Aptis Candidate Guide Web
Aptis Candidate Guide Web
Aptis Candidate Guide Web
Online version
July 2013
www.britishcouncil.org/aptis
Contents
The British Council........................................................................................................................................................................ 2
Introducing the Aptis test....................................................................................................................................................... 2
Aptis test structure....................................................................................................................................................................... 3
Quick guide to the Aptis tests............................................................................................................................................. 4
Aptis core test................................................................................................................................................................................... 5
Sample grammar questions................................................................................................................................................. 6
Sample vocabulary questions............................................................................................................................................ 7
Getting to grips with the online test.............................................................................................................................. 9
Aptis reading test.........................................................................................................................................................................11
Sample reading questions.................................................................................................................................................. 12
Aptis listening test...................................................................................................................................................................... 17
Sample listening questions................................................................................................................................................ 18
Aptis writing test.......................................................................................................................................................................... 19
Sample writing tests................................................................................................................................................................. 20
Aptis speaking test.................................................................................................................................................................... 26
Sound recording.......................................................................................................................................................................... 27
Speaking scale.............................................................................................................................................................................. 29
Special needs................................................................................................................................................................................. 34
Checklist............................................................................................................................................................................................. 35
Feedback........................................................................................................................................................................................... 35
Level
Aptis does not test at a single level. Instead, it includes a range of questions, which
are designed to allow the candidate to demonstrate his or her best ability. The test
results are reported either on a numerical scale (050) or reported as a Common
European Framework of Reference for languages (CEFR) level.
Recognition
Aptis is not a recognised test. It cannot be used for visa, university entrance or other
immigration purposes. The test is designed to be used within institutions or companies,
so the results are only of value to you within the client institution or company.
Reading
Core +
Listening
Core +
Writing
Core +
Speaking
Core +
Reading + Listening
Core +
Reading + Writing
Core +
Reading + Speaking
Core +
Listening + Writing
Core +
Listening + Speaking
Core +
Writing + Speaking
Core +
Core +
Core +
Core +
Core +
Test
Test design
Format
Activity
Core
25 minutes
Part 1
Word usage.
Match words.
Grammar
Complete a short dialogue
Part 2
Vocabulary
Listening
2550 minutes
Writing
50 minutes
Speaking
12 minutes
Part 1
Sentence comprehension
Choose words to
complete sentences.
Part 2
Text cohesion
Part 3
Part 4
Part 1
Part 2
Literal meaning
Part 3
Inference meaning
Part 1
Word-level writing
Form completion.
Part 2
2030 words.
Part 3
Part 4
Part 1
Personal information
Part 2
Part 3
Part 4
Description
Preparation
Part 1
Grammar
Part 2
Vocabulary
The next question type tests your ability to identify words with a similar meaning from
a list of options.
The final question type asks you to identify a word from a list that is commonly used
with the given word.
There is a final question type that asks you to complete a sentence using a word
from a list.
told
have
much
since
Correct answers
actually
maybe
urge
convert
rehearse
mend
Correct answers
plain
not clear
painful
not real
Correct answers
wall
fact
throat
light
4
2
3
Description
Preparation
Part 1
Sentence
comprehension
Part 2
Text cohesion
Part 3
Short-text
comprehension
In this task you will need to read a short text (about 150
words). The task is to complete the text by selecting
the appropriate words (from a list) to fill in the gaps. To
complete all of the text you need to understand more
than just a sentence.
Part 4
Long-text
comprehension
Part 2
In the second task, the objective is to sort the sentences into the correct order to
make a story. Do this by clicking on a sentence and dragging it to its correct position.
In the example below, we are moving the sentence at point 6 up to point 2. When we
do this the sentence at point 2 swaps position.
Part 3
In the third task, you must select the word from the group at the bottom of the screen
(in the green boxes) and drag the appropriate word into each of the seven empty boxes
in the text. As you can see, there are 10 word options and only seven spaces.
If you change your mind, thats not a problem as you can move a word out of
a box if necessary.
Part 4
For the final task, it is necessary to scroll the reading text to see all of it. Do this by
clicking on the side bar (as shown) and move the bar up and down.
Select the appropriate heading from the drop-down list on the left-hand side.
Part 2
Part 3
Part 4
Description
Preparation
Part 1
Part 2
Part 3
Word and
number
recognition
Literal meaning
Inference
meaning
The system will not allow you to listen more than twice.
Part 1
Part 2
Part 3
Writing too much but with poor grammar, spelling and punctuation.
Keep to the word count and focus on accuracy.
The total time allowed for the writing test is 50 minutes. The timings for each section
below are recommendations only.
Test design
Description
Preparation
Part 1
Word-level
writing
Part 2
Short text
writing
This task is again about form filling but this time the
candidates response should be in the form of sentences.
Candidates should spend no more than seven minutes
on this task.
Part 3
Part 4
Three written
parts of text,
which all
require
responses
Formal and
informal text
writing
For this part, make sure you keep to the word count of
50 words for the first email and 120150 words for the
second email.
