BEC剑桥官方真题(中级)!!

A DETAILED LOOK AT THE TASKS Part One

This is a matching task. There are four short texts on a related theme (e.g. descriptions of a group of products, or advertisements for jobs) or a single text divided into four sections. Although the context of each text will be similar,there will also be information that is particular to each text.The texts are labelled A – D. Candidates are presented with a set of seven items which are statements related to the texts.They are expected to match each statement with the relevant text.

Questions in this part tend to focus mostly on the

identification of specific information and detail, although some items may focus on gist.

Preparation

In order to prepare for this part it would be useful to

familiarise students with sets of short texts that have a similar theme. Newspapers, magazines and catalogues are useful sources in which to find such texts. Students should be encouraged to look closely at all the information,

particularly as short texts often include additional snippets of information on separate lines (such as prices, dates, titles,measurements, etc.) that can easily be overlooked.Students could be set questions which test global reading skills prior to reading the texts, so that they are trained to think of who a text is written for and why it was written.

Part Two

This is a matching task, comprising a text that has had six sentences removed from it and a set of seven sentences labelled A – G. Candidates are required to match each gap with the sentence which they think fits in terms of meaning and structure. The first gap is always given as an example so that candidates have five gaps left to complete. When they have finished this part there will be one sentence left which they have not used.

The texts for this part will have been chosen because they have a clear line of thought or argument that can still be discerned by the reader with the sentences removed. In doing the task, therefore, students should be trained to read through the gapped text and the list of sentences first, in order to get an idea of what it is about. Having done that,they should be reassured that there is only one sentence that fits each gap.

This part tests understanding of text structure as well as meaning and the gaps will be reasonably far apart so that candidates can successfully anticipate the appropriate lexical and grammatical features of the missing sentence.

Candidates can be expected to be tested on a variety of cohesive features with both a backward and forward

reference, sometimes going beyond the sentence level. Thus,while selecting the appropriate sentence for a gap, they should read before and after the text to ensure that it fits well. At the end of this part, they should read through the entire text, inserting the gapped sentences as they go along,

to ensure that the information is coherent.

A D E TA I L E D G U I D E TO

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TEST OF READING

Time: 1 hour

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Preparation

This can be quite a difficult task, especially for candidates who are unfamiliar with such an exercise. In preparing them for this part, it would be a good idea to select a number of graded texts that have clear, familiar ideas and evident cohesive features. Texts can be cut up as they are in the test or simply discussed in their entirety. In this way, students can work up to dealing with more complex material and identifying the many different ways that ideas are connected.

It would also be useful when doing gapped texts to look at sentences that do not fit in gaps and discuss the reasons for this. Sometimes it is possible to make a sentence fit a gap by simply changing a few words. Discussion on areas such as this would also be fruitful.

Part Three

This task consists of a text accompanied by four-option multiple choice items. The stem of a multiple choice item may take the form of a question or an incomplete sentence. There are six items, which are placed after the text. Sources of original texts may be the general and business press, company literature and books on topics such as management. Texts may be edited, but the source is authentic.

Preparation

?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 Four

This is a multiple choice cloze test with fifteen gaps, most of which test lexical items, and may focus on correct word choice, lexical collocations and fixed phrases. The texts chosen for this part will come from varied sources but they will all have a straightforward message or meaning, so that candidates are being tested on vocabulary and not on their comprehension of the passage.

Preparation

Candidates are usually familiar with this type of task and so it is most important to try to improve their range of vocabulary. The options provided for each item in the test will have similar meanings but only one word will be correct within the context provided. Familiarity with typical collocations would be especially useful. The language of business is often very precise and so it is worth spending time looking at the vocabulary used in different types of text, getting students to keep a vocabulary list and encouraging them to make active use of the lexical items that are new to them.

Part Five

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

This exercise can be related to the authentic task of checking a text for errors, and suitable text types therefore include letters, publicity materials, etc. The text contains twelve numbered lines, which are the test items. Further lines at the end may complete the text, but these are not test items.

Preparation

?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.

