Language Cert

Written exam

• Listening
• Reading
• Writing

Spoken exam

• Speaking

Levels

A1 – Preliminary

A2 – Access

B1 – Achiever

B2 – Communicator

C1 – Expert

C2 – Mastery

CEFR

LanguageCert

IELTS

TOEFL iBT

C2

C2 – Mastery

8.5 – 9.0

95 – 120

C1

C1 – Expert 

7.0 – 8.0

B2

B2 – Communicator

5.5 – 6.5

72 – 94

B1

B1 – Achiever

4.0 – 5.0

42 – 71

A2

A2 – Access

A1 

A1 – Preliminary 

TEST (IESOL)

PRICE (KES)

(Live Remote Invigilation)

PRICE (KES)

(Test Center Exams – Paper/Computer Based)

A1 Preliminary – Written (Listening, Reading, Writing) & Spoken (Speaking) 

KES 7,550

–

A2 Access – Written (Listening, Reading, Writing) & Spoken (Speaking) 

KES 7,550

–

B1 Achiever – Written (Listening, Reading, Writing) & Spoken (Speaking) 

KES 7,550

KES 12,100

B2 Communicator – Written (Listening, Reading, Writing) & Spoken (Speaking) 

KES 9,550 

KES 18,700

C1 Expert – Written (Listening, Reading, Writing) & Spoken (Speaking) 

KES 11,000

KES 22,000

C2 Mastery – Written (Listening, Reading, Writing) & Spoken (Speaking) 

KES 12,100

KES 24,200

TEST (SELT)

FEE (KES)

A1 Speaking & Listening

KES 20,100

A2 Speaking & Listening

KES 20,100

B1 Speaking & Listening

KES 20,100

B1 Listening, Reading, Writing & Speaking 

KES 25,850

B2 Listening, Reading, Writing & Speaking

KES 25,850

C1 Listening, Reading, Writing & Speaking

KES 25,850

C2 Listening, Reading, Writing & Speaking 

KES 25,850

Skill & Focus 

Task

Format 

Raw Marks

Listening 1: recognise simple key information in short statements

Listen twice to match seven short statements to letters, words, graphics and symbols

Three-option multiple choice question for each utterance

7

Listening 2: identify functions in short utterances typical of spoken English

Listen twice to choose the best reply to seven short utterances

Three-option multiple choice question for each utterance

7

Listening 3: identify a specific aspect of a conversation

Listen twice to six short conversations with two speakers to identify: topic, purpose, context, speakers, gist, relationship between

speakers, functions, attitudes, feeling and opinions

Three-option multiple choice question for each dialogue

6

Listening 4: extract key information from a dialogue

Listen twice to a conversation with two speakers to identify specific information

A form with six headings and multiple choice options to tick with the correct information for each heading

6

Skill & Focus 

Task 

Format

Raw Marks 

Reading 1: understanding of organisational and lexical features of the text

Six short texts with one gap per text 

One three-option multiple choice question for each text to complete each one correctly

6

Reading 2: understand the structure of a short simple text

Gapped text with five deletions and 1 distractor 

Gapped text followed by a choice of five options to complete the text correctly 

5

Reading 3: awareness of purpose of different text and ability to locate specific information

Four short texts, eg notice, letter, appointment card, with a linked theme, but with a different purpose

Seven multiple matching questions to identify information from the texts

7

Reading 4: identify meaning in short texts (8 short texts)

Table to complete with 8 items 

Match each statement to the appropriate text. 

8

Writing 1: simple sentences to communicate ideas or basic information

Instructions to write on a given topic, eg about themselves, daily life, people, where they live, what they do

Write four sentences (about 30 words)

12

Writing 2: short simple text for an intended audience

Instructions to write a letter, card, postcard or message about two given functions

20 – 30 words

12

Skills & Focus 

Task

Format

Raw Marks 

Listening 1: recognise simple key information in short statements

Listen twice to match seven short statements to pictures, numbers, spellings, maps, plans, etc. Each item contains two pieces of information

Three-option multiple choice question for each utterance

7

Listening 2: identify functions in short utterances typical of spoken English 

Listen twice to choose the best reply to seven short utterances

Three-option multiple choice question for each utterance

7

Listening 3: identify a specific aspect of a conversation

Listen twice to six short conversations with two speakers to identify: topic, purpose, context, speakers, gist, relationship between speakers, functions, attitudes, feelings and opinions

