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8/3/2019 Bec Preliminary 04
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READING
Page 9
B E C P R E L I M
I N
A R Y
A DET A IL ED G U IDE TO B EC P R EL IM IN AR Y
TEST OF READING AND WRITING
Time: 1 hour 30 minutes
Number of
PART Main Skill Focus Input Response questions
1 Reading – understanding short, Notices, messages, adverts, Multiple choice 5
real world notices, messages, etc. leaflets, etc.
2 Reading – detailed comprehension Notice, list, plan, contents Matching 5
of factual material; skimming and page, etc.
scanning skills
3 Reading – interpreting visual Graphs, charts, tables, etc. (The Matching 5
information information may be presented in
8 separate graphics or in a composite
graphic comprising up to 3 visuals.
4 Reading for detailed factual Text (approx. 150 – 200 Right/Wrong/ 7
information words): advert, business letter, Doesn’t say
product description, report,
minutes, etc.
5 Reading for gist and specific Text (approx. 300 – 400 Multiple choice 6
information words): newspaper or magazine
article, advert, report, leaflet, etc.
6 Reading – grammatical accuracy Text (approx. 125 – 150 Multiple choice 12
and understanding of text structure words): newspaper or magazine cloze
article, advert, leaflet, etc.
7 Reading and information transfer Short memos, letters, notices, Form-filling, 5
adverts, etc. note completion
PART Functions/Communicative Task Input Response Register
1 e.g. (re-)arranging appointments, Rubric only (plus layout of output Internal communication Neutral/
asking for permission, giving text type) (medium may be note, formal/
instructions message, memo informal
or e-mail) (30 – 40words)
2 e.g. apologising and offering One piece of input which may be Business corres- Neutral/
compensation, making or altering business correspondence (medium pondence (medium formal
reservations, dealing with requests, may be letter, fax or e-mail), internal may be letter, fax or
giving information about a product communication (medium may be e-mail) (60 – 80 words)
note, memo or e-mail), notice, advert,
etc. (plus layout of output text type)
WRITING
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A DETAILED LOOK AT THE TASKS
READING
Part One
In this part there are five short texts, each of which is
accompanied by a multiple choice question containing three
options. In all cases the information will be brief and clear
and the difficulty of the task will not lie in understanding
context but in identifying or interpreting meaning.
A wide variety of text types, representative of those likely to
be encountered in international business, can appear in this
part. Each text will be complete and have a recognisable
context.
Preparation
In order to prepare for this part it would be useful to expose
students to a wide range of notices and short texts takenfrom business settings. It is also useful to practise answering
sample questions, asking students to explain why an answer
is correct (and why the two incorrect options do not apply).
Part Two
This is a matching task comprising one text and five
questions, which are often descriptions of people’s
requirements. Candidates are required to match each
question to an appropriate part of the text, labelled A – H.
(As there are only five questions, some of the labels are
redundant.) The testing focus of this part is vocabulary and
meaning, using skimming and scanning skills.
Preparation
For preparation purposes, students need to be familiar with
text types that are divided into lists, headings or categories;
e.g. the contents page of a directory or book, the
departments in a business or shop, the items in a catalogue,
etc. Many of the questions in this part require a simple
interpretation of what different parts of the text mean, and
preparation for this could involve setting students real-world
tasks of this kind using authentic (but simple) sources.
Part Three
This task consists of eight graphs or charts (or one or more
graphics with eight distinct elements) and five questions.
Each question is a description of a particular graphic (or
element of a graphic) and candidates are expected to match
the questions to their corresponding graphs which are
labelled A – H.
Preparation
This part focuses on understanding trends and changes.
Candidates need to be able to interpret graphic data and
understand the language used to describe it. Expressions
such as ‘rose steadily’, ‘remained stable’, ‘decreased slowly’,
‘reached a peak’ should be introduced to students, along
with relevant topics, such as sales of goods, share price
movement and monthly costs.
Part Four
This task is a text accompanied by seven, three-option
multiple choice items. Each question presents a statementand candidates are expected to indicate whether the
statement is A ‘Right’ or B ‘Wrong’ according to the text, or
whether the information is not given in the text (C ‘Doesn’t
say’). Candidates will not be expected to understand every
word in the text but they should be able to pick out salient
points and infer meaning where words in the text are
unfamiliar. The questions will refer to factual information in
the text, but candidates will be required to do some
processing in order to answer the questions correctly.
Preparation
This can be a difficult task for candidates who are not
familiar with the three choices represented by A, B and C,
and who might not understand the difference between a
statement that is incorrect and one that depends on
information that is not provided in the text. Students need to
be trained to identify a false statement, which means that the
opposite or a contradictory statement is made in the text,
and to recognise that this is not the same as a statement that
is not covered in the text.
Part Five
This part presents a single text accompanied by six multiple
choice comprehension items. The text is informative and is
often taken from a leaflet, or from a newspaper or magazine
article.
Candidates are expected to employ more complex reading
strategies in this task, in that they should demonstrate their
ability to extract relevant information, to read for gist and
detail, to scan the text for specific information, and to
understand the purpose of the writer and the audience for
which the text is intended.
Preparation
In preparing candidates for this part, it would be a good idea
to expose them to a variety of texts of a similar length. As
texts become longer, slow readers are at a disadvantage and
some practice in improving reading speed would be
beneficial for this part. It would also be useful to discuss the
following areas:
• title
• topic
• the writer ’s purpose
• the theme or main idea of each paragraph
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B E C
P R E L I M
I N
A R Y
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• factual details that can be found in the text
• the writer’s opinions (if they are evident)
Part Six
This is a multiple choice cloze test. Candidates have to
select the correct word from three options to complete
twelve gaps. This part has a predominantly grammatical
focus and tests candidates’ understanding of the general and
detailed meaning of a text, and in particular their ability to
analyse structural patterns.
Preparation
Any practice in the grammatical and structural aspects of the
language is useful in preparing students for this part.
However, it is equally important for students to analyse the
structure and coherence of language within longer discourse
so that they are encouraged to read for meaning beyond the
sentence level. As tasks such as this typically focus oncommon grammatical difficulties, it is also useful to ask
students to analyse errors in their own work. Pairwork
activities might be productive as students can often help
each other in the areas of error identification and analysis.
Part Seven
Candidates are given two short texts, for example a memo
and an advertisement, and are asked to complete a form
based on this material. There are five gaps, which should be
completed with a word, a number or a short phrase. In this
part, candidates are tested on their ability to extract relevantinformation and complete a form accurately.
For this part, candidates need to transfer their answers in
capital letters to an Answer Sheet.
WRITING
For BEC Preliminary, 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; the delivery medium may be a note, message,
memo or e-mail
• a piece of business correspondence; this means
correspondence with somebody outside the company
(e.g. a customer or supplier) on a business-related
matter; the delivery medium may be letter, fax or
e-mail.
Part One
Candidates are asked to produce a concise piece of internal
company communication of between 30 and 40 words,
using a written prompt. The text will need to be produced in
the form of a note, message, memo or e-mail. Candidates are
given the layout of memos and e-mails (e.g. to/from/date/
subject) on the question paper, and need not copy this out as
part of their answer. The reason for writing and the target
reader are specified in the rubric, and bullet points explain
what content points have to be included. Relevant ideas for
one or more of these points will have to be ‘invented’ by the
candidate.
Part Two
Candidates are asked to produce an extended piece of
business correspondence of between 60 and 80 words. This
task involves the processing of a short text, such as a letter or
advertisement, in order to respond to it. A number of
bulleted content points below the text clearly indicate what
should be included in the answer. Some of this information
will need to be ‘invented’ by the candidate.
Where the delivery medium specified for a Part 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 an e-mail,
candidates need not include to/from/subject details.
Although the use of some key words is inevitable, candidates
should not ‘lift’ phrases from the question paper to use in
their answers. They would not receive credit for the
language in these phrases.
Accuracy and Appropriacy in Faxes and e-mails
Nowadays a significant proportion of written business
communication is transmitted electronically, both within the
company and to people outside the company.
In some contexts, this technological change may have
changed the nature of what people actually write. It may be
argued that a new ‘fax’ genre has emerged, characterised by
brevity and informality (and sometimes by the mixing of
handwritten and typewritten text in the same fax). It can also
be argued that a new ‘e-mail’ genre may be starting to
emerge, characterised by even greater informality and a
(possibly temporary) lack of conventions and even of regard
for linguistic accuracy.
However, there is also mounting evidence to suggest that
linguistic inaccuracy and inappropriate informality within
electronic business communications is considered
unacceptable by many individuals and organisations, and
can be counterproductive if employed in real life.
As well as being used informally, fax and e-mail are also
widely used within business cultures in which appropriacy
and accuracy are perceived to be important, and this is the
context of use on which BEC focuses.
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B E C P R E L I M
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A R Y
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Candidates at all levels of BEC should be aware that
appropriacy, accuracy, range and organisation are important
features of their writing, regardless of the delivery medium
specified in the task.
Please see the ‘Assessment of Writing’ sections for further
details of the criteria against which candidates’ writing is
assessed at each level of BEC.
Preparing for the Writing Questions
In preparing students for the Writing tasks it would be
beneficial to familiarise them with a variety of business
correspondence. Analysing authentic correspondence would
help students understand better how to structure their answer
and the type of language to use. When doing this, it would
be useful to focus on the following areas:
• the purpose of the correspondence
• references to previous communication
• factual details
• the feelings and attitude of the writer
• the level of formality
• the opening sentence
• the closing sentence
• paragraphing
• the desired outcome.
If students are in a class, it might be possible to ask them to
write and reply to each other’s correspondence so that they
can appreciate the importance of accurate content.
