12th form
Test 4
CONTENTS AND STRUCTURE:
1 .Comprehension: Text under “Democracy in a Global Era” – (one of the prescribed)
- Synonyms/referring/questions (90 points)
2 .Structure: (60 points)
2.1. Relative clauses – several types of exercises
2.2. Rephrasing - (using structures like passive voice, reported speech, concessive/adversative clauses. If-clauses, etc
2.3. Verb forms (general review)
3 .Composition: commenting on a given statement (50 ponots)
1. Oral exposition Available topics
A- A brief approach to Abraham Lincoln biography (focusing mainly the slaves liberation and the civil war (requires some research).
B. The freedom of expression in Portugal (requires a certain knowledge of the latest 70 years of the History of Portugal).
C. Religion – an essential human need or just a negligible activity? (personal opinion).
D. The curious case of Benjamin Button – a report (bearing in mind the relationship between birth and death, the right to be born, the love and the compassion, the work, the humour and the finitude of man).
E. The soap project – the making of (referring to the creative process and the difficulties to be faced).
2 Written test
I- COMPREHENSION OF A TEXT (SELECTED BETWEEN PAGES 104 AND 125 (INCLUSIVE) (ABOUT 90 POINTS)
. REFERRING EXERCISE
. TRUE/FALSE (FINDING EVIDENCE FOR BOTH (EVIDENCE QUOTED FROM THE TEXT)
. PRODUCTIVE COMPREHENSION – QUESTIONS ABOUT THE TEXT
. WORK ON LEXIS – SYNONYMS –FINDING EQUIVALENMTS IN THE TEXT
II – STRUCTURE (ABOUT 60 POINTS)
. (REVISION) REPORTED SPEECH – REPLACING “TO SAY” FOR OTHER VERBS
. VERBS + PREPOSITIONS
. POSITION OF ADVERBS
. BUILDING ADVERBS OF MANNER
.THE USE OPF WOULD
. PASSIVE VOICE NORMAL AND DOUBLE OBJECT PASSIVE VOICE)
III – COMPOSITION
The themes will stay much around the same already designed for the oral expositions. You will be informed IN TIME of any further situations.
Are you a good screenwriter? And actor? How about a fiction writer? What about a TV producer? Do you want to produce a sketch to be role-played and recorded?
Well, do not worry. The final product will not leave this room. It will only serve to make a lesson that, with a little luck and some help from the teacher, can be interesting and effective.
You should only respect the following two items:
1. You must use, at least, one passive construction, one inversion after restrictive adverbs, one conditional sentence;
2. You must work out at least one of the topics provided by the module you are studying at the moment: 1- The woman’s condition today; 2- Family life problems; 3- Problems couples have to face today: 4- Children’s education; 5- Freedom (speech freedom, religion freedom, political freedom); 6- The Search for Happiness.
Don’t forget: Write a text in dialogue, so that it can be role-played.
So get to work, will you?
Suggestions: 1- A discussion in the family (father mother, one or two children)
2- A discussion at a restaurant, café, bar, etc. (four friends – two girls and two
boys)
3- Other situations…
NOTICE: THE WORKS WILL BE CORRECTED AND EVALUATED BEFORE BEING ACTED
INVERSION AFTER RESTRITIVE ADVERBS (USED ESPECIALLY IN FORMAL ENGLISH
REWRITE THESE SENTENCES BEGINNING THEM AS SUGGESTED:
1. THEY RARELY SPEAK ABOUT HUMAN RIGHTS
Rarely_____________________________________________________________
2. SHE HAS SELDOM PARTICIPATED IN A COMPETITION
Seldom ___________________________________________________________
3. HE HAS NEVER FACED SUCH TERRIBLE PROBLEMS
Never ____________________________________________________________
4. I HAD SCARCELY ENTERED THE SHOP, WHEN I SAW MY UNCLE BEN
Scarcely __________________________________________________________
5. SHE HAD HARDLY FINISHED HER MEAL, WHEN HER BOYFRIEND ARRIVED
Hardly ____________________________________________________________
6. WE HAVE RARELY SEEN SUCH PUBLIC INTERESTS IN THIS AREA
Rarely ___________________________________________________________
7. SHE LITTLE REALIZED THAT HER BOSS HAD DECIDED TO FIRE HER
Little ____________________________________________________________
8. AS SOON AS I HEARD THE RESULTS, I PHONED HIM
No sooner_________________________________________________________
NOW IMAGINE OTHER SENTENCES BEGINNING THEM AS SUGGESTED:
A) Never ________________________________________________________
B) Not only ______________________________________________________
C) Little _________________________________________________________
D) No sooner _____________________________________________________
F) On no condition _________________________________________________
G) In no way _____________________________________________________
GOOD WORK!
