Pet certification lingua inglese, Appunti di Linguistica Inglese

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Contents Preface 1 University of Cambridge ESOL Examinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Introduction to Cambridge ESOL . . . . . . . . . . . . . . . . . . . . . . .1 The Association of Language Testers in Europe (ALTE) . . . . . .1 Key features of Cambridge ESOL Examinations . . . . . . . . . . . .2 The Production of Cambridge ESOL Question Papers . . . . . .2 The Cambridge ESOL Main Suite: A Five-Level System . . . . . .3 Preliminary English Test (PET) . . . . . . . . . . . . . . . .3 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 The Level of PET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 PET Candidature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 What sort of test is PET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Marking and Grading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Time and place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Special Circumstances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 PET Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 PET Content: an overview . . . . . . . . . . . . . . . . . . . .5 Aims and Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Language Specifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Inventory of Functions, Notions and Communicative Tasks .6 Inventory of Grammatical Areas . . . . . . . . . . . . . . . . . . . . . . . .7 Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Lexis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 A Detailed Guide to PET . . . . . . . . . . . . . . . . . . . . . .9 Paper 1 Reading and Writing . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Preparing for the Reading Component . . . . . . . . . . . . . . . . 9 Preparing for the Writing Component . . . . . . . . . . . . . . . .11 Reading and Writing Sample Paper (1) . . . . . . . . . . . . . . . .13 Reading and Writing Sample Paper (2) . . . . . . . . . . . . . . . .21 Answer Key for Sample Test 1 . . . . . . . . . . . . . . . . . . . . . . .28 Answer Key for Sample Test 2 . . . . . . . . . . . . . . . . . . . . . . .29 Sample Scripts for Sample Paper 1 . . . . . . . . . . . . . . . . . . .29 Sample Scripts for Sample Paper 2 . . . . . . . . . . . . . . . . . . .31 Reading and Writing Candidate Answer Sheets . . . . . . . . .33 Paper 2 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 Preparing for the Listening Paper . . . . . . . . . . . . . . . . . . . .35 Listening Sample Paper (1) . . . . . . . . . . . . . . . . . . . . . . . . .37 Listening Sample Paper (2) . . . . . . . . . . . . . . . . . . . . . . . . .41 Answer Keys for Sample Papers 1 and 2 . . . . . . . . . . . . . .45 Listening Candidate Answer Sheet . . . . . . . . . . . . . . . . . . .46 Listening Paper Tapescript (1) . . . . . . . . . . . . . . . . . . . . . . .47 Listening Paper Tapescript (2) . . . . . . . . . . . . . . . . . . . . . . .51 Paper 3 Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 Preparing for the Speaking Test . . . . . . . . . . . . . . . . . . . . . .55 Cambridge Common Scale for Speaking . . . . . . . . . . . . . . .58 Speaking Sample Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 Page i Page ii Page 3 able to use English in their own or a foreign country in contact with native and non-native speakers of English for general purposes as described below. Materials a Threshold User can deal with The text types which can be handled by the learner at this level include street signs and public notices, product packaging, forms, posters, brochures, city guides and instructions on how to do things, as well as informal letters and newspaper and magazine texts such as articles, features and weather forecasts. The kinds of listening texts the learner needs to understand are announcements made at railway stations and airports, traffic information given on the radio, public announcements made at sporting events or pop concerts and instructions given by police or customs officials. At this level, candidates need to be able to not only pick out facts, but also to understand opinions, attitudes, moods and wishes. What a Threshold User can do Learners at this level, if travelling as tourists, can get all the information needed from a tourist information centre, as long as it is of a straightforward, non-specialised nature. Similarly, if taking part in a guided tour, they can understand the main points of a commentary and ask questions in order to get more information, as long as no specialised technical language is needed. They can deal with most situations likely to arise when making travel arrangements through a travel agent or when actually travelling. In the context of work they can state requirements within their own job area, and ask questions of a fact-finding nature. In a meeting, they can take part in a discussion which involves the exchange of factual information or receiving instructions, but they may have difficulty dealing with anything