Activity 1

Breaking the ice

Warm up
EXAM PART Circle game
Speaking Part 1 You will need a soft ball for this game. Ask the class to stand in a circle. Tell students that they are going to ask
and answer questions following a simple rule that you will give them, for example: 'All questions must begin
with What...?'
EXAM SKILLS The person with the ball must: think of a question beginning with What...?; choose a person in the circle; say
that person's name; throw the ball to them; ask the question; listen to the answer and repeat it, for example:
Giving i n f o r m a t i o n Cristina. What did you have for breakfast?
of a f a c t u a l , I had coffee with milk and a brioche.
OK, you had coffee with milk and a brioche.
p e r s o n a l kind
This goes on, round the circle, until you change the rule. Every time you want to change the rule, it's a good
idea to get the ball back and give the students your own example.
Answering
Here are some suggested rules to impose:
questions about • questions must use the past tense
the present and • questions must begin with Why ...?
• questions must be about family/hobbies/school, etc.
t h e past
• questions must be negative, e.g. Why didn't you throw the ball to Petra?
Spelling • questions must consist of four w o r d s only.

TOPIC Main activities Tapescript and answers

1 What's your name? Belinda.
Students do some of these activities alone and the
Personal 2 And what's your surname Sherman
others in pairs or small groups. 7

information: 3 How do you spell that? It's S-H-hR-M-A-N.

n Give out the activity sheets. I'm from Wales.
4 Where are you (rom?
h o m e , family Divide the class into pairs or groups and assign
5 Whereabouts in Wales? Swansea, in the south
one picture to each pair or group. They must of the country.
Schools a n d think of as many questions as they can that they
6 How old are you, Belinda? 15.
school subjects could ask the person or people in their picture.
7 Where do you go to school? Norbrook High School.
Remind them that their questions must begin
8 Could you spoil that, pease? Yes, it's N-0 R-B R 0'
with the words in the list. Emphasise that the
TIME questions should refer to the 'content' of the
0-K.

picture, e.g. When is your birthday? is not a 9 What's your favourite subject I like maths and
40 minutes at school? science, but I
suitable question for any of them.
Give a time limit for preparation (e.g. 3 minutes). suppose my favour.te

KEY LANGUAGE Ask one student in each pair or group to stand

C o m m o n errors
Question forms
PREPARATION
One p h o t o c o p y of
10 What does ICI stand for?
subject is ICT.
Information and
up and read out the questions they have for the
person in their picture. Communications
Technology.
Award one point for each grammatically correct
11 What do you like doing in your I like going out with
question; give a bonus point for an original and
free time? friends. I watch films
imaginative question.
sometimes, and I do
H Explain that the sentences contain fairly typical
karate twice a week.
mistakes, which they should try hard to avoid!
• • I Play the recording twice so students can 12 And how long have you boon Since I was 1 2 . . .
doing karate? so, for three years.

the activity page for
each s t u d e n t
Tapescript and answers
A soft ball f o r t h e
W a r m up game
Optional: photocopies
of t h e Tapescript f o r
exercise 5 (see p a g e 134)
10 Have you got any brothers or sisters
•
check their answers and practise saying the
questions. • • I You may need to pause the recording to give
students time to note down the differences
between the text and the recording. See page
1 What's your name?
134 for the Tapescript. You may want to give out
2 Where do you come from? photocopies of the Tapescript when you check the
3 How old are you? answers. Perhaps also explain Design and
4 Are you a student? Technology IDT) - designing and making products
5 What school do you go to? and learning about manufacturing processes.
6 Can you spell that, please
7
Answers
7 How long have you been learning English? 1 Davidson 2 Inverness 3 Ireland 4 Viurrayfield
8 Do you enjoy learning English? 5 DT 6 Design and technology 7 16 8toosisters
9 How many English lessons do you have a week? 9 older 10 computer games 11 fishing
Q Monitor students' questions and answers.
9

11 Do you live in a house or a flat?

12 What do you do in your free time?

PI Monitor students' answers to the questions.

Follow up
Ask students to write a parallel description of
El fell students there are various possible
themselves.
ways of wording some of the questions, and the
questions they will hear on the recording are a
model. Go through their answers checking any
differences in wording.

100
 Activity 1

Breaking the ice

Look at one of these pictures. Imagine . Swansea, in t h e

t h a t y o u m e e t t h e c h a r a c t e r in t h e p i c t u r e . south of t h e country.
W h a t questions could y o u ask t h e person or 6 .15.
people?
7
T h i n k o f as m a n y q u e s t i o n s as y o u c a n . T h e y School. .Norbrook High
must begin with these words:
8
What Where When Who Why How long N-O-R-B-R-O-O-K. .Yes, it's
How often
9 I like maths and
Q Each o f t h e s e q u e s t i o n s is i n c o r r e c t . Can science, b u t I suppose my favourite subject
you find t h e mistakes and write the correct is ICT.
version? Look at t h e examples first. 10 Information and
1 W h a t y o u r name? What's your name? Communications Technology.

2 Where are you come from? where do >|ou 11 I like going o u t

come from? w i t h friends. I watch films sometimes, and
I do karate t w i c e a week.
3 W h a t age have you?
12 Since I was 12 ...
4 Are you student?
so, for three years.
5 What school do you go?
• M N o w listen t o t h e recording a n d check
6 Can you t o spell that, please?
your answers.
7 How long are you learn English?
8 Do you enjoy t o learn English? • • ( Y o u will hear another, similar
c o n v e r s a t i o n . First r e a d t h e t e x t b e l o w a n d
9 How many English lessons have you a week?
t h e n l i s t e n t o t h e r e c o r d i n g . T h e r e a r e 11
10 Do you have g o t any brothers or sisters? differences between t h e text and the
11 Do you live in t h e house or t h e flat? recording. Note d o w n t h e differences on
12 What you do in your free time? t h e t e x t . (The f i r s t o n e is d o n e f o r y o u . )

• • I Listen t o t h e r e c o r d i n g a n d check y o u r Davidson

answers.
Callum 1 Dp3xs6h lives in 2 Edinburgh, in
Listen t o t h e q u e s t i o n s again a n d repeat
them. Scotland, but he was born in 3 England. He is a

O W o r k in p a i r s . P r a c t i s e a s k i n g a n d student at 4 Craigsmuir Academy. His favourite

a n s w e r i n g t h e q u e s t i o n s in e x e r c i s e 2.
W h e n y o u a r e ready, p r a c t i s e a g a i n , w i t h o u t
looking at the questions. Walk around the
classroom repeating the questions and
answers with different partners.
Q H e r e a r e a g i r l ' s a n s w e r s t o q u e s t i o n s in a n
interview. Write t h e interviewer's questions
on t h e left-hand side.
1 _vJtaafa.ptf.nam&?... Belinda.
2 Sherman.
3 It's S-H-E-R-M-A-N.
4 I'm f r o m Wales.
subject is 5 PE, which stands for 6 Physical
Education. Callum is 7 15 years old. He's got
8 one sister and one brother, who are 9 younger
than him. In his free time he enjoys playing 10
football and some weekends he goes 11 cycling.
W o r k in p a i r s . T a k i n g it in t u r n s t o p l a y
the interviewer, ask and answer personal
i n f o r m a t i o n q u e s t i o n s like t h o s e in
e x e r c i s e 4.

Instant PET by Martyn Ford © Cambridge University Press 2007 3 101

 1 Activity 2

What's in a name?
Warm up
EXAM PART Put students into teams of four to six people. They must listen to you read 10 quiz questions on p r o p e r nouns
(i.e. names of people and places). The teams confer quietly and one person in the team writes the answer on a
S p e a k i n g Part 1 piece of paper.
In order to score a mark, the name must be spelt correctly. NOTE: It must be the English version of the name.

EXAM SKILLS Quiz: Questions and answers

Spelling 1 What is the longest river in the United States? Mississippi
2 What is the surname of the current President of the United States? (currently George Bush)
3 What is the name of the Queen of England's home in London? Buckingham Palace
TOPIC 4 In the Harry Potter books, what is the name of the school for wizards that Harry goes to? Hogwarts
Names a n d 5 What is the rap artist Eminem's real name? Marshall Mathers
6 Which planet in the solar system is nearest to the sun? Mercury
introductions
7 Who is the founder and president of the Microsoft corporation? Bill Gates
Puzzles 8 What is the capital city of Australia? Canberra
9 What is the name of the grounds of the Lawn Tennis Association (and the home of its annual international
tennis tournament)? Wimbledon
TIME 10 Who directed the Star Wars films? George Lucas
40 minutes At the end of the quiz, collect the papers and mark them yourself or write the correct answers on the board
and redistribute the papers for peer marking. The team with the most correctly spelt answers wins.

KEY LANGUAGE Variation: Do the quiz orally. Teams can confer and write the name down, but their team leader must spell it out
loud. Give the correct answer after each item and award points as you go along.
Spelling of p r o p e r
nouns
Main activities e Students practise introducing themselves like the
people in exercise 2, saying their name (including
Introducing yourself Students do some of these activities alone and the
any diminutive or nickname they may have) and
others in pairs or small groups.
the place they come from. You may want to get
them to circulate, introducing themselves to
PREPARATION Q Give out the activity sheets.
different people in the class.
Before you play the recording, discuss names.

One p h o t o c o p y of
the activity page for
each s t u d e n t
•
Ask students to give examples of first names that Students work in pairs, spelling their name and
are common in English-speaking countries. Do surname, and any or all of the other names as
the same for surnames. Note the following: appropriate. Check their spelling is accurate.

•
• In 2004 the five most popular first names for Students work in pairs or small teams for the
girls in the UK were: Ellie, Emily, Sophie, Chloe puzzle activity. You may want to make it more
and Jessica. For boys: Jack, Joshua, Thomas, competitive by offering a small prize to-the first
James and Daniel. pair or team to find the words (and therefore the
13-letter word).
• The top five most common surnames in the UK
are, in order: Smith, Jones. Williams, Taylor Answers
and Brown.
• The top five most common surnames in the
USA are, in order: Smith, Johnson, Williams,
Jones and Brown.
• • I You may need to pause the recording while
students note down the names.

Tapescript and answers

1 Hello, I'm Linda Hall.
2 My name's Michae, Johnson.
3 Hi. I'm Susan Evans.
4 How do you do? My name's Robert Miles.
5 Hello. I'm Rachel Smith.
6 My name's Graham Wilson.

