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Page 66
BE
C H
IGH
ER
A DETAILED LOOK AT THE TASKS
Part One
This is a matching task. The text is approximately 450 wordslong, and is either a single text or five related shorter texts ofauthentic origin. Examples could be a set of related productdescriptions, a set of advertisements (for instance, fordifferent types of services), notices or messages, book orvideo reviews, or short newspaper items on related topics.
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 long,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 (about 450 words in total)
2 Reading for structure and detail Authentic business-related text (450 – Matching 6500 words) with sentence-length gaps
3 Understanding general points and Longer text based on authentic 4-option multiple 6specific details source material (500 – 600 words) choice
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 (150 – 200 words) Proof reading 12structure; error identification Identification of additional
unnecessary words in text
Page 67
BE
C H
IGH
ER
Part Two
This is a gapped text with six sentence-length gaps. The textis 450 to 500 words long, and comes from an authenticbusiness-related source, although it may be edited. Sourcesinclude business articles from newspapers or magazines,books on topics such as management, or company literaturesuch as annual reports. Candidates have to read the text andthen identify the correct sentence to fill each gap from a setof eight sentences marked A – H. Sentence H is the example,and one other sentence is a distractor which does not fit anyof the gaps. Understanding, not only of the meaning of thetext but of some 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 piece back togethertexts that have been cut up, discussing why texts fittogether as they do.
• It would also be useful for students to discuss whysentences that do not fit together do not do so.
• 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. The textis 500 to 600 words long. Sources of original texts may bethe general and business press, company literature andbooks on topics such as management. Texts may be edited,but the sources are authentic.
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 not designed 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 approximately 250 words long, and is based onauthentic source material of one of the text types listedabove. The candidate’s task is to choose the correct optionfrom 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, and is approximately250 words long. A title is usually included.
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 68
• 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
This is an error-correction or proof-reading task based on atext of 150 to 200 words, with twelve items. Candidatesidentify additional or unnecessary words in a text.
This task can be related to the authentic task of checking atext for errors, and suitable text types are therefore letters,publicity materials, etc. The text is presented with twelvenumbered lines, which are the lines containing the items.Further lines at the end may complete the text, but they arenot numbered.
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.
• It may well be that photocopies of students’ ownwriting could provide an authentic source for practice.
• A reverse of the exercise (giving students texts withmissing words) might prove beneficial.
BE
C H
IGH
ER
Page 69
BE
C H
IGH
ER
A B C D E
3
UN
IVER
SIT
Y O
F PO
RTC
HES
TER
– M
AST
ERS
IN B
USI
NES
S A
DM
INIS
TR
ATIO
N
Why
cho
ose
Port
ches
ter?
Las
t ye
ar w
e re
ceiv
ed t
he p
rest
igio
us K
ing’
s A
war
d fo
r E
xcel
lenc
e in
Bus
ines
s. W
e ha
ve a
trad
ition
of
acad
emic
exc
elle
nce,
with
30
year
s of
MB
Aex
peri
ence
with
in a
70-
year
-old
bus
ines
s sc
hool
and
a 2
00-y
ear-
old
univ
ersi
ty.
We
offe
r a
two-
sem
este
r M
BA
prog
ram
me
with
the
emph
asis
on
econ
omic
ana
lysi
s an
d ri
goro
us th
inki
ng. E
ach
year
, 110
stu
dent
s fr
om a
ll ov
erth
e w
orld
are
car
eful
ly s
elec
ted
to d
o th
e co
urse
. W
e al
so o
ffer
a 6
-wee
k pr
e-M
BA
prog
ram
me
for
stud
ents
with
out p
revi
ous
in-d
epth
bus
ines
s ex
peri
ence
.
Kee
p up
to
date
with
the
lat
est
conc
epts
in
busi
ness
-to-
busi
ness
m
arke
ting
w
ith
our
Adv
ance
d In
dust
rial
Mar
ketin
g St
rate
gy,
and
gain
the
ski
lls y
ou n
eed
toou
tper
form
the
com
petit
ion.
We
are
the
ackn
owle
dged
lead
ers
in th
e fi
eld
of I
ndus
tria
l Mar
ketin
g St
rate
gy. T
heac
clai
med
app
roac
h de
velo
ped
by o
ur M
BA
depa
rtm
ent
incl
udes
th
e le
adin
g ed
ge
EC
ON
OM
IX
tech
niqu
e
adop
ted
by to
p bu
sine
ss s
choo
ls a
roun
d th
e w
orld
. At t
heC
onna
ught
Ins
titut
e yo
u w
ill d
isco
ver
the
valu
e an
dap
plic
atio
n of
th
e co
ncep
ts
that
un
derp
in
succ
essf
ulm
arke
ting
stra
tegi
es.
The
pro
gram
me
will
als
o id
entif
yth
e dy
nam
ics
of c
usto
mer
-sup
plie
r re
latio
nshi
ps, h
ow t
ost
ruct
ure
prof
itabl
e al
lianc
es, a
nd h
ow to
mot
ivat
e st
aff.
TH
E E
XT
ON
BU
SIN
ES
S S
CH
OO
L –
MA
ST
ER
S I
N B
US
INE
SS
AD
MIN
IST
RA
TIO
N
Th
e E
xto
n B
usi
nes
s S
cho
ol M
BA
, tau
gh
t b
y ex
per
ts in
th
e fi
eld
, en
joys
inte
rnat
ion
al r
eco
gn
itio
n.
Th
is
pro
gra
mm
e at
trac
ts
hig
h
flye
rs
fro
m
55
cou
ntr
ies,
w
ho
co
ntr
ibu
te
to
the
cult
ure
o
f
exce
llen
ce. T
his
is th
e M
BA
wh
ich
get
s re
sult
s, a
nd
it w
ill b
e yo
ur
pas
spo
rt to
su
cces
s in
the
glo
bal
bu
sin
ess
com
mu
nit
y. T
he
pro
gra
mm
e la
sts
21 m
on
ths,
sta
rtin
g e
ach
Oct
ob
er. W
e w
ill s
ho
rtly
be
giv
ing
a s
erie
s o
f p
rese
nta
tio
ns
on
ou
r p
rog
ram
mes
in
diff
eren
t ci
ties
aro
un
d t
he
wo
rld
. Fo
r
furt
her
det
ails
on
th
ese,
ple
ase
con
tact
Jan
et F
airc
lou
gh
on
th
e n
um
ber
bel
ow
.
Un
iver
sity
of
New
hav
en –
MB
ALe
t th
e U
niv
ersi
ty o
f N
ewh
aven
pre
par
e yo
u t
o m
eet
the
chal
len
ges
of
the
glo
bal
mar
ketp
lace
. In
23
mo
nth
s yo
u w
ill g
ain
a M
aste
r o
f B
usi
nes
s
Ad
min
istr
atio
n d
egre
e an
d a
Cer
tifi
cate
in In
tern
atio
nal
Bu
sin
ess.
Th
is M
BA
giv
es s
tud
ents
th
e o
pp
ort
un
ity
to s
pen
d 6
wee
ks o
n a
pla
cem
ent
wit
h a
n
inte
rnat
ion
al c
om
pan
y, a
s w
ell
as o
n-g
oin
g l
ang
uag
e tr
ain
ing
in
th
e m
ajo
r
wo
rld
lan
gu
ages
. Th
e U
niv
ersi
ty o
f N
ewh
aven
off
ers
a lim
ited
nu
mb
er o
f
sch
ola
rsh
ips
to h
om
e an
d in
tern
atio
nal
stu
den
ts. W
e al
so o
ffer
an
Ad
van
ced
Man
agem
ent
Pro
gra
mm
e fo
r se
nio
r ex
ecu
tive
s w
ho
wan
t to
str
eng
then
thei
r ab
ility
to
mee
t th
e ch
alle
ng
es o
f in
ten
sifi
ed g
lob
al c
om
pet
itio
n a
nd
imp
rove
th
eir
org
anis
atio
n’s
resu
lts.
