Cambridge English

Preliminary
for Schools
Exam
practice Teachers Resources

T E AC H I N G N OT J U S T T E S T I N G

P O W E R E D B Y

Contents
Answer Key 2 Practice
Audioscript 5
Teaching Tips 10 Tests Plus
Answer Sheets 14 Teaching not just testing
 ANSWER KEY: CAMBRIDGE ENGLISH PRELIMINARY FOR SCHOOLS
A N SW ER KEY: C A M BRI D G E EN G L I SH PREL I M I N A RY F O R SCHOOLS
Answer Key
Test 1: Reading and Writing (page 8)
Reading
Part 1
1 C Students need to sign a list by Friday.
2 B Her mum asks Could you record Dads favourite car
programme ? 31 D popular is the only adjective that is followed by with.
3 B Tilly is at the station early because her teacher allowed
the students to leave after a test.
4 A The notice asks people if they want to join.
5 C She wants him to look on the table for her homework.
Part 2
6 B The book describes a world that is very possible.
7 A The description mentions his girlfriend and a story
including a chase.
8 G The book is about global warming, weather and
volcanoes, etc. These are all environmental issues.
9 C The book is exciting and includes a nightmare journey
and travel through several US states that we dont
normally hear so much about.
10 E This book is about a real life and how someone
developed, into a good journalist.
Part 3
11 B It isnt a competition the offer is to the first people who
join.
12 A The trainer is described as a professional actor and star
of the TV series Chancellor.
13 B It didnt win an international award, it just missed out on
a top prize.
14 A Anton was discovered in this way when he was just
eight years old.
15 B There is no audience for the play readings and no
mention of tickets.
16 A members choose a new play.
17 B They dont need to, but there are opportunities for those
who want to.
18 A This will happen in the coming year.
19 A There is normal acting membership (referred to before)
and associate membership.
20 B The audience doesnt take part in productions but can
join discussion groups.
Part 4
21 C This is a description of the event for a school magazine/
website. It refers to our class and Miss Matthews and
describes what happened.
22 D They have just been developed.
23 B They could do several things: we were allowed to test it,
she played with them.
24 A He says it gave us some good ideas.
25 C He says, I was particularly impressed and machines like
these could replace the jobs of lots of people.
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Part 5
26 C get is the only one that collocates with fed up.
27 D every refers to individual times.
28 A keep is the only one that collocates with fit.
29 D Items B and C would need an article, A would imply a
comparison.
30 B in is used with a country.
32 C similar is the only word that is followed by to.
33 A This is a zero conditional, only can fits.
34 B across implies from one side to the other.
35 C good + for = healthy
Writing
Part 1
1 a member a noun related to belonging to
2 the best superlative
3 too easy negative to positive
4 might win possibility in future
5 gave her passive to active
Parts 2 and 3
For model answers, see Exam Practice: Cambridge English
Preliminary for Schools, pages 6264.
Test 1: Listening (page 23)
Part 1
1 C She doesn't have much homework and can record the TV
programme to watch later.
2 B He says that the discussion 'for me was probably the
most fun part'.
3 C She isn't free on 4th or 5th and says that 8th 'would be
great'.
4 A He doesn't like the idea of the shopping bag and there
isn't a bag with lots of pockets.
5 A She says her house has a balcony, but the garage is
joined to the house.
6 B The boy used to like guitar, but now loves piano. (The
girl played the guitar and now plays the violin.)
7 B She is going to the dentist and playing hockey today.
She is having a haircut tomorrow, but wants to go to the
cinema afterwards.
Part 2
8 C Her grandmother didn't say anything and she made new
friends, but her mother took her to try something new.
9 C Her dad hoped she'd lose interest and take up something
different.
10 B She felt scared because all the other dancers looked
better than her.
11 A She says preparing for performances is her favourite thing.
12 B She says she doesn't see many of her old friends because
they don't share the same interests.
13 A She says 'I'm sure dancing is the right thing for me',
which is the 'correct choice'.
2
 A N SW ER KEY: C A M BRI D G E EN G L I SH PREL I M I N A RY F O R SCHOOLS
Part 3
14 500
15 2
16 thriller
17 countryside
18 The Lion
19 laptop
Part 4
20 B Susie has not seen the film yet.
21 A James says they were pretty good in this film.
22 A Susie says acting in films is not the same now.
23 A James says Half the fun is seeing it on the big screen.
24 B James says he often disagrees with the critics, not Susie.
25 A James says I don't think films will ever become only
DVDs or downloads' and Susie says 'I'm not so sure.
Test 2: Reading and Writing (page 32)
Reading
Part 1
1 C not Room 15
2 B she wants your ideas
3 C Call me if ...
4 B found in classrooms, taken to the Heads office
5 B sandwiches to share with
Part 2
6 H reactions, who will win
7 F exciting, starts tonight and finishes on Thursday
8 A biggest names in the film business, real stories
9 D music, as it happens, famous names, new ones
10 E premier, Fantasy Prize
Part 3
11 B It helps 512-year olds.
12 A different areas and different sorts of homes
13 B We know they dont have physical problems because
they do some work around the house.
14 A it is often difficult for them to make friends
15 A meet other children and make good friends
16 B They take part in leisure activities, swim, ride bikes and
play with animals.
17 B It visits children in the community.
18 A art, dance and music
19 A birthday and Christmas cards
20 A what they do isnt seen or recognised by others
Part 4
21 B It describes Lauras problems and how she has coped.
22 B They encouraged her to get the most out of life.
23 D Laura is an expert at signing and lip-reading, too,
and its her main way of talking to people.
24 C Lucy gives a signal to Laura if ...
25 C Laura manages her life and has a wide circle of friends at
school and at her gymnastics club.
2 016 P e a rs on P h o t o co p i ab l e
Part 5
26 D more is used for comparing followed by than.
27 B However starts a sentence that contrasts with the
previous one.
28 A drop is followed by an object (their gum) and means to
let something fall.
29 A means is part of the phrase it/this means that....
30 C get + off = remove
31 A cost = how much someone pays for something
32 C way means method in this context.
33 D bright is an adjective that implies it attracts attention.
34 B hope is only followed by will out of these choices.
35 B We say in + a city/town.
Writing
Part 1
1 as big as/as large as to follow the negative verb
2 long way = not near
3 unless negative of if
4 twice = every two weeks is two times in a month
5 to live to + infinitive after prefer
Part 2
Model answer
6 
Use an informal style. Include all points. Use different tenses.
Use correct words for opening and closing.
Hi Mark,
Last night I went to a concert and saw Sam Smith. Hes an
amazing singer and he sang lots of his best songs. Ive got
all his albums. What music do you like? Do you often go to
concerts?
Bye,
Jenny
Part 3
Model answers
7 Use informal style. Include all points. Use a range of
structures and vocabulary. Use correct words for opening
and closing.
Hi Carl,
Thats an interesting project! I think the most popular sports
here are football and tennis. Lots of young people play
football at school and at clubs. Its easy to play because you
only need a ball and some grass. Theres a lot of football on
TV. There are matches every weekend and also in the evenings
during the week.
Some people play tennis at school, but its expensive to join
a club. However, we have some famous tennis players in
our country. Thats why we like to watch them on TV. When
theres an important international tennis competition, they
show it on TV.
I hope that helps.
Tom
3
 A N SW ER KEY: C A M BRI D G E EN G L I SH PREL I M I N A RY F O R SCHOOLS

