petfs 2015 - presentation for students & parents

Preliminary English Test(PET) forSchools Portugal

2014/2015

Legislação

11 set. 2013

• Despacho n.º 11838-A/2013, de 11 de setembro

• Estabelece uma avaliação externa sistemática e continuada da proficiência dos alunos na disciplina de Inglês e recomenda que essa avaliação siga normas e critérios internacionais.

• Cria testes de diagnóstico de Inglês, realizados anualmente, para valorização da aprendizagem desta língua.

20 fev. 2014

• Despacho n.º 2929-A/2014, de 30 de dezembro

• define o calendário da realização da componente escrita e da componente de produção oral, e estabelece a possibilidade de certificação de proficiência linguística (de acordo com o Quadro Europeu Comum de Referência para as línguas — QECR), reconhecida internacionalmente.

19 mar.

2014

• Despacho n.º 2179-B/2015, de 2 de março

• aprova o Regulamento para a aplicação, classificação e certificação do Preliminary EnglishTest for Schools;

Escola Sec / 3 Martinho Árias - SOURE 2

Exame

Não é público!Confidencialidade durante todo o

processo!


Prova com 2 componentes:

Escrita

• 6 maio 2015, às 14h00

• Chamada às 13h45 min.

Oral

• Em 3 dias

• 4, 8 e 13 de maio de 2015 Escola Sec / 3 Martinho Árias - SOURE 4

Prova com 2 componentes:

Duração máxima da prova escrita: 125 minutos, distribuídos da seguinte forma:

• a) Compreensão da leitura e expressão escrita - 90 min;

• b) Compreensão do oral - 35 min.

Duração da prova oral

• 10 a 12 minutos por cada dois alunos.

• 13 a 15 minutos para três alunos.


Material

É proibida a utilização de quaisquer sistemas de comunicação móvel nas salas de teste.


Aplicação parte escrita

Data deaplicação

ComponenteHora de

inícioHora de termo

Duração

6 de maio

Chamada dos alunos: 13:45 min

Reading & Writing

14:00 horas 15:30 horas 90 minutos

Pausa para recolha e distribuição de material

(os alunos mantêm-se na sala)10 minutos

Listening 15:40 horas 16:15 horas 35 minutosEscola Sec / 3 Martinho Árias - SOURE 7

Material permitido

Identificação válida

Lápis HB

Borracha

No final do teste são recolhidos todos os enunciados e todas

as folhas de resposta.


Material NÃOpermitido

Comida

Bebidas gaseificadas

Malas

TelemóveisOutros dispositivos

eletrónicosEscola Sec / 3 Martinho Árias - SOURE 9

Material NÃO permitido

• Não deves ter papéis de rascunho contigo.

• Deves desligar quaisquer alarmes no teu relógio.

• Deves desligar o teu telemóvel e outros aparelhos eletrónicos

e colocá-los onde o supervisor indicar.

• Não uses ou tentes usar um dicionário.

• Não leves material para a sala que não seja o permitido.

• Não comas ou bebas na sala do exame, exceto água sem

gás de uma garrafa de água transparente.


No dia do Exame – 6 de maio, de 2015

Antes do exame

Indicar-te-ão onde colocares o material não necessário.

Retira a tua identificação, o lápis e a borracha.

O Centro de Exames pode requerer que tirem uma foto para posterior identificação.

Durante o exame

Senta-te nos lugares indicados.

Ouve as instruções cuidadosamente.

Toma atenção ao tempo.

Revê/completa as tuas respostas se tiveres tempo.

No final do exame

Ouve as instruções cuidadosamente.

Para de escrever logo que tenhas essa indicação.

Entrega todos os papéis aos vigilantes.

Permanece no teu lugar até teres ordem de saída.


No dia do Exame – 6 de maio, de 2015

Os alunos sentam-se de acordo com a ordem constante da pauta de chamada.


