LanguageCert
• 8 International ESOL (Listening, Reading, Writing) Practice Tests, which include one Guided Test with exam tips and one LanguageCert Official Test • 8 International ESOL (Speaking) Practice Tests, which include one Guided Test with exam tips and one LanguageCert Official Test Audio files in MP3 format and the Answer Key are available online at www.elionline.com.
Sara Walenn
Communicator B2
Ready for LanguageCert Communicator (B2) is designed for students who are preparing for the LanguageCert Communicator Level (B2) examinations.
Jeremy Walenn
Ready for
Jeremy Walenn
Sara Walenn
Ready for
LanguageCert Communicator
B2
Ready for
LanguageCert
Practice Tests
B2
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ONE OFFICIAL TEST PROVIDED BY
Jeremy Walenn
Sara Walenn
Ready for
LanguageCert Communicator
B2
Practice Tests
Contents
International ESOL (Listening, Reading, Writing) Practice Tests Introduction......................................................................................................................................... p. 4 Guided Test 1...................................................................................................................................... p. 11 Test 2................................................................................................................................................... p. 24 Test 3................................................................................................................................................... p. 36 Test 4................................................................................................................................................... p. 48 Test 5................................................................................................................................................... p. 60 Test 6................................................................................................................................................... p. 72 Test 7................................................................................................................................................... p. 84 LanguageCert Official Test............................................................................................................... p. 96
International ESOL (Speaking) Practice Tests Introduction......................................................................................................................................... p. 109 Guided Test 1...................................................................................................................................... p. 110 Test 2................................................................................................................................................... p. 116 Test 3................................................................................................................................................... p. 120 Test 4................................................................................................................................................... p. 124 Test 5................................................................................................................................................... p. 128 Test 6................................................................................................................................................... p. 132 Test 7................................................................................................................................................... p. 136 LanguageCert Official Test............................................................................................................... p. 140
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Introduction Format and features of International ESOL suite of examinations Communicator Level (B2) Qualification Title: LanguageCert Entry Level Certificate in ESOL International (Level 1) (Listening, Reading, Writing) (Communicator B2) Examination duration: Listening: about 30 minutes; Reading and Writing: 2 hours 10 minutes
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Raw Marks
Skill & Focus
Task
Format
Listening 1: understand context, meaning and function in short conversations on concrete and abstract topics.
Listen twice to unfinished conversations between two speakers, one being a formal conversation.
One three-option multiple choice for each conversation to choose the appropriate completion or continuation of the conversation.
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Listening 2: identify a specific aspect of a conversation.
Listen twice to three conversations each with two speakers to identify: topic, purpose, context, speakers, gist, relationship between speakers, roles, functions, attitudes, feeling and opinions.
Two three-option multiple choice questions for each conversation.
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Listening 3: extract key information from a monologue to complete a task.
Listen twice to a radio broadcast, talk, narrative, presentation, etc. to identify specific information.
A message pad with a heading and seven prompts and space to write the correct information for each prompt. Answers are one to five words.
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Listening 4: follow a discussion between two speakers.
Listen twice to a discussion to identify gist, examples, fact, opinion, contrast, purpose, key ideas, attitude, cause and effect.
Six three-option multiple choice questions.
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Reading 1: understand in detail information, ideas and opinions.
One long text: news story, article, review or proposal.
Six three-option multiple choice questions.
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Reading 2: understand how meaning is built up in a text.
One text with six sentences removed, e.g. topic sentence, summarising sentence, developing idea, emphasising a point, opinion, contrast, sequence, forward and back reference, transition to new idea.
Choice of seven sentences to choose from to complete the six gaps. One sentence is provided as a distractor.
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Reading 3: understand the purpose of text and to locate specific information and awareness of writers’ stance and attitude.
Four texts, e.g. email, article, advert, brochure, etc. with a linked theme, but with a different purpose.
Seven questions to indicate which text provides the answer to each question.
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Reading 4: understand specific information through detailed reading.
A continuous text: narrative, descriptive, explanatory, expository, biographical, instructive.
Seven open-ended ‘wh’ questions requiring short answers of up to five words.
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Introduction
Writing 1: respond appropriately to a given text to produce a formal response for an intended public audience.
Instruction to respond formally using a written input with a clearly defined number of content points to be addressed and the intended reader specified.
