VTest for Schools
VTest for Schools: Ages 11-15 is an English language assessment tool for teenagers. Designed by an experienced team of international experts in language teaching and learning, it is administered online and provides a quick and reliable assessment of learners’ English language abilities, mapped to the Common European Framework of Reference for Languages (CEFR).
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Test Modules
VTest for Schools 11-15 is designed for young teenagers of all nationalities aged 11 to 15. The test is modular. There are separate sections for Listening, Reading, Speaking and Writing. They can be taken individually, or in any combination. Our tests are designed to offer students maximum flexibility.
There are five distinct parts to the Listening section, each with a different focus.
The Listening section is adaptive.
Part 1 – All students start with the same set of three items at Pre-A1 + A1 + A2 levels in Part 1. Based on their performance with this first set of three items, students either have three more items at the same Pre-A1 + A1 + A2 levels in the second set, or receive three items at B1 + B2 levels. The final set has items at Pre-A1 + A1 + A2 levels, and B1 + B2 levels, and also at C1 level. This means that students at all levels of ability from Pre-A1 to C1 level will receive items at their level in this first part.
Part 2 – Based on their score in Part 1, students listen to three short conversations at three different levels in Part 2: one is below their level, one is at their level, and one is above their level. This is designed to check that they didn’t underperform in Part 1, and to stretch them so they can, if appropriate, proceed to a higher level in the next part.
Part 3 – Students listen to two longer conversations, one at the level of their performance in Part 2, and one above their level. Again, this gives them an opportunity for promotion to a higher level in the next part.
Part 4 – Based on their performance in Part 3, students listen to a single monologue with five questions. There are monologues at all levels from Pre-A1 to C1.
Part 5 – Students listen to an interview where two people give their opinions on the same topic to an interviewer. There is one interview at combined Pre-A1 + A1 + A2 levels, one at combined B1 + B2 levels, and one at C1 level.
Each audio recording is played twice in the Listening section, so students have a chance to listen again and check their answers. Each task begins with a helpful example to demonstrate to students what they have to do.
Familiarize yourself with the question types.
* Each question has a limited time for answering
Parts
Minutes*
Questions
01
Listening Part 1
In this part, students listen to a short conversation and choose the correct picture from a set of three. There are nine conversations in this part. The items that are tested will be everyday objects such as furniture, food and drink, clothing, and so on; common situations such as asking for directions, giving instructions, or making recommendations; or everyday activities such as talking about daily routines, discussing future plans, or telling personal anecdotes.
Assessment
Students are assessed on their ability to understand short conversations and identify key vocabulary items mentioned in the conversations and to disregard distractors.
02
Listening Part 2
Students listen to a short conversation between two speakers and answer a question about an aspect of the conversation. Students must choose the correct answer from a set of three written options.
In this part, students are tested in particular on their understanding of everyday objects and activities, locations, personal relationships and emotions, professions, and familiar situations.
Assessment
Students are assessed on their ability to understand both the content and context of short factual conversations about everyday events and familiar situations.
03
Listening Part 3
In this part, students listen to two separate, longer conversations. One is at the students’ level, and one is above their level, based on the students’ performance in Part 2.
Each conversation is followed by three multiple-choice questions (plus an example). One of the questions focuses on the contextual meaning of a phrase or expression in the conversation. The meaning is dependent on the specific context in the listening.
This listening comprehension activity tests students’ ability to follow a conversation in some detail, in addition to understanding the speakers’ relationship, attitudes and opinions, and their use of idiomatic expressions.
Assessment
Students are assessed on their ability to understand the main details in a short conversation, and to determine the meaning of an idiomatic phrase or expression in a specific context.
04
Listening Part 4
In this part of the test, students listen to a single monologue at their level, based on their performance in Part 3. There are monologues at all levels from Pre-A1 to C1. Students read and answer five True/False statements, following an initial example.
The monologues could include extracts from presentations, debates, news reports, personal anecdotes, welcome speeches, guided tours, stories, product descriptions, summaries, and so on. The style may be formal, informal, or neutral.
Assessment
Students are assessed on their ability to identify and understand the key points of sustained monologues.
05
Listening Part 5
This final part of the Listening section is an interview. An interviewer asks two different people for their views on the same topic. The two people do not interact with each other: each gives his or her views in a single long turn. There are differences between the two interviewee’s views; these are likely to be significant at lower levels, and much more nuanced at the higher levels.
There are listenings at combined Pre-A1 + A1 + A2 levels, combined B1 + B2 levels, and C1 level. In each case, there are five multiple-choice questions (plus an example) to answer. There are two questions about what each interviewee said, followed by one question that requires students to compare, contrast or synthesize the views of the two interviewees.
