00 400 introduction

7/31/2019 00 400 Introduction

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EuroPro B2

Web Coursebook


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Euro

ProB2

W

ebC

oursebook

introduction

unit 1 - short texts

unit 2 - paragraph headings

unit 3 - scan reading

unit 4 - multiple choice reading

unit 5 - short conversations

unit 7 - meeting

unit 8 - transactional writing

unit 9 - extensive writing

unit 10 - dictation

unit 11 - muliple choice gapfll

unit 12 - modifed cloze

unit 13 - dialogue

unit 14 - summary

unit 15 - letter

unit 16 - interview

unit 17 - presentation

unit 18 - transactional dialogues

unit 19 - collaborative speaking

unit 20 - CEFR

unit 6 - making notes


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EuroPro B2 Coursebook - Introduction Page 1

Introduction to EuroPro B2 Web Coursebook

About this book

This coursebook is intended to prepare students for the EuroPro

Examination at B2 (Vantage) level. The EuroPro coursebook isprimarily intended for classroom use, but can also be used by

those working alone or with a tutor.

The book has twenty units; one for each task in the examination

(reading 4 tasks, listening 3 tasks, writing 2 tasks, grammar and

vocabulary 3 tasks, mediation 3 tasks and speaking 4 tasks); and

finally a unit containing the CEFR criteria and extra classroom

activities.

Each unit, except the last, follows a similar structure: first

vocabulary related to a particular business or professional topic is introduced; second, students

meet and work with a reading text; third, examination skills for that task are practised, and

fourth, there is a practice task for the examination. Throughout the unit there is a continuity of

topic.

The teaching time for each unit will, of course, depend on the students level and needs as well

as the teachers method of presentation. However each until should provide for three hours

teaching. The book is, therefore, best suited to a 48-50 hour course.

Common European Framework of Reference (CEFR)

The CEFR of the Council of Europe (language division) is a set ofcan-do criteria which enable

all language examinations in Europe to be related to a common framework of standards. The

criteria are designed positively, i.e. through establishing what a student can do, and not

focussing on what the candidate cant do yet. As the criteria for examinations are basedpositively and on communication competence, those examinations which are related to the

framework are practical and non-threatening.

This coursebook and the EuroPro Examination are fully related to the CEFR. As a result both

the students successful preparation using this book and the anticipated successful examination

result will establish him/her at B2 (Vantage) level. The achievement will be recognised across

Europe.

Euro Examinations

At present Euro Examinations are offered at three levels B1 (Threshold), B2 (Vantage) and C1

(Operational Proficiency).

The examinations are in two systems: The EuroExam for general learners of English, and the

EuroPro for business and professional learners.

In addition to coursebooks, teachers books and sound recordings, the Euro Examination Centre

also publishes sample sets of examination papers, diagnostic tests and mock examinations.

Distinguishing the format of the EuroPro from the EuroExam

The EuroPro and the EuroExam differ in format in just two of the tasks. In the speaking tasks

the EuroPro features a presentation whereas the EuroExam has a picture story, and in the

listening tasks the EuroPro has a business meeting and the EuroExam has a radio/TV

programme.

The format of the remaining seventeen tasks is the same for both exams.

Copyright 2007 Euro Examination Centre.


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The Structure of the EuroPro B2 Coursebook

The EuroPro examination has nineteen tasks. Each task has one teaching unit. The answers and

tapescript (if relevant) are contained in the unit.

The Reading Units (1 - 4)

Unit 1: Organisation in the Workplace

task name Reading test, part 1:short texts

task description

You match five short texts (hand-written notes, short advertisements,

notices, instructions, directions, or excerpts from a leaflet), with one of

seven possible responses (pictures, titles, notes, definitions, etc.). An

example is provided.

skills tested Skim reading, scan reading and reading for detailed information

real life linkIt is important to understand the meaning in context of notes and other

short texts (e.g. business emails)

topic for task inthis book

The principles of scientific management

Unit 2: The Restructuring of Business

task name Reading test, part 2:paragraph headings

task description

There are six paragraphs for which you must find the most appropriate

heading from a choice of eight paragraph headings. Two headings are

not needed. An example is provided.

skills tested Reading for gist.

real life linkYou will often have to read long texts, but only have to understand

what the text is about and not for detailed information.


