Page 69
BE
C H
IGH
ER
A DETAILED LOOK AT THE TASKS
Part One
This is a matching task involving either a single text or fiverelated shorter texts. Examples are a set of related productdescriptions, a set of advertisements (for instance, fordifferent types of services), notices, book reviews, shortnewspaper items on related topics or a single magazinearticle divided into five sections.
Texts may be edited, but the source is authentic. They areidentified as texts A – E.
There are eight items, each of which is one sentence,numbered 1 – 8. Each sentence is a statement which can bematched with only one of the texts. The candidate’s task is toread the sentence and then scan the texts for the one towhich the sentence applies. Candidates are tested onwhether they can understand the language of the item andrelate it to the meaning of the text, which is expressed indifferent language.
Preparation
• Present students with sets of related short texts (e.g. jobadvertisements, hotels, etc.) from newspapers,magazines, brochures.
• Longer texts may also be divided into sub-headedsections.
• Students should be encouraged to identify facts orideas within each text, describing how the texts aresimilar and what differences they contain.
• The register or style of the task sentences is likely todiffer from that of the texts, and students should begiven practice in recognising the same information indifferent styles, e.g. by rewriting advertisements intoobjective prose.
• The task is designed to go beyond simple word-matching and students will need to practiseparaphrasing.
• Activities that help students to identify targetinformation among otherwise superfluous text (e.g.choosing what to watch from TV listings) would bebeneficial.
• Above all, students should treat the task as an exampleof information-processing skills which are frequentlyemployed in social and professional life.
A D E TA I L E D G U I D E TO B E C H I G H E R
TEST OF READING
Timing: 1 hour
Number ofPART Main Skill Focus Input Response Questions
1 Reading for gist and global meaning Authentic business-related text – Matching 8either a single text or 5 short, related texts (approx. 450 words in total)
2 Reading for structure and detail Authentic business-related text Matching 6(approx. 450 – 500 words) with sentence-length gaps
3 Understanding general points and Longer text based on authentic 4-option multiple 6specific details source material (approx. 500 – choice
600 words)
4 Reading – vocabulary and structure Single business-related text with 4-option multiple 10 primarily lexical gaps (approx. 250 choice clozewords)
5 Reading – structure and discourse Single business-related text with Rational deletion 10features structure and discourse gaps Open cloze
(approx. 250 words)
6 Reading – understanding sentence Short text (approx. 150 – 200 words) Proof reading 12structure; error identification Identification of additional
unnecessary words in text
Page 70
BE
C H
IGH
ER
Part Two
This is a gapped text with six sentence-length gaps. The textcomes from an authentic business-related source, although itmay be edited. Sources include business articles fromnewspapers or magazines, books on topics such asmanagement, and company literature such as annual reports.Candidates have to read the text and then identify thecorrect sentence to fill each gap from a set of eight sentencesmarked A – H. Sentence H is the example, and one othersentence is a distractor which does not fit any of the gaps.Understanding, not only of the meaning of the text but ofsome of the features of its structure, is tested.
Preparation
• This task requires an overt focus on cohesion andcoherence to which many students may not beaccustomed.
• It would be helpful for students to reassemble texts thathave been cut up, discussing why texts fit together asthey do.
• It would also be useful for students to discuss whysentences do or do not fit together.
• Students could benefit from altering the cohesion oftexts to make sentences that do not fit together do so,and vice versa.
• Since culture affects discourse, including the order ofargument development, discussions exploring thiswould be beneficial.
• The cut and paste functions of word-processing, whereavailable, could be exploited for this task.
Part Three
This task consists of a text accompanied by four-optionmultiple choice items. The stem of a multiple choice itemmay take the form of a question or an incomplete sentence.There are six items, which are placed after the text. Sourcesof original texts may be the general and business press,company literature and books on topics such asmanagement. Texts may be edited, but the sources areauthentic.
Preparation
• Multiple choice questions are a familiar and long-standing type of test; here they are used to testopinion and inference rather than straightforward facts.
• Correct answers are designed not to depend on simpleword-matching, and students’ ability to interpretparaphrasing should be developed.
• Students should be encouraged to pursue their owninterpretation of relevant parts of the text and thencheck their idea against the options offered, rather thanreading 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 writethe correct answer and another wrong option.
Part Four
This task is a modified cloze: in other words, a gapped textin which the gaps are carefully chosen. There are tenmultiple choice items, most of which test vocabulary. Thetext is based on authentic source material of one of the texttypes listed above. The candidate’s task is to choose thecorrect option from the four available to fill each gap.
Preparation
• It is important for students to appreciate that thecorrect answer in each case is correct in relation to thegap itself, rather than in relation to the other threeoptions.
• It is worth emphasising that this task tests lexical andcollocational knowledge, and that the best (if not theonly) route to this knowledge is to read widely withinthe kinds of texts that the task employs.
• It is worth discussing what aspects of linguisticknowledge are tested (collocations, fixed phrases,register, etc.).
• It might be useful to give students gapped texts andhave them produce alternative words which fit or donot fit the gaps.
• Any vocabulary-building activity is likely to be helpfulin preparing for this task.
Part Five
This task is an open cloze: a gapped text in which thecandidate has to supply the word to fill each gap. There areten items. Gaps are formed by rational deletion, being chosenrather than being simply those which occur if (for example)every seventh word is deleted. The focus is on structure, andcoherence/cohesion in the text. Items tested may includeprepositions, auxiliary verbs, pronouns, conjunctions, etc.
The text is based on authentic material.
Preparation
• The kinds of words which are gapped may wellcorrespond to the kinds of errors students make; andtherefore discussion of photocopied examples ofstudents’ compositions could be helpful.
• Students should be encouraged to circle the word orwords in the text that dictate what the answer is, inorder for them to see that such clues to the answermay be adjacent to the gap or several words distant.
• Students should brainstorm various likely words whichmight fit a particular gap, and then discuss why othersdo not fit.
Page 71
• Students could be given several possible answers for agap and discuss why the correct answer is correct.
• This task tests grammatical and structural aspects oflanguage, and any practice in these areas should bebeneficial.
Part Six
In this task, candidates identify words that have beenintroduced into a text in error.
This exercise can be related to the authentic task of checkinga text for errors, and suitable text types therefore includeletters, publicity materials, etc. The text contains twelvenumbered lines, which are the test items. Further lines at theend may complete the text, but these are not test items.
Preparation
• Students should be reminded that this task represents akind of editing that is common practice, even in theirfirst language.
• Any work on error analysis is likely to be helpful forthis task.
• A reverse of the exercise (giving students texts withmissing words) might prove beneficial.
BE
C H
IGH
ER
Page 72
BE
C H
IGH
ER
3
AD
BE
C
The
gro
wth
of
outs
ourc
ing
mea
ns t
hat
a nu
mbe
r
of M
SSs
are
find
ing
them
selv
es d
raw
n in
to t
he
esta
blis
hed
man
ager
ial
thin
king
of
thei
r O
WO
s
to
a po
int
whe
re
thei
r re
puta
tion
be
com
es
depe
nden
t on
the
OW
O’s
per
form
ance
– i
n bo
th
posi
tive
an
d ne
gati
ve
way
s.
Thi
s an
d ot
her
cons
eque
nces
of
gr
owth
ar
e ge
nera
ting
ca
lls
from
M
SS
s fo
r bo
th
the
priv
ate
sect
or
and
gove
rnm
ents
to
thin
k m
ore
stra
tegi
cally
abo
ut
thei
r re
latio
nshi
p w
ith M
SSs,
rat
her
than
on
a
disj
oint
ed c
ontr
act-
by-c
ontr
act b
asis
.
The
gro
wth
in
outs
ourc
ing
has
coin
cide
d –
and
may
co
ntin
ue
to
coin
cide
–
wit
h in
crea
sing
inte
rest
in
the
conc
ept
of t
he v
irtu
al o
rgan
isat
ion
– on
e w
hich
ch
oose
s to
ou
tsou
rce
alm
ost
ever
ythi
ng s
o th
at it
can
con
cent
rate
on
hand
ling
rela
tions
hips
with
its
clie
nts.
How
ever
, a
rece
nt
repo
rt
war
ns
that
th
e no
tion
of
vi
rtua
l
orga
nisa
tion
s m
ust
be
bala
nced
ag
ains
t th
e
nega
tive
poss
ibili
ty
of
‘hol
low
’or
gani
satio
ns,
left
with
onl
y a
‘fra
gile
she
ll re
mai
ning
’. T
he
repo
rt a
lso
expr
esse
s co
ncer
n th
at s
ome
larg
e
MS
Ss
have
‘g
radu
ally
ta
ken
cont
rol
of
sign
ific
ant
part
s of
pu
blic
se
ctor
ac
tivi
ties
’,
chan
ging
th
e ba
sis
on
whi
ch
the
succ
ess
or
othe
rwis
e of
thos
e ac
tiviti
es is
ass
esse
d.
Est
imat
es o
f th
e sc
ope
and
valu
e of
man
aged
serv
ice
supp
lyin
g va
ry
acco
rdin
g to
th
e
defi
nitio
ns u
sed
of w
hat a
ctiv
ities
are
incl
uded
or
excl
uded
in
calc
ulat
ions
. A
lthou
gh s
ome
MSS
s
are
larg
e –
for
exam
ple,
the
Alf
is G
roup
is,
with
200,
000
empl
oyee
s,
one
of
the
ten
bigg
est
priv
ate
sect
or e
mpl
oyer
s in
Eur
ope
– th
ey e
njoy
litt
le
of
the
publ
ic
nam
e re
cogn
itio
n of
th
e
OW
Os
for
who
m th
ey w
ork.
At t
he s
ame
time,
in
fiel
ds
such
as
IT
and
rese
arch
, O
WO
s no
w
outs
ourc
e no
t on
ly n
on-c
ore
activ
ities
but
als
o
thos
e w
here
the
y be
lieve
spe
cial
ist
MSS
s ca
n
brin
g ad
ditio
nal e
xper
tise.
The
re a
re s
igns
that
the
spre
ad o
f co
ntra
ctin
g ou
t
to M
SSs
is im
pact
ing
on th
e w
ay O
WO
s ar
e ru
n,
gene
ratin
g a
need
for
hig
h-le
vel s
taff
who
will
be
skill
ed a
t ne
gotia
ting
and
hand
ling
rela
tions
hips
with
pa
rtne
r or
gani
satio
ns
rath
er
than
si
mpl
y
givi
ng
inte
rnal
di
rect
ions
. M
eanw
hile
, m
any
MSS
s fa
ce
new
em
ploy
men
t an
d re
crui
tmen
t
issu
es a
s th
eir
wor
kfor
ces
ofte
n co
nsis
t of
sta
ff
inhe
rite
d fr
om d
ozen
s of
org
anis
atio
ns i
n bo
th
the
publ
ic a
nd p
riva
te s
ecto
rs.
Bas
ic a
ctiv
ities
suc
h as
cat
erin
g, c
lean
ing
and
secu
rity
wer
e of
ten
the
firs
t to
be
cont
ract
ed o
ut
as b
oth
the
priv
ate
and
publ
ic s
ecto
rs y
ield
ed t
o
the
1990
s’ph
iloso
phy
of c
once
ntra
ting
on c
ore
acti
viti
es.
As
a re
sult
of
ou
tsou
rcin
g,
man
y
cant
eens
hav
e lo
st t
heir
ins
titut
iona
l at
mos
pher
e
and
rese
mbl
e hi
gh-s
tree
t re
tail
outle
ts,
boos
ting
both
th
e ra
nge
of
prod
ucts
an
d fa
cilit
ies
for
wor
kers
and
the
MSS
s’tu
rnov
er. P
rofi
ts f
rom
the
grow
ing
UK
out
sour
cing
mar
ket
are
help
ing
the
bigg
est
cate
ring
MSS
s to
exp
and
over
seas
as
the
indu
stry
dev
elop
s a
glob
al d
imen
sion
.
Turn
Ove
r �
2
AB
CD
E
PAR
T O
NE
Qu
esti
on
s 1
– 8
•Lo
ok a
t th
e st
atem
ents
bel
ow a
nd a
t th
e fiv
e ex
trac
ts f
rom
an
artic
le o
n th
e op
posi
te p
age
abou
t
orga
nisa
tions
whi
ch o
utso
urce
(O
WO
s).T
hese
are
org
anis
atio
ns w
hich
giv
e co
ntra
cts
for
som
e
of t
heir
activ
ities
to
be r
un b
y m
anag
ed s
ervi
ce s
uppl
iers
(M
SS
s).