I
1.1. people 1.2. what is happening… 1.3. dictionaries 1.4. country
II
1 puzzled 2 refrain from launching 3 inarguably 4 amazing reach
III Several answers can be accepted in this group. However, it is highly expected that the links could suit
IV Several forms can be accepted.
V 1 surprised 2 speakers 3 widely 4 written 5 mutually
6 understood
VI
1. … are interviewing local people in English
2. Will the English language be transformed by non-native speakers?
3. It is estimated that there are now words from more than…
VII
1.
Passive 1 – This necklace was given to me by them
Passive 2 – I was given this necklace
2.
Passive 1 – A beautiful birthday present has been sent to her.
Passive 2 - She has been sent a beautiful birthday present
3.
Passive 1 – Their pictures should be shown to us.
Passive 2 – We should be shown their pictures.
4.
Passive 1 – The new news is (are) going to be told to them by us
Passive 2 – They are going to be told the new news.
5.
Passive 1 – Was the job I told you about offered to you?
passive 2 – Were you offered the job I told you about?
6.
Passive 1 – Information is being collected from the Internet by the boys.
Passive 2 – Impossible
7.
Passive 1 – The best chocolates in Europe have been boing produced by Switzerland.
Passive 2 – Impossible
8.
Passive 1 - Twenty minutes to get ready were allowed to me by mom.
Passive 2 – I was allowed twenty minutes to get ready.
VIII
1. If Mary hadn’t spent many years studying English, she wouldn’t have spoken it so fluently (or mixed: … she wouldn’t speak it so fluently)
Hadn’t Mary spent ( so ) many years studying English, (and) she wouldn’t speak it so fluently.
2. Had Peter heard the radio news and he wouldn’t have driven to work.
COMPOSITION: 50 PERCENT FOR THE CONTENT AND ANOTHER 50 PER CENT FOR THEFORMAL SPEECH.
Mas a história que vos quero contar gira à volta do Chipre Imperial, um sabonete dos anos setenta que representa certamente o mais notório caso de mistificação cosmética.
Na semana passada, deambulando por um supermercado, deparei com uma prateleira do velho sabonete Chipre Imperial e travei às quatro rodas, paralisado pelo espanto e pela saudade. (O espanto parou as duas rodas da frente e a saudade parou as outras duas). Comprei uma boa porção e fui para casa, convicto da transformação que aquele sabonete iria operar na minha vida. Enquanto isso, a minha memória, evasiva e tumultuadamente, transportou-me até a segunda metade da década de setenta: um duche lento, uma expectativa suculenta, um espelho sorridente de pasta Couto, uma hipótese de erecção e o sabonete Chipre Imperial, o ubíquo e compassivo Chipre Imperial, a permanente segurança, o terror impiedoso de todos os odores, a salvação dos dias mornos, o elixir da virilidade absoluta. Uma manhã com Chipre Imperial assegurava-me uma tarde promissora e uma noite sempre irrevogavelmente cumprida. As mulheres sucumbiam ao suave aroma do Chipre e o meu corpo respondia voluptuoso e imponente aos seus ataques inteligentemente subreptícios.
Há oito dias que me lavo (digo, me esfrego, me derreto, me envolvo, inundo) com Chipre Imperial. Só que, desta vez, o sabonete de todas as delícias está miseravelmente falsificado., Nem um único espelho me sorriu, nem uma única mulher reagiu favoravelmente ao meu aroma. Pelo contrário, o sabonete descredibilizou a minha tarde e emudeceu a minha noite. Desinspirou a minha verve, adocicou-me sovacos e cuecas. Enfim, uma miserável falsificação de sabonetes e os falsários por aí livres e impunes!
O meu amigo João Luís disse-me que isso se pode dever ao facto de eu ter feito 61 anos no mês passado. Definitivamente, os nossos amigos estão a ficar destituídos de sentido crítico e acreditam em qualquer patranha. Quer dizer, os falsários proliferam sem restrições e depois o nosso aniversário é que tem a culpa???