100 - 150 words
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Writing 2: produce a personal letter, a narrative or descriptive composition.
Instruction to write an informal piece of writing for a specified reader on a general subject not requiring specialist knowledge with clearly defined content points to be addressed.
150 - 200 words
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Topics COMMUNICATOR LEVEL (B2) PERSONAL IDENTIFiCATION • personal details • occupation • family • likes and dislikes • physical appearance • first language • character HOUSE AND HOME & LOCAL ENVIRONMENT • types of accommodation • interior design • local & regional services/amenities • regional geographical features • local flora and fauna DAILY LIFE • at home • at work • income • prospects FREE TIME, ENTERTAINMENT • leisure, hobbies & interests • TV, radio, cinema, theatre • computer, internet • intellectual/artistic pursuits • sports • press • music • photography • the written word (reading, letter-writing, diaries etc.) • exhibitions, museums TRAVEL • public & private transport • traffic & traffic control
• ‘green’ travel • holidays • accommodation • entering and leaving a country RELATIONS WITH OTHER PEOPLE • family relationships • friendship • manners • social conventions HEALTH AND BODYCARE • parts of the body • personal comfort • hygiene • ailments, accidents • medical services SHOPPING • shopping facilities • foodstuffs • clothes, fashion • household articles • prices FOOD AND DRINK • eating habits • sourcing food locally • fast food • organic food • year-round availability • diets SERVICES • communications • financial services • emergency services • leisure facilities • care for the elderly • IT in the community
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Introduction
PLACES & LOCATION • satellite navigation systems • World Heritage sites • locations for motorways & airports • protecting open spaces LANGUAGE • foreign language ability • accents & dialects • preserving minority languages • bilingualism WEATHER • climate and weather • weather forecasting • climate change • extreme weather MEASURES AND SHAPES • statistics • processes EDUCATION • schooling • subjects • qualifications and examinations THE ENVIRONMENT • recycling • pollution • global warming BELIEFS • the paranormal & supernatural • superstitions • unexplained phenomena e.g. UFOs, coincidences etc. ARTS • modern art, theatre • classical art, theatre SCIENCE & TECHNOLOGY • scientific development • space exploration • power of the computer • important inventions SOCIETY • individual rights • family life • parental responsibilities • social responsibilities • equal opportunities
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Functions COMMUNICATOR LEVEL (B2) (see topics list for contexts)
Personal environment • asking for and giving personal information • describing where one lives (accommodation, area etc.) • asking and answering questions for confirmation, information, identification • describing people, places, things • correcting information • explaining routines • narrating and describing past, present and future events • comparing things, people • reporting facts, actions • stating facts, actions • giving descriptions and specifications Expressing thoughts, feelings and attitudes • expressing and asking about agreement or disagreement • denying something • expressing agreement reluctantly or with reservations • conceding a point or argument, demurring • expressing views and feelings with reasons • asserting and asking about knowledge or ignorance of something or someone • stating whether a person, thing or action is remembered or forgotten • reminding someone to do something • expressing doubt, incredulity, bewilderment • hypothesising • stating and asking about one’s ability or inability to do something • stating and enquiring about one’s obligation (or lack of) to do something • seeking, granting or denying permission • stating and asking about the permissibility of doing something • expressing and asking about wishes, hopes, expectations • expressing and asking about wants, desires, needs • stating and asking about intention • stating, responding to and asking about preference • expressing and asking about likes and dislikes, with reasons • expressing and asking about (dis)pleasure, (un) happiness • expressing and asking about satisfaction or dissatisfaction • expressing disappointment
Introduction
• expressing gratitude • expressing and asking about interest or lack of it • expressing surprise or lack of it • expressing and asking about fear, worry, anxiety • giving reassurance • expressing regret, sympathy, condolence • expressing fellow-feeling, empathy • expressing and asking about pain, anguish, suffering • expressing relief • expressing indifference • expressing fatigue, resignation • offering and accepting an apology • granting forgiveness • expressing and asking about approval, appreciation or disapproval • expressing moral obligation • expressing regret • accepting, attaching or denying blame for something Making things happen • responding to a request • requesting something, or requesting someone to do something • inviting someone to do something • accepting or declining an offer or invitation • giving instructions or orders • giving and asking for advice • responding to or rejecting advice, with reasons • warning others to be careful or to stop doing something • offering and requesting assistance • insisting politely • persuading someone to do something • suggesting a course of action • asking for, responding to, agreeing to or rejecting suggestions with reason/alternative • making and agreeing plans and arrangements • encouraging someone to do something • reaching a compromise • prohibiting someone from doing something • making a complaint • refusing to do something, expressing defiance • pleading with someone to do something
