Unit 2 The World of Many Languages Test 2

Name Surname Class: 10th

Evaluation %
Date , 20
Muito Bom Bom Suficiente
Signatures /
(Teacher)(Parent/E.E.) Insuficiente Muito Insuficiente

Part A – Listening

Text 1

Listen to a text about student exchange programmes for teens and / 15

match the activities with the countries according to the information you
hear.
a. Getting involved in
1. England
community-based
projects 2. Ghana
b. Learning how to become a leader 3. Peru and Bolivia
c. Having acting and singing classes 4. France
d. Engaging in ecological activities 5. Costa Rica
e. Going sightseeing and exploring local
cultures

Text 2

/ 15
Listen to a text about teaching English to a host family in South Korea and
choose the correct option.
a. Homestay International is ideal for young people who are fans of
1. Korean music,
2. just K-pop and 3. the Korean language alone.
cuisine or the
Korean dishes.
Korean language.
b. To stay with a Korean host family through the World Explorers Programme, your native
language
1. must be English
2. must be English. 3. doesn’t have to be English.
or Korean.
c. In order to be accepted on this programme, teaching experience
1. is a priority. 2. is required. 3. is not required.

d. Casual English conversations with the chosen Korean host family take place
1. 3 hours a day,
2. 13 hours a day, 5 3. at the weekend, for 3 hours.
every weekday.
days a week.
e. Lessons
should
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take place 2. in a familiar place. 3. in a park or a local

market only.
1. in a classroom
provided by
Cultural Homestay
International.
 Unit 2 The World of Many Languages

Part B – Reading
Read the text attentively.

I’m sitting in my kitchen in London, reading a text message

from my brother. He lives in our home town in Germany and
although we speak German to each other, he’s using a word I’ve
Can you lose

5
never heard before. Well, I think to myself: “Lukas, this is the
moment to ask your brother what it means!” But I’m too proud for
that! It’s also hard to admit that after years of living abroad, my
your
native
mother tongue is starting to feel foreign to me.
The reason seems obvious: the longer you are away, the
more your language skills suffer. But it’s not quite as

language?
10 straightforward. In fact, the science of why, when and how we lose
these skills is a little more complex than that. Furthermore, it’s not
just long-term migrants who are affected, but anyone who picks up a
second language. “The minute you start learning another language,
the two systems start to compete with each other,” says Monika
15 Schmid, a linguist at the University of Essex.
How well that first language is maintained has a lot to do with your innate talent: people who
are generally good at languages tend to be better at preserving their mother tongue. “The fundamental
difference between a monolingual and bilingual brain is that when you become bilingual, you have to
add some kind of control module which allows you to switch from one language to another. If this
20 control mechanism is weakened, the speaker may struggle to find the right word or keep slipping into
their second language,” Schmid says.
Mingling with other native speakers can make things worse and the result is often a linguistic
hybrid, which may sound like an urban dialect in multilingual cities like London, where more than three
hundred languages are spoken. In fact, more than 20% of Londoners speak a native language along with
25 English. Just on the underground we can catch about a dozen different languages from Polish to Korean,
all mixed with English to varying degrees.
Whether we care to admit it or not, our mother tongue is bound up with our memories, which is
why I was determined to crack my brother’s mysterious text without any outside help. Although I know
it has been 20 years since I left my home country, there is something a bit sad, a feeling of loss or
30 alienation about my brother using words I no longer understand. Come to think of it, there’s probably a
German word for that. If only it wasn't just on the tip of my tongue!
Adapted from: www.bbc.com

Match the ideas in column A with the corresponding paragraph in column / 18

B. Two of the paragraphs do not apply. Only write the letters and the
paragraph numbers.

Column A Column B
a. It’s hard to distinguish a language when people from different cultures Paragraph 1
speak it. Paragraph 2
b. Native and foreign languages seem to have a rivalry mechanism of Paragraph 3
their own. Paragraph 4
c. We often remember native words by going back to past recollections. Paragraph 5
 Unit 2 The World of Many Test
Languages 2
Choose the correct option (1, 2, 3 or 4) to complete the sentences / 30

according to the text. Only write the letters and the numbers.
a. In paragraph 1, the author admits that
1. distance has no relevance in language learning.
2. distance has made him too proud.
3. distance has affected his native language skills.
4. he is proud of his brother.

b. In paragraph 2, we learn that

1. only migrants speak a second language.
2. a second language weakens migrants’ first language skills.
3. only migrants are affected by a second language.
4. a second language enhances migrants’ first language skills.