In a similar fashion, internal company memos and messages
might also be written and analysed in terms of the above so
that students can recognise the different levels of formality
involved. It is a necessary part of preparing for the test that
students understand the uses of, and styles inherent in,
different types of business communication so that they are
aware of how and why different types of correspondence are
used.
For the BEC Preliminary Writing component, candidateswrite their answers on the answer sheet provided.
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B E C
P R E L I M
I N
A R Y
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B E C P R E L I M
I N
A R Y
T u r n O v e r� 3
2
S P O R
S P O R T M A S T E R
T M A S T E R
P a k i s t a n - b a s e
d m a n u f a c t u r e r o f s p o r t s i t e m s w i s h i n g t o d o
b u s i n e s s i n E u r o p e i s l o o k i n g f o r i m p o r t e r s
T E L : 9 2 5 5 5 4 3 2 1
S p o r t m a s t e r w a n t s t o
A
s e l l i t s p r o d u c t s a b r o a d
.
B
i m p o r t p r o d u c t s i n t o P a
k i s t a n .
C
m a n u f a c t u r e i n E u r o p e .
3
A
Y o u c a n p h o t o c o p y n o t i c e s a t R e c e p t i o n f o r d i s p l a y h e r e .
B
P h o t o c o p i e d n o t i c e s c a
n o n l y b e d i s p l a y e d a t R e c e p t i o n .
C
T a k e y o u r n o t i c e t o R e c
e p t i o n i f y o u w a n t i t d i s p l a y e d h e r e .
4
T H E
A I R P O R T
E X P R E
S S
D E P A R T S
F R O M
P L A T F O R M
3
E V E R Y
2 0
M
I N U T E S
D U R I N G
T
H E
D A Y
( E V E R Y
3 0
M I N U T E S
A T
N I G H T )
A
T h e t r a i n s e r v i c e t o t h e
a i r p o r t r u n s 2 4 h o u r s a d a y .
B
A i r p o r t t r a i n s l e a v e P l a t f o r m 3
a t 2 0 m i n u t e s p a s t t h e h o u r .
C
T h e a i r p o r t e x p r e s s t a k
e s h a l f a n h o u r a t n i g h t .
5
G o o d s n o t n o r m a l l y
d i s p a t c h e d u n l e s s p a i d f o r a t t i m e o f o r d e r i n g –
p a y m e n t
o n d e l i v e r y b y s p e c i a l a r r a n g e m e n t o n l y
C u s t o m e r s s h o u l d n o r m a l l y
p a y f o r g o o d s
A
w h e n t h e i r o r d e r i s p r o c
e s s e d .
B
w h e n t h e g o o d s a r e d e l i v e r e d .
C
w h e n t h e y p l a c e a n o r d
e r .
N
O T I C E S F O R D I S P L A Y A B O V E T H I S
P H O T O C O P I E R M U S T F I R S T B E
H A N D E D T O
R E C E P T I O N
R E A D I N G
Q U E S T I O N S 1 – 4 5
P A R T
O N E
Q u e s
t i o n s 1 – 5
•
L
o o k a t q u e s t i o n s 1 – 5 .
•
I
n e a c h q u e s t i o n , w h i c h s e n t e n c e i s c o r r e c t ?
•
F
o r e a c h q u e s t i o n , m a r k o n e l e t t e r ( A , B o r C ) o n y o u r A
n s w e r S h e e t .
E x a m p l e :
0
D o n
’ t f o r g e
t –
f l i g h t B A
6 9 2
6 . 4
5 p . m
.
T h e p l a n e a r r i v e s a t
A
q u a r t e r t o s e v e n i n t h e m o r n i n g .
B
q u a r t e r p a s t s i x i n t h e e v e n i n g .
C
q u a r t e r t o s e v e n i n t h e e v e n i n g .
T h e c o r r e c t a n s w e r i s C , s o m a r k y o u r A n
s w e r S h e e t l i k e t h i s :
0
1
O f f i c e S t a f f R e q u i r e d
E x p e r i e n c e e s s e n t i a l
F u l l t r a i n i n g g i v e n ( l e a
d i n g t o
r e c o g n i s e d q u a l i f i c a t
i o n s )
A
p p l i c a n t s m u s t h a v e
A
r e l e v a n t q u a l i f i c a t i o n s .
B
p r e v i o u s e x p e r i e n c e .
C
r e c o g n i s e d t r a i n i n g .
A
B
C
2
READING AND WRITING SAMPLE PAPER
1
O f f i c e S t a f f R e q u i r
e d
E x p e r i e n c e e s s e n t i a l
F u l l t r a i n i n g g i v e n ( l e a d i n g t o
r e c o g n i s e d q u a l i f i c a t
i o n s )
A
p p l i c a n t s m u s t h a v e
A
r e l e v a n t q u a l i f i c a t i o n s .
B
p r e v i o u s e x p e r i e n c e .
C
r e c o g n i s e d t r a i n i n g .
E x
a m p l e
T e l e p h o n e m e s s a g
e
B i l l R y a n
c a u g h t 9 . 3
0
f l i g h t – d u e
h e r e
1 1 . 3
0
n o w , n o t 1 2 . 3
0 .
W h e n d o e s B i l l R y a n e x p e c t t o a r r i v e
?
T h e c o r r e c t a n s w e r i s B , s o m a r k y o u
r A n s w e r S h e e t l i k e t h i s :
A
9 . 3 0
B
1 1 . 3 0
C
1 2 . 3 0
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B E C
P R E L I M
I N
A R Y
6
M a r g a r e t W i l l i a m s n e e d s h e l p i n c h o o s i n g t h e b u s i n e s s l o a n w i t h t h e m o s t c o m p e t i t i v e t e r m s .
7
I b r a h i m S h a h w a n t s t o b e s u r e t h a t t h e r e w i l l b e e n o u g h d e m a n d f o r h i s p r o d u c t .
8
M a r i a F e r n a n d e z w o u l d l i k e s o m e a d v i c e a b o u t w h e r e t o a d v e r t i s e a n e w l i n e o f g o
o d s .
9
K i m S e n g w a n t s t o r e s e a r c
h n e w l a w s o n c o n s t r u c t i n g b u i l d i n g s .
1 0
P e d e r A n d e r s e n n e e d s t o k
n o w w h e t h e r h i s e x i s t i n g f u n d s a r e e n o u g h t o s e t u p h i s b u s i n e s s .
5
T u r n O v e r�
P A R T
T W O
Q u e s
t i o n s 6 – 1 0
•
L
o o k a t t h e a d v e r t i s e m e n t b e l o w . I t s h o w s s e r v i c e s o f f e r e
d b y a b u s i n e s s c o n s u l t a n c y .
•
F
o r q u e s t i o n s 6 – 1 0 , d e c i d e w h i c h s e r v i c e ( A – H ) w o u l d b e s u i t a b l e f o r e a c h p e r s o n .
•
F
o r e a c h q u e s t i o n , m a r k o n e l e t t e r ( A – H ) o n y o u r A n s w
e r S h e e t .
•
D
o n o t u s e a n y l e t t e r m o r e t h a n o n c e .
T H I N K I N G
O F
S T A R T I N G
A
B U S I N E S S ?
N e e d e x p e r t a d v i c e a n d / o r a s s i s t a n c e i n o n e o r
m o r e o f t h e f o l l o w i n g a r e a s ?
A
M a r k e t R e s e a r c h
B
C o n s t r u c t i n g a s c h e d u l e
C
C a l c u l a t i n g c o s t s
D
M e e t i n g l e g a l r e q u i r e m e n t s
E
O b t a i n i n g f i n a n c e
F
R e n t i n g o r p u r c h a s i n g p r e m i s e s
G
R e c r u i t i n g a n d t r a i n i n g s t a f f
H
P r o m o t i n g p r o d u c t s a n d s e r v i c e s
4
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B E C P R E L I M
I N
A R Y
1 1
I n t h i s m o n t h , t o t a l e x p e n d i t u r e , l i k e i n c o m e , s h o w e d a f a l l , w h i l e s p e n d i n g o n a d v e
r t i s i n g
d e m o n s t r a t e d t h e o p p o s i t e
t r e n d .
1 2
T o t a l e x p e n d i t u r e r o s e s l i g h
t l y i n t h i s m o n t h , w h i l e a d v e r t i s i n g c o s t s r e a c h e d t h e i r p
e a k , l e a d i n g
t o a h i g h e r i n c o m e i n t h e f o
l l o w i n g m o n t h .
1 3
D e s p i t e a d e c l i n e i n a d v e r t i s i n g c o s t s i n t h i s m o n t h , e x p e n d i t u r e a s a w h o l e r o s e .
1 4
T h i s m o n t h ’ s i m p r o v e m e n t
i n i n c o m e w a s p a r t i c u l a r l y w e l c o m e , a s i t w a s n o t m a t c h
e d b y a n
i n c r e a s e i n e x p e n d i t u r e .
1 5
W h i l e t h i s m o n t h s a w a l o w
p o i n t i n t h e r e s t a u r a n t ’ s i n c o m e , e x p e n d i t u r e c o n t i n u e d
t o f a l l .
7
T u r n O v e r�
6 P A R T
T H R E E
Q u e s
t i o n s 1 1 – 1 5
• L
o o k a t t h e c h a r t b e l o w . I t s h o w s a r e s t a u r a n t ’ s i n c o m e ,
t o t a l e x p e n d i t u r e a n d a d v e r t i s i n g c o s t s
d
u r i n g a n e i g h t - m o n t h p e r i o d .
• W
h i c h m o n t h d o e s e a c h s e n t e n c e ( 1 1 – 1 5 ) o n t h e o p p o
s i t e p a g e d e s c r i b e ?
• F
o r e a c h s e n t e n c e , m a r k o n e l e t t e r ( A – H ) o n y o u r A n s w e r S h e e t .
