ECPE 2 revised sample

CONTENTS Introduction 4______________________________________________________________________________________________________________ ECPE Practice Tests Writing Answer Document Instructions 11_______________________________________________________________ Listening & Reading Answer Document Instructions ______________________________________ 12 Practice Test 1 14 Writing 14________________________________________________________________________________________________________________ Listening 15_____________________________________________________________________________________________________________ Reading 24______________________________________________________________________________________________________________ Practice Test 2 34 Writing 34________________________________________________________________________________________________________________ Listening 35_____________________________________________________________________________________________________________ Reading 44______________________________________________________________________________________________________________ Practice Test 3 54 Writing 54________________________________________________________________________________________________________________ Listening 55_____________________________________________________________________________________________________________ Reading 64______________________________________________________________________________________________________________ Practice Test 4 74 Writing 74________________________________________________________________________________________________________________ Listening 75_____________________________________________________________________________________________________________ Reading 84______________________________________________________________________________________________________________ Practice Test 5 94 Writing 94________________________________________________________________________________________________________________ Listening 95_____________________________________________________________________________________________________________ Reading 104____________________________________________________________________________________________________________ Practice Test 6 114 Writing 114______________________________________________________________________________________________________________ Listening 115___________________________________________________________________________________________________________ Reading 124____________________________________________________________________________________________________________ Practice Test 7 134 Writing 134______________________________________________________________________________________________________________ Listening 135___________________________________________________________________________________________________________ Reading 144____________________________________________________________________________________________________________ Practice Test 8 154 Writing 154______________________________________________________________________________________________________________ Listening 155___________________________________________________________________________________________________________ Reading 164____________________________________________________________________________________________________________ Practice Test 9 174 Writing 174______________________________________________________________________________________________________________ Listening 175___________________________________________________________________________________________________________ Reading 184____________________________________________________________________________________________________________ Practice Test 10 194 Writing 194______________________________________________________________________________________________________________ Listening 195___________________________________________________________________________________________________________ Reading 104____________________________________________________________________________________________________________ Speaking Tests 215 Speaking Test Instructions 216___________________________________________________________________________ Listening Transcript 229 INTRODUCTION u 3

