ESB_C2_ Practice_Tests_Teachers

PRACTICE TESTS C2 Sarah Yu NEW Exam Format 10 Practice Tests

CONTENTS Introduction: The ESB Level 3: An Overview 2 ESB Level 3 Practice Tests Sample Answer Sheet 6 ESB: Contents of the paper 7 Practice Test 1 8 Practice Test 2 25 Practice Test 3 43 Practice Test 4 61 Practice Test 5 79 Practice Test 6 97 Practice Test 7 115 Practice Test 8 133 Practice Test 9 151 Practice Test 10 169 Speaking 187 Model compositions 209 Audio script 224

INTRODUCTION ESB Level 3: An Overview The ESB Level 3 examination is administered twice a year by the English Speaking Board Ltd. ESB Level 3 is equivalent to C2 of the Common European Framework of Reference (CEFR) and consists of five sections: Listening, Reading, Use of English, Writing and Speaking. The five sections are weighted equally, so that each one is worth 20% of the total mark. In order to pass the ESB Level 3, you need to score an overall mark of 55%. It is not necessary to pass each part individually. Candidates who are not successful are allowed to retake the examination free of charge at the next session. The ESB Level 3 written exam (all sections except Speaking) is 180 minutes long (3 hours). Section Parts Number of Description questions Listening Part 1 10 Two radio interviews that are thematically related with five questions for (1-10) each interview. Each radio interview is heard twice. Question Type Three-option multiple-choice questions Part 2 10 Three conversations with three to four questions for each conversation. (11-20) Each conversation is heard twice. Question Type Three-option multiple-choice questions Reading Parts 1 15 Two texts consisting of up to 600 words with seven to eight questions for and 2 (21-35) each text Question Type Four-option multiple-choice questions Objectives Skimming and scanning, inferring meaning of words from context, drawing conclusions, making generalisations concerning tone, identifying the main objective of the text, etc. Use of Part 1 15 Four-option multiple-choice questions testing grammar English (36-50) Part 2 15 Four-option multiple-choice questions testing vocabulary (51-65) Parts 3 20 Two cloze texts with 10 gaps each and 4 (66-85) Four-option multiple-choice questions testing grammar and vocabulary, collocations, prefixes and suffixes, negatives, comprehension at sentence and text level 2 t ESB LEVEL 3 PRACTICE TESTS

INTRODUCTION Section Description Description ESB Level 3 Practice Tests Writing Length One piece of writing from the three topics given 300 - 350 words Speaking Topic Types 1. an email to someone you do not know Marking 2. an essay Criteria 3. an essay Description Content and appropriacy, organisation and cohesion Duration Grammar: level-appropriate range and accuracy Number of Vocabulary: level-appropriate range and accuracy Students Part 1 All questions for all parts are taken from the 20 predicative speaking topics (3 minutes) 15 minutes Part 2 (6 minutes) Two or three tested together Part 3 (6 minutes) Introductory personal questions Marking Criteria Interactive discussion between the candidates Talk together about the topic, using any of the eight prompts given Respond to the examiner’s questions on a different topic Grammar, Vocabulary, Interactive Ability, Discourse Management, Pronunciation Timing and General Comments The ESB Level 3 written examination lasts for three hours. The listening part is thirty-five to forty minutes long, leaving the remaining time for the Reading, Use of English, and Writing sections. Each student uses the time in the way they best see fit. If you divide the time among the sections, you have roughly 45 minutes to complete each one. However, if one section (particularly Writing) takes you longer and another (such as Use of English) is easier for you to complete, you are free to allocate more time for the former and less for the latter. Knowing how long each section takes you requires timing yourself while doing the practice tests in this book. It is important not to spend too much time on the section(s) which you find the most difficult in case you do not leave enough time to do the section(s) you find easier. For this reason it is advisable to start with the easier section(s), and finish them as quickly as possible, leaving the rest of the time for the difficult part(s). Many students find that they have time left over at the end of the exam. Use this time to go back and check your writing for careless errors and grammatical mistakes. You can also check the answers to the passages. However, be very careful about changing your multiple-choice answers. Statistically, your first instinct is more likely to be correct. All answers must be recorded on a computer-marked answer sheet in pencil. Remember to fill in the lozenges clearly, and completely erase any changes that you make. If the computer picks up two answers, it automatically counts it as a mistake. You may see that you have enough time to write your answers on the test paper and then transfer them afterwards. If you choose to do this, make sure you record your answers accurately. The writing section (email or essay) must be written in pen. INTRODUCTION u 3