c. According to the ideas expressed in paragraph 3,

1. there is only one difference between a monolingual and a bilingual brain.
2. the more differences there are between a monolingual and a bilingual brain, the better.
3. you may preserve your first language better if you are a good language learner.
4. being a good language learner doesn’t help you with your native language.

d. In paragraph 4, we learn that

1. most Londoners are multilingual.
2. a myriad of languages is spoken in London.
3. most Londoners speak Polish and Korean.
4. only 20% of Londoners speak more than one language.

e. In the last paragraph, we can infer that the author

1. misses the time he spoke his native language accurately.
2. remembers all the German words.
3. misses the time he spent with his brother.
4. remembers the years he spent in Germany.

/ 12
Match each word in column A with the expression it refers to in column B.
Two of the options do not apply.
Column A Column B

urban dialect
a. which (line 17) 2. a linguistic hybrid
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b. which (line 3. the fact that our mother tongue is bound up with our memories
21) 4. some kind of control module
c. which (line 25) 5. the fact that I was determined to crack my brother’s text
Test 2 Unit 2 The World of Many Languages

Part C – Use of English

Vocabulary
/ 12

Editora
ENGA10TF
Choose the correct option.
a. The special effects are really . The battle sequences look so real! ©

Porto
1. convincing 2. disappointing 3. dull

b. Both actors in the film deliver a(n) performance. I think they’ll win an Oscar!
1. predictable 2. intriguing 3. impressive

c. The plot in the film is . It makes us question a lot of things in our lives.
1. humorous 2. action-packed 3. thought-provoking

d. I was expecting a better ending. For such a high rated film, it was very .
1. disappointing 2. memorable 3. convincing

e. The film is so that you won’t fall asleep at the cinema like you did the last time!
1. dull 2. predictable 3. fast-moving

f. The scenery in the film is simply . It makes you want to visit all those places.
1. fast-moving 2. breathtaking 3. action-packed

/ 06
Complete the text with the words in the box. There is one extra word.
influencers * studying abroad * cyberfriends * host family * exchange programme * travelling * new cultures

After reading a leaflet at school about the advantages of a. , I decided to go on an b.

in Germany next year. One of the pros for me is having the opportunity to study in
a foreign country and getting to know c. . You see, I love d. and
this is definitely a great way of doing it! I still haven’t decided which country I’d like to go to. And of
course, no matter which one I choose, I’ll have to speak English as it is a global language. I also need
to work hard to improve my fluency in German. Perhaps I’ll go online and find some e. to
start practising with them. I don’t want to run the risk of meeting my f. when I arrive at
the airport and not understanding a word they say! How embarrassing would that be?

Grammar
/ 06
Circle the correct answer.
a. If you want doing / to do anything at an international level, improve your English.
b. We have spent years studying / to study Mongolian. Pronunciation is the hardest part.
c. To learn / Learning a new language for practical reasons is motivational for some people.
d. Finnish is difficult for Portuguese people to master / mastering because it doesn’t derive from Latin.
e. I hope receive / to receive a scholarship to teach English to refugee students.
f. Gabriela started taking up / to take up Spanish lessons for a movie audition.
 Unit 2 The World of Many Test
Languages 2
/ 06
Complete the sentences with a modal verb. You cannot repeat it.
a. You regret not understanding the importance of cultural immersion. You never know!
b. If students want to apply for Erasmus Plus, they sign an inter-institutional agreement.
c. you please turn that Russian radio station off? Russian has such a rasping sound.
d. I never dreamed I fall in love with Danish. It was so difficult to master.
e. I think you study abroad and leave your comfort zone. Take my advice.
f. I know I gain a scholarship to teach English to refugee students next September.

Complete the sentences with the indefinite (a/an), definite (the) or zero article (–). / 12
a. Studying abroad in Netherlands was the best choice I could have made as student.
b. To start boosting my fluency in Japanese, I started watching YouTube videos.
c. My aunt is interpreter in United Nations.
d. Hollywood Walk of Fame is a street in Los Angeles that honours celebrities.
e. Parts of Atacama Desert haven’t had any rain for millions of years. A real Earth phenomenon.
f. Kingdom of Bhutan is located in Himalayas. It has more than 70% of forest area.

