BEC Business English Certificates Handbook Contents Preface 1 Introduction to Cambridge ESOL 1 Background to BEC 3 Topic Areas 5 Exam Content: An Overview 6 Assessment 6 Grading and Results 7 Answer Sheets 7 Anchor Tests 8 Support for Teachers 8 Entering for BEC 8 A Detailed Guide to BEC Preliminary 9 Reading and Writing 9 Listening 28 Speaking 37 A Detailed Guide to BEC Vantage 41 Reading 41 Writing 49 Listening 57 Speaking 66 A Detailed Guide to BEC Higher 69 Reading 69 Writing 79 Listening 89 Speaking 97 Examination dates in 2003/2004 available at www.CambridgeESOL.org/bec PREFACE PREFACE This handbook is intended principally for teachers and course designers who are, or intend to become, involved in preparing candidates for the Cambridge Business English Certificates (BEC). There are separate handbooks for other Cambridge ESOL examinations. The introductory part of the handbook provides a general background to the Cambridge ESOL examinations and an overview of the work of Cambridge ESOL, including a description of current procedures for test production. It is hoped that this will be of interest both to those who are familiar with the Cambridge ESOL examinations, and to those who are coming to them for the first time. For further information on any of the Cambridge ESOL examinations, please contact: Cambridge ESOL Information 1 Hills Road Cambridge CB1 2EU United Kingdom Tel. +44 1223 553355 Fax. +44 1223 460278 e-mail ESOL@ucles.org.uk www.CambridgeESOL.org INTRODUCTION TO CAMBRIDGE ESOL University of Cambridge ESOL Examinations (Cambridge ESOL) is a part of the University of Cambridge Local Examinations Syndicate (UCLES), which has provided examinations in English for speakers of other languages since 1913. Cambridge ESOL offers an extensive range of examinations, certificates and diplomas for learners and teachers of English. In 2002 over 1.2 million people took these examinations at centres in over 130 countries. Cambridge ESOL was formerly known as UCLES EFL. The title ESOL 每 English for Speakers of Other Languages 每 was adopted in October 2002, reflecting the increasing diversity of the candidature. Cambridge ESOL examinations can be taken by anyone whose first language is not English. They are suitable for learners of all nationalities, whatever their first language and cultural background, and there are examinations suitable for learners of almost any age. The range of Cambridge ESOL examinations includes specialist examinations in Business English and English for Academic Purposes, as well as tests for young learners and a suite of certificates and diplomas for language teachers. The examinations cover all four language skills 每 listening, speaking, reading and writing. They include a range of tasks which assess candidates＊ ability to use English, so that in preparing for the examinations, candidates develop the skills they need to make practical use of the language in a variety of contexts. Above all, what the Cambridge ESOL examinations assess is the ability to communicate effectively in English. Cambridge ESOL is committed to providing examinations of the highest possible quality. This commitment is underpinned by an extensive programme of research and evaluation, and by continuous monitoring of the marking and grading of all Cambridge ESOL examinations. Of particular importance is the rigorous set of procedures which are used in the production and pretesting of question papers, and these are described in the following section. The Association of Language Testers in Europe (ALTE) Cambridge ESOL is a member of the Association of Language Testers in Europe (ALTE), which was formed in 1990. The members are all providers of language examinations and certificates from countries within Europe. The principal objectives of ALTE are as follows: . to promote the transnational recognition of certification, especially in Europe . to establish common standards for all stages of the language testing process, i.e. test development, question and materials writing, test administration, marking and grading, reporting of test results, test analysis and reporting of findings . to collaborate on joint projects and in the exchange of ideas and know-how. Cambridge ESOL examinations fulfil the Code of Practice established by ALTE. This Code of Practice focuses on the responsibilities of both examination providers and examination users and covers four main areas: . developing examinations . interpreting examination results . striving for fairness . informing examination takers. For more information on ALTE please visit www. ALTE.org The Production of Cambridge ESOL Question Papers The production process for question papers for Cambridge ESOL examinations begins with the commissioning of material and ends with the printing of question papers. For the majority of Cambridge ESOL question papers there are five main stages in the production process: Page 1 . commissioning . editing . pretesting . analysis and banking of material . question paper construction. This process is represented in the diagram below: Commissioning of material for question papers A B Pre-editing and editing Trial construction Trialling of material Pretest construction Revision Pretesting Trialling Item Rejection review analysis