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level 3
Sample Exam Items
The MTELP Series is designed to measure both learner achievement
and progress. It is suitable for adult or young adult language
learners and can be used appropriately in a range of institutions.
The MTELP Series is available at three levels of proficiency:
beginner, intermediate, and advanced. Test forms at each level have
different item types and unique content.
The following pages contain samples of MTELP Series Level 3
items.
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MTELP Series level 3 Sample Test Items 1
MTELP SeriesLevel 3 Sample Items
Listening ComprehensionIn each form of the Level 3 test, 25
items assess listening comprehension. There are two types of
listening comprehension items.
Part 1: In the first type, test takers hear a conversation
between two speakers. After the conversation, test takers must
answer three or four questions about the conversation, selecting
the correct answer from 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: Listen to a conversation in an office.
M: Miss Brooks, I still havent gotten a check from your
department, for the training session I gave...
W: You havent? Hmm, thats odd. Did you talk to someone at the
accounts payable department about it?
M: Yeah, and they said to ask you.
W: All right. Ill look at my records again to make sure all the
necessary paperwork got submitted. Let me just take a look. Oh, I
see, theres some paperwork from our end that is still outstanding.
Im very sorry about that.
M: Thats OK. Not really urgent but I did want to get it all
sorted out.
W: Of course. Ill finalize everything today and then you should
be paid by the end of the week.
M: OK. Thanks for your help.]
1. What problem does the man have?a. He forgot to submit a
document.b. He hasnt been paid.c. He cant attend a training
session.
2. Why does the woman mention the accounts payable department?a.
to check the man has done somethingb. to tell the man where to go
nextc. to explain the reason for a problem
3. What does the woman mean when she says:
[Audio Only: Oh, I see, theres some paperwork from our end that
is still outstanding.]
a. Some paperwork still needs to be done.b. Some paperwork was
submitted to the
wrong place.c. Some paperwork was filled in wrongly.
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MTELP Series level 3 Sample Test Items 2
Listening Comprehension, Part 2: In the second type, test takers
hear an interview featuring several speakers. The interview is
followed by a series of questions about it. The test taker must
select the correct answer to each question from the three options
provided.
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.
need as adults. Many children chose to remain in the community
after they were grown. Nowadays, though, there are very few
Shakers. However, some Shaker villages have been preserved.
M: Today there is only one active Shaker village, with just a
few inhabitants. The others are like museums, where tourists can
see how they once lived. In these villages, one can see how the
Shakers belief in harmony and order is reflected in everything from
the neat, practical design of their communities to simple objects
like tables and chairs, baskets, and rugs. They focused on the
functionality of each item, creating harmonious lines that revealed
the natural beauty of the materials used. They also created more
traditional art such as drawings and paintings, and various types
of needlework and wood carvings. Although the Shakers avoided the
use of ornate decorations, they expressed creativity in subtle ways
through the skilled use of symbols such as birds and hearts.
W: The Shakers lived simple lives, yet they showed a deep
appreciation for beauty, even in everyday personal objects like
pincushions used for sewing. Unfortunately, there are few places
where the public can see such items, so many people hope the pieces
sold at auction end up in a museum rather than a collectors
home.]
Listening, Part 2 samples
[Audio Only:
M: Recently, an Ohio couple surprised the art world by
auctioning off a special collection of antique art and furniture.
The items were made by Shakers, people who came from rural
communities in the United States called Shaker communities. The
pieces were in excellent condition, and many were fine examples of
art that Shakers created for everyday personal use. Personal items
such as these are difficult to find outside of museums. Jennifer
Wilson reports.
W: Shaker antiques and reproductions are commanding higher
prices than ever before. Valued for their simple lines and good
quality, many people consider Shaker furniture to be the perfect
combination of form and function. The best examples of Shaker art
can be found in museumssuch as the National Gallery of Artand in
Shaker villages located mainly in the Northeastern United States.
However, because only one Shaker village still has active community
members, very few new pieces of authentic Shaker art and furniture
are produced for public sale today. So who are the Shakers, and why
are Shaker items so popular? Historian Dr. Ted Parker tells us more
about this unique group of people.
M: Many people can identify certain styles of rocking chairs or
candle stands as being Shaker, but few people are familiar with the
origin of these classic designs. The Shakers originally came from
Manchester, England, and settled in the United States in 1774. They
shared goals similar to other religious groups who went to the U.S.
seeking the freedom to form communities of like-minded people.
Although only nine Shakers arrived in New York in 1774, their
numbers grew to over five thousand by the mid-1800s.
W: This is surprising because Shakers didnt marry or have
children. People werent born into the Shaker community. Rather, the
only ways a person could become a Shaker was by converting as an
adult or through adoption as a child. Shakers often took in orphans
and children whose parents could not take care of them. They
provided the children with a good education and taught them skills
that they would
4. What are the speakers mainly talking about?a. the
establishment of an art museumb. key features of Shaker artc. an
art exhibition
5. What was unusual about the Shaker art sold at this auction?a.
The pieces came from a Shaker museum.b. It was not typical of other
Shaker designs.c. Some pieces were made for personal use.
6. What do people admire about Shaker art and furniture?a. It is
ornately designed and carved.b. It is both beautiful and useful.c.