8 Use the given starter sentence. Organise work into

paragraphs. Use linking words. Use narrative tenses. Use a Writing and Speaking Banks (page 57)
range of vocabulary.
Writing
The train stopped again and Beth looked at her watch. It was Part 2 (message):
8.30. School started at 8.45 and her first lesson was English.
Checking your work
She liked English and they were studying an interesting book.
She didnt want to be late. I really enjoyed spending a week at your home I had
the a great time. The best part is was going to that football
Suddenly a man shouted. Everybody must get off the train
match I've never saw seen such an amazing stadium! I'm
now! All the passengers got up and went to the doors.
looking forward to next year when you will visit my home.
People were worried and they were pushing each other.
As Beth got off the train she saw some smoke at the back Part 3 (letter or email):
of the train. It was a fire! She ran as fast as she could. She Doing everything in the task
completely forgot about her English lesson!
1 suggesting 2 apologising 3 thanking 4 describing
5 promising 6 accepting an invitation
7 making a decision 8 asking for information
Test 2: Listening (page 44)
Part 3 (story):
Part 1 Making a story easy to understand

1 A The mother doesn't have any salad and the boy prefers 1 rather 2 any 3 Suddenly 4 long 5 unexpectedly
banana to apple. 6 After that
2 B She doesn't say that taking photographs was the best Making a story interesting
part, and the weather wasn't good enough to sit on the
beach. 1 Completely unexpectedly 2 ran quickly 3 All at once
3 C His cousin doesn't wear glasses and is wearing a dress. 4 hurried 5 By now 6 absolutely 7 stared 8 strong
4 A She doesn't like the idea of football at first, but then agrees
because there is no sci-fi film and she doesn't like the music. Speaking
5 B Tomorrow is Saturday, which will still have some light Part 2 (discussing a situation):
showers with a few sunny periods.
Giving/asking for opinions
6 C The girl sees the book underneath the coat.
7 A The books and DVDs arrived the day before. 1 Do you have any ideas?
3 How about you?
Part 2 5 How do you feel about that?
7 What do you think?
8 A He sang on TV after he won the competition. 8 What would you say?
9 B 'I love to think people enjoy listening to me'. 10 Do you think the same as me?
10 C 'I always want to do everything perfectly, and that's
not possible. Responding to others
11 B He says it's better when his sisters travel with him. 1 D asking for more information
12 A He says it's not his choice to do it alone, and that he 2 F disagreeing
prefers to study with his friends. 3 J making a suggestion
13 A He says some of it is similar to his first one, but he's 4 C asking for an opinion
trying to include new songs so it won't be the same. 5 B agreeing
6 G explaining
Part 3 7 I making a decision
14 5 (p.m.) 8 E changing the topic
15 Mondays 9 A adding information
16 35 10 H giving an opinion
17 The Stars
Part 3 (describing a photograph):
18 computers
19 Strange Journey Talking about a photograph
1 1 themselves 2 outside 3 caf 4 cup 5 perhaps
Part 4 6 right 7 jacket 8 fair 9 long 10 because
20 A He says it was a shock to see how many people there 2 1 cushions 2 something 3 backs 4 other 5 left
were it was much busier than the year before. 6 striped 7 curly 8 vase 9 living room 10 after
21 A She says she didn't imagine she'd make so many friends.
Part 4 (having a discussion):
22 B He says he kept in touch with his family on the internet.
23 A She says 'what a shame you didn't do any activities like Responding to your partner
that. You missed out on something special!' 1 C 2 D 3 B 4 G 5 F 6 A 7 H 8 E 9 J 10 I
24 B Oliver is going to learn the guitar now he didn't learn it
at camp.
25 B She hasn't made up her mind yet.

