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Information Bulletin 2012

Contact Information
All correspondence and mailings should be addressed to: CaMLA Argus 1 Building 535 West William St., Suite 310 Ann Arbor, Michigan 48103-4978 USA Phone: +1 734.615.9446 Fax: +1 734.615.6586 met@cambridgemichigan.org www.CambridgeMichigan.org

2012 Cambridge Michigan Language Assessments


03/2012

Table of Contents Overview of the MET.......................................................... 1 Preparing for the MET........................................................ 1 MET Format........................................................................ 1 Scoring............................................................................... 2 Results................................................................................ 2 Interpretation of Results..................................................... 2 Test Security....................................................................... 2 Test Takers with Disabilities................................................ 3 Administration and Test Centers........................................ 3 Frequently Asked Questions.............................................. 3 MET Sample Items............................................................. 5 MET Listening Samples................................................. 5 MET Grammar Samples................................................ 8 MET Reading Samples.................................................. 9 MET Samples Answer Key............................................... 11 Interpreting MET Scaled Scores in Relation to the Common European Framework Levels............................ 12

Overview of the MET The Michigan English Test (MET) is an international examination designed by CaMLA. It assesses general English language proficiency in social, educational, and workplace contexts. Listening recordings and reading passages reflect everyday, authentic interaction in an American-English linguistic environment. The MET is intended for adults and adolescents at or above a secondary level of education who want to measure their general English language proficiency in a variety of linguistics contexts. The MET can be used for educational purposes, such as when finishing an English language course, or employment purposes, like applying for a job or pursuing promotion that requires an English language qualification. The MET is not an admissions test for students applying to universities and colleges in the United States, Canada, or the United Kingdom. Those interested in such a test should consider the Michigan English Language Assessment Battery (MELAB). CaMLA is committed to excellence in its tests, which are developed in accordance with the highest standards in educational measurement. All parts of the examination are written following specified guidelines, and items are pretested to ensure that they function properly. We work closely with test centers to ensure that our tests are administered in a way that is fair and accessible to examinees. The MET is open to all people who wish to take the exam, regardless of the school they attend. The MET tests listening and reading skills, as well as grammar and vocabulary. It emphasizes the ability of the examinee to communicate effectively in English. The MET may also be used as a bridge to a higher proficiency level exam, such as the Examination for the Certificate of Proficiency in English (ECPE).

Preparing for the MET CaMLA does not prescribe or endorse any specific course of study to be taken in preparation for the MET. The best preparation is through the general study and use of English. Examinees may also find it useful to consult the sample test items in the back of this bulletin in order to familiarize themselves with the format of the test items. A complete sample test can be found on our website.

MET Format The MET is a paper-and-pencil test with 135 multiplechoice questions in two sections: Section I (Listening) and Section II (Reading and Grammar). The chart below describes the format and content of the MET. Beginning on page 5, you will find sample items for each section of the test. The MET emphasizes the communicative use of English and is designed to measure proficiency in the following basic language skill areas: listening, reading, and language usage (grammar and vocabulary). The total exam time is approximately two hours and fifteen minutes, with an additional fifteen minutes allotted for administrative preparation. All sections are scored by CaMLA.

Section I: Listening

Item descriptions Multiple-choice questions that assess the ability to understand conversations and talks in social, educational, and workplace contexts. 2 parts: Multiple-choice questions testing a variety of grammar structures. Multiple-choice questions that assess the ability to understand a variety of written texts in social, educational, and workplace contexts. Vocabulary is assessed within the listening and reading sections.

Number of items 60 total

Time 45 min.

II: Reading and Grammar

75 total 25 grammar 50 reading

90 min.

MET Information Bulletin 20121

Scoring All test takers are required to record their answers to the test on specially designed answer sheets, which are then automatically scanned. Each correct answer carries equal weight within each section and there are no points deducted for wrong answers. The MET does not have a pass score. Instead, all test takers receive a scaled score with a maximum of 80 for sections I and II, and a final score for these two sections. The final score is the total of the two sections. The scaled score is calculated using an advanced mathematical model based on Item Response Theory. The scaled scores are not percentages. They do not show how many items the test taker answered correctly but rather where he/she stands on the language ability scale. This ensures that test scores are comparable across different administrations and fair to all test takers regardless of when they took the test. See pages 12 and 13 of this bulletin for performance descriptors explaining the English language abilities associated with a specific score.

