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Englisch Einstufungstest C1 – Test 1

C1 Fortgeschritten EinstufungstestEnglisch

Dieser Einstufungstest auf Niveau C1 prüft die fortgeschrittenen Grammatik-, Wortschatz- und Lesekompetenzen, die von einer kompetenten Englischsprecherin bzw. einem kompetenten Englischsprecher erwartet werden – von Inversion und gemischten Bedingungssätzen bis hin zu Kollokationen, Redewendungen und Wortbildung. Er richtet sich an Lehrkräfte, die Lernende in Fortgeschrittenenkurse einstufen möchten, und an Lernende, die überprüfen wollen, ob sie das Niveau C1 sicher beherrschen.

Fragen
50
Zeit
60 Min.
PDF
7 Seiten
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Wähle bei jeder Frage die eine richtige Antwort (A, B, C oder D). Wählen Sie Ihre Antworten und klicken Sie auf „Antworten prüfen“.

Teil 1: Grammatik im Kontext

Wähle die Option, die den Satz am besten ergänzt, oder beantworte die Frage.

  1. Had I known about the delays, I _____ an earlier train.

  2. Not only _____ the deadline, but she also exceeded everyone's expectations.

  3. By the time the report is published, the team _____ on it for over two years.

  4. It's high time we _____ a decision about the budget.

  5. The missing hiker is believed _____ the area last Tuesday.

  6. I'd rather you _____ anyone about this yet.

  7. Rarely _____ such a convincing performance from a newcomer.

  8. Which sentence is correct?

  9. The new timetable, _____ was announced yesterday, has already caused a lot of discussion.

  10. _____ the bad weather, the festival went ahead as planned.

  11. You _____ have told me you were coming — I'd have cooked something special!

  12. If he hadn't missed the flight, he _____ here with us now.

  13. Find the error: "Hardly had we sat down than the phone started ringing."

  14. The more you practise, _____ you'll become.

  15. She firmly denied _____ the documents from the office.

  16. I regret _____ you that your application has been unsuccessful.

Teil 2: Wortschatz und Sprachgebrauch

Wähle das Wort oder die Wendung, die am besten in den Kontext passt, bzw. die treffendste Bedeutung oder Reaktion.

  1. Due to a lack of funding, the company has decided to _____ the project until next year.

  2. The new director came _____ a lot of criticism for her decision to close the branch.

  3. Many people struggle to _____ a balance between work and family life.

  4. We might move abroad next year, but nothing is certain — it's all still up in the air. What does 'up in the air' mean here?

  5. He has always been reluctant to _____ responsibility for his own mistakes.

  6. The plan looked good on paper but proved completely _____ in practice. (WORK)

  7. There has been a _____ increase in the number of people working from home.

  8. The officer listened carefully, but the driver's explanation simply didn't hold water. What does this mean?

  9. Our new editor is extremely _____; she never misses even the smallest mistake.

  10. The two reports are _____ different; they reach completely opposite conclusions.

  11. The new equipment won't arrive until March, so we'll have to _____ do with what we have.

  12. Despite several setbacks, the team remained _____ about the final outcome.

  13. The _____ of the new rules caused considerable confusion among staff. (IMPLEMENT)

  14. A: "I can't believe they've cancelled the concert again!" B: "_____"

Teil 3: Anspruchsvolle Satzstrukturen

Wähle die Option, die den Satz am besten ergänzt, oder beantworte die Frage.

  1. _____ it not been for her quick thinking, the situation could have been much worse.

  2. Should you _____ any further assistance, please do not hesitate to contact us.

  3. The building, _____ roof was damaged in the storm, is now being repaired.

  4. So _____ was the demand that the tickets sold out within minutes.

  5. I'd sooner _____ at home than go to that party.

  6. Little _____ that his decision would change everything.

  7. Which sentence is correct?

  8. It was not until midnight _____ the last guests finally left.

  9. The proposal is unlikely to be accepted, _____ it is.

  10. Find the error: "The number of applicants have risen sharply this year."

  11. Suppose you _____ a large sum of money, what would you do with it?

  12. The results, _____ we had been waiting for weeks, finally arrived this morning.

  13. Under no circumstances _____ the door be left unlocked.

  14. Were the plan _____, thousands of new jobs would be created.

Teil 4: Leseverstehen

Lies den Text und wähle zu jeder Frage die beste Antwort.

