mm Romanian Ministry of the Interior and Administrative Reform

DIRECTORATE Directorate General for Management and Human Resources

The English Testing Team

for

The B1 English Test for the

Romanian Ministry of the Interior and Administrative Reform

Candidates’ Handbook

Specifications and Sample Papers

– 2007 –

Coordinator: Esther Hay

Authors: Ioana Bordeianu Ileana Chersan

Cristina Dogărel Iulia Ene

dr. Cătălina Harabagiu-Dimitrescu Carmen Konrad Oana Popescu Emilia Stanciu

Descrierea CIP a Bibliotecii Naţionale a României ESTHER, HAY Testul de limba engleză : nivelul B1 pentru personalul MIRA / Esther Hay, dr. Harabagiu Cătălina, Chersan Ileana. - Bucureşti : Editura Ministerului Internelor şi Reformei Administrative, 2007 Bibliogr. ISBN 978-973-745-052-4 I. Harabagiu, Cătălina II. Chersan, Ileana 811.111:351

Contents 1. Preface 2. The CEF language testing system 3. Levels of the Common European Framework of Reference (CEFR) 4. Background 5. Reasons for taking the B1 English Test 6. Marking and Grading 7. Administration 8. B1 English Test: an overview 9. Aims and objectives 10. General English Topics 11. Language structures 12. Paper 1: Reading 13. Sample Paper 1 14. Paper 2: Listening 15. Sample Paper 2 16. Tapescript 17. Paper 3: Writing 18. Sample Paper 3 19. Sample Answer papers 20. Paper 4: Speaking 21. Sample Paper 4

Preface

This handbook is intended mainly for candidates preparing for the B1 English Test. There is another handbook for teachers, test administrators, test designers and authorities. This handbook has been translated into Romanian.

5

The CEF language testing system The English Tests for the Ministry of Interior and Administrative Reform in Romania feature a series of examinations with similar characteristics, spanning six levels linked to the levels of the Common European Framework established by the Council of Europe.

Levels of the Common European Framework of Reference (CEFR) UNDERSTANDING

Listening UNDERSTANDING Reading

SPEAKING Spoken interaction

SPEAKING Spoken Production

WRITING Writing

A1 I can recognise familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly. I can ask and answer simple questions in areas of immediate need or on very familiar topics.

I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.

I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I’m trying to say.

I can use simple phrases and sentences to describe where I live and people I know.

I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form.

A2 I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). I can catch the main point in short, clear, simple messages and announcements.

I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short, simple personal letters.

I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities.

I can handle very short social exchanges, even though I can’t usually understand enough to keep the conversation going myself. I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job.

I can write short, simple notes and messages relating to matters in areas of immediate need. I can write a very simple personal letter, for example thanking someone for something.

B1 I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.

I can understand texts that consist mainly of high-frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters.

I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).

I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions.

I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions.

B2 I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect.

I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose.

I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my point of view.

I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters views, highlighting the personal significance of events and experiences.

C1 I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. I can

I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialised articles and longer

I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language

I can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers. I can present clear, detailed

I can express myself in clear, well-structured text, expressing points of view at some length. I can write about complex

6

understand television programmes and films without too much effort.

technical instructions, even when they do not relate to my field.

flexibly and effectively for social and professional purposes.

descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion.

subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select style appropriate to the reader in mind.

C2 I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided I have some time to get familiar with the accent.

I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works.

I can take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms.

I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it. I can present a clear, smoothly flowing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points.

I can write clear, smoothly flowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works.

Background B1 was introduced in 2007 and tests competence in Reading, Writing, Listening and Speaking. It is based on the Common European Framework of Reference for Languages: Learning, Teaching, Assessment, published by the Council of Europe, the European Language Portfolio and Council of Europe Threshold Level (1990) by van Ek and Trim.

Reasons for taking the B1 English Test Candidates enter for a variety of reasons: personal reasons, promotion, to improve their future employment prospects, to be selected for a mission abroad, to meet European language testing standards, etc.

Marking and Grading A candidate receives final marks for each individual papers. There is a passing grade (PASS) and a failing grade (FAIL). “Pass’ corresponds to 75% accurate completion of Papers 1 and 2 and 100% of Papers 3 and 4. Administration Candidates mark or write all their answers on the exam sheets. B1 English Test: an overview Paper Name Timing Content Test Focus Paper 1 Reading 45 min. Four parts which test a

range of reading skills with a variety of general English and ESP texts

Assessment of candidates’ ability to understand the meaning of written English at word, phrase, sentence, paragraph and whole text level.

7

Paper 2 Listening 30 min. Four parts which test a range of listening skills with a variety of general English and ESP texts

Assessment of candidates’ ability to understand dialogues and monologues in both informal and neutral settings on a range of everyday topics.

Paper 3 Writing 1 hour Two parts which test a range of writing skills and functions

Assessment of candidates’ ability to produce straightforward written English, ranging from simple sentences to pieces of continuous text.

Paper 4 Speaking 12 min. Four parts which test short and long turns and interactive commu-nication

Assessment of candidates’ ability to express themselves in order to carry out the functions for B1 level, to ask and understand questions and make appropriate responses and to talk freely on matters of personal interest.

Aims and objectives Candidates who pass B1 should be able to communicate satisfactorily in most everyday situations with both non-native and native speakers of English. Reading Using the structures and topics listed further on, candidates can understand public notices

and signs, read short texts of a factual nature and show understanding of the content, demonstrate understanding of the structure of the language as it is used to express notions of relative time, space, possession etc., scan factual materials for information in order to perform relevant tasks, disregarding redundant or irrelevant material, read texts of an imaginative or emotional character and appreciate the central sense of the text.

Listening Candidates can understand and respond to announcements, show precise understanding of short factual utterances and make identifications on the basis of these, extract information of a factual nature (time, dates, names) from speech which will contain redundancies and language outside the defined limits of B1, understand the sense of a dialogue.

Writing Candidates can give information, report events, describe people, places and objects as well as convey reactions to situations, express hopes, regrets, pleasure etc. can also use the words appropriately and accurately in different written contexts, and produce variations on simple sentences.

Speaking Candidates can express themselves in order to simulate authentic communication. They can ask and understand questions and make appropriate responses and can talk freely in order to express emotions, reactions, opinions etc.

