Pre-A1 / A1 - BE
Choose the correct word.
I ___ from Mexico.
Full placement diagnostic
English Placement Diagnostic — A0 to B2
This is a CEFR-aligned teacher diagnostic, not an official CEFR certificate exam. It estimates your current English level from A0 to B2. Your teacher confirms the best starting point through live listening, speaking, and writing evidence.
Before you begin
Answer independently. If you do not know an answer, leave it blank. The goal is accurate placement, not perfection. The listening, speaking, and writing evidence is marked by the teacher during or after the session.
What you receive
- Placement estimate from A0 to B2.
- Level ladder from A0 to B2.
- Skill profile and priority areas.
- Recommended starting point for lessons.
Time60-90 minutes for the full diagnostic, or shorter if the level becomes clear.
OrderLanguage use, reading, listening, writing, speaking, then teacher confirmation.
ApproachAnswer independently when you can. If an item is above your current range, you may leave it blank.
ResultUse the placement estimate as a starting point, then confirm it with live performance.
This diagnostic estimates placement from A0 to B2. It does not separate strong B2 from C1/C2. After a strong B2 result, your teacher may use an advanced speaking or writing sample to check whether C1 work is more appropriate.
Teacher note: administration
Do not coach before the student answers. Mark support only after the attempt.
Placement estimateNot estimated yet
Analysis
Complete the exam to generate a CEFR-aligned placement estimate and learning priorities.
Teacher note: interpreting recognition
If the student performs strongly on multiple choice but cannot produce comparable language in speaking or writing, choose the lower starting point.
Recognition evidence by level
This shows a possible ceiling, not a final placement.
Current evidence by area
Each result is suggestive and should be read with the live tasks.
Evidence collected0 evidence points
Not checked yet
Multiple-choice recognition suggests a possible ceiling. Listening, speaking, and writing help confirm the best starting point.
1. Foundation: A0-A1
Pre-A1 / A1 - Form vocabulary
Choose the correct word.
Mexico is a ______.
Pre-A1 / A1 - Personal question
Choose the correct question.
You are talking to a new person. What do you ask?
A1 present simple
Where ___ she work?
A1 quantity
I need ___ water, please.
A1 request
Which sentence is best in a cafe?
A1 present continuous
She can't talk now. She ___.
A1 existence
___ two chairs in the room.
A1 object pronoun
This is Carlos. I work with ___.
2. Elementary range: A2
A2 past simple
Yesterday, I ___ to the office.
A2 comparison
This apartment is ___ than my old one.
A2 advice
You ___ see a doctor if the pain continues.
A2 message
Message: “Can we meet at 3 instead of 2?” What changed?
A2 health
Which word means medicine instructions from a doctor?
A2 future plan
We ___ visit the client tomorrow.
A2 experience
I ___ sushi before.
A2 first conditional
If we leave late, we ___ the train.
3. Independent user threshold: B1
B1 present perfect
I ___ here for three years.
B1 conditional
If I had more time, I ___ study every day.
B1 passive
My phone ___ yesterday.
B1 attitude
“The idea could work, but we need more information before deciding.” What is the speaker's attitude?
B1 professional clarification
Which sentence is the best polite request for clarification in a professional conversation?
B1 reported speech
Direct: “I am busy.” Reported: He said ___.
B1 relative clause
The woman ___ helped me was very kind.
B1 question tag
It's cold today, ___?
4. Upper-intermediate precision: B2
Teacher note: upper limit
If a student performs strongly across B2 tasks, use a separate C1 diagnostic or advanced speaking and writing sample.
B2 unreal past
If I ___ about the delay, I would have left later.
B2 contrast
The project was expensive, but it was approved. Which formal sentence keeps the same meaning?
B2 register
The report found a statistically ___ difference between the two groups.
B2 inference
“The proposal is not without risk; nevertheless, its long-term benefits are difficult to ignore.” What is the author's position?
B2 discussion
Which sentence shows the most polite and nuanced disagreement?
B2 deduction
He didn't reply. He ___ about the meeting.
B2 collocation
We need to ___ before making a final decision.
B2 discussion management
In a formal discussion, which sentence most clearly invites the speaker to develop an idea?
5. Reading progression
Teacher note: stopping point
Blank higher-level answers may be meaningful evidence. They can show that the student has reached their current ceiling.
A1 short notice
Class Notice
English class is on Friday at 10:00. Bring your notebook. The class is in Room 3.
