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English Level Test ELEMENTARY 1A
How are the scores interpreted?

• If you have taken Test 1A and 2A, add together the scores to give a total out of 80.

➤ A score of 0–40 points indicates your level of English is Elementary.

➤ A score of 41–80 points indicates your level of English is Pre-intermediate.

➤ No one other than you (student/participant) should answer the questions.

➤ You will see your test results/score at the end of completing all of part 3 forms and copy of results will be emailed to you. Do not close this link until you finish the test and see your results, otherwise it will be considered uncompleted.
First Name *
Last Name *
Email *
[email protected]
Confirm your email address *
1. We ___ Americans. *

not not are aren't isn't
2. ___ this magazine before? *

Do you read Are you going to read Are you reading Have you read
3. This is our new teacher. ___ name is Mark. *

His Her Its He
4. He ___ the newspaper every day. *

read reads doesn't reads don't reads
5. Is Mont Blanc ___ mountain in Europe? *

the higher the most highest the more high the highest
6. British people ___ tea with milk. *

to drink drink drinks are drink
7. ___ you like Chinese food? *

Do Does Are Is
8. It's my ___ computer. *

parents parents' parent parent's
9. Could we ___ the bill, please? *

take want have ask
10. The people ___ in room 12. *

is am are be
11. It's ten ___ seven. *

to for at in
12. I ___ to classical music. *

never to listen listen never never listen don't never listen
13. Would you like ___ coffee? *

other another some other more one
14. I haven't ___ this photo before. *

see saw to see seen
15. I can't see. Where are my ___? *

glasses stamps keys lipsticks
16. I like ___ in the morning. *

that I work working work to be work
17. Thanks for ___. *

all the all everything all things
18. 'Was Debussy from France?' 'Yes, ___.' *

he were was there were he was
19. I'm Italian. ___ family is from Venice. *

Our My Her Me
20. What ___ do tomorrow? *

are you going you going are you going to do you go to
21. Can I pay ___ credit card? *

by in on with
22. This isn't my money. It's ___. *

to you the yours your yours
23. Tonight's dinner is ___ than last night's. *

more good gooder better more better
24. They're ___. *

bigs cars cars bigs big cars bigs car
25. They didn't ___ the tickets. *

booking booked to book book
26. ___ the time? *

What's What is it What What it is
27. She ___ to the gym every day. *

gets goes has does
28. I ___ do my homework last night. *

not could didn't can couldn't can't
29. There ___ telephone in my hotel room. *

wasn't a weren't a weren't any wasn't some
30. He ___ playing the piano. *

are does is has
31. He ___ jeans. *

doesn't usually wear isn't usually wearing wears usually doesn't wear usually
32. I ___ my new job last week. *

have begun began am begin begin
33. There isn't ___ pasta in the kitchen. *

some many a any
34. She ___ to cook for her boyfriend. *

isn't going isn't go aren't going doesn't go
35. The elephant is ___ land animal in the world. *

the bigger the most big biggest the biggest
36. ___ yesterday? *

You studied Did you studied Did you study Studied you
37. James would like ___ basketball. *

playing to play play to playing
38. I always ___. *

work hard hard work hardly work work hardly
39. We ___ to Canada. *

haven't be hasn't been hasn't be haven't been
40. He ___ follow instructions. *

doesn't can not can isn't can can't

English Level Test PRE-INTERMEDIATE 2A
How are the scores interpreted?

• If you have taken Test 1A and 2A, add together the scores to give a total out of 80.

➤ A score of 0–40 points indicates your level of English is Elementary.

➤ A score of 41–80 points indicates your level of English is Pre-intermediate.

➤ No one other than you (student/participant) should answer the questions.

➤ You will see your test results/score at the end of completing all of part 3 forms and copy of results will be emailed to you. Do not close this link until you finish the test and see your results, otherwise it will be considered uncompleted.
1. It ___ when they went out. *

has rained was raining is raining was to rain
2. Did you ___ TV last night? *

watch see look at listen
3. That's the hotel ___ we had lunch. *

what where that which
4. Diana ___ some wine when she went to France. *

bought buyed boot did buy
5. I don't get ___ very well with my brother. *

by from on to
6. Tom always ___ golf on Sundays. *

plays play played is plays
7. Mary ___ a key when she was cleaning her car. *

was finding finded founded found
8. ___ I worked hard, I didn't pass the test. *

Although So Because But
9. My parents ___ to stay with us next week. *

comes coming is coming are coming
10. Come on, it's time ___. *

to go going we go go
11. Can you look ___ my dog this weekend? *

with away up after
12. Who ___ the answer to this question? *

knows know does know does knows
13. When I got to work I remembered that ___ my mobile at home. *

