Tipps Zur B2 Prufungsvorbereitung en

Machine Translated by Google

TIPS FOR EXAM PREPARATION

GERMAN
B2
www.telc.net


GERMAN
B2
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Any use other than that permitted by law requires the written consent
of the publisher.
Published by telc gGmbH, Frankfurt am Main, www.telc.net

All rights reserved
5th, completely revised edition 2020
© 2020 by telc gGmbH, Frankfurt am
Main Printed in Germany
ISBN 978-3-937254-81-4
Order number: 5023-T00-010401
3
CONTENTS
1 Introduction ______________________________________________________________________________________________________________________________________________________
5
2. General information _____________________________________________________________________________________________________________________________

6
3. Test format _____________________________________________________________________________________________________________________________________________________

7
8th
4. Reading comprehension and language elements _________________________________________________________________________________________
5. Listening comprehension______________________________________________________________________________________________________________________________________________ 11
6. Written expression __________________________________________________________________________________________________________________________

13
7. Oral expression ____________________________________________________________________________________________________________________________

30
8. Linguistic skills _________________________________________________________________________________________________________________ 38
Tips for exam preparation

Machine Translated by Google 5
Introduction
1 Introduction
On the following pages you will find the most important information about the exam telc German B2
to make it easier for you to prepare and work with the practice test. The tasks are briefly explained
and tips are given on what is important for a successful completion of the exam. In particular, for the
more open tasks on listening comprehension and for written and oral expression, you will need a few
tips to understand exactly what is required. For this reason, the tips for exam preparation also contain
sample writing assignments with assessments, as well as the transcript of an oral exam, also with
sample assessments from both participants. You will understand the tips given here better if you
have the practice test in front of you and look at the task and tips at the same time. The practice test
and this brochure complement each other and should be used together.
In general, the Common European Framework of Reference for Languages1 (CEFR) defines level B2
so:
A learner at B2 level…
• can understand the main ideas of complex texts on both concrete and abstract topics;
also understands technical discussions in his or her own specialist field.
• can communicate so spontaneously and fluently that a normal conversation with native speakers
is possible without much effort on either side.
• can produce clear, detailed expression on a wide range of topics, explaining a point of view on a
current issue and giving the advantages and disadvantages of various options.
(GER, Chapter 3.3, emphasis not in the original)
The commentary makes the language competence described here even clearer:
At level B2, the focus is on successful argumentation and negotiation and on a higher level of
discourse competence. This level is also characterized by a stronger awareness of language, which -
together with the higher level of language competence - enables, for example, the independent
correction of mistakes that have led to misunderstandings and allows adaptation to the style of a
conversation. The vocabulary in one's own specialist area and on most general topics is large and
also allows variations in wording. Grammar is well mastered and hypotheses are also formulated.
(Profile German, CD-ROM 2.0.1, “The 6 Levels”)
1
Common European Framework of Reference for Languages: learning, teaching, assessment. Council for Cultural
Cooperation, Education Committee, Modern Languages Division, Strasbourg. Cambridge University Press 2001 (in
German: Langen scheidt)

6
General information
2. General information
dictionary
A dictionary is not allowed during the entire exam.
Answer sheet
Many tasks are evaluated by computer. A scanner transfers your answers to our computer system. Our scanner reads
pencil markings flawlessly. Therefore, you must mark your correct answers on an answer sheet with a pencil.
The tasks in which you have to write something are assessed by trained and telc-licensed assessors.
In both cases, you must remember that only the answer on the respective answer sheet is valid. What you write in the
exercise book will not be graded!
Important information on the examination regulations
Work independently!
! Collaboration with other examination candidates is not permitted.

The use of aids is prohibited. Aids include pieces of paper, mobile phones and all
devices with a memory or photo function. Therefore, all electronic devices are stored
safely outside the examination room. If a participant nevertheless takes a mobile
phone or another device into the examination room, this is always considered cheating.
Only exercise books, answer sheets, pens, erasers, pencil sharpeners and stamped
note paper are allowed on the tables. Wrist watches must be placed on the table. The
ID card must be openly on the table.
!
What happens when there is deception?
Anyone who cheats will be excluded from the entire exam.

The exam is not evaluated. You do not receive a certificate.
It is also considered cheating if it is only discovered during the evaluation at the telc headquarters that
the answers of several participants are the same.

7
Test format
3. Test format
telc German B2
Subtest Objective Task type Time
1 Reading comprehension
Part 1 Global understanding 5 assignment tasks
Part 2 Understanding details 5 multiple choice questions
part 3 Selective understanding 10 assignment tasks 90
mins.
2 language modules
Part 1 grammar 10 multiple choice questions
Part 2 Lexicon 10 assignment tasks
3 Listening comprehension
Written
Part 1 Global understanding 5 True-False Tasks approx.
Part 2 Understanding details 20 min.

10 True-False Tasks
part 3 Selective understanding 5 True-False Tasks
4 Written expression
30 min.
Writing a semi-formal email
Preparation time 20
mins.
5 Oral expression
Part 1 approx.
talk about experiences
15 or 25
Examination interview
Part 2 discussion with two or three min.
Participants
Oral part 3 plan something together

8th
Reading comprehension and language building blocks
4. Reading comprehension and language building blocks
In principle, you should already be able to read all kinds of texts, although according to the CEFR it is
acceptable that you still have problems with less commonly used terms or phrases.
In general, it is important to use the best reading style (global, detailed or selective) when reading, as this is
the only way to complete the tasks in the allotted time. You should also keep checking the clock to make sure
you are sticking to the time limit.
The time information in the following notes is only a suggestion. You are free to divide the 90 minutes for the
reading comprehension and language elements test sections, especially since the text lengths vary slightly
in different test versions. However, all texts together are always about 1 hour long.
3,000 words.
Remember that you must also transfer your answers to the answer sheet within the time frame. This will take
you about 10 minutes.
It is up to you in which order you complete the tasks. Before the exam, think about whether you want to solve
the tasks that are easier or more difficult for you first, or whether you want to tackle tasks that are worth more
points first.
The Reading Comprehension and Language Elements subtest consists of the following tasks:
Reading Comprehension 1: Global Reading
This is a matching task where you have to choose a suitable heading for a text. You are given five texts, but ten headings.
You can solve this task more quickly if you read the headings first. Then you will know which words in the texts you have
to pay particular attention to. You will notice that some headings are similar. So check again at the end to see if you can
really exclude the headings that you did not select.
Time: approx. 15 minutes

Reading style: It is also important that you read globally, i.e. that you read the texts relatively quickly without
paying too much attention to every word. It is not important to understand every single word exactly, but
rather the main content of the text.
Rating: 5 points per correctly assigned heading, total: 25 points
Reading Comprehension 2: Detailed Reading
This part of the exam is about details, i.e. the precise understanding of individual pieces of information. You
will usually be given a popular science text and five tasks with three options each. For each task, one option
is correct and the other two are incorrect.
Here it is important to pay attention to every part of the respective statement, because even one incorrect piece of
information within a sentence makes the whole statement wrong. Pay particular attention to negations, which can also
be hidden.
Do not simply decide based on your knowledge of the topic. It is not a question of whether a statement is
factually correct, but whether the text contains it. The text may represent an unexpected view. The statements
are arranged in the same order in which the passages in the text that are important for the solution appear. So
you can read in parallel: first the first task, then the text, until you have completed the task.