Th
e C
on
nau
gh
t In
stit
ute
– A
dva
nce
d In
du
stri
al M
arke
tin
g s
trat
egy
CAT
ISFI
ELD
SC
HO
OL
OF
MA
NA
GEM
ENT
– M
AST
ER O
F SC
IEN
CE
IN IN
TERN
ATIO
NA
LBU
SIN
ESS
This
is a
n in
vita
tion
to jo
in o
ne o
f Eur
ope’
s le
adin
g bu
sine
ss s
choo
ls in
an
MSc
pro
gram
me
for
peop
le w
ho
wis
h to
pur
sue
a ca
reer
in in
tern
atio
nal m
anag
emen
t. Th
is in
tens
ive,
cha
lleng
ing,
two-
year
pro
gram
me
will
prov
ide
you
with
a t
horo
ugh
grou
ndin
g in
the
cen
tral
the
orie
s an
d re
sear
ch t
radi
tions
of
inte
rnat
iona
l
busi
ness
, with
the
emph
asis
on
inte
rnat
iona
l mar
ketin
g. T
his
min
d-st
retc
hing
exp
erie
nce
prep
ares
stu
dent
s
for
the
chal
leng
es t
hey
will
fac
e in
the
wor
ld o
f bu
sine
ss t
oday
. O
ther
spe
cific
atio
ns a
vaila
ble
incl
ude
mar
ketin
g, s
trat
egy,
and
fin
anci
al e
cono
mic
s. E
xcha
nge
prog
ram
mes
with
oth
er p
rest
igio
us u
nive
rsiti
es i
n
the
field
are
als
o of
fere
d.
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 ad
vert
isem
ents
for
pos
tgra
duat
e bu
sine
ss c
ours
es
held
at
five
diffe
rent
inst
itutio
ns o
n th
e op
posi
te p
age.
•W
hich
cou
rse
or in
stitu
tion
(A,
B,
C,
Dor
E)
does
eac
h st
atem
ent
1 –
8re
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.
Exa
mp
le:
0T
his
inst
itutio
n ha
s be
en r
unni
ng b
usin
ess
cour
ses
for
a lo
ng t
ime.
0
1Yo
u ca
n sp
end
part
of
this
cou
rse
at a
diff
eren
t ed
ucat
iona
l ins
titut
ion
if yo
u w
ant
to.
2W
ork
expe
rienc
e in
the
wor
ld o
f bu
sine
ss is
offe
red
as p
art
of t
his
cour
se.
3O
ther
inst
itutio
ns u
se a
met
hod
that
thi
s on
e in
vent
ed.
4T
his
inst
itutio
n ha
s w
on a
priz
e fo
r its
ach
ieve
men
ts.
5A
t th
is in
stitu
tion,
you
can
do
a sh
ort
cour
se f
irst
to p
repa
re y
ou f
or t
he p
ostg
radu
ate
busi
ness
cour
se h
eld
ther
e.
6R
epre
sent
ativ
es o
f th
is in
stitu
tion
will
be
publ
icis
ing
the
cour
ses
offe
red.
7Yo
u m
ight
be
able
to
get
som
e fin
anci
al h
elp
tow
ards
the
cos
t of
thi
s co
urse
.
8O
n th
is c
ours
e, y
ou le
arn
how
to
get
the
best
res
ults
fro
m t
he p
eopl
e w
ho w
ork
for
you.
READING SAMPLE PAPER
Page 70
BE
C H
IGH
ER
AB
CD
EF
GH
AYo
u sh
ould
mak
e it
mon
thly
for
the
firs
t
year
and
qua
rter
ly a
fterw
ards
.
BIf
you
have
n't
got
them
you
rsel
f, yo
u ne
ed
to in
volv
e pe
ople
who
hav
e.
CA
s pr
epar
atio
n fo
r yo
ur p
lan,
all
thes
e
poin
ts h
ave
to b
e ca
refu
lly c
onsi
dere
d.
DA
fter
all,
it ca
n on
ly r
efle
ct t
he in
form
atio
n
you
have
ava
ilabl
e no
w a
nd y
ou c
an
upda
te it
late
r.
EYo
ur s
ucce
ss w
ill t
here
fore
dep
end
on t
he
spee
d of
the
ope
ratio
n.
FH
owev
er,
you
shou
ld a
lway
s pl
an a
s
thou
gh it
is a
new
bus
ines
s yo
u ar
e ab
out
to s
tart
.
GW
hen
you’
ve d
ecid
ed t
hat,
wor
k ou
t ho
w
you
will
let
them
kno
w t
hat
you
exis
t as
a
busi
ness
.
HT
hey
enab
le b
usin
ess
peop
le t
o ha
ve
som
e co
ntro
l ove
r th
eir
futu
re.
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
a b
usin
ess
mag
azin
e.
•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).
Pla
n yo
ur b
usin
ess
4
If y
ou f
ail
to p
lan,
you
pla
n to
fai
l. W
heth
er i
t's t
o
back
up
an a
pplic
atio
n fo
r a
loan
, or
to
wor
k ou
t
whe
re y
ou w
ill b
e go
ing
over
the
nex
t fe
w y
ears
,
busi
ness
es s
houl
d ha
ve b
usin
ess
plan
s. (
0)...
H...
It's
tru
e th
ere
are
no g
uara
ntee
d w
ays
to p
redi
ct a
busi
ness
's c
hanc
es o
f fa
ilure
or
succ
ess,
but
ther
e ar
e
som
e us
eful
ind
icat
ors.
The
se a
re:
the
peop
le w
ho
will
run
the
bus
ines
s, t
he m
arke
tpla
ce i
t w
ill o
pera
te
in,
the
prac
tica
lity
of
th
e ba
sic
idea
, an
d th
e
man
agem
ent o
f m
oney
. (9)
......
. Suc
h fa
ctor
s sh
ould
also
be
chec
ked
afte
r cr
eatin
g th
e pl
an,
as a
way
of
test
ing
its v
alid
ity.
It's
a
good
id
ea
to
go
thro
ugh
this
pr
oces
s
whe
neve
r yo
u ar
e pl
anni
ng s
omet
hing
new
. You
may
wel
l hav
e ha
d yo
ur b
usin
ess
up a
nd r
unni
ng f
or s
ome
time.
(10
)...
.....
In p
artic
ular
, yo
u sh
ould
sca
n th
e
envi
ronm
ent
whe
re y
ou o
pera
te o
r in
tend
to
oper
ate,
cons
ider
ing
the
polit
ical
, ec
onom
ic,
tech
nica
l an
d
soci
al s
ituat
ion.
Hav
ing
done
thi
s, t
here
are
sev
eral
poin
ts t
o de
cide
. Y
ou n
eed
to b
e pr
ecis
e ab
out
the
rang
e of
pro
duct
s or
ser
vice
s yo
u in
tend
to
sell.
It's
also
im
port
ant
to b
e cl
ear
abou
t w
here
you
will
posi
tion
your
self
in
the
mar
ket,
in t
erm
s of
pri
ce,
qual
ity a
nd v
olum
e. A
noth
er p
oint
to e
stab
lish
is w
ho
your
cus
tom
ers
will
be.
(11)
......
..
Hav
ing
look
ed a
t the
gen
eral
pic
ture
, and
then
you
r
pote
ntia
l bu
sine
ss,
it's
ti
me
to
look
at
yo
urse
lf.
Con
side
r w
hat s
kills
you
are
goi
ng to
nee
d in
ord
er to
mak
e yo
ur b
usin
ess
wor
k. (
12)
......
.. T
his
may
be
part
icul
arly
tru
e in
the
cas
e of
fin
anci
al s
trat
egy,
and
you
wil
l pr
obab
ly
need
so
me
inpu
t fr
om
your
acco
unta
nt.
Toge
ther
you
can
dra
w u
p a
cash
flo
w
fore
cast
. (13
)....
....
You
now
hav
e al
l th
e ba
sic
ingr
edie
nts
you
need
to p
ut t
oget
her
your
bus
ines
s pl
an.
It's
im
port
ant
to r
emem
ber
that
the
pla
n is
mea
nt t
o be
a w
ay
of
map
ping
th
e sc
ene
so
that
yo
u ca
n m
ake
bett
er
deci
sion
s ab
out
your
bu
sine
ss,
not
a
com
plet
ely
rigi
d se
t of
ins
truc
tions
tha
t yo
u ha
ve t
o
follo
w t
o th
e le
tter.
