TestesIngles10ano Upgrade

v

Table of specifications

Module 0 (Tests 1, 2)

competences Types ofItems Numberof items Marks

Topics Language A Listening comprehension Holidays and courses abroad Pen friends and hobbies Tense revision Verbs and prepositions Relative pronouns and determiners Conditional sentences Reported speech Passive voice Linguistic • lexical • grammatical • semantic • orthographic Pragmatic • functional • discourse • Multiple choice • True / false • Matching • Sequencing • Short answer (blank filling; sentence completion; rephrasing) • Short answer (text comprehension 3 40 B Written comprehension (300-350 words) 4 60 C Language 4 50 D Written production • Essay (120-160 words) 1 50

Upgrade 10

a. World War II was over.

b. Birdie Mathews was an American teacher.

c. American students were trying to correspond with European students.

d. Anne Frank wrote a diary about her life as a Nazi.

e. Anne Frank was considered a heroine of war.

f. Anne Frank believed that people were basically good.

Name _________________________________________ No. ____________ Class ____________

Date ____ /____ /____ Mark _________________________ Teacher ______________________

A – Listening comprehension

Progress Test - Module 0

1.2 Complete the following sentences about the text. 12 marks (3x4 marks) a. Birdie Mathews offered her students the chance ________________________________________

b. The Diary of a Young Girl by Anne Frank was published _________________________________

c. Her diary is the story of ________________________________________________________________

2. Listen to the text again to complete the following exercise.

2.1 Organise the following statements in sequence, according to the text.

16 marks (8x2 marks) a. One student picked out the name of a girl in the Netherlands.

b. Anne Frank details in her diary the usual adolescent fears about growing up, falling in love and being misunderstood by her parents.

c. One spring day Birdie Mathews offered her students the chance to correspond with pen pals overseas.

d. World War II spread over Europe.

e. This brief connection between Amsterdam and Danville was because of the work of this teacher, Birdie Mathews, to bring those worlds together.

f. The name “Anne Frank” is familiar to us today because of the diary of the young Jewish girl kept while in hiding from the Nazis during World War II.

g. Long before The Diary of a Young Girl became legendary, a few pages of Anne Frank’s thoughts arrived in Danville, Iowa, in the spring of 1940.

h. Birdie Mathews regularly updated her students in the USA on the situation.

TEST

1

Name _________________________________________ No. ____________ Class ____________

Date ____ /____ /____ Mark _________________________ Teacher ______________________

B –

1. Have you ever had a pen pal, someone you wrote to regularly? Why?/Why not?

Write 30-40 words. 10 marks

__________________________________________________________________________________________________ __________________________________________________________________________________________________

Anne Frank and her Iowa pen pal

As World War II spread over Europe, an innovative Iowa educator, Birdie Mathews, regularly updated her students in the USA on the situation. One spring day in 1940 the seventh and eighth grade teacher at the Danville Community School in Des Moines County offered her students the chance to correspond with pen pals overseas. One of her students, Juanita Wagner, picked out the name of a ten year-old girl in the Netherlands – Anne Frank.

Because pen-pal writing as a classroom practice was still fairly rare at this time, only creative teachers such as Birdie Mathews would have set up situations in which their students could learn firsthand about the world. Some Danville students wrote to other children in the United States, but many, including Juanita Wagner, chose to write to overseas pen pals.

In her introductory letter in the spring of 1940, Juanita, aged ten, wrote about Iowa, her mother (a teacher), her sister Betty Ann, and life on their farm and in nearby Danville. She sealed the letter and sent it to Anne Frank’s address in Amsterdam.

In a few weeks Juanita received not one, but two overseas letters. Anne had written back to Juanita, and Anne’s sister Margot, aged fourteen had written a letter to Betty Ann, Juanita’s fourteen-year old sister. “It was such a special joy as a child to have the experience of receiving a letter from overseas from a foreign country and a new pen pal,” Betty Ann Wagner later recalled. “In those days we had no TV, little radio, and maybe a newspaper once or twice a week. Living on a farm with so little communication could be very dull except for all the good books from the library.”

Anne and Margot had enclosed their school pictures. The letters were in English, but experts believe that the Frank sisters probably first composed their letters in Dutch and then copied them in English after their father, Otto Frank, had translated them.

Shelby Meyers-Verhage, in http://www.traces.org/anne.html (abridged and adapted, accessed in December 2012)

2. Quote from the text to support these statements. 10 marks (4x2,5 marks) a. A teacher from Danville Community School

motivated her students to write to other students from different countries.

______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________

b. This teacher was using classroom strategies that were not common in those days.

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

c. Juanita Walker wrote a letter to a European girl.

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

d. Juanita wrote her first letter to Anne in 1940.

