#65 (45 MIN.)
→ Step 1: Have the Ss open their books to Exam Practice

Test 2 Writing on p.72. Remind them of how much time they
have and, if possible, the criteria they will be marked on.
→ Step 2: After 20 minutes have passed, make sure that

the Ss are finishing up the part they are working on and have
enough time to work on Part 2, which can be found on p.75.

• Assign the Training Test 2 Writing exercises on
pp.70-71 and 73-74.
• Remind the Ss to check their Reading answers
at home as well and to come prepared with any
questions or doubts for the next class.
4.– VOCABULARY - TRAVEL AND TRANSPORT

(OPTIONAL)
→ Step 1: Explain the rules of the game to Ss:
• The teacher calls out a category (today it will be

either “Travel and Transport”).
• Going clockwise, Ss take turns calling out items
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76-85, PHC#66 (30 MIN.)

OBJECTIVES
→ Step 1: Have Ss open their books to Practice Test 2
• Ss will recall different tasks they must do in the Listening starting on p.78. Make sure the Ss know that they
Listening paper. will be only doing the practice parts.
• Ss will complete the entire Listening paper of a
sample test. → Step 2: Between each part, make sure the Ss turn
their books to the correct pages. Write them on the board.
MATERIALS Part 2- p.81
Part 3- p.83
• 1 copy of the Key for Writing Paper Test 2 per Ss
Part 4- p.85
→ Step 3: Hand out PHC#66 to each Ss and give them 6
• audio track of Exam Practice Test 2 Listening Parts 1-4
minutes to transfer their answers from their books to the
answer sheet.
PROCEDURE

1.– WARM-UP / FEEDBACK (10-15 MIN.)
Write these Listening exercises and page numbers for
→ Step 1: Welcome the Ss to the class. Today Ss will be the Ss to complete at home.
practicing their listening skills.
• p.76 ex. 4
→ Step 2: Go around and check the Ss’ Reading HW • p.77 ex.5, 6 & 7
results from the previous day. Also, check to see if they’ve • p.80 ex.1
completed the Writing exercises. If they have, give them a
• p.82 ex.1
copy of the Answer key (found on pp.204-205) and remind
them to check their answers at home. • p.84 ex. 2&3
→ Step 3: If time allows, review some of the expressions

4.– VOCABULARY- ENTERTAINMENT (10-15 MIN.)
to give reasons. Write them on the board (preferably before
class) and give them the beginning of a sentence. They must → Step 1: Have the Ss brainstorm a list of adjectives
finish it using one of the connectors. They cannot repeat describing a school or how they feel about school. Then
them, so start with the Ss, who has the most difficulty with repeat brainstorming with how they feel about rollercoaster
this concept first. rides, parties, or their favourite foods, sports, and music.
• because • because of → Step 2: Put the Ss into pairs and give them a blank sheet
• as • due to of paper. They must sit back to back and have something to
write on (their books will do) and something to write with.
• in case • since
→ Step 3: Let them know that you are going to call out a
SAMPLE ANSWERS word or phrase related to entertainment. They must write
a. I will do my homework tonight because I won’t have down an adjective describing it on their sheet of paper
time this weekend. without speaking to their partner or looking at their paper.
On the count of three, they will show their papers. If they
b. My best friend doesn’t like the cinema because of
have written the same word, the team will win a point. If
the sticky floor.
not, they will have to get up and sing, act, or dance. This
c. The teacher always watches us during exams as last part can be optional. Once they use an adjective, they
there are lots of cheaters in the class. cannot use it again!
d. The match was cancelled due to a hurricane.
WORDS TO USE
e. I always have lots of pencils and pens in my backpack
in case a classmates needs one. the audience at a concert | ballet | board games |
f. Brad got a new car for his 18th birthday since his cartoons | how one feels playing chess | classical music
parents are rich. | documentaries | how one feels watching fireworks | horror
films | how one feels in a museum
2.– PRACTICE TEST 2, LISTENING PAPER, BOOK PP.
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OPTION 1 (5 or fewer Ss)

OBJECTIVES
While you act as the interlocutor and give the exam to
• Ss will recall Speaking test strategies. one pair, have the others take notes and give marks using
• Ss will complete the entire Speaking paper of a the rubric on PHC#9. Give feedback after each Part to see
sample test. if they can steadily improve their performance.
MATERIALS OPTION 2 (6 or more Ss)
• Make small groups of 3 and have one Ss role-play the

• 1 copy of the Key for Listening Paper Test 2 per Ss interlocutor while the other two are the candidates.
• 1 copy of PHC#9 for every 2 Ss Make sure the interlocutor also has a copy of the
rubric PHC#9 in front of them.
• While they are carrying out the tasks, circulate
PROCEDURE between the two different groups. Try to listen enough
to give a mark for that part. If not, switch between
parts, for example: Listen to group A complete Part
1.– WARM-UP / FEEDBACK (10-15 MIN.) 1 and then listen to group B do Part 2.
→ Step 1: Welcome the Ss to the class and let them know • In the end, have the interlocutors (you and the student
they will do the tasks on the Speaking paper. interlocutors) give feedback and, if possible, a mark.
• Then take the Ss who were interlocutors to do the
→ Step 2: Return their Writing HW and give them some entire paper. You can serve as an interlocutor. Make
general feedback. Go around to check their Listening sure that the other Ss have the rubric and give each
homework. Give them the Answer key (found on pp. 206-209) candidate a mark.
to the Listening exercises if they’ve done the assignment.
3.– ANY REMAINING TIME VOCABULARY- SPORTS,
→ Step 3: Instruct the Ss to check their answers at home.
PHC#67 (15-20 MIN.)
2.– PRACTICE TEST 2, SPEAKING PAPER, BOOK PP. → Step 1: Quiz Ss by asking them what the best way to
87-93, PHC#9 (30 MIN.) learn vocabulary in English is (Answer: learn words as part
of a phrase or in a chunk; also by association and by looking
→ Step 1: Put the Ss into pairs of similar abilities. Let the them up in an English-English dictionary, etc.)
Ss know that they can pre-register who they would like as
a Speaking partner, but they should be prepared to speak → Step 2: Tell Ss a fun way to learn new vocabulary is
with ANYONE. also by playing games, so that’s what you’re going to do now.
This game may be familiar to them under the name Taboo.
→ Step 2 (optional): You may want to revise the different
tasks Speaking tasks and what they should try to do (listen → Step 3: Inform them that the game will be related to
and respond to your partner, keep speaking, give explanations the topic of sports. Allow them a few minutes to skim the
of examples, etc.) section in their vocabulary list and time to ask any questions.
Then have them put the list away.
→ Step 3: Have Ss open their books to Test 5 Speaking
on p.147. Choose one pair to go first. Have the others take Divide the class into two teams and explain the game:
out their copy of the Speaking rubric (PHC#9). They can
share, or you can have a couple of extra copies. • Each team must name a speaker.
• The speaker must describe the word on their card
→ Step 4: This activity can be done in different ways, (cut out from the PHC#61) without using any of
depending on the number of Ss in the group. the words below it. If they do, the word is forfeit.
• If their team can guess the word before 1-2
minutes, they get a point. If not, the other team
can guess for a point.
• Flip a coin to see who goes first.
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NOTE: While the Ss are playing, stand next to the speaker

so that they do not use any of the words on the card. Also,
encourage the use of relative clauses.
Write these Speaking exercise and page numbers for the

Ss to complete at home.
• p.86 ex.3
• p.88 ex.1 & 3
• p.89 ex.1 & 2
• p.92 ex.1 & 2
Ask the Ss to record the parts in which they are supposed

to speak so that you can hear their answers.
*When you mark their homework, be sure to give them

marks for each category on the rubric. Write down any
things they said which could be improved and others that
are examples of great language use. Remember, we want to
motivate them to do better and not just point out the negative!
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NOTHING IRRELEVANT
OBJECTIVES
8. If you use the conventions of that particular task (Stories
• Ss will recall tes-taking strategies from the past have a beginning, a high point and an ending), and
week. you hold the reader’s attention. Titles make a good
impression and could swing your mark up if it’s on
• Ss will define and use vocabulary words related to the borderline.
personal feelings, opinions, and experiences.
9. You use different methods of writing your text in a
logical order. Connectors: first of all, secondly, finally,
MATERIALS
and, but, so, on one hand, on the other hand. Other
ways of linking ideas: pronouns- one/ones, this/that/
• 1 copy of PHC#68 & #69 per Ss these/those, relative clauses (the man who kidnapped
my hamster...hamsternapped?) Logical paragraphs
PROCEDURE addressing one point.
10. Show of your range of vocabulary and grammar, and
1.– WARM-UP (10-15 MIN.) show good control.
11. False: You want to stay around the word count. If
→ Step 1: Welcome the Ss to the class and go around and you write too much and you might have irrelevant
check that they’ve completed their homework. information. If you write too little, you may not have
included all the neccessary information.
→ Step 2: As an exception, go over their HW answers
(PHC#64). Try not to go into too much detail. 12. True. Don’t automatically go for whichever format you
find easier to write (always choosing the story or always
→ Step 3: Tell Ss they will review the strategies we’ve choosing the article).
learnt during the past several weeks, and then we’ll play a
game at the end of class. EXAMPLE SENTENCES TO TRANSPOSE
1. The ghost was very scary and I cried when I saw it.
2.– STRATEGIES REVISION, PHC#64 (30 MIN.) I was so frightened by the ghost that it made me cry.
/ It was the scariest ghost I had ever seen, and I burst
→ Step 1: Hand out PHC#68 and instruct the Ss to work into tears as soon as I saw it.
on this exercise individually. Allow them to look at any past
2. I think it’s great! Let’s have the party at the park.
papers, notes, and their book. Go over the answers when
most of the Ss have finished. If we had the party at the park, it would be fantastic!
/ I think it would be absolutely brilliant to have the
KEY party at the park.
1.- A, E, G, J | 2.- A, E, G, J | 3.- A, E, G, J | 4.- A, B, D, G, → Step 3: Instruct the Ss to work on ex.C in pairs. Again,
I, J | 5.- A, B, D, G | 6.- A, B, D, G, H, I let them refer to their past papers, notes and their book if
If any of the Ss have used C, remind them that they should necessary.
NOT rely on this method as using the same word can often
be used as a distractor. KEY
If any of the Ss have selected F, it’s okay but let them know 13. I should identify who is speaking and what the situation
that it is not necessary, and in fact, it’s not even possible is. I should look at all the images. I should focus on
in Part 3 as two of the questions are either about the details. I shouldn’t word spot as more than one picture
attitude of the writer or a summary of the article. will be mentioned. I shouldn’t answer right away, but I
should listen to the entire recording (not the part, just
→ Step 2: Now go over ex.B together as a class. Make the question) first before answering.
sure the Ss give different examples of organisation. Give
them some example sentences where they can rephrase to 14. I shouldn’t fall for distractors. I should identify the general
show off their level of vocabulary and grammar. idea, but also details such as attitudes, relationships,
agreement, etc.
KEY 15. I should listen for the answers, which will be given in
the same order as in which the questions are written. I
7. Content: You have done what the task asks you to do and
should try to predict what kind of information I need to
include all the information that it asks you do include.
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keep my ears open for. I shouldn’t write a long answer. 4.– HOMEWORK (5 MIN.)
I shouldn’t ignore correct spelling.
Explain and assign PHC#69 for homework. Let the Ss
16. I should read the questions beforehand to get an idea
know that it is a review of Sports vocabulary. They will need
of what the recording is going to be about. I should
their vocabulary lists that were distributed on the second
listen for rephrasing and synonyms or even someone
day of class in order to finish this assignment.
agreeing with another idea. I shouldn’t lose my cool if
I don’t understand a word here or there.
→ Step 4: Finally complete ex.D as a class. If you have time,
you could repeat some of the speaking activities presented
in the book to revise useful expressions and strategies. * In the following class, you will need to show a video.
Please make sure you test the WiFi connection, the volume,
KEY and how easy it is to see before the class date. If necessary,
17. Grammar & Vocabulary: Range and control ask for additional speakers and a projector if your school
has them available.
18. Discourse management: Speak clearly, logically, your
speech is easy to follow, use discourse markers such
as also, in addition, so, as a result, first of all, etc.)
19. Pronunciation: Intelligle and correct, even if there is a
bit of an accent, correct word stress (PROtest-noun /
proTEST-verb), correct sentence stress (WHY is that
so important? Why is THAT so important?)
20. Interactive Communication: developing the conversation,
initiating and responding, prompting and supporting,
taking turns
21. General / Global achievement: convey basic meaning,
can communicate in everyday situations, talk about
familiar topics, shows little hesitation
3.– VOCABULARY - FEELINGS & OPINIONS (15 MIN.)
→ Step 1: Inform the Ss that they are going to test both

their vocabulary and their acting chops. Have them take
out their Vocabulary lists and find the section that shows
Personal Feelings, Opinions, and Experiences (Adjectives).
As there is the word scary or scared in the previous activity,
have them scan the list for any synonyms of the word.
KEY
afraid, frightened, frightening
→ Step 2: Now have them take a highlighter and ask

them to highlight all the words that they know the meaning
to and can use in a sentence. As they are doing this, go
around and test them. Take note of some words that they
do not have highlighted.
→ Step 3: Split the class into two groups and play Pictionary
with the words that they are not very sure of. Everybody can
have their lists out but let them know that the team that is
guessing can only submit three guesses. This will keep the
players from shouting out random words.
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PHC#68 - Key
Preliminary for Schools Strategies Review
A. READING
Write all the letters that apply to the different parts of the Reading paper.
1. PART 1 Notices, messages and signs / A. Read the text all the way through.
Choose A, B, C B. Look at words before and after the gap.
Letters: A D C. See which words are the same in the question
2. PART 2 Matching: 5 people / 8 choices and the answers.
Letters: A E D. Read the text again once you've chosen the

answers.
3. PART 3 Long text / Choose A, B, C, D
E. Find synonyms or paraphrasing of key words
Letters: C G or expressions in the question.
4. PART 4 Gap fill / Missing sentence F. Answer the questions in order.
Letters: B D F G. Guess even if you don't know the answer.
H. Tests mainly grammar.
5. PART 5 Gap fill / Choose A, B, C, D
I. Make sure there is a grammatical connection
Letters: B D I J
between the question and the answer.
6. PART 6 Gap fill / One word J. Make sure that the other possibilities are
Letters: B H I J incorrect.
B. WRITING
Can you give examples or explanations of the following criteria which will be used to mark your tasks
on the Writing paper?
7. CONTENT Relevant / Bear in mind the target reader
8. COMMUNICATIVE
Holding target reader’s attention / Stick to the conventions of the task
ACHIEVEMENT
9. ORGANISATION Linking words, cohesive devices, organisational patterns
Range and appropriacy of vocabulary / Grammatical control / Correct spelling (Part 1).
10. LANGUAGE
Otherwise, minor mistakes which do not impede communication are not penalised.
Answer true or false.
11. Write as much as you can in the time given. False
12. On Part 2, write on the topic that you know the most about. True
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PHC#68 - Key
C. LISTENING
Give advice on what you should and shouldn't do on each part. Try to vary the advice you give. Just
don't write, "Listen carefully".
1. PART 1 Short dialogues / Pictures

I should listen for gist and focus on key information.
I shouldn't choose an answer before the audio finishes.
2. PART 2 Short extracts / Choose A, B, C

I should focus on understanding the detailed meaning of the text.
I shouldn't leave any blank answers.
3. PART 3 Long text / Notetaking

I should check the answers make sense in the whole sentence and that each answer contains a
concrete piece of information.
I shouldn't write long sentences or try to manipulate the language.
4. PART 4 Interview / Choose A, B, C

I should try to identify attitudes and opinions.
I shouldn't try to understand every single word I hear.
D. SPEAKING
Do you remember what you are going to be marked on?
17. G
& Grammar & Vocabulary
V
18. D
Discourse Management
M
19. P Pronunciation
20. I
Interactive Communication
C
21. G Global achievement
22. What can you do if you can't remember a word? If a candidate cant remember a word they will be given
credit if they can use paraphrase or other strategies to deal with items of vocabulary that they don’t know
or can’t remember.
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PHC#69 - Key
Vocabulary - Sports
Check out your vocabulary list in the Sports section. Answer the following questions.
1. Which words are people?
athlete, champion, coach, competitor, cyclist, football player, goalkeeper, instructor, member, reserve,
rider, team, tennis player, trainer(s)
2. Which words are the names of sports?
athletics, badminton, baseball, basketball, boxing, climbing, cricket, cycling, dancing, diving, extreme
sports, fishing, football, golf, gymnastics, high jump, hockey, horse-riding, ice hockey, ice skating, jogging,
long jump, motor-racing, racing, rugby, running, sailing, shooting, skating, skiing, snowboarding, soccer,
squash, surfing, swimming, table tennis, tennis, volleyball, water skiing, yoga
3. Which words are associated with equipment?
ball, bat, bathing suit, bicycle, bike, boat, goal, helmet, ice skates, kit, net, racket, sail, shorts, skateboard,
snowboard, surfboard, swimming costume, swimsuit, tracksuit
4. Which words are associated with places?
beach, changing room, “competition”, court, sports facilities, gym, locker (room), pitch, race track, sea,
sports centre, stadium, swimming pool, track
5. Which words are actions?
catch, climb, compete, enter (a competition), hit, join in, kick, play, practise, race (n, v), rest, ride, run,
sail, score (n, v), surf, swim, take part, throw, train, walk, watch, win, work out (v) / workout (n)
6. What are the remaining words? Do you know what they mean?
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Lesson#26 | Optional Prep Us B1 Preliminary for Schools | Lesson Plans
→ Step 1: Inform the Ss that today they are going to learn