When interpreting the MET results, it is important to remember that the MET estimates the examinees true proficiency by approximating the kinds of tasks that they may encounter in real life. Also, temporary factors unrelated to an examinees proficiency, such as fatigue, anxiety, or illness, may affect exam results. When using test scores for decision-making, check the date the test was taken. While the MET report is valid for two years, language ability changes over time. This ability can improve with active use and further study of the language, or it may diminish if the report holder does not continue to study or to use English on a regular basis. It is also important to remember that test performance is only one aspect to be considered. Communicative language ability consists of both knowledge of language and knowledge of the world. Therefore, one would need to consider how factors other than language affect how well someone can communicate. For example, in the general context of using English in business, the ability to function effectively involves not only knowledge of English, but also other knowledge and skills such as intellectual knowledge and business skills.

Results Each test taker receives a CaMLA score report. The report will include the test-taker details and the scaled score for each section of the test as well as a final score. The score report is valid for two years from the test administration date. Test takers will receive their score reports from their test center within four weeks of the date the tests arrive at CaMLA for scoring.

Test Security The MET is a secure test. CaMLA reserves the right to decline to score the MET or invalidate MET score reports under the circumstances listed below. No exam fees will be refunded and the examinee will not be allowed to take the exam again. An examinee misrepresents her/himself; that is, examinee appearance or signature does not match picture or signature on ID. Evidence of examinee misconduct during the MET administration, including, but not limited to, copying answers from another examinee, talking with another examinee during the test administration, transferring test information to any external media, referring to previously prepared notes or aids (test preparation books, study guides, dictionaries, etc. are not allowed), creating a disturbance, or neglecting to follow the examiners instructions. There is an unusual discrepancy in the examinees performance and/or pattern of answers across test sections.

Interpretation of Results The MET is a multilevel exam, covering a range of proficiency levels from upper beginner to lower advanced. The levels of the Common European Framework of Reference (CEFR) aimed at by the MET are A 2 to C1, with emphasis on the middle of the range (B1 and B2). The exact cut scores between adjacent CEFR levels, based on research conducted by CaMLA, are available on page 13, where selected CEFR performance descriptors illustrate what examinees should be able to do at each level. It is important to note that the score ranges for the CEFR levels are provided for each section but not for the final score because it is possible for an examinee to be at a higher language proficiency level in one language skill than in another. Therefore, both section scores should be taken into account when interpreting the test results for use in decision-making.

MET Information Bulletin 20122

Test Takers with Disabilities Accommodations can be made for examinees with disabilities (e.g., hearing or visual impairment, dyslexia). See the Examiners Manual for Nonstandard Test Administrations to Individuals with Disabilities for more information. Each test center will receive the latest edition of this manual. If you require extra copies, you may download the nonstandard administrations manual from our website: www.CambridgeMichigan.org/exams/general/ special-accommodations

Can I use a dictionary during the exam? No. Examinees are not allowed to use any aids during the exam. Can I make notes in my test booklet? In the listening section of the MET, examinees may take notes in the test booklet as they listen. Examinees should not mark answers in the test booklet, but on the separate answer sheet. Only answers recorded on the separate answer sheet will be scored. If I do not know the answer to a question, should I guess or leave the answer blank? If you do not know the answer to a question, you should make an educated guess. There is no penalty for wrong answers. What happens if I mark more than one answer to a question? The question will be marked as wrong, even if one of the marked answer choices is correct. Are different forms of the test equal in difficulty? Yes. Do I have to be a student at the test center in order to take the MET there? No. Test centers are required to offer the MET to all interested persons, regardless of whether they are students at the test center. What is the level of the MET and how does it relate to the levels of the Common European Framework of Reference? The MET is aimed at levels A2 to C1 of the Common European Framework of Reference (CEFR). Please see pages 12 and 13 of this bulletin for interpreting MET scaled scores in relation to the CEFR levels. How can I contact CaMLA? The easiest way to contact us is via email: met@cambridgemichigan.org You may also write to: CaMLA Argus 1 Building 535 West William St., Suite 310 Ann Arbor, Michigan 48103-4978 USA

Administration and Test Centers A new MET is administered every month except January. Certain test centers may not offer the test every month. The cost of the MET also varies from country to country, depending on the local economy. The fee is paid directly to the test center. For specific information about test dates and fees in your area, contact your local test center. A complete list of MET test centers can be found on our website.

