Euroexam Practice Test, C1 (2008, 65 Oldal)

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Euro C1

Practice Test

A complete set of the C1 Level Euro Exam papers with instructions, answer key and audio CD

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Euro Examinations Practice Test • Level C1 • Operational Proficiency

CONTENTS ExamGuide

Page 2

Test 1 Reading & Writing Part A • Question Paper • Answer Sheet

Page 5 Page 12

Reading & Writing Part B • Question Paper • Answer Sheet

Page 13 Page 18

Answer Keys Test 1: Reading & Writing • The Answer Key • Marking schemes

Page 46 Page 46

Test 2: Listening • The Answer Key • The Tapescript

Page 49 Page 50

Test 3: Grammar and Vocabulary • The Answer Key Page 56

Test 2 Listening • Question Paper • Answer Sheet

Page 19 Page 23

Test 3 Grammar and Vocabulary • Question Paper • Answer Sheet

Page 25 Page 30

Test 4 Mediation Part A • Question and Answer Sheet Mediation Part B • Question Paper • Answer Sheet

Page 54 Page 35

Test5 Speaking

Page 37

Test 4: Mediation • The Answer Key • The Tapescript for Part A • Marking Criteria for Part B

Page 59 Page 60 Page 64

Page 33

Copyright 2006 Euro Examination Centre. All rights reserved. No parts of this publication may be reproduced, distributed, transmitted, displayed, published or broadcast without the prior written permission of the Euro Examination Ltd. Jelen kiadvány teljes egészében szerzői mű, az Euro Nyelvvizsga Kft. szellemi tulajdona. Bárminemű sokszorosítás vagy további felhasználás kizárólag az Euro Nyelvvizsga Kft. kifejezett írásos hozzájárulásával engedélyezett!

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Exam Guide

Page 2

Exam Guide

Level C1

The Euro and EuroPro exams test communicative competence by testing success in real communication. Exam tasks are directly based on the Common European Framework of the Council of Europe. Passing the Euro or the EuroPro Exam indicates that the candidate can undertake a variety of real-life tasks in English. Below is a table showing for each test its name, the number of tasks, the time allowed and the number of available marks. Each of the tests is then described on the following pages. In order to pass the candidate must get 65% of the 150 available marks, as well as getting 40% or more in each test.

Test number

Test

Number of tasks

Time

Marks

Test 1 Test 2 Test 3 Test 4 Test 5

Reading & Writing Listening Grammar & Vocabulary Mediation Speaking

5 3 3 3 4

60'+45' 45' 40' 20'+30' 10'+20'

50 25 25 25 25

Approx. 4 hrs 30' + breaks

150

Total time / Marks available

Test 1- Reading & Writing Part A (Time: 60 minutes)

or an advert. The task is to write a 120-150 word letter with a specific transactional purpose as described in the rubric, referring to the short texts.

Task 1 - Paragraph headings You match seven paragraphs of a text of 400450 words excerpted from newspapers, magazines, advertisements, literature, articles, academic sources, and nine paragraph titles.

Test 1- Reading & Writing Part B

Task 2 - Long text

Task 1 - Multiple-choice reading

You read a single text of 1000-1250 words, normally an article, letter or narrative, and answer questions, writing 150-200 words with specific reference to the text. Answers are marked for content as well as for quality of writing.

You read three texts of different genres of 200-300 words each, but all connected to the same theme. After reading each text you answer two multiple choice comprehension questions (six altogether), focusing variously on a specific lexical item, something implied in the text, the writer's attitude, the overall meaning of the text or a detailed piece of information.

Task 3 - Transactional writing You receive a number of short texts which serve to establish a context for the writing task. These texts will be of various genre, such as a brief announcement, a short letter

(Time: 45 minutes)

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Exam Guide Part B, T a s k 2 - E x t e n s i v e w r i t i n g

Candidates are given a choice of three questions, and write 250-300 words within the genre specified. The type of text could be an article, a report, a non-transactional letter; a descriptive or narrative composition or a discursive essay.

Page 3 all the way through with no break, and twice broken down into small units of meaning, with breaks between sections to allow time for writing. T a s k 2 - M u l t i p l e - c h o i c e g a p fill

You receive a text of 400-500 words with fifteen gaps where a single word has been removed. For each gap, the task is to choose the appropriate word from among the four given.

Test 2 - Listening (Time: 45 minutes)

Task 3 - Modified Cloze Task 1 - Short conversations

You hear six short pieces, all taking place in the same location, but of several different discourse types. Then you have to select items from two lists (A and B) that correspond to a given text. List A will contain eight items connected to the speakers or the context; List B will contain eight items connected with the spoken text. Task 2 - Making notes

You listen to a recorded monologue of about three minutes and take notes to be used to answer questions. At three points, there is a pause in the monologue, at which point a question is asked on the tape; you write your answer on the answer sheet. The recording is played only once.

You receive a text of 400-500 words with fifteen gaps where a single word has been removed. The task is to write the word that best fills the gap.

Test 4 - Mediation Part A (Time: 20 minutes)

Task 1 - Dialogue

Task 3 - Radio/TV programme

You listen to a taped dialogue between two participants, a Hungarian speaking "friend" and an English speaker, probably an official working in some public context. You are the mediator (translator) between the two participants by writing down the translation of each intervention on your Task Sheet.

The text is an excerpt from a radio or TV programme, such as news, documentary or formal discussion, of about 3 minutes in length. The task consists of ten multiple choice questions.