Q Play cacn item twice, and pause after each

speaker See page 134 f o r the Tapescript

Answers

Name
1 Nick
2 Chris
3 Liz
Place
n Students have an opportunity to find other
Plymouth English words in the letters of INTERNATIONAL.
Melbourne There are about 100 possible words (including
Belfast two-letter words as well).

4 Don Johannesburg
Follow up
5 Dave Ottawa
For the spelling quiz, it is best to limit the field, for
6 Kate Edinburgh example to words from their coursebook or recent
7 Danny Detroit English lessons, to save them testing inappropriate
vocabulary. Encourage them to include words that
8 Penny Bicester
may have been a 'problem' for the class.
102
 Activity 2

What's in a name?
Q Listen t o these p e o p l e i n t r o d u c i n g H Read t h e clues a n d w r i t e t h e m i s s i n g w o r d s .
t h e m s e l v e s . Can y o u s p e l l t h e m i s s i n g
1
names?
2

5
6
7

9
0
11

12

13
6 Graham

Q • • ! Listen t o eight p e o p l e i n t r o d u c i n g 1 The liquid in a pen.

t h e m s e l v e s . T h e y g i v e a s h o r t e n e d f o r m of 2 The opposite of far.
t h e i r f i r s t n a m e f o l l o w e d b y t h e n a m e of
3 You bite and chew your f o o d w i t h these.
t h e place w h e r e t h e y live. W r i t e the n a m e
4 The opposite of full.
and the place.
5 The past tense of run.
Name Place 6 The n u m b e r before t e n .

1 NicK Plymouth
7 me a question.
8 The drops that fall from your eyes w h e n you
2
cry.
3 9 He didn't go to school because he was
4
10 Quite frequently.
5
11 A n o t h e r w o r d for 12 o'clock midday.
6
12 A fruit that 'keeps the d o c t o r away'.
7 13 How have you been waiting?
8 N o w l o o k a t t h e i n i t i a l l e t t e r of all 13
w o r d s . W h a t w o r d do these letters make?
El In p a i r s , p r a c t i s e i n t r o d u c i n g y o u r s e l f , like (It d e s c r i b e s t h e E n g l i s h l a n g u a g e ! )
t h e p e o p l e in e x e r c i s e 2, g i v i n g t h e n a m e
o f t h e p l a c e y o u are f r o m as w e l l . If y o u are
c a l l e d b y a s h o r t e n e d f o r m of y o u r n a m e , 0 H o w m a n y m o r e E n g l i s h w o r d s , of t h r e e
o r b y a n i c k n a m e , i n c l u d e t h a t in y o u r
l e t t e r s o r m o r e , can y o u f i n d in t h e l e t t e r s
introduction.
of this w o r d ?

Q In p a i r s , s p e l l t h e f o l l o w i n g :
• your name and surname
Follow up
Write a spelling quiz of ten items for a partner. Use
• the street (or the name of the a p a r t m e n t
only w o r d s f r o m your coursebook or recent English
building) w h e r e you live
lessons. Try t o include w o r d s t h a t have been a
• the name of your school or university, or the ' p r o b l e m ' for you or your classmates.
company you w o r k for
AND/OR
• your father's or mother's first name
Write a list of (ten) English words that you have
• your teacher's surname spelt wrongly since you started to learn English.
• the name and surname of another student in Practise spelling t h e m aloud until you can say the
your class. letters confidently and quickly.

Y o u r p a r t n e r m u s t n o t e d o w n w h a t y o u say.

-stant PET by Martyn Ford © Cambridge University Press 2007 C2^S^SE^P 1 ^

 Part 1 Activity 3

EXAM PART
S p e a k i n g Part 1
EXAM SKILLS
Talking a b o u t
yourself
Everyday l a n g u a g e
of social i n t e r a c t i o n
All about me
Warm up
Ask the class to stand in a circle. You start by making a statement from the list below. The student on your left
has to match your sentence with a true statement about him/herself. It can be a repetition of your statement (if
that is also true for him/her) or, more usually, it will be a modification of your statement. The next person in the
circle does the same, and so on around the circle. (Make sure that students don't build mistakes in to the
original sentence pattern.) For example:
A My birthday is in August.
B My birthday is in November.
C My birthday is in March.
OR
A: I have a cat and a dog at home.
B: I have a cat at home.
C: I don't have any pets at home.
... and so on.

Possible statements
TOPIC I had chicken salad for dinner yesterday evening.
My surname is Sinclair.
Likes a n d dislikes My mother's name is Betty. I came to school by bus this morning.
I havetoobrothers and a sister. I have a friend called Rosalind.
Hobbies and
My address is 20 Green Street. My last holiday was in Turkey.
pastimes My favourite colour is blue. The last film I saw was Spirited Away.
I got up at 6.30 this morning. This weekend I'm going to play tennis.

TIME
50 minutes
KEY LANGUAGE
Present t e n s e f o r
routine or repeated
activities
PREPARATION
One p h o t o c o p y o f
the activity page f o r
each s t u d e n t
Small squares of
paper, e n o u g h f o r
Main activities Answers
1F 2C 3 , 4C/F 5 B / D 6D 7D
Students do some of these activities alone and the
8A 9E/G 10C 11 B 12G 13E 14 D
others in pairs or small groups.
Q Advise students that in order to prepare for the
Fl Students discuss the picture using the open
questions as a starting point. Pre-teach
Speaking part of the exam: You should try to
unicycling.
become an expert on yourself. In other words,
Q Make sure students decide in advance who
they should make sure they can talk confidently
will note down the questions and who the
about the following:
answers. Play the recording twice to allow
• basic factual information about yourself, such
students time to make their notes. See page
as your age, country, nationality, first
language, date and place of birth, current
134 for the Tapescript (and questions and
answers). Emphasise the importance of noting
residence key words and phrases, which they can use later
• what you do - whether you are a student or when they reconstruct the dialogue. It should
you have a job not become a dictation task
• your family Fl Students interview each other about their
• your experience of studying English in chosen activities. The language in exercise 4
particular (how long? how often?) provides a model but students should feel able
• your hobbies and interests to add their own ideas.

seven f o r each g r o u p
(for exercises 1 a n d 6)
Optional: photocopies
of t h e Tapescript f o r
exercise 4 (page 134)
U Students look at the sentences, which show a
• your future (things that are certain, and things H Ask students to work in the same groups as in
that you might do). exercise 1. Hand out the squares of paper again.
Students repeat exercise 1 and evaluate their
Students work in groups of three or four. Hand
out the squares of paper (see Preparation) to improvement.
each group. Between them, they write the seven
topic titles on the squares, put the squares in the
middle, turn them over and mix them up (or put
Follow up
Students clarify and develop the language of
them in a hat). Taking it in turns, each person
picks up one of the squares, reads out the topic, personal information by writing an email about
and then speaks about it for 1 minute. themselves. It should have the friendly
Tell them they will repeat the task in exercise 6. communicative style of a personal email and not
The second time they have to evaluate both sound like a curriculum vitae!
themselves and the other students.
variety of ways of talking about everyday
personal topics. They match the sentences with
the topics.

104
 Activity 3

All about me
Q W h i c h of t h e s e s u b j e c t s c a n y o u t a l k Fl Look at t h e picture.
c o n f i d e n t l y a b o u t in English? Put a t i c k ( / ) • What is the w o m a n
by the subjects you feel confident about. doing?
• Do you think it would
be difficult? Why?
Why not?
• Would you like to do
it? Why? Why not?

Q >>[> W o r k in p a i r s . You w i l l h e a r a r e c o r d i n g
of a n i n t e r v i e w . A s y o u l i s t e n , o n e of y o u
must write d o w n the questions asked, and

• the other must make a note of the answers.

•
A My family
Compare w h a t y o u have b o t h w r i t t e n .

•
B My experience of learning English
Using your notes, try to reconstruct the

•
C My home t o w n / where 1 live interview.

•
D My interests
F i Think of a skill-based hobby, s p o r t or o t h e r
E My education / the w o r k that 1 do
a c t i v i t y t h a t y o u d o in y o u r f r e e t i m e . If y o u

•
F The most i m p o r t a n t things that d o n ' t d o a n y a c t i v i t i e s , t h e n t h i n k of o n e

•
happened to me last year y o u m i g h t like t o d o . ( D o n ' t c h o o s e
G My plans and hopes for the future s o m e t h i n g p a s s i v e , like w a t c h i n g f i l m s o r
listening t o music.)
W o r k in s m a l l g r o u p s . P r a c t i s e t a l k i n g
W o r k in p a i r s . Take it in t u r n s t o i n t e r v i e w
about these topics.
each other a b o u t the activity y o u chose.
O L o o k a t t h e s e s e n t e n c e s . W h i c h t o p i c in Use t h e s a m e q u e s t i o n s as t h e i n t e r v i e w e r
exercise 1 does each one refer to? W r i t e a in e x e r c i s e 4, a n d a d d s o m e of y o u r o w n .
l e t t e r n e x t t o t h e s e n t e n c e . NOTE: S o m e of
n N o w r e p e a t e x e r c i s e 1 (in t h e s a m e g r o u p s )
t h e sentences refer t o m o r e than one topic.
a n d see h o w m u c h y o u a n d t h e o t h e r
1 In August I w e n t on holiday for three weeks
p e o p l e in t h e g r o u p h a v e i m p r o v e d .
and met someone who's since become a
• Did you speak more confidently this time?
good friend. F
• Did you say more about the topic?
2 It's about 25 kilometres f r o m the coast.
3 I'm an only child. • Did you use a wider range of language?

4 In February we moved to a larger flat further

away f r o m the centre of t o w n .
Follow up
This is part of an email f r o m a friend in an English-
5 I watch DVDs with an English soundtrack and
speaking country.
I think t h a t has improved my listening.
6 I'm the captain of a local football team and
To: You!
t h a t takes up a lot of my free time.
| Subject: Me and you
7 I love going shopping but of course I can't
spend a lot of money as I'm still a student.
Well, so now I've told you something about myself, and my life
8 My m o t h e r comes f r o m a large family so I at the moment. But what about you? I hope you'll write back
have a lot of uncles, aunts and cousins. soon and tell me all about yourself: what you do, your family,
other important people in your life, your free-time activities and
9 If I do well in my school exams I hope to go
so on. Look forward to hearing from you.
to university to study languages.
Cheers,
10 It's an exciting place to live in but it's very
crowded and the traffic is terrible. Alex

11 I can understand a lot more than I can express.

Write your reply. Use 1 0 0 - 1 5 0 w o r d s .
12 I'd love to take a year off and travel around
India.
13 During the holidays I w o r k in a shop w h i c h
sells sports goods.
14 I spend a lot of time surfing the internet or
chatting t o friends on MSN.

