Wednesday, December 23, 2009

ECPE - WRT

ECPE - WRT*

The Writing section consists of a form with a choice of two topics. The examinee must choose one topic on which to write a 250 to 300-word essay. The response may be in the form of an argument or exposition, depending on the topic. The response should develop the topic in an organized way, with some acknowledgement of the topic's complexity. The ideas should be communicated clearly and with accuracy of form. Examinees should use varied syntactic structures and appropriate vocabulary. A total time of 30 minutes is allotted to perform this section of the exam.

Following is a sample topic.

_____

Some psychologists believe that there is more to intelligence than what traditional intelligence tests measure (mathematical and verbal ability). They say there are many kinds of intelligence and many ways to be smart. Besides mathematical and linguistic intelligence, in what other ways do you think people are smart? Be specific in your discussion and provide concrete examples.

_____


The Writing section is scored by trained raters at the University of Michigan English Language Institute. Examinees are rated according to the following criteria: rethoric, grammar/syntax, vocabulary, mechanics.


* Adapted from the ECCE Information Bulletin(FREE COPY), provided by the Testing and Certification Division of the English Language Institute - University of Michigan. For more, visit www.lsa.umich.edu/eli.

Monday, December 21, 2009

ECPE - LST Parts I & II

ECPE - Parts I & II*

The listening section of the ECPE is delivered via audio recording. It has three parts for a total of 50 questions. Examinees hear segments and questions only once. On the actual test, the segments and questions are not printed in the test booklet; only the answers are printed.


Part I

In Part I of the listening section, examinees hear short conversations. From the three printed answer choices, they choose the answer that means about the same thing as what was heard or that is true based upon what was heard.




Question 1.
a) She has been there before.
b) She likes the food.
c) This is her first visit.




Question 2.
a) She thinks she should buy it.
b) It might not fit.
c) She likes it, too.




Question 3.
a) They'll leave at 3.
b) They'll both go home at 2.
c) They're both tired of work.




Question 4.
a) She met John 30 minutes ago.
b) John didn't give her the message.
c) John gave her the message.




Question 5.
a) She works there.
b) She never taught.
c) She doesn't work there anymore.


Part II

In Part II of the listening section, examinees hear a question. From the three answer choices given, examinees choose the best answer to the question.




Question 1.
a) I took some books.
b) As long as you want.
c) I missed the bus.




Question 2.
a) They fix everything.
b) They fix TVs too.
c) It's next door.




Question 3.
a) She'd lose her deposit.
b) She didn't have enough money.
c) She can still go.




Question 4.
a) No, it helps your sight.
b) No, it's quite safe.
c) Yes, it's very effective.




Question 5.
a) We have only unlined paper.
b) Well, Tom and Mary were working here.
c) He might have left already.


* Adapted from the ECCE Information Bulletin(FREE COPY), provided by the Testing and Certification Division of the English Language Institute - University of Michigan. For more, visit www.lsa.umich.edu/eli.

Friday, December 18, 2009

ECPE - LST Part III

ECPE - LST Part III

In Part III of the listening section, examinees hear three short segments from a radio program. The program is called "Learning from the Experts". Examinees hear what three different radio guests have to say about three different topics. Each talk lasts about three minutes. Examinees are encouraged to take notes in their test booklets while listening to the segments. After each segment, examinees are asked questions about what was heard. They must select, from the printed answer choices, the best answers to the questions.

Following is an example of one segment and questions. The video segments shown here are merely illustrative.




Question 1.
What was the problem with the magnets created by the North-American scientists?

a) They worked only at low temperatures.
b) They didn't work at low temperatures.
c) They had to be created inside a special lab.


Question 2.
How did the Canadian team modify their earlier models?

a) They added more free radicals.
b) They did not modify them.
c) They changed the proportions of the ingredients.


Question 3.
What is the main disadvantage of plastic magnets so far?
a) They don't work at room temperature.
b) They are not powerful enough.
c) They lose their strength over time.


Question 4.
What do the Canadians still need to find out in order to improve their magnets?
a) At which temperatures they work best.
b) Which chemicals to use.
c) The best chemical ratios.


Question 5.
According to the speakers, what is one reason that scientists want to develop plastic magnets?
a) They want to improve medical devices.
b) There is a shortage of metal magnets.
c) Plastics are inexpensive to make.

* Adapted from the ECCE Information Bulletin(FREE COPY), provided by the Testing and Certification Division of the English Language Institute - University of Michigan. For more, visit www.lsa.umich.edu/eli.