Test 4 - Mediation Part B (Time: 30 minutes)

T a s k 1 - E n g l i s h into H u n g a r i a n

Test 3 - Grammar and Vocabulary (Time: 40 minutes)

Task 1 - Dictation

You listen to an extended monologue of 150200 words, and try to write the text down word for word. The text is heard three times, once

You receive a factual text or a semi-formal letter of 85-100 words, written in English, and have to translate it into Hungarian. Printed dictionaries are allowed to use in this task. P a r t B, T a s k 2 - H u n g a r i a n to E n g l i s h

You receive a factual text or a semi-formal letter in Hungarian of 75-90 words, and have to translate it into English. Printed dictionaries are allowed to use in this task.

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Exam Guide

Test 5 - Speaking (Time: 10 minutes preparation + 15 minutes interview)

You are examined in pairs with two examiners present, one acting as an interlocutor, the other as an assessor. You get ten minutes beforehand for preparation for Task 2. Printed dictionaries are allowed to use in this task.

Page 4 an opinion, either in support of or against the statement. You are not judged on your opinion and no specific knowledge is required. While candidate A is giving his or her presentation, candidate B takes notes, to use to initiate a short discussion on the content of the presentation. Candidate B is not obliged to agree or disagree, but this would certainly be the most natural and comfortable path to take. It is important that candidate B refers to things that candidate A has said and responds to them rather than referring only to the topic in general.

Task 1 - Warm-up You find out more about each other by asking questions and having a short conversation about a topic given by the interlocutor. Some possible topics include travel, work, family, sport, cinema, hobbies, education, relationships, housing, news and current affairs and the environment.

Task 2 - Presentation and Discussion You receive a sheet with four statements and prepare a 2-minute presentation or talk on one of the topics. Before meeting the examiner you get ten minutes to prepare, making notes, which you can use when actually giving the presentation. The statements are focused on topics of general interest and intended to elicit

The same procedure is repeated with candidate A responding to candidate B's presentation.

Task 3 - Communicative task You receive a task card with instructions from the interlocutor. Typically, the card has four photographs; the context of the task is that the candidates have been asked to find and choose photographs for the cover of a book on a given theme. The task is to talk about what aspects of the theme each picture illustrates, about what other images they could include, and finally to decide which images would be most appropriate and why.

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LEVEL C1 • OPERATIONAL PROFICIENCY

Test 1

Reading & Writing Part A

Candidate Number: Time:

60 minutes

•

Answer all the questions

•

Write all your answers on this question paper

•

You must not speak to the other candidates

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Test 1 - Reading & Writing Part A Task O n e : Headings

Page 6

(10 minutes) - Question 1-6

On this page and the next page is an article about the early life of Professor J. C. Wells. Choose the best paragraph heading for each paragraph. The first one has been done for you.

A B C D E F G H I

SUBSIDISED EDUCATION GIVING UP AN ACADEMIC APPROACH EXAMPLE - FAMILIAL ROOTS A BRIDGE TO WORLD LITERATURE EXPANDING ACADEMIC KNOWLEDGE OF LANGUAGE PARENTS IN FINANCIAL DIFFICULTIES IMMERSION LANGUAGE LEARNING PARENTAL OCCUPATIONS NOTING EVERYTHING

Professor J. C. Wells Example

My father was born in South Africa in 1909. His own father had died shortly after his birth, and my grandmother then brought the family to England. My father's mother and brothers later returned to South Africa, but my father remained in England until his death in 1974. My mother, Winifred, born 1910, was from Yorkshire. Her father was a schoolteacher, and her mother was from the small village of Dent in the Yorkshire Dales.

1

My parents met as undergraduates at the University of Leeds. After graduating, my father entered theological college. Upon ordination he served as curate in Liverpool. Meanwhile my mother had qualified as a teacher and found her first job. They were married in 1937. In that year my father was appointed to be a vicar.

2

Between the ages of five and nine I attended Notre Dame Roman Catholic primary school in Wigan. From 1948 onwards I attended boarding schools, first Broadwater Manor House preparatory school in Worthing, Sussex, and then, from 1951, the (minor) public school St John's Leatherhead, Surrey. My parents could not have afforded from their own resources to educate me at independent schools, but I was supported from the age of nine onwards by scholarships.

3

At sixteen I decided to teach myself Esperanto. I quickly attained fluency and read widely: not only original works of literature but also translations which gave me a nodding acquaintance at least, via Esperanto, with some of the masterpieces of the literatures of Italian, Polish, Hungarian, Finnish and Japanese. By the time I went up to Cambridge I had read Mickiewicz and Madách.

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Test 1 - Reading & Writing Part A

Page 7

4

I also taught myself shorthand: not the Pitman shorthand commonly used in Britain, but Gregg shorthand. I achieved a respectable speed in writing it. The snag was that in class I tended to write down indiscriminately what the teacher said, instead of producing a precis as the longhand user has to. This made my notes too prolix. Once I realised the problem I decided to use shorthand only when a verbatim note was required.

5

Leaving school in 1957, I had a few months to spare before going up to university. Given that I was interested in languages my parents arranged an exchange with a German family. I spent six weeks in Kiel with the von Briskorns. This was my first trip abroad, and I was determined to put it to good use. Both Klaus and I took the task of my learning German very seriously.

6

It was at Cambridge that I first came seriously into contact with phonetics and linguistics. For the third year we had to choose between philosophy, archaeology, history, literature and language. I chose language. This mainly meant comparative philology under the guidance of Sidney Allen who introduced us to linguistics. Latin and Greek had hitherto been purely written languages for me and it was a revelation to be taught that they had phonemic systems and allophones.

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Test 1 - Reading & Writing Part A

Page 8

T a s k T w o : O n e long t e x t (30 minutes)

Read the following text and then write one - three paragraphs of continuous prose (about 150-200 words) that includes answers to the following questions:

1 2

• • • • •

What did Roger do in his life apart from singing, touring and song writing? What musical s u c c e s s e s did Roger have in non-English

Note: not all the information in the text is relevant for the tasks; it may not be necessary to read the whole text. Please feel free to mark the text if you wish. Do not include information that does not specifically answer these questions. Do not include any direct or indirect spoken quotations within your answer. Do not include any directly copied-out pieces of original text within your answer.