INTRODUCTION Introduction to the Hamilton House Michigan ECPE Practice Tests 2 As of May 2021, several changes have been made to the format and content of the ECPE which are reflected in this revised edition of 10 Practice Tests. Changes are indicated in this introduction. General Description The Examination for the Certificate of Proficiency in English (ECPE) is a standardized advanced level examination of English as a foreign language (EFL). It is designed for students who have attained an advanced level of proficiency in all four skill areas: reading, writing, listening and speaking. It is a reflection of the C2 (Mastery) level of the Common European Framework of References (CEFR). Test takers who sit for the ECPE do so because they need a C2-level language certificate for one or more of the following reasons: • T hey would like proof that they have reached an advanced level of communicative competency in English as a Foreign Language. • They would like to apply for a job or a promotion that demands an advanced language qualification. • They need an advanced language qualification in order to enter an academic program. The ECPE is recognized as a language qualification in the public and private sectors in a number of countries. Format and Content The ECPE includes a variety of tasks that test general language proficiency in a variety of contexts. The written part of the ECPE (Writing, Listening, GCVR) is 2 hours and 30 minutes. The Speaking Test takes about 30 minutes. Test takers mark their answers for the Listening Section and the Grammar, Cloze, Vocabulary, Reading (GCVR) Section on a separate answer sheet. Test takers receive a separate sheet where they complete the Writing Section. Test takers must use a pencil to complete every section of the ECPE. Below is a summary of the format and content of the ECPE. Writing Section Section Time Description Number of Items Writing 45 minutes 1 task The test taker writes an essay or proposal/article based on one of two topic choices and using visual prompts. This task is new to ECPE. Instead of two essay options, one of the options is now an article or a proposal. Three sources in the form of simple charts, graphs, figures, and quotations are provided, at least one of which should be incorporated into the response. The amount of time for writing has been increased from 30 to 45 minutes. Essay topics are usually discursive in nature and require you to develop both sides of a topic in a logical and convincing manner while using a wide variety of language both accurately and appropriately. You should make a thesis statement which you must then develop in the main body of your essay. Supporting your points is essential, either with further explanations, illustrations or examples. Failing to elaborate on statements is one of the most common weaknesses that examiners point out in candidates’ writing. In addition, you must incorporate the information from at least one of the sources into your essay, and attribute it to the source. For example, “According to a recent survey, …”. Develop this piece of information as fully as possible. Be sure to have a strong introduction, well-organized and convincing arguments with linking phrases (In addition, Moreover, etc.) and an appropriate conclusion. Articles should be written in a lively and interesting manner. More informal language is permitted, including rhetorical questions, exclamations and conjunctions. An article must be convincing and engaging. As with the essay, be sure to incorporate the information provided in the sources, citing where it was taken from and expanding it as best as possible. The more realistic the article is, the better, so do your best to imagine the situation is real and come up with relevant content. Proposals require very formal language, distinct points and pertinent recommendations. The purpose is to convince someone of your arguments so use persuasive language. Subtitles for each paragraph can be used 4 t MICHIGAN ECPE PRACTICE TESTS 2

INTRODUCTION but are not obligatory. As in the article, be sure to incorporate the information provided in the sources, citing ECPE Practice Tests where it was taken from and expanding it as best as possible. The more authentic the proposal is, the better, so try to imagine the situation is real and come up with relevant observations and suggestions. Criteria for a successful composition • There must be a thesis statement: The writer clearly states their intention in the opening paragraph. • Test takers must organize their writing in well structured paragraphs: Each paragraph has a clear role and a main idea expressed in a topic sentence. This topic is then developed effectively with ideas being presented in a logical order. All sentences in each paragraph should be relevant and linked appropriately. The conclusion must be concise and pertain to the main body of the composition. The writer must NOT introduce any new information in their conclusion. • Language has to be used appropriately: Use more complex grammatical structures in sentences if possible, but always aim for accuracy. Vocabulary, including specialized vocabulary, is appropriate and spelling should be accurate and consistent. Guidelines for the classroom • Encourage students to do as much outside reading as possible, even in their own language. • Teach students how to use the Internet as a research tool for the topics they will be encountering in this book. • Have students discuss their ideas before they write. Do brainstorming sessions with students. Encourage them to generate and share ideas. • H ave students work in pairs or in groups on writing a first draft of their composition in class. Go over these drafts and show students how to improve them. • Allow students to practice proofreading and editing their work. Listening Section Section Time Description Number of Items Listening 20 50 Part 