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

3. Find in the text opposite words for the following words. 10 marks (5x2 marks) a. night __________________________________________________________

b. frequent ______________________________________________________

c. unimaginative _________________________________________________

d. adults _________________________________________________________

e. closing ________________________________________________________

________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________

4.2 Why was Betty Ann, Juanita’s sister, so happy to receive a letter from Margot, Anne’s sister?

_________________________________________________________________________________________________ _________________________________________________________________________________________________ ________________________________________________________________________________________________

4.3 What does the text say about the language the Dutch sisters used to write their letters?

_________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________

C – Language 50 marks

1. Match the two halves of the sentences in order to write correct statements. 8 marks (4x2 marks)

a. The student was offered 1. a possible trip to Europe.

b. The teacher was being rewarded 2. by the teenager.

c. The student has been motivated 3. for her work.

d. The diary was written 4. by his teacher to write to a pen pal.

2. Fill in the blanks with the correct tense of the verbs in brackets. 15 marks (5x3 marks)

Anne and Margot Frank, two sisters who a. ________________________ (live) in the Netherlands in 1940,

b. ________________________ (experience) World War II as they c. ______________________ (belong) to

a Jewish family. For several months, they d. _________________________ (hide) in order to escape but in

Progress Test - Module 0

3. Complete the text with: who, which, whose. 15 marks (5x3 marks)

Many teenage students a. ______________________________ wrote to foreign pen pals discovered lots of important information about life overseas. Even with World War II taking place, some teenagers, b.

________________________ families weren’t Jewish, were able to live an almost normal life, c.

_______________________________ made them feel part of a teenage world. Jewish teenagers, d.

______________________ had a difficult time during the war, appreciated the letters they received from pen pals overseas, e. ___________________________________ dreams were similar to their own.

4. Complete the sentences in an appropriate way. 12 marks (3x4 marks)

a. If the teacher hadn’t been so creative, ________________________________________________________

b. If Juanita hadn’t written to Anne about her sister Betty Ann, __________________________________

c. If I had been in Juanita’s situation, ___________________________________________________________

D - Written production 50 marks

Imagine you were Anne’s sister, Margot, aged 14. Write a page of your diary, in 120-160 words. ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________

TEST

2

Date ____ /____ /____ Mark _________________________ Teacher ______________________

B –

60 marks

1. Would you consider the possibility of studying abroad? Why?/Why not? Write 30-40 words.

_____________________________________________________________________________________________ _____________________________________________________________________________________________

Progress Test - Module 0

Pros and cons of studying abroad

For most students, studying abroad is a rewarding experience that they are happy to have undertaken. However, for others, the experience is one that they wish had been different in some way or even regret completely. Understanding the implication of studying abroad is an important part of making the best choice of where and how to study in another country – or even whether to leave one’s own country.

Students who earn a degree overseas need to be aware of potential differences in how their degree will be valued in their home country and elsewhere. Unfortunately, there is no worldwide standard for higher education degrees and so their evaluation is not easy. European degrees have recently been standardized but elsewhere around the world degrees can vary in length, content and quality.

In general, studying abroad is highly valued by employers. Experience studying abroad is assumed to have benefitted the student in ways that will make them a more valuable employee than someone who hasn’t. Such students are assumed to have qualities such as self-motivation, maturity, confidence and open-mindedness as well as language skills, cultural awareness or experience working with people from different parts of the world.

Studying abroad can be a life-changing experience that impacts on a student’s life in many positive ways. Increased maturity, independence, self-reliance and openness to new experiences are some of the positive outcomes many students experience. Students often make long-lasting friendships and become more aware of their own values and culture and accept better those people whose values and lifestyles differ from their own. For some students however, studying abroad can be a challenging experience. Some students have great difficulty adapting to a new environment where everything, from the food to the language and the style of instruction may be different from what they are used to. Students who choose to study abroad independently, especially at a school with few pupils from their home country, may have the most difficulty.

http://www.braintrack.com/study-abroad/articles/study-abroad-pros-cons (abridged and adapted, accessed in December 2012)

Progress Test - Module 0

2. Say what the following words refer to in the text. 10 marks (5x2 marks)

a. they (l. 1) __________________________________________

b. one (l. 2) __________________________________________

c. their (l. 7) __________________________________________

d. whose (l. 21) ______________________________________

e. who (l. 25) _________________________________________

3. Choose the best option to complete the sentences about the text. 10 marks (5x2 marks)

3.1 For most students studying abroad is a ____________________________________ experience.

a. rewarding b. rewarded c. reward

3.2 However, for some students it is a ____________________________________ experience.

a. regret b. regrettable c. regrets

3.3 It is important for students to decide __________________________ they really want to go abroad.

a. however b. nevertheless c. whether

3.4 The degree ___________________________ abroad might not be valued the same way everywhere.

a. bought b. paid c. obtained

3.5 Accepting people’s differences ______________________ one of the most important skills acquired as a foreign student.

a. can’t be b. can be c. are

Progress Test - Module 0

4.