•W
hich
art
icle
(A,
B,
C,
Dor
E)
does
eac
h st
atem
ent
1 –
8 re
fer
to?
•F
or e
ach
stat
emen
t 1
– 8,
mar
k on
e le
tter
(A,
B,
C,
Dor
E)
on y
our
Ans
wer
She
et.
•Yo
u w
ill n
eed
to u
se s
ome
of t
hese
lette
rs m
ore
than
onc
e.
•T
here
is a
n ex
ampl
e at
the
beg
inni
ng,
(0).
Exa
mp
le:
0T
here
are
sig
ns t
hat
som
e M
SS
s ar
e m
ovin
g in
to fo
reig
n m
arke
ts.
0
1T
here
is a
ris
k th
at o
utso
urci
ng t
oo m
any
oper
atio
ns c
ould
wea
ken
an O
WO
.
2O
WO
s ar
e fin
ding
tha
t th
ey n
eed
to a
dapt
the
ir m
anag
emen
t m
etho
ds a
s a
resu
lt of
the
incr
ease
d ou
tsou
rcin
g th
ey c
omm
issi
on.
3T
here
are
diff
eren
t w
ays
of a
sses
sing
the
tot
al f
inan
cial
wor
th o
f ou
tsou
rced
bus
ines
s.
4T
here
may
be
impr
ovem
ents
for
an O
WO
’s s
taff
whe
n it
outs
ourc
es s
ervi
ces.
5D
espi
te t
heir
succ
ess
in b
usin
ess
term
s, M
SS
s m
ay n
ot b
e hi
gh p
rofil
e.
6O
WO
s m
ay n
ot h
ave
cons
iste
nt p
olic
ies
with
reg
ard
to M
SS
s.
7It
is t
heor
etic
ally
pos
sibl
e fo
r th
e m
ajor
ity o
f an
OW
O’s
act
iviti
es t
o be
con
trac
ted
to M
SS
s.
8O
utso
urci
ng is
affe
ctin
g th
e w
ay p
erfo
rman
ce is
mea
sure
d in
som
e ar
eas
of b
usin
ess.
READING SAMPLE PAPER
Page 73
BE
C H
IGH
ER
AB
CD
EF
GH
AIt
wou
ld b
e fa
r be
tter,
thou
gh,
if di
ssid
ents
in t
he o
rgan
isat
ion
rais
ed t
heir
doub
ts
befo
reha
nd,
and
wer
e lis
tene
d to
.
BT
hey
wan
t to
be
reco
gnis
ed a
s ha
ving
chan
ged
the
com
pany
in a
way
tha
t hi
stor
y
will
rem
embe
r.
CT
his
is n
ot t
o ar
gue
that
com
pani
es s
houl
d
neve
r at
tem
pt a
nyth
ing
brav
e or
ris
ky.
DTo
o m
uch
mon
ey h
as b
een
spen
t an
d to
o
man
y re
puta
tions
are
at
stak
e to
thi
nk
abou
t st
oppi
ng a
t th
is s
tage
.
EO
ne s
olut
ion
is t
o se
t ta
rget
s fo
r a
proj
ect
and
to a
gree
in a
dvan
ce t
o ab
ando
n it
if
thes
e ar
e no
t m
et.
FA
fter
all,
peop
le w
ho p
ersi
sten
tly p
oint
to
pote
ntia
l pitf
alls
are
see
n as
neg
ativ
e an
d
disl
oyal
.
GB
ut t
hey
ofte
n re
ly o
nly
on t
hose
par
ts o
f it
that
sup
port
the
ir ca
se.
HC
oupl
ed w
ith t
his,
the
y in
sist
tha
t th
e
failu
re w
as s
omeo
ne e
lse’
s fa
ult.
5
0
Exa
mp
le:
Turn
Ove
r �
PAR
T T
WO
Qu
esti
on
s 9
– 14
•R
ead
this
tex
t ta
ken
from
an
artic
le a
bout
how
com
pani
es’d
ecis
ion-
mak
ing
can
go w
rong
.
•C
hoos
e th
e be
st s
ente
nce
from
the
opp
osite
pag
e to
fill
eac
h of
the
gap
s.
•F
or e
ach
gap
9 –
14,
mar
k on
e le
tter
(A–
H)
on y
our
Ans
wer
She
et.
•D
o no
t us
e an
y le
tter
mor
e th
an o
nce.
•T
here
is a
n ex
ampl
e at
the
beg
inni
ng,
(0).
4
Tho
se w
ho m
ake
disa
stro
us b
usin
ess
deci
sion
sge
nera
lly
exhi
bit
two
char
acte
rist
ic
type
s of
beha
viou
r.
Fir
st
they
m
ake
a se
lect
ive
inte
rpre
tatio
n of
the
evid
ence
whe
n de
cidi
ng to
go
ahea
d w
ith a
pro
ject
. (0)
...H
... .
How
do
su
ch
bad
deci
sion
s co
me
abou
t?O
ne
reas
on
is
that
th
e pe
ople
in
co
ntro
l ar
ede
term
ined
to
m
ake
thei
r m
ark
by
doin
gso
met
hing
dra
mat
ic.
(9).
......
.. . O
nce
the
lead
erha
s de
cide
d to
put
his
or
her
nam
e to
a p
roje
ct,
man
y in
th
e or
gani
satio
n be
lieve
it
polit
ic
tosu
ppor
t it
to
o,
wha
teve
r th
eir
priv
ate
doub
ts.
(10)
....
....
. T
hese
do
ubte
rs
know
th
at
such
a
perc
eptio
n w
ill
clou
d th
eir
futu
re
care
ers.
The
desi
re
to
agre
e w
ith
the
boss
is
ty
pica
l of
com
mitt
ees,
w
ith
grou
p m
embe
rs
ofte
n ta
king
colle
ctiv
e de
cisi
ons
that
they
wou
ld n
ot h
ave
take
nin
divi
dual
ly. T
hey
look
aro
und
the
tabl
e, s
ee t
heir
colle
ague
s no
ddin
g in
ag
reem
ent
and
supp
ress
thei
r ow
n do
ubts
. If
all
thes
e in
telli
gent
peo
ple
belie
ve t
his
is t
he r
ight
thi
ng t
o do
, th
ey t
hink
to
them
selv
es,
perh
aps
it
is.
It
rare
ly
occu
rs
toco
mm
ittee
mem
bers
tha
t al
l th
eir
colle
ague
s ha
vem
ade
the
sam
e du
biou
s ca
lcul
atio
n.
Res
pons
ible
man
ager
s us
ually
ask
to
see
the
evid
ence
bef
ore
reac
hing
a d
ecis
ion.
(11
)....
.... .
Eve
n th
ose
who
con
side
r al
l th
e ev
iden
ce,
good
and
bad,
fai
l to
take
acc
ount
of
the
fact
that
exp
ert
pred
ictio
ns a
re o
ften
wro
ng. T
he r
easo
n fo
r th
is is
that
fee
dbac
k is
onl
y ef
fect
ive
if i
t is
rec
eive
dqu
ickl
y an
d of
ten;
and
sen
ior
exec
utiv
es r
arel
ybe
com
e th
e ex
pert
s th
ey c
laim
to b
e, b
ecau
se th
eym
ake
too
few
big
dec
isio
ns t
o le
arn
muc
h fr
omth
em.
So
whe
n it
beco
mes
cl
ear
that
di
sast
erlo
oms,
man
y ex
ecut
ives
ins
ist
on p
ress
ing
ahea
dre
gard
less
. (12
)....
.... .
The
rep
ercu
ssio
ns o
f do
ing
so c
an b
e da
untin
g.So
w
hat
can
be
done
to
pr
even
t co
mpa
nies
mak
ing
bad
deci
sion
s? (
13).
......
. . A
noth
er i
s to
dele
gate
the
deci
sion
on
whe
ther
or n
ot to
con
tinue
to p
eopl
e w
ho a
re n
ot i
n th
e th
ick
of t
he d
ecis
ion-
mak
ing,
su
ch
as
the
non-
exec
utiv
e di
rect
ors.
(14)
....
....
.
But
th
ey
shou
ldn’
t ex
pect
an
ygr
atitu
de:
peop
le w
ho h
ave
mad
e hu
ge m
ista
kes
are
not
goin
g to
say
‘T
hank
you
, w
e sh
ould
hav
epa
id a
ttent
ion
to y
ou in
the
firs
t pla
ce.’
Ba
d b
usi
ne
ss d
ec
isio
ns
are
ea
sy t
o m
ake
Page 74
BE
C H
IGH
ER
7
15W
hat
criti
cism
doe
s th
e w
riter
mak
e of
man
ager
s in
the
firs
t pa
ragr
aph?
AT
hey
lose
inte
rest
in t
he is
sue
of in
com
pete
nt e
mpl
oyee
s.
BT
hey
fail
to t
ake
a fir
m li
ne w
ith in
effic
ient
em
ploy
ees.
CT
hey
have
littl
e id
ea o
f w
hat
is r
eally
req
uire
d of
the
ir st
aff.
DT
hey
ofte
n m
ake
bad
deci
sion
s w
hen
choo
sing
new
sta
ff.
16W
hat
is t
he e
ffect
of
the
first
of
the
met
hods
sug
gest
ed fo
r de
alin
g w
ith in
com
pete
nt s
taff?
AIt
has
only
a s
hort
-ter
m e
ffect
on
the
prob
lem
.
BIt
mea
ns t
hat
bette
r w
orke
rs w
ill n
ot h
ave
to w
ork
so h
ard.
CIt
mak
es g
ood
wor
kers
aw
are
that
pro
blem
s ar
e be
ing
deal
t w
ith.
DIt
send
s a
nega
tive
mes
sage
to
thos
e w
ho d
o th
eir
job
wel
l.
17In
bot
h th
e se
cond
and
thi
rd in
effe
ctiv
e m
etho
ds o
f de
alin
g w
ith in
com
pete
nt e
mpl
oyee
s, t
he
man
ager
s’ai
m is
to
Aha
ve a
ll of
the
inco
mpe
tent
sta
ff w
orki
ng in
the
sam
e pa
rt o
f th
e co
mpa
ny.
Bim
prov
e th
e at
titud
e of
the
inco
mpe
tent
sta
ff to
wor
k by
giv
ing
them
pro
mot
ion.
Cpu
t th
e in
com
pete
nt s
taff
in a
situ
atio
n w
here
the
y ca
n do
as
little
har
m a
s po
ssib
le.
Dm
ake
the
wor
k so
una
ttrac
tive
that
the
inco
mpe
tent
sta
ff w
ant
to le
ave.
18T
he w
riter
say
s in
the
fift
h pa
ragr
aph
that
em
ploy
ees
who
are
giv
en a
low
mar
k on
the
ir
appr
aisa
l for
m w
ill
Ade
man
d a
deta
iled
expl
anat
ion
of w
hat
they
hav
e do
ne w
rong
.
Bcl
aim
tha
t sp
ecia
l circ
umst
ance
s ha
ve h
ad a
n ef
fect
on
thei
r w
ork.
Cde
ny t
hat
thei
r w
ork
has
been
in a
ny w
ay u
nsat
isfa
ctor
y.
Dar
gue
that
the
y fin
d th
e w
ork
they
hav
e ha
d to
do
frus
trat
ing.
19In
the
six
th p
arag
raph
the
writ
er s
ays
that
whe
n ta
lkin
g to
an
inco
mpe
tent
em
ploy
ee a
man
ager
shou
ld
Am
ake
no r
efer
ence
to
the
mos
t re
cent
app
rais
al m
ark.
Bco
mpa
re t
he w
ork
of t
he e
mpl
oyee
with
tha
t of
mor
e ef
ficie
nt w
orke
rs.
Cm
ake
clea
r w
hat
will
hap
pen
if pe
rfor
man
ce d
oes
not
appr
ove.
Dex
plai
n to
the
em
ploy
ee h
ow h
e or
she
can
gai
n a
bette
r ap
prai
sal m
ark.
20W
hat
does
the
writ
er s
ugge
st a
s a
way
to
deal
with
inco
mpe
tent
em
ploy
ees
who
fail
to r
espo
nd
even
to
a pr
oble
m-s
olvi
ng a
ppro
ach?
AS
et t
hem
tar
gets
whi
ch it
wou
ld b
e im
poss
ible
to
atta
in.
