7007987-bec-vantage-04

A DETAILED LOOK AT THE TASKS

Part One

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

Questions in this part tend to focus mostly on theidentification of specific information and detail, althoughsome items may focus on gist.

Preparation

In order to prepare for this part it would be useful tofamiliarise students with sets of short texts that have a similartheme. Newspapers, magazines and catalogues are usefulsources in which to find such texts. Students should beencouraged to look closely at all the information,particularly as short texts often include additional snippets ofinformation on separate lines (such as prices, dates, titles,measurements, etc.) that can easily be overlooked.

Students could be set questions which test global readingskills prior to reading the texts, so that they are trained tothink of who a text is written for and why it was written.

Part Two

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

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

This part tests understanding of text structure as well asmeaning and the gaps will be reasonably far apart so thatcandidates can successfully anticipate the appropriate lexicaland grammatical features of the missing sentence.Candidates can be expected to be tested on a variety ofcohesive features with both a backward and forwardreference, sometimes going beyond the sentence level. Thus,while selecting the appropriate sentence for a gap, theyshould read before and after the text to ensure that it fitswell. At the end of this part, they should read through theentire text, inserting the gapped sentences as they go along,to ensure that the information is coherent.

Number ofPART Main Skill Focus Input Response Questions

1 Reading scanning and gist One longer or four shorter Matching 7informational texts (approx. 250 350 words in total)

2 Reading understanding text Single text: article, report, etc. with Matching 5structure sentence level gaps (text plus 7

option sentences approx. 450 550words in total)

3 Reading for gist and specific Single text (approx. 450 550 words) 4-option multiple 6information choice

4 Reading vocabulary and structure Single informational text with lexical 4-option multiple 15 gaps (text including gapped words choice cloze approx. 200 300 words)

5 Reading understanding sentence Short text (approx. 150 200 words) Proof reading 12structure / error identification Identification of additional

unnecessary words in text

A D E TA I L E D G U I D E TO B E C VA N TAG E

TEST OF READING

Time: 1 hour

BE

C V

AN

TA

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Preparation

This can be quite a difficult task, especially for candidateswho are unfamiliar with such an exercise. In preparing themfor this part, it would be a good idea to select a number ofgraded texts that have clear, familiar ideas and evidentcohesive features. Texts can be cut up as they are in the testor simply discussed in their entirety. In this way, students can work up to dealing with more complex material andidentifying the many different ways that ideas are connected.

It would also be useful when doing gapped texts to look atsentences that do not fit in gaps and discuss the reasons forthis. Sometimes it is possible to make a sentence fit a gap bysimply changing a few words. Discussion on areas such asthis would also be fruitful.

Part Three

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

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 oneof the wrong options only, and for them to try to writethe correct answer and another wrong option.

Part Four

This is a multiple choice cloze test with fifteen gaps, most of which test lexical items, and may focus on correct wordchoice, lexical collocations and fixed phrases. The textschosen for this part will come from varied sources but theywill all have a straightforward message or meaning, so thatcandidates are being tested on vocabulary and not on theircomprehension of the passage.

Preparation

Candidates are usually familiar with this type of task and soit is most important to try to improve their range ofvocabulary. The options provided for each item in the test

will have similar meanings but only one word will be correctwithin the context provided. Familiarity with typicalcollocations would be especially useful. The language ofbusiness is often very precise and so it is worth spendingtime looking at the vocabulary used in different types of text,getting students to keep a vocabulary list and encouragingthem to make active use of the lexical items that are new tothem.

Part Five

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

This exercise can be related to the authentic task of checkinga text for errors, and suitable text types therefore includeletters, publicity materials, etc. The text contains twelvenumbered lines, which are the test items. Further lines at theend may complete the text, but these are not test items.

Preparation

Students should be reminded that this task represents akind of editing that is common practice, even in theirfirst language.

Any work on error analysis is likely to be helpful forthis task.

A reverse of the exercise (giving students texts withmissing words) might prove beneficial.

BE

C V

AN

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BE

C V

AN

TA

GE

A B C D

The

mob

ile p

hone

bus

ines

s is

beh

avin

g lik

e th

e

inte

rnet

ind

ustr

y in

tak

e-up

and

the

pac

e of

inno

vatio

n,an

d it

s im

port

ant

not

to b

e le

ft

behi

nd.

We

mus

t co

ntin

ue

to

inno

vate

in

deliv

erin

g th

e pr

oduc

t to

th

e cu

stom

er.

In

term

s of

se

rvic

e pr

ovis

ion,

you

can

draw

com

pari

sons

bet

wee

n us

and

our

clo

sest

riv

al,

but

clea

rly

all t

he m

ain

mob

ile p

hone

ret

aile

rs

have

suc

ceed

ed in

tak

ing

the

indu

stry

forw

ard.

Gro

wth

has

acc

eler

ated

rap

idly

and

the

mob

ile

tele

phon

e ha

s ch

ange

d fr

om s

impl

y be

ing

a

busi

ness

to

ol,

to

bein

g a

mea

ns

of

com

mun

icat

ion

for

ever

yone

.

Ove

r a

few

yea

rs,

pric

es h

ave

drop

ped

shar

ply

and

tech

nolo

gica

l ad

vanc

es h

ave

mea

nt

prod

ucts

hav

e ch

ange

d

and

are

chan

ging

. Su

cces

sful

ret

aile

rs m

ust

try

to k

eep

on t

op o

f

thes

e de

velo

pmen

ts a

nd in

vest

in th

e tr

aini

ng o

f em

ploy

ees

so th

ey a

re a

ble

to o

ffer i

mpa

rtia

l

advi

ce to

cus

tom

ers.

E-c

omm

erce

is ta

king

off

but t

his

won

t ne

cess

arily

rep

lace

trad

ition

al

reta

il ou

tlets

. In

orde

r to

stan

d ou

t, yo

u ne

ed in

nova

tive

idea

s on

cus

tom

er s

ervi

ce. W

e do

nt

belie

ve i

n cr

itici

sing

oth

er r

etai

lers

, bu

t th

ere

s no

thin

g pa

rtic

ular

ly e

xciti

ng o

ut t

here

at

pres

ent.

Whe

n I

first

starte

d in

the

ind

ustry

,

mobi

leph

ones

wer

e ret

ailin

g at

a th

ousa

nd p

ound

s and

wer

e as

la

rge

as b

ox f

iles.

Now

, pr

ices

are

const

antly

bei

ng d

riven

dow

n an

d ha

ndse

ts ar

eco

nsid

erab

ly m

ore

com

pact

. The

re i

s in

tens

eco

mpe

titio

n be

twee

n th

e ne

twor

k pr

ovid

ers,

and

ever

y tim

e th

ey lo

wer

thei

r ta

riffs

, mor

e

peop

le

com

e in

to

the

mar

ket.

This

w

illco

ntin

ue, a

nd w

hile

reta

il de

aler

spr

ofits

will

be a

ffect

ed d

ram

atic

ally

,

net

wor

k pr

ovid

ers

will

hav

e to

gen

erat

e m

ore

reve

nue

by o

fferin

gin

tern

et p

rovi

sion

and

data

ser

vice

s to

the

mobi

le u

ser.

