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Note, however, that different questions will require different skills. The dialogue will be about a day-to-day activity such as shopping, cooking, or asking directions.
You will have about five minutes to listen to the dialogue and answer the five questions that follow. In the real test, you will hear the conversation only once through your headset, and there will be no text to read. Here, you have the opportunity to read and study the dialogue. Studying this sample conversation may help you understand what kinds of things to listen for in this part of the Listening Test.
You will only hear the conversation once, then the questions will appear. The conversation is about two minutes long. She is arriving home late from work. MAN [S4] Do you know what caused the delay? Note: The full transcript of this audio conversation can be found on pages You will read: Choose the best answer to each question from the drop-down box.
She was in an accident while using her cellphone. A car crash had caused a traffic jam. There was a fire that blocked the road. Remember, you are not expected to understand every word. Focus on the entire story. Try to understand what is happening; why, when, and where it is happening; and who is involved.
Ask yourself what these people are trying to do or what problem they are trying to solve. You may need to remember the information in these answers in order to complete the questions that follow. In this conversation, the woman talks about her cellphone, a car accident, an oil spill and fire trucks, but only the oil spill, option a , is actually the correct answer.
Answer c : A car crash had caused a traffic jamï¿½Incorrect A car crash is a car accident, and we know there was no accident because both the man and the woman say so [S5ï¿½S6]. Answer d : There was a fire that blocked the roadï¿½Incorrect This answer is tempting because the woman talks about fire trucks [S8], but they were there because of the oil spill. Also, the woman never says that there was a fire on the road.
In particular, try to find scenes from family or office dramas that talk about common day-to-day activities. Learn to identify main ideas when people are talking. What important information is being exchanged? What did the students do for much of the school day? The children spent most of their day writing on the blackboard. The teacher gave the students writing and math tasks to complete.
The students gave each other tasks to complete. When the audio starts, relax and listen. Try to determine the relationship between the two speakers and why they are exchanging information. There may be two or even three possible answers, but one is clearly better than the other for reasons provided in the audio clip or inferred from it. Therefore, after eliminating the wrong answers, we can infer that these will be included in the topics of tasks that students will do, making c the correct answer.
Answer b : The children spent most of their day writing on the blackboardï¿½Incorrect Although the blackboard is mentioned, it does not say that the students write on it; it says they copy from it.
Answer d : The students gave each other tasks to completeï¿½Incorrect Earlier in the audio, there is mention of students helping each other; however, there is nothing said about them giving each other tasks. STUDY TIP Read the headlines of newspaper articles and spend a few minutes trying to predict what the subject and some of the details will be before you read the article. Ask yourself who, what, where, when, why, and how you think things will happen and note your answers down on a sheet of paper.
When you read the article, check your notes to see how many of your predictions were correct. Although this is not a listening exercise, it is very good practice to help you improve your ability to predict accurately. Learning how to predict can help you feel more confident about your listening skills. Typically, news reports are designed to tell stories in a simple way.
Your goal is to understand what the story is about, even if you do not understand every detail. You will find that the five correct answers combine to make a brief summary of the news story. One critical skill when listening to a news report is differentiating between the main story and less important details.
You will only hear the news item once. It is about 1. Note: The full transcript of this audio conversation can be found on page The official said that boating accidents a b c d are rare occurrences and few people die. Remember, as you progress through the Listening Test, the audio clips will become longer.
Writing down key words might help you remember details when the time comes to answer the questions. Effective note taking, like most skills, requires some practice. Since the questions will also increase in difficulty, you may have to remember more than one piece of information in order to answer some questions. Therefore, listen carefully for additional details that may be presented in subsequent sentences that are needed to understand the complete idea being presented.
It is better to choose all your answers based on your first instinct. If you have time, you can go back afterwards to give your choices more thought. Remember that you should never leave any questions blank. In this example, we can eliminate options a and d quite easily because of what is said in [S4]. The key is the section in parentheses, which indicates that most people wear life jackets.