• asking someone’s opinion • making someone feel welcome • indicating lack of understanding • giving and asking for clarification, explanation or definition of something • confirming one’s own or another’s understanding • asking someone to repeat all or part of something • asking someone to speak more slowly • asking for help in finding words or phrases • asking for and giving the spelling and meaning of words • counting and using numbers • asking for and telling people the time, day, date • interrupting politely • objecting, protesting • exemplifying or emphasising a point • classifying, generalising, defining something • encouraging another speaker to continue • indicating a wish to continue or finish speaking • summing up • taking leave • observing telephone conventions • observing letter-writing conventions
Social contact • getting someone’s attention • greeting people and responding to greetings • expressing thanks • addressing somebody • making and responding to formal and informal introductions • opening, closing a formal or informal conversation • congratulating someone • praising someone • paying someone a compliment
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Introduction
Grammar COMMUNICATOR (B2), EXPERT (C1) AND MASTERY (C2) Candidates may be exposed to the grammar required for the level above, but will not be tested on it. Communicator as Achiever and in addition
Expert as Communicator and in addition
Mastery as Expert and in addition
Simple, compound and complex sentences with subordinate clauses
• word order in sentences with more than one subordinate clause • there had been • use of common conjunctions expressing contrast, purpose, consequence, condition, concession • non-defining relative clauses • defining relative clauses with where, whose, when • defining relative clauses without relative pronouns • participle clauses describing action with -ing
• word order in complex sentences, including order selected for emphasis • there could be/would be/ should be • could have/would have/ should have • wider range of conjunctions including on condition that, provided that • comparative clauses • more complex participial clauses describing action with -ed
• full range of conjunctions
Verb forms
Present/Past reference: • present perfect continuous
• all verb forms active and passive
• as Expert
Past reference: • past perfect
Other: • would expressing habit in the past • mixed conditionals • reported speech with full range of tenses and introductory verbs • extended phrasal verbs such as get round to, carry on with • question tags using all tenses • imperative + question tag • contracted forms appropriate to this level
Other: • simple passive • use of 2nd and 3rd conditional • verbs + (object) _ gerund or infinitive such as would like someone to do something, + suggest doing something • causative use of have and get • reported speech with a range of tenses • wider range of phrasal verbs such as give up, put up with • reported requests and instructions • question tags using tenses appropriate to this level
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Introduction
Modals
• ought to (obligation) • negative of need and have to to express absence of obligation • must/can’t (deduction)
• should have/might have/ may have/could have/ must have and negative forms of these • can’t have, needn’t have
• as Expert
Nouns
• wider range of noun phrases with pre- and post-modification • word order of determiners, e.g. all my books
• extended range of complex noun phrases
• as Expert
Prepositions and prepositional phrases
• wider range of prepositions including despite, in spite of • collocations of verbs/ nouns + prepositions such as point at, have an interest in • preposition + -ing form such as after leaving
• preposition + having + past participle such as having eaten
• as Expert
Articles
• definite, indefinite and zero article with both countable and uncountable nouns in a range of uses
• as Communicator
• as Expert
Adjectives
• comparisons with fewer and less • collocation of adjective + preposition such as responsible for
• as Communicator
• as Expert
Adverbs
• adverbial phrases of degree, extent, probability • comparative and superlative of adverbs
• as Communicator
• as Expert
Intensifiers
• wide range such as extremely, much, too
• collocation of intensifiers with absolute and relative adjectives such as absolutely gorgeous, very pretty
• as Expert
Punctuation
• multiple uses of commas • use of apostrophes for possession and omission • use of other punctuation to enhance meaning
• accurate use of all punctuation
• as Expert
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Introduction
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Spelling
• the correct spelling of words used in work, studies and daily life
• the correct spelling of words used in work, studies and daily life including familiar technical words
• the correct spelling of words used in more specialized contexts (such as business, academia, international affairs)
Discourse
• a range of discourse markers expressing addition, cause and effect, contrast (however), sequence and time (at a later date) • markers to structure spoken discourse (as I was saying) • use of ellipsis in informal speech and writing (sounds good)
• a range of logical markers (in this respect, accordingly) • sequence markers (subsequently) • a wider range of discourse markers to structure formal and informal speech (can we now turn to)
• a full range of discourse markers adapted to context and register
Guided Test LISTENING Part 1
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Part 1 LISTENING TIPS
• Answer all questions even if you are not sure of the right answer. • You’ll hear the recording twice, so don’t worry if you miss something the first time you listen. • The second time you hear the recording, listen carefully to choose the correct answer from the vocabulary and grammar: tense; auxiliary and modal verbs. You will hear some short conversations. You will hear each conversation twice. Choose the correct answer to complete each conversation. 01
1 A Where can I go? B Where have you been? C Where are they now? 2 A I doubt it. B I miss it. C I made it. 3 A She might be inviting them. B She might enjoy this weather. C She might like a hat as well. 4 A It’s got brown fur. B It’s time for bed. C It can’t have gone far. 5 A You just have to get used to it. B She used to live there. C He didn’t use to speak to her. 6 A Suit yourself. B Watch out! C Later today. 7 A I’d rather not. B I’m afraid it isn’t. C I’d better turn round.