PET CONTENT AND OVERVIEW

PET E

XA

M P

AR

TS

(PA

PER

S)

PAPER 1: READING AND WRITING (50%)1 HOUR AND 30 MINUTES

PAPER 2: LISTENING (25%)APROX. 30 MINUTES

3: SPEAKING (25%)ABOUT 10-12 MINUTES


PET EXAM FORMAT. PAPER 1PAPER 1: READING & WRITING, GENERAL DESCRIPTION

Time allowed: 1 hour 30 minutes

Number of parts:Reading: 5 Parts;

Writing: 3 Parts

Number of questions:Reading: 35 questions;

Writing: 7 questions

Marks: 50% of total


PET EXAM FORMAT. PAPER 1PAPER 1 PART 1: MULTIPLE CHOICE. READING FOR MAIN MESSAGE

What's in Part 1? Five very short texts (they may be

signs and messages, postcards,

notes, emails, labels, etc.). You

have to read them and choose

which of the three sentences (A, B

or C) is the best description of the

text.

What do I have to

practise?

Reading notices and other short

texts to understand the main

message.

How many questions are

there?

5

How many marks do I

get?

1 mark for each correct answer.


PET. PAPER 1. READING.PART 2: MATCHING. READING FOR DETAILED UNDERSTANDING

What's in Part 2? Five short descriptions

of 5 people and eight

short texts to read. You

have to match each

person to a text.

What do I have to

practise?

Reading a lot of short

texts to find specific

information.

How many questions

are there?

5

How many marks do I

get?

1 mark for each correct

answer.


PART 3:TRUE/FALSE. SCANNING FOR SPECIFIC INFORMATION

PET. PAPER 1. READING.

What's in Part 3? A long FACTUAL text

and 10 sentences about

the text. You have to

read the text and say if

each sentence is true or

false.

What do I have to

practise?

Reading a text quickly to

find some information.


there?

10

How many marks do I

get?


answer.


PART 4:MULTIPLE CHOICE FOR LONG TEXT. READING TO UNDERSTAND WRITER’S

PURPOSE, ATTITUDE OR OPINION.


What's in Part 4? A long text and 5

questions. You have to

read the text and

choose the right

answer (A, B, C or D)

for each of the five

questions.

What do I have to

practise?

Reading to understand

the detail of a text.


there?

5

How many marks do I

get?


answer.


PART 5: MULTIPLE CHOICE CLOZE


What's in Part 5? A short text with ten

numbered spaces. Each

space represents a

missing word and you

have to choose the right

answer from a choice of

four (A, B, C or D).

What do I have to

practise?

Understanding

vocabulary and

grammar.


there?

10

How many marks do I

get?

One mark for each

correct answer.


PET. PAPER 1. WRITING.PAPER 1: WRITING

Time allowed: Included in 1 hour 30 minutes

Number of parts: 3

Number of

questions:

7

Marks: 25% of total


PET. PAPER1. WRITING.

What's in Part 1. Writing? Five questions which are all about the same

theme. For each question there is one

complete sentence and a second sentence

which has a missing word or words (up to 3!).

You have to complete the second sentence so

that it means the same as the first sentence.

What do I have to practise? How to say the same thing in different ways in

English, e.g. 'not warm enough' means the

same as 'too cold'.

How many questions are there? 5

How many marks do I get? One mark for each correct answer.

PART 1: SENTENCE TRANSFORMATION


PET. PAPER1. WRITING.PART 1: SENTENCE TRANSFORMATION - example


PET. PAPER 1. WRITING.PART 2: SHORT COMMUNICATIVE MESSAGE

What's in Part 2?

(Writing Part 2)

The instructions tell you

who to write to and what

you should write (a

postcard, note, email, etc.).

What do I have to

practice?

Writing short messages.

How many questions

are there?

1

How much do I have to

write?

35–45 words

How many marks do I

get?

This question has a total of

5 marks.


PET. PAPER 1. WRITING.PART 2: SHORT COMMUNICATIVE MESSAGE - example

(±10 words)

(±10 words)

(±10 words)


PET. PAPER 1. WRITING.PART 3: LONGER, CONTINUOUS WRITING

What's in Part 3?

(Writing Part 3)

Candidates choose

between a letter or a

story and clearly signal

their choice in their

answer sheets.

What do I have to

practice?

Writing longer

messages. Keep to the

task.


there?1

How much do I

have to write?

