CHIẾN LƯỢC LUYỆN THI TIẾNG ANH B1

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HỆ THỐNG KIẾN THỨC GIẢNG DẠY KHÓA ÔN LUYỆN
THI PET – EEG
I.

Speaking

Part 1:
What you have to do
• Answer the interlocutor’s questions.
• This is the introduction to the Speaking test so the interlocutor will ask you
for simple personal information: your name, age, occupation, and so on.
• The interlocutor may also ask you about your family, your interests, how
you feel about learning English, and your plans for the future.
• The interlocutor will ask you to spell all or part of your name.
How to approach it
• Try to say a bit more than ‘yes’ or ‘no’ in your answers.
• On the other hand, the interlocutor will not want long prepared ‘speeches’
about aspects of your life!
• It’s all right to say, ‘Sorry, could you repeat that, please?’
• Remember that the interlocutor wants to find out if you can take part in a
simple everyday conversation, giving information about yourself.
How to prepare yourself
• Make sure you can spell your name and the name of your home town, etc.
• Practise talking about your hobbies and interests, likes and dislikes.
• Be prepared to answer questions about your past, present and future.
• Become an expert on yourself – in English!

Part 2:

What you have to do
• Listen to the interlocutor’s instructions.
• Look at a picture containing a number of different items.
• Speak to your partner (the other candidate) for 2–3 minutes.
How to approach it
• The interlocutor will not take part in the discussion, so you and your
partner must be ready to keep the conversation going.
• It isn’t essential to finish the task in the time given, but try to discuss each


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option in the picture as fully as possible. In the exam, candidates are assessed
on their ability to take part in the task, rather than on the outcome of the
discussion.
• Listen to what your partner says and, where appropriate, respond with a
comment or a question.
• Don’t worry if you don’t know what something is called in English. Try to
describe what people use it for: I don’t know what the name is in English, but
it’s a kind of small cooker with a gas bottle, and you use it when you go
camping.
• Remember, in a test like this short answers are usually not enough. The
interlocutor needs to hear some examples of extended speaking from the
candidates.
How to prepare yourself
• Take part actively in classroom discussions in pairs or groups.
• Try to move the discussion forward by responding to other people’s ideas
and opinions.
• Learn and practise how to make suggestions, give your opinion, agree and

disagree.
• When there is a question to discuss, don’t ‘rush to a conclusion’: take time to
talk about different aspects of the question.
• Listening and speaking practice, inside or outside the classroom, is the best
way of preparing for the test, and one of the best ways of improving your
English generally.

Part 3:
What you have to do?
• You have to describe a colour photograph.
• The interlocutor will tell you the subject of the photo, but will not ask you
any further questions. You have to speak on your own without prompting.
• You can describe the place, the people in the picture and what they are
doing, any important objects and where they are.
How to approach it?
• Imagine you are describing the picture to someone who can’t see it. Include
the names of objects, and describe colours, people’s clothes, the weather, and
so on.
• Talk about facts and impressions: There’s a … , She looks …
• If you don’t understand what is happening in the photo, just describe what


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you can see.
• Try to sound interested and curious about the subject of your photo; avoid
giving the interlocutor a boring ‘list’ of things you can see.
What is this? Who are they? What are they doing? What do they look like?
What can you see in the background?

How to prepare yourself?
• Practise talking about a photo for 1 minute.
• Learn to describe the areas of a picture: bottom right-hand corner, top lefthand corner, background, foreground, in the middle of the picture, etc.
• Learn expressions to use when you don’t know the word for something, e.g. I
don’t know what it’s called in English, but it’s like / it’s a kind of …

Part 4:
What you have to do?
• You have to talk with your partner for 2–3 minutes on a subject given by the
interlocutor.
• The subject will be connected with the photos you have just described, but
the interlocutor will take the photos back. You don’t need to refer to them in
your conversation.
How to approach it?
• Turn towards your partner so it’s easier to talk together.
• Remember, the interlocutor will not join in this part: it is a conversation
between you and your partner.
• Say what you think, but also take turns, ask questions and respond to what
your partner says.
• If you don’t understand something the interlocutor (or your speaking
partner) says, it is all right to ask them to repeat it.
• Speak clearly at all times so the interlocutor and your partner can hear you.
How to prepare yourself?
• Practise talking about your interests, your likes and dislikes, and your
opinions. It’s important that you can give reasons for these views.
• Practise short conversations with a partner (2–3 minutes) on common


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everyday topics. (Your teacher can advise you what these topics might be.)
• Practise expressions for agreement and friendly disagreement.