Materials Bank* Question paper construction *electronic bank for pretested materials Cambridge ESOL employs teams of item writers to produce examination material, and throughout the writing and editing process strict guidelines are followed in order to ensure that the materials conform to the test specifications. Topics or contexts of language use which might introduce a bias against any group of candidates of a particular background (i.e. on the basis of sex, ethnic origin, etc.) are avoided. After selection and editing, the items are compiled into pretest papers. Pretesting plays a central role as it allows for questions and materials with known measurement characteristics to be banked so that new versions of question papers can be produced as and when required. The pretesting process helps to ensure that all versions conform to the test requirements in terms of content and level of difficulty. Each pretest paper contains anchor items or is supplied to candidates with an additional anchor test. The anchor items are carefully chosen on the basis of their known measurement characteristics, and their inclusion means that all new items can be linked to a common scale of difficulty. Pretest papers are despatched to a wide variety of schools and colleges which have offered to administer the pretests to candidates of a suitable level. After the completed pretests have been returned to the Pretesting Section at Cambridge ESOL, a score for each student is provided to the centre within two weeks of receiving the completed scripts. The items are marked and analysed, and those which are found to be suitable are banked. Material for the productive components of the examinations is trialled with candidates to assess its suitability for inclusion in the Materials Bank. Page 2 BACKGROUND TO BEC BACKGROUND TO BEC Cambridge ESOL＊s Provision for testing Business Language Skills Cambridge ESOL offers two complementary products to cover a comprehensive range of business language testing needs. The Business Language Testing Service (BULATS) is non- certificated, and offers employers a quick, reliable and flexible method of assessing employees＊ language skills. The Business English Certificates (BEC) are certificated examinations which can be taken on six fixed dates per year at approved centres authorised for BEC (five dates per year for BEC Higher). They are aimed primarily at individual learners who wish to obtain a business-related English language qualification, and provide an ideal focus for courses in Business English. For more information about BULATS, please contact: Cambridge ESOL Information Tel. +44 1223 553822 1 Hills Road Fax. +44 1223 460278 Cambridge e-mail bulats@ucles.org.uk CB1 2EU www.bulats.org UK History of BEC BEC was originally developed to meet a specific demand in the Asia-Pacific region for tests of English language in a business context. The tests were introduced there between 1993 and 1996. As part of the policy of reviewing tests at regular intervals, a review of BEC was begun in 1999, and the specifications were revised from March 2002. Recognition Recognition of BEC is increasing rapidly as a growing number of companies are using the examination as a focus for in-company training courses. A list of companies that use the BEC examinations for a variety of purposes including recruitment can be found at www.CambridgeESOL.org/BEC Many universities in the United Kingdom recognise BEC Higher as a suitable entry requirement for international students to business-related and other courses of study. Further information concerning recognition of the examination is available from Cambridge ESOL Information. BEC Candidature In 2002 there were approximately 60,000 candidates for BEC in over 50 countries. Examination Levels The BEC suite is linked to the five ALTE/Cambridge levels for language assessment, and to the Council of Europe＊s Framework for Modern Languages. It is also aligned with the UK Qualification and Curriculum Authority＊s National Standards for Literacy, within the National Qualifications Framework (NQF). BEC Equivalent Council of UK NQF Level Main Suite Europe Level Exam Certificate of C2 Proficiency in (ALTE level 5) English (CPE) BEC Higher Certificate in C1 Level 2* Advanced (ALTE level 4) English (CAE) BEC Vantage First Certificate B2 Level 1 in English (ALTE level 3) (FCE) BEC Preliminary B1 Entry 3 Preliminary English Test (ALTE level 2) (PET) Key English A2 Test (ALTE level 1) (KET) * This represents the level typically required for employment purposes to signify the successful completion of compulsory secondary education in the UK. At all three BEC levels, the ＆business＊ aspect of this examination affects the vocabulary, the types of texts selected and the situations presented in the tasks. In addition, as in the Cambridge ESOL Main Suite exams, other skills, such as understanding the gist of a text or guessing unfamiliar words in a listening situation, are tested. The ALTE Can-do Project A major ALTE project is under way to publish a series of ＆can-do＊ statements describing what language users are actually able to do in a particular language. Statements are divided into three main subject areas: Social & Tourist, Work and Study. Within each subject area there are