Test B KEY

LISTENING
Allow time for students to read instructions before starting with the listening tasks.
They are not included in the audio file

https://www.examenglish.com/B2/b2_listening_education.htm
Task 1
1–B
2- C
3- B
4-A
5- D
Script Audio Recording

Radio presenter: This is Duncan Braithwaite with the Ethics Hour. So, university fees have risen again,
and many people assume that this will mean a drop in student numbers. But surprisingly, some might
say, applicant numbers are in fact rising - an ever-increasing number of school-leavers is valuing the
importance of a university education. That means that a huge proportion of young people will start their
professional lives in debts mounting to twenty or thirty thousand pounds, which begs the question, is a
university education really worth it? We’re inviting you to call in and give us your views. And we have
our first caller on the line now. Debbie Rush - what are your views on a university education?
Caller1
Well, I got a degree back when university education was free, and I have to say that, although I had a
great time and all that, I don’t think it benefitted me in my career in the slightest, I mean so few of us
actually end up in a job that utilises the facts that we pick up in education, and in hindsight, I think … I
don’t think I would have… well I wouldn’t recommend university to a young person as a great way to
start off in life these days - it will get them into too much debt and it just isn’t worth the … the
investment. I mean, it’s great. Don’t get me wrong, I had a wonderful time and I learned all sorts of life
lessons, and I made lots of mistakes, and I learned from it, and I wouldn’t trade that experience in for
the world, but in the long run, I don’t think … that it really benefits you, career-wise that is.

Presenter
Thank you, Debbie, for your thoughts. I have to say, I’ve heard a number of my own friends voicing
similar views. Let’s listen to caller 2 - that’s Josie Crane. Josie?
Caller 2
Well, I also studied a few years ago, and granted, I didn’t have to fork out the sort of money that students
these days have to, but I would never suggest that someone… someone who is intelligent and has the
aptitude for university study - I would never recommend that they stay away, because… because…
university offers so much. I mean, it’s not just about the lectures and the seminars and the study skills,
it’s also about meeting like-minded people - not just students, but people who are real authorities on
the subject, and having debates and discussions late into the night and really exploring something that
interests you. It’s the only chance you ever get to do that. Once you start a career, that… there are no
more opportunities for that sort of thing, unless you can make it happen. So yes, higher education gets
my vote every time.

Presenter
Positive words from Josie there. Let’s hear from caller 3, Paul Weston. Paul?
Caller 3
Well, I don’t know about university, but I left school at 16, got an apprenticeship with a local building
firm, and picked up some skills along the way, and then, when I was. When I was in my early twenties, I
did a course, a part-time course at the local techie, you know. And I paid for it myself, out of my earnings.
And I never got into debt like the kids do nowadays, and I bought my own house when I was 23. And I
tell you, I see some kids who have been to university, and done postgraduates courses too, got MScs
and PhDs coming out of their … their ears, but get them to wire a plug and they haven’t a clue. I think
you learn just as much… and you get a lot more … more nous from… from just getting on with it. I mean
university’s supposed to prepare you for life, innit? But nothing prepares you more than just getting a
job and doing it.
Presenter
An interesting response from Paul Weston there. Caller 4, er - Amanda Prior - what’s your opinion on
the subject?
Caller 4
Well, I understand what people are saying, about how university doesn’t always give you the …
useful facts that you need in everyday life, or the skills for a particular job But it… well, I think it opens
up opportunities. Not just in jobs, because, whether you like it or not, some jobs just are only open to
graduates, and HR departments who get a huge pile of application forms for a job, well they’re not even
going to give someone a look-in if they don’t have a degree, if… if… that’s their pre-requisite, I mean. But
it’s not just that. I think university opens up the world to you, because, you… you stop thinking like a
member of your little neighbourhood, or your corner of your town or city, and you become more worldly,
and you meet people from all sorts of backgrounds and they influence you, and I think they just make
you a more fully-rounded person. And some people say, well, your university of life gives you as good
an education as any … real university - but I don’t think it does, actually.

Presenter
Thank you, Amand And I think we have time for just one caller before we play some music Caller 5,
that’s Ralph Jordan. What would you like to say?
Caller 5
Well, personally I don’t know what everyone is talking about here. Education isn’t just about getting a
job, university isn’t a job training workshop. Uni... We have, we are privileged to have, in this country,
and in other countries too of course, a long and rich academic culture, and this culture has brought us
a wealth of great minds - not just - I’m not just talking about the famous inventors and politicians among
the university alumni, the ones they like to boast about on their prospectuses, but also the managers,
the teachers, judges, lawyers, executives, everyday people, but everyday people who have been able to
use their experience and learning and understanding to the benefit of others. And to ask the question
‘is it worth it?’ Well, that seems to just demean the whole process really, if you understand me. And if
you can’t see the value of a university education, then maybe you shouldn’t be going anyway.
Presenter
Thank you Ralph. Well, it’s already turning into a fascinating debate. We’ll hear more views on this topic,
after this.

