1. Preliminary English Examination (CEFR B1) I.T.I.S De Pretto Prof. Maria Cristina Marcolin Settimana intensiva a.s. 2012-13

2. Reading Reading & Writing 50% Listening 25% Speaking 25% home

3. Reading Test Overview (suggested timing: about 50 minutes for 35 questions) Part 1 Understanding of various kinds of short texts. Part 2 Detailed comprehension of factual information. Part 3 Understanding of longer texts looking for precise factual information. Part 4 Understanding of longer texts in terms of writer’s purpose, attitude or opinion besides the detailed and global meaning of the text. Part 5 Understanding a short text and filling in the gaps. home

4. Reading: Part 1 TASK TYPE 3-option multiple-choice: reading real-world notices. HOW TO DO IT read the text carefully, think about the situation it would appear, read all three options, compare each one with the text, choose your answer, re-read both the text and your answer. home

5. Reading: Part 2 TASK TYPE reading-matching multiple texts for specific information and detailed comprehension:  5 short descriptions of people,  8 short texts on a topic, (5 of which to be matched to each single description above) HOW TO DO IT read through the 5 descriptions, read through all 8 texts carefully, underline any matches within them, before choosing the right text check that all the requirements in each single description are met by it, AVOID quick matching at word level (word spotting). home

6. Reading: Part 3 TASK TYPE true/false exercise: processing a longer factual text and scanning for specific information.  10 questions about the text. HOW TO DO IT read the questions FIRST, scan the text to find each answer, AVOID being put off if you meet unfamiliar words:see if the TEXT can help you understand the specific information. home

7. Reading: Part 4 TASK TYPE 4-option multiple-choice: reading for detailed comprehension; understanding attitude, opinion and writer purpose:  5 multiple-choice questions. HOW TO DO IT Read the title and the questions, read the text carefully, find out the topic and general meaning of the text, re-read the text MORE carefully, answer the questions one by one (they follow the order of the text),  Question n.1: focuses on the writer’s purpose,  Question n.5: focuses on global meaning. home

8. Reading: Part 5 TASK TYPE 4-option multiple-choice questions: understanding of vocabulary and grammar (such as pronouns, modal verbs, connectives and prepositions) in a short text:  a short text with 10 numbered gaps,  1 4-option multiple-choice question for each gap. HOW TO DO IT read through the whole text, understand its general meaning, go back to the beginning of the text and consider the example, work through each question by selecting the right word to fit in each gap, always check that the remaining options do not fit in the gap, after completing the 10 questions, read the whole text again with your answers to see if it makes sense. home

9. Writing Test Overview (suggested timing: at least 40 minutes) Part 1 Focus on grammar accuracy in sentence transformation. Part 2 Grammar and language accuracy in short messages. Part 3 Grammar accuracy and range of language in a longer piece of continuous writing. home

10. Assessment Scale of Writing Part 2 5All three parts of message clearly communicated. 4All three parts of message communicated. 3All three parts of message attempted. OR Two parts of message are clearly communicated but one part is unattempted. 2Only two parts of message communicated. 1Only one part of message communicated. 0Question unattempted or totally incomprehensible response. home

11. Assessment Scale of Writing Part 3 Tasks are marked using Assessment Scales developed with reference to the Common European Framework of Reference for Languages (CEFR) and consist of four sub-scales: Content: how well the candidate has fulfilled the task. Communicative Achievement: how appropriate the writing and the register is for the task. Organisation:how the candidate puts together the piece of writing (i.e. if it is logical and ordered). Language: range of vocabulary and accuracy of grammar. Responses are marked on each sub-scale from 0 to 5. home

12. Writing: Part 1 TASK TYPE Focus on grammar precision.  Sentence transformations: given 5 theme-related items, complete 5 corresponding sentences with the same meaning but with a differrent structural pattern. HOW TO DO IT read the example accurately and understand what you have to do; read the complete sentence together with its gapped match below it; use between ONE and THREE words to fill each gap; always check that the meaning of the second ‘gapped’ sentence, when complete, is the same as the first, or given, sentence; there may be more than a correct answer in some cases, NO marks are given if: - words are misspelled; - more than THREE words are used to fill in each single gap. home

13. Writing: Part 2 TASK TYPE Focus on grammar precision with longer texts.  Communicative message of between 35 to 45 words in length: the addressee, the reason for writing and three bulleted content points are provided in the question. HOW TO DO IT read the task carefully; plan your text relating to the context given in the question; include all the points which are mentioned in the task; Be CLEAR: the reader must understand your message effortlessly; Do NOT fall short of or exceed the required length of the text (35-45 words)! Minor mistakes are condoned! home

