English c2 Uebungstest

MOCK EXAMINATION 1
ENGLISH
Examination Preparation
C2 www.telc.net
MOCK EXAMINATION 1
ENGLISH
C2
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4
Contents
Te s t
The format of the English C2 exam ________________________________________________ 5
Reading ________________________________________________________________________________________________ 6
Listening & Summarising ________________________________________________________________ 16
Writing_________________________________________________________________________________________________ 17
Speaking ____________________________________________________________________________________________ 18
Answer Sheet S30 ___________________________________________________________________________23
Additional Information
Marking Criteria
Listening & Summarising ___________________________________________________________38
Writing ____________________________________________________________________________________________39
Speaking ________________________________________________________________________________________ 42
Points and Weighting_______________________________________________________________________ 47
Background Information__________________________________________________________________49
Score Sheet M10______________________________________________________________________________ 52
Answer Key________________________________________________________________________________________53
Transcript ____________________________________________________________________________________________56
5
Te s t F o r m a t
Subtest Aim Type of Test Points Time
Reading
1 5HFRQVWUXFWLQJDWH[W 5 sequencing items 10

2 Reading for detail 10 multiple-choice items 10 80 min.
3 8QGHUVWDQGLQJH[SOLFLWDQGLPSOLFLW 10 matching items 20
Written Examination
meaning 40
Listening & Summarising
Writing a summary of a talk Integrated skills task 40 60 min.
Break 20 min.
Writing
Writing an essay $UJXPHQWDWLYHWH[W 40 90 min.
Preparation time 20 min.

Oral Examination
Speaking
1 Presentation ,QGLYLGXDOH[DPLQDWLRQ 6–8 min.

2 Question and Answer Session 40 7–9 min.
15 min.
Mock Examination 1
6
8 0 Minu tes Reading
Note: You will be using the reading material in this subtest for the writing subtest later in the exam.
Reading, Part 1
The text below has been jumbled. Decide on the most appropriate order. Mark your answers on page 2 of
the answer sheet.
Sequence 0 1 2 3 4 5
Paragraph z
Reading
z
“Intelligence” derives from the Latin verb intelligere, meaning to pick out or discern.
A form of this verb, intellectus, became the preferred technical term in medieval times
for abstract thought and reasoning, and was strongly linked to the metaphysical and
cosmological theories of teleological scholasticism, including theories of the immortality
of the soul.
a
Within this discipline, various approaches to understanding human intelligence have been
adopted. The psychometric approach, which provides the theoretical underpinnings of
intelligence quotient tests, is the most researched. However, there are psychometric tests
that are not intended to measure intelligence itself but some closely related construct,
such as scholastic aptitude. There is widespread acceptance, but this form of assessment
remains controversial.
b
They study various measures of problem solving, as well as mathematical and language
abilities. One challenge in this area is to define intelligence so that it means the same thing
across species. A further challenge is to integrate the concept of artificial intelligence,
which has added a new facet to the definition of intelligence.
c
Whilst humans have hitherto been the primary focus of intelligence researchers, scientists
have also attempted to investigate animal intelligence. These researchers are interested
both in studying mental ability in a particular animal population, and comparing abilities
between different breeds.
d
This older interpretation was rejected by the early modern philosophers, all of whom
favored the word “understanding”. The term “intelligence” was therefore uncommon in
English language philosophy, although it later became central in the field of psychology.
e
Nor is this the only divergence of opinion. Although they may not dispute the stability of
IQ test scores or the fact that they predict certain forms of achievement rather effectively,
some critics of IQ argue that basing a concept of intelligence on IQ test scores alone is to
ignore many important aspects of mental ability.
Intelligence. (n.d.). In Wikipedia. Retrieved May 14, 2013, from https://en.wikipedia.org/wiki/Intelligence
Mock Examination 1
7
Reading, Part 2
Read the following text and decide which answer fits best: a, b or c.
Mark your answers for items 6–15 on page 2 of the answer sheet.
Who Owns Intelligence?

by Howard Gardner
Reading
ALMOST a century ago Alfred Binet, a gifted KXPDQEHLQJV",QVKRUWH[SHUWVDUHFRPSHWLQJ
psychologist, was asked by the French Ministry IRU WKH ´RZQHUVKLSµ RI LQWHOOLJHQFH LQ WKH QH[W
of Education to help determine who would century.
H[SHULHQFHGLIÀFXOW\LQVFKRRO*LYHQWKHLQÁX[RI
provincials to the capital, along with immigrants Perhaps surprisingly, intelligence tests came to
RI XQFHUWDLQ VWRFN 3DULVLDQ RIÀFLDOV EHOLHYHG be seen, rightly or wrongly, as primarily a tool for
they needed to know who might not advance VHOHFWLQJ SHRSOH WR ÀOO DFDGHPLF RU YRFDWLRQDO
smoothly through the system. Proceeding niches. In one of the most famous – if irritating –
in an empirical manner, Binet posed many UHPDUNVDERXWLQWHOOLJHQFHWHVWLQJWKHLQÁXHQWLDO
questions to youngsters of different ages. He Harvard psychologist E. G. Boring declared,
ascertained which questions when answered “Intelligence is what the tests test.” So long as
correctly predicted success in school, and which these tests did what they were supposed to do
questions when answered incorrectly foretold (that is, give some indication of school success),
VFKRROGLIÀFXOWLHV7KHLWHPVWKDWGLVFULPLQDWHG it did not seem necessary or prudent to probe
most clearly between the two groups became, in WRR GHHSO\ LQWR WKHLU PHDQLQJ RU WR H[SORUH
HIIHFWWKHÀUVWWHVWRILQWHOOLJHQFH alternative views of the human intellect.
Today thousands of psychometricians – Psychologists who study intelligence have

specialists in the measurement of psychological DUJXHGFKLHÁ\DERXWWKUHHTXHVWLRQV7KHÀUVW,V
variables – earn their living courtesy of Binet’s intelligence singular, or does it consist of various
invention. But although it has prevailed over more or less independent intellectual faculties?
the long run, the psychologists’ version of The purists – ranging from the turn-of-the-
intelligence is now facing its biggest threat. century English psychologist Charles Spearman
Many scholars and observers – and even to his latter-day disciples Richard J. Herrnstein
some iconoclastic psychologists – feel that and Charles Murray (of The Bell Curve fame)
intelligence is too important to be left to the – defend the notion of a single overarching “g,”
SV\FKRPHWULFLDQV ([SHUWV DUH H[WHQGLQJ WKH or general intelligence. The pluralists – ranging
breadth of the concept – proposing many from L. L. Thurstone, of the University of Chicago,
intelligences, including emotional intelligence who posited seven vectors of the mind, to J. P.
DQGPRUDOLQWHOOLJHQFH7KH\DUHH[SHULPHQWLQJ Guilford, of the University of Southern California,
with new methods of ascertaining intelligence, who discerned 150 factors of the intellect –
including some that avoid tests altogether in construe intelligence as composed of some
favor of direct measures of brain activity. They or even many dissociable components. In his
are forcing citizens everywhere to confront a much cited The Mismeasure of Man (1981) the
number of questions: What is intelligence? How paleontologist Stephen Jay Gould argued that
ought it to be assessed? And how do our notions WKHFRQÁLFWLQJFRQFOXVLRQVUHDFKHGRQWKLVLVVXH
RI LQWHOOLJHQFH ÀW ZLWK ZKDW ZH YDOXH DERXW UHÁHFWDOWHUQDWLYHDVVXPSWLRQVDERXWVWDWLVWLFDO
Mock Examination 1
8
procedures rather than the way the mind is. the differences (if any) between black and white
Still, psychologists continue the debate, with a populations only in a society that was truly color-
majority sympathetic to the general-intelligence blind.
perspective.
One other question has intrigued laypeople and
The public is more interested in the second psychologists: Are intelligence tests biased?
question: Is intelligence (or are intelligences) Cultural assumptions are evident in early
largely inherited? This is by and large a Western intelligence tests. Some class biases are obvious
question. In the Confucian societies of East ²ZKRH[FHSWWKHZHDOWK\FRXOGUHDGLO\DQVZHU
Reading
Asia individual differences in endowment are a question about polo? Others are more subtle.
assumed to be modest, and differences in Suppose the question is what one should do with
achievement are thought to be due largely to money found on the street. Although ordinarily
effort. In the West, however, many students one might turn it over to the police, what if one
of the subject sympathize with the view that had a hungry child? Or what if the police force
intelligence is inborn and one can do little to were known to be hostile to members of one’s
alter one’s intellectual birthright. ethnic group? Only the canonical response to
such a question would be scored as correct.
Studies of identical twins reared apart provide
surprisingly strong support for the “heritability” of Psychometricians have striven to remove the
psychometric intelligence. That is, if one wants to obviously biased items from such measures. But
predict someone’s score on an intelligence test, biases that are built into the test situation itself
the scores of the biological parents (even if the DUHIDUPRUHGLIÀFXOWWRGHDOZLWK)RUH[DPSOHD
child has not had appreciable contact with them) person’s background affects his or her reaction
are more likely to prove relevant than the scores to being placed in an unfamiliar locale, being
of the adoptive parents. By the same token, the instructed by someone dressed in a certain way,
IQs of identical twins are more similar than the and having a printed test booklet thrust into his
IQs of fraternal twins. And, contrary to common or her hands. And as the psychologist Claude
sense (and political correctness), the IQs of M. Steele has argued in these pages (see “Race
biologically related people grow closer in the and the Schooling of Black Americans,” April,
later years of life. Still, because of the intricacies 1992), the biases prove even more acute when
RI EHKDYLRUDO JHQHWLFV DQG WKH GLIÀFXOWLHV RI people know that their academic potential is
FRQGXFWLQJ YDOLG H[SHULPHQWV ZLWK KXPDQ being measured and that their racial or ethnic
child-rearing, a few defend the proposition that group is widely considered to be less intelligent
intelligence is largely environmental rather than than the dominant social group.
heritable, and some believe that we cannot
answer the question at all. The idea of bias touches on the common
assumption that tests in general, and intelligence
Most scholars agree that even if psychometric tests in particular, are inherently conservative
intelligence is largely inherited, it is not possible instruments – tools of the establishment. It is
to pinpoint the sources of differences in average therefore worth noting that many testing pioneers
,4 EHWZHHQ JURXSV VXFK DV WKH ÀIWHHQSRLQW thought of themselves as progressives in the
difference typically observed between African- social sphere. They were devising instruments
American and white populations. That is that could reveal people of talent even if those
because in our society the contemporary – let people came from “remote and apparently
DORQHWKHKLVWRULFDO²H[SHULHQFHVRIWKHVHWZR inferior backgrounds,” to quote from a college
groups cannot be equated. One could ferret out catalogue of the 1950s. And occasionally the
Mock Examination 1
9
tests did discover intellectual diamonds in the Sternberg began with the strategic goal of
rough. More often, however, they picked out understanding the actual mental processes
the privileged. The still unresolved question of mobilized by standard test items, such as the
the causal relationship between IQ and social solving of analogies. But he soon went beyond
privilege has stimulated many a dissertation standard intelligence testing by insisting on two
across the social sciences. hitherto neglected forms of intelligence: the
´SUDFWLFDOµ DELOLW\ WR DGDSW WR YDU\LQJ FRQWH[WV
The concept of intelligence has in recent years (as we all must in these days of divorcing and
undergone its most robust challenge yet. Some downsizing), and the capacity to automate
Reading
who are informed by psychology but not bound familiar activities so that we can deal effectively
by the assumptions of the psychometricians with novelty and display “creative” intelligence.
have invaded this formerly sacrosanct territory.
They have put forth their own ideas of what Sternberg has gone to greater pains than many
intelligence is, how (and whether) it should be other critics of standard intelligence testing to
measured, and which values should be invoked measure these forms of intelligence with the
in considerations of the human intellect. For paper-and-pencil laboratory methods favored by
WKH ÀUVW WLPH LQ PDQ\ \HDUV WKH LQWHOOLJHQFH the profession. And he has found that a person’s
establishment is clearly on the defensive – and DELOLW\ WR DGDSW WR GLYHUVH FRQWH[WV RU WR GHDO
the new century seems likely to usher in quite with novel information can be differentiated
different ways of thinking about intelligence. from success at standard IQ-test problems.
His efforts to create a new intelligence test
One evident factor in the rethinking of intelligence have not been crowned with easy victory. Most
is the perspective introduced by scholars who psychometricians are conservative – they like
are not psychologists. Anthropologists have the tests that have been in use for decades,
commented on the parochialism of the Western and if new ones are to be marketed, these must
view of intelligence. Some cultures do not even FRUUHODWHZHOOZLWKH[LVWLQJLQVWUXPHQWV6RPXFK
have a concept called intelligence, and others for openness to novelty within psychometrics.
GHÀQH LQWHOOLJHQFH LQ WHUPV RI WUDLWV WKDW ZH
in the West might consider odd – obedience, 2WKHUV LQ WKH ÀHOG VHHP OHVV ERXQG E\ LWV
JRRGOLVWHQLQJVNLOOVRUPRUDOÀEHUIRUH[DPSOH strictures. The psychologist and journalist Daniel
Neuroscientists are skeptical that the highly Goleman has achieved worldwide success
differentiated and modular structure of the brain with his book Emotional Intelligence (1995).
is consistent with a unitary form of intelligence. Contending that this new concept (sometimes
Computer scientists have devised programs nicknamed EQ) may matter as much as or more
deemed intelligent; these programs often go than IQ, Goleman draws attention to such pivotal
about problem-solving in ways quite different human abilities as controlling one’s emotional
from those embraced by human beings or other reactions and “reading” the signals of others. In
animals. the view of the noted psychiatrist Robert Coles,
author of The Moral Intelligence of Children
(YHQ ZLWKLQWKH ÀHOG RISV\FKRORJ\ WKH QDWLYHV (1997), among many other books, we should
have been getting restless. Probably the most prize character over intellect. He decries the
restless is the Yale psychologist Robert J. amorality of our families, hence our children; he
Sternberg. A prodigious scholar, Sternberg, shows how we might cultivate human beings
who is forty-nine, has written dozens of books with a strong sense of right and wrong, who are
and hundreds of articles, the majority of them willing to act on that sense even when it runs
focusing in one or another way on intelligence. counter to self-interest. Other, frankly popular
Mock Examination 1
10
accounts deal with leadership intelligence (LQ),