Three-option multiple choice question for each dialogue

6

Listening 4: extract key information from a monologue 

Listen twice to a message, announcement, etc to identify specific information

A note or message pad with six headings and space to write the correct information for each heading

6

Skills & Focus

Task

Format

Raw Marks 

Reading 1: understand coherence and cohesion of short texts

Six short texts, eg list, label, address, notice, each with a gap

One three-option multiple choice question for each text to complete each one correctly 

6

Reading 2: understand the structure of a short simple text 

Gapped text with six deletions and one distractor 

Gapped text followed by a choice of seven options to complete the text correctly 

6

Reading 3: understand the purpose of text and to locate specific information

Four short texts, eg notice, letter, appointment card, with a linked theme, but with a different purpose

Seven multiple matching questions to identify information from the texts

7

Reading 4: understand specific information through detailed reading

A continuous text: narrative, descriptive, explanatory, expository

Seven three-option multiple choice questions on the text

7

Writing 1: respond informally to a given text

Instruction to write a response to a given letter, message, email, greetings card, postcard, etc. The text includes three questions, suggestions, or requests, etc

30 – 50 words

12

Writing 2: write a neutral or formal text for an intended audience

Instruction to write for a particular reader in a specified way, eg letter, message, note, etc. Three items of content to be included

30 – 50 words 

12

Skill & Focus 

Task 

Format 

Raw Marks 

Listening 1: understand context, meaning and function of a range of utterances

Listen twice to seven short sentences: statement, explanation, description, instruction or question

Three-option multiple choice question for each utterance to choose the appropriate response

7

Listening 2: identify a specific aspect of a conversation

Listen twice to three short conversations with two speakers to identify: topic, purpose, context, speakers, gist, relationship between speakers, roles, functions, attitudes, feeling and opinions

Two three-option multiple choice questions for each conversation

6

Listening 3: extract key information from a monologue to complete a task

Listen twice to a radio broadcast, talk, narrative, presentation, etc to identify specific information

A note or message pad with seven headings and space to write the correct information for each heading

7

Listening 4: follow a discussion between two speakers

Listen twice to a discussion to identify gist, examples, fact, opinion, contrast, purpose, key ideas, attitude, cause and effect

Six three-option multiple choice questions 

6

Reading 1: understand the coherence and cohesion of a variety of authentic texts

Five short texts each with one gap testing layout, lexis, cohesive devices, coherence

Five, three-option multiple choice questions for each text to complete each one correctly

5

Reading 2: understand how meaning is built up in a text

One text with six sentences removed, eg topic sentence, summarising sentence, developing idea, emphasising a point, opinion, contrast, sequence, forward/back reference, transition to new idea

Choice of seven sentences to choose from to complete the six gaps

6

Reading 3: understand the purpose of text and to locate specific information

Four short texts, eg email, article, advert, etc with a linked theme, but with a different purpose

Seven multiple matching questions to identify information from the texts 

7

Reading 4: understand specific information through detailed reading

A continuous text: narrative, descriptive, expository, biographical, instructive

Eight open-ended ‘wh’ questions requiring short answers 

8

Writing 1: respond appropriately to a given text to produce a formal response for an intended public audience

Instruction to write a response to a letter, poster, diary, timetable, leaflet, etc for a specified reader and a clearly defined number of content points to be addressed

70 – 100 words

12

Writing 2: produce an informal letter to a friend 

Instruction to write a letter on a given topic of personal interest with two functions to be included, eg invite friend to stay, describe what you will do

100 – 120 words

12

Skill & Focus 

Task 

Format

Raw Marks

Listening 1: understand context, meaning and function in short conversations on concrete and abstract topics

Listen twice to seven unfinished conversations between two speakers, one being a formal conversation

One three-option multiple choice question for each conversation to choose the appropriate completion or continuation of the conversation

7

Listening 2: identify a specific aspect of a conversation

Listen twice to three conversations each with two speakers to identify: topic, purpose, context, speakers, gist, relationship between speakers, roles, functions, attitudes, feeling and opinions

Two three-option multiple choice questions for each conversation

6

Listening 3: extract key information from a monologue to complete a task

Listen twice to a radio broadcast, narrative, presentation, etc to identify specific information

A note or message pad with seven headings and space to write the correct information for each heading