TOPICS

General English Topics 1 personal identification Name Address Telephone number Date and place of birth

6 relations with other people Relationship Invitations Correspondence Club membership Government and politics War and peace

8

Age Sex Marital status Nationality Origin Occupation Family Religion Likes and dislikes Character, disposition Physical appearance 2 house and home, environment Types of accommodation Accommodation, rooms Furniture, bedclothes Cost Services Amenities Region Flora and fauna 3 daily life At home Income 4 free time, entertainment Leisure Hobbies and interests Radio, TV etc. Cinema, theatre Exhibitions, museums, etc. Intellectual pursuits Sports Press 5 travel Public transport Private transport Traffic Holidays Accommodation Luggage Entering and leaving a country Travel documents

Social affairs 7 health and body care Parts of the body Personal comfort Hygiene Ailments, accidents Medical services Insurance 8 shopping Shopping facilities Clothes, fashion Prices Smoking Household articles 9 food and drink Types of food and drink Eating and drinking out 10 services Post Telephone Bank Diplomatic services Hospital, surgery Garage Petrol station 11 places Directions 12 language Ability, understanding, expression 13 weather Climate and weather 14 education Schooling Subjects Qualification

Language structures Word level Nouns Types of noun (proper, common denoting uncountables) Number (regular, irregular) Genitive

Conjunctions Co-ordinating Subordonating Phrase levels Noun phrases

9

Pronouns Types (demonstrative, personal, possessive, relative, interrogative, reflexive, indefinite) Gender Determiners Definite article Indefinite article Demonstrative, possessive, relative, interrogative, quantitative, identifying, Pre-determiners ad post-determiners Numerals (cardinal, ordinal) Adjectives Participial Attributive/predicative Gradable/non-gradable Comparison of gradable adjectives Irregular comparatives Complementising adjectives Adverb Functions (existential, of time, place, manner, degree, direction, arrangement etc.) Form Types (indefinite, deictic etc.) Comparison of gradable adverbs Irregular comparatives Preposition Types (of position, distance, direction, origin, time etc) Verbs Types (transitive, intransitive, causative etc) Simple forms: regular (infinitive, participles, present, past, gerund) Simple forms: irregular Modal auxiliary verbs Compound forms (perfective, progressive, passive, modal+simple infinitive) Be, have and do Indirect speech

Adjective phrases Pronoun phrases Verb phrases Forms containing one main verb Short answers Adverbial phrases Preposition phrases Clause level Clause types and functions Main clauses Subordinate clauses Forms and functions of subordinate clauses Noun clauses Adjectival (relative) clauses Adverbial clauses Sentence level Form Simple sentences Compound sentences Complex sentences Sentence types Declarative Interrogative Imperative Functions of sentence types Affirmative sentences Emphatic affirmative Negative Decision questions Wh- questions Imperative sentences

10

ESP Topics Police • Job-related personal details • Routine work activities • Present or more recent job • Educational background and experience • Police powers and duties • Career plans • Stolen property • Missing persons • Suspects/criminals • Types of crimes • Types of punishment • Traffic control • Police organization/system/ranks • Police equipment (uniform, buildings, vehicles, weapons, tools) • Traffic-related offences and incidents And in addition • Police procedures (gathering evidence, criminal investigations etc) • Negotiations • Stress at work • Prevention (securing property, counter-terrorism, drugs, hooliganism, traffic, trafficking in human beings etc.) Border Guard • Immigration, refugees, asylum seekers • Detaining • Smuggling • Transport inspection International cooperation

11

Paper 1: Reading Timing 45 minutes Paper format This paper contains 4 parts. Number of questions There are 20 questions, 5 for each part. Task types Matching, multiple choice, fill-in, short answer questions, information transfer. Task focus Each task covers one of the following reading sub-skills: Reading for specific information, Reading for the general idea, Reading for the main ideas, Reading to identify vocabulary. Topics Two texts are in general English, the other two are job-related. Sources Authentic and adapted-authentic real world notices, newspapers and magazines, brochures and leaflets, manuals, websites. Marks Each of the 20 questions carries one mark. A B1 pass has at least 15 items (75%) answered correctly.

Sample Paper 1 1 Read the text below. Answer the questions in no more than 3 words. An example (0) is given.

The Royal Observatory In 1675 King Charles II (1630 – 1685) ordered that the Royal Observatory be built at Greenwich to study the problem of longitude with regard to navigation: the first astronomer, John Flamsteed (1646 – 1719) moved in a tear later. He made a very precise 3000 star catalogue. Across the yard there is a straight brass line running through the cobbles. This is the world Prim Meridian, longitude zero. It runs from the North to South poles. At the time the Observatory was built, zero longitude could be placed anywhere a map maker or chart maker wished. This affected navigation and time (there was a difference of 15 minutes between London and Plymouth). By the middle of the 1700s the Greenwich reading was being used more and more, and finally, in 1884, it was chosen as the Prime Meridian longitude zero reading. There lies the tombstone of Edmund Halley (1656 – 1742) and some members of his family. He discovered that the comets have periodic orbits and identified one, which is named after him. He calculated that it would appear every 76 years. In the Halley gallery one can see the living area arranged as it would have looked in the 1700s.

12

(0) Who ordered a Royal Observatory to be built at Greenwich? …………King Charles II ……………………………………………………………………..…… (1) Who was the first astronomer at the Royal Observatory? ……………………………………………………………………………………………….……… (2) How many stars did he describe in his catalogue? ……………………………………………………………………………………………………… (3) What was the time difference between London and Plymouth? ……………………………………………………………………………………………………… (4) When was Greenwich chosen as Prime Meridian zero? ……………………………………………………………………………………………………… (5) Who discovered that comets have periodic orbits? ……………………………………………………………………………………………………… 2 Read the text below. Match the titles (A-G) with the news stories (1 – 6). Write your answers in the box. An example (0) is given. There is one letter you do not need to use. (0) The Microsoft chairman, Bill Gates, receives 4m e-mails in his inbox every day, making him the

most spammed man in the world and focussing his mind on a problem that threatens the internet.

(1) North Korea has agreed to return to Japan what are thought to be the remains of Megumi

Yokata 27 years after the 13-year-old girl was snatched off the streets of her home town in Japan by North Korean spies.

(2) Margaret Hassan, the Care International director who was taken hostage by Iraqi insurgents in

October was murdered. The body of a woman, believed to be that of Irish born Hassan, 59, was found in Falluja after a video emerged that showed masked men shooting a blindfolded woman.

(3) The Israeli prime minister, Ariel Sharon, apologized to President Hosni Mubarak of Egypt after

Israeli soldiers fired across the border at the southern end of the Gaza strip, killing three Egyptian police officers. An investigation has been ordered.

(4) A plane crashed into a lake in northern China seconds after take-off, killing all 53 people on

aboard and one person on the ground. (5) A Zimbabwean man has appeared in court for denigrating President Robert Mugabe by calling

him a dictator, the Herald paper said. A Charge over insult B Aid worker shot by kidnappers C Government investigates shooting D Girl’s reminds go home

E Spam, spam and more spam F Female body found in Japan G Air tragedy 0 1 2 3 4 5 E

13

3 Read the text below. Put the sentences (A-G) in the gaps (1-6). Write your answers in the space provided. An example (0) is given. There is one extra letter you do not need to use. Flexible Speeding Fines Flexible speeding fines and a fresh crackdown on the use of mobile phones in cars are among new road safety measures being unveiled on Tuesday. The proposed new laws would also allow courts to force the worst drink drivers to retake their driving tests. Seriously poor drivers (0) ………. . Minister wants to cut the number of people killed or seriously injured in road accidents by 40% and by half for children, by 2010. The government says it is half way towards meeting the target, (1) ………… On speeding, the government is also set to clarify which vehicles can exceed the speed limits in emergency situations, (2) ………….. There will also be higher penalties for people driving carelessly or inconsiderately. The moves against drink-driving will also include enabling police to take evidence at the roadside. In order to detect uninsured drivers, police also promised help (3)………. The planned variable fines for speeding offences have been welcomed by motorists’ groups. The RAC said it was important to distinguish between those travelling a couple of miles over the speed limit in a non-residential area away from schools and other dangers, and those travelling (4)………….. The move is also being seen as an attempt to deflect anger about speed cameras. The Conservatives have pledged to remove those speed cameras which they say only raise money rather than (5)…………. A in using automatic number plate recognition B such as those carrying donor organs C could be retrained D based on the average for the years 1994-1998 E match the punishment to the offences F at high speed in sensitive areas G improve road safety 4 Read the text below. Choose one word from the box for each space. An example (0) is given. There is one word you do not need to use.

