Aptis for Teachers: Writing Test 1

Aptis for Teachers: Writing Test 1

In this post we’re looking at the Aptis for Teachers writing test.  As we explained in the Writing Overview, it’s the same in format to Aptis General, but different in content.  Like all the Aptis for Teachers components, the writing test relates to themes and scenarios that teachers come across every day.  So it could centre round a teachers’ conference, a training course, a school exchange trip, or something similar.

There are four parts to each Aptis writing test, and you have 50 minutes to do this component. All four parts of the test are based around the same theme. Remember that this exam is for A1-level students and above, so the first part of each of the tests is intended to be easy.  All the skills tests (Speaking, Listening, Writing, Reading) increase in difficulty as they go on.

We’re going to use the theme of attending a conference for our Sample Test.  We’ll start with a brief reminder of what each part entails, then give you the test questions.  Then we’ll show you a video explaining each part in more detail, and giving you sample answers at B2.

We strongly recommend you to do the test yourself before looking at the Aptis for Teachers writing test with sample answers. For this reason, we’re going to give you the blank exam paper first. Try to do the test within exam timing.

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Part One:  Writing at word-level

In the first part there are five questions. The task consists of replying to short messages from another member of the club or group you want to join. You only have to write one to five words for each response.  Suggested timing: up to 3 minutes.

You are going to a conference about teaching English in the classroom. You have 5 messages from another teacher who is attending the conference. Write short replies (1-5 words) to each message.

1. Where’s your school?
2. What do you like doing after work?
3. What’s your favourite day of the week?
4. What do you have for breakfast?
5. How many students do you teach?

Tip: The most important aspect here is communication – it doesn’t matter if you make spelling or grammar mistakes.

Part Two:  Writing a short text

In the second part the task consists of writing some personal information on a form. They ask you one or two questions. You must write in complete sentences, and you have to write 20–30 words.  Suggested timing: up to 7 minutes.

Before you go to the conference, you have a form to complete. Tell us about your students and what subjects you teach. Use 20–30 words.

Tip: The most important aspects here are staying on-topic and using accurate grammar, spelling and punctuation. In other words, make sure you answer the question, and try not to make mistakes! Don’t go over the 30-word limit.

Part Three:  Three written responses

In the third part of the test you have to respond to three written questions from other members of the group. The style is informal; the context is writing on a social network-type website. You have to write 30-40 words per answer. Suggested timing: up to 10 minutes.

During the conference, you have to opportunity to chat to the other participants. Talk to them using sentences. Use 30-40 words for each answer.

• Why did you choose to come to this conference?
• What’s the most interesting talk that you’ve been to so far?
• What’s the most difficult thing about teaching?

Tip: The most important aspects here are staying on-topic and using accurate grammar, spelling and punctuation. Using a variety of sentence structure and linking your sentences well is also important. Don’t go over the 40-word per answer limit.

Part Four:  Informal and formal emails

The final and most difficult part of the Aptis writing test consists of writing two emails in different registers. What does that mean? It means writing in both informal and formal styles.

First of all, you have to write a short informal email to a friend. You must write 40–50 words.  Suggested timing: up to 10 minutes.

Then you have to write a formal email of 120­–150 words to a person in authority. Both emails are on the same theme, but you must use different levels of formality.  Suggested timing: up to 20 minutes.

You see this message on the conference notice board:

Dear Delegates

We are writing to inform you that for reasons beyond our control, the closing plenary will take place in room 452 and not in the main hall as advertised. Unfortunately, this room only seats 80 people, with standing room at the back for another 20. This means that in order to get a seat, you will have to come early to queue.

Notes from the session will, of course, be made available online to those who can’t attend. We are sorry for this inconvenience and hope you understand.

The Organisers

1. Write an email to your friend who is also attending the conference. Write about your feelings and what you think the organisers should do.  Write 40–50 words.
2. Write an email to conference organisers. Write about your feelings and suggest a better solution to the problem.  Write 120-150 words.
   

Tip: The most important aspect here is showing you can write accurately in different registers. Try to use a wide variety of appropriate vocabulary, structures and linking words. Use paragraphs. Stay on-topic. Don’t go over the limits of 50 words in the informal email and 150 words in the formal email.

A summary of general points to remember:

• Except in Part 1, keep an eye on your grammar, spelling and punctuation. Use connectors (link words) to make your writing coherent.
• Stay on-topic – don’t just write generally about the subject. Make sure you address the questions, or you will lose marks on task fulfilment’.
• The word count is important – you will lose marks on ‘task completion’ if you write too many or too few words. NOTE: You don’t have to count the words yourself, as there’s a word-counter on the screen to show you how much you’ve written.
• You’ll see that the timings add up to the 50-minute total. However, you should always try to leave a few minutes free at the end of the test. This is so you can look through your work for any obvious mistakes. That’s why our suggested timings say up to X minutes. Ideally, aim for up to a minute less in each part.

When you’ve finished writing, check through your work. Look for:

• spelling and punctuation mistakes
• grammar mistakes (for example: tenses, 3^rd person ‘s’ endings, wrong preposition)
• correct use of paragraphs
• correct word counts