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The ENGLISH FOR SPANISH SPEAKERS editions help Spanish-speaking learners overcome the difficulties they face

when learning Engl ish . This is achieved by integrating our expert knowledge of Spanish speakers with information
taken from the unique Cambridge Learner Corpus.
Our in-depth understanding of Spanish-speaking learners is the result of extensive research carried out by our
locally-based editorial team and is clearly evident in our ENGLISH FOR SPANISH SPEAKERS editi ons. This guarantees
that the topics and activity types are relevan! to Spanish-speaking learners of English, with a focus on areas of
language which are typical ly problematic. Extra support is al so provided for teachers of Spani sh speakers through
detailed teachi ng notes and specifical ly-d esigned ideas for the classroom.
The Cambridge Learner Corpus is a unique collection of over 35 mi Ilion words written by students taking
Cambridge ESOL exams. lt has been developed by Cambridge Univers ity Press and Cambridge ESOL, and its
unique 'error coding' system highlights the mistakes made by candidates. We use this system to identify which
words, grammar patterns or language structures cause the most problems for Spanish-speaking students learning
En glish. As a result, ENGLISH FOR SPANISH SPEAKERS editions are able to confidently address the common mistakes
that Spanish-speaking learners make, and give extra practice and tips to avoid these typ ical errors.

Jos Abascal 56, o - 28003 Madrid, Spain
Cambridge University Press is part of the University of Cambridge.
It furthers the University's mission by disseminating knowledge in the pursuit of

education , learning and research at the highest internationallevels of excellence.
Cambridge University Press 2011
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 20 11
8th printing 2016
Printed in Spain by Marbn Libros
D. L.: S-383-20 11

ISBN 978-84-8323-743-4 Student's Book (with answers with CD-ROM) (ENGLJSH FOR SPANJS H SPEAKERS edition)
ISBN 978-84-8323-739-7 Student's Book (without answers with CD-ROM) (ENGLISH FOR SPANJSH SPEAKERS edition)
ISBN 978-84-8323-745-8 Workbook (with answers with Audio CD) (ENGLISH FOR SPANISH SPEAKERS edition)
ISBN 978-84-8323-744-1 Workbook (without answers with Audio CD) (ENGLISH FOR SPANJSH SPEAKERS edition)
ISBN 978-84-8323-746-5 Teacher's Book (ENGLISH FOR SPANISH SPEAKERS edition)
ISBN 978-84-8323-747-2 Class Audio CDs (ENGLISH FOR SPANJSH SPEAKERS edition)
Cambridge University Press has no responsibility for the persistence or accuracy
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and does not guarantee that any content on such websites is, or will remain,
accurate or appropriate. Information regarding prices, travel timetables, and other
factu al information given in this work is correct at the time of first printing but
Cambridge University Press do es not guarantee the accuracy of such information
The paper that this book has been printed on is produced using an elemental
chlorine-free (ECF) process at milis registered to IS0 14001 (2004), the environmental
management standard. The milis source their wood fibre from sustainably-manage d
forests. No hardwood pulp is used in the production of this paper.


Map of the units

PET content and overview



Homes and habits

Student days
Fun time
Our world
leisure and fashion
Out and about
This is me!
Fit and healthy
A question of taste
Conserving nature
What did you say?


Grammar reference
Irregular verbs
Writing reference
Speaking reference
Authentic past PET paper from Cambridge ESOL
PET for Schools Practice Test
Extra material


Answer key and Recording scripts





or gist and main points

2 Student days

Re ading Part 3: The daily life of a Beijing

An ext rae! from Teen ma gazine
Reading Part 1: Five t exts about work

6 Leisure and fashion

7 Out and about

Descriptron of a room
Two candidates doing Speaking Part 1

Writ ing Part 2: Writi ng a short message

Writing Part 1: ldentifying word s to

change; error correction
Describi ng free-time activitie s

Re ading Part 3: Discover th e island of


Selma talking about w here she lives

Listening Part 3: Oymya kon. the Northern Poie
ofCo ld
A candidate doing Speaking Part 3

Writin g Part 3: Your favou ri te way of

re laxing; Someth ing exciting you like to
Cause and effect links
Formal / informal expressions

List en ing Part 4: ldentifying the lang uage of

Cand idates doing Speaking Part 4

Writi ng Part 2: Wri t ing a short message to

say thank you

Two peopl e ta lking about TV programmes

Two people planning a night out toget her
Listening Part 1: Fou r short rec ord ings about
lost items
Two candidates doing Speaking Part 4

