Table of specifications

Contents
Number
Skills CEF competences Test items Marks
Topics Language of items

A – Listening CROSSROAD Word formation Linguistic •True / False 4 40

CULTURES:
Migration • lexical • Matching
Reported
speech (rev) • grammatical • Sequencing
B – Reading Refugees
(300-500 • semantic • Quoting
4 60
words) The passive
• orthographic • Short answer
(rev)
(gap filling; sentence
C – Language completion; rephrasing) 3 50

Pragmatic
• functional
• discursive

D – Writing • Essay 1 50
(120-180 words)

© ASA • 2019-2020 • Upgrade 11 • Isabel Filipe │ Maria Adelaide Rabaça │ Paula Simões | 1
A – LISTENING 40 marks

1. Listen to the first part of a report about multiculturalism in the UK and decide if these statements
are TRUE or FALSE. 10 marks (5 x 2 marks)
True False
a. The area of Southall Broadway in West London has one of the smallest Asian
populations in London. ⃝ ⃝
b. The first wave of immigrants arrived from Jamaica in the 1930s. ⃝ ⃝
c. Many waves of immigrants followed and the Somalis arrived in the 90s. ⃝ ⃝
d. More recently there was a new wave of Eastern Europeans looking for political
protection. ⃝ ⃝
e. There is tension between cultures and generations in the UK. ⃝ ⃝

2. Listen to part two and order the sentences below as they are mentioned. 10 marks (5 x 2 marks)

⃝ a. Nowadays they feel part of the community and there’s more equality for everyone.
⃝ b. In the beginning life was hard because there were no jobs for people like them.
⃝ c. As children, their father wouldn’t allow them to wear earrings or have a long ponytail.
⃝ d. Within the same community it is possible to get a taste of the world.
⃝ e. Sunny’s father came from Kenya in the 70s.

3. Listen to part three and fill in the gaps with the missing words. 10 marks (5 x 2 marks)

In the past, differences a. ……………….……………. communities have led to violence, but new community-
based projects have b. ……………..……….……… different generations and cultures together.
Here at St Mary’s School in Cardiff in Wales, more than 20 languages are spoken. It’s one of the most
multicultural schools in Wales. The school was c. …………………………………… with a project called “Open
Cities”. It helps d. ……………………………………, people from other countries, become part of the community.
The schoolchildren took pictures of people and places to show what it's like to live in Cardiff.
Some of the kids are featured in an e. …………….……………. called “Open Cities Faces”.

4. Listen to part four and match the endings to the beginnings. 10 marks (5 x 2 marks)

a. Mercy, Joy and their father Derek
b. Derek joined “Open cities”
c. Mercy was photographed by a window
d. The parts of the photo in the shadow
e. The purpose of projects like “Open Cities” is
1. express the immigrants’ past.
2. to bring everyone in the community together.
3. have lived in Cardiff for six years.
4. to express the hopes for the future.
5. because the project was trying to show the
positive aspects of migration and integration.

a. …………………… b. …………………… c. …………………… d. …………………… e. ……………………

© ASA • 2019-2020 • Upgrade 11 • Isabel Filipe │ Maria Adelaide Rabaça │ Paula Simões | 2
 B – READING 60 marks

1. Write about 30-40 words on the type of problems that immigrants may have to face when arriving
in a host country. 15 marks

2. Read the text.

What multiculturalism means to you

SUKHDEEP BHOGAL: "I am a 23-year-old musician from Liverpool in
Sydney's South West. I'm a first generation South East Asian (Indian), born
and raised in Australia. Throughout my life I have experienced racism on
different levels, and I have become a spokesperson for individuals dealing
5 with race-related issues. This is my story:
Australia. My home. The place where I was born. The country that welcomed my mother and
father who emigrated here from India in the late 1980s. I love this country with all of my heart; and I
truly do consider it home. Yet, this wasn't always the case.
I was a child that often felt torn between two different worlds. My parents were from India and
10 brought with them an Eastern culture, a way of life that was strange and foreign to others. They
instilled that culture in me. It became a part of me. But it wasn't all of me. I was an Australian too.
And I didn't know what that meant. As a youth, I wasn't accepted as an Australian. I looked too
different.
My experiences with racism have varied throughout the course of my life. It has always been a
15 part of my existence. From the usual “go back to where you came from” calls from people yelling out
of their car windows to being told that I needed to change my looks if I wanted to be successful. It's
all been there.
As a child, I took it to heart, even though my father told me to ignore it and to stay strong. It
made me question my identity. Was I an Australian? Was I an Indian? At times, I felt that I was
20 neither, that I was lost in between both worlds, living on my own in a void.
As a teenager, my response was to stand up against it. To fight. To be a warrior, and to be strong.
As such, I remember heated verbal battles and unproductive conversations that led nowhere. I recall
the fights within myself; a young man trying to find out who he was and where he belonged.
I found my peace in music, in being able to share my stories through songs and giving a voice to
25 my inner self. It was through this process that I became sure of myself.
My views towards racism have always been the same; however, my approach to tackling it has
developed over time. Racism cannot be tolerated, whatsoever. It should not plague people's lives. It
should not have so much power. It needs to be spoken about openly so that we can address it as
such, and remove it from our society. There is no need to be afraid. Fear has had its turn. Now is the
30 time for courage.
Australia is home to people of all walks of life. I love how diverse we are in our cultural landscape.
Multiculturalism is not an idea for us. It is a reality. But racism and discrimination form a barrier
that prevents us from being a multicultural society on all levels, from the top down.
We each have a role to play. Australia must not be a tolerant society. It must be an embracing
35 and understanding one. Because beyond all the cultural differences we are but human beings, aren't
we? Nobody is a stranger to you.
https://www.sbs.com.au/news/views-what-multiculturalism-means-to-you (abridged), accessed in October 2019