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 Audioscript: Cambridge English Preliminary for Schools
A udioscript: C ambridge English Preliminary for Schools
Audioscript
Test 1: Listening, Part 1 (pages 2325)
There are four parts to the test. You will hear each part twice. For
each part of the test there will be time for you to look through
the questions and time for you to check your answers.
Write your answers on the question paper. You will have six
minutes at the end of the test to copy your answers onto the
answer sheet.
Part 1
There are seven questions in this part. For each question there are
three pictures and a short recording. For each question, choose
the correct answer A, B or C.
Before we start, here is an example.
What is the boy going to buy with his birthday money?
Girl: What are you going to spend your birthday money on?
Boy: I can't decide! My sister keeps suggesting things, and
they all seem good ideas at first! Like, she said a DVD
but actually I like downloading films, not watching them
on TV. She also said a football shirt, and I do need a new
one, so that's probably what I'll get.
Girl: How about a computer game?
Boy: I love gaming, but I don't have enough money for one!
Picture C is correct so the letter C has been circled.
Look at the three pictures for Question 1 now.
Now we are ready to start. Listen carefully. You will hear each
recording twice.
Question one
What will the girl do in the evening?
Boy: Hi Sue can you come to the tennis club this evening?
I need a partner for the game 'cos Jenny can't make it
she's going to the cinema with some friends.
Girl: I haven't got a lot of homework tonight, but there's a
programme on TV I want to watch. And it looks like its
going to rain!
Boy: No, it's going to be fine later on. You can watch the
programme another time your mum could record it
for you.
Girl: Then I guess I'll see you there!
Now listen again.
Question two
What did the boy like best about the geography lesson?
Girl: I really enjoyed that lesson! It was so interesting.
Boy: Me too! It's good when the teacher uses films to show us
real things, so it's easy to see exactly what she's talking
about. The photographs she passed round were good,
too, especially the ones of the lions they're magnificent!
Some of my friends found the discussion afterwards less
interesting, but for me that was probably the most fun
part of the whole thing. I'm looking forward to finding
out more on the internet for myself.
Now listen again.
Question three
When is the girl's next singing lesson?
Man: Hi Sally I'm sorry but I have to change your next singing
lesson because I'm going to a concert then. It's the lesson
planned for June 4th I know we've already moved that
once, sorry.
2 016 P e a rs on P h o t o co p i ab l e
Girl: That's fine actually, my mum wants to take me to the
cinema on the 4th anyway. I'm not free on 5th, though I
have a dancing lesson then.
Man: What about 8th? I'd like to make it a double lesson with
Jan we could start at 5 and finish at 7.
Girl: That would be great.
Now listen again.
Question four
Which bag does the boy decide to use?
Boy: I can't decide which bag to take to the game I've got so
much stuff to carry.
Girl: What about this backpack? It'll take a lot.
Boy: It's very large, and uncomfortable to carry. Haven't you
got a smaller one with lots of pockets? Then it's easier to
find things.
Girl: Not really there's this one, but it's got short handles.
Mum could give you a shopping bag at least that has
long handles.
Boy: That's silly! OK, I'll use the big one, thanks.
Now listen again.
Question five
Where does Sarah live?
Boy: Where do you live now, Sarah?
Girl: In North Street the house with the balcony. We've lived
there since last month. Our other house was too small. It's
quite near the school, so I can walk there every morning.
Boy: Is it the one with the separate garage, and the large
garden? You're lucky to have so much space!
Girl: Actually, we have got a big garden, but the garage is
joined to the house. You're thinking of the one on the
corner. Why don't you come round with Carol after school?
Now listen again.
Question six
What musical instrument is the boy learning to play now?
Boy: How are you getting on with your guitar lessons, Sally?
You were finding it hard, weren't you?
Girl: Yes, and actually I've given up my mum thought I
should learn the violin instead.
Boy: My parents wanted me to play the violin, but I said the
piano would be better. They were worried I wouldn't
enjoy it because I used to like the guitar, but I love it.
Girl: It's the same teacher who does the guitar lessons, isn't it?
Boy: Yes, and I think she's great her lessons are fun!
Now listen again.
Question seven
What does the girl want to do tomorrow?
Girl: Oh, hello Sue it's Chloe. Sorry, but I can't come to the
cinema with you today. I've got an appointment for a
check-up with the dentist at 3 and then I have to play
hockey for the school team one of the girls is ill. Could
we make it tomorrow for the film that starts at 5? I can't
come earlier because I have to go to the hairdresser
immediately after school. Give me a ring to let me know if
that's OK. Speak soon!
Now listen again.
That is the end of Part 1.
5
 A udioscript: C ambridge English Preliminary for Schools
Test 1: Listening, Part 2 (page 26)
You will hear an interview with a girl called Sophie Watson, who
has just joined a professional dancing school. For each question,
choose the correct answer A, B or C.
You now have 45 seconds to look at the questions for Part 2.
Now we are ready to start. Listen carefully. You will hear the
recording twice.
Interviewer: Sophie is a thirteen-year-old dancer who has just
joined a professional dancing school. Sophie, tell
us why you started to dance.
Sophie: I've wanted to be a dancer since I was three
maybe because my grandmother used to dance
when she was young. I think my mum took me
to the local dance school because I kept talking
about it, and she thought it would be something
different for me to do. I made lots of new friends,
but I took it more seriously than them they just
thought it was fun.
Interviewer: Did anyone worry about you dancing so much?
