Intensive Course: Foreign Language Assessment Test

INTENSIVE COURSE
FOREIGN LANGUAGE
ASSESSMENT TEST
English B2
Page
3 Part 1 - Reading Comprehension

4 Tips for reading test
7 Understanding a text
10 Task 1 – Multiple matching
11 Task 1 - example
13 Task 2 – Multiple choice
14 Task 2 - example
17 Part 2 - Listening Comprehension
18 Tips for listening test
20 Understanding a text
24 Task 1 - example
25 Task 2 - example
26 Task 3 - example
27 Part 3 - Writing
28 Tips for writing
29 Guidelines
35 Task 1
36 Task 2
37 Part 4 - Speaking
38 Tips for speaking
41 Functional language
44 Task 1 - monologue
45 Task 2 – dialogue
46 Extra
47 Reading comprehension – Task 3 (True or False)
49 Reading comprehension – Task 1
57 Listening comprehension - Task 1
60 Writing – Task 1
61 Writing – Task 2
62 Speaking - Monologue
65 Speaking - Interaction
66 Keys
English B2 2
Part 1
Reading comprehension
Time: 70 minutes
English B2 3
TIPS FOR READING TEST
Top 15 Reading Tips for PACLE exam
Reading module is a challenging module in PACLE for many. Reading passages may be lengthy
and based on unfamiliar topics involving complicated vocabulary and questions can be quite
confusing. In order to get a high score in the Reading section and to help you overcoming the
hurdles you face while attempting reading passages, below are some of the reading tips.
1. _____________________________________________
If you have the habit of reading a number of books or online materials, it will definitely help you a
lot in the reading test. If you don’t, you can develop this habit by reading textbooks, magazines,
newspapers and articles online. This will help you in grasping the written content in less time and
also, you will improve your concentration. For half an hour or so, try reading text on a daily basis
as part of your exam preparation.
2. _____________________________________________
For your success in exam, it is extremely important that you prepare a reading strategy and
implement the same in the exam effectively. There can be a number of reading strategies from
which you can adopt the one which works best for you. For example, if you think solving the 3rd
section first helps you gain confidence, instead of doing it at last, use this strategy as per your
comfort level.
3. _____________________________________________
Solve a number of practice tests provided by your instructor or other materials shared by your
training institute. Always remember that practice is the key to your success in the exam. It can’t be
the case at all that you hardly do practice of 1 or 2 reading passages and you can get high score.
After solving every practice test, you come to know your weak points and silly mistakes. The more
you are aware of your mistakes before exam, the better it is for you since you can then avoid them
during the exam.
4. _____________________________________________
Plan how you are going to divide your time effectively for completing the 3 sections. Prepare a time
based reading strategy and practice accordingly. Let’s say, you have 1 hour for your reading test
which you can divide as 20 mins each for every section. Keep in mind that time is crucial for success
in reading, so do solve the questions with focused mind so that you can complete them all within
the time. Also, keep an eye on timer to stay updated how much time you are left with.
5. _____________________________________________
Concentration is the most important skill that will lead you towards your target band score. Devote
time at home for building up your concentration level by reading texts and practising strictly keeping
the timer with you to get the feel of exam. The more focused you are while you read the passages
and solve the questions, the more quickly and accurately you will be able to solve your answers.
6. _____________________________________________
Skimming is the first major part of the reading test. It is nothing but reading the passage effectively.
At the time you read a passage, just try to understand the main ideas of every paragraph you read.
Getting a general idea or an overview of each paragraph is what we call meaningful read. One
essential tip to skim a paragraph is to keep in mind the first and last line of that paragraph.
7. _____________________________________________
Practically, what is going to help in the reading test is when you underline important keywords in
the passage and the questions as well. It is another way of gaining focus using abstract reading
English B2 4
that makes you getting closer to find the answer. Some facts, figures, capitalized words etc. are
some of the common words that we underline. Also, underline keywords when you read a question
and try to find those keywords in the passage to identify the right paragraph that you will refer for
finding your answer.
8. _____________________________________________
After skimming the passage, scanning is the next major element of reading test and this is an area
that makes the difference when you find out answers correctly. You follow a particular process for
scanning; firstly, use keywords from question to locate the right paragraph, read that paragraph to
locate the right statement that refers to that question and then read the located statement to find
the rights words (keeping in mind the word instruction) as you answer.
9. _____________________________________________
A very basic thing that most of the students are simply unaware about is that your answers follow
the same order in the passage as the order of your questions. So, if you have found answer to 3rd
question in 2nd paragraph, you would not get answer to 4th question in 1st paragraph, for sure. In
almost all the questions, you will find regularity like this, which can be an advantage for you for
finding your answers.
10. _____________________________________________
Your questions in the reading test are paraphrased which means that different words or synonyms
are used in the question. So, not every time you will find the words match with words in the passage.
You may have to understand the question and then try to locate the right paragraph by
understanding the synonyms. In this case, if you are not aware of the exact meaning of a particular
word, even then you can solve the question, merely by understanding the complete statement and
guessing the meaning of that complex word.
11. _____________________________________________
By looking at the question itself, you can come to know whether the answer would be a noun,
adjective, verb, number or a word etc. This will help you a lot in identifying the right answers as
grammar plays a very significant role for the same. Also, you can find out whether your answer is
to be a singular word or plural word, which is what many of the times found that students are not
transferring the answers correctly missing out writing “s” for a plural word.
12. _____________________________________________
Word instruction is as important as finding the answer. Let us suppose that your instruction is ONE
WORD ONLY but if you have mistakenly written two words as your answer, it would be marked
wrong then. So, be careful about the given instruction. It is better to underline the instructions too
like keywords.
13. _____________________________________________
Your answers, in almost all the cases, are to be the same words that you choose from the passage
though sometimes you have to change the answer grammatically (for example, changing form of
verb). Do not manipulate the answer in any way or do not even write synonym in its place. When
you write the exact answer, then only you get the right mark. Also, prefer transferring answers
simultaneously or after you complete one section, rather than doing it at the end.
14. _____________________________________________
Since there is no negative marking for a wrong answer, it is highly recommended that you should
not leave any answer as blank. If you don’t know the answer, guess it rather than leaving blank
completely. Who knows what you are guessing comes out to be the right answer. In case of
guessed answer, you can mark that question so that you can review it later also if you get time at
the end.
English B2 5
If you get confused on a particular question due to nervousness or since you are running out of
time, first try to handle it patiently. If it does not work, do not spend too much time solving that single
question only. Just guess it and keep on continuing with the rest of the passage.
A. TRANSFER ANSWERS CAREFULLY
B. PREPARE A READING STRATEGY
C. MANAGE TIME EFFECTIVELY
D. UNDERLINE KEYWORDS
E. KEEP THE INSTRUCTION IN MIND
F. SKIM THE PASSAGE PROPERLY
G. KEEP ON READING TO IMPROVE GRASPING POWER
H. UNDERSTAND PARAPHRASING AND VOCABULARY
I. GUESS YOUR ANSWER GRAMMATICALLY AS WELL
J. ALWAYS FIND ANSWERS IN ORDER
K. FOLLOW THE SCANNING PROCESS CAREFULLY
L. STAY CONCENTRATED AND FOCUSED WHILE COMPLETING A PASSAGE
M. ATTEMPT ALL THE QUESTIONS
N. DO MOCK TESTS
14M 13A 12E 11I 10H 8K 9J

7D 6F 5L 4C 3N 2B Answer key: 1G
English B2 6
Understanding a text
Skimming a text
Skimming gives us a general understanding of the main ideas in the text. Before you read a text
in detail, get a general idea of the topic of the text and of each paragraph.
- Read the title of the text and look at any images. Can you predict what the text is about?
- Quickly read the first paragraph. This will confirm the topic and can give you an idea of the
text content and organization.
- Read the first sentence of each paragraph. These are ‘topic sentences’ and can give you
information about the main idea of each paragraph or a summary of what the text is
about.
- Think about the ideas from all the topic sentences to understand the general meaning of
the whole text.
Scanning a text
Scanning helps us find and understand specific information in a text. When we want to find
specific information in a text, we need to know where to look.
- Read the question carefully and underline key words.
- Scan the text, looking out for any synonyms or paraphrases of the underlined key words.
- Match the question with the paragraph that has the information you need.
- Read that part in detail to answer the question.
Reading for detail

When answering multiple-choice questions, you often have to look for detailed information in a
text.
- First, read the text quickly. The read the questions and underline the key words.
- Scan the text and find the part that contains the information you need. Read that part in
detail.
- If a word from the answer options appears in the text, it doesn’t mean that option is the
correct one. Read the sentence carefully to make sure the meaning of the option is the
same as in the text.
Identifying opinions
When you read a text that contains opinions, look for:
- Phrases which introduce opinions: it seems to me, as far as I’m concerned, if you ask me.
- Adjectives that express opinions: amazing, disappointing, successful, disgusting, awful…
- Opinions expressed indirectly and comparisons with like: People aren’t that polite. It’s like
watching paint dry.
English B2 7
Identifying attitude
When reading a text, try to work out the writer’s attitude towards the topic. Attitude is not always
explicitly stated, so try to understand the details of the text first, then consider how the writer feels
about the topic in general.
- Look for language that expresses opinions and feelings, which is often more explicitly
stated than attitude.
- When answering the questions that go with the text, look for key words in the questions
and find synonyms for these in the text. Then read that part of the text in detail.
Understanding the writer’s purpose

When Reading a text look for clues that tell you the purpose of the whole text and parts of the
text. The writer’s purpose may be to:
- Give advice or a warning.
- Give information, examples, facts or opinions.
- Describe a person, event, idea or issue.
- Make a comparison or contrast.
- Explain a reason, cause or result.
Guessing the meaning of words from context

You can sometimes guess what a word means by looking for clues in the word and in the
sentence. This is important during exams as you won’t be allowed to use a dictionary.
- Look at the sentence and identify what type of word it is (verb, noun, adjective, adverb
etc.)
- Identify any parts of the word that you already understand.
- Look at the immediate context of the word in the clause and sentence, and look at the
wider context of the word in the surrounding sentences.
- After guessing the meaning, read the sentences again to see if your guess makes sense
in context.
Interpreting data
Many texts include graphs and charts to show information more clearly.
- Read any words on the graphs like the title, the key and the horizontal and vertical axes.
- Look at the data and think about the information it shows.
- When you read a paragraph, look at the chart or graph it describes again and see how the
words relate to the data.
- Use information in the text and the graphs and charts to answer the questions.
Understanding non-literal meaning

Writers use expressions with abstract, non-literal meanings to give the text more impact. When
you are reading, pay attention to:
- Exaggeration, comparisons, personification and idioms
- Identify the literal meaning of the word or expression. What part of speech is it?
- Look at the sentences before and after the word or expression. What is this part of the
text about? What or who does it refer to?
English B2 8
- Now guess the non-literal meaning. Can you think of a synonym?
Inferring meaning using related words

When you are trying to infer the meaning of unknown vocabulary, look for related words. These
are often:
- In the same sentence as the unknown vocabulary item.
- Synonyms or near-synonyms for the vocabulary item.
- The same part of speech as the vocabulary item.
Understanding text structure and organization