can answer with confidence. Now read the second task and another passage of text, etc. This way
you can save time and do not have to read the text twice.
Reading style: Read the text carefully and thoroughly. You should understand the passages to
which statements from the task refer in detail.
Assessment: 5 points per correctly identified statement, total 25 points
Reading Comprehension 3: Selective Reading
You will be given 10 sentences that briefly describe a situation and 12 texts to go with it. These
texts can be cultural programs, event announcements, television programs, tourist brochures and the like.
These are short texts that go beyond the scope of a more pictorially designed classified ad.
You should find the appropriate text for each given situation. It is advisable to read the short
descriptions of the situation first and then the texts.
You can only use each text once. You should also be aware that there is not a text for every
situation. Don't decide too quickly, but read the texts to the end to be on the safe side, even if you
do so quickly.
Reading style: Here you need selective reading, i.e. a reading style that only focuses on certain
passages of the text. Try to quickly find out where the information you are looking for is in the
text and then check only those places again in detail.
Assessment: 2.5 points per correctly identified statement, total 25 points
Language building blocks: Part 1
As a fourth task, you will receive a gap-filling text, usually an email with 10 gaps. There are three options for each gap.
One of these is correct. The gaps are intended to test your knowledge of declensions, articles, prepositions, pronouns,
conjunctions, pronominal adverbs, verbs, particles, etc. All parts of speech are included.
At level B2, you already have a feel for the language. You know from similar exercises in class
whether you should trust your feeling for the language or your knowledge of grammar. It can be
a good idea not to read the suggested solutions at all, but to try to find the right solution yourself.
But only do this if you know the right solution straight away, otherwise you will lose too much
time. You can then compare your solution with the suggested solutions. If you would rather solve
the task using your knowledge of grammar, look at the suggested solutions and think about which
solution is more appropriate in terms of gender, number, case, for example.
Assessment: 1.5 points per correctly identified solution, total 15 points

10
Language building blocks: Part 2
You will usually be given a magazine article of general interest containing ten gaps.
You will be given 15 words or expressions from which you must choose the ones that fit the ten gaps. All parts of
speech are included here. However, it is not a test of whether you can decline and conjugate, but rather whether
your vocabulary corresponds to the expected level.
Here too, it can be helpful to first read the text without looking at the options offered. Your feeling for the language
may help you fill in some gaps, so this approach can save you time.
Important: Not all options fit, five remain.

Tip: Never leave a gap empty, that is, assign a solution to each gap, even if you don't know it. Otherwise you'll waste
your chance and lose points.
Assessment: 1.5 points per correctly assigned word, total 15 points

Listening comprehension
5. Listening comprehension
At level B2, you are expected to understand spoken texts in person or in media such as radio or television that concern
private, professional and social areas. This also includes longer speeches or lectures in which viewpoints and attitudes
must be understood.
The listening comprehension section of the test consists of the three parts described below, the time frame for which is
determined by the audio recording. In total, this part of the test takes around 20 minutes. As is the case with authentic
listening to announcements or TV and radio programs, you only hear each text once. This means you have to make
quick decisions that you cannot check afterwards.
All the exercises you hear are also available as text in your exam papers. This means you can read along. The CD with
the exam texts must not be paused while it is playing. All the breaks you need, for example to read the exercises or
mark the answers, are included on the CD. We recommend that you always mark the answers immediately on the
answer sheet.
You mark "correct" with a plus sign (+) on the answer sheet and "incorrect" with a minus sign (-). This applies to all
three parts of the listening comprehension test. You may only stop the CD when you hear: "End of the listening
comprehension test section". And then you have done it.
Tip: You must expect that the pronunciation may be regionally influenced. The key words are usually easy to understand,
but the overall context can be difficult to grasp if you don't understand several words in a sentence. You can prepare
for this by watching a Bavarian TV program every now and then or listening to another regional radio program. It is also
useful to take a look at Austria or Switzerland. Then you can
nothing surprises anymore.
Listening comprehension 1: Global comprehension
The aim here is to understand the main statements of a news broadcast on the radio. You will hear six reports on
current affairs, politics, business, culture, sport or similar. You will also receive five written statements, ie there is no
suitable statement for a news item.
So when listening to the texts, you always have to first determine whether there is a suitable statement at all. Then you
have to decide whether the statement is true or false.
Proceed in a similar way to reading comprehension part 1. First read through the statements.
You have 30 seconds to do this, which you should make the most of. There is a break of a few seconds between each
radio report so that you can mark your answer sheet in peace.

Listening style: Try to follow the statements as a whole. If you don't understand individual words well or at all, don't
think about it. Instead, try to hear the main message or tendency, that is, to understand what it is primarily about. If you
don't understand something, mark a solution anyway, but don't waste any time. Instead, concentrate quickly on the
next task so that you can solve it correctly.
Tip: The statement you are looking for will be heard only slightly hidden. Don't wait to hear the same words that are in
the statement. In the audio text, the statements are expressed using different or additional words or even spread over
several sentences.

12
Listening comprehension
Listening comprehension 2: Understanding details
You will also only hear the second text once. Here, two people usually talk to each other about a topic, usually in the
form of a radio interview. Usually, something is said about topics from everyday life, e.g. by representatives of
certain professional groups such as athletes, bus drivers, salespeople, etc. You will be given ten statements. Again,
you must decide whether these statements are true or false.
Of course, there are also parts of an interview that are about something other than what is stated in the statements.
Make sure that your concentration does not wane here, so that you do not miss the next important statement.
First, read through the statements. You have one minute to do this. During your preparation time, mark exactly
which key words you find in the tasks so that you can then recognize the relevant passages when you listen.
Listening style: Here it is important to pay attention to individual words and groups of words. The highlighted
keywords help you to identify important passages and make quick decisions. The order of the statements
corresponds to the order of the text content.
Assessment: 2.5 points per correctly identified statement, total 25 points
Listening comprehension 3: Selective comprehension
You will also only hear the audio texts in part 3 once. You will hear five short announcements, like those you might
hear on the radio, at the train station, at the airport or on an answering machine. Traffic information is just as much
a part of the content as weather reports or event tips. You will be given five statements. The order corresponds to
the sequence of the audio texts. You should decide for each statement whether it is true or false.

Listening style: Here you have to identify the place in the announcement where something is said about one of the
statements. The statements usually contain two names or numbers that you can underline when reading and that
you have to pay attention to when listening. As soon as you hear something about this - again in different words
than in the statement, of course - you have to decide whether the statement correctly conveys the information from
the audio text or not.

Writing
6. Written expression
After the listening comprehension subtest, transfer your personal information and the number
of your writing task, which is on page 17 or 18 of the task booklet, to page 5 of the answer
sheet S30. Only then may you begin the written expression subtest. If you do not transfer the
number or enter a different number, your writing performance cannot be evaluated, ie you will
receive zero points for this subtest. Those responsible for the exam and the supervisor should
point this out to the test takers and ensure that the correct task number is entered.
Transfer this number to answer sheet

S30, p. 5:
000789
trial version
If you do not transmit this number, your exam

will not be evaluated.
Family name · Surname · Nickname · Nom · Cognome · Name · Family
First name · First name · Nombre · Prénom · Nome · Adÿ · ÿÿÿ
for
Trial version · Test version · Versión del examen · Version d'examen · Versione d'esame · Sÿnav sürümü · ÿÿÿÿÿÿÿÿ ÿÿÿÿÿÿ
Raters
In the written expression section of the exam, you will be given two tasks, one of which you
must choose and complete. These are usually a request for information or a complaint.
Remember that the aim is to write a longer and more detailed text using a relatively wide range
of vocabulary and to present your point of view or arguments or, where appropriate, your
experiences.
You are expected to be able to identify the type of text (email) and use the appropriate phrases
correctly, e.g. the appropriate salutation and greeting as well as an appropriate introduction
and conclusion. Your text is also expected to be structured (e.g. using paragraphs or links
between sentences) and you are expected to use more complex structures at level B2.
You should have a good command of grammar. Mistakes may occur now and then, but they
should not be so serious that they lead to misunderstandings.
It is therefore not enough to simply cover the topic sufficiently. The test is primarily intended to demonstrate your
language skills in writing, not primarily your inventiveness in the content area.