Sophie: When I was eleven I had dancing classes after
school three days a week, and then a Saturday
morning class as well. I managed to do the
schoolwork because I got up early every morning.
It was difficult for my dad who worried I would
get into trouble I don't think he thought I might
get hurt, but secretly he hoped I'd lose interest
and take up something different!
Interviewer: Then you had an interview for the professional
dance school. Were you nervous?
Sophie: I was! My ballet teacher said I should apply
because she thought I could be really good if
I had special training. In my interview, I had to
dance in front of several of the teachers. I felt
really scared, because there were lots of young
dancers there, and they all looked much better
than me! I was lucky to be chosen.
Interviewer: What's daily life like at the school?
Sophie: I still have to do normal schoolwork in the
afternoons. In the mornings we all do dance
exercises together. They're the same every day
and are hard the teachers expect us to improve
all the time. We do performances every term, so
we have to practise special dances to do on stage
that's my favourite thing.
Interviewer: Has being at the school changed you?
Sophie: I hang out with the other students, do regular
things like listen to music, watch films. I don't
see many of my old friends because we don't
share the same interests any more. I make sure I
get enough sleep people probably think I dont
enjoy life, but it's not true.
Interviewer: Tell us how you feel about your future.
Sophie: There are lots of opportunities at the school. I
have music and singing classes, and I love them
though I'm not any good! I'm sure dancing is the
right thing for me even if I don't become a big
star. I don't regret coming to the school.
Now listen again.
That is the end of Part 2.
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Test 1: Listening, Part 3 (page 27)
You will hear some information about a short-story competition.
For each question, fill in the missing information in the numbered
space.
You now have 20 seconds to look at Part 3.
Now we are ready to start. Listen carefully. You will hear the
recording twice.
Man: And now to move on to details of our competition this
month. Most of us think we can write a story well,
here's your chance to show that you can!
If you're older than twelve, but under sixteen, you can
enter our short-story writing competition. Your story should
be no longer than 500 words, although it can be as few as
250. You can have as many characters in your story as you
like, but there must be a least two main characters. Most
people like to have between three and five.
So, what sort of story should you write? We've had sci-fi
and crime stories in competitions before, but, this time,
we want a thriller if you send in a comedy, I'm afraid it
won't win.
You may want to write about your own town or city,
but we're asking for stories set in the countryside we
think that gives everyone more chances to use their
imagination. You can choose the season yourself you
might like winter because it's dark and cold, or summer
because it's hot and sunny.
The judges are well-known writers themselves: Jack Harris
wrote an award-winning novel, The Lion, and Carol
Simmons is editor of the magazine Creative Writing, as
well as the author of many short stories.
You can email your stories directly to us. The email is:
shortstory@StarRadio.co.uk, and the closing date is July
15th. Any stories we receive after this date will not be
judged. Remember to include your full name and address,
and, most importantly, your age. The winning story will
be put onto our website for everyone to read.
There are several prizes including books and DVDs, and
the winner will be given a laptop. That should encourage
everyone to try to write a good story!
Now listen again.
That is the end of Part 3.
6
 A udioscript: C ambridge English Preliminary for Schools
Test 1: Listening, Part 4 (page 28)
Look at the six sentences for this part. You will hear a
conversation between a girl, Susie, and a boy, James, about a
new film called One Evening.
Decide if each sentence is correct or incorrect. If it is correct,
choose the letter A for YES. If it is not correct, choose the letter B
for NO.
You now have 20 seconds to look at Part 4.
Now we are ready to start. Listen carefully. You will hear the
recording twice
Boy: I was really looking forward to seeing One Evening. It was
great to go with loads of friends we all met up in the
afternoon and went together.
Girl: I had too much homework, so I'm going next week I
can't wait! I think it's going to be great so don't tell me
too much!
Boy: OK. You just need to know you'll love it! Don't listen to
people talking about it at school, though especially the
special effects.
Girl: Oh dear, I don't usually like films with loads of those
there are often too many.
Boy: I know what you mean, they can be too obvious. But they
were pretty good in this film. Maybe that's because of
the director.
Girl: I prefer good acting like there used to be in older films.
It's just not the same now. And it's different when you see
an exciting film in the cinema there's more atmosphere
and you probably enjoy it more.
Boy: I hate watching films at home. Half the fun is seeing it on
the big screen and talking about it afterwards especially
when it's a blockbuster like One Evening.
Girl: One thing is, I never read reviews before I see a film, so
I can decide for myself what I think. Mind you, I usually
read them afterwards!
Boy: I reckon critics are often wrong, anyway. There's always
something they criticise, and it's usually what I really liked.
Girl: Do you think people are going to the cinema as much
nowadays? I think it's too expensive. After all, there are
so many other ways to watch a film like on a laptop or a
tablet. You can watch it whenever you want.
Boy: That's true, but, honestly, I don't think films will ever
become only DVDs or downloads the cinema experience
is too much fun!
Girl: I'm not so sure.
Now listen again.
That is the end of Part 4.
You now have six minutes to check and copy your answers onto
the answer sheet.
