A2 exit assessment: check your Beginner course

MetaCyberGuru English Academy

English courseFree learning resourceReviewed 23 August 2026

What this assessment can tell you

This is a course exit check, not a certificate or a proctored proficiency exam. It combines two fixed question forms with your own practical evidence. Listening is not scored here.

Use Form A first. Form B contains different questions and is suitable for a later retake. Each form is untimed and contains 40 questions. A score of 28 or higher meets the fixed knowledge-check threshold, but the practical tasks still matter.

Choose one fixed form

Form A: 40 questions
1. You are working on “The English Alphabet”. Which action best proves this outcome: i can name and recognise all 26 letters, capital and small?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

2. You are working on “Sounds and Spelling”. Which action best proves this outcome: i can read short regular words aloud?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

3. You are working on “Numbers 0 to 100”. Which action best proves this outcome: i can say numbers, ages, phone numbers and simple prices?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

4. You are working on “Days, Months and Dates”. Which action best proves this outcome: i can say the day, the month and today's date?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

5. You are working on “Long and Short Sounds”. Which action best proves this outcome: i can say long and short vowels differently?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

6. You are working on “Review + Checkpoint: Letters and Sounds”. Which action best proves this outcome: i can use everything in this module without looking?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

7. You are working on “Hello and Goodbye”. Which action best proves this outcome: i can greet someone and say goodbye?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

8. You are working on “My Name Is”. Which action best proves this outcome: i can introduce myself: name, city, country?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

9. You are working on “Please, Thank You, Sorry”. Which action best proves this outcome: i can be polite in simple exchanges?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

10. You are working on “I Don't Understand”. Which action best proves this outcome: i can ask someone to repeat, slow down or explain?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

11. You are working on “How Much Is This?”. Which action best proves this outcome: i can ask a price and understand the answer?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

12. You are working on “Review + Checkpoint: Survival English”. Which action best proves this outcome: i can say the ten survival phrases without reading?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

13. You are working on “I Am, You Are”. Which action best proves this outcome: i can say who i am and where i am from in full sentences?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

14. You are working on “He Is, She Is, We Are, They Are”. Which action best proves this outcome: i can talk about other people?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

15. You are working on “Not and Questions with Be”. Which action best proves this outcome: i can say what is not true and ask simple questions?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

16. You are working on “This, That, These, Those”. Which action best proves this outcome: i can point at things and ask what they are?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

17. You are working on “A, An and Plurals”. Which action best proves this outcome: i can talk about one thing and many things?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

18. You are working on “Review + Checkpoint: Am, Is, Are”. Which action best proves this outcome: i can introduce myself and ask about others without notes?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

19. You are working on “My, Your, His, Her”. Which action best proves this outcome: i can say whose things are whose?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

20. You are working on “Family Words”. Which action best proves this outcome: i can name my family and ask about someone's family?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

21. You are working on “I Have, I Have Got”. Which action best proves this outcome: i can say what i own and what my family has?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

22. You are working on “Describing with Adjectives”. Which action best proves this outcome: i can describe people and things simply?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

23. You are working on “Review + Checkpoint: Family and Things”. Which action best proves this outcome: i can describe my family without notes?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

24. You are working on “There Is, There Are”. Which action best proves this outcome: i can say what is in my home or street?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

25. You are working on “In, On, Under, Next To”. Which action best proves this outcome: i can say where things are?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

26. You are working on “Home and Furniture Words”. Which action best proves this outcome: i can name rooms and things at home?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

27. You are working on “Can and Can't”. Which action best proves this outcome: i can say what i can do and ask for things politely?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

28. You are working on “Where Is the Bank?”. Which action best proves this outcome: i can ask where a place is and understand a short answer?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

29. You are working on “Review + Checkpoint: Places and Ability”. Which action best proves this outcome: i can describe my home and say what i can do?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

30. You are working on “Present Simple: I Work, You Live”. Which action best proves this outcome: i can talk about my routines in simple sentences?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

31. You are working on “Daily Routine Words”. Which action best proves this outcome: i can describe my day from morning to night?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

32. You are working on “He Works: Third Person -s”. Which action best proves this outcome: i can talk about another person's routine?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

33. You are working on “Don't and Doesn't”. Which action best proves this outcome: i can say what i and others do not do?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

34. You are working on “Do You…? Does He…?”. Which action best proves this outcome: i can ask about someone's routine and answer?
Check the answer without JavaScript

Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

35. You are working on “Jobs and Work Words”. Which action best proves this outcome: i can say my job and ask what do you do??
Check the answer without JavaScript

Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

36. You are working on “Review + Checkpoint: Present Simple”. Which action best proves this outcome: i can describe my day and my family's day?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

37. You are working on “Telling the Time”. Which action best proves this outcome: i can ask and say the time?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

38. You are working on “Always, Sometimes, Never”. Which action best proves this outcome: i can say how often i do things?
Check the answer without JavaScript

Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

39. You are working on “Where Do You Live?”. Which action best proves this outcome: i can ask open questions about life and routine?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

40. You are working on “Me, Him, Her, Us, Them”. Which action best proves this outcome: i can use the right pronoun after a verb?
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Complete a new example, then explain or perform it without copying the lesson model. The correct action produces observable evidence of the stated lesson outcome.