14
Writing
Time: 30 minutes
You have half an hour to choose one of the two tasks, read the task carefully and write a text of at least 150 words. This
means: use your time well!
First, take a quick look at both tasks and then decide which one you want to do after a quick glance. Don't read through
both tasks carefully first, there isn't enough time for that!
Once you have decided on a task, read the task carefully. Pay particular attention to the situation and the four key
points you are supposed to write about.
Remember that you are asked to respond to or refer to a short text, such as an advertisement. You can therefore
underline important words in the task text or advertisement to help you find your way around more quickly.
For each task, you should write something about at least three aspects of the content (three of the four main points).
Don't think about it too long and, above all, don't make detailed notes. We strongly advise against writing the text out
first and then copying it out again. You don't have time for that. So practice using key words to jot down your ideas
about the structure and content, and then write the final text straight away. The text doesn't have to look pretty, but it
does have to be legible. You can cross things out, write between the lines, add something with asterisks or footnotes
that you only think of later, etc. Of course, the corrections must be clear.
Pay attention to upper and lower case letters. This is part of the written German language.
The two writing tasks cover two different topics. You are asked to write a semi-formal text
as an email, regardless of whether you choose task A (request for information) or task B
(complaint). It is important that you adapt your linguistic means to the respective situation,
for example, you formulate a letter of complaint differently than a request for detailed
information about a new product. The linguistic structures you use and the vocabulary to
go with them should be varied accordingly. You should also always remember who you
are writing to and for what reason. Text passages that you have learned by heart beforehand will not
Your writing is always a response to a given text, e.g. an advertisement or an email. The response is made easier for
you by being given four key points, three of which you are to work on as extensively as possible. If you cannot think of
anything suitable for one of the key points, you can also add another aspect that fits the topic yourself. When assessing
your writing, the assessors make sure that you have worked on at least three key points or two key points and another
aspect of your own in detail. Pay particular attention to a sensible structure of the key points. You are also advised
that in addition to the key points you should write a suitable subject, an appropriate salutation, a sensible introduction
and an apt conclusion.
The task of writing such a text (e-mail) therefore includes not only content-related aspects, but also formal ones.
Assessment: You can score a total of 45 points in this part of the exam.

Writing
Your texts will be assessed based on the definitions of the Common European Framework of
Reference for Level B2 according to the following criteria:
I. Task completion II.

Communicative design III. Formal
correctness
For further details, see pages 42–44 of Practice Test 1.

On the following pages, some sample texts are intended to clarify the evaluation.

16
Writing

S30, p. 5:
000789
trial version
If you do not transmit this number, your

exam will not be evaluated.
Written expression, task A
In the newspaper you read the following advertisement:
Secura Insurance AG
An accident happens every 4 seconds in Germany - 71% of these occur during leisure time and
at home. If something happens to you, our accident insurance offers you protection against
financial risks. Only with private accident insurance are you covered in your leisure time. Worldwide and arou
Our basic services

• Accident pension in the agreed amount
• Coverage of costs for special treatments (also abroad)
• Covering the costs of necessary renovation work in the house/apartment
Advantages of Secura Versicherungen AG

• comprehensive services at a fair price
• individual contribution amount depending on profession/hobbies
• worldwide protection – 365 days a year and around
the clock • exclusive extra services
• Discount opportunities – especially for families
[email protected]
You would like to take out accident insurance and still have questions. You do risky sports and like to travel alone.
Write to Secura Versicherungen AG and ask for more information.
Treat either
a) three of the following points
or
b) two of the following points and one other aspect of your choice.
• Explain what sport you do and how dangerous it is.

• Describe your plans for future travel and any risks that may be associated with them.
• Explain what services you would like.
• Ask further questions about the services.
Before you start writing, think about an appropriate order of points, a suitable subject, a suitable
salutation, introduction and a suitable conclusion.
Write at least 150 words.

17
Writing

S30, p. 5:
000789
trial version
If you do not transmit this number, your

exam will not be evaluated.
Written expression, task B
Read the following advertisement:
Youth Camp Silberstrand
Holiday fun for young people

Holiday fun with international flair for young people (17–25 years) at
one of the most beautiful German Baltic Sea beaches: comfortable studio
apartments for two guests each. Lots of fun and action await you: beach ball,
football, volleyball, surfing, sailing tours, hiking and in the evening great beach
parties with live music and international stars in the well-known camp disco.
All this is available for very little money: 380 euros per week, all inclusive.
What more do you want?
Email: [email protected]
You spent two weeks at the Silberstrand youth camp. Unfortunately, you were not satisfied at
all. Write a complaint to the camp.
Treat either
a) three of the following points
or
b) two of the following points and one other aspect of your choice.
• Explain what you now expect from the organizer.

• Describe your expectations after reading the advertisement.
• Describe what you experienced at the camp.
• Describe what you will do if you don’t get an answer.
Before you start writing, think about an appropriate order of points, a suitable subject, a suitable
salutation, introduction and a suitable conclusion.
Write at least 150 words.

18
Writing
Evaluation criteria
Writing
Appropriateness of content
A B C D*
The writing performance fully The writing performance largely The writing performance only The writing performance does
covers the task. covers the task. Two key partially covers the task. A key not cover the task. No key point
Three key points or two key points or one key point point or another aspect related to or other aspect related to the
points and a further aspect related and another aspect the situation is dealt with situation is dealt with
to the situation are dealt with related to the situation are dealt appropriately at the target appropriately at the level
appropriately at the target level. with appropriately at the target level. intended.
I
Criterion
level.
Task
*
If the text has little or no connection with the reason for writing, a D must be given for all criteria. On answer sheet S30, the field “yes” is then
marked for the topic missed.
If only the situation is wrong or no key point is adequately addressed in terms of content, criterion I is set to D, but the linguistic appropriateness,
ie criteria II and III, is still assessed.
Linguistic appropriateness
A B C D
B2 well fulfilled B2 fulfilled B1 A2 or below
Write- … at the upper end of the … at the target level. … at the level below the target … two levels or more below
target level. level. the target level.
performance is …
Can express him/herself Can express him/herself clearly Can express written expression Can only use basic language
convincingly and clearly in in both formal and less formal on familiar topics and areas functions, if at all, such as
both formal and less styles as appropriate for the of personal interest. exchanging information in a
formal styles as appropriate for situation. simple way or making requests.
the situation. Has sufficient linguistic

Has a sufficiently broad resources to get by well.
Has a wide range of linguistic spectrum of linguistic resources Vocabulary is sufficient to Has a repertoire of elementary
resources to express himself to be able to express himself express the most important linguistic means that enable
even on more complex on more complex issues. aspects of an idea with him to deal with everyday
issues. Can vary formulations, situations with predictable
but there are still occasional Wording may vary, but to explain with sufficient content.
II
Criterion
gaps in vocabulary. gaps in vocabulary may occur. accuracy and to express
one’s own considerations Can use only the most
to express.
Communicative Can use a limited number common connectors to link simple
Can use various linking of linking devices to connect Can a number of sentences and groups
devices effectively to utterances into a clear, Individual elements to a of words.
make relationships between linear, coherent utterance.
content clear. related post.
Shows a good command of Shows a fairly good Shows sufficient command Can use some simple structures
grammar. command of grammar. Makes of grammar despite clear correctly, but still makes
Does not make systematic only a few systematic errors, influences from the first language. many systematic, elementary
errors, but occasional but these do not jeopardize Although there are several errors, e.g. has a tendency to
slip-ups and influences from the understanding. Slips and systematic errors, it remains mix tenses or forget to mark
first language may occur. influences from the first language mostly clear what is being subject-verb agreement.
may occur. expressed. Despite this, it is usually
Spelling and punctuation clear what is being expressed.

III
Criterion
Spelling is often phonetic.
are largely correct. Spelling and punctuation Spelling and punctuation
Formal
are sufficiently correct. are precise enough that the text
can usually be understood.

Writing
Criterion I Task management
The text documents the implementation of the task regarding semi-formal or formal emails
(complaint, request for information, etc.). The implementation is appropriate for level B2 both in
terms of content and expression. The own position is presented in a differentiated and addressee-
related manner. A reduction in content and linguistic complexity leads to devaluation.
An appropriate treatment of a key point or a freely chosen aspect requires more than just a single
sentence structure.
If the text does not or hardly relates to the task, the topic is missed and therefore receives a D in all criteria. If the text
addresses the topic of the task but does not fit the situation, only criterion I is rated D.
Example:
You should ask for information about an internship at a company.
Off topic: People complain about the company's products.
Situation missed: You write an application to the company.
Criterion II Communicative design
This is about the spectrum of expressive possibilities as well as structuring and text logic.
Both cohesion and coherence (text logic, connectors, registers, vocabulary spectrum) are
evaluated, among other things, by discourse-controlling linking elements that connect the utterance
units to form a semantic structure.
This task requires you to write a (semi-)formal email. Therefore, the text type characteristics of the
letter (sender, recipient, date) are not required.
A is not given,
• if the text type characteristics of semi-formal or formal letters (subject line, salutation, closing
formula) are missing and the vocabulary range is not fully appropriate.
B is not given, • if
the wrong register is chosen or the usage varies,
• if the vocabulary range is not appropriate for level B2,
• if the key points are listed linearly without any logical connection.
C is given,
• if text logic, linking elements, vocabulary range and register are predominantly inappropriate and
would make a negative impression on the recipient.
D is given,
• if text logic, linking elements, vocabulary range and register are completely inappropriate.
Criterion III Formal correctness
All writing conventions of standard varieties of German are accepted. This also includes the rules
of capitalization and lowercase letters. If criterion III is rated D, criteria I and II can be rated C, B or
A.