________________________________________________________________________________________________ ________________________________________________________________________________________________

4.2 Why is studying abroad generally highly valued by employers?

_________________________________________________________________________________________________ _________________________________________________________________________________________________

4.3 Refer 3 positive and 3 negative aspects of studying abroad.

_________________________________________________________________________________________________ _________________________________________________________________________________________________

C – Language

1. Rewrite the following sentences without changing their meaning. 15 marks (3x5 marks) a. European Union has standardised European degrees.

European degrees ___________________________________________________________________________

b. Degrees will be valued differently by people in different countries.

People________________________________________________________________________________________

c. Studying abroad is highly valued by employers.

Employers ___________________________________________________________________________________

2. Find the incorrect relative pronouns/determiners in the following text and correct them. 12 marks (4x3 marks) Studying abroad is a challenging experience who many students are eager to embrace. Those

whose friends have decided to join them are more likely to be successful in this adventure than those which thought that going alone could be an interesting perspective. Statistically, students whose decide to go without their peers find the experience more frustrating than those who peers go with them.

______________________________________________________________________________________________ ______________________________________________________________________________________________

Progress Test - Module 0

“My experience as a foreign student was quite enriching. I felt I was part of a multicultural reality as most of my classmates were from different nations.”

John a. _____________________ Mary that b._______________________ experience as a foreign

student c. ______________________ quite enriching. d.____________________ felt he had been

part of a multicultural reality as most of d.________________________classmates were from

different nations.

4. Write the appropriate verb forms of the verbs in brackets. 8 marks (4x2 marks)

Next school year, I think my brother a. _____________________ (apply) for a scholarship in

a foreign university. He b.___________________________ (never/live) away from home and

my mother c. _____________________________ (be) really concerned about this as he always

d.________________________ (arrive) late for school.

D - Written production

____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________

A - Listening comprehension

As World War II spread over Europe, an innovative Iowa educator, Birdie Mathews, regularly updated her students in the USA on the situation. One spring day in 1940 the seventh and eighth grade teacher at the Danville Community School in Des Moines County offered her students the chance to correspond with pen pals overseas. One of her students, Juanita Wagner, picked out the name of a ten year-old girl in the Netherlands – Anne Frank.

The name “Anne Frank” is familiar to us todaybecause of the diary of the young Jewish girl kept while in hiding from the Nazis during World War II. First published nearly fifty years ago, the diary is the story of an ordinary teenage girl facing extraordinary circumstan-ces. She details in her diary the usual adolescent fears about growing up, falling in love and being misunderstood by her parents. But she also writes as a Jew hiding from the Nazis as the war took its course outside. Readers of the diary all over the world have come to see her as a heroine of the war because, in spite of all she suffered, she still felt that people were basically “good at heart”. Her words have touched generations of people who continue to struggle to understand the complexities of a world war in human terms.

Few realize, however, that long before The

Diary of a Young Girl became legendary, a few

pages of Anne Frank’s thoughts arrived in Danville, Iowa, in the spring of 1940. This brief connection between Amsterdam and Danville was because of the work of this teacher, Birdie Mathews, to bring those worlds together.

http://www.traces.org/anne.html (abridged and adapted, accessed in December 2012)

1.1 b. Birdie Mathews was an American

teacher.

c. American students were trying to

correspond with European students.

e. Anne Frank was considered a heroine of war.

f. Anne Frank believed that people were

basically good.

1.2 a. to correspond with pen pals overseas. b. nearly fifty years ago.

c. an ordinary teenage girl facing

extraordinary circumstances.

3. a. 4; b. 6; c. 3; d. 1; e. 8; f. 5; g. 7; h. 2.

Test 1

B - Written comprehension 1. Open answer.

2. a. “… the seventh and eighth grade teacher

at the Danville Community School in Des Moines County offered her students the chance to correspond with pen pals overseas.”

b. “… pen-pal writing as a classroom

practice was still fairly rare at this time…”

c. “… but many, including Juanita Wagner,

chose to write to overseas pen pals.”

d. “In her introductory letter in the spring of

1940, Juanita …”

3. a. day (l. 2); b. rare (l. 7); c. creative (l. 8); d. children (l. 10); e. introductory (l. 12).

4. 4.1 She wanted her students to learn from the world firsthand, through foreign teenagers, living different problems and situations, but still teenagers.

4.2 Betty Ann was so happy about it because they lived on a farm and they had limited access to news and communication (no TV, little radio, few newspapers and books from the library), so getting in touch with a foreign teenager was a really wonderful experience.

4.3 According to the text, the letters were written in Dutch first, and it was probably the sisters’ father who translated their letters from Dutch into English and vice-versa.

C – Language

1. a. 1; b. 3; c. 4; d. 2.

2. a. lived; b. experienced; c. belonged; d.

hid; e. caught.