The rights and options of workers who are made redundant

Unit 3: The Private Lives of Business People

task name Reading test, part 3:scan reading

task description

You read four texts on a single topic and eight statements containing

information from one of the texts. Your task is to decide which text

each statement comes from. An example is provided.

skills tested Scan reading

real life link You often have to find key pieces of information in a longer text.

topic for task in

this book The constitution and rules of a club for wealthy businessmen

Unit 4: Work-Related Conflict

task name Reading test, part 4:multiple choice reading

task descriptionYou answer seven multiple choice comprehension questions based on a

single text of 350-450 words, normally an article, letter or narrative.

skills tested Skim and scan reading plus reading for detailed information

real life linkSome documents, such as proposals, need to be understood fully in

professional life.

topic for task in

this bookThe Grenberg miners strike



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Listening Units (5 7)

Unit 5: Business Talk and Chatter

task name Listening test, part 1:short conversations

task description

You listen twice to six short recordings made in the same location, and

match them with eight pictures or eight short pieces of text, (e.g. a list,email extracts, advertisements)

skills tested Listening for gist and specific information to enable matching.

real life link We often need to understand a situation from small pieces of speech.

topic for task in

this bookBoring talk at meetings, presentation and speaking skills

Unit 6: Personal Bankruptcy

task name Listening test, part 2:making notes

task description

You listen twice to an extended monologue. There are notes based on

the text, which contains nine gaps. Each gap requires a piece of

information, which you must write in no more than three words, whilst

listening.

skills tested Listening for specific information.

real life linkIn meetings you will often have to listen and take down key points in

notes.

topic for task in

this bookThe legal procedure affecting a person who is declared bankrupt.

Unit 7: People Changing Jobs

task name Listening test, part 3:meeting

task descriptionYou listen twice to an excerpt from a formal meeting. You answer ten

multiple choice questions while listening.

skills tested Listening for gist, specific information and detailed information

real life linkUnderstanding what is being said in a meeting is vitally important in

business

topic for task in

this bookThe rules for fair and unfair dismissal of employees

Writing units (8 9)

Unit 8: Formal Letters

task name Writing test, part 1:transactional writing

task description

You read several pieces of written or diagrammatic text (leaflets, notes,

letters, maps, timetables) providing a context and information for the

task. You are asked to write a ca. 200 word transactional letter, email or

message using the information provided.

skills testedAchieving a transactional outcome within the correct genre with written

language accuracy.

real life link Most of your letter and email writing is to realise specific purposes.


Letter terminating a contract of employment



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Unit 9: Formal Reports

task name Writing test, part 2: extensive writing

task description

There are three tasks from which you choose one. You must write a

ca. 200 word text within the genre specified. The type of text could be

an article, a report, a descriptive or narrative composition, or a

discursive essay.

skills testedProducing a relevant text within a given genre with written language

accuracy.

real life linkYou need to be able to write in different genres, e.g. a report, a

proposal, a letter of complaint.

topic for task in

this bookA report on the office Christmas dinner

Grammar & Vocabulary Units (10 12)

Unit 10: Social Welfare

task name Grammar and vocabulary test, part 1:dictation

task description

You listen to a recorded extended monologue of 85-120 words. You

have to write the text down word for word. The text is heard three

times, once all the way through with no break. The text is then heard

again broken down into small units with each unit repeated once. There

are breaks between units to allow time for writing.

skills tested Spelling, grammatical accuracy, vocabulary and detailed listening skills

real life linkSometimes you need to write down exactly what someone has said in a

meeting


The rules for paying social welfare benefits

Unit 11: Work Satisfaction

task name Grammar and vocabulary test, part 2:multiple choice gap-fill

task description

You receive a written text of 150-200 words with ten gaps where a

single content word has been removed. For each gap, the task is to

choose the correct word from four options.

skills tested Vocabulary, meaning in context, collocations and phrasal verbs

real life linkWhen writing a letters, emails and other texts you often need to find the

correct word to express yourself clearly.


Levels of work satisfaction among women workers

Unit 12: Business Etiquette and Ceremony

task name Grammar and vocabulary test, part 3:modified cloze

task description

You receive a written text of 150-200 words with ten gaps where a

single grammar word has been removed. For each gap, the task is to

write in a correct word.

skills tested Grammatical structure and meaning in context.

real life linkWhen writing emails, letter and other texts, you need accurate

grammatical structures to ensure your meaning is clear.


