Handbook For Teachers General English2010LA

HANDBOOK FOR TEACHERS
Full Examination Syllabus and

Specifications
GENERAL ENGLISH
2010 - 2011
About Anglia Ascentis
Ascentis is an English National Awarding Body approved by both the English

regulatory bodies (the QCA/Ofqual and QAA) to design, administer and award
qualifications to national standards.
Anglia Examinations England has specialised in ESOL (English for speakers

of other languages) assessments for over 15 years and has been based in
Chichester, England since 1994. Anglia offers a comprehensive and
structured programme of assessing English language competence from
beginner through to native speaker level in over 28 countries worldwide. This
step by step approach to testing encourages and motivates students to make
clear and effective progress.
Anglia Examinations measure all four language skills listening, reading,

writing and speaking. There are no minimum age requirements for the exams.
The Young Learner levels are taken by children as young as four years old.
The Higher Levels and Business English exams are taken by students and
adults who plan to continue their studies at international institutions or to
improve their career prospects.
For further information about Anglia, please visit our websites at

www.angliaexams.com / www.anglia.org
For further information on Ascentis, visit www.ascentis.co.uk
All rights reserved. 2009 Anglia Examination Syndicate Limited.
CONTENTS
PAGE
Introduction
Battery 1 Childrens Orals, Exam Content
Battery 2 Integrated Tests of English

Reading and Writing Paper: Exam Content
First Step Plus Level
Junior Plus Level
Primary Plus Level
Preliminary Plus Level
Elementary Level
Pre-Intermediate Level
Intermediate Level
Advanced Level
AcCEPT Proficiency Level
Masters Level
8
9
9
12
17
23
27
33
38
43
47
51
Battery 2 Integrated Tests of English

Listening Paper: Exam Content
First Step Plus Level
Junior Plus Level
Primary Plus Level
Preliminary Plus Level
Elementary Level
Pre-Intermediate Level
Intermediate Level
Advanced Level
AcCEPT Proficiency Level
Masters Level
53
54
55
55
56
56
56
57
57
58
59
59
Battery 1 / 2 Childrens Orals & Integrated

Tests of English. Speaking Component: Instructions
For Examiners/ Teachers
60
Appendix 1 Performance descriptors
84
Appendix 2 - Common European Framework Levels
87
Appendix 5 Code of Practice
88
INTRODUCTION
There are 13 levels to the Anglia Ascentis General English tests:
Battery 1: Childrens Orals
a. Level I
b. Level II
c. Level III
Battery 2: Integrated Tests of English
1 First Step Plus Level
2 Junior Plus Level
3 Primary Plus Level
4 Preliminary Plus Level
5 Elementary Level
6 Pre-Intermediate Level
7 Intermediate Level
8 Advanced Level
9 Proficiency Level
10 Masters Level
Our tests acknowledge that at the beginning of the language learning process
a candidate recognises more than he/she can actively produce. So, at the first
level, First Step Plus, the candidate doesn't have to write any full words at all,
but indicates his or her understanding in other ways: matching, colouring, and
so on.
After First Step Plus, levels 2 - 8 closely follow a step-by-step incremental
syllabus which tests a little more of the building blocks of the language, and
asks for a little more active production at each level. By level 9, Proficiency,
the format of the test remains familiar but the candidate is not tied to a list of
structures, showing he/she has a good enough active vocabulary and
grammatical understanding to undertake a course of study in English in
Further or Higher Education. At level 10, the candidate shows that he/she has
a wide-ranging active knowledge of the language gained, for example by
reading, watching TV and talking with other people in English, and can
manipulate his/her knowledge with confidence.
Anglia Ascentis Examinations aim to provide a clear, familiar format for the
fair and accurate assessment of the students taking them. They are designed
so that both the students and their teachers alike know exactly what is
required of them on the day of the exam, thereby minimising the anxiety of the
test situation.
Our aim at all levels is to give confidence to the students taking our
examinations, to reward what they've learnt and to encourage them in their
language learning.
BATTERY 1 CHILDRENS ORALS

Exam Content
Certificate 1
Numbers from 1 to 10
Ask someones name
Introducing oneself and others
Talking about age
Giving information: yes/no answers, what, where, who, how many
Members of the family
Simple colours, items of clothing, opposites, parts of the body
Simple prepositions: in, on, under
Simple songs, chants, poems, rhymes, etc
Certificate 2
Teachers are expected to cover the previous contents plus:
Numbers from 11 to 100

Talking about possession
Talking about ability
Greetings
More colours, items of clothing, parts of the body
Simple commands
The Present Continuous
Talking about habits/routines (simple verbs)
More prepositions: next to, between, behind
Talking about time (oclock - half past)
Days of the week
There is - There are
Talking about the weather
Simple songs, chants, poems, rhymes, etc
Certificate 3
Teachers are expected to cover the previous contents plus:
Numbers Dates
Talking about food
Talking about time
More Prepositions
Shops and places in town

Talking about shapes
More opposites
More complex sentences and questions
The Present Simple
Months of the year
Seasons of the year
Possessive Case
The Simple Past (simple verbs)
Description of people/places
N.B.: The contents described above are only suggested guidelines for
teachers/institutions. They may vary from one teacher/institution to another. Please,
feel free to contact your local representative for further information.
READING &
WRITING
TESTS
BATTERY 2 INTEGRATED TESTS OF ENGLISH

Reading and Writing
Exam Content
FIRST STEP PLUS LEVEL (One hour)
N.B. The children must have colouring pencils or felt tips for
this test: red, yellow, green, blue, black, white.
Section A 20 marks
Vocabulary recognition: matching
Match the correct word with its picture, by drawing a line between them.
There are five pictures and five words, plus one example.
All the words tested come from the First Step Plus word list.
The words do not form a set.
Section B 20 marks
Vocabulary recognition: right or wrong?
There are five pictures with statements next to them: It is a ________. Some
of the five are right, some are wrong. Tick or cross as appropriate.
There are two examples, one right, one wrong.
All the words come from the First Step Plus word list and do not form a set.
Section C 10 marks
Days of the Week: letters
Five days of the week are given, each with one letter missing, to be filled in.
The missing letters are given, in a box. There is one example.
Either consonants or vowels may be gapped.
Section D 20 marks
Colours
Five objects to colour. One example.
Colouring pencils/felt tips should be provided, but if not, the children may write
the colour on the picture.
Section E 10 marks
Numbers
There are lines of balls to colour in, like an abacus.
Numbers only from one to ten.
Five questions plus one example.
Section F 10 marks
Face vocabulary and word groups
There is an outline of a monster to draw on.
A number, a colour and a feature are given, e.g. two blue noses.
Section G 10 marks
Questions and answers
There are five questions and five answers to read and match, plus one
example.
First Step Plus Word List
NOUNS
SETS OF WORDS
Days of the
Week
Cardinal
Numbers
Colours
In The Home
School
Face
Animals
Transport
People
Food
Nature
Day, week, Monday, Tuesday, Wednesday, Thursday, Friday,

Saturday, Sunday
One, two, three, four, five , six, seven, eight, nine, ten
Colour, red, blue, yellow, green, black, white, orange, purple,
pink
house, table, chair, window, door, bed, television, computer
school, book, teacher, pen, pencil, pencil-case, rubber, pupil
eyes, nose, ears, mouth
animal, cat, dog, fish, bird, octopus, crocodile, pet
car, train, bus, bike, plane
mother, father, brother, sister, baby, friend
apple, banana, chocolate, cake, egg
tree, flower, sea, sky
10
Sport
Identification
Greetings
Instructions
Examinations
football, tennis, ball

Yes. No. My name is .. Im (6 etc)
Hello. Goodbye.
Stop! Dont touch! Stand up. Sit down.
tick, cross, word, letter, box, line
Grammar and Structures List for the First Step Plus Examination
Grammar and
What are they used
Some examples
Structures
for?
VERBS
Commands
Understanding
Draw a line.
instructions
Tick or cross.
Write the letter.
Colour or write.
Colour the right
number.
Listen to the words.
Tick the box.
Read and match
Stop!
Dont touch!
Stand up.
Sit down.
Present simple of the
Identification of objects / The flower is red.
verb 'to be' 1st, 2nd and
people / pets
It is a computer.
3rd person
Im Peter / a teacher.
Youre Mary / a pupil.
Questions
Information about
What is it?
objects / people /
Whats your name?
animals
How old are you?
What colour is your
dog?
Are you a teacher?
Have you got a pet?
Present simple of have Talking about
Have you got a bike?
st
nd
got 1 and 2 person
possession
Yes, I have / No, I
havent.
PRONOUNS It
Identification
It is a bike.
ARTICLES
a, an, the
As part of the
an egg
identification of an
the teacher
object
a book
11
JUNIOR PLUS LEVEL (One hour)

Section A 20 marks
Vocabulary recognition from pictures.
Match the correct word with its picture.
There are ten pictures plus one example.
All the words tested come from the Junior Plus Level word list.
The words do not form a set.
Misspellings are marked incorrect.
Section B 10 marks
Vocabulary recognition and spelling.
Put the missing letters into words to complete them.
There may be either six or seven questions. There are two marks for each
gapped letter.
There is one example.
Either consonants or vowels may be gapped.
All the words come from the Junior Plus Level word list.
Only months of the year/days of the week are tested.
Section C 10 marks
Number recognition and spelling.
Count the objects in the pictures.
Five questions and one example.
Numbers only from one to twenty.
12
Misspellings are marked incorrect.

Section D 10 marks
English in use
Three-option multiple-choice.
Section E 10 marks
Grammar: Prepositions of place
Find the objects in the picture.
Only the prepositions from the Junior Plus Level syllabus are tested i.e. in,
behind, under, on, near, in front of are tested.
Section F 20 marks
Reading Comprehension
Ten questions and one example.
Match colours in the reading with objects in the picture.
The reading is in the present tense with words from the Junior Plus Level
word list.
The colour vocabulary comes from the colours in the Junior Plus Level word
list.
The colours in the reading do not appear in the same order as the numbered
questions in the illustration.
Section G 10 marks
Filling in a form
Five questions: name, age, birthday, and two favourites, e.g. food, sport,
book, teacher, best friend, drink, day of the week, colour.
Section H 10 marks
Dialogue
Five questions and five answers, plus one example.
13
Read and complete the conversation. Write the full question on the correct
line.
There are ten given questions, five are correct and five are distractors.
Junior Plus Level Word List
1. NOUNS:
SETS OF WORDS
Clothes
Food, meals
and drinks
Birds
School
Transport
Animals
Household
Kitchen
Vegetables
Fruit
Fish
Garden
Days of the
Week
Months of the
Year
Sport
Places
Parts of the
Body
Letters
Cardinal
Numbers
Exams
Family
Members
Dress, shirt, T-shirt, trousers, skirt, boots, socks, shoes, hat,

