Business English Certificates Handbook For Teachers

C1 Higher
Business
Certificates
B2 Vantage
Handbook for teachers

B1 Preliminary
Pre
A1
Your path to
learning English,
step by step
cambridgeenglish.org/qualifications
C1 Business Higher
B2 Business Vantage
B1 Business Preliminary
Make the most of your handbook
The best way to get the most from your handbook is to use the digital version. The digital version is
updated more regularly.
The digital version contains links which take you straight to related pages if you want to find out more. For example,
you can read about the B1 Business Preliminary Reading and Writing paper in the Tasks section, then click on the link
to take you straight to a sample paper. There are also links which take you to useful websites and resources.
Tasks Sample paper and assessment

The Tasks pages give information about the exam format and The Sample paper and assessment section includes a sample
what is tested in each part of the paper. paper for each component as well as answer keys for the Reading
and Listening components. For the Writing and Speaking papers
there is information about the assessment criteria, and for Writing
there are example answers for you to refer to or use with your
learners.
About Cambridge Assessment English 2 C1 Business Higher

Business Certificates – an overview 3
Exam support 5 Reading
About the exams 6 Tasks 84
Sample paper and assessment 87
B1 Business Preliminary Writing
Tasks 94
Reading and Writing Sample paper and assessment 96
Tasks 8 Listening
Sample paper and assessment 12 Tasks 107
Listening Sample paper and assessment 109
Tasks 27 Speaking
Sample paper and assessment 29 Tasks 115
Speaking Sample paper and assessment 117
Tasks 37
Sample paper and assessment 39 Speaking assessment glossary of terms 124
Writing assessment glossary of terms 127
B2 Business Vantage Glossary 129
Reading
Tasks 46
Writing
Tasks 56
Listening
Tasks 66
Speaking
Tasks 75
About Cambridge Assessment English
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Cambridge, we help millions of people learn English and prove
their skills to the world.
For us, learning English is more than just exams and grades.
It’s about having the confidence to communicate and access a
lifetime of enriching experiences and opportunities. Cambridge English Qualifications are in-depth exams that make
learning English enjoyable, effective and rewarding.
We deliver qualifications and tests in over 130 countries to over
5.5 million people every year. Our unique approach encourages continuous progression with a
clear path to improving language skills. Each of our qualifications
focuses on a level of the Common European Framework of
Reference (CEFR), enabling learners to develop and build speaking,
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Examinations
Oxford Cambridge and RSA A leading UK awarding body.
2
Business Certificates – an overview
Business Certificates were originally introduced in 1993 and If a candidate has not yet entered the job market, C1 Business
feature three qualifications that provide a progressive way Higher can be used to show universities and colleges that a
to develop English ability for international business and candidate can:
the workplace: • follow any academic business course at university level
• B1 Business Preliminary • carry out complex and challenging research.
• B2 Business Vantage
• C1 Business Higher Who recognises the exams?
Business Certificates make it easy to prove to employers the exact • Business Certificates are officially recognised by thousands of
level of a candidate’s English skills and are officially recognised by educational organisations, employers, ministries, government
employers, universities and governments around the world. bodies and professional organisations throughout the world as a
suitable qualification for business use.
Exam formats • Leading international companies such as Bayer, Casio, HSBC,
Vodafone and Procter & Gamble (P&G) have all recognised
Business Certificates can be taken as either paper-based or Business Certificates.
computer-based exams.
For more information about recognition go to
cambridgeenglish.org/recognition
Who are the exams for?
Business Certificates are typically taken by candidates What level are the exams?
preparing for a career in an international business or workplace
environment, or to advance their present career. B1 Business Preliminary is set at Level B1. Achieving a certificate at
this level proves that the candidate is able to communicate with
Candidates for B1 Business Preliminary want to show they can: native speakers for routine business and workplace purposes.
• read short messages
B2 Business Vantage is set at Level B2. A certificate
• interpret charts at this level proves that the candidate is becoming skilled in
• write short emails Business English.
• follow short telephone conversations and discussions
C1 Business Higher is targeted at Level C1 – the second highest
• talk about business-related matters. level on the CEFR scale. Level C1 is required in demanding
professional settings, and achieving a certificate at this level proves
Candidates for B2 Business Vantage want to show they can: that a candidate has reached a very advanced level of English.
• write short pieces of business correspondence, reports
or proposals Exceptional candidates sometimes show ability beyond C1 level.
• read extracts from business publications If a candidate achieves grade A in the exam, they will receive the
Business English Certificate Higher stating that they demonstrated
• listen to, understand and contribute to discussions in meetings. ability at Level C2.
Candidates for C1 Business Higher want to show they can:
• communicate effectively at managerial and professional level Statement of Results
• participate with confidence in workplace meetings The Statement of Results shows the candidate’s:
and presentations • Score on the Cambridge English Scale for their performance
• express themselves with a high level of fluency in each of the four language skills (reading, writing, listening
• react appropriately in different cultural and social situations. and speaking).
• Score on the Cambridge English Scale for their overall
performance in the exam. This overall score is the average of
their scores for the four skills.
• Grade. This is based on the candidate’s overall score.
• Level on the CEFR. This is also based on the overall score.
Business Certificates – an overview 3

Certificates
The certificate shows the candidate’s:
• score on the Cambridge English Scale for each of the four skills
• overall score on the Cambridge English Scale
• grade
• level on the CEFR
• level on the UK National Qualifications Framework (NQF).
Special circumstances 
Cambridge English Qualifications are designed to be fair to all test
takers. For more information about special circumstances, go to
cambridgeenglish.org/help
4
Exam support
Official Cambridge English preparation materials Registering candidates for an exam
To support teachers and help learners prepare for their exams, Exam entries must be made through an authorised Cambridge
Cambridge English and Cambridge University Press have English examination centre.
developed a range of official support materials including
coursebooks and practice tests. These materials are available Centre staff have all the latest information about our exams, and
in both print and digital formats. can provide you with:
cambridgeenglish.org/exam-preparation • details of entry procedures
• copies of the exam regulations
Support for teachers • exam dates
The Teaching English section of our website provides user-friendly, • current fees
free resources for all teachers preparing for our exams. It includes:
• more information about Business Certificates and other
General information – handbooks for teachers, Cambridge English Qualifications.
sample papers.
We have more than 2,800 centres in over 130 countries – all are
Detailed exam information – format, timing, number of required to meet our high standards of exam administration,
questions, task types, mark scheme of each paper. integrity, security and customer service. Find your nearest centre at
cambridgeenglish.org/centresearch
Advice for teachers – developing students’ skills and
preparing them for the exam.
Further information
Downloadable lessons – a lesson for every part of
every paper. If your local authorised exam centre is unable to answer your
question, please contact our helpdesk:
Teaching qualifications – a comprehensive range of cambridgeenglish.org/help
qualifications for new teachers and career development for
more experienced teachers.
Seminars and webinars – a wide range of exam-specific
seminars and live and recorded webinars for both new and
experienced teachers.
Teacher development – resources to support teachers in their
Continuing Professional Development.
cambridgeenglish.org/teaching-english
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Teachers can join our community on Facebook for free
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Cambridge English Qualifications.
facebook.com/CambridgeEnglishTeaching
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We provide learners with a wealth of exam resources and
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advice, sample papers, candidate guides, games and online
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Facebook
Learners joining our lively Facebook community can get tips, take
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Exam support 5
About the exams
Business Certificates are rigorous and thorough tests of English at B2 Business Preliminary
Levels B1, B2 and C1. They cover all four language skills – reading,
writing, listening and speaking. Level B2
Exceptional candidates sometimes show ability beyond B1 level.
If they achieve a Pass with Distinction in the exam (between
A thorough test of all areas of language ability 160 and 170 on the Cambridge English Scale), they will receive
Business Certificates comprise tests of Reading, Writing, Listening the Business English Certificate Preliminary stating that they
and Speaking. In B1 Business Preliminary the tests for Reading demonstrated ability at Level B2.
and Writing are combined into one question paper. In C1 Business
Higher and B2 Business Vantage there are separate Reading and Level B1
Writing papers. Each test carries 25% of the total marks. Detailed If a candidate achieves a Pass with Merit or Pass in the exam
information on each test paper follows later in this handbook. (between 140 and 159 on the Cambridge English Scale), they will be
awarded the Business English Certificate Preliminary at Level B1.
Marks and results Level A2
Business Certificates give detailed, meaningful results. If a candidate’s performance is below Level B1, but falls within
Level A2 (between 120 and 139 on the Cambridge English Scale),
Common European Cambridge
they will receive a Cambridge English certificate stating that they
B1 Business B2 Business C1 Business
Framework of English Preliminary Vantage Higher demonstrated ability at Level A2.
Reference (CEFR) Scale
230
Business Vantage
220 Level C1
Exceptional candidates sometimes show ability beyond B2 level.
C2 210
Proficient user
Grade A If they achieve grade A in the exam (between 180 and 190 on the
200 Cambridge English Scale), they will receive the Business English
Grade B
Certificate Vantage stating that they demonstrated ability at
C1 190
Grade C
Level C1.
Grade A
180
Grade B
Level B2
If a candidate achieves grade B or C in the exam (between 160
Independent user
B2 170
Grade C
Level B2
Distinction and 179 on the Cambridge English Scale), they will be awarded the
160 Business English Certificate Vantage at Level B2.
Merit
B1 150
Pass
Level B1
Level B1
140 If a candidate’s performance is below B2 level, but falls within
Level B1 (between 140 and 159 on the Cambridge English Scale),
A2 130 Level A2 they will receive a Cambridge English certificate stating that they
Basic user
demonstrated ability at Level B1.

120
A1 110 Business Higher

100 Level C2
Below Exceptional candidates sometimes show ability beyond C1 level. If
A1
90
a candidate achieves grade A in the exam (between 200 and 210
80 on the Cambridge English Scale), they will receive the Business
English Certificate Higher stating that they demonstrated ability
at Level C2.
All candidates receive a Statement of Results. Candidates will also
receive a certificate if their performance falls within the levels Level C1
outlined for each exam below.
If a candidate achieves grade B or C in the exam (between 180
and 199 on the Cambridge English Scale), they will be awarded
the Business English Certificate Higher at Level C1.
Level B2
If a candidate’s performance is below Level C1, but falls within
Level B2 (between 160 and 179 on the Cambridge English Scale),
they will receive a Cambridge English certificate stating that they
demonstrated ability at Level B2.
6
Can Do summary
What can candidates do at these levels?
The Association of Language Testers in Europe (ALTE) has researched what language learners can typically do at each CEFR level. They
have described each level of ability using Can Do statements, with examples taken from everyday life. Cambridge English, as one of the
founding members of ALTE, uses this framework to ensure its exams reflect real-life language skills.
Candidates at B1 level
Reading and Writing Listening and Speaking
CAN understand the general meaning of non-routine letters

within own work area. CAN follow a simple presentation/demonstration.
CAN understand most short reports of a predictable nature. CAN deal with predictable requests from a visitor.
CAN make notes on routine matters, such as CAN offer advice to clients within own job area on simple matters.
taking/placing orders.
CAN state routine requirements (e.g. asking for typing to be done).
CAN write straightforward, routine letters of a factual nature.
Candidates at B2 level
CAN understand the general meaning of non-routine letters.

CAN ask for factual information and understand the answer.
CAN understand the general meaning of a report even if the
CAN take and pass on most messages during a normal
topic isn’t predictable.
working day.
CAN write a simple report of a factual nature and begin to
CAN express own opinion, and present arguments to a
evaluate, advise, etc.
limited extent.
CAN write a non-routine letter where this is restricted to
CAN give a simple, prepared presentation on a familiar topic.
matters of fact.
Candidates at C1 level
CAN understand correspondence expressed in CAN contribute effectively to meetings and seminars
non-standard language. within own area of work and argue for or against a case.
CAN deal with all routine requests for goods and services. CAN follow discussion with only occasional need for
CAN write most letters they are likely to be asked to. clarification.
CAN, within a reasonably short time, understand most reports CAN engage in an extended conversation with visitors on
that they are likely to come across. matters within her/his authority/competence.
Candidates at C2 level
CAN understand reports and articles likely to be encountered

during their work, including complex ideas expressed in
complex language. CAN advise on/handle complex, delicate or contentious issues,
such as legal or financial matters (providing they have the
Can handle a wide range of routine and non-routine situations necessary specialist knowledge).
in which professional services are requested from colleagues
or external contacts.
About the exams 7

B1 Business Preliminary 1 hour 30 mins
Reading and Writing

tasks
The Reading test consists of a range of business-related texts and accompanying tasks. A text may consist of several short
pieces. The Writing test consists of two business-related writing tasks in response to stimuli provided and for a given purpose
and target reader.
Part 1 carries one-third of the marks for the Writing test. Part 2 carries two-thirds of the marks for the Writing test.
Reading
Number of Number of
Part Task types Focus Format
questions marks
1 5 5 Multiple
choice
Understanding short real-world
notices, messages, etc.
Five short texts each followed by a
3-option multiple-choice question.
Detailed comprehension of
2 5 5 Matching factual material; skimming and
scanning skills.
A text followed by questions that
need matching to parts of the text.
A graphic or graphics followed by

3 5 5 Matching Interpreting visual information. questions that need matching to
parts of the graphic(s).
4 7 7 Right/Wrong/
Doesn’t say
Reading for detailed factual
information.
A single text followed by a choice of
responses: Right/Wrong/Doesn’t say.
5 6 6 Multiple
choice
Reading for gist and specific
information.
A text followed by 3-option multiple-
choice questions.
Grammatical accuracy A gapped text followed by

6 12 12 Multiple-
choice cloze
and understanding of
text structure.
3-option multiple-choice questions
for each gap.
Two short input texts, e.g. an email

7 5 5 Note
completion
Reading and information
transfer.
and a memo, followed by a form-
filling/note-completion exercise.
Total 45 45
Writing
Part Number of tasks Task types and focus Format
Internal communication (e.g. note, message, Candidates are required to produce the
1 One compulsory
task. 30–40 words.
memo or email). (Re)arranging appointments,
asking for permission, giving instructions, etc.
communication based on a rubric only
(plus layout of output text type).
Business correspondence (e.g. letter, fax, email).

Candidates are required to produce a piece of
2 One compulsory
task. 60–80 words.
Apologising and offering compensation, making or
altering reservations, dealing with requests, giving
information about a product, etc.
business correspondence based on an input
text and four content points.
8
B1 Preliminary
Reading and Writing
The seven parts of the Reading paper information in the text, but candidates are required to do some
processing in order to answer the questions correctly.
PART 1 Multiple choice
In this part, there is an emphasis on understanding short real-world PART 5 Multiple choice
notices, messages, etc. This part tests candidates’ reading for gist and specific information.
Sample task and answer key: pages 12 and 20. Sample task and answer key: pages 16 and 20.
Each correct answer in Part 1 receives 1 mark.
In this part there are five short texts, each of which is This part presents a single text accompanied by six multiple-
accompanied by a multiple-choice question containing three choice comprehension questions. The text is informative and is
options. In all cases the information will be brief and clear, and often taken from a leaflet or a newspaper or magazine article.
the difficulty of the task will not lie in understanding context but
in identifying or interpreting meaning. Candidates are expected to employ more complex reading
strategies in this task, in that they should demonstrate their ability
A wide variety of text types, representative of those likely to be to extract relevant information, to read for gist and detail, to scan
encountered in international business, can appear in this part, for the text for specific information, and to understand the purpose of
example, emails, advertisements, internet newsflashes. the writer and the audience for which the text is intended.
Each text will be complete and have a recognisable context.
PART 6 Multiple-choice cloze
PART 2 Matching This part tests candidates’ grammatical accuracy and understanding
In this part, there is an emphasis on reading for detailed of text structure.
comprehension.
Sample task and answer key: pages 17 and 20.
This is a multiple-choice cloze test. Candidates have to select the
This is a matching task comprising one text and five questions, correct word from three options to complete 12 gaps. This part
which are often descriptions of people’s requirements. Candidates has a predominantly grammatical focus and tests candidates’
are required to match each question to an appropriate part of understanding of the general and detailed meaning of a text, and
the text, labelled A–H. (As there are only five questions, some in particular their ability to analyse structural patterns.
of the options act as distractors.) The testing focus of this part is
vocabulary and meaning, using skimming and scanning skills. PART 7 Note completion
This part tests candidates’ ability to transfer information.
PART 3 Matching
In this part, there is an emphasis on interpreting visual information. Sample task and answer key: pages 18 and 20.
Sample task and answer key: pages 14 and 20. Each correct answer in Part 7 receives 1 mark.
Each correct answer in Part 3 receives 1 mark. Candidates are given two short texts, for example a memo and
an advertisement, and are asked to complete a form based on
This task consists of eight graphs or charts (or one or more this material. There are five gaps, which should be completed
graphics with eight distinct elements) and five questions. Each with a word, a number or a short phrase. In this part, candidates
question is a description of a particular graphic (or element of a are tested on their ability to extract relevant information and
graphic) and candidates are expected to match the questions to complete a form accurately.
their corresponding graphs, which are labelled A–H. For this part, candidates need to transfer their answers in capital
letters to an answer sheet.
PART 4 Right/Wrong/Doesn’t say
This part tests the candidate’s ability to locate detailed
factual information. Preparation
General
Sample task and answer key: pages 15 and 20. • Make sure that the students read as widely as possible in class
and at home. Classroom reading can include a range of reading
Each correct answer in Part 4 receives 1 mark. texts from authentic sources such as business magazines and
web pages, as well as Business English coursebooks. Encourage
This task consists of a text accompanied by seven 3-option students to interact fully with each text by focusing on pre-
multiple-choice questions. Each question presents a statement reading questions. These stimulate interest in the topic dealt
and candidates are expected to indicate whether the statement with by the text and train students in prediction techniques.
is A Right or B Wrong according to the text, or whether the
information is not given in the text (C Doesn’t say). Candidates • It is useful for students to refer to dictionaries and grammar
are not expected to understand every word in the text but they books while studying. However, they should also be encouraged
should be able to pick out salient points and infer meaning where to read texts without thinking that they need to understand every
words in the text are unfamiliar. The questions refer to factual word. They are not allowed to use a dictionary in the examination
B1 Business Preliminary Reading and Writing tasks 9

and they should be trained to try to guess the meaning of • This can be a difficult task for candidates who are not familiar
unknown words from the context. Students sometimes spend too with the three choices represented by A, B and C, and who
long processing the text at word level rather than trying to get a might not understand the difference between a statement that
more ‘top down’ view of what it is about. is incorrect and one that depends on information that is not
provided in the text.
• It is important to make sure that the students are familiar with
the standard format of the test by going through the sample PART 5
materials with them.
• Expose candidates to a variety of texts of a similar length.
• Make sure that the students are familiar with the instructions
on the front page of the question paper, and for each part • Provide practice in improving reading speed.
of the test. They should also be familiar with the technique • Discuss the following areas:
of indicating their answers on the separate answer sheet, so
that they can do this quickly and accurately. They will need to • title
be shown how to do this and to practise in a timed exercise.
They need to think about the relative merits of transferring • topic
their answers onto the answer sheet at the end of each task • the writer’s purpose
or waiting until the end of the test. If they find it difficult to
complete the parts in the time allowed, it may be wiser to • the theme or main idea of each paragraph
transfer answers after each part.
• factual details that can be found in the text
• When students are familiar with the different task types, it
is a good idea to discuss which part(s) take them longer to • the writer’s opinions (if they are evident).
complete. Following this discussion you may wish to suggest
possible timings for each task. Students may prefer to attempt PART 6
tasks which they find easier first. The outcome of the discussion • Practice in the grammatical and structural aspects of the
will also help you to decide which sections of the paper to focus language is useful in preparing students for this part.
on for further practice and may lead on to assistance with faster
reading strategies. • Analyse the structure and coherence of language within longer
discourse so that students are encouraged to read for meaning
beyond sentence level.
By part
• Ask students to analyse errors in their own work, as tasks such
PART 1
as this typically focus on common grammatical difficulties.
• Expose students to a wide range of notices and short texts
• Pairwork activities might be productive, as students can often
taken from business settings.
help each other in the areas of error identification and analysis.
• Practise answering sample questions, asking students to explain
why an answer is correct (and why the two incorrect options do PART 7
not apply).
• Practise extracting relevant information from texts.
PART 2 • Practise form-filling and note-completion exercises.
• Encourage students to familiarise themselves with text types
that are divided into lists, headings or categories, such as the
contents page of a directory or book, the departments in a
business or shop, or the items in a catalogue.
• Set students real-world tasks that require a simple
interpretation of what different parts of a text mean, using
authentic but simple sources.
PART 3
• Practise understanding texts which describe trends and changes.
• Practise interpreting graphic data and the layout used to
describe it.
• Practise useful vocabulary such as rose steadily, remained stable,
decreased slowly, reached a peak.
• Increase familiarity with relevant topics, such as sales of goods,
share price movement and monthly costs.
PART 4
• Train students to identify a false statement which means that
the opposite or a contradictory statement is made in the text,
and to recognise that this is not the same as a statement that is
not covered in the text.
10
B1 Preliminary
Reading and Writing
The two parts of the Writing paper Accuracy and appropriacy in emails
Part 1 of the Writing test carries one-third of the total marks Nowadays a significant proportion of written business
available and Part 2 carries two-thirds of the total marks available. communication is transmitted electronically, both within the
company and to people outside the company.
PART 1
In some contexts, this technological change may have altered the
This part tests the candidate’s ability to produce an internal nature of what people actually write. It may be argued that a new
communication in response to input. genre has emerged, characterised by brevity, informality and a
lack of conventions and even of regard for linguistic accuracy.
Sample question and scripts: pages 19 and 21. However, linguistic inaccuracy and inappropriate informality
within electronic business communications is considered
Task type and focus unacceptable by many individuals and organisations, and can be
An internal company communication; this means a piece of counterproductive if employed in real life.
communication with a colleague or colleagues within the As well as being used informally, email is also widely used
company on a business-related matter; the delivery medium may within business cultures in which appropriacy and accuracy are
be a note, message, memo or email. perceived to be important, and this is the context of use on
The range of functions in the task includes rearranging which B1 Business Preliminary focuses.
appointments, asking for permission and giving instructions.
Preparation
Task format
Writing
Candidates are asked to produce a concise piece of internal
company communication of between 30 and 40 words, using a In preparing students for the writing tasks, it is beneficial to
written prompt. familiarise them with a variety of business correspondence.
The text must be produced in the form of a note, message, memo Analysing authentic correspondence helps students understand
or email. Candidates are given the layout of memos and emails better how to structure their answer and the type of language to use.
(e.g. to/from/date/subject) on the question paper, and need not
It is useful to focus on the following areas:
copy this out as part of their answer.
• the purpose of the correspondence
The rubric specifies the reason for writing and the target reader,
and bullet points explain what content points have to be included. • references to previous communication
Relevant ideas for one or more of these points will have to be
invented by the candidate. • factual details
• the feelings and attitude of the writer
PART 2
This part tests the candidate’s ability to produce a piece of business • the level of formality
correspondence in response to input. • the opening sentence
Sample question and scripts: pages 19 and 23–24. • the closing sentence
Task type and focus • paragraphing
A piece of business correspondence; this means correspondence • the desired outcome.

with somebody outside the company (e.g. a customer or supplier) If students are in a class, ask them to write and reply to each
on a business-related matter; the delivery medium may be letter, other’s correspondence so that they can appreciate the
fax or email. importance of accurate content.
The range of functions in the task includes apologising and Write and analyse memos and messages to help students
offering compensation, making or altering reservations, dealing recognise the different levels of formality involved. It is a
with requests and giving information about a product. necessary part of preparing for the test that students understand
the uses of, and styles inherent in, different types of business
Task format communication so that they are aware of how and why different
Candidates are asked to produce an extended piece of business types of correspondence are used.
correspondence of between 60 and 80 words. This task involves
the processing of a short text, such as a letter or advertisement, in
order to respond to it. A number of bulleted content points below
the text clearly indicate what should be included in the answer.
Some of this information will need to be invented by the candidate.
Where the delivery medium specified for a Part 2 answer is a
letter, candidates need not include postal addresses in their
answer. Similarly, where the delivery medium specified is an email,
candidates need not include to/from/subject details. Although
the use of some key words is inevitable, candidates should not
‘lift’ phrases from the question paper to use in their answers. They
would not receive credit for the language in these phrases.
B1 Business Preliminary Reading and Writing tasks 11

12
READING 2 SPORTMASTER
READING 2 SPORTMASTER
QUESTIONS 1 – 45
QUESTIONS 1 – 45 Pakistan-based manufacturer of sports items wishing to do
Pakistan-based manufacturer of sports items wishing to do
PART ONE business in Europe is looking for importers
PART ONE business in Europe is looking for importers
Questions 1 – 5
Questions 1 – 5 T EL : 92 555 4321
T EL : 92 555 4321
• Look at questions 1 – 5.
• Look at questions 1 – 5.
• In each question, which sentence is correct? Sportmaster wants to
• In each question, which sentence is correct? Sportmaster wants to
• For each question, mark one letter (A, B or C) on your Answer Sheet. A sell its products abroad.
• For each question, mark one letter (A, B or C) on your Answer Sheet. A sell its products abroad.
B import products into Pakistan.
B import products into Pakistan.
C manufacture in Europe.
C manufacture in Europe.
Example: 0 Don’t forget – flight BA 692 6.45 p.m.
Example:
Example 0 Don’t forget – flight BA 692 6.45 p.m.
Example
The plane arrives at 3
The plane arrives at 3
Telephone message NOTICES FOR DISPLAY ABOVE THIS
A quarter toTelephone morning.
seven in themessage NOTICES FOR DISPLAY ABOVE THIS
A quarter to seven in the morning.
Bill Ryan
B caught past six
quarter 9.30 flight
in the–evening.
due here 11.30 now, not 12.30. PHOTOCOPIER MUST FIRST BE
Bill Ryan
B caught past six
quarter 9.30 flight
in the–evening.
due here 11.30 now, not 12.30. PHOTOCOPIER MUST FIRST BE
C quarter to seven in the evening. HANDED TO RECEPTION
C quarter to seven in the evening. HANDED TO RECEPTION
When does Bill
correct Ryan
answer is expect
C, so mark arrive?
toyour Answer Sheet like this:
When
Thedoes
The correct Bill
answerRyan
is C,expect
so mark arrive?
toyour Answer Sheet like this:
A 9.30 A B C
A 9.30 0A B C
0 A You can photocopy notices at Reception for display here.
B 11.30 A You can photocopy notices at Reception for display here.
B 11.30 B Photocopied notices can only be displayed at Reception.
C 12.30 B Photocopied notices can only be displayed at Reception.
C 12.30 C Take your notice to Reception if you want it displayed here.
C Take your notice to Reception if you want it displayed here.
The correct answer is B, so mark your Answer Sheet like this:
The correct answer is B, so mark your Answer Sheet like this:
4 MINUTES
4 THETHEAIRPORT
AIRPORTEXPRESS
EXPRESS DEPARTSFROM FROMPLATFORM
PLATFORM3 3EVERY
EVERY2020MINUTES
1 Office Staff Required NIGHT)
1 Office Staff Required DURING
DURINGTHETHEDEPARTS
DAYDAY(EVERY
(EVERY3030
MINUTES
MINUTESATATNIGHT)
Experience essential
Experience essential
Full training given (leading to A The train service to the airport runs 24 hours a day.
Full training given (leading to A The train service to the airport runs 24 hours a day.
recognised qualifications) B Airport trains leave Platform 3 at 20 minutes past the hour.
recognised qualifications) B Airport trains leave Platform 3 at 20 minutes past the hour.
C The airport express takes half an hour at night.
BEC
C The airport express takes half an hour at night.

1 Office Staff Required
1 Applicants must have Office Staff Required
Applicants must have
A relevant qualifications. 5 Goods not normally dispatched unless paid for at time of ordering –
A relevant qualifications.
Experience essential 5 Goods not normally dispatched unless paid for at time of ordering –
Experience essential payment on delivery by special arrangement only
B previous experience.
Part
Full training given (leading to payment on delivery by special arrangement only
Full training given (leading to
C recognised training. recognised qualifications)
1
C recognised training. recognised qualifications)

Customers should normally pay for goods
Customers should normally pay for goods
A when their order is processed.
A when their order is processed.
Applicants must have B when the goods are delivered.
Applicants must have B when the goods are delivered.
A relevant qualifications. C when they place an order.
C when they place an order.
BECPRELIMINARY
A relevant qualifications.
C recognised training.
C recognised training.
(questions
b e c h a n d b o o k | p r e l i m i n a r y – r e a d i n g a n d w r i t i n g | sa m p l e pa p e r
2 Turn Over
2 Turn Over
3
3
13
Part 1 (questions1–5)
PRELIMINARYREADING
13
1–5)
READING
14
14
BEC
Part
PART TWO 6 Margaret Williams needs help in choosing the business loan with the most competitive terms.
PART TWO 6 Margaret Williams needs help in choosing the business loan with the most competitive terms.
Questions 6 – 10
Questions 6 – 10
7 Ibrahim Shah wants to be sure that there will be enough demand for his product.
• Look at the advertisement below. It shows services offered by a business consultancy. 7 Ibrahim Shah wants to be sure that there will be enough demand for his product.
• Look at the advertisement below. It shows services offered by a business consultancy.
• For questions 6 – 10, decide which service (A – H) would be suitable for each person. 8 Maria Fernandez would like some advice about where to advertise a new line of goods.
• For questions 6 – 10, decide which service (A – H) would be suitable for each person. 8 Maria Fernandez would like some advice about where to advertise a new line of goods.
• For each question, mark one letter (A – H) on your Answer Sheet.
• For each question, mark one letter (A – H) on your Answer Sheet.
• Do not use any letter more than once. 9 Kim Seng wants to research new laws on constructing buildings.
• Do not use any letter more than once. 9 Kim Seng wants to research new laws on constructing buildings.
Part22(questions
10 Peder Andersen needs to know whether his existing funds are enough to set up his business.
BECPRELIMINARY
10 Peder Andersen needs to know whether his existing funds are enough to set up his business.
(questions6–10)
T H I N K I N G O F S TA R T I N G A B U S I N E S S ?
6–10)
T H I N K I N G O F S TA R T I N G A B U S I N E S S ?
Need expert advice and/or assistance in one or
Need expert advice and/or assistance in one or
more of the following areas?
PRELIMINARYREADING
more of the following areas?

READING
A Market Research
A Market Research
B Constructing a schedule
B Constructing a schedule
B1 Business Preliminary Reading and Writing sample paper

C Calculating costs
C Calculating costs
D Meeting legal requirements
D Meeting legal requirements
E Obtaining finance
E Obtaining finance
F Renting or purchasing premises
F Renting or purchasing premises
G Recruiting and training staff
G Recruiting and training staff
H Promoting products and services
H Promoting products and services
Turn Over
Turn Over
4 5
4
B1 Preliminary
Reading and Writing
13
14
PART THREE 11 In this month, total expenditure, like income, showed a fall, while spending on advertising
PART THREE 11 In this month, total expenditure, like income, showed a fall, while spending on advertising
Questions 11 – 15 demonstrated the opposite trend.
Questions 11 – 15 demonstrated the opposite trend.
• Look at the chart below. It shows a restaurant’s income, total expenditure and advertising costs 12 Total expenditure rose slightly in this month, while advertising costs reached their peak, leading
• Look at the chart below. It shows a restaurant’s income, total expenditure and advertising costs 12 Total expenditure rose slightly in this month, while advertising costs reached their peak, leading
during an eight-month period. to a higher income in the following month.
during an eight-month period. to a higher income in the following month.
• Which month does each sentence (11 – 15) on the opposite page describe?
• Which month does each sentence (11 – 15) on the opposite page describe? 13 Despite a decline in advertising costs in this month, expenditure as a whole rose.
• For each sentence, mark one letter (A – H) on your Answer Sheet. 13 Despite a decline in advertising costs in this month, expenditure as a whole rose.
• For each sentence, mark one letter (A – H) on your Answer Sheet.
• Do not use any letter more than once.
• Do not use any letter more than once. 14 This month’s improvement in income was particularly welcome, as it was not matched by an
14 This month’s improvement in income was particularly welcome, as it was not matched by an
increase in expenditure.
increase in expenditure.
£ 15 While this month saw a low point in the restaurant’s income, expenditure continued to fall.
£ 15 While this month saw a low point in the restaurant’s income, expenditure continued to fall.
8000
8000
7000
7000
6000
6000
5000
5000
4000 Income
4000 Income
Total expenditure
Total expenditure
3000
3000 Advertising
Advertising
2000
2000
1000
1000
0
0
A B C D E F G H
BEC
A B C D E F G H
Month
Month
Part
BECPRELIMINARY
Part33(questions
Turn Over
Turn Over
6 7
6 7
15
(questions11–15)
PRELIMINARYREADING
15
11–15)
READING
16
16
PART
PART FOUR
FOUR With
16 16With a QVM
a QVM machine,
machine, companies
companies cancan avoid
avoid having
having a canteen
a canteen altogether.
altogether.
Questions
Questions 16 16 – 22
– 22
Right
A ARight Wrong
B BWrong Doesn’t
C CDoesn’t saysay
Read
• • Read thethe advertisement
advertisement below
below for for a hot
a hot drinks
drinks machine.
machine.
• • AreAre sentences
sentences 16 16 – 22
– 22 on on
thethe opposite
opposite page
page ‘Right’
‘Right’ or ‘Wrong’?
or ‘Wrong’? If there
If there is not
is not enough
enough
information
information to answer
to answer ‘Right’
‘Right’ or ‘Wrong’,
or ‘Wrong’, choose
choose ‘Doesn’t
‘Doesn’t Say’.
Say’.
QVM
17 17TheThe QVM machine
machine provides
provides enough
enough hothot drinks
drinks for for
up up to fifteen
to fifteen people.
people.
• • ForFor each
each sentence
sentence 16 16 – 22,
– 22, mark
mark oneone letter
letter (A,(A,
B or or C)
B C) on on your
your Answer
Answer Sheet.
Sheet.
Right
A ARight Wrong
B BWrong Doesn’t
C CDoesn’t saysay
Most
18 18Most customers
customers prefer
prefer to rent
to rent thethe
QVMQVM machine
machine over
over sixty
sixty months.
months.
ADVERTISING
ADVERTISING FEATURE
FEATURE
Right
A ARight Wrong
B BWrong Doesn’t
C CDoesn’t saysay
Part 4 (questions 16–22)
Save
Savemoney
moneyand
andkeep
keepyour
yourstaff happy
staffhappy
BEC PRELIMINARY READING
electricity used daily machine costs than price a hot drink.

It can expensive to keep company carry electricity

19 19TheThe used daily by by
thethe
machine costs lessless
than thethe
price of aofhot drink.
It can be be expensive to keep the the OurOurcompany willwillcarry out out
a a
canteen
canteen openopen to serve
to serve drinks
drinks to your
to your weekly
weekly service,
service, a charge
at aatcharge of £10.00.
of £10.00.
staffstaff through
through the the
day.day.
OurOur QVM QVM hot hot We Wecan can
alsoalso
refillrefill
the the machine
machine withwith Right
A ARight Wrong
B BWrong Doesn’t
C CDoesn’t saysay
drinks
drinks machine
machine replaces
replaces thisthis service,
service, drinks
drinks ingredients
ingredients for for an extra
an extra charge
charge
so that you can close
so that you can close the canteen the canteen of £8.00. Some customers
of £8.00. Some customers prefer to do prefer to do

between
between mealtimes.
mealtimes. this themselves,
this themselves, however. however.
YouYoucan can install
install the the
QVM QVMhot hot
drinksdrinks There
There are are eight
eight choices
choices of hot
of hot drink
drink
machine
machine anywhere
anywhere in the
in the building.
building. available
available fromfrom the QVM
the QVM machine,
machine, andand machine company empties money from machine of its service agreement.
machine
20 20TheThe company empties thethe
money from thethe
machine as as
partpart
of its service agreement.
One machine is suitable for
One machine is suitable for a staff of of a staff our company offers one month’s
our company offers one month’s trialtrial
ten ten to fifteen
to fifteen people.
people. It costs
It costs £1300
£1300 to to freefree
of of charge,
charge, so so thatthat
youyou cancan
buy,buy, or £11.00
or £11.00 per per
week week to rent
to rent overover estimate
estimate howhow popularpopularthe the machine
machine Right Wrong Doesn’t
A ARight B BWrong C CDoesn’t saysay
60 60 months.
months. is not
It isIt not expensive
expensive to to will be and see what the actual
will be and see what the actual savings savings
operate:
operate: for for example,
example, the the
costcostof of are.are.
power for one day is 30p,
power for one day is 30p, nearly as as nearly
cheapcheap as the
as the priceprice of one
of one hot hot
drink drink
machine. Customers
21 21Customers cancan refill
refill their
their machines
machines withwith drinks
drinks ingredients,
ingredients, if they
if they want
want to. to.
fromfrom
the the
machine.
Right
A ARight Wrong
B BWrong Doesn’t
C CDoesn’t saysay
During
22 22During thethe
trialtrial period,
period, thethe customer
customer pays
pays a reduced
a reduced amount
amount to rent
to rent thethe machine.
machine.
Right
A ARight Wrong
B BWrong Doesn’t
C CDoesn’t saysay
Turn
Turn Over
Over
8 8
B1 Preliminary
Reading and Writing
9 9
15
16
PART
PART FIVE
FIVE The
2323The reviewer
reviewer suggests
suggests that
that oneone advantage
advantage of of
thethe book
book is that
is that
Questions
Questions 2323 – 28
– 28
is better
A A it isit better value
value than
than other
other management
management books.
books.
Read
• • Read thethe following
following review
review of of a book
a book called
called The
The Bosses
Bosses Speak.
Speak. it does need read right through.
B B it does notnot
need to to
bebe
read right through.
• • ForFor each
each question
question 2323 – 28
– 28 onon
thethe opposite
opposite page,
page, choose
choose thethe correct
correct answer.
answer. is about
C C it isit about well-known
well-known people.
people.
Mark
• • Mark one
one letter
letter (A,(A, B or
B or onon
C) C) your
your Answer
Answer Sheet.
Sheet.
The
2424The book
book concentrates
concentrates onon
thethe
factfact that
that thethe twenty
twenty executives
executives who
who areare interviewed
interviewed
work
A A work in a a number
in number of of different
different industries.
industries.
started
B B started their
their companies.
companies.
have
C C have worked
worked forfor different
different lengths
lengths of of time.
time.
The
TheBosses Speak
BossesSpeak
John
JohnStuart
Stuartis isan anexecutive Stuart
executiveStuart doesn’t
doesn’t seem
seem interested
interested anyone
in inanyone cancan
be be equally
equally successful,
successful,
The
2525The reviewer
reviewer cannot
cannot accept
accept Stuart’s
Stuart’s opinions
opinions because
because Stuart
Stuart
recruitment
recruitmentspecialist
specialistwho these
whohashasthese differences.
differences. TheThe
interviewees which
intervieweeswhich is is definitely
definitely notnot
thethe case.
case.
turned
turned to writing.
to writing. TheThe result
result is this
is thiswork work in everything,
in everything, from from retailing
retailingAnd Andthethe other
other qualities
qualities areareonesones
book,
book, basedbased on on interviews
interviews with to airlines
withto airlines to software,
to software, andand it isitthis
is thiswhichwhichmost most successful
successful bosses
bosses I’veI’ve makes unreasonable complaints about interviewees.
A A makes unreasonable complaints about thethe
interviewees.
twenty Chief Executives.
twenty Chief Executives. variety that forms the main theme seen definitely
variety that forms the main theme seen definitely do not have. So in in do not have. So
of Stuart’s book. wiser about what
writes
B B writes tootoo positively
positively about
about thethe interviewees.
interviewees.
of Stuart’s book. thetheendend I’mI’m no no wiser about what
Each
Each toptop manager
manager – none
– none of them
of them really goes different
different
C C hashas attitudes
attitudes towards
towards different
different interviewees.
interviewees.
really goes on.on.
famous
famous names,
names, surprisingly
surprisingly – is– isI haveI have to say
to say thatthat Stuart’s
Stuart’s approach
approach
given
given a short
a short chapter,
chapter, andand there
there is isannoysannoys me.me. He He rarely
rarely staysstaysat at Perhaps
a aPerhaps I’mI’m being
being unfair.
unfair. As As longlong
some introductory material and a distance
some introductory material and a distance from his interviewees, as as from his interviewees, youyou don’tdon’tthinkthink
aboutabout whether
whether
conclusion. This means you can who are mostly presented in
conclusion. This means you can who are mostly presented in their you’d like them as friends, and paypay their you’d like them as friends, and Reading
2626Reading thethe book
book made
made thethe reviewer
reviewer think
think that
that
jump
jump fromfromoneone person
person to another,
to another,own, own, positive
positive words.
words. If this
If this were wereno no attention
attention to most
to most of the
of the advice
advice
in in
anyany order,
order, which
which is is good goodfor foralwaysalways thethe case,
case, at at leastleast youyouthey they
give,give,thethemost most readable
readable parts
parts
people who busy would know where were. where bosses describe their A A therethereareare certain
certain qualities
qualities which
which all all Chief
Chief Executives
Executives need.
need.
people who arearetootoobusy to to
readreadwould know where youyou were. ButButareare where thethe
bosses describe their
a book
a book fromfrom cover
cover to to cover.
cover. ForForhe heseems seemsto todislike dislikecertain certainroute route to their
to their present
present position.
position. is difficult
B B it isit difficult to to discover
discover howhow people
people really
really runrun a company.
a company.
a amanagement
managementbook bookit itisn’t interviewees.
isn’tinterviewees. As As a result,
a result, I don’t
I don’t
Stuart seems to think book
running
C C running a company
a company is easier
is easier than
than many
many people
people think.
think.
expensive,
expensive, although
although whether
whether it’s it’sknowknow whether
whether to accept
to accept anyany of hisStuart
of his seems to think thatthathishis
book
good value money opinions. would
would be be useful
useful for for people
people aiming
aiming
good value for for
money is doubtful.
is doubtful. opinions.
for for
thethetop,top,andand thatthat it might
it might eveneven
Some
Some of ofthethe twenty
twenty interviewees
intervieweesIt also It also means
means thatthat
thethe book bookgives givesmake makea fewa few wantwant to start
to start theirtheir
own own Which parts book reviewer most enjoy reading?
2727Which parts of of
thethe
book diddid
thethe
reviewer most enjoy reading?
started
startedtheir theirown ownbusinesses,
businesses,no no clear
clear lessons.
lessons. At Atthethe very very
least, company;
least,company; but,but,
in in fact,
fact, what what theythey
while
while others
others joined
joined a company
a company I expected I expected to to learn
learn what what makesmakes a acould couldlearn learnherehere is isvery very limited.
limited.
andand worked
worked theirtheir
wayway up.up. Some successful
Somesuccessful ChiefChief Executive.
Executive. ButButSeen Seenas aslightlight business
business reading
reading for for how
A A how thethe interviewees
interviewees became
became Chief
Chief Executives
Executives
areare fairly
fairly new new in intheirtheirposition,
position,these these people
people seemseem to to shareshare twotwoa doctora doctor or or teacher,
teacher, though,
though, thisthis what
B B what sort
sort of of people
people thethe interviewees
interviewees areare
and others have had years of types of qualities. Some
and others have had years of types of qualities. Some of them book would provide some good of them book would provide some good
BEC
experience,
experience,though, though,strangely,strangely,areare veryvery common,
common, suggesting
suggesting entertainment.
thatthatentertainment. C C thethe advice
advice given
given by by
thethe interviewees
interviewees
Part
The
2828The reviewer
reviewer recommends
recommends thethe book
book forfor people
people whowho
5
intend
A A intend to to
setset
upup in business.
in business.
want
B B want to to become
become senior
senior managers.
managers.
C C areare outside
outside thethe field
field of of business.
business.
BEC PRELIMINARY
(questions
Turn
Turn Over
Over
1010 1111
17
17
PRELIMINARY READING
23–28)
READING
18
18
PART
PART SIXSIX calling calls called
29 29 A Acalling B Bcalls C Ccalled
Questions
Questions 29 29 – 40
– 40
30 30 such
A Asuch B Blikelike C Cso so
• Read
• Read thethe article
article below
below about
about team-building.
team-building.
• Choose
• Choose thethe correct
correct word
word to fill fill each
to each gap,
gap, from
from A,or
A, B BC C on
oron thethe opposite
opposite page.
page. 31 31 A Aat at B Bfor for C Cin in
• • ForFor each
each question
question 29 29 – 40,
– 40, mark
mark oneone letter
letter (A, (A,
B or C) on
or on
B C) your
your Answer
Answer Sheet.
Sheet.
32 32 A Awhowho which
B Bwhich what
C Cwhat
33 33 A Aandand B Bbutbut C Cor or
34 34 ought
A Aought B Bwillwill shall
C Cshall
35 35 because
A Abecause although
B Balthough since
C Csince
TEAM-BUILDING THROUGH
TEAM-BUILDINGTHROUGH
ACTIVITIES
ACTIVITIES 36 36 A Aon on B Bof of C Cwithwith
37 37 A Aa a these
B Bthese C Cthisthis
Nowadays,
Nowadays, company
company bosses
bosses are are increasingly
increasingly trying trying to find
to find unusualunusual team-building
team-building
events
events as part
as part of their
of their training
training programme.
programme. An activity
An activity parkpark (29)(29) ...... Fast-track
...... Fast-track has has
just just opened
opened to offer
to offer (30)(30) ...... events.
...... events. It specialises
It specialises (31)(31) ...... events
...... events to attract
to attract the the 38 38 A Astillstill ever
B Bever never
C Cnever

corporate
corporate entertainment
entertainment market,market, (32)(32)
...... is is growing
......growing all the
all the time. time.
39 39 must
A Amust would
B Bwould might
C Cmight
TheThe
parkpark is situated
is situated just just a few
a few kilometres
kilometres outside
outside the the
city city centre
centre (33)(33)
...... it it provides
......provides
events
events thatthat
(34)(34) ...... entertain
...... entertain as well
as well as train.
as train. 40 40 made
A Amade B Bhadhad done
C Cdone
Clients
Clients can can try outdoor
try outdoor attractions
attractions suchsuch as sailing
as sailing or climbing,
or climbing, (35)(35) ...... availability
...... availability
clearly
clearly depends
depends entirely
entirely (36)(36) ...... the
...... the weather.
weather. Activities
Activities of (37)
of (37) ...... kind
...... kind are are perfect
perfect
team-building
team-building exercises.
exercises.
‘I’d (38)
‘I’d (38) ...... been
...... been to an an activity
toactivity parkpark before,’
before,’ explained
explained JamesJames Black,
Black, a company
a company
manager.
manager. ‘Before‘Before we came,
we came, I didn’t
I didn’t thinkthink we (39)
we (39) ...... enjoy
...... enjoy ourselves
ourselves so much
so much and and
I I
didn’t
didn’t expect
expect the the
hugehuge difference
difference thatthat Fast-track’s
Fast-track’s programme
programme has has
(40)(40)
...... to to my
......my
team.team.
Now Nowwe workwe work better
better together
together thanthan we did
we did before.’
before.’
Turn
Turn Over
Over
12 12 13 13
B1 Preliminary
Reading and Writing
17
18
PART SEVEN
PART SEVEN
Questions 41 – 45
Questions 41 – 45 Insurance Claim
•Read the memo and note below.
Insurance Claim
• Read the memo and note below.
• Complete the claim form on the opposite page. NAME OF POLICY HOLDER: (41) ........................................................................…..
• Complete the claim form on the opposite page. NAME OF POLICY HOLDER: (41) ........................................................................…..
• Write a word or phrase (in CAPITAL LETTERS) or a number on lines 41 – 45 on your
• Write a word or phrase (in CAPITAL LETTERS) or a number on lines 41 – 45 on your
Answer Sheet. POLICY NUMBER: LD4756030C
Answer Sheet. POLICY NUMBER: LD4756030C
I T E M ( S ) TO B E R E P L AC E D : (42) ..............................................................................
MEMO I T E M ( S ) TO B E R E P L AC E D : (42) ..............................................................................
MEMO
TO: Barbara Sinclair L O C AT I O N O F I T E M ( S ) : (43) ..............................................................................

