PETfS 2015 - Presentation for Students & Parents

Preliminary
English Test
(PET) for
Schools
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

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 de
aplicação
Componente
Hora de
início
Hora 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 minutos

Material
permitido
Identificação válida
Lápis HB
Borracha
No final do teste são
recolhidos todos os
enunciados e todas
as folhas de
resposta.

Material
NÃO
permitido
Comida
Bebidas
gaseificadas
Malas
Telemóveis
Outros dispositivos
eletrónicos

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
PETEXAMPARTS
(PAPERS)
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 1
PAPER 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 1
PAPER 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
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

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.

PART 2: SHORT COMMUNICATIVE MESSAGE - example
(±10 words)
(±10 words)
(±10 words)

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.

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: LISTENING
PART 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: LISTENING
PART 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: LISTENING
PART 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: LISTENING
PART 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 escola
poderá optar por providenciar atividades lúdico-pedagógicas para os alunos que
esperam 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 para
verificação dos dados e para serem assinadas (a lápis). Esta folha não deve ser
dobrada.Escola Sec / 3 Martinho Árias - SOURE 33

Prova Oral - Speaking
Datas das
sessões
Partes da
sessão
Hora de
início
Hora de
termo
Alunos de um
grupo/turma
Duração
por par de
alunos
Duração
máxima total
de cada
parte
4, 8 e
13 de
maio
2015
1.ª parte 14:00 horas 15:50 horas
16 alunos
(8 pares)
10-12
minutos
112
minutos
Intervalo de 15 minutos
2.ª parte 16:05 horas 17:40 horas
Variável,
consoante
os 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 em
pares e tomar conhecimento dos procedimentos a seguir.
É fundamental que todos os alunos entendam o tipo de
comportamento/ prestação que se espera de um teste realizado
a pares e devem estar conscientes da importância da
colaboração 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: SPEAKING
• 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: SPEAKING
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: SPEAKING
SPEAKING 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 6
months in England to improve her
English.
Talk together about the things she will
need in England, and decide which are
the most important things to take/bring
with her. Here’s a picture with some
ideas to help you.
SPEAKING PART 2: DISCUSSION TASK

3 minutes
- 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 say
something 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 to
do;
- use paraphrasing rather than “it’s X” (in Portuguese) to explain
the meaning of a word.

PAPER 3: SPEAKING
SPEAKING 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 the
train….. I think. The girl ….wearing a white t-
shirt, white shoes, white socks, blue shorts.
Maybe China….. the writing here. Many people
in train, .. no, is bus I think. The woman wearing
white t- shirt, white skirt, glasses. The man here
wearing 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 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.
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.

- 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: SPEAKING
SPEAKING 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

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

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.

- 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 eliciting
opinions 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 conversation
d) 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 informação
global quantitativa, numa escala 0 a 100, resultante de uma
ponderação em que 50% corresponde à componente de compreensão
da leitura e expressão escrita, 25 % à componente de compreensão do
oral e 25 % à componente de produção oral. É ainda atribuída uma
informação qualitativa, por domínio.
• O teste permite a comprovação dos seguintes níveis de proficiência
linguística, de acordo com os resultados obtidos: de 45 % a 69 % - nível
A2; 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 €

BOM TRABALHO!

PETfS 2015 - Presentation for Students & Parents

More Related Content

What's hot

Viewers also liked

Similar to PETfS 2015 - Presentation for Students & Parents

More from Alexandra Duarte

Recently uploaded

PETfS 2015 - Presentation for Students & Parents