Exams & Qualifications / Students

Intermediate Level

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

This is the final bridging stage and the examination involves a need to write a clear yet longer piece of connected text. Dealing with the various tenses, events from the past present and future and topics related to hypothesis, agreement/disagreement, obligation or purpose are all built upon from the previous level. Further progression is established at Intermediate level by the need to repeat or pass on information whilst being able to check factual evidence. This level is an important one in the step by step approach Anglia uses within its examination suite. Next step: Advanced.


Overview of Tasks: 

Reading & Writing:



Section W1 (20 marks)

Writing: composition 
Choice of four titles
150 - 200 words

Section W2 (15 marks)

Writing: informal message
Choice of two topics
50 - 70 words

Section R1 (13 Marks)

Reading comprehension
One text 290 - 310 words
Ten questions

Section R2 (7 marks)

Reading for meaning
One text – seven sentences
Vocabulary matching
Seven questions

Section R3 (20 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: word transformation
Fill the gaps
Ten questions

Section W4 (5 marks)

Writing: phrasal verbs
Rewrite sentences 
Five questions




Section L1 (10 marks)

Listening for information
Five dialogues
Four-option multiple choice
Five questions

Section L2 (20 marks)

Listening for words in context
Fill the gaps (two words per gap)
Ten questions

Section L3 (20 marks)

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




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

Warm Up

Including possible questions on dreams, hopes, ambitions for the future

Section S2 (4 -6 minutes)

Explain preferences
Prepared discussion: a hypothetical situation
A stem question with options to justify

Section S3 (4 -6 minutes)

Plan and negotiate
Unprepared role-play event
Wide event topic paradigm - for example: holiday, picnic, party, wedding.


Syllabus and Specifications:


Performance Indicators

The student has sufficient active vocabulary and structural understanding to:

  • write clear 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 process and hypothesis including regret and consequence.

  • repeat messages, pass on information, check facts.

Grammar and Structures List 

Grammar and Structures

What are they used for?

Some examples


Reported speech

Repeating messages
Passing on information
Telling stories, jokes
Checking facts

"What is the height of the Empire State Building?"
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 - 
if/past perfect tense + would have/non finite verb

Expressing regret
Describing a past that never was
Talking through the consequences of our actions

They would have gone to the concert if they had had tickets.
If he had known, he would have finished earlier.

Past Perfect

ordering the past

as in reported speech and 3rd conditional above

The gerund  -
after certain prepositions
in certain idiomatic      expressions


After leaving work, he went to the gym.
It’s no use talking to him.
Is it worth doing?

To have something done

Expressing the fact that the speaker commissioned an activity

John had his house painted.


Conjunctions of reason and purpose, cause and result, concession


As connectives – and, but, nevertheless, or, however

Talking about why people do things, the purpose of something, its cause, expressing surprise

Expressing connections in a sentence, text or argument

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 wasn’t happy.


Changes in word order in specific situations

Expressing information accurately

To the north is…

A good example of an essay at this level:



Marking Criteria



Content organisation

5 = Paragraphs to distinguish between beginning, middle and end. Narrative needs linking words used to order events (next, suddenly, despite, in order to). Descriptive needs adjectives/ adverbs and ideas organised into logical grouping
4 = Evidence of paragraphing and competent attempt made at linking/ grouping ideas
3 =Attempt made to paragraph and order chain of events/ grouping of ideas in a relatively simple way
2 = Ideas not organised into any logical chain of events/grouping. May be too short.
1 = Narrative/ description very confusing and difficult to follow. 
0 = little or no language at all



5 = Minimal errors with intermediate level language used. Minor errors do not impede understanding
4 = A few errors but easily understood
3 = Some basic errors but can be understood
2 = Significant errors with language expected at the level. 
1 = Significant errors throughout. May impede understanding 
0 = Little or no language at all


Range of vocabulary and structure

5 = Competent use of a range of language expected at this level. (e.g. past perfect, passive voice, conditionals 2 or 3,reported speech) Perhaps some attempt at using more advanced language, maybe with errors
4 = Good use of appropriate language
3 = Adequate language used for the task
2 = Lack of basic structures. Language too simplistic and repetitive for the level
1 = Structure and vocabulary far too simplistic for the level
0 = Little or no language at all


Task completion

5 = Full completion of task. No repetition
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 
0 = Task not covered at all


Grade boundaries for composition




16 - 20


13 - 15.5


10 - 12.5


5 - 9.5


0 - 4.5

Section W2 - Writing an informal email (60 - 80 words) 


Content organisation/ appropriacy

5 = Email well organised with appropriate salutations/signing off. Language organised into a logical thread, with good use of connectors/linkers and suitable tone for informal correspondence.
4 = Clear attempt made at linking/ grouping ideas. Appropriate in tone and register perhaps with minor lapses
3 =Attempt made to organise ideas in a relatively simple way
2 = Sentences either not organised/connected or inappropriate for informal email
1 = Sentences not organised/connected and inappropriate for informal email
0 = little or no language at all


Accuracy and organisation

5 = Accurate use of intermediate level language. Minor errors possible in higher level language do not impede understanding
4 = Few errors in B1 level language but easily understood and good control
3 = Several errors in B1 language but can be understood
2 = Significant errors in A2 and B1language 
1 = Significant errors throughout. May impede understanding 
0 = Little or no language at all


Task completion and language range

5 = Full completion of task. Competent use of a range of B1 language. Some attempt at using more advanced language, maybe with errors.
No repetition
4 = Main points of task covered. Good use of language expected at this level
3 = Attempt made to cover task. Adequate language used
2 = Task not covered sufficiently. Lack of basic structures and language too simplistic
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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