1 (multiple choice – 4 options) minutes This task is new to ECPE. Each item consists of a 18 conversation between 2-3 speakers followed by a 12 question. The conversations are played once and the questions are both heard and printed in the booklet. Part 2 (multiple choice – 4 options) This task is new to ECPE. There are three short talks delivered by a single speaker followed by six questions each. The questions are both heard and printed in the booklet. The recording is only played once. Part 3 (multiple choice – 3 options) There are two recorded talks from a radio broadcast followed by six comprehension questions for each. The recording will now be played twice. Each set now consists of 6 questions, instead of the previous 5. The Listening Section of the ECPE tests the ability to understand spoken English and is in three parts. There are a total of 40 questions, and each question has 3 or 4 answer choices. Below is a description of each type of problem you will encounter. Part 1 In this part of the listening, test takers will hear short conversations between native speakers involved in everyday interaction. The rate of delivery is representative of normal speech. From the four answer choices given, choose the option that best answers the question. Many questions require understanding through inference or making conclusions based on tone or context. Most answers are NOT explicitly stated. Part 2 In this part of the listening, you hear a speech given by a single speaker. There are three talks followed by 6 questions. INTRODUCTION u 5

INTRODUCTION Part 3 In this part of the test, you hear two talks from a radio program followed by 6 questions each. The main speaker or speakers (there may be two) are experts giving information to a lay audience. Each talk is introduced by a News Anchor and a Reporter and lasts about 2 minutes. As you listen, you may take notes so you can better remember the information given in the talk. You do not not require any specialist knowledge for this section of the ECPE, but increased world knowledge is an asset. Guidelines for the classroom • S tudents should be exposed to non-scripted native-speaker speech as much as possible. This has become easier thanks to the Internet. There are a lot of radio stations that give free access to recorded programs. Many of these programs cover issues similar to those encountered on the ECPE. • Students should become familiar with the patterns of stress and intonation in the English language. They can accomplish this by practicing the dialogues in Part 1 of the Listening tests in this book. For example, after listening to each dialogue, students can practice repeating them. This will also help them improve pronunciation, fluency and accuracy in speaking. • Students should develop their note-taking skills. Start by writing single key words as you listen. Also learn to listen for details including numbers, dates or amounts. Grammar, Cloze, Vocabulary, Reading (GCVR) Section Section Time Description Number of Items 16 Grammar 55 Grammar (multiple choice) Cloze minutes The test taker reads an incomplete sentence, followed by 20 Vocabulary a choice of words or phrases to complete it. The test taker Reading chooses the item that is grammatically correct from the 16 (GCVR) answer choices. 18 Cloze (multiple choice) The test taker reads two passages with 10 deletions each and the choices of words or phrases to complete each blank. The test taker chooses the option which completes each blank correctly. Vocabulary (multiple choice) The test taker reads an incomplete sentence, followed by a choice of words or phrases to complete it. The test taker chooses the item that has the correct meaning in the context from the answer choices. Reading (multiple choice) The test taker reads 3 reading passages on different topics, each followed by 6 questions. The test taker chooses from the four answer choices given. Grammar Items You must choose the grammatically correct word or phrase from a choice of four. You should read the entire sentence before you choose the answer choice you think is correct. When in doubt, it is always best to use process of elimination when solving multiple choice questions. In other words, eliminate incorrect options so as to better choose the correct one. Some areas of language that might be encountered in the grammar sub-section are as follows: • Verbs and adverbial forms • L inking words and expressions • C onditional forms and hypothetical uses • W ord-level grammar, use of appropriate forms • Passive forms • Modals with simple and perfect infinitives • R eported forms, including use of subjunctive • Relative forms and subordination • Inversion, interrogative forms and syntax • Q uantifiers and determiners, count/noncount • P articiples and participial phrases nouns • Gerund and infinitive forms • A djectives, adverbs and comparative forms 6 t MICHIGAN ECPE PRACTICE TESTS 2