7

Listening 4: follow a discussion between two speakers

Listen twice to a discussion to identify gist, examples, fact, opinion, contrast, purpose, key ideas, attitude, cause and effect

Six three-option multiple choice questions 

6

Skill & Focus 

Task

Format

Raw Marks 

Reading 1: understand in detail information, ideas and opinions

One long text: news story, article, review or proposal

Six three-option multiple choice questions

6

Reading 2: understand how meaning is built up in a text

One text with six sentences removed, eg topic sentence, summarising sentence, developing idea, emphasising a point, opinion, contrast, sequence, forward and back reference, transition to new idea

Choice of seven sentences to choose from to complete the six gaps

6

Reading 3: understand the purpose of text and to locate specific information and awareness of writers’ stance and attitude

Four texts, eg email, article, advert, brochure, etc with a linked theme, but with a different purpose

Seven multiple matching questions to identify information from the texts

7

Reading 4: understand specific information through detailed reading

A continuous text: narrative, descriptive, explanatory, expository, biographical, instructive

Seven open-ended ‘wh’ questions requiring short answers 

7

Writing 1: respond appropriately to a given text to produce a formal response for an intended public audience

Instruction to respond formally using a written input with a clearly defined number of content points to be addressed and the intended reader specified

100 – 150 words 

12

Writing 2: produce a personal letter, a narrative composition/ story or a descriptive composition

Instruction to write an informal piece of writing for a specified reader on a general subject not requiring specialist knowledge with clearly defined content points to be addressed

150 – 200 words

12

Skill & Focus 

Task 

Format

Raw Marks

Listening 1: understand context, meaning and function in short conversations on concrete and abstract topics

Listen twice to six unfinished conversations between two speakers. Idiomatic expressions, colloquialisms, register shifts and use of stress and intonation to indicate attitude included

One three-option multiple choice question for each conversation to choose the appropriate completion or continuation of the conversation

6

Listening 2: identify a specific aspect of a conversation

Listen twice to three conversations each with two speakers to identify: topic, purpose, context,

Two three-option multiple choice questions for each conversation

6

Listening 3: extract key information from a monologue to complete a task

Listen twice to a lecture, radio broadcast, narrative, presentation, etc to identify specific information. Listening text contains dense, factual information

A note, message pad or form with seven headings and space to write the correct information for each heading

7

Listening 4: follow a discussion between two speakers

Listen twice to a discussion to identify gist, examples, fact, opinion, contrast, purpose, key ideas, attitude, cause and effect

Seven three-option multiple choice questions 

7

Reading 1: understand articles, use of language and texts dense with complex structures

One text including idiomatic language, narrative or academic ideas, arguments and opinions

Five sentences to identify true and false statements about the text 

5

Reading 2: understand how meaning is built up in discourse

One text with six sentences removed, eg topic sentence, summarising sentence, developing idea, emphasising a point, opinion, contrast, sequence, forward and back reference, transition to new idea

Choice of eight sentences to choose from to complete the six gaps 

6

Reading 3: understand the purpose of different authentic texts and identify specific information

Four texts, eg email, article, advert, brochure, etc with a linked theme, but with a different purpose

Seven multiple matching questions to identify information from the texts

7

Reading 4: understand text discourse, purpose and gist and to locate specific information

A continuous text: narrative, descriptive, explanatory, expository, biographical, instructive

Eight open-ended ‘wh’ questions requiring short answers

8

Writing 1: respond appropriately to a given input to produce a formal response for an intended public audience

Instruction to write a letter, report, argument or article using a written, graphic or visual input and the intended reader specified expressing stance, opinion, justification, argumentation

150 – 200 words 

12

Writing 2: produce a personal letter, a narrative composition/ story or a descriptive composition

Instruction to write an informal piece of writing for a specified reader. Instructions elicit functions: persuasion, argument, hypothesis; expressing mood, opinion, justifying, evaluating etc

250-300 words

12

Skill & Focus 

Task

Format

Raw Marks

Listening 1: understand context, meaning and function in single utterance

Listen twice to six short sentences including statements, explanations, descriptions, instructions or questions, each with a different function and context. Two items with Idiomatic expressions, colloquialisms, register shifts and use of stress and intonation to indicate attitude included. One formal item included

One three-option multiple choice question for each item to choose the appropriate response 