Mar

ket

awar

enes

s of

the

mob

ile t

elep

hone

has

exp

lod

ed a

nd t

he r

etai

ler

who

spe

cial

ises

in m

obile

pho

nes

is s

eein

g gr

owth

lik

e ne

ver

befo

re. A

dm

itte

dly

, so

me

cust

omer

s bu

y

thei

r fi

rst

mob

ile p

hone

in

the

supe

rmar

ket,

but

for

advi

ce,

add

-ons

and

par

ticu

lar

serv

ices

they

turn

to th

e sp

ecia

list.

The

re a

re a

larg

e nu

mbe

r of

mob

ile p

hone

reta

ilers

and

I ca

nt

help

but

fee

l th

e m

arke

t on

ly h

as r

oom

for

fou

r pl

ayer

s. U

ndou

bted

ly, c

usto

mer

serv

ice

is th

e fa

ctor

that

dif

fere

ntia

tes

oper

ator

s an

d I

thin

k th

is y

ear

we

will

pro

babl

y se

e

rati

onal

isat

ion

in th

e se

ctor

.

3

Turn

Ove

r 2PA

RT O

NEQu

estio

ns 1

7

Lo

ok a

t the

sta

tem

ents

bel

ow a

nd

the

com

men

ts g

iven o

n th

e op

posit

e pa

ge b

y m

obi

le p

hone

reta

ilers

.

W

hich

sec

tion

(A, B

, C

or

D)

does

each

state

ment

1

7re

fer

to?

Fo

r each

sta

tem

ent 1

7

, m

ark

one

lette

r (A

, B

, C

or

D) o

n your

Answ

er

Shee

t.

Yo

u w

ill ne

ed to

use

som

e of

thes

e le

tters

mor

e th

an o

nce.

Exam

ple:

0th

e ex

tent

to w

hich

mob

ile p

hone

s ha

ve ch

ange

d in

size

0

1th

e ne

ed fo

r re

tail

staf

f to

stay

info

rmed

abou

t the

mob

ile p

hone

s th

ey a

re s

ellin

g

2th

e be

lief t

hat t

he m

arke

t will

not s

usta

in th

e pr

esen

t num

ber o

f mob

ile p

hone

reta

ilers

3th

e us

e of

mob

ile p

hone

s no

long

er b

eing

rest

ricte

d to

a s

pecif

ic gr

oup

of p

eopl

e

4th

e re

latio

nshi

p be

tween c

harg

es a

nd th

e nu

mbe

r of m

obile

pho

ne u

sers

5a n

ega

tive v

iew

of c

ompe

ting

mob

ile p

hone

reta

ilers

6a c

om

paris

on b

etwe

en c

hang

e in

the

mob

ile p

hone

indu

stry

and

that

in a

diff

ere

nt s

ecto

r

7th

ose

serv

ices

ava

ilabl

e at

mob

ile p

hone

out

lets

that

are

not

pro

vide

d by

oth

er re

taile

rs

AB

CD

READING SAMPLE PAPER

BE

C V

AN

TA

GE

ATh

e ho

tel s

taff

assu

med

they

sho

uld

bebo

oked

into

the

sam

e ro

om.

BBu

t the

re is

cle

ar e

vide

nce

that

thin

gs a

resl

owly

impr

ovin

g.

CTh

is w

ould

ena

ble

wom

en to

mak

e a

n

info

rmed

choi

ce a

bout

a h

otel

, and

they

would

not

be

plac

ed in

the

unco

mfo

rtabl

epo

sitio

n of

hav

ing

to c

ompl

ain

abou

t poo

rse

rvic

e.

DIt

is a

dvisa

ble

for

them

to d

o th

is du

ring

thei

r sta

y ra

ther

than

waiti

ng u

ntil t

hey

chec

k ou

t.

EM

akin

g su

re th

at fa

cilit

ies

in g

uest

bedr

oom

s ca

ter e

qual

ly fo

r th

e ne

eds

ofm

ale

and

fem

ale

gue

sts

is on

e su

ch id

ea.

FM

ost o

f the

wom

en,

whe

n qu

estio

ned

furth

er, th

ough

t tha

t the

reas

on fo

r th

isw

as

that

they

were

fem

ale

and

trav

ellin

galo

ne.

GTh

is is

evi

dent

from

the

resu

lts o

f aqu

estio

nnai

re d

istrib

ute

d to

hot

el g

uest

s by

the

Busi

ness

Tra

vel A

ssoc

iatio

n.

5

Turn

Ove

r

AB

CD

EF

G

Exam

ple:

0

PART

TW

O

Ques

tions

8

12

R

ead

the

artic

le b

elow

abo

ut a

sur

vey

of b

usi

ness

wom

en s

tayin

g in

hot

els.

Ch

oose

the

best

sen

tenc

e fro

m th

e op

posit

e pa

ge to

fill e

ach

of th

e ga

ps.

Fo

r each

gap

8

12, m

ark

one

lette

r (A

G

) on y

our

Answ

er

Shee

t.

D

o no

t use

any

lette

r mor

e th

an o

nce.

Th

ere

is a

n ex

am

ple

at th

e be

ginn

ing,

(0).

4

Hot

els

Faili

ng B

usin

essw

om

enH

ote

liers

sh

ou

ld t

ake

no

te b

ecau

se t

hey

are

fac

ing

seri

ou

s cr

itic

ism

! W

om

en a

cco

un

t fo

r m

ore

th

an

hal

f o

f al

l b

usi

nes

s tr

avel

lers

, b

ut

ho

tels

are

no

t

do

ing

en

ou

gh

fo

r th

em. (0)

....G.

...

. T

hes

e sh

ow

that

the

nu

mb

er o

f co

mp

lain

ts m

ade

abo

ut t

he

way

wo

men

gu

ests

are

tre

ated

is in

crea

sin

g.

Th

e B

arto

nsf

ield

Ho

tel i

n L

on

do

n a

lso

co

nd

uct

ed a

rece

nt

surv

ey

of

UK

b

usi

nes

swo

men

, w

hic

h

reve

als

that

70

%

feel

th

ey

rece

ive

an

infe

rio

r

serv

ice.

(8)..

....

. T

he

atti

tud

e o

f h

ote

l st

aff

mad

e

them

fee

l ou

t o

f p

lace

in p

ub

lic a

reas

; fo

r ex

amp

le,

62%

ch

ose

to

eat

in t

hei

r ro

om

s b

ecau

se t

hey

wer

e

mad

e to

fee

l u

nco

mfo

rtab

le b

y st

aff

wh

en d

inin

g

alo

ne.

(9).

....

..

Fou

r ye

ars

ago

, fo

r ex

amp

le,

a

sim

ilar

surv

ey

had

re

veal

ed

that

a

sig

nif

ican

t

nu

mb

er o

f w

om

en t

rave

llin

g a

lon

e an

d w

ish

ing

to

use

the

ho

tel r

esta

ura

nt w

ere

actu

ally

turn

ed a

way

.

Man

y o

f th

e su

gg

esti

on

s fo

r im

pro

ved

ser

vice

s p

ut

forw

ard

by

the

Bu

sin

ess

Trav

el A

sso

ciat

ion

are

rela

tive

ly

sim

ple

. (10

)...