Read ing Part 2: The Guide HK

(en tertainment guide to Hong Kong)
DJ Jupiter and t he kickboxer

Re adi ng Part 1: ldentifyi ng t ext purpose

Rea ding Part 3: Life coaches find

success wi th young people

9 Fit and healthy

Reading Part 5: Choose your sport

Using t he context to guess missing

10 A question of taste

Rea ding Part 2: Eight unusual

Jack Blenkharn has his ha ir cut

Writing Part 1: Transformation dialog ue:

identifying para llel expressions
Descri bing fu ture clim ates

Listening Part 2: Phot ograp hrng extrem e

weather conditions
Getting to t he station in t ime
Two candidates doing Speaking Pa rt 2
Two people discu ss in g transport in th e future

Writ ing Pa rt 2: Writi ng a physi ca l
'Ski lfullinking' between content points

Kri stian ta lking to his life coach

Listenrng Part 3: Becoming a film extra
Describing someone's physical appearance
Three candidates doing Speaking Part 1

Listening Part 4: Young people's healt h

ldentifying agreement. disagreemen t and
decision- ma king
Listening fo r agreement, disag re ement and

A waiter givi ng inst ructions

Listening Part 1: Seven short re cord ings
People talking about having something done
People asking for object s t hey don't know th e
name of
One can didate doing Spea king Part 3

11 Conserving nature


Map of the units

Listening Part 2: Four ways of spending a day

Talking about a skiing holiday
Two teenagers discussing thei r fre e ti me

Read ing Part 5: How to be happier

Using the context to guess missing
w ords

12 What did you say?

Nadine ta lking about her experiences as an

exchang e student
Listening Part 1: Four short recordings
Two candidates doing Speaking Part 4

Thanking. explaining. apologising. inviting.


Reading Part 4: The teenager wh o

sailed across an ocean
ldentifying writer's purpose

4 Ourworld

Writ ing an email

List ening Part 2: Wild life in Ind ia

Listening fo r w ays of expressing examples
Listening for word st ress

Read ing Part 3: Can you spea k Martia n?

Writ ing Part 3: Writing a story

Students discussing a project

Listemng Part 3: Web Challenge competition


extra informa tion

Spelling and sounds: sounds represented by ie, oa.
ou and ow

Talking about typical school days

Talking about changes in your lile
Speaking Pa rt 4: Turn-taking and active listening:
Tip: Listening carelully and showing interest
Talki ng about work
Spelling and sounds: sounds represented by g

Talkin g about yoursell

Speaking Part 2: Making suggestions and replying
politely to suggestions : Tip: Using poli te language
and tone
Pronu nciation: Word stress for new information
Spelling and sounds : sounds represented by i


Speaking Part 3: Describing photos ol places;

Tip: Pausing to th in k and using specific
Spelling and sounds: sounds represented by ea
and ear


Speaking Part 3: Describing photos

Speaking Part 4: Describing personal experiences:
Tip: Resp onding with appropriate phrases
Spelling and sounds : words ending in -ed

Talking about entertainment

Speaking Pa rt 4: Ta lking about activities at home and
go ing out: Talking about the clothes you like to wear:
Tip: Kee pin g t he con ve rsati on goi ng
Spell ing and sounds: sounds represented by ie


Talking about extreme w eather

Speaking Part 2: Giving and asking lor reasons
and prelerences; Ti p: Suppo rting op inions w ith
re asons
Pron unciation: Weak lorms
Spelling and soun ds : words ending in -er


Saying the letters ol the alphabet and spelling words

Speaking Part 1: Asking genera l questions : Tip:
Extending answers with reasons and details
Spelling and sounds: sound s represented by v and ve


Speaking Part 2: Which sport to take up: Tip:

Comme nti ng on an opinio n and disagree ing
po litely
Pronunciation: Stressed words
Spelling and sounds: sounds represented by y and j

Talking about load

Speaking Part 3: Describin g objects yo u don't kn ow
the na me ol: Tip: Review of giving yourself time to
thi nk
Spelling and sounds : sounds represented by ough

Discussing animal facts: Saving water

Speaking Part 4: Saving energy: Tip: Review of
keep ing the conve rsation going
Giving examples
Pronunciation: Word stress with sulfixes
Pronunciation: We ak lorms in passi ves
Spelling and sounds: sounds rep resented by ci

Commu nicating with others

Describing where th ings are
Speaking Parts 1, 2, 3 and 4; Tip: Review of
performing well in the Speaking pape r
Spelling and sounds: sounds represented by eh


