The document is a listening comprehension test on the topic of languages. It includes two listening passages - one about the status of the English language globally, and another about how different individuals learned languages. There are also multiple choice and short answer questions to test comprehension of the passages. The test addresses topics such as how language influences thought, challenges to the dominance of English, and different methods for learning languages independently.

1. Test 1
Unit 2 The World of Many Languages
Part A – Listening
Listen to a text about the English language and complete the sentences.
a. There are 100,000 people who speak English in .
b. The country that claims to have the most English is China.
c. English is the language of 400 million people.
d. Due to advances in computer translation and technology, people can
translate in any language nowadays.
e. Varieties of English have appeared because elements of English are
being combined with vernacular languages.
Listen to some people speak about how they learnt languages and match
the ideas in column A with the speakers in column B.
a. I learnt this language using the same method that helped me learn
other languages.
1. Noah
b. The idea of mastering a language that could be shared by everyone
appealed to me.
2. Alfonso (x2)
c. I know for a fact that it’s possible to learn a language on your own.
3. Emily
d. I used something I was enthusiastic about to improve my skills in this
foreign language.
4. Abigail
e. This language reminded me of a subject I’m fond of.
Name Surname Class:10th
Date , 20
Signatures /
(Teacher) (Parent/E.E.)
Evaluation %
Muito Bom Bom Suficiente
Insuficiente Muito Insuficiente
Text 1
Text 2
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Column B
Column A
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2. Test 1 Unit 2 The World of Many Languages
Read the text attentively.
Part B – Reading
As Ludwig Wittgensein, an Austrian-British
philosopher, once said “The limits of my language mean
the limits of my world”. The idea behind this is that our
understanding of the world is intimately linked with our
mother tongue.But what happens when we speakanother
language?
Some researchers and linguists have travelled around the world collecting data to compare divergent
language systems. What they found out was that when we’re learning a new language, we’re not simply
learning anotherlanguage, but we are also inadvertently discovering a new way of thinking.
Their findings have also established that in languages in which objects have a gender, people will
typically describe them using different adjectives. For example, Germans would be more inclined to
describe bridges, which have a feminine pronoun in German, as ‘elegant’ or ‘beautiful’, whilst Spanish
speakers,who use a masculine pronoun forthe same word, would refer to themas being ‘sturdy’or ‘strong’.
Further evidence of the way language impacts human thought is the way space is referred to. In some
aboriginal communities, for instance,the concepts ‘left’ and ‘right’ do not exist. Instead,these concepts are
referred to by their relation to the sun. Instead of saying, “Please, move your plate to the left”, some
aborigines would say,“Please, move yourplate southwest”.
Some factors are so subtle that it’s hard to tell to what extent they impact our thoughts.Take the concept
of time as an example. Chinese people view time in terms of ‘over’ and ‘under’. And while most of us think
of time as something that can be counted, saved, wasted, and even lost, for the Hopi, a native American
tribe, this would be unthinkable. In fact, they see time as a never-ending stream, which can’t be broken up
into minutes, hours, and days. The phrase “wasting time” would probably receive the following answer
“How can you waste something which never ends?”
Language thus leads to an infinite range of ways to
create and transform concepts,which is why translating is
such a difficult task to achieve. However, if we can use
language in such a way as to account for and respect
cultural differences, then there is hope of us bridging the
gaps between cultures and nations.
Adapted from: www.fastcompany.com
Say whether the sentences below are True (T) or False (F). Correct the
false ones.
a. For Ludwig Wittgensein native languages represent boundaries.
b. Experts have gathered information on what common languages share together.
c. The same object can be described in a distinct way depending on the language.
d. Cardinal directions are no longer used by aborigines for spatial orientation.
e. For Chinese people, the concept of time seems to be linked to place and movement.
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3. Test 1
Unit 2 The World of Many Languages
Answer the following questions about the text.
a. Mention three ways in which languages can impact human thought.
b. Why don’t the Hopi tribe understand the expression “wasting time”?
c. Do you agree that a language can bridge the gaps between different nations? Justify.