That is the end of the test.
2 016 P e a rs on P h o t o co p i ab l e
Test 2: Listening, Part 1 (pages 4445)
There are four parts to the test. You will hear each part twice. For
each part of the test there will be time for you to look through
the questions and time for you to check your answers.
Write your answers on the question paper. You will have six
minutes at the end of the test to copy your answers onto the
answer sheet.
Part 1
There are seven questions in this part. For each question there are
three pictures and a short recording. For each question, choose
the correct answer A, B or C.
Before we start, here is an example.
What is the boy going to buy with his birthday money?
Girl: What are you going to spend your birthday money on?
Boy: I can't decide! My sister keeps suggesting things, and
they all seem good ideas at first! Like, she said a DVD
but actually I like downloading films, not watching them
on TV. She also said a football shirt, and I do need a new
one, so that's probably what I'll get.
Girl: How about a computer game?
Boy: I love gaming, but I don't have enough money for one!
Picture C is correct so C has been circled.
Look at the three pictures for Question 1 now.
Now we are ready to start. Listen carefully. You will hear each
recording twice.
Question one
What does the boy decide to take to school for lunch?
Woman: Pete, what do you want to take to school for lunch
today? I can make cheese sandwiches, and you could
take an apple as well.
Boy: Oh Mum, I had cheese yesterday and I'm bored with
sandwiches. Can't I take a salad? I need to be healthy
for football!
Woman: I don't have salad but there's cold pasta. You could
take that. What about the apple?
Boy: I'd prefer a banana, to be honest.
Woman: Ahh ... There's one left you're lucky!
Boy: Thanks. And the pasta's fine.
Now listen again.
Question two
What did the girl like best about her holiday?
Boy: Did you have a good holiday?
Girl: Yes, on the whole it was a bit cold, though. There
were loads of things to see in the town I took so many
photographs!
Boy: You must show me! How about the beach was that
nice?
Girl: It was beautiful it was just a pity the weather wasn't
better or we would have spent more time there. Actually,
what really made it for me were the sporting activities,
especially cycling in the countryside I did that every day,
and the weather didn't matter!
Boy: Sounds cool!
Now listen again.
7
 A udioscript: C ambridge English Preliminary for Schools
Question three
Which photograph is the boy's cousin?
Girl: I was looking at the photos of your family on your
Facebook page which one is your cousin? Does she have
curly hair like you?
Boy: Yes, but it's very long. Actually, she's quite tall taller
than me and very sporty. She usually wears sports
clothes although, now I think about it, she's wearing a
dress in the Facebook photo.
Girl: So she's not the one with glasses then that must be
your sister.
Boy: That's right she's the younger one.
Now listen again.
Question four
Which TV programme does the girl agree to watch?
Boy: It's raining shall we watch television instead of going
out? There's a good documentary about football.
Girl: Not exactly my favourite! You can watch that if you like,
but I'd rather watch something more exciting. Isn't there
a science fiction film or something?
Boy: I'll check the schedule Oh, that was last night you've
missed it. There's a live concert streamed from America
that could be good.
Girl: I'm not into that kind of music. OK, let's give your sports
programme a try. It might be all right!
Now listen again.
Question five
What will the weather be like on Saturday?
TV announcer: It's 6 p.m. on Friday and here's the forecast for
the weekend. The weather this week has been
disappointing with heavy rain and no sign of
the sun, but that will start to change tomorrow
when the rain should move slowly away to the
east. Temperatures have been lower than normal
for June, but that's because of the strong winds
across the whole country. They should drop
tomorrow, and on Sunday everywhere will be
sunny and warm. Unfortunately, tomorrow, most
areas will still have some light showers with a few
sunny periods.
Now listen again.
Question six
Where is the boy's homework book?
Boy: Has anyone seen my homework book? I thought I left it
here.
Girl: I haven't seen it did you put it in your rucksack?
Boy: I've looked there, but there's no book in it just pens and
pencils. Have you picked it up by mistake?
Girl: I've only got my own books. You probably left it in the
library when you were working there at lunchtime.
Boy: OK, I'll have to go back there and check.
Girl: Wait a minute isn't that it under your coat? You just
couldn't see it there!
Now listen again.
2 016 P e a rs on P h o t o co p i ab l e
Question seven
What is the girl waiting for?
Boy: Why do you keep looking out of the window?
Girl: The postman's so late today.
Boy: But I thought the books you ordered online arrived
yesterday.
Girl: Yes, they did the parcel arrived by special delivery, along
with the DVDs for my friend's birthday. But I ordered
some printer cartridges as well, and they haven't arrived. I
really need to print out my homework, otherwise I'll be in
trouble with the teacher.
Boy: Well, I can see him coming now, so let's hope you get
what you want!
Now listen again.
That is the end of Part 1.
Test 2: Listening, Part 2 (page 46)
You will hear an interview with a boy called Jack Roberts, who
has become famous as a singer in his own country at the age of
twelve. For each question, choose the correct answer A, B or C.
You now have 45 seconds to look at the questions for Part 2.
Now we are ready to start. Listen carefully. You will hear the
recording twice.
Interviewer: Jack Roberts has become famous as a singer
in his own country, and is quickly getting an
international reputation but he's still only 12.
Jack, how did all this happen?
Jack: Ive got three older sisters and we've always
loved singing and song-writing together. I started
singing at events and festivals in my town when I
was nine. Then, Mum entered me in a local talent
contest and I came first. That's how it all began!
Because of that, a television company heard