Gang Members Sue Over ‘Privacy Breach’ Teenage gang members responsible for “an epidemic of anti-social behaviour” (0) protested to the High Court today after having their names and photographswidely publicised after anti-social behaviour orders were made against them. Under the orders, they and five others were (1) from an area of North London where local residentslived in fear of leaving their houses because of the gang’s activities. In the small area (2) by the exclusion zone, there were more than 200 allegations of robbery, burglary, criminal damage and vehicle crime by the gang between April 2002 and April 2003.

14

The orders were (3) against them last year by the Metropolitan Police and Brent Council under the Crime and Disorder Act. The three youths, who cannot be named and were (4) to in court as S, M, and K, claimed that their “right to privacy” under Article 8 of the European Convention on Human Rights was breached by the publicity. Personal details and photographs of the three youths, aged 15, 16 and 18, were unnecessarily (5) thousands of homes and even posted on the internet, leading to worldwide exposure, Michael Fordham, their counsel said.

obtained excluded distributed covered protested breached referred

See answers on page 16. Paper 2: Listening Timing 30 minutes Paper format This paper contains 4 parts. Number of questions There are 20 questions, 5 for each part. Task types Matching, multiple choice, fill-in, short answer questions, information transfer. Task focus Each task covers one of the following listening subskills: Listening for specific information, Listening for the main message, Listening for the main ideas, Listening to identify vocabulary. Topics Two texts are in general English, the other two are job-related. Sources Authentic and adapted-authentic real world announcements, radio news, conversations. Marks Each of the 20 questions carries one mark. A B1 pass has at least 15 items (75%) answered correctly.

15

Sample Paper 2 1 Listen and match the name of a celebrity (A-F) with their idea of the best date (1 – 6). There is one extra number you do not need to use. An example (0) is given. A Drew Barrymore 0 Flower power B Antonio Banderas 1 Film fans C Gavin Rossdale 2 Beach babe D Alicia Silverstone 3 Dog days E Brittany Murphy 4 Hug therapy F LL Cool J 5 Nature lover 6 Passion, please

A B C D E F 0

2 Listen and circle the letter of the correct answer. An example (o) is given. (0) A Swedish police officer A Caught a bank robber B Caught a thief C Robbed a bank D Stole a new car 1 The 36 year old man was caught when A He stole a car worth 30,000 dollars B He used stolen money to buy a car C Colleagues found the missing money D He gave false information to the press 2 An American man A Stole a lot of airplane parts and metal objects B Kept lots of metal and rubbish outside his house C Attacked his neighbours for taking things from his house D Dumped rubbish in his neighbour’s garden 3 He claimed the sentence was unfair because A He was an artist and needed the things for his work B Nobody had complained before C The things belonged to his wife D He had had a lot of things stolen from his house

16

4 Malaysia is trying to A Increase the wages for police officers B Sack officers who take bribes C Reduce corruption in the country D Recruit more honest police officers 5 Officers will be given a cash reward if A They arrest more than 20 criminals per month B They ignore minor crimes C They arrest anyone who tries to give them a bribe D They report colleagues who take bribes 3 Listen and complete the missing information. Write one word in each space. One example (0) is given. The (0) ___singer___ Josephine Baker was in a bar. She was insulted by a white man who made some remarks about her (1)___________. Ms Baker has lived in (2) _________________ and couldn’t accept that kind of boorishness. She reported the incident to the police who did nothing because they hadn’t heard the (3)_______________. However, Mrs. Baker used the Los Angeles Statute and (4) ______________ the man herself as a private citizen. Then the police accused him of (5) _____________ and disturbing the peace. 4 Listen and complete the information in the notes. Write no more than 4 words in each space. An example (0) is given

Human Rights Conference

Date (0) 19 – 21 March________________________________________ Location (1) ____________________________________________________ Arrival (2) ___________________________________Thursday 19 March Departure 6.00 p.m. Saturday, 21 March Contact reception for airport minibus transfer

17

Guest Speaker Professor Arthur Organisation he (3) ___________________________________________________ represents

Topic of his ‘ Domestic Violence and the Effects on Children’ presentation

Workshop (4) Child Labour , ________________________________________ topics Asylum Seekers, Sex Discrimination Social (5 ) Friday Evening _______________________________________ Event in the ballroom

Listening Paper Tapescript Rubric This is the B1 Listening English Test, year 2007. There are four parts to the test. You will hear each part once. For each part of the test there will be time for you to look through the questions and time for you to check your answers. Write your answers on the question paper. Please ask any questions now, because you must not speak during the test.

Pause 5 seconds.

Now open your question paper and look at part 1.

Part 1 Listen and match the name of a celebrity (a – f) with their idea of the best date (1 – 7). There is one extra number you do not need to use. An example (0) is given.

You have 15 seconds to read through the questions. Speaker: Celebrities can have the most luxurious dates of anyone, right? They get into the trendiest clubs, they can afford the swankiest restaurants or jet off to them most gorgeous spots around the globe. But when you ask them what makes some couple-time really wonderful, you’d b quite surprised by their answers. Listen to what these stars had to say when we posted the question. Drew Barrymore ‘I remember going on a picnic in a big open field and my date picked some wild flowers and gave them to me. It was just so pure and romantic.’ Antonio Banderas ‘One of our best dates was this incredible walk on the beach at sunset. I can still see the look on Melanie’s face as the sun was going down and she had this happy smile on her face.’ Gavin Rossdale

18

‘ Gwen and I have had the best date nights in our own house. We just sit on the couch close together on a Saturday night and watch movies. We’ll also go see a film like Sideways and just hold hands. Those are perfect romantic nights.’ Alicia Silverstone ‘There is nothing more romantic on a date to me than someone who wants to just go with me to a park to walk my dog. You have the setting sun and the dog is happy. Plus, dogs are a great judge of character!’ Brittany Murphy ‘The best date is with someone who has a passion for life. Someone who is good and honest. And someone who doesn’t take himself so seriously.’ LL Cool J ‘I like to have dates with my wife. I might do a candlelight diner that’s prepared for her when she gets home. I’m not overly romantic, but I love being close. I’ll bring my wife to sit on my lap. That’s the most romantic moment in the world. It really sets a mood when you hug someone for fifteen seconds. You can feel the love.’

Part 2 Listen and circle the letter of the correct answer. An example (o) is given. You have 45 seconds to read through the questions. Newsreader: Welcome back to Capital Radio’s breakfast programme. The best way to start your day. There will be a news update at nine o’clock, but first we continue our look at strange stories from around the world. Today we turn our attention to the subject or crime and some of the unusual events the police forces in other countries have to deal with. In Sweden a police officer has confessed to robbing a bank. The unnamed officer was later investigated the crime itself and told reporters at the time that they police had no clues as to the culprits. However colleagues became suspicious when he bought a new car, costing over 30 thousand dollars. Investigators discovered that he had paid for the car in cash, using banknotes taken from the robbery. The 36- year old officer appeared in court on Monday and was charged with armed robbery. He pleaded guilty to the offence. The exact amount of money stolen has not been revealed. In America a man has been sentenced to 3 years in prison for refusing to move airplane parts and other junk from the yard of his house. The 49 year old defendant was charged with illegal dumping and creating a public nuisance. He had been repeatedly warned by the local authorities to move the rubbish and clear up his yard. He claims that he is a victim of a conspiracy by the authorities and that he needed the airplane parts and other metal objects for his work as an artist. His wife claimed that they had a right to keep such things in their yard as it is private property. However after frequent complaints by neighbours he was taken to court. And finally a new scheme in Malaysia was introduced to fight against corruption in the police force. Police officers are being offered a cash reward if they refuse a bribe. The reward will be double the money of the bribe. A spokesman said that the office must also arrest the person responsible for offering the bribe in order to claim the reward. Corruption is a growing problem in the country. Wages are low and bribes can be used to persuade police officers to look the other way or to let people off with minor offences.

