LEVEL TESTS

Teachers are to conduct the level tests. This is one way for teachers to market themselves.

Teachers need to give their best so the students will be satisfied and enroll to the teachers they like.

As a teacher who conducts a level test, you need to check the level of the student.

Always remember, if the student is 18 years old (Korean age) and below then recommend a Junior textbook.

If the student is 19 years old (Korean age) and above then recommend a Senior textbook.

Also, it is very important to check the recommended level when conducting the level test.

Teachers must check the student's skills.

Make sure that the recommended level is true enough for the student to believe the result.

Make considerations on recommending a book based on their level.

BOOK RECOMMENDATION FOR LEVEL TESTS FOR JUNIOR CLIENTS

Lvl 1: Junior Spring 1 | Beginner Phonics
Lvl 2: Junior Spring 1 | LOL Book 1 |AHOP 1
Lvl 3: Junior Summer 1 | LOL Book 2 | Say What 1 | AHOP 2 – 3
Lvl 4: Junior Autumn 1 | Say What Book 2 | Junior Conversations | Idiom Beginner | AHOP 4
Lvl 5: Junior Winter 1 | Junior Articles | Junior Conversations | Idiom Intermediate | AHOP 5
Lvl 6: Junior Winter 1 | Junior Articles | Junior Conversations | Idiom Advanced | AHOP 6

BOOK RECOMMENDATION FOR LEVEL TESTS FOR SENIOR CLIENTS

Lvl 1: Choose an appropriate Junior Book
Lvl 2: English Patterns
Lvl 3: Senior Green 1 | Freetalking 1 | AHOP 1 – 3
Lvl 4: Senior Orange 1 | Senior Conversations | Senior Articles | Free talking 1 | Idiom Beginner | AHOP 4-6
Lvl 5: Senior Blue 1 | Senior Conversations | Senior Articles | Free talking 2 |Idiom Intermediate
Lvl 6: Senior Blue 1 | Junior Articles | Senior Conversations | Free talking 2 | Idiom Advanced
* Level 4 Senior Students and higher are eligible to take the Natural Speech Course.
** Special Courses such as IELTS, TOEIC, TOEFL, OPIc, Travel Course, Business Course
and Interview course are recommended for students with level 3 or higher when applicable.
 Level test 1
Fluency and coherence

Initial assessment
Introduction (1 ~ 2 mins)

“An-young-ha-se-yo, student’s name.”

This is teacher __________ calling from Mint Phone English for your first level test

Here are some questions that might help you during the introductions.

1. Do you have an English name? How did you get to choose it?
Or
What is your Korean name? Does it have a special meaning? How old are you?
2. How old are you?
3. Why do you want to learn English?

(This is the chance to ask students general questions to make thestudent feel more comfortable. Always remember to sound
jolly and friendly)
In this level test we will focus on your speaking and conversation skills. I will ask you some questions about your family/work/
studies. Please give your answers in complete sentences. So are you ready to start?

Score of 1 Score of 4 Score of 5 Score of 6

Score of 2 Score of 3

The student repeats He is conversant The student can The student can
He gives answers The student
what the teacher and at ease in carry out free- effectively speak
that usually need expresses himself in
says and cannot speaking. Answers flowing using complex
much guidance from fragments and
make his own can be simple to conversation but language. The
the teacher. He broken phrases.
answers. complex but may performance varies student sounds
mostly gives Simple correct
Communication have when presented almost like a native
corrects answers in sentences can be
seems very limited. inconsistencies impromptu topics. speaker.
single words like yes constructed with
or no. the teacher’s
guidance.
 For the sake of a more accurate level assessment, please continue on to the tasks in the level below your initial level estimation.

Tell me about your What are the thing you What are the thing you
Tell me about
family. often to talk about with often to talk about with
your family.
OR your family? your family?
Are you a boy or Are you a boy or a OR
Tell me about your OR OR
a girl? girl? Tell me about
work/ studies. Describe your favorite Describe your favorite
your work/
place in school/ at work. place in school/ at work.
studies.