TO: Barbara Sinclair L O C AT I O N O F I T E M ( S ) : (43) ..............................................................................
FROM: Peter Rogers
FROM: Peter Rogers
VA L U E W H E N P U R C H A S E D : (44) ..............................................................................
DATE: 25 May 2002
VA L U E W H E N P U R C H A S E D : (44) ..............................................................................
DATE: 25 May 2002
SUBJECT: Insurance Claim
SUBJECT: Insurance Claim C AU S E O F DA M AG E : (45) ..............................................................................
C AU S E O F DA M AG E : (45) ..............................................................................
Could you deal with this? It’s our insurance claim, for the damage at the weekend. The
Could you deal with this? It’s our insurance claim, for the damage at the weekend. The
insurance policy is in my name, and we bought the carpet for £300, although it will cost at
insurance policy is in my name, and we bought the carpet for £300, although it will cost at DAT E O F DA M AG E : Sunday 19 May
least £500 to replace. Luckily our office carpets seem fine. DAT E O F DA M AG E : Sunday 19 May
least £500 to replace. Luckily our office carpets seem fine.
Thanks
Thanks
OWEN SMITH INSURANCE COMPANY

OWEN SMITH INSURANCE COMPANY
with compliments
with compliments
Thank you for your recent phone call regarding flood
Thank you for your recent phone call regarding flood
BEC
damage in your photocopy room.

damage in your photocopy room.
Could you please complete the attached form and return
Could you please complete the attached form and return
Part
it to me as soon as possible.
it to me as soon as possible.
7
Martin Morris
Martin Morris
BECPRELIMINARY
(questions
Turn Over
14 Turn Over
14 15
15
19
Part 7 (questions41–45)
PRELIMINARYREADING
19
41–45)
READING
20
20
BEC
:5,7,1*
:5,7,1* PART
PART TWO
TWO
Part 1
48(67,216±
48(67,216± Question
Question 4747

3$5721( Read
• • Read thisthis part
part of of a letter
a letter from
from Mary
Mary Bennett
Bennett applying
applying forfor a job.
a job.
3$5721(
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x You
x You areare going
going to to attend
attend anan engineering
engineering exhibition
exhibition in in Frankfurt
Frankfurt soon.
soon.
WithWith reference
reference to your
to your advertisement
advertisement in The
in The Times,
Times, I am
I am writing
writing to apply
to apply for for
thethe post
post of of
(question
training
training assistant.
assistant.
x Write
x Write anan HPDLO
HPDLO to to your
your assistant:
assistant:
I am moving to your country next month with husband. from enclosed
BEC PRELIMINARY
I am moving to your country next month with mymy husband. As Asyouyou

willwill
seesee
from thethe
enclosed
CV,CV, I have
I have hadhad a lot
a lot of experience
of experience in training
in training andand I feel
I feel thatthat I have
I have much
much to offer
to offer youryour company.
company.
46)
x explaining
x explaining why
why you
you willwill
bebe away
away
If I If
am I am selected
selected for for interview,
interview, please
please could
could youyou give
give meme information
information about
about howhow to reach
to reach your
your
x letting
x letting herher know
know thethe dates
dates you
you willwill
bebe away
away offices
offices by by public
public transport?
transport?
x saying what work she should while you away.
Part 1 (question 46) and
x saying what work she should dodo

while you areare
away.
x :ULWHEHWZHHQDQGZRUGV
x :ULWHEHWZHHQDQGZRUGV
PRELIMINARY WRITING
WRITING
and Part
x :ULWHRQ\RXU$QVZHU6KHHW
x :ULWHRQ\RXU$QVZHU6KHHW Write
• • Write a letter
a letter to to
MrsMrs Bennett:
Bennett:
acknowledging
• • acknowledging herher letter
letter
offering a date and time interview

Sara
Sara Lyons
Lyons • • offering herher
a date and time forfor
anan
interview
requesting
• • requesting thethe names
names and
and addresses
addresses of of
twotwo referees
referees
telling
• • telling herher
thethe best
best way
way to to reach
reach youyou
by by public
public transport.
transport.
MyMy
triptrip
Write
• • Write 6060 – 80
– 80 words.
words.
Part 22 (question
Write
• • Write onon your
your Answer
Answer Sheet.
Sheet. DoDo
notnot include
include any
any postal
postal addresses.
addresses.
(question 47)
47)
B1 Preliminary
Reading and Writing
1616 1717
19
Assessment
Answer key
Q Part 1 Q Part 2 Q Part 3 Q Part 4

1 B 6 E 11 B 16 B
2 A 7 A 12 F 17 A
3 C 8 H 13 G 18 C
4 A 9 D 14 H 19 B
5 C 10 C 15 E 20 C
21 A
22 B
Q Part 5 Q Part 6 Q Part 7

23 B 29 C 41 Peter Rogers
24 A 30 A 42 (a/the/one) carpet
25 C 31 C 43 photocopy room
26 B 32 B 44 £300
27 A 33 A 45 flood/flooding
28 C 34 B
35 B
36 A
37 C
38 C
39 B
40 A
20
B1 Preliminary
Reading and Writing
Assessment of Writing Part 1 Candidate C

Preliminary mark scheme for Writing Part 1
I must go attend an engineering exhibition in Frankfurt from
15 March to 18 March. Can you tell Mr Meier to ask him
Band confirmation for the fly on Monday and finish to made the travel
• Very good attempt at the task. documents for departure in April?
5 • No effort is required of the reader. Yours sincerely
• All elements of the message are fully communicated.
Examiner comment Band 3
• Good attempt at the task.
4 • Minimal effort is required of the reader. A satisfactory attempt. Two content elements are clearly
• All elements of the message are communicated.
communicated but the information in the second sentence is
• Satisfactory attempt at the task. confused and the third element remains unclear. Some effort is
• Some effort is required of the reader. required of the reader.
• All elements of the message are communicated.
3 OR
• One content element omitted but others clearly Candidate D
communicated.
• Inadequate attempt at the task. I will go on a trip to Frankfurt about attend an engineering
• Significant effort may be required of the reader. exhibition tomorrow (15/March), so I want you help me to leave
2 • Content elements omitted, or unsuccessfully dealt a message if I have phone call. Thank you
with, so the message is only partly communicated.
• Poor attempt at the task. Examiner comment Band 2
1 • Excessive effort is required of the reader.
• Very little of the message is communicated. An inadequate attempt. The first content element is clear. The
second and third elements are not dealt with successfully so
• Content is totally irrelevant or incomprehensible.
the message is only partly communicated. Significant effort is
0 OR
• Too little language to assess. required of the reader.
Sample answers with examiner comments
Writing Part 1
Candidate A
I am going to an engineering exhibition in Frankfurt on 20th

March, I will be away for one week, during this week I would like
you to arrange the training meeting and make an appointment
with selling manager.
A very good attempt. Although there are some minor errors no

effort is required of the reader and all elements of the message
are fully communicated.
Candidate B
Next week I go to an exhibition in Frankfurt. It’s from 9th to

the 11th. While I am in Frankfurt you should write the business
letters. If there are any problems – call me!
A good attempt. There is some awkwardness (Next week I go and

write the business letters) and although all of the elements of the
message are communicated, a little effort is required of the reader.
B1 Business Preliminary Reading and Writing assessment 21

Assessment of Writing Part 2 • Content focuses on how well the candidate has fulfilled the
task, in other words whether they have done what they were
Examiners and marking asked to do.
Writing Examiners (WEs) undergo a rigorous process of training
and certification before they are invited to mark. Once accepted, • Communicative Achievement focuses on how appropriate the
they are supervised by Team Leaders (TLs) who are in turn led writing is for the task and whether the candidate has used the
by a Principal Examiner (PE), who guides and monitors the appropriate register.
marking process. • Organisation focuses on the way the candidate puts together
the piece of writing, in other words if it is logical and ordered.
WEs mark candidate responses in a secure online marking
environment. The software randomly allocates candidate • Language focuses on vocabulary and grammar. This includes
responses to ensure that individual examiners do not receive a the range of language as well as how accurate it is.
concentration of good or weak responses, or of any one language
group. The software also allows for examiners’ marking to be Responses are marked on each subscale from 0 to 5.
monitored for quality and consistency. During the marking period,
the PE and TLs are able to view their team’s progress and to offer When marking the tasks, examiners take into account the length
support and advice, as required. of responses and varieties of English:
Assessment scales • Guidelines on length are provided for each task; responses that
are too short may not have an adequate range of language
Examiners mark Part 2 tasks using assessment scales that were and may not provide all the information that is required, while
developed with explicit reference to the Common European responses that are too long may contain irrelevant content
Framework of Reference (CEFR). The scales, which are used and have a negative effect on the reader. These may affect
across the spectrum of Writing tests for Cambridge English candidates’ marks on the relevant subscales.
Qualifications for general and higher education, and business,
consist of four sub-scales: Content, Communicative Achievement, • Candidates are expected to use a particular variety of English
Organisation, and Language: with some degree of consistency in areas such as spelling, and
not for example switch from using a British spelling of a word to
an American spelling of the same word.
B1 Business Preliminary Writing Examiners use the following assessment scales, extracted from the overall Writing scales on page 123.
Communicative
B1 Content Organisation Language
Achievement
5 All content is relevant Uses the conventions Text is generally Uses a range of everyday vocabulary
to the task. of the communicative well organised and appropriately, with occasional inappropriate
Target reader is fully task to hold the target coherent, using a use of less common lexis.
informed. reader’s attention variety of linking words Uses a range of simple and some complex
and communicate and cohesive devices. grammatical forms with a good degree
straightforward ideas. of control.
Errors do not impede communication.
4 Performance shares features of Bands 3 and 5.
3 Minor irrelevances Uses the conventions of Text is connected and Uses everyday vocabulary generally
and/or omissions may the communicative task coherent, using basic appropriately, while occasionally overusing
be present. in generally appropriate linking words and a certain lexis.
Target reader is, on the ways to communicate limited number of Uses simple grammatical forms with a good
whole, informed. straightforward ideas. cohesive devices. degree of control.
While errors are noticeable, meaning can still
be determined.
1 Irrelevances and Produces text that Text is connected using Uses basic vocabulary reasonably appropriately.
misinterpretation of communicates simple basic, high-frequency Uses simple grammatical forms with some
task may be present. ideas in simple ways. linking words. degree of control.
Target reader is Errors may impede meaning at times.
minimally informed.
0 Content is totally
irrelevant.
Performance below Band 1.
Target reader is not
informed.
22
B1 Preliminary
Reading and Writing
Writing Part 2
Candidate E
Dear Mrs Bennett,

Thank you for your letter apply for the post of training assistant. We are happy we can offer you an interview on Monday 5th
November at 14.00.
Please can you also send me the names and addresses of two referees?
It is easy to reach our ofice by public transport, as we are very near the Royal Central metro station. Exit the metro station and turn
right and our office is on the right. It is very big and has our company name with red letters.
If you have any questions, please ask me.
Yours sincerely,
Examiner comments
Subscale Mark Examiner comments

All content is relevant to the task and the target reader is fully informed. All content elements have
Content 5
been achieved, with some detail.
Communicative The text uses the conventions of the communicative task (appropriate formal register and business
5
Achievement letter format) to hold the target reader’s attention and communicate straightforward ideas.
The letter is generally well organised and coherent using linking words (and … also … as) and some
Organisation 4
cohesive devices (It is very big …).
The letter uses a range of everyday vocabulary appropriately (We are happy we can offer you). It uses a
Language 5 range of some simple and some complex grammatical forms with a very good degree of control and
minimal errors.
Candidate F
Dear Mrs Bennett,

Today I have your letter and c.v.
I can offer you an interview on 5 May at 9.30 am in my office. Please can you confirm? I also request 2 referees. Please send me these
quickley.
To reach my office by public transport can you take the train to the square, the city line. My office is on left.
For questions contact me.
I look forward to see you on 5 May.
Yours,
Examiner comments

All content is relevant to the task and the target reader is informed. However, there is a lack of detail in
Content 4
places, e.g. information required on referees.
The letter uses the conventions of the communicative task in generally appropriate ways to
Communicative
3 communicate straightforward ideas. There is sometimes a rather brusque effect on the reader
Achievement
(For questions contact me).
The letter is connected and coherent, using basic linking words (also) and a limited number of cohesive
Organisation 3
devices (Please send me these …).
Language The letter uses a range of everyday vocabulary appropriately with some less common lexis (confirm …
city line …). Simple grammatical forms are used with a good degree of control. Errors are noticeable
4
but meaning can still be determined and errors do not impede communication (quickley … can you
take … I look forward to see …).
B1 Business Preliminary Reading and Writing assessment 23

Candidate G
Dear Mrs Bennett,

Thank you your letter. We can have interview on Monday 19 of Juli at 3 o’clock. Please bring 2 referees with you.
Our office is easy reach by public transport, especialy autobus. Number 4 comes to our office.
Yours sincerely,
Examiner comments
All content elements are addressed, but in places are unclear (Please bring 2 referees with you). The
Content 3
target reader is on the whole informed.
Communicative The letter uses the conventions of the communicative task in generally appropriate ways to
3
Achievement communicate straightforward ideas.
Although linking words are not evidenced, the logical ordering and backwards reference makes this
Organisation 2
coherent.
Everyday language is used generally appropriately. Simple grammatical forms are used with a good
Language 3 degree of control (Number 4 comes to our office). Errors are noticeable, but meaning can still be
determined (Thank you your letter; Juli).
Candidate H
To: Mrs Bennett

I have today acknowledge you letter. We can give interview 24/05/11 and see you then. Thank you. Telling you the best way you can
reach you by public transport.
Examiner comments

There are omissions (as the third content point is missing and the fourth point is not fully activated).
Content 2 This means the target reader would only be minimally informed.
Communicative The conventions of the communicative task are used in generally appropriate ways to communicate
2 simple ideas.
Achievement
The text is connected using basic high-frequency linking words and cohesive devices (and … see
Organisation 2 you then).
Basic vocabulary is used reasonably appropriately. Simple grammatical forms are used with some
Language 1
degree of control, but errors may impede meaning.
24
38704 38704
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE Page 1 of 2 OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE Page 2 of 2
Part 4 Part 5 Part 6
A B C A B C A B C A B C A B C
16 23 29 33 37
Candidate Candidate A B C A B C A B C A B C A B C
Name Number 17 24 30 34 38
Centre Centre A B C A B C A B C A B C A B C
18 25 31 35 39
Name Number
A B C A B C A B C A B C A B C
Examination Examination 19 26 32 36 40
Title Details
A B C A B C
20 27
Candidate Assessment
Signature Date A B C A B C
21 28
A B C
Supervisor: If the candidate is ABSENT or has WITHDRAWN shade here 22
Do not write
Business Preliminary Reading and Writing Candidate Answer Sheet Part 7 below here
41 1 0
41
Instructions
B1 Business Preliminary Reading and Writing answer sheet

Use a PENCIL (B or HB). 42 1 0
Rub out any answer you want to change with an eraser. 42
43 1 0
For Parts 1 to 6: 43
Mark one box for each answer.
44 1 0
For example: 44
If you think A is the right answer to the question, mark your answer sheet like this:
45 1 0
45
For Part 7:
Write your answer clearly in CAPITAL LETTERS.
Write one letter or number in each box. Writing Part One (Question 46): Write your answer below.
For example:
Part 1 Part 2 Part 3

A B C A B C D E F G H A B C D E F G H
1 6 11
2 7 12
3 8 13
4 9 14
5 10 15
Examiner's use only
0 1 2 3 4 5
Continue on the other side of this sheet
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE Page 2 of 2
B1 Paper
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE Page 1 of 2 38704
1
38704
Preliminary
Reading and Writing
25
26
46906 46906
Writing Part Two (Question 47): Write your answer below

Candidate Candidate
Name Number
Centre Centre
Name Number
Examination Examination
Title Details
Signature Date
Supervisor: If the candidate is ABSENT or has WITHDRAWN shade here
Business Preliminary Reading and Writing
Candidate Answer Sheet 2
Writing Part 2 (Question 47)
INSTRUCTIONS TO CANDIDATES
W rite your answer to Part 2 (Question 47) on this Answer Sheet.

You must write within the grey lines.
Use a pencil.
Do not write on the barcodes.
Examiner's Use Only
C CA O L
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE Page 1 of 2 OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE Page 2 of 2
46906 46906
B1 Business Preliminary 40 mins
Listening
tasks
The paper consists of four parts. Each part comprises a recorded text or texts and a listening task.
There are two text types:
• monologues – these include presentations, lectures, announcements and briefings
• interacting speakers – these include telephone conversations, face-to-face conversations, interviews and discussions.
Candidates are advised to write their answers in the spaces provided on the question paper. There are 5 minutes at the end
of the test to copy the answers onto a separate answer sheet. Candidates indicate their answers by shading a box or writing a
word, or words, on a machine-readable answer sheet.
Number of Number of
questions marks
Eight short conversations or monologues
1 8 8 Multiple choice
Listening for specific
information.
of approximately 15–30 seconds each,
not linked thematically. Each extract is
heard twice.

2 7 7 Note completion information (numbers
and letters).
A conversation of approximately 1½
minutes, heard twice.
3 7 7 Note completion
information.
A monologue of approximately 2½
minutes, heard twice.
Conversation/interview/discussion
Listening for gist and
specific information.
between two or more interacting speakers
of approximately 3 minutes, heard twice.
Total 30 30
B1 Business Preliminary Listening tasks 27

The four parts of the Listening paper PART 4 3-option multiple choice
This part tests the candidates’ ability to listen for gist and for specific
PART 1 3-option multiple choice information.
This part tests the candidates’ ability to listen for specific information.
Sample task and answer key: pages 31, 32 and 35*.
Sample task and answer key: pages 29, 30 and 35*.
Conversation/interview/discussion: heard twice.
A series of eight short conversations or monologues: each This part, which lasts about 3 minutes, contains a longer
heard twice. listening text which generally takes the form of an interview,
or a discussion between two or possibly more speakers. There
The eight questions in this part of the paper are 3-option
are eight 3-option multiple-choice questions on the question
multiple-choice questions. For each question, candidates hear
paper and these are always in a written format. In this part of the
a short conversation or monologue, typically lasting around
Listening component, candidates are being tested on their ability
15 to 30 seconds. Each monologue or dialogue is repeated on
to understand the gist of a longer text and to extract detailed and
the recording in order to give candidates a chance to check their
specific information as required by the questions. They may also
answers. The multiple-choice options may be textual or they may
be tested on the speakers’ opinions.
be in the form of pictures, graphs or diagrams.
In the extracts in Part 1, candidates are being tested on their Recording information
understanding of spoken English used in a range of situations and
on their ability to extract factual information. The instructions for each task are given on the question paper
and are also heard on the recording. Before each text is heard,
Alternatively, they may have to identify a trend in a graph, candidates have time to read through and think about the
establish the speaker’s reason for phoning, or identify feelings questions. The length of this preparation time is indicated on
and opinions. In every case it will be necessary for candidates to the recording. Candidates should use this time to familiarise
follow the conversation closely. themselves with the task and begin to make predictions about
what they are likely to hear. A variety of voices, styles of delivery
PART 2 Note completion
and accents are heard in each Listening paper to reflect the
This part tests the candidates’ ability to listen for specific information. various contexts presented in the recordings.
Sample task and answer key: pages 30 and 35*. *The audio files for the sample papers are available at
cambridgeenglish.org/bec-preliminary/preparation
Preparation
Short telephone conversation: heard twice.
The Listening component is carefully paced and candidates are
This part consists of a short conversation, typically lasting around
tested on short extracts in Part 1 so that they can gradually
a minute and a half, which contains factual information. On the
‘tune in’ to the spoken language and improve their listening skills
question paper there is a form, table, chart or set of notes with
without losing their place in the test.
seven gaps where information is missing. Candidates have to
fill in each of the gaps. The answers may include dates, prices, Listening can be a very demanding activity and candidates should
percentages or figures. This part has a numerical focus and practise their listening skills regularly, using a wide variety of
sometimes there are names that are spelled out on the recording; listening sources. Candidates who enter the Listening test having
answers to these questions have to be written with correct spelling. done this will be at an advantage.
PART 3 Note completion At Preliminary level, it is advisable to collect as much listening
This part tests the candidates’ ability to listen for specific information. material as possible that is suitably paced and of an appropriate
length. Native speakers speak at many different speeds and some
Sample task and answer key: pages 31 and 35*. speak much more clearly than others. If it is possible to collect a
bank of authentic material that is carefully chosen, this will prove
Each correct answer in Part 3 receives 1 mark. useful practice for students. Otherwise it might be better to make
use of specially designed materials for this level.
Monologue: heard twice. Prior to listening to recordings, students should be given details
Candidates hear a monologue. On the question paper there is a of the information they need to listen for. Teachers should discuss
set of notes or a form with gaps. There are seven gaps to fill in and the task with the students before they listen and encourage them
the answers may be one or two words. On occasion, the key to to listen for clues and prompts that will help them identify the
one of the gaps may be a date. points they need to find.
When listening to longer texts, it is also useful to discuss areas
such as:
• the purpose of the speech or conversation
• the speakers’ roles
• the speakers’ opinions
• the language functions being used
• factual details
• conclusions.
28
What is
Which
Which
B1 Preliminary
A
B
C
Listening
8
should practise their listening skills regularly, using a wide When listening to longer texts, it is also useful to discuss
variety of listening sources. Candidates who enter the areas such as:
Listening test having done this will be at an advantage. – the purpose of the speech or conversation
At BEC Preliminary level, it is advisable to collect as much – the speakers’ roles
listening material as possible that is suitably paced and of an – the speakers’ opinions
appropriate length. Native speakers speak at many different
– the language functions being used
speeds and some speak much more clearly than others. If it is
Warehouse
– factual details
C
possible to collect a bank of authentic material that is
C
carefully chosen, this will prove useful practice for students. – conclusions.
Otherwise it might be better to make use of specially designed
materials for this level.
Prior to listening to recordings, students should be given

details of the information they need to listen for. Teachers
should discuss the task with the students before they listen
Production
and encourage them to listen for clues and prompts that will
B
B
B
What kind of packaging do they decide to use?
help them identify the points they need to find.

Where is Mike going to take the visitors first?
What’s the new time for the meeting?

Who is Anne going to write to?
Customer Relations
the supplier
the clients
the staff
A
A
A
A
B
C
4
2
BEC PRELIMINARY LISTENING

Part 1 (question 1)
30 b e c h a n d b o o k | p r e l i m i n a r y – l is te n i n g | sa m p l e pa p e r
Turn Over
3
3
2
C
Month 1
Thursday 3
Sales
4000
3000
2000
1000
C
For each question, mark one letter (A, B or C) for the correct answer.
For questions 1 – 8 you will hear eight short recordings.
3
Tuesday 1
When were the machine parts sent?
B
B
Month 1
Sales
You will hear the eight recordings twice.
4000
3000
2000
1000
The answer is A.
Monday 31
Which chart is correct?

A
3
2
A
Questions 1 – 8
Month 1
Example:
PART ONE
Sales
4000
3000
2000
1000
1
•
b e c h a n d b o o k | p r e l i m i n a r y – l is te n i n g | sa m p l e pa p e r 29 29
B1 Business Preliminary Listening sample paper
30
6 Which product has been the most successful? PART TWO PART THR
Questions 9 – 15 Questions
• Look at the notes below. • Look

• Some information is missing. • Some
• You will hear a manager telephoning Human Resources about vacancies in his department. • You wi
• For each question 9 – 15, fill in the missing information in the numbered space using a word, • For ea
numbers or letters. two w
A B C
• You will hear the conversation twice. • You wi
7 What is the purpose of the meeting?

A to look at applications
B to write a job advertisement Customer Services Vacancies Aut
C to prepare for interviews

Main t
8 Which chart shows the company’s market share this year?
NUMBER OF VACANCIES: (9) .......................................................................................... telephone operators
Adverti
SALARY: (10) Max. £ ................................................................................................................
New col
TOTAL HOLIDAY (PER ANNUM): (11) ........................................................................................................................... days
A B C
Free gi
JOB REFERENCE: (12) .........................................................................................................................................
Alison h
JOB START DATE: (13) ......................................................................................................................... 2002
For ma
LINE MANAGER: (14) Ms Sue ....................................................................................................................
Venue f
TEL NUMBER (FOR ENQUIRIES): (15) .........................................................................................................................................
Turn Over
b e c h a n d b o o k | p r e l i m i n a r y – l is te n i n g | sa m p l e pa p e r
5 6
31
32
PART THREE PART FOUR 28 When
Questions 16 – 22 Questions 23 – 30
A
• Look at the notes about a publisher’s plans for promotion this autumn. • You will hear a conversation between a senior manager, called Sue, and her assistant, called
B
David.
• Some information is missing. C
t. • For each question 23 – 30, mark one letter (A, B or C) for the correct answer.
• You will hear part of a talk by the company’s Marketing Director.
rd, • You will hear the conversation twice.
• For each question 16 – 22, fill in the missing information in the numbered space using one or 29 What
two words.
• You will hear the talk twice. A

23 Sue is particularly pleased about the company
B
C
A receiving an award.
B increasing its share price.
Autumn promotion plans C getting a new client. 30 What

A
24 What is the main cause of the company’s rising costs?
Main titles: pocket dictionary and (16) .................................................................................................... B
tors C
A import taxes
Advertising space booked in (17) ............................................................................... magazine B publicity
........
C premises
New colour for display stands: (18) ....................................................................................................
ays
25 Which expenses do they want to reduce?
Free gifts include (19) ......................................................................... and keyrings
........
A entertainment
Alison has made a deal with (20) .................................................................................................... B stationery
02 C telephone
For mailing to booksellers in September: (21) ....................................................................................................

........
26 More training is required because the company has
Venue for dictionary launch party: (22) ....................................................................................................

........ A bought new computer software.
B recruited new members of staff.
C increased its range of customers.
27 How will the company organise the training?
A send staff to a college

B use current staff members
C employ external trainers
B1 Paper
Listening
1
Turn Over
Preliminary
7 8
Part 2 (questions 9–15) and Part 3 (questions 16–22)
31
32
32
PART FOUR 28 When the next brochure is printed, it will
Questions 23 – 30
A have an improved design.

• You will hear a conversation between a senior manager, called Sue, and her assistant, called
B include a new product.
David.
C contain extra information.
• For each question 23 – 30, mark one letter (A, B or C) for the correct answer.
• You will hear the conversation twice.

29 What problem are they experiencing with Johnson’s?
A the quality of goods

23 Sue is particularly pleased about the company
B the high prices
C the speed of deliveries
A receiving an award.
B increasing its share price.
C getting a new client. 30 What will they do about the problem with Johnson’s?
A send them a letter

24 What is the main cause of the company’s rising costs?
B check every order
C contact other suppliers

A import taxes
B publicity
C premises
25 Which expenses do they want to reduce?
A entertainment
B stationery
C telephone
You now have 10 minutes to transfer your answers to your Answer Sheet.
26 More training is required because the company has
A bought new computer software.

B recruited new members of staff.
C increased its range of customers.
27 How will the company organise the training?
A send staff to a college

B use current staff members
C employ external trainers
8 9
B1 Paper 1
Preliminary
Listening
Tapescript 7: What is the purpose of the meeting?

Part 1. Questions 1–8. F: We’ve got to fill those vacancies in research urgently.
That’s why today’s meeting’s so important.
1: Which chart is correct?
M: Yes, but the advertisement’s only just gone out. Why
M: … and I’m pleased to announce that we’ve had a small but discuss the interviews now?
steady increase in ice cream sales, in spite of the unusually
low temperatures in the last three months. We’ll see F: The closing date is next Friday. It will take us a day to look
whether this trend continues. at the applications. If we decide on the interview questions
today that’ll save time.
2: What kind of packaging do they decide to use?
8: Which chart shows the company’s market share this year?
F: What packaging do you recommend for the smaller type
of bottle? F: Is the company doing better this year?
M: Well, I’d wrap it in clear plastic and tie it at the top. M: It’s a mixed picture really. Sales have risen by about 50%,
which is excellent, but our total market share is down to
F: OK. But don’t you think a box would be better, perhaps 5%, from 20% last year.
with a pattern on it?
Part 2. Questions 9–15.
M: Boxes are dull and a pattern on the plastic would
look untidy. F: Human Resources, Helen speaking.
F: Right, we’ll do as you recommend. M: Hello. It’s Alan Thomas, phoning about the vacancies here
in Customer Services.
3: Where is Mike going to take the visitors first?
F: I’ll just take the details to put in the ad. It’s for five
F: Mike, could you show some people round the
telephone operators, isn’t it?
factory tomorrow?
M: It was five, but we’re busier now and also two staff are
M: Certainly. The usual tour – from reception to
leaving this week, so we need eight new people.
the warehouse?
F: OK. I’ll put that. And are these grade 1 posts, salary 14
F: They are particularly interested in our production
to 15,000?
techniques, so I would start there.
M: Starting salary is 14,000, but I need some people with
M: OK, and then through customer relations and into
experience, so we’ll pay up to 16,950. That’s the top of
the warehouse.
grade 2.
F: Thanks.
F: Fine.
4: Who is Anne going to write to?
M: Holidays, next.
M: Anne, that supplier we use has become very unreliable, and
F: The usual 21 days a year?
we’ve decided to look for another one.
M: Actually, the telephone staff are working longer shifts now,
F: Seems a good idea.
so they get an extra 12 days off a year. Together it’s 33
M: We don’t need to inform our clients, but could you send days.
a note round to all our departments when we’ve decided
F: OK. Do you have a reference number for these posts?
who to replace the supplier with?
M: Yes, it’s CS zero eight zero double one.
F: Yes of course.
F: Right. We’ll advertise next week, September the 7th. What
5: What’s the new time for the meeting?
start date shall I put? The 6th of October?
F: What time’s the MD back tomorrow?
M: I wanted them to start on the 1st, but your date is better.
M: Erm … just after lunch, I think. Why? So, put that.
F: Well, I’ve got a meeting tomorrow at a quarter past two, F: And will you be their line manager, Mr Thomas?
but I need to be here when the MD arrives – I’ll rearrange
M: They’ll actually report to Sue Blackmann, that’s double N.
my meeting for three.
F: And who can people contact?
M: Well, Paul’s coming to that meeting, and he has to
leave early. M: Sue. She’s on seven nine five double three five.
F: OK, I’ll make it a quarter to, then. F: Right ...
6: Which product has been the most successful?
M: Our sales figures show that toy trains haven’t done very
well, although we’ve sold a reasonable number of the
dolls. As for model cars, we’ve sold so many that we can’t
produce enough!
B1 Business Preliminary Tapescript 33

Part 3. Questions 16–22. M: Well, our own success, basically. Our customer base is
expanding all the time. Our staff …
M: OK, I just want to update you on our main plans for
promotion this autumn. The main campaign will of course F: … who are up to date with new computer applications …
be the pocket dictionary, but we also have a reasonable M: Yes, they’re OK for that, but they have to deal with all
budget for the new road map, which is coming out next these new clients. They’ll need a wider range of skills than
month, as you know. For both titles, we’ve already taken they have at the moment …
full-page adverts in Travel magazine and I’m also considering
space for the dictionary in that new monthly Reference F: We could contact the business school. Perhaps they could
Now. For window and general shop display, our designer has send us some of their trainers.
produced the wonderful stands you can see in the corner. M: Or what about the courses they run?
I’m sure you’ll agree that the orange is an improvement on
the green stands we had last year! Erm, we’re looking at a F: But then again, it seems a pity not to use our own
range of free gifts for handing out at exhibitions – currently training department.
on order are calendars and keyrings, but possibly in future M: Doing it ourselves, you mean? Well, yes … after all, it’s
larger things too, like umbrellas for major clients. I’d like the people here who know what we do best and can really
your views on that idea before I go ahead. Alison’s managed understand our needs.
to negotiate some air time on Radio East and I’m going to
visit a TV network on Friday – that’s more relevant to our F: I agree. OK, what’s next?
future titles though. Now, publicity material – everything is M: Um, there’s the printing of the new brochure.
listed in the annual catalogue, which will be ready to send to
booksellers in December. And talking of bookseller mailshots F: Is the basic information changing?
we’ve also got one going out in September, which will be our M: I shouldn’t think so but the whole thing really needs to
information sheet. Finally, I can confirm the venue for the look a bit better. The current one just doesn’t give the right
dictionary launch party, which is next month. Some of you idea at all …
know we were trying to get the university library, but in fact,
we’ve now booked the management centre, which will be F: Much too old-fashioned. Yes, a new presentation, a proper
excellent. Their catering is supposed to be very good … layout. What about out-of-date products?
M: Steve’s already taken them out. Now, do you want to talk
about the supplier situation?
F: There’s quite a lot to talk about. F: You mean the situation with Johnson’s?
M: Well Sue, it doesn’t matter if we don’t cover M: Yes, they’re just not giving us what we need. Their prices
everything today. have always seemed very reasonable, but the products
F: OK, David, let’s see how we go. aren’t good enough. There’s no point being cheap and on
time if we don’t actually get what we want.
M: Things are looking good, aren’t they?
F: Right, well, we need to deal with the situation. What
F: Definitely. I’m very pleased. We’ve gone beyond our sales contact have you had with them?
targets. Our share price is stable. And, of course, you know
Eurocom were going to move but they’ve chosen to keep M: I wrote to them twice last month, and it didn’t seem to
their contract with us after all. But winning the prize for have any real effect. We’ve looked at every order as it
British Exporter of the Year was the best thing, as far as comes in, so we already have a fairly clear picture of
I’m concerned. the problem.
M: On the other hand, there is the problem of rising costs. F: Hmm … I think you should start by ringing some other
firms, see if they can match Johnson’s deal. Then I’ll make
F: Yes, even though we avoided another rent increase … a decision.
M: But all those expensive newspaper advertisements … M: Right. Great, we did manage to discuss everything.
F: Yes, that’s the real problem. Although they are partly F: Yes, good.
balanced by the decrease in import duties.
M: Mmm … meanwhile, you want to limit our expenses
where possible?
F: Yes, certainly. Actually, the budget for entertaining clients
is fairly reasonable, and very necessary. It’s the cost of
phone calls that worries me. It seems far too high.
M: Everyone should be using email wherever possible if you
want to save on communications generally. Um, we’ve
already got cheaper paper from the printer’s, which is
a start.
F: True. Now on to training. We need to be clear where this
demand for training is coming from.
34
B1 Paper 1
Preliminary
Listening
Assessment
Answer key

1 C 9 8 16 road maps 23 A
2 A 10 16,950 17 travel 24 B
3 B 11 33 18 orange 25 C
4 C 12 CS08011 19 calendars 26 C
5 B 13 6th October 20 Radio East 27 B
2002 6/10/2002
6 A 21 information sheet 28 A
7 C 14 Blackmann management 29 A
22
15 795335 centre
8 A 30 C
B1 Business Preliminary Listening assessment 35

36
13364 13364
Do not write
Part 3 below here
Candidate Candidate 16 1 0
Name Number 16
17 1 0
Centre Centre 17
Name Number
18 1 0
Examination Examination 18
Title Details 19 1 0
19
Signature Date 20 1 0
20
21 1 0
Supervisor: If the candidate is ABSENT or has WITHDRAWN shade here 21
Business Preliminary Listening Candidate Answer Sheet 22 1 0
22
Instructions
Use a PENCIL (B or HB). Part 4
Rub out any answer you want to change with an eraser.
A B C
For Parts 1 and 4: 23
A B C
For example: 24
A B C
25
For Parts 2 and 3:
Write your answer clearly in CAPITAL LETTERS. A B C
26
Write one letter or number in each box.
A B C
For example: 27
A B C
28
Do not write
Part 1 Part 2 below here
A B C
A B C 9 1 0 29
1 9
A B C
A B C 10 1 0 30
2 10
A B C 11 1 0
3 11
A B C 12 1 0
4 12
A B C 13 1 0
5 13
A B C 14 1 0
6 14
A B C 15 1 0
7 15
A B C
8 Turn over for Parts 3 and 4
13364 13364
B1 Business Preliminary 12 mins
Speaking
tasks
The Speaking test consists of three parts. There are two candidates and two examiners. One examiner acts as both
interlocutor and assessor and manages the interaction either by asking questions or by providing cues for candidates.
The other acts as assessor only and does not join in the interaction.
Task types include short exchanges with the interlocutor; a mini-presentation by each candidate; a collaborative task which
candidates do together.
The task focus is exchanging personal and factual information, expressing and finding out about attitudes and opinions.
The interlocutor gives an impression mark based on a global achievement scale, while the assessor applies detailed
analytical scales and gives separate marks for Grammar, Vocabulary, Discourse Management, Pronunciation and
Interactive Communication.
Part Timing Task types Focus Format
The interlocutor encourages the

Conversation between
1 2 minutes. the interlocutor and
each candidate.
General interaction
and social language.
candidates to give information
about themselves and to express
personal opinions.
Organising a larger
5 minutes (including A ‘mini-presentation’ The candidates are given prompts
2 a 1-minute ‘long turn’
for each candidate).
by each candidate on
a business theme.
unit of discourse.
Giving information and
expressing opinions.
which generate a short talk on a
business-related topic.
Negotiating, collaborating, exchanging

Turn-taking (initiating information, expressing and justifying
3 5 minutes. and responding
appropriately)
information.
opinions, agreeing and/or disagreeing,
suggesting, speculating, comparing and
contrasting, and decision-making.
B1 Business Preliminary Speaking tasks 37

The three parts of the Speaking paper PART 3 Collaborative task
Format This part tests the candidates’ ability to communicate with one
another, negotiate, initiate, and respond in an appropriate way.
The paired format of the B1 Business Preliminary Speaking
test (two examiners and two candidates) offers candidates the Sample task and assessment criteria: pages 40,
opportunity to demonstrate, in a controlled but non-threatening 43 and 44.
environment, their ability to use their spoken language skills
effectively in a range of contexts. The test lasts 12 minutes. One The third part of the test is a conversation between the candidates.
examiner, the interlocutor, conducts the test and gives a global The interlocutor outlines a scenario and provides prompts in the
assessment mark for each candidate’s performance. The other, form of black and white pictures or written text to help the
the assessor, does not take any part in the interaction but focuses candidates. The candidates are asked to speak for about 2 minutes.
solely on listening to and making an assessment of certain aspects The interlocutor supports the conversation, as appropriate, and
of the candidates’ oral proficiency. then asks further questions related to the main theme. In this part
At the end of the Speaking test, candidates are thanked of the test, candidates are being tested on their ability to interact
for attending but are given no indication of the level of appropriately using relevant functional language and strategies.
their achievement.
The standard format is two examiners and two candidates, and Preparation
wherever possible this will be the form which the Speaking test
General
will take. In cases where there is an uneven number of
candidates at a centre, the last test of the session will be taken • Candidates can be prepared through the use of pair and group
by three candidates together instead of two. The test format, test activities in class as well as test practice material.
materials and procedure will remain unchanged but the timing
will be longer: 14 minutes instead of 12. • It may be necessary for teachers to explain the benefits of the
paired test format. The primary purpose is to sample a wider
The Speaking test consists of three parts, each of which is range of discourse than can be elicited from an individual
assessed. Throughout the test the interactional pattern will vary: interview, in particular allowing the assessment to focus on the
between the interlocutor and each candidate, between the two interactive nature of oral communication.
candidates, and among all three. The patterns of discourse vary
within each part of the test. By part
PART 1 Interview PART 1
This part tests the candidates’ ability to respond to questions and to
express opinions. • Part 1 of the test is in an interview format. Classroom activities
such as pair or group work where candidates exchange
information are useful preparation for this part of the test.
Assessment criteria: page 44.
• Practice of simple repair strategies such as asking for repetition
In the first part of the test, the interlocutor addresses each or clarification is useful.
candidate in turn and asks them questions about themselves and
their opinions. The questions will be slightly different for each PART 2
candidate, and candidates are not addressed in strict sequence.
In this part of the test, candidates are being tested on their ability • Part 2 requires a longer turn. Classroom activities that encourage
to talk briefly about themselves, to provide concise information longer contributions prepare candidates for this part of the test.
on where they come from and their job/studies. Candidates Discussions as well as short talks or presentations are ideal.
are then required to perform simple functions such as agreeing
• Preparation might also include a focus on simple discourse
and disagreeing, and expressing opinions and preferences in the
markers and connectors.
second part of Part 1, which focuses on a business-related topic.
PART 2 Long turn PART 3
This part tests the candidates’ ability to sustain a ‘long turn’. • Part 3 is a discussion. Classroom activities which encourage
candidates to interact well with each other, such as pair and
Sample task and assessment criteria: pages 39–42 group work, are good preparation.
and 44.
• Candidates should be encouraged to interact appropriately by
The second part of the test is a ‘mini-presentation’. In this part, taking turns to speak.
each candidate is given a choice of two topics and has 1 minute to • It is also a good idea to encourage students to change partners
prepare a piece of extended speech lasting approximately 1 minute. in class so that they grow accustomed to interacting with a
After each candidate has finished speaking the next candidate is variety of people, some of whom they do not know well.
asked which of the bullet points they think is the most important.
In this part of the test candidates are being tested on their ability to • Practice of particular functions such as giving opinions, agreeing
sustain their talk accurately and appropriately. and disagreeing, etc. is also useful.
38
B1 Preliminary
Speaking
Tasks are included from Parts 2 and 3 of the Speaking test,

together with the interlocutor frame for these parts.
Material is not included for Part 1, in which the interlocutor asks
the candidates questions directly, rather than asking them to
perform a task (see page 38 for further information).
BEC PRELIMINARY SPEAKING
Sample Part 2 Example 1 Candidate card
41
b e c h a n d b o o k | p r e l i m i n a r y – s p e a k i n g | sa m p l e ta s k s
1
A: What is important when…?
B: What is important when…?