19

Part 3 Listen and complete the missing information. Write one word in each space. One example (0) is given. You have 30 seconds to read through the questions. Newsreader: In Los Angeles today the singer Josephine Baker sat with two friends in the Grill of the Buildmore Hotel. At the table next to them sat a man who made some audible and slurry remarks about Ms Baker’s race. Pigmentation classifies her as a dark skinned member of the human race, as contrasted with the yellow, brown and fair skinned people of which the man at the adjoining table was a representative. This sort of insult is too commonly accepted in embarrassed silence for an unsatisfactory recourse. But Ms Baker has lived for many years in Europe. She is not accustomed to that kind of boorishness and she took action. She called the police who informed her that since they hadn’t heard the remarks, they could do nothing. But they pointed out to Ms Baker that under the Los Angeles Statute, as a private citizen, she could make the arrest herself, if they were standing by. And this Ms Josephine Baker did. The offender identified himself as Fred Harland, resident of Dallas, Texas. And, in the absence of any statute covering “bad manners”, he was booked on suspicion of drunkenness and of disturbing the peace. Part 4 Listen and complete the information in the notes. Write no more than 4 words in each space. An example (0) is given. You have 20 seconds to read through the questions. Good morning. Before we start the meeting today I would like to remind you about the Human Rights Conference next month. We have received some more details from the organisers and you will be pleased to know that the venue is going to be the same as last year…. The Hilton Hotel. I know many of you attended the event last year and were very pleased with the facilities that the Hilton has to offer. As there are a lot of speakers, we would like everyone to arrive by 8.30 on Thursday morning. That’s Thursday 19 March at half past eight. That gives everyone time for coffee before the opening session at 9 o’clock. There is a full 3 days programme so please make your travel arrangements so you get to the hotel early on Thursday morning or on Wednesday evening. We plan to finish at 6 o’clock on Saturday evening, so do not arrange for a flight that departs before 6 p.m. The hotel has a mini-bus for anyone who needs transfer to the airport. However you need to book it in advance at the hotel reception. The special guest speaker this year will be Professor Arthur Brown, from Childcare International, who will give a talk on Domestic Violence and the Effect on Children’. He has published many books and articles on the subject and recently gave an interview on the BBC. The conference will be organised in a series of 2 hour workshops covering topics such as Child Labour in Europe and Africa, the growing problems of Human Trafficking, changes in the law in dealing with Asylum Seekers and Sex Discrimination in the workplace and society. All workshops will be followed by a question and answer session. There will also be a poster and book exhibition with a chance to buy some of the latest publications and meet some of the authors. On Friday evening there will be a concert of African music in the hotel ballroom. The concert will be given by a group of musicians from the university. They are a very talented group who have

20

appeared at local music festivals and have recorded their own CDs. So you can have a chance to relax and dance at the end of a long day. If you have any more questions, please see me at the end of the meeting. Thank you. Now let’s move on to the main business of the meeting. The first point on our agenda is the budget for next year……… That is the end of part 4. You now have two minutes to check your answers. Pause 2 minutes. That is the end of the test. See answers on page 16. Answers Paper 1 1 1. John Flamsteed; 2. 3000 stars; 3. 15 minutes; 4. in 1884; 5. Edmund Halley

2 (1) D; (2) B; (3) C; (4) G; (5) A 3 (1) D; (2) B; (3) A; (4) F; (5) G 4 (1) excluded; (2) covered; (3) obtained; (4) referred; (5) distributed ) Answers Paper 2 1

A B C D E F 0 2 1 3 6 4

2 0 C 1 B 2 B 3 A 4 C 5 C 3 1. race 2. Europe 3. remarks 4. arrested 5. drunkenness 4 1. The Hilton Hotel 2. (by) 8.30/half past eight (a.m.) 3. Childcare International 4. Human Trafficking 5. (a) music concert/(concert of) African music/(an) African music concert Paper 3: Writing Paper format This paper contains 2 parts.

Timing 1 hour

21

Task types Letters (personal, simple business/job-related, official), notes, messages, forms (to be filled in), job-related, official and personal e-mails, circulars, memos, faxes, short reports, short, simple essays, CV, statements, notice/flyers Topics One task is general English, the other one is work-related.

Marks Both tasks must be completed. Each task is assessed separately according to the assessment scale: task fulfilment, coherence/cohesion, grammar and vocabulary, according to the B1 assessment scale. All criteria must be fulfilled for each task to pass B1. Sample Paper 3 Task 1 You have been asked to write a report for the British advisor about the two most common crimes / offences in the area in which you work. Explain the causes for each and suggest ways in which they can be combated. Write your report in the space provided. Write between 80-100 words. Task 2 You have had an unusual experience (funny / frightening) which you want to share with your pen-friend. Write an e-mail describing what happened. Write between 80-100 words.

Sample answer papers

Task 1 – B1 Task 1 – B1 below standard Dear friend, You will be astonished when you read about what happened to me a week ago. It was Friday afternoon, I was returning from my work when I stopped at the red colour. I didn’t notice that a guy from a car behind got off the car and punctured one of my tyres. When the colour turned green I started my car and I realized I had a flat tyre. I pulled the car on the right side of the road and started to change the damaged wheel without paying attention to what could happen in the front part of the car. After finishing the work, I picked up my tools and

Dear Ann, I’ve just arrive home from work. I would like to tell you what a strange feeling I had yesterday. My chief told me not to go on vacation because we had many things to do. I answered him that I had arranged that vacation for two months but he said that he couldn’t help me. So, I am sorry and I hope you are not so upset that I am. P.S. It was a joke. I have tickets and I will come to you in 2 hours. With love, Chris

22

the punctured wheel and put them back into the trunk and returned to the driver seat. When I closed the car’s door I realized how fool I was – my briefcase was stolen from the car. The police explained to me how it was possible to happen such thing. Jack

Task 2 – B1 Task 2 – B1 below standard

TO: Mr. John Smith FROM: B.G., Legal Advisor for Legal Dept. MIRA SUBJECT: Report on the most common crimes in negotiation areas of MIRA As established during our last meeting in Bucharest, I write to you this report to present the results on the analysis of the most common crimes we deal with inside MIRA negotiation process. The most common crimes are: bribery – the situation in which one of the offers’ evaluators receives money from one of the companies which participates in a tender, and forgery – the situation in which a person changes signatures or documents to hide something illegal, e.g to start a tender without having money for the contract. These crimes are committed because of greed and lack of money; better salaries may be the answer to this problem.

