Mock-1 Angol B2. - Valtozat

MOCK EXAMINATION 1
telc HUNGARY ENGLISH
Examination Preparation 2022

Revised
Ed i t i o n
B2
ramew
an F or
pe
o
ko
mmon Eur
f Reference
Co
www.telc-english.net
MOCK EXAMINATION 1
TELC HUNGARY ENGLISH
Examination Preparation
B2
2
All rights reserved; no part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form or by any means, electronic, mechanical, photocopying, recording,
or otherwise, without the prior written permission of the publishers.
Published by telc gGmbH, Frankfurt am Main, Germany

All rights reserved
© 2022 by telc gGmbH, Frankfurt am Main
Printed in Germany
ISBN: Mock Examination 978-3-86375-412-9

Order Number: Mock Examination 5146-B00-012201
3
To the readers of this booklet

As an internationally recognised test provider, telc offers a range of tests to suit your needs. Whether
you are a student wishing to take a test or a course instructor preparing a class, this Mock Examination
will help you gain a firm understanding of the exam requirements and get the best results.
What we offer
telc gGmbH is a not-for-profit educational institution based in Frankfurt am Main, Germany. As an

internationally oriented organisation, telc works in close cooperation with 1,500 licenced partners in
Germany and another 1,500 in Europe and beyond, to provide a standardised certification of language
competence under the brand name telc – language tests. We offer seminars and courses for the
continuing professional development of teachers as well as examiner training. Our teaching and learning
materials, including digital learning and testing services, complete our portfolio.
The telc Hungary English B2 examination is part of telc’s portfolio of examinations designed for learners
interested in proving their language skills. Our general and vocationally oriented examinations are a
contribution towards multilingualism and language diversity in Europe. They take the needs of language
learners throughout the world into account and certify language competency for everyday life, study
and occupational purposes. The examinations telc Hungary English B1, telc Hungary English B2 and telc
Hungary English C1 are recognised by NYAK.
telc gGmbH is a subsidiary of the German Adult Education Association (Deutscher

Volkshochschulverband e. V.) and is dedicated to lifelong learning. We are committed to facilitating
language learning and integration, as well as mobility. telc certificates are recognized by corporations,
schools, universities and government agencies. We offer a unique system that combines tried and
trusted test formats with objective and transparent examination conditions.
Our network
telc’s strength comes from its cooperation with many and diverse partners over five decades. This
cooperation challenges us and motivates us to consistently offer high-quality, needs-oriented services.
A lot has changed since the first telc certificates were awarded in the 1960s. telc – language tests have
always kept up with the times. We take up new academic and practical impulses and transfer them into
task-oriented, valid test formats. As a full member of ALTE (Association of Language Testers in Europe)
and as a member of EQUALS, our tests are developed in accordance with European stipulations.
telc gGmbH is certified according to the international DIN standard, DIN EN ISO 9001:2015. You will find
an overview of our programme at www.telc-english.net.
Jürgen Keicher
Managing Director, telc gGmbH
4
Contents
Test
Test Format _________________________________________________ 5
Reading _____________________________________________________ 6
Language Elements _________________________________________ 13
Writing______________________________________________________ 15
Listening ____________________________________________________ 18
Speaking ____________________________________________________ 21
Answer Sheet S30 ___________________________________________ 26
Information
Marking Criteria for Writing __________________________________ 34
Marking Criteria for Speaking ________________________________36
Points and Grades ___________________________________________40
How Does the Examination Work? ___________________________ 42
Score Sheet M10 ____________________________________________ 47
Answer Key _________________________________________________48
© by telc gGmbH, Frankfurt a. M., telc Hungary English B2 – Mock Examination 1, 2022
Transcripts __________________________________________________49
CEFR ________________________________________________________ 52
5
Test Format
Subtest Aim Type of Test Time
Reading
Part 1 Reading for Gist 5 matching items
Part 2 Reading for Detail 5 multiple-choice items

Written Examination
Part 3 Selective Reading 10 matching items

90 min
Language Elements
Part 1 10 multiple-choice items
Part 2 10 matching items
Writing
Part 1 Interactive Task Formal or semi-formal letter

60 min
Part 2 Productive Task Personal email
Listening
Part 1 Listening for Gist 5 matching items
Approx.
Part 2 Listening for Detail 10 true/false items
20 min
Oral Examination
Part 3 Selective Listening 5 multiple-choice items
Speaking
Preparation 20 min
Part 1 Presentation
Approx.
Part 2 Discussion two or three test takers
15 min
Part 3 Task
6 90 Minutes Reading / Language Elements
Reading Part 1
Read the ten headlines a–j and the texts 1–5. Find the best headline for each text.
Mark your answers on the answer sheet.
a A black-market business
b Action deeply regretted
c Ambitious thefts increase
d Complaints about queues
e Pain or success?
f Police find goods

g Reader destroys books
h Thieves attack hotels
i Tough new legislation
j Unfair regulation introduced

90 Minutes Reading / Language Elements 7
1
In the 18th century, high heels were standard for both others would prefer to do without the discomfort they
men and women but lost popularity after the French cause. Unfortunately, high heels are often necessary
Revolution. When they returned again in the 20th for a woman if she wishes to be taken seriously in the
century, they were seen as a symbol of femininity workplace in certain cultures. In Japan, for example,
in the fashion world and of professionalism in the high heels are compulsory at many companies. A
business world. As women gained more freedom and petition protesting against this regulation was even
power, high heels became higher, thinner and harder turned down by Japan’s Minister of Health and Labour
to walk on than ever before. Some women love their saying this practice was “necessary and appropriate”.
high heels and would not go without them, but many
2
It is not unusual for hotel guests to take shower gel staff at reception and sneaking an object out while
and other toiletries with them when they leave. They no-one is looking is not the most efficient in these cases.
might also take towels or coat hangers or even the iron. Instead, mattresses usually disappear during the night
However, these are minor incidents compared to the in hotels that have an elevator directly connected to
new trend – that of disappearing mattresses, especially the underground car park. But other incidents have also
in luxury hotels. Many hotel mattresses are of such made the headlines. For example, one hotel was recently
high quality that they have become a real temptation robbed of its grand piano by a group of men in overalls
for thieves. The method of getting someone to distract claiming that the piano was due to be collected for repair.
3
When you are filling up with petrol, using the car wash about the unrealistic time constraint and think that
or drinking a coffee, keep an eye on the time if you wish 45 minutes would be much more reasonable. If there
to avoid a penalty. There may be a 30-minute or even is a queue at the pump or at the till or if you have to
only a 20-minute maximum stay limit. Several petrol wait to use the car wash, it is highly probable that
companies in the UK have installed CCTV cameras at the you will need more time than is allowed. What makes
entrances and exits to fuel stations in order to enforce things worse is that few drivers are aware of this new
the new rule. Any driver who overstays the limit may rule. Warning signs at the petrol station can easily be
be fined up to £100. Many motorists have complained missed, especially after dark.
4
A missing 310-year-old violin worth £250,000 has released to the public and Morris appealed for help
been returned to its owner with help coming from an stating that the loss was “like having my arm cut off”.
unexpected place. Stephen Morris, who has played as In a moment of guilt, the thief contacted Morris and
soloist in concerts and recorded with several famous personally handed the violin back to him in a carpark
singers, left his instrument on a luggage rack by mistake with his sincere apologies. Morris sent out a tweet
when getting off his train in south-east London. After thanking the public for their support and saying he was
he reported the loss, police examined CCTV footage happy that he could sleep again now that he had his
from the journey which showed a man taking the violin beloved instrument back.
and then leaving the train. The image of the man was
5
A man has been jailed for stealing more than 7,000 books they had originated from his university library but
from Scottish universities and then selling them online had a fake “withdrawn” stamp on the cover. When the
to make an amazing amount of money. The textbooks he university and police investigated, they discovered that
stole were in demand from students studying subjects over 4,000 books in the system were missing. With the
such as marketing, business studies and nursing. help of intelligent software, they were able to track down
His illegal business was detected by Douglas, a PhD the criminal entrepreneur. He had used a visitor reader’s
student who wanted to borrow a specific textbook ticket and simply removed the books in his rucksack.
from his university library. The book was not available, It was also discovered that he had stolen books from
but Douglas later found it and another book online. He several other universities too.
became suspicious when the books arrived, because
Reading Part 2
Read the following text, then choose the answers to questions 6–10.
A LO S I N G B AT T L E
Not every beautiful plant growing in your garden or properties are also in danger indirectly. Japanese
in the countryside is a welcome sight. We are not knotweed is incredibly difficult and expensive to
talking about normal weeds - plants which are not remove. It grows very quickly and aggressively, with
wanted, but can be removed with a bit of hard work. roots three metres deep and seven metres across. You
This article features another category: species, often can try and dig it out yourself, but because it spreads
from overseas, that grow where they do not belong underground, it is almost impossible to ensure all the
and are dangerous for humans and even buildings. roots have been removed. Consequently, the plant
These non-native plants invade new areas, spread will soon appear again. Also, this plant is classified
rapidly and are difficult to remove. As a result, they as special waste, so you have to take it to a place
are called non-native invasive plants. Not growing in that has permission to dispose of it, which may
their home country, the problem with many of these mean you have to pay a huge fee. Alternatively, the
plants is that they often have no natural enemies to plant can be treated with a chemical weed killer. This
keep them under control. takes about three years to be effective and is slightly
cheaper than removing it manually. Considering the
A good example of non-native invasive plants is seriousness of the situation, professional help is the
Japanese knotweed. The World Conservation Union most effective and sensible way to solve the problem.
lists this plant as one of the world’s worst invasive
species, because it can grow through hard surfaces, Another invasive species is the giant hogweed which
such as roads and walls. In the UK, it is already comes from Central Asia. It was first introduced to
causing massive damage to roads and affecting European gardens in the middle of the 19th century
property values. Japanese knotweed originally because of its impressive white flowers which are
came from Asia and grows naturally on the sides grouped together on umbrellalike heads. It can have
of volcanoes, where volcanic ash keeps it from a height of up to five metres and grows at riversides
spreading. It was introduced to the West by the and anywhere else where the soil is moist. The
botanist Philippe von Siebold, who sent it to the problem with this plant is the liquid inside it, known
Royal Botanical Gardens Kew in August 1850 in a as the sap. If you come into contact with it, and are
parcel of plants. The attractive plant, which reaches then exposed to sunlight, you will receive blistering
a height of three to four metres, was much admired burns that sometimes stay for several weeks and may
and quickly became very popular with the Victorians. well leave a scar. If you touch this plant, clean the skin
Garden centres sold it commercially and it was area with lots of soap and water and then consult a
deliberately planted all over the UK. Since 1981 it has doctor. The problem is that a victim, not being aware
been a crime to plant or grow Japanese knotweed in of the danger, does not notice anything is wrong until
the wild. This includes moving polluted soil or plant a few days later. And the biggest issue with this plant
cuttings. If you are caught doing so, you can be fined is that children are tempted to play with it due to its
or even sent to prison for up to two years. large leaves and exciting hollow stalks. There have
been many cases of hospitalisation.
It is not illegal to have this plant on your property, but
you as the landowner have the legal responsibility to These are just two examples, but they have
ensure that it does not spread to your neighbours’ something in common. They started their invasion
land. Anyone wishing to sell a house with Japanese as a beautiful plant specimen brought home from
knotweed within seven metres of their property has a far-away country without anyone being aware
a problem. Many banks will refuse to give potential of the consequences of this action. Due to today’s
buyers a loan and insurance companies will not bear globalisation, we have a new responsibility: to
the cost of damage caused by this plant. Additionally, protect location-specific environments and not move
neighbours could take legal action because their native plants from country to country.
6 Invasive plants are covering increasingly large areas because
a it is not possible to get rid of them.