3. a. who; b. whose; c. which; d. who; e.

whose.

4. a. her students wouldn’t have had pen

pals. b. she wouldn’t have received two letters instead of one.

c. I would have done the same thing.

D - Written production

ß

C - Language

1. a. “… been standardised by the

European Union.” b. “… in different countries will value degrees differently.”

c. “… value studying abroad highly.”

2. who-which; which-who;

whose-who; who-whose.

3. a. told; b. his; c. had been; d. He; e. his.

4. a. will apply; b. has never lived; c.

is; d. arrives.

D - Written production

• Sequencing

• Short answer (blank filling) - One mark off in true / false items for each incorrect quotation from the text, when applicable - One mark off in true / false items for each incorrect answer, if quotation from the text is correct, when applicable

• Short answer (sentence completion;

rephrasing) • One mark less for each language mistake, up to a maximum of 3 marks • Incomprehensible or decontextualised answers will be

marked wrong

• Short answer (text comprehension)

• One mark less for each language mistake, up to a maximum of 3 marks

• The answer should demonstrate the comprehension of the text, using student’s words

• Incomprehensible or decontextualised answers will be marked wrong

• Essay

41 to 50: The student shows excellent writing skills; totally respects the topic or the text type; presents his own ideas about the topic, contextualises and develops them; uses appropriate and varied cohesive devices; organises the text in a coherent manner; mistakes (structure or spelling) are irrelevant for the comprehension of message.

31 to 40: The student shows reasonable writing skills; respects the topic or the text type; presents some ideas about the topic and contextualises them; uses simple cohesive devices to organise the text, but not always successfully; choice of words is good; makes few mistakes (structure or spelling) which hardly affect message.

21 to 30: The student shows some writing skills; respects the topic or the text type; presents some ideas about the topic and tries to contextualise them; uses some cohesive devices but the text is slightly disorganised; choice of words is reasonable; makes some mistakes (structure or spelling) which sometimes make message slightly confusing. 11 to 20: The student shows poor writing skills; mostly respects the topic or the text type; presents some ideas about the topic but the text is slightly confused; uses few cohesive devices but the text is not well organised; choice of words is poor; makes many mistakes (structure or spelling) which sometimes impede meaning.

0 to 10: The student shows very poor writing skills; doesn’t fully respect the topic or the text type; ideas are scarce and mostly decontextualised; uses few cohesive devices and the text is disorganised; choice of words is very poor; makes many mistakes (structure or spelling) which sometimes make message incomprehensible.

Note: the student will get 0 marks if the topic or the text type is not respected, or if the whole text is incomprehensible or illegible.

Type of itemsCriteria • Multiple choice

• True / false • Matching • Sequencing

• Short answer (blank filling) • Correct / incorrect

- Sequencing items will only be given marks if the whole sequence is correct

- One mark off in true / false items for each incorrect quotation from the text, when applicable

- One mark off in true / false items for each incorrect answer, if quotation from the text is correct, when applicable

• Short answer (sentence completion; rephrasing)

• One mark less for each language mistake, up to a maximum of 3 marks • Incomprehensible or decontextualized answers will be marked wrong • Short answer (text comprehension)

• One mark less for language mistakes, up to a maximum of 3 marks

• The answer should demonstrate the comprehension of the text, using student’s words • Incomprehensible or decontextualized answers will be marked wrong• Essay

41 to 50: The student shows excellent writing skills; totally respects the topic or text type; presents his own ideas about the topic, contextualizes and develops them; uses appropriate and varied cohesion devices; organizes the text in a coherent manner; mistakes (structure or spelling) are irrelevant for the comprehension of message.

31 to 40: The student shows good writing skills; respects the topic or the text type; presents some ideas about the topic and contextualizes them; uses cohesion devices and the text is organized; choice of words is good; makes few mistakes (structure or spelling) which hardly affects message.

21 to 30: The student shows some writing skills; respects the topic or the text type; presents some ideas about the topic and tries to contextualize them; uses some cohesion devices but the text is slightly disorganized; choice of words is reasonable; makes some mistakes (structure or spelling) which sometimes makes message slightly confusing.

11 to 20: The student shows poor writing skills; mostly respects the topic or the text type; presents some ideas about the topic but slightly confused; uses some cohesion devices but the text is not completely organized; choice of words is poor; makes some mistakes (structure or spelling) which sometimes makes message not totally clear.

0 to 10: The student shows very poor writing skills; doesn’t fully respect the topic or the text type; ideas are scarce and mostly decontextualized; uses little cohesion devices and the text is disorganized; choice of words is very poor; makes many mistakes (structure or spelling) which sometimes makes message incomprehensible or illegible.

