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B1 Writing and Speaking Grammar and Vocabulary Syllabus Grammar Present simple Present continuous Past simple Past continuous Present perfect simple and continuous Past perfect Future ‘will’ Future ‘be going to’ and present continuous The –ing form and the infinitive form Comparative and superlative adjectives and adverbs Modal verbs of obligation: must, have to, should Modal verbs of deduction: must, may, might, can’t Modal verbs of ability and possibility: can, could, be able to First conditional and future time after when, until etc. Second conditional Used to and usually Reported/Indirect speech Passive form Countable and uncountable nouns Quantifiers: a lot, much, many, little, few Definite article: the; indefinite articles: a, an So and such Vocabulary topic areas Describing people’s appearance and personality School and university Current or future work Hobbies and free time activities Entertainment (TV, films, books, music etc.) Food and restaurants Shopping and money Health and fitness House and hometown Daily life Travel and holidays The weather and the natural world Celebrations and festivities Technology

Introduction to the B1 English exam

1. The exam consists of three parts, which students take in order:

A. Computer test 0-100

B. Written test 0-100

C. Speaking test 0-100

2. A minimum mark of 60 points is required for each test, although a mark of 55 is permitted in one test if

the overall final mark is at least 180.

A. The computer test

The test is timed. You have 45 minutes. No dictionaries or other materials are allowed.

There are six components.

1. Two cloze tests of 12 questions each

2. Two multiple choice reading comprehension tests (4 questions)

3. Two multiple choice listening comprehension tests (4 questions)

4. Answer all the questions

5. It is not possible to go back – be sure of your answers before clicking ‘continue’

B. The written test

The test is timed. You have 60 minutes. No dictionaries or other materials are allowed.

There are two components.

1. 10 sentences to translate from Italian to English

2. One email or letter to write based on written instruction.

C. The speaking test

The test lasts between 7 – 10 minutes and consists of a conversation either between two students

or between the instructor and the student on topics of general interest.

B1 Cloze

An only child

you're understand on there already your one because

just difficult least off thing being or

I went to boarding school when I was seven, and the hardest thing I found

was making friends. Because I was an only child, I __________(1) didn't

know how to do it. The __________(2) is that when you're an only child

you spend a lot of __________(3) time with adults and __________(4)

often the only child in a gathering of adults. Your parents go

__________(5) living more or less the way they have always lived, only

now you are __________(6) too.

I found that __________(7) an only child was interesting because it gave

me a view of the world of adults that children in a big family might not

__________(8). And I know it has, at __________(9) in part, made me the

kind of person I am – I never like being __________(10) of a group, for

example. If I have to be in a group, I will always try to go __________(11)

and do something on my own, __________(12) be with just one other

person – I'm not comfortable with being one of a gang.

B1 Cloze The Rubbish Revolution unnecessary yogurt few recycle supermarket ours tap rubbish really all home recent glass first that plastic little not food water The average person in Britain produces seven times their own weight in rubbish every year. But perhaps this is __________(1) surprising when you look at the amount of packaging on __________(2) food. And most of it is __________(3). Think, for example, of four plastic containers of __________(4) sold in a cardboard packet. The cardboard packet goes straight into the __________(5) bin. Think of six plastic bottles of water packaged together in plastic packaging and carried __________(6) in a plastic bag. That’s a lot of __________(7). Only a __________(8) years ago we drank water out of the __________(9), and how much rubbish did that produce? None at __________(10)! A lot of the rubbish we produce can be recycled of course, but __________(11) uses valuable resources too. It’s better to buy __________(12) with as little packaging as possible. Some of the biggest supermarket chains in the country have now agreed to cut unnecessary packaging.

