mock examination 2 certificate in english stage … · certificate in english stage 3 mock...

Mock Examination 2

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CERC E R T I F I C A T E I N E N G L I S HS TA G E 3

2Stage 3 (EngA) Mock Examination 2

The European Language Certificates examinations are language tests organised and constantlyrevised by the WBT Weiterbildungs-Testsysteme GmbH, Frankfurt. The European LanguageCertificates are available for more than ten target languages at almost all competence levels of theCommon European Framework. The Common European Framework was developed on behalf of theCouncil of Europe and published by Cambridge University Press (2001).

Published by WBT Weiterbildungs-Testsysteme GmbH, Frankfurt am Main, GermanyAll rights reserved. Printed in GermanyFirst edition 2004© 2004 WBT Weiterbildungs-Testsysteme GmbH, Frankfurt am MainConcept, re-design and editing by Heinrich Rübeling, WBT GmbHPrinted in Germany

No parts of this publication may be used or reproduced in any manner whatsoever without writtenpermission except in the case of brief quotations embodied in critical articles and reviews.


Information for participants

The structure of the examination

Written Examination

Oral Examination

Marking Criteria

Answer Key

4

5

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Contents



Important!Please read the following information before you start with the MockExamination.


This mock examination was developed as supplementary material for learners taking part in coursespreparing for the Stage 3 Examination and should enable learners to check, with the help of the teacher,whether or not they have reached the language competence required. In addition, the mockexamination papers provide the learner with authentic examples of practice and illustrative material.The material in the mock examination papers is presented in such a way that learners know exactlywhat is required of them in the actual examination, and, provided the instructions and the time allottedare adhered to, can be used to simulate a real examination.

The table printed on the following page provides detailed information about the structure of the testtogether with details of marks allotted to each subtest.

Answer SheetAnswers to the test questions should only be entered on the accompanying answer sheet S3. It ismost important for the candidates to familiarize themselves with computer answer sheets. Sheet S6,which is to be used for the subtest "Reading and Writing" or "Listening and Writing", is contained intest booklet S1 of the real examination, but is not included in this publication.

ResultsThe correct answers (answer key) are also contained in the mock examination papers, so that learnerscan evaluate their own performance. Correction and marking of the written production and oralexamination can, of course, only be done by the teacher.

In order to ascertain the examination results, the answers given by the candidate should be comparedwith those in the key. The different weightings for the individual items should be taken intoconsideration.

In order to attempt the Listening Comprehension part of the examination, the correspondingCD (0rder no. C22M-002C) must be used.


3.1 Listening Comprehensionor: 15 multiple choice tasks:

3.2 Reading Comprehension true/false/not mentioned

Test

Written Examination

1 Listening/Reading & Writing

1.1 Listening & Writing Writing a letter or reportor: based upon two texts

1.2 Reading & Writing or a recording

30

circa 30

The structure of the Stage 3 examination

minutes

15x2

72

Name of test points


Type of test

60

Break

2 Structures & Vocabulary

2.0 Structures & Vocabulary C-Tests andrational cloze test

60x0.410x0.6

Oral Examination

4

6

4.1 Consensus Exerciseor:

4.2 Jigsaw Exercise

Listening/Reading Comprehension3

Oral Examination

5 5.1 Simulated Phone-Callor:

5.2 Relating Exercise

6.1 Taking part in aconversation

Free conversation basedupon statements madeby the examiner

Role play to obtainspecific information

Small group interaction A - D

A - D

A - D

15

5

5


Written Examination

InformationHere the test starts!Before you proceed to the tasks on the following pages,you should read the instructions on page 4.

The subtests of the written examination are:

1.1 Listening and Writing (not in this mock examination)

or:

1.2 Reading and Writing

2.0 Structures and Vocabulary

3.1 Listening Comprehension

or:

3.2 Reading Comprehension (not in this mock examination)

You will have 120 minutes' time to do all tasks of the subtests.



An lrish friend of yours is thinking of emigrating permanently to Australia.

She has written to you saying that she is not very happy that Australia is governed by Britain andthat she thinks she would have to swear loyalty to the Queen of England.

You found the following newspaper articles which give information about the Commonwealth,Australia and its relations with Britain.

Write a letter to your friend, not more than 200 words long, and be sure that you cover all thefollowing points:

1. Briefly summarise the main events in Australia's constitutional history.

2. Explain how Australia is governed today and its present status in the Commonwealth.

3. Summarise the main facts about the Commonwealth for your friend.

4. Tell your friend why Australians do not seem to have such strong ties with Britain anymore.

5. Write a few lines about Australia's economic ties.

Please begin as follows:

"Your idea of moving to Australia for good sounds exciting. Strangely enough I read a long write-up on Australia the other day which supplied a lot of answers to your questions ..... ."

Test 1.2: Reading and Writing 60 minutes



THE VISIT of Australia'srepublican primeminister John Howardto Britain hasprompted more

speculation about the constitutionalstatus of his country within theCommonwealth.Australia has been ruled by a British monarchsince the first settlers - some unwillingly -arrived there more than 200 years ago.In 1850, the Australian Government Act waspassed by the British Government and in1856 - 1857, the first parliaments wereassembled in the colonies of Victoria, NewSouth Wales, South Australia, and Tasmania.By the 1880s it was obvious that theseparate colonies weredrawing closer together.Between 1897 - 1898,meetings took place todraft a constitution forthe union of the coloniesand in 1901, aftersuccessful referendums,the Federation ofAustralia was established.The Statute ofWestminster in 1931 gaveAustralia constitutionalindependence - butforeign affairs were stillleft to Britain. However,when the Second WorldWar broke out in 1939,the Australians were much slower to becomeinvolved. The threat of a Japanese invasionand the assistance provided by the Americans,rather than the British, produced a furthershift in loyalty away from the Crown.

AustraliaOver the last 200 years, Australians have grown moreand more distant from their former colonial governors.

In March this yearJohn Howard was re-elected as PrimeMinister and pledgedto create anAustralian republic.His opponents argued that he was merelytrying to divert public attention away fromthe big problems facing Australia's economy.However, recent troubles in the Royal Family,such as the stories about Prince Charles andabout Princess Diana's sudden death, mayhave helped Mr Howard. Opinion pollssuggest that most Australians think themonarchy is out of date. In April, Howardset up a committee to accelerate movestowards the country becoming a republic.

It was given the task of formulating Australia'stransition from a constitutional monarchyby the year 2008. Last Friday, John Howardinsisted that the move would strengthenAustralia's relationship with Britain.



