Transcript of "Pet & fce tips and tricks of the trade1"
PET / FCE <ul><li>Tips & Tricks of the Trade </li></ul>
PET Speaking Part 1 : questions about their personal details, daily routines, likes and dislikes, etc. addressed in turn and are not expected to talk to each other at this stage. Discourage giving 1-word answers, extend with reasons and examples. Candidates should be discouraged, from preparing rehearsed speeches. Part 2: simulated situation, candidates make and respond to suggestions, discuss alternatives, make recommendations and negotiate agreement with their partner. Expected to engage with the task independently, negotiating turns and eliciting opinions from each other. Assessed on their use of appropriate language and interactive strategies, not on their ideas. using the range of visual prompts to extend the discussion, before coming to a conclusion. Interlocutor will not take part in the task itself. Part 3: give a simple description of what they can see in their photograph. Demonstrate both their range of vocabulary and their ability to organise language in a long turn. imagine that they are describing the photograph to someone who can’t see it. given credit for the ability to use paraphrase or other appropriate strategies to deal with items of vocabulary Part 4: candidates speak to each other, general conversation, discuss likes and dislikes, experiences, etc. Negotiating turns and eliciting opinions from each other. Talk about interests and enthusiasms, give reasons for their views and preferences, elicit the views of their partner, pick up on their partner’s points and show interest in what their partner is saying, as well as talking about themselves.
FCE Speaking <ul><li>Part 1 : start talking about themselves </li></ul><ul><li>Topics such as family, work, education, </li></ul><ul><li>home, leisure, future plans, idea to use </li></ul><ul><li>past, present & future tenses. Non </li></ul><ul><li>speaking candidate needs to listen </li></ul>Part 2: listen carefully, two parts . Compare (more than, less than, not as …. as) & contrast although, whereas, however). Second part asks for opinion. Talk to examiner (not to the picture) Response from 2nd candidate must be short make some connection to 1st stds’ participation. Part 3: Working together, co-operatively. Visual prompt, concentrate on listening to task. Has two parts, need to answer both. Work together towards a conclusion. Polite disagreement language. Do not address examiner. Turn taking very important Part 4: Semi formal three way conversation, candidates can comment on other candidates participation. Examiner will address one or both candidates depending on participation. More general questions to more abstract. <ul><li>- Use all the opportunities you're given in the test to speak, and extend your responses whenever possible. </li></ul><ul><li>Make full use of the time. - Don't prepare long answers in advance. </li></ul><ul><li>Don't try to dominate your partner or interrupt them abruptly </li></ul><ul><li>Don't leave long or frequent pauses. </li></ul><ul><li>- Don't worry about being interrupted by the examiner. - No chewing gum! </li></ul>
Assessment Criteria <ul><li>Grammar and Vocabulary: Performance viewed </li></ul><ul><li>in terms of overall effectiveness of language. </li></ul><ul><li>Discourse Management: ability to build and </li></ul><ul><li>maintain coherent flow of language without undue </li></ul><ul><li>hesitation, how relevant the contributions are. </li></ul><ul><li>Pronunciation: overall intelligibility of the </li></ul><ul><li>candidate's pronunciation. </li></ul><ul><li>Interactive Communication: initiating and </li></ul><ul><li>responding, use of interactive strategies to </li></ul><ul><li>maintain communication, sensitivity to turn-taking. </li></ul><ul><li>Global Achievement: overall effectiveness in </li></ul><ul><li>dealing with the tasks assessment of candidate’s </li></ul><ul><li>performance from interlocutor’s perspective </li></ul>
To gain top marks, all points must be present in the candidate’s answer, it is important that candidates read the question carefully and plan what they will include. Minor, non-impeding errors are not penalised. Candidates will need practice in writing to the word length required. They will lose marks if their answers fall outside the limits PET Writing
Cover all points of input Register appropriate for audience Do not “lift” whole segments Expand where appropriate Substitute frequently used words with wider range. Read input carefully to understand scenario Missing out content points: task not adequately achieved: candidate penalised FCE Writing
Context Purpose Audience Register <ul><li>Linking words: </li></ul><ul><li>flow of ideas. </li></ul><ul><li>easy to follow. </li></ul>Range of complex language Spelling & Punctuation Minor errors not penalised as long as do not impair understanding Very important: write clearly – check work FCE Writing
<ul><li>Both tasks require an answer of about 100 </li></ul><ul><li>words. Longer answers are not automatically </li></ul><ul><li>penalised, but may contain some irrelevant </li></ul><ul><li>material. Candidates should be advised not to </li></ul><ul><li>include ‘pre-learned’ text, which may well not </li></ul><ul><li>fit as part of their answer. They should </li></ul><ul><li>consider the context e.g. topic, as well as the </li></ul><ul><li>range of language, e.g. lexis, that a good </li></ul><ul><li>answer would require. Candidates must keep </li></ul><ul><li>to the topic or they will lose marks. To </li></ul><ul><li>practise their letter-writing, give opportunities </li></ul><ul><li>in class to think about the language and </li></ul><ul><li>organisation, with examples of appropriate </li></ul><ul><li>opening, closing formulae provided, as well as </li></ul><ul><li>useful phrases of greeting and leave-taking. </li></ul>FCE Writing