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| Area | Difficulty band |
|---|---|
| Listening | 5.9 |
| Reading | 6.5 |
| Writing | 6.5 |
| Overall Test | 6.3 |
Well-balanced test with progressive difficulty across all modules. Listening progresses from everyday insurance (4.5) to academic research methodology (7.0). Reading advances from technical-descriptive (5.5) to abstract-scientific content (7.5). Writing tasks both require structured discourse with Task 2 demanding higher-level argumentation. Overall slightly easier than C16-T3 (6.56), particularly in Listening sections.
Auto-generated overall assessment.
Listening 1
Band 4.5
Straightforward everyday topic involving a basic insurance claim conversation. Questions are form-filling type with concrete information (address, company name, dates, damaged items). Vocabulary is simple and commonly used (television, cabinet, table, plates). Clear signposting makes answers easy to locate. Typical Section 1 difficulty with direct information extraction.
Listening 2
Band 5.5
Guided tour scenario with mixed question types (map labeling + multiple choice). Requires spatial understanding to identify locations on a map (Forest, Fish Farm, Market Garden). Multiple choice questions involve understanding purposes and comparing options. Vocabulary is more specialized (agricultural, experimental, rare breeds) but still accessible. Information density is moderate with some distractors.
Listening 3
Band 6.5
Academic discussion between professor, researcher, and students about Asian Honey Bees and quarantine. Multiple speakers create complexity with overlapping dialogue. Questions require inference (understanding implicit problems, comparing bee types). Technical vocabulary (quarantine, mites, eradicated) and scientific concepts increase cognitive load. Mix of multiple choice and note completion demands flexible listening strategies.
Listening 4
Band 7
Academic monologue about research methodology and cross-cultural medical service comparison. Dense information flow with abstract concepts (research rationale, sample population criteria, questionnaire design). Complex sentence structures and academic vocabulary (exclusion criteria, focus group, counteract effects). Drag-drop matching questions require tracking multiple details simultaneously. Typical Section 4 high cognitive demand.
Reading 1
Band 5.5
Technical-historical passage describing glass manufacturing evolution. Clear chronological structure makes it easier to follow. Specialized vocabulary (molten, unblemished, labour-intensive, rollers) is explained through context. Table completion and T/F/NG questions require basic scanning and comprehension. Information is presented logically with explicit comparisons between methods. Suitable for intermediate readers with some technical aptitude.
Reading 2
Band 6.5
Historical-scientific passage about climate change with complex cause-effect relationships. Requires understanding of proxy records, climatic shifts, and their social impacts. Heading matching across multiple paragraphs demands synthesis of main ideas. Drag-drop questions involve matching weather phenomena and historical events to periods. Academic vocabulary (glacial episodes, proxy records, seesaw) and abstract concepts increase difficulty. Multiple question types test different comprehension levels.
Reading 3
Band 7.5
Complex scientific-psychological passage exploring olfaction from physiological, emotional, and cultural perspectives. Dense abstract concepts requiring deep comprehension (olfactory perception, sensory associations, linguistic limitations). Multiple question types including heading matching (6 paragraphs), multiple choice with inferential reasoning, and sentence completion. Vocabulary is sophisticated (olfaction, grimace, cues, undervalued). Argument structure is nuanced with counter-arguments and research citations requiring careful tracking.
Writing 1
Band 6
Three pie charts showing changes in UK school spending across 1981, 1991, and 2001. Requires comparison across time periods and identifying trends (increasing/decreasing proportions). Data interpretation is moderately complex with multiple categories (teachers salaries, resources, insurance, furniture). Candidates need appropriate language for describing proportions, making comparisons, and highlighting significant changes. Typical Task 1 data description requiring Band 6+ skills for accurate reporting and trend analysis.
Writing 2
Band 7
Technology impact on relationships is a broad abstract topic requiring balanced analysis. Question has two parts: (1) ways technology affects relationships, (2) evaluation of positive/negative development. Demands nuanced argumentation with concrete examples from personal experience. Candidates must discuss multiple relationship types (family, friends, romantic, professional) and various technologies. Requires Band 7+ skills: cohesive paragraph development, appropriate register, sophisticated vocabulary (interact, development), and ability to present balanced view before reaching conclusion.
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