Was the Was the Was the

Was the
Was the Was the question easily question easily question easily
question easily
question easily question easily answered? answered? answered?
answered?
answered? answered?

No. Yes No. Yes No. Yes No.

Yes No. Ye What are your
Do you
s Which What do you similarities and
love your Who are
parents? Do you have you closest family enjoy doing differences
brothers or to in your member is most with with your
sisters? family? most like your family? mother or
you? Why? Why? father?
OR OR OR
OR OR OR
Do you Do you Who are
like study or Describe an What school/ What are the
you most
work? good and bad
studying, with at officemate company
or boss / a qualities of
working? work/ in activity do
your company/
school? favorite you enjoy the school?
professor. most? Why?

Was the question easily Was the question easily Was the question easily answered?
answered? answered?
 No. Yes
No. Ye
No. Yes No. Yes
NO Yes No. Ye s
Which How would
s
What is What do you you describe
Who are family What are your
your a typical
the member is enjoy doing
father’s similarities and Korean
members most like most with
job? differences with family?
of your your family?
you? Why? your mother or
family?
OR Why? OR
father?
OR
How OR How would
OR OR
often do Describe an you describe
you go officemate What school/ the influence
What What are the
to company of the
time do or boss / a good and bad
work / recession in
you leave favorite activity do qualities of your
have the Korean
home to professor. you enjoy company/
class? work
go to the most? school?
force/of
work,
Why? education in
school?
the Korean
society?

Feedback and corrections (1-2 minutes)

This is the time to give corrections, praises, and suggestions on the student’s level test. You can also use this time to work
more on the rapport you can build with the student. Do a little marketing on your own. Say sentences like; “ If you study
with me then we can work on your pronunciation more…”

“Now is the time to ask me anything that you’d like to ask”

Closing (1 minute)

Student’s name, it was really nice talking to you.

However, our time is almost up. Again, I am teacher ______.
I’m really looking forward to having classes with you.

(Add any appropriate phrase that you think is suitable in the student’s case)

Sa-rang-he-yo, student’s name!Bye, take care.Have a nice day!

 Level Test 2
Comprehension and Elocution
Initial Assessment
Introduction (1 ~ 2 minutes)

“ An-young-ha-se-yo, student’s name.”

This is teacher ______ calling from Mint Phone English for your level test.
(This is your opportunity to build a rapport as well as build an initial assessment of the student’s listening skill)

Here are some basic questions you can use:

Could you spell your name for me, please?
How old are you?
Are you a student/ or are you working?
(This is the chance to ask students general questions to make the student feel more comfortable. Always remember to sound jolly and friendly)
In this part of the test we will be focusing on your listening and pronunciation skills. I will be reading some lines to you and I want you to follow after me. After we read the whole
text I will ask you some questions that will help me see if you understood the lines you will be speaking.

Score of 1 Score of 2 Score of 3 Score of 4 Score of 5 Score of 6

The student does
not give any or very
little indication of
understanding. A
Korean- English
translation is very
much needed.
Finds it hard to
sound out English
words and has
inflections strongly
influenced by native
tongue
The student can
understand some of
the words but with
much repetition.
Also, translation may
also be required.
The students
hesitates in speaking
because he is unsure
of word
pronunciation
He can understand
basic sentences
without much
difficulty. He can
recognize keywords
from a statement to
get the general idea.
He makes a lot of
mistakes in his
pronunciation which
causes
misunderstandings.
He can understand
most of what is being
said with some minor
clarifications.
He speaks clearly
with minor phonic
mistakes. Yet, has
consistent
pronunciation
mistakes.
He has the ability
to understand
questions or
statements without
much difficulty can
express his own
opinions as a sign of
comprehension.
He makes some
mistakes but nothing
consistent. i.e. makes
a mistake on the /r/
yet sometimes
pronounces it right.
He demonstrates a
very high level of
fluency.
He is able to keep up
a dynamic
conversation by
giving appropriate
and instantaneous
responses to what he
just heard.
He sounds clear
and some word
pronunciations are
similar to that of a
native speaker. Also,
he can pronounce
difficult words
properly without
guidance.
For the sake of a more accurate level assessment, please continue on to the tasks in the level below your initial level estimation.