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Guided Test
LISTENING Part 2
Part 2 LISTENING TIPS
• In the time allowed before each recording, read the questions carefully to prepare for what you’re going to hear. • Identify the key words and concentrate on specific features of the conversation: who the speakers are and their relationship; where they are; why they are speaking; how they feel. • In the first listening, choose your answers and in the second listening, check your answers. You will hear some conversations. You will hear each conversation twice. Choose the correct answers for each conversation. 02
Conversation 1 1 The man thinks that his job is A very creative. B quite boring. C exciting. 2 The woman is A an author. B a manager. C an illustrator. Conversation 2 3 What is the relationship between the speakers? A secretary and parent B teacher and student C head teacher and teacher 4 The head teacher is now in A her office. B the staffroom. C a classroom. Conversation 3 5 The woman is unhappy because A her television doesn’t work. B she can’t get the information she needs. C she dialled the wrong telephone number. 6 What is the woman going to do? A Phone back later. B Wait for an engineer. C Send an email.
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Guided Test
1
LISTENING Part 3
Part 3 LISTENING TIPS
• Read all the written information. The questions give you hints about the listening text. After the first listening, look at the questions you haven’t answered. Think about which words best complete the exercise using the key points: a place; a name; a number; an action; a description. • Do not write more than three words in your answer. • When you have finished, check your answers for content. Don’t worry about your spelling unless a word is spelt for you. You will hear a conversation. You will hear the conversation twice. Complete the information. Write short answers of one to five words. 03
Cruising for young people 1 New sports they can try: ____________________________. 2 Sandra wants them to keep fit by using:
____________________________.
3 They can enter competitions in ____________________________. 4 On the final evening, they can take part in
____________________________.
5 Sandra thinks the most popular place to visit off the cruise ship will be ____________________________. 6 Sandra hopes that the young people will be aged from
____________________________.
7 Sandra believes they won’t get bored because
____________________________.
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1
Guided Test
LISTENING Part 4
Part 4 LISTENING TIPS • • •
Read the questions carefully to find out what topic the speaker will talk about. You are not expected to understand every word in the recording. Focus on the task and try to guess the meaning of unknown words from the context. In the first listening, choose your answers and in the second listening, check your answers.
You will hear a conversation. You will hear the conversation twice. Choose the correct answers. 04
1 Jack suggests that his friends will help Jill because they A have got a lot of free time. B want to support her charity. C will be paid for their time. 2 What does Jill ask Jack to do at the charity venue? A Sell coffee. B Rearrange furniture. C Cook pizza. 3 What is on the logo of the charity? A a letter B a picture C a sign 4 Jill won’t tell Jack the name of the celebrity because she A is still not sure who it is. B thinks the person might not be able to come. C has promised not to reveal it. 5 The person who owns a food truck is going to A supply the cutlery. B use plastic plates. C give money to the charity. 6 Jill asks Jack to go to the bank to A pick up something. B pay in some money. C get some information.