H[HFXWLYH LQWHOOLJHQFH (4 RU ([4 DQG HYHQ
ÀQDQFLDOLQWHOOLJHQFH
Like Coles’s and Goleman’s efforts, my work on

“multiple intelligences” eschews the psychologists’
credo of operationalization and test-making. I
began by asking two questions: How did the human
mind and brain evolve over millions of years? and
Reading
How can we account for the diversity of skills and

capacities that are or have been valued in different
communities around the world?
Armed with these questions and a set of eight

criteria, I have concluded that all human beings
possess at least eight intelligences: linguistic
and logical-mathematical (the two most prized
in school and the ones central to success on
standard intelligence tests), musical, spatial,
bodily-kinesthetic, naturalist, interpersonal, and
intrapersonal.
I make two complementary claims about

LQWHOOLJHQFH 7KH ÀUVW LV XQLYHUVDO :H DOO SRVVHVV
these eight intelligences – and possibly more.
Indeed, rather than seeing us as “rational animals,”
, RIIHU D QHZ GHÀQLWLRQ RI ZKDW LW PHDQV WR EH D
human being, cognitively speaking: Homo sapiens
sapiensis is the animal that possesses these eight
forms of mental representation.
My second claim concerns individual differences.

Owing to the accidents of heredity, environment,
DQGWKHLULQWHUDFWLRQVQRWZRRIXVH[KLELWWKHVDPH
intelligences in precisely the same proportions. Our
´SURÀOHVRILQWHOOLJHQFHµGLIIHUIURPRQHDQRWKHU7KLV
fact poses intriguing challenges and opportunities
for our education system. We can ignore these
differences and pretend that we are all the same;
historically, that is what most education systems
have done. Or we can fashion an education system
WKDWWULHVWRH[SORLWWKHVHGLIIHUHQFHVLQGLYLGXDOL]LQJ
instruction and assessment as much as possible.
(Source: Gardner, Howard. “Who Owns Intelligence?”

The Atlantic Monthly, 283 2 Feb. 1999: 67–76.)
Mock Examination 1
11
Example
a Binet is described as a brilliant pioneer, whose work remains influential
today.
b Increasing urbanisation prompted the idea to regulate immigration by a b c
means of an intelligence test.
c The first test of intelligence was commissioned in order to restrict access
to educational institutions.
Reading
6 a Most psychometricians are partial to means of analysis that refrain from enlisting human
participants.
b There is a widespread belief that the traditional view of intelligence has been too narrow and
disregards indispensable components of intelligence.
c Traditional approaches to assessing intelligence have been supplanted by approaches employing
more sophisticated technology.
7 a $ GYRFDWHVRIPXOWLSOHLQWHOOLJHQFHVUHSUHVHQWDPLQRULW\LQWKHÀHOGRISV\FKRORJ\
b Scholars who defend the view of multiple intelligences argue that there is ample data to
corroborate their position.
c 7HVWVEDVHGRQWKHDVVXPSWLRQRIPXOWLSOHLQWHOOLJHQFHVKDYHMXVWLÀDEO\EHHQXVHGWR
successfully select academic candidates.
8 a A multitude of twin studies have provided evidence that IQ scores correlate equally with
environmental and heritary factors.
b Results of twin studies substantiate the Western world’s opinion of heritability.
c Studies show that correlations of intelligence among siblings stay constant throught their lives.
9 a A shortcoming of intelligence tests can be the moral ambiguity of some of the questions.
b %LDVWRZDUGVFHUWDLQVRFLDOVWUDWDFRXOGHDVLO\EHUHPHGLHGEHFDXVHLWLVQRWGLIÀFXOWWRUHFRJQL]H
c Differences in scores between different racial groups are attributed to environmental factors.
10 a As a means of compensating for the awareness of being tested as an academically inferior

group, differentiated testing policies have been introduced.
b Many scholars have published academic papers denying that certain groups receive preferential
treatment.
c 7HVWLQJSUDFWLFHGLGQRWSURPRWHWKHVRFLDOHTXDOLW\WKDWHDUO\UHVHDUFKHUVLQWKHÀHOGKDG
desired.
Mock Examination 1
12
11 a Psychologists have recently found new evidence to defend the concept of general intelligence.
b 'HYHORSPHQWVLQDUWLÀFLDOLQWHOOLJHQFHPLJKWJLYHULVHWRDUHGHÀQLWLRQRILQWHOOLJHQFH
c Scholars concur that the core characteristics of intelligence are basically the same worldwide.
12 a Sternberg has found a new method to prove that standard test items neglect to consider certain
factors of intelligence.
b Sternberg holds that there are more suitable methods of intelligence than the old-fashioned use
of paper and pencil.
c Sternberg is known for incorporating adaptability and creativity into intelligence testing.
Reading
13 a 0
RUDOLQWHOOLJHQFHFDQEHGHVFULEHGDVWKHGHWHUPLQDWLRQWREHQHÀWWKHSXEOLFDVPXFKDV
possible as long as one is not personally being harmed in any way.
b People with poor social skills might have a lower IQ in the sense of traditional intelligence but on
the other hand, they would score higher in terms of emotional intelligence.
c The concepts of emotional and moral intelligence did not encounter as much resistance as the
attempt to popularise practical and creative intelligence.
14 a According to the author, human beings may vary in their aptitude, but a common ground of
FHUWDLQVKDUHGDELOLWLHVFDQQHYHUWKHOHVVEHLGHQWLÀHG
b The author agrees with the psychologists’ view of intelligence only insofar as he concedes that
VFLHQWLÀFVWDWHPHQWVPXVWEHULJRURXVO\RSHUDWLRQDOLVHG
c The author maintains that while all human beings share eight types of intelligence, there are
certain types that deserve to be valued over others.
15 a The author believes that a school system that makes allowance for diverging aptitudes is as
much desirable as it is unfeasible.
b The author favours a school system that makes the most of students’ varying aptitudes.
c The author views the concept of customising education to differing needs as a transient trend.
Mock Examination 1
13
Reading, Part 3
Read the following text and decide which statement best matches each paragraph. It may be possible that
in one or more instances, there is no matching paragraph. Mark your answers for items 16–25 on on page 2
of the answer sheet. Mark the items that have no answer with an x.
By Liberal Things
Reading
By Northrop Frye
a
I have spoken of society as a continuum, and the more the student is absorbed by the university,
the more aware he becomes of the continuity of human life. Tradition becomes visible to him: the
tutorial, the seminar, the informal teaching lecture that modulates into questions and discussion—all
WKHVHKDYHFRPHGRZQSUDFWLFDOO\XQFKDQJHGIURPWKHGD\VRI3ODWR+HÀQGVWKDWVFLHQFHDQG
philosophy are built on the work and on the criticism of previous thinkers, that the arts recreate
WKHLURZQFODVVLFVWKDWKLVWRU\JDWKHUVSUHFHGHQWDQGVKDSHZLWKHYHU\VLJQLÀFDQWHYHQW7KLVLVWKH
most obvious contrast between the university and ordinary life, where we are aware only of a liquid
and dissolving stream of events. Yesterday’s newspaper goes out in the garbage, and most of our
memory of yesterday goes out with it; propaganda, advertising, fashions, and most entertainment
depend on our forgetting on Monday whatever was said to us last Friday. The university preserves
the memory of mankind, of mature man as distinct from the childishness immersed in the dissolving
present or the senility immersed in the past.
b
It may seem strange to say that the world undervalues memory, when it is so fascinated by
television programmes in which bags of gold are handed over to people with total recall. But a man
with a large stock of facts is not always a student, any more than a miser is always an economist.
c
The kind of memory the university is interested in and tries to develop is practice memory, the
skill and knowledge developed by constant application, the steady repetition that goes on in the
unconscious, teaching us, as the proverb says, to skate in summer and swim in winter. This is the
habit of learning, in the sense used by medieval scholars when they spoke of a man who could read
Latin as having the “habit” of Latin.
d
When he studies, the student is building up these practical learning skills in himself by repeating
what previous students have done before him, like an embryo summing up its earlier evolution. In
the college’s motto, Abeunt studia in mores, the word studia has precisely this meaning of habit or
UHSHWLWLRQ,QIDFWLQLWVRULJLQDOFRQWH[WZKLFKLVRQHRIWKHQDXJKWLHUSRHPVRI2YLGLWPHDQVEDG
habits.)
e
7KHVWXGHQW·VKDELWVDUHIRUPHGRQGLIIHUHQWOHYHOV2QWKHVXUIDFHRIKLVPLQGKHFDUULHVVSHFLÀF
facts; most of these he will forget if he has no occasion to use them later, and like liquor permits,
they are not transferable. Below this come his ideas and social attitudes, and below this again, the
basis of the whole structure, is his imagination, his vision of the world he lives in and the world he
wants to live in. The whole process makes up the training of the intelligence.
Mock Examination 1
14
f
I have said that I do not mean by intelligence the intellect alone. Still less do I mean what is
measured by I.Q. tests, the speed and accuracy of one’s mental motor responses. I mean by
intelligence the power which the disciplined mind has of arriving at a decision. Most decisions in
ordinary life are settled by custom or prejudice, but even there we can see what ferocious battles
in the mind may spring up in any crisis. The emotion bucks and plunges; the intuition leaps ahead
and is lost to view; the imagination throws up one phantasm after another; the memory mutters
and gibbers like a chained ape; the intellect urges the most reckless courses of action as the only
logical ones. I know that psychology has technical terms for all this; I give the words in common
XVH$OOWKHVHSRZHUVDQGPDQ\RWKHUVDUHÀJKWLQJHDFKRWKHUWRH[KDXVWLRQZKHQHYHUDZRPDQLV
Reading
buying a new hat.