Etiquette at a formal business dinner



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Mediation Units (13 15)

Unit 13: Doing Business Abroad (incomplete)

task name Mediation test, part A1:dialogue

task description

You hear a dialogue of six turns between two participants, a Hungarian

(speaking in Hungarian) and an English speaker (speaking in English).One of the speakers may be an official working in the public sphere.

You write down the main points of the conversation in the opposite

language to the one you hear. Two examples are given.

skills tested Listening for key points and writing them down in another language.

real life link You may have to mediate speakers of Hungarian and English.

topic for task in

this bookDoing business abroad

Unit 14:

task name Mediation test, part B1:summary

task descriptionYou receive a text in English of 200-225 words, written in fiveparagraphs. For each paragraph you are given three summaries written

in Hungarian. You must choose the most appropriate summary.

skills tested Reading for gist in English and choosing a summary in Hungarian.

real life linkYou will often have to read long texts, but only have to understand

what the text is about and not for detailed information.

topic for task in

this bookProfessional associations and trade unions

Unit 15:

task name Mediation test, part B2: letter

task description You receive a personal or semi-formal letter of about 80 words writtenin Hungarian. You have to translate the letter into English.

skills tested Translation from and to particular genres

real life link You may have to translate letters, emails and other documents

topic for task in

this bookWork experience

Speaking Units (16 19)

You are examined in pairs. There are two examiners: one an interlocutor, the other an assessor.

You have ten minutes before the test for preparing Task 2.You may use printed (i.e. non-electronic) dictionaries.

Unit 16: Interviews at Work

task name speaking test, part 1: interview

task description

The interlocutor will ask you one introductory question, and then two

questions on another topic. Topics include travel, work, family, sport,

cinema, hobbies, education, relationships, housing, news and current

affairs and the environment.

skills tested Turn taking, language functions, detailed listening skills

real life link Interviews are common in the world of work; e.g. job interviews.


Interviews are important. They involve preparation and communicationskills.



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Unit 17: Business Profits

task name Speaking test, part 2:presentation

task description

You receive a set of information (e.g. graphs, charts, figures) to be used

in the presentation. Before meeting the examiner, you have ten minutes

to prepare. You may make notes in the preparation stage but should notread aloud from a prepared script. (2 minutes)

skills testedYou may have to give a presentation of your firms product or service,

or you may give in-house presentations

real life linkYou may have to give a presentation of your firms product or service,

or you may give in-house presentations

topic for task in

this book

Is all the behaviour of managers in firms directed towards the

maximisation of profits?

Unit 18: Status at Work

task name Speaking test, part 3:transactional dialogues

task description

You receive a cue card. The card describes a situation, your role andgives you an instruction. You speak, the interlocutor gives a scripted

reply and then you respond to the reply. You will have three cue cards.

You and your partner will alternate in doing this task.

skills testedUnderstanding a situation, use of language functions, appropriateness of

style and register

real life linkBeing asked questions and responding to them effectively is a key skill

in business life

topic for task in

this bookThe language of power and inequality at work

Unit 19: Expanding a Company

task name Speaking test, part 4:collaborative speaking

task description

You receive a topic card which contains a debatable point or question,

(e.g. what are some of the problems of living in a foreign country?)

First you and your partner think of issues which answer the question or

contribute to the debate. Then you discuss, expand on and prioritise

these issues. Task 4 is the only task in the speaking test where you talk

to your partner. (3 minutes)

skills tested turn-taking skills, negotiating, prioritising

real life linkYou will have to negotiate and agree plans with others in your

professional lifetopic for task in

this bookThe expansion of a software company

The Common European Framework of Referencefor languages and extra lesson

activities

Unit 20: EuroPro, the CEFR, and Extra Activities (incomplete)

CEFR criteria All skills plus grammar & vocabulary

Extra activities All skills plus grammar & vocabulary



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Recurrent skills in the exam

While each exam task tests a particular language skill, sub-skill or aspect of the language

systems of English, there are three themes that permeate every exam task.

