Professional Documents
Culture Documents
SPEAKING LEVEL
PLACEMENT TEST
(BUSINESS
ENGLISH)
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Expemo code:
16SQ-G2BF-93Z8
1 Beginner-Elementary (A1-A2)
2 Pre-intermediate (A2-B1)
3 Intermediate (B1-B2)
• What does your company do? How are you different from your competitors?
• How do you commute every day? Why do you prefer this mode of transport?
• What’s the transport system like where you live?
• How could it be improved in the future?
• Is your work stressful at all?
• How do you deal with stress?
• What do you do to stay healthy?
• Do you think a healthy workforce is important for business? Why?
• What do you think is more important, exercise or a healthy diet?
• If you had more free time, what would you do?
• How would you describe your company culture? Has it changed at all since you joined?
• Do you think it’s important to have a company dress code? Why/why not?
• What advice would you give to a foreign visitor who wants to do business in your country?
• Describe an occasion when you experienced bad customer service.
• What environmental problems are there in your country?
• What do you think your government should do about them?
• Do you follow the news?
• Which news story has been in the papers a lot recently?
• If you could start all over again, would you have chosen a different career path? Why/why not?
Key
The questions in this test are designed to help you ascertain the student’s speaking level. Start by asking the easy
questions or questions that you feel might be just below the student’s level according to your judgment (e.g. based
on previous correspondence or testing). If the student is able to answer with confidence and accuracy, move on
smoothly to the next level. The student’s current level should more or less correspond to where he/she starts to
struggle.
Try to ask the questions naturally, as though you are having a conversation. You can add your questions as well to
encourage the student to speak more. There is no fixed time limit for this test, but a few minutes of talking should
be long enough to arrive at a rough assessment of the learner’s level.
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