Mock Examination 1

www.telc.net

B1

ENGLISH

SCHOOL

Mock Examination 1

Information for Learners

The Structure of the Examination Written Examination

Reading Comprehension Language Elements Listening Comprehension Writing

Answer Sheet Oral Examination Points and Grades

Information for Teachers Introduction

Procedure of Conducting the Mock Examination Marking, Points and Grades

Marking Criteria Writing

Oral Examination

Score Sheet M10 for the Oral Examination Answer Key

Transcripts of Listening Comprehension Tests

CONTENTS

3 4

12 6 16 20

23 25 33

35 35

39

39 41

43 44

45

Mock Examination 1

ENGLISH

SCHOOL

B1

Published by telc GmbH, Frankfurt am Main, Germany All rights reserved

First edition 2007

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, photocopying, recording or otherwise, without prior permission of the publisher.

In order to work through the Listening Comprehension part of the examination, a CD (Order No. C13M-001C) is required.



Eng(B1)S-Mock Examination 1

Important Information:

Please read this page before starting the examination.

Information for Learners

33333

Information for Learners Information for LearnersInformation for Learners Information for LearnersInformation for Learners

In fo rm at io n In fo rm at io n In fo rm at io n In fo rm at io n In fo rm at io n

Important Information

Please read this page before starting the examination.

Information for Learners Information for Learners Information for Learners Information for Learners Information for Learners

Dear Learner,

If you cannot understand all the information on this page, ask your teacher to help you.

You can use this mock examination in three ways:

• you can take it as if it were a real examination

• you can use all of it or parts of it to practise

• you can read it to find out about the examination in general

Decide what you want to do with this mock examination before you look at the sub-tests and questions.

If you want to take the mock examination as if it were a real examination, you will need the help of a teacher to organise this. In this case, do not read on after this page. You should not look at the items or pictures and should not read the Information for Teachers. Wait for your teacher to tell you what to do.

If you want to use this material to practise, it is best if you keep to the times given for each sub-test as in a real examination – e.g. 90 minutes for Reading Comprehension andLanguage Elements. In this way you can see if you can do the tasks in the time given. You will need the recorded material (Order No. C13M-001C) to practise the sub-testListening Comprehension. The answers to the questions can be found on page 44. If you do the sub-test Writing, you should ask your teacher to mark it for you. You cannot of course practise the oral examination on your own but you can read about it and how it is marked.

If you want to find out about the examination in general, all you need to do is to read the information given in this mock examination.

We hope you will find the mock examination interesting and useful and that you will pass with flying colours!

Information

The Structure of the Examination

1 Reading Comprehension

1.1 Reading for Gist 5 matching items 25

1.2 Reading for Detail 5 multiple-choice items 25 90

1.3 Selective Reading 10 matching items 25

2 Language Elements

2.1 Part 1 10 multiple-choice items 15

2.2 Part 2 10 matching items 15

Break 20

3 Listening Comprehension

3.1 Listening for Gist 5 true/false items 25

3.2 Listening for Detail 10 true/false items 25 max. 30

3.3 Selective Listening 5 true/false items 25

4 Letter Writing

4.1 Content 15*

4.2 Communicative Design 4 guiding points 15* 30

4.3 Language 15*

Oral Examination

Part 1: Social Contacts examination with two

Part 2: Topic-Based Conversation candidates, in exceptional 75** approx. 15

Part 3: Task cases with one candidate

Information concerning the answer sheet on pages 23 – 24:

Always use a pencil on the answer sheet.

Each item has only one correct answer.

For example, if you think that “c” is the correct answer, mark your answer on the answer sheet in the following way:

* cf. marking criteria on pages 39 – 40 of the Information for Teachers

** cf. marking criteria on pages 41 – 42 of the Information for Teachers

Sub-Test Aim Type of Test Marks Time

in minutes Written Examination

Information



Written Examination

Important Information:

This is the start of the mock examination.

Before you look at the following pages, we recommend that you read the Information for Learners on page .

Written Examination

Sub-Test 1: Reading Comprehension

This sub-test has three parts, testing your skills in

• Reading for Gist

• Reading for Detail

• Selective Reading

This sub-test has a total of 20 items. Each item has only one correct answer.

Sub-Test : Language Elements

This sub-test has two parts:

• Part 1

• Part 2

This sub-test has a total of 20 items. Each item has only one correct answer.

The first two sub-tests are

You have a total of 90 minutes for these two sub-tests.

Reading Comprehension

and

Language Elements

1

2

Reading Comprehension

Reading Comprehension ( Part 1)

a)

b)

c)

d)

e)

f)

g)

h)

i)

j)

1

Reading Comprehension and Language Elements ( 90 minutes)

Read the five texts, items 1–5. Then read the headlines a–j. Decide which headline a–j goes best with which text. Mark your answers on the answer sheet in the boxes 1–5.

