Business English certificates - Handbook for teachers

Business Certificates

Handbook for teachers

Make the most of your handbook

The best way to get the most from your handbook is to use the digital version. The digital version is updated more regularly.

The digital version contains links which take you straight to related pages if you want to find out more. For example, you can read about the B1 Business Preliminary Reading and Writing paper in the Tasks section, then click on the link to take you straight to a sample paper. There are also links which take you to useful websites and resources.

Sample paper and assessment

The Tasks pages give information about the exam format and what is tested in each part of the paper.

B1 Business Preliminary

The Sample paper and assessment section includes a sample paper for each component as well as answer keys for the Reading and Listening components. For the Writing and Speaking papers there is information about the assessment criteria, and for Writing there are example answers for you to refer to or use with your learners.

C1 Business Higher

B2 Business Vantage

About Cambridge Assessment English

We are Cambridge Assessment English. Part of the University of Cambridge, we help millions of people learn English and prove their skills to the world.

For us, learning English is more than just exams and grades. It’s about having the confidence to communicate and access a lifetime of enriching experiences and opportunities.

We deliver qualifications and tests in over 130 countries to over 5.5 million people every year.

Cambridge English Qualifications are in-depth exams that make learning English enjoyable, effective and rewarding.

Our unique approach encourages continuous progression with a clear path to improving language skills. Each of our qualifications focuses on a level of the Common European Framework of Reference (CEFR), enabling learners to develop and build speaking, writing, reading and listening skills.

Our qualifications are based on research into effective teaching and learning. They motivate people of all ages and abilities to learn English and develop practical skills for the real world.

We have Cambridge English Qualifications for:

Departments of the University

• Schools

• General and higher education

• Business

Whether learners are planning to live, work or study in their own country or abroad, our qualifications prove they have the English language skills to succeed.

To find out more about Cambridge English Qualifications and the CEFR, go to cambridgeenglish.org/cefr

Departments (exam boards)

Cambridge Assessment English

We help millions of people learn English and prove their skills to the world.

Cambridge Assessment

International Education

Prepares school students for life, helping them develop an informed curiosity and a lasting passion for learning.

Business Certificates – an overview

Business Certificates were originally introduced in 1993 and feature three qualifications that provide a progressive way to develop English ability for international business and the workplace:

• B1 Business Preliminary

• B2 Business Vantage

• C1 Business Higher

Business Certificates make it easy to prove to employers the exact level of a candidate’s English skills and are officially recognised by employers, universities and governments around the world.

Exam formats

Business Certificates can be taken as either paper-based or computer-based exams.

Who are the exams for?

Business Certificates are typically taken by candidates preparing for a career in an international business or workplace environment, or to advance their present career.

Candidates for B1 Business Preliminary want to show they can:

• read short messages

• interpret charts

• write short emails

• follow short telephone conversations and discussions

• talk about business-related matters.

Candidates for B2 Business Vantage want to show they can:

• write short pieces of business correspondence, reports or proposals

• read extracts from business publications

• listen to, understand and contribute to discussions in meetings.

Candidates for C1 Business Higher want to show they can:

• communicate effectively at managerial and professional level

• participate with confidence in workplace meetings and presentations

• express themselves with a high level of fluency

• react appropriately in different cultural and social situations.

If a candidate has not yet entered the job market, C1 Business Higher can be used to show universities and colleges that a candidate can:

• follow any academic business course at university level

• carry out complex and challenging research.

Who recognises the exams?

• Business Certificates are officially recognised by thousands of educational organisations, employers, ministries, government bodies and professional organisations throughout the world as a suitable qualification for business use.

• Leading international companies such as Bayer, Casio, HSBC, Vodafone and Procter & Gamble (P&G) have all recognised Business Certificates.

For more information about recognition go to cambridgeenglish.org/recognition

What level are the exams?

B1 Business Preliminary is set at Level B1. Achieving a certificate at this level proves that the candidate is able to communicate with native speakers for routine business and workplace purposes.

B2 Business Vantage is set at Level B2. A certificate at this level proves that the candidate is becoming skilled in Business English.

C1 Business Higher is targeted at Level C1 – the second highest level on the CEFR scale. Level C1 is required in demanding professional settings, and achieving a certificate at this level proves that a candidate has reached a very advanced level of English.

Exceptional candidates sometimes show ability beyond C1 level. If a candidate achieves grade A in the exam, they will receive the Business English Certificate Higher stating that they demonstrated ability at Level C2.

Statement of Results

The Statement of Results shows the candidate’s:

• Score on the Cambridge English Scale for their performance in each of the four language skills (reading, writing, listening and speaking).

• Score on the Cambridge English Scale for their overall performance in the exam. This overall score is the average of their scores for the four skills.

• Grade. This is based on the candidate’s overall score.

• Level on the CEFR. This is also based on the overall score.

Certificates

The certificate shows the candidate’s:

• score on the Cambridge English Scale for each of the four skills

• overall score on the Cambridge English Scale

• grade

• level on the CEFR

• level on the UK National Qualifications Framework (NQF).

Special circumstances

Cambridge English Qualifications are designed to be fair to all test takers. For more information about special circumstances, go to cambridgeenglish.org/help

Exam support

Official Cambridge English preparation materials

To support teachers and help learners prepare for their exams, Cambridge English and Cambridge University Press have developed a range of official support materials including coursebooks and practice tests. These materials are available in both print and digital formats. cambridgeenglish.org/exam-preparation

Support for teachers

The Teaching English section of our website provides user-friendly, free resources for all teachers preparing for our exams. It includes: General information – handbooks for teachers, sample papers.

Detailed exam information – format, timing, number of questions, task types, mark scheme of each paper.

Advice for teachers – developing students’ skills and preparing them for the exam.

Downloadable lessons – a lesson for every part of every paper.

Teaching qualifications – a comprehensive range of qualifications for new teachers and career development for more experienced teachers.

Seminars and webinars – a wide range of exam-specific seminars and live and recorded webinars for both new and experienced teachers.

Teacher development – resources to support teachers in their Continuing Professional Development.

cambridgeenglish.org/teaching-english

Facebook for teachers

Teachers can join our community on Facebook for free resources, activities and tips to help prepare learners for Cambridge English Qualifications. facebook.com/CambridgeEnglishTeaching

Free support for candidates

We provide learners with a wealth of exam resources and preparation materials throughout our website, including exam advice, sample papers, candidate guides, games and online learning resources.

cambridgeenglish.org/learning-english

Facebook

Learners joining our lively Facebook community can get tips, take part in quizzes and talk to other English language learners. facebook.com/CambridgeEnglish

Registering candidates for an exam

Exam entries must be made through an authorised Cambridge English examination centre.

Centre staff have all the latest information about our exams, and can provide you with:

• details of entry procedures

• copies of the exam regulations

• exam dates

• current fees

• more information about Business Certificates and other Cambridge English Qualifications.

We have more than 2,800 centres in over 130 countries – all are required to meet our high standards of exam administration, integrity, security and customer service. Find your nearest centre at cambridgeenglish.org/centresearch

Further information

If your local authorised exam centre is unable to answer your question, please contact our helpdesk: cambridgeenglish.org/help

About the exams

Business Certificates are rigorous and thorough tests of English at Levels B1, B2 and C1. They cover all four language skills – reading, writing, listening and speaking.

A thorough test of all areas of language ability

Business Certificates comprise tests of Reading, Writing, Listening and Speaking. In B1 Business Preliminary the tests for Reading and Writing are combined into one question paper. In C1 Business Higher and B2 Business Vantage there are separate Reading and Writing papers. Each test carries 25% of the total marks. Detailed information on each test paper follows later in this handbook. Marks

B2 Business Preliminary

Level B2

Exceptional candidates sometimes show ability beyond B1 level. If they achieve a Pass with Distinction in the exam (between 160 and 170 on the Cambridge English Scale), they will receive the Business English Certificate Preliminary stating that they demonstrated ability at Level B2.

Level B1

If a candidate achieves a Pass with Merit or Pass in the exam (between 140 and 159 on the Cambridge English Scale), they will be awarded the Business English Certificate Preliminary at Level B1.

Level A2

If a candidate’s performance is below Level B1, but falls within Level A2 (between 120 and 139 on the Cambridge English Scale), they will receive a Cambridge English certificate stating that they demonstrated ability at Level A2.

Business Vantage

Level C1

Exceptional candidates sometimes show ability beyond B2 level. If they achieve grade A in the exam (between 180 and 190 on the Cambridge English Scale), they will receive the Business English Certificate Vantage stating that they demonstrated ability at Level C1.

Level B2

If a candidate achieves grade B or C in the exam (between 160 and 179 on the Cambridge English Scale), they will be awarded the Business English Certificate Vantage at Level B2.

Level B1

If a candidate’s performance is below B2 level, but falls within Level B1 (between 140 and 159 on the Cambridge English Scale), they will receive a Cambridge English certificate stating that they demonstrated ability at Level B1.

Business Higher

Level C2

Exceptional candidates sometimes show ability beyond C1 level. If a candidate achieves grade A in the exam (between 200 and 210 on the Cambridge English Scale), they will receive the Business English Certificate Higher stating that they demonstrated ability at Level C2.

All candidates receive a Statement of Results. Candidates will also receive a certificate if their performance falls within the levels outlined for each exam below.

Level C1

If a candidate achieves grade B or C in the exam (between 180 and 199 on the Cambridge English Scale), they will be awarded the Business English Certificate Higher at Level C1.

Level B2

If a candidate’s performance is below Level C1, but falls within Level B2 (between 160 and 179 on the Cambridge English Scale), they will receive a Cambridge English certificate stating that they demonstrated ability at Level B2.

Can Do summary

What can candidates do at these levels?

The Association of Language Testers in Europe (ALTE) has researched what language learners can typically do at each CEFR level. They have described each level of ability using Can Do statements, with examples taken from everyday life. Cambridge English, as one of the founding members of ALTE, uses this framework to ensure its exams reflect real-life language skills.

Candidates at B1 level

Reading and Writing

CAN understand the general meaning of non-routine letters within own work area.

CAN understand most short reports of a predictable nature.

CAN make notes on routine matters, such as taking/placing orders.

CAN write straightforward, routine letters of a factual nature.

Candidates at B2 level

Reading and Writing

CAN understand the general meaning of non-routine letters.

CAN understand the general meaning of a report even if the topic isn’t predictable.

CAN write a simple report of a factual nature and begin to evaluate, advise, etc.

CAN write a non-routine letter where this is restricted to matters of fact.

Candidates at C1 level

Reading and Writing

CAN understand correspondence expressed in non-standard language.

CAN deal with all routine requests for goods and services.

CAN write most letters they are likely to be asked to.

CAN, within a reasonably short time, understand most reports that they are likely to come across.

Candidates at C2 level

Reading and Writing

CAN understand reports and articles likely to be encountered during their work, including complex ideas expressed in complex language.

Can handle a wide range of routine and non-routine situations in which professional services are requested from colleagues or external contacts.

Listening and Speaking

CAN follow a simple presentation/demonstration.

CAN deal with predictable requests from a visitor.

CAN offer advice to clients within own job area on simple matters. CAN state routine requirements (e.g. asking for typing to be done).

Listening and Speaking

CAN ask for factual information and understand the answer.

CAN take and pass on most messages during a normal working day.

CAN express own opinion, and present arguments to a limited extent.

CAN give a simple, prepared presentation on a familiar topic.

Listening and Speaking

CAN contribute effectively to meetings and seminars within own area of work and argue for or against a case.

CAN follow discussion with only occasional need for clarification.

CAN engage in an extended conversation with visitors on matters within her/his authority/competence.

Listening and Speaking

CAN advise on/handle complex, delicate or contentious issues, such as legal or financial matters (providing they have the necessary specialist knowledge).

B1 Business Preliminary Reading and Writing tasks

1 hour 30 mins

The Reading test consists of a range of business-related texts and accompanying tasks. A text may consist of several short pieces. The Writing test consists of two business-related writing tasks in response to stimuli provided and for a given purpose and target reader.

Part 1 carries one-third of the marks for the Writing test. Part 2 carries two-thirds of the marks for the Writing test.

Five short texts each followed by a 3-option multiple-choice question. 2 5 5 Matching Detailed comprehension of factual material; skimming and scanning skills.

1 5 5 Multiple choice Understanding short real-world notices, messages, etc.

A text followed by questions that need matching to parts of the text. 3 5 5 Matching Interpreting visual information.

A graphic or graphics followed by questions that need matching to parts of the graphic(s). 4 7 7

Right/Wrong/ Doesn’t say Reading for detailed factual information.

A single text followed by a choice of responses: Right/Wrong/Doesn’t say. 5 6 6 Multiple choice Reading for gist and specific information.

A text followed by 3-option multiplechoice questions. 6 12 12 Multiplechoice cloze Grammatical accuracy and understanding of text structure.

A gapped text followed by 3-option multiple-choice questions for each gap. 7 5 5 Note completion Reading and information transfer.

Two short input texts, e.g. an email and a memo, followed by a formfilling/note-completion exercise.

Total 45 45

1 One compulsory task. 30–40 words.

Internal communication (e.g. note, message, memo or email). (Re)arranging appointments, asking for permission, giving instructions, etc.

Candidates are required to produce the communication based on a rubric only (plus layout of output text type). 2 One compulsory task. 60–80 words.

Business correspondence (e.g. letter, fax, email). Apologising and offering compensation, making or altering reservations, dealing with requests, giving information about a product, etc.

Candidates are required to produce a piece of business correspondence based on an input text and four content points.

The seven parts of the Reading paper

PART 1 Multiple choice

In this part, there is an emphasis on understanding short real-world notices, messages, etc.

‡ Sample task and answer key: pages 12 and 20.

› Each correct answer in Part 1 receives 1 mark.

In this part there are five short texts, each of which is accompanied by a multiple-choice question containing three options. In all cases the information will be brief and clear, and the difficulty of the task will not lie in understanding context but in identifying or interpreting meaning.

A wide variety of text types, representative of those likely to be encountered in international business, can appear in this part, for example, emails, advertisements, internet newsflashes.

Each text will be complete and have a recognisable context.

PART 2 Matching

In this part, there is an emphasis on reading for detailed comprehension.

‡ Sample task and answer key: pages 13 and 20.

› Each correct answer in Part 2 receives 1 mark.

This is a matching task comprising one text and five questions, which are often descriptions of people’s requirements. Candidates are required to match each question to an appropriate part of the text, labelled A–H. (As there are only five questions, some of the options act as distractors.) The testing focus of this part is vocabulary and meaning, using skimming and scanning skills.

PART 3 Matching

In this part, there is an emphasis on interpreting visual information.

‡ Sample task and answer key: pages 14 and 20.

› Each correct answer in Part 3 receives 1 mark.

This task consists of eight graphs or charts (or one or more graphics with eight distinct elements) and five questions. Each question is a description of a particular graphic (or element of a graphic) and candidates are expected to match the questions to their corresponding graphs, which are labelled A–H.

PART 4 Right/Wrong/Doesn’t say

This part tests the candidate’s ability to locate detailed factual information.

‡ Sample task and answer key: pages 15 and 20.

› Each correct answer in Part 4 receives 1 mark.

This task consists of a text accompanied by seven 3-option multiple-choice questions. Each question presents a statement and candidates are expected to indicate whether the statement is A Right or B Wrong according to the text, or whether the information is not given in the text (C Doesn’t say). Candidates are not expected to understand every word in the text but they should be able to pick out salient points and infer meaning where words in the text are unfamiliar. The questions refer to factual

information in the text, but candidates are required to do some processing in order to answer the questions correctly.

PART 5 Multiple choice

This part tests candidates’ reading for gist and specific information.

‡ Sample task and answer key: pages 16 and 20.

› Each correct answer in Part 5 receives 1 mark.

This part presents a single text accompanied by six multiplechoice comprehension questions. The text is informative and is often taken from a leaflet or a newspaper or magazine article. Candidates are expected to employ more complex reading strategies in this task, in that they should demonstrate their ability to extract relevant information, to read for gist and detail, to scan the text for specific information, and to understand the purpose of the writer and the audience for which the text is intended.

PART 6 Multiple-choice cloze

This part tests candidates’ grammatical accuracy and understanding of text structure.

‡ Sample task and answer key: pages 17 and 20.

› Each correct answer in Part 6 receives 1 mark.

This is a multiple-choice cloze test. Candidates have to select the correct word from three options to complete 12 gaps. This part has a predominantly grammatical focus and tests candidates’ understanding of the general and detailed meaning of a text, and in particular their ability to analyse structural patterns.

PART 7 Note completion

This part tests candidates’ ability to transfer information.

‡ Sample task and answer key: pages 18 and 20.

› Each correct answer in Part 7 receives 1 mark.

Candidates are given two short texts, for example a memo and an advertisement, and are asked to complete a form based on this material. There are five gaps, which should be completed with a word, a number or a short phrase. In this part, candidates are tested on their ability to extract relevant information and complete a form accurately.

For this part, candidates need to transfer their answers in capital letters to an answer sheet.

Preparation General

• Make sure that the students read as widely as possible in class and at home. Classroom reading can include a range of reading texts from authentic sources such as business magazines and web pages, as well as Business English coursebooks. Encourage students to interact fully with each text by focusing on prereading questions. These stimulate interest in the topic dealt with by the text and train students in prediction techniques.

• It is useful for students to refer to dictionaries and grammar books while studying. However, they should also be encouraged to read texts without thinking that they need to understand every word. They are not allowed to use a dictionary in the examination

and they should be trained to try to guess the meaning of unknown words from the context. Students sometimes spend too long processing the text at word level rather than trying to get a more ‘top down’ view of what it is about.

• It is important to make sure that the students are familiar with the standard format of the test by going through the sample materials with them.

• Make sure that the students are familiar with the instructions on the front page of the question paper, and for each part of the test. They should also be familiar with the technique of indicating their answers on the separate answer sheet, so that they can do this quickly and accurately. They will need to be shown how to do this and to practise in a timed exercise. They need to think about the relative merits of transferring their answers onto the answer sheet at the end of each task or waiting until the end of the test. If they find it difficult to complete the parts in the time allowed, it may be wiser to transfer answers after each part.

• When students are familiar with the different task types, it is a good idea to discuss which part(s) take them longer to complete. Following this discussion you may wish to suggest possible timings for each task. Students may prefer to attempt tasks which they find easier first. The outcome of the discussion will also help you to decide which sections of the paper to focus on for further practice and may lead on to assistance with faster reading strategies.

PART 1

• Expose students to a wide range of notices and short texts taken from business settings.

• Practise answering sample questions, asking students to explain why an answer is correct (and why the two incorrect options do not apply).

PART 2

• Encourage students to familiarise themselves with text types that are divided into lists, headings or categories, such as the contents page of a directory or book, the departments in a business or shop, or the items in a catalogue.

• Set students real-world tasks that require a simple interpretation of what different parts of a text mean, using authentic but simple sources.

PART 3

• Practise understanding texts which describe trends and changes.

• Practise interpreting graphic data and the layout used to describe it.

• Practise useful vocabulary such as rose steadily, remained stable, decreased slowly, reached a peak

• Increase familiarity with relevant topics, such as sales of goods, share price movement and monthly costs.

PART 4

• Train students to identify a false statement which means that the opposite or a contradictory statement is made in the text, and to recognise that this is not the same as a statement that is not covered in the text.

• This can be a difficult task for candidates who are not familiar with the three choices represented by A, B and C, and who might not understand the difference between a statement that is incorrect and one that depends on information that is not provided in the text.

PART 5

• Expose candidates to a variety of texts of a similar length.

• Provide practice in improving reading speed.

• Discuss the following areas:

• title

• topic the writer’s purpose the theme or main idea of each paragraph

• factual details that can be found in the text

• the writer’s opinions (if they are evident).

PART 6

• Practice in the grammatical and structural aspects of the language is useful in preparing students for this part.

• Analyse the structure and coherence of language within longer discourse so that students are encouraged to read for meaning beyond sentence level.

• Ask students to analyse errors in their own work, as tasks such as this typically focus on common grammatical difficulties.

• Pairwork activities might be productive, as students can often help each other in the areas of error identification and analysis.

PART 7

• Practise extracting relevant information from texts.

• Practise form-filling and note-completion exercises.

The two parts of the Writing paper

Part 1 of the Writing test carries one-third of the total marks available and Part 2 carries two-thirds of the total marks available.

PART 1

This part tests the candidate’s ability to produce an internal communication in response to input.

‡ Sample question and scripts: pages 19 and 21.

Task type and focus

An internal company communication; this means a piece of communication with a colleague or colleagues within the company on a business-related matter; the delivery medium may be a note, message, memo or email.

The range of functions in the task includes rearranging appointments, asking for permission and giving instructions.

Task format

Candidates are asked to produce a concise piece of internal company communication of between 30 and 40 words, using a written prompt.

The text must be produced in the form of a note, message, memo or email. Candidates are given the layout of memos and emails (e.g. to/from/date/subject) on the question paper, and need not copy this out as part of their answer.

The rubric specifies the reason for writing and the target reader, and bullet points explain what content points have to be included. Relevant ideas for one or more of these points will have to be invented by the candidate.

PART 2

This part tests the candidate’s ability to produce a piece of business correspondence in response to input.

‡ Sample question and scripts: pages 19 and 23–24.

Task type and focus

A piece of business correspondence; this means correspondence with somebody outside the company (e.g. a customer or supplier) on a business-related matter; the delivery medium may be letter, fax or email.

The range of functions in the task includes apologising and offering compensation, making or altering reservations, dealing with requests and giving information about a product.

Task format

Candidates are asked to produce an extended piece of business correspondence of between 60 and 80 words. This task involves the processing of a short text, such as a letter or advertisement, in order to respond to it. A number of bulleted content points below the text clearly indicate what should be included in the answer. Some of this information will need to be invented by the candidate. Where the delivery medium specified for a Part 2 answer is a letter, candidates need not include postal addresses in their answer. Similarly, where the delivery medium specified is an email, candidates need not include to/from/subject details. Although the use of some key words is inevitable, candidates should not ‘lift’ phrases from the question paper to use in their answers. They would not receive credit for the language in these phrases.

Accuracy and appropriacy in emails

Nowadays a significant proportion of written business communication is transmitted electronically, both within the company and to people outside the company.

In some contexts, this technological change may have altered the nature of what people actually write. It may be argued that a new genre has emerged, characterised by brevity, informality and a lack of conventions and even of regard for linguistic accuracy. However, linguistic inaccuracy and inappropriate informality within electronic business communications is considered unacceptable by many individuals and organisations, and can be counterproductive if employed in real life.

As well as being used informally, email is also widely used within business cultures in which appropriacy and accuracy are perceived to be important, and this is the context of use on which B1 Business Preliminary focuses.

Preparation Writing

In preparing students for the writing tasks, it is beneficial to familiarise them with a variety of business correspondence. Analysing authentic correspondence helps students understand better how to structure their answer and the type of language to use.

It is useful to focus on the following areas:

• the purpose of the correspondence

• references to previous communication

• factual details

• the feelings and attitude of the writer

• the level of formality

• the opening sentence

• the closing sentence

• paragraphing

• the desired outcome.

If students are in a class, ask them to write and reply to each other’s correspondence so that they can appreciate the importance of accurate content.

Write and analyse memos and messages to help students recognise the different levels of formality involved. It is a necessary part of preparing for the test that students understand the uses of, and styles inherent in, different types of business communication so that they are aware of how and why different types of correspondence are used.

BEC PRELIMINARY READING Part 2(questions 6–10)

BEC PRELIMINARY READING Part 2(questions 6–10)

Margaret Williams needs help in choosing the business loan with the most competitive terms.

Margaret Williams needs help in choosing the business loan with the most competitive terms.

6

Ibrahim Shah wants to be sure that there will be enough demand for his product.

6

Ibrahim Shah wants to be sure that there will be enough demand for his product.

7

Maria Fernandez would like some advice about where to advertise a new line of goods.

7

Maria Fernandez would like some advice about where to advertise a new line of goods.

8

Kim Seng wants to research new laws on constructing buildings.

8

Kim Seng wants to research new laws on constructing buildings.

9

9

6 –10

PART TWO Questions

6 –10

PART TWO Questions

•Look at the advertisement below.It shows services offered by a business consultancy.

•Look at the advertisement below.It shows services offered by a business consultancy.

6 –10 , decide which service ( A –H ) would be suitable for each person.

6 –10 , decide which service ( A –H ) would be suitable for each person.

•For questions

•For questions

•For each question, mark one letter ( A –H ) on your Answer Sheet.

•For each question, mark one letter ( A –H ) on your Answer Sheet.

10 Peder Andersen needs to know whether his existing funds are enough to set up his business.

10 Peder Andersen needs to know whether his existing funds are enough to set up his business. 5

•Do not use any letter more than once. 4

•Do not use any letter more than once. 4

Part 3(questions 11–15)

Part 3(questions 11–15)

11 In this month, total expenditure, like income, showed a fall, while spending on advertising demonstrated the opposite trend.

11 In this month, total expenditure, like income, showed a fall, while spending on advertising demonstrated the opposite trend.

12 Total expenditure rose slightly in this month, while advertising costs reached their peak, leading to a higher income in the following month.

12 Total expenditure rose slightly in this month, while advertising costs reached their peak, leading to a higher income in the following month.

13 Despite a decline in advertising costs in this month, expenditure as a whole rose.

13 Despite a decline in advertising costs in this month, expenditure as a whole rose.

14 This month’s improvement in income was particularly welcome, as it was not matched by an increase in expenditure.

14 This month’s improvement in income was particularly welcome, as it was not matched by an increase in expenditure.

15 While this month saw a low point in the restaurant’s income, expenditure continued to fall.

15 While this month saw a low point in the restaurant’s income, expenditure continued to fall.

11 –15

THREEQuestions 11 –15

•Look at the chart below.It shows a restaurant’s income, total expenditure and advertising costs during an eight-month period.

•Look at the chart below.It shows a restaurant’s income, total expenditure and advertising costs during an eight-month period.