Writers use different techniques for connecting and organizing ideas. Recognizing these can help
you understand the text better.
- Notice how ideas are organized in a logical order, both within and across paragraphs.
- Look for organizing words (e.g. whereas, therefore, consequently) that show relationships
such as comparison, contrast, cause, effect, reason, purpose and result.
- Pay attention to pronouns (e.g. it, his, those), adverbs of time and place (e.g. then, there)
or other words (e.g. both, neither, all) that refer to information in other sentences or
paragraphs.
- Look for key nouns or synonyms that are repeated, substitution words (e.g. one) and
omitted words (e.g. any)
Understanding tone
Evaluating tone helps us understand the writer’s attitude towards the subject.
- Tone can be admiring, critical, disappointed, informative, objective, persuasive, sarcastic,
serious, etc.
- Tone can change within the text.
- To identify tone, look for clues in the writer’s choice of language. Admiring: stunning,
amazing, breath-taking. Disappointed: lacking, doesn’t live up to, fails to.
English B2 9
Task 1 – Multiple matching
Some sentences have been removed from the text. This part tests your ability to understand the
structure of a text, how the argument develops and how ideas in the sentences refer and link to
ideas in the text.
- Study the instructions, read the main text for gist (overall meaning) and then look quickly
at the sentences that have been removed. Choose any that clearly fit particular gaps.
- Study the words before and after each gap, then look for similar or contrasting ideas in the
sentences removed.
- Don’t choose an option just because it contains the same word, number or name as a
particular paragraph.
- Look for: vocabulary links, grammatical links such as verb tenses, reference words and
linking expressions. Check that the sentence links with both the sentence before and the
sentence after.
- Look for expressions that indicate examples, explanations, comparisons, and adding or
ordering of points.
- When choosing one of the sentences, make sure that verbs and nouns agree in tense,
person or number with the main text.
- After choosing a sentence, underline the words before and after the gap which tell you the
sentence fits. This will help you to make sure you have chosen the right sentence.
- Make sure you have chosen and answer to every question. Check that the extra
sentences do not fit any of the gaps.
- When you have chosen all your answers, read the complete text. Does it all make sense?
Have you chosen a letter for every question?
English B2 10
Instructions
• Read the following text from which sentences have been extracted.
• Read the sentences on the next page (A-K). Match them with their corresponding gaps (1-9).
• There is one title you do not need to use.
Before I left Damascus I wondered: 'Trenton, New Jersey ... what is that?'
(0) ______________________________. The mail man delivered it in a wrinkly envelope. The message was
from America and it read “The medical residency program director agreed to offer you a position as an
intern. I will see you soon.”
It was 1974 and I was standing on the marble entrance hall to our apartment on Porto Alegre Street in
Damascus. (1) _________________________________. I told her I got a job in America. She went on
completing what she was doing and showed no emotions.
I stood by the kitchen door pondering. I had really wanted to go to England. America was so far away and
so big. I kept asking myself: Trenton, New Jersey, really, what is that? I was nervous.
I remember the final scene at the airport, before I left Syria for good. My family was waving goodbye. (2)
_________________________. She was crying. Soon I was too. I recalled what she had told me the night
before: “I may never see you again, please do not forget us and write letters.”
When I landed in New York City, I remember thinking I had never seen so many lights in my life. They
stretched miles and miles. What a massive place. (3) __________________________. But most importantly,
I asked myself how in the world I was going to navigate my life around this place. I left what I thought to be
a big city, but my God, this was huge.
On my first day on the job, the medical staff office secretary took me to her office. She handed me a white
coat and showed me the way around the hospital. She took me to the residents’ quarter. I stupidly pulled
the hospital’s fire alarm thinking that I was opening a basement door. Very embarrassing. (4)
___________________________.
Soon after arriving, I went to the library. The librarian asked me if there was anything they could help with.
Yes, I said. “I want to speak English like you do.” I told her I didn’t want to have an accent. I didn’t want
people to realize that I am from a different country. It was hard enough for me to face the reality of me
looking like an Arab. (5) ______________________________.
In the hospital cafeteria, the food was odd, nothing looked familiar. I asked for a “kitchen” when I really
meant “chicken”. Bacon smelled awful to me, I gagged every time I walked by the breakfast buffet. I lived
on bread, cheese, potato, hard-boiled eggs and vegetable soup for months. (6)
_______________________________. I could not understand why people would want to drink “iced” tea
and why they were fans of condiments like ketchup and mustard.
Standing in the immigration office in Milwaukee, to meet the examiner before I completed my citizenship
test, was nerve-wracking. The examiner was an African American woman who proceeded to ask me
questions about American history. I had read and practically memorized the books that I was given to read
for the exam. (7) _______________. When I was done, she smiled and very softly said: “Congratulations,
welcome to America.” It was 1984.
Years have gone by. My medical profession has taken me many places all over the United States of America
and the world. It has been rewarding professionally, personally and financially. I can say that I have achieved
the American dream. (8) ____________________________. I took exceptional care of thousands of
English B2 11
patients who loved me and are begging me not to retire. I created hundreds of jobs and established at least
ten businesses, many of which are thriving.
English is no longer an issue. (9) __________________________. I´m as American as the person next door
whose parents’ came to the United States 100 years ago. However, I am still a foreigner in the eyes of many
people – including and possibly primarily myself. Syria, or what is left of it now, is still where my heart beats.
America is my home now, but yes, you can live with your heart in two places. That is not a conflict, but
rather a strength. I love both very much.
http://www.theguardian.com/commentisfree/2016/may/24/immigration-stories-damascus-syria-new-jersey-american-citizenship
Sentences
Sentence A is an example.
POSITION IN THE
TEXT
A I held on to the telegram for a few minutes before I opened it 0
B Trust me I have never done that since
C Clearly she was impressed
D My mother wore a blue striped dress scattered with dark blue flowers
E My brother has interesting ideas
F I wondered how I would find my brother, who was going to pick me up
G The cultural challenges continue to poke up their heads here and there
H My mother, who was baking in the kitchen, asked what the mailman delivered
I I have given back to America much of what America has given me
J And my name is not John but Adel, which just makes things harder
K I must have lost 5 kilos in the first year
English B2 12
Task 2 and 3 – Multiple choice
This part tests your ability to understand main ideas and details, the writer’s opinion and purpose
and your ability to work out what something means from the context.
- Read the text quickly to see what it is about.

- For each question, look only at the first part of the question or unfinished statement and
read what the text says about it. Remember that the questions normally follow the order of
information in the text.
- Think about the answer in your own words, then decide which option is closest to your
own answer.
- Look at the options after you’ve read what the text says. Otherwise the wrong answers
might mislead you.
- If a question asks about a particular word or phrase, work out the meaning by looking for
examples, explanations, and similar or contrasting expressions in the text around the
chosen word.
- Use only the information in the text to choose your answers, not your own knowledge or
opinions.
- You don’t need to understand everything in the text to answer the questions, so don’t
spend a lot of time on words or phrases you don’t know.
- Look for evidence that your answer is right, and that any references to the other three
options are wrong.
- Make sure you have answered every question. For any you aren’t sure about, cross out
the options you know are wrong and then choose from the rest.
- If you aren’t sure of the answer, have a guess. You won’t lose marks for a wrong answer.
English B2 13
Instructions
• Read the following text carefully and answer the questions (10-17) on the next page.
• Choose the best option from A-C.
• Write your answers on Answer Sheet 1 (Task 2).
Why you shouldn’t let your smartphone be the boss of you
The worst case of “work addiction” I have encountered was described to me by an ex-management consultant.
A member of his team – let’s call him Gary – was forced by his employer to take a holiday. The firm saw yet
another potential burnout victim on its hands, in what has become a costly epidemic in today’s economy. So
Gary bid farewell and set off for sunny Crete for two weeks with his girlfriend.
While he was away the firm noticed something mysterious was happening. Gary’s emails were periodically being
cleared in compact 20-minute bursts. He was asked about it when he came back. It turned out he simply couldn’t
sit by the beautiful seashore doing nothing all day. He felt as if he was dying inside. So he secretly smuggled his
smartphone to the beach and slipped off to the toilet every once in a while to get his email fix. Gary’s co-workers
found it hilarious, but also somewhat disconcerting.
It’s hard to say exactly when this curious form of office technology became such a major source of obsession,
stress and overwork. Something once heralded as an important tool of liberation (no more clunky, slow memos),
is now experienced by the average employee as a weird kind of tyranny with addictive properties. To see just
how inescapable it has become, just try asking a stressed City worker to turn off their smartphone during lunch.
Things can get nasty.
In this sense, handheld devices are an almost perfect expression of the “never switched off” employment culture
that has been growing over the past 15 years. It is not surprising that research by the Chartered Management
Institute has found that employees unwittingly cancel out their entire annual statutory holiday time with the
after-hours work they do. Burnout and health problems are an inevitable consequence, according to the study.
But here is the catch: there is nothing intrinsic to a smartphone that forces people to send yet another email,
sometimes long after the office has closed. It’s just a little piece of plastic and silicon. So the inability to switch
off must be symptomatic of other pressures.
No doubt labour intensification is part of the problem – fewer people doing more work, which is a cornerstone
employment policy in the age of permanent austerity. However, other changes have also occurred too.
According to an influential group of neoliberal economists working in the 1970s, people ought to see themselves
as “human capital” rather than human beings. This sort of capital is a never-ending investment, continuously
enhanced in relation to skills, attitude and even physical appearance.
Work is crucial for building this capital, perhaps its defining source. This is where employment and life more
generally slowly merge and become indistinguishable from each other. A job is no longer something we do to
achieve socially productive goals in society. An activity among other pursuits. No, a job today is something we
are … preferably 24/7. Working unpaid overtime therefore seems natural. Self-exploitation looks like personal
freedom.
So what can we do? Some have advocated what I call the “Californian solution”. The digital detox movement
among burnt-out IT nerds is a good example. Steve Hilton, former adviser to David Cameron and now a Silicon
Valley entrepreneur, boasts that he hasn’t had a phone in years. The trouble with this approach is that it renders
the crack-like addiction to email and work a personal challenge, to be dealt with by attending to our lifestyle
choices and a healthier attitude. In other words, excruciatingly Californian in the way it is geared to those who
can pay.
English B2 14
But the tyranny of work email cannot be curbed by new age therapy or an expensive spiritual retreat. This is an
economic or even societal malaise and should be addressed at that level. Some countries are trying to stop the
use of work email after office hours. The arguments for these initiatives ironically have an economic basis since
stress and burnout hurts the bottom line and kills productivity. Some firms even automatically delete incoming
messages for any staff who are on vacation.
Those last few days of holiday spent obsessively imagining the inbox that awaits can be hell. But is technology
really the nub of the problem? Perhaps the growing tendency to self-abuse by email merely reflects our wider
obsession with work, where we are all pieces of human capital who can’t afford to switch off. It is that mindset
that really needs to change.
http://www.theguardian.com/commentisfree/2016/jan/13/smartphone-boss-of-you-burn-out-societal-malaise
Question 0 is an example.
0. The example of the case of work addiction is provided to…

 a) illustrate how common burnout is becoming.
b) explain how expensive Crete holidays are.
c) describe the writer’s situation.
10. What do we learn about Gary’s holiday in Crete?

a) He made his co-workers laugh without worries.
b) He experienced strange feelings regarding his emails.
c) His girlfriend was aware of his feelings of withdrawal.
11. The writer claims that…

a) typical employees are unable to get away from the power of smartphones.
b) smartphones didn’t use to be considered as a tool of freedom.
c) most workers do not mind turning off their smartphones during lunch.
12. Studies show that being connected 24 hours a day (24/7)…

a) doesn’t necessarily lead to negative consequences.
b) leads to employees working more than they should.
c) causes employees to be fully aware of the consequences.
13. Employees seem to be unable to switch off…

a) mostly due to the amount of work required of them.
b) basically because austerity measures require fewer workers.
c) owing to several causes of pressure.
14. What do some neoliberal economists say about “human capital”?