INTRODUCTION Listening Part 1 You hear two different interviews of a semi-formal nature. The interviewer asks questions of someone who is an expert in a certain field. The two different interviews are thematically related and may show two opposing sides of one issue. The questions often have to do with how speakers feel or what their opinions are, and may require some reading between the lines or picking up implications from tone of voice or irony. You may be asked to characterise attitudes, feelings and opinions. Part 2 You hear three different conversations that are informal in nature, between friends, colleagues or strangers in a professional context (doctor – patient, shop assistant – customer, etc.). Questions concern comprehension, aim, mood, reaction, attitude and opinion. Again, characterisation and inference may be required. Reading The Reading section consists of two long passages (up to 600 words each) followed by a total of fifteen questions. The passages are quite dense and are usually to do with current issues that are of general interest to high school students, such as blogging, the Olympics, etc. Each passage has seven to eight multiple-choice questions after it, each question with four options. One question in each passage requires you to identify the meaning of a word, whereas the rest have to do with comprehension, tone, implication, an alternative title, etc. The questions are asked in the order they appear in the text. As with any multiple-choice exercise, try to eliminate wrong answers before choosing the best answer. Use of English Part 1 In Part 1, there are fifteen multiple-choice questions with four possible options, testing grammar at the C2 level. Common items tested include prepositions, gerunds versus infinitives, subjunctive structures, inversions, modal verbs, uncountable nouns, adverbial connectors, conditionals, verb tenses, phrasal verbs and passive voice, among others. As with all multiple-choice questions, it is wise to eliminate the wrong options and then choose the best answer. Generally, trust your first instinct; it is more likely to be correct than a nagging doubt that strikes you afterwards. And remember, never leave an option blank. Always guess after having eliminated wrong options. Part 2 In Part 2, there are fifteen multiple-choice questions with four possible options testing vocabulary at the C2 level. Common items tested include words easily confused, collocations, idioms, prepositional phrases and phrasal verbs, among others. Parts 3 and 4 In Parts 3 and 4, you are given two passages with ten gaps. For each gap you must choose the best of four options. Start by skimming the text for gist. Both vocabulary and grammar skills are tested, and items include words easily confused, collocations, tenses, prepositions, relative pronouns, adverbial connectors, phrasal verbs and modal verbs, among others. A good idea is to write the option you have chosen into the gap and then read the passage again to make sure it makes sense. Writing In the writing section, you choose ONE of the three topics given and write a piece of 300-350 words. You must write in pen. You are also given enough paper to do a rough draft of your writing if you wish, which can be done in pencil and then copied in pen. Whether you do this depends on how much time you have. The first topic is an email to someone you do not know, such as a newspaper or online magazine. This topic is closer to an essay in format, as it usually requires stating and developing advantages and disadvantages of a particular subject. It may also ask you to respond to an event in your community or college, giving your supported opinion to a person of authority, such as the mayor. Be sure to open your email properly, using “Dear 4 t ESB LEVEL 3 PRACTICE TESTS