Form B: 40 questions
1. A learner finishes “Course Review + Checkpoint” but can only repeat the supplied answer. What is the best next step?
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Change the context, produce an independent response and check it against the course review + checkpoint outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

2. A learner finishes “Filling In Forms” but can only repeat the supplied answer. What is the best next step?
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Change the context, produce an independent response and check it against the filling in forms outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

3. A learner finishes “Write a Short Email and Message” but can only repeat the supplied answer. What is the best next step?
Check the answer without JavaScript

Change the context, produce an independent response and check it against the write a short email and message outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

4. A learner finishes “In, On, At for Time” but can only repeat the supplied answer. What is the best next step?
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Change the context, produce an independent response and check it against the in, on, at for time outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

5. A learner finishes “Must, Have To, Should” but can only repeat the supplied answer. What is the best next step?
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Change the context, produce an independent response and check it against the must, have to, should outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

6. A learner finishes “Have You Ever…?” but can only repeat the supplied answer. What is the best next step?
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Change the context, produce an independent response and check it against the have you ever…? outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

7. A learner finishes “Review + Checkpoint: Plans and Comparisons” but can only repeat the supplied answer. What is the best next step?
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Change the context, produce an independent response and check it against the review + checkpoint: plans and comparisons outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

8. A learner finishes “I'm Meeting Him Tomorrow” but can only repeat the supplied answer. What is the best next step?
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Change the context, produce an independent response and check it against the i'm meeting him tomorrow outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

9. A learner finishes “Will: Predictions and Offers” but can only repeat the supplied answer. What is the best next step?
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Change the context, produce an independent response and check it against the will: predictions and offers outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

10. A learner finishes “The Biggest: Superlatives” but can only repeat the supplied answer. What is the best next step?
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Change the context, produce an independent response and check it against the the biggest: superlatives outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

11. A learner finishes “Bigger, Better: Comparatives” but can only repeat the supplied answer. What is the best next step?
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Change the context, produce an independent response and check it against the bigger, better: comparatives outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

12. A learner finishes “Going To: Plans” but can only repeat the supplied answer. What is the best next step?
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Change the context, produce an independent response and check it against the going to: plans outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

13. A learner finishes “Review + Checkpoint: The Past” but can only repeat the supplied answer. What is the best next step?
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Change the context, produce an independent response and check it against the review + checkpoint: the past outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

14. A learner finishes “Tell a Story About Yesterday” but can only repeat the supplied answer. What is the best next step?
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Change the context, produce an independent response and check it against the tell a story about yesterday outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

15. A learner finishes “And, But, Because, Then” but can only repeat the supplied answer. What is the best next step?
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Change the context, produce an independent response and check it against the and, but, because, then outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

16. A learner finishes “Did You…? I Didn't” but can only repeat the supplied answer. What is the best next step?
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Change the context, produce an independent response and check it against the did you…? i didn't outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

17. A learner finishes “The First 25 Irregular Verbs” but can only repeat the supplied answer. What is the best next step?
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Change the context, produce an independent response and check it against the the first 25 irregular verbs outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

18. A learner finishes “Past Simple: Worked, Played” but can only repeat the supplied answer. What is the best next step?
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Change the context, produce an independent response and check it against the past simple: worked, played outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

19. A learner finishes “Was and Were” but can only repeat the supplied answer. What is the best next step?
Check the answer without JavaScript

Change the context, produce an independent response and check it against the was and were outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

20. A learner finishes “Review + Checkpoint: Present Continuous” but can only repeat the supplied answer. What is the best next step?
Check the answer without JavaScript

Change the context, produce an independent response and check it against the review + checkpoint: present continuous outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

21. A learner finishes “At the Shop” but can only repeat the supplied answer. What is the best next step?
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Change the context, produce an independent response and check it against the at the shop outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

22. A learner finishes “How Much, How Many” but can only repeat the supplied answer. What is the best next step?
Check the answer without JavaScript

Change the context, produce an independent response and check it against the how much, how many outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

23. A learner finishes “Countable and Uncountable” but can only repeat the supplied answer. What is the best next step?
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Change the context, produce an independent response and check it against the countable and uncountable outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

24. A learner finishes “Now or Every Day?” but can only repeat the supplied answer. What is the best next step?
Check the answer without JavaScript

Change the context, produce an independent response and check it against the now or every day? outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

25. A learner finishes “Present Continuous” but can only repeat the supplied answer. What is the best next step?
Check the answer without JavaScript

Change the context, produce an independent response and check it against the present continuous outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

26. A learner finishes “Review + Checkpoint: Questions, Time and Likes” but can only repeat the supplied answer. What is the best next step?
Check the answer without JavaScript