Clothes shops offer good job opportunities Choose a job according to your interests

Make sure the money is right

Computer firms are a good place to get a job

Be ready to work when the boss needs you Never let your parents find the job for you

Sometimes jobs are right under your nose Work and homework do not go together

Open your own business

The right clothes increase your chances

Written Examination



Reading Comprehension Reading Comprehension and Language Elements ( 90 minutes)

1.

Leo Martin works with his mother at her bakery. The 15-year-old helps out in the kitchen making bread and also works behind the counter as a cashier. Leo’s job doesn’t interfere with his homework since he only works on weekends and during school vacations. Leo offers this advice to teens searching for jobs:

“Be prepared to be flexible with your hours and be responsible. Sometimes employers don’t have a choice with the times they can offer you to work.”

Nicholas Hassan decided to start his own dog walking service.

But first he had to get the word out about his new business. The 18-year-old got help from a computer firm to create colourful brochures, business cards and refrigerator magnets for “Hassan‘s Dog Walking Service”. The brochures included his address, phone number, available hours and rates. Hassan charged $1.50 for a 10-minute walk around the block, $5 for a 45-minute stroll with one dog and $10 for an hour long walk with two dogs. Then with all the literature in hand, Hassan distributed it to his neighbours.

.

.

Stacey Ellis applied to the County Office last year and hoped for a summer job in a library, park or day care center. The 14-year-old was turned down because she was too young, but they called her back the next year. She wore a buttoned- down shirt and a skirt to the interview and was surprised that other teens didn‘t do the same. “I dressed up for it. I wanted to impress them. But some teens just wore regular things like jeans and T-shirts,” Stacey says. “I say dress to impress and have a good attitude.”

.

Brittany works behind the counter making espressos and other refreshments at Café Puccino and the Hollywood Coffee Shop, two restaurants in City Walk. She enjoys her job and can eat cheesecake all day, which is one of the many perks of working there, Brittany said.

Before that, she worked at Pacific Sunwear and Z Gallery, two shops found in local shopping centres. She’s attracted to jobs inside shopping centres because of all the different people there. She enjoys talking to people and working in malls and she can do that all day long, Brittany said. She got her first job through her father at Premiere Radio Networks. She worked there two summers in a row.

Brittany offers this advice to teens: “Don‘t go somewhere you‘re bored. The money won‘t keep you content. If you don‘t have a positive outlook on it, you shouldn‘t be there.”

.

Tina Washington earns a few pounds each week without setting foot behind a counter. She baby-sits for her sister’s baby, Tamara. The 15-year-old didn’t actually seek employment, though. She says that the job found her. “It started out as me finding out what it would be like to have a baby,” Tina said.

Her mother quickly recognised Tina’s gentle touch with the baby and recommended that she baby- sit on a regular basis. Tina’s sister took her up on the offer, so Tina has been sitting for Tamara ever since. Jessica Jain, another teenager, also found a convenient way to earn money through baby-sitting.

The 14-year-old had some help finding the job, and now she often sits for her neighbours. “My mom is friends with my neighbour, so that’s how I got my job,” Jessica said.

Written Examination

1 Reading Comprehension ( Part  )

Read the following text, then choose the answers to questions 6–10 and mark your answers – a, b, or c – on the answer sheet.

... The funniest and most exciting week of my life occurred way back in my home country, Bulgaria, when I was ten. It was during the month of August, and my whole family felt like taking a week off.

We decided to look for a nice place next to the Black Sea. When I say my family,

I mean my mom, dad, younger brother, cousin and both my grandparents. And of course our little dog, Julie.

Since we only had one car, we packed our stuff on top of it and everybody squeezed in. We traveled like that for more than five hours. I sat on my grandma’s lap and my brother sat on my mom’s lap. My cousin was put in a corner on the back seat. We thought that when we reached the first city by the coast there would be plenty of room in the

hotels for us to settle in. Little did we know that it being August and the hottest month of the year, every hotel by the beach was packed.

We spent the rest of the day traveling from city to city. Each place was miles away from the last.

We even reached the border where Bulgaria and Turkey meet and still couldn’t find a place to stay.

It started to get late, and we were tired and hungry. Everyone thought it was useless to continue, but we kept looking for a room.

Finally, we found a little village named Achtopol.

My grandma remembered that one of her old

girlfriends lived there. It turned out that the girlfriend owned a hotel and had a room for us. We were exhausted, but very happy. We unpacked and went straight to bed.

The next week was the coolest of my life. First, we went swimming. The waves were big and the water was clear.