The executive• The head of state ofAustralia is the Queen ofthe United Kingdom, whois also the Queen ofAustralia. Executive Poweris vested in the Sovereign(through the governor-general), assisted byministers of state.

The legislative• Under the federal constitution of 1901,the authority to make laws is vested withina two-tier house of parliament.

Australia is a Constitutional Monarchy

1. Canada2. The Bahamas3. Belize4. Jamaica5. St. Christopher& Nevis6. Antigua & Barbuda7. Dominica8. St. Lucia9. St. Vincent & Gren.10. Barbados11. Grenada12. Trinidad and Tobago13. Guyana14. Britain15. Malta16. The Gambia17. Sierra Leone

35. India36. Sri Lanka37. Bangladesh38. Singapore39. Malaysia40. Brunei41. Australia42. Papua New Guinea43. Solomop Islands44. Vanuatu45. Tonga46. Nauru47. Kiribati48. Tuvalu49. Western Samoa50. New Zealand

18. Ghana19. Nigeria20. Cyprus21. Uganda22. Kenya23. Tanzania24. Zambia25. Malawi26. Zimbabwe27. Botswana28. Namibia29. Swaziland30. Lesotho31. Mauritius32. Seychelles33. Pakistan34. Maldives

• An elected 76-member Senate (with12 seats for each of the country'sconstituent states and two each for theTerritories). Members are elected for sixyears, and half of them retire every thirdyear.

• A 148-member House ofRepresentatives elected for3 years; each state has itsown legislature, governmentand constitution. Each statehas a minimum of five members,the Northern Territory has one,and the Australian CapitalTerritory two members.

The country is divided into six states (New South Wales,Queensland, Tasmania, Victoria, South Australia, WesternAustralia) and two territories (Northern Territory and theAustralian Capital Territory)

Mem

bers

of

the

Com

mon

wea

lth


States of independenceSince the days of the British Empire, more and more countries have been

breaking their links

THE Commonwealth is a free association of 50independent states each of which recognises theQueen as the Head of the Commonwealth. Butthere are no specific functions attached to thistitle.

The Commonwealth is influential without beingpowerful. It is the second largest internationalorganisation alter the UN - and equally diverse inits membership - as well as being Britain's thirdlargest tradingpartner after the US and the EU. Itis estimated to cover about 25 per cent of theworld's surface and it includes a similar percentageof the world's population. Commonwealth countriesare free to recognise the Queen as their monarch,represented by a governor-general (as in Australia);they can have their own monarchies; or they can bea republic.

All these countries have one thing in common:

they were ruled by the British government, inLondon, at a time when Britain had an empire.During the last century most of Britain's foreigncolonies became independent countries.

By 1931 Australia, Canada, South Africa,Newfoundland and New Zealand were all recognisedby Britain as dominions-free to govern themselvesprovided they continued to pledge their loyalty toKing George V and his successors. These six werebrought together in a new organisation - theBritish Commonwealth.

During the Second World War (1939-45) furthersplits became apparent when Canada and SouthAfrica made separate, delayed declarations of warand Ireland remained neutral. Their independencewas not in question.

India, which had been agitating for independencesince the beginning of the century, was split intothree dominions in 1947, creating Pakistan andCeylon. India's parliament decided in 1949 that itshould be a republic but remain a Commonwealthmember. At the same time, Burma decided on acomplete break with Britain. So the British governmentagreed that all independent former colonies couldchoose whether to stay in the Commonwealth. Thefirst country to take advantage of the new rulesand leave was Ireland, in 1949.

In the 1950s, the remaining British colonies inAfrica, Asia, the Caribbean and the Mediterranean

moved at varying speedstowards self-government.In the face of mountinginternational pressure,Britain accepted thatindependence was a foregoneconclusion.

The process was not,however, completely smooth.Kenya, Cyprus, British Guianaand Malaya had a violenthandover of power. Thewhite settlers in South Africaand Rhodesia were unwillingto hand control to the blackmajority in their countries.

Despite the move toindependence, British

investment remained a significant factor in somemembers' economies. Preferential trade agreementswere put in place, although these have now beenlargely eroded by other economic developments.

Although its influence is decreasing as newtrading blocs are formed, the Commonwealth continuesto play a symbolic role among its members.



Text 1

Market Studies have shown that people like wearing jeans for three reasons. For o

thing, they are comfo . The cot they a made o

feels sof against t skin th any ot kind

o material. AI , the mate "gives" wi wear

a shapes its perfectly t the wa and

hi . Another rea people li jeans is that they are so

convenient. They can be worn almost anywhere: to school, on dates, at work, in restaurants, and

even in church.

Text 2

Between the ages of six months and one year, the baby learns to laugh for the same reasons

he will laugh throughout his life: to express mastery over anxiety. Picture wh

happens wh a fat tosses h child in

the a . The ch will prob laugh - b

not t first ti . In sp of h

enjoyment o "flying", h is t anxious t

laugh. H does h know D will catch him? Once the

child realizes he will be caught, he is free to enjoy the game. But more importantly, the child

laughs because he has mastered his anxiety.

Test 2.0: Structures and Vocabulary 30 minutes

Complete the following texts by filling in the gaps to make words which fit into the context.When you have written your answers in this booklet, please enter the complete wordon your answer sheet next to the corresponding number.Please note that only half the word is missing, e.g. if the word to be completed is “fast” yousee “ fa ......”. If there is an uneven number of letters, e.g. “cat” you see “c ......” or “cathedral”you see “cath .....” .

06

07 08 09 10

11 12 13 14

15 16 17

19 20 21 22

23 24 25

26

27 28 29 30

31 32 33 34

35 36 37 38

39 40 41 42

43 44 45

18


Text 3

People tend to be suspicious of that which they don't understand. lt i natural

t deal wi the unk , such a the

str behaviour o foreigners, b using fi

simplified expre about h people o another

cul "are". Stere are t imperfect perce and

general a per from o culture has of ot

cultures. These ideas come from watching foreigners live, reading books and newspapers,

watching TV and movies, reading letters from friends or relatives who have visited another

country, and interpreting government policies towards other countries.

Text 4

Complete the following text by filling in the gaps. Each gap represents one missing word only.

Bank of Japan opts for English as language of communication

The Bank of Japan has chosen English as its language of communication with the

banking community.

lt spells out its philosophy in a 70-page quarterly bulletin to 6,000 young bankers

around the world, confirming English's place the language of international banking.

idea is the brainchild of Keiji Matsuda, the bank's public relations chief,

who, his experience of working in London, saw the to avoid

western misconceptions about Japanese banking practices. "The most way of

redressing the problem was by telling it to the west in English," he said.