Don
't ex
pect
you
r pl
an t
o be
perf
ect
firs
t tim
e. (1
4)...
.....
In f
act,
you
can
be s
ure
that
alm
ost a
s so
on a
s yo
u ha
ve fi
nish
ed it
, som
ethi
ng
will
cha
nge,
suc
h as
the
pri
ce o
f fu
el.
How
ever
,
havi
ng a
pla
n w
ill e
nabl
e yo
u to
dec
ide
how
to
resp
ond
to s
uch
chan
ges.
Page 71
BE
C H
IGH
ER
15In
the
firs
t pa
ragr
aph,
Tom
Dav
id p
rais
es p
rofe
ssio
nal s
ervi
ce f
irms
beca
use
they
Aha
ve s
peci
alis
t kn
owle
dge.
Bar
e no
t or
gani
sed
in a
rig
id w
ay.
Cin
fluen
ce b
ig c
orpo
ratio
ns.
Ddo
not
rel
y on
tea
mw
ork.
16T
he w
riter
say
s th
at p
rofe
ssio
nal s
ervi
ce f
irms
are
resp
ondi
ng t
o gr
owth
by
Atr
ying
to
be m
ore
soph
istic
ated
.
Bgo
ing
into
indu
stria
l act
ivity
.
Cor
gani
sing
the
mse
lves
inte
rnat
iona
lly.
Dfo
cusi
ng o
n th
eir
empl
oyee
s.
17T
he w
riter
say
s th
at g
ood
lead
ersh
ip is
impo
rtan
t be
caus
e
Ait
can
chan
ge p
eopl
e’s
idea
s.
Bm
any
empl
oyee
s av
oid
resp
onsi
bilit
y.
Cpe
ople
nee
d st
rong
man
agem
ent.
Dit
mak
es e
very
one
wor
k to
war
ds t
he s
ame
goal
.
18W
hat
is s
aid
abou
t te
ams
in t
he f
ourt
h pa
ragr
aph?
AT
hey
save
tim
e fo
r th
e co
mpa
ny.
BT
hey
can
be c
hang
ed f
requ
ently
.
CT
hey
com
bine
exp
erie
nce
with
dis
cuss
ion.
DT
hey
suit
the
way
you
ng p
eopl
e w
ork.
19A
ccor
ding
to
the
writ
er,
wha
t is
the
dis
adva
ntag
e of
hav
ing
team
s?
AIt
can
lead
to
high
sta
ff tu
rnov
er.
BIt
may
res
ult
in c
usto
mer
s’ne
eds
bein
g ne
glec
ted.
CT
hey
seld
om g
ener
ate
new
bus
ines
s.
DT
hey
may
ope
rate
sep
arat
ely
from
the
res
t of
the
com
pany
.
20W
hat
are
we
told
is t
he b
est
way
to
tran
sfer
kno
wle
dge?
Aus
ing
com
pute
rs t
o m
ake
pers
onal
con
tact
s
Bgo
ing
to m
eetin
gs w
ith e
xper
ts in
the
fie
ld
Cst
udyi
ng c
ompr
ehen
sive
dat
abas
es
Dco
ntac
ting
seni
or m
anag
ers
of la
rge
com
pani
es
7
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 p
rofe
ssio
nal s
ervi
ce f
irms
and
the
ques
tions
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 f
or t
he a
nsw
er
you
choo
se.
6
Acc
ord
ing
to
m
anag
emen
t
exp
ertT
om
Dav
id, a
pro
fess
ion
al
serv
ice
firm
–
a co
mp
any
of
con
sult
ants
, law
yers
or
aud
ito
rs,
for
exam
ple
– i
s th
e b
est
mo
del
for
tom
orr
ow
’s
org
anis
atio
n
in
any
ind
ust
ry.
He
says
th
at t
hes
e
firm
s ar
e ty
pic
ally
in
form
al a
nd
flex
ible
in
th
eir
stru
ctu
re,
and
go
od
at
te
amw
ork
an
d
kno
wle
dg
e-sh
arin
g.
In c
on
tras
t,
the
wo
rld
’s b
ig o
ld c
orp
ora
tio
ns
can
ea
sily
b
e p
ort
raye
d
as
craw
ling
alo
ng
beh
ind
.
Th
e re
alit
y is
p
erh
aps
mo
re
sub
tle.
Th
e ra
pid
gro
wth
wh
ich
pro
fess
ion
al s
ervi
ce f
irm
s (P
SFs
)
are
exp
erie
nci
ng
is c
ausi
ng
them
man
agem
ent
pro
ble
ms
wh
ich
the
typ
ical
b
ig
corp
ora
tio
ns
add
ress
ed
lon
g
ago
. T
hey
ar
e
turn
ing
th
emse
lves
in
to
con
glo
mer
ates
, tr
yin
g
to
co-
ord
inat
e th
emse
lves
g
lob
ally
rath
er
than
b
y co
un
try,
as
corp
ora
tio
ns
like
Un
ileve
r h
ave
do
ne
for
year
s.
Th
e m
ore
sop
his
tica
ted
b
ig
corp
ora
tio
ns
tod
ay a
re m
ovin
g t
ow
ard
s th
e
par
tner
ship
mo
del
, w
ith
fle
xib
le
stru
ctu
res
wh
ich
act
ivel
y in
volv
e
emp
loye
es.
Bu
t th
e b
igg
er P
SFs
are
mov
ing
th
e o
ther
way
. Th
ey
are
bec
om
ing
th
e cl
um
sy g
ian
ts
of
the
futu
re.
Ho
wev
er,
ther
e ar
e p
osi
tive
asp
ects
of
PS
Fs –
lead
ersh
ip, f
or
exam
ple
. T
he
secr
et
of
go
od
lead
ersh
ip i
s to
gu
ide
and
ste
er
peo
ple
w
ith
ou
t ac
tual
ly
man
agin
g
them
. T
his
m
ean
s
bei
ng
ver
y cl
ear
abo
ut
the
firm
’s
ob
ject
ives
. If
th
ese
are
clea
r,
then
le
ader
s ca
n
be
flex
ible
,
enco
ura
gin
g e
mp
loye
es to
co
me
up
wit
h t
hei
r o
wn
so
luti
on
s to
pro
ble
ms.
Th
e le
ader
’s j
ob
is
to
wat
ch
care
full
y an
d
adju
st
peo
ple
b
ack
tow
ard
s th
e
ob
ject
ives
. B
ecau
se
of
this
app
roac
h, i
n m
any
PS
Fs, n
ob
od
y
is e
xpec
ted
to
sp
end
mo
re t
han
hal
f th
eir
tim
e o
n m
anag
emen
t
in t
he
conv
enti
on
al s
ense
.
Team
s ar
e es
sen
tial
in
PS
Fs a
nd
are
cen
tral
to
th
e tr
ain
ing
pro
cess
. A
hu
ge
amo
un
t o
f th
e
trai
nin
g e
mp
loye
es r
ecei
ve i
s in
the
dis
cuss
ion
an
d d
ebat
e w
ith
tho
se w
ho
hav
e b
een
do
wn
th
at
road
bef
ore
. Wh
en y
ou
ng
peo
ple
join
th
e fi
rm,
they
jo
in t
eam
s.
Th
is
wo
rks
wh
en
ther
e ar
e
eno
ug
h
sen
ior
peo
ple
w
ith
eno
ug
h t
ime
to d
evo
te t
o t
hem
.
At
the
sam
e ti
me,
it
is v
ital
th
at
peo
ple
do
no
t id
enti
fy w
ith
th
e
team
to
o c
lose
ly. T
he
lead
ersh
ip
skill
is
in
en
suri
ng
yo
u
do
n’t
crea
te f
irm
s w
ith
in f
irm
s. S
o y
ou
mo
ve
peo
ple
fr
om
g
rou
p
to
gro
up
an
d y
ou
org
anis
e ar
ou
nd
clie
nts
. A
s w
ell
as f
ocu
sin
g o
n
the
clie
nts
’ n
eed
s,
it’s
al
so
imp
ort
ant
to
keep
th
e fi
rm’s
nee
ds
in m
ind
. It’s
rel
ativ
ely
easy
to n
arro
w y
ou
r fo
cus
to t
ho
se
clie
nts
th
at
con
cern
yo
u,
and
leav
e w
orr
yin
g
abo
ut
you
r
peo
ple
as
a w
ho
le t
o s
om
eon
e
else
. B
ut
the
on
e th
ing
w
hic
h
abso
lute
ly
mo
tiva
tes
jun
ior
peo
ple
to
st
ay
is
that
se
nio
r
peo
ple
d
emo
nst
rate
th
ey
care
abo
ut
nee
ds
wit
hin
th
e fi
rm.