Horton B1 Reading Comprehension

At first glance, there is little in Horton to attract people. The other nearby towns have much more to offer:

Bradfield has its river and historic buildings, while Newtown has shops and entertainment. The buildings of

Horton look dirty and unloved. For shops, there is a small supermarket, a few bargain shops, a bakery

which, strangely, does not sell bread and a florist which has one stand of sad-looking flowers. Even so,

Horton has several advantages over its neighbouring towns.

Firstly, it has a country park. Four thousand years ago, this was an important fort. There are no historic

remains here now, but there are wonderful views over the countryside. On sunny weekends you can often

see kids out with their parents, kicking balls or flying kites.

There aren’t many job opportunities in Horton, and the roads to nearby cities aren’t really fast, but there

are excellent rail links. You can be in London in an hour and a half, and other cities are less than an hour

away. That means that parents can earn a good salary and still get home in time to spend the evenings with

their families. Houses in Horton aren’t pretty, but they’re functional and cheap. The streets are quiet and

safe, and there are plenty of parks and playgrounds. It has a library, three primary schools and a secondary

school, St. Mark’s. It’s not as academically brilliant as other schools in the area, but it is friendly and offers

a wide range of subjects and activities to children of all abilities and backgrounds. The town also has a

swimming and a sports centre, and the community halls hold regular clubs and events for people of all

ages.

Horton B1 Reading Comprehension

Choose the best answer.

1 What is the writer’s main purpose?

To explain what tourists can do in Horton

To explain why Horton is a good place to live

To explain why Horton is not as pleasant as other towns

To describe the history of Horton

2. What part of Horton does the writer find disappointing?

the shops

the country park

transport links

the schools

What type of people is Horton most suitable for?

wealthy professionals

low income families

elderly people

sport and history students

4. What advantages does Horton bring to workers?

There are plenty of jobs available in the town.

You can drive to nearby cities in a short time.

You can get to several cities quickly by train.

Working conditions are better here than in other towns.

5. Which of the following is the best description of Horton?

A quiet, country town which has a number of good leisure facilities.

A friendly, historic town which is a great place to live, work and take a holiday.

A busy, industrial town which has good links to neighbouring cities.

A dirty, unpopular town which has little to offer visitors or residents.

Colour B1 Reading Comprehension Text

Different Colours can affect us in many different ways; that’s according to Verity Allen. In her new series

‘Colour me Healthy’, Verity looks at the ways that colours can influence how hard we work and the choices

we make. They can even change our emotions and even influence how healthy we are.

‘Have you ever noticed how people always use the same colours for the same things?’ says Verity. ‘Our

toothpaste is always white or blue or maybe red. It’s never green. Why not? For some reason we think

that blue and white is clean, while we think of green products as being a bit disgusting. It’s the same for

businesses. We respect a company which writes its name in blue or black, but we don’t respect one that

uses pink or orange. People who design new products can use these ideas to influence what we buy.’

During this four-part series, Verity studies eight different colours, two colours in each programme. She

meets people who work in all aspects of the colour industry, from people who design food packets, to

people who name the colours of lipsticks. Some of the people she meets clearly have very little scientific

knowledge to support their ideas, such as the American ‘Colour Doctor’ who believes that serious diseases

can be cured by the use of coloured lights. However, she also interviews real scientists who are studying

the effects of green and red lights on mice, with some surprising results.

Overall, it’s an interesting show, and anyone who watches it will probably find out something new. But

because Verity is goes out of her way to be polite to everyone she meets on the series, it’s up to the

viewers to make their own decisions about how much they should believe.

Colour

Choose the best answer.

1. What is the writer doing in this text?

giving information about how colours influence us

reporting what happens in a new television series

giving information about a television presenter

giving his opinion of a recent television show

2. Which of the following shows the probable content of the four shows?

Part 1 – Health; Part 2 – Products and Industry; Part 3 – Emotions; Part 4 – Decisions

Part 1 – Blue and Black; Part 2 – Red and Orange; Part 3 – White and Grey; Part 4 – Green and Yellow

Part 1 – Meeting Designers; Part 2 – Meeting People who Name Colours; Part 3 – Meeting Doctors; Part 4 –

Meeting Scientists

Part 1 – Cleaning Products; Part 2 – Make-up; Part 3 – Clothes; Part 4 – Food

3. According to Verity, why is a knowledge of colour important?

It can help you to choose the best products.

