B E C
A D E T A I L E D G U I D E TO TO B E C V A N TA TA G E TEST OF READING
Time: 1 hour
Main Skill Focus
I n pu t
Response
Number of Questions
1
Reading – scanning and gist
One longer or four shorter informational texts (approx. 250 – 350 words in total)
Matching
7
2
Reading – understanding text structure
Single text: article, report, etc. with sentence level gaps (text plus 7 option sentences approx. 450 – 550 words in total)
Matching
5
3
Reading for gist and specific information
Single text (approx. 450 – 550 words)
4-option multiple choice
6
4
Reading – vocabulary and structure
Single informational text with lexical gaps (text including gap app ped words approx. 200 – 300 words)
4-option multiple choice cloze
15
5
Reading – understanding sentence structure / error identification
Short text (approx. 150 – 200 words) Identification of additional unnecessary words in text
Proof reading
12
PART
A DETAILED LOOK AT THE TASKS TASKS
Part One This is a matching task. There are four short texts on a related theme (e.g. descriptions of a group of products, or advertisements for jobs) or a single text divided into four sections. Although the context of each text will be similar, there will also be information that is particular to each text. The texts are labelled A – D. Candidates are are presented with a set of seven items which are statements related to the texts. They are expected to match each statement with the relevant text. Questions in this part tend to focus mostly on the identification of specific information and detail, although some items may focus on gist.
Preparation In order to prepare for this part it would be useful to familiarise students with sets of short texts that have a similar theme. Newspapers, magazines and catalogues are useful sources in which to find such texts. Students should be encouraged to look closely at all the information, particularly as short texts often include additional snippets of information on separate lines (such as prices, dates, titles, measurements, etc.) that can easily be overlooked. Students could be set questions which test global reading skills prior to reading the texts, so that they are trained to think of who a text is written for and why it was written.
Part Two This is a matching task, comprising a text that has had six sentences removed from it and a set of seven sentences labelled A – G. Candidates are required to match each gap with the sentence which they think fits in terms of meaning and structure. The first gap is always given as an example so that candidates have five gaps left to complete. When they have finished this part there will be one sentence left which they have not used. The texts for this part will have been chosen because they have a clear line of thought or argument that can still be discerned by the reader with the sentences removed. In doing the task, therefore, students should be trained to read through the gapped text and the list of sentences first, in order to get an idea of what it is about. Having done that, they should be reassured that there is only one sentence that fits each gap. This part tests understanding of text structure as well as meaning and the gaps will be reasonably far apart so that candidates can successfully anticipate the appropriate lexical and grammatical features of the missing sentence. Candidates can be expected to be tested on a variety of cohesive features with both a backward and forward reference, sometimes going beyond the sentence level. Thus, while selecting the appropriate sentence for a gap, they should read before and after the text to ensure that it fits well. At the end of this part, they should read through the entire text, inserting the gapped sentences as they go along, to ensure that the information is coherent. Page 41
V A N T A G E
B E C
V A N T A G E
Preparation This can be quite a difficult task, especially for candidates who are unfamiliar with such an exercise. In preparing them for this part, it would be a good idea to select a number of graded texts that have clear, familiar ideas and evident cohesive features. Texts can be cut up as they are in the test or simply discussed in their entirety. In this way, students can work up to dealing with more complex material and identifying the many different ways that ideas are connected. It would also be useful when doing gapped texts to look at sentences that do not fit in gaps and discuss the reasons for this. Sometimes it is possible to make a sentence fit a gap by simply changing a few words. Discussion on areas such as this would also be fruitful.
Part Three This task consists of a text accompanied by four-option multiple choice items. The stem of a multiple choice item may take the form of a question or an incomplete sentence. There are six items, which are placed after the text. Sources of original texts may be the general and business press, company literature and books on topics such as management. Texts may be edited, but the source is authentic.
Preparation •
Multip Mult iple le cho choic ice e que quest stio ions ns ar are e a fa fami mili liar ar an and d long-standing type of test; here they are used to test opinion and inference rather than straightforward facts.
•
Correc Corr ectt answ answer erss are are not not de desi sign gned ed to to dep depen end d on si simp mple le word-matching, and students’ ability to interpret paraphrasing should be developed.
•
Studen Stud ents ts sh shou ould ld be be enco encour urag aged ed to to purs pursue ue the their ir ow own n interpretation of relevant parts of the text and then check their idea against the options offered, rather than reading all the options first.
•
It cou could ld be be use usefu full for for stu stude dent ntss to to be gi give ven n perh perhap apss one one of the wrong options only, and for them to try to write the correct answer and another wrong option.
Part Four This is a multiple choice cloze test with fifteen gaps, most of which test lexical items, and may focus on correct word choice, lexical collocations and fixed phrases. The texts chosen for this part will come from varied sources but they will all have a straightforward message or meaning, so that candidates are being tested on vocabulary and not on their comprehension of the passage.
Preparation Candidates are usually familiar with this type of task and so it is most important to try to improve their range of vocabulary. The options provided for each item in the test
Page 42
will have similar meanings but only one word will be correct within the context provided. Familiarity with typical collocations would be especially useful. The language of business is often very precise and so it is worth spending time looking at the vocabulary used in different types of text, getting students to keep a vocabulary list and encouraging them to make active use of the lexical items that are new to them.
Part Five In this task, candidates identify words that have been introduced into a text in error. This exercise can be related to the authentic task of checking a text for errors, and suitable text types therefore include letters, publicity materials, etc. The text contains twelve numbered lines, which are the test items. Further lines at the end may complete the text, but these are not test items.
Preparation •
Studen Stud ents ts sho shoul uld d be rem remin inde ded d that that thi thiss task task rep repre rese sent ntss a kind of editing that is common practice, even in their first language.
•
Any wor Any work k on er erro rorr ana analy lysi siss is is likel likely y to be hel helpf pful ul for for this task.
•
A re reve vers rse e of of the the ex exer erci cise se (g (giv ivin ing g stu stude dent ntss tex texts ts wi with th missing words) might prove beneficial.