20
Writing
telc assessors
The assessors who assess the participants' writing performance have a valid telc assessor license
for German A1-A2-B1-B2. They receive this by successfully completing a telc assessor
qualification. The prerequisites for participation are teaching experience in German as a foreign
language and knowledge of the competency levels and the action-oriented approach of the
Common European Framework of Reference for Languages. telc assessor licenses are valid for
three years. They can be extended for a further three years by completing a new telc assessor
qualification (refresher).
All assessors have substantial experience in dealing with telc examinations.
They have been trained on the test format and attend calibration events on an ongoing basis to
ensure that they apply the assessment guidelines consistently.
How is the assessment done?
Each piece of writing is assessed by two telc-licensed assessors. The second assessment should
confirm the first assessment or modify it if necessary. If the assessments differ, the second
assessment overrides the first assessment. Random samples are taken at the telc headquarters
to ensure the quality of the assessments. The telc assessment is the final assessment.
Calculation of the partial result of the written expression

The score in the Written Expression subtest is the sum of the points awarded for the three
criteria. At the telc headquarters, this score is multiplied by three, meaning that a candidate can
achieve a maximum of 45 points in this subtest. This corresponds to 15% of the maximum
achievable total score of 300 points.
criteria A B C D
I Task management 5 3 1 0
II Communicative design 5 3 1 0
III Formal correctness 5 3 1 0

21
Writing
Writing Performance 1, Task A
Ladies and Gentlemen
I read your advert in a magazine with great interest. I would therefore like to find out more about it. I ski regularly,
especially in winter. I really like this sport, but it is very dangerous because I always ski in the mountains and I ski
very fast. I would therefore like to know if you have a special offer for different sports?
I also ski in different countries. This year I'm going to Chile and Africa. In Africa I'm going on a trip through the
forest. There are a lot of animals there that are dangerous. So my second question; do you offer anything
special in your insurance for trips abroad where there are a lot of risks? Next, I would like information about the
prices you offer.
I look forward to your reply

Best regards
Xxx
Sample Rating ABCD Comments
Key points 1, 2 and 3 are each dealt with appropriately at the target level using more
Criterion I X than one sentence structure. LP3 is not dealt with.
Overall, the text shows a structure appropriate to the level (logical structure with
only slight breaks in the text structure) and an overall sufficiently broad spectrum of
linguistic means, even if the subject line is missing.
Criterion II X It contains a sufficiently appropriate vocabulary, there are only minor restrictions
and repetitions. In addition to appropriate connections (therefore, in addition,
because of that) and some more complex structures, there are also passages with
simple, mono-part sentence structures ("This year I'm going to Chile and Africa. In
Africa I'm going on a journey through the forest."), hence no A.
Overall, the writing performance shows a fairly good command of grammar, with only
Criterion III X a few systematic errors that do not affect understanding. Spelling and punctuation
are sufficiently correct.
topic missed no

22
Writing
(Name and address of the participant)
Secura Insurance AG
Customer Service
Mannheimer Str. 3
80912 Munich
request for information Kassel, 1.11.20..

I read your advertisement on the Internet and am interested in your offer.
I am a dentist by profession. I am currently looking for accident insurance for myself. I like to travel alone and I
want to find the best possible foreign health insurance because I am passionate about various extreme sports.
I have a few questions about this: First of all, I am interested in what comprehensive services at a fair price mean
(how high is the monthly premium?)? If an accident occurs, do I want to be treated exclusively by a senior doctor?
How high is the individual premium depending on my profession? I work with my hands. A friend of mine is
also interested in this insurance. Would it be possible to get a small discount if we both take out accident
insurance?
I'm planning a trip to Australia in January 2019 and will be doing an extreme climbing and
diving course there. I'm interested in not only what exclusive extra services you have?
Please send me information material. I would prefer to be contacted by phone (at number xxxx) or
by email (at xxxx).
If you have any questions, please do not hesitate to
available. Thank you in advance.

Best regards
Xxx
Two sports are mentioned in connection with guideline 2, but it is

not clear which sports are (regularly) practiced and how dangerous
Criterion I X they are. Guideline 1 is therefore not fulfilled.
The key points 2, 3 and 4 as well as the additional aspect (discount
for the girlfriend) are appropriately dealt with at B2 level.
Overall, the writing performance shows a meaningful communicative

structure appropriate for B2. The text contains sufficient, but
simple (because, if) or incorrectly used linking devices that connect
Criterion II X it into a clear, coherent contribution.
The vocabulary is adequate. A wide range of linguistic means are
used to express oneself on more complex issues, but this is not
always correct (I am interested in not only what extra services you
have?).
Only a few systematic errors, mostly spelling mistakes. In addition

Criterion III X to correct verb/preposition or noun/preposition combinations (I am
interested in / is also interested in), there are several errors in
conjugation, spelling and punctuation.
topic missed no

Writing
Secura Insurance AG
80912 Munich
Kassel, 01.11.20..
I read your ad with great interest and am already looking for a suitable
Accident insurance for me. I like your offer very much, but I still have some questions
to you. When I have a lot of time, I play dangerous sport ice hockey. Although we wear special
Clothing that protects us, but this sport is quite brutal. Moreover, sometimes
unforeseen accidents, so your accident insurance would help me. Accident insurance for
Sports in your advertisement said that there is an individual contribution amount for each hobby,
and I would like to know what that is exactly. In my family there are other people who have a dangerous
Do sports. For this reason, I would like to find out about the discount options for families.
Please send me further information about your service.
Thanks in advance
Best regards
Xxx
Key point 1 is considered to be fully met because it explains which sport is being
practiced and how dangerous it can be ("unforeseen accidents"). Key point 4 is also
Criterion I X adequately addressed because the participant mentions that other family members
also practice a dangerous sport and therefore asks for a price discount. Key points 2
and 3 were not addressed.
The text has some breaks in its logic. For example, after the introduction "...I
have a few questions for you" there are no questions at all. There is no subject
line. Although there is a sufficiently broad spectrum of linguistic means (e.g.
Criterion II X sentence links such as "furthermore, although...but for this reason etc.) and good
…, formulations to express one's opinion on more complex issues, they are not
always correct.
The vocabulary, especially on the subject of ice hockey, is largely
measure, but there are also gaps in vocabulary, therefore no A.
In many areas, the grammar is fairly well understood. Only a few systematic
Criterion III X errors, but these do not jeopardize understanding. Errors mainly in the area of
spelling.
topic missed no

24
Writing
Secura Insurance AC
Customer Service
Mannheimer Str. 3
80912 Munich
information
Dear Ladys and gentleman
I saw your advert in the magazine about accident insurance. I am interested in having insurance.
I like playing football and I get injured a lot. For example, if I break my legs, what treatment will I get and if I have
to stay in bed, how long will I get financial help for this contribution. I also like to fly to other countries on
vacation. Under your basic services it says "covering costs for special treatments" Can you please describe
that a bit more? I would also like to know about the extra services. What else can you offer me?
I have a big family. There are 5 of us. I wanted to ask what special offers I can have.
I am waiting for your reply.
Best regards
Xxx
Key point 4 is awarded because the content was dealt with appropriately at B2
Criterion I X level by asking about the special offer for large families. Key point 1 does not
correspond to B2, key point 2 was touched upon, but overall too briefly. Key
point 3 is missing entirely.
The writing performance has a fragile text structure, arguments are listed
linearly. In addition, it only contains simple structures and almost no connections.
Criterion II X Many sentences begin with "I" and the vocabulary spectrum is mostly simple
and therefore not appropriate overall.
measure.
Criterion III X Several systematic errors even in simple structures and spelling. The text is
nevertheless still understandable.
topic missed no