The symposium on TOEBL (Teaching of English as a Banking Language) was held

in February 2001. The second take place on March 23rd/24th, 2005, in Kuwait.

Test 2.0: Structures and Vocabulary 30 minutes

46

47 48 49 50

51 52 53 54

55 56 57

58 59 60 61

62 63 64 65

66

72

67

68

69

70

71

73

74

75


You will hear a conversation between John, who is a doctor, and a radio interviewer on the subjectof skin cancer.

First, listen to the conversation between John and the interviewer. Then read questions 76 - 90on your question sheet.

After that, you will hear the conversation again, this time in 4 parts. After each part you will havetime to mark whether the sentences are TRUE - " a " -, NOT TRUE - " b " -, or if theINFORMATION IS NOT GIVEN in the conversation - " c " - , on the answer sheet.

76.

77.

78.

79.

80.

81.

82.

83.

84.

85.

86.

87.

88.

89.

90.

The interviewer is rather surprised and doubtful whether sportsmen need to wear sun-barriercreams in a British summer.

The effect of the sun on your skin can be as harmful and dangerous in Britain as in Spain orGreece.

lt is people who regulary spend many hours working outdoors who are being affectedincreasingly by skin cancer.

The five tips John gives on how to protect yourself against the sun can also be found ingovernment health brochures.

You can avoid 16% of the sun's heat just by staying indoors between 11 am and 3 pm.

Close-fitting cotton clothing gives you the best protection from sunburn.

Not all kinds of hats offer enough protection from the sun.

SPF means 'Sun Prevention Figure'.

SPF 7 means you can remain in the sun safely for 7 hours with this strength of cream.

Women need a stronger SPF sunblock than men.

Children should use an SPF of at least 15.

The Imperial Cancer Research Fund recommends that only fair skinned people and childrenstart tanning with a SPF of 15 or more.

John does not believe that man-made sunblocks can equal the protection once offered bythe natural ozone layer.

American children under 18 years of age suffer from only threequarters as many skincancers as other countries' children because they regularly use SPF 15 sunblocks.

The interviewer concludes that we do not have to worry about how long we stay in the sun aslong as we use sunscreens or sunblocks.

approx. 30 minutesTest 3.1: Listening Comprehension


Oral Examination

InformationHere the oral part of the examination begins!The tasks can only be completed by doing them in groups of three, fouror five. Please ask your teacher or trainer how to do these tasks.

The subtests of the oral examination are:

4.1 Consensus Exercise

or:

4.2 Jigsaw Exercise (not in this mock examination)

5.1 Simulated Phone-Call (not in this mock examination)

or:


6.0 Taking Part in a Conversation

The oral examination usually takes about 20 minutes.



Introduction (unmarked)

Before the oral examination proper starts, a short, introductory conversation should take place inorder to help the candidates relax and to give them the opportunity of getting used to theexaminer’s voice.This introductory conversation should not, of course, take up too much time, as this wouldshorten the time available for the examination itself.The following questions present a framework for the examiner. They represent examples whichmust, of course, be adapted to the situation of the examiner and examinees.

– You are Mr/Mrs/Ms ..., aren’t you? (Ask all candidates to establish who is who.)My name is ... and this is Mr/Mrs/Ms ... (name of fellow examiner)

– Did you have to wait a long time?

– Where do you live, Mr/Mrs/Ms ...? / Do you live here in ... (place in which the examination isbeing held)?

– And what about you, Mr/Mrs/Ms ...? Where do you live?

– Why have you been learning English?

– Is English your first foreign language? (If “no”:) Which other languages do you speak?

– How long have you been learning English?

– Where have you been learning English? In a course here in ... ?

– Am I speaking clearly enough? If you can’t understand me, or my colleague, we can repeat ourquestions.

Make sure that each of the candidates has the opportunity to speak so that they get used toeach other’s voices and begin to feel comfortable in the group.The examination proper begins with Task 1 of Test 4.1: Consensus Exercise or with Task 1 ofTest 4.2: Jigsaw Exercise immediately after this introduction phase. Test 4.2: Jigsaw Exercise isnot part of this Mock Examination 2.

Test 4: Introduction 5 minutes


1. Preparation

Each candidate is given the following Task Sheet (M5) beforehand and is allowed 10 minutes toprepare the task.

Aim

Together with your partners in this part of the examination you are going to discuss how you could best setup an Easyway Holiday Club Centre in the picturesque countryside of County Donegal, Ireland.

The Easyway Company Board of Directors has given you the responsibility of planning this new ClubCentre on the Atlantic coast of Ireland. The Easyway Company budget for this new venture is € 50 million(US $ 45 million). When planning the new club consider the following aspects:

• size of club• who the club is for• the activities you would propose• travel arrangements to and from the club• excursions• advantages and disadvantages for the local community and the impact on

the environment, etc.

You have 10 minutes to prepare suggestions on how to spend the money best by deciding what yourpriorities for the new Club Centre are.You may use your dictionary during your preparation and you maymake notes, if you wish, but you may not speak to the other candidates during the preparation time.

Task 1:

Exchange your ideas with your partners and then pick out ten items that you can all agree upon. Then placethem in order of importance from 1 down to 10 to provide your blueprint for the new Easyway Holiday ClubCentre.

You have 8 minutes to do this task.

Task 2:

The second examiner will join you and ask you to tell him/her about the discussion you have had and theconclusions you have come to.


M5-EngA/Mock 2

Test 4.1: Consensus Exercise

CERTIFICATE IN ENGLISHS T A G E 3

(For the candidate)

Oral Examination

The purpose of this part of the examination is to test how candidates communicate in smallgroups. The 3 candidates sit together and try to come to an agreement by negotiation on a givensubject. The number may be increased to 4 for one group if there is an even number ofcandidates not divisible by 3, or may be increased to 5 if there are only 5 candidates in all.

Test 4.1: Consensus Exercise 15 minutes


15 minutesTest 4.1: Consensus Exercise

2. Task 1 ( Time allotted: 8 minutes )

Examiner 1 asks the candidates if the task is quite clear, and then invites them to start theirdiscussion, pointing out that she/he will not take part.It is important for Examiner 1 to note which candidate(s) did not participate fully in Task 1.This information should be passed on to Examiner 2 in an appropriate form before he/shebegins with Task 2. Modalities should be agreed on beforehand.