b the climate of a non-native country suits them better.
c they don’t have to defend themselves against anything.
7 Japanese knotweed
a cultivation can result in serious punishment.

b has spread all over Britain accidentally.
c is still available commercially.
8 Having Japanese knotweed on your property means you
a can only successfully sell your house via a bank.

b may have a serious dispute with your neighbour.
c need to take out additional insurance.
9 To get rid of Japanese knotweed, the author recommends
a choosing the slower more inexpensive method.

b letting experts take on the responsibility.
c working very carefully on your own.
10 Contact with the giant hogweed
a always has immediate visible effects.

b can cause permanent damage.
c cleans your skin thoroughly.
Reading Part 3
First read the ten situations 11–20 and then read the twelve texts a–l. Decide which text goes best with
each situation. Each text can be used only once. Mark your answers on the answer sheet.
In some cases there may be no suitable text. Then mark x.
11 You have written some songs and are looking for a group of musicians willing to try them out.
12 Your friend Jema loves dancing but has given up because she is always short of breath.
13 You would occasionally like to do some physical work that would keep you fit but also be for a
good cause.
14 Your friend and his dad play several wind instruments and are looking for an opportunity to spend
time together.
15 Your uncle has just retired to a new town and would like to find out what groups he could join.
16 You enjoy writing short stories and are looking for a group to share your texts with and get
feedback.
17 Your aunt would like to show friends and neighbours how to make jewellery and needs guidance on
how to start a group.
18 Your mum is very unhappy with the grounds at the back of the house and would like to make them
more attractive.
19 You would like to get practical tips for finding things to eat out in the countryside.
20 You are looking for an interesting topic for a natural science presentation.
a b
Bramble Farm “There are short cuts to happiness and dancing

Bring learning to life on our fantastic rural is one of them.” (Vicki Baum)
skills courses. Why not learn Argentine tango and get to
Bramble Farm is both a working farm and a know its fascinating culture? We have a big
rural skills centre. Whether you’re thinking collection of authentic South American music.
about having your own hens, learning how Group classes, workshops and private classes
to build a wall, laying a hedge, or collecting possible. No partner needed. No previous
berries or mushrooms in the wild for your dance experience required. All ages welcome.
next meal, our hands-on outdoor courses will New complete beginner courses starting every
give you the knowledge and confidence to get two months. Check website for dates and
started. prices.
Accommodation, gift vouchers and transport Express and enjoy yourself through dance!
available. www.enjoydance.com
www.bramblefarm.com
c d
Contemporary Textiles The University of the Third Age

One-day courses in felting techniques, covering Learn, laugh and live.
ways of making a wide variety of items, from Come and find out about the activities we have
pictures to jewellery and decorations. to offer for the over 50s at our general meeting
• Make a pair of felt slippers in a day. Learn on the second Tuesday of each month at the
how to make the template, how to build up Town Hall at 10a.m.
layers of wool to felt into a seamless pair of It’s free to attend if you join on the day or £1 if
slippers, and how to decorate them to suit you are a visitor. The annual membership fee is
your own design. just £10.
• Mad Hatters! Come and make your own Joining the U3A is an excellent way of making
beautiful felt hat. new friends and gaining new skills and
Workshops, including lunch and materials cost interests, especially if you are new to the area.
£70 and run from 10am – 4pm. www.U3Age.com
info@textiles.com
e f
A spark can light a fire Breathe In Sing Out

Strengthening communities Fun singing and improved breathing for people
Do you have a hobby or skill that you could diagnosed with a lung condition. Anyone with
share with other people where you live? Would a persistent breathing difficulty is welcome to
you like to have the opportunity to enrich other come along and try it out. No need to consider
people’s lives and pass on your knowledge? yourself a singer. Let me show you useful
Our grants can provide finances to get a group exercises that will help you use your lungs
up and running or fund equipment to help an better.
existing group expand. We also provide expert Group session Thursdays 10.00 to 11.00am,
advice and local contacts. £4 or whatever contribution you can afford.
For more information on our grants and how to Individual coaching also possible.
apply, visit www.sparks.com Contact Lydia.
www.naturalvoice.com
g h
The magic of words Forest Keepers

Friendly, peer-learning poetry group for poets April – September, Thursday evenings from
of all abilities. Develop your love of rhyming 6.00pm
and expressing ideas through poetry. We Our primary purpose is to provide information
offer useful feedback, tutorials, discussions, on all aspects of beekeeping to our members,
handouts, prompts and opportunities to regardless of experience. Beginners and
get your work heard. Annual poetry slam in interested members of the public of any
the Community Centre. Regular meetings age are welcome. We provide ‘hands-on’
in members’ houses, facilitated by an teaching, with practical demonstrations
experienced, published poet. and an opportunity to discuss all aspects of
7.00 – 9.00pm every last Friday of the month, beekeeping. Protective clothing is available
£5 per session. for your visit. We are committed to raising
Contact: sina@poetry.com awareness of bees and have prepared a booklet
with useful facts for you to take away.
www.bees4u.com
i j
Paradise on Earth The music of success

Create fantastic flowerbeds and borders for Established in 2003 for teenagers, the Malvern
your garden. Make your garden into a place of Wind Band has had lots of success over the
colour and fragrance. This six-week course (2 years, including several performances at well-
hours per session) covers optimising growing known concert halls. When the current musical
conditions for plants, colour theory and design director, Simon Lovell, took over, he discovered
principles, with lots of hands-on, practical that some of the parents were also gifted
workshops and ideas for those tricky spots in musicians, so he opened the group up to adults
the garden that just don’t look good. as well.
7.00-9.00 pm, starts Thursday 20th February If you play brass, woodwind or percussion at
for 6 weeks any level, please contact us at
enquiries@gardensforyou.com info@mwb.com
k l
Helping those less fortunate Early Birds

Our vision is to enrich the lives of all disabled Start your week in the best way possible
people through horses. - harmoniously at the Community Centre,
Established in 1990, Forest Riding offers riding Mondays 9.30 – 11.00am. Come and sing for
lessons to all local disabled children and pleasure with a group of other music lovers.
adults who feel they can benefit from being New members are always welcome - any age,
on a horse or pony. Volunteers are always no experience necessary. First time free, then
needed, especially people able to do heavy small monthly fee. If you have some music
work in the stables. Contact us to come for a you’d like us to sing, just bring it along. We also
visit and see what we do and how you can help. organize group trips to concerts both near and
See our website with our picture gallery and far. Contact Anita for more information.
information. earlybirds@gmail.com
www.foride.com
Language Elements Part 1

Read the following text and decide which word or phrase a, b or c is missing in items 21–30.
January 3rd
Dear Auntie Sam,
I hope you had a good Christmas and thank you very much for the money you sent me. I’m sure I’ll
find good use 21 it. While most other people thankfully 22 me financial gifts too, I
also received some rather strange gifts from Father Christmas and my parents, whose identities
remain 23 connected in some way. My little brother, who was not at all happy with his
presents, decided 24 all our gifts differently without telling us. He managed to eat an extra-
large box of Belgian chocolates that wasn’t his before we could stop him.
I'm in my second year at university and the past term has been 25 as before, except I have
a different room. It’s slightly smaller than the last and I still don't have my own shower, but at
least it has proper heating and isn’t right 26 to a noisy bar. Other than that, there was a
university-wide strike 27 the last week of term, but it didn't really affect me. I hardly noticed
it except there were loads of annoying emails from people asking for my support.
This 28 Christmas break was a week shorter 29 it usually is, and it really felt like it.
All the essays I had to write, which took me ages to do, didn't help either. 30 there are things
about the coming term I’m looking forward to, I think I still would have preferred the additional week
of holiday.
Thanks again,
Lots of love
Roy
21 a for 24 a distributing 27 a at 30 a All in all

b from b in distributing b in b Despite
c of c to distribute c on c Even though
22 a are giving 25 a alike 28 a year

b gave b similar b year’s
c has given c the same c years
23 a suspect 26 a nearby 29 a as
b suspicious b nearly b like
c suspiciously c next c than
Language Elements Part 2