Writing
Writing Performance 5, Task B

Boredom 10
18311 Ribnitz_Damgarten
Kassel. 1.11.20..
I am writing to you with great disappointment because I want to complain about my holiday, which
I spent at your youth camp. After reading your advertisement in the magazine, I expected an
excellent holiday from you. But unfortunately everything did not meet my expectations. Firstly,
the beach was ten kilometres from the camp. Secondly, your advertisement also stated that there
was an international atmosphere. Despite this, almost all the guests were from my home country,
and that really bothered me. I was also shocked that not only the disco but also the sports field
were closed for reconstruction.
In addition, there was sometimes no water for hours due to the renovation work.
In addition, your ad received a lot of activity, which in reality without any indication of the reasons
were taken out of the plan. Since my stay with you was unpleasant, I insist that you send me a refund within ten
days. Otherwise I will be forced to involve my lawyer.
I would be very grateful for a satisfactory answer.
Best regards.
Xxx
The content of key points 1 and 3 is appropriately covered at B2 level, but the
Criterion I X text seems to have been learned by heart, suitable for any hotel stay, but is
correct and is therefore recognized. Key points 2 and 4 were only touched upon
and therefore cannot be credited.
Even though the subject line is missing, the text is well structured and shows
different connections (firstly, secondly, moreover, in addition, not only... but
also, otherwise). The vocabulary also shows a wide range of linguistic means
Criterion II X (excellent holiday, international atmosphere, renovation work, activities, I insist,
because of the reconstruction). These give the text the linguistic and content
appropriateness of the level, even though the subject is missing.
Criterion III X The text contains only a few systematic errors; spelling and punctuation are
sufficiently correct.
topic missed no

26
Writing

Long Bore 10
18311 Ribnitz-Darmgarten
Complaint about holiday fun

Kassel 30-10-20..

I read your advert on the internet five weeks ago with great interest. Then my girlfriend and I went
on this holiday because we have been taking a lot of exams recently.
And we thought that we could reduce our stress with it, but unfortunately that was not the case.
Your advert says that the people are between 17 and 25 years old. But there were a lot of older people, over 60,
not just on the beach but also in the studio apartments. The studio apartments were not comfortable and not clean
enough. I'll now come to the most important point for us - sports. You only let us play sports twice because you
said you didn't have the time or the ability to do these sports. In the evening, instead of an international star,
you only brought a DJ. We didn't have a good time at these parties because they were very boring. Not only that,
but the prices were different too. Each time we went to the beach we paid €10 just to sit down. That doesn't mean
everything was included. We were really not satisfied. I think this will be the last time I book a holiday with you.
I thank you anyway and I am waiting for your answers because I want my money back, if I
don't get an answer I will talk to my lawyer.
You can reach me at this email address.
Best regards
Xxx

Key point 1 is incomprehensible (“… because I want to return my money
would like to") and is not awarded due to linguistic and content deficiencies. Key
Criterion I X point 4 is not awarded because it was dealt with too briefly. Only key points 2 and 3
were dealt with appropriately in terms of content.
Has sufficient linguistic resources to get by well. In some places it is not clear
Criterion II X what is to be expressed, as the participant makes several mistakes in his/her
choice of words: played sports,
Sport claimed, DJ brought, prices was different, only for betting.
The spelling is appropriate, but there are several systematic

Criterion III X matic errors in grammar (articles, prepositions), syntax (“I think it is the last time I
book a holiday with you.”) and punctuation. Therefore C.
topic missed no

27
Writing

Boredom 10
18311 Ribnitz_Damgarten
01.11.20..
Reclaiming my payment of €860
I took part in your youth camp from October 1st to October 14th, 2018.
When I read your advert in the newspaper I was immediately excited I love all activities that
involve the sea and your camp Lots of fun and action await us such as surfing and sailing
trips, that's why I signed up.
Unfortunately, I am very dissatisfied with these two weeks. When I arrived, there was a not very
nice surprise: the studio apartment for two guests was for four guests and the showers were
very dirty. In the evening, the live music was really bad and in the whole holiday we only went to the beach onc
a beach party. I also couldn't surf, there were no sailing tours. All in all, this youth camp was
a complete disaster. For this reason, I would like to ask you to refund my payment of 860 euros.
Best regards
Xxx
Only key point 3 can be recognized as having been sufficiently completed at B2 level.
Criterion I X Key point 1 consists of only one short sentence, key point 2 has linguistic deficiencies
and is almost incomprehensible. Key point 4 has not been completed.
While the vocabulary would justify a B, the connecting elements are simple, if they
exist at all. The sentence "I love all activities that are in the sea and you camps. Lots
of fun and action await us like surfing and sailing trips..." is almost incomprehensible
Criterion II X due to the lack of connections. Also, "Besides, I couldn't surf" and "there were no
sailing trips" are only connected in the text by a comma.
Criterion III X Spelling and punctuation are sufficiently correct; the few systematic errors do not
endanger understanding.
topic missed no

28
Writing
I am writing this letter because I want to talk about the vacation. I have been in youth camp
Went on holiday to Silberstrand. I was there for two weeks. But I wasn't satisfied. The holiday
was totally different to what they said!
There were people over 25, which made me uncomfortable. The studio apartments were
comfortable, but they said they were for two guests. They were for four guests, I think that's too much.
The
Activities were bad. Soccer, volleyball and beach ball were nice but we didn't have fun hiking.
I was in camp for two weeks and we only went surfing once and only for an hour! And never
went on sailing trips.
Live music was great, but no international stars. My experience at the camp was not so good.
I think next time you should be better organized. You should say exactly what we are going to
do and plan everything!
Best regards,
xxxxx
Although the task was understood, the implementation of the key points is not at
B2 level.
The text focuses heavily on the complaint about the experiences in the camp. Key
Criterion I X point 3 has been dealt with appropriately because several experiences are mentioned
appropriately and is therefore awarded. The other key points were largely ignored.
Key point 1 is not awarded because it was not dealt with at an appropriate level. Key
points 2 and 4 have not been dealt with.
The text is understandable, but the subject line is missing and it seems like a list.
There are several systematic errors and only simple sentence structures and
Criterion II X connections can be found (but, that, because). The influence of the spoken
language is clear (great, totally, no fun, because I want to talk about the vacation)
and many sentences begin with "I".
Criterion III X Although there are only a few systematic errors, the text consists of simple
grammar and simple constructions. Therefore, no B.
topic missed no

Writing
Writing performance 9, task B

Boredom 10
18311 Ribnitz-Damgarten

Baunatal, 30.10.20..
Complaint
Dear Sir or Madam, in October I spent two weeks on holiday with your Silberstrand youth
camp. Unfortunately, the trip was different to what you had promised in your advert.
There is an international flair for young people there. But it only has German young people.
Also, I thought that we would be staying in comfortable studio apartments for two guests each; but we have three
guests staying there.
The service and breakfast were also bad. Because of these shortcomings, I ask you to pay me
back half of the travel price. The disco and beach parties were also not very well organized.
Please send me reply for my email: xxxx
If you don't answer, I will write the complaint to your boss.
Best regards
xxxxx
Criterion I X No key point or other aspect related to the situation was adequately addressed
at the intended level.
The text is difficult to understand due to the breaks in the text logic. The simple
connecting elements and mistakes in vocabulary (each, there means, we have
Criterion II X three guests living) make the text structure seem like a list. The vocabulary is
simple overall, there are few formulations that have not been taken from the input.
There are many systematic, elementary errors (even in simple sentences) that
significantly impair the understanding of the text. Errors in syntax, verb-subject
Criterion III X agreement, mixed tenses, prepositions, articles, declension and spelling make
some sentences almost incomprehensible ("But has but only German young
will.", "but we have three guests living").
topic missed no