unpredictable or unfamiliar. Where telephone calls are concerned, predictability is also important at this level, and as long as only routine matters are involved, the learner can receive and pass on messages. They can write simple personal letters such as ‘thank-you’ letters, but only within a more or less standard format. Several of the examinations provided by members of ALTE at this level are used as measures of language ability for official or institutional purposes, such as acquiring citizenship or entry to courses of study. PET Candidature In 2002, there were over 96,000 candidates for PET. Information is collected about the PET candidature at each session, when candidates fill in Candidate Information Sheets. These provide essential information, which is needed, for example, to see whether certain types of question cause difficulties for candidates in particular age ranges or from particular language backgrounds. The information provided is treated as confidential and is covered by the Data Protection candidates of a suitable level. After the completed pretests have been returned to the Pretesting Section at Cambridge ESOL, a score for each student is provided to the centre within two weeks of receiving the completed scripts. The items are marked and analysed, and those which are found to be suitable are banked. Material for the productive components of the examinations is trialled with candidates to assess its suitability for inclusion in the Materials Bank. The Cambridge ESOL Main Suite: a Five-Level System Cambridge ESOL has developed a series of examinations with similar characteristics, spanning five levels and linked to the levels of the Common European Framework (CEF) established by the Council of Europe. Within the series of five levels the Preliminary English Test (PET) is at CEF Level B1. CEF Level C2 Certificate of Proficiency in English (CPE) CEF Level C1 Certificate in Advanced English (CAE) CEF Level B2 First Certificate in English (FCE) CEF Level B1 Preliminary English Test (PET) CEF Level A2 Key English Test (KET) P R E L I M I N A RY E N G L I S H T E S T ( P E T ) Background PET was introduced in the late 1970s and tests competence in Reading, Writing, Listening and Speaking. The language level of PET is approximately two thirds of the way towards that of the First Certificate in English. PET is based on the Council of Europe Threshold Level (1990) by van Ek and Trim. In 1999, a review of PET was undertaken involving key clients and stakeholders. The result of this review is the updated PET, applicable from March 2004. The Level of PET PET is at level B1 of the Common European Framework, and a description of this level is given below in terms of: • what material learners can handle; • what learners can be expected to be able to do. At this level a learner should be able to cope linguistically in a range of everyday situations which require a largely predictable use of language. A Threshold Level user will be Page 4 Act of the United Kingdom. The answers that a candidate gives to the questions on the Candidate Information Sheet will not affect his/her result in any way. Nationality PET is taken in over eighty different countries, with the majority of candidates coming from Europe and South America. Age About 70% of PET candidates are aged 20 or under. A further 20% are in the 21–30 age group. Gender Approximately 60% are female. Employment Most candidates are studying full-time. Exam Preparation Approximately 80% of the candidature attend preparation classes. On average, they study English for about four and a half years in total prior to entry. Reasons for taking PET Candidates enter for a variety of reasons. About 55% of candidates indicate that they are taking PET for personal interest reasons, while nearly 50% state that they are taking PET to improve their future employment prospects. Nearly 30% of candidates also indicate that they are interested in further study of English. What sort of test is PET? In real life, language is used in context, and the forms of language vary according to that context. The assessment aims of PET and its syllabus are designed to ensure that the test reflects the use of language in real life. The question types and formats have been devised with the purpose of fulfilling these aims. PET corresponds closely to an active and communicative approach to learning English, without neglecting the need for clarity and accuracy. Marking and Grading The final mark a candidate receives in PET is an aggregate of the marks obtained in each of the three papers (Reading/ Writing, Listening and Speaking). There is no minimum pass mark for individual papers. PET has two passing grades: Pass with Merit Pass and two failing grades: Narrow Fail Fail ‘Pass’ ordinarily corresponds to approximately 70% of the total marks, and ‘Pass with Merit’ to approximately 85%. A ‘Narrow Fail’ result indicates that a candidate was within 5% of the ‘Pass’ boundary. Statements of Results contain a graphical display of a candidate’s performance in each component. These are