• D
o n o t u s e a n y l e t t e r m o r e t h a n o n c e .
A
B
C
D
E
F
G
H
M o n t h
0
1 0 0 0
2 0 0 0
3 0 0 0
4 0 0 0
5 0 0 0
6 0 0 0
7 0 0 0
8 0 0 0
£
A d v e r t i s i n g
T o t a l e x p e n d i t u r e
I n c o m e
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B E C
P R E L I M
I N
A R Y
9
T u r n O v e r�
1 6
W i t h a Q V M m a c h i n e , c o m
p a n i e s c a n a v o i d h a v i n g a c a n t e e n a l t o g e t h e r .
A
R i g h t
B
W
r o n g
C
D o e s n ’ t s a y
1 7
T h e Q V M m a c h i n e p r o v i d e
s e n o u g h h o t d r i n k s f o r u p t o f i f t e e n p e o p l e .
A
R i g h t
B
W
r o n g
C
D o e s n ’ t s a y
1 8
M o s t c u s t o m e r s p r e f e r t o r e n t t h e Q V M m a c h i n e o v e r s i x t y m o n t h s .
A
R i g h t
B
W
r o n g
C
D o e s n ’ t s a y
1 9
T h e e l e c t r i c i t y u s e d d a i l y b y t h e m a c h i n e c o s t s l e s s t h a n t h e p r i c e o f a h o t d r i n k .
A
R i g h t
B
W
r o n g
C
D o e s n ’ t s a y
2 0
T h e m a c h i n e c o m p a n y e m p t i e s t h e m o n e y f r o m t h e m a c h i n e a s p a r t o f i t s s e r v i c e a g r e e m e n t .
A
R i g h t
B
W
r o n g
C
D o e s n ’ t s a y
2 1
C u s t o m e r s c a n r e f i l l t h e i r m
a c h i n e s w i t h d r i n k s i n g r e d i e n t s , i f t h e y w a n t t o .
A
R i g h t
B
W
r o n g
C
D o e s n ’ t s a y
2 2
D u r i n g t h e t r i a l p e r i o d , t h e
c u s t o m e r p a y s a r e d u c e d a m o u n t t o r e n t t h e m a c h i n e .
A
R i g h t
B
W
r o n g
C
D o e s n ’ t s a y
P A R T
F O U R
Q u e s
t i o n s 1 6 – 2 2
•
R
e a d t h e a d v e r t i s e m e n t b e l o w f o r a h o t d r i n k s m a c h i n e .
•
A
r e s e n t e n c e s 1 6 – 2 2 o n t h e o p p o s i t e p a g e ‘ R i g h t ’ o r ‘ W
r o n g ’ ? I f t h e r e i s n o t e n o u g h
i n f o r m a t i o n t o a n s w e r ‘ R i g h t ’ o r ‘ W r o n g ’ , c h o o s e ‘ D o e s n ’ t
S a y ’ .
•
F
o r e a c h s e n t e n c e 1 6 – 2 2 , m a r k o n e l e t t e r ( A , B o r C ) o
n y o u r A n s w e r S h e e t .
8
I t c a n b e e x p e n s i v e t o k e e p t h e
c a n t e e n o p e n t o s e r v e d r i n k s t o y o u r
s t a f f t h r o u g h t h e d a y . O u r Q V M
h o t
d r i n k s m a c h i n e r e p l a c e s t h i s s e r v i c e ,
s o t h a t y o u c a n c l o s e t h e c a n t e e n
b e t w e e n m e a l t i m e s .
Y o u c a n i n s t a l l t h e Q V M h o t d r i n k s
m a c h i n e a n y w h e r e i n t h e b u i l d i n g .
O n e m a c h i n e i s s u i t a b l e f o r a s t a f f o f
t e n t o f i f t e e n p e o p l e . I t c o s t s £ 1 3 0 0 t o
b u y , o r £ 1 1 . 0
0 p e r w e e k t o r e n t o v e r
6 0 m o n t h s . I t i s n o t e x p e n s i v e t o
o p e r a t e : f o r e x a m p l e , t h e c o s t o f
p o w e r f o r o n e d a y i s 3 0 p , n e a r l y a s
c h e a p a s t h e p r i c e o f o n e h o t d r i n k
f r o m t h e m a c h i n e .
O u r c o m p a n y
w i l l c a r r y
o u t a
w e e k l y s e r v i c e , a t a c h a r g e o f £ 1 0 . 0
0 .
W e c a n a l s o r e f i l l t h e m a c h i n e w i t h
d r i n k s i n g r e d i e n t s f o r a n e x t r a c h a r g e
o f £ 8 . 0
0 .
S o m e c u s t o m e r s p r e f e r t o d o
t h i s t h e m s e l v e
s , h o w e v e r .
T h e r e a r e e i g h t c h o i c e s o f h o t d r i n k
a v a i l a b l e f r o m
t h e Q V M m a c h i n e , a n d
o u r c o m p a n y o f f e r s o n e m o n t h ’ s t r i a l
f r e e o f c h a r g e , s o
t h a t y o u
c a n
e s t i m a t e h o w
p o p u l a r t h e m a c h i n e
w i l l b e a n d s e e
w h a t t h e a c t u a l s a v i n g s
a r e .
S a v e m o n e y a n d k e e p y o u r s t a f f h a p p y
A D V E R T I S I N G
F E A T U R
E
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B E C
P R E L I M
I N
A R Y
1 3
T u r n O v e r�
2 9
A
c a l l i n g
B
c a l l s
C
c a l l e d
3 0
A
s u c h
B
l i k e
C
s o
3 1
A
a t
B
f o r
C
i n
3 2
A
w h o
B
w h i c h
C
w h a t
3 3
A
a n d
B
b u t
C
o r
3 4
A
o u g h t
B
w i l l
C
s h a l l
3 5
A
b e c a u s e
B
a l t h o u g h
C
s i n c e
3 6
A
o n
B
o f
C
w i t h
3 7
A
a
B
t h e s e
C
t h i s
3 8
A
s t i l l
B
e v e r
C
n e v e r
3 9
A
m u s t
B
w o u l d
C
m i g h t
4 0
A
m a d e
B
h a d
C
d o n e
P A R T
S I X
Q u e s
t i o n s 2 9 – 4 0
•
R
e a d t h e a r t i c l e b e l o w a b o u t t e a m - b u i l d i n g .
•
C
h o o s e t h e c o r r e c t w o r d t o f i l l e a c h g a p , f r o m A , B o r C
o n t h e o p p o s i t e p a g e .
•
F
o r e a c h q u e s t i o n 2 9 – 4 0 , m a r k o n e l e t t e r ( A , B o r C ) o n y o u r A n s w e r S h e e t .
1 2
T E A M - B U I L D I N G T
H R O U G H
A C T I V I T I E S
N o w a d a y s , c o m p a n y b o s s e s a r e i n c r e a s i n g l y t r y i n g t o f i n d u n u s u a l t e a m - b u i l d i n g
e v e n t s a s p a r t o f t h e i r t r a i n i n g p r o g r a m m e .
A n a c t i v i t y
p a r k ( 2 9 ) . . . . . .
F a s t - t r a c k h a s
j u s t o p e n e d t o o f f e r ( 3 0 ) . . . . . . e v e n t s . I t s p e c i a l i s e s ( 3 1 )
. . . . . . e v e n t s t o a t t r a c t t h e
c o r p o r a t e e n t e r t a i n m e n t m a r k e t , ( 3 2 ) . . . . . .
i s g r o w i n g a l l t h e t i m e .
T h e p a r k i s s i t u a t e d j u s t a f e w k i l o m e t r e s o u t s i d e t h e c
i t y c e n t r e ( 3 3 ) . . . . . .
i t p r o v i d e s
e v e n t s t h a t ( 3 4 ) . . . . . . e n t e r t a i n a s w e l l a s t r a i n .
C l i e n t s c a n t r y o u t d o o r a t t r a c t i o n s s u c h a s s a i l i n g o r c l i m b i n g , ( 3 5 ) . . . . . . a v a i l a b i l i t y
c l e a r l y d e p e n d s e n t i r e l y ( 3 6 ) . . . . . . t h e w e a t h e r . A c t i v i t i e
s o f ( 3 7 ) . . . . . .
k i n d a r e p e r f e c t
t e a m - b u i l d i n g e x e r c i s e s .
‘ I ’ d ( 3 8 ) . . . . . .
b e e n t o a n a c t i v i t y p a r k b e f o r e , ’ e x p l a i n e d
J a m e s B l a c k , a c o m p a n y
m a n a g e r .
‘ B e f o r e w e c a m e , I
d i d n ’ t t h i n k w e ( 3 9 ) . . . . . . e n j o y o u r s e l v e s s o m u c h a n d I
d i d n ’ t e x p e c t t h e h u g e d i f f e r e n c e t h a t F a s t - t r a c k ’ s p r o g r a m m e h a s ( 4 0 ) . . . . . . t o m y
t e a m . N o w w e w o r k b e t t e r t o g e t h e r t h a n w e d i d b e f o r e . ’
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B E C P R E L I M
I N
A R Y
1 5
T u r n O v e r�
I n s u r a n c e C l a i m
N A M E O F P O L I C Y H O L D E R :
( 4 1 ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . … . .
P O L I C Y N U M B E R :
L D 4 7 5 6 0 3 0 C
I T E M ( S ) T O B E R E P L A C E D :
( 4 2 ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
L O C A T I O N O F I T E M ( S ) :
( 4 3 ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
V A L U E W H E N P U R C H A S E D :
( 4 4 ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
C A U S E O F D A M A G E :
( 4 5 ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
D A T E O F D A M A G E :
S u n d a y
1 9
M
a y
P A R T
S E V E N
Q u e s
t i o n s 4 1 – 4 5
• R
e a d t h e m e m o a n d n o t e b e l o w .