BG
ive
them
a t
est
desi
gned
to
iden
tify
thei
r st
reng
ths.
CP
ay t
hem
a s
um o
f m
oney
to
leav
e th
e co
mpa
ny.
DG
et a
n ou
tsid
e co
nsul
tant
to
find
them
ano
ther
job.
Turn
Ove
r �
PAR
T T
HR
EE
Qu
esti
on
s 15
– 2
0
•R
ead
the
follo
win
g ex
trac
t fr
om a
n ar
ticle
abo
ut in
com
pete
nt e
mpl
oyee
s, a
nd t
he q
uest
ions
on
the
oppo
site
pag
e.
•F
or e
ach
ques
tion
15 –
20,
mar
k on
e le
tter
(A,
B,
Cor
D)
on y
our
Ans
wer
She
et fo
r th
e an
swer
you
choo
se.
6
Eve
ry o
rgan
isat
ion
has
its
sh
are
of
emp
loye
es-f
rom
-hel
l: th
e la
zy,
del
ud
ed,
hyp
och
on
dri
ac
un
der
-
per
form
ers.
Th
ey a
re d
iffi
cult
to
man
age
and
m
iser
able
to
wo
rk w
ith
. T
hei
r p
rod
uct
ivit
y is
low
an
d t
hei
r ab
ility
to
po
iso
n
staf
f m
ora
le
hig
h.
Th
ey
are,
alas
, al
way
s w
ell-
entr
ench
ed
and
m
anag
emen
t-re
sist
ant.
Inte
rest
ing
ly,
thei
r n
um
ber
s in
any
org
anis
atio
n h
ave
mo
re t
o
do
wit
h m
anag
emen
t’s r
efu
sal t
o
dea
l w
ith
th
e si
tuat
ion
th
an w
ith
po
or
sele
ctio
n.
Th
at
is,
thei
r
exis
ten
ce i
n t
he
org
anis
atio
n i
s
nea
rly
alw
ays
du
e to
a l
on
g l
ine
of
wea
k m
anag
ers
wh
o
hav
e
dec
lined
to
tac
kle
the
pro
ble
m.
Trad
itio
nal
ly,
ther
e ar
e th
ree
clas
sic
inef
fect
ive
way
s o
f
dea
ling
w
ith
th
e in
com
pet
ent.
Th
e fi
rst
is
to
ign
ore
th
e
pro
ble
m,
ho
pin
g t
hat
it
will
go
away
. R
ath
er
than
co
nfr
on
t
lazi
nes
s o
r se
rio
us
abse
nte
eism
,
the
man
ager
giv
es t
he
emp
loye
e
less
wo
rk t
o d
o.
Th
is i
nev
itab
ly
lead
s to
fru
stra
tio
n o
n th
e p
art o
f
the
go
od
har
dw
ork
ing
sta
ff w
ho
see
the
pro
ble
m
emp
loye
e
get
tin
g a
way
wit
h it
.
Th
e se
con
d a
pp
roac
h, w
hic
h h
as
trad
itio
nal
ly
bee
n
the
mo
st
favo
ure
d,
is
to
pas
s th
em
on
.
Th
ere
is u
sual
ly a
par
t o
f an
y
bu
sin
ess
wh
ere
peo
ple
bel
ieve
the
po
or
per
form
er c
an d
o n
o
dam
age.
A
lter
nat
ivel
y,
po
or
per
form
ers
can
b
e m
ove
d
to
ano
ther
bra
nch
in
th
e d
rear
iest
par
t o
f to
wn
, or
to a
no
ther
to
wn
,
or
even
to
an
oth
er
cou
ntr
y.
A
clev
er
vari
ant
of
this
ta
ctic
is
to
her
d
all
the
inco
mp
eten
t
emp
loye
es i
nto
on
e p
art
of
the
com
pan
y th
at i
s th
en s
old
off
or
pri
vati
sed
.
Th
ere
is a
th
ird
ap
pro
ach
wh
ich
is t
o p
rom
ote
th
e in
com
pet
ent.
Th
is
sou
nd
s b
izar
re
and
exce
edin
gly
st
up
id
bu
t is
n
ot
infr
equ
entl
y ad
op
ted
. Th
e id
ea is
that
, al
tho
ug
h
thes
e p
ost
s ar
e
qu
ite
sen
ior
and
wel
l-p
aid
, th
e
actu
al
job
s ar
e fa
irly
p
oin
tles
s
on
es
in
wh
ich
in
com
pet
ent
peo
ple
can
hid
e w
ith
ou
t d
oin
g
any
seri
ou
s d
amag
e.
Th
e
emp
loye
e is
th
us
con
firm
ed
in
his
o
r h
er
del
usi
on
s o
f
com
pet
ence
.
All
thre
e o
f th
ese
stra
teg
ies
are
the
resu
lt o
f n
ot
dea
ling
wit
h t
he
pro
ble
m
earl
y o
n.
Man
y
man
ager
s fi
nd
d
eali
ng
w
ith
inco
mp
eten
ce v
ery
dif
ficu
lt.
Th
e
scen
ario
th
at
all
man
ager
s
hat
e is
as
fo
llo
ws:
sh
ow
a
sub
ord
inat
e a
low
mar
k o
n t
hei
r
app
rais
al
form
. T
he
emp
loye
e
firs
t w
ants
th
e b
ehav
iou
r
def
ined
; th
en w
ants
an
exa
mp
le
of w
hen
this
beh
avio
ur
occ
urr
ed;
then
ar
gu
es
abo
ut
ho
w
this
inci
den
t o
ccu
rred
an
d
ho
w
typ
ical
it
was
. T
he
net
res
ult
is
a
row
ab
ou
t th
e p
ast
and
fru
stra
tio
n o
n t
he
par
t o
f b
oth
.
A d
iffe
ren
t an
d m
ore
su
cces
sfu
l
met
ho
d i
s th
e p
rob
lem
-so
lvin
g
app
roac
h.
Th
is i
nsi
sts
that
on
e
still
sh
ow
s th
e lo
w
sco
re
bu
t,
rath
er th
an a
ttem
pti
ng
to e
xpla
in
it,
on
e d
escr
ibes
wh
at n
eed
s to
be
do
ne
dif
fere
ntl
y to
ach
ieve
a
hig
her
sco
re. T
he
emp
has
is is
on
the
futu
re n
ot t
he
pas
t; o
n a
cle
ar
des
crip
tio
n
of
the
des
irab
le
beh
avio
ur,
no
t th
e in
com
pet
ent
beh
avio
ur.
T
he
tou
chy
or
sen
siti
ve
emp
loye
e n
orm
ally
resp
on
ds
to th
is r
easo
nab
ly w
ell.
Nev
erth
eles
s,
ther
e ar
e th
ose
wh
o c
ann
ot,
or
will
no
t, r
esp
on
d
to g
oo
d m
anag
emen
t. T
hey
may
be
un
able
to
do
th
e jo
b d
ue
to
no
t h
avin
g t
he
abili
ty t
o l
earn
ever
-ch
ang
ing
task
s fa
st e
no
ug
h.
Th
ey
may
b
e d
istr
acte
d
by
pro
ble
ms
at h
om
e o
r m
ore
like
ly
they
hav
e b
een
man
aged
ver
y
po
orl
y in
th
e p
ast.
Th
ere
is
real
ly
on
ly
a ve
ry
limit
ed
nu
mb
er
of
thin
gs
that
can
b
e d
on
e w
ith
th
e re
ally
inco
mp
eten
t.
Bu
y th
em
ou
t,
wh
ich
may
be
the
bes
t so
luti
on
for
all c
on
cern
ed; r
aise
th
e g
ame
by
mak
ing
su
re t
hey
are
giv
en
ever
h
igh
er
bu
t re
ach
able
targ
ets.
A
fi
nal
st
rate
gy
is
to
insi
st t
hat
th
ey h
ave
an a
nn
ual
psy
cho
log
ical
te
st
wh
ere
a
dis
inte
rest
ed o
uts
ide
con
sult
ant
do
es a
mo
tiva
tio
n a
nal
ysis
an
d
has
th
e p
ow
er
to
reco
mm
end
that
th
ey
be
let
go
–
no
t
enco
ura
ged
to
g
o
to
ano
ther
par
t o
f th
e o
rgan
isat
ion
, bu
t in
to
the
bra
cin
g
wat
ers
of
the
job
mar
ket.
Page 75
BE
C H
IGH
ER
Exa
mp
le: A
st
ared
B
se
en
C
insp
ecte
d D
gl
ance
d
21A
solu
tion
Ban
swer
Cke
yD
secr
et
22A
patie
ntB
resi
gned
Cto
lera
ntD
cont
ente
d
23A
foun
d ou
tB
cam
e ac
ross
Cra
n in
toD
met
with
24A
eval
uate
Bac
coun
tC
estim
ate
Dre
ckon
25A
appo
intin
gB
sign
ing
Cre
gist
erin
gD
enlis
ting
26A
dang
erB
haza
rdC
risk
Dpe
ril
27A
exam
inin
gB
prob
ing
Cex
plor
ing
Din
vest
igat
ing
28A
talk
Bdi
scus
sC
say
Dte
ll
29A
prep
arat
ion
Bre
adin
ess
Cpr
ecau
tion
Dan
ticip
atio
n
30A
set
Bpu
t C
plac
eD
hold
9
AB
CD
0
Turn
Ove
r �
PAR
T F
OU
R
Qu
esti
on
s 21
– 3
0
•R
ead
the
artic
le b
elow
abo
ut li
fe c
oach
ing
– re
gula
r m
eetin
gs b
etw
een
a bu
sine
ss p
erso
n an
d a
neut
ral c
onsu
ltant
to
disc
uss
wor
k-re
late
d pr
oble
ms.
• C
hoos
e th
e co
rrec
t w
ord
or p
hras
e to
fill
eac
h ga
p fr
om A
, B, C
or
D o
n th
e op
posi
te p
age.
•F
or e
ach
ques
tion
21 –
30,
mar
k on
e le
tter
(A,
B,
Cor
D)
on y
our
Ans
wer
She
et.
•T
here
is a
n ex
ampl
e at
the
beg
inni
ng,
(0).
8
Why
I Fo
und
A L
ife C
oach
Any
one
who
has
eve
r (0
) D t
hrou
gh a
sel
f-im
prov
emen
t bo
ok
has
prob
ably
lea
rned
tha
t su
ch b
ooks
do
not
hold
the
(21
)..
....
.
of p
erso
nal
happ
ines
s. H
avin
g re
ad t
oo m
any
of t
hem
with
out
succ
ess,
I w
as (
22)
....
...
to s
tayi
ng v
ague
ly d
issa
tisfi
ed f
or t
he
rest
of
my
life.
But
whe
n I
(23)
....
...
a ne
wsp
aper
art
icle
abo
ut
a ne
w k
ind
of c
onsu
ltant
, ca
lled
a lif
e co
ach,
I b
ecam
e cu
riou
s,
and
deci
ded
to le
arn
mor
e.
I w
as l
ooki
ng f
or a
mor
e pe
rson
al w
ay t
o (2
4)..
....
.m
y lif
e:
I’d
achi
eved
my
mat
eria
l go
als
befo
re (
25)
....
...
the
supp
ort
of
a co
ach,
but
pro
fess
iona
l ch
alle
nges
, lo
ng h
ours
and
not
hav
ing
som
eone
ne
utra
l to
ta
lk
to
wer
e pu
ttin
g m
y w
ork
and
rela
tions
hips
at (2
6)..
....
..
I re
alis
ed I
nee
ded
to l
earn
how
to
deal
with
pro
blem
s be
fore
they
occ
urre
d.
My
life
coac
h is
ver
y go
od a
t as
king
me
(27)
....
...
ques
tions
whi
ch h
elp
me
to d
isco
ver
wha
t I’m
dis
satis
fied
with
in m
y lif
e,
and
to u
nder
stan
d w
ho I
am
. It’s
goo
d to
hav
e so
meo
ne y
ou c
an
trus
t and
res
pect
to (2
8)..
....
.th
ings
ove
r w
ith.
I so
met
imes
pic
k to
pics
in (2
9)..
....
.of
our
dis
cuss
ions
, suc
h
as s
ituat
ions
at
wor
k, o
r co
nflic
ts b
etw
een
me
and
colle
ague
s,
thou
gh I
don
’t a
lway
s (3
0)..
....
.an
age
nda.