shown against a scale of Exceptional – Good – Borderline – Weak and indicate the candidate’s relative performance in each paper. Administration Candidates mark or write all their answers on OMR (Optical Mark Reader) answer sheets. For Paper 1 (Reading and Writing) there are two answer sheets, and candidates must fill in these sheets within the time allowed for the Paper as printed on the front cover of the question paper. In Paper 2 (Listening), candidates write their answers on the question paper as they listen to the tape, and are given 6 additional minutes to transfer their answers to the answer sheet. Samples of the OMR answer sheets for the Reading/Writing and Listening Papers are provided on pages 33, 34 and 46 of this Handbook and it is useful for candidates to practise filling these in before the date of the examination so that they are familiar with PET test procedure. Time and Place PET is usually available six times a year on fixed dates in March, May, June (twice), November and December. Current information on dates and the administrative details of the examination are provided separately to centres. A copy can be obtained from your nearest Cambridge Examination Centre. A list of Cambridge Examination Centres is obtainable from Cambridge ESOL (address follows) or from the nearest office of the British Council. All PET entries must be made through an authorised centre. Special Circumstances Special circumstances covers three main areas: special arrangements, special consideration and malpractice. Special arrangements These are available for disabled candidates. They may include extra time, separate accommodation or equipment, braille transcription, etc. Consult the Cambridge ESOL Local Secretary in your area for more details. Page 5 Special consideration Cambridge ESOL will give special consideration to candidates affected by adverse circumstances immediately before or during an examination. Special consideration can be given where an application is sent through the centre and is made within ten working days of the examination date. Examples of acceptable reasons for giving special consideration are in cases of illness or other unexpected events. Malpractice The Malpractice Committee will consider cases where candidates are suspected of copying/collusion or breaking the examination regulations in some other way. Results may be withheld because further investigation is needed or because of infringement of regulations. Centres are notified if a candidate’s results have been investigated. PET Support Course materials A list of UK publishers which produce coursebooks and practice materials related to the examinations is available from Cambridge ESOL and is on the Cambridge ESOL website. PET requires an all-round language ability and this should be borne in mind when selecting course materials. Most coursebooks will be supplemented; care should be taken to ensure that coursebooks and practice materials selected accurately reflect the content and format of the examination. N.B. Cambridge ESOL does not undertake to advise on textbooks or courses of study. Past Papers and Examination Reports Cambridge ESOL produces past examination papers, which can be used for practice, and examination reports, which provide a general view of how candidates performed overall and on each paper and offer guidance on the preparation of candidates. Details of how to order past papers and examination reports, and how to download an order form, are available from www.CambridgeESOL.org Seminars for Teachers Cambridge ESOL offers a wide range of seminars designed for teachers concerned with the examinations; some are also suitable as introductions for administrators, school directors etc. Some seminars are intended to provide information and support for teachers who are familiar with the examinations, and others can be used to introduce teachers to established examinations and also to new or revised examinations. Contact Cambridge ESOL for further details. Paper Name Timing Content Test Focus Paper 1 Reading/ Writing 1 hour 30 minutes Reading: Five parts which test a range of reading skills with a variety of texts, ranging from very short notices to longer continuous texts. Writing: Three parts which test a range of writing skills. Assessment of candidates’ ability to understand the meaning of written English at word, phrase, sentence, paragraph and whole text level. Assessment of candidates’ ability to produce straightforward written English, ranging from producing variations on simple sentences to pieces of continuous text. Paper 2 Listening 30 minutes (approx.) Four parts ranging from short exchanges to longer dialogues and monologues. Assessment of candidates’ ability to understand dialogues and monologues in both informal and neutral settings on a range of everyday topics. Paper 3 Speaking 10–12 minutes per pair of candidates Four parts: In Part 1, candidates interact with an examiner; In Parts 2 and 4 they interact with another candidate; In Part 3, they have an extended individual long turn. Assessment