3. Task 2 ( Time allotted: 7 minutes )

Examiner 2 enters the room and asks the candidates to report on the way in which their discussiondeveloped and their findings. She/He can put in probing questions to individuals,if necessary, to ensure that all candidates get a chance to talk. This phase should be usedby the examiner to elicit responses from candidates who did not participate fully in Task 1.In this phase, the intention is to elicit informative, narrative speech.

Task Sheet M5 has to be returned to the examiners.


1. Preparation

Each candidate is given the following Task Sheet (M6) beforehand and is allowed 5 minutes to preparethe task.

M6.1-EngA/Mock 2

Test 5.2: Relating Exercise


(For the candidate)

Oral Examination

Task Sheet

Last summer, while on a short study-trip to Oxford with your English class and your teacher,you made the acquaintance of a young Japanese man, Tomonari, who was also visiting Eng-land. A few months later you receive a letter from Tomonari (Tom!). When you meet yourEnglish teacher again you tell her/him that you have received a letter from Tom. The teacher isinterested to know what he wrote.

The examiner will play the role of your English teacher and she/he will say to you: "So, you'veheard from Tom, have you? Well, what did Tom say? Tell me about it." You must tell theexaminer what is in the letter.

You now have 5 minutes to read the letter. You cannot take it into the examination room withyou.

Please return this sheet to the examiners after the test.

Test 5.2: Relating Exercise 15 minutes



2. Test Procedure (Time allotted: 5 minutes)

Before starting the conversation, please check that the candidate no longer has the letter (M6)to refer to. Start the conversation by saying: "So you've heard from Tom, have you? Well, what didhe say? Tell me all about it."Please note that this is not a test of the candidate's memory. If she/he dries up, encourage her/him by asking prompting questions about the letter: e.g. "Did he say anything about his workat the bank?"

25 TakanawaMinato-KuT 110 TokyoJapan

28 / 01 / 04Dear .....,

I was going to drop you a line, as promised, just to say hello and ask how you are. ButI now have something to write to you about which I am sure will interest you!I have been to England again, on another English course. Yes, so soon after the lastone we met on! This time though it was a completely different experience.You know I started working for the International Bank of Japan when I got back toTokyo last summer. Well, they have put me in their ' UK industries department',which means nearly all my work is done in English. Then, to my surprise, they decidedto send me on an intensive crash-course in England to improve my 'banking English'.lt was a very posh school - they call themselves a 'training centre' not a school! ltmust have been a very expensive course, but of course my employers - the bank - werepaying. I was chauffeured from London airport to the English home where I was tostay. This was a beautiful and huge country house in the middle of the Englishcountryside. I had a spacious study-bedroom with my own bathroom, and the wholehouse ('palace' I should really call it!) was furnished only with real old Englishantiques. You will hardly believe me if I tell you the family had their own gardener,housekeeper and cook! They were very 'country' people with their own horses andstables, and there were countless dogs all round the house. I wasn't alone there.There was a Frenchman, a Spanish lady and a woman from Belgium as well. They wereall business people - managers from different companies - all on English courses, too.It was very interesting getting to know them and chatting with them - in English, ofcourse. In the evening we all ate together with our host-family. The food - with wine!- and the service was like in a top hotel. But I must say it was a little like living ahundred years ago. They heated their big old rooms with log-fires. lt was very cosyand romantic but I can't say the house was ever really warm. My front, facing thefire, was hot, but my back was cold! In our spare-time the family took us sightseeingand to pubs. In theory they offered golfing, horse riding, sailing - you name it! - butin fact there wasn't enough time to do any of these. We did play a lot of tennis andbillards and we went swimming nearly every day. This was all provided in my house !!




As far as the course was concerned, this, too, was very different from our courselast summer. In the mornings it was individual tuition - 1 to 1, they call it - just melearning special 'banking English' with a teacher (very challenging - but good!). In theafternoons we weren't free to do what we wanted or to join in fun activities with theother students like we did last summer in Oxford. (That's how we met - do youremember?!) No, it was another three hours real work every afternoon. From 2o'clock till 5 o'clock I had group tuition with the other students, i.e. with theFrenchman, the Spanish lady and the Belgian. I suppose it was 'activities' - like wehad last year - but it was very serious work. We did telephoning practice - from oneroom to another - , we did business meetings, business discussions and ̀ negotiations',and I had to do a formal `presentation' of my bank's services! And they, theteachers - sorry, trainers! - videoed us. Then we had to watch ourselves on the videorecording and make self-criticisms, suggest improvements and so on, and so on. lt wasterrible! I was so shocked and embarrassed to see and hear myself on the TV screen,but it was also somehow fun and very useful.Last year's course in Oxford was meant to be partly a bit of a holiday. But this coursewas definitely no holiday. Though I must say I enjoyed it. Now I am back in my office.I must say I feel a lot more confident dealing with colleagues and clients in English.Whether it was worth so much money - for the bank, I mean - is for them to judge- not me!Well, I've only written all about myself and about this recent surprise experience.I do hope you'll write back and tell me something about what you're doing. Perhapsyour company will send you to the same school - sorry, training centre! You shouldask them. I can really recommend it (I'll send you their brochure.) I now haveinvitations to go and visit my co-students at their homes in France, Spain andBelgium. I don't know if I'll be able to. But sometimes personnel here in my bank doget sent to London to work in our branch there just for a couple of years. I am makingenquiries!! Otherwise, I don't know when I'll ever be in Europe again. I'm actuallynot very well paid, although it's a very responsible job that I'm doing (a return flightto Europe costs Yen 160,000 - that's £ 1,000!). So, I don't know when I'll see youagain, unless of course you can see yourself visiting Japan. You would be verywelcome. I live with my parents as you know and they have a lovely guest room.Anyway, do stay in contact and write to me. I shall never forget the fun we hadtogether in that hectic and crowded little English language school in the middle ofOxford city.

With all my Best and sincerest wishes,

Tomonari (Tom!) Tom


Test 6.0: Taking Part in a Conversation 15 minutes

This section sets out to test the ability of the candidate to participate in a one-to-oneconversation and is based upon the "questionnaire" which follows. The conversation should be asnatural as possible and, if the candidate does not understand something, it should be explainedor rephrased as in a natural conversation.

The examiner should respond naturally to the candidate and raise controversial points etc. whereappropriate. The candidate is not expected to produce a monologue.

Test Procedure (Time allotted: 5 minutes)

The conversation is conducted by Examiner 2.