B E C
V A N T A G E
n a e l
d l i u b
e n i t u o r
D
D
D
e n i m r e t e d
t c u r t s n o c
e c i t c a r p
C
C
C
d n e p e d B
D
: A e l p m a x E
3 3 – 9 R 1 U s O n o F t i T s R e A u P Q
Page 46
0
t c e r i d
g n i k a t
D
D
D
D
e u g o l a t a c
s e g a k c a p
D
D
s n o i t a s i n a g r o
t n e m e l e
y l e t a r u c c a
m e t s y s
y f i t n e d i
e v o m
e t a c i l p m o c
D
D
D
D
D
D
D
n o i t c n u f
y l r e p o r p
s d i b
e l u d e h c s
s e l d n u b
e r u t c u r t s
k r a m
d a e l
e s u f n o c
s t n e m e g n a r r a
C
C
C
C
C
C
C
C
C
C
g n i r i u q c a
s l l a c
e m m a r g o r p
s t e k c a p
n g i s e d
l e b a l
d n e t
e k a t s i m
s e r u d e c o r p
e l o r
y l b a t i u s
B
B
B
B
B
B
B
B
B
B
B
e u g o l a t a c
t n i o p
r e d r o s i d
s t n e m t n i o p p a
e r a h s
y l e s i c e r p
e l u r
t e g r a t
g n i t c e l l o c
C
C
C
e k a m
t i b a h
w a l
e n i f e d
B
B
B
B
e c u d o r p
r u o i v a h e b
d o h t e m
s u c o f
g n i n i a g
s t s e u q e r
t n i o p p a
s l e c r a p
n o i t a m r o f
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
9 1
0 2
1 2
2 2
3 2
4 2
5 2
6 2
7 2
8 2
9 2
0 3
1 3
2 3
3 3
C
e t a B l u c l a A c
e s r u o c
s d n a m m o c
. s n o i t a t n e s e r p n i y g o l o n h c e t f o e s u e h t t u o b a w o l e b e c i v d a e h t d a e R
. e g a p e t i s o p p o e h t n o D r o C , B , A m o r f p a g h c a e l l i f o t d r o w t s e b e h t e s o o h C
. t e e h S r e w s n A r u o y n o ) D r o C , B , A ( r e t t e l e n o k r a m , 3 3 – 9 1 n o i t s e u q h c a e r o F
. ) 0 ( , g n i n n i g e b e h t t a e l p m a x e n a s i e r e h T
•
•
•
•
s n o i t a t n e s e r P g n i v i g r o f s e n i l e d i u G
t n p t , n o i e o r t e t p g t n n a l t o e c i y a b l e e s h s n a t r o n n i h t a c a o . . . h u t s t e . . . r , n y s e ) g r e 2 h o p 2 t l a ( o . r n . . . o , h . t n c o ) r e 9 e i t t t t n f 1 e t e o ( b o i t a s t r t o t s p i ’ s l e e , . . c e h . n m n . . . i e o a ) d s c u f y 1 ( a o g 2 o l a r e l u r s o e o u n n y h e . . . e c h e g t t a . . s s ) n i o h A 3 . . . t e y ( a 2 . l i h w f B . . W e o . r . h t n s ) t o i n a 0 e ( c g e i n m j y t a t . a o t r d e p o a f g s n e t a m s o o p n t . . . . n i o d . . i o u i q t t e ) a a e k t t n 0 d n n 2 l e e i e t ( s s a e r e c e a r s r t p t p i a u s i t a h s p h o o m l s f p M o c a o o s
e b e h e v i f y t r l e o b a r a r u b s o o r f e p c . . . l . . . l i n a ) w h 5 s c e e 2 ( i n h y a T a p . m m t n o y c e e h e m t p , s t e i u c a h t q r f e t n o e o c h m a a a c s r E . e o y f a h t . . . . d . . e d ) n 4 m a s a 2 . . . ( e . . s e h t t i ) n 6 v n o 2 i n s e ( o i s i n t c a i a s p h i . p m n a o a o g o c r g t r o t r r n a e l n e t i a r e u m f n p i f i e m s h d o e b w m c l t i o a e r w h t f s m s a d n s n n i o i o i e t m t a h a t t n t n i e g n e r s n s a e i e e s r B r p u p
, u g o o t n y i t n n i s a t a n t w i r e u o p t n o y i n e t t a s a m o h e m w h t t e u . t o . . . . h b . l y a ) n k o n 8 2 r i h ( b e o T . t t m d e n a e t e m r n e r o p u t o m o y i , . . . . . e p . r e ) a t s 9 y t 2 a s ( s i r d u f n o a y a s d t A r e a h e . o w l b b f i y o s i s l s . . . o . . p a e s e ) a r 7 y a 2 s ( l r e a d e c l n n . e s a c i s t d a u a e n d t e i i A t . l n y s a o s u s o c a s r u o e t c n h a u t w t r y o e o h h g w d g o n t s i n ’ t t a t i n a c h y a x T a s w e
o d u o y r e . b m m e e h t m e . . . . R . . . y ) l l u 0 f e 3 ( r a t o c n t n o a i t a w t u n o e y s e o r p d r r u o o , y n r u o o y f s o e t g g a i n m i n e e t s h t i l g m n i s o r o f o e h c c n , i e s l d a u i r a e t a r u m o y r p u o o y t s e o t t a t e r n c a t w x e t o N n
r e v O n r u T
9
t n u a o e i b t t o s e t t s d i n y a g . o . . . . l . o ) n h 3 c 3 e ( t t f I i e . s d u e e o n t w u o o y h t w n e o n k m p u i u o y q e e e r u h t s e r k a o f m . . , n . . . o t ) i a 1 t 3 ( n e s y e r r a p s s r e u c e o y n f e o . h t . . . . . l l ) a 2 e 3 ( . k a t d n a m n a h , t e y r r l l o o a p f n e i m F i b
8
B E C
5 4 – 4 3 E s V I n o F i t T s R e A u P Q
. y n a p m o c g n i n i a r t a t u o b a w o l e b e l c i t r a e h t d a e R
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•
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. t e e h S r e w s n A r u o y n o T C E R R O C e t i r w , t c e r r o c s i e n i l a f I •
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. ) 0 0 ( d n a ) 0 ( , s e l p m a x e o w t h t i w s n i g e b e s i c r e x e e h T
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n o i s i v o r P g n i n i a r T
0 0 0
s e l p m a x E
s i t i t u b s s e n i s u b f o t r a p d e t p e c c a n a o s e m o c e b s a h g n i n i a r t t a h t t b u o d e l t t i l s i e r e h T
A . d l u o h s y e h t n a h t h c a o r p p a c i f i t n e i c s s s e l h c u m a e k a t s e i n a p m o c t a h t e u r t y l l a u q e
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s s e n i s u b f o s m r e t t c i r t s n i e r u t i d n e p x e t a h t d e t a u l a v e r e v e n e v a h m e h t f o % 7 3 , g n i n i a r t
s s e n i s u b r e h t o s a s e n i l e m a s e h t g n o l a n u r e r a t a h t s e i t i v i t c a g n i n i a r t f i t e Y . t c a p m i
g n i n i a r t r o f r e i s a e s e m o c e b t i , s e i t i n u t r o p p o h t i w e s i m i x a m t a h t s y a w n i , s n o i t a r e p o
n a g n i w o h s n o i t a s i n a g r o e n O . s l a o g c i g e t a r t s t e e m s e i n a p m o c p l e h o t s n o i t a s i n a g r o
n w o s t i s a h t a h t s s e n i s u b g n i n i a r t a , s n o i t u l o S T C s i e l p i c n i r p s i h t t a h w f o s s e n e r a w a
n i s k c a b t u c h t i w t i d e n i b m o c s a h g n i n i a r t e r o m r o f d e e n e h T . n o d n o L h t u o S n i s e s i m e r p
y l r a l u c i t r a p , e c a p s t u o g n i r i h e s o h t r o f s s e n i s u b f o y t n e l p e t a e r c o t n o i t a d o m m o c c a e c i f f o
t o n e r e w s n o i t a s i n a g r o y n a m t a h t d e t c e t e d s n o i t u l o S T C e l i h w t u B . s l e t o h d n e r e p p u
s i s n o i t u l o S T C . e c i v r e s d o o g a e d i v o r p s y a w l a t o n o d y e h t e s u a c e b s l e t o h h t i w d e i f s i t a s
r o f o s l a t u b , g n i n i a r t r o f y l t s o m , s s e n i s u b r o f e c a p s f o g n i d i v o r p o t d e t a c i d e d y l l a t o t
n a s i t i , e z i s n i n w o r g n e e b s a h s s e n i s u b e h t e c n i s , y l r a e l C . s M G A d n a s e c n e r e f n o c
0
0 0
4 3
5 3
6 3
7 3
8 3
9 3
0 4
1 4
2 4
3 4
4 4
5 4
V A N T A G E
. s k r o w t a h t h c a o r p p a
0 1
•
READING ANSWER KEY
Part Pa rt On Onee
Part Pa rt Two
Part Pa rt Th Thre reee
Part Pa rt Fo Four ur
Part Pa rt Fi Five ve
1 2 3 4 5 6 7
8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
34 35 36 37 38 39 40 41 42 43 44 45