INTRODUCTION Sir/Madam”, “To whom it may concern”, etc. You should also end your email appropriately, thanking the reader ESB Level 3 Practice Tests for taking your views into consideration and signing off with “Yours sincerely”, “Yours faithfully”, etc. The main difference between this type of email and a formal essay is that you may want to be more persuasive, using expressions such as “I am convinced that”, “It is my opinion that”, etc., which are not necessary in essays. You may also use slightly less formal language and it is a good idea to have more lively writing by including examples and relevant support of your arguments. Otherwise, there is little difference between this type of email and a discursive essay as both require organisation, links and a formal register. The other two topics are essays, usually of a social or philosophical nature. This is generally a pros/cons topic or a problem/solution topic, but you may also be asked to analyse a social phenomenon and explore its implications. Make sure you rephrase the rubric in your introduction, develop your points in three to four body paragraphs and end with a concluding paragraph. It is a good idea to make a plan before you start writing so that you can organise your points and group similar ones together. You can either present two sides of an argument topic or choose one side and develop it. Be sure to use connectors to introduce your points (In addition, Furthermore, Finally, etc.) and always develop a point with an explanation and / or example. This will make your writing more sophisticated. Do your best to learn useful writing vocabulary beforehand, and have plenty of practice using it in your writing in order to maintain a C2 level in your essay. When you have finished your writing, check to find any grammar / careless mistakes that you are likely to have made. Cross out mistakes and rewrite corrections clearly. Please note that correction fluid is not permitted. Speaking The speaking test is conducted by two interviewers, one of whom asks questions (the interlocutor) and the other who assesses the candidates. Generally, students are tested in pairs, but in the case of an odd- numbered group, there may be three candidates tested together. The first part of the interview lasts for three minutes and consists of personal questions, with candidates being invited to respond alternately. Candidates interact with the interlocutor, not with each other. Questions are asked about leisure time, daily life, places, education, work, etc. They are drawn from the list of twenty topics that is included at the end. Think about things you would like to say beforehand, but do not come to the interview with memorised answers. Speak as naturally as possible. The second part of the interview is an interactive discussion which lasts for six minutes. Candidates are given a card which contains two prompts, one of which has eight options which the candidates discuss together. You need to maintain a discussion based on the prompts, but you do not have to reach an agreement. The interlocutor should not be addressed in this section. Be sure to include your partner in the discussion by asking for their opinion and responding to what they say. It is important to learn how to agree and disagree with people in a conversation, and to speak as naturally as possible. Try to discuss all of the options that you are given. The third part of the interview is a three-way discussion between the interlocutor and the candidates based on a new topic, and lasts for about six minutes. The interviewer will ask up to six questions from a list that the candidates do not see. You are encouraged to respond to and elaborate on your partner’s answers. Make sure you respond to what is being said. This is a discussion, not a monologue, so verbal interaction is very important, as is fluency, pronunciation, vocabulary and grammatical accuracy. All ESB speaking questions are based on the following twenty topics: Animals Holidays/Tourism Clothes and Fashion Learning and Education Communication and Language Leisure Time Daily Life Places Dreams and Ambitions Science and Technology Entertainment and Culture Special Occasions Fame and Famous People Sports and Hobbies Friends and Family The Natural World Food and Drink Travel and Transport Health Work/Jobs and Professions INTRODUCTION u 5

SAMPLE ANSWER SHEET 6 t ESB LEVEL 3 PRACTICE TESTS

ESB ESB Level 3 Certificate in ESOL Practice Test 1 International All Modes – (C2) Contents of this Paper Section Number of Questions Weighting for Section 20% Listening 5 20% Part One 5 20% Section A 10 20% Section B Part Two 7 8 Reading Part One 15 Part Two 15 10 Use of English 10 Part One 1 Part Two Part Three Part Four Writing The remaining 20% is for your speaking test. Total time allowed: 3 hours. You should attempt all sections of this paper. The use of dictionaries, notes or any electronic device is not permitted in this examination. Put your answers for Listening, Reading and Use of English on the OPTICAL MARK FORM. Use the WRITING ANSWER BOOKLET for your answer to the Writing Section. This question paper WILL NOT BE MARKED. DO NOT OPEN THE EXAMINATION PAPER UNTIL YOU ARE TOLD TO DO SO. Pra ctice T est 1 u 7