And
I k
now
tha
t
ever
ythi
ng I
say
to m
y co
ach
is in
the
stri
ctes
t con
fide
nce.
I’m
far
bette
r at
tac
klin
g di
ffic
ult
situ
atio
ns n
ow,
and
best
of
all,
I fe
el
muc
h m
ore
at e
ase
with
my
life.
NACHHILFE & SPRACHKURSE www.LearningInstitute.ch
Tel: 0041 44 586 33 60 [email protected]
NACHHILFE SPRACHKURSE FIRMENTRAINING LEHRLINGSBETREUUNG STELLVERTRETUNG
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Die über 850 Learning Institute Lehrkräfte unterrichten gerne bei Ihnen zu Hause, an Ihrer Schule oder an Ihrem Arbeitsplatz. Bildung ist Vertrauenssache: Dementsprechend gestalten wir unsere Beziehung zu den Lernenden.
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Page 76
BE
C H
IGH
ER
PAR
T S
IX
Qu
esti
on
s 41
– 5
2
•R
ead
the
text
bel
ow a
bout
writ
ing
good
cov
erin
g le
tters
.
•In
mos
t of
the
line
s 41
– 5
2th
ere
is o
ne e
xtra
wor
d.It
is e
ither
gra
mm
atic
ally
inco
rrec
t or
does
not
fit
in w
ith t
he m
eani
ng o
f th
e te
xt. S
ome
lines
, ho
wev
er,
are
corr
ect.
•If
a lin
e is
cor
rect
, w
rite
CO
RR
EC
Ton
you
r A
nsw
er S
heet
•If
ther
e is
an
extr
a w
ord
in t
he li
ne,
writ
e th
e ex
tra
wo
rdin
CA
PIT
AL
LET
TE
RS
on y
our
answ
er s
heet
.
•T
he e
xerc
ise
begi
ns w
ith t
wo
exam
ples
, (0
) an
d (0
0).
Exa
mp
les
0C
OR
RE
CT
00Y
OU
0W
hen
yo
u’r
e ap
ply
ing
fo
r a
job
, wh
at c
an y
ou
do
to
en
sure
th
at y
ou
r
00
cove
rin
g le
tter
do
esn
’t ju
st g
et ‘f
iled
’ in
th
e ru
bb
ish
bin
? Fi
rstl
y, y
ou
41
alw
ays
rem
emb
er t
hat
th
e p
urp
ose
of
a co
veri
ng
lett
er is
th
ere
to
42
com
ple
men
t fo
r yo
ur
CV.
Th
is m
ean
s it
sh
ou
ld f
lesh
ou
t an
d e
xpla
in
43
clea
rly
thro
ug
h a
ny
po
ints
th
at t
he
CV
alo
ne
do
esn
’t d
eal w
ith
an
d t
hat
44
ther
efo
re m
igh
t o
ther
wis
e b
e m
isse
d o
ut
by
pro
spec
tive
em
plo
yers
.
45
For
exam
ple
, if
you
’re
loo
kin
g t
o c
han
ge
in in
du
stri
es, t
hen
yo
ur
lett
er
46
ou
gh
t to
exp
lain
th
em w
hy
you
wan
t to
mak
e th
e m
ove
, wh
at y
ou
r
47
mo
tiva
tio
n is
, an
d w
hat
yo
u h
op
e to
ach
ieve
. If
you
r C
V s
ho
ws
that
yo
u
48
do
n't
ho
ld a
rel
evan
t q
ual
ific
atio
n t
hat
th
e jo
b a
d h
as s
pec
ifie
d it
(sa
y,
49
a u
niv
ersi
ty d
egre
e o
r a
voca
tio
nal
dip
lom
a), s
o y
ou
’ll n
eed
to
exp
lain
50
wh
y yo
u s
ho
uld
sti
ll b
e co
nsi
der
ed. I
t’s n
ot
easy
, an
d o
ften
wri
tin
g t
he
51
lett
er c
an t
ake
twic
e as
lon
g a
s w
riti
ng
yo
ur
CV.
Bu
t b
ecau
se t
o s
om
e
52
exte
nt
that
is h
ow
it s
ho
uld
be:
a C
V is
a f
orm
al, w
ith
str
uct
ure
d d
ocu
men
t
that
sim
ply
imp
arts
info
rmat
ion
, wh
erea
s a
lett
er is
yo
ur
chan
ce t
o m
ake
an
imp
ress
ion
.
11
DO
N’T
GE
T “
FIL
ED
IN
TH
E B
IN”
An
in
crea
sin
g
nu
mb
er
of
peo
ple
ar
e fi
nd
ing
(0)
....
..
nec
essa
ry t
o s
pen
d a
t le
ast
par
t o
f th
eir
wo
rkin
g l
ife
abro
ad.
An
in
tern
atio
nal
car
eer
use
d t
o b
e so
met
hin
g p
eop
le o
pte
d
into
fro
m c
ho
ice,
bu
t(3
1) .
....
.m
any
it h
as n
ow
bec
om
e a
req
uir
emen
t o
f st
ayin
g
in
wo
rk.
You
d
o
no
t h
ave
to
be
wo
rkin
g in
a h
ug
e m
ult
i-n
atio
nal
co
rpo
rati
on
to
fin
d(3
2) ..
....
bei
ng
ask
ed t
o w
ork
ab
road
. Co
mp
anie
s th
at n
ot
so(3
3) ..
....
year
s ag
o
rese
rved
fo
reig
n
trav
el
for
dir
ecto
rs,
are
no
w
sen
din
g m
idd
le m
anag
ers
and
eve
n n
ew r
ecru
its
on
pro
ject
s
ove
rsea
s.
Th
e ch
arac
teri
stic
s o
f in
tern
atio
nal
trav
el w
ill v
ary
wid
ely.
Fo
r
som
e p
eop
le i
t w
ill m
ean
th
at t
hey
will
occ
asio
nal
ly h
ave
to
spen
d a
(34)
....
..d
ays
in a
fore
ign
cit
y, w
hile
for
oth
ers
it w
ill
mea
n t
hat
th
ey w
ill c
on
stan
tly
be
mo
vin
g f
rom
(35)
...
...
cou
ntr
y to
an
oth
er
un
til
they
ev
entu
ally
lo
se
tou
ch
wit
h
(36)
....
..o
rig
inal
nat
ion
al id
enti
ty.
Th
e g
row
ing
d
eman
d
for
peo
ple
w
ith
th
e sk
ills
an
d
exp
erie
nce
to
w
ork
in
cr
oss
-nat
ion
al
con
text
s p
lace
s a
pre
miu
m o
n t
ho
se w
ho
hav
e d
evel
op
ed t
he
skill
s to
en
able
them
to r
ise
to th
at c
hal
len
ge.
(37)
....
..is
nee
ded
is fl
exib
ility
and
ad
apta
bili
ty,
bo
th o
f(3
8) ..
....
aris
e fr
om
a s
tate
of
min
d
rath
er t
han
fro
m i
nn
ate
abili
ty.
Team
wo
rkin
g s
kills
are
als
o
imp
ort
ant
and
(39)
..
....
is
the
abili
ty
to
com
mu
nic
ate
effe
ctiv
ely,
es
pec
ially
(40)
..
....
lon
g
dis
tan
ces,
vi
a n
ew
com
mu
nic
atio
ns
tech
no
log
ies,
su
ch
as
vid
eoco
nfe
ren
cin
g
and
tel
eco
nfe
ren
cin
g.
An
inte
rnat
ion
al c
aree
r re
qu
ires
a v
arie
ty o
f ski
lls. T
he
tim
e to
beg
in p
rep
arin
g f
or
such
a c
aree
r is
no
w.
WO
RK
ING
AB
RO
AD
PAR
T F
IVE
Qu
esti
on
s 31
– 4
0
•R
ead
the
artic
le b
elow
abo
ut w
orki
ng a
broa
d.
•F
or e
ach
ques
tion
31 –
40,
writ
e on
e w
ord
in C
AP
ITA
L LE
TT
ER
S o
n yo
ur A
nsw
er S
heet
.
•T
here
is a
n ex
ampl
e at
the
beg
inni
ng,
(0).
Exa
mp
le0
IT
10
Page 77
BE
C H
IGH
ER
READING ANSWER KEY
Part One Part Two Part Three Part Four Part Five Part Six
1 E 9 B 15 B 21 D 31 FOR/WITH 41 THERE2 D 10 F 16 D 22 B 32 YOURSELF 42 FOR3 B 11 G 17 C 23 B 33 MANY 43 THROUGH4 A 12 D 18 A 24 A 34 FEW 44 OUT5 B 13 E 19 D 25 D 35 ONE 45 IN6 C 14 A 20 C 26 C 36 THEIR 46 THEM7 E 27 B 37 WHAT 47 CORRECT8 E 28 A 38 WHICH 48 IT
29 D 39 SO 49 SO30 A 40 OVER/ACROSS 50 CORRECT
51 BECAUSE52 WITH
Page 78
BE
C H
IGH
ER
Part
5
32
31
01
01
34
01
01
35
01
31
32
33
34
35
36
01
37
01
36
37
38
01
39
01
38
39
40
01
40
33 P
art
6
42
41
01
01
44
01
01
45
01
41
42
43
44
45
46
01
47
01
46
47
48
01
49
01
48
49
50
01
50
43
51
01
51
52
01
52
Superv
isor:
HI
GH
ER
BE
C H
igh
er R
ead
ing
An
sw
er S
heet
00
00 1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7 8 9
Ca
nd
ida
te N
am
eIf
no
t alr
ead
y p
rin
ted
, w
rit
e n
am
e
in C
AP
ITA
LS
an
d c
om
ple
te t
he
Can
did
ate
No
. g
rid
(in
pen
cil).
Ca
nd
idate
’s S
ign
atu
re
Exam
inati
on
Tit
le
Ce
ntr
e
If t
he
ca
nd
ida
te is A
BS
EN
T o
r h
as
WIT
HD
RA
WN
sh
ad
e h
ere
Can
did
ate
No
.
Cen
tre N
o.
Exam
inati
on
Deta
ils
9Pa
rt
2 �
Tu
rn
ov
er f
or P
arts
5 a
nd
6
Ins
tru
cti
on
s
Use
a P
EN
CIL
(B
or
HB
).
Ru
b o
ut
an
y a
nsw
er
yo
u w
ish
to
ch
an
ge
with
an
era
se
r.
Fo
r P
arts
1 t
o 4
:
Ma
rk o
ne
bo
x f
or
ea
ch
an
sw
er.
Fo
r e
xa
mp
le:
If y
ou
th
ink C
is t
he
rig
ht
an
sw
er
to t
he
qu
estio
n,
ma
rk y
ou
r a
nsw
er
sh
ee
t like
th
is:
Fo
r P
arts
5 a
nd
6:
Write
yo
ur
an
sw
er
cle
arly in
CA
PIT
AL
LE
TT
ER
S.
Write
on
e le
tte
r in
ea
ch
bo
x.
Fo
r e
xa
mp
le:
AB
C0
0
10
11
12
13
14
15P
art
3
16
17
18
19
20
21P
art
4
22
23
24
25
26
27
28
29
30
1Pa
rt
1
2 3 4 5 6 7 8
BE
C H
- R
DP
46
2/3
62
AB
CD
EF
GH
AB
CD
EF
GH
AB
CD
EF
GH
AB
CD
EF
GH
AB
CD
EF
GH
AB
CD
EF
GH
AB
CD
AB
CD
AB
CD
AB
CD
AB
CD
AB
CD
AB
CD
AB
CD
AB
CD
AB
CD
AB
CD
AB
CD
AB
CD
AB
CD
AB
CD
AB
CD
AB
CD
E
AB
CD
E
AB
CD
E
AB
CD
E
AB
CD
E
AB
CD
E
AB
CD
E
AB
CD
E
Page 79
A DETAILED LOOK AT THE TASKS
For BEC Higher, candidates are required to produce twopieces of writing:• a short report based on graphic input;
• one of the following (of the candidate’s choosing):
• a longer report;
• a piece of business correspondence;
• a proposal.
For definitions of these task types please see page 49.
Part One
This is a guided writing task, in which the candidateproduces a brief (120-140 word) report. The task provides arealistic situation in which it is necessary to analyse graphicinformation and express it in words. The input may consistof graphs, bar charts or pie charts of the type frequently usedin the business pages of newspapers, company reports andbrochures.