We built sandcastles and buried each other in the sand. One of the prettiest things I saw was the sunset on the beach. The sea suddenly calmed down and seemed tired from playing all day.

The sun looked orange before it sank into the sea.

The second day we spent fishing on a lake close to the woods. It was very exciting for me, because it was the first time I went

camping. My grandma made a fire and cooked beans she had brought from her own garden. I have to admit this was one of the best meals I ever had.

The rest of the week passed by with us doing all sorts of different activities, but mostly swimming.

Heading back home, I thought about the beauty of our country and the nature surrounding us. I couldn’t quite see that in the city, but most of all I was glad that my family and I went on vacation. I really enjoyed it, and I had a lot of fun.

ST. ROSE NEWS St. Rose High School, Spring Edition

Remembering Good Times

Students in 10th grade write about ‘good times’. Here is an extract by Helena Stoichova, 17, a student whose parents came to Florida six years ago.

Reading Comprehension Reading Comprehension and Language Elements ( 90 minutes)

Written Examination



Answer the following questions from the information given in the text.

The story is about when the writer a) had a holiday with her family.

b) visited Bulgaria.

c) visited her family.

The journey to the holiday place was a) in two cars.

b) not very comfortable.

c) not very long.

They had a problem when they arrived at the Black Sea because a) all the hotels there were full.

b) the hotel they had booked had no room for them.

c) the hotel they had booked was very difficult to find.

They stayed

a) in a flat belonging to friends.

b) in a place a family friend offered them.

c) with a relative of theirs.

Driving back home at the end of the week, Helena thought the best thing about the holiday was

a) being with the family.

b) swimming in the sea.

c) the food in the hotel.

.

.

.

.

10.

Reading Comprehension Reading Comprehension and Language Elements ( 90 minutes)

Written Examination

1 Reading Comprehension ( Part )

11.

1.

1.

1.

1.

1.

1.

1.

1.

0.

You would like to invite some friends to your place and eat some Indian food.

You would like to do an English course from your computer at home.

You have promised your family to eat out with them if you can go to a restaurant where they serve Chinese food.

You need someone to help you fix your computer.

You would like to take an English course with people of your age.

You use the Internet a lot and would like to pay a fixed price no matter how much you use it.

You would like to watch a film while eating at a restaurant.

You and your friends want to go out to drink coffee or eat a small meal.

You are looking for somewhere you can eat as much as you want at a fixed price.

You would like to do an English course on holiday in Great Britain and you do not eat meat.

First read the ten situations (11–20) and then read the advertisements (a–l). Decide which text goes best with which situation. Each text can be used only once. Mark your answers on the answer sheet (11–20).

In some cases there may be no suitable text. Then mark x.

Reading Comprehension Reading Comprehension and Language Elements ( 90 minutes)

Written Examination

11

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Reading Comprehension Reading Comprehension and Language Elements ( 90 minutes)

Written Examination

Espresso Café

Market Place - Whitehaven Cumbria

Phone: 02246-591458 Come for a meal or snack.

Coffee and things to go along with it!

Your local friendly café!

Language Elements

Language Elements ( Part 1)

2

1.

.

.

.

.

.

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.

.

0.

a) in b) of c) on a) at b) of c) right a) – b) good c) like

a) all b) every c) most a) drove b) travelled c) went a) did b) had c) went

a) bought b) had c) sold a) ever b) still c) yet a) had been b) is c) would be

a) see b) seeing c) seen Read the following text and decide which word or phrase a, b, or c is missing in items 21–30.

Mark your answers on the answer sheet.

1 

 

 







0

Hello Sophie,

How are you, and how is your family? I’m holiday in Spain the moment and right now I’m sitting in an internet café!

It’s really hot here. What’s the weather in Scotland? I’ve found a lot of new friends here and we go to the beach nearly day. It’s fun, because the water is fantastic.

Yesterday we on a boat trip to Lloret de Mar and we shopping there. Afterwards we went to Waterworld, it was really cool, they lots of water slides and other things.

How was your holiday? Has school started ?

Tomorrow we are going to see Dalí’s house and the Dalí museum. I didn’t think Spain so interesting!!!

In five days we are going home again and I’m looking forward to my family, but I hope it’s not going to be too cold back home.

...

Reading Comprehension and Language Elements ( 90 minutes)

Written Examination

1

1

 







0

Hi Lisa,

How are things?

We in Cornwall five days ago. Our new house is very old and on the top of a hill. It’s quite OK here, but much too cold. The heating isn’t , so we have to thick sweatshirts and scarves and gloves!