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Test 1 - Reading & Writing Part A

Page 9

Roger Whittaker: a life of song Saul Denman reviews the life of singer and songwriter, Roger Whittaker.

Since 1962 Roger Whittaker has become an outstanding star all over the world, enjoying a series of highly acclaimed albums and a string of hit singles that includes such classics as Durham Town, New World in the Morning and The Last Farewell. He has amassed worldwide record sales nearing 50 million. His success has embraced the United States and Canada as well as Australia, New Zealand, Scandinavia, Holland, Belgium, France and Austria. In Germany alone, more than 10 million albums have been sold in the last six years. Roger was born in Kenya in 1936. His parents came from Staffordshire in England: his father originated from a family of grocers; his mother was a teacher. The music of East Africa left a mark on Roger's childhood. "In over 30 years of singing and playing musical sounds the wonderful drumming and those marvellous, infectious rhythms - have played a great part in everything I have ever written and sung." In school he was a member of the school choir and gained top grades. He wanted to become a teacher or a doctor However, after leaving school Roger was conscripted into the military and spent the next two years in the army. In 1956 Roger was demobilised and decided that it was time to concentrate on a career in medicine. He enrolled at the University of Cape Town in South Africa, but he wasn't ready for study. After 18 months he left the university and joined the civil service education department to try teaching. "It was a very exciting time. I was teaching -

and loved it! However, this was just an apprenticeship. He could go no further because he had no qualifications. He applied and obtained a place at the University of Bangor in Wales. Roger arrived in Britain in 1959. For the next three years, he studied zoology, biochemistry and marine biology. However, during his early days of teaching in Africa, Roger had continued to sing and he had by now started to write his own songs. He made a demo track that found its way to a major music publisher. Before he knew it, Roger was back in the studio recording his first single, The Charge of the Light Brigade. Faced with the dilemma of which career to choose, Roger chose music. Finding himself an agent and manager, Roger set out to establish his name and almost immediately was booked for a summer season in Northern Ireland. He then spent the next five years learning his trade. In the spring of 1964, Roger met his future wife, Natalie. By 1967, Roger was slowly beginning to make his name. He had enjoyed several record releases, though a big hit single still escaped his clutches. Still, he was earning a healthy living and appearing occasionally on radio and television. Roger was asked to join a British team for the annual music festival at Knokke, Belgium. Singing If I Were a Rich Man and his own composition Mexican Whistler he helped Britain to win the competition. He also emerged as the hit of the entire contest and picked up the coveted and highly prestigious Press Prize. Mexican Whistler soon reached number one in three different European countries. Suddenly, Roger

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Test 1 - Reading & Writing Part A was inundated with offers to tour Europe and star on the major television programmes. In Britain, however, he was still virtually unknown. In 1969, his British record company issued a new single; another of his own compositions with the unusual title of Durham Town. "I just didn't have any faith in that song at all," Roger admits. "Far from promoting the single in Britain, I went off to Finland for a cabaret season and television appearances." By the time he returned in November, Durham Town was rapidly climbing the British charts. One of Whittaker's best-loved songs is The Last Farewell. The lyrics to the song were written ' by a Birmingham silversmith, who had entered a competition in which the winning lyrics would be sent to Whittaker and recorded. Although The Last Farewell was not the winner, the song was nonetheless included on an album along with the winner. The Last Farewell went on to become a massive hit all over the world, reaching the coveted Number One slot in 11 different countries. Germany, particularly, has been a highly successful market for Roger over the years. It all started back in 1976 when he undertook his first major concert tour of the country, following the success of The Last Farewell. Record success, however, has established Whittaker's name in the country and hoisted him to superstardom. His sings and records in the German language. Indeed, in 1985 he was acclaimed as the country's most successful recording artist, singing in the German language, a distinction no other major international record star could claim.

Page 10 In conjunction with his first American tour in 1980, Roger launched a major international song writing competition, Children Helping Children, from the United Nations in New York through UNESCO. Children from all over the world were asked to submit lyrics and poems on the subject of promoting peace and understanding, the best of which Roger would put to music and record. In 1997 Roger released A Perfect Day, His Greatest Hits and More. The title track to this album features Roger singing a sentimental duet with his daughter Jessica. Now established at the very pinnacle of international stardom the sheer magnitude of the demand to see Roger Whittaker performing in concert or on tour or on television has resulted in an extensive almost non­ stop round of engagements all over the world, making him one of the most travelled entertainers in show business history. In 1982 Roger was persuaded to make a movie in his native Kenya. It was an ambitious project, and for six weeks the film cameras followed him throughout the East African country as Roger related the story of Kenya's history - the British colonial development and the rediscovery of his homeland - through his own unique words and music. In 2001, after an extensive German tour Roger decided on retirement. However, having moved to Ireland and settling down by the River Shannon, he was soon inspired to start writing again, and needless to say, like all artists missed the roar of the crowds. So, in 2003 he again toured Germany to great acclaim and has recorded a new German Christmas album

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Test 1 - Reading & Writing Part A

Page 11

T a s k T h r e e : W r i t i n g (20 minutes) You have seen t h e f o l l o w i n g notice in t h e local paper.

Request for Planning Permission Brighton Leisure plc have requested permission to turn 148b Churchill Road into a bar and restaurant. Further information about this planning application can be found at the City Council office. Any comments in support of or in opposition to the request for planning permission th

must be presented by 3 0 April.