Task 2
1- D
2- B
3- F
4- A
5- E
 Script Audio Recording

Speaker One
My lessons are a mixture of fun and practicality, which starts with arranging the desks in a gentle curb
round the whiteboard. I want students to think of History as more than just a lot of names. I hope I
make it come alive for them. I often borrow my students' ideas. I pick upon a good point they are making
and I thank them for it. It’s a habit with me. I think it goes back to the encouragement that my sister and
I got from my parents. If you do that, they want to give you something in return by being involved.
Speaker Two
Most teachers say that young people spend too much time in front of a screen and don’t read enough
at home, which is true, but in my classroom you can often hear well known tunes precisely from things
they all watch at home. For my students, those things mean a lot and can really add a spark. For example,
I used to tune on a well known detective series to signal to the students that they should open their
books and start reading and another piece means they should write down the answer to a question. It
is not difficult and you don’t need lots of computers or high tech equipment.
Speaker Three
I work with students of varied abilities and I know not everyone is crazy about History. Each student
needs something from me, so that means that each lesson has to have a variety of approaches. For
example, I may need to help a student who is struggling to understand an article they found on the
internet. Or once I had a student who was really keen on the History of Art so I got hold of some
beautifully illustrated History Books which really sparked his imagination and prevented him from
getting bored.
Speaker Four
Learning History is not all about remembering facts and dates because you soon forget all that. I tried to
relate the History Lesson I’m teaching to something interesting in the local area so that my students can
go to museums or libraries and find bits of information and write reports on them. Sometimes they will
use the net at home or they will interview their grandparents or other people they know well. They
never do anything boring in my lessons. They often discover talents they never knew they had.
Speaker Five
Some teachers make everything sound easy and they believe they will like History that way. I’m of a
different opinion. If, for example, a student comes to me with an extract from a book they cannot
understand, I encourage them to look at it again. I do not immediately give them my interpretation or
try to make it simple for them. And I do treat weak and strong students in the same manner. I know that,
if I do not make activities challenging, they won’t learn and my students are always keen to take part.
Even when they are tired they participate with enthusiasm.

Test B READING
How to be a better second language learner
0- G
1- C
2- A
3- F
 4- H
5- E
6- B

This month´s letters

7- G
8- H
9- E
10- F
11- C
12- F
13- B
14- H
15- D

WRITING

ENTRANCE EXAM ASSESSMENT RUBRIC AT B2 LEVEL

The entrance exam is a diagnostic test, in which teachers are expected to find out what students know.
Therefore, the use of specific terms for text types, such as essay, article, or report, do not seem
appropriate, since they are differently defined depending on theory and practice. Moreover, these
structures are learnt in formal education, unlike WhatsApp messages or even informal emails. It does
not seem coherent that we test such vague and ambiguous academic (school) learning.

Considering the characteristics of the present entrance exam, we would like to know how far students
can achieve the task given in English. It is suggested that we ask them to write two paragraphs
responding to a specific task in:
1. At text/discourse (focus is beyond the sentence) level:
● How far the students’ texts are addressing the task: how relevant to the question they are.
● How coherent and clear the texts are: we want to see if they can respond in more or less coherent
and clear ways.
● How cohesive the texts are: we want to see if the degree of clarity of the text is based on how the
students connect / relate their sentences in a more or less readable and friendly text: we evaluate
if specific textual elements, such as repetition, reference, substitution, ellipsis are more or less
appropriately used.

2. At sentence level:
● How wide the lexical range the text shows is: how varied and specific the choices of word and
expression are.
● Sentence, phrase, and group grammar: how accurate, sophisticated, and varied it is.

Needless to say, we all know how these categories overlap when it comes to reading and writing. We
just tried to be as clear as possible.

With these two criteria, we propose a rubric that plays with degrees of achievement:
 Below level At level Above level

1 2 3 4 5
Task Reply is Reply is mostly Reply is fully
achievement irrelevant, relevant and relevant, well-
and text does not presented in two focused, and solid. It
coherence and answer the paragraphs. It is offered in two
cohesion question, or might be somewhat well-organized
text is too erratic or paragraphs.
short to be superficial at times.
assessed. Length is as
required.
Response is Reply is mostly Reply is clear and
unclear and clear and coherent, coherent.
lacks though there might
coherence be some lapses.
Sentences are Sentences are Sentences are
connected in connected in a fluently connected
unclear ways readable way, and meaning flows
(e.g., problems though they might without major
with reference) be somewhat problems.
clumsy at times.
Use of lexis and Lexical range is Some Lexis is mostly Lexis is varied,
grammar minimal and / simple though Some specific and
elements
elements
or inaccurately of there are some appropriately used.
of
used. both attempts at more There is control of
both
bands specific choices. simple and some
bands
below Variation is complex forms.
below and
and at minimal but mostly at level)
level) appropriately used
(e.g., students use
less frequent
words, some
synonyms, some
adjectives and
adverbs).
Sentences are There is some Simple and complex
simple. Clause attempt at sentences alternate
and phrase combining simple in effective ways.
grammar is and complex Connectors are
mostly sentences. Clause appropriate to task
inaccurately and phrase (to explain, to
used. grammar are sequence in time, to
Punctuation mostly organize in space).
affects appropriately used, Clause and phrase
meaning. even if some grammar are
complex structures accurately and
might lack appropriately used.
accuracy.