EuroPro B2 Web Coursebook - Euroexam

EuroPro B2

Web Coursebook

EuroPro B2 introduction
unit 1 - short texts
Web Coursebook unit 2 - paragraph headings
unit 3 - scan reading
unit 4 - multiple choice reading
unit 5 - short conversations
unit 6 - making notes
unit 7 - meeting
unit 8 - transactional writing
unit 9 - extensive writing
unit 10 - dictation
unit 11 - muliple choice gapfill
unit 12 - modified cloze
unit 13 - dialogue
unit 14 - summary
unit 15 - letter
unit 16 - interview
unit 17 - presentation
unit 18 - transactional dialogues
unit 19 - collaborative speaking
unit 20 - CEFR

EuroPro B2 Coursebook - Introduction Page 1

Introduction to EuroPro B2 Web Coursebook

About this book

This coursebook is intended to prepare students for the EuroPro
Examination at B2 (Vantage) level. The EuroPro coursebook is
primarily intended for classroom use, but can also be used by
those working alone or with a tutor.

The book has twenty units; one for each task in the examination
(reading 4 tasks, listening 3 tasks, writing 2 tasks, grammar and
vocabulary 3 tasks, mediation 3 tasks and speaking 4 tasks); and
finally a unit containing the CEFR criteria and extra classroom
activities.

Each unit, except the last, follows a similar structure: first
vocabulary related to a particular business or professional topic is introduced; second, students
meet and work with a reading text; third, examination skills for that task are practised, and
fourth, there is a practice task for the examination. Throughout the unit there is a continuity of
topic.

The teaching time for each unit will, of course, depend on the students’ level and needs as well
as the teacher’s method of presentation. However each until should provide for three hours
teaching. The book is, therefore, best suited to a 48-50 hour course.

Common European Framework of Reference (CEFR)

The CEFR of the Council of Europe (language division) is a set of can-do criteria which enable
all language examinations in Europe to be related to a common framework of standards. The
criteria are designed positively, i.e. through establishing what a student can do, and not
focussing on what the candidate can’t do yet. As the criteria for examinations are based
positively and on communication competence, those examinations which are related to the
framework are practical and non-threatening.

This coursebook and the EuroPro Examination are fully related to the CEFR. As a result both
the student’s successful preparation using this book and the anticipated successful examination
result will establish him/her at B2 (Vantage) level. The achievement will be recognised across
Europe.

Euro Examinations

At present Euro Examinations are offered at three levels B1 (Threshold), B2 (Vantage) and C1
(Operational Proficiency).

The examinations are in two systems: The EuroExam for general learners of English, and the
EuroPro for business and professional learners.

In addition to coursebooks, teachers’ books and sound recordings, the Euro Examination Centre
also publishes sample sets of examination papers, diagnostic tests and mock examinations.

Distinguishing the format of the EuroPro from the EuroExam

The EuroPro and the EuroExam differ in format in just two of the tasks. In the speaking tasks
the EuroPro features a presentation whereas the EuroExam has a picture story, and in the
listening tasks the EuroPro has a business meeting and the EuroExam has a radio/TV
programme.

The format of the remaining seventeen tasks is the same for both exams.

Copyright 2007 Euro Examination Centre.

EuroPro B2 Coursebook - Introduction Page 2

The Structure of the EuroPro B2 Coursebook

The EuroPro examination has nineteen tasks. Each task has one teaching unit. The answers and
tapescript (if relevant) are contained in the unit.

The Reading Units (1 - 4)

Unit 1: Organisation in the Workplace

task name Reading test, part 1: short texts

task description You match five short texts (hand-written notes, short advertisements,
notices, instructions, directions, or excerpts from a leaflet), with one of
seven possible responses (pictures, titles, notes, definitions, etc.). An
example is provided.

skills tested Skim reading, scan reading and reading for detailed information

real life link It is important to understand the meaning in context of notes and other
short texts (e.g. business emails)

topic for task in The principles of ‘scientific’ management
this book

Unit 2: The Restructuring of Business

task name Reading test, part 2: paragraph headings

There are six paragraphs for which you must find the most appropriate

task description heading from a choice of eight paragraph headings. Two headings are

not needed. An example is provided.

skills tested Reading for gist.

real life link You will often have to read long texts, but only have to understand
what the text is about and not for detailed information.

topic for task in The rights and options of workers who are made redundant
this book