You've also received this l e t t e r f r o m t h e local residents' c o m m i t t e e : Dear Neighbour, Have you seen this?! What a disgrace. I'm trying to get as many people as possible to write to the council and complain. Please join our campaign; we must stop this. I've added some of my notes to the leaflet to give you some ideas. Thank you for your help in fighting this terrible plan. Marge Watkins Head of local residents' association

Enclosed w i t h t h e letter is a copy of this leaflet w i t h some of Marge's notes on a "Post-it".

Using t h e i n f o r m a t i o n above: W r i t e a letter to t h e local council opposing t h e application, including some of this information and anything else y o u wish t o add.

W r i t e 120-150 words.

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Test 1 - Reading & Writing Part A ANSWER SHEET

Page 12

TEST 1: READING & W R I T I N G PART A - ANSWER SHEET - Task O n e

Candidate N u m b e r :

E

A Centre Code

T a s k O n e : P a r a g r a p h H e a d i n g s - Questions 1-6 Question

Your Answer

1 2

3

4

5 6

Task T w o : A Long T e x t Please w r i t e your answers on a separate sheet of paper.

Task T h r e e : W r i t i n g Please w r i t e your answers on a separate sheet of paper.

Candidate Code

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LEVEL C1 • OPERATIONAL PROFICIENCY

Test 1

Reading & Writing Part B

Candidate Number: Time:

45 minutes

•

Answer all the questions

•

Write all your answers on the answer sheet

•

You must not speak to the other candidates

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Test 1 - Reading & Writing Part B

Page 14

T a s k O n e : T h r e e Reading T e x t s (15 minutes) - Questions 1-6

'Konglish' Replaces Good English How bad can bad English get? Very bad indeed, in the view of a commentary published in the Korea Herald, in which the writer laments the state of "Konglish", the hybrid of jazzy Korean and messy English that, "like heavy traffic is an unpleasant but tolerable side of life" in the East Asian capital. Well, maybe not quite so tolerable these days. The recent opening of a bedazzling new multibillion dollar airport in Seoul, where as many as 49 signs were subsequently discovered to have fallen prey to writers of Konglish, spoke "volumes about the state of the translation and proof-reading industry in Korea," the paper said. A few weeks previously, the I.

vernacular newspaper Dong-a Ilbo had reported on a study conducted by Lee Ye Shik, a professor of English education at Kyungpook National University, that found hundreds of similar examples of Konglish in four first-year junior high school textbooks. "Bad English in textbooks is particularly troubling, because it helps reproduce the passivity towards good English that has permitted bad English to prosper in Korea for so long," the Herald concluded. "If students are exposed to mistakes that many teachers will teach as good English, then how can English education in Korea improve?"

The Korean Herald thinks the problems at the airport... A. ...are embarrassing for Koreans. B. ...make matters worse. C. ...illustrate how bad the situation is. D. ...were a very expensive mistake.

2.

The Korean Herald thinks that... A. ...teachers don't use coursebooks enough. B. ...teachers teach good English. C. ...English language education in Korea makes matters worse. D. ...there are too many high school textbooks.

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Test 1 - Reading & Writing Part B

Page 15

Text 2

How do you say, er, 'phrase book'? 'SHALL we go out together?" "Yes! I agree!" "Do you like spaghetti westerns?" "No, thank you!" "Kabuki theatre? Hot spas?" "Stop it or I will scream!" There is nothing like a phrase book to make you feel divided by a common language. The agonising time lapses as you thumb through to the right section. The unsuitable expressions on offer when you get there. The sensation of panic when someone replies and you have to begin the whole process again. But for all that, the phrase book is a useful hybrid - part-grammar, partdictionary, part-idiot's guide developed for those of us who like travelling but do not have the time, or perhaps the inclination, to learn a language from the roots up. The modern phrase book emphasises the cultural

3.

background behind the phrases. There are more colloquialisms and more accurate and user-friendly pronunciation guidelines. The idea is to use your phrase book with, rather than at, the people you want to talk to. I look for one, which is small and robust, with easily navigable contents. The more grammar and dictionary entries the better. And I am constantly amazed by the absence of three chunks which to me seem absolutely essential: "There is/are"; "I am learning Japanese" (rather than "I do not speak Japanese", which tends to kill a conversation); and "How do you say . . . in Japanese?". Anyone who has ever tried to say "How do you say, 'How do you say?'?" will sympathise.

The writer thinks that phrase books are... A.

.. .fundamentally flawed.

B.

...good for learning a language from scratch.

C.

.. .not as good as they used to be.

D.

...inconsistent about including the most useful phrases.

4.

According to the author, what happens when somebody says 'I don't speak Japanese'? A.

People start speaking English.

B.

People don't believe her.

C.

People don't speak to her.

D.

People don't understand her.

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Test 1 - Reading & Writing Part B

Page 16

Text 3

L a n g u a g e Holidays: T h e E s s e n t i a l s Report filed August 2005 FIRST things first. A language-learning holiday is no place for a honeymoon, pleasingly eccentric though this may sound. You will end up arguing about the use of the subjunctive when you should be arguing about more interesting things. A language holiday is also no place for absolute beginners, whatever the adverts say. Simply being in a foreign country no more gives you immediate access to its language than being in a laboratory gives you immediate access to astrophysics. If you don't know the basics - "Yes", "No", "Take your hand off my knee" - attend evening classes in Britain first. They are cheaper and, when you go to the pub afterwards, the staff will understand what you are ordering. Language holidays are for improving, not launching. The third opening caveat is not even to contemplate going with someone much more gifted than you at languages. She - and I use the feminine pronoun advisedly - will grab the teacher's eye, the key parts in in-class role-playing and the attention of swarthy locals in after-class outings . . . while you struggle to m a s t e r directions to the station. You will get depressed, learn nothing, fall out and so lose a friend or, in extreme cases, a wife. If you cannot go alone - which is ideal - book with someone who is not quite as good as you, so that the ability gap, while favouring you, threatens nothing. 5. The author thinks it is a bad idea for complete beginners to go on a language holiday, because A.

you learn more in evening classes at home.