Answer d : are rare, but exceedingly dangerousï¿½Incorrect As in answer a , the reference in [S4] tells of the frequency, not the rarity, of boat accidents. Pick a news item and try to understand and remember as many main points as you can. Decide what is most important and use as few words as possible to take notes as you listen. After the newscast, use your notes to 1 write a five-sentence summary; and 2 create at least three questions about the news item.
The more you practice this, the better you will get at taking useful notes. The content of this report is more challenging than all the previous audio clips and communicates at least two different perspectives about a controversial social issue. You will probably notice a high level of vocabulary, and some of the ideas may be very complex, making it challenging to fully understand. To successfully complete this part of the Listening Test, you need to quickly recognize complex ideas that have been restated in different words in the answer choices; you may also need to infer information and make deductions based on what you learn in the audio clip.
Remember, you can still perform well on the test even if this part is quite difficult for you. This part of the Listening Test is assessing this highest level of ability. You will only hear the report once. It is about 2. Community-based care is discussed in detail. Stone and Mr. Gill hold that the rights of disabled people and their families must be recognized.
Stone is seeking substantive additional funding in order to directly support families. Stone and the Minister agree that people with severe disabilities a b c d should be cared for within a local network.
Remember, you will be assessed on how well you understand viewpoints rather than how well you understand particular words. Divide your paper into two or three parts with the viewpoints as headings for each. You may still get some of the questions right.
In fact, we know that many intermediate-level test takers do score some points on this part of the test, so be sure to try. Answer c : cannot be cared for by family membersï¿½Incorrect The audio clip does not give us any information about Mr. Answer d : should be a top policy issue in the provinceï¿½Incorrect Mr. Gill and Ms. Stone do not agree that community care should be a top priority. In [S4] which compares Mr. Look at the transcript for this audio clip and list key words and phrases needed to discuss this issue.
Now list five or six other social issues that interest you for example, should citizens be allowed to carry guns in public places? Build a list of words, phrases, and expressions that would help you express your viewpoints for each issue, using a dictionary as required.
Note that Viewpoints topics may be about economics, politics, and education, as well as social policy. Increase your vocabulary: Build your vocabulary by doing the exercises suggested in this book. You can also keep a vocabulary notebook and work on it every day.
The bigger your vocabulary, the easier it will be for you to understand the listening audio clips. Learn more idioms: Work on increasing your knowledge of idioms by taking a short course or studying a book about idioms. Manage your time: Watch the clock. Make sure that you will have enough time to compete all the questions in each part of the Listening Test. Check your answers: Use the mouse to click on your answer choice, and check afterwards to make sure the computer has selected the answer you chose.
Focus on meaning: For the short sections Identifying Similar Meanings and Answering Questions , focus on the meaning of the statement or questions, and look for the best answer. Listen for key information: For the Conversations, try to identify who the speakers are and how they are related. Listen for key points in order to understand the story, event, or situation they are talking about. What are they trying to do? Try to understand what happened, why, and what the result was.
Build a summary in your mind. Focus especially on identifying the issue, the different viewpoints, and the reasons for those viewpoints. You can still understand many main points even if you cannot understand every word and phrase that you hear.
You are not expected to understand every word. Do your reading skills allow you to understand a wide variety of print materials, including email messages, charts, personal and business correspondence, and short informative texts? Can you recognize and interpret several different opinions that have been presented in a short passage? Each section of the test allows you to demonstrate specific reading skills and contributes to a profile of your overall reading ability.
You have sixty minutes to complete all four parts of the Reading Test. There are four parts in the Reading Test. In each part, you will read a short to medium-length text and then answer a set of multiple choice questions. You may also be asked to read and answer questions about a response to the original text. The questions are presented in a drop-down box, and you will use the computer mouse to click on the choice that indicates your answer to the question.
Since your answers can only be right or wrong, your score will be determined by the computer. They will have the same format as one of the other parts of the Reading Test. The unscored items will not affect your official score. However, you will not know which part of the test contains the unscored items, so apply your best effort to all parts of the test.