Part Two
In most parts of the BEC Writing tests, all candidates arerequired to perform the same task because there is no dangerof individuals or groups of candidates being disadvantagedby that task. The exception is BEC Higher Writing Part Two:in order to generate the range of language which ischaracteristic of this level of language learner, the taskcontains no input or minimal input, resulting in a relativelyhigh background knowledge requirement from thecandidate. In the absence of a choice of tasks this coulddisadvantage some candidates, so a choice of tasks is given.
Candidates choose from three options: a report, proposal or apiece of business correspondence. The task is supplied by therubric, which provides an authentic reason for writing, andindicates for whom the piece of writing is being produced. Theinput is therefore more detailed and specific than that of thetraditional ‘essay question’ task type.
There is no significant difference between the formatrequired for proposals and reports. At this level, reports mustbe clearly organised and should make some attempt at reportformat, for example paragraphs, heading, introduction and/orconclusion. There is no particular requirement forsubheadings, and some widely taught subheadings such as‘introduction’, ‘terms of reference’, ‘findings’, etc. will notnecessarily be appropriate for all tasks.
Preparing for the Writing Questions
The first writing task involves the kind of graphic input ofinformation which is common in the business world, andcandidates should be exposed to a wide range of examplesof graphs and charts from newspapers, magazines, companyliterature, etc. The interpretation involved is the translating ofthe graphic input into prose, rather than the recommendingof action. Candidates should have practice in the clear andconcise presentation of written information. Specificvocabulary and phrasing should also be developed.
The second writing task requires candidates to plan carefullyin order to be able to produce successful answers. Exposureto, and discussion of, as wide a range as possible of relevanttexts would be beneficial. Candidates should be givenpractice 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 foreach point
• suitable openings and closings
• the level of formality required.
For the BEC Higher Writing component, candidates writetheir answers in pen in their question paper booklet.
BE
C H
IGH
ER
TEST OF WRITING
Time: 1 hour 10 minutes
PART Functions/Communicative Task Input Response Register
1 e.g. describing or comparing figures Rubric and graphic input Short report (medium may Neutral/from graphic input, making be memo or e-mail) formalinferences (120 – 140 words)
2 Report: describing, summarising Rubric, possibly supplemented by Candidates choose from Neutral/brief input text, e.g. notice, advert report (medium may be formal
Correspondence: e.g. explaining, memo or e-mail) orapologising, reassuring, complaining proposal (medium may
be memo or e-mail)Proposal: describing, summarising, or business correspondencerecommending, persuading (medium may be letter, fax
or e-mail) (200 – 250 words)
Page 80
BE
C H
IGH
ER
4PAR
T T
WO
Qu
esti
on
s 2
– 4
•W
rite
an a
nsw
er t
o o
ne
of t
he q
uest
ions
2 –
4 in
thi
s pa
rt.
•W
rite
200
– 25
0w
ords
on
page
s 5
and
6.
•W
rite
the
ques
tion
num
ber
in t
he b
ox a
t th
e to
p of
pag
e 5.
Qu
esti
on
2
•Yo
ur m
anag
er is
kee
n to
intr
oduc
e ne
w p
ract
ices
into
you
r co
mpa
ny.H
e ha
s as
ked
you
to w
rite
a
repo
rt w
hich
incl
udes
det
ails
of
two
prac
tices
fro
m a
noth
er c
ompa
ny w
hich
you
wou
ld s
ugge
st
adop
ting
in y
our
own
com
pany
.
•W
rite
the
rep
ort
for
your
man
ager
, in
clud
ing
the
follo
win
g in
form
atio
n:
•w
hat
you
adm
ire a
bout
the
oth
er c
ompa
ny
•w
hich
tw
o of
its
prac
tices
you
wou
ld a
dopt
•w
hy y
our
com
pany
wou
ld b
enef
it fr
om t
hem
.
Qu
esti
on
3
•Yo
ur c
ompa
ny h
as e
mpl
oyed
an
outs
ide
cons
ulta
nt t
o or
gani
se a
n ex
hibi
tion
of y
our
prod
ucts
, to
be h
eld
next
mon
th.H
is w
ork
is u
nsat
isfa
ctor
y, a
nd y
our
boss
has
now
dec
ided
tha
t yo
u sh
ould
take
ove
r fu
ll re
spon
sibi
lity
inst
ead.
Your
bos
s ha
s as
ked
you
to w
rite
to t
he c
onsu
ltant
to
expl
ain
why
he
has
been
rep
lace
d.
•W
rite
the
lett
erto
the
con
sulta
nt:
•gi
ving
tw
o re
ason
s w
hy h
e ha
s be
en r
epla
ced
•te
lling
him
he
will
be
paid
for
this
wor
k
•as
king
him
to
brie
f yo
u on
the
cur
rent
situ
atio
n.
Qu
esti
on
4
•Yo
ur c
ompa
ny h
as d
ecid
ed t
o co
nduc
t an
inve
stig
atio
n in
to t
he p
ossi
bilit
y of
incr
easi
ng t
he
num
ber
of w
ays
in w
hich
tec
hnol
ogy
is u
sed
thro
ugho
ut t
he o
rgan
isat
ion.
You
have
bee
n as
ked
to w
rite
a pr
opos
al c
once
rnin
g th
e us
e of
tec
hnol
ogy
in y
our
depa
rtm
ent
for
the
Man
agin
g
Dire
ctor
.
•W
rite
your
pro
po
sal,
incl
udin
g th
e fo
llow
ing:
•a
brie
f ou
tline
of
the
curr
ent
uses
of
tech
nolo
gy in
you
r de
part
men
t
•a
desc
riptio
n of
wha
t te
chno
logi
cal i
mpr
ovem
ents
cou
ld b
e m
ade
•an
exp
lana
tion
of t
he b
enef
its t
hese
cha
nges
mig
ht b
ring
•re
com
men
datio
ns fo
r th
e ki
nd o
f tr
aini
ng t
hat
wou
ld b
e ne
cess
ary.
2
PH
OT
OC
OP
IER
CO
ST
S
$0$200
$400
$600
$800
$1,0
00
$1,2
00
Car
daK
DS
ebu
Pur
chas
e pr
ice
War
rant
yR
unni
ng c
osts
Exp
ecte
d to
tal c
osts
for
initi
al 2
-yea
r pe
riod:
C
arda
– $
1,90
0
KD
– $
1,80
0
Seb
u –
$1,8
00
PAR
T O
NE
Qu
esti
on
1
•T
he b
ar c
hart
bel
ow s
how
s th
e co
st o
f bu
ying
thr
ee d
iffer
ent
phot
ocop
iers
, th
e co
st o
f a
war
rant
y
on e
ach
mac
hine
, an
d th
eir
expe
cted
run
ning
cos
ts fo
r th
e fir
st t
wo
year
s.
•U
sing
the
info
rmat
ion
from
the
cha
rt,
writ
e a
shor
t re
po
rtco
mpa
ring
the
cost
s fo
r th
e th
ree
mac
hine
s.
•W
rite
120
– 14
0w
ords
on
page
3.
WRITING SAMPLE PAPER
Page 81
ASSESSMENT OF WRITING
An impression mark is awarded to each piece of writing. TheGeneral Impression Mark Scheme is used in conjunctionwith a Task-specific Mark Scheme, which focuses on criteriaspecific to each particular task. This summarises the content,organisation, register, format and target reader indicated inthe 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 30marks is available for Writing.
The General Impression Mark Scheme is interpreted atCouncil of Europe level C1.
A summary of the General Impression Mark Scheme isreproduced below. Examiners work with a more detailedversion, which is subject to regular updating.
BE
C H
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Summary of General Impression Mark Scheme
Band 5 Full realisation of the task set.• All content points included.• Controlled, natural use of language; minimal errors.• Wide range of structure and vocabulary.• Effectively organised, with appropriate use of cohesive devices.• Register and format consistently appropriate.Very positive effect on the reader.
Band 4 Good realisation of the task set.• All major content points included; possibly minor omissions.• Natural use of language; errors only when complex language is attempted.• Good range of structure and vocabulary.• Generally well-organised, with attention paid to cohesion.• Register and format on the whole appropriate.Positive effect on the reader.
Band 3 Reasonable achievement of the task set.• All major content points included; some minor omissions.• Reasonable control, although a more ambitious attempt at the task may
lead to a number of non-impeding errors.• Adequate range of structure and vocabulary.• Organisation and cohesion is satisfactory.• Register and format reasonable, although not entirely successful.Satisfactory effect on the reader.
Band 2 Inadequate attempt at the task set.• Some major content points omitted or inadequately dealt with; possibly
some irrelevance.• Errors sometimes obscure communication and are likely to be numerous.• Limited range of structure and vocabulary; language is too elementary for this level.• Content is not clearly organised.• Unsuccessful attempt at appropriate register and format.Negative effect on the reader.
Band 1 Poor attempt at the task set.• Notable content omissions and/or considerable irrelevance.• Serious lack of control; frequent basic errors.• Narrow range of structure and vocabulary.• Lack of organisation.• Little attempt at appropriate register and format.Very negative effect on the reader.
Band 0 Achieves nothing. Either fewer than 25% of the required number of words or totally illegible or totally irrelevant.
Page 82
QUESTION 1
EXAMINER COMMENTS
Report: Photocopier Costs
Of the three types of photocopiers, Carda, KD and Sebu, the purchase price of the Carda is the lowest. It isslightly more than $600 but its expected running cost for the first two years is the highest with its warrantycost at the mid-level of the three photocopiers.
In comparison, the purchase price of the KD is a little more than that of the Carda which is $700; whereasthe expected running cost of the KD is much less than that of the Carda which is $1,200. However, the KD’swarranty cost is the highest of the three at $200. In comparison the Sebu’s purchase price is the highest of thethree, i.e. $1000, but it costs consumers the least in warranty and running for the first two years.
What’s more, the expected total cost of the Carda for the initial 2-year period is $1,900, more than that ofboth the Sebu and KD, $1,800.
In conclusion it would be advisable to buy the KD photocopier which is generally more advantageous in costthan its competitors.
CANDIDATE A
Full realisation of the task set with a natural use of languageand appropriate use of linkers.
Band 5
EXAMINER COMMENTS
This report was compiled to present the data about the costs of buying three different photocopiers, the costof a warranty on each machine, and their expected running costs for the first two years. The photocopiersbeing described are Carda, KS and Sebu.
Certainly the most expensive one is Carda as its total cost for initial 2-year period is $1,900. This includesrunning costs of $1,200 and cost of a warranty which is $100. The remaining part of costs – about 30% ofthe total costs – is the purchase price.
Total costs of both KD and Sebu photocopiers are equal, however their particular ingredients differ. KD’swarranty is the most pricey and costs $200 whereas Sebu’s costs $70. Running costs of KD and Sebuphotocopiers are $900 and $800, respectively. Taking into consideration purchase price, the most expensiveone is Sebu which costs $1000 whereas KD’s is cheaper than Sebu by $200. Total costs for the 2-year periodof these machines is $1,800.
I trust that the above data will be useful and helpful for the buyer to make the best possible choice.
CANDIDATE B
Good realisation of the task set with all content pointsincluded. Ambitious range of structure and vocabulary,which is not always successful. Generally well-organisedwith evidence of internal cohesion.
Band 4
BE
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Page 83
EXAMINER COMMENTS
This report compares the costs of three photocopiers, called Carda, KD and Sebu.
Firstly, we will consider running costs. Far the highest is Carda’s ($1200) followed by KD’s which is equal to$1000 and the lowest one at the moment is Sebu’s ($600). It also has the lowest warranty cost which is about$100. That is very close to the cost of Carda machine, which is just a bit higher ($630). But KD’s cost is forabout 100 percent higher than the mentioned two. If we look at purchase prices and start with the highest wefirstly have to mention Carda. It’s purchase price is $600, moving to KD with a price of about $700 and finishwith the highest purchase price which is $1200 and comes from Sebu.
If we analyse the facts I mentioned above we can calculate the expected total costs for initial 2-year period.Carda has the highest total cost which is $1900, so it would be cheaper buying the other two, which bothhave a total price of $1,800.
CANDIDATE C
This is a well-organised response to the task which displaysinternal coherence. All content points are covered. Theregister is more informal than might generally be consideredappropriate, but is used consistently. There are errors butthese are generally non-impeding.
Band 3
EXAMINER COMMENTS
The upper is the comparison of the costs of 3 different photocopiers, including the purchase price, warrantycosts and expected running costs for initial 2-year. From that, we can see Carda gets the higest expected totalcosts of $1,900. The others, KD and Sebu are likely the same reaching $1,800.
