MTELP Series, Level 2

The MTELP Series is discontinued as of January 1, 2019. MTELP Pages are for reference only.

Level 2 Sample 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.

Listening, Part 1

Listening Comprehension, Part 1

In each form of the Level 2 test, 25 items assess listening comprehension. There are two types of listening comprehension items.

In the first type, test takers hear a short conversation between two speakers. After the conversation, test takers must answer a question about the conversation, selecting the correct answer from the three options provided.

The audio for Level 2, Part 1 sample questions 1–3 is provided below.

What the test taker hears:

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.

What the test taker sees:

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

What the test taker hears:

Number 2.

M: Professor Jones, I have a quick question about the 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.

What the test taker sees:

2. How will he submit his assignment?

a. put it in the professor’s office
b. give a hard copy to the professor
c. email it to the professor

What the test taker hears:

Number 3.

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.

What the test taker sees:

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.

Answers: 1 B, 2 B, 3 A

Listening, Part 2

Listening Comprehension, Part 2

In the second type, test takers hear a short talk from a single speaker. The talk is followed by a series of questions about the talk. The test taker must select the correct answer to each question from the three options provided.

The audio for Level 2, Part 2 sample questions 4–6 is provided below.

What the test taker hears:

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 the class. 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.

What the test taker sees:

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.

Answers: 4 B, 5 B, 6 A



Following the listening comprehension section are 10 grammar items. Each grammar item on Level 2 represents a printed statement or a short conversational exchange between two speakers. Part of the statement or exchange has been omitted and test takers must select, from the four answer choices, the word or phrase that correctly completes the statement or exchange.


“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 to collect them.

a. in
b. on the
c. from what
d. at which

Answers:  7 A, 8 B, 9 D



Next are 10 vocabulary items. In each Level 2 vocabulary item, test takers must select the word, from four answer options, that correctly completes a sentence that has had one word removed. All words selected for inclusion in the vocabulary section have been carefully sourced from a range of corpora that provide detailed information on word frequencies. The word frequencies selected for the MTELP Series vocabulary section are representative of the proficiency levels at which the three levels are targeted.

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, experienced businesspeople always _______ its costs against its benefits.

a. compete
b. differ
c. balance
d. arrange

Answers: 10 C, 11 A, 12 C


Reading Comprehension

Finally, there are 15 reading comprehension items on the Level 2 test. 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.

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.

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.

Answers: 13 C, 14 B, 15 D, 16 B