Find synonyms for the following words or expressions in the text.
a. without knowing (paragraph 2)
b. robust (paragraph 3)
c. indigenous (paragraph 3)
d. eternal (paragraph 4)
e. reducing the differences (paragraph 5)
Part C – Use of English
Complete the sentences with a word in the box. There is one extra word.
a. The first language you learn is also known as your language.
b. A / An language means the same as lingua franca.
c. You can learn several languages at my school.
d. A / An language is a language used in government documents.
e. A is a variation of a language which is peculiar to a specific
region or social group.
f. Migrants’ children usually have to learn a language.
Spot and correct the mistake(s) in each sentence.
a. I don’t understand what you mean. You seem to be eating your words when you
speak.
b. I can’t believe you are moving to another country! I’m in search for words.
c. Could you please speak in pure English so that I can understand you?
d. It comes without saying that you only learn a language if you practise hard!
e. Gary has never learnt Portuguese at school. Listening to us must be like Chinese to
him.
f. Sam and Terry get along so well! They really talk the same language.
* official
*first
*native
*second
*foreign
*dialect
*global
Complete the sentences with the correct verb forms.
a. I’d like to start (study) a new foreign language. Then I would be a true polyglot!
b. Our teacher made us (learn) 20 new words this week.
c. John said he doesn’t mind (watch) the film again with us. He really enjoyed it!
d. Craig offered (help) me with my German homework. He has lived in Berlin for a year.
e. You’d better (not miss) another lesson or you won’t get a good mark.
f. Mike insisted on (take) me to the bookshop to help him buy a book for Jane.
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4. Test 1 Unit 2 The World of Many Languages
Circle the correct answer.
a. Do you remember to play / playing outside all Saturday afternoon when we were younger?
b. Do you think Thomas will remember to bring / bringing my smartwatch? I really need it!
c. We stopped to buy / buying a cookbook for our mum on the way home. It was her birthday.
d. He stopped to speak / speaking because the music was too loud and I couldn’t hear him.
e. Lucas regrets to tell / telling his sister about his decision to go abroad next year.
f. I regret to tell / telling you that you haven’t been selected for the interview.
Complete the sentences with a modal verb. You cannot repeat it.
a. When I was younger I speak French much better than I can today.
b. You not download this language app. Take my advice.
c. I take a conlang course online. It depends on the price.
d. She speaks Italian perfectly. She be Italian.
e. you help me with this exercise? I’m not very good at grammar.
f. He speak several languages. He has a natural talent.
Rewrite the second sentence so that it has a similar meaning to the first.
Use the words in brackets.
a. I’m sure Lisa is home watching the latest episode of her favourite series.
Lisa . (be)
b. It’s forbidden to chew gum at the cinema.
You . (not)
c. He can speak several dialects.
He . (able)
d. Learning a foreign language is difficult for some people.
It . (easy)
e. Would you like to watch a documentary on endangered languages?
Are you interested ? (in)
f. I’m not certain he is from Scotland as his accent sounds Welsh.
He . (not)
Part D – Writing
Write a text (150-180 words) on ONE of the following topics.
1. Imagine you were offered a scholarship to study abroad next year. Write an email to the
headmaster of your school explaining the reasons why you would or wouldn’t accept it.
or
2. Write a review about a movie or series you would or wouldn’t recommend for someone your age.
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5. Assessment criteria · Listening script · Answer keys
Critérios gerais de classificação
Listening script
Listening script 1
English is spoken by millions of people worldwide and it is still regarded as a passport to success, but do the dev elopment of translation technology
and “hy brid” languages threaten its status as a widely recognised global language? Surprisingly , there are 100,000 people who speak English in India.
China boasts that it has ov er 350 million speakers of English, making it the country with the highest number of English speak ers. There are probably
more people in China who speak English as a second language than there are Americans who speak it as their f irst.
For how much longer will English qualif y as the “world's f av ourite language”? The World Economic Forum estimates that about 1.5 billion people
around the world speak it, but f ewer than 400 million do so as their f irst language. Howev er, f or the moment, English continues to be the world's
f av ourite lingua f ranca. Imagine, for example, that a Chinese speaker who speaks no French is chatting with a French speaker who speaks no Chinese.