Take. sit, pass. fail, lose. miss. learn, teach. study

Earn, have. make. spend. take


Free time
Negative prefixes
Phrasa l verbs
People's hobbies


Holiday activities

Travel, journey, trip

Buildings and places
Adjectives used to describe places


Personal leeli ngs . opi ni ons. experiences

Relations with others
Adjectives with -ed and -ing
Adj ectives and prepositions
Adj ectives of emotion and their opposites


Television programmes
Going out

Beenl gone, mee t. get to know. know. find out

Describing lost items

Ad verbs ol degree




State verbs

A fe w. a little, many, mueh, a loto f. lots of

Prepositions of place
Question lorms

Past simple and past continuous

Used to

Verbs lollowed by to or -ing


Comparative and superlative adjectives

Spelling ol comparative and superlative adjectives

A bit, a little, much, far, a /ot

Notas . . as .
Big and enormous (gradable and non -g radable


Can, could, might, may (abil ity and possibility)

Should, shouldn't, ought to, must, mustn't, have to,
don't have to (obligation and prohibition]


Present perlect

Yet, already,just
Since and for
Present perfect or past simple

The future: wi/1, going to, present continuous, present


Prepositions ol movem ent. on footl by car. etc.
Compound words

Phrasal verbs
Describing people
Prefixes and su ffixes

Hea lth and exercise

ll lnesses and accidents
Sports collocations

Typ es of load and drink

Course, dish, toad. mea!. plate



Zero. first and second cond itiona ls

When, if. unless + present, lutu re
So do 1and Nor!Neither do 1

Which, that, who, whose, when and where clauses

(defining and non-defining)

Past perlect simp le



Have something done

Shops and ser vices

The natural world

The environment
Noun sulfixes

Slang words

Speak, talk, say, te//, ask for

Prepositions ol place


The passive: present and past simple

Comparative and superlative adverbs


Reported speech
Reported comman ds
Reported speech: other changes
Reported questions
lndirect questions

Map of the units



An authentic past PET exam paper supplied by

Cambridge ESOL, as well as a PET for Schools Practice
Test, for you to practise with .

A CD-ROM which provides you with many interactive

exercises, including further listening practice exclusive
to the CD-ROM (please use the class audio CDs for
the Student's Book listening exercises) . All these extra
exercises are linked to the tapies in the Student's Book.

Who this book is for

Complete PET FOR SPAN ISH SPEAKERS is a stimulating and
thorough preparation course for students who wish to take
the Preliminary English Test from Cambridge ESOL. It
teaches you the reading, writing, listening and speaking
skills which are necessary for the exam as well as essential
grammar and vocabulary. For those who are not planning
to take the exam in the near future, the book provides skills
and language highly relevant to an intermediate leve! of
English (Common European Framework (CEF) leve! B1}.

What the book contains

Also available are:

Four audio CDs containing listening material for the 12

units of the Student's Book plus the Listening Paper for
the test supplied by Cambridge ESOL and for the PET for
Schools Practice Test. The listening material is indicated
by different coloured icons in the Student's Book as
follows : {) CDl, {) CD2, {) CD3, {) CD4.

A Student's Workbook containing:

In the Student's Book there are:

12 units for classroom study. Each unit contains:

one part of each of the three papers in the PET exam.

The units provide language input and skills practice
to help you deal successfully with the tasks in each
par t.
essential information on what each part of the exam
involves, and the best way to approach each task.
a wide range of enjoyable and stimulating speaking
activities designed to increase your fluency and your
ability to express yourself.
a step-by-step approach to doing PET Writing tasks.
grammar activities and exercises for the grammar
you need to know for the exam. When you are doing
grammar exercises you will sometimes see this
symbol: @. These exercises are based on research
from the Cambridge Learner Corpus and they
deal with the areas which often cause problems for
students in the exam.
vocabulary necessary for PET. When you see this
symbol@ by a vocabu la ry exercise, the exercise
focuses on words which PET candidates often
confuse or use wrongly in the exam.

12 unit reviews. These contain exercises which revise

the grammar and vocabulary that you have studied in
each unit.

Speaking and Writing reference sections. These

explain the possible tasks you may have to do in the
Speaking and Reading and Writing papers, and they
give you examples together with additional exercises
and advice on how best to approach these PET papers.

A Grammar reference section which clearly explains

all the main areas of grammar which you will need to
know for the PET exam.