g
At university the student’s mind is attacked on all fronts. The sciences demand intellect, the arts
GHPDQGJRRGWDVWHRUGLVFLSOLQHGLPDJLQDWLRQDQGHPRWLRQV7KHVWXGHQWVRRQÀQGVKRZHYHUWKDW
no matter what he studies, all the resources of his mind have to be brought into play. They may be
differently grouped for different studies, but they are always all there, and all necessary.
h
It is very dangerous to assume that only the emotions can stampede the mind. When the intellect
starts screaming “If you accept this, then you must do that” the intellect must be taught to behave
itself like everything else. In short, learning to think is a much more complicated matter than training
WKHLQWHOOHFW$VWXGHQWVRRQÀQGVWKDWOHDUQLQJDERXWWKLQJVLVYHU\HOHPHQWDU\DQGYHU\HDV\,IKH
is reasonably bright and has a week to cram, a small corner of his mind can usually learn enough
about his subjects to get him through.
i
But the university does not want him merely to know about things, but to know them, to realize
WKHPDQGPDNHWKHPSDUWRIKLPVHOI7KLVLVPRUHGLIÀFXOWIRURQHWKLQJLWGHPDQGVPRUDOTXDOLWLHV
OLNHFRXUDJHDQGKRQHVW\$FHQWXU\DJR7KRPDV+X[OH\GLVFXVVLQJOLEHUDOHGXFDWLRQWULHGWR
shock the highbrows of his day by describing the intellect as a “clear, cold logic engine.” This was
before the days of automobiles, and the metaphor will not commend itself to anyone who has gone
into his garage on a winter morning and been faced by a clear and cold engine. Engines need heat
and fuel to get anywhere, and there has never been a thinker whose thoughts were not driven by
passion and desire toward an end seen by the imagination.
j
The impact of the university rouses all the powers of the mind to fullest activity, and stirs up as
PXFKPHQWDOFRQÁLFWDVSRVVLEOH7KHÀUVWFDVXDOW\RIWKLVFRQÁLFWLVWKHQRWLRQZHVSRNHRIEHIRUH
that the social clichés we hear all around us are the laws of nature and God, or magic formulas that
answer all problems. The God the student thinks he believes in may only be Santa Claus; his notion
of beauty may be only a vague association with the memory of something pleasant; his conscience
PD\EHRQO\DVHQVHRIZKDWSOHDVHGKLVPRWKHUDWWKHDJHRIIRXUKLVLGHDVPD\UHÁHFWRQO\WKH
chatter of his playmates. If so, he is in precisely the position of the young men in Athens asked
by Socrates if they knew what justice or temperance or courage were. Of course they knew;
HYHU\ERG\NQRZVWKLQJVOLNHWKDW([FHSWPHVD\V6RFUDWHV,GRQ·WNQRZ\RX·OOKDYHWRWHOOPH7ZR
PLQXWHVODWHUWKHER\ÀQGVKLVLGHDVFUXPEOLQJOLNHDEDOORIZHWVDQG
k
As we know, the authorities soon decided this sort of thing was corrupting youth. They may well
have been right. War has begun in the student’s mind, where all was quiet before, and if he does
not instantly impose peace of boredom or scepticism or sentimental faith, there is no telling where
it may lead. The powers of the awakened mind are not children’s toys, and the university cannot
guarantee that anything it offers will be harmless.
Mock Examination 1
15
l
(YHU\WKLQJGHSHQGVRQKRZWKHVWXGHQWUHDFWVWRVHHLQJKLVVDQGFDVWOHGHVWUR\HGE\WKHÀUVWORQJ
UHDFKRIWKHVHD7KHFRQÁLFWLQKLVPLQGDWWKLVVWDJHLVUHDOO\DZDUEHWZHHQWZRFRPPXQLWLHV
On one side is the voice of ordinary society, offering comfort and adjustment. I am the real world,
it says, and nothing you do is of any use unless it’s useful to me. My ideas are woolly, but they are
ZDUPWKH\DUHVORSS\EXW\RXFDQUHOD[LQWKHP
m
On the other side is the university and the authority it derives from art and science. In place of
WKHIDPLOLDUDQGFRV\LWRIIHUVULJRURXVGHÀQLWLRQH[DFWPHDVXUHPHQWWRXJKVXEWOHDUJXPHQWV
Reading
and moments of austere and profound beauty. Such a community has its own attractions, to a
keen student very great attractions, but the world is right in a way. Education can only lead to
maladjustment in the ordinary world: that is its end and its purpose. If one’s view of society has
EHHQIRUPHGE\WKHJUHDWSKLORVRSKHUVRQHFDQQRWEHVDWLVÀHGZLWKWKHYLHZRILWWDNHQE\OX[XU\
DGYHUWLVLQJLWLVQRWHDV\WRÀQGWKHWUDJHG\RIOLIHLQVRDSRSHUDVLIRQHKDVIRXQGLWLQWKHZUDWKRI
Achilles or the madness of Lear.
Excerpt (pg. 93–96) from: “By Liberal Things” a speech given at Victoria College on 24 September, 1959. Northrop Frye’s
Writings on Education. Volume 7. Ed. Jean O’Grady and Goldwin French. University of Toronto Press, 2000: pg. 88–103
In which section does the author
16 … suggest that education comes at the price of alienation?
17 … reject the idea that reasoning should be dispassionate?
18 … depict the various forces that govern our choices?
19 … imply that ignorance may be bliss?
20 … suggest that university is eye-opening with respect to established values and beliefs?
21 … imply that education has the potential to be disruptive?
22 … praise the endurance of certain forms of learning?
23 … state that a student draws from a pool of mental resources according to the subject of study?
24 … mention the challenge of mastering classical studies?
25 … implicitly criticise the mere accumulation of information?
Mock Examination 1
16
ca . 6 0 Minu tes L is tening

Situation
You will now hear a talk. You will hear it once. You have been asked to write a structured summary of what
you hear for someone who cannot attend.
Task
Make notes on the paper provided while listening to the talk.
After the recording has been played, use your notes to write a concise summary of the talk on Answer Sheet
Listening
30. You should include the five main points and two subpoints for each. Write a coherent text, using full
sentences.
The notes you make here will also be needed for the subtest Writing.
Professor Judith Harris

Artificial Intelligence –
‘A Perfect and Beautiful Machine’
After listening
You now have 45 minutes in which to write your summary. Write the summary on pages 3 to 6 of the
answer sheet.
At the end of the subtest Listening & Summarising

Please hand in pages 3 to 6 of the answer sheet. Leave the texts of the subtest Reading and your notes
on the talk on your table. You will need these later for the subtest Writing.
There will now be a break of 20 minutes, for which you must leave the examination room.
Mock Examination 1
17
9 0 Minu tes Writing
Writing
You are required to write an essay dealing with the overall subject of this examination. Choose one of the
topics given below:
Essay Topic One

&DQLQWHOOHFWXDOVXFFHVVDWVFKRROEHSUHGLFWHGDQGWRZKDWH[WHQWFDQH[FHOOHQWDFDGHPLF
achievements predict success later in life?
Writing
OR
Essay Topic Two

In what way do current developments in artificial intelligence affect our understanding of the nature of
intelligence?
OR
Essay Topic Three

How justified is it to describe intelligence as multidimensional? Relate this concept to developments in
society and discuss possible future implications.
You are expected to work with facts and arguments gleaned from at least three of the texts you have heard
or read in the previous parts of the examination. For this you can refer to the three texts of the subtest
Reading in your Test Booklet and the notes you made during the subtest Listening & Summarising.
At all times it is necessary for you to make clear whether you are quoting directly or indirectly from one of
the sources or whether you are giving your own opinion or evaluation.
Write your essay on pages 7 to 14 of the Answer Booklet. You have 90 minutes for this subtest.
Mock Examination 1
18
ca . 15 Minu tes Speak ing
Oral Examination
Overview of the Oral Examination
The oral examination has two parts and lasts approximately 15 minutes. At the beginning there is a brief
introductory conversation between the candidate and the examiners.7KHLQWURGXFWRU\FRQYHUVDWLRQLV
Speaking
XQPDUNHG
Part 1: Presentation (approximately 6–8 minutes)
PLQXWHVbefore the oral examination, the candidate receives a task sheet with two topics LQRUGHUWR
SUHSDUHDSUHVHQWDWLRQRQRQHRIWKHVHWRSLFV The presentation should take EHWZHHQDQG minutes.
Part 2: Question and Answer session (approximately 7–9 minutes)
After the presentation, the examiners will ask several follow-up questions. They can use the standard
questions WKDWDUHSURYLGHGEXWDUHDOVRIUHHWRDVNWKHLURZQTXHVWLRQV The aim of this part of the
examination is to have a conversation about various aspects of the topic and to assess the candidate’s
ability to defend his/her viewpoints.
Mock Examination 1
19
Oral Examination°$BOEJEBUF4IFFU
Part 1: Presentation (approximately 6–8 minutes)
Situation:
You are taking part in a GPSNBMpanel discussion. You are asked to introduce the topic.
Task
Choose either topic A or B. You have 20 minutes to prepare a presentation on this topic. You may make
Speaking
notes and refer to them during your presentation but you should not read a prepared text. Your presentation
should last 6–8 minutes. It should be clear and well structured, highlighting the points that you think are
the most essential and providing supporting details.
Topic A
How do you think that technological developments have affected education in schools and in
the workplace? Your talk should include examples of how the way that we learn or what we learn has
changed as a result of the use of computers and access to the Internet. You should also consider
possible future developments.
or
Topic B
Present your opinion of the European Union, considering past, present and future developments. You
can focus on one or several aspects such as political, historical, cultural, environmental, economic or
other factors.
Mock Examination 1
20
Oral Examination – Examiner Sheet
Part 2: Question and Answer Session (approximately 7-9 minutes)
After the presentation, the examiners should ask a number of follow-up questions along the lines of “In your
talk you mentioned…could you explain that in greater detail?” These questions should develop naturally and
spontaneously from what has been said. The following examiner questions are examples and should only be
considered as a guide.
Speaking
However, the examiners should also intentionally jump from one aspect to another so that the candidate has to
comment on the topic from various viewpoints. The examiners should ask at least two of the following
questions for this purpose. Questions should address aspects that have not been covered at all, or only briefly,
and also encourage the candidate to express an opinion on an abstract level.
Topic A
How do you think that technological developments have affected education in schools and in the
ZRUNSODFH"<RXUWDONVKRXOGLQFOXGHH[DPSOHVRIKRZWKHZD\WKDWZHOHDUQRUZKDWZHOHDUQKDVFKDQJHG
as a result of the use of computers and access to the Internet. You should also consider possible future
developments.
Examiner Questions
+
RZVKRXOGWKHVFKRROFXUULFXOXPEHXSGDWHGLQOLJKWRIWHFKQRORJLFDOGHYHORSPHQWV")RUH[DPSOH
should we still teach pupils to calculate using pen and paper?
2. It has been argued that digital literacy is the ability to effectively navigate, evaluate and create
information using digital technologies. Does this give the younger generation a competitive advantage?
:
KDWDUH\RXUYLHZVRQKRZHGXFDWLRQVKRXOGEHIXQGHG",VLWWKHWD[SD\HU·VUHVSRQVLELOLW\WRSXWD
computer in every classroom? Why (not)?
4. Since technology plays an ever more dominant role in the 21st century, how can we ensure that our
communication skills and interpersonal relationships do not suffer?
+
RZLVWKHZD\ZHUHDGWH[WVRQZHEVLWHVIXQGDPHQWDOO\GLIIHUHQWWRWKHZD\ZHUHDGERRNV",VRQH
superior?
+
RZLVWKHHDV\DFFHVVWRLQIRUPDWLRQRQWKH,QWHUQHWLQÁXHQFLQJWKHZD\SHRSOHQRZGHDOZLWK
knowledge?
:
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Mock Examination 1
21
Oral Examination – Examiner Sheet
Part 2: Question and Answer Session (approximately 7-9 minutes)
After the presentation, the examiners should ask a number of follow-up questions along the lines of “In your
talk you mentioned…could you explain that in greater detail?” These questions should develop naturally and
spontaneously from what has been said. The following examiner questions are examples and should only be
considered as a guide.
Speaking
However, the examiners should also intentionally jump from one aspect to another so that the candidate has to
comment on the topic from various viewpoints. The examiners should ask at least two of the following
questions for this purpose. Questions should address aspects that have not been covered at all, or only briefly,
and also encourage the candidate to express an opinion on an abstract level.
Topic B
Present your opinion of the European Union, considering past, present and future developments. You
can focus on one or several aspects such as political, historical, cultural, environmental, economic or other
factors.
Examiner Questions
1. Some countries belong to the European Union but do not have the Euro since they do not support the
idea of a single currency within Europe. What is your viewpoint?
2. In what ways do the countries that belong to the European Union understand each other better and
SURÀWIURPHDFKRWKHURQDQLQWHUFXOWXUDOOHYHO"
6
RPHVD\WKDWWKH(XURSHDQ8QLRQLVDSHUIHFWSODFHIRURUJDQLVHGFULPHDQGKXPDQWUDIÀFNLQJEHFDXVH
of the lack of borders. What is your opinion?
4. In what way do you feel yourself to be a European citizen or would you always only identify with your
particular country of origin? Justify your statement.
0
DQ\SHRSOHFULWLFLVHWKHLQHIÀFLHQW(XURSHDQ8QLRQSROLFLHVWKDWPD\EHJRRGIRURQHJURXSRUFRXQWU\
but not for another. What is your opinion of EU legislation?
7
RMRLQWKH(XURSHDQ8QLRQDVWDWHQHHGVWRIXOÀOFHUWDLQHFRQRPLFDQGSROLWLFDOFRQGLWLRQVEXWLVWKHUH
a limit as to which and how many countries should be allowed to join the European Union? Justify your
opinion.
:KDWOHVVRQVFDQWKH(XURSHDQ8QLRQOHDUQIURPKLVWRU\"*LYHH[DPSOHV
Mock Examination 1
1 1 3 5 0 0 2
ENGLISH C2
Familienname · Surname · Apellido · Nom · Cognome · Soyadı · Фамилия
Vorname · First Name · Nombre · Prénom · Nome · Adı · Имя
. . Beispiel: 23. April 1989