Chances are that they will use English. This would hav e been true 5 y ears ago, but today things hav e changed. Thanks to adv ances in computer
translation and v oice-recognition technology , they can each speak their own language, and hear what the other is say ing through a machine translation
that is carried out in real time. Another example is the v ery text that y ou are currently reading. With a couple of clicks on y our computer, y ou could
easily be reading it in German or Japanese.
Howev er, this is not the only challenge English is f acing. Because so many people speak it as their second or third language, hy brid f orms of the
language are rapidly spreading, combining elements of “standard” English with v ernacular languages. In India alone, y ou can f ind Hinglish (Hindi-
English) or Benglish (Bengali– English) f or example, and in the US, many Hispanic Americans speak Spanglish, combining elements of English and
Spanish.
Theref ore, as a result of computerised translation technology , the spread of hy brid languages and the rise of English as a second language in Asian
countries represent real challenges to the English language. It is still possible that the language will not disappear but simply lose some of its status
ov er the coming decades. So, let’s hope that the f uture of English as a lingua f ranca continues in the y ears to come.
Adapted from: www.bbc.com
Listening script 2
Noah, Canada – My Japanese is 100% self -taught because I couldn’t f ind a language school that of f ered a Japanese course. So, what I started off
by doing was to buy a dictionary and some grammar books. A y ear later, I began watching anime with translated scripts. Now that sev en y ears have
gone by , I can understand spoken Japanese v ery well and read kanji although my f luency is nowhere near perf ect.
Alfonso, Argentina – I learned Esperanto because I heard that someone had created a univ ersal language that could be spoken no matter where
y ou were in the world. I took the whole thing v ery seriously and started to study it with the help of the book Step by Step in Esperanto and I just f ell in
lov e with its order and logic, perhaps because it reminds me of the language of Mathematics. I also purchased an Englis h – Esperanto dictionary and,
believ e it or not, within a month I was conf ident enough to start reading a nov el in Esperanto. One of my f riends adv ised me to watch some v ideos
and begin practising say ing the words aloud. Six months later, I went to an Esperanto society conv ention and am pleased to say that I had no dif f iculty
in speaking and understanding the language.
Emily, Scotland – I started learning Finnish pretty much the same way I learned French, Spanish and Portuguese. So, basically ev ery thing was done
online. I f ound some spoken and written texts, audiobooks, mov ies and most importantly people to speak to through an online app. Howev er, I must
admit that I also bought some books, which were v ery handy as they had illustrated v ocabulary and some grammar rules.
Abigail, Norway – I’ll tell y ou what I did to teach my self German. Besides using language apps, like Study Chat and Duolingo, I took adv antage of
my passion f or music. I found some cool radio stations and began listening to German music, and this really got my brain used to the way the language
sounded. I also went to German websites and started reading the headlines. Af ter a while, I was reading v ery small texts and, ev ery time I didn’t
understand something, I alway s looked the word up in an online dictionary . This worked f or me and now I’m glad to say that I can hav e a reasonable
conv ersation in German.
Critérios específicos de classificação
Os critérios de classif icação são organizados por nív eis de desempenho, a que correspondem cotações f ixas, expressas obrigatoriamente em
números inteiros. Para a generalidade dos itens, são considerados três nív eis (N3, N2 e N1); para alguns itens são considerados cinco nív eis (N5,
N4, N3, N2 e N1); para a taref a f inal são considerados cinco nív eis em cada parâmetro – competência pragmática e competência linguística (N5,
N4, N3, N2 e N1). Os nív eis intercalares de cotação, que não se encontram descritos, v isam enquadrar as respostas que não correspondam
exatamente aos outros nív eis. Qualquer resposta que apresente um desempenho inf erior ao mais baixo que se encontra descrito dev erá ser
classif icada 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 classif icada.
Nos itens de resposta f echada, se o aluno f ornecer mais respostas do que as pedidas, será atribuída a cotação zero.
Part A – Listening
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2. N3 Liga corretamente as 5 ideias aos respetivos falantes.