watch
cake, ice-cream, biscuits, pizza, hamburger, hot-dog, omelette,
steak, fish, salad, breakfast, lunch, dinner, milk, juice
Penguin, parrot, duck
pen, pencil, rubber, ruler, book, desk, computer, blackboard,
classroom, bag
helicopter, boat, bus, bicycle, car, train, plane
monkey, lion, bear, elephant, crocodile, cat, dog, snake, tiger,
zebra, rabbit, mouse
television, video, chair, table, house, cassette-player, bed,
bath, clock, picture, vase, photo, radio, door, mat, window,
floor, cupboard
glass, plate, bowl, cup, knife, fork
potato, tomato, carrot
pear, peach, apple, banana, orange, lemon
Dolphin, octopus, shark, whale, starfish, fish
flower, tree, grass
Monday, Tuesday, Wednesday, Thursday, Friday, Saturday,
Sunday
January, February, March, April, May, June, July, August,
September, October, November, December
football, tennis, swimming, basketball, volleyball
park, garden, home, school, shop, house, kitchen, bedroom,
bathroom
hair, eyes, mouth, nose, face, arms, legs, foot/feet, head,
hands
a-z
one, two, three, four, five, six, seven, eight, nine, ten, eleven,
twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen,
nineteen, twenty
letters, words, sentence, question, answer, story,
mother, father, brother, sister, baby, girl, boy, children
14
2. ADJECTIVES:
Size
SETS OF WORDS
tall, short, big, small
Feelings
happy, sad
Colours
Black, blue, green, yellow, white, orange, red, grey, brown,

pink, purple
Age
old, young, new
3. VERBS
watch, play, listen, cook, wear, go, read, write, eat, drink,
sit, stand, have, has, is, are, am
4. ARTICLES
a, an, the
5. PERSONAL
PRONOUNS
6. POSSESSIVE
ADJECTIVES
7. PREPOSITIONS
I, you, he, she, it, we, they

my, your, his, her, our, their, its
in, under, behind, on, near, in front of
at (recognition only so that it can be understood in the
phrases 'at school', 'at home', 'at the beach')
Grammar and Structures List for the Junior Plus Level examination
Grammar and
What are they used
Some examples
Structures
for?
VERBS
Present Simple
Describing personal
He has black hair.
(to be, to have, in the
attributes
third person singular)
Identifying an object
The mouse is behind
the cupboard
Question form and short
answers
Present continuous
PERSONAL
PRONOUNS
I, you, he, she, it, we,
they
What is it? Is it a bird?

Yes, it is. No it isnt
Describing present
actions
My brothers are
watching a video.
Jane is playing in the
garden.
Identification
I am listening to the
radio.
She is wearing a yellow
dress.
POSSESSIVE
15
ADJECTIVES
her, his, their, our, my,
your, its
ARTICLES
a, an, the
PREPOSITIONS
in, behind, under, on,
near, in front of
Identifying relationships
and possession
As part of the
identification of an
object
My mother is cooking.
His name is John.
Jane is playing in the
garden.
My brothers are
watching a video.
Describing location and

position
The telephone is on the

table.
The mouse is under the
bed.
at school, at home, at
the beach
at (recognition only -not

actively tested)
16
PRIMARY PLUS LEVEL (one hour) Standard/ Adult versions

Section A 20 marks
General Grammar
Ten questions plus one example.
Four-option multiple-choice.
Only structures from the Primary Plus Level syllabus are tested, mainly the
structural distinction between the present simple and the present continuous.
Section B 10 marks
Personal pronouns and gap-fill.
Match the correct word in the gap in the text. Am is now one of the options,
making the eleven needed.
This section is now in continuous story form.
Only one answer is possible in each gap, including the example.
Section C 10 marks
Singular-plural transformation.
Common regular nouns adding s and plurals which add es (watches,
lunches, glasses, dresses, beaches, boxes) and the following irregular nouns
(babies, stories, children, men, women) are tested as in the Primary Plus
Level structures list.
Some of the transformed sentence is given to the candidate, who has to fill in
the plurals in the gaps, e.g.
The mother is watching her child.
The______________ are watching their ___________.
17
Section D 10 marks
Time
Write out the time in words.
Section E 10 marks
Vocabulary
Name ten things from the picture.
There will be no people in the picture.
The picture scene is limited to one of the following places: classroom, living
room, kitchen, bedroom, bathroom, garden, shop, caf, park.
Misspellings will be marked as incorrect.
Section F 10 marks
Vocabulary recognition: spotting the odd one out.
The odd one out will be very clear. There will be no similarities between it and
the rest of the set e.g.
peach taxi pear orange NOT peach cabbage pear orange.
Section G 10 marks
Writing a postcard: gap fill
Five questions. The text in a postcard has five words missing. These are in a
box.
Section H 10 marks
Dialogue: Read and complete a conversation
Write the full question on the correct line.
Section I 10 marks
18
Reading comprehension
Answering questions about a simple text. The reading will be 90 - 120 words.
There are five comprehension questions. These are asked in the order in
which they appear in the text. Full answers are not necessary.
Grammar and Structures List for the Primary Plus Level examination
Grammar and Structures
VERBS
There is/ there are
What are they used for?
Some examples
Identifying
something/someone
There is a book on the table

There are four girls in the
kitchen.
My uncle lives in a small
house.
She is thirteen years old.
I always take the bus to
school.
My cat likes sleeping in the
garden.
My brothers like playing
football in the park.
My brothers are playing
football in the park at the
moment.
Do they often go to the
cinema?
Do you have/ Have you got a
computer?
Are the children doing their
homework?
Is she eating her breakfast at
the moment?
Sue doesnt like dogs.
John isnt studying now, he is
talking on the phone.
He can play the guitar.
They can cook.
Present simple
Talking about habits,

routines, facts (such as
where a person lives), the
actions of everyday life.
The present simple with

the verb like + ing in the
third person singular and
plural
Present continuous
Describing what people or

animals like doing
Talking about present

actions.
Interrogative forms of the

above two tenses.
Asking and answering

questions about the above.
Negative forms of the

above two tenses.
Making the above negative.
The modal can.
Describing an ability or skill.
PRONOUNS
All personal pronouns as
subject or object - I, you,
he, she, it, we, they, me,
you, him, her, it, us, them.
Demonstrative pronouns
this, these, that, those.
CONJUNCTIONS
because, and, or
INTERROGATIVE
WORDS
what, who, where, when,
why
Describing and identifying

people, animals and objects.
Do you want my father?

He is in the garden.
John is with him.
Asking for, and giving

information.
These are tables.

That family is rich.
Is this a kettle?
Linking sentence parts and

ideas
John and Mary are in the

garden because it is sunny.
Asking questions about

people, animals and objects.
What is this?
Who is that girl?
19
Where are Peter and Paul?

ADVERBS
Adverbs of time today,
now, at the moment
Adverbs of frequency
always, never, sometimes,
often, usually, every day,
every week, every month,
PREPOSITIONS
In, on, at, to
TIME EXPRESSIONS
10.15 = ten fifteen or (a)
quarter past ten.
NOUNS
Singular/plural
Simple nouns, including
some common irregular
ones.
Countable and
uncountable nouns.
The names of common
shapes.
Describing when and how

often someone does
something or something
happens.
Discriminating between the
present continuous and the
present simple.
I usually eat an egg for

breakfast.
Talking about time, place,

position
The examination finishes at

4pm.
My brother is 10 years old in
August.
I am going to Disney World on
1st August.
Telling the time
ten fifteen, twenty past one,

half past ten, a quarter to two,
eleven forty-five, etc.
Talking about numbers of

things
eg book-books, box-boxes
man-men, woman-women,
child-children, party - parties
Can I have the butter?
Can I have two sweets?
This is a square. That is a
circle.
Talking about amounts and

quantities.
At the moment, John is

playing in the park.
Describing the shape of

something.
students should know both the mainly written form Do you have? / 'I have' and the
mainly spoken form Have you got? / I've got'
students should recognise universally used contractions
Primary Plus level Word List

The additional words for this level have been added in bold.
1. NOUNS:
SETS OF LEXICAL ITEMS
Clothes
dress, shirt, T-shirt, trousers, skirt, boots, socks, shoes, hat, watch.
jeans, jacket, tie, coat
Food, meals and cake, ice-cream, biscuits, pizza, hamburger, hot-dog, omelette,
drink
steak, fish, salad, breakfast, lunch, dinner, party, milk, juice.
bread, tea, coffee, water, lemonade, egg, chicken, sandwich,
sugar, ketchup, chips, cheese, sweets, butter
Birds
penguin, parrot, duck,
hen, chicken
Jobs
teacher, doctor, farmer, secretary, businessman/woman,
policeman/woman, shop assistant, in the army, student
School
pen, pencil, rubber, ruler, book, desk, computer, blackboard,
classroom, bag
teacher, homework, work, test, exam, student, lesson
20
Transport
Animals
Household
Kitchen
Vegetables
Fruit
Fish
Garden
Days of the
Week
Months of the
Year
Sport
Places
Musical
Instruments
Toys
Weather
Parts of the
Body
Letters
Cardinal
Numbers
Time
Expressions
Exams
Family Members
and People
Shapes
Miscellaneous
helicopter, boat, bus, bicycle, car, train, plane,

taxi, bike, motor bicycle, motorbike, tractor, lorry (Brit), truck
(Amer)
monkey, lion, bear, elephant, crocodile, cat, dog, snake, tiger, zebra,
rabbit, mouse,
fox, frog, spider, hippo, giraffe, horse, sheep, cows, pets
television, video, chair, table, house, cassette-player, bed, bath,
clock, picture, vase, photo, radio, door, mat, window, floor, cupboard,
mirror, sofa, armchair, shower, wardrobe
glass, plate, bowl, cup, knife, fork, spoon
potato, tomato, carrot, cabbage
pear, peach, apple, banana, orange, lemon
cherry, strawberry, melon
dolphin, octopus, shark, whale, starfish, fish, goldfish
flower, tree, grass
Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
weekend
January, February, March, April, May, June, July, August,
September, October, November, December
football, tennis, swimming, basketball, volleyball
baseball, fishing, football match, tennis racket, running
park, garden, home, school, shop, house, kitchen, bedroom,
bathroom
living room, zoo, farm, supermarket, office, cinema, cafe,
restaurant, car park, flat, swimming pool, town centre, beach,
sea, mountains, town, city, village, fields, country (i.e. England),
countryside
guitar, piano, drum
ball, kite, castle, soldiers, paint, paintbrush, puppet, drum, gun
sun, rain, wind, snow, hot, cold
hair, eyes, mouth, nose, face, arms, legs, foot/feet, head, hands
a-z
one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve,
thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen,
twenty
twenty-one to sixty
four fifteen, [a] quarter past/to four, half past four, ten past four,
four ten, ten to four etc.
morning, evening, today
letters, words, sentence, question, answer, story
mother, father, brother, sister, baby, girl, boy, child, children
aunt, uncle, cousin, grandmother, grandfather, Mum, Dad, man,
woman, friend
square, circle, triangle, rectangle
film, newspaper, magazine, star, moon, thing
21
2. ADJECTIVES:
Size
Feelings
Colours
Age
Other
Modifiers
3. VERBS
4. ARTICLES
5. PERSONAL
PRONOUNS
6. POSSESSIVE
ADJECTIVES
7. PREPOSITIONS
8. QUESTION
WORDS
SETS OF LEXICAL ITEMS

tall, short, big, small, little
happy, sad
black, blue, green, yellow, white, orange, red, grey, brown,
pink, purple
old, young, new
clever, nice, good
very
watch, play, listen, cook, wear, go, read, write, eat, drink, sit,
stand, have, has, is, are, am,
live, work, walk, run, sleep, ride, drive, make, do,
understand, want, like, can, swim, look, have/has got, get
up, go, start, sit, talk, buy, tell, clean, wash
a, an, the
I, you, he, she, it, we, they,
me, him, them, us
my, your, his, her, our, their, its
in, under, behind, on, near, in front of, at
to, (by about for may appear in certain expressions; not
tested)
what, when, why, where, who
9. ADVERBS
today, now, at the moment, never, always, sometimes,

