Exams & Qualifications / Students

Advanced Level

Providing properly calibrated levels and certificates to help the students through this stage is invaluable!

The advanced level takes its place within Anglia examination suite as part of the top three. Its title adequately describes the standard of English required and each candidate must be able to write an extended piece of text that stays 'on topic' and joins together very well when read. The examination asks the candidate to write formal/informal letters and to manipulate structures to add a variety of style. Listening skills are also tested more vigorously and a question/answer section is an important part of the overall assessment.


Overview of Tasks: 

Reading & Writing:



Section W1 (25 marks)

Writing: composition 
Choice of four titles
200-250 words

Section W2 (15 marks)

Writing: formal/informal correspondence
Write a letter and an email
150 words approx.

Section R1 (13 marks)

Reading comprehension
One text 340-360 words
Ten questions

Section R2 (7 marks)

Reading comprehension
Five short news articles
Seven questions

Section R3 (10 marks)

Use of English: general grammar
Four-option multiple choice
Ten questions

Section W3 (10 marks)

Writing: sentence transformation
Complete the sentences
Five questions

Section R4 (10 marks)

Use of English: grammar in context
Fill the gaps
Ten questions

Section R5 (10 marks)

Use of English: word transformation
Fill the gaps
Ten questions




Section L1 (10 marks)

Listening for information
One dialogue
Complete the notes
Ten questions

Section L2 (20 marks)

Listening for meaning
True/False/Doesn’t say
Ten questions

Section L3 (20 marks)

Listening for information
Five monologues
Three-option multiple choice
Ten questions





Section S1 (2 - 4 minutes)
(Task 1)

Warm Up

Including possible questions on interests, skills, talents, hopes for the future

Section S2 (8 -10 minutes)
(Task 2)

Presentation and opinion
Prepared talk: agree/disagree
Discussion headings needing justification

Section S3 (8 -10 minutes)
(Task 3

Discussion and decision-making
Unprepared priority ordering
Eight items to order


Syllabus and Specifications:


Performance Indicators

The student has sufficient active vocabulary and structural understanding to:

  • 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.

  • listen and respond to passages and questions in a variety of forms, delivered at a measured speaking pace.


Grammar and Structures List 

Grammar and Structures

What are they used for?

Some examples


The inversion of subject and verb after certain negative adverbial introductions, e.g. never, rarely, hardly ever, not only, little, seldom

Creating emphasis, varying style and idiom

Never have I seen such a terrible film.
Little did he know he would one day be Prime Minister.
Not only was it raining, it was also cold.


I wish, it's about time, it's high time

Expressing hypothesis, regret, decision making and the need for decision making

wish had£1million.
It's high time we did some work.
It's about time he bought a new car.


Using modal verbs followed by the non-finite and perfect non-finite verb
using will

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 can't 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.


After certain verbs
After certain adjectives
After question words
The perfect infinitive


hope to hear from you shortly. We can't 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. I'd love to have met him. He doesn't seem to have done it.

A good example of an essay at this level:

Marking Criteria



Content organisation

5 = Clear relevant paragraphs to organise work. A range of connectives/conjunctions (firstly, whereas, finally, all of a sudden, in the end, Nevertheless). Elements of description and discussion have logical connectors and grouping 
4 = Some evidence of paragraphing and attempt made at linking/ grouping ideas with connectives suitable for this level
3 =Evidence of paragraphing or a logical chain of events/grouping. Probably not both
2 = Ideas not organised into any logical chain of events/grouping. 
1 = Narrative/ description very confusing/ difficult to follow.



5 = Minimal errors with advanced level language used. 
4 = A few errors undermining potential sophistication
3 = Some basic errors but do not impede comprehension of the text overall
2 = Significant errors with language expected at the level. 
1 = Significant errors throughout. May impede understanding


Range of vocabulary and structure

5 = Competent use of a range of language expected at this level. (e.g. range of tenses, conditional, inversion, unreal past) Shows flashes of inspiration
4 = Good use of appropriate language
3 = Adequate language used for the task
2 = Lack of basic structures. Language too simplistic and repetitive
1 = Almost no examples of structure or relevant vocabulary


Appropriacy of tone and register

5 = fully appropriate use of language and style
4 = mostly appropriate with one or two exceptions
3 = clear attempt has been made to use suitable tone/register
2 = inappropriate tone/register but would not cause offence
1 = limited language or inappropriate, and would cause offence


Task completion

5 = Full completion of task. No repetition. Very positive effect on reader
4 = Main points of task covered
3 = Attempt made to cover task
2 = Task not covered sufficiently and/or too short 
1 = Majority of task not covered and/or answered a different question. Very negative effect on reader


Grade boundaries for composition




20 - 25


16.5 - 19.5


12.5 - 16


5 - 12


0 - 4.5

Section W2 - Writing a formal letter (80 – 100 words) and an informal email (60 - 80 words)
N.B. One overall mark is awarded for both pieces of writing. 


Content organisation/ appropriacy

5 = Letter and email set out correctly and clearly. Well organised with appropriate salutations/signing off. Clear paragraphs in letter. Language organised into a logical thread, with good use of B2 connectors/linkers and clear distinction in tone and register according to recipient
4 = Clear attempt made at laying out letter and linking/ grouping ideas. Appropriate in tone and register perhaps with minor lapses
3 =Basic but adequate attempt at layout and organisation. Some evidence of differentiation in register
2 = Sentences either not organised/connected or inappropriate for recipient. Perhaps no differentiation in register
1 = Sentences not organised/connected and inappropriate for informal email.
0 = little or no language at all


Accuracy and organisation

5 = Accurate use of B2 level language. Minor errors possible in more complex language but they do not impede understanding. Accurate use of contractions and other punctuation in informal writing
4 = Few errors in B2 level language but easily understood and good control
3 = Several errors in B2 language but can be understood
2 = Significant errors in both B1 and B2 language, which impede understanding 
1 = Major errors throughout, which seriously impede understanding 
0 = Little or no language at all


Task completion and language range

5 = Full completion of task and function made clear. Competent use of a range of B2 language. Some attempt at using more advanced language, maybe with errors. No repetition. Very positive effect on reader
4 = Main points of task covered. Good use of language expected at this level. Positive effect on reader
3 = Attempt made to cover task. Adequate language used
2 = Task not covered sufficiently. Lack of basic structures and language too simplistic for B2. Negative effect on reader
1 = Majority of task not covered. Structure and vocabulary far too simplistic
0 = Task not covered. Little or no language

Grade boundaries for message writing 




12.5 - 15


10 - 12


7.5 - 9.5


4 - 7


0 - 3.5

Grade Boundaries: 


Grades are calculated by weighting the Listening % by 0.2 and the Written % by 0.8 - adding the results together and then using the information above.

Relevant Documents

Sample Papers

Further Practice

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