/ 18
Rewrite the second sentence so that it has a similar meaning to the first
one. Use the words in brackets.
a. You are better off staying with a host family if you want to immerse yourself in the new culture.
You . (had better)
b. In some top universities, students are forbidden to smoke.
Students . (not)
c. Being the only Cambodian student on the exchange programme wasn’t easy.
It . (difficult)
d. I have no intention of studying in a crowded and hectic city. That’s out of the question.
I . (refuse)
e. Some students are not able to blend in because the local culture is so different from theirs.
Some students . (can’t)
f. Avoid being overwhelmed with the language barrier when you go abroad.
You . (not)

Part D – Writing
/ 50
Write a text (150-180 words) on ONE of the following topics.
1. Write an article for a blog beginning as indicated: “Dear readers: Learning a new language
was related to my fascination with the country.”
or
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2. Write a review about a book or movie that has impacted you in some way / that you would
or wouldn’t recommend for someone your age.
Assessment criteria · Listening script · Answer keys

Critérios gerais de classificação

Editora
ENGA10TF
Os critérios de classificação são organizados por níveis de desempenho, a que correspondem cotações fixas, expressas obrigatoriamente em números inteiros. Para
©
a generalidade dos itens, são considerados três níveis (N3, N2 e N1); para alguns itens são considerados cinco níveis (N5, N4, N3, N2 e N1); para a tarefa final são

Porto
considerados cinco níveis em cada parâmetro – competência pragmática e competência linguística (N5, N4, N3, N2 e N1). Os níveis intercalares de cotação, que não
se encontram descritos, visam enquadrar as respostas que não correspondam exatamente aos outros níveis. Qualquer resposta que apresente um desempenho
inferior ao mais baixo que se encontra descrito deverá ser classificada com zero pontos.
Nos itens de resposta aberta, será atribuída a cotação zero a respostas que não correspondam ao solicitado, independentemente da qualidade linguística do texto
produzido.
Nos itens de resposta aberta, sempre que o aluno apresente mais do que uma resposta para o mesmo item, apenas a primeira será classificada. Nos itens de
resposta fechada, se o aluno fornecer mais respostas do que as pedidas, será atribuída a cotação zero.

Listening scripts
Listening script 1
Student Exchange Programs for Teens
Escape the pep rallies, the humdrum locker room talk and start learning about yourself in the real world. It’s time to explore what an exchange
program in high school can do for you. Ready to dive in? Here are five stellar student exchange programs for you to choose from!
1. Study abroad in France with the AFS Intercultural Programs
Go to high school in France with AFS Intercultural Programs, but think outside the box and beyond Paris. There are so many places to explore:
remote cities, small towns, and picturesque villages. Stay with a host family in a year-long or semester program. All you need to do this is to have a
minimum of one year of French.
2. Learn how to play your part on stage in Performing Arts Abroad Program in London
Work that jazz voice by signing up for a high school musical and theatre training program in London with the Performing Arts Abroad Company.
Learn from the pros by workshopping with people who actually work in the theatre district. As a bonus you will get a backstage tour and tickets to
see at least three shows every week.
3. Do a high school exchange and volunteer in Costa Rica with Nacel International
Nacel International offers students the chance to live with a host family and help the environment at the same time. Study at a private high school
that has its own Bio park! Transplant trees, work on the butterfly farm, collect and prepare seeds. Please note that this program is only available to
high school students (13 to 17 years old) who have at least two years of Spanish language classes.
4. Spend a semester in the Andes and the Amazon with Where There Be Dragons
With Where There Be Dragons, you can combine travel, living rough, interacting with the locals and education in two of the most fascinating
countries on the South American continent: Bolivia and Peru. Spend three months in the mountains and the jungle developing leadership skills and
learning about real-life issues.
5. Do a Youth for Understanding High School Exchange in Ghana
Sign up for an exchange student program in Ghana with A Youth for Understanding USA (YFU). Programs include year-long and semester
academic programs with weekly community service programs with local organizations. Scholarship opportunities are also available. Programs can
last from as little as five weeks to one year
Adapted from: www.goabroad.com