I just painted my room yellow (my favourite colour), and it looks really nice. My brother isn’t to paint his room, because he wants to paint it black. At the moment he’s got blue walls with bears on them. He doesn’t like them at . He’s playing his new computer game at the moment and the noise is getting on my nerves. Our new school is nice, but the uniform is terrible. We’ve found new friends and everybody is to us. I’m trying to my mum to buy me a dog, but I don’t think she is going to say yes. Well, a friend has come and wants to go out with me. Let me have news of all our friends as soon as you can!

...







Language Elements

Language Elements ( Part )

2

Read the following text and decide which word or phrase a–o is missing in items 31–40.

Mark your answers on the answer sheet.

a) all b) allowed c) already d) arrived e) came

f) invite g) just h) nice j) passed

k) persuade l) popular

i) offered

m) some n) wear o) working

Reading Comprehension and Language Elements ( 90 minutes)

Written Examination

Have you marked all your answers on the answer sheet?

You now have a break of twenty minutes.

Written Examination

1

The next sub-test is

Once you have started the recording, let it run until you hear the words:

End of Listening Comprehension. Thank you for listening.

All the pauses are on the recording. You should not stop the recording during the sub-test.

Listening Comprehension

Sub-Test : Listening Comprehension

This sub-test has three parts, testing your skills in

• Listening for Gist

• Listening for Detail

• Selective Listening

This sub-test has a total of 20 items (41–60). Each item has only one correct answer.

Listening Comprehension

3

Written Examination

Listening Comprehension

Listening Comprehension (Part 1)

3

(approx. 30 minutes)

1.

.

.

.

.

You are going to hear five people. You will hear each person only once.

First read items 41–45.

After you have listened to each person decide if the statement for each of the items 41–45 is true (+) or not true (–). Mark your answer on the answer sheet.

Now you will have half a minute to read the five statements.

The first speaker thinks kids don’t need mobile phones because they only use them to phone their friends.

The second speaker thinks that mobile phones should be forbidden in schools.

The third speaker gives examples of when she needs a mobile phone.

The fourth speaker always wants to have a mobile phone on him just in case there is an emergency.

The fifth speaker complains about people who use mobile phones when they are with her.

W ri tt en E xa m in at io n

1

Listening Comprehension (Part )

3

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0.

1.

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.

You are going to hear a radio programme. You will hear the programme twice.

First read items 46–55.

After you have listened to the programme decide if the statement for each of the items 46–55 is true (+) or not true (–). Mark your answer on the answer sheet.

Now you will have two minutes to read the statements.

Listening Comprehension (approx. 30 minutes)

Tom is a university student from Leeds.

Tom found out about the job from someone he knows.

Tom works for four hours in the evenings.

Tom has to stay in the store for about two hours after it closes.

Tom has to deal with all kinds of difficult problems himself.

Christine found her job through her school.

Christine has had her job for 2 weeks.

Christine works every Saturday.

Christine’s main job is serving food.

Christine’s boss, Nick, likes to make sure that she is always busy.

W ri tt en E xa m in at io n

Listening Comprehension (Part )

3

Listening Comprehension (approx. 30 minutes)

.

.

.

.

0.

You can buy cheaper CDs this Saturday.

You are invited to Mike’s birthday party this evening.

You can only have tickets for today’s afternoon showing.

The train you are waiting for will be about half an hour late.

You should wait for the next announcement.

You are going to hear five short texts.

You will hear each text twice.

After you have listened to each text decide if the statement for each of the items 56–60 is true (+) or not true (+).

Mark your answer on the answer sheet.

W ri tt en E xa m in at io n

1

The next sub-test is

You are allowed a total of 30 minutes for this sub-test.

You now have to write a letter.

Please use pages 1/, which can be removed or copied for this purpose.

Writing

Writing

4

W ri tt en E xa m in at io n

Writing

Writing

4

You receive an email from an American student you stayed with last year on a school exchange.

Among other things she writes:

* give some news about yourself (school, family etc.)

* invite your friend to stay with you

* say something about your area

* say what you think about her plans

Write a letter to your friend using a suitable greeting and a suitable closing formula. The following points should be mentioned in your letter:

Before starting the letter, decide on the order in which you think these points should be included.

………

… but the most important reason for this email is that I am going to be in – guess – yes, in your country for three weeks in October this year.

I’d love to come and visit you if possible. It would be great to see you again.

………

(30 minutes)

Written Examination

English B1

School

Surname First name Examination centre

Your examination no. 1 3 Please copy from your S3 answer sheet.

Examiner’sFor

Writing Use

4

S 6

Written Examination

Eng(B1)S-Mock Examination 1

1st Examiner

C r i t e r i o n Wrong topic?