A Recognising and producing genre texts

Every text in the exam, be it receptive/productive or visual/aural, is written in a particular genre,

e.g. the genre of a letter of complaint, of a humorous narrative, of a joke, etc. Much is at stake

here. The candidate needs to be able to recognise genre for reading and listening and be able to

produce in the correct genre for speaking and writing. The following genre related issues will

arise repeatedly throughout the course and in the exam.

What is the genre of the text?

What is the purpose of the text?

What information is, or should be, included?

What is, or should be, the format and layout of the text?

How is the information (to be) sequenced into paragraphs?

What kind of language is appropriate for the text?

B Recognising lexical and grammatical words

The distinction between lexical and grammatical words is central not only to the grammar and

vocabulary tests, but is an important part of decoding texts in the receptive skills as well as

playing a role for the candidate in producing coherence and cohesion in the productive skills.

Lexical words have nominal, attributive or action roots, have meaning when standing alone and

their number is infinite. Let us examine this definition in a little more detail.Nominal root words refer to things (e.g. stone, committee), attributes refer to qualities (e.g.strong, beautiful), and action root words to actions (e.g. walk, hit). Though their root may be of

one kind, words can transform into other classes (e.g. strong, strength, to strengthen) All lexical

words, whether nominal, attributive or active at root, are capable of transformation into nouns

and possess a clear meaning when standing alone (e.g. stone, committee, strength, walk). The

number of lexical words in the language is potentially infinite; (i.e. lexical words form a

paradigmatic open set)

Grammatical words create reference and cohesion, largely lack meaning when standing alone

and are definite in number, They may also be distinguished negatively; i.e. as non-lexical

words. Let us examine this definition in a little more detail.

Reference words substitute one word for a word or phrase: i.e. pronomination, and/or relate the

text, either in part or in whole, to time and place: i.e. deixis. Cohesion is a more general concept

in which words connect different parts of the text. All reference words serve a cohesive

function. The major classes of grammatical words are listed below in non-exclusive categories:

Pronouns: substitute for nominals (e.g. she, their, whose, those) and thus create either intra

or extra-textual reference.

Prepositions front phrases with either adverbial (e.g. She lived in France) or adjectival

(e.g. the bookon the table) force. Dependent prepositions indicate nominals connected to

the headword (e.g. She listenedto John, to bet on horses)

Discourse markers are supra-sentential and relate one part of the text to another (e.g.

however, consequently) Conjunctions syntactically link words, phrases, clauses, (e.g. and, but, although,)



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Determiners qualify nominal phrases: articles for definiteness (e.g. a, the), and quantifiers

(e.g. some, all)

Reference adverbials: these contain a pronominal function (e.g. there/in that place, now/at

this time, likewise/in that way), or a pure relational function (e.g.more coffee)

Adverbial particles indicate the perfective aspect (e.g. to tidy up) or are components in

phrasal verbs (e.g. to put up with) Auxiliaries indicate time and aspect (e.g. is, was, has does).

Modalsestablish the mood of a clause (e.g. should, could, might).

Grammatical words are often called functional words because they bind with lexical words to

form propositional meaning and textual coherence. Grammatical words cannot be transformed

into nouns (being and having excepted) and have little meaning when standing alone. The

number of grammatical words is fixed in the language; (i.e. grammatical words form a

paradigmatic closed set)

C Using top-down decoding

For every receptive task the issue of top-down decoding is necessarily applicable. The skill

requires the reader/listener to establish as a first step the topic and genre of the text, which is

achieved by looking at the task title and any appended picture and then skim reading the whole

text by concentrating on the lexical words. Having established the topic and genre the candidate

needs to call up his/her knowledge of the topic and genre. In this way the candidate establishes

an outline meaning of the whole text, which then becomes a tool for determining detailed and

specific meaning within the text.

Top-down methodology is doubly important: first, as a tool for organising the staging of

receptive lessons, and second, as a tool for candidates approaching tasks in the exam. Even

productive task units in the book do not escape its grip, as invariably any model speech or piece

of writing is introduced using a top-down decoding system.

In conclusion, a sound grasp of genre, recognising the distinction between lexical and

grammatical words and acknowledging the wide application of top-down decoding enable

teachers to prepare students for the EuroPro B2Exam. For students these skills make possible

their success in the exam.


00 400 introduction

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