UG Mastery uses targeted questions to test students’ comprehension. It also simulates parts of the Versant speaking test to help students prepare for the test and improve their scores.
| UG Mastery | ||
|---|---|---|
| LEVEL |
DESCRIPTION |
EXAMPLES Blue text is the base part of the response. |
| 1 |
Tenses: simple present, past, and future, as well as present continuous Sentence length: 4 - 10 words After completing Level 1, students will be able to: ・ use “can” to refer to the ability to do something in the present. ・ use “going to” to express what will happen in the future. ・ reply to questions about common or familiar topics. ・ use basic time markers, such as tomorrow, yesterday, last month, etc. ・ understand short, simple statements about everyday activities. |
Statement: Jessica studies Japanese every day. Q1. What does Jessica study? A1. She studies Japanese. Q2. When does Jessica study Japanese?A2. She studies it every day. Q3. Do people use computers or books to study online?A3. They use computers. |
| 2 |
Tenses: all previous tenses Sentence length: 5 - 10 words After completing Level 2, students will be able to: ・ use adverbs of frequency, such as “often”, “usually”, “never” etc. ・ compare items using the comparative or superlative forms. ・ use “have to” to express obligation. ・ use “should” to give advice and make suggestions. ・ use coordinating conjunctions (“and”, “so”, “but”, and “or”) to form compound sentences. |
Statement: My sister would like to take the earliest train. Q1. Who would like to take the earliest train? A1. Your sister would. Q2. Which train would my sister like to take?A2. She'd like to take the earliest one. Q3. Do trains leave from a station or a street?A3. They leave from a station. |
| 3 |
Tenses: all previous tenses. Sentence length: 6 - 12 words After completing Level 3, students will be able to: ・ use “couldn’t” to express inability or impossibility in the past. ・ use “want to”, “like to”, and “need to”, followed by a verb phrase. ・ use gerunds as subjects of sentences. ・ form complex comparisons, using “as” and “than”. ・ use subordinating conjunctions (“because”, “when”, “before”, “after”) to form complex sentences. |
Statement: Charlie used to be taller than his son. Q1. Who did Charlie used to be taller than? A1. He used to be taller than his son. Q2. Who is taller now: Charlie or his son?A2. Charlie’s son is taller. Q3. Are sons male or female?A3. Sons are male. |
| 4 |
Tenses: all previous tenses as well as present perfect continuous Sentence length: 6 - 14 words After completing Level 4, students will be able to: ・ use “had to” to express necessity in the past. ・ speculate about the future using “may”, “might”, and “could”. ・ use the passive voice. ・ express preferences using simple language. |
Statement: Sarah had to meet her boss before going for lunch. Q1. What did Sarah have to do? A1. She had to meet her boss. Q2. When did Sarah have to meet with her boss?A2. She had to meet with him before going for lunch. Q3. Do you prefer to have lunch with your boss or your coworkers?A3. I prefer to have lunch with my boss. / I prefer to have lunch with my coworkers. |
| 5 |
Tenses: all previous tenses as well as past continuous Sentence length: 6 - 15 words After completing Level 5, students will be able to: ・ express hopes or desires using “hope”. ・ use restricted relative clauses to form complex sentences. ・ use “should” to discuss likelihood. ・ express the opinions of others using “thinks that”, “feels that” etc. |
Statement: While Mary was printing the reports, I made some calls. Q1. What was Mary doing? A1. She was printing the reports. Q2. What did I do while Mary was printing the reports?A2. You made some calls. Q3. Do you prefer to make calls or write reports?A3. I prefer to write reports. / I prefer to make calls. |
| 6 |
Tenses: all previous tenses as well as past perfect Sentence length: 7 - 17 words After completing Level 6, students will be able to: ・ use intensifiers to strengthen meaning and add emphasis. ・ express present intentions using “plan to”, “intend to”, and “mean to”. ・ make inferences about the past using “must have”. ・ use “little”, “a little”, “few”, “a few” to express quantity. ・ infer information from a given text or statement. |
Statement: We'd already ordered dinner by the time our friends arrived. Q1. What had we already done? A1. You'd already ordered dinner. Q2. What happened after we'd already ordered dinner?A2. Your friends arrived. Q3. How often do you have dinner with your friends?A3. I have dinner with them often. / I sometimes have dinner with them. / I never have dinner with them. |
| 7 |
Tenses: all previous tenses Sentence length: 9 - 17 words After completing Level 7, students will be able to: ・ use “thought” to express past expectations. ・ use “due to” and “owing to” to express causes of situations or actions. ・ use “in case of” to give parameters for a course of action. ・ use “shouldn’t have” to express past regrets. ・ soften orders by using, “hope”, “think” or “wonder”. |
I thought my company was going to pay for some of my moving expenses. Q1. Who did I think was going to pay for some of my expenses? A1. You thought your company was. Q2. What kind of expenses did I think my company was going to pay for?A2. You thought it was going to pay for some of your moving expenses. Q3. Did my company actually pay for some of my moving expenses?A3. No, it didn't. |
| 8 |
Tenses: all previou tenses as well as past perfect continuous, future continuous, and future perfect Sentence length: 9 - 17 words After completing Level 8, students will be able to: ・ identify key information in a complex sentence. ・ speculate or infer about the reasons behind an action. ・ make complex comparisons using verb or noun phrases. ・ contrast ideas and information using “however”, “on the other hand”, “while” and “whereas”. ・ talk about past intentions using “was / were thinking of” + a gerund. |
Statement: Kate was thinking of changing jobs; however, no one in her neighborhood was hiring bartenders. Q1. What was Kate thinking of doing? A1. She was thinking of changing jobs. Q2. Why didn't Kate change jobs?A2. She didn't change jobs because no one in her neighborhood was hiring bartenders. Q3. What does Kate do?A3. She's a bartender. |
| 9 |
Tenses: all tenses Sentences of any length After completing Level 9, students will be able to: ・ use “one” when generally referring to people. ・ use “since” to express cause and effect relationships. ・ emphasize information within a sentence using fronting. ・ use inversions to emphasize ideas and shape meaning. |
Statement: Since Julie was already going to the pharmacy, I asked her to pick up my prescription. Q1. What did I ask Julie to do? A1. You asked her to pick up your prescription. Q2. Why did I ask Julie to pick up my prescription?A2. You asked her to pick it up because she was already going to the pharmacy. Q3. Why do people take prescriptions?A3. Because they're sick. / Because they require medication. |
| 10 |
Tenses: all tenses Sentences of any length After completing Level 10, students will be able to: ・ understand and use similes and metaphors. ・ infer the meaning of complex or unfamiliar vocabulary. ・ easily understand slang, colloquial phrases, and idioms. ・ understand adjectives formed using “-ed” or “-ing”. ・ express disappointment using “it’s a shame…” |
Statement: Thanks to my efforts, the organization is on its way to realizing its full potential. Q1. What's the organization on its way to doing? A1. It's on its way to realizing its full potential. Q2. Why is the organization on its way to realizing its full potential?A2. It’s on its way because of your efforts. Q3. How might someone realize their full potential?A3. They might realize it with a lot of luck. / They might realize it with a lot of hard work. |