1. About burglary In area where I work these crimes are the most common crimes, because there are more old buildings (flats-buildings) where lives people who works every day from eight o’clock till sisteen o’clock so the most flats are empty. For thiefs is an easy thing to entry / get in the flat and takes what they want. 2. About economic crimes The people makes that tipes of crime because they are poors and the income taxes are too big for them, so they try to chit the financial guard, to obtain more money. 3. About the car accidents The impatients and the drinkers provoke the most accidents…

Paper 4: Speaking Timing 12 minutes per pair of candidates. Paper Format This paper contains four parts. The standard format is two candidates and two examiners. One examiner acts as both assessor and interlocutor and manages the interaction by asking questions and setting up the tasks. The other acts as assessor and does not join in the conversation. Task Types Short exchanges with the examiner; a collaborative task involving both candidates; a one-minute long turn and a follow up discussion.

23

Marks Candidates are assessed on their performance throughout the test according to the assessment scale. The assessment is done by the assessor. The interlocutor only conducts the interview. Task Type, Focus, Format and Timing 1. Each candidate interacts with the interlocutor. The interlocutor asks the candidates questions in turn, using standardised questions. The candidates ill give information of a factual, personal and job-related kind. The candidates respond to questions about present circumstances, past experiences and future plans. 3 minutes 2. Simulated situation. Candidates interact with each other. Visual stimulus is given to the candidates to aid the discussion task. The interlocutor sets up the activity using a standardised rubric. The candidates will use functional language to make and respond to suggestions, discuss alternatives, make recommendations and negotiate agreement. 3 minutes 3. Extended turn A colour photograph is given to each candidate in turn and they are asked to talk about it for up to a minute. Both photographs relate to the same topic. The candidates will describe photographs and managing discourse, using appropriate vocabulary, in a longer turn. 3 minutes 4. General conversation. Candidates interact with each other. The topic of the conversation develops the theme established in Part 3. The interlocutor sets up the activity using a standardised rubric. The candidates talk together about their opinions, likes/dislikes, preferences, experiences, habits etc. 2 minutes Sample Material Part 1 (3 minutes) Phase 1 Good morning/afternoon. I am ……………. and this is …………….. He / She is just going to listen to us. What is your name? And what is your name?

Where do you live/come from? What department do you work for?

Thank you. Phase 2 (Select one or more questions from box A and one or more questions from box B for each candidate as appropriate.)

24

Box A

Do you live in a flat or a house? Is it far from the city centre? What courses have you attended lately? What new thing would you like to learn? What hobbies do you have? What kind of music do you like?

Box B

How long have you been working in your current post? (When did you start working in your current position?) What do you like best about your job? Why did you want to be a policeman/policewoman/gendarme/firefighter? (Why did you choose this job?) When did you join the police? How do you use English in your job?

Thank you. Part 2 (3 minutes)

In the next part you are going to talk to each other. Here are some causes of car accidents. Talk together about them, say how they can cause accidents and which is the most common cause of accidents in your country.

Hand over Prompts sheet to candidates. (to be shared)

I’ll say that again. Talk together about these causes of accidents, say how they can cause them and which is the most common cause of accidents in your country. All right? Talk together.

Thank you.

Sample material – Part 2

Mechanical problems

Weather conditions

Driver’s behaviour ACCIDENTS

Alcohol and drugs

Road conditions

Speed

25

Part 3 (3 minutes)

Now I’d like each of you to talk on your own about something. I’m going to give each of you a photograph of holiday destinations (see page 26).

Candidate A, here is your photograph. (Hand one of the photographs to Candidate A) Please show it to Candidate B, but I’d like you to talk about it. Candidate B, you just listen, I’ll give you your photograph in a moment. Candidate A, please tell us what you can see in your photograph.

Approximately one minute. Thank you. Retrieve photograph from Candidate A.

Now, Candidate B, here’s your photograph. It also shows holiday destinations. (Hand the second photograph to Candidate B) Please show it to Candidate A and tell us what you can see in the photograph.

Approximately one minute. Thank you. Retrieve photograph from Candidate B Part 4 (3 minutes)

Say to both candidates: Your photographs showed holiday destinations. Now, I’d like you to talk together about what you did during your last holiday and where you prefer to spend your holidays.

Thank you. That’s the end of the test.

26

Sample material Part 3

Ministerul Internelor şi Reformei Administrative

Direcţia Generală Management Resurse Umane

Comisia de Testare pentru Limba Engleză

Testul de limbă engleză nivelul B1 pentru personalul

Ministerului Internelor şi Reformei Administrative

Broşură informativă pentru candidaţi

Specificaţii şi subiecte model

2007

Coordonator: Esther Hay

Autori: Ioana Bordeianu Ileana Chersan

Cristina Dogărel Iulia Ene

dr. Cătălina Harabagiu-Dimitrescu Carmen Konrad Oana Popescu Emilia Stanciu

3

Cuprins 1. Prefaţă 2. Sistemul de testare conform Cadrului Comun European de

Referinţă 3. Nivelele Cadrului Comun European de Referinţă (CEFR) 4. Istoric 5. Motivaţia examinării la B1 6. Evaluarea şi acordarea punctajelor 7. Administrare 8. Testul B1 de limbă engleză: privire generală 9. Scop şi obiective 10. Teme de engleză generală 11. Structuri lingvistice 12. Lucrarea 1: Înţelegerea textului scris 13. Model Lucrarea 1 14. Lucrarea 2: Înţelegerea textului audiat 15. Model Lucrarea 2 16. Texte audiate 17. Lucrarea 3: Exprimare scrisă 18. Model Lucrarea 3 19. Modele de lucrări de răspuns 20. Lucrarea 4: Exprimare orală 21. Model Lucrarea 4

Prefaţă

Acest manual se adresează în principal candidaţilor care se pregătesc pentru testul de limbă engleză la nivel B1. Există alte manuale pentru profesori, administratori de teste, designeri de teste şi autorităţi. Acest manual există şi în limba engleză, în prima parte a acestei lucrări.

5

Reasons for SISTEMUL DE TESTARE

Testele de limbă engleză pentru personalul Ministerului Internelor şi Reformei Administrative din România prezintă o serie de examinări cu trăsături similare, acoperind 6 nivele corespunzătoare nivelelor Cadrului Comun European de Referinţă pentru Limbi, stabilit de Consiliul Europei. Nivelurile Cadrului European Comun de Referinţă pentru Limbi – Grilă de autoevaluare ÎNŢELEGEREA

TEXTULUI AUDIAT ÎNŢELEGEREA TEXTULUI SCRIS

VORBIT Comunicare interactivă

VORBIT Monolog

SCRIS Exprimare scrisă

A1

Pot înţelege cuvinte cunoscute şi expresii uzuale care mă privesc pe mine sau familia şi anturajul meu concret şi apropiat, dacă interlocutorul vorbeşte lent şi clar.

Pot înţelege nume cunoscute, cuvinte, şi fraze foarte simple, de exemplu, din anunţuri, afişe sau cataloage.

Pot comunica de o manieră simplă când interlocutorul este dispus să repete sau să reformuleze frazele sale într-un ritm mai lent şi să mă ajute să formulez ceea ce încerc să spun. Pot pune întrebări simple asupra subiectelor cunoscute sau referitor la nevoile mele curente şi răspunde la acelaşi fel de întrebări.

Pot utiliza expresii şi fraze simple pentru a descrie locul meu de trai şi oamenii pe care îi cunosc.

