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Ncleo de Lngua Inglesa

Ingls sem FronteirasIsF

DESENVOLVIMENTO DE HABILIDADES LINGUSTICAS

PARA A COMPREENSO UDIO-TEXTUAL

Autor:

Stefanie Martin

Unit 1:

Listening interview, text comprehension, language work: -ing form

Unit 2:

Listening interview and lecture, text comprehension, language work: passive voice,

useful expressions

Unit 3:

Reading ComprehensionTOEFL ITP TEST

Editado por: Stefanie Martin

ANO: 2015


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UNIT 1 LISTENING INTERVIEW, TEXT COMPREHENSION,LANGUAGE WORK: -ING FORM

__________________________________________________________________

Wellbe talking about entrepreneurs people who set up new businesses.

Youll be sharing your opinions about what makes a good entrepreneur

what characteristics do they need? Youll see an interview with leading

British entrepreneur Richard Branson and talk about what he thinks you

need to succeed.

Sir Richard Branson - a short biography

In the next step, youre going to watch an interview with Sir Richard Branson.

Before you watch, read this short biography of Sir Richards life.

1950 Born in Surrey, UK.

1966

Branson, who struggled with dyslexia,

dropped out of school and started a free

youth culture magazine called The Student.

1970

By 1970, Branson had started selling records

by post. He then opened up a record store

Virgin records, on Oxford Street in London.

1973

Set up a record label, Virgin Records which

became one of the six biggest record

companies in the world.

1984 Formed Virgin Atlantic airline.

1994 The soft drink, Virgin Cola went on sale.


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1997

Virgin trains started operating in the UK.

1999Launched Virgin mobile phone and internet

service provider.

2000Became Sir Richard Branson when he was

knighted.

2012Branson was by now the 4th richest citizen in

the UK.

These are the questions you will hear Sir Richard answer in the next step:

You are one of the worlds greatest entrepreneurs, not just in Britain. How

have you achieved this?

So in your eyes, what makes a good entrepreneur?

Any advice for me?

Interview with Sir Richard Branson

Now watch the interview with Sir Richard. Are his answers what you

predicted in the last step?

As you watch the video, make notes about the things that are mentioned. There

will be a quiz on the next step to test you on what you heard.

VIDEO:https://www.futurelearn.com/courses/explore-english-language-

culture/steps/17261

NOTES:

________________________________________________________________________________

________________________________________________________________________________
https://www.futurelearn.com/courses/explore-english-language-culture/steps/17261https://www.futurelearn.com/courses/explore-english-language-culture/steps/17261https://www.futurelearn.com/courses/explore-english-language-culture/steps/17261https://www.futurelearn.com/courses/explore-english-language-culture/steps/17261https://www.futurelearn.com/courses/explore-english-language-culture/steps/17261https://www.futurelearn.com/courses/explore-english-language-culture/steps/17261


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________________________________________________________________________________

________________________________________________________________________________

CHECK YOUR UNDERSTANDINGQ1

Sir Richards school days:

( ) mentioned

( ) not mentioned

Q3

His first record shop:

( ) mentioned

( ) not mentioned

Q5

His mobile phone company:

( ) mentioned

( ) not mentioned

Q7

Success and failure:

( ) mentioned

( ) not mentioned

Q2

His record label, Virgin Records:

( ) mentioned

( ) not mentioned

Q4

His airline

( ) mentioned

( ) not mentioned

Q6

The size of his fortune:

( ) mentioned

( ) not mentioned

Q8

Self-belief:

( ) mentioned

( ) not mentioned


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Q9

Making money:

( ) mentioned

( ) not mentioned

Q10

Finding good employees:

( ) mentioned

( ) not mentioned

TRANSCRIPT

ENTREPRENEUR

RICHARD: Oxford is home to one of the worlds greatest entrepreneurs, Sir

Richard Branson. Hes one of the best known faces of business in Britain and

Britain's 4th richest citizen. Wonder where I am on that list

Richard Branson's success started when he opened his first record shop in Oxford

Street, London, in 1971, and he never looked back. His success rocketed from

launching his own record label, Virgin Records, to creating the hugely successful

Virgin Atlantic Airways, and he's now worth an estimated 4.2 billion dollars. I've

been lucky enough to be invited to Richard Branson's home and I'm really excited

about it. I'm hoping to find out the secret of his success.