It is complex yet functional.
7. Where did the Shakers originally come from?a. Manchesterb.
New Yorkc. Ohio
8. What would one be likely to see in a Shaker village today?a.
examples of Shaker furnitureb. a community of artistsc. elaborate
architecture
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MTELP Series level 3 Sample Test Items 3
ClozeNext are two cloze passages with 20 items that assess a
range of reading skills. Each passage has had 10 words or phrases
removed and the test taker must select the appropriate word, from
four answer choices to complete the intended meaning of the
original passage. The cloze section of the test has been designed
to test a range of skills such as vocabulary range, grammatical
knowledge, and discourse competence.
9. a. need c. ought b. must d. would
10. a. lack c. ignore b. neglect d. decline
11. a. fashion c. way b. style d. path
12. a. be c. have b. had d. is
13. a. by c. to b. for d. with
14. a. necessary c. possible b. able d. capable
15. a. absolute c. above b. additional d. unaware
16 a. result c. ability b. choice d. image
17. a. arranged c. fastened b. installed d. linked
18. a. Compared c. Thanks b. According d. Similar
Cloze Passage sample
This passage is about computer intelligence.
As computers become increasingly powerful,
the question of whether a computer can possess
true intelligence is likely to become more widely
discussed. To create a truly intelligent computer,
we (9) provide it with several characteristics that
most computers currently (10) .
To be considered intelligent, a computer would
have to have a (11) to sense its environment.
It would not be necessary to equip a computer
with a great number of different senses, because
any basic sense can easily (12) extended. For
instance, humans do not have an innate ability to
perceive radio waves, but (13) the aid of a radio
it is (14) to sense the signal. An (15) example
is the sense of sight. Although we cannot directly
detect individual cells in the human body, a
microscope gives us this (16) . A microphone and
a camera, (17) to a computer, would, therefore,
achieve some progress towards intelligence.
(18) to other challenges though, giving a
computer the ability to sense is a relatively easy
problem. The tasks of providing built-in motivation
and consciousness are far more difficult.
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MTELP Series level 3 Sample Test Items 4
Reading ComprehensionFinally, there are 15 reading comprehension
items. Test takers are presented with three reading passages. Each
passage is followed by several items that tap a range of reading
skills. Test takers must select the correct answer from four
options.
19. What is the main purpose of the passage?a. to compare two
opposing perspectives on
film musicb. to propose a solution to an academic
controversyc. to explain why film studies is an
interdisciplinary fieldd. to explain the situation with an
academic field
20. In the first paragraph, why does the author mention visual
aspects of film?a. to emphasize what film music scholars dob. to
provide an example of a criticismc. to introduce work that is often
ignoredd. to make a link with the next paragraph
21. In the final sentence of the second paragraph, what does the
word their refer to?a. cinema studies scholarsb. film music
scholarsc. musicologistsd. fields of cinema studies and
musicology
22. What do paragraph 2 and paragraph 3 have in common?a. They
both discuss causes of a situation.b. They both offer solutions to
a problem.c. They both oppose the point made in
paragraph 1.d. They both indicate a problem is difficult
to solve.
23. According to the passage, how are visual action and spoken
dialogue in a film similar?a. They are more important than the
music.b. They are overlooked by filmgoers.c. They determine the
type of music on the
soundtrack.d. They compete to play the central role in
the film.
Reading Comprehension sample
This passage is about the study of film music.
People who study film music often complain about the lack of
recognition their field receives. The study of film music is an
interdisciplinary field, falling in between cinema studies and
musicology. This is one of the reasons why it receives so little
attention. For example, when film music scholars, who often do not
have music-degree credentials on par with the pure musicologists,
write about film soundtracks, their articles are often ignored by
the musicologists. Conversely, when the work of film music scholars
touches on the visual aspects of film, the cinema studies people
often treat it as the work of amateurs. So with the members of the
two fields most closely related to it ignoring it, it is easy to
understand why members of the film music field feel a degree of
frustration.
Adding to the problem is the way members of the fields of cinema
studies and musicology see the other side of the film music
discipline. Cinema studies scholars focus on the visuals and the
dialogue of a film. The music is of secondary importance to them.
In the same vein, pure musicologists spend their career analyzing
music. They do not see the value of attempting to integrate other
factorssuch as the visuals of a filminto their analysis of
music.
So members of the film music community face an uphill battle.
Exacerbating the problem is the fact that film music is literally
in the background for most films: it plays an auxiliary role and
exists to support the visual or the dialogue. It often happens that
filmgoers leave a film and are not able to recall anything about
the films music. It is not given a central role in the movie, just
as it struggles to create a distinct role for itself in
academia.
MTELP Series Level 3 Sample Key
1. B2. A3. A
4. B5. C6. B
7. A8. A9. B
10. A11. C12. A
13. D14. C15. B
16. C17. D18. A
19. D20. B21. C
22. A23. A
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MTELP Series level 3 Sample Test Items 5
How to purchaseThe MTELP Series is available for purchase. Visit
www.CambridgeMichigan.org/mtelp, where youll find a link for
ordering.
You can also order the MTELP Series by phone. Call 1
866.696.3522.
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CaMLA 2014