Assessment
Students are assessed on their ability to understand both the key points and also the similarities and differences between what two speakers say in two related monologues.
There are five distinct parts to the Reading section, each with a different focus.
The Reading section is adaptive by stage.
Part 1 – All students start with the same combined Pre-A1 + A1 + A2 picture-based items in Part 1, and have the chance to move up to items at C1 level over the course of this part.
Part 2 – There are three sets of three items; each item requires students to identify the paraphrase which is closest in meaning to a given sentence.
Part 3 – Is a cloze text with eight gaps. There are texts at combined Pre-A1 + A1 + A2 levels, combined B1 + B2 levels, and at C1 level. In each case, students choose the correct option from a choice of three to complete each gap.
Part 4 – Students have to put the parts of two short texts or paragraphs in the correct sequence. The level of the texts again depends on the students’ performance in Part 3. One text is at their level, and one is above, which allows students who perform well to progress to a higher level in Part 5.
Part 5 – Students have a text with five True/False statements. There are texts at all levels from Pre-A1 to C1.
Familiarize yourself with the question types.
* Each question has a limited time for answering
Parts
Minutes*
Questions
01
Reading Part 1
In this part, students see a picture and read five statements. Students must decide if the statements are true or false. The first picture has an example. There are three separate pictures in this section, so students respond to 15 True/False statements in total. Students have 2 minutes 30 seconds to choose the right answers for each set of five statements.
The first picture has statements at Pre-A1 + A1 + A2 levels. Depending on how they perform, the second picture students receive will either have more statements at the same level or have statements at B1 and B2 levels. Again, depending on their performance here, students will either have a final set of five statements at combined Pre-A1 + A1 + A2 levels, or at combined B1 + B2 levels, or at C1 level.
The pictures will show people in recognizable situations engaged in activities of some sort. Locations may be indoors or outdoors, and the situations may be formal or informal; there may be a single person or a group of people in the picture.
Assessment
Students are assessed on their ability to read descriptive statements and decide whether they accurately reflect the people, objects, locations, and activities represented in a picture.
02
Reading Part 2
The focus in Part 2 is on sentence paraphrases. Students read nine sentences, and in each case, identify which of three rephrased versions is the closest in meaning to the original. Students have 30 seconds for each answer.
The nine sentences are presented in three sets of three. Each set has one sentence a level below the student’s performance in Part 1, one at the student’s level, and one above the level. This is to help students who underperformed in Part 1, and to stretch everyone by giving them the chance to be promoted to a higher level. Depending on how they perform, students can receive a set with items at the same, or at a higher or lower level in the course.
The topic, length, and complexity of each sentence varies according to the relevant CEFR level, with sentences at higher levels tending to be longer and more abstract, with more subtle differences.
This part tests students’ lexical and grammatical range and their ability to recognize similarities and differences in meaning in short texts.
Assessment
Students are assessed on their ability to identify paraphrased sentences with similar meanings that involve rephrased expressions and synonyms.
03
Reading Part 3
Students have a single cloze text to read and complete in this part. There is one text at combined Pre-A1 + A1 + A2 levels, one at combined B1 + B2 levels, and one at C1 level.
Each text has an example and eight gaps. Students decide which of three words or short phrases best completes each gap. They have three minutes for this task.
At combined Pre-A1 + A1 + A2 levels, the text is up to 110 words long and has two pre-A1 items, three A1 items and three A2 items. The Pre-A1 items occur first.
At combined B1 + B2 levels, the text will be up to 140 words long and will have four B1 and four B2 items. The items can occur in any sequence.
At C1 level, texts may be up to 170 words long. There are two items at B2 level, and six items at C1 level.
Assessment
In this part, students are assessed on their ability to identify the correct lexical or grammatical item that completes a text most appropriately.
04
Reading Part 4
In this part, students have to reconstruct a text by putting the sections into a logical sequence. The first part of the text is presented in bold, and is the correct beginning of the text. It is followed by three more sections, each of which may be one or more sentences long. At C1 level, there are four sections to sequence instead of three.
Students reconstruct the text by dragging and dropping the sections into the correct order on the screen. Students all receive two separate texts to reconstruct, one at their level, based on their performance in Part 3, and one above their level. For each text, students have two minutes to put the parts in the right order.
Assessment
In this part, students are assessed on their ability to process sections of a text and put them in the correct sequence, based on their understanding of coherence, cohesion, and contextual logic.