Choosing a part-time job
Attending a conference
Responsibilities
Working hours
Topics
Venue
Cost
Pay
x
B1 Business Preliminary Speaking sample paper 39

40
Sample Part 3 Candidate card
2 1
Gifts
x calendar
x diary
x t-shirt
A: What is important when…? x calculator
x golf umbrella
Joining a computer skills course
x wall clock
x Course materials x pens
x baseball caps
x Trainer
x Number of participants in group
Choosing a delivery company
x Speed of service
x Cost
x Personal recommendation
b e c h a n d b o o k | p r e l i m i n a r y – s p e a k i n g | sa m p l e ta s k s 43
42 b e c h a n d b o o k | p r e l i m i n a r y – s p e a k i n g | sa m p l e ta s k s
BEC PRELIMINARY SPEAKING BEC PRELIMINARY SPEAKING
Sample Part 2 Example 1 Interlocutor frame Sample Part 2 Example 1 Interlocutor frame
1
PART 2 5 minutes (6 minutes for groups of three)
Now, in this part of the test, I’m going to give each of you a choice of two Choosing a part-time job
different topics. I’d like you to choose one topic and give a short
presentation on it for about a minute. You will have a minute to prepare this x Working hours
and you can make notes if you want.
x Responsibilities
All right? Here are your topics. Please don’t write anything on the booklet.
[Hand each candidate a Part 2 booklet (open at appropriate task) and a pencil and x Pay
paper for notes.]
60
seconds Back up Are working hours important? (Why?/Why not?)
Now, B, which topic have you chosen, A or B? questions
Are the responsibilities important? (Why?/Why not?)
Would you like to show A your task and tell us what you think is important
B1 Business Preliminary Speaking sample paper

when [interlocutor states candidate’s chosen topic]? How important is the pay? (Why?/Why not?)
about Select from the following additional prompts (if the above have already been covered):
60 seconds
How important is the location of the job? (Why?/Why not?)
Thank you. Now, A, which do you think is most important: [interlocutor reads
out bullet points]? How important are colleagues? (Why?/Why not?)
Is it important that the work is interesting? (Why?/Why not?)
Thank you. Now, A, which topic have you chosen, A or B?

Would you like to show B your task and tell us what you think is important
when [interlocutor states candidate’s chosen topic]?
about
60 seconds B: What is important when…?
Thank you. Now, B, which do you think is most important: [interlocutor reads Attending a conference
out bullet points]?
x Topics
Thank you. x Venue
x Cost
Can I have the booklets, please?
[Retrieve Part 2 booklets, pencils and paper.]

Back up Are the topics important? (Why?/Why not?)
questions
Is the venue important? (Why?/Why not?)
How important is the cost? (Why?/Why not?)
Select from the following additional prompts (if the above have already been covered):
Is it useful to know who the speakers are? (Why?/Why not?)
Is the number of people attending important? (Why?/Why not?)
B1 Paper
Is the length of the conference important? (Why?/Why not?)

Speaking
1
Preliminary
41
42
Sample Part 2 Example 2 Interlocutor frame

2
Now, in this part of the test, I’m going to give each of you a choice of two Joining a computer skills course
different topics. I’d like you to choose one topic and give a short
presentation on it for about a minute. You will have a minute to prepare this x Course materials
and you can make notes if you want.
All right? Here are your topics. Please don’t write anything on the booklet. x Trainer
[Hand each candidate a Part 2 booklet (open at appropriate task) and a pencil and x Number of participants in group
paper for notes.]
60
seconds
Back up Are course materials important? (Why?/Why not?)
Now, B, which topic have you chosen, A or B? questions
Would you like to show A your task and tell us what you think is important Is it important who the trainer is? (Why?/Why not?)
when [interlocutor states candidate’s chosen topic]? How important is the number of participants in the group? (Why?)
about Select from the following additional prompts (if the above have already been covered):
60 seconds
Are opportunities to get qualifications essential? (Why?/Why not?)
Thank you. Now, A, which do you think is most important: [interlocutor reads
out bullet points]? How important is cost?
Is it important how long each lesson is?
Thank you. Now, A, which topic have you chosen, A or B?

Would you like to show B your task and tell us what you think is important
when [interlocutor states candidate’s chosen topic]?
about
60 seconds
Thank you. Now, B, which do you think is most important: [interlocutor reads
out bullet points]?
Choosing a delivery company
x Speed of service
Thank you.
x Cost
Can I have the booklets, please? x Personal recommendation
Back up Is speed of service important? (Why?/Why not?)

questions
How important is cost? (Why?/Why not?)
Are personal recommendations important? (Why?/Why not?)
How important are discounts?
Is it important for the delivery company to include insurance? (Why?/Why not?)
How important is the size of the delivery company? (Why?/Why not?)
BEC PRELIMINARY SPEAKING BEC PRELIMINARY SPEAKING
Sample Part 3 Interlocutor frame Sample Part 3 Interlocutor frame
1
Gifts
Now, in this part of the test you are going to talk about something together.
I’m going to describe a situation. x calendar
x diary
A large company is choosing some gifts to help promote their company.
Talk together for about 2 minutes about the different gifts and decide which
x t-shirt
3 would be the most suitable. x calculator
x golf umbrella
Here are some ideas to help you.
x wall clock
[Place the Part 3 booklet open at task 1 in front of the candidates so that they can x pens
both see it.]
x baseball caps
I’ll describe the situation again.
B1 Business Preliminary Speaking sample paper

A large company is choosing some gifts to help promote their company.
Talk together for about 2 minutes about the different gifts and decide which
3 would be the most suitable.
Now talk together. Please speak so that we can hear you.

about
2 minutes
Can I have the booklet, please?
[Retrieve Part 3 booklet.]
[Select one or more of the following questions, as appropriate, to redress any

imbalance between candidates in Part 3, or to extend the discussion.]
x What kind of gift would you find the most useful? (Why?)
x Do you think promotional gifts should be expensive? (Why?/Why not?)
x Who should companies give promotional gifts to? (Why?)
x Why is it important for companies to give gifts to their clients?
x What other ways are there to promote a company?
Thank you. That is the end of the test.

B1 Paper
Speaking
1
Preliminary
b e c h a n d b o o k | p r e l i m i n a r y – s p e a k i n g | sa m p l e ta s k s
43
49
Assessment
Examiners and marking Assessment scales
The quality assurance of Speaking Examiners (SEs) is managed Throughout the test candidates are assessed on their own individual
by Team Leaders (TLs). TLs ensure that all examiners successfully performance and not in relation to each other. They are awarded
complete examiner training and regular certification of procedure marks by two examiners: the assessor and the interlocutor. The
and assessment before they examine. TLs are in turn responsible assessor awards marks by applying performance descriptors from
to a Professional Support Leader (PSL) who is the professional the analytical assessment scales for the following criteria:
representative of Cambridge English for the Speaking tests in a • Grammar and Vocabulary
given country or region.
• Discourse Management
Annual examiner certification involves attendance at a face-to- • Pronunciation
face meeting to focus on and discuss assessment and procedure, • Interactive Communication.
followed by the marking of sample Speaking tests in an online
environment. Examiners must complete standardisation of The interlocutor awards a mark for global achievement using the
assessment for all relevant levels each year and are regularly global achievement scale.
monitored during live testing sessions.
Assessment for B1 Business Preliminary is based on performance
across all parts of the test, and is achieved by applying the
relevant descriptors in the assessment scales.
44
B1 Preliminary
Speaking
B1 Business Preliminary Speaking Examiners use a more detailed version of the following assessment scales, extracted from the overall
Speaking scales on page 122.
Interactive
B1 Grammar and Vocabulary Discourse Management Pronunciation
Communication
5 Shows a good degree of Produces extended stretches Is intelligible. Initiates and responds
control of simple grammatical of language despite some appropriately.
Intonation is generally
forms, and attempts some hesitation.
appropriate. Maintains and develops the
complex grammatical forms.
Contributions are relevant interaction and negotiates
Sentence and word stress is
Uses a range of appropriate despite some repetition. towards an outcome with
generally accurately placed.
vocabulary to give and Uses a range of cohesive very little support.
exchange views on familiar devices. Individual sounds are
topics. generally articulated clearly.

3 Shows a good degree of Produces responses which Is mostly intelligible, and has Initiates and responds
control of simple grammatical are extended beyond short some control of phonological appropriately.
forms. phrases, despite hesitation. features at both utterance
Keeps the interaction going
and word levels.
Uses a range of appropriate Contributions are mostly with very little prompting
vocabulary when talking about relevant, but there may be and support.
familiar topics. some repetition.
Uses basic cohesive devices.

1 Shows sufficient control of Produces responses which Is mostly intelligible, Maintains simple exchanges,
simple grammatical forms. are characterised by short despite limited control of despite some difficulty.
phrases and frequent phonological features.
Uses a limited range of Requires prompting and
hesitation.
appropriate vocabulary to support.
talk about familiar topics. Repeats information or
digresses from the topic.
0 Performance below Band 1.
B1 Global achievement
5 Handles communication on familiar topics, despite some hesitation.
Organises extended discourse but occasionally produces utterances that lack coherence, and some inaccuracies and
inappropriate usage occur.
3 Handles communication on familiar topics, despite hesitation.
Constructs longer utterances but is not able to use complex language except in well-rehearsed utterances.
1 Conveys basic meaning on very familiar or highly predictable topics.
Produces utterances which tend to be very short – words or phrases – with frequent hesitation and pauses.
A Speaking assessment glossary of terms is available on pages 124–125.
B1 Business Preliminary Speaking assessment 45

B2 Business Vantage 1 hour
Reading
tasks
The paper consists of a range of business-related texts and accompanying tasks. A text may consist of several short sections.
There are five parts. Parts 1 to 3 test candidates’ reading comprehension. Parts 4 and 5 test candidates’ understanding of the
meaning of written English at word, phrase, sentence and paragraph level.
Candidates indicate answers by shading a box or writing a word on a machine-readable answer sheet.
Number of Number of
questions marks
Matching task involving one continuous
1 7 7 Matching
Scanning and reading
for gist.
text divided into four sections or four
short informational texts, approximately
250–350 words in total.
Single text: article, report, etc. with

2 5 5 Matching
Understanding
text structure.
sentence-length gaps. Whole text
approximately 450–550 words in total.
Reading for gist and
Single text of approximately
450–550 words.
A single informational text with lexical

4 15 15 Multiple-choice
cloze
Vocabulary and
structure.
gaps (text including gapped words
approximately 200–300 words).
Understanding sentence Short text (approximately 150–200

5 12 12 Proofreading structure and error
identification.
words). Identification of additional
unnecessary words in text.
Total 45 45
46
B2 Vantage
Reading
The five parts of the Reading paper PART 3 4-option multiple choice
PART 1 Matching In this part, there is an emphasis on reading for gist and specific
information.
In this part, there is an emphasis on scanning and reading for gist.
Sample task and answer key: pages 49 and 54. Sample task and answer key: pages 51 and 54.
Each correct answer in Part 1 receives 1 mark. Each correct answer in Part 3 receives 1 mark.
This task consists of a text accompanied by 4-option multiple-

This is a matching task. There are four short texts on a related choice questions. The stem of a multiple-choice question may
theme (e.g. descriptions of a group of products, or advertisements take the form of a question or an incomplete sentence. There are
for jobs) or a single text divided into four sections. Sources of six questions, which are placed after the text. Sources of original
original texts may be the general and business press, company texts may be the general and business press, company literature
literature and books on topics such as management. Texts may be and books on topics such as management. Texts may be edited,
edited, but the source is authentic. Although the context of each but the source is authentic.
text is similar, there is also information that is particular to each
text. The texts are labelled A–D. Candidates are presented with a
PART 4 4-option multiple-choice cloze
set of seven statements or phrases related to the texts. They are
expected to match each one to the relevant text. This part tests the candidate’s understanding of vocabulary
and structure.
Questions in this part tend to focus mostly on the identification
of specific information and detail, although some questions may
focus on gist.
PART 2 Matching Each correct answer in Part 4 receives 1 mark.
In this part, there is an emphasis on understanding text structure. This is a multiple-choice cloze with 15 gaps, most of which test
lexical items, and may focus on correct word choice, lexical
Sample task and answer key: pages 50 and 54. collocations and fixed phrases. The texts chosen for this part
come from varied sources but they all have a straightforward
Each correct answer in Part 2 receives 1 mark. message or meaning, so that candidates are being tested on
vocabulary and not on their comprehension of the passage. Texts
This is a matching task, comprising a text that has had six may be edited, but the source is authentic.
sentences removed from it, and a set of seven sentences labelled
A–G. Candidates are required to match each gap with the PART 5 Proofreading
sentence which they think fits in terms of meaning and structure. This part tests the candidate’s understanding of sentence structure
The first gap is always given as an example so that candidates and their ability to identify errors.
have five gaps left to complete. When the task is completed, one
sentence remains, which is not used. Sample task and answer key: pages 53 and 54.
The texts for this part are chosen because of their clear line of
thought or argument, which can still be discerned by the reader Each correct answer in Part 5 receives 1 mark.
with the sentences removed. Only one sentence fits each gap.
Sources of original texts may be the general and business press, In this task, candidates identify words that have been introduced
company literature and books on topics such as management. into a text in error.
Texts may be edited, but the source is authentic.
This exercise is related to the ‘real-world’ task of checking a text
This part tests understanding of text structure as well as meaning, for errors, and suitable text types therefore might be letters,
and the gaps are reasonably far apart so that candidates can publicity materials, articles, etc. The text contains 12 numbered
successfully anticipate the appropriate lexical and grammatical lines, which are the test questions. Further lines at the end may
features of the missing sentence. Candidates can be expected to complete the text, but these are not test questions. Sources of
be tested on a variety of cohesive features with either a backward original texts may be the general and business press, company
or a forward reference or both, sometimes going beyond sentence literature and books on topics such as management. Texts may be
level. Thus, while selecting the appropriate sentence for a gap, edited, but the source is authentic.
they should read before and after the text to ensure that it fits
well. At the end of this part, they should read through the entire
text, inserting the gapped sentences as they go along, to ensure
Preparation
that the information is coherent. General
• Make sure that the students read as widely as possible in class
texts from authentic sources such as business magazines and
students to interact fully with each text by focusing on
pre-reading questions. These stimulate interest in the topic dealt
with by the text and train students in prediction techniques.
• It is useful for students to refer to dictionaries and grammar
books while studying. However, they should also be encouraged
B2 Business Vantage Reading tasks 47

to read texts without thinking that they need to understand every PART 2
word. They are not allowed to use a dictionary in the examination
and they should be trained to try to guess the meaning of • This task requires an overt focus on cohesion and coherence to
unknown words from the context. Students sometimes spend too which many students may not be accustomed.
long processing the text at word level rather than trying to get a • It is helpful for students to reassemble texts that have been cut
more ‘top down’ view of what it is about. up, discussing why texts fit together as they do.
• It is important to make sure that the students are familiar with • It is useful for students to discuss why sentences do or do not
the standard format of the test by going through the sample fit together.
materials with them. • Students can benefit from altering the cohesion of texts to
make sentences that do not fit together do so, and vice versa.
• Make sure that the students are familiar with the instructions
on the front page of the question paper, and for each part • Since culture affects discourse, including the order of argument
of the test. They should also be familiar with the technique development, discussions exploring this are beneficial.
of indicating their answer on the separate answer sheet, so • The cut and paste functions of word-processing, where
that they can do this quickly and accurately. They will need to available, can be exploited for this task.
be shown how to do this and to practise in a timed exercise.
They need to think about the relative merits of transferring PART 3
their answers onto the answer sheet at the end of each task
or waiting until the end of the test. If they find it difficult to • Multiple-choice questions are a familiar and long-standing type
complete the parts in the time allowed, it may be wiser to of test; here they are used to test opinion and inference rather
transfer answers after each part. than straightforward facts.
• Correct answers are not designed to depend on simple
• When students are familiar with the different task types, it is a word-matching, and students’ ability to interpret paraphrasing
good idea to discuss which parts take them longer to complete. should be developed.
Following this discussion, you may wish to suggest possible
timings for each task. Students may prefer to attempt tasks • Students should be encouraged to pursue their own
which they find easier first. The outcome of the discussion will interpretation of relevant parts of the text and then check their
also help you to decide which sections of the paper to focus on idea against the options offered, rather than reading all the
for further practice and may lead on to assistance with faster options first.
reading strategies. • It could be useful for students to be given perhaps one of the
wrong options only, and for them to try to write the correct
answer and another wrong option.
By part
PART 1 PART 4
• Present students with sets of related short texts (e.g. job • It is important for students to appreciate that the correct
advertisements for hotels) from newspapers, magazines answer in each case is correct in relation to the gap itself, rather
and brochures. than in relation to the other three options.
• Longer texts may also be divided into subheaded sections. • It is worth emphasising that this task tests lexical and
collocational knowledge, and that the best (if not the only)
• Students should be encouraged to identify facts or ideas route to this knowledge is to read widely within the kinds of
within each text, describing how the texts are similar and what texts that the task employs.
differences they contain.
• It is worth discussing what aspects of linguistic knowledge are
• The register or style of the task sentences is likely to differ tested (collocations, fixed phrases, register, etc.).
from that of the texts, and students should be given practice
in recognising the same information in different styles, e.g. by • It might be useful to give students gapped texts and have them
rewriting advertisements in objective prose. produce alternative words which fit or do not fit the gaps.
• The task is designed to go beyond simple word-matching, and • Any vocabulary-building activity is likely to be helpful in
students will need to practise paraphrasing. preparing for this task.
• Activities that help students to identify target information from PART 5

otherwise superfluous text (e.g. choosing what to watch from
television listings) would be beneficial. • Students should be reminded that this task represents a ‘real-
world’ task.
• Above all, students should treat the task as an example of
information-processing skills which are frequently employed in • Any work on error analysis is likely to be helpful for this task.
social and professional life.
• A reverse of the exercise (giving students texts with missing
words) might prove beneficial.
48
56
BEC
PART
PARTONE
ONE
Questions
Questions1 1– –7 7
AA
Market
Part
Marketawareness
awarenessofofthe
themobile
mobiletelephone
telephonehas
hasexploded
explodedand
andthe
theretailer
retailerwho
whospecialises
specialises
ininmobile
mobilephones
phonesisisseeing
seeinggrowth
growthlikelikenever
neverbefore.
before.Admittedly,
Admittedly,some
somecustomers
customersbuybuy
• • Look
Lookatatthe
thestatements
statementsbelow
belowand
andthe
thecomments
commentsgiven
givenononthe
theopposite
oppositepage
pagebybymobile
mobilephone
phone their
theirfirst
firstmobile
mobilephonephoneininthe thesupermarket,
supermarket,but butfor
foradvice,
advice,add-ons
add-onsandandparticular
particular
retailers.
retailers. services
servicesthey
theyturn
turntotothe
thespecialist.
specialist.There
Thereare
area alarge
largenumber
numberofofmobile
mobilephone
phoneretailers
retailersand
and
• • Which
Whichsection
section(A, doeseach
(A,B,B,CCororD)D)does eachstatement referto?
statement1 1– –7 7refer to? I can’t
I can’thelp
helpbut butfeel
feelthe
themarket
marketonly
onlyhas
hasroom
roomfor
forfour
fourplayers.
players.Undoubtedly,
Undoubtedly,customer
customer
BECVANTAGE
• • For service
serviceisisthe
thefactor
factorthat
thatdifferentiates
differentiatesoperators
operatorsand
andI think
I thinkthis
thisyear
yearwe
wewill
willprobably
probablysee
see
Foreach
eachstatement markone
statement1 1– –7,7,mark oneletter
letter(A, yourAnswer
(A,B,B,CCororD)D)ononyour AnswerSheet.
Sheet.
rationalisation
rationalisationininthe
thesector.
sector.
• • You
Youwill
willneed
needtotouse
usesome
someofofthese
theseletters
lettersmore
morethan
thanonce.
once.
56 bbeecc hhaannddbbooookk | | va
Part 11 (questions
BB
Example:
Example:
When
WhenI Ifirst
firststarted
startedininthe theindustry,
industry,mobile
mobile people
people come
come into
into the
the market.
market. This
This will
will
(questions 1–7)
the
1–7)
00 theextent
extenttotowhich
whichmobile
mobilephones
phoneshave
havechanged
changedininsize
size phones continue,
phoneswere
wereretailing
retailingatata thousand
a thousandpounds
poundsand
and continue,and
andwhile
whileretail
retaildealers’
dealers’profits
profitswill
will
VANTAGE READING
READING
A B C D were
wereasaslarge
largeasasbox
boxfiles.
files.Now,
Now,prices
pricesare
are bebeaffected
affecteddramatically,
dramatically,network
networkproviders
providers
A B C D
B2 Business Vantage Reading sample paper

00
constantly
constantlybeing
beingdriven
drivendown
downand
andhandsets
handsetsare
are will
willhave
havetotogenerate
generatemore
morerevenue
revenuebybyoffering
offering
considerably
considerablymore
morecompact.
compact.There
Thereisisintense
intense internet
internetprovision
provisionand
anddata
dataservices
servicestotothe
the
competition
competitionbetween
betweenthe
thenetwork
networkproviders,
providers, mobile
mobileuser.
user.
and
andevery
everytime
timethey
theylower
lowertheir
theirtariffs,
tariffs,more
more
theneed
1 1 the needforforretail
retailstaff
stafftotostay
stayinformed
informedabout
aboutthe
themobile
mobilephones
phonesthey
theyare
areselling
selling
thebelief
2 2 the beliefthat
thatthe
themarket
marketwill
willnot
notsustain
sustainthe
thepresent
presentnumber
numberofofmobile
mobilephone
phoneretailers
retailers
CC
Over
Overa afew
fewyears,
years,prices
priceshave
havedropped
droppedsharply
sharplyand
andtechnological
technologicaladvances
advanceshave havemeant
meant
theuse
3 3 the useofofmobile
mobilephones
phonesnonolonger
longerbeing
beingrestricted
restrictedtotoa aspecific
specificgroup
groupofofpeople
people
ntag e – r e a d i n g | sa m p l e pa p e r
products
va ntag e – r e a d i n g | sa m p l e pa p e r
productshave
havechanged
changed– –and
andare
arechanging.
changing.Successful
Successfulretailers
retailersmust
musttrytrytotokeep
keeponontop
topofof
these
thesedevelopments
developmentsandandinvest
investininthe
thetraining
trainingofofemployees
employeessosothey
theyare
areable
abletotooffer
offerimpartial
impartial
therelationship
4 4 the relationshipbetween
betweencharges
chargesand
andthe
thenumber
numberofofmobile
mobilephone
phoneusers
users
advice
advicetotocustomers.
customers.E-commerce
E-commerceisistakingtakingoffoffbut
butthis
thiswon’t
won’tnecessarily
necessarilyreplace
replacetraditional
traditional
retail
retailoutlets.
outlets.InInorder
ordertotostand
standout,
out,you
youneed
needinnovative
innovativeideas
ideasononcustomer
customerservice.
service.WeWedon’t
don’t
negativeview
5 5 a anegative viewofofcompeting
competingmobile
mobilephone
phoneretailers
retailers
believe in criticising other retailers, but there’s nothing particularly exciting out there
believe in criticising other retailers, but there’s nothing particularly exciting out thereatat
present.
present.
comparisonbetween
6 6 a acomparison betweenchange
changeininthe
themobile
mobilephone
phoneindustry
industryand
andthat
thatinina adifferent
differentsector
sector
thoseservices
7 7 those servicesavailable
availableatatmobile
mobilephone
phoneoutlets
outletsthat
thatare
arenot
notprovided
providedbybyother
otherretailers
retailers
DD
The
Themobile
mobilephone
phonebusiness
businessis isbehaving
behavinglike
likethe
the but
butclearly
clearlyallallthe
themain
mainmobile
mobilephone
phoneretailers
retailers
internet industry in take-up and the pace
internet industry in take-up and the paceofof have succeeded in taking the industry
have succeeded in taking the industryforward.
forward.
innovation,
innovation,and
andit’sit’simportant
importantnot
nottotobebeleft
left Growth
Growthhas
hasaccelerated
acceleratedrapidly
rapidlyand
andthe
themobile
mobile
behind.
behind.We
Wemustmustcontinue
continuetotoinnovate
innovateinin telephone
telephonehashaschanged
changedfromfromsimply
simplybeing
beinga a
delivering
deliveringthe
theproduct
producttotothe
thecustomer.
customer.InIn business
business tool,
tool, toto being
being a a means
means ofof
terms
termsofofservice
serviceprovision,
provision,you
youcancandraw
draw communication
communicationforforeveryone.
everyone.
comparisons
comparisonsbetween
betweenususand
andour
ourclosest
closestrival,
rival,
B2
Paper
Reading
1
Turn
TurnOver
Over
Vantage
22 33
49
50
PART TWO
PARTTWO Example:
Example:
Questions
Questions8 8– –1212
A A B B CC DD E E F F GG
00
• • Read
Readthe
thearticle
articlebelow
belowabout
abouta asurvey
surveyofofbusinesswomen
businesswomenstaying hotels.
stayingininhotels.
• • Choose
Choosethe
thebest
bestsentence
sentencefrom
fromthe
theopposite
oppositepage
pagetotofillfilleach
eachofofthe gaps.
thegaps.
Thehotel
AA The hotelstaff
staffassumed
assumedthey
theyshould
shouldbebe Makingsure
E E Making surethat
thatfacilities guest
facilitiesininguest
• • For
Foreach
eachgap 12,mark
gap8 8– –12, markone
oneletter yourAnswer
letter(A(A– –G)G)ononyour Sheet.
AnswerSheet. booked
bookedinto
intothe
thesame room.
sameroom. bedrooms
bedroomscater
caterequally
equallyforforthe
theneeds
needsofof
once. male
maleand
andfemale
femaleguests
guestsisisone
onesuch idea.
suchidea.
• • Do
Donot
notuse
useany
anyletter
lettermore
morethan
thanonce.
• • There
Thereisisananexample
exampleatatthe
thebeginning, (0).
beginning,(0).
Butthere
BB But thereisisclear
clearevidence
evidencethat
thatthings are
thingsare Mostofofthe
F F Most thewomen,
women,when questioned
whenquestioned
slowly improving.
slowlyimproving. further,
further,thought
thoughtthat
thatthe
thereason this
reasonforforthis
was
wasthat
thatthey
theywere
werefemale
femaleand travelling
andtravelling
Thiswould
CC This wouldenable
enablewomen
womentotomakemakeanan alone.
alone.
Hotels
HotelsFailing Businesswomen
FailingBusinesswomen informed
informedchoice
choiceabout
abouta ahotel,
hotel,and they
andthey
Hoteliers
Hoteliers should
should take
take note
note because
because they they are
are facing
facing choose
choosetotositsittogether
togetherover
overa ameal,
meal,was further
wasa afurther would
wouldnotnotbebeplaced
placedininthe uncomfortable
theuncomfortable Thisisisevident
GG This evidentfrom
fromthe
theresults
resultsofofa a
serious
seriouscriticism!
criticism!Women
Womenaccountaccountforformore morethanthan suggestion.
suggestion. Guests
Guests inin the
the dining
dining room
room would
would then
then poor
position
positionofofhaving
havingtotocomplain
complainabout
aboutpoor questionnaire
questionnairedistributed
distributedtotohotel
hotelguests
guestsbyby
half
halfofofallallbusiness
businesstravellers,
travellers,but buthotels hotelsare not
arenot have
have the
the opportunity
opportunity toto meet
meet upup with
with others
others who
who
service.
service. the
theBusiness
BusinessTravel Association.
TravelAssociation.
doing
doing enough
enough forfor them.
them. (0) . These
(0). . ....G. . .G. .... ... These show
show might,
might,forforexample,
example,bebeattending
attendingthe thesamesame
that the number of complaints made
that the number of complaints made about the way about the way conference, or have the same business
conference, or have the same business interests.interests.
women
women guests
guests areare treated
treated is is increasing.
increasing.
the advisableforforthem
DD It Itisisadvisable themtotododothis during
thisduring
Wendy
WendyManning,
Manning,executive
executivemanagermanagerofofthe
The
The Bartonsfield
Bartonsfield Hotel
Hotel inin London
London also
also conducted
conducted aa Bartonsfield
Bartonsfield Hotel,
Hotel, agreed
agreed with
with the
the Business
Business Travel
Travel their
theirstay
stayrather
ratherthan
thanwaiting
waitinguntil they
untilthey
recent
recentsurvey
surveyofofUK UKbusinesswomen,
businesswomen,which which Association
Associationthat
thathotel
hotelstar
starratings
ratingsshould shouldbebe
check out.
checkout.
reveals that 70% feel they
reveals that 70% feel they receive an inferior receive an inferior influenced
influencedbybythe
thelevel
levelofofservice
servicethey theyoffer
offertoto
service.
service. . The
(8). . ........ ... The
(8) attitude
attitude ofof hotel
hotel staff
staff made
made female business guests. (11) . . . . . . . ‘Our
female business guests. (11) . . . . . . . ‘Our survey survey
them
them feel
feel outout ofof place
place inin public
public areas;
areas; forfor example,
example, highlighted
highlightedthe theunwillingness
unwillingnessofofmanymanywomen
womentoto
62%
62% chose
chose toto eat eat inin their
their rooms
rooms because
because they
they were
were airairtheir
theirviews
viewsif ifthey
theyare
aretreated
treatedbadly,’ Wendy
badly,’Wendy
made
madetotofeelfeeluncomfortable
uncomfortablebybystaff staffwhen dining
whendining Manning
Manning pointed
pointed out.
out.
alone.
alone.(9)(9). . ........ . .. Four
. Fouryears
yearsago,
ago,forforexample,
example,a a
significant AA group
group ofof influential
influential businesswomen
businesswomen recently
recently met
met
similar
similarsurvey
surveyhad hadrevealed
revealedthat
thata asignificant
number women travelling alone and wishing totodiscuss
discussthe theresults
resultsofofthe theBusiness
BusinessTravel Travel
number ofofwomen travelling alone and wishing toto
use the hotel restaurant were actually turned away. Association
Associationquestionnaire.
questionnaire.They Theysuggested
suggestedthat that
use the hotel restaurant were actually turned away.
businesswomen
businesswomenshould shouldnot nothesitate
hesitatetotomake makeit it
Many
Many ofof the
the suggestions
suggestions forfor improved
improved services
services putput clear
clearif ifthey
theyhave
havea aproblem.
problem.(12) . Once
(12). . ........ . .. Once
forward
forwardbybythe theBusiness
BusinessTravel TravelAssociation
Associationareare clients
clients havehave gone,
gone, it it
is is
allall
tootoo easy
easy forfor
the the issueissuetoto
relatively
relativelysimple. (10). . ........ . .. .Placing
simple.(10) Placingtables
tablesinin bebeignored
ignoredbybyhotelhotelmanagers,
managers,and andit itwill
willalso alsobebe
restaurants
restaurants inin a way
a way that
that allows
allows the
the head
head waiter
waiter toto forgotten
forgottenbybythe theoverworked
overworkedbusiness executives
businessexecutives
introduce
introduceguests
gueststotooneoneanother, another,sosothey can
theycan themselves.
themselves.
BEC
Part 2
BEC VANTAGE
(questions
Turn Over
TurnOver
b e c h a n d b o o k | va ntag e – r e a d i n g | sa m p l e pa p e r
44 55
57
57
VANTAGE READING
8–12)
READING
58
58
BEC
PART THREE
PARTTHREE
Accordingtotothe
1313 According thetext,
text,the
theend
endofofa aproduct’s
product’slife
lifecycle
cycleisismarked
markedbyby Part
Questions
Questions1313– –1818
sharprise
AA a asharp riseininproduction costs.
productioncosts.
• • Read
Readthe
thearticle
articlebelow
belowabout
aboutproduct
productlife
lifecycles
cyclesand
andthe
thequestions
questionsononthe
theopposite page.
oppositepage. B the product becoming outdated.
B the product becoming outdated.
answer increaseinincustomer
CC ananincrease complaints.
customercomplaints.
• • For
Foreach
eachquestion 18,mark
question1313– –18, markone
oneletter
letter(A, yourAnswer
(A,B,B,CCororD)D)ononyour AnswerSheet
Sheetforforthe
theanswer
choose. lesssupport
DD less supportfrom
fromsales management.
salesmanagement.
you
youchoose.
BECVANTAGE
Whatdoes
1414 What doesthe
thewriter
writersay
sayabout
aboutsales
salesmanagement
managementininthe
thefirst paragraph?
firstparagraph?
Part 33 (questions
Companiesshould
AA Companies shouldspend
spendmore moretime
timeonontheir
theirsales planning.
salesplanning.
Strategy Thereare
BB There aremany
manymanagers
managerswho whoneed
needtotoimprove
improvetheir
theirsales performance.
salesperformance.
Product
ProductLife
LifeCycles
Cyclesand
andSales
SalesStrategy
Mostsales
CC Most salesmanagers
managersfail
failtotorecognise
recognisewhich
whichstage
stagea aproduct
producthas reached.
hasreached.
sales unit cycle.
VANTAGE READING
OneOneofofthethemost mostimportant
importantconcepts conceptsininsales compile
compilethis thisinformation
informationfrom fromthetherecords
recordsofofunit Thesales
DD The salesapproach
approachshould
shouldchange
changewith
witheach
eachphase
phaseofofthe
theproduct
productlife
lifecycle.
READING
management
management andand marketing
marketing is is that
that ofofthethe product
product lifelife sales.
sales.
(questions 13–18)
Unfortunately, unit sales not complete story

13–18)
cycle.
cycle.This Thisis isa ahistorical
historicalrecord
recordofofthethelife lifeofofa a Unfortunately, unit sales arearenot thethe
complete story

product, showing the stage in its
product, showing the stage in its life the product haslife the product has asas
it it
is is
unitunit profit
profit that
that is is
thethe decisive
decisive factor,
factor, although
although
reached
reachedat ata particular
a particulartime.
time.ByByidentifying
identifyingthethestage stage this is not always recorded accurately.
this is not always recorded accurately. It is this figure It is this figure Accordingtotothe
thetext,
text,a agreater
greatersales
saleseffort
effortisisrequired
requiredforfora aproduct when
productwhen
1515 According
that
thata aproduct
productis isininorormay maybebeheading headingtowards, towards, that
thatsales
salesmanagement
managementhas hastotomonitor,
monitor,though,
though,toto
companies
companiescan canformulate
formulatebetter
bettermarketing
marketingplans. plans. AllAll ensure
ensureananeffectiveeffectivemarketing marketingstrategy strategyand andtoto
‘lives’ created, produce effective profits. innovative.
particularlyinnovative.
AA it itisisparticularly
products
productshave have‘lives’ ininasasmuch
muchasasthey theyarearecreated, produce effective profits.
sell with varying profitability over
sell with varying profitability over a period of time, a period of time, At launch, the product is costed
At launch, the product is costed accurately ononthethe accurately theadvertising
advertisingbudget
budgethashasbeen cut.
beencut.
BB the
andand then
then become
become obsolete
obsolete andand areare replaced
replaced oror simply
simply basis
basisofofproduction
productioncosts costsplus plusselling
sellingcosts. Initially
costs.Initially
CC rival companies start to produce something
rival companies start to produce something similar. similar.
nonolonger
longerproduced.
produced.A Aproduct’s
product’ssales salesposition
positionand and these
theseremain
remainfairly
fairlystable,
stable,but, but,when
whenthetheproduct
productis is
profitability
profitabilitycan canbebeexpected
expectedtotofluctuate
fluctuateover overtimetime proving
provingsuccessful,
successful,competitors
competitorswill willbring
bringout their
outtheir consumerinterest
DD consumer interestswitches
switchestotoa anew
newproduct category.
productcategory.
and so, at each successive
and so, at each successive stage in the product’sstage in the product’s own
own‘copy-cat’
‘copy-cat’products.
products.With Witha acompetitor
competitorininthethe
cycle,
cycle,it itis isnecessary
necessarytotoadoptadoptdifferent tactics.
differenttactics. field, the original firm has to
field, the original firm has to respond in order totorespond in order
TheThetwotwo main
main features
features ofofthethe product
product life
life cycle
cycle areare maintain
maintainitsitsmarket
marketposition.
position.It Itcan canrunrunspecial sales
specialsales
unit
unitsales
salesand andunitunitprofit.
profit.The Theunit unitsales figures
salesfigures promotions,
promotions,improve improvedeliveries,
deliveries,make makemore frequent
morefrequent Accordingtotothe
text,a agood
goodmarketing
marketingstrategy
strategymust
mustprimarily
primarilybebeconcerned with
concernedwith
usually jump on introduction, as
usually jump on introduction, as a response to heavy a response to heavy sales calls and so on. Often the extra
sales calls and so on. Often the extra expenditure is is expenditure
advertising
advertisingand andpromotion,
promotion,asascustomers customersbuy buythethe not
not accurately
accurately charged
charged totothethe product
product and
and thethe result
result is is statistics.
salesstatistics.
AA sales
product
productexperimentally.
experimentally.This Thisis isgenerally
generallyfollowed followed that,
that, long
long before
before unit
unit sales
sales areare noticeably
noticeably falling,
falling, thethe
a levelling while evaluated – the length fallen. details.
productdetails.
BB product
byby a levelling offoff
while it it
is is
evaluated – the length ofof unit
unitprofit
profithashasalready
alreadyfallen.
this
this period
period depending
depending onon thethe
useuse toto which
which thethe product
product The
Theproduct
productlife lifecycle,
cycle,then, then,presents
presentsa apicture
pictureofof C consumer data.
is put. Then, unit sales rise steadily through what happened in the how C consumer data.
is put. Then, unit sales rise steadily through thethe what happened in the product’s product’s‘lifetime’,
‘lifetime’,sosohow
management information.
profitinformation.
DD profit
growth
growthphase phasetotothethematuritymaturityphase, phase,when whenthethe can
canthisthisbebeused
usedasasananongoing ongoingaidaidtotomanagement
product
productis iswidelywidelyaccepted,
accepted,and saturation
andsosoonontotosaturation decision-making?
decision-making? Every
Every sales
sales manager
manager hashas a chart
a chart onon
level. By this time, competitors will
level. By this time, competitors will have entered thethe have entered which
whichthetheprogress
progressofofsales salesis isplotted
plottedandandthis
thiscan
canbebe
market with their own version
market with their own version and, from this point, and, from this point, used as a guide to the stage
used as a guide to the stage of development each of development each
win management Accordingtotothe
text,profit
profitlevels
levelsmay
mayfail
failtotocorrespond
correspondtotothe
thevolume
volumeofofsales because
salesbecause
thethesales
salesteam teamwillwillhave
havetotoworkworkeven evenharder
hardertotowin product
productis iscurrently
currentlyin.in.AnAnessential essentialmanagement
allalladditional
additionalsales. sales.Eventually,
Eventually,thetheproduct’sproduct’ssales sales skill
skillis isbeing
beingableabletotointerpret
interpretsales salesresults
resultsand draw
anddraw
decline as better versions
decline as better versions enter the market and enter the market and in the stages as they occur.
in the stages as they occur. Deciding where Deciding whereeach each thefull
fullselling
sellingcosts
costshave
havenot
notbeen
beentaken
takeninto account.
intoaccount.
strong. stage begins and ends can be a random exercise, AA the
competition
competitionbecomes becomestoo toostrong. stage begins and ends can be a random exercise,
though usually stages based where rate theproduction
BB the productioncostscostswere
werenot
notestimated correctly.
estimatedcorrectly.
InInretrospect,
retrospect,most mostfirms
firmsknow knowwhat whathappened
happenedtoto though usually thethe stages areare based onon where thethe
rate
their
theirproducts
productsfrom fromlaunch
launchtotowithdrawal.
withdrawal.They Theycan can ofofsales
salesgrowth
growthorordeclinedeclinebecomes pronounced.
becomespronounced. thereareareunforeseen
unforeseenproblems
problemswith distribution.
withdistribution.
CC there
therehas
DD there hasbeen
beena alack
lackofofeconomic stability.
economicstability.
Whatdoes
1818 What doesthe
thewriter
writersay
sayabout
aboutthe
thecharts
chartsthat
thatshow
showsales progress?
salesprogress?
matterofofjudgement
AA It Itisisa amatter judgementwhere
whereoneonesales
salesphase
phasefinishes
finishesand
andanother begins.
anotherbegins.
BB Managers should review policy when a sharp fall in sales