Unit 3: The Private Lives of Business People

task name Reading test, part 3: scan reading

task description You read four texts on a single topic and eight statements containing
information from one of the texts. Your task is to decide which text
each statement comes from. An example is provided.

skills tested Scan reading

real life link You often have to find key pieces of information in a longer text.

topic for task in The constitution and rules of a club for wealthy businessmen
this book

Unit 4: Work-Related Conflict

task name Reading test, part 4: multiple choice reading

task description You answer seven multiple choice comprehension questions based on a
single text of 350-450 words, normally an article, letter or narrative.

skills tested Skim and scan reading plus reading for detailed information

real life link Some documents, such as proposals, need to be understood fully in
professional life.

topic for task in The Grenberg miners’ strike
this book

Copyright 2007 Euro Examination Centre.

EuroPro B2 Coursebook - Introduction Page 3

Listening Units (5 – 7)

Unit 5: Business Talk and Chatter

task name Listening test, part 1: short conversations

task description You listen twice to six short recordings made in the same location, and
match them with eight pictures or eight short pieces of text, (e.g. a list,

email extracts, advertisements)

skills tested Listening for gist and specific information to enable matching.

real life link We often need to understand a situation from small pieces of speech.

topic for task in Boring talk at meetings, presentation and speaking skills
this book

Unit 6: Personal Bankruptcy

task name Listening test, part 2: making notes

task description You listen twice to an extended monologue. There are notes based on
the text, which contains nine gaps. Each gap requires a piece of
information, which you must write in no more than three words, whilst
listening.

skills tested Listening for specific information.

real life link In meetings you will often have to listen and take down key points in
notes.

topic for task in The legal procedure affecting a person who is declared bankrupt.
this book

Unit 7: People Changing Jobs

task name Listening test, part 3: meeting

task description You listen twice to an excerpt from a formal meeting. You answer ten
multiple choice questions while listening.

skills tested Listening for gist, specific information and detailed information

real life link Understanding what is being said in a meeting is vitally important in
business

topic for task in The rules for fair and unfair dismissal of employees
this book

Writing units (8 – 9)

Unit 8: Formal Letters

task name Writing test, part 1: transactional writing

task description You read several pieces of written or diagrammatic text (leaflets, notes,
letters, maps, timetables) providing a context and information for the
task. You are asked to write a ca. 200 word transactional letter, email or
message using the information provided.

skills tested Achieving a transactional outcome within the correct genre with written
language accuracy.

real life link Most of your letter and email writing is to realise specific purposes.

topic for task in Letter terminating a contract of employment
this book

Copyright 2007 Euro Examination Centre.

EuroPro B2 Coursebook - Introduction Page 4

Unit 9: Formal Reports

task name Writing test, part 2: extensive writing

There are three tasks from which you choose one. You must write a

task description ca. 200 word text within the genre specified. The type of text could be
an article, a report, a descriptive or narrative composition, or a

discursive essay.

skills tested Producing a relevant text within a given genre with written language
accuracy.

real life link You need to be able to write in different genres, e.g. a report, a
proposal, a letter of complaint.

topic for task in A report on the office Christmas dinner
this book

Grammar & Vocabulary Units (10 – 12)

Unit 10: Social Welfare

task name Grammar and vocabulary test, part 1: dictation

task description You listen to a recorded extended monologue of 85-120 words. You
have to write the text down word for word. The text is heard three
times, once all the way through with no break. The text is then heard

again broken down into small units with each unit repeated once. There
are breaks between units to allow time for writing.

skills tested Spelling, grammatical accuracy, vocabulary and detailed listening skills

real life link Sometimes you need to write down exactly what someone has said in a
meeting

topic for task in The rules for paying social welfare benefits
this book

Unit 11: Work Satisfaction

task name Grammar and vocabulary test, part 2: multiple choice gap-fill

task description You receive a written text of 150-200 words with ten gaps where a
single content word has been removed. For each gap, the task is to
choose the correct word from four options.

skills tested Vocabulary, meaning in context, collocations and phrasal verbs

real life link When writing a letters, emails and other texts you often need to find the
correct word to express yourself clearly.

topic for task in Levels of work satisfaction among women workers
this book

Unit 12: Business Etiquette and Ceremony

task name Grammar and vocabulary test, part 3: modified cloze

You receive a written text of 150-200 words with ten gaps where a

task description single grammar word has been removed. For each gap, the task is to

write in a correct word.

skills tested Grammatical structure and meaning in context.

real life link When writing emails, letter and other texts, you need accurate
grammatical structures to ensure your meaning is clear.

topic for task in Etiquette at a formal business dinner
this book

Copyright 2007 Euro Examination Centre.

