what is bulats? participant’s booklet is bulats... · what is bulats? aims • to introduce...
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BULATS Core PB 3160a | 1
What is BULATS?Participant’s BookletEMC/3160a/5Y09
2 | BULATS Core PB 3160a
Contents
What is BULATS? .................................................................................................... 3
Aims ......................................................................................................................... 3
BULATS ................................................................................................................... 3
Levels ...................................................................................................................... 5
Appendices:
Appendix 1. Key to activities ..................................................................................... 8
Appendix 2. Slides .................................................................................................... 9
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What is BULATS?
Aims
• to introduce BULATS exam of English
• to present its key features, benefits and uses
• to explain the levels of BULATS
• to highlight quality assurance procedures and recognition
• to explain Computer Adaptive testing.
BULATS
The Business Language Testing Service (BULATS) is a multilingual tool for
companies and organisations that need a rapid, reliable and cost-effective way of
assessing the language skills of employees, trainees and job applicants.
For a demo sample test go to:
www.bulats.org/about/demo.html
There are also sample papers available to download at:
www.bulats.org/candidates/sample.html
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All Parts are in the Standard test. Parts that are asterisked (*) appear in both the
Standard and Computer tests.
Partor
SectionTask type Testing focus
Numberof
questions
Listening
1* Short conversations or monologues withmultiple-choice questions
Listening for gist,factual information orinference
10
2 Taking down phone messages, orders, notesetc. Note-taking
Listening for detail 12
3 Short monologues/dialogues with multiple-matching tasks
Listening for gist:identifying topic,context or function
10
4* Extended monologue/dialogue with multiple-choice questions
Listening for detailand inference
18
Reading and Language Knowledge
1.1* Short texts or diagrams with multiple-choicequestions. Notices, messages, timetables,adverts, leaflets, graphs etc.
Reading for gist andspecific information
7
1.2* Gapped sentences with multiple-choice task Grammar andvocabulary
6
1.3* Long text with multiple-choice task.Newspaper or magazine article, advert, leafletetc.
Reading for gist orspecific information
6
1.4* Medium-length text open cloze Grammar 5
2.1 Four short texts with matching tasks Reading for specificinformation
7
2.2* Medium-length text with multiple-choice cloze Grammar andvocabulary
5
2.3* Medium-length text open cloze Grammar 5
2.4* Gapped sentences with multiple-choice task Grammar andvocabulary
6
2.5* Newspaper or magazine article, report etc.Long text with multiple-choice questions
Reading for gist andspecific information
6
2.6 Error correction task. Medium-length text Grammar 7
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Levels
CEF/ALTE level BULATS score Description Cambridge ESOL exams
C2/Level 5
(Mastery)90–100 Upper Advanced
CPE
IELTS 7.5+
C1/Level 4
(Effective Operational
Proficiency)
75–89 AdvancedCAE, BEC Higher
IELTS 6.5/7.0
B2/Level 3
(Vantage)60–74 Upper Intermediate
FCE, BEC Vantage
IELTS 5.0/5.5/6.0
B1/Level 2
(Threshold)40–59 Intermediate
PET, BEC Preliminary
IELTS 3.5/4.0/4.5
A2/Level 1
(Waystage)20–39 Elementary
KET
IELTS 3.0
A1
(Breakthrough)0–19 Beginner –
For further information on ALTE, visit:
www.alte.org
For further information on the Common European Framework of Reference (CEF),
visit:
www.coe.int
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Activity 1
ALTE has developed a series of ‘Can-do’ statements that describe what language
users can typically do at different language levels. There are ‘Can-do’ statements for
a variety of contexts including work, study, and social and tourist.
1. Listening/Speaking
Level Listening/Speaking
C2/Level 5 CAN advise on/handle complex delicate or contentious issues, such
as legal or financial matters, to the extent that he/she has the
necessary specialist knowledge
C1/Level 4
B2/Level 3
B1/Level 2
A2/Level 1
A1/ALTE
Breakthrough Level
CAN take and pass on simple messages of a routine kind, such as,
‘Friday meeting 10 a.m.’
Match the descriptors A–D with the right level.
A CAN offer advice to clients within own job area on simple matters
BCAN contribute effectively to meetings and seminars within own area
of work and argue for or against a case
CCAN state simple requirements within own job area, such as, ‘I want to
order 25 of ...’
DCAN take and pass on most messages that are likely to require
attention during a normal working day
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2. Reading
Level Reading
C2/Level 5
C1/Level 4CAN understand correspondence expressed in non-standard language
B2/Level 3
B1/Level 2 CAN understand the general meaning of non-routine letters and
theoretical articles within own work area
A2/Level 1
A1/ALTE
Breakthrough Level
Match the descriptors A–D with the right level.
ACAN understand reports and articles likely to be encountered during
his/her work, including complex ideas expressed in complex language
BCAN understand most correspondence, reports and factual product
literature he/she is likely to come across
C
CAN understand short reports or product descriptions on familiar
matters, if these are expressed in simple language and the contents
are predictable
D
CAN understand most short reports or manuals of a predictable
nature within his/her own area of expertise, provided enough time is
given
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Appendices
Appendix 1. Key to activities
Activity 1
1. Listening/Speaking
A = B1/Level 2
Although offering advice can potentially be a complex skill, the
implication here is that it can be done in a simple way, e.g. ‘If I were
you …’, ‘You should …’. Compare C2/Level 5
B = C1/Level 4
The productive skill of contributing to meetings can be very significant
due to the impact of what is said in a business context. Some range is
required to argue for or against a case
C = A2/Level 1 The language and the context are both very limited
D = B2/Level 3
Taking and giving messages requires both comprehension and
production in unpredictable contexts, as well as interaction with
different parties
2. Reading
A = C2/Level 5Implies longer texts from a range of sources where the language is
non-standard and unpredictable
B = B2/Level 3There is a greater degree of predictability in both the text type and the
content/topic matter
D = A2/Level 1The emphasis is on a limited range of text type, length and topic
matter, and on the amount of time required to process these texts
C = A1/ALTE
Breakthrough Level
Text type and topic matter is very limited and the range of language
used confined
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Appendix 2. Slides
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