about me and put me in a programme.
Interviewer: How do you feel when you're on stage?
Jack: I'm nervous, but that's not a bad thing I
probably sing better. I love to think people enjoy
listening to me. It makes me feel special even
more so when I'm singing songs that I've written
myself.
Interviewer: Is it easy to watch yourself in television
programmes?
Jack: I feel embarrassed when I see recordings of my
shows because I see and hear things I think are
mistakes, even if they're actually not. I'd love
to go back and do it again. I always want to do
everything perfectly, and, of course, that's not
possible.
Interviewer: How does it feel to be famous so young?
Jack: Very strange, but it's something I'm getting used
to. I know I'm going to travel a lot more and
sing in different places. My mum always travels
with me, but it's so much better when my sisters
come, too. I wish I could spend more time with
them that's really hard. It's strange when people
talk to me in the street. It's quite difficult to get
used to that but it's not horrible.
Interviewer: Do you still have to do schoolwork?
8
 A udioscript: C ambridge English Preliminary for Schools
Jack: I do have to study, but I do it online on my own.
It's not my choice it seems a waste of time
but I know my singing career could come to an
end and I'll need to do something else. I prefer to
study with my friends, though.
Interviewer: You're writing a new music album. Tell us about
that.
Jack: It's a combination of different musical styles
some of it's similar to my first one, because most
of my fans are my age and I know what they
like. I'm going to try to include some new songs,
though, so it won't be exactly the same. A lot
of it's about my sister she writes most of the
words for me.
Interviewer: Thanks, Jack.
Now listen again.
That is the end of Part 2.
Test 2: Listening, Part 3 (page 47)
You will hear some information about visiting a space museum.
For each question, fill in the missing information in the
numbered space.
You now have 20 seconds to look at Part 3.
Now we are ready to start. Listen carefully. You will hear the
recording twice.
Woman: You've reached the voicemail of the Space Museum.
We're closed right now. Our opening hours are 104
Tuesday to Friday, and 105 at the weekends. We're
not open on Mondays or bank holidays.
Tickets can be bought in advance on our website:
Spacemuseum.com. An adult ticket costs 13, and
entry is 11 for children aged 516. There is a special
family ticket for two adults and two children which
normally costs 40, but if you buy it in advance, it's
35. There are a small number of parking spaces
outside the museum which cost 10 a day, but the
best way to visit us is by bus from the town centre. The
number 6 leaves every ten minutes from outside the
train station.
We have some special exhibitions at the moment
that are all included in the cost of the ticket. We are
showing the film Beyond the Moon, where you can
sit back and explore the secrets of the universe on our
huge screen. For those interested in space travel, our
film The Stars will answer all your questions. Both films
are showing every hour.
There are three floors of interactive activities for
children of all ages. You can climb into a model
spaceship, see some moon rocks and pretend to be
a spaceman. In the Blue Room you can search the
universe using the computers there. On every floor you
can enter competitions with prizes such as books and
DVDs. On Wednesday this week there will be short
lectures about life on other planets from local scientist
Mary Jones and Dan Richards, author of the science
fiction novel Strange Journey.
If you're planning to spend a whole day here, there is
a caf on the top floor, serving hot meals until 2 p.m.
After that you can get cakes and coffee until 4.
Now listen again.
That is the end of Part 3.
2 016 P e a rs on P h o t o co p i ab l e
Test 2: Listening, Part 4 (page 48)
Look at the six sentences for this part. You will hear a
conversation between a girl, Alice, and a boy, Oliver, about
spending a month at a summer camp during their school
holiday.
Decide if each sentence is correct or incorrect. If it is correct,
choose the letter A for YES. If it is not correct, choose the letter
B for NO.
You now have 20 seconds to look at Part 4.
Now we are ready to start. Listen carefully. You will hear the
recording twice.
Boy: So, what did you think of the summer camp?
Girl: I hadn't been to anything like that before, so I didn't
know what to expect but everyone was so friendly. I
did feel a bit strange at first because I couldn't believe
how many people there were and the camp was so big
it was easy to get lost.
Boy: I went last year, so I knew what it would be like. But even
so, it seemed busier this year. That was a shock.
Girl: I didn't imagine I'd be able to make so many friends I'm
actually quite shy but I loved sharing a room with other
girls. We sat up talking most nights! The tutors were very
kind and made us feel completely at home.
Boy: Yes, they did, but some people I was with missed their
parents a bit they didn't like not being at home. I kept
in touch with mine on the internet, though, so we had
lots of contact.
Girl: I didn't have time to think about them there was so
much to do during the day. I hadn't played hockey or
gone swimming in the river now I can do both. I never
thought I was good at tennis before, but I got better
because I played so much. What a shame you didn't do
any activities like that. You missed out on something
special!
Boy: It's not what I'm interested in. It was the musical
evenings that were great someone played the piano or
guitar while we all sang. I'm going to have guitar lessons
now so I can do the same! I don't think I'll go to camp
next year, though.
Girl: My parents think I should, and it was certainly good fun,
but I haven't made up my mind yet. I'm glad to be back
at school.
Boy: Me too. I'll do something different next year something
connected with music.
Now listen again.
That is the end of Part 4.
You now have six minutes to check and copy your answers onto
the answer sheet.
That is the end of the test.
9
Teaching tips
Teaching tips