• C
o m p l e t e t h e c l a i m f o r m o n t h e o p p o s i t e p a g e .
• W
r i t e a w o r d o r p h r a s e ( i n C A P I T A L L E T T E R S ) o r a n u m
b e r o n l i n e s 4 1 – 4 5 o n y o u r
A
n s w e r S h e e t .
1 4
M E M O
T O :
B a r b a r a S i n c l a i r
F R O M :
P e t e r R o g e r s
D A T E :
2 5 M a y 2 0 0 2
S U B J E C T :
I n s u r a n c e C l a i m
C o u l d y o u d e a l w i t h t h i s ? I t ’ s o u r i n s u r a n c e c l a i m ,
f o r t h e
d a m a g e a t t h e w e e k e n d .
T h e
i n
s u r a n c e p o l i c y i s i n m y n a m e , a n d w e b o u g h t t h e c a r p e
t f o r £ 3 0 0 , a l t h o u g h i t w i l l c o s t a t
l e
a s t £ 5 0 0 t o r e p l a c e .
L u c k i l y o u r o f f i c e c a r p e t s s e e m f i n e
.
T h a n k s
O W E N S M I T H I N S U R A N C E
C O M P A N Y
w i t h c o m p l i m e n t s
T h a n k y o u f o r y o u r r e c e n t p h o n e c a l l
r e g a r d i n g f l o o d
d a m a g e i n y o u r p h o t o c o p y r o o m .
C o u l d y o u p l e a s e c o m p l e t e t h e a t t a c h
e d f o r m a
n d r e t u r n
i t t o m e a s s o o n a s p o s s i b l e .
M a r t i n M o r r i s
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B E C
P R E L I M
I N
A R Y
P A R T T W O
Q u e s t i o n 4 7
•
R e a d t h i s p a r t o f a l e t t e r f r
o m M a r y B e n n e t t a p p l y i n g f o r a j o b .
W i t h r e f e r e n c e t o y o u r a d v e r t i s e m e n t i n T h e T i m e s , I a m
w r i t i n g t o a p p l y f o r t h e p o s t
o f
t r a i n i n g a s s i s t a n t .
I a m m o v i n g t o y o u r c o u n t r y n e x t m o n t h w i t h m y h u s b a n d . A s y o u w i l l s e e f r o m t h e e n c l o s
e d
C V , I h a v e h a d a l o t o f e x p
e r i e n c e i n t r a i n i n g a n d I f e e l t h a t I h a v e m u c h t o o f f e r y o u r c o m p a n y .
I f I a m
s e l e c t e d f o r i n t e r v
i e w , p l e a s e c o u l d y o u g i v e m e i n f o r m a t i o n a b o u t h o w t o r e a c h y o u r
o f f i c e s b y p u b l i c t r a n s p o r t ?
•
W r i t e a l e t t e r t o M r s B e n n
e t t :
•
a c k n o w l e d g i n g h e r l e t t e r
•
o f f e r i n g h e r a d a t e a
n d t i m e f o r a n i n t e r v i e w
•
r e q u e s t i n g t h e n a m e
s a n d a d d r e s s e s o f t w o r e f e r e e s
•
t e l l i n g h e r t h e b e s t w
a y t o r e a c h y o u b y p u b l i c t r a n s p o r t .
•
W r i t e 6 0 – 8 0 w o r d s .
•
W r i t e o n y o u r A n s w e r S h
e e t . D o n o t i n c l u d e a n y p o s t a l a d d r e s s e s .
1 7
W R I T I N G
Q U E S T I O N S 4 6 a n d 4
7
P A R T
O N E
Q u e s
t i o n 4 6
•
Y
o u a r e g o i n g t o a t t e n d a n e n g i n e e r i n g e x h i b i t i o n i n F r a n
k f u r t s o o n .
•
W
r i t e a m e m o t o y o u r a s s i s t a n t :
•
e x p l a i n i n g w h y y o u w i l l b e a w a y
•
l e t t i n g h e r k n o w t h e d a t e s y o u w i l l b e a w a y
•
s a y i n g w h a t w o r k s h e s h o u l d d o w h i l e y o u a r e a w a
y .
•
W
r i t e 3 0 – 4 0 w o r d s .
•
W
r i t e o n y o u r A n s w e r S h e e t .
1 6
M E M O
T o :
S a r a L y o n s
F r o m :
D a t e :
1 4 M a r c h 2 0 0 3
S u b j e c t :
T r i p t o F r a n k f u r t
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READING ANSWER KEY
Part One Part Two Part Three Part Four Part Five Part Six Part Seven
1 B 6 E 11 B 16 B 23 B 29 C 41 PETER ROGERS
2 A 7 A 12 F 17 A 24 A 30 A 42 (A/THE/ONE) CARPET
3 C 8 H 13 G 18 C 25 C 31 C 43 PHOTOCOPY ROOM
4 A 9 D 14 H 19 B 26 B 32 B 44 £300
5 C 10 C 15 E 20 C 27 A 33 A 45 FLOOD/FLOODING
21 A 28 C 34 B
22 B 35 B
36 A
37 C
38 C
39 B
40 A
ASSESSMENT OF WRITING
An impression mark is awarded to each piece of writing. For
each task, a General Impression Mark Scheme is used inconjunction with a Task-specific Mark Scheme, which
focuses on criteria specific to each particular task.
For Part 1, examiners use the mark schemes primarily to
assess task achievement. For Part 2, examiners use the mark
schemes to assess both task achievement and language.
The band scores awarded are translated to a mark out of 5
for Part 1 and a mark out of 10 for Part 2. The total score for
Writing is then weighted to 30 marks.
Both General Impression Mark Schemes are interpreted at
Council of Europe level B1.
Summaries of the General Impression Mark Schemes are
reproduced below. Examiners work with a more detailed
version, which is subject to regular updating.
Part 1 Summary of General Impression Mark Scheme
Page 21
B E C P R E L I M
I N
A R Y
Very good attempt at task, achieving all content points.Band 5
Band 4
Band 3
Band 2
Band 1
Band 0
Good attempt at task, achieving all content points.
Satisfactory attempt at task, achieving all content points with some effort by the reader, or achieving
2 content points.
Inadequate attempt at task, achieving 1 content point, possibly with noticeable irrelevance.
Poor attempt at task; no content points achieved, has little relevance.
No relevant response or too little language to assess.
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Part 2 Summary of General Impression Mark Scheme
Band 5 Full realisation of the task set.
• All four content points achieved.
• Confident use of language; errors are minor, due to ambition and non-impeding.
• Good range of structure and vocabulary.
• Effectively organised, with appropriate use of simple linking devices.
• Register and format consistently appropriate.
Very positive effect on the reader.
Band 4 Good realisation of the task set.
• Three or four content points achieved.
• Ambitious use of language; some non-impeding errors.
• More than adequate 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.
• Three or four content points achieved.
• A number of errors may be present, but are mostly non-impeding.
• Adequate range of structure and vocabulary.
• Organisation and cohesion is satisfactory, on the whole.
• Register and format reasonable, although not entirely successful.
Satisfactory effect on the reader.
Band 2 Inadequate attempt at the task set.
• Two or three content points achieved.
• Numerous errors, which sometimes impede communication.
• Limited range of structure and vocabulary.
• Content is not clearly organised or linked, causing some confusion.
• Inappropriate register and format.
Negative effect on the reader.
Band 1 Poor attempt at the task set.
• One or two content points achieved.
• Serious lack of control; frequent basic errors.
• Little evidence of structure and vocabulary required by task.
• Lack of organisation, causing a breakdown in communication.
• Little attempt at appropriate register and format.
Very negative effect on the reader.
Band 0 Achieves nothing. Either fewer than 25% of the required number of words or
totally illegible or totally irrelevant.
B E C
P R E L I M
I N
A R Y
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WRITING PART 1
EXAMINER COMMENTS
I am going to attend an engineering exhibition in Frankfurt, and the ticket’s date is 20th March,
I will be away for one week, during this week I would like you to arrange the training meeting which we
have decided and make an appointment with selling manager. I would like to see him 27th morning 10:30.
CANDIDATE A
All points clearly achieved with only minor errors of
punctuation and the occasional missing preposition or
article.
Band 5
CANDIDATE B
Next week I go to an exhibition in Frankfurt. It’s from the 9th to the 11th. While I am in Frankfurt you should
write the business letters. If there are any problems – call me!
EXAMINER COMMENTS
All the content points have been achieved but ‘Next week I
go’ and ‘write the business letters ’ are awkward.
Band 4
CANDIDATE C
I must go attend an engeneering exhibition in Frankfurt from 15 March to 18 March. Can you tell Mr Meier to
ask him confirmation for the fly on Monday and finish to made the travel documents for departure in April?
Yours sincerely
EXAMINER COMMENTS
The third content point (what work the assistant should do
while the writer is away) is not achieved as the secondsentence is confused and the role of Mr Meier is not clear.
Band 3
I will go on a trip to Frankfurt about attend an engineering exhibition tomorrow (15/March), so I want you
help me to leave a message if I have phone call. Thank you!
CANDIDATE D
EXAMINER COMMENTS
The candidate has failed to achieve both the second and
third content points (the dates when the writer will be away
and what work the assistant should do during this time),
making this an inadequate attempt at the task.
Band 2
B E C P R E L I M
I N
A R Y
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WRITING PART 2
Dear Mrs Bennett
Thank you for applying our company. We arranged an interview for you. The date is 4th April. Please arrive
at 9.15 in the morning, the interview star at 9.30. Please arrive on time.
We also need the names and address of 2 referees.