a) Investing in humans should be somewhat limited.
b) A job is something humans do in addition to having other goals.
c) Joining one’s working life and personal life is viewed as natural.
15. The writer uses the “Californian solution” to…

a) illustrate how people with money can detox more easily than others.
b) state how costly therapies don’t work for anyone.
c) explain why this solution works for everybody.
English B2 15
16. According to the text…
a) productivity may slightly increase if employees work after hours.
b) steps are being taken in some places to reduce burnout.
c) there has been a boom of initiatives that are being implemented.
17. The writer’s attitude in the last paragraph suggests…

a) technology is not really the source of stress.
b) we tend to obsess about work by emailing others to complain.
c) employees need to change their minds about their employers.
English B2 16
Part 2
Listening comprehension
Time: 30 minutes
English B2 17
TIPS FOR LISTENING TEST
How to fetch high marks in listening test?
Below are the few tips that you can practise before, during and after the listening test and these tips
will help you to fetch high marks in the PACLE listening test:
1 _________________________________________________
The main aim of conducting the listening section is to test your listening ability. It is not enough that
you only practise the listening test using the practice materials or from the previous tests, you must
also listen to some general audios like, television, radio, documentation and so on to get your listening
skills better. You can also watch some interesting series. Through this, you can also improve your
speaking skills along with listening skills.
2 _________________________________________________
Before listening to the audio read all the questions so that you get an idea of the answer for the
particular question while listening to the audio. If you do so you will get to know which words to fill in
the gap that is given. You also will be able to find out whether it is a verb or a noun and will be easy
to write the answer.
3 _________________________________________________
Before each recording, you will be given a short introduction about whatever audio is going to play.
For example: in the audio, they will say “now there will be a conversation between…” and other similar
sentences, by which you will come to know about the conversation between who is speaking in the
audio. So you have to be alert from start to end when the audio is played. By listening to the important
points you will know what is the rest of the audio about.
4 _________________________________________________
Do not lose your attention on the audio from beginning to end. You have to keep in mind that the audio
is played twice. If you have missed any of the questions then do not worry, focus on the upcoming
questions so that you don’t lose further marks. You can review the left out questions after listening to
it for the second time. If you keep on thinking about the question which is left out, you will also miss
out the further questions as well as the audio recording and will not be able to attempt any of the
questions. In this section you have to do multitasking, that is read, write and listen accordingly.
6 _________________________________________________
There are few times students tend to write the answer as soon as they listen to the audio. Sometimes
the answer they have written may not be correct, and the correct answer may be in the next sentence.
Thus, while writing the answer you need to keep in mind that you have to listen to the complete
sentence and then write the answer.
7 _________________________________________________
After every section, you will get 10 seconds to check for the mistakes, make sure that you check the
silliest mistakes that you have committed while taking the IELTS listening test. The mistakes may be
like spelling mistakes, grammar or word forms. You have to keep in mind that it is an English language
test and even the smallest mistake also counts and you may also lose the marks for the same. Only
the correctly written answers will fetch you good marks.
8 _________________________________________________
After listening to the audio, the test takers will have 4 minutes to transfer their answers to their answer
sheet that is given. Make sure that you transfer the answers correctly. And do not mix up the answer
with other answers. The numbering should be proper, if the numbering is accurate then it will be easy
to write the correct answers and will be less confusing.
English B2 18
9 _________________________________________________
It is said that you should not write any wrong answers, but make sure you do not leave any blank
spaces also. So, if you do not know the answer write something related in the blank spaces, if you
have listened to the audio carefully you will have an idea of what to write for the particular question
while reading the same. Read the question, again and again, to make a guess what the answer could
be.
A. DO NOT WRITE ANSWERS TOO QUICKLY
B. AVOID MISTAKES WHEN TRANSFERRING ANSWERS
C. BE ATTENTIVE
D. KNOW THE SITUATION
E. IMPROVE YOUR GENERAL LISTENING SKILLS
F. PAY ATTENTION TO ERRORS
G. ANSWER ALL THE QUESTIONS
H. GO THROUGH ALL THE QUESTIONS
8H 7B 6G 5A 4C
3B 2I 1F Answer key:
English B2 19
Understanding a text
Listening for the main idea.
It’s important to understand the main idea when someone is speaking.
- Think about who is speaking and what the topic is about.
- Remember that speakers often repeat the main idea using different words.
- Listen for key words, which are often stressed.
- Don’t worry if you don’t understand all the words or details.
Understanding key points.

When people speak, listen for the key points of the ideas they talk about.
- People often emphasize the key points and can use expressions such as most
importantly, the main things is.
- They often repeat the key points using different words.
- They often give example, reasons and more information to support key points.
Understanding specific information.

It’s often important to understand specific information and specific words.
- Read the questions carefully and identify what kind of information you need.
- Think about the possible words you may hear.
- Important words are usually stressed in a sentence.
- Try not to confuse similar-sounding words. Employed-unemployed, fourteen-forty
Understanding facts and figures.

When listening for detailed information, we often need to understand facts and figures accurately.
- Before you listen, find out what type of information you need to listen for: a number, a
person, a time, a place.
- Use the general context to predict when you’ll hear numbers.
- Recognize words which often follow numbers: currencies, percent, decimal points, and
ways of describing statistics: one in four, one fifth, three times as many
Listening in detail.
It’s often important to understand detailed information at a phrase and sentence level, and
understand how the details relate to each other.
- Read the questions and answer options carefully.

- Identify the key words in the questions and answer options.
- When listening, focus on the whole message not individual words and phrases.
- Don’t choose an option based on hearing one word or phrase that appears in that option.
English B2 20
Understanding attitude and opinion
- Directly stated opinions, e.g. I found it unbearable; If you ask me, yoga’s the best therapy.
- Indirectly stated or ‘softened’ opinions, e.g. I’m not the biggest fan of mindfulness; I’m
sure some people love art.
- General attitude – does the speaker look and sound positive or negative about the topic?
Be careful. Speakers may first introduce an attitude or opinion that others hold, then express
a different personal opinion.
Understanding reasons and outcomes.

People often talk about reasons for and outcomes of a situation. Aim to understand how these
ideas are linked.
- Listen for words or phrases that express reasons and outcomes, e.g. as, since, due to,
because of, on account of, so/such… that, consequently, as a result, it led to…
- Listen for the use of different tenses. The reason is usually further back in the past than
the outcome, although either could be stated first in a sentence, e.g. The man got really
angry as I’d driven into his wall. I’d driven into the man’s wall so he got really angry.
- Listen for the use of the third conditional, which gives a hypothetical outcome, e.g. If she
hadn’t gone to the party, she wouldn’t have met him.
Listening for agreement between speakers.

Recognizing the ways speakers agree and disagree can help you understand the speaker’s
opinions.
- Listen for the first person’s opinion, then how the other person responds and if they sound
sceptical: I couldn’t agree more! Absolutely. So do I. Are you joking? Hmm, I’m not sure
about that.
- Listen to the whole response. The person may accept the other person’s point, but then
disagree with it. This makes the disagreement less direct and more polite: I see what you
mean, but… That’s a good point, but…
- People often disagree by using other phrases that make the disagreement less direct: I’m
not sure I’m completely with you on that one.
- Listen for ways people invite agreement. This signals the other person will soon respond
with an opinion: People want to be alone sometimes, don’t they? Wouldn’t you say it’s
true that…?
Identifying signposting language.

Recognizing signposting language helps us to anticipate and follow what someone is saying.
Listen for the following language:
- Phrases that introduce a point or topic, or refer back to one, e.g. my point is this, now let’s
consider, as I said earlier, as I mentioned before
- Phrases that show that a speaker is going to rephrase and repeat something, e.g. let me
put it this way, in other words, what I mean is
- Phrases that signpost a point in a sequence or a conclusion, e.g. for starters, then you…,
and then lastly, so to sum up, so it’s clear from what we’ve said that
- Questions that introduce an explanation, e.g. What does that mean for…? Where does
that lead us?
English B2 21
Understanding precise and imprecise numbers.
When listening for detailed information, we often need to understand information that contains
numbers. This information can be expressed both precisely and imprecisely.
- Listen for phrases that express a precise number, limit, proportion, or comparison, e.g.
exactly six, in no more than 1200 words, three out of every five people, three times as
many people
- Recognizing decimals, fractions and percentages, e.g. 9.58 nine point five eight, ¾ three
quarters, 15.05% fifteen point nought five percent
- Listen for phrases that express an imprecise number, e.g. somewhere in the region of a
dozen, roughly a quarter, five give or take a few, just under/over an hour, an estimated 20
people
Identifying attitude
You can often identify a speaker’s attitude by listening to how certain or fixed his/her opinions
are. Some clues include:
- Words or expressions showing more or less certainty: Definitely not! I have no doubt
that..., I tend to think…, In a way, I think…
- Modal verbs or adverbs expressing probability: It might be…, This is probably the most
important…
- Tone of voice and style: a raising, louder tone may show the speaker feels strongly. A
moderate tone and ‘filler’ words like er, I mean or you know may show uncertainty.
Identifying advice
When we give advice, it’s often more polite to be indirect. It is easier to tell that someone is fiving
you advice if you listen for:
- A confident tone of voice showing the speaker is sure the advice is a good idea.
- Words that mention people in authority: Most doctors emphasize the need to exercise.
- Modal verbs and expressions: You can’t just expect to pass if you don’t study.
- Sentences starting with general you that may also apply to you as an individual.
- Other general statements: Everyone should get eight hours’ sleep at night.
Identifying cause and effect

When listening, we often need to understand why something happened (the cause) and what
happened as a result (the effect). Pay careful attention to:
- Visual information that can help you understand what the speakers are saying.
- Pronouns, so you don’t get lost trying to understand what the speakers are referring to:
…It snowed the entire time. This (the fact that it snowed) resulted in our flight being
cancelled.
- Verbs that describe a result: Weather always impacts mood.
Identifying sequence
When someone gives you tips or advice, they often follow a sequence, and are in the form of
commands. These are some ways to identify the steps you should follow.
English B2 22
- When two activities are mentioned together, think about which one logically comes first:
Once you’ve saved the money, you can buy a new car. (First you save the money, then
you buy a car.)
- Listen for expressions that tell you what to do first: Don’t wait until level 5 before you try to
understand films. (You can try to understand films before level 5.)
- Remember previous advice and pay attention to intonation: Finally, don’t give up!
Understanding key points