often, usually, every day, every week
10.CONJUNCTIONS
because, and, or
11.DEMONSTRATIVE
PRONOUNS
this, that, these, those
22
PRELIMINARY PLUS LEVEL (one hour) Standard/ Adult

versions
Section A 10 marks
Reading
Five questions plus one example
Tick the box, true or false.
The reading will be either an email or a postcard using everyday language of
no more than 120 words.
Section B 10 marks
General Grammar
Ten questions plus one example
Structures from the Preliminary Plus Level syllabus are tested. Structures
from earlier levels may also be included.
Section C 10 marks
Vocabulary recognition: finding opposites
Ten questions plus one example
Match a list of words with their opposites.
It is mainly adjectives which are tested, but other word types can be included,
e.g. summer/winter or above/below.
Section D 10 marks
Past tense irregular verbs
One continuous story of 90 100 words.
23
Change the verb, which is given in its base form, into the past. Common
irregular verbs are tested, e.g. be, go, buy, have, sit, make, catch, drive,
try, understand, come, write, read, swim, send, see, eat, drink, meet, fly,
give, tell, feel, do, take, say, run, find.
Section E 10 marks
Singular-Plural Transformation
Rewrite singular sentences to make them plural.
All the plurals tested are irregular. They are not the same high frequency
irregular plurals used in the Primary Plus Level paper, but more difficult ones,
e.g. sheep, tooth, mouse, shelf, country, party, dictionary, scarf, foot, fly,
butterfly, thief, life, wife, knife, city, factory, monkey.
To limit the number of possible answers, the box which the student fills in is
not now blank. Rather, there should be two or more gaps where the plurals
can be written in, e.g.
The thief ran away to a hot country.
The _______________ ran away to ________
______________.
Section F 10 marks
Forming questions
The following tenses are tested:
Present simple
Present continuous
Past simple
Present perfect
Modal (can)
In the box, the candidate is supplied with the first word of the most
likely/natural questions youd ask to obtain the answer, e.g.
What ________________________________________________?
She drinks tea in the morning.
24
Section G 10 marks
Answering questions of a personal nature
Answer personal questions in full sentences.
Section H 10 marks
Vocabulary and sentence formation
Look at the picture and make sentences from the words in the boxes.
One of the boxes contains the subjects of the sentences, and the other box
cotains the verbs in their non-finite (base) form.
Section I 10 marks
Postcard writing: 30 - 40 words
Candidates are asked to write a postcard to a friend, relative, work partner,
etc. A set of instructions clarifying the context is provided.
Section J 10 marks
Dialogue
Read and complete the conversation.
Write the full question on the correct line.
Grammar and Structures List for the Preliminary Plus Level examination
Grammar and
What are they used
Some examples
Structures
for?
VERBS
Past Simple
Taking about past
We watched a football
including common
events.
match on TV last night.
irregular past forms as
I drove to the hotel.
well as regular forms,
Did John drink all the
interrogative and
orange juice?
negative
Present Perfect Simple
Talking about actions
The man has just eaten
interrogative and
only recently completed. the sandwich.
negative
Talking about
Have you ever been to
experiences.
London?
I have never seen a
25
dolphin.
ADJECTIVES
Basic adjectives
Comparatives and
superlatives
POSSESSIVES
The possessive form
mine, yours, his, hers,
its, ours, theirs
QUANTIFIERS
much - many a lot a
lot of
some any
PREPOSITIONS
by, with, next to
ADVERBS
ever, never, ago, yet,
just
For descriptive
purposes, including
expressing opposites.
Talking about
comparisons between
people and things.
My father bought a new

car yesterday.
John isnt as tall as
Jane.
Sue is the tallest/ the
most beautiful girl in
our class.
My rabbit is older
than/more beautiful
than my friends rabbit.
Expressing ownership.
That sandwich is
Janes.
Talking about
My bicycle is newer than
ownership, possessions, yours.
who things belong to.
That book is mine.
Talking about amounts
of things which can and
cannot be counted.
Talking about things

which can and cannot
be counted, in the
positive and negative.
How much money have

you got? I've got a lot of
it!
It rains a lot in England.
How many brothers has
she got?
There is some bread.
There isnt any butter.
Talking about where

things are
The children are

standing next to the
clock.
Talking about when

things happen
I went to Paris six years

ago.
26
ELEMENTARY LEVEL (two hours including listening)

Section A 20 marks
Composition (80-120 words)
There will be two descriptive and one narrative, or one descriptive and two
narrative titles to choose from. The essay titles for this level can be found with
the structures list for this level.
Section B 20 marks
The reading will be 190 - 210 words.
The question types are:
1,2,3 comprehension questions. (These are asked in the order in which they
appear in the text.)
4,5,6 true/false. (This is a change. Question 6 was previously multiple
choice.)
7,8 -
three-option multiple-choice.
9-
find a word meaning the opposite of ...
10 -
find a word meaning the same as ....
Section C 20 marks
General Grammar
Four-option multiple-choice
A range of structures will be tested, including the first conditional, past
continuous, used to past, and the modals should or must in the sense of
obligation or advice as they are all introduced at this level.
Section D 10 marks
Answering questions
The questions will follow a theme, so that when the candidate reads them
they are one side of a conversation.
27
A wide range of question types will be tested, and a wide range of verbs, in
particular, common irregular ones.
Section E 10 marks
Filling in an official form
Nine spaces to fill in on a form: first name, surname, address with or without a
post/zip code, country, nationality, age, date of birth, interests. 1 mark will be
given for legibility and neatness of handwriting.
Section F 10 marks
Prepositions Gap fill
Five questions plus one example question. Two gaps in each question,
including the example.
Choose the correct preposition from the box and put it in the gap in the
sentence.
Section G 10 marks
Word Order
Put the mixed-up words into the right order to make a sentence.
Only statements are tested not questions.
The sentences will contain 6 - 11 words.
The student is given a strong clue about how the sentence begins: the first
word of the sentence has a capital letter.
Sentence structures appropriate to the level are tested, including a variety of
tenses.
Examples of Essay Questions for the Elementary Level
Narrative
1. The best holiday I have ever had.
2. The lost dog/bag.
3. A day out with my family/my friends.
4. A day with my grandparents.
28
5. A day in the park/by the sea/at the beach/in the mountains/in the
countryside
6. A long day at school/A good day at school.
7. A lucky day/A special day.
8. The long journey.
9. The birthday party.
10. The stormy/windy/foggy/hot day.
Descriptive
1. My best friend/ favourite relative/best teacher.
2. My grandmother/grandfather/sister/brother/mother/father/
parents.
3. My school.
4. The old man / old lady.
5. My favourite place/sport/singer/actor/pop star/ TV programme.
6. An old house / My house.
7. My hobbies.
8. My pet.
9. My favourite animal.
10. How I usually spend my: Saturdays/Sundays/weekends/holidays/
evenings.
Grammar and Structures List for the Elementary Level Examination
Grammar and
What are they used
Some examples
Structures
for?
VERBS
Future simple will
Talking about future
What will you do when
st
1 conditional with if
plans
you are older?
clause present and
If it rains, we wont go
result clause will/wont
plans which have
to the park.
conditions on them
Future of intention be
Im going to see a film
going to
intentions
this evening.
Past continuous
Talking about past
I was having my
activities which were
breakfast when the
- when, while
interrupted
postman knocked. While
I was studying, he
played loud music.
Used to
Talking about long past
My father used to work
29
habits and states
Modals should, must
Expressing obligation
and advice
I would rather + non

finite verb
I had better + non finite
verb
(Both of these in
contracted forms too:
I'd better, he'd better,
we'd rather etc
Infinitive of purpose
Expressing preference
and advice
QUESTION TAGS
Isnt he? Arent you? Do
you?
Talking about the

purpose of doing
something
Jane went to America to

learn English
Asking for confirmation

of a negative or positive
statement or inviting an
answer to a question
You are coming to my

party, arent you?
You havent seen my
car keys, have you?
RELATIVE PRONOUNS
Which, who, that
Identifying people and
objects
REFLEXIVE
PRONOUNS
Myself, himself, herself,
etc.
ADVERBS
Adverbs of frequency,
e.g. never, sometimes;
adverbs of manner, e.g.
quietly, slowly; adverbs
of time, e.g. today, now;
adverbs of degree, e.g.
a lot, a little
in an office.
My sister used to have
long hair.
You must study hard if
you want to go to
university.
You mustnt worry
about it.
You should always
lock your car.
I would rather eat fish
than meat.
You had better take an
umbrella or youll get
wet.
This is the best cake

that I have ever eaten.
Jack is the one who is
sitting at the back of the
class.
Identify people and

objects
He hurt himself.
Describing how often,

how, when and to what
extent people do
something
I have never flown in a

plane.
At the moment, the
children are playing in
the park.
The children walked
home
30
(and associated word

order)
Simple modal adverbs
e.g. possibly, probably,
perhaps;
Adverbs of sequence
e.g. first, finally, next,
then.
The contrast of
too/enough
PREPOSITIONS,
Prepositions as used in
some very common
phrasal verbs* and
prepositional phrases*.
INTENSIFIERS
e.g. really, quite, so,
very
SPOKEN DISCOURSE
Markers e.g. right, well.
slowly.
Indicating degree of
possibility.
He is probably in his
room.
Ordering events and

understanding
instructions and
directions.
Talking about the extent
of something
First, I had my
breakfast.
Go down the road and
then straight on.
The student isnt trying
hard enough, he never
does his homework.
The student is trying too
hard, he will make
himself ill.
You must put on a hat if
you go out in the sun.
I am very fond of my
pets.
Indicating degree.
It is really hot today.
Structuring
conversation.
Right, has everyone

got a book?
I think so. I hope so.
Use of substitution.
Responding
appropriately.
FORMAL
IDENTIFICATION
First name, surname,
age, date of birth,
address, postcode,
country, nationality.
Coping in formal
situations especially
when filling in forms.
Date of Birth: 30.10.78
* Full list of these at this level on the next page.

Phrasal Verbs and Prepositional Phrases at Elementary Level
keen on
fond of
interested in
proud of
good at
31
get up ( get out of bed)

get on ( e.g. a bus)
get off ( e.g. a bus)
get to ( travel to somewhere)
put on (get dressed)
take off (get undressed)
pick up ( a heavy bag)
put down ( a heavy bag)
stand up
sit down
lie down
look at (this photograph)
look for (try to find something)
look like (e.g. a green tomato looks like an apple) also smell like, sound like,
feel like, taste like.
turn off, switch off (e.g. a light)
turn on, switch on ( e.g. a light)
32
PRE-INTERMEDIATE LEVEL (two hours including listening)

Section A 20 marks
Composition (120 - 150 words)
Choose one of four titles.
There will be at least one of each of all the essay types at this level: narrative,
imaginative and descriptive.
All the essay questions for this level can be found with the structures list for
this level.
Section B 20 marks
The reading will be 240 260 words.
The topics will be suitable for 10-12 year olds.
The question types are:
1,2,3 - comprehension questions, asked in the order in which they appear in
the text.
4,5
- true/false.
6,7,8 - three option multiple choice.