II. LISTENING
Part 1: 7 questions, each one has 3 pictures (A, B, C); a dialogue or a
monologues
FOCUS ON:
- Know how to describe people appearance, things, animal, color,
weather, time, clothes… so on.
- Vocabularies about people appearance, things, animal, color,
weather, time, clothes…so on
- Look at pictures and find out similar and different features.
- Listen to the key words then identify a topic.
- Be careful with the distracters

Part 2: 6 questions; choose the correct answer (A, B, C), an interview
or a monologue.
FOCUS ON:
- Identify WHO and WHAT in the interview or monologue (specific
information)
- Synonyms, guess the meaning through different expressions
- Get the general idea/topic
- The answers are often found from the information of the
interviewee.
- Be careful with the distractors.
- Read in advance and draw a picture of the situation in your
mind (guess what are you going to listen to)
- Focus on the attitude of the interviewee to identify agreeing

points (supported points) and disagreeing points (distractors)
- Catch the key words that are giving us the correct answer.

Part 3: Filling gaps in a text, 6 questions, a longer monologue (only
one speaker)
FOCUS ON:


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Predict (guess) words from context (adj, verbs, noun, adv/
relating to date/month, the number of years, century, name of
the country, name of the place )
The answer can be a single words, numbers or short phrases
(identified at the gaps)
Vocabularies: days, dates, times, numbers, name of countries
Pronunciation: spell individual words, dates, numbers, ordering
number… correctly,
Be careful with singular and plural words.
Check spell correctly according to formal form of writing.

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Part 4: 6 True or False questions, a longer dialogue between 2 people
FOCUS ON:
- Attitudes, feelings and opinions in a dialogue
- Read the instructions carefully and identify who the speakers are
and what are they talking about

- Notice the verbs which indicate such opinions and attitudes. For
example:
+ Verbs: advises, agrees, believes, encourages, hopes, suggests,
wonders, worries…
+ Adjectives: annoyed, embarrassed, grateful, pleased, sorry,
surprised, unsure…
- Be careful about Who is telling What. Don’t be confused to
choose a wrong answer.

III. READING
Part 1: 5 questions; understanding signs, notices, instructions, short
messages
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Vocabularies: build vocabularies related to daily
activities/actions, verb phrases.
Imagine the situation (where, when)
Synonymous statements
Short message’s structure (emails, notes, notices...)
Get the specific information

Part 2: 5 questions, matching descriptions of people to informationbased texts


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Read the description of five people; underline KEY WORDS
(characteristic/ personality, hobbies, expectation…)

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Read the eight texts; underline any MATCHES you find in them.

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Emotional vocabularies

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Note: read for similar meaning rather than for identical words
(be careful with the same words or phrases in both a description
and a text); eliminate the match if you find out 1 or more
contradictory/incorrect criterion.

Part 3: 10 true/false questions; reading a longer information basedtext
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FIRST, read ten statements, underline KEY WORDS; the questions
are in the same order as the information in the text.

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Read the text quickly to get general idea and underline KEY
WORDS

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Pay attention on words such as: always, sometimes, a few, a little,

all (of), absolutely, almost, most (of), can, can’t; synonymous
words/phrases.

Part 4: 5 Multiple choice questions
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Read 5 questions first, underline key words

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Read the text quickly and think about the writer’s purpose and
the general meaning of the text

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It can be a good idea to answer the first question (writer’s
purpose) and the last question (general meaning) together.

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If you are not sure of the correct answer, cross out the answers
that you know are wrong.

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The words are sometimes used to indicate the writer’s purpose:
recommend, describe, explain, report, warn, advise, give an
opinion.

Part 5: 10 gaps, reading for grammar and meaning.

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Grammar, phrases, kind of words, combination words.

IV. WRITNG
Part 1: 5 Sentence transformations
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You must write an answer that is between one and three words.
You must write only the missing words on your answer sheet.
The sentences are all about one topic.
* How to approach it?
Try to identify what is being tested. Is it verb forms?
Comparisons? Direct to
indirect speech, etc…
No marks will be given if a word is misspelt, so check carefully!
When you have completed the second sentence, check that it
means the same as the first sentence.

Part 2: Writing a short note, a card, a message or an email (35-45
words)
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The instructions tell you who you are writing to and

why.
Your message must include the three points listed.
Your message must be 35–45 words in length
How to approach it?
Think about the question carefully and plan what to
include in your answer.
You will not lose marks for minor errors but your
message must be clear and well organised.
Check that you have included each of the three points
in the list.
Check that you have kept to the word limit: answers
that are too long or too short will probably lose marks.
•

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Part 3: Writing a letter or a story (about 100 words)
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Choose between two writing tasks, a letter and a story.
Write about 100 words.
For the story, you are given either the first sentence or a title. You

may need to write in either the first person (I …) or the third
person (he/she …).
For the letter, you are given an extract from a letter which you
must imagine is written to you. It will usually contain a few
questions and you should answer these in your reply to the letter.
• How to approach it?
Write about the topic or title given – don’t include material you
have prepared in advance.
If you choose the story, ask yourself who, what, when, where and
how? This will help to give you ideas.
If you choose the letter, write your reply in a natural, informal
style.
Make sure you write around 100 words.
You may lose marks if your answer is too short.
Leave enough time to read your answer carefully. Check for verb
tenses, vocabulary, spelling and punctuation. Ask yourself: ‘Does
it clearly communicate the message?

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