When listening, it’s important to understand the speaker’s points and differentiate them from
supporting details and examples. Speakers often:
- Repeat a key more than once, using different words.
- Explain it using an example or comparison.
- Stress certain key words for emphasis.
Identifying conclusions
When you listen to informal conversations where lots of ideas are mentioned quickly, it can
sometimes be hard to identify the conclusions. It is helpful to listen for:
- A logical order, for example a problem is usually described before advice is given.
- Expressions that show a key point is being repeated: It’s important to pint out, you should
always, whereas… now…, etc.
- Words related to the main theme: fake news, propaganda, social media, etc.
- Expressions that imply a consequence: if you don’t do x, then y; always do x, etc.
English B2 23
Task 1
You will hear Alexander Betts, a social scientist, giving a talk at a Ted Talk conference titled:
Why Brexit happened — and what to do next.
Instructions
• Listen and answer the following questions (1-8) according to what the speaker says.
• The speaker uses different words to those that appear in the answers.
• You must choose one answer from the three options given for each question.
From: http://www.Ted.com/Talks
1. According to Betts, the British …

a) have changed others more than themselves.
b) have historically avoided telling others what to do.
c) like to keep themselves to themselves.
2. One morning Betts was extremely surprised to find that…

a) the Prime Minister had turned defeat into a win.
b) the UK was on the verge of disappearing as such.
c) Brexit had won the referendum by so many votes.
3. After the results of the referendum…

a) everyone blamed everyone else.
b) they accused the Prime Minister of indifference.
c) the opposition leader was accused of being too radical.
4. What made the situation worse was that…

a) the Brexit supporters celebrated in the streets.
b) there were a lot of ugly disturbances in the streets.
c) the ‘Bremainers’ asked the Prime Minister to resign.
5. Betts thinks globalisation needs a new narrative because…

a) perhaps people haven’t had the chance to enjoy its benefits.
b) it needs to warn people against anti-globalisation.
c) a lot of people still ignore what globalization is.
6. Betts accuses Brexit politicians of…

a) having economic advantages if they leave Europe.
b) using hatred and lies to obtain votes.
c) ignoring the consequences of breaking away.
7. Betts thinks that most Brexit voters…

a) were disillusioned with politics.
b) made an unintentional mistake.
c) just want to be English Only.
8. According to Betts, the spectre of Brexit…

a) will cause the fall of Europe.
b) may benefit the global economy.
c) is beginning to appear in many countries.
English B2 24
Task 2
You will hear an interview with the author of the Harry Potter books, J. K. Rowling (Joanne).
Instructions
• Listen carefully and complete the statements (9-15) below with one or two words,
according to what the speaker says.
• The wording of the sentences below may be slightly different from what you hear.
• However, the word(s) you write must be exactly the same as what you hear.
From: https://www.bbc/podcasts
Statements
9. Joanne ____________ two adult novels to write Harry Potter.
10. It took Joanne 5 years to ____________ ___________ the Harry Potter plot.
11. Joanne loves the Dursley characters because they’re ____________ fun to write.
12. Children have written from across ____________ to point out mistakes in her plot.
13. A journalist thought it was____________ to plan a seven book epic.
14. As a child, Joanne was a real ____________.
15. It was a ____________ decision to base Hermione on herself.
English B2 25
Task 3
You will hear 5 people giving their views on competition.
Instructions
• Choose which comment (A to F) corresponds to each speaker (16 to 20).

• The comments have been mixed up, rephrased and summarized.
• There is one extra comment you do not need to use.
Comments
A Competitiveness among people may vary according to their gender.
B Intelligence can overcome natural instincts of self-preservation.
C People in a competitive context tend to be less caring with each other.
D It is very important to prepare people for a competitive world.
E Competition produces hormones capable of increasing intelligence.
F Competition is not the best arrangement at work or in education.
Speaker Comments
16 1
17. 2
18. 3
19. 4
20. 5
English B2 26
Part 3
Writing
Time: 70 minutes
English B2 27
TIPS FOR WRITING
9 tips to score above 60% in PACLE writing test

1. Before writing an essay, you must know its basic structure so make sure you have practised
different types of texts.
2. Both tasks will give you the same amount of points so do first the one you are more confident
with.
3. Learn all the specific writing structure for each type of task 1. In the real test, you just have to
apply that structure with new data and suitable verb tenses. Read sample essays and take note
of the ones with good structure to have a wide range of text types.
4. You must complete both tasks no matter how difficult the test is or how little time you have got.
You MUST complete your test at any cost. If you don’t, it’ll be hard to get a 50%
5. Again, practise writing. Do both 2 tasks in one hour. You can focus only on task 1 or task 2, but
before the test, you should practice writing both tasks to get familiar with time limits.
6. Practice makes perfect. In writing, this statement is completely true. But it is better if there is
someone to check your writing for you and so you can learn from your mistakes.
7. Writing requires wide vocabulary. You also need a dictionary to work on and enrich your
vocabulary.
8. Pay attention to the style. There are some rules of writing you should follow. For example: in
formal texts avoid abbreviations, 1st and 2nd pronoun or possessive (I, you, me, my, your),
except in conclusion where you have to state your opinion.
9. Each body paragraph has to include: the topic sentence, supporting sentences (2-3
sentences), development sentences (evidence: example, experience, data). In many languages
(English included), there are many ways to develop a body paragraph, which results in a situation
where that topic sentence is not the first sentence. But you are advised to put the topic sentence
at the beginning of each body paragraph. Don’t be creative in this case.
English B2 28
1. GENERAL GUIDELINES
1.1 PLANNING YOUR COMPOSITION
Before you start to write, plan the content, organization, headings, and the kind of language you
are going to use.
1.1.1 Brainstorming
- Think about the topic, and, if necessary, research it.
- Remember / revise the topic vocabulary.
- Discuss your ideas with a partner or in groups.
- List the main points before you start writing.
1.1.2 Organisation of paragraphs

- Decide how many paragraphs you need.
- Decide on the content of each paragraph and list the main points:
An article:
The Italians: what we are really like
Paragraph 1: the stereotype of people from my country (noisy, like spaghetti, sing opera all
the time, etc.)
Paragraph 2: what’s true / what’s not true about the stereotype (True: noisy, like spaghetti /
Not true: not everyone likes opera (or sing it!), great lovers)
- Use linkers to connect your ideas:

Firstly / Secondly, However, Personally I think, etc.
1.1.3 Verb tenses

- Before you start writing, decide which tense(s) you need for the text type.
What tense(s) would you use to write the following?
1) An email
2) A story
3) An article: ‘My ideal house’
4) A discursive essay
1.1.4 Formal vs. informal style

- Before you start writing decide what style to use:
Formal: for a letter or e-mail complaining to an airline, for a ‘for and against’ composition,
for a report about customs in your country.
Informal: for a letter or e-mail to a friend, for a letter or e-mail to a TV / radio ‘chat’
programme.
- Remember the key aspects of each style:

Formal: no contractions, no colloquial expressions, more formal expressions, e.g.
To sum up, etc.
English B2 29
Informal: use contractions and colloquial expressions, e.g. anyway, That’s all for
now, etc.
- Decide which expression in each pair is the most formal
1) Finally – Then, in the end
2) I am writing to complain about – I am very upset about
3) Yours faithfully – Best wishes
4) I would welcome their advice – It would be great to get some advice
5) I was appalled – I was really shocked
6) The second problem was that – Another thing that happened was
7) The first thing was – Firstly
1.2 WRITING
When you write your text, try to make it clear, vivid and imaginative
1.2.1 Language
Use adverbs and adjectives to make a text ‘come alive’. They will make it more enjoyable to read.
Why is 2 more vivid than 1?
Sentence 1: It was raining. A man was walking along the pavement. He looked round and
saw that a woman was following him.
Sentence 2: It was raining heavily. A tall middle-aged man was walking quickly along the
wet pavement. Suddenly he looked round and saw that an attractive dark-haired woman
was following him.
1.2.2 Varied vocabulary

- The more varied vocabulary you use, the more interesting your writing will be. How can
you make this sentence more vivid?
She was wearing a nice skirt.
- Use a wide selection of nouns, adjectives, and verbs.

E.g. for physical appearance:
- Adjectives: e.g. overweight, medium height, bald, middle-aged.
- Nouns: e.g. fringe, beard, moustache, eyelashes
- Verbs: e.g. looks (younger than his age), looks like (her mother), is wearing / carrying…
1.2.3 Introducing examples

Examples are very important in certain types of essays, for example discursive essays where you
may want to convince your reader about something. With examples you can back up your
argument and your essay will look more serious.
English B2 30
1.2.4 Use of connectors
Sentence and paragraph connectors are used to express relationships between ideas and to
combine sentences. The use of these connectors will add sophistication to your writing style.
SOME USEFUL LINKING EXPRESSIONS
To make contrasting points To add more points to the topic

Although Furthermore
However Moreover
On the one hand / On the other hand Besides
To list advantages and disadvantages To explain a consequence

The main advantage Therefore
Another (dis)advantage As a result/ consequence
To introduce the conclusion To introduce an example

In conclusion For instance
To sum up For example
1.2.5 References
Whenever you are writing a composition in response to a previous piece of information it is
advisable to state it in your composition. Referencing is especially common in opinion letters to
newspapers, letters of application or opinion essays.
E.g. Recent letters in your newspaper about the problems in… have prompted me to send you this
letter.
1.2.6 Writing dialogue: direct vs. indirect speech

You may want to write a dialogue as part of a story.
- Use a variety of reporting verbs: suggested, insisted, told, asked (not just said)
- Use an adverb to show how someone is speaking: slowly, quietly, angrily, etc.
- Remember the correct punctuation for dialogue is inverted commas around the spoken
words, and a comma at the end of the spoken words (‘…,’).
‘I’d love to come,’ she said, ‘but I’m busy’.
- Take into the account that the verb tense might change if you are using indirect speech
(reported speech)
English B2 31
- Below there is a list of some common reporting verbs and the patterns that follow them in
reported speech:
verb + verb +
verb + object + verb + to + verb + -ing verb + object +
that + object + to
that + clause inf. form prep. + -ing form
clause + inf.
promise advise
decide remind convince
decide
admit order accuse sb. of -
deny advise promise
suggest persuade ing
convince refuse
admit deny invite blame sb. for -
tell threaten
recommend remind ing
warn tell
warn
1.3 CHECKING
When you are happy with the content of your text, check it for mistakes, e.g. spelling, grammar,
vocabulary, and punctuation. Make a checklist of your own typical mistakes and memorize it.
That way you’ll find it easier to spot and correct them.
1.3.1 Spelling
English spelling is very irregular, so it is very easy to make mistakes. Improve your spelling by:
o Reading in English
o using a dictionary to check the spelling of words
o making a list of words that you often misspell
Sometimes there is a spelling rule that might help you. Below you can look at the spelling rules
for the -ing / -ed forms.
o Doubling consonants
o The final consonant is doubled before –ing and –ed in:
1) verbs which have one syllable and end in consonant, vowel, consonant (stop -
stopped, get - getting)
! The rule is the same for comparative and superlative adjectives (big - bigger)
2) verbs which have more than one syllable but have the stress on the last syllable
and end in consonant, vowel, consonant (permit - permitting, prefer - preferred).
! Exception: kidnapped
3) verbs which end in –l after one vowel (cancel - cancelled, travel - travelled)
o Other changes
1) verbs which end in –e lose the final –e adding –ing (come - coming, bite - biting).
! Exception: age-ageing
2) verbs ending in –ie change the –ie to a –y before adding the –ing (die - dying, lie
- lying).
English B2 32
1.3.2 Punctuation
Make sure you know the right punctuation symbols, and when to use them.
Exercise: Complete the rules with the right names.

brackets capital letters colon comma full stop hyphen
inverted commas question mark exclamation mark apostrophe
Symbol Use
1 . ___________________ shows the end of a sentence, and is also used after initials (P.J.
Proby) and abbreviations (etc.).
2 A , __________________ shows a short pause that separates parts of a sentence, e.g. a non-
defining relative clause or words in a list.
3 `´ __________________ show words that are spoken (direct speech). They are also used
around titles of books or films, or a nickname.
4 ( ) __________________ show extra information or an explanation which is not considered
essential.
5 An ’ __________________ is used when two words are contracted, and to show possession,
e.g. It’s Jane’s.
6 A - ____________________ is used when two words are joined together, e.g. some compound
nouns.
7 An ! ___________________ is used to show surprise. It comes at the end of a sentence and is
often used in dialogue.
8 A ? __________________ (at the end of the sentence) shows that a direct question is being
asked. It is also used in requests, e.g. Could you bring me…?
9 A : ____________________ tells you that something is coming next, for example a list.
10 ABC ___________________ are used for the first letter of a name, a country, nationality or
language, days of the week, months.
1.3.3 Grammar
Typical grammar mistakes:
- verb agreement (e.g. plural verb with a plural noun: people are NOT people is, etc.)
- word order (with adverbs, adjectives, questions, etc.)
- use of tenses (present simple instead of present perfect, etc.)
- irregular verbs (e.g. He lay down. NOT He lied … )
- gerunds and infinitives (Verb as subject of the sentence, infinitive of purpose…)
- articles (a / an / the or zero article)
English B2 33
1.3.4 Vocabulary
Typical vocabulary mistakes:
- verbs which are often confused: meet/know, rob/steal, argue/discuss, lose/miss…
- using a formal word where the style is informal (e.g. therefore instead of so, etc.)
- ‘false friends’ i.e. words which are similar in your language but have a different meaning:
(e.g. library, discussion, carpet, fabric, sympathetic…)
- using the wrong preposition
- verbs and adjectives plus a dependent preposition (depend on, interested in…)
1.3.5 Connectors
These are some of the most common mistakes regarding the use of connectors:
- In spite of he is tall, he cannot play basketball very well
- Despite of the weather, we went jogging
- In one hand, banning bullfighting would be …
It is advisable to check which connector to use depending on the style of the text:
- Formal: Firstly, secondly, finally…
- Informal: The first thing was, second of all…
1.3.6 British / American English