30
Oral Expression
7. Oral expression
At B2 level, you are expected to structure your conversations, although not consistently, with
some complex sentence structures. You may still take short breaks to look for words or
structures. In terms of topics, you are expected to be able to express yourself clearly on general
topics or topics from your area of interest.
When speaking, it can easily happen that you choose rather simple sentence structures. However,
you should not only make a meaningful contribution to the topic in question, but also demonstrate
your linguistic competence. Make sure you show a wide range of vocabulary and dare to use more
complicated constructions every now and then, be it subordinate clauses, passive voice, subjunctive or others
Of course, such constructions must also fit into the context and be spoken fluently!
The oral exam is a pair exam, meaning you will be tested together with a partner. If there are an
odd number of participants, three participants will form an exam group. The oral part lasts around
16 minutes, and correspondingly longer if there are three participants. Beforehand, you will be
given a sheet with the tasks and stamped paper for notes. You have 20 minutes to prepare to
familiarize yourself with the tasks and to write down key words or thoughts on the topics. You
can prepare the first part of the exam, talking about experiences, at home. You can use your
notes in the exam.
Your main focus should be communicating with the other participant, not the examiner. It's not
about answering the examiner's questions, but about having a lively conversation with your
partner. Lively means that both of you should contribute something to the conversation. Don't try
to do as much talking on your own as possible; encourage your partner to say something too. It's
a good thing to help your partner when they're at a loss, but give them some time to think. If your
partner doesn't let you get a word in edgeways, you should interrupt them and insist on being
able to say something too. The goal is - as I said - a lively conversation to which both contribute
roughly equally. A lively conversation also includes looking at your partner, speaking directly to
them, reacting to what they say and actively listening when they make a longer speech.
Tip: Remember that you are not allowed to use a dictionary during the entire exam!
This also applies to the preparation phase for the oral examination.
The Oral Expression subtest consists of the following parts:
Get to know each other

Before the actual exam, you should have the opportunity to get to know your conversation partner.
You can ask for their name or where they are from. This will give you a first impression of how
they pronounce the other person and will help you to get used to their peculiarities. If you already
know each other from the course, then of course you don't ask for their name, but talk about
obvious things like exam preparation, how the family is doing, etc. You are completely free to
structure this getting-to-know-you and warming-up phase as you wish. Speak as you would have
if you had met in the city, for example, without the examiners being there.
Time: approx. 1 minute
Assessment: This phase is just to get you used to the exam situation. What you say here will not
be assessed.

Oral Expression
Part 1: Talking about experiences

Your task is to report on something, e.g. a book, a film, a trip or something similar. You should
also ask your partner questions or make comments on the topic. The topics are all from your
area of experience. So you don't have to present a book that you have never read before.
Instead, you are given seven topics to choose from that you already know from the practice
test. You can prepare for this part of the exam at home.
Choose a topic for which you have a good vocabulary in the German language.
Make a few key words so that you have enough material for your short presentation. Do not
write down whole sentences, as this will prevent you from speaking freely.
Manage your time carefully. You have about 1½ minutes to talk about your experiences with
the topic. Then you answer one or two questions from your partner. Then your partner talks
about his/her topic for 1½ minutes and then you ask the questions. You need to listen carefully
so that you can ask good questions afterwards.
Rating: You can get a maximum of 25 points.
Part 2: Discussion
In this part of the exam, you are asked to discuss a controversial topic. You are asked to have
a conversation based on a text that you both read during the preparation period. The topics
are of general interest. Read the text during your preparation time and write down arguments
for and against the problem raised in the text. Also write down key words about your own
experiences that you can use as examples in the discussion. Of the 20 minutes of preparation
time, you can use around ten minutes for this part of the exam, perhaps a little more if you can
handle the third part of the exam relatively spontaneously.
When talking to your partner, you should first say something about the content of the text.
Name arguments, statements or aspects of the text that you find interesting and noteworthy.
In other words, exchange ideas about how the text affected you. Then discuss the topic using
your own arguments. Name your arguments and respond to your partner's arguments. Talk
about your experiences and express your opinion. When discussing possible solutions, think
of a compromise or a solution that could be acceptable to all sides. The aim is not to convince
your partner of your opinion, but to have a discussion using arguments, to clarify your opinion
and to respond to your partner's views.

Tip: At home, repeat all the phrases that you can use to convey the content of a text (e.g. "The
text is about...") and that you can use to introduce your opinion. You should be able to use
more phrases than just "In my opinion..." and "I think that...".

32
Oral Expression
Part 3: Planning something together

In the third part of the test, you will be asked to talk to each other. You will be given a simple situation, such as
organizing an outing or a party, or preparing for a trip. During your preparation time, you can write down a few key
points that are important for the organization. So think about what suggestions you could make about the situation.
Remember that your partner will also make suggestions that you will have to respond to.
Tip: Repeat at home the most important phrases that you can use to make suggestions and to respond to your
partner's suggestions with approval or rejection.
Even if you are not given any guiding points, you can ask yourself the following questions, which are almost always
appropriate: What? Who? When? Where? Food/drink? Costs?
So you can get 75 points out of a total of 300 points in the entire exam in the Oral Expression part of the exam.
The examiners will assess your performance based on the Common European Framework of Reference for
Languages according to the following criteria:
1. Ability to express oneself

2. Task management
3. Formal correctness
4. Pronunciation and intonation
For further details, see pages 40-41 of Practice Test 1.

Overall, you cannot expect the same level of correctness and complexity in oral communication as in writing, which
means that mistakes and simplifications are permitted to a certain extent. But you should try to avoid major errors
and clumsiness in expression, or at least improve them quickly. At level B2, it is no longer acceptable to use only
simple constructions with simple vocabulary.
Exam example
An exam example should clarify what is expected of you. The two test takers are called Magda and Masood. As the
sample assessments show, both meet the requirements as desired. First read the following text excerpts from the
exam. It should be remembered that the written version cannot reflect the high pace of the often spirited discussions.
In addition, mistakes in spoken language are much less noticeable than in the written form.
Examiner: May I ask you to introduce yourselves to each other first?

Masood: Hello.
Magda: Hello.
Masood: What is your name?
Magda: My name is Magda, and you?
Masood: My name is Masood.
Magda: Where are you from?
Masood: I am from Saudi Arabia. And where are you from?
Magda: From Poland. Why are you learning German?

Oral Expression
Masood: I am learning German language to study in Germany. Why are you learning German language?
Magda: I am learning German because I have heard that when someone learns a new foreign language, they learn
he also gets to know new culture.
Masood: New culture? Yeah, OK. And what are your hobbies? For example, do you have hobbies or not?
Magda: Yes, I do. I like sports, I like listening to music, and you?
Masood: Yes, I play football and I also learn a lot. For example, I also want to find out a lot about other cultures.
Magda: I like that too, yes.

Masood: Nice to meet you, and how are you preparing for the exam?
Magda: For the exam?
Masood: Yes.
Magda: I learn a lot, I watch German programs on TV, I repeat the grammar. And you?
Masood: Yes, I learn German language for example I prepare for the exam for example by watching TV, so while I
watch TV I learn many words.
Magda: New words, yes.
Masood: I learn new words, or I read a lot of newspapers or unknown words. That's all.
Magda: Yes, and how do you like it here in Germany?
Masood: In Germany? I think Germany is a very beautiful country.
Examiner: We're happy to hear that. And I think that's enough at this point and I suggest we go to the first part of the
exam, yes, in which you present something. Ms. Magda: OK, no …, do you want to start?
problem. The best trip I've ever taken was a trip to Paris. I was there two years ago, but when I think about that trip, I
feel like it happened yesterday. I really liked that city. I come from the nest, so this, this city was completely
new to me, something new. I'm not used to it.
Masood: I have a question please: why? For example: What did you see in this city and that's why you tell me, for
example, I saw something completely different in this city. What did you see in this city?
Magda: I wanted to tell you that!

Masood: Ah, sorry.
Magda: And I think that life in Paris is very different to that in other cities that I have visited. The people are tolerant,
and when you walk down the street, for example, nobody looks at you and nobody says anything bad
about you, yes. In my, in my city, unfortunately, that is the case, yes. And the people are tolerant, yes, and
the city is very interesting. For me, the Eiffel Tower was the place that enchanted me the most. I also really
like the Louvre, and I think that the Louvre is really worth seeing. And what else? I really enjoyed this trip,
and I think that I will remember this trip for the rest of my life.
Masood: Why?
Magda: Why? It was great, awesome!
Masood: Great, great. And what did you see at the Eiffel Tower? Can you tell me, for example
or explain?
Magda: What did I see? I saw the whole procession. Everything from above, and it was great.
I was in the Eiffel Tower at night, so the lights around the tower, super, super expression. And
you?
Masood: Now I'll explain where I was. I was, I also went on a trip, yes. We also made a plan, I think two weeks ago we
were in Paris, yes. For example, we made this plan two weeks ago, yes. We went to Paris on Friday evening.
And then at eleven o'clock we arrived in Paris...