C A D B C D A
F B E C D
B D C D A A
B B C A A C C D C D B C C D C
US STRICT THAT WITH CORRECT CO WHAT IT CORRECT WHILE CORRECT OF BEEN
Page 47
B E C
V A N T A G E
D
D
D
D
D
D
D
C
C
C
C
C
C
C
B
B
B
B
B
B
B
A
A
7 2
4 t r a P
3 t r a P
8 2
A
A
9 2
A
0 3
1 3
A
A
2 3
D
D
D
D
D
D
D
C
C
C
C
C
C
C
C
B
B
B
B
B
B
B
B
A
A
A
A
A
A
A
A
0 2
1 2
2 2
3 2
4 2
D
D
D
D
D
D
C
C
C
C
C
C
B
B
B
B
B
B
A
A
A
A
A
A
3 1
4 1
E G
. o N e r t n e C
5 1
6 1
7 1
5 2
8 1
1
2
3 4
5 6
7 8
9
0
1
2
3 4
5 6
7 8
9
0
1
2
3 4
5 6
7 8
9
0 1
2
3 4
5 6
7 8
9
n o i t a n s i l i m a a t x e E D
A T e r e h e d a h s
N W A R D H T I W
N
s a h r o
e r e u m e . t a h l ) a n t i c n e e e i t t n g e e i r l m w p p , m n S a d i o ( e N t c i d s n d r ’ e i r n g e t p a . t a d y S o a N d a L d e i i A e T t r I a d d l d a P i n t A d n o n a a n C a f i n C C C I
A V Page 48
e l t i T n o i t a n e i r m t a n x e E C
0
0
0
0
0
0
0
0
0
5 3
6 3
7 3
8 3
9 3
0 4
1 4
2 4
3 4
4 4
0 5 4
1
1
1
1
1
1
1
1
1
1
1
1
4 3
5 3
6 3
7 3
8 3
9 3
0 4
1 4
2 4
3 4
4 4
5 4
6 2
5 t r a P
0
. o N e t a d i d n a C
0
4 3
3 3
D
9 1
0
T N E S B A
s : i r e o t a d s i i d v n r a e c p h e u t f S I
8
t e e h S r e w s n A g n i d a e R e g a t n a V C E B
: s i h t e k i l t e e h s r e w s n a r u o . y r e k r s a a r m e , n n a o i t h t s i e w u q e g e n h t a h o t c r o . t e r w e h s s w i n s . w a ) n t a B u h H o h g i c r y r a o r e e e h B w : r t ( o 4 f s s s n i L a o x n I C o C y t o i 1 b : k t N n e n a t s e l i c E t n p h P u r m t u o a a r x u t a o P k e r o b s e s u r o a r o y n U R F M F f I I
G
G
G
G
G
F
F
F
F
F
B
E
E
E
E
E
A
D
D
D
D
D
C
C
C
C
C
B
B
B
B
B
A
A
A
A
A
C
0
. S R E T T E L L A T I P A C . n x i o y b l r a h e c l c a r e n e i w r s t e n t e : : a l r e 5 u e l p t r o n m a y o a P t e t e x i e r i o r r r o F W W F
2 t r a P
0
1 t r a P
5 3 / 8 5 4 P D
5 3 s t r a P r o f r e v o n r u T
8
9
0 1
1 1
2 1
D
D
D
D
D
D
D
C
C
C
C
C
C
C
B
B
B
B
B
B
B
A
A
A
A
A
A
A
1
2
3
4
5
6
7 R V C E B
B E C
TEST OF WRITING
Time: 45 minutes
PART
Functions/Communicative Task
Input
Response
Register
1
e.g. giving instru instructions ctions,, explai explaining ning a development, asking for comments, requesting information, agreeing to requests
Rubric Rubri c only (plus layout of output text type)
Internal Intern al commu communicati nication on (medium may be note or message or memo or e-mail) (40 – 50 words)
Neutral/ Neutr al/ informal
2
Correspondence: e.g. ex explaining,
One or or mo more pi pieces of of in input fr from: busi bu sine ness ss co corr rres espo pond nden ence ce (m (med ediu ium m may ma y be let letter ter,, fax fax or e-m e-mai ail) l),, inte intern rnal al comm co mmun unic icat atio ion n (me (medi dium um ma may y be be not note, e, memo or e-mail), notice, advert, graphs, charts, etc. (plus layout if output is fax or e-mail)
Business co correspondence Neutral/ (med (m ediu ium m ma may y be le lett tter er,, form fo rmal al fax fa x or e-m e-mai ail) l) or or shor shortt repo re port rt or pr prop opos osal al (medium may be memo or e-mail) (120 – 140 words)
apol ap olog ogis isin ing, g, re reas assu suri ring ng,, co comp mpla lain inin ing g
Report: des descr crib ibin ing, g, su summ mmar aris isin ing g Proposal: describing, summarising, recommending, persuading
A DETAILED LOOK AT THE TASKS TASKS
For BEC Vantage, candidates are required to produce two pieces of writing: • an intern internal al compan company y communi communicati cation; on; this this means means a piece of communication with a colleague or colleagues within the company on a business-related matter, and the delivery medium may be a note, message, memo or e-mail; • an and d one one of th the e fol follo lowi wing ng:: •
•
•
a pie piece ce of bu busi sine ness ss co corr rres espo pond nden ence ce;; thi thiss mea means ns correspondence with somebody outside the company (e.g. a customer or supplier) on a business-related matter, and the delivery medium may be letter, fax or e-mail a repo report rt;; this this mean meanss the the pres presen enta tati tion on of of info inform rmat atio ion n in relation to a specific issue or events. The report will contain an introduction, main body of findings and conclusion; it is possible that the delivery medium may be a memo or an e-mail a prop propos osal al;; this this ha hass a sim simil ilar ar fo form rmat at to to a rep repor ort, t, but but unlike the report, the focus of the proposal is on the future, with the main focus being on recommendations for discussion; it is possible that the delivery medium may be a memo or an e-mail.
Where the delivery medium specified for a Part One answer is a memo or an e-mail, candidates need not include to/ from/date/subject details.
Part Two In the second Writing task, candidates are required to write 120 to 140 words in the form of business correspondence, a short report or proposal. There is an explanation of the task and one or more texts as input material. These texts may contain visual or graphic material and have ‘handwritten’ notes on them. There is no significant difference between the format required for proposals and reports. At this level, reports must be clearly organised and should not contain letter features. There is no particular requirement to provide subheadings, particularly given the length of the report. Where the delivery medium specified for a Part Two answer is a letter, candidates need not include postal addresses in their answer. Similarly, Similarly, where the delivery medium specified is a fax, candidates need not include ‘fax header’ details, and where the delivery medium specified is a memo or an e-mail, candidates need not include to/from/date/subject details.
Accuracy and Appropriacy in Faxes and e-mails Part One In this part candidates are presented with the context in the task rubric. This explains the role the candidate must take in order to write a note, message, memo or e-mail of around 40 to 50 words using a written prompt. It also identifies who the message is to be written to. The prompt is included in the instructions, in the form of bullet points clearly stating the pieces of information that must be incorporated into the answer.
Please see page 11.
Preparing for the Writing Questions The preparation activities outlined for BEC Preliminary candidates would be equally valuable at this level.
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V A N T A G E
In the second task for this level, candidates are often provided with annotated information and are asked to report or convey these comments. It is important that students know how to reformulate the comments, incorporating some of their own vocabulary and structures into their work. Whilst at BEC Preliminary level the emphasis is on the accurate reporting of facts, at this level much more is expected in terms of register, cohesion and the range of structures and language used. For the BEC Vantage Writing component, candidates write their answers in pen in their question paper booklet.