The best way to reach our office is use underground. You can find the name of the street where our office is
from the map. And use underground from trainstation to our company. You don’t need change train.
If you have any questions, please contact us.
Yours sincerely
CANDIDATE E
EXAMINER COMMENTS
All the content points have been achieved and the candidate
has demonstrated confident control throughout most of the
letter, although there are a few non-impeding errors and a
slightly abrupt register.
Band 5
CANDIDATE F
Dear Miss Bennett
Thank you for your curriculum vitae and for the interest in this job.
We are pleased to have an interview with you at Monday, 23 April at 10 a.m. in our location. So we have the
possibility to introduce you to the team.
Could you please confirm me this requested date and please send me the name of two referees in advance.
We hope to see you soon. If you have any questions do not hesitate to contact me.
Kind regards
EXAMINER COMMENTS
The language used by this candidate is consistent with band
5, but the fact that the last content point (how to reach the
company by public transport) is not achieved holds the mark
awarded at band 4.
Band 4
B E C
P R E L I M
I N
A R Y
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CANDIDATE H
To Mrs Bennett
I receive your letter including CV we were also looking for the person who is experienced in work. The date
for interview for you is 20-03-02 and we will very happy to interview you. The best way you can reach us by
public transport. If you need any further information please don’t hesitate to contact me.
Your sincerely
EXAMINER COMMENTS
Only the first two content points have been achieved, which
holds the mark awarded at band 2.
Band 2
CANDIDATE G
Dear Mrs Bennett
I have received your letter of application of post of traning substance, we have arrenged for you an interview
with Mr John on 26 April, please tell me your 2 referees names and addresses you can reach us by busses
numbered 610, 611 from city centre
Yours faithfully
EXAMINER COMMENTS
All the content points have been achieved and the candidate
has used an adequate range of structure and vocabulary.
However, there is an impeding error (traning substance ) and
this, together with the lack of punctuation and that the fact
that the script is slightly short, holds the mark awarded at
band 3.
Band 3
B E C P R E L I M
I N
A R Y
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B E C
P R E L I M
I N
A R Y
P a r t 7
1 4
1 3
1 5
4 1
0
1
4 1
2 9
3 1
3 0
3 2 P
a r t 6
A
B
C
A
B
C
A
B
C
A
B
C
A
B
C
D
E
F
G
H
A
B
C
D
E
F
G
H
A
B
C
D
E
F
G
H
3 3
3 5
3 4
3 6
A
B
C
A
B
C
A
B
C
A
B
C
3 7
3 9
3 8
4 0
A
B
C
A
B
C
A
B
C
A
B
C
P a r t 3
1 6
A
B
C
2 3
A
B
C
1 2
1 1
A
B
C
D
E
F
G
H
A
B
C
D
E
F
G
H
P a r t 4
P
a r t 5
1 8
1 7
1 9
A
B
C
A
B
C
A
B
C
2 0
2 1
A
B
C
A
B
C
2 2
A
B
C
2 5 2 4 2 6
A
B
C
A
B
C
A
B
C
2 7 2 8
A
B
C
A
B
C
4 2
0
1
4 2
4 3
0
1
4 3
4 4
0
1
4 4
4 5
0
1
4 5
S u p e r v i s o r :
P R
E L I M I N A R Y
B E C P r e l i m i n a r y R e a d i n g A
n s w e r S h e e t
0
0
0
0 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
C a n d i d a t e N a m
e
I f n o t a l r e a d y p r i n t e d , w r i t e n a m e
i n C A P I T A L S a n d c o m p l e
t e t h e
C a n d i d a t e N o . g r i d ( i n p e
n c i l ) .
C a n d i d a t e ’ s S i g
n a t u r e
E x a m i n a t i o n T i t l e
C e n t r e
I f t h e c a n d i d a t e i s
A B S E N T o r h a s W I T H D R A W N s h a d e h e r e
C a n d i d a t e N o .
C e n t r e N o .
E x a m i n a t i o n
D e t a i l s
2 1 4 3
6
5
8 7 1 0 9
P a r t 1
I n s t r u c t i o
n s
U s e a P E N C
I L ( B o r H B ) .
R u b o u t a n y
a n s w e r y o u w i s h t o c h a n g e w i t h a n e r a s e r .
F o r P a r t s 1 t o 6 :
M a r k o n e b o
x f o r e a c h a n s w e r .
F o r e x a m p l e :
I f y o u t h i n k C
i s t h e r i g h t a n s w e r t o t h e q u e s t i o n , m a r k y o u r a n s w e r s h e e t l i k e t h i s :
P a r t 2
T
u r n o v e r f o r P a r t s 3 - 7
F o r P a r t 7 :
W r i t e y o u r a n s w e r c l e a r l y i n C A P I T A L L E T T E R S .
W r i t e o n e l e t t e r o r n u m b e r i n e a c h b o x .
I f t h e a n s w e r h a s m o r e t h a n o n e w o r d , l e a v e o n e b o x e m p t y b e t w e e n w o r d s .
F o r e x a m p l e :
A
B
C
0
0
A
B E C P - R
D P 4 5 3 / 3 5 3
B
C
A
B
C
A
B
C
A
B
C
A
B
C
A
B
C
D
E
F
G
H
A
B
C
D
E
F
G
H
A
B
C
D
E
F
G
H
A
B
C
D
E
F
G
H
A
B
C
D
E
F
G
H
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B E C P R E L I M
I N
A R Y
T h i s s e c t i o n f o r u s e b y E x a m i n
e r o n l y
P a r t 2 : W r i t e y o u r a n s w e r
i n t h e b o x b e l o w .
P a r t 2
0
1 . 1
1
. 2
E x a m i n e r N u m b e r
E x a m i n e r ’ s S i g n a t u r e
2 . 1
2 . 2
3 . 1
3 . 2
4 . 1
4 . 2
5 . 1
5 . 2
8
7
6
5
4
3
2
1
0
9
8
7
6
5
4
3
2
1
0
9
8
7
6
5
4
3
2
1
0
9
8
7
6
5
4
3
2
1
0
9
S u p e r v i s o r :
T h i s s e c t i o n f o r u s e b y E x a m i n e r o n l y
P R
E L I M I N A R Y
B E C P r e l i m i n a r y W r i t i n g A n s w e r S h e e t
0
0
0
0 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
C a n d i d a t e N a m e
I f n o t a l r e a d y p r i n t e d , w r i t e n a m e
i n C A P I T A L S a n d c o m p l e t e t h e
C a n d i d a t e N o . g r i d ( i n p e n
c i l ) .
C a n d i d a t e ’ s S i g
n a t u r e
E x a m i n a t i o n T i t
l e
C e n t r e
I f t h e c a n d i d a t e i s A B S E N T o r h a s W I T H D R A W N s h a d e h e r e
C a n d i d a t e N o .
C e n t r e N o .
E x a m i n a t i o n
D e t a i l s
P a r t 1 : W r i t e y o u r a n s w e r i n t h e b o x b e l o w .
W r i t e y o u r a n s w e r t o P a r t 2 o n t h e o t h e r s i d e o f t h i s s h e e t
P a r t 1
0
1
2
3
4
5
B E C P - W
D P 4 5 4 / 3 5 4
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A DETAILED LOOK AT THE TASKS
Part One
The eight questions in this part of the paper are three-option
multiple choice questions. For each question, candidates
hear a short conversation or monologue, typically lasting
around 15 to 30 seconds. Each monologue or dialogue is
repeated on the tape in order to give candidates a chance
to check their answers. The multiple choice options may be
textual or they may be in the form of pictures, graphs or
diagrams.
In the extracts in Part One candidates are being tested on
their understanding of spoken English used in a range of
situations and on their ability to extract factual information.
They may need to pick out a name or time or place.
Alternatively, they may have to identify a trend in a graph, or
a place on a map, or the location of an object in a room. In
every case it will be necessary for candidates to follow theconversation closely.
Part Two
This part consists of a short conversation or monologue,
typically lasting around a minute and a half, which contains
factual information. On the question paper there is a form,
table, chart or set of notes with seven gaps where
information is missing. Candidates have to complete each of
the gaps. The answers may include dates, prices, percentages
or figures. This part has a numerical focus, although
common words may be tested, and sometimes there will benames that are spelt out on the tape; answers to these have
to be written with correct spelling.
Part Three
Candidates hear a monologue. On the question paper there
is a set of notes or a form with gaps. There are seven gaps to
complete and the answers may be one or two words. On
occasion, the key to one of the gaps may be a date.
Part Four
This part, which lasts about three minutes, contains a longer
listening text which generally takes the form of an interview,
or a discussion between two or possibly more speakers.
There are eight, three-option multiple choice questions on
the question paper and these are always in a written format.
In this part of the Listening component, candidates are being
tested on their ability to understand the gist of a longer text
and to extract detailed and specific information as required
by the questions. They may also be tested on the speakers’
opinions.
At the end of the Listening test, candidates have ten minutes
to transfer their answers to their Answer Sheet.
Preparing for the Listening Paper
The Listening component is carefully paced and candidates
are tested on short extracts in Part One so that they can
gradually ‘tune in’ to the spoken language and improve their
listening skills without losing their place in the test.
Listening can be a very demanding activity and candidates
should practise their listening skills regularly using a wide
variety of listening sources. Candidates who enter theListening test having done this will be at an advantage.
At BEC Preliminary level, it is advisable to collect as much
listening material as possible that is suitably paced and of an
appropriate length. Native speakers speak at many different
TEST OF LISTENING
Time: approx. 40 minutes including 10 minutes’ transfer time
Number of
PART Main Skill Focus Input Response Questions
1 Listening for specific Eight short conversations/monologues 3-option multiple choice 8
information
2 Listening for specific Short telephone conversation or Gap filling (numbers and 7
information prompted monologue spellings)
3 Listening for specific Monologue Note-taking (content 7
information words)
4 Listening for gist/specific Conversation/interview/discussion 3-option multiple choice 8
information between two or more people
B E C
P R E L I M
I N
A R Y
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speeds and some speak much more clearly than others. If it
is possible to collect a bank of authentic material that is
carefully chosen, this would prove useful practice for
students. Otherwise it might be better to make use of
specially designed materials for this level.