INTRODUCTION ECPE Practice Tests Guidelines for the classroom • The teacher should teach language use taking into account form, function and meaning and not only form. • The teacher should review low-frequency forms which may be tested (i.e. subjunctive, participial phrases, various passive forms, etc.) • S tudents should do as many open-ended activities as possible (i.e. games, problem solving activities, etc.) in which they can integrate a variety of language elements. • Students should review verb forms and how they are used with different adverbials. Cloze Items There are two passages in the cloze sub-section. Each passage is approximately 150 words in length with ten blanks which test takers must fill by choosing one word or phrase from a choice of four. Although many of the items require a knowledge of grammar or collocations, there are frequently items which require an understanding of the entire passage on the part of the test takers before they are able to choose the correct answer. Guidelines for the classroom • S tudents should read cloze passages carefully. They should underline key words and expressions to establish the main idea of each paragraph and the most important points of the passage. • A fter establishing what the passage is about, students can make their choices. • S tudents should try to figure out what goes in each blank before looking at the four answer choices. • The teacher should think of some pre-reading and post-reading questions to ask when doing cloze passages in class. By getting students to discuss cloze passages, teachers can help them better understand why each answer choice is correct. Vocabulary Problems This part of the GCVR Section tests knowledge of advanced vocabulary. You read a sentence in which a word or a phrase has been removed. You must choose the word or phrase which is appropriate based on the context of the sentence. Some commonly recurring types of items in the vocabulary sub-section are as follows: • Phrasal verbs • Adjectives and adverbs • Commonly occurring collocations • Set phrases and colloquialisms • Figurative use of language Guidelines for the classroom • A s students prepare for the ECPE, they may encounter words that denote concepts they haven’t learned in their own language. This is why it’s important that they do as much extra reading as possible. • Students should be taught that the meaning of any word ultimately depends on how it is used. • The teacher should present as many collocations as possible. • It is important that students do not translate words into their own language. Rather, they should make use of English dictionaries to see what words mean and how they are used. Reading In this segment of the GCVR Section, the test takers’ ability to read and understand formal written English is tested. The passages encountered are generally discursive texts of the kind that an educated, mature individual would want to read for personal, professional or academic reasons. The texts are at the same level as those encountered in college or university level books, periodicals or academic journals. The questions primarily require test takers to make inferences and may refer to either a specific point within the text or to a general idea conveyed by many different points within the text. Guidelines for the classroom • A s they read, students should think about the writer’s purpose, the role and main idea of each paragraph, examples and elaboration and key words. Students should be able to explain what they have learned from each passage. • S tudents should be encouraged to underline key words and expressions as they read. In this way, they will be better able to focus on the controlling idea and the purpose of each paragraph. They will also be better able to link the ideas being presented in a passage. INTRODUCTION u 7

INTRODUCTION • A fter students have read the passage, and before they have completed the multiple-choice questions, the teacher should think of open-ended questions to ask so that students can discuss the passage in their own words. Once they have discussed the passage in their own words, they can move on to the multiple-choice questions. • The reading passages can be used to generate more language in the form of speaking or writing activities. • S tudents should be encouraged to do as much extra reading as possible, even in their own language, to increase their world knowledge. If students find a certain passage interesting, they can look up further information about it on the Internet and it can then be used as a basis for speaking or writing activities. Speaking Section Section Time Description Number of Items Speaking 5 stages 30 The test taker participates in a semi-structured, multi-stage minutes task involving two or three examinees and two examiners. The Speaking Section of the ECPE involves five stages, each of which takes about 5 minutes. The stages are briefly described below. • Stage 1 – Introduction & Small Talk: The examiner initiates a conversation on a general topic (e.g. hometown, leisure activities, etc.) and the test takers have the opportunity to become comfortable interacting with one another. • Stage 2 – Summarizing & Recommending: Each test taker receives an information sheet with two options out of a total of four options. Each test taker summarizes the