Model Co mpositions for T est s 1-10 TEST ONE 2. ‘When children misbehave, they should Practice Test 1 be punished.’ Write an essay about why 1. The local council is planning to children misbehave and what the best pedestrianise several main roads in your ways of dealing with bad behaviour are. town. Write an email to the local online paper expressing whether you disagree Lately, much has been written about the best way to or agree with this plan, how any potential raise children. In the past, there used to be a belief problems could be alleviated, and how you that without punishment, children would never learn, think it will affect your town in the long run. especially if they were prone to misbehaving. ‘Spare the rod, spoil the child’ was a popular saying and To the Editor, many people adhered to it. However, I firmly believe that the exact opposite is true. I am writing this email in response to the plan that has been announced to pedestrianise some main Children are often punished because it is argued roads in our town. I want to say at the outset that that misbehaviour should have consequences, I am completely in favour of this plan and its long- and the more unpleasant the consequences, the term benefits, despite recognising some initial more effective the lesson will be. Thus, there is difficulties that may arise. less chance of that misbehaviour being repeated. In addition, punishment is often used as a way for To begin with, I would like to acknowledge that a parent or teacher to express their disapproval the construction of the pedestrian areas will or even anger towards the young offender. They cause temporary upheaval to these areas, and it want the child to know that they are very upset is a given that many businesses will experience and may even take their anger out on them an initial loss of income. This will be due to physically, by hitting or smacking them. inaccessibility to their businesses, especially for vehicles. Therefore, I strongly suggest that To my mind, whether a punishment is inflicted government grants and loans be available so as to educate or for the parent to vent, it is always to offset any financial losses that will ensue. This detrimental to the development of a child. First is crucial for smaller businesses in particular: they and foremost, when a child misbehaves or acts may not be able to withstand their losses until in a violent way, the worst possible reaction is to they are able to enjoy the greater profits they will use another misbehaviour or violent way to deal receive in the long run. Another measure that with it. Children learn by example, not by words, should be taken is to have clear plans of how traffic and you cannot tell a child not to hit another by will be diverted as a result of the pedestrianisation while you yourself are hitting them. Some parents of these streets in order to avoid chaos. are fond of a ‘time-out’, where the child is isolated for a period of time. However, since it is usually Otherwise, pedestrianising these roads will be very the case that the misbehaviour was caused by beneficial. It will ultimately result in more people an inability to socialise properly and not a desire frequenting the shops and cafes in these areas, to simply be ‘bad’, removing the child from the as it will be much more pleasant to go for a walk, company of others is the wrong thing to do. go shopping and generally enjoy oneself. It will also serve to reduce pollution in the city as there The most effective way to deal with children will be less traffic. Since people will reach these acting improperly is to show them patience, areas by public transport, further benefits will be guidance and love, and to always aim to boost experienced by the city: the underground system, their self-esteem. They need to be taught why for example, will receive increased revenues and, they should not behave in a certain way, what of course, this will also assist in the reduction of the natural consequences are of their behaviour, pollution levels. and that ultimately, there is so much goodness in them that there is no need for them to choose to In the long run, these changes will improve the city conduct themselves in this way. and undoubtedly lead to an increase in tourism, further strengthening the sales of shops and cafes It is my strong hope that parents and educators in these areas. Most major capital cities which become more aware of this positive approach enjoy tourism have large areas in their centre that to discipline in raising children. Only in this way are restricted to pedestrians. It is also important for will we see happier, more balanced children who parks to be built and trees to be planted. know how to respect and appreciate each other. I am very pleased with the local council’s proposal and wait in eager anticipation for the changes to take place. Yours faithfully, Sally Jones Model Co mpositions u 209