Managers should review policy when a sharp fall in sales is indicated. is indicated.
difficulttotosee
CC It Itisisdifficult seehow
howsales
salescharts
chartscan
canprovide
providesufficient
sufficientguidance managers.
guidancetotomanagers.
Managersshould
DD Managers shouldget
getconfirmation
confirmationofofthe
thedata
datathey
theyplot
plotononthe
thesales charts.
salescharts.
Reading
B2 Vantage
Turn Over
TurnOver
66
77
51
52
PART FOUR
PART FOUR
Questions 19 – 33 Example:
Questions 19 – 33 Example:
A calculate B depend C determine D lean
• Read the advice below about the use of technology in presentations. A calculate B depend C determine D lean
• Read the advice below about the use of technology in presentations.
A B C D
• Choose the best word to fill each gap from A, B, C or D on the opposite page. 0 A B C D
• Choose the best word to fill each gap from A, B, C or D on the opposite page. 0
• For each question 19 – 33, mark one letter (A, B, C or D) on your Answer Sheet.
• For each question 19 – 33, mark one letter (A, B, C or D) on your Answer Sheet.
• There is an example at the beginning, (0). 19 A produce B make C construct D build
• There is an example at the beginning, (0). 19 A produce B make C construct D build
20 A behaviour B habit C practice D routine

20 A behaviour B habit C practice D routine
21 A method B law C rule D course

Presentations 21 A method B law C rule D course
Guidelines
Guidelines for
for giving
giving Presentations
22 A focus B define C target D direct
Most presentations today (0) . . . B . . . on the use of some sort of technology, such as a laptop
Most presentations today (0) . . . B . . . on the use of some sort of technology, such as a laptop 22 A focus B define C target D direct
computer linked to a projector. While this technology can help to (19) ...... presentations better, it
computer linked to a projector. While this technology can help to (19) ...... presentations better, it
also has a (20) ...... of getting in the way. As a general (21) ...... , it is better to (22) ...... on the content 23 A gaining B acquiring C collecting D taking
also has a (20) ...... of getting in the way. As a general (21) ...... , it is better to (22) ...... on the content 23 A gaining B acquiring C collecting D taking
of a presentation as a means of (23) ...... your audience’s attention, rather than relying on
of a presentation as a means of (23) ...... your audience’s attention, rather than relying on
sophisticated equipment.
sophisticated equipment. 24 A requests B calls C bids D commands
24 A requests B calls C bids D commands
Bear in mind that when an organisation invites (24) ...... for a contract, they may (25) ...... four or five
Bear in mind that when an organisation invites (24) ...... for a contract, they may (25) ...... four or five 25 A appoint B programme C schedule D catalogue
presentations from different companies on the same day. Each of these companies will probably be 25 A appoint B programme C schedule D catalogue
presentations from different companies on the same day. Each of these companies will probably be
using the same computer graphics (26) ...... and the same equipment. The chances are the
using the same computer graphics (26) ...... and the same equipment. The chances are the
presentations will be similar too. 26 A parcels B packets C bundles D packages
presentations will be similar too. 26 A parcels B packets C bundles D packages
That’s why the content and (27) ...... of what you say are important. Think about what you want to 27 A formation B design C structure D system
That’s why the content and (27) ...... of what you say are important. Think about what you want to 27 A formation B design C structure D system
say and how to say it as clearly as possible. As a first step, you need to (28) ...... the main points you
say and how to say it as clearly as possible. As a first step, you need to (28) ...... the main points you
want to get across. Audiences are easily bored and (29) ...... to remember only the most entertaining,
want to get across. Audiences are easily bored and (29) ...... to remember only the most entertaining, 28 A catalogue B label C mark D identify
exciting or unusual ideas. 28 A catalogue B label C mark D identify
exciting or unusual ideas.
29 A point B tend C lead D move

Next create your materials, choosing the images for your presentation carefully. Remember you do 29 A point B tend C lead D move
Next create your materials, choosing the images for your presentation carefully. Remember you do
not want to stop your audience from listening to you, nor do you want to (30) ...... them.
not want to stop your audience from listening to you, nor do you want to (30) ...... them. 30 A disorder B mistake C confuse D complicate
30 A disorder B mistake C confuse D complicate
Finally, make all the necessary (31) ...... for the equipment you need. If technology is to be an
bbeecchhaannddbbooookk | | va
Finally, make all the necessary (31) ...... for the equipment you need. If technology is to be an 31 A appointments B procedures C arrangements D organisations
important (32) ...... of your presentation, make sure you know how to use it (33) ...... and test it out 31 A appointments B procedures C arrangements D organisations
important (32) ...... of your presentation, make sure you know how to use it (33) ...... and test it out
beforehand.
beforehand.
vantag
32 A share B role C function D element
32 A share B role C function D element
Part
BEC
33 A precisely B suitably C properly D accurately

33 A precisely B suitably C properly D accurately
ntagee––rreeaaddi n
i ngg | | sa
BECVANTAGE
Part44(questions
sammppl leepa
Turn Over
8 Turn Over
pappeerr
8 9
9
59
(questions19–33)
VANTAGEREADING
59
19–33)
READING
7
6
5
4
3
2
1
60
B
C
C
A
A
D
D
PART FIVE
PART ONE
Questions 34 – 45
• Read the article below about a training company.
• In most of the lines 34 – 45 there is one extra word. It is either grammatically incorrect or
does not fit in with the meaning of the text. Some lines, however, are correct.
• If a line is correct, write CORRECT on your Answer Sheet.
• If there is an extra word in the line, write the extra word in CAPITAL LETTERS on your
9
8
Answer Sheet.
10 E
B
11 C
12 D
• The exercise begins with two examples, (0) and (00).
PART TWO
BEC VANTAGE READING
BEC VANTAGE READING
Examples 0 S O

Sample paper answer key
00 C O R R E C T
Tr a i n i n g P r o v i s i o n
13 B
15 C
0 There is little doubt that training has become so an accepted part of business but it is
18 A
17 A
16 D
14 D
00 equally true that companies take a much less scientific approach than they should. A
PART THREE
34 recent study suggested us that, while UK organisations spend nearly £10bn a year on
35 training, 37% of them have never evaluated that expenditure in strict terms of business
36 impact. Yet if training activities that are run along the same lines as other business
37 operations, in ways that maximise with opportunities, it becomes easier for training
38 organisations to help companies meet strategic goals. One organisation showing an
39 awareness of what this principle is CT Solutions, a training business that has its own
b e c h a n d b o o k | va ntag e – r e a d i n g | sa m p l e pa p e r a n d a ns w e r k e y
40 premises in South London. The need for more training has combined it with cutbacks in
29 B
20 B
19 B
33 C
31 C
30 C
27 C
25 C
24 C
21 C
23 A
22 A
32 D
28 D
26 D
41 office accommodation to create plenty of business for those hiring out space, particularly
42 upper-end hotels. But while CT Solutions detected that many organisations were not
PART FOUR
43 satisfied with hotels because they do not always provide a good service. CT Solutions is
44 totally dedicated to providing of space for business, mostly for training, but also for
45 conferences and AGMs. Clearly, since the business has been grown in size, it is an
approach that works.
40 IT
44 OF
34 US
45 BEEN
Reading
36 THAT
PART FIVE
37 WITH
39 WHAT
42 WHILE
35 STRICT
B2 Vantage
43 CORRECT
41 CORRECT
38 CORRECT
10
53
Assessment
Answer key

1 C 8 F 13 B 19 B
2 A 9 B 14 D 20 B
3 D 10 E 15 C 21 C
4 B 11 C 16 D 22 A
5 C 12 D 17 A 23 A
6 D 18 A 24 C
7 A 25 C
26 D
27 C
28 D
29 B
30 C
31 C
32 D
33 C
Q Part 5
34 us
35 strict
36 that
37 with
38 correct
39 what
40 it
41 correct
42 while
43 correct
44 of
45 been
54
6513 6513
Part 3 Part 4
A B C D A B C D A B C D
Name Number
Centre Centre 14 20 28
Name Number
15 21 29
Examination Examination
Title Details A B C D A B C D A B C D
16 22 30
B2 Business Vantage Reading answer sheet

18 24 32
A B C D A B C D
Business Vantage Reading Candidate Answer Sheet 25 33
A B C D
Instructions 26
Use a PENCIL (B or HB).
Do not write
For Parts 1 to 4: Part 5 below here
34 1 0
For example: 34
35 1 0
35
For Part 5:
36 1 0
36
Write one letter in each box.
37 1 0
For example: 37
38 1 0
38
39 1 0
Part 1 Part 2 39
A B C D A B C D E F G 40 1 0
1 8 40
A B C D A B C D E F G 41 1 0
2 9 41
A B C D A B C D E F G 42 1 0
3 10 42
A B C D A B C D E F G 43 1 0
4 11 43
A B C D A B C D E F G 44 1 0
5 12 44
A B C D 45 1 0
6 45
A B C D Turn over for Parts 3 - 5
7
6513 6513
Reading
B2 Vantage
55
B2 Business Vantage 45 mins
Writing
tasks
The paper consists of two business-related writing tasks in response to stimuli provided and for a given purpose and
target reader.
In the first task candidates are required to write an internal company communication. In the second task candidates are
required to write either a piece of business correspondence, a report or a proposal.
Part 1 carries one-third of the total marks available and Part 2 carries two-thirds of the total marks available. Candidates write
their answers on the question paper.
Number of
questions
A message, memo Candidates are required

Giving instructions, explaining a
or email to produce an internal
1 1 Compulsory task:
development, asking for comments,
requesting information, agreeing
communication based on a
rubric only (plus layout of
40–50 words. to requests.
output text type).
Correspondence: e.g. explaining,

Business correspondence, apologising, reassuring, complaining. Candidates are required to
short report or proposal produce a piece of business
2 1 Compulsory task:
Report: e.g. describing, summarising.
Proposal: e.g. describing,
correspondence, short report
or proposal, based on a rubric
120–140 words. summarising, recommending, and input text(s).
persuading.
56
B2 Vantage
Writing
PART 1
This part tests the candidate’s ability to produce an internal nature of what people actually write. It may be argued that a new
company communication. genre has emerged, characterised by brevity, informality and a
Sample question and scripts: pages 58 and 61–62.
However, linguistic inaccuracy and inappropriate informality
counterproductive if employed in real life.
An internal company communication, e.g. note, message, memo
or email. The range of functions in the task may include giving As well as being used informally, email is also widely used
instructions, explaining a development, asking for comments, within business cultures in which appropriacy and accuracy
requesting information, agreeing to requests. are perceived to be important, and this is the context of use on
which B2 Business Vantage focuses.
Task format
Candidates are asked to produce a concise piece of internal Preparation
company communication of between 40 and 50 words, using
a written prompt. The text must be produced in the form of a The preparation activities outlined for B1 Business Preliminary
note, message, memo or email. Candidates are given the layout candidates would be equally valuable at this level.
of memos and emails (e.g. to/from/date/subject) on the question In the second task for this level, candidates are often provided
paper, and need not copy this out as part of their answer. The with annotated information and are asked to report or convey
reason for writing and the target reader are specified in the rubric, these comments. It is important that students know how to
and bullet points explain what content points have to be included. reformulate the comments, incorporating some of their own
Relevant ideas for one or more of these points will have to be vocabulary and structures into their work.
invented by the candidate.
Whilst at B1 Business Preliminary level the emphasis is on the
PART 2 accurate reporting of facts, at this level much more is expected
This part tests the candidate’s ability to produce a piece of business in terms of register, cohesion and the range of structures and
correspondence, short report or proposal in response to input. language used.
Sample question and scripts: pages 58 and 63–65.

Task type and focus
A piece of business correspondence, short report or proposal. The
range of functions in the task may include explaining, apologising,
reassuring, complaining, describing, summarising, recommending
or persuading.
Task format
In the second writing task, candidates are required to write 120 to
140 words in the form of business correspondence, a short report
or a proposal. There is an explanation of the task and one or more
texts as input material. These texts may contain visual or graphic
material and have ‘handwritten’ notes on them.
There is no significant difference between the format required
for proposals and reports. At this level, reports must be clearly
organised and should not contain letter features. There is no
particular requirement to provide subheadings, although they can
be helpful.
Where the delivery medium specified for a Part 2 answer is a
letter, candidates should include opening and closing formulae,
but need not include postal addresses in their answer. Similarly,
where the delivery medium specified is a fax, candidates need
not include ‘fax header’ details, and where the delivery medium
specified is a memo or an email, candidates need not include to/
from/date/subject details.
B2 Business Vantage Writing tasks 57

58
64
64
PART
PARTONE
ONE PART
PARTTWO
TWO
•• You
Youare
areaaregional
regionalsales
salesmanager
managerfor
foran
aninternational
internationalcompany.
company.You
Youhave
havebeen
beenasked
askedtotogogototoaa •• You
Youwork
workininthe
theCustomer
CustomerServices
ServicesDepartment
Departmentofofaamail-order
mail-ordercompany.
company.You
Youhave
havebeen
beenasked
asked
meeting
meetingatatyour
yourcompany’s
company’shead
headoffice.
office.You
Youcannot
cannotgo,
go,so
sosomebody
somebodyelse
elsewill
willgo
goininyour
yourplace.
place. totoprepare
prepareaashort
shortreport
reportfor
foryour
yourline
linemanager
managerabout
aboutcomplaints.
complaints.
Parts 1–2
•• Write
Writean
ane-mail EricaYoung,
e-mailtotoErica Young,who
whoisisorganising
organisingthe
themeeting:
meeting: •• Look
Lookatatthe
theinformation
informationbelow,
below,on
onwhich
whichyou
youhave
havealready
alreadymade
madesome
somehandwritten
handwrittennotes.
notes.
•• apologising
apologisingfor
fornot
notbeing
beingable
abletotogo
gototothe
themeeting
meeting •• Then,
Then,using
usingall yourhandwritten
allyour handwrittennotes,
notes,write
writeyour
yourreport.
report.
•• explaining
explainingwhy
whyyou
youcannot
cannotgo
go •• Write
Write120
120––140
140words.
words.
saying •• Write
Writeon
onthe
theseparate
separateanswer
answerpaper
paperprovided.
provided.
bbeecc hhaannddbbooookk || va
•• sayingwho
whowill
willgo.
go.
•• Write
Write40
40––50
50words.
words.
vantag
•• Write
Writeon
onthe
theopposite
oppositepage.
page. computer
computersystem
system
breakdown
breakdown
ntagee –– w
BEC VANTAGE WRITING
Customer
Customer
Customer complaints
complaints (2002)
(2002)
(2006)
Erica Young
Customercomplaints
complaints (2006)
Erica Young
600
600
Meeting
Meeting
500
500
400
400
received
300
300
wrriittiinngg || sa
540
540
sam
200
200
300
300
230
Number received
100
230
Number
100
00 improved
improved
Jan Feb Mar
mppllee pa
Jan Feb Mar order
ordersystem
system
introduced
introduced
pappeerr
fewer
fewerininMarch
March
Reasons
Reasonsfor
forcomplaints
complaints(Jan
(Jan––March)
March)
say
saywhat
whatisis
Incorrect
Incorrectorder
orderdelivered
delivered––16%
16% being
beingdone
done
Time
Timetaken
takentotodeliver
deliver––56%
56% about
aboutthis
this
Product
Productquality
qualityunsatisfactory
unsatisfactory––28%
28%
explain
explainplans
plans
totoimprove
improve
delivery
delivery
22 0352/2
0352/2(T025) Nov02
(T025) Nov02 33
B2 Vantage
Writing
Assessment
Examiners and marking
and certification before they are invited to mark. Once accepted,
they are supervised by Team Leaders (TLs) who are in turn led
by a Principal Examiner (PE), who guides and monitors the
marking process.

environment. The software randomly allocates candidate
responses to ensure that individual examiners do not receive a
group. The software also allows for examiners’ marking to be
the PE and TLs are able to view their team’s progress and to offer
support and advice, as required.
Assessment scales
Examiners mark tasks using assessment scales that were
developed with explicit reference to the Common European
Framework of Reference (CEFR). The scales, which are used
across the spectrum of Writing tests for Cambridge English
consist of four subscales: Content, Communicative Achievement,
Organisation, and Language:
• Content focuses on how well the candidate has fulfilled the
task, in other words whether they have done what they were
asked to do.
• Communicative Achievement focuses on how appropriate the
writing is for the task and whether the candidate has used the
appropriate register.
• Organisation focuses on the way the candidate puts together
• Language focuses on vocabulary and grammar. This includes
the range of language as well as how accurate it is.
Responses are marked on each subscale from 0 to 5.
The assessment scales for B2 Business Vantage Writing on the

following page are extracted from the overall Writing scales on
page 123.
When marking the tasks, examiners take into account length of

responses and varieties of English:
• Guidelines on length are provided for each task. Responses that
and may not provide all the information that is required, while
responses that are too long may contain irrelevant content
and have a negative effect on the reader. These may affect
candidates’ marks on the relevant subscales.
• Candidates are expected to use a particular variety of English
with some degree of consistency in areas such as spelling, and
B2 Business Vantage Writing assessment 59

B2 Business Vantage Writing Examiners use the following assessment scales, extracted from the overall Writing scales on page 123.
Communicative
B2 Content Organisation Language
Achievement
5 All content is relevant to Uses the conventions of Text is well organised and Uses a range of vocabulary,
the task. the communicative task coherent, using a variety including less common lexis,
effectively to hold the of cohesive devices and appropriately.
Target reader is fully
target reader’s attention organisational patterns to
informed. Uses a range of simple and
and communicate generally good effect.
complex grammatical forms
straightforward and
with control and flexibility.
complex ideas, as
appropriate. Occasional errors may be
present but do not impede
communication.
3 Minor irrelevances and/or Uses the conventions of Text is generally well Uses a range of everyday
omissions may be present. the communicative task organised and coherent, vocabulary appropriately,
to hold the target reader’s using a variety of linking with occasional inappropriate
Target reader is, on the whole,
attention and communicate words and cohesive devices. use of less common lexis.
informed.
straightforward ideas.
Uses a range of simple and
some complex grammatical
forms with a good degree of
control.
Errors do not impede
communication.
1 Irrelevances and Uses the conventions of Text is connected and Uses everyday vocabulary
misinterpretation of task may the communicative task coherent, using basic linking generally appropriately, while
be present. in generally appropriate words and a limited number occasionally overusing
ways to communicate of cohesive devices. certain lexis.
Target reader is minimally
informed. Uses simple grammatical
forms with a good degree
of control.
While errors are noticeable,
meaning can still be
determined.
0 Content is totally irrelevant.
Target reader is not informed.
60
B2 Vantage
Writing
Question 1
Candidate A
I’m really sorry but I’m not able to go to the meeting at our company’s head office. I can’t attend because of previous arrangements
which I can’t change.
Mr Jan Korwalski, a very good worker, will go instead of me.
Please accept my apologies.
Marta Stefanska
Examiner comments
Subscale Mark Commentary
5 All the content points are addressed and expanded where relevant to the task. The target reader
Content
would be fully informed and able to act on the information given.
The conventions of the communicative task have been used effectively to hold the reader’s
Communicative 5 attention, to communicate the information concisely and in an appropriate register (I’m really sorry
Achievement
but; Please accept my apologies).
5 The text is well organised and coherent, using a variety of cohesive devices to good effect (but;
Organisation
because of; which).
The range of vocabulary and grammatical forms is fully appropriate to the task and used with
Language 5 control and accuracy (because of previous arrangements which I can’t change; Jan Korwalski, a very
good worker, will go instead of me).
Candidate B
To: Erica Young

Subject: Meeting
Dear Mr Young:
Thanks for your last letter! I’m very glad to be inviated to attend the meeting at your company’s head office. But first of all, I’m
apologising for not being able to go to the meeting. This is due to a error of my agenda, in fact. I have a international conference that day.
I feel sorry for my absence. I’d like to recommend my personal assistant to go instead of me. His name is Jim Green. I hope this will
not cause you some trouble.
Best wish yours
Chan Bo Fun
Examiner comments
3 Although minor irrelevances are present (Thanks for your last letter!), the target reader, on the
Content
whole, would be informed.
Communicative 3 Uses the conventions of the task to hold the target reader’s attention and convey the message,
Achievement although the text lacks concision, which may have an adverse effect on the target reader.
The text is generally well organised and the ideas are linked. There is some suitable use of cohesive
Organisation 3 devices and other organisational features (This is due to; that day; His name is; I hope this will not
cause), although sentences tend to be short and linking words are not always appropriately used.
Uses a range of everyday vocabulary appropriately (head office; international conference; absence;
Language 3 personal assistant). There is a range of simple and complex grammatical forms. Errors are present
(inviated; a error; I feel sorry for my absence; Best wish yours) but they do not impede communication.

Question 1
Candidate C
To: Erica Young

C.C:
Subject: Meeting
date: 1 june 2006
Dear ERICA!
Please! give me apologise, but I do not being able to go to the meeting. Becose I have got verry important meeting with our cluent.
My colleg Andrei Ivanov go to the head office. Please fixed all our problem with him. His verry rellable person.
Examiner comments
An attempt is made to communicate the message, but there are some irrelevances (Please fixed
2 all our problem with him; His verry rellable person). The target reader is only partially informed since
Content
inference is required to understand which meeting is being referred to and that Andrei Ivanov will be
deputising for the writer.
Communicative 1 The conventions of the task are attempted and the writer conveys straightforward ideas, but not
Achievement always successfully (I do not being able to go to the meeting).
1 The text is mostly coherent and simple organisational features are present (but; with him) but linking
Organisation
words are not always appropriately used (Becose I have got verry important meeting).
Uses everyday vocabulary generally appropriately (important meeting; head office), but misspelling
1 sometimes distracts (cluent; colleg; rellable). The grammatical structures are mostly simple and
Language
some of the errors are noticeable (His verry rellable; Please fixed; My colleg Andrei Ivanov go)
although meaning can still be determined.
62
B2 Vantage
Writing
Question 2
Candidate D
This report deals with the number of customer’s complaints between January 2006 and March 2006 as well as with reasons for
those complaints.
Complaints in January stood at 300, but in February the number rocketed to 540 because of a computer system breakdown. Finally,
after introducing some improvement in the order system the number of complaints fell back to 230.
We can point out 3 main reasons for these complaints. Firstly, 10% of them were due to incorrect deliveries. In particular, March saw
fewer complaints.
Secondly, an excessive time for delivery led to 56% of complaints. The whole delivery system will be reviewed in order to solve
the problem.
Finally, 28% of complaints were due to a lack of quality in our products. This will be solved by setting up a new quality section in
our process.
Examiner comments
4 All content is relevant to the task and the target reader is informed. There is one slip present (10% of
Content
them were due to incorrect deliveries).
The conventions of the communicative task have been fully exploited to hold the target reader’s
Communicative 5 attention. The candidate communicates straightforward and more complex ideas effectively (The
Achievement
whole delivery system will be reviewed in order to solve the problem).
The report is well organised and coherent, with effective use of organisational features throughout.
Organisation 5 Cohesive devices are used appropriately (as well as; in order to; Firstly; Finally). Good use is also made
of referencing (for these complaints; of them; This will be solved).
Uses a range of vocabulary including less common lexis (rocketed to; fell back to; excessive time; lack
of; setting up).
Language 5
Both simple and complex grammatical forms are used with control and flexibility (after introducing;
will be reviewed; will be solved by).

Question 2
Candidate E
Report on 2006 first quarter’s customer complaints

Introduction
The aim of this report is to give an explanation to the customer complaints.
Findings
It clearly shows that we had a peak of complaints in February (540) due to the breakdown of our computer system. Fortunately, with
the introduction, in March, of an improved order system, the number came again in the average (230). The first reason for complaints
(56%) is the time of delivery. In order to improve that, we decided to change our delivery company.
Furthermore, 28% of complaints results of unsatisfaction with the quality of the product, which will be resolved with the purchase of
a new machine.
Finally, 16% are due to the delivery of an incorrect order. However, we pointed out fewer in March.
Conclusion
In conclusion, with all the improvements we made, the situation will be better in the futur.
Examiner comments
Content is generally relevant to the task and the target reader would be informed. However, due to
Content 4 the wording of the content element related to time of delivery, the reader is not fully informed on
this point.
Uses the conventions of the task, such as headings (Findings; Conclusion) to hold the target reader’s
Communicative 4 attention effectively and to communicate both straightforward and complex ideas (which will be
Achievement resolved with the purchase of a new machine), although occasionally a straightforward idea is not
communicated effectively (the number came again in the average (230)).
The text is well organised and coherent, using a variety of cohesive devices and organisational
Organisation 5 patterns to good effect. For example, headings, referencing (It clearly shows; In order to improve that)
and linking words (In order to; Furthermore; Finally; However; In conclusion).
Uses a range of appropriate vocabulary, including less common lexis (peak; breakdown; resolved).
There is a range of simple and some more complex grammatical structures (Fortunately, with the
3 introduction, in March, of an improved order system). However, some precision of meaning is lost
Language
(time of delivery instead of ‘time taken for delivery’).
Although errors are present (came again in the average; 28% of complaints results of unsatisfaction),
they do not impede communication.
64
B2 Vantage
Writing
Question 2
Candidate F
REPORT
TO: RITA PATEL, MANAGER,
FROM:
DATE: 21 NOVEMBER 2006
SUBJECT: COMPLAINTS FOR PRODUCTS
There are some problem about the mail-order supply over the period Jan-Mar 2006. Customers complaint that there was a computer
system breakdown in the month of February 2006. The number received was 540. But hopefully the improved order. Although, the
number received was much less compared to the breakdown i.e., 230.
The reason for complaints have been put forward. In March 2006 16% of the products delivered were incorrect. Again the time taken
for delivery was also a long term. Moreover the quality of the products being delivered are also not up to the mark i.e. 28%.
Lastly, to come across this vital problems products should be delivered on time and the quality of product needs to be good.
Examiner comments
1 Some of the task has been misinterpreted (see first paragraph), leading to considerable irrelevance.
Content
The target reader would be minimally informed.
Uses the conventions of the report to communicate straightforward ideas in generally appropriate
Communicative 2 ways (There are some problem about the mail-order supply). However, at times the reader’s attention
Achievement
is not held due to unclear expression of ideas (But hopefully the improved order).
2 The text is connected and there are attempts, not always successful, to employ a variety of cohesive
Organisation
devices and other organisational features (Again; Moreover; Lastly).
Uses appropriate everyday lexis and generally simple grammatical forms. There are some attempts
at more complex language (The number received; the time taken for delivery).
Language 2
There are some noticeable errors although meaning can still be determined (the time taken for
delivery was also a long term; to come across this vital problems products should be delivered on time).

Listening
tasks
The paper consists of three parts. Each part comprises a recorded text or texts and a listening task. These include listening for
specific information, topic, context, and function, particularly opinion.
There are two formats:
• monologues – including presentations, lectures, briefings and telephone messages
• interacting speakers – including meetings, discussions, interviews and telephone conversations.
Number of Number
questions of marks
Three short monologues or

dialogues of approximately
1 12 12 Note
completion
Listening for and noting
1 minute each, not linked
thematically. Each extract is
heard twice.
Short monologues; two sections
2 10 10 Matching
Listening to identify topic,
context, function, etc.
of five short monologues, not
linked thematically. Each section
is heard twice.
Following the main points A monologue, interview or

3 8 8 Multiple
choice
and retrieving specific
information from the text.
discussion lasting approximately
4 minutes, heard twice.
Total 30 30
66
B2 Vantage
Listening
The three parts of the Listening paper PART 3 3-option multiple choice
PART 1 Note completion This part tests the candidates’ ability to follow the main points of a
text and retrieve specific information.
This part tests the candidates’ ability to retrieve factual information.
Sample task and answer key: pages 68, 69 and 73*. Sample task and answer key: pages 70 and 73*.
Each correct answer in Part 1 receives 1 mark. Each correct answer in Part 3 receives 1 mark.
Extended conversation or monologue: heard twice.
A series of three short monologues or dialogues: each heard twice.
A longer text, usually lasting approximately 4 minutes, is heard in
In this part there are three telephone conversations or messages, this part. The text is typically an interview or discussion with two
with a gapped text to go with each. Each gapped text provides a speakers, or possibly a presentation or report with one speaker.
very clear context and has four spaces which have to be filled with There are eight 3-option multiple-choice questions that focus on
one or two words. The gapped texts may be forms, diary excerpts, details and main ideas in the text.
invoices, message pads, etc. Candidates hear each conversation or
message twice, and as they listen they are required to complete
the gapped text. Recording information
This part of the Listening test concentrates on the retrieval of The instructions for each task are given on the question paper
factual information and it is important for candidates to listen and are also heard on the recording. Before each text is heard,
carefully, using the prompts on their question paper in order to candidates have time to read through the questions and think
identify the missing information. Answers to this part are not about them. The length of this preparation time is indicated on
designed to be dictation, and some reformulation of the prompt the recording. Candidates should use this time to familiarise
material will be required in order to locate the correct answer. themselves with the task and begin to make predictions about
what they are likely to hear. A variety of voices, styles of delivery
PART 2 Matching and accents are heard in each Listening paper to reflect the
This part tests the candidates’ ability to identify topic, context, various contexts presented in the recordings.
function, etc. *The audio files for the sample papers are available at
cambridgeenglish.org/bec-vantage/preparation
Sample task and answer key: pages 69 and 73*.
Each correct answer in Part 2 receives 1 mark. Preparation
Short monologues; two sections of five monologues each. All listening practice is helpful for students, whether authentic or
specially prepared.
This part is divided into two sections. Each section has the
same format: candidates hear five short monologues and have In particular, discussion should focus on:
to match each monologue to a set of options A–H. In each • the purpose of talks, conversations or discussions
section, the eight options form a coherent set and the overall • the roles of speakers
theme or topic is clearly stated in the task rubric. For example,
candidates may hear five people talking and have to decide what • the opinions expressed
recommendations consultants made to their company. In this • the language functions employed
case, the set of options A–H will contain a list of the different • relevant aspects of phonology – stress, linking and weak
recommendations that consultants might make. The two sections forms, etc.
always test different topics or business issues. Candidates hear
each section twice. In addition, students should be encouraged to appreciate the
differing demands of each task type. It will be helpful not only to
In this part of the Listening test, candidates are being tested on practise the task types in order to develop a sense of familiarity
their global listening skills and also on their ability to understand and confidence, but also to discuss how the three task types
main ideas and identify opinion. In order to answer the questions relate to real-life skills and situations.
successfully, candidates have to link what the speaker says to one
of the options. It is not possible to establish the answer from a The first task is note taking (and therefore productive), and
‘word match’ (although word matches may offer an element of students should reflect on the various situations in which they
distraction). However, a right answer is always overtly given and take notes from a spoken input. They should also be encouraged
candidates are not expected to opt for the ‘best’ answer. to try to predict the kinds of words or numbers that might go in
the gaps.
The second task is a matching exercise, featuring differing styles
and registers.
The third task involves correct interpretation, with correct
answers sometimes being delivered by more than one speaker.
In all three tasks, successful listening depends on reading the
questions and rubric carefully, and students should be
encouraged to make full use of the pauses during the test to
check their answers.
B2 Business Vantage Listening tasks 67

6872
72
BEC
PART
PART ONE
ONE
Questions
Questions 1– – 12
1 12
Conversation
Conversation Two
Two Part 1
(Questions
(Questions 5– – 8)
5 8)
You
• • You will
will hear
hear three
three telephone
telephone conversations
conversations oror messages.
messages.
Look
• • Look at at
thethe form
form below.
below.
Write
• • Write one
one oror two
two words
words oror in in
a number
a number the
the numbered
numbered spaces
spaces onon the
the notes
notes oror forms
forms below.
below.
You
• • You will
will hear
hear a man
a man calling
calling a computer
a computer supplier.
supplier.
You
• • You will
will hear
hear each
each recording
recording twice.
twice.
BEC VANTAGE
(questions
Conversation
Conversation One
One HILLS
HILLSPC
PCSUPPLIES
SUPPLIES
(Questions
(Questions 1– – 4)
1 4) Customer
CustomerServices
Services
Telephone Message
Telephone Message
Look
• • Look at at
thethe notes
notes below.
below.
1–8)
Caller’s
Caller’sname:
name: James
James
James Firth
Firth
Firth
JamesFirth
You
• • You will
will hear
hear a woman
a woman telephoning
telephoning a conference
a conference centre
centre office.
office.
VANTAGE LISTENING
LISTENING
Client:
Client: Allen
Allen and
Allen
Allen and
andandBrown
Brown Ltd
Brown
Brown Ltd
Ltd
Ltd
NOTES
NOTES
NOTES
NOTES ABOUT
ABOUT
ABOUT
ABOUT SEMINAR
SEMINAR
SEMINAR
SEMINAR Item(s)
Item(s) ordered: (5)
(5)
(5)
ordered:(5) ...............................................
...............................................
..................................................
..................................................
Date:
Date:
Date:
Date: 21st
21st
21st February
February
February
21stFebruary Order
Order no./date:
no./date: HPC02345
HPC02345
HPC02345 12-3-09
12-3-09
/12-3-02
HPC02345/ //12-3-02
Title:
Title:
Title:
Title: (1).....................................................................
(1) ................................................................
................................................................
(1)(1)..................................................................... Notes:
Notes: order
order
orderwas
order waswas delivered
delivered
delivered
wasdelivered late
late
late
late bybybyby (6)(6)
the
the
the
the ...............................................
...............................................
(6) ...............................................
...............................................
Time:
Time:
Time:
Time: 10
1010 am
10am am
am–– –4
–4 4 pm.
pm.
pm.
4pm. and
and
and
and was
waswas
was supplied
supplied
supplied without
without
without
suppliedwithout (7)
(7)(7) ...............................................
...............................................
(7) ...............................................
...............................................
b e c h a n d b o o k | va ntag e – l is te n i n g | sa m p l e pa p e r
Venue:
Venue:
Venue:
Venue: (2)....................................................................
(2)....................................................................
(2)
(2) ................................................................
................................................................ Action:
Action: call
call to
call
call to
toto apologise
apologise
apologise and
and
and
apologiseand (8)(8)
discuss
discuss
discuss
discuss (8) ...............................................
...............................................
(8) ...............................................
...............................................
Topic
Topic
Topicof
Topic extra
ofextra
ofofextra workshop:
workshop:
workshop:
extraworkshop: (3)(3)(3)....................................................................
(3)....................................................................
................................................................
................................................................
Amount
Amount
Amount payable
payable
payable
Amountpayable advance:(4)...................................................................
advance:
advance:
ininininadvance: per
(4)(4)...................................................................
£................................................................
(4)£................................................................ per person
person person
perperperson
Turn Over
Turn
Over
22
33
Conversation
ConversationThree
Three PART
PARTTWO
TWO
(Questions
(Questions99––12)
12) Questions
Questions13
13––22
22
•• Look
Lookatatthe
thenotes
notesbelow.
below. Section
SectionOne
One
•• You
Youwill
willhear
hearaarecorded
recordedmessage
messageabout
aboutaajob
jobvacancy.
vacancy. (Questions
(Questions13
13––17)
17)
•• You
Youwill
willhear
hearfive
fiveshort
shortrecordings.
recordings.Five
Fivepeople
peopleare
aretalking
talkingabout
aboutaaproblem
problemthat
thatoccurred.
occurred.
•• For
Foreach
eachrecording,
recording,decide
decidewhat
whateach
eachspeaker
speakerisistalking
talkingabout.
about.
Position:
Position:
Position: Manufacturing
Manufacturing
Position: Manufacturing administrator
Administrator
Manufacturingadministrator
Administrator
•• Write
Writeone
oneletter
letter(A
(A––H) nexttotothe
H)next thenumber
numberofofthe
therecording.
recording.
Responsible
Responsible
Responsible (9)....................................................
(9)
to:(9)
Responsibleto:to:to: (9)....................................................
......................................................
...................................................... •• Do
Donot
notuse
useany
anyletter
lettermore
morethan
thanonce.
once.
•• You
Youwill
willhear
hearthe
thefive
fiverecordings
recordingstwice.
twice.
Candidates
Candidates
Candidates should
should
Candidatesshould
should preferably
preferably
preferably
preferably bequalified
qualified
qualified
bebebequalified (10)
(10)
ininin:in: ...................................................
(10)...................................................
(10) .................................................
.................................................
losingaabusiness
AA losing businesscard
card
13 .........................................................
13 .........................................................
The
The
The person
person
Theperson appointed
appointed
personappointed
appointed will
will
will
will need
need
need
needtotototo (11)
(11)
bebebebe ....................................................
(11)
(11)....................................................
....................................................
....................................................inintheir
their rela-
rela-
inintheir
their takingthe
BB taking thewrong
wrongequipment
equipment
B2 Business Vantage Listening sample paper

tions
tions with
with
relations
relations other
withother
with people.
otherpeople.
otherpeople.
people. 14 .........................................................
14 ......................................................... arrivinglate
CC arriving latefor
foraameeting
meeting
forgettingan
DD forgetting anaddress
address
Salary:
Salary:
Salary: (12)
(12)
Salary: (12) ....................................................
(12) ....................................................
......................................................
...................................................... 15 .........................................................
15 .........................................................
misunderstandingaamessage
EE misunderstanding message
16 .........................................................
16 ......................................................... missingaapresentation
FF missing presentation
forgettingtotomake
GG forgetting makeaaphone
phonecall
call
17 .........................................................
17 .........................................................
takingthe
HH taking thewrong
wrongdocuments
documents
b
b ee c
c h
ha
Section
SectionTwo
Two
an
nd
(Questions
(Questions18
18––22)
22)
db
booo
ok
•• You
Youwill
willhear
hearanother
anotherfive
fiverecordings.
recordings.
•• For
Foreach
eachrecording,
recording,decide
decidewhat
whatthe
thespeaker
speakerisisdoing.
doing.
k || va
•• Write
Writeone
oneletter
letter(A
(A––H) nexttotothe
H)next thenumber
numberofofthe
therecording.
recording.
•• Do
Donot
notuse
useany
anyletter
lettermore
morethan
thanonce.
once.
va ntag
•• You
Youwill
willhear
hearthe
thefive
fiverecordings
recordingstwice.
twice.
ntag ee –
makingaacomplaint
AA making complaint
– ll is
18 .........................................................
18 .........................................................
confirminginformation
BB confirming information
is te
te n
19 .........................................................
19 ......................................................... givinginstructions
CC giving instructions
n ii n
ng
changingan
DD changing anarrangement
arrangement
20 .........................................................
20 .........................................................
requestinginformation
EE requesting information
g || sa
21 .........................................................
21 ......................................................... makingaarecommendation
FF making recommendation
sa m
mp
givingan
GG giving aninvitation
invitation
22 .........................................................
22 .........................................................
requestingadvice
HH requesting advice
p ll ee pa
Listening
pa p
Turn
TurnOver
Over
p ee r
r
B2 Vantage
44 55
73
73
BEC VANTAGE LISTENING
Part 1 (questions 9–12) and Part 2 (questions 13–22)
69
70 74
74
BEC
PART
PARTTHREE
THREE José
2828José Martínez
Martínez
leftleft
thethe
first
first
company
company
hehe
worked
worked
forfor
because
because
it it Part 3
Questions
Questions2323
– 30
– 30
thethe
A A setset staff
staff
impossible
impossible
targets.
targets.
• • You
You
willwill
hearhear
a radio
a radio
interview
interview
with
with
José
José
Martínez,
Martínez,
thethe
Director
Director
of of
Pizza
Pizza
Rapida,
Rapida,
a pizza
a pizza
delivery
delivery offered
B B offered insufficient
insufficient
incentives.
incentives.
chain
chain
in in
Spain.
Spain. provided
C C provided inadequate
inadequate
support.
support.
• • For
For
each
each
question
question
2323
– 30, mark
– 30, mark
one
one
letter
letter
(A,(A,
BBoror forfor
C)C) thethe
correct
correct
answer.
answer.
BEC VANTAGE
• • You
You
willwill
hearhear
thethe
recording
recording
twice.
twice.
José
2929José Martínez
Martínez
finds
finds
that
that
popular
popular
sports
sports
events
events
(questions
are
A A are good
good
places
places
to to
advertise
advertise
hishis
service.
service.
José
2323José Martínez
Martínez
became
became
successful
successful
byby
raise
B B raise brand
brand
awareness
awareness
through
through
team
team
sponsorship.
sponsorship.
increase
C C increase public
public
demand
demand
forfor
hishis
products.
products.
taking
A A taking over
over
a well-known
a well-known
competitor.
competitor.
establishing
B B establishing anan
innovative
innovative
retail
retail
business.
business.
23–30)
VANTAGE LISTENING
LISTENING
gaining
C C gaining a reputation
a reputation
forfor
high
high
quality.
quality. What
3030What does
does
José
José
Martínez
Martínez
plan
plan
to to
dodo
in in
thethe
future?
future?
develop
A A develop a chain
a chain
of of
restaurants
restaurants
Before
2424Before José
José
Martínez
Martínez
setset
upup
hishis
pizza
pizza
delivery
delivery
service,
service,
hehe
upup
B B setset a franchise
a franchise
operation
operation
expand
C C expand into
into
thethe
frozen
frozen
food
food
market
market
tested
A A tested samples
samples
onon
potential
potential
clients.
clients.
handed
B B handed outout
product
product
questionnaires.
questionnaires.
assessed
C C assessed demand
demand
in in
different
different
areas.
areas. You
You now
now have
have 1010 minutes
minutes toto transfer
transfer your
your answers
answers toto your
your Answer
Answer Sheet.
Sheet.
According
2525According to to
José
José
Martínez,
Martínez,
thethe
Spanish
Spanish
fast
fast
food
food
business
business
different
A A is is different
from
from
that
that
of of
thethe
U.S.
U.S.
has
B B has slowed
slowed
slightly
slightly
in in
itsits
rate
rate
of of
growth.
growth.
employs
C C employs anan
increasing
increasing
number
number
of of
women.
women.
José
2626José Martínez
Martínez
wants
wants
hishis
trainee
trainee
managers
managers
to to
develop
A A develop a competitive
a competitive
attitude.
attitude.
outout
B B trytry some
some
of of
thethe
shop-floor
shop-floor
jobs.
jobs.
spend
C C spend some
some
time
time
working
working
abroad.
abroad.
José
2727José Martínez
Martínez
believes
believes
that
that
at at
first
first
people
people
invested
invested
in in
Pizza
Pizza
Rapida
Rapida
because
because
they
they
were
A A were attracted
attracted
byby
what
what
thethe
company
company
offered.
offered.
saw
B B saw that
that
thethe
shares
shares
were
were
performing
performing
well.
well.
thought
C C thought food
food
companies
companies
were
were
a safe
a safe
investment.
investment.
66 77
B2 Vantage
Listening
Tapescript Conversation 3. Questions 9–12.