information on their sheet, and their partner gives a recommendation based on the summary. They then give their recommendation from their own two choices. No justification is required at this point • S tage 3 – Consensus Reaching: Test takers collaborate by discussing the advantages and disadvantages of each option and comparing and contrasting the ones they have individually chosen. They should give reasons for their choice and explain the importance of those reasons before coming to an agreement on one single option together. • S tage 4 – Presenting & Convincing: The test takers formally present the option they have chosen in Stage 3 to Examiner 2. They must use the information given and present two reasons each, explaining why these reasons are important. They have two or three minutes to prepare for this stage in English. • S tage 5 – Justifying & Defending: Examiner 2 asks the test takers questions such as “What would happen if…?”, “Wouldn’t your point be a disadvantage if ...?”, “Doesn’t your choice have any disadvantage?”, “Isn’t this disadvantage serious?” based on what they presented in Stage 4. The test takers should use persuasive language as they defend their position. Passing the ECPE The Writing Section and the Speaking Section of the ECPE are scored by trained raters using criteria determined by MLA (see tables below for score levels). The Listening Section and the GCVR Section of the ECPE are scored by computer using a method called Item Response Theory (ITR). This method ensures that the ability to achieve a high score remains the same every year. ECPE scores on real exams are reported in five bands ranging from Honors to Fail. The following chart shows how these are reported. A scaled score, ranging from 0 to 1,000, is reported for each section of the test and also averaged to produce an overall score. The Listening & GVR column shows the scaled scores based on ITR and the Writing & Speaking column shows the score from A-E. ECPE Five Levels of Performance Writing & Speaking Listening & GCVR A 840–1000 Honors (H) B 750–835 Pass (P) C 650–745 Low Pass (LP) D 610–645 Borderline Fail (BF) E 0–605 Fail (F) 8 t MICHIGAN ECPE PRACTICE TESTS 2

INTRODUCTION The 2021 rating criteria will place emphasis on: Task Completion (including use of sources), Development ECPE Practice Tests (including organization), Language, and Authorial Voice (how distinctive and engaging the writing is). The following table gives more detailed description of how writing is rated. ECPE Writing Rating Scale Task Completion 5 • Response addresses the prompt-specific topic and fulfills all of the task requirements. • Integrates at least one provided source in the response. 4* 3 • Response is in the general topic area and fulfills all of the task requirements. • Includes at least one provided source in the response. 2* 1 • Response is in the general topic area but does not fulfill all of the task requirements. • Does not include a provided source in the response. Development • Ideas are extensively supported and developed. Response is a well thought out and 5 convincing consideration of the topic. • Clearly and logically organized. • Ideas are well-supported and developed, and an in-depth consideration of the topic is 4 provided. • Clearly and logically organized. 3* • Support for ideas is given but may not be fully developed. Attempts to provide in-depth 2 consideration of the topic. • Not clearly or logically organized. 1 • Ideas are not supported. Consideration of the topic is simplistic or generalized. • Not clearly or logically organized. • Demonstrates flexibility and a high degree of control of both simple and complex syntactic 7 structures. • Uses precise, sophisticated vocabulary appropriate to the context. 6* Language 5 • Demonstrates control of simple and some complex syntactic structures. • Uses simple and sometimes sophisticated vocabulary to adequately match the context. 4* • Demonstrates control of simple but not complex syntactic structures. 3 • Uses simple vocabulary; attempts to use sophisticated vocabulary may not fit naturally into the context and may cause confusion. 2* • Demonstrates inconsistent control of simple syntactic structures. 1 • Produces everyday vocabulary; most attempts at sophisticated vocabulary are not accurate or precise, mostly confusing to the reader. 3 • Content is highly original; response engages the reader.Authorial 2*Voice 1 • Content is not original; response is not engaging for the reader. * Response shares features of adjacent levels. INTRODUCTION u 9

