Ready to Use UNO STRUMENTO PER GLI ESAMI
DI CERTIFICAZIONE
L’accordo del Ministero della Pubblica istruzione con gli enti di certificazione esterni (febbraio 2000) costituisce un incentivo a valorizzare il percorso di studio della L2 in vista di una spendibilità a livello europeo delle competenze acquisite in classe. Ready to Use, concepito sui criteri e i descrittori di competenze elaborati sulla base del Common European Framework of Reference, offre al docente gli strumenti idonei a condurre gli studenti a sostenere le prove di certificazione più diffuse ed accreditate: l’esame PET (Preliminary English Test) proposto dallo UCLES di Cambridge e gli esami ESOL (Grade 4, Grade 5, Grade 6) proposti da Trinity College.
Le pagine seguenti illustrano come il corso ottemperi ai dettagli di contenuto elencati nel syllabus PET e ESOL in piena sintonia con le procedure pratiche e metodologiche suggerite nei manuali degli enti stessi per la preparazione alle prove d’esame. In particolare Ready to Use presenta le 4 abilità (sezione “Using Skills”) organizzate per obiettivi di apprendimento e strategie in progressione dal più semplice al più complesso. 1
PET
(Preliminary English Test)
Reading The Reading Section consists of five parts, carrying a total of 25 marks. Part Part 1
Text Signs
Part 2
Short texts
Part 3
Longer factual text
Part 4
Longer continuous text Cloze text
Part 5
Questions 5 multiple-choice questions, each with 4 options 5 descriptions matched to 8 short texts 10 true/false statements about a text containing factual information 5 multiple-choice questions about a text which conveys opinion or attitude 10 gaps in a short text, to be completed by choosing one of four multiple-choice options
Preparation for the Reading Component Preparation for the Reading Component is best carried out by giving students a wide variety of reading materials, including simple articles, reports, reviews, instructions, descriptions and narratives. Reading practice should take the form of extensive reading of texts as well as intensive reading. It will be beneficial to develop not only reading comprehension but also appropriate reading strategies. Whenever possible, reading as an enjoyable activity should be developed.
Question no. 1-5 6-10 11-20 21-25 26-35
Ready to Use for the Reading Component Nelle schede USING SKILLS l’insegnante può seguire Be a good READER.
Extracts – freely abridged – from the PET-Preliminary English Test Handbook
Alcuni esempi significativi da Student’s Book 1 & 2: • Instructions: - Unit 20, p. 205 - Unit 17, p. 176 • Descriptions: - Unit 11, pp. 115-119 • Narratives: - USING SKILLS, p. 142 • Extensive reading: - USING SKILLS, p. 228 • Intensive reading: - USING SKILLS, p. 10 • Reading strategies: - USING SKILLS, pp. 142-143 • Reading as enjoyable activity: - USING SKILLS, pp. 150-151 L’insegnante può anche fare riferimento alla seguente risorsa aggiuntiva: Zoom on English Speaking Countries Objective: Reading Comprehension
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PET
(Preliminary English Test)
Writing The Writing Section consists of three parts, carrying a total of 25 marks. Part Part 1 Part 2
Tasks Sentence transformations Form-completion
Part 3
Continuous writing
Questions 5 sentences, covering a range of grammatical structures 10 gaps to be filled in on a realistic form an informal letter about 100 words
Preparation for the Writing Component PET makes a real attempt to bridge the gap [between writing sentence-type exercises and producing simple compositions] by emphasizing controlled or guided writing tasks which students can be reasonably expected to perform at this level. These tasks […] should be made as relevant as possible to the lives of the students, so that they will write with a definite purpose in mind. A list of such writing tasks [includes] filling-in forms, keeping a diary, and writing short letters to friends […].
Question no. 1-5 6-15 16
Ready to Use for the Writing Component Nelle schede USING SKILLS l’insegnante può seguire Be a good WRITER.