•Which month does each sentence ( 11 –15 ) on the opposite page describe?

•Which month does each sentence ( 11 –15 ) on the opposite page describe?

•For each sentence, mark one letter ( A –H ) on your Answer Sheet. •Do

PART6 THREEQuestions

PART6

•For each sentence, mark one letter ( A –H ) on your Answer Sheet. •Do not use any letter more than once.

BEC PRELIMINARY READING

BEC PRELIMINARY READING

Part 6(questions 29–40)

Part 6(questions 29–40)

called

so

in

like

for

what

which

who

or

shall

since

with

this

never

might

done

but

will

ought

ever

would

on

had

made

PART SIX Questions 29 –40

PART SIX Questions 29 –40

•Read the article below about team-building.

•Read the article below about team-building.

•Choose the correct word to fill each gap, from A , B or C on the opposite page.

•Choose the correct word to fill each gap, from A , B or C on the opposite page.

•For each question 29 –40 , mark one letter ( A , B or C ) on your Answer Sheet.

•For each question 29 –40 , mark one letter ( A , B or C ) on your Answer Sheet.

TEAM-BUILDING THROUGH ACTIVITIES

Nowadays,company bosses are increasingly trying to find unusual team-building events as part of their training programme.An activity park (29)

......Fast-track has just opened to offer (30) ......events.It specialises (31) ......events to attract the corporate entertainment market, (32) ......is growing all the time.

The park is situated just a few kilometres outside the city centre (33) ......it provides events that (34) ......entertain as well as train.

Clients can try outdoor attractions such as sailing or climbing, (35) ......availability clearly depends entirely (36) ......the weather.Activities of (37) ......kind are perfect team-building exercises.

‘I’d (38) ......been to an activity park before,’ explained James Black,a company manager.‘Before we came,I didn’t think we (39) ......enjoy ourselves so much and I didn’t expect the huge difference that Fast-track’s programme has (40) ......to my team.Now we work better together than we did before.’

Insurance Claim

Insurance Claim

(41)

(41)

NAME OF POLICY HOLDER:

PART SEVEN Questions 41 –45

PART SEVEN Questions 41 –45

•Read the memo and note below.

•Read the memo and note below.

•Complete the claim form on the opposite page.

•Complete the claim form on the opposite page.

LD4756030C

NUMBER: LD4756030C ITEM(S) TO BE REPLACED: (42) LOCATION OF ITEM(S): (43)

POLICY NUMBER:

Sunday 19 May

•Write a word or phrase (in CAPITAL LETTERS) or a number on lines 41 –45 on your Answer Sheet.

ITEM(S) TO BE REPLACED:

(43)

(42) LOCATION OF ITEM(S):

(44)

(45)

VALUE WHEN PURCHASED:

CAUSE OF DAMAGE:

DATE OF DAMAGE:

Part 7(questions 41–45)

BEC PRELIMINARY READING Part 7(questions 41–45)

MEMO

MEMO

TO:

Barbara Sinclair FROM:

TO:

Peter Rogers

Peter Rogers

Barbara Sinclair FROM:

25 May 2002

DATE:

25 May 2002

DATE:

SUBJECT: Insurance Claim

It’s our insurance claim, for the damage at the weekend. The insurance policy is in my name, and we bought the carpet for £300, although it will cost at least £500 to replace. Luckily our office carpets seem fine. Thanks

SUBJECT: Insurance Claim Could you deal with this?

It’s our insurance claim, for the damage at the weekend. The insurance policy is in my name, and we bought the carpet for £300, although it will cost at least £500 to replace. Luckily our office carpets seem fine. Thanks

OWEN SMITH INSURANCE COMPANY with compliments

Could you deal with this?

OWEN SMITH INSURANCE COMPANY with compliments

Thank you for your recent phone call regarding flood damage in your photocopy room. Could you please complete the attached form and return it to me as soon as possible.

Thank you for your recent phone call regarding flood damage in your photocopy room. Could you please complete the attached form and return it to me as soon as possible.

Martin Morris

Martin Morris

•Write a word or phrase (in CAPITAL LETTERS) or a number on lines 41 –45 on your Answer Sheet. 14

WRITING

BEC PRELIMINARY WRITING

Part 1(question 46) and Part 2(question 47)

PART TWO Question 47

•Read this part of a letter from Mary Bennett applying for a job.

•Read this part of a letter from Mary Bennett applying for a job.

With reference to your advertisement in The Times, I am writing to apply for the post of I am moving to your country next month with my husband. As you will see from the enclosed CV, have had a lot of experience in training and I feel that I have much to offer your company. If am selected for interview, please could you give me information about how to reach your

With reference to your advertisement in The Times, am writing to apply for the post of am moving to your country next month with my husband. As you will see from the enclosed CV, I have had a lot of experience in training and I feel that I have much to offer your company.

If I am selected for interview, please could you give me information about how to reach your

•Write a letter to Mrs Bennett:

•Write a letter to Mrs Bennett:

•acknowledging her letter

•acknowledging her letter

•offering her a date and time for an interview

•offering her a date and time for an interview

•requesting the names and addresses of two referees

•requesting the names and addresses of two referees

•telling her the best way to reach you by public transport.

•telling her the best way to reach you by public transport.

Write 60 –80 words.

•

Write 60 –80 words.

•

You are going to attend an engineering exhibition in Frankfurt soon. Write an

You are going to attend an engineering exhibition in Frankfurt soon. Write an

to your assistant: explaining why you will be away letting her know the dates you will be away saying what work she should do while you are away.

to your assistant: explaining why you will be away letting her know the dates you will be away saying what work she should do while you are away.

Sara Lyons My trip

Sara Lyons My trip

• 17

Write on your Answer Sheet.Do not include any postal addresses.

16

Assessment

Answer key

B1 Business Preliminary Reading and Writing sample paper

Assessment of Writing Part 1

Preliminary mark scheme for Writing Part 1

Band

5

• Very good attempt at the task.

• No effort is required of the reader.

• All elements of the message are fully communicated.

• Good attempt at the task.

Candidate C

I must go attend an engineering exhibition in Frankfurt from 15 March to 18 March. Can you tell Mr Meier to ask him confirmation for the fly on Monday and finish to made the travel documents for departure in April?

Yours sincerely

Examiner comment

4

• Minimal effort is required of the reader.

• All elements of the message are communicated.

• Satisfactory attempt at the task.

• Some effort is required of the reader.

3

• All elements of the message are communicated. OR

• One content element omitted but others clearly communicated.

• Inadequate attempt at the task.

• Significant effort may be required of the reader.

2

1

0

• Content elements omitted, or unsuccessfully dealt with, so the message is only partly communicated.

• Poor attempt at the task.

• Excessive effort is required of the reader.

• Very little of the message is communicated.

• Content is totally irrelevant or incomprehensible. OR

• Too little language to assess.

Sample answers with examiner comments Writing Part 1

Candidate A

I am going to an engineering exhibition in Frankfurt on 20th March, I will be away for one week, during this week I would like you to arrange the training meeting and make an appointment with selling manager.

Examiner comment

Band 5

A very good attempt. Although there are some minor errors no effort is required of the reader and all elements of the message are fully communicated.

Candidate B

Next week I go to an exhibition in Frankfurt. It’s from 9th to the 11th. While I am in Frankfurt you should write the business letters. If there are any problems – call me!

Examiner comment

Band 4

A good attempt. There is some awkwardness (Next week I go and write the business letters) and although all of the elements of the message are communicated, a little effort is required of the reader.

Band 3

A satisfactory attempt. Two content elements are clearly communicated but the information in the second sentence is confused and the third element remains unclear. Some effort is required of the reader.

Candidate D

I will go on a trip to Frankfurt about attend an engineering exhibition tomorrow (15/March), so I want you help me to leave a message if I have phone call. Thank you

Examiner comment

Band 2

An inadequate attempt. The first content element is clear. The second and third elements are not dealt with successfully so the message is only partly communicated. Significant effort is required of the reader.

Assessment of Writing Part 2

Examiners and marking

Writing Examiners (WEs) undergo a rigorous process of training and certification before they are invited to mark. Once accepted, they are supervised by Team Leaders (TLs) who are in turn led by a Principal Examiner (PE), who guides and monitors the marking process.

WEs mark candidate responses in a secure online marking environment. The software randomly allocates candidate responses to ensure that individual examiners do not receive a concentration of good or weak responses, or of any one language group. The software also allows for examiners’ marking to be monitored for quality and consistency. During the marking period, the PE and TLs are able to view their team’s progress and to offer support and advice, as required.

Assessment scales

Examiners mark Part 2 tasks using assessment scales that were developed with explicit reference to the Common European Framework of Reference (CEFR). The scales, which are used across the spectrum of Writing tests for Cambridge English

Qualifications for general and higher education, and business, consist of four sub-scales: Content, Communicative Achievement, Organisation, and Language:

• Content focuses on how well the candidate has fulfilled the task, in other words whether they have done what they were asked to do.

• Communicative Achievement focuses on how appropriate the writing is for the task and whether the candidate has used the appropriate register.

• Organisation focuses on the way the candidate puts together the piece of writing, in other words if it is logical and ordered.

• Language focuses on vocabulary and grammar. This includes the range of language as well as how accurate it is.

Responses are marked on each subscale from 0 to 5.

When marking the tasks, examiners take into account the length of responses and varieties of English:

• Guidelines on length are provided for each task; responses that are too short may not have an adequate range of language and may not provide all the information that is required, while responses that are too long may contain irrelevant content and have a negative effect on the reader. These may affect candidates’ marks on the relevant subscales.

• Candidates are expected to use a particular variety of English with some degree of consistency in areas such as spelling, and not for example switch from using a British spelling of a word to an American spelling of the same word.

B1 Content Communicative Achievement Organisation Language

5 All content is relevant to the task.

Target reader is fully informed.

Uses the conventions of the communicative task to hold the target reader’s attention and communicate straightforward ideas.

Text is generally well organised and coherent, using a variety of linking words and cohesive devices.

Uses a range of everyday vocabulary appropriately, with occasional inappropriate use of less common lexis.

Uses a range of simple and some complex grammatical forms with a good degree of control.

Errors do not impede communication.

4 Performance shares features of Bands 3 and 5.

3 Minor irrelevances and/or omissions may be present.

Target reader is, on the whole, informed.

Uses the conventions of the communicative task in generally appropriate ways to communicate straightforward ideas.

Text is connected and coherent, using basic linking words and a limited number of cohesive devices.

Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexis.

Uses simple grammatical forms with a good degree of control.

While errors are noticeable, meaning can still be determined.

2 Performance shares features of Bands 1 and 3.

1 Irrelevances and misinterpretation of task may be present. Target reader is minimally informed.

0 Content is totally irrelevant.

Target reader is not informed.

Produces text that communicates simple ideas in simple ways.

Text is connected using basic, high-frequency linking words.

Uses basic vocabulary reasonably appropriately. Uses simple grammatical forms with some degree of control.

Errors may impede meaning at times.

Performance below Band 1.

Writing Part 2

Candidate E

Dear Mrs Bennett,

Thank you for your letter apply for the post of training assistant. We are happy we can offer you an interview on Monday 5th November at 14.00.

Please can you also send me the names and addresses of two referees?

It is easy to reach our ofice by public transport, as we are very near the Royal Central metro station. Exit the metro station and turn right and our office is on the right. It is very big and has our company name with red letters. If you have any questions, please ask me.

Yours sincerely,

Examiner comments

Subscale Mark Examiner comments

Content 5 All content is relevant to the task and the target reader is fully informed. All content elements have been achieved, with some detail.

Communicative Achievement

5 The text uses the conventions of the communicative task (appropriate formal register and business letter format) to hold the target reader’s attention and communicate straightforward ideas.

Organisation 4

Language 5

Candidate F

The letter is generally well organised and coherent using linking words (and also as) and some cohesive devices (It is very big …).

The letter uses a range of everyday vocabulary appropriately (We are happy we can offer you). It uses a range of some simple and some complex grammatical forms with a very good degree of control and minimal errors.

Dear Mrs Bennett, Today I have your letter and c.v. I can offer you an interview on 5 May at 9.30 am in my office. Please can you confirm? I also request 2 referees. Please send me these quickley.

To reach my office by public transport can you take the train to the square, the city line. My office is on left. For questions contact me.

I look forward to see you on 5 May.

Yours,

Examiner comments

Subscale Mark Examiner comments

Content 4

Communicative Achievement 3

Organisation 3

All content is relevant to the task and the target reader is informed. However, there is a lack of detail in places, e.g. information required on referees.

The letter uses the conventions of the communicative task in generally appropriate ways to communicate straightforward ideas. There is sometimes a rather brusque effect on the reader (For questions contact me).

The letter is connected and coherent, using basic linking words (also) and a limited number of cohesive devices (Please send me these …).

Language 4 The letter uses a range of everyday vocabulary appropriately with some less common lexis (confirm … city line …). Simple grammatical forms are used with a good degree of control. Errors are noticeable but meaning can still be determined and errors do not impede communication (quickley … can you take … I look forward to see …).

Candidate G

Dear Mrs Bennett,

Thank you your letter. We can have interview on Monday 19 of Juli at 3 o’clock. Please bring 2 referees with you. Our office is easy reach by public transport, especialy autobus. Number 4 comes to our office. Yours sincerely,

Examiner comments

Subscale Mark Examiner comments

Content 3

Communicative Achievement 3

Organisation 2

Language 3

Candidate H

To: Mrs Bennett

All content elements are addressed, but in places are unclear (Please bring 2 referees with you). The target reader is on the whole informed.

The letter uses the conventions of the communicative task in generally appropriate ways to communicate straightforward ideas.

Although linking words are not evidenced, the logical ordering and backwards reference makes this coherent.

Everyday language is used generally appropriately. Simple grammatical forms are used with a good degree of control (Number 4 comes to our office). Errors are noticeable, but meaning can still be determined (Thank you your letter; Juli).

I have today acknowledge you letter. We can give interview 24/05/11 and see you then. Thank you. Telling you the best way you can reach you by public transport.

Examiner comments

Subscale Mark Examiner comments

Content 2

Communicative Achievement 2

Organisation 2

Language 1

There are omissions (as the third content point is missing and the fourth point is not fully activated). This means the target reader would only be minimally informed.

The conventions of the communicative task are used in generally appropriate ways to communicate simple ideas.

The text is connected using basic high-frequency linking words and cohesive devices (and … see you then).

Basic vocabulary is used reasonably appropriately. Simple grammatical forms are used with some degree of control, but errors may impede meaning.

40 mins

tasks

The paper consists of four parts. Each part comprises a recorded text or texts and a listening task. There are two text types:

• monologues – these include presentations, lectures, announcements and briefings

• interacting speakers – these include telephone conversations, face-to-face conversations, interviews and discussions. Candidates are advised to write their answers in the spaces provided on the question paper. There are 5 minutes at the end of the test to copy the answers onto a separate answer sheet. Candidates indicate their answers by shading a box or writing a word, or words, on a machine-readable answer sheet.

1 8 8 Multiple choice

Listening for specific information.

Eight short conversations or monologues of approximately 15–30 seconds each, not linked thematically. Each extract is heard twice. 2 7 7 Note completion

Listening for specific information (numbers and letters).

A conversation of approximately 1½ minutes, heard twice. 3 7 7 Note completion

A monologue of approximately 2½ minutes, heard twice. 4 8 8 Multiple choice

Total 30 30

Listening for specific information.

Listening for gist and specific information.

Conversation/interview/discussion between two or more interacting speakers of approximately 3 minutes, heard twice.

The four parts of the Listening paper

PART 1 3-option multiple choice

This part tests the candidates’ ability to listen for specific information.

‡ Sample task and answer key: pages 29, 30 and 35*.

› Each correct answer in Part 1 receives 1 mark.

A series of eight short conversations or monologues: each heard twice.

The eight questions in this part of the paper are 3-option multiple-choice questions. For each question, candidates hear a short conversation or monologue, typically lasting around 15 to 30 seconds. Each monologue or dialogue is repeated on the recording in order to give candidates a chance to check their answers. The multiple-choice options may be textual or they may be in the form of pictures, graphs or diagrams.

In the extracts in Part 1, candidates are being tested on their understanding of spoken English used in a range of situations and on their ability to extract factual information.

Alternatively, they may have to identify a trend in a graph, establish the speaker’s reason for phoning, or identify feelings and opinions. In every case it will be necessary for candidates to follow the conversation closely.

PART 2 Note completion

This part tests the candidates’ ability to listen for specific information.

‡ Sample task and answer key: pages 30 and 35*.

› Each correct answer in Part 2 receives 1 mark.

Short telephone conversation: heard twice.

This part consists of a short conversation, typically lasting around a minute and a half, which contains factual information. On the question paper there is a form, table, chart or set of notes with seven gaps where information is missing. Candidates have to fill in each of the gaps. The answers may include dates, prices, percentages or figures. This part has a numerical focus and sometimes there are names that are spelled out on the recording; answers to these questions have to be written with correct spelling.

PART 3 Note completion

This part tests the candidates’ ability to listen for specific information.

‡ Sample task and answer key: pages 31 and 35*.

› Each correct answer in Part 3 receives 1 mark.

Monologue: heard twice.

Candidates hear a monologue. On the question paper there is a set of notes or a form with gaps. There are seven gaps to fill in and the answers may be one or two words. On occasion, the key to one of the gaps may be a date.

PART 4 3-option multiple choice

This part tests the candidates’ ability to listen for gist and for specific information.

‡ Sample task and answer key: pages 31, 32 and 35*.

› Each correct answer in Part 4 receives 1 mark.

Conversation/interview/discussion: heard twice.

This part, which lasts about 3 minutes, contains a longer listening text which generally takes the form of an interview, or a discussion between two or possibly more speakers. There are eight 3-option multiple-choice questions on the question paper and these are always in a written format. In this part of the Listening component, candidates are being tested on their ability to understand the gist of a longer text and to extract detailed and specific information as required by the questions. They may also be tested on the speakers’ opinions.

Recording information

The instructions for each task are given on the question paper and are also heard on the recording. Before each text is heard, candidates have time to read through and think about the questions. The length of this preparation time is indicated on the recording. Candidates should use this time to familiarise themselves with the task and begin to make predictions about what they are likely to hear. A variety of voices, styles of delivery and accents are heard in each Listening paper to reflect the various contexts presented in the recordings.

*The audio files for the sample papers are available at cambridgeenglish.org/bec-preliminary/preparation

Preparation

The Listening component is carefully paced and candidates are tested on short extracts in Part 1 so that they can gradually ‘tune in’ to the spoken language and improve their listening skills without losing their place in the test.

Listening can be a very demanding activity and candidates should practise their listening skills regularly, using a wide variety of listening sources. Candidates who enter the Listening test having done this will be at an advantage.

At Preliminary level, it is advisable to collect as much listening material as possible that is suitably paced and of an appropriate length. Native speakers speak at many different speeds and some speak much more clearly than others. If it is possible to collect a bank of authentic material that is carefully chosen, this will prove useful practice for students. Otherwise it might be better to make use of specially designed materials for this level.

Prior to listening to recordings, students should be given details of the information they need to listen for. Teachers should discuss the task with the students before they listen and encourage them to listen for clues and prompts that will help them identify the points they need to find.

When listening to longer texts, it is also useful to discuss areas such as:

• the purpose of the speech or conversation

• the speakers’ roles

• the speakers’ opinions

• the language functions being used

• factual details

• conclusions.

should practise their listening skills regularly, using a wide variety of listening sources. Candidates who enter the Listening test having done this will be at an advantage.

■ At BEC Preliminary level, it is advisable to collect as much listening material as possible that is suitably paced and of an appropriate length. Native speakers speak at many different speeds and some speak much more clearly than others. If it is possible to collect a bank of authentic material that is carefully chosen, this will prove useful practice for students. Otherwise it might be better to make use of specially designed materials for this level.

■ Prior to listening to recordings, students should be given details of the information they need to listen for. Teachers should discuss the task with the students before they listen and encourage them to listen for clues and prompts that will help them identify the points they need to find.

■ When listening to longer texts, it is also useful to discuss areas such as:

–the purpose of the speech or conversation

–the speakers’ roles

–the speakers’ opinions

–the language functions being used

–factual details

–conclusions.

•Look at the notes below.

•Some information is missing.

•You will hear a manager telephoning Human Resources about vacancies in his department.

BEC PRELIMINARY LISTENING

Part 1(questions 2–8)

Which product has been the most successful?

6

•For each question 9 –15 , fill in the missing information in the numbered space using a word , numbers or letters

NUMBER OF VACANCIES: (9)

SALARY: (10) Max. £ TOTAL HOLIDAY (PER ANNUM): (11) days JOB REFERENCE: (12) JOB START DATE: (13) 2002 LINE MANAGER: (14) Ms Sue TEL NUMBER (FOR ENQUIRIES): (15) 6

bec handbook | preliminary – listening | sample paper 31 PART THREE Questions •Look at •Some •You will •For each two words. •You will Autumn Main titles: Advertising New colour Free gifts Alison has For mailing Venue for

5 Turn Over ❿

C

What is the purpose of the meeting? A

7

to look at applications

to prepare for interviews

B

Which chart shows the company’s market share this year? C AB

to write a job advertisement C

23 –30

•You will hear a conversation between a senior manager, called Sue, and her assistant, called David.

) for the correct answer.

C

•For each question

•You will hear the conversation twice.

23 Sue is particularly pleased about the company

receiving an award.

A

increasing its share price.

getting a new client.

B

C

24 What is the main cause of the company’s rising costs?

import taxes

publicity

premises

A

B

C

25 Which expenses do they want to reduce?

entertainment

stationery

telephone

A

B

C

More training is required because the company has

bought new computer software.

recruited new members of staff.

A

26

increased its range of customers.

B

C

27 How will the company organise the training?

send staff to a college

use current staff members

C 28 When A B C 29 What problem A B C 30 What will A B C B1 Preliminary Listening

A

B

PART THREE Questions 16 –22

•Look at the notes about a publisher’s plans for promotion this autumn.

•Some information is missing.

•You will hear part of a talk by the company’s Marketing Director.

•For each question 16 –22 , fill in the missing information in the numbered space using one or two words.

•You will hear the talk twice. Autumn promotion plans

(16)

Main titles: pocket dictionary and

8

BEC PRELIMINARY LISTENING

and keyrings

(17)

(18)

(19)

Advertising space booked in

magazine New colour for display stands:

Free gifts include

(20) For mailing to booksellers in September:

(21) Venue for dictionary launch party: 7 Turn Over ❿

(22)

Part 4(questions 23–30)

You now have 10 minutes to transfer your answers to your Answer Sheet.

Tapescript

Part 1. Questions 1–8.

1: Which chart is correct?

M: … and I’m pleased to announce that we’ve had a small but steady increase in ice cream sales, in spite of the unusually low temperatures in the last three months. We’ll see whether this trend continues.

2: What kind of packaging do they decide to use?

F: What packaging do you recommend for the smaller type of bottle?

M: Well, I’d wrap it in clear plastic and tie it at the top.

F: OK. But don’t you think a box would be better, perhaps with a pattern on it?

M: Boxes are dull and a pattern on the plastic would look untidy.

F: Right, we’ll do as you recommend.

3: Where is Mike going to take the visitors first?

F: Mike, could you show some people round the factory tomorrow?

M: Certainly. The usual tour – from reception to the warehouse?

F: They are particularly interested in our production techniques, so I would start there.

M: OK, and then through customer relations and into the warehouse.

F: Thanks.

4: Who is Anne going to write to?

M: Anne, that supplier we use has become very unreliable, and we’ve decided to look for another one.

F: Seems a good idea.

M: We don’t need to inform our clients, but could you send a note round to all our departments when we’ve decided who to replace the supplier with?

F: Yes of course.

5: What’s the new time for the meeting?

F: What time’s the MD back tomorrow?

M: Erm … just after lunch, I think. Why?

F: Well, I’ve got a meeting tomorrow at a quarter past two, but I need to be here when the MD arrives – I’ll rearrange my meeting for three.

M: Well, Paul’s coming to that meeting, and he has to leave early.

F: OK, I’ll make it a quarter to, then.

6: Which product has been the most successful?

M: Our sales figures show that toy trains haven’t done very well, although we’ve sold a reasonable number of the dolls. As for model cars, we’ve sold so many that we can’t produce enough!

7: What is the purpose of the meeting?

F: We’ve got to fill those vacancies in research urgently. That’s why today’s meeting’s so important.

M: Yes, but the advertisement’s only just gone out. Why discuss the interviews now?

F: The closing date is next Friday. It will take us a day to look at the applications. If we decide on the interview questions today that’ll save time.

8: Which chart shows the company’s market share this year?

F: Is the company doing better this year?

M: It’s a mixed picture really. Sales have risen by about 50%, which is excellent, but our total market share is down to 5%, from 20% last year.

Part 2. Questions 9–15.

F: Human Resources, Helen speaking.

M: Hello. It’s Alan Thomas, phoning about the vacancies here in Customer Services.

F: I’ll just take the details to put in the ad. It’s for five telephone operators, isn’t it?

M: It was five, but we’re busier now and also two staff are leaving this week, so we need eight new people.

F: OK. I’ll put that. And are these grade 1 posts, salary 14 to 15,000?

M: Starting salary is 14,000, but I need some people with experience, so we’ll pay up to 16,950. That’s the top of grade 2.

F: Fine.

M: Holidays, next.

F: The usual 21 days a year?

M: Actually, the telephone staff are working longer shifts now, so they get an extra 12 days off a year. Together it’s 33 days.

F: OK. Do you have a reference number for these posts?

M: Yes, it’s CS zero eight zero double one.

F: Right. We’ll advertise next week, September the 7th. What start date shall I put? The 6th of October?

M: I wanted them to start on the 1st, but your date is better. So, put that.

F: And will you be their line manager, Mr Thomas?

M: They’ll actually report to Sue Blackmann, that’s double N.

F: And who can people contact?

M: Sue. She’s on seven nine five double three five.

F: Right ...

Part 3. Questions 16–22.