B.

you can't learn other subjects at the same time.

C.

you can't communicate with anybody.

D.

you might get harassed.

6.

In the highlighted text, the author implies that... A.

.. .women flirt with the teachers.

B.

...women are better language learners than men.

C.

...better students go on more after-class outings.

D.

...local people prefer female students.

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Test 1 - Reading & Writing Part B T a s k T w o : C h o i c e of Tasks (30 minutes) •

Write only ONE of the following tasks. Write 250 - 300 words.

A. A movie magazine has said that it needs new movie reviewers. Would you like to work for Film World? Show us what you can do. Write a review of a new film has been released depicting some historical events. (It can be a real or an imaginary film) If we like what we see - we'll take you onto the reviewing team.

Write a review.

B. You have been approached by the local Transport Authority who are researching attitudes to public transport. You have been asked to write a report outlining your personal experiences of the strengths and weaknesses of public transport in your area, making recommendations for changes. Write a report.

c.

Write an article.

A university magazine from another country is running a series of articles on "Three best and three worst". They have asked you what the three best and the three worst things are about your town. They are particularly interested to get information about things off the normal tourist track - the things that only locals notice. They hope to get an amusing article that will entertain and inform their readers - it might also encourage visitors to come to your town (so don't make it too negative!).

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Test 1 - Reading & Writing Part B ANSWER SHEET

Page 18

TEST 1: READING & W R I T I N G PART B - ANSWER SHEET - T a s k O n e

Candidate N u m b e r :

E

A Centre Code

T a s k O n e : Reading T e x t s - Questions 1-6 Question

Your Answer

I 2

3 4

5 6

T a s k T w o : C h o i c e o f Tasks Please w r i t e your answers on separate sheets.

Candidate Code

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LEVEL C1 • OPERATIONAL PROFICIENCY

Test 2 - Listening

Time:

approx. 45 minutes

•

Answer all the questions

•

You may write on the question paper but make sure you write all your answers on the separate answer sheet (You will have 5 minutes at the end of the exam for this)

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Test 2 - Listening

Page 20

T a s k O n e : S h o r t conversations - Questions 1-6 You will hear John, who is looking for a new job, looking through advertisements and talking about them with his two friends, Emma and Sarah. You will hear six conversations. For each conversation: • select one item from List A to show what they are talking about, AND • select one item from List B to show what John feels about it. It will not be necessary to use all the items. • Tick the right letters next to the question number. You will hear each recording twice. List A: What they're talking about

List B: How John feels

a) b) c) d) e) f) g) h)

i) j) k) 1) m) n) o) p)

The free newspaper The Renfield Observer Job Finder Weekly The Internet The Job Centre Someone Sarah knows The "yellow pages" telephone directory A notice board

enthusiastic disappointed confused hopeful cynical wary pessimistic worried

T a s k T w o : M a k i n g notes - Questions 7-9 Listen to the following lecture about large dams. • • • •

The talk will pause at 3 points when you will be asked a question. Take notes while you listen. You will have 2 minutes to write each answer. Each question is worth three marks.

The recording will only be played once.

W R I T E YOUR NOTES ON A SEPARATE SHEET, BUT R E M E M B E R TO COPY YOUR ANSWERS ONTO THE SEPARATE ANSWER SHEET.

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Test 2 - Listening

Page 21

T a s k T h r e e : Radio P r o g r a m m e - Questions 10-19 You are going to hear part of a radio programme discussion about threats to the survival of pandas in China. The participants are the programme's host; Dr Chi, an expert from Haidan Panda Reservation and Jane Greenaway from the Environmental Action Centre in the United States. • On the test paper you have 10 multiple-choice questions about the programme. •

Choose the best response (A, B, C or D) for questions 10-19.

•

Tick A, B, C or D on the answer sheet.

•

You will hear the recording twice.

•

You have two minutes to read the questions before the recording starts.

10.

11.

Haidan A. B. C. D.

forest reserve was set up ... ... because there was a need to survey the panda population. ... because three surveys showed low panda numbers. ... to try and halt the decline in panda numbers. ... because there are fewer than 1000 pandas in Haidan.

Dr Chi believes that the number of pandas in the reserve ... A. dropped until 1974 and has risen since. B. dropped slightly between 1974 and 1986 but dramatically since. C. has risen steadily since 1974. D. has been dropping since 1974.

12.

Jane Greenaway thinks the numbers of pandas in the forest reserve are falling, because ... A. the trees outside the reserve are being chopped down. B. the trees inside the reserve are being chopped down. C. the trees are deteriorating. D. the locals have stopped cutting down trees.

13.

How many people does Dr Chi believe visited the reserve last year? A. 3,000. B. 5,000. C. 30,000. D. 150,000.

14.

Dr Chi thinks the root cause of decline in panda numbers in the Haidan reserve is ... A. trees are being chopped down. B. tourists need support services and industries. C. Jane Greenaway. D. the locals have stopped cutting down trees.

Forrás: http://www.doksi.hu

Test 2 - Listening 15.

16.

17.

18.

Page 22

W h a t is the significance of smoked pork to Dr Chi's argument? A.

People need w o o d t o smoke p o r k .

B.

Smoked p o r k is a regional speciality and attracts t o u r i s t s .

C.

T h e electricity used to smoke p o r k is expensive.

D.

Panda cubs reared inside h o l l o w trees often get b u r n t .

According to Dr Chi, how does cutting gaps in the forest reduce panda numbers? A.

It causes infertility.

B.

It divides groups of pandas.

C.

It forces pandas to find n e w partners.

D.

It forces pandas to breed in certain areas.