EuroPro B2 Coursebook - Introduction Page 5

Mediation Units (13 –15)

Unit 13: Doing Business Abroad (incomplete)

task name Mediation test, part A1: dialogue

task description You hear a dialogue of six turns between two participants, a Hungarian
(speaking in Hungarian) and an English speaker (speaking in English).
One of the speakers may be an official working in the public sphere.
You write down the main points of the conversation in the opposite

language to the one you hear. Two examples are given.

skills tested Listening for key points and writing them down in another language.

real life link You may have to mediate speakers of Hungarian and English.

topic for task in Doing business abroad
this book

Unit 14: Mediation test, part B1: summary
task name You receive a text in English of 200-225 words, written in five
paragraphs. For each paragraph you are given three summaries written
task description in Hungarian. You must choose the most appropriate summary.
Reading for gist in English and choosing a summary in Hungarian.
skills tested You will often have to read long texts, but only have to understand
real life link what the text is about and not for detailed information.
topic for task in
this book Professional associations and trade unions

Unit 15: Mediation test, part B2: letter
task name You receive a personal or semi-formal letter of about 80 words written
in Hungarian. You have to translate the letter into English.
task description Translation from and to particular genres
You may have to translate letters, emails and other documents
skills tested
real life link Work experience
topic for task in
this book

Speaking Units (16 – 19)

You are examined in pairs. There are two examiners: one an interlocutor, the other an assessor.
You have ten minutes before the test for preparing Task 2.
You may use printed (i.e. non-electronic) dictionaries.

Unit 16: Interviews at Work

task name speaking test, part 1: interview

The interlocutor will ask you one introductory question, and then two

task description questions on another topic. Topics include travel, work, family, sport,
cinema, hobbies, education, relationships, housing, news and current
affairs and the environment.

skills tested Turn taking, language functions, detailed listening skills

real life link Interviews are common in the world of work; e.g. job interviews.

topic for task in Interviews are important. They involve preparation and communication

this book skills.

Copyright 2007 Euro Examination Centre.

EuroPro B2 Coursebook - Introduction Page 6

Unit 17: Business Profits

task name Speaking test, part 2: presentation

You receive a set of information (e.g. graphs, charts, figures) to be used

task description in the presentation. Before meeting the examiner, you have ten minutes
to prepare. You may make notes in the preparation stage but should not
read aloud from a prepared script. (2 minutes)

skills tested You may have to give a presentation of your firms product or service,
or you may give in-house presentations

real life link You may have to give a presentation of your firms product or service,
or you may give in-house presentations

topic for task in Is all the behaviour of managers in firms directed towards the
this book maximisation of profits?

Unit 18: Status at Work

task name Speaking test, part 3: transactional dialogues

You receive a cue card. The card describes a situation, your role and

task description gives you an instruction. You speak, the interlocutor gives a scripted
reply and then you respond to the reply. You will have three cue cards.

You and your partner will alternate in doing this task.

skills tested Understanding a situation, use of language functions, appropriateness of
style and register

real life link Being asked questions and responding to them effectively is a key skill
in business life

topic for task in The language of power and inequality at work
this book

Unit 19: Expanding a Company

task name Speaking test, part 4: collaborative speaking

You receive a topic card which contains a debatable point or question,

(e.g. what are some of the problems of living in a foreign country?)

task description First you and your partner think of issues which answer the question or
contribute to the debate. Then you discuss, expand on and prioritise

these issues. Task 4 is the only task in the speaking test where you talk

to your partner. (3 minutes)

skills tested turn-taking skills, negotiating, prioritising

real life link You will have to negotiate and agree plans with others in your
professional life

topic for task in The expansion of a software company
this book

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

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

CEFR criteria All skills plus grammar & vocabulary

Extra activities All skills plus grammar & vocabulary

Copyright 2007 Euro Examination Centre.

EuroPro B2 Coursebook - Introduction Page 7

Recurrent skills in the exam

While each exam task tests a particular language skill, sub-skill or aspect of the language
systems of English, there are three themes that permeate every exam task.