Read the following text and decide which of the words or phrases a–o is missing in items 31–40.
T H E E N I G M A VA R I AT I O N S
Sir Edward William Elgar is a 19th century English composer known worldwide. Pomp and
Circumstance, for example, is one of Elgar’s most famous pieces and one of Britain’s biggest
cultural 31 .
Elgar was born in 1857 in a village in 32 England. His father had a music shop in Worcester
and so Elgar had access to many different kinds of instruments and music. Surprisingly, he
didn’t 33 music college and was mainly a self-taught composer.
It was in 1899, when Elgar was 42, that he had his first big success with the Enigma Variations for
orchestra. It came into being almost by chance. Elgar 34 the evening when he sat down at
the piano to play after dinner:* ”Suddenly my wife 35 by saying: ‘Edward, that’s a good tune.’
I 36 from my creative dream. ‘Tune? What tune?’ And she said, ‘Play it again, I like that tune.’
I played and strummed, and played, and then she exclaimed: ‘That’s the tune.’ My wife asked with a
sound of 37 , ‘What is that?’ I answered, ‘Nothing – but something might be made of it.’ ”
For fun, Elgar then 38 with the tune, playing different versions. Each was typical of someone
they knew. That was the beginning of the Enigma Variations, which he dedicated to his friends.
For its title, each of the 14 parts has the 39 of a person's name. The word 'enigma' means
something that is 40 , and perhaps the puzzle hidden in the piece gives it that extra charm
that has made it so popular.
* Elgar quote: www.classicfm.com/composers/elgar/guides/story-behind-elgars-enigma-variations/
a APPROVAL f EXPERIMENTED k INTERRUPTED
b ATTEND g EXPORTS l MYSTERIOUS
c AWOKE h FAR m PUBLICITY
d EDGE i FASHION n RECALLS
e EXCEPTION j INITIALS o RURAL

60 Minutes Writing 15
The next subtest is
Writing
You are allowed a total of 60 minutes for this subtest.
There are two writing tasks.
You must complete both.
16 60 Minutes Writing
Writing Part 1
You see this advert online.
FAV O U R I T E R E C I P E S CO N T E S T
Win a Place on a Cookery Course with our Three-Star Chef - Anna Capelli
Do you have a special recipe? One that you’ve come up with or a traditional recipe that has been in
your family for generations?
We don’t just want the recipe; we want to publish an accompanying letter with the whole story
behind the dish.
Click on Submit to upload your recipe and accompanying letter by the end of the month.
We will select the five best recipes and our chefs will cook the meals. The lucky winner will join
Anna Capelli on our exclusive cookery course.
Jane Denny and team
Write a letter to go with the recipe that you are submitting.
In your letter write in detail about at least
a) three of the following points

or
b) two of the following points plus one other aspect of your choice.
• Background information on the dish
• The importance of good cooking
• What makes your recipe so special
• When the recipe was last used
Before you start writing, decide on the order of the points. Use a suitable greeting and complimentary
closing. Start your letter with a few opening sentences and end the letter politely with one or two closing
sentences.
Please write at least 150 words.

60 Minutes Writing 17
Writing Part 2
Your friend Rick doesn’t want to do anything special for his 18th birthday. Write to Rick to say why you
think celebrating is important and give him some ideas as to how he could celebrate.
Please write at least 80 words.
18 Approx. 20 Minutes Listening
Listening Part 1
You will hear five news items. You will hear each item only once.
Decide which headline a–f goes with each news item.
Now you will have 45 seconds to read the headlines.
41
42
43
44
45
a Clear proof of climate change
b Controversial solution to a challenging situation
c International rules urgently required
d Too many for safety
e Unexpected developments at sea
f Variety could be the key to survival

Approx. 20 Minutes Listening 19
Listening Part 2
You will hear a radio interview. First you will have one minute to read the introduction and the items.
Then you will hear the interview. You will hear the interview only once.
Decide if the statement for each of the items is true (+) or not true (–) and mark your answers on the
answer sheet.
Now you will have one minute to read the items.
46 When Harry started at university, he was anxious that he would not cope with having to work
independently.
47 Harry selected Southampton because the course they offer suits his interests best.
48 Harry has individual sessions with his tutor at the same time each week.
49 Harry enjoys the more practical aspects of his studies.
50 The work done in the lab is based on the lectures on a specific concept heard previously.
51 The assessment given for each lab session only depends on how well Harry has recorded things in
his logbook.
52 To encourage students to keep fit, there are no lectures one afternoon a week.
53 The university expects new students to organise their own accommodation.
54 When you apply to stay in a Hall of Residence, you have some influence over which room you get.
55 Harry refers to a challenge that can win you an attractive award.

20 Approx. 20 Minutes Listening
Listening Part 3
You will hear five short texts. You will hear the texts only once. Then you will have time to answer the
question for each text.
Decide which is the correct answer (a, b or c) for each question and mark your answers on the answer
sheet.
56 The theater production is especially suitable for
a kids that love watching fairy tales.

b families wishing to participate in the performance.
c people who are familiar with Wyesham.
57 The ride at Death Tower can be attempted by
a anyone who likes scary experiences.

b people who have no loose items on them.
c visitors who like speeds of over 100 kph.
58 The items mentioned today are
a appealing for various groups of customers.

b attractive for families buying small amounts.
c interesting for people wishing to buy regional food.
59 After hearing this announcement visitors
a can enjoy all facilities for ten more minutes.

b must head for the changing rooms immediately.
c should exit the building in the next half-an-hour.
60 The weather will be
a calm on Wednesday.
b extreme on Thursday.
c unpleasant on Friday.
15 Minutes Speaking 21
Speaking
How is the Speaking conducted?
The test takers are given 20 minutes to prepare for Speaking individually. During this time they have the
opportunity to study the task sheets for the three parts of the subtest and think about the topics.
Speaking is always conducted by two licensed telc examiners and lasts approximately 15 minutes with
two test takers. In case of an uneven number of test takers, one group of three test takers will be
examined together. In this case the examination lasts approximately 20 minutes.
What are the test takers expected to do?

The test takers are expected to converse with each other and respond to the arguments of their
partners in such a way that a lively and authentic conversation develops. Inquiries and mutual
assistance in the conversation are viewed positively. Notes taken during the 20-minute preparation
phase may be used in the oral examination, but test takers are not permitted to read directly from
them.
What is the main focus of each part of the examination?
Introduction: Social Contacts (30–60 seconds)

During this part of the examination, the test takers should introduce themselves if they do not know
each other. If they know each other, then they should talk naturally. This part of the examination will not
be marked.
Part 1: Presentation (approx. 5 minutes)
In this part of the examination, the test takers should give a short presentation to their partner(s) on
one of the topics listed on the task sheet. After each presentation, their partner should ask questions
about the presentation.
Part 2: Discussion (approx. 5 minutes)

Test takers have the same task sheet with a text to discuss with their partner(s). They should include
their own opinions and ideas about the topic and include personal examples, possible problems and
possible solutions.
Part 3: Task (approx. 5 minutes)

The test takers receive the same instruction sheet. Their task is to plan something together. They
should express ideas, make proposals and react to the proposals of their partner(s). They should clarify
what is to be done, who should take over which job, which problems could occur and discuss possible
solutions. They do not need to reach a consensus.
22 15 Minutes Speaking
Test takers A/B/(C)
Introduction Social Contacts
Introduce yourself to your partner(s) if you do not already know each other. You can talk about, for
example, why you are learning English, what your hobbies and leisure interests are, or how you prepared
for this examination.
This part of the examination will not be marked.

Test takers A/B/(C)
Part 1 Presentation
You are expected to give a short presentation to your partner(s) on one of the following topics.
(The prompts in brackets may help you.) Your presentation should take about 90 seconds and you
should answer your partner’s questions afterwards.
While your partner is giving his/her presentation, listen and think of the questions you would like to ask.
You should not interrupt your partner during the presentation.
• A city that you particularly like (why, facts about the city, your experiences, etc.)
or
• Music that you often listen to (what, when, how, why, etc.)
24 15 Minutes Speaking
Test takers A/B/(C)
Part 2 Discussion
Read the following text from a magazine. Discuss the content of the text with your partner(s).
Tell them your opinions; give reasons and personal examples to support your ideas. Talk about
your own experience with the problems mentioned and possible solutions.
HELPING LOC AL PEOPLE IN NEED
Every Friday, 65-year-old Holly MacNamara makes her way down the streets of suburban Manchester
to her local foodbank. Here she stands in line to receive a 3-day emergency ration without which,
she says, survival would be impossible. In the past, before her husband Bernard passed away, she
would never have dreamt of ever needing a foodbank. “The hardest part was asking for help”, she
admits. Most of Holly’s life was spent as mother and housewife, so she only receives a very small
state pension and needs help to cope with everyday expenses. “She is by far not the only one”, vicar
and foodbank manager, Robert Swanson tells us. “We have people coming here from all stages of
life – from recently graduated university students that cannot find a job, to people who cannot work
because of illness or misfortune.”
Sadly, food banks have become a necessary part of society in most European countries. The
European Federation of Foodbanks states that more than 8.1 million people across the European
Union rely upon them to help keep themselves fed. While charities should be praised for organising
foodbanks to prevent so many people from starving, the question remains: Why are so many
individuals struggling with poverty and not able to rely on the social security systems of their
respective home countries? “The worst time for me was the five weeks’ wait until my first universal
credit* instalment was paid,” Holly MacNamara states, highlighting the bureaucratic problems of the
system. Robert Swanson agrees: “The fact that so many foodbanks are needed here is partly due to
the unhelpful social security regulations. This is a very worrying trend.”
The state may be failing to support the poor, but others are willing to help, either financially, by
volunteering, or by donating food. Foodbanks are always happy to welcome volunteers who sort
the donations into parcels and hand them out to those in need. Care professionals, such as social
workers, health visitors and schools identify people who might need help and distribute vouchers
for local foodbanks. “In theory, only those with a voucher get a ration, but nobody who stands in
line goes home empty-handed,” the vicar claims.
* state benefit paid to those out of work in the UK