INTRODUCTION ECPE Speaking Score Levels (Quick Reference) Generates new language with consistency A - LEVEL EXPERT Errors do not prevent • Effective interaction at all stages with limited prompting or support from communication partner. Repeats language • Little reliance on written material. already provided • Generates entirely new language (vocabulary and sentences) during the Errors prevent whole test. communication • Consistently provides coherent explanation / elaboration on concrete and abstract topics. • Uses a wide range of language that is pragmatically appropriate. • Fluent, articulate, and extensive support for ideas - no listener effort. B - LEVEL CONSISTENT • Effective interaction at all stages with limited prompting or support from partner. • Little reliance on written material. • Generates entirely new language (vocabulary and sentences) during the whole test. • Consistently provides coherent explanation / elaboration on concrete and abstract topics. • Uses a wide range of language that is pragmatically appropriate. • Fluent, articulate, and extensive support for ideas - may require some listener effort. C - LEVEL EFFECTIVE • Effective interaction at all stages with limited prompting or support from partner. • Some reliance on written material. • Generates entirely new language (vocabulary and sentences) during the whole test. • Limited range of language that is not always pragmatically appropriate. • Inconsistent when providing explanation / elaboration on concrete and abstract topics. D - LEVEL DEPENDENT • Lack of new language (vocabulary and sentences) during the entire test. • Ability to contribute to discussion on concrete topics with support. E - LEVEL LIMITED • Lack of new language (vocabulary and sentences) during the entire test. • Inability to contribute to discussion on concrete topics even with support. 10 t MICHIGAN ECPE PRACTICE TESTS 2

Writing Answer Document Instructions ECPE Practice Tests Look only at your own test. Test takers giving or receiving answers or using notes or other aids will be disqualified, and they will fail. Examination fees will not be refunded. Look at the TOP LEFT of PAGE ONE of your writing answer document. Fill in the following information on the lines: • FULL NAME: Print your full name in this order: first name, then middle initial, then family name. • TODAY’S DATE: Print the month, day, and year. Look at the MIDDLE LEFT of PAGE ONE of your writing answer document. Fill in the blocks according to the following: • CENTER: Print the 3-digit test center number. The number for this center is ____. • REGISTRATION: Print your 6-digit personal registration number. Include all zeros, including those at the beginning of the number. • FORM: Print the form letter that is on the front of your test booklet. Look at the columns of CIRCLES BELOW THE BLOCKS: • F ind the number or letter that is the same as the number or letter you have printed in the block above. • D arken the circle completely so that you cannot see the number or letter inside. • D o this for your center number, registration number, and form letter. • Darken only one circle in each of the columns. • Leave the section that says “Task” blank for now. Look at the TOP RIGHT of PAGE THREE of your writing answer document. Find where it says “Registration.” • Print your 6-digit personal registration number. • Include all zeros, including those at the beginning of the number. Writing Answer Document Instructions u 11

LISTENING & READING Answer Document Instructions Answer Sheet Instructions • Mark all your answers on the separate answer Look at the TOP LEFT of PAGE ONE of your answer sheet. Answers marked in the booklet will not be sheet. Fill in the following information on the lines: scored. • F ULL NAME: Print your full name in this order: • Make heavy black marks that fill the circle first name, then middle initial, then family name. completely. Your mark must be dark enough to Use all capital letters. be read by the scanning machine. The scanner cannot see very light marks. • TODAY’S DATE: Print the month, day, and year. • SIGNATURE: Sign your name. • Do not make any other marks on your answer sheet. Look at the MIDDLE LEFT of PAGE ONE of your answer sheet. • If you change your mind about an answer, erase Fill in the blocks according to the following: your first mark completely. • CENTER: Print the 3-digit test center number • Fill in only one circle for each question. (the examiner will tell you the number). • A ny question with more than one answer marked • REGISTRATION: Print your 6-digit personal will be counted wrong. registration number. Include all zeros, including those at the beginning of the number. • If you are not sure about an answer, you may guess. • L AN (Language): print the 2-digit code number for your native language (the examiner will tell When instructed to, look through the rest of the test you the number). booklet to see that it is complete. Check the pages quickly. You should have 26 numbered pages in • FORM: Print the letter on the front of the test your test booklet. If there are pages missing from booklet. your booklet, raise your hand and a proctor will give you a replacement. Look at the columns of CIRCLES BELOW THE BLOCKS: • Find the number that is the same as the number you have printed in the block above. • Darken the circle completely so that you cannot see the number inside. • D o this for all the numbers of your registration number AND center number. • Darken only one circle in each of the columns. Look at the box that says GENDER: • Darken the circle FEMALE, MALE, PREFER NOT TO SAY, or PREFER TO SELF-DESCRIBE. • If you choose PREFER TO SELF-DESCRIBE, please fill in the line with the gender description you prefer. Look at the TOP MIDDLE of PAGE TWO of your answer sheet: • REGISTRATION: Print your 6-digit personal registration number. Include all zeros, including those at the beginning of the number. • FULL NAME: Print your full name in this order: first name, then middle initial, then family name. Use all capital letters. This test will be machine scored, so you must follow instructions carefully: • Do not fold or crease your answer sheet. 12 t MICHIGAN ECPE PRACTICE TESTS 2

