This document provides information about the Preliminary English Test (PET) examination in Portugal for the 2014/2015 school year. It discusses the legislation establishing external evaluations of students' English proficiency and outlines the exam format and procedures. The PET exam consists of three parts: Reading and Writing (1.5 hours), Listening (30 minutes), and Speaking (10-12 minutes per pair of students). The document provides details on the structure and scoring of each part, as well as rules regarding materials permitted, exam day procedures, and the oral examination schedule.
Meeting & workshop test report & remedial work february 2016Mr Bounab Samir
Meeting and workshop " Test report and remedial work"
thet meeting was about :
1- How to test correction
2- How to make and evaluation sheet and gather data?
3- How to learners erors and mistakes?
4- How to make a test report?
6- How to plan a remedial work lesson plan
Thank You
By
Mr Samir Bounab ( Teacher trainer at MONE)
Meeting & workshop test report & remedial work february 2016Mr Bounab Samir
Meeting and workshop " Test report and remedial work"
thet meeting was about :
1- How to test correction
2- How to make and evaluation sheet and gather data?
3- How to learners erors and mistakes?
4- How to make a test report?
6- How to plan a remedial work lesson plan
Thank You
By
Mr Samir Bounab ( Teacher trainer at MONE)
PPP SHOWING CANDIDATES THE EXAM FORMAT: THE DIFFERENT PAPERS (READING, WRITING, LISTENING AND SPEAKING) AND PARTS OF EACH ONE, A SHORT EXPLANATION OF WHAT EACH PAPER IS ABOUT AND SOME PRACTICAL EXAMPLES OF THE ACTUAL CAMBRIDGE EXAM.
Facebook: https://www.facebook.com/ieltsbackup
Youtube: https://www.youtube.com/channel/UCIaUPwguD5zV87cJrbTmXdw
Linkedin: https://www.linkedin.com/in/ieltsbackup
Send us your feedback & suggestions: info@ieltsbackup.com
For more details: https://www.ieltsbackup.com
WHAT IS DELF?
The DELF (Diplôme d’Etudes en Langue Française) is a French language diploma provided by the Education Ministry of France to students proficient in French. The DELF B1 certification is based on the Common European Framework of Reference for Languages (CEFR). It is a lifetime asset and an internationally recognized certification of your linguistic proficiency in French. It can qualify you for study, work, and several other career opportunities. Besides, a minimum DELF B1 level is required for candidates who wish to get permanent nationality in France or in Switzerland.
In the exam, your proficiency is evaluated based on four language skills: Speaking, Listening, Reading, and Writing.
A Complete Guide to the Ielts Listening TestIELTSBackup
Facebook: https://www.facebook.com/ieltsbackup
Youtube: https://www.youtube.com/channel/UCIaUPwguD5zV87cJrbTmXdw
Linkedin: https://www.linkedin.com/in/ieltsbackup
Send us your feedback & suggestions: info@ieltsbackup.com
For more details: https://www.ieltsbackup.com
Integrado no projeto "Dinâmicas InterculturÁrias", a quarta apresentação em Língua Francesa relativa ao Castelo de Soure e ao período governado por D. Sesnando Davides.
Integrado no projeto "Dinâmicas InterculturÁrias", a terceira apresentação em Língua Francesa relativa ao castelo de Penela & Germanelo e ao período governado por D. Sesnando Davides.
Integrado no projeto "Dinâmicas InterculturÁrias", a segunda apresentação em Língua Francesa relativa a Montemor-o-Velho e ao período governado por D. Sesnando Davides.
Integrado no projeto "Dinâmicas InterculturÁrias", a primeira apresentação em Língua Francesa relativa a Coimbra e ao período governado por D. Sesnando Davides.
Integrado no projeto "Dinâmicas InterculturÁrias", a quarta apresentação em Língua Espanhola relativa a Soure e ao período governado por D. Sesnando Davides.
Integrado no projeto "Dinâmicas InterculturÁrias", a terceira apresentação em Língua Espanhola relativa a Penela e ao período governado por D. Sesnando Davides.