M: OK, I just want to update you on our main plans for promotion this autumn. The main campaign will of course be the pocket dictionary, but we also have a reasonable budget for the new road map, which is coming out next month, as you know. For both titles, we’ve already taken full-page adverts in Travel magazine and I’m also considering space for the dictionary in that new monthly Reference Now. For window and general shop display, our designer has produced the wonderful stands you can see in the corner. I’m sure you’ll agree that the orange is an improvement on the green stands we had last year! Erm, we’re looking at a range of free gifts for handing out at exhibitions – currently on order are calendars and keyrings, but possibly in future larger things too, like umbrellas for major clients. I’d like your views on that idea before I go ahead. Alison’s managed to negotiate some air time on Radio East and I’m going to visit a TV network on Friday – that’s more relevant to our future titles though. Now, publicity material – everything is listed in the annual catalogue, which will be ready to send to booksellers in December. And talking of bookseller mailshots we’ve also got one going out in September, which will be our information sheet. Finally, I can confirm the venue for the dictionary launch party, which is next month. Some of you know we were trying to get the university library, but in fact, we’ve now booked the management centre, which will be excellent. Their catering is supposed to be very good …

Part 4. Questions 23–30.

F: There’s quite a lot to talk about.

M: Well Sue, it doesn’t matter if we don’t cover everything today.

F: OK, David, let’s see how we go.

M: Things are looking good, aren’t they?

F: Definitely. I’m very pleased. We’ve gone beyond our sales targets. Our share price is stable. And, of course, you know Eurocom were going to move but they’ve chosen to keep their contract with us after all. But winning the prize for British Exporter of the Year was the best thing, as far as I’m concerned.

M: On the other hand, there is the problem of rising costs.

F: Yes, even though we avoided another rent increase …

M: But all those expensive newspaper advertisements …

F: Yes, that’s the real problem. Although they are partly balanced by the decrease in import duties.

M: Mmm … meanwhile, you want to limit our expenses where possible?

F: Yes, certainly. Actually, the budget for entertaining clients is fairly reasonable, and very necessary. It’s the cost of phone calls that worries me. It seems far too high.

M: Everyone should be using email wherever possible if you want to save on communications generally. Um, we’ve already got cheaper paper from the printer’s, which is a start.

F: True. Now on to training. We need to be clear where this demand for training is coming from.

M: Well, our own success, basically. Our customer base is expanding all the time. Our staff …

F: … who are up to date with new computer applications …

M: Yes, they’re OK for that, but they have to deal with all these new clients. They’ll need a wider range of skills than they have at the moment …

F: We could contact the business school. Perhaps they could send us some of their trainers.

M: Or what about the courses they run?

F: But then again, it seems a pity not to use our own training department.

M: Doing it ourselves, you mean? Well, yes … after all, it’s the people here who know what we do best and can really understand our needs.

F: I agree. OK, what’s next?

M: Um, there’s the printing of the new brochure.

F: Is the basic information changing?

M: I shouldn’t think so but the whole thing really needs to look a bit better. The current one just doesn’t give the right idea at all …

F: Much too old-fashioned. Yes, a new presentation, a proper layout. What about out-of-date products?

M: Steve’s already taken them out. Now, do you want to talk about the supplier situation?

F: You mean the situation with Johnson’s?

M: Yes, they’re just not giving us what we need. Their prices have always seemed very reasonable, but the products aren’t good enough. There’s no point being cheap and on time if we don’t actually get what we want.

F: Right, well, we need to deal with the situation. What contact have you had with them?

M: I wrote to them twice last month, and it didn’t seem to have any real effect. We’ve looked at every order as it comes in, so we already have a fairly clear picture of the problem.

F: Hmm … I think you should start by ringing some other firms, see if they can match Johnson’s deal. Then I’ll make a decision.

M: Right. Great, we did manage to discuss everything.

F: Yes, good.

Speaking tasks

The Speaking test consists of three parts. There are two candidates and two examiners. One examiner acts as both interlocutor and assessor and manages the interaction either by asking questions or by providing cues for candidates. The other acts as assessor only and does not join in the interaction.

Task types include short exchanges with the interlocutor; a mini-presentation by each candidate; a collaborative task which candidates do together.

The task focus is exchanging personal and factual information, expressing and finding out about attitudes and opinions. The interlocutor gives an impression mark based on a global achievement scale, while the assessor applies detailed analytical scales and gives separate marks for Grammar, Vocabulary, Discourse Management, Pronunciation and Interactive Communication.

Part Timing

Task types Focus

1 2 minutes. Conversation between the interlocutor and each candidate. General interaction and social language.

2 5 minutes (including a 1-minute ‘long turn’ for each candidate).

A ‘mini-presentation’ by each candidate on a business theme.

Organising a larger unit of discourse. Giving information and expressing opinions.

3 5 minutes. Turn-taking (initiating and responding appropriately) Listening for specific information.

Format

The interlocutor encourages the candidates to give information about themselves and to express personal opinions.

The candidates are given prompts which generate a short talk on a business-related topic.

Negotiating, collaborating, exchanging information, expressing and justifying opinions, agreeing and/or disagreeing, suggesting, speculating, comparing and contrasting, and decision-making.

The three parts of the Speaking paper

Format

The paired format of the B1 Business Preliminary Speaking test (two examiners and two candidates) offers candidates the opportunity to demonstrate, in a controlled but non-threatening environment, their ability to use their spoken language skills effectively in a range of contexts. The test lasts 12 minutes. One examiner, the interlocutor, conducts the test and gives a global assessment mark for each candidate’s performance. The other, the assessor, does not take any part in the interaction but focuses solely on listening to and making an assessment of certain aspects of the candidates’ oral proficiency.

At the end of the Speaking test, candidates are thanked for attending but are given no indication of the level of their achievement.

The standard format is two examiners and two candidates, and wherever possible this will be the form which the Speaking test will take. In cases where there is an uneven number of candidates at a centre, the last test of the session will be taken by three candidates together instead of two. The test format, test materials and procedure will remain unchanged but the timing will be longer: 14 minutes instead of 12.

The Speaking test consists of three parts, each of which is assessed. Throughout the test the interactional pattern will vary: between the interlocutor and each candidate, between the two candidates, and among all three. The patterns of discourse vary within each part of the test.

PART 1 Interview

This part tests the candidates’ ability to respond to questions and to express opinions.

‡ Assessment criteria: page 44.

In the first part of the test, the interlocutor addresses each candidate in turn and asks them questions about themselves and their opinions. The questions will be slightly different for each candidate, and 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 where they come from and their job/studies. Candidates are then required to perform simple functions such as agreeing and disagreeing, and expressing opinions and preferences in the second part of Part 1, which focuses on a business-related topic.

PART 2 Long turn

This part tests the candidates’ ability to sustain a ‘long turn’.

‡ Sample task and assessment criteria: pages 39–42 and 44.

The second part of the test is a ‘mini-presentation’. In this part, each candidate is given a choice of two topics and has 1 minute to prepare a piece of extended speech lasting approximately 1 minute. After each candidate has finished speaking the next candidate is asked which of the bullet points they think is the most important. In this part of the test candidates are being tested on their ability to sustain their talk accurately and appropriately.

PART 3 Collaborative task

This part tests the candidates’ ability to communicate with one another, negotiate, initiate, and respond in an appropriate way.

‡ Sample task and assessment criteria: pages 40, 43 and 44.

The third part of the test is a conversation between the candidates. The interlocutor outlines a scenario and provides prompts in the form of black and white pictures or written text to help the candidates. The candidates are asked to speak for about 2 minutes. The interlocutor supports the conversation, as appropriate, and then asks further questions related to the main theme. In this part of the test, candidates are being tested on their ability to interact appropriately using relevant functional language and strategies.

Preparation General

• Candidates can be prepared through the use of pair and group activities in class as well as test practice material.

• It may be necessary for teachers to explain the benefits of the paired test format. The primary purpose is to sample a wider range of discourse than can be elicited from an individual interview, in particular allowing the assessment to focus on the interactive nature of oral communication.

PART 1

• Part 1 of the test is in an interview format. Classroom activities such as pair or group work where candidates exchange information are useful preparation for this part of the test.

• Practice of simple repair strategies such as asking for repetition or clarification is useful.

PART 2

• Part 2 requires a longer turn. Classroom activities that encourage longer contributions prepare candidates for this part of the test. Discussions as well as short talks or presentations are ideal.

• Preparation might also include a focus on simple discourse markers and connectors.

PART 3

• Part 3 is a discussion. Classroom activities which encourage candidates to interact well with each other, such as pair and group work, are good preparation.

• Candidates should be encouraged to interact appropriately by taking turns to speak.

• It is also a good idea to encourage students to change partners in class so that they grow accustomed to interacting with a variety of people, some of whom they do not know well.

• Practice of particular functions such as giving opinions, agreeing and disagreeing, etc. is also useful.

PRELIMINARY SPEAKING

Tasks are included from Parts 2 and 3 of the Speaking test, together with the interlocutor frame for these parts. Material is not included for Part 1, in which the interlocutor asks the candidates questions directly, rather than asking them to perform a task (see page 38 for further information).

Sample Part 2Example 1Candidate card 1

A: What is important when…?

Choosing a part-time job Working hours Responsibilities Pay

B: What is important when…? Attending a conference Topics Venue Cost

Gifts calendar diary t-shirt calculator golf umbrella wall clock pens baseball caps

SPEAKING Sample Part 2Example 2Candidate card

A: What is important when…?

Joining a computer skills course Course materials Trainer Number of participants in group

B: What is important when…?

Choosing a delivery company Speed of service Cost Personal recommendation

5 minutes (6 minutes for groups of three)

PART 2

A: What is important when…?

Choosing a part-time job

Working hours

Responsibilities Pay

Are working hours important? (Why?/Why not?)

Back up questions

Are the responsibilities important? (Why?/Why not?)

How important is the pay ? (Why?/Why not?)

Select from the following additional prompts (if the above have already been covered): How important is the location of the job? (Why?/Why not?)

How important are colleagues ? (Why?/Why not?)

Is it important that the work is interesting ? (Why?/Why not?)

B: What is important when…?

Attending a conference Topics

Venue

Cost

Are the topics important? (Why?/Why not?)

Back up questions

Now, in this part of the test, I’m going to give each of you a choice of two different topics. I’d like you to choose one topic and give a short presentation on it for about a minute. You will have a minute to prepare this and you can make notes if you want. All right? Here are your topics. Please don’t write anything on the booklet.

[Hand each candidate a Part 2 booklet (open at appropriate task) and a pencil and paper for notes.]

Now, B , which topic have you chosen, A or B?

60 seconds

Is the venue important? (Why?/Why not?)

How important is the cost ? (Why?/Why not?)

Select from the following additional prompts (if the above have already been covered):

Is it useful to know who the speakers are? (Why?/Why not?)

Is the number of people attending important? (Why?/Why not?)

Is the length of the conference important? (Why?/Why not?)

Would you like to show A your task and tell us what you think is important when [interlocutor states candidate’s chosen topic] ?

Thank you. Now, A , which do you think is most important: [interlocutor reads out bullet points] ?

Thank you. Now, A , which topic have you chosen, A or B?

Would you like to show B your task and tell us what you think is important when [interlocutor states candidate’s chosen topic] ?

Thank you. Now, B , which do you think is most important: [interlocutor reads out bullet points] ?

Thank you. Can I have the booklets, please? [Retrieve Part 2 booklets, pencils and paper.]

A: What is important when…?

Joining a computer skills course

Course materials Trainer

Sample Part 2Example 2Interlocutor frame

5 minutes (6 minutes for groups of three)

PART 2

Number of participants in group

Are course materials important? (Why?/Why not?)

Back up questions

Is it important who the trainer is? (Why?/Why not?)

How important is the number of participants in the group? (Why?)

Select from the following additional prompts (if the above have already been covered):

Are opportunities to get qualifications essential? (Why?/Why not?)

How important is cost ? Is it important how long each lesson is?

B: What is important when…?

Choosing a delivery company

Speed of service

Cost

Personal recommendation

Is speed of service important? (Why?/Why not?)

Back up questions

Now, in this part of the test, I’m going to give each of you a choice of two different topics. I’d like you to choose one topic and give a short presentation on it for about a minute. You will have a minute to prepare this and you can make notes if you want. All right? Here are your topics. Please don’t write anything on the booklet.

[Hand each candidate a Part 2 booklet (open at appropriate task) and a pencil and paper for notes.]

Now, B , which topic have you chosen, A or B?

60 seconds

Would you like to show A your task and tell us what you think is important when [interlocutor states candidate’s chosen topic] ? about 60 seconds

Thank you. Now, A , which do you think is most important: [interlocutor reads out bullet points] ?

Thank you. Now, A , which topic have you chosen, A or B?

Would you like to show B your task and tell us what you think is important when [interlocutor states candidate’s chosen topic] ? about 60 seconds

Thank you. Now, B , which do you think is most important: [interlocutor reads out bullet points] ?

How important is cost ? (Why?/Why not?)

Are personal recommendations important? (Why?/Why not?)

Select from the following additional prompts (if the above have already been covered):

How important are discounts ?

Is it important for the delivery company to include insurance ? (Why?/Why not?)

How important is the size of the delivery company? (Why?/Why not?)

Thank you.

Can I have the booklets, please?

[Retrieve Part 2 booklets, pencils and paper.]

5 minutes (7 minutes for groups of three)

Gifts calendar diary t-shirt calculator golf umbrella wall clock pens baseball caps

Now, in this part of the test you are going to talk about something together.

I’m going to describe a situation.

A large company is choosing some gifts to help promote their company. Talk together for about 2 minutes about the different gifts and decide which

3 would be the most suitable.

Here are some ideas to help you.

[Place the Part 3 booklet open at task 1 in front of the candidates so that they can both see it.]

I’ll describe the situation again.

A large company is choosing some gifts to help promote their company. Talk together for about 2 minutes about the different gifts and decide which

3 would be the most suitable.

Now talk together. Please speak so that we can hear you. about

Can I have the booklet, please?

[Retrieve Part 3 booklet.]

[Select one or more of the following questions, as appropriate, to redress any imbalance between candidates in Part 3, or to extend the discussion.]

What kind of gift would you find the most useful? (Why?)

Do you think promotional gifts should be expensive? (Why?/Why not?)

2 minutes

Who should companies give promotional gifts to? (Why?)

Why is it important for companies to give gifts to their clients?

What other ways are there to promote a company?

Thank you. That is the end of the test.

Assessment

Examiners and marking

The quality assurance of Speaking Examiners (SEs) is managed by Team Leaders (TLs). TLs ensure that all examiners successfully complete examiner training and regular certification of procedure and assessment before they examine. TLs are in turn responsible to a Professional Support Leader (PSL) who is the professional representative of Cambridge English for the Speaking tests in a given country or region.

Annual examiner certification involves attendance at a face-toface meeting to focus on and discuss assessment and procedure, followed by the marking of sample Speaking tests in an online environment. Examiners must complete standardisation of assessment for all relevant levels each year and are regularly monitored during live testing sessions.

Assessment scales

Throughout the test candidates are assessed on their own individual performance and not in relation to each other. They are awarded marks by two examiners: the assessor and the interlocutor. The assessor awards marks by applying performance descriptors from the analytical assessment scales for the following criteria:

• Grammar and Vocabulary

• Discourse Management

• Pronunciation

• Interactive Communication.

The interlocutor awards a mark for global achievement using the global achievement scale.

Assessment for B1 Business Preliminary is based on performance across all parts of the test, and is achieved by applying the relevant descriptors in the assessment scales.

B1 Business Preliminary Speaking Examiners use a more detailed version of the following assessment scales, extracted from the overall Speaking scales on page 122.

B1 Grammar and Vocabulary Discourse Management Pronunciation

5 Shows a good degree of control of simple grammatical forms, and attempts some complex grammatical forms. Uses a range of appropriate vocabulary to give and exchange views on familiar topics.

Produces extended stretches of language despite some hesitation.

Contributions are relevant despite some repetition. Uses a range of cohesive devices.

Is intelligible. Intonation is generally appropriate.

Sentence and word stress is generally accurately placed. Individual sounds are generally articulated clearly.

4 Performance shares features of Bands 3 and 5.

3 Shows a good degree of control of simple grammatical forms.

Uses a range of appropriate vocabulary when talking about familiar topics.

Produces responses which are extended beyond short phrases, despite hesitation.

Contributions are mostly relevant, but there may be some repetition.

Uses basic cohesive devices.

Is mostly intelligible, and has some control of phonological features at both utterance and word levels.

2 Performance shares features of Bands 1 and 3.

1 Shows sufficient control of simple grammatical forms.

Uses a limited range of appropriate vocabulary to talk about familiar topics.

Produces responses which are characterised by short phrases and frequent hesitation.

Repeats information or digresses from the topic.

Is mostly intelligible, despite limited control of phonological features.

Interactive Communication

Initiates and responds appropriately.

Maintains and develops the interaction and negotiates towards an outcome with very little support.

Initiates and responds appropriately. Keeps the interaction going with very little prompting and support.

Maintains simple exchanges, despite some difficulty. Requires prompting and support.

0

B1 Global achievement

Performance below Band 1.

5 Handles communication on familiar topics, despite some hesitation. Organises extended discourse but occasionally produces utterances that lack coherence, and some inaccuracies and inappropriate usage occur.

4 Performance shares features of Bands 3 and 5.

3 Handles communication on familiar topics, despite hesitation.

Constructs longer utterances but is not able to use complex language except in well-rehearsed utterances.

2 Performance shares features of Bands 1 and 3.

1 Conveys basic meaning on very familiar or highly predictable topics.

Produces utterances which tend to be very short – words or phrases – with frequent hesitation and pauses.

0 Performance below Band 1.

A Speaking assessment glossary of terms is available on pages 124–125.

B2 Business Vantage Reading tasks

1 hour

The paper consists of a range of business-related texts and accompanying tasks. A text may consist of several short sections. There are five parts. Parts 1 to 3 test candidates’ reading comprehension. Parts 4 and 5 test candidates’ understanding of the meaning of written English at word, phrase, sentence and paragraph level. Candidates indicate answers by shading a box or writing a word on a machine-readable answer sheet.

Matching task involving one continuous text divided into four sections or four short informational texts, approximately 250–350 words in total. 2 5 5 Matching Understanding text structure.

1 7 7 Matching Scanning and reading for gist.

Single text: article, report, etc. with sentence-length gaps. Whole text approximately 450–550 words in total. 3 6 6 Multiple choice Reading for gist and specific information.

Single text of approximately 450–550 words. 4 15 15

A single informational text with lexical gaps (text including gapped words approximately 200–300 words). 5 12 12

Total 45 45

Multiple-choice cloze Vocabulary and structure.

Proofreading

Understanding sentence structure and error identification.

Short text (approximately 150–200 words). Identification of additional unnecessary words in text.

The five parts of the Reading paper

PART

1 Matching

In this part, there is an emphasis on scanning and reading for gist.

‡ Sample task and answer key: pages 49 and 54.

› Each correct answer in Part 1 receives 1 mark.

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. 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. Although the context of each text is similar, there is also information that is particular to each text. The texts are labelled A–D. Candidates are presented with a set of seven statements or phrases related to the texts. They are expected to match each one to the relevant text.

Questions in this part tend to focus mostly on the identification of specific information and detail, although some questions may focus on gist.

PART 2 Matching

In this part, there is an emphasis on understanding text structure.

‡ Sample task and answer key: pages 50 and 54.

› Each correct answer in Part 2 receives 1 mark.

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 the task is completed, one sentence remains, which is not used.

The texts for this part are chosen because of their clear line of thought or argument, which can still be discerned by the reader with the sentences removed. Only one sentence fits each gap. 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.

This part tests understanding of text structure as well as meaning, and the gaps are 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 either a backward or a forward reference or both, sometimes going beyond 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.

PART 3 4-option multiple choice

In this part, there is an emphasis on reading for gist and specific information.

‡ Sample task and answer key: pages 51 and 54.

› Each correct answer in Part 3 receives 1 mark.

This task consists of a text accompanied by 4-option multiplechoice questions. The stem of a multiple-choice question may take the form of a question or an incomplete sentence. There are six questions, 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.

PART 4 4-option multiple-choice cloze

This part tests the candidate’s understanding of vocabulary and structure.

‡ Sample task and answer key: pages 52 and 54.

› Each correct answer in Part 4 receives 1 mark.

This is a multiple-choice cloze with 15 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 come from varied sources but they all have a straightforward message or meaning, so that candidates are being tested on vocabulary and not on their comprehension of the passage. Texts may be edited, but the source is authentic.

PART 5 Proofreading

This part tests the candidate’s understanding of sentence structure and their ability to identify errors.

‡ Sample task and answer key: pages 53 and 54.

› Each correct answer in Part 5 receives 1 mark.

In this task, candidates identify words that have been introduced into a text in error.

This exercise is related to the ‘real-world’ task of checking a text for errors, and suitable text types therefore might be letters, publicity materials, articles, etc. The text contains 12 numbered lines, which are the test questions. Further lines at the end may complete the text, but these are not test questions. 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 General

• Make sure that the students read as widely as possible in class and at home. Classroom reading can include a range of reading texts from authentic sources such as business magazines and web pages, as well as Business English coursebooks. Encourage students to interact fully with each text by focusing on pre-reading questions. These stimulate interest in the topic dealt with by the text and train students in prediction techniques.

• It is useful for students to refer to dictionaries and grammar books while studying. However, they should also be encouraged

to read texts without thinking that they need to understand every word. They are not allowed to use a dictionary in the examination and they should be trained to try to guess the meaning of unknown words from the context. Students sometimes spend too long processing the text at word level rather than trying to get a more ‘top down’ view of what it is about.

• It is important to make sure that the students are familiar with the standard format of the test by going through the sample materials with them.

• Make sure that the students are familiar with the instructions on the front page of the question paper, and for each part of the test. They should also be familiar with the technique of indicating their answer on the separate answer sheet, so that they can do this quickly and accurately. They will need to be shown how to do this and to practise in a timed exercise. They need to think about the relative merits of transferring their answers onto the answer sheet at the end of each task or waiting until the end of the test. If they find it difficult to complete the parts in the time allowed, it may be wiser to transfer answers after each part.

• When students are familiar with the different task types, it is a good idea to discuss which parts take them longer to complete. Following this discussion, you may wish to suggest possible timings for each task. Students may prefer to attempt tasks which they find easier first. The outcome of the discussion will also help you to decide which sections of the paper to focus on for further practice and may lead on to assistance with faster reading strategies.

PART 1

• Present students with sets of related short texts (e.g. job advertisements for hotels) from newspapers, magazines and brochures.

• Longer texts may also be divided into subheaded sections.

• Students should be encouraged to identify facts or ideas within each text, describing how the texts are similar and what differences they contain.

• The register or style of the task sentences is likely to differ from that of the texts, and students should be given practice in recognising the same information in different styles, e.g. by rewriting advertisements in objective prose.

• The task is designed to go beyond simple word-matching, and students will need to practise paraphrasing.

• Activities that help students to identify target information from otherwise superfluous text (e.g. choosing what to watch from television listings) would be beneficial.

• Above all, students should treat the task as an example of information-processing skills which are frequently employed in social and professional life.

PART 2

• This task requires an overt focus on cohesion and coherence to which many students may not be accustomed.

• It is helpful for students to reassemble texts that have been cut up, discussing why texts fit together as they do.

• It is useful for students to discuss why sentences do or do not fit together.

• Students can benefit from altering the cohesion of texts to make sentences that do not fit together do so, and vice versa.

• Since culture affects discourse, including the order of argument development, discussions exploring this are beneficial.

• The cut and paste functions of word-processing, where available, can be exploited for this task.

PART 3

• Multiple-choice questions are a familiar and long-standing type of test; here they are used to test opinion and inference rather than straightforward facts.

• Correct answers are not designed to depend on simple word-matching, and students’ ability to interpret paraphrasing should be developed.

• Students should be encouraged to pursue their own interpretation of relevant parts of the text and then check their idea against the options offered, rather than reading all the options first.

• It could be useful for students to be given perhaps one of the wrong options only, and for them to try to write the correct answer and another wrong option.

PART 4

• It is important for students to appreciate that the correct answer in each case is correct in relation to the gap itself, rather than in relation to the other three options.

• It is worth emphasising that this task tests lexical and collocational knowledge, and that the best (if not the only) route to this knowledge is to read widely within the kinds of texts that the task employs.

• It is worth discussing what aspects of linguistic knowledge are tested (collocations, fixed phrases, register, etc.).

• It might be useful to give students gapped texts and have them produce alternative words which fit or do not fit the gaps.

• Any vocabulary-building activity is likely to be helpful in preparing for this task.

PART 5

• Students should be reminded that this task represents a ‘realworld’ task.

• Any work on error analysis is likely to be helpful for this task.

• A reverse of the exercise (giving students texts with missing words) might prove beneficial.

B2 Vantage Reading

3 Turn Over ❿ BEC VANTAGE READING Part

Market awareness of the mobile telephone has exploded and the retailer who specialises in mobile phones is seeing growth like never before. Admittedly, some customers buy their first mobile phone in the supermarket, but for advice, add-ons and particular services they turn to the specialist. There are a large number of mobile phone retailers and I can’t help but feel the market only has room for four players. Undoubtedly, customer service is the factor that differentiates operators and I think this year we will probably see rationalisation in the sector.

people come into the market. This will continue, and while retail dealers’profits will be affected dramatically, network providers will have to generate more revenue by offering internet provision and data services to the mobile user.

people come into the market. This will continue, and while retail dealers’profits will be affected dramatically, network providers will have to generate more revenue by offering internet provision and data services to the mobile user.