Part 1. Questions 1–12. F: Hello. Thank you for calling the Jefferson recruitment
Conversation 1. Questions 1–4. line. Here are details of our current job vacancies. First of
all, we are looking for a manufacturing administrator to
M: Apex Business Centre. How may I help you? join a team led by the plant manager. This role involves
F: Hello. I’m calling about the seminar next week. monitoring all aspects of the production process, and
will include some project work. For this position you
M: Erm, which one? We have at least three on next week. Do should have some relevant experience and a recognised
you remember the name? qualification in business administration would be an
F: No, I, er ... wait a minute, I know it’s on the 21st of advantage. You need to be a good organiser, with excellent
February. administrative skills. A high level of computer skills is
essential. You must be able to work without supervision,
M: Oh, yes, madam, that would be Successful Selling. It’s a and must be flexible when working with others, as the
very popular seminar. position supports other managers. You should be able to
work to tight deadlines. The hours are 9 to 5, Monday to
F: That’s the one! Now, can you tell me when and where it
Friday. The salary will be negotiable. In addition we offer
is, please?
a benefits package including subsidised lunches, 23 days’
M: Certainly. It’s being run from 10 till 4, and it’s being held at holiday and health insurance.
the Central Hotel. It’s next to the university.
F: Oh, yes, I know where that is.
Section 1. Questions 13–17.
M: Now, could I also mention an additional session we’re
offering on the day? There’s a workshop on profit margins M: It was just so embarrassing, the whole thing. I mean, being
starting at 4.30 after the main seminar. late’s one thing, and I had already got my secretary to
phone through and leave a message to say I was running
F: Oh, that might be useful ... but I have a meeting to go to ... behind schedule. But in the end I didn’t get there at all …
anyway, how much is it? and all the other managers were there to see the team
M: There’s no charge for the additional session. The day costs show the project and its results. Oh well, that’s how it
£112 for each participant. I can reserve a place for you now, goes, I guess …
if you like. We do need to have £40 as a deposit, and the F: Well, I’m certainly not going to forget that in a hurry!
balance on the day. What a terrible mistake … It made the whole meeting
F: Yes, please. My name’s ... pointless, really. I can’t imagine what they thought of me,
sitting there with the paperwork for another client. Very
Conversation 2. Questions 5–8. unprofessional. I mean, I could still tell them the relevant
facts, but I couldn’t show them the actual contract. I didn’t
F: Good morning. Hills PC Supplies. put it in my briefcase last night.
M: Yes, hello. I want to speak to David Hills. M: What a lost opportunity. I should’ve made a proper note
F: I’m afraid he’s away today. Can I take a message? in my diary where I would have seen it instead of just on
the back of an old envelope. Anyway, it’s too late now. I
M: Well, OK. Tell him it’s James Firth, from Allen and Brown. just didn’t remember and that’s that. They’ll have given
F: Certainly. the work to someone else by now … I’d promised to ring
before midday if I was available. I really need to be better
M: I’m really not happy at all. We ordered a laser printer from organised.
you last month and …
F: I was so busy preparing all the equipment for the
F: Let me just find the reference on that … ah yes, HPC02345 presentation that I didn’t notice the time passing. So then I
… on the 12th of March … asked reception to call me a taxi … I was still checking the
M: Yes. Now, the first problem was the delivery. It came papers when they rang to say it had arrived… but I couldn’t
several days after you promised. I don’t see why you use a believe it when he didn’t know where the street was and
despatch company if that’s what happens. drove all over the place … they’d already started without
me by the time I finally got there.
F: Oh dear. No.
M: Well, I thought it was a bit strange at the time, but I just
M: And then, when we took it out of the box, we found you’d took down what I thought I heard on the machine, and
sent the thing without any cables, so we couldn’t even then made out the order form accordingly. It wasn’t till
connect it up. If you think we’re going to pay this invoice in they called back to query the quantity that we realised just
full … what I’d done. Still, we sorted it out before it was too late
F: Well, I am sorry, Mr Firth. I’ll check what went wrong and so it wasn’t a disaster, after all.
I’ll ask David to ring you. I’m sure he’ll want to talk about a Section 2. Questions 18–22.
discount. Will you be in this afternoon?
F: I guess the main weakness is with the image of some of
M: Yes. Well, goodbye. the products. I complained about this last year. With our
present strategy, we could find ourselves having problems
in the future. We need to turn the situation around,
B2 Business Vantage Tapescript 71

work the market to our advantage. What I’d suggest is a ingredients until they all thought the pizzas were great.
complete review of the way we’re approaching the market.
F: But surely Spain isn’t traditionally a fast food market, so
I think we should get everyone together and explore all
why did you think a pizza home delivery service would
the possibilities.
be successful?
M: I’m very glad that you can come. I was worried that the
M: Well, I just thought that the same trends which had caused
invitations were so late that many key people wouldn’t be
the fast-food revolution in the US were at work in Spain.
able to make it. We do need your input – your information
For example, more and more women were joining the
is important. I understand you’re planning to come by
labour market, leaving them less time to shop and cook,
train. The train service can be a bit of a problem, but if you
so families were beginning to think of fast food as an
go to Medford Central Station, it’s a direct line. That’ll take
attractive alternative to home cooking. The sector grew
you to Tower Square – and if you give us a call when you
incredibly quickly in the first few years. It’s a little steadier
arrive we’ll send someone to collect you.
now – still very healthy though.
F: When I first read the report, I was very disappointed.
F: Great! So you must need an increasing number of staff –
Our results are well below target, in spite of using the
but what do you look for in your managers?
consultants, and all the new strategies we’ve been
applying. I can’t understand it at all. In order to try and get M: I try to follow the American system and make sure my
clear what’s going on, I’m going to need input from various people get experience at all levels of the business. I don’t
sections. What I’d like from you, as soon as you can, is price want managers to come straight from university to the
comparisons for the different regions. I’ll also need a report office without doing the basic jobs in the company first.
on how useful the consultants’ advice was.
F: Pizza Rapida was floated on the Stock Exchange in 1998.
M: No, I mean they’ve given me everything I asked for, so I Was that a success, too?
can’t really complain about that. They even invited me to
M: Yes, it was amazing!
come over and check the figures for myself. But I’d rather
try to go through them here with you, if you could spare F: Why do you think Pizza Rapida attracted so much
the time. Perhaps you could tell me what you think would investment?
be the best thing to do. I’d be really interested in your
views. Your experience means you must have dealt with M: I think initially it was largely because the basic theory of
this type of problem before. home delivery pizzas was new, easy for the general public
to understand, and fun. Once we were established, the
F: I just thought I ought to let you know, that following the shares started to take off. And I’m happy to say that we’ve
discussion we had last week about staffing levels, I took been the best performer on the stock market for two years
your recommendation to the Board. You’ve probably heard and profits were up again by 45% last year.
already that we agreed that we do need to create a new Area
Manager’s position. I just wanted to let you know officially F: What background did you have, or training, to lead to this
that it had been authorised. So now we can contact the amazing success?
recruitment agency and ask them to start looking around. M: Sales basically. I started my working life as a salesman
They might have somebody on their books already. for a soap company in America. After the initial three-
month training period, I managed to exceed the annual
Part 3. Questions 23–30. target they had given me, but I was so disgusted by the
F: Good evening and welcome to Business People. We are tiny bonus I was offered that I resigned and joined a
fortunate to have as our guest tonight José Martínez, the competitor. Ten years later, they sent me to Spain to run
founder and Director of Pizza Rapida. José was brought up their sales and marketing operation.
in America and started his working life there. Now he is F: Does any aspect of the Spanish lifestyle help you to
one of the most successful entrepreneurs in Europe. How promote your products?
did he achieve this? Well, he began his rise to success in
Europe when he launched his pizza delivery chain from a M: Well, Spaniards are very keen on football, as you know,
small shop in the Spanish capital, Madrid, 10 years ago. and I think you have to be constantly aware of all possible
By the late nineties he had succeeded in expanding the opportunities. So now, when top teams are playing, I hire
business to over 400 outlets and in doing so, he has almost extra staff to deliver pizzas for the fans to eat while they
transformed the eating habits of the nation. As a result watch the match on television.
of this success, he has recently been able to buy out his F: That sounds like a real winner! And what’s next?
main competitor and today, Pizza Rapida is well known
for producing top-quality food at reasonable prices. José is M: Well, one option I was looking at was franchising the
now one of the wealthiest men in Spain. José, welcome operation but I decided I didn’t want to lose control, so
to our studio. what I’m seriously considering now is producing frozen
pizzas and other food to sell to supermarket and restaurant
M: Thank you. chains.
F: Now, did you do lots of market research before you set up F: Well, I wish you every success with that and many thanks ...
your pizza delivery service?
M: Well, not really. But I did do some basic research to get
the product itself right by giving some away to teenagers
in the neighbourhood. I kept experimenting with the key
72
B2 Vantage
Listening
Assessment
Answer key
B2 Business Vantage Listening sample paper

1 successful selling 13 F 23 B
2 (the) Central Hotel 14 H 24 A
3 profit margin(s) 15 G 25 B
4 £40/forty 16 C 26 B
5 laser printer 17 E 27 A
6 dispatch/dispatch 18 F 28 B
company
19 C 29 C
7 (any) cables 20 E 30 C
8 (a) discount 21 H
9 (the) plant 22 B
manager
10 business
administration
11 flexible
12 negotiable
B2 Business Vantage Listening assessment 73

74
1707 1707
Do not write
Part 1 - Recording Two below here
5 1 0
Candidate Candidate 5
Name Number 6 1 0
6
Centre Centre
Name Number 7 1 0
7
Examination Examination 8 1 0
Title Details 8
Candidate Assessment Do not write
Signature Date Part 1 - Recording Three below here
9 1 0
9
10 1 0
Business Vantage Listening Candidate Answer Sheet 10
11 1 0
Instructions 11
Use a PENCIL (B or HB). 12 1 0
Rub out any answer you want to change with an eraser. 12
For Part 1:
Write your answer clearly in CAPITAL LETTERS. Part 2 - Section One Part 3
A B C D E F G H A B C
For example:
13 23
14 24
For Parts 2 and 3:
Mark one box for each answer. A B C D E F G H A B C
15 25
For example:
If you think A is the right answer to the question, mark your answer sheet like this: A B C D E F G H A B C
16 26
17 27
Do not write A B C
Part 1 - Recording One below here 28
1 1 0 Part 2 - Section Two A B C
1 29
A B C D E F G H
2 1 0 18 A B C
2 30
A B C D E F G H
3 1 0 19
3
A B C D E F G H
4 1 0 20
4
A B C D E F G H
21
A B C D E F G H
22
1707 1707
Speaking
tasks
The Speaking test consists of three parts. There are two candidates and two examiners. One examiner acts as both
interlocutor and assessor and manages the interaction either by asking questions or by providing cues for candidates.
The other acts as assessor only and does not join in the interaction.
Task types include short exchanges with the interlocutor; a mini-presentation by each candidate; a collaborative task which
candidates do together.
The task focus is exchanging personal and factual information, expressing and finding out about attitudes and opinions.
The interlocutor gives an impression mark based on a global achievement scale, while the assessor applies detailed
analytical scales and gives separate marks for grammar and vocabulary, discourse management, pronunciation and
interactive communication.
Part Timing Task type and interaction Focus
Conversation between the interlocutor Giving personal information.

and each candidate. The interlocutor Talking about present circumstances,
1 3 minutes. encourages the candidates to give
information about themselves and to
past experiences and future plans,
expressing opinions, speculating,
express personal opinions. and so on.
A ‘mini-presentation’ by each candidate

6 minutes on a business theme.
Organising a larger unit of discourse.
2 (including a
1-minute ‘long turn’ The candidates are given prompts which
generate a short talk on a business-
Giving information and expressing
and justifying opinions.
related topic.
A collaborative task which candidates Turn-taking (initiating and responding

do together. appropriately), negotiating,
collaborating, exchanging information,
3 5 minutes. The candidates are presented with a
discussion on a business-related topic.
expressing and justifying opinions,
agreeing and/or disagreeing,
The interlocutor extends the discussion suggesting, speculating, comparing
with prompts on related topics. and contrasting, and decision-making.
B2 Business Vantage Speaking tasks 75

This part tests the candidates’ ability to communicate with one
Format
another, negotiate, initiate, and respond in an appropriate way.
The paired format of the B2 Business Vantage Speaking test (two
examiners and two candidates) offers candidates the opportunity Sample task and assessment criteria: pages 81 and 82.
to demonstrate, in a controlled but non-threatening environment,
their ability to use their spoken language skills effectively in a The third part of the test is a conversation between the
range of contexts. The test lasts 14 minutes. One examiner, the candidates. The interlocutor gives them a topic to discuss. The
interlocutor, conducts the test and gives a global assessment candidates are asked to speak together for about 3 minutes. The
mark for each candidate’s performance. The other, the assessor, interlocutor supports the conversation, if appropriate, and then
does not take any part in the interaction but focuses solely on asks further questions related to the main theme.
listening to and making an assessment of certain aspects of the
candidates’ oral proficiency.
Preparation
At the end of the Speaking test, candidates are thanked for
attending, but are given no indication of the level of their Candidates should be familiar with the paired assessment as
achievement. discussed in B1 Business Preliminary (see page 38).
The standard format is two examiners and two candidates, and, Students need to practise exchanging personal and non-personal
wherever possible, this is the form which the Speaking test takes. information.
In cases where there is an uneven number of candidates at a At B2 Business Vantage level it may be possible for students
centre, the last test of the session is taken by three candidates to practise talking about themselves in pairs with or without
together instead of two. The test format, test materials and prompts (such as written questions). However, prompt materials
procedure remain unchanged but the timing is longer: 20 minutes are necessary for Parts 2 and 3, and students could be encouraged
instead of 14. to design these themselves or may be provided with specially
prepared sets.
The Speaking paper consists of three parts, each of which is
assessed. Throughout the test, the interactional pattern varies: In small classes, students could discuss authentic materials as
between the interlocutor and each candidate, between the two a group, prior to engaging in pairwork activities. Such activities
candidates, and among all three. The patterns of discourse vary familiarise students with the types of interactive skills involved
within each part of the test. in requesting and providing factual information, such as speaking
clearly, formulating questions, listening carefully and giving
PART 1 Interview precise answers.
This part tests the candidates’ ability to respond to questions and In the ‘mini-presentation’ candidates are being asked to show an
expand on responses. ability to talk for an extended period (approximately 1 minute).
Discussion activities as well as giving short talks or presentations
Assessment criteria: page 82. should help to develop this skill.
In the final discussion in the B2 Business Vantage Speaking
In the first part of the test, the interlocutor addresses each test, candidates are also being tested on their ability to express
candidate in turn and asks first general, then more business- opinions, compare and contrast, concede points and possibly
related questions. Candidates are not addressed in strict reach a conclusion (although it is perfectly acceptable for
sequence. In this part of the test, candidates are being tested candidates to agree to differ). Any discussion activities on a
on their ability to talk briefly about themselves and to provide business theme that encourage students to employ these skills
concise information on where they come from and their job/ are beneficial. Group or class discussions may be valuable ways of
studies. Candidates are then required to perform functions developing these skills.
such as agreeing and disagreeing, and expressing opinions and
preferences (in the second part of Part 1, which focuses on a Note: In some centres candidates from the same school are paired
business-related topic). together. However, where candidates from a number of different
educational establishments are entered at the same centre, some
PART 2 Long turn candidates may find that they are paired with a candidate from
another establishment. Students should check with the centre
This part tests the candidates’ ability to sustain a ‘long turn’.
through which they are entering to find out the local procedure.
Sample task and assessment criteria: pages 78–80
and 82.
The second part of the test is a ‘mini-presentation’. In this part,

each candidate is given a choice of three topics and has 1 minute
to prepare a piece of extended speech lasting approximately
1 minute. After each candidate has spoken their partner is invited
by the interlocutor to ask a question about what has been said.
76
BEC VANTAGE SPEAKING
XX
$:KDWLVLPSRUWDQWZKHQ«"
Entertaining clients
x Types of activities
x Cost of activities
B2 Business Vantage Speaking sample paper

together with the interlocutor frame for these parts.
perform a task (for further information, see page 76).

Tasks are included from Parts 2 and 3 of the Speaking test,
%:KDWLVLPSRUWDQWZKHQ«"
the candidates questions directly, rather than asking them to
Material is not included for Part 1, in which the interlocutor asks
Renting retail premises
x Location
x Length of contract
&:KDWLVLPSRUWDQWZKHQ«"
Deciding on packaging for products
x Image
x Production process
x
Speaking
B2 Vantage
b e c h a n d b o o k | va ntag e – s p e a k i n g | sa m p l e ta s k s 81
77
Sample Part 2 Example 2 Candidate card BEC VANTAGE SPEAKING
78
XX ;;
:RUN([SHULHQFH3URJUDPPH
$:KDWLVLPSRUWDQWZKHQ«"
Your company has decided to offer a 2-week work experience programme for a small group of
business students.
Selecting staff for promotion
You have been asked to help with the preparations for this programme
x Attitude to work
Discuss the situation together and decide:
x Current performance
x what kinds of work experience should be offered to the students
x
x how the participants should be selected
x
%:KDWLVLPSRUWDQWZKHQ«"
Considering a career change
x Further study or training
x Opportunities for future promotion
&:KDWLVLPSRUWDQWZKHQ«"
Planning an advertising campaign
x Market research
x Selecting appropriate medium

BEC VANTAGE SPEAKING BEC VANTAGE SPEAKING
XX
PART 2 6 minutes (8 minutes for groups of three) $ :KDWLVLPSRUWDQWZKHQ«"

Entertaining clients
x Types of activities
x Cost of activities
Now, in this part of the test, I'm going to give each of you a choi ce of three x
different topics. I'd like you to select one of the topics and give a short x
presentation on it fo r about a minute. You will have a minute to prepare this
and you can make notes if you want. After you have finished your talk, your
%DFNXS :KDWW\SHVRIDFWLYLW\DUHLPSRUWDQWWRFRQVLGHU":K\"
partner will ask you a question.
TXHVWLRQV +RZLPSRUWDQWLVLWWRFRQVLGHUFRVW":K\"
All right? Here are your topics. Please don't write anything in the booklets. Select from the following additional prompts (if the above have already been covered):
[Hand each candidate a Part 2 booklet (open at appropriate task) and a pencil and How important is the YHQXH? (Why?)
paper for notes.]
60 Is it important ZKLFKFRP SDQ\SHUVRQQHO are involved in entertaining clients? (Why/Why
seconds not?)

Now, B, which topic have you chosen, A, B or C?
Would you like to talk about what you think is important when [interlocutor
states candidate's chosen topic]?
A, please listen carefully to B's talk, and then ask him/her a question % :KDWLVLPSRUWDQWZKHQ«"
about it.
Renting retail premises
about
60 seconds x Location
x Length of contract
Thank you. Now, A, please ask B a question about his/her talk.
x
x
%DFNXS ,VORFDWLRQWKHPRVWLPSRUWDQWWKLQJWRFRQVLGHU":K\:K\QRW"

Now, A, which topic have you chosen, A, B or C?
Would you like to talk about what you think is important when [interlocutor TXHVWLRQV :K\LVWKHOHQJWKRIWKHFRQWUDFWLPSRUWDQW"
B, please listen carefully to A's talk, and then ask him/her a question
How important is FRVW? (Why?)
about it.
How important is it to consider the FRQGLWLRQ of the premises? (Why?)
about
60 seconds
Thank you. Now, B, please ask A a question about his/her talk.
Thank you. C: What is important when…?
Deciding on packaging for products

Can I have the booklets, please? x Image
x Production process
x
[Retrieve Part 2 booklets, pencils and paper.] x
Back up Why is image important?

questions How important is it to consider the production process? (Why?)
How important is the cost of the packaging?

Speaking
Is it essential to carry out market research before deciding on the packaging? (Why/Why
B2 Vantage
not?)
79
84 b e c h a n d b o o k | va ntag e – s p e a k i n g | sa m p l e ta s k s
80
XX
PART 2 6 minutes (8 minutes for groups of three) $ :KDWLVLPSRUWDQWZKHQ«"

Selecting staff for promotion
x Attitude to work
x Current performance
Now, in this part of the test, I'm going to give each of you a choi ce of three
x
different topics. I'd like you to select one of the topics and give a short
x
presentation on it fo r about a minute. You will have a minute to prepare this
and you can make notes if you want. After you have finished your talk, your
partner will ask you a question. %DFNXS ,VWKHHPSOR\HH¶VDWWLWXGHWRZRUNWKHPRVWLPSRUWDQWWKLQJWRFRQVLGHU":K\:K\QRW"
TXHVWLRQV :K\LVLWLPSRUWDQWWRFRQVLGHUDQHPSOR\HH¶V FXUUHQWSHUIRUPDQFH?
All right? Here are your topics. Please don't write anything in the booklets.
[Hand each candidate a Part 2 booklet (open at appropriate task) and a pencil and How important is it to consider DPELWLRQ? (Why?/Why not?)
paper for notes.]
60 How important is it for the candidate to have VNLOOVDSSURSULDWH for the new post? (Why?)
seconds

Would you like to talk about what you think is important when [interlocutor
A, please listen carefully to B's talk, and then ask him/her a question % :KDWLVLPSRUWDQWZKHQ«"
about it.
Considering a career change
about
60 seconds
x Further study or training
Thank you. Now, A, please ask B a question about his/her talk. x Opportunities for future promotion
x
x
Now, A, which topic have you chosen, A, B or C? %DFNXS :K\LVLWLPSRUWDQWWRFRQVLGHU IXUWKHUVWXG\RUWUDLQLQJ"

Would you like to talk about what you think is important when [interlocutor TXHVWLRQV ,VLWLPSRUWDQWWRFRQVLGHU RSSRUWXQLWLHV IRUIXUWKHUSURPRWLRQ":K\:K\QRW"
B, please listen carefully to A's talk, and then ask him/her a question
about it. How important is it to consider ILQDQFLDOUHZDUGV? (Why?)
about Is it important to consider IOH[LEOHZRUNLQJDUUDQJHPHQWV when considering a career
60 seconds change? (Why/Why not?)
Thank you.
& :KDWLVLPSRUWDQWZKHQ«"

Planning an advertising campaign
x Market research
x Selecting appropriate medium
x
x
%DFNXS +RZLPSRUWDQWLVLWWRFDUU\RXW PDUNHWUHVHDUFK":K\"

TXHVWLRQV ,VVHOHFWLQJWKH DSSURSULDWHPHGLXP WKHPRVWLPSRUWDQWWKLQJ":K\:K\QRW"
How important is it to EXGJHWHIIHFWLYHO\? (Why?)
Why is it essential for the advertising campaign toVXSSRUWWKHLPDJHof the product?
Sample Part 3 Interlocutor frame
Sample Part 3 Interlocutor frame
;;
:RUN([SHULHQFH3URJUDPPH
Your company has decided to offer a 2-week work experience programme for a small group of
Now, in this part of the test you are going to discuss something together. business students.
You have been asked to help with the preparations for this programme
[Hold the Part 3 booklet open at the task while giving the instructions below.]
Discuss the situation together and decide:
You will have 30 seconds to read this task carefully, and then about three
minutes to discuss and decide about it together. You should give reasons x what kinds of work experience should be offered to the students
for your decisions and opinions. You don't need to write anything. Is that
clear? x how the participants should be selected
[Place the booklet open at task 1 in front of the candidates so they can both see
it.]

30 seconds
I'm just going to listen and then ask you to stop after about three minutes.
Please speak so that we can hear you.
about
3 minutes
[Select one or more of the following questions as appropriate, to redress any

• What other preparations would the company make before having work
experience students? (Why?)
• What are the advantages to a company of offering a work experience

programme to business students? (Why?)
• In what other ways can businesses develop close links with the
community?
• What do you think is the most useful kind of work experience for business
students? (Why?)
• What help would you give a student on their first day of work experience?
(Why?)
• What areas of business would you like to have more experience of? (Why?)

Speaking

B2 Vantage
81
Assessment
The quality assurance of Speaking Examiners (SEs) is managed Throughout the test candidates are assessed on their own
by Team Leaders (TLs). TLs ensure that all examiners successfully individual performance and not in relation to each other. They
complete examiner training and regular certification of procedure are awarded marks by two examiners: the assessor and the
and assessment before they examine. TLs are in turn responsible interlocutor. The assessor awards marks by applying performance
to a Professional Support Leader (PSL) who is the professional descriptors from the analytical assessment scales for the
representative of Cambridge English for the Speaking tests in a following criteria:
given country or region. • Grammar and Vocabulary
Annual examiner certification involves attendance at a face-to- • Discourse Management
face meeting to focus on and discuss assessment and procedure, • Pronunciation
followed by the marking of sample Speaking tests in an online • Interactive Communication.
environment. Examiners must complete standardisation of
assessment for all relevant levels each year and are regularly The interlocutor awards a mark for global achievement using the
monitored during live testing sessions. global achievement scale.
Assessment for B2 Business Vantage is based on performance

across all parts of the test, and is achieved by applying the
relevant descriptors in the assessment scales.
82
B2 Vantage
Speaking
B2 Business Vantage Speaking Examiners use a more detailed version of the following assessment scales, extracted from the overall
Interactive
B2 Grammar and Vocabulary Discourse Management Pronunciation
Communication
5 Shows a good degree Produces extended stretches Is intelligible. Initiates and responds
of control of a range of of language with very little appropriately, linking
Intonation is appropriate.
simple and some complex hesitation. contributions to those of
grammatical forms. Sentence and word stress is other speakers.
Contributions are relevant
accurately placed.
Uses a range of appropriate and there is a clear organisation Maintains and develops the
vocabulary to give and of ideas. Individual sounds are interaction and negotiates
exchange views on a wide articulated clearly. towards an outcome.
Uses a range of cohesive devices
range of familiar topics.
and discourse markers.
3 Shows a good degree Produces extended stretches Is intelligible. Initiates and responds
of control of simple of language despite some appropriately.
Intonation is generally
grammatical forms, and hesitation.
appropriate. Maintains and develops the
attempts some complex
Contributions are relevant and interaction and negotiates
grammatical forms. Sentence and word stress is
there is very little repetition. towards an outcome with
generally accurately placed.
Uses a range of appropriate very little support.
Uses a range of cohesive devices.
vocabulary to give and Individual sounds are
exchange views on a range of generally articulated clearly.
familiar topics.

1 Shows a good degree Produces responses which are Is mostly intelligible, Initiates and responds
of control of simple extended beyond short phrases, and has some control of appropriately.
grammatical forms. despite hesitation. phonological features at
Keeps the interaction going
both utterance and
Uses a range of appropriate Contributions are mostly with very little prompting
word levels.
vocabulary when talking relevant, despite some and support.
about everyday situations. repetition.
Uses basic cohesive devices.
B2 Global achievement
5 Handles communication on a range of familiar topics, with very little hesitation.
Uses accurate and appropriate linguistic resources to express ideas and produce extended discourse that is generally
coherent.
3 Handles communication on familiar topics, despite some hesitation.
Organises extended discourse but occasionally produces utterances that lack coherence, and some inaccuracies and
inappropriate usage occur.
1 Handles communication in everyday situations, despite hesitation.
Constructs longer utterances but is not able to use complex language except in well-rehearsed utterances.
A Speaking assessment glossary of terms is available on pages 124–125.
B2 Business Vantage Speaking assessment 83

C1 Business Higher 1 hour
Reading
tasks
The paper consists of a range of business-related texts and accompanying tasks. A text may consist of several short sections.
There are six parts. Parts 1 to 3 test candidates’ reading comprehension skills. Parts 4 to 6 test candidates’ understanding of
the meaning of written English at word, phrase, sentence and paragraph level.
Candidates indicate answers by shading a box or writing a word on a machine-readable answer sheet.
Number of Number
questions of marks
Matching task involving either a

1 8 8 Matching
Reading for gist and global
meaning.
single text or five short, related
texts (approx. 450 words in total).
An authentic business-related text
2 6 6 Matching Text structure and detail.

with sentence-length gaps. Whole
text approximately 450–500
words in total.
A 4-option multiple-choice task
Understanding general
points and specific details.
involving a longer text based on
authentic source material (approx.
500–600 words).
A single business-related text

4 10 10 Multiple-choice
cloze
Vocabulary and text
structure.
with mainly lexical gaps
(approx. 250 words).
Single business-related text with

5 10 10 Open cloze
Text structure and
discourse features.
structure and discourse gaps
(approx. 250 words).
Short text (approximately

Understanding sentence
6 12 12 Proofreading structure; error
identification.
150–200 words). Identification
of additional unnecessary words
in text.
Total 52 52
84
C1 Higher
Reading
The six parts of the Reading paper PART 4 4-option multiple-choice cloze
This part tests the candidates’ knowledge of lexis and text structure.
PART 1 Matching
In this part, there is an emphasis on reading for gist and
global meaning.
Sample task and answer key: pages 87 and 92. Each correct answer in Part 4 receives 1 mark.
This task is a modified cloze: in other words, a gapped text in

which the gaps are carefully chosen. There are 10 multiple-choice
questions, most of which test vocabulary. The candidate’s task
This is a matching task involving either a single text or five related
is to choose the correct option from the four available to fill
shorter texts. Examples are a set of related product descriptions,
each gap.
a set of advertisements (for instance, for different types of
services), notices, book reviews, short newspaper items on related
PART 5 Open cloze
topics or a single magazine article divided into five sections.
This part tests the candidates’ understanding of how texts are
Texts may be edited, but the source is authentic. They are structured and their ability to follow the detailed meaning and
identified as texts A–E. There are eight questions, each of which is argument of a text.
one sentence, numbered 1–8. Each sentence is a statement which
can be matched with only one of the texts. The candidate’s task is
to read the sentence and then scan the texts for the one to which
the sentence applies. Candidates are tested on whether they
can understand the language of the question and relate it to the
meaning of the text, which is expressed in different language.
This task is an open cloze: a gapped text in which the candidate
has to supply the word to fill each gap. There are 10 questions.
PART 2 Matching Gaps are formed by rational deletion, being chosen rather than
In this part, there is an emphasis on structure and reading for detail. simply those which occur if (for example) every seventh word is
deleted. The focus is on structure and coherence/cohesion in the
Sample task and answer key: pages 88 and 92. text. Items tested may be prepositions, auxiliary verbs, pronouns,
conjunctions, etc.
PART 6 Proofreading
This is a gapped text with six sentence-length gaps. The text This part tests candidates’ understanding of sentence structure and
comes from an authentic business-related source, although it may their ability to identify errors.
be edited. Sources include business articles from newspapers or
magazines, books on topics such as management, and company Sample task and answer key: pages 91 and 92.
literature such as annual reports. Candidates have to read the text
and then identify the correct sentence to fill each gap from a set
of eight sentences marked A–H. Sentence H is the example, and
one other sentence is a distractor which does not fit any of the In this task, candidates identify words that have been introduced
gaps. Understanding, not only of the meaning of the text but of into a text in error. This exercise can be related to the authentic
some of the features of its structure, is tested. task of checking a text for errors, and suitable text types therefore
include letters, publicity materials, etc. The text contains 12
PART 3 4-option multiple choice numbered lines, which are the test questions. Further lines at the
In this part, there is an emphasis on understanding general points end may complete the text, but these are not test questions.
and specific details.
Preparation
General
• Make sure that the students read as widely as possible in class
This task consists of a text accompanied by 4-option multiple-
texts from authentic sources such as business magazines and
choice questions. The stem of a multiple-choice item may take
the form of a question or an incomplete sentence. There are six
students to interact fully with each text by focusing on pre-
questions, which are placed after the text. Sources of original
reading questions. These stimulate interest in the topic dealt
texts may be the general and business press, company literature
with by the text and train students in prediction techniques.
and books on topics such as management. Texts may be edited,
but the sources are authentic. • It is useful for students to refer to dictionaries and grammar
books while studying. However, they should also be encouraged
to read texts without thinking that they need to understand every
word. They are not allowed to use a dictionary in the examination
and they should be trained to try to guess the meaning of
unknown words from the context. Students sometimes spend too
long processing the text at word level rather than trying to get a
more ‘top down’ view of what it is about.
C1 Business Higher Reading tasks 85