Example: 23 April 1989 1 9 8 9 .0 4 .2 3 001 – Deutsch
002 – English
Geburtsdatum · Date of Birth · Fecha de nacimiento · Date de naissance · Data di nascita · Doğum tarihi · Дата рождения
003 – Français
004 – Español
005 – Italiano
Geburtsort · Place of Birth · Lugar de nacimiento · Lieu de naissance · Luogo di nascita · Doğum yeri · Место рождения 006 – Português
© telc GmbH # 1135-S30-000001
007 – Magyar
008 – Polski
Muttersprache · First Language · Lengua materna · Langue maternelle · Madrelingua · Anadili · Родной язык 009 – Русский язык
männlich · male · masculino · masculin · maschile · erkek · мужской 010 – Český jazyk
weiblich · female · femenino · féminin · femminile · kadın · жeнский
011 – Türkçe
012 –
Geschlecht · Sex · Sexo · Sexe · Sesso · Cinsiyeti · Пол
013 – ≹䈝
000 – andere/other
Prüfungszentrum · Examination Centre · Centro examinador · Centre d’examen · Centro d’esame · Sınav merkezi · ͎͇͓͔͇̈́͑͌͝͏͕͔͔͕͚͍͔͌͗͌͋͌͞͏͌
. . Beispiel: 17. Februar 2014

Example: 17 February 2014 2 0 1 4 .0 2 . 17
Prüfungsdatum · Date of Examination · Fecha del examen · Date d’examen · Data dell’esame · Sınav tarihi · Дaта экзамена
Testversion · Test Version · Versión del examen · Version d’examen · Versione d’esame · Sınav sürümü · Тестовая версия
Answer Sheet S30 6768557363

telc English C2
1 1 3 5 0 0 2
Reading Part 1
1 a b c d e
1
2 a b c d e
2
3 a b c d e
3
4 a b c d e
4
5 5
a b c d e
Reading Part 2 Reading Part 3
6 a b c
6 16 a b c d e f g h i j k l m x
16
7 a b c 7 17 a b c d e f g h i j k l m x 17
8 a b c
18
9 a b c 9 19 a b c d e f g h i j k l m x 19
10 a b c
20
11 a b c
21
12 a b c
22
13 a b c
23
14 a b c
24
15 a b c
25
After completing the subtest Reading, please separate this sheet from the others and hand it in.
0661557369
S30 - Page 2
telc English C2
1 1 3 5
. .
SNT MNT
S Q P
Listening & Summarising Raters only
1920557368
S30 - Page 3
telc English C2
1 1 3 5
9644557369
S30 - Page 4
telc English C2
1 1 3 5
9530557363
S30 - Page 5
telc English C2
1 1 3 5
Rater 1 Rater 2 telc rating

Main Points Main Points Main Points
5 4 3 2 1 0 5 4 3 2 1 0 5 4 3 2 1 0
Subpoint 1 Subpoint 1 Subpoint 1
4 2 0 4 2 0 4 2 0
4 2 0 4 2 0 4 2 0
4 2 0 4 2 0 4 2 0
4 2 0 4 2 0 4 2 0
4 2 0 4 2 0 4 2 0
Language Language Language
A B C D A B C D A B C D
Code No. Rater 1 Code No. Rater 2 Code No. telc Rater
4204557366 After completing the subtest Listening & Summarising, please separate this sheet from
the others and hand it in.
S30 - Page 6
telc English C2
1 1 3 5
Familienname · Surname · Apellido · Nom · Cognome · Soyadi · Фамилия
Vorname · First Name · Nombre · Prénom · Nome · Adi · Имя
Testversion · Test Version · Versión del examen · Version d'examen · Versione d'esame · Test versiyonu · Тестовая версия
Writing Raters only
0294557361
S30 - Page 7
telc English C2
1 1 3 5
5544557364
S30 - Page 8
telc English C2
1 1 3 5
7886557365
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telc English C2
1 1 3 5
1464557361
S30 - Page 10
telc English C2
1 1 3 5
3434557360
S30 - Page 11
telc English C2
1 1 3 5
0564557361
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telc English C2
1 1 3 5
4233557368
S30 - Page 13
telc English C2
1 1 3 5
Writing
Rater 1 Rater 2 telc Rating

Wrong topic? Wrong topic? Wrong topic?
yes no yes no yes no
1 A B C D
Task Management 1 A B C D
Task Management 1 A B C D
2 A B C D
Coherence/Cohesion 2 A B C D
Coherence/Cohesion 2 A B C D
3 A B C D
Accuracy 3 A B C D
Accuracy 3 A B C D
4 A B C D
Repertoire 4 A B C D
Repertoire 4 A B C D
Code No. Rater 1 Code No. Rater 2 Code No. telc Rater
4046557360
S30 - Page 14
telc English C2
1 1 3 5
Examiners only!
Oral Examination
Speaking
Examiner 1
Content Language (PartT 1 and 2)
1 Task Management
A B C D A B C D
Part 1 Presentation 2 Fluency
Part 2 Question and 3 Repertoire
Answer Session 4 Accuracy
5 Pronunciation / Intonation
Code No. Examiner 1
Examiner 2
Content Language (PartT 1 and 2)
1 Task Management
A B C D A B C D
Part 1 Presentation 2 Fluency
Part 2 Question and 3 Repertoire
Answer Session 4 Accuracy
5 Pronunciation / Intonation
Code No. Examiner 2
0524557367
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38
Informationen
Marking Criteria:
The candidate’s performance in this subtest is assessed on the basis of content (25 points) and use of
ODQJXDJHSRLQWV7KXVDPD[LPXPRISRLQWVPD\EHDZDUGHG1RSRLQWVZLOOEHGHGXFWHGLIZRUGV
or passages are quoted verbatim from the lecture.
1. Content
This task assesses the candidate’s ability to identify and convey the structure, main points and subpoints
of a lecture. When marking the candidate’s summary, the raters will determine whether this information
KDVEHHQDGHTXDWHO\FRPPXQLFDWHG7KLVPHDQVWKDWWKHWH[WPXVWEHLQIRUPDWLYHDQGLQWHOOLJLEOHIRUD
reader who has not heard the lecture.
$PD[LPXPRISRLQWVLVDZDUGHGIRUQDPLQJWKHPDLQSRLQWVRIWKHWH[WRQHSRLQWIRUQDPLQJHDFK
PDLQSRLQW)RUHDFKPDLQSRLQWWKHUHZLOOEHDWOHDVWWZRVXESRLQWV$PD[LPXPRIIRXUSRLQWVSHUPDLQ
point is awarded for covering these subpoints (two points each). For more information refer to page 54
and 55.
2. Language
The quality of language will be assessed globally and is worth 15 points, according to the following
criteria:
7KHWH[WVKRXOGEHFOHDUDQGZULWWHQLQDVW\OHDQGUHJLVWHUDSSURSULDWHWRWKHFRQWH[W
7KHFHQWUDODUJXPHQWRIWKHOHFWXUHVKRXOGEHUHOD\HGLQDPDQQHUWKDWLVERWKFRKHUHQWDQG
accurate.
7KHWH[WVKRXOGGHPRQVWUDWHDYHU\KLJKOHYHORIOH[LFDOJUDPPDWLFDOV\QWDFWLFDQGRUWKRJUDSKLF
control.
Points
A B C D
15 points 10 points 5 points 0 points
7KHWH[WentirelyVDWLVÀHV 7KHWH[WVDWLVÀHVmost of 7KHWH[WIDLOVWRVDWLVI\ 7KHWH[WFRQWDLQV
all criteria for successful the criteria for successful several criteria for passages that are
completion of the task. completion of the task. successful completion of XQFOHDU7KHWH[WGRHV
the task. not satisfy the criteria.
Mock Examination 1
39
Informationen
Marking Criteria:
Writing
The candidate’s performance in this subtest is assessed on the basis of four criteria that are evenly
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5DWLQJZLOOEHFDUULHGRXWERWKLQWKHH[DPFHQWUHVDQGRQWKHSUHPLVHVRIWHOF*PE+
1. Task Management
3HUIRUPDQFHLVDVVHVVHGDFFRUGLQJWRWKHIROORZLQJFULWHULDZKLFKDUHEDVHGRQZKDWFDQEHH[SHFWHG
of a learner at C2 level of the CEFR:
7KHWH[WFRYHUVDOODVSHFWVRIWKHWDVNLQVXIÀFLHQWGHWDLO
7KHWDVNLVIXOÀOOHGLQDFOHDUORJLFDOHIIHFWLYHDQGSUHFLVHPDQQHU
7KHWH[WGHPRQVWUDWHVDFOHDUOLQHRIDUJXPHQWDQGDVXIÀFLHQWO\FULWLFDOGLVFXVVLRQRUDQDO\VLVRIWKH
VRXUFHWH[WV
7KHFDQGLGDWH·VWH[WDGKHUHVWRWKHFRQYHQWLRQVRIWKHDSSURSULDWHJHQUH
7KHFDQGLGDWHGLIIHUHQWLDWHVFOHDUO\EHWZHHQRULJLQDOLGHDVDQGWKRVHIRXQGLQWKHVRXUFHV
1%,IWKHFDQGLGDWH·VWH[WGRHVQRWUHODWHWRWKHJLYHQWDVNWKHUDWHUZLOOLQGLFDWH´:URQJ7RSLFµ,QWKLV
case, the candidate will receive “D” for all four criteria.
A B C D
7KHWH[WentirelyVDWLVÀHV 7KHWH[WVDWLVÀHVmost of 7KHWH[WIDLOVWRVDWLVI\ The candidate’s
all criteria for successful the criteria for successful several criteria for performance fails to satisfy
completion of the task. completion of the task. successful completion of WKHFULWHULD7KHWH[WLV
The ideas are formulated )RUWKHPRVWSDUWWKHWH[W WKHWDVN7KHWH[WLVXQFOHDU inappropriate in terms of
clearly and precisely. is clear and written in the and/or is inappropriate for topic and/or genre.
appropriate genre. the intended audience.
7KHWH[WGHDOV 7KHWH[WGRHVQRWGHDO
appropriately with at least 7KHWH[WGHDOV 7KHWH[WGHDOVDSSURSULDWHO\ appropriately with any
threeRIWKHWH[WVKHDUG appropriately with at least with only oneRIWKHWH[WV RIWKHWH[WVKHDUGDQG
DQGUHDGLQWKHH[DP twoRIWKHWH[WVKHDUG heard and read in the UHDGLQWKHH[DPRUWKH
DQGUHDGLQWKHH[DP H[DP author consistently fails to
It is written in the correct
distinguish original ideas
genre, i.e. it is appropriate
from those found in the
for the intended audience.
source material.
2. Coherence and Cohesion