9 find a word meaning the opposite of....
10 find a word meaning the same as ....
Section C 30 marks
General Grammar
Fifteen questions plus one example.
33
The only major tense structure introduced at this level is the second
conditional, so this section tests both this and the first conditional.
In addition, the passive voice is tested.
Note that the present perfect was introduced two levels below, at Preliminary
Plus Level. It may be included in this section, but its use with for and since is
tested thoroughly in section D.
Section D 10 marks
Sentence Transformation: Irregular past participles
Use of the present perfect/ passive voice
Two types of transformation: from past simple into the present perfect simple
negative(2) and from simple active to passive or simple passive to active(3).
Prompts are given.
Irregular past participles are tested in both types of transformation; there is a
mixture of for and since in the present perfect negative
Section E 5 marks
Word order - adverbs
Put the adverbs given into the right place in the sentence.
There is a wider range of adverbs at this level. Check the structures list.
A range of tenses and sentence structures are used.
Section F 5 marks
Noun, adjective or adverb?
Five questions. Three part-multiple-choice. The only words which will be
tested at this level for this exercise are:
INTEREST
ANGER
LUCK
EXCITEMENT
CARE
HUNGER
BORE
INTERESTING
ANGRY
LUCKY
EXCITING
CAREFUL
HUNGRY
BORING
INTERESTED
ANGRILY
LUCKILY
EXCITED
HUNGRILY
BORED
34
NOISE
DANGER
HEALTH
NOISY
DANGEROUS
HEALTHY
NOISILY
DANGEROUSLY
HEALTHILY
Section G 10 marks
Prepositions
Choose the right preposition from the box and put it in the gap.
This section tests both prepositions of time and place and prepositions as
used in prepositional phrases. Check the structures lists at this level and the
Elementary level.
Examples of Essay questions at Pre-Intermediate level.
Narrative
1.
2.
3.
4.
5.
6.
Write a story which begins with ........................

Write a story which ends with .............................."
The best/worst day/week/year/holiday of my life.
The robbery.
The accident.
The unexpected gift/ The big surprise.
Imaginative
1.
2.
3.
4.
5.
A day in the life of an animal such as a cat/bird/crocodile.

A day in the life of a film star / sports personality.
A day in the life of a prisoner.
An amazing day.
A bad day.
Descriptive
1.
2.
3.
4.
5.
My favourite ...
The most useful thing I own.
The most interesting place I have ever visited.
My country.
A local/national festival.
Grammar and Structures List for the Pre-Intermediate Level

Grammar and
What are they used
Some examples
Structures
for?
VERBS
The passive voice
Talking about a process, The best computer
Omitting the active
games are made in
subject
Japan.
35
The second conditional - Talking about

if / past tense + would
hypothetical situations
/non finite verb
musing
Present perfect
continuous
Expressing unfinished
or recently completed
actions
The gerund after certain

verbs
Non finite verbs in
particular phrases: e.g.
make someone do
something, let someone
do something
I would rather + non
finite verb
I had better + non finite
verb
(Both of these in
contracted forms too: Id
better, hed better, wed
rather, etc.)
ADVERBS
for and since
Expressing persuasion
and permission
More adverbs of
frequency, manner, time
or degree
CONCURRENCE
Neither do I/so do I
The new church was

built last year.
If I worked harder, I
would get higher
marks.
If I won some money, I
would buy a new car.
How long have you
been living in London?
I enjoy learning
English.
I hate eating spaghetti.
Marys parents let her
drive their car.
My father made me do
my homework.
Expressing preference
and advice
I would rather eat fish

than meat.
You had better take an
umbrella or youll get
wet.
Id rather eat
Youd better take
Expressing time periods

from a point in the past,
relating them to the
present
I have lived in this

house for five years.
I havent swum in the
sea since last summer.
Describing how often,

when, how, and how
much people do
something
Im still here. Hes

already finished. That
bird rarely visits Britain.
We hardly knew him.
Expressing concurrence
with a positive or a
negative statement
I dont like playing

computer games.
Neither do I.
I like eating chocolate.
So do I.
I dont like cabbage and
neither does my sister.
Jane loves chocolate
and so do her friends.
Expressing concurrence
within a positive or
negative statement
36
List of 10 Additional Phrasal Verbs at Pre-Intermediate Level
go on, carry on continue

put up raise the price (also, go up)
put down lower the price (also, go down)
put off delay
take off an aeroplane
look after take care of something/somebody
look something up find information in a dictionary, encyclopaedia,
timetable etc.
go away go on holiday
go out - a light or fire not burning anymore, or, go to a cinema,
restaurant etc.
put out a light or fire by the switch or with water etc
37
INTERMEDIATE LEVEL (B1) (two hours including listening)

Section A 20 marks
Composition (150 - 200 words)
Choose one of four titles.
The titles have a minimum of six words and at this level do not include the
topics asking the students to describe their best or favourite object/person.
The topics offered will be a mixture of descriptive, narrative and imaginary
types; for example:
Descriptive:
1. What can you see from your bedroom window? Describe the view.
2. Give a description of your home town, city or village.
Narrative:
3. Write a story beginning with the words ....................
4. ................................ Continue the story.
Imaginative:
5. What would you do if you won $1billion?
6. Imagine you are very old. What is it like?
Section B 20 marks
The reading will be 290 310 words. The text will be of different genres and
have varying layouts e.g. newspaper articles will be set out as they would be
in a newspaper and information about the natural world will be set out as it
would be in an encyclopaedia.
The question types are the same as for Pre-Intermediate level.
Section C 20 marks
General Grammar
38
Structures from the Elementary, Pre-intermediate and Intermediate structure

lists are tested in this section. Note that phrasal verbs and prepositional
phrases may also be tested.
Section D 20 marks
Sentence transformation
Rewrite sentences so that they mean the same as the original. A prompt is
given.
Only the following are tested:
Reported speech
Passive voice
The difference between too and enough
The difference between so and such
Any aspect of comparatives and superlatives (these were introduced at
Preliminary Level)
Section E 10 marks
Word transformation
Change the word given so that it fits into the sentence.
Ten questions plus one example. Only words from the list which follows this
section are tested.
Only these transformations are tested:
Adjective-adverb (e.g. careful - carefully, fortunate - fortunately, tidy tidily);

Verb-participle adjective (e.g. bore - bored/boring, interest interested/interesting excite - excited/exciting);
Positive-negative with prefixes (e.g. happy - unhappy, patient - impatient,
healthy - unhealthy);
Proper noun countries to their adjectives for language and/or people (e.g.
China -Chinese , Germany - German, France - French);
Jobs or people formed from nouns (e.g. reception - receptionist, rob robber, run - runner, visit -visitor);
words very commonly used with suffixes, either noun to adjective (e.g.
danger -dangerous, use - useful), or verb to noun (inform - information,
celebrate - celebration);
39
The candidate is not asked to make multiple transformations at this level (e.g.
tidy -untidily, health - unhealthy)
List of Words for transformation exercise - Intermediate Level Section
E.
Argentina
angry
begin
bore
Britain
build
careful
celebrate
China
cook
Cyprus
danger
easy
Egypt
England
excite
fortunate
France
Germany
Greece
happy
healthy
heavy
hungry
inform
interest
mean
noise
patient
perfect
please
possible
proud
quick
reception
rob
run
Russia
slow
Spain
stripe
tidy
Turkey
use
usual
visit
worry
invent
invite
Italy
Japan
kind
like
loud
lucky
Additional countries may be added to this list.
Section F 10 marks
Using Phrasal verbs
Five questions.
There are five sentences with gaps in them. The five phrasal verbs are given
in random order at the end of the exercise. Candidates must choose the
correct phrasal verb for each sentence, and put it into the sentence in the
correct tense and form.
40
Grammar and Structures List for the Intermediate Level Examination.

Grammar and
What are they used
Some examples
Structures
for?
VERBS
Reported speech
Repeating messages
What is the height of
Passing on information
the Empire State
Telling stories, jokes
Building?
Checking facts
He wanted to know
what the height of the
Empire State Building
was.
Did you phone your
parents? said Jane.
Jane asked us if we
had phoned our
parents
The third conditional Expressing regret
They would have gone
if/past perfect tense +
Musing
to the concert if they
would have/non finite
Describing a past that
had had tickets.
verb
never was
If he had known, he
Talking through the
would have finished
consequences of our
earlier.
actions
Past Perfect
Ordering the past
As in reported speech
and 3rd conditional
above
The gerund After leaving work, he
after certain
went to the gym.
prepositions
Its no use talking to
in certain idiomatic
him.
expressions
Is it worth doing?
To have something
done
CONJUNCTIONS
Conjunctions of reason
and purpose, cause and
result, concession
As connectives and,
but, nevertheless, or,
however
VARIATION IN WORD
ORDER
Changes in word order
Expressing the fact that

the speaker
commissioned an
activity
John had his house

painted.
Talking about why

people do things, the
purpose of something,
its cause, expressing
surprise
She goes to the gym in

order to keep fit.
There is a lack of water
as a result of the hot
weather.
Despite/in spite of his
wealth, he wasnt
happy.
Expressing connections
in a sentence, text or
argument
Expressing information
41
To the north is
in specific situations
accurately
List of 15 Additional Phrasal Verbs at Intermediate Level

give up (smoking)
put up with (tolerate)
let someone down (break a promise)
set out/ set off (start a journey)
come across (find by accident)
go off (explode)
go off (rot)
look into (investigate)
look forward to (anticipate with pleasure)
take after (resemble e.g. father to son)
make up (pretend)
make off (escape)
get on with (be friends)
get over (recover)
turn up (arrive)
42
ADVANCED LEVEL (B2) (three hours including listening)

Section A 25 marks
Composition 200 - 250 words
There will be four titles to choose from, in the following form:
1. Who......? or What.....? or Which.......?
e.g. Which famous person would you most like to meet?
What would you like to achieve by the age of thirty?
Who is the most important person in the world today?
2. Describe....
e.g. Describe what the world will be like when you are old.
Describe the building you most admire.
Describe your country in the spring.
3. Give an account of....
e.g. A brave rescue.
A lucky escape.
A dangerous adventure.
4. ........................ Discuss.
e.g. We have come too far away from nature. Discuss.
The world would be a better place without cars. Discuss.
What is the most important invention ever? Discuss.
Section B 15 marks
Letter writing
Write a letter of approximately 100 words.
Two possible tasks, one personal, one formal.
Each of the tasks will test a different function from the following list:
asking for information

asking for advice
giving information
thanking
congratulating
complaining
43
inviting
refusing/accepting an invitation
apologising
For example:
Formal Write a letter to the manager of a holiday hotel you have just stayed
in, complaining about the lack of facilities for young people there.
Informal Write a letter to a friend thanking him/her for the birthday present
they sent you.
Candidates need to know the basic layout of the two different kinds of letters.
The rubric of the examinations says:
Set out the letter correctly and appropriately. Include the address or
addresses but do not count them in the number of words.
For formal letters, any recognised business format is acceptable, block or
indented, providing it is consistent within itself, plus the salutations must be
correct. For informal letters, the candidate must place the address clearly, and
use appropriate friendly greeting to begin and end the letter.
Section C 20 marks
Reading comprehension
The reading will be 340 - 360 words.
The topic may be fiction or non-fiction. The question types are the same as for
Intermediate.
Section D 10 marks
General Grammar
In this section, a range of structures from all previous levels is tested.
Section E 10 marks
With prompts, rewrite the sentences to mean the same as the originals.
The following will be tested:
44
Inversion after negative adverbs

Reported speech
Conditionals
Past modals
Phrasal verbs
Other structures may also be tested.