Teaching Tips
Reading

1 Identifying situations (Part 1) 4 What's the answer? (Part 4)

Get students to bring in their own examples of Get students to cover the options and only look
signs and notices to share and discuss. The at the question. They should then try to find the
other students should guess where they were answer to the question in their own words. Get
seen. It doesn't matter if they are in their own them to look at the options and see which one
language identifying the context is important matches their own ideas most closely.
and will transfer to English. When doing this
task, students should always think about the 5 I can do this! (Part 5)
context of the sign or notice as this will help them
understand it. Get students to read the whole text through
without giving them the options, and discuss what
it is about. They should understand the whole text
2 Reading quickly (Part 2)
before they try to fill in any of the gaps. Talk about
Students need to understand and remember the subject together. Is it interesting? What have
the key information they are looking for in each they learned? Did they know about it before?
text. Develop this skill by giving students longer Then ask them to see how many answers they
texts and asking them to scan them to look for can guess. Finally, give them the options and get
something very specific, for example, How big is them to check their answers. This will give them
the building? confidence for the exam task.
When they're practising an exam task, get
students to use different coloured highlighter pens 5 I like reading! (All parts)
to mark the information in each text that matches Encourage students to read in English. Set them
the descriptions of people. tasks for homework to find short texts/blogs/
information on the internet that they think are
3 How much do I need to understand? (Part 3) interesting to read. They bring these to class and
tell other students why they liked the text. This
Help students gain confidence in guessing the
can link English to their own interests, and give
meaning of unfamiliar words from their context in
them a reason to read.
longer texts. When they have done a Part 3 task,
ask them to underline any words that they didnt
know. Then ask them to work in pairs and try to
work out the meaning of these words by using the
context. They may be able to do this more easily
than they think. After guessing, they can use a
dictionary to check their ideas. This will help them
deal with unknown words more confidently when
they come across them in a longer text.
Ask students to work in pairs and highlight the
information in the task that they did NOT need to
use to find the answer to a particular question.
This will show students that they don't need to
understand everything in the text, especially if it
seems very long.

2 016 P e a rs on P h o t o co p i ab l e 10

Writing
1 What's wrong? (Part 1)
Give students tasks with answers written in.
Some answers should be correct and some
should be wrong, but for different reasons:
spelling, grammar or too many words. Students
work in pairs to identify the incorrect answers,
and say why they are incorrect.
2 What was the task? (Part 2)
Give students a copy of a written answer without
the task. Ask them to work in pairs and write
the task. Then give students the actual task to
compare with their ideas. This activity focuses
students on the importance of reading the
question properly and answering it completely.
3 Create a checklist (Part 2)
Make a template (see below) to provide students
with a checklist to complete before they start to
write any task. This will help them focus on the
requirements of the task, and get them into the
habit of always reading the question carefully.
Why are you
writing?
Who are you
writing to?
What must you do?
What information
must you include?
2 016 P e a rs on P h o t o co p i ab l e
Teaching tips
4 Correcting grammar mistakes (Parts 2 and 3)
Get students to work in pairs and discuss
mistakes they know they often make. Then ask
them to exchange a piece of work with their
partner so they can check it, looking specifically
for the mistakes their partner mentioned. This
will help students to see mistakes they may miss
themselves, and help them check their own
answers in the exam.
5 What can I write about?
(Part 3: story and letter)
Many students find it difficult to think of ideas for
their writing. Spend five minutes in class regularly
brainstorming ideas using previous tasks.
Encourage them to keep these ideas and use
them in their homework tasks.
Give students short letters or emails to read to get
them used to the style, and tell them very short
stories regularly. This gets them used to the idea
of a story with a beginning, middle and end.
6 Improving answers (Part 3: story)
Give students a copy of a short story which has
no adjectives and is boring. Get them to work in
pairs and suggest ideas for improving it.
7 Using connectors (Part 3: story)
Give students a copy of a good answer, but take
away all the connectors. Students work in pairs
and add appropriate connectors into the script
where they think best.
11
 Teaching tips