Note: the student will get 0 marks if the topic or type of text is not respected, or if the whole text is incomprehensible or illegible. Type of itemsCriteria • Multiple choice • True / false • Matching • Sequencing

• Short answer (blank filling) • Correct / incorrect

- Sequencing items will only be given marks if the whole sequence is correct

- One mark off in true / false items for each incorrect quotation from the text, when applicable

- One mark off in true / false items for each incorrect answer, if quotation from the text is correct, when applicable

• Short answer (sentence completion; rephrasing)

• One mark less for each language mistake, up to a maximum of 3 marks • Incomprehensible or decontextualized answers will be marked wrong • Short answer (text comprehension)

• One mark less for language mistakes, up to a maximum of 3 marks

• The answer should demonstrate the comprehension of the text, using student’s words • Incomprehensible or decontextualized answers will be marked wrong• Essay

41 to 50: The student shows excellent writing skills; totally respects the topic or text type; presents his own ideas about the topic, contextualizes and develops them; uses appropriate and varied cohesion devices; organizes the text in a coherent manner; mistakes (structure or spelling) are irrelevant for the comprehension of message.

31 to 40: The student shows good writing skills; respects the topic or the text type; presents some ideas about the topic and contextualizes them; uses cohesion devices and the text is organized; choice of words is good; makes few mistakes (structure or spelling) which hardly affects message.

21 to 30: The student shows some writing skills; respects the topic or the text type; presents some ideas about the topic and tries to contextualize them; uses some cohesion devices but the text is slightly disorganized; choice of words is reasonable; makes some mistakes (structure or spelling) which sometimes makes message slightly confusing.

11 to 20: The student shows poor writing skills; mostly respects the topic or the text type; presents some ideas about the topic but slightly confused; uses some cohesion devices but the text is not completely organized; choice of words is poor; makes some mistakes (structure or spelling) which sometimes makes message not totally clear.

0 to 10: The student shows very poor writing skills; doesn’t fully respect the topic or the text type; ideas are scarce and mostly decontextualized; uses little cohesion devices and the text is disorganized; choice of words is very poor; makes many mistakes (structure or spelling) which sometimes makes message incomprehensible or illegible.

Note: the student will get 0 marks if the topic or type of text is not respected, or if the whole text is incomprehensible or illegible.

Test Correction Criteria

Upgrade 10

Module 1

A language of many

worlds

Table of specifications

Module 1 (Tests 1-5)

Skills

Contents

CEF

competences Types of Items Numberof items Marks

Topics Language A Listening comprehension Learning a second language Changing languages English all around Fitting in British and American English New English words Adjectives Past simple and Past continuous Past simple and past perfect Compound words Reported speech Linguistic • lexical • grammatical • semantic • orthographic Pragmatic • functional • discourse • Multiple choice • True / false • Matching • Sequencing • Short answer (blank filling; sentence completion; rephrasing) • Short answer (text comprehension) 3 40 B Written comprehension (300-350 words) 4 60 C Language 4 50 D Written production • Essay (120-160 words) 1 50

Progress Test - Module 1

TEST

Name _________________________________________ No. ____________ Class ____________

Date ____ /____ /____ Mark _________________________ Teacher ______________________

A – Listening comprehension

40 marks

a. Number of languages spoken in the world

b. Number of languages with just one single speaker

c. Three languages from the Indo-European family •

•

•

d. Three of the world’s most spoken languages •

•

•

Progress Test - Module 1

2. Listen to the text again and answer the following question. 4 marks 2.1 In which continent do we find the largest number of languages?

_____________________________________________________________________________________ _____________________________________________________________________________________

3. Listen to the text once again. 12 marks (2x6 marks) 3.1 Which is the easiest language for a native English speaker to learn?

_____________________________________________________________________________________

3.2 And the hardest?

_____________________________________________________________________________________ _____________________________________________________________________________________

TEST

1

Name _________________________________________ No. ____________ Class ____________

Date ____ /____ /____ Mark _________________________ Teacher ______________________

B –

10 marks 1. How many foreign languages can you speak? Do you find it/them useful? Why?/Why not?

Write 30-40 words. 10 marks

_______________________________________________________________________________________________ _______________________________________________________________________________________________

Progress Test - Module 0

Why should I learn a language?

Learning a foreign language takes time and dedication. The reasons below may help to convince you to take the plunge, if such persuasion is needed. Some reasons are practical, some aspirational, some intellectual and others sentimental, but whatever your reasons, having a clear idea of why you’re learning a language can help to motivate you in your studies.

Emigration

When you move to a different country or region, learning the local language will help you to communicate and integrate with the local community. Even if many of the locals speak your language, for example if your mother tongue is English and you move to the Netherlands, it’s still worth learning the local language. Doing so will demonstrate your interest in and commitment to the new country.

Family and friends

If your partner, in-laws, relatives or friends speak a different language, learning that language will help you to communicate with them. It will also give you a better understanding of their culture and way of thinking.