I love my father. Global warming is

I love my mother. The farmer has a Sunny and Bob are The Brown family Jogging is one of the the increase of
I also love my brother cow. studying. went camping. most common forms temperature on the
The farmer has a They are studying They brought food of exercise. Earth’s surface.
Do you love your white cow. English. and a tent. Most people go out The major cause of
father? The farmer also has After studying they They had fun while early in the morning global warming is
Do you love your one that’s brown. will watch a movie. singing happy songs. to go jogging. the rapid
mother? The farmer has a Aside from helping productiongreen
Do you also love your brown and a white Who are studying? Who went camping? you burn calories, it house gases.
brother? cow. What are they What did they is absolutely free! Human activities
studying? bring? There are other ways havesubstantially
What will they do What did they have to keep our bodies increased the
Who has a cow? after studying? fun doing? healthy. production of
How many cows Some of these are greenhouse gases.
does the farmer playing sports, eating The major sources
I love milk.
have? Jenny and Sam are healthy, and having of these gases are
It is white and sweet. A pigeon and a
What are the colors proper hygiene. factories, cars and,
playing. sparrow are both
of the farmer’s They are playing burning of garbage
birds.
cows? What is one of the and rubber.
Do you love milk? tennis. They can both fly
Is it white? After playing they high up in the sky. most common forms
Is it sweet? will go swimming. of exercise? What is global
They feed on grains
We have two What are the warming?
and fruits.
puppies. Who were playing? advantages of What is the major
We have two brown What were they jogging? cause of global
What are both
*Please take note puppies. playing? Can you site other warming?
birds?
that all answers One is fat and the What will they do means of keeping our What are the major
What can a pigeon
should be in other is skinny. after playing tennis? bodies healthy? sources of
and sparrow both
completesentences. What does “hygiene” greenhouse gases?
do?
Who has puppies? *Please take note mean? What does the word
What do they feed
How many puppies that all answers “rapid” mean?
on?
do we have? should be in
What are the colors complete sentences. *Please take note
of the puppies? *Please take note that all answers
*Please take note
that all answers should be in
that all answers
should be in complete
should be in
*Please take note complete sentences. sentences.
complete
that all answers sentences.
should be in
complete sentences
 Is the student able to repeat and Is the student able to repeat and Is the student able to repeat and understand the
understand the listening task? understand the listening task? listening task?

No, he Yes, No, he Yes, No, he Yes,

is he is he is he
having finds having finds having finds
a hard them a hard them a hard them

For Score 1: Move on to the Go back to the Ask more

Speak slower next level of Move on to the Go back to the
text in the about
Or drop the level listening task. next level of text in the
previous level the
test and continue listening task. previous level vocabula
with simple ry in the
conversation. text.
For score 2 go to
the tasks in score
1.
Feedback and corrections (1-2 minutes)

This is the time to give corrections, praises, and suggestions on the student’s level test. You can also use this time to
work more on the rapport you can build with the student. Do a little marketing on your own. Say sentences like; “If
you study with me then we can work on your pronunciation more…”

“Now is the time to ask me anything that you’d like to ask”

Closing (1 minute)

Student’s name, it was really nice talking to you.

However, our time is almost up. Again, I am teacher ______.
I’m really looking forward to having classes with you.

(Add any appropriate phrase that you think is suitable in the student’s case)

Sa-rang-he-yo, student’s name!

Bye, take care.Have a nice day!
 Level 3
Grammatical Range and Accuracy

Initial Assessment
Introduction (1~2 minutes)

“An-young-ha-se-yo, student’s name.”

