Read and Speak Research and Decisions — C1 English Pronunciation Practice Test
About this practice test
Practise C1 English pronunciation with research discussions and qualified arguments, plus feedback on intonation, rhythm and phrasing.
What you’ll practice
Hear the difference
Recognise vowel and consonant contrasts in clear recordings.
Stress and rhythm
Identify strong syllables and emphasized words.
Listen and review
Replay each recording and learn from answer explanations.
What to expect:
8 tasks, including 8 open responses. Open responses need review and do not have an automatically marked answer. Use the task instructions and study guidance to review your work.
Study the questions and tasks
Work through the material below, or start the interactive practice above to complete an attempt. Use the task instructions and the guidance at the end of the page to review your own response.
- Practice level
- C1. Try this level if you can follow the instructions and understand most of the language; choose an earlier level if you need more support.
- Question formats
- Speaking response
How to approach this practice
Read the instructions and work through the questions before opening the answers.
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Question 1 · Speaking response
Listen to the example, then read at your own pace. Click Stop when you finish.
Listen to the example, then read at your own pace. Click Stop when you finish. Text: Although the initial findings appear persuasive, the researchers acknowledge that a relatively small sample may have exaggerated the apparent benefits of the new teaching approach.
Check answers and explanations
Keep the concession open with a small rise after persuasive. Pause, then carry the qualification smoothly to a final fall. Read at your own pace. Your results include word accuracy and separate feedback on intonation, rhythm and phrasing.
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Question 2 · Speaking response
Listen to the example, then read at your own pace. Click Stop when you finish.
Listen to the example, then read at your own pace. Click Stop when you finish. Text: What makes the comparison problematic is that the schools receiving additional support were already performing slightly better than those selected for the control group.
Check answers and explanations
Pause after problematic with a small rise. Let the longer explanation flow without extra stops, ending with a fall. Read at your own pace. Your results include word accuracy and separate feedback on intonation, rhythm and phrasing.
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Question 3 · Speaking response
Listen to the example, then read at your own pace. Click Stop when you finish.
Listen to the example, then read at your own pace. Click Stop when you finish. Text: Had the evaluation included a wider range of communities, it might have revealed practical barriers that the current report does not adequately address.
Check answers and explanations
Use a small rise at the end of the hypothetical condition. Pause after communities and resolve the main clause with a fall. Read at your own pace. Your results include word accuracy and separate feedback on intonation, rhythm and phrasing.
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Question 4 · Speaking response
Listen to the example, then read at your own pace. Click Stop when you finish.
Listen to the example, then read at your own pace. Click Stop when you finish. Text: The committee is therefore reluctant to recommend a national programme until the evidence has been independently reviewed and the costs over time have been clarified.
Check answers and explanations
Pause after programme with a small rise. Keep the linked conditions flowing and finish with a fall. Read at your own pace. Your results include word accuracy and separate feedback on intonation, rhythm and phrasing.
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Question 5 · Speaking response
Listen to the example, then read at your own pace. Click Stop when you finish.
Listen to the example, then read at your own pace. Click Stop when you finish. Text: While enthusiasm for innovation is understandable, it should not distract decision makers from the less visible work of supporting teachers and maintaining existing services.
Check answers and explanations
Give the concession a small rise before the pause after understandable. Carry the main argument to a falling close. Read at your own pace. Your results include word accuracy and separate feedback on intonation, rhythm and phrasing.
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Question 6 · Speaking response
Listen to the example, then read at your own pace. Click Stop when you finish.
Listen to the example, then read at your own pace. Click Stop when you finish. Text: A more convincing assessment would distinguish between improvements caused by the programme itself and those resulting from the additional attention given to participating schools.
Check answers and explanations
Pause after itself to separate the two explanations. Use a small rise before the break and a final fall. Read at your own pace. Your results include word accuracy and separate feedback on intonation, rhythm and phrasing.
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Question 7 · Speaking response
Listen to the example, then read at your own pace. Click Stop when you finish.
Listen to the example, then read at your own pace. Click Stop when you finish. Text: Only when these uncertainties have been addressed will the authorities be able to explain which elements are worth extending and which require substantial revision.
Check answers and explanations
Keep the opening condition open with a small rise. Pause after addressed, then close the connected argument with a fall. Read at your own pace. Your results include word accuracy and separate feedback on intonation, rhythm and phrasing.
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Question 8 · Speaking response
Listen to the example, then read at your own pace. Click Stop when you finish.
Listen to the example, then read at your own pace. Click Stop when you finish. Text: The aim is not to delay useful change indefinitely, but to ensure that public confidence rests on transparent evidence rather than an appealing headline.
Check answers and explanations
Pause briefly after indefinitely with a small rise. Let the purpose of the review flow to a clear final fall. Read at your own pace. Your results include word accuracy and separate feedback on intonation, rhythm and phrasing.
What to review next
Review the feedback and revisit the topics you found difficult before trying again.
A focused practice result shows how you did on these tasks. Use several activities across skills to decide what to study next; one practice score does not certify an overall CEFR level.