When I first started in the industry, mobile phones were retailing at a thousand pounds and were as large as box files. Now, prices are constantly being driven down and handsets are considerably more compact. There is intense competition between the network providers, and every time they lower their tariffs, more

When I first started in the industry, mobile phones were retailing at a thousand pounds and were as large as box files. Now, prices are constantly being driven down and handsets are considerably more compact. There is intense competition between the network providers, and every time they lower their tariffs, more

Over a few years, prices have dropped sharply and technological advances have meant products have changed –and are changing. Successful retailers must try to keep on top of these developments and invest in the training of employees so they are able to offer impartial advice to customers. E-commerce is taking off but this won’t necessarily replace traditional retail outlets. In order to stand out, you need innovative ideas on customer service. We don’t believe in criticising other retailers, but there’s nothing particularly exciting out there at present.

Over a few years, prices have dropped sharply and technological advances have meant products have changed –and are changing. Successful retailers must try to keep on top of these developments and invest in the training of employees so they are able to offer impartial advice to customers. E-commerce is taking off but this won’t necessarily replace traditional retail outlets. In order to stand out, you need innovative ideas on customer service. We don’t believe in criticising other retailers, but there’s nothing particularly exciting out there at present.

but clearly all the main mobile phone retailers have succeeded in taking the industry forward. Growth has accelerated rapidly and the mobile telephone has changed from simply being a business tool,to being a means of communication for everyone.

but clearly all the main mobile phone retailers have succeeded in taking the industry forward. Growth has accelerated rapidly and the mobile telephone has changed from simply being a business tool,to being a means of communication for everyone.

The mobile phone business is behaving like the internet industry in take-up and the pace of innovation,and it’s important not to be left behind.We must continue to innovate in delivering the product to the customer.In terms of service provision,you can draw comparisons between us and our closest rival,

The mobile phone business is behaving like the internet industry in take-up and the pace of innovation,and it’s important not to be left behind.We must continue to innovate in delivering the product to the customer.In terms of service provision,you can draw comparisons between us and our closest rival,

1 –7

PART ONE

Questions

•Look at the statements below and the comments given on the opposite page by mobile phone retailers.

•Which section( A , B , C or D ) does each statement 1 –7 refer to?

•For each statement 1 –7 , mark one letter ( A , B , C or D ) on your Answer Sheet.

•You will need to use some of these letters more than once. Example:

the extent to which mobile phones have changed in size

0

0

those services available at mobile phone outlets that are not provided by other retailers A B C D

the need for retail staff to stay informed about the mobile phones they are selling

the belief that the market will not sustain the present number of mobile phone retailers

1

the use of mobile phones no longer being restricted to a specific group of people

2

the relationship between charges and the number of mobile phone users

3

4

a negative view of competing mobile phone retailers

a comparison between change in the mobile phone industry and that in a different sector

5

6

BEC

VANTAGE READING

Part 2(questions 8–12)

Example: 0

PART TWO

Making sure that facilities in guest bedrooms cater equally for the needs of male and female guests is one such idea.

E

Making sure that facilities in guest bedrooms cater equally for the needs of male and female guests is one such idea.

E

F

The hotel staff assumed they should be booked into the same room.

A

The hotel staff assumed they should be booked into the same room.

A

Most of the women, when questioned further, thought that the reason for this was that they were female and travelling alone.

Most of the women, when questioned further, thought that the reason for this was that they were female and travelling alone.

F

This is evident from the results of a questionnaire distributed to hotel guests by the Business Travel Association.

But there is clear evidence that things are slowly improving.

B

But there is clear evidence that things are slowly improving.

B

C

This would enable women to make an informed choice about a hotel, and they would not be placed in the uncomfortable position of having to complain about poor service.

This would enable women to make an informed choice about a hotel, and they would not be placed in the uncomfortable position of having to complain about poor service.

C

It is advisable for them to do this during their stay rather than waiting until they check out.

D

It is advisable for them to do this during their stay rather than waiting until they check out.

G 5 Turn Over ❿ ABCDEFG Example: 0

D

Questions 8 –12

Questions 8 –12

•Read the article below about a survey of businesswomen staying in hotels.

•Read the article below about a survey of businesswomen staying in hotels.

•Choose the best sentence from the opposite page to fill each of the gaps.

•Choose the best sentence from the opposite page to fill each of the gaps.

•For each gap 8–12 , mark one letter ( A–G ) on your Answer Sheet.

•For each gap 8–12 , mark one letter ( A–G ) on your Answer Sheet.

•Do not use any letter more than once.

•Do not use any letter more than once.

•There is an example at the beginning, ( 0 ).

Hotels Failing Businesswomen

choose to sit together over a meal, was a further suggestion. Guests in the dining room would then have the opportunity to meet up with others who might, for example, be attending the same conference, or have the same business interests.

Hoteliers should take note because they are facing serious criticism! Women account for more than half of all business travellers, but hotels are not doing enough for them. (0)

G . These show that the number of complaints made about the way women guests are treated is increasing.

Wendy Manning, executive manager of the Bartonsfield Hotel, agreed with the Business Travel Association that hotel star ratings should be influenced by the level of service they offer to female business guests. (11)

‘Our survey highlighted the unwillingness of many women to air their views if they are treated badly,’ Wendy Manning pointed out.

A group of influential businesswomen recently met to discuss the results of the Business Travel Association questionnaire. They suggested that businesswomen should not hesitate to make it clear if they have a problem. (12)

. Once clients have gone, it is all too easy for the issue to be ignored by hotel managers, and it will also be forgotten by the overworked business executives themselves.

The Bartonsfield Hotel in London also conducted a recent survey of UK businesswomen, which reveals that 70% feel they receive an inferior service.

(8)

The attitude of hotel staff made them feel out of place in public areas; for example, 62% chose to eat in their rooms because they were made to feel uncomfortable by staff when dining alone.

(9)

Four years ago, for example, a similar survey had revealed that a significant number of women travelling alone and wishing to use the hotel restaurant were actually turned away. Many of the suggestions for improved services put forward by the Business Travel Association are relatively simple.

Placing tables in restaurants in a way that allows the head waiter to introduce guests to one another, so they can

(10)

4

PART FOUR Questions 19 –33

PART FOUR Questions 19 –33

•Read the advice below about the use of technology in presentations.

•Read the advice below about the use of technology in presentations.

•Choose the best word to fill each gap from A , B , C or D on the opposite page.

•Choose the best word to fill each gap from A , B , C or D on the opposite page.

•For each

•For each question 19 –33 , mark one letter ( A , B , C or D ) on your Answer Sheet.

•There is an example at the beginning,

Part 4(questions 19–33)

34 –45

PART FIVE

Questions

•Read the article below about a training company.

•In most of the lines 34 –45 there is one extra word.It is either grammatically incorrect or does not fit in with the meaning of the text. Some lines, however, are correct.

•If a line is correct, write CORRECT on your Answer Sheet.

•If there is an extra word in the line, write the extra word in CAPITAL LETTERSon your Answer Sheet.

•The exercise begins with two examples, ( 0 ) and ( 00 ).

equally true that companies take a much less scientific approach than they should. A

recent study suggested us that, while UK organisations spend nearly £10bn a year on

impact. Yet if training activities that are run along the same lines as other business

operations, in ways that maximise with opportunities, it becomes easier for training

organisations to help companies meet strategic goals. One organisation showing an

awareness of what this principle is CT Solutions, a training business that has its own

premises in South London. The need for more training has combined it with cutbacks in

office accommodation to create plenty of business for those hiring out space, particularly

34

hotels. But while CT Solutions detected that many organisations were not

satisfied with hotels because they do not always provide a good service. CT Solutions is

BEC VANTAGE READING Sample paper answer key PART ONE 1 C 2 A 3 D 4 B 5 C 6 D 7 A PART TWO 8 F 9 B 10 E 11 C 12 D PART FIVE 34 US 35 STRICT 36 THAT 37 WITH 38 CORRECT 39 WHAT 40 IT 41 CORRECT 42 WHILE 43 CORRECT 44 OF 45 BEEN PART THREE 13 B 14 D 15 C 16 D 17 A 18 A PART FOUR 19 B 20 B 21 C 22 A 23 A 24 C 25 C 26 D 27 C 28 D 29 B 30 C 31 C 32 D 33 C

Assessment

Answer key

B2 Business Vantage Reading sample paper

tasks

The paper consists of two business-related writing tasks in response to stimuli provided and for a given purpose and target reader.

In the first task candidates are required to write an internal company communication. In the second task candidates are required to write either a piece of business correspondence, a report or a proposal.

Part 1 carries one-third of the total marks available and Part 2 carries two-thirds of the total marks available. Candidates write their answers on the question paper.

1 1

A message, memo or email

Compulsory task: 40–50 words.

Business correspondence, short report or proposal

Compulsory task: 120–140 words.

Giving instructions, explaining a development, asking for comments, requesting information, agreeing to requests.

Correspondence: e.g. explaining, apologising, reassuring, complaining.

Report: e.g. describing, summarising.

Candidates are required to produce an internal communication based on a rubric only (plus layout of output text type). 2 1

Proposal: e.g. describing, summarising, recommending, persuading.

Candidates are required to produce a piece of business correspondence, short report or proposal, based on a rubric and input text(s).

The two parts of the Writing paper

Part 1 of the Writing test carries one-third of the total marks available and Part 2 carries two-thirds of the total marks available.

PART 1

This part tests the candidate’s ability to produce an internal company communication.

‡ Sample question and scripts: pages 58 and 61–62.

Task type and focus

An internal company communication, e.g. note, message, memo or email. The range of functions in the task may include giving instructions, explaining a development, asking for comments, requesting information, agreeing to requests.

Task format

Candidates are asked to produce a concise piece of internal company communication of between 40 and 50 words, using a written prompt. The text must be produced in the form of a note, message, memo or email. Candidates are given the layout of memos and emails (e.g. to/from/date/subject) on the question paper, and need not copy this out as part of their answer. The reason for writing and the target reader are specified in the rubric, and bullet points explain what content points have to be included. Relevant ideas for one or more of these points will have to be invented by the candidate.

PART 2

This part tests the candidate’s ability to produce a piece of business correspondence, short report or proposal in response to input.

‡ Sample question and scripts: pages 58 and 63–65.

Task type and focus

A piece of business correspondence, short report or proposal. The range of functions in the task may include explaining, apologising, reassuring, complaining, describing, summarising, recommending or persuading.

Task format

In the second writing task, candidates are required to write 120 to 140 words in the form of business correspondence, a short report or a 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, although they can be helpful.

Where the delivery medium specified for a Part 2 answer is a letter, candidates should include opening and closing formulae, but need not include postal addresses in their answer. 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 email, candidates need not include to/ from/date/subject details.

Accuracy and appropriacy in emails

Nowadays a significant proportion of written business communication is transmitted electronically, both within the company and to people outside the company.

In some contexts, this technological change may have altered the nature of what people actually write. It may be argued that a new genre has emerged, characterised by brevity, informality and a lack of conventions and even of regard for linguistic accuracy.

However, linguistic inaccuracy and inappropriate informality within electronic business communications is considered unacceptable by many individuals and organisations, and can be counterproductive if employed in real life.

As well as being used informally, email is also widely used within business cultures in which appropriacy and accuracy are perceived to be important, and this is the context of use on which B2 Business Vantage focuses.

Preparation

The preparation activities outlined for B1 Business Preliminary candidates would be equally valuable at this level.

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 B1 Business 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.

Assessment

Examiners and marking

Writing Examiners (WEs) undergo a rigorous process of training and certification before they are invited to mark. Once accepted, they are supervised by Team Leaders (TLs) who are in turn led by a Principal Examiner (PE), who guides and monitors the marking process.

WEs mark candidate responses in a secure online marking environment. The software randomly allocates candidate responses to ensure that individual examiners do not receive a concentration of good or weak responses, or of any one language group. The software also allows for examiners’ marking to be monitored for quality and consistency. During the marking period, the PE and TLs are able to view their team’s progress and to offer support and advice, as required.

Assessment scales

Examiners mark tasks using assessment scales that were developed with explicit reference to the Common European Framework of Reference (CEFR). The scales, which are used across the spectrum of Writing tests for Cambridge English Qualifications for general and higher education, and business, consist of four subscales: Content, Communicative Achievement, Organisation, and Language:

• Content focuses on how well the candidate has fulfilled the task, in other words whether they have done what they were asked to do.

• Communicative Achievement focuses on how appropriate the writing is for the task and whether the candidate has used the appropriate register.

• Organisation focuses on the way the candidate puts together the piece of writing, in other words if it is logical and ordered.

• Language focuses on vocabulary and grammar. This includes the range of language as well as how accurate it is.

Responses are marked on each subscale from 0 to 5.

The assessment scales for B2 Business Vantage Writing on the following page are extracted from the overall Writing scales on page 123.

When marking the tasks, examiners take into account length of responses and varieties of English:

• Guidelines on length are provided for each task. Responses that are too short may not have an adequate range of language and may not provide all the information that is required, while responses that are too long may contain irrelevant content and have a negative effect on the reader. These may affect candidates’ marks on the relevant subscales.

• Candidates are expected to use a particular variety of English with some degree of consistency in areas such as spelling, and not for example switch from using a British spelling of a word to an American spelling of the same word.

B2 Business Vantage Writing Examiners use the following assessment scales, extracted from the overall Writing scales on page 123.

B2 Content Communicative Achievement Organisation Language

5 All content is relevant to the task.

Target reader is fully informed.

Uses the conventions of the communicative task effectively to hold the target reader’s attention and communicate straightforward and complex ideas, as appropriate.

Text is well organised and coherent, using a variety of cohesive devices and organisational patterns to generally good effect.

4 Performance shares features of Bands 3 and 5.

3 Minor irrelevances and/or omissions may be present.

Target reader is, on the whole, informed.

Uses the conventions of the communicative task to hold the target reader’s attention and communicate straightforward ideas.

Text is generally well organised and coherent, using a variety of linking words and cohesive devices.

Uses a range of vocabulary, including less common lexis, appropriately.

Uses a range of simple and complex grammatical forms with control and flexibility.

Occasional errors may be present but do not impede communication.

Uses a range of everyday vocabulary appropriately, with occasional inappropriate use of less common lexis. Uses a range of simple and some complex grammatical forms with a good degree of control.

Errors do not impede communication.

2 Performance shares features of Bands 1 and 3.

1 Irrelevances and misinterpretation of task may be present.

Target reader is minimally informed.

Uses the conventions of the communicative task in generally appropriate ways to communicate straightforward ideas.

Text is connected and coherent, using basic linking words and a limited number of cohesive devices.

Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexis.

Uses simple grammatical forms with a good degree of control.

While errors are noticeable, meaning can still be determined.

0 Content is totally irrelevant. Target reader is not informed. Performance below Band 1.

Question 1

Candidate 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.

Examiner comments

Subscale Mark Commentary

Content 5

Communicative Achievement 5

Organisation 5

Language 5

Candidate B

To: Erica Young

Subject: Meeting

Dear Mr Young:

All the content points are addressed and expanded where relevant to the task. The target reader would be fully informed and able to act on the information given.

The conventions of the communicative task have been used effectively to hold the reader’s attention, to communicate the information concisely and in an appropriate register (I’m really sorry but; Please accept my apologies).

The text is well organised and coherent, using a variety of cohesive devices to good effect (but; because of; which).

The range of vocabulary and grammatical forms is fully appropriate to the task and used with control and accuracy (because of previous arrangements which I can’t change; Jan Korwalski, a very good worker, will go instead of me).

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 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

Subscale Mark Commentary

Content 3 Although minor irrelevances are present (Thanks for your last letter!), the target reader, on the whole, would be informed.

Communicative Achievement 3 Uses the conventions of the task to hold the target reader’s attention and convey the message, although the text lacks concision, which may have an adverse effect on the target reader.

Organisation 3

Language 3

The text is generally well organised and the ideas are linked. There is some suitable use of cohesive devices and other organisational features (This is due to; that day; His name is; I hope this will not cause), although sentences tend to be short and linking words are not always appropriately used.

Uses a range of everyday vocabulary appropriately (head office; international conference; absence; personal assistant). There is a range of simple and complex grammatical forms. Errors are present (inviated; a error; I feel sorry for my absence; Best wish yours) but they do not impede communication.

Question 1

Candidate C

To: Erica Young

C.C:

Subject: Meeting

date: 1 june 2006

Dear ERICA!

Please! give me apologise, but I do not being able to go to the meeting. Becose I have got verry important meeting with our cluent. My colleg Andrei Ivanov go to the head office. Please fixed all our problem with him. His verry rellable person. Examiner comments Subscale

An attempt is made to communicate the message, but there are some irrelevances (Please fixed all our problem with him; His verry rellable person). The target reader is only partially informed since inference is required to understand which meeting is being referred to and that Andrei Ivanov will be deputising for the writer.

Communicative Achievement

1 The conventions of the task are attempted and the writer conveys straightforward ideas, but not always successfully (I do not being able to go to the meeting)

Organisation 1

Language 1

The text is mostly coherent and simple organisational features are present (but; with him) but linking words are not always appropriately used (Becose I have got verry important meeting).

Uses everyday vocabulary generally appropriately (important meeting; head office), but misspelling sometimes distracts (cluent; colleg; rellable). The grammatical structures are mostly simple and some of the errors are noticeable (His verry rellable; Please fixed; My colleg Andrei Ivanov go) although meaning can still be determined.

Question 2

Candidate D

This report deals with the number of customer’s complaints between January 2006 and March 2006 as well as with reasons for those complaints.

Complaints in January stood at 300, but in February the number rocketed to 540 because of a computer system breakdown. Finally, after introducing some improvement in the order system the number of complaints fell back to 230.

We can point out 3 main reasons for these complaints. Firstly, 10% of them were due to incorrect deliveries. In particular, March saw fewer complaints.

Secondly, an excessive time for delivery led to 56% of complaints. The whole delivery system will be reviewed in order to solve the problem.

Finally, 28% of complaints were due to a lack of quality in our products. This will be solved by setting up a new quality section in our process.

4

5

Organisation 5

All content is relevant to the task and the target reader is informed. There is one slip present (10% of them were due to incorrect deliveries).

The conventions of the communicative task have been fully exploited to hold the target reader’s attention. The candidate communicates straightforward and more complex ideas effectively (The whole delivery system will be reviewed in order to solve the problem).

The report is well organised and coherent, with effective use of organisational features throughout. Cohesive devices are used appropriately (as well as; in order to; Firstly; Finally). Good use is also made of referencing (for these complaints; of them; This will be solved).

Uses a range of vocabulary including less common lexis (rocketed to; fell back to; excessive time; lack of; setting up).

Both simple and complex grammatical forms are used with control and flexibility (after introducing; will be reviewed; will be solved by).

Question 2

Candidate E

Report on 2006 first quarter’s customer complaints

Introduction

The aim of this report is to give an explanation to the customer complaints.

Findings

It clearly shows that we had a peak of complaints in February (540) due to the breakdown of our computer system. Fortunately, with the introduction, in March, of an improved order system, the number came again in the average (230). The first reason for complaints (56%) is the time of delivery. In order to improve that, we decided to change our delivery company.

Furthermore, 28% of complaints results of unsatisfaction with the quality of the product, which will be resolved with the purchase of a new machine.

Finally, 16% are due to the delivery of an incorrect order. However, we pointed out fewer in March.

Conclusion

In conclusion, with all the improvements we made, the situation will be better in the futur.

Examiner comments

Subscale Mark Commentary

Content is generally relevant to the task and the target reader would be informed. However, due to the wording of the content element related to time of delivery, the reader is not fully informed on this point.

Uses the conventions of the task, such as headings (Findings; Conclusion) to hold the target reader’s attention effectively and to communicate both straightforward and complex ideas (which will be resolved with the purchase of a new machine), although occasionally a straightforward idea is not communicated effectively (the number came again in the average (230)).

The text is well organised and coherent, using a variety of cohesive devices and organisational patterns to good effect. For example, headings, referencing (It clearly shows; In order to improve that) and linking words (In order to; Furthermore; Finally; However; In conclusion).

Uses a range of appropriate vocabulary, including less common lexis (peak; breakdown; resolved). There is a range of simple and some more complex grammatical structures (Fortunately, with the introduction, in March, of an improved order system). However, some precision of meaning is lost (time of delivery instead of ‘time taken for delivery’).

Although errors are present (came again in the average; 28% of complaints results of unsatisfaction), they do not impede communication.

Question 2

Candidate F REPORT

TO: RITA PATEL, MANAGER, FROM:

DATE: 21 NOVEMBER 2006

SUBJECT: COMPLAINTS FOR PRODUCTS

There are some problem about the mail-order supply over the period Jan-Mar 2006. Customers complaint that there was a computer system breakdown in the month of February 2006. The number received was 540. But hopefully the improved order. Although, the number received was much less compared to the breakdown i.e., 230.

The reason for complaints have been put forward. In March 2006 16% of the products delivered were incorrect. Again the time taken for delivery was also a long term. Moreover the quality of the products being delivered are also not up to the mark i.e. 28%.

Lastly, to come across this vital problems products should be delivered on time and the quality of product needs to be good.

Content

1 Some of the task has been misinterpreted (see first paragraph), leading to considerable irrelevance. The target reader would be minimally informed.

2

Uses the conventions of the report to communicate straightforward ideas in generally appropriate ways (There are some problem about the mail-order supply). However, at times the reader’s attention is not held due to unclear expression of ideas (But hopefully the improved order).

Organisation 2

Uses appropriate everyday lexis and generally simple grammatical forms. There are some attempts at more complex language (The number received; the time taken for delivery).

The text is connected and there are attempts, not always successful, to employ a variety of cohesive devices and other organisational features (Again; Moreover; Lastly). Language 2

There are some noticeable errors although meaning can still be determined (the time taken for delivery was also a long term; to come across this vital problems products should be delivered on time).

40 mins

The paper consists of three parts. Each part comprises a recorded text or texts and a listening task. These include listening for specific information, topic, context, and function, particularly opinion.

There are two formats:

• monologues – including presentations, lectures, briefings and telephone messages

• interacting speakers – including meetings, discussions, interviews and telephone conversations.

Candidates are advised to write their answers in the spaces provided on the question paper. There are 10 minutes at the end of the test to copy the answers onto a separate answer sheet. Candidates indicate their answers by shading a box or writing a word, or words, on a machine-readable answer sheet.

Three short monologues or dialogues of approximately 1 minute each, not linked thematically. Each extract is heard twice. 2 10 10 Matching Listening to identify topic, context, function, etc.

Short monologues; two sections of five short monologues, not linked thematically. Each section is heard twice. 3 8 8 Multiple choice

Following the main points and retrieving specific information from the text.

A monologue, interview or discussion lasting approximately 4 minutes, heard twice.

Total 30 30

The three parts of the Listening paper

PART

1 Note completion

This part tests the candidates’ ability to retrieve factual information.

‡ Sample task and answer key: pages 68, 69 and 73*.

› Each correct answer in Part 1 receives 1 mark.

A series of three short monologues or dialogues: each heard twice. In this part there are three telephone conversations or 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. The gapped texts may be 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. Answers to this part are not designed to be dictation, and some reformulation of the prompt material will be required in order to locate the correct answer.

PART 2 Matching

This part tests the candidates’ ability to identify topic, context, function, etc.

‡ Sample task and answer key: pages 69 and 73*.

› Each correct answer in Part 2 receives 1 mark.

Short monologues; two sections of five monologues each.

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 options A–H. In each section, the eight options form a coherent set and the overall theme or topic is clearly stated in the task rubric. For example, candidates may hear five people talking and have to decide what recommendations consultants made to their company. In this case, the set of options A–H will contain a list of the different recommendations that consultants might make. The two sections always test different topics or business issues. Candidates hear each section twice.

In this part of the Listening test, candidates are being tested on their global listening skills and also on their ability to understand main ideas and identify opinion. In order to answer the questions successfully, candidates have to link what the speaker says to one of the options. It is not possible to establish the answer from a ‘word match’ (although word matches may offer an element of distraction). However, a right answer is always overtly given and candidates are not expected to opt for the ‘best’ answer.

PART 3 3-option multiple choice

This part tests the candidates’ ability to follow the main points of a text and retrieve specific information.

‡ Sample task and answer key: pages 70 and 73*.

› Each correct answer in Part 3 receives 1 mark. Extended conversation or monologue: heard twice.

A longer text, usually lasting approximately 4 minutes, is heard in this part. The text is typically an interview or discussion with two speakers, or possibly a presentation or report with one speaker. There are eight 3-option multiple-choice questions that focus on details and main ideas in the text.

Recording information

The instructions for each task are given on the question paper and are also heard on the recording. Before each text is heard, candidates have time to read through the questions and think about them. The length of this preparation time is indicated on the recording. Candidates should use this time to familiarise themselves with the task and begin to make predictions about what they are likely to hear. A variety of voices, styles of delivery and accents are heard in each Listening paper to reflect the various contexts presented in the recordings.

*The audio files for the sample papers are available at cambridgeenglish.org/bec-vantage/preparation

Preparation

All listening practice is helpful for students, whether authentic or specially prepared.

In particular, discussion should focus on:

• the purpose of talks, conversations or discussions

• the roles of speakers

• the opinions expressed

• the language functions employed

• relevant aspects of phonology – stress, linking and weak forms, etc.

In addition, students should be encouraged to appreciate the differing demands of each task type. It will be helpful not 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 first task is note taking (and therefore productive), 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 second task is a matching exercise, featuring differing styles and registers.

The third task involves correct interpretation, with correct answers sometimes being delivered by more than one speaker. In all three tasks, successful listening depends on reading the questions and rubric carefully, and students should be encouraged to make full use of the pauses during the test to check their answers.

BEC VANTAGE LISTENING

BEC VANTAGE LISTENING

Part 1(questions 1–8)

Part 1(questions 1–8)

Conversation Two (Questions –8)

Conversation Two (Questions 5 –8)

•Look at the form below.

•Look at the form below.

•You will hear a man calling a computer supplier.

HILLS PC SUPPLIES Customer Services

Telephone Message

3 Turn Over ❿

PART ONE Questions 1 –12

PART ONE

Questions 1 –12

•You will hear three telephone conversations or messages.

•You will hear three telephone conversations or messages.

•Write one or two words or a number in the numbered spaces on the notes or forms below.

•Write one or two words or a number in the numbered spaces on the notes or forms below.

•You will hear each recording twice.