1. The examiner explains to the candidate that she/he is conducting a popularopinion survey.

2. The examiner gives the candidate a copy of Task Sheet M7.

3. The examiner reads out each item of the questionnaire which follows and asks thecandidate to say where she/he would put it on the scale. The function of the statements isto get the candidate talking, so it is not important to finish the survey. The candidate willprobably have more to say about the items to which she/he reacts strongly, so theexaminer should try to start a conversation on these topics. If the candidate has a lot tosay about the first statement, there is no need to go any further.

4. The examiner uses the candidate's answer to get her/him to talk further by usingprobing questions: e.g. "Why do you disagree?", "Why only generally?" etc.


Test 6.0: Taking Part in a Conversation 15 minutes

Examiner 2:

"So, now I am going to ask your opinion of matters of general interest. Please refer to thesheet I gave you. When I read out the sentence I would like you to say if you

I. agree entirelyII. agree generallyIII. are not sureIV. disagree generallyV. disagree entirely

with them.

Are you ready?"

• Governments should encourage people to leave their cars at home and get them to usepublic transport instead.

• Electricity costs would be cheaper for us all if we imported all our fuels from outsideEurope and stopped supporting expensive locally produced coal resources and nuclearenergy.

• The European Union should accept Turkey as a full member of the EuropeanUnion as well!

• We cannot continue to support workers' rights - in the fields of working hours,holidays, health and safety protection - if we want to compete with new economiesin the Far East.

• With children spending more and more time playing computer games and less andless time reading, we are producing a generation that has no interest in andrespect for books.

• The invention of the portable personal telephone is a wonderful step forward inthe field of human communication.

QU

ESTI

ON

NA

IRE

Task Sheet M7 has to be returned to the examiners.

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Aim

Together with your partners in this part of the examination you are going to discuss how you could best setup an Easyway Holiday Club Centre in the picturesque countryside of County Donegal, Ireland.

The Easyway Company Board of Directors has given you the responsibility of planning this new ClubCentre on the Atlantic coast of Ireland. The Easyway Company budget for this new venture is € 50 million(US $ 45 million). When planning the new club consider the following aspects:

• size of club• who the club is for• the activities you would propose• travel arrangements to and from the club• excursions• advantages and disadvantages for the local community and the impact on

the environment, etc.

You have 10 minutes to prepare suggestions on how to spend the money best by deciding what yourpriorities for the new Club Centre are.You may use your dictionary during your preparation and you maymake notes, if you wish, but you may not speak to the other candidates during the preparation time.

Task 1:

Exchange your ideas with your partners and then pick out ten items that you can all agree upon. Then placethem in order of importance from 1 down to 10 to provide your blueprint for the new Easyway Holiday ClubCentre.


Task 2:

The second examiner will join you and ask you to tell him/her about the discussion you have had and theconclusions you have come to.



M5-EngA/Mock 2

Test 4.1: Consensus Exercise


(For the candidate)

Oral Examination

02

02

20

04

M6.1-EngA/Mock 2



(For the candidate)

Oral Examination

54

01

31

04

02

Task Sheet

Last summer, while on a short study-trip to Oxford with your English class and your teacher,you made the acquaintance of a young Japanese man, Tomonari, who was also visiting Eng-land. A few months later you receive a letter from Tomonari (Tom!). When you meet yourEnglish teacher again you tell her/him that you have received a letter from Tom. The teacher isinterested to know what he wrote.

The examiner will play the role of your English teacher and she/he will say to you: "So, you'veheard from Tom, have you? Well, what did Tom say? Tell me about it." You must tell theexaminer what is in the letter.

You now have 5 minutes to read the letter. You cannot take it into the examination room withyou.


M6.2-EngA/Mock 2



(For the candidate)

Oral Examination


25 TakanawaMinato-KuT 110 TokyoJapan

28 / 01 / 04Dear .....,

I was going to drop you a line, as promised, just to say hello and ask how you are. ButI now have something to write to you about which I am sure will interest you!I have been to England again, on another English course. Yes, so soon after the lastone we met on! This time though it was a completely different experience.You know I started working for the International Bank of Japan when I got back toTokyo last summer. Well, they have put me in their ' UK industries department',which means nearly all my work is done in English. Then, to my surprise, they decidedto send me on an intensive crash-course in England to improve my 'banking English'.lt was a very posh school - they call themselves a 'training centre' not a school! ltmust have been a very expensive course, but of course my employers - the bank - werepaying. I was chauffeured from London airport to the English home where I was tostay. This was a beautiful and huge country house in the middle of the Englishcountryside. I had a spacious study-bedroom with my own bathroom, and the wholehouse ('palace' I should really call it!) was furnished only with real old Englishantiques. You will hardly believe me if I tell you the family had their own gardener,housekeeper and cook! They were very 'country' people with their own horses andstables, and there were countless dogs all round the house. I wasn't alone there.There was a Frenchman, a Spanish lady and a woman from Belgium as well. They wereall business people - managers from different companies - all on English courses, too.It was very interesting getting to know them and chatting with them - in English, ofcourse. In the evening we all ate together with our host-family. The food - with wine!- and the service was like in a top hotel. But I must say it was a little like living ahundred years ago. They heated their big old rooms with log-fires. lt was very cosyand romantic but I can't say the house was ever really warm. My front, facing thefire, was hot, but my back was cold! In our spare-time the family took us sightseeingand to pubs. In theory they offered golfing, horse riding, sailing - you name it! - butin fact there wasn't enough time to do any of these. We did play a lot of tennis andbillards and we went swimming nearly every day. This was all provided in my house !!