• It is important to make sure that the students are familiar with • Since culture affects discourse, including the order of argument
the standard format of the test by going through the sample development, discussions exploring this are beneficial.
materials with them.
• The cut and paste functions of word-processing, where
• Make sure that the students are familiar with the instructions available, can be exploited for this task.
on the front page of the question paper, and for each part
of the test. They should also be familiar with the technique PART 3
of indicating their answer on the separate answer sheet, so
that they can do this quickly and accurately. They will need to • Multiple-choice questions are a familiar and long-standing type
be shown how to do this and to practise in a timed exercise. of test; here they are used to test opinion and inference rather
They need to think about the relative merits of transferring than straightforward facts.
their answers onto the answer sheet at the end of each task • Correct answers are designed not to depend on simple
or waiting until the end of the test. If they find it difficult to word-matching, and students’ ability to interpret paraphrasing
complete the parts in the time allowed, it may be wiser to should be developed.
transfer answers after each part.
• Students should be encouraged to pursue their own
• When students are familiar with the different task types, it is a interpretation of relevant parts of the text and then check
good idea to discuss which parts take them longer to complete. their idea against the options offered, rather than reading all
Following this discussion you may wish to suggest possible the options first.
timings for each task. Students may prefer to attempt the tasks
which they find easier first. The outcome of the discussion will • It could be useful for students to be given perhaps one of the
also help you to decide which sections of the paper to focus on wrong options only, and for them to try to write the correct
for further practice and may lead on to assistance with faster answer and another wrong option.
reading strategies.
PART 4
• Remind students to check the spelling of their answers to Parts
5 and 6, as incorrect spelling is penalised, and to write clearly • It is important for students to appreciate that the correct
and in capital letters. answer in each case is correct in relation to the gap itself, rather
than in relation to the other three options.
By part • It is worth emphasising that this task tests lexical and
collocational knowledge, and that the best (if not the only)
PART 1
route to this knowledge is to read widely within the kinds of
• Present students with sets of related short texts (e.g. job texts that the task employs.
advertisements, advertisements for hotels) from newspapers,
• It is worth discussing what aspects of linguistic knowledge are
magazines and brochures.
tested (collocations, fixed phrases, register, etc.).
• Longer texts may also be divided into subheaded sections.
• It might be useful to give students gapped texts and have them
• Students should be encouraged to identify facts or ideas produce alternative words which fit or do not fit the gaps.
within each text, describing how the texts are similar and what
• Any vocabulary-building activity is likely to be helpful in
differences they contain.
preparing for this task.
• The register or style of the task sentences is likely to differ
from that of the texts, and students should be given practice PART 5
in recognising the same information in different styles, e.g. by
• The kinds of words which are gapped may well correspond
rewriting advertisements in objective prose.
to the kinds of errors students make; therefore discussion of
• The task is designed to go beyond simple word-matching, and photocopied examples of students’ compositions could
students will need to practise paraphrasing. be helpful.
• Activities that help students to identify target information from • Students should be encouraged to circle the word or words in
otherwise superfluous text (e.g. choosing what to watch from the text that dictate what the answer is, in order for them to see
television listings) would be beneficial. that such clues to the answer may be either adjacent to the gap
or several words distant.
• Above all, students should treat the task as an example of
information-processing skills which are frequently employed in • Students should brainstorm various likely words which might fit
social and professional life. a particular gap, and then discuss why others do not fit.
• Students could be given several possible answers for a gap and
PART 2
discuss why the correct answer is correct.
• This task requires an overt focus on cohesion and coherence to
• This task tests grammatical and structural aspects of language,
which many students may not be accustomed.
and any practice in these areas is beneficial.
• It is helpful for students to reassemble texts that have been cut
up, discussing why texts fit together as they do. PART 6
• It is useful for students to discuss why sentences do or do not • Students should be reminded that this task represents a kind of
fit together. editing that is common practice, even in their first language.
• Students can benefit from altering the cohesion of texts to • Any work on error analysis is likely to be helpful for this task.
make sentences that do not fit together do so, and vice versa.
• A reverse of the exercise (giving students texts with missing
words) might prove beneficial.
86
96
BEC
PART
PART
ONE
ONE AA DD Part 1
Questions
Questions1 –1 8– 8
Basic
Basicactivities
activitiessuch
suchas as
catering,
catering,
cleaning
cleaning
andand There
There
areare
signs
signs
that
that
thethe
spread
spread
of of
contracting
contracting
outout
security
security
were
wereoften
often
thethe
first
first
to to
be be
contracted
contracted
outout to to
MSSs
MSSs
is impacting
is impacting
onon
thethe
wayway
OWOs
OWOs
areare
run,
run,
96 C1 bBusiness
• • Look
Look
at at
thethe
statements
statements
below
below
and
and
at at
thethe
five
five
extracts
extracts
from
from
anan
article
article
onon
thethe
opposite
opposite
page
page
about
about
ec hand
as as
both
both
thethe
private
private
andand
public
public
sectors
sectors
yielded
yielded
to to generating
generating
a need
a need
forfor
high-level
high-level
staff
staff
whowho
will
will
be be
organisations
organisations
which
which
outsource
outsource
(OWOs).
(OWOs).
These
These
areare
organisations
organisations
which
which
give
give
contracts
contracts
forfor
some
some
thethe
1990s’
1990s’philosophy
philosophyof of
concentrating
concentrating
ononcore
core skilled
skilled
at at
negotiating
negotiating
andand
handling
handling
relationships
relationships
BEC HIGHER
of of
their
their
activities
activities
to to
bebe
runrun
byby
managed
managed
service
service
suppliers
suppliers
(MSSs).
(MSSs).
activities.
activities.AsAsa aresult
resultof ofoutsourcing,
outsourcing,many
many
Higher
with
withpartner
partnerorganisations
organisationsrather
ratherthan
thansimply
simply
• • Which
Whicharticle
article
(A,(A,
B,B,
C,C,
DD or or does
E)E) does
each
each
statement
statement
1 –1 8– refer to?to?
8 refer canteens
canteens
have
have
lostlost
their
their
institutional
institutional
atmosphere
atmosphere giving
givinginternal
internaldirections.
directions.Meanwhile,
Meanwhile,many
many
• • ForFor
each
each
statement
statement
1 –1 8, mark
– 8, mark
one
one
letter
letter
(A,(A,
B,B,
C,C,
DD or or onon
E)E) your
your
Answer
Answer
Sheet.
Sheet. andand
resemble
resemble
high-street
high-street retail
retail
outlets,
outlets,
boosting
boosting
MSSs
MSSsface
facenew
newemployment
employmentandandrecruitment
recruitment
(questions
both
boththetherange
rangeof ofproducts
productsandandfacilities
facilitiesforfor
b o o k Reading
• • You
You
willwill
needneed
to to
use
use
some
some
of of
these
these
letters
letters
more
more
than
than
once.
once. issues
issues
as as
their
their
workforces
workforces
often
often
consist
consist
of of
staff
staff
workers
workersandand
thethe
MSSs’
MSSs’ turnover.
turnover.
Profits
Profits
from
from
thethe
inherited
inherited
from
from
dozens
dozens
of of
organisations
organisations
in in
both
both
• • There
There
is is
anan
example
example
at at
thethe
beginning,
beginning,
(0).
(0). growing
growing
UKUK
outsourcing
outsourcing
market
market
areare
helping
helping
thethe
thethe
public
public
andand
private
private
sectors.
sectors.
biggest
biggest
catering
catering
MSSs
MSSs to to
expand
expand
overseas
overseas
as as
thethe
| h i g hsample
HIGHER READING
READING
1–8)
industry
industry
develops
developsa global
a globaldimension.
dimension.
Example:
Example:
e r – rpaper
There
0 0 There areare
signs
signs
that
that
some
some
MSSs
MSSs
areare
moving
moving
into
into
foreign
foreign
markets.
markets. BB EE
A A B B C C D D E E Estimates
Estimates
of of
thethe
scope
scopeandand
value
value
of of
managed
managed The
The
growth
growth
in in
outsourcing
outsourcing
hashas
coincided
coincided
– and
– and
0 0
service
servicesupplying
supplyingvary varyaccording
accordingto tothethe may
maycontinue
continueto tocoincide
coincide– –with
withincreasing
increasing
definitions
definitions used
used
of of
what
what
activities
activities
areare
included
included or or interest
interest
in in
thethe
concept
concept
of of
thethe
virtual
virtual
organisation
organisation
excluded
excluded in in
calculations.
calculations.Although
Although somesome MSSsMSSs – –oneonewhich
whichchooses
choosesto tooutsource
outsourcealmost
almost
There
1 1 There is is
a risk
a risk
that
that
outsourcing
outsourcing
tootoo
many
many
operations
operations
could
could
weaken
weaken
anan
OWO.
OWO.
areare
large
large
– for
– for
example,
example,thethe
Alfis
Alfis
Group
Group is, is,
with
with everything
everything
so so
that
that
it can
it can
concentrate
concentrate
onon
handling
handling
200,000
200,000employees,
employees,oneoneof ofthethetentenbiggestbiggest relationships
relationships
with
with
its its
clients.
clients.
However,
However,
a recent
a recent
OWOs
2 2 OWOs areare
finding
finding
that
that
they
they
need
need
to to
adapt
adapt
their
their
management
management
methods
methods
asas
a result
a result
of of
thethe private
private sector
sector
employers
employers in in
Europe
Europe– they
– they
enjoy
enjoy
e a d i n g | sa m p l e pa p e r
b e c h a n d b o o k | h i g h e r – r e a d i n g | sa m p l e pa p e r
report
reportwarns
warnsthat
thatthethenotion
notionof ofvirtual
virtual
increased
increased
outsourcing
outsourcing
they
they
commission.
commission. little
littleof ofthethepublic
publicname
namerecognition
recognitionof ofthethe
organisations
organisationsmust
mustbebebalanced
balancedagainst
againstthethe
OWOs
OWOs forfor
whom
whom they
they
work.
work.AtAtthethe
samesametime,
time,in in
negative
negativepossibility
possibilityof of‘hollow’
‘hollow’organisations,
organisations,
There
3 3 There areare
different
different
ways
ways
of of
assessing
assessing
thethe
total
total
financial
financial
worth
worth
of of
outsourced
outsourced
business.
business. fields
fieldssuchsuchas asIT ITandandresearch,
research,OWOs OWOsnow now
leftleft
with
with
only
only
a ‘fragile
a ‘fragile
shell
shell
remaining’.
remaining’.
The
The
outsource
outsource notnot
only
only
non-core
non-core activities
activitiesbutbutalsoalso
report
reportalso
alsoexpresses
expressesconcern
concernthat
thatsome
somelarge
large
those
thosewherewheretheytheybelieve
believespecialist
specialistMSSs
MSSscancan
There
4 4 There may
may
bebe
improvements
improvements
forfor
anan
OWO’s
OWO’s
staff
staff
when
when
it outsources
it outsources
services.
services.
bring
bringadditional
additional expertise.
expertise. MSSs
MSSshave
have‘gradually
‘graduallytaken
takencontrol
controlof of
significant
significantparts
partsof ofpublic
publicsector
sectoractivities’,
activities’,
Despite
5 5 Despite their
their
success
success
in in
business
business
terms,
terms,
MSSs
MSSs
may
may
notnot
bebe
high
high
profile.
profile. changing
changingthethebasis
basisononwhich
whichthethesuccess
successor or
otherwise
otherwise
of of
those
those
activities
activities
is assessed.
is assessed.
OWOs
6 6 OWOs may
maynotnot
have
have
consistent
consistent
policies
policies
with
with
regard
regard
to to
MSSs.
MSSs.
It is
7 7 It is theoretically
theoretically
possible
possible
forfor
thethe
majority
majority
of of
anan
OWO’s
OWO’s
activities
activities
to to
bebe
contracted
contracted
to to
MSSs.
MSSs. CC
The
The
growth
growth
of of
outsourcing
outsourcing
means
means
that
that
a number
a number
Outsourcing
8 8 Outsourcing is is
affecting
affecting
thethe
way
way
performance
performance
is is
measured
measured
in in
some
some
areas
areas
of of
business.
business.
of of
MSSs
MSSs
areare
finding
finding
themselves
themselves
drawn
drawn
into
into
thethe
established
established
managerial
managerial
thinking
thinking
of of
their
their
OWOs
OWOs
to toa apoint
pointwhere
wheretheir
theirreputation
reputationbecomes
becomes
dependent
dependent
onon
thethe
OWO’s
OWO’s
performance
performance
– in
– in
both
both
positive
positiveandandnegative
negativeways.
ways.This
Thisandandother
other
consequences
consequencesof ofgrowth
growtharearegenerating
generatingcalls
calls
from
fromMSSs
MSSsforforboth
boththetheprivate
privatesector
sectorandand
governments
governmentsto tothink
thinkmore
morestrategically
strategicallyabout
about
their
their
relationship
relationship
with
with
MSSs,
MSSs,
rather
rather
than
than
onon
a a
Reading
disjointed
disjointed
contract-by-contract
contract-by-contract
basis.
basis.
C1 Higher
Turn Over
Turn
Over
2 2 3 3
87
88
PART TWO
PARTTWO Example:
Example:
Questions 14
AA BB CC DD EE FF GG HH
00
•• Read
Readthis
thistext
texttaken
takenfrom
froman
anarticle
articleabout
abouthow
howcompanies’
companies’decision-making
decision-makingcan
cango wrong.
gowrong.
wouldbe
AA It Itwould befar
farbetter,
better,though, dissidents
though,if ifdissidents Onesolution
EE One solutionisistotoset
settargets
targetsfor project
fora aproject
•• Choose
Choosethe
thebest
bestsentence
sentencefrom
fromthe
theopposite
oppositepage
pagetotofillfilleach
eachofofthe gaps.
thegaps.
ininthe
theorganisation
organisationraised
raisedtheir doubts
theirdoubts and
andtotoagree
agreeininadvance
advancetotoabandon
abandonit itif if
•• For
Foreach
eachgap 14,mark
gap9 9– –14, markone
oneletter onyour
letter(A(A– –H)H)on yourAnswer Sheet.
AnswerSheet.
beforehand,
beforehand,and
andwere
werelistened
listenedto.to. these
theseare
arenot met.
notmet.
•• Do
Donot
notuse
useany
anyletter
lettermore
morethan once.
thanonce.
•• There
Thereisisan
anexample
exampleatatthe
thebeginning, (0).
beginning,(0). Theywant
BB They wanttotobe
berecognised having
recognisedasashaving Afterall,
FF After all,people
peoplewho
whopersistently
persistentlypoint
pointtoto
changed
changedthe
thecompany
companyinina away
waythat history
thathistory potential
potentialpitfalls
pitfallsare
areseen
seenasasnegative and
negativeand
will remember.
willremember. disloyal.
disloyal.
Thisisisnot
CC This nottotoargue
arguethat
thatcompanies should
companiesshould Butthey
GG But theyoften
oftenrely
relyonly
onlyon
onthose
thoseparts
partsofofit it
Bad
Bad business
business decisions are
decisions are never
neverattempt
attemptanything
anythingbrave risky.
braveororrisky. that
thatsupport
supporttheir case.
theircase.
easy
easy to make
to make Toomuch
DD Too muchmoney
moneyhas
hasbeen
beenspent
spentand too
andtoo Coupledwith
HH Coupled withthis,
this,they
theyinsist
insistthat the
thatthe
many
manyreputations
reputationsare
areatatstake think
staketotothink failure
failurewas
wassomeone
someoneelse’s fault.
else’sfault.
Those
Thosewho whomake makedisastrous
disastrousbusiness decisions
businessdecisions Responsible
Responsiblemanagersmanagersusually usuallyask asktotosee seethethe
generally
generallyexhibit
exhibittwo twocharacteristic
characteristictypes typesofof evidence
evidencebefore
beforereaching
reachinga adecision. (11)......... .
decision.(11)........ about
aboutstopping
stoppingatatthis stage.
thisstage.
behaviour.
behaviour. First First they they make make a a selectiveselective Even
Eventhose
thosewho whoconsider
considerallallthe theevidence,
evidence,good good
interpretation
interpretationofofthe theevidence
evidencewhen whendeciding
decidingtotogogo and
andbad,
bad,fail
failtototake
takeaccount
accountofofthe thefact
factthat expert
thatexpert
ahead
aheadwith
witha aproject. (0)...H.... .
project.(0)...H... predictions
predictionsare areoften
oftenwrong.
wrong.The Thereason
reasonfor forthis
thisisis
How
How dodo such such bad bad decisions
decisions come come about?about? that
thatfeedback
feedbackisisonly onlyeffective received
effectiveififit itisisreceived
One
Onereason
reasonisisthat thatthe thepeople
peopleinincontrolcontrolare are quickly
quicklyand andoften;
often;andandsenior
seniorexecutives
executivesrarely rarely
determined
determined toto make make their their markmark byby doing doing become
becomethe theexperts
expertsthey
theyclaim
claimtotobe, be,because
becausethey they
something
somethingdramatic. . Oncethe
(9).......... Once
dramatic.(9)......... leader
theleader make
maketoo toofewfewbig bigdecisions
decisionstotolearn learnmuchmuchfrom from
has
hasdecided
decidedtotoput puthishisororherhername project,
nametotoa aproject, them.
them.SoSowhen whenit itbecomes
becomesclear clearthat disaster
thatdisaster
b
many
manyininthe theorganisation
organisationbelieve believeit itpolitic
politictoto looms,
looms,manymanyexecutives
executivesinsist insistononpressing
pressingaheadahead
b ee c
support
supportit ittoo, too,whatever
whatevertheir theirprivate doubts.
privatedoubts. regardless. (12)......... The
regardless.(12)........ repercussionsofofdoing
. Therepercussions doing
c h
doubtersknow
. Thesedoubters
(10)......... These
(10)........ knowthat thatsuchsucha a sosocan daunting.
canbebedaunting.
ha
perception
perceptionwill willcloud
cloudtheir
theirfuture
futurecareers.
careers.The The SoSowhat
whatcan canbebedone donetotoprevent companies
preventcompanies
an
desire
desiretotoagree agreewith withthe thebossbossisistypical
typicalofof making
makingbad baddecisions? Anotherisistoto
(13)......... .Another
decisions?(13)........
nddb
committees,
committees,with withgroup
groupmembers
membersoften taking
oftentaking delegate
delegatethe thedecision
decisionononwhether
whetherorornot continue
nottotocontinue
bo
collective
collectivedecisions
decisionsthat thatthey
theywould
wouldnot nothave
havetakentaken totopeople
peoplewho whoare arenot
notininthethethick
thickofofthe decision-
thedecision-
oo
ok
individually.
individually.They Theylooklookaround
aroundthe thetable,
table,see their
seetheir making,
making,such suchasasthe thenon-executive
non-executivedirectors.directors.
colleagues
colleaguesnodding
noddingininagreement
agreementand suppress
andsuppress (14)......... . But
(14)........ But they
they shouldn’t
shouldn’t expect expect any any
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44 55
97
97
(questions 9–14)
HIGHER READING
9–14)
READING
98
PART
PART THREE
THREE 15 What criticism
15 What criticism does
does the
the writer
writer make
make of
of managers
managers in
in the
the first
first paragraph?
paragraph?
Questions
Questions 15
15 –– 20
20
A
A They
They lose
lose interest
interest in in the
the issue
issue of
of incompetent
incompetent employees.
employees.
•• Read
Read the
the following
following extract
extract from
from an
an article
article about
about incompetent
incompetent employees,
employees, and
and the
the questions
questions on
on B
B They
They fail
fail to
to take
take aa firm
firm line
line with
with inefficient
inefficient employees.
employees.
the
the opposite
opposite page.
page. C
C They
They have
have little
little idea
idea of
of what
what is
is really
really required
required of
of their
their staff.
staff.
D
D They
They often
often make
make bad bad decisions
decisions whenwhen choosing
choosing new
new staff.
staff.
•• For
For each
each question
question 15
15 –– 20, mark one
20, mark one letter
letter (A,
(A, B,
B, C
C or
or D) on your
D) on your Answer
Answer Sheet
Sheet for
for the
the answer
answer
you
you choose.
choose.
16 What is
16 What is the
the effect
effect of
of the
the first
first of
of the
the methods
methods suggested
suggested for
for dealing
dealing with
with incompetent
incompetent staff?
staff?
Every
Every organisation
organisation has has its
its share
share part
part of
of town,
town, oror to
to another
another town,
town, approach.
approach. This This insists
insists that
that oneone A
A ItIt has
has only
only aa short-term
short-term effect
effect on
on the
the problem.
problem.
of
of employees-from-hell:
employees-from-hell: the the lazy,
lazy, or
or even
even to to another
another country.
country. A A still
still shows
shows the the lowlow score
score but,but, B
B ItIt means
means that
that better
better workers
workers will
will not
not have
have to
to work
work so
so hard.
hard.
deluded,
deluded, hypochondriac
hypochondriac under- under- clever
clever variant
variant of of this
this tactic
tactic is
is rather
rather than
than attempting
attempting to to explain
explain C
C ItIt makes
makes good
good workers
workers aware
aware that
that problems
problems are
are being
being dealt
dealt with.
with.
BEC HIGHER READING
performers.
performers. They
They are
are difficult
difficult toto to
to herd
herd allall the
the incompetent
incompetent it,
it, one
one describes
describes what what needs
needs to to
D
D ItIt sends
sends aa negative
negative message
message toto those
those who
who do
do their
their job
job well.
well.
manage
manage and and miserable
miserable to to employees
employees into into one
one part
part of
of the
the be
be done
done differently
differently to to achieve
achieve aa
work
work with.
with. Their
Their productivity
productivity is is company
company that that is
is then
then sold
sold off
off or
or higher
higher score.
score. The
The emphasis
emphasis is is on
on
C1 Business Higher Reading sample paper

low
low and
and their
their ability
ability to
to poison
poison privatised.
privatised. the
the future
future not
not the
the past;
past; on
on aa clear
clear
staff
staff morale
morale high.high. They
They are, are, description
description of of thethe desirable
desirable 17 In both
17 In both the
the second
second and and third
third ineffective
ineffective methods
methods of
of dealing
dealing with
with incompetent
incompetent employees,
employees, the
the
alas,
alas, always
always well-entrenched
well-entrenched There
There is
is aa third
third approach
approach which
which behaviour,
behaviour, not not the
the incompetent
incompetent
is
is to
to promote
promote the the incompetent.
incompetent.
managers’
managers’ aim
aim is
is to
to
and
and management-resistant.
management-resistant. behaviour.
behaviour. The The touchy
touchy or or
Interestingly,
Interestingly, their
their numbers
numbers in in This
This sounds
sounds bizarre
bizarre and and sensitive
sensitive employee
employee normally normally
any
any organisation
organisation havehave moremore to to exceedingly
exceedingly stupid
stupid butbut is
is not
not responds
responds to to this
this reasonably
reasonably well.well. A
A have
have all
all of
of the
the incompetent
incompetent staff
staff working
working in
in the
the same
same part
part of
of the
the company.
company.
do
do with
with management’s
management’s refusalrefusal toto infrequently
infrequently adopted.
adopted. TheThe idea
idea is
is Nevertheless,
Nevertheless, there there are are those
those B
B improve
improve the
the attitude
attitude of
of the
the incompetent
incompetent staff
staff to
to work
work by
by giving
giving them
them promotion.
promotion.
deal
deal with
with the
the situation
situation than
than with
with that,
that, although
although these
these posts
posts are
are who
who cannot,
cannot, or or will
will not,
not, respond
respond C
C put
put the
the incompetent
incompetent staff
staff in
in aa situation
situation where
where they
they can
can do
do as
as little
little harm
harm as
as possible.
possible.
poor
poor selection.
selection. ThatThat is,is, their
their quite
quite senior
senior and
and well-paid,
well-paid, the
the to
to good
good management.
management. They They may may
actual
actual jobs
jobs are
are fairly
fairly pointless
pointless
D
D make
make the
the work
work soso unattractive
unattractive that
that the
the incompetent
incompetent staff
staff want
want to to leave.
leave.
existence
existence inin the
the organisation
organisation is is be
be unable
unable to to do
do thethe job
job due
due to to
nearly
nearly always
always duedue to
to aa long
long line
line ones
ones in in which
which incompetent
incompetent not
not having
having the the ability
ability toto learn
learn
people
people can
can hide
hide without
without doing
doing
b e c h a n d b o o k | h i g h e r – r e a d i n g | sa m p l e pa p e r
of
of weak
weak managers
managers who who havehave ever-changing
ever-changing tasks tasks fast
fast enough.
enough.
declined
declined to
to tackle
tackle the
the problem.
problem. any
any serious
serious damage.
damage. The
The They
They may may be be distracted
distracted by by 18 The writer
18 The writer says
says in
in the
the fifth
fifth paragraph
paragraph that
that employees
employees who
who are
are given
given aa low
low mark
mark on
on their
their
employee
employee is
is thus
thus confirmed
confirmed problems
problems at at home
home or or more
more likely
likely appraisal
appraisal form
form will
will
Traditionally,
Traditionally, there
there are
are three
three in
in his
his or
or her
her delusions
delusions of
of they
they have
have beenbeen managed
managed very very
classic
classic ineffective
ineffective ways
ways of of competence.
competence. poorly
poorly inin the
the past.
past.
dealing
dealing with
with the
the incompetent.
incompetent. A
A demand
demand aa detailed
detailed explanation
explanation ofof what
what they
they have
have done
done wrong.
wrong.
The
The first
first is
is toto ignore
ignore the the All
All three
three ofof these
these strategies
strategies are
are There
There is
is really
really only
only aa very
very B
B claim
claim that
that special
special circumstances
circumstances have
have had
had an
an effect
effect on
on their
their work.
work.
problem,
problem, hoping
hoping that
that itit will
will go
go the
the result
result of
of not
not dealing
dealing with
with the
the limited
limited number
number ofof things
things that
that C
C deny
deny that
that their
their work
work hashas been
been in
in any
any way
way unsatisfactory.
unsatisfactory.
away.
away. Rather
Rather than
than confront
confront problem
problem early early on.on. Many
Many can
can be be done
done with
with thethe really
really
managers
managers find find dealing
dealing with
with D
D argue
argue that
that they
they find
find the
the work
work they
they have
have had
had to
to do
do frustrating.
frustrating.
laziness
laziness or
or serious
serious absenteeism,
absenteeism, incompetent.
incompetent. Buy Buy them
them out,out,
the
the manager
manager gives
gives the
the employee
employee incompetence
incompetence very very difficult.
difficult. The
The which
which maymay be
be the
the best
best solution
solution
less
less work
work toto do.
do. This
This inevitably
inevitably scenario
scenario that that allall managers
managers for
for all
all concerned;
concerned; raise
raise the
the game
game
leads
leads to
to frustration
frustration on
on the
the part
part of
of hate
hate isis as as follows:
follows: showshow aa by
by making
making sure
sure they
they are
are given
given 19 In the
19 In the sixth
sixth paragraph
paragraph the
the writer
writer says
says that
that when
when talking
talking to
to an
an incompetent
incompetent employee
employee aa manager
manager
the
the good
good hardworking
hardworking staff
staff who
who subordinate
subordinate aa low low mark
mark on on their
their ever
ever higher
higher but
but reachable
reachable should
should
see
see the
the problem
problem employee
employee appraisal
appraisal form.form. TheThe employee
employee targets.
targets. AA final
final strategy
strategy is
is to
to
getting
getting away
away with
with it.
it. first
first wants
wants the the behaviour
behaviour insist
insist that
that they
they have
have anan annual
annual
defined;
defined; thenthen wants
wants an an example
example A
A make
make no
no reference
reference toto the
the most
most recent
recent appraisal
appraisal mark.
mark.
psychological
psychological testtest where
where aa
The
The second
second approach,
approach, which
which has
has of
of when
when thisthis behaviour
behaviour occurred;
occurred; disinterested
disinterested outside
outside consultant
consultant B
B compare
compare thethe work
work of
of the
the employee
employee withwith that
that of
of more
more efficient
efficient workers.
workers.
traditionally
traditionally been
been thethe most
most then
then argues
argues about about howhow thisthis does
does aa motivation
motivation analysis
analysis and
and C
C make
make clear
clear what
what will
will happen
happen ifif performance
performance doesdoes not
not approve.
approve.
favoured,
favoured, isis to
to pass
pass them
them on.
on. incident
incident occurred
occurred and and how how has
has the
the power
power to to recommend
recommend D
D explain
explain to
to the
the employee
employee howhow he
he or or she
she can
can gain
gain aa better
better appraisal
appraisal mark.
mark.
There
There isis usually
usually aa part
part of
of any
any typical
typical itit was.
was. The
The net
net result
result is
is aa that
that they
they bebe let
let go
go –– notnot
business
business where
where people
people believe
believe row
row about
about the the pastpast and and encouraged
encouraged to to go
go toto another
another
the
the poor
poor performer
performer can
can do
do no
no frustration
frustration on on the
the part
part of
of both.
both. part
part of
of the
the organisation,
organisation, but
but into
into
damage.
damage. Alternatively,
Alternatively, poor
poor the
the bracing
bracing waters
waters ofof the
the job
job 20 What does
20 What does the
the writer
writer suggest
suggest as
as aa way
way to
to deal
deal with
with incompetent
incompetent employees
employees who
who fail
fail to
to respond
respond
performers
performers can can bebe moved
moved to to A
A different
different and
and more
more successful
successful
market.
market. even
even to
to aa problem-solving
problem-solving approach?
approach?
another
another branch
branch inin the
the dreariest
dreariest method
method isis the
the problem-solving
problem-solving
A
A Set
Set them
them targets
targets which
which itit would
would be be impossible
impossible toto attain.
attain.
B
B Give
Give them
them aa test
test designed
designed to to identify
identify their
their strengths.
strengths.
C
C Pay
Pay them
them aa sum
sum ofof money
money to to leave
leave the
the company.
company.
Reading
D
D Get
Get an
an outside
outside consultant
consultant to to find
find them
them another
another job.
job.
C1 Higher
Turn
Over
Turn Over
66 77
89
90
PART
PARTFOUR
FOUR
Questions
Questions21
21––30
30 Example:
Example:
stared
AA stared seen
BB seen inspected
CC inspected glanced
DD glanced
•• Read
Readthe
thearticle
articlebelow
belowabout
aboutlife
lifecoaching
coaching––regular
regularmeetings
meetingsbetween
betweenaabusiness
businessperson
personand
andaa
AA BB CC DD
neutral
neutralconsultant
consultanttotodiscuss
discusswork-related
work-relatedproblems.
problems. 00
•• Choose
Choosethe
thecorrect
correctword
wordororphrase
phrasetotofill
filleach
eachgap
gapfrom
fromA,
A,B, onthe
B,CCororDDon theopposite
oppositepage.
page.
•• For
Foreach
eachquestion
question21
21––30, markone
30,mark oneletter
letter(A,
(A,B,
B,CCororD) onyour
D)on yourAnswer
AnswerSheet.
Sheet.
•• There
Thereisisan
anexample
exampleatatthe
thebeginning,
beginning,(0).
(0).
21
21 solution
AA solution answer
BB answer key
CC key secret
DD secret
22
22 patient
AA patient resigned
BB resigned tolerant
CC tolerant contented
DD contented
Why
Why II Found
FoundAA Life
Life Coach
Coach
23
23 foundout
AA found out cameacross
BB came across raninto
CC ran into metwith
DD met with
Anyone
Anyonewho
whohas
hasever
ever(0) througha aself-improvement
(0)DD through self-improvementbook
book
has
hasprobably
probablylearned
learnedthat
thatsuch
suchbooks
booksdo
donot
nothold
holdthe
the(21)
(21). . . . . . . . . 24
24 evaluate
AA evaluate account
BB account estimate
CC estimate reckon
DD reckon
ofofpersonal
personalhappiness.
happiness.Having
Havingread
readtoo
toomany
manyofofthem
themwithout
without
success,
success,I Iwas
was(22) stayingvaguely
(22). . . . . . . . .totostaying vaguelydissatisfied
dissatisfiedfor
forthe
the
25
25 appointing
AA appointing signing
BB signing registering
CC registering enlisting
DD enlisting
rest
restofofmy
mylife.
life.But
Butwhen
whenI I(23) newspaperarticle
(23). . . . . . . . .a anewspaper articleabout
about
a anew
newkind
kindofofconsultant,
consultant,called
calleda alife
lifecoach,
coach,I Ibecame
becamecurious,
curious,
26
26 danger
AA danger hazard
BB hazard risk
CC risk peril
DD peril
and
anddecided
decidedtotolearn
learnmore.
more.
I Iwas
waslooking
lookingfor
fora amore
morepersonal
personalway
waytoto(24) mylife:
(24). . . . . . . . .my life:
27
27 examining
AA examining probing
BB probing exploring
CC exploring investigating
DD investigating
I’d
I’dachieved
achievedmy
mymaterial
materialgoals
goalsbefore
before(25) thesupport
(25). . . . . . . . .the supportofof
a acoach,
coach,but
butprofessional
professionalchallenges,
challenges,long
longhours
hoursand
andnot
nothaving
having
28
28 talk
AA talk discuss
BB discuss say
CC say tell
DD tell
someone
someone neutral
neutral toto talk
talk toto were
were putting
putting my
my work
work and
and
b
relationships
relationshipsatat(26) realisedI Ineeded
(26). . . . . . . . .. .I Irealised neededtotolearn
learnhow
howtoto
b ee c
29
29 preparation
AA preparation readiness
BB readiness precaution
CC precaution anticipation
DD anticipation
deal
dealwith
withproblems
problemsbefore
beforethey
theyoccurred.
occurred.
c h
ha
My
Mylife
lifecoach
coachisisvery
verygood
goodatatasking
askingme
me(27) questions
(27). . . . . . . . .questions
an
30
30 set
AA set put
BB put place
CC place hold
DD hold
nd
which
whichhelp
helpme
metotodiscover
discoverwhat
whatI’m
I’mdissatisfied
dissatisfiedwith
withininmy
mylife,
life,
db
and
andtotounderstand
understandwho
whoI Iam.
am.It’s
It’sgood
goodtotohave
havesomeone
someoneyou
youcan
can
booo
trust
trustand
andrespect
respecttoto(28) thingsover
(28). . . . . . . . .things overwith.
with.
ok
I Isometimes
sometimespick
picktopics
topicsinin(29) ourdiscussions,
(29). . . . . . . . .ofofour discussions,such
such
asassituations
situationsatatwork,
work,ororconflicts
conflictsbetween
betweenme
meand
andcolleagues,
colleagues,
k || h
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though
thoughI Idon’t
don’talways
always(30) agenda.And
(30). . . . . . . . .ananagenda. AndI Iknow
knowthat
that
gh
everything
everythingI Isay
saytotomy
mycoach
coachisisininthe
thestrictest
strictestconfidence.
confidence.I’m
I’mfar
far
h ee r
better
betteratattackling
tacklingdifficult
difficultsituations
situationsnow,
now,and
andbest
bestofofall,
all,I Ifeel
feel
r –
much
muchmore
moreatatease
easewith
withmy
mylife.
life.
– r
r ee a
add ii n
ngg || sa
sa m
mpp ll ee pa
pa p
Turn
Over
TurnOver
p ee r
r
88 99
99
99
BEC HIGHER READING
100
BEC
PART FIVE
PARTFIVE
40
PART SIX
PARTSIX Part
Questions
Questions31
31––40
Questions
Questions41 52
41––52
•• Read
Readthe
thearticle
articlebelow
belowabout
aboutworking abroad.
workingabroad. letters.
•• Read
Readthe
thetext
textbelow
belowabout
aboutwriting
writinggood
goodcovering
coveringletters.
•• For
Foreach
eachquestion
question31 40,write
31––40, writeone
oneword
wordininCAPITAL
CAPITALLETTERS
LETTERSon
onyour
yourAnswer Sheet.
AnswerSheet.
•• InInmost
mostofofthe
thelines
lines41 52there
41––52 thereisisone
oneextra
extraword.
word.ItItisiseither
eithergrammatically
grammaticallyincorrect
incorrectoror
BECHIGHER
(0). does not fit in with the meaning of the text. Some lines, however, are
does not fit in with the meaning of the text. Some lines, however, are correct. correct.
•• There
Thereisisan
anexample
exampleatatthe
thebeginning,
beginning,(0).
•• IfIfaaline
lineisiscorrect,
correct,write CORRECTon
writeCORRECT onyour
yourAnswer Sheet
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•• IfIfthere
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anextra
extraword
wordininthe
theline,
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theextra wordininCAPITAL
extraword CAPITALLETTERS
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onyour
Part 55 (questions
Example
Example 00 I I TT answer sheet.
answer sheet.
•• The
Theexercise
exercisebegins
beginswith
withtwo
twoexamples,
examples,(0)
(0)and (00).
and(00).
HIGHER READING
READING
An increasing number of people are finding (0) . . . . . .

ABROAD An increasing number of people are finding (0) . . . . . .
WORKING necessary to spend at least part of their working life abroad. Examples
WORKINGABROAD
necessary to spend at least part of their working life abroad. Examples 00

CC OO RR RR EE CC TT
(questions 31–40)
An international career used to be something people opted

An international career used to be something people opted 00
into from choice, but (31) . . . . . . many it has now become a 00
into from choice, but (31) . . . . . . many it has now become a
YY OO UU
requirement of staying in work. You do not have to be
requirement of staying in work. You do not have to be
working in a huge multi-national corporation to find (32) . . . . . .
working in a huge multi-national corporation to find (32) . . . . . .
31–40) and
being asked to work abroad. Companies that not so (33) . . . . . .
100 bbeecc hhaannddbbooookk | | hhi igghheerr –– rreeaaddi inngg | | sa

being asked to work abroad. Companies that not so (33) . . . . . .
years ago reserved foreign travel for directors, are now
years ago reserved foreign travel for directors, are now DDO
ONN’ ’TT GGEETT ““FFI ILLEEDD I IN
N TTHHEE BBI IN
N””
sending middle managers and even new recruits on projects
sending middle managers and even new recruits on projects
overseas.
overseas.
and Part
The characteristics of international travel will vary widely. For
sammppllee pa
The characteristics of international travel will vary widely. For
some people it will mean that they will occasionally have to 00 When
Whenyou’re
you’reapplying
applyingfor
foraajob,
job,what
whatcancanyou
youdodototoensure
ensurethat your
thatyour
some people it will mean that they will occasionally have to
spend a (34) . . . . . . days in a foreign city, while for others it will 00 covering letter doesn’t just get ‘filed’ in the rubbish bin? Firstly, you
spend a (34) . . . . . . days in a foreign city, while for others it will
pappeerr
00 covering letter doesn’t just get ‘filed’ in the rubbish bin? Firstly, you
mean that they will constantly be moving from (35) . . . . . .
mean that they will constantly be moving from (35) . . . . . . 41
country to another until they eventually lose touch with 41 always
alwaysremember
rememberthat
thatthe
thepurpose
purposeofofaacovering
coveringletter
letterisisthere
theretoto
country to another until they eventually lose touch with
original national identity.
(36). . .. .. .. .. . .original 42
42 complement
complementfor
foryour
yourCV.
CV.This
Thismeans
meansititshould
shouldflesh
fleshout
outand explain
andexplain
(36) national identity.
43
43 clearly
clearlythrough
throughany
anypoints
pointsthat
thatthe
theCV
CValone
alonedoesn’t
doesn’tdeal
dealwith
withand that
andthat
The growing demand for people with the skills and
The growing demand for people with the skills and
experience to work in cross-national contexts places a 44
44 therefore
thereforemight
mightotherwise
otherwisebe
bemissed
missedout
outby
byprospective employers.
prospectiveemployers.
experience to work in cross-national contexts places a
premium on those who have developed the skills to enable 45 letter
premium on those who have developed the skills to enable 45 For
Forexample,
example,ififyou’re
you’relooking
lookingtotochange
changeininindustries,
industries,then
thenyour
yourletter
them to rise to that challenge. (37) . . . . . . is needed is flexibility
them to rise to that challenge. (37) . . . . . . is needed is flexibility 46 your
and adaptability, both of (38) . . . . . . arise from a state of mind 46 ought
oughttotoexplain
explainthem
themwhywhyyou
youwant
wanttotomake
makethe
themove,
move,what
whatyour
Part 66 (questions
and adaptability, both of (38) . . . . . . arise from a state of mind

rather than from innate ability. Teamworking skills are also 47
47 motivation
motivationis,
is,and
andwhat
whatyou
youhope
hopetotoachieve.
achieve.IfIfyour
yourCV
CVshows
showsthat you
thatyou
rather than from innate ability. Teamworking skills are also
important and (39) . . . . . . is the ability to communicate 48 (say,
important and (39) . . . . . . is the ability to communicate 48 don't
don'thold
holdaarelevant
relevantqualification
qualificationthat
thatthe
thejob
jobadadhas
hasspecified
specifieditit(say,
effectively, especially (40) . . . . . . long distances, via new
effectively, especially (40) . . . . . . long distances, via new 49 explain
communications technologies, such as videoconferencing 49 aauniversity
universitydegree
degreeor oraavocational
vocationaldiploma),
diploma),so soyou’ll
you’llneed
needtotoexplain
communications technologies, such as videoconferencing
and teleconferencing. 50
50 why
whyyou
youshould
shouldstill
stillbe
beconsidered.
considered.It’s
It’snot
noteasy,
easy,and
andoften
oftenwriting the
writingthe
and teleconferencing.
51
51 letter
lettercan
cantake
taketwice
twiceasaslong
longas
aswriting
writingyour
yourCV.
CV.But
Butbecause some
becausetotosome
An international career requires a variety of skills. The time to
An international career requires a variety of skills. The time to
(questions 41–52)
52 document
41–52)
begin preparing for such a career is now. 52 extent

extentthat
thatisishow
howititshould
shouldbe:
be:aaCV
CVisisaaformal,
formal,with
withstructured
structureddocument
begin preparing for such a career is now.
that
thatsimply
simplyimparts
impartsinformation,
information,whereas
whereasaaletter
letterisisyour
yourchance
chancetotomake an
makean
impression.
impression.
Reading
C1 Higher
10
10 11
11
91
Assessment
Answer key

1 E 9 B 15 B 21 D
2 D 10 F 16 D 22 B
3 B 11 G 17 C 23 B
4 A 12 D 18 A 24 A
5 B 13 E 19 D 25 D
6 C 14 A 20 C 26 C
7 E 27 B
8 E 28 A
29 D
30 A
Q Part 5 Q Part 6
31 for/with 41 there
32 yourself 42 for
33 many 43 through
34 few 44 out
35 one 45 in
36 their 46 them
37 what 47 correct
38 which 48 it
39 so 49 so
40 over/across 50 correct
51 because
52 with
92
33747 33747
Do not write
Part 5 below here
31 1 0
31
Candidate Candidate
Name Number 32 1 0
32
Centre Centre 33 1 0
Name Number 33
Examination Examination 34 1 0
Title Details 34
35 1 0
Candidate Assessment 35
Signature Date
C1 Business Higher Reading answer sheet

36 1 0
36
Supervisor: If the candidate is ABSENT or has WITHDRAWN shade here 37 1 0
37
Business Higher Reading Candidate Answer Sheet 38 1 0
Part 1 38
Instructions
A B C D E 39 1 0
Use a PENCIL (B or HB). 1 39
A B C D E 40 1 0
For Parts 1 to 4:
2 40
Mark one box for each answer. A B C D E
3
Do not write
For example: A B C D E below here
4 Part 6
If you think A is the right answer to the question, mark
your answer sheet like this: A B C D E 41 1 0
5 41
A B C D E 42 1 0
6 42
For Parts 5 and 6: A B C D E
7 43 1 0
A B C D E 43
Write one letter in each box. 8
44 1 0
For example: 44
45 1 0
45
Part 2 Part 3 Part 4 46 1 0
A B C D E F G H A B C D A B C D A B C D 46
9 15 21 26
47 1 0
A B C D E F G H A B C D A B C D A B C D 47
10 16 22 27
A B C D E F G H A B C D A B C D A B C D 48 1 0
11 17 23 28 48
A B C D E F G H A B C D A B C D A B C D 49 1 0
12 18 24 29 49
A B C D E F G H A B C D A B C D A B C D
13 19 25 30 50 1 0
A B C D E F G H A B C D 50
14 20
51 1 0
51
52 1 0
Turn over for Parts 5 - 6 52
33747 33747
Reading
C1 Higher
93
C1 Business Higher 1 hour 10 mins
Writing
tasks
The paper consists of two compulsory business-related writing tasks in response to stimuli provided and for a given purpose
and target reader.
In the first task candidates are required to write a short report. In the second task candidates are required to write either a
report or a proposal or a piece of business correspondence.
Part 1 carries one-third of the total marks available and Part 2 carries two-thirds of the total marks available.
Candidates write their answers on the question paper.
A short report
1 120–140 words
Describing or comparing figures from
graphs, charts or tables.
Candidates are required to produce a
report based on a rubric and graphic input.
A report, proposal
Report: describing, summarising.
or piece of business Candidates are required to produce a
correspondence. Correspondence: e.g. explaining, report, proposal or piece of business
2 One task chosen from
apologising, reassuring, complaining. correspondence based on a rubric and
possibly supplemented by a brief
three possible options. Proposal: describing, summarising, input text.
recommending, persuading.
200–250 words.
94 Speaking Assessment 94
C1 Higher
Writing
PART 1
This part tests the candidate’s ability to produce a short report in
nature of what people actually write. It may be argued that a new
reference to graphic input.
genre has emerged, characterised by brevity, informality and a
Sample questions and scripts: pages 96 and 99–100.
However, linguistic inaccuracy and inappropriate informality
A short report. The medium may be a memo or email. The range counterproductive if employed in real life.
of functions in the task may include describing or comparing As well as being used informally, email is also widely used
figures from graphic input. within business cultures in which appropriacy and accuracy are
perceived to be important, and this is the context of use on which
Task format C1 Business Higher focuses.
This is a guided writing task, in which the candidate produces
a brief (120–140-word) report. The task provides a realistic Preparation
situation in which it is necessary to analyse graphic information
and express it in words. The input may consist of graphs, bar The first writing task involves the kind of graphic input of
charts, pie charts or tables of the type frequently used in the information that is common in the business world, and candidates
business pages of newspapers, company reports and brochures. should be exposed to a wide range of examples of graphs and
charts from newspapers, magazines, company literature, etc.
PART 2 The interpretation involved is the translating of the graphic input
This part tests the candidate’s ability to produce a report, proposal into prose, rather than the recommending of action. Candidates
or piece of business correspondence. should have practice in the clear and concise presentation of
written information. Specific vocabulary and phrasing should also
Sample questions and scripts: pages 96 and 101–106. be developed.
The second writing task requires candidates to plan carefully in
order to be able to produce successful answers. Exposure to and
Task type and focus discussion of as wide a range as possible of relevant texts would
A report, proposal or piece of business correspondence. The range be beneficial. Candidates should be given practice in considering:
of functions in the tasks may include describing, summarising, • the target reader
explaining, apologising, complaining, recommending or persuading.
• the purpose of writing
Task format • the requirements of the format (letter, report, etc.)
• the main points to be addressed
In most parts of the Writing tests, all candidates are required to
perform the same task because there is no danger of individuals • the approximate number of words to be written for each point
or groups of candidates being disadvantaged by that task. The • suitable openings and closings
exception is C1 Business Higher Writing Part 2: in order to
• the level of formality required.
generate the range of language that is characteristic of this level
of language learner, the input is broad and non-specific, resulting
in a relatively high background knowledge requirement from the
candidate. If there were no choice of tasks this could disadvantage
some candidates, so a choice of tasks is given.
Candidates choose from three options: a report, proposal or a
piece of business correspondence. The task is supplied by the
rubric, which provides an authentic reason for writing, and
indicates for whom the piece of writing is being produced. The
input is therefore more detailed and specific than that of the
traditional ‘essay question’.
Task type
There is no significant difference between the format required
for proposals and reports. At this level, reports must be clearly
organised and should make some attempt at report format: for
example, there should be paragraphs, a heading, introduction
and/or conclusion. There is no particular requirement for
subheadings, and some widely taught subheadings – introduction,
terms of reference, findings, etc. – will not necessarily be
appropriate for all tasks.
C1 Business Higher Writing tasks 95

96
PART PART
PARTTWO
TWO
PARTONE
ONE
Question Questions
Questions22––44
Question11
The •• Write
Writean
ananswer
answertotoone thequestions
oneofofthe questions22––44ininthis
thispart.
part.
•• Thebar
barchart
chartbelow
belowshows
showsthethecost
costofofbuying
buyingthree
threedifferent
differentphotocopiers,
photocopiers,the
thecost
costofofaawarranty
warranty
on each machine, and their expected running costs for the first two years.
on each machine, and their expected running costs for the first two years. •• Write
Write200
200––250 wordson
250words onpages
pages55and
and6.6.
•• Using
Usingthe
theinformation
informationfrom
fromthe
thechart,
chart,write
writeaashort
shortreport comparingthe
reportcomparing thecosts
costsfor
forthe
thethree
three •• Write
Writethe
thequestion
questionnumber
numberininthe
thebox
boxatatthe
thetop
topofofpage
page5.5.
machines.
machines.
•• Write
Write120
120––140 wordson
140words onpage
page3.3. Question
Question22
•• Your
Yourmanager
managerisiskeen
keentotointroduce
introducenew
newpractices
practicesinto
intoyour
yourcompany.
company.He
Hehas
hasasked
askedyou
youtotowrite
writeaa
report
reportwhich
whichincludes
includesdetails
detailsofoftwo
twopractices
practicesfrom
fromanother
anothercompany
companywhich
whichyou
youwould
wouldsuggest
suggest
PHOTOCOPIER
PHOTOCOPIERCOSTS
COSTS adopting
adoptingininyour
yourown
owncompany.
company.
•• Write
Writethe
thereport foryour
reportfor yourmanager,
manager,including
includingthe
thefollowing
followinginformation:
information:
$1,200
$1,200
•• what
whatyou
youadmire
admireabout
aboutthe
theother
othercompany
company
$1,000
$1,000 •• which
whichtwo
twoofofitsitspractices
practicesyou
youwould
wouldadopt
adopt
•• why
whyyour
yourcompany
companywould
wouldbenefit
benefitfrom
fromthem.
them.
$800
$800
$600 Question
Question33
$600
Your
Part
•• Yourcompany
companyhas
hasemployed
employedan anoutside
outsideconsultant
consultanttotoorganise
organisean
anexhibition
exhibitionofofyour
yourproducts,
products,toto
$400
$400 be
beheld
heldnext
nextmonth.
month.His
Hiswork
workisisunsatisfactory,
unsatisfactory,and
andyour
yourboss
bosshas
hasnow
nowdecided
decidedthat
thatyou
youshould
should
take
takeover
overfull
fullresponsibility
responsibilityinstead.
instead.Your
Yourboss
bosshas
hasasked
askedyou
youtotowrite
writetotothe
theconsultant
consultanttotoexplain
explain
$200
$200 why he has been replaced.
why he has been replaced.
•• Write
Writethe
theletter theconsultant:
lettertotothe consultant:
$0
$0
•• giving
givingtwo
tworeasons
reasonswhy
whyhe
hehas
hasbeen
beenreplaced
replaced
Carda
Carda KD
KD Sebu
Sebu
•• telling
tellinghim
himhe
hewill
willbe
bepaid
paidfor
forthis
thiswork
work
Purchase Warranty Running asking
Part 11 (question
Purchaseprice
price Warranty Runningcosts
costs •• askinghim
himtotobrief
briefyou
youon
onthe
thecurrent
currentsituation.
situation.
(question 1)
Expected
Expectedtotal
totalcosts
costsfor
forinitial
initial2-year
2-yearperiod:
period: Carda
Carda––$1,900
$1,900 Question
Question44
KD
KD––$1,800
$1,800
Sebu •• Your
Yourcompany
companyhashasdecided
decidedtotoconduct
conductan
aninvestigation
investigationinto
intothe
thepossibility
possibilityofofincreasing
increasingthe
the
Sebu––$1,800
$1,800
number of ways in which technology is used throughout the organisation. You
1) and
number of ways in which technology is used throughout the organisation. Youhave havebeen
beenasked
asked
totowrite
writeaaproposal
proposalconcerning
concerningthe
theuse
useofoftechnology
technologyininyour
yourdepartment
departmentfor
forthe
theManaging
Managing
Director.
Director.
and Part
Write
BEC
•• Writeyour
yourproposal, includingthe
proposal,including thefollowing:
following:
•• aabrief
briefoutline
outlineofofthe
thecurrent
currentuses
usesofoftechnology
technologyininyour
yourdepartment
department
•• aadescription
descriptionofofwhat
whattechnological
technologicalimprovements
improvementscould
couldbe
bemade
made
•• an
anexplanation
explanationofofthe
thebenefits
benefitsthese
thesechanges
changesmight
mightbring
bring
bbeecc hhaannddbbooookk | | hhi igghheerr –– wwrri itti inngg | | sa