Sanjay Gupta
14
May
Mumbai
Hindi
reading
architecture
movies
Uses capital letters for name, month, city and first language.
No spelling errors.
1990
sanjay gupta
14
05
mumbai
Hyndy
Reading
Travelling
films
1990
Part 2
This test is marked by an examiner using a specific scale.
There may be one or two questions.
The weighting for this task is even, so the maximum mark available is five.
5
4 [A2.2]
Clearly defined sentences, all on-topic. Mostly accurate grammar with few
serious errors of vocabulary usage (appropriateness and spelling). The text
organisation is completely appropriate. Attempts at textual cohesion and
accurate punctuation.
3 [A2.1]
There are some serious issues with grammar and vocabulary usage. However,
the meaning is still clear. Text is written in complete sentences, organised
appropriately for the text form and mostly accurate punctuation.
2 [A1.2]
Numerous serious errors of grammar and vocabulary usage, which make the text
sometimes difficult to follow. A series of phrases, not sentences. Poor punctuation.
1 [A1.1]
There is too little language or the usage is so poor that the text is almost
impossible to follow. There is no clear structure.
Clear sentences.
Part 3
The weighting for this task means that the maximum mark available is seven.
4 [B1.2]
3 [B1.1]
Replies well to at least two of the input texts. An adequate range of grammar
used with no major errors which impact on understanding. There is good control
of elementary vocabulary, though evidence of some major errors when
expressing unfamiliar or complex topics. Cohesive and coherent text using an
adequate range of linguistic devices. Spelling and/or punctuation errors do not
impede communication.
2 [A2.2]
Replies to at least two of the input texts. Many errors, which make the text
sometimes difficult to follow. Narrow lexical repertoire with frequent errors
making the message difficult to follow. Some effort to use connecting devices
though not always consistent. Errors, including punctuation and spelling,
make the text difficult to follow.
1 [A2.1]
Does not reply to more than one input. There is little language with such poor
control as to make the text almost impossible to follow without considerable
effort. Very basic everyday vocabulary. Lacks cohesion and/or uses linguistic
devices inappropriately. Spelling and punctuation errors make the text almost
impossible to follow.
Accurate grammar, punctuation and spelling. It is ok to have errors but the writing
must be understood.
Part 4
The weighting for this task means that the maximum mark available is nine.
5
4 [B2.2]
3 [B2.1]
2 [B1.2]
1 [B1.1]
Hey Olga, what do you think about the fee increase at the sports club? I cant believe they
are increasing the fees and closing early. If you ask me the gym should offer a discount if
they plan to close early. I just signed up and already a fee increase! Not happy!! Maria
Writing is clear, assured and precise using a range of cohesive devices to make
the writing flow.
giving under-length answers not using the full amount of time to speak
Test design
Description
Preparation
Part 1
Personal
informationgiving
Describe and
compare
(concrete topic)
Part 3
Part 4
Describe,
compare and
speculate
Discuss an
abstract topic
Sound recording
Make sure your test is taken in a quiet room.
When you click to start the speaking test, screen A appears. This allows you to check
the sound recording system on your computer. When you have recorded a sample of
speech, screen B opens. Replay the sound. If you can hear it properly click on Yes
(take me to the exam), if not click on No (let me try recording again).
During the microphone check, make sure you say a whole sentence and not just one
or two words. Assessing the quality of the microphone needs more than a few words.
If the line takes up all the space, then there is a loud noise (usually a technical issue)
and we are not able to hear the recording. You should alert the invigilator if the
recording bar looks like this:
If the recording is a flat line then the recording is not loud enough. The microphone may
be too far from the mouth. A complete flat line means there is no recording, which is
usually a technical issue. You should alert the invigilator if the recording looks like this:
Speaking scale
5 [C]
Consistently high level of grammatical and lexical range and accuracy; errors are rare and
difficult to spot.
Clear, effective pronunciation and intonation; varies intonation and sentence stress correctly
to express finer shades of meaning.
Fluent and spontaneous, with little or no sign of effort.
Clear, smoothly flowing, well-structured speech, with controlled use of organisational patterns,
connectors and cohesive devices.
4 [B2]
Sufficient range and control of grammatical forms and lexis to express ideas without much
conspicuous hesitation, using some complex forms to do so. No mistakes lead to misunderstanding.
Has clear, effective pronunciation and intonation.
Stretches of language with fairly even tempo; can be hesitant when searching for patterns
and expressions, fairly long pauses possible.
Uses a limited number of cohesive devices to link utterances into clear, coherent discourse;
may be some jumpiness when speaking.
3 [B1]
Sufficient range and control of grammatical forms and lexis to get by, but there is hesitation,
repetition and difficulty with formulation. A reasonably accurately repertoire of frequently used
routines, patterns and words associated with more predictable situations, but major errors still
occur when expressing more complex thoughts.
Pronunciation is intelligible though the accent means that occasional mispronunciations occur.
Keeps going comprehensibly; pausing for grammatical and lexical planning and repair is very
evident in longer stretches of production.