Change the context, produce an independent response and check it against the review + checkpoint: questions, time and likes outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

27. A learner finishes “V and W” but can only repeat the supplied answer. What is the best next step?
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Change the context, produce an independent response and check it against the v and w outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

28. A learner finishes “I Like Cricket” but can only repeat the supplied answer. What is the best next step?
Check the answer without JavaScript

Change the context, produce an independent response and check it against the i like cricket outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

29. A learner finishes “Me, Him, Her, Us, Them” but can only repeat the supplied answer. What is the best next step?
Check the answer without JavaScript

Change the context, produce an independent response and check it against the me, him, her, us, them outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

30. A learner finishes “Where Do You Live?” but can only repeat the supplied answer. What is the best next step?
Check the answer without JavaScript

Change the context, produce an independent response and check it against the where do you live? outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

31. A learner finishes “Always, Sometimes, Never” but can only repeat the supplied answer. What is the best next step?
Check the answer without JavaScript

Change the context, produce an independent response and check it against the always, sometimes, never outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

32. A learner finishes “Telling the Time” but can only repeat the supplied answer. What is the best next step?
Check the answer without JavaScript

Change the context, produce an independent response and check it against the telling the time outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

33. A learner finishes “Review + Checkpoint: Present Simple” but can only repeat the supplied answer. What is the best next step?
Check the answer without JavaScript

Change the context, produce an independent response and check it against the review + checkpoint: present simple outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

34. A learner finishes “Jobs and Work Words” but can only repeat the supplied answer. What is the best next step?
Check the answer without JavaScript

Change the context, produce an independent response and check it against the jobs and work words outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

35. A learner finishes “Do You…? Does He…?” but can only repeat the supplied answer. What is the best next step?
Check the answer without JavaScript

Change the context, produce an independent response and check it against the do you…? does he…? outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

36. A learner finishes “Don't and Doesn't” but can only repeat the supplied answer. What is the best next step?
Check the answer without JavaScript

Change the context, produce an independent response and check it against the don't and doesn't outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

37. A learner finishes “He Works: Third Person -s” but can only repeat the supplied answer. What is the best next step?
Check the answer without JavaScript

Change the context, produce an independent response and check it against the he works: third person -s outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

38. A learner finishes “Daily Routine Words” but can only repeat the supplied answer. What is the best next step?
Check the answer without JavaScript

Change the context, produce an independent response and check it against the daily routine words outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

39. A learner finishes “Present Simple: I Work, You Live” but can only repeat the supplied answer. What is the best next step?
Check the answer without JavaScript

Change the context, produce an independent response and check it against the present simple: i work, you live outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

40. A learner finishes “Review + Checkpoint: Places and Ability” but can only repeat the supplied answer. What is the best next step?
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Change the context, produce an independent response and check it against the review + checkpoint: places and ability outcome. Form B checks transfer: the learner must use the skill in a different but relevant context.

Check what you can do independently

Tick a statement only after completing a new task without copying the model answer.

Build six pieces of practical evidence

Introduce yourself and describe your routine

Complete this writing task with information that is true or safely fictional. Remove private client, employer and personal data.

Open the rubric after your first attempt
  • The purpose is clear.
  • The response is complete.
  • At least two course skills are visible.
  • Errors do not hide the meaning.
  • The second attempt corrects one named weakness.

Ask for help in an everyday situation

Complete this speaking task with information that is true or safely fictional. Remove private client, employer and personal data.

Open the rubric after your first attempt
  • The purpose is clear.
  • The response is complete.
  • At least two course skills are visible.
  • Errors do not hide the meaning.
  • The second attempt corrects one named weakness.

Describe a past event

Complete this writing task with information that is true or safely fictional. Remove private client, employer and personal data.

Open the rubric after your first attempt
  • The purpose is clear.
  • The response is complete.
  • At least two course skills are visible.
  • Errors do not hide the meaning.
  • The second attempt corrects one named weakness.

Write a short practical message

Complete this speaking task with information that is true or safely fictional. Remove private client, employer and personal data.

Open the rubric after your first attempt
  • The purpose is clear.
  • The response is complete.
  • At least two course skills are visible.
  • Errors do not hide the meaning.
  • The second attempt corrects one named weakness.

Explain a plan for next week

Complete this writing task with information that is true or safely fictional. Remove private client, employer and personal data.

Open the rubric after your first attempt
  • The purpose is clear.
  • The response is complete.
  • At least two course skills are visible.
  • Errors do not hide the meaning.
  • The second attempt corrects one named weakness.

Compare two familiar places

Complete this speaking task with information that is true or safely fictional. Remove private client, employer and personal data.

Open the rubric after your first attempt
  • The purpose is clear.
  • The response is complete.
  • At least two course skills are visible.
  • Errors do not hide the meaning.
  • The second attempt corrects one named weakness.

Your result on this device

Complete a form and practical tasks to build an honest course record.

Your result stays in this browser. For recognised evidence, use an independent assessment that tests the skills required by your institution or employer.

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