Page 50
B E C
WRITING SAMPLE PAPER
e m o s e d a m y d a e r l a e v a h u o y h c i h w n o , w o l e b n o i t a m r o f n i r e h t o e h t d . n s a t e x o a n f e n e h t t t t i a r w k d o n o a L h
r e h t o o t s e c i f f o d e c i v r e s y l l u f s t n e r h c . i h w o w l e y b n a x a p f m e o h c t a d , e v c i l p e e c c e r a t p s u S j s e s v e a n h i s u u o B Y r . o s f e k r s s O o w e n W u i s T o u T Y b R A • • P
E N O T R A P
a . o e t c a o l g p r o t u d o e y k i n s a o g n l e l e i b w e e s v l a e h y u d o o Y . b e y n m a o p s m o o s c , l o a g n t o i t o a n n n r a e c t n u i o n Y . a e r i c f o f f r o e d g a a e n h a s m ’ y s n e a l a p s l m a o n c o r u i g o e y r t a a g e r i n a t u e o e Y m •
. r e t e i M d r a h n i e R o t y l p e r n i x a f a e t i r w , s e t o n n e t t i r w d n a h r u o y l l a g n i s u , n e h T
: g n i t e e g n m t i e e h t e g m n e i h s t i n o a t g r o o g s t o i o e h l b w a , g g n n i u e o Y b t a o c n i r r o E f o g t n l i i s a i g m l o e o n p a a e t i r • W •
X A F
. e . g a s p d e r t o i w s o 0 p 4 p 1 o e – h 0 t 2 n 1 o e t e t i r r i W W
•
•
o g t o n n a c u o y y h w g n i n i a l p x e
. o g l l i w o h w g n i y a s
•
S E T A T S E R E V N E R
e c a p r S e t e c e c i e f a i p M f S O s d r g s a e h n i n n t i s i n u e e B R R
: T : C E M J : O B O R U T F S
•
. e g a . p e s i t d r s o o w p p 0 o 5 e h – t 0 n 4 o e t e t r r i • i W W •
•
g n u o Y a c i r E
u o y m o r f e c a p s e c i f f o t n e r o t d e d i c e d w o n e v a h e w k e e w t s a l : s h n t o n i s o s u m c e s v i d l e r w u t o t x o e t r n e e h t h t r r u o F f
h t n o m - g % 8 1 0 n 1 r i o k r o e f o f b f o t n u o c s i d 2
m 0 2 f o e n o , 2 m 5 1 f o o r w o t o , l 2 f s m e e c 0 m a 1 a f s p s o s e n o g t n i c n f i e k e f b r a m o t s p e e u r 0 i n u o m 4 q e R • • •
. r e w o T l a r t n e C n i t n a c a v s i e c a p s e c i f f o s i h t f i m r i f n o c e s a e l P
s , r o t o s l e f g g t e n u c s l e a r e – P f f i g n a r d i e k , r t a p O f e p l o r u o n f
e s e h s t i t f n o e i n t e n b e m ? t e r c s o a e p l c s P a n s a a w r p r s t e e g i s v c n E p n i l l o f C O i b t u r u i A e k r c e L s a p e p d n d P o o 0 o n n A h 0 o o o R c 3 g c w E y P h O W • • •
2
) T C (
m e z 0 0 5 5 i S 1 2 1 1
R E W t O n T a L c A a R v T y l N t E n C e
V A N T A G E
r r u c s 4 3 4 e 9 c 1 2 5 5 i f f T T T T O C C C C
r o o l f e m a s r u o f
2
m e z 0 0 0 5 0 5 i S 1 2 1 1 2 1
) P O ( E C t A n L P a c A a R v E l y P t O n
e r r u c s 9 6 7 8 9 e 4 c 3 3 4 4 4 4 i f f P P P P P P O O O O O O O
4
g n i t e e M
2
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V A N T A G E
ASSESSMENT OF WRITING
An impression mark is awarded to each piece of writing. The General Impression Mark Scheme is used in conjunction with a Task-specific Mark Scheme, which focuses on criteria specific to each particular task. This summarises the content, organisation, register, format and target reader indicated in the task.
The band scores awarded are translated to a mark out of 10 for Part 1 and a mark out of 20 for Part 2. A total of 30 marks is available for Writing. The General Impression Mark Scheme is interpreted at Council of Europe level B2. A summary of the General Impression Mark Scheme is reproduced below. Examiners work with a more detailed version, which is subject to regular updating.
Summary of General Impression Mark Scheme Band 5
Full realisation of the task set. • All content points included and expanded upon where the task allows. • Controlled, natural use of language; minimal errors which are minor. • Wide range of structure and vocabulary. • Effectively organised, with appropriate use of cohesive devices. • Register and format consistently appropriate. Very positive effect effec t on the reader reader..
Band 4
Good realisation of the task set. • All content points adequately dealt with. • Generally accurate, errors when complex language is attempted. • Good range of structure and vocabulary. • Generally well-organised, with attention paid to cohesion. • Register and format on the whole appropriate. Positive effect on the reader.
Band 3
Reasonable achievement of the task set. • All major content points included; some minor omissions. • A number of errors will be present, but they do not impede communication. • Adequate range of structure and vocabulary. • Organisation and cohesion is satisfactory, on the whole. • Register and format reasonable, although not entirely successful. Satisfactory effect on the reader.
Band 2
Inadequate attempt at the task set. • Some major content points omitted or inadequately dealt with; some irrelevance is likely. • Errors sometimes obscure communication, are numerous, and distract the reader. • Limited range of structure and vocabulary. • Content is not clearly organised or linked, causing some confusion. • Inappropriate register and format. Negative effect on the reader.
Band 1
Poor attempt at the task set. • Notable content omissions and/or considerable irrelevance, possibly due to misinterpretation of the task set. • Serious lack of control; frequent basic errors. • Little evidence of structure and vocabulary required by task. • Lack of organisation, causing a breakdown in communication. • Little attempt at appropriate register and format. Very negative effect on the reader.
Band 0
Achieves nothing. Either fewer than 25% of the required number of words or totally illegible or totally irrelevant.
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B E C
WRITING PART 1
V A N T A G E
CAND IDA IDATE TE A
I’m really sorry but I’m not able to go to the meeting at our company’s head office. I can’t attend because of previous arrangements which I can’t change. Mr Jan Korwalski, a very good worker, will go instead of me. Please accept my apologies. Marta Stefanska
EXAMINER COMMENTS
All points covered. Successful attempt at complex language, for example ‘I can’t attend because of previous arrangements ’, ’, ‘will go instead of me ’. ’. Concise, making a very positive effect on the reader.
Band 5
CANDIDATE B
Dear Mrs Young I would like to apologise for not being able to go to meeting at our company’s head office because I will not be in the country. I am going on the business trip to Italy. Mr Mark Smith will go instead of me. Many Thanks Nadia Johnson Regional Sales Manager
EXAMINER COMMENTS
All points adequately dealt with. Good range of structure and vocabulary. Minor non-impeding errors, for example ‘go to meeting ’, ’, ‘on the business trip ’. ’. Positive effect on the reader.
Band 4
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B E C
CANDIDATE C
V A N T A G E
To: Erica Young Cc: Subject: Meeting Dear Mr Young: Thanks for your last letter! I’m very glad to be inviated to attend the meeting at your company’s head office. But first of all, I’m apologising for not being able to go to the meeting. This is due to a error of my agenda, in fact. I have a international conference that day. I feel sorry for my absence. I’d like to recommend my personal assistant to go to instead of me. His name is Jim Green. I hope this will not cause you some trouble. Best wish yours Chan Bo Fun
EXAMINER COMMENTS
Generally well organised (although not concise), leading to a satisfactory effect on the reader. There are, however, some basic non-impeding errors, for example ‘a error of my agenda’, ‘cause you some trouble ’. ’.
Band 3
CANDIDATE D
Hello Erica, I’d like to apologise you, but I can’t attend to this meeting in our head office. In this time I’m going to London for sales meeting with our customers. Instead of me, for this meeting will go my sales assistance – Tom Best regards Natasha
EXAMINER COMMENTS
A number of errors, but they do not impede communication. Overall, an adequate attempt at the task.
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Band 3
B E C
WRITING PART 2
V A N T A G E
CANDIDATE E
Dear Mr Mieter, Thank you for your order by fax. I’d like to mention that I can offer you 10% discount if you are booking for 18 - month period. We have 4 offices left in Central Tower as you required but they are on different floors. Also there is no parking space available at the moment in Central Tower. I can offer you a very interesting alternative in Opera Place Building: * 4 offices as you required on same floor * 300 parking spaces and good public transport connections for your employees * wonderful views. Please think about this alternative and the discount I mentioned before. I look forward to hearing from you soon so I can make the booking. Yours sincerely,
EXAMINER COMMENTS
All points are covered and developed. Organisation is good, and the candidate displays a wide range of natural language and a natural business tone. Errors are minimal.
Band 5
CANDIDATE F
BUSINESS SPACE PLC From: Business Space Attn: Sabrina Korkhau
FAX To: Renver Estates Attn: Reinhard Mieter
Subject: Renting Office Space. Mr Mieter, I’ve just received your fax and after searching for different posibilities, this is what I can offer you: - 10% discount on the total prize if you book our offices for 18 months, months, could it be interesting for you? - You asked us for 4 offices in Central Tower Tower and we only have 4 left but placed in different floors and there are no parking spaces left. Would you mind if I search what you need in Opera Place? - Opera Place is a big Tower Tower with 300 parking spaces, it has wonderful wonderful views to Central Park and the public transport connections are really good. - I’ve just checked if we we have 4 offices left in Opera Place and for your information we have them now!! At the same floor and one is 10m2, two are 15m2 and the last one is 20m2 as you required. Please let me know if you are interested in this possibity. Regards Ms Korkhau
EXAMINER COMMENTS
All content points are achieved, with good organisation. There is an adequate range of language, and the register and format are reasonable. The effect on the reader is satisfactory.