III I II

Additional points

yes no

Examiners’

Use

IV. ²

IV. ¹

www.telc.net

S-Eng(B1)S

ENGLISH B1

SCHOOL

1 3 0 0 0 0 0

Beispiel : 23. April 1993

Example: 23^rdApril 1993

1 9 9 3 0 4 2 3

Familienname · Surname · Apellido · Nom · Cognome · Achternaam · Apelido · �������

Vorname · First name · Nombre · Prénom · Nome · Voornaam · Nome próprio · ���

Geburtsdatum · Date of birth · Fecha de nacimiento · Date de naissance · Data di nascita · Geboortedatum · Data de nascimento · ���� ��������

Geburtsort · Place of birth · Lugar de nacimiento · Lieu de naissance · Luogo di nascita · Geboorteplaats · Local de nascimento · ����� ��������

Prüfungszentrum · Examination centre · Centro examinador · Centre d’examen · Centro d’esame · Examencenter · Centro de examinação ·

��������������� ����������

Part 1 Part 2 Part 3

Oral Examination

12 3

A B C D

A B C D

A B C D

12 3

A B C D

A B C D

A B C D

12 3

A B C D

A B C D

A B C D

4647 4849

+ –

+ –

+ –

+ –

5253 5455

+ –

+ –

+ –

+ –

50

+ – 51 + –

5758 5960

+ –

+ –

+ –

+ –

+ –

56 1

23

4

A B

A B

A B

1 2

C D

C D

C D

4243 4445

+ –

+ –

+ –

+ –

+ –

41

Written Examination

4 1

8 2 8

2 4 1

8 2 4 1

S

13 0 0 0 0 0

4 1

8 2

Q

SNT MNT

8 2 4 1

8 2 4 1

8 2 4 1

P

8 2 4 1

8 2 4 1

2728 2930

b b b b

26 b

2223 2425

b b b b

21 b

a a a a a a a a a a

c c c c c c c c c c

3738 3940 36 3233 3435 31

b b b b b b b b b b

a a a a a a a a a a

c c c c c c c c c

c d e f g

e

d f g

e

d f g

e

d f g

e

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h i j k l m n o

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m o

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h i j k

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h i j k

n

m o

l n

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l n

m o

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m o

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l n

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h i j k

h i j k

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1718 1920 16

b b b b b a a a a a

c c c c

c l x

x l

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h i j k

h i j k

h i j k

h i j k

h i j k

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k k k

12 k

1314 15 11

b b b b b a a a a a

c c c c c

h i j

h i j

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e

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d f g

23 45 1

b b b b b a a a a a

c c c c

c 7

8 10 6

b b b a a a

c c c c c

9

b b a a

Reading Comprehension 1

Language Elements 2

Listening Comprehension

3 4 Writing

T NT

English B1

School



Oral Examination

Oral Examination

The oral examination has three parts:

Part 1: Social Contacts

Part : Topic-Based Conversation Part : Task

The oral examination normally takes place with two candidates. For each examination there are two examiners. If there is an odd number of candidates, then one candidate will be tested on his or her own with one examiner taking the part of the other candidate.

The oral examination is like a conversation between two people. The examiners are there to make sure the examination runs properly and to mark the candidates’ performance. They say as little as possible. You and your partner should talk to each other in a normal way. Both candidates should take an active part in the conversation and listen to each other. You should have three natural conversations on different topics. You should help your partner if he or she has difficulties in the conversations. Your teacher can give you more information about the oral examination.

The oral examination will not take longer than 15 minutes. Before the oral examination starts you will have twenty minutes to prepare for the conversations. You will get candidate sheets for the preparation which have information on the tasks you have to do. During the preparation you may not talk to your partner or other candidates. You are not allowed to use a dictionary. You may take notes on a separate piece of paper but must not read from these notes during the examination.

Nothing should be written on the candidate sheets.

Important Information:

If you want to take this oral examination as if it were a real examination in class, you should not read on or the mock examination will not be like a real examination.

If you want to find out about the examination in general, then read the following pages.

Part 1– (15 minutes)

You should talk to your partner and find out as much as possible about each other. There are some ideas on the candidate sheet. You should not ask all the questions one by one but have a natural conversation to get to know each other. If you know your partner you should not ask questions to which you know the answer (e.g. his or her name).

The examiners may ask you to talk about a topic which is not on the candidate sheet.

You and your partner both have the same information on your candidate sheets.

Part 1: Social Contacts

Part : Topic-Based Conversation

Part : Task

The examiner will ask you and your partner to talk about the information on your sheets and your own opinions.

You and your partner have different information on the same topic on your sheets.

The examiner will ask you to talk to your partner using the ideas and information on your sheet.

You and your partner both have the same information on your sheets.

Oral Examination



Part 1: Social Contacts (3–4 minutes)

One copy of this page can be made for mock examination purposes only.