Notice the differences between GB and US English. Write the British spelling of the words. What
are the differences?
British English American English

______________________ canceled
______________________ meter
______________________ center
______________________ color
______________________ favor
______________________ license
______________________ defense
______________________ catalog
English B2 34
Writing - Task 1
Instructions
• You have read this post on the EU website and decide to apply to the European Voluntary
Service.
• Write a formal letter of application.
• Use between 120 and 140 words following the instructions that are indicated.
• Use Answer Sheet 3 (Task 1) for your final draft.
The European Voluntary Service (EVS) helps young people travel abroad to participate in
volunteering projects.
As an EVS volunteer, you commit yourself to the work of an organisation abroad. Volunteering
projects can involve many different kinds of activities in areas such as youth work, cultural activities,
social care or environmental protection. You volunteer on an unpaid and full-time basis.
What you have achieved and learned through volunteering is certified Europe-wide via the
- Youthpass recognition tool.
- Duration
- Volunteering activities last a minimum of 2 weeks and a maximum of 12 months.
- EVS opportunities are available in both Erasmus+ Programme countries and Neighbouring Partner
- countries - meaning that you can volunteer outside of Europe too.

Financial support
All essential costs related to your volunteering project are covered. You will be provided with
accommodation, board and any local transport that you may need. You may also receive a small
amount of 'pocket money'.
http://ec.europa.eu/programmes/erasmus-plus/opportunities-for-individuals/young-people/european-voluntary-service_
Please include the following information:
• introduce yourself and say why you would like to participate in the project
• give information about your study/work experience
• ask questions about possible destinations, accommodation and free time
• include any other relevant information
English B2 35
Writing - Task 2
Instructions
• Read both of the options below.
• You must write a text between 180 and 200 words following the instructions indicated below.
• Choose ONE option.
• Use Answer Sheet 3 (Task 2) for your final draft. Do not forget to mark your chosen option (A or B)
in the space indicated.
Option A
Argumentative essay
You have seen the following advert in a college magazine. You decide to write an essay and submit it for
publication.
Modern technology has made my life better
• introduce the topic to capture the readers’ attention

• discuss reasons in support of the statement
• discuss reasons against the statement
• make a conclusion and state your opinion
Option B
Narrative
You would like to upload a submission to NARRATIVE magazine.

http://www.narrativemagazine.com/general-submissions
All you have to do is write a narrative about “An unexpected encounter”.
Please keep in mind the following points:

• use past tenses
• use appropriate time expressions and vocabulary
• use an informal, chatty style
English B2 36
Part 4
Speaking
Time: 15-20 minutes
English B2 37
TIPS FOR SPEAKING TEST
Top 11 Things to Remember While Attempting Speaking Task
More than 3,000 candidates have taken the PACLE exams so far. To score 60% and above it is
important that you show your best speaking skills. Do you know how to stand out and be the best
amongst many that attempt the speaking task? What are you doing wrong that is making you land
less than 60%? Why are you not getting better score in speaking test? If similar questions arise in
your mind, read the following important things to be kept in mind while you are speaking in the
PACLE exam and find out if you are making one of the following mistakes:
1. ____________________________________________
Speaking without hesitation is impressive and hence while speaking, especially in the cue card, if
you feel you hesitate a lot, focus on this factor by considering it like an alarm that can help you to
keep on speaking for long by linking your ideas whenever you are about to hesitate. Another thing
is that too much hesitation distracts the listener from understanding your talk, more importantly at
the time you are giving your opinion on a topic.
Useful Tip: Record your voice and analyse how many times you hesitate and add fillers in your talk.
Practice more at home for working on hesitation. Another tip is that you can take little pauses rather
than using fillers in speaking.
2. ____________________________________________
The worst performance can be when a candidate does not respond at all to the question. Almost
all the time, he is keeping mum and does not respond. While this is the case for those who get less
than 50%, it can also happen to those getting between 50% and 60% when they take breaks in
between when they are speaking, which are noticeable pauses and affect their speaking ability.
Useful Tip: Practice speaking for long by recording your voice and count your pauses. Then, try to
remove them the next time you speak.
3. ____________________________________________
The biggest mistake in speaking you can do is to memorise the cue card sample answer. Many
students try to act smart but this smartness is well detectable by the examiner because he will not
only be asking you to speak on a topic but to answer some questions for which you need to respond
spontaneously and this is the area you will miss out.
Useful Tip: You can actually prepare for speaking the way you would speak for long on an unseen
topic. When you feel you are able to speak on just any new question, you will gain confidence and
this is what the PACLE speaking test is about.
4. ____________________________________________
A very common characteristic found in speakers who get below 60% is that they are not confident
and hence, they keep on correcting themselves when they speak. Since they feel lack of ideas or
content in order to speak for long, they repeat the sentences that they already said before.
Useful Tip: Try saying something new or forming new sentences every time you speak.
Paraphrasing the questions would help you to initiate speaking so that you can take time to extend
your talk.
5. ____________________________________________
Speaking accurately is perhaps the most important criterion on the whole. Speaking correctly free
from errors of grammar or tense etc. is comparatively more important than speaking for long. If you
English B2 38
make frequent grammatical errors, your score would get reduced depending upon the number of
times you make errors.
Useful Tip: Learning grammar and practicing speaking to avoid grammar errors would be helpful.
Start taking grammar lessons and read as well as listen to stuff online that will give you a concrete
idea on how a sentence is to be formed correctly.
6. ____________________________________________
Pronouncing the words correctly is an important factor for assessing speaking skills. In case you
feel that your speaking is more influenced by mother tongue, you definitely need to work on this.
The right pronunciation can be learnt by listening to others and watching stuff online. Refer the right
source online to understand the pronunciation of a particular word.
Useful Tip: Listen to audios online, for example, on YouTube and also practice speaking more. Try
to converse more in English with others to improve your pronunciation because while conversing,
you will learn a lot from others.
7. ____________________________________________
While vocabulary is essential, some candidates misinterpret its importance. It is one of the factors
of assessment, not the only factor. Same thing is applicable on idioms also because if a person
speaks idiomatic language but makes mistakes in grammar, has lack of fluency or coherence, he
would lose marks.
Some people try to learn difficult words as well as idioms and they often use them incorrectly. So,
using the words or idioms correctly is more important even if those words are of average level.
Useful Tip: Do not try to forcefully use difficult words in speaking and writing, use them naturally
and correctly.
8. ____________________________________________
It is often taught to the students that they should use sentence connectors which can make their
speaking effective. But some students misunderstand the concept and try to use more and more
of them.
Useful Tip: Use the sentence connectors whenever they are required. Never unnecessarily keep
on using them which may make your speaking quite unnatural.
9. ____________________________________________
The way you are forming the sentences to express your thoughts is definitely a very crucial aspect
of speaking assessment. If you form simple sentences, the examiner considers it below 60% while
if you prefer using complex sentences, it can come up above 60%. But remember that you should
use complex sentences correctly.
Useful Tip: Firstly, read the sample model answers and learn making long sentences. Practice
more until you gain familiarity and then only use them in your speaking.
10. ____________________________________________
Do not be too much technical when it comes to speaking by trying to use connectives, idioms and
advanced vocabulary when on the other side, you are losing fluency and naturalness. Incorrect
order of words in the sentences and grammatical errors would add inappropriateness in your
speaking. Do not also try to speak something in a new way you had not earlier attempted, it would
surely affect your speaking fluency as it would not look natural.
Useful Tip: You can always try to say what you are comfortable with and confident about so that it
comes out naturally. It takes time to learn new vocabulary and idioms, so you can practice till it
becomes perfectly alright for you to use it in speaking. Thus, you should always implement
something new after practice only.
English B2 39
11. ____________________________________________
There is a difference between those candidates who get below and above 60%. And this is about
speaking precisely and avoiding speaking which is unnecessary as per the question. Those who
get above 60% always have the habit of attempting all the questions and they don’t bother whether
what they said was exactly relevant with the question or they were just beating around the bush.
Useful Tip: Focus on the quality of your answers rather than the length of your speaking. You would
deliver better if you concentrate on the question well.
Speaking fluently will take a lot of practice, but it is not impossible. Keep all the points mentioned
above in your mind while practice and it will soon become part of your speech. You will not only
see a change in your speaking overall score, but also the way you converse with others.
A. Do not use complex vocabulary or idioms incorrectly
B. Answer the follow-up questions relevantly
C. Do not often self-correct and repeat what you said before
D. Speak using complex sentence structures
E. Avoid hesitating a lot
F. Give special focus on grammar
G. Be cautious of your pronunciation
H. Avoid long pauses or breaks as far as possible
I. Do not memorise any cue card
J. Do not overuse connectives
K. Avoid saying something inappropriate or unnatural
11B 10K 9D 8J
7A 6G 5F 4C 3I 2H 1E Answer key:
English B2 40
FUNCTIONAL LANGUAGE
Keeping a conversation going
- How’s it going? - Such as?