When is the class?
A1 short notice
What does the student need for class?
A2 practical message
Message
Hi Mark, I am still at the dentist. I will arrive about 20 minutes late. Please start the meeting without me.
What is the main message?
A2 practical message
What does she ask Mark to do?
B1 workplace text
Remote Work
Remote work has made life easier for many employees. People save time because they do not commute, and some say they concentrate better at home. However, teams sometimes lose the informal conversations that help people solve small problems quickly.
What is the writer's main point?
B1 detail
According to the text, why can informal conversations matter?
B2 extended reading · main idea
AI and the Work of Learning
Artificial intelligence is increasingly used in education to generate explanations, create practice activities, and give students immediate feedback. Supporters argue that these tools can make learning more flexible. A student who is reluctant to ask a question in class, for example, can request another explanation privately and without embarrassment. Teachers may also save time by using AI to produce first drafts of routine materials, leaving more time for discussion and individual support.
However, speed and convenience do not necessarily lead to deeper learning. When an answer appears instantly, students may accept it before considering why it is correct or whether it is reliable. This is particularly risky because AI systems can produce confident statements that are incomplete or inaccurate. If learners treat the technology as an authority rather than a tool, they may become less independent, not more.
The same concern applies to teachers. Automatically generated exercises may look polished while failing to address the specific misunderstandings of a particular class. Effective teaching requires noticing hesitation, asking follow-up questions, and adapting an explanation in response. These are judgments that technology can assist with, but not consistently replace.
For this reason, the most productive debate may not be whether AI belongs in education, but what role it should play. Used carefully, it can provide additional practice and reduce repetitive work. Used without clear goals, it may encourage superficial completion. Schools should therefore evaluate such tools according to the quality of thinking they produce, rather than the amount of content they generate.
What is the main idea of the text?
B2 extended reading · writer attitude
What is the writer's overall attitude toward AI in education?
B2 extended reading · inference
What does the writer imply by “superficial completion”?
B2 extended reading · vocabulary in context
In the first paragraph, “reluctant” is closest in meaning to:
B2 extended reading · cannot be concluded
Which statement cannot be concluded from the text?
6. Listening and interaction evidence
Teacher reads the scripts aloud. The student listens and answers or performs the task. Do not show the script to the student.
Task 1 · Basic classroom instructions
Follow three instructions
Teacher reads:
“Open the lesson. Write your name. Tell me your country.”
Teacher checks the actions or responses:
Scoring: 3 checks = strong Pre-A1/A1 listening · 2 checks = developing · 0–1 checks = needs very basic classroom English
Task 2 · Simple scheduling message
Identify a change and request
Teacher reads:
“Hi Ana. Our class was at 9:00, but now it is at 10:30. Please send me a message if that is okay.”
Listening question 1
What changed?
Listening question 2
What is the new time?
Listening question 3
What does the speaker want?
Task 3 · Short explanation
Understand a reason and proposed change
Teacher reads:
“Tomorrow I can’t have class because I have an appointment. Can we meet on Friday at the same time instead?”
Listening question 1
Why can’t the speaker have class tomorrow?
Listening question 2
What change does the speaker want?
Listening question 3
When does the speaker want to meet?
Task 4 · Interaction response
Ask a question about the class
Teacher says:
“Ask me one question about the class.”
Teacher checks the student’s response:
Example good answers:“What time is the class?”“Where is the class?”“Do I need a notebook?”“Can we meet on Friday?”
This section is not a full listening exam. It gives evidence for placement. The teacher should combine it with speaking, reading, and grammar results.
7. Teacher-scored production
Teacher note: production evidence
Recognition can be stronger than spontaneous production. Use these tasks to confirm the recommended starting point, especially at B1 and B2.
Short personal interview
Teacher asks about name, country, work/study, daily routine, and likes.
Short written message
Write 5-7 sentences about a recent day, trip, meeting, or problem.
Opinion task
Speak for 2-3 minutes: Should people learn English for work, travel, or personal growth? Explain your opinion.
B1 connected writing
Write 100-140 words about a change at work, in your city, or in your daily life. Explain what changed, why it matters, and your opinion.
B2 discussion task
Discuss for 3-4 minutes: Should companies limit employees' use of AI at work? Consider benefits, risks, and reasonable limits.
Argument task
Write or outline a short argument: Is remote work better than office work? Include both sides and your conclusion.
Complete the sections, then check the assessment.