I'd leave I was leaving I'd left I left
14. My father ___ be a builder. *

used to was use to did use to
15. I haven't tidied my office ___. *

just already yet since
16. I can sing, but not as ___ as my sister. *

well good best better
17. That's my money! Give ___! *

back it back back it it
18. Richard isn't very good ___. *

to dance at dancing dancing dance
19. I'm sure Canada isn't as big ___ Russia. *

as than to like
20. It's important ___ too much alcohol. *

as not to drink not drink not drinks
21. We ___ take a map. *

should should to might to might
22. ___ dinner in a restaurant today. *

I have I having I'm having I'm to have
23. Cameras aren’t allowed here – you ___ take photos. *

mustn't don't have to must not to have to
24. Pam ___ eat cheese, but she does now. *

didn't used to did use to didn't use to wasn't to
25. We ___ late and the game had already started. *

arrived had arrived didn't arrive were arriving
26. Your diet is terrible. You don't eat _______. *

many vegetables enough vegetables vegetables enough many vegetable
27. If we had the money, we ___ get a taxi. *

will can can would can could
28. ___ my best friend since 1999. *

I've known I knew I'm knowing I know
29. You ___ the new café in town. The coffee's terrible. *

aren't like won't like isn't like won't liking
30. There's always a lot of traffic going ___ the bridge. *

over in at through
31. This road was built ___ the Romans. *

of for by with
32. Michelangelo ___ some of his best works in Rome. *

painted was painted is painting has painted
33. You eat ___ chocolate – you really should give up. *

too much enough very many much
34. How ___ your name? *

is it pronounced you pronounce do you pronounce to pronounce
35. I ___ come to the party tonight. *

might not don't might don't to not
36. I'm really tired – I only got ___ hours' sleep. *

not many a few a little few
37. Your papers are on the floor. Why don't you ___? *

pick them up pick up them pick up to them pick them
38. If you take your time, ___ the right decision. *

you make you'd make you'll make you're making
39. I ___ the museum because I hadn't brought a map. *

couldn't find couldn't to find can't find hadn't found
40. She told me ___ number, but I can't remember it. *

my his her hers
I confirm I have completed test 1A & 2A on my own without any form of assistance.

Signature*

Date*

LEARNING - NEEDS - SCREENING
Name of Participant

First Name Last Name
SECTION YES OR NO
1. Have you had any problems learning in middle school or junior high?Yes No*
2. Do you have difficulty working from a test booklet to an answer sheet?Yes No*
3. Do you have difficulty or experience problems working with numbers in a column?Yes No*
4. Do you have trouble judging distances?Yes No*
5. Do any family members have learning problems? Yes No*
6. Have you had any problems learning in elementary school? Yes No*
7. Do you have difficulty or experience problems mixing mathematical signs (+/x)? Yes No*
8. Do you have difficulty or experience problems filling out forms? Yes No*
9. Do you experience problems or difficulty memorizing numbers? Yes No*
10. Do you have difficulty remembering how to spell simple words you know? Yes No*
11. Do you have difficulty or experience problems taking notes? Yes No*
12. Do you have trouble adding or subtracting small numbers in your head? Yes No*
13. Were you ever in a special program or given extra help in school? Yes No*
EDUCATION
14. Were you ever in special education classes in school? Yes No*
15. Have you ever been diagnosed or told you have Learning Disabilities? Yes No*
If YES, by Whom When? Type(s) of Learning Disability (if known):

16. Have you ever been diagnosed or told you have Learning Disabilities with or without hyperactivity?
Yes No*
GLASSES
17. Do you need or wear glasses or contact lenses? Yes No*
18. Was your last vision test within the last two years? Yes No*
HEARING
19. Do you need or wear a hearing aid? Yes No*
20. Have you had your hearing tested in the last 12 months? Yes No*
SPEECH
21. Have you ever seen a speech or language therapist? Yes No*
MEDICAL/PHYSICAL
21. Have you ever had any of the following:
• a lot of ear infections? Yes No*
• a lot of sinus problems? Yes No*
• high fevers that lasted a long time? Yes No*
• diabetes (high blood sugar)? Yes No*
• severe allergies? Yes No*
• a lot of headaches or migraines? Yes No*
• a head injury? Yes No*
• convulsions or seizures? Yes No*
• serious health problems? Yes No*

23. Are you taking any medication that affect the way you think, act, or feel? Yes No*
If YES, What?
Signature: Signature* Date: Date*

Please check below:
Signed by Participant Signed by Parent/Guardian of Participant (If Participant Is under 18 years of age)*
Should be Empty:

Accessibility

Accessibility modes

Epilepsy Safe Mode

Epilepsy Safe Mode

Dampens color and removes blinks

This mode enables people with epilepsy to use the website safely by eliminating the risk of seizures that result from flashing or blinking animations and risky color combinations.