Frequently Asked Questions How can I prepare for the MET? The MET is a general proficiency exam, which means that it does not follow a specific English language curriculum and special preparatory classes are not required. Any upper-intermediate English language course should be sufficient. However, if you wish to familiarize yourself with the format of the test, please see the sample test on the MET website. Where can I take the MET? The MET is only administered in authorized test centers. See the list of test centers on our website. How often can I take the MET? The MET is a monthly test, and you must register with your local test center to take it. You may take the MET as many times as you want. What is the examination fee? The fee is locally set for each country at a competitive rate. Please contact your local test center for details. When will I receive the score report? Your MET score report, issued by CaMLA, will be ready four weeks from the date we receive your test for scoring. You will receive the score report from the test center where you took the test.

MET Information Bulletin 20123

How does the MET differ from the other CaMLA examinations? The MET is one of the four secure testing programs offered by CaMLA (along with MELAB, ECCE, and ECPE). The MET does not belong to the Test for Institutions program, which contains only exams for internal uses within the purchasing institution (for example, MELICET-L and MELICET-GCVR). Unlike the Tests for Institutions program, there is a new and unique MET test administered monthly, scored at CaMLA and not at the purchasing institution. MET scores may be used outside the purchasing institutions, whereas scores from the Tests for Institutions program are only to be used for internal purposes in the institution and do not include a score report or a certificate from CaMLA. Although the MET is a valid test for educational purposes, it is not an academic admissions test for universities in the United States, Canada, or the United Kingdom. The MELAB is intended for students applying to universities in the United States, Canada, or the United Kingdom as an alternative to the TOEFL or IELTS. It is administered in the United States and Canada on numerous occasions throughout the year.

The ECCE and ECPE both certify ability at a specific CEFR level, B2 and C2 respectively. These tests have a pass score and test takers receive a certificate only if they pass. Although MET scores are linked to the CEFR levels, test takers receive a score report that provides the section score, the final score, and detailed information on how to interpret these scores (see pp. 12 13 of this bulletin). The MET score reports are valid for two years from the test administration date, whereas ECCE and ECPE certificates do not have a time limit. The ECCE and ECPE are only offered twice annually and test takers must take all sections for the four skill areas (speaking, writing, listening, and reading).

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MET Sample Items Below and on the following pages you will find sample items for Section I (Listening) and Section II (Reading and Grammar) of the MET. A complete 135-item sample test is available on our website.

MET Listening Samples Part 1 In Part 1 of the listening section, the examinee will hear short conversations between two people. After each conversation, the examinee will then answer a question about it. The script material in the shaded boxes is not seen in the test booklet.
script for number 1 script for number 3

Man:

Im a bit worried about the changes the new manager might make.

Man:

Would you mind giving me a ride home today? My trucks in the shop.

Woman: Well, we havent heard anything definite yet. Lets just wait until we find out. Man: I suppose youre right.

Woman: No problem. Im leaving at four, though. Will that work for you? Man: Ill have to cut out of a meeting a few minutes early, but Im sure that will be okay.

1.

What are the speakers discussing? a. how the new manager might affect their jobs b. why they dislike the new manager c. when they will meet the new manager d. where the new manager worked last

3.

What did the man ask the woman to do? a. let him leave work early b. bring him to his truck c. take him home d. attend a meeting with him

script for number 2

Man:

How many books do we have to buy for our statistics class?

Woman: Just one, but its really expensive, so maybe we could split the cost and share it for the semester? Man: Yeah, but then wed probably get into arguments about who gets to use it when its time for exams.

Woman: That could be a problem. 2. What will the students probably do? a. share the cost of the book b. take the class next semester c. take the class at different times d. buy their own books for the class

MET Information Bulletin 20125

MET Listening Samples (continued) Part 2 In Part 2 of the listening section, the examinee hears longer conversations between two people. Following each conversation, the examinee will answer some questions about it. The script material in the shaded boxes is not seen in the test booklet.
script for numbers 1 4

1.

Narrator: Listen to a conversation between two colleagues. Man: I think Ive been spending too much time using the computer. My wrists are killing me.