RICHARD: Sir Richard, you are one of the world's greatest entrepreneurs, not just

in Britain. How have you achieved this?

SIR RICHARD: Well, by having a blast, having a lot of fun, trying to createventures that really make a difference to other people's lives, not being afraid to

give it a go, sometimes falling flat on my face, sometimes succeeding.

RICHARD:So in your eyes, what makes a good entrepreneur?


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SIR RICHARD:An entrepreneur is somebody who sees a gap in the market and

feels that people are not being treated well, and gets in there and fills that gap. An

entrepreneur is somebody who, you know, believes in what they're doing 100%,

who acts with integrity, who realises their reputation is all they've got in life and

sets about to create a great brand.

RICHARD:Richards entrepreneurial spirit has led to Virgins success and he's not

alone. Britain is a great place to do business. Any advice for me?

SIR RICHARD: Don't try to do everything yourself. You know, try to find people

who are better than you. Learn the art of delegation early on. Make sure that all the

people who are working for you have fun in what they're doing because 90% of

your life seems to be spent at work, so make sure its enjoyable, and screw it, just

do it. Just get on with it.

LANGUAGE WORKING FORM

Now, lets look at what Sir Richard said there again pay attention to a particular

for the gerundsthe -ing form of verbs:

SIR RICHARD: Well, by having a blast, having a lot of fun, trying to create

ventures that really make a difference to other people's lives, not being afraid to

give it a go, sometimes falling flat on my face, sometimes succeeding.

NICOLE: You heard by having a blast, trying to create ventures, not being

afraid and falling flat on my face.

So when do we use the gerund? Well, thats a good question. There are several

uses of the gerund but a good rule to remember is that when we use a verb after a

preposition, its the gerund.So Sir Richard said, By having a blast, having a lot of


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fun. By is a preposition so he used a gerund having. Look at something else

we saw in the video:

SIR RICHARD: I've been lucky enough to be invited to Richard Branson's home

and I'm really excited about it. I'm hoping to find out the secret of his success.

NICOLE:Richard said Im hoping to find out the secret of his success. To find is

what we call the infinitive form of the verb. Richard used the infinitive after hope,

Im hoping to find out. Hope is one of several verbs that are followed by an

infinitive. Other examples are decide, plan and want.

So when so we use a gerund and when do we use an infinitive? In the next step,

well look at some rules to helpyou with that question.

THE -ING FORM

We can use the -ing form of the verb:

as a noun:

I love swimming. Swimmingis very good for your health.

You can get fit by swimmingregularly.

after a preposition:

By havinga blast.

Ivealways been interested in learninglanguages.

after some verbs

We enjoy cookingand goingto the cinema.


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Common verbs followed by an -ing object are:

admit, like, hate, start, avoid, suggest, enjoy, dislike, begin, finish

After verbs like, see, watch, hear, smell etc.

I heard someone playingthe piano.

I can smell something burning.

THE INFINITIVE

We use the infinitive (to__)

after certain verbs, particularly verbs of thinking and feeling: admit, avoid,

choose, decide, dislike, enjoy, expect, finish, forget, hate, hope, intend,learn, like, love, mean, plan, prefer, remember, start, suggest, want, would

like, would love.

Im hopingto find outthe secret of his success Id liketo learnmore about the

history of his companies.

and verbs of saying:

agree, promise, refuse

He promised not to tellanyone.

She agreed to dothe extra work for a small fee.

after certain adjectives.


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We use to ___ after many adjectives including:

disappointed, glad, sad, happy, anxious, pleased, surprised, proud, unhappy, able,

unable, due, eager, keen, likely, unlikely, ready

We were happy to cometo the end of our journey.

Unfortunately I was unable to workfor over a week.

We often use the to-infinitive after these adjectives to give opinions:

difficult, easy, possible, impossible, hard, right, wrong, kind, nice, clever, silly.

Its easyto playthe piano, but its very difficultto playwell.

He spoke so quickly it was impossible to understandhim.

The -ing adjective can come:

in front of a noun:

I read an interesting article in the newspaper today.

We saw a really exciting match on Sunday.