•You will hear each recording twice.

Conversation One (Questions –4)

Conversation One (Questions 1 –4)

•Look at the notes below.

•Look at the notes below.

James Firth

James Firth

Caller’s name:

Allen and Brown Ltd

Caller’s name:

Allen and Brown Ltd

Client:

Client:

Item(s) ordered: (5) ...............................................

Item(s) ordered: (5) ...............................................

HPC02345 / 12-3-02

HPC02345 / 12-3-02

order was delivered late by the (6) and was supplied without (7)

order was delivered late by the (6) and was supplied without (7)

Order no./date:

call to apologise and discuss (8)

James Firth Allen and Brown Ltd (5) .................................................. HPC02345/ 12-3-09 order was delivered late by the (6) ............................................... and was supplied without (7) call to apologise and discuss (8)

James Firth Allen and Brown Ltd (5) .................................................. HPC02345/ 12-3-09 order was delivered late by the (6) ............................................... and was supplied without (7) call to apologise and discuss (8)

Order no./date:

call to apologise and discuss (8)

Notes:

Notes:

Action:

Action:

per person

per person

•You will hear a woman telephoning a conference centre office.

NOTES ABOUT SEMINAR

NOTES ABOUT SEMINAR

NOTES ABOUT SEMINAR

NOTES ABOUT SEMINAR

Date:21st February

Date:21st February

Date:21st February

Date:21st February

(1) ................................................................ Time:10 am –4 pm.

(1) Time:10am –4pm. Venue:

Title:

Title:

Title:

(1) ................................................................ Time:10 am –4 pm.

Title:

(1) Time:10am –4pm. Venue:

(2) Topic of extra workshop: (3)

(2) Topic of extra workshop: (3)

Venue:

Venue:

(2) Topic of extra workshop: (3)

(2) Topic of extra workshop: (3)

Amount payable in advance: (4) ................................................................... per person

Amount payable in advance: (4) £

Amount payable in advance: (4) £

2

BEC VANTAGE LISTENING

Part 3(questions 23–30)

28 José Martínez left the first company he worked for because it

set the staff impossible targets.

set the staff impossible targets.

offered insufficient incentives.

A

offered insufficient incentives.

A

provided inadequate support.

B

provided inadequate support.

B

C

C

29 José Martínez finds that popular sports events

29 José Martínez finds that popular sports events

are good places to advertise his service.

are good places to advertise his service.

raise brand awareness through team sponsorship.

A

raise brand awareness through team sponsorship.

A

increase public demand for his products.

B

increase public demand for his products.

B

C

C

What does José Martínez plan to do in the future?

23 –30

PART THREE Questions 23 –30

Questions

•You will hear a radio interview with José Martínez, the Director of Pizza Rapida, a pizza delivery chain in Spain.

•You will hear a radio interview with José Martínez, the Director of Pizza Rapida, a pizza delivery chain in Spain.

•For each question 23 –30 , mark one letter ( A , B or C ) for the correct answer.

•For each question 23 –30 , mark one letter ( A , B or C ) for the correct answer.

•You will hear the recording twice.

•You will hear the recording twice.

23 José Martínez became successful by

23 José Martínez became successful by

taking over a well-known competitor.

taking over a well-known competitor.

establishing an innovative retail business.

A

establishing an innovative retail business.

A

B

B

30 What does José Martínez plan to do in the future?

develop a chain of restaurants

30

develop a chain of restaurants

set up a franchise operation

A

set up a franchise operation

A

B

B

gaining a reputation for high quality.

gaining a reputation for high quality.

C

C

24 Before José Martínez set up his pizza delivery service, he

24 Before José Martínez set up his pizza delivery service, he

C 7

expand into the frozen food market

You now have 10 minutes to transfer your answers to your Answer Sheet.

You now have 10 minutes to transfer your answers to your Answer Sheet.

C 7

tested samples on potential clients.

tested samples on potential clients.

handed out product questionnaires.

A

handed out product questionnaires.

A

assessed demand in different areas.

B

assessed demand in different areas.

B

C

C

25 According to José Martínez, the Spanish fast food business

74 bec handbook | vantage – listening | sample paper

25 According to José Martínez, the Spanish fast food business

is different from that of the U.S.

is different from that of the U.S.

has slowed slightly in its rate of growth.

A

has slowed slightly in its rate of growth.

employs an increasing number of women.

A

employs an increasing number of women.

B

C

C

B

26 José Martínez wants his trainee managers to

26 José Martínez wants his trainee managers to

develop a competitive attitude.

develop a competitive attitude.

try out some of the shop-floor jobs.

A

try out some of the shop-floor jobs.

A

spend some time working abroad.

B

spend some time working abroad.

B

C

C

27 José Martínez believes that at first people invested in Pizza Rapida because they

27 José Martínez believes that at first people invested in Pizza Rapida because they

were attracted by what the company offered.

were attracted by what the company offered.

saw that the shares were performing well.

A

saw that the shares were performing well.

A

thought food companies were a safe investment.

B

thought food companies were a safe investment.

B

C 6

Tapescript

Part 1. Questions 1–12.

Conversation 1. Questions 1–4.

M: Apex Business Centre. How may I help you?

F: Hello. I’m calling about the seminar next week.

M: Erm, which one? We have at least three on next week. Do you remember the name?

F: No, I, er ... wait a minute, I know it’s on the 21st of February.

M: Oh, yes, madam, that would be Successful Selling. It’s a very popular seminar.

F: That’s the one! Now, can you tell me when and where it is, please?

M: Certainly. It’s being run from 10 till 4, and it’s being held at the Central Hotel. It’s next to the university.

F: Oh, yes, I know where that is.

M: Now, could I also mention an additional session we’re offering on the day? There’s a workshop on profit margins starting at 4.30 after the main seminar.

F: Oh, that might be useful ... but I have a meeting to go to ... anyway, how much is it?

M: There’s no charge for the additional session. The day costs £112 for each participant. I can reserve a place for you now, if you like. We do need to have £40 as a deposit, and the balance on the day.

F: Yes, please. My name’s ...

Conversation 2. Questions 5–8.

F: Good morning. Hills PC Supplies.

M: Yes, hello. I want to speak to David Hills.

F: I’m afraid he’s away today. Can I take a message?

M: Well, OK. Tell him it’s James Firth, from Allen and Brown.

F: Certainly.

M: I’m really not happy at all. We ordered a laser printer from you last month and …

F: Let me just find the reference on that … ah yes, HPC02345 … on the 12th of March …

M: Yes. Now, the first problem was the delivery. It came several days after you promised. I don’t see why you use a despatch company if that’s what happens.

F: Oh dear. No.

M: And then, when we took it out of the box, we found 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 …

F: Well, I am sorry, Mr Firth. I’ll check what went 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?

M: Yes. Well, goodbye.

Conversation 3. Questions 9–12.

F: Hello. Thank you for calling the Jefferson 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.

Part 2. Questions 13–22.

Section

1. Questions 13–17.

M: It was just so embarrassing, the whole thing. I mean, being late’s one thing, and I had already got my secretary to phone through and leave a message to say I was running behind 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 …

F: Well, I’m certainly not going to forget that 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.

M: What a lost opportunity. I should’ve made a proper 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.

F: I was so busy preparing all the equipment for the 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.

M: Well, I thought it was a bit strange at the time, 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 2. Questions 18–22.

F: I guess the main weakness is with the image of some of the products. I complained about this last 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 very glad that you can come. I was worried that 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.

F: 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.

M: No, I mean they’ve given me everything I asked for, 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.

F: I just thought I ought to let you know, that following 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 3. Questions 23–30.

F: Good evening and welcome to Business People. 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 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.

M: Thank you.

F: Now, did you do lots of market research before you set up your pizza delivery service?

M: Well, not really. But I did do some basic research 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.

F: But surely Spain isn’t traditionally a fast food market, so why did you think a pizza home delivery service would be successful?

M: Well, I just thought that the same trends which had 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.

F: Great! So you must need an increasing number of staff –but what do you look for in your managers?

M: I try to follow the American system and make sure 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.

F: Pizza Rapida was floated on the Stock Exchange in 1998. Was that a success, too?

M: Yes, it was amazing!

F: Why do you think Pizza Rapida attracted so much investment?

M: I think initially it was largely because the basic 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.

F: What background did you have, or training, to lead to this amazing success?

M: Sales basically. I started my working life as a salesman for a soap company in America. After the initial threemonth 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.

F: Does any aspect of the Spanish lifestyle help you to promote your products?

M: Well, Spaniards are very keen on football, as 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.

F: That sounds like a real winner! And what’s next?

M: Well, one option I was looking at was franchising 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.

F: Well, I wish you every success with that and many thanks ...

If the candidate is ABSENT or has WITHDRAWN shade here

Business Vantage Listening Candidate Answer Sheet

For Part 1: Write your answer clearly in CAPITAL LETTERS. Write one letter or number in each box. For example: 1707

Instructions Use a PENCIL (B or HB). Rub out any answer you want to change with an eraser.

Part 1Recording One For Parts 2 and 3: Mark one box for each answer. For example: If you think A is the right answer to the question, mark your answer sheet like this: Continue on the other side of this sheet

Speaking tasks

The Speaking test consists of three parts. There are two candidates and two examiners. One examiner acts as both interlocutor and assessor and manages the interaction either by asking questions or by providing cues for candidates. The other acts as assessor only and does not join in the interaction.

Task types include short exchanges with the interlocutor; a mini-presentation by each candidate; a collaborative task which candidates do together.

The task focus is exchanging personal and factual information, expressing and finding out about attitudes and opinions. The interlocutor gives an impression mark based on a global achievement scale, while the assessor applies detailed analytical scales and gives separate marks for grammar and vocabulary, discourse management, pronunciation and interactive communication.

1 3 minutes.

Conversation between the interlocutor and each candidate. The interlocutor encourages the candidates to give information about themselves and to express personal opinions.

Giving personal information. Talking about present circumstances, past experiences and future plans, expressing opinions, speculating, and so on.

2 6 minutes (including a 1-minute ‘long turn’ for each candidate).

A ‘mini-presentation’ by each candidate on a business theme.

The candidates are given prompts which generate a short talk on a businessrelated topic.

A collaborative task which candidates do together.

3 5 minutes.

The candidates are presented with a discussion on a business-related topic. The interlocutor extends the discussion with prompts on related topics.

Organising a larger unit of discourse. Giving information and expressing and justifying opinions.

Turn-taking (initiating and responding appropriately), negotiating, collaborating, exchanging information, expressing and justifying opinions, agreeing and/or disagreeing, suggesting, speculating, comparing and contrasting, and decision-making.

The three parts of the Speaking paper

Format

The paired format of the B2 Business Vantage Speaking test (two examiners and two candidates) offers candidates the opportunity to demonstrate, in a controlled but non-threatening environment, their ability to use their spoken language skills effectively in a range of contexts. The test lasts 14 minutes. One examiner, the interlocutor, conducts the test and gives a global assessment mark for each candidate’s performance. The other, the assessor, does not take any part in the interaction but focuses solely on listening to and making an assessment of certain aspects of the candidates’ oral proficiency.

At the end of the Speaking test, candidates are thanked for attending, but are given no indication of the level of their achievement.

The standard format is two examiners and two candidates, and, wherever possible, this is the form which the Speaking test takes. In cases where there is an uneven number of candidates at a centre, the last test of the session is taken by three candidates together instead of two. The test format, test materials and procedure remain unchanged but the timing is longer: 20 minutes instead of 14.

The Speaking paper consists of three parts, each of which is assessed. Throughout the test, the interactional pattern varies: between the interlocutor and each candidate, between the two candidates, and among all three. The patterns of discourse vary within each part of the test.

PART 1 Interview

This part tests the candidates’ ability to respond to questions and expand on responses.

‡ Assessment criteria: page 82.

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 and to provide concise information on where they come from and their job/ studies. Candidates are then required to perform functions such as agreeing and disagreeing, and expressing opinions and preferences (in the second part of Part 1, which focuses on a business-related topic).

PART 2 Long turn

This part tests the candidates’ ability to sustain a ‘long turn’.

‡ Sample task and assessment criteria: pages 78–80 and 82.

The second part of the test is a ‘mini-presentation’. In this part, each candidate is given a choice of three topics and has 1 minute to prepare a piece of extended speech lasting approximately 1 minute. After each candidate has spoken their partner is invited by the interlocutor to ask a question about what has been said.

PART 3 Collaborative task

This p art tests the candidates’ ability to communicate with one another, negotiate, initiate, and respond in an appropriate way.

‡ Sample task and assessment criteria: pages 81 and 82.

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 3 minutes. The interlocutor supports the conversation, if appropriate, and then asks further questions related to the main theme.

Preparation

Candidates should be familiar with the paired assessment as discussed in B1 Business Preliminary (see page 38).

Students need to practise exchanging personal and non-personal information.

At B2 Business 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 2 and 3, 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 requesting 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 1 minute). Discussion activities as well as giving short talks or presentations should help to develop this skill.

In the final discussion in the B2 Business 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 are beneficial. Group or class discussions may be valuable ways of developing these skills.

Note: In some centres candidates from the same school are paired together. However, where candidates from a number of different educational establishments are entered at the same centre, some candidates may find that they are paired with a candidate from another establishment. Students should check with the centre through which they are entering to find out the local procedure.

Tasks are included from Parts 2 and 3 of the Speaking test, together with the interlocutor frame for these parts.

Material is not included for Part 1, in which the interlocutor asks the candidates questions directly, rather than asking them to perform a task (for further information, see page 76).

Your company has decided to offer a 2-week work experience programme for a small group of business students. You have been asked to help with the preparations for this programme Discuss the situation together and decide: what kinds of work experience should be offered to the students how the participants should be selected

Selecting staff for promotion

Attitude to work

Current performance

Considering a career change

Further study or training

Opportunities for future promotion

Planning an advertising campaign

Market research

Selecting appropriate medium

Sample Part 2Example

Entertaining clients

Types of activities

Cost of activities

6 minutes (8 minutes for groups of three)

PART 2

Now, in this part of the test, I'm going to give each of you a choice of three different topics. I'd like you to select one of the topics and give a short presentation on it for about a minute. You will have a minute to prepare this and you can make notes if you want. After you have finished your talk, your partner will ask you a question. All right? Here are your topics. Please don't write anything in the booklets.

Select from the following additional prompts (if the above have already been covered): How important is the

? (Why?)

[Hand each candidate a Part 2 booklet (open at appropriate task) and a pencil and paper for notes.]

are involved in entertaining clients? (Why/Why not?)

Is it important

Renting retail premises

Location Length of contract

Select from the following additional prompts (if the above have already been covered):

of the premises? (Why?)

Now, B , which topic have you chosen, A, B or C?

60 seconds

Would you like to talk about what you think is important when [interlocutor states candidate's chosen topic] ?

A , please listen carefully to B' s talk, and then ask him/her a question about it.

Thank you. Now, A , please ask B a question about his/her talk. Now, A , which topic have you chosen, A, B or C?

about 60 seconds

Would you like to talk about what you think is important when [interlocutor states candidate's chosen topic] ?

? (Why?) How important is it to consider the

How important is

What is important when…?

C:

Deciding on packaging for products

Image Production process

Why is image important?

How important is it to consider the production process ? (Why?)

Back up questions

Select from the following additional prompts (if the above have already been covered):

How important is the cost of the packaging? Is it essential to carry out market research before deciding on the packaging? (Why/Why not?)

B , please listen carefully to A 's talk, and then ask him/her a question about it.

Thank you. Now, B , please ask A a question about his/her talk.

Thank you. Can I have the booklets, please?

[Retrieve Part 2 booklets, pencils and paper.]

about 60 seconds

5 minutes (7 minutes for groups of three)

3

Your company has decided to offer a 2-week work experience programme for a small group of business students. You have been asked to help with the preparations for this programme Discuss the situation together and decide: what kinds of work experience should be offered to the students how the participants should be selected

Now, in this part of the test you are going to discuss something together.

[Hold the Part 3 booklet open at the task while giving the instructions below.] You will have 30 seconds to read this task carefully, and then about three minutes to discuss and decide about it together. You should give reasons for your decisions and opinions. You don't need to write anything. Is that clear?

[Place the booklet open at task 1 in front of the candidates so they can both see it.]

30 seconds

I'm just going to listen and then ask you to stop after about three minutes. Please speak so that we can hear you. about

Can I have the booklet, please?

[Select one or more of the following questions as appropriate, to redress any imbalance between candidates in Part 3, or to extend the discussion.]

• What other preparations would the company make before having work experience students? (Why?)

• What are the advantages to a company of offering a work experience programme to business students? (Why?)

• In what other ways can businesses develop close links with the community?

• What do you think is the most useful kind of work experience for business students? (Why?)

• What help would you give a student on their first day of work experience? (Why?)

• What areas of business would you like to have more experience of? (Why?) Thank you. That is the end of the test.

3 minutes

Assessment

Examiners and marking

The quality assurance of Speaking Examiners (SEs) is managed by Team Leaders (TLs). TLs ensure that all examiners successfully complete examiner training and regular certification of procedure and assessment before they examine. TLs are in turn responsible to a Professional Support Leader (PSL) who is the professional representative of Cambridge English for the Speaking tests in a given country or region.

Annual examiner certification involves attendance at a face-toface meeting to focus on and discuss assessment and procedure, followed by the marking of sample Speaking tests in an online environment. Examiners must complete standardisation of assessment for all relevant levels each year and are regularly monitored during live testing sessions.

Assessment scales

Throughout the test candidates are assessed on their own individual performance and not in relation to each other. They are awarded marks by two examiners: the assessor and the interlocutor. The assessor awards marks by applying performance descriptors from the analytical assessment scales for the following criteria:

• Grammar and Vocabulary

• Discourse Management

• Pronunciation

• Interactive Communication.

The interlocutor awards a mark for global achievement using the global achievement scale.

Assessment for B2 Business Vantage is based on performance across all parts of the test, and is achieved by applying the relevant descriptors in the assessment scales.

B2 Business Vantage Speaking Examiners use a more detailed version of the following assessment scales, extracted from the overall Speaking scales on page 122.

B2 Grammar and Vocabulary Discourse Management Pronunciation Interactive Communication

5 Shows a good degree of control of a range of simple and some complex grammatical forms. Uses a range of appropriate vocabulary to give and exchange views on a wide range of familiar topics.

Produces extended stretches of language with very little hesitation.

Contributions are relevant and there is a clear organisation of ideas.

Uses a range of cohesive devices and discourse markers.

Is intelligible.

Intonation is appropriate. Sentence and word stress is accurately placed.

Individual sounds are articulated clearly.

4 Performance shares features of Bands 3 and 5.

3 Shows a good degree of control of simple grammatical forms, and attempts some complex grammatical forms.

Uses a range of appropriate vocabulary to give and exchange views on a range of familiar topics.

Produces extended stretches of language despite some hesitation.

Contributions are relevant and there is very little repetition.

Uses a range of cohesive devices.

Is intelligible. Intonation is generally appropriate.

Sentence and word stress is generally accurately placed.

Individual sounds are generally articulated clearly.

2 Performance shares features of Bands 1 and 3.

1 Shows a good degree of control of simple grammatical forms.

Uses a range of appropriate vocabulary when talking about everyday situations.

Produces responses which are extended beyond short phrases, despite hesitation.

Contributions are mostly relevant, despite some repetition.

Uses basic cohesive devices.

Is mostly intelligible, and has some control of phonological features at both utterance and word levels.

Initiates and responds appropriately, linking contributions to those of other speakers.

Maintains and develops the interaction and negotiates towards an outcome.

Initiates and responds appropriately.

Maintains and develops the interaction and negotiates towards an outcome with very little support.

Initiates and responds appropriately.

Keeps the interaction going with very little prompting and support.

0

B2 Global achievement

Performance below Band 1.

5 Handles communication on a range of familiar topics, with very little hesitation. Uses accurate and appropriate linguistic resources to express ideas and produce extended discourse that is generally coherent.

4 Performance shares features of Bands 3 and 5.

3 Handles communication on familiar topics, despite some hesitation.

Organises extended discourse but occasionally produces utterances that lack coherence, and some inaccuracies and inappropriate usage occur.

2 Performance shares features of Bands 1 and 3.

1 Handles communication in everyday situations, despite hesitation.

0

Constructs longer utterances but is not able to use complex language except in well-rehearsed utterances.

Performance below Band 1.

A Speaking assessment glossary of terms is available on pages 124–125.

1 hour

The paper consists of a range of business-related texts and accompanying tasks. A text may consist of several short sections. There are six parts. Parts 1 to 3 test candidates’ reading comprehension skills. Parts 4 to 6 test candidates’ understanding of the meaning of written English at word, phrase, sentence and paragraph level. Candidates indicate answers by shading a box or writing a word on a machine-readable answer sheet.

1 8 8

Matching Reading for gist and global meaning.

Matching task involving either a single text or five short, related texts (approx. 450 words in total). 2 6 6

Matching Text structure and detail.

An authentic business-related text with sentence-length gaps. Whole text approximately 450–500 words in total. 3 6 6 Multiple choice Understanding general points and specific details.

A 4-option multiple-choice task involving a longer text based on authentic source material (approx. 500–600 words). 4 10 10

Multiple-choice cloze Vocabulary and text structure.

A single business-related text with mainly lexical gaps (approx. 250 words). 5 10 10

Single business-related text with structure and discourse gaps (approx. 250 words). 6 12 12

Total 52 52

Open cloze Text structure and discourse features.

Proofreading Understanding sentence structure; error identification.

Short text (approximately 150–200 words). Identification of additional unnecessary words in text.

The six parts of the Reading paper

PART 1 Matching

In this part, there is an emphasis on reading for gist and global meaning.

‡ Sample task and answer key: pages 87 and 92.

› Each correct answer in Part 1 receives 1 mark.

This is a matching task involving either a single text or five related shorter texts. Examples are a set of related product descriptions, a set of advertisements (for instance, for different types of services), notices, book reviews, short newspaper items on related topics or a single magazine article divided into five sections. Texts may be edited, but the source is authentic. They are identified as texts A–E. There are eight questions, each of which is one sentence, numbered 1–8. Each sentence is a statement which can be matched with only one of the texts. The candidate’s task is to read the sentence and then scan the texts for the one to which the sentence applies. Candidates are tested on whether they can understand the language of the question and relate it to the meaning of the text, which is expressed in different language.

PART 2 Matching

In this part, there is an emphasis on structure and reading for detail.

‡ Sample task and answer key: pages 88 and 92.

› Each correct answer in Part 2 receives 1 mark.

This is a gapped text with six sentence-length gaps. The text comes from an authentic business-related source, although it may be edited. Sources include business articles from newspapers or magazines, books on topics such as management, and company literature such as annual reports. Candidates have to read the text and then identify the correct sentence to fill each gap from a set of eight sentences marked A–H. Sentence H is the example, and one other sentence is a distractor which does not fit any of the gaps. Understanding, not only of the meaning of the text but of some of the features of its structure, is tested.

PART 3 4-option multiple choice

In this part, there is an emphasis on understanding general points and specific details.

‡ Sample task and answer key: pages 89 and 92.

› Each correct answer in Part 3 receives 1 mark.

This task consists of a text accompanied by 4-option multiplechoice questions. The stem of a multiple-choice item may take the form of a question or an incomplete sentence. There are six questions, 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 sources are authentic.

PART 4 4-option multiple-choice cloze

This part tests the candidates’ knowledge of lexis and text structure.

‡ Sample task and answer key: pages 90 and 92.

› Each correct answer in Part 4 receives 1 mark.

This task is a modified cloze: in other words, a gapped text in which the gaps are carefully chosen. There are 10 multiple-choice questions, most of which test vocabulary. The candidate’s task is to choose the correct option from the four available to fill each gap.

PART 5 Open cloze

This part tests the candidates’ understanding of how texts are structured and their ability to follow the detailed meaning and argument of a text.

‡ Sample task and answer key: pages 91 and 92.

› Each correct answer in Part 5 receives 1 mark.

This task is an open cloze: a gapped text in which the candidate has to supply the word to fill each gap. There are 10 questions. Gaps are formed by rational deletion, being chosen rather than simply those which occur if (for example) every seventh word is deleted. The focus is on structure and coherence/cohesion in the text. Items tested may be prepositions, auxiliary verbs, pronouns, conjunctions, etc.

PART 6 Proofreading

This part tests candidates’ understanding of sentence structure and their ability to identify errors.

‡ Sample task and answer key: pages 91 and 92.

› Each correct answer in Part 6 receives 1 mark.

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 12 numbered lines, which are the test questions. Further lines at the end may complete the text, but these are not test questions.

Preparation General

• Make sure that the students read as widely as possible in class and at home. Classroom reading can include a range of reading texts from authentic sources such as business magazines and web pages, as well as Business English coursebooks. Encourage students to interact fully with each text by focusing on prereading questions. These stimulate interest in the topic dealt with by the text and train students in prediction techniques.

• It is useful for students to refer to dictionaries and grammar books while studying. However, they should also be encouraged to read texts without thinking that they need to understand every word. They are not allowed to use a dictionary in the examination and they should be trained to try to guess the meaning of unknown words from the context. Students sometimes spend too long processing the text at word level rather than trying to get a more ‘top down’ view of what it is about.

• It is important to make sure that the students are familiar with the standard format of the test by going through the sample materials with them.

• Make sure that the students are familiar with the instructions on the front page of the question paper, and for each part of the test. They should also be familiar with the technique of indicating their answer on the separate answer sheet, so that they can do this quickly and accurately. They will need to be shown how to do this and to practise in a timed exercise. They need to think about the relative merits of transferring their answers onto the answer sheet at the end of each task or waiting until the end of the test. If they find it difficult to complete the parts in the time allowed, it may be wiser to transfer answers after each part.

• When students are familiar with the different task types, it is a good idea to discuss which parts take them longer to complete. Following this discussion you may wish to suggest possible timings for each task. Students may prefer to attempt the tasks which they find easier first. The outcome of the discussion will also help you to decide which sections of the paper to focus on for further practice and may lead on to assistance with faster reading strategies.

