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MODULE 2 GLOBAL YOUTH

LISTENING TEST 2

INFORMAÇÃO – TESTE DE COMPREENSÃO ORAL 2

A estrutura do teste sintetiza-se no quadro seguinte:

Ativ. Componentes Competências Tipologia de Itens Número Cotação

de Itens (em pontos)

A Léxico- Competência linguística: ITENS DE 2 100 pontos

semântica:  competência lexical SELEÇÃO
Teen Time  competência gramatical  completamento
Teenage  competência semântica  identificação –
Languages verdadeiro/falso
Future Competência pragmática:  transformação
Challenges  competência funcional  completamento
 competência discursiva

B Competência linguística: 2 100 pontos

 competência lexical
 competência gramatical
 competência semântica

Competência pragmática:
 competência discursiva
 competência funcional/ estratégica

TOTAL 200 pontos

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MODULE 2 GLOBAL YOUTH

Name __________________________________________ No. ___________ Class __________
Date _____/_____/_____ Mark ____________ Teacher _________________________________

LISTENING TEST 2

Exercises 1 and 2
First, you will hear the song “Miracles (Someone Special)” by Coldplay.
Then, you will listen to a review of the same song.

ACTIVITY A

1. Listen to the song. Complete the lyrics. The first letter of each word has been given.
(10 x 5 = 50 points)

Yeah you (1) c____________________ be

(2) S____________________ special
You got bright in your (3) b____________________
And lightning in your (4) v____________________
You’ll go (5) h____________________ than they’ve ever gone

In you I (6) s____________________

Someone special
You got fire in your (7) e____________________
and when you (8) r____________________
you’ll go (9) f____________________ than we’ve ever gone
Just (10) t____________________ it on
https://coldplay.com/song/miracles-someone-special-coldplay-big-sean/ (shortened)

2. Listen to a review of the song and circle the right answers. (5 x 10 = 50 points)
1. The song “Miracles (Someone Special)” highlights that it is important for you…
a. to give up when there are obstacles. b. not to follow your dreams. c. to face every
obstacle.

2. Many people are referred to in the song as examples of…

a. fame and fortune. b. courage and humanity. c. entrepreneurship and persistence.

3. Mahatma Gandhi was an Indian activist who…

a. wanted India to be independent. b. wanted to be a political leader. c. wanted to rule
Britain.

4. Nelson Mandela fought against…

a. racial segregation. b. Alfred Nobel. c. the Nobel Prize for Peace.

5. Amelia Earhart was the first woman to…

a. fly solo across the Indian Ocean. b. fly solo across the Atlantic Ocean.
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c. fly solo across the Pacific Ocean.

Exercises 3 and 4
You will hear a text about how music affects teenagers.

ACTIVITY B

1. Correct the sentences according to what you hear. (5 x 10 = 50 points)

a. Music plays a minor note in our life.
___________________________________________________________________
b. Music impacts on teens’ ability to meet celebrities.
___________________________________________________________________
c. A lot of teens follow the style of their beloved parents.
___________________________________________________________________
d. Popular melodies help teens improve fatigue.
___________________________________________________________________
e. Music demotivates parents.
___________________________________________________________________

2. Listen again and complete the sentences. (5 x 10 = 50 points)

a. The diverse musical genres influence

____________________________________________.

b. It is quite common for parents not to understand

____________________________________.

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c. Music also provides teens

_____________________________________________________.

d. All it takes is a musician to wear something once

___________________________________.

e. Most often teens choose the kind of music that reflects

_______________________________.

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MODULE 2 GLOBAL YOUTH

TEST 2

INFORMAÇÃO – TESTE 2

A estrutura do teste sintetiza-se no quadro seguinte:

Ativ. Componentes Competências Tipologia de Itens Número Cotação

de Itens (em pontos)

A Léxico- Competência linguística ITENS DE SELEÇÃO 3 40 pontos

semântica: • competência lexical • completamento
Teen Time • competência gramatical • transformação
Teenage • competência semântica • associação
Languages • competência ortográfica /correspondência
Future Challenges Competência pragmática
• competência functional ITENS DE
CONSTRUÇÃO
Morfossintática: Competência sociolinguística • resposta curta
Gerund and • resposta restrita
B Competência linguística 5 80 pontos
Infinitive
• competência lexical
Prepositional
• competência gramatical
verbs
• competência semântica
Adjective +
• competência ortográfica
preposition
Competência pragmática
Concessive
• competência discursiva
clauses
• competência funcional/estratégica
Purpose clauses
Zero, first and
Competência sociolinguística
second conditional
ITENS DE
Relative clauses
C Competência linguística CONSTRUÇÃO 1 80 pontos
• competência lexical • resposta extensa
• competência gramatical
• competência semântica
• competência ortográfica
Competência pragmática
• competência discursiva
• competência funcional/estratégica

TOTAL 200 pontos

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MODULE 2 GLOBAL YOUTH
Name __________________________________________ No. ___________ Class __________
Date _____/_____/_____ Mark ____________ Teacher _________________________________

TEST 2
The final task you are expected to complete is
to write a text discussing what teenagers are like nowadays or
why volunteering programmes are important and rewarding experiences.
Activities A and B will provide you with input for Activity C.

ACTIVITY A

1. Complete the text using ten words from the box. (10 x 1.5 = 15 points)
about work starting school chat from less start
hanging working lives chatting with kind of interested

Every generation of teens is shaped by the social, political, and economic events of the day.
Today’s teenagers are no different, but they’re the first whose a.__________ are saturated by
mobile technology and social media. Psychologist Jean Twenge names the generation born
between 1995 and 2012 iGens. iGens “grew up with cell phones, had an Instagram page before
b.__________ high c.__________, and do not remember a time before the Internet,” writes
Twenge. They spend five to six hours a day texting, d.__________, gaming, web surfing,
streaming and sharing videos, and e.__________ out online. They aren’t worried f.__________
this excessive social media use, but the truth is that they are spending g.__________ time with
their friends in person, and they often suffer h.__________ loneliness, anxiety, and depression.
The good news is that iGens are i.__________ to other people, respectful and inclusive of
diversity of many kinds and concerned about social justice, and they are ready to j.__________
hard.
https://greatergood.berkeley.edu/article/item/how_teens_today_are_different_from_past_generations (abridged and adapted)

2. Rewrite these sentences. Start as suggested. (3 x 5 = 15 points)

a. Amy is a bit tired, but she is going to the party. Although Amy…
b. Peter and Sarah went to the concert despite the snow. In spite of the fact that it…
c. John is saving money to buy a new computer. John is saving money so that…

3. Name five advantages of volunteering. (10 points)

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ACTIVITY B

Read the following text.