The commonesting adjectives used in front of the noun are

amusing interesting worrying shocking disappointing boring

surprising exciting terrifying frightening tiring annoying


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CHECK YOUR UNDERSTANDING

Q1

Were not prepared [_____] our

offer unless you agree to the new

conditions.

( ) to change

( ) changing

Q2

I spent the summer [_____] on a

farm in Greece.

( ) to work

( ) working

Q3

Im pleased [_____] you that your

application has been successful.

( ) to inform

( ) informing

Q4

[_____] a good book is my

favourite way to spend a rainy day.

( ) to read

( ) reading

Q5

He escaped by [_____] through a

window.

( ) to climb

( ) climbing

Q6

What was that? I thought I heardsomeone [_____] the front door.

( ) to open

( ) opening


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Q7

She refused [_____] anything elseuntil shedspoken to a lawyer.

( ) to say

( ) saying

Q8

Ive never been very good at[_____] names.

( ) to remember

( ) remembering

Q9

You have to promise not [_____]your present before your birthday.

( ) to open

( ) opening

Q10

Illcook the dinner as soon as Ivefinished [_____] the kitchen.

( ) to clean

( ) cleaning

British Council

UNIT 2 LISTENING: INTERVIEW AND LECTURE, TEXT

COMPREHENSION, LANGUAGE WORK: PASSIVE VOICE,

USEFUL EXPRESSIONS

__________________________________________________________________

In this video, you meetProfessor Roumyana Slabakova who introduces theconcept of multilinguilism and shares her own experiences.

The video continues with some short clips of our colleagues talking about their ownlanguage experience:Dr Will Baker, Ulla Hjerting, Professor Rosamond Mitchell,Dr Sarwar Jamil, Jon Gore, Anna Li, Margita Hydon, Sara Pierson andDr MarikoKitazawa.
http://www.futurelearn.com/profiles/730998https://www.futurelearn.com/profiles/726258https://www.futurelearn.com/profiles/573637https://www.futurelearn.com/profiles/573637https://www.futurelearn.com/profiles/573637https://www.futurelearn.com/profiles/573637https://www.futurelearn.com/profiles/726258http://www.futurelearn.com/profiles/730998


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VIDEO

https://www.futurelearn.com/courses/understanding-language-2/steps/26691

NOTES:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________


Q1

What does the audio mainly discuss?

( ) The language and language learning.

( ) Human beings habilities.

( ) The mother tongues acquisition.

( ) The difficulties a person have to learn

a second language.

Q2

According to the audio:

( ) Multilingualism is the ability to acquire

and use a language.

( ) There are more bilinguals in this

world than monolingual individuals.

( ) The speakers are monolingualindividuals.

( ) Its common learn a second

language, but it isnt so common learning

a third or a fourth one.
https://www.futurelearn.com/courses/understanding-language-2/steps/26691https://www.futurelearn.com/courses/understanding-language-2/steps/26691https://www.futurelearn.com/courses/understanding-language-2/steps/26691


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TRANSCRIPT:

PROFESSOR ROUMYANA SLABAKOVA: Today, we are going to talk about

language and language learning. When we start thinking about what defines us as

human beings, and we ask people around us that question, most likely among the

first answers that we will get is going to be language or languages. The ability to

learn and use languages is our most prized human ability. It probably played a

decisive role in our evolving as a species. Also unique, and very useful, is our

ability to learn a second language, a third language, a fourth language. Not our

mother tongue that we grew up speaking. Not just lingualism, which would be the

ability to acquire and use a language, but multilingualism, the ability to learn and

use many languages throughout our lifetime, is another fundamental dimension of

the human condition. Indeed, available data indicate that there are more bilinguals

in this world than monolingual individuals. Me, for example, I'm a native speaker of

Bulgarian. And I started learning German when I was six, with private lessons that

my mother took me to. Then at grade one, I started learning Russian. And I learned

it until the second year of university. I started learning English when I was 14, and Iwent to the English media high school in my hometown. When I moved to Quebec

in Canada, I was taught French. And I still speak this language with pleasure. So I

can safely say that I speak four languages. And my story is not uncommon. I asked

some friends about their own language experience. And here is what they had to

say.

DR. WILL BAKER:In my personal life, I use two languages on an everyday basis.