Test takers A/B/(C)
Part 3 Task
You and your partner(s) have joined the school committee. Next year the school building will be
modernised and you have been asked to make a presentation together with suggestions as to what
should be done and why.
Firstly, think of some ideas to include in the presentation.
Then, discuss your ideas with your partner(s) and try to agree on a constructive and informative
presentation.
ENGLISH B2 HU
Familienname · Surname · Apellido · Nom · Cognome · Soyadı · Фамилия
Vorname · First Name · Nombre · Prénom · Nome · Adı · Имя
. . 19 9 9 .0 4 .23
Beispiel: 23. April 1999
Example: 23 April 1999
Geburtsdatum · Date of Birth · Fecha de nacimiento · Date de naissance · Data di nascita · Doğum tarihi · День рождения
Geburtsort · Place of Birth · Lugar de nacimiento · Lieu de naissance · Luogo di nascita · Doğum yeri · Место рождения
001 - Deutsch 003 - Français 005 - Italiano 007 - Magyar 009 - Русский язык 011 - Türkçe 013 - ≹䈝
002 - English 004 - Español 006 - Português 008 - Polski 010 - Ceský jazyk 012 000 - andere/other
Muttersprache · First Language · Lengua materna · Langue maternelle · Madrelingua · Anadili · Родной язык
männlich · male · masculino · masculin · maschile · erkek · мужской

weiblich · female · femenino · féminin · femminile · kadın · жeнский
Geschlecht · Sex · Sexo · Sexe · Sesso · Cinsiyeti · Пол

© telc gGmbH 1146-S30-000002
Prüfungszentrum · Examination Centre · Centro examinador · Centre d’examen · Centro d’esame · Sınav merkezi · Экзаменационное учреждение
. . Beispiel: 17. Juli 2017

Example: 17 July 2017 20 17 .07 .1 7
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 www.telc-english.net 7945603576

ENGLISH B2 HU
SNT MNT
Written Examination
1 Reading Comprehension
1 a b c d e f g h i j
1 6 a b c
6
2 7 a b c
7
3 3 8 a b c
8
a b c d e f g h i j
4 4 9 a b c
9
a b c d e f g h i j
5 10 a b c
10
11 a b c d e f g h i j k l x
11 16 a b c d e f g h i j k l x
16
12 12 17 17
a b c d e f g h i j k l x a b c d e f g h i j k l x
18
19
15 15 20 20
a b c d e f g h i j k l x a b c d e f g h i j k l x
2 Language Elements
21 a b c
21 31 31
a b c d e f g h i j k l m n o
22 a b c
22 32 a b c d g h i j k l m n o
32
e f
23 a b c
23 33 a b c d g h i j k l m n o
33
e f
24 a b c
24 34 a b c d e f g h i j k l m n o
34
25 a b c
35
26 a b c
36
27 a b c
37
28 a b c
38
29 a b c
39
30 a b c
40
Please separate this sheet after the subtests “Reading Comprehension” and
“Language Elements” and turn it in.
0775603570
S30 - Page 2
ENGLISH B2 HU
3 Listening Comprehension
41 a b c d e f
41 46 + –
46 51 + –
51 56 a b c
56
42 a b c d e f
42 47 + –
47 52 + –
52 57 a b c
57
43 a b c d e f
43 48 + –
48 53 + –
53 58 a b c
58
44 44 49 49 54 54 59 59
a b c d e f + – + – a b c
45 a b c d e f
45 50 + –
50 55 + –
55 60 c
60
a b
Please separate this sheet after the subtest “Listening Comprehension”

and turn it in.
3226603574
S30 - Page 3
ENGLISH B2 HU
Only for Examiners!
Oral Examination Test Version
Part 1 Part 2 Part 3

1 1 1
A B C D A B C D A B C D
2 2 2
Examiner 1
3 3 3
4 4 4
Code Examiner 1

1 A B C D
1 A B C D
1 A B C D
2 2 2
Examiner 2
3 3 3
4 4 4
Code Examiner 2
Agreed Marks

1 A B C D
1 A B C D
1 A B C D
2 2 2
3 3 3
4 4 4
6445603570
S30 - Page 4
ENGLISH B2 HU
Òåñòî âàÿ âåðñèÿ

Testversion · Test Version · Versión del examen · Version d'examen · Versione d'esame · Sınav sürümü · Тестовая версия
For
4 Writing, Part 1 Rater’s
Use
8060603575
S30 - Page 5
ENGLISH B2 HU
4 Writing Only for Raters!

Rater 1 Rater 2 telc Rating Confirm Rating 2
Wrong topic? Wrong topic? Wrong topic?
I A B C D yes no
I A B C D yes no
I A B C D yes no
II A B C D
II A B C D
II A B C D
III A B C D
III A B C D
III A B C D
Code Rater 1 Code Rater 2 Code telc Rater
4489603576
S30 - Page 6
ENGLISH B2 HU
Testversion · Test Version · Versión del examen · Version d'examen · Versione d'esame · Test versiyonu · Òåñòî âàÿ âåðñèÿ
Testversion · Test Version · Versión del examen · Version d'examen · Versione d'esame · Sınav sürümü · Тестовая версия
For
4 Writing, Part 2 Rater’s
Use
Dear
8666603577
S30 - Page 7
ENGLISH B2 HU
Nur für Bewerter/innen!

4 Writing Only for Raters!
Rater 1 Rater 2 telc Rating Confirm Rating 2
Wrong topic? Wrong topic? Wrong topic?
I A B C D yes no
I A B C D yes no
I A B C D yes no
II A B C D
II A B C D
II A B C D
III A B C D
III A B C D
III A B C D
Code Rater 1 Code Rater 2 Code telc Rater
9217603570
S30 - Page 8
34 Information
Marking Criteria for Writing
The Writing subtest is assessed by licensed telc raters. In the case of disagreement, the marks awarded by
the second rater are taken in preference. Spot checks are carried out at the telc head office. In such cases
the telc rating becomes the final score.
Criterion I: Content
Writing Part 1 Writing Part 2

(Interactive Task with Guiding Points) (Productive Task)
Assessment is made on the basis of Assessment is made on the basis of

1. the appropriate choice of type of text = 1. the appropriate choice of type of text =
formal/semi-formal letter. informal email.
2. the inclusion of three guiding points or two 2. the completion of the task as a whole, whereby
guiding points and another aspect, whereby the test taker should provide clear details and
the points should be referred to in detail and at some length.
at some length.
According to the criterion, the content is Points
A appropriate in all respects. 5
B appropriate in most respects. 3
C mostly inappropriate. 1
D completely inappropriate. 0
Criterion II: Communicative Design

Assessment is based on
1. the way the text has been organised.
2. the links between the sentences and between the parts of the text.
3. the range and variety of language used.
4. the appropriacy of the register.
The communicative design of the letter is Points
A appropriate in all respects. 5
B appropriate in most respects. 3
C mostly inappropriate. 1
D completely inappropriate. 0
Criterion III: Language

Assessment is based on syntax, morphology and spelling. The letter contains Points
A no errors or only one or two errors without affecting the communicative aim of the letter. 5
B a few errors without impairing the reader’s understanding of the letter at one reading. 3
C errors that make it necessary to read the letter a number of times thus noticeably 1
impairing the reader’s understanding of the communicative aim of the letter.
D so many errors that the communicative aim of the letter is not fulfilled. 0
Information 35
How does the assessment occur?