6

Listening 2: identify a specific aspect of a conversation

Listen twice to three conversations each with two speakers to identify: topic, purpose, context, speakers, gist, relationship between speakers, roles, functions, attitudes, feeling and opinions

Two three-option multiple choice questions for each conversation

6

Listening 3: extract key information from a monologue to complete a task

Listen twice to a lecture, radio broadcast, narrative, presentation, etc to identify specific information. Listening text contains dense, factual information

A note, message pad or form with seven headings and space to write the correct information for each heading

7

Listening 4: follow a discussion between two speakers

Listen twice to a discussion to identify gist, examples, fact, opinion, contrast, purpose, key ideas, attitude, cause and effect

Seven three-option multiple choice questions

7

Skill & Focus 

Task

Format

Raw Marks

Reading 1: understand literary texts, use of emotive language and texts dense with complex structures

One text including metaphors, similes and idiomatic language, literary narrative or academic ideas, arguments and opinions

Five sentences to identify true and false statements about the text

5

Reading 2: understand how meaning is built up in discourse

One text with six sentences removed, eg topic sentence, summarising sentence, developing idea, emphasising a point, opinion, contrast, sequence, forward and back reference, transition to new idea

Choice of eight sentences to choose from to complete the six gaps 

6

Reading 3: understand the purpose of different authentic texts and identify specific information

Four texts, eg email, article, advert, brochure, etc with a linked theme, but with a different purpose

Seven multiple matching questions to identify information from the texts

7

Reading 4: understand text to locate specific information

A continuous text: narrative, descriptive, explanatory, expository, biographical, instructive

Eight ‘wh’ questions on text to be answered in a few words

8

Writing 1: respond appropriately to a given input to produce a formal response for an intended public audience

Instruction to write a letter, report, argument or article using a written, graphic or visual input and the intended reader specified expressing stance, opinion, justification, argument

200 – 250 words 

12

Writing 2: produce a personal letter, a narrative composition/ story or a descriptive composition

Instruction to write an informal piece of writing for a specified reader. Instructions elicit functions: persuasion, argument, hypothesis; expressing mood, opinion, justifying, evaluating etc.

250 – 300 words

12

Skill & Focus

Task

Format

Raw Marks

Listening 1: understand context, meaning and function in single utterances

Listen once to eight short sentences including statements, explanations, descriptions, instructions or questions, each with a different function and context. Items with Idiomatic expressions, colloquialisms, register shifts and use of stress and intonation to indicate attitude included. Informal, neutral and formal items included.

One three-option multiple choice question for each item to choose the appropriate response

8

Listening 2: identify a specific aspect of a conversation

Listen once to four conversations to identify topic, purpose, context, speakers, gist, relationship between speakers, roles, functions, attitudes, feeling and opinions

Two three-option multiple choice questions for each conversation

8

Listening 3: extract key information from a monologue to complete a task

Listen twice to a lecture, radio broadcast, narrative, presentation, etc. to identify specific information. Listening text contains dense, factual information

A note, message pad or form with seven prompts and space to write the correct information for each prompt

7

Listening 4: follow a discussion between two speakers

Listen twice to a discussion to identify gist, examples, fact, opinion, contrast, purpose, key ideas, attitude, cause and effect

Seven three-option multiple choice questions

7

Skill & Focus

Task

Format

Raw Marks

Reading 1: understand literary texts, use of emotive language and texts dense with complex structures

One text including metaphors, similes and idiomatic language, literary narrative or academic ideas, arguments and opinions

Five sentences to identify true and false statements about the text 

5

Reading 2: understand how meaning is built up in discourse

One text with six sentences removed, eg topic sentence, summarising sentence, developing idea, emphasising a point, opinion, contrast, sequence, forward and back reference, transition to new idea

Choice of eight sentences to choose from to complete the six gaps 

6

Reading 3: understand the purpose of different authentic texts and identify specific information

Four texts, eg email, article, advert, brochure, etc with a linked theme, but with a different purpose

Seven multiple matching questions to identify information from the texts

7

Reading 4: understand text to locate specific information

A continuous text: narrative, descriptive, explanatory, expository, biographical, instructive

Eight ‘wh’ questions on text to be answered in a few words

8

Writing 1: respond appropriately to a given input to produce a formal response for an intended public audience

Instruction to write a letter, report, argument or article using a written, graphic or visual input and the intended reader specified expressing stance, opinion, justification, argument

200 – 250 words 

12

Writing 2: produce a personal letter, a narrative composition/ story or a descriptive composition

Instruction to write an informal piece of writing for a specified reader. Instructions elicit functions: persuasion, argument, hypothesis; expressing mood, opinion, justifying, evaluating etc.

