Mtelp Samples l2

8/16/2019 Mtelp Samples l2

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level 2

Sample Exam Items

The MTELP Series is designed to measure both learner achievement andprogress. It is suitable for adult or young adult language learners and can beused appropriately in a range of institutions. The MTELP Series is available atthree levels of proficiency: beginner, intermediate, and advanced. Test formsat each level have different item types and unique content.

The following pages contain samples of MTELP Series Level 2 items.


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MTELP Series level 2 – Sample Test Items

MTELP Series

Level 2 Sample Items

Listening ComprehensionIn each form of the Level 2 test, 25 items assesslistening comprehension. There are two types oflistening comprehension items.

Part 1: In the first type, test takers hear a shortconversation between two speakers. After theconversation, test takers must answer a questionabout the conversation, selecting the correct answerfrom the three options provided.

Click here to play Part 1 audio.

To play audio, you may need to download the PDF and open it in

Adobe Reader or Adobe Acrobat.

Listening, Part 1 samples

[Audio Only: Number 1

M: Did you get my email?

W: About revising the content on some of the slides

for tomorrow’s presentation? Yeah, I was about

to send you a reply.

M: Good. So, do you think you can do that by the

end of today?

W: Sure, no problem.]

1. What does the woman need to do before she

leaves work?

a. prepare copies of the slides

b. change some of the presentation content

c. reschedule the man’s presentation


M: Professor Jones, I have a quick question aboutthe first homework assignment.

W: Yes Jeff, how can I help you?

M: Well, I am wondering, do you want us to submit

the hard copy directly to you, or do you prefer

an electronic copy?

W: I think you should print it out and give it to

me in class.]

2. How will he submit his assignment?

a. put it in the professor’s office

b. give a hard copy to the professorc. email it to the professor


M: I hate to say this, but looking at the numbers

from last quarter, it’s clear that we are going to

have to lay a few people off.

W: Don’t rush to conclusions now. Remember

we have several employees retiring soon, and

it’s possible that we will get that new contract

next month.]

3. What does the woman recommend?

a. They should avoid laying off employees.

b. They should review the numbers again.

c. They should change their plans to retire.


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Listening Comprehension, Part 2: In the secondtype, test takers hear a short talk from a singlespeaker. The talk is followed by a series of questionsabout the talk. The test taker must select the correctanswer to each question from the three optionsprovided.

Click here to play Part 2 audio.To play audio, you may need to download the PDF and open it in

Adobe Reader or Adobe Acrobat.

Listening, Part 2 samples

[Audio Only: Listen to a teacher in a history class

talking to her students.

W: Hi everyone. Before we get started with the

Myers and Simpson reading for today, I wanted

to go over your next assignment. As you know,

in addition to your homework and the final

exam, your course grade will be based on a group project.

For this project, I’d like each group to choose a

period in time that we’ve studied—it can be any

period that we’ve discussed so far. Choose the

time period that most interests you. Then what

I’d like you to do is make something as it would

have been made during that period. So you

could write a story in the style of the time, or

create some artwork; anything at all, as long as

it’s done in the style of that period.

You’ll need to split up into groups of three. I’ll

leave a sign-up sheet for you at the front of theclass. When you know your group members,

please come fill it out and write a description of

the project you’re hoping to work on. If you see

somebody has already chosen a project on a

similar topic, you’ll need to choose another one.

If you’re having trouble deciding on a group or

topic, let me know and I can help arrange one

for you.

Okay, if you have any questions, come see

me after class. Now, let’s turn to Myers and

Simpson. I think their work gives us a lot to talk

about today.]

4. What is the teacher mainly talking about?

a. the final examination

b. an upcoming assignment

c. a historical period

5. When can students sign up?a. after they have finished the exam

b. when they have chosen their group

members

c. when they finish their reading

6. What does the speaker mean when she says:

[Audio Only: Now, let’s turn to Myers and Simpson.]

a. The class will discuss a reading assignment.

b. Students should turn in their papers.

c. Students should find their partners now.


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GrammarFollowing the listening comprehension section are10 grammar items. Each grammar item represents aprinted statement or a short conversational exchangebetween two speakers. Part of the statement orexchange has been omitted and test takers mustselect, from the four answer choices, the word orphrase that correctly completes the statement orexchange.

Grammar samples

7. “Why doesn’t Dr. Jones like the new

laboratory?”