OBJECTIVES
about a couple of online resources that can help them with
the Listening and Writing. Follow the Cambridge lesson plan
• Ss will test an online resource to practise listening found on pp.128-133 to show them the Listening activity
skills. Virtually Anywhere. Use PHC#66 (Worksheet 1) and PHC#67
• Ss will try an online resource to practise writing (tapescript).
skills.
→ Step 2: As this is an introduction, only complete half
the Cambridge lesson plan. We recommend carrying steps
MATERIALS
1-5 on the Cambridge Lesson plan. You can always come
back to it if you have time at the end of class. This is simply
• a strong WiFi connection a way to introduce what the Ss have access to.
• a laptop computer
• additional speakers 3.– WRITE & IMPROVE (15 MIN.)
→ Step 1: Next access Write and Improve on the Internet.
• 1 copy of #70 & #71 per Ss Show the Ss how they can set up a profile by putting in
an email address and a password. This is protected by
PROCEDURE Cambridge, so nobody fishy should be able to access their
information.
1.– WARM-UP (10-15 MIN.) → Step 2: Let them know that as they are preparing for
B1, they should choose the Intermediate level of writing.
* Be sure to check your Internet connection and the websites They will see choices for essays and other pieces of writing
before starting the class. Also check that the laptop volume is that are suitable for the B2 First Certificate exam as well
loud enough for all the Ss to hear from their seats. If the laptop as the word count. They should try to write 100 words as
speakers are not loud enough, get some additional speakers required for the Preliminary for Schools exam. Go through
to plug in. some of the possibilities to see which could possibly be a
question on the B1 Preliminary for Schools exam.
**If you do not have any of the equipment available, you can
do the Bonus Session (Lesson #37) here or continue with the → Step 3: Be sure to show them how to get started.
lesson plans.
*You will want to try this BEFORE you teach it.
questions regarding the Sports vocabulary. Collect their First show them how to select the task.
homework to check at home.
→ Step 2: Revise a bit of what the Ss covered in the last

session by asking the following questions.
• What is the most useful tip you learned in the last

session?
• Do you feel you know what to expect on exam day?
2.– CAMBRIDGE LESSON PHC#70 & #71 (30 MIN.)
Resources:
https://www.cambridgeenglish.org/learning-english/
activities-for-learners/val001-virtually-anywhere-
episode-1 → Step 4: Next show the Ss that they have the option of
using a timer. This is so that they can get used to writing
https://www.cambridgeenglish.org/Images/virtually- under a time limit. At first, they don’t have to set it. but they
anywhere-lesson-plan-episodes-1-and-2.pdf will eventually have to get used to doing a timed writing task.
https://writeandimprove.com/
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This can be found on the right-hand side of the screen.
→ Step 8: Do let them know that this programme may not

find all their errors as it is a machine doing the correcting.
As of 2019, the programme is still new, so it will take time
→ Step 5: Next show them where they should write their to improve it. It will eventually learn the typical mistakes
text and the word count information. This feature is also candidates make and will point them out or correct them.
on the computer-based exam. Finally, point out that at the
bottom their work will be checked. It is just like writing a
Word document. 3.– HOMEWORK (5 MIN.)
Instruct the Ss to try one of these programmes at home

and come back with some feedback.
Suggestion
If you have any students who have been scoring over

80% consistently on all activities, we recommend that they
register for the next available date to sit the Preliminary
for Schools exam.
→ Step 6: Point out that in the feedback, they can see

their errors, and sometimes they give suggestions on how
to fix vocabulary or grammar, and they evaluate progress.
→ Step 7: The feedback also shows where their writing

falls on the CEFR scale. As they are trying for the B1 level,
they can see if their texts fulfill the requirements.
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Virtually Anywhere Episodes 1 and 2
Geeta and Paul are final year Archaeology students who don’t get along very well. They
are working together on their final piece of coursework, and while arguing over which
location to study, they are suddenly contacted by a mysterious character called The
Professor who asks them both to meet him…
Teacher’s Notes
In this lesson, students get to know the main characters in
Background Virtually Anywhere by listening to the first two episodes. As
well as listening, there is an extended speaking task in
which they predict how the story continues.
The main aims:

Aims of the lesson 1. to set the scene for the Virtually Anywhere series
and establish the main characters and plot
2. to revise language for describing people (character
and appearance)
3. to practise telling a story in the present tense.
Time needed 45–60 minutes
Ɣ Two audio clips (audioscripts available): MP3 for

Materials required Episodes 1 and 2, or access to internet to play
online
Ɣ Student’s Worksheet 1: one copy per pair of
students
Ɣ Student’s Worksheet 2: one copy per learner
Ɣ Cambridge English: Preliminary (PET) Vocabulary
List
Ɣ Listen to both episodes (or read through

Teacher Preparations audioscripts) before the lesson, and familiarise
yourself with the worksheets (you can find answers
in this lesson plan, below).
Level B1/B2
Age Teenage – young adult
© UCLES 2015. For further information see our Terms and Conditions 1
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Procedure
1. Warmer: Divide students into small groups and ask them to brainstorm subjects you
can study at school or university. There are lots of them, so give a time limit –
perhaps one minute.
2. Pre-listening 1: Give a copy of Student’s Worksheet 1 to students (one copy per

pair). Ask them to quickly read the email in Exercise 1 and fill in the gaps. Check any
new vocabulary and ask a few simple questions to check understanding, e.g. What
are the names of the two students? What are they studying? What is the important
task?
3. Vocabulary 1: Pre-teach this vocab from the first episode:
to agree / disagree on / about (verb + preposition)

to be of the same / different opinion as someone (e.g. My father and I don’t agree
about/on very much. NB we can use on or about with agree and disagree)
to agree to (verb + preposition)

to decide to do something with someone (e.g. We agreed to meet on Sunday.)
an idiot (noun)
a stupid person or someone behaving in a stupid way (e.g. You stupid idiot - that’s a
month’s work you’ve lost!)
NB this word is not polite
a first class degree (noun phrase)

the highest grade of degree in the UK
a location (noun)
a place or position (e.g. The hotel is in a lovely location overlooking the lake.)
ancient (adjective)
from a long time ago (e.g. ancient Greece; ancient Egypt)
to get along (with) (phrasal verb)

to have a good relationship or work well with someone (e.g. I don’t get along with my
brother; my boss and I get along very well.)
4. Listening 1: Ask students to read the questions in Exercise 2 on Student’s

Worksheet 1. Then play the Episode 1 audio once or twice, and ask students to
answer the questions to check understanding.
5. Vocabulary 2: Now look at Exercise 3. Clarify what are they like? as follows:
NB. What + do/does + I/you/he/she/they + look like?

is a question about a person or people’s appearance.
What + am+is/are + I/you/he/she/they + like?

is a question about personality or character.
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If you have time, you can input some adjectives about personality or character from
p.45 of the Cambridge English: Preliminary (PET) Vocabulary List (see link above)
for example, bossy, brave, charming, clever, confident, famous, friendly, generous.
Also ask students about Paul and Geeta’s relationship – it is informal, even if they
don’t seem to be friends. Students can explore this more in the online activity, for
homework.
Pre-teach this vocabulary from the second episode:
to make it (verb, informal)

to arrive (e.g. I didn’t think you’d make it , I’m glad you could make it.)
to fail (verb)
to not pass (e.g. A lot of people fail their driving test the first time.)
virtually (adverb)
almost (e.g. I’ve virtually finished.)
virtual reality (noun phrase)

when a computer produces images and sounds that make you think an imagined
situation is real (e.g. virtual reality software)
slow (adjective) (informal and impolite)

not intelligent
to transport (verb) NB stress on the second syllable

to move people or goods from one place to another (e.g. The goods are packed in
boxes and transported overseas.)
to end up (phrasal verb)

to finally be in a place or situation (e.g. They’re travelling around Europe and are
planning to end up in Moscow.)
6. Pre-listening 2: Now ask students to predict what The Professor is like (before they
listen to him).
7. Listening 2: Play Episode 2 once or twice. Check with students if The Professor is
as they had imagined. Ask them to tell you what the Virtually Anywhere machine
does.
8. Thinking: Tell the students that you want them to think about what happens next in
the story. Give them a minute or so to imagine, and meanwhile hand out Student’s
Worksheet 2.
9. Pre-speaking: Tell the students they are going to predict what happens next in the
story. Ask them to read the worksheet questions silently and then write their
answers – make sure they write full sentences. Draw attention to the fact that the
questions are in the present simple tense – and the answers should be too.
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10. Speaking – preparing to tell a story: This is a three-part stage in which students
work in pairs. Note that you have to closely control this part of the lesson!
x First, students ask and answer questions in turn – learner A asks learner B all seven
questions, then learner B asks learner A. They answer in full. Set a time limit of
around 1–2 minutes for each learner.
x Next, tell them to repeat the process of asking/answering, but this time the learner
answering the questions has to turn over their worksheet and remember the
sentences they wrote. Again, set a time limit of 1–2 minutes for each learner.
x Now tell everyone to turn over their worksheet and take it in turns to tell their partner
the answers in the right order – note with no questions this time. Before they start (or
during the activity), write on the board/suggest some phrases to link the sentences
together: and then; after that; later; finally, etc.
11. Speaking – telling the story: Now tell everyone to stand up, leaving their
worksheet on the desk. They must find a new partner and exchange stories for
about a minute. After a minute shout ‘change!’ and get them to repeat the process
with a new partner. Continue for a few minutes.
12. Feedback: Ask them if they liked any of the stories they heard, which was the best,
the strangest, etc. Also, give some feedback on good language/mistakes you heard
if you have time. Remind them that they will be able to check their stories when you
listen to Episode 3 of Virtually Anywhere.
Homework
Ask students to complete the online activities, which focus on everyday expressions.
You could also ask them to write up their ‘what happens next’ stories.
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Virtually Anywhere Episodes 1 and 2

Answer Keys
Key to Student Worksheet 1
Exercise 1: a. degree; b. choose; c. locations; d. important; e. team; f. handed in.
Comprehension questions:
What are the names of the two students? Geeta and Paul
What are they studying? Archaeology
What is the important task? To hand in an archaeological investigation about the ancient
city of Teotihuacan or the Terracotta Army
Exercise 2:
a. tense, uncomfortable (because they have to work together)
b. on the university campus (Staplebridge University)
c. ‘The Professor’ (NB this is NOT Dr Davis)
d. at 3 p.m.
e. they walk/run (we assume – they probably don’t take a bus on campus, but it’s not
impossible!)
Exercise 3:
You can accept different answers for this exercise. Ask students to explain their reasons
for their choice.
Key to Student Worksheet 2
Encourage learners to give their own ideas. There is no right answer for this worksheet
as they are giving their own ideas.
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Student’s Worksheet 1
1. Quickly read the email and put the words below into the correct gaps:
x locations x handed in
x important x degree
x team x choose
FROM: Dr Davis – Head of Archaeology (Staplebridge University)

TO: Paul Cross; Geeta Varma
SUBJECT: Details of final piece of Archaeology coursework
------------------------------------------------------------------------------------
Dear Geeta and Paul,
You have been paired to work together for your final piece of written coursework of your Archaeology
a.____________ . It’s an open research task where you can b.____________ which subject to focus on.
Your task is to hand in an investigation about one of the following c.____________:
x The ancient city of Teotihuacan

x The Terracotta Army
Please decide between you which location you want to study. I don’t have to remind you how
d.____________ this piece of work is and I wish you the best of luck. Remember that you will also be
marked on how well you work as a e.____________.
Please make sure that the work is finished and f.____________ by the end of next week.
Kind regards,
Dr Davis
2. Listen to Episode 1 and answer these questions.
a. How do they feel?

b. Where are they?
c. Who sends them an email while they’re talking?
d. What time’s the meeting?
e. How do they go there?
3. What are Paul and Geeta like? Are they similar characters? And what about the
Professor?
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3.– VOCABULARY- COUNTRYSIDE PHC#72 & #73

OBJECTIVES
(5-10 MIN.)
• Ss will complete a Reading paper using strategies
→ Step 1: Give each Ss some words from PHC#72. Have
learned in the first part of the course.
the post their word next to the picture it represents. Let
• Ss will recognise the meaning of vocabulary related them know that there is one picture that shows three items
to the countryside. (field, hill, and path).
MATERIALS → Step 2: When the Ss have finished placing their words.

Let them know how many are incorrect. See if they can make
the corrections as a group. If time is running out, but the
• 2 copies of PHC#64 per Ss
pictures next to the words.
• 1 copy of PHC#72 & #73 for the class
• Blu Tack → Step 3: Make sure that each Ss understands what
each feature is. Ask which features can be found in which
part of the country.
PROCEDURE

• Assign p.112-121 Test 4 Exam Practice Reading
→ Step 1: Welcome the Ss to the class and tell them that Part 1 from the book as HW. Make sure they get a
they are going to practice a complete Reading paper today. copy of the answer sheet (PHC#64) to record their
Give them a minute to look over their notes if they wish. answers.
• Remind the Ss that they will need the vocabulary
→ Step 2: If you have time, ask the Ss if they tried either lists that were distributed on the first day of class
of the online resources they learned about last week, for the next class.
Write&Improve, or Virtually Anywhere. See if they can provide
any feedback.
2.– TEST 3 READING, BOOK PP. 94-103, PHC#64

(45 MIN.)
→ Step 1: Hand out one copy of PHC#64 to each Ss and

tell them that, even though they will be doing a practice
exam from their books, they MUST record their answers
on the Answer Sheet you’ve just given them.
→ Step 2: Have Ss open their books to Test 3 Reading

on pp.94-103. Point out that they can write in their books
and make notes, but they need to mark their final answers
on the Answer sheet.
Five minutes before the time is up, hang the pictures from
PHC#72 on various areas of one (or two) walls.
→ Step 3: Once they’ve finished, they must hand in their

Answer Sheets for you to take home and correct.
NOTE: Make sure you circulate while Ss are working and

following the instructions. Also, advise them to check they
haven’t left any questions unanswered.
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→ Step 2: Ask the Ss which words they find unfamiliar.

