ABRSM · Grade 2

ABRSM Grade 2 aural tests: what to expect and how to practise

Grade 2 keeps the four tests of Grade 1 but stretches each a little: the echoes now reach up to soh, the changed phrase can differ in rhythm as well as pitch, and the second features question is about tempo. The section is worth 18 of the 150 marks, and the examiner marks your overall response rather than each test separately.

A — Pulse and time

Clap the beat (louder on the strong beats), then say whether it is in two or three time.

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The tests at Grade 2

A — Pulse and time

Clap the beat (louder on the strong beats), then say whether it is in two or three time.

The examiner plays a piece; you join in clapping the pulse as soon as you can, with the strong beats louder, and then say whether it is in two time or three time. No time signature is needed. The examiner listens for a steady pulse that stays with the music, clear strong beats and a correct answer. Tip: a march feels like 'left, right' — two time — and a waltz like 'strong, light, light' — three time. Sway to the music before you decide.

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B — Echo singing

Sing back three two-bar phrases as echoes (major key, doh to soh).

After the key-chord, the key note and a two-bar count-in, the examiner plays three two-bar phrases in a major key, each to be sung straight back as an echo. The range now runs from doh up to soh, so there are more notes and slightly bigger shapes than at Grade 1. The examiner listens for accurate pitch and rhythm, kept in time. Tip: notice whether each phrase climbs to soh or turns back towards doh — the turning points carry the shape.

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C — Spot the change

A phrase is played twice; say what changed — the rhythm or the notes — and where.

The examiner plays the key-chord and key note, counts in two bars, then plays a two-bar phrase in a major key twice; the second time something changes. You identify the change — say whether it was in the rhythm or the pitch and where it happened — or sing or clap the changed version. Both versions can be repeated if needed, which may affect the mark. Tip: a pitch change sounds like a wrong note, while a rhythm change makes the tune feel bumpy or stretched.

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D — Musical features

Talk about the dynamics or articulation, then the tempo.

You are told which two features to listen for, then the piece is played. The first question is on either the dynamics or the articulation; the second is always about the tempo — did it get slower, get faster, or stay the same? A full answer says what happened and where, for example 'steady until the last phrase, then it slowed down'. Tip: keep half an ear on the ending, where slowing down most often happens. More on the Grade 2 musical features page.

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Test D answers explained: what to say about the musical features at Grade 2.

Tips for Grade 2

Sing up and down the first five notes of a major scale every day, then make up short echoes within that range.
In spot the change, decide 'pitch or rhythm?' first and 'where?' second — two small decisions are easier than one big one.
Listen for tempo in everyday music: notice when a song slows down at the end or speeds up to build excitement.
Learn rallentando or ritardando (slowing down), accelerando (speeding up) and a tempo (back to the first speed) — or describe them in plain English.
Run the four tests in order once a week to get used to switching between clapping, singing and talking.

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A full Grade 2 mock, marked

The examiner runs every test in order, plays as many times as the board does and gives an estimated mark out of 18, with where you lose marks.

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Questions people ask

What's the difference between the Grade 1 and Grade 2 aural?

The tests have the same shape. At Grade 2 the echo phrases reach up to soh instead of me, the change in test C can be in rhythm or pitch (and you say which and where), and the second features question is about tempo rather than articulation.

How do I describe a rhythm change in test C?

Say which notes changed and how: 'the second bar had a dotted rhythm instead of even notes' or 'a long note near the end became two short ones'. If words are hard, you can clap or sing the changed version instead — describing, singing and clapping are all valid ways to answer.

What does the examiner want to hear about tempo?

Whether the speed changed, how, and where. 'It stayed at the same steady speed throughout' is a complete answer if that is what happened. If it slowed down at the end, say so; you can add a word for the overall speed, such as slow, moderate or fast.

How many marks do I need to pass the Grade 2 aural?

The aural is worth 18 of the 150 marks and is marked as a whole. As a guide, 12 out of 18 is pass level for the section, 15 merit and 17 distinction. Passing every section is not required — the exam pass mark is 100 out of 150 overall.

Is there a Grade 2 aural mock test online?

Yes. Free daily practice covers each Grade 2 test without signing up, and a free mini-mock gives an estimated mark out of 18. Full mocks, with every test in exam order and spoken instructions, are part of the paid plans. Treat any mock mark as an estimate — the examiner's judgement is final.

Independent practice. We are not affiliated with ABRSM; the tests here are generated by our engine from the published format, not taken from the board's books. Mock marks are estimates — the examiner's judgement is final.