...

. P

laci

ng

ta

ble

s in

rest

aura

nts

in a

way

th

at a

llow

s th

e h

ead

wai

ter

to

intr

od

uce

g

ues

ts

to

on

e an

oth

er,

so

they

ca

n

cho

ose

to

sit

to

get

her

ove

r a

mea

l, w

as a

fu

rth

er

sug

ges

tio

n. G

ues

ts in

th

e d

inin

g r

oo

m w

ou

ld t

hen

hav

e th

e o

pp

ort

un

ity

to m

eet

up

wit

h o

ther

s w

ho

mig

ht,

fo

r ex

amp

le,

be

atte

nd

ing

th

e sa

me

con

fere

nce

, or

hav

e th

e sa

me

bu

sin

ess

inte

rest

s.

Wen

dy

Man

nin

g,

exec

uti

ve

man

ager

o

f th

e

Bar

ton

sfie

ld H

ote

l, ag

reed

wit

h th

e B

usi

nes

s Tr

avel

Ass

oci

atio

n

that

h

ote

l st

ar

rati

ng

s sh

ou

ld

be

infl

uen

ced

by

the

leve

l o

f se

rvic

e th

ey o

ffer

to

fem

ale

bu

sin

ess

gu

ests

. (11

)...

...

. O

ur

surv

ey

hig

hlig

hte

d t

he

un

will

ing

nes

s o

f m

any

wo

men

to

air

thei

r vi

ews

if t

hey

are

tre

ated

bad

ly,

Wen

dy

Man

nin

g p

oin

ted

ou

t.

A g

rou

p o

f in

flu

enti

al b

usi

nes

swo

men

rec

entl

y m

et

to

dis

cuss

th

e re

sult

s o

f th

e B

usi

nes

s Tr

avel

Ass

oci

atio

n

qu

esti

on

nai

re.

Th

ey

sug

ges

ted

th

at

bu

sin

essw

om

en

sho

uld

n

ot

hes

itat

e to

m

ake

it

clea

r if

th

ey h

ave

a p

rob

lem

. (12

)...

...

. O

nce

clie

nts

hav

e g

on

e, i

t is

all

too

eas

y fo

r th

e is

sue

to

be

ign

ore

d b

y h

ote

l m

anag

ers,

an

d i

t w

ill a

lso

be

forg

ott

en b

y th

e o

verw

ork

ed b

usi

nes

s ex

ecu

tive

s

them

selv

es.

BE

C V

AN

TA

GE

Turn

Ove

r 7

13Ac

cord

ing

to th

e te

xt, t

he e

nd o

f a p

rodu

cts

life c

ycle

is m

arke

d by

Aa s

harp

rise

in p

rodu

ctio

n co

sts.

Bth

e pr

oduc

t bec

omin

g ou

tdat

ed.

Can in

crea

se in

cus

tom

er c

ompl

aint

s.D

less

sup

port

from

sal

es m

anag

emen

t.

14W

hat d

oes

the

write

r say

abo

ut s

ales

man

agem

ent i

n th

e fir

st p

aragr

aph

?

ACo

mpa

nies

sho

uld

spen

d m

ore

time

on th

eir s

ales

pla

nnin

g.B

Ther

e ar

e m

any

man

ager

s wh

o ne

ed to

impr

ove th

eir s

ales

per

form

ance

.

CM

ost s

ales

man

ager

s fa

il to

reco

gnise

whi

ch s

tage

a p

rodu

ct h

as re

ache

d.D

The

sale

s ap

proa

ch s

houl

d ch

ange

with

eac

h ph

ase

of th

e pr

oduc

t life

cyc

le.

15Ac

cord

ing

to th

e te

xt, a

gre

ate

r sal

es e

ffort

is re

quire

d fo

r a p

rodu

ct w

hen

Ait

is p

artic

ular

ly in

nova

tive.

Bth

e ad

verti

sing

budg

et h

as b

een

cut.

Criv

al c

ompa

nies

sta

rt to

pro

duce

som

ethi

ng s

imila

r.D

consu

mer

inte

rest

sw

itche

s to

a n

ew p

rodu

ct c

ateg

ory.

16Ac

cord

ing

to th

e te

xt, a

goo

d m

arke

ting

stra

tegy

must

prim

arily

be

conc

erned

with

Asa

les

stat

istic

s.B

prod

uct d

etai

ls.C

consu

mer

data

.D

prof

it in

form

atio

n.

17Ac

cord

ing

to th

e te

xt, p

rofit

leve

ls m

ay fa

il to

cor

resp

ond

to th

e vo

lum

e of

sal

es b

ecau

se

Ath

e fu

ll se

lling

cost

s ha

ve not b

een

take

n in

to a

ccou

nt.

Bth

e pr

oduc

tion

cost

s we

re n

ot e

stim

ated

cor

rect

ly.C

ther

e ar

e un

fore

seen p

robl

ems

with

dist

ributio

n.D

ther

e ha

s be

en a

lack

of e

cono

mic

stab

ility.

18W

hat d

oes

the

write

r say

abo

ut th

e ch

arts

that

sho

w s

ale

s pr

ogre

ss?

AIt

is a

mat

ter o

f judg

emen

t whe

re on

e sale

s pha

se fin

ishes

and a

nothe

r beg

ins.

BM

anag

ers

shou

ld re

view

pol

icy w

hen

a sh

arp

fall

in s

ales

is in

dica

ted.

CIt

is d

ifficu

lt to

see

how

sale

s ch

arts

can

pro

vide

suf

ficie

nt g

uida

nce

to m

anag

ers.

DM

anag

ers

shou

ld g

et c

onfir

matio

n of

the

data

they

plo

t on

the

sale

s ch

arts

.

Prod

uct

Life

Cyc

les

and

Sal

es S

trat

egy

One

of

the

mos

t im

porta

nt c

once

pts

in s

ales

man

agem

ent a

nd m

arke

ting

is th

at o

f the

pro

duct

life

cycl

e. T

his

is a

histo

rical

rec

ord

of t

he l

ife o

f a

prod

uct,

show

ing

the

stage

in it

s life

the

prod

uct h

asre

ache

d at

a p

artic

ular

tim

e. B

y id

entif

ying

the

stage

that

a p

rodu

ct i

s in

or

may

be

head

ing

tow

ards

,co

mpa

nies

can

form

ulat

e be

tter m

arke

ting

plan

s. A

llpr

oduc

ts ha

ve l

ives

in

as m

uch

as th

ey a

re c

reat

ed,

sell

with

var

ying

pro

fitab

ility

ove

r a p

erio

d of

tim

e,an

d th

en b

ecom

e obs

olet

e and

are r

epla

ced

or si

mpl

yno lo

nger

pro

duce

d. A

prod

ucts

sal

es p

ositi

on a

ndpr

ofita

bilit

y ca

n be

exp

ecte

d to

flu

ctua

te o

ver

time

and

so,

at e

ach

succ

essiv

e sta

ge i

n th

e pr

oduc

tscy

cle,

it is

nec

essa

ry to

ado

pt d

iffer

ent t

actic

s.Th

e tw

o m

ain

feat

ures

of t

he p

rodu

ct li

fe cy

cle a

reunit

sale

s an

d un

it pr

ofit.