What are the speakers talking about? a. how long the man works each day b. why the man should see a doctor c. where the mans new office will be located d. how the man can reduce his pain What does the woman suggest the man do? a. use a different desk b. make an appointment at the clinic c. take more breaks d. replace his computer Why will the man talk to Mike? a. to learn how to set up his workspace better b. to ask if he can take a break now c. to place an order for new office furniture d. to learn some exercises for his neck

Woman: Thats not good... Man: No, not at all. And not just my wrists...my neck, my back...

2.

Woman: Well, you need to take more breaks. I was just reading an article about repetitive motion problems...you need to stand up, walk around...every fifteen minutes or so. Man: Yeah, no, youre right. I dont do that. I sit here for hours at a time...

3.

Woman: Well, thats gotta be at least part of the problem. And, uh, you know what? Looks like your computer monitor is too low. And lets see...um, your chair might not be at the right height either. If I were you, Id talk to Mike in the Health and Safety Office. He probably has information about how to make your workspace more comfortable. Man: Yeah, thats a great idea. Maybe Ill take a break now and go talk to him.

4. audio only (number 4) Listen to a part of the conversation, then answer the question: Man: I think Ive been spending too much time using the computer. My wrists are killing me.

Woman: Thats not good... 4. Why does the woman say:

audio only

Woman: Thats not good... a. to express sympathy for the man b. to disagree with the mans suggestion c. to indicate that the mans computer is broken d. to show that she does not understand

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MET Listening Samples (continued) Part 3 In Part 3 of the test, the examinee will hear some short talks. After each talk, the examinee will then answer some questions about it. The script material in the shaded boxes is not seen in the test booklet.

script for numbers 1 4

1.

Narrator: Listen to part of a talk in a psychology class. The professor is describing a research study. Man: Today, were going to discuss some recent research pertaining to the brain. Its really shed some light on how we perceive color. In the study, researchers had infants and adults look for a flash of light in the shape of a circlethey would visually locate the light as it flashed against a similarly colored background. Sometimes the light appeared on the right side of their field of vision. This side of vision transmits to the left side of the brainthe part where language is processed. Sometimes the light appeared on the left side of the field of vision. The left side of vision connects to the right side of the brainthe side that is prelinguistic. This side does not use language to process information. Researchers tracked the infants eye movements and found that they did better when the light appeared on their left side. Adults did better when the light appeared on their right side. This suggests that the way adults see color is connected to their use of language, and that babies see colors with the nonlinguistic part of their brains. When and how this change occurs, and what these differences mean, is still unknown. But the study shows that babies and adults process color differently, and the difference may be related to language acquisition. This hypothesis is supported by what we already know about language and color: that various languages categorize and define colors differently. For example, Russian speakers define shades of blue that English speakers see as a single color.

What is the research study about? a. how color is described in different languages b. how infants learn to process language c. how perceiving color changes with age d. how adults teach infants to name colors What did the people in the research study do? a. look for a flashing circle of light b. use only the left field of vision c. describe the different colors they saw d. flash different colored lights on a screen Why does the professor mention Russian speakers? a. to discuss changes in Russian descriptions of color b. to mention a study with different research findings c. to show that results differed across language groups d. to suggest language and perception are connected What does the professor mean when he says:

2.

3.

4.

audio only

Man:

Its really shed some light on how we perceive color... a. Its shown the importance of light to color. b. Its increased peoples understanding of the subject. c. Its improved how researchers study light. d. Its reminded researchers of the value of color.

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MET Grammar Samples The grammar questions focus on the examinees ability to use English grammar. Each question has only one correct answer.
1. When you buy a car, there are many things to consider _______ just the price. a. without b. apart c. besides d. other Even if I agreed to help you with your essay, I _______ finished it by tomorrow. a. cannot have b. could not c. could not have d. cannot Building a new factory was expensive, but it is _______ worthwhile. a. proved to be b. proved being c. proving to have been d. proven to being 4. Melissa is _______ tall as her sister Beth. a. not quite as b. as quite as c. not quite d. as quite Unfortunately, he has made _______ progress on his project over the past year. a. none at all b. no or less c. little to no d. little less

5. 2.

3.

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MET Reading Samples

Ch o

ltimate Decad U s enc ate l o e c

C Can an Industry be Trusted to Research Itself?