OBJECTIVES
Go over the meanings and then ask them where in their
country they might find these weather conditions or what
• Ss will complete a Writing paper using the strategies time of year.
learnt in the first part of the course.
• Ss will review the vocabulary related to the weather.
MATERIALS • Assign pp.122-123 Test 4 Exam Practice Writing
Part 1 from the book as homework. Make sure they
• 2 copies of PHC#65 per Ss get a copy of the answer sheet (PHC#65) to record
their answers.
• 1 copy of PHC#74 cut out in cards per pairs
• Remind the Ss that they will need the vocabulary
lists that were distributed on the first day of class
PROCEDURE
for the next class.
→ Step 1: Welcome the Ss to class. Once they are seated,

collect their homework to correct at home.
→ Step 2: Tell the Ss that they are going to practice a

complete Writing paper today. Give them a minute to look
over their notes if they wish.
2.– TEST 3, WRITING PAPER, BOOK PP. 104-105,

PHC#65 (45 MIN.)

tell them that even though they will be doing a practice
on the Answer Sheet you’ve just given them. Leave some
blank sheets of paper on the table. Let the Ss know that
they can use the paper for writing notes and planning, but
they should write their final answers on the answer sheet.
You will collect any notes along with the answer sheet at
the end of the time.
→ Step 2 (optional): You may want to revise the criteria

used in marking Writing tasks: Content, Communicative
Achievement, Organisation, and Language.
→ Step 3: Have Ss open their books to Test 3 Writing

Part 1 on pp.104-105 and instruct them to start working
on the Writing Paper (Parts 1 & 2).
→ Step 4: Once the time is up, collect their papers to

correct at home. Remind them to tick the box of the question
they are answering in Part 2.
3.– VOCABULARY- WEATHER, PHC#74 (5-10 MIN.)
→ Step 1: Handout PHC#74 to the Ss. If time allows, let

them work in pairs to complete the chart. If not, work on
the chart as a group.
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PHC#74: Vocabulary - Weather - Key

Put the following words under the correct category. Some words may go in more than one category. If
you're not sure what the meaning of a word is, ask the teacher.
blow breeze centigrade cloud cloudy

cold cool degrees dry forecast
fog foggy freezing frozen gale
get wet heat hot humid ice
icy lightning mild rain shower
snow snowfall storm sun sunny
sunshine temperature thunder(storm) warm weather
wet wind windy
TEMPERATURE CONDITIONS NOUNS VERBS
1. centigrade 1. cloudy 1. breeze 1. blow

2. cold 2. dry 2. centigrade 2. get wet
3. cool 3. foggy 3. cloud 3. rain
4. degrees 4. frozen 4. degrees 4. snow
5. freezing 5. humid 5. forecast
6. hot 6. icy 6. fog
7. temperature 7. mild 7. gale
8. warm 8. sunny 8. heat
9. wet 9. ice
10. windy 10. lightning
11. rain
12. shower
13. snow
14. snowfall
15. storm
16. sun
17. sunshine
18. temperature
19. thunder(storm)
20. weather
21. wind
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can ask.
OBJECTIVES
→ Step 2: Have one pair of Ss name one of their categories.
• Ss will complete a Listening paper using strategies Ask the other Ss if they have the same category. Then ask
learned in the first part of the course. them which words belong in the category. The pair who named
• Ss will revise vocabulary related to entertainment. the category must confirm or deny the word belonging to
the group. They must also add any that the others missed.
MATERIALS
→ Step 3: Repeat the process so that each pair of Ss can
name at least one category. Review the meaning of unfamiliar
• 1 copy of PHC#71 for every 2 Ss words by asking them to say what it is.
KEY (ANSWERS MAY VARY)
• audio track of Exam Practice Test 3 Listening Parts
1-4 CINEMA: admission, adventure, celebrity, documentary,
entrance, exit, festival, horror, performance, production,
PROCEDURE row, screen, star, thriller, video
MUSIC: band, disc/disk, festival, headphones, keyboard,
orchestra, performance, production, video
1.– WARM-UP (5-10 MIN.)
READING: adventure, bestseller, book, magazine, thriller
→ Step 1: Welcome the Ss to the class and return their GAMES: board game, chess
answer sheets from the previous class. Once they are seated,
4.– HOMEWORK PHC#66 (5 MIN.)
→ Step 2: Tell the Ss that they are going to practice a • Assign pp.124-128 Test 4 Exam Practice Listening
complete Listening paper today. Give them a minute to look Part 1 from the book as homework. Make sure they
over their notes if they wish. get a copy of the answer sheet (PHC#66) to record
their answers.
2.– TEST 3, LISTENING PAPER, BOOK PP. 106-110, • Remind the Ss that they will need their vocabulary
PHC#6(30 MIN.) lists that were handed out on the first day of class
for the next class.
tell them that even though they will be doing a practice exam
from their books, they MUST record their answers on the
Answer Sheet you’ve just given them.
→ Step 2: Have Ss open their books to Test 3 Listening

Part 1 on pp.106-107. Be sure to pause the audio between
parts so that the Ss have time to find the correct pages.
→ Step 3: Play the recording. You should be able to

download them from the link listed on the inside of the
front cover of your book. Once finished, collect their papers.
3.– VOCABULARY- ENTERTAINMENT, PHC#75

(20 MIN.)
→ Step 1: Hand out the pieces of words cut up from

PHC#75. Let the Ss know that they are all words related
to Entertainment and Media. Have the Ss work in pairs to
put the words into groups that are not grammatical groups
(nouns, verbs, etc.) They must have a minimum of two words
in a group. If the Ss don’t know the meaning of a word, they
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OPTION 2 (6 Ss or more)
OBJECTIVES
• Make small groups of 3 and have one Ss role-play the
• Ss will complete a Speaking paper using strategies interlocutor while the other two are the candidates.
learned in the first part of the course. Make sure the interlocutor also has a copy of the
• Ss will recognise the meaning of vocabulary related
to education. • While they are carrying out the tasks, move between
the two different groups. Try to listen enough to give
MATERIALS a mark for that part. If not, switch between parts,
for example: Listen to group A complete Part 1 and
then listen to group B do Part 2.
• The school email address or the drive for the Ss to
submit their speaking homework. • In the end, have the interlocutors (you and the student
interlocutors) give feedback and, if possible, a mark.
• 1 copy of PHC#9 for every 2-3 Ss (OPTIONAL) entire paper. You can serve as the interlocutor. Make
sure that the other Ss have the rubric and give each
PROCEDURE candidate a mark.
1.– WARM-UP (5 MIN.) 3.– VOCABULARY - EDUCATION, PHC#72 (15 MIN.)

→ Step 1: Put the Ss into pairs or small groups of 3.
→ Step 1: Welcome the Ss to the class and return their
Hand out PHC#76 to each group. Let them know that there
are some words related to Education. Ask the Ss in their
groups to brainstorm some words that are related to those
words. See the key for examples. Let them know they have
a 5-minute time limit.
complete Listening paper today. Give them a minute to look
over their notes if they wish. → Step 2: See which pair or group has the most words
written on their papers. Give them some sweets or some
2.– TEST 3, SPEAKING PAPER, BOOK P. 111 (30 MIN.) type of tiny reward.
→ Step 3: Now have the Ss check their words with those

→ Step 1: Put the Ss into pairs of similar abilities. Let the
that are on the Vocabulary list. Ask them to add any words
that they missed from their list in a different coloured pen.
a Speaking partner, but they should be prepared to speak
Go over the meaning of any unfamiliar words.
with ANYONE.
→ Step 2 (optional): You may want to review the different 4.– HOMEWORK (10 MIN.)
Speaking tasks and what they should try to do (listen
and respond to your partner, keep speaking, give example • Assign p. 129 Test 4 Exam Practice Speaking from
explanations, etc.) the book as HW. They should do only Part 1 and Part
2. This means about 5-8 minutes of talking. Refer
→ Step 3: Have Ss open their books to Test 3 Speaking back to the Introduction on how the Ss should do
on p.111. Choose one pair to go first. Have the others take their Speaking homework.
out their copy of the Speaking rubric (PHC#9). They can • Also ask them to send a separate recording where
share, or you can have a couple of extra copies. they use 3 new education words in a sentence.
→ Step 4: This activity can be done in different ways,

depending on the number of Ss in the group.
OPTION 1 (5 Ss or less) * In the following class, you will need to show a video.
Please make sure you test the WiFi connection, the volume,
While you act as the interlocutor and give the one pair and how easy it is to see before the class date. If necessary,
the exam, have the others write notes and give marks using ask for additional speakers and a projector if your school
the rubric on PHC#9. Give feedback after each part to see has them available.
if they can steadily improve their performance.
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PHC#76 - Key (answers will vary)

composition practise
course project
nature studies history curriculum read
IT economics essay research
physics biology homework study
arithmetic chemisty learn teach
science geography lesson
SUBJECTS WORK
SCHOOL
PLACES PEOPLE
classroom primary school

beginner pupil
library university
coach student
laboratory college
instructor teacher
secondary school
WHAT DOES IT MEAN?
absent (adj) - not in school or class, can be excused or unexcused (uh-oh)
break up (v) - stop school for holidays
composition (n) - a piece of writing (an essay is usually on a specific topic)
degree (n) - an academic rank given by a college or university after examination or after completion of a course
diploma (n) - a kind of academic certificate recognising someone has completed a course of studies
handwriting (n) - a person’s style when writing with pen or pencil and paper (as in “Doctor’s have the worst handwriting.”)
register (n) - a book or record of attendance, for example of pupils in a class, the list of names
term (n) - a period of time within a school year
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→ Step 4: Let the Ss know that, if they would like to try the
OBJECTIVES
computer-based format, they can find it for the Preliminary
exam. Let them know that it’s not the Preliminary for Schools,
• Ss will watch what the computer-based exam is like. but they should try it if they’re curious about the computer
• Ss will recognise the meaning of vocabulary related version.
to technology. https://cambridge-exams.ch/exams/CB_exams.php
MATERIALS
3.– VOCABULARY- COMMUNICATIONS &
TECHNOLOGY, PHC#77 & #78 (20 MIN.)
• computer with speakers
• projector (OPTIONAL) → Step 1: Ask the Ss to look at the Vocabulary list and
look at the Communications and Technology list. Ask them
• computer-based exams tutorial: https://www.
to highlight all the words that are specifically related to
youtube.com/watch?v=czxBxBFOAVM
technology and communication. You can do this as a class.
→ Step 2: Hand out a Bingo card (PHC#77) to each Ss.
Ask them to work alone and fill in the Bingo board with
• a hat or bowl (OPTIONAL) words from the list but only from the highlighted words.
PROCEDURE → Step 3: Put the words & definitions (PHC#78) cut-ups

in a hat or bowl or just folded up on the table. Take a word
and read out a definition. If the Ss have the word that fits
1.– WARM-UP (5-10 MIN.) the definition, they can underline or circle it on their paper.
Do not tell them the word, only the definition.
* Before the class, set up and test the equipment.
→ Step 4: The first to get five in a row can call out BINGO.
→ Step 1: Welcome the Ss to class and give them feedback Make sure you check the words by having them say the words,
on their Speaking HW with marks. not the definitions. If a word comes up that you have not
said, keep playing because that kid doesn’t have BINGO yet!
→ Step 2: Tell the Ss that they are going to learn about the
computer-based version of the B1 Preliminary for Schools
text. Ask if anybody is interested in taking the exam in this way. 4.– HOMEWORK (5 MIN.)
Have them explore the online version of the exam for
2.– COMPUTER-BASED PRELIMINARY FOR practice and try it out.
SCHOOLS EXAM (20 MIN.)
If not, they should spend time reviewing vocabulary. The
→ Step 1: If nobody is interested, ask the Ss what might Ss should make sure they look at the following categories
be some advantages of taking it as opposed to the pen and and can use the words in a sentence:
paper version. Write their ideas in bullet form on the board.
• Communications and • Countryside
→ Step 2: Have the Ss watch the tutorial. Afterward, ask Technology • Sports
the Ss how the computer-based exam is different from the • Education
pen and paper version. • Travel and
• Entertainment and Media Transport
KEY • Language • Weather
• The Listening paper is done using headphones, and • Personal Feelings,
candidates can adjust the volume. Opinions and Experiences
(Adjectives)
• Candidates can get their results quicker.
• The Writing paper has automatic word count.
Suggestion
• There is a timer on the screen.
→ Step 3: Also, inform the Ss that depending on the area, If you have any students who have been scoring over
there may be more dates to choose from if they decide to 80% consistently on all activities, we recommend that they
take the computer-based version. register for the next available date to sit the Preliminary
for Schools exam.
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4.– ANY REMAINING TIME / VOCABULARY -

OBJECTIVES
CLOTHES & ACCESSORIES
• Ss will complete a Reading paper using strategies
→ Step 1: Have the Ss take a look at the list on Clothes
and Accessories. First ask them what an accessory is.
• Ss will recognise the meaning of vocabulary related Then ask them to identify all the words for accessories on
to clothing acccessories. the list.
MATERIALS KEY
Accessories are small objects that are worn or carried to

• 2 copies of PHC#64 per Ss complement your clothes.
bag | belt | bracelet | chain | earring | glasses? | glove
PROCEDURE | handbag | handkerchief? | hat | jewellery or jewelry |
necklace | ring | scarf | sunglasses? | tie | watch
1.– WARM-UP (5 MIN.) → Step 2: Make sure the Ss know what each of these
words means. They can debate on whether or not the words
→ Step 1: Welcome the Ss to class and ask if any of the with question marks can be considered accessories or not.
Ss tried more online computer-based test activities. See if
anybody can provide the class with information. → Step 3: As a follow-up, you can ask the Ss how they feel
or what they think about the items. See if they can recall any
→ Step 2: Tell the Ss that they are going to practice a adjectives from the Feelings, Opinions, and Experience list.
complete Reading paper today. Give them a minute to look
2.– TEST 5, READING PAPER, BOOK PP. 130-139,

PHC#64 (45 MIN.)

→ Step 2: Have Ss open their books to Test 5 Reading

paper pp.130-139. Point out that they can write on their
books and make notes, but the final answers must be marked
on the Answer sheet.
→ Step 3: Once they’ve finished, they must hand in their

Answer sheets for you to take home and correct.
NOTE: Make sure you circulate while Ss are working and

following the instructions. Also, advise them to check they
haven’t left any questions unanswered.

• Assign pp.148-157 Test 6 Exam Practice Reading
Part 1 from the book as HW. Make sure they get a
copy of the Answer sheet (PHC#64) to record their
answers.
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4.– ANY REMAINING TIME / VOCABULARY -

OBJECTIVES
SHOPPING
• Ss will complete a Writing paper using strategies
→ Step 1: Divide the class into two teams. Have them
open to the Shopping section of their Vocabulary list. Flip a
• Ss will review vocabulary related to shopping. coin to see which team goes first. Write the word price on
the board. Ask one team to give a word on the list related
MATERIALS to the word price. Write their suggestions on the board if it
fits. Then ask for another word from the other team. Write
it on the board. Continue until a team cannot find a word.
FOR EXAMPLE
PROCEDURE
bargain | bill | buy | cent | cheap | cost | dollar | euro |
expensive | for sale | inexpensive | money | pay (for) |
1.– WARM-UP (5 MIN.) penny | pound | reasonable | receipt | reduced | spend
→ Step 1: Welcome the Ss to the class. Once they are → Step 2: If Ss can justify their answers in a somewhat
seated, collect their HW to correct at home. logical manner, go ahead and accept their answer. The point
of the game is for them to identify words they know and
→ Step 2: Tell the Ss that they are going to practice a learn new words if possible.
complete Writing paper today. Give them a minute to look
2.– TEST 5 WRITING PAPER BOOK PP. 140-141,

PHC#61 (45 MIN.)

tell them that even though they will be doing a practice
on the Answer Sheet you’ve just given them. Leave some
blank sheets of paper on the table. Let the Ss know that
they can use the paper to write notes and do an outline, but
they should write their final answer on the Answer sheet.
You will collect any notes along with the answer sheet when
the time is over.
→ Step 2 (optional): You may want to review the criteria

used in marking Writing tasks: Content, Communicative
Achievement, Organisation, and Language.
→ Step 3: Have Ss open their books to Test 5 Writing

paper on pp.140-141 and instruct them to start working
on the Writing Paper (Parts 1 & 2).
→ Step 4: Once the time is up, collect their papers and

correct them at home. Make sure they have marked which
question they have answered for Part 2 on the answer sheet.

• Assign pp.158-159 Test 4 Exam Practice Writing
paper from the book as homework. Make sure
they get a copy of the answer sheet (PHC#65) to
record their answers.
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→ Step 3: Have the Ss work on ex.B individually. They

OBJECTIVES
can name traditional dishes in their culture if they would
like to give an example of one that is cooked by the method
• Ss will complete a Listening paper using strategies mentioned in the exercise.
• Ss will revise vocabulary related to food and drink. → Step 4: Finally, ask the Ss to work in pairs to describe
their favourite dish. If it is a typical dish for their culture
which may not be very well-known internationally, they should
MATERIALS
try to describe it as well, not only naming some ingredients
but also how it is cooked and how it tastes.
• I copy of PHC#79 per Ss
4.– HOMEWORK PHC#66 (5 MIN.)
• audio track of Exam Practice Test 3 Listening Parts
1-4 • Assign pp.160-164 Test 6 Exam Practice Listening
Paper from the book as homework. Make sure they
get a copy of the answer sheet (PHC#66) to record
PROCEDURE
their answers.
• Remind the Ss that they will need their vocabulary
1.– WARM-UP (5-10 MIN.) lists that were distributed on the first day of class
for the next class.
→ Step 1: Welcome the Ss to the class and return their

complete Listening paper today. Give them a minute to look
2.– TEST 5, LISTENING PAPER, BOOK PP. 106-110,

PHC#66 (30 MIN.)