- Why’s that? - How come?
- Like what, exactly? - In what way?
- What else are you doing? - What sort of adventure sport?
Agreeing and disagreeing politely
Disagreeing Agreeing
- I don’t know about that. - I see what you mean.
- I can’t really see the point of… - I see your point.
- Oh, do you think so? - I suppose that’s true actually.
- Oh, I wouldn’t say that. - That’s a good point.
- Well, I’m still not convinced. - Well, I can’t argue with that.
Making, refusing and accepting offers
Making offers Refusing offers Accepting offers

- Would you like to - No, it’s OK, but - Thanks, that’d be a
come round for dinner? thanks for the offering. great help
- I’ll get it, if you like - No thanks, I’d better - Are you sure you
- Let me sort that out do it myself. don’t mind?
for you - Oh, no, I can - Well, it’d be wonderful
- Why don’t I do that for manage. if you could
you? - No, don’t worry. It’d - As long as you don’t
- What if I go round and be easier if I do it mind
cook you dinner? myself
Expressing surprise
Saying you’re surprised Saying you’re not surprised

- I don’t believe it - I’m not surprised to be honest
- You must be joking - I bet you were
- You’re kidding! - Well, no wonder you are ill
- Why on earth doesn’t he listen? - Well, he would say that, wouldn’t
- Wow, that’s fantastic news he?
- Yes, I can imagine
English B2 41
Discussion language: opinions
Giving opinions Giving the opposite opinion

- It’d be much better if everyone did it - Maybe, bit I don’t see how we can…
- I just don’t think it’s right that… - Fair enough, but I still think that…
- One argument in favour of… is - Yes, but then again…
that… - Well, some people would argue
- I think people should have the right that…
to…
Clarifying your position Giving yourself time to think
- No, that’s not what I’m trying to say - That’s an interesting point
- What I meant was - I’ve never really thought about that
- No, that’s not what I meant - Um, let me think
- All I’m saying is… - It’s hard to say
Making and responding to suggestions
Making a suggestion Saying you have no preference

- I thought we could give this - I’m easy. Whatever you like
restaurant a try - I really don’t mind. It’s up to you
- I wouldn’t mind going. How about - I’m not bothered either way
you? - It’s all the same to me
- Do you feel like going out for
dinner?
- D you fancy some sushi tonight?
Asking if the person is free Politely refusing a suggestion
- Are you doing anything tonight? - I’m sorry but I don’t feel up to going
- Have you got anything this out
weekend? - Some other time, perhaps
- What are you up to on Sunday - I’d rather give that a miss, if you
morning? don’t mind
Showing concern, giving and responding to advice

Showing concern Giving advice Responding to advice
- Oh, dear. What’s the - Have you tried talking - Yes, it’s worth a try, I
matter? to him about it? guess.
- I can see why you - Perhaps you ought to - Yeah, that’s a great
are upset. spend more time idea.
- I’m so sorry to hear together. - I might do that.
that. - Maybe you should - Yes, you could be right.
- Oh, no, what a have a serious - Well, I’ve tried that but
shame! conversation. it didn’t work.
- Yeah, I see what - Why don’t you talk to
you mean. her about it?
- Oh, that’s awful!
English B2 42
Making and asking for recommendations
Asking for recommendations Recommending things

- Do you know any good places to - It’s probably best to take a taxi.
stay? - I’d recommend the bus rather than
- What’s the best way to get around the underground.
the city? - You should definitely visit the
- What about places outside the city museums.
centre? - You really must go to the markets.
- Do you have any other tips?
- What else is worth doing?
Not recommending things Responding to recommendations
- Don’t bother going to the beach. - That’s good to know.
- It isn’t really worth visiting. - That sounds good.
- Don’t take the bus unless it’s - Thanks, that’s really useful.
necessary.
- I wouldn’t eat anything bought in the
street.
Discussion language
Making suggestions Ways of agreeing
- How about having some live - Yes, that sounds like a good idea.
music? - Well, it’s definitely worth a try.
- We could organise a picnic. - That’s not a bad idea.
- What about charging 5€ each? - Yes, that could work.
- Have you thought of asking…? - That’s a brilliant idea.
- I suggest we send an email to
everyone.
Asking to speak Ways of disagreeing
- May I make a suggestion? - I’m not sure about that.
- Can I make a point here? - Sorry, I don’t think we should do that.
- Can I just say something here? - I’m not sure that’s a good idea.
English B2 43
Task 1. Monologue (3 minutes)
INSTRUCTIONS
Choose 2 or 3 of the following open-ended statements to create a 3-minute monologue. One statement is
recommended to be included. You will have a few minutes to prepare in advance and you will be provided
with a blank sheet of paper on which you may write some ideas. However, full sentences or long phrases
are not permitted. Please submit your notes to the examiners on completion of the oral exam.
CHANGES
• Explain the advantages and disadvantages of becoming independent from your parents.
*recommended
• Discuss things students need to get used to when they are getting a degree.
• Describe a memorable experience you have had regarding a change in your life.
• Compare typical changes that people usually have to go through (studying, moving,
working, starting a family…).
• Analyse why you think there have been so many changes in current society.
• Give reasons why you agree or disagree with the statement below:
“Things don’t have to change the world to be important.” Steve Jobs
Google images
English B2 44
Task 2. Interaction (5 minutes)
INSTRUCTIONS
In this section of the exam, you will have 5 minutes to work together with your partner. Using the pictures
below and/or your own ideas, please talk about the following tasks:
a) discuss the following types of relationships in detail

(mention advantages/disadvantages, give reasons, make comparisons, etc. on how you/people
develop relationships, things you/people do together...)
b) then decide together what you think the most/least important relationship is and why
Google images
English B2 45
Extra tasks
English B2 46
Reading comprehension - Task 3
Instructions
• Read the text and choose True (A) or False (B) according to the text.
• Each answer must be justified with the exact words from the text. (It may not be
necessary to write the entire sentence).
Plastic now pollutes every corner of Earth

Humans have made enough plastic since the Second World War to coat the Earth entirely in clingfilm, an
international study has revealed. This ability to plaster the planet in plastic is alarming, say scientists – for it
confirms that human activities are now having a pernicious impact on our world.
The research, published in the journal Anthropocene, shows that no part of the planet is free of the scourge of
plastic waste. Everywhere is polluted with the remains of water containers, supermarket bags, polystyrene
lumps, compact discs, cigarette filter tips, nylons and other plastics. Some are in the form of microscopic grains,
others in lumps. The impact is often highly damaging.
“The results came as a real surprise,” said the study’s lead author, Professor Jan Zalasiewicz, of Leicester
University. “We were aware that humans have been making increasing amounts of different kinds of plastic –
from Bakelite to polyethylene bags to PVC – over the last 70 years, but we had no idea how far it had travelled
round the planet. It turns out not just to have floated across the oceans, but has sunk to the deepest parts of the
sea floor. This is not a sign that our planet is in a healthy condition either.”
The crucial point about the study’s findings is that the appearance of plastic should now be considered as a
marker for a new epoch. Zalasiewicz is the chairman of a group of geologists assessing whether or not humanity’s
activities have tipped the planet into a new geological epoch, called the Anthropocene, which ended the
Holocene that began around 12,000 years ago.
Most members of Zalasiewicz’s committee believe the Anthropocene has begun and this month published a
paper in Science in which they argued that several post-war human activities show our species is altering geology.
In particular, radioactive isotopes released by atom bombs left a powerful signal in the ground that will tell future
civilisations that something strange was going on.
In addition, increasing carbon dioxide in the oceans, the massive manufacture of concrete and the widespread
use of aluminium were also highlighted as factors that indicate the birth of the Anthropocene. Lesser
environmental impacts, including the rising use of plastics, were also mentioned in passing.
But Zalasiewicz argues that the humble plastic bag and plastic drink container play a far greater role in changing
the planet than has been realised. “Just consider the fish in the sea,” he said. “A vast proportion of them now
have plastic in them. They think it is food and eat it, just as seabirds feed plastic to their chicks. Then some of it
is released as excrement and ends up sinking on to the seabed. The planet is slowly being covered in plastic.” In
total, more than 300 million tonnes of plastic is manufactured every year, states the paper, The Geological Cycle
of Plastics and Their Use as a Stratigraphic Indicator of the Anthropocene.
“In 1950, we virtually made none at all. It is an incredible rise,” added Zalasiewicz. “That annual total of 300
million tonnes is close to the weight of the entire human population of the planet. And the figure for plastic
manufacture is only going to grow. The total amount of plastic produced since the Second World War is around
5 billion tonnes and is very likely to reach 30 billion by the end of the century. The impact will be colossal.”
As the paper makes clear, plastic is already on the ocean floor, remote islands, buried underground in landfill
sites and in the food chain. Even the polar regions, generally considered still to be pristine zones, are becoming
affected. In 2014, researchers found “significant” amounts of plastic granules frozen in the Arctic Sea, having
been swept there from the Pacific Ocean.
English B2 47
In some cases, wildlife adapts to the spread of plastic. For example, on islands such as Diego Garcia, hermit crabs
have taken to using plastic bottles as homes. However, most of the impact on wildlife is harmful. Creatures
ranging from seabirds to turtles become entangled in plastic and drown or choke to death. “The trouble is that
plastic is very slow to degrade, so we are going to be stuck with this problem for a long time,” said Zalasiewicz.
http://www.theguardian.com/environment/2016/jan/24/plastic-new-epoch-human-damage
Questions
O. The fact that we can cover the planet in plastic is frightening.
A. True 
B. False
Justification: “This ability to plaster the planet in plastic is alarming…”
18. Plastic waste ends up in the same shape.

A. True
B. False
Justification: (Please write all justifications on Answer Sheet 1).
19. In the research study, scientists already knew that more and more plastic was being produced.
A. True
B. False
Justification:
20. Plastic has mostly ended up floating in far-away oceans.

A. True
B. False
Justification:
21. The most important aspect about the research results might indicate a new geological era.
A. True
B. False
Justification:
22. Plastic bags and drink containers haven’t made such a big impact on planet changes.
A. True
B. False
Justification:
23. The weight of all humans is approximately equal to the annual total weight of plastic.
A. True
B. False
Justification:
24. Plastic has been carried from the Artic Sea to the Pacific.
A. True
B. False
Justification:
25. Some animals have changed their habitats in some way thanks to plastic.
A. True
B. False
Justification:
English B2 48
Instructions
• Read the following text from which sentences have been extracted.
• Read the sentences on the next page (A-K). Match them with their corresponding gaps (1-9).
• There is one extra sentence you do not need to use.
• Write your answers on Answer Sheet 1 (Task 1)
Experience: I can speak 50 languages