About 100 words

How many marks

do I get?

This question has a

total of 20 marks.


PET. PAPER 1. WRITING.PART 3, QUESTION 7. LETTER / STORY - example


PAPER 2: LISTENING

PAPER 2: LISTENING. GENERAL DESCRIPTION

Time

allowed:

About 30 minutes, plus

6 minutes to copy

answers on to the

answer sheet

Number of

parts:

4

Number of

questions:

25

Marks: 25% of total


PAPER 2: LISTENINGPART 1: LISTENING FOR DETAILED MEANING AND SPECIFIC INFORMATION

What's in Part 1? Seven short recordings.

For each recording there

is a question and three

pictures (A, B or C). You

have to listen to the

recordings and choose

the right answer.

What do I have to

practise?

Listening to find key

information.

How many questions

are there?

7

How many marks do I

get?

One mark for each

correct answer.


PAPER 2: LISTENINGPART 2: LISTENING FOR DETAILED MEANING. MONOLOGUE OR INTERVIEW.

What's in Part 2? A longer recording (one

person speaking or an

interview) and six

questions. You have to

listen to the recording

and choose the right

answer (A, B or C) for

each question.

What do I have to practise? Listening to find specific

information and detailed

meaning.


there?

6

How many marks do I get? One mark for each

correct answer.


PAPER 2: LISTENINGPART 3: LISTENING. GAP FILLING. LISTENING FOR SPECIFIC INFORMATION

What's in Part 3? A longer monologue (one

person speaking) and a

page of notes which

summarise the text. Six

pieces of information are

missing from the notes.

You have to listen to the

recording and fill in the

gaps with missing

information.

What do I have to

practise?

Listening for information.

How many questions

are there?

6

How many marks do I

get?

One mark for each correct

answer.


PAPER 2: LISTENINGPART 4: LISTENING. TRUE/FALSE

What's in Part 4? An informal

conversation and six

sentences. You

have to listen to the

conversation and

decide if each

sentence is true or

false.

What do I have to

practise?

Listening for

detailed meaning,

attitudes and

opinions of speaker.

How many

questions are there?

6

How many marks do

I get?

One mark for each

correct answer.


Prova Oral

Sala de espera para os alunos antes de entrar na sala de

realização do Speaking.

Deve assegurar-se que os alunos que aguardam a

realização do teste não se cruzam com

aqueles que já o fizeram.

A porta da sala de exame

deve estar sempre aberta.


Antes do Exame oral• Efetua-se a chamada dos alunos para a sala de espera 15 minutos antes da hora

marcada para o início do teste.

• Supervisiona-se os alunos e a manutenção do silêncio na sala de espera. A escolapoderá optar por providenciar atividades lúdico-pedagógicas para os alunos queesperam a vez de ser examinados.

• Assinala-se a presença dos alunos na pauta de chamada/folha de presenças.

• Garante-se que os alunos desligam os telemóveis e outros equipamentos eletrónicos,incluindo alarmes nos relógios.

• Verifica-se a identidade de cada aluno e a validade do documento de identificação.

• Entrega-se aos alunos a grelha de classificação (mark sheet) pré-preenchida paraverificação dos dados e para serem assinadas (a lápis). Esta folha não deve serdobrada.


Prova Oral - Speaking

Datas dassessões

Partes dasessão

Hora deinício

Hora determo

Alunos de umgrupo/turma

Duração por par de

alunos

Duraçãomáxima total

de cadaparte

4, 8 e 13 demaio2015

1.ª parte 14:00 horas 15:50 horas16 alunos (8 pares)

10-12 minutos

112 minutos

Intervalo de 15 minutos

2.ª parte 16:05 horas 17:40 horasVariável,

consoanteos dias

10-12 minutos

96 minutos


Prova Oral - Speaking

A componente de produção oral do teste é realizada em pares (dois alunos), estando presentes

na sala 2 examinadores, atuando um como interlocutor e outro como avaliador.


Pares de alunos

Os candidatos devem ser informados de que irão participar empares e tomar conhecimento dos procedimentos a seguir.É fundamental que todos os alunos entendam o tipo decomportamento/ prestação que se espera de um teste realizadoa pares e devem estar conscientes da importância dacolaboração com o colega durante o teste.