of candidates’ ability to express themselves in order to carry out functions at Threshold level. To ask and to understand questions and make appropriate responses. To talk freely on matters of personal interest. P E T C O N T E N T: A N OV E RV I E W Aims and Objectives Candidates who are successful in PET should be able to communicate satisfactorily in most everyday situations with both native and non-native speakers of English. This aim corresponds to the recommendations of the Council of Europe’s Threshold Specification. Reading Using the structures and topics listed in this Handbook, candidates should be able to understand public notices and signs; to read short texts of a factual nature and show understanding of the content; to demonstrate understanding of the structure of the language as it is used to express Page 8 Comparative and superlative forms (regular and irregular): (not) as . . . as, not . . . enough to, too . . . to Order of adjectives Participles as adjectives Compound adjectives Adverbs Regular and irregular forms Manner: quickly, carefully, etc. Frequency: often, never, twice a day, etc. Definite time: now, last week, etc. Indefinite time: already, just, yet, etc. Degree: very, too, rather, etc. Place: here, there, etc. Direction: left, right, along, etc. Sequence: first, next, etc. Sentence adverbs: too, either, etc. Pre-verbal, post-verbal and end-position adverbs Comparative and superlative forms (regular and irregular) Prepositions Location: to, on, inside, next to, at (home), etc. Time: at, on, in, during, etc. Direction: to, into out of, from, etc. Instrument: by, with Miscellaneous: like, as, due to, owing to, etc. Prepositional phrases: at the beginning of, by means of, etc. Prepositions preceding nouns and adjectives: by car, for sale, at last, etc. Prepositions following (i) nouns and adjectives: advice on, afraid of, etc. (ii) verbs: laugh at, ask for, etc. Connectives and, but, or, either . . . or when, while, until, before, after, as soon as where because, since, as, for so that, (in order) to so, so . . . that, such . . . that if, unless although, while Note that students will meet forms other than those listed above in PET, on which they will not be directly tested. Topics Clothes Personal identification Daily life Places and buildings Education Relations with other people Entertainment and media Transport Environment Services Food and drink Shopping Free time Social interaction Health, medicine and Sport exercise The natural world Hobbies and leisure Travel and holidays House and home Weather Language Work and Jobs People Personal feelings, opinions and experiences Lexis The PET examination includes items which normally occur in the everyday vocabulary of native-speakers using English today. Candidates should know the lexis appropriate to their personal requirements, for example, nationalities, hobbies, likes and dislikes. Note that the consistent use of American pronunciation, spelling and lexis is acceptable in PET. Page 9 A D E TA I L E D G U I D E TO P E T Paper 1: Reading and Writing Paper Format The Reading component contains 5 parts. The Writing component contains 3 parts. Number of questions Reading has 35 questions; Writing has 7 questions. Task Types Matching, multiple choice, true/false, transformational sentences, guided writing and extended writing. Sources Authentic and adapted-authentic real world notices; newspapers and magazines; simplified encyclopedias; brochures and leaflets; websites. Answering Candidates indicate answers by shading lozenges (Reading), or writing answers (Writing) on an answer sheet. Timing 1 hour 30 minutes. Marks Reading: Each of the 35 questions carry one mark. This is weighted so that this comprises 25% of total marks for the whole examination. Writing: Questions 1–5 carry one mark each. Question 6 is marked out of 5; and question 7/8 is marked out of 15. This gives a total of 25 which represents 25% of total marks for the whole examination. Reading Part Task Type and Format Task Focus Number of questions 1 Three-option multiple choice. Five very short discrete texts: signs and messages, postcards, notes, e-mails, labels etc., plus one example. Reading real-world notices and other short texts for the main message. 5 2 Matching. Five items in the form of descriptions of people to match to eight short adapted-authentic texts. Reading multiple texts for specific information and detailed comprehension. 5 3 True/False. Ten items with an adapted-authentic long text. Processing a factual text. Scanning for specific information while disregarding redundant material. 10 4 Four-option multiple choice. Five items with an adapted-authentic long text. Reading for detailed comprehension; understanding attitude, opinion and writer purpose. Reading for gist, inference and global meaning. 