W h a t does Jane Greenaway think about the local population? A.

They make t o o many souvenirs.

B.

They abuse t h e pandas by using t h e m in sports events and festivals.

C.

They w o u l d like to see t h e back of t h e tourists.

D.

T h e i r numbers are g r o w i n g t o o fast.

Considering the programme as a whole, what does Dr Chi think about Jane Greenaway? A.

She thinks Jane Greenaway is a naive ecological campaigner.

B.

She agrees w i t h Jane Greenaway's argument but finds her behaviour

C.

She distrusts Jane Greenaway's evidence.

D.

She thinks that Jane Greenaway is t r y i n g to escape personal responsibility.

inappropriate.

19.

Considering the programme as a whole, what does Jane Greenaway think about Dr Chi? A.

She thinks Dr Chi is avoiding agreeing t h a t locals are mainly responsible.

B.

She thinks Dr Chi wants t h e pandas to be kept primarily as a t o u r i s t attraction.

C.

She thinks Dr Chi is rude but mostly right.

D.

She thinks Dr Chi wants to i n t r o d u c e c o n t r o l s t o o fast.

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Page 23

Test 2 - Listening ANSWER SHEET

TEST 2: LISTENING -

Candidate

E

ANSWER SHEET

Number:

A Candidate Code

Centre Code

T a s k O n e : S h o r t C o n v e r s a t i o n s - Questions 1-6

Question

I

2

3

4

5

6

Your Answer (List A)

Your Answer (List B)

Forrás: http://www.doksi.hu

Test 2 - Listening ANSWER SHEET

Page 24

T a s k T w o : M a k i n g N o t e s - Questions 7-9

7

8

9

T a s k T h r e e : A Radio P r o g r a m m e - Questions 10-19 Question

Your Answer

Question

10

15

11

16

12

17

13

18

14

19

Your Answer

Forrás: http://www.doksi.hu

LEVEL C1 • OPERATIONAL PROFICIENCY

Test 3

Grammar & Vocabulary

Time:

30 minutes + dictation

•

Answer all the questions

•

Write all your answers on the separate answer sheet

•

You must not speak to the other candidates

Forrás: http://www.doksi.hu

Test 3 - Grammar & Vocabulary

Page 26

T a s k O n e : D i c t a t i o n - Kiwis In this part of the test you will hear a text about Kiwis. • You must write down every word in the text on the numbered lines on the separate Answer Sheet. •

You will be marked for getting the correct words and correct spelling.

• You will hear the text three times: First - you will hear the whole text. Then - you will hear small pieces of the text. These will each be repeated once. • You may make notes on this sheet of paper but please make sure you write your answers on the Answer Sheet provided. You will hear the following names: Tane Mahuta, Maori, New Zealand Your notes

D O N ' T FORGET to copy your answers onto the separate answer sheet!

Forrás: http://www.doksi.hu

Test 3 - Grammar & Vocabulary

Page 27

T a s k T w o : M u l t i p l e C h o i c e G a p Fill (15 minutes) - Questions 1-15 Complete the following article by choosing the correct words from the four possible alternatives.

Advertising to Kids From an advertiser's viewpoint, children are a splendid E x a m p l e . They watch lots of television; they spend lots of pocket money. No wonder many people worry about the influence of marketing on minors. Increasingly, campaigners are demanding that countries 1 restrictions on advertising aimed at children. In Europe, legislation to 2 marketing to children is spreading. Greece, where all toy advertising on television is banned between before 22h00, has considered 3 the ban to all products aimed at children. Italy, Poland, Belgium and Ireland are all debating the issue. Stricter measures may 4 ahead: Sweden plans to use its six months in the president's chair of the European Union to encourage a 5 of the EU's relatively liberal rules on TV advertising. The campaigners 6 that children are too naive to distinguish between advertisements and genuine programming. Even those children who can 7 such a distinction, he argues, might still be manipulated by an advert into pestering their parents to buy a product. But advertisers insist that a widespread move to ban children's ads would 8 . Their main argument is that bans would 9 to worse children's programming on television, fewer educational resources in schools and higher prices for toys. There may be something in this. One big American toy manufacturer in Greece says that, as a 10 result of the ban, the company offered wholesalers a more limited selection of new toys this Christmas than it did in other European markets. Commercial marketing in schools also has 11 . Britain's government, for one, wants more business involvement in schools, after the success of 12 such as a loyalty scheme linked to Tesco, a food wholesaler. This 13 parents' spending on food with points that go towards school computers. In fact, advertisers are not as influential as they seem. A recent study of 5,000 parents in 20 European countries found that the majority did not 14 advertising among the top five influences on their children: parents, schools and other families, among others, were seen as far more important. "A pestering child is a badly brought-up child," says one of the researchers. This highlights the most important case against 15 children from marketing—that parents and teachers have a responsibility to teach children about the realities of a commercial world, just as they teach them how to cross a road safely.

Forrás: http://www.doksi.hu

Test 3 - Grammar & Vocabulary

Page 28

Questions f o r T a s k T w o : Example:

A. people

B. crowd

C. audience

D. viewers

T h e c o r r e c t a n s w e r is C.

1.

A. implore

B. impose

C. improve

D. impair

2.

A.curb

B. demolish

C. destroy

D. diminish

3.

A. expanding

B. stretching

C. extending

D. covering

4.

A. follow

B. lead

C. introduce

D. lie

5.

A. knotting

B. narrowing

C. changing

D. tightening

6.

A. claim

B. disagree

C. ensure

D. demand

7.

A. take

B. have

C. make

D. reach

8.

A. follow

B. effect

C. backfire

D. counteract

9.

A. make

B. lead

C. result

D. mean

10.

A. straight

B. concrete

C. ongoing

D. direct

11.