05
Reading Part 5
At all levels, students receive a single text with five True/False statements. There is also an initial example. Text lengths vary from 80–100 words at Pre-A1 level to 180–200 words at C1 level.
At all levels, students have three minutes to complete this task.
At Pre-A1, A1, and A2 levels, the items focus on the key elements of the text. At B1, B2, and C1 levels, items can test students’ ability to identify the writer’s attitudes and opinions, and to understand implicit meaning and inferencing.
Assessment
Students are assessed on their ability to process a text and understand the content. At lower levels, the questions focus on the key points, while at higher levels, students are expected to be able to distinguish between more nuanced aspects of the text, and both explicit and implicit elements.
There are five distinct parts to the Speaking section, each with a different focus.
Part 1 – Students have to choose how to complete a short exchange between two speakers appropriately.
Part 2 – Students have to record themselves reading aloud a short text on a topic.
Part 3 – Students look at a photo and answer two connected questions about it. Students have a total of six questions in this part.
Part 4 – Students are required to compare and contrast two pictures that represent different aspects of a theme, then answer two further questions about the pictures. There are questions at combined Pre-A1 + A1 + A2 levels, combined B1 + B2 levels, and C1 level. The pictures are the same at all levels, but the questions are different.
Part 5 – Students are asked three open-ended questions on a theme. As with the previous part, there are questions at combined Pre-A1 + A1 + A2 levels, combined B1 + B2 levels, and C1 level. The themes are different at each level.
Familiarize yourself with the question types.
* Each question has a limited time for answering
Parts
Minutes*
One text
Questions
01
Speaking Part 1
Students hear the first part of a short conversation. They don’t see what the speaker says. Then they hear and see three possible responses. Students have to choose which of the three responses is the most appropriate.
There are 10 questions in this part of the test. The first two items are at A1 level. Depending on how students perform, the next two items will either be at the same level, or one level lower or higher. There are items at all levels up to C1. Students have 30 seconds for each answer.
The format is often, but not always, in the form of question and answer. Students might also hear other patterns such as an instruction and a reply, a criticism and an apology, an opinion and a comment, or a generalization followed by an example, among others. There can be a range of different relationships between the two speakers. For example, they may be friends, family members, customers and shop workers, or strangers.
This part tests students’ ability to follow the logical flow of conversational interaction between two speakers, which can involve understanding the relationship between the speakers as well as the context of the exchange and, of course, the topic of their conversation.
Assessment
Students are assessed on their ability to create a logical and well-formed conversational exchange in an everyday situation.
02
Speaking Part 2
Students read a text and then record themselves reading it aloud. The text is typically around 130–150 words long. The text is on one topic, but is divided into different sections, which become progressively longer. The first sections have grammar and vocabulary at Pre-A1 and A1 levels; the sections get progressively harder with grammar and lexis up to B2 level.
The passages include contracted forms, question forms, and positive and negative statements, so students need to demonstrate control of a range of phonological features and intonation patterns.
Students have 30 seconds to prepare to read the text aloud, and then one minute to complete their recording.
Part 2 tests students’ ability to pronounce words clearly and to use stress, rhythm, and intonation both meaningfully and naturally.
Assessment
Students are assessed on the accuracy of their phonological control of English, and their ability to read a short text fluently with appropriate stress and rhythm without undue hesitation or repetition.
03
Speaking Part 3
In this part, students see six photos and answer two related questions on each one.
Each student receives three sets of two photos. The first two photos are one level below the student’s level, the next two are at the student’s level, and the final two are one level above the level the student performed at in the previous part. This allows students to demonstrate mastery of their level, while also providing an opportunity for promotion to a higher level in the next part.
Students have 15 seconds to give the two connected answers for each photo.
Typical questions might ask students to identify an object and then say what it is used for or how useful it is, or to name an activity and comment on where, when, and why people enjoy doing it, or to identify a profession and explain how important it is, among others.
Assessment
Students are assessed on their ability to identify and name a range of objects, activities, professions, situations, and locations, and provide more general related information with suitable fluency using an appropriate range of grammar and vocabulary.
04
Speaking Part 4
In this part of the test, students are presented with two photos that both relate to a common theme, and they are asked three questions about the photos.
The first question asks students to compare and contrast the two photos. This is followed by two more questions. One asks students to talk more generally about the theme represented by the photos, and the final question is more personal, focusing on the student’s own experiences or opinions.
Students have 30 seconds to study the photos and prepare their answers. Then they have 45 seconds to answer each question.
There are questions at combined Pre-A1 + A1 + A2 levels, combined B1 + B2 levels, and at C1 level. The photos are the same at each level, but the questions differ.