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READING SAMPLE PAPER

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H o t e l s F a i l i n g B u s i n e s s w o m e n

H o t e l i e r s s h o u l d t a k e n o t e b e c a u s e t h e y a r e f a c i n g

s e r i o u s c r i t i c i s m ! W o m e n a c c o u n t f o r m o r e t h a n

h a l f o f a l l b u s i n e s s t r a v e l l e r s , b u t h o t e l s a r e n o t d o i n g e n o u g h f o r t h e m . (0)....G ..... T h e s e s h o w

t h a t t h e n u m b e r o f c o m p l a i n t s m a d e a b o u t t h e w a y w o m e n g u e s t s a r e t r e a t e d i s i n c r e a s i n g .

T h e B a r t o n s f i e l d H o t e l i n L o n d o n a l s o c o n d u c t e d a

r e c e n t s u r v e y o f U K b u s i n e s s w o m e n , w h i c h

r e v e a l s t h a t 70% f e e l t h e y r e c e i v e a n i n f e r i o r s e r v i c e . (8)....... T h e a t t i t u d e o f h o t e l s t a f f m a d e

t h e m f e e l o u t o f p l a c e i n p u b l i c a r e a s ; f o r e x a m p l e ,

62% c h o s e t o e a t i n t h e i r r o o m s b e c a u s e t h e y w e r e

m a d e t o f e e l u n c o m f o r t a b l e b y s t a f f w h e n d i n i n g a l o n e . (9)....... F o u r y e a r s a g o , f o r e x a m p l e , a

s i m i l a r s u r v e y h a d r e v e a l e d t h a t a s i g n i f i c a n t n u m b e r o f w o m e n t r a v e l l i n g a l o n e a n d w i s h i n g t o

u s e t h e h o t e l r e s t a u r a n t w e r e a c t u a l l y t u r n e d a w a y .

M a n y o f t h e s u g g e s t i o n s f o r i m p r o v e d s e r v i c e s p u t f o r w a r d b y t h e B u s i n e s s T r a v e l A s s o c i a t i o n a r e r e l a t i v e l y s i m p l e . (10)....... P l a c i n g t a b l e s i n

r e s t a u r a n t s i n a w a y t h a t a l l o w s t h e h e a d w a i t e r t o i n t r o d u c e g u e s t s t o o n e a n o t h e r , s o t h e y c a n c h o o s e t o s i t t o g e t h e r o v e r a m e a l , w a s a f u r t h e r

s u g g e s t i o n . G u e s t s i n t h e d i n i n g r o o m w o u l d t h e n

h a v e t h e o p p o r t u n i t y t o m e e t u p w i t h o t h e r s w h o

m i g h t , f o r e x a m p l e , b e a t t e n d i n g t h e s a m e c o n f e r e n c e , o r h a v e t h e s a m e b u s i n e s s i n t e r e s t s .

W e n d y M a n n i n g , e x e c u t i v e m a n a g e r o f t h e B a r t o n s f i e l d H o t e l , a g r e e d w i t h t h e B u s i n e s s T r a v e l

A s s o c i a t i o n t h a t h o t e l s t a r r a t i n g s s h o u l d b e

i n f l u e n c e d b y t h e l e v e l o f s e r v i c e t h e y o f f e r t o f e m a l e b u s i n e s s g u e s t s . (11)....... ‘O u r s u r v e y

h i g h l i g h t e d t h e u n w i l l i n g n e s s o f m a n y w o m e n t o

a i r t h e i r v i e w s i f t h e y a r e t r e a t e d

b a d l y ,’ W e n d y

M a n n i n g p o i n t e d o u t .

A g r o u p o f i n f l u e n t i a l b u s i n e s s w o m e n r e c e n t l y m e t t o d i s c u s s t h e r e s u l t s o f t h e

B u s i n e s s T r a v e l A s s o c i a t i o n q u e s t i o n n a i r e . T h e y s u g g e s t e d t h a t

b u s i n e s s w o m e n s h o u l d n o t h e s i t a t e t o m a k e i t

c l e a r i f t h e y h a v e a p r o b l e m . (12)....... O n c e

c l i e n t s h a v e g o n e , i t i s a l l t o o e a s y f o r t h e i s s u e t o b e i g n o r e

d b y h o t

e l m a n a g e r s , a n d i t w i l l a l s o b e

f o r

g o t t e n b y t

h e o v e r w o r k e d b u s

i n e s s e x e c u t i v e s t h e m s e l v e s .