Section F 10 marks
Gap fill
Ten gaps plus one example.
Put the correct word in the gap. No help given.
The text will be 130 140 words long.
The text will be clear: factual or encyclopaedic. The words tested will be
mainly grammatical, such as prepositions, auxiliaries, pronouns.
The gaps are evenly spread throughout the text but this is not a cloze test
where one in every 7 or 10 words is gapped, no matter what it is.
Section G 10 marks
Word transformation
Ten questions plus one example. This is new the previous paper had only
five questions.
Any transformation can be used, including suffixes. Multiple transformation
may be asked for; e.g. understand misunderstanding.
Grammar and Structures List for the Advanced Level Examination
Grammar and
What are they used
Some examples
Structures
for?
INVERSION
The inversion of subject Creating emphasis,
Never have I seen such
and verb after certain
varying style and idiom
a terrible film.
negative adverbial
Little did he know he
introductions, e.g.
would one day be Prime
never, rarely, hardly
Minister.
ever, not only, little,
Not only was it raining,
seldom
it was also cold.
VERBS FOLLOWED BY
THE PAST TENSE
I wish, its about time,
Expressing hypothesis,
I wish I had 1million.
45
its high time
DEDUCTION
Using modal verbs
followed by the nonfinite and perfect nonfinite verb
using will
regret, decision making

and the need for
decision making
Its high time we did

some work.
Its about time he
bought a new car.
Expressing hypotheses
and deductions in
varying degrees of
certainty
Jane will be in bed at

this time of night.
They should have
heard the telephone.
They must have gone
out.
He cant have finished
his homework. If he had,
he would have put it on
my desk by now.
John might be sitting
in the theatre already.
THE INFINITIVE
After certain verbs
After certain adjectives
After question words
The perfect infinitive
I hope to hear from you

shortly. We cant afford
to give you a pay rise. I
want you to do
something for me. Its
very difficult to
explain. Tell me
where to go/ how to
get there/ what to say.
Id love to have met
him. He doesnt seem
to have done it.
46
AcCEPT PROFICIENCY LEVEL (C1) (three hours including

listening)
Proficiency (C1) is the level normally used by students applying to university
or other institutes of higher education as the qualification which shows they
have international student competence in the English language. In recognition
of this, this level has been redesigned and is now set in the context of
academic life, with the emphasis on English for academic purposes. The task
types and item structures themselves remain the same, but the reading
component has an academic bias in its content, the summary section is a
more formal prcis exercise and there are two sets of options for the writing.
The main change from the point of view of preparing students is therefore in
the writing section. Candidates must choose their essay title from two groups
of four options, a group of general English essay titles, and a group of
academic English essay titles. It is therefore recommended that students who
will want to use the qualification obtained through this exam for university
entry purposes should choose the academic writing option. This option will
include essay titles which will require the candidate to write a structured
argument or analysis. Specialised subject knowledge or extensive world
knowledge will not be necessary as this is not what is being assessed.
Candidates who know they do not and will not want to use this qualification for
specifically academic purposes, but rather for promotion at work, for example,
may choose the general English option. This option will include, as it has
always done, the chance to write an imaginative narrative or a detailed
description.
AcCEPT stands for Academic Certificate in the English Proficiency Test.
Candidates who choose the academic writing option will have AcCEPT
Proficiency on their final certificate. Candidates who choose the general
English option will have a normal Proficiency certificate. Both certificates are
qualifications at C1 level.
Section A 25 marks
General English Composition 250 - 300 words
There will be four titles to choose from, in the following form:
1 What are the advantages and disadvantages of ..........?
e.g. What are the advantages and disadvantages of living in the computer
age?
What are the advantages and disadvantages of living in a big city?
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2 Describe in detail .....

e.g. Describe in detail your idea of a perfect city.
Describe in detail a tourist resort you are familiar with.
3 Write an account of
e.g. Write an account of a very strange incident which cannot easily be
explained.
4 ................................ Discuss.
e.g. Mankind should not use animals for their own benefit. Discuss.
Politics is a pointless activity. Discuss.
In the general English compositions, the markers are looking for evidence of a
good range of vocabulary, good control of tense and sentence structure, and
evidence of enough language to address the title convincingly. A good
structure to the composition will help it gain a good grade, but lively and
creative writing is at least as important as the structure. Less formal English
may be used if appropriate to the title chosen.
Academic English Essay 300 - 350 words
There will be four titles to choose from. The essay titles cover a range of
topics, at least one of which will be science-based for candidates more
interested in the sciences than humanities or social sciences.
1) To what extent do you agree with the statement that The subject of a
university degree is irrelevant. It is better to study any degree than to
go directly into the workplace.
2) Traditional chilhood games are in danger of dying out in a high-tech
culture. Do you think that these games will eventually die our
completely as a result of computer games? Should this be a cause for
concern? Discuss.
3) Outline the arguments both for and against students taking a gap year
between finishing school and going to university.
4) What do you understand by the phrase scientific method? Give some
examples of scientific method to illustrate your answer.
Academic English essays are formal pieces of writing. In addition to evidence
of a good range of vocabulary, good control of tenses and sentence structure,
and evidence of enough language to address the title convincingly, markers
are looking for a well-structured piece of writing. The essay must have an
introduction, which would typically present the question and outline the
arguments the writer will use, a main section or body in which the writer will
present the detailed ideas with evidence, and a conclusion with a final
decision or summing up in which the writer makes his or her position on the
title clear. The precise organisation of the essay will clearly depend on the
specific title chosen.
48
Section B 15 marks
Letter writing
Write a letter of approximately 150 words.
Two possible tasks, one formal, one informal..
Each of the tasks will be a different function - refer to the Advanced level list
for guidance.
Candidates need to know the layout of the two different kinds of letters.
Section C 30 marks
Section C1
20 marks for questions 1-10
The reading text will be 530 - 580 words.
The topic will be complex enough to generate questions which can only be
answered by a thorough reading of the text.
Questions 1-5 are true/false/doesnt say.
Questions 6-8 are 3-part multiple-choice.
Questions 9 - 10 are two-part vocabulary questions.
Section C2 10 marks The summary will be on an aspect of the reading,
not the reading as a whole. The candidate must write 50 75 words.
Section D 10 marks
This now has ten questions plus one example.
Negative inversion will be tested, plus a selection of the more complex
aspects of grammar such as the third conditional etc.
There is no specific structures list for Proficiency Level.
Section E 10 marks
Word transformation
More complex vocabulary will be tested.
49
Section F 10 marks
Gap fill
Ten gaps plus one example.
The text will be a maximum of 150 words.
The text will be clear, i.e. factual or encyclopaedic. Lexical items may be
tested but only if there are no more than two possible answers to the gap.
Otherwise, grammatical items are tested.
50
MASTERS LEVEL (C2) (Three hours including listening)

Section A Listening 10 marks
Listening Comprehension
Ten three-option multiple-choice questions. The candidate hears an extended
interview on a general topic e.g. travel, holidays, or interests of the
interviewee and marks the correct option.
Section B Listening and Writing 10 marks
Combined Task: Listening and letter writing
The candidate hears a radio advertisement for a concert, sports occasion or
similar activity. He or she takes notes while listening. The notes themselves
are not marked as part of the examination but he/she writes a letter as
instructed using them.
The letter is marked for the accuracy of information transferred from the
listening, plus the appropriateness and accuracy of the language used for
conveying the information.
Section C Use of English 25 marks
Part 1 (10 marks)
Single sentence gap-fill
Ten sentences with one word to fill in, in each sentence.
Part 2 (15 marks)
Candidates are given a sentence which they must transform into another
sentence with as close a meaning as possible to the original using the word or
phrase given.
The Use of English section of the examination tests a wide range of grammar,
usage and vocabulary, including idiom. There is no set syllabus for this as it
tests the depth of knowledge a student has obtained from using the language,
through reading, listening and speaking it in a variety of contexts such as
51
reading newspapers, magazines and books, listening to music and the radio,
watching films and T.V., talking to other people and so on.
Section D Reading 10 marks
Text matching
There are fifteen headlines and ten short news stories. The candidate
matches ten of the headlines with the news stories.
The news stories are authentic, taken from recent newspapers.
Section E Reading and Writing 20 marks
Reading Comprehension 20 marks
The text will be 590-620 words.
Part 1 (10 marks)
Candidates must replace ten phrases or words from the passage with phrases
or words of their own so that the article still reads correctly both grammatically
and in the sense of what is said. The words to be replaced are all underlined
in the text so that they may be found easily. This section tests the candidate's
understanding of the text as a whole, of the specific vocabulary involved and
their ability to actively produce similar level language.
Part 2 (10 marks)
Candidates are asked to make a summary of the text of about 150 words.
Section F Writing 25 marks
Writing (combined with reading, above)
One composition title is given. There is no choice of topic. The theme of the
composition is related to the theme of the reading in Section E. The candidate
must use his/her own ideas, the notes given, and if he/she wishes, notes
taken from the reading, to write a structured composition which will include
arguing an opinion of between 350 and 450 words.
52
LISTENING
TESTS
53
BATTERY 2 INTEGRATED TESTS OF ENGLISH

LISTENING TESTS
Exam Content
Overview of Listening Tests
ALL LISTENING TESTS ARE COMBINED WITH THE READING/WRITING
TESTS AND WEIGHTED AT 20% OF THE TOTAL MARK GIVEN
FIRST STEP PLUS 20 marks
JUNIOR PLUS 20 marks
PRIMARY PLUS 20 marks

STANDARD / ADULT VERSION
PRELIMINARY PLUS 20 marks

STANDARD / ADULT VERSION
ELEMENTARY 100 marks
PRE-INTERMEDIATE 100 marks
INTERMEDIATE 100 marks
ADVANCED 100 marks
54
10 sets of 4 pictures. Tick the word

heard.
5 sets of 4 pictures. Tick the word
heard.
Dictation of 5 separate words.
Listen to 5 straight sentences, 4
options. Tick the word or number
heard.
Gap-fill dictation of 5 words in short
text.
Match 5 names with jobs etc from list.
Five conversations, 4 options for
each.
Gap-fill of 10 words.
5 True/false questions.
each.
each.
20-word dictation.
Ten conversations, 4 options for
each.
10 true/false questions.
40-word dictation.
Form to fill in 10 gaps
The news with 10 true/false
questions.
Gap-fill of twenty words
Answer phone message with 6 3-part
multiple-choice questions
The news, with 14 true/false
questions
10 three-part multiple-choice
questions, responding appropriately in
social situations.
Integrated into exam:
Ten three option multiple-choice
questions. Dialogue to listen to.
Write notes while listening and then
write letter using these notes. Radio
advert of event, place of interest to
visit etc to listen to.
AcCEPT PROFICIENCY 100 marks
MASTERS 20/100 marks
FIRST STEP PLUS 20 marks