Although the readings build in complexity as the test progresses, you will not be required to summarize passages and read through lengthy texts to locate information. You will be working with different types of texts, any of which you might encounter daily in Canada. Within each section, however, you control how much time you spend on each questionï¿½and you can choose to move on to the next section before the time is up. When managing your time, make sure you leave enough time to answer and review all the questions in each section.
The letter topic can be any subject that people would discuss in a typical correspondence, such as a holiday, a meal at a restaurant, or a family event such as a wedding. The second task in this section, reading a short reply from the recipient of the original letter, will be discussed later.
Hi Abdul, [S1] I arrived in Tofino yesterday evening. Today, Jill and I went exploring. We took a tour to a small island just off the coast of Tofino. It is a tiny island and completely unspoiled. The entire island is covered in a forest of ancient trees. Each one is as wide as your truck and twice as tall as your house. Having said that, it was pretty tough to make out much at all as the weather was pretty grim.
Shortly after we reached the island, it started to pour, and we were both completely soaked within minutes. We look forward to seeing you when you join us on Wednesday. The views from the ferry are awesome, but given that you have to return on Sunday, it would be great if we could maximize our time in Tofino.
Anyway, be sure to let me know how you decide to get here so I can meet you when you get in. Also, be sure to come prepared for the weather. Jared feels that Tofino is a b c d somewhat bigger than he expected.
Skimming is quickly running your eyes over the whole text in order to get the main ideas and an overview of the content. Scanning is quickly locating a specific piece of information, word, or phrase. You need both skills to answer reading questions, so practice them every day if you can. Use a textbook to learn more about these skills and to practice them.
Clarify who the writer and recipient are, how they know each other, and what the letter is describing. Your skimming skills may be helpful here. What do you need to know to answer it? In this example, you need to discover whether Jared likes or dislikes Tofino and how he thinks it compares to Calgary. In this example, the first paragraph describes Tofino and compares it with Calgary. Can you quickly locate the right answer?
If not, can you eliminate the wrong answers? This letter will directly reply to the content presented in the first letter, but may also present some new information. The questions here are in a fill-in-the-blanks format. There are five blanks, and you have four choices words or phrases for each blank.
In most cases, you need to relate the reply letter to the first letter to find the answer. Complete the response by filling in the blanks. Select the best choice for each blank from the drop-down box.
Hi Jared, Thanks for letting me know what is going on. It so happens that I was in Tofino a couple of years ago. Like you, I [Blank 3] in a small town. Also, as you suggested, I will be ready for all possible kinds of [Blank 4]. Just as you said, we should try to [Blank 5] as possible. Click on the blanks in order to read the answer choices.
This might be possible because you are now quite familiar with the subject from reading the first letter. If you have time afterwards, go back and check these more carefully. If possible, get help with this from friends who are native English speakers. The email may be work-related such as an order enquiry or personal such as a list of apartments for rent.
To complete the five blanks, you will need to understand the information in the diagram and relate it to the email message. Often, the diagram is a chart that combines illustrations and text. It is important to practice reading an assortment of diagrams so that you can sharpen your diagram-reading skills. Complete the email by choosing the best option to fill in each blank.
All four places [Blank 1] and all are near our workplaces. In the case of the Magna Gardens Complex, this is probably because it [Blank 3]. Although the price is a little steep, it [Blank 4] than the other three. We might consider finding another person [Blank 5]. That way our rent will be less. Anyway, let me know what you prefer and what will suit your budget the best.
Select the best answer. Underground parking is available. Compact two-bedroom, two-bathroom fully furnished suite with a beautiful view. Rent includes complete furnishings, all kitchenware, bedroom and bathroom linens, all utilities, and cable TV.
Outside parking for two cars. Fitness room. Very spacious. Great view. Underground parking. Gym on site. Underground parking available. River view. Community room and garden.
Pay close attention to how it is organized and where you can find specific information e. Make sure you understand what you need to know to fill in the blank. Answer b : are much newerï¿½Incorrect Magna Gardens is the newest of the four rentals, so this answer cannot be right. Gather a selection of diagrams from newspapers, magazines, and other sources.