Listening script 2
Teach English to a Host Family in South Korea!
In recent years South Korea has been in the spotlight for its pop culture and cuisine. Whether you are a fan of K-pop, are learning the language or
just can’t get your fill of delicious Korean dishes, Cultural Homestay International is sure to meet your expectations. We would love to send you on
the adventure of a lifetime to teach English to a host family in South Korea through our World Explorers programme. You will share your native
language with your hosts for 15 hours a week in exchange for a clean and comfortable room! The goal for your host family is simply to practise their
conversational English. This is not about teaching them reading, writing and grammar. To them, this programme is about engaging in conversation
and feeling comfortable communicating in English. No prior teaching experience is necessary!
These casual English conversation lessons usually run five days a week, three hours a day. We provide you with tutoring materials, but most of our
hosts that are learning English as a second language (ESL) simply want to practise speaking English with a native speaker. Every host family is
unique, and no two placements are the same. You will help your hosts gain confidence speaking English with you in a comfortable and familiar
setting. We encourage you to think outside of the box when teaching English to your host family. Go for a walk in the park, take a trip to the local
market, watch a Hollywood movie or even listen to popular music. We work with trusted overseas partners in over 20 countries to place our
travellers in the best homestays possible. We work on your behalf to provide you and your host family with a rewarding experience.
Cultural immersion forces you to put yourself out there and communicate with the local people. You will be surprised at how quickly you will pick up
new grammar, use the correct verb tenses and improve your accent when you are surrounded by native speakers. So, why not give it a shot? This is
not only a volunteering opportunity, but also a way to help people reach their goals, make friends and discover your full potential.
Adapted from: https://chinet.org