Visually Impaired Mode

Visually Impaired Mode

Improves website's visuals

This mode adjusts the website for the convenience of users with visual impairments such as Degrading Eyesight, Tunnel Vision, Cataract, Glaucoma, and others.

Cognitive Disability Mode

Cognitive Disability Mode

Helps to focus on specific content

This mode provides different assistive options to help users with cognitive impairments such as Dyslexia, Autism, CVA, and others, to focus on the essential elements of the website more easily.

ADHD Friendly Mode

ADHD Friendly Mode

Reduces distractions and improve focus

This mode helps users with ADHD and Neurodevelopmental disorders to read, browse, and focus on the main website elements more easily while significantly reducing distractions.

Blindness Mode

Blindness Mode

Allows using the site with your screen-reader

This mode configures the website to be compatible with screen-readers such as JAWS, NVDA, VoiceOver, and TalkBack. A screen-reader is software for blind users that is installed on a computer and smartphone, and websites must be compatible with it.

Online Dictionary

Start typing to search in Wikipedia

Readable Experience

Content Scaling

Default

Text Magnifier

Readable Font

Dyslexia Friendly

Highlight Titles

Highlight Links

Font Sizing

Default

Line Height

Default

Letter Spacing

Default

Left Aligned

Center Aligned

Right Aligned

Visually Pleasing Experience

Dark Contrast

Light Contrast

Monochrome

High Contrast

High Saturation

Low Saturation

Adjust Text Colors

Adjust Title Colors

Adjust Background Colors

Easy Orientation

Mute Sounds

Hide Images

Virtual Keyboard

Reading Guide

Stop Animations

Reading Mask

Highlight Hover

Highlight Focus

Big Dark Cursor

Big Light Cursor

Cognitive Reading

Navigation Keys

Voice Navigation

Link navigator

American Bodyguard Academy

Accessibility Statement

americanbodyguard.com
April 19, 2024

Compliance status

We firmly believe that the internet should be available and accessible to anyone, and are committed to providing a website that is accessible to the widest possible audience, regardless of circumstance and ability.

To fulfill this, we aim to adhere as strictly as possible to the World Wide Web Consortium’s (W3C) Web Content Accessibility Guidelines 2.1 (WCAG 2.1) at the AA level. These guidelines explain how to make web content accessible to people with a wide array of disabilities. Complying with those guidelines helps us ensure that the website is accessible to all people: blind people, people with motor impairments, visual impairment, cognitive disabilities, and more.

This website utilizes various technologies that are meant to make it as accessible as possible at all times. We utilize an accessibility interface that allows persons with specific disabilities to adjust the website’s UI (user interface) and design it to their personal needs.

Additionally, the website utilizes an AI-based application that runs in the background and optimizes its accessibility level constantly. This application remediates the website’s HTML, adapts Its functionality and behavior for screen-readers used by the blind users, and for keyboard functions used by individuals with motor impairments.

If you’ve found a malfunction or have ideas for improvement, we’ll be happy to hear from you. You can reach out to the website’s operators by using the following email

Screen-reader and keyboard navigation

Our website implements the ARIA attributes (Accessible Rich Internet Applications) technique, alongside various different behavioral changes, to ensure blind users visiting with screen-readers are able to read, comprehend, and enjoy the website’s functions. As soon as a user with a screen-reader enters your site, they immediately receive a prompt to enter the Screen-Reader Profile so they can browse and operate your site effectively. Here’s how our website covers some of the most important screen-reader requirements, alongside console screenshots of code examples:

Screen-reader optimization: we run a background process that learns the website’s components from top to bottom, to ensure ongoing compliance even when updating the website. In this process, we provide screen-readers with meaningful data using the ARIA set of attributes. For example, we provide accurate form labels; descriptions for actionable icons (social media icons, search icons, cart icons, etc.); validation guidance for form inputs; element roles such as buttons, menus, modal dialogues (popups), and others. Additionally, the background process scans all the website’s images and provides an accurate and meaningful image-object-recognition-based description as an ALT (alternate text) tag for images that are not described. It will also extract texts that are embedded within the image, using an OCR (optical character recognition) technology. To turn on screen-reader adjustments at any time, users need only to press the Alt+1 keyboard combination. Screen-reader users also get automatic announcements to turn the Screen-reader mode on as soon as they enter the website.