Pot scrie o carte poştală scurtă şi simplă, de exemplu, din vacanţă. Pot completa un chestionar simplu cu detalii personale, de exemplu, să înscriu numele, naţionalitatea şi adresa mea pe o fişă de hotel.

A2 Pot înţelege expresii şi un vocabular uzual în ceea ce mă priveşte în mod direct (de exemplu, persoana mea, familia mea, cumpărăturile, anturajul apropiat, munca). Pot sesiza esenţialul din anunţuri şi mesaje simple şi clare.

Pot înţelege texte scurte foarte simple. Pot găsi o informaţie specială, previzibilă în documentele curente, cum ar fi: publicitatea, prospectele, meniurile şi orarele şi pot înţelege scrisorile personale scurte şi simple.

Pot comunica în cadrul unor sarcini simple şi obişnuite care nu cer decât un schimb de informaţii simplu şi direct, privitor la subiecte şi activităţi familiare. Pot face faţă unor conversaţii foarte scurte, chiar dacă, de regulă, nu înţeleg suficient de bine pentru a întreţine o conversaţie.

Pot utiliza un şir de fraze sau expresii pentru a descrie în termeni simpli familia mea şi alte persoane, condiţiile de trai, studiile şi activitatea mea profesională actuală sau anterioară.

Pot lua notiţe şi scrie mesaje scurte şi simple. Pot scrie o scrisoare personală foarte simplă, de exemplu, de mulţumire.

B1 Pot înţelege punctele principale când este utilizat un limbaj clar şi standard şi când este vorba despre subiecte familiare care ţin de muncă, şcoală, odihnă, etc. Pot înţelege esenţialul din numeroase emisiuni de radio sau televiziune privitor la subiectele de actualitate sau cele de interes personal sau profesional, dacă debitul vorbirii este relativ lent şi bine articulat.

Pot înţelege texte scrise esenţialmente într-un limbaj curent sau privitor la munca mea. Pot înţelege descrierea evenimentelor, exprimarea sentimentelor şi dorinţelor în scrisorile personale.

Pot face faţă unui număr mare de situaţii care se pot întâlni în timpul unei călătorii într-o regiune unde este vorbită limba-ţintă. Pot participa fără pregătire la o conversaţie pe subiecte familiare sau de interes personal, sau care ţin de viaţa cotidiană (de exemplu: familia, timpul liber, călătoriile, munca şi actualitatea).

Pot să mă exprim la un nivel simplu pentru a relata diverse experienţe, evenimente, visurile, speranţele şi scopurile mele. Pot prezenta pe scurt argumente şi explicaţii în legătură cu opiniile şi proiectele mele. Pot relata o istorie sau o intrigă dintr-o carte sau dintr-un film şi să-mi manifest atitudinea faţă de acestea.

Pot scrie un text simplu şi coerent despre subiecte familiare sau de interes personal. Pot scrie scrisori personale pentru a descrie unele experienţe şi impresii.

B2

Pot înţelege conferinţele şi discursurile destul de lungi şi urmări o argumentare complexă, dacă subiectul îmi este relativ cunoscut. Pot înţelege majoritatea emisiunilor televizate de ştiri şi informaţii. Pot înţelege majoritatea filmelor în care se foloseşte un limbaj standard.

Pot înţelege articole şi rapoarte ce tratează problemele contemporane şi în care autorii iau o atitudine deosebită sau exprimă un punct de vedere aparte. Pot înţelege un text literar de proză contemporană.

Pot comunica cu un grad de spontaneitate şi de fluenţă care face posibilă interacţiunea cu un vorbitor nativ. Pot participa activ la o conversaţie în situaţii familiare, prezentând şi susţinând opiniile mele.

Pot să mă exprim cu claritate şi detaliat pe marginea unei game vaste de subiecte privitor la domeniile mele de interes. Pot să mă pronunţ detaliat asupra unui subiect de actualitate şi să explic avantajele şi dezavan-tajele diferitelor posibi-lităţi.

Pot scrie texte clare şi detaliate asupra unui şir de subiecte de interes personal. Pot scrie un eseu sau un raport, transmiţând o informaţie sau enumerând motivele pro şi contra opiniei propuse. Pot scrie scrisori care să pună în valoare sensul pe care îl atribui personal diferitelor evenimente sau experienţe.

6

C1 Pot înţelege un discurs lung, chiar dacă nu este bine structurat şi dacă relaţiile între idei nu sunt explicite. Pot înţelege, fără prea mare efort, emisiunile televizate şi filmele.

Pot înţelege textele faptice sau literare lungi şi complexe, apreciindu-le diferenţele de stil. Pot înţelege articolele ce ţin de domenii specializate şi instrucţiunile tehnice lungi, chiar dacă nu sunt legate de domeniul meu.

Pot să mă exprim spontan şi fluent, fără a-mi căuta prea mult cuvintele. Pot utiliza limba cu supleţe şi eficacitate în relaţiile sociale sau profesionale. Pot să-mi exprim ideile şi părerile cu precizie, plasându-le în context cu interlocutorii mei.

Pot prezenta descrieri clare şi detaliate pe marginea subiectelor complexe, integrând teme care le sunt apropiate şi subliniind anumite aspecte; pot încheia intervenţia mea în mod adecvat.

Pot să mă exprim într-un text clar şi bine structurat, susţinând punctul meu de vedere. Pot scrie despre subiecte complexe într-o scrisoare, un eseu, sau un raport, subliniind punctele care îmi par importante. Pot alege stilul potrivit, în funcţie de destinatar.

C2 Pot înţelege fără efort vorbirea orală, fie că este în direct sau difuzată de mediile de informare (radio, TV), chiar dacă se vorbeşte repede, cu condiţia să am suficient timp pentru a mă familiariza cu un accent specific.

Pot înţelege fără efort orice tip de text, chiar abstract sau complex din punct de vedere al fondului sau al formei, de exemplu, un îndrumar, un articol specializat sau o operă literară.

Pot participa fără efort la orice conversaţie sau discuţie şi mă descurc perfect cu expresiile idiomatice şi turnurile de fraze curente. Pot să mă exprim cu fluenţă şi să redau cu precizie nuanţe fine de sens. În caz de dificultate, pot reveni pentru a repara situaţia cu destulă abilitate pentru ca totul să treacă neobservat.

Pot prezenta o descriere sau o argumentare clară şi fluentă, utilizând un stil adaptat contextului; pot prezenta un expozeu cu o structură logică şi coerentă care îi permite ascultătorului să observe şi să reţină punctele importante.

Pot scrie un text clar, curgător şi adaptat, din punct de vedere stilistic, circumstanţelor. Pot redacta scrisori, rapoarte sau articole complexe, cu o structură clară, permiţând cititorului să sesizeze şi să reţină punctele importante. Pot rezuma şi aprecia în scris o lucrare profesională sau o operă literară.