I've been obsessed with languages for as long as I can remember. My family travelled a lot when I was
young and my dad, a self-taught polyglot, would talk to everyone we met with apparent ease, confidently
switching between languages. (0) ___A________. However, I was intimidated by him, and he didn't
encourage me to follow his lead.
(1) _______________. Aged 11, I made slow progress with French at school and almost gave it up. But
things felt different when I took on German at university – loving many German writers in translation, I
wanted to read them in their native tongue, and that's been my main motivation for learning new ones
since. (2) ____________. The idea of having an encyclopedic mind – a comprehensive overview of the
world – has always fascinated me, and acquiring languages seemed a good way of achieving that. By my
20s, I'd set my heart on devoting the rest of my life to learning as many as I could.
I'm often asked what the secret is, and whether some people have an aptitude for absorbing words and
phrases. (3) ________________. This involves reading, studying and practising grammar, as well as my
own technique called "shadowing", which involves walking briskly outdoors while listening to a recorded
language and repeating it out loud. For five or six years, before I married and had children, I would study
for 16 hours a day. I'd transcribe Irish, Persian, Hindi, Turkish, Swahili. Gradually, all these wonderful
languages started to swim into focus, and ever increasing numbers of great works became accessible.
It's hard, but the rewards can be thrilling. When I started studying Spanish, for example, there was a
moment when the living language – which I'd heard spoken around me when I was growing up – suddenly
revealed itself to me. (4) _________________. It comes to me quickly with European, Germanic or
Romance languages – and it's very addictive. Something similar happened when I first went to Sweden –
I'd never studied Swedish, but when I heard it spoken around me, it seemed to combine elements of
languages I was familiar with. (5) ___________________. That's as much as most people would want, but
as far as I'm concerned, at that stage I'm still in the foothills. Climbing the mountain – achieving native
fluency – is always going to take years.
Now, I can read about three dozen languages and speak most of them fluently, and I've studied many
more. (6)_____________. This connection is helpful.
Exotic languages can be more of a challenge. (7) _______________. We live in Singapore now, and at
home I speak French with my sons, unless my Korean wife is there, in which case we'll use English. If we
don't want the kids to understand everything we're saying, we use Korean.
(8) ____________________________. But to have the language come alive you have to speak it, to live it.
Now, I find when I'm immersed in a language, I am more talkative.
English B2 49
I think I'm much richer for that – it makes me more confident. If I were kidnapped tomorrow and dropped
in an unknown region, I think there are only a few very remote areas I'd struggle to make myself
understood.
I'm increasingly drawn to dead and endangered languages, and want to set up a polyglot academy where
people with similar interests to mine can flourish. (9) _________________________. It would be like
visiting a botanic garden where there was only one type of plant – that thought horrifies me.
https://www.theguardian.com/lifeandstyle/2012/mar/16/i-speak-50-languages-experience
Sentences
Sentence A is an example.
POSITION IN THE
TEXT
A His abilities made a big impression on me 0
B I'm not a naturally outgoing person and I used to be cautious about talking to native
speakers in their mother tongue
C That's the moment I want
D Once I got German, I was hooked; French, Latin, Greek and Sanskrit quickly followed
E My sons dislike studying French
F The more languages you know, the more you see how inter-related they are
G I've studied Esperanto, and although I can see the benefits of a world language, I do
think the loss of so many quirks and colours would leave the world a less intriguing place
H The truth is, predictably, it's down to endless hours of concentration
I I worked as a professor in Korea for eight years and it took almost a decade to get my
Korean skills close to native level
J All it took was three weeks and I was able to hold my own in complex conversations
K I wasn't a natural language learner
English B2 50
Instructions
• Read the following text carefully and answer the questions (10-17) on the next page.
• Choose the best option from A-C.
Could this be your new favourite bookshop?
Book lovers who find themselves easily distracted may welcome the brutal approach by a new bookstore in
London. In a bold move, Libreria has declared itself a ‘digital detox zone’, banning its customers from using
mobile phones and tablets within the shop. The ban is part of an endeavour by the store to immerse the visitor
in the visceral joys of reading and the pleasure of physical books, as well as to reawaken the art of real-life
conversation, debates and talks, a sense of conviviality and a taste of the unexpected.
Visitors to the shop may take photos, but if they’re spotted texting, browsing the Internet, posting or
communicating with anyone outside the shop’s four walls, they are politely requested to stop. “The rule isn’t
enforced in a draconian way, but we do want to create a welcoming space away from digital overload,”
Libreria’s Paddy Butler tells BBC Culture. “If you’re doing business on your computer all day, then being in a
space full of traditional books allows you to escape, browse, talk about books, and discuss ideas. We all need a
break from digital distraction and noise – it’s not good to be plugged in all the time.” So how have customers
reacted to the ban of their beloved phones so far? According to Butler, positively: “They mostly say ‘Thank
you’.”
Tom Hodgkinson, co-founder of the Idler Academy, which is collaborating on events with Libreria, “applauds”
the ban. “In doing so they present a genuine retreat and refuge, where real books and depth of thinking are
privileged over Snapchat and tech,” he tells BBC Culture. “They’ve even got an old-school record player in there,
which is a nice touch. And The Idler is all about providing a pause for thought and fun in the day, so we’re really
looking forward to hosting events in the shop where people can get together and indulge in the convivial pursuit
of talking about ideas together.”
Conviviality, perhaps, is the key word. At a recent event at Libreria, guests were invited to ‘swig and sniff’ their
way through 20th-century fiction. While passages by Raymond Chandler and Patrick Hamilton were read out
and discussed, the drinks described in the text were sampled and the relevant scents passed around the
audience.
So could it be that people are becoming more mindful of the downside of constant digital connectedness?
Libreria’s founders have said that we have reached a ‘cultural tipping point’, with book lovers rebelling against
the ‘digital deluge’. Certainly, it seems that the East London store isn’t alone in its championing of the tangible,
communal exchange of ideas.
In London, Review Bookshop in Peckham, Ink@84 in Highbury and the LRB Bookshop are among the numerous
bookshops that share a similar approach. And globally, there is a buzzing, buoyant industry being made out of
literary talks, philosophical gatherings and open mic storytelling events – from the Moth in New York, to the
now-worldwide School of Life.
And it seems that reports of the death of the paper book have been greatly exaggerated. There are signs that
some e-book users are actually returning to print, or starting to use both paper books and e-books, alternating
between the two. E-book sales fell by 10 per cent between January and May in 2015 – a figure based on data
from 1,200 publishers. Certainly, when it comes to browsing, it is the unexpected discoveries to be made in a
physical bookstore that differentiate it from the algorithm-led online experience. Serendipity, or “creative
collision” as Paddy Butler puts it, can make for interesting connections – looking laterally and outside your usual
interests and genres can throw up some surprising choices.
English B2 51
At Libreria this is taken one step further. Books are grouped together to reflect loose themes – ‘family’ or ‘the
sea and the sky’ – rather than orthodox categories or genres. “We had a customer in recently who said she only
ever read contemporary fiction,” says Butler. “She ended up buying some classic 19th-century novels, because
of the connections sparked by the layout of the shop and the conversations she had with us in the store.”
It all feels very retro – and very apt for a part of London renowned for its sense of history, where traditionally,
different cultures first met, and lively intellectual debate took place in England’s first coffee houses. Along with
its vinyl turntable, Libreria even has an old-fashioned printing press in the basement – surely the ultimate
analogue statement. Still, it’s not quite old-school nirvana.
Libreria may be a sensory, real-life, ‘swig-and-sniff’ sanctuary from the bombardment of the modern digital
world, but Luddite it is not. It’s somehow not surprising to hear that the store is run – at least partly – using
custom-made technology. This is the 21st century, after all.
http://www.bbc.com/culture/story/20160324-could-this-be-your-new-favourite-bookshop
Questions
0. The ban on mobile phones and tablets in the shop…

 a) is an effort to increase the rewards of reading.
b) is basically for people who do not get distracted with ease.
c) will hopefully make people be quiet in the bookshop.
10. Visitors in the shop…

a) are asked to stop using their phones for certain tasks.
b) are discouraged from making noise.
c) all agree with the measure.
11. Tom Hodgkinson…

a) claims you can touch an old record player.
b) feels that technology is a privilege.
c) is keen to collaborate with the shop.
12. At one bookshop event…

a) visitors could taste drinks from the time period of the book.
b) smelling a 20th-century book could be experienced.
c) only guests were asked to read book passages.
13. The writer claims that…

a) Libreria is one of a kind.
b) other bookshops are following the same ideas.
c) book lovers are using technology less and less in general.
14. Bookshops worldwide…

a) are not making enough effort to encourage visitors.
b) use other ways to attract visitors.
c) are likely to close in the future.
15. According to the text,…

a) finding a book at a bookshop could best be discovered by chance.
b) e-book sales have remained steady.
c) some publishers exaggerate about the benefits of e-books.
English B2 52
16. To organise its books, Libreria uses…
a) layouts to connect visitors.
b) typical categories to increase interest.
c) general themes to create connections.
17. To sum up…

a) the shop offers a taste of history despite its use of technology.
b) the writer is shocked by the shop´s use of technology.
c) Libreria completely fits in with old school tradition.
English B2 53
Instructions
• Read the text and choose True (a) or False (b) according to the text.
• Each answer must be justified with the exact words from the text. (It may not be
necessary to write the entire sentence).
Want to ‘train your brain’? Forget apps, learn a musical instrument

While brain training games and apps may not live up to their hype, it is well established that certain other
activities and lifestyle choices can have neurological benefits that promote overall brain health and may help to
keep the mind sharp as we get older. One of these is musical training. Research shows that learning to play a
musical instrument is beneficial for children and adults alike, and may even be helpful to patients recovering
from brain injuries.
“Music probably does something unique,” explains neuropsychologist Catherine Loveday of the University of
Westminster. “It stimulates the brain in a very powerful way, because of our emotional connection with it.”
Playing a musical instrument is a rich and complex experience that involves integrating information from the
senses of vision, hearing, and touch, as well as fine movements, and learning to do so can induce long-lasting
changes in the brain. Professional musicians are highly skilled performers who spend years training, and they
provide a natural laboratory in which neuroscientists can study how such changes – referred to as experience-
dependent plasticity – occur across their lifespan.
Changes in brain structure
Early brain scanning studies revealed significant differences in brain structure between musicians and non-
musicians of the same age. For example, the corpus callosum, a massive bundle of nerve fibres connecting the
two sides of the brain, is significantly larger in musicians. The brain areas involved in movement, hearing, and
visuo-spatial abilities also appear to be larger in professional keyboard players. And, the area devoted to
processing touch sensations from the left hand is increased in violinists.
These studies compared data from different groups of people at one point in time. As such, they could not
determine whether the observed differences were actually caused by musical training, or if existing anatomical
differences predispose some to become musicians. But later, longitudinal studies that track people over time
have shown that young children who do 14 months of musical training exhibit significant structural and
functional brain changes compared to those who do not.
Together, these studies show that learning to play a musical instrument not only increases grey matter volume
in various brain regions, but can also strengthen the long-range connections between them. Other research
shows that musical training also enhances verbal memory, spatial reasoning, and literacy skills, such that
professional musicians usually outperform non-musicians on these abilities.
Long-lasting benefits for musicians
Importantly, the brain scanning studies show that the extent of anatomical change in musicians’ brains is closely
related to the age at which musical training began, and the intensity of training. Those who started training at
the youngest age showed the largest changes when compared to non-musicians.
Even short periods of musical training in early childhood can have long-lasting benefits. In one 2013 study, for
example, researchers recruited 44 older adults and divided them into three groups based on the level of formal
musical training they had received as children. Participants in one group had received no training at all; those in
English B2 54
the second had done a little training, defined as between one and three years of lessons; and those in the third
had received moderate levels of training (four to 14 years).
The researchers played recordings of complex speech sounds to the participants, and used scalp electrodes to
measure the timing of neural responses in a part of the auditory brainstem. As we age, the precision of this
timing deteriorates, making it difficult to understand speech, especially in environments with a lot of background
noise. Participants who had received moderate amounts of musical training exhibited the fastest neural
responses, suggesting that even limited training in childhood can preserve sharp processing of speech sounds
and increase resilience to age-related decline in hearing.
Unlike commercial brain training products, which only improve performance on the skills involved, musical
training has what psychologists refer to as transfer effects – in other words, learning to play a musical instrument
seems to have a far broader effect on the brain and mental function, and improves other abilities that are
seemingly unrelated.
Learning to play a musical instrument, then, seems to be one of the most effective forms of brain training there
is. Musical training can induce various structural and functional changes in the brain, depending on which
instrument is being learned, and the intensity of the training regime. It’s an example of how dramatically life-
long experience can alter the brain so that it becomes adapted to the idiosyncrasies of its owner’s lifestyle.
www.theguardian.com/education/2016/oct/24/want-to-train-your-brain-forget-apps-learn-a-musical-instrument
Statements
Statement 0 is an example.
O. Some apps for training your brain might not be as good as expected.
a. True 
b. False
Justification: “While brain training games and apps may not live up to their hype…”
18. A musical instrument combines all five senses.

a. True
b. False
19. The corpus callosum is a bit bigger in musicians.

a. True
b. False
20. At first it was unclear if differences were due to playing an instrument.