Each text is assessed by two licensed telc raters, with quality control carried out at telc’s international
headquarters. Each text (Writing Part 1 and Writing Part 2) can be awarded a maximum of 15 points. If
criterion I and/or criterion III are marked “D”, then the whole text receives zero points.
Calculation of the score

Each of the writing samples in the subtest Writing are awarded points according to the three criteria:
Content, Communicative Design and Language. The points are awarded as follows:
A = 5 points
B = 3 points
C = 1 point
D = 0 points
The final score for Writing, Part 1 is multiplied by 3 and the final score for Writing, Part 2 is multiplied by
2. Writing, Part 1 is worth a maximum of 45 points and Writing, Part 2 is worth a maximum of 30 points.
36 Information
Marking Criteria for Speaking
The test taker’s performance in this subtest is assessed on the basis of four criteria.
1. Expression 3. Accuracy/Language
2. Task Management 4. Pronunciation and Intonation
The test taker’s performance is rated according to whether the criteria are entirely fulfilled, largely fulfilled,
not entirely fulfilled or not at all fulfilled as can be expected of a test taker at B2 level of the CEFR.
The individual criteria will now be defined in more detail, based on the “Can Do” descriptors of the CEFR
in a slightly modified form. There is a table at the end which provides a practical overview. The
descriptors are taken from the CEFR Companion Volume_eng2020.
All criteria are assessed individually in each part of the oral examination.
1. Expression
• the extent to which the language used (vocabulary and functional exponents) is appropriate to the
content of the task and the role relationship between the test takers.
• the range and variety of language used.
• the realisation of the speech intentions.
The relevance of the marking criterion Expression to the CEFR is as follows.
General Can express themselves clearly without much sign of having to restrict what they want to say.
linguistic Has a sufficient range of language to be able to give clear descriptions, express viewpoints and
range develop arguments without much conspicuous searching for words, using some complex sentence
forms to do so.
Vocabulary Has a good range of vocabulary for matters connected to their field and most general topics.
range Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and
circumlocution.
Can produce appropriate collocations of many words in most contexts fairly systematically.
Vocabulary Lexical accuracy is generally high, though some confusion and incorrect word/sign choice does occur
control without hindering communication.
Marking
A B C D
The test taker’s expression The test taker’s The test taker’s The test taker’s
is almost always expression is expression is mostly expression is (almost)
appropriate to the given appropriate to the inappropriate to the completely
task at the required level given task in most given task in several inappropriate to the
of competence. respects. respects. given task.
Information 37
2. Task Management
• the degree of active participation in the discourse.
• the use of strategies (discourse strategies and, where necessary, compensation strategies).
• fluency.
The relevance of the marking criterion Task Management to the CEFR is as follows.
Asking for Can ask for explanation or clarification to ensure they understand complex, abstract ideas.
clarification Can formulate follow-up questions to a member of a group to clarify an issue that is implicit or poorly
articulated.
Turntaking Can initiate, maintain and end discourse appropriately with effective turntaking.
Can initiate discourse, take their turn when appropriate and end conversation when they need to,
though they may not always do this elegantly.
Can use stock phrases (e.g. “That’s a difficult question to answer”) to gain time and keep the turn while
formulating what they want to express.
Co-operating Can help the discussion along on familiar ground, confirming comprehension, inviting others in, etc.
Can summarise the point reached at a particular stage in a discussion and propose the next steps.
Thematic Can develop a clear description or narrative, expanding and supporting their main points with relevant
development supporting detail and examples.
Can develop a clear argument, expanding and supporting their points of view at some length with
subsidiary points and relevant examples. Can evaluate the advantages and disadvantages of various
options.
Coherence Can use a limited number of cohesive devices to link their utterances into clear, coherent discourse,
and cohesion though there may be some “jumpiness” in a long contribution.
Fluency Can produce stretches of language with a fairly even tempo; although they can be hesitant as they search
for patterns and expressions, there are few noticeably long pauses.
Can interact with a degree of fluency and spontaneity that makes regular interaction with users of the
target language quite possible without imposing strain on either party.
Marking
A B C D
The test taker’s The test taker’s The test taker’s The test taker’s performance is
performance is almost performance is performance is (almost) completely
always appropriate to the appropriate to mostly inappropriate inappropriate to the given task
given task at the required the given task in to the given task in or the test taker does not
level of competence. most respects. several respects. actively participate in the task.
3. Accuracy/Language
Assessment is based on syntax and morphology.
The relevance of the marking criterion Language to the CEFR is as follows.
Grammatical Shows a relatively high degree of grammatical control. Does not make mistakes which lead to
Accuracy misunderstanding.
Has a good command of simple language structures and some complex grammatical forms, although
they tend to use complex structures rigidly with some inaccuracy.
Marking
A B C D
The test taker The test taker makes The test taker makes errors The test taker makes so many
makes no or a number of errors that considerably impair errors that communication is
very few errors. without impairing the the communicative aim. (almost) impossible.
communicative aim.
38 Information
4. Pronunciation and Intonation

Assessment is based on pronunciation and intonation.
The relevance of the marking criterion Pronunciation and Intonation to the CEFR is as follows.
Overall Can generally use appropriate intonation, place stress correctly and articulate individual sounds
phonological clearly; accent tends to be influenced by the other language(s) they speak, but has little or no effect
control on intelligibility.
Sound Can articulate a high proportion of the sounds in the target language clearly in extended stretches of
articulation production; is intelligible throughout, despite a few systematic mispronunciations.
Prosodic Can employ prosodic features (e.g. stress, intonation, rhythm) to support the message they intend to
features convey, though with some influence from the other languages they speak.
Marking
A B C D
There are no There are divergences There are considerable There are significant
significant from standard divergences from standard divergences from standard
divergences pronunciation and pronunciation and intonation pronunciation and intona-
from standard intonation but not that impair communication and tion that impair communi-
pronunciation adversely affecting require extra concentration on cation to a considerable
and intonation. communication. the part of the listener. degree and prevent
comprehension at times.
Points A B C D
Criterion 1: Expression 7 5 3 0
Criterion 2: Task Management 7 5 3 0

Criterion 3: Accuracy/Language 7 5 3 0
Criterion 4: Pronunciation and Intonation 4 2 1 0
Assessment
During Speaking, each of the two examiners marks the test takers’ performances individually. After the
test takers have left the room, the examiners reach a consensus on the marks to be awarded for each
test taker.
Calculation of the score
The test takers can receive a total of 25 points in each part of Speaking, with a maximum total of
75 points. This corresponds to 23% of the highest possible total of 330 points.
Information 39
Marking criteria for Speaking – Overview B2
A B C D
1. The test taker The test taker’s The test taker’s The test taker’s The test taker’s
Expression • has a good range of expression is expression is expression expression
vocabulary for matters almost always appropriate is mostly is (almost)
connected to their field appropriate to the given inappropriate completely
and most general topics. to the given task in most to the given inappropriate
• shows a generally high task at the respects. task in several to the given
level of lexical accuracy. required level respects. task.
• uses some complex of competence.
sentence forms.
• can express themselves
clearly.
2. The test taker The test taker’s The test taker’s The test taker’s The test taker’s
Task • fulfills the given task performance is performance performance performance
Management completely. almost always is appropriate is mostly is (almost)
• takes an active part in appropriate to to the given inappropriate completely
the interaction and can the given task task in most to the given inappropriate
initiate and maintain the at the required respects. task in several to the given
discourse. level of respects. task or the
• uses cohesive devices to competence. test taker does
link utterances. not actively
• shows sufficient fluency participate in
and spontaneity to make the task.
interaction without strain
possible.
3. The test taker The test taker The test The test The test taker
Accuracy / • shows a relatively high makes no taker makes taker makes makes so many
Language degree of grammatical or very few a number of errors that errors that
control. errors. errors without considerably communication
• does not make impairing the impair the is (almost)
mistakes which lead to communicative communicative impossible.
misunderstanding. aim. aim.
4. The test taker’s There are no There are There are There are
Pronunciation • intonation is generally significant divergences considerable significant
and appropriate, they place divergences from standard divergences divergences
Intonation stress correctly and from standard pronunciation from standard from standard
articulate individual pronunciation and intonation pronunciation pronunciation
sounds clearly. and intonation. but not and intonation and intonation
• accent tends to be adversely that impair that impair
influenced by the other affecting com communication communication
language(s) they speak but munication. and require to a
has little or no effect on extra considerable
intelligibility. concentration degree and
on the part of prevent
the listener. comprehension
at times.
40 Information
Points and Grades

Subtest Task Points Points Weighting
max.
Reading
Part 1 1–5 25
Part 2 6–10 25 75 23 %
Part 3 11–20 25
Written Examination
Language Elements
Part 1 21–30 15
30 8%
Part 2 31–40 15
Writing
Part 1 Formal or semi-formal letter 45

75 23 %
Part 2 Personal email 30
Sub-Total of the Written Examination* 180 55 %
Listening
Part 1 41–45 25
Part 2 46–55 25 75 23 %
Oral Examination
Part 3 56–60 25
Speaking
Part 1 Presentation 25
Part 2 Discussion 25 75 23 %
Part 3 Task 25
Sub-Total of the Oral Examination* 150 45 %
Sub-Total of the Written Examination 180 55 %

Sub-Total of the Oral Examination 150 45 %
Total Points 330 100 %
* Percentage points are rounded off to the nearest whole.

Information 41
Who can receive a certificate?
To receive a certificate, all of the following criteria must be fulfilled:
1) The test taker must achieve a result of at least 60% for the whole examination.
2) The test taker must achieve at least
40% in the Subtest Reading,
40% in the Subtest Writing,
40% in the Subtest Listening and
40% in the Subtest Speaking.
If a test taker achieves a result of less than 40% in one or more of the subtests and/or achieves less
than 60% of the total number of points, then the test taker has failed the complete examination.
In order to successfully pass the Written Examination, all of the following criteria have to be fulfilled:
1) The test taker must achieve a result of at least 60% in the Written Examination.
2) The test taker must achieve at least 40% in the Subtest Reading and at least 40% in the Subtest
Writing.
In order to successfully pass the Oral Examination, all of the following criteria have to be fulfilled:
1) The test taker must achieve a result of at least 60% in the Oral Examination.
2) The test taker must achieve at least 40% in the Subtest Listening and at least 40% in the Subtest
Speaking.
The grade is then calculated according to the following table:
297–330.0 Points Very Good 1
264–296.5 Points Good 2
231–263.5 Points Satisfactory 3
198–230.5 Points Pass 4
0–197.5 Points Fail 5

42 Information
How Does the Examination Work?
Scoring using the Answer Sheet S30

The Answer Sheet S30 is a thin booklet with four perforated pages. All of the testing results are recorded
on these sheets. Test takers record their answers for the subtests Reading, Language Elements and
Listening on pages two and three. Examiners mark their results for Speaking on page four and raters mark
their results for the subtest Writing on pages six and eight.
A soft lead pencil should be used to fill in the ovals in the marking section, as well as the contact
information at the beginning of the test.
6
a b c
7
a b c
8
a b c
Where are the tests evaluated? How are they evaluated?