English is my first language, and I was brought up speaking English, so it's my

mother tongue. I also spent a long time living in Thailand, so Thai is my second

language. And my wife is Thai, so we speak a mixture of Thai and English

together. ULLA HJERTING:I've lived in the UK for 12 years now. So I use it every

day. Yeah, it's getting to the point where it's got difficult for me to sort of find the


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right words in Danish when I go back on holiday. Sometimes, if I'm over tired, or if

I'm very angry, I split into Danish.

PROF. ROS MITCHELL:At the moment, I'm speaking French at home, because

my lodger and her toddler are French speaking. So I'm learning lots of new French

for babies bottles, and potties, and nappies, and all sorts of things that I didn't

know about before.

DR. SARWAR JAMIL: Apart from English, I can speak in four other different

languages, which gives me the opportunity to use language in a varied set of

circumstances. That I can speak to people of other communities who live in this

town. And I can even enjoy their music, their play, their literature.

JON GORE:Particularly when I was living in Syria, I needed Arabic a lot for work.

And in Kazakhstan, I did have to use Russian occasionally because when I was

there, I found a lot of people didn't speak any English.

ANNA LI:Before coming here, I used Chinese daily. And I just learned English as

a second language. And now, since I came here, I use English on a daily basis,

especially (since) joining the British Council. I need to communicate. I need to write

and read. Everything is English. MARGITA HYDON: My Slovak reflects on how I

use my English. Sometimes it may be a little bit more flowery and a little bit

different.

SARA PIERSON: So for me, language isn't just about fluency. It's about

demonstrating that you are willing to reach out to another culture. DR. MARIKO

KITAZAWA: I'm also interested in language, because it kind of, in a sense, can

represent us. So for example, people can read who I am, or what kind of person I

am from how I speak and what I say. So I am very interested in the role language

plays.


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PROFESSOR ROUMYANA SLABAKOVA:Multilingualism is diverse. It has many

faces. What are your experiences?

How do you use language in your life?

University of Southampton / British Council 2014

Do we need to fight ageing?Ageing is a part of life. We will all face it in due time. Ageing occurs in almostall organisms.

Do you agree with the following statement?

Ageing is natural and so we should not fight it

Discuss it with your friends and colleagues and share your thoughts.

University of Groningen / University Medical Center Groningen

No name (Zonder titel). Sjer Jacob 2013



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The definitions of ageing

When watching people of different ages we have no difficulties telling who isold and who is young. However, it is not so easy to define this process calledageing, especially from a biological point of view. When ageing ends is clear,but when does it start? Can we define this point in time?

If you observe old people around you, you will notice that while we are getting

older, we become more prone to various diseases. Different people, however, willcontract different diseases while getting older. Perhaps you know some individualswho have remained very active and remarkably healthy until very late in life? Sothe question is - are diseases part of the ageing process?

We will address these issues in this video.


VIDEOhttps://www.futurelearn.com/courses/ageing/steps/37035

NOTES:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________


Q1

What does the term life-expectancy mean?
https://www.futurelearn.com/courses/ageing/steps/37035https://www.futurelearn.com/courses/ageing/steps/37035https://www.futurelearn.com/courses/ageing/steps/37035https://www.futurelearn.com/courses/ageing/steps/37035


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( ) The statistical measure of how long a person is expected to live, based on the

year of his or her birth, current age, gender, and other demographic factors.

( ) The maximum number of documented years that humans have ever lived.

( ) The prediction of the social and personal development of a certain person

during his or her life.

( ) A state of mind or looking forward that something good will happen in the

future.

Q2

Which three phases of growth are defined for an organism?

( ) Anaphase, metaphase, and prophase.

( ) Two phases of accelerated growth and the last phase of slow growth.

( ) Development, maturity (including the reproductive phase) and ageing.( ) The follicular phase, the ovulatory phase, and the luteal phase.

TRANSCRIPT:

The definitions of AgeingMarianna Bevova Hello, everyone, and welcome back.

What is ageing? How do we define this biological process? If we look at people

from different ages, we have no difficulties to tell who is old and who is young.

Ageing includes all changes that occur over the course of life. We all can imagine

what it means to age. You grow, you develop, you reach maturity. For middle age,

it's hard not to notice some cosmetic changes like grey hair and wrinkles. You

begin to notice a fair amount of physical decline as well. Your chances of

contracting a disease in any of your organs increase. And with time, different


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systems in your body may start to work less efficiently. You need glasses to read

the newspaper. You can't run as fast as you did before, or memorise as well.