A. benefits

B. profits

C. strengths

D. reasons

12.

A. inventions

B. inventories

C. initiatives

D. initiations

13.

A. gives

B. rewards

C. provides

D. offers

14.

A. find

B. rate

C. allow

D. view

15.

A. forbidding

B. covering

C. shielding

D. stopping

Forrás: http://www.doksi.hu

Test 3 - Grammar & Vocabulary

Page 29

T a s k T h r e e : G a p Fill (I5minutes) - Questions 16-30 C o m p l e t e the f o l l o w i n g article b y w r i t i n g t h e c o r r e c t w o r d s o n y o u r answer sheet.

Dracula It is unclear why Bram Stoker chose Vlad Dracula, a fifteenth century Romanian prince, as the model Example his fictional vampire. Many believe that Stoker might have heard Dracula's name from a Hungarian friend of his. 16 the name came to Stoker's attention, his cruelty readily loaned itself to his purposes. The events of Dracula's life took place in a region that was still very medieval, 17 in Stoker's time. The Balkans had 18 recently shaken off the Turkish yoke when Stoker started working on his novel. Transylvania had long been a part of the Austro-Hungarian Empire, but it too 19 endured a long period of Turkish domination. The legend of the vampire was and 20 is deeply rooted in that region. There have always been vampire-like creatures in the mythologies of many cultures. However, the vampire, 21 he became known in Europe and hence America, largely originated in Eastern Europe. An epidemic of vampirism swept 22 Eastern Europe and the Balkans at the beginning in the late seventeenth century. From the Balkans it spread westward into Germany, Italy, France, England and Spain. Travellers returning from the Balkans brought with them tales of 23 undead. igniting an interest in the vampire that has continued to this day. Philosophers in the West began to study the phenomenon around this time as well. It was also during this period 24 authors and playwrights first began to explore the vampire myth. Given the history of the vampire in Europe, 25 is perhaps natural that Stoker should place his great vampire in the heart of the region that gave birth to the myth . 26 Stoker had selected Transylvania for his story, Vlad Dracula stood out 27 one of the most notorious rulers of the region. He was obscure enough that few would recognise the name and for those who 28 know him for his acts of brutality; Dracula was a natural candidate for vampirism. 29 Stoker chose to relocate his vampire from Wallachia to the north of Transylvania remains a mystery. However, outside of Stoker's novel the name of Dracula was 30 linked with the myth of the vampire. Despite his inhuman cruelty, Dracula is remembered in Romania as a national hero who resisted the Turkish conquerors and asserted Romanian national sovereignty against the powerful Hungarian kingdom. Example: T h e c o r r e c t w o r d is 'for'

Forrás: http://www.doksi.hu

Test 3 - Grammar & Vocabulary ANSWER SHEET

Page 30

TEST 3: GRAMMAR & VOCABULARY - A N S W E R S H E E T Candidate N u m b e r : E

A Centre Code

Task O n e : Dictation

Candidate Code

Forrás: http://www.doksi.hu

Test 3 - Grammar & Vocabulary ANSWER SHEET

Page 31

Forrás: http://www.doksi.hu

Test 3 - Grammar & Vocabulary ANSWER SHEET T a s k T w o : M u l t i p l e C h o i c e G a p Fill - Questions 1-15 Question Your Answer 8 9 10 II 12 13 14 15

T a s k T h r e e : G a p Fill - Questions 16-30

Example

For

Do not write here 16

23

Do not write here 24

Do not write here 17

Do not write here 18

Do not write here 19

Do not write here 20

Do not write here 21

Do not write here 22

Do not write here

Do not write here 25

Do not write here 26

Do not write here 27

Do not write here 28

Do not write here 29

Do not write here 30

Do not write here

Page 32

Forrás: http://www.doksi.hu

LEVEL C1 • OPERATIONAL PROFICIENCY

Test 4 - Mediation Part A

Candidate Number: Time:

approx. 20 minutes

•

Answer all the questions

•

Write all your answers on the answer sheet (You will have 5 minutes at the end of the exam for this)

•

You must not speak to the other candidates

Forrás: http://www.doksi.hu

Test 4 - Mediation - Part A

Page 34

T a s k O n e : Dialogues - Questions /-6 • • • • • • •

Help your friend who doesn't speak English. Mediate between the two people. If the person speaks in English, translate into Hungarian. If the person speaks in Hungarian, translate into English. The first two have been done for you. Do not translate every word. Translate only the basic meaning. Please remember the quality of your language is also important. Each person will talk four times. You will hear each line twice. There will be a fifteen second pause between each line for you to write down the translation. At the end of the conversation you will have two minutes to check what you have written. Remember, you will not have time to translate every word.

Ex 1

W r i t e in English

Please spare me a moment - trying to talk to you Example: for hours

Ex

W r i t e in Hungarian

Example:

2

1

W r i t e in English

2

W r i t e in Hungarian

3

W r i t e in English

4

W r i t e in Hungarian

5

W r i t e in English

6

W r i t e in Hungarian

természetesen - nagyon sajnálom - először használjuk ezt a szállodát - ahogy ön látja problémák / nehéz helyzet

Stop w r i t i n g w h e n y o u a r e t o l d t o d o so.

Forrás: http://www.doksi.hu

LEVEL C1 • OPERATIONAL PROFICIENCY

Test 4 - Mediation Part B

Candidate Number: Time:

30 minutes

•

Answer all the questions

•

Write all your answers on the separate answer sheet

•

You must not speak to the other candidates

Forrás: http://www.doksi.hu

Test 5 - Mediation - Part B

Page 36

T a s k O n e : English i n t o H u n g a r i a n - A T e x t •

Translate the English text into Hungarian.