Audio script Test 1 Wouldn’t that be an even bigger step in the protection of our planet? Female Narrator: This is the ESB Level 3 Certificate in Mandy: Iknow it sounds like a drop in the ocean. You’re ESOL Examination C2. probably thinking if you’re forced to bring an annual average of 40 kilograms of plastic into Section One Listening your house, what difference does it make if you’re using plastic, paper, or fabric bags to I am going to give you the instructions for this part of carry it? And you do have a point. However, the test. You will hear this sound [BLEEP] at the start of changing the way products are being packaged each piece. Remember to transfer your answers to the would require a lot of time, not to mention optical mark form before the end of the exam. Now open reforms in legislation to compel manufacturers your question paper and look at Part One Section A. to comply. It would also be difficult for consumers to adjust to the changes. In this Listening Part One Section A respect, the plastic bag was an ideal starting point because it required minimal adjustments Listen to the first section of a radio programme in which but offered a glimpse into the possibility of a a radio presenter talks to Mandy Bryce about plastic plastic-free world (3). bags. For questions 1 – 5, choose the correct answer Presenter: Well, the monetary gain for the government A, B or C. You will hear Section A TWICE. You have one is not too bad either. From what I hear, they minute to read the questions for Section A. managed to raise 58 million pounds from the environmental fee last year. It certainly makes [Wait one minute] environmentalism sound like a profitable [BLEEP] business, doesn’t it? Mandy: Well, critics are certainly having a field day over Narrator: Part One.  Section A. the financial implications of this measure. All I Presenter: Good morning everyone, and welcome to can say is that, to the best of my knowledge, (Male) this week’s broadcast of “The Planet Today”. this money is used to support a variety of charities including health research programmes, With me in the studio is Mandy Bryce, a educational and sports activities, as well as representative from the environmental group environmental non-profits like ourselves (4). I “Green Planet”, and we will be discussing the don’t see why that’s a bad thing. If anything, decline of the plastic bag. Thank you for being raising money for good causes while also here today, Mandy. protecting the environment is a win-win Mandy: Thank you for having me. situation. Presenter: So, Mandy, a few years ago - in October 2015, Presenter: Thank you for your insight, Mandy. Stay tuned to be exact – the UK government decided to for the second part of our show where James apply a five pence fee on non-recyclable plastic Dawson shares his take on the plastic bag bags. How has that decision affected our use of conundrum. plastic bags? Mandy: Well, let me tell you, before this environmental [Pause three seconds] fee was implemented, over seven billion plastic bags were used every year in England alone! Narrator: Now listen again. That breaks down to roughly 140 bags per person, per year. It’s insane if you think about [Replay Part One Section A] [Pause three seconds] it. As soon as large retailers started charging for carrier bags, that figure dropped to slightly Narrator: T hat is the end of Part One Section A of the over two billion. That’s a huge difference if you Listening test. Now turn to Part One Section B. ask me, but of course, there’s still room for improvement. (1) [Pause five seconds] Presenter: But that’s a difference of 5 billion bags! It seems that this measure has exceeded expectations in L istening Part One Section B reducing the amount of plastic that gets dumped in landfills or –worse yet– our oceans. To what Listen to the second section of the radio programme does it owe its success? in which the presenter talks to James Dawson about Mandy: I think there has been a major shift in consumer the environmental fee on plastic bags. For questions mindset over the past few years. Back in 2015, 6 – 10, choose the correct answer A, B or C. You will people simply refused to pay for something hear Section B TWICE. You have one minute to read the that they were used to getting for free. I questions for Section B. mean, the bags were definitely affordable, but not buying one was an act of resistance [Wait one minute] [BLEEP] against the new measure. Now, this is where Presenter: Welcome back to the show. This is Karen things get interesting. While boycotting the (Female) Breckworth, and I’m here with James Dawson environmental fee, consumers eventually came to the realisation that they have no real need for to talk about “Conscious Consumer”, a non- plastic bags (2). profit organisation that has been growing in Presenter: Idon’t mean to question the importance of popularity over the past few years. James, what getting plastic carrier bags out of the picture, is it that you do at “Conscious Consumer”? but why just bags? Why not eliminate all types James: Well, it all started back in 2009 with a bunch of of non-recyclable packaging from our stores? 224 t ESB LEVEL 3 PRACTICE TESTS