Istoric B1 a fost introdus în 2007 şi testează competenţele în Înţelegerea textului scris (Citit), Exprimare scrisă (Scris), Înţelegerea textului ascultat (Ascultat) şi Exprimare orală (Vorbit). Are la bază Cadrul European Comun de Referinţă pentru Limbi: Învăţare, Predare, Evaluare, publicată de Consiliul Europei, Portofoliul Lingvistic European şi Nivelul Threshold al Consiliului Europei (1990) de J.A.van Ek şi J. L. M. Trim. Motivaţia examinării la nivel B1 Candidaţii participă la aceste testări din motive personale, pentru ocuparea unor posturi în care cunoaşterea limbilor străine la un anumit nivel, este esenţială, pentru a-şi mări şansele de promovare şi avansare în carieră, pentru selecţii la misiuni şi cursuri internaţionale, pentru a întruni standarde europene în domeniul cunoaşterii limbilor străine etc. Evaluarea şi acordarea punctajelor Fiecare candidat primeşte punctaje finale pentru fiecare lucrare în parte. Există un punctaj de promovare a testului (PASS) şi un punctaj de nereuşită (FAIL). Punctajul de promovare a testului (PASS) corespunde procentului de 75% din realizarea corectă a Lucrărilor 1 şi 2 şi 100% din realizarea Lucrărilor 3 şi 4. Administrare Candidaţii vor marca răspunsurile pe foile de examen.

Testul B1 de limbă engleză: privire de ansamblu Nr. Tipul

lucrării Timp acordat

Conţinut Obiectivele testului

1 Citit 45 min 4 părţi care testează o gamă de abilităţi de înţelegere a textului scris, într-o varietate de texte de engleză generală şi de specialitate

Evaluarea abilităţii candidaţilor de a înţelege sensul în textele englezeşti la nivel de cuvânt, expresie, paragraf şi la nivel global.

2 Ascultat 30 min 4 părţi care testează o gamă de abilităţi de înţelegere a textului audiat, într-o varietate de texte de engleză generală şi de specialitate

Evaluarea abilităţii candidaţilor de a înţelege dialoguri şi monologuri atât în cadru oficial cât şi neoficial, referitoare la o varietate de subiecte familiare.

7

3 Scris 1 oră 2 părţi care testează o serie de abilităţi şi funcţii de scriere

Evaluarea abilităţii candidaţilor de a scrie clar în limba engleză, sub forme începând de la propoziţii simple până la texte.

4 Vorbit 12 min 4 părţi care testează producerea de discurs de diferite mărimi precum şi comunicare interactivă

Evaluarea abilităţii candidaţilor de a întreba şi a înţelege întrebări şi de a formula răspunsuri adecvate, de a discuta liber despre subiecte de interes personal.

Scop şi obiective Candidaţii care promovează testul la nivel B1 trebuie să fie capabili să comunice satisfăcător în majoritatea situaţiilor de zi cu zi, atât cu vorbitori nativi cât şi cu vorbitori non-nativi.

Citit Folosind structurile şi subiectele listate mai jos, candidaţii pot înţelege înştiinţări şi semne publice, pot să citească texte informative scurte şi să demonstreze că au înţeles conţinutul şi structurile limbii folosite pentru a exprima noţiuni de timp şi spaţiu relativ, posesie etc., pot să scaneze materiale pentru a găsi informaţii necesare îndeplinirii unor sarcini relevante, ignorând materialul redundant sau nerelevant, să citească texte cu carecter imaginativ sau emoţional şi să stabilească tema centrală a unui text.

Ascultat Candidaţii pot înţelege şi pot reacţiona la anunţuri, pot arăta o înţelegere precisă a comunicărilor informative scurte şi pot face identificări pe această bază. Pot extrage informaţii punctuale (date, ore, nume) din texte vorbite care conţin repetarea informaţiilor dar şi structuri verbale din afara limitelor definite de nivelul B1, pot înţelege tema unui dialog.

Scris Candidaţii pot da informaţii, pot povesti evenimente, descrie persoane, locuri şi obiecte, pot transmite reacţiile la situaţii, pot exprima speranţe, regrete, plăcere etc. Folosind cuvintele în mod adecvat şi corect în diferite contexte scrise, pot produce variaţiuni ale unor propoziţii simple.

Vorbit Candidaţii se pot exprima pentru a simula o comunicare autentică. Ei pot pune întrebări şi le pot înţelege, dând răspunsurile adecvate, şi pot vorbi liber pentru a exprima emoţii, reacţii, opinii etc.

TEME: Teme de engleză generală 1. identificarea persoanelor 6. relaţiile cu alte persoane Nume Relaţii Adresă Invitaţii Număr de telefon Corespondenţă Data şi locul naşterii Apartenenţa la un club Vârsta Guvern şi politică Sexul Război şi pace Stare civilă Relaţii sociale Naţionalitate Origine 7. sănătate şi îngrijirea corpului Ocupaţie Părţile corpului Familie Confort personal Religie Igienă

8

Preferinţe şi antipatii Accidente, suferinţe Caracter, dispoziţie Servicii medicale Înfăţişare fizică Asigurări 2. casă şi cămin, mediu 8. cumpărături Tipuri de cazare Tipuri de magazine Cazare, camere Îmbrăcăminte, modă Mobilă, lenjerie de pat Preţuri Cost Ţigări Servicii Articole de gospodărie Confort 9. mîncare şi băutură Regiune Tipuri de mâncare şi băutură Flora şi fauna La restaurant 3. viaţa de zi cu zi 10. servicii Acasă Poşta Venit Telefon Bancă 4. timp liber, distracţii Servicii diplomatice Timp liber Spital, cabinet medical Activităţi preferate şi interese Garaj Radio, TV etc Staţia de benzină Cinema, teatru Expoziţii, muzee etc 11. locuri Aspiraţii intelectuale Îndrumări Sporturi Presa 12. limba Abilităţi, înţelegere, exprimare 5. călătorii Transport public 13. vremea Transport privat Climat şi vreme Trafic Vacanţe 14. educaţie Cazare Şcoli Bagaje Obiecte de studiu Intrarea şi ieşirea din ţară Calificări Documente de călătorie Teme de specialitate Poliţie • Detalii legate de munca prestată • Activităţi de rutină la serviciu • Serviciul actual şi cel mai recent • Calificări şi experienţă profesională • Atribuţii • Planuri de carieră • Bunuri furate • Persoane dispărute

9

• Suspecţi/infractori • Tipuri de infracţiuni • Tipuri de pedepse • Controlul traficului • Organizarea poliţiei/sistem/grade profesionale • Dotarea poliţiei (uniformă, clădiri, vehicule, arme, echipament) • Infracţiuni şi contravenţii la regimul traficului auto • Proceduri poliţieneşti (adunarea probelor, cercetări judiciare etc) • Negocieri • Stress-ul la serviciu • Prevenirea (asigurarea bunurilor din proprietate, anti-terorism, droguri, huliganism, circulaţie rutieră, trafic de persoane etc.) Poliţie de frontieră • Imigrare, refugiaţi, azilanţi • Arestare/reţinere • Contrabandă • Controlul transporturilor Cooperare internaţională

Structuri lingvistice Părţi de vorbire Conjuncţii Substantive De coordonare Tipuri de substantive (proprii, comune De subordonare care denotă materii nenumărabile) Număr (regulate, neregulate) Părţi de propoziţie Construcţii genitivale Locuţiuni substantivale Pronume Tipuri (demonstrative, personale, posesive, Locuţiuni adjectivale relative, interogative, reflexive, nehotărâte) Gen Locuţiuni pronominale Determinanţi Locuţiuni verbale Articol hotărât Forme ce conţin un verb principal Articol nehotărât Răspunsuri scurte Pre-determinanţi şi post-determinanţi Demonstrativi, posesivi, relativi, Locuţiuni adverbiale interogativi, cantitativi, de identificare Numerale (cardinale, ordinale) Locuţiuni prepoziţionale Adjective Propoziţia Participiale Atributive/predicative Tipuri de fraze şi funcţii Adjective cu şi fără grade de comparaţie Propoziţii principale Grade de comparaţie Propoziţii subordonate Comparative neregulate