It can give you new ideas.

It can help you to change people’s minds.

It can help you to sell products.

4. Who does the writer respect least?

Verity Allen

The people who name lipsticks

The ‘Colour Doctor’

The scientists who work with mice

5. Which of the following would make a good title for the text?

Enjoy it, but don’t believe everything.

Another great show from Verity Allen! Five Stars!

Don’t miss this if you work in Business!

Watch this programme! It will make you healthy!

Sun, Sea, and Skin

1) Paul thinks lying on the beach is _____ .

a) relaxing

b) unhealthy

c) boring

2) Aimee likes to _____ .

a) be in the water

b) lie in the sun

c) stay indoors

3) Paul says the _____ are interesting.

a) people on the beach

b) weather patterns

c) sea creatures

4) He says he _____ in Denmark.

a) had a job

b) did a homestay

c) grew up

5) The Danish mom _____ .

a) hated the water

b) swam in winter

c) disliked the ice

A Hotel for Erina

1) What is most important to Erina when choosing a hotel?

a) Price

b) City-Centre Location

c) Safety

d) Food

2) Erina doesn't need a gym because she ____.

a) doesn't usually exercise

b) does yoga

c) can go outside

d) hates gyms

3) Erina thinks ____ are beautiful.

a) beaches

b) infinity pools

c) lakes

d) rivers

4) Erina ____ massages.

a) is into

b) hates

c) is scared of

d) gives

5) Erina thinks a personal butler is ___.

a) necessary

b) unnecessary

c) ridiculous

d) expensive

Marking scheme for the B1 translation sentences Each sentence is worth 5 points = 50 points total. ½ - 1 mark off for minor errors: articles spelling prepositions punctuation/use of capital letters 2 marks off for errors that are clearly part of the B1 syllabus: phrasal verbs modal verbs tense vocabulary word order 3-5 marks off for serious errors that change the meaning of the sentence that make the sentence incomprehensible Add a mark for appropriate use of good structures and vocabulary and where the student attempts to extend the grammar/lexical range. Give credit for the positive things done! No marks off for minor stylistic errors or errors that are not part of the syllabus Some examples:

Per fortuna domani è festa, così posso dormire perché non devo alzarmi presto. Fortunatly tomorrow is holiday, so I could sleep because I must not get up soon. (- 5 points)

Vado perfettamente d’accordo con Rachele, perché ci conosciamo da anni. I perfectly agree with Rachele because we know us since years. (- 5 points)

A: “Hai preso il biglietto?” B: “Si, ho prenotato tutto ieri sul sito della Ryan Air.” “Did you take the ticket?” “Yes, I have booked all yesterday at the site of Ryan Air.” (- 5 errors, +2 for vocabulary = -3 points total)

Maggio 2014 B1 English Version ‘B’ Translations

1. Ho guadagnato un po’ di soldi lavorando in fiera ma non li ho ancora spesi.

I earned a little money working in/at the fair but I haven’t spent it yet.

I made a bit of money...

2. E’ da tanti anni che lavori per questa azienda?

Have you been working for this company for many years?

Have you worked in this firm for many years?

3. Questo esame è meno difficile di quello di ieri.

This exam is less difficult than yesterday’s.

This exam is less difficult than yesterday’s one.

This exam is easier than the one yesterday.

4. Potresti togliere le tue scarpe prima di entrare in casa?

Could you take off your shoes before coming in the house?

Could you take your shoes off before you come in the house?

Would you mind taking off before entering the house?

5. Appena sono arrivato all’università mi sono accorto che avevo dimenticato il libro.

As soon as I arrived at the university I realized I had forgotten the book.