Assessment
Students are assessed on their ability to speak fluently about two pictures representing a theme using a suitable range of grammar and vocabulary.
05
Speaking Part 5
In this final part of the test, students are asked an open question, which is followed by three related bullet-point prompts on the same theme.
There are questions at combined Pre-A1 + A1 + A2 levels, combined B1 + B2 levels, and at C1 level. The themes and questions are different in each case.
Students have 30 seconds to prepare what they want to say, then 60 seconds to give their answers.
Assessment
Students are assessed on their ability to speak fluently on a topic using an appropriate range of grammar and vocabulary.
There are five distinct parts to the Writing section, each with a different focus.
Part 1 – Students complete sentences by choosing the correct word or phrase that has been removed from a sentence.
Part 2 – Students are tested on their spelling; there are six sentences for them to complete, each with a picture prompt and an indication of the number of letters in the missing word.
Part 3 – Students see a picture and answer three questions about it and the themes it represents.
Part 4 – Students respond to an email that contains three questions addressed to the reader. Finally, in Part 5, students write an essay. There are three prompts that indicate the information the students should include in their essay.
Familiarize yourself with the question types.
* Each question has a limited time for answering
Parts
Minutes*
Questions
Essay
01
Writing Part 1
Students read a sentence with a missing word or phrase, and choose from a set of three options to complete the sentence appropriately, based on making the correct lexical, grammatical, and logical choice. Students have 20 seconds to choose the correct answer in each question.
There are 10 different sentences. Each student begins with two sentences at A1 level. Then, based on how they students perform, the next two sentences are either at Pre-A1, A1, or A2 level. The same mechanism applies throughout this part. Hence, by getting each item correct, students can move up to C1 level within this part.
Assessment
Students are assessed on their ability to make fully formed, accurate sentences by choosing the option that is grammatically, lexically, and logically appropriate.
02
Writing Part 2
In this part, students read a sentence with a missing word accompanied by a picture that represents the missing word. Students have to complete the sentence by writing in the missing word, making sure they spell it correctly. There’s a dash to indicate each letter of the word, and the total number of letters required is also given. Plural spellings and irregular verb and comparative forms may be tested.
Students have a total of six different words to spell. The first two items are one level below the level the students performed at in Part 1; the second two items are at their level, and the final two items are one level higher. This is to allow students who underperformed in Part 1 to get to the correct level, and it also gives all students the opportunity to progress to the next level.
Assessment
Students are assessed on their ability to complete a sentence by spelling the missing word correctly.
03
Writing Part 3
This part is composed of a single picture which is accompanied by three questions. There are questions at combined Pre-A1 + A1 + A2 levels, combined B1 + B2 levels, and at C1 level. The photo is the same for all levels, but the three accompanying questions are different.
Students have eight minutes to write their answers to the three questions on the screen. At Pre-A1 + A1 + A2 levels, students should write at least 60 words in total; at B1 + B2 level, students are expected to write at least 90 words, and at C1 level, the requirement is to write at least 120 words. In each case, students may write more.
Assessment
Students are assessed on their ability to write an informative text in an appropriate style, using a range of grammar and vocabulary, and supporting their points with relevant examples.
04
Writing Part 4
In this part, students reply to a message in an email that asks for some specific information. There are different emails for combined Pre-A1 + A1 + A2 levels, combined B1 + B2 levels, and C1 level. In each case, however, the email includes three direct questions to the intended reader. These are the questions the students must answer.
As with Part 3, students have eight minutes to write their answers. The expected word counts are also the same as in Part 3: at least 60 words for combined Pre-A1 + A1 + A2 levels, at least 90 words for combined B1 + B2 levels, and at least 120 words for C1 level. Students can write more, however.
Examples of correspondence might include a message from a friend with questions about a future arrangement, an email from school asking questions about participation in an extracurricular activity, or a request for information about local activities and events, among many others.
Assessment
Students are assessed on their written fluency and accuracy, and on the quality and quantity of information provided in answer to the questions asked in the email they read.
05
Writing Part 5
In Part 5, all students write an essay. They may be asked to describe a personal experience, or to express their views on a topic. There are separate essay topics for combined Pre-A1 + A1 + A2 levels, combined B1 + B2 levels, and for C1 level. Students have eight minutes for this task.
At combined Pre-A1 + A1 + A2 levels, students have a question followed by a single prompt that asks them to say what they think and why. At these levels, students are expected to write at least 60 words.
Students at combined B1 + B2 levels answer two related prompt questions on a topic, and are expected to write at least 90 words.