Letter-writing should be practised regularly in preparation for PET. Written assignments should include replies to letters, advertisements, and notices, as well as invitations and short letters of request, apology, etc. Extracts – freely abridged – from the PET-Preliminary English Test Handbook
Alcuni esempi significativi da Student’s Book 1 & 2: • Controlled or guided writing tasks: - USING SKILLS, p. 45 - USING SKILLS, p. 55 - Test Book, p. 74 - USING SKILLS, p. 83 • Writing with a definite purpose: - Unit 17, p. 175 - Unit 17, p. 177 - USING SKILLS, p. 179 - USING SKILLS, p. 19 • Filling-in forms: - USING SKILLS, pp. 44-45 - Unit 23, p. 251 • Writing a diary: • Writing short letters to friends: - USING SKILLS, p. 55 - Test Book, p.59 - USING SKILLS, p. 159 • Advertisements: L’insegnante può anche fare riferimento alla seguente risorsa aggiuntiva: Communicative Writing Objective: Written Production
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PET
(Preliminary English Test)
Speaking The Speaking Paper consists of three parts, carrying a total of 25 marks. Part Part 1
Topic Personal information
Part 2
Simulated situation
Part 3
Photographs
Task introductory question and answer session and brief conversation between candidates simulated situation with shared visual material individual long turn, talking about a photo
Preparation for the Speaking Component Speaking practice at this level will range from simple pronunciation drills to taking part in a short conversation about a subject of interest. It is important for learners to be able to identify themselves in English, giving their name, address, age, etc. Preparation for PET should involve students in talking about themselves, and finding out about each other, spelling their names, describing their hobbies and interests, and giving reasons for liking or disliking something. Simple role-plays are useful and can provide an excellent opportunity for spontaneous speech. For such practice it is essential for students to be given roles with which they can identify. In the PET Speaking Component all situations are relevant and purposeful, with meaningful tasks. If, at any time during the test, candidates have difficulty in understanding a question or a response, they should ask the interlocutor to repeat what was said. Specialised vocabulary is not required at PET level. Candidates should be able to paraphrase, [that is] to be able to use ‘compensation’ strategies at this level. [At PET level candidates are expected to be able] to take part in the interaction appropriately and with a reasonable degree of fluency. [Interactive communication] includes the ability to use strategies to maintain and repair communication. Extracts – freely abridged – from the PET-Preliminary English Test Handbook
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Ready to Use for the Speaking Component Ready to Use prevede un accurato training sulle abilità di produzione orale e di interazione attraverso le attività di Speaking all’interno dello Student’s Book, gli esercizi You & Me e, nelle schede USING SKILLS, le sezioni Be a good COMMUNICATOR.
Alcuni esempi significativi da Student’s Book 1 & 2: • Role plays: - You & Me, p. 49 - USING SKILLS, p. 120 - Test Book, p. 112 • Ask the interlocutor to repeat: - USING SKILLS, p. 54 • Paraphrasing and compensation strategies: - USING SKILLS, p. 158 • Strategies to maintain and repair a conversation: - USING SKILLS, p. 212 L’insegnante può anche fare riferimento alla seguente risorsa aggiuntiva: Video Activity Book Objective: Oral Comprehension and Project Work
PET
(Preliminary English Test)
Listening The Listening Paper consists of four parts, carrying a total of 25 marks. Part Part 1
Text Short extracts
Part 2
Longer factual monologue Longer factual monologue Informal conversation
Part 3 Part 4
Questions 7 short recordings which relate each to one of four illustrations, preceded by a short focus question 6 multiple-choice questions, each with four options completing a set of notes or a table by filling 6 gaps with a word or short phrase 6 true/false questions
Preparation for the Listening Component Students should be able to understand […] public announcements; [...] to extract information of a factual nature (times, dates, etc.) from speech which will contain redundancies and [unfamiliar] language; to understand the sense of a dialogue and show appreciation of the attitude and intentions of the speakers.
Question no. 1-7
8-13 14-19 20-25
Ready to Use for the Listening Component Oltre a una ricca gamma di attività di ascolto, Ready to Use offre anche in USING SKILLS una serie di schede: Be a good LISTENER, che preparano all’ascolto di tipo sia globale sia selettivo.
Extracts – freely abridged – from the PET-Preliminary English Test Handbook
Alcuni esempi significativi da Student’s Book 1 & 2: • Public announcements: - USING SKILLS, p. 186 • Extracting information: - USING SKILLS, p. 204 • Appreciating attitude and intentions: - Unit 21, p. 224, exercise 4 - Unit 7, p. 79 exercise 1 In countries where English is used as a foreign language listening to English on the radio and on tape / CD is often even more important. […] Cassettes which enable students to hear a variety of native-speaker voices are very useful and motivating, especially as the speakers may differ in accent, tone, level, and quality of voice. Extracts – freely abridged – from the PET-Preliminary English Test Handbook
Di tutte queste variabili si è tenuto conto nella preparazione/registrazione delle numerose cassette che corredano sia lo Student’s Book sia il Work Book di Ready to Use. Infatti tutti i dialoghi e i testi per le attività di ascolto, conversazione e pronuncia sono stati incisi da native speakers aventi caratteristiche diverse per età, sesso e provenienza linguistica (British English, American English, Australian English, International English).
