EuroPro B2

Web Coursebook

EuroPro B2

Web Coursebook

introduction unit 1 - short texts unit 2 - paragraph headings unit 3 - scan reading unit 4 - multiple choice reading unit 5 - short conversations unit 6 - making notes unit 7 - meeting unit 8 - transactional writing unit 9 - extensive writing unit 10 - dictation unit 11 - muliple choice gapfill unit 12 - modified 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

EuroPro B2 Coursebook - Introduction

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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 is primarily 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 teacher’s 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 of can-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 can’t do yet. As the criteria for examinations are based positively 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 student’s 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

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remaining

Copyright 2007 Euro Examination Centre.

seventeen

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EuroPro B2 Coursebook - Introduction

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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 task description skills tested real life link topic for task in this book

Reading test, part 1: short texts 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. Skim reading, scan reading and reading for detailed information It is important to understand the meaning in context of notes and other short texts (e.g. business emails) The principles of ‘scientific’ management

Unit 2: The Restructuring of Business task name task description skills tested real life link topic for task in this book

Reading test, part 2: paragraph headings 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. Reading for gist. You 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 task description skills tested real life link topic for task in this book

Reading test, part 3: scan reading 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. Scan reading You often have to find key pieces of information in a longer text. The constitution and rules of a club for wealthy businessmen

Unit 4: Work-Related Conflict task name task description skills tested real life link topic for task in this book

Reading test, part 4: multiple choice reading You answer seven multiple choice comprehension questions based on a single text of 350-450 words, normally an article, letter or narrative. Skim and scan reading plus reading for detailed information Some documents, such as proposals, need to be understood fully in professional life. The Grenberg miners’ strike

Copyright 2007 Euro Examination Centre.

EuroPro B2 Coursebook - Introduction

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Listening Units (5 – 7) Unit 5: Business Talk and Chatter task name task description skills tested real life link topic for task in this book

Listening test, part 1: short conversations 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) Listening for gist and specific information to enable matching. We often need to understand a situation from small pieces of speech. Boring talk at meetings, presentation and speaking skills

Unit 6: Personal Bankruptcy task name task description skills tested real life link topic for task in this book

Listening test, part 2: making notes 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. Listening for specific information. In meetings you will often have to listen and take down key points in notes. The legal procedure affecting a person who is declared bankrupt.

Unit 7: People Changing Jobs task name task description skills tested real life link topic for task in this book

Listening test, part 3: meeting You listen twice to an excerpt from a formal meeting. You answer ten multiple choice questions while listening. Listening for gist, specific information and detailed information Understanding what is being said in a meeting is vitally important in business The rules for fair and unfair dismissal of employees

Writing units (8 – 9) Unit 8: Formal Letters task name task description

skills tested real life link topic for task in this book

Writing test, part 1: transactional writing 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. Achieving a transactional outcome within the correct genre with written language accuracy. Most of your letter and email writing is to realise specific purposes. Letter terminating a contract of employment

Copyright 2007 Euro Examination Centre.

EuroPro B2 Coursebook - Introduction

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Unit 9: Formal Reports task name task description

skills tested real life link topic for task in this book

Writing test, part 2: extensive writing 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. Producing a relevant text within a given genre with written language accuracy. You need to be able to write in different genres, e.g. a report, a proposal, a letter of complaint. A report on the office Christmas dinner

Grammar & Vocabulary Units (10 – 12) Unit 10: Social Welfare task name

task description

skills tested real life link topic for task in this book

Grammar and vocabulary test, part 1: dictation 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. Spelling, grammatical accuracy, vocabulary and detailed listening skills Sometimes 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 task description skills tested real life link topic for task in this book

Grammar and vocabulary test, part 2: multiple choice gap-fill 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. Vocabulary, meaning in context, collocations and phrasal verbs When 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 task description skills tested real life link topic for task in this book

Grammar and vocabulary test, part 3: modified cloze 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. Grammatical structure and meaning in context. When writing emails, letter and other texts, you need accurate grammatical structures to ensure your meaning is clear. Etiquette at a formal business dinner

Copyright 2007 Euro Examination Centre.

EuroPro B2 Coursebook - Introduction

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Mediation Units (13 –15) Unit 13: Doing Business Abroad (incomplete) Mediation test, part A1: dialogue task name 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. task description You write down the main points of the conversation in the opposite language to the one you hear. Two examples are given. Listening for key points and writing them down in another language. skills tested You may have to mediate speakers of Hungarian and English. real life link topic for task in Doing business abroad this book Unit 14: task name task description skills tested real life link topic for task in this book Unit 15: task name task description skills tested real life link topic for task in this book

Mediation test, part B1: summary You receive a text in English of 200-225 words, written in five paragraphs. For each paragraph you are given three summaries written in Hungarian. You must choose the most appropriate summary. Reading for gist in English and choosing a summary in Hungarian. You will often have to read long texts, but only have to understand what the text is about and not for detailed information. Professional associations and trade unions

Mediation test, part B2: letter You receive a personal or semi-formal letter of about 80 words written in Hungarian. You have to translate the letter into English. Translation from and to particular genres You may have to translate letters, emails and other documents Work 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 task description skills tested real life link topic for task in this book

speaking test, part 1: interview 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. Turn taking, language functions, detailed listening skills Interviews are common in the world of work; e.g. job interviews. Interviews are important. They involve preparation and communication skills.

Copyright 2007 Euro Examination Centre.

EuroPro B2 Coursebook - Introduction

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Unit 17: Business Profits task name task description

skills tested real life link topic for task in this book

Speaking test, part 2: presentation 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 not read aloud from a prepared script. (2 minutes) You may have to give a presentation of your firms product or service, or you may give in-house presentations You may have to give a presentation of your firms product or service, or you may give in-house presentations Is all the behaviour of managers in firms directed towards the maximisation of profits?

Unit 18: Status at Work task name task description

skills tested real life link topic for task in this book

Speaking test, part 3: transactional dialogues You receive a cue card. The card describes a situation, your role and gives 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. Understanding a situation, use of language functions, appropriateness of style and register Being asked questions and responding to them effectively is a key skill in business life The language of power and inequality at work

Unit 19: Expanding a Company task name

task description

skills tested real life link topic for task in this book

Speaking test, part 4: collaborative speaking 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) turn-taking skills, negotiating, prioritising You will have to negotiate and agree plans with others in your professional life The expansion of a software company

The Common European Framework of Reference for languages and extra lesson activities

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

All skills plus grammar & vocabulary All skills plus grammar & vocabulary

Copyright 2007 Euro Examination Centre.

EuroPro B2 Coursebook - Introduction

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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 book on the table) force. Dependent prepositions indicate nominals connected to the headword (e.g. She listened to 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,)

Copyright 2007 Euro Examination Centre.

EuroPro B2 Coursebook - Introduction • • • • •

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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). Modals establish 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.

Copyright 2007 Euro Examination Centre.