Instant PET by Martyn Ford © Cambridge University Press 2007 ^jESS^ZSS^ 105
 Speaking Part 1 Activity 4

Face to face
Give out the activity sheets. Answers
Students read extracts from two Speaking Part 1 1 a town in northern
EXAM PART scenarios and try to guess what words might fit 2 that's right
S p e a k i n g Part 1 in the blank spaces. (Any guesses should be
3 but only part time
written on a separate piece of paper at this
4 doing a course
stage.) Tell them that there are various
5 training to become
EXAM SKILLS alternatives and no definitive correct answers.
6 kind of work does she do
• • I Play the recording. Students fill in the
Giving personal spaces, and then compare their answers with a Fl In pairs, students read the dialogues aloud. The
information partner See page 135 f o r t h e complete first time they read what is written; the second
Tapescript. time they individualise the dialogues, keeping
Responding to the basic questions but changing the names, the
answers and other details to fit themselves.
questions

TOPIC
Personal
Exam-style task
information Students can do this in pairs with the recording or in The first time, A is the interlocutor, B and C are the
groups of four without the recording. You may decide candidates and D is the assessor.
that they would benefit from doing both alternatives, The second time, B is the interlocutor, A and D are
TIME perhaps in different lessons. the candidates and C is the assessor.
With this arrangement, they each get to be a
30 minutes candidate but not everyone gets to be the
In p a i r s w i t h t h e r e c o r d i n g
• • I Students will hear an interlocutor asking them interlocutor or assessor.
You may want to remind students that in the exam the
KEY LANGUAGE some questions. They should listen and then say their
answers See page 135 f o r t h e Tapescript interlocutor is the examiner who asks the two
Describing present candidates questions and the assessor is the examiner
In groups of four w i t h o u t t h e recording who doesn't speak and makes notes on the
circumstances, past
candidates' performance. (The assessor awards the
Hand out one photocopy of the Tapescript (see page
experiences and detailed marks and the interlocutor gives a global
135) to each group of four. Explain that they are
impression mark.)
f u t u r e plans going to do the exam-style practice twice, rotating
the roles of candidates (x2), interlocutor and Discuss how they felt about their performances when
assessor. The interlocutor will read from the they have finished.
PREPARATION Tapescript and the assessor should make notes on
the feedback form and time the interview.
One p h o t o c o p y o f

the activity page and

t h e Hints a n d t i p s f o r

each s t u d e n t

One p h o t o c o p y o f HINTS AND TIPS FOR SPEAKING PART• rIt's

1e p ealla t rti gh ha tt , t op l esay, 'Sorry, c o u l d
ase?'
you

t h e Tapescript for W h a t you have t o d o

t h e Exam-style task
f o r e a c h g r o u p (see
p a g e 135)
• Answer the interlocutor's questions.
• This is t h e i n t r o d u c t i o n t o t h e S p e a k i n g
test so t h e i n t e r l o c u t o r will ask y o u f o r
s i m p l e personal i n f o r m a t i o n : y o u r n a m e ,
a g e , o c c u p a t i o n , a n d so o n .
• Remember that the interlocutor wants
t o f i n d o u t if y o u can t a k e p a r t in a
simple everyday conversation, giving
i n f o r m a t i o n a b o u t yourself.
H o w t o prepare yourself

• T h e i n t e r l o c u t o r m a y also ask y o u • M a k e sure y o u can spell y o u r n a m e

a b o u t y o u r family, y o u r i n t e r e s t s , h o w
you feel a b o u t learning English, and
your plans for the future.
• T h e i n t e r l o c u t o r w i l l ask y o u t o s p e l l all
or part of your name.
a n d t h e n a m e o f y o u r h o m e t o w n , etc.
• Practise t a l k i n g a b o u t y o u r h o b b i e s
a n d i n t e r e s t s , likes a n d d i s l i k e s .
• Be p r e p a r e d t o a n s w e r q u e s t i o n s
a b o u t y o u r past, present a n d future.

• B e c o m e an e x p e r t o n y o u r s e l f - in
H o w t o a p p r o a c h it
English!
• Try t o say a b i t m o r e t h a n ' y e s ' o r ' n o '
in y o u r a n s w e r s .

• O n t h e o t h e r h a n d , t h e i n t e r l o c u t o r will
not want long prepared 'speeches'
a b o u t a s p e c t s o f y o u r life!

106
 Activity 4

Face to face
Q Here are extracts f r o m t w o i n t e r v i e w s . INTERLOCUTOR: And w h a t does he do?
Read t h e e x t r a c t s a n d t r y t o g u e s s w h a t M A R T A : He's (4)
t h e m i s s i n g w o r d s are, b u t d o n ' t w r i t e at technical
a n y t h i n g in t h e s p a c e s y e t . D i f f e r e n t school. He's (5)
a l t e r n a t i v e s are p o s s i b l e . an engineer.
1 INTERLOCUTOR: Where INTERLOCUTOR: Tell me a bit a b o u t the
are you f r o m , Enzo? rest of your family.
ENZO: I'm f r o m M A R T A : Well, my father is a bank
Piacenza. manager and my mother has a part-time
INTERLOCUTOR: Where job in a hotel.
is that exactly? INTERLOCUTOR: Oh, yes. What (6)
ENZO: It's (1)
Italy, b e t w e e n Milan and Bologna.
MARTA: She's a receptionist.
INTERLOCUTOR: Right. And are you a
student? l»p»|Now l i s t e n t o t h e r e c o r d i n g a n d f i l l
t h e s p a c e s in e a c h d i a l o g u e .
ENZO: Yes, (2)
I'm studying W o r k in p a i r s a n d r e a d t h e d i a l o g u e s
economics and law at the University of a l o u d , t a k i n g t h e p a r t of t h e
Bologna. interlocutor and the candidate. Then
read the dialogues aloud again, keeping
INTERLOCUTOR: I see. How long have
the basic questions but the candidate
you been learning English?
s h o u l d a n s w e r as h i m / h e r s e l f , c h a n g i n g
ENZO: For five years, (3) the names, answers and other details.
, t w o or three
lessons a week.
INTERLOCUTOR: Do you
have any brothers or
sisters, Marta?
M A R T A : Yes, I have an
older brother.

Exam-style task Assessor's feedback form

Now take part in an exam-style practice of Part
1 of the Speaking test. You can do this in pairs Candidate's name:
with the recording or in groups of four w i t h o u t
the recording.
Interlocutor's name:
In p a i r s w i t h t h e r e c o r d i n g
Candidate talked about:
• • I On the recording, you will hear an
interlocutor asking you (Student A) and your
partner (Student B) some questions. Listen and
then say your answers. Candidate said: Too much • A lot •

In g r o u p s o f f o u r w i t h o u t t h e r e c o r d i n g Enough Qj| Too little \ ^ }

You will take it in turns for t w o of you to play

Good points:
the parts of the candidates and the other t w o
to be the interlocutor and assessor. The
assessor should time the interview and use this Things to work on:
f o r m to make notes on the performance of one
of the candidates. NOTE: Part 1 of the Speaking
Some things I noticed:
test lasts approximately 2 minutes. This
practice should not last less than that.
Time:

instant PET by Martyn Ford © Cambridge University Press 2007 107

 3king Part 2 Activity 1

Rainy day fun

Warm up
Introduce the topic with a discussion of the following:
EXAM PART Think back to when you were eight years old. What games and activities did you like doing?
S p e a k i n g Part 2 Write key words on the board. If appropriate, compare the answers given by boys/men and by girls/women.
More confident students may also like to give their opinion on the following:
Do you think eight-year-olds today enjoy the same games and activities as you did?
EXAM SKILLS Ask if any students in the class have had experience of babysitting or looking after children. Get them to talk
about what games they played with the children.
Discussing a
situation
Main activities 0 Students work in pairs and construct a kind of
guided conversation about the options.
Making and Students do some of these activities alone and the
Go through the example with students first and
others in pairs or small groups.
responding t o then monitor their exchanges.

suggestions D Give out the activity sheets and introduce the Q Having considered the pros and cons, students
situation. must agree on three out of the six activities to
Students work in pairs or small groups and note do with the children. There's still room for a bit
TOPIC down their ideas. This phase should not take of negotiation:
more than 2 minutes. Do you think they will like that? I think it's
Children's g a m e s
Briefly ask for their ideas and discuss them with better to...
a n d activities the whole class. OK. I agree that's also a good choice.
B Students match the pictures with the Q Students briefly explain their choices to the
descriptions in the box. whole class.
TIME
Answers
50 m i n u t e s
a Playing with toy cars Follow up
b Listening to a story Ask students to choose one of the situations below
KEY LANGUAGE c Playing a ball game and note down at least four activities they could do
d Doing an art activity to make the situation more interesting.
Describing and
e Cooking • You are stuck in a traffic jam with two adults and
commenting on two young children for three hours.
f Playing a board game
activities
• Students practise making suggestions using the
• You are staying with your grandparents in a house
in the country. It has snowed very heavily and you

•
PREPARATION
One p h o t o c o p y o f
the activity page for
each s t u d e n t
target phrases from exercise 2.
can't go out.
Students match the activities to the comments.
• You are at an airport with three children aged nine,
Answers five and 18 months. Your flight is delayed for at
1 toy cars 2 art, cooking 3 art, cooking 4 cooking least five hours.
5 board game, story 6 art, cooking 7 story 8 art Then in a later lesson, put them in pairs according to
9 hall game 10 board game which situation they chose. They use their notes to
help them discuss the situation as further practice for
Speaking Part 2.