For Part One, candidates should try to listen to short extracts
of speech, concentrating on understanding the general idea
or main points of what is said. For Parts Two and Three,practice should be given in note-taking. Prior to hearing
tapes or audio materials, students should be given details of
the information they need to listen for. Teachers should
discuss the task with the students beforehand and encourage
them to listen for clues and prompts that will help them
identify the points they need to find. When listening to
longer texts, it would also be useful to discuss areas such as:
• the purpose of the speech or conversation
• the speakers’ roles
• the speakers’ opinions
• the language functions being used
• factual details
• conclusions.
B E C P R E L I M
I N
A R Y
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B E C
P R E L I M
I N
A R Y
4 2
W h a t k i n d o f p a c k a g i n g d o
t h e y d e c i d e t o u s e ?
3
W h e r e i s M i k e g o i n g t o t a k e t h e v i s i t o r s f i r s t ?
A
B
C
4
W h o i s A n n e g o i n g t o w r i t e
t o ?
A
t h e c l i e n t s
B
t h e s u p p l i e r
C
t h e s t a f f
5
W h a t ’ s t h e n e w t i m e f o r t h e
m e e t i n g ?
A
B
C W a r e h
o u s e
P r o d u c t i o n
C u s t o m e r R e l a t i o n s
A
B
C
P A R T O N E
Q u e s
t i o n s 1 – 8
•
F o r q u e s t i o n s 1 – 8 y o u w i l l h e a r e i g h t s h o r t r e c o r d i n g s .
•
F o r e a c h q u e s t i o n , m a r k o n e l e t t e r ( A , B o r C ) f o r t h e c o
r r e c t a n s w e r .
E x a m p l e :
W h e n w e r e t h e m a c h i n e p a r t s s e n t ?
M o n d a y 3 1
T u e s d a y 1
T h u r s d a y 3
A
B
C
T h e a n s w e r i s A .
•
Y o u w i l l h e a r t h e e i g h t r e c o r d i n g s t w i c e .
1
W h i c h c h a r t i s c o r r e c t ?
A
B
C
4 0 0 0
S a l e s
M o n t h
3 0 0 0
2 0 0 0
1 0 0 0
1
2
3
4 0 0 0
S a l e s
M o n t h
3 0 0 0
2 0 0 0
1 0 0 0
1
2
3
4 0 0 0
S a l e s
M o n t h
3 0 0 0
2 0 0 0
1 0 0 0
1
2
3
3
T u r n O v e r�
LISTENING SAMPLE PAPER
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B E C P R E L I M
I N
A R Y
P A R T T W O
Q u e s t i o n s 9 – 1 5
•
L o o k a t t h e n o t e s b e l o w .
•
S o m e i n f o r m a t i o n i s m i s s i n
g .
•
Y o u w i l l h e a r a m a n a g e r t e l e p h o n i n g H u m a n R e s o u r c e s a b o u t v a c a n c i e s i n h i s d e p
a r t m e n t .
•
F o r e a c h q u e s t i o n 9 – 1 5 , f i l l i n t h e m i s s i n g i n f o r m a t i o n i n t h e n u m b e r e d s p a c e u s i n g a w o r d ,
n u m b e r s o r l e t t e r s .
•
Y o u w i l l h e a r t h e c o n v e r s a t i o n t w i c e .
C u s t o m e r S e r v
i c e s V a c a n c i e s
N U M B E R O F V A C A N C I E S :
( 9 ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . t e l e p h o n
e o p e r a t o r s
S A L A R Y :
( 1 0 ) M a x . £ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
T O T A L H O L I D A Y ( P E R A N N U M
) :
( 1 1 ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
d a y s
J O B R E F E R E N C E :
( 1 2 ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
J O B S T A R T D A T E :
( 1 3 ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 0 0 2
L I N E M A N A G E R :
( 1 4 ) M s S u e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
T E L N U M B E R ( F O R E N Q U I R I E S ) :
( 1 5 ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6
6
W
h i c h p r o d u c t h a s b e e n t h e m o s t s u c c e s s f u l ?
7
W
h a t i s t h e p u r p o s e o f t h e m e e t i n g ?
A
t o l o o k a t a p p l i c a t i o n s
B
t o w r i t e a j o b a d v e r t i s e m e n t
C
t o p r e p a r e f o r i n t e r v i e w s
8
W
h i c h c h a r t s h o w s t h e c o m p a n y ’ s m a r k e t s h a r e t h i s y e a r ?
A
B
C
A
B
C
5
T u r n O v e r�
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B E C
P R E L I M
I N
A R Y
8 P A R T F O U R
Q u e s t i o n s 2 3 – 3 0
•
Y o u w i l l h e a r a c o n v e r s a t i o n b e t w e e n a s e n i o r m a n a g e r , c a l l e d S u e , a n d h e r a s s i s t a n t , c a l l e d
D a v i d .
•
F o r e a c h q u e s t i o n 2 3 – 3 0 ,
m a r k o n e l e t t e r ( A , B o r C ) f o r t h e c o r r e c t a n s w e r .
•
Y o u w i l l h e a r t h e c o n v e r s a t i o n t w i c e .
2 3
S u e i s p a r t i c u l a r l y p l e a s e d
a b o u t t h e c o m p a n y
A
r e c e i v i n g a n a w a r d
.
B
i n c r e a s i n g i t s s h a r e p r i c e .
C
g e t t i n g a n e w c l i e n
t .
2 4
W h a t i s t h e m a i n c a u s e o f t h e c o m p a n y ’ s r i s i n g c o s t s ?
A
i m p o r t t a x e s
B
p u b l i c i t y
C
p r e m i s e s
2 5
W h i c h e x p e n s e s d o t h e y w a n t t o r e d u c e ?
A
e n t e r t a i n m e n t
B
s t a t i o n e r y
C
t e l e p h o n e
2 6
M o r e t r a i n i n g i s r e q u i r e d b e
c a u s e t h e c o m p a n y h a s
A
b o u g h t n e w c o m p u
t e r s o f t w a r e .
B
r e c r u i t e d n e w m e m
b e r s o f s t a f f .
C
i n c r e a s e d i t s r a n g e
o f c u s t o m e r s .
2 7
H o w w i l l t h e c o m p a n y o r g a
n i s e t h e t r a i n i n g ?
A
s e n d s t a f f t o a c o l l e g e
B
u s e c u r r e n t s t a f f m
e m b e r s
C
e m p l o y e x t e r n a l t r a
i n e r s
P A R T T H R E E
Q u e s
t i o n s 1 6 – 2 2
•
L o o k a t t h e n o t e s a b o u t a p u b l i s h e r ’ s p l a n s f o r p r o m o t i o n t h i s a u t u m n .
•
S o m e i n f o r m a t i o n i s m i s s i n g .
•
Y o u w i l l h e a r p a r t o f a t a l k b y t h e c o m p a n y ’ s M a r k e t i n g D
i r e c t o r .
•
F o r e a c h q u e s t i o n 1 6 – 2 2 , f i l l i n t h e m i s s i n g i n f o r m a t i o n
i n t h e n u m b e r e d s p a c e u s i n g o n e o r
t w o w o r d s .
•
Y o u w i l l h e a r t h e t a l k t w i c e .
A
u t u m n p r o m o t i o n p l a n s
M a i n t i t l e s : p o c k e t d i c t i o n a r y a n d
( 1 6 ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A d
v e r t i s i n g s p a c e b o o k e d i n
( 1 7 )
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . m a g a z i n e
N e w c o l o u r f o r d i s p l a y s t a n d s :
( 1 8 ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
F r e e g i f t s i n c l u d e
( 1 9 )
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a n d k e y r i n g s
A l i s o n h a s m a d e a d e a l w i t h
( 2 0 ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
F o r m a i l i n g t o b o o k s e l l e r s i n S e p t e m b e r :
( 2 1 ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
V e n u e f o r d i c t i o n a r y l a u n c h p a r t y :
( 2 2 ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7
T u r n O v e r�
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B E C P R E L I M
I N
A R Y
2 8
W h e n t h e n e x t b r o c h u r e i s
p r i n t e d , i t w i l l
A
h a v e a n i m p r o v e d d e s i g n .
B
i n c l u d e a n e w p r o d
u c t .
C
c o n t a i n e x t r a i n f o r m
a t i o n .
2 9
W h a t p r o b l e m a r e t h e y e x p
e r i e n c i n g w i t h J o h n s o n ’ s ?
A
t h e q u a l i t y o f g o o d s
B
t h e h i g h p r i c e s
C
t h e s p e e d o f d e l i v e
r i e s
3 0
W h a t w i l l t h e y d o a b o u t t h e
p r o b l e m w i t h J o h n s o n ’ s ?
A
s e n d t h e m a l e t t e r
B
c h e c k e v e r y o r d e r
C
c o n t a c t o t h e r s u p p
l i e r s
9
Y o u n o w h a v e 1 0 m
i n u t e s t o t r a n s f e r y o u r a n s w e r s t o y o u r A n s w e r S h e
e t .