Listening Transcript PRACTICE TEST 1 W: Why not? You’d get a lot better use out of it than me. PART 1 N: What is probably true about the man? 1. 7. W: John, did you get that short email sent out to the client? G: I swear, Michael, this is the last time I’m picking up your You know, the one about changing the time of tomorrow’s slack. meeting? B: What are you talking about? Are you still mad at me for M: Oh no! I completely forgot. I’ve really got to stop multi- tasking. I always end up getting less done in the long run. not helping you prepare for the Math Olympiad? Because W: I’ve been telling you that for ages! you know I … G: What? No, of course not. I’m talking about the project we N: Why did the man make a mistake? have to do for Ms. Johnson’s class in pairs. You haven’t done your share of the work! 2. B: Uhm… I thought you were doing that with Debbie. At B: Jenna, can you help me write out some Christmas cards? I least, that’s what she told me. G: But I explained to her… Never mind. I’ll go talk to her. want to actually send some to my cousins this year. G: What a hassle! But since you’re doing it, they should be N: What does the girl accuse Michael of? handwritten – by you! 8. B: Hey, it is personal – I mean, I picked out the cards and M: Do you have a moment, Lydia? I’d really like to bounce a I’m the one sending them. But I want them to actually be few ideas off of you. legible! W: Can it wait? I’m on the phone with my daughter’s G: I see what you mean. Alright, I’ll help you out. pediatrician. N: What do the sister and brother agree about? M: Sure thing! Should I come back in a few minutes? W: Actually, I have a video conference in an hour, so I need to 3. W: Please tell me you still have passes left for the Jazz organize my notes. I’ll come by your office when I’m done. Festival…It completely slipped my mind until today--- N: What will the woman probably do next? M: So sorry, but the passes sold out the minute we went 9. online. They were priced at a huge discount, you know. G: Did you guys get a new car? Did your parents come into W: O h no, my husband was so looking forward to attending some money? all of the concerts. What am I going to tell him? B: Actually, my mom’s company leased it for her. They want M: You could always buy individual tickets. Not all of the her to look good when she goes to clients. Not bad, eh? concerts are sold out. It must’ve cost a fortune! W: I don’t have much choice, it seems. G: Uh, definitely not my style. I don’t like cars that are so, well… flashy. N: What will the woman probably do? N: What does the girl think of the car? 4. B: Iheard Jake didn’t show up for your party. That’s so 10. B: Is that MY checkered sweater, Laura? How many times typical of him. G: The worst part, he was supposed to bring a cake, and I do I need to tell you that I don’t want you taking my stuff without asking first? was counting on him. G: But it’s not! I just bought this from a thrift store a couple B: You really should have known better. of days ago. G: Iguess I only have myself to blame. I don’t know what I B: Really? And you just happened to find the exact same sweater as mine? was thinking. G: If you don’t believe me, ask mom – she was with me when I got it. Look, it’s even got a tiny hole in it. N: What does the boy say about Jake? N: What does the boy think Laura did? 5. W: Steven, can you include me in the next group email to 11. W: Alan! I did not expect to see you here. our client with the supermarket chain? M: Yeah, truth be told, I’m not a big fan of formal events. I M: Sure, but things are going really smoothly. Any particular usually try to avoid them. In fact, I had other plans for reason? tonight but --- W: Ijust want to make sure all of their needs are being met. I W: But your family would never let you hear the end of it. I know, same here! So, whose side are you on? heard it on the grapevine that they are not so forthcoming M: The groom’s. Timothy is a distant cousin, but we also about any complaints they may have and --- hang out sometimes. M: --- and you think my team can’t handle it. You might consider showing a bit more faith! N: Why did the man go to the wedding? N: How does the man feel about the woman’s request? 12. M: I hate this time of year, scrambling for school supplies. 6. M: Wow, nice tennis racket. That must have cost a fortune! And everything goes up in price, of course! W: Dunno – my cousin gave it to me. I’d never spend a lot of LISTENING TRANSCRIPT u 229 money on equipment for a sport I just dabble in. M: Life’s so unfair…I’d kill for a racket like that. Hey, maybe you’d consider selling it to me?