• Remind students to check the spelling of their answers to Parts 5 and 6, as incorrect spelling is penalised, and to write clearly and in capital letters.

PART 1

• Present students with sets of related short texts (e.g. job advertisements, advertisements for hotels) from newspapers, magazines and brochures.

• Longer texts may also be divided into subheaded sections.

• Students should be encouraged to identify facts or ideas within each text, describing how the texts are similar and what differences they contain.

• The register or style of the task sentences is likely to differ from that of the texts, and students should be given practice in recognising the same information in different styles, e.g. by rewriting advertisements in objective prose.

• The task is designed to go beyond simple word-matching, and students will need to practise paraphrasing.

• Activities that help students to identify target information from otherwise superfluous text (e.g. choosing what to watch from television listings) would be beneficial.

• Above all, students should treat the task as an example of information-processing skills which are frequently employed in social and professional life.

PART 2

• This task requires an overt focus on cohesion and coherence to which many students may not be accustomed.

• It is helpful for students to reassemble texts that have been cut up, discussing why texts fit together as they do.

• It is useful for students to discuss why sentences do or do not fit together.

• Students can benefit from altering the cohesion of texts to make sentences that do not fit together do so, and vice versa.

• Since culture affects discourse, including the order of argument development, discussions exploring this are beneficial.

• The cut and paste functions of word-processing, where available, can be exploited for this task.

PART 3

• Multiple-choice questions are a familiar and long-standing type of test; here they are used to test opinion and inference rather than straightforward facts.

• Correct answers are designed not to depend on simple word-matching, and students’ ability to interpret paraphrasing should be developed.

• Students should be encouraged to pursue their own interpretation of relevant parts of the text and then check their idea against the options offered, rather than reading all the options first.

• It could be useful for students to be given perhaps one of the wrong options only, and for them to try to write the correct answer and another wrong option.

PART 4

• It is important for students to appreciate that the correct answer in each case is correct in relation to the gap itself, rather than in relation to the other three options.

• It is worth emphasising that this task tests lexical and collocational knowledge, and that the best (if not the only) route to this knowledge is to read widely within the kinds of texts that the task employs.

• It is worth discussing what aspects of linguistic knowledge are tested (collocations, fixed phrases, register, etc.).

• It might be useful to give students gapped texts and have them produce alternative words which fit or do not fit the gaps.

• Any vocabulary-building activity is likely to be helpful in preparing for this task.

PART 5

• The kinds of words which are gapped may well correspond to the kinds of errors students make; therefore discussion of photocopied examples of students’ compositions could be helpful.

• Students should be encouraged to circle the word or words in the text that dictate what the answer is, in order for them to see that such clues to the answer may be either adjacent to the gap or several words distant.

• Students should brainstorm various likely words which might fit a particular gap, and then discuss why others do not fit.

• Students could be given several possible answers for a gap and discuss why the correct answer is correct.

• This task tests grammatical and structural aspects of language, and any practice in these areas is beneficial.

PART 6

• Students should be reminded that this task represents a kind of editing that is common practice, even in their first language.

• Any work on error analysis is likely to be helpful for this task.

• A reverse of the exercise (giving students texts with missing words) might prove beneficial.

BEC HIGHER READING

BEC

Part 5(questions 31–40) and Part 6(questions 41–52)

READING Part 5(questions 31–40) and Part 6(questions 41–52)

PART FIVE

PART FIVE

PART SIX

PART SIX Questions 41 –52

Questions 41 –52

Questions 31 –40

Questions 31 –40

•Read the text below about writing good covering letters.

•Read the text below about writing good covering letters.

•In most of the lines 41 –52 there is one extra word.It is either grammatically incorrect or does not fit in with the meaning of the text. Some lines, however, are correct.

•If a line is correct, write CORRECT on your Answer Sheet

•If a line is correct, write CORRECT on your Answer Sheet

•If there is an extra word in the line, write the extra word in CAPITAL LETTERSon your answer sheet.

•If there is an extra word in the line, write the extra word in CAPITAL LETTERSon your answer sheet.

•The exercise begins with two examples, ( 0 ) and ( 00 ).

).

Examples0 C O R R E C T 00 Y O U

Examples0 C O R R E C T 00 Y O U

DON’T GET “FILED IN THE BIN”

DON’T GET “FILED IN THE BIN”

covering letter doesn’t just get ‘filed’ in the rubbish bin? Firstly, you

0

When you’re applying for a job, what can you do to ensure that your 00

always remember that the purpose of a covering letter is there to

complement for your CV. This means it should flesh out and explain

complement for your CV. This means it should flesh out and explain

42

43

clearly through any points that the CV alone doesn’t deal with and that

therefore might otherwise be missed out by prospective employers.

clearly through any points that the CV alone doesn’t deal with and that 44

therefore might otherwise be missed out by prospective employers. 45

•Read the article below about working abroad.

•Read the article below about working abroad.

•For each question 31 –40 , write one word in CAPITAL LETTERS on your Answer Sheet.

•For each question 31 –40 , write one word in CAPITAL LETTERS on your Answer Sheet.

An increasing number of people are finding (0) necessary to spend at least part of their working life abroad. An international career used to be something people opted into from choice, but (31)

many it has now become a requirement of staying in work. You do not have to be working in a huge multi-national corporation to find (32) being asked to work abroad. Companies that not so (33) years ago reserved foreign travel for directors, are now sending middle managers and even new recruits on projects overseas. The characteristics of international travel will vary widely. For some people it will mean that they will occasionally have to spend a (34)

For example, if you’re looking to change in industries, then your letter

ought to explain them why you want to make the move, what your

motivation is, and what you hope to achieve. If your CV shows that you

•There is an example at the beginning, ( 0 ).

IT

IT

WORKING ABROAD

100 bec handbook | higher – reading | sample paper

original national identity. The growing demand for people with the skills and experience to work in cross-national contexts places a premium on those who have developed the skills to enable them to rise to that challenge. (37)

is needed is flexibility and adaptability, both of (38)

47

ought to explain them why you want to make the move, what your 47

45 48

arise from a state of mind rather than from innate ability. Teamworking skills are also important and (39)

is the ability to communicate effectively, especially (40)

a university degree or a vocational diploma), so you’ll need to explain

don't hold a relevant qualification that the job ad has specified it (say, 49

why you should still be considered. It’s not easy, and often writing the

50

a university degree or a vocational diploma), so you’ll need to explain 50

why you should still be considered. It’s not easy, and often writing the 51

letter can take twice as long as writing your CV. But because to some

extent that is how it should be: a CV is a formal, with structured document that simply imparts information, whereas a letter is your chance to make an impression.

motivation is, and what you hope to achieve. If your CV shows that you 48 11

For example, if you’re looking to change in industries, then your letter 46 11

letter can take twice as long as writing your CV. But because to some 52

52

long distances, via new communications technologies, such as videoconferencing and teleconferencing. An international career requires a variety of skills. The time to begin preparing for such a career is now.

•There is an example at the beginning, ( 0 ). Example0 10

1

Page

Name

3 1 2 5 Part 1 4 6 7 A B C D A B C D A B C D A B C D A B C D A B C D A B C D 8 A B C D E E E E E E E E Part 2 9 12 10 11 A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G 13 14 A B C D E F G H H H H H H Part 3 A B C D A B C D A B C D A B C D A B C D A B C D 15 16 17 18 19 20 Part 4 A B C D A B C D A B C D A B C D A B C D 21 22 23 24 25 A B C D A B C D A B C D A B C D A B C D 26 27 28 29 30 33747 33747 Do not write below here Do not write below here OFFICE USE ONLYDO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE Page 2 of 2 OFFICE USE ONLYDO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE Page 2 of 2 Part 5 35 36 37 38 40 42 39 41 43 44 45 34 1 0 34 1 0 35 1 0 36 1 0 37 1 0 38 1 0 39 1 0 40 1 0 41 1 0 42 1 0 43 1 0 44 1 0 45 31 32 33 1 0 31 1 0 32 1 0 33 Part 6 46 47 48 49 1 0 46 1 0 47 1 0 48 1 0 49 50 51 52 1 0 50 1 0 51 1 0 52 33747 33747 93 C1 Business Higher Reading answer sheet C1 Higher Reading

C1 Business Higher Writing tasks

1 hour 10 mins

The paper consists of two compulsory business-related writing tasks in response to stimuli provided and for a given purpose and target reader.

In the first task candidates are required to write a short report. In the second task candidates are required to write either a report or a proposal or a piece of business correspondence.

Part 1 carries one-third of the total marks available and Part 2 carries two-thirds of the total marks available. Candidates write their answers on the question paper.

Part Task types

1

A short report 120–140 words

A report, proposal or piece of business correspondence.

One task chosen from three possible options.

200–250 words.

Describing or comparing figures from graphs, charts or tables.

Candidates are required to produce a report based on a rubric and graphic input. 2

Report: describing, summarising. Correspondence: e.g. explaining, apologising, reassuring, complaining. Proposal: describing, summarising, recommending, persuading.

Candidates are required to produce a report, proposal or piece of business correspondence based on a rubric and possibly supplemented by a brief input text.

The two parts of the Writing paper

Part 1 of the Writing test carries one-third of the total marks available and Part 2 carries two-thirds of the total marks available.

PART 1

This part tests the candidate’s ability to produce a short report in reference to graphic input.

‡ Sample questions and scripts: pages 96 and 99–100.

Task type and focus

A short report. The medium may be a memo or email. The range of functions in the task may include describing or comparing figures from graphic input.

Task format

This is a guided writing task, in which the candidate produces a brief (120–140-word) report. The task provides a realistic situation in which it is necessary to analyse graphic information and express it in words. The input may consist of graphs, bar charts, pie charts or tables of the type frequently used in the business pages of newspapers, company reports and brochures.

PART 2

This part tests the candidate’s ability to produce a report, proposal or piece of business correspondence.

‡ Sample questions and scripts: pages 96 and 101–106.

Task type and focus

A report, proposal or piece of business correspondence. The range of functions in the tasks may include describing, summarising, explaining, apologising, complaining, recommending or persuading.

Task format

In most parts of the Writing tests, all candidates are required to perform the same task because there is no danger of individuals or groups of candidates being disadvantaged by that task. The exception is C1 Business Higher Writing Part 2: in order to generate the range of language that is characteristic of this level of language learner, the input is broad and non-specific, resulting in a relatively high background knowledge requirement from the candidate. If there were no choice of tasks this could disadvantage some candidates, so a choice of tasks is given.

Candidates choose from three options: a report, proposal or a piece of business correspondence. The task is supplied by the rubric, which provides an authentic reason for writing, and indicates for whom the piece of writing is being produced. The input is therefore more detailed and specific than that of the traditional ‘essay question’.

Task type

There is no significant difference between the format required for proposals and reports. At this level, reports must be clearly organised and should make some attempt at report format: for example, there should be paragraphs, a heading, introduction and/or conclusion. There is no particular requirement for subheadings, and some widely taught subheadings – introduction, terms of reference, findings, etc. – will not necessarily be appropriate for all tasks.

Accuracy and appropriacy in emails

Nowadays a significant proportion of written business communication is transmitted electronically, both within the company and to people outside the company.

In some contexts, this technological change may have altered the nature of what people actually write. It may be argued that a new genre has emerged, characterised by brevity, informality and a lack of conventions and even of regard for linguistic accuracy. However, linguistic inaccuracy and inappropriate informality within electronic business communications is considered unacceptable by many individuals and organisations, and can be counterproductive if employed in real life.

As well as being used informally, email is also widely used within business cultures in which appropriacy and accuracy are perceived to be important, and this is the context of use on which C1 Business Higher focuses.

Preparation

The first writing task involves the kind of graphic input of information that is common in the business world, and candidates should be exposed to a wide range of examples of graphs and charts from newspapers, magazines, company literature, etc. The interpretation involved is the translating of the graphic input into prose, rather than the recommending of action. Candidates should have practice in the clear and concise presentation of written information. Specific vocabulary and phrasing should also be developed.

The second writing task requires candidates to plan carefully in order to be able to produce successful answers. Exposure to and discussion of as wide a range as possible of relevant texts would be beneficial. Candidates should be given practice in considering:

• the target reader

• the purpose of writing

• the requirements of the format (letter, report, etc.)

• the main points to be addressed

• the approximate number of words to be written for each point

• suitable openings and closings

• the level of formality required.

Examiners and marking

Writing Examiners (WEs) undergo a rigorous process of training and certification before they are invited to mark. Once accepted, they are supervised by Team Leaders (TLs) who are in turn led by a Principal Examiner (PE), who guides and monitors the marking process.

WEs mark candidate responses in a secure online marking environment. The software randomly allocates candidate responses to ensure that individual examiners do not receive a concentration of good or weak responses, or of any one language group. The software also allows for examiners’ marking to be monitored for quality and consistency. During the marking period, the PE and TLs are able to view their team’s progress and to offer support and advice, as required.

Assessment scales

Examiners mark tasks using assessment scales that were developed with explicit reference to the Common European Framework of Reference (CEFR). The scales, which are used across the spectrum of Writing tests for Cambridge English Qualifications for general and higher education, and business, consist of four subscales: Content, Communicative Achievement, Organisation, and Language:

• Content focuses on how well the candidate has fulfilled the task, in other words if they have done what they were asked to do.

• Communicative Achievement focuses on how appropriate the writing is for the task and whether the candidate has used the appropriate register.

• Organisation focuses on the way the candidate puts together the piece of writing, in other words if it is logical and ordered.

• Language focuses on vocabulary and grammar. This includes the range of language as well as how accurate it is.

Responses are marked on each subscale from 0 to 5.

The assessment scales for C1 Business Higher Writing on the following page are extracted from the overall Writing scales on page 123.

When marking the tasks, examiners take into account length of responses and varieties of English:

• Guidelines on length are provided for each task; responses that are too short may not have an adequate range of language and may not provide all the information that is required, while responses that are too long may contain irrelevant content and have a negative effect on the reader. These may affect candidates’ marks on the relevant subscales.

• Candidates are expected to use a particular variety of English with some degree of consistency in areas such as spelling, and not for example switch from using a British spelling of a word to an American spelling of the same word.

C1 Business Higher Writing Examiners use the following assessment scales, extracted from the overall Writing scales on page 123.

C1 Content Communicative Achievement Organisation Language

5 All content is relevant to the task.

Target reader is fully informed.

Uses the conventions of the communicative task with sufficient flexibility to communicate complex ideas in an effective way, holding the target reader’s attention with ease, fulfilling all communicative purposes.

Text is a well-organised, coherent whole, using a variety of cohesive devices and organisational patterns with flexibility.

4 Performance shares features of Bands 3 and 5.

3 Minor irrelevances and/or omissions may be present.

Target reader is, on the whole, informed.

Uses the conventions of the communicative task effectively to hold the target reader’s attention and communicate straightforward and complex ideas, as appropriate.

Text is well organised and coherent, using a variety of cohesive devices and organisational patterns to generally good effect.

2 Performance shares features of Bands 1 and 3.

1 Irrelevances and misinterpretation of task may be present.

Target reader is minimally informed.

0 Content is totally irrelevant.

Target reader is not informed.

Uses the conventions of the communicative task to hold the target reader’s attention and communicate straightforward ideas.

Text is generally well organised and coherent, using a variety of linking words and cohesive devices.

Uses a range of vocabulary, including less common lexis, effectively and precisely.

Uses a wide range of simple and complex grammatical forms with full control, flexibility and sophistication.

Errors, if present, are related to less common words and structures, or occur as slips.

Uses a range of vocabulary, including less common lexis, appropriately.

Uses a range of simple and complex grammatical forms with control and flexibility. Occasional errors may be present but do not impede communication.

Uses a range of everyday vocabulary appropriately, with occasional inappropriate use of less common lexis.

Uses a range of simple and some complex grammatical forms with a good degree of control.

Errors do not impede communication.

Performance below Band 1.

Question 1

Candidate A

As it is shown in the chart, Carda has the lowest purchase price of the three machines. However, its running costs is the highest at $1.200. and its warranty reaches just over $150. KD. On the other hand, offers the best waranty and its price is just $100. over Carda’s but its running cost is only $900 compared with that of Carda’s. Sebu is the most expensive one and its guarranty is the lowest. In spite of having the lowest running cost of the three machines, Sebu doesn’t seem to be the best choice. Comparing the expected running costs for two years Carda is just $100 higher than the KD and Sebu. Therefore KD is likely to be the most efficient machine with the best warranty offered.

Examiner comments

Subscale Mark Commentary

3

Content

Communicative Achievement

All the bar charts are referred to and there are successful attempts at comparison. However, KD is unclear and the comparison should be for expected total costs not expected running costs. The target reader would be mostly informed although some figures are missing.

1 The report uses the conventions of the task to communicate straightforward ideas and generally holds the reader’s attention.

Organisation 2 The text is well organised within one paragraph and uses some simple linking words (However, In spite of, Therefore).

Language 2 A range of simple grammatical forms are used with control. The report uses a range of comparative vocabulary appropriately (In spite of having the lowest running cost).

Candidate B

Report of Cost Comparison of Three Photocopiers

This is a report to provide data of the cot of buying three different photocopiers, comparing costs of purchase, warranty and running costs of the following trade marks: Carda, KD, and Sebu.

Carda offers the best purchase price. The amount necessary to acquire it is $600.00, although running costs show a huge amount of $1,200.00 for initial 2-year period, and warranty is at a stable price of $100.00.

KD offers the second best purchase price, around $700.00, with the best warranty offered - $200.00 for initial 2-year period. However, running costs show an expense of $900.00 for the same period. Finally, Sebu offers the highest purchase price, $1,000.00, as well as the lowest warranty costs (less then $100.00), and reasonable running cost, calculated in $600.00 for initial 2-year period. Card shows total cost expected for this period $1,900; KD $1,800; and Sebu $1,800.

Examiner comments

Subscale Mark Commentary

Content 4

Communicative Achievement 3

Organisation 3

Language 2

All the content is addressed with relevant comparison between the different photocopiers (KD offers the second best purchase price … as well as the lowest warranty costs). However, some of the information relating to KD is incorrect, meaning that the target reader would only be partially informed.

The report uses the conventions of the communicative task effectively to hold the reader’s attention with a simplistic approach which lists the figures one by one.

The text is well organised using appropriate paragraphing and a title. The text is linked and coherent using some simple linking words (although, However, Finally) to generally good effect, although the conclusion is not linked.

The report uses a range of vocabulary and collocation effectively (reasonable running cost). There are some minor slips with spelling (cot, Card) and use (stable), but these do not impede communication. Simple grammatical structures are used with some control.

Question 1

Candidate C

THE PURCHASE PRICE OF CARDA PHOTOCOPIER IS THE LOWEST: $600, BUT ITS RUNNING COST IS THE HIGHEST: $1,200. ALSO THE TOTAL COST FOR CARDA IS THE LESS ATTRACTIVE, THE WARRANTY PRICE IS NEAR $100. THE TOTAL COST FOR CARDA IS $1,900.

TO BUY THE KD PHOTOCOPIER IT WOULD HAVE TO BE SPENT $1.800 INCLUDING THE TWO YEARS RUNNING PERIOD WHICH WOULD COST AROUND $900 AND THE

Examiner comments

Subscale Mark Commentary

Content 2

Communicative

Achievement

WARRANTY WOULD BE $200. THE MACHINE PRICE WOULD BE $700. IT IS $100 LOWER THAN CARDA.

THE SPENDURE WOULD BE JUST BELLOW $100. COMPAIRING THE RUNNING COSTS, THE ONE OF SEBU’S WOULD BE THE BEST BUT THE PRICE OF THE MACHINE IS $1.000, THIS MEANS THAT IT IS THE MOST EXPENSIVE MACHINE BUT ITS TOTAL PRICE IS THE SAME AS THE SEBU’S

All the bar charts are referred to but there are attempts at comparison which are not entirely successful (the total cost for Carda is the less attractive). The information for Sebu is incomplete and so the target reader would only be partially informed.

0 Whilst the report communicates some simple ideas using short sentences, errors are significant and interfere with continuous reading, therefore the target reader’s attention is not held.

Organisation 0 The text uses paragraphs and a limited number of linking words (but, and) but lacks coherence.

Language 0

Candidate D

A number of spelling and tense errors are present (it would have to be spent, spendure, bellow, compairing) which are distracting, and there is no evidence of control of complex structures.

Comparison of three different photocopiers

This report is based on the figures of the cost of buying, the cost of a warranty and the expected running costs of three photocopiers.

The Carda photocopier produces the highest running costs with $1,200 but it also has the lowest purchase price with $600. The warranty costs are compared to the ones of KD ($200) fairly low. Nevertheless Sebu has the lowest warranty costs with $100.

Examiner comments

Subscale Mark Commentary

Content 4

KD’s purchase price is as high as Sebu’s running costs, namely $700. But the purchase price for a Sebu photocopier is with $1100 far higher than KD’s. The running costs of KD’s photocopier is with $900 in between the other two photocopier models.. Overall the Carda photocopier will be the most expensive of those three for the initial 2-year period. KD’s photocopier would be the cheapest but it also has the highest warranty costs.

All the bar charts are referred to with appropriate expansion. However, the total costs for Sebu are omitted and the final sentence is inaccurate (KD’s photocopier would be the cheapest). The target reader would be informed.

Communicative Achievement 2 The report uses consistently appropriate register, however both simple and complex ideas are not always effectively communicated.

Organisation 2 The text is organised in paragraphs with a title and an introduction. However, the paragraphs are not always coherent. Some linking words are used effectively (but, Nevertheless).

Language 2

A range of vocabulary and effective collocation is used (fairly low, far higher). Comparative forms are used with good control (KD’s purchase price is as high as Sebu’s running costs). Complex grammar is generally well controlled but errors and a lack of punctuation affect meaning.

Question 2

Candidate E

Why we should adopt file sharing and a system for working from home

This report aims to recommend two new practices to introduce into our company.

Findings

Last week our team spent a lot of time on meetings with our partner company Arpage Systems. It was found that the staff of this company is very motivated. Beside that high motivation we realized that their employees have a strong productivity. Since our company structure is different and we have much more staff, we can’t adopt every practice they are using. Nevertheless, two possible practices are identified:

- File sharing on a computer network.

- Arpage Systems uses several servers to share the files its employees need for their work.

- Working from home.

All of the staff of our partner can work from home. Their company accepts the work from home as normal working time. The required office - tools are paid by Arpage Systems.

Conclusion

Our company would benefit of these two practices as followed:

- higher productivity

Due to the high amount of project work in our company, our staff would work much faster and more efficient, if it was possible to share the needed files with their employees. Besides that, it is not required for every employee to come to his work place every day. Introducing a system that allows our staff to work from home would enable every employee to do the work whenever it suits him.

- higher motivation

Adopting the two mentioned practices we show our employees that we are a flexible and modern company. Together with the higher flexibility he experiences, this will lead to a much higher motivation of our staff.

Recommendation

Therefore it is strongly recommended to introduce a new computer network for file sharing and a system that allows our employees to work from home.

4

Content points are expanded with flexibility so that the target reader is fully informed. However, there is some minor irrelevance with the reason for the company being admired not explicitly stated.

The conventions of the communicative task are generally used appropriately with an early reference to the aim of the report. The conventions of format are followed to hold the target reader’s attention and communicate straightforward ideas (Therefore it is strongly recommended to introduce a new computer network).

The text is well organised with suitable headings (Findings, Conclusion and Recommendation). Some suitable linking words are also used.

A good range of lexis is present; however, there are occasional errors with collocation (Our company would benefit of), and the use of tenses is not entirely successful (two possible practices are identified), but these do not impede communication.

Question 2

Candidate F

Report about details of two new practices

Introduction

The purpose of this report is to give information about two new practices which should be implemented at Meier Ltd. In specific this report will look at :

- another company and their practices

- two possible practices to adopt at Meier Ltd.

- possible benefits

- recommendations

Findings

The example to give about new ways of doing things is our key customer which is worldwidely admired for a professional approach towards their staff. The treatment of the employees is unique. Therefore it would be favourable if Meier Ltd. adopts two of their practices.

As a first point there are many incentives for the employees. Examples are :

- travel vouchers for the sales people when the sales are above expectations

- offered trips to foreign countries for all employees

- good infrastructure at the offices

- generous salaries

As a second practice to outmark there is the recruitment process. The guidelines for finding new workers are very clear and hence the vacancies are more quickly filled.

Conclusions: benefits and drawbacks

There are several benefits for Meier Ltd. if these two practices are adopted:

- good motivation among staff which leads to improved sales figures

- less fluctuation in employees

- leaving people can be replaced faster

There is only one drawback when implementing these practices: the costs.

Recommendations

As there is only one disadvantage but various advantages I strongly recommend adopting these new practices at Meier Ltd.

5 All the content is relevant to the task, content points are expanded with flexibility and the target reader is fully informed.

3

3

The register and tone are appropriate for a report (strongly recommend). The text communicates straightforward and some complex ideas to the target reader.

The text is well organised, incorporating headings and bullet points to good effect. There is basic linking (Therefore, hence, if, but) which expresses the content points in a logical order.

There is a good range of vocabulary which is generally used appropriately (favourable, infrastructure, fluctuation). A number of non-impeding errors are noticeable (In specific, leaving people can be replaced), but these do not impede communication.

Question 3

Candidate G

A Letter for the Outside Consultant

Dear Sir:

Many thanks for your efforts in these days for our exhibition which will be held next month. Your work has given some help to us, but I’d like to say that my boss is not satisfied with you work. For one reason is that the design of the stand can’t show the special character of our products, in another words, it can not enable the visitors know the spirit, that the producers stand for. This is not good for the broadcasting of our company’s culture. For another is that, well, also the most important reason: the cost. As you may probably know that our budget for the exhibition is $50,000, but you have cost us $35,000 now just for your first section. Through carefully estimate, the whole cost of your project will cost us $150,000! Such a large sum of money can not be allowed by our financial situation. So those two reasons are why we decide not to employ you further more on the exhibition. Of course, we’ll pay the comission to you but as you have not finished the project which your promised in the contract, the payment will be adjusted accordingly. Anyway, that means you should give us a discount on the price eventhough. I think we should discuss it face to face.