Part 1: Social Contacts

Candidate

A /B 1

Talk to your partner and find out as much information as you can, for example about the following points:

• his/her name • where he/she lives • where he/she comes from

• if he/she has ever been to other countries • how long he/she has lived in the area • details of his/her house/flat

• details of his/her family

Ask only for information you do not already know.

In addition the examiner may have one more topic for you to talk about.

Oral Examination

.



Part : Topic-Based Conversation (5–6 minutes)

One copy of this page can be made for mock examination purposes only.

Part : Topic-Based Conversation

Candidate

A 

Tell your partner about the information on this page.

Then talk to your partner about the topic. Ask questions and exchange opinions.

“When I was ten I smoked a cigarette with my friends. It was awful. It really made me sick and today I still cannot understand why everybody in my family smokes. My father, a chain smoker, coughs all the time. I really hate that!

I wouldn’t be as good at sport, either, if I smoked.”

(Peter Read, 15)

Bad habits

Oral Examination

.

1

Part : Topic-Based Conversation (5–6 minutes)

One copy of this page can be made for mock examination purposes only.

Tell your partner about the information on this page.

Then talk to your partner about the topic. Ask questions and exchange opinions.

Bad habits

“I think that teenagers shouldn’t touch alcohol.

It’s dangerous. Especially when you drink and ride your scooter afterwards.

A friend of mine once had a bad accident with his scooter. Too much alcohol is really bad for your health.

Look, there are better ways of having fun. I agree with people who say our laws on drinking should be stricter.”

(Sue Miller, 16)

Part : Topic-Based Conversation

Candidate

B 

Oral Examination

Part : Task (5–6 minutes)

One copy of this page can be made for mock examination purposes only.

Part : Task

Candidate

A /B 

You and your partner are planning to spend an evening out together.

Discuss your ideas about the evening. Include the following points:

Evening out

• what to do

• money

• time and place

• how to get there

• how to get home

• . . .

First decide what you think would be the best. Tell your partner your ideas and give reasons.

Listen to your partner’s ideas and reasons. Try to agree on the best programme.

Oral Examination



Points and Grades

Sub-Test Maximum Number

of Points Number of Points Awarded

Reading Comprehension 

Reading for Gist 25

Reading for Detail 25

Selective Reading 25

Language Elements 0

Part 1 15

Part 2 15

Listening Comprehension 

Listening for Gist 25

Listening for Detail 25

Selective Listening 25

Writing 

Sub-Total I 

Oral Examination

Social Contacts 15

Topic-Based Conversation 30

Task 30

Sub-Total II 

Written Examination 

Oral Examination 

Total Points 00

Points and Grades

A maximum total of 300 points can be awarded for the whole examination. The sub-tests Reading

Comprehension, Listening Comprehension and the Oral Examination have an equal weighting with a possible maximum total of 75 points for each sub-test. A maximum total of 30 points can be awarded for the sub-test Language Elements and 45 points for the sub-test Writing.

Points and Grades

To pass the whole examination, you must get at least 60% of the possible maximum total of points both in the written and in the oral examination. This means a total of 135 points in the written examination and 45 points in the oral examination.

If you get more than 60% in each part of the examination, then the number of points you get for the written examination is added to the number of points you get for the oral examination. The grade is then calculated according to the following table:

0 – 00 Points Very Good

0 – . Points Good

10 – . Points Satisfactory 10 – 0. Points Pass

If you fail or do not take one of the parts of the examination (written or oral), you can retake that part during the same calendar year or the following calendar year. You can retake the whole examination as many times as you want, e.g. in order to get a better grade. However, it is always the result of the retake which is valid.



Information

Information for Teachers

90 minutes

20 minute break

Information for Teachers

This mock examination has been developed as supplementary material for learners in courses preparing for the telc examination in English, which corresponds to the level of language competence for level B1 as described in the Council of Europe’s Common European Framework of Reference for Languages.

It enables learners to check, if possible with the help of their teacher, whether they have attained the level of language competence necessary to pass telc English B1. In addition, the mock examination provides learners with authentic examples of examination items for practice purposes. The material is presented in such a way as to allow the learners to become fully acquainted with the examination format and to know exactly what is required of them in the actual examination situation. If the instructions and the times allotted are strictly adhered to, this mock examination can be used to simulate an authentic examination situation.

Introduction

Written Examination

Formalities

Hand out the questions and the answer sheet S3. Make sure that the learners know how to enter their answers on the answer sheet and that they can fill in the spaces correctly. Point out that answers to the questions should only be entered on the answer sheet S3. Make sure that they have pencils of the correct type (a 2B or soft- leaded pencil; in a real examination, using anything else could affect the scanner that reads the answer sheets). Ask learners to enter their names etc. on the answer sheet S3. In a real examination, learners are also reminded that they may not use any reference materials not provided by the examination centre. Tell the learners that they should ask any questions they may have before the examination starts.