M6.2-EngA/Mock 2



(For the candidate)

Oral Examination


As far as the course was concerned, this, too, was very different from our courselast summer. In the mornings it was individual tuition - 1 to 1, they call it - just melearning special 'banking English' with a teacher (very challenging - but good!). In theafternoons we weren't free to do what we wanted or to join in fun activities with theother students like we did last summer in Oxford. (That's how we met - do youremember?!) No, it was another three hours real work every afternoon. From 2o'clock till 5 o'clock I had group tuition with the other students, i.e. with theFrenchman, the Spanish lady and the Belgian. I suppose it was 'activities' - like wehad last year - but it was very serious work. We did telephoning practice - from oneroom to another - , we did business meetings, business discussions and ̀ negotiations',and I had to do a formal `presentation' of my bank's services! And they, theteachers - sorry, trainers! - videoed us. Then we had to watch ourselves on the videorecording and make self-criticisms, suggest improvements and so on, and so on. lt wasterrible! I was so shocked and embarrassed to see and hear myself on the TV screen,but it was also somehow fun and very useful.Last year's course in Oxford was meant to be partly a bit of a holiday. But this coursewas definitely no holiday. Though I must say I enjoyed it. Now I am back in my office.I must say I feel a lot more confident dealing with colleagues and clients in English.Whether it was worth so much money - for the bank, I mean - is for them to judge- not me!Well, I've only written all about myself and about this recent surprise experience.I do hope you'll write back and tell me something about what you're doing. Perhapsyour company will send you to the same school - sorry, training centre! You shouldask them. I can really recommend it (I'll send you their brochure.) I now haveinvitations to go and visit my co-students at their homes in France, Spain andBelgium. I don't know if I'll be able to. But sometimes personnel here in my bank doget sent to London to work in our branch there just for a couple of years. I am makingenquiries!! Otherwise, I don't know when I'll ever be in Europe again. I'm actuallynot very well paid, although it's a very responsible job that I'm doing (a return flightto Europe costs Yen 160,000 - that's £ 1,000!). So, I don't know when I'll see youagain, unless of course you can see yourself visiting Japan. You would be verywelcome. I live with my parents as you know and they have a lovely guest room.Anyway, do stay in contact and write to me. I shall never forget the fun we hadtogether in that hectic and crowded little English language school in the middle ofOxford city.

With all my Best and sincerest wishes,

Tomonari (Tom!) Tom

M7-EngA

Test 6: Taking Part in a Conversation


(For the candidate)

Oral Examination

02

02

20

04

Task Sheet

In this part of the examination the examiner will read out some sentences. After each sentence you shouldreact by reading out one of the sentences below:

I. I agree entirely

II. I agree generally

III. I am not sure

IV. I disagree generally

V. I disagree entirely

The examiner may start a conversation with you on any of the topics which you react to.

Remember that in this part of the examination you have the opportunity to show that you can express yourselfclearly and properly in a normal conversation. This means being able to:

- give your opinions- ask questions- answer questions- agree / disagree- contradict- challenge viewpoints / statements etc.

As the point of the examination is to see if you are able to do all these things as in a normal conversation, theexaminers will expect you not just to give short answers in reply to their questions, but to

- give examples to support your answers- give reasons for your opinions- mention something that you already know about the subject- help to keep the conversation going by showing that you have understood or by asking questions



Marking Criteria

On the following pages students and teachers can find the markingcriteria for the examination "Certificate in English - Stage 3".

Written Examination

1.1 Listening and Writing

or:

1.2 Reading and Writing P. 35

2.0 Structures and Vocabulary P. 37

3.1 Listening Comprehension

or:

3.2 Reading Comprehension P. 37

Oral Examination

4.1 Consensus Exerciseor:4.2 Jigsaw Exercise

5.1 Simulated Phone-Callor:5.2 Relating Exercise

6.0 Taking Part in a Conversation P. 39

Information for teachers


3.1 Listening Comprehensionor: 15 multiple choice tasks:

3.2 Reading Comprehension true/false/not mentioned

Test

Written Examination

1 Listening/Reading & Writing

1.1 Listening & Writing Writing a letter or reportor: based upon two texts

1.2 Reading & Writing or a recording

30

circa 30

The structure of the Stage 3 examination

minutes

15x2

72

Name of test points Type of test

60

Break

2 Structures & Vocabulary

2.0 Structures & Vocabulary C-Tests andrational cloze test

60x0.410x0.6

Oral Examination

4

6

4.1 Consensus Exerciseor:

4.2 Jigsaw Exercise

Listening/Reading Comprehension3

Oral Examination

5 5.1 Simulated Phone-Callor:


6.1 Taking part in aconversation

Free conversation basedupon statements madeby the examiner

Role play to obtainspecific information

Small group interaction A - D

A - D

A - D

15

5

5

Information for examiners


Award A, B, C, or D for communicative interaction.

Information for examiners

Criterion I : Communicative Interaction

A :

B :

C :

D :

A = 6 points

B = 4 points

C = 1 point

D = 0 points

The scoring is effected according to the following guidelines:

Marking Instructions:Test 1: LISTENING AND WRITING or READING AND WRITING

– The writing corresponds to the task set, the (five) main points have been adequatelycovered and the register is consistent and appropriate to the task. There is no evidenceof misinterpretation and/or inclusion of irrelevant information.

– The writing corresponds to the task set, at least three of the five main points have beencovered, although not necessarily adequately, and the register is consistent and appropriateto the task. There is no evidence of misinterpretation.

– The writing corresponds to the task set and at least one of the main points has been covered,though possibly inadequately. The register is in part appropriate to the task.

– The writing does not correspond to the task set or the candidate shows no evidence ofunderstanding.

For the corrector


For the examiner

Criterion II : Language

The scoring is effected according to the following guidelines:

Marking Instructions:Test 1: LISTENING AND WRITING or READING AND WRITING

For the corrector

A = 12 points

B = 8 points

C = 2 points

D = 0 points

A :

B :

C :

D :

– With regard to vocabulary, syntax and morphology the text contains no or few mistakes.None of the mistakes impair the reader's understanding of the text.

– The text contains a number of errors with regard to vocabulary, syntax or morphology.The important parts of the text can however be clearly understood at one reading.

– The errors in vocabulary, syntax and/or morphology considerably impair the reader'sunderstanding of the text and/or make important parts of it incomprehensible.

– As a result of the large number of errors the whole text is incomprehensible.

The following values are alloted to the letters:

The overall score is calculated by multiplying the number of points awarded for"Communicative lnteraction" by the points awarded for "Language".


Items 6 - 65: 0.4 points per itemItems 66 - 75: 0.6 points per item

Test 2: STRUCTURE AND VOCABULARY

Test 3: LISTENING COMPREHENSION or READING COMPREHENSION

Items 76 - 90: 2 points per item

For the examiner

Overall Mark for the Written Examination

The marks to be awarded for the written part of the examination are calculated as follows:

Points Marks

A = Target Level

B = Criterion Level

C = Below Criterion Level

D = Well below Criterion Level

A pass is awarded in the written part of the examination if at least B (Criterion Level) has been

attained.

^

^

^

^

132

< 105

< 79

< 40

-

-

-

-

105

79

40

0


1. Examination Procedure

The individual oral examination consists of the following parts:

Test 4: Consensus Exercise or Jigsaw Exercise

Test 5: Simulated Phone-Call or Relating Exercise

Test 6: Taking Part in a Conversation

The type of task is specified on the front page of Examination Set M1.