For most of us, boredom is something to be avoided at all costs. The moment we find ourselves waiting in a queue or sitting on a train with nothing to do, we reach for our phones, scrolling through messages and headlines until the empty minutes have been filled. Yet a growing body of research suggests that this reflex may come at a price, and that the state we work so hard to escape could in fact serve a useful purpose.

Psychologists have long distinguished between boredom and simple inactivity. Boredom, they argue, is not the absence of stimulation but an uncomfortable signal that our current situation is failing to engage us. Seen in this light, it functions rather like hunger: unpleasant in itself, but valuable precisely because it prompts us to change what we are doing. Some studies have found that people who were first given a deliberately dull task, such as copying numbers from a long list, subsequently produced more original ideas in a creative exercise than those who had gone straight to it.

The explanation, researchers believe, lies in what happens when the mind is left to wander. Freed from the demands of an external task, it begins to make unexpected connections between memories, plans and half-formed thoughts. This is not to say that every idle moment yields a breakthrough; much of the time, mind-wandering is aimless. But the conditions for insight are rarely present when attention is constantly being captured by a screen.

None of this means that we should abandon our devices or romanticise tedium. Chronic boredom, particularly when it is linked to a lack of meaningful work or social contact, is associated with poorer wellbeing rather than greater creativity. The point is subtler: brief periods of unstructured time may be worth tolerating, and perhaps even protecting. Parents who feel obliged to fill every hour of their children's weekends with organised activities might, some educators suggest, be depriving them of the chance to learn how to entertain themselves.

Ultimately, the challenge is less about eliminating distraction than about noticing when we turn to it automatically. The next time you are tempted to fill a spare five minutes, you might simply let them pass and see where your thoughts take you.

  1. According to the first paragraph, what does recent research suggest?

  2. Why does the writer compare boredom to hunger?

  3. What did the studies mentioned in the second paragraph show?

  4. The word 'yields' in the third paragraph is closest in meaning to:

  5. What is the writer's view of chronic boredom?

  6. What is the main purpose of the final paragraph?

Vorschau

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Über diesen Test

Dieser Einstufungstest auf Niveau C1 prüft die fortgeschrittenen Grammatik-, Wortschatz- und Lesekompetenzen, die von einer kompetenten Englischsprecherin bzw. einem kompetenten Englischsprecher erwartet werden – von Inversion und gemischten Bedingungssätzen bis hin zu Kollokationen, Redewendungen und Wortbildung. Er richtet sich an Lehrkräfte, die Lernende in Fortgeschrittenenkurse einstufen möchten, und an Lernende, die überprüfen wollen, ob sie das Niveau C1 sicher beherrschen.

Themen

Bedingungssätze und InversionInfinitiv Perfekt und Infinitiv PassivRelativsätzeKollokationen und RedewendungenPhrasal VerbsWortbildungSubjekt-Verb-KongruenzLeseverstehen

So nutzen Sie diesen Test

  1. Laden Sie das PDF herunter und drucken Sie es aus – oder machen Sie den Test unten online.
  2. Beantworten Sie alle Fragen ohne Wörterbuch und ohne Zeitdruck.
  3. Prüfen Sie Ihre Antworten und notieren Sie, was Sie wiederholen sollten.

Hinweise für Lehrkräfte

Die Punktzahl dient als Orientierung: Ab 40 richtigen Antworten beherrscht die lernende Person das Niveau C1 sicher, bei 30–39 befindet sie sich auf dem Weg zu C1, unter 30 ist eine Einstufung auf B2 sinnvoll. Der Test zielt auf typische Fehler fortgeschrittener Lernender ab, etwa fehlende Inversion nach verneinenden Adverbialen, falsche Verbmuster (suggest, deny, regret), unverbundene Partizipialkonstruktionen (dangling participles) und unpassende Kollokationen. Werten Sie falsche Antworten nach Kategorien aus und vertiefen Sie anschließend gezielt Inversion und Kollokationen – die Bereiche, die Lernenden auf diesem Niveau erfahrungsgemäß die meisten Schwierigkeiten bereiten.