Having completed all the formalities, tell the learners that they may start, and explain that they have a total of 90 minutes for the first two sub-tests (Reading Comprehension and Language Elements).

Now start the clock.

In a real examination, this would take about 30 minutes.

Procedure for Conducting the Mock Examination

To simulate a real examination the following instructions should be observed.

Written Examination

Reading Comprehension and Language Elements

After 90 minutes, ask the learners to stop writing. Tell them that there will be a break of 20 minutes, and that they will not be allowed to make any changes to the answers given in the sub-tests Reading Comprehension and Language Elements after the break.

When learners have returned to the examination room after the break, remind them that no changes can be made to the answers already entered on the answer sheet.

Tell them that they will now have approximately 20 minutes to complete the sub-test Listening Comprehension. Explain that once you have started the CD, you will not be able to stop it until the sub-test Listening Comprehension has finished. Then start the recording.

Information for Teachers

Information

approx.

20 minutes

30 minutes

20 minutes (after the first oral examination, this will run parallel with the examination of the previous candidates) Listening Comprehension

The end of the sub-test Listening Comprehension is announced on the recording by a gong and the following text: That is the end of Listening Comprehension. Thank you for listening. Stop the recording. After the sub-test Listening Comprehension, tell the learners that they will now start the sub-test Writing.

Writing

For the sub-test Writing, ask the candidates to turn to page 21–22, which is the green answer sheet S6 on which the piece of writing should be written. Instruct the candidates to write their personal details on this sheet (as on the answer sheet S3) in the spaces provided.

In a real examination the answer sheets S3 would be collected at this point. Remind the candidates that they will have a total of 30 minutes to complete the sub-test Writing.

After 30 minutes, tell the learners to stop writing and collect the green answer sheets S6.

Oral Examination

In a real examination, two examiners will be present at each examination. A mock examination can be carried out by one examiner. The oral examination takes place with two candidates at a time, working in pairs. If this is not possible because of an odd number of candidates, then the examination can be carried out with one candidate, one examiner taking over the role of the second candidate.

Learners should form pairs before the examination begins. In a real examination, the pairs are formed by the examination centre. Candidates’ wishes can be taken into account. Make a timetable, allowing twenty minutes for each oral examination. As there is a preparation time of twenty minutes for each oral examination, the first pair will need twenty minutes’ preparation time before the first oral examination can take place.

The candidates are not allowed to use any preparation material not provided by the examination centre and may not communicate with each other during the preparation time. A supervisor is needed for the preparation room.

In order to mark the candidates’ performance, each examiner will need a score sheet M10. These can be found on Page 43.

Preparation

Twenty minutes before the first oral examination, give the candidate sheets to the first two candidates. Remind them they should not communicate with each other.

Explain that there are three parts in the oral examination. In the first part they will ask each other questions to obtain information. In the second part they will have a conversation about the topic on their sheet, using the information they are given. In the third part they will have to solve a task with their partner. They are not allowed to use a dictionary. They may make notes but may not read from the notes during the examination. Nothing should be written on the candidate sheets.

Oral examination

When the candidates enter the room after the twenty minutes’ preparation time, ask them to sit down. A round table with the candidates sitting not too near the examiners is an ideal arrangement. The distance between candidates and examiners should be such as to prevent the candidates being distracted by the examiners marking. Make

15 minutes



Information for Teachers

Information

approx. 5 minutes

examiner to the candidates and move on to the first part. Ask one of the candidates to start the conversation. In an examination with just one candidate the candidate should start the conversation. The examiners should not interrupt or intervene unless one of the candidates is not taking an active part or is dominating the interaction. The examiners should then encourage the other candidate to speak. If communication breaks down the examiners should intervene to start the communication again. When the candidates have almost finished, one examiner may introduce an additional topic for the candidates to talk about if necessary. Keep the marking criteria in mind and decide on a mark for each of the four criteria for each candidate by the end of the first part. Enter the marks on the score sheet M10. When the first part has been completed or after about three to four minutes move on to the second part and ask the candidates to start. The candidates should each take an equal part in the conversation and talk about the topic using the information on their sheets. They should also exchange their personal views on the topic. This part should not last more than five or six minutes. Keep the marking criteria in mind and decide on a mark for each of the four criteria by the end of the second part. Enter the marks on the score sheet M10. When the second part has been completed or after about five to six minutes, move on to the third part and set up the task as briefly as possible. Examiners should only intervene if necessary. Keep the marking criteria in mind and decide on a mark for each of the four criteria by the end of the third part. Enter the marks on the score sheet M10.