The moment I got to the university...

6. Appena arrivi, inizieremo la riunione.

As soon as you arrive, we will start/open the meeting.

7. Se fossi in te non lascerei quel lavoro; hai già un buon stipendio.

If I were you I wouldn’t leave/quit that job; you already have a good salary.

; you’ve already got a good salary.

8. E’ un libro su l’economia e sul turismo alternativo.

It’s a book about/on economics and alternative tourism.

9. Lavarsi le mani prima di ogni pasto è molto importante.

Washing your hands before every meal is very important.

10. Tom deve superare un solo esame per andare ad Harvard.

Tom has to pass only one exam to go to Harvard.

Tom needs to pass one exam only ...

Tom must pass

Translations: must/have to/need to/should

Obligation/prohibition/advice/probability

1. ‘Dobbiamo prenotare?’ ‘Si, E’ necessario

(prenotare) perché è un ristorante molto

frequentato.’

2. Hugh ha dovuto cambiare il telefonino il mese

scorso.

3. Devi vedere lo spettacolo: è stupendo!

4. Non dobbiamo comprare una tenda, Danny ci

presterà la sua ma non devi dirlo alla mamma.

5. Farei meglio a non bere così tanto caffè, mi fa

male.

1. Do we have to book? Do we need to book? Must we

book? Yes, we/you have to/need to/ must (book)

because it’s a very popular restaurant.

2. Hugh had to change his mobile last year.

3. You must/have to/should see the show. It’s fantastic!

4. We don’t have to/don’t need to buy a tent. Danny is

going to lend us his but you mustn’t tell mom.

5. I shouldn’t drink so much coffee. It’s bad for me.

B1 Translations direct/indirect speech

1. “Viaggerei molto se avessi l’opportunità.”

2. “Il personale di volo è in sciopero. Non so

quando partirà il vostro volo.

3. L’avvocato chiese al testimone dove si

trovava il giorno del reato.

4. “Come si chiamavano le mogli di Enrico

VIII?”

5. “Ho conosciuto una ragazza gallese

simpaticissima alla festa di San Silvestro.”

1. “I would travel a lot if I had the chance.”

She said she would travel a lot if she had the

chance.

2. “The flight staff are on strike. I don’t know

when your flight will leave.”

She said the flight staff were on strike and she

didn’t know when our flight would leave.

3.The lawyer asked the witness where he was

on the day of the crime?

4.“What were the names of Henry the VIII’s

wives?”

He asked me what the names of Henry the

VIII’s wives were.

5.“I met a very nice Welsh girl at the New Year’s

Eve party.”

He said he had met a very nice Welsh girl at

the New Year’s Eve party.

B1 Translations: Relative Pronouns

1.Questi stuzzicadenti, che sono stati comprati in

svendita, sembrano essere un vero affare.

2. Ho paura di volare, il che è un problema

perché viaggio molto come assistente di volo.

3. Questo è il caco che ho portato per il

compleanno di papà. Era commosso, il che mi ha

reso felice.

4. Ho salutato la signora di mezza età il cui

criceto ha vinto la gara di corsa campestre.

5. Come si chiama la nave che è stata costruita

per il Principe Albert?

1. These toothpicks, which were bought on sale,

seem to be a real bargain. (non-defining

relative clause)

2. I’m afraid of flying, which is a problem

because I travel a lot as a flight attendant. (non

defining relative clause.)

3. This is the persimmon (that/which 0) I

brought for dad’s birthday. (defining relative

clause). He was moved, which made me happy.

(non-defining rel. clause)

4. I greeted/ said hello to/ the middle-aged

woman whose hamster won the cross-country

race. (defining relative clause)

5. What is the name of the ship that was built

for Prince Albert?

What do you call the ship that was built for

P.A.?

Future time translations B1

1. Il meccanico pensa che la macchina non

sarà pronta per oggi pomeriggio.