Post 874 (Imagem daqui)
I Francesco Vila / sixteen years old / Milan, Italy / Parents and sister / a student / Secondary School / Arts, Craft and Sports / to be a basketball player for a professional team
II 1E 2G 3A 4H 5C 6B 7D 8F
III 3.1. … as a housewife and a coffee shopper (coffee shop assistant/owner).
3.2. … his school is not far from his house.
3.3. … he takes a shower, gets dressed and has breakfast.
3.4. … twenty past one / five (5).
3.5. … because he wants to play for a professional basketball team
3.5. … to become a prime-minister.
IV 4.1. How old is he (Francesco? 4.2. What does his mother do? 4.3. Does his father work in a supermarket?
V Os seus melhores amigos são a Elia e o Terry. Ele não tem namorada e não está interessado em ninguém, em particular. Gosta de ir ao cinema, mas detesta falar de política. Costuma dizer que nunca vai ser o primeiro-ministro da Itália. Não gosta de guerra nem de violência e acredita que a sua geração vai ser mais pacífica.
VI 6.1. it 6.2. them 6.3. her 6.4. it 6.5. she
VII his her their our
VIII 8.1. doesn’t live 8.2. does he like…? 8.3. admires 8.4. qre
IX 9.1. …is taking… 9.2. … isn’t taking …. Is putting 9.3. Are…. going … ?
9.4. aren’t going … are walking… 9.5 …looking…
X a hospital an hour the president a university a yellow watch TV
Comprehension
I – Text about personal identification
I Completing a table with information from the text
II Matching words with their equivalents (synonyms)
III Completing sentences according to the information conveyed in the text
IV Asking questions for given answers
V Translating a portion of the text
Grammar
VI Replacing nouns for personal pronouns
VII Completing with possessive determiners
VIII Completing sentences with the Present Simple
IX Using the Present Continuous Tense
X Filling in gaps with the definite, indefinite or zero article.
Composition:
Personal identification, family, friends, house, dream house, school, dream school, job, dream job, etc…
I
1.1. Teachers also help with the activity programme
1.2. five boys and five girls
1.3. Student Helpers
II This group embraces several options
III
3.1. ensures that the learning of Englishn continues well beyond the classroom (lines 5/6)
3.2. the emphasis is on general language (lines 10/11)
3.3. students of all races and religions are welcome (lines20/21)
3.4. some students (…) who have shown exemplary behaviour are invited to return free of charge (lines 29/30)
IV This group embraces several options
V
5.1. Nina doesn’t attend … 5.2. … she isn’t having …
5.3. she didn’t go to Australia 5.4. her boyfriend didn’t love…
5.5. the students couldn’t improve…
VI
6.1. … you won’t have 6.2. … knew … 6.3. … touches …
6.4. …would land … 6.5. … would be…
VII
6.1. If you had spent … … you wouldn’t have had money enough.
6.2. You would have been surprised … … if you had known Sidney.
6.3. If he had touched the oven … he would have burnt his hand
6.4. If the weather had been better … the plane would have landed…
6.5. If they had seen the exhibition … they would have been really astonished.
VIII
8.1. She wrote a book in order to make students understand…
8.2. I do my best, so that all the students may/can succeed in the end
COMPOSITION – The group embraces several options
I
1.1. Teachers also help with the activity programme
1.2. five boys and five girls
1.3. Student Helpers
II This group embraces several options
III
3.1. ensures that the learning of Englishn continues well beyond the classroom (lines 5/6)
3.2. the emphasis is on general language (lines 10/11)
3.3. students of all races and religions are welcome (lines20/21)
3.4. some students (…) who have shown exemplary behaviour are invited to return free of charge (lines 29/30)