Work

If your work involves regular contact with speakers of foreign languages, being able to talk to them in their own languages will help you to communicate with them. It may also help you to make sales and to negotiate and secure contracts. Knowledge of foreign languages may also increase your chances of finding a new job, getting a promotion or a transfer overseas, or of going on foreign business trips.

Many English-speaking business people don’t bother to learn other languages because they believe that most of the people they do business with in foreign countries can speak English, and if they don’t speak English, interpreters can be used. The lack of foreign language knowledge puts the English speakers at a disadvantage. In meetings, for example, the people on the other side can discuss things amongst themselves in their own language without the English speakers understanding, and using interpreters slows everything down. In any socialising after the meetings, the locals will probably feel more comfortable using their own language rather than English.

http://www.omniglot.com/language/why.htm (abridged and adapted, accessed in December 2012)

Progress Test - Module 1

a. Learning a language demands patience and it is a slow process.

____________________________________________________________________________________

b. It is helpful when you know the reason why you are learning a language.

_____________________________________________________________________________________ _____________________________________________________________________________________

c. Knowing their language makes your work easier when contacting foreign people.

_____________________________________________________________________________________ _____________________________________________________________________________________

d. English speakers are usually in disadvantage as they hardly ever know another language.

_____________________________________________________________________________________ _____________________________________________________________________________________

e. Interpreters are useful but it takes longer to conclude business.

_____________________________________________________________________________________

3. Find the synonyms in the text. 10 marks (5x2 marks)

a. dive ___________________ d. distinct ___________________

b. incorporate ___________________ e. improve ___________________

c. valuable___________________

4. Answer the following questions about the text using your own words.

30 marks (3x10 marks) 4.1 Why should people learn the language of the country they are moving to?

____________________________________________________________________________________

4.2 What is the purpose of learning the first language of family members or friends?

____________________________________________________________________________________

4.3 What are the disadvantages of not speaking the local language of people you are doing business with?

____________________________________________________________________________________ ____________________________________________________________________________________

C – Language

1. Complete the following text with an appropriate past tense form of the verbs

in brackets. 18 marks (6x3 marks)

Two years ago Peter a. __________________________ (start) learning a new language.

(decide) to learn Spanish. He b._______________________________ (decide) to learn

Spanish. He c. ___________________________ (already/study) in Spain for two weeks

before he d._____________ (meet) Elena, his girlfriend. He e. _____________ (have) a

great time in Spain but he f.___________________________ (not learn) much Spanish

during those days.

2. We can find compound words in the text such as overseas. Match the words on the left with the words on the right to build compound words.

12 marks (6x2 marks) a. house 1. board b. police 2. room c. shop 3. wife d. black 4. man e. bed 5. keeper f. skate 6. berry

3. Choose the correct option to transform the sentences into reported

statements. 12 marks (4x3 marks)

a. “Many people find foreign languages too difficult to learn”.

The teacher reported that many people found/finds/had found foreign languages too difficult to learn.

b. “John doesn’t speak any foreign language”.

He confirmed that John don’t speak/hadn’t spoken/didn’t speak any foreign language.

c. “Can we conduct the business in English?”

The chairman told/informed/asked if they could conduct the business in English. d. “Why are you learning French?”

The girl wanted to know why are they learning French/they were learning French/they learn French.

Progress Test - Module 1

a. “Now, I’m speaking in German with my relatives from Germany,” said Parker.

_____________________________________________________________________________________ _____________________________________________________________________________________

b. “I had a wonderful time chatting with all these French people in their own language yesterday evening,” I added.

______________________________________________________________________________________ ______________________________________________________________________________________

D - Written production

(Chinese proverb)

In 120-160 words, write a text about your opinion on this proverb.

____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________

TEST

2

Date ____ /____ /____ Mark _________________________ Teacher ______________________

B –

1. Have you ever helped anyone in need? How?/When? Write 30-40 words. 10 marks

_______________________________________________________________________________________________ _______________________________________________________________________________________________

Progress Test - Module 0

Meet Debora Ahlikpokou

In the fall of 2009, the Ryan’s Well Foundation began its first School Challenge project to bring safe water and sanitation to Adakpamé school and community, located 15 km east of Togo’s capital city of Lomé. The community of Adakpamé has approximately 1,665 people, including 765 students at the school. Before the project began, the school lacked adequate toilets, hand washing stations and was in desperate need of a safe water source. The pre-existing well was completely unusable which meant students had to bring water from limited supplies at home or

buy water from nearby street vendors – a costly and unsustainable supply of water.

This much-needed project, completed in the spring of 2010, has provided the school and community with a new well and piped water for the school and the surrounding community as well as latrines and a hand washing station with 5 taps for washing.