5 5 Four-option multiple-choice cloze. Ten items, plus an integrated example, with an adapted-authentic text drawn from a variety of sources. The text is of a factual or narrative nature. Understanding of vocabulary and grammar in a short text, and understanding the lexico-structural patterns in the text. 10 Preparing for the Reading Component Introduction Paper 1 lasts one and a half hours and contains two components, Reading and Writing. The Reading component consists of 35 questions, with five separate reading tasks in all, Parts 1–5. Together, these parts are designed to test a broad range of reading skills. Texts are drawn wherever possible from the real world and are adapted as necessary to the level of the PET examination. To this end, item writers work with a grammatical syllabus and a vocabulary list, which is updated annually to reflect common usage. The topics of the texts fall within the list of topics given on page 8. Every effort is made to ensure that all texts used in PET are accessible worldwide and of interest to different age groups. Each exam task is pretested on large numbers of students before going live, to monitor its suitability and level. To prepare for the Reading component, students should be exposed to a variety of authentic texts, drawn from newspapers and magazines, non-fiction books, and other sources of factual material, such as leaflets, brochures and websites. It is also recommended that students practise reading (and writing) short communicative messages, including notes, cards and e-mails. As the Reading component places some emphasis on skimming and scanning skills, it is important for students to be given practice in these skills, working with texts of different lengths to obtain specific information. It should be stressed to students that they do not need to process every word of the text: they may read an article on history purely to find particular dates or a brochure to check on different locations. It is essential that candidates familiarise themselves with the instructions on the front page of the question paper and read the individual instructions for each part very carefully. Where an example is given, it is advisable to study it before embarking on the task. Candidates should also know how to mark their answers on the separate answer sheet, so that in the examination they can do this quickly and accurately. No extra time is allowed for the transfer of answers on Paper 1 and candidates may prefer to transfer their answers at the end of each part. When doing final preparation for the examination, it is helpful to discuss timing with students and to get them to consider how to divide up the time between the various parts of the paper. Broadly speaking, it is envisaged that candidates will spend approximately 50 minutes on the Reading component and 40 minutes on the Writing component. Part 1 Part 1 tests the candidate’s understanding of various kinds of short texts: authentic notices and signs, packaging information (for example, instructions on a food package or a label on a medicine bottle), and communicative messages (notes, e-mails, cards and postcards). Accompanying the text is one multiple-choice question with three options, A, B and C. When candidates attempt a question in this part, they should first read the text carefully and think about the situation in which it would appear. A text is often accompanied by visual information as to its context, for example showing its location, and this may also help candidates to guess the purpose of the text. After thinking about the general meaning in this way, candidates should read all three options and compare each one with the text before choosing their answer. As a final check, candidates should re-read both text and their choice of answer, to decide whether the chosen option is really ‘what the text says’. Part 2 Part 2 tests the candidate’s detailed comprehension of factual material. Candidates are presented with five short descriptions of people and have to match this content to five of eight short texts on a particular topic. The topic is usually to do with goods and services of some kind, for example purchasing books, visiting museums, staying in hotels or choosing holidays. Candidates should begin Part 2 by reading through the five descriptions of the people. They should then read through all eight texts carefully, underlining any matches within them. In order to choose the correct text, candidates will need to check that all the requirements given in the description are met by it. Candidates should be warned against ‘wordspotting’ – that is, they should avoid making quick matches at word level and instead read each text carefully, thinking about alternative ways of saying the same thing, i.e. paraphrasing. Part 3 Part 3 tests the ability to work with a longer, factual text, looking for precise information. The information to be found is usually practical in nature, resembling the type of task with which people are often confronted in real life. Frequently, these texts take the form of brochure extracts, advertisements in magazines and website information. There are ten questions, which are single-sentence statements about the text. The task is made more authentic by putting these questions before the text, in order to