Students at C1 level have three prompt questions to answer, including at least one which involves a more abstract consideration of an aspect of the topic. They are expected to write at least 120 words.
In all cases, students may write more than the number of words mentioned above.
Assessment
Students are assessed on their ability to write an essay that provides the relevant information in a suitable style, with an appropriate range of grammar and vocabulary.
There are five distinct parts to the Listening section, each with a different focus.
The Listening section is adaptive.
Part 1 – All students start with the same set of three items at Pre-A1 + A1 + A2 levels in Part 1. Based on their performance with this first set of three items, students either have three more items at the same Pre-A1 + A1 + A2 levels in the second set, or receive three items at B1 + B2 levels. The final set has items at Pre-A1 + A1 + A2 levels, and B1 + B2 levels, and also at C1 level. This means that students at all levels of ability from Pre-A1 to C1 level will receive items at their level in this first part.
Part 2 – Based on their score in Part 1, students listen to three short conversations at three different levels in Part 2: one is below their level, one is at their level, and one is above their level. This is designed to check that they didn’t underperform in Part 1, and to stretch them so they can, if appropriate, proceed to a higher level in the next part.
Part 3 – Students listen to two longer conversations, one at the level of their performance in Part 2, and one above their level. Again, this gives them an opportunity for promotion to a higher level in the next part.
Part 4 – Based on their performance in Part 3, students listen to a single monologue with five questions. There are monologues at all levels from Pre-A1 to C1.
Part 5 – Students listen to an interview where two people give their opinions on the same topic to an interviewer. There is one interview at combined Pre-A1 + A1 + A2 levels, one at combined B1 + B2 levels, and one at C1 level.
Each audio recording is played twice in the Listening section, so students have a chance to listen again and check their answers. Each task begins with a helpful example to demonstrate to students what they have to do.
Familiarize yourself with the question types.
* Each question has a limited time for answering
Parts
Minutes*
Questions
01
Listening Part 1
In this part, students listen to a short conversation and choose the correct picture from a set of three. There are nine conversations in this part. The items that are tested will be everyday objects such as furniture, food and drink, clothing, and so on; common situations such as asking for directions, giving instructions, or making recommendations; or everyday activities such as talking about daily routines, discussing future plans, or telling personal anecdotes.
Assessment
Students are assessed on their ability to understand short conversations and identify key vocabulary items mentioned in the conversations and to disregard distractors.
02
Listening Part 2
Students listen to a short conversation between two speakers and answer a question about an aspect of the conversation. Students must choose the correct answer from a set of three written options.
In this part, students are tested in particular on their understanding of everyday objects and activities, locations, personal relationships and emotions, professions, and familiar situations.
Assessment
Students are assessed on their ability to understand both the content and context of short factual conversations about everyday events and familiar situations.
03
Listening Part 3
In this part, students listen to two separate, longer conversations. One is at the students’ level, and one is above their level, based on the students’ performance in Part 2.
Each conversation is followed by three multiple-choice questions (plus an example). One of the questions focuses on the contextual meaning of a phrase or expression in the conversation. The meaning is dependent on the specific context in the listening.
This listening comprehension activity tests students’ ability to follow a conversation in some detail, in addition to understanding the speakers’ relationship, attitudes and opinions, and their use of idiomatic expressions.
Assessment
Students are assessed on their ability to understand the main details in a short conversation, and to determine the meaning of an idiomatic phrase or expression in a specific context.
04
Listening Part 4
In this part of the test, students listen to a single monologue at their level, based on their performance in Part 3. There are monologues at all levels from Pre-A1 to C1. Students read and answer five True/False statements, following an initial example.
The monologues could include extracts from presentations, debates, news reports, personal anecdotes, welcome speeches, guided tours, stories, product descriptions, summaries, and so on. The style may be formal, informal, or neutral.
Assessment
Students are assessed on their ability to identify and understand the key points of sustained monologues.
05
Listening Part 5
This final part of the Listening section is an interview. An interviewer asks two different people for their views on the same topic. The two people do not interact with each other: each gives his or her views in a single long turn. There are differences between the two interviewee’s views; these are likely to be significant at lower levels, and much more nuanced at the higher levels.
There are listenings at combined Pre-A1 + A1 + A2 levels, combined B1 + B2 levels, and C1 level. In each case, there are five multiple-choice questions (plus an example) to answer. There are two questions about what each interviewee said, followed by one question that requires students to compare, contrast or synthesize the views of the two interviewees.
Assessment
Students are assessed on their ability to understand both the key points and also the similarities and differences between what two speakers say in two related monologues.
There are five distinct parts to the Reading section, each with a different focus.