The

uni

t sa

les

figur

esusu

ally

jump

on in

trodu

ction

, as a

respo

nse to

heav

yad

verti

sing

and

prom

otio

n, a

s cu

stom

ers

buy

the

prod

uct

expe

rimen

tally

. Th

is is

gene

rally

fol

low

edby

a le

velli

ng o

ff w

hile

it is

eva

luat

ed

the l

engt

h of

this

perio

d de

pend

ing

on th

e use

to w

hich

the p

rodu

ctis

put.

Then

, un

it sa

les

rise

stead

ily t

hrou

gh t

hegr

owth

pha

se t

o th

e m

atur

ity p

hase

, w

hen

the

prod

uct i

s w

idel

y ac

cept

ed, a

nd s

o on

to s

atur

atio

nle

vel.

By th

is tim

e, c

ompe

titor

s will

hav

e en

tere

d th

em

arke

t with

thei

r ow

n ve

rsio

n an

d, fr

om th

is po

int,

the

sale

s te

am w

ill h

ave

to w

ork

even

har

der t

o w

inal

l ad

ditio

nal

sale

s. Ev

entu

ally

, th

e pr

oduc

ts s

ales

decl

ine

as b

ette

r ve

rsio

ns e

nter

the

mar

ket

and

com

petit

ion

beco

mes

too

stron

g.In

ret

rosp

ect,

mos

t firm

s kn

ow w

hat h

appe

ned

toth

eir p

rodu

cts

from

laun

ch to

with

draw

al. T

hey

can

com

pile

thi

s in

form

atio

n fro

m t

he r

ecor

ds o

f un

itsa

les. Unf

ortu

nate

ly, u

nit

sale

s are

not

the c

ompl

ete s

tory

as it

is u

nit p

rofit

that

is th

e de

cisiv

e fa

ctor

, al

thou

ghth

is is

not a

lway

s rec

orde

d ac

cura

tely

. It

is th

is fig

ure

that

sal

es m

anag

emen

t ha

s to

mon

itor,

thou

gh,

toen

sure

an

ef

fect

ive

mar

ketin

g st

rate

gy a

nd t

opr

oduc

e ef

fect

ive

prof

its.

At l

aunc

h, th

e pr

oduc

t is

coste

d ac

cura

tely

on

the

basis

of p

rodu

ctio

n co

sts p

lus

selli

ng c

osts.

Initi

ally

thes

e re

mai

n fa

irly

stabl

e, b

ut, w

hen

the

prod

uct i

spr

ovin

g su

cces

sful

, com

petit

ors

will

brin

g ou

t the

irow

n

copy

-cat

pr

oduc

ts. W

ith a

com

petit

or i

n th

efie

ld,

the

orig

inal

firm

has

to

resp

ond

in o

rder

to

mai

ntai

n its

mar

ket p

ositi

on. I

t can

run

spec

ial s

ales

prom

otio

ns, i

mpr

ove

deliv

erie

s, m

ake

mor

e fre

quen

tsa

les

calls

and

so

on. O

ften

the

extra

exp

endi

ture

isnot a

ccur

atel

y ch

arge

d to

the p

rodu

ct an

d th

e res

ult i

sth

at, l

ong

befo

re u

nit s

ales

are

not

icea

bly

falli

ng, t

heunit

prof

it ha

s alre

ady

falle

n.Th

e pr

oduc

t life

cyc

le, t

hen,

pre

sent

s a

pict

ure

ofw

hat

happ

ened

in

the

prod

ucts

lif

etim

e, s

o ho

wca

n t

his

be u

sed

as a

n on

goin

g ai

d to

man

agem

ent

deci

sion-

mak

ing?

Eve

ry sa

les m

anag

er h

as a

char

t on

whi

ch th

e pr

ogre

ss o

f sal

es is

plo

tted

and

this

can

beuse

d as

a g

uide

to

the

stage

of

deve

lopm

ent

each

prod

uct

is cu

rrent

ly i

n. A

n es

sent

ial

man

agem

ent

skill

is b

eing

abl

e to

inte

rpre

t sal

es re

sults

and

dra

win

the

sta

ges

as t

hey

occu

r. D

ecid

ing

whe

re e

ach

stag

e be

gins

and

end

s ca

n be

a r

ando

m e

xerc

ise,

thou

gh u

sual

ly th

e sta

ges a

re b

ased

on

whe

re th

e rat

eof s

ales

gro

wth

or d

eclin

e be

com

es p

rono

unce

d.

PART

TH

REE

Ques

tions

13

18

R

ead

the

artic

le b

elow

abo

ut p

rodu

ct li

fe c

ycle

s an

d th

e qu

estio

ns o

n th

e op

posit

e pa

ge.

Fo

r each

que

stio

n 13

1

8, m

ark

one

lette

r (A

, B

, C

or

D) o

n your

Answ

er

Shee

t for

the

answ

er

you c

hoos

e.

6

BE

C V

AN

TA

GE

Exam

ple: A

calc

ulat

eB

depe

ndC

dete

rmin

eD

lean

19A

prod

uce

Bm

ake

Cco

nst

ruct

Dbu

ild

20A

beha

viou

rB

habi

tC

pract

ice

Dro

utin

e

21A

meth

odB

law

Cru

leD

cours

e

22A

focu

sB

defin

eC

targ

etD

dire

ct

23A

gain

ing

Bacq

uirin

gC

colle

ctin

gD

taki

ng

24A

requ

ests

Bca

llsC

bids

Dco

mm

ands

25A

app

oint

Bpr

ogra

mm

eC

sche

dule

Dca

talo

gue

26A

parc

els

Bpa

ckets

Cbu

ndl

esD

pack

ages

27A

form

atio

nB

desig

nC

stru

ctur

eD

syst

em

28A

cata

logu

eB

labe

lC

mark

Did

entif

y

29A

poin

tB

tend

Cle

adD

mov

e

30A

diso

rder

Bm

ista

keC

confu

seD

com

plica

te

31A

app

oint

men

tsB

proc

edur

esC

arr

ange

men

tsD

org

anisa

tions

32A

shar

eB

role

Cfu

nctio

nD

ele

men

t

33A

prec

isely

Bsu

itabl

yC

prop

erly

Dacc

ura

tely

AB

CD

0

9

Turn

Ove

r 8PA

RT FO

URQu

estio

ns 1

9

33

R

ead

the

advic

e be

low

abo

ut th

e us

e of

tech

nolo

gy in

pre

sent

atio

ns.

Ch

oose

the

best

word

to fi

ll ea

ch g

ap fr

omA

, B

, C

or

Don th

e op

posit

e pa

ge.

Fo

r each

que

stio

n19

3

3, m

ark

one

lette

r (A

, B

, C

or

D) o

n your

Answ

er

Shee

t.

Th

ere

is a

n ex

am

ple

at th

e be

ginn

ing,

(0).

Gui

delin

es fo

r gi

ving

Pre

sent

atio

nsM

ost

pres

enta

tions

tod

ay (

0)..

.B..