Band 3
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CANDIDATE G
V A N T A G E
TO: Reinhard Mieter, Thank you for your fax. And we are glad you have decided to rent office space from us for the next twelve months. I’d like to inform you that we can offer 10% disscount for 18 - month booking, please confirm whether you’ll book longer or not. As requested we couldn’t supply you in Central Tower, since there is no vacancy on the same floor and no parking either. But I recommend Opera Place, a suitable place as well. There are four in the same floor, and the sizes are proper. 300 parking spaces are there, which is enough for you. Moreover, public transport connections here are good as well as wonderful views views I hope this change will be convenient for you. Meanwhile, I am sure you will be satisfied with Opera Place. I’m looking forward to hearing from you. sincerely,
EXAMINER COMMENTS
All points are covered. Format, organisation and register are adequate. There is some attempt at range, for example ’I hope this change will be convenient for you.’ The errors do not impede.
Band 3
CANDIDATE H
TO: Reinhar Mieter FROM: Business Space SUBJECT:: Confirmation SUBJECT Thank you for have selected us for doing Business. Concerning with the requirements you have specified in your fax, I would like to inform you than even though there are four Offices vacant there are all of them in different floors, and moreover there are no parking spaces, However In opera place you could set up the four offices in the same floor, it would be the four floor also there are still available 300 parking spaces so in this matter there is no problem. Let me tell you that in this place you can delight a wonderful view to the sea and this place is relationated with good public transport. and because it is near the sea you can get easily connections not only internal but abroad as well. So I suggest you to go for opera place Please if you have any further equiry please do not hesitate in contact me.
EXAMINER COMMENTS
Organisation and range of language are poor. There are frequent basic errors and the first content point (the offer of a discount) is missing.
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Band 2
B E C
TEST OF LISTENING
Time: approx. 40 minutes including 10 minutes’ minutes’ transfer time
PART
Number of Questions
Main Skill Focus
Input
Response
1
Listening for writing short answers
Three telephone conversations or messages
Gap filling
12
2
Listening; identifying topic, contex extt, function, etc.
Short monologue; two sections of five ‘snippets’ eac ach h
Multiple matching
10
3
Listening
One extended conversation or monologue; interview, discussion, presentation, etc.
Multiple choice
8
A DETAILED LOOK AT THE TASKS TASKS
Part One In this part there are three conversations or answering machine messages, with a gapped text to go with each. Each gapped text provides a very clear context and has four spaces which have to be filled with one or two words or a number. The gapped texts may include forms, diary excerpts, invoices, message pads, etc. Candidates hear each conversation or message twice, and as they listen they are required to complete the gapped text. This part of the Listening test concentrates on the retrieval of factual information and it is important for candidates to listen carefully using the prompts on their question paper in order to identify the missing information. For example, they may have to note down a person’s name, and if names on the tape are spelt out, these must be spelt correctly. Alternatively, they may have to listen for a room or telephone number, or an instruction or deadline. Answers to this part are rarely a simple matter of dictation, and some reformulation of the prompt material will be required in order to locate the correct answer.
In this part of the Listening test, candidates are being tested on their global listening skills and also on their ability to infer, extract gist and understand main ideas. In order to answer the questions successfully, they will need to work out the answer by developing ideas, and refining these as the text is heard. It will not be possible to ‘word ‘word match’ and candidates should not expect to hear such overt clues. However,, there will always be a ‘right’ answer and However candidates are not expected to opt for the ‘best’ answer answer..
Part Three A longer text is heard in this part, usually lasting lasting approximately four minutes. The text will typically be an interview, conversation or discussion with two or more speakers, or possibly a presentation or report with one speaker. There are eight, three-option multiple choice questions that focus on details and main ideas in the text. There may be questions on opinions and feelings, but these will be relatively straightforward and will not require candidates to remember long or complex pieces of information.
Preparing for the Listening Paper Part Two This part is divided into two sections. Each section has the same format: candidates hear five short monologues and have to match each monologue to a set of items A – H. In each section, the eight options will form a coherent set and the overall theme or topic will be clearly stated in the task rubric. For example, candidates may hear five people talking and have to decide what sort of jobs the people do. In this case, the set of options A – H will contain a list of jobs. Alternatively the set of options may consist of eight places/topics/addressees/purposes etc. The two sections will always test different areas and so if the first section focuses on, say, topics, the second section will focus on something else, such as functions.
All listening practice should be helpful for students, whether authentic or specially prepared. In particular, discussion should focus on: •
the pur the purpo pose se of sp speec eeche hess and and co conv nver ersa sati tion onss or or discussions
•
the roles of speakers
•
the opinions expressed
•
the th e lan langu guag age e fun funct ctio ions ns em empl ploy oyed ed
•
releva rele vant nt asp aspec ects ts of of phon phonol olog ogy y such such as as stre stress ss,, link linkin ing g and weak forms, etc.
In addition, students should be encouraged to appreciate the differing demands of each task type. It will be helpful not Page 57
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only to practise the task types in order to develop a sense of familiarity and confidence, but also to discuss how the three task types relate to real life skills and situations. •
The firs The firstt is not notee-ta taki king ng (an (and d ther theref efor ore e prod produc ucti tive) ve),, and and students should reflect on the various situations in which they take notes from a spoken input. They should also be encouraged to try to predict the kinds of words or numbers that might go in the gaps.
•
The sec The secon ond d is is a ma matc tchi hing ng (w (wit ith h dis discr crim imin inat atio ion) n) exercise, featuring differing styles and registers.
•
The thir The third d invo involv lves es the the cor corre rect ct int inter erpr pret etati ation on of of spok spoken en input, with correct answers often being delivered by more than one speaker.
In all three tasks, successful listening depends on correct reading, and students should be encouraged to make full use of the pauses during the test to check the written input.
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LISTENING SAMPLE PAPER
o ) w 8 T – n 5 o i t s a n o s r i e t v s n e o u C Q (
2 1 – 1 E s N n o O i t T s R e A u P Q
. w o l e b m r o f e h t t a k o o L
. r e i l p p u s r e t u p m o c a g n i l l a c n a m a r a e h l l i w u o Y
•
•
. s e g a s s e m r o s n o i t a s r e v n o c e n o h p e l e t e e r h t r a e h l l i w u o Y •
S s e E e g I c a L i v s P r s P e e U S M S r e n C e o P m h o S t p e L s l L u e I C T H
: e m a n s ’ r e l l a C
. w o l e b s m r o f r o s e t o n e h t n o s e c a p s d e r e b m u n e h t n i r e b . m e c u i n w a t r g n o i r s d o d r c o r e w h o c w a t e r r o a e e h n l l o i e w t i r u o W Y •
h t r i F s e m a J
d t L n w o r B d n a n e l A
•
: t n e i l C
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) 5 ( : d e r e d r o ) s (
m e t I
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ) 6 (
e h t y b e t a 2 l 0 - d 3 - e r e 2 1 i v l / d e 5 s 4 a 3 w 2 0 r C d e P r H o : e t a d / . o n r e d r O
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ) 7 (
t u o h t i w d e i l p p u s s a w d n a
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3
s u c s i d d n a e s i g o l o p a o t l a c
: n o i t c A
: s e t o N
n o s r e p r e p .