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P r o d u c t L i f e C y c l e s a n d S a l e s S t r a t e g y

O n e o f t h e m o s t i m p o r t a n t c o n c e p t s i n s a l e s m a n a g e m e n t a n d m a r k e t i n g i s t h a t o f t h e p r o d u c t l i f e c y c l e . T h i s i s a h i s t o r i c a l r e c o r d o f t h e l i f e o f a p r o d u c t , s h o w i n g t h e s t a g e i n i t s l i f e t h e p r o d u c t h a s r e a c h e d a t a p a r t i c u l a r t i m e . B y i d e n t i f y i n g t h e s t a g e t h a t a p r o d u c t i s i n o r m a y b e h e a d i n g t o w a r d s ,c o m p a n i e s c a n f o r m u l a t e b e t t e r m a r k e t i n g p l a n s . A l l p r o d u c t s h a v e ‘l i v e s ’i n a s m u c h a s t h e y a r e c r e a t e d ,s e l l w i t h v a r y i n g p r o f i t a b i l i t y o v e r a p e r i o d o f t i m e ,a n d t h e n b e c o m e o b s o l e t e a n d a r e r e p l a c e d o r s i m p l y n o l o n g e r p r o d u c e d . A p r o d u c t ’s s a l e s p o s i t i o n a n d p r o f i t a b i l i t y c a n b e e x p e c t e d t o f l u c t u a t e o v e r t i m e a n d s o , a t e a c h s u c c e s s i v e s t a g e i n t h e p r o d u c t ’s c y c l e , i t i s n e c e s s a r y t o a d o p t d i f f e r e n t t a c t i c s .T h e t w o m a i n f e a t u r e s o f t h e p r o d u c t l i f e c y c l e a r e u n i t s a l e s a n d u n i t p r o f i t . T h e u n i t s a l e s f i g u r e s u s u a l l y j u m p o n i n t r o d u c t i o n , a s a r e s p o n s e t o h e a v y a d v e r t i s i n g a n d p r o m o t i o n , a s c u s t o m e r s b u y t h e p r o d u c t e x p e r i m e n t a l l y . T h i s i s g e n e r a l l y f o l l o w e d b y a l e v e l l i n g o f f w h i l e i t i s e v a l u a t e d – t h e l e n g t h o f t h i s p e r i o d d e p e n d i n g o n t h e u s e t o w h i c h t h e p r o d u c t i s p u t . T h e n , u n i t s a l e s r i s e s t e a d i l y t h r o u g h t h e g r o w t h p h a s e t o t h e m a t u r i t y p h a s e , w h e n t h e p r o d u c t i s w i d e l y a c c e p t e d , a n d s o o n t o s a t u r a t i o n l e v e l . B y t h i s t i m e , c o m p e t i t o r s w i l l h a v e e n t e r e d t h e m a r k e t w i t h t h e i r o w n v e r s i o n a n d , f r o m t h i s p o i n t ,t h e s a l e s t e a m w i l l h a v e t o w o r k e v e n h a r d e r t o w i n a l l a d d i t i o n a l s a l e s . E v e n t u a l l y , t h e p r o d u c t ’s s a l e s d e c l i n e a s b e t t e r v e r s i o n s e n t e r t h e m a r k e t a n d c o m p e t i t i o n b e c o m e s t o o s t r o n g .I n r e t r o s p e c t , m o s t f i r m s k n o w w h a t h a p p e n e d t o t h e i r p r o d u c t s f r o m l a u n c h t o w i t h d r a w a l . T h e y c a n c o m p i l e t h i s i n f o r m a t i o n f r o m t h e r e c o r d s o f u n i t s a l e s .U n f o r t u n a t e l y , u n i t s a l e s a r e n o t t h e c o m p l e t e s t o r y a s i t i s u n i t p r o f i t t h a t i s t h e d e c i s i v e f a c t o r , a l t h o u g h t h i s i s n o t a l w a y s r e c o r d e d a c c u r a t e l y . I t i s t h i s f i g u r e t h a t s a l e s m a n a g e m e n t h a s t o m o n i t o r , t h o u g h , t o e n s u r e a n e f f e c t i v e m a r k e t i n g s t r a t e g y a n d t o p r o d u c e e f f e c t i v e p r o f i t s .A t l a u n c h , t h e p r o d u c t i s c o s t e d a c c u r a t e l y o n t h e b a s i s o f p r o d u c t i o n c o s t s p l u s s e l l i n g c o s t s . I n i t i a l l y t h e s e r e m a i n f a i r l y s t a b l e , b u t , w h e n t h e p r o d u c t i s p r o v i n g s u c c e s s f u l , c o m p e t i t o r s w i l l b r i n g o u t t h e i r o w n ‘c o p y -c a t ’p r o d u c t s . W i t h a c o m p e t i t o r i n t h e f i e l d , t h e o r i g i n a l f i r m h a s t o r e s p o n d i n o r d e r t o m a i n t a i n i t s m a r k e t p o s i t i o n . I t c a n r u n s p e c i a l s a l e s p r o m o t i o n s , i m p r o v e d e l i v e r i e s , m a k e m o r e f r e q u e n t s a l e s c a l l s a n d s o o n . O f t e n t h e e x t r a e x p e n d i t u r e i s n o t a c c u r a t e l y c h a r g e d t o t h e p r o d u c t a n d t h e r e s u l t i s t h a t , l o n g b e f o r e u n i t s a l e s a r e n o t i c e a b l y f a l l i n g , t h e u n i t p r o f i t h a s a l r e a d y f a l l e n .T h e p r o d u c t l i f e c y c l e , t h e n , p r e s e n t s a p i c t u r e o f w h a t h a p p e n e d i n t h e p r o d u c t ’s ‘l i f e t i m e ’, s o h o w c a n t h i s b e u s e d a s a n o n g o i n g a i d t o m a n a g e m e n t d e c i s i o n -m a k i n g ? E v e r y s a l e s m a n a g e r h a s a c h a r t o n w h i c h t h e p r o g r e s s o f s a l e s i s p l o t t e d a n d t h i s c a n b e u s e d a s a g u i d e t o t h e s t a g e o f d e v e l o p m e n t e a c h p r o d u c t i s c u r r e n t l y i n . A n e s s e n t i a l m a n a g e m e n t s k i l l i s b e i n g a b l e t o i n t e r p r e t s a l e s r e s u l t s a n d d r a w i n t h e s t a g e s a s t h e y o c c u r . D e c i d i n g w h e r e e a c h s t a g e b e g i n s a n d e n d s c a n b e a r a n d o m e x e r c i s e ,t h o u g h u s u a l l y t h e s t a g e s a r e b a s e d o n w h e r e t h e r a t e o f s a l e s g r o w t h o r d e c l i n e b e c o m e s p r o n o u n c e d .