108
 Activity 1

Rainy day fun

7 They might not like t h e same type of book.
8 Most children enjoy painting and drawing.
Situation 9 It's not a good idea because you might break
You are looking after two children - a boy aged eight and a something in t h e house.
girl aged sir-. It's a rain^j da^|, so ^ou don't want to go out. 10 The girl might be t o o y o u n g t o understand
What can you pla-f or do to keep them happ^? NOT6: Their the rules.
mother doesn't want them to watch television, video, etc.
H W o r k in p a i r s . Take i t in t u r n s t o s u g g e s t a n
a c t i v i t y f r o m t h e list i n e x e r c i s e 2 . Y o u r
Note d o w n y o u r ideas. partner must respond t o the suggestion
w i t h o n e of t h e sentences in exercise 4.
Fl Look at t h e pictures and match t h e m w i t h
B e f o r e a p o s i t i v e r e s p o n s e , s a y That's a
t h e descriptions in t h e box. Write t h e
good idea. B e f o r e a n e g a t i v e r e s p o n s e , s a y
d e s c r i p t i o n in t h e s p a c e u n d e r e a c h p i c t u r e .
I'm not sure about that.
Playing a board game Cooking
Playing w i t h t o y cars Listening t o a story
Doing an art activity Playing a ball game

P r a c t i s e s u g g e s t i n g t h e s e a c t i v i t i e s . Use: Here are t w o examples:

What about ...-ing? Student A Student B
We could ... We could do an art That's a good idea.
Shall we ... ? activity with them. Most children
enjoy painting
For example: What about playing a board game?
and drawing.
Read t h e s e c o m m e n t s a b o u t the activities. Student B Student A
S o m e are p o s i t i v e a n d s o m e negative. What about playing I'm not sure about
Write next t o each c o m m e n t the a board game? that. The girl might
activity/activities they could refer t o (they
be too young to
can refer t o m o r e than one).
understand the
1 The little girl m i g h t not w a n t t o play w i t h rules.
those. ]oy cars
Now you and your partner must decide
2 It's a nice creative activity.
w h i c h three activities y o u are g o i n g t o d o
3 They can show the results t o their m u m w i t h t h e c h i l d r e n . S t a r t like t h i s : Shall we
and dad! play a board game? No, I think they'll
4 The boy m i g h t think that it's for girls. prefer doing an art activity.
5 It will certainly pass the time quietly.
E x p l a i n y o u r c h o i c e s t o t h e w h o l e class.
6 It's rather messy - we'll have t o clear
up afterwards.

Instant PET by Martyn Ford © Cambridge University Press 2007 ^22222Z23 109
 Activity 2

Do you think so?

Warm up
EXAM PART Tell students they are going to practise 'responsive' expressions. In other words, if one person makes a
statement, the next person must respond to that statement before making a statement of their own. For the
Speaking Part 2 purposes of this speaking game, they must do so using the following pattern: echo + positive response +
question. For example:
A: Let's go to the beach.
EXAM SKILLS B: The beach? {echo) That's a great idea! (positive response) How shall we get there? (question)
Write the following ideas on the board:
Discussing a
Have a party Go swimming Visit (Mary)
situation Go shopping Play a game Listen to some music
Sing a song Have something to eat Watch a DVD
M a k i n g and
Have a discussion Tell some jokes Go on a journey
responding t o Also elicit and write on the board some phrases for suggesting:
What about...? Shall we ...? Would you like to ... ? Why don't we ... ? Let's ...
suggestions
The class stands in a circle. You start off by making a suggestion. The person on your left responds with the
pattern. The next person left answers the question, and then makes another statement (one from the list on the

TOPIC board or one of his/her own). For example:

T: Why don't we have a party?
Computers S1: A party? That's a brilliant idea! Who shall we invite?
S2: We can invite the class next door. I've got another idea. What about singing a song?
Pets S3: A song? That's an excellent idea! What song shall we sing? and so on.
Make it livelier by encouraging students to exaggerate their body language and tone of voice a bit in order to
express enthusiasm.
TIME
50 m i n u t e s Main activities Working in groups of three, students read the
situation and look at the pictures. Check that they
Students do some of these activities alone and the
understand key words (arthritis, fond of, used to,
KEY LANGUAGE others in pairs or small groups.
suitable, etc.) and that they realise they need to
f l Give out the activity sheets. discuss the different possibilities, rather than
Giving o p i n i o n s
Working in pairs, students decide what the simply choose one and eliminate the others.
expressions are used for: agreeing, disagreeing Remind the students who are listeners to give
Expressions f o r
or suggesting. their feedback when the pair have finished
agreeing, disagreeing speaking. Then ask the listeners to tell the class
Answers what their pair chose.
and suggesting
1 disagreeing 2 agreeing 3 agreeing 4 suggesting
• • I Before you play the recording of the mode
5 disagreeing 6 agreeing 7 disagreeing
answer, tell students that it is above the
PREPARATION 8 suggesting 9 disagreeing 10 suggesting
language level expected of candidates at PET
Q Working in pairs, students list the good and bad level, but it is intended to demonstrate how
One p h o t o c o p y of
points of using computers. Give them a time limit students should interact in a discussion about a
the activity page f o r of 2 minutes. Share different ideas with the situation and then bring the discussion to a
whole class. close. See page 136 f o r the Tapescript. You
each s t u d e n t
may want to give them photocopies of the
Fl • • ! Play the recording. As students listen, they
Tapescript.
Optional: photocopies look again at the expressions in exercise 1 and
tick (•) each expression they hear. See page
of t h e T a p e s c r i p t of
the Model answer for
135 or the Tapescript
Follow up
Answers Tell students that Adelphi College has some extra
exercise 7 (see Expressions on the recording: 1, 2, 3. 6, /, 8, 9 money to spend on one new resource for the
p a g e 136) Q Play the recording again. Students look at the
students. The resource should benefit as many
students as possible. It can be:
list ot points discussed and write down whether
the speakers agree or disagree about them. • Some new sports equipment, e.g. tennis rackets
• A new computer for the media centre
Answers • New books for the library
1 disagree 2 agree 3 disagree 4 agree
• A video camera or camcorder.
H Students work ir pairs or small groups Allow Ask them to work in pairs and discuss the pros and
time for them to think of possible arguments. cons of each idea. At the end they should choose the
one they think would be the best value.
Suggested answers
Students report back on their choices - and defend
Larger animals like cats and dogs need fresh air and
them, if necessary!
exercise and plenty ol space to move about in.
Some smaller pets, such as hamsters and guinea pigs,
can bo kept in cages, and aquarium fish obviously don't
need a garden'

Q Remind students to note down the

arguments while they listen to the recording. Ask
them afterwards whether any of their arguments
were the same and who they agreed with. See
page 135 f o r the Tapescript

110
 Speaking Part 2 Activity 2

Do you think so?

fl W h i c h of t h e f o l l o w i n g expressions are Q N o w y o u are g o i n g t o d o a practice activity.
used f o r W o r k in g r o u p s o f t h r e e . T w o p e o p l e d o t h e
• agreeing • disagreeing • suggesting? task a n d t h e t h i r d person listens. After 2 o r
3 minutes, t h e listener gives his/her
1 Do you think so? disagreeing
feedback.
2 You're right.
• How much did each person say?
3 Absolutely.
• What did they agree/disagree about?
4 Perhaps w e could ...
• What choice did they make at the end?
5 On the other hand, ...
Before y o u start, look back at t h e
6 That's t r u e . expressions in exercise 1 f o r a g r e e i n g ,
7 It depends. disagreeing and suggesting.
8 What a b o u t ...?
9 I'm not so sure.
10 Let's ... Situation
li\u is 75 a*A l/ve-S alone.. Since ke.r kasband
O Think about t h e g o o d a n d b a d points of SeA ske Was -fet+ ra+ker lonely OAA is -Himknuj
using c o m p u t e r s , a n d m a k e a list. etoouk <3&++iVu3 a p&+ £ o r c o i u p ^ . Ske lives in
Here are t w o e x a m p l e s . a <fou*A -floor J?U+ a*A k«s a veny sruall
With computers we can do complicated calculations vepf, qarde-A. Ske- ka& ar+hrrt-fe in ker knees m<J
ver-j quickl-j. ca*?* «wlk vorq Zar. Ske is VMYJ £onJ o£ Aotp
On the other hand, computers make us \ziy - we don't do
MA used +o Wave- one,,
arithmetic in our heads. look +ke ffluS+r«+/bftS o-f possible pe+s.
OiScttSS +ke ^ v « n + « g e s «nd d f ' s ^ v a n + ^ e s oJr
Fl • • i N o w listen t o a conversation a n d look eack one £ o r L1I4, «n<J +ken ckoose +ke ruoS+
a g a i n a t t h e e x p r e s s i o n s in e x e r c i s e 1 . suitable pe+ -for ker.
T i c k ( / ) e a c h e x p r e s s i o n y o u hear.

Q Listen again. W h i c h p o i n t s d o t h e
people agree about? Which points d o they
disagree about? Write A for agree or D for
disagree.
1 Playing games
2 Writing
3 Getting information
4 Communicating w i t h people
H To keep a pet you need to have a big house with
a garden.
Try t o t h i n k o f o n e a r g u m e n t for t h i s
s t a t e m e n t a n d o n e a r g u m e n t against it.

Q • • i N o w listen t o a conversation b e t w e e n
M a r k a n d Vera. M a k e a note of their 1 * **'

a r g u m e n t s . A r e a n y o f t h e m t h e s a m e as
yours?
W h o d o y o u a g r e e w i t h - M a r k o r Vera?

:(/W.

W h e n y o u have finished, listen t o a

model answer on the recording.

nstantPET by Martyn Ford © Cambridge University Press 2007 ^JJ^JESZES^ 111

 Speaking Part 2 Activity 2

Do you think so?

Q W h i c h of t h e f o l l o w i n g expressions are Q N o w y o u are g o i n g t o d o a practice activity.
used f o r W o r k in g r o u p s o f t h r e e . T w o p e o p l e d o t h e
• agreeing • disagreeing • suggesting? task and the t h i r d person listens. After 2 o r
3 minutes, t h e listener gives his/her
1 Do you think so? disagreeing
feedback.
2 You're right.
• How much did each person say?
3 Absolutely.
• What did they agree/disagree about?
4 Perhaps we could ...
• What choice did they make at the end?
5 On the other hand, ...
Before y o u start, look back at the
6 That's true. expressions in exercise 1 f o r agreeing,
7 It depends. disagreeing and suggesting.
8 What about ...?
9 I'm not so sure.
10 Let's ... Situation
and
lHu is 75 and lives alone.. Since ker Wusband B

Q Think about the g o o d and bad points of kinking

died Ske Was £el+ ra+ker lonely and is +kmkmg I
u s i n g c o m p u t e r s , a n d m a k e a list. about cpttinq a e + £or covxvan^. Ske lives in
P

Here are t w o examples. a cfound floor £\at and Was a vtrvj sruall
With computers we can do complicated calculations vet>(, qarde.n. Ske Was artWritis in ker knees and
veq quicKlv. cant dak veny £ar. Ske is ver^ Zand 0$ doqs

On the other hand, computers mate us l a q - we don't do

arithmetic in our heads.
Fl • • | N o w listen t o a conversation and look
a g a i n a t t h e e x p r e s s i o n s in e x e r c i s e 1 .
Tick ( / ) e a c h e x p r e s s i o n y o u hear.
and use-d +0 Wave- one.
Look at -Fke ill^s+ra-WonS o£ possible pe+s.
ViScuSS +ke advantages and disadvantages 0+
cacW one, £or Lity and +ken ckoose tWe. MOS+
Suitable- pe+ £ o r ker.