Study a new diagram daily for at least two weeks. For each diagram, find out what kind of information is being communicated and how it is organized. Test yourself by creating questions about the diagram and seeing how quickly you can find the answers. At the end of the two weeks, look at all the diagrams together.
Is there a common language? Are there are common words, phrases, or expressions repeated on many of the diagrams that you can study? Are there repeating patterns that will help you in a test situation?
Review anything you learn that you think might help you during the test. The test includes a wide variety of topics relating to everything from human behaviour to geography.
This text has been written to inform people about a topic they may know nothing about, rather than, for example, to describe something that happened. Part III is designed to see if you can identify newly-learned information that has also been rephrased. This type of reading skill is often required at the workplace or in daily life. To successfully complete this section of the Reading Test, you must appropriately match statements to the text.
For each statement, you need to decide which paragraph contains the information given in the statement. Your success depends on the size of your vocabulary combined with your skill at recognizing information that has been written in a completely different way.
Occasionally, you may also need to infer things from what you learn in the text. It is also challenging because the statements typically express the ideas from the text in a completely different way.
The mule deer is indigenous to much of western North America. Mule deer are most commonly found in the North American Rocky Mountains, but can often be spotted in wooded environments west of the Rockies, even those on the edges of large urban environments. Encroachment into urban habitats is not a threat to humans. However, mule deer do pose a risk to domesticated animals that get too close.
The mule deer can be very aggressive when it feels threatened and can deliver a potentially lethal kick to an overzealous dog. The stomach, neck, nose band, and eye ring are white. The male deer use their antlers to vie with rivals for the opportunity to mate with a doe. Consequently, mule deer shed their antlers immediately after the end of mating season.
Mule deer are browsers that eat leaves, nuts, grain and twigs. Their taste for agricultural products makes them a nuisance to farmers, who have to carefully maintain fences around their land throughout the year. It is not surprising that the mortality rate for deer is much higher in the winter, especially among the yearlings. Mule deer are vulnerable to a number of predators, including black bears, cougars mountain lions , and coyotes.
The most serious threat to mule deer, however, is from automobiles and hunters. Every year, many deer become the victims of traffic accidents. During the autumn hunting season, which extends from September to November, mule deer are popular prey for hunters. However, their exceedingly sharp senses, especially eyesight, smell, and hearing, mean that they are by no means an easy target for novice or even seasoned hunters. Moreover, there is much anecdotal evidence that the mule deer know when hunting season is and become much harder to spot than they are throughout the rest of the year.
Not given in any of the above paragraphs. Select E if the information is not given in any of the paragraphs. The biggest threat to mule deer comes from human activity. You may wish to use your scrap paper to write these down in a few words; this will help you decide where to search for specific statements later. Search for the key words found in the question statements or look for a parallel term i. You can also look for examples related to these key words.
Also remember that not all the statements will be found in the text. Paragraph Cï¿½Incorrect This paragraph talks about what the mule deer likes to eat and how this relates to farmers and predators. Train yourself to be able to recognize three or four pieces of information in each paragraph within that time; your skimming and scanning skills will help you do this quickly.
Some key skills you will need to successfully complete this part of the Reading Test include making inferences, integrating information from different parts of the passage, and knowing the difference between opinions and facts. Be prepared to encounter high-level words and expressions that you may not be familiar with. Remember that you will not be able to use a dictionary during the real test. To understand the comments, you must first have some understanding of the Viewpoints article, and you may need to infer things in order to answer the questions.
Marketing Review [S1] Social networking websites such as Facebook are becoming an ever more conspicuous promotional tool for small companies. Without this, your company will have no credibility when prospective clients check out your products and services. Peter Singh believes that marketing can be conducted a b c d entirely through social networking.
At this point you only need to get a general sense of the main topic for each paragraph. Also, look at the answers to see what your choices are, i. In [S7] he says how convincing family and friends are and in [S12] how persuasive they are, but he never says reliance on them should be used exclusively.
We simply [Blank 3] that everyone will talk about the vast majority of products they buy. At the same time, we can no longer rely on traditional advertising methods.