Prova Oral

Os intervenientes devem colocar-se da forma mais apropriada ao seu contexto,seguindo uma das indicações fornecidas pelo esquema seguinte:


PAPER 3: SPEAKING

Time allowed: 12 minutes per pair of candidates

Number of parts: 4

Marks: 25% of total

You have to talk: with the examiner with the other

candidate (2 x) on your own


PAPER 3: SPEAKING

SPEAKING PART 1: SOCIAL AND PERSONAL CONVERSATION

CANDIDATES AND EXAMINER INTERACT

PERSONAL INFORMATION (NAME, NATIONALITY, HOMETOWN, ETC)

LIKES AND DISLIKES

HOMELIFE

FREE TIME

EDUCATION AND WORK

TRAVEL


PAPER 3: SPEAKINGSPEAKING PART 1: SOCIAL AND PERSONAL CONVERSATION

• Student Problems:- misspelling their surname

- offering limited answers and not expanding

- not asking for clarification if they didn’t hear or misunderstood the question

2 to 3 minutes


PAPER 3: SPEAKINGSPEAKING PART 1: SOCIAL AND PERSONAL CONVERSATION

Useful Strategies:- regular practice in spelling your surname;- regular practice of simple personal questions, e.g. questions on slips of paper which you work through in pairs;

2 to 3 minutes


PAPER 3: SPEAKINGSPEAKING PART 2: DISCUSSION TASK

What's in Part 2? A simulated situation.

Candidates interact with each

other. The interlocutor sets up

the activity.

What do I have to

practise?

Candidates have to negotiate,

make and respond to

suggestions, discuss alternatives

and reach an agreement.


there?

1 task, 7 items


EXAMPLE: I’m going to describe a situation to you. A friend of yours is planning to spend 6months in England to improve herEnglish.Talk together about the things she willneed in England, and decide which arethe most important things to take/bringwith her. Here’s a picture with someideas to help you.


SPEAKING PART 2: DISCUSSION TASK

3 minutes

• Student Problems:- an ‘unnatural’ and challenging format given your relative lack of

life experience. You may have difficulty understanding what‘interaction’ is and how to manage it.

• You may ...- not work through the various options shown in the visual prompts,but decide on a solution immediately;

- not acknowledge the contribution of your partner;- grind to a halt when you realise you don’t know how to saysomething in English, or revert to your own language.


3 minutes

• Useful Strategies:- make sure you know exactly what to do, how to proceed

through the task, and importantly, that you know what NOT todo;

- use paraphrasing rather than “it’s X” (in Portuguese) to explainthe meaning of a word.


PAPER 3: SPEAKINGSPEAKING PART 3: PHOTO DESCRIPTION

PART 3: CANDIDATE MONOLOGUE

Extended turn.

Candidate describes a photo in context.

Candidate talks for about 1 minute.


SPEAKING PART 3 –

example image


- A poor example

I see a man, a girl standing. Are in thetrain….. I think. The girl ….wearing a white t-shirt, white shoes, white socks, blue shorts.Maybe China….. the writing here. Many peoplein train, .. no, is bus I think. The woman wearingwhite t- shirt, white skirt, glasses. The man herewearing black t-shirt, can’t see more. Is hot.


SPEAKING PART 3

… Compare it to a more appropriate example:

This picture shows a bus full of people. Some of them are sitting down and

others are standing up because there are no more seats. It must be hot

because most of the people are wearing t-shirts. The people look Chinese or

Malaysian, they are definitely Asian. There is also a poster on the wall with

Chinese writing on, so, I think they must be Chinese. There is a girl in the

picture who looks like she is going to school because she has a school bag.

The boy standing next to her also looks like a student although he hasn’t got

a school bag; he’s just listening to music. He could be a university student

because he looks a bit older.Escola Sec / 3 Martinho Árias - SOURE 49

Compare the two answers and think about the:

• logical development of ideas;

• use of linking words to show the development of ideas;

• vocabulary;

• grammatical structures.