As you have been replaced by me, I must take over full responsibility instead. But I have not got a clear idea about the current situation. For example, who have been called for working for the exhibition from our staff, what have been done and who was taking the main responsibility on your side. That will be very nice of you if you can brief me on the current situation clearly. Looking forward to your respondent urgently.

Good wishes for you.

Yours faithfully,

4

All content is relevant with the points expanded in some detail (our budget for the exhibition is $50,000, but you have cost us $35,000). The reader is fully informed.

The conventions of format are followed effectively to hold the target reader’s attention effectively and communicate the ideas. There is also an early reference to the reason for writing (my boss is not satisfied with you work). There are some problems with register (use of exclamation mark, Anyway, that means you should … , That will be very nice of you).

Complex sentences are used to generally good effect with a range of linking words and phrases (As you may probably know, Of course), but these are not always entirely successful (For another is that, well, also) all referring to one point

A range of lexis is used appropriately (the payment will be adjusted accordingly). Some errors are present (it can not enable the visitors know the spirit; what have been done) but these do not impede communication.

Question 3

Candidate H

Dear Mr ...:

I’d like to inform you that the executive manager, Mr ... decided that I should replace you to take the responsibility for the exhibition. We’d like to express our gratitude for all your effort on the work, but we’re sorry to say that your work is to some extent unsatisfactory. First of all, your plan of the exhibition still requires amendment: the budgetary costs seems to be too expensive for such a small-scaled exhibition and most of the money and labor can’t be made use of efficiently according to your plan. We’ve told you about our opinions but I’m sorry to say that we couldn’t see much progress in the second plan you handed in. Secondly, your recent work seems to have a lack of efficiency. As the opening of the exhibition is drawing near, we really feel worried whether the exhibition could be hold punctually and successfully. After considerable consideration, the manager thought it’s better that I take over the full responsibility of the organization work. As you have devoted much time and energy to the exhibition and have contributed some wonderful ideals to the work, you’ll still be paid for this work according to the contract. And I’ll be more grateful if you can brief me on the current situation of the organization work. It’ll be very helpful to me as well as to the exhibition. I hope that we’ll have the opportunity to work together next time.

Yours Sincerely

Organisation 3

All content points are addressed, but the second reason is not sufficiently expanded to fully inform the target reader.

The conventions of a letter are used in an appropriate register (We’d like to express our gratitude, After considerable consideration) to communicate straightforward and complex ideas effectively, holding the target reader’s attention.

Despite the lack of paragraphing, the text is effectively linked and coherent using a range of linking words (First of all and Secondly) to generally good effect.

A range of simple and complex grammatical forms are used with a good degree of control (thought it’s better that I take over) and there is appropriate use of lexis (devoted much time and energy).

Question 4

Candidate I

Purpose

As requested, the purpose of this proposal is to describe and analyse the possible use of technology in the Marketing Department.

Current use of technology

Up to now the members of our department have taken advantage of technological equipment i.e. computers, in order to launch our products most successfully. Not only have we arranged promotional and advertising campaigns but we have also conducted market research via the internet so as to meet our consumers growing demands.

Technological Improvements

In our work we have used computer software and hardware which has already become obsolete and urgently needs modernisation. Therefore, the purchase of up-to-date programmes and equipment is of prime importance.

Benefits

There is no denying that these improvements will bring vast profits to the company. Our team will be able to work faster, more effectively and make greater use of technological innovations. Moreover, our company will be more likely to easily overcome fierce competition in the market.

Training

It seems obvious that our staff does not possess the knowledge of how to use new software. Thus, training on the use of modern programmes would be recommended as necessary.

Conclusion

To sum up, it seems obvious that the introduction of new technology into the Marketing Department will enable the company to gain huge profits. Our position in the market will be strengthened.

5 All content points are covered and relevant with good expansion. The target reader is fully informed.

The conventions of a report are used flexibly and communicate complex ideas in an effective way (There is no denying that these improvements will bring vast profits to the company). An appropriate register is used consistently throughout, fulfilling all communicative purposes.

5

Headings and paragraphs are used to good effect and the text is a coherent whole. Cohesive devices are used with flexibility (Not only but also, Therefore, Moreover, Thus).

There is a good range of vocabulary which is used precisely (obsolete, modernisation, prime importance). A wide range of both simple and complex grammar is used with a degree of sophistication (There is no denying; make greater use).

Question 4

Candidate J

THE USE OF TECHNOLOGY IN OUR DEPARTMENT

This report points out the results of an investigation into the possibility of increasing the number of ways to use technology within the purchasing department.

Firstly, the orders to the different suppliers are made manually by fax. One person needs approximately 3–4 hours per day. That means, that one team-member spend nearly 50% of his total time to do this process. Secondly, the informations concerning the delivery situation are given with telephone calls directly to the production plan by the team-members from our department.

Thirdly, the purchasing manager needs a lot of time to do the forecast for every kind of purchased product. There is no tool in our computer system, which calculates automatically the right quantity to order.

The investigation show that the computer is not used in all kind of processes.

It would be helpful to built up a computer network within the supply chain management. With this network is it possible to reduce the manual work within the purchasing department. The suppliers will get the orders on an electronic way and the production gain the information without to do any telephone calls to the purchasing department.

It is strongly recommended to implement the above mentioned suggestions concerning using new technologies within the purchasing department.

3

2

2

Content point 4 is inadequately addressed as no training is referred to in the recommendation. However, the other points are addressed with some expansion (With this network is it possible to reduce the manual work within the purchasing department) and the reader is on the whole informed.

The conventions of the communicative task are used effectively, communicating straightforward and complex ideas so that the target reader’s attention is held. An appropriate register is used throughout.

The proposal does not use any headings, but is well organised and generally coherent using some basic linking (Firstly, Secondly, Thirdly).

A limited range of grammatical forms (mainly the passive and present simple) are used with good control. The text contains appropriate lexical choices (There is no tool in our computer system, which calculates automatically the right quantity to order; to implement the above mentioned suggestions).

40 mins

The paper consists of three parts. Each part comprises a recorded text or texts and a listening task. These include understanding specific information, gist, attitude, opinion, topic, context, function, main points and detail.

There are two task types:

• monologues: these include presentations, lectures, announcements, briefings

• interacting speakers: these include meetings, discussions, interviews.

Candidates are advised to write their answers in the spaces provided on the question paper. There are 10 minutes at the end of the test to copy the answers onto a separate answer sheet. Candidates indicate their answers by shading a box or writing a word, or words, on a machine-readable answer sheet.

1 12 12

Note completion

Listening for and noting specific information.

Informational monologue of approximately 2–3 minutes. Heard twice. 2 10 10

Matching

Listening to identify topic, context, function, speaker’s opinion, etc.

Five short monologues linked by theme or topic from five different speakers.

The recording lasts approximately 3–4 minutes and is heard twice. 3 8 8

Multiple choice

Total 30 30

Listening for gist, specific information, attitudes, etc.

Conversation, interview, discussion between two or more people of approximately 3–4 minutes. Heard twice.

The three parts of the Listening paper

PART 1 Note completion

This part tests the candidates’ ability to listen for specific information.

‡ Sample task and answer key: pages 109 and 113*.

› Each correct answer in Part 1 receives 1 mark.

An informational monologue: heard twice.

This is a sentence-completion, gap-filling or note-taking task. The candidate has to supply only the key words of the answer, which will not be more than three words per question.

The spoken text lasts about 2 to 3 minutes and is a monologue (or a series of long turns by more than one speaker). The text is heard twice. It is informational and focuses on a series of identifiable facts. Topics might involve instructions, changes in arrangements, the programme for an event or meeting, or details of company performance. The setting for the task could be someone giving information over the telephone, a speaker addressing a roomful of delegates at a conference or people on a training course, or a Managing Director addressing staff.

Listening tasks may be based on recorded material taken from authentic sources or (more usually) based on scripted material. There are 12 questions, which are distributed evenly throughout the text, so that candidates have time to record their answers. Items of information are tested in the same order in which the information occurs in the text. Correct spelling of the words in the answer is expected.

PART 2 Matching

This part tests the candidates’ ability to identify topic, context, function, speaker’s opinion, etc.

‡ Sample task and answer key: pages 109 and 113*.

› Each correct answer in Part 2 receives 1 mark.

Five short monologues from five different speakers: heard twice.

This is a matching task based on five short extracts linked by theme or topic and spoken by five different speakers, in monologue form. The texts last a total of approximately 3 to 4 minutes.

There are two tasks for each of the five extracts. These tasks relate to the content and purpose of the extracts, and candidates are asked to do any combination of the following: identify speakers, interpret context, recognise the function of what is said, identify the topic, understand specific information, identify a speaker’s opinion or feelings.

The series of extracts is heard twice, and candidates must attempt both tasks during this time. It is for the candidates to decide whether they choose to do the first task the first time they listen to the text, and the second task the second time, or whether to deal with the two tasks for each extract together. For each task, they have a list of eight options to choose from.

Materials for this task are scripted, and relate to a business topic or situation.

PART 3 3-option multiple choice

This part tests the candidates’ ability to follow the main points of a text and retrieve specific information.

‡ Sample task and answer key: pages 110 and 113*.

› Each correct answer in Part 3 receives 1 mark. Conversation/interview/discussion: heard twice.

This task consists of a dialogue, or a discussion between two or more speakers. There are eight questions, which are 3-option multiple choice. The task relates to a topic of interest or concern in the world of work.

Recording information

The instructions for each task are given on the question paper and are also heard on the recording. Before each text is heard, candidates have time to read through the questions and think about them. The length of this preparation time is indicated on the recording. Candidates should use this time to familiarise themselves with the task and begin to make predictions about what they are likely to hear. A variety of voices, styles of delivery and accents are heard in each Listening paper to reflect the various contexts presented in the recordings.

*The audio files for the sample papers are available at cambridgeenglish.org/bec-higher/preparation

Preparation

All listening practice is helpful for students, whether authentic or specially prepared. In particular, discussion should focus on:

• the purpose of talks, conversations or discussions

• the roles of speakers

• the opinions expressed and the language functions employed

• relevant aspects of phonology – stress, linking and weak forms, etc.

In addition, students should be encouraged to appreciate the differing demands of each task type. It is helpful not 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 first task is note taking (and therefore productive), 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 second task is a matching (with discrimination) exercise, featuring differing styles and registers.

The third task involves the correct interpretation of spoken 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.

Tapescript

Part 1. Questions 1–12.

F: Good morning everyone and welcome. Thanks for coming. My name is Jane Watson and I look forward to meeting you all personally. Some of you are here just for today. Others, I know, will be attending for all three days. I’m just going to say a few words on behalf of my company who have organised this event, Global Conferences plc. As you know today’s seminar is the Business Master Class to be conducted by our distinguished guest who I will introduce in a moment. But first a few quick points of organisation which perhaps you’d like to note. All the sessions will take place in this hotel except for the last session on Tomorrow’s Software, which will be at the New City Hotel. We will meet there at 2 p.m. and this will give us a chance to see in action some of the things we have been discussing. A map with directions to the New City Hotel is available from me if you wish to make your own way. Alternatively there will be a bus going there at 1.30 p.m. There is limited car parking at the New City Hotel so if you wish to drive there you will need a permit. You can get one from the conference office.

Now to the reason we are all here. We are very fortunate to have a seminar today led by Dr Martin Sangalli, one of the most prominent and well-respected commentators in the world business community. He has been asked to advise many large corporations. He is a specialist in the strategic use of information technology in banking, pharmaceuticals and retail. He has his own company called Logic Solutions which consults with some of the biggest names in the world of business. He is also an adviser to Intertel and a non-executive director of Global Conferences. Thousands of business and technology managers have benefited from reading his best-selling book, Intelligent Change. Always inspiring and thought provoking, his ideas have helped hundreds of organisations to gain a glimpse of the future. He is Europe’s most famous IT analyst. Dr Sangalli – welcome.

M: Thank you Jane for that flattering introduction. I hope I can live up to it. So to begin. There are two main difficulties facing all corporations today. Firstly, how to make themselves more customer driven. Secondly, and as a result of that, is the question of how to go about the major task of developing and implementing new organisational structures. This is a senior management session and is designed to provide you with two things. I hope that by the end of the session you will be equipped to design your own framework for action. To help you do this you will also be able to take away documentation of real-life case studies that I have been involved in. So, if you would like to look at the screen …

Part 2. Questions 13–22.

M: Of course, I was looking forward to it. I mean, it meant seeing the results of quite a lengthy process to find the right person, which I myself had invested quite a lot of time in. It’s a demanding post, with a lot of responsibility. I think the potential we thought we’d spotted is being realised, and that she’s going to deliver the sort of new initiatives we hoped for. She’s already got the team adapting to her approach. But I did feel a bit stupid in the

meeting, sitting there without the right figures. I just can’t believe I didn’t pick up the chart. I could still see it, sitting on my desk.

F: Well, the whole thing was a serious challenge, and if I’m honest I didn’t really feel up to it in the first place. It wasn’t a good time to be going away from the office, and I certainly didn’t feel happy, being asked to present pretty different ideas at this stage of the game. I completely understand that the last thing they wanted was to have someone dropping in from above, as it were, and saying, oh, well, we’ve decided to change the rules, etcetera. They’d been applying the system as it was in good faith. And then I was just so tired. What with the wedding celebration going on in the hotel, I definitely didn’t get enough rest, and that left me disorientated and so I underperformed.

M: I wasn’t happy to be going out there when there was so much that had to be dealt with, just left there on my desk. My secretary’s extremely good, but she can’t do the impossible, obviously. But it was clearly crucial to get some kind of idea of what it looked like, whether we were on to the right kind of thing. Getting the right location and space is vital. I’m more or less convinced that this is right for what we want. It will attract customers. The trouble is, I had out-of-date architect’s plans with me, so I kept getting confused about the dimensions. But the hotel staff were really helpful when we were trying to get the up-to-date stuff faxed through.

F: It’s the first time I’ve been over there since we decided to go ahead with the expansion and I must say I was impressed with the number of really good candidates there were. It really is a good region, in terms of being able to attract and recruit the right people and I’m confident we chose the right people. I wish the same thing was true for the other branches. What I just can’t believe is that I managed to set such a bad example by arriving a whole hour after we should have started. I felt like a real fool, going on about heavy traffic, when I’d never accept that kind of excuse myself!

M: They said it was all different, and they certainly weren’t wrong! I could hardly believe some of it! It’s definitely eye-opening to see what policy can mean in reality. But the way they’re applying it, I mean the actual techniques, really is impressive. I didn’t say anything, of course, just took my notes, and I will be drawing up my report as soon as I can. I’ll definitely be recommending that some of their ways of going about things get applied in the other branches. It was confusing at the same time, I have to admit. They were showing me all these graphs, different models of analysis, and I couldn’t really follow that way of presenting the data. And then that guy’s accent! Great hotel, though.

Part 3. Questions 23–30.

F: Good morning, nice to meet you. Do sit down.

M: Thank you.

F: Now you’re Human Resources Manager of Jenkins, aren’t you? Give me some background on the company – so I get a general picture.

M: Stephen Jenkins founded the company nearly 30 years ago, and named it after himself, and he ran it for a long time. Last year one of our competitors proposed combining, with the idea that separately the two companies were too small to survive. They were probably right, but anyway Stephen turned down the offer. Then, because he was getting on, he handed over the day-to-day running to his daughter, Catherine, while retaining full control himself.

F: And you make children’s clothes, don’t you? Aren’t there problems in the sector?

M: Well, we mostly sell to retail chains, which sell them under their own brand labels. Things aren’t as easy as they were, what with cheap imports, and the more expensive children’s boutiques making inroads at the top end of the market. But we position ourselves in the middle range, so we’re not too badly affected. We’re under increasing pressure to cut our profit margins, though, because of growing competition between high-street retailers.

F: What would you say is the company’s strength?

M: It certainly helps that we supply those large retailers I mentioned, and in fact some of them have been customers for years. I suppose, though, that we wouldn’t have survived this long if it wasn’t that we don’t send anything out unless it meets very exacting standards. Our customers appreciate that, plus the fact that we aim to keep the time from order to delivery very short, and they’re prepared to pay a premium for it.

F: What about weaknesses?

M: Well, we’ve got a poor record in providing training on the machines we’re currently using. And I have to say that Stephen used to run the company in a very old-fashioned, autocratic way, which alienated a lot of the workers. Despite Catherine’s more enlightened approach, it’s an uphill struggle to try to change attitudes and improve co-operation.

F: Never an easy task!

M: No.

F: You mentioned on the phone that there’s a problem with a particular group of workers.

M: Yes, there’s very high turnover among the machinists, that’s the people who actually make the clothes. They say they’re faced with unreasonable demands all the time, like having to learn to operate several machines instead of just one or two. Many of them think they could get an easier job for the money, because there are plenty of other jobs on offer locally. The reasonably healthy state of our order books gives them a certain amount of job security, but they just don’t seem to care.

F: How’s their work organised?

M: We’ve changed to a ‘sectionalised flow’ approach, which means the machinists work in teams. Rather than each machinist being assigned a complete item of clothing, the work is divided into batches involving various operations, each of them undertaken by one machinist. As that person finishes, the work is passed on to the machinist responsible for the next stage.

F: Has that had any impact on what you produce?

M: Yes, it’s enabled Catherine to introduce a policy of rapid

diversification of the product range, so the number of itemised clothes has leapt. That’s the total number of different styles, in all the different sizes. And that’s reduced batch sizes: long runs on an item are a thing of the past. At least half the styles used to be carried through from one year to the next, but now only a quarter are, so as you can see, it’s had quite an impact on the rate of change.

F: What’s the effect on the machinists?

M: That policy was part of a raft of changes, one of which is that the machinists are now paid on a piecework basis, rather than at an hourly rate. They’re furious about that, though to be fair, the rate that’s paid for learning to use a new machine has been calculated so as to make sure that no-one loses out in the short term. And they’re also aggrieved because so much is new, and far more batches of work fail quality inspections and have to be redone.

F: Now tell me something about training …

If the candidate is ABSENT or has WITHDRAWN shade here

Business Higher Listening Candidate Answer Sheet

For Part 1: Write your answer clearly in CAPITAL LETTERS. Write one letter or number in each box. For example: OFFICE USE ONLYDO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE

Instructions Use a PENCIL (B or HB). Rub out any answer you want to change with an eraser. Part 1

For Parts 2 and 3: Mark one box for each answer. For example: If you think A is the right answer to the question, mark your answer sheet like this: Continue on the other side

Speaking tasks

The paper consists of three parts. There are two candidates and two examiners. One examiner acts as both interlocutor and assessor and manages the interaction either by asking questions or by providing cues for candidates. The other acts as assessor only and does not join in the interaction.

Task types include short exchanges with the interlocutor; a mini-presentation by each candidate and a collaborative task which candidates do together. The focus is on exchanging personal and factual information, expressing and finding out about attitudes and opinions.

The interlocutor gives an impression mark based on a global achievement scale, while the assessor applies detailed analytical scales and gives separate marks for grammar, vocabulary, discourse management, pronunciation and interactive communication.

Part Task types

1

Conversation between the interlocutor and each candidate. The interlocutor encourages the candidates to give information about themselves and to express personal opinions.

Giving personal information and expressing opinions.

3 minutes. 2

A ‘mini-presentation’ by each candidate on a business theme. The candidates are given prompts which generate a short talk on a business-related topic.

A collaborative task which candidates do together. The candidates are presented with a discussion on a business-related topic. The interlocutor extends the discussion with prompts on related topics.

Organising a larger unit of discourse. Giving information and expressing and justifying opinions.

Turn-taking (initiating and responding appropriately), negotiating, collaborating, exchanging information, expressing and justifying opinions, agreeing and/ or disagreeing, suggesting, speculating, comparing and contrasting, and decision-making.

7 minutes.

6 minutes (including a 1-minute ‘long turn’ for each candidate). 3

The three parts of the Speaking paper

Format

The paired format of the C1 Business Higher Speaking test (two examiners and two candidates) offers candidates the opportunity to demonstrate, in a controlled but non-threatening environment, their ability to use their spoken language skills effectively in a range of contexts. The test lasts 16 minutes. One examiner, the interlocutor, conducts the test and gives a global assessment mark for each candidate’s performance. The other, the assessor, does not take any part in the interaction but focuses solely on listening to and making an assessment of certain aspects of the candidates’ oral proficiency.

At the end of the Speaking test, candidates are thanked for attending, but are given no indication of the level of their achievement.

The standard format is two examiners and two candidates, and wherever possible, this is the form which the Speaking test takes. In cases where there is an uneven number of candidates at a centre, the last test of the session is taken by three candidates together instead of two. The test format, test materials and procedure remain unchanged but the timing is longer: 22 minutes instead of 16.

The Speaking test consists of three parts, each of which is assessed. Throughout the test, the interactional pattern varies: between the interlocutor and each candidate, between the two candidates, and among all three. The patterns of discourse vary within each part of the test.

PART 1 Interview

This part tests the candidates’ ability to respond to questions and expand on responses.

‡ Assessment criteria: page 120.

For this part of the test, the interlocutor asks the candidates questions on a number of personal or work-related subjects.

PART 2 Long turn

This part tests the candidates’ ability to sustain a ‘long turn’.

‡ Sample task and assessment criteria: pages 117–118 and 120.

In this part, each candidate’s task is to choose one topic from a set of three, and to talk about it for 1 minute. Each candidate is given a set to choose from. Candidates have 1 minute in which to prepare, and should use this time to make brief notes. While one candidate speaks, the other listens, and then asks a question at the end of the talk. Candidates may make notes while listening to their partner.

It is wise to structure the 1-minute talk with an introduction and conclusion (however brief these must, of necessity, be), and to make the structure explicit when giving the talk, in order to show some evidence of planning. Candidates should approach the task as if giving a presentation in a business environment.

Examples of topic areas include: advertising, career planning, communications, customer relations, finance, health and safety, management (personnel, production, transport, etc.), marketing, recruitment, sales, technology, training and travel.

PART 3 Collaborative task

This part tests the candidates’ ability to communicate with one another, negotiate, initiate, and respond in an appropriate way.

‡ Sample task and assessment criteria: pages 119 and 120

This is a two-way collaborative task based on a prompt which is given to both candidates. The prompt consists of several sentences presenting a business-related situation followed by two discussion points. Candidates are given time to read the prompt and then discuss the situation together.

Candidates need to approach the task as a simulation, imagining themselves in a work environment, faced with a real situation to discuss, and on which they should try to reach decisions. The opinions they express, however, will be their own, as they are not required (as in some kinds of role play) to assume particular attitudes or opinions.

Preparation

Candidates should be made familiar with the seating arrangements and paired assessment procedures that the Speaking test employs. Any speaking practice should be of benefit, in particular paired and small group work.

Activities designed to develop fluency are of considerable benefit, as the students need to demonstrate as wide a range of language as possible within the time limits of the test.

It should be noted that the test is designed to minimise the possibility of attempts to use rehearsed speech, and that examiners will quickly identify this.

For Part 2, candidates need to develop the ability to prepare effectively for their ‘long turn’. They should be given help in building up a range of discourse features to make their speech both coherent and cohesive. It is also important for them to listen to each other’s talks, and be ready to ask relevant questions.

For Part 3, candidates will benefit from practice in simulations where they are placed in a work environment and required to collaborate whilst discussing and deciding issues. They should be helped to build up a range of resources for turn-taking and the general negotiating of ideas and opinions.

Note: In some centres candidates from the same school are paired together. However, where candidates from a number of different educational establishments are entered at the same centre, some candidates may find that they are paired with a candidate from another establishment. Students should check with the centre through which they are entering to find out the local procedure.

Tasks are included from Parts 2 and 3 of the C1 Business Higher Speaking test, together with the interlocutor frame for these parts. Material is not included for Part 1, in which the interlocutor asks the candidates questions directly, rather than asking them to perform a task.

6 minutes (8 minutes for groups of three)

PART 2

A: Customer Relations: the importance of making customers feel valued

[Hand each candidate a Part 2 booklet (open at appropriate task) and a pencil and paper for notes.]

Now, in this part of the test, I’m going to give each of you a choice of three different topics. I’d like you to select one of the topics and give a short presentation on it for about a minute. You will have a minute to prepare this and you can make notes if you want. After you have finished your talk, your partner will ask you a question. All right? Here are your topics. Please don’t write anything on the booklet. 60 seconds

Now, B , which topic have you chosen, A, B or C? A , please listen carefully to B ’s talk and then ask him/her a question about it.

Thank you. Now, A , please ask B a question about his/her talk.

Thank you, B . Now, A , which topic have you chosen, A, B or C? B , please listen carefully to A ’s talk and then ask him/her a question about it.

the importance to a company of controlling expansion

B: Company Growth:

C: Research and Development: how to ensure that a company’s policy towards research and development is cost effective

Thank you. Now, B , please ask A a question about his/her talk.

Thank you. Can I have the booklets, please? [Retrieve Part 2 booklets, pencils and paper.]

Sample Part 2Example 1Interlocutor frame

Now, in this part of the test, I’m going to give each of you a choice of three different topics. I’d like you to select one of the topics and give a short presentation on it for about a minute. You will have a minute to prepare this and you can make notes if you want. After you have finished your talk, your partner will ask you a question. All right? Here are your topics. Please don’t write anything on the booklet.

[Hand each candidate a Part 2 booklet (open at appropriate task) and a pencil and paper for notes.]

Now, B , which topic have you chosen, A, B or C?

A , please listen carefully to B ’s talk and then ask him/her a question about it.

Thank you. Now, A , please ask B a question about his/her talk.

Thank you, B . Now, A , which topic have you chosen, A, B or C? B , please listen carefully to A ’s talk and then ask him/her a question about it.

Thank you. Now, B , please ask A a question about his/her talk. Thank you. Can I have the booklets, please?

[Retrieve Part 2 booklets, pencils and paper.]