Th
ere
is o
ne
mo
re a
rea
in w
hic
h
PS
Fs
clai
m
a cl
ear
lead
o
ver
oth
er b
ig c
om
pan
ies:
kn
ow
led
ge
man
agem
ent.
T
her
e ar
e tw
o
mai
n t
ech
no
log
y-b
ased
way
s in
wh
ich
th
ey
tran
sfer
th
eir
kno
wle
dg
e fr
om
th
ose
wh
o h
ave
it t
o t
ho
se w
ho
nee
d it
. Fir
st, t
he
crea
tio
n
of
e-m
ail
net
wo
rks.
Sec
on
d, t
he
log
gin
g o
f d
ata
on
to
cen
tral
co
mp
ute
r sy
stem
s. A
re
they
ef
fect
ive?
Ja
ne
Gri
ffit
h,
hea
d
of
No
rth
ern
C
on
sult
ing
,
giv
es
an
exam
ple
: ‘S
up
po
se
Ih
ave
a cl
ien
t in
th
e ic
e-cr
eam
bu
sin
ess
and
I n
eed
to
fin
d o
ut
abo
ut
the
ind
ust
ry.
I d
on’
t w
ant
to
hav
e to
re
ad
all
5,0
00
elec
tro
nic
en
trie
s o
n i
ce-c
ream
;
wh
at
I d
o
wan
t is
to
u
se
the
syst
em
to
fin
d
ou
t o
ne
e-m
ail
add
ress
o
f so
meb
od
y w
ho
kno
ws
abo
ut
the
ice-
crea
m
bu
sin
ess
and
th
en c
on
tact
th
em
to a
sk t
hem
ab
ou
t th
e ic
e-cr
eam
bu
sin
ess.
It
’s
that
ki
nd
o
f co
-
op
erat
ion
th
at b
uild
s su
cces
s’
Page 72
BE
C H
IGH
ER
Exa
mp
le: A
term
sB
rega
rdC
poin
tsD
refe
renc
e
21A
asso
ciat
eB
rela
teC
join
Dun
ite
22A
acco
rdin
gB
prov
idin
gC
depe
ndin
gD
seei
ng
23A
ordi
nary
Bus
ual
Cty
pica
lD
freq
uent
24A
appe
alB
inte
rest
Cen
gage
Dat
trac
t
25A
doin
gB
putti
ngC
taki
ngD
mak
ing
26A
conv
ince
sB
conf
irms
Cen
sure
sD
allo
ws
27A
mak
e ov
erB
over
look
Cpu
t ov
erD
over
see
28A
poin
tsB
tells
Cin
dica
tes
Din
form
s
29A
able
Bpo
ssib
leC
skilf
ulD
capa
ble
30A
targ
etB
aim
Cgo
alD
ambi
tion
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 d
ata
pres
enta
tion.
•C
hoos
e th
e be
st w
ord
to f
ill e
ach
gap
from
A, B
, Cor
Don
the
opp
osite
pag
e.
•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
Cle
ar p
rese
ntat
ion
of d
ata
The
pre
para
tion
and
pres
enta
tion
of d
ata
is a
com
mon
par
t
of b
usin
ess
life.
In
(0)
...A
....
of p
repa
ratio
n fo
r m
eetin
gs, i
t is
esse
ntia
l to
rem
embe
r th
at i
t sh
ould
be
pres
ente
d in
a u
ser-
frie
ndly
way
. T
hat
mea
ns i
t m
ust
be i
n a
form
to
whi
ch
mem
bers
of
the
mee
ting
can
easi
ly (
21)
....
...
. "N
ever
und
er-
estim
ate
inte
llige
nce,
but
nev
er o
ver-
estim
ate
know
ledg
e" is
a
good
exp
ress
ion
to r
emem
ber
in th
is c
onte
xt. M
ost p
eopl
e ca
n
unde
rsta
nd t
he m
ost
com
plex
inf
orm
atio
n, (
22)
....
...
it is
pres
ente
d in
a f
orm
they
fin
d ac
cess
ible
. Thu
s, a
ll da
ta s
houl
d
avoi
d ja
rgon
and
use
(23
) ..
....
.la
ngua
ge. W
ritte
n te
xt s
houl
d
be p
rese
nted
in a
way
that
will
(24)
....
...to
the
aver
age
read
er.
It s
houl
d be
pre
pare
d ca
refu
lly,
(25)
...
....
use
of h
eadl
ines
,
illus
trat
ions
and
pho
togr
aphs
. R
emem
ber
that
the
hum
an e
ye
sees
a p
age
as a
pic
ture
. If
the
aim
of
a do
cum
ent
is t
o be
unde
rsto
od,
it m
ust
be d
esig
ned
in a
way
tha
t (2
6) .
....
..th
e
read
er c
ompr
ehen
ds i
t. T
his
may
see
m a
n ob
viou
s po
int
but
man
y bu
sine
ss
peop
le
do
cons
tant
ly
(27)
..
....
.it.
Pu
blic
com
pani
es a
re r
equi
red
by la
w to
pro
duce
an
annu
al r
epor
t on
thei
r fi
nanc
ial a
nd o
ther
act
iviti
es. T
hese
tend
to b
e ex
pens
ive,
prof
essi
onal
ly-p
rese
nted
do
cum
ents
. H
owev
er,
rese
arch
(28)
....
..th
at o
nly
abou
t 5%
of
shar
ehol
ders
act
ually
rea
d an
d
unde
rsta
nd t
he c
onte
nt. T
he p
robl
em i
s th
at s
uch
acco
unts
are
ofte
n so
com
plex
tha
t on
ly t
he a
utho
rs a
re (
29)
....
...
of
follo
win
g th
em. I
t's e
ssen
tial t
o re
mem
ber
that
the
poin
t of
any
docu
men
t is
that
it is
ful
ly a
cces
sibl
e to
the
(30)
....
...
read
er.
Page 73
BE
C H
IGH
ER
CH
EC
KO
UT
OP
ER
AT
OR
S
PAR
T S
IX
Qu
esti
on
s 41
– 5
2
•R
ead
the
text
bel
ow a
bout
sup
erm
arke
t ch
ecko
uts.
•In
mos
t of
the
line
s 41
– 5
2th
ere
is o
ne e
xtra
wor
d. I
t is
eith
er g
ram
mat
ical
ly in
corr
ect
or
does
not
fit
in w
ith t
he m
eani
ng o
f th
e te
xt.
Som
e lin
es,
how
ever
, ar
e co
rrec
t.
•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
Ans
wer
She
et.
•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
00S
UC
H
Su
per
mar
ket
Ch
ecko
ut
op
erat
ors
sit
at
elec
tro
nic
till
s an
d f
eed
in
th
e p
rice
s o
f th
e
cust
om
er’s
go
od
s. T
his
is
no
w d
on
e b
y ‘s
can
nin
g’,
pas
sin
g e
ach
su
ch i
tem
ove
r
a d
evic
e th
at r
ead
s th
e b
ar-c
od
e o
n i
t an
d a
uto
mat
ical
ly r
egis
ters
it
do
wn
in
th
e
till
. T
hey
m
ay
wei
gh
so
me
pro
du
cts,
su
ch
as
fru
it,
on
sc
ales
n
ear
the
till.
Wh
en a
ll th
e g
oo
ds
will
hav
e b
een
sca
nn
ed,
the
till
pro
vid
es a
to
tal
and
th
e
op
erat
ors
tak
e p
aym
ent
in t
he
cash
, b
y ch
equ
e o
r b
y cr
edit
or
deb
it c
ard
, an
d
giv
e a
till
rece
ipt
and
an
y m
ore
ch
ang
e re
qu
ired
. T
hey
p
rovi
de
bag
s,
oft
en
hel
p
to
pac
k p
urc
has
es,
and
ch
ang
e p
aper
ti
ll
roll
s as
b
ein
g
nec
essa
ry.