Over the past few years, much research has been focused on the purported health benefits of eating chocolate. Many studies have indicated that cocoa, the principal component of all chocolate, has many health benefits, especially regarding cardiovascular health. One major problem with the research is that most of it comes from the Cocoa Research Institute (CRI), a research institute funded almost entirely by cocoa producers and candy manufacturers. The obvious question is: Why should we trust the data about a product that has been funded by the industry that produces it? Thats an excellent question, and one we hear all the time, said Dr. Lyle Stemple, director of research at the CRI. But if the industry hadnt backed the research, then it probably never would have been done. The fact that the industry paid for the research doesnt automatically invalidate it. Almost every study weve put out has been later replicated by other independent research groups. Generally theyve obtained similar results. Dr. Stemple compared the situation to that of the oat industry funding research showing how oats lower cholesterol. Another example is soy farmers who funded early studies that indicated proteins and antioxidants in soy products might help heart disease. Independent research done by labs around the world confirmed these conclusions, and led to further research that has greatly expanded upon the early work.

Ba

B Good News for Chocolate Lovers!


Recent research shows that eating moderate amounts of chocolate may be good for you. Several studies published in the last few months point to the health benefits in cocoa and other chocolates. These include keeping hearts healthy by lowering high blood pressure and maintaining healthy blood flow. Cocoa contains a substance that seems to help the body regulate nitric oxide levels, which are crucial to controlling blood flow and blood pressure. Cocoa beans also contain large amounts of compounds called flavanols. These plant compounds offer strong antioxidant properties and can prevent fats in the bloodstream from oxidizing. This helps reduce the potential for clogged arteriesa major contributor to heart disease. Dark chocolate contains more flavanols than milk chocolate or other kinds of processed chocolate, such as chocolate syrups or cocoa powder. This is because flavanols are destroyed or removed in processing. Dark chocolate is a less-refined product, therefore retaining more flavanols than other kinds of chocolates.

Eagl e
You are invited to try a free sample of the Ultimate Decadence Bar. Its the chocolate lovers new bar of choice. To create the worlds most delicious chocolate bar, we use only the finest chocolate and other ingredients. South American cocoa and Caribbean sugar are blended to create the highest quality dark chocolate bar available. Go ahead, indulge in the Ultimate Decadence you deserve it! Stop by the Eagle Chocolate Store and try one today!

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MET Reading Samples (continued)


The reading questions focus on the examinees ability to understand written English. Each question has only one correct answer.
Questions 1 2 refer to section A on page 9.

1.

What is the purpose of the advertisement? a. to explain how to buy a new product b. to describe where a new product is made c. to offer customers a discount on a new product d. to encourage people to taste a new product What features of the product are described in the advertisement? a. the excellent ingredients b. the low cost c. the health benefits d. the beautiful packaging

8. According to the article, what problem is associated with research on cocoa? a. Much of the research is not done independently. b. The research is very expensive to conduct. c. Food product research is not respected by scientists. d. Much of the research has not yet been replicated. 9. In the last sentence of paragraph 2, what does it refer to? a. a question b. the industry c. a product d. an institute

2.

Questions 3 6 refer to section B on page 9.

3.

What is the main purpose of the article? a. to advertise a new chocolate-flavored product b. to explain possible health benefits of chocolate c. to compare dark chocolate to milk chocolate d. to explain how much chocolate people should eat In the first sentence of paragraph 3, which word can replace regulate? a. digest b. produce c. remove d. adjust According to the article, what is one health benefit of flavanols? a. They help the body absorb vitamins and minerals. b. They reduce nitric oxide levels in the blood. c. They help reduce the risk of heart disease. d. They aid in eliminating harmful substances from the body. What is implied about milk chocolate? a. It contains less nitric oxide than dark chocolate. b. The milk helps boost its health benefits. c. It is less refined than chocolate syrups or cocoa powder. d. The process that creates it lowers its flavanol content.

4.

10. Why are soy farmers mentioned in the article? a. to illustrate how an industry funded its own research b. to explain when research on the health benefits of food began c. to contrast soy farmers with chocolate manufacturers d. to describe how antioxidants in soy products have increased 11. In the last sentence of paragraph 4, which phrase is closest in meaning to confirmed? a. showed up b. backed out c. supported by d. agreed with
Questions 12 and 13 refer to sections A, B, and C.

5.

6.