Integrado no projeto "Dinâmicas InterculturÁrias", a segunda apresentação em Língua Espanhola relativa a Montemor-o-Velho e ao período governado por D. Sesnando Davides.
Integrado no projeto "Dinâmicas InterculturÁrias", a primeira apresentação em Língua Espanhola relativa a Coimbra e ao período governado por D. Sesnando Davides.
Integrado no projeto "Dinâmicas InterculturÁrias", a terceira apresentação em Língua Inglesa relativa a Penela e Germanelo e ao período governado por D. Sesnando Davides.
Integrado no projeto "Dinâmicas InterculturÁrias", a quarta apresentação em Língua Inglesa relativa a Soure e ao período governado por D. Sesnando Davides.
Integrado no projeto "Dinâmicas InterculturÁrias", a segunda apresentação em Língua Inglesa relativa a Montemor-o-Velho e ao período governado por D. Sesnando Davides.
Integrado no projeto "Dinâmicas InterculturÁrias", a primeira apresentação em Língua Inglesa relativa a Coimbra e ao período governado por D. Sesnando Davides.
Though Carolina read this amazing book in Portuguese, the original version is English.
Highly recommended by Carolina who promises to keep reading, especially novels by this best-selling author, Charlotte Bingham.
To promote reading habits, sts are challenged to share their readings by presenting the authors and a synopsis including their opinion on the book. In the end, sts are offered a book - a courtesy of Longman / Pearson.
School work that is memorable and implies discoveries! Sts were asked to research on new singers / bands and discovered Shawn Mendes who even has a Portuguese father.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2. 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
4. 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
5. 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.
Escola Sec / 3 Martinho Árias - SOURE 5
6. Material
É proibida a utilização
de quaisquer sistemas
de comunicação móvel
nas salas de teste.
Escola Sec / 3 Martinho Árias - SOURE 6
7. 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
Escola Sec / 3 Martinho Árias - SOURE 7
10. 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.
Escola Sec / 3 Martinho Árias - SOURE 10
11. 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.
Escola Sec / 3 Martinho Árias - SOURE 11
12. No dia do Exame – 6 de maio, de 2015
Os alunos sentam-se de acordo com a ordem constante da pauta de chamada.
Escola Sec / 3 Martinho Árias - SOURE 12
13. 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
Escola Sec / 3 Martinho Árias - SOURE 13
14. 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
Escola Sec / 3 Martinho Árias - SOURE 14
15. 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.
Escola Sec / 3 Martinho Árias - SOURE 15
16. 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.
Escola Sec / 3 Martinho Árias - SOURE 16
17. 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.
How many questions are
there?
10
How many marks do I
get?
1 mark for each correct
answer.
Escola Sec / 3 Martinho Árias - SOURE 17
18. PART 4:MULTIPLE CHOICE FOR LONG TEXT. READING TO UNDERSTAND WRITER’S
PURPOSE, ATTITUDE OR OPINION.
PET. PAPER 1. READING.
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.
How many questions are
there?
5
How many marks do I
get?
1 mark for each correct
answer.
Escola Sec / 3 Martinho Árias - SOURE 18
19. PART 5: MULTIPLE CHOICE CLOZE
PET. PAPER 1. READING.
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.
How many questions are
there?
10
How many marks do I
get?
One mark for each
correct answer.
Escola Sec / 3 Martinho Árias - SOURE 19
20. 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
Escola Sec / 3 Martinho Árias - SOURE 20
21. 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
Escola Sec / 3 Martinho Árias - SOURE 21
22. PET. PAPER1. WRITING.
PART 1: SENTENCE TRANSFORMATION - example
Escola Sec / 3 Martinho Árias - SOURE 22
23. 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.
Escola Sec / 3 Martinho Árias - SOURE 23
24. PET. PAPER 1. WRITING.
PART 2: SHORT COMMUNICATIVE MESSAGE - example
(±10 words)
(±10 words)
(±10 words)
Escola Sec / 3 Martinho Árias - SOURE 24
25. 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.