Th
ey a
lso
mak
e it
su
re t
hey
hav
e en
ou
gh
ch
ang
e, c
red
it c
ard
fo
rms,
an
d c
arri
er
bag
s.
Op
erat
ors
ri
ng
a
bel
l o
r b
uzz
er
to
sum
mo
n
for
a su
per
viso
r to
h
elp
wit
h
pro
ble
ms,
an
d
pu
t n
ote
s an
d
cheq
ues
in
to
bag
s fo
r p
erio
dic
co
llect
ion
.
Th
ey e
nte
r th
eir
per
son
al d
etai
ls i
n t
he
till,
so
th
at t
hei
r p
erfo
rman
ce c
an b
e
anal
ysed
lat
er. T
he
syst
em o
ffer
s su
per
mar
kets
an
eff
icie
nt
way
of
han
dlin
g w
ith
a
larg
e n
um
ber
of
cust
om
ers
pu
rch
asin
g m
any
pro
du
cts
and
hel
ps
to k
eep
ch
ecko
ut
qu
eues
to
a m
inim
um
.
11
0 00
41
42
43
44
45
46
47
48
49
50
51
52
Tru
e co
mm
un
icat
ion
is
es
sen
tial
ly
a tw
o-w
ay
dia
log
ue
invo
lvin
g c
om
pre
hen
sio
n o
f ea
ch s
ide'
s vi
ewp
oin
t, c
on
cern
s
and
pri
ori
ties
(0)
...
...
the
oth
er.
Co
mp
reh
ensi
on
is
esse
nti
al
bef
ore
co
mm
un
icat
ion
exi
sts
and
th
is c
an o
nly
(31
) ..
....
ach
ieve
d b
y an
exc
han
ge
of
info
rmat
ion
. T
his
req
uir
es a
dyn
amic
pro
cess
. B
ein
g a
n a
ctiv
e ra
ther
(32
) ..
....
a p
assi
ve
pro
cess
, co
mm
un
icat
ion
req
uir
es b
oth
ded
icat
ion
to
a l
on
g-
term
pro
cess
an
d a
n u
nd
erst
and
ing
(33)
....
..th
e o
ther
sid
e's
view
po
int.
In
dee
d,
it
req
uir
es
an
app
reci
atio
n
that
u
nti
l
(34)
...
...
sid
e re
ally
un
der
stan
ds
wh
at t
he
oth
er m
ean
s,
mes
sag
es c
an b
e co
nfu
sed
an
d m
isu
nd
erst
oo
d. T
hu
s, t
o b
e a
gre
at c
om
mu
nic
ato
r, o
ne
mu
st (3
5) ..
....
on
ly li
sten
to w
hat
is
bei
ng
sai
d,
bu
t al
so n
oti
ce w
hat
is
or
is n
ot
bei
ng
sai
d. T
his
take
s ti
me
and
pra
ctic
e. "
Th
e re
aso
n,"
go
es t
he
old
say
ing
,
"th
at w
e h
ave
on
e m
ou
th a
nd
tw
o e
ars,
(36
) ..
....
so t
hat
we
can
lis
ten
tw
ice
as m
uch
as
we
talk
." S
adly
, th
e o
pp
osi
te
ten
ds
mo
re o
ften
to
be
the
case
. Fu
rth
erm
ore
, th
e p
assi
ve
stat
e o
f h
eari
ng
is
all
too
oft
en m
ista
ken
(37
) ..
....
acti
ve
liste
nin
g. T
he
man
ager
(38
) ..
....
clai
ms
pro
ud
ly t
o t
alk
to h
is
or
her
em
plo
yees
reg
ula
rly
may
be
mo
re a
dm
ired
th
an o
ne
wh
o
do
es
no
t,
bu
t th
is
is
no
t co
mm
un
icat
ion
. Tr
ue
com
mu
nic
atio
n w
ill o
nly
occ
ur
wh
en (
39)
....
..is
co
nse
nsu
s
abo
ut
the
sub
ject
m
atte
r.
In
ord
er
to
crea
te
tru
e
com
mu
nic
atio
n, b
oth
sid
es m
ust
be
pre
par
ed (4
0) ..
....
liste
n
– ac
tive
ly a
nd
co
nti
nu
ally
.
A t
wo-
way
dia
logu
e
PAR
T F
IVE
Qu
esti
on
s 31
– 4
0
•R
ead
the
artic
le b
elow
abo
ut c
omm
unic
atio
n in
the
wor
kpla
ce.
•F
or e
ach
ques
tion
31 –
40,
writ
e on
e w
ord
in C
AP
ITA
LLE
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
BY
10
Page 74
BE
C H
IGH
ER
READING ANSWER KEY
Part One Part Two Part Three Part Four Part Five Part Six
1 E 9 C 15 B 21 B 31 BE 41 DOWN2 C 10 F 16 C 22 B 32 THAN 42 CORRECT3 D 11 G 17 D 23 A 33 OF 43 WILL4 A 12 B 18 C 24 A 34 EACH/ONE 44 THE5 A 13 A 19 D 25 D 35 NOT 45 MORE6 B 14 D 20 A 26 C 36 IS 46 BEING7 C 27 B 37 FOR 47 IT8 D 28 C 38 WHO/THAT 48 FOR
29 D 39 THERE 49 CORRECT30 A 40 TO 50 CORRECT
51 WITH52 CORRECT
Page 75
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).
Can
did
ate
’s S
ign
atu
re
Exam
inati
on
Tit
le
Cen
tre
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
462/3
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 76
A DETAILED LOOK AT THE TASKS
Part One
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 piece of business correspondence;
• a longer report;
• a proposal.
For definitions of these task types please see page 50.
Part One
This is a guided writing task, in which the candidateproduces a brief (120 – 140 word) report. The task providesa realistic situation in which it is necessary to analyse somesort of graphic input and express the information it conveysin words. Graphs, bar charts and pie charts of the typefrequently used in the business pages of newspapers,company reports and brochures may provide a starting point.
The graphic input is taken from an authentic source, but maybe modified in the same way that a text may be edited. Therubric acts to amplify and clarify the situation, as well asmaking clear what the task involves.
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 would be
likely to disadvantage some candidates, so a choice of tasksis 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.
Preparing for the Writing Questions
The first writing task involves the kind of graphic input ofinformation which is common in the business world, andstudents should be exposed to a wide range of examples ofgraphs and charts from newspapers, magazines, companyliterature, etc. The interpretation involved is the translating ofthe graphic input into prose, rather than the recommendingof action. Students should have practice in the clear andconcise presentation of written information. Specificvocabulary and phrasing should also be developed.
The second writing task requires students to plan carefully inorder to be able to produce successful answers. They shouldbe given practice in considering:
• the target reader
• the purpose of writing
• the requirements of the format (letter, report, etc.)
• the main points to be addressed
• the approximate number of words to be written foreach point
• suitable openings and closings
• the level of formality required.
Exposure to, and discussion of, as wide a range as possibleof relevant texts would be beneficial.
For the BEC Higher Writing component, candidates writetheir answers on lined paper provided by the centre.
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 Neutralfrom graphic input, making be memo or e-mail) inferences (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
Proposal: describing, summarising, memo or e-mail) orrecommending, persuading proposal (medium may
be memo or e-mail)Correspondence: e.g. explaining, or business correspondenceapologising, reassuring, complaining (medium may be letter, fax
or e-mail) (200 – 250 words)
Page 77
BE
C H
IGH
ER
PAR
T T
WO
Ans
wer
ON
Eof
the
que
stio
ns 2
, 3
or 4
bel
ow.
Qu
esti
on
2
•Yo
ur d
epar
tmen
t ha
s re
cent
ly in
trod
uced
som
e ne
w e
quip
men
t. Yo
ur m
anag
er h
as a
sked
you
to
writ
e a
repo
rt a
naly
sing
the
effe
cts
this
equ
ipm
ent
has
had
on t
he d
epar
tmen
t.