The test results are scored electronically at telc headquarters. Each Answer Sheet S30 is scanned and
compared to the answer keys, which are stored in a database. Based on this data, each test taker is
issued a result sheet listing their personal test results and a telc certificate. Additionally, the data which
has been saved for the scoring purposes is used to check and improve upon the quality of the
examinations.
telc raters and examiners

All examiners who evaluate the test takers’ oral performances possess a telc examiner licence. They
have received this licence by successfully participating in a telc training course. The requirements for
becoming an examiner are: experience in teaching English, knowledge of the CEFR levels and an
understanding of the communicative approach. telc licences are not valid indefinitely, rather they must
be renewed at regular intervals. The examiner is required to attend another training course in order to
renew their licence. All raters who evaluate the test takers’ written expression have solid experience
with telc tests. They have been trained in the test format at telc headquarters, continue to attend
scaling events to ensure that their rating standards remain consistent and, each rater must also
possess a valid telc rater licence, which must be renewed at regular intervals.
Written Examination
The written examination lasts 150 minutes and consists of the subtests Reading, Language Elements
and Writing.
Before starting the examination, the test takers should fill in the information section on the Answer
Sheet S30. In order to prevent misunderstandings, the invigilator writes the name of the examination
centre, the date and the six-digit test version number on the board. The invigilator also needs to inform
the test takers that dictionaries, mobile phones or other electronic devices are not allowed
(Instructions §§ 15 and 16).
After the test takers have filled in the Answer Sheet S30, the invigilator should hand out the test
booklets. The starting and ending times should be written on the board and should be visible for all of
the test takers.
Information 43
Oral Examination
The Oral Examination consists of two subtests: Listening and Speaking. The subtest Listening takes
about 20 minutes.
How long does Speaking take?

Speaking examinations carried out with two test takers take approximately 20 minutes, about 15 of
which are needed for the examination conversation itself. The remaining five minutes are used by the
examiners for assessment purposes. In the case of an uneven number of test takers, one group of three
test takers will be examined together. In this case the examination itself lasts approximately 20
minutes. The very first part, Social Contacts, is not marked and is meant as a warm-up only. The time
allowed for examining is divided into three parts: Part 1 (Presentation), which should take about four
minutes, Part 2 (Discussion) and Part 3 (Task), each of which should take about five minutes.
Preparing for the examination

All test takers have the opportunity to prepare individually for the three tasks of Speaking by using the
task sheets. There must be an invigilator in the preparation room in order to ensure that the test takers
do not speak to each other and that they do not use any electronic devices such as mobile phones.
(Instructions §§15 and 16).
The test takers are allowed to take notes during this time, which they are allowed to use during the oral
examination. Therefore, the examination center should provide stamped paper in the preparation room.
The test takers are not allowed to make marks on the task sheets.
What do the examiners do?

The examiners make sure all time restrictions are adhered to. They provide a transition from one
section to another and ensure that the test takers are each given adequate time to speak. The
examiners are asked to keep the amount of speaking that they do to a minimum. They should only
intervene when the conversation falters, comes to a halt or is dominated by one person. In the first
scenario, they should attempt to revive the conversation by using a short utterance or question to
restimulate the conversation. In the second scenario, they are asked to speak directly to the less active
participant in order to reintegrate them in the conversation.
It is theoretically possible that both examiners intervene in order to revive a faltering conversation.
However, it is recommended that one examiner takes the role of the interlocutor and the other the role
of the assessor. These roles should be continued throughout the examination conversation.
The examiners record their marks on the Score Sheet M10 during the examination. Each examiner
evaluates the test takers’ performances individually. Each test part is to be assessed using the four
evaluation criteria for Speaking, which means that each examiner needs to make twelve assessments
per test taker. After the test takers have left the room, the examiners compare their assessments. This
exchange helps the examiners to re-evaluate their observations and to reach a consensus. Then the
results are entered onto Answer Sheet S30.
PLEASE REFER TO PAGE 41 FOR POINTS AND GRADES

44 Information
Additional details about Speaking

In all three parts of Speaking, the test takers should strive for a natural conversation. The examiners
have more of a moderating role and less of a guiding role. The desired course of the conversation
should be supported by the correct seating plan. The test takers should be able to see one another
clearly in order to avoid the impulse to continuously look at the examiners.
If the examiners are forced to intervene, they should be careful how they do this. For example, open
questions such as “What do you mean?” or “Could you explain?” or restating aspects that the test takers
have already mentioned during the conversation are very useful strategies to accomplish this. The
additional topics which have been mentioned by the test takers in Part 1 (Social Contacts), can be
brought up again if the conversation comes to a halt or if the utterances seem to have been memorized
in advance.
The test takers are allowed to use notes that they have created in the preparation time, however, they
should not read them directly from the paper. If this occurs, it is the responsibility of the examiner to
point out to the test takers that the tasks are intended to encourage free speaking.
Framework for the Oral Examination

Although every examination conversation is different, in the interests of consistency and reliability
examiners should always adhere to a standard framework. The following typical prompts demonstrate
how the interlocutor gives the examination the necessary structure, leading the test takers through all
the parts and ensuring that the test takers have the same opportunities to demonstrate their skills. If
the interlocutor needs to encourage the test takers to speak, open questions should be used (What do
you think …? How …?).
Information 45
Getting to know each other

The examiners introduce themselves and the Welcome to the Oral Examination. My name is …
interlocutor asks the test takers to introduce and this is my colleague … The Oral Examination
themselves to each other. has three parts. Before we start with Part 1,
please introduce yourself. You can, for example,
If the test takers falter or the conversation halts talk about your interests, your hobbies or why you
at any point during the examination, the are learning English. You are free to decide what
interlocutor should give a prompt. you want to talk about.
(Name of Test Taker A), would you like to begin?
Part 1 [Test Taker A]: Describing experiences
The interlocutor leads into Part 1 of the Oral Thank you very much. Let’s start now with Part 1,
Examination with Test Taker A. “Describing Experiences”. You have already
prepared something for that. Please start,
(Name of Test Taker A), and tell us which topic
you have chosen.
Part 1 [Test Taker B]: follow-up questions
The interlocutor thanks Test Taker A and asks Test Thank you very much, (Name of Test Taker A).
Taker B to ask questions about Test Taker A’s (Name of Test Taker B), do you have any questions
contribution. you’d like to ask about Test Taker A’s contribution?
Part 1 [Test Taker B]: Describing experiences
The interlocutor now asks Test Taker B to talk Thank you. (Name of Test Taker B), please tell us
about the topic selected by her or him. which topic you’ve chosen and then start, please.
Part 1 [Test Taker A]: follow-up questions
The interlocutor thanks them and asks Test Taker Thank you very much, (Name of Test Taker B).
A to ask questions about Test Taker B’s (Name of Test Taker A), do you have any questions
contribution. you’d like to ask about about Test Taker B’s
contribution?
Part 2: Discussion
The interlocutor leads into the discussion. Thank you very much. We now come to Part 2, the
discussion. For this you have already read a text
entitled “…”. Would you please first briefly
comment on the text, then discuss it and share
your own experiences and opinions.
(Name of Test Taker B), would you please start?
Part 3: Planning something together
The interlocutor leads into Part 3. Thank you very much. We can now continue with
Part 3. In this part of the test, you should plan
something together. You have already seen the
task sheet. Please start, (Name of Test Taker A),
and tell your partner what suggestions you have.
End of test
The interlocutor ends the Oral Examination. Thank you very much. That’s the end of the Oral
Examination. You’ll receive your results in a few
weeks.
46 Information
Conducting Part 1 Describing experiences
Procedure with two test takers
Experiences Questions to
A
Step 1
A B
Questions to
B Experiences
Step 2
A B
Procedure with three test takers
Questions to
Experiences A
Step 1
A B C
Experiences Questions to
B
Step 2
A B C
Questions to Experiences
C
Step 3
A B C
Information
Teilnehmende/r • Candidate
Candidato • Katılımcı
A Candidato • Candidat
Кандидат
Teilnehmende/r • Candidate
Candidato • Katılımcı
B Candidato • Candidat
Кандидат
Nachname • Surname • Apellido • Nom Nachname • Surname • Apellido • Nom

Cognome • Soyadı • Фамилия Cognome • Soyadı • Фамилия
Vorname • First name • Nombre • Prénom Vorname • First name • Nombre • Prénom
Nome • Adı • Имя Nome • Adı • Имя
TEIL • PART • PARTE • PARTIE TEIL • PART • PARTE • PARTIE

PARTE • BÖLÜM • ЧАСТЬ PARTE • BÖLÜM • ЧАСТЬ
1 2 3 1 2 3
Ausdrucksfähigkeit
Expression
Expresión
1 Capacité d’expression
Capacità espressiva A B C D A B C D A B C D A B C D A B C D A B C D
Anlatım
Выразительность
Aufgabenbewältigung
Task Management
Cumplimiento tarea
2
Réalisation de la tâche
Padronanza del compito A B C D A B C D A B C D A B C D A B C D A B C D
Görevi yerine getirme
Умение справляться
с задачей
Formale Richtigkeit
Language
Corrección lingüística
3 Correction linguistique
Correttezza formale A B C D A B C D A B C D A B C D A B C D A B C D
Biçimsel doğruluk
Формальная
правильность
Aussprache /Intonation
Pronunciation /Intonation
Pronunciación / Entonación
4 Prononciation / Intonation
Pronuncia / Intonazione A B C D A B C D A B C D A B C D A B C D A B C D
Söyleyiş / Tonlama
Произношение и
интонация
Datum • Date • Fecha • Date • Data • Tarih • Дата Prüfende/ r • Examiner • Examinador • Examinateur • Esaminatore • Sınav yetkilisi • Экзаменатор
Prüfungszentrum • Examination centre • Centro examinador • Centre d’examen • Centro d’esame • Sınav merkezi • Экзаменационное учреждение
telc gGmbH,
telc gGmbH, Bleichstraße
Frankfurt am Main 1, D-60313 Frankfurt am Main M10
48 Information
Answer Key
Reading Language Elements Listening