.on

the

use

of

som

e so

rt o

f te

chno

logy

,su

ch a

s a

lapt

opco

mpu

ter

linke

d to

a p

roje

ctor

.Whi

le t

his

tech

nolo

gy c

an h

elp

to(1

9)...

...pr

esen

tatio

ns b

ette

r,it

also

has

a(2

0)...

...of

get

ting

in t

he w

ay.A

s a

gene

ral(

21)

......

,it

is b

ette

r to

(22)

......

on t

he c

onte

ntof

a

pres

enta

tion

as

a m

eans

of

(23)

......

your

au

dien

ces

atte

ntio

n,ra

ther

th

an

rely

ing

onso

phis

ticat

ed e

quip

men

t.

Bear

in m

ind

that

whe

n an

org

anis

atio

n in

vite

s(2

4)...

...fo

r a

cont

ract

,the

y m

ay(2

5)...

...fo

ur o

r fiv

epr

esen

tatio

ns f

rom

diff

eren

t co

mpa

nies

on

the

sam

e da

y.Ea

ch o

f th

ese

com

pani

es w

ill p

roba

bly

beus

ing

the

sam

e co

mpu

ter

grap

hics

(26)

......

and

the

sam

e eq

uipm

ent.

The

ch

ance

s ar

e th

epr

esen

tatio

ns w

ill b

e si

mila

r to

o.

Tha

ts w

hy t

he c

onte

nt a

nd(2

7)...

...of

wha

t yo

u sa

y ar

e im

port

ant.

Thi

nk a

bout

wha

t yo

u w

ant

tosa

y an

d ho

w t

o sa

y it

as c

lear

ly a

s po

ssib

le.

As

a fir

st s

tep,

you

need

to

(28)

......

the

mai

n po

ints

you

wan

t to

get

acr

oss.

Aud

ienc

es a

re e

asily

bor

ed a

nd(2

9)...

...to

rem

embe

r on

ly t

he m

ost

ente

rtai

ning

,ex

citin

g or

unu

sual

idea

s.

Nex

t cr

eate

you

r m

ater

ials

,cho

osin

g th

e im

ages

for

your

pre

sent

atio

n ca

refu

lly.R

emem

ber

you

dono

t w

ant

to s

top

your

aud

ienc

e fr

om li

sten

ing

to y

ou,n

or d

o yo

u w

ant

to(3

0)...

...th

em.

Fina

lly,

mak

e al

l th

e ne

cess

ary

(31)

......

for

the

equi

pmen

t yo

u ne

ed.

If te

chno

logy

is

to b

e an

impo

rtan

t(3

2)...

...of

you

r pr

esen

tatio

n,m

ake

sure

you

kno

w h

ow t

o us

e it

(33)

......

and

test

it o

utbe

fore

hand

.

BE

C V

AN

TA

GE

PART

FI

VEQu

estio

ns 3

4

45

R

ead

the

artic

le b

elow

abo

ut a

train

ing

com

pany

.

In

mos

t of t

he li

nes

34

45

ther

e is

one

ext

ra w

ord

.It i

s ei

ther

gra

mm

atic

ally

inco

rrect

or

does

not

fit i

n wi

th th

e m

eani

ng o

f the

text

. Som

e lin

es, ho

wev

er,

are

corr

ect

.

If

a lin

e is

corre

ct, w

rite

CORR

ECT

on y

our

Answ

er

Shee

t.

If

ther

e is

an e

xtra

word

in th

e lin

e, w

rite

the

extr

a w

ord

in C

APIT

AL L

ETTE

RS

on y

our

Answ

er

Shee

t.

Th

e ex

erc

ise

begi

ns w

ith tw

o e

xam

ples

, (0)

and (

00).

Exam

ples

0S

O00

CO

RR

EC

T

0T

her

e is

lit

tle

do

ub

t th

at t

rain

ing

has

bec

om

e so

an

acc

epte

d p

art

of

bu

sin

ess

bu

t it

is

00eq

ual

ly t

rue

that

co

mp

anie

s ta

ke a

mu

ch l

ess

scie

nti

fic

app

roac

h t

han

th

ey s

ho

uld

. A

34re

cen

t st

ud

y su

gg

este

d u

s th

at,

wh

ile U

K o

rgan

isat

ion

s sp

end

nea

rly

10b

n a

yea

r o

n

35tr

ain

ing

, 37

% o

f th

em h

ave

nev

er e

valu

ated

th

at e

xpen

dit

ure

in

str

ict

term

s o

f b

usi

nes

s

36im

pac

t. Y

et i

f tr

ain

ing

act

ivit

ies

that

are

ru

n a

lon

g t

he

sam

e lin

es a

s o

ther

bu

sin

ess

37o

per

atio

ns,

in

way

s th

at m

axim

ise

wit

h o

pp

ort

un

itie

s, i

t b

eco

mes

eas

ier

for

trai

nin

g

38o

rgan

isat

ion

s to

hel

p c

om

pan

ies

mee

t st

rate

gic

go

als.

On

e o

rgan

isat

ion

sh

ow

ing

an

39aw

aren

ess

of

wh

at t

his

pri

nci

ple

is

CT

So

luti

on

s, a

tra

inin

g b

usi

nes

s th

at h

as i

ts o

wn

40p

rem

ises

in

So

uth

Lo

nd

on

. T

he

nee

d f

or

mo

re t

rain

ing

has

co

mb

ined

it

wit

h c

utb

acks

in

41o

ffic

e ac

com

mo

dat

ion

to

cre

ate

ple

nty

of

bu

sin

ess

for

tho

se h

irin

g o

ut

spac

e, p

arti

cula

rly

42u

pp

er-e

nd

ho

tels

. B

ut

wh

ile C

T S

olu

tio

ns

det

ecte

d t

hat

man

y o

rgan

isat

ion

s w

ere

no

t

43sa

tisf

ied

wit

h h

ote

ls b

ecau

se t

hey

do

no

t al

way

s p

rovi

de

a g

oo

d s

ervi

ce.

CT

So

luti

on

s is

44to

tally

ded

icat

ed t

o p

rovi

din

g o

f sp

ace

for

bu

sin

ess,

mo

stly

fo

r tr

ain

ing

, b

ut

also

fo

r

45co

nfe

ren

ces

and

AG

Ms.

Cle

arly

, si

nce

th

e b

usi

nes

s h

as b

een

gro

wn

in

siz

e, i

t is

an

app

roac

h t

hat

wo

rks.