•W
rite
your
rep
ort
, in
clud
ing
the
follo
win
g in
form
atio
n:
•a
brie
f de
scrip
tion
of t
he n
ew e
quip
men
t
•th
e re
ason
(s)
it w
as in
trod
uced
•th
e be
nefit
s it
has
brou
ght
to t
he d
epar
tmen
t
•an
y pr
oble
ms
it ha
s ca
used
•W
rite
200
– 25
0w
ords
on
the
sepa
rate
ans
wer
pap
er p
rovi
ded.
Qu
esti
on
3
•Yo
ur c
ompa
ny o
r or
gani
satio
n is
bec
omin
g m
ore
succ
essf
ul.
In o
rder
for
thi
s su
cces
s to
cont
inue
, yo
u w
ant
to e
xpan
d an
d in
crea
se t
he b
udge
t of
you
r de
part
men
t. T
he D
irect
ors
have
aske
d yo
u to
writ
e a
prop
osal
say
ing
why
you
r de
part
men
t ne
eds
extr
a m
oney
.
•W
rite
the
pro
po
sal,
expl
aini
ng w
hy y
our
depa
rtm
ent
need
s m
ore
mon
ey,
and
incl
ude
the
follo
win
g po
ints
:
•w
heth
er e
xtra
sta
ff ar
e ne
eded
(an
d, if
so,
why
)
•w
heth
er c
hang
es t
o th
e of
fice
spac
e an
d eq
uipm
ent
shou
ld b
e m
ade
•w
hat
plan
s yo
u ha
ve f
or f
utur
e de
velo
pmen
t
•ho
w t
he in
vest
men
t w
ould
gen
erat
e ex
tra
busi
ness
.
•W
rite
200
– 25
0w
ords
on
the
sepa
rate
ans
wer
pap
er p
rovi
ded.
Qu
esti
on
4
•Yo
u re
cent
ly a
ttend
ed a
one
-day
tra
inin
g co
urse
. You
wer
e di
sapp
oint
ed w
ith m
any
aspe
cts
of
the
even
t, an
d ha
ve d
ecid
ed t
o w
rite
a le
tter
of c
ompl
aint
to
the
com
pany
tha
t ra
n it.
•W
rite
your
lett
erto
the
com
pany
, in
clud
ing
the
follo
win
g in
form
atio
n:
•w
hich
cou
rse
you
atte
nded
•w
hat
was
uns
atis
fact
ory
•w
hat
you
had
hope
d to
gai
n fr
om t
he c
ours
e
•w
hat
you
expe
ct t
o ha
ppen
now
.
•W
rite
200
– 25
0w
ords
on
the
sepa
rate
ans
wer
pap
er p
rovi
ded.
32PA
RT
ON
E
Qu
esti
on
1
•T
he b
ar c
hart
bel
ow s
how
s th
e qu
antit
y of
sal
es m
ade
by a
ll re
taile
rs in
Brit
ain
on e
ach
day
of
the
wee
k fo
r th
e ye
ars
1996
and
200
0.
•U
sing
the
info
rmat
ion
from
the
bar
cha
rt,
writ
e a
shor
t re
po
rtde
scrib
ing
all t
he c
hang
es t
hat
took
pla
ce b
etw
een
1996
and
200
0.
•W
rite
120
– 14
0w
ords
on
the
sepa
rate
ans
wer
pap
er p
rovi
ded.
WRITING SAMPLE PAPER
Page 78
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.
Acceptable performance at BEC Higher level is representedby a Band 3.
The band scores awarded are translated to a mark out of 10for Part 1 and a mark out of 20 for Part 2. A total of 30marks is available for Writing.
The Mark Scheme is interpreted at Cambridge/ALTE level 4.
BE
C H
IGH
ER
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 79
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. The text is heard twice. It is informational andfocuses on a series of identifiable facts. Topics might involveinstructions, changes in arrangements or instructions, theprogramme for an event or meeting of some kind or detailsof the organisation of an event. The setting for the task couldbe someone giving information over the telephone, or aspeaker addressing a roomful of delegates at a conference orpeople on 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.
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 thefunction 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 threetask types relate to real life skills and situations.
BE
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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 80
• 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
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Page 81
BE
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ER
PAR
T T
WO
Qu
esti
on
s 13
– 2
2
•Yo
u w
ill h
ear
five
diffe
rent
peo
ple
talk
ing
abou
t so
meo
ne t
hey
have
just
met
.
•F
or e
ach
extr
act
ther
e ar
e tw
o ta
sks.
For
Tas
k O
ne,
deci
de w
ho t
hey
met
fro
m t
he li
st A
– H
.
For
Tas
k Tw
o, c
hoos
e th
e re
sult
of t
he m
eetin
g fr
om t
he li
st A
– H
.
•Yo
u w
ill h
ear
the
reco
rdin
g tw
ice.
TAS
K O
NE
– T
HE
PE
RS
ON
TH
EY
ME
T
•F
or q
uest
ions
13
– 17
, m
atch
the
ext
ract
s w
ith t
he p
eopl
e, li
sted
A
– H
.
•F
or e
ach
extr
act,
deci
de w
ho t
he s
peak
er m
et.
•W
rite
one
lette
r (A
– H
) ne
xt t
o th
e nu
mbe
r of
the
ext
ract
.
13..
....
....
....
....
....
....
....
....
....
....
....
14..
....
....
....
....
....
....
....
....
....
....
....
15..
....
....
....
....
....
....
....
....
....
....
....
16..
....
....
....
....
....
....
....
....
....
....
....
17..
....
....
....
....
....
....
....
....
....
....
....
TAS
K T
WO
– T
HE
RE
SU
LT O
F T
HE
ME
ET
ING
•F
or q
uest
ions
18
– 22
, m
atch
the
ext
ract
s w
ith t
he r
esul
ts,
liste
d A
– H
.
•F
or e
ach
extr
act,
choo
se t
he o
utco
me
each
spe
aker
des
crib
es.
•W
rite
one
lette
r (A
– H
)ne
xt t
o th
e nu
mbe
r of
the
ext
ract
.
18..
....
....
....
....
....
....
....
....
....
....
....
19..
....
....
....
....
....
....
....
....
....
....
....
20..
....
....
....
....
....
....
....
....
....
....
....
21..
....
....
....
....
....
....
....
....
....
....
....
22..
....
....
....
....
....
....
....
....
....
....
....
3
Aa
clie
nt
Ba
job
appl
ican
t
Cth
e m
anag
ing
dire
ctor
Da
pers
onal
ass
ista
nt
Ean
adv
ertis
ing
agen
t
Fa
finan
ce o
ffice
r
Ga
visi
tor
from
ano
ther
com
pany
Han
inve
stor
AS
omet
hing
pla
nned
has
had
to
be p
ostp
oned
.
BT
he s
peak
er w
ill h
ave
to g
ive
a pr
esen
tatio
n.
CC
erta
in id
eas
have
had
to
be a
band
oned
.
DA
noth
er m
eetin
g w
ill b
e ne
eded
.
ET
here
are
now
pla
ns t
o w
ork
on a
new
pro
ject
.
FA
cont
ract
has
bee
n ag
reed
.
GA
staf
f va
canc
y ha
s ar
isen
.
HT
he s
peak
er w
as o
ffere
d a
job.
Turn
Ove
r
2PAR
T O
NE
Qu
esti
on
s 1
– 12
•Yo
u w
ill h
ear
the
new
Chi
ef E
xecu
tive
of U
nite
d R
ailw
ays
givi
ng h
is m
anag
ers
a ta
lk a
bout
the
futu
re o
f th
e co
mpa
ny.
•A
s yo
u lis
ten,
for
que
stio
ns 1
– 1
2, c
ompl
ete
the
note
s us
ing
up t
o th
ree
wor
ds o
r a
num
ber.
•Yo
u w
ill h
ear
the
reco
rdin
g tw
ice.
UN
ITED
RA
ILW
AYS
Pre
sent
sit
uati
on
The
mai
n pr
esen
t st
reng
ths
of t
he c
ompa
ny a
re(1
)...
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
...
and
(2)
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
The
com
pany
is k
eepi
ng t
he c
urre
nt (
3)...
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
...
Thi
s ye
ar
The
re w
ill b
e (4
)...
......
......
......
......
......
......
......
......
......
......
......
.....
on t
rain
s be
twee
n th
e ca
pita
l and
the
coa
st.