[Masood tells his story and is questioned by Magda.]
Examiner: I'm going to butt in now. I can see that if someone goes on a trip, they can tell us something.
But now I want us to move on to the second part. OK?

34
Oral Expression
Both: Okay.
Examiner: You have a text with a problem that you would like to discuss now.
Masood: Yes, please.
Magda: I think that separate schools for boys and girls are not such a good idea. Children and
young people should be together in order to learn to live in a society. My colleagues
have already been to schools where only girls go, and they don't have very good
memories of this school. They felt like they were in a prison. I even think that this
school is harmful to health.
Masood: I am quite the opposite.
Magda: Yes, I know.
Masood: Yes, yes, for example. Is there another way, for example the girls can learn a lot by heart,
but they cannot understand as much as the young. The young understand...
Magda: Why do you think that?
Masood: I don't think so, for example, that's what the scientists say. I say, I'm not saying
something from my head. I'm saying what's written here. Yes? And girls, for example,
are not as good at chemistry or science, natural sciences or biology or mathematics
as boys. And an institute called ISF, this institute is called ISF, did a model experiment.
And they did one in North Rhine-Westphalia, for example, in a school where some
girls were separated into a room. And after that, yes, after two weeks or so, they found
that girls learn better when they are separated. When they are with boys, they can't
learn as much, as much good and better, because...
Magda: Yes, I understand you. Yes, but I agree with that, right? Hm, that's good, yes, if, for
example, in the natural sciences, yes, boys and girls are separated, then, as the survey
has shown, they will have better grades and performance, yes, that's very good, yes,
but in my opinion, this, the choice of school should also be an individual decision.
And whether someone wants to go to such a school, whether not, and, yes...
Masood: I think, for example, we need to address inequality between girls and boys
make.
[The discussion will continue for a few minutes.]
Examiner: I think we'll leave it at that. I also believe that there are lazy boys. Yes, it's a difficult topic. I suggest we move
on to the third part. There you have to solve a problem together. Yes?
Masood: Yes, exactly.

Magda: Can I start.
Masood: Yes, please.
Magda: This trip should last two days. So we have to arrange accommodation, food and
transport. In my opinion, the old people should sleep in comfortable hotels, for
example, where there is air conditioning and so on. They should travel by bus and we
have to prepare a good, a good program for them. Do you have any ideas?
Masood: Yes, I have an idea. For example, in our homeland, perhaps, for example, there is in our house. We don't need
a hotel or anything like that, in our house, for example, we provide the room, for example, for the guests or
for the visitors. Two days, two days is not so much, and they can stay there overnight. We can also provide
the food for them. I think that is not a problem. And for example, breakfast and eating three, three times a
day is not a big problem. And they can also drive through the city or see something or go to the museum
or do something else or to the Rhine. They can also just go shopping and they can also find out about the
cultures...

Oral Expression
Magda: But do you, … In which city do you think we can do this?

Masood: I think in Warsaw.
Magda: Why in Warsaw? I think in Saudi Arabia.
Masood: No, no, Warsaw is better because …
Magda: Why? Have you been to Warsaw yet?
Masood: I haven't been to Warsaw yet.
Magda: Why, why do you say it is better?
Masood: Why not?
Magda: Why not?
Masood: It works, why doesn’t it work?
Magda: No, in Saudi Arabia.
Masood: Okay, in Saudi Arabia.
Magda: Okay.
Masood: As you wish.
Magda: So, you live in Saudi Arabia. So you can do something…
Masood: But so far, Saudi Arabia is so far. It costs so much money. We don't have so much money for
to fly these guests to Saudi Arabia, for example.
Magda: Why do you think, why do you think we don't have enough money?
Masood: It costs so much. We have to think, for example, that eh, not eh, that eh, the better option,
not the harder option. The better option is to go to Poland.
Magda: To Poland?
Masood: It doesn't cost that much, we don't have to spend that much money. And we don't have
that much time, we only have two days. When we fly to Saudi Arabia, it takes one day, one
day on the way, for example, and one day on the way. What did we do? We didn't do
anything. Poles here, an hour...
Magda: Okay, okay, you're right. So in Poland, in my opinion, for example Warsaw or Krakow?
What do you think? Capital?
Masood: Why not? Krakow or Warsaw, I don't know. You have a lot of knowledge about your
country, for example, I don't know what it's like.
Magda: Yes. In Warsaw, in my opinion, in Warsaw, for example, our market, there you can, there
can, they can eat lunch, yes, and …
Masood: But the guests stay there for two days. They eat lunch there. Where do they stay?
Magda: Okay. So…!
Masood: Yes, where are you staying?
Magda: If you're going to bother me, I can't say.
Masood: You told me lunch. Okay. Next.
Examiner: OK. So we've already agreed on Warsaw. I'm going with you, by the way, because it's my
favorite city. Thank you very much. The test ends at this point. Even if you can and must
ask a lot more questions, you can do that together.
Read on the following pages how the oral performances were assessed.

36
Oral Expression
Magda:

ABCD Comment/Reason
Lexical and functional competence for describing a journey is almost
x consistently present at the appropriate level; also linguistic diversity
1 Expressiveness
(“enchanted” instead of “liked”); only a few small slip-ups (“interaction”,
“super expression”)
Strategic skills present: can defend oneself when interrupted;
2 Task x contributes to lively conversation, uses question particles (“..., yes?”);
management asks appropriate questions (“And in the morning?”)
Makes some mistakes that do not, however, jeopardize the realization

3 Formal correctness x of the speech's intention
“... (e.g. "as if it had happened yesterday"; "I
come from the nest")
4 Pronunciation / x
intonation Mostly clear and natural
discussion
ABCD Comment/Reason
Lexical and functional competence for short summaries of the text and
x controversial discussions is largely present; also linguistic diversity
1 Expressiveness
(“as if they had been in a prison”, “harmful to health”)
Lively participation in conversation is possible due to the means of

2 Task x discourse (e.g. “Why do you think that?”; “That doesn’t bother me at
management
all” – reinforcement)
Makes some mistakes that do not, however, jeopardize the realization
3 Formal correctness x of the speech's intention (e.g. tense errors: "I go to school"; "I
understand you"; "That doesn't bother me")
4 Pronunciation / x
plan something together

ABCD Comment/Reason
Lexical and functional competence available for travel planning, but
1 Expressiveness x rather limited ability to express oneself on a relatively simple topic
(“You can have lunch”)
2 Task x Lively conversation participation based on discourse tools (“Do you
management have any ideas?”; “No, Saudi Arabia!”, “Okay, you’re right”)
x Makes some mistakes that do not, however, jeopardize the realization
3 Formal correctness
of the speech's intention; ("where is the air conditioning"; "In which city")
4 Pronunciation / x
General comments:
The participant reaches the target level B2:
The participant can use the language almost continuously to speak effectively about a wide range of different
topics (GER 4.4.3.1); has an appropriate range of linguistic resources (GER 5.2.1); the accuracy of vocabulary use
is quite high, although there are some confusions (GER 5.2.1.1); the grammatical correctness required at level B2
is largely achieved (GER 5.2.1.2); clear, natural pronunciation and intonation are present (GER 5.2.1.4); pragmatic
skills are well developed (GER 5.2.3): a range of formulations is available (flexibility); there are numerous discourse
resources to organize the turn of speakers and to have lively discussions; topic development and linking resources
are also so good that discourse competence is already clearly evident.