e ) n 4 O – n 1 o s i t a n o s r i e t v s n e o u C Q (
. w o l e b s e t o n e h t t a k o o L
. e c i f f o e r t n e c e c n e r e f n o c a g n i n o h p e l e t n a m o w a r a e h l l i w u o Y
•
•
R A N I M E S T U O B A S E T O N y r a u r b e F t s 1 2
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ) 1 (
. m p 4 – m a 0 1
: : e e : e l t t m i i a D T T
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
) 3 (
: p o h s k r o w a r t x e f o : e c u n i p o e V T
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: e c n a v d a n i e l b a y a p t n u o m A 2
Page 59
V A N T A G E
B E C
V A N T A G E
2 2 – 3 1 O s W n o T i t T s R e A u P Q
e ) e r 2 h 1 T – n 9 o i t s a n o s r i e t v s n e u o Q C (
Page 60
) 7 1 – 3 1 e n s O n o n i o t s i t e c u e Q S (
. w o l e b s e t o n e h t t a k o o L
. y c n a c a v b o j a t u o b a e g a s s e m d e d r o c e r a r a e h l l i w u o Y
•
•
. d e r r u c c o t a h t m e l b o r p a t u o b a g n i k l a t e r a e l p o e p e v i F . s g n i d r o c e r t r o h s e v i f r a e h l l i w u o Y
. t u o b a g n i k l a t s i r e k a e p s h c a e t a h w e d i c e d , g n i d r o c e r h c a e r o F
•
•
. g n i d r o c e r e h t f o r e b m . u e n c e n h t o o n a t t h x t e e n r ) o H m r – t e A t e ( l r y e n t t a e l e e s n u o t e o n t i r o W D •
d r a c s s e n i s u b a g n i s o l
g n i t e e m a r o f e t a l g n i v i r r a
s s e r d d a n a g n i t t e g r o f
e g a s s e m a g n i d n a t s r e d n u s i m
n o i t a t n e s e r p a g n i s s i m
l l a c e n o h p a e k a m o t g n i t t e g r o f
s t n e m u c o d g n o r w e h t g n i k a t
A B C D E F G H
. e c i w t s g n i d r o c e r e v i f e h t r a e h l l i w u o Y
•
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ) 9 (
t n e m p i u q e g n o r w e h t g n i k a t
r o t a r t s i n i m d A g n i r u t c a f u n a M : o t e l b : i n s o n i o t p i s s e o P R
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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3 1
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•
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t i e s u a c e b r o f d e k r o w e h y n a p m o c t s r i f e h t t f e l z e n í t r a M é s o J
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8 2
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. p i h s r o s n . o . s e p t c i s c v u r m e a d o s t e r p s i s h h i g h e u r s o i r f o t r h e t d v d s s n a e a n m o t r e e s a d c e w l c a i b a l u d p p d n a r e o b s o g e a e s r e i r a c n a r i A B C
9 2
y r e v i l e d a z z i p a , a d i p a R a z z i P f o r o t c e r i D e h t , z e n í t r a M é s o J h t i w w e i v r e t n i o i d a r . a i r n a a e p h S l n l i i w i n u a o h Y c •
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. t e e h S r e w s n A r u o y o t s r e w s n a r u o y r e f s n a r t o t s e t u n i m 0 1 e v a h w o n u o Y
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. s s e n . . i r y o s t t u i i b l t a e l p i a u q m t e o r h g c e i n i v h r w t o a o v f n o n k n o l n t i l e i t a w n u a a p g r n e e i r v a o h s g i g l n i n b i a i n k t s a e a t g A B C
e h , e c i v r e s y r e v i l e d a z z i p s i h p u t e s z e n í t r a M é s o J e r o f e B 4 2
. . . s s s a t e e r n i r e a a i l c n t n l n o e a t i r i t e f n s f i e e t u d o q n p t i n c u d o d n a s o e m l r p e p t d m u a o d s d e d e s s e d e t s s n a e h s t a A B C
s s e n i s u b d o o f t s a f h s i n a p S e h t , z e n í t r a M é s o J o t g n i d r o c c A 5 2
. n . e h m t w o o w r g f . f o r S . o e e b U t a m e r u h t t s n f i g o n n t i i a l y s a h t t h e g r c m l i n o s i r f n t d n e a e w s r l y o e o f f s l i d s p a s h m i e A B C
o t s r e g a n a m e e n i a r t s i h s t n a w z e n í t r a M é s o J 6 2
. s . b d a o . j o r e r b d o o a u l t f i g t t n a p o i r h k e v s o i t e w i t h e t e p f i m m o t o e e c m a o m s o s p t o u d l e o n v y e e r p d t s A B C
y e h t e s u a c e b a d i p a R a z z i P n i d e t s e v n i e l p o e p t s r i f t a t a h t s e v e i l e b z e n í t r a M é s o J 7 2
. t n e . m d t e . s r l l e e e f f w v n i o y g f e n a n i a m s p r o a m f o r e c e r e e p w h e t r s t e i e a h w n a w s e p y r a b h m o d s c e e d t c h o a t o r t f t t a t h a t h g e r w u o e a h w s t A B C 6
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V A N T A G E
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LISTENING ANSWER KEY
Part One
Part Two
Part Three
1 2 3 4 5 6 7 8 9 10 11 12
13 14 15 16 17 18 19 20 21 22
23 B 24 A 25 B 26 B 27 A 28 B 29 C 30 C
SUCCESSFUL SELLING (THE) CENTRAL HOTEL PROFIT MARGIN(S) (£)40/FORTY (LASER/LAZER) PRINTER DISPATCH/DESPATCH COMPANY (ANY) CABLES (A) DISCOUNT (THE) PLANT MANAGER BUSINESS ADMINISTRATION FLEXIBLE NEGOTIABLE
F H G C E F C E H B
TAPESCRIPT
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PART ONE. QUESTIONS 1 TO 12.
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Conversation One. Questions 1 to 4. M: F: M: F: M: F: M: F: M:
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Apex Bus Apex usin ines esss Cen Centr tre. e. How ma may y I he help lp yo you? u? Hel ello lo.. I’m I’m ca call llin ing g abo about ut th the e sem semiina narr nex nextt wee week. k. Erm, Er m, whi hich ch on one? e? We hav have e at at lea least st th thrree on ne next xt week. Do you remember the name? No,, I,I, er No er .. .... wai waitt a mi minu nute te,, I kn know ow it it’’s on on th the e twe twent ntyyfirst of February February.. Oh,, yes Oh yes,, mad madam am,, tha thatt wou would ld be Su Succ cces essf sful ul Se Sell llin ing. g. It’s a very popular seminar seminar.. That Th at’’s the the one ne!! Now Now,, can can yo you u tel telll me whe hen n and and where it is, please? Cert Ce rtai ainl nly y. It’ It’ss bei being ng ru run n fro from m 10 ti till ll 4, an and d it’ it’ss bei being ng held at the Central Hotel. It’s next to the University. Oh, yes, I know where that is. Now No w, cou could ld I als also o men menti tion on an ad addi diti tion onal al se sess ssio ion n we’re offering on the day? There’s a workshop on profit margins starting at four-thirty after the main seminar. Oh,, tha Oh thatt mig might ht be us usef efu ul ... ... bu butt I ha have ve a mee meettin ing g to to go to ... anyway, how much is it? Ther Th ere’ e’ss no no cha charg rge e for for th the e add addit itio iona nall ses sessi sion on.. The The day costs a hundred and twelve pounds for each participant. I can reserve a place for you now, if you like. We do need to have forty pounds as a deposit, and the balance on the day. Yes, please. My name’s ...
Conversation Two. Two. Questions 5 to 8. F: M: F:
Good morning. Hills PC Supplies. Yes es,, hel hello lo.. I wan antt to to spe speak ak to Dav avid id Hil ills ls I’m I’ m afr afrai aid d he’ he’ss aw away to toda day y. Can Can I tak take e a me mess ssag age? e?
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Wel ell, l, ok ok.. Tel Telll him him it it’’s Jam James es Fi Firt rth, h, fr from om Al Alle len n and and Brown. Certainly. I’m I’ m rea reall lly y not not ha happ ppy y at at all all.. We We ord order ered ed a las laser er printer from you last month and… Lett me ju Le just st fi find nd th the e ref refer eren ence ce on th that at… …ah ye yes, s, HPC02345 … on the twelfth of March… Yes es.. Now Now,, the the fi firs rstt pro probl blem em wa wass the the de deli live very ry.. It came several days after you promised. I don’t see why you use a despatch company if that’s what happens. Oh dear. No. And An d the then, n, wh when en we to took ok it ou outt of th the e box box,, we we fou found nd you’d sent the thing without any cables, so we couldn’t even connect it up. If you think we’re going to pay this invoice in full… Wel ell, l, I am am sor sorry ry,, Mr Mr Fir Firth th.. I’l I’lll che check ck wha hatt wen wentt wrong and I’ll ask David to ring you. I’m sure he’ll want to talk about a discount. Will you be in this afternoon? Yes. Well, good bye.