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Guided Test
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READING Part 1
Part 1 READING TIPS • Make sure you have enough time to complete both the Reading and Writing parts: don’t spend too much time on the Reading section. • You are not expected to understand every word in the text. Focus on the task and try to guess the meaning of unknown words from the context. • Use elimination if you need to. You can identify that an answer is correct by eliminating the incorrect answers. • Do not choose two answers in a multiple-choice question. Read the text and the questions. Choose the correct answer for each question.
The popularity of books The first Thursday in October is when publishers release the largest number of books in the year. It has become known as Super Thursday. This year more than 500 books will appear on the shelves of booksellers. Most of these books are the more expensive hardbacks rather than paperbacks or books that can be read on e-readers. The strength of the sales of hardbacks has surprised many people in publishing. A few years ago, it was predicted that e-books would become much more popular than paper books. They were cheaper to produce, more environmentally friendly and readers could easily store hundreds of titles on an electronic device. Although the number of people owning e-books continues to rise, sales of hardbacks have also gone up. They account for about 20% of the overall book market. According to Philip Jones, the editor of The Bookseller magazine, there are a number of reasons for this: a hardback is a mark of quality and shows that a publisher really believes in the title. They also stand out when on display in a bookshop and the design on the front cover of a hardback is very important to attract potential buyers. Another important reason is that hardback books cost a lot more than other versions. They will often sell at twice the price of the paper back equivalent. As a result, they are more profitable for publishers. The date of Super Thursday is significant because it is the time that people start to think about what Christmas presents buy to their family and friends. Books are still extremely popular and approximately 30% of all sales occur in the three months before the festivities. The range of books on offer this year is as wide as ever. Non-fiction such as cook books and biographies are always popular. There is also likely to be a big demand for books about the environment and the protection of wildlife. However, there has been a surprising slump in sales of books about the lives of celebrities.
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Guided Test
READING Part 1
The popularity of children’s books is also on the rise. This has come as a surprise to some experts who a few years ago expected that the quality of animation in cartoons that children can watch on any of their devices would make pictures on paper look very old-fashioned. They obviously did not take into account the power of imagination and the need to use it. Stephen Fry, a British actor and writer, wrote that books are no more threatened by e-readers than stairs by elevators. The point he was making is that in all buildings where there are elevators, there are also stairs. In the same way many books are produced in different formats for different purposes and the needs of the readers. Travellers like the convenience of being able to store their books on a device without having to overload their suitcases. However, people love to receive a beautiful hardback book as a present.
1 On Super Thursday buyers are more likely to purchase A hardback books. B paperback books. C e-books. 2 According to the text, publishers used to believe that A e-books would not be as popular as they had been. B hardback books would disappear completely. C sales of e-books would be much higher than hardback books. 3 According to the text, hardback books A do not make any money for publishers. B take up too much space on bookshelves. C are still very attractive for book buyers. 4 There has been a decrease in sales of books about A cooking. B the environment. C famous people. 5 Sales of children’s books are increasing because A children like to imagine. B they contain additional audio-visual materials. C they can be read on phones and tablets. 6 Stephen Fry suggests that e-books can be compared to A stairs. B elevators. C travellers.
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Guided Test
1
READING Part 2
Part 2 READING TIPS
• Look carefully at the sentences before and after the gap for language which links the text. • When you have chosen the answer which you think best fits each gap, read the sentence again to make sure it makes sense. Read the text. Use the sentences to complete the text. Choose the correct sentence for each gap. There is one extra sentence you will not need.
Six people and six connections Leonardo da Vinci (1452-1519) is known as one of the greatest painters of all time. He also had many other interests, including engineering, literature, music Some of his drawings appeared in a short documentary and architecture. 1 film called Dream to Fly, which also contained film footage of the Wright Brothers. Orville and Wilbur Wright were American aviators, engineers and inventors who designed the world’s first successful aeroplane with fixed wings. They flew it on Small pieces from this aeroplane’s propeller and 17th December, 1903. 2 wing went to the moon in 1969 in the pocket of a very famous astronaut. His name was Neil Armstrong. As Neil Armstrong and Buzz Aldrin were approaching the moon’s surface in 1969, they could see that they had to land in a different place from the planned landing site. They didn’t use a computer to land the lunar module they were in. Neil Armstrong landed the module on the moon manually with only a little 3 fuel left. His heart rate was slower than usual when he was walking on the moon. A recording of it was used in a song which was written by Yoko Ono and John Lennon. One of the original Beatles, John Lennon was a singer, guitarist and songwriter He was of many famous songs who was born in Liverpool, UK, in 1940. 4 married twice and had two sons. In 1994, the Republic of Abkhazia, on the eastern coast of the Black Sea, released a postage stamp. Instead of pictures of Vladimir Lenin and Karl Marx, it showed images of John Lennon and Groucho Marx. Groucho Marx was an American comedian, writer and film, television and theatre star. He was born in 1890 in Manhattan, New York, and had four In 1980, Groucho Marx was painted by leading American pop brothers. 5 artist, Andy Warhol. A As well as music, he wrote plays, poems and short stories.