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G u i d e l i n e s f o r g i v i n g P r e s e n t a t i o n s

M o s t p r e s e n t a t i o n s t o d a y (0)...B ...o n t h e u s e o f s o m e s o r t o f t e c h n o l o g y ,s u c h a s a l a p t o p

c o m p u t e r l i n k e

d t o a p r o j

e c t o r .W h i l e t h i s t e c h n o l o g y c a n h e l p t o (19)......p r e s e n t a t i o n s b e t t e r ,i t a l s o h a s a (20)......o

f

g e t t i n g i n t

h e w a y .A s a g e n e r a l (21)......,

i t i s b e t t e r t o (22)......o n t h e c o n t e n t o f a p r e s e n t a t i o n a s a m e a n s o f (23)......y o u r a u d i e n c e ’s a t t e n t i o n ,r a t h e r t h a n r e l y i n g o n s o p h i s t i c a t e d e q u i p m e n t .

B e a r i n m i n d t h a t w h e n a n o r g a n i s a t i o n i n v i t e s (24)......f o r a c o n t r a c t ,t h e y m a y (25)......f o u r o r f i v e p r e s e n t a t i o n s f r o m d i f f e r e n t c o m p a n i e s o n t h e s a m e d a y .E a c h o f t h e s e c o m p a n i e s w i l l p r o b a b l y b e u s i n g t h e s a m e c o m p u t e r g r a p h i c s (26)......a n d t h e s a m e e q u i p m e n t .T h e c h a n c e s a r e t h e p r e s e n t a t i o n s w i l l b e s i m i l a r t o o .

T h a t ’s w h y t h e c o n t e n t a n d (27)......o f w h a t y o u s a y a r e i m p o r t a n t .T h i n k a b o u t w h a t y o u w a n t t o s a y a n d h o w t o s a y i t a s c l e a r l y a s p o s s i b l e .A s a f i r s t s t e p ,y o u n e e d t o (28)......t h e m a i n p o i n t s y o u w a n t t o g e t a c r o s s .A u d i e n c e s a r e e a s i l y b o r e d a n d (29)......t o r e m e m b e r o n l y t h e m o s t e n t e r t a i n i n g ,e x c i t i n g o r u n u s u a l i d e a s .