Conversation Three. Questions 9 to 12. F:
Hel ello lo.. Th Than ank k yo you u fo forr ca call llin ing g th the e Je Jeff ffer ersson recruitment line. Here are details of our current job vacancies. First of all, we are looking for a manufacturing administrator to join a team led by the plant manager. This role involves monitoring all aspects of the production process, and will include some project work. For this position you should have some relevant experience and a recognised qualification in business administration would be an advantage. You need to be a good organiser, with excellent administrative skills. A high level of computer skills is essential. You must be able to work without
supervision, and must be flexible when working with others, as the position supports other managers. You should be able to work to tight deadlines. The hours are 9 to 5, Monday to Friday. The salary will be negotiable. In addition we offer a benefits package including subsidised lunches, 23 days’ holiday and health insurance.
year. With our present strategy, we could find ourselves having problems in the future. We need to turn the situation around, work the market to our advantage. What I’d suggest is a complete review of the way we’re approaching the market. I think we should get everyone together and explore all the possibilities. M:
I’m ver I’m very y gla glad d tha thatt you you ca can n com come. e. I was was wo worr rrie ied d tha thatt the invitations were so late that many key people wouldn’t be able to make it. We do need your input – your information is important. I understand you’re planning to come by train. The train service can be a bit of a problem, but if you go to Medford Central Station, it’s a direct line. That’ll take you to Tower Square – and if you give us a call when you arrive we’ll send someone to collect you.
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When I first read the report, I was very disappointed. Our results are well below target, in spite of using the consultants, and all the new strategies we’ve been applying. I can’t understand it at all. In order to try and get clear what’s going on, I’m going to need input from various sections. What I’d like from you, as soon as you can, is price comparisons for the different regions. I’ll also need a report on how useful the consultants’ advice was.
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No, I me No, mean an th they ey’v ’ve e giv given en me ev ever eryt ythi hing ng I ask asked ed fo forr, so I can’t really complain about that. They even invited me to come over and check the figures for myself. But I’d rather try to go through them here with you, if you could spare the time. Perhaps you could tell me what you think would be the best thing to do. I’d be really interested in your views. Your experience means you must have dealt with this type of problem before.
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I jus justt th thou ough ghtt I ou ough ghtt to le lett you you kn know ow,, tha thatt fo foll llow owin ing g the discussion we had last week about staffing levels, I took your recommendation to the Board. You’ve probably heard already that we agreed that we do need to create a new Area Manager’s position. I just wanted to let you know officially that it had been authorised. So now we can contact the recruitment agency and ask them to start looking around. They might have somebody on their books already.
PART TWO. QUESTIONS QUESTIONS 13 to 22. Section One. Questions 13 to 17 M:
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It wa wass jus justt so so emb embar arra rass ssin ing, g, th the e who whole le th thin ing. g. I mea mean, n, being late’s one thing, and I had already got my secretary to phone through and leave a message to say I was running being schedule. But in the end I didn’t get there at all … and all the other managers were there to see the team show the project and its results. Oh well, that’s how it goes, I guess… Wel ell, l, I’ I’m m cer certa tain inly ly no nott goi going ng to fo forrge gett tha thatt in in a hurry! What a terrible mistake… It made the whole meeting pointless, really. I can’t imagine what they thought of me, sitting there with the paperwork for another client. Very unprofessional. I mean, I could still tell them the relevant facts, but I couldn’t show them the actual contract. I didn’t put it in my briefcase last night.
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What a los What lostt opp oppor ortu tuni nity ty.. I sh shou ould ld’v ’ve e mad made e a pr prop oper er note in my diary where I would have seen it instead of just on the back of an old envelope. Anyway, it’s too late now. I just didn’t remember and that’s that. They’ll have given the work to someone else by now… I’d promised to ring before midday if I was available. I really need to be better organised.
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I was was so bus busy y pre prepa pari ring ng al alll the the eq equi uipm pmen entt for for th the e presentation that I didn’t notice the time passing. So then I asked reception to call me a taxi … I was still checking the papers when they rang to say it had arrived … but I couldn’t believe it when he didn’t know where the street was and drove all over the place … they’d already started without me by the time I finally got there.
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Wel ell, l, I tho thoug ught ht it wa wass a bit bit st stra rang nge e at at the the ti time me,, but I just took down what I thought I heard on the machine, and then made out the order form accordingly. It wasn’t till they called back to query the quantity that we realised just what I’d done. Still, we sorted it out before it was too late so it wasn’t a disaster, after all.
Section Two. Questions 18 to 22 F:
I gu gues esss th the e ma main in wea eakn knes esss is wit ith h th the e im imag age e of some of the products. I complained about this last
PART THREE. QUESTIONS QUESTIONS 23 to 30. F:
Goo ood d eve eveni ning ng an and d wel welco come me to Bus usin ines esss Peo Peop ple le.. We are fortunate to have as our guest tonight José Martínez, the founder and Director of Pizza Rapida. José was brought up in America and started his working life there. Now he is one of the most successful entrepreneurs in Europe. How did he achieve this? Well, he began his rise to success in Europe when he launched his pizza delivery chain Page 63
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from a small shop in the Spanish capital, Madrid, 10 years ago. By the late-nineties he had succeeded in expanding the business to over 400 outlets and in doing so, he has almost transformed the eating habits of the nation. As a result of this success, he has recently been able to buy out his main competitor and today, Pizza Rapida is well-known for producing top-quality food at reasonable prices. José is now one of the wealthiest men in Spain. José, welcome to our studio. Thank you. Now ow,, did did yo you u do do lot lotss of of mar marke kett res resea earrch be befo forre you you set up your pizza delivery service? Wel ell, l, no nott rea reall lly y. But But I did did do so some me ba basi sic c res resea earrch to get the product itself right by giving some away to teenagers in the neighbourhood. I kept experimenting with the key ingredients until they all thought the pizzas were great. Butt sur Bu surel ely y Spa Spain in is isn’ n’tt tr trad adit itio iona nall lly y a fa fast st fo food od market, so why did you think a pizza home delivery service would be successful? Wel ell, l, I jus justt tho thoug ught ht th that at th the e sam same e tre trend ndss whi which ch ha had d caused the fast-food revolution in the US were at work in Spain. For example, more and more women were joining the labour market, leaving them less time to shop and cook, so families were beginning to think of fast food as an attractive alternative to home cooking. The sector grew incredibly quickly in the first few years. It’s a little steadier now – still very healthy though. Gre reat at!! So So you you mu must st ne need ed an in incr crea easi sing ng num umbe berr of of staff - but what do you look for in your managers? I try try to fo foll llow ow th the e Ame Ameri rica can n sys syste tem m and and ma make ke su sure re my people get experience at all levels of the business. I don’t want managers to come straight from university to the office without doing the basic jobs in the company first. Pizz Pi zza a Rap Rapid ida a was was fl floa oate ted d on on the the St Stoc ock k Exc Excha hang nge e in in 1998. Was that a success, too? Yes, it was amazing! Why do yo you u thi thin nk Piz Pizza za Ra Rapi pida da at attr trac acte ted d so so muc much h investment? I thi think nk in init itia iall lly y it it was was la larrge gely ly be beca caus use e the the ba basi sic c theory of home delivery pizzas was new, easy for the general public to understand, and fun. Once we were established, the shares started to take off. And I’m happy to say that we’ve been the best performer on the stock market for two years and profits were up again by 45% last year. Wha hatt bac backg kgrrou ound nd di did d yo you hav have, e, or tr trai ain nin ing, g, to le lead ad to this amazing success?
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Saless ba Sale basi sica call lly y. I st star arte ted d my wo work rkin ing g lif life e as as a salesman for a soap company in America. After the initial three month training period, I managed to exceed the annual target they had given me, but I was so disgusted by the tiny bonus I was offered that I resigned and joined a competitor. Ten years later, they sent me to Spain to run their sales and marketing operation. Doe oess any any as aspe pect ct of th the e Spa Spani nissh lif lifes esty tyle le he help lp yo you u to to promote your products? Wel ell, l, Sp Span ania iard rdss are are ve very ry ke keen en on fo foot otba ball ll,, as as you you know, and I think you have to be constantly aware of all possible opportunities. So now, when top teams are playing, I hire extra staff to deliver pizzas for the fans to eat while they watch the match on television. That Th at so sou und ndss lik like e a rea eall win winne ner! r! An And d wha what’ t’ss nex next? t? Wel ell, l, on one e opt optio ion n I wa wass loo looki king ng at wa wass fra franc nchi hisi sing ng the operation but I decided I didn’t want to lose control, so what I’m seriously considering now is producing frozen pizzas and other food to sell to supermarket and restaurant chains. Wel ell, l, I wi wish yo you u eve every ry suc ucce cess ss wit ith h tha thatt and and man any y thanks ....
