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MET Go! for Teachers – Set.

Get set for MET Go!

Administrative Preparation

The MET Go! is administered through Michigan Language Assessment test centers, which manage the details of registering students, ordering the test materials, and proctoring the test. If the center offers the optional speaking test, they will also arrange for the required speaking examiner training.

To arrange for your students to take the MET Go!, contact an official Michigan Language Assessment test center near you to set up a testing date. This test date can be any date convenient to your students and the test center, as long as the date is requested at least 5 weeks in advance. You may request a test date up to 2 years in advance if you would like. At least 4 weeks before the test date, you must provide the test center with the final roster of students who will take the test.

Preparing Students for the Test

What do the test items and tasks look like?

  • For an overview of task types and items, see the examples on the MET Go! main page
  • For a detailed look at the test format and content, see the complete MET Go! sample test

How can my students prepare?

MET Go! is aimed at beginning to intermediate level students, at the A1 to B1 CEFR levels. Any integrated skills course of English geared toward these levels for teens or pre-teens will help prepare students for the test.

Below are some general teaching suggestions for each part of the test. We also have a growing library of test preparation materials specifically for the MET Go!

Listening

The listening test assesses students’ ability to understand brief conversations of 2–4 turns, brief monologues of 1–2 minutes or less, and short announcements they might hear in familiar settings. In each of these listening task types, students must recognize important words and understand the main idea, as well as identify important details. To help your students develop and practice these listening skills, give them opportunities to:

  • hear a variety of different voices, male and female and of varying ages
  • hear speakers of North American English
  • hear two people talking with each other
  • hear a single speaker presenting information about a topic
  • take notes about what they listen to
  • write or tell someone the main idea of what they have heard
  • answer “who,” “where,” “when,” “what,” and “why” questions about listening passages

Reading

The reading test assesses students’ ability to read and understand both informational and narrative texts. In these tasks, they must understand and identify main ideas as well as important details of the passage. The reading section also assesses students’ grammar and vocabulary knowledge in the context of thematically linked single sentences. There is no separate grammar section. To help your students develop and practice these reading skills, give them opportunities to:

  • check their grammar and vocabulary knowledge using gap-fill exercises
  • read authentic informational texts, such as flyers, menus, announcements, advertisements, news stories, websites, email or text messages
  • identify key words and details in what they read
  • read short narrative stories appropriate to their age and interests
  • answer comprehension questions about main ideas
  • share what they have read with a classmate, teacher, or in writing

Writing

The writing test assesses students’ ability to convey simple, connected ideas in writing, based on an illustration, personal experience, or opinion. Writing requirements progress from three to five sentences in the first task to two paragraphs with supporting details in the final task, and allow for a variety of creative responses. To help your students develop and practice these writing skills, give them opportunities to:

  • write short sentences describing pictures
  • write short sentences using high-frequency vocabulary words
  • write short, connected stories based on pictures
  • write about opinions, likes, and dislikes
  • write 1 to 2 paragraphs about personal preferences or experiences
  • write and respond to informational messages relevant to their lives, including requests, invitations, letters, emails, or other personal correspondence
  • practice and get feedback on correct spelling, punctuation, and capitalization

Speaking

The optional speaking test assesses students’ ability to describe pictures of familiar objects and scenes, compare similar pictures, narrate a sequence of events, talk about a personal experience, and state a preference with explanatory detail. (Note: pronunciation is not specifically rated, but responses must be intelligible.) To help your students develop and practice these speaking skills, give them opportunities to:

  • answer basic personal information questions
  • practice pronouncing high-frequency vocabulary words in context
  • answer questions about likes and dislikes
  • express opinions
  • describe common objects, places, people, and activities based on pictures
  • talk about personal experiences
  • tell a simple story based on pictures
  • compare similar pictures (spot the differences)

Library of MET Go! Practice Activities

For each skill tested, we provide a growing library of suggested teaching activities to help you prepare your students.

Webinar: 6 Strategies for Developing Listening Skills

This recorded webinar presents an overview of the listening skills needed for the MET Go! as well as some teaching strategies for developing and practicing these skills in the classroom. See examples of classroom active listening, and learn about available resources.

Download the handout and presentation to follow along with the webinar.