The
com
pany
nee
ds t
o in
crea
se t
he n
umbe
r of
pas
seng
ers
by (
5)...
......
......
......
......
......
......
......
......
......
......
...
The
Chi
ef E
xecu
tive
inte
nds
to m
ake
trai
ns (
6)...
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
.....
and
also
to
put
in (
7)...
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
.
He
wan
ts t
o im
prov
e th
e st
anda
rd o
f (8)
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
....
Nex
t ye
ar
The
com
pany
will
beg
in a
(9)
......
......
......
......
......
......
......
......
......
......
......
......
......
......
....pr
ogra
mm
e of
reb
uild
ing.
It w
ill in
volv
e sp
endi
ng m
ore
than
(10
)...
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
.....
In t
rain
s,al
l the
(11
)...
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
.an
d ca
rpet
s w
ill b
e re
plac
ed.
A n
ew (
12)
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
..
LISTENING SAMPLE PAPER
Page 82
BE
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ER
28C
arol
's m
ain
poin
t ab
out
staf
fing
is t
hat
Atr
aini
ng t
akes
up
too
muc
h of
her
tim
e.
Bth
e tu
rnov
er is
hig
her
than
she
exp
ecte
d.
Cit
take
s a
whi
le b
efor
e ne
w w
orke
rs f
it in
.
29N
ow t
he la
rges
t m
arke
t fo
r th
e co
mpa
ny is
AG
erm
any.
BS
cand
inav
ia a
nd J
apan
.
Cth
e U
S a
nd U
K.
30W
hat
does
Car
ol r
egar
d as
the
prio
rity
for
the
futu
re?
Ato
ach
ieve
a b
igge
r tu
rnov
er
Bto
mai
ntai
n st
anda
rds
Cto
ope
n ne
w w
orks
hops
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.
5
PAR
T T
HR
EE
Qu
esti
on
s 23
– 3
0
•Yo
u w
ill h
ear
a ra
dio
inte
rvie
w b
etw
een
a w
oman
jour
nalis
t an
d a
busi
ness
man
and
wom
an.
•F
or e
ach
ques
tion
23 –
30,
mar
k on
e le
tter
(A,
Bor
C)
for
the
corr
ect
answ
er.
•Yo
u w
ill h
ear
the
reco
rdin
g tw
ice.
23W
hen
Car
ol a
nd T
ed d
ecid
ed t
o w
ork
toge
ther
, C
arol
was
wor
king
Afo
r a
man
ufac
turin
g co
mpa
ny a
broa
d.
Bon
a c
rafts
pro
ject
in L
ondo
n.
Cas
a m
embe
r of
Ted
's s
ales
tea
m.
24W
hen
Car
ol f
irst
talk
ed t
o Te
d ab
out
her
idea
, he
Alik
ed it
bec
ause
it w
as s
omet
hing
new
.
Bha
d se
rious
dou
bts
abou
t it.
Cag
reed
to
do s
ome
rese
arch
for
her
.
25H
ow d
id C
arol
and
Ted
fin
ance
the
sta
rt-u
p of
the
ir bu
sine
ss?
Aw
ith a
ban
k lo
an
Bw
ith a
loan
fro
m t
heir
fam
ily
Cw
ith t
heir
own
mon
ey
26A
fter
they
for
med
a c
ompa
ny,
wha
t w
as t
he f
irst
thin
g th
ey d
id?
Aca
rry
out
mar
ket
rese
arch
Bst
art
prod
ucin
g te
xtile
s
Cop
en a
sho
wro
om
27W
hat
was
the
ir la
rges
t ite
m o
f ex
pend
iture
dur
ing
the
star
t-up
?
Atr
avel
and
acc
omm
odat
ion
Bpr
emis
es
Ctr
aini
ng
4
Page 83
BE
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LISTENING ANSWER KEY
Part One Part Two Part Three1 SAFETY 13 G 23 A2 EFFICIENCY 14 E 24 B3 TIMETABLE 15 D 25 C4 MORE/EXTRA COACHES 16 A 26 A5 15% 17 H 27 B6 CLEANER 18 E 28 C7 AIR-CONDITIONING 19 C 29 A8 (CUSTOMER) SERVICE 20 G 30 B9 3-YEAR 21 F10 £20 MILLION 22 A11 SEATING/SEATS12 TICKET/FARE/PRICE/PRICING
SYSTEMS/STRUCTURE
TAPESCRIPT
Part One. Questions 1 to 12.
Hello everybody and thank you for coming. I knowsome of you have had pretty long trips up from theregions – so I hope none of our trains was late!Well, as you know, the purpose of this talk – and I'llbe as brief as I can – is to outline the situation asregards my appointment and comment on both thepresent and future of United Railways.
Right, well, to start with, I want to say that we’relooking good. The first thing I did when I wasappointed was to commission a major customersurvey, which I think most of you will know about,and that’s shown that we’re already highly rated onsafety, which is of course of primary importance inany transport service. Not only that, but we’ve alsoscored highly on the question of efficiency, which isalso very good news. So, we don’t need to makeany changes there, and in fact we’ll be maintainingthe existing timetable.
Now, in terms of development, and looking over thenext twelve months, one thing we’ll need to do isup capacity on some services, so between thecapital and the coast we’ll put extra coaches on thetrains – run longer trains. The demand is there andin some cases we’re failing to meet it, simplybecause we haven’t got the capacity. We’ve got tobring passenger business up by fifteen per cent.
The survey wasn’t all good news, and some of thenegatives that came out of it need to be addressed,which to some extent sets our agenda for us. Forone thing, I want to see the trains cleaner, and thismight involve putting the contracts out for tender.
Customers really don’t want a dirty travellingenvironment. Something else I want to phase in isinstalling air-conditioning. There’s no reason whyour customers should be uncomfortably hot on ourservices and some of the cost can be reflected infare prices.
Another thing that came out in the survey whichneeds addressing relates to staffing. I’d like to seethe quality level raised in customer service – andthat means both on trains and stations.
Well, we’ve got long-term plans, too. Next year willsee the launch of our three-year programme ofmajor restructuring and rebuilding right across theentire network. This development will be verysignificant and represent pretty heavy investment –we’re talking about over twenty million pounds.The result will be the transformation of our image,in and out of stations. On the trains themselves,customers are going to benefit from improvements,with all the seats and carpets changed for newdesigns.
Now, all this, as I said, won’t come cheap but I’vebeen looking at purchasing patterns and I thinkthere’s quite a bit of room for manoeuvre there,which should enable us to mobilise someoperational capital. So, plans are being drawn upfor changes and we’ll be able to bring in a newticket structure, introducing more rational prices,which will be, I’m convinced, of benefit tocustomers and our business.
Page 84
Part Two. Questions 13 to 22.F1: I thought we organised everything very well and it
all went very smoothly. It was the first time she’dcome to the company and she wanted to meet theMD, but he was away. But some members of theboard were there and that seemed to satisfy her.We’d arranged it so that she had time for a lookround as well and I think she was impressed. I wasworried beforehand that she might think ourproduction was too slow compared to what she’sused to in her company, but I needn’t have beenconcerned. No, she’s very positive about things. Itwas really worth doing and I think they’ll be veryhappy to work with us on the German contract.
M1: Well, I had to go and see him to discuss the mosteffective ways of maintaining a presence in themarket so that our sales aren’t affected. I wasdreading it because I really hadn’t liked hissuggestions last time. But the truth is, we can’tafford to switch to anyone else at the moment. Inthe end, I think the campaign he was proposing willbe OK. We don’t want to spend any more this yearso his proposals were within the financiallimitations of what we can do. The fact is thatFinance has really restricted us. It’s meant giving upon some of the more interesting things we’d beenplanning to do. It’s a shame that we won’t be ableto do them after all.
F2: He drives me mad. Whenever I tell him my plans,he always queries them. For example, he asked mewhy I needed to meet the investors. He’s supposedto be helping me, not questioning everything! Idelegate quite a lot to him and I need to be able totrust him to do things properly. Anyway, this timewe sat down and got the next few weeks reallysorted out. He’s often been rude in his dealings withclients so I needed to have a talk with him about it.I thought he’d react very badly to what I said but, infact he seemed really prepared to listen. So Ithought things were going well and then he told mehe was leaving! I couldn’t believe it. Still, I’m notsorry.