How many questions are
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.
Escola Sec / 3 Martinho Árias - SOURE 25
26. PET. PAPER 1. WRITING.
PART 3, QUESTION 7. LETTER / STORY - example
Escola Sec / 3 Martinho Árias - SOURE 26
27. 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
Escola Sec / 3 Martinho Árias - SOURE 27
28. 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.
Escola Sec / 3 Martinho Árias - SOURE 28
29. 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.
How many questions are
there?
6
How many marks do I get? One mark for each
correct answer.
Escola Sec / 3 Martinho Árias - SOURE 29
30. 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.
Escola Sec / 3 Martinho Árias - SOURE 30
31. 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.
Escola Sec / 3 Martinho Árias - SOURE 31
32. 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.
Escola Sec / 3 Martinho Árias - SOURE 32
33. 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
34. 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
Escola Sec / 3 Martinho Árias - SOURE 34
35. 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.
Escola Sec / 3 Martinho Árias - SOURE 35
36. 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.
Escola Sec / 3 Martinho Árias - SOURE 36
37. Prova Oral
Os intervenientes devem colocar-se da forma mais apropriada ao seu contexto,
seguindo uma das indicações fornecidas pelo esquema seguinte:
Escola Sec / 3 Martinho Árias - SOURE 37
38. 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
Escola Sec / 3 Martinho Árias - SOURE 38
39. 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
Escola Sec / 3 Martinho Árias - SOURE 39
40. PAPER 3: SPEAKING
SPEAKING 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
Escola Sec / 3 Martinho Árias - SOURE 40
41. PAPER 3: SPEAKING
SPEAKING 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
Escola Sec / 3 Martinho Árias - SOURE 41
42. 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.
How many questions are
there?
1 task, 7 items
Escola Sec / 3 Martinho Árias - SOURE 42
43. 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.
Escola Sec / 3 Martinho Árias - SOURE 43
SPEAKING PART 2: DISCUSSION TASK
44. 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 say
something in English, or revert to your own language.
Escola Sec / 3 Martinho Árias - SOURE 44
45. 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.
Escola Sec / 3 Martinho Árias - SOURE 45
46. 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.
Escola Sec / 3 Martinho Árias - SOURE 46
47. SPEAKING PART 3 –
example image
Escola Sec / 3 Martinho Árias - SOURE 47
48. - 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.
Escola Sec / 3 Martinho Árias - SOURE 48
SPEAKING PART 3
49. … 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
50. 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
Escola Sec / 3 Martinho Árias - SOURE 50
51. 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.
Escola Sec / 3 Martinho Árias - SOURE 51
52. 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.
• 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
53. • 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
Escola Sec / 3 Martinho Árias - SOURE 53
54. • 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
Escola Sec / 3 Martinho Árias - SOURE 54
55. 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
Escola Sec / 3 Martinho Árias - SOURE 55
56. 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 your
bedrooms at home now and the things you’d like to have in your
bedrooms in the future.
Escola Sec / 3 Martinho Árias - SOURE 56
57. SPEAKING PART 4: DISCUSSION
• 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.
Escola Sec / 3 Martinho Árias - SOURE 57
58. SPEAKING PART 4: DISCUSSION
• 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 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.
Escola Sec / 3 Martinho Árias - SOURE 58
59. • 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
Escola Sec / 3 Martinho Árias - SOURE 59
60. 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.
Escola Sec / 3 Martinho Árias - SOURE 60
61. 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
Escola Sec / 3 Martinho Árias - SOURE 61
62. Material de apoio http://www.cambridgeenglish.org/exams/preliminary-for-schools/
Escola Sec / 3 Martinho Árias - SOURE 62
63. Material de apoio http://www.cambridgeenglish.org/exams/preliminary-for-schools/
Escola Sec / 3 Martinho Árias - SOURE 63
64. Material de apoio https://www.youtube.com/watch?v=QwlBZc9MrJA
Escola Sec / 3 Martinho Árias - SOURE 64