Links a series of shorter, discrete simple elements into a connected, linear sequence of points.
2 [A2]
Control of basic grammatical forms and lexis, but may have to compromise the message and take
time to formulate structures. Uses some simple structures and lexis correctly, but still systematically
makes basic mistakes (e.g. tends to mix up tenses and does not conjugate verbs correctly;
sufficient vocabulary for the expression of basic communicative needs only). Meaning clear.
Pronunciation is generally clear enough to be understood despite a noticeable accent and
occasional difficulty for the listener.
Constructs phrases on familiar topics despite very noticeable hesitation and false starts.
Links groups of words with simple connectors like and, but and because.
1 [A1]
Very basic range of simple forms with only limited control of a few simple grammatical structures and
sentence patterns in a learned repertoire. Basic vocabulary of isolated words and phrases related to
particular concrete situations.
Pronunciation of a very limited range of words and phrases can be understood with some effort.
Manages very short, isolated utterances, with much pausing to search for expressions,
to articulate less familiar words, and to repair communication.
Little attempt to link words or groups of words; when it happens uses very basic linear connectors
like and or then.
grammar accuracy
vocabulary accuracy
good pronunciation
fluency the fewer hesitations and stops the better, but dont talk too quickly
good structure it shouldnt sound like you are rambling with different bits
of unconnected speech.
Part 1
In this task you first hear (and see) the question. Only box A appears on the screen.
When this is finished you hear (and see) the first question (box B). When the time to
record comes, the recording box appears immediately below the question box. This
tells you the amount of time you have been recording for (in this case just over four
seconds) and the total time for the task (in this case 30 seconds).
As each new question appears, the same procedure is followed (boxes C and D)
A
When your response to the final question has been recorded, the test automatically
moves on to the next task. You do not need to click on any button to make this happen.
Note: all Aptis speaking questions follow this set of procedures. In the following
screenshots we have not included the recording boxes, but they will appear in each
case when the question has been read.
Part 2
In this task you first hear the contents of the top box telling you about the task.
When this has been heard, the first of the three questions appears. When this
question has been heard the recording box appears and you should begin speaking.
You will have up to 45 seconds for your answer.
When that question has been recorded, the next question automatically appears.
Again, as soon as it has been heard, the recording box appears and the recording
begins. This question also allows for a response up to 45 seconds.
When the recording time for the second question is done, the final question appears.
When you have heard the question, the recording box appears and you again have
45 seconds to respond.
When your response to the third question has been recorded, the test automatically
moves on to the next task. You do not need to click on any button to make this happen.
Part 3
In this task you will again hear the contents of the top box.
When this has been heard, the first of the three questions appears. When this
question has been heard, the recording box appears and you should begin speaking.
You will have up to 45 seconds for your answer.
When that question has been recorded, the next question automatically appears.
Again, as soon as it has been heard, the recording box appears and the recording
begins. This question also allows for a response up to 45 seconds.
When the recording time for the second question is done, the final question appears.
When you have heard the question, the recording box appears and you again have
45 seconds to respond.
When your response to the third question has been recorded, the test automatically
moves on to the next task. You do not need to click on any button to make this happen.
Part 4
In this task you will yet again hear the contents of the top box.
When this has been heard, you will be read (and can see) the three questions.
When the questions have been heard, the voice tells you that you have one minute to
prepare your responses. You will also be told that you may take notes. It is important
to take notes, as it will help you in organising and remembering your responses.
Rather than writing out exactly what you want to say, make brief notes and use these
to help structure your speech.
There is a minutes silence as you prepare. A progress bar on the screen will indicate
how long you have left. When this time has passed, the message at the bottom
(You now have two minutes to talk) appears, as will the recording box. You may
speak until the recording automatically stops.
exam certificate
at school
parents proud.
surprised
encourage excellence
evidence/recognition of success.
When your response to the three questions has been recorded, the test
automatically finishes.
Special needs
The British Council cares about candidates with special needs and fairness to all
candidates regardless of first language, gender, ethnicity, nationality or lifestyle.
Aptis has experience in delivering tests to candidates with special needs so that
English language ability can be assessed objectively, regardless of any disability.
If you require a modified version of a test (e.g. Braille version, extended time), contact
us at least four weeks before your test so we can discuss your needs and make
suitable arrangements.
Checklist
We hope that these notes have helped you prepare for your Aptis test. Here is a
checklist to make sure you are fully prepared:
review the sections on Getting to grips with the online test and Sound Recording
and do a practice test so that you are familiar with the test structure and software:
www.britishcouncil.org/exams/aptis
do the sample tests in this booklet to get more experience with the structure
of the tests
practise your English skills at every opportunity. Listen to English radio (e.g. BBC
World Service), watch English-language television and films and read the graded
readers (e.g. Cambridge, Penguin, Macmillan and Headway)
read the tips in this booklet on how to prepare for each test.
Feedback
We value your feedback, so after your test you will be given the opportunity
to complete a survey. We thank you in advance for your useful comments.