Test 4 is conducted in groups of at least three, if necessary four candidates. If the examina-tion cannot otherwise be organized, five candidates at the utmost may form one group. Thereason for this, however, is to be given on the Examination Record Form. It is not permittedto have groups of less than three or more than five candidates, as this should impedecomparability and objectivity of the examination. It is recommended to let candidates, ifpossible, decide for themselves before the individual oral examination with whom they wouldlike to be in a group.

The tasks for the examination are to be found in Examination Set M1. As to scoring, pleasecf. the “Marking Instructions” (“AM10”) ( pp. 42 ff ).

2. Mark Sheets M10 and Result Sheets M11

Each examiner fills in a mark sheet M10 for each candidate. The examiner should fill in thecandidate’s first name and surname.

The mark sheets M10 are used for marking during the examination. The examiner notes thenumber of points she /he wishes to give for each answer. Each examiner marks alonewithout discussing the marks with the other examiner.

When the candidate has left the room after the examination, the two examiners compare themarks given for each answer and come to an agreement. They then fill in the agreed markson the result sheet M11 in the correct way ( see instructions on completion of answersheets).

The result sheets M11 are signed by both examiners. The WBT strongly recommends that nostatements are made to candidates concerning results.

All documents M10 and M11 and the Examination Sets M1 including the documents M5 –M7 ( provided by the WBT ) are to be handed to the person responsible at the examinationcentre. The tasks are de-scribed in the manual for the oral examination O- S.

For the examiner / For the chairperson


Examination in English Stage 3

Instructions for the Individual Oral Examination

The components of the oral examination are as follows:

Introduction

Test 4: Small Group Activity:

Consensus Exerciseor Jigsaw Exercise

Test 5: Individual Examination - Role Play:

Simulated Phone-Callor Relating Exercise

Test 6: Individual Examination - Taking Part in a Conversation

Test 4: Small Group Activity

4.1 Consensus Exercise

Preparation (10 minutes)

Each candidate receives a copy of Task Sheet M5 before the examination proper and hastime to read through the task sheet and prepare it individually. Candidates may make notesand use these during the examination. A dictionary may be used for preparation, butcandidates may not communicate with each other during this phase.

Task 1 (8 minutes)

The purpose of this part of the examination is to test how candidates communicate in smallgroups. The candidates sit together and try to come to an agreement by negotiation on agiven subject. Only Examiner 1, who does not take part in the interaction, is present duringthis phase.

The examiner marks the candidates’ performance with regard to comprehension, accuracy,fluency and interaction skills according to the criteria on pp. 42 f.

Task 2 (7 minutes)

Examiner 2 enters the room and asks the candidates to report on the way in which theirdiscussion developed and their findings. She/ he can put in probing questions to individuals,if necessary, to ensure that all candidates get to talk. If the group has elected a secretary toreport back it is important that she / he should be active in this phase as the duties ofsecretary in the first phase probably prevented her/him from intervening very often. In thisphase the intention is to elicit informative, narrative speech.

The examiners mark the candidates’ performance with regard to comprehension, accuracy,fluency and interaction skills according to the criteria on pp. 42 f.

At the end of this sub-test, the task sheets and notes are collected from the candidates.

For the examiner


4.2 Jigsaw Exercise


Each candidate receives part of a complete text ( Task Sheet M5 ) before the examinationproper and has time to read through the text and prepare it individually. Candidates maymake notes and use a dictionary but may not use these during the examination nor maythey communicate with each other during the preparatory phase.

Task 1 (8 minutes)

Examiner 1 takes the task sheets and other materials away from candidates at thebeginning of this sub-test.

The purpose of this part of the examination is to test how candidates communicate in smallgroups. The candidates sit together and try to reconstruct the text of which they have onlyreceived a part. Only Examiner 1, who does not take part in the interaction, is presentduring this phase.

The examiner marks the candidates’ performance with regard to comprehension, accuracy,fluency and interaction skills according to the criteria on pp. 42 f.

Task 2 (7 minutes)

Examiner 2 enters the room and asks the candidates to report on their findings. She/Hethen leads on to a general discussion on the topic of the text.

The examiners mark the candidates’ performance with regard to comprehension, accuracy,fluency and interaction skills according to the criteria on pp. 42 f.

Test 5: Individual Examination - Role Play

5.1 Simulated Phone-Call (5 minutes)


The candidate receives Task Sheet M 6, containing brief information on a given topic, and isasked to prepare questions on the topic which she/he is to ask in the course of a simulatedphone-call. The candidate may make notes and use them in the examination proper. Adictionary may also be used in the preparatory phase, but not during the actual role play.

Task (5 minutes)

The main purpose of Test 5.1 is to get the candidate to elicit information from Examiner 2 onthe given topic. The examiner is provided with detailed information about the topic so thatshe/he can answer the candidate’s questions. The conversation should be as natural aspossible. As this is a telephone conversation, there should be no eye contact between theexaminer and the candidate during this test. At the end of the conversation, the candidate isasked to briefly repeat the information she/he has received.

The examiners mark the candidate’s performance with regard to comprehension, accuracy,fluency and interaction skills according to the criteria on pp. 42 f.

For the examiner




The candidate receives Task Sheet M 6, containing information on a given topic, and is askedto read the text so that she/he can relate the main elements in the text to the examiner inthe examination proper. The candidate may make notes and may use a dictionary in thepreparatory phase, but not during the examination proper.

Task (5 minutes)

At the beginning of this test the examiners take the Task Sheet M 6 and any other materialsaway from the candidate.

The main purpose of Test 5.2 is to get the candidate to relate information to Examiner 2 onthe given topic and the conversation should be as natural as possible with the examinerusing prompts and questions wherever relevant.


Test 6: Taking part in a conversation

Preparation

None.

Task (5 minutes)

Examiner 2, who conducts this part of the examination, hands the candidate a copy of TaskSheet M7, which she/he retains and refers to during this sub-test.

This section sets out to test the ability of the candidate to participate in a one-to-oneconversation and is based upon the ”questionnaire“ which Examiner 2 reads out aloud. Theconversation should be as natural as possible and, if the candidate does not understandsomething, it should be explained or rephrased as in a natural conversation. The examinershould try to engage the candidate in conversation on the items to which she/he reactsstrongly ( i.e. I or V on the five point scale) and should respond naturally to the candidate,raising controversial points etc., where appropriate. The function of the statements is to getthe candidate talking, so it is not important to finish the survey. If she/he has a lot to sayabout item 1, there is no need to go any further.