It is becoming very clear that the media has been [Blank 4] over the last fifteen years. Young people watch less television and hardly read magazines at all.
We need to [Blank 5], as this is where they go for almost all their information. This might be possible because you are now quite familiar with the subject from reading the first article. In this example, some of the words used in the answer choices are difficult.
Try to find a root word that you recognize. Answer b : defeatistï¿½Incorrect A defeatist approach would be a very pessimistic one.
Read the editorial pages of different newspapers, where opinions are presented in the Editorial column, Letters to the Editor, and articles from other editors. Read: Read a variety of print materials in short periods of time, and test yourself for comprehension by restating the main points in your own words. Infer: Get used to not using a dictionary when you read.
Which ones can you guess from clues in the sentence? After you have finished your reading practice, look up the meaning and go back to the reading to make sure you choose the right definition. Study your vocabulary notebook daily to increase your vocabulary. Manage time: Keep track of the time, and make sure you have enough time to complete all the questions in each part. Remember that the test will get harder as you continue, so leave enough time to finish the harder questions. Double check: Use the mouse to click on your answer choice, and check afterwards to make sure that the computer has selected your chosen answer.
Skim: Try to get a general understanding of a text on the first reading. Understand: Make sure you understand the question to the best of your ability, and review all four answers before you choose one.
Use reading skills: Use your skimming and scanning skills to help you locate the best answers quickly. Scan: Whenever possible, try to keep more than one question in mind when you are scanning the text for an answer. You may be able to answer two questions quickly in this way.
Check the remaining answers again and make sure you have looked in the best places in the text to make your choice. Infer: Be confident about your ability to understand unfamiliar words from the context of the passage. If your boss gave you a choice of two new work schedule arrangements, could you effectively explain your choice in writing?
These kinds of tasks use writing skills that are needed in everyday life. The Writing Test involves completing two tasks. You have thirty minutes to complete each task. Each task is related to a type of written communication that you might need to do at home or at work. In the first task you will write an email message, and in the second task you will respond to a workplace survey and explain your choice.
The chart below outlines the two writing tasks. This reduces the chance of making a spelling error. However, you need to use this tool very carefully. The ability to choose the right word from a list of possible choices is also an important writing skill for those who write on computers regularly.
When the computer detects a spelling error, it will underline the word with a thin red line, as you see in most word processing programs. Right-click on the word to view a list of possible word choices. If you see the word that you want, click on it to replace the misspelled word. If you are comfortable using these functions, you can easily access them during the test. If you prefer not to use these functions, then there is no need to do so.
However, remember that these editing tools allow you to edit your writing quickly and easily. The word count is ï¿½ words for both tasks, so if your response is less than or more than words, you may get a lower score. You will see the word count immediately below the typing area for both parts of the Writing Test. If you do not have a computer, you can probably find computers available for public use at your local library. The library may, as well, offer basic word processing courses at no charge.
You can also increase your typing speed by using simple typing games and typing tutor programs. Please note that typing speed will probably not be a problem for you. A typing speed of five words per minute is fast enough for you to complete the task within the time required. This means that four different raters, two for each task, assess your work.
Your final writing score is a combination of their four ratings. The raters rate your work on our twelve-level scale. The following four categories are rated: 1. This list summarizes the key features you need to be aware of as you write your responses: 1. Organize your writing in well-constructed paragraphs. The Performance Standards and Explanation on the next three pages give more information about what the raters are looking for when they assess your responses.
See the Guidelines, Study Tips, and Strategies for Success in this chapter for more ways to improve your writing and test-taking skills. A sufficient vocabulary makes word choice somewhat natural but there are small errors in precision and accuracy. Sufficient language structure enables mostly clear and easy comprehensibility.
Word form, spelling, punctuation, grammar, paragraphing and transitions do not cause major problems. The task is completed but there could be more information.
The tone is mostly appropriate. Word count may be too low or too high. The task is partly completed but the tone is not very appropriate.
Word count may be much too low or much too high. Weak language structure A narrow vocabulary limits comprehensibility. There makes word choice often are problems with word form, awkward or inappropriate.