Performance is assessed according to the following criteria:
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7KHWH[WPDNHVIXOODQGDSSURSULDWHXVHRIDYDULHW\RIRUJDQLVDWLRQDOSDWWHUQVDQGDZLGHUDQJHRI
cohesive devices.
A B C D
7KHWH[WFRQVLVWHQWO\ 7KHWH[WODUJHO\PHHWVWKH 7KHWH[WLVQRWFRQVLVWHQWO\ Many passages of the
demonstrates the H[SHFWDWLRQVEXWWKHUHDUH coherent and lacks clarity. A WH[WDUHLQFRKHUHQW
FRPSHWHQFHVH[SHFWHG a few incoherent or unclear number of cohesive devices DQGXQFOHDU7KHWH[W
at this level regarding passages. are used inappropriately or lacks linking devices or
coherence and cohesion. incorrectly or only simple they are mostly used
Cohesive devices are
linking devices are attempted. incorrectly.
mostly used effectively.
Mock Examination 1
40
Informationen
3. Accuracy
7KHUHDUHQRRURQO\YHU\IHZPRUSKRORJLFDOOH[LFDODQGV\QWDFWLFDOPLVWDNHVHYHQZKHQFRPSOH[
sentence structures are used.
6SHOOLQJDQGSXQFWXDWLRQDUHDFFXUDWH
A B C D
7KHWH[WFRQVLVWHQWO\ 7KHWH[WODUJHO\PHHWVWKH There are some There are numerous
demonstrates the degree H[SHFWDWLRQVEXWWKHUHLV VLJQLÀFDQWDQGQRWLFHDEOH noticeable errors which
RIDFFXUDF\H[SHFWHGDW evidence of some minor errors which at times. interfere with the
this level of competence. errors. impair comprehension. PHDQLQJRIWKHWH[W$
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reading.
4. Repertoire
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vocabulary.
7KHWH[WFRQVLVWVPDLQO\RIFRPSOH[JUDPPDWLFDOVWUXFWXUHV
8QQHFHVVDU\UHSHWLWLRQLVDYRLGHGWKURXJKYHUVDWLOHXVHRIDZLGHUDQJHRIOH[LFDOLWHPV
,GLRPVDQGFROORFDWLRQVDUHXVHGDSSURSULDWHO\
A B C D
7KHWH[WFRQVLVWHQWO\ The candidate’s linguistic 7KHLGHDVLQWKHWH[WDUH 7KHWH[WGRHVQRW
demonstrates the skills very occasionally H[SUHVVHGLPSUHFLVHO\ demonstrate a broad
FRPSHWHQFHVH[SHFWHGDW restrict what he or she is due to a restricted range of linguistic
this level. WU\LQJWRH[SUHVV$EURDG repertoire. resources. It consists
range of vocabulary is largely of simple
Circumlocutions,
demonstrated. vocabulary and
VLPSOLÀFDWLRQVDQGRU
structures. There are
unnecessary repetition
instances of unnecessary
are in evidence.
repetition.
Points
A B C D
Task Management 10 7 3 0
Coherence and Cohesion 10 7 3 0
Accuracy 10 7 3 0
Repertoire 10 7 3 0
Mock Examination 1
Marking Criteria for Listening & Summarising
A B C D
Mock Examination 1
Language 7KHWH[WVKRXOGGHPRQVWUDWHDYHU\KLJKOHYHORI 7KHWH[Wentirely 7KHWH[WVDWLVÀHV 7KHWH[WIDLOVWRVDWLVI\ 7KHWH[WFRQWDLQV
grammatical, syntactic and orthographic control. VDWLVÀHVDOOFULWHULDIRU most of the criteria for several criteria for passages that are
7KHWH[WVKRXOGEHFOHDUDQGZULWWHQLQVW\OH successful completion of successful completion of successful completion of XQFOHDU7KHWH[WGRHV
Informationen
DSSURSULDWHWRWKHFRQWH[W the task. the task. the task. not satisfy the criteria.
Marking Criteria for Writing

A B C D
Task The task is successfully 7KHWH[WentirelyVDWLVÀHV 7KHWH[WVDWLVÀHVmost of 7KHWH[WIDLOVWRVDWLVI\ The candidate’s performance
Management completed in terms of all criteria for successful the criteria for successful several criteria for fails to satisfy the criteria.
including relevant content. completion of the task. The completion of the task. For successful completion of the 7KHWH[WLVLQDSSURSULDWHLQ
7KHWH[WGHPRQVWUDWHVD ideas are formulated clearly WKHPRVWSDUWWKHWH[WLVFOHDU WDVN7KHWH[WLVXQFOHDUDQG terms of topic and/or genre.
clear line of argument and a and precisely. and written in the appropriate or is inappropriate for the
7KHWH[WGRHVQRWGHDO
VXIÀFLHQWO\FULWLFDOGLVFXVVLRQ genre. intended audience.
7KHWH[WGHDOVDSSURSULDWHO\ appropriately with any
RIWKHVRXUFHWH[WV
with at least three of the 7KHWH[WGHDOVDSSURSULDWHO\ 7KHWH[WGHDOVDSSURSULDWHO\ RIWKHWH[WVKHDUGDQG
WH[WVKHDUGDQGUHDGLQWKH with at least twoRIWKHWH[WV with only oneRIWKHWH[WV UHDGLQWKHH[DPRUWKH
H[DP KHDUGDQGUHDGLQWKHH[DP KHDUGDQGUHDGLQWKHH[DP author consistently fails to
distinguish original ideas from
It is written in the correct
those found in the source
genre, i.e. it is appropriate for
material.
the intended audience.
Coherence 7KHWH[WLVHDV\WRIROORZDQG 7KHWH[WFRQVLVWHQWO\ 7KHWH[WODUJHO\PHHWVWKH 7KHWH[WLVQRWFRQVLVWHQWO\ 0DQ\SDVVDJHVRIWKHWH[W

and SURYLGHVVXIÀFLHQWJXLGDQFH demonstrates the H[SHFWDWLRQVEXWWKHUHDUH coherent and lacks clarity. A are incoherent and unclear.
Cohesion IRUWKHUHDGHU7KHWH[WPDNHV FRPSHWHQFHVH[SHFWHGDWWKLV a few incoherent or unclear number of cohesive devices 7KHWH[WODFNVOLQNLQJGHYLFHV
full and appropriate use of level regarding coherence passages. are used inappropriately or or they are mostly used
a variety of organizational and cohesion. incorrectly or only simple incorrectly.
Cohesive devices are mostly
patterns and a wide range of linking devices are attempted.
used effectively.
cohesive devices.
Accuracy There are no or only very few 7KHWH[WFRQVLVWHQWO\ 7KHWH[WODUJHO\PHHWVWKH 7KHUHDUHVRPHVLJQLÀFDQW There are numerous
PRUSKRORJLFDOOH[LFDODQG demonstrates the degree of H[SHFWDWLRQVEXWWKHUHLV and noticeable errors which at noticeable errors which
syntactic mistakes, even when DFFXUDF\H[SHFWHGDWWKLV evidence of some minor times impair comprehension. interfere with the meaning of
DWWHPSWLQJFRPSOH[VHQWHQFH level of competence. errors. WKHWH[W$IHZSDVVDJHVDUH
structures. GLIÀFXOWWRXQGHUVWDQGXSRQ
ÀUVWUHDGLQJ
Repertoire 7KHWH[WFRQWDLQVDYHU\ 7KHWH[WFRQVLVWHQWO\ The candidate’s linguistic 7KHLGHDVLQWKHWH[WDUH 7KHWH[WGRHVQRW

broad range of vocabulary demonstrates the skills very occasionally restrict H[SUHVVHGLPSUHFLVHO\GXHWR demonstrate a broad range
DQGV\QWD[8QQHFHVVDU\ FRPSHWHQFHVH[SHFWHGDWWKLV what he or she is trying to a restricted repertoire. of linguistic resources. It
repetition is avoided through level. H[SUHVV$EURDGUDQJHRI consists largely of simple
Circumlocutions,
use of a wide range. vocabulary is demonstrated. vocabulary and structures.
VLPSOLÀFDWLRQVDQGRU
There are instances of
unnecessary repetition are in
unnecessary repetition.
evidence.
41
42
Informationen
Marking Criteria:
Speaking
7KHFDQGLGDWH·VSHUIRUPDQFHLQWKH6SHDNLQJVXEWHVWLVDVVHVVHGDFFRUGLQJWRÀYHFULWHULD
1. Task Management
2. Fluency
3. Repertoire
4. Grammatical Accuracy
5. Pronunciation and Intonation
,QHDFKRIWKHVHFULWHULDWKHFDQGLGDWH·VSHUIRUPDQFHLVPDUNHGDFFRUGLQJWRKRZLWIXOÀOVWKHWDUJHW
level C2, whether the performance is “appropriate in all respects”, “appropriate in most respects”, “mostly
inappropriate” or “completely inappropriate”.
%HORZ\RXZLOOÀQGWKHFULWHULDLQGLYLGXDOO\GHÀQHGZLWK´FDQGRVWDWHPHQWVµEDVHGRQWKHCommon
European Framework of Reference for Languages.)RUHDV\UHIHUHQFHGXULQJWKHH[DPLQDWLRQWKHUHLV
a table at the end of this information.
7DVN0DQDJHPHQWLVPDUNHGVHSDUDWHO\IRUHDFKSDUWRIWKHRUDOH[DPLQDWLRQ/DQJXDJHFULWHULD²
applies to the oral performance as a whole.
1. Task Management
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The candidate’s performance is assessed according to the following criteria:
Part 1 Presentation
7KHJLYHQWDVNLVVXFFHVVIXOO\IXOÀOOHGDVDQH[WHQGHGPRQRORJXHRIWKHUHTXLUHGOHQJWK
7KHFDQGLGDWHXVHVWKHDSSURSULDWHVHPLIRUPDOUHJLVWHU
7KHSUHVHQWDWLRQLVFOHDUO\DQGORJLFDOO\VWUXFWXUHGZLWKDVXLWDEOHLQWURGXFWLRQDQGFRQFOXVLRQ
,PSRUWDQWSRLQWVLQWKHSUHVHQWDWLRQDUHKLJKOLJKWHGPDNLQJWKHPHDV\WRUHFDOO
7KHSUHVHQWDWLRQGHDOVZLWKWKHWRSLFZLWKDQDSSURSULDWHPHDVXUHRIGHSWKDQGDEVWUDFWLRQ
Part 2 Question and Answer Session

7KHFDQGLGDWHFRQWULEXWHVDFWLYHO\DQGHIIRUWOHVVO\WRWKHFRQYHUVDWLRQ
7KHFDQGLGDWH·VDQVZHUVDUHZHOOVWUXFWXUHGDQGSHUWLQHQWYLHZVDQGRSLQLRQVDUHZHOOGHIHQGHG
7KHFDQGLGDWH·VVW\OHRIDUJXPHQWDWLRQDQGUHJLVWHUVHPLIRUPDODUHDSSURSULDWHWRWKHFRQWH[W
7KHFDQGLGDWHFDQKDQGOHSURELQJRURWKHUZLVHGLIÀFXOWTXHVWLRQVLQDQDSSURSULDWHPDQQHU
7KHFDQGLGDWHFDQUHDGLO\FRPPHQWRQDEVWUDFWRULQWHOOHFWXDOO\FKDOOHQJLQJLGHDV
Marking
A B C D
Mock Examination 1
43
Informationen
The candidate’s The candidate’s The candidate’s The candidate’s

performance is performance is performance is not performance is (almost)
consistently appropriate appropriate to the given appropriate to the given completely inappropriate
to the given task at task in most respects. task in several respects. to the given task, or
the required level of This mark is also given the candidate does not
competence. when the presentation actively participate. This
lasts under 4 minutes. mark is also given if the
presentation lasts under
3 minutes.
2. Fluency
7KHFDQGLGDWHVSHDNVYHU\ÁXHQWO\DQGVSRQWDQHRXVO\ZLWKRXWKDYLQJWRVHDUFKIRUZRUGV
,UUHVSHFWLYHRIWKHFDQGLGDWH·VQDWXUDOUDWHRIDUWLFXODWLRQDVPRRWKÁRZRIVSHHFKLVPDLQWDLQHG
3RVVLEOHKHVLWDWLRQVRURWKHUPLQRUGLVÁXHQFLHVUHSHWLWLRQUHYLVLRQDQGUHSDLUGRQRWDULVHIURPD
ODFNRISURÀFLHQF\LQWKHWDUJHWODQJXDJHEXWDUHHYLGHQFHRIFRPSOH[FRJQLWLYHSURFHVVHV
7KHFDQGLGDWHXVHVOLQNLQJGHYLFHVVRWKDWWKHFRPPXQLFDWLRQLVFRKHUHQW
&RPPXQLFDWLRQDSSHDUVQDWXUDOVSRQWDQHRXVDQGHIIRUWOHVVSDXVHVDUHPDGHGHOLEHUDWHO\DQGGR
not impede the communication.
Marking
A B C D
Communication Communication is natural Communication does not There are pauses in
is effortless and most of the time. The DOZD\VÁRZVPRRWKO\7KH WKHÁRZRIVSHHFKWKDW
natural. The candidate candidate generally candidate often pauses in disrupt communication.
consistently speaks in VSHDNVÁXHQWO\ZLWKRQO\ order to search for words, The candidate can only
DÁXHQWDQGFRKHUHQW RFFDVLRQDOGLVÁXHQFLHV even when the thoughts voice simple thoughts
manner. mostly when voicing DUHQRWYHU\FRPSOH[ and answer easy
FRPSOH[WKRXJKWV questions relatively
ÁXHQWO\
3. Repertoire
$YHU\EURDGUDQJHRIOLQJXLVWLFVNLOOVLVGHPRQVWUDWHGWKHFDQGLGDWHH[SUHVVHVKLPVHOIRUKHUVHOI
precisely and in a varied way.
7KHFDQGLGDWHGRHVQRWJLYHWKHLPSUHVVLRQRIEHLQJLQDQ\ZD\UHVWULFWHGLQZKDWKHRUVKHZDQWVWR
say.
7KHFDQGLGDWHFRPPDQGVDZLGHUDQJHRIYRFDEXODU\LQFOXGLQJLGLRPDWLFH[SUHVVLRQVDQG
colloquialisms and can use them effectively in the given situation.
7KHFDQGLGDWHFDQVHOHFWHIIHFWLYHDQGVRSKLVWLFDWHGODQJXDJHWRGHDOZLWKFKDOOHQJLQJWRSLFV
7KHFDQGLGDWHGHPRQVWUDWHVFRUUHFWXVHRIGHWHUPLQHUVDQGTXDOLÀHUVWRH[SUHVVÀQHUVKDGHVRI
meaning.
Marking
Mock Examination 1
44
Informationen
A B C D
The candidate The candidate’s linguistic The candidate does not The candidate’s
consistently skills very occasionally H[SUHVVKLPKHUVHOI performance in no way
demonstrates the restrict what he or she precisely, often uses demonstrates a broad
FRPSHWHQFHVH[SHFWHGDW wants to say. The most circumlocutions or range of linguistic skills.
this level. HIIHFWLYHH[SUHVVLRQLV VLPSOLÀFDWLRQV
not always chosen.
4. Grammatical Accuracy
(YHQZKHQXVLQJFRPSOH[ODQJXDJHWKHUHDUHKDUGO\DQ\JUDPPDWLFDOHUURUV
7KHFDQGLGDWHFDQPDLQWDLQDKLJKOHYHORIDFFXUDF\HYHQZKHQFRQFHQWUDWLQJRQRWKHUWKLQJVVXFK
DVH[SUHVVLQJDWKRXJKWSUHFLVHO\
7KHFDQGLGDWHPRQLWRUVDQGUHSDLUVPLQRULQDFFXUDFLHVEDFNWUDFNLQJGLVFUHWHO\
Marking
A B C D
The candidate The candidate generally The candidate makes The candidate frequently
consistently demonstrates a high several grammatical makes grammatical
demonstrates a high level level of grammatical errors, especially when errors, even when using
of grammatical accuracy, DFFXUDF\H[FHSWLQDYHU\ XVLQJPRUHFRPSOH[ simpler structures.
however demanding the demanding situation. structures.
situation might be.
5. Pronunciation and Intonation