→ Step 2: Have Ss open their books to Test 5 Listening

paper on pp.142-146. Be sure to pause the audio between
parts so that the Ss have time to find the correct pages.
→ Step 3: Play the recording. You should be able to

download them from the link listed on the inside of the
front cover of your book. Collect their papers when the test
is finished.
3.– VOCABULARY - FOOD & DRINK, PHC#75 (20 MIN.)
→ Step 1: Hand out PHC#79 to each Ss. See if they can

collocate the foods under the different tastes. Some answers
may differ according to cultures.
→ Step 2: Do ex.A as a class. See if the Ss can add any

other foods under each column.
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OPTION 2 (6 or more Ss)

OBJECTIVES
• Make small groups of 3 and have one Ss role play the
• Ss will complete a Speaking paper using strategies interlocutor while the other two are the candidates.
learned in the first part of the course. Make sure the interlocutor also has a copy of the
• Ss will recognise the meaning of vocabulary related
to house and home. • While they are carrying out the tasks, circulate
between the two different groups. Try to listen enough
to give a mark for that part. If not, just switch between
MATERIALS
parts, for example: Listen to group A complete Part
1 and then listen to group B do Part 2.
• The school email address or the drive for the Ss to
submit their speaking homework. • At the end, have the interlocutors (you and the
student interlocutors) give feedback and if possible,
• 1 copy of PHC#9 for every 2-3 Ss (OPTIONAL) a mark.
PROCEDURE
entire paper. You can serve as the interlocutor. Make
sure that the other Ss have the rubric and give each
1.– WARM-UP (5 MIN.) candidate a mark.
→ Step 1: Welcome the Ss to the class and return their 3.– VOCABULARY- HOUSE & HOME (10-15 MIN.)
collect their homework to correct at home. → Step 1: Ask the Ss to turn to the page on House and
Home in the Vocabulary lists. Instruct them to circle or
→ Step 2: Tell the Ss that they are going to practice a highlight all the words for what they consider TOTALLY
complete Listening paper today. Give them a minute to look NECESSARY to have in a house to survive.
→ Step 2: As they work, give them the definitions for
words they may not be familiar with.
2.– TEST 5, SPEAKING PAPER, BOOK P. 111 (30 MIN.)
→ Step 3: Go over their lists together. If time allows, ask
→ Step 1: Put the Ss into pairs of similar abilities. Let the
the Ss if they had to narrow it down to the top ten essential
items, what they would they choose.
a Speaking partner, but they should be prepared to speak
with ANYONE.
KEY (ANSWERS WILL VARY)
→ Step 2 (optional): You may want to revise the different bed, sink, cooker, (central) heating, sofa, computer, fridge,
tasks Speaking tasks and what they should try to do (listen toilet,freezer, air conditioning
and respond to your partner, keep speaking, give explanations
other essentials: bath/shower, bins, (light) bulb, washing
of examples, etc.)
machine. you get the picture
→ Step 3: Have Ss open their books to Test 5 Speaking
on p.147. Choose one pair to go first. Have the others take 4.– HOMEWORK (10 MIN.)
out their copy of the Speaking rubric (PHC# 9). They can
• Assign p. 165 Test 6 Exam Practice Speaking from
share or you can have a couple of extra copies.
the book as homework. They should do only Part 1
and Part 2. This means about 5-8 minutes of talking.
→ Step 4: This activity can be done in different ways
Refer back to the Introduction on how the Ss should
depending on the number of Ss in the group.
do their Speaking homework.
OPTION 1 (5 or fewer Ss) • Also ask them to send a separate recording where
they use 3 new Education words in a sentence.
While you act as the interlocutor and give the exam to
one pair, have the others write notes and give marks using
the rubric on PHC# 9. Give feedback after each Part to see
if they can steadily improve their performance.
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On the day of the exam: They will check your ID, you will not
OBJECTIVES
be able to access with your phone to the exam, listen to the
instructions and raise your hand if you don’t understand,
• Ss will categorise suggestions into groups of DOs and raise your hand immediately if you cannot hear the
and DON’Ts. listening audio, do not talk to other candidates or look at
• Ss will answer frequently asked questions to sitting their papers.
the Preliminary for Schools exam. At the end of each test: Stop writing when they tell you to,
• Ss will state the strategies they should use on each give all papers to the invigilator, if you have any questions,
part and paper of the Preliminary for Schools exam. ask the invigilator, and stay in your seat until the invigilator
says you can leave.
MATERIALS → Step 3: Hand out PHC#68 and have the Ss answer
the questions as a group. Recommend that they write the
• 1 copy of the Key for Speaking Paper Test 2 per Ss information again if they couldn’t remember it.
• 1 copy of PHC#60 & #61 for every 2 Ss
→ Step 4: Go over the DOs and DONTs lists again (PHC#60
• 1 copy of PHC#63, #68, #80 & #81 per Ss & #51). Have the Ss work in groups of 2-3 Ss.
PROCEDURE
3.– GRAMMAR REVIEW FOR SPEAKING & WRITING,
PHC#80 & #81 (30 MIN.)
1.– WARM-UP / FEEDBACK (10 MIN.)
→ Step 1: If the Ss are in Tweens 3 or Tweens 4, they
→ Step 1: Welcome the Ss to the class and tell them
may still be in the process of learning these structures and
today they are going to review what to expect on exam day.
applying them in their speech and writing. If they are at the
They should remember a lot, so it’s a review day.
end of their studies in Tweens 4, they should be familiar
with these structures and may need a slight push to start
→ Step 2: Give the Ss feedback on their Speaking
using them actively.
homework.
→ Step 2: Do not lecture the Ss on how to make the
2.– EXAM DAY TIPS: PAPER-BASED EXAMS & changes. See if the Ss can improve the writing themselves
SPEAKING TESTS, PHC#60, #60, #63, #68 (20 MIN.) and make it B1 level.
→ Step 1: Put the Ss into pairs if you have a large group, → Step 3: Now have the Ss apply some of these structures
or you can work as a class if you are a small group. Write to the Speaking exercise. Have them work in pairs. While
across the top of the board the following headings: one Ss speaks about one of the photos, the other must listen
and see if they’ve applied any of the structures and if their
• Before the exam vocabulary is varied. Then they swap turns.
• What to bring to the exam
• On the exam day 4.– HOMEWORK (2 MIN.)
• At the end of each test
They should think about when they want to sit the exam
→ Step 2: Instruct the Ss to recall what they have to and find out when the next dates and places near them are
do under each heading. Write them down as they call the offering the Preliminary for Schools Exam.
instructions out.
Suggestion
KEY
Before the exam: Sign up to get your results online, check

All remaining students should register for the next
the time and place, and how long it will take to get there,
available Preliminary for Schools exam unless the student
get there early and leave your mobile phone at home.
has not attended enough lessons to be sufficiently prepared
What to bring to the exam: ID, pens, pencils and rubbers, for the exam.
a clear plastic bottle of water (no labels if you can help it)
and remember that you CANNOT take your bag or mobile
with you to your desk.
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Lesson#37 | Bonus Session Prep Us B1 Preliminary for Schools | Lesson Plans
3.– WRITING (15 MIN.)

OBJECTIVES
→ Step 1: Tell the Ss that we are now going to practise
• Ss will record and evaluate themselves doing a Part 2 of the Writing paper. Ask the Ss what the advantages
Speaking part. and the disadvantages are of writing an article are.
• Ss will use a checklist to evaluate their writing.
POSSIBLE ANSWERS
MATERIALS Advantages: You are writing about a personal experience,
you can include personal anecdotes
• a device for recording voices or a video recorder Disadvantages: Maybe you don’t have much experience with
• 1 copy of PHC#82 per Ss the topic and/or you have to answer different questions
in your article
PROCEDURE
→ Step 2: Repeat the brainstorm on advantages and
disadvantages of writing a story.
1.– WARM-UP (5-10 MIN.)
POSSIBLE ANSWERS
→ Step 1: Welcome the Ss to the class and return or Advantages: You can be creative, you don’t have to answer
collect any homework as necessary. Inform the Ss that today any specific questions
they will be checking there own work.
Disadvantages: You need to be creative, use a variety of
→ Step 2: Ask the Ss to say what they feel more comfortable past or present tenses and use descriptive language
doing: writing or speaking. Ask them to explain why.
→ Step 3: Hand out the Writing checklist (PHC#82) and
the Ss can evaluate the piece of writing on the second page
2.– SPEAKING PRACTICE (20 MIN.) of the PHC. They can also check their own writing if they
have any previous assignments with them. Circulate to see if
→ Step 1: Ask for a couple of volunteers. Let them know the Ss can point out any examples to support their answers.
that they are going to practice Speaking Part 4, where the
interlocutor asks a question and they must converse on the *PHC taken from a Cambridge Assessment English workshop
topic. Remind them that they can ask each other questions held at Exams Catalunya on 4 October 2019 give by Jane Delaney
to keep the conversation going. Let them know that you are
going to record them. If they start to complain, let them
know this is an exercise to help them with their nerves.
They must keep talking no matter what and cannot ask for
Encourage the Ss to check their written work at home
the recording to be stopped.
using the checklist and practice describing pictures while
recording themselves in order to evaluate themselves at
→ Step 2 (optional): Ask the first pair the question:
home.
Have you ever been on a really long journey?
Let them talk for at least 1 minute.
→ Step 3: Watch the video or listen to the recording to

see how the Ss did. Did they ask each other questions? Did
they take even turns? How was their grammar, vocabulary
and pronunciation?
→ Step 4: If time allows, you can ask another pair to

answer another question and record them as well. Here’s
the question:
Would you like to travel to space one day?
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Photocopiable Resources (PHC)
Prep Us
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Kids&Us 2019
PHC#1
UNDERSTAND FIVE SHORT MESSAGES CHOOSE MISSING WORDS (A, B, C, D)

OF DIFFERENT TYPES. TO FILL IN THE GAPS.
MATCH FIVE DESCRIPTIONS OF PEOPLE

WRITE WORDS IN THE GAPS.
TO EIGHT SHORT TEXTS.
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ANSWER FIVE MULTIPLE CHOICE QUESTIONS
AN EMAIL IN RESPONSE TO INFORMATION GIVEN.
WITH FOUR OPTIONS (A, B, C. D)
CHOOSE THE CORRECT SENTENCE

AN ARTICLE OR A STORY ON A GIVEN TOPIC.
TO PUT IN THE GAPS.
Prep Us B1 Preliminary for Schools | Photocopiable Resources (PHC)
PHC#2 Prep Us B1 Preliminary for Schools | Photocopiable Resources (PHC)
Part 1
Questions 1 – 5
For each question, choose the correct answer.
A All campers must reserve a place in advance.
B Groups bigger than four are not allowed on

this site.
C Groups of more than three should contact

the campsite before arriving.
A Those who don’t pay punctually won’t be

able to go to Oxford.
B There are very few places left on the Oxford

trip.
C This is the last chance for students to

register for the Oxford trip.
A You must have signed permission to take

part in sports day.
B You have to limit the number of sports day

races you take part in.
C You need to write your name here to get

more information about sports day.
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A It is essential to have more actors even if

they haven’t acted before.
B It is important for all actors to have training

before being involved in the play.
C It is necessary to find a new director to train

the actors.
A Students must write detailed notes on this

week’s experiment.
B Students should check that their work last

term was done accurately.
C Students need to look at previous work while

doing an experiment.
3 Turn over Ź
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Part 2
Questions 6 – 10
The young people below all want to do a cycling course during their school holidays.
On the opposite page there are descriptions of eight cycling courses.
Decide which course would be the most suitable for the people below.
Nancy is fourteen and cycles quite well. She needs to learn how
6 to cycle safely from her home to school on busy city roads.
She’s only free at the weekends.
Markus is an excellent cyclist and he wants the excitement of

riding on countryside and woodland tracks. He’d also like to
7
learn more about looking after his bike. He can’t attend a
morning course.
Ellie is nine and knows how to ride her bike, but isn’t confident
8 about starting and stopping. She’d love to meet other cyclists
with a similar ability and have fun with them.
Leo can’t cycle yet, and wants to learn on his own with the
teacher. He’d prefer a course with sessions twice a week. He’d
9
also like some practical information about cycling clothes and
equipment.
Josh is eleven and a skilled cyclist. He’s keen to learn to do

10 exciting cycling tricks in a safe environment. He’d like to be with
people of a similar age.
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Cycling Courses
A Two Wheels Good! B On Your Bike!
Mountains! Rivers! Forests! Can’t ride a bike yet, but really
want to? Don’t worry. Our
Our ‘off-road’ course offers you the
beginners-only group (4-10
chance to get out of the city. You’ll pupils per group) is just what
need very good cycling skills and you’re looking for. Excellent
confidence. You will be with others teaching in safe surroundings.
of the same ability. Expert advice on Makes learning to cycle fun,
keeping your bike in good condition exciting and easy.
also included. Mondays 9.00 am–11.00 am and
Mondays 2.00 pm–6.00 pm or Fridays Thursdays 2.00 pm–4.00 pm.
3.00 pm–7.00 pm.
C Fun and Games D Pedal Power

Do you want some adventure? Find A course for able cyclists. We
out how to do ‘wheelies’ (riding on one specialise in teaching riders of all
wheel), ‘rampers’ (cycling off low ages how to manage difficult
walls), ‘spins’ and much more… We situations in heavy traffic in towns
offer a secure practice ground, and cities. We guarantee that by the
excellent trainers and loads of fun end of the course, no roundabout or
equipment. Wear suitable clothes. crossroads will worry you!
Only for advanced cyclists. Saturdays 2.00 pm–4.00 pm.
(Age 11–12)
Saturdays 1.00 pm–4.00 pm.
E Cycling 4 U F Bike Doctors

Not a beginner, but need plenty of Have you been doing too many tricks on
practice? This course offers practical your bike? Taken it up mountains and
help with the basics of balancing and
through rivers? Then it probably needs
using your brakes safely. You’ll be in a
group of pupils of the same level. some tender loving care. Bike Doctors
Improve your cycling skills and enjoy teach you to maintain and repair your
yourself at the same time! Open to all bike. (Some basic equipment required.)
children up to the age of ten. Ages 11-19 Tuesdays 9.00 am–12.00 pm or
Sundays 10.00 am–12.00 pm. Wednesdays 3.00 pm–6.00 pm.
G Safety First H Setting Out

We teach cycling safety for the city centre A course for absolute beginners
and country lane biker. We’ll teach you the needing one-to-one instruction to get
skills you need to deal with all the vehicles off to a perfect start. We also give
using our busy roads. All ages welcome from advice on helmets, lights, what to
10+. Thursdays 9.00 am–11.00 am. wear and much more. A fantastic
introduction to cycling! Mondays and
Tuesdays 9.00 am–11.00 am.
5 Turn over Ź
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Part 3
Questions 11 – 15
Play to win
16-year-old Harry Moore writes about his hobby, tennis.
My parents have always loved tennis and they’re members of a tennis club. My older brother was
really good at it and they supported him – taking him to lessons all the time. So I guess when I
announced that I wanted to be a tennis champion when I grew up I just intended for them to notice
me. My mother laughed. She knew I couldn’t possibly be serious, I was just a 4-year-old kid!
Later, I joined the club’s junior coaching group and eventually took part in my first proper contest,
confident that my team would do well. We won, which was fantastic, but I wasn’t so successful. I
didn’t even want to be in the team photo because I didn’t feel I deserved to be. When my coach
asked what happened in my final match, I didn’t know what to say. I couldn’t believe I’d lost – I knew
I was the better player. But every time I attacked, the other player defended brilliantly. I couldn’t
explain the result.
After that, I decided to listen more carefully to my coach because he had lots of tips. I realised that
you need the right attitude to be a winner. On court I have a plan but sometimes the other guy will
do something unexpected so I’ll change it. If I lose a point, I do my best to forget it and find a way to
win the next one.
At tournaments, it’s impossible to avoid players who explode in anger. Lots of players can be
negative – including myself sometimes. Once I got so angry that I nearly broke my racket! But my
coach has helped me develop ways to control those feelings. After all, the judges have a hard job
and you just have to accept their decisions.
My coach demands that I train in the gym to make sure I’m strong right to the end of a tournament.
I’m getting good results: my shots are more accurate and I’m beginning to realise that with hard
work there’s a chance that I could be a champion one day.
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11 Harry thinks he said that he was going to be a tennis champion in order to
A please his parents.

B get some attention.
C annoy his older brother.
D persuade people that he was serious.
12 How did Harry feel after his first important competition?
A confused about his defeat.

B proud to be a member of the winning team.
C ashamed of the way he treated another player.
D amazed that he had got so far in the tournament.
13 What does Harry try to remember when he’s on the court?
A Don’t let the other player surprise you.

B Follow your game plan.
C Respect the other player.
D Don’t keep thinking about your mistakes.
14 What does Harry say about his behaviour in tournaments?
A He broke his racket once when he was angry.

B He stays away from players who behave badly.
C He tries to keep calm during the game.
D He found it difficult to deal with one judge’s decisions.
15 What might a sports journalist write about Harry now?
A B
Harry has really grown up since his
Harry needs to believe in his own
first tournament and discovered
abilities and stop depending on
that tennis is a battle of minds not
good luck when he plays.
just rackets.
C D
Harry could be a great player but
Harry looked exhausted when he
he needs to find a coach to take
finished his last match so maybe
him all the way to the big
he should think about working out.
competitions.
7 Turn over Ź
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Part 4
Questions 16 – 20
Five sentences have been removed from the text below.