Major parts are left unaddressed and the tone is very inappropriate. Word count is probably much too low. A very limited vocabulary makes it difficult to choose the right words. Ideas are not very organized, and the response has almost no clarity or meaning. The tone is appropriate.
The task is fully completed with convincing information. The tone is completely appropriate. Word count is within the required range.
Advanced language structure facilitates consistently clear and easy comprehensibility. Word form, spelling, punctuation, grammar, paragraphing and transitions support effortless readability. Word form, spelling, punctuation, grammar, paragraphing and transitions often help with readability. This category measures how smoothly and effectively the ideas flow together to form a meaningful and coherent whole.
The raters determine your skill level in each of the four categories. The purple boxes list the specific factors that are assessed in each category. A well-rounded vocabulary makes word choice mostly natural, precise and accurate. Ideas are organized, and at times there is deep and expressive meaning. Is there complexity and variety in the sentence structure? Does the test taker use paragraphing and formatting to improve readability? Are connectors and transitions used appropriately and effectively?
How well does the response address the task? How complete is the response? Is the tone of the response appropriate for the social context of the task?
Is the word count within the given range? The four category ratings from one rater are combined into one score for that task. Two raters rate each task, and all four task scores are combined into one overall score for your Writing skills. In other words, have test takers understood the instructions and done everything they were asked to do? This category assesses how well test takers use vocabulary, idioms, and phrases to make their ideas understandable. If you finish the first task early and move on to the second task, you will still have a maximum of thirty minutes to complete Task 2.
In other words, you cannot carry extra time from Task 1 over to Task 2. Spend about five minutes thinking about and planning each response; you can use the scrap paper and pencil to help with this. Plan what you want to say in each paragraph before you start writing your final work. Planning your paragraphs beforehand allows you to focus your energy on how to express your ideas clearly and appropriately while you are writing.
While you are writing, be aware of the time. If, for example, you have twenty minutes to write three paragraphs, then use about six or seven minutes for each paragraph.
It is very important to leave five to ten minutes at the end of each task to review and edit your work. Good writers always check their work for grammar and punctuation mistakes. At the same time, think about sentence structure, word choice, clarity, and organization. Always ask yourself if the reader will be able to understand your ideas and whether you have expressed your ideas in the fullest and clearest possible way.
For example, you may be asked to write to a company to make a complaint or to say how happy you are with their service. It is very important to consider the task carefully and plan your response well. Use the paper and pencil provided to prepare your response.
Your task is to contact local businesses to raise this money. In about ï¿½ words, write an email to a local company. Do you have to complain about something, compliment someone, or explain something that happened? Decide on a situation that fits the task and that will allow you to provide all the necessary information. Try to do this quicklyï¿½you want to leave plenty of time for planning and writing.
It is very important to include something for each bullet point in the prompt in order to fulfill the task requirements. Do you need opening and closing paragraphs and, if so, what should they say? Follow your plan if it is working. If it is too difficult or complicated to do, then that could mean your plan needs to be adjusted.
Be open to changing your plan. Try to think of original ways to express key ideas without repeating parts of the prompt. Try to use a combination of simple, compound, and complex sentences. Be careful to choose the right ones. Are you writing in a way that is appropriate to Canadian culture? If it is, make the necessary adjustments by cutting text or adding text.
There are always ways to improve your work if you have time. Writing a personal message is different from writing to a company or a work colleague. Consider the situation and choose the right words and phrases to create an appropriate tone. Be aware of how formal or informal your tone should be. In the example prompt, you are asked to raise money for a charity.
Refer to the tasks listed in the prompt and stay focused on them. You may be asked to write a complaint about a bad product or unsatisfactory service. You can express disappointment and dissatisfaction, but it is not appropriate to express extreme anger or to threaten the reader.
Word choice and sentence structure greatly affect the impact of your writing. Choosing your words carefully will result in a much more effective message. We really need your money. We will be doing something special for the sick kids. Our charity provides a wide range of services to help children in need, in a variety of settings and situations.