10

Tra

inin

g P

rov

isio

n

READING ANSWER KEY

Part One Part Two Part Three Part Four Part Five

1 C 8 F 13 B 19 B 34 US2 A 9 B 14 D 20 B 35 STRICT3 D 10 E 15 C 21 C 36 THAT4 B 11 C 16 D 22 A 37 WITH5 C 12 D 17 A 23 A 38 CORRECT6 D 18 A 24 C 39 WHAT7 A 25 C 40 IT

26 D 41 CORRECT27 C 42 WHILE28 D 43 CORRECT29 B 44 OF30 C 45 BEEN31 C32 D33 C

BE

C V

AN

TA

GE

Part

3

Part

5

14

13

16

15

17

35

34

01

01

37

36

01

01

38

01

34

35

36

37

38

AB

CD

AB

CD

19

21

20

23

22P

art

4

25

24

27

26

28

29

30

18

AB

CD

AB

CD

AB

CD

AB

CD

31

32

33

AB

CD

AB

CD

AB

CD

AB

CD

AB

CD

AB

CD

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ark

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D D D D D D D


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

an internal company communication; this means a piece of communication with a colleague or colleagueswithin the company on a business-related matter, and the delivery medium may be a note, message, memo or e-mail;

and one of the following:

a piece of business correspondence; this meanscorrespondence with somebody outside thecompany (e.g. a customer or supplier) on abusiness-related matter, and the delivery mediummay be letter, fax or e-mail

a report; this means the presentation of informationin relation to a specific issue or events. The reportwill contain an introduction, main body of findingsand conclusion; it is possible that the deliverymedium may be a memo or an e-mail

a proposal; this has a similar format to a report, butunlike the report, the focus of the proposal is on thefuture, with the main focus being onrecommendations for discussion; it is possible thatthe delivery medium may be a memo or an e-mail.

Part One

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

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

Part Two

In the second Writing task, candidates are required to write120 to 140 words in the form of business correspondence, ashort report or proposal. There is an explanation of the taskand one or more texts as input material. These texts maycontain visual or graphic material and have handwrittennotes on them.

There is no significant difference between the formatrequired for proposals and reports. At this level, reports mustbe clearly organised and should not contain letter features.There is no particular requirement to provide subheadings,particularly given the length of the report.

Where the delivery medium specified for a Part Two answeris a letter, candidates need not include postal addresses intheir answer. Similarly, where the delivery medium specifiedis a fax, candidates need not include fax header details, andwhere the delivery medium specified is a memo or an e-mail, candidates need not include to/from/date/subjectdetails.

Accuracy and Appropriacy in Faxes and e-mails

Please see page 11.

Preparing for the Writing Questions

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

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TEST OF WRITING

Time: 45 minutes

PART Functions/Communicative Task Input Response Register

1 e.g. giving instructions, explaining Rubric only (plus layout of output Internal communication Neutral/a development, asking for text type) (medium may be note or informalcomments, requesting information, message or memo oragreeing to requests e-mail) (40 50 words)

2 Correspondence: e.g. explaining, One or more pieces of input from: Business correspondence Neutral/apologising, reassuring, complaining business correspondence (medium (medium may be letter, formal

may be letter, fax or e-mail), internal fax or e-mail) or shortReport: describing, summarising communication (medium may be note, report or proposal

memo or e-mail), notice, advert, (medium may be memo orProposal: describing, summarising, graphs, charts, etc. (plus layout if e-mail) (120 140 words)recommending, persuading output is fax or e-mail)

In the second task for this level, candidates are oftenprovided with annotated information and are asked to reportor convey these comments. It is important that studentsknow how to reformulate the comments, incorporating someof their own vocabulary and structures into their work.Whilst at BEC Preliminary level the emphasis is on theaccurate reporting of facts, at this level much more isexpected in terms of register, cohesion and the range ofstructures and language used.

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

BE

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PART

TW

O

Yo

u w

ork

fo

r Bu

sine

ssSp

ace

plc,

a c

om

pany

whi

ch re

nts

fully

ser

vice

d of

fices

to o

ther

busi

ness

es.Yo

u h

ave jus

t rece

ived

the

fax

belo

w.

Lo

ok a

t the

fax

and

the

othe

r inf

orm

atio

n be

low

, on w

hich

you h

ave alre

ady

mad

e so

me

hand

writt

en n

otes

.

Th

en, u

sing

all

your

hand

writt

en n

otes

, w

rite

a fa

xin

repl

y to

Rei

nhar

d M

iete

r.

W

rite

120

14

0 w

ord

s.

W

rite

on th

e op

posit

e pa

ge.

FAX

TO:

Busi

ness

Spac

eFR

OM

:R

einh

ard

Mie

ter

SUBJ

ECT:

Ren

ting

Offi

ce S

pace

Furth

er to

our

disc

ussio

n la

st w

eek

we ha

ve now

dec

ided

to re

nt o

ffice

spa

ce fr

om y

ou

for

the

next

twelve

month

s:

Req

uire

men

ts

one o

ffice

of 1

0m2 ,

tw

o o

f 15m

2 , one o

f 20m

2

m

ust

be

on s

ame

floor

40

par

king

spa

ces

Plea

se c

onfir

m if

this

offic

e sp

ace

is va

cant i

n Ce

ntra

l Tow

er.

4

REN

VER

ESTA

TES

offer

10%

disco

unt f

or 18

-mon

thboo

king

four l

eft, d

iffere

nt fl

oors,

no pa

rking

su

ggest

Opera

Plac

e

ment

ion th

eseben

efits

OPE

RA P

LACE

Why

cho

ose

Ope

ra P

lace

?

30

0 pa

rkin

g sp

aces

good

pub

lic tr

ansp

ort

connect

ions

w

onde

rful v

iew

s

CENT

RAL

TOW

ER (C

T)

Offi

ces

curre

ntly

vaca

nt

Size

m2

CT 1

910

CT 2

420

CT 5

315

CT 5

415

OPER

A P

LACE

(OP)

Offi

ces

curre

ntly

vaca

nt

Size

m2

OP

3410

OP

3920

OP

4610

OP

4715

OP

4820

OP

4915

four s

ame f

loor

PART

O

NE

Yo

u a

re a

regi

onal

sal

es m

anag

er fo

r an in

tern

atio

nal c

ompa

ny.Yo

u h

ave be

en a

sked

to g

o to

am

eetin

g at

your

com

pany

s he

ad o

ffice

.Yo

u c

annot g

o, so

som

ebo

dy e

lse w

ill go

in y

our

plac

e.

W

rite

an e

-mai

lto

Eric

a Yo

ung,

who

is o

rgan

ising

the

mee

ting:

apo

logi

sing

for

not b

eing

abl

e to

go

to th

e m

eetin

g

ex

plai

ning

why

you c

annot g

o

sa

ying

who

will g

o.

W

rite

40

50

wo

rds.

W

rite

on th

e op

posit

e pa

ge.

2

Eric

a Yo

ung

Mee

ting

WRITING SAMPLE PAPER

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ASSESSMENT OF WRITING

An impression mark is awarded to each piece of writing. TheGeneral Impression Mark Scheme is used in conjunctionwith a Task-specific Mark Scheme, which focuses on criteriaspecific to each particular task. This summarises the content,organisation, register, format and target reader indicated inthe task.

The band scores awarded are translated to a mark out of 10 for Part 1 and a mark out of 20 for Part 2. A total of 30 marks is available for Writing.

The General Impression Mark Scheme is interpreted atCouncil of Europe level B2.

A summary of the General Impression Mark Scheme isreproduced below. Examiners work with a more detailedversion, which is subject to regular updating.

Band 5 Full realisation of the task set. All content points included and expanded upon where the task allows. Controlled, natural use of language; minimal errors which are minor. 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 content points adequately dealt with. Generally accurate, errors 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. A number of errors will be present, but they do not impede communication. 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. Some major content points omitted or inadequately dealt with; some

irrelevance is likely. Errors sometimes obscure communication, are numerous, and distract the reader. 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. Notable content omissions and/or considerable irrelevance, possibly due to

misinterpretation of the task set. 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.