Q [>i> L i s t e n a g a i n . W h i c h p o i n t s d o t h e

h It
people agree about? Which points d o they I.
disagree about? Write A f o r agree or D f o r

Q
disagree.
•Si
1 Playing games
)
2 Writing
3
4
Getting information
Communicating w i t h people
v 7- O " V |
i
i
ll

FJ To keep a pet you need to have a big house with

a garden.
Try t o t h i n k o f o n e a r g u m e n t for t h i s
s t a t e m e n t a n d o n e a r g u m e n t against it.

n • • i N o w listen t o a conversation b e t w e e n
M a r k and Vera. M a k e a n o t e of their
a r g u m e n t s . A r e a n y o f t h e m t h e s a m e as
yours?
W h o d o y o u a g r e e w i t h - M a r k o r Vera?

• • I W h e n y o u have finished, listen t o a

model answer on the recording.

Instant PET by Martyn Ford © Cambridge University Press 2007 111


Getting there
Warm up
EXAM PART Challenge
Tell students they have to make a round the world trip using as many modes of transport as possible. In two or
S p e a k i n g Part 2
three teams, students compete to think of as many ways of travelling as possible in 2 minutes. The team with
the longest list (of acceptable modes) wins.
EXAM SKILLS NOTE: The mode of travelling must be one that people really do use, so no magic carpets or riding on the backs
of eagles!
Discussing a TIP: It can help to work through the alphabet: think of a means of transport beginning with A, then one
situation beginning with B, and so on.
Interacting
Main activities
Students do some of these activities alone and the
TOPIC others in pairs or small groups.
Transport Q Give out the activity sheets.
Make sure students understand the situation.
Monitor their discussions, reminding them to
TIME discuss the pros and cons of the different options.
50 m i n u t e s Here are some points they could think about:
What is the traffic like on the roads into the city
centre?
KEY LANGUAGE How difficult or expensive will it be for him to park?
Agreeing, Is there a reliable bus service?
Are there safe routes for cyclists into the centre?
disagreeing,
How long will it take William to walk eight
conceding, qualifying, kilometres?
summing up How important are the following factors: cost,
speed, convenience, reliability, safety and
keeping fit?
PREPARATION fl lell students they are going to listen to a
short recording of two people doing this task
One p h o t o c o p y of
and they have to evaluate the discussion. They
the activity page for will probably need to listen to the recording
each s t u d e n t twice. See page 136 for the Tapescript.
Suggested answers
1 Tho speakers don't discuss the advantages and
disadvantages of each option. For example, the
advantages of walking and the possible disadvantages of
cycling are not explored.
2 They state their own personal preferences but do not
agree on a solution for William.
3 The speakers hardly interact at all. They don't respond to
or develop the point made by the previous speaker. As
statement that 'it's too far for him to walk' is followed by
a valid but quite unconnected point about crowded buses.
We don't have the impression that they are listening to
each other or that the argument is developing in any way.
fl • • ! Students listen to two different people
doing the same task and answer the same
evaluation questions as for exercise 2. See page
136 for the Tapescript (the Answers to
exercise 4 are shown in bold). After you have
discussed the answers, ask students if they can
remember any other examples of interactive
language from the conversation. Point out that
the arguments are more fully developed and
there is more exchange of ideas.
112
Activity 3
Suggested answers
1 They discuss the advantages and disadvantages of all
the options.
2 They reach a conclusion: going by bicycle is the best
option for William.
3 They interact well, responding to and developing each
other's arguments. For example: / think that's a good
idea. So what about going by bus? Well, it depends.
fl Ask students to read quickly through the
conversation before you play the recording
again. They write in the words they hear. Pause
the recording occasionally to allow them time
to write.
Point out how many of the missing words and
phrases make the dialogue feel more
interactive, more like a real exchange of views.
Give them one or two examples:
So what about...? I think that's a good idea.
Then ask them to read out others.
Students work in pairs and practise reading the
completed dialogue aloud. See page 136 for
the Tapescript (the Answers are shown in bold).
Follow up
Before they start writing, brainstorm with students
the possible good and bad points of each option. The
options here are less clear cut and more a matter of
personal preference than the transport question, so
students can put their own likes and dislikes into the
characters. Issues to consider:
What are their interests?
What do they want to get from their holiday, e.g.
physical exercise? Total relaxation? Cultural
experience? Fun?
How much is cost a factor?
Students should try to incorporate interactive
phrases into their written dialogues. You may want to
suggest that they do the writing in pairs.
NOTE: Many learners at this level under-exploit a task
and as a result do not demonstrate the depth or
range of the language they have at their disposal. For
this reason it's a good idea to remind students that
the process of discussing options is the important
thing, not the conclusion reached.
In this writing task, for example, it is better if the two
friends have slightly different tastes and interests, as
that is more likely to generate real 'negotiation'.
 Speaking Part 2 Activity 3

Getting there
Q W o r k in p a i r s . Talk a b o u t t h i s s i t u a t i o n w i t h B. That's true
your partner a n d agree on t h e best option. going by hike? We know he has a bicycle
7

A: Yeah. I It's
Situation
much quicker than walking but it's still good
W/ll/ou kaS i«S+ apt a ne,* job. \t «1/H mean ke kaS
exercise.
+o ^ o r t m +ke centre the cit^ eiaWt Metres
W k/s ko»ue. He Was to decide on tWe bes+ «fcuj B: , cycling can be

o<; travelling to «)ork ever^ cfcuj. Here are tWe
options-.
car bus bicycle on £oot
Hem-. W/HKW kaS bo+k a car a ^ a b/c^cle. There is
*o car part a+ +ke co»upa^ «)kere ke Ml dork.
UWat are, tWe advantages and possible
J/sadvan+acjeS o£ eack op-Wow.?
Fl ••jNow l i s t e n t o t w o p e o p l e d o i n g t h e
same task.
1 Do the speakers discuss the advantages and
disadvantages of each option for William?
2 Do they choose an option for William? If so,
w h a t are the reasons for their choice?
3 How much do the speakers interact w i t h
each other?
fl • • | N o w listen t o t w o different people
d o i n g the same task, a n d answer the
q u e s t i o n s in e x e r c i s e 2.
fl • • j R e a d the conversation below, then
l i s t e n a g a i n a n d f i l l in t h e s p a c e s w i t h t h e
w o r d s y o u hear.
A: Right
B: You start.
A: OK. Well, I don't think walking is a good idea.
Eight kilometres is a bit too far to walk early
in the morning.
B: it's a good way to
keep fit and it doesn't cost anything.
A: Yes, but most people want to get to work as
quickly as possible in the morning.
dangerous in busy city centres.
A: Yeah, and cycling in heavy traffic is awful.
B: Yeah. So what about going by bus?
A. Well, If the
service is reliable
B: But they're often late and too crowded, which
can be a real problem.
A : Mmm. ..: taking
the bus every day can be quite expensive.
B: OK. He has a car as well as a bike, so how
about travelling to work by car?
A: very much,
either. OK, you're independent in a car but the
traffic in the rush hour is terrible.
B: And finding
somewhere to park can be difficult and
expensive.
A: So, ?
B: Well, go by bike:
it doesn't cost anything, it's reliable, usually,
and you travel independently.
A: And it's good exercise too,
But he
. a cycle helmet.
B: Absolutely ?
A: Yeah - bike's best!
W o r k in p a i r s . Read t h e d i a l o g u e a l o u d .
Follow up
Write a conversation between t w o friends w h o are
planning a holiday together. The options they are
thinking about are:
• A camping holiday in the countryside
• Staying in a hotel in a famous historic city
• A holiday village by the sea (with lots of
? organised activities).
A t the end of the conversation they should agree on
which holiday t o choose. Use some of the
interactive phrases f r o m exercise 4.

Instant PET by Martyn Ford © Cambridge University Press 2007 ^2JI2222Zi^^ 113
 Activity 4

Exam-style task
Warm up
The exam-style task itself should take only 2-3 minutes. Here are some warm up ideas and suggestions for
EXAM PART developing the exam-style task into a longer activity.
S p e a k i n g Part 2 • Individual students think of things they might take with them on a camping trip - things which they don't
know the English word for. Instead of asking for a translation, they have to do a mime in front of the class.
Tell any student who thinks he/she knows the English word or phrase for it not to say the word out loud but
EXAM SKILLS to come up and write it on the board. You confirm or correct it.
Discussing a Variation: Instead of a mime, the student draws on the board a simple picture of the object. Again, anyone
who thinks he/she knows the word, comes and writes it next to the picture.
situation • Draw on students' own experience. If anyone has been on a camping or walking holiday, ask them to
describe how they prepared for it and what they took with them. What was essential, useful or
Making and unnecessary amongst the things they carried?
responding t o
suggestions Exam-style task
Give out the activity sheets.
Students work in pairs. Read the situation to them and ask them to discuss it for 2-3 minutes. Remind them
TOPIC that they should try to discuss each option and, if possible, agree on five items for the two friends to take
Camping with them.
• • I When they have finished, play the model answer on the recording. See page 137 f o r the Tapescript. Tell
them that it is above the language level expected of candidates at PET level, but it is intended to demonstrate
TIME how students should interact in a discussion about a situation and then bring the discussion to a close. You may
want to give them photocopies of the Tapescript.
30 minutes

KEY LANGUAGE
Developing the exam-style task
Future w i t h will
Give out the activity sheets. Structures
Practise useful structures for this type of discussion
M o d a l v e r b s may,
Kim's game and negotiation using examples from the list. For
Students look at the picture of the objects for 1 example:
might, could, e t c . minute, and then turn the paper over. Working with Sleeping bags are essential, I think.
a partner, they see how many objects they can If the weather's very hot, they may not need
remember. sleeping bags.
PREPARATION During the recalling phase students can ask about I don't think they'll need a radio - they can listen
One p h o t o c o p y o f vocabulary they don't know. to the sounds of nature!
But it'll be nice for them to have some music in
the activity page for Matching verbs with nouns the evening.
each s t u d e n t Write these verbs on the board. Students have to say A penknife will be very useful.
which object in the picture they most associate with Folding chairs will be too big and heavy to carry
Optional: photocopies each verb
of t h e Tapescript o f tie up shine cook listen to kick cut
Pyramid decision
eat navigate sleep sit
the model recording In pairs, students have to choose the five most
Answers useful or important items (1-2 minutes). They join
f o r t h e Exam-style
tic up: rope shine: torch cook: camping stove another pair, making a group of four, and have to
task (see p a g e 137) listen to: radio kick: football cut: penknife agree on five items. Finally, they form a group of
eat; plates and cutlery navigate: map eight and again have to agree on five items. Groups
sleep: sleeping bag sit: folding chair report their final choices to the whole class.