Chave: a. 3; b. 2; c. 1; d. 4; e. 2.
15
N2 Liga corretamente 3 ou 4 ideias aos respetivos falantes. 6-12
N1 Liga corretamente 1 ou 2 ideias aos respetivos falantes. 3
1. N3 Completa as frases com as 5 palavras corretas.
Chave:a.India; b. speakers; c. first or native; d. voice-recognition; e.
standard.
15
N2 Completa corretamente 2-4 frases. 6-12
N1 Completa apenas 1 frase com a palavra correta. 3
2. N3 Responde às 3 perguntas com correção linguística e de acordo com a
informação do texto. Pode escrever com incorreções de grafia e de
pontuação não impeditivas da compreensão.
Chave:a.Languages can impact human thought through the concept of
gender, the way space isreferred to or the concept of time.; b. Because
they consider time to be never ending, and you can’t waste something
which is limitless.; c. Personal answer.
30
N2 Responde a 2 perguntas com correção linguística e de acordo com a
informação do texto. Pode escrever com incorreções de grafia e de
pontuação não impeditivas da compreensão.
20
N1 Responde a 1 pergunta com correção linguística e de acordo com a
informação do texto. Pode escrever com incorreções de grafia e de
pontuação não impeditivas da compreensão.
10
Part B – Reading
1. N3 Indica corretamente 4 ou 5 frases verdadeiras e falsas.
Chave:a.T;b.F– Some researchers and linguists have (…) collecting data
to compare divergent language systems.; c. T; d.F – The concepts of left
and right are referred to by their relationship to the sun.; e. T.
16-20
N2 Indica corretamente 2 ou 3 frases. 8-12
N1 Indica apenas 1 frase correta. 4

6. Assessment criteria · Listening script · Answer keys
3. N
3
Identifica ossinónimosadequadospara as5 palavras.
Chave: a. inadvertently; b. sturdy; c. aboriginal; d.
never-ending; e. bridging thegaps.
10
N2 Identifica ossinónimosadequadospara 3 ou 4 palavras. 6-8
N1 Identifica ossinónimosadequadospara 1 ou 2 palavras. 2-4
Vocabulary
1. N
3
Completa asfrases com 5 ou 6 palavrascorretas.
Chave: a. native; b. global; c. foreign; d. official; e.
dialect; f. second.
5-6
N2 Completa asfrases com 3 ou 4 palavrascorretas. 3-4
N1 Completa asfrases com 1 ou 2 palavrascorretas. 1-2
2. N
3
Identifica e corrige os5 ou 6 erros nas expressões
idiomáticas.
Chave: a. to be mincing your words; b. I’m at a loss for
words.;
c. Could you please speakin plain English…; d. It goes
without saying…;
e. Listening to usmust be like Greek to him.; f. They
really speakthe same language.
5-6
N2 Identifica e corrige 3 ou 4 errosnas expressões
idiomáticas.
3-4
N1 Identifica e corrige 1 ou 2 errosnas expressões
idiomáticas.
1-2
Grammar
1. N
3
Completa os6 espaçoscom a forma verbal correta.
Pode escrever com incorreçõesde grafia que não
impliquem competênciagramatical.
Chave: a. studying; b. learn; c. watching; d. to help; e.
not miss; f. taking.
12
N2 Completa corretamente 3-5 espaçoscom correção
linguística.
6-10
N1 Completa apenas1 ou 2 espaços com correção
linguística. Erra ou omiteasoutrasfrases.
2-4
2. N
3
Seleciona as6 opçõescorretas.
Chave: a. playing; b. to bring; c. to buy; d. speaking; e.
telling; f. to tell.
6
N2 Seleciona 3 ou 4 opçõescorretas. 3-4
N1 Seleciona 1 ou 2 opçõescorretas. 1-2
3. N
3
Completa corretamente os6 espaçoscom o modal verb
na forma correta.
Chave: a. could; b. should; c. might / may; d. must; e.
Will; f. can.