Our charity helps kids. Look at the sample sentences again. The effective sentences provide more information and specific details. The goal of your email is to get someone to do something, so you need to provide enough information to support your request. You may finish writing the message before the time is up, but go back and make it better by carefully looking at your tone, content, phrasing, and word choice.
It takes time to craft effective sentences and paragraphs. The more effective your writing is, the higher your score will be. The prompt is made up of two parts; first, you are provided with some details about an imaginary work situation.
The second part of the prompt presents the two choices in the survey. You will have to thoughtfully evaluate the pros and cons good points and bad points of two offered choices and write persuasively about why your choice works best for you.
For each reason that you provide, give at least one example that supports your thinking. Be aware that this task assesses your ability to think and express reasoned opinions. The topic of the opinion survey will be related to something that matters to most people living in Canada. For most people, these will be topics that are easy to understand and relate to their daily lives.
It should be fairly easy to imagine yourself in the situation described in the first part of the prompt. In the prompt above, for example, would you rather have more money or better medical services? The company is considering a new health plan. However, it can only use this health plan if everyone on the staff participates.
The company has sent out an opinion survey to see what the staff members think about the plan. The health plan will cover all dental costs, all prescription medication, and many other extra services such as glasses, physiotherapy i.
Choose which health plan you like. Explain the reasons for your choice. Write about ï¿½ words. This may help you make a choice. Carefully review all the information provided in the prompt to help you prepare an appropriate response. You are free to choose the option that would work best for you provided you can explain, in writing, the reasons for your choice. You cannot lose marks for making a wrong choice. You gain marks for giving good reasons for your choice. Which reasons will you include in your response?
Why does the other choice not work for you? List your reasons and decide how you want to organize them. To be convincing, you need to communicate your ideas clearly and meaningfully. Unrelated ideas should be in separate paragraphs, but related ideas can be grouped together into one paragraph. Transitions and connectors can be used to good effect within and between paragraphs as well. Weak word choices will not be as useful in communicating precise meaning.
When you edit your work, imagine that you are a rater and look for weak spots that you can improve on. The reason is that if all costs are covered, we will not take care of our own health by doing, eg. If all the health services are free, we tend to abuse it and overuse it. The result is that we get sick more often and the health care plan cannot maintain its quality of services at the end. I believe in that the government, the health teams, and also ourselves are all important and responsible in the goal of achieving good health, longevity and harmony in this country.
However, has she responded fully to the prompt and provided enough relevant supporting information? The response is meaningful, with very occasional expression of deeper ideas see the last sentence.
However, occasionally the test taker makes a poor word choice or uses an expression inappropriately. For the most part, effective language structure helps with readability. There are some small grammar mistakes, but they generally do not interfere with meaning.
If you compare the task to the response carefully, you will see that the writer is somewhat off topic. She has been asked to write about which plan she likes and why, which she responds to in the very short first paragraph. However, the rest of her response talks about why individuals not her family or even people in her company should pay health care costs. The last paragraph makes no reference to the company she works for or the choice she has to make; it talks about something else altogether, which is a weak way to conclude her response.
The writer needed to spend more time explaining why the old plan is better suited to the needs of herself and her family, and less time talking about health care as it relates to everyone. This test taker will score well in the first three categories, but she will lose marks in the last category because she lost her focus and did not fully respond to the task. Before you begin your response, make sure that you understand what you need to focus on to fulfill the task requirements. When you have finished your response, read the prompt again and check to see that you have effectively fulfilled each part of the task.
As in Task 1, this type of careful work takes time. The more wisely you use your time, the higher your score will be. Practice: Practice each part of the writing process, especially brainstorming, planning, drafting, and editing. You can do this by finding a list of writing topics online or in a textbook. Spend some time each day working on one topic until you are comfortable with all the stages of the writing process. Read: Read daily. This will help build your vocabulary as well as expose you to a wide variety of writing styles and all types of sentence structures.
Write persuasively: Write daily. Keeping a journal is helpful, but you need to focus on learning to express your opinions persuasively in writing. Build your vocabulary: Read something every dayï¿½newspapers, magazines, books, or internet sources. Try to read well-written articles that use strong, descriptive words and phrases.