The candidate is not expected to produce a monologue.


At the end of this sub-test, the Task Sheet M7 is collected from the candidate.

For the examiner


Marking Instructions

Comprehension

A* The candidate is clearly above the level required for this examination.

N.B. All marks - A * - will not be recorded on the final score sheet in this form, but willappear as A. It serves to help examiners to place candidates properly on the scale sothat they do not measure candidates against those whose performance is clearly wellabove that required at Stage 3 level.

A The candidate has little or no difficulty in understanding what is heard / read.

B The candidate has some difficulty in understanding what is heard / read.

C The candidate has difficulty in understanding what is heard / read.

D The candidate does not understand what is heard / read.

Accuracy


A The candidate’s performance rarely shows lapses in grammatical or phonological accuracyand / or lexical or sociolinguistic appropriacy. Such lapses do not impair communication.

B The candidate’s performance shows occasional lapses in grammatical or phonologicalaccuracy and / or lexical or sociolinguistic appropriacy which do not, however, impaircommunication.

C The candidate’s performance shows frequent lapses in grammatical or phonological accuracyand / or lexical or sociolinguistic appropriacy rendering communication difficult.

D The candidate’s performance shows very frequent lapses in grammatical or phonologicalaccuracy and / or lexical or sociolinguistic appropriacy rendering communication impossible.

Fluency


A The candidate is able to express herself / himself satisfactorily with regard to rateof delivery, range and use of discourse markers.

B The candidate is able to express herself / himself satisfactorily with regard to two of thefollowing: rate of delivery, range and use of discourse markers.

C The candidate is able to express herself / himself satisfactorily with regard to one of thefollowing: rate of delivery, range and use of discourse markers.

D The candidate is not able to express herself / himself satisfactorily.

For the examiner


Interaction Skills


A The candidate is able to participate satisfactorily in the oral /aural situation with regard tounderstanding and conveying ideas, relating on a social and personal level to the otherparticipants, using adequate discourse strategies to participate in the interaction (turn-taking, retracing, anticipating, signalling).

B The candidate is able to participate satisfactorily in the oral /aural situation with regard to atleast two of the following: understanding and conveying ideas, relating on a social andpersonal level to the other participants, using adequate discourse strategies to participatein the interaction (turn-taking, retracing, anticipating, signalling).

C The candidate is able to participate satisfactorily in the oral /aural situation with regard toone of the following: understanding and conveying ideas, relating on a social and personallevel to the other participants, using discourse strategies to participate in the interaction(turn-taking, retracing, anticipating, signalling).

D The candidate is not able to participate satisfactorily in the oral /aural situation.

Overall Mark for the Oral Examination will be calculated as follows:

Case 1: At least one criterion scored as „D“ = overall score is „D“.Case 2: If two or more criteria are marked „C“ = overall score is „C“.All other cases are scored according to the following matrix:

For the examiner

Figure III

The overall percentage for the Oral Exam is calculated according to the matrix given above[Figure III]. Marks and percentage given for each subtest of the Oral Exam [Figure IV]:

+

A+A

A+B

A+C

B+B

B+C

A+A

A

A

A

B

B

A+B

A

B

B

B

B

A+C

A

B

Case 2

B

Case 2

B+B

B

B

B

B

C

B+C

B

B

Case 2

C

Case 2


For the examiner

Marks

ABCD

Percent

10080300 Figure IV

Mark Percent Mark PercentTest 4: A 100 Test 4: A 100Test 5: A 100 Test 5: B 80Test 6: A 100 Test 6: C 30Average: 100 Average: 70

Mark Percent Mark PercentTest 4: A 100 Test 4: B 80Test 5: B 80 Test 5: B 80Test 6: B 80 Test 6: C 30Average: 86.66667 Average: 63.33333

Mark Percent Mark PercentTest 4: B 80 Test 4: A 100Test 5: C 30 Test 5: C 30Test 6: C 30 Test 6: C 30Average: 46.66667 Average: 53.33333

Overall percentage Marks

100 - 80 A = Target Level

80 - 60 B = Criterion Level

< 60 - 30 C = Below Criterion Level

< 30 - 0 D = Well below Criterion Level

Written 75 % 132 pts.Oral 25 % 44 pts.Total 100 % 176 pts. percent points

1 0.4430 13.270 30.887 38.2853 23.3247 20.68

For the overall percentage in theOral Exam marks are givenaccording to the table on the left.The results in the Oral Examcount for 25 % of the total.

1 % in the Oral Exam isequivalent to .44 points.In the left table some samplecalculations are given.

Examples forfinding the overallpercentage


For the examiner

Answer key

Test 2.0

Item 6 oneItem 7 comfortableItem 8 cottonItem 9 areItem 10 ofItem 11 softerItem 12 theItem 13 thanItem 14 otherItem 15 ofItem 16 AlsoItem 17 materialItem 18 withItem 19 andItem 20 itselfItem 21 toItem 22 waistItem 23 hipsItem 24 reasonItem 25 likeItem 26 whatItem 27 whenItem 28 fatherItem 29 hisItem 30 intoItem 31 airItem 32 childItem 33 probablyItem 34 butItem 35 theItem 36 timeItem 37 spiteItem 38 hisItem 39 ofItem 40 he

Item 41 tooItem 42 toItem 43 HowItem 44 heItem 45 DadItem 46 isItem 47 toItem 48 withItem 49 unknownItem 50 asItem 51 strangeItem 52 ofItem 53 byItem 54 fixedItem 55 expressionsItem 56 howItem 57 ofItem 58 cultureItem 59 stereotypesItem 60 theItem 61 perceptionsItem 62 generalisationsItem 63 personItem 64 oneItem 65 otherItem 66*) itsItem 67 world/internationalItem 68 languageItem 69 asItem 70 TheItem 71 afterItem 72 needItem 73 effectiveItem 74 firstItem 75 will

*) In items 66 - 75 the corrector will

accept other possible answers.

Item 76 aItem 77 aItem 78 bItem 79 cItem 80 bItem 81 bItem 82 aItem 83 bItem 84 bItem 85 cItem 86 aItem 87 bItem 88 aItem 89 bItem 90 b

Test 3.2

B2

C2

C1

A2

A1

B2

B1

English Stage 3

Mock Examination 2

CERTIFICATE IN ENGLISHSTAGE 3

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