N e x t c r e a t e y o u r m a t e r i a l s ,c h o o s i n g t h e i m a g e s f o r y o u r p r e s e n t a t i o n c a r e f u l l y .R e m e m b e r y o u d o n o t w a n t t o s t o p y o u r a u d i e n c e f r o m l i s t e n i n g t o y o u ,n o r d o y o u w a n t t o (30)......t h e m .

F i n a l l y ,m a k e a l l t h e n e c e s s a r y (31)......f o r t h e e q u i p m e n t y o u n e e d .I f t e c h n o l o g y i s t o b e a n i m p o r t a n t (32)......o f y o u r p r e s e n t a t i o n ,m a k e s u r e y o u k n o w h o w t o u s e i t (33)......a n d t e s t i t o u t b e f o r e h a n d .

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READING ANSWER KEY

Part One Part Two Part Three Part Four Part Five

1C8F13B19B34US

2A9B14D20B35STRICT

3D10E15C21C36THAT

4B11C16D22A37WITH

5C12D17A23A38CORRECT

6D18A24C39WHAT

7A25C40IT

26D41CORRECT

27C42WHILE

28D43CORRECT

29B44OF

30C45BEEN

31C

32D

33C

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A DETAILED LOOK AT THE TASKS

For BEC Vantage, candidates are required to produce two pieces of writing:

?an internal company communication; this means a

piece of communication with a colleague or colleagues within the company on a business-related matter, and the delivery medium may be a note, message, memo or e-mail;?and one of the following:?

a piece of business correspondence; this means correspondence with somebody outside the company (e.g. a customer or supplier) on a

business-related matter, and the delivery medium may be letter, fax or e-mail

?

a report; this means the presentation of information in relation to a specific issue or events. The report will contain an introduction, main body of findings and conclusion; it is possible that the delivery medium may be a memo or an e-mail

?

a proposal; this has a similar format to a report, but unlike the report, the focus of the proposal is on the future, with the main focus being on

recommendations for discussion; it is possible that the delivery medium may be a memo or an e-mail.

Part One

In this part candidates are presented with the context in the task rubric. This explains the role the candidate must take in order to write a note, message, memo or e-mail of around 40to 50 words using a written prompt. It also identifies who the message is to be written to. The prompt is included in the instructions, in the form of bullet points clearly stating the pieces of information that must be incorporated into the answer.

Where the delivery medium specified for a Part One answer is a memo or an e-mail, candidates need not include to/from/date/subject details.

Part Two

In the second Writing task, candidates are required to write 120 to 140 words in the form of business correspondence, a short report or proposal. There is an explanation of the task and one or more texts as input material. These texts may contain visual or graphic material and have ‘handwritten’notes on them.

There is no significant difference between the format

required for proposals and reports. At this level, reports must be clearly organised and should not contain letter features.There is no particular requirement to provide subheadings,particularly given the length of the report.

Where the delivery medium specified for a Part Two answer is a letter, candidates need not include postal addresses in their answer. Similarly, where the delivery medium specified is a fax, candidates need not include ‘fax header’details, and where the delivery medium specified is a memo or an e-mail, candidates need not include to/from/date/subject details.

Accuracy and Appropriacy in Faxes and e-mails

Please see page 11.

Preparing for the Writing Questions

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

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TEST OF WRITING

Time: 45 minutes

In the second task for this level, candidates are often

provided with annotated information and are asked to report or convey these comments. It is important that students

know how to reformulate the comments, incorporating some of their own vocabulary and structures into their work.Whilst at BEC Preliminary level the emphasis is on the accurate reporting of facts, at this level much more is expected in terms of register, cohesion and the range of structures and language used.

For the BEC Vantage Writing component, candidates write their answers in pen in their question paper booklet.

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E r i c a Y o u n g

M e e t i n g

WRITING SAMPLE PAPER

B E

C VA N TAG E ASSESSMENT OF WRITING

An impression mark is awarded to each piece of writing. The

General Impression Mark Scheme is used in conjunction

with a Task-specific Mark Scheme, which focuses on criteria

specific to each particular task. This summarises the content,

organisation, register, format and target reader indicated in

the task.