a. True
b. False
21. Connections between areas of the brain remain the same if you are a musician.
a. True
b. False
22. The extent of changes in a musician’s brain is in proportion to how well he/she plays.
a. True
b. False
English B2 55
23. In a 2013 study, adults were divided into groups depending on the type of formal training they were
receiving at the time.
a. True
b. False
24. The older we get, the harder it is to comprehend what someone says especially in certain
environments.
a. True
b. False
25. Learning to play an instrument can help build skills that are not connected.
a. True
b. False
English B2 56
Listening comprehension - Task 1
You will hear Kelly McGonigal, a health psychologist, giving a talk on stress.
Instructions
• Listen and answer the following questions (1-8) according to what the speaker says.
• The speaker uses different words to those that appear in the answers.
• You must choose one answer from the three options given for each question.
From: http://www.youtube.com
1. What Kelly has been teaching for the past 10 years is…
a) in fact erroneous.
b) that stress is not your enemy.
c) that people suffer too much from stress.
2. What made Kelly change her mind about stress was…

a) a painful personal experience.
b) her own extensive research on stress.
c) a stress study carried out on many US subjects.
3. The new research on stress-related diseases points to…

a) how a belief that something is bad, makes it bad.
b) the need for prevention through information.
c) a need to treat them with hormones.
4. When people believe stress can kill you…

a) it kills more people than HIV/AIDS and homicide.
b) it is the 50th most common cause of death.
c) it kills as many people as cancer does.
5. A positive aspect of stress is that it…

a) speeds up your blood circulation.
b) increases your levels of adrenaline.
c) can make you more sociable and supportive.
6. Oxytocin strengthens the heart by…

a) increasing the strength of blood vessels.
b) relaxing your blood vessels during stress.
c) reducing the speed of blood flow.
7. Social contact and support…

a) alleviate stress-related illnesses.
b) improve anti-stress treatments.
c) release the hormone oxytocin.
8. According to Kelly, a final conclusion is that stress-related illnesses…

a) can be cured by human contact and support.
b) are, in fact, produced by a hormone imbalance.
c) are being treated successfully with the Oxytocin drug.
English B2 57
You will hear a lecture by an American doctor talking about health care.
Instructions
• Listen carefully and complete the statements (9-15) below with one or two words,
according to what the speaker says.
• The wording of the sentences below may be slightly different from what you hear.
• However, the word(s) you write must be exactly the same as what you hear.
Statements
9. Health care has now___________ to become 10% of the global economy.
10. The advances of human ______ - _____ need an understanding of how to sustain and build
institutions.
11. We need, near where we live, a basic ____________ ____________ capacity.
12. We need help with chronic conditions such as diabetes or____________.
13. In the UK and in the USA, 50% of people report that they can’t get ____________ to a doctor
or a nurse in a day.
14. In poorer countries, there are many____________ doctors.
15. In India, Delhi for example, doctors examined severe chest pains inadequately. However,
they ____________ three medicines on average.
English B2 58
You will hear 5 people talking about a book they have read.
Instructions
• Choose which comment (A to F) corresponds to each speaker 1 to 5 (16 to 20).

• The comments have been mixed up, rephrased and summarized.
• There is one extra comment you do not need to use.
Comments:
A This novel is about a devastating explosion and its consequences.
B The author expresses his/her experience through the young character.
C This novel is about abuse in relationships among a lot of other things.
D The novel’s main character is unattractive and surrounded by secrecy.
E The main character of this novel talks about their experience abroad.
F This novel offers the reader a lot of drama in a dark humorous tone.
Speaker Comments
16 1
17. 2
18. 3
19. 4
20. 5
English B2 59
Writing - Task 1
Instructions
• You have read this post on the Internet and decide to apply to Australian Internships.
• Write a formal letter of application.
• Use between 120 and 140 words following the instructions that are indicated.
• Use Answer Sheet 3 (Task 1) for your final draft.
Australian Internships
Australian Internships (AI) is the market leader in career development programmes for
international candidates in Australia.
With almost 20 years’ experience AI have been the experts at providing international
students and professionals with training, work experience and cultural exchange in an
- international business environment.
-
- We offer a range of comprehensive internship programmes in almost all academic fields and
- a wide range of industries.
-
AI's programmes are very much focused on the practical training. We individually select
suitable host companies for each and every applicant to ensure it's customised to meet each
candidate's academic and professional needs.
Professional Internship Programme
• Tailored training related to your skills and background!

• 6 – 26 weeks (full-time)
• Opportunities in almost all academic disciplines
https://www.gapyear.com/products/258921/professional-internship-in-australia
• introduce yourself and say why you would like to participate in the internship programme
• give information about your study/work experience
• ask questions about possible destinations, accommodation and free time
• include any other relevant information
English B2 60
Task 2
Instructions
• Read both of the options below.
• You must write a text between 180 and 200 words following the instructions indicated
below.
• Choose ONE option.
• Use Answer Sheet 3 (Task 2) for your final draft. Do not forget to mark your chosen option
(A or B) in the space indicated.
Option A
Argumentative essay
You have seen the following advert in a college magazine. You decide to write an essay and
submit it for publication.
The more money you have, the happier you are

• introduce the topic to capture the readers’ attention
• discuss reasons in support of the statement
• discuss reasons against the statement
• make a conclusion and state your opinion
Option B
Narrative
You would like to upload a submission to a blog for narratives on this website:
http://thenarrativeblog.co.uk/
All you have to do is write a narrative about the following topic:
A situation I will never forget
Please keep in mind the following points:

• use appropriate time expressions and vocabulary
• use an informal, chatty style
English B2 61
INSTRUCTIONS
Choose 2 or 3 of the following open-ended statements to create a 3-minute monologue. One statement is
recommended to be included. You will have a few minutes to prepare in advance and you will be provided
with a blank sheet of paper on which you may write some ideas. However, full sentences or long phrases
are not permitted. Please submit your notes to the examiners on completion of the oral exam.
24/7 CULTURE (A SOCIETY THAT NEVER STOPS)
• Explain the advantages and disadvantages of living in a society which offers non-stop
services, entertainment, work timetables, news, etc.*recommended
• Discuss ways people deal with the stress of such a demanding society.
• Describe a memorable experience you have had regarding our 24/7 society.
• Compare different aspects involved in making entertainment decisions (unlimited sources,

unlimited availability, quality...).
• Analyse how the work-life balance has changed over time.
“Time is what we want most, but what we use worst.” William Penn
Google images
English B2 62
INSTRUCTIONS
Choose 2 or 3 of the following open-ended questions to create a 3-minute monologue. One

statement is recommended to be included. You will have a few minutes to prepare in advance and
you will be provided with a blank sheet of paper on which you may write some ideas. However,
full sentences or long phrases are not permitted. Please submit your notes to the examiners on
completion of the oral exam.
SOCIAL ISSUES: THE BRAIN DRAIN AND WORKING ABROAD
• Explain the advantages and disadvantages of working abroad. *recommended
• Discuss jobs that you think would be easier/more difficult to get abroad.
• Describe a memorable working abroad experience you have had (or someone you
know has had).
• Compare different aspects that should be taken into account when deciding
whether to work abroad (salary, location, relationships …).
• Analyse why you think the situation is so critical for young people nowadays.
“It’s a big world out there. It would be a shame not to experience it.” Jo Andrews
https://freerangestock.com/
English B2 63
INSTRUCTIONS
Choose 2 or 3 of the following open-ended questions to create a 3-minute monologue. One

statement is recommended to be included. You will have a few minutes to prepare in advance and
you will be provided with a blank sheet of paper on which you may write some ideas. However,
full sentences or long phrases are not permitted. Please submit your notes to the examiners on
completion of the oral exam.
SOCIAL ISSUES: THE EFFECTS OF NEW TECHNOLOGIES
• Explain the advantages and disadvantages of new technologies. *recommended
• Discuss kinds of technology that have had the most impact in terms of education.
• Describe a memorable experience you have had (or someone you know has had)
regarding technology.
• Compare different aspects that should be taken into account when deciding
whether to buy a device (price, design, usefulness ...).
• Analyse why you think technology is so essential for young people nowadays.
“Technology is best when it brings people together.” Matt Mullenweg
https://freerangestock.com/
English B2 64
Task 2 Interaction (5 minutes)
INSTRUCTIONS
In this section of the exam, you will have 5 minutes to work together with your partner to discuss
the following task. Using the pictures below and/or your own ideas, please:
a) discuss each of the following aspects of travelling in detail:
(mention advantages/disadvantages, give reasons, make comparisons, etc.)
b) decide together what you think the most/least attractive aspect is and why
google images
English B2 65
Keys
READING COMPREHENSION KEY
Page 11 - TASK 1
O-A 1-C 2-E 3-G 4-B 5-H 6-D
Page 14 - TASK 2
0-C 7-B 8-C 9-C 10-B 11-A 12-C 13-B
Page 46 - TASK 3
0-B 14-A 15-B 16-C 17-B 18-C 19-B 20-B
Page 48 - TASK 1
0-A 1-D 2-C 3-B 4-H 5-G 6-F
Page 50 - TASK 2
0-C 7-B 8-A 9-A 10-B 11-B 12-C 13-B
Page 52 - TASK 3
0-B 14-A 15-B 16-A 17-C 18-C 19-A 20-B
LISTENING COMPREHENSION KEY

Page 24 - TASK 1
1-E 2-F 3-A 4-B 5-D
Page 25 - TASK 2
6-B 7-A 8-C 9-B 10-A 11-B 12-A 13-C
Page 54 - TASK 3
14-C 15-A 16-B 17-B 18-C 19-A 20-B
Page 55 -TASK 1
1-E 2-F 3-C 4-A 5-B
Page 56 -TASK 2
6-C 7-A 8-A 9-A 10-B 11-A 12-C 13-A
Page 57 -TASK 3
14-A 15-C 16-C 17-B 18-B 19-A 20-C
English B2 66

Intensive Course: Foreign Language Assessment Test

Uploaded by

Copyright:

Available Formats

Intensive Course: Foreign Language Assessment Test

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

Intensive Course: Foreign Language Assessment Test

Uploaded by

Copyright:

Available Formats

INTENSIVE COURSE

3 Part 1 - Reading Comprehension

A. TRANSFER ANSWERS CAREFULLY

B. PREPARE A READING STRATEGY

C. MANAGE TIME EFFECTIVELY

E. KEEP THE INSTRUCTION IN MIND

F. SKIM THE PASSAGE PROPERLY

G. KEEP ON READING TO IMPROVE GRASPING POWER

H. UNDERSTAND PARAPHRASING AND VOCABULARY

I. GUESS YOUR ANSWER GRAMMATICALLY AS WELL

J. ALWAYS FIND ANSWERS IN ORDER

K. FOLLOW THE SCANNING PROCESS CAREFULLY

L. STAY CONCENTRATED AND FOCUSED WHILE COMPLETING A PASSAGE

M. ATTEMPT ALL THE QUESTIONS

14M 13A 12E 11I 10H 8K 9J

Reading for detail

Understanding the writer’s purpose

Guessing the meaning of words from context

Understanding non-literal meaning

Inferring meaning using related words

Understanding text structure and organization

B Trust me I have never done that since

C Clearly she was impressed

E My brother has interesting ideas

F I wondered how I would find my brother, who was going to pick me up

I I have given back to America much of what America has given me

K I must have lost 5 kilos in the first year

- Read the text quickly to see what it is about.

Why you shouldn’t let your smartphone be the boss of you

0. The example of the case of work addiction is provided to…

10. What do we learn about Gary’s holiday in Crete?

11. The writer claims that…

12. Studies show that being connected 24 hours a day (24/7)…

13. Employees seem to be unable to switch off…

14. What do some neoliberal economists say about “human capital”?

15. The writer uses the “Californian solution” to…

17. The writer’s attitude in the last paragraph suggests…

A. DO NOT WRITE ANSWERS TOO QUICKLY

B. AVOID MISTAKES WHEN TRANSFERRING ANSWERS

D. KNOW THE SITUATION

E. IMPROVE YOUR GENERAL LISTENING SKILLS

F. PAY ATTENTION TO ERRORS

G. ANSWER ALL THE QUESTIONS

H. GO THROUGH ALL THE QUESTIONS

Understanding key points.

Understanding specific information.

Understanding facts and figures.

- Read the questions and answer options carefully.

Understanding reasons and outcomes.

Listening for agreement between speakers.

Identifying signposting language.

Identifying cause and effect

Understanding key points

1. According to Betts, the British …

2. One morning Betts was extremely surprised to find that…

3. After the results of the referendum…

4. What made the situation worse was that…

5. Betts thinks globalisation needs a new narrative because…

6. Betts accuses Brexit politicians of…