2. Fa troppo caldo qui dentro. Tolgo la

giacca.

3. Ci aspetteranno senz’altro.

4. Uscite voi sabato? Noi andiamo al cinema.

5. Pulisci la cucina. I piatti li lavo io.

Translate into English: The Passive

1. Le cinture di sicurezza devono essere

allacciate prima del decollo.

2. Lo zucchero non era usato in Europa

prima dell’undicesimo secolo.

3. I giornali vengono consegnati ogni

giorno?

4. Questo film può essere visto dai bambini?

5. Si pensa che gli animali sognino.

6. La gente dice che Ugo è molto ricco.

7. A quell’epoca si stavano costruendo nuove

ferrovie ovunque.

1. Seat belts must be fastened before take-off.

2. Sugar was not used in Europe before the 11th

century.

3. Are newspapers delivered every day?

4. Can this film be seen by children?

5. It is thought that animals dream. (OR) Animals are

thought to dream.

6. Active People say Hugh is very rich. Passive It is said

that Hugh is very rich.

7. At that time/In those days new railways were being

built everywhere.

Second conditional translations

1. A Uga piacerebbe Leroy se lo conoscesse.

2. Se fosse in te, non andrei così forte in macchina.

3. Tutto sarebbe più facile se tutti imparassero L’italiano.

4. Ti aiuterei se potessi, ma non posso.

5. Se non avessi un lavoro, che cosa faresti?

1) Uga would like Leroy if she met him. (knew him?)

2) If I were you, I wouldn’t drive (my car) so fast.

3) Everything would be easier if everyone learned Italian.

4) I’d help you if I could, but I can’t.

5) If you didn’t have a job, what would you do?

Translations future time expressions and 1st conditional

1.Se il tuo volo verrà posticipato verremo a prenderti.

2. Quando telefonerà non risponderò.

3. Non appena arriverai in stazione controlla l’orario dei

treni.

4. Non andrò a meno che tu non venga.

5. Non cominceremo la riunione fino a quando non sarà

qui il signor Guido.

6.Ti dirò se è buono dopo che l’avrò assaggiato.

1. If your flight is delayed we’ll come and pick you up.

2. When he calls I won’t answer.

3. As soon as you arrive at the station check the train

timetable.

4. I won’t go unless you come.

Il verbo che segue ‘unless’ è affermativo

5. We won’t start the meeting until Guido is here.

Il verbo che segue e ‘until’ è affermativo

6. I’ll tell you if it’s good after I have tasted it.

Il passato prossimo e anche possibile per indicare che la

prima azione sarà o deve essere conclusa prima che la

seconda possa svolgersi.

Translations NEF unit 5 Quantifiers

1. ‘Ci sono stati dei problemi?’ ‘No, nessuno.’

2. ‘Quando si sono sposati?’ ‘Alcuni giorni fa.’

3. Uga non ha mangiato niente ma ha bevuto un po’

d’acqua frizzante.

4. ‘Conosci alcune di queste persone?’ ‘Ne conosco

qualcuna.’

5. Faremo tardi, cammini troppo piano.

6. Uga non studia abbastanza. Ha troppi soldi e troppi

hobby.

1. ‘Ci sono stati dei problemi?’ ‘No, nessuno.’

1. Were there any problems? No none.

2. ‘Quando si sono sposati?’ ‘Alcuni giorni fa.’

2. When did they get married? A few days ago.

3 Uga non ha mangiato niente ma ha bevuto un po’

d’acqua gassata.

3. Uga didn’t eat anything but she drank a little sparkling

water.

4. ‘Conosci alcune di queste persone?’ ‘Ne conosco

qualcuna.’

Do you know any of these people? I know some of them.

5. Faremo tardi. Cammini troppo piano.

We’re going to be late. You walk/are walking/ too

slowly.