sets of statements relating to the following skills: Listening & Speaking, Reading, Writing. The Work statements are clearly linked to use of English in business contexts. Social & Tourist and Study statements are relevant to business people when they are in related social situations or studying business or related subjects. Examples follow of some of the statements for each level. Page 3 Council of Europe Level B1 (BEC Preliminary): Example ＆Can-do＊ Statements Listening/Speaking Reading Example . Can take and pass on . Can understand standard can-dos most messages that are types of letters such as orders, likely to require attention complaints, appointments, during a normal working day enquiries, etc. and pass these . Can take part in a routine on to the appropriate person meeting or seminar on for action familiar topics, exchanging . Can understand the factual information through general meaning of reports question and answer or dealing with, for example, through receiving instructions conditions and advice . Can express her/his own . Can understand instructions, opinion, and present arguments procedures, etc. within own to a limited extent job area Council of Europe Level B2 (BEC Vantage): Example ＆Can-do＊ Statements Listening/Speaking Reading Example . Can give detailed information . Can understand can-dos and state detailed requirements correspondence expressed in within a familiar area of work non-standard language . Can put his/her point across . Can, within a reasonably persuasively when talking, for short period of time, example, about a familiar product understand most reports . When making requests can he/she is likely to come across deal with unpredictable . Can understand the intention replies and difficulties within of instructions etc. outside her/his own immediate job area of a factual nature and begin to evaluate, advise, etc. Council of Europe Level C1 (BEC Higher): Example ＆Can-do＊ Statements Listening/Speaking Reading Example . Can ask questions outside own . Can understand most can-dos immediate area of work articles likely to be . Can argue her/his case encountered during the effectively, justifying, if necessary, course of her/his work a need for a service and including complex ideas specifying needs precisely expressed in complex . Can argue effectively for or discuss language against a case, and has sufficient language to be able to talk about most aspects of her/his work Writing . Can write a non-routine letter where this is restricted to matters of fact . Can write a report of a factual nature, but if the report is for external consumption her/his work will require checking and correcting . Can draft straightforward instructions, regulations, etc. Writing . Can make notes that are useful to both him/herself and to colleagues . Can write most letters he/she is likely to be asked to do; such errors as occur will not prevent understanding of the message. . Can write a simple report Writing . Can handle a wide range of routine and non-routine situations in which professional services are requested from colleagues or external contacts . Can take reasonably accurate notes during meetings . Can write any type of letter necessary in the course of her/his work Page 4 TOPIC AREAS TOPIC AREAS Materials used in the BEC suite of examinations relate to the areas of language use given below. The coverage of the topics is spread across the four components of each examination. In general terms, the topic areas are similar for each level, but a greater range of linguistic knowledge and degree of skill are required as the levels progress. Note, however, that certain topics will be more prevalent at certain levels, e.g. socialising and personal details are areas of language tested more at BEC Preliminary level. TOPIC AREAS FUNCTIONS/COMMUNICATIVE TASKS Personal Greeting people and responding to identification greetings Introducing oneself and other people Asking for and giving personal details (name, occupation, etc.) Asking about and describing jobs and responsibilities Asking about and describing a company and its organisation Completing forms with personal or company details Understanding and writing letters which give personal details Understanding and writing simple CVs Understanding references The office, Arranging and re-arranging appointments general business and meetings environment Planning future events and tasks and routine Confirming or changing plans Asking for and giving permission Giving and receiving instructions Predicting and describing future possibilities Asking for and giving opinions: agreeing and disagreeing Making, accepting and rejecting suggestions or recommendations Justifying decisions and past actions Understanding records of meetings Understanding office communications (reports, letters, memos, etc.) Entertainment Discussing interests and leisure activities of clients, Inviting, accepting and refusing offers and free time, invitations relationships Thanking and expressing appreciation with colleagues Welcoming a foreign visitor and clients Talking about own region/country Making, accepting and refusing offers Travel and Making enquiries, reservations, orders and conference bookings meetings Checking into and out of a hotel Ordering a meal Following