GLOSSARY LISTENING company (n) εταιρεία Practice Test 1 injustice (n) αδικία Part One – Section A customer (n) πελάτης section (n) τμήμα, τομέας financial (adj) οικονομικός programme (n) πρόγραμμα crime (n) έγκλημα presenter (n) παρουσιαστής commit (v) διαπράττω 1. multi-billion (adj) πολλών δισεκατομμυρίων according to (prep) σύμφωνα με corporation (n) εταιρεία pence (n) πένες στερλίνας 7. fee (n) χρέωση huge (adj) τεράστιος successful (adj) επιτυχημένος priority (n) προτεραιότητα government (n) κυβέρνηση responsibility (n) ευθύνη expect (v) περιμένω, προσδοκώ 8. significantly (adv) σημαντικά example (n) παράδειγμα reduce (v) μειώνω forget (v) ξεχνώ effectively (adv) αποτελεσματικά illustrate (v) διευκρινίζω, επεξηγώ solve (v) λύνω social (adj) κοινωνικός overuse (n) υπερβολική χρήση implication (n) συνέπεια, επίπτωση 2. burden (n) βάρος, φορτίο state (v) δηλώνω effect (n) αποτέλεσμα consumer (n) καταναλωτής planet (n) πλανήτης consider (v) θεωρώ, εξετάζω το ενδεχόμενο 9. expensive (adj) ακριβός view (n) άποψη insist (v) επιμένω sceptical (adj) δύσπιστος, επιφυλακτικός opinion (n) γνώμη, άποψη reserved (adj) συγκρατημένος change (v) αλλάζω favourable (adj) ευνοϊκός 3. supportive (adj) υποστηρικτικός believe (v) πιστεύω dismissive (adj) απαξιωτικός eliminate (v) εξαλείφω unfair (adj) άδικος time-consuming (adj) χρονοβόρος 10. achieve (v) κατορθώνω, επιτυγχάνω attitude (n) στάση, διάθεση towards (prep) προς shift (v) μετακινούμαι, αλλάζω goal (n) στόχος indifference (n) αδιαφορία crucial (adj) κρίσιμος, ζωτικής σημασίας remain (v) παραμένω environmental (adj) περιβαλλοντικός casual (adj) χαλαρός protection (n) προστασία hostile (adj) εχθρικός 4. aggressive (adj) επιθετικός imply (v) υπονοώ revenue (n) έσοδα Part Two trick (n) κόλπο put something to good use (expr) χρησιμοποιώ Conversation One 11. για καλό σκοπό realise (v) συνειδητοποιώ, καταλαβαίνω allocate (v) διαθέτω, κατανέμω severity (n) σοβαρότητα 5. situation (n) κατάσταση overall (adj) συνολικός overly (adv) υπερβολικά attitude (n) στάση, διάθεση stressed (adj) αγχωμένος measure (n) μέτρο meeting (n) συνάντηση sceptical (adj) δύσπιστος, επιφυλακτικός stuck (adj) κολλημένος keen (adj) πρόθυμος traffic (n) κίνηση, μποτιλιάρισμα critical (adj) επικριτικός 12. originally (adv) αρχικά Part One – Section B intend (v) σκοπεύω 6. public (adj) δημόσιος conscious (adj) συνειδητός, ευσυνείδητος transport (n) συγκοινωνία, μεταφορά deal with (phr v) αντιμετωπίζω avoid (v) αποφεύγω cause (v) προκαλώ order (v) παραγγέλνω multi-national (adj) πολυεθνικός head (v) κατευθύνομαι Pra ctice T est 1 u 5

PRACTICE TESTS C2 Sarah Yu Hamilton House ESB C2 Practice Tests has been specifically written for the ESB Level 3 (C2) examination. The tests have been designed to familiarise students with the exact format of the examination as well as to ensure that students are thoroughly prepared for the examination. Key features: ● 10 complete practice tests for the ESB Level 3 (C2) examination ● an overview of the examination ● information about marking and timing as well as helpful tips for each part of the examination ● model emails and essays for the writing task in each practice test The Teacher’s Book contains the overprinted key and justification to the reading tasks, as well as a complete Listening audio script with underlined answers. 10 Practice Tests ESB C2 Practice Tests consists of: ESB C2 Practice Tests Student’s Book ESB C2 Practice Tests Teacher’s Book ESB C2 Practice Tests Glossary ESB C2 Practice Tests Audio ESB C2 Practice Tests Interactive White Board Software