Part One 20 marks
Word recognition.
There are ten sets of four pictures, all representing words from the First Step
word list. One word in each set is the key and is spoken on tape. All the
words are nouns.
JUNIOR PLUS 20 marks
Part One 10 marks
Word recognition.
There are five word-sets of four words each, from the Junior Level word list.
One word in each set is the key and is spoken on the tape. All the words are
nouns. The words will not appear on the test paper, but all the words will be
illustrated, not just the key.
Part Two 10 marks
Word recognition and spelling.
Five more words from the list. They need not all be nouns for example
yellow, but they will not be purely grammatical words for example the.
This section has no pictures. It is purely a dictation test.
PRIMARY PLUS (Standard/ Adult version) 20 marks

Part One 5 marks
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Word discrimination.
Five sets of options: time, number, date, shape and prepositions of place. All
of the options are given on the paper, either as pictures or as words. The
candidate hears the key word on the tape in a simple sentence.
Part Two 5 marks
Word recognition in context.
A simple gapped listening of five short sentences, with the text on the test
paper. Each sentence has one word missing never the first or last word. The
missing word can be any word type. The text is in continuous story form.
Part Three 10 marks
Listening for meaning:
Match five names with the hobby, job, food etc that they belong to.
PRELIMINARY PLUS (Standard/ Adult) 20 marks
Part One 5 marks
Listening for Meaning.
Five conversations. 4 options given for each. The candidate listens and
chooses the correct option. There are distracters in the conversation, but the
answer is always stated explicitly at some point.
Part Two 10 marks
Word recognition in context.
A gapped listening with the text on the test paper. 10 gaps. Any word type can
be gapped. The missing words are in a box in random order underneath the
text.
Part Three 5 marks
Listening for meaning.
Candidates hear a continuous reading and mark five true/false statements on
their papers. The statements appear in the order in which they come up in the
script.
ELEMENTARY 100 marks
Part One 20 marks
chooses the correct option. There are distracters in the conversation, but the
answer is stated clearly.
Part Two 40 marks
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Listening for words in context.

A gapped listening with the text on the test paper. This now has ten gaps.
Part Three 40 marks
A passage with ten true/false statements, which appear in the correct order.
PRE-INTERMEDIATE 100 marks
Part One 20 marks
chooses the correct option. There are distracters in the conversation and the
answer is always not always stated explicitly.
Part Two 20 marks
A gapped listening, with text on the test paper. At this level, there are ten
gaps.
Part Three 20 marks
A passage with ten true/false statements, which will appear in the correct
order.
Part Four 40 marks
Listening for meaning, with writing skills.
A dictation of twenty words exactly. In order to set the context, the candidate
is given either one sentence, or an opening remark or question and the
twenty-word dictation is the subsequent sentence(s) or the response.
The sentence is spoken all the way through at normal speed first and then
read with pauses for candidate to write in.
INTERMEDIATE 100 marks
Part One 20 marks
Ten conversations. 4 options given for each. The candidate listens and
chooses the correct option. There are distracters in the conversation and the
answer is not always stated explicitly.
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Part Two 20 marks

A gapped listening, with the text on the paper. At this level, there are ten
gaps.
Part Three 20 marks

A passage with ten true/false statements, which will appear in the correct
order.
Part Four 40 marks
Listening for meaning with writing skills.
A dictation of forty words exactly, with no context-setter.
ADVANCED 100 marks
Part One 40 marks
Listening for, and writing in, information.
A form to fill in with 10 gaps. There will be a maximum of one number tested,
as they are tested thoroughly in the previous section. Candidates will listen for
spelling (names), places, colours, address etc.
Part Two 20 marks
The news, with 10 true/false statements.
Part Three 40 marks
A listening with 15 gaps.
AcCEPT PROFICIENCY 100 marks
Part One 40 marks
Listening with 20 gaps. Usually first-person story or testimony.
Part Two 12 marks
Listening for information.
Answer phone, tourist information tape etc. Six 3-part multiple choice
questions in the order in which they come up on the tape.
58
Part Three 28 marks

The news, with 14 true/false statements.
Part Four 20 marks
Listening for appropriateness, meaning and context in a spoken situation.
10 three-part multiple-choice items. The candidate chooses the correct reply
to a question or statement.
Wrong answers may be either inappropriate or have incorrect matching
grammar e.g.
Would you like a cup of coffee?
Yes, Id love one.
Yes, I have.
Yes, it was a pleasure.
MASTERS LEVEL
The listening for the Masters level is integrated into the Reading and Writing
paper.
59
SPEAKING
TESTS
60
Childrens Oral Exams - Certificate 1

Instructions for Examiners/ Teachers
LOCATION: a quiet place in the school.
DURATION: 14 - 16 minutes.
PARTICIPANTS: 2/ 3 students; examiner; usher.
MATERIALS NEEDED:
A set of pictures with a large number of items to point to and name. All
the items must be part of the vocabulary list for this level.
Task 1: (2 minutes per candidate)

The examiner welcomes and reassures the students. The examiner
encourages the students to talk about some of the following topics:
Name
Age
Family
Pets
Friends
Task 2: (8 minutes)
The examiner has several pictures facing down on the table. The students
pick one each.
The examiner names a few number + colour + object combinations (e.g. two
grey cars) for the candidates to point to.
The examiner names a few number + colour + object combinations for the
candidates to name.
The examiner asks questions about some of the items in the picture.
Task 3: (optional) (2 minutes)
This task should be simultaneously conducted with both/ all candidates. The
object of this part is to give weaker students the opportunity to get a higher
score. At this stage, be ready to allocate bonus points for signs of successful
61
production of the Target Language. Tasks may include one/two of the

following:
Song
Chants
Rhymes
Short poems
Thank the candidates and say well done.
End of the oral interview.
Instructions for Examiners/ Teachers
MATERIALS NEEDED:
A set of pictures with a large number of items to point to. Example

pictures may include one or more of the following combinations: body
and clothes, home and garden, school and playground, family and
friends, town and country, sports centre and park, zoo and jungle.
Set of question words mounted on card.
Task 1: (1 - 2 minutes per candidate)

The examiner welcomes and reassures the candidates.
The examiner encourages the candidates to talk about some of the following
topics:
name
age
family
pets
friends
likes & dislikes
ability
habits
routines
Task 2: (8 minutes)
62
Part 1
The examiner has several pictures facing down on the table. The
candidates pick one each.
The examiner gives each candidate a set of 2/3 question words (e.g.:
what, where, how many,) mounted on card. Each candidate is expected
to ask the child sitting on his/her right questions about a picture, using the
beginnings given. Naturally, the partner has to answer back.
The examiner elicits further information about each candidates picture.
Part 2
The examiner gives one of the candidates a set of simple commands and
asks him/her to perform these tasks. E.g.: stand up please open the
blue door sit down now give me the green pencil please
One candidate at a time now has to give the child sitting on the right a new
set of 3/4 simple commands. Naturally, the partner has to perform these
new tasks.
Task 3: (3 minutes)
This task should be simultaneously conducted with both/all candidates.
The object of this part is to give weaker students the opportunity to get a
higher score. At this stage, be ready to allocate bonus points for signs of
successful production of the Target Language. Tasks may include one/
two of the following:
Songs
Chants
Rhymes
Short poems.
Instrictions for Examiners/ Teachers
DURATION: 14 - 18 minutes
PARTICIPANTS: 2/3 students; examiner; usher.
63
MATERIALS NEEDED:
A set of cards with a number of topics to encourage the candidates to

hold a conversation.
A set of pictures to be rearranged in an appropriate sequence so that

its outcome accounts for a logically accomplished story.
Task 1: (2 minutes per candidate)

The examiner welcomes and reassures the candidates.
The examiner encourages the candidates to talk about some of the following
topics:
Personal information
Family and Friends
Pets and Animals
Likes and Dislikes
Habits and Routines
Leisure and Holiday time
TV programmes and Films
Sports and Hobbies
The weather
Going shopping
Traditional celebrations and festivals
Task 2: (8 minutes)
The examiner has several cards with conversation topics facing down on
the table. The candidates pick one each.
The candidates are expected to ask one child at a time questions about
his/ her "conversation topic". Naturally, the interviewee has to answer
back. Both/ all candidates should be encouraged to respect the principle of
"turn-taking" in order to develop as natural a conversation as possible.
The examiner elicits further information about each candidates previous
conversation topic.
Task 3: (4 minutes)
The examiner gives the candidates a sequence of pictures to rearrange.
The candidates should first decide on an appropriate sequence and then
tell the story in the present or past, as stated/ implied by the examiner. The
examiner will provide the candidates with the beginning of the story.
64
Either when the task has been completed or the candidates have been
asked to stop, the examiner will ask a few more questions about the
pictures/story.
FIRST STEP PLUS
The Speaking Test comprises 20% of the total score for the entire
examination.
A set of pictures with a large number of items to point to and name. All
the items must be part of the vocabulary list for this level.
RECORDING: The examination might be recorded onto a cassette tape/CD

or MP3. The recording is sent to Anglia Ascentis ESOL Examinations,
Chichester College for moderation.
BEFORE the candidates enter the room, record their full names and numbers
clearly onto the tape/CD or MP3.
AFTER the examination, the usher must ensure that the candidates do not
return to the area where candidates yet to take the test are still waiting.
------------------------------------------------------------------------------------------------------Task 1: (2 - 3 minutes per candidate)
name
age
family
pets
friends
Task 2: (6 minutes)
The examiner has several pictures facing down on the table. The students
pick one each.
65
The examiner names a few number + colour + object combinations (e.g. two
green books) for the candidates to point to.
The examiner points to a few number + colour + object combinations for the
candidates to name.
The examiner asks questions about some of the items in the picture.
Task 3 (optional): (1 - 2 minutes)
This task should be simultaneously conducted with both/all candidates. The
object of this part is to give weaker students the opportunity to get a higher
score. At this stage, be ready to allocate bonus points for signs of successful
production of the Target Language. Tasks may include one/two of the
following:
Song
Chants
Rhymes
Short poems
JUNIOR PLUS LEVEL

examination.
PARTICIPANTS: 2 students; examiner; usher.
MATERIALS:
A set of pictures with a large number of items to point to. Example

pictures may include one or more of the following combinations: Body
& Clothes, Home & Garden, School and Playground, Family and
Friends, Town & Country.
Set of question words mounted on card.