Chosen by her school headmaster to be interviewed, 13 year-old Debora, a bright young student from grade 8, remembers having to leave school and go home to use the toilet, and also bringing dirty water from home – her only source. During the interview, Debora explained how she is now able to carry clean water home from school for her family – which includes her 11 brothers and 1 sister. Equally as important, Debora says that she has also been trained by her teachers to wash her hands after using the toilet and before eating. She has passed these lessons on to her family thereby helping spread knowledge and awareness of good hygiene practices throughout the community. Since the completion of this project, Debora has been able to focus more of her time on school where she says her favourite class is literature because she is able to read and write, “like a journalist.” She also plays for her school girls soccer team (they call it “football” in Togo!). Access to safe water, sanitation and hygiene education has helped Debora – and her schoolmates – focus on their education, health and future!

http://rwf.tigblog.org/post/4840213 (abridged and adapted, accessed in December 2012)

Progress Test - Module 1

Progress Test - Module 1

b. her (l. 13) _________________________________

c. they (l. 23) _________________________________

d. their (l. 25) _________________________________

3. Find evidence in the text for the statements below. 12 marks (4x3 marks) a. Adakpamé school is located not far from the capital of Togo.

________________________________________________________________________________________

b. Before this project Adakpamé didn’t have adequate water supplies.

________________________________________________________________________________________

c. It was too expensive to buy water.

________________________________________________________________________________________

d. This School Challenge project was finished in 2010.

________________________________________________________________________________________

4. Answer the following questions about the text using your own words.

30 marks (3x10 marks) 4.1 What was the purpose of the Ryan’s Well Foundation in Togo?

_____________________________________________________________________________________ _____________________________________________________________________________________

4.2 Who is Debora?

_____________________________________________________________________________________ _____________________________________________________________________________________

4.3 Why has access to safe water, sanitation and hygiene education helped Debora and her classmates?

______________________________________________________________________________________ ______________________________________________________________________________________

a. soccer_____________________ b. favorite_____________________

2. Order the words to build correct sentences using the past perfect and the past

simple. 18 marks (3x6 marks)

a. the/bell/exercise/had/when/rang/finished/the/students/the/. ________________________________________________________________________________________ b. when/started/to/already/Debora/had/got/school/classes/. ________________________________________________________________________________________ c. all/when/interview/Debora/had/the/gave/students/the/arrived/. ________________________________________________________________________________________

3. Rewrite the following text in direct speech. 20 marks

Debora said that she remembered having to leave school and go home to use the toilet. She explained that she was able at that moment to bring clean water home from school for her family. She had also been trained by her teachers to wash her hands after using the toilet and before eating. At that moment she was able to focus on school work and her own future. She said she wanted to be a journalist

.

________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

Progress Test - Module 1

c. downstairs – fireman – computer – housewife

d. school – hypertext – bedroom – sidewalk

D - Written production

In 120-160 words, write a text answering these questions and giving your opinion on the matter. ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________

TEST

3

Date ____ /____ /____ Mark _________________________ Teacher ______________________

B –

1. Do you usually watch films or listen to songs in English? Why?/Why not? 10 marks Write 30-40 words.

_______________________________________________________________________________________________ _______________________________________________________________________________________________

Progress Test - Module 1

English is part of the Germanic branch of the Indo-European family of languages. A great number of words found in the English vocabulary were borrowed from Latin, French, Low German, and the Scandinavian languages. We also know that some periods were more fertile than others: invasions, contact with other cultures, inventions, technological progress, music and fashion are some of the factors which have helped to enrich the language. British colonialism in the 19th

century and American capitalism and technological progress in the 20th _{century have undoubtedly}

been the main causes for the spread of English throughout the world.

From around 1750 to 1950 the British Empire covered about a quarter of the globe. It was one of the most powerful empires the world has ever known. The colonies gradually became independent but about fifty countries chose to keep a connection with Britain by belonging to the British Commonwealth. English is spoken all over the Commonwealth either as a native or an official language, and the British monarch is

the symbolic head of this association.

The USA has played a leading role in most domains for the last hundred years. At the end of the 19th _{century and first quarter of the 20}th_{, it}

welcomed millions of European immigrants who had left their countries devastated by war, poverty or famine. This labour force strengthened American industries and development. The Hollywood film industry also attracted many foreign artists in quest of fame and fortune and

the many American films produced every year soon invaded the market. Before the Treaty of Versailles (1919), which ended the First World War between Germany and the Allies, diplomacy was conducted in French. However, President Wilson succeeded in having the treaty in English as well. From then, English started being used in diplomacy and gradually in economic relations and the media. During the II World War, America intervened both militarily and economically to save Europe from chaos. From then onwards, the United States has consolidated its cultural, economical and technological power: inventions, rock and roll, the first man on the moon, the revolution of the Internet, the country’s growing prosperity and commercial aggressiveness have contributed to the further expansion and importance of English in the world today.

http://the_english_dept.tripod.com/esc.html (abridged and adapted, accessed in December 2012)

Progress Test - Module 1

2. Say whether the following statements are True or False. Quote from the text to support your choice. 10 marks(4x2,5 marks) a. English is of German origin.