12 units for homework and self-study. Each unit

contains further exam-style exercises to practise
the reading, writing and listening skills needed in
the PET exam. In addition, they provide further
practice of grammar and vocabulary, which also use
information about common PET candidates errors
from the Cambridge Learner Corpus@.
A Vocabulary Extra section, which contains 12
pages of further revision and practice of the essential
PET exam vocabulary contained in the Student's
Book units.
An audio CD containing all the listening material fo r
the Workbook.

A Teacher's Book containing:

Step-by-step guidance for handling the activities in

the Student's Book.
A number of suggestions for alternative treatments
of activities in the Student's Book and suggestions for
extension activities.
Extra photocopiable materials for each unit of the
Student's Book to practise and extend language
abilities outside the requirements of the PET exam.
Photocopiable recording scripts from the Student's
Book listening material.
Complete answer keys including recording scripts
for all the listening material.
Four photocopiable progress tests for every three
Student's Book units.
12 photocopiable word lists (one for each unit)
containing vocabulary found in the units. Each
vocabulary tem in the word list is accompanied
by a definition supplied by the corpus-informed
Cambridge Learner's Dictionary.

@ Spanish-spe aking PET candidate exercises, which

New for Spanish speakers

highlight areas of langu age which you should take care

with to avoid making typical Spanish-sp eaker errors with
grammar and vo cabulary in the exam.

In order to give Spanish-spea king candidates the best

edition of the Student's Book includes:
an extended Speaking section in each unit providing
specific advice and practice of features of the Speaking
paper which you may find difficult .
help with your pronunciatio n in a new section called
Spelling and sounds. In each unit you will look at the
relationship b etween the way we spell differe nt words
and how they sound.

In the ENGLJSH FOR SPANISH SPEAKERS Workbook, the extended

Writing sections give you advice and extra practice to help you,
as a Spanish speaker, perform better in the Writing paper. Here
also you w ill find a section lo oking at the relationship between
spelling and pronunciation: Sounds and spelling. In addition,
there are specific exercises designed to help you avoid common
mistakes often made by Spanish speakers.

PET cont ent and over view


Reading and
1 hour 30

10- 12 minutes

Test focus

Parts 1- 4: Candidates are
Part 1 Five very short texts: signs and messages, postcards, notes,
expecte d to read for the main
emails, labels, etc. followed by five three-option multiple choice
global meaning,
Part 2 Five items in the form of descriptions of people to m atch to eight specific information, detailed
comprehensi on, understandin g
short texts. Five questions in which candidates match the descriptions
of attitude, opinion and writer
of people
purpose and inference.
Part 3 Longer text with ten true/false type questions.
Part 5: Candidates
Part 4 Longer text with five four-opt ion multiple choice questions.
are expected to show
Part S Short text as a four- option multiple choice cloze. Ten questions;
understandin g of vocabulary
candidates select the correct word from each question
and grammar in a short text,
and the lexico-struct ural
patterns in the text.
Part 1 Sentence transformati ons. Five items that are theme related.
Candidates are given sentences and then complete similar sentences
using a different structural pattern so the senten ce still has the same
Candidates are mainly
ass esse d on their ability to
Part 2 Short communicative
use and control a ra nge of
message of about 35-40 words in the form of a p ostcard, note, email,
PET-levellan guage. Coherent
organi sation, spelling and
Part 3 A
punctuation are also assessed.
questions , an informal letter or a story.

Approximate ly
30 minutes


Part 1 Short monologues or dialogues with seven three-option multiple

choice questions with pictures .
Part 2 Longer monologue or interview (with one main speaker) . Six
three-option multiple choice question s.
Part 3 Longer monologue. Six gaps to fill in. Candidates write one or
more words in each space.
Part 4 Longer dialogue. Six true/ fa lse questions . Candidates decide
whether the statements are true or false.

Candidates are expected

to identify the attit udes
and opinions of speakers,
and listen to identify
key in fo rmation, spe cific
information and detailed
meaning, and to identify,
understa nd and interpret
meaning .

Part 1 A short conversation with the interlocutor. The interlocutor asks

the candidates questions in turn, using standardised questions .
Part 2 A two-way conversation between candidates (visual stimulus
with spoken instructions) . The interlocutor sets up the activity.
Part 3 An individual long turn for each candidate. A colour photograph
is given to each candidate in turn and they talk about it for about a
m inute. Both photographs relate to the same topic .
Part 4 A discu ssion on topics related to Part 3.

Candidates are expected to b e

able to ask and underst and
questions and make
appropriate responses, and
to talk freely on matters of
personal interes t.

PET content and overview