Candidat nº

DNI

NOM
COGNOMS

MODEL DE TASQUES

CERTIFICAT DE NIVELL B1

ANGLÈS B1

Temps: 60 minuts

Reading Comprehension

Instructions

- DO NOT OPEN THIS BOOKLET UNTIL YOU ARE TOLD TO DO SO.

- Write your name and surname in CAPITAL LETTERS within the space provided.
- Do NOT use pencil.
- Write your answers in the spaces provided in this booklet.
- When time expires, stop writing and hand in this booklet.

Information

This section consists of 3 tasks.

I have read and understood the instructions above

Signature:
Absent

Prova de certificació de competència lingüística Pàgina 1

MODEL TASK

 Read this essay about Child Labor.

 Choose the most suitable option (A, B or C) for each question.

CHILD LABOR

Child labor refers to the employment of children. This practice is illegal in many
countries. In rich countries it is considered as a human rights violation.

Child labor goes back a long way in time. During the Victorian era, many young
children were made to work in factories and mines and as chimney sweeps. Child labor
played an important role in the Industrial Revolution. Charles Dickens worked at the
age of 12 in the Blacking Factory, while his family was in debtor’s prison. In those days,
children as young as four were employed in production factories with dangerous
working conditions.

With universal schooling and the introduction of concepts like human rights and child
rights, slowly child labor fell into disrepute. The first general laws against child labor,
the Factory Acts, were passed in Britain in the first half of the 19th century. Children
younger than nine were not allowed to work.

Poverty is the main reason why child labor exists. Children bring in additional income
which is much needed and so parents send them to work. Child labor is common in
poorer parts of the world. Children may work in factories, sweatshops, mines, fields,
hotels, match factories, or in households. Some children work as guides for tourists
and may end up getting sexually abused by them as happens in places like Goa and
Kerala.

As many children work in the informal sector they manage to escape the scrutiny of the
labor inspectors and the media. According to UNICEF, there are an estimated 158
million children aged 5 to 14 engaged in child labor worldwide. In 1999, the Global
March against Child Labor, the movement, began. Thousands of people marched
together to spread the message against child labor.

The march, which started on January 17, 1998, built immense awareness and
culminated at the ILO Conference in Geneva. It resulted in the draft of the ILO
Convention against the worst forms of child labor. The following year, the Convention
was unanimously adopted at the ILO Conference in Geneva.

Child labor is still widely prevalent in India. It is estimated that there are between 70
and 80 million child laborers in India. Though there are laws banning child labor they
are blatantly ignored even by educated and well-informed people. Young children not

Prova de certificació de competència lingüística Pàgina 2

yet in their teens often work for 20 hours a day in sweatshops and are paid only a
pittance.

In many developed countries, there is a move to boycott goods and products made by
employing child labor. Child labor is a cruel practice. Childhood is a time to play and be
carefree, enjoying the company of other children. A child is not equipped to work like
an adult so this evil practice should be banned and the government should see that no
child is deprived of an education because of poverty.

Q1. Child labour is….

a. forbidden everywhere

b. allowed in some countries

c. is a legal practice

Q2. During the Industrial Revolution…

a. kids from 12 were employed

b. kids younger than 12 were employed

c. kids were not allowed to work

Q3. Why do parents send their kids to work in poor countries?

a. Because it’s a tradition

b. because they are unemployed

c. because they need extra money

Write your answers here

Q1 Q2 Q3

Prova de certificació de competència lingüística Pàgina 3

 Temps: 45 minuts

Listening Comprehension

Instructions

- DO NOT OPEN THIS BOOKLET UNTIL YOU ARE TOLD TO DO SO.

- Write your name and surname in CAPITAL LETTERS within the space provided.
- Do NOT use pencil.
- Write your answers in the spaces provided in this booklet.
- When time expires, stop writing and hand in this booklet.

Information

This section consists of 3 tasks.

There are 24 items.
Each item scores 1 point.
Listen carefully to the instructions on the recording.
You will listen to each recording twice.
You must answer the questions while listening to the recordings.
I have read and understood the instructions above
Signature:
Absent

Prova de certificació de competència lingüística Pàgina 4

MODEL TASK
 Listen to some information about Branding.
 Complete the sentences with one word from the extract.
 Write your answers in the space provided below.
 Instructions have been recorded.
 You will listen to the extract twice.

BRANDING

Q1. Branding is both rational and ……………………

Q2. People forget brands if they make a single …………………….

Q3. A brand will success if it ……………………..