•• recommendations
recommendationsfor
forthe
thekind
kindofoftraining
trainingthat
thatwould
wouldbe
benecessary.
necessary.
BECHIGHER
sammppllee pa
Part 22 (questions
pappeerr
22 44
105
HIGHER WRITING
(questions 2–4)
105
WRITING
2–4)
C1 Higher
Writing
Assessment
Examiners and marking
and certification before they are invited to mark. Once accepted,
they are supervised by Team Leaders (TLs) who are in turn led
by a Principal Examiner (PE), who guides and monitors the
marking process.

environment. The software randomly allocates candidate
responses to ensure that individual examiners do not receive a
group. The software also allows for examiners’ marking to be
the PE and TLs are able to view their team’s progress and to offer
support and advice, as required.
Assessment scales
Examiners mark tasks using assessment scales that were
developed with explicit reference to the Common European
Framework of Reference (CEFR). The scales, which are used
across the spectrum of Writing tests for Cambridge English
consist of four subscales: Content, Communicative Achievement,
Organisation, and Language:
• Content focuses on how well the candidate has fulfilled the
task, in other words if they have done what they were asked
to do.
• C
ommunicative Achievement focuses on how appropriate the
writing is for the task and whether the candidate has used the
appropriate register.
• Organisation focuses on the way the candidate puts together
• Language focuses on vocabulary and grammar. This includes
the range of language as well as how accurate it is.
Responses are marked on each subscale from 0 to 5.
The assessment scales for C1 Business Higher Writing on the

following page are extracted from the overall Writing scales on
page 123.
When marking the tasks, examiners take into account length of

responses and varieties of English:
• Guidelines on length are provided for each task; responses that
and may not provide all the information that is required, while
responses that are too long may contain irrelevant content
and have a negative effect on the reader. These may affect
candidates’ marks on the relevant subscales.
• Candidates are expected to use a particular variety of English
with some degree of consistency in areas such as spelling, and
C1 Business Higher Writing assessment 97

C1 Business Higher Writing Examiners use the following assessment scales, extracted from the overall Writing scales on page 123.
Communicative
C1 Content Organisation Language
Achievement
5 All content is relevant to Uses the conventions of Text is a well-organised, Uses a range of vocabulary,
the task. the communicative task coherent whole, using a including less common lexis,
with sufficient flexibility to variety of cohesive devices effectively and precisely.
Target reader is fully
communicate complex ideas and organisational patterns
informed. Uses a wide range of simple and
in an effective way, holding with flexibility.
the target reader’s attention
with full control, flexibility and
with ease, fulfilling all
sophistication.
communicative purposes.
Errors, if present, are related
to less common words and
structures, or occur as slips.
3 Minor irrelevances and/or Uses the conventions of the Text is well organised and Uses a range of vocabulary,
omissions may be present. communicative task effectively coherent, using a variety including less common lexis,
to hold the target reader’s of cohesive devices and appropriately.
Target reader is, on the
attention and communicate organisational patterns to
whole, informed. Uses a range of simple and
straightforward and complex generally good effect.
ideas, as appropriate.
with control and flexibility.
Occasional errors may be
present but do not impede
communication.
1 Irrelevances and Uses the conventions of Text is generally well Uses a range of everyday
misinterpretation of task the communicative task organised and coherent, vocabulary appropriately, with
may be present. to hold the target reader’s using a variety of linking occasional inappropriate use
attention and communicate words and cohesive devices. of less common lexis.
Target reader is
minimally informed. Uses a range of simple and
some complex grammatical
forms with a good degree
of control.
Errors do not impede
communication.
0 Content is totally
irrelevant.
Target reader is not
informed.
98
C1 Higher
Writing
Question 1
Candidate A
As it is shown in the chart, Carda has the lowest purchase price of the three machines. However, its running costs is the highest
at $1.200. and its warranty reaches just over $150. KD. On the other hand, offers the best waranty and its price is just $100. over
Carda’s but its running cost is only $900 compared with that of Carda’s. Sebu is the most expensive one and its guarranty is the
lowest. In spite of having the lowest running cost of the three machines, Sebu doesn’t seem to be the best choice. Comparing the
expected running costs for two years Carda is just $100 higher than the KD and Sebu. Therefore KD is likely to be the most efficient
machine with the best warranty offered.
Examiner comments
All the bar charts are referred to and there are successful attempts at comparison. However, KD is
Content 3 unclear and the comparison should be for expected total costs not expected running costs. The target
reader would be mostly informed although some figures are missing.
Communicative 1 The report uses the conventions of the task to communicate straightforward ideas and generally
Achievement holds the reader’s attention.
2 The text is well organised within one paragraph and uses some simple linking words (However, In
Organisation
spite of, Therefore).
2 A range of simple grammatical forms are used with control. The report uses a range of comparative
Language
vocabulary appropriately (In spite of having the lowest running cost).
Candidate B
Report of Cost Comparison of Three Photocopiers
This is a report to provide data of the cot of buying three different photocopiers, comparing costs of purchase, warranty and
running costs of the following trade marks: Carda, KD, and Sebu.
Carda offers the best purchase price. The amount necessary to acquire it is $600.00, although running costs show a huge amount
of $1,200.00 for initial 2-year period, and warranty is at a stable price of $100.00.
KD offers the second best purchase price, around $700.00, with the best warranty offered - $200.00 for initial 2-year period.
However, running costs show an expense of $900.00 for the same period. Finally, Sebu offers the highest purchase price,
$1,000.00, as well as the lowest warranty costs (less then $100.00), and reasonable running cost, calculated in $600.00 for initial
2-year period. Card shows total cost expected for this period $1,900; KD $1,800; and Sebu $1,800.
Examiner comments
All the content is addressed with relevant comparison between the different photocopiers (KD offers
Content 4 the second best purchase price … as well as the lowest warranty costs). However, some of the information
relating to KD is incorrect, meaning that the target reader would only be partially informed.
Communicative 3 The report uses the conventions of the communicative task effectively to hold the reader’s attention
Achievement with a simplistic approach which lists the figures one by one.
The text is well organised using appropriate paragraphing and a title. The text is linked and coherent
Organisation 3 using some simple linking words (although, However, Finally) to generally good effect, although the
conclusion is not linked.
The report uses a range of vocabulary and collocation effectively (reasonable running cost).
Language 2 There are some minor slips with spelling (cot, Card) and use (stable), but these do not impede
communication. Simple grammatical structures are used with some control.

Question 1
Candidate C
THE PURCHASE PRICE OF CARDA PHOTOCOPIER IS THE WARRANTY WOULD BE $200. THE MACHINE PRICE WOULD
LOWEST: $600, BUT ITS RUNNING COST IS THE HIGHEST: BE $700. IT IS $100 LOWER THAN CARDA.
$1,200. ALSO THE TOTAL COST FOR CARDA IS THE LESS
ATTRACTIVE, THE WARRANTY PRICE IS NEAR $100. THE THE SPENDURE WOULD BE JUST BELLOW $100. COMPAIRING
TOTAL COST FOR CARDA IS $1,900. THE RUNNING COSTS, THE ONE OF SEBU’S WOULD BE
THE BEST BUT THE PRICE OF THE MACHINE IS $1.000, THIS
TO BUY THE KD PHOTOCOPIER IT WOULD HAVE TO BE MEANS THAT IT IS THE MOST EXPENSIVE MACHINE BUT ITS
SPENT $1.800 INCLUDING THE TWO YEARS RUNNING TOTAL PRICE IS THE SAME AS THE SEBU’S
PERIOD WHICH WOULD COST AROUND $900 AND THE
Examiner comments
All the bar charts are referred to but there are attempts at comparison which are not entirely
Content 2 successful (the total cost for Carda is the less attractive). The information for Sebu is incomplete and
so the target reader would only be partially informed.
Communicative 0 Whilst the report communicates some simple ideas using short sentences, errors are significant and
Achievement interfere with continuous reading, therefore the target reader’s attention is not held.
Organisation 0 The text uses paragraphs and a limited number of linking words (but, and) but lacks coherence.
0 A number of spelling and tense errors are present (it would have to be spent, spendure, bellow,
Language
compairing) which are distracting, and there is no evidence of control of complex structures.
Candidate D
Comparison of three different photocopiers KD’s purchase price is as high as Sebu’s running costs, namely
$700. But the purchase price for a Sebu photocopier is
This report is based on the figures of the cost of buying, the with $1100 far higher than KD’s. The running costs of KD’s
cost of a warranty and the expected running costs of three photocopier is with $900 in between the other two photocopier
photocopiers. models.. Overall the Carda photocopier will be the most
expensive of those three for the initial 2-year period. KD’s
The Carda photocopier produces the highest running costs with photocopier would be the cheapest but it also has the highest
$1,200 but it also has the lowest purchase price with $600. The warranty costs.
warranty costs are compared to the ones of KD ($200) fairly low.
Nevertheless Sebu has the lowest warranty costs with $100.
Examiner comments
All the bar charts are referred to with appropriate expansion. However, the total costs for Sebu are
Content 4 omitted and the final sentence is inaccurate (KD’s photocopier would be the cheapest). The target
reader would be informed.
Communicative 2 The report uses consistently appropriate register, however both simple and complex ideas are not
Achievement always effectively communicated.
2 The text is organised in paragraphs with a title and an introduction. However, the paragraphs are
Organisation
not always coherent. Some linking words are used effectively (but, Nevertheless).
A range of vocabulary and effective collocation is used (fairly low, far higher). Comparative forms are
Language 2 used with good control (KD’s purchase price is as high as Sebu’s running costs). Complex grammar is
generally well controlled but errors and a lack of punctuation affect meaning.
100
C1 Higher
Writing
Question 2
Candidate E
Why we should adopt file sharing and a system for working Conclusion
from home
Our company would benefit of these two practices as followed:
This report aims to recommend two new practices to introduce
- higher productivity
into our company.
Due to the high amount of project work in our company, our
Findings staff would work much faster and more efficient, if it was
possible to share the needed files with their employees. Besides
Last week our team spent a lot of time on meetings with our
that, it is not required for every employee to come to his work
partner company Arpage Systems. It was found that the staff
place every day. Introducing a system that allows our staff to
of this company is very motivated. Beside that high motivation
work from home would enable every employee to do the work
we realized that their employees have a strong productivity.
whenever it suits him.
Since our company structure is different and we have much
more staff, we can’t adopt every practice they are using. - higher motivation
Nevertheless, two possible practices are identified:
Adopting the two mentioned practices we show our employees
- File sharing on a computer network. that we are a flexible and modern company. Together with the
higher flexibility he experiences, this will lead to a much higher
- Arpage Systems uses several servers to share the files its
motivation of our staff.
employees need for their work.
- Working from home. Recommendation
All of the staff of our partner can work from home. Their Therefore it is strongly recommended to introduce a new
company accepts the work from home as normal working time. computer network for file sharing and a system that allows our
The required office - tools are paid by Arpage Systems. employees to work from home.
Examiner comments
4 Content points are expanded with flexibility so that the target reader is fully informed. However,
Content
there is some minor irrelevance with the reason for the company being admired not explicitly stated.
The conventions of the communicative task are generally used appropriately with an early reference
Communicative 3 to the aim of the report. The conventions of format are followed to hold the target reader’s
Achievement attention and communicate straightforward ideas (Therefore it is strongly recommended to introduce
a new computer network).
3 The text is well organised with suitable headings (Findings, Conclusion and Recommendation). Some
Organisation
suitable linking words are also used.
A good range of lexis is present; however, there are occasional errors with collocation (Our company
Language 3 would benefit of), and the use of tenses is not entirely successful (two possible practices are
identified), but these do not impede communication.

Question 2
Candidate F
Report about details of two new practices As a second practice to outmark there is the recruitment
process. The guidelines for finding new workers are very clear
Introduction and hence the vacancies are more quickly filled.
The purpose of this report is to give information about two new
Conclusions: benefits and drawbacks
practices which should be implemented at Meier Ltd. In specific
this report will look at : There are several benefits for Meier Ltd. if these two practices
are adopted:
- another company and their practices
- two possible practices to adopt at Meier Ltd. - good motivation among staff which leads to improved sales
- possible benefits figures
- recommendations
- less fluctuation in employees
Findings - leaving people can be replaced faster
The example to give about new ways of doing things is our There is only one drawback when implementing these practices:
key customer which is worldwidely admired for a professional the costs.
approach towards their staff. The treatment of the employees
is unique. Therefore it would be favourable if Meier Ltd. adopts Recommendations
two of their practices.
As there is only one disadvantage but various advantages I
As a first point there are many incentives for the employees. strongly recommend adopting these new practices at Meier Ltd.
Examples are :
Financial Assistant
- travel vouchers for the sales people when the sales are above
Meier Ltd. Zurich
expectations
- offered trips to foreign countries for all employees
- good infrastructure at the offices
- generous salaries
Examiner comments
5 All the content is relevant to the task, content points are expanded with flexibility and the target
Content
reader is fully informed.
Communicative 3 The register and tone are appropriate for a report (strongly recommend). The text communicates
Achievement straightforward and some complex ideas to the target reader.
3 The text is well organised, incorporating headings and bullet points to good effect. There is basic
Organisation
linking (Therefore, hence, if, but) which expresses the content points in a logical order.
There is a good range of vocabulary which is generally used appropriately (favourable, infrastructure,
Language 3 fluctuation). A number of non-impeding errors are noticeable (In specific, leaving people can be
replaced), but these do not impede communication.
102
C1 Higher
Writing
Question 3
Candidate G
A Letter for the Outside Consultant
Dear Sir:
Many thanks for your efforts in these days for our exhibition which will be held next month. Your work has given some help to us,
but I’d like to say that my boss is not satisfied with you work. For one reason is that the design of the stand can’t show the special
character of our products, in another words, it can not enable the visitors know the spirit, that the producers stand for. This is not
good for the broadcasting of our company’s culture. For another is that, well, also the most important reason: the cost. As you
may probably know that our budget for the exhibition is $50,000, but you have cost us $35,000 now just for your first section.
Through carefully estimate, the whole cost of your project will cost us $150,000! Such a large sum of money can not be allowed by
our financial situation. So those two reasons are why we decide not to employ you further more on the exhibition.
Of course, we’ll pay the comission to you but as you have not finished the project which your promised in the contract, the
payment will be adjusted accordingly. Anyway, that means you should give us a discount on the price eventhough. I think we
should discuss it face to face.
As you have been replaced by me, I must take over full responsibility instead. But I have not got a clear idea about the current
situation. For example, who have been called for working for the exhibition from our staff, what have been done and who was
taking the main responsibility on your side. That will be very nice of you if you can brief me on the current situation clearly.
Looking forward to your respondent urgently.
Good wishes for you.
Yours faithfully,
Examiner comments
4 All content is relevant with the points expanded in some detail (our budget for the exhibition is
Content
$50,000, but you have cost us $35,000). The reader is fully informed.
The conventions of format are followed effectively to hold the target reader’s attention effectively
Communicative 4 and communicate the ideas. There is also an early reference to the reason for writing (my boss is not
Achievement satisfied with you work). There are some problems with register (use of exclamation mark, Anyway,
that means you should … , That will be very nice of you).
Complex sentences are used to generally good effect with a range of linking words and phrases (As
Organisation 3 you may probably know, Of course), but these are not always entirely successful (For another is that,
well, also) all referring to one point.
A range of lexis is used appropriately (the payment will be adjusted accordingly). Some errors are
Language 4 present (it can not enable the visitors know the spirit; what have been done) but these do not impede
communication.

Question 3
Candidate H
Dear Mr ...:
I’d like to inform you that the executive manager, Mr ... decided that I should replace you to take the responsibility for the
exhibition. We’d like to express our gratitude for all your effort on the work, but we’re sorry to say that your work is to some extent
unsatisfactory. First of all, your plan of the exhibition still requires amendment: the budgetary costs seems to be too expensive for
such a small-scaled exhibition and most of the money and labor can’t be made use of efficiently according to your plan. We’ve told
you about our opinions but I’m sorry to say that we couldn’t see much progress in the second plan you handed in. Secondly, your
recent work seems to have a lack of efficiency. As the opening of the exhibition is drawing near, we really feel worried whether
the exhibition could be hold punctually and successfully. After considerable consideration, the manager thought it’s better that I
take over the full responsibility of the organization work. As you have devoted much time and energy to the exhibition and have
contributed some wonderful ideals to the work, you’ll still be paid for this work according to the contract. And I’ll be more grateful
if you can brief me on the current situation of the organization work. It’ll be very helpful to me as well as to the exhibition. I hope
that we’ll have the opportunity to work together next time.
Yours Sincerely
Examiner comments
4 All content points are addressed, but the second reason is not sufficiently expanded to fully inform
Content
the target reader.
The conventions of a letter are used in an appropriate register (We’d like to express our gratitude,
Communicative 4 After considerable consideration) to communicate straightforward and complex ideas effectively,
Achievement
holding the target reader’s attention.
3 Despite the lack of paragraphing, the text is effectively linked and coherent using a range of linking
Organisation
words (First of all and Secondly) to generally good effect.
4 A range of simple and complex grammatical forms are used with a good degree of control (thought
Language
it’s better that I take over) and there is appropriate use of lexis (devoted much time and energy).
104
C1 Higher
Writing
Question 4
Candidate I
Purpose
As requested, the purpose of this proposal is to describe and analyse the possible use of technology in the Marketing Department.
Current use of technology

Up to now the members of our department have taken advantage of technological equipment i.e. computers, in order to launch
our products most successfully. Not only have we arranged promotional and advertising campaigns but we have also conducted
market research via the internet so as to meet our consumers growing demands.
Technological Improvements
In our work we have used computer software and hardware which has already become obsolete and urgently needs modernisation.
Therefore, the purchase of up-to-date programmes and equipment is of prime importance.
Benefits
There is no denying that these improvements will bring vast profits to the company. Our team will be able to work faster, more
effectively and make greater use of technological innovations. Moreover, our company will be more likely to easily overcome fierce
competition in the market.
Training
It seems obvious that our staff does not possess the knowledge of how to use new software. Thus, training on the use of modern
programmes would be recommended as necessary.
Conclusion
To sum up, it seems obvious that the introduction of new technology into the Marketing Department will enable the company to
gain huge profits. Our position in the market will be strengthened.
Examiner comments
Content 5 All content points are covered and relevant with good expansion. The target reader is fully informed.
The conventions of a report are used flexibly and communicate complex ideas in an effective way
Communicative 5 (There is no denying that these improvements will bring vast profits to the company). An appropriate
Achievement
register is used consistently throughout, fulfilling all communicative purposes.
5 Headings and paragraphs are used to good effect and the text is a coherent whole. Cohesive devices
Organisation
are used with flexibility (Not only … but … also, Therefore, Moreover, Thus).
There is a good range of vocabulary which is used precisely (obsolete, modernisation, prime
Language 5 importance). A wide range of both simple and complex grammar is used with a degree of
sophistication (There is no denying; make greater use).

Question 4
Candidate J
THE USE OF TECHNOLOGY IN OUR DEPARTMENT
This report points out the results of an investigation into the possibility of increasing the number of ways to use technology within
the purchasing department.
Firstly, the orders to the different suppliers are made manually by fax. One person needs approximately 3–4 hours per day. That
means, that one team-member spend nearly 50% of his total time to do this process. Secondly, the informations concerning the
delivery situation are given with telephone calls directly to the production plan by the team-members from our department.
Thirdly, the purchasing manager needs a lot of time to do the forecast for every kind of purchased product. There is no tool in our
computer system, which calculates automatically the right quantity to order.
The investigation show that the computer is not used in all kind of processes.
It would be helpful to built up a computer network within the supply chain management. With this network is it possible to reduce
the manual work within the purchasing department. The suppliers will get the orders on an electronic way and the production gain
the information without to do any telephone calls to the purchasing department.
It is strongly recommended to implement the above mentioned suggestions concerning using new technologies within the
purchasing department.
Examiner comments
Content point 4 is inadequately addressed as no training is referred to in the recommendation.

Content 3 However, the other points are addressed with some expansion (With this network is it possible to
reduce the manual work within the purchasing department) and the reader is on the whole informed.
The conventions of the communicative task are used effectively, communicating straightforward
Communicative 3 and complex ideas so that the target reader’s attention is held. An appropriate register is
Achievement
used throughout.
2 The proposal does not use any headings, but is well organised and generally coherent using some
Organisation
basic linking (Firstly, Secondly, Thirdly).
A limited range of grammatical forms (mainly the passive and present simple) are used with good
Language 2 control. The text contains appropriate lexical choices (There is no tool in our computer system, which
calculates automatically the right quantity to order; to implement the above mentioned suggestions).
106
C1 Business Higher 40 mins
Listening
tasks
The paper consists of three parts. Each part comprises a recorded text or texts and a listening task. These include
understanding specific information, gist, attitude, opinion, topic, context, function, main points and detail.
There are two task types:
• monologues: these include presentations, lectures, announcements, briefings
• interacting speakers: these include meetings, discussions, interviews.
Number of Number
questions of marks
Informational monologue of
1 12 12 Note completion
Listening for and noting
approximately 2–3 minutes.
Heard twice.
Five short monologues linked by

Listening to identify topic, theme or topic from five different
2 10 10 Matching context, function, speaker’s

opinion, etc.
speakers.
The recording lasts approximately
3–4 minutes and is heard twice.
Conversation, interview, discussion
Listening for gist, specific
information, attitudes, etc.
between two or more people of
approximately 3–4 minutes.
Heard twice.
Total 30 30
C1 Business Higher Listening tasks 107

The three parts of the Listening paper PART 3 3-option multiple choice
PART 1 Note completion This part tests the candidates’ ability to follow the main points of a
text and retrieve specific information.
This part tests the candidates’ ability to listen for specific
information. Sample task and answer key: pages 110 and 113*.
Sample task and answer key: pages 109 and 113*. Each correct answer in Part 3 receives 1 mark.
Each correct answer in Part 1 receives 1 mark. Conversation/interview/discussion: heard twice.
An informational monologue: heard twice. This task consists of a dialogue, or a discussion between two or
more speakers. There are eight questions, which are 3-option
This is a sentence-completion, gap-filling or note-taking task. The multiple choice. The task relates to a topic of interest or concern
candidate has to supply only the key words of the answer, which in the world of work.
will not be more than three words per question.
The spoken text lasts about 2 to 3 minutes and is a monologue (or Recording information
a series of long turns by more than one speaker). The text is heard
twice. It is informational and focuses on a series of identifiable The instructions for each task are given on the question paper
facts. Topics might involve instructions, changes in arrangements, and are also heard on the recording. Before each text is heard,
the programme for an event or meeting, or details of company candidates have time to read through the questions and think
performance. The setting for the task could be someone giving about them. The length of this preparation time is indicated on
information over the telephone, a speaker addressing a roomful the recording. Candidates should use this time to familiarise
of delegates at a conference or people on a training course, or a themselves with the task and begin to make predictions about
Managing Director addressing staff. what they are likely to hear. A variety of voices, styles of delivery
Listening tasks may be based on recorded material taken from and accents are heard in each Listening paper to reflect the
authentic sources or (more usually) based on scripted material. various contexts presented in the recordings.
There are 12 questions, which are distributed evenly throughout *The audio files for the sample papers are available at
the text, so that candidates have time to record their answers. cambridgeenglish.org/bec-higher/preparation
Items of information are tested in the same order in which the
information occurs in the text. Correct spelling of the words in the
answer is expected. Preparation
PART 2 Matching All listening practice is helpful for students, whether authentic or
specially prepared. In particular, discussion should focus on:
This part tests the candidates’ ability to identify topic, context,
function, speaker’s opinion, etc. • the purpose of talks, conversations or discussions
• the roles of speakers
Sample task and answer key: pages 109 and 113*. • the opinions expressed and the language functions employed
Each correct answer in Part 2 receives 1 mark. • relevant aspects of phonology – stress, linking and weak
forms, etc.
Five short monologues from five different speakers: heard twice.
In addition, students should be encouraged to appreciate the
This is a matching task based on five short extracts linked differing demands of each task type. It is helpful not only to
by theme or topic and spoken by five different speakers, in practise the task types in order to develop a sense of familiarity
monologue form. The texts last a total of approximately 3 to and confidence, but also to discuss how the three task types
4 minutes. relate to real-life skills and situations.
There are two tasks for each of the five extracts. These tasks The first task is note taking (and therefore productive), and
relate to the content and purpose of the extracts, and candidates students should reflect on the various situations in which they
are asked to do any combination of the following: identify take notes from a spoken input. They should also be encouraged
speakers, interpret context, recognise the function of what is said, to try to predict the kinds of words or numbers that might go in
identify the topic, understand specific information, identify a the gaps.
speaker’s opinion or feelings. The second task is a matching (with discrimination) exercise,
The series of extracts is heard twice, and candidates must featuring differing styles and registers.
attempt both tasks during this time. It is for the candidates to The third task involves the correct interpretation of spoken
decide whether they choose to do the first task the first time input, with correct answers often being delivered by more than
they listen to the text, and the second task the second time, or one speaker.
whether to deal with the two tasks for each extract together. For
each task, they have a list of eight options to choose from. In all three tasks, successful listening depends on correct reading,
and students should be encouraged to make full use of the pauses
Materials for this task are scripted, and relate to a business topic during the test to check the written input.
or situation.
108
PART PART
PARTTWO
TWO
PARTONE
ONE
Questions Questions
Questions1313– –2222
• • You • • You
Youwill
willhear
hearfive
fivedifferent
differentbusiness
businesspeople
peopletalking
talkingabout
abouttrips
tripsthey
theyhave
haverecently
recentlybeen
beenon.
on.
Youwill
willhear
hearthe
theintroduction
introductiontotoa aseminar,
seminar,called
calledthe
theBusiness
BusinessMaster
MasterClass,
Class,about
aboutthe
theuse
useofof
Information Technology in the workplace.
Information Technology in the workplace. • • For
Foreach
eachextract
extractthere
thereare
aretwo
twotasks.
tasks.For
ForTask
TaskOne,
One,choose
choosethethepurpose
purposeofofeach
eachtrip
tripfrom
fromthe
thelistlist
• • AsAsyou
youlisten,
listen,forforquestions
questions1 1– –12, completethe
12,complete thenotes,
notes,using
usingupuptotothree
threewords
wordsorora anumber.
number. ForTask
AA– –H.H.For TaskTwo,
Two,choose
choosethe theproblem
problemdescribed
describedfrom
fromthe
thelistlistAA– –H.H.
• • You • • You
Youwill
willhear
hearthe
therecording
recordingtwice.
twice.
Youwill
willhear
hearthe
therecording
recordingtwice.
twice.
TASK
TASKONE
ONE– –PURPOSE
PURPOSE
• • For
Forquestions
questions1313– –17, matchthe
17,match theextracts
extractswith
withthe
thepurposes,
purposes,listed
listedAA– –H.H.
THE
THEBUSINESS
BUSINESSMASTER
MASTERCLASS
CLASS • • For
Foreach
eachextract,
extract,choose
choosethe
thepurpose
purposestated.
stated.
SEMINAR
C1 Business Higher Listening sample paper

SEMINARNOTES
NOTES • • Write
Writeone
oneletter nexttotothe
letter(A(A– –H)H)next thenumber
numberofofthe
theextract.
extract.
Part
Arrangements
Arrangementsfor
forparticipants
participants
supervisestaff
AA totosupervise stafftraining
training
1 1 The
Theevent
eventwill
willtake
takeplace
placeover
over............................................................................................................................................
............................................................................................................................................ 1313 . . ........................................................................................ . .
holdjob
BB totohold jobinterviews
interviews
2 2 Seminar
Seminarorganised
organisedbyby................................................................................................................................................................
................................................................................................................................................................ 1414 . . ........................................................................................ . . introducenew
CC totointroduce newpolicy
policy
3 3 The visitpossible
DD totovisit possiblenew
newpremises
premises
Thetitle
titleofofthe
thelast
lastsession
sessionwill
willbebe...................................................................................................................................
................................................................................................................................... 1515 . . ........................................................................................ . .
observeworking
E E totoobserve workingpractices
practices
4 4 ToTouse
usethe
theNew
NewCity
CityHotel
Hotelcarcarpark, delegates
park, delegatesmust
mustobtain
obtaina a.......................................................................
.......................................................................
1616 . . ........................................................................................ . . meeta anew
F F totomeet newmanager
manager
DrDrSangalli
Sangalli signa anew
GG totosign newcontract
contract
Part 11 (questions
1717 . . ........................................................................................ . .
5 5 DrDrSangalli dealwith
HH totodeal witha acomplaint
complaint
Sangallihas
hasadvised
advisedmany
many...............................................................................................................................................
...............................................................................................................................................
6 6 The
Thename
nameofofhishisconsultancy
consultancyis is...........................................................................................................................................
...........................................................................................................................................
TASK
TASKTWO
TWO– –PROBLEM
PROBLEM
(questions 1–12)
7 7 HeHeis isthe
theauthor
authorofof.....................................................................................................................................................................
.....................................................................................................................................................................
• • For
Forquestions
questions1818– –22, matchthe
22,match theextracts
extractswith
withthe
theproblems,
problems,listed
listedAA– –H.H.
8 8 In InEurope,
Europe,
heheis isthe
thebest-known
best-known........................................................................................................................................
........................................................................................................................................ • • For
Foreach
eachextract,
extract,choose
choosethe
theproblem
problemdescribed.
described.
1–12) and
The
TheBusiness
BusinessMaster
MasterClass
Class • • Write
Writeone
oneletter nexttotothe
letter(A(A– –H)H)next thenumber
numberofofthe
theextract.
extract.
Two
Twoproblems
problemsforforcompanies:
companies:
I forgota adocument.
AA I forgot document.
and Part
1818 . . ........................................................................................ . .
BEC
9 9 totobecome
becomemore
more.........................................................................................................................................................................
......................................................................................................................................................................... Myhotel
BB My hotelwas
wasnoisy.
noisy.
1919 . . ........................................................................................ . .
1010 totoestablish I waslate
CC I was lateforfora ameeting.
meeting.
establishnew
new...........................................................................................................................................................................
...........................................................................................................................................................................
2020 . . ........................................................................................ . . I didn’tunderstand
DD I didn’t understandsome
somefigures.
figures.
Two
Twooutcomes
outcomesofofsession:
session:
Theservice
E E The serviceatatmy
myhotel
hotelwas
wasbad.
bad.
2121 . . ........................................................................................ . .
1111 design
designyour
yourown
own...........................................................................................................................................................................
........................................................................................................................................................................... I hadsome
F F I had somewrong
wronginformation.
information.
BEC HIGHER
1212 take 2222 . . ........................................................................................ . . I didn’thave

GG I didn’t haveananinterpreter.
interpreter.
takeaway
awaydocuments
documentscontaining
containingactual
actual.........................................................................................................................
.........................................................................................................................
Part 22 (questions
I experiencedcomputer
HH I experienced computerproblems.
problems.
Listening
C1 Higher
Turn
TurnOver
Over
b e c h a n d b o o k | h i g h e r – l is te n i n g | sa m p l e pa p e r
b e c h a n d b o o k | h i g h e r – l is te n i n g | sa m p l e pa p e r
0353/3 (T026)
0353/3 Nov02
(T026) Nov02
0353/3 (T026) Nov02
33
22 0353/3 (T026) Nov02
(questions 13–22)
HIGHER LISTENING
113
13–22)
LISTENING
113109
110
114
114
PART
PARTTHREE
THREE
b
28 Whenworking
28 When workingto
toproduce
produceaabatch
batchof
ofclothes
clothes
b ee c
Questions
Questions23
23––30
30
c h
AA each
eachteam
teamisisresponsible
responsiblefor
foraaparticular
particularoperation.
operation.
ha
BB each
eachmember
memberof
ofthe
theteam
teamproduces
producesaacomplete
completeitem.
item.
an
•• You
Youwill
willhear
hearpart
partof
ofaaconversation
conversationbetween
betweenaamanagement
managementconsultant
consultantand
andthe
theHuman
Human
nd
CC each
eachperson
personcarries
carriesout
outone
onepart
partof
ofthe
theproduction
productionprocess.
process.
db
Resources
ResourcesManager
Managerof
ofJenkins,
Jenkins,aacompany
companywhich
whichmanufactures
manufactureschildren’s
children’sclothing.
clothing.
booo
•• For
Foreach
eachquestion
question23
23––30, markone
30,mark oneletter
letterA,
A,BBor forthe
orCCfor thecorrect
correctanswer.
answer.
ok
29 Whatchange
29 What changehas
hasbeen
beenmade
madeto
tothe
therange
rangeof
ofgoods?
goods?
•• You
Youwill
willhear
hearthe
therecording
recordingtwice.
twice.
k || h
AA AAsmaller
smallernumber
numberof
ofdifferent
differentitems
itemsisisproduced.
produced.
h ii g
BB Each
Eachitem
itemisisnow
nowmade
madeininsmaller
smallerquantities.
quantities.
gh
23 Whatisissaid
23 What saidabout
aboutthe
theownership
ownershipof
ofJenkins?
Jenkins? CC Fewer
Fewernew
newstyles
stylesare
areintroduced
introducedeach
eachyear.
year.
h ee r
r –
AA The
Thefounder
founderhas
hassold
soldthe
thecompany
companyto
tosomeone
someoneelse.
else.
30 Whatisissaid
30 What saidabout
aboutthe
themachinists?
machinists?
– ll is
BB Jenkins
Jenkinshas
hasmerged
mergedwith
withanother
anothercompany.
company.
BEC HIGHER LISTENING
is te
CC There
Therehas
hasbeen
beenno
nochange
changeof
ofownership.
ownership.
te n
AA More
Moreof
oftheir
theirwork
workisisfalling
fallingbelow
belowthe
therequired
requiredstandard.
standard.
n ii n
BB Some
Someof
ofthem
themare
areearning
earningless
lessthan
thanthey
theyused
usedto.
to.
ng
24 Whatdoes
24 What doesthe
theHuman
HumanResources
ResourcesManager
Managersee
seeas
asthe
themain
mainexternal
externalthreat
threatto
toJenkins?
Jenkins? CC They
Theyhave
haveto
tospend
spendlonger
longerlearning
learningto
tooperate
operatenew
newmachines.
machines.
AA Their
Theirretailers
retailersare
arebecoming
becomingless
lesswilling
willingto
topay
paytheir
theirprices.
prices.
g || sa
sa m
BB Consumers
Consumersare
arebuying
buyingmore
moretop-of-the-range
top-of-the-rangechildren’s
children’sclothes.
clothes.
mp
CC More
Moreand
andmore
morecompanies
companiesare
areproducing
producingchildren’s
children’sclothes.
clothes.
p ll ee pa
pa p
25 TheHuman
25 The HumanResources
ResourcesManager
Managersees
seesthe
thecompany’s
company’smain
mainstrength
strengthas
asthe
thefact
factthat
that
p ee r
r
AA itithas
hasseveral
severallong-term
long-termcontracts.
contracts.
BB ititmakes
makesproducts
productsof
ofhigh
highquality.
quality. You
Younow
nowhave
haveten
tenminutes
minutesto
totransfer
transferyour
youranswers
answersto
toyour
yourAnswer
AnswerSheet.
Sheet.
CC its
itsdistribution
distributionsystem
systemisisefficient.
efficient.
26 TheHuman
26 The HumanResources
ResourcesManager
Managerbelieves
believesthat
thatJenkins’s
Jenkins’smain
mainweakness
weaknessat
atpresent
presentisisthat
that
AA the
themachinery
machineryisisinadequate
inadequatefor
forcurrent
currentrequirements.
requirements.
BB the
themanagement
managementstyle
styleisisout
outof
ofline
linewith
withmodern
moderndemands.
demands.
CC the
therelations
relationsbetween
betweenmanagement
managementand
andworkers
workersare
arepoor.
poor.
27 Accordingto
27 According tothe
theHuman
HumanResources
ResourcesManager,
Manager,why
whydo
domany
manymachinists
machinistschoose
chooseto
toleave?
leave?
AA They
Theythink
thinkthat
thatthey
theycan
canget
getbetter
betterpaid
paidwork
workelsewhere.
elsewhere.
BB They
Theyfeel
feelthat
thattoo
toomuch
muchisisexpected
expectedof
ofthem.
them.
CC They
Theylack
lackconfidence
confidenceininthe
thecompany’s
company’sfuture.
future.
44 0353/3
0353/3(T026)
(T026)Nov02
Nov02 0353/3
0353/3(T026)
(T026)Nov02
Nov02 55
C1 Higher
Listening
Tapescript meeting, sitting there without the right figures. I just

can’t believe I didn’t pick up the chart. I could still see it,
Part 1. Questions 1–12. sitting on my desk.
F: Good morning everyone and welcome. Thanks for coming. F: Well, the whole thing was a serious challenge, and if
My name is Jane Watson and I look forward to meeting I’m honest I didn’t really feel up to it in the first place. It
you all personally. Some of you are here just for today. wasn’t a good time to be going away from the office, and
Others, I know, will be attending for all three days. I’m just I certainly didn’t feel happy, being asked to present pretty
going to say a few words on behalf of my company who different ideas at this stage of the game. I completely
have organised this event, Global Conferences plc. As you understand that the last thing they wanted was to have
know today’s seminar is the Business Master Class to be someone dropping in from above, as it were, and saying,
conducted by our distinguished guest who I will introduce oh, well, we’ve decided to change the rules, etcetera.
in a moment. But first a few quick points of organisation They’d been applying the system as it was in good faith.
which perhaps you’d like to note. All the sessions will And then I was just so tired. What with the wedding
take place in this hotel except for the last session on celebration going on in the hotel, I definitely didn’t
Tomorrow’s Software, which will be at the New City get enough rest, and that left me disorientated and
Hotel. We will meet there at 2 p.m. and this will give us a so I underperformed.
chance to see in action some of the things we have been
discussing. A map with directions to the New City Hotel M: I wasn’t happy to be going out there when there was so
is available from me if you wish to make your own way. much that had to be dealt with, just left there on my
Alternatively there will be a bus going there at 1.30 p.m. desk. My secretary’s extremely good, but she can’t do the
There is limited car parking at the New City Hotel so if you impossible, obviously. But it was clearly crucial to get some
wish to drive there you will need a permit. You can get one kind of idea of what it looked like, whether we were on
from the conference office. to the right kind of thing. Getting the right location and
space is vital. I’m more or less convinced that this is right
Now to the reason we are all here. We are very fortunate to for what we want. It will attract customers. The trouble is, I
have a seminar today led by Dr Martin Sangalli, one of the had out-of-date architect’s plans with me, so I kept getting
most prominent and well-respected commentators in the confused about the dimensions. But the hotel staff were
world business community. He has been asked to advise really helpful when we were trying to get the up-to-date
many large corporations. He is a specialist in the strategic stuff faxed through.
use of information technology in banking, pharmaceuticals
and retail. He has his own company called Logic Solutions F: It’s the first time I’ve been over there since we decided
which consults with some of the biggest names in the to go ahead with the expansion and I must say I was
world of business. He is also an adviser to Intertel and a impressed with the number of really good candidates there
non-executive director of Global Conferences. Thousands were. It really is a good region, in terms of being able to
of business and technology managers have benefited from attract and recruit the right people and I’m confident we
reading his best-selling book, Intelligent Change. Always chose the right people. I wish the same thing was true
inspiring and thought provoking, his ideas have helped for the other branches. What I just can’t believe is that I
hundreds of organisations to gain a glimpse of the future. He managed to set such a bad example by arriving a whole
is Europe’s most famous IT analyst. Dr Sangalli – welcome. hour after we should have started. I felt like a real fool,
going on about heavy traffic, when I’d never accept that
M: Thank you Jane for that flattering introduction. I hope I can kind of excuse myself!
live up to it. So to begin. There are two main difficulties
facing all corporations today. Firstly, how to make M: They said it was all different, and they certainly weren’t
themselves more customer driven. Secondly, and as a wrong! I could hardly believe some of it! It’s definitely
result of that, is the question of how to go about the major eye-opening to see what policy can mean in reality. But
task of developing and implementing new organisational the way they’re applying it, I mean the actual techniques,
structures. This is a senior management session and is really is impressive. I didn’t say anything, of course, just
designed to provide you with two things. I hope that by the took my notes, and I will be drawing up my report as soon
end of the session you will be equipped to design your own as I can. I’ll definitely be recommending that some of
framework for action. To help you do this you will also be their ways of going about things get applied in the other
able to take away documentation of real-life case studies branches. It was confusing at the same time, I have to
that I have been involved in. So, if you would like to look at admit. They were showing me all these graphs, different
the screen … models of analysis, and I couldn’t really follow that way
of presenting the data. And then that guy’s accent! Great
Part 2. Questions 13–22. hotel, though.
M: Of course, I was looking forward to it. I mean, it meant Part 3. Questions 23–30.
seeing the results of quite a lengthy process to find the
right person, which I myself had invested quite a lot of F: Good morning, nice to meet you. Do sit down.
time in. It’s a demanding post, with a lot of responsibility. M: Thank you.
I think the potential we thought we’d spotted is being
realised, and that she’s going to deliver the sort of new F: Now you’re Human Resources Manager of Jenkins, aren’t
initiatives we hoped for. She’s already got the team you? Give me some background on the company – so I get
adapting to her approach. But I did feel a bit stupid in the a general picture.
C1 Business Higher Tapescript 111