The Reading section is adaptive by stage.
Part 1 – All students start with the same combined Pre-A1 + A1 + A2 picture-based items in Part 1, and have the chance to move up to items at C1 level over the course of this part.
Part 2 – There are three sets of three items; each item requires students to identify the paraphrase which is closest in meaning to a given sentence.
Part 3 – Is a cloze text with eight gaps. There are texts at combined Pre-A1 + A1 + A2 levels, combined B1 + B2 levels, and at C1 level. In each case, students choose the correct option from a choice of three to complete each gap.
Part 4 – Students have to put the parts of two short texts or paragraphs in the correct sequence. The level of the texts again depends on the students’ performance in Part 3. One text is at their level, and one is above, which allows students who perform well to progress to a higher level in Part 5.
Part 5 – Students have a text with five True/False statements. There are texts at all levels from Pre-A1 to C1.
Familiarize yourself with the question types.
* Each question has a limited time for answering
Parts
Minutes*
Questions
01
Reading Part 1
In this part, students see a picture and read five statements. Students must decide if the statements are true or false. The first picture has an example. There are three separate pictures in this section, so students respond to 15 True/False statements in total. Students have 2 minutes 30 seconds to choose the right answers for each set of five statements.
The first picture has statements at Pre-A1 + A1 + A2 levels. Depending on how they perform, the second picture students receive will either have more statements at the same level or have statements at B1 and B2 levels. Again, depending on their performance here, students will either have a final set of five statements at combined Pre-A1 + A1 + A2 levels, or at combined B1 + B2 levels, or at C1 level.
The pictures will show people in recognizable situations engaged in activities of some sort. Locations may be indoors or outdoors, and the situations may be formal or informal; there may be a single person or a group of people in the picture.
Assessment
Students are assessed on their ability to read descriptive statements and decide whether they accurately reflect the people, objects, locations, and activities represented in a picture.
02
Reading Part 2
The focus in Part 2 is on sentence paraphrases. Students read nine sentences, and in each case, identify which of three rephrased versions is the closest in meaning to the original. Students have 30 seconds for each answer.
The nine sentences are presented in three sets of three. Each set has one sentence a level below the student’s performance in Part 1, one at the student’s level, and one above the level. This is to help students who underperformed in Part 1, and to stretch everyone by giving them the chance to be promoted to a higher level. Depending on how they perform, students can receive a set with items at the same, or at a higher or lower level in the course.
The topic, length, and complexity of each sentence varies according to the relevant CEFR level, with sentences at higher levels tending to be longer and more abstract, with more subtle differences.
This part tests students’ lexical and grammatical range and their ability to recognize similarities and differences in meaning in short texts.
Assessment
Students are assessed on their ability to identify paraphrased sentences with similar meanings that involve rephrased expressions and synonyms.
03
Reading Part 3
Students have a single cloze text to read and complete in this part. There is one text at combined Pre-A1 + A1 + A2 levels, one at combined B1 + B2 levels, and one at C1 level.
Each text has an example and eight gaps. Students decide which of three words or short phrases best completes each gap. They have three minutes for this task.
At combined Pre-A1 + A1 + A2 levels, the text is up to 110 words long and has two pre-A1 items, three A1 items and three A2 items. The Pre-A1 items occur first.
At combined B1 + B2 levels, the text will be up to 140 words long and will have four B1 and four B2 items. The items can occur in any sequence.
At C1 level, texts may be up to 170 words long. There are two items at B2 level, and six items at C1 level.
Assessment
In this part, students are assessed on their ability to identify the correct lexical or grammatical item that completes a text most appropriately.
04
Reading Part 4
In this part, students have to reconstruct a text by putting the sections into a logical sequence. The first part of the text is presented in bold, and is the correct beginning of the text. It is followed by three more sections, each of which may be one or more sentences long. At C1 level, there are four sections to sequence instead of three.
Students reconstruct the text by dragging and dropping the sections into the correct order on the screen. Students all receive two separate texts to reconstruct, one at their level, based on their performance in Part 3, and one above their level. For each text, students have two minutes to put the parts in the right order.
Assessment
In this part, students are assessed on their ability to process sections of a text and put them in the correct sequence, based on their understanding of coherence, cohesion, and contextual logic.
05
Reading Part 5
At all levels, students receive a single text with five True/False statements. There is also an initial example. Text lengths vary from 80–100 words at Pre-A1 level to 180–200 words at C1 level.
At all levels, students have three minutes to complete this task.
At Pre-A1, A1, and A2 levels, the items focus on the key elements of the text. At B1, B2, and C1 levels, items can test students’ ability to identify the writer’s attitudes and opinions, and to understand implicit meaning and inferencing.