5. Uga non studia abbastanza. Ha troppi soldi e troppi

hobby.

Uga doesn’t study enough. She has too much money

and too many hobbies.

Unit 6 NEF Translations

1. Disse a lei di essere un famosissimo regista, il che non

le sembrava vero.

2. Con la macchina di chi sei venuto al lavoro?

3. Dopo il decollo verrete informati quando potrete

accendere il cellulare.

4. Chiesero al responsabile se la polizia avrebbe dovuto

essere chiamata.

5. Di questi tempi lamentarsi è diventata un’abitudine

per molti clienti.

1. He told her he was a very famous director, which

didn’t seem true (to her).

2. Whose car did you come to work in?

N.B. We went to the mountains by car.

We went to the mountains in Tim’s car.

3. After take/taking off you will be told/informed when

you can turn/switch on your mobiles/cell phones?

4. They asked the manager/boss if the police should be

called.

5. Nowadays/These days/Today complaining /is getting

to be a/ has become/ a habit for many customers.

B1 Oral Test

Test Structure The test usually lasts approx. 10 - 12 minutes and may be conducted with 2 students speaking together and the examiner assessing, or a 3-way discussion between the candidates and the examiner after initial input from the examiner. Conducting the test

• The ten minutes should include an initial quick warm up phase after which the main task is given.

• One minute preparation time for candidates to think about the task after it has been given to them.

• The main discussion lasts about 8-10 minutes. • There should also be a final 1 minute feedback phase where examiners comment on

candidate performance and give them their mark. Task types: The topics should be those listed in the Threshold descriptors. These are familiar topics that relate to everyday life. There is often an initial warm up phase where the examiner asks direct questions to individual candidates, to break the ice. Candidates may be given differing task types:

1) a discussion about various options: (eg. What is important in family life? Respect for each other, eating together, celebrating special occasions, privacy, talking to each other in times of trouble.) Candidates are asked to discuss which are more important and why, and then asked to choose one or two together that they consider to be the most important.

2) A general statement or discussion question is given and candidates are asked to talk to the examiner and each other. (eg. Some people love their pets more than they love people. Why do you think this is?)

3) A picture is given as input. Students are asked to describe the picture, situation etc. and then a discussion may be developed on related themes. (eg. A photo of shopping followed by a discussion which may or may not be related to it.)

Assessment Criteria

Assessment at this level is divided into 5 categories: Grammar: accuracy and range Vocabulary: accuracy, range and appropriacy Fluency Pronunciation Interactive communication: initiating and responding, turn-taking

A total of 5 marks is awarded for each category and the total is then multiplied by 4 to give the final percentage. A mark of 3 in each category is considered to be a basic pass. Descriptors Grammar: Candidates who pass this category with a

• 3 have basic competence in the production of a range of B1 structures. • 5 have good competence in the production of a wider range of B1 structures including some

more complex structures even though these may include some inaccuracies. Vocabulary: Candidates who pass this category with a

• 3 have basic competence in the production of a range of B1 lexis. • 5 have good competence in the production of a wider range of B1 lexis (awareness of

collocation, countable or uncountable forms, basic verb patterns. etc.) including some more complex items even though these may include some inaccuracies.

Fluency Candidates who pass this category with a

• 3 can speak relevantly about familiar topics (see above) without excessive hesitation and should expand their views and opinions beyond the one phrase answer.

• 5 can give their opinions and views extensively, connecting their ideas cohesively and coherently in a natural way.

Pronunciation Candidates who pass this category with a

• 3 can produce single sounds, stress and intonation patterns that are mostly comprehensible. • 5 can produce single sounds, stress and intonation patterns that are easily comprehensible.

Interactive communication: Candidates who pass this category with a

• 3 can interact with another person, sometimes listening and commenting appropriately, and asking questions and or giving support where appropriate.

• 5 can interact with another person, generally listening and commenting appropriately, and asking questions and or giving support where appropriate.