When Part 3 is over, thank the candidates and tell them that the examination is over.

Examiners’ Discussion

If you have a second examiner, compare marks. The final discussion between the examiners should not take longer than five minutes, so that the second pair can start the next examination on time. Agree on a mark for each of the four criteria per part and indicate the agreed marks on one score sheet M10.

Information for Teachers

Part 1: Social Contacts (Examiner’s Sheet)

Candidate

A/B 1

Please talk to your partner and find out as much information as you can, for example about the following points:

• his/her name • where he/she lives • where he/she comes from

• if he/she has ever been to other countries • how long he/she has lived in the area • details of his/her house/flat

• details of his/ her family

Ask only for information you do not already know.

In addition the examiners can ask the candidates to talk about one of the following topics:

• favourite subject at school

• favourite sport

• whether you would like to live in this area all your life

ExAMINER’S SHEET

MB 1 MA 1

Information



Information for Teachers

Marking, Points and Grades

For the sub-tests Reading Comprehension, Language Elements and Listening Comprehension compare the learners’ answers with the answer key (page 44). Give points as follows:

Reading Comprehension, Part 1 Items 1 - 5 5 points each Reading Comprehension, Part 2 Items 6 - 10 5 points each Reading Comprehension, Part 3 Items 11 - 20 2.5 points each Language Elements, Part 1 Items 21 - 30 1.5 points each Language Elements, Part 2 Items 31 - 40 1.5 points each Listening Comprehension, Part 1 Items 41 - 45 5 points each Listening Comprehension, Part 2 Items 46 - 55 2.5 points each Listening Comprehension, Part 3 Items 56 - 60 5 points each

Marking Criteria

For the sub-test Writing, award points according to the marking criteria (pp. 39-40).

For the Oral Examination, award points according to the marking criteria (pp. 41-42).

Add the points for the written examination and the oral examination separately. To pass the whole examination, the candidate must get at least 60% of the maximum total number of points in both the written and the oral examination. This corresponds to a total of 135 points for the written examination and 45 points for the oral examination.

If the candidate has more than the minimum number of points in each part of the examination, then the number of points for the written examination is added to the number of points for the oral examination to get the final total.

The grade is awarded according to the following table:

0 – 00 points Very Good (Grade 1)

0 – . points Good (Grade 2)

10 – . points Satisfactory (Grade 3) 10 – 0. points Pass (Grade 4)

In the real examination, if a candidate fails or does not take one of the two parts of the examination (written or oral), he/she can retake that part of the examination during the calendar year in which the examination was taken the first time or in the following calendar year and have the points added together to get the final grade. The entire examination can be retaken as many times as the candidate wishes, e.g. to pass or to get a better grade. It is always the result of the retake which is valid.

Marking Instructions for Writing

A maximum total of 45 points may be awarded for this part.

The letter is marked according to the following three criteria:

·

Criterion 1: Content (Guiding Points)

·

Criterion 2: Communicative Design

·

Criterion 3: Language

Information

A maximum of two further additional points may be awarded as follows:

– 1 point for a wider than average range of vocabulary and structures (language).

– 1 point if the letter contains more than minimum information (content).

These additional points may not be given if the letter

• has already been awarded the maximum total number of points

• has been awarded a C (see below) in any one of the three criteria.

If the mark given for Criterion 1 and/or Criterion 3 is D, the whole letter must be awarded zero points.

Finally, the total number of points (all three criteria plus any possible additional points) is multiplied by 3.

Criterion 1: Content (Guiding Points)

Assessment is based on the number of guiding points that have been processed.

A 5 points All four guiding points have been processed in an appropriate way.

B 3 points Three of the guiding points have been processed in an appropriate way.

C 1 point Two of the guiding points have been processed in an appropriate way.

D 0 points No more than one guiding point has been processed in an appropriate way.

Criterion : Communicative Design Assessment is based on:

1. whether the guiding points have been processed in a logical sequence;

2. the links between the sentences and between the guiding points;

3. whether the language used is appropriate to the type of letter and to the person the letter is being sent to;

4. the formal characteristics of the letter (date, salutation, closing formula).

The communicative design of the letter is A 5 points appropriate in all respects.

B 3 points appropriate in most respects.

C 1 point mostly inappropriate.

D 0 points completely inappropriate.

Criterion : Language

Assessment is based on syntax, morphology and spelling.

The letter contains

A 5 points no or only occasional errors.

B 3 points a number of errors without impairing the reader’s understanding of the letter.

C 1 point errors that considerably impair the reader’s understanding of the important parts of the letter.

D 0 points so many errors that the text is (almost) impossible to understand.

Information for Teachers

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