IV This group embraces several options
V
5.1. Nina doesn’t attend … 5.2. … she isn’t having …
5.3. she didn’t go to Australia 5.4. her boyfriend didn’t love…
5.5. the students couldn’t improve…
VI
6.1. … you won’t have 6.2. … knew … 6.3. … touches …
6.4. …would land … 6.5. … would be…
VII
6.1. If you had spent … … you wouldn’t have had money enough.
6.2. You would have been surprised … … if you had known Sidney.
6.3. If he had touched the oven … he would have burnt his hand
6.4. If the weather had been better … the plane would have landed…
6.5. If they had seen the exhibition … they would have been really astonished.
VIII
8.1. She wrote a book in order to make students understand…
8.2. I do my best, so that all the students may/can succeed in the end
COMPOSITION – The group embraces several options
composition: Size evaluation:100 to 150 words – no score cuts
80 to 99 words – 5 points cut
60 to 79 words – 10 points cut
45 to 59 words – 20 points cut
20 to 44 words - 30 points cut
5 to 19 words - 40 points cut
less than 5 words - 45 points cut
Module 1. Final test - Test contents
I Comprehension
The Text will be about one of the followinhg: The family; the ideal house; the perfect job; my school;
Comprehension exercise types: multiple choice; true/false; referring words; completing sentences; matching; questions
II Grammar
1 Personal pronouns (subject /object)
2 Possessive determiners (my, your, etc)
3 Possessive pronouns (mine, yours, his hers, etc)
4 Present Simple (affirmative, negative, interrogative)
5 Present continuous (affirmative, negative, interrogative)
6 The article (definite/indefinite/zero article)
III Composition
(about 100 words) – Themes: the same as those referred to in “Comprehension”.
COMPREHENSION
I 1.1. convergence / the first movement 1.2. speakers 1.3. speakers of a common language … in due course a separate language / the previuous paragraph 1.4. leading to significant convergence on English as a second language.
II 1F 2E 3D 4C 5B 6A
III 3.1. English will go on b eing…
3.2. We can identify two movements…
3.3. It means that English will have many different forms and dialects…
IV 1C 2D 3A 4B
V 5.1. Several options can suit
Suggestion: … the USA, English’s main speakers, lose their political and economical power and dominance.
5.2. Suggestion: … several external influences take place in the short run, not to mention any bigger catastrophe like the onethat is mentioned in the text: the decline of the “English Empire”, as it happened to the Roman one.
5.3. Suggestion: … the future of English as a universal communication language.
STRUCTURE
VI 6.1. They don’t know 6.2. She didn’t learn 6.3. He doesn’t love
6.4. He isn’t as intelligent as 6.5. It didn’t start
VII 7.1. Do they know…? 7.2. Did she learn…? 7.3. Does he love…?
7.4. Is he …? 7.5. Did it start…?
VIII 8.1. My father left… 8.2. He went to work… 8.3. The bus stopped
8.4. He had dinner…
IX 9.1. was repairing 9.2. was running 9.3. were working
X 10.1. … interrupted …. was speaking
10.2. … was doing …. was listening
10.3. … didn’t come … wasn’t feeling
10.4. … was cooking … arrived
XI 11.1. graduated 11.2. has lived / has been living (present perfect cont.)
XII a cloud a strange accent an umbrella an open university a window an heritage a uniform a home a young girl a yoghurt
C PRODUCTION
COMPREHENSION
I 1.1. convergence / the first movement 1.2. speakers 1.3. speakers of a common language … in due course a separate language / the previuous paragraph 1.4. leading to significant convergence on English as a second language.
II 1F 2E 3D 4C 5B 6A
III 3.1. English will go on b eing…
3.2. We can identify two movements…
3.3. It means that English will have many different forms and dialects…
IV 1C 2D 3A 4B
V 5.1. Several options can suit
Suggestion: … the USA, English’s main speakers, lose their political and economical power and dominance.
5.2. Suggestion: … several external influences take place in the short run, not to mention any bigger catastrophe like the onethat is mentioned in the text: the decline of the “English Empire”, as it happened to the Roman one.
5.3. Suggestion: … the future of English as a universal communication language.
STRUCTURE
VI 6.1. They don’t know 6.2. She didn’t learn 6.3. He doesn’t love
6.4. He isn’t as intelligent as 6.5. It didn’t start
VII 7.1. Do they know…? 7.2. Did she learn…? 7.3. Does he love…?
7.4. Is he …? 7.5. Did it start…?
VIII 8.1. My father left… 8.2. He went to work… 8.3. The bus stopped
8.4. He had dinner…
IX 9.1. was repairing 9.2. was running 9.3. were working
X 10.1. … interrupted …. was speaking
10.2. … was doing …. was listening
10.3. … didn’t come … wasn’t feeling
10.4. … was cooking … arrived
XI 11.1. graduated 11.2. has lived / has been living (present perfect cont.)