Variation: Make the task more challenging by

choosing more 'cryptic' verbs, for example: Different items
climb (rope); switch on (torch or radio); zip up
Ask students to choose five different things that
(sleeping bag).
they might take on such a walking and camping
holiday. They have to speak for 30 seconds each,
Essential or unnecessary? explaining why they would take those items.
In pairs, students discuss all of the items pictured and
have to decide whether each one is: essential,
useful, optional or unnecessary

114
 Activity 4

Exam-style task
d e s c r i b e w h a t p e o p l e use it for: I don't
Hints and tips for Speaking Part 2 what the name is in English, but it's a kind of
know

W h a t you have t o d o
small cooker with a gas bottle, and you use it
• Listen t o t h e interlocutor's instructions. when you go camping.
• L o o k at a p i c t u r e c o n t a i n i n g a n u m b e r o f • R e m e m b e r , in a test like this short answers
different items. are usually n o t e n o u g h . T h e i n t e r l o c u t o r
• Speak t o y o u r p a r t n e r (the o t h e r c a n d i d a t e ) n e e d s t o hear s o m e e x a m p l e s o f extended
for 2 - 3 minutes. speaking from t h e candidates.

H o w t o a p p r o a c h it H o w t o prepare yourself

• T h e i n t e r l o c u t o r will n o t t a k e p a r t in t h e • Take p a r t actively in classroom discussions in

d i s c u s s i o n , so y o u a n d y o u r p a r t n e r m u s t b e
ready t o keep the conversation g o i n g .
• It isn't essential t o finish t h e task in t h e t i m e
g i v e n , b u t t r y t o discuss each o p t i o n in t h e
p i c t u r e as fully as p o s s i b l e . In t h e e x a m ,
c a n d i d a t e s are assessed o n t h e i r ability t o
take p a r t in t h e task, rather t h a n o n t h e
o u t c o m e o f t h e discussion.
• Listen t o w h a t y o u r p a r t n e r says a n d , w h e r e
appropriate, respond with a c o m m e n t or a
question.
• D o n ' t w o r r y if y o u d o n ' t k n o w w h a t
s o m e t h i n g is c a l l e d in English. Try t o
pairs o r g r o u p s .
• Try t o m o v e t h e discussion f o r w a r d b y
r e s p o n d i n g t o o t h e r p e o p l e ' s ideas a n d
opinions.
• Learn a n d practise h o w to make suggestions,
give y o u r o p i n i o n , agree a n d disagree.
• W h e n t h e r e is a q u e s t i o n t o discuss, d o n ' t
'rush t o a c o n c l u s i o n ' : t a k e t i m e t o talk a b o u t
d i f f e r e n t aspects o f t h e q u e s t i o n .
• Listening a n d s p e a k i n g p r a c t i c e , inside o r
o u t s i d e t h e c l a s s r o o m , is t h e b e s t w a y o f
p r e p a r i n g f o r t h e test, a n d o n e o f t h e best
ways o f i m p r o v i n g y o u r English generally.

Situation
Two friends are going on a walking and camping holiday in a hilly area. They are going t o take a t e n t
with t h e m . Here is a picture with some other items they could take. Choose five items t h a t you think
they should take.

iWhen you have finished, listen t o a model answer on the recording.

Instant PET by Martyn Ford © Cambridge University Press 2007 ^JJyjJV • ^J^-fJ}^ 115
 Spe Activity 1

Exploring a picture
Warm up
EXAM PART Tableaux vivants
This is a good way of practising the present continuous through Total Physical Response.
S p e a k i n g Parts 3 & 4
For this task it is helpful to bring in some photographs showing people doing an activity together or
sitting, standing, etc. in different poses. Reproductions of Old Master paintings can also be very good
EXAM SKILLS for this. The idea is to recreate the picture as a 3-D tableau vivant by telling a group of people where to stand
and what to do. Ask a small group of students to come to the front of the class. Establish an imaginary frame
Describing a picture for the photo. Within that frame, direct the students where to go and what poses to
adopt. (Of course, it's important to direct them as far as possible with words rather than gestures!)
Discussing a t o p i c When the tableau is ready, call out 'CHEESE!' The photo is now 'taken' and the actors can relax.
in pairs Afterwards show that group the photo they were enacting and talk about the results.
Invite two confident speakers to try directing another group. Give them a different picture and a time
limit to construct and take their 'photo'.
TOPIC
Music and the arts Main activities See page 137 f o r the Tapescript Perhaps
check understanding of fringe and denim.
Students do some of these activities alone and the Emphasise that key words and phrases are fine
Families a n d
others in pairs or small groups. here; if they try to write complete
generations sentences it will become too dictation-like.
D Give out the activity sheets.
Check whether students know the names of Answers
TIME the instruments: cello, violin, recorder. In pairs
1 elderly, late sixties perhaps
(or groups of three) they look at the
50 m i n u t e s 2 only the top half of their bodies
photograph and discuss the questions for 2
or 3 minutes. 3 she's behind the boy, leaning over his shoulder
Choose the pair or group that talked longest 4 showing him how to play ... or maybe she's
KEY LANGUAGE and most confidently and ask them to repeat teaching him
Present c o n t i n u o u s part or all of their discussion in front of the 5 straight, quite short, white
class. 6 straight fair hair cut in a fringe
'Vague' l a n g u a g e , e.g. Afterwards, ask the whole class to say what 7 plain denim shirt with sleeves rolled up,
was good about the discussion (no negative T-shirt underneath
It's a sort of... feedback at this stage).
8 she has a kind, friendly expression; both
Suggested answers are smiling and look as if they're enjoying themselves
PREPARATION 1 In a garden or park. Q • • ! Make sure students know what they are
One p h o t o c o p y of t h e 2 Playing musical instruments: the violin, cello and listening for before you play the recording
recorder. again. See page 137 f o r the Tapescript (the
a c t i v i t y p a g e f o r each
3 Perhaps the woman playing the violin is the little girl's Answers are in bold). You may want to give
student mother and the woman with the white hair playing the them photocopies of the Tapescript.
cello is her grandmother.
P h o t o s s h o w i n g small Answers
4 The elderly woman might be in her late sixties or early
I'm not sure perhaps It looks as if maybe
g r o u p s o f p e o p l e (for seventies, the woman with the violin in her mid-thirties
Something like that could be I suppose
and the little girl about seven years old.
the W a r m up) Q Encourage students to choose a pair of
5 Grandmother - blouse and light-coloured trousers;
mother - blouse, cardigan and long, floral-patterned questions rather than one each from different
Optional: photocopies skirt; girl - (white) short-sleeved dress and sandals. pairs. They should practise their conversation
of t h e Tapescript f o r 6 A hedge, bushes, trees, plants, etc.; part of a wall in order to be ready to do it again in front of
(classical-style architecture). the whole class.
exercise 4 , w i t h t h e
7 They seem to be enjoying themselves.
a n s w e r s f o r exercise
8 Individual answers Follow up
6 (see p a g e 137)
H Ask the class to look at the second photo and Ask students to prepare for this part of the test by
compare it with the first photo. This short phase setting aside some pages in their vocabulary
can be done in pairs or with the whole class. notebooks for:
Wl Students discuss how to expand on the brief Describing people, Names of leisure activities,
description given. If they are stuck for ideas, Talking about likes and dislikes, Using 'vague'
refer them to the questions in exercise 1. language, i.e. useful words and phrases that
They should make a brief note of their ideas. express uncertainty, for example: I'm not sure
Q Play the recording. Students make a quick exactly, it could be, perhaps, something like that,
comparison of content (not language!) that kind of thing, a sort of, I think it's called, it
between their notes and the speaker's on the looks as if.
recording. See page 137 for the Tapescript
(the Answers to exercise 6 are in bold).
H After students have read the questions, play
the recording again. You may need to pause
it while they note down their answers.

116

Exploring a picture
Q Look at this photograph.
W i t h a partner, discuss y o u r answers t o
these questions.
1 Where are t h e three people?
2 What are they doing?
3 What d o you think their relationship is?
4 How old do you think they are?
5 Describe t h e clothes they are wearing.
6 What can you see in t h e background?
7 In your opinion, h o w do they feel about w h a t
they are doing?
8 Would you enjoy doing s o m e t h i n g like this?
Q Look at this p h o t o g r a p h .
C o m p a r e it w i t h t h e p h o t o in exercise 1.
In w h a t w a y s is i t s i m i l a r ? In w h a t w a y s is
it d i f f e r e n t ?
instant PET by Martyn Ford © Cambridge University Press 2007 ^^^^^^^^j^
Spe Activity 1
fl Read t h i s d e s c r i p t i o n o f t h e p h o t o g r a p h .
T h e d e s c r i p t i o n is v e r y s h o r t . H o w c o u l d i t
be d e v e l o p e d ? Discuss ideas w i t h y o u r
partner and make notes.
• • • i N o w listen t o a description of t h e same
photo. Compare the description with your
i d e a s . W h a t is s i m i l a r ? W h a t is d i f f e r e n t ?
H • • i R e a d these questions. Then listen t o
the recording again and note d o w n your
answers.
What does t h e speaker say about
1 the age of the woman?
2 h o w much we can see of the people?
3 t h e position of the woman?
4 w h a t she might be doing?
5 t h e woman's hair?
6 the boy's hair?
7 the boy's clothes?
8 t h e expressions of both people?
H T h e s p e a k e r uses s e v e n e x p r e s s i o n s t h a t
s h o w h e is n o t 100% sure a b o u t a p o i n t .
Here a r e t h r e e of t h e m : perhaps, something
like that, could be. Listen t o t h e r e c o r d i n g
a g a i n - can y o u n o t e d o w n t h e others?
Q W o r k in pairs. Look at t h e q u e s t i o n s b e l o w .
Choose t w o q u e s t i o n s t o talk a b o u t . Your
discussion s h o u l d last 2 - 3 m i n u t e s , so
t h i n k c a r e f u l l y a b o u t w h a t y o u c o u l d say.
• Can you play a musical instrument?
• What kinds of music do you enjoy listening to?
• What practical or artistic abilities do you have?
• What sort of things do you like t o make, paint
or draw?
• Do you have grandparents (or older relatives)
w h o m you see?
• What have you learnt from these older people?
• Do you come f r o m a large family?
• What activities do you do w i t h different
members of your family?
117
 ¥

Sp 3 & 4 Activity 2

What are they like?