3URQXQFLDWLRQDQGLQWRQDWLRQDUHFOHDUDQGQDWXUDO
7KHFDQGLGDWHXVHVFRUUHFWUK\WKPDQGPHORG\IRUZRUGVDQGVHQWHQFHV
7KHFDQGLGDWHFDQYDU\VWUHVVDQGLQWRQDWLRQFRUUHFWO\LQRUGHUWRH[SUHVVÀQHUVKDGHVRIPHDQLQJ
Marking
Mock Examination 1
45
Informationen
A B C D
The candidate The candidate generally The candidate makes The candidate makes
consistently demonstrates clear and some mistakes in frequent mistakes
demonstrates clear and natural pronunciation and pronunciation and in pronunciation and
natural pronunciation intonation. Occasionally LQWRQDWLRQVRWKDWH[WUD intonation so that it is
and intonation, despite a H[WUDFRQFHQWUDWLRQLV concentration is required VRPHWLPHVGLIÀFXOWWR
slight accent. required on the part of on the part of the listener follow him/her.
the listener. most of the time.
Points
Content
1. Task Management
A B C D
Part 1: Presentation 8 5 3 0
Part 2: Question and Answer Session 8 5 3 0
Total points for Task Management: 16
,IWKHFDQGLGDWHGRHVQRWSUHVHQWHLWKHURIWKHH[DPWRSLFVDQGLQVWHDGJLYHVDSUHVHQWDWLRQRQDQRWKHU
WRSLFWKHQWKHZKROHRUDOH[DPLQDWLRQLVJLYHQ]HURSRLQWV:URQJ7RSLF
Language (Parts 1 and 2 together)
A B C D
2. Fluency 6 4 2 0
3. Repertoire 6 4 2 0
4. Grammatical Accuracy 6 4 2 0
5. Pronunciation and Intonation 6 4 2 0
Total points for Language: 24
Total points for Subtest Speaking: 40
Mock Examination 1
46
Marking Criteria for Speaking – Summary

A B C D
1. Task Completing the task, The candidate’s performance The candidate’s performance The candidate’s performance The candidate’s performance
Management actively participating, is consistently appropriate to is appropriate to the given is not appropriate to the given is (almost) completely
precise, clear and the given task at the required task in most respects. task in several respects. inappropriate to the given
structured speech, level of competence. This mark is also given when task, or the candidate does
strategical competence the presentation lasts under 4 not actively participate. This
minutes. mark is also given if the
presentation lasts under 3
minutes.
2. Fluency Fluency, spontaneity, Communication is effortless Communication is natural Communication does not There are pauses in the
coherence, effortlessness and natural. The candidate most of the time. The DOZD\VÁRZVPRRWKO\7KH ÁRZRIVSHHFKWKDWGLVUXSW
FRQVLVWHQWO\VSHDNVLQDÁXHQW candidate generally speaks candidate often pauses in communication. The
and coherent manner. ÁXHQWO\ZLWKRQO\RFFDVLRQDO order to search for words, candidate can only voice
GLVÁXHQFLHVPRVWO\ZKHQ even when the thoughts are simple thoughts and answer
YRLFLQJFRPSOH[WKRXJKWV QRWYHU\FRPSOH[ easy questions relatively
ÁXHQWO\
3. Repertoire Very broad range of The candidate consistently The candidate’s linguistic The candidate does not The candidate’s performance
YRFDEXODU\DQGV\QWD[ demonstrates the skills very occasionally restrict H[SUHVVKLPKHUVHOISUHFLVHO\ in no way demonstrates a
FRQQRWDWLRQVTXDOLÀHUV FRPSHWHQFHVH[SHFWHGDWWKLV what he or she wants to say. often uses circumlocutions or broad range of linguistic skills.
DQGLGLRPDWLFH[SUHVVLRQV level. 7KHPRVWHIIHFWLYHH[SUHVVLRQ VLPSOLÀFDWLRQV
is not always chosen.
4. Grammatical Hardly any grammatical The candidate consistently The candidate generally The candidate makes several The candidate frequently
Accuracy mistakes, correct usage of demonstrates a high level demonstrates a high level of grammatical errors, especially makes grammatical errors,
H[SUHVVLRQV of grammatical accuracy, JUDPPDWLFDODFFXUDF\H[FHSW ZKHQXVLQJPRUHFRPSOH[ even when using simpler
however demanding the in a very demanding situation. structures. structures.
situation might be.
5. Pronunciation Natural sound, stress and The candidate consistently The candidate generally The candidate makes some The candidate makes
and Intonation melody, intonation used to demonstrates clear and demonstrates clear and mistakes in pronunciation frequent mistakes in
convey shades of meaning natural pronunciation and natural pronunciation and DQGLQWRQDWLRQVRWKDWH[WUD pronunciation and intonation,
intonation, despite a slight LQWRQDWLRQ2FFDVLRQDOO\H[WUD concentration is required on so that it is sometimes
accent. concentration is required on the part of the listener most GLIÀFXOWWRIROORZKLPKHU
the part of the listener. of the time.
Informationen
Mock Examination 1
47
Informationen
Points and Weighting

Subtest Points Maximum Weighting
Number
of Points
Reading
Part 1 5 items, 2 points each 10
Part 2 10 items, 1 point each 10 25 %

Written Examination
Part 3 10 items 2 points each 20 40
Content 25
40 25 %
Language 15
Writing 40 25 %
Total for written exam 120
Speaking
Oral Examination
Part 1 Presentation Content 8
Part 2: Question and Answer Session Content 8

Language (parts 1 and 2) 24
Total for oral exam 40 25 %
6XE7RWDORIWKH:ULWWHQ([DPLQDWLRQ 120 75 %
6XE7RWDORIWKH2UDO([DPLQDWLRQ 40 25 %
Total Points 160 100 %
Mock Examination 1
48
Informationen
When is a certificate awarded?

Two conditions must be satisfied for a telc English C2 certificate to be awarded. Firstly, the candidate must
UHFHLYHDPLQLPXPRISRLQWVLHRIWKHPD[LPXPQXPEHURISRLQWV6HFRQGO\WKHFDQGLGDWHPXVW
UHFHLYHDWOHDVWRIWKHPD[LPXPQXPEHURISRLQWVLQWKHRUDOH[DPLQDWLRQDQGLQWKHZULWWHQH[DPLQDWLRQ
That means a minimum of 24 points and 72 points respectively.
The final score is calculated by adding the number of points received on each of the subtests. The score
breakdown is as follows:
²SRLQWV H[FHOOHQW
128–143 points good
112–127 points satisfactory
96–111 points sufficient
0–95 points not sufficient
When can the exam be retaken?

Candidates may take the entire telc English C2 exam as often as they wish. In the case that the candidate
IDLOHGRQO\WKHRUDORUZULWWHQH[DPLQDWLRQRIWKHWHVWWKDWH[DPLQDWLRQFDQEHUHWDNHQDQ\WLPHEHIRUHWKH
HQGRIWKHQH[WFDOHQGDU\HDU7KLVGHDGOLQHDOVRDSSOLHVWRVLWWLQJSDUWVRIH[DPVZKLFKDFDQGLGDWHZDV
unable to attend on the original date.
Mock Examination 1
49
Informationen
Background Information
telc English C2
The Answer Sheet S30
For candidates:$WWKHEHJLQQLQJRIWKHH[DPLQDWLRQHDFKFDQGLGDWHLVJLYHQDQ$QVZHU6KHHW6
Page 1 is for the candidate’s contact information and page 2 is for the answers to the three Reading
VXEWHVWV3DJHVDQGPXVWEHÀOOHGLQZLWKDVRIWOHDGSHQFLO3DJHV²DUHIRUZULWLQJWKHVXPPDU\
from the subtest Listening & Summarising, and pages 7–14 are for writing the essay from the subtest
Writing. The candidate may write on pages 3–14 with a pen.
6
a b c
7
a b c
8
a b c
For raters: The bottom of page 6 and page 14 are for the use of raters only. The raters enter their
FRGHQXPEHUDQGWKHUHVXOWVRIWKHLUDVVHVVPHQWLQWKHDSSURSULDWHER[RQSDJHVXEWHVW/LVWHQLQJ
Summarising) and page 14 (subtest Writing), using a soft lead pencil.
For examiners:'XULQJWKH2UDO([DPLQDWLRQVXEWHVW6SHDNLQJHDFKH[DPLQHUDVVHVVHVWKH

FDQGLGDWHXVLQJ6FRUH6KHHW0$IWHUWKHH[DPLQDWLRQWKHH[DPLQHUVLQGLYLGXDOO\HQWHUWKHLUFRGH
QXPEHUVDQGWKHLUÀQDOPDUNVLQWKHDSSURSULDWHER[RQSDJHRIWKHFDQGLGDWH·V$QVZHU6KHHW6
using a soft lead pencil.
Scoring
7KHDQVZHUVKHHWVDUHVFRUHGHOHFWURQLFDOO\DWWKHWHOFKHDGRIÀFHLQ)UDQNIXUW*HUPDQ\(DFK$QVZHU
Sheet S30 is scanned and compared to the answer keys which are stored in a database. Based on this
data, each candidate is issued a result sheet listing their personal test results and, if the required marks
KDYHEHHQDFKLHYHGDWHOFFHUWLÀFDWHDWWKHDWWDLQHGOHYHO'DWDFROOHFWHGGXULQJWKHHOHFWURQLFVFRULQJ
will be used for the purpose of continuous test validation and improvement.
telc Raters and Examiners