LISTENING ANSWER KEY
Part One Part Two Part Three Part Four
1 C 9 8 (TELEPHONE OPERATORS) 16 (NEW) ROAD MAP(S) 23 A
2 A 10 (£) 16,950 17 TRAVEL (MAGAZINE) 24 B
3 B 11 33 (DAYS) 18 ORANGE 25 C
4 C 12 CS08011 19 CALENDARS 26 C
5 B 13 6(TH) OCTOBER/OCTOBER 6 (2002) 20 RADIO EAST 27 B
6 A (THE) SIXTH (OF) OCTOBER (2002) 21 (OUR) INFORMATION SHEET(S) 28 A
7 C 6/10/02 22 (THE) MANAGEMENT CENTRE/CENTER 29 A
8 A 6/10 (2002) 30 C
14 (MS SUE) BLACKMANN
15 795335
TAPESCRIPT
PART ONE. QUESTIONS 1 to 8.
1: Which chart is correct?
M: …and I’m pleased to announce that we’ve had a
small but steady increase in ice cream sales, in spite
of the unusually low temperatures in the last three
months. We’ll see whether this trend continues.
2: What kind of packaging do they decide to use?
F: What packaging do you recommend for the smaller
type of bottle?
M: Well, I’d wrap it in clear plastic and tie it at the top.
F: OK. But don’t you think a box would be better,
perhaps with a pattern on it?
M: Boxes are dull and a pattern on the plastic would
look untidy.
F: Right, we’ll do as you recommend.
3: Where is Mike going to take the visitors first?
F: Mike, could you show some people round the
factory tomorrow?
M: Certainly. The usual tour – from reception to the
warehouse?
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F: They are particularly interested in our production
techniques, so I would start there.
M: OK, and then through customer relations and into
the warehouse.
F: Thanks.
4: Who is Anne going to write to?
M: Anne, that supplier we use has become very
unreliable, and we’ve decided to look for another
one.
F: Seems a good idea.
M: We don’t need to inform our clients, but could you
send a note round to all our departments when
we’ve decided who to replace the supplier with?
F: Yes of course.
5: What’s the new time for the meeting?
F: What time’s the MD back tomorrow?
M: Erm.. just after lunch, I think. Why?
F: Well, I’ve got a meeting tomorrow at a quarter pasttwo, but I need to be here when the MD arrives –
I’ll rearrange my meeting for three.
M: Well, Paul’s coming to that meeting, and he has to
leave early.
F: OK, I’ll make it a quarter to, then.
6: Which product has been the most successful?
M: Our sales figures show that toy trains haven’t done
very well, although we’ve sold a reasonable number
of the dolls. As for model cars, we’ve sold so many
that we can’t produce enough!
7: What is the purpose of the meeting?
F: We’ve got to fill those vacancies in research
urgently. That’s why today’s meeting’s so important.
M: Yes, but the advertisement’s only just gone out.
Why discuss the interviews now?
F: The closing date is next Friday. It will take us a day
to look at the applications. If we decide on the
interview questions today that’ll save time.
8: Which chart shows the company’s market share this year?
F: Is the company doing better this year?M: It’s a mixed picture really. Sales have risen by about
fifty per cent, which is excellent, but our total
market share is down to five per cent from twenty
per cent last year.
PART TWO. QUESTIONS 9 – 15.
F: Human Resources, Helen speaking.
M: Hello. It’s Alan Thomas, phoning about the
vacancies here in Customer Services.
F: I’ll just take the details to put in the ad. It’s for
5 telephone operators, isn’t it?
M: It was 5, but we’re busier now and also 2 staff are
leaving this week, so we need 8 new people.
F: OK. I’ll put that. And are these grade 1 posts, salary
14 to 15 thousand?
M: Starting salary is fourteen thousand, but I need some
people with experience, so we’ll pay up to sixteen
thousand nine hundred and fifty. That’s the top of
grade 2.
F: Fine.
M: Holidays, next.
F: The usual 21 days a year?
M: Actually, the telephone staff are working longer
shifts now, so they get an extra 12 days off a year.Together it’s 33 days.
F: OK. Do you have a reference number for these
posts?
M: Yes, it’s CS zero eight zero double one.
F: Right. We’ll advertise next week, September the 7th.
What start date shall I put? The 6th of October?
M: I wanted them to start on the 1st, but your date is
better. So, put that.
F: And will you be their line manager, Mr Thomas?
M: They’ll actually report to Sue Blackmann, that’s
double N.
F: And who can people contact?
M: Sue. She’s on 795 double 3 5.
F: Right.....
PART THREE. QUESTIONS 16 – 22.
M: Okay, I just want to update you on our main plans
for promotion this autumn. The main campaign will
of course be the pocket dictionary, but we also have
a reasonable budget for the new road map, which is
coming out next month, as you know. For bothtitles, we’ve already taken full-page adverts in
‘Travel’ magazine and I’m also considering space for
the dictionary in that new monthly ‘Reference
Now’. For window and general shop display, our
designer has produced the wonderful stands you
can see in the corner. I’m sure you’ll agree that the
orange is an improvement on the green stands we
had last year! Erm, we’re looking at a range of free
gifts for handing out at exhibitions – currently on
order are calendars and keyrings, but possibly in
future larger things too, like umbrellas for major
clients. I’d like your views on that idea before I go
ahead. Alison’s managed to negotiate some air time
on Radio East and I’m going to visit a TV network
on Friday – that’s more relevant to our future titles
B E C
P R E L I M
I N
A R Y
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though. Now, publicity material – everything is
listed in the annual catalogue, which will be ready
to send to booksellers in December. And talking of
bookseller mailshots we’ve also got one going out
in September, which will be our information sheet.
Finally, I can confirm the venue for the dictionary
launch party, which is next month. Some of you
know we were trying to get the university library,
but in fact, we’ve now booked the management
centre, which will be excellent. Their catering is
supposed to be very good…
PART FOUR. QUESTIONS 23 – 30.
F: There's quite a lot to talk about.
M: Well Sue, it doesn't matter if we don't cover
everything today.
F: Ok, David, let’s see how we go.
M: Things are looking good, aren't they?F: Definitely. I'm very pleased. We've gone beyond
our sales targets. Our share price is stable. And, of
course, you know Eurocom were going to move but
they’ve chosen to keep their contract with us after
all. But winning the prize for British Exporter of the
year was the best thing, as far as I'm concerned.
M: On the other hand, there is the problem of rising
costs.
F: Yes, even though we avoided another rent
increase…
M: But all those expensive newspaper advertisements…
F: Yes, that’s the real problem. Although they are partly
balanced by the decrease in import duties.
M: Mmm … meanwhile, you want to limit our
expenses where possible?
F: Yes, certainly. Actually, the budget for entertaining
clients is fairly reasonable, and very necessary.
It's the cost of phone calls that worries me.
It seems far too high.
M: Everyone should be using e-mail wherever possible
if you want to save on communications generally.
Um, we've already got cheaper paper from the
printers, which is a start.F: True. Now on to training. We need to be clear
where this demand for training is coming from.
M: Well, our own success, basically. Our customer
base is expanding all the time. Our staff…
F: ….who are up to date with new computer
applications…
M: Yes, they're ok for that, but they have to deal with
all these new clients. They'll need a wider range of
skills than they have at the moment…
F: We could contact the business school. Perhaps they
could send us some of their trainers.
M: Or what about the courses they run?
F: But then again, it seems a pity not to use our own
training department.
M: Doing it ourselves, you mean? Well, yes … after all,
it's the people here who know what we do best and
can really understand our needs.
F: I agree. OK, what's next?
M: Um, there's the printing of the new brochure.
F: Is the basic information changing?
M: I shouldn't think so but the whole thing really needs
to look a bit better. The current one just doesn't give
the right idea at all…
F: Much too old-fashioned. Yes, a new presentation,
a proper lay-out. What about out-of-date products?
M: Steve’s already taken them out. Now, do you want
to talk about the supplier situation?
F: You mean the situation with Johnson's?
M: Yes, they're just not giving us what we need. Their
prices have always seemed very reasonable, but the
products aren't good enough. There's no point
being cheap and on time if we don't actually get
what we want.
F: Right, well, we need to deal with the situation.
What contact have you had with them?M: I wrote to them twice last month, and it didn't seem
to have any real effect. We've looked at every order
as it comes in, so we already have a fairly clear
picture of the problem.
F: Hmm… I think you should start by ringing some
other firms, see if they can match Johnson's deal.
Then I'll make a decision.
M: Right. Great, we did manage to discuss everything.
F: Yes, good.
B E C P R E L I M
I N
A R Y
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B E C
P R E L I M
I N
A R Y
P a r t 3
1 6
0
1
1 6
2 3
A
B
C
P a r t 4
2 5
2 4
2 6
A
B
C
A
B
C
A
B
C
2 7
2 8
A
B
C
A
B
C
2 9
A
B
C
1 7
0
1
1 7
1 8
0
1
1 8
1 9
0
1
1 9
2 0
0
1
2 0
2 1
0
1
2 1
2 2
0
1
2 2
3 0
A
B
C
S u p e r v i s o r :
0
P R
E L I M I N A R Y
B E C P r e l i m i n a r y L i s t e n i n g A
n s w e r S h e e t
0
0
0
0 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
C a n d i d a t e N a m
e
I f n o t a l r e a d y p r i n t e d , w r i t e n a m e
i n C A P I T A L S a n d c o m p l e
t e t h e
C a n d i d a t e N o . g r i d ( i n p e
n c i l ) .
C a n d i d a t e ’ s S i g
n a t u r e
E x a m i n a t i o n T i t l e
C e n t r e
I f t h e c a n d i d a t e i s
A B S E N T o r h a s W I T H D R A W N s h a d e h e r e
C a n d i d a t e N o .
C e n t r e N o .
E x a m i n a t i o n
D e t a i l s
2 1 4 3 5 P a r t 1
I n s t r u c t i o n s
U s e a P E N C I L
( B o r H B ) .
R u b o u t a n y a n
s w e r y o u w i s h t o c h a n g e w i t h a n e r a s e r .