© ASA • 2019-2020 • Upgrade 11 • Isabel Filipe │ Maria Adelaide Rabaça │ Paula Simões | 3
3. Find evidence in the text for the following statements. 15 marks (5 x 3 marks)

a. The author didn’t come from India with his parents. ……………………………………………………….……….….……………
b. As a child he was unable to decide what his culture was. ……………………………………………………….……….….………
c. Part of his insecurity towards being accepted in Australia had to do with the way he looked. ……….….………….
……………………………………………………….……….….…………………………………………….……………………….……….….………
d. Racist insults towards him made part of his childhood. ……………………………………………………….……….….………….
e. According to him, people shouldn’t fear dealing with racism. ……….….……………….….……………….….………………….

4. Find synonyms for the words/expressions below between lines 1-20 of the text. 15 marks (5 x 3 marks)

⃝ a. handling …………………….…………………………………………………………………..…………………………………….……….….
⃝ b. divided …………………….……………………………………………………………………..…………………………………...……….….
⃝ c. gradually but firmly established ……………………………………………………………………………………….……………….….
⃝ d. the way things develop …………………….…………………………………………………………………………………………………
⃝ e. emptiness …………………….……………………………………………………………………………………….……………………………. ………

5. Answer these questions about the text. 15 marks (3 x 5 marks)

5.1. How has the author been able to help victims of racism like himself?
………………………………………………………………….…………………………………………………………………………………….
………………………………………………………………….…………………………………………………………………………………….

5.2. Why did he feel torn between two cultures?

………………………………………………………………….…………………………………………………………………………………….
………………………………………………………………….…………………………………………………………………………………….

5.3. Explain the sentences: “Australia must not be a tolerant society. It must be an embracing and
understanding one.” (lines 34-35)
………………………………………………………………….…………………………………………………………………………………….
………………………………………………………………….…………………………………………………………………………………….
C – LANGUAGE 50 marks

1. Complete the text with six words from the box. Two words are not used. 15 marks (6 x 2,5 marks)

blended never pure turmoil shape embracing ancestors literally

My birth country is a large country that is made of people that a. ……………….……………. come from all over
the world. We are the most diverse nation on Earth. Even though there is currently some social
b. ……………..……….……… going on, we weren't always like this which means America can still become United
again. Most of us Americans are of mixed ancestry. Even those that think they are c. ……………………………………
may still be of mixed ancestry. I have a friend who looks like a Scandinavian, he has blond hair, blue eyes,
Caucasian facial structure and pale skin. His DNA test and his family history show that he also has native
American d. …………….……………. .
As a result of so many cultures being e. …………….……………. into one throughout American history, each
culture has contributed to the development of the country. Sure, the Anglo Saxons (British) may have founded
the United States of America, which means they had more time to contribute to the development of the US.
However, many other immigrant, such as other European people, East Asians, African Americans and Hispanics,
also helped f. …………….……………. America. This is why multiculturalism in America can succeed in the long run.
https://www.girlsaskguys.com/social-relationships/a48661-my-opinion-on-multiculturalism-how-it-influences-various-countries
(abridged), accessed in October 2019

© ASA • 2019-2020 • Upgrade 11 • Isabel Filipe │ Maria Adelaide Rabaça │ Paula Simões | 4
 2. Fill in the gaps with the correct form of the given words. 15 marks (5 x 3 marks)