directions Using the telephone Health and safety Buying and selling Company structures, systems, processes Products and services Results and achievements Business issues Other topic areas Answering the phone and making a phone call Giving and interpreting numerical data, common abbreviations and acronyms (as used in international business) Exchanging information Taking messages Understanding health and safety rules in the workplace Discussing leisure activities, interests and sports Producing instructions and notices Understanding prices and delivery dates Making and accepting offers Making agreements Negotiating contracts Presenting and describing company structures and processes Exchanging information on company facilities Understanding and explaining a company＊s production, ordering and delivery systems Understanding and explaining manufacturing processes Understanding and describing processes in one＊s company (including staff selection, promotion, etc.) Asking about and explaining errors Describing and presenting products Explaining how something works Asking for and giving information about a product or service Making comparisons, expressing opinions, preferences, etc. Making and receiving complaints Apologising and accepting apologies Describing and explaining company performance and results, trends, events and changes Understanding and talking about general business topics, such as management skills, promotional strategies, training courses, business services, etc. A number of other topic areas of general interest, such as food and drink, education (training, courses), consumer goods, shopping and prices, current events, places, weather, etc. may occur. Page 5 EXAM CONTENT: AN OVERVIEW EXAM CONTENT: AN OVERVIEW The BEC examinations cover the four language skills: Reading, Writing, Listening and Speaking. In BEC Preliminary, the tests of Reading and Writing are combined on one question paper. In BEC Vantage and BEC Higher, there are separate Reading and Writing papers. The BEC Suite The table below indicates the common characteristics and variations at the different levels of the BEC suite. BEC Preliminary BEC Vantage BEC Higher Reading 7 parts/45 items 5 parts/45 items 6 parts/52 items 1 hour 1 hour Writing 2 tasks 2 tasks 2 tasks 1 hour 30 minutes (NB Reading and Writing) 45 minutes 1 hour 10 minutes Listening 4 parts/30 items 3 parts/30 items 3 parts/30 items about 40 minutes about 40 minutes about 40 minutes including transfer time including transfer time including transfer time Speaking 3 parts 3 parts 3 parts 12 minutes 14 minutes 16 minutes (2:2 format*) (2:2 format*) (2:2 format*) *2 examiners, 2 candidates (2:3 format is used for the last group in a session where necessary) ASSESSMENT Examiners refer to a General Mark Scheme which gives detailed descriptions of performance at each of five levels of The methods of assessment used in the three BEC proficiency. In addition to this, a Task-specific Mark Scheme examinations are the same in principle at each level. for each question gives guidance on the features an answer should contain. Reading and Listening Speaking All answers for these components are assessed simply as right or wrong, with one mark available for each. Spelling The standard test format is two candidates and two should be correct, though some minor spelling errors in the examiners: an assessor and an interlocutor. listening test are tolerated at Preliminary and Vantage levels. Both British and American spellings are accepted. Each examiner marks a candidate＊s performance independently. The interlocutor, who speaks to the candidates, gives a single mark based on a global Writing achievement scale. The assessor gives four separate marks Each Writing task is marked by a trained examiner. based on separate scales for grammar and vocabulary, Examiners mark in teams, monitored by Team Leaders. Each discourse management, pronunciation and interactive marking session is led by a Principal Examiner. communication. Page 6 GRADING AND RESULTS GRADING AND RESULTS For each level of BEC, the individual papers total 120 marks, after weighting. Each skill (Reading, Writing, Listening, Speaking) represents 25% of the total marks available. Grading takes place once all scripts have been returned to Cambridge ESOL and marking is complete. The grade boundaries (the minimum score needed to achieve each grade) are set using the following information: . statistics on the candidature . statistics on the overall candidate performance . statistics on individual items, for those parts of the examination for which this is appropriate (Reading and Listening) . the Principal Examiner＊s report on the performance of candidates on the writing tasks . comparison with statistics from previous years＊ examination performance and candidature. A candidate＊s overall grade is based on the total score gained in all papers. It is not necessary to achieve a satisfactory level in each paper in order to pass the examination. For BEC Preliminary, results are reported as two passing grades (Pass with Merit and Pass) and two failing grades (Narrow Fail and Fail). This follows the reporting model used by the Cambridge ESOL Main Suite test at the equivalent level (PET). For BEC Vantage and BEC Higher, results