The band scores awarded are translated to a mark out of

10 for Part 1 and a mark out of 20 for Part 2. A total of

30 marks is available for Writing.

The General Impression Mark Scheme is interpreted at

Council of Europe level B2.

A summary of the General Impression Mark Scheme is

reproduced below. Examiners work with a more detailed

version, which is subject to regular updating.

WRITING PART 1EXAMINER COMMENTS

I’m really sorry but I’m not able to go to the meeting at our company’s head office. I can’t attend because of previous arrangements which I can’t change.

Mr Jan Korwalski, a very good worker, will go instead of me. Please accept my apologies.Marta Stefanska

CANDIDATE A

All points covered. Successful attempt at complex language,for example ‘I can’t attend because of previous

arrangements ’, ‘will go instead of me ’. Concise, making a very positive effect on the reader.

Band 5

EXAMINER COMMENTS

Dear Mrs Young

I would like to apologise for not being able to go to meeting at our company’s head office because I will not be in the country. I am going on the business trip to Italy. Mr Mark Smith will go instead of me.Many Thanks

Nadia Johnson

Regional Sales Manager

CANDIDATE B

All points adequately dealt with. Good range of structure and vocabulary. Minor non-impeding errors, for example ‘go to meeting ’, ‘on the business trip ’. Positive effect on the reader.

Band 4

B E

C VA N TAG E

EXAMINER COMMENTS

To: Erica Young Cc:

Subject: Meeting Dear Mr Young:

Thanks for your last letter! I’m very glad to be inviated to attend the meeting at your company’s head office.But first of all, I’m apologising for not being able to go to the meeting. This is due to a error of my agenda, in fact. I have a international conference that day.

I feel sorry for my absence. I’d like to recommend my personal assistant to go to instead of me. His name is Jim Green. I hope this will not cause you some trouble.Best wish yours Chan Bo Fun

CANDIDATE C

Generally well organised (although not concise), leading to a satisfactory effect on the reader. There are, however, some basic non-impeding errors, for example ‘a error of my agenda ’, ‘cause you some trouble ’.

Band 3

EXAMINER COMMENTS

Hello Erica,

I’d like to apologise you, but I can’t attend to this meeting in our head office. In this time I’m going to London for sales meeting with our customers. Instead of me, for this meeting will go my sales assistance – Tom Best regards Natasha

CANDIDATE D

A number of errors, but they do not impede communication.Overall, an adequate attempt at the task.

Band 3

B E

C VA N TAG E

WRITING PART 2EXAMINER COMMENTS

Dear Mr Mieter,

Thank you for your order by fax. I’d like to mention that I can offer you 10% discount if you are booking for 18 - month period.

We have 4 offices left in Central Tower as you required but they are on different floors. Also there is no parking space available at the moment in Central Tower. I can offer you a very interesting alternative in Opera Place Building:

* 4 offices as you required on same floor

* 300 parking spaces and good public transport connections for your employees * wonderful views.

Please think about this alternative and the discount I mentioned before. I look forward to hearing from you soon so I can make the booking.Yours sincerely,

CANDIDATE E

All points are covered and developed. Organisation is good,and the candidate displays a wide range of natural language and a natural business tone. Errors are minimal.

Band 5

EXAMINER COMMENTS

BUSINESS SPACE PLC FAX

From: Business Space To: Renver Estates Attn: Sabrina Korkhau Attn: Reinhard Mieter

Subject: Renting Office Space.

Mr Mieter, I’ve just received your fax and after searching for different posibilities, this is what I can offer you:-10% discount on the total prize if you book our offices for 18 months, could it be interesting for you?-You asked us for 4 offices in Central Tower and we only have 4 left but placed in different floors and there are no parking spaces left. Would you mind if I search what you need in Opera Place?

-Opera Place is a big Tower with 300 parking spaces, it has wonderful views to Central Park and the public transport connections are really good.

-I’ve just checked if we have 4 offices left in Opera Place and for your information we have them now!!At the same floor and one is 10m 2, two are 15m 2and the last one is 20m 2as you required.Please let me know if you are interested in this possibity.Regards Ms Korkhau

CANDIDATE F

All content points are achieved, with good organisation.There is an adequate range of language, and the register and format are reasonable. The effect on the reader is satisfactory.