Has multiculturalism been good or bad for Britain? It's a question to which the answers have become
a. ……………….………. (increase) polarised in recent years. For some, multiculturalism expresses the essence
of a modern, liberal society. For others, it has helped create an anxious, fragmented nation.
Part of the difficulty with this debate is that both sides confuse the lived experience of
b. ……………….………. (diverse), on the one hand, with multiculturalism as a c. ……………….………. (politics)
process, on the other. The experience of living in a society d. ……………….………. (transform) by mass
e. ……………….………. (immigrate), a society that is less insular, more vibrant and more cosmopolitan, is
positive.
https://www.theguardian.com/commentisfree/2010/mar/17/multiculturalism-diversity-political-policy
(abridged), accessed in October 2018

3. Rewrite the following sentences starting with the words given. 20 marks (4 x 5 marks)

a. “I'll give my personal opinion on this topic, if you don’t mind,” said Brandon.
Brandon said that ………………………………………….…………………………………………………………………………………….
b. “Do you know any victims of racism in your country, Jeff?” the reporter asked.
The reporter asked ……………………………………….………………………………………………………………………………….
c. Immigrants from war zones in the world are populating Western countries at a fast speed.
Western countries ………………………………….……………………………………………………………………………………….
d. Conflicts between Native Americans and Anglo Saxons have impacted Native American culture.
Native American culture ……………………….………………………………………………………………………………………….

D – WRITING 50 marks

In about 120-180 words, write a text expressing your opinion on multiculturalism based on the statement
below. State at least two reasons to support your opinion and give examples.

It is time for parents to teach young people early on that in diversity

there is beauty and there is strength.
Maya Angelou

© ASA • 2019-2020 • Upgrade 11 • Isabel Filipe │ Maria Adelaide Rabaça │ Paula Simões | 5
ANSWER KEY
A – LISTENING
http://learnenglishteens.britishcouncil.org/uk-now/video-uk/multicultural-britain
Part 1
This is Southall Broadway in West London. This area has one of the largest
Asian populations in London. The United Kingdom is an ethnically diverse
country with many different communities that reflect the multicultural nature
of Britain. Many British people’s families originally come from overseas. Over
the centuries, people from around the world have come to live here.
The first significant wave of immigrants arrived by ship from Jamaica in 1948.
The Notting Hill Carnival celebrates this Caribbean culture.
In the 1950s and 60s, Indian, Bangladeshi and Pakistani families made Britain
their home. Asian Ugandan refugees fled here in the 1970s, followed by
Somalis in the 90s. And in recent years, Eastern European citizens have arrived
in search of work.
This cultural variety makes Britain a vibrant place to be, but it’s not without its
problems. Conflicts can arise between cultures and generations. Young people
whose parents or grandparents settled here have a very different experience of
growing up to their parents.
Part 2
Sunny Grewel and his father Avinda live in Southall. Avinda came here from
Kenya in the 1970s. Sunny was born here.
Reporter: Avinda, what was life like when you first came here?
Avinda: It was hard. There was no jobs for people like us.
Reporter: And what’s life like now for young people, Sunny?
Sunny: I think we’re very much a part of the communities and government and
everything, so it’s a lot more equal for everyone.
Reporter: What are the main arguments between the younger and older
generations?
Avinda: When they were small, I wouldn’t let them wear these earrings and
have a long ponytail. They have to look smart.
Reporter: And what’s the best thing about living here, Sunny?
Sunny: The food, the different cultures that come in and bring their spices,
their experiences and even their rituals. So you get a taste of the world within
this small community.
Part 3
In the past, differences between communities have led to violence, but new
community-based projects have brought different generations and cultures
together.
Here at St Mary’s School in Cardiff in Wales, more than 20 languages are
spoken. It’s one of the most multicultural schools in Wales. The school was
involved with a project called “Open Cities”. It helps migrants, people from
other countries, become part of the community. The schoolchildren took
pictures of people and places to show what it's like to live in Cardiff.
Some of the kids are featured in an exhibition called “Open Cities Faces”.
Part 4
Mercy and Joy and their father Derek are originally from Zambia. They have
lived here for six years.
Reporter: Derek, tell me why you came to Cardiff and why you took part in this
project.
Derek: I am an Engineering Consultant. I came to Cardiff because I was offered
a job here. This project was a good thing because it was trying to show
something positive about migration and integration.
Reporter: Why is Mercy photographed by a window?
Derek: Because the photographer wanted to find a way to show the hopes for
our future – the better life that we look towards to.
Reporter: But there’s a lot of shadow in that photograph, as well.
Derek: Yes, the shadow is deliberate to try to show our past, where we’ve
come from.
Reporter: And do you consider Cardiff to be your home now?
Derek: Yes. We are part of the local community, we have settled down and we
think Cardiff is great.
Projects like “Open Cities” can bring people in the community together and
give young people hope for the future.
© ASA • 2019-2020 • Upgrade 11 • Isabel Filipe │ Maria Adelaide Rabaça │ Paula Simões | 6
1. a. F; b. F; c. T; d. F; e. T
2. a. 3; b. 2; c. 4; d. 5; e. 1
3. a. between; b. brought; c. involved; d. migrants;
e. exhibition
3. a. 3; b. 5; c. 4; d. 1; e. 2
B – READING
1. Personal answer.
3. a. “I'm a first generation South East Asian (Indian),
born and raised in Australia.” (ll. 2-3); b. “I was a
child that often felt torn between two different
worlds.” (l. 9) / “Was I an Australian? Was I an
Indian? At times, I felt that I was neither, that I was
lost in between both worlds” (ll. 19-20); c. “As a
youth, I wasn't accepted as an Australian. I looked
too different.” (ll. 12-13); d. “From the usual ‘go
back to where you came from’ calls from people
yelling out of their car windows” (ll. 15-16);
e. “There is no need to be afraid. Fear has had its
turn. Now is the time for courage.” (ll. 29-30)
4. a. dealing (l. 5); b. torn (l. 9); c. instilled (l. 11);
d. course (l. 14); e. void (l. 20)
5.1. Ever since he was a child he has fought against it
and now he has become a spokesperson for victims
of racism. He also shares his stories and his thoughts
through his music.
5.2. Even though he was born in Australia and he is a
legal Australian citizen by birth, his parents were
Indian and raised him with an Eastern culture, totally
different from the Australian ways. So, he felt
divided between these two cultures.
5.3. Being a diverse country in which it is easy to find
people from multiple ethnicities, Australia should set
the example of welcoming and promoting this
diversity as an advantage to the country in terms of
valuing different backgrounds, cultures, traditions,
flavours and colours. It makes it richer and more
respectful of all these differences. To tolerate
something is not the same as welcoming it.
C – LANGUAGE
1. a. literally; b. turmoil; c. pure; d. ancestors;
e. blended; f. shape
2. a. increasingly; b. diversity; c. political;
d. transform; e. immigration
3. a. … he would give his personal opinion on that
topic, if he/she/we/they didn’t mind: b. … if Jeff
knew any victims of racism in his country; c. … are
being populated by immigrants from war zones in
the world; d. … has been impacted by conflicts
between Native Americans and Anglo Saxons.
D – WRITING
Personal answer.
 Correction criteria
Test items Criteria