66
BEFORE the candidates enter the room, record their full names, and
numbers, clearly onto the tape/CD or MP3.
------------------------------------------------------------------------------------------------------Task 1: (3 - 4 minutes)
name
age
family (parents; brothers; sisters)
pets
The examiner may rely on visual aids to clarify meaning. Lots of question
prompts are usually used at this level.
Task 2: (7 8 minutes)
The examiner shows the candidates a picture together with a set of question
words.
The examiner invites candidate A to ask candidate B questions about the
picture. The questions must begin with one of the question words from the
set.
The examiner now invites candidate B to ask candidate A questions about the
picture. The procedure is the same as above.
The examiner asks both candidates further questions about the picture.
Task 3: (Optional) (2 3 minutes)
The examiner asks both candidates to perform a chant, rhyme, song or poem
they know.
When the test is over, thank the students and say well done.
PRIMARY PLUS LEVEL - Standard/ Adult versions
examination.
67

MATERIALS NEEDED:
Pictures showing different situations. All pictures must show two
characters engaged in conversation with each other.
Two copies of selected pictures showing relevant details for information
gap activity.
Sets of words/ cards for odd-one-out activity (only needed if Task 3 is
included).
------------------------------------------------------------------------------------------------------Task 1: (2 3 minutes)
encourages each of the students in turn to talk about one or more of the
following topics:
name
age
family (parents; brothers; sisters)
pets
favourite food, colour, animal, type of music etc.
routines
hobbies and interests
Task 2: (8 minutes)
The examiner has several pictures facing down on the table. Both candidates
agree to pick only one picture each.
The examiner asks the candidates questions about the scene shown in the
picture.
68
Information-gap activity Candidate A asks candidate B about his/her picture

character using the prompts given. Candidate B answers using the
information provided. Then they swap roles and the task is repeated.
The examiner shows the students one of the word sets, says all first four
words aloud and then says which is the odd-one-out, and why.
The examiner shows several sets of these to the students and asks them in
turn to
say each of the four words aloud
say which is the odd-one-out and why
The object of this task is to give weaker students the opportunity to get a
higher score. At this stage, be ready to allocate bonus points for signs of
successful production of the Target Language.
If a student does not produce the right answer, the examiner should give it.
The examiner should not emphasise the fact that a student fails to produce
the right answer. Then the examiner goes on with the test and asks the next
question.
Stay cheerful and encouraging, and when the test is over, thank the
students and say well done.
PRELIMINARY PLUS LEVEL Standard/ Adult versions
examination.
MATERIALS NEEDED:
Picture showing one simple sequence story.
Two cards for information-gap activity.

69
------------------------------------------------------------------------------------------------------Task 1: (4 - 6 minutes)
The examiner welcomes and reassures the students. The examiner invites
each of the students in turn to talk about him/herself. At some point, the
examiner stops the candidate and asks questions. (See Test Materials for
examples of prompt questions). It is at the examiners discretion when to start
prompting.
The examiner shows the picture with the simple sequence story to the
students and briefly sets the scene for the candidates to continue the story in
the past. When candidate A has finished, or when time is up, the examiner
follows the same procedure with candidate B. Should either or both
candidates not say enough, or the level of the interaction be kept below
standard, the examiner must then start prompting accordingly. (See Test
Materials for examples of prompt questions).
Task 3: (4 - 5 minutes)
Information-gap activity, to be done as a pair.
The examiner gives both candidates the cards with the information-gap
activity about the same character/s from the story chosen for Task 2. Both
candidates should complete their grids by asking/answering questions about
the same character/s using the details/question prompts given.
ELEMENTARY LEVEL Standard/ Adult versions
examination.
70
MATERIALS NEEDED:
The students choose 3 photographs or pictures each to bring to the

exam, such as family or holiday photographs, or pictures from
magazines. These pictures should be vetted by a teacher before the
test for their suitability.
The list of Elementary topics for the students to interview each other
about.
OR
(for the Optional Reader-based Task) One/ more of the illustrations
from the reader the candidate has chosen and read beforehand.
------------------------------------------------------------------------------------------------------Task 1: (4 minutes in total)

The examiner welcomes and reassures the students. The examiner invites
each of the students in turn to talk about him/herself. At some point, the
examiner stops the candidates and asks questions. It is at the examiners
discretion when to begin prompting.
(The trick here is to keep an eye on the students pictures and the topics
for task 3 and make sure there is no overlap in this warm-up section).
The examiner invites each of the students in turn to talk about the pictures he
or she has brought to the exam. (If, for some reason, a student cannot
produce pictures, the examiner should provide several magazines or pictures
for him or her to choose from).
Examiner: This looks like a very interesting picture. Tell me about it.
For a photograph:
Whos that? Who are those people?
71
When was it taken?

Who took it?
Tell me about the day it was taken.
Why did you choose this photograph?
Do you go there often? (e.g. picture of family at the beach)
For a picture from a magazine:
Where did you get it?
Why did you choose this picture? (e.g. picture of a famous person)
Would you like to be famous / a pop star / in a band? etc.
Each student chooses a topic from the list. They take it in turns to interview
each other on their chosen topic.
Start them off like this:
Examiner:
Lucas, what have you chosen?
Candidate A: Your favourite place.
Examiner:
OK. Now Laura, ask Lucas about his favourite place. Go
on thats right What is the name of
If the candidate talks about the topic and the candidates partner in the test is
happy asking him or her some questions about it, there is no need to
intervene. However, if help is needed, here are some possible prompts:
Example 1: My favourite TV programme
Assessor prompt
Ask him/her what his/her favourite TV
programme is.
Ask him/her why he/she likes it.
Ask your friend how often he/she watches
TV.
Ask him/her if he/she has a TV in his/her
bedroom.
Ask your friend what the TV programme is
about.
Ask him/her what he/she watched on TV
last night.
Target candidate question:

Whats your favourite TV programme
Why do you like x?
How often do you watch TV?
Have you got a TV in your bedroom?
What is the TV programme about?
What did you watch on TV last night?
Extend the topic What other programmes do you watch on TV? Do you
like watching sport on TV? What sports do you watch?
Example 2 : My favourite place
Ask your friend what his/her favourite place is. What is your favourite
place?
Ask him/her why he/she likes it. Why do you like it? etc.
72
Ask him/her how often he/she goes there. How often do you go there?
Ask if he/she goes there alone or with friends. Do you go there alone or
with friends?
Ask when he/she will go there again. When will you go there again?
Ask when he/she last went there. When did you last go there?
Ask what he/she did there. What did you do there?
Extend the topic what do you do when you are there? Is it different in
the summer and the winter?
Example 3: How I usually spend my weekends
Ask if he/she goes out. Do you go out?
Ask who with. Who do you go out with?
Ask where. Where do you usually go?
Ask what he/she does if he/she is at home. If you are at home during the
weekend, what do you do?
Ask if he/she sees friends. Do you see your friends?
Ask if he/she tends to play inside or outside. Do you tend to play inside or
outside?
Extend the topic Would you like to be at home all the time? If not, why
not? If so, why?
Example 4: The best season of the year
Ask your friend what the best season of the year is and why he/she likes
it. Whats the best season of the year? Why do you like it?
Now ask what the weather is like during the best season. What is the
weather like during the best season? Do you have any celebrations during
that season? Do all the family get together? Do you usually get presents?
Do you play any sport at that time of year? If yes, then ask further questions
on this topic e.g. When did you start playing XXX?
Do you have any holiday during the spring? When is the last day of term
before the summer holidays? How do you feel on the last day of term?
Extend the topic Whats your least favourite season of the year? Why?
Example 5: What I usually do in the evenings
Ask what time he/she gets home from school/ work. What time do you
get home from school/ work?
Ask your friend what he/she usually does in the evenings. What do you
usually do in the evenings?
If he or she talks about homework, for example, ask how much homework
they have every day, or ask where they do their homework: How much
homework do you have in the evening? Do you do your homework in your
bedroom?
Ask if he/she does any activity or sport in the evening. Do you do any
activity or sport in the evening?
73
If he/she talks about sport, for example, ask about that. When did you start
playing this sport? Are you in a team? How good are you at it? What do
you like about it? and so on.
Other questions What time do you have your dinner in the evening? What
kind of things do you usually have for dinner? Do you and your family have
dinner all together?
Extend the topic Do you prefer mornings or evenings? If mornings,
why?
What time do you usually go to bed? Do you share a bedroom?
OR
For the Reader-based Task, the candidates will each be asked to perform
one of the following:
- The examiner produces one/ more of the illustrations from the reader the
candidate has chosen and asks the candidates to describe/ talk about/
discuss:
What is happening in the picture/ each of the pictures?"
What happened before the scene(s) shown in the picture(s)?
What is going to happen next in the story?
one/ more of the characters in the pictures
- The examiner invites the candidate to retell a part of the story as if he/ she
were one of the main characters in the story, starting with I
- The examiner invites the candidate to talk about his/ her favourite, or least
favourite, character in the story.
- The examiner invites the candidate to retell his/ her favourite, or least
favourite, part of the story.
- The examiner asks the candidate whether he/ she liked the story and to say
why (not).
PRE-INTERMEDIATE
examination.
74
DURATION: 14 16 minutes.
MATERIALS NEEDED:
Role-play cards.
(for the Optional Reader-based Task) One/ more of the illustrations

from the reader the candidate has chosen and read beforehand

------------------------------------------------------------------------------------------------------Task 1: (4 5 minutes in total)
The examiner welcomes and reassures the students. He/She invites the
students to talk about themselves and they are expected to ask each other
questions.
Task 2: (5 6 minutes in total)
The students have prepared a topic that starts with: My favourite e.g. My
favourite holiday, famous person, movie, subject at school/ university, work
activity, work colleague.
They are then invited to have an interactive conversation: they ask each other
questions and comment on what is being said.
OR
- The examiner produces one/ more of the illustrations from the reader the
candidate has chosen and asks the candidate to describe/ talk about/ discuss:
what is happening in the picture/ each of the pictures?

what happened before the scene(s) shown in the picture(s)?
what is going to happen next in the story?
one/ more of the characters in the pictures

75
- The examiner invites the candidate to retell a part of the story as if he/ she
were one of the main characters in the story, starting with I
- The examiner invites the candidate to retell part of the story from the point of
view of one of the characters.
- The examiner invites the candidate to retell his/ her favourite, or least
favourite, part of the story, and explain why he/ she has chosen this part.
- The examiner invites the candidate to imagine an alternative ending to the
story and talk about it.
Task 3: (5 6 minutes in total)
The students are given an unprepared role-play and act it out together. The
dialogue is guided in the form of role-play cards. The basic facts are given;
the students should be encouraged to elaborate.
The examiner should only prompt when necessary.
student and say well done.
INTERMEDIATE LEVEL (B1)
examination.
DURATION: 14 16 minutes.
MATERIALS NEEDED:
List of topics for Intermediate Level (B1), if taking the non-reader based
option.
Structured role-play cards
Free role-play card
76
------------------------------------------------------------------------------------------------------Task 1: (4 5 minutes)
Ask the students about themselves and their homes, families, hobbies and so
on.
Prepared discussion: the topics have been handed out beforehand. The
questions are all hypothetical conditions.
The students take turns to say what they would do/be and answer any
follow-up questions from the other student. The examiner should
encourage both candidates to interact with each other as much as
possible.
OR
- The examiner asks the candidate to imagine that two of the main characters
in the story meet again after ten/ twenty/ forty years. The examiner invites the
candidate to talk about what he/ she thinks the characters talk about/ tell each
other/ ask each other/ discuss.
- The examiner invites the candidate to speculate on what happens/
happened after the story ends/ ended.
- The examiner asks the candidate to talk about his/ her favourite, or least
favourite, character. He/ she should describe the character, mention some of
the things the character does in the story and justify his/ her feelings for the
character.
- The examiner asks the candidate to imagine that a key event in the story
had not happened, or had happened differently. The candidate is supposed to
talk about/ discuss this twist in the tale.
story and talk about it.
77
Two-part role-play A.
decision-making
A.
fixing appointments and B.
discussion and
Structured: Each student is given a half-completed diary. They must

make appointments with each other.
B. Free: The students are asked to organise an event, or aspect of an

event.
ADVANCED LEVEL (B2)
examination.
LOCATION: a quiet place in the school
DURATION: approximately 20 minutes
PARTICIPANTS: 2 students; an examiner; an usher.
MATERIALS NEEDED:
The list of Advanced topics (B2) for the students to interview each
other about, if taking the non-reader based option
Sets of cards for priority-ordering at least two copies of each card, A,