Q4. Harley-Davidson stands for …………………………

Q5. Starbucks has created its own ………………………..

Write your answers here

Q1

Q2

Q3

Q4

Q5

Prova de certificació de competència lingüística Pàgina 5

 Temps: 80 minuts

Writing

Instructions

- DO NOT OPEN THIS BOOKLET UNTIL YOU ARE TOLD TO DO SO.

- Write your name and surname in CAPITAL LETTERS within the space provided.
- Do NOT use pencil.
- Write your answers in the spaces provided in this booklet.
- Write your answers within the word limits.
- Under or overlength answers will be penalized.
- When time expires, stop writing and hand in this booklet.

Information

This section consists of 2 tasks.

Each task scores a maximum of 20 points.

I have read and understood the instructions above

Signature:
Absent

Prova de certificació de competència lingüística Pàgina 6

WRITING TASK 1
Today you have interviewed two people for the post of receptionist. Your
manager is in a meeting and has asked you to leave a note on your
impressions. Write a note dealing with:

 Their experience
 Your impressions
 Your opinion on the best candidate

Write between 90-110 words.

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Prova de certificació de competència lingüística Pàgina 7

WRITING TASK 2
You are attending an English course but you are not happy with the teacher
because he is always late and speaks Spanish too frequently. After talking with
your classmates you decide to write the director of the language school an
email telling him/her about the situation and asking for a solution. Include
suggestions.

Write between 100 and 140 words.

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Prova de certificació de competència lingüística Pàgina 8

 Temps: 20 minuts

Speaking

Instructions

- DO NOT OPEN THIS BOOKLET UNTIL YOU ARE TOLD TO DO SO.

- Write your name and surname in CAPITAL LETTERS within the space provided.
- Do NOT use pencil.

Information

This section consists of 3 tasks.

The first task is not evaluated.
Tasks 2 and 3 score a maximum of 40 points.

I have read and understood the instructions above

Signature:
Absent

Prova de certificació de competència lingüística Pàgina 9

MODEL TASK
MONOLOGUE: Shopping

 Why do people choose to shop in places like these?

 Which one do you prefer? Why?

DIALOGUE: Sports

Comment on the following sports. Explain the ones you like and dislike, the ones
you have practiced or you would like to practice and give reasons for your choice.

Prova de certificació de competència lingüística Pàgina 10

Rúbrica 1: Evaluación de la competencia oral. Tarea 1: Monólogo. NOMBRE: ………………………………………………………………….. Nº CANDIDATO/A ………………

CATEGORY Very good (4) Good (3) Fair (2) Poor (1) (0)

Phonological The candidate speaks smoothly, The candidate speaks with The candidate speaks with The candidate hesitates too often Comments:
competence with little hesitation that does not some hesitation, but it does some hesitation, which often when speaking, which often
interfere with communication. not usually interfere with interferes with communication. interferes with communication.
His/Her pronunciation and communication. His/her pronunciation and There are frequent problems with
intonation are almost always very His/Her pronunciation and intonation sometimes make it pronunciation and intonation.
clear/accurate. intonation are usually difficult to understand him/her.
clear/accurate with a few
problem areas Score:
Grammatical The candidate shows a good The candidate shows a The candidate shows sufficient The candidate uses basic Comments:
competence degree of control of simple good degree of control of control of simple grammatical structures, making frequent errors.
grammatical forms and attempts simple grammatical forms. forms.
some complex grammatical forms.

Score:

PERFORMANCE BELOW BAND 1

Lexical The candidate uses a range of The candidate uses a The candidate uses limited The candidate uses only basic Comments:
competence appropriate vocabulary and variety of vocabulary and vocabulary and expressions , vocabulary and expressions,
expressions. expressions, but makes making some mistakes. making frequent mistakes.
some errors in word choice.

Discourse The candidate stays on task and
competence produces extended stretches of
language despite some hesitation.
Contribution is relevant despite
some repetition.
The candidate uses a range of
cohesive devices.
The candidate stays on task
most of the time and
produces responses which
are extended beyond short
phrases, despite hesitation.
The candidate uses basic
cohesive devices.
The candidate tries to stay on
task and produces responses
which are characterized by
short phrases and frequent
hesitation.
The candidate uses few
cohesive devices.
Score:
The candidate’s purpose isn’t clear, Comments:
needs a lot of help communicating
and usually does not respond
appropriately or clearly.
The candidate does not use
cohesive devices.