GLOSSARY WRITING suspicious (adj) καχύποπτος Practice Test 1 motive (n) κίνητρο prescription medicine (n) συνταγογραφούμενα surprised (adj) έκπληκτος φάρμακα knowledge (n) γνώση report (n) αναφορά 6. life expectancy (n) προσδόκιμο ζωής be serious about (expr) παίρνω κάτι στα σοβαρά reliance (n) εξάρτηση expensive (adj) ακριβός eventually (adv) τελικά afford (v) αντέχω οικονομικά 7. Task 1 accuse somebody of (v) κατηγορώ mayor (n) δήμαρχος irresponsible (adj) ανεύθυνος propose (v) προτείνω partner (n) συνεργάτης free of charge (adv) δωρεάν forget (v) ξεχνώ support (v) υποστηρίζω, στηρίζω event (n) γεγονός response (n) απάντηση miss (v) χάνω deadline (n) προθεσμία Task 2 assignment (n) εργασία modern (adj) μοντέρνος 8. science (n) επιστήμη conversation (n) συζήτηση advances (n) πρόοδος, εξέλιξη video call (n) βιντεοκλήση especially (adv) ειδικά, ιδιαιτέρως prepare (v) προετοιμάζω when it comes to (expr) όσον αφορά presentation (n) παρουσίαση vaccine (n) εμβόλιο 9. antibiotic (n) αντιβιοτικό be worth (expr) αξίζω disease (n) ασθένεια attractive (adj) ελκυστικός completely (adv) εντελώς, ολοκληρωτικά flamboyant (adj) φανταχτερός disappear (v) εξαφανίζομαι 10. depend (v) εξαρτώμαι borrow (v) δανείζομαι naturally (adv) φυσικά permission (n) άδεια address (v) θέτω προς συζήτηση, αντιμετωπίζω accidentally (adv) τυχαία, κατά λάθος purchase (v) αγοράζω LISTENING copy (v) αντιγράφω ruin (v) καταστρέφω PART 1 11. 1. closely (adv) στενά pay attention to (expr) προσέχω related (adj) συγγενής misunderstand (v) παρερμηνεύω, δεν καταλαβαίνω pressure (v) πιέζω instructions (n) οδηγίες 12. 2. supplies (n) προμήθειες, εφόδια selection (n) επιλογή, ποικιλία sale period (n) περίοδος εκπτώσεων messy (adj) ακατάστατος, τσαπατσούλης 13. handwriting (n) γραφικός χαρακτήρας worried (adj) ανήσυχος 3. arrive (v) φθάνω advice (n) συμβουλή destination (n) προορισμός pass (n) πάσο, πολλαπλό εισιτήριο fare (n) κόμιστρο beg (v) παρακαλώ, εκλιπαρώ find my way to (expr) βρίσκω το δρόμο για discount (n) έκπτωση subway (n) μετρό 4. 14. behave (v) συμπεριφέρομαι white spirit (n) διαλυτικό για χρώματα, νέφτι deceive (v) εξαπατώ primer (n) αστάρι, βάση on purpose (adv) επίτηδες roller (n) ρολό (βαψίματος) reliable (adj) αξιόπιστος brush (n) βούρτσα 5. 15. request (n) αίτημα, απαίτηση emotionally (adv) συναισθηματικά grateful (adj) ευγνώμων attached (adj) προσκολλημένος, δεμένος assistance (n) βοήθεια 17. resentful (adj) πικραμένος relationship (n) σχέση lack (n) έλλειψη server (n) σερβιτόρος trust (n) εμπιστοσύνη manager (n) διευθυντής supplier (n) προμηθευτής customer (n) πελάτης Practice Test 1 u 3

MICHIGAN 2021Revised: May Specifications ECPE 2P R A C T I C E T E S T S The Hamilton House Michigan ECPE Practice Tests 2 contains 10 complete practice tests that familiarize students with the level, content, and exact format of the new ECPE (launched in May 2021 by Michigan Language Assessment). Key features • A comprehensive introduction including an explanation of each part of the revised exam (2021 specifications) and excerpts from the Writing and Speaking Rating Scales • 1 0 complete practice tests (Writing, Listening, and Reading sections) offering extensive practice of the updated listening items, Parts 1 and 2 • 10 Speaking tests with information sheets for both examinee and examiner Components Michigan ECPE Practice Tests 2 Student’s Book Michigan ECPE Practice Tests 2 Glossary Michigan ECPE Practice Tests 2 Teacher’s Edition Michigan ECPE Practice Tests 2 Audio Michigan ECPE Practice Tests 2 Interactive Whiteboard Software