$OOH[DPLQHUVZKRHYDOXDWHWKHFDQGLGDWHV·RUDOSHUIRUPDQFHVSRVVHVVDWHOFH[DPLQHUOLFHQFH
7KH\KDYHUHFHLYHGWKLVOLFHQFHE\VXFFHVVIXOO\SDUWLFLSDWLQJLQDWHOFH[DPLQHUWUDLQLQJFRXUVH7KH
UHTXLUHPHQWVIRUEHFRPLQJDQH[DPLQHUDUHH[SHULHQFHLQWHDFKLQJ(QJOLVKNQRZOHGJHRIWKH&()5
levels and an understanding of the communicative approach.
All raters who evaluate the candidates’ written performance are licensed telc raters who have
ORQJVWDQGLQJH[SHULHQFHRIHYDOXDWLQJZULWLQJVDPSOHV7KH\KDYHVXFFHVVIXOO\SDUWLFLSDWHGLQDUDWHU
training course and learnt how to apply the telc marking criteria accurately.
WHOFOLFHQFHVDUHYDOLGIRUWKUHH\HDUVDIWHUZKLFKWLPHWKHH[DPLQHUVDQGUDWHUVPXVWDWWHQGDQRWKHU
training course in order to renew their licences and ensure that their rating standards remain consistent.
Further information can be found on our website: www.telc.net.
Mock Examination 1
50
Informationen
Written Examination
7KHZULWWHQH[DPLQDWLRQZKLFKODVWVPLQXWHVPLQXWHVLQFOXGLQJWKHEUHDNFRQVLVWVRIWKH
following subtests: Reading, Listening & Summarising, and Writing. There is a 20-minute break after the
Listening & Summarising subtest.
7KHH[DPLQDWLRQEHJLQVZLWKWKH5HDGLQJVXEWHVWIROORZHGE\/LVWHQLQJ 6XPPDULVLQJ2QFHWKHVH
subtests have been completed, the candidates will be asked to detach pages 1–6 from Answer
6KHHW6$IWHUWKHPLQXWHEUHDNWKHH[DPUHVXPHVZLWKWKH:ULWLQJVXEWHVW$IWHUPLQXWHV
WKHH[DPLQHUZLOOFROOHFWDOOUHOHYDQWDQVZHUVKHHWV7KLVFRQFOXGHVWKHZULWWHQFRPSRQHQWRIWKH
H[DPLQDWLRQ
Oral Examination
Preparation Time
The candidate is given a task sheet with two topics and 20 minutes to prepare a presentation on one
of these topics. During this time, the candidate must not consult any materials whatsoever, including a
GLFWLRQDU\RURQOLQHUHVRXUFHV$Q\QRWHVPDGHGXULQJWKLVWLPHFDQEHXVHGGXULQJWKHH[DPEXWWKH
FDQGLGDWHVKRXOGQRWUHDGDSUHSDUHGWH[W
Speaking
7KHRUDOH[DPLQDWLRQZKLFKLVDOZD\VFDUULHGRXWLQGLYLGXDOO\VKRXOGWDNHDERXWPLQXWHV,WFRQVLVWV
of two parts. First, the candidate is asked to give a 6–8 minute presentation. This is followed by the
Question and Answer Session which should last 7–9 minutes.
The Role of the Examiners
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WKHUHLVDVPRRWKWUDQVLWLRQIURPWKH3UHVHQWDWLRQWRWKH4XHVWLRQDQG$QVZHU6HVVLRQ2QHH[DPLQHU
ZLOODFWDVLQWHUORFXWRUDQGLVUHVSRQVLEOHIRUVLJQDOOLQJWKHEHJLQQLQJDQGHQGRIWKHH[DPLQDWLRQ
+RZHYHUERWKH[DPLQHUVZLOODVNTXHVWLRQVGXULQJWKHVHFRQGSDUWRIWKHH[DPDQGWDNHDQDFWLYHUROH
in the discussion.
7KHH[DPLQHUVUHFRUGWKHLUPDUNVRQWKH6FRUH6KHHW0GXULQJWKHH[DPLQDWLRQ(DFKH[DPLQHU
HYDOXDWHVWKHFDQGLGDWH·VSHUIRUPDQFHLQGLYLGXDOO\$IWHUWKHFDQGLGDWHKDVOHIWWKHURRPWKHH[DPLQHUV
FRPSDUHWKHLUDVVHVVPHQWV7KLVH[FKDQJHKHOSVWKHH[DPLQHUVWRUHHYDOXDWHWKHLUREVHUYDWLRQVEXW
they do not need to reach a consensus regarding the marks awarded to the candidate. Finally, they
transfer their assessments to the Answer Sheet S30. If there is any discrepancy between the two
assessments, telc will take the average.
Mock Examination 1
51
Informationen
Framework for the Oral Examination
$OWKRXJKHYHU\H[DPLQDWLRQFRQYHUVDWLRQLVGLIIHUHQWLQWKHLQWHUHVWVRIFRQVLVWHQF\DQGUHOLDELOLW\
H[DPLQHUVVKRXOGDOZD\VDGKHUHWRDVWDQGDUGIUDPHZRUN7KHIROORZLQJW\SLFDOSURPSWVGHPRQVWUDWH
KRZWKHH[DPLQDWLRQFDQEHJLYHQWKHQHFHVVDU\VWUXFWXUHOHDGLQJWKHFDQGLGDWHWKURXJKDOOWKHSDUWV
,QRUGHUWRPRWLYDWHWKHFDQGLGDWHWRVSHDNDQGNHHSWKHFRQYHUVDWLRQJRLQJWKHH[DPLQHUVVKRXOGDVN
open questions as far as possible.
Beginning the exam
Short introduction to ensure there is a friendly Welcome to this Oral Examination. I’m (name)
DWPRVSKHUH7KHÀUVWH[DPLQHUEHJLQV and this is my colleague (name). Before we begin,
could you tell us a little bit about yourself?
Part 1: Presentation
6KRXOGWKHFDQGLGDWHÀQGWKDWVKHLVXQDEOHWR Can you say some more? You still have a couple of
VSHDNIRUDWOHDVWVL[PLQXWHVWKHLQWHUORFXWRUZLOO minutes.
prompt the candidate to continue.
Part 2: Question and answer session
2QHH[DPLQHUWKDQNVWKHFDQGLGDWHDQGOHDGV Thank you. Now let’s move to the discussion

LQWRWKHGLVFXVVLRQ%RWKH[DPLQHUVDVNIROORZXS section. In your presentation you mentioned….
questions and also use the questions that have
DOUHDG\EHHQIRUPXODWHGRQWKHH[DPLQHUV·VKHHW
,QGLFDWLQJWKDWWKHH[DPLVQHDUO\RYHUWKHÀUVW That brings me to the last question: …
H[DPLQHUDVNVWKHODVWTXHVWLRQ
Ending the exam
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Mock Examination 1
English C2
Oral Examination – Score Sheet M10
Speaking
Candidate
Last Name
First Name
Content
1 Task Management
A B C D
Part 1 Presentation
Part 2 Question and "nswer 4ession
Language (Part 1 and 2)

(Stand: 02.05.2013)
A B C D
2 Fluency
3 Repertoire
4 Grammatical Accuracy
5 Pronunciation and Intonation
© telc GmbH
# 1135-M10-000000
Date Examiner
Examination Centre
Attention: The marking results need to be transferred onto Answer Sheet S30, page XX
15
telc GmbH, Bleichstraße 1, 60313 Frankfurt am Main www.telc.net

53
Informationen
Answer Key
Reading Part 1
Sequence 0 1 2 3 4 5
Paragraph z D A E C B
Reading Part 2
6 b
7 a
8 b
9 a
10 c
11 b
12 c
13 c
14 a
15 b
Reading Part 3
16 m
17 i
18 f
19 l
20 j
21 k
22 a
23 g
24 [
25 b
Mock Examination 1
54
Informationen
Sample Outline for the Listening & Summarising Subtest

7KHVXPPDU\VKRXOGLQFOXGHWKHÀYHPDLQSRLQWVPHQWLRQHGLQWKH/LVWHQLQJWH[WRQHSRLQWZLOOEHDZDU-
GHGIRUHDFKRIWKHPDLQSRLQWVWRWDOÀYHSRLQWV7KHPDLQSRLQWVFDQDOVREHFRQYH\HGLQWKHIRUPRI
indirect questions.
Table of Main Points
Indirect Question Heading
Can machines recognize and produce Developments in voice recognition

1
human language? and machine-produced language
Can machines play games and learn from Developments in heuristic machine
2
WKHH[SHULHQFH" learning
Can machines respond creatively? The creative potential of artificial

3
intelligence
Are machines capable of emotion? The future of machines developing

4
WKHFDSDFLW\WRH[SHULHQFHHPRWLRQV
What distinguishes humans from Comparison of humans and androids

5
machines?
Mock Examination 1
55
Informationen
Table of Subpoints
Ten further points may be awarded for including additional information about each of the main points. The
amount of additional information included for each main point may vary. Two points will be awarded for
each additional piece of relevant information.
Main Point Subpoints
Can machines Voice recognition software has helped the disabled.

recognize and Computers don’t actually “understand”.
1 produce human Software that can generate spontaneous speech has not yet been
language? developed.
+RZWKH7XULQJWHVWLVVLJQLILFDQW
Can machines play Computers neither tire nor make mistakes due to fatigue.
games and learn Both humans and computers can learn from their mistakes.
2
IURPWKHH[SHULHQFH" Computers may be better than humans at some games (chess).
Computers are less good at games that rely on strategy (Go).
Can machines & RPSXWHUVUHO\RQDQH[WHUQDOSRZHUVRXUFHEXWVRPHDUHDEOHWR

respond creatively? locate their own power source.
3
Computers are generally limited by their programming, but some
can create programs for other computers.
Are machines &RPSXWHUVDUHSUREDEO\QRWFDSDEOHRIKXPDQHPRWLRQV

capable of emotion? (PRWLRQVPLJKWEHMXVWHOHFWURFKHPLFDOUHVSRQVHV
4 +XPDQVQHHGHPRWLRQVWRIXQFWLRQLQVRFLHW\
&
RPSXWHUVZRXOGQRWSHUIRUPPRUHHIIHFWLYHO\LIWKH\GLGKDYH
emotions.
What distinguishes A ndroids are unlike humans because they don’t eat, sleep and
5 humans from reproduce (Or: humans are organic).
machines? In contrast to humans, androids lack free will.
Mock Examination 1
56
Informationen
Audio Script
Professor White: LQWHOOLJHQFH DQG ÀQDOO\ HQG E\ WDFNOLQJ
Good afternoon, ladies and gentlemen. It the question of what might stand in the
gives me great pleasure to welcome you ZD\ RI DVVHPEOLQJ DUWLÀFLDO FRXQWHUSDUWV
WRWRGD\·VOHFWXUHRQDUWLÀFLDOLQWHOOLJHQFH of ourselves.
the second in our interdisciplinary series
entitled “The Anatomy of the Mind”,
ZKLFK H[SORUHV GLIIHUHQW DSSURDFKHV WR 6R OHW·V VWDUW E\ ORRNLQJ DW DUWLÀFLDO
understanding intelligence. The university speech. The big question here is, I
is honoured that our Guest Speaker this
suppose, will machines ever be able to
afternoon, Professor Harris, has agreed
hold a conversation like humans do; to
WR VSHDN DERXW KRZ DUWLÀFLDO LQWHOOLJHQFH
speak and respond to a human being just
ÀWV LQWR WKH ZLGHU SKLORVRSKLFDO GHEDWH
like another human being does.
about what it means to be human. Please
join me in welcoming Professor Harris.
Research that has been carried out in the