F o r P a r t s 1 a n d 4 :
M a r k o n e b o x f
o r e a c h a n s w e r .
F o r e x a m p l e :
I f y o u t h i n k C i s
t h e r i g h t a n s w e r t o t h e q u e s t i o n , m a r k y o u r a n s w e
r s h e e t l i k e t h i s :
P a r t 2
T
u r n o v e r f o r P a r t s 3 a n d 4
F o r P a r t s 2 a n d 3 :
W r i t e y o u r a n s w e r c l e a r l y i n C A P I T A L L E T T E R S . W r i t e o n e l e t t e r
i n e a c h b o x .
I f t h e a n s w e r h a s m o r e t h a n o n e w o r d , l e a v e o n e b o x e m p t y b e t w e e n w o r d s .
F o r e x a m p l e :
A
B
C
0
6 7 8
1 0 9
0
1
0
1
1 2
1 1
0
1
0
1
1 3
0
1
9 1 0
1 1
1 2
1 3
1 4
0
1
1 5
0
1
1 4
1 5
A
B E C P - L
D P 4 5 6 / 3 5 6
B
C
A
B
C
A
B
C
A
B
C
A
B
C
A
B
C
A
B
C
A
B
C
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A DETAILED LOOK AT THE TASKS
Part One
In the first part of the test, the interlocutor addresses each
candidate in turn and asks them questions about themselves
and their opinions. The questions will be slightly different for
each candidate, and candidates are not addressed in strict
sequence. In this part of the test, candidates are being testedon their ability to talk briefly about themselves, to provide
concise information on subjects such as their home, hobbies
and jobs, and to perform simple functions such as agreeing
and disagreeing and expressing preferences.
Part Two
The second part of the test is a ‘mini-presentation’. In this
part, each candidate is given a choice of two topics and has
one minute to prepare a piece of extended speech lasting
approximately one minute. After each candidate has finished
speaking the next candidate is asked which of the bulletpoints they think is the most important. In this part of the test
candidates are being tested on their ability to sustain their
talk accurately and appropriately.
Part Three
The third part of the test is a conversation between the
candidates. The interlocutor outlines a scenario and provides
prompts in the form of black and white pictures or written
text to help the candidates. The candidates are asked to
speak for about two minutes. The interlocutor will support
the conversation as appropriate and then ask furtherquestions related to the main theme. In this part of the test,
candidates are being tested on their ability to interact
appropriately using appropriate functional language and
strategies.
Preparing for the Speaking Paper
It is important to familiarise candidates with the format of the
test before it takes place, and a Speaking Test video with
worksheets and notes for the teacher is available for this
purpose from Cambridge ESOL publications. For an order
form, please go to our website and click on Publications.
Candidates can be further prepared through the use of pair
and group activities in class as well as test practice material.It may be necessary for teachers to explain the benefits of the
paired test format. The primary purpose is to sample a wider
range of discourse than can be elicited from an individual
interview, in particular allowing the assessment to focus on
the interactive nature of oral communication.
Part One of the test is in an interview format. Classroom
activities such as pair or group work where candidates
exchange information would be useful preparation for this
part of the test. Practice of simple repair strategies such as
asking for repetition or clarification would also be useful.
Part Two requires a longer turn. Classroom activities which
encourage longer contributions will prepare candidates for
this part of the test. Discussions as well as short talks or
presentations are ideal. Preparation might also include a
focus on simple discourse markers and connectors.
Part Three is a discussion. Classroom activities which
encourage candidates to interact well with each other, such
as pair and group work, would be good preparation.
Candidates should be encouraged to interact appropriately
by taking turns to speak. It is also a good idea to encouragestudents to change partners in class so that they grow
accustomed to interacting with a variety of people, some of
whom they do not know well. Practice of particular
functions such as giving opinions, agreeing and disagreeing,
etc. would also be useful.
TEST OF SPEAKING
Time: 12 minutes
PART Format/Content Time Interaction Focus
1 Conversation between the About 2 minutes The interlocutor encourages the candidates to
interlocutor and each candidate give information about themselves and to
express personal opinions
General interaction and sociallanguage
2 A ‘mini-presentation’ by each candidate About 5 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
opinions
3 Two-way conversation between About 5 minutes The candidates are presented with a scenario
candidates followed by further supported by visual or written prompts which
prompting from the interlocutor generates a discussion. The interlocutor extendsthe discussion with further spoken prompts.
B E C P R E L I M
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B E C
P R E L I M
I N
A R Y
B E C P r e
l i m i n a r y –
P A R T T W O
T a s
k S h e e
t 2
A : W H A T I S I M P O R T A N T W H E N … ?
C h o o s
i n g a
b u s
i n e s
s l a n g u a g e c o u r s e
•
C o s
t
•
S i z e o
f G r o u p
•
Q u a
l i f i c a
t i o n
B : W H A T I S I M P O R T A N T W H E N … ?
S e
l l i n g a n e w p r o d u
c t
•
P r i c e
•
Q u a
l i t y
•
A d v e r t i s
i n g
T a s k
S h e e
t 1
A : W H A T I S I M P O R T A N T W H E N … ?
L o o
k i n g
f o r a n e w
j o b
•
L o c a
t i o n
•
S a
l a r y
•
G o o
d C o
l l e a g u e s
B : W H A T I S I M P O R T A N T W H E N … ?
C h o o s
i n g a
b u s
i n e s s c
l u b t o j o i n
•
N u m
b e r s o
f M e m
b e r s
•
T y p e s o
f E v e n
t s
•
C o s
t o
f J o
i n i n g
B E C P r e
l i m i n a r y –
P A R T T W O
SPEAKING SAMPLE TASKS
T a s k S h e e t f o r C a n d i d a t e A
T a s k S h e e t f o r C a n d i d a t e B
C h o o s i n g a t r a i n i n g c o u r s e
•
S i z e o f g r o u p
•
C o s t
•
T i m e s o f c o u r s e
B o o k i n g a h o t e l f o r a b u s i n e s s t r i p
•
L o c a t i o n
•
F a c i l i t i e s
•
C h a r g e s
C h o o s i n g a b u s i n e
s s l a n g u a g e c o u r s e
•
C o s t
•
S i z e o f g r o
u p
•
Q u a l i f i c a t i o n
S e l l i n g a n e w p r o d
u c t
•
P r i c e
•
Q u a l i t y
•
A d v e r t i s i n
g
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B E C P R E L I M
I N
A R Y
T o p i c s f o r t r a i n i n g
• E q u
i p m e n
t
• C o m p u
t e r s
k i l l s
• C o m p a n y o r g a n
i s a
t i o n
• C o m p a n y r u
l e s
• C u s
t o m e r s e r v
i c e
• P r o
d u c
t t r a i n i n g
• H e a
l t h a n
d s a
f e t y
• F o r e
i g n
l a n g u a g e s
G e n e r a l t r a i n i n g p r o g r a m m e f o r n e w s t a f f
B E C P r e
l i m i n a r y
– P A R T T H R E E
S c e n a r i o :
I ’ m g o
i n g
t o d e s c r i b e a s
i t u a
t i o n .
A c o m p a n y i s p l a n n i n g t o i n t r o d u c e a g e n e r a l t r a i n i n g p r o g r a m m e f o r n e w s t a f f .
T a l k t o g e t h e r a b o u t t h e t o p i c s t h e c o m p a n y c o u l d i n c l u d e i n t h e p r o g r a m m e a n d
d e c i d e w h i c h t h r e e y o u t h i n k a r e m o s t i m p o r t a n t .
H e r e a r e s o m e
i d e a s
t o h e
l p y o u .
B E C P r e
l i m i n a r y –
P A R T T H R E E
C a n d i d a t e s ’ P r o m p t S h e e t
E x a m i n e r F r a m e
BEC Preliminary - PART THREE
BEC Preliminary - PART THREE
Topics for training
• Equipment• Computer skills• Company organisation• Company rules• Customer service• Product training
• Health and safety• Foreign languages
General training programme for new staff
Scenario:
I’m going to describe a situation.
A company is planning to introduce a general training programme for new staff.
Talk together about the topics the company could include in the programme and
decide which three you think are most important.
Here are some ideas to help you.
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B E C
P R E L I M
I N
A R Y
ASSESSMENT OF SPEAKING
Candidates are assessed on their own performance and not
in relation to each other, according to the following
analytical criteria: Grammar and Vocabulary, Discourse
Management, Pronunciation and Interactive Communication.
These criteria are interpreted at Preliminary level.
Assessment is based on performance in the whole test and is
not related to particular parts of the test.
Both examiners assess the candidates. The Assessor applies
detailed, analytical scales, and the Interlocutor applies a
Global Achievement Scale which is based on the analytical
scales.
Grammar and Vocabulary
This refers to range and accuracy as well as the appropriate
use of grammatical and lexical forms. At BEC Preliminarylevel, a range of grammar and vocabulary is needed to deal
with the tasks. At this level candidates may make frequent
minor errors and use some inappropriate vocabulary, but this
should not obscure intended meanings.
Discourse Management
This refers to the coherence, extent and relevance of each
candidate’s individual performance. Contributions should be
adequate to deal with the tasks. At times, candidates’
utterances may be inappropriate in length and some
utterances may lack coherence.
Pronunciation
This refers to the candidate’s ability to produce
comprehensible utterances. At BEC Preliminary level, most
meanings are conveyed through the appropriate use of stress,
rhythm, intonation and clear individual sounds, although
there may be some strain on the listener.
Interactive Communication
This refers to the candidate’s ability to take an active part in
the development of the discourse. At BEC Preliminary level,
candidates are able to take turns and sustain the interaction
by initiating and responding appropriately. Hesitation may
demand patience of the listener.
Recommended