Consider keeping a vocabulary notebook to help you review and increase your vocabulary. Work on your sentence structure: Reading and listening will help you with this. Pay attention to the different types of sentences that you hear and see, and focus on using a variety of sentence types in your writing practice sessions. Make sure you know each thing you need to do and stay focused on those tasks.
Manage your time: Use the first five minutes to plan your work and leave five to seven minutes at the end to revise your work and make it better. The rest of the time eighteen to twenty minutes is dedicated writing time.
Make notes: Use the pencil and paper provided to brainstorm and organize your ideas, so that you know what you want to write and what order you will present your ideas in. Stay on topic. Use varied vocabulary: Do not depend too much on the words and phrases provided in the prompt. Whenever possible, find other ways to express things; this shows that you understand the task and possess a wide range of vocabulary.
Finish on time: Watch the clock and make sure you have enough time to complete your work. Count your words: Check your word count and make sure you are within the required range and that you have responded to all the task requirements.
Consider these questions and do what you can to make your work better. Are they well organized? Have you used a variety of sentence types? How good is the sentence structure? Have you used strong, descriptive words and phrases?
What about grammar, spelling, punctuation, and formatting? Have you responded directly to the prompt? In an English-speaking country, you may be required to participate effectively in English in a variety of social and workplace situations. You may need to communicate your ideas, opinions, or feelings and influence the actions of friends, family members, or co-workers.
The Speaking Test assesses how well you are able to do this. There are nine parts in the Speaking Test. In each section, you will read a short prompt or question on the screen, prepare your response, and then record your response using the headset microphone provided.
You will not hear the prompt. Sometimes the prompt will include a picture or chart, which you will talk about when you record your answer. You have a maximum of twenty minutes to complete all nine parts of the Speaking Test.
Two different raters assess your work at a later time, and your final Speaking score is a combination of their ratings. The raters rate your work in the following four categories, and each category is rated on a twelve-unit scale.
These are some of the things that they think about as they listen to your work: 1. Be as precise as possible. Some pausing or hesitation is acceptable. See the Study Tips and Test Tips in this chapter for more ways to improve your speaking and test-taking skills. A sufficient vocabulary makes word choice somewhat natural but there are small errors in precision and accuracy; there may be some hesitation and repetition. Ideas are somewhat organized, but there could be more depth in meaning.
Weak delivery and language structure limits comprehensibility. A narrow vocabulary makes word choice often awkward or inappropriate; there are often problems with hesitation and repetition. May be too short. May be very short. May be much too short. Consistently poor delivery and language structure severely restricts comprehensibility. There are many problems with rhythm, pronunciation, intonation, pauses, interjections, grammar and syntax.
A very limited vocabulary makes it difficult to choose the right words; there are constant problems with hesitation and repetition. Ideas are well organized and clearly A rich vocabulary makes related, and meaning word choice very natural, is deep, expressive and, precise and accurate. Each rater determines your skill level in each of the four categories.
Is the response long enough? One rater scores four of your responses, and a second rater scores the other four. The eight task scores are combined into one overall score for your Speaking skills. In other words, has the test taker understood the instructions and done everything he or she was asked to do? The first one shows your preparation time, and the second one helps you manage your speaking time. The amount of preparation time and speaking time may be different for each prompt, depending on the task.
The chart on page 77 lists all the Speaking tasks together with the related preparation and speaking times. Use the two timers to help you perform well during the Speaking Test. During the preparation time, make sure you understand the prompt. Quickly decide what you want to say and how to say it. Use your note paper if it helps you organize your thoughts. When the speaking time starts, try to relax.
All the material in the study guide, including every practice question, is designed to engage the critical thinking skills that are needed to pass the CELPIP Exam. ANdy ï¿½ August 17, Your email address will not be published. Learn 15 powerful multiple choice strategies and then practice.
Answer key for all practice questions with extensiveï¿½. Complete Study Guide Includes hundreds of pages of practice questions, tutorials and test tips! Complete study guide with practice questions, including audio! Category: Canadian.
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