The reason why Carda is the most expensive is due to its running costs, which covers more than 60 percentin the expected total cost. While KD and Sebu cost lower than that, no more than $1,000. In which Sebu’scost in running cost is only $800 around. But Sebu’s buying cost the higest over $1,000. At the same time,Carda costs only $600, KD $700 or so. As to the cost of a warranty on them, KD is more than $200, Carda$120 and Sebu less than $100.
CANDIDATE D
Inadequate attempt at the task set due mainly to the lowlevel of language. Errors sometimes obscure communication‘the upper’, ‘in which Sebu’s cost in running cost is only$800’. However, the major content points are addressed andthe writing has reasonable organisation.
Band 2
BE
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ER
Page 84
BE
C H
IGH
ER
EXAMINER COMMENTS
Good organisation and realisation of the task set; all contentpoints are included. Natural use of language with a widerange of vocabulary and reasonably accurate use of structureand cohesive devices.
Band 4
EXAMINER COMMENTS
The purpose of this report is to established which practices should we accept in our company from company“Johnson”. The company Johnson is well respected company in Europe. They own their succes to inovationand team work. This is a well organised company with 300 employees. All their employees know what isexpected from them. The company is devided in to departaments; Production, finances, marketing and salles.
They have strict behavior rules which includes non smoking and clothing polici. Inspite of this strict rulesthere is an open-level management. Every two weeks the main director receves employees that come withnew ideas and they are reworded if the idea is accepted. Johnson has also an complain service in whichpesonel can come to express their dissatisfaction.
In our company I would strongly sugest that we also adopt open-level management where we could widenour prospectives and get new ideas.
I also reccomend complain service center where we could find out how to motivate our staff.
CANDIDATE F
Inadequate attempt at the task set. All content pointsaddressed but not always adequately dealt with. Errors(particularly of spelling) are numerous and sometimesobscure communication.
Band 2
QUESTION 2
Report on the introduction of new practices.
The report sets out to describe the most attractive features of the Olive Garden chain restaurants StaffManagement policies and to suggest introduction of several items into the restaurant department of theHinton Firs hotel. The presented information has been obtained during the Assistant Manager’s visit to theformer company.
It was found that one of the American chain restaurants is exposed to an exceptionately innovativemanagement that has recently developed a new policy in order to maintain high standards in all aspects ofthe service provided to their guests.
It seems that two of its recently introduced practices may be well borrowed and implemented in our business.
Firstly, all the waiting staff are exposed to a check-up before starting their lunch and dinner shifts so as toensure maintenance of hygene and compliance with the company’s dress code.
Secondly, the evening briefings conducted on a regular basis in order to inform the staff about the basicchanges in the menu and wine supplies have proved effective, and therefore could be applied in ourrestaurant department as well.
It is clear that a successful introduction of the two procedures is sure to reflect on the quality of such servicein issues of the waiting staff’s better awareness and an improvement in the hotel’s image.
CANDIDATE E
Page 85
BE
C H
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ER
QUESTION 3
Dear Mr Jones
My name is Svenja Pietzonka, I am an employee of a company Ardo, where you were employed. I have beengiven this unpleasant job of contacting you and explaining why you have been replaced. Another reason forwriting you is to inform you that I will take over your responsibility and to ask for your help.
The reasons for your replacement are, as you can assume, that you didn’t know our products well enough.You obviously didn’t quite understand which are the features of our products that attract potential customersand what our marketing strategies are. This led to the lack of ideas that you had. We know that youintroduced a few ideas, but we think you would agree that none was satisfactory. We hope that youunderstand why we decided so.
We confess that your failure to succeed is also our fault. We should have introduced you to our productsbetter and we should have let you know what the objectives of our company are and which market strategieswe use to achieve them. Taking all these factors into account, we agreed that we should pay you the workyou have done.
I would like to ask you if you could brief me on the current situation. You probably know that it is extremelyhard to start a project when someone was working on it before you, so I honestly hope that you will beprepared to assist me with your help.
I am looking forward hearing from you soon.
Yours sincerelySvenja Pietzonka
CANDIDATE G
EXAMINER COMMENTS
Good achievement of the task set, mainly due to tone andcontent, which would have the desired impact on the targetreader. However, there are some non-impeding errors and anoccasional awkwardness in expression.
Band 4
Page 86
BE
C H
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ER
Dear sir,
Thank you for the work you have done to organise an exhibition. Most things are kept in order in the initialstage of the whole process and your job is confirmed and phrased by our boss to some extent. However,there still remains some shortcomings. As is known to all, you are a very excellent consultant in manyrespects. You have lots of experience in advising. But that it is based on outside conditions does not fit usvery much. The policies, the strategies seem a bit different from what we own. And that causes some barriersamong our people. So with the development of the process, the organising work may not be well done. Toavoid such shortcomings, we may appreciate someone with local experience in the next stage of the process.Probably he will be helpful to the co-operative work, and accepted by the inside ones. He may not be ascreative as you but somehow suits the situation now.
We will pay you according to your creative work and helpful advice and you will be thanked for your favourin our company.
As I will take your place and hopefully I intend to get some help from you. If you could brief the work on thecurrent situation, I shall be very grateful. Thank you very much again.
Look forward to hearing from you.
Regards.
Jessica ChoiCompany Adviser
CANDIDATE H
EXAMINER COMMENTS
All content points are included. Reasonable register andformat. However, an ambitious attempt at language results infrequent impeding errors and lack of clarity.
Band 2
Page 87
BE
C H
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ER
QUESTION 4
EXAMINER COMMENTS
PurposeAs requested, the purpose of this proposal is to describe and analyse the possible use of technology in theMarketing Department.
Current use of technologyUp 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 advertisingcampaigns but we have also conducted market research via the internet so as to meet our consumers growingdemands.
Technological ImprovementsIn our work we have used computer software and hardware which has already become obsolete and urgentlyneeds modernisation. Therefore, the purchase of up-to-date programmes and equipment is of primeimportance.
BenefitsThere is no denying that these improvements will bring vast profits to the company. Our team will be able towork faster, more effectively and make greater use of technological innovations. Moreover, our company willbe more likely to easily overcome fierce competition in the market.
TrainingIt seems obvious that our staff does not possess the knowledge of how to use new software. Thus, training onthe use of modern programmes would be recommended as necessary.
ConclusionTo sum up, it seems obvious that the introduction of new technology into the Marketing Department willenable the company to gain huge profits. Our position in the market will be strengthened.
CANDIDATE I
Very good realisation of the task with good use of structureand vocabulary. Well-organised and cohesive with naturaluse of language.
Band 5
Page 88
BE
C H
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ER
EXAMINER COMMENTS
The purpose of the proposal is to explain why our Design Department need to improve technology in ourdepartment regarding the introduction of more portable PCs and laser printers, and recommend somenecessary training.
As designers in Design Department, it is our routine job to design our product consistent with therequirement of our clients. With the expanding of our company, we receive more orders. Most of ourequipment, fax machines, color boards, etc. perform less help to us with our heavy workload. Our efficiencywas affected.
There is therefore an urgent need for us to buy some more computers. Because, so many things can be doneby computers, you can choose colors, textile types, etc on them. And it is amazing to see the whole processon computer. Furthermore it is faster and quality is improved too.
We usually attend some seminars or shows abroad. And we feel it is very inconvenient to take many designpapers, and documents with us, and sometimes they are in a mess. So I think we should buy some portablecomputers for our designers, if possible.
Besides that, it is paramount for us to get the latest information from all over the world. We could get themthrough internet with our portable computers anywhere, any time.
As our routine work has little connection with computers and internet, most of us can’t use them freely. So itis necessary for us to bring in some training courses of computers and internet.
CANDIDATE J
Reasonable achievement of task set. All content points areincluded and the organisation is satisfactory. However, anambitious attempt at the task results in errors of structure andvocabulary, although these are mainly non-impeding.
Band 3
Page 89
A DETAILED LOOK AT THE TASKS
Part One
This is a sentence-completion, gap-filling or note-taking task.The candidate has to supply only the key words of theanswer, which will not be more than three words per item.
The spoken text lasts about two to three minutes and is amonologue (or a single long turn by more than one speaker).The text is heard twice. It is informational and focuses on aseries of identifiable facts. Topics might involve instructions,changes in arrangements or instructions, the programme foran event or meeting of some kind or details of theorganisation of an event. The setting for the task could besomeone giving information over the telephone, or a speakeraddressing a roomful of delegates at a conference or peopleon a training course.
Listening tasks may be based on recorded material takenfrom authentic sources or more usually on scripted material.There are twelve items, which are distributed evenlythroughout the text, so that candidates have time to recordtheir answers. Answers to items may be numbers or amountsof money, but these will not involve the candidate in anycalculations. Items of information are tested in the sameorder in which the information occurs in the text. Correctspelling of the words in the answer is expected.
Part Two
This is a matching task based on five short extracts linked bytheme or topic and spoken by five different speakers, inmonologue form. The texts last a total of approximately threeto four minutes.
There are two tasks for each of the five extracts. These tasksrelate to the content and purpose of the extracts, andcandidates are asked to do any combination of thefollowing: identify speakers, interpret context, recognise the
function of what is said, identify the topic, understandspecific information, identify a speaker’s opinion or feelings.
The series of extracts is heard twice, and candidates mustattempt both tasks during this time. It is for the candidates todecide whether they choose to do the first task the first timethey listen to the text, and the second task the second time,or whether to deal with the two tasks for each extracttogether. For each task, they have a list of eight options tochoose from.
Materials for this task are scripted, and relate to a businesstopic or situation.
Part Three
This task consists of a dialogue, usually with two or morespeakers. There are eight items, which are three-optionmultiple choice. The task relates to a topic of interest orconcern in the world of work. The text is heard twice.
Preparing for the Listening Paper
All listening practice should be helpful for students, whetherauthentic or specially prepared. In particular, discussionshould focus on:
• the purpose of speeches and conversations ordiscussions
• the roles of speakers
• the opinions expressed
• the language functions employed
• relevant aspects of phonology such as stress, linkingand weak forms, etc.
In addition, students should be encouraged to appreciate thediffering demands of each task type. It will be helpful notonly to practise the task types in order to develop a sense offamiliarity and confidence, but also to discuss how the three
BE
C H
IGH
ER
TEST OF LISTENING
Time: approx. 40 minutes including 10 minutes’ transfer time
Number ofPART Main Skill Focus Input Response Questions
1 Listening for and noting Informational monologue Gap-filling requiring limited 12specific information written responses (i.e. no more
than 3 words)
2 Listening to identify 5 short monologues linked by theme Multiple matching 10topic, context, function or topic, from 5 different speakersspeaker’s opinion, etc.
3 Listening for gist, specific Conversation/interview/discussion 3-option multiple choice 8information, attitudes, etc. between 2 or more people
Page 90
task types relate to real life skills and situations.
• The first is note-taking (and therefore productive), andstudents should reflect on the various situations inwhich they take notes from a spoken input. Theyshould also be encouraged to try to predict the kinds ofwords 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 spokeninput, with correct answers often being delivered bymore than one speaker.
In all three tasks, successful listening depends on correctreading, and students should be encouraged to make full useof the pauses during the test to check the written input.
BE
C H
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ER
Page 91
BE
C H
IGH
ER
PAR
T T
WO
Qu
esti
on
s 13
– 2
2
•Yo
u w
ill h
ear
five
diffe
rent
bus
ines
s pe
ople
tal
king
abo
ut t
rips
they
hav
e re
cent
ly b
een
on.
•F
or e
ach
extr
act
ther
e ar
e tw
o ta
sks.
For
Tas
k O
ne,
choo
se t
he p
urpo
se o
f ea
ch t
rip f
rom
the
list
A –
H.F
or T
ask
Two,
cho
ose
the
prob
lem
des
crib
ed f
rom
the
list
A –
H.
•Yo
u w
ill h
ear
the
reco
rdin
g tw
ice.
TAS
K O
NE
– P
UR
PO
SE
•F
or q
uest
ions
13
– 17
, m
atch
the
ext
ract
s w
ith t
he p
urpo
ses,
list
ed A
– H
.
•F
or e
ach
extr
act,
choo
se t
he p
urpo
se s
tate
d.
•W
rite
one
lette
r (A
– H
) ne
xt t
o th
e nu
mbe
r of
the
ext
ract
.