B and C.
RECORDING: the examination might be recorded onto a cassette tape/CD or

MP3. The recording is sent to Anglia Ascentis ESOL Examinations, Chichester
College for moderation.
BEFORE the candidates enter the room, record their full names and
numbers clearly onto the tape/CD or MP3.
------------------------------------------------------------------------------------------------------Task 1: (2 4 minutes)
Introductory warm-up: ask each student to introduce him or herself. Prompt
the students to ask each other questions about their lives, families, hopes and
so on.
78
Prepared talk and discussion: each student gives a short presentation (23
minutes) on a topic from the list. Then students respond to one anothers
presentations for about 3 minutes each.
OR
- The examiner asks the candidate to imagine that two of the main characters
in the story meet again after ten/ twenty/ forty years. The examiner invites the
candidate to talk about what he/ she thinks the characters talk about/ tell each
other/ ask each other/ discuss.
- The examiner invites the candidate to speculate on what happens/
happened after the story ends/ ended.
- The candidate will have used the Internet, for example, to research one/
more aspect(s) of the story.
For example, if the candidate has read The Perfect Storm by Sebastian
Junger, he/ she could have used the Internet to research, for instance, the
film, any on-location anecdotes from the filming, the truth behind the weather
conditions depicted, any true cases of similar events, etc.
The candidate gives a short presentation of three minutes on his/ her topic of
research. Then, the other candidate and/ or examiner ask(s) him/ her followup questions.
- The examiner asks the candidate to imagine that a key event in the story
had not happened, or had happened differently. The candidate is supposed to
talk about/ discuss this twist in the tale.
story and talk about it. Then, the examiner asks the candidate to say whether
he/ she thinks this new version would have appealed to his/ her countrys
readership more than the original.
Free discussion and decision-making: priority ordering each student
draws a card containing a list of subjects, the order of importance of which
they have to decide on with their partner by negotiation.
When the card has been chosen, the students partner is also given a copy to
work from.
79

AcCEPT PROFICIENCY LEVEL (C1)
examination.
DURATION: approximately 20 minutes.
MATERIALS NEEDED:
A set of two cards with Readings for Discussion (previously given to

and prepared by students)
List of Topics for AcCEPT Proficiency level (C1)

------------------------------------------------------------------------------------------------------Task 1: (up to 4 minutes)
The object here is to give the students the opportunity to feel more
comfortable and to be able to warm up by asking the candidates to
introduce themselves and tell each other why they are taking the examination.
Among the questions you should use are:
Whats your name and number? (This is a necessary double check

with the name and number previously recorded).
Would you please tell us something about yourself?
Other questions are admissible such as:
How long have you been learning English?
What are your future plans?
80
Task 2: (up to 8 minutes)

The two reading texts which the students have prepared are on the table. Ask
each candidate which reading they would like to talk about. It is obviously
better if the candidates talk about different topics so you should try and steer
them to do this, but it is not compulsory.
Let the candidates begin by talking about the article uninterrupted, after which
you will explore the issues with both of them.
Task 3: (up to 8 minutes)
The list of topics should be on the table in front of the students. There are two
groups of topics with five statements in each group. Ask each candidate which
group of topics they have chosen. Then choose at random one of the
statements in those groups and invite each candidate in turn to speak alone
for up to three minutes. The aim of this part is to let the candidates speak
uninterrupted, after which you will stimulate debate with both of them. It is at
your discretion when to begin prompting. The candidates should be allowed to
speak alone for up to three minutes if they are able to, but should not be left in
awkward silence if they have little to say.
MASTERS LEVEL (C2)
examination.
MATERIALS NEEDED:
A set of two cards with Readings for Discussion (previously given to

and prepared by students)
List of Topics for Masters Level (C2)
RECORDING: The examination is to be recorded onto a cassette tape/CD or

MP3. The recording is sent to Anglia Ascentis ESOL Examinations, Chichester
College for moderation.
81
------------------------------------------------------------------------------------------------------Task 1: (3 - 4 minutes)
The object here is to give the students the opportunity to feel more
comfortable and to be able to warm up by asking the candidates to
introduce themselves and tell each other why they are taking the examination.
Among the questions you should use are:
Whats your name and number? (This is a necessary double check

with the name and number previously recorded).
Would you please tell us something about yourself and why you
are taking this examination?
Other questions are admissible such as:
How long have you been learning English?

Why did you want to learn it?
What do you expect to be doing in, say, 20 years time?
How do you expect the world to have changed by then?
Candidates have prepared the two newspaper articles for this level. They are
on the table. Ask each candidate which article they would like to talk about. It
is obviously better if the candidates talk about different topics so you should
try and steer them to do this but it isnt compulsory.
Let the candidates begin by talking about the article uninterrupted, after which
you will explore the issues with both of them.
Examiners notes on the articles: possible points to explore.
Reading One: TODDLER PHONES
Do you agree that no child under the age of 12 has the need for a mobile
phone?
How would your life be different without a mobile phone?
Should the government provide ALL children with a simplified mobile

phone, such as the Firefly, to help ensure their safety?
What products do you believe should not be marketed to children?
82
Is mobile phone theft among young people a real problem in your

country?
Reading Two: THE DECLINE AND FALL OF BOOKS. IS THIS THE FINAL
CHAPTER FOR THE BOOK INDUSTRY?
Do you think that printed books will ever become obsolete?
How has the Internet changed the way you do your shopping?
In your opinion, will libraries become more or less popular in the future?
Do you think that the basic skills of reading, writing and arithmetic for
school-children are already old-fashioned?
How can the book industry help prevent digital privacy?
Ask each candidate which card they have chosen, A or B. Choose one of the
four statements on their chosen card and invite them in turn to speak about it.
Allow each candidate up to three minutes to speak alone. The aim of this part
is to let each candidate speak uninterrupted, after which you will stimulate
debate with both of them. It is at your discretion when to begin prompting. The
candidate should not be left in awkward silence for long periods if he or she
has little to say.
student and say well done.
83
Appendix 1
INTEGRATED TESTS OF ENGLISH: PERFORMANCE DESCRIPTORS
FIRST STEP PLUS
The student
has a basic vocabulary recognition of about 100 words

knows how to ask and answer very basic questions
can identify numbers between 0 and 10
can relate simple wordings to drawings, pictures
JUNIOR PLUS
The student
has a basic vocabulary recognition of about 200 words
knows how to describe present actions
can identify and describe basic location and position
can follow a short, simple written text
PRIMARY PLUS
The student
has a basic active vocabulary of about 300 words
can tell the time
can describe present actions, give personal and family information,
describe habits, routines and everyday activities
can communicate when and how often an action or event takes place
can form questions and negatives
PRELIMINARY PLUS
The student
has a basic active vocabulary of about 400 words
can communicate present and past events, recently completed actions
and life experiences
can communicate where things are and when things happen
can express opposites, comparisons and ownership
can ask questions, answer questions, and write full sentences.
84
ELEMENTARY LEVEL
The student has sufficient active vocabulary and structural understanding to
write a short connected text on descriptive or narrative topics
read and understand a text from a familiar range of topics
ask and answer questions about past or present events
distinguish between and use a variety of tenses in familiar contexts: past,
present and future
express basic intention, purpose, obligation, preference and advice
PRE-INTERMEDIATE LEVEL
write a short connected text on descriptive, narrative or imaginary topics
read and understand a text from a familiar range of topics
distinguish between and use a variety of tenses: past present and future
ask and answer questions about past or present or future events
express basic intention, purpose, obligation, preference, advice,
agreement and disagreement, hypothesis and process
INTERMEDIATE LEVEL
write a short connected text on descriptive, narrative or imaginary topics
read and understand texts from both concrete or abstract topics
distinguish between and use a variety of tenses: past present and future
ask and answer questions about past or present or future events
express basic intention, purpose, obligation, preference, advice,
agreement and disagreement, hypothesis and process including regret
and consequence
repeat messages, pass on information, check facts
ADVANCED LEVEL
The student has a good active vocabulary and structural understanding, and
can
write clear connected text on descriptive, narrative, imaginary or discursive
topics
write letters, both formal and informal
understand and respond to the main points of a text on any topic, concrete
or abstract
use language to perform any function likely to arise in a normal social or
learning context
manipulate structures to create emphasis, and vary style and idiom
85
listen and respond to passages and questions in a variety of forms

delivered at a measured speaking pace
PROFICIENCY LEVEL
The student has a very good active vocabulary and structural understanding,
and can therefore undertake a course of study in English in further or higher
education. The student can successfully
write clear, organised text on descriptive, narrative, or discursive topics,
including giving opinions and explaining the advantages and
disadvantages of a given issue
write letters, both formal and informal
read and respond to a longer text on any topic, concrete or abstract
provide an accurate summary of a text
use language to perform any function likely to arise in a normal social or
learning context
manipulate structures to create emphasis, and vary style and idiom
listen and respond accurately to passages and questions in a variety of
forms and contexts, delivered at a normal speaking pace
MASTERS LEVEL
The student shows that he/she has a wide-ranging active knowledge of the
language and can manipulate his/her knowledge with total confidence.
Despite a slight trace of a foreign accent, mainly due to mother tongue
influence, he/she is able to use the target language with native-like
proficiency. Very few errors should be present at this level.
86

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HANDBOOK FOR TEACHERS

Full Examination Syllabus and

About Anglia Ascentis

Ascentis is an English National Awarding Body approved by both the English

Anglia Examinations England has specialised in ESOL (English for speakers

Anglia Examinations measure all four language skills listening, reading,

For further information about Anglia, please visit our websites at

Battery 1 Childrens Orals, Exam Content

Battery 2 Integrated Tests of English

Battery 2 Integrated Tests of English

Battery 1 / 2 Childrens Orals & Integrated

Appendix 1 Performance descriptors

Appendix 2 - Common European Framework Levels

Appendix 5 Code of Practice

BATTERY 1 CHILDRENS ORALS

Numbers from 11 to 100

Shops and places in town

BATTERY 2 INTEGRATED TESTS OF ENGLISH

Day, week, Monday, Tuesday, Wednesday, Thursday, Friday,

football, tennis, ball

JUNIOR PLUS LEVEL (One hour)

Misspellings are marked incorrect.

Dress, shirt, T-shirt, trousers, skirt, boots, socks, shoes, hat,

Black, blue, green, yellow, white, orange, red, grey, brown,

old, young, new

I, you, he, she, it, we, they

What is it? Is it a bird?

Describing location and

The telephone is on the

at (recognition only -not

PRIMARY PLUS LEVEL (one hour) Standard/ Adult versions

What are they used for?

There is a book on the table

Talking about habits,

The present simple with

Describing what people or

Talking about present

Interrogative forms of the

Asking and answering

Negative forms of the

Making the above negative.

The modal can.

Describing an ability or skill.

Describing and identifying

Do you want my father?

Asking for, and giving

These are tables.

Linking sentence parts and

John and Mary are in the

Asking questions about

Where are Peter and Paul?

Describing when and how

I usually eat an egg for

Talking about time, place,

The examination finishes at

Telling the time

ten fifteen, twenty past one,

Talking about numbers of

Talking about amounts and

At the moment, John is

Describing the shape of

Primary Plus level Word List

SETS OF LEXICAL ITEMS