Summary of General Impression Mark Scheme

WRITING PART 1

EXAMINER COMMENTS

Im really sorry but Im not able to go to the meeting at our companys head office. I cant attend because ofprevious arrangements which I cant change.

Mr Jan Korwalski, a very good worker, will go instead of me.

Please accept my apologies.

Marta Stefanska

CANDIDATE A

All points covered. Successful attempt at complex language,for example I cant attend because of previousarrangements, will go instead of me. Concise, making avery positive effect on the reader.

Band 5

EXAMINER COMMENTS

Dear Mrs Young

I would like to apologise for not being able to go to meeting at our companys head office because I will notbe in the country. I am going on the business trip to Italy.

Mr Mark Smith will go instead of me.

Many Thanks

Nadia JohnsonRegional Sales Manager

CANDIDATE B

All points adequately dealt with. Good range of structure andvocabulary. Minor non-impeding errors, for example go tomeeting, on the business trip. Positive effect on the reader.

Band 4

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EXAMINER COMMENTS

To: Erica Young

Cc:

Subject: Meeting

Dear Mr Young:

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

I feel sorry for my absence. Id like to recommend my personal assistant to go to instead of me. His name isJim Green. I hope this will not cause you some trouble.

Best wish yours

Chan Bo Fun

CANDIDATE C

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

Band 3

EXAMINER COMMENTS

Hello Erica,

Id like to apologise you, but I cant attend to this meeting in our head office. In this time Im going to London for sales meeting with our customers. Instead of me, for this meeting will go my sales assistance Tom

Best regards

Natasha

CANDIDATE D

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

Band 3

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WRITING PART 2

EXAMINER COMMENTS

Dear Mr Mieter,

Thank you for your order by fax. Id like to mention that I can offer you 10% discount if you are booking for18 - month period.

We have 4 offices left in Central Tower as you required but they are on different floors. Also there is noparking space available at the moment in Central Tower. I can offer you a very interesting alternative inOpera Place Building:* 4 offices as you required on same floor* 300 parking spaces and good public transport connections for your employees* wonderful views.Please think about this alternative and the discount I mentioned before. I look forward to hearing from yousoon so I can make the booking.

Yours sincerely,

CANDIDATE E

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

Band 5

EXAMINER COMMENTS

BUSINESS SPACE PLC FAXFrom: Business Space To: Renver Estates Attn: Sabrina Korkhau Attn: Reinhard Mieter

Subject: Renting Office Space.

Mr Mieter, Ive just received your fax and after searching for different posibilities, this is what I can offer you:- 10% discount on the total prize if you book our offices for 18 months, could it be interesting for you?- You asked us for 4 offices in Central Tower and we only have 4 left but placed in different floors and there are no parking spaces left. Would you mind if I search what you need in Opera Place?- Opera Place is a big Tower with 300 parking spaces, it has wonderful views to Central Park and the public transport connections are really good.- Ive just checked if we have 4 offices left in Opera Place and for your information we have them now!!At the same floor and one is 10m2, two are 15m2 and the last one is 20m2 as you required.Please let me know if you are interested in this possibity.

RegardsMs Korkhau

CANDIDATE F

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

Band 3

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EXAMINER COMMENTS

TO: Reinhard Mieter,

Thank you for your fax. And we are glad you have decided to rent office space from us for the next twelvemonths. Id like to inform you that we can offer 10% disscount for 18 - month booking, please confirmwhether youll book longer or not.

As requested we couldnt supply you in Central Tower, since there is no vacancy on the same floor and noparking either. But I recommend Opera Place, a suitable place as well. There are four in the same floor, andthe sizes are proper. 300 parking spaces are there, which is enough for you. Moreover, public transportconnections here are good as well as wonderful views I hope this change will be convenient for you.Meanwhile, I am sure you will be satisfied with Opera Place.

Im looking forward to hearing from you.

sincerely,

CANDIDATE G

All points are covered. Format, organisation and register areadequate. There is some attempt at range, for example I hope this change will be convenient for you. The errors donot impede.

Band 3

EXAMINER COMMENTS

TO: Reinhar MieterFROM: Business Space SUBJECT: Confirmation

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

CANDIDATE H

Organisation and range of language are poor. There arefrequent basic errors and the first content point (the offer of adiscount) is missing.

Band 2

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Part One

In this part there are three conversations or answeringmachine messages, with a gapped text to go with each. Eachgapped text provides a very clear context and has fourspaces which have to be filled with one or two words or anumber. The gapped texts may include forms, diary excerpts,invoices, message pads, etc. Candidates hear eachconversation or message twice, and as they listen they arerequired to complete the gapped text.

This part of the Listening test concentrates on the retrieval offactual information and it is important for candidates to listencarefully using the prompts on their question paper in orderto identify the missing information. For example, they mayhave to note down a persons name, and if names on thetape are spelt out, these must be spelt correctly. Alternatively,they may have to listen for a room or telephone number, oran instruction or deadline. Answers to this part are rarely asimple matter of dictation, and some reformulation of theprompt material will be required in order to locate thecorrect answer.

Part Two

This part is divided into two sections. Each section has thesame format: candidates hear five short monologues andhave to match each monologue to a set of items A H. Ineach section, the eight options will form a coherent set andthe overall theme or topic will be clearly stated in the taskrubric. For example, candidates may hear five people talkingand have to decide what sort of jobs the people do. In thiscase, the set of options A H will contain a list of jobs.Alternatively the set of options may consist of eightplaces/topics/addressees/purposes etc. The two sections willalways test different areas and so if the first section focuseson, say, topics, the second section will focus on somethingelse, such as functions.

In this part of the Listening test, candidates are being testedon their global listening skills and also on their ability toinfer, extract gist and understand main ideas. In order toanswer the questions successfully, they will need to work outthe answer by developing ideas, and refining these as thetext is heard. It will not be possible to word match andcandidates should not expect to hear such overt clues.However, there will always be a right answer andcandidates are not expected to opt for the best answer.

Part Three

A longer text is heard in this part, usually lastingapproximately four minutes. The text will typically be aninterview, conversation or discussion with two or morespeakers, or possibly a presentation or report with onespeaker. There are eight, three-option multiple choicequestions that focus on details and main ideas in the text.There may be questions on opinions and feelings, but thesewill be relatively straightforward and will not requirecandidates to remember long or complex pieces ofinformation.

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 not

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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 writing Three telephone conversations or Gap filling 12short answers messages

2 Listening; identifying Short monologue; two sections of five Multiple matching 10topic, context, function, snippets eachetc.

3 Listening One extended conversation or Multiple choice 8monologue; interview, discussion,presentation, etc.

only 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.

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.

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Conv

ersa

tion

Two

(Que

stion

s 5

8)

Lo

ok a

t the

form

be

low

.

Yo

u w

ill he

ar a

man

cal

ling

a co

mpu

ter s

uppl

ier.

3Tu

rn O

ver

HIL

LS

PC

SU

PP

LIE

S

Cus

tom

er S

ervi

ces

Tele

pho

ne M

essa

ge

Cal

ler

s na

me:

Jame

s Firt

h

Clie

nt:

Allen

and

Brow

n Lt

d

Item

(s)

ord

ered

:(5)

...............................................