13..
....
....
....
....
....
....
....
....
....
....
....
14..
....
....
....
....
....
....
....
....
....
....
....
15..
....
....
....
....
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....
16..
....
....
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....
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17..
....
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....
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....
....
....
....
....
....
TAS
K T
WO
– P
RO
BL
EM
•F
or q
uest
ions
18
– 22
, m
atch
the
ext
ract
s w
ith t
he p
robl
ems,
list
ed A
– H
.
•F
or e
ach
extr
act,
choo
se t
he p
robl
em d
escr
ibed
.
•W
rite
one
lette
r (A
– H
) ne
xt t
o th
e nu
mbe
r of
the
ext
ract
.
18..
....
....
....
....
....
....
....
....
....
....
....
19..
....
....
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20..
....
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....
21..
....
....
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....
22..
....
....
....
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....
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....
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....
0353
/3 (
T02
6) N
ov02
3
Turn
Ove
r �
Ato
sup
ervi
se s
taff
trai
ning
Bto
hol
d jo
b in
terv
iew
s
Cto
intr
oduc
e ne
w p
olic
y
Dto
vis
it po
ssib
le n
ew p
rem
ises
Eto
obs
erve
wor
king
pra
ctic
es
Fto
mee
t a
new
man
ager
Gto
sig
n a
new
con
trac
t
Hto
dea
l with
a c
ompl
aint
AI
forg
ot a
doc
umen
t.
BM
y ho
tel w
as n
oisy
.
CI
was
late
for
a m
eetin
g.
DI
didn
’t un
ders
tand
som
e fig
ures
.
ET
he s
ervi
ce a
t m
y ho
tel w
as b
ad.
FI
had
som
e w
rong
info
rmat
ion.
GI
didn
’t ha
ve a
n in
terp
rete
r.
HI
expe
rienc
ed c
ompu
ter
prob
lem
s.
203
53/3
(T
026)
Nov
02
PAR
T O
NE
Qu
esti
on
s 1
– 12
•Yo
u w
ill h
ear
the
intr
oduc
tion
to a
sem
inar
, ca
lled
the
Bus
ines
s M
aste
r C
lass
, ab
out
the
use
of
Info
rmat
ion
Tech
nolo
gy in
the
wor
kpla
ce.
•A
s yo
u lis
ten,
for
ques
tions
1 –
12,
com
plet
e th
e no
tes,
usi
ng u
p to
thr
ee w
ords
or
a nu
mbe
r.
•Yo
u w
ill h
ear
the
reco
rdin
g tw
ice.
THE
BUSI
NES
S M
AST
ER C
LASS
SEM
INA
R N
OT
ES
Arr
ange
men
ts f
or p
arti
cip
ants
1Th
e ev
ent
will
take
pla
ce o
ver
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....
2Se
min
ar o
rgan
ised
by ..
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3Th
e tit
le o
f the
last
ses
sion
will
be .
........
........
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........
..
4To
use
the
New
City
Hot
el c
ar p
ark,
dele
gate
s m
ust
obta
in a
......
........
........
........
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........
.
Dr
Sang
alli
5D
r Sa
ngal
li ha
s ad
vise
d m
any
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6Th
e na
me
of h
is co
nsul
tanc
y is
........
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The
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ines
s M
aste
r C
lass
Two
prob
lem
s fo
r co
mpa
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:
9to
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LISTENING SAMPLE PAPER
Page 92
BE
C H
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ER
28W
hen
wor
king
to
prod
uce
a ba
tch
of c
loth
es
Aea
ch t
eam
is r
espo
nsib
le fo
r a
part
icul
ar o
pera
tion.
Bea
ch m
embe
r of
the
tea
m p
rodu
ces
a co
mpl
ete
item
.
Cea
ch p
erso
n ca
rrie
s ou
t on
e pa
rt o
f th
e pr
oduc
tion
proc
ess.
29W
hat
chan
ge h
as b
een
mad
e to
the
ran
ge o
f go
ods?
AA
sm
alle
r nu
mbe
r of
diff
eren
t ite
ms
is p
rodu
ced.
BE
ach
item
is n
ow m
ade
in s
mal
ler
quan
titie
s.
CF
ewer
new
sty
les
are
intr
oduc
ed e
ach
year
.
30W
hat
is s
aid
abou
t th
e m
achi
nist
s?
AM
ore
of t
heir
wor
k is
falli
ng b
elow
the
req
uire
d st
anda
rd.
BS
ome
of t
hem
are
ear
ning
less
tha
n th
ey u
sed
to.
CT
hey
have
to
spen
d lo
nger
lear
ning
to
oper
ate
new
mac
hine
s.
You
no
w h
ave
ten
min
ute
s to
tra
nsf
er y
ou
r an
swer
s to
yo
ur
An
swer
Sh
eet.
0353
/3 (
T02
6) N
ov02
5
PAR
T T
HR
EE
Qu
esti
on
s 23
– 3
0
•Yo
u w
ill h
ear
part
of
a co
nver
satio
n be
twee
n a
man
agem
ent
cons
ulta
nt a
nd t
he H
uman
Res
ourc
es M
anag
er o
f Je
nkin
s, a
com
pany
whi
ch m
anuf
actu
res
child
ren’
s cl
othi
ng.
•F
or e
ach
ques
tion
23 –
30,
mar
k on
e le
tter
A,
Bor
Cfo
r th
e co
rrec
t an
swer
.
•Yo
u w
ill h
ear
the
reco
rdin
g tw
ice.
23W
hat
is s
aid
abou
t th
e ow
ners
hip
of J
enki
ns?
AT
he fo
unde
r ha
s so
ld t
he c
ompa
ny t
o so
meo
ne e
lse.
BJe
nkin
s ha
s m
erge
d w
ith a
noth
er c
ompa
ny.
CT
here
has
bee
n no
cha
nge
of o
wne
rshi
p.
24W
hat
does
the
Hum
an R
esou
rces
Man
ager
see
as
the
mai
n ex
tern
al t
hrea
t to
Jen
kins
?
AT
heir
reta
ilers
are
bec
omin
g le
ss w
illin
g to
pay
the
ir pr
ices
.
BC
onsu
mer
s ar
e bu
ying
mor
e to
p-of
-the
-ran
ge c
hild
ren’
s cl
othe
s.
CM
ore
and
mor
e co
mpa
nies
are
pro
duci
ng c
hild
ren’
s cl
othe
s.
25T
he H
uman
Res
ourc
es M
anag
er s
ees
the
com
pany
’s m
ain
stre
ngth
as
the
fact
tha
t
Ait
has
seve
ral l
ong-
term
con
trac
ts.
Bit
mak
es p
rodu
cts
of h
igh
qual
ity.
Cits
dis
trib
utio
n sy
stem
is e
ffici
ent.
26T
he H
uman
Res
ourc
es M
anag
er b
elie
ves
that
Jen
kins
’s m
ain
wea
knes
s at
pre
sent
is t
hat
Ath
e m
achi
nery
is in
adeq
uate
for
curr
ent
requ
irem
ents
.
Bth
e m
anag
emen
t st
yle
is o
ut o
f lin
e w
ith m
oder
n de
man
ds.
Cth
e re
latio
ns b
etw
een
man
agem
ent
and
wor
kers
are
poo
r.
27A
ccor
ding
to
the
Hum
an R
esou
rces
Man
ager
, w
hy d
o m
any
mac
hini
sts
choo
se t
o le
ave?
AT
hey
thin
k th
at t
hey
can
get
bette
r pa
id w
ork
else
whe
re.
BT
hey
feel
tha
t to
o m
uch
is e
xpec
ted
of t
hem
.
CT
hey
lack
con
fiden
ce in
the
com
pany
’s f
utur
e.
403
53/3
(T
026)
Nov
02
Page 93
BE
C H
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LISTENING ANSWER KEY
Part One Part Two Part Three1 THREE DAYS 13 F 23 C2 GLOBAL CONFERENCES PLC 14 C 24 A3 TOMORROW’S SOFTWARE/ 15 D 25 B
TOMORROWS SOFTWARE 16 B 26 C4 PERMIT 17 E 27 B5 LARGE CORPORATIONS 18 A 28 C6 LOGIC SOLUTIONS 19 B 29 B7 INTELLIGENT CHANGE 20 F 30 A8 IT ANALYST 21 C9 CUSTOMER(-)DRIVEN 22 D10 ORGANISATIONAL STRUCTURES/
ORGANIZATIONAL STRUCTURES11 FRAMEWORK FOR ACTION12 (REAL-LIFE) CASE STUDIES
TAPESCRIPT
PART ONE. QUESTIONS 1 to 12.
F: Good morning everyone and welcome. Thanks forcoming. My name is Jane Watson and I lookforward to meeting you all personally. Some of youare here just for today, others, I know, will beattending for all three days. I’m just going to say afew words on behalf of my company who haveorganised this event, Global Conferences plc. Asyou know today’s seminar is The Business MasterClass to be conducted by our distinguished guestwho I will introduce in a moment. But first a fewquick points of organisation which perhaps you’dlike to note. All the sessions will take place in thishotel except for the last session on Tomorrow’sSoftware, which will be at the New City Hotel. Wewill meet there at 2pm and this will give us achance to see in action some of the things we havebeen discussing. A map with directions to the NewCity Hotel is available from me if you wish to makeyour own way. Alternatively there will be a busgoing there at 1.30pm. There is limited car parkingat the New City Hotel so if you wish to drive thereyou will need a permit. You can get one from theconference office.Now to the reason we are all here. We are veryfortunate to have a seminar today led by Dr MartinSangalli, one of the most prominent and well-respected commentators in the world businesscommunity. He has been asked to advise manylarge corporations. He is a specialist in the strategicuse of information technology in banking,pharmaceuticals and retail. He has his owncompany called Logic Solutions which consultswith 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 managershave benefited from reading his best-selling book,Intelligent Change. Always inspiring and thought-provoking, his ideas have helped hundreds oforganisations to gain a glimpse of the future. He isEurope’s most famous IT Analyst. Dr Sangalli –welcome.
M: Thank you Jane for that flattering introduction. Ihope I can live up to it. So to begin. There are twomain difficulties facing all corporations today.Firstly, how to make themselves more customer-driven. Secondly, and as a result of that, is thequestion of how to go about the major task ofdeveloping and implementing new organisationalstructures. This is a senior management session andis designed to provide you with two things. I hopethat by the end of the session you will be equippedto design your own framework for action. To helpyou do this you will also be able to take awaydocumentation of real-life case studies that I havebeen involved in. So, if you would like to look atthe screen…
PART TWO. QUESTIONS 13 TO 22.
M: Of course, I was looking forward to it. I mean, itmeant seeing the results of quite a lengthy processto find the right person, which I myself had investedquite a lot of time in. It’s a demanding post, with alot of responsibility. I think the potential we thoughtwe’d spotted is being realised, and that she’s goingto deliver the sort of new initiatives we hoped for.She’s already got the team adapting to herapproach. But I did feel a bit stupid in the meeting,
Page 94
sitting there without the right figures. I just can’tbelieve 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, andif I’m honest I didn’t really feel up to it in the firstplace. It wasn’t a good time to be going away fromthe office, and I certainly didn’t feel happy, beingasked to present pretty different ideas at this stage ofthe game. I completely understand that the lastthing they wanted was to have someone droppingin from above, as it were, and saying, oh, well,we’ve decided to change the rules, etcetera. They’dbeen applying the system as it was in good faith.And then I was just so tired. What with the weddingcelebration going on in the hotel, I definitely didn’tget enough rest, and that left me disorientated andso I under performed.
M: I wasn’t happy to be going out there when therewas so much that had to be dealt with, just leftthere on my desk. My secretary’s extremely good,but she can’t do the impossible, obviously. But itwas clearly crucial to get some kind of idea of whatit looked like, whether we were on to the right kindof thing. Getting the right location and space isvital. I’m more or less convinced that this is right forwhat we want. It will attract customers. The troubleis, I had out-of-date architect’s plans with me, so Ikept getting confused about the dimensions. But thehotel staff were really helpful when we were tryingto get the up-to-date stuff faxed through.
F: It’s the first time I’ve been over there since wedecided to go ahead with the expansion and I mustsay I was impressed with the number of really goodcandidates there were. It really is a good region, interms of being able to attract and recruit the rightpeople and I’m confident we chose the right people.I wish the same thing was true for the otherbranches. What I just can’t believe is that I managedto set such a bad example by arriving a whole hourafter we should have started. I felt like a real fool,going on about heavy traffic, when I’d never acceptthat kind of excuse myself!