Assessment
Students are assessed on their ability to process a text and understand the content. At lower levels, the questions focus on the key points, while at higher levels, students are expected to be able to distinguish between more nuanced aspects of the text, and both explicit and implicit elements.
There are five distinct parts to the Speaking section, each with a different focus.
Part 1 – Students have to choose how to complete a short exchange between two speakers appropriately.
Part 2 – Students have to record themselves reading aloud a short text on a topic.
Part 3 – Students look at a photo and answer two connected questions about it. Students have a total of six questions in this part.
Part 4 – Students are required to compare and contrast two pictures that represent different aspects of a theme, then answer two further questions about the pictures. There are questions at combined Pre-A1 + A1 + A2 levels, combined B1 + B2 levels, and C1 level. The pictures are the same at all levels, but the questions are different.
Part 5 – Students are asked three open-ended questions on a theme. As with the previous part, there are questions at combined Pre-A1 + A1 + A2 levels, combined B1 + B2 levels, and C1 level. The themes are different at each level.
Familiarize yourself with the question types.
* Each question has a limited time for answering
Parts
Minutes*
One text
Questions
01
Speaking Part 1
Students hear the first part of a short conversation. They don’t see what the speaker says. Then they hear and see three possible responses. Students have to choose which of the three responses is the most appropriate.
There are 10 questions in this part of the test. The first two items are at A1 level. Depending on how students perform, the next two items will either be at the same level, or one level lower or higher. There are items at all levels up to C1. Students have 30 seconds for each answer.
The format is often, but not always, in the form of question and answer. Students might also hear other patterns such as an instruction and a reply, a criticism and an apology, an opinion and a comment, or a generalization followed by an example, among others. There can be a range of different relationships between the two speakers. For example, they may be friends, family members, customers and shop workers, or strangers.
This part tests students’ ability to follow the logical flow of conversational interaction between two speakers, which can involve understanding the relationship between the speakers as well as the context of the exchange and, of course, the topic of their conversation.
Assessment
Students are assessed on their ability to create a logical and well-formed conversational exchange in an everyday situation.
02
Speaking Part 2
Students read a text and then record themselves reading it aloud. The text is typically around 130–150 words long. The text is on one topic, but is divided into different sections, which become progressively longer. The first sections have grammar and vocabulary at Pre-A1 and A1 levels; the sections get progressively harder with grammar and lexis up to B2 level.
The passages include contracted forms, question forms, and positive and negative statements, so students need to demonstrate control of a range of phonological features and intonation patterns.
Students have 30 seconds to prepare to read the text aloud, and then one minute to complete their recording.
Part 2 tests students’ ability to pronounce words clearly and to use stress, rhythm, and intonation both meaningfully and naturally.
Assessment
Students are assessed on the accuracy of their phonological control of English, and their ability to read a short text fluently with appropriate stress and rhythm without undue hesitation or repetition.
03
Speaking Part 3
In this part, students see six photos and answer two related questions on each one.
Each student receives three sets of two photos. The first two photos are one level below the student’s level, the next two are at the student’s level, and the final two are one level above the level the student performed at in the previous part. This allows students to demonstrate mastery of their level, while also providing an opportunity for promotion to a higher level in the next part.
Students have 15 seconds to give the two connected answers for each photo.
Typical questions might ask students to identify an object and then say what it is used for or how useful it is, or to name an activity and comment on where, when, and why people enjoy doing it, or to identify a profession and explain how important it is, among others.
Assessment
Students are assessed on their ability to identify and name a range of objects, activities, professions, situations, and locations, and provide more general related information with suitable fluency using an appropriate range of grammar and vocabulary.
04
Speaking Part 4
In this part of the test, students are presented with two photos that both relate to a common theme, and they are asked three questions about the photos.
The first question asks students to compare and contrast the two photos. This is followed by two more questions. One asks students to talk more generally about the theme represented by the photos, and the final question is more personal, focusing on the student’s own experiences or opinions.
Students have 30 seconds to study the photos and prepare their answers. Then they have 45 seconds to answer each question.
There are questions at combined Pre-A1 + A1 + A2 levels, combined B1 + B2 levels, and at C1 level. The photos are the same at each level, but the questions differ.
Assessment
Students are assessed on their ability to speak fluently about two pictures representing a theme using a suitable range of grammar and vocabulary.
05
Speaking Part 5
In this final part of the test, students are asked an open question, which is followed by three related bullet-point prompts on the same theme.