There are three extra sentences which you do not need to use.
Planting trees
by Mark Rotheram, aged 13
This spring, our teacher suggested we should get involved in a green project and plant some trees
around the school. Everyone thought it was a great idea, so we started looking online for the best
trees to buy. 16 x xx If we wanted them to grow properly, they had to be the right type – but
there were so many different ones available! So our teacher suggested that we should look for
trees that grew naturally in our part of the world. 17 x xx They’d also be more suitable for the
wildlife here.
Then we had to think about the best place for planting the trees. We learnt that trees are happiest
where they have room to grow, with plenty of space for their branches. The trees might get
damaged close to the school playgrounds, for example. 18 x xx Finally, we found a quiet corner
close to the school garden – perfect!
Once we’d planted the trees, we knew we had to look after them carefully. We all took turns to
check the leaves regularly and make sure they had no strange spots or marks on them.
19 xx And we decided to check the following spring in case the leaves turned yellow too soon,
as that could also mean the tree was sick.
We all knew that we wouldn’t be at the school anymore by the time the trees grew tall, and that was
a bit sad. But we’d planted the trees to benefit not only the environment, but also future students at
the school. 20 x xx And that thought really cheered us up!
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Part 5
Questions 21 – 26
This car runs on chocolate!
Scientists have built a 300kph racing car that uses chocolate as a fuel! The project is (21) …………
to show how car-making could (22) ………… environmentally friendly. The car meets all racing car
(23) ………… apart from its fuel. This is a mixture of waste chocolate and vegetable oil, and such
‘biofuels’ are not (24) ………… in the sport yet. It has to be mixed with normal fuel so that all parts
of the car keep working.
Carrots and other root vegetables were used to make some parts inside and outside the car. Even
the mirrors are made from potatoes! The sides of the car (25) ………… a mixture of natural
materials from plants as well as other recycled materials.
The project is still young, so the scientists have not yet found out how ‘green’ the car is. They are
planning many experiments to compare its (26) ………… against that of normal racing cars.
21 A intended B wished C decided D insisted
22 A develop B move C become D arrive
23 A levels B standards C grades D orders
24 A allowed B let C ruled D agreed
25 A store B involve C collect D contain
26 A operation B performance C display D technique
10
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Part 6
Questions 27 – 32
For each question, write the correct answer.

Write one word for each gap.
Our new skatepark!

by Jack Fletcher
Is there a great skatepark in your town? We’ve now got the (27) ………… fantastic skatepark ever,
and it’s all because of my friends and me!
Our old skatepark was full of broken equipment, so none of us ever went there. But we all agreed
that (28) ………… we had a better skatepark in our town, we’d use it. And teenagers might come
(29) ………… other towns to join us, too.
So I set up an online questionnaire to find out (30) ………… local people wanted. I asked them
whether we should improve our old skatepark (31) ………… build a completely new one. People
voted to build a new one.
Then we held some events to get money to pay for it. In the end we collected half the cost, and the
local council paid the rest. It (32) ………… finally finished last month. So come and try it – you’ll have
a great time!
11
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Part 1
You must answer this question.

Write your answer in about 100 words on the answer sheet.
Question 1
Read this email from your English teacher Mrs Lake and the notes you have made.
EMAIL
From: Mrs Lake
Subject: End of year party
Dear Class,
I’d like our class to have a party to celebrate the end of the
school year.
Great!
We could either have a party in the classroom or we could

go to the park. Which would you prefer to do?
Explain
What sort of activities or games should we do during the
Suggest … party?
What food do you think we should have at the party?
Tell Mrs
Lake Reply soon!
Anna Lake
Write your email to Mrs Lake using all the notes.
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Part 2
Choose one of these questions.

Write your answer in about 100 words on the answer sheet.
Question 2
You see this announcement in your school English-language magazine.
Articles wanted!
WHAT MAKES YOU LAUGH?
Write an article telling us what you find funny and who you enjoy laughing with.
Do you think it’s good to laugh a lot? Why?
The best articles answering these questions will be published next month.
Write your article.
Question 3
Your English teacher has asked you to write a story.
Your story must begin with this sentence.
Jo looked at the map and decided to go left.

Write your story.
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Classroom Handout 1
WHOLE PAPER
How long do you have to complete the Reading paper? minutes
How many parts are there in the paper? parts
How many questions must you answer? Reading questions
Do you have time at the end to copy your answers onto your
Yes / No
Answer sheet? (circle one)
READING PART 1
This part asks you to read short, everyday texts. The text types
might be: (choose 4) letters, text messages, postcards, essays,
notes, signs.
How many correct answers are there for each question?

choice, matching.
READING PART 2
In this part, how many people do you have to read about?
All the people are interested in finding some information.

How many pieces of information do you have to read?
How many pieces of information will suit each person?

choice, matching.
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Kids&Us 2019
READING PART 3
The text in Part 3 is usually (choose one): a person's experience,

information about somewhere to visit, a text about science.
How many answers are there to choose from for each question?
Sometimes you have to answer a question and sometimes you

have to...
Which questions are global questions about the whole text? Questions # &
PART 4
What do you have to do?
How many questions are there?
What is being tested in this task?
How many marks do you get for each correct answer?
PART 5
This task in the Reading paper asks you to choose missing

words to fit into gaps in the text.
How many gaps are there?
How many words do you have to choose from for each gap?
PART 6
What do you have to do?
How many questions are there?
What is being tested in this task, grammar or vocabulary?
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WRITING
Part 1 Part 2
1. How many questions do you

have to answer?
2. How many questions can you

choose from?
3. How many words should you

write?
4. Is there any extra

information, apart from the
question, to help you write
your answer?
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Listening Paper Overview

In the Listening paper, there are 25 questions in total. There are four parts in the paper. The whole paper
lasts about 30 minutes.
You get one mark for each correct answer, so there are 25 marks in total. The Listening paper has 25% of
the total marks in the B1 Preliminary for Schools examination.
In the Listening paper, you hear 15 separate recordings, each with different speakers and a different topic.
There are seven short recordings in Part 1, six short recordings in Part 2 and one long recording in Parts
3 and 4.
In Part 1, there are seven questions. For each question, you listen to a short recording and answer a
question. You choose the picture, A, B or C, which answers the question. Sometimes you hear one person
talking, for example a teacher giving instructions and sometimes you hear a conversation between two
friends.
In Part 2, there are six questions. There are six short recordings with six multiple-choice questions. You
listen to the recording and choose the correct answer A, B or C. The recording is usually a conversation
between two friends.
In Part 3, there are six questions. There is one long recording with six gap-fill questions. You listen and
write the missing word or words in each space. You hear one speaker giving the information.
In Part 4, there are six questions. There is one long recording with six multiple-choice questions. You
listen to the recording and choose the correct answer A, B or C. The recording is usually an interview
where somebody is answering questions.
At the end, you have six minutes to copy your answers on to the answer sheet.
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Vocabulary: Language
advanced elementary mention shout
answer email meaning speak
argue grammar message talk
ask intermediate pronounce tell
beginner joke pronunciation translate
chat letter question translation
communicate listen say vocabulary
communication mean sentence word
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Tell your classmates your phone

Say your name. number. (You can invent one if you
want to keep your privacy.)
Say the word buffalo. Tell someon the time.
Say "bless you" to someone in the

Tell someone today's date.
class.
Say "happy birthday" to someone in the Tell someone what would you like for
class. your next birthday.
Say a famous line from a film or Tell your classmates how you get to
television series. school every day.
Tell your teacher to give you an

Say the lyrics of a song.
excellent report.
Saythe name of the famous British Tell your classmates the name of your
writer, Shakepeare. favourite dish.
Tell someone a lie. (like you're a

Say the name of a wild animal native to
supers-spy, actually 27 years old,
your country.
etc.)
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PHC#7A Prep Us B1 Preliminary for Schools | Photocopiable Resources (PHC)
Student Worksheet 1
B1 Preliminary for Schools Speaking test takes 1) minutes for pairs of students and 13-14
minutes for groups of three. There are two examiners: one examiner (the interlocutor) speaks to you and
tells you what to do in the test; the interlocutor also gives you one general (global) mark.
The second examiner (the assessor) listens carefully to what you say and gives you 2) marks,
one each for your Grammar and Vocabulary, Discourse Management, Pronunciation and Interactive
Communication. So remember that it is not just grammar which is important; the vocabulary you use is
also important, as well as how well you organise what you say and your pronunciation. Don’t worry if you
make some mistakes with any of these things; you should try to carry on speaking.
In Part 1 (Introductory phase) you answer a few personal questions, e.g. your name and surname, where
you live, your studies, your daily routines and things you like and dislike. This part takes 3) .
Your answers do not need to be very long, but if your answer is very short, it is a good idea to add a little
more information if you can, e.g. a reason or an example.
In Part 2 (Individual long turn) you talk by yourself for 4) about a photograph which shows an
everyday situation. You can describe everything you see in the photograph: the people, the activities and
the place. Your partner will then talk about a different photograph, which is about a 5) topic.
Don’t worry if you don’t know some of the vocabulary – there is enough in the photograph for you to talk
about.
In Part 3 (Collaborative task) you do a task with 6) . The assessor will describe a situation
with some ideas to discuss and give you a picture which shows you all of this. The picture in the middle of
the sheet shows the situation, and the other pictures are ideas about it for you to discuss. You will have
7) to talk together. It’s not neccessary to talk about all the pictures, or to make a decision.
It’s very important not to make a decision at the beginning; if you do this, there will be 8) for
you to talk about together, and the examiners need to hear you speak. Remember the marks you get are
for your language, not your ideas, so make sure you say what you think and listen to your partner’s opinion
too.
Part 4 (Discussion) is about 3 minutes long. The interlocutor will ask you and your partner questions
that relate to and follow on from the theme in Part 3 (Collaborative task). You should talk about your
likes, dislikes, interests and experience and ask your partner for their opinions. Try and keep your
conversation going by giving and asking for opinions. If you don’t say enough, the interlocutor will give you
9) .
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PHC#7B Prep Us B1 Preliminary for Schools | Photocopiable Resources (PHC)
Student Question Sheet 1

1. Example: How long is the Speaking test for a pair of students?
3. ?
5. ?
7. ?
9. ?
11. ?
13. ?
15. ?
17. ?
19. ?
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Student Worksheet 1
B1 Preliminary for Schools Speaking test takes 10-12 minutes for pairs of students and 13-14 minutes for
groups of three. There are two examiners: one examiner (the interlocutor) speaks to you and tells you
1) in the test; the interlocutor also gives you one general (global) mark.
The second examiner (the assessor) listens carefully to what you say and gives you four marks, one each for
your Grammar and Vocabulary, Discourse Management, Pronunciation and Interactive Communication.
So remember that it is not just grammar which is important; the vocabulary you use is also important,
as well as how well you organise what you say and your pronunciation. Don’t worry if you make some
mistakes with any of these things; you should try to carry on speaking.
In Part 1 (Introductory phase) you answer a few 2) questions, e.g. your name and
surname, where you live, your studies, your daily routines and things you like and dislike. This part takes
2-3 minutes. Your answers do not need to be very long, but if your answer is very short, it is a good idea to
add a little more information if you can, e.g. 3) or .
In Part 2 (Individual long turn) you talk by yourself for almost a minute about a photograph which shows
an everyday situation. You can describe 4) you see in the photograph: the people, the
activities and the place. Your partner will then talk about a different photograph, which is about a different
topic. Don’t worry if you don’t know some of the vocabulary – there is enough in the photograph for you
to talk about.
In Part 3 (Collaborative task) you do a task with your partner. The assessor will describe a situation
with some ideas to discuss and give you a picture which shows you all of this. The picture in the middle
of the sheet shows 5) , and the other pictures are ideas about it for you to discuss.
You will have about 2 minutes to talk together. It’s not neccessary to talk about all the pictures, or to
6) . It’s very important not to make a decision at the beginning; if you do this, there will be
nothing for you to talk about together, and the examiners need to hear you speak. Remember the marks
you get are for your language, not 7) , so make sure you say what you think and listen
to your partner’s opinion too.
Part 4 (Discussion) is about 8) . The interlocutor will ask you and your partner questions
that relate to and follow on from the theme in Part 3 (Collaborative task). You should talk about your likes,
dislikes, interests and experience and ask your partner for their opinions. Try and keep your conversation
going by 9) and . If you don’t say enough, the interlocutor will give
you another question.
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Student Question Sheet 2

2. Example: What does the interlocutor say to you?
4. ?
6. ?
8. ?
10. ?
12. ?
14. ?
16. ?
18. ?
20. ?
1
0
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B1 Preliminary for Schools Speaking Examiners use a more detailed version of the following assessment scales, extracted from the overall
Speaking scales on page 63.
Interactive
B1 Grammar and Vocabulary Discourse Management Pronunciation
Communication
Shows a good degree of control Produces extended stretches Is intelligible.

Initiates and
of simple grammatical forms, of language despite Intonation is responds appropriately.
and attempts some complex some hesitation. generally appropriate.
grammatical forms. Maintains and develops
5 Contributions are relevant Sentence and word stress is the interaction and
Uses a range of appropriate despite some repetition. generally accurately placed. negotiates towards
vocabulary to give and
Uses a range of an outcome with very
exchange views on Individual sounds are
cohesive devices. little support.
familiar topics. generally articulated clearly.
4 Performance shares features of Bands 3 and 5.
Produces responses which are
Shows a good degree of control extended beyond short phrases, Initiates and
Is mostly intelligible,
of simple grammatical forms. despite hesitation. responds appropriately.
and has some control of
3 Uses a range of appropriate Contributions are mostly phonological features at Keeps the interaction
vocabulary when talking about relevant, but there may be both utterance and word going with very little
familiar topics. some repetition. levels. prompting and support.
Uses basic cohesive devices.
Shows sufficient control of Produces responses which are Maintains simple
simple grammatical forms. characterised by short phrases Is mostly intelligible, exchanges, despite some
1 and frequent hesitation. despite limited control of difficulty.
Uses a limited range of
appropriate vocabulary to talk Repeats information or phonological features. Requires prompting
about familiar topics. digresses from the topic. and support.
0 Performance below Band 1.
62
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Part 1 Activity 1
1. Read each of the texts below carefully and fill in the table with the correct information from the text.
Who is the message from? Tom

Who is the message for? Anyone
Where might you see it? In a local newspaper or shop window
What is the situation? Tom wants to sell his computer game

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Activity 2
1. Match the sentences taken from the texts (in column A) to one of the answer choices for each question.
Write the answer choice in column B. Look at the example that has been done for you first.
A B
Bought last month and works perfectly 0: is almost new and in good condition (A)
Text if you’re going to be late 1:
She wants to borrow your history notes 2:
I wanted to know if you are going 3:
Arrive one hour before for a practice swim 4:
Please be ready for Emily’s mum to collect 5:
you at 5
2. For each pair of sentences in the table above, underline the paraphrasing or synonyms (words which
mean the same thing) that you can find in both sentences, e.g. in good condition and works perfectly.
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Sample paper Part 1
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10
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Part 2 Activity 1
Cut up the following descriptions of people and give one to each student
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Activity 2
Match a phrase in A with a phrase in B that has a similar meaning
A B
stories the natural world
people in bands famous people
current affairs works of fiction
stars latest international events
wildlife and the environment singers
Procedure for Part 2
- Read the instructions

- Read through the five descriptions of the people and underline the key information
- Read through all 8 texts carefully, underlining any matches within them
- Re-read each question again and choose the best matching text for it
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Sample paper Part 2
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Focuse: Understanding the task

Match 1-7 in Jude's email with purpose a-g
1. Do you like... a. finishing email and signing name

2. See you soon, Jude... b. asking for information
3. Can your parents... c. starting an email
4. What activities d. saying what the email is about
5. Hi e. askig for suggestions
6. We want to set off... f. asking if something is possible
7. ...coming to the beach with me g. giving information
1.
2.
3.
4.
5.
6.
7.
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Formal vs. informal writing
I'm sending . (full stop) suitable footwear I am sending footwear
appropriate
hi lots of love kind regards cannot
clothing
! (exclamation
can't hi shoes dear
mark)
kind regards cute new sandals clothes and stuff dear love
__________1 Parents,
The Year 8 annual camping trip is approaching fast. __________2 you this letter with a list of what each
student should bring.
• __________3 for both indoor and outdoor activities

• a torch
• sensible __________4
I will provide an updated schedule next Tuesday evening during the Q&A session Mr Thomas will present.
__________5,
Mrs Holloway
Head teacher
__________6 Tara
I __________7 wait to go on out school trip __________8 In only two weeks we'll be camping. I was
wondering what we should take. We definitely need our smart phones, lots of snacks, some speakers so
we can listen to music and a Frisbee. I also want to take my __________9. Are you bringing yours? What
else do you think we should bring? I'm so excited!
__________10
Jane
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Formal vs. informal writing - ANSWER KEY
Dear1 Parents,
The Year 8 annual camping trip is approaching fast. I am sending2 you this letter with a list of what each
student should bring.
• appropriate3 for both indoor and outdoor activities

• a torch
• sensible footwear4
I will provide an updated schedule next Tuesday evening during the Q&A session Mr Thomas will present.
Kind regards5,
Mrs Holloway
Head teacher
Hi6 Tara
I can't7 wait to go on out school trip!8 In only two weeks we'll be camping. I was wondering what we should
take. We definitely need our smart phones, lots of snacks, some speakers so we can listen to music and
a Frisbee. I also want to take my cute new sandals9. Are you bringing yours? What else do you think we
should bring? I'm so excited!
Lots of love10
Jane
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Exam Practice Writing Part 1: Write an Email
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Part 1 Activity 1
Look at the sample Part 1 task with your partner. Choose one question and work with your partner to create
a short dialogue between two people that will give one of the pictures as an answer. Try to include some
information about the other pictures as part of the conversation, but make sure there is only one correct
answer. Write down your dialogue.
This is an example dialogue for Question 1 on the sample paper.
Brother: Are you going shopping this morning?