_______________________________________________________________________________________

b. The English language has been influenced by many languages and situations.

_______________________________________________________________________________________

c. The British Empire occupied 25% of the world from the 18th to the 20th century.

_______________________________________________________________________________________

d. Millions of European citizens moved to South Africa.

_______________________________________________________________________________________

3. Find antonyms for the following words in the text. 10 marks (5x2 marks) a. lost ___________________________________

b. impoverish ___________________________

c. regress _______________________________

d. weak _________________________________

e. repelled ______________________________

4. Answer the following questions about the text using your own words.

30 marks (3x10 marks) 4.1 What factors helped to enrich the English language?

_____________________________________________________________________________________

4.2 How did the British Empire influence the spread of English?

_____________________________________________________________________________________ _____________________________________________________________________________________

4.3 Refer to three aspects from American culture that have helped to consolidate English as a world language.

_____________________________________________________________________________________

C – Language

1. Say whether the following words are British English (BrE) or American English

(AmE). 10 marks (5x2 marks)

a. neighbour ___________________________ neighbor ___________________________

b. eraser ______________________________ rubber _____________________________

c. lift __________________________________ elevator ___________________________

d. theatre _____________________________ theater ____________________________

e. pants _______________________________ trousers ___________________________

2. Join the two halves of the sentences to make correct sentences in the past. 15 marks (5x3 marks) a. The British Commonwealth is

important

b. Immigrants reached America full of hope

c. When Hollywood film industry started to develop

d. When the Treaty of Versailles was signed

e. The United States had saved Europe

3. Find and correct 5 tense mistakes in the text. 10 marks (5x2 marks) The history of the English language can be traced back to the arrival of thre e Germanic

tribes to the British Isles during the 5th Century AD. Angles, Saxons and Jutes are crossing the North Sea from what is the present day Denmark and northern Germany. The inhabitants of Britain previously speak a Celtic language which was quickly displaced. Most of the Celtic speakers are pushed into Wales, Cornwall and Scotland. One group is migrating to Brittany in France where their descendants still speak the Celtic Language of Breton today. The Angles were named after Engle, their land of origin. Their language is being called Englisc from which the word English derives.

http://www.krysstal.com/english.html (accessed in December 2012)

_________________ _________________ _________________ _________________ _________________

1. many producers had already invested lots of money.

2. President Wilson had already arranged to have it in English as well.

3. but the British Empire was bigger and more powerful.

4. when the World War finally came to an end.

5. but they had left their countries full of sadness.

Progress Test - Module 1

The journalist confirmed that ________________________________________________________

b. “The USA has played a leading role in most domains for the last hundred years.”

The journalist added that ____________________________________________________________

c. “The English language is surviving in this competitive world due to the influence of American discoveries and developments.”

The journalist concluded that ________________________________________________________

D - Written production

communication in today’s world? In 120-160 words, write a text giving your opinion on the topic and using specific examples to justify it.

____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________

TEST

4

Date ____ /____ /____ Mark _________________________ Teacher ______________________

B – Written comprehension

1. 1. Would you like to move to a different country to study? Why?/Why not?

Write 30-40 words. 10 marks

____________________________________________________________________________________________

Progress Test - Module 1

Erasmus is the EU’s flagship education and training programme, enabling round 180,000 students to study and do work placements abroad each year.

23-year old medicine student Mariana Carneiro de Sousa Pinto da Costa from the University of Porto worked eight months at the Medical University of Warsaw.

“I left for an Erasmus year because I wanted to practise a foreign language and improve my career prospects. Few Portuguese students choose Poland as a destination, but it appealed to me. I thought, since I was going somewhere outside Portugal, I might as well get to know a truly different culture. With hindsight I’m delighted with my choice.

I left the University of Porto to spend eight months in the English Division of the Medical University of Warsaw. The first thing that struck me when I arrived was the colossal scale of the faculty. Its library had over 250,000 volumes. Its medical facilities included 141 clinics, each equipped with truly modern equipment. Within this gigantic structure, I went everywhere, practising surgery, internal medicine, gynaecology and obstetrics and family medicine. My tasks were quite thrilling. I worked on the night rounds,

Erasmus programme:

medicine for body and soul

Read the following text.

communicated with patients and took part in several life threatening operations.

Although everyone spoke English in our clinic, I took Polish classes at the university in my free time. This proved handy, as I got to know the cultural and social life of Warsaw. Life is not very expensive in Poland, even for a Portuguese student. I used to take my friends to museums, restaurants, theatres, even to the opera (something I couldn’t afford back home). My year in Warsaw gave me skills I will value throughout my medical career. It also enriched me on a personal and cultural level. I really recommend studying abroad to any student who has the opportunity.”

http://ec.europa.eu/education/pub/pdf/higher/2million_en.pdf