These adjustments are compatible with all popular screen readers, including JAWS and NVDA.
Keyboard navigation optimization: The background process also adjusts the website’s HTML, and adds various behaviors using JavaScript code to make the website operable by the keyboard. This includes the ability to navigate the website using the Tab and Shift+Tab keys, operate dropdowns with the arrow keys, close them with Esc, trigger buttons and links using the Enter key, navigate between radio and checkbox elements using the arrow keys, and fill them in with the Spacebar or Enter key.Additionally, keyboard users will find quick-navigation and content-skip menus, available at any time by clicking Alt+1, or as the first elements of the site while navigating with the keyboard. The background process also handles triggered popups by moving the keyboard focus towards them as soon as they appear, and not allow the focus drift outside it.

Users can also use shortcuts such as “M” (menus), “H” (headings), “F” (forms), “B” (buttons), and “G” (graphics) to jump to specific elements.

Disability profiles supported in our website

Epilepsy Safe Mode: this profile enables people with epilepsy to use the website safely by eliminating the risk of seizures that result from flashing or blinking animations and risky color combinations.
Visually Impaired Mode: this mode adjusts the website for the convenience of users with visual impairments such as Degrading Eyesight, Tunnel Vision, Cataract, Glaucoma, and others.
Cognitive Disability Mode: this mode provides different assistive options to help users with cognitive impairments such as Dyslexia, Autism, CVA, and others, to focus on the essential elements of the website more easily.
ADHD Friendly Mode: this mode helps users with ADHD and Neurodevelopmental disorders to read, browse, and focus on the main website elements more easily while significantly reducing distractions.
Blindness Mode: this mode configures the website to be compatible with screen-readers such as JAWS, NVDA, VoiceOver, and TalkBack. A screen-reader is software for blind users that is installed on a computer and smartphone, and websites must be compatible with it.
Keyboard Navigation Profile (Motor-Impaired): this profile enables motor-impaired persons to operate the website using the keyboard Tab, Shift+Tab, and the Enter keys. Users can also use shortcuts such as “M” (menus), “H” (headings), “F” (forms), “B” (buttons), and “G” (graphics) to jump to specific elements.

Additional UI, design, and readability adjustments

Font adjustments – users, can increase and decrease its size, change its family (type), adjust the spacing, alignment, line height, and more.
Color adjustments – users can select various color contrast profiles such as light, dark, inverted, and monochrome. Additionally, users can swap color schemes of titles, texts, and backgrounds, with over seven different coloring options.
Animations – person with epilepsy can stop all running animations with the click of a button. Animations controlled by the interface include videos, GIFs, and CSS flashing transitions.
Content highlighting – users can choose to emphasize important elements such as links and titles. They can also choose to highlight focused or hovered elements only.
Audio muting – users with hearing devices may experience headaches or other issues due to automatic audio playing. This option lets users mute the entire website instantly.
Cognitive disorders – we utilize a search engine that is linked to Wikipedia and Wiktionary, allowing people with cognitive disorders to decipher meanings of phrases, initials, slang, and others.
Additional functions – we provide users the option to change cursor color and size, use a printing mode, enable a virtual keyboard, and many other functions.

Browser and assistive technology compatibility

We aim to support the widest array of browsers and assistive technologies as possible, so our users can choose the best fitting tools for them, with as few limitations as possible. Therefore, we have worked very hard to be able to support all major systems that comprise over 95% of the user market share including Google Chrome, Mozilla Firefox, Apple Safari, Opera and Microsoft Edge, JAWS and NVDA (screen readers).

Notes, comments, and feedback

Despite our very best efforts to allow anybody to adjust the website to their needs. There may still be pages or sections that are not fully accessible, are in the process of becoming accessible, or are lacking an adequate technological solution to make them accessible. Still, we are continually improving our accessibility, adding, updating and improving its options and features, and developing and adopting new technologies. All this is meant to reach the optimal level of accessibility, following technological advancements. For any assistance, please reach out to