“He said _______ good enough.”

a. the equipment wasn’t

b. those equipments weren’t

c. an equipment didn’t

d. equipment doesn’t

8. I would rather _______ wait until the last minute

to revise your essay.

a. don’t you

b. you didn’t

c. you not to

d. not you

9. Please have your reports ready by 2 p.m.,

_______ time the manager will come around tocollect them.

a. in

b. on the

c. from what

d. at which

VocabularyNext are 10 vocabulary items. In each item, test takersmust select the word, from four answer options, thatcorrectly completes a sentence that has had oneword removed. All words selected for inclusion in thevocabulary section have been carefully sourced froma range of corpora that provide detailed informationon word frequencies. The word frequencies selectedfor the MTELP Series vocabulary section arerepresentative of the proficiency levels at which thethree levels are targeted.

Vocabulary samples

10. The Internet is the best place to find good

_______ on book prices.

a. funds

b. budgets

c. deals

d. resources

11. Michelle was so nervous about meeting the

singer, her heart was _______.

a. racing

b. charging

c. speeding

d. hurrying

12. Before investing in a project, experiencedbusinesspeople always _______ its costs

against its benefits.

a. compete

b. differ

c. balance

d. arrange


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MTELP Series Level 2 Sample Key

1. B

2. B

3. A

4. B

5. B

6. A

7. A

8. B

9. D

10. C

11. A

12. C

13. C

14. B

15. D

16. B

Reading ComprehensionFinally, there are 15 reading comprehension items. Test takers are presented with three reading passages. Eachpassage is followed by several items that tap a range of reading skills. Test takers must select the correct answer fromfour options.

13. What is the author’s main purpose?

a. to show that the moon is not very old

b. to show how important iron is on Earth

c. to compare theories of how the moon formed

d. to indicate the importance of the 1969

moon landing

14. According to Hartmann and Davis’s theory, what

can be inferred about Earth early in its formation?

a. It cooled off relatively quickly.

b. It was larger than it currently is.

c. It was formed from the same material as Mars.

d. It was closer to the moon than it currently is.

15. In the last sentence of paragraph 2, what does

this refer to?

a. the analysis of lunar rocks

b. the failed theory

c. the density of the moon

d. the lower presence of iron on the moon

16. What did scientists conclude after the analysis of

oxygen isotopes?

a. The moon is significantly younger than Earth.

b. The moon originated in the vicinity of Earth.

c. The moon once contained greater amounts of

iron than it does now.d. The moon was similar in composition to other

rocks and meteorites.

Reading Comprehension sample

This passage is about the moon.

In 1975, William Hartmann and Donald Davis first

suggested that late in Earth’s formation, after its

molten iron had drained into its core, an object the

size of Mars hit Earth, blowing out a large amount

of iron-depleted rocky debris from Earth’s mantle.

Some of the debris got pulled into orbit around

Earth and formed the moon. This idea, based

partially on evidence from the lunar landing in 1969,

is called the collision theory.

One theory that had been popular before the

analysis of the lunar rocks was that Earth and

its moon formed simultaneously from the same

material. However, this theory failed to explain why

iron is less common on the moon. Partly because of

this, the moon’s density is less than that of Earth.

An idea that circulated after the 1969 expedition

was that the moon formed somewhere in the solar

system where there was little iron and later moved

into orbit around Earth. This theory failed when

analysis of lunar rocks showed that the moon has

the same oxygen isotope composition as Earth.

Rocks and meteorites from most other parts of

the solar system have different oxygen isotope

compositions.

Another theory suggested after the expedition was

that Earth was spinning around so rapidly that part

of it broke off and began to orbit. Although this

process would have produced a moon similar in

composition to Earth’s mantle, scientists analyzed

the angular momentum and energy levels that

would have been involved and found that the

numbers did not add up. Thus, as the competing

theories were discredited, the collision theory

gained wide acceptance.


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How to purchaseThe MTELP Series is available for purchase. Visitwww.CambridgeMichigan.org/mtelp, where you’llfind a link for ordering.

You can also order the MTELP Series by phone.Call 1 866.696.3522.

About CaMLACaMLA combines the expertise of two world-classuniversities—the University of Cambridge and theUniversity of Michigan—with a proven track recordin providing language assessments and consultancy,and our products and services are shaped byresearch and experience. That is why CaMLA iswidely recognized by schools, universities, andemployers around the world.

Located in Ann Arbor, Michigan, CaMLA providesa range of assessment and learning tools. Wework with colleges and universities, educationdepartments and ministries, businesses, andgovernmental agencies to deliver languageassessments in more than 60 countries around theworld.

For more information about the MTELP Series, visitwww.CambridgeMichigan.org/mtelp

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Mtelp Samples l2

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