37
Oral Expression
Masood:

ABCD Comment/Reason
x Lexical and functional competence for describing a journey is present

1 Expressiveness
throughout; even special vocabulary (“roller coaster”)
Discourse tools are well developed; can easily join in conversation;
overlapping speech contributions like native speakers; structured
2 Task x presentation (“first…”, “and then…”); native-speaker strategy of self-
management
questioning (“we were – how many people? – we were five people”).
3 Formal correctness x Makes only very isolated errors
4 Pronunciation / x Largely clear and natural. Deviations from standard spoken language
intonation that do not affect intelligibility.
discussion
ABCD Comment/Reason
x Lexical and functional competence for summarizing the text and

1 Expressiveness
controversial discussion are largely present.
Discourse tools are present, e.g. avoid precision “after two weeks or
2 Task x so”; one’s own point of view is presented independently of the text (“It
management says that I don’t know whether…,that’s true”); “for example” is used
inflationary as a discourse tool.
Makes some mistakes, which, however, do not seriously endanger the
x realization of the speech's intention ("One must make inequality
3 Formal correctness
between girls and boys"; "not only…, but also" instead of "either ...
or")
4 Pronunciation / x Largely clear and natural. Deviations from standard spoken language
intonation that do not affect intelligibility.
plan something together

ABCD Comment/Reason
x Lexical and functional competence available for travel planning, but

1 Expressiveness
no linguistic diversity for relatively simple topics
Discourse skills and conversation participation well developed; can
2 Task x argue convincingly (“Saudi Arabia is ready...”; “What have we done?
management We haven’t done anything”); tries to structure (“Okay. Lunch –
continue...”)
Makes some mistakes, but these do not seriously jeopardize the
3 Formal correctness x realization of the speech's intention ("the better option"; "I have not
been to Warsaw")
4 Pronunciation / x
General comments:
The participant reaches the target level B2:
The participant can use the language almost continuously to speak effectively about a wide range of different topics (GER 4.4.3.1);
has a wide range of linguistic resources (GER 5.2.1); the accuracy of vocabulary use is quite high (GER 5.2.1.1); the grammatical
correctness required at level B2 is largely achieved (GER 5.2.1.2); clear, natural pronunciation and intonation are present (GER
5.2.1.4); pragmatic skills are very well developed (GER 5.2.3): a range of formulations is available (flexibility); there are numerous
discourse resources to organize the change of speaker, to argue convincingly and to discuss lively; topic development and linking
resources are also so good that discourse competence is very well developed as measured at level B2.

38
Linguistic skills
8. Linguistic skills
To make it even clearer what linguistic skills you should achieve in writing and speaking, further
descriptions of the CEFR for level B2 are compiled below. These are skills that go beyond the fields
of grammar and vocabulary. This makes it clear that you cannot prepare for a B2 exam by learning
grammar rules and vocabulary lists, but should also have mastered the other language skills listed
below in addition to linguistic competence.
Linguistic competence
Spectrum of linguistic means in general (GER, p. 110)
Can express him/herself clearly without seeming to have to limit what he/she wants to say.
Has a sufficiently wide range of language to express clear descriptions, points of view
and arguments; does not search for words conspicuously and uses some complex
sentence structures.
Vocabulary spectrum (GER, p. 112)

Has a wide vocabulary in his or her subject area and in most general topics. Can vary
wording to avoid repetition; gaps in vocabulary may still lead to hesitation and
circumlocution
Vocabulary mastery (GER, p. 113)

The accuracy in the use of vocabulary is generally high, although some confusion and incorrect choice of
words do occur, but this does not hinder communication.
Grammatical correctness (GER, p. 114)

Good command of grammar; occasional slips or non-systematic errors and minor errors
in sentence structure may occur but are rare and can often be corrected retrospectively.
… [M]o not make mistakes that lead to misunderstandings.
The following also applies to writing:
Mastering orthography (GER, p. 118)

Can write coherently and clearly, following the usual conventions of layout and paragraph
structure.
Spelling and punctuation are sufficiently correct, but may show influences from the native
language.
The following also applies to speaking:
Mastery of pronunciation and intonation (GER, p. 117)

Has acquired clear, natural pronunciation and intonation.

Linguistic skills
Pragmatic competence
Sociolinguistic appropriateness (GER, p. 122)
Can express himself persuasively, clearly and politely in both formal and informal styles, as
appropriate to the situation and the people concerned.
Can, with some effort, keep up with group discussions and contribute his or her own ideas,
even when the conversation is rapid and colloquial. Can maintain relationships with native
speakers without unintentionally amusing or irritating them or causing them to behave
differently from native speakers. Can express him or herself appropriately in the situation
and avoid blatant errors in wording.
Discourse competence
Flexibility (GER, p. 124)
Can adapt the content and form of statements to the situation and the person being
communicated with, using the formal language appropriate to the circumstances. Can
adapt to changes in direction, style or tone that are common in conversation.
May vary the wording of what he/she wants to say.
Change of speaker (GER, p. 124)

Can speak appropriately in conversation, using a variety of appropriate linguistic resources.
Can initiate, maintain and end conversations naturally, switching appropriately between
speaking and listening.
Can initiate a conversation, take the speaking role when appropriate, and end the
conversation when he/she wishes, although this may not always be done elegantly.
Can use phrases such as 'That's a difficult question' to gain time in formulating the question
and to retain the right to speak.
Topic development (GER, p. 125)

Can describe or narrate something clearly, elaborating on important points and supporting
them with relevant details and examples.
Coherence and cohesion (GER, p. 125)

Can use various linking words effectively to clarify content-related relationships.
to make it clear.
Can use a limited number of linking devices to connect his/her statements into clear,
coherent text; longer contributions may be somewhat jumpy.
Functional competence
Fluid (oral) (GER, p. 129)
Can communicate spontaneously and often expresses himself with remarkable ease and
fluency, even in longer and more complex speeches.
Can speak at a fairly steady pace. Although he/she may hesitate to search for structures or
words, there are rarely noticeably long pauses. Can communicate so spontaneously and
fluently that a normal conversation with a native speaker is possible without strain for either
party.
Accuracy (GER, p. 129)

Can convey detailed information correctly.

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TIPS FOR EXAM PREPARATION

TIPS FOR EXAM PREPARATION

This publication and its parts are protected by copyright.

Published by telc gGmbH, Frankfurt am Main, www.telc.net

2. General information _____________________________________________________________________________________________________________________________

3. Test format _____________________________________________________________________________________________________________________________________________________

6. Written expression __________________________________________________________________________________________________________________________

7. Oral expression ____________________________________________________________________________________________________________________________

8. Linguistic skills _________________________________________________________________________________________________________________ 38

Tips for exam preparation

(Profile German, CD-ROM 2.0.1, “The 6 Levels”)

Tips for exam preparation

A dictionary is not allowed during the entire exam.

Important information on the examination regulations

! Collaboration with other examination candidates is not permitted.

Anyone who cheats will be excluded from the entire exam.

Tips for exam preparation

Subtest Objective Task type Time

Part 1 Global understanding 5 assignment tasks

Part 2 Understanding details 5 multiple choice questions

part 3 Selective understanding 10 assignment tasks 90

Part 1 grammar 10 multiple choice questions

Part 2 Lexicon 10 assignment tasks

Part 2 Understanding details 20 min.

part 3 Selective understanding 5 True-False Tasks

Tips for exam preparation

Reading comprehension and language building blocks

4. Reading comprehension and language building blocks

Reading Comprehension 1: Global Reading

Time: approx. 15 minutes

Reading Comprehension 2: Detailed Reading

Tips for exam preparation

Reading Comprehension 3: Selective Reading

Language building blocks: Part 1

Tips for exam preparation

Language building blocks: Part 2

Important: Not all options fit, five remain.

Assessment: 1.5 points per correctly assigned word, total 15 points

Tips for exam preparation

nothing surprises anymore.

Listening comprehension 1: Global comprehension

Time: approx. 5 minutes

Tips for exam preparation

Listening comprehension 2: Understanding details

Time: approx. 7 minutes

Listening comprehension 3: Selective comprehension

Time: approx. 6 minutes

Tips for exam preparation

Transfer this number to answer sheet

If you do not transmit this number, your exam

Family name · Surname · Nickname · Nom · Cognome · Name · Family

First name · First name · Nombre · Prénom · Nome · Adÿ · ÿÿÿ

Tips for exam preparation

Tips for exam preparation

I. Task completion II.

For further details, see pages 42–44 of Practice Test 1.

Tips for exam preparation

Transfer this number to answer sheet