M: They said it was all different, and they certainlyweren’t wrong! I could hardly believe some of it! It’sdefinitely eye-opening to see what policy can meanin reality. But the way they’re applying it, I meanthe actual techniques, really is impressive. I didn’tsay anything, of course, just took my notes, and Iwill be drawing up my report as soon as I can. I’lldefinitely be recommending that some of their waysof going about things get applied in the otherbranches. It was confusing at the same time, I haveto admit. They were showing me all these graphs,different models of analysis, and I couldn’t reallyfollow that way of presenting the data. And thenthat guy’s accent! Great hotel, though.
PART THREE. QUESTIONS 23 TO 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 thecompany – so I get a general picture.
M: Stephen Jenkins founded the company nearly thirtyyears ago, and named it after himself, and he ran itfor a long time. Last year one of our competitorsproposed combining, with the idea that separatelythe two companies were too small to survive. Theywere probably right, but anyway Stephen turneddown the offer. Then, because he was getting on, hehanded 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’tthere problems in the sector?
M: Well, we mostly sell to retail chains, which sellthem under their own brand labels. Things aren’t aseasy as they were, what with cheap imports, andthe more expensive children’s boutiques makinginroads at the top end of the market. But weposition ourselves in the middle range, so we’re nottoo badly affected. We’re under increasing pressureto cut our profit margins, though, because ofgrowing 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 beencustomers for years. I suppose, though, that wewouldn’t have survived this long if it wasn’t that wedon’t send anything out unless it meets veryexacting standards. Our customers appreciate that,plus the fact that we aim to keep the time fromorder to delivery very short, and they’re prepared topay 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 haveto say that Stephen used to run the company in avery old-fashioned, autocratic way, which alienateda lot of the workers. Despite Catherine’s moreenlightened approach, it’s an uphill struggle to try tochange 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 theclothes. They say they’re faced with unreasonabledemands all the time, like having to learn to operateseveral machines instead of just one or two. Manyof them think they could get an easier job for themoney, because there are plenty of other jobs onoffer locally. The reasonably healthy state of ourorder books gives them a certain amount of job
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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. Ratherthan each machinist being assigned a complete itemof clothing, the work is divided into batchesinvolving various operations, each of themundertaken by one machinist. As that personfinishes, the work is passed on to the machinistresponsible 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 thenumber of itemised clothes has leapt. That’s thetotal number of different styles, in all the differentsizes. And that’s reduced batch sizes: long runs onan item are a thing of the past. At least half thestyles used to be carried through from one year tothe next, but now only a quarter are, so as you cansee, 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 apiecework basis, rather than at an hourly rate.They’re furious about that, though to be fair, the ratethat’s paid for learning to use a new machine hasbeen calculated so as to make sure that no-oneloses out in the short term. And they’re alsoaggrieved because so much is new, and far morebatches of work fail quality inspections and have tobe redone.
F: Now tell me something about training…
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Part
1 c
on
tin
ue
d
16
15
175
01
5
AB
CD
EF
GH
AB
CD
EF
GH
AB
CD
EF
GH
Part
2 -
Ta
sk O
ne
23
AB
C
14
13
AB
CD
EF
GH
AB
CD
EF
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Part
3
25
24
26
AB
C
AB
C
AB
C
27
28
AB
C
AB
C
29
AB
C
6
01
6
7
01
7
8
01
8
9
01
9
10
01
10
11
01
11
12
01
12
Part
2 -
Ta
sk T
wo
21
20
22
AB
CD
EF
GH
AB
CD
EF
GH
AB
CD
EF
GH
19
18
AB
CD
EF
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AB
CD
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GH
30
AB
C
Superv
isor:
HI
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ER
BE
C H
igh
er L
iste
nin
g A
nsw
er S
heet
00
00 1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7 8 9
1 2 3 4 5 6 7 8 9
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ate
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ead
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ITA
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cil).
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or
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Rub o
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AB
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r P
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Write
your
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arly in C
AP
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one letter
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num
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ach b
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If the a
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Part
1
1
01
1
2
01
2
3
01
3
4
01
4
0
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DP
46
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BE
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A DETAILED LOOK AT THE TASKS
Part One
For this part of the test, the interlocutor asks the candidatesquestions on a number of personal or work-related subjects.
Part Two
In this part, each candidate’s task is to choose one topicfrom a set of three, and to talk about it for one minute.Candidates have one minute in which to prepare, andshould use this time to make brief notes. While onecandidate speaks, the other listens, and then asks a questionat the end of the talk. Candidates may make notes whilelistening to their partner. Each candidate is given a differentset of three tasks from which to choose.
It is wise to structure the one-minute talk, with anintroduction and conclusion (however brief these must, ofnecessity, be), and to make the structure explicit whengiving the talk, in order to show some evidence of planning.Candidates should approach the task as if giving apresentation in a business environment.
Examples of topic areas include: advertising, careerplanning, communications, customer relations, finance,health and safety, management (personnel, production,transport, etc.), marketing, recruitment, sales, technology,training and travel.
Part Three
This is a two-way collaborative task based on a promptwhich is given to both candidates. The prompt consists ofseveral sentences presenting a business-related situationfollowed by two discussion points. Candidates are giventime to read the prompt and then discuss the situationtogether.
Candidates need to approach the task as a simulation,imagining themselves in a work environment, faced with areal situation to discuss, and on which they should try toreach decisions. The opinions they express, however, will betheir own, as they are not required (as in some kinds of roleplay) to assume particular attitudes or opinions.
Preparing for the Speaking Paper
Candidates should be made familiar with the seatingarrangements and paired assessment procedures that theSpeaking test employs. Any speaking practice should be ofbenefit, in particular paired and small group work.
• Activities designed to develop fluency will be ofconsiderable benefit, as the students need todemonstrate as wide a range of language as possiblewithin the time limits of the test.
• It should be noted that the test is designed to minimisethe possibility of attempts to use rehearsed speech, andthat examiners will quickly identify it.
TEST OF SPEAKING
Time: 16 minutes
PART Format/Content Time Interaction Focus
1 Conversation between the About 3 minutes The interlocutor encourages the candidates interlocutor and each candidate. to give information about themselves and to
express personal opinions.Giving personal information and expressing opinions.
2 A ‘mini-presentation’ by each candidate About 6 minutes The candidates are given prompts which on a business theme. generate a short talk on a business-related
topic.Organising a larger unit of discourse.Giving information and expressing and justifying opinions.
3 Two-way conversation between About 7 minutes The candidates are presented with a discussioncandidates followed by further on a business-related topic. The interlocutorprompting from the interlocutor. extends the discussion with prompts on related
topics.Expressing and justifying opinions,speculating, comparing and contrasting,agreeing and disagreeing, etc.
Page 98
• For Part Two, candidates need to develop the ability toprepare effectively for their ‘long turn’. They should begiven help in building up a range of discourse featuresto make their speech both coherent and cohesive. It isalso important for them to listen to each other’s talks,and be ready to ask relevant questions.
• For Part Three, candidates will benefit from practice insimulations where they are placed in a workenvironment and required to collaborate whilstdiscussing and deciding issues. They should be helpedto build up a range of resources for turn-taking and thegeneral negotiating of ideas and opinions.
BE
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Page 99
BE
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ER
Task
She
et 2
A:
Ad
vert
isin
g:h
ow to
adv
ertis
e a
new
pro
duct
effe
ctiv
ely
B:
Sta
ff M
anag
emen
t: th
e im
port
ance
of a
sses
sing
sta
ff pe
rfor
man
ce e
ffect
ivel
y
C:
Pro
du
ct D
evel
op
men
t:ho
w to
dec
ide
whe
n it
is th
e rig
ht ti
me
to w
ithdr
aw a
pro
duct
from
the
mar
ket
BE
C H
ighe
r – P
AR
TT
WO
BE
C H
ighe
r – P
AR
TT
WO
Task
She
et 1
A:
Tim
e M
anag
emen
t:th
e im
port
ance
of p
unct
ualit
y in
all
aspe
cts
of w
ork
B:
Rec
ruit
men
t:ho
w to
ens
ure
that
job
adve
rtis
emen
ts a
ttrac
t app
ropr
iate
app
lican
ts
C:
Cu
sto
mer
Rel
atio
ns:
how
to s
et u
p an
effe
ctiv
e cu
stom
er s
ervi
ces
syst
em
Task
She
et fo
r C
andi
date
A
SPEAKING SAMPLE TASKS
Task
She
et fo
r C
andi
date
B
C:
Pro
duct
Dev
elo
pmen
t:th
e fa
ctor
s in
volv
ed in
dec
idin
g w
hen
to w
ithdr
awa
prod
uct
from
the
mar
ket
A:
Adv
erti
sing
:how
to
adve
rtis
e a
new
pro
duct
effe
ctiv
ely
B:
Sta
ff m
anag
emen
t:th
e im
port
ance
of a
sses
sing
sta
ff pe
rfor
man
ce e
ffect
ivel
y
C:
Cus
tom
er r
elat
ions
:how
to
set
up a
n ef
fect
ive
cust
omer
ser
vice
s sy
stem
A:
Tim
e m
anag
emen
t:th
e im
port
ance
of p
unct
ualit
y in
all
aspe
cts
of w
ork
B:
Rec
ruit
men
t:ho
w t
o en
sure
tha
t jo
b ad
vert
isem
ents
att
ract
app
ropr
iate
appl
ican
ts
Page 100
BE
C H
ighe
r – P
AR
TT
HR
EE
Att
end
ing
Tra
de
Fai
rs
Your
com
pany
has
bee
n in
vite
d to
take
par
t in
a tr
ade
fair,
whi
ch w
ill ta
ke p
lace
durin
g th
e bu
sies
t tim
e of
the
year
. Yo
u ha
ve b
een
aske
d to
dec
ide
whe
ther
sta
ff
shou
ld b
e se
nt to
this
trad
e fa
ir.
Dis
cuss
and
dec
ide
toge
ther
:
• w
hat t
he a
dvan
tage
s an
d di
sadv
anta
ges
are
of a
ttend
ing
trad
e fa
irs
• w
hich
mem
bers
of s
taff
wou
ld m
ost u
sefu
lly re
pres
ent a
com
pany
at a
trad
e fa
ir
BE
C H
IGH
ER
Can
dida
tes’
Task
She
et
BEC Higher – PART THREE
ASSESSMENT OF SPEAKING
Candidates are assessed on their own performance and notin relation to each other, according to the followinganalytical criteria: Grammar and Vocabulary, DiscourseManagement, Pronunciation and InteractiveCommunication. These criteria are interpreted at Higherlevel. Assessment is based on performance in the whole testand is not related to particular parts of the test.
Both examiners assess the candidates. The Assessor appliesdetailed, analytical scales, and the Interlocutor applies aGlobal Achievement Scale which is based on the analyticalscales.
Grammar and Vocabulary
This refers to range and accuracy as well as the appropriateuse of grammatical and lexical forms. At BEC Higher level arange of grammar and vocabulary is needed to deal with thetasks. At this level grammar is mainly accurate andvocabulary is used effectively.
Discourse Management
This refers to the coherence, extent and relevance of eachcandidate’s individual performance. Contributions should beadequate to deal with the BEC Higher level tasks. Candidatesshould produce utterances which are appropriate in length.
Pronunciation
This refers to the candidates’ ability to producecomprehensible utterances. At BEC Higher level, meaningsare conveyed through the appropriate use of stress, rhythm,intonation and clear individual sounds, although there maybe occasional difficulty for the listener.
Interactive Communication
This refers to the candidate’s ability to take an active part inthe development of the discourse. At BEC Higher level,candidates should be sensitive to turn-taking throughoutmost of the test and hesitation should not demand patienceof the listener.
Attending Trade Fairs
Your company has been invited to take part in a trade fair, which will take place
during the busiest time of the year. You have been asked to decide whether staff
should be sent to this trade fair.
Discuss and decide together:
• what the advantages and disadvantages are of attending trade fairs
• which members of staff would most usefully represent a company at a trade fair
Your company needs to relocate several members of staff to a new branch opening inanother part of the country. You have been asked to submit ideas on how to makerelocation attractive for staff.
Discuss, and decide together:
• which types of financial incentives the company could offer to staff
• what information staff would need to know about the new location
Staff Relocation