Sister: Yes I am, why?
Brother: Could you go to the newsagents and buy me a magazine?
Sister: Oh OK, I’ve got to get the newspaper for Dad anyway. What do you want? Your usual motorbike
magazine?
Brother: No I’ve already got that. There’s a new football magazine I’d like to read.
Sister: OK but give me the money first.
Brother: Thanks
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Activity 2: Focus on detail
Answer the following questions using the tapescript to help you.
1. Underline the key sentence containing the answer.

Football DVD:
Motorbikes:
2. Put the programmes in order: On

now:
On at 7 / 7.15: On
later:
Flowers:
Necklace:
Piano:
Violin:
5. What’s the weather like/going to be like…?

Now:
Later:
Tomorrow:
6. What are the key words for the answer?

Hairdressers:
Pick up new glasses:
Chocolate:
Ice cream:
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Sample paper Part 1
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3 What present will the girl give Luisa?
A B ,c
4 Which instrument does the boy play now?
A B ,c
5 What will the weather be like for sports day tomorrow?
A B ,c
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Tapescript Part 1
10
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11
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13
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12
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B1 Preliminary Speaking
Part 1 Activity
Exercise 1
Read the examiner’s question and a candidate’s answer to a Part 1 question: answer the questions below.
Examiner: Eva, what did you do yesterday evening?

Candidate: Yesterday evening…I was in home. And I … I was watching TV for one hour more or less
and then I was studying for two hours and half more or less. And I always read a book
before go to bed.
Now answer these questions:

 How many activities did the candidate talk about?
 What other information did she add?
 Is this a full answer?
Exercise 2
10. What’s your surname?
11. How do you spell it?
12. Where do you live / come from?
13. Do you study English at school?
14. Do you like it?
15. What’s your favourite school subject? Why?
16. Tell us about your English teacher.
17. What do you enjoy doing in your free time?
18. Tell us about your family.
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Sample Speaking Test Part 1
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Part 4 Activity
Decide with your group if the following sentences about part 4 are true or false.
Sentences about Reading Part 4 True or False?
1. The questions are all multiple choice.
2. The first and last questions are global

questions about the whole text.
3. The middle three questions are in random
order compared to the information in the text.
4. The final question looks different from the
other questions.
5. The questions ask about attitudes and
opinions, not just facts.
6. You don’t need to read the text in detail to

answer the questions.
7. Paraphrasing is not important in Part 4.
8. Sometimes more than one answer choice

is possible.
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Sample paper Part 4
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Reading Part 4 - Linking expressions
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Reading Part 4 – Student's worksheet 2

With another student, discuss the best answer for each of the following questions.
1. Should you quickly skim read through the main body of the text first?
Yes / No
2. What reading approach should you take for this task?
A Intensive reading for detail – reading the text carefully around each gap.
B Scanning- looking for specific words or phrases to help me fill the gaps.
3. Once you've complete all the gaps, should you read through the whole text again?
Yes / No
4. Do you think this part of the test will take longer to complete than others?
Yes / No
5. Should you do the questions in order?
Yes / No
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B1 Preliminary for Schools Writing

Part 2 Activity 1
Brainstorm ideas for each of the three main content points below.
Use the hint questions in italics to help you.
Be imaginative!
Think about which vocabulary and grammar you can use.
Remember Sam can be a boy’s or a girl’s name
1. Your journey back home

How did you travel?
How long was the journey?
Who did you travel with?
What adjectives could you use to describe it? (e.g. comfortable / tiring / exciting / boring / noisy / difficult,
etc)
2. What you enjoyed most about your stay

What is the most interesting thing you can imagine doing in Britain?
Was it something you did with Sam?
Was it something you had never experienced before or was it your favourite hobby?
Why did you like it?
3. An invitation for Sam to visit you

Which month or season are you going to invite him/her?
How long could he/she stay?
What do you think he/she would like to do in your country?
What words or phrase can you use to invite someone to do something?
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Activity 2
Read these two sample answers.

With a partner, decide which one you think is better and why.
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Sample paper Part 2
The main requirements of Writing Part 2
- You always have to write a short message (about 35 – 45 words long) in Part 2.
- The task and situation will be different, so you must read the instructions carefully.
- Your answer must be about the same situation as the question.
- You should plan your answers before you write anything.
- Always write your answer on the answer sheet. You can make notes on the question paper first.
- For top marks, the message must be clear and all the three content points must be included.
- Always check your writing at the end.
- You don’t lose marks if you make little mistakes, but your answer must be clear and easy to read.
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Requirements
B1 Preliminary for Schools Writing Examiners use the following assessment scale, extracted from the one on the next page:
B1 Content Communicative Achievement Organisation Language
Uses a range of everyday

vocabulary appropriately, with
occasional inappropriate use of
All content is relevant Uses the conventions of the Text is generally well
less common lexis.
to the task. communicative task to hold the organised and coherent,
5 target reader’s attention and using a variety of Uses a range of simple and some
Target reader is fully communicate straightforward linking words and complex grammatical forms with
informed. ideas. cohesive devices. a good degree of control.
Errors do not
impede communication.
Uses everyday vocabulary generally

Minor irrelevances appropriately, while occasionally
Text is connected and
and/or omissions may Uses the conventions of the overusing certain lexis.
coherent, using basic
be present. communicative task in generally
3 linking words and a Uses simple grammatical forms
appropriate ways to communicate
Target reader is on the limited number of with a good degree of control.
straightforward ideas.
whole informed. cohesive devices.
While errors are noticeable,
meaning can still be determined.
Uses basic vocabulary reasonably

Irrelevances and appropriately.
misinterpretation of Text is connected using
task may be present. Produces text that communicates Uses simple grammatical forms
1 basic, high-frequency
simple ideas in simple ways. with some degree of control.
Target reader is linking words.
minimally informed. Errors may impede meaning at
times.
Content is totally
irrelevant.
0 Performance below Band 1.
Target reader is not
informed.
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Preliminary for Schools TRAINER 2 p. 80
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Listening Part 2
Preliminary for Schools TRAINER 2 p. 81

Audio track 25 available on www.cambridge.org/preliminaryforschoolstrainer2
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Answer Key
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Answer Key Writing Part 2
Key to checklist for Activity 2 sample answers

A) Do both answers contain all three content points? Script A – yes; Script B – no, there is no mention of
the journey home or an invitation.
B) Are the answers written in the right style for the person they are writing to? Give some examples of
the language which is in the right style. Yes, in both cases the style is informal and friendly. Examples
are ‘I really enjoyed swimming with you in the sea, it was fun’, ‘Hey!’ and ‘I want to go to you again’.
C) Do both answers have the correct number of words? Yes, in both cases but in B there is too much
repetition ‘I had very nice holidays. This holidays were super’.
D) How do the answers start and finish? Is this suitable for the situation? A – Sam, I look forward it, B –
Dear Sam, I’m waiting to your answer. They are both fairly appropriate but could be friendlier, e.g. Hi
Sam, Lots of love, take care, etc.
E) What phrases do the candidates use to invite Sam to visit? In A the invitation is clear – ‘Why don’t you
come to visit my place next summer’, in B there isn’t an invitation, just a statement ‘I want to see you
too’.
F) Are there any mistakes? Do these make the answers difficult to read? There are some small mistakes
in both but the message is still clear, e.g. I very like, I had to stay in a plane, I want to go to you again,
I’m waiting to your answer.
The examiner’s comments for each script are below. Script A (5/5) is better than script B (2/5).
A
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Part 3 Activity 1
Look at Photograph 1, and think about these points. Note down your ideas:
- Place
- People
- Activity
- Objects
- Colours
- Atmosphere
- Time of day
- Weather
Now look at Photograph 2, and think about these points. Note down your ideas:
- Place
- People
- Activity
- Objects
- Colours
- Atmosphere
- Time of day
- Weather
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Activity 2
Study the following useful phrases for Part 3. Try to use them when you are practising Part 3 speaking.
Saying what you can see:

In the picture, I can see…
There's…
There are…
I think it's…
I don't think…
Describing something:
It looks like … (+ noun)
It looks quite… (+ adjective)
He looks… (+ adjective)
The girl looks a bit… (+ adjective)
Saying where something is:

In the foreground there's…
In the background you can see…
On the left…
On the right…
At the bottom…
In this corner…
In the middle…
Comparing things
The girl looks much older than the boy.
The yellow car is the biggest.
The mother isn’t as pretty as the baby.
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Sample paper Part 3
Photograph 1
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Photograph 2
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Part 5 Activity
What is the rest of the text probably about?

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
B
26. Which tenses are used in the second sentence of the text? What is the time period that is being talked
about in this sentence?
27. Look at the four answer choices. Which verb means can be seen?
28. Which of the four verbs can be used with better known to mean that there has been an increase in
how well they are known?
29. There are two facts in this sentence: (i) that superhero powers vary widely; (ii) that superhuman
strength and the ability to fly are common powers. What kind of link is there between thes e two facts?
Is one a consequence/result of the other? (then you choose because/so), Is one a condition (choose if)
or are they a contrast (choose although)?
30. Which of the answer choices can be used for a number that is not specific?
31. Which verb goes together with ability?
32. Which verb goes together with secret?
33. Which of these answer choices gives the sentence the meaning that ‘successful superheroes exist in
countries other than the USA’?
34. In the text, is there a complete list of all the superheroes from other countries, or is the list incomplete?
35. Why are American companies reinventing their superheroes?
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C True or false?
Only one answer choice is correct for each answer.
It is important to read the whole text through first.
The answer choice can be found by looking at the words directly before the gap.
Three answer choices are incorrect because they are the wrong part of speech.
This part of the reading paper only tests candidates’ knowledge of grammar.
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Sample paper Part 5
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B1 Preliminary for Schools Listening Part 3Activity
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Tapescript with answers underlined (step 14)
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Tapescript Part 3
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TV U you want to make fi]ms then you'U be

an n ou ncer interest e d in our new competitio n.
U you're bet we en 11 and 18 you can enter this

year's film-m a k in g compet itio n . T he film sh ould
last no more than 12 minute s and you should
have a t lea st three main charact e r s. La st year 's
winn er had 8 people in it but we don't usua U y
expect so 1nany!
T his is the third year of the com pe ti ti on . In

p revious years, we accepted any type of film, from
horror to comedy, but this year we are looking for
a dram a . T here']] be a n oth er com pe titi on la te r in
the year for people in tere st ed in making
docum en tari es.
We have seen some great films over the years

from very exciting young film -m akers . Last year's
films were abou t T he f am ily, and we saw some
wonde rf ul entries. T his yea r, howev er, we want
films about the weath er - it ca n either be abou t
how it makes you fee] or how it can change a day.
A ch aUen gin g top ic !
T h e jud ges this year are Martha f ern ando,

p re sen ter of ou r film programme, 'film World',
and author of a book about c areers in film-
making caM!ed 'Film Life ', and the d i.re c to r Mark
Ma tt h ew s, whose latest film ' Nigh t' is now in
cn1e1n a s .
T here are some fantastic prizes. Ou r first prize-

win n er ,vill visit l..o n don ln tern a tio n a] Acade m y,
one of the to p fihn schools . \Ne h ave o th er prizes
to give away- there are 100books and also some of
the latest ca1
neras to win.
You can send! your films to us by post or brin g

them to om office s in the Market Squa re. T he
jud ges decisio n is final. You'MI have the ch ance to
see the best films when they are shown at the
T o,vn Hall .
More in form ati on abou t the competition can be

found at ...
PAUSE 5 S EC ONDS
Rub ric: Now listen again.
REFEAT
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Sample paper Part 3
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Kids&Us 2019
Speaking Part 2
Activity 1
Useful Phrases
Starting Shall we start with this one?

Let's start with this one, shall we?
Suggesting I think this would be good because…
This wouldn’t be such a good idea because…
This might work…

Asking your partner So, what do you think?
Do you think that’s a good idea?
Do you agree?
Showing preferences I prefer…
I think this is better because…
Agreeing Yes, that’s a good point.
I see what you mean.
That’ a good idea!
Disagreeing Well, I’m not so sure about that.
I don’t think that’s such a good idea.
Choosing/summing up Which one shall we choose?
So, shall we choose this one?
Do you agree that this is the best one?
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Activity 2
Discuss these points with a partner.
In Part 2, do you think it is a good or bad idea to:
- Try to talk more than your partner
- Give reasons for your ideas
- Ask for your partner’s opinion
- Continue talking about your partner’s idea
- Ignore your partner’s opinion if you don’t agree with it
- Ignore one of the pictures if you don’t know the vocabulary for it
- Talk about other related ideas that are not in the pictures
- Come to a decision very quickly
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Sample paper Part 2
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Kids&Us 2019
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Kids&Us 2019
Assessment criteria
 Grammar and Vocabulary

This includes how accurate and appropriate the candidate’s grammar and vocabulary are as well as
the range of language that they use.
 Discourse Management
This is how well the candidate’s ideas are linked together and how long and relevant a candidate’s
answers are.
 Pronunciation
This is how clear the candidate’s English is and how easy it is to understand. An accent is fine as long
as the examiners can understand what the candidate is saying.
 Interactive Communication
This is how well the candidate uses their language to communicate with their partner, including skills
like introducing an idea, responding to what their partner says, taking turns to speak and keeping the
task going.
 Global Achievement
This is the overall assessment of how well the candidate does the tasks in all four parts of the
speaking test.
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Student's worksheet 1
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Exam Practice Reading part 6
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Look at the following sentences and decide whether the information is true or false.
1. You should start filling in the gaps immediately. TRUE / FALSE
2. There are 10 gaps for you to fill. TRUE / FALSE
3. On the answer sheet, you have to write the missing word in CAPITAL
TRUE / FALSE
letters.
4. If there are two possible answers, you have to write both words on the
TRUE / FALSE
answer sheet.
5. You must always put a word in the gap. TRUE / FALSE
6. You do not have to spell the answer correctly. TRUE / FALSE
PHC#54
Look at the following sentences and decide whether the information is true or false.
1. You should start filling in the gaps immediately. TRUE / FALSE
2. There are 10 gaps for you to fill. TRUE / FALSE
3. On the answer sheet, you have to write the missing word in CAPITAL
TRUE / FALSE
letters.
4. If there are two possible answers, you have to write both words on the
TRUE / FALSE
answer sheet.
5. You must always put a word in the gap. TRUE / FALSE
6. You do not have to spell the answer correctly. TRUE / FALSE
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Formal vs. informal writing - ANSWER KEY
2. Complete each sentence with one word
1. The girl who lives in that house goes to my school.
2. In some countries you can't drive a car until/unless you're 18.
3. We'll go to the shopping mall tomorrow if we have enough time.
4. Take some money with you in case you want to buy a drink.
5. I always like to take part of as many different sports as I can.
6. Let's leave now so we don't have to run to catch the bus.
3. Which of your answers above are:
Verb forms Prepositions Linking words or part of linking Relative pronouns

expression
have until unless (conditional) who
in case (reason)
so (purpose)
4. Look at the gaps in this paragraph and for each one decide what kind of word is needed. Then
complete each gap with one suitable word.
Snow biking is a new winter sport which is now becoming very popular. It's similar to mountain biking
in that it involves riding down steep hills, often at high speed, but on snow or ice instead of on ordinary
ground. Snow biking tyres, therefore, have to be wider than those on a mountain bike, so that the wheels
don't slip on icy surfaces.
which relative pronoun

to preposition
instead part of linking expression
therefore linking word (reason)
so linking word (purpose)
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Student's worksheet
WHY WHO WHERE
WOULD WHICH WHAT
WHEN HOW DO
free-time activities holidays food
travel school
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Speaking paper Part 4