Listening

1 Mark the answer (Part 1) 4 What does it really mean? (Part 4)

After completing a Part 1 listening task, give Get students to highlight key words in the
students a copy of the audio script. Ask them to statements, so that they really understand what
read the script for that task and highlight where they are listening for. Get them to think of how it
the answer is. Then ask them to mark where the might be phrased, for example, Sue thinks Andrew
other options are mentioned in the script, but are should study harder. She could say 'I think/
not the correct answer to the question. This will it seems to me/you ought to/why don't you/my
help them to understand how to eliminate incorrect advice is , etc.
options when they are doing Part 1 tasks.
After they have listened to the task, discuss
whether they heard any of their ideas before
2 Think about options (Part 2) checking their answers. Then let them look at the
Put students into pairs and ask them to look at an audio script to highlight where the answers were,
exam task. Ask them to think of any other ways and what was actually said.
of expressing the three options, as they may hear
the same idea expressed in different words. Then 5 I like listening (All parts)
do the task. When you check the answers, give
Students need to gain confidence in listening. Let
them a copy of the audio script and ask them to
them listen to as many very short things in English
highlight where the answer is. Were any of their
as possible, but do this regularly. One minute
ideas used in the script?
every lesson is effective. They should just listen
without any task.
3 Check your spelling (Part 3)
Choose words that have the same sound but
are spelled differently, for example, there/their.
Dictate a list of words and ask students to write
down what they think they hear. Students should
compare their words, then practise putting the
word they've written down in a sentence.

2 016 P e a rs on P h o t o co p i ab l e 12

Speaking
1 Find someone who (Part 1)
likes listening to music
lives in a flat
played tennis last week
Write prompts on a sheet or on the board.
Students have to ask each other the questions,
and write the name of the student who fits the
answer to each question. They then report back
on what they said to the whole class.
2 Answer the question (Parts 1 and 4)
Write simple personal questions on cards.
Students sit in small groups each with a set of
cards. They take it in turns to turn the cards over
and answer the question. Example card question:
Do you like watching television? Why/Why not?
3 Keeping a discussion going (Parts 2 and 4)
Do work in class on phrases for functions like
agreeing, disagreeing, suggesting, asking for
opinions and giving reasons. Then think of a
series of statements on common topics. Example
topic: Cities are horrible places to live.
Put students into pairs. Ask each pair to think of
three points supporting the idea and three points
against it. Regroup the pairs into groups of four.
Each pair takes it in turns to make a point and the
other pair agrees or disagrees, using phrases they
have learned and giving reasons.
4 What can you see? (Part 3)
Build students' confidence in describing pictures
by asking them find their own pictures for
homework. They should check they know the
vocabulary, and also think about what they would
say about their picture. Students bring their
pictures to class and give their picture to a partner
to describe. They then compare what their partner
says with their own ideas.
2 016 P e a rs on P h o t o co p i ab l e
Teaching tips
5 What do you want? (Part 4)
Write simple situations on cards. Students sit in
small groups each with a set of cards. They take it
in turns to turn the cards over and respond to the
question. Example card question: I'd like to go to
the cinema tonight. What about you?
6 Pronunciation game (All parts)
Think of two words with similar sounds, for
example, here/ear, where/air. Choose words your
students have difficulty saying. Write these words
on individual cards, one word on each card. Put
students in groups, and place all the cards face
down on the table. Students take it in turns to
turn over two cards at random and say the words
aloud. If they sound similar, they keep them. If not,
they replace them and the next student turns over
two cards. Students must say the words aloud to
justify their choice.
7 How do you say it? (All parts)
This works well in mono-lingual classes, but
can also be done in multi-lingual groups. First,
identify common problems the students have
with pronunciation, and isolate these sounds in
individual words. Find minimal pairs based on
these sounds or words, write them on cards and
give one card to each student. Each student reads
their word aloud and the other students write it
down. After everyone has read their word, they
compare them with what other students have
written, discuss any mistakes and think about
what aspect of pronunciation caused them.
13
 ANSWER SHEETS
A N SW ER SHEETS

SAMPLE

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 ANSWER SHEETS
A N SW ER SHEETS

SAMPLE

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 ANSWER SHEETS
A N SW ER SHEETS

PRELIMINARY ENGLISH TEST

0090/01
Reading and Writing Day XX MONTH 201X

SAMPLE
ANSWER SHEET 2 Test XXX

Candidate
Name

Centre Candidate

Number Number

Answer Sheet for

Writing Part 3

INSTRUCTIONS TO CANDIDATES

Write your name, centre number and candidate number in the spaces above.

Write your answer to Writing Part 3 on the other side of this sheet.

You must write within the grey lines.

Use a pencil.

Do not write on the barcodes.

UCLES 201*

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 A N SW ER SHEETS

You must write within the grey lines.

Answer only one of the two questions for Part 3.

Tick the box to show which question you have answered.
Write your answer below. Do not write on the barcodes.

Part 3 Question 7 Question 8

SAMPLE

This section for use by Examiner only:

C CA O L

UCLES 201*

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 A N SW ER SHEETS

SAMPLE

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 A N SW ER SHEETS

SAMPLE

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