encourage candidates to read them first and then scan the text to find each answer. The information given in the text follows the same order as the content of the questions. In this part, candidates may well meet some unfamiliar vocabulary. However, they will not be required to understand such vocabulary in order to answer a question correctly. When they meet an unfamiliar word or phrase, therefore, they should not be put off, and should concentrate on obtaining the specific information required from the text. Part 4 Part 4 presents candidates with a text which goes beyond the provision of factual information, and expresses an opinion or attitude. There are five multiple-choice questions with four options, A, B, C and D. In answering these questions, candidates will demonstrate whether they have understood the writer’s purpose, the writer’s attitude or opinion, or an opinion quoted by the writer, and both the detailed and global meaning of the text. This part requires candidates to read the text very carefully indeed. After a first fairly quick reading, to find out the topic and general meaning of the text, candidates should think about the writer’s purpose and the meaning of the text as a whole. Having established this, candidates should read the text once again, this time much more carefully. After this second reading of the text, candidates should deal with the questions one by one, checking their choice of answer each time with the text. It may be more practical for candidates to consider the first and last questions together, in that the first focuses on writer purpose and the last on global meaning. The other three questions follow the order of information given in the text and one of the three will focus on attitude or opinion. Part 5 In Part 5, candidates read a short text containing ten numbered spaces and an example. There is a four-option multiple-choice question for each numbered space, given after the text. The spaces are designed to test mainly vocabulary, but also grammatical points such as pronouns, modal verbs, connectives and prepositions. Page 10 Page 35 1, 2 and 4) or writing answers (Part 3) on an answer sheet. Candidates record their answers on the question paper as they listen. They are then given six minutes at the end of the test to copy these on to the answer sheet. Recording Information Each text is heard twice. Recordings will contain a variety of accents corresponding to standard variants of native speaker accents. Timing About 30 minutes, plus 6 minutes to transfer answers. Marking Each item carries one mark. This gives a total of 25 marks, which represents 25% of total marks for the whole examination. Paper 2: Listening Paper Format This paper contains four parts. Number of questions 25 Task Types Multiple choice, gap-fill, true/false. Text Types All texts are based on authentic situations. Answering Candidates indicate answers either by shading lozenges (Parts Part Task Type and Format Task Focus Number of questions 1 Multiple choice (discrete). Short neutral or informal monologues or dialogues. Seven discrete three-option multiple-choice items with visuals, plus one example. Listening to identify key information from short exchanges. 7 2 Multiple choice. Longer monologue or interview (with one main speaker). Six three-option multiple-choice items. Listening to identify specific information and detailed meaning. 6 3 Gap-fill. Longer monologue. Six gaps to fill in. Candidates need to write one or more words in each space. Listening to identify, understand and interpret information. 6 4 True/false. Longer informal dialogue. Candidates need to decide whether six statements are correct or incorrect. Listening for detailed meaning, and to identify the attitudes and opinions of the speakers. 6 Preparing for the Listening Paper Introduction The Listening paper consists of four parts and a total of ten listening texts. The paper has a standard structure and format so that candidates will know what to expect in each part. The range of texts and task types reflects the variety of listening situations which candidates at this level can be expected to deal with. The instructions for each task are heard on the tape, as well as being written on the page. In the case of Part 1, there is also an example text and task to show candidates how their answers should be recorded. In parts 2, 3 and 4, the instructions are followed by a pause, during which the candidates should read the questions in that part. Candidates should use this time to think about the context and the questions, as this will help them to understand the listening text when they hear it. This reflects what happens in real-life listening situations when we bring knowledge of context, speaker, etc. to what we hear. Classroom activities which help candidates to identify and understand the type of text they are listening to, and the purpose of the task they are asked to do, will help them to adopt the most appropriate listening strategies. This, in turn, will help them approach the tasks with confidence. The