250 – 300 words

12

B1 – C1 (Listening, Reading, Writing)

ESOL Pass

ESOL High Pass

Required score for SELT

Listening

75/150

101/150

33/50

Reading

33/50

Writing

33/50

C2 (Listening, Reading, Writing, Writing) (SELT)

ESOL Pass

ESOL High Pass

Required score for SELT

Listening 

75/150

101/150

25/50

Reading

33/50

Writing

33/50

A1, A2, C2 (Listening, Reading, Writing)

ESOL Pass

ESOL High Pass

n.a.

Listening

75/150

101/150

–

Reading

–

Writing

–

Examination Levels 

Duration for Listening 

Duration for Reading & Writing

A1 Preliminary (Entry)

about 20 minutes 

1 hour 20 minutes 

A2 Access (Entry 2)

about 20 minutes 

1 hour 20 minutes 

B1 Achiever (Entry 3)

about 30 minutes 

2 hours 10 minutes 

B2 Communicator (Level 1)

about 30 minutes 

2 hours 10 minutes 

C1 Expert (Level 2)

about 30 minutes 

2 hours 40 minutes 

C2 Mastery (Level 3)

about 30 minutes 

2 hours 40 minutes

LanguageCert and CEFR Qualification Level 

Descriptor 

Preliminary (A1)

• Can understand and use familiar everyday expressions and very basic phrases satisfying practical needs in connection with education, training and social roles. 
• Can introduce him/herself and others. 
• Can ask and answer questions about personal details such as possessions, address and people known.
• Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. 
• Can read and understand short texts on familiar topics and obtain information from common signs and symbols. 
• Can write short simple phrases and sentences in documents such as forms, lists and messages.

Access (A2)

• Can understand sentences and frequently-used expressions related to areas of most immediate relevance such as basic personal and family information, shopping, local geography, employment, education, training and social roles. 
• Can communicate in simple and routine tasks requiring a direct exchange of information, feelings and opinions on familiar and routine matters. 
• Can engage in conversation to establish shared understanding about familiar topics. 
• Can read, understand and obtain information from short documents, familiar sources, signs and symbols. 
• Can write to communicate with some awareness of the intended audience.

Achiever (B1)

• Can understand the main points of clear standard communication on matters regularly encountered in social roles, work, school, leisure, education and training. 
• Can convey information, feelings and opinions on familiar topics, using appropriate formality. 
• Can engage in discussion in a familiar situation making relevant points and responding to reach a shared understanding. 
• Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. 
• Can produce a simple connected text on topics which are familiar or of personal interest, adapting to the intended audience. 
• Can describe experiences and events, dreams, hopes and ambitions and briefly give explanations for opinions and plans.

Communicator (B2)

• Can understand the main ideas of complex communication on both concrete and abstract topics, including technical discussions in his/her field of specialisation. 
• Can communicate with a degree of fluency and spontaneity that makes interaction quite possible without strain for either party. 
• Can adapt to take account of the listener(s), the context and the medium. 
• Can engage in discussion in familiar and unfamiliar situations making clear and relevant contributions. 
• Can obtain information from different sources. 
• Can communicate clearly and in detail on a wide range of subjects and explain a viewpoint giving the advantages and disadvantages of various options, varying length, format and style appropriate to purpose and audience.

Expert (C1)

• Can understand a wide range of demanding longer texts, both written and spoken, and recognise implicit meaning. 
• Can use the language fluently and spontaneously without much obvious searching for expressions.
• Can respond to extended information and narratives, follow detailed explanations and complex instructions, adapting response to audience, medium and context.
• Can engage in discussion in a variety of situations making clear and effective contributions. 
• Can use language flexibly and understand a range of texts of varying complexity and length for social, academic and professional purposes. 
• Can produce clear well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. 
• Can communicate ideas and opinions effectively, using length, format and style appropriate to purpose, content and audience.

Mastery (C2)

• Can understand with ease virtually everything heard or read. 
• Can summarise information from different spoken or written sources, reconstructing arguments and accounts in a coherent presentation. 
• Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.