APTIS TRAINING MATERIAL

Welcome to the APTIS Preparation Material

You are now nearly ready for your exit-Aptis test. Congratulations for getting this far The aim of this material is to: 1) Refresh your memory about the procedures, style and presentation of the test. 2) i!e you further practice at the spea"ing, grammar and writing se#tions.

$) %ro!ide you with tips for the test to gi!e you the best possible #han#e at mo!ing up one le!el on the Aptis framewor" and so #ompleting the #ourse su##essfully.

Available Marks and Timings

Language ability in all four English skills (speaking, listening, reading and writing). Component Grammar & Vocabulary #eading Listening %peaking (riting Number of Items ! " " & tasks & tasks Time " minutes $! minutes ! minutes '" minutes ! minutes

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Listening
What to e pect: You will begin with the listening part of the exam. &here are 2' short re#ordings that you will listen to with headphones. &hese might be answer phone messages or short #on!ersations for example. &hey start off easy and get more diffi#ult as you go through them. !rading S"stem #escriptors $ Listening
C )2 (as no diffi#ulty in understanding any "ind of spo"en language, whether li!e or broad#ast, deli!ered at fast nati!e speed. Can understand the main ideas of propositionally and linguisti#ally #omplex spee#h on both #on#rete and abstra#t topi#s deli!ered in a standard diale#t, in#luding te#hni#al dis#ussions in his*her field of spe#ialisation. Can understand straightforward fa#tual information about #ommon e!eryday or +ob related topi#s, identifying both general messages and spe#ifi# details, pro!ided spee#h is #learly arti#ulated in a generally familiar a##ent. Can understand enough to be able to meet needs of a #on#rete type pro!ided spee#h is #learly and slowly arti#ulated. Can follow spee#h whi#h is !ery slow and #arefully arti#ulated, with long pauses for him*her to assimilate meaning. -ot enough language "nowledge demonstrated to allow for any meaningful inferen#es about the #andidate.s ability.

)1 A2 A1 A,

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Listening Tips

Section % & '/ #on(t fall behind the tape-s#ript. 0or example, many students fall behind and end up answering 1uestion 2 while listening $ is beginning. You will lose a lot of mar" this way. You don2t ha!e mu#h time - but it2s better to lose 1 1uestion that you are not sure off than to lose all the 1uestions be#ause you fell behind. You need to be reading the 1uestion*answer options for the next 1uestion before that listening begins. Remember that you also ha!e ' minutes at the start to read the 1uestions, so read these se#tions then. Section ': 3isten for the 1uestion word 4e.g. when, where...et#). 5ost of the answer options in#lude the same #ontent words and the only differen#e relates to the 1uestion word 4e.g. where !s. why...et#). 6f you hear the 1uestion word you are already half way. Section ): &he 1uestions follow a logi#al se1uen#e and it is a listening #omprehension tas" as opposed to 2s#anning2, so you are mu#h better +ust listening to ma"e sure you get the main ideas. 7f #ourse you should still read the 1uestions but many students write and then rub out the first 1uestion and therefore losing the remaining $. Section *: &his is a !ery diffi#ult se#tion 4C18). 9on2t try to understand e!erything. Read the $ 1uestions and pi#" out "ey words. &hen as you listen +ust 'scan2 or listening out for the information related to those words.

To finish off this section+ tr" the online demo for the listening test,

http*..www.britishcouncil.org.aptis/demo/tests.)ptisListening0emo.

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Writing
What to e pect: After you ha!e #ompleted the listening se#tion you will then be able to ta"e a little time to relax before you start the writing se#tion. &he writing se#tion will test your ability to write both formally and informally. 1) You will start off with a familiar sub+e#t : writing your personal information into a spread sheet for example. 2) -ext, you will write a short paragraph 4about $, words) on a more unfamiliar sub+e#t. 0or example : explain why people li"e ta"ing photographs. $) &he third part is more flexible. &here #an be a !ariety of tas"s. 6t usually tests your writing #reati!ity. 0or example, write a short paragraph in a blog about why you li"e photography. ;) %art four will test your ability to write formal and informal emails on the same sub+e#t. 0or example, a tourist #ompany has #an#elled your holiday but refuses to refund you the full amount. <rite an email to a #lose friend explaining why you.re unhappy and next write an email to the tourist #ompany explaining why you.re are not satisfied with their de#ision.