12. What can be inferred about the studies on flavanols in cocoa? a. They are based on studies of flavanols in soy and oats. b. They were probably done by the CRI. c. They did not include Eagle Chocolate products. d. They have been challenged by independent research groups. 13. In what other way might Eagle Chocolate advertise the Decadence Bar? a. by mentioning its health benefits b. by reporting the quality of African sugar c. by promoting the use of Caribbean cocoa d. by emphasizing its long commercial success

Questions 711 refer to section C on page 9.

7.

In the first sentence of paragraph 1, why does the author refer to the health benefits of eating chocolate as purported? a. There is strong evidence to support them. b. They are short term. c. They are not commonly known. d. There is doubt about them.

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MET Samples Answer Key Listening Part 1 1. A 2. D 3. C Listening Part 2 1. D 2. C 3. A 4. A Listening Part 3 1. C 2. A 3. D 4. B Grammar 1. C 2. B 3. C 4. A 5. C Reading 1. D 2. A 3. B 4. D 5. C 6. D 7. D 8. A 9. C 10. A 11. D 12. B 13. A

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Interpreting MET Scaled Scores in Relation to the Common European Framework Levels THE COMMON EUROPEAN FRAMEWORK The main purpose of the Common European Framework of Reference (CEFR) is to provide a common basis for the elaboration of language syllabi, examinations, and textbooks. Many educators find it useful in that it describes in a comprehensive way what language learners have to learn to do in order to use a language effectively for communication. The CEFR describes language proficiency at six main levels: A1 A2 (Basic User) B1 B2 (Independent User) C1 C2 (Proficient User) THE MICHIGAN ENGLISH TEST (MET) The MET is an international examination designed and scored by CaMLA. It assesses general English language proficiency in social, educational, and workplace contexts. The MET is a paper-and-pencil test with 135 multiplechoice questions in two sections. Section I: Listening (approximately 45 minutes). 60 questions assessing the ability to understand conversations and talks in social, educational, and workplace contexts. Section II: Reading and Grammar (90 minutes). 25 questions testing a variety of grammar structures. 50 reading questions assessing the ability to understand a variety of texts in social, educational, and workplace contexts.

STANDARD SETTING In order to identify the range of MET scores that correspond to proficiency levels, a standard setting study was conducted in Colombia in December 2008 with the participation of thirteen content experts from all nine locations where the MET is administered. These content experts received thorough training in using the CEFR levels and made recommendations about the minimum MET scores that correspond to each CEFR level. After performing various statistical analyses of the data from test administrations and taking into account the experts recommendations, it was found that both MET sections span from CEFR levels A2 to C1 and that they best discriminate between levels B1 and B2. This was consistent with the goals of the test development team at the University of Michigan. The table on the next page shows the MET scores that correspond to CEFR levels A2, B1, B2, and C1. Some CEFR performance descriptors have been chosen to illustrate these levels. MET scores range from 080, but they are not percentage scores; they are standardized scaled scores, which makes it possible to compare scores across different administrations of the MET. More information about the CEFR, including the CEFR volume, can be accessed online from the Council of Europe website (www.coe.int/T/DG4/Linguistic/CADRE_EN.asp). A full technical report of the standard setting study can be found on our website.

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Interpreting MET Scaled Scores in Relation to the Common European Framework Levels
CEFR Level Description MET Section I Scaled Scores MET Section II Scaled Scores

Listening Can follow most lectures, discussions, and debates with relative ease. C1 Reading Can understand in detail a wide range of lengthy, complex texts likely to be encountered in social, professional, or academic life, identifying finer points of detail including attitudes and implied as well as stated opinions. Listening Can understand recordings in standard dialect likely to be encountered in social, professional or academic life and identify speaker viewpoints and attitudes as well as the information content. Can follow the essentials of lectures, talks, and reports and other forms of academic/professional presentation that are propositionally and linguistically complex. Reading Can read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively. Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints. Listening Can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc., including short narratives. B1 Can follow a lecture or talk within his/her own field, provided the subject matter is familiar and the presentation straightforward and clearly structured. Reading Can understand the main points of clear, standard input on familiar matters regularly encountered in work, school, leisure, etc. Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension. Listening Can understand and extract the essential information from short, recorded passages dealing with predictable everyday matters that are delivered slowly and clearly. Can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g., very basic personal and family informa tion, shopping, local area, employment). Reading Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items. Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g., very basic personal and family information, shopping, local geography, employment). 40 52 40 52 64 and above 64 and above

B2

53 63

53 63

A2

39 or below

39 or below

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