1 e 21 a 41 b
2 c 22 b 42 d
3 j 23 c 43 c
4 b 24 c 44 f
5 a 25 c 45 a
26 c
Part 2 27 b
6 c Part 2
28 b
7 a 46 +
29 c
8 b 47 +
30 c
9 b 48 –
10 b Part 2 49 +
31 g 50 –
Part 3 32 o 51 –
11 l 33 b 52 +
12 f 34 n 53 –
13 k 35 k 54 +
14 j 36 c 55 +
15 d 37 a
Part 3
16 x 38 f
17 e 56 c
39 j
18 i 57 b
40 l
19 a 58 a
20 h 59 c
60 b
Information 49
Transcripts
Listening Part 1 44 Global warming is not only causing the sea level to
rise, it is also affecting our crops. Many plants cannot
Welcome to this week’s Green News.
grow successfully if conditions change, and that could
lead to a global food shortage. High in the Peruvian
41 The Farallon Islands, 30 miles off the coast of San
Andes, specialists are using their know-how to breed
Francisco and home to 300,000 breeding seabirds, have a
potatoes that can deal with climate change. The Potato
problem that’s not easy to solve. The mouse population
Park in Cusco is a 90 square km area of mountainous
there has exploded and is now threatening the
land. Here potatoes grow in plots of land 3,400 to 4,900
ecosystem. Not only do the mice eat the seeds of native
metres above sea level and in different combinations
plants, but their numbers attract owls who would
and so new types can develop. It’s like a living potato
normally fly past, but who now come to live on the
laboratory. The potato was first grown 7000 years ago by
islands in summer. The owls also attack the islands’
the Peruvians and can now be found on every continent
seagulls, the ashy storm petrels. Since an owl can eat
on Earth except Antarctica. However, forget the potato
one or two petrels a night, just a few owls can have a big
you know. In Peru they come in every colour - blues,
impact! Of the various options available, the most
purples, yellows, pinks - and with different textures and
effective seems to be to use helicopters to drop a
features and in all shapes and sizes. Maybe the potato
special poison on the islands that would kill every single
will ensure that future generations have something to
mouse. This method has been used successfully in other
eat.
places. However, the project has temporarily been
stopped until activists are convinced of the safety of
45 Our last news item today comes from Britain.
other animals on the islands.
Scotland does not have any glaciers, but every year a few
spots of snow survive through the summer until they are
42 A cargo ship with around 15,000 sheep has capsized
once again covered by the fresh fall of winter snow. The
in the Black Sea off the coast of Romania. The crew and
Sphinx is the most famous one. This small spot of snow
37 sheep have been saved but work continues to free
is observed closely as its shrinking size illustrates the
thousands of sheep still stuck in the ship’s hold. The
reality of the climate crisis. Until May 2019 there were
rescue operation is ongoing as rescuers, supported by
three spots of snow left in Britain, but the Sphinx was
the military, police and divers are trying to right the ship
the only one to make it through the summer of 2019. Nine
and pull it back to the port. Romania’s Animal Rights
square metres survived. It is thought to have melted only
Association has called for an urgent investigation. In
seven times in the past 300 years. It melted completely
their opinion, if animals cannot be protected during
for the first time in 1933 and failed to survive in both
long-distance transports, such transports should be
2017 and 2018. Experts fear it will not be much longer
banned. Animals International claim that the ship was
until it finally disappears.
not suitable for the number of animals on board.
Romania is one of the EU’s largest sheep breeders,
And that was the news for this week.
exporting sheep mainly to Middle Eastern markets.
Activists call these animal transport vessels “death
ships”. They claim that sheep risk being cooked alive on
board these ships during the hot summer months.
Listening Part 2
43 And now to today’s surprising fact on plastic. It is INTERVIEWER: Welcome to our weekly edition of Teen
abandoned fishing gear that makes up the majority of Talk. Today we’re talking to Harry, who has just
the plastic pollution in our oceans and currently there completed his first term at Southampton University,
are no guidelines in place to stop this trend. New where he’s doing a 4-year Master course in Electronic
information on the Great Pacific Garbage Patch, an area Engineering. Welcome Harry!
where plastic collects in the Pacific Ocean, estimates
that 86% of the garbage there comes from fishing nets, HARRY: It’s my pleasure!
which is deadly for marine life. Last year 300 sea turtles
were found dead, caught in fishing nets off the coast of I: So, you’re only 18 and this is the first time you’ve lived
Mexico. More than 640,000 tons of nets, lines and traps away from home. How did you feel when you arrived in
used in commercial fishing are thrown into the sea or Southampton?
left behind every year. Illegal and unreported fishing is
also worsening the situation. Various organisations are HARRY: I was excited but also a little apprehensive about
calling for strong action to be taken. To protect the the social side of things, you know, making new friends
global oceans, the world’s governments need to agree on and fitting in. And I was also a bit worried about how I
effective regulations as soon as possible. would handle the workload and meet all my deadlines.
50 Information
University is very different to school because you alone HARRY: Well, it’s pretty much based on what’s in my
are responsible for getting your work done on time. logbook – the book in which I write down details of what
Actually, everything’s working out fine. I’ve done. We’re also observed during the session and
then 20 points are given to each of the following criteria:
I: Glad to hear that! So, why did you choose 1. Preparation: How well have I done my research and so
Southampton? know the theory?
2. Understanding the task: Do I know what I should be
HARRY: Well, firstly, I knew the place. When I was at doing?
school, I went on a robotics course there and was really 3. Progress: Have I at least managed to do the minimum
impressed by the atmosphere and state-of-the-art expected?
facilities. My dad wasn’t happy about my choice. He 4. Logbook use: How precisely have I documented what
thought I ought to apply to Cambridge because that’s I’ve done?
such an elite university, and he went there. But I didn’t
like the fact that you have to do two years of general I: It’s well known that Freshers Week, the first week at
engineering before you can specialise. There are some university is special. The students union organises a fair
aspects of engineering I just don’t like – such as civil – giving new students a chance to sign up for clubs of all
engineering, and I didn’t want to waste time. At kinds. What was it like for you?
Southampton, I can focus on Electronic Engineering right
from the very beginning. And that, for me, was the HARRY: Oh, at Southampton University it was huge. I had
deciding factor. to walk around both sports halls, the entrance area in
the main building, and a big temporary tent to see them
I: Do you have someone who looks after you during your all. The University likes to promote healthy activities, so
studies or do you just go along to lectures and lab the sports clubs offer taster sessions, which you can try
sessions according to a general plan? out for free and see if you want to join. In fact, I was
interested in lots of clubs, too many actually! Even
HARRY: Oh, we do get support. We have a personal though there are no university commitments on
academic tutor to ask questions and get feedback. My Wednesday afternoons as they’re kept free for sports
timetable does have a set day and time once a week, but and clubs, I had to limit my choice. In the end, I chose
my tutor decides if she wants to offer me that slot or an canoeing. We have sessions in the sports centre and on
alternative, depending on her schedule. the river. And every second weekend the club offers a
river trip.
I: How is your course set up?
I: So where do you live and what kind of choice did you
HARRY: We have to do eight modules every year and in have?
the first year there’s no choice – they’re all compulsory. I

attend lectures together with students from other HARRY: Southampton University guarantees a room on
courses such as mechatronics and aerospace engineers. the campus for 1st year students, and then most
They take place in big lecture theatres, usually starting students move into private, rented houses in the 2nd
at nine, so you can’t afford to sleep too long in the year. There is quite a large choice. I’m at Glen Eyre Halls
morning! Luckily, I also have six to nine hours lab work a of Residence. I share a kitchen and eating area with five
week. Luckily, my course doesn’t consist of just reading others, two boys and three girls, but I have my own room
and writing essays, as is the case for other courses like and bathroom – yes, that’s the more luxurious option…
History and English Literature. I’m doing real hands-on When you register you can’t say which floor you want to
stuff and that’s really motivating. be on but you can ask for a quiet flat so your flatmates
are not partying all the time, or a no-alcohol flat and
I: Tell us some more about your lab work. you’re on the ground floor if you’re disabled.
HARRY: Well, the lab sessions usually last about three I: And a last question: What are the professors and other
hours. Postgraduate students supervise them, showing students like?
you what to do, answering questions and giving you a
mark for each session. We’re given a set of lab notes and HARRY: Great! There are a few students I know from my
have to do the preparation and research in our own time former school, one person is even on my course, which is
before each session. The objective is to understand a nice. Um, we have motivating professors. There’s even
concept that we can then apply to other things. The last one that rewards students who have a good question
task, for example, was to create a traffic light controller with a free textbook that’s currently out of print. Great
– simulating rotation through different traffic light for book lovers like me. But he only hands out one book
combinations. each lecture, so they’re not easy to get!
I: You really get a grade for each session? What exactly is I: Thank you, Harry. It sounds as if you’re enjoying
marked? standing on your own feet! And I’m sure that was useful
information for those about to start at university.
Information 51
Listening Part 3
56 You are listening to your local radio station.
Hey folks! Win a family ticket to see the pantomime

Cinderella at the Castle Theatre in Wyesham and enjoy a
magical evening of song and dance. Written especially
for Castle Theatre audiences, adults can expect plenty of
recognizable references to the area and Wyesham-based
jokes. To win, phone 01432-432 and tell us how many ugly
sisters Cinderella has. Good luck!
57 You are entering an attraction at an amusement park.
Welcome to the scream zone at Death Tower, Monster

Island’s most popular attraction! Fall 150 meters at a
screaming 100 kilometers per hour. Will you accept the
challenge and experience Europe’s highest free fall
tower? Sorry, no kids under twelve. Please empty your
pockets and lock up all your bags in the lockers provided
before taking a seat.
58 You are shopping at your local supermarket.
Here are today’s suggestions for your next hot meal.