Ord

er n

o./d

ate:

HPC0

2345

/ 12

-3-0

2

No

tes:

order

was d

eliver

ed la

te by

the (

6)...............................................

and

was s

uppli

ed w

ithout

(7)..

.............................................

Act

ion:

call t

o apol

ogise

and

discu

ss (8)

...............................................

PART

O

NEQu

estio

ns 1

1

2

Yo

u w

ill he

ar th

ree

tele

phon

e co

nvers

atio

ns o

r mes

sage

s.

W

rite

on

e o

r tw

o w

ord

s or

a n

um

beri

n th

e nu

mbe

red

spac

es o

n th

e no

tes

or fo

rms

belo

w.

Yo

u w

ill he

ar e

ach

reco

rdin

g tw

ice.

Conv

ersa

tion

One

(Que

stion

s 1

4)

Lo

ok a

t the

not

es b

elow

.

Yo

u w

ill he

ar a

wom

an te

leph

onin

g a

conf

ere

nce

centre

offi

ce.

2

NOTE

S ABO

UT SE

MIN

AR

Date:

21st

Febru

ary

Title

: (1)

................................................................

Time

:10

am

4

pm.

Venu

e: (2)

................................................................

Topic

of ex

tra w

orksho

p: (3

) ................................................................

Amoun

t pay

able

in a

dvan

ce:

(4).

...............................................................per

perso

n

LISTENING SAMPLE PAPER

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PART

TW

OQu

estio

ns 1

3

22

Sect

ion

One

(Que

stion

s 13

17)

Yo

u w

ill he

ar fi

ve s

hort

reco

rdin

gs.Fi

ve p

eopl

e ar

e ta

lking

abo

ut a

pro

blem

that

occ

urre

d.

Fo

r each

reco

rdin

g, d

ecid

e wh

at e

ach

spea

ker

is ta

lkin

g ab

out.

W

rite

one

lette

r (A

H

) nex

t to

the

num

ber o

f the

reco

rdin

g.

D

o no

t use

any

lette

r mor

e th

an o

nce.

Yo

u w

ill he

ar th

e fiv

e r

eco

rdin

gs tw

ice.

13.........................................................

14.........................................................

15.........................................................

16.........................................................

17.........................................................

Sect

ion

Two

(Que

stion

s 18

22)

Yo

u w

ill he

ar a

noth

er fi

ve r

eco

rdin

gs.

Fo

r each

reco

rdin

g, d

ecid

e wh

at th

e sp

eake

r is

doi

ng.

W

rite

one

lette

r (A

H

) nex

t to

the

num

ber o

f the

reco

rdin

g.

D

o no

t use

any

lette

r mor

e th

an o

nce.

Yo

u w

ill he

ar th

e fiv

e r

eco

rdin

gs tw

ice.

18.........................................................

19.........................................................

20.........................................................

21.........................................................

22.........................................................

5

Turn

Ove

r

Alo

sing

a b

usi

ness

car

d

Bta

king

the

wron

g eq

uipm

ent

Carr

ivin

g la

te fo

r a m

eetin

g

Dfo

rget

ting

an a

ddre

ss

Em

isun

ders

tand

ing

a m

essa

ge

Fm

issi

ng a

pre

sent

atio

n

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rget

ting

to m

ake a

pho

ne c

all

Hta

king

the

wron

g do

cum

ents

Am

aki

ng a

com

plai

nt

Bco

nfir

min

g in

form

atio

n

Cgi

ving

inst

ruct

ions

Dch

angi

ng a

n ar

range

men

t

Ere

ques

ting

info

rmatio

n

Fm

aki

ng a

reco

mm

enda

tion

Ggi

ving

an in

vita

tion

Hre

ques

ting

advic

e

Conv

ersa

tion

Thre

e(Q

uesti

ons 9

12

)

Lo

ok a

t the

not

es b

elow

.

Yo

u w

ill he

ar a

reco

rded

mes

sage

abo

ut a

job v

aca

ncy

.

4

Posit

ion:

M

anuf

actu

ring

Admi

nistr

ator

Respo

nsible

to:

(9)..

..................................................

Cand

idat

es sho

uld pr

efera

bly be

quali

fied

in (1

0)...................................................

The p

erson

appo

inted

will

need

to be

(11)

....................................................in

their

relat

ions w

ith ot

her p

eople.

Salar

y:

(12)..

..................................................

BE

C V

AN

TA

GE

28Jo

s M

artn

ez le

ft th

e fir

st c

ompa

ny h

e wo

rked

for

beca

use

it

Ase

t the

sta

ff im

poss

ible

targ

ets.

Boffe

red

insu

fficie

nt in

cent

ives.

Cpr

ovid

ed in

adeq

uate

sup

port.

29Jo

s M

artn

ez fi

nds

that

pop

ular

spo

rts e

vents

Aare

goo

d pl

aces

to a

dverti

se h

is s

ervi

ce.

Bra

ise

brand

aware

ness

thro

ugh

team

spo

nsor

ship.

Cin

crea

se p

ublic

dem

and

for

his

prod

ucts

.

30W

hat d

oes

Jos

Mar

tnez

pla

n to

do

in th

e fu

ture

?

Ade

velo

p a

chai

n of

rest

aura

nts

Bse

t up

a fra

nch

ise

oper

atio

nC

expa

nd in

to th

e fro

zen fo

od

mar

ket

7

You

no

w h

ave

10 m

inu

tes

to tr

ansf

er y

ou

r an

swer

s to

yo

ur

Ans

wer

She

et.

PART

TH

REE

Ques

tions

23

30

Yo

u w

ill he

ar a

radi

o in

terv

iew

with

Jos

M

artn

ez, t

he D

irect

or o

f Pizz

a Ra

pida

, a p

izza

deliv

ery

chai

n in

Spa

in.

Fo

r each

que

stio

n 23

3

0, m

ark

one

lette

r (A

, B

or

C) fo

r th

e co

rrect

ans

wer.

Yo

u w

ill he

ar th

e re

cord

ing

twice

.

23Jo

s M

artn

ez b

ecam

e su

cces

sful

by

Ata

king

ove

r a w

ell-

know

n c

om

petit

or.

Best

ablis

hing

an

inno

vativ

e r

eta

il bu

sine

ss.

Cga

inin

g a

repu

tatio

n fo

r hi

gh q

uality

.

24Be

fore

Jos

M

artn

ez s

et u

p hi

s pi

zza

deliv

ery

ser

vice

, he

Ate

sted

sam

ples

on

pote

ntia

l clie

nts.

Bha

nded

out

pro

duct

que

stio

nnai

res.

Cass

ess

ed

dem

and

in d

iffere

nt a

reas

.

25Ac

cord

ing

to J

os

Mar

tnez

, the

Spa

nish

fast

food

busi

ness

Ais

diff

ere

nt f

rom

that

of t

he U

.S.

Bha

s sl

owed

sligh

tly in

its

rate

of g

row

th.

Cem

ploy

s an

incr

easin

g nu

mbe

r of w

om

en.

26Jo

s M

artn

ez w

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