These are all signs of ageing, but a strict definition of ageing has proven to be

rather difficult. The main reason for this is that till recently we had rather vague

ideas about the cause of ageing. Historically, the first definition described ageing

as an increased chance of mortality. This definition

is still used in population studies and in studies in some organisms for which

ageing and death coincide. An example of such an organism is the mayfly. The

mayfly dies almost immediately after the completion of its adult development. This

definition of ageing is, however, less applicable to the study of an individual

organism. For the gradual changes in organisms that correlate with age, a

functional definition has proven more appropriate. Ageing is a deteriorative change

with time during post maturational life that underlie an increase in vulnerability to

challenges, thereby decreasing the ability of the organism to survive. This definition

and similar ones describe the ageing process on the level of the organism as a

whole. In our course, we mainly study the processes which are happening within

cells on the molecular and biochemical level. That is why we will define ageing as

follows: A process in which stochastic changes in the structure and function of the

molecules and cells, caused by intrinsic processes as well as by interaction with

the environment, lead to the functional decline of cells and subsequently,

organismal functioning. Ageing is an irreversible process that evolves with time and

leads to death. It is clear that ageing is associated with many diseases. But in

different older organisms, we do not necessarily see the same disease appearing.Thus none of the diseases are an obligatory part of ageing. It is important to study,

to understand, and to try to prevent these age-related diseases. These diseases

may also help us to understand the biological nature of ageing. however, we make

a distinction between ageing as a gradual process of change in an organism, and

the pathologies that may be


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associated with it. Another important thing that you may have noticed, we didn't

mention the time period in which ageing is most likely to occur. This is because

ageing is a continuum which starts early in life, and ends at death. In the life of an

organism, we distinguish three main stages. These are development, maturity, and

ageing. Development is the first stage in life and is characterised by growth of the

organism. The stage ends when the organs are fully formed and the organism

reaches its maximum size. At that stage, the next phase, adulthood, or maturity

starts. This is the most constant phase of the three in which the organism is at its

optimal functioning. This stage includes a reproductive period. There is no sharp

boundary in the transition from maturity to the final stage of ageing. This marks the

post-reproductive phase. From then on there is a progressive decline in the

functionality of our organs and of the organism as a whole. This final stage of life

ends with death. The combined duration of all three phases of life is called the

lifespan of an organism. The maximum lifespan of a species is defined as a

maximum period which has ever been measure in chronological time, or in the

number of cell divisions between birth and death for a species. Humans, for

example, have a maximum lifespan that is currently around 123 years. This is the

officially-documented longevity record held by the French lady that I mentioned in

my previous lecture. Another commonly used term is life expectancy. This is a

statistical measure of how long a person is expected to live, based on the year of

his or her birth, current age, gender, and other demographic factors. Life

expectancy at a certain age is defined as the average number of years that remain

till death for individuals of a specific age in a certain year, provided they are allexposed to the same mortality conditions. The most commonly used measure of

life expectancy is life expectancy at birth. This is the mean length of life of a

hypothetical cohort, assumed to be exposed from birth until death of all its

members to the mortality rates observed at a given year. In the introduction, I used

life expectancy at age 60. So the life expectancy at age 60 is the estimation of how


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many additionally years a person aged 60 will live till death. Thank you very much

for listening. I hope to see you back in my next lecture in which we will discuss the

mechanisms of ageing.

So why is English the global language?

In the next step, youre going to watch an interview with an English language

expert from the British Council. These are the questions we asked him:

Are there different types of English?

What is the impact of technology on language?

Why do people say that English is a global language?

Are there many global languages?

Think about your answers to these questions. What answers do you think you will

hear?

Now watch the video where Richard talks to Martin Peacock from the British

Council.

In the video, Martin gives his answers to the questions we looked at in the previousstep. You dont hear Richards questions.

As you listen to Martins answers, decide which of the questions from the previousstep he is answering. In the next step therell be a quiz to test what you hear.


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VIDEO:https://www.futurelearn.com/courses/explore-english-language-

culture/steps/15101

NOTES:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

CHECK YOUR UNDERSTANDING:

Q1

In his answer to Question A, Martin said, The reasons for that are the

widespread use of English.What was the question?

