Use this checklist to decide what to practise next, not to predict an exam result. Keep a small sample of listening, reading, writing and speaking work, record what happened and choose a specific follow-up. This is a study tool, not an official marking scale. Check the examination organiser’s current instructions separately for your level and session.
Keep one piece of evidence for each skill
| Listening | Keep your first answers before opening a transcript. Note which word or number changed your interpretation when you checked. |
| Reading | Write the answer and identify the sentence that supports it. Separate what the text says from what you guessed. |
| Writing | Keep the prompt beside your response. Check that you answered each request before polishing individual words. |
| Speaking | Record a short response and a follow-up exchange. Check whether your second turn answers the actual question. |
Read a fictional learner’s log
Noor understood a recording’s topic but confused the appointment time. In reading, she found the correct information and could point to its sentence. Her message was understandable but omitted the requested alternative time. Her prepared spoken introduction was clear, but she repeated it when asked a different question.
The log identifies particular tasks to revisit. It does not establish Noor’s overall level, a pass probability or how many study hours she needs.
Choose the next action
- For Noor’s listening issue, should she focus next on identifying times or rewrite her introduction?
- Which skill has positive evidence in this log: reading with textual support or responding to unexpected spoken questions?
- Should she first add the missing alternative time to her message or only replace simple vocabulary with longer words?
- Does a clear memorised introduction prove she can handle follow-up questions?
Answers
1. Identifying times in a recording. 2. Reading with textual support. 3. Add the requested information first. 4. No. The log specifically shows a difficulty adapting to a new question.
Try a small prompt-completion check now
Μπορείς να έρθεις την Τρίτη στις έξι; Αν δεν μπορείς, πρότεινε άλλη ώρα.
Can you come on Tuesday at six? If you cannot, suggest another time. For this practice, assume you cannot come at six. Write a reply that both declines that time and proposes another. This small task checks whether you include requested information; it is not a complete examination writing task.
One possible reply
Δεν μπορώ στις έξι. Μπορούμε να συναντηθούμε στις επτά;
I cannot at six. Can we meet at seven? The reply fulfils both requested functions. Many other answers are possible; copying this one does not demonstrate independent performance.
Turn an observation into a revision entry
For each sample, write three things: the observed difficulty, the next action and what you will check on a fresh example. For instance: “I confused a time; practise a different time-listening item; check the first answer before reading the transcript.” If the next attempt uses the same memorised answer, it gives weaker evidence of transfer.
Use a small repeatable review
Choose the clearest gap for your next session, keep the original attempt and compare it with a new task later. Include skills that already went well rather than abandoning them entirely. If you have a teacher, bring the prompt and both attempts so feedback can address what changed. This checklist does not set a universal timetable or guarantee a result.
Continue with targeted practice
Listen for Greek times and days · Check an email against its purpose · Respond to a spoken objection