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Trinity ESOL 2001
Examinations in Spoken English for Speakers of Other Languages Livello di riferimento del Common European Framework
Certificazione rilasciata da Trinity
Abilità valutate
A1 Breakthrough
GRADE 1 GRADE 2
Initial stage Initial stage
Comprensione e produzione orali
A2 Waystage A2 Waystage plus
GRADE 3 GRADE 4
Initial stage Elementary stage
Comprensione e produzione orali
B1 Threshold
GRADE 5 GRADE 6
Elementary stage Elementary stage
Comprensione e produzione orali (esame opzionale per le abilità di lettura e scrittura)
PET Preparation for Trinity
Ready to Use for Trinity
Questo tipo di esame è focalizzato sulla performance orale. È quindi evidente che il docente orientato alla certificazione di Trinity dovrà dedicarsi a pratiche di interazione e produzione orali, ai fini di consolidare e raffinare la performance dei propri studenti nelle due specifiche abilità.
• Tutti gli esponenti linguistici presentati in Ready to Use sono funzionali allo sviluppo di competenze comunicative orali di tipo sia produttivo sia interattivo. • Le sezioni Speaker’s Corner e Project Corner (cfr. anche Zoom on English Speaking Countries) guidano alla preparazione di conversation topics. • In USING SKILLS le schede Be a good COMMUNICATOR presentano strategie per argomentare le proprie idee e sostenere il proprio punto di vista.
Candidate Profile
Ready to Use per gli esami Trinity
By the end of the Elementary stage (Grades 4, 5, 6) the candidate can • understand and use language in familiar situations related to school, work, travel and leisure • express and ask about personal interests and give opinions on familiar or prepared topics • talk about past, present and future events • express hopes and intentions • maintain the flow of communication with minimal assistance Extracts from Trinity Syllabus
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Alcuni esempi da Student’s Book 1 & 2: L’insegnante può seguire tutte le Speaking activities dei moduli 2, 3, 5, 6, 9. • Preparing a talk on a specific topic: - USING SKILLS, p. 253 - USING SKILLS, p. 261
• Verbal tenses: - tutte le attività dei moduli 1, 2, 3, 5, 7 • Talking about plans and intentions: - Unit 12, pp. 122-123 • Keeping a conversation going: - USING SKILLS, p. 158 - USING SKILLS, p. 212
Format esami ESOL
N.B. The following are extracts from Trinity Syllabus:
Format The candidate holds a conversation with the examiner (total time: 10 minutes). The two major phases of the conversation are: - presentation of a topic chosen and prepared by the candidate, followed by a discussion of that topic with the examiner (5 minutes); - general conversation with the examiner (5 minutes).
Ready to Use consente agli allievi di affrontare gli esami Trinity con i seguenti requisiti:
Candidate performance (Grade 5) The candidate is expected to: - make a short presentation of a prepared topic (2 minutes) using objects or pictures to illustrate it; - answer questions on the prepared topic and participate in informal discussion of the topic, during which the examiner might request more information, facts or details, and give reasons for making particular statements; - give short narrative accounts and descriptions of events; - answer open-ended questions and requests for clarification and further information; - commmunicate ideas; - give reasons; - express preferences; (Grade 6) - answer questions on the prepared topic, and participate in informal discussion of the topic, during which the examiner might request more information, facts or details; - give reasons for making particular statements and be prepared to talk about the purpose or necessity for a course of action or another element of the topic; - express opinions and impressions.
New grammatical items (Grade 5) - the present perfect tense including use with for, since, ever, never - connecting clauses using and, but, because - the future tense - expressions of preference - expressions of quantity - more expressions relating to past time
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Cambridge PET EFL Division - UCLES Syndicate Building 1 Hills Road, Cambridge CB1 2EU United Kingdom fax: (0044) (01) 1223 460278 Representatives for Italy: The British Council c/o Via Delle Quattro Fontane 109 00184 Roma Italia tel.: (0039) (06) 4881979 fax: (0039) (06) 4744388 e-mail:
[email protected] website: www.cambridge-efl.org.uk The British Council Via Manzoni 38 20121 Milano Italia tel.: (0039) (02) 772221 fax: (0039) (02) 781119 Director: Chris Baxter website: www.britishcouncil.it
Trinity ESOL 2001 Sede Centrale: Trinity Via Roma 8 59100 Prato Italia tel.: (0039) (0574) 440618 fax: (0039) (0574) 443630 e-mail:
[email protected] website: www.trinitycollege.co.uk website: www.trinitycollege.it Responsabile: Claudia Beccheroni
Stampato per conto della casa editrice presso Tip.le.co - Piacenza (Italia). Tutti i diritti riservati. © 2001, Paravia Bruno Mondadori Editori
Copia fuori commercio destinata al solo uso dell’insegnante
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Dove reperire ulteriori informazioni sugli esami UCLES e Trinity ESOL