M: Stephen Jenkins founded the company nearly 30 years ago, diversification of the product range, so the number of
and named it after himself, and he ran it for a long time. itemised clothes has leapt. That’s the total number of
Last year one of our competitors proposed combining, with different styles, in all the different sizes. And that’s reduced
the idea that separately the two companies were too small batch sizes: long runs on an item are a thing of the past. At
to survive. They were probably right, but anyway Stephen least half the styles used to be carried through from one
turned down the offer. Then, because he was getting on, year to the next, but now only a quarter are, so as you can
he handed over the day-to-day running to his daughter, see, it’s had quite an impact on the rate of change.
Catherine, while retaining full control himself.
F: What’s the effect on the machinists?
F: And you make children’s clothes, don’t you? Aren’t there
M: That policy was part of a raft of changes, one of which is
problems in the sector?
that the machinists are now paid on a piecework basis,
M: Well, we mostly sell to retail chains, which sell them under rather than at an hourly rate. They’re furious about that,
their own brand labels. Things aren’t as easy as they though to be fair, the rate that’s paid for learning to use
were, what with cheap imports, and the more expensive a new machine has been calculated so as to make sure
children’s boutiques making inroads at the top end of the that no-one loses out in the short term. And they’re also
market. But we position ourselves in the middle range, aggrieved because so much is new, and far more batches of
so we’re not too badly affected. We’re under increasing work fail quality inspections and have to be redone.
pressure to cut our profit margins, though, because of
F: Now tell me something about training …
growing competition between high-street retailers.
F: What would you say is the company’s strength?
M: It certainly helps that we supply those large retailers I
mentioned, and in fact some of them have been customers
for years. I suppose, though, that we wouldn’t have
survived this long if it wasn’t that we don’t send anything
out unless it meets very exacting standards. Our customers
appreciate that, plus the fact that we aim to keep the time
from order to delivery very short, and they’re prepared to
pay a premium for it.
F: What about weaknesses?
M: Well, we’ve got a poor record in providing training on the
machines we’re currently using. And I have to say that
Stephen used to run the company in a very old-fashioned,
autocratic way, which alienated a lot of the workers.
Despite Catherine’s more enlightened approach, it’s an
uphill struggle to try to change attitudes and improve
co-operation.
F: Never an easy task!
M: No.
F: You mentioned on the phone that there’s a problem with a
particular group of workers.
M: Yes, there’s very high turnover among the machinists,
that’s the people who actually make the clothes. They say
they’re faced with unreasonable demands all the time, like
having to learn to operate several machines instead of just
one or two. Many of them think they could get an easier
job for the money, because there are plenty of other jobs
on offer locally. The reasonably healthy state of our order
books gives them a certain amount of job security, but
they just don’t seem to care.
F: How’s their work organised?
M: We’ve changed to a ‘sectionalised flow’ approach, which
means the machinists work in teams. Rather than each
machinist being assigned a complete item of clothing, the
work is divided into batches involving various operations,
each of them undertaken by one machinist. As that person
finishes, the work is passed on to the machinist responsible
for the next stage.
F: Has that had any impact on what you produce?
M: Yes, it’s enabled Catherine to introduce a policy of rapid
112
C1 Higher
Listening
Assessment
Answer key
C1 Business Higher Listening sample paper

1 three days 13 F 23 C
2 Global Conferences plc 14 C 24 A
3 tomorrow’s software 15 D 25 B
4 permit 16 B 26 C
5 large corporations 17 E 27 B
6 Logic Solutions 18 A 28 C
7 Intelligent Change 19 B 29 B
8 IT analyst 20 F 30 A
9 customer driven 21 C
10 organisational structures/ 22 D
organizational structures
11 framework for action
12 (real-life) case studies
C1 Business Higher Listening assessment 113

114
35164 35164
Do not write
Part 1 continued below here
Name Number 5
Centre Centre 6 1 0
Name Number 6
7 1 0
Examination Examination 7
Title Details
8 1 0
Candidate Assessment 8
9
Supervisor: If the candidate is ABSENT or has WITHDRAWN shade here 10 1 0
10
Business Higher Listening Candidate Answer Sheet 11 1 0
11
Instructions 12 1 0
12
Use a PENCIL (B or HB).
For Part 1:
Write your answer clearly in CAPITAL LETTERS. Part 2 - Task One Part 3
For example:
13 23
14 24
For Parts 2 and 3:
Mark one box for each answer. A B C D E F G H A B C
15 25
For example:
If you think A is the right answer to the question, mark your answer sheet like this: A B C D E F G H A B C
16 26
17 27
Do not write A B C
Part 1 below here 28
1 1 0 Part 2 - Task Two A B C
1 29
A B C D E F G H
2 1 0 18 A B C
2 30
A B C D E F G H
3 1 0 19
3
A B C D E F G H
4 1 0 20
4
A B C D E F G H
21
A B C D E F G H
22
35164 35164
C1 Business Higher 16 mins
Speaking
tasks
The paper consists of three parts. There are two candidates and two examiners. One examiner acts as both interlocutor
and assessor and manages the interaction either by asking questions or by providing cues for candidates. The other acts as
assessor only and does not join in the interaction.
Task types include short exchanges with the interlocutor; a mini-presentation by each candidate and a collaborative task
which candidates do together. The focus is on exchanging personal and factual information, expressing and finding out about
attitudes and opinions.
The interlocutor gives an impression mark based on a global achievement scale, while the assessor applies detailed analytical
scales and gives separate marks for grammar, vocabulary, discourse management, pronunciation and
interactive communication.
Part Task types Focus Timing
Conversation between the interlocutor and
1 each candidate. The interlocutor encourages

the candidates to give information about
themselves and to express personal opinions.
Giving personal information and
expressing opinions.
3 minutes.
A ‘mini-presentation’ by each candidate on

Organising a larger unit of discourse. 6 minutes (including
2 a business theme. The candidates are given
prompts which generate a short talk on a
business-related topic.
Giving information and expressing and
justifying opinions.
a 1-minute ‘long turn’
Turn-taking (initiating and responding

A collaborative task which candidates do appropriately), negotiating, collaborating,
together. The candidates are presented with exchanging information, expressing
3 a discussion on a business-related topic.
The interlocutor extends the discussion with
and justifying opinions, agreeing and/
or disagreeing, suggesting, speculating,
7 minutes.
prompts on related topics. comparing and contrasting, and

decision-making.
C1 Business Higher Speaking tasks 115

This part tests the candidates’ ability to communicate with one
Format another, negotiate, initiate, and respond in an appropriate way.
The paired format of the C1 Business Higher Speaking test (two Sample task and assessment criteria: pages 119
examiners and two candidates) offers candidates the opportunity and 120.
to demonstrate, in a controlled but non-threatening environment,
their ability to use their spoken language skills effectively in a
range of contexts. The test lasts 16 minutes. One examiner, the This is a two-way collaborative task based on a prompt which
interlocutor, conducts the test and gives a global assessment is given to both candidates. The prompt consists of several
mark for each candidate’s performance. The other, the assessor, sentences presenting a business-related situation followed by two
does not take any part in the interaction but focuses solely on discussion points. Candidates are given time to read the prompt
listening to and making an assessment of certain aspects of the and then discuss the situation together.
candidates’ oral proficiency. Candidates need to approach the task as a simulation, imagining
At the end of the Speaking test, candidates are thanked themselves in a work environment, faced with a real situation
for attending, but are given no indication of the level of to discuss, and on which they should try to reach decisions. The
their achievement. opinions they express, however, will be their own, as they are
not required (as in some kinds of role play) to assume particular
The standard format is two examiners and two candidates, and attitudes or opinions.
wherever possible, this is the form which the Speaking test takes.
In cases where there is an uneven number of candidates at a
centre, the last test of the session is taken by three candidates Preparation
together instead of two. The test format, test materials and
procedure remain unchanged but the timing is longer: 22 minutes Candidates should be made familiar with the seating
instead of 16. arrangements and paired assessment procedures that the
Speaking test employs. Any speaking practice should be of
The Speaking test consists of three parts, each of which is benefit, in particular paired and small group work.
assessed. Throughout the test, the interactional pattern varies:
between the interlocutor and each candidate, between the two Activities designed to develop fluency are of considerable benefit,
candidates, and among all three. The patterns of discourse vary as the students need to demonstrate as wide a range of language
within each part of the test. as possible within the time limits of the test.
It should be noted that the test is designed to minimise the
PART 1 Interview possibility of attempts to use rehearsed speech, and that
This part tests the candidates’ ability to respond to questions and examiners will quickly identify this.
expand on responses. For Part 2, candidates need to develop the ability to prepare
effectively for their ‘long turn’. They should be given help in
Assessment criteria: page 120. building up a range of discourse features to make their speech
both coherent and cohesive. It is also important for them to listen
For this part of the test, the interlocutor asks the candidates to each other’s talks, and be ready to ask relevant questions.
questions on a number of personal or work-related subjects.
For Part 3, candidates will benefit from practice in simulations
PART 2 Long turn where they are placed in a work environment and required to
collaborate whilst discussing and deciding issues. They should be
This part tests the candidates’ ability to sustain a ‘long turn’. helped to build up a range of resources for turn-taking and the
general negotiating of ideas and opinions.
Sample task and assessment criteria: pages 117–118
and 120. Note: In some centres candidates from the same school are paired
together. However, where candidates from a number of different
educational establishments are entered at the same centre, some
In this part, each candidate’s task is to choose one topic from a candidates may find that they are paired with a candidate from
set of three, and to talk about it for 1 minute. Each candidate is another establishment. Students should check with the centre
given a set to choose from. Candidates have 1 minute in which to through which they are entering to find out the local procedure.
prepare, and should use this time to make brief notes. While one
candidate speaks, the other listens, and then asks a question at
the end of the talk. Candidates may make notes while listening to
their partner.
It is wise to structure the 1-minute talk with an introduction and
conclusion (however brief these must, of necessity, be), and to
make the structure explicit when giving the talk, in order to show
some evidence of planning. Candidates should approach the task
as if giving a presentation in a business environment.
Examples of topic areas include: advertising, career planning,
communications, customer relations, finance, health and safety,
management (personnel, production, transport, etc.), marketing,
recruitment, sales, technology, training and travel.
116
BEC HIGHER SPEAKING
BEC HIGHER SPEAKING
X1X PART 2 6 minutes (8 minutes for groups of three)
A: Customer Relations: the importance of making customers feel valued

Now, in this part of the test, I’m going to give each of you a choice of three
different topics. I’d like you to select one of the topics and give a short
presentation on it for about a minute. You will have a minute to prepare
this and you can make notes if you want. After you have finished your talk,
your partner will ask you a question.
B: Company Growth: the importance to a company of controlling [Hand each candidate a Part 2 booklet (open at appropriate task) and a pencil
expansion 60 and paper for notes.]
seconds
C1 Business Higher Speaking sample paper

A, please listen carefully to B’s talk and then ask him/her a question
about it.
about
60 seconds
C: Research and Development: how to ensure that a company’s policy
towards research and development is
cost effective
Thank you, B. Now, A, which topic have you chosen, A, B or C?

B, please listen carefully to A’s talk and then ask him/her a question
about it.
about
60 seconds
Thank you.

is not included for Part 1, in which the interlocutor asks the candidates questions directly, rather than asking them to perform a task.
Speaking
C1 Higher
Tasks are included from Parts 2 and 3 of the C1 Business Higher Speaking test, together with the interlocutor frame for these parts. Material
b e c h a n d b o o k | h i g h e r – s p e a k i n g | sa m p l e ta s k s 127
126 b e c h a n d b o o k | h i g h e r – s p e a k i n g | sa m p l e ta s k s
117
BEC HIGHER SPEAKING
Sample Part 2 Example 2 Candidate card BEC HIGHER SPEAKING
118
X2X PART 2 6 minutes (8 minutes for groups of three)
A: Market Research: the importance of finding out about customers’ Now, in this part of the test, I’m going to give each of you a choice of three
habits and attitude different topics. I’d like you to select one of the topics and give a short
presentation on it for about a minute. You will have a minute to prepare
this and you can make notes if you want. After you have finished your talk,
your partner will ask you a question.
[Hand each candidate a Part 2 booklet (open at appropriate task) and a pencil
60 and paper for notes.]
B: Financial Management: how to identify ways of reducing costs in a
company seconds

A, please listen carefully to B’s talk and then ask him/her a question
about it.
about
60 seconds

C: Communications: how to achieve an effective working relationship
between different departments within a company
Thank you, B. Now, A, which topic have you chosen, A, B or C?

B, please listen carefully to A’s talk and then ask him/her a question
about it.
about
60 seconds
Thank you.
BEC HIGHER SPEAKING
Sample Part 3 Interlocutor frame BEC HIGHER SPEAKING
PART 3 7 minutes (9 minutes for groups of three) X1X
Now, in this part of the test you are going to discuss something together. Incentive Scheme
[Hold the Part 3 booklet open at the task while giving the instructions below.]
Your company is considering setting up an incentive
You will have 30 seconds to read this task carefully, and then about three scheme for the staff. You have been asked to make some
minutes to discuss and decide about it together. You should give reasons
for your decisions and opinions. You don't need to write anything. Is that recommendations.
clear?
Discuss and decide together:
[Place the booklet open at task 1 in front of the candidates so that they can both
C1 Business Higher Speaking sample paper

30 seconds see it.] x what benefits an incentive scheme would bring to the
company
I'm just going to listen and then ask you to stop after about three minutes.
Please speak so that we can hear you.
x what types of incentives could be offered.
about
3 minutes
[Retrieve Part 3 booklet.]
[Select one or more of the following questions as appropriate, to redress any

x Which incentives do you think are most effective to make people work harder?
x What disadvantages could there be in incentive schemes? (Why?)
x Is it essential for companies to reward extra effort? (Why?/Why not?)
x How do you think a company can inspire loyalty in their employees?
x How important do you think the traditional employer/employee relationship will

be in the future? (Why?)

Speaking
C1 Higher
b e c h a n d b o o k | h i g h e r – s p e a k i n g | sa m p l e ta s k s 125
119
Assessment
The quality assurance of Speaking Examiners (SEs) is managed by Throughout the test candidates are assessed on their own individual
Team Leaders (TLs). TLs ensure all examiners successfully complete performance and not in relation to each other. They are awarded
examiner training and regular certification of procedure and marks by two examiners: the assessor and the interlocutor. The
assessment before they examine. TLs are in turn responsible assessor awards marks by applying performance descriptors from
to a Professional Support Leader (PSL) who is the professional the analytical assessment scales for the following criteria:
representative of Cambridge English for the Speaking tests in a • Grammatical Resource
given country or region.
• Lexical Resource
Annual examiner certification involves attendance at a face-to- • Discourse Management
face meeting to focus on and discuss assessment and procedure, • Pronunciation
followed by the marking of sample Speaking tests in an online
environment. Examiners must complete standardisation of • Interactive Communication.
assessment for all relevant levels each year and are regularly
monitored during live testing sessions. The interlocutor awards a mark for global achievement using the
global achievement scale.
Assessment for C1 Business Higher is based on performance across

all parts of the test, and is achieved by applying the relevant
descriptors in the assessment scales.
120
C1 Higher
Speaking
C1 Business Higher Speaking Examiners use a more detailed version of the following assessment scales, extracted from the overall
Grammatical Discourse Interactive

C1 Lexical Resource Pronunciation
Resource Management Communication
Produces extended stretches

Uses a wide range of language with ease and with Interacts with ease,
Maintains control of appropriate very little hesitation. Is intelligible. linking contributions to
of a wide range vocabulary to give those of other speakers.
5 Contributions are relevant, Phonological features are
of grammatical and exchange views used effectively to convey Widens the scope of the
coherent and varied.
forms. on familiar and and enhance meaning. interaction and negotiates
unfamiliar topics. Uses a wide range of cohesive towards an outcome.
devices and discourse markers.
Produces extended Initiates and responds

Shows a good stretches of language with Is intelligible.
Uses a range appropriately, linking
degree of control very little hesitation. Intonation is appropriate. contributions to those of
of appropriate
of a range of other speakers.
vocabulary to give Contributions are relevant Sentence and word stress
3 simple and
and exchange views and there is a clear is accurately placed. Maintains and develops
some complex
on familiar and organisation of ideas. the interaction and
grammatical Individual sounds are
unfamiliar topics. negotiates towards an
forms. Uses a range of cohesive articulated clearly.
devices and discourse markers. outcome.

Is intelligible.
Shows a good Initiates and responds
Produces extended Intonation is generally
degree of appropriately.
stretches of language despite appropriate.
control of simple Uses appropriate
some hesitation. Maintains and develops
grammatical vocabulary to give Sentence and word stress the interaction and
1 forms, and and exchange views, Contributions are relevant and is generally accurately negotiates towards an
attempts but only when talking there is very little repetition. placed. outcome with very little
some complex about familiar topics.
Uses a range of cohesive Individual sounds support.
grammatical
devices. are generally
forms.
articulated clearly.
Content is totally
irrelevant.
Target reader is
not informed.
C1 Global achievement
Handles communication on a wide range of topics, including unfamiliar and abstract ones, with very little hesitation.
5 Uses accurate and appropriate linguistic resources to express complex ideas and concepts and produce extended discourse that is
coherent and easy to follow.
Handles communication on a range of familiar and unfamiliar topics, with very little hesitation.
3
Uses accurate and appropriate linguistic resources to express ideas and produce extended discourse that is generally coherent.

Handles communication on familiar topics, despite some hesitation.
1 Organises extended discourse but occasionally produces utterances that lack coherence, and some inaccuracies and inappropriate
usage occur.
C1 Business Higher Speaking assessment 121

122
Grammatical
CEFR level Lexical Resource Discourse Management Pronunciation Interactive Communication
Resource
• Produces extended stretches of language
• Uses a wide range of with flexibility and ease and very • Interacts with ease by skilfully
• Maintains control
appropriate vocabulary little hesitation. • Is intelligible. interweaving his/her contributions into
of a wide range of
with flexibility to give • Contributions are relevant, coherent, • Phonological features are the conversation.
grammatical forms
and exchange views varied and detailed. used effectively to convey and • Widens the scope of the interaction and
and uses them
on unfamiliar and • Makes full and effective use of a wide enhance meaning. develops it fully and effectively towards
with flexibility.
abstract topics. range of cohesive devices and a negotiated outcome.
Overall Speaking scales
discourse markers.
• Produces extended stretches of language • Is intelligible.

• Uses a wide range of • Interacts with ease, linking
with ease and with very little hesitation. • Intonation is appropriate.
• Maintains control appropriate vocabulary contributions to those of other
• Contributions are relevant, coherent • Sentence and word stress is
C2 of a wide range of to give and exchange speakers.
and varied. accurately placed.
grammatical forms. views on unfamiliar • Widens the scope of the interaction and
• Uses a wide range of cohesive devices • Individual sounds are
and abstract topics. negotiates towards an outcome.
and discourse markers. articulated clearly.
• Shows a good • Uses a range of • Produces extended stretches of language • Is intelligible.

degree of control appropriate vocabulary • Initiates and responds appropriately,
with very little hesitation. • Intonation is appropriate.
C1 of a range of simple to give and exchange linking contributions to those of
• Contributions are relevant and there is a • Sentence and word stress is
and some complex views on familiar and other speakers.
clear organisation of ideas. accurately placed.
grammatical forms. unfamiliar topics. • Maintains and develops the interaction
• Uses a range of cohesive devices and • Individual sounds are
and negotiates towards an outcome.
Grammar and Vocabulary discourse markers. articulated clearly.
• Is intelligible.
• Shows a good degree of control of simple • Produces extended stretches of language • Intonation is generally
• Initiates and responds appropriately.
grammatical forms, and attempts some complex despite some hesitation. appropriate.
• Maintains and develops the interaction
B2 grammatical forms. • Contributions are relevant and there is • Sentence and word stress is
and negotiates towards an outcome
• Uses appropriate vocabulary to give and exchange very little repetition. generally accurately placed.
with very little support.
views, on a range of familiar topics. • Uses a range of cohesive devices. • Individual sounds are generally
articulated clearly.
• Produces responses which are extended

• Shows a good degree of control of simple • Is mostly intelligible, and has
beyond short phrases, despite hesitation. • Initiates and responds appropriately.
grammatical forms. some control of phonological
B1 • Contributions are mostly relevant, but • Keeps the interaction going with very
• Uses a range of appropriate vocabulary when talking features at both utterance and
there may be some repetition. little prompting and support.
about familiar topics. word levels.
• Uses basic cohesive devices.
• Shows sufficient control of simple grammatical

• Is mostly intelligible, despite • Maintains simple exchanges, despite
forms.
A2 limited control of phonological some difficulty.
• Uses appropriate vocabulary to talk about
features. • Requires prompting and support.
everyday situations.
• Has considerable difficulty maintaining

• Shows only limited control of a few • Has very limited control of
simple exchanges.
A1 grammatical forms. phonological features and is often
• Requires additional prompting
• Uses a vocabulary of isolated words and phrases. unintelligible.
and support.
Overall
Writing scales
Overall Writing scales
CEFR level Communicative Achievement Organisation Language

Demonstrates complete
command of the conventions of Uses a wide range of vocabulary, including
Text is organised
the communicative task. less common lexis, with fluency, precision,
impressively and coherently
sophistication and style.
Communicates complex ideas using a wide range of
in an effective and convincing cohesive devices and Use of grammar is sophisticated, fully controlled
way, holding the target reader’s organisational patterns and completely natural.
attention with ease, fulfilling all with complete flexibility.
Any inaccuracies occur only as slips.
Uses a range of vocabulary, including less
Uses the conventions of the
common lexis, effectively and precisely.
communicative task with sufficient Text is a well-organised,
flexibility to communicate coherent whole, using a Uses a wide range of simple and complex
C2 complex ideas in an effective variety of cohesive devices grammatical forms with full control, flexibility
way, holding the target reader’s and organisational patterns and sophistication.
attention with ease, fulfilling all with flexibility.
Errors, if present, are related to less common
words and structures, or occur as slips.
Uses a range of vocabulary, including less
Uses the conventions of the Text is well organised and common lexis, appropriately.
communicative task effectively to coherent, using a variety
Uses a range of simple and complex grammatical
C1 hold the target reader’s attention of cohesive devices and
forms with control and flexibility.
and communicate straightforward organisational patterns
and complex ideas, as appropriate. to generally good effect. Occasional errors may be present but do not
impede communication.
Uses a range of everyday vocabulary
Uses the conventions of the appropriately, with occasional inappropriate use
Text is generally well
communicative task to hold of less common lexis.
organised and coherent,
B2 the target reader’s attention
using a variety of linking Uses a range of simple and some complex
and communicate
words and cohesive devices. grammatical forms with a good degree of control.
Errors do not impede communication.
Uses everyday vocabulary generally appropriately,
Text is connected and while occasionally overusing certain lexis.
Uses the conventions of the
coherent, using basic
communicative task in generally Uses simple grammatical forms with a good
B1 linking words and a
appropriate ways to communicate degree of control.
limited number
of cohesive devices. While errors are noticeable, meaning can still
be determined.
Uses basic vocabulary reasonably appropriately.
Text is connected using
Produces text that communicates Uses simple grammatical forms with some degree
A2 basic, high-frequency
simple ideas in simple ways. of control.
linking words.
Errors may impede meaning at times.
The Content sub-scale is common to all levels.
Content
All content is relevant to the task.
5
Target reader is fully informed.
Minor irrelevances and/or omissions may be present.
3
Target reader is, on the whole, informed.
Irrelevances and misinterpretation of task may be present.
1
Target reader is minimally informed.
Content is totally irrelevant.
0
Target reader is not informed.
Overall Writing scales 123

Speaking assessment glossary of terms
1. General
Conveying Conveying basic meaning: the ability of candidates to get their message across to their listeners, despite possible
basic meaning inaccuracies in the structure and/or delivery of the message.
Everyday situations: situations that candidates come across in their everyday lives, e.g. having a meal, asking
for information, shopping, going out with friends or family, travelling to school or work, taking part in leisure
activities. An A2 Key task that requires candidates to exchange details about a store’s opening hours exemplifies
an everyday situation.
Familiar topics: topics about which candidates can be expected to have some knowledge or personal experience.
B2 First tasks that require candidates to talk about what people like to do on holiday, or what it is like to do
Situations different jobs, exemplify familiar topics.
and topics
Unfamiliar topics: topics which candidates would not be expected to have much personal experience of.
C1 Advanced tasks that require candidates to speculate about whether people in the world today only care about
themselves, or the kinds of problems that having a lot of money can cause, exemplify unfamiliar topics.
Abstract topics: topics which include ideas rather than concrete situations or events. C2 Proficiency tasks that
require candidates to discuss how far the development of our civilisation has been affected by chance discoveries
or events, or the impact of writing on society, exemplify abstract topics.
Utterance: people generally write in sentences and they speak in utterances. An utterance may be as short as a
Utterance
word or phrase, or a longer stretch of language.
2. Grammar and Vocabulary
Appropriacy of vocabulary: the use of words and phrases that fit the context of the given task. For example, in
the utterance I’m very sensible to noise, the word sensible is inappropriate as the word should be sensitive. Another
Appropriacy
example would be Today’s big snow makes getting around the city difficult. The phrase getting around is well suited
of vocabulary
to this situation. However, big snow is inappropriate as big and snow are not used together. Heavy snow would be
appropriate.
Flexibility: the ability of candidates to adapt the language they use in order to give emphasis, to differentiate
Flexibility according to the context, and to eliminate ambiguity. Examples of this would be reformulating and
paraphrasing ideas.
Grammatical control: the ability to consistently use grammar accurately and appropriately to convey
intended meaning.
Where language specifications are provided at lower levels (as in A2 Key and B1 Preliminary), candidates may have
control of only the simplest exponents of the listed forms.
Attempts at control: sporadic and inconsistent use of accurate and appropriate grammatical forms. For example,
Grammatical the inconsistent use of one form in terms of structure or meaning, the production of one part of a complex form
control incorrectly or the use of some complex forms correctly and some incorrectly.
Spoken language often involves false starts, incomplete utterances, ellipsis and reformulation. Where
communication is achieved, such features are not penalised.
Simple grammatical forms: words, phrases, basic tenses and simple clauses.
Complex grammatical forms: longer and more complex utterances, e.g. noun clauses, relative and adverb
clauses, subordination, passive forms, infinitives, verb patterns, modal forms and tense contrasts.
Range: the variety of words and grammatical forms a candidate uses. At higher levels, candidates will make
Range
increasing use of a greater variety of words, fixed phrases, collocations and grammatical forms.
124
Speaking
Glossary of terms
3. Discourse Management
Coherence and cohesion are difficult to separate in discourse. Broadly speaking, coherence refers to a clear
and logical stretch of speech which can be easily followed by a listener. Cohesion refers to a stretch of speech
which is unified and structurally organised.
Coherence and cohesion can be achieved in a variety of ways, including with the use of cohesive devices,
related vocabulary, grammar and discourse markers.
Cohesive devices: words or phrases which indicate relationships between utterances, e.g. addition (and, in
addition, moreover); consequence (so, therefore, as a result); order of information (first, second, next, finally).
Coherence and At higher levels, candidates should be able to provide cohesion not just with basic cohesive devices (e.g. and,
cohesion but, or, then, finally) but also with more sophisticated devices (e.g. therefore, moreover, as a result, in addition,
however, on the other hand).
Related vocabulary: the use of several items from the same lexical set, e.g. train, station, platform, carriage; or
study, learn, revise.
Grammatical devices: essentially the use of reference pronouns (e.g. it, this, one) and articles (e.g. There are
two women in the picture. The one on the right …).
Discourse markers: words or phrases which are primarily used in spoken language to add meaning to the
interaction (e.g. you know, you see, actually, basically, I mean, well, anyway, like).
Extent/extended Extent/extended stretches of language: the amount of language produced by a candidate which should
stretches of be appropriate to the task. Long turn tasks require longer stretches of language, whereas tasks which involve
language discussion or answering questions could require shorter and extended responses.
Relevance Relevance: a contribution that is related to the task and not about something completely different.
Repetition Repetition: repeating the same idea instead of introducing new ideas to develop the topic.
4. Pronunciation
Intelligible: a contribution which can generally be understood by a non-EFL/ESOL specialist, even if the
Intelligible
speaker has a strong or unfamiliar accent.
Phonological features include the pronunciation of individual sounds, word and sentence stress and intonation.
Individual sounds are:
• pronounced vowels, e.g. the // in cat or the // in bed
• diphthongs, when two vowels are rolled together to produce one sound, e.g. the // in host or the // in hate
Phonological • consonants, e.g. the // in cut or the // in fish.
features Stress: the emphasis laid on a syllable or word. Words of two or more syllables have one syllable which
stands out from the rest because it is pronounced more loudly and clearly, and is longer than the others, e.g.
imPORtant. Word stress can also distinguish between words, e.g. proTEST vs PROtest. In sentences, stress can
be used to indicate important meaning, e.g. WHY is that one important? versus Why is THAT one important?
Intonation: the way the voice rises and falls, e.g. to convey the speaker’s mood, to support meaning or to
indicate new information.
Speaking Assessment 125

5. Interactive Communication
Development of the interaction: actively developing the conversation, e.g. by saying more than the
Development of minimum in response to the written or visual stimulus, or to something the other candidate/interlocutor has
the interaction said, or by proactively involving the other candidate with a suggestion or question about further developing
the topic (e.g. What about bringing a camera for the holiday? or Why’s that?).
Initiating and Initiating: starting a new turn by introducing a new idea or a new development of the current topic.
Responding Responding: replying or reacting to what the other candidate or the interlocutor has said.
Prompting: instances when the interlocutor repeats, or uses a backup prompt or gesture in order to get the
Prompting and candidate to respond or make a further contribution.
Supporting Supporting: instances when one candidate helps another candidate, e.g. by providing a word they are looking
for during a discussion activity, or helping them develop an idea.
Turn: everything a person says before someone else speaks.
Turn and Simple
exchange Simple exchange: a brief interaction which typically involves two turns in the form of an initiation and a
response, e.g. question–answer, suggestion–agreement.
126
Writing
Glossary of terms
Writing assessment glossary of terms
1. General
Generally is a qualifier meaning not in every way or instance. Thus, ‘generally appropriately’ refers to
Generally
performance that is not as good as ‘appropriately’.
Flexible and flexibly refer to the ability to adapt – whether language, organisational devices, or task conventions
Flexibility – rather than using the same form over and over, thus evidencing better control and a wider repertoire of the
resource. Flexibility allows a candidate to better achieve communicative goals.
2. Content
Relevant Relevant means related or relatable to required content points and/or task requirements.
Target reader The target reader is the hypothetical reader set up in the task, e.g. a magazine’s readership, your English teacher.
The target reader is informed if content points and/or task requirements are addressed and appropriately
Informed developed. Some content points do not require much development (e.g. state what is x) while others require it
(describe, explain).
3. Communicative achievement
Conventions
Conventions of the communicative task include such things as genre, format, register, and function. For
of the
example, a personal letter should not be written as a formal report, should be laid out accordingly, and use the
communicative
right tone for the communicative purpose.
task
Holding Holding the target reader’s attention is used in the positive sense and refers to the quality of a text that allows
target reader’s a reader to derive meaning and not be distracted. It does not refer to texts that force a reader to read closely
attention because they are difficult to follow or make sense of.
Communicative Communicative purpose refers to the communicative requirements as set out in the task, e.g. make a
purpose complaint, suggest alternatives.
Straightforward ideas are those which relate to relatively limited subject matter, usually concrete in nature,
Straightforward
and which require simpler rhetorical devices to communicate. Complex ideas are those which are of a more
and complex
abstract nature, or which cover a wider subject area, requiring more rhetorical resources to bring together
ideas
and express.
4. Organisation
Linking words are cohesive devices, but are separated here to refer to higher-frequency vocabulary which
provides explicit linkage. They can range from basic high-frequency items (such as and, but) to basic and phrasal
items (such as because, first of all, finally).
Linking words,
Cohesive devices refers to more sophisticated linking words and phrases (e.g. moreover, it may appear, as a
cohesive
result), as well as grammatical devices such as the use of reference pronouns, substitution (e.g. There are two
devices, and
women in the picture. The one on the right …), ellipsis (e.g. The first car he owned was a convertible, the second a
organisational
family car), or repetition.
patterns
Organisational patterns refers to less-explicit ways of achieving connection at the between-sentence level and
beyond, e.g. arranging sentences in climactic order, the use of parallelism, using a rhetorical question to set up a
new paragraph.
Writing Assessment 127

5. Language
Basic vocabulary refers to vocabulary used for survival purposes, for simple transactions, and the like.
Everyday vocabulary refers to vocabulary that comes up in common situations of a non-technical nature in the
Vocabulary relevant domain.
Less common lexis refers to vocabulary items that appear less often in the relevant domain. These items often
help to express ideas more succinctly and precisely.
Appropriacy of vocabulary: the use of words and phrases that fit the context of the given task. For example,
in I’m very sensible to noise, the word sensible is inappropriate as the word should be sensitive. Another
Appropriacy
example would be Today’s big snow makes getting around the city difficult. The phrase getting around is well
of vocabulary
suited to this situation. However, big snow is inappropriate as big and snow are not used together. Heavy
snow would be appropriate.
Simple grammatical forms: words, phrases, basic tenses and simple clauses.
Grammatical
forms Complex grammatical forms: longer and more complex items, e.g. noun clauses, relative and adverb clauses,
subordination, passive forms, infinitives, verb patterns, modal forms and tense contrasts.
Grammatical control: the ability to consistently use grammar accurately and appropriately to convey
Grammatical
intended meaning. Where language specifications are provided at lower levels (as in A2 Key and B1
control
Preliminary), candidates may have control of only the simplest exponents of the listed forms.
Range: the variety of words and grammatical forms a candidate uses. At higher levels, candidates will make
Range
increasing use of a greater variety of words, fixed phrases, collocations and grammatical forms.
Overuse refers to those cases where candidates repeatedly use the same word because they do not have the
Overuse resources to use another term or phrase the same idea in another way. Some words may unavoidably appear
often as a result of being the topic of the task; that is not covered by the term overuse here.
Errors are systematic mistakes. Slips are mistakes that are non-systematic, i.e. the candidate has learned the
vocabulary item or grammatical structure, but just happened to make a mistake in this instance. In a candidate’s
Errors and slips
response, where most other examples of a lexical/grammatical point are accurate, a mistake on that point
would most likely be a slip.
Impede Impede communication means getting in the way of meaning. Meaning can still be determined indicates that
communication some effort is required from the reader to determine meaning.
128
Glossary
Business Certificates glossary

Note: Please also see paper-specific scales for Writing and Speaking
Affixation Impeding error
adding prefixes or suffixes to a base word to make it fit a particular an error which prevents the reader from understanding the word
context. or phrase.
Anchor test Interlocutor
a test with known measurement characteristics, which is the Speaking test examiner who conducts the test and makes a
administered in association with another test. Performance on the global assessment of each candidate’s performance.
anchor test provides information about the other test and about
Item
the candidates who have taken both of them.
each testing point in a test which is given a separate mark or marks.
Answer sheet
Key
the form on which candidates record their responses.
the correct answer to an item.
Assessor
Lexical
the Speaking test examiner who assigns a score to a candidate’s
performance, using analytical criteria to do so. adjective from lexis, meaning to do with vocabulary.
Closure techniques Long turn

techniques used to draw a conversation to a close, e.g. That’s all. the opportunity in the Speaking test for a candidate to talk
uninterrupted for a period of time, enabling them to produce an
Cloze test extended piece of discourse.
a type of gap-filling task in which whole words have been removed
Lozenge
from a text and which candidates must replace.
the space on the answer sheet which candidates must fill in to
Coherence indicate their answer to a multiple-choice question.
language which is coherent is well planned and clear, and all the
Multiple choice
parts or ideas fit well so that they form a united whole.
a task where candidates are given a set of several possible answers
Collaborative task of which only one is correct.
the opportunity in the Speaking test for the candidates to engage
Multiple matching
in a discussion and work together towards a negotiated outcome
of the task set. a task in which a number of questions or sentence-completion
items, generally based on a reading text, are set. The responses are
Collocation provided in the form of a bank of words or phrases, each of which
this term describes the likelihood of two words going together, can be used an unlimited number of times.
e.g. a good job, a wonderful occasion.
Neutral style
Comprehension questions a writing style with no specific features of formality or informality.
short questions testing information selection, linking and sentence
Objective test
construction.
a test which can be scored by applying a mark scheme, without the
Conversational fillers need to bring expert opinion or subjective judgement to the task.
a word or sound filling a pause in an utterance or conversation,
Opening and closing formulae
e.g. er, you know.
the expressions, either formal or informal, that are usually used to
Discourse open and close letters, e.g. Dear Maria … With best wishes from … ,
written or spoken communication. or Dear Mr Dakari … Yours sincerely …
Discrete sentences Options
sentences not connected by context or meaning. the individual words in the set of possible answers for a
multiple-choice item.
Distractor
each incorrect option in a multiple-choice item. Paraphrase
to give the meaning of something using different words.
Gap-filling item
any type of item which requires the candidate to insert some Phrasal verb
written material – letters, numbers, single words, phrases, a verb which takes on a new meaning when followed by a certain
sentences or paragraphs – into spaces in the text. The response preposition or adverb (e.g. get away, take up).
may be supplied by the candidate or selected from a set of options.
Pretesting
Gist a stage in the development of test materials at which items are
the central theme or meaning of the text. tried out with representative samples from the target population
in order to determine their difficulty.
Glossary 129
Productive task
a task which provides candidates with a stimulus to which the
response is a piece of written or spoken language.
Referencing
the technique of using ‘referents’.
Referent
a word or term that refers to another person, place, etc.
Register
the tone of a piece of writing. The register should be appropriate
for the task and target reader, e.g. a letter of application is written
in formal register.
Report layout
the way in which a report should be presented.
Rhetorical/stylistic devices
techniques used in a text to achieve a particular effect.
Rubrics
the instructions to an examination question which tell the
candidate what to do when answering the question.
Style
a property of a text which may be neutral, formal, informal, etc.
Target reader
the intended recipient of a piece of writing. It is important to
ensure that the effect of a written task on a target reader is a
positive one.
Transactional letter
a letter written in response to a request for action or to initiate
action, i.e. the letter will trigger some outcome or result, usually
in the form of further communication. A letter of complaint is
transactional, a letter giving advice is not.
Trialling
a stage in the development of test materials at which tasks for
the Writing or Speaking papers are tried out with representative
samples of students to determine their suitability as test
materials and whether they work as expected.
Acronyms
ALTE
The Association of Language Testers in Europe
CEFR
Common European Framework of Reference
EFL
English as a Foreign Language
ESOL
English for Speakers of Other Languages
UCLES
University of Cambridge Local Examinations Syndicate
130
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• 5.5 million assessments taken every year
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• 2,800 exam centres in 130 countries
• Over 50,000 preparation centres
• Providing English language assessment since 1913
C1 Higher
We help people
learn English and
B2 Vantage
prove their skills
to the world
B1 Preliminary
We are Cambridge Assessment English. Part of the cambridgeenglish.org

University of Cambridge, we help millions of people Cambridge Assessment English
learn English and prove their skills to the world. The Triangle Building /cambridgeenglish
For us, learning English is more than just exams
and grades. It’s about having the confidence to
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C1 Higher

Handbook for teachers

Tasks Sample paper and assessment

About Cambridge Assessment English 2 C1 Business Higher

Our qualifications are based on research into effective teaching

We have Cambridge English Qualifications for:

Whether learners are planning to live, work or study in their own

To find out more about Cambridge English Qualifications and the

Cambridge Assessment English

OCR: Oxford Cambridge and RSA

Business Certificates – an overview 3

Facebook for teachers

Free support for candidates

demonstrated ability at Level B1.

A1 110 Business Higher

Reading and Writing Listening and Speaking

CAN understand the general meaning of non-routine letters

Reading and Writing Listening and Speaking

CAN understand the general meaning of non-routine letters.

Reading and Writing Listening and Speaking

Reading and Writing Listening and Speaking

CAN understand reports and articles likely to be encountered

About the exams 7

Reading and Writing

A graphic or graphics followed by

Grammatical accuracy A gapped text followed by

Two short input texts, e.g. an email

Business correspondence (e.g. letter, fax, email).

B1 Business Preliminary Reading and Writing tasks 9

Task type and focus • paragraphing

A piece of business correspondence; this means correspondence • the desired outcome.

B1 Business Preliminary Reading and Writing tasks 11

C The airport express takes half an hour at night.

C recognised training. recognised qualifications)

more of the following areas?

B1 Business Preliminary Reading and Writing sample paper

electricity used daily machine costs than price a hot drink.

It can expensive to keep company carry electricity

B1 Business Preliminary Reading and Writing sample paper

33 33 A Aandand B Bbutbut C Cor or

B1 Business Preliminary Reading and Writing sample paper

TO: Barbara Sinclair L O C AT I O N O F I T E M ( S ) : (43) ..............................................................................

OWEN SMITH INSURANCE COMPANY

damage in your photocopy room.

I am moving to your country next month with mymy husband. As Asyouyou

x saying what work she should dodo

B1 Business Preliminary Reading and Writing sample paper

Q Part 1 Q Part 2 Q Part 3 Q Part 4

Q Part 5 Q Part 6 Q Part 7

Assessment of Writing Part 1 Candidate C

Sample answers with examiner comments

I am going to an engineering exhibition in Frankfurt on 20th

Examiner comment Band 5

A very good attempt. Although there are some minor errors no

Next week I go to an exhibition in Frankfurt. It’s from 9th to

Examiner comment Band 4

A good attempt. There is some awkwardness (Next week I go and

B1 Business Preliminary Reading and Writing assessment 21

About Cambridge Assessment English 2 C1 Business Higher

Prior to listening to recordings, students should be given