12
N2 Completa corretamente 2-5 espaços. 4-10
N1 Completa corretamente 1 espaço. 2
COMPETÊNCIA PRAGMÁTICA
1. N5 Escrev e um texto, f ornecendo v ários argumentos
relativ amente a um dos temas propostos, respeitando
as instruções dadas, f ornecendo pormenores e
destacando aspetos relev antes. Utiliza um número
ainda limitado de mecanismos de coesão, mas articula
as ideias de f orma adequada num texto organizado,
claro e coerente. Respeita os limites de palav ras
indicados.
30
N4 24
N3 Escrev e um texto simples, f ornecendo alguns
argumentos relativ amente a um dos temas propostos,
respeitando as instruções dadas e destacando alguns
aspetos relev antes. Utiliza, ainda que de f orma muito
incipiente, alguns conectores simples, articulando as
ideias num texto coeso embora ainda constituído por
uma sequência linear de inf ormações. Pode não
respeitar os limites de palav ras indicados.
18
N2 12
N1 Escrev e um texto simples, abordando o tema de f orma
genérica e recorrendo a repetições e pormenores pouco
relev antes. Utiliza conectores simples para ligar f rases
elementares, mas estrutura def icientemente o texto.
Pode não respeitar os limites de palav ras indicados.
6
COMPETÊNCIA LINGUÍSTICA*
1. N5 Escrev e um texto razoav elmente elaborado, utilizando
recursos linguísticos adequados que lhe permitem
argumentar de f orma conv incente. Pode ainda rev elar
alguma inf luência da língua materna. Utiliza v ocabulário
suf iciente para se exprimir, podendo suprir algumas
lacunas com a ajuda de circunlocuções. Rev ela
geralmente bom domínio do v ocabulário. Pode ocorrer
alguma conf usão e escolha incorreta de palav ras.
Rev ela geralmente bom domínio das estruturas e
f ormas gramaticais, não cometendo erros gramaticais
que possam causar incompreensão. A pontuação e a
ortograf ia são suf icientemente precisas para não
af etarem a inteligibilidade do texto.
20
N4 16
N3 Escrev e um texto simples, utilizando recursos
linguísticos adequados ao que pretende transmitir.
Pode ainda rev elar alguma inf luência da língua
materna. Utiliza v ocabulário pouco v ariado, mas
suf iciente para se exprimir com a ajuda de
circunlocuções. Rev ela bom domínio do v ocabulário
elementar, cometendo erros grav es apenas quando
exprime um pensamento mais complexo. Utiliza, com
correção, estruturas simples, não cometendo erros
gramaticais elementares de f orma sistemática. A
ortograf ia é suf icientemente precisa para não af etar a
inteligibilidade do texto. A pontuação é, de um modo
geral, adequada.
12
N2 8
N1 Escrev e um texto muito elementar, abordando o tema
proposto de f orma muito genérica, com recurso a
repetições e aspetos pouco relev antes. Usa conectores
simples na ligação de f rases elementares, mas
estrutura o texto de f orma def iciente. Utiliza v ocabulário
elementar suf iciente para se exprimir com a ajuda de
circunlocuções. Utiliza, com correção, estruturas
simples, mas ainda comete alguns erros gramaticais
elementares de f orma sistemática, sem que isso impeça
a compreensão global da mensagem. A pontuação nem
sempre é adequada. Pode não respeitar o limite de
palav ras indicado.
4
* 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.
Part C – Use of English
Part D – Writing
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4. N
3
Reescreve corretamente as 6 frases respeitando os
constrangimentos impostos. Pode escrever com
incorreções de grafia e de pontuação não impeditivas
da compreensão.
Chave: a. Lisa must be home watching the latest
episode of her favourite series.; b. You mustn’t / can’t
chew gum at the cinema.;c. He isable to speakseveral
dialects.; d. It isn’t easy for some people to learn a
foreign language.; e. Are you interested in watching a
documentary on endangered languages?; f. He might
not be from Scotlandashisaccent
sounds Welsh.
18
N2 Reescreve corretamente 2-5 frasesrespeitando os
constrangimentosimpostos.
6-15
N1 Reescreve corretamente apenas1 frase respeitando
os constrangimentosimpostos. Erra ou omite as
restantes frases.
3