best preparation for the listening paper is exposure to, and engagement with, authentic spoken English at an appropriate level of difficulty. Classroom discussion activities provide a good authentic source of listening practice, as does listening to the teacher, but this should be supplemented with listening texts on tape, drawn from a range of contexts, that give practice in understanding different voices and styles of delivery. Candidates should be familiar with the format of the paper and the task types. It is, therefore, valuable to work through a Page 36 sample paper before the examination takes place. This also gives students some practice in completing the answer sheets. Part 1 The first part of the test comprises seven short listening texts, each accompanied by a question and three visual images. Candidates listen to the text and then choose the visual image which best answers the question in the context of what they have heard. Candidates indicate the correct answer by ticking the box beneath the appropriate visual. There is also a text and question as an example. Part 1 texts, which may be monologues or dialogues, are short extracts taken from daily life. They may include, for example, conversations at home or between friends, radio announcements, parts of talks, exchanges in shops, etc. The task requires candidates to listen for specific information in the text which will answer the question. Each text is repeated on the tape. Candidates should be encouraged to listen for gist initially, choosing the best option as they do so. They should then check carefully on the second listening to ensure that their answer is correct. Candidates will need to understand the key information in the text in order to arrive at the correct answer. Part 2 In this part of the test candidates listen to a longer text which may be either a monologue, or an interview with questions from a radio presenter. Texts are taken from a range of contexts, and will be largely informational in focus. Some may be informational monologues, such as radio announcements and recorded messages, providing information about places and events, whilst others may be extracts from talks or radio programmes, in which people are talking about their lives, interests or experiences. The text is heard twice. Candidates have to answer six multiple-choice questions as they listen to the text, choosing the correct answer from a choice of three options. Most questions require candidates to locate and understand specific information from the text, although occasionally a question may focus on a very clearly stated attitude or opinion. To arrive at the correct answer, candidates will need to understand the detailed meaning of the text. They should therefore listen for gist initially, choosing the best option for each question as they do so. They should then check carefully that their answers are correct as they listen for the second time. Part 3 In this part of the test candidates listen to a longer text which will take the form of an informational monologue. Texts are taken from a range of contexts, and may be radio announcements and recorded messages, providing information about places and events, or they may be extracts from talks or radio programmes, in which people are talking about courses, trips or holiday activities. The text is heard twice. Candidates are presented with a page of notes summarising the content of the text, from which six pieces of information have been removed. As they listen, candidates fill in the numbered gaps on the page with words from the text which complete the missing information. Most keys are single words, numbers or very short noun phrases and candidates should be discouraged from attempting longer answers. Recognisable spelling is accepted, except with very high frequency words, e.g. ‘Monday’, or where spelling is dictated. Only concrete pieces of information are tested, so that candidates are not being tested on their ability to manipulate grammatical structures, nor are they expected to interpret or reproduce language in elliptical note form. In all cases, the words that candidates need to write will be heard on the recording in the form that they need to be written. Candidates should be encouraged to use the information on the page to guide them through the text as they listen. Having listened to the rubric, candidates should read through the written information in the pause before the text is played. This should enable them to make predictions about the sort of language and information they are going to hear, which will help them to feel prepared for the answers when they come. The task requires candidates to locate and record specific information from the text, whilst ignoring other parts of the text that include redundant information. Part 4 In this part of the test candidates listen to a longer text which will take the form of an informal dialogue, usually between two people of similar age and status. There is generally one male and one female speaker to aid identification and the conversation