Sample task
Interlocutor: Select any of the following questions, as appropriate:
Which of these presents would you like to receive? (Why?)
When do people in your country give presents? (Why?)
Do you like shopping for presents? (Why/Why not?)
What do you think is the best thing about giving presents? What about receiving them? (Why?)
Do you think it's necessary to give presents for holidays or birthdays? (Why/Why not?)
Interlocutor: Thank you. That is the end of the test.
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Kids&Us 2019
PHC#58
For tips for speaking tests and computer-based exams see www.cambridgeenglish.org/exam-day-tips
Exam day tips: paper-based exams For more information on our exams, go to www.cambridgeenglish.org
(Not including Pre A1 Starters, A1 Movers and A2 Flyers)
Before the exam What to bring to the exam On the exam day At the end of each test
Register for the Online Results Service using Bring your identification (ID), for example a Your centre will tell you where to put your Stop writing immediately when the
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your Candidate ID and Candidate Reference passport or national ID card. It must be the bags, mobile phones, etc. There will be a clock invigilator tells you to do so.
Number from your Confirmation of Entry. original document with your photo and it or timer in the exam room. Have your photo
Give all papers to the invigilator, including
must be valid on the day of your exam. ID ready for checking.
Check the date, time and address of your question papers, answer sheets, notes, etc.
exam. Your centre will send you this Bring pens and pencils with erasers. Your You cannot access your mobile phone/
Stay in your seat until the invigilator tells
information. If you have any questions, centre will give you extra pens and pencils if electronic items for the duration of the exam.
you to leave the room.
contact your centre before the exam day. you need them.
Your centre will take your photo for B2 First,
If you have any questions or problems, tell
Remember to check how long it will take Do not bring food or drink to your desk in C1 Advanced and C2 Proficiency exams.
the invigilator immediately.
you to travel to the exam. the exam room (apart from a clear plastic
Listen carefully to the instructions which the
bottle of water). Remember you will not be able to access
Get to the exam early. Follow the directions invigilator will read out and make sure you
your mobile phone/electronic items during
to find the exam room or go to reception and You cannot bring your bag to your desk or follow them. If you have any questions, need
the breaks.
ask for directions. keep your mobile phone/electronic items help or want to leave the room, raise your
inside the exam room. Your centre will tell hand to ask for help. If you have registered for our Online Results
You cannot bring your mobile phone/
you what to do with your belongings. Service we will email you as soon as your
electronic items inside the exam room. Do not talk to other people, or try to see
results are released.
Your centre will tell you if they can store what they are writing during the exam.
your electronic items securely. If they can’t,
For your Listening test, raise your hand Good luck with
you should consider leaving your electronic
© UCLES 2019 CET/4441/9Y02
immediately if you cannot hear the

items at home. your exam!
recording.
Kids&Us 2019
PHC#59
For tips for paper-based and computer-based exams see www.cambridgeenglish.org/exam-day-tips

Exam day tips: speaking tests For more information on our exams, go to www.cambridgeenglish.org
(Not including Pre A1 Starters, A1 Movers and A2 Flyers)
Before the test What to bring to the test On the test day At the end of the test
Check the date, time and address of your Bring your identification (ID), for example a Turn off your mobile phone/electronic Please leave quietly.
– 238 –
exam. Your centre will send you this passport or national ID card. It must be the items when you arrive at the venue.
You must not speak to other candidates
information. If you have any questions, original document with your photo and it
Your centre will take you photo for B2 First, waiting to do their test.
contact your centre before the day of the must be valid on the day of your exam.
C1 Advanced and C2 Proficiency exams.
test.
Do not bring food or drink in the exam room
The supervisor will:
Remember to check how long it will take (apart from a clear plastic bottle of water).
you to travel to the venue. • check your ID
Get to the venue early. Follow the directions • give you your mark sheet (please do not
to find the waiting area or go to reception fold it)
and ask for directions.
• tell you where to wait, and take you to the
test room.
Follow the instructions and wait quietly for
your test. Good luck with
Your supervisor will tell you where to put your test!
your bag during the test.
If you have any questions or problems, tell
© UCLES 2019 CET/4441/9Y02
the supervisor immediately.

Reading & Writing: Dos and Don'ts

DOs
Keep a vocabulary notebook to write down new words and make notes about how to
use each word.
Read the instructions and study any examples carefully.
Make sure that you can skim and scan (read a text quickly for the main ideas or to
find specific information).
Check your answers and make sure that you have written them in the correct place
on the answer sheet.
Make sure that your handwriting is clear and easy to read.
Read each text carefully before you try to answer the questions.
Use a pencil, not a pen, on the answer sheet.
DON'Ts
Leave answer spaces blank especially if you are not sure what the answer is.
Ask the invigilator if you don't know the meaning of a word.
Write a full rough copy for your Writing answers on a separate sheet of paper before
transfering it to the answer sheet.
Don't worry too much about making grammar mistakes on the Writing paper.
Communicating is the important thing.
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Listening & Speaking: Dos and Don'ts

DOs
Look at the questions, text and pictures and think about what kind of information you
are going to hear.
Answer as much as you can when you hear the recording for the first time.
Check your answers and find any missing answers when you hear the recording the
second time.
Answer all the questions, even if you are not sure.
Take care to transfer your answers to the answer sheet accurately.
Practice your English, in and out of the classroom, as much as you can.
Ask the examiner if you don't understand what you have to do.
Speak clearly so that both examiners and your partner can hear you.
Remember that both the examiners want you to do well in the test.
DON'Ts
Panic if you don't understand everything in the recording.
Change your answers when you are transferring them to the answer sheet.
Transfer your answers to the answer sheet as soon as you can.
Use a pen on the Listening paper.
Be concerned if you make grammar mistakes while speaking.
Try to be as strong or as weak as your partner so that you can both get the same marks.
It's better to say less and make fewer mistakes than to speak more and make some
errors.
Try to speak more than your partner.
Only speak to the interlocutor
Talk about things or ideas outside the photograph.
Stop talking if there is a word you don't know in the photograph.
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Reference No.
15BGB9615003
To be quoted on all
Correspondence
Preliminary English Test

Statement of Results
Candidate name Session
An Example February
2016
Place of entry
Cambridge
Result Overall Score CEFR Level
Pass with Merit 156 B1
190
Cambridge
English
180
Certificated
CEFR Level Scale Results Reading Writing Listening Speaking
170
B2 Distinction
160 160
Merit
158
155
B1 150
Pass
150
140
A2 130 Level A2
120
110
100
A2
The Preliminary English Test
90 (PET) is an examination targeted at Level
B1 in the Council of Europe's Common European Framework of
Results Score
Basic user
Reference. Pass with Distinction 160 – 170

80
Pass with Merit 153 – 159
Candidates achieving Pass with Distinction (between 160 and 170 on Pass 140 – 152
A1
the Cambridge English Scale) receive the Preliminary English Test
Level A2 120 – 139
certificate stating that they have demonstrated ability at Level B2.
Candidates achieving Pass with Merit or Pass (between 140 and 159 Candidates taking the Preliminary English Test scoring between 102
on the Cambridge English Scale) receive the Preliminary English Test and 119 on the Cambridge English Scale do not receive a result,
Below
certificate at Level B1. CEFR level or certificate.
A1
Candidates whose performance is below Level B1, but falls within Cambridge English Scale scores below 102 are not reported for the
Level A2 (between 120 and 139 on the Cambridge English Scale), Preliminary English Test.
receive a Cambridge English certificate stating that they have
demonstrated ability at Level A2.
Other
Cambridge English Language Assessment examination results can be X - the candidate was absent from part of the examination
quickly and securely verified online at: Z - the candidate was absent from all parts of the examination
www.cambridgeenglish.org/verifiers Pending - a result cannot be issued at present, but will follow in
due course
THIS IS NOT A CERTIFICATE Withheld - the candidate should contact their centre for information
Cambridge English Language Assessment reserves the right to amend the Exempt - the candidate was not required to sit this part of the
information given before the issue of certificates to successful candidates.
examination
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Kids&Us 2019
Cambridge English: Preliminary (PET) for Schools

Frequently Asked Questions (FAQs)
Try to answer each question to the best of your ability.
1. What is the difference between Cambridge English: Preliminary and Cambridge English: Preliminary
for Schools?

2. Do I have to be a particular age to be able to take a Cambridge English Preliminary for Schools
exam?

3. Do I have to pass each paper in order to pass the whole examination?

4. Will I be penalised if I write more than 100 words in the Writing?

5. In the exam, if I don't understand a word on the paper, can I ask what it means?

6. Will I get extra time to write my answers on the answer sheet in the Writing paper?

7. On the Listening paper, does it matter if I make a spelling mistake?

8. Can I wear headphones for the Listening paper?

9. What happens if the other candidate does not let me speak on Speaking parts 3 and 4?

10. What should I do if I do not understand what the examiner asks me to do?

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Reading Answer sheet
Draft D
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE Page 1 of 2 OFFICE
Candidate Candidate
Name Number
Centre Centre
Name Number
Par
Examination Examination
Title Details 27
Candidate Assessment
Signature Date 28
29
Supervisor: If the candidate is ABSENT or has WITHDRAWN shade here
30
Preliminary for Schools Reading Candidate Answer Sheet
31
Instructions
Use a PENCIL (B or HB)
32
Rub out any answer you want to change with an eraser.
For Parts 1, 2, 3, 4 and 5:

Mark ONE letter for each answer.
For example: If you think A is the right answer to
the question, mark your answer sheet like this:
Part 1 Part 2
A B C A B C D E F G H
1 6
2 7
3 8
4 9
5 10 Part 5
A B C D
Part 3 Part 4 21
A B C D A B C D E F G H A B C D
11 16 22
12 17 23
13 18 24
14 19 25
15 20 26
Continues over
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE Page 1 of 2 OFFICE
Draft
19
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Kids&Us 2019
Draft
ge 1 of 2 OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE Page 2 of 2
For Part 6:
Write your answers clearly in the spaces next to the
numbers (27 to 32) like this:
Write your answers in CAPITAL LETTERS.
Part 6 Do not write

below here
27 1 0
27
28 1 0
28
29 1 0
29
30 1 0
30
31 1 0
31
32 1 0
32
e 1 of 2 OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE Page 2 of 2
t Draft
– 244 –
Kids&Us 2019
C
P
T
CAMBRIDGE ENGLISH CAMBRIDGE ENGLISH CAMBRIDGE ENGLISH CAMBRIDGE ENGLISH CAMBRIDGE ENGLISH CAMBRIDGE ENGLISH CAMBRIDGE ENGLISH CAMBRIDGE ENGLISH CAMBRIDGE ENGLISH CAMBRIDGE ENGLISH
You must write within the grey lines.
,,
Write your answer for Part 1 below. Do not write on the barcodes.
* 0010446611102 *
– 245 –
Question 1
This section for use by Examiner only:
L
O
ĬÕúĠ³íÇïéñĢÅö×î×
ĬüĚà¾éĊÀéíôÚõðØòęĂ
ĥåĕĕµõÅµõõÕåąĥåÅõÕ
CA
PHC#65
Kids&Us 2019
C
36
You must write within the grey lines.
Answer only one of the two questions for Part 2.

Tick the box to show which question you have answered.
Write your answer below. Do not write on the barcodes.
Part 2 Question 2 Question 3
This section for use by Examiner only:
C CA O L
Ĭ×úĠ³íÇïéñĢÅø×î×
ĬüęßÆßĆ°ÐċýďáĈĄòĩĂ
ĥåĥÕõĕåÕĥąąåąąÅąĥÕ
,,
* 0010446611103 *
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Kids&Us 2019
Draft
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE Page 1 of 1
Candidate Candidate
Name Number
Centre Centre
Name Number
Examination Examination
Title Details
Candidate Assessment
Signature Date
Supervisor: If the candidate is ABSENT or has WITHDRAWN shade here
Preliminary for Schools Listening Candidate Answer Sheet

Instructions Part 1 Part 2
Use a PENCIL (B or HB). Rub out any answer A B C A B C
you want to change with an eraser. 1 8
A B C A B C
2 9
For Parts 1, 2 and 4: A B C A B C
Mark one letter for each answer. For example: If 3 10
you think A is the right answer to the question, A B C A B C
mark your answer sheet like this: 4 11
A B C A B C
5 12
A B C A B C
For Part 3: 6 13
Write your answers clearly in the spaces next to A B C
7
the numbers (14 to 19) like this:
Write your answers in CAPITAL LETTERS.
Part 3 Do not write

below here
Part 4
A B C
14
14 1 0 20
A B C
15 1 0 21
15 A B C
22
16 1 0
16 23
A B C
17 1 0 A B C
17 24
A B C
18
18 1 0 25
19 1 0
19
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE Page 1 of 1
Draft
46
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Kids&Us 2019
BOXING COURT
fists basketball
ring practise
punch ball
arms indoor
GOALKEEPER HELMET
person protection
hands head
football hockey
stop wear
INSTRUCTOR TRACK
teach athletics
class oval
train run
improve lines
SCORE STADIUM
basket stands
tie crowd
points big
win football
TAKE PART TRACKSUIT

players comfortable
participate P.E
together gym
activity play
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Kids&Us 2019
Preliminary for Schools Strategies Review

A. READING
Write all the letters that apply to the different parts of the Reading paper.
1. PART 1 Notices, messages and signs / A. Read the text all the way through.
Choose A, B, C B. Look at words before and after the gap.
Letters: C. See which words are the same in the question
2. PART 2 Matching: 5 people / 8 choices and the answers.
Letters: D. Read the text again once you've chosen the

answers.
3. PART 3 Long text / Choose A, B, C, D
E. Find synonyms or paraphrasing of key words
Letters: or expressions in the question.
4. PART 4 Gap fill / Missing sentence F. Answer the questions in order.
Letters: G. Guess even if you don't know the answer.
H. Tests mainly grammar.
5. PART 5 Gap fill / Choose A, B, C, D
I. Make sure there is a grammatical connection
Letters:
between the question and the answer.
6. PART 6 Gap fill / One word J. Make sure that the other possibilities are
Letters: incorrect.
B. WRITING
Can you give examples or explanations of the following criteria which will be used to mark your tasks
on the Writing paper?
7. CONTENT
8. COMMUNICATIVE
ACHIEVEMENT
9. ORGANISATION
10. LANGUAGE
Answer true or false.
11. Write as much as you can in the time given.
12. On Part 2, write on the topic that you know the most about.
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Kids&Us 2019
C. LISTENING
Give advice on what you should and shouldn't do on each part. Try to vary the advice you give. Just
don't write, "Listen carefully".
13. PART 1 Short dialogues / Pictures
I should
I shouldn't
14. PART 2 Short extracts / Choose A, B, C
I should
I shouldn't
15. PART 3 Long text / Notetaking
I should
I shouldn't
16. PART 4 Interview / Choose A, B, C
I should
I shouldn't
D. SPEAKING
Do you remember what you are going to be marked on?
17. G
&
V
18. D
M
19. P
20. I
C
21. G
22. What can you do if you can't remember a word?

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Vocabulary - Sports
Check out your vocabulary list in the Sports section. Answer the following questions.
1. Which words are people?