PART 2

60 seconds

X 2 X

the importance of finding out about customers’ habits and attitude

A: Market Research:

how to identify ways of reducing costs in a company

B: Financial Management:

about 60 seconds

sample tasks BEC HIGHER SPEAKING

how to achieve an effective working relationship between different departments within a company bec handbook | higher –speaking

about 60 seconds

Incentive Scheme

Your company is considering setting up an incentive scheme for the staff. You have been asked to make some recommendations. Discuss and decide together: what benefits an incentive scheme would bring to the company what types of incentives could be offered.

(9 minutes for groups of three) Now, in this part of the test you are going to discuss something together.

7 minutes

PART 3

[Hold the Part 3 booklet open at the task while giving the instructions below.]

You will have 30 seconds to read this task carefully, and then about three minutes to discuss and decide about it together. You should give reasons for your decisions and opinions. You don't need to write anything. Is that clear? 30 seconds

[Place the booklet open at task 1 in front of the candidates so that they can both see it.]

I'm just going to listen and then ask you to stop after about three minutes. Please speak so that we can hear you. about

Can I have the booklet, please?

[Retrieve Part 3 booklet.]

[Select one or more of the following questions as appropriate, to redress any imbalance between candidates in Part 3, or to extend the discussion.]

Which incentives do you think are most effective to make people work harder?

What disadvantages could there be in incentive schemes? (Why?)

3 minutes

Is it essential for companies to reward extra effort? (Why?/Why not?)

How do you think a company can inspire loyalty in their employees?

How important do you think the traditional employer/employee relationship will be in the future? (Why?)

Thank you. That is the end of the test.

Assessment

Examiners and marking

The quality assurance of Speaking Examiners (SEs) is managed by Team Leaders (TLs). TLs ensure all examiners successfully complete examiner training and regular certification of procedure and assessment before they examine. TLs are in turn responsible to a Professional Support Leader (PSL) who is the professional representative of Cambridge English for the Speaking tests in a given country or region.

Annual examiner certification involves attendance at a face-toface meeting to focus on and discuss assessment and procedure, followed by the marking of sample Speaking tests in an online environment. Examiners must complete standardisation of assessment for all relevant levels each year and are regularly monitored during live testing sessions.

Assessment scales

Throughout the test candidates are assessed on their own individual performance and not in relation to each other. They are awarded marks by two examiners: the assessor and the interlocutor. The assessor awards marks by applying performance descriptors from the analytical assessment scales for the following criteria:

• Grammatical Resource

• Lexical Resource

• Discourse Management

• Pronunciation

• Interactive Communication.

The interlocutor awards a mark for global achievement using the global achievement scale.

Assessment for C1 Business Higher is based on performance across all parts of the test, and is achieved by applying the relevant descriptors in the assessment scales.

C1 Business Higher Speaking Examiners use a more detailed version of the following assessment scales, extracted from the overall Speaking scales on page 122

C1 Grammatical Resource Lexical Resource Discourse Management Pronunciation Interactive Communication

5

Maintains control of a wide range of grammatical forms.

4

Uses a wide range of appropriate vocabulary to give and exchange views on familiar and unfamiliar topics.

Produces extended stretches of language with ease and with very little hesitation.

Contributions are relevant, coherent and varied. Uses a wide range of cohesive devices and discourse markers.

Performance

3

Shows a good degree of control of a range of simple and some complex grammatical forms.

Uses a range of appropriate vocabulary to give and exchange views on familiar and unfamiliar topics.

Is intelligible. Phonological features are used effectively to convey and enhance meaning.

Interacts with ease, linking contributions to those of other speakers. Widens the scope of the interaction and negotiates towards an outcome.

2

5

1

Shows a good degree of control of simple grammatical forms, and attempts some complex grammatical forms.

Content is totally irrelevant.

Uses appropriate vocabulary to give and exchange views, but only when talking about familiar topics.

Produces extended stretches of language with very little hesitation.

Contributions are relevant and there is a clear organisation of ideas. Uses a range of cohesive devices and discourse markers.

Performance

Produces extended stretches of language despite some hesitation.

Contributions are relevant and there is very little repetition. Uses a range of cohesive devices.

Is intelligible. Intonation is appropriate. Sentence and word stress is accurately placed. Individual sounds are articulated clearly.

Is intelligible. Intonation is generally appropriate. Sentence and word stress is generally accurately placed.

Individual sounds are generally articulated clearly.

Initiates and responds appropriately, linking contributions to those of other speakers.

Maintains and develops the interaction and negotiates towards an outcome.

Initiates and responds appropriately. Maintains and develops the interaction and negotiates towards an outcome with very little support.

0

Target reader is not informed.

Performance below Band 1.

Handles communication on a wide range of topics, including unfamiliar and abstract ones, with very little hesitation. Uses accurate and appropriate linguistic resources to express complex ideas and concepts and produce extended discourse that is coherent and easy to follow.

4 Performance shares features of Bands 3 and 5.

3

Handles communication on a range of familiar and unfamiliar topics, with very little hesitation.

Uses accurate and appropriate linguistic resources to express ideas and produce extended discourse that is generally coherent.

2 Performance shares features of Bands 1 and 3.

1

0

Handles communication on familiar topics, despite some hesitation. Organises extended discourse but occasionally produces utterances that lack coherence, and some inaccuracies and inappropriate usage occur.

Performance below Band 1.

Overall Speaking scales

• Interacts with ease by skilfully interweaving his/her contributions into the conversation.

• Widens the scope of the interaction and develops it fully and effectively towards a negotiated outcome.

• Interacts with ease, linking contributions to those of other speakers.

• Widens the scope of the interaction and negotiates towards an outcome.

• Initiates and responds appropriately, linking contributions to those of other speakers.

• Maintains and develops the interaction and negotiates towards an outcome.

• Initiates and responds appropriately.

• Maintains and develops the interaction and negotiates towards an outcome with very little support.

• Initiates and responds appropriately.

• Keeps the interaction going with very little prompting and support.

• Maintains simple exchanges, despite some difficulty.

• Is intelligible.

• Produces extended stretches of language with flexibility and ease and very little hesitation.

• Phonological features are used effectively to convey and enhance meaning.

• Contributions are relevant, coherent, varied and detailed.

• Makes full and effective use of a wide range of cohesive devices and discourse markers.

• Uses a wide range of appropriate vocabulary with flexibility to give and exchange views on unfamiliar and abstract topics.

• Maintains control of a wide range of grammatical forms and uses them with flexibility.

• Is intelligible.

• Intonation is appropriate.

• Produces extended stretches of language with ease and with very little hesitation.

• Sentence and word stress is accurately placed.

• Contributions are relevant, coherent and varied.

• Individual sounds are articulated clearly.

• Uses a wide range of cohesive devices and discourse markers.

• Uses a wide range of appropriate vocabulary to give and exchange views on unfamiliar and abstract topics.

• Maintains control of a wide range of grammatical forms.

C2

• Requires prompting and support.

• Has considerable difficulty maintaining simple exchanges.

• Is intelligible.

• Intonation is appropriate.

• Produces extended stretches of language with very little hesitation.

• Sentence and word stress is accurately placed.

• Contributions are relevant and there is a clear organisation of ideas.

• Individual sounds are articulated clearly.

• Uses a range of cohesive devices and discourse markers.

• Uses a range of appropriate vocabulary to give and exchange views on familiar and unfamiliar topics.

• Shows a good degree of control of a range of simple and some complex grammatical forms.

C1

• Requires additional prompting and support.

• Is intelligible.

• Intonation is generally appropriate.

• Produces extended stretches of language despite some hesitation.

Grammar and Vocabulary

• Sentence and word stress is generally accurately placed.

• Contributions are relevant and there is very little repetition.

• Shows a good degree of control of simple grammatical forms, and attempts some complex grammatical forms.

B2

• Individual sounds are generally articulated clearly.

• Is mostly intelligible, and has some control of phonological features at both utterance and word levels.

• Is mostly intelligible, despite limited control of phonological features.

• Uses a range of cohesive devices.

• Uses appropriate vocabulary to give and exchange views, on a range of familiar topics.

• Produces responses which are extended beyond short phrases, despite hesitation.

• Contributions are mostly relevant, but there may be some repetition.

• Has very limited control of phonological features and is often unintelligible.

• Uses basic cohesive devices.

• Shows a good degree of control of simple grammatical forms.

• Uses a range of appropriate vocabulary when talking about familiar topics.

B1

• Shows sufficient control of simple grammatical forms.

• Uses appropriate vocabulary to talk about everyday situations.

A2

• Shows only limited control of a few grammatical forms.

A1

• Uses a vocabulary of isolated words and phrases.

Overall Writing scales

CEFR level Communicative Achievement Organisation Language

Demonstrates complete command of the conventions of the communicative task.

Communicates complex ideas in an effective and convincing way, holding the target reader’s attention with ease, fulfilling all communicative purposes.

Text is organised impressively and coherently using a wide range of cohesive devices and organisational patterns with complete flexibility.

C2

Uses the conventions of the communicative task with sufficient flexibility to communicate complex ideas in an effective way, holding the target reader’s attention with ease, fulfilling all communicative purposes.

C1

Uses the conventions of the communicative task effectively to hold the target reader’s attention and communicate straightforward and complex ideas, as appropriate.

B2

Text is a well-organised, coherent whole, using a variety of cohesive devices and organisational patterns with flexibility.

Text is well organised and coherent, using a variety of cohesive devices and organisational patterns to generally good effect.

Uses a wide range of vocabulary, including less common lexis, with fluency, precision, sophistication and style.

Use of grammar is sophisticated, fully controlled and completely natural.

Any inaccuracies occur only as slips.

Uses a range of vocabulary, including less common lexis, effectively and precisely.

Uses a wide range of simple and complex grammatical forms with full control, flexibility and sophistication.

Errors, if present, are related to less common words and structures, or occur as slips.

Uses a range of vocabulary, including less common lexis, appropriately.

Uses a range of simple and complex grammatical forms with control and flexibility. Occasional errors may be present but do not impede communication.

B1

Uses the conventions of the communicative task to hold the target reader’s attention and communicate straightforward ideas.

Uses the conventions of the communicative task in generally appropriate ways to communicate straightforward ideas.

A2

Produces text that communicates simple ideas in simple ways.

The Content sub-scale is common to all levels.

Content

5 All content is relevant to the task.

Target reader is fully informed.

Text is generally well organised and coherent, using a variety of linking words and cohesive devices.

Text is connected and coherent, using basic linking words and a limited number of cohesive devices.

Text is connected using basic, high-frequency linking words.

Uses a range of everyday vocabulary appropriately, with occasional inappropriate use of less common lexis.

Uses a range of simple and some complex grammatical forms with a good degree of control. Errors do not impede communication.

Uses everyday vocabulary generally appropriately, while occasionally overusing certain lexis. Uses simple grammatical forms with a good degree of control.

While errors are noticeable, meaning can still be determined.

Uses basic vocabulary reasonably appropriately. Uses simple grammatical forms with some degree of control.

Errors may impede meaning at times.

3 Minor irrelevances and/or omissions may be present.

Target reader is, on the whole, informed.

1 Irrelevances and misinterpretation of task may be present.

Target reader is minimally informed.

0 Content is totally irrelevant.

Target reader is not informed.

Speaking assessment glossary of terms

1. General Conveying basic meaning

Conveying basic meaning: the ability of candidates to get their message across to their listeners, despite possible inaccuracies in the structure and/or delivery of the message.

Everyday situations: situations that candidates come across in their everyday lives, e.g. having a meal, asking for information, shopping, going out with friends or family, travelling to school or work, taking part in leisure activities. An A2 Key task that requires candidates to exchange details about a store’s opening hours exemplifies an everyday situation.

Familiar topics: topics about which candidates can be expected to have some knowledge or personal experience.

Situations and topics

B2 First tasks that require candidates to talk about what people like to do on holiday, or what it is like to do different jobs, exemplify familiar topics.

Unfamiliar topics: topics which candidates would not be expected to have much personal experience of.

C1 Advanced tasks that require candidates to speculate about whether people in the world today only care about themselves, or the kinds of problems that having a lot of money can cause, exemplify unfamiliar topics.

Abstract topics: topics which include ideas rather than concrete situations or events. C2 Proficiency tasks that require candidates to discuss how far the development of our civilisation has been affected by chance discoveries or events, or the impact of writing on society, exemplify abstract topics.

Utterance

Utterance: people generally write in sentences and they speak in utterances. An utterance may be as short as a word or phrase, or a longer stretch of language.

2. Grammar and Vocabulary

Appropriacy of vocabulary

Appropriacy of vocabulary: the use of words and phrases that fit the context of the given task. For example, in the utterance I’m very sensible to noise, the word sensible is inappropriate as the word should be sensitive. Another example would be Today’s big snow makes getting around the city difficult. The phrase getting around is well suited to this situation. However, big snow is inappropriate as big and snow are not used together. Heavy snow would be appropriate.

Flexibility

Flexibility: the ability of candidates to adapt the language they use in order to give emphasis, to differentiate according to the context, and to eliminate ambiguity. Examples of this would be reformulating and paraphrasing ideas.

Grammatical control: the ability to consistently use grammar accurately and appropriately to convey intended meaning.

Where language specifications are provided at lower levels (as in A2 Key and B1 Preliminary), candidates may have control of only the simplest exponents of the listed forms.

Grammatical control

Attempts at control: sporadic and inconsistent use of accurate and appropriate grammatical forms. For example, the inconsistent use of one form in terms of structure or meaning, the production of one part of a complex form incorrectly or the use of some complex forms correctly and some incorrectly.

Spoken language often involves false starts, incomplete utterances, ellipsis and reformulation. Where communication is achieved, such features are not penalised.

Simple grammatical forms: words, phrases, basic tenses and simple clauses.

Complex grammatical forms: longer and more complex utterances, e.g. noun clauses, relative and adverb clauses, subordination, passive forms, infinitives, verb patterns, modal forms and tense contrasts.

Range

Range: the variety of words and grammatical forms a candidate uses. At higher levels, candidates will make increasing use of a greater variety of words, fixed phrases, collocations and grammatical forms.

3. Discourse Management

Coherence and cohesion are difficult to separate in discourse. Broadly speaking, coherence refers to a clear and logical stretch of speech which can be easily followed by a listener. Cohesion refers to a stretch of speech which is unified and structurally organised.

Coherence and cohesion can be achieved in a variety of ways, including with the use of cohesive devices, related vocabulary, grammar and discourse markers.

Cohesive devices: words or phrases which indicate relationships between utterances, e.g. addition (and, in addition, moreover); consequence (so, therefore, as a result); order of information (first, second, next, finally).

Coherence and cohesion

At higher levels, candidates should be able to provide cohesion not just with basic cohesive devices (e.g. and, but, or, then, finally) but also with more sophisticated devices (e.g. therefore, moreover, as a result, in addition, however, on the other hand).

Related vocabulary: the use of several items from the same lexical set, e.g. train, station, platform, carriage; or study, learn, revise

Grammatical devices: essentially the use of reference pronouns (e.g. it, this, one) and articles (e.g. There are two women in the picture The one on the right …).

Discourse markers: words or phrases which are primarily used in spoken language to add meaning to the interaction (e.g. you know, you see, actually, basically, I mean, well, anyway, like).

Extent/extended stretches of language

Extent/extended stretches of language: the amount of language produced by a candidate which should be appropriate to the task. Long turn tasks require longer stretches of language, whereas tasks which involve discussion or answering questions could require shorter and extended responses.

Relevance Relevance: a contribution that is related to the task and not about something completely different.

Repetition Repetition: repeating the same idea instead of introducing new ideas to develop the topic.

4. Pronunciation

Intelligible

Intelligible: a contribution which can generally be understood by a non-EFL/ESOL specialist, even if the speaker has a strong or unfamiliar accent.

Phonological features include the pronunciation of individual sounds, word and sentence stress and intonation. Individual sounds are:

• pronounced vowels, e.g. the // in cat or the // in bed

• diphthongs, when two vowels are rolled together to produce one sound, e.g. the // in host or the / / in hate

Phonological features

• consonants, e.g. the // in cut or the // in fish

Stress: the emphasis laid on a syllable or word. Words of two or more syllables have one syllable which stands out from the rest because it is pronounced more loudly and clearly, and is longer than the others, e.g. imPORtant. Word stress can also distinguish between words, e.g. proTEST vs PROtest. In sentences, stress can be used to indicate important meaning, e.g. WHY is that one important? versus Why is THAT one important?

Intonation: the way the voice rises and falls, e.g. to convey the speaker’s mood, to support meaning or to indicate new information.

5. Interactive Communication

Development of the interaction

Initiating and Responding

Prompting and Supporting

Turn and Simple exchange

Development of the interaction: actively developing the conversation, e.g. by saying more than the minimum in response to the written or visual stimulus, or to something the other candidate/interlocutor has said, or by proactively involving the other candidate with a suggestion or question about further developing the topic (e.g. What about bringing a camera for the holiday? or Why’s that?).

Initiating: starting a new turn by introducing a new idea or a new development of the current topic.

Responding: replying or reacting to what the other candidate or the interlocutor has said.

Prompting: instances when the interlocutor repeats, or uses a backup prompt or gesture in order to get the candidate to respond or make a further contribution.

Supporting: instances when one candidate helps another candidate, e.g. by providing a word they are looking for during a discussion activity, or helping them develop an idea.

Turn: everything a person says before someone else speaks. Simple exchange: a brief interaction which typically involves two turns in the form of an initiation and a response, e.g. question–answer, suggestion–agreement.

Writing assessment glossary of terms

1. General

Generally

Flexibility

2. Content

Relevant

Target reader

Informed

Generally is a qualifier meaning not in every way or instance. Thus, ‘generally appropriately’ refers to performance that is not as good as ‘appropriately’.

Flexible and flexibly refer to the ability to adapt – whether language, organisational devices, or task conventions – rather than using the same form over and over, thus evidencing better control and a wider repertoire of the resource. Flexibility allows a candidate to better achieve communicative goals.

Relevant means related or relatable to required content points and/or task requirements.

The target reader is the hypothetical reader set up in the task, e.g. a magazine’s readership, your English teacher.

The target reader is informed if content points and/or task requirements are addressed and appropriately developed. Some content points do not require much development (e.g. state what is x) while others require it (describe, explain).

3. Communicative achievement

Conventions of the communicative task

Holding target reader’s attention

Communicative purpose

Straightforward and complex ideas

4. Organisation

Conventions of the communicative task include such things as genre, format, register, and function. For example, a personal letter should not be written as a formal report, should be laid out accordingly, and use the right tone for the communicative purpose.

Holding the target reader’s attention is used in the positive sense and refers to the quality of a text that allows a reader to derive meaning and not be distracted. It does not refer to texts that force a reader to read closely because they are difficult to follow or make sense of.

Communicative purpose refers to the communicative requirements as set out in the task, e.g. make a complaint, suggest alternatives.

Straightforward ideas are those which relate to relatively limited subject matter, usually concrete in nature, and which require simpler rhetorical devices to communicate. Complex ideas are those which are of a more abstract nature, or which cover a wider subject area, requiring more rhetorical resources to bring together and express.

Linking words, cohesive devices, and organisational patterns

Linking words are cohesive devices, but are separated here to refer to higher-frequency vocabulary which provides explicit linkage. They can range from basic high-frequency items (such as and, but) to basic and phrasal items (such as because, first of all, finally).

Cohesive devices refers to more sophisticated linking words and phrases (e.g. moreover, it may appear, as a result), as well as grammatical devices such as the use of reference pronouns, substitution (e.g. There are two women in the picture. The one on the right …), ellipsis (e.g. The first car he owned was a convertible, the second a family car), or repetition.

Organisational patterns refers to less-explicit ways of achieving connection at the between-sentence level and beyond, e.g. arranging sentences in climactic order, the use of parallelism, using a rhetorical question to set up a new paragraph.

Vocabulary

Basic vocabulary refers to vocabulary used for survival purposes, for simple transactions, and the like. Everyday vocabulary refers to vocabulary that comes up in common situations of a non-technical nature in the relevant domain.

Less common lexis refers to vocabulary items that appear less often in the relevant domain. These items often help to express ideas more succinctly and precisely.

Appropriacy of vocabulary

Grammatical forms

Grammatical control

Range

Overuse

Errors and slips

Impede communication

Appropriacy of vocabulary: the use of words and phrases that fit the context of the given task. For example, in I’m very sensible to noise, the word sensible is inappropriate as the word should be sensitive. Another example would be Today’s big snow makes getting around the city difficult. The phrase getting around is well suited to this situation. However, big snow is inappropriate as big and snow are not used together. Heavy snow would be appropriate.

Simple grammatical forms: words, phrases, basic tenses and simple clauses. Complex grammatical forms: longer and more complex items, e.g. noun clauses, relative and adverb clauses, subordination, passive forms, infinitives, verb patterns, modal forms and tense contrasts.

Grammatical control: the ability to consistently use grammar accurately and appropriately to convey intended meaning. Where language specifications are provided at lower levels (as in A2 Key and B1 Preliminary), candidates may have control of only the simplest exponents of the listed forms.

Range: the variety of words and grammatical forms a candidate uses. At higher levels, candidates will make increasing use of a greater variety of words, fixed phrases, collocations and grammatical forms.

Overuse refers to those cases where candidates repeatedly use the same word because they do not have the resources to use another term or phrase the same idea in another way. Some words may unavoidably appear often as a result of being the topic of the task; that is not covered by the term overuse here.

Errors are systematic mistakes. Slips are mistakes that are non-systematic, i.e. the candidate has learned the vocabulary item or grammatical structure, but just happened to make a mistake in this instance. In a candidate’s response, where most other examples of a lexical/grammatical point are accurate, a mistake on that point would most likely be a slip.

Impede communication means getting in the way of meaning. Meaning can still be determined indicates that some effort is required from the reader to determine meaning.

Business Certificates glossary

Note: Please also see paper-specific scales for Writing and Speaking

Affixation

adding prefixes or suffixes to a base word to make it fit a particular context.

Anchor test

a test with known measurement characteristics, which is administered in association with another test. Performance on the anchor test provides information about the other test and about the candidates who have taken both of them.

Answer sheet

the form on which candidates record their responses.

Assessor

the Speaking test examiner who assigns a score to a candidate’s performance, using analytical criteria to do so.

Closure techniques

techniques used to draw a conversation to a close, e.g. That’s all Cloze test

a type of gap-filling task in which whole words have been removed from a text and which candidates must replace.

Coherence

language which is coherent is well planned and clear, and all the parts or ideas fit well so that they form a united whole.

Collaborative task

the opportunity in the Speaking test for the candidates to engage in a discussion and work together towards a negotiated outcome of the task set.

Collocation

this term describes the likelihood of two words going together, e.g. a good job, a wonderful occasion

Comprehension questions

short questions testing information selection, linking and sentence construction.

Conversational fillers

a word or sound filling a pause in an utterance or conversation, e.g. er, you know

Discourse

written or spoken communication.

Discrete sentences

sentences not connected by context or meaning.

Distractor

each incorrect option in a multiple-choice item.

Gap-filling item

any type of item which requires the candidate to insert some written material – letters, numbers, single words, phrases, sentences or paragraphs – into spaces in the text. The response may be supplied by the candidate or selected from a set of options.

Gist

the central theme or meaning of the text.

Impeding error

an error which prevents the reader from understanding the word or phrase.

Interlocutor

the Speaking test examiner who conducts the test and makes a global assessment of each candidate’s performance.

Item

each testing point in a test which is given a separate mark or marks.

Key

the correct answer to an item.

Lexical

adjective from lexis, meaning to do with vocabulary. Long turn

the opportunity in the Speaking test for a candidate to talk uninterrupted for a period of time, enabling them to produce an extended piece of discourse.

Lozenge

the space on the answer sheet which candidates must fill in to indicate their answer to a multiple-choice question.

Multiple choice

a task where candidates are given a set of several possible answers of which only one is correct.

Multiple matching

a task in which a number of questions or sentence-completion items, generally based on a reading text, are set. The responses are provided in the form of a bank of words or phrases, each of which can be used an unlimited number of times.

Neutral style

a writing style with no specific features of formality or informality.

Objective test

a test which can be scored by applying a mark scheme, without the need to bring expert opinion or subjective judgement to the task.

Opening and closing formulae

the expressions, either formal or informal, that are usually used to open and close letters, e.g. Dear Maria … With best wishes from … , or Dear Mr Dakari … Yours sincerely …

Options

the individual words in the set of possible answers for a multiple-choice item.

Paraphrase

to give the meaning of something using different words.

Phrasal verb

a verb which takes on a new meaning when followed by a certain preposition or adverb (e.g. get away, take up).

Pretesting

a stage in the development of test materials at which items are tried out with representative samples from the target population in order to determine their difficulty.

Productive task

a task which provides candidates with a stimulus to which the response is a piece of written or spoken language.

Referencing

the technique of using ‘referents’.

Referent

a word or term that refers to another person, place, etc.

Register

the tone of a piece of writing. The register should be appropriate for the task and target reader, e.g. a letter of application is written in formal register.

Report layout

the way in which a report should be presented. Rhetorical/stylistic devices techniques used in a text to achieve a particular effect.

Rubrics

the instructions to an examination question which tell the candidate what to do when answering the question.

Style

a property of a text which may be neutral, formal, informal, etc.

Target reader

the intended recipient of a piece of writing. It is important to ensure that the effect of a written task on a target reader is a positive one.

Transactional letter

a letter written in response to a request for action or to initiate action, i.e. the letter will trigger some outcome or result, usually in the form of further communication. A letter of complaint is transactional, a letter giving advice is not.

Trialling

a stage in the development of test materials at which tasks for the Writing or Speaking papers are tried out with representative samples of students to determine their suitability as test materials and whether they work as expected.

Acronyms

ALTE

The Association of Language Testers in Europe

CEFR

Common European Framework of Reference

EFL

English as a Foreign Language

ESOL

English for Speakers of Other Languages

UCLES

University of Cambridge Local Examinations Syndicate

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