typically focuses on everyday concerns that affect the speakers. The conversation is informal in nature and generally involves speakers discussing their attitudes and opinions on a given topic, as they agree and disagree on certain points. As candidates listen to the text they look at a series of six statements which report the attitudes and opinions of the speakers. Candidates must decide whether these statements are true or false in the context of what they hear, and tick the appropriate box. The text is heard twice. The task calls for an understanding of the gist of a conversation containing less formal language and the correct identification of attitudes, opinions and agreement. Candidates will need to locate and understand detailed meaning in order to make the correct choice for each question. They should therefore listen for gist initially, choosing the best option for each question as they do so. They should then check carefully that their answers are correct as they listen for the second time. Page 55 Paper 3: Speaking Paper Format This paper contains four parts. The standard format is two candidates and two examiners. One examiner acts as both assessor and interlocutor and manages the interaction by asking questions and setting up the tasks. The other acts as assessor and does not join in the conversation. Task Types Short exchanges with the examiner; a collaborative task involving both candidates; a one-minute long turn and a follow up discussion. Timing 10–12 minutes per pair of candidates. Marks Candidates are assessed on their performance throughout the test. There are a total of 25 marks in Paper 3, making 25% of the total score for the whole examination Part Task Type and Format Task Focus Timing 1 Each candidate interacts with the interlocutor. The interlocutor asks the candidates questions in turn, using standardised questions. Giving information of a factual, personal kind. The candidates repond to questions about present circumstances, past experiences and future plans. 2–3 minutes 2 Simulated situation. Candidates interact with each other. Visual stimulus is given to the candidates to aid the discussion task. The interlocutor sets up the activity using a standardised rubric. Using functional language to make and respond to suggestions, discuss alternatives, make recommendations and negotiate agreement. 2–3 minutes 3 Extended turn. A colour photograph is given to each candidate in turn and they are asked to talk about it for up to a minute. Both photographs relate to the same topic. Describing photographs and managing discourse, using appropriate vocabulary, in a longer turn. 3 minutes 4 General conversation. Candidates interact with each other. The topic of the conversation develops the theme established in Part 3. The interlocutor sets up the activity using a standardised rubric. The candidates talk together about their opinions, likes/dislikes, preferences, experiences, habits etc. 3 minutes Preparing for the Speaking Test Introduction In the PET Speaking Test, candidates are examined in pairs by two examiners. One of the examiners acts as an interlocutor and the other as an assessor. The interlocutor directs the test, while the assessor takes no part in the interaction. Examiners change roles during the course of an examining session, but not during the examining of one pair. There are a number of different ‘packs’ of material that examiners can use. The test takes between ten and twelve minutes and consists of four parts which are designed to elicit a wide range of speaking skills from the candidates. Where there is an uneven number of candidates at a centre, the final Speaking test will be a group of three rather than a pair. The group of three test is not an option for all candidates, but is only used for the last test in a session, where necessary. Part 1 The test begins with a general conversation led by the interlocutor, who asks the candidates questions about their personal details, daily routines, likes and dislikes, etc. Candidates are addressed in turn and are not expected to talk to each other at this stage. At an appropriate point, candidates are asked to spell all or part of their name. The purpose of this conversation is to test the language of simple social interaction, and to enable each candidate to make an initial contribution to the test, using simple everyday language. As they are talking about themselves using familiar language, this conversation should help to settle the candidates, enabling them to overcome any initial nervousness. Although the interlocutor’s questions are designed to elicit short rather than extended responses, candidates should be discouraged from giving one-word answers in this part. Especially when asked about their daily routines or their likes and dislikes, candidates should be encouraged to extend their answers with reasons and examples. This part of the test assesses the candidates’ ability to take part in spontaneous communication in an everyday setting. Candidates who find opportunities to socialise with others in