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Guided Test
READING Part 2
Famous for his paintings and drawings, Andy Warhol was also a sculptor, photographer, performer and digital artist. He collected works of art and a variety In 1962, Andy Warhol produced the Marilyn Diptych: a painting of objects. 6 showing a series of fifty images of Marilyn Monroe’s face. The twenty-five images on the left are brightly coloured and the twenty-five on the right are black and white. In 1986, he produced his final paintings, The Last Supper, based on the work of Leonardo da Vinci.
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A
As well as music, he wrote plays, poems and short stories.
B
These included 19th century art, aeroplane menus, newspapers and stamps.
C
Among his designs were a helicopter and a parachute.
D
He had a distinctive face, with thick eyebrows and a moustache.
E
They controlled the module manually.
F
This was a very important year for art.
G
They were able to control the direction the aeroplane took.
Guided Test
1
READING Part 3
Part 3 READING TIPS
• First read all the texts quickly to find out what they are about. Then read the questions and underline the key words. • Don’t make a quick decision. Scan the texts for the information you have under- lined in the questions to find the answers. • In this exercise, you can answer the questions in any order. Make sure you answer all the questions. Read the four texts. Which text gives you the answer to each question? Choose the correct text (A-D) for each question.
A
If you’re wondering how you can enjoy a ‘green’ holiday, start by thinking about the type of destination which appeals to you most. Is it a hot, sunny beach or tropical rainforest? You may prefer lakes, mountains and clean, fresh air. Wherever you choose to go, do your research using websites which give accurate, up-to-date information about the top environmentally friendly destinations. Rather than flying, travel by train or bike, if possible. Walk or cycle as much as you can while you’re there and choose eco-friendly accommodation – places which recycle materials, such as glass and paper, avoid using plastic and save energy.
B I’ve been thinking about what we talked about yesterday and I’ve had some ideas for our gap year. We could spend a few months travelling, then go to university the following year. If you feel like working as a volunteer on a conservation project, we can apply to several organisations. They’re all trying to repair and protect environments which have been damaged and make them safe for animals and plant life. We’d stay with local families and learn how to look after wildlife. As we’re both planning to study environmental science, I think this could be a wonderful opportunity for us!
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Guided Test
READING Part 3
C Ecotel is a hotel which is totally committed to using recycled and sustainable products. We accommodate our guests in rooms with upcycled furniture: old beds, wardrobes and chairs which we have restored to make them almost like new! We serve delicious local organic food which we collect on foot to avoid using transport and we grow fruit and vegetables in the hotel garden. We provide our guests with reusable water bottles which they can fill whenever they want. All our cutlery is metal and cups are glass or ceramic, rather than plastic. We’d love you to see our ‘green’ lifestyle. Come and see us soon!
D I’ve just arrived back from a holiday which was supposed to be at a ‘green’ holiday location. I went with a friend and we were promised a ‘wonderful experience in an eco-paradise’. The view from my room was a factory with over a dozen smoky chimneys. My friend could see the hotel beach, which was full of rubbish, so we decided not to go swimming in the sea. When we asked for some fresh juice in the café, the waiter poured it into a plastic cup and he then added a plastic straw. These are some of the reasons we feel the ‘paradise’ is completely ecounfriendly.
Which text 1
invites people to experience a specific way of life?
2
describes someone’s feelings about a recent trip?
3
gives advice to people who want an eco-friendly holiday?
Which text provides the answers to the following questions?
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4
Which university course are two people interested in?
5
What type of meals are prepared for people?
6
What can people do to gain experience working with animals?
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What methods of transport should be avoided if possible?