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TEST OF SPEAKING
Time: 14 minutes
PART 1
Format/Content
Time
Interaction Focus
Conversation between the interlocutor and each candidate.
About 3 minutes
The interlocutor encourages the candidates to give information about themselves and to express personal opinions.
Abou Ab outt 6 mi minu nute tess
The ca The cand ndid idat ates es ar are e gi give ven n pr prom omp pts whi hich ch generate a short talk on a business-related topic.
Abou Ab outt 5 mi minu nutes tes
The ca The cand ndid idat ates es ar are e pr pres esen ente ted d wi with th a di disc scus ussi sion on on a business-related topic. The interlocutor extends the discussion with prompts on related topics.
Giving personal information. Talking about present circumstances, past experiences and future plans, expressing opinions, speculating, etc.
2
A ‘m ‘min inii-pr pres esen enta tati tion on’’ by ea each ch ca cand ndid idat ate e on a business theme. Organising a larger unit of discourse. Giving information and expressing and justifying opinions.
3
Two wo-w -way ay co conv nver ersa sati tion on be betw twee een n candidates followed by further prompting from the interlocutor. Expressing and justifying opinions, speculating, comparing and contrasting, agreeing and disagreeing, etc.
A DETAILED LOOK AT THE TASKS TASKS
Preparing for the Speaking Paper
Part One
Candidates should be familiar with the paired assessment as discussed in BEC Preliminary Preliminary..
In the first part of the test, the interlocutor addresses each candidate in turn and asks first general, then more businessrelated questions. Candidates are not addressed in strict sequence. In this part of the test, candidates are being tested on their ability to talk briefly about themselves, to provide concise information on their home, interests and jobs, and to perform functions such as agreeing and disagreeing, and expressing preferences.
Part Two The second part of the test is a ‘mini-presentation’. In this part, each candidate is given a choice of three topics and has one minute to prepare a piece of extended speech lasting approximately one minute. After each candidate has spoken their partner is invited to ask a question about what has been said.
Part Three The third part of the test is a conversation between the candidates. The interlocutor gives them a topic to discuss. The candidates are asked to speak together for about three minutes. The interlocutor will support the conversation if appropriate and then ask further questions related to the main theme.
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Students need to practise exchanging personal and nonpersonal information; at Vantage level it may be possible for students to practise talking about themselves in pairs with or without prompts (such as written questions). However, prompt materials are necessary for Parts Two and Three, and students could be encouraged to design these themselves or may be provided with specially prepared sets. In small classes, students could discuss authentic materials as a group prior to engaging in pairwork activities. Such activities familiarise students with the types of interactive skills involved in asking and providing factual information, such as: speaking clearly, formulating questions, listening carefully and giving precise answers. In the ‘mini-presentation’ candidates are being asked to show an ability to talk for an extended period (approximately one minute). Discussion activities as well as giving short talks or presentations should help to develop this skill. In the final discussion in the Vantage Speaking test, candidates are also being tested on their ability to express opinions, compare and contrast, concede points and possibly reach a conclusion (although it is perfectly acceptable for candidates to agree to differ). Any discussion activities on a business theme that encourage students to employ these skills will be beneficial. Group or class discussions are valuable ways of developing these skills.
B E C
SPEAKING SAMPLE TASKS TASKS
O W T T R A P – e g a t n a V C E B
B e t a d i d n a C r o f t e e h S k s a T
2 t e e h S k s a T
? … N E H W T N A T R O P M I S I T A H W : A
w e i v r e t n i b o j a r o f g n i r a p e r P
t n e m e s i t r e v d a b o j e h t g n i y d u t S
y n a p m o c e h t t u o b a t u o g n i d n i F
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•
? … N E H W T N A T R O P M I S I T A H W : B
•
e c n e r e f n o c a d n e t t a o t r e h t e h w g n i d i c e D
e u n e V
s r e k a e p S
•
•
•
•
? … N E H W T N A T R O P M I S I T A H W : C
s t c u d o r p w e n g n i p o l e v e D
h c r a e s e R t e k r a M
d e v l o v n I s t s o C
•
•
•
•
O W T T R A P – e g a t n a V C E B
A e t a d i d n a C r o f t e e h S k s a T
1 t e e h S k s a T
? … N E H W T N A T R O P M I S I T A H W : A
b o j a r o f s t n a c i l p p a g n i t c e l e S
s e e i c t i n l e a i r u e Q p l x a E n o k r s r o e W P •
•
•
•
? … N E H W T N A T R O P M I S I T A H W : B
r e i l p p u s w e n a g n i s o o h C
s t n u o c s i D d n a s e c i r P
n o i t a t u p e R
•
•
•
•
? … N E H W T N A T R O P M I S I T A H W : C
y t i l a u q n o i t c u d o r p e v o r p m i o t g n i m i A
t n e m p i u q e e t a d o t p U
g n i n i a r T f f a t S
•
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•
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V A N T A G E
B E C
V A N T A G E
t e e h S k s a T ’ s e t a d i d n a C
1 t e e h S k s a T
, t u o p b i r a t w e o h t n k e r o o t f l e f u b e .Business Foreign e e Trip s k u m a e i t t m b s o d r i t l f d u e e o h w t e t . r i n i p o t r l Your company is l attending a trade fair in a foreign country for the first time. f y i r y w t e r h n t u n t o u r u o y o c You have asked help with the preparations for the trip. o been s n to c f t s p i g t n i n n r e g i o e i r e t m o a h rthe Discuss e together, together , and decide: e f t rsituation o f a : g e r h e e n a p t a o e n r d i r r i n f i e p c and r travel • what accommodation arrangements you will need to make before the trip b i e a s e d n a e f t h m o s i o t e h d t e a s h d t i n a d a u t • which kinds customs in the foreign country it would be useful to know about, , of r w o business r t c t u e p a l h m s o s b e t m e g h a and to find out nhow e o i i t about these before the trip c n o g p d t o s u i c t n d r u o a e e n d b d T t t k o n f n s i a s t i o s f a s s a a e i o u l d t n i e y n t i v i n w s n e s e e a k a b r o u p h h t t h B t c d a i m e n v s o a s h h n g c h u w w a i r e c r u u i o o o s Y Y D • • F
E E R H T T R A P – e g a t n a V C E B
BEC Vantage - PART THREE
ASSESSMENT OF SPEAKING
Candidates are assessed on their own performance and not in relation to each other, according to the following analytical criteria: Grammar and Vocabulary, Discourse Management, Pronunciation and Interactive Communication. These criteria are interpreted at Vantage level. Assessment is based on performance in the whole test and is not related to particular parts of the test. Both examiners assess the candidates. The Assessor applies detailed, analytical scales, and the Interlocutor applies a Global Achievement Scale which is based on the analytical scales.
Discourse Management This refers to the coherence, extent and relevance of each candidate’s individual performance. Contributions should be adequate to deal with the BEC Vantage level tasks. At times, candidates’ utterances may be inappropriate in length.
Pronunciation This refers to the candidate’s ability to produce comprehensible utterances. At BEC Vantage level, meanings are conveyed through the appropriate use of stress, rhythm, intonation and clear individual sounds, although there may be occasional difficulty for the listener.
Interactive Communication Grammar and Vocabulary This refers to range and accuracy as well as the appropriate use of grammatical and lexical forms. At BEC Vantage level, a range of grammar and vocabulary is needed to deal with the tasks. At this level candidates should be accurate enough, and use sufficiently appropriate vocabulary, to convey their intended meanings.
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This refers to the candidate’s ability to take an active part in the development of the discourse. At BEC Vantage level, candidates should be sensitive to turn-taking and sustain the interaction by initiating and responding appropriately. Hesitation may, at times, demand patience of the listener.