SPEAKING PART 3


SPEAKING PART 3 – another example

Now, I’d like each of you to talk on your own about something. I’m

going to give each of you a photograph of teenagers in their

bedrooms at home.

Candidate A, here is your photograph. Please show it to Candidate B,

but I’d like you to talk about it. Candidate B, you just listen. I’ll give you

your photograph in a moment.

Candidate A, please tell us what can you see in your photograph.


SPEAKING PART 3

Now, I’d like each of you to talk on your own about something. I’m going to give each of you aphotograph of teenagers in their bedrooms at home.Candidate A, here is your photograph. Please show it to Candidate B, but I’d like you to talkabout it. Candidate B, you just listen. I’ll give you your photograph in a moment.Candidate A, please tell us what can you see in your photograph.

• Student Problems:You may ...

- not develop your description in a coherent or logical fashion;- panic because you can see things you don’t know the words for in

English;- You don’t use appropriate structures or expressions to help you describe

the photograph.Escola Sec / 3 Martinho Árias - SOURE 52

• Useful Strategies:

- You should know some basic questions that you should answer in

complete sentences every time you describe a photo:

a)who can you see?

b)where are they?

c)what do the people look like?

d)what are they doing?

e)what time of year is it? how do you know?

f)how do you feel about doing this kind of thing? why?

SPEAKING PART 3


• More useful strategies:

- develop your ability to paraphrase using these useful

sentence frames:

“I don’t know what this is in English, but it’s like a...”

“I can’t remember the word for this in English, but it’s kind

of ...”

“This is something you use for ... / to ...”

SPEAKING PART 3


PAPER 3: SPEAKINGSPEAKING PART 4: DISCUSSION

CANDIDATES INTERACT

Discussion between candidates on topics related to part 3 task.

Candidates talk together about their opinions, likes / dislikes, preferences, experiences, habits, etc.

3 - 4 minutes


SPEAKING PART 4: DISCUSSION

Your photographs showed teenagers in their bedrooms at home.Now, I’d like you to talk together about the things you have in yourbedrooms at home now and the things you’d like to have in yourbedrooms in the future.



• Student Problems:

You may ...

- talk about yourself, but not include your partner, or listen to what your partner has to say;

- say the bare minimum because you don’t know how to extend your contribution.



• Useful Strategies:

- Train in the routine of ...

? ?- brainstorm questions that you could ask on a variety of topics;

- make sure you know a variety of ways of showing interest and elicitingopinions from your partner;Imagine these things happen in the exam. What do you say?a) You don’t understand the examiner’s instructions.b) You can’t think of anything else to say about the photograph.c) You want to include the other candidate in the conversationd) You don’t know the word in English for something in the photograph.


• Going into the exam room:

+ + + BE POSITIVE + + +

- SMILE and greet the examiners!

- have a GREAT OPINION of your English.

- Don’t chew gum!

- Sit so it’s easy to interact with and look at your partner.

PAPER 3: SPEAKING


Resultados

• O resultado do teste apresenta-se sob a forma de uma informaçãoglobal quantitativa, numa escala 0 a 100, resultante de umaponderação em que 50% corresponde à componente de compreensãoda leitura e expressão escrita, 25 % à componente de compreensão dooral e 25 % à componente de produção oral. É ainda atribuída umainformação qualitativa, por domínio.

• O teste permite a comprovação dos seguintes níveis de proficiêncialinguística, de acordo com os resultados obtidos: de 45 % a 69 % - nívelA2; de 70 % a 84 % - nível B1; de 85 % a 100 % - nível B2.


Resultados

Os resultados do teste são publicados até ao dia 8 de

julho de 2015.

de 45 % a 69 % - nível A2; de 70 % a 84 % - nível B1; de 85 % a 100 % - nível B2


Material de apoio http://www.cambridgeenglish.org/exams/preliminary-for-schools/


Material de apoio https://www.youtube.com/watch?v=QwlBZc9MrJA


Material de apoio

14,90€14,90€16.95 €Escola Sec / 3 Martinho Árias - SOURE 65

BOM TRABALHO!


petfs 2015 - presentation for students & parents

Education