Critérios específicos de classificação

Part A – Listening 2. N3 Seleciona as 5 opções corretas. 15
Chave: a. 1; b. 2; c. 3; d. 1; e. 2.
1. N3 Liga as 5 atividades aos países corretos. 15 N2 Seleciona 2-4 opções corretas. 6-12
Chave: a. 2; b. 3; c. 1; d. 5; e. 4. N1 Seleciona 1 opção correta. 3
N2 Liga 2-4 atividades aos países corretos. 6-12
N1 Liga 1 atividade ao país correto. 3
 Assessment criteria · Listening script · Answer keys
Part B – Reading
1. N Liga as 3 ideias aos parágrafos corretos.
3 Chave: a. paragraph 4; b. paragraph 2; c. paragraph 5.
N2 Liga corretamente 2 ideias aos parágrafos corretos.
N1 Liga corretamente 2 ideias aos parágrafos corretos.
2. N Seleciona as 5 opções corretas.
3 Chave: a. 3; b. 2; c. 3; d. 2; e. 1.
N2 Seleciona 3 ou 4 opções corretas.
N1 Seleciona 1 ou 2 opções corretas.
3. N Associa 3 palavras aos respetivos referentes.
3 Chave: a. 4; b. 2; c. 3.
N2 Associa 2 palavras aos respetivos referentes.
N1 Associa 1 palavra ao respetivo referentes.
Part C – Use of English
Vocabulary
1. N Seleciona as 5 ou 6 respostas
3 corretas. Chave a. 1; b. 3; c. 3;
d. 1; e. 3; f. 2.
N2 Seleciona 3 ou 4 respostas corretas.
N1 Seleciona 1 ou 2 respostas corretas.
2. N Completa o texto com 5 ou 6 palavras corretas.
3 Chave: a. studying abroad; b. exchange programme;
c. new cultures; d. travelling; e. cyberfriends; f. host
family.
N2 Completa o texto com 3 ou 4 palavras corretas.
N1 Completa o texto com 1 ou 2 palavras corretas.
Grammar
1. N Seleciona as 6 opções corretas.
3 Chave: a. to do; b. studying; c. Learning; d. to master;
e. to receive;
f. taking up.
N2 Seleciona 3-5 opções corretas.
N1 Completa apenas entre 1 ou 2 espaços com correção
linguística. Erra ou omite as outras frases.
2. N Completa os 6 espaços com a forma verbal correta.
3 Pode escrever com incorreções de grafia que não
impliquem competência gramatical.
Chave: a. might / may; b. must; c. Could / Can; d.
would; e. should;
f. will / can.
N2 Completa corretamente 3-5 espaços com correção 3-5
linguística.
N1 Completa apenas 1-2 espaços com correção linguística. 1-2
Erra ou omite as outras frases.
3. N Completa os 6 espaços com o artigo correto. Pode
3 escrever com incorreções de grafia que não impliquem
competência gramatical.
Chave: a. the, a; b. –, –; c. an, the; d. The, –; e. the, –; f.
The, the.
N2 Completa corretamente 2-5 espaços.
N1 Completa corretamente 1 espaço.
4. N Reescreve corretamente as 6 frases respeitando os
3 constrangimentos impostos. Pode escrever com
incorreções de grafia e de pontuação não impeditivas
da compreensão.
Chave: a. You had better stay with a host family…; b.
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Students are not allowed to smoke / mustn't smoke in
some top universities.; c. It was difficult to be the only
Cambodian student on the exchange programme.;
d. I refuse to study in a crowded and hectic city. That’s
out of the question.; e. Some students can’t blend in
because the local culture is so different from theirs.; f.
You shouldn’t be overwhelmed with the language
barrier when you go abroad.
Part D – Writing
18 N2 Reescreve corretamente 2-5 frases respeitando os 6-15
constrangimentos impostos.
12 N1 Reescreve corretamente apenas 1 frase respeitando 3
6 os constrangimentos impostos. Pode escrever com
incorreções de grafia e de pontuação não impeditivas
30 da compreensão. Erra ou omite as restantes frases.
COMPETÊNCIA PRAGMÁTICA
18-
1. N5 Escreve um texto, razoavelmente elaborado, 30
24 fornecendo vários argumentos relativamente a um dos
6-12 temas propostos, respeitando as instruções dadas,
fornecendo pormenores e destacando aspetos
12 relevantes. Utiliza um número ainda limitado de
mecanismos de coesão, mas articula as ideias de
forma adequada num texto organizado, claro e
8 coerente. A ortografia e pontuação são
4 suficientemente precisas para não afetarem a
inteligibilidade do texto. Respeita os limites de
palavras indicados.
N4 24
N3 Escreve um texto simples, fornecendo alguns 18
argumentos em prol da aprendizagem de várias
10- línguas, respeitando as instruções dadas e destacando
12 alguns aspetos relevantes. Utiliza, ainda que de forma
muito incipiente, alguns conectores simples,
conectores simples, articulando as ideias num texto
6-8
coeso embora ainda constituído por uma sequência
2-4 linear de informações. A ortografia e pontuação são de
um modo geral adequadas.
5-6 N2 12
N1 Escreve um texto muito elementar, abordando o tema 6
de forma genérica e recorrendo a repetições e
pormenores pouco relevantes. Utiliza conectores
simples para ligar frases elementares, mas estrutura
3-4 deficientemente o texto. Pode não respeitar os limites
1-2 de palavras indicados.
COMPETÊNCIA LINGUÍSTICA*
1. N5 Escreve um texto razoavelmente elaborado, utilizando 20
recursos linguísticos adequados que lhe permitem
6 argumentar de forma convincente. Pode ainda revelar
alguma influência da língua materna. Utiliza
vocabulário suficiente para se exprimir, podendo suprir
algumas lacunas com a ajuda de circunlocuções.
Revela geralmente bom domínio do vocabulário. Pode
3-5 ocorrer alguma confusão e escolha incorreta de
1-2 palavras. Revela geralmente bom domínio das
estruturas e formas gramaticais, não cometendo erros
gramaticais que possam causar incompreensão. A
pontuação e a ortografia são suficientemente precisas
6
para não afetarem a inteligibilidade do texto.
N4 16
N3 Escreve um texto simples, utilizando recursos 12
linguísticos adequados ao que pretende transmitir.
Pode ainda revelar alguma influência da língua
materna. Utiliza vocabulário pouco variado, mas
suficiente para se exprimir com a ajuda de
circunlocuções. Revela bom domínio do vocabulário
elementar, cometendo erros graves apenas quando
exprime um pensamento mais complexo. Utiliza, com
correção, estruturas simples, não cometendo erros
12 gramaticais elementares de forma sistemática. A
ortografia é suficientemente precisa para não afetar a
inteligibilidade do texto. A pontuação é, de um modo
geral, adequada.
N2 8
N1 Escreve um texto muito elementar, abordando o tema 4
4-10
proposto de forma muito genérica, com recurso a
2 repetições e aspetos pouco relevantes. Usa
conectores simples na ligação de frases elementares,
18 mas estrutura o texto de forma deficiente. Utiliza
vocabulário elementar suficiente para se exprimir com
a ajuda de circunlocuções. Utiliza, com correção,
estruturas simples, mas ainda comete alguns erros
gramaticais elementares de forma sistemática, sem
que isso impeça a compreensão global da mensagem.
A pontuação nem sempre é adequada. Pode não
respeitar o limite de palavras indicado.
* A competência linguística só será avaliada se o aluno tiver tratado o tema proposto, situando-
se o seu texto, pelo menos, no nível 1 da competência pragmática.