( ) Are there different types of English?

( ) What is the impact of technology on language?

( ) Why do people say that English is a global language?

( ) Are there many global languages?

Q2

In his answer to Question B, Martin said, No, not really.What was the

question?




https://www.futurelearn.com/courses/explore-english-language-culture/steps/15101https://www.futurelearn.com/courses/explore-english-language-culture/steps/15101https://www.futurelearn.com/courses/explore-english-language-culture/steps/15101https://www.futurelearn.com/courses/explore-english-language-culture/steps/15101https://www.futurelearn.com/courses/explore-english-language-culture/steps/15101https://www.futurelearn.com/courses/explore-english-language-culture/steps/15101https://www.futurelearn.com/courses/explore-english-language-culture/steps/15101


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Q3

In his answer to Question C, Martin said, Well, yes. What was the

question?





Q4

In his answer to Question D, Martin said, [it] allows languages to evolve.

What was the question?





Now watch the interview with Martin again. This time, you will hear the

questions that Martin was asked. Listen carefully to what he says in his

responses and make some notes.

There will be a short quiz in the next step to check that you understood Martins

responses.

British Council


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Q1

Why do people say that English is

a global language?

Martin mentions

( ) the history of the UK and USA

as global powers.

( ) the widespread use of English.

( ) the use of English in business.

Q2

Are there many global languages?

Martin mentions

( ) the many contexts that English

is used in.

( ) the global use of Cantonese.

( ) the use of Cantonese in

science and research.

Q3

Are there different types ofEnglish?

Martin mentions

( ) regional accents.

( ) different global Englishes.

( ) correct and incorrect

Englishes.

Q4

What about the impact oftechnology on a language?

Martin mentions

( ) text speak.

( ) how new words are spread.

( ) how technology speeds things

up.

TRANSCRIPT:

Richard: Ive come here to the British Council who work hard to build cultural

relations between Britain and the rest of the world, and the English language is a

big part of that. Lets find out more. The British Council provides resources for


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people learning English, and also teachers of English. Martin Peacock is the

Director of Global English Product Development. Richard: Martin, tell me about

English as a global language.

Martin:OK, well many people talk about English as being a global language. And

the reasons for that are the widespread use of English. Its used in education, its

used in science and technology and, importantly, English is also used in business.

Richard:Are there many global languages?

Martin:Well, no, not really. I mean theres the global language which is English in

the sense that English is used in these many different contexts; theres only one.

There are other languages which are used very widely and spoken by many people

in many different places: Cantonese, for example, a variant of Chinese, is spoken

in many different places so its global in a geographic sense and it can be global in

the numbers, but in terms of the use in different areas of education, science,

research, English is the only global language.

Richard:Are there different types of English?

Martin: Well, yes, there are lots of different types. There's different accents of

English. I come from the North of England, where I have a particular accent. So

within England itself, within the UK, there are many variations in English

pronunciation and that extends globally, so you see English in America and used in

Australia, which is different in accent and also in usage as well.

Richard:And what about the impact of technology on a language?

Martin: In the past, new words were coined by people - it might have been in a

speech or a newspaper article or in a book - they were written down and then other


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people adapted them and used them and that could be quite a slow process and

new words might come into a language over a long period: 10, 20 years. So

technology allows languages to evolve much more quickly.

LANGUAGE WORK

PASSIVES - READ

Look again at some of the language Martin used when he talked about global

English and read the advice below about passive verb forms.

Passives

We make the passive using be and the past participle (done, played etc.). We

use the passive:

When we dont know, or we are not interested in, who does an action.

In the past, new words were coined.

We dont know who invented the words.

English is used in education, in science and in business.

Its not important who uses English in these contexts.

When the main topic of the sentence isnt the person who did the action.

The word robot was coined in the 1920s by the writer Karel apek.

(The main topic here is the word robot, not the person who invented it.)


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In English we tend to put the most important thing at the start of the sentence.

The passive can be used with all tenses. We change the form of be.

Shakespeares plays are performedall over the world.

His works have been translatedinto many different languages.

Many of Shakespeares plays were first performedat the Globe Theatre in

London.

Hamlet will be performedin every country in the world as part of a tour

called Globe to Globe Hamlet which started in April 2014.

Do you have any questions about the use of the passive?