Warm up
Write these 'age descriptors' on the board and ask students to write them down in what they think might be
EXAM PART chronological order.
S p e a k i n g Parts 3 & 4 toddler in your mid-thirties elderly in your early twenties young child over 60 in your late forties
teenager middle-aged new-born baby
Explain that we use these expressions to describe people when we are not sure exactly how old they are (so
EXAM SKILLS they are very useful when talking about photos in the speaking test!).
Ask them to describe the ages of one or two people who they know using these expressions (and not exact
Describing
ages). It's more realistic if they describe acquaintances, teachers, neighbours, etc., rather than family and
appearance friends whose ages they are likely to know.

Describing your
impressions
Main activities Do you know anyone with a tattoo?
Insist that they answer with a complete
Students do some of these activities alone and the
sentence, for example:
others in pairs or small groups.
Yes, my grandmother's got grey hair.
TOPIC n Give out the activity sheets.
People First ask students to look at the photo but to
cover the description. Invite individuals to try to
Clothes describe the picture.
Then they uncover the description and read it Working in pairs, students look at all the pictures,
silently. and then turn the paper over. They have 1
TIME Talk about any items of unfamiliar vocabulary, minute to remember as much as possible about
40 minutes e.g. stud earrings, brushed back, forehead by the six people in terms of: age, physical
asking them to point to the things referred to. appearance, clothes and accessories, and, if
If there are some confident and willing readers, possible, expression or behaviour. Which
KEY LANGUAGE ask one to read the text aloud, or read it yourself. person remembered the most details?
Students write the answers to the questions. Then they take it in turns to describe one of the
Expressions f o r f a c t
Emphasise that key words, rather than the whole photos. Their partner must point to the picture
and opinion sentence, are enough here. they described.
Follow up: Students work in pairs or small
looks + a d j e c t i v e Answers groups. One person describes another student in
A late twenties or early thirties the class as they look today. (Of course, they
looks as if /seems to B long hair, brushed back must be careful not to give away the identity of
be +verb C smartly dressed, plain jacket, checked shirt, small stud the person by looking across the classroom at
earrings, shoulder bag them!) They should try to include at least one
construction fact and one opinion or impression in their
D waiting for a train, looks calm, seems very interested in
description. The others try to guess who the
the newspaper she's reading
person is. The turn passes to the next person.
PREPARATION 0 Explain to students that descriptions of a picture Variation: Hand out photos of people to each
One p h o t o c o p y of can be statements of fact (whether the fact is pair or group for students to describe, or put the
true or not doesn't matter) or opinions and photos on the walls of the classroom so they
the activity page for impressions, which of these they are affects choose who to describe.
each s t u d e n t the way you talk about them For example, They Fl In pairs, students discuss the Part 4-type
are sitting on the beach and She has white hair conversation task for 2-3 minutes.
Optional: p h o t o s of are statements of fact, whereas It looks as if it's
going to rain and The castle looks mysterious
people for the
give opinions or impressions Follow up
Variation in exercise 4 Remind students of these structures: Ask students to write a description of a<photo they
looks/seems + adjective have a i home. The photo should contain a number of
looks/seems as if + subject + verb people. They should describe:
seems to be + verb with -ing • the setting/place/situation
Once you have checked the answers, students • who the people are
should write their sentences in pairs or small • what they look like
groups. As whole class feedback, ask each pair or • what they are wearing
group to read out the sentences they like best. • what they are doing
• what is happening in the photo.
Answers
Suggest to them that, if they are able to do so, it
1 c fact 2 g fact 3 f opinion/impression
would be nice if they attached their photo (or a copy)
4 b opinion/impressior 5 a opinion/impression
to their writing.
6 h opinion/impressior 7 e fact 8 d opinion/impression
As a further follow up, you could also ask them to
Fl The sentences in this exercise are examples of create (or continue) a page in their vocabulary
describing people in photos. They use the same notebooks for clothes and accessories.
sort of phrases presented and practised in Picture/photo dictionaries are a useful reference
exercises 1 and 2. for this.
Personalise some of this vocabulary by asking
questions. For example:
Do you know anyone with grey hair?
Do you know anyone in their mid-forties?

118
 Activity 2

What are they like?

Look at this p h o t o of a w o m a n at Osaka
s t a t i o n i n J a p a n . Read t h e d e s c r i p t i o n a n d
answer the questions.
I can see a woman. She looks as if she's waiting f o r
a train. I think she's probably in her late twenties
or early thirties. She's smartly dressed, wearing a
plain jacket and a checked shirt. She's g o t long
hair, which is brushed back from her forehead.
She's wearing small stud earrings. She's carrying a
shoulder bag. The s t a t i o n is busy but she looks
calm and seems very interested in t h e newspaper
she's reading.
H M a t c h these descriptions of p e o p l e t o o n e of
t h e c a t e g o r i e s A - D in e x e r c i s e 1 .
1 He's wearing a dark suit and a red striped tie. c
2 He's well-built and looks quite strong.
3 He looks a bit lost.
4 She's wearing a patterned t o p and jeans.
5 I think she's in her mid-thirties.
6 He's elderly ... late seventies, perhaps.
7 She's g o t blonde hair and a rather red
complexion.
8 She's g o t a nose ring and a small t a t t o o on her
shoulder.
9 They seem to be very relaxed.
10 She's g o t grey hair and her skin is quite
wrinkled.
11 He's middle-aged, maybe 45 or 50.
12 She looks as if she's going t o cry.

Which expressions refer t o her

A age? ...A3ifi.tentLK..Qr..63r.bf.thir.tL6s....
B physical appearance?

C clothes and accessories?

D expression or behaviour?

0 C o m p l e t e each s e n t e n c e o n t h e left b y
d r a w i n g a line t o t h e second part. W h i c h of
t h e sentences state a fact, a n d w h i c h ones
I
m
give an opinion or impression?
1 She's w e a r i n g my brother.
2 She's a be waving at
W o r k in pairs. Look at t h e six pictures f o r 3 0
someone.
s e c o n d s . T u r n t h e p a p e r over. W i t h y o u r
3 He l o o k s as if a baseball cap. p a r t n e r , t r y t o r e m e m b e r as m u c h as y o u c a n
4 She s e e m s t o 19 or 20 years o l d . a b o u t t h e p e o p l e . Use t h e c a t e g o r i e s A - D in

a rucksack on his exercise 1.

5 That boy l o o k s l i k e
back. Then l o o k at t h e pictures again a n d , in t u r n ,

6 They l o o k rather f he's waiting f o r a d e s c r i b e o n e of t h e p e o p l e . Your p a r t n e r

must p o i n t t o t h e person y o u have described.
bus.
7 He's g o t g famous actress, Q W o r k in pairs. Discuss this c o n v e r s a t i o n task
8 I think she's a b o u t h frightened. for 2-3 minutes.
• Talk t o g e t h e r a b o u t w h a t clothes you like t o
Use t h e p h r a s e s in b o l d t o m a k e y o u r
wear w h e n you are not at school/work. Are
o w n sentences. Here are s o m e ideas t o
there any styles or colours you d o n ' t like
help y o u .
wearing?
• busy • a friendly smile • be making
a speech • a long skirt • glasses
• he's received some g o o d news
• 24 or 25 • his father • g o o d cook

nstantPET by Martyn Ford © Cambridge University Press 2007 ^2222 H

P 119
 Spe •". 3 & 4 Activity 3

What's the big idea?

Warm up
EXAM PART Speed chatting
S p e a k i n g Parts 3 & 4 Put students into groups of three. They should sit on chairs facing each other. Tell them they must have a
conversation for 2 minutes on the topic you are going to write on the board. (Stress that they must keep talking
for the whole 2 minutes, and you don't want to hear anyone talking about a different topic!) Write one of the
EXAM SKILLS conversation tasks on the board.
What do you mostly use a computer for in your daily life?
Describing a picture What hind of food do you prefer when you go out for a meal?
Who does the housework in your home? What jobs do you usually do?
Discussing a t o p i c What sort of things do you read nowadays? What about when you were a young child?
in pairs Describe one or two of your good friends. What activities do you like doing together?
What forms of healthy physical exercise do you enjoy?
How do you expect to use the English language in the future?
TOPIC What makes you laugh? When was the last time you enjoyed a good laugh about something?
Describe an annual festival that you enjoy. Explain how you participate in it.
Celebrities
Talk about an older person, perhaps in your family, who has had an important influence on your life.
Tell the students to start. Walk around and monitor their conversations. Before the 2 minutes are up, write the
Sport
next conversation task on the board.
Stop the activity and then regroup students before they start the second conversation, and so on, so they

TIME discuss as many of the topics in 2 minutes as appropriate.