Sociolinguistic The candidate tries to speak with
adequacy conviction, clarity and courtesy
using an appropriate register
according to the situation.
The candidate finds it
difficult to speak with
conviction, clarity and
courtesy with little prompting
and support.
The candidate speaks with little
conviction, clarity and courtesy
and needs prompting and
support.
Score:
The candidate doesn’t speak with Comments:
conviction, clarity and courtesy
requiring constant prompting and
support.

Score

Prova de certificació de competència lingüística Pàgina 11

GLOBAL SCORE: …………………..

Rúbrica 2: Evaluación de la competencia oral. Tarea 2: Diálogo. NOMBRE: …………………………………………………………………………….. Nº CANDIDATO/A ………………………

CATEGORY Very good (4) Good (3) Fair (2) Poor (1) (0)

Phonological The candidate speaks smoothly, The candidate speaks with The candidate speaks with The candidate hesitates too often Comments:
competence with little hesitation that does not some hesitation but it does some hesitation, which often when speaking, which often
interfere with communication. not usually interfere with interferes with communication. interferes with communication.
His/Her pronunciation and communication. His/her pronunciation and There are frequent problems with
intonation are almost always very His/Her pronunciation and intonation sometimes make it pronunciation and intonation.
clear/accurate. intonation are usually difficult to understand him/her.
clear/accurate with a few
problem areas Score:
Grammatical The candidate shows a good The candidate shows a The candidate shows sufficient The candidate uses basic Comments:
competence degree of control of simple good degree of control of control of simple grammatical structures, making frequent errors.
grammatical forms and attempts simple grammatical forms. forms.
some complex grammatical forms.
Score:

PERFORMANCE BELOW BAND 1

Lexical The candidate uses a range of The candidate uses a The candidate uses limited The candidate uses only basic Comments:
competence appropriate vocabulary and variety of vocabulary and vocabulary and expressions, vocabulary and expressions,
expressions. expressions, but makes making some mistakes. making frequent mistakes.
some errors in word choice.
Score:

Discourse The candidate stays on task and
competence produces coherent stretches of
language despite some hesitation.
S/he respects turn-taking and
keeps interaction going effectively.
The candidate uses a range of
cohesive devices.
Sociolinguistic The candidate tries to speak with
adequacy conviction, clarity and courtesy
using an appropriate register
according to the situation.
The candidate stays on task
most of the time and
produces acceptable
stretches of language
despite hesitation. S/he tries
to respect turn-taking.
The candidate uses basic
cohesive devices.
The candidate finds it
difficult to speak with
conviction, clarity and
courtesy with little prompting
and support.
The candidate tries to stay on
task and sometimes fails to
produce acceptable stretches of
language because of hesitation.
S/he fails to respect turn-taking.
The candidate uses few
cohesive devices.
The candidate speaks with little
conviction, clarity and courtesy
and needs prompting and
support.
The candidate’s purpose isn’t clear, Comments:
needs a lot of help communicating
and usually does not respond
appropriately or clearly.
The candidate does not use
cohesive devices.
Score:
The candidate doesn’t speak with Comments:
conviction, clarity and courtesy
requiring constant prompting and
support.

Score

GLOBAL SCORE: …………………..