XII a cloud a strange accent an umbrella an open university a window an heritage a uniform a home a young girl a yoghurt
C PRODUCTION
ANSWER KEY
A- 1 TRUE 2 NOT MENTIONED 3 FALSE 4 TRUE
B- 1 TYPE OF HOLIDAYS
2 YOU ARE WHERE YOU AREN’T
3 THE DESTINATION YOU CHOOSE
4 BOTH A AND B
5 MANY PEOPLE VISIT THE SITE
II – GRAMMAR
A- 1 MINE 2 HER 3 THEN 4 THERE 5 THERE
B 1 HER 2 IN 3 HAVE 4 A 5 HAVE/WANT/LIKE/NEED ETC
6 WAS 7 GO 8 JOB 9 A 10 THE/THIS/OUR ETC
C 1 WASHES 2 WON 3 WASN’T 4 WAS DRIVING
5 CAN’T 6 DON’T CRY 7 HAS MOVED 8 HAS BEEN PLAYING
9 HEARING 10 WOULD NOT GO 11 WILL BE 12 WON’T BOTHER
13 DO YOU SLEEP 14 WERE THEY DOING / DID THEY DO
D 1 NO PRONOUN 2 WHO 3 WHICH 4 WHOSE
III. COMPOSITION: (HOMEWORK) THE STUDENTS WILL REWRITE THE SAME COMPOSITION,BEARING IN MIND THE CORRECTIONS SUGGESTED.
ANSWER KEY
GROUP I – COMPREHENSION
1.1. a2 b3 c1 d4 e5
1.2. dress – wear adore – worship denuded – bared
fits – suits symbols – icons
1.3. a) famous people b) celebs c) Britney Spears
d) Paris Hilton e) pop icons (Avril Lavigne/Shakira)
f) the reader g) expensive clothes
1.4. a) Teens are usually influenced by celebs in many aspects of their lives: their lifestyle, their clothes, their look, their professions, their general appearance, their personalities, their popularity, etc.
b) Teens like imitating famous people because they believe that they will also become famous and successful, if they imitate their look, dressing and behaving like them.
c) They became famous because they were talented, not because they showed their bellies or copied the style and the look of somewhere else.
d) Yes. As a matter of fact, money can be a problem, as some of those cool clothes are usually very expensive, too.
1.5. a) Teens think that being like their famous stars… THEY WILL BE RICH, FAMOUS AND SUCCESSFUL LIKE THEM IN THE FUTURE.
b) If teens wnnt to feel good and successful, they… MUST BE THEMSELVES, ACCEPT THE WAY THEY ARE AND LOOK AND INVEST IN THEIR CAPACITIES.
c) Cool clothes can be… VERY EXPENSIVE
GROUP II – GRAMMAR (LANGUAGE USAGE)
1. a) frequency b) manner c) place
d) manner e) time f) frequency
1.1. a) She usually goes shopping every month for clothes.
She usually goes shopping for clothes every month
b) They want to sit peacefully in the café.
c) Have you ever met him well?
d) We must always finish the shopping quickly
We always must finish the shopping quickly.
2. a) better than
b) the most beautiful
c) prettier than
d) nicer
e) the worst
f) the cheapest
3. a) advertising/advertisement b) unemployment
c) elegance d) designer
e) promotion, promoter f) marketing, marketer
g) disagreement h) irresponsibility
GROUP III – PRODUCTION
(The students should build the same composition, as homework, bearing in mind some of the corrections suggested by the teacher)
ANSWER KEY
A- 1 TRUE 2 NOT MENTIONED 3 FALSE 4 TRUE
B- 1 TYPE OF HOLIDAYS
2 YOU ARE WHERE YOU AREN’T
3 THE DESTINATION YOU CHOOSE
4 BOTH A AND B
5 MANY PEOPLE VISIT THE SITE
II – GRAMMAR
A- 1 MINE 2 HER 3 THEN 4 THERE 5 THERE
B- 1 HER 2 IN 3 HAVE 4 A 5 HAVE/WANT/LIKE/NEED ETC
6 WAS 7 GO 8 JOB 9 A 10 THE/THIS/OUR ETC
C- 1 WASHES 2 WON 3 WASN’T 4 WAS DRIVING
5 CAN’T 6 DON’T CRY 7 HAS MOVED 8 HAS BEEN PLAYING
9 HEARING 10 WOULD NOT GO 11 WILL BE 12 WON’T BOTHER
13 DO YOU SLEEP 14 WERE THEY DOING / DID THEY DO
D- 1 NO PRONOUN 2 WHO 3 WHICH 4 WHOSE
III. COMPOSITION: (HOMEWORK) THE STUDENTS WILL REWRITE THE SAME COMPOSITION, BEARING IN MIND THE SUGGESTED CORRECTIONS .