There are questions at combined Pre-A1 + A1 + A2 levels, combined B1 + B2 levels, and at C1 level. The themes and questions are different in each case.
Students have 30 seconds to prepare what they want to say, then 60 seconds to give their answers.
Assessment
Students are assessed on their ability to speak fluently on a topic using an appropriate range of grammar and vocabulary.
There are five distinct parts to the Writing section, each with a different focus.
Part 1 – Students complete sentences by choosing the correct word or phrase that has been removed from a sentence.
Part 2 – Students are tested on their spelling; there are six sentences for them to complete, each with a picture prompt and an indication of the number of letters in the missing word.
Part 3 – Students see a picture and answer three questions about it and the themes it represents.
Part 4 – Students respond to an email that contains three questions addressed to the reader. Finally, in Part 5, students write an essay. There are three prompts that indicate the information the students should include in their essay.
Familiarize yourself with the question types.
* Each question has a limited time for answering
Parts
Minutes*
Questions
Essay
01
Writing Part 1
Students read a sentence with a missing word or phrase, and choose from a set of three options to complete the sentence appropriately, based on making the correct lexical, grammatical, and logical choice. Students have 20 seconds to choose the correct answer in each question.
There are 10 different sentences. Each student begins with two sentences at A1 level. Then, based on how they students perform, the next two sentences are either at Pre-A1, A1, or A2 level. The same mechanism applies throughout this part. Hence, by getting each item correct, students can move up to C1 level within this part.
Assessment
Students are assessed on their ability to make fully formed, accurate sentences by choosing the option that is grammatically, lexically, and logically appropriate.
02
Writing Part 2
In this part, students read a sentence with a missing word accompanied by a picture that represents the missing word. Students have to complete the sentence by writing in the missing word, making sure they spell it correctly. There’s a dash to indicate each letter of the word, and the total number of letters required is also given. Plural spellings and irregular verb and comparative forms may be tested.
Students have a total of six different words to spell. The first two items are one level below the level the students performed at in Part 1; the second two items are at their level, and the final two items are one level higher. This is to allow students who underperformed in Part 1 to get to the correct level, and it also gives all students the opportunity to progress to the next level.
Assessment
Students are assessed on their ability to complete a sentence by spelling the missing word correctly.
03
Writing Part 3
This part is composed of a single picture which is accompanied by three questions. There are questions at combined Pre-A1 + A1 + A2 levels, combined B1 + B2 levels, and at C1 level. The photo is the same for all levels, but the three accompanying questions are different.
Students have eight minutes to write their answers to the three questions on the screen. At Pre-A1 + A1 + A2 levels, students should write at least 60 words in total; at B1 + B2 level, students are expected to write at least 90 words, and at C1 level, the requirement is to write at least 120 words. In each case, students may write more.
Assessment
Students are assessed on their ability to write an informative text in an appropriate style, using a range of grammar and vocabulary, and supporting their points with relevant examples.
04
Writing Part 4
In this part, students reply to a message in an email that asks for some specific information. There are different emails for combined Pre-A1 + A1 + A2 levels, combined B1 + B2 levels, and C1 level. In each case, however, the email includes three direct questions to the intended reader. These are the questions the students must answer.
As with Part 3, students have eight minutes to write their answers. The expected word counts are also the same as in Part 3: at least 60 words for combined Pre-A1 + A1 + A2 levels, at least 90 words for combined B1 + B2 levels, and at least 120 words for C1 level. Students can write more, however.
Examples of correspondence might include a message from a friend with questions about a future arrangement, an email from school asking questions about participation in an extracurricular activity, or a request for information about local activities and events, among many others.
Assessment
Students are assessed on their written fluency and accuracy, and on the quality and quantity of information provided in answer to the questions asked in the email they read.
05
Writing Part 5
In Part 5, all students write an essay. They may be asked to describe a personal experience, or to express their views on a topic. There are separate essay topics for combined Pre-A1 + A1 + A2 levels, combined B1 + B2 levels, and for C1 level. Students have eight minutes for this task.
At combined Pre-A1 + A1 + A2 levels, students have a question followed by a single prompt that asks them to say what they think and why. At these levels, students are expected to write at least 60 words.
Students at combined B1 + B2 levels answer two related prompt questions on a topic, and are expected to write at least 90 words.
Students at C1 level have three prompt questions to answer, including at least one which involves a more abstract consideration of an aspect of the topic. They are expected to write at least 120 words.
In all cases, students may write more than the number of words mentioned above.
Assessment
Students are assessed on their ability to write an essay that provides the relevant information in a suitable style, with an appropriate range of grammar and vocabulary.
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