This is teacher _______ calling from Mint Phone English for your third level test.

(Here are some basic questions you can use to build rapport with the student.)
How are you doing today?
How was your fist level test? How about the second one?
Why do you want to learn English?
Have you ever experienced taking phone English classes before?
(This is the chance to ask students general questions to make thestudent feel more comfortable. Always remember to sound jolly and
friendly)
For your last level test wewill be testing you on your grammatical range and accuracy. This means we will test how well you can construct
sentences and use patterns and expressions in the right situations. S,o are you ready?

Score of 5 Score of 6
Score of 1 Score of 2 Score of 3 Score of 4

He can construct
The student has The student’s He has a fair use of The student has a The student makes
very correct
difficulty in sentence grammar when fair control of limited number of
sentences and has
constructing construction is giving his thoughts grammar basics and minor mistakes and
no difficulty
sentences and if he limited and may in a slow pace and can make very good doesn’t need
responding to
does the grammar is adhere to fragments may find it difficult simple sentences circumlocution to
questions or
totally wrong which that may be difficult to do so without but may become explain his ideas and
statements given to
may result to a to understand at guidance. incomprehensible opinions.
him.
phrase or statement times. on longer and more
which has no complex sentences.
comprehensive
thought.

For the sake of a more accurate level assessment, please continue on to the tasks in the level below your initial level estimation.
 I know how to…
I am… Can I get you? I am calling to… This is how you… Take it easy
I am able to…
My name is… Can I borrow..? There’s no time to… I was wondering if Time out
I was thinking to… you …
My age is… Can you give me..? I would never want Easy as pie
to… What’s the best way
Are you going to..?
I live in… Can you show me..? to..? Too good to be true
Would you mind
I am going to…
I like… I want a... if…? Can you show me Lend a hand
I am trying to… how to…
I have a… Can you bring me..? If I could, I would... Raining cats and
What happened The first thing we dogs
He is… Would you like a..? Would you please let have to do is...
to..?
me..? Sick and tired of
They are… I think we need a… We can only do this if
I am sorry because..? we…
We are… Give me a… *** choose three
I am late because … There is nothing we patterns and have
I will… can’t achieve if … the student make 3
What are you..?
sentences for each
We will.. *** choose three My ultimate dream is
*** choose three pattern.
patterns and have to be able to…
This is a… patterns and have
the student make 3 the student make 3 *** choose three What have you got..?
That is a… sentences for each sentences for each patterns and have
pattern. pattern. the student make 3 If I were you I
sentences for each would…
*** choose three
pattern.
patterns and have Its best if we…
the student make 3
sentences for each
*** choose three
pattern.
patterns and have
*** choose three

Was the student able to use the Was the student able to use the
Was the student able to use the patterns in correct sentences? patterns in correct sentences?
patterns in correct sentences?
 No, he Yes, he No, he Yes, he
No, he Yes, he
is finds is finds
is finds
having them having them
having them
a hard easy a hard easy
a hard easy

Try
Reduce giving
number of Move on to the Go back to the Move on to the Go back to the the
sentences patterns in the patterns in the patterns in the patterns in the student
to be next level. previous level. next level. previous level.
idioms
constructe
for
d.
patterns
until

Feedback and corrections (1-2 minutes)

This is the time to give corrections, praises, and suggestions on the student’s level test. You
can also use this time to work more on the rapport you can build with the student. Do a little
marketing on your own. Say sentences like; “If you study with me then we can work on your
pronunciation more…”

“Now is the time to ask me anything that you’d like to ask”

Closing (1 minute)
Student’s name, it was really nice talking to you.
However, our time is almost up. Again, I am teacher ______.
I’m really looking forward to having classes with you.

(Add any appropriate phrase that you think is suitable in the student’s case)

Sa-rang-he-yo, student’s name!

Bye, take care.Have a nice day