are reported as three passing grades (A, B and C) and two failing grades (D and E). This follows the reporting model used by the Cambridge ESOL Main Suite tests at the equivalent level (FCE and CAE). For all levels of BEC, candidates receive statements of results which, in addition to their grades, show a graphical profile of their performance in each skill. These are shown against the scale Exceptional 每 Good 每 Borderline 每 Weak, and indicate the candidate＊s relative performance in each skill. Statements of results are issued through centres approximately seven weeks after the examination. Certificates are issued to passing candidates approximately four weeks after the issue of statements of results. There is no limit on the validity of the certificate. Special Circumstances Special Circumstances covers three main areas: Special Arrangements, Special Consideration and Malpractice. Special Arrangements: These are available for candidates with a long-term disability such as hearing/sight impairment, dyslexia or a speech impediment, or short-term difficulties such as a broken arm. They may include extra time, separate accommodation or equipment, Braille transcription, etc. Consult the Cambridge ESOL Local Secretary in your area for more details. Special Consideration: Cambridge ESOL may give Special Consideration to candidates affected by adverse circumstances immediately before or during an examination. Applications for Special Consideration are submitted by centres and must be made within two weeks of the examination date. Malpractice: The Malpractice Committee will consider cases where candidates are suspected of copying or collusion, or where other breaches of exam regulations are reported. Results may be withheld pending further investigation. Centres are notified if a candidate is suspected of malpractice. ANSWER SHEETS Candidates record their answers to the Reading and Listening components on Answer Sheets designed to be machine read. For the Reading component, candidates may, if they wish, write the answers on their exam paper first, but must transfer those answers to their Answer Sheet before the end of the test. For the Listening test, candidates write on their exam papers as they listen. When the final task ends they are allowed an extra ten minutes to transfer answers to their Answer Sheet. A soft or medium pencil must be used for recording marks on Answer Sheets. If an answer needs to be changed, an eraser should be used. Where questions require candidates to choose an option, answers are recorded by shading one of the lozenges on the Answer Sheet. Where the production of a word or phrase is required, candidates write each letter (or numeral, punctuation mark, etc.) in a separate box on the Answer Sheet. Each letter should be written as a CAPITAL. For BEC Preliminary, answers for the Writing component are also written in pencil on an Answer Sheet, although these Answer Sheets have lines rather than individual boxes for candidates＊ responses. Answers for the Writing component are marked by examiners, and candidates write in normal handwriting. For BEC Vantage and BEC Higher, answers for the Writing component are written in pen in the question paper booklet. Answer Sheets are reproduced in this handbook within the detailed guide to each test. Page 7 ENTERING FOR BECANCHOR TESTS ENTERING FOR BECANCHOR TESTS Candidates may be required to take a 15-minute written anchor test as well as the examination itself. Anchor tests are an essential part of the monitoring of examination difficulty. Candidates＊ performance in the anchor test does not affect their examination results. At some centres the anchor test is administered on the day of the examination; at others it may be administered up to two weeks earlier. SUPPORT FOR TEACHERS A wide range of information on all Cambridge ESOL examinations is available on the Internet at www.CambridgeESOL.org Past Papers/Examination Reports Past examination papers and examination reports are available from Cambridge ESOL. A charge is made for these. If you require an order form, please see www.CambridgeESOL.org/publications/ or contact ESOLinfo@ucles.org.uk Speaking Test Video A video accompanied by worksheets and notes for the teacher is available to familiarise candidates with the format of the Speaking Test. A charge is made for this. If you require an order form, please see www.CambridgeESOL.org/publications/ or contact ESOLinfo@ucles.org.uk Seminars for Teachers Cambridge ESOL offers a wide range of seminars designed for teachers preparing candidates for the examinations, including BEC. Please see www.CambridgeESOL.org/support/seminars/ or contact ESOLseminars@ucles.org.uk Course Material Various coursebooks and practice materials are available from publishers. Please note that Cambridge ESOL does not undertake to advise on text books or courses of study. However, please see www.CambridgeESOL.org/support/ and click on ＆Publishers List＊ for a list of publishers that produce learning materials for BEC and other Cambridge ESOL examinations. All BEC entries must be made through a Cambridge ESOL examination centre. For details of your nearest centre, please see www.CambridgeESOL.org/centres/ or contact Cambridge ESOL at the address on page 1. Page 8