A Recognising and producing genre texts

Every text in the exam, be it receptive/productive or visual/aural, is written in a particular genre,
e.g. the genre of a letter of complaint, of a humorous narrative, of a joke, etc. Much is at stake
here. The candidate needs to be able to recognise genre for reading and listening and be able to
produce in the correct genre for speaking and writing. The following genre related issues will
arise repeatedly throughout the course and in the exam.
• What is the genre of the text?
• What is the purpose of the text?
• What information is, or should be, included?
• What is, or should be, the format and layout of the text?
• How is the information (to be) sequenced into paragraphs?
• What kind of language is appropriate for the text?

B Recognising lexical and grammatical words

The distinction between lexical and grammatical words is central not only to the grammar and
vocabulary tests, but is an important part of decoding texts in the receptive skills as well as
playing a role for the candidate in producing coherence and cohesion in the productive skills.

Lexical words have nominal, attributive or action roots, have meaning when standing alone and
their number is infinite. Let us examine this definition in a little more detail.

Nominal root words refer to things (e.g. stone, committee), attributes refer to qualities (e.g.
strong, beautiful), and action root words to actions (e.g. walk, hit). Though their root may be of
one kind, words can transform into other classes (e.g. strong, strength, to strengthen) All lexical
words, whether nominal, attributive or active at root, are capable of transformation into nouns
and possess a clear meaning when standing alone (e.g. stone, committee, strength, walk). The
number of lexical words in the language is potentially infinite; (i.e. lexical words form a
paradigmatic open set)

Grammatical words create reference and cohesion, largely lack meaning when standing alone
and are definite in number, They may also be distinguished negatively; i.e. as non-lexical
words. Let us examine this definition in a little more detail.

Reference words substitute one word for a word or phrase: i.e. pronomination, and/or relate the
text, either in part or in whole, to time and place: i.e. deixis. Cohesion is a more general concept
in which words connect different parts of the text. All reference words serve a cohesive
function. The major classes of grammatical words are listed below in non-exclusive categories:

• Pronouns: substitute for nominals (e.g. she, their, whose, those) and thus create either intra
or extra-textual reference.

• Prepositions front phrases with either adverbial (e.g. She lived in France) or adjectival
(e.g. the book on the table) force. Dependent prepositions indicate nominals connected to
the headword (e.g. She listened to John, to bet on horses)

• Discourse markers are supra-sentential and relate one part of the text to another (e.g.
however, consequently)

• Conjunctions syntactically link words, phrases, clauses, (e.g. and, but, although,)

Copyright 2007 Euro Examination Centre.

EuroPro B2 Coursebook - Introduction Page 8

• Determiners qualify nominal phrases: articles for definiteness (e.g. a, the), and quantifiers
(e.g. some, all)

• Reference adverbials: these contain a pronominal function (e.g. there/in that place, now/at
this time, likewise/in that way), or a pure relational function (e.g. more coffee)

• Adverbial particles indicate the perfective aspect (e.g. to tidy up) or are components in
phrasal verbs (e.g. to put up with)

• Auxiliaries indicate time and aspect (e.g. is, was, has does).
• Modals establish the mood of a clause (e.g. should, could, might).

Grammatical words are often called functional words because they bind with lexical words to
form propositional meaning and textual coherence. Grammatical words cannot be transformed
into nouns (being and having excepted) and have little meaning when standing alone. The
number of grammatical words is fixed in the language; (i.e. grammatical words form a
paradigmatic closed set)

C Using top-down decoding

For every receptive task the issue of top-down decoding is necessarily applicable. The skill
requires the reader/listener to establish as a first step the topic and genre of the text, which is
achieved by looking at the task title and any appended picture and then skim reading the whole
text by concentrating on the lexical words. Having established the topic and genre the candidate
needs to call up his/her knowledge of the topic and genre. In this way the candidate establishes
an outline meaning of the whole text, which then becomes a tool for determining detailed and
specific meaning within the text.

Top-down methodology is doubly important: first, as a tool for organising the staging of
receptive lessons, and second, as a tool for candidates approaching tasks in the exam. Even
productive task units in the book do not escape its grip, as invariably any model speech or piece
of writing is introduced using a top-down decoding system.

In conclusion, a sound grasp of genre, recognising the distinction between lexical and
grammatical words and acknowledging the wide application of top-down decoding enable
teachers to prepare students for the EuroPro B2Exam. For students these skills make possible
their success in the exam.

Copyright 2007 Euro Examination Centre.