Band 3

B E

C VA N TAG E

EXAMINER COMMENTS

TO: Reinhard Mieter,

Thank you for your fax. And we are glad you have decided to rent office space from us for the next twelve months. I’d like to inform you that we can offer 10% disscount for 18 - month booking, please confirm whether you’ll book longer or not.

As requested we couldn’t supply you in Central Tower, since there is no vacancy on the same floor and no parking either. But I recommend Opera Place, a suitable place as well. There are four in the same floor, and the sizes are proper. 300 parking spaces are there, which is enough for you. Moreover, public transport connections here are good as well as wonderful views I hope this change will be convenient for you.Meanwhile, I am sure you will be satisfied with Opera Place.I’m looking forward to hearing from you.

sincerely,

CANDIDATE G

All points are covered. Format, organisation and register are adequate. There is some attempt at range, for example

’I hope this change will be convenient for you.’The errors do not impede.

Band 3

EXAMINER COMMENTS

TO: Reinhar Mieter FROM: Business Space SUBJECT: Confirmation

Thank you for have selected us for doing Business. Concerning with the requirements you have specified in your fax, I would like to inform you than even though there are four Offices vacant there are all of them in different floors, and moreover there are no parking spaces, However In opera place you could set up the four offices in the same floor, it would be the four floor also there are still available 300 parking spaces so in this matter there is no problem. Let me tell you that in this place you can delight a wonderful view to the sea and this place is relationated with good public transport. and because it is near the sea you can get easily connections not only internal but abroad as well. So I suggest you to go for opera place Please if you have any further equiry please do not hesitate in contact me.

CANDIDATE H

Organisation and range of language are poor. There are

frequent basic errors and the first content point (the offer of a discount) is missing.

Band 2

B E

C VA N TAG E

A DETAILED LOOK AT THE TASKS

Part One

In this part there are three conversations or answering

machine messages, with a gapped text to go with each. Each gapped text provides a very clear context and has four spaces which have to be filled with one or two words or a number. The gapped texts may include forms, diary excerpts,invoices, message pads, etc. Candidates hear each

conversation or message twice, and as they listen they are required to complete the gapped text.

This part of the Listening test concentrates on the retrieval of factual information and it is important for candidates to listen carefully using the prompts on their question paper in order to identify the missing information. For example, they may have to note down a person’s name, and if names on the tape are spelt out, these must be spelt correctly. Alternatively,they may have to listen for a room or telephone number, or an instruction or deadline. Answers to this part are rarely a simple matter of dictation, and some reformulation of the prompt material will be required in order to locate the correct answer.

Part Two

This part is divided into two sections. Each section has the same format: candidates hear five short monologues and have to match each monologue to a set of items A – H. In each section, the eight options will form a coherent set and the overall theme or topic will be clearly stated in the task rubric. For example, candidates may hear five people talking and have to decide what sort of jobs the people do. In this case, the set of options A – H will contain a list of jobs.Alternatively the set of options may consist of eight

places/topics/addressees/purposes etc. The two sections will always test different areas and so if the first section focuses on, say, topics, the second section will focus on something else, such as functions.

In this part of the Listening test, candidates are being tested on their global listening skills and also on their ability to infer, extract gist and understand main ideas. In order to

answer the questions successfully, they will need to work out the answer by developing ideas, and refining these as the text is heard. It will not be possible to ‘word match’and candidates should not expect to hear such overt clues.However, there will always be a ‘right’answer and

candidates are not expected to opt for the ‘best’answer.

Part Three

A longer text is heard in this part, usually lasting

approximately four minutes. The text will typically be an interview, conversation or discussion with two or more speakers, or possibly a presentation or report with one speaker. There are eight, three-option multiple choice questions that focus on details and main ideas in the text.There may be questions on opinions and feelings, but these will be relatively straightforward and will not require candidates to remember long or complex pieces of information.

Preparing for the Listening Paper

All listening practice should be helpful for students, whether authentic or specially prepared. In particular, discussion should focus on:?the purpose of speeches and conversations or discussions ?the roles of speakers ?the opinions expressed

?the language functions employed

?

relevant aspects of phonology such as 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

B E

C VA N TAG

E

TEST OF LISTENING

Time: approx. 40 minutes including 10 minutes’transfer time

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 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 is a matching (with discrimination)exercise, featuring differing styles and registers.?

The third 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.

B E

C VA N TAG E

LISTENING SAMPLE PAPER

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E

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E

B

E

C Array VA

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