2. Which words are the names of sports?

3. Which words are associated with equipment?

4. Which words are associated with places?

5. Which words are actions?

6. What are the remaining words? Do you know what they mean?

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Kids&Us 2019
1. Quickly read the email and put the words below into the correct gaps:
x locations x handed in
x important x degree
x team x choose
FROM: Dr Davis – Head of Archaeology (Staplebridge University)

TO: Paul Cross; Geeta Varma
SUBJECT: Details of final piece of Archaeology coursework
------------------------------------------------------------------------------------
Dear Geeta and Paul,
You have been paired to work together for your final piece of written coursework of your Archaeology
a.____________ . It’s an open research task where you can b.____________ which subject to focus on.
Your task is to hand in an investigation about one of the following c.____________:
x The ancient city of Teotihuacan

x The Terracotta Army
Please decide between you which location you want to study. I don’t have to remind you how
d.____________ this piece of work is and I wish you the best of luck. Remember that you will also be
marked on how well you work as a e.____________.
Please make sure that the work is finished and f.____________ by the end of next week.
Kind regards,
Dr Davis
2. Listen to Episode 1 and answer these questions.
a. How do they feel?

b. Where are they?
c. Who sends them an email while they’re talking?
d. What time’s the meeting?
e. How do they go there?
3. What are Paul and Geeta like? Are they similar characters? And what about the
Professor?
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Kids&Us 2019
What do you think happens next? Answer the questions below.
1. Where do Paul, Geeta and the Professor find themselves?
2. What does the Professor tell Paul and Geeta when they arrive?
3. Is Paul happy to be there?
4. Why does Geeta feel unhappy?
5. How do they meet the guide?
6. What does the guide tell them about the Tomb of the Emperor?
7. Finally, what do they use the Virtually Anywhere machine to do?
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Virtually Anywhere Episode 1

Audioscript
PAUL: Hi Geeta.
GEETA: Hello Paul.
PAUL: Look, I know we haven’t always agreed on things in the past …
GEETA: Well, I can’t really remember us agreeing about anything.
PAUL: OK, OK, and you think I’m a bit of an …
GEETA: Idiot? Yes I do, and I also think you’re a bit lazy ...
PAUL: Hey, that’s not fair!
GEETA: I’ll tell you what’s not fair Paul, Doctor Davis pairing me with you – that’s not fair!
When I’m about to get a first class degree and you’re about to fail the entire course!
PAUL: Listen Geeta …
GEETA: No, no, you listen. Look, I’m sorry Paul. I don’t mean to be rude, but you need to
understand how important this is to me! If I don’t get an A grade in the final piece of
coursework then I won’t get a first class degree, which will mean that I won’t get the job I
want at the museum.
PAUL: Well it’s the same for me! Well, not about the job, but I need an A grade just to
pass the course!
GEETA: Well, it looks like we’re in this together then, aren’t we? Let’s at least try to get
along.
PAUL: Hey, of course we can get along! I promise I’ll try my best.
GEETA: You promise?
PAUL: Yes, I promise.
GEETA: Thank you. Right, I’ve already researched the locations and I think we should
definitely study Teotihuacan. It’s this incredible ancient city in Mexico, and no one’s really
sure who originally built it. Parts of the site are fascinating, like the Pyramid of the
Feathered Serpent, and there’s a road that’s called The Avenue of the Dead that runs
right through the middle of the city! I think we should definitely study it.
PAUL: No way – we should definitely do the Terracotta Army – it’s amazing! All those
ancient statues of warriors protecting the Emperor’s tomb – I read there are 8,000 of
them! And they were only discovered fairly recently, so there’s still so much to find out!
It’s a place that’s full of mystery ...
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Kids&Us 2019
GEETA: You can’t be serious? The Terracotta Army is what everyone else on the course
will choose! If we want to get an A grade, we need to do something more original and go
with Teotihuacan!
PAUL: But it’s a bit boring, isn’t it? We want warriors! Swords! Danger! The Terracotta
Army! Come on!
GEETA: No! No. Argh! I can’t believe this is happening! Sorry, just got an … email.
PAUL: Yeah, me too.
GEETA: Hmm, how strange. It says: Are you having a difficult time with your group
coursework? Come to Study Room 42 ...
PAUL: ... in the Darwin Building at 3 p.m. on Thursday. Yeah, I got the same message.
From the Professor. Which Professor?
GEETA: No idea. Wait a minute, what’s the time?
PAUL: It’s a quarter to three – the meeting’s in 15 minutes! Shall we go?
GEETA: It depends – will you agree to study Teotihuacan?
PAUL: Er, no.
GEETA: Well, let’s go then. Maybe this Professor can help you decide that I’m right.
We’ll have to be quick though – the Darwin Building’s at the other end of campus.
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Virtually Anywhere Episode 2

Audioscript
NARRATOR: Geeta and Paul are final year archaeology students who don’t get along
very well. They are working together on their final piece of coursework, and while arguing
over which location to study, they are suddenly contacted by a mysterious character
called the Professor, who asks them both to meet him.
GEETA: Well we got here!

PAUL: Just about – I didn’t think you’d make it!
GEETA: What is your problem?
PAUL: Whatever – it’s just a joke, Geet.
GEETA: And don’t call me Geet, I ...
PROFESSOR: Paul! Geeta! Hello. I’m the Professor! Glad you could make it.
PAUL: Hello, er, Professor, um, are you – are you one of the course tutors?
GEETA: How did you know our names?
PROFESSOR: Hmm. Poor questions – I’m not surprised you’re both about to fail the
course!
GEETA: I’m not about to fail the course! I’m on for an A grade!
PROFESSOR: Really? Well good for you – looks like you won’t be needing my help
then.
GEETA: Well ... Yes … I mean – um ...
PROFESSOR: So, why are you here?
PAUL: Well, you emailed us and told us to come here.
PROFESSOR: I did, but that’s not why you’re here. You’re here because you chose to
come here. You’re here because …
PAUL: ... because we can’t agree about the subject for our essay.
PROFESSOR: I see. Well, I believe I can help you. Now come in, come in! Welcome to
Virtually Anywhere!
GEETA: Wow! What is this?
PROFESSOR: Good question! That’s much more like it – if you keep asking questions
like this Geeta, then maybe you’ll pass the course after all!
GEETA: But I am going to pass the course!
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PROFESSOR: Details, details, details! Unimportant! What’s more important, far more
important, is where do you want to go first?
PAUL: Go first? Go where? Listen, Professor, can you please slow down and explain
what’s going on here?
PROFESSOR: Slow! Yes. They said you were a bit slow. Anyway, let me explain what’s
going on here. What you see in front of you is a very special computer that I built myself.
It’s a virtual reality machine called Virtually Anywhere, and it is incredibly powerful. It
uses the very latest technology and it can virtually transport you to anywhere in the
world. It is an amazing way to learn about history, culture and lifestyles, all without having
to leave the room!
GEETA: I don’t mean to be rude Professor, but it sounds like it would probably be better
for schoolchildren – we’re about to become professional archaeologists!
PROFESSOR: But you’re not professional archaeologists yet! You need to experience it
to believe it. Once you’re plugged into the machine, everything will appear to be very real
– almost completely lifelike. And you can go anywhere you want, to the ruins of
Teotihuacan or perhaps even to the Terracotta Army.
PAUL: Now you’re talking – let’s go and see the Terracotta Army! Then you’ll see, Geet.
GEETA: Geeta. It’s Geeta, and this … is insane.
PAUL: Well, we’re here now, so I reckon let’s try it out. What harm can it do? Plus we
can always go to Teotihuacan afterwards so that you can see that I was right all along!
GEETA: Oh dear. How did I end up here? OK, OK then, let’s do it, let’s go.
PROFESSOR: The right choice! Now put these headsets on. No wait, first – do either of
you need the toilet?
GEETA: No.
PAUL: No.
PROFESSOR: Wonderful! Then put the headsets on.
PAUL: Headsets? They look like huge helmets!
PROFESSOR: Just put it on Paul. Good, now sit down. The machine makes quite a lot of
noise when it’s turned on, so be prepared. Right then – hold on to the handles. Both
hands. And … here we go!
GEETA: That’s pretty loud!
PAUL: Are you sure this thing is safe?
PROFESSOR: I don’t really know. This is the first time I’ve used it on humans.
GEETA: What? Did you say this is the first …
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CAMPSITE
HARBOUR
CLIFF
CANAL
FIELD
BAY
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STREAM
WOOD
PATH
VALLEY
PORT
HILL
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Vocabulary - Weather
Put the following words under the correct category. Some words may go in more than one category. If
you're not sure what the meaning of a word is, ask the teacher.
blow breeze centigrade cloud cloudy

cold cool degrees dry forecast
fog foggy freezing frozen gale
get wet heat hot humid ice
icy lightning mild rain shower
snow snowfall storm sun sunny
sunshine temperature thunder(storm) warm weather
wet wind windy
TEMPERATURE CONDITIONS NOUNS VERBS

1. 1. 1. 1.
2. 2. 2. 2.
3. 3. 3. 3.
4. 4. 4. 4.
5. 5. 5.
6. 6. 6.
7. 7. 7.
8. 8. 8.
9. 9.
10. 10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
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Vocabulary - Entertainment
admission celebrity festival production
adventure chess headphones row
band disc/disk horror screen
bestseller documentary keyboard soap opera
board game draw magazine star
book entrance orchestra thriller
camera exit performance video
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Vocabulary - Education
Add as many words to the groups as possible.
SUBJECTS WORK
SCHOOL
PLACES PEOPLE
absent break up
composition handwriting
degree register
diploma WHAT DOES IT MEAN? term
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BINGO
B I N G O
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access The ability to get information from a computer.

at/@ This is often used in email to show a location or domain of an address.
app A software that you can put on a mobile device, such as a mobile phone.
click What you do on a symbol or button to get information; you do this with a mouse.
connect Link through power or communication.
connection The quality of the link or communication between two sites, people, etc.
data Another word for information, it usually refers to facts and statistics.
delete Another word for erase or get rid of.
digital Information transmitted through a series of 0s and 1s.
disk/disc A flat, circular object used to store or save information.
dot This word is used to represent a full-stop when saying internet addresses.
download Copy information from one computer to another, usually done via Internet.
drag Pull an icon or image across the computer monitor.
electronics The category name that includes computer stuff, cameras, mobile phones, etc.
email A way of writing letters to people on the computer
enter The button you press when you want to send information or start a new line of type.
equipment The necessary items you need to do something specific.
file A collection of data, programmes, etc. stored in a computer's memory in one of these.
hardware The physical components or parts of a computer.
homepage The first page when you switch on your computer or of a website.
install Put into the computer and make it ready to use.
internet The large system that allows computers to share information around the world.
The study or use of systems (especially computers and telecommunications) for
IT
storing, retrieving, and sending information.
keyboard The part of the computer that has a lot of buttons with letters and symbols on them.
laptop A portable computer.
mouse The piece of equipment that allows you to move around on the computer monitor.
mouse pad This makes "steering" on the computer monitor smoother.
online Connected to other computers.
password A secret code that allows one person to go in a computer location.
printer This machine allows you to make a physical copy of what you see.
programme A series of coded instructions to make a computer do a specific task.
Completely Automated Public Turing test to tell Computers and Humans Apart or
robot CAPTCHA wants to make sure you are not one of these. Sometimes it says, "I am not
a...."
screen Another word for the monitor.
A computer or computer program which manages access to a centralised resource or
server
service in a network.
Transfer information from one computer to another, usually a smaller source to a
upload
larger source.
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Vocabulary - Food and Drink

A. Match the different types of food with their flavour.
barbecue coffee lamb pizza

broccoli corn lemon yog(h)urt
burgers grapes mushroom steak
cabbage honey omelette sugar
SWEET SOUR SALTY BITTER
B. Which words are related to ways of cooking? There are two extra answers. Can you give an example
of a dish that is cooked that way?
bake boil fry roast

barbecue chilli grill takeaway
WAYS OF COOKING DISHES

1.
2.
3.
4.
5.
6.
C. Talk with a partner. What is your favourite food? Why do you like it?
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Writing Review - Let's improve!

Here is a sample test question and an answer. How can we make the text better? First think of
grammar and then think what you could do with vocabulary.

It was a lucky escape.
Write your story in about 100 words on the answer sheet.
Sample answer:
It was a lucky escape. I never have a lucky escape. My mum does every day. She goes to work every
day on bus and always lucky. She works nurse in hospital. Usually she loses bus. It's big problem.
What do you think? Every day her friend passed. Goes and works with friend and no problem again.
My Mum very lucky and big escape. Her friend is good friend. Boss is always happy and no problem.
Everyday is same.
Think about the following:

• connectors of ideas: and, but, or, so however, if, before, after, while, as soon as, even though
• connectors for descriptions: who, which, that, where
• adverbs
• adjectives
• better vocabulary, more variety
• a title
Rewrite your answer here.
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Speaking Review - Let's improve this too!

Now that you see how you can make your writing better, how can we apply this to speaking? Work
with a partner and ask each other two of the following questions. Do not ask each other the same
questions. Remember to answer in complete sentences.
• Tell us about a teacher you like.

• How often do you use a mobile phone?
• How do you get to school every day?
• Which do you like best, the morning or the afternoon?
• What did you do last weekend?
• What do you enjoy doing in your free time?
• Do you think English will be useful for you in the future?
Now practice Part 2 of the Speaking paper.
This picture shows someone playing with friends. This picture shows someone eating.
Please say what you can see

in the photograph.
This picture shows someone studying.
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Activity 3 (Student self-assessment)

Match the questions to the B1 Preliminary Writing Assessment Criteria (Content, Communicative
Achievement, Organisation or Language)
Look at your writing and answer the questions: If your answer is NO or NOT SURE,
YES/NOT SURE/NO write a note about how you could
improve
1 Have you done everything the task asks you to do?
2 Will a reader have all the information he/she needs?
3 Is everything you’ve written useful?
4 Choose questions depending on the task:

Email
 Have you started the email in the right way?
 Will the reader understand why you are writing?
 Does the email finish in the right way?
Article
 Is there a clear beginning, middle and end?
 Have you tried to make it interesting for the
reader?
Story
 Does it start in an interesting way?
 Will the reader want to know what happens?
 Does it have an interesting ending?
5 Have you used paragraphs to organise your writing?
6 Have you connected your ideas using linking words

(e.g. but, and, so, when, until, if…)?
7 Have you tried not to repeat the same words?
8 Have you used a variety of language?
9 Are there any grammar errors (e.g. plural-singular,

tense)?
10 Is it easy for someone else to understand what you
have written?
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Writing Part 2

It was a lucky escape.
Write your story in about 100 words on the answer sheet.
NEARLY CATCHED!
It was a lucky escape. I was at school in the class and the teacher nearly catched me. We had a English
test and I'm not good in English the test was very difficult for me, too bad. Lots of questions for gramma
and writting and spelling. What can I do? I need good grade. I see a boy near me and he is writting lotta
answers. Good! I think OK I can just see maybe what is he writting and do same. Good idea! So this I did
but teacher sudenly looked and nearly catched me but I had lucky escape becos she didn't see me looking
at boy near me, just I writting.
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Prep Us B1 Preliminary

PREP US B1 PRELIMINARY FOR SCHOOLS

Cross Reference p.5-14

Vocabulary List p.21-34

Lesson Plans p.35-147

Photocopiable Resources (PHC) p.148-275

READING WRITING LISTENING SPEAKING PHOTOCOPIABLES

• Practice Test Reading

• Practice Test Writing

• Paper overview • Paper overview • PHC#1 (1 for class)

• Paper overview • PHC#4 & #6 (1 per Ss)

• Paper overview • PHC#7 & #8 (1 for every

• Part 1 strategies • PHC#10, #11, #12 (1 per Ss)

READING WRITING LISTENING SPEAKING PHOTOCOPIABLES

• Part 2 strategies • PHC#13 (1-2 copies)

• Part 1 strategies • PHC#16 (1 per Ss)

• Part 1 strategies • PHC#19, #20, #21 (1 per Ss)

• Part 1 strategies • PHC#23 & #24 (1 per Ss)

• Part 3 strategies • PHC#25 & #26 (1 per Ss)

READING WRITING LISTENING SPEAKING PHOTOCOPIABLES

• Part 4 strategies • PHC#27, #28 & #29 (1 per

• Part 2 strategies • PHC# 30 & #33 ( 1 for

• Part 2 strategies • PHC#34, #35, #36, #37 (1

• Part 2 • PHC#38, #39, #41 (1 per Ss)

• Part 5 strategies • PHC#42 & #43 (1 per Ss)

READING WRITING LISTENING SPEAKING PHOTOCOPIABLES

• Part 3 strategies • PHC#44, #45, #46 (1 per

• Part 3 strategies • PHC#47, #48, #49 (1 per

• Part 6 strategies • PHC#51, #52, #53

• Part 4 strategies • PHC#54 & #55 (1 per Ss)

• Part 4 strategies • PHC#48 (1 for every 2 Ss)

READING WRITING LISTENING SPEAKING PHOTOCOPIABLES

DAY OF EXAM REQUIREMENTS • PHC#58, #59, #60 (1 per

• Sample paper • PHC#64 (1 per Ss)

• Sample paper • PHC#65 (1 per Ss)

• Sample paper • PHC#66 (1 per Ss)

• Sample paper • PHC#9 (1 for every 2 Ss)

READING WRITING LISTENING SPEAKING PHOTOCOPIABLES

ONLINE RESOURCES FOR STUDENTS • PHC#70 & # 71 (1 per Ss)

• Practice paper • PHC#64 (2 per Ss)

• Practice paper • PHC#65 (2 per Ss)

• Practice paper • PHC#66 (2 per Ss)

READING WRITING LISTENING SPEAKING PHOTOCOPIABLES

• Practice paper • PHC#76 (1 per Ss)

• Practice paper • PHC#64 (2 per Ss)

• Practice paper • PHC#65 (2 per Ss)

• Practice paper • PHC#66 (2 per Ss)

READING WRITING LISTENING SPEAKING PHOTOCOPIABLES

• Practice paper • PHC#9 (1 for every 3 Ss)

• FAQs • FAQs • FAQs • FAQs • PHC#60 & #61 (1 per Ss)

• Strategies • Strategies • PHC#82 (1 per Ss)

REASONS FOR TAKING AN OFFICIAL EXAM

MOCK TEST LENGTH OF COURSE EXAM DATE

80% ↑ 4-5 months (20 weeks) March

• Lesson Plans 32-36: A practice exam and review

MATERIALS • Ss = students or student

The PET exam preparation course is a combination of

Unless stated otherwise, all other parts of the lesson plan

It is important that students keep all the PHCs that are

Teachers are advised not to spend too much time on

1. Make copies or write the answers to book exercises

If students complain about the amount of HW, reassure

Ss will be given speaking homework assignments. These

1. Provide Ss with the school email address and