Sausages and lamb chops from local organic farmers.
Our special family pack offer comes with ten chicken
breasts. Today’s freshly delivered fish includes salmon
and cod. And an offer for vegans and vegetarians. Buy
three different kinds of veg and get a 10% discount off
the most expensive of the three!
59 You are enjoying a swim at the local swimming pool.
Dear visitors, the day is ending and it’s time to go home.

Any sauna guests please note that the lights will go out
in ten minutes. Any swimmers still in the water, please
start leaving the pool areas now. Our doors will close in
30 minutes. Make sure you don’t forget any personal
belongings. See you again soon!
60 You are listening to the local radio station on a

Wednesday morning.
And here’s Wednesday’s weather forecast. There’ll be

showers all day today, but they’ll stay light. Conditions
will be worse tomorrow with very strong winds, heavy
rain, and potential flooding. Towards the end of the week
things should improve. Friday will start cloudy but as the
day continues, the sun will come through and the
weekend is looking good!
52 Information
These tables describe the general degree of skill required at B2 of the CEFR. Details of the language
knowledge required for B2 and the ‘can do’ statements for B2 are listed in the Common European
Framework of Reference for Languages: Learning, teaching, assessment (Companion volume 2020).
Common European Framework of Reference (CEFR) B2 Skills
Common Reference Levels: global scale B2

Can understand the main ideas of complex text on both concrete and abstract topics, including
technical discussions in their field of specialisation. Can interact with a degree of fluency and
spontaneity that makes regular interaction with users of the target language quite possible without
imposing strain on either party. Can produce clear, detailed text on a wide range of subjects and explain
a viewpoint on a topical issue giving the advantages and disadvantages of various options.
Understanding
Listening I can understand extended speech and lectures and follow even complex lines
of argument provided the topic is reasonably familiar. I can understand most TV
news and current affairs programmes. I can understand the majority of films in
standard dialect.
Reading I can read articles and reports concerned with contemporary problems in
which the writers adopt particular attitudes or viewpoints. I can understand
contemporary literary prose.
Speaking
Spoken Interaction I can interact with a degree of fluency and spontaneity that makes regular
interaction with users of the target language quite possible. I can take an active
part in discussion in familiar contexts, accounting for and sustaining my views.
Spoken Production I can present clear, detailed descriptions on a wide range of subjects related
to my field of interest. I can explain a viewpoint on a topical issue giving the
advantages and disadvantages of various options.
Writing
Writing I can write clear, detailed text on a wide range of subjects related to my interest.
I can write an essay or report, passing on information or giving reasons in
support of or against a particular point of view.
I can write letters highlighting the personal significance of events and
experiences.
Our Language Certificates
ENGLISH DEUTSCH ESPAÑOL

C2 telc English C2 C2 telc Deutsch C2 B2 telc Español B2
telc Español B2 Escuela
C1 telc English C1 C1 telc Deutsch C1
telc Deutsch C1 Beruf B1 telc Español B1
B2·C1 telc English B2·C1 Business telc Deutsch C1 Hochschule telc Español B1 Escuela
telc English B2·C1 University
B2·C1 telc Deutsch B2·C1 Beruf A2·B1 telc Español A2·B1 Escuela
B2 telc English B2 telc Deutsch B2·C1 Medizin
telc English B2 School telc Deutsch B2·C1 Medizin A2 telc Español A2
telc English B2 Business Fachsprachprüfung telc Español A2 Escuela
telc English B2 Technical
B2 telc Deutsch B2+ Beruf A1 telc Español A1
B1·B2 telc English B1·B2 telc Deutsch B2 Medizin telc Español A1 Escuela
telc English B1·B2 School Zugangsprüfung telc Español A1 Júnior
telc English B1·B2 Business telc Deutsch B2
B1 telc English B1 B1·B2 telc Deutsch B1·B2 Beruf

telc English B1 School telc Deutsch B1·B2 Pflege
telc English B1 Business FRANÇAIS
telc English B1 Hotel and B1 telc Deutsch B1+ Beruf
Restaurant Zertifikat Deutsch B2 telc Français B2
Zertifikat Deutsch für
A2·B1 telc English A2·B1 Jugendliche B1 telc Français B1
telc English A2·B1 School telc Français B1 Ecole
telc English A2·B1 Business A2·B1 Deutsch-Test für Zuwanderer
telc Français B1
pour la Profession
A2 telc English A2 A2 telc Deutsch A2+ Beruf
telc English A2 School Start Deutsch 2 A2 telc Français A2
telc Deutsch A2 Schule telc Français A2 Ecole
A1 telc English A1
telc English A1 Junior A1 Start Deutsch 1 A1 telc Français A1
telc Deutsch A1 telc Français A1 Junior
für Zuwanderer
ITALIANO telc Deutsch A1 Junior
B2 telc Italiano B2 TÜRKÇE PУССКИЙ ЯЗЫК

B1 telc Italiano B1 C1 telc Türkçe C1 B2 telc Русский язык B2
A2 telc Italiano A2
B2 telc Türkçe B2 B1 telc Русский язык B1
A1 telc Türkçe B2 Okul

telc Italiano A1
A2 telc Русский язык A2
B1 telc Türkçe B1
telc Türkçe B1 Okul A1 telc Русский язык A1
PORTUGUÊS
A2 telc Türkçe A2
B1 telc Português B1 telc Türkçe A2 Okul ‫اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ‬
telc Türkçe A2 İlkokul
B1 telc ‫اﻟﻌﺮﺑﯿﺔ‬
A1 telc Türkçe A1 ‫ اﻟﻠﻐﺔ‬B1
JĘZYK POLSKI
B1·B2 telc Język polski B1·B2 Szkoła
Free mock examinations can be downloaded at www.telc.net.
EXAMINATION PREPARATION
MOCK EXAMINATION 1
telc HUNGARY ENGLISH B2
The two main characteristic features of telc examinations are examination papers based
on clearly formulated language tasks and standardised and objective marking criteria.
These features apply to all English examinations covered by the telc programme. The
mock examination presented here enables teachers and learners to simulate the precise
conditions under which the telc English B2 examinations take place, both from the
perspective of organising the test as well as from the point of view of the test materials.
In this way, it is possible to fully prepare test takers for the examination. The mock
examination can thus be used for practice purposes and for general information.
5146-B00-012201
www.telc-english.net

Mock-1 Angol B2. - Valtozat

Uploaded by

Copyright:

Available Formats

Mock-1 Angol B2. - Valtozat

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Mock-1 Angol B2. - Valtozat

Uploaded by

Copyright:

Available Formats

MOCK EXAMINATION 1

telc HUNGARY ENGLISH

Examination Preparation 2022

Published by telc gGmbH, Frankfurt am Main, Germany

ISBN: Mock Examination 978-3-86375-412-9

To the readers of this booklet

telc gGmbH is a not-for-profit educational institution based in Frankfurt am Main, Germany. As an

telc gGmbH is a subsidiary of the German Adult Education Association (Deutscher

Subtest Aim Type of Test Time

Part 1 Reading for Gist 5 matching items

Part 2 Reading for Detail 5 multiple-choice items

Part 3 Selective Reading 10 matching items

Part 1 10 multiple-choice items

Part 2 10 matching items

Part 1 Interactive Task Formal or semi-formal letter

Part 3 Selective Listening 5 multiple-choice items

b Action deeply regretted

c Ambitious thefts increase

d Complaints about queues

f Police find goods

g Reader destroys books

h Thieves attack hotels

i Tough new legislation

j Unfair regulation introduced

6 Invasive plants are covering increasingly large areas because

a it is not possible to get rid of them.

a cultivation can result in serious punishment.

8 Having Japanese knotweed on your property means you

a can only successfully sell your house via a bank.

9 To get rid of Japanese knotweed, the author recommends

a choosing the slower more inexpensive method.

a always has immediate visible effects.

In some cases there may be no suitable text. Then mark x.

Bramble Farm “There are short cuts to happiness and dancing

Contemporary Textiles The University of the Third Age

A spark can light a fire Breathe In Sing Out

The magic of words Forest Keepers

Paradise on Earth The music of success

Helping those less fortunate Early Birds

Language Elements Part 1

Dear Auntie Sam,

21 a for 24 a distributing 27 a at 30 a All in all

22 a are giving 25 a alike 28 a year

Language Elements Part 2

* Elgar quote: www.classicfm.com/composers/elgar/guides/story-behind-elgars-enigma-variations/

a APPROVAL f EXPERIMENTED k INTERRUPTED

b ATTEND g EXPORTS l MYSTERIOUS

c AWOKE h FAR m PUBLICITY

d EDGE i FASHION n RECALLS

e EXCEPTION j INITIALS o RURAL

The next subtest is

There are two writing tasks.

You must complete both.

Jane Denny and team

Write a letter to go with the recipe that you are submitting.

In your letter write in detail about at least

a) three of the following points

• Background information on the dish

• The importance of good cooking