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!rading S"stem #escriptors $ Writing

C )2 )1 A2 A1 A, Can write #lear, smoothly flowing, #omplex texts in an appropriate and effe#ti!e style and a logi#al stru#ture whi#h helps the reader to find signifi#ant points. Can write #lear, detailed texts on a !ariety of sub+e#ts related to his*her field of interest and shows an ability to use different registers within written texts Can write straightforward #onne#ted texts on a range of familiar sub+e#ts within his field of interest, by lin"ing a series of shorter dis#rete elements into a linear se1uen#e. Can write a series of simple phrases and senten#es lin"ed with simple #onne#tors li"e =and., =but. and =be#ause. Can write simple isolated phrases and senten#es. -ot enough language "nowledge demonstrated to allow for any meaningful inferen#es about the #andidate.s ability.

Tips for Writing

You ha!e written a lot on this #ourse in the online #omponent, on 0a#eboo" and in the #lassroom. >o, your writing is a#tually !ery good but the hard part is going to be the genre 4e.g. letter of #omplaint). You only need to fo#us on two genres and these are 1. 3etters ? 2. @ssays. %ay #lose attention to what the 1uestions as"s for and gi!e them exa#tly what they want in terms of length, tone, format...et#. -o matter how well you write, if you don2t sti#" to the expe#ted genre #on!entions you will not do as well as you #ould.

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Speaking
What to e pect/ -ext is the spea"ing se#tion. You will wear headphones and a mi#rophone. You will listen to 1uestions and then answer them for a set period of time. A time-#ounter will show you how long to tal" for. >imilarly to the writing se#tion, topi#s will start off more familiar 4family, friends, wor" et#.) and be#ome more unfamiliar by the end of the text. 1) %art one, three familiar sub+e#ts. $, se#onds long ea#h. 0amiliar sub+e#t e.g. A&ell me about your s#hoolB. 2) %art two, you will des#ribe a pi#ture in as mu#h details as you #an. -ext you will ha!e two follow up 1uestions about the pi#ture to answer. $) 6n part three you will see two more pi#tures. &his time you will ha!e to #ompare the pi#tures. 0or example, you might see a pi#ture of a supermar"et and a lo#al*family shop. After #omparing the pi#tures you will then ha!e two follow up 1uestions. 0or example, why do people sometimes go to supermar"ets and other times to lo#al shops. ;) %art four is the extended spea"ing se#tion. You will be as"ed three 1uestions and gi!en three minutes to answer them. 0or example, a. &ell me about a time when you got lost. b. (ow did you feelC #. <hat do people do when they get lostC

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!rading S"stem #escriptors $ Speaking

C )2 )1 A2 A1 A, Can produ#e #lear, smoothly flowing well-stru#tured spee#h with an effe#ti!e logi#al stru#ture whi#h helps the re#ipient to noti#e and remember signifi#ant points. Can gi!e #lear, systemati#ally de!eloped des#riptions and presentations on a wide range of sub+e#ts related to his*her field of interest, with appropriate highlighting of signifi#ant points, and rele!ant supporting detail. Can reasonably fluently sustain a straightforward des#ription of one of a !ariety of sub+e#ts within his*her field of interest, presenting it as a linear se1uen#e of points. Can gi!e a simple des#ription or presentation of people, li!ing or wor"ing #onditions, daily routines li"es*disli"es, et#. as a short series of simple phrases and senten#es lin"ed into a list. Can produ#e simple des#riptions on mainly personal topi#s. -ot enough language "nowledge demonstrated to allow for any meaningful inferen#es about the #andidate.s ability.