Q1

PASSIVE: English is spoken by almost two billion people worldwide.

ACTIVE:Almost two billion people speak English worldwide.

( ) The passive sentence sounds more natural.

( ) The active sentence sounds more natural.

( ) Both sound natural.

Q2

PASSIVE: The heroine is killed by herself at the end of Romeo and Juliet.

ACTIVE: The heroine kills herself at the end of Romeo and Juliet.


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Q3

PASSIVE:Hamletwas written by Shakespeare.

ACTIVE:Shakespeare wrote Hamlet.




Q4

PASSIVE:By whom was the play written?

ACTIVE:Who wrote the play?




Q5

PASSIVE:The play is being performed at the Crown Theatre.

ACTIVE:A theatre company is performing the play at the Crown Theatre.





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USEFUL EXPRESSIONS

Nicole looks at some expressions Martin uses in his discussion of Englishas a global language.

Here are some expressions which Martin used: in that sense, in a geographysense, in terms of.

in the sense that

Some words and phrases have several meanings, or senses.

Its an international companyin the sense that its employees are from all

over the world.

Its an international companyin the sense thatit has offices in several

different countries.

When we say in the sense that, we show exactly which meaning we are using.

English is a global language in the sense that it is used in many different

contexts.

in a geographic sense

The phrase in a geographic sense shows which particular meaning we are using.

Cantonese is a global language, in a geographic sense.


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Cantonese is spoken in many different places so it is global in one way, but it isntused in as many different contexts as English.

in terms of

When we say in terms of, we explain how we are thinking about or measuringsomething.

English is the global language both in terms ofthe number of speakers and

its global reach.

British Council


Q1

Canada is bigger than Brazil

[_____] but Canadas population is

smaller.

( ) in the sense that

( ) in a geographical sense

( ) in terms of

Q3

English spelling can be difficult

[_____] letters are not always

pronounced the same way.



( ) in terms of

Q2

The event was successful [_____]

visitor numbers but we didnt make

a lot of money.


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( ) in terms of

Q4

This laptop is much more

expensive than that one but

[_____] performance and reliability,

theyre quite similar.



( ) in terms of

UNIT 3:READING COMPREHENSIONTOEFL ITP TEST

__________________________________________________________________

Source: http://www.ets.org/toeflitp

The Reading section contains reading passages and questions about them.

Knowledge of some specific words is tested too. Because many English words

have more than one meaning. The following comprehension exercises will test the

meaning of a word/ phrase within the context of the passage.

Reading Tips


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- Read regularly: textbooks or others materials that cover a variety of

subjects areas like sciences, arts, business, history, politics and

are written in an academic language;

- Scan passages and highlight key information like facts, dates and

numbers;

- Develop the ability to skim quickly and identify major points;

- After skimming it, read again more carefully and highlight the main

idea;

- Guess the meaning of some unfamiliar words from the context;

- Underline all pronouns and find out the nouns to which they refer in

the sentence;

- Try to explain to yourself what youve just understood about the

passage or a paragraph;

- Practice regularly to improve reading and fluency.

Directions

In this section you will read several passages. Each passage is followed by several

questions about it. For questions 1-50, you are to choose onebest answer (A), (B),

(C) or (D), to each question.


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FOR FURTHER INFORMATION

BBC:www.bbc.co.uk/radio

BBC:www.bbc.co.uk/worldservice/learningenglish

FUTURE LEARN:www.futurelearn.com

NPR:www.npr.org

TOEFL ITP:www.ets.org/toeflitp
http://www.bbc.co.uk/radiohttp://www.bbc.co.uk/radiohttp://www.bbc.co.uk/radiohttp://www.bbc.co.uk/worldservice/learningenglishhttp://www.bbc.co.uk/worldservice/learningenglishhttp://www.bbc.co.uk/worldservice/learningenglishhttp://www.futurelearn.com/http://www.futurelearn.com/http://www.futurelearn.com/http://www.npr.org/http://www.npr.org/http://www.npr.org/http://www.ets.org/toeflitphttp://www.ets.org/toeflitphttp://www.ets.org/toeflitphttp://www.ets.org/toeflitphttp://www.npr.org/http://www.futurelearn.com/http://www.bbc.co.uk/worldservice/learningenglishhttp://www.bbc.co.uk/radio

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