14. Writing: Part 3 TASK TYPE Focus on grammar precision with long texts.  A two-option task: either an informal letter or a story. Text length: about 100 words. HOW TO DO IT If you choose the informal letter, read the extract provided, keep to the topic and answer the questions; you must be aware of the language and organization of letter writing (such as opening and closing formulae, etc.). If you choose the story, read the title or the first sentence given very carefully; plan your text and pay particular attention to the names, tenses or pronouns which appear in the title or in the given sentence and continue the story accordingly. Minor mistakes will be condoned. home

15. Listening Test Overview (about 36 minutes) Part 1 Understand key information. Part 2 Understand detailed information. Part 3 Listen to interpret information. Part 4 Listen to detailed information to identify attitudes and opinions. home

16. Listening: Part 1 TASK TYPE Understand seven short monologues or dialogues (key information). The text is heard twice.  Seven questions with seven 3-option multiple-choice visual items. HOW TO DO IT Read and listen to the instructions; have a look at the sample task, which shows how to record your answers; listen, then choose the picture which best answers the question; to indicate the correct answer TICK the box beneath the picture. home

17. Listening: Part 2 TASK TYPE Understand a longer monologue or interview with one main speaker (detailed information). The text is heard twice.  Six 3-option multiple-choice items. HOW TO DO IT Read and listen to the instructions; during the pause read the questions; try and figure out the context; tick the best option as you listen; check your answer during the second listening. home

18. Listening: Part 3 TASK TYPE Understand a longer monologue (interpreting information). The text is heard twice.  Six fill-in-the-gap items. HOW TO DO IT Read and listen to the instructions; during the pause read the gapped text; try and figure out the context; make predictions about the language and information you are going to hear; as you listen, fill in the numbered gaps with words which complete the missing information. Ignore any redundant information. Minor spelling mistakes are accepted except with high-frequency words or when single words are spelt. home

19. Listening: Part 4 TASK TYPE Understand a longer informal dialogue (detailed information to identify attitudes and opinions). The text is heard twice.  Six true/false statements. HOW TO DO IT Read and listen to the instructions; during the pause read the questions; try and figure out the context; listen for gist first; decide whether the statements you hear are true or false and tick the appropriate box; check your options during the second listening. home

20. Speaking Test Overview about 10 to 12 minutes Part 1 (about 2-3 minutes) The examiners introduce themselves to you and your partner. One examiner asks each of you a few questions about yourself and asks you to spell your names. Part 2 (about 2-3 minutes) The examiner gives you and your partner a drawing and explains what you have to do. You and your partner talk about it together. Part 3 (about 3 minutes) The examiner gives you a photograph. You show your photograph to your Partner and describe it. Then you swap roles with a different photograph. Part 4 (about 3 minutes) The examiner asks you and your partner to talk together about the subject of the photographs. You tell each other your opinions or describe your experiences. home

21. Assessment Scale of Speaking Although candidates take the test in pairs or groups of three, throughout the test they are assessed on their individual performance and not in relation to each other. They are awarded marks by two examiners: an assessor and an interlocutor. The interlocutor awards a mark for the performance as a whole, using the Global Achievement scale. The assessor awards marks for four individual criteria:  Grammar and Vocabulary  Discourse Management  Pronunciation  Interactive Communication. home

22. Speaking: Part 1 (interview) TASK TYPE The examiner: asks each student personal questions (where you live, your school, your interests, etc.) HOW TO DO IT speak about yourself, use grammar and vocabulary referring to your daily routine, the present, the past, your interests and the alphabet. home

23. TASK TYPE The examiner: sets the situation by providing a picture for both students. The students: talk together about the situation. HOW TO DO IT Use a wide range of grammar and vocabulary required for level B1. (Difficult to foresee in detail since they depend on the situation set by the examiner!) Speaking: Part 2 (collaborative task) home

24. TASK TYPE The examiner: sets the situation by providing a picture for each student in turn. The students: each of them take turns to talk about their own situation. HOW TO DO IT speak about a picture in a logical way, use a wide range of grammar and vocabulary. Speaking: Part 3 (individual long turn) home

25. Speaking: Part 4 discussion TASK TYPE The students: talk together about a situation, giving their personal opinion. HOW TO DO IT speak about a given situation in a logical way, use a wide range of B1-level grammar and vocabulary. (Difficult to foresee in detail since they depend on the situation set by the examiner!) home

26. Acknowledgments https://www.teachers.cambridgeesol.org/ts/teachingresources University of Cambridge ESOL Examinations, Cambridge English Preliminary for Schools, Handbook for Teachers. home