• Correct/incorrect
• Multiple choice − Sequencing items will only be given marks if the whole sequence is
• True / false correct.
• Matching − One mark off in true/false items for each incorrect quotation from the
• Sequencing text, when applicable.
• Short answers (gap filling) − One mark off in true/false items for each incorrect answer, if
quotation from the text is correct, when applicable.

• Short answers (sentence completion; • One mark less for each language mistake, up to a maximum of 3 marks.
rephrasing) • Incomprehensible or decontextualised answers will be marked wrong.

• Short answers (text

• One mark less for language mistakes, up to a maximum of 3 marks.
comprehension)
41 to 50: The student shows excellent writing skills; fully respects the topic
or text type; presents his/her 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) do not impede
understanding.
31 to 40: The student shows good writing skills; respects the topic or the
text type; presents some ideas about the topic and contextualises them;
uses simple cohesive devices but not always successfully; choice of words is
good; makes few mistakes (structure or spelling) which hardly affect the
message.

21 to 30: The student shows adequate 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;
• Essay choice of words is adequate; makes some mistakes (structure or spelling)
which sometimes make message slightly confusing.

11 to 20: The student shows poor writing skills; only partially 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 some mistakes (structure or
spelling) which sometimes impede understanding.

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

© ASA • 2019-2020 • Upgrade 11 • Isabel Filipe │ Maria Adelaide Rabaça │ Paula Simões | 7
 A – Listening B – Reading C – Language D – Writing Total
© ASA • 2019-2020 • Upgrade 11 • Isabel Filipe │ Maria Adelaide Rabaça │ Paula Simões | 8

1 2 3 4 Total 1 3 4 5 Total 1 2 3 Total 1 Total

No. Name 10 10 10 10 40 15 15 15 15 60 15 15 20 50 50 50 200
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
© ASA • 2019-2020 • Upgrade 11 • Isabel Filipe │ Maria Adelaide Rabaça │ Paula Simões | 6
30