Tips for Speaking

You need to answer the 1uestions fully and tal" more, as 1uite a lot say =6 don.t "now about it. or =6 ha!e nothing to say. or +ust answer =Yes*-o.. &ry to elaborate whene!er you #an. &ry not to repeat things you.!e said. @xpand upon your answers and mo!e the topi# forward. %ra#ti#e des#ribing pi#tures * #omparing two pi#tures. @!en if you feel you don.t ha!e the right !o#abulary, try to spea" impromptu, and explain whate!er ideas you ha!e. 6n the long turn 4...1 min. preparation : 2 min. spee#h) don.t spend the preparation time on writing full senten#es be#ause this will only be enough for 2,-$, se#onds. Dust write bullet points 4single words) whi#h will a#t as a prompt for you to tal" about more freely. 6f you don.t fill 2 minutes you will not get the full s#ore. Answer the 1uestion a##urately. 0or example, if the 1uestion says -Tell me about a musical festival in "our countr". don.t tal" about festi!als generally : it should only be a musi# festi!al. 7r, -Tell me about a close relative of "ours. the 1uestion is a#tually about 7-@ relati!e and not all of your family. 7!erall, try not to feel ner!ous while spea"ing, an exams #an a#tually be an en+oyable experien#e. 0inally, spea" #onfidently and #learly. You will be fineE

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/se of 0nglish and 1eading $ Paper Test

&his is a paper and pen test. &he paper starts off with 2' grammar 1uestions. &hey start off easy and get more diffi#ult. &hey are multi-#hoi#e answers A, ) or C. -ext #omes the !o#abulary se#tion. Again, 2' mar"s are a!ailable here. &his might be mat#hing synonyms for example.

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Tips for /se of 0nglish

&his is not too diffi#ultF howe!er there are some tips to help. A lot of the options are based on #ollo#ations 4i.e. words that #ommonly go together) so don.t try to analyse the language 4sub+e#t, !erb...et#). >ometimes analysis will not help you be#ause all options are grammati#ally possible. ood ad!i#e is to Gtrust your earsG. >o for example in this 1uestion/ It's a _________ your wife can't come (a.harm, b.sorrow, c.shame, d.shock) , 62d li"e you to +ust 2sound2 the options 4i.e. say them to yourself and listen for whi#h is the most natural.) &here will definitely be one whi#h sounds more natural be#ause you ha!e heard*read 26t2s a shame2 before but you ha!e ne!er heard the other $. >o basi#ally, when it #omes to #ollo#ations, if it sounds #orre#t it isH

http*..www.britishcouncil.org.aptis/demo/tests.)ptisGrammarVocab0emo.

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1eading
7n#e you ha!e finished the grammar and !o#abulary you #an ha!e a few minutes to relax before mo!ing on to the reading se#tion. &here #an be a !ariety of tas"s for example : missing words. You must pla#e missing words into the reading text. 7r you might be gi!en the opening paragraph of a short story. &he following paragraphs are +umbled up and you ha!e to put them in the right order. &his se#tion finishes with a longer reading. 7ne example of a tas" here would be to mat#h ea#h paragraph of the story with a suitable heading 4topi# senten#e). !rading S"stem #escriptors $ 1eading
C )2 )1 A2 A1 A, Can understand and interpret #riti#ally !irtually all forms of the written language. Can read with a large degree of independen#e, adapting style and speed of reading to different texts and purposes, and using appropriate referen#e sour#es sele#ti!ely. Can read straightforward fa#tual texts on sub+e#ts related to his*her field and interest with a satisfa#tory le!el of #omprehension. Can understand short, simple texts on familiar matters of a #on#rete type whi#h #onsist of high fre1uen#y e!eryday or +ob-related language. 2an understand !ery short, simple texts a single phrase at a time, pi#"ing up familiar names, words and basi# phrases and rereading as re1uired. -ot enough language "nowledge demonstrated to allow for any meaningful inferen#es about the #andidate.s ability.

Tips for 1eading

As with English in Use, don2t only fo#us on analysis 4sub+e#t, !erb...et#). Reading is ultimately about understanding and so the first thing you need to go for is meaning. 7n#e you understand what they are saying - you are ',I nearer to su##ess. 9on2t rush through the easy 1uestions and then waste time on the last 1uestion whi#h is C18. <or" steadily and ma"e sure you get the easy ones right as they are all worth the same number of pointsE

http*..www.britishcouncil.org.aptis/demo/tests.)ptis#eading0emo.

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4inally, is 5ust to wish you the best of luck for the test. 6ou7ll do great888

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