10

Adjective nume predicative Forme şi funcţii ale propoziţiilor subordonate Adverbul Subordonate subiective Funcţii (existenţial, de timp, loc, mod, Subordonate relative grad, direcţie, aranjament etc) Subordonate adverbiale Formă Tipuri (nehotărât, deictic etc) Fraza Gradele de comparaţie ale adverbelor Comparative neregulate Forma Fraze simple Prepoziţia Fraze compuse Tipuri (de poziţie, distanţă, direcţie, origine, Fraze complexe timp etc) Tipuri de propoziţii Verbul Declarative Tipuri (tranzitive, intranzitive, cauzative etc.) Interogative Forme simple: regulate (infinitiv, participiu, Imperative Prezent, trecut, gerunziu) Forme simple: neregulate Funcţii ale tipurilor de Verbe modale auxiliare propoziţii Forme compuse (perfecte, continui, pasive, Propoziţii afirmative modale + infinitiv simplu) Afirmative emfatice Be, have şi do Negative Vorbirea indirectă Întrebări deschise Întrebări Wh- Propoziţii imperative Lucrarea nr. 1: Citit Timp acordat 45 minute Formatul lucrării Această lucrare conţine 4 părţi Număr de întrebări 20 de întrebări, 5 pentru fiecare parte Tipuri de subiecte Exerciţii de găsire a corespondentului, teste grilă, completarea spaţiilor goale, întrebări cu răspuns scurt, transfer de informaţii. Obiectivul testului Fiecare subiect acoperă una din sub-abilităţile de citire următoare: Citirea pentru găsirea de anumite informaţii, Citirea pentru înţelegerea ideii generale, Citirea pentru înţelegerea ideilor principale, Citirea pentru identificarea elementelor de vocabular. Teme Două texte sunt de engleză generală, celelalte două sunt legate de terminologia de specialitate a postului.

11

Surse Înştiinţări autentice şi adaptate după cele reale, ziare şi reviste, broşuri şi pliante, manuale, site-uri web. Punctaj Fiecare din cele 20 de întrebări se notează cu un punct. Pentru absolvirea testului, cel puţin 15 întrebări (75%) trebuie să aibă răspunsul corect. Model lucrarea 1 – vezi varianta în limba engleză Lucrarea nr. 2: Ascultat Timp acordat 30 minute Formatul lucrării Această lucrare conţine 4 părţi. Număr de întrebări 20 de întrebări, 5 pentru fiecare parte Tipuri de subiecte Exerciţii de găsire a corespondentului, teste grilă, completarea spaţiilor goale, întrebări cu răspuns scurt, transfer de informaţii. Obiectivul testului Fiecare subiect acoperă una din sub-abilităţile de ascultare următoare: Ascultarea pentru găsirea de informaţii, Ascultarea pentru înţelegerea ideii generale, Ascultarea pentru înţelegerea ideilor principale, Ascultarea pentru identificarea elementelor de vocabular. Teme Două texte sunt de engleză generală, celelalte două sunt legate de terminologia de specialitate a postului. Surse Înştiinţări autentice şi adaptate după cele reale, ştiri radio, conversaţii. Punctaj Fiecare din cele 20 de întrebări se notează cu un punct. Pentru absolvirea testului cel puţin 15 întrebări (75%) trebuie să aibă răspunsul corect. Model lucrarea 2 – vezi varianta în limba engleză Lucrarea nr. 3: Scris Formatul lucrării Această lucrare conţine 2 părţi. Timp acordat 1 oră

12

Tipuri de subiecte Scrisori (personale, oficiale simple, de afaceri/legate de îndatoririle de serviciu), comunicări, mesaje, formulare (de completat) legate de îndatoririle de serviciu, emailuri oficiale şi personale, circulare, memorii, faxuri, rapoarte scurte, eseuri scurte, simple, CV-uri, declaraţii, înştiinţări/fluturaşi. Teme Un text este de engleză generală, celălalt este legat de terminologia de specialitate a postului. Punctaj Amândouă subiectele trebuie terminate. Fiecare subiect este punctat separat, conform scării de evaluare: realizarea subiectului, coerenţă/coeziune, gramatică şi vocabular, conform scării de evaluare pentru nivel B1. Toate criteriile trebuie îndeplinite pentru fiecare subiect pentru obţinerea unei note de trecere. Model lucrarea 3 – vezi varianta în limba engleză Lucrarea nr. 4: Vorbit Timp acordat 12 minute pentru fiecare pereche de candidaţi Formatul lucrării Această lucrare conţine 4 părţi. Formatul standard presupune 2 candidaţi şi 2 examinatori. Un examinator va fi şi evaluator şi interlocutor şi va conduce comunicarea interactivă prin punerea de întrebări şi stabilirea de sarcini. Celălalt examinator va fi evaluator şi nu va interveni în comunicare. Tipuri de sarcini Schimburi conversaţionale scurte cu examinatorul; o sarcină de colaborare care să îi implice pe amândoi candidaţii; un monolog scurt de un minut şi o discuţie de urmare. Punctaj Candidaţii sunt evaluaţi în urma performanţelor pe tot parcursul testului, conform scării de evaluare. Evaluarea este făcută de către evaluator. Interlocutorul doar va conduce interviul. Timp, tip de sarcini şi format

1. Fiecare candidat interacţionează cu interlocutorul. Interlocutorul pune întrebări candidaţilor pe rând, folosind întrebări standardizate. Se urmăreşte oferirea de informaţii personale sau legate de locul de muncă. Candidaţii răspund la întrebări despre situaţii prezente, experienţe trecute şi planuri de viitor.

3 minute 2. Situaţie simulată. Candidaţii interacţionează între ei.

Se dau candidaţilor stimuli vizuali pentru a ajuta la discuţie. Interlocutorul stabileşte activitatea folosind instrucţiuni standardizate. Se cere folosirea limbajului funcţional de a face şi de a răspunde la sugestii, discuta alternative, a face recomandări şi a negocia acordul.

3 minute

13

3. Monolog Se dă fiecărui candidat câte o fotografie color pe rând şi li se cere acestora să vorbească despre ea timp de până la un minut. Amândouă fotografiile se referă la aceeaşi temă (vezi fotografiile de la pg. 26). Descrierea de fotografii şi stăpânirea discursului, folosirea vocabularului adecvat, pentru o perioadă mai lungă de timp.

3 minute 4. Conversaţie pe teme generale. Candidaţii interacţionează.

Tema conversaţiei dezvoltă tema stabilită în Partea a 3-a. Interlocutorul stabileşte activitatea folosind instrucţiuni standard. Candidaţii conversează despre opiniile proprii, preferinţe/antipatii, experienţe, obiceiuri etc.

2 minute Model lucrarea 4 – vezi varianta în limba engleză.

14

Editura M.I.R.A este recunoscută de Consiliul Naţional al Cercetării Ştiinţifice din Învăţământul Superior

Cod CNCSIS 270

Redactare şi corectură: comisar şef Georgeta VIŞAN Tehnoredactare şi copertă: subinspector Carmen TUDORACHE

Tipărit la Tipografia M.I.R.A.