Prova de certificació de competència lingüística Pàgina 12

Rúbrica 3: Evaluación de la expresión escrita. Tarea 1: XXX
CATEGORY Very good (4)
Lexical Uses a range of everyday
Competence vocabulary appropriately with
occasional inappropriate use of
less common lexis.
Errors do not impede
communication.
Linguistic competences
Grammatical Uses a range of some complex
competence grammatical forms with a good
degree of control.
Errors do not impede
communication.
Organisation and The text is generally well
cohesion organised and coherent, using a
variety of liking words and
cohesive devices.
Content All content is relevant to the task.
Target reader is fully informed.
competence
Pragmatic
Format The candidate uses the correct
register. Paragraphs are
effectively used to structure the
Sociolinguistic
text and the conventional features
competences
of text type are correctly used.
GLOBAL SCORE: …………………..
Prova de certificació de competència lingüística
NOMBRE: …………………………………………………………………………….. Nº CANDIDATO/A ………………………
Good (3)
Uses everyday vocabulary
generally appropriately,
while occasionally overusing
certain lexis.
While errors are noticeable,
meaning can still be
determined.
Uses some grammatical
forms with a good degree of
control.
While errors are noticeable,
meaning can still be
determined.
The candidate can organise
ideas and present them
using the appropriate linking
devices, but with some
difficulty. The text is
organised and cohesive, but
there are some errors.
Irrelevances and/or
omissions may be present.
Target reader is informed.
An attempt is made to use
the correct register.
Paragraphs are used to
structure the text and some
of the conventional features
of the text type are used
correctly.
Fair (2)
Uses everyday vocabulary
occasionally appropriately,
while overusing certain lexis.
Errors are noticeable and it is
sometimes difficult to determine
meaning.
Uses simple grammatical forms Uses simple grammatical forms
with a good degree of control.
Errors are noticeable and it is Errors impede meaning.
sometimes difficult to determine
meaning.
The candidate has some
problems when organising
ideas. The text is quite
connected and coherent, using
basic linking words and a
limited number of cohesive
devices.
Minor irrelevances and/or
omissions are present. Target
reader is partially informed.
. The candidate has difficulty
using the correct register.
Paragraphs are not used
effectively. Errors are widely
made in the use of features of
the text type.
Poor (1) (0)
Uses basic vocabulary reasonably Comments:
appropriately.
Errors impede meaning.
Score:
Comments:
with some degree of control.
PERFORMANCE BELOW BAND 1
Score:
The candidate finds it difficult to Comments:
organise and present his/her ideas.
Linking devices are not present or
they are not used correctly. As a
result the text is neither organised
nor cohesive.
Score:
Irrelevances and misinterpretation Comments:
of task is present. Content is totally
irrelevant and target reader is not
informed.
Score:
The candidate doesn’t produce a Comments:
text with a format appropriate to the
context. Paragraphs are not used
correctly and the features of the
text type are not used.
Score
Pàgina 13
Rúbrica 4: Evaluación de la expresión escrita. Tarea 2: XXX. NOMBRE: ……………………………………………………………………….. Nº CANDIDATO/A ………………………
CATEGORY Very good (4)
Lexical Uses a range of everyday
Competence vocabulary appropriately with
occasional inappropriate use of
less common lexis.
Errors do not impede
communication.
Linguistic competences
Grammatical Uses a range of some complex
competence grammatical forms with a good
degree of control.
Errors do not impede
communication.
Organisation and The text is generally well
cohesion organised and coherent, using a
variety of linking words and
cohesive devices.
Content All content is relevant to the task.
Target reader is fully informed.
competence
Pragmatic
Format The candidate uses the correct
register. Paragraphs are
effectively used to structure the
Sociolinguistic
text and the conventional features
competences
of text type are correctly used.
GLOBAL SCORE: …………………..
Prova de certificació de competència lingüística
Good (3)
Uses everyday vocabulary
generally appropriately,
while occasionally overusing
certain lexis.
While errors are noticeable,
meaning can still be
determined.
Uses some grammatical
forms with a good degree of
control.
While errors are noticeable,
meaning can still be
determined.
The candidate can organise
ideas and present them
using the appropriate linking
devices, but with some
difficulty. The text is
organised and cohesive, but
there are some errors.
Irrelevances and/or
omissions may be present.
Target reader is informed.
An attempt is made to use
the correct register.
Paragraphs are used to
structure the text and some
of the conventional features
of the text type are used
correctly.
Fair (2)
Uses everyday vocabulary
occasionally appropriately,
while overusing certain lexis.
Errors are noticeable and it is
sometimes difficult to determine
meaning.
Uses simple grammatical forms Uses simple grammatical forms
with a good degree of control.
Errors are noticeable and it is Errors impede meaning.
sometimes difficult to determine
meaning.
The candidate has some
problems when organising
ideas. The text is quite
connected and coherent, using
basic linking words and a
limited number of cohesive
devices.
Minor irrelevances and/or
omissions are present. Target
reader is partially informed.
The candidate has difficulty
using the correct register
Paragraphs are not used
effectively. Errors are widely
made in the use of features of
the text type.
Poor (1) (0)
Uses basic vocabulary reasonably Comments:
appropriately.
Errors impede meaning.
Score:
Comments:
with some degree of control.
PERFORMANCE BELOW BAND 1
Score:
The candidate finds it difficult to Comments:
organise and present his/her ideas.
Linking devices are not present or
they are not used correctly. As a
result the text is neither organised
nor cohesive.
Score:
Irrelevances and misinterpretation Comments:
of task is present. Content is totally
irrelevant and target reader is not
informed.
Score:
The candidate doesn’t produce a Comments:
text with a format appropriate to the
context. Paragraphs are not used
correctly and the features of the
text type are not used.
Score
Pàgina 14