M2: I’d arranged to be at her office at 11 o’clock to giveus time to go through all the details. Anyway, then Ihad to change the time because Personnel wantedme to see the person applying for David’s job. Sowe moved it to 3 o’clock and I don’t think she wasvery happy about the delay. I thought it was just asimple renewal, but then it turned out she wanted tochange details when everything had been typed up.It’s effectively the same as last year’s – they haven’tordered any more. I wasn’t really surprised she wasso critical but I was concerned about her responseto the increased charges. Anyway, she acceptedthem, but I’m not sure they’ll renew next year onthose terms. We’ll have to wait and see.
F3: I have to say it’s not my favourite meeting butthere’s no avoiding it. If they don’t continue tosupport us then we can’t expand – we’re dependenton them for the cash. The board met the day beforeand the MD said he was relying on me to keepthem all happy. The one I met was Mr Jensen. He’stheir representative and he reports back to them.He’s very nice … reasonable … listens carefully. Inthe past I’ve been really impressed with his sort of up-beat, positive attitude, but yesterday he told methat they couldn’t justify any further expenditure. Infact, he wants to spend less. He put it very nicelybut basically it means we’ll have to put off our newprogramme until next year. It’s unfortunate butthere’s nothing we can do about it.
Part Three. Questions 23 to 30.Rachel: I’d like to welcome to the programme today Carol
and Ted Allen, two young entrepreneurs who, justfive years ago, started a small textile company,Finchley Fabrics, which is fast becoming ahousehold name. I think our listeners would be veryinterested to hear how you did it! … You wereworking in South East Asia when you came up withthe idea, is that right?
Carol: Well, I was. I was working for a textile company intheir design department but Ted was still workingfor a marketing firm in London.
Rachel: So what about the concept? How did you get theidea?
Carol: Well, it was obvious that many of the localtraditional crafts were in danger of dying out, so Icould see an opportunity to develop a new marketand also at the same time do something sort ofuseful for the people in the villages. I could helpthem to keep their skills going. The only problemwas, I didn’t have any real business experience,which is where Ted came in.
Ted: That’s right. We’d known each other for years butwe’d never thought of working together. Mind you,when Carol phoned me initially to see if I wasinterested I have to say I wasn’t all that enthusiastic.
Carol: To put it mildly. He thought I was mad, actually!Ted: Well, it just seemed a bit risky doing something very
innovative in a country I didn’t know much about.Rachel: How did you talk him round, Carol?Carol: By persuading him – eventually – that I did know
something about the country, and that in fact itwasn’t such a bad idea.
Rachel: So you set up a company?Carol: Yes, three months later.Rachel: And how did you get started – in financial terms, I
mean?Carol: Well, we both had some money of our own we
could invest. Which was just as well because thebanks wouldn’t touch us – and our families couldn’tput any money into it.
Rachel: How soon did production start?
BE
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Ted: Our priority was market research, which we did inNew York, then in Europe, especially Germany.Things like showrooms and offices – and of courseactually starting production, came quite a bit later.Anyway, the research came up with amazingly goodresults, so it was looking as if we were on tosomething.
Carol: Ted was almost convinced.Ted: That’s not fair! You know that …Rachel: So, what was the biggest financial outlay at the
beginning?Ted: At the time it seemed all our money was going on
airfares and hotels, but in fact it went on getting andrestoring a very old and very dilapidated house inthe village, and turning it into a workshop andstudio …
Carol: And home.Rachel: What about staff at the workshop?Carol: We started with six, but now we’ve got 45 people
working for us. About a third of them had done thistype of work before, but others we’ve had to trainup ourselves.
Rachel: And what are your pay and conditions like?Ted: Relatively good. Several times the local average
salary, in fact.Carol: And we’ve had almost no turnover of staff. That’s
important, not because of training or even the extraexpense, but because we have to work closelytogether as a team … and that takes time todevelop.
Rachel: Who does the marketing?Carol: Actually we’ve never done any, surprising as it may
seem.Rachel: Really?Ted: You see Carol has always argued that the textile
buyers will find us – and she’s been proved right, sofar anyway.
Carol: Yes, there’s always a market for quality.Rachel: So when did the buyers start knocking on your door
and things really start to take off?Carol: About three years ago. We put on a show in New
York and for some reason the timing was exactlyright. The kinds of designs we’d developed werejust becoming popular. That was the turning point.In that year we sold 85% of our stock to the US, therest we sold in the UK.
Rachel: Is the US still your best customer?Ted: Still a very good customer but nothing like as big as
they were. For the last year we’ve been doingextremely well in Scandinavia and Japan, but not aswell as in Germany, which is now our number one.
Rachel: But you still haven’t got any shops of your own inthese countries?
Ted: No. There’s still just the workshop in Asia and theshowroom in London and that’s it.
Rachel: And the future? – any plans for a showroom in NewYork, say, or more workshops?
Carol: I suppose we feel we’re at a crossroads, don’t weTed?
Ted: Yes, we’ve come a long way in a very short time,doubling turnover every year … so far.
Carol: But we may be reaching a point where we have tochoose between expansion and the maintenance ofquality … and that worries us. Ted thinks it wouldbe logical to expand but I don’t want to if it meanslowering our quality level. Anyway, that’s a problemwe’ll have to face up to in the next few months …
Rachel: Let’s hope all continues well for you. Thank youboth.
Carol and Ted:Thank you.
Page 86
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 -
Task O
ne
23
AB
C
14
13
AB
CD
EF
GH
AB
CD
EF
GH
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 -
Task T
wo
21
20
22
AB
CD
EF
GH
AB
CD
EF
GH
AB
CD
EF
GH
19
18
AB
CD
EF
GH
AB
CD
EF
GH
30
AB
C
Superv
isor:
HI
GH
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
Can
did
ate
Nam
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).
Can
did
ate
’s S
ign
atu
re
Exam
inati
on
Tit
le
Cen
tre
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
Ins
tru
cti
on
s
Use a
PE
NC
IL (B
or
HB
).
Rub o
ut any a
nsw
er
you w
ish to c
hange w
ith a
n e
raser.
Co
ntin
ue
on
th
e o
the
r sid
e o
f th
is s
he
et
�
For
Parts
2 a
nd
3:
Mark
one b
ox for
each a
nsw
er.
Fo
r e
xa
mp
le:
If y
ou thin
k C
is the r
ight answ
er
to the q
uestion, m
ark
your
answ
er
sheet like this
:
AB
C0
For
Pa
rt
1:
Write
your
answ
er
cle
arly in C
AP
ITA
L L
ET
TE
RS
.
Write
one letter
or
num
ber
in e
ach b
ox.
If the a
nsw
er
has m
ore
than o
ne w
ord
, le
ave o
ne b
ox e
mpty
betw
een w
ord
s.
Fo
r e
xa
mp
le:
Part
1
1
01
1
2
01
2
3
01
3
4
01
4
0
BE
C H
- L
DP
464/3
64
BE
C H
IGH
ER
Page 87
BE
C H
IGH
ER
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. The othercandidate listens to the talk and is invited to ask one or twoquestions at the end. 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 as points, with anintroduction and conclusion (however brief these must, ofnecessity, be) and to make the structure explicit when givingthe 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 for the individual speaking taskinclude the following:
advertising, career planning, communications, customerrelations, 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.
Examiners will be looking for a serious, adult approach tothe discussion of the task, with the type of interaction whichwould be appropriate to a work environment. Candidatesneed to approach the task as a simulation, imaginingthemselves in a work environment, faced with a realsituation to discuss and on which they should try to reachsome decisions. The opinions they express, however, will betheir own. They are not required, as in some kinds of roleplay, to assume particular attitudes or opinions.
Preparing for the Speaking Paper
Students 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.
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 88
• 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.
• For Part Two, candidates need to develop the ability toprepare effectively for their ‘long turn’. They should begiven help in developing the skill of long-turn-taking,and in building up a range of discourse features tomake their speech both coherent and cohesive. It isalso important for them to listen to the other candidate,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
C H
IGH
ER
Page 89
BE
C H
IGH
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
Page 90
BE
C H
ighe
r – P
AR
TT
HR
EE
Task
She
et 1
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
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.