Be a Tooth Fairy It's a knee-jerk reaction. As soon as children squirm in their pushchairs, we thrust something sweet into their sticky little hands. We exchange sugar in return for short-term peace. But the toddler initially silenced by sweets becomes a monster once the sugar fix has worn off. Sugar can wreck a child's health. Excess sugar is converted to fat and leads to obesity. Parents are often more of a problem than children themselves, many thinking the natural flavours of good food cannot be enjoyed unless they are very sweet or have added sugar. This is nonsense.

T a s k T w o : H u n g a r i a n i n t o English - A L e t t e r •

Your friend has asked you to translate their letter into English.

Tisztelt Uram! Panaszt szeretnék emelni egyik szolgáltatásukkal kapcsolatban. Hirdetésükben olvastam, hogy gyermektáborokat szerveznek szakképzett nyelvtanárokkal szép környezetben. Megérkezésünk után derült ki, hogy a szállásul kijelölt faházak egy napégette mezőn vannak, tizenöt perc gyaloglásra a száz gyereket kiszolgáló öt zuhanytól. A „szakképzett nyelvtanárok" egyetemista diákok voltak, akik még egyetlen nyelvórát sem tartottak életükben, és igen gyenge készségeket mutattak fel a gyerekekkel való bánásmód terén. Következésképpen a regisztráció meglehetősen zűrzavaros volt. Ezenkívül, gyermekem vegetáriánus, de ebédnél kiderült, hogy a konyha nincs fölkészülve sem erre, sem más diétás igényekre. Tekintettel a fent vázolt körülményekre gyermekemet azonnal hazahoztam. Mivel önök nyilvánvalóan szerződésszegésben vannak, szeretném visszakapni a teljes befizetett összeget. Tisztelettel: Szíjjártó Kálmán

Please continue on a separate sheet of paper.

Forrás: http://www.doksi.hu

LEVEL C1 • OPERATIONAL PROFICIENCY

Test 5 - Speaking

PROCEDURE, SCRIPT AND MATERIALS

Time: approx. 17 minutes + 10 minutes preparation

Forrás: http://www.doksi.hu

Test

5 -Procedure and Interlocutor's Script

Page 38

O u t l i n e o f Speaking E x a m Before the exam you have ten minutes preparation time in the preparation room. Here you receive your Test Entry Form and a Presentation topic sheet. You are allowed to use your dictionary to prepare your presentation. There will be two examiners in the exam room - the Interlocutor who is running the exam and the Assessor who is listening and evaluating - and two candidates at a time:

This test will have three tasks: Task 1. W e l c o m e and Interview

Timing • The Interlocutor will initiate conversations

2'-3mins.

• Candidate A will give a presentation 2 mins\ • Candidate B will start a short discussion with Candidate A on the previous presentation topic

1 min.

2. Presentation • Candidate B will give a presentation 2 mins.

3. Collaborative Task

• Candidate A will start a short • discussion with Candidate B on the previous presentation topic

1 min.

• The Interlocutor will give you a collaborative task to do together

3-4 mins.

Together with the welcome, setting up of tasks and closure the speaking task will be no longer than 17 minutes. The Interlocutor will speak from a script you can see on the following pages. You can also follow a sample speaking test on the accompanying CD.

Forrás: http://www.doksi.hu

Test 5 -Procedure and Interlocutor's Script

Page 39

INTERLOCUTOR'S SCRIPT Welcome -Good morning / afternoon / evening. -My name is < name > and this is my colleague < name >. -Have you got your test entry forms? » > candidates hand over forms < « -Please also give me the tasks and your notes. I'll return these to you later. »> candidates hand over forms and you are < Candidate 8 name >

-Do you know each other? If yes » > -Ask questions to find o u t and compare what things you have in common and what is different in your lives. If no » > -Please ask questions to find out more about the other person. If conversation needs encouragement »> -Please discuss w i t h each other what have been the most enjoyable and the most difficult things about learning English.

Task 2: P r e s e n t a t i o n -In this part of the test, you are both going to give the presentation you prepared earlier. »> The Interlocutor gives Candidate A the topic list with the notes that he/she prepared before the exam «< -Which statement have you decided to talk about?

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Test 5 -Procedure and Interlocutor's Script

Page 40

-Good. < Candidate 8 name> I ' d like you to listen, and take notes. You may ask questions and make comments after the presentation. -, you may use your notes but please do not read aloud from them. You may start when you are ready and I will stop you after about t w o minutes. All right? -You have 30 seconds to look through the information and your notes. »> 30 seconds - The candidate looks through his/her notes 2 minutes - The candidate gives his/her presentation using the notes During the discussion as far as possible, the Interlocutor allows the candidates to discuss together. If necessary he/she uses appropriate phrases to move the discussion forward 1 minute « <

»> The Interlocutor gives Candidate B the topic list with notes that he/she prepared before the exam it's your t u r n . W h i c h statement have you decided to talk about? -Good. < Candidate A name> I'd like you to listen, and take notes. You may ask questions and make comments after the presentation. -, you may use your notes but please do not read aloud from them. You may start when you are ready and I will stop you after about t w o minutes. All right?

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Test 5 -Procedure and Interlocutor's Script

Page 41

-You have 30 seconds to look through the information and your notes. »> 30 second s- The candidate looks through his/her notes 2 minutes - The candidate gives his/her presentation using the notes you

may

make any

comment or ask any questions now. »>

1 minute < «

-Thank-you. Task 3: C o l l a b o r a t i v e T a s k (usually 3 minutes; max 4 minutes) -For the final part of the test you are going to talk w i t h each other about a task I will show you. -I'm just going to listen. Remember, we are interested in your skills at listening, responding and negotiation as well as your ability to speak. »> The interlocutor

picks up a Topic Sheet and places it in front of the candidates Interlocutor

reads instructions from sheet 3 minutes -

Candidates discuss topic