Professor Judith Harris: ÀHOG RI YRLFH UHFRJQLWLRQ KDV VKHG VRPH
interesting light on this question. The
Thank you, Professor White. It’s a great technology has been immensely helpful to
pleasure for me to be here today. As
the visually-impaired, who can dictate into
\RX NQRZ ,·OO EH GLVFXVVLQJ DUWLÀFLDO
a microphone, secure in the knowledge
intelligence or AI. There’s a lot of ground
that their words will be ‘understood’ and
WRFRYHUDQGWKHUHVHDUFKLVH[WHQVLYHVR
inserted into a document. The software
I’ll be focussing on a few key questions.
To begin with, I will speak about the FDQ DOVR ¶UHDG· D ZULWWHQ WH[W DORXG
activity many thinkers have claimed is Similarly, many computers and mobile
distinctively human, namely the ability devices nowadays can understand and
to speak and communicate using carry out instructions.
ODQJXDJH 7R ZKDW H[WHQW DUH FRPSXWHUV
able to process and generate human
language? I’ll then turn to ludic behaviour, Now I have just used the verbs
something we humans share with much ‘understand’ and ‘read’ to describe what
of the animal world – that is, engaging in
the machine has done, but these words
games and play. Computers may be able
are perhaps misleading. The computer
to outperform humans on certain tasks,
recognises sounds and speech patterns
EXW WR ZKDW H[WHQW DUH PDFKLQHV DEOH WR
learn while engaged in play as we do? by comparing them to items stored in its
Anyone who has observed a child at play memory, and then performs an action
will know that humans can enjoy almost based on stored instructions. It only works
limitless creativity. In the third part of my with clear speech, and doesn’t react
WDON , ZLOO DGGUHVV WKH H[WHQW WR ZKLFK well to strong accents or dialects. The
machines can be considered “creative” machine has no need to understand the
or to have the power of imagination. meaning of the words themselves, merely
From there I will move on to discussing WR ÀQG WKHP LQ LWV UXOH ERRN 7KLV LV D IDU
ZKDW UROH HPRWLRQV PLJKW SOD\ LQ DUWLÀFLDO cry from understanding as we know it.
Mock Examination 1
57
Informationen
Where does this leave spontaneity *DPHV DUH D JRRG H[DPSOH RI WKLV
and originality? To develop true AI, We’ve seen how computer programs
the machine would need to be able have evolved to play better and better
to generate original speech or ideas, chess. Perhaps it’s wrong to talk of
independent of any previous stimulus them ‘playing chess’, because what the
RU VSHFLÀF SURJUDPPLQJ 7KLV KDV computer does is to respond to a situation
tremendous implications, and would be a and predict possible outcomes, choosing
the optimum outcome for what we think
KXJH OHDS IRUZDUG RQH WKDW WKH H[SHUWV
of as its ‘move’. Because the computer
are still working on.
can compute so much faster and more
HIÀFLHQWO\ WKDQ D KXPDQ EUDLQ LW FDQ
‘see further ahead’, that is look at more
Any AI machine that could do this, and possible permutations of moves than a
this leads me to the last point I wanted human mind can handle.
WR PHQWLRQ ZLWK UHJDUG WR DUWLÀFLDO
speech, would have to pass the famous
‘Turing Test’, named after the British But there are still limitations to what
mathematician Alan Turing. Put at its computers can do. We’ll be looking in
simplest, the Turing test is a test in which more detail at some of these in a moment,
an observer would communicate with a but while we’re talking about games,
human and a machine without knowing consider the oriental game, Go. More
which was which and would not be able FRPSOH[ WKDQ FKHVV LW KDV KXQGUHGV
to distinguish the machine’s ability to of pieces and places to play them. The
show intelligent behaviour from that of the pieces don’t move around the board, but
human. So far this has remained elusive, accumulate during the game, and can be
but for how long? removed in certain circumstances. Instinct
DQGVWUDWHJ\GHÀQHWRSSOD\HUVDQGVRIDU
no computer has come close to beating
the best of them. Which is not to say that
So, let’s move on to the second issue: one day it won’t happen.
ludic behaviour, which is to say, behaviour
characterized by play. Can machines play
JDPHV DQG OHDUQ IURP WKH H[SHULHQFH
This brings me to my third point: can
as we do? We know that tasks involving computers ever become truly creative?
calculations or performing actions I think what we’re getting at here is: can
repeatedly are going to get done much computers go beyond the way they are
IDVWHUDQGPRUHHIÀFLHQWO\E\DFRPSXWHU programmed? Can they break free of
Machines neither tire, nor make errors the rules that govern their behaviour –
due to fatigue; of course, people do. to be able to create something new and
But there is an advantage to making meaningful out of nothing?
mistakes, and that is that we can learn
from them. So far we have been better
than computers at this, but they are We seem to be straying into the worlds
catching up on us. Computer programs RI ZHOO VFLHQFH ÀFWLRQ ,Q RQH VHQVH
nowadays are often ‘heuristic’ – this computers as we know them are limited
means that they try various solutions and by the programs that are written for
can modify themselves according to what them, and by the need for a reliable and
gives them the best results. uninterrupted power source to keep them
Mock Examination 1
58
Informationen
working, but today computers can look not be in their or our interest for them to
for their own sources of power. And many become moody and capricious.
computer programs today are themselves
written – in whole or in part - by other
computers, with no one human being
For the last part of my talk I would like to
actually understanding how the whole
share some rather more speculative ideas.
program works. Put the two together:
&RQVLGHU IRU H[DPSOH WKH SRVVLELOLW\ RI
self-charging machines that design their
FUHDWLQJ DUWLÀFLDO YHUVLRQV RI RXUVHOYHV
own heuristic software and you have to
perhaps even clones of ourselves using
wonder where it will lead. If computers
our own DNA in some futuristic fusion of
are able to reproduce other machines in
ÁHVKVLOLFRQDQGVWHHO:HOO,FDQ·WVHHIDU
their own image then perhaps at the end
enough into the future to know whether
of the day the real question may be a
there will ever be machines (let’s call
theological one: is it only the belief in the
them androids) that will be able to live and
– or the construct of a – soul that truly
communicate like us, but I can see some
distinguishes mankind from machines?
REYLRXVGLIÀFXOWLHV
Clearly, this is beyond the scope of

Humans are wholly organic, and to survive
today’s talk, but now that I’ve mentioned
they need to eat, sleep and reproduce. All
the soul, this is probably the best point
of these functions are problematic with
DW ZKLFK WR PRYH RQ WR WKH QH[W WRSLF
DQGURLGV 7KH ÀUVW PD\ KDYH DQDORJLHV LQ
I wanted to cover: can programs ever
practice, but the last is at present, if you’ll
be programmed to have – or develop –
pardon the pun, inconceivable. Perhaps
human emotions?
a bigger problem is the question of free
will. We have the ability – or so we like
to believe – to make choices, often life-
We feel, rightly or wrongly, that there’s determining choices. It is hard to see
something humans possess, something that power delegated to a machine. In
somehow separate from our physical short, without freedom of choice, or some
selves, where these emotions reside. degree of free will, it is equally hard to
Of course we may be wrong and these see machines ever functioning in a way
feelings may just be the result of indistinguishable from humans.
HOHFWURFKHPLFDO LPSXOVHV ÀULQJ RII LQ RXU
brains. But our emotions are essential
for our social interaction with others –
So, I’d like to end here as I’m sure that
ZLWKRXW WKHP ZH DUH XQÀW IRU SXUSRVH
some of you will have some questions …
The question for computers, robots,
androids or whatever else is coming
along, will be whether they can progress
from behaviourist stimulus and response
to having genuine feelings of their own.
I tend to doubt it. As I see it, if machines

need to interact with us or each other
WKHQ WKH\ ZLOO GR VR PRUH HIÀFLHQWO\ E\
being rational and predictable – it would
Mock Examination 1
Common European Framework of Reference:
Listening, Reading, Speaking, Writing
C1 C2
Listening: I can understand extended speech. Listening: I can understand specialised lectures
I can understand television programmes and films or presentations employing a high degree of
without too much effort. colloquialism, regional usage or unfamiliar
terminology.
Reading: I can understand long, complex factual
and literary texts and appreciate distinctions of Reading: I can understand abstract or specialised
style. I can understand specialised articles and texts structured in a complex way, such as
longer technical instructions. handbooks, academic articles or works of literature.
Speaking: I can express myself fluently and Speaking: I can give a talk in clear, smoothly-
spontaneously and with precision. I can present flowing speech on a complex subject and can deal
detailed descriptions of complex subjects, with expressing implications and allusions.
rounding off with an appropriate conclusion.
Writing: I can summarise information from different
Writing: I can write about complex subjects sources, reconstructing arguments and accounts in
in letters, essays or reports. I can select the a coherent presentation of the overall result.
appropriate style for these.
B1 B2
Listening: I can understand the main points of Listening: I can understand extended speech
speech on matters of work, school, leisure, etc. and lectures and most TV and current affairs
I can understand radio or TV programmes if programmes and films.
people speak clearly.
Reading: I can read articles and reports in
Reading: I can understand everyday texts on which the writers adopt particular attitudes or
personal or work matters. I can understand viewpoints. I can understand contemporary
descriptions of events and wishes in personal literary prose.
letters.
Speaking: I can interact with native speakers
Speaking: I can take part in conversations on and take an active part in discussions.
family, hobby, work, travel and current events.
Writing: I can pass on information in reports and
Writing: I can write simple texts on familiar essays giving reasons for or against a point of view.
topics. I can write personal letters describing my
experiences and impressions.
A1 A2
Listening: I can understand familiar words and Listening: I can understand very basic information.
very basic phrases when people speak slowly and I can understand the main point in short, clear,
clearly. simple messages and announcements.
Reading: I can understand familiar names, Reading: I can find specific information in simple
words and very simple sentences, for example texts (advertisements, menus and timetables) and
on notices and posters and in catalogues. can understand simple personal letters.
Speaking: I can interact in a simple way. Speaking: I can communicate about simple,
I can use simple sentences to describe where routine tasks. I can use a series of sentences to
I live and people I know. describe my private life and my job.
Writing: I can write a short, simple postcard, Writing: I can write short, simple notes and
for example sending holiday greetings. messages. I can write a very simple personal
letter, for example thanking someone for
something.
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A2 telc A2
telc Español A1 Júnior
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Free mock examinations can be downloaded at www.telc.net.
MOCK EXAMINATION 1
ENGLISH C2
telc - language tests have a long tradition of specialisation in the field of

English language testing and certification around the world. The examination
telc English C2 is a format that measures language competence at the
highest level of the Council of Europe's Common European Framework of
Reference for Languages (CEFR).
An essential characteristic of standardised language examinations is that
the participants know what is expected of them during the test. This mock
examination contains all the necessary information for the running and
marking of the examination and can be used to simulate a real examination
in English at level C2. It can be used in class to prepare candidates for the
telc English C2 examination as well as for examiner training and general
information on this examination and the telc examination system.
5135-B00-010101
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MOCK EXAMINATION 1

What is the value of a telc Certificate?

What is the purpose of a mock examination?

How can you find out more?

Managing Director, telc GmbH

1 5HFRQVWUXFWLQJDWH[W 5 sequencing items 10

Listening & Summarising

Writing a summary of a talk Integrated skills task 40 60 min.

Writing an essay $UJXPHQWDWLYHWH[W 40 90 min.

Preparation time 20 min.

1 Presentation ,QGLYLGXDOH[DPLQDWLRQ 6–8 min.

Intelligence. (n.d.). In Wikipedia. Retrieved May 14, 2013, from https://en.wikipedia.org/wiki/Intelligence

Who Owns Intelligence?

Today thousands of psychometricians – Psychologists who study intelligence have

accounts deal with leadership intelligence (LQ),

Like Coles’s and Goleman’s efforts, my work on

How can we account for the diversity of skills and

Armed with these questions and a set of eight

I make two complementary claims about

My second claim concerns individual differences.

(Source: Gardner, Howard. “Who Owns Intelligence?”

10 a As a means of compensating for the awareness of being tested as an academically inferior

buying a new hat.

In which section does the author

16 … suggest that education comes at the price of alienation?

17 … reject the idea that reasoning should be dispassionate?

18 … depict the various forces that govern our choices?

19 … imply that ignorance may be bliss?

21 … imply that education has the potential to be disruptive?

22 … praise the endurance of certain forms of learning?

24 … mention the challenge of mastering classical studies?

25 … implicitly criticise the mere accumulation of information?

Listening & Summarising

Professor Judith Harris

At the end of the subtest Listening & Summarising

Essay Topic One

Essay Topic Two

Essay Topic Three

Overview of the Oral Examination

Part 1: Presentation (approximately 6–8 minutes)

Part 2: Question and Answer session (approximately 7–9 minutes)

Part 1: Presentation (approximately 6–8 minutes)

Oral Examination – Examiner Sheet

Part 2: Question and Answer Session (approximately 7-9 minutes)

Oral Examination – Examiner Sheet

Part 2: Question and Answer Session (approximately 7-9 minutes)

Familienname · Surname · Apellido · Nom · Cognome · Soyadı · Фамилия

Vorname · First Name · Nombre · Prénom · Nome · Adı · Имя

. . Beispiel: 23. April 1989

. . Beispiel: 17. Februar 2014

Answer Sheet S30 6768557363

Reading Part 2 Reading Part 3

Familienname · Surname · Apellido · Nom · Cognome · Soyadı · Фамилия

Vorname · First Name · Nombre · Prénom · Nome · Adı · Имя

Listening & Summarising Raters only

Familienname · Surname · Apellido · Nom · Cognome · Soyadı · Фамилия

Vorname · First Name · Nombre · Prénom · Nome · Adı · Имя

Listening & Summarising

Rater 1 Rater 2 telc rating

Familienname · Surname · Apellido · Nom · Cognome · Soyadi · Фамилия

For examiners:'XULQJWKH2UDO([DPLQDWLRQVXEWHVW6SHDNLQJHDFKH[DPLQHUDVVHVVHVWKH

Can machines Voice recognition software has helped the disabled.

Can machines & RPSXWHUVUHO\RQDQH[WHUQDOSRZHUVRXUFHEXWVRPHDUHDEOHWR

Are machines &RPSXWHUVDUHSUREDEO\QRWFDSDEOHRIKXPDQHPRWLRQV