Afterwards, ask students which conversation tasks were best or easiest to talk about.
40 minutes

KEY LANGUAGE
Present c o n t i n u o u s
for describing
activities in a p i c t u r e
Descriptive adjectives
PREPARATION
One p h o t o c o p y o f
the activity page for
each s t u d e n t
P h o t o s s h o w i n g small
g r o u p s o f p e o p l e (for
the Follow up)
Main activities
Students do some of these activities alone and the
others in pairs or small groups.
Q Give out the activity sheets.
Working in pairs, students look at the photo of
American actress Sharon Stone for 30 seconds,
and then cover it.
They discuss the written description, correcting
it in pencil.
They look at the photo again and reread the text,
adding any corrections they missed.
Suggested answers
The mistakes are underlined and the corrected text is in bold.
The picture shows a famous actress talkina and
laughing with some of her fans signing a u t o g r a p h s
f o r s o m e o f her f a n s . It's very crowded, with lots of
people trying t o get close t o her. Some of them are
holding cameras books a n d pens because they want
to ta*e photos g e t her a u t o g r a p h . Ths actress has
long, dark s h o r t , f a i r / b l o n d e hair and she's wearing a
white black sleeveless dress with iong sleeves. She's
also wearing larae earrings and a necklace. She i s n ' t
wearing a n y jewellery. In the bottom left-hand corner
of the picture we can see a boy holding a pen and a
book or magazine out to her. He's smiling a t the
actress We can only see one s i d e o f h i s f a c e s o we
c a n ' t see i f he's s m i l i n g a t t h e a c t r e s s , in the
background we can see some buildings but nothing
else a n d s o m e t r e e s .
Fj| Remind students that the topics for conversation
in Part 4 of the Speaking test are suggested by
the photos used in Part 3.
If you did the W a r m up, ask students to think
about one or two of the conversation tasks they
did and to try to imagine the photos that went
with them.
Ask the class to give you some examples of
celebrities.
What are they famous for? Do they 'deserve'
their fame?
Ask if anyone has ever met a celebrity or got the
autograph of one. Explain the expression in the
public eye. Brainstorm and write on the board
some advantages and disadvantages of being a
celebrity.
Then students get into pairs and do the two
conversation tasks.
FJ Using the examples in exercise 2 as models,
students work in pairs to write one task for the
photo.
Tell the students that conversation tasks should
be general enough to allow anyone to take part.
Guide them away from questions that will
exclude (for example) those who do not have
specialist knowledge of premiership football!
They exchange their task with another pair and
talk for 2-3 minutes about that pair's task.
The pairs who exchanged tasks can then take it
in turns to observe each other doing the task
again. Suggest that they give each other
feedback as follows:
How easy was it to hear and to follow the
conversation?
How much did they develop the conversation,
e.g. going into detail and producing some longer
sentences?
How well did they listen to each other and
interact with questions and comments?
Ask one or two pairs to perform their
conversation task in front of the class.
Follow up
Bring in photos and/or ask students to collect
interesting pictures from newspapers, magazines and
publicity material, and to bring them to class. Ideally,
these should be lively scenes containing several
people, and should suggest a topic that is easy to
discuss.
In pairs, students write questions on their photos (for
Part 3 practice) and a conversation task (for Part 4).
They work in groups of four, exchanging photos and
tasks and rotating the roles of interlocutor, assessor
and candidates.
Create a 'gallery' of pictures on the classroom walls.
These can be labelled with short sentences
containing useful vocabulary, e.g.
In the foreground we can see a dog jumping for
a ball.
There are some houses in the distance.
 Spe ; 3 & 4 Activity 3

What's the big idea?

L o o k a t t h i s p h o t o g r a p h f o r 3 0 s e c o n d s a n d t r y t o r e m e m b e r as m u c h as y o u c a n .

Cover t h e p h o t o a n d read
t h i s t e x t . It c o n t a i n s e i g h t
factual mistakes. W o r k w i t h
a partner and t r yt o correct
the mistakes.

The picture shows a famous actress talking and laughing with some of her fans. It's very crowded, with lots of

people trying to get close to her. Some of them are holding cameras because they want to take photos. The

actress has long, dark hair and she's wearing a white dress with long sleeves. She's also wearing large earrings

and a necklace. In the bottom left-hand corner of the picture we can see a boy holding a pen and a book or

magazine out to her. He's smiling at the actress. In the background we can see some buildings but nothing else.

F l W o r k i n p a i r s . S t u d e n t A r e a d s o u t C o n v e r s a t i o n t a s k A . Talk a b o u t i t t o g e t h e r f o r 2 m i n u t e s .
S t u d e n t B r e a d s o u t C o n v e r s a t i o n t a s k B. Talk a b o u t i t t o g e t h e r f o r 2 m i n u t e s .
W h e n y o u d o t h e second task, t r y n o t t o repeat a n y t h i n g y o u said in t h e first conversation.

Conversation t a s k A
Your photograph shows a famous film actress signing autographs. Talk about which actors, singers or
other celebrities you admire and what you know about their lives.
Conversation t a s k 3
What are the qood and bad points about being famous and in t h e public eye? Would you like t o be famous?

W o r k in pairs. Look a t
it:
this p h o t o a n d w r i t e a
conversation task for
a n o t h e r pair of students.
The t a s k s h o u l d b e
a b o u t 25 w o r d s .
Exchange tasks w i t h
a n o t h e r pair. Talk f o r
2-3 minutes.
at' « •

nstantPET by Martyn Ford © Cambridge University Press 2007 ^J|j*"f'J'I^ZIM)' 121

 Spe arts 3 & 4 Activity 4

Exam-style task
Photograph for Student A
PART 3
• • I Listen t o the recording, or read o u t the
interlocutor's script t o your partner, and then
talk a b o u t your p h o t o g r a p h for about 1 minute.

INTERLOCUTOR: N o w I'd like each o f y o u

to t a l k o n y o u r o w n a b o u t s o m e t h i n g .
I ' m g o i n g to give e a c h o f y o u a
photograph o f people celebrating a
s p e c i a l event. (Student A), here's y o u r
p h o t o g r a p h . Please s h o w i t t o (Student B),
b u t I ' d l i k e y o u to t a l k a b o u t i t . (Student
B), y o u j u s t l i s t e n . I ' l l give y o u y o u r
p h o t o g r a p h i n a m i n u t e . (Student A),
please t e l l us w h a t y o u c a n see i n y o u r
photograph.

Student A speaks for about 1 minute. Photograph for Student B

Thank you.

N o w , (Student B), h e r e ' s y o u r p h o t o g r a p h .

It also s h o w s p e o p l e c e l e b r a t i n g a n
i m p o r t a n t event. Please s h o w i t to
(Student A) a n d t e l l us w h a t y o u c a n see
in the photograph.
Student B speaks for about 1 minute.
Thank you.

PART 4
• • I Listen t o the recording, or read o u t t h e
interlocutor's script, and then talk t o your
partner for 2 - 3 minutes.

• • ! Listen t o t h e model answers for Parts 3 and

INTERLOCUTOR: Your photographs
4 on the recording. Note t h a t the language level
showed people celebrating a n important
is higher than that expected of candidates at
event. N o w I ' d l i k e y o u t o t a l k t o g e t h e r
PET level.
a b o u t i m p o r t a n t events t h a t y o u
celebrate, a n d e x p l a i n h o w y o u c e l e b r a t e For Part 3, remember that there are many ways
them. of describing a photo - everyone will describe it
differently - and for Part 4, you need t o interact
Students A and B speak together for 2-3
w i t h your partner, taking turns, asking questions
minutes.
and responding t o w h a t your partner says.
T h a n k y o u . T h a t ' s t h e e n d o f t h e test.

122 Instant PET by Martyn Ford © Cambridge University Press 2007 ^S^^Vlll^Jii'^
 Spe arts 3 & 4 Activity 4

Hints and tips for Speaking Part 3
W h a t y o u have t o d o
• You have t o d e s c r i b e a c o l o u r
photograph.
• T h e i n t e r l o c u t o r will tell y o u t h e s u b j e c t o f
t h e p h o t o , b u t will n o t ask y o u any f u r t h e r
q u e s t i o n s . You have t o speak o n y o u r o w n
without prompting.
• If y o u d o n ' t u n d e r s t a n d w h a t is
h a p p e n i n g in t h e p h o t o , j u s t d e s c r i b e
w h a t y o u can s e e .
• Try t o s o u n d i n t e r e s t e d a n d c u r i o u s a b o u t
the subject of your p h o t o ; avoid giving
t h e i n t e r l o c u t o r a b o r i n g 'list' o f t h i n g s
y o u can see.
How t o prepare yourself

• You can d e s c r i b e t h e p l a c e , t h e p e o p l e in • Practise t a l k i n g a b o u t a p h o t o f o r 1

t h e p i c t u r e a n d w h a t t h e y are d o i n g , a n y minute.
i m p o r t a n t o b j e c t s a n d w h e r e t h e y are. • Learn t o d e s c r i b e t h e areas o f a p i c t u r e :
b o t t o m right-hand corner, top left-hand
H o w t o a p p r o a c h it
corner, background, foreground, in the
• I m a g i n e y o u are d e s c r i b i n g t h e p i c t u r e t o middle of the picture, e t c .
s o m e o n e w h o c a n ' t see it. I n c l u d e t h e • Learn expressions t o use w h e n y o u d o n ' t
names o f objects, a n d describe colours, k n o w t h e w o r d f o r s o m e t h i n g , e . g . / don't
p e o p l e ' s c l o t h e s , t h e weather, a n d so o n . know what it's called in English, but it's
• Talk a b o u t facts a n d i m p r e s s i o n s : There's like / it's a kind of...
a ... , She looks ...

Hints and tips for Speaking Part 4 • If y o u d o n ' t u n d e r s t a n d s o m e t h i n g t h e

i n t e r l o c u t o r (or y o u r s p e a k i n g partner)
W h a t y o u have t o d o says, it is all r i g h t t o ask t h e m t o r e p e a t it.
• You have t o talk w i t h y o u r p a r t n e r f o r
• Speak clearly at all t i m e s so t h e
2-3 minutes o n a subject given by
i n t e r l o c u t o r a n d y o u r partner can hear y o u .
t h e interlocutor.

• T h e s u b j e c t will b e c o n n e c t e d w i t h t h e H o w t o prepare yourself

p h o t o s y o u have j u s t d e s c r i b e d , b u t t h e • Practise t a l k i n g a b o u t y o u r interests, y o u r
i n t e r l o c u t o r will t a k e t h e p h o t o s back. likes a n d dislikes, a n d y o u r o p i n i o n s . It's
You d o n ' t n e e d t o refer t o t h e m in y o u r i m p o r t a n t t h a t y o u can g i v e reasons f o r
conversation. t h e s e views.

• Practise s h o r t c o n v e r s a t i o n s w i t h a p a r t n e r
H o w t o a p p r o a c h it
( 2 - 3 minutes) o n c o m m o n e v e r y d a y
• Turn t o w a r d s y o u r p a r t n e r so it's easier t o
t o p i c s . (Your t e a c h e r can advise y o u w h a t
talk t o g e t h e r .
t h e s e t o p i c s m i g h t be.)
• R e m e m b e r , t h e i n t e r l o c u t o r will n o t j o i n in
• Practise expressions f o r a g r e e m e n t a n d
this part: it is a c o n v e r s a t i o n b e t w e e n y o u
friendly disagreement.
a n d y o u r partner.

• Say w h a t y o u t h i n k , b u t also t a k e t u r n s ,
ask q u e s t i o n s a n d r e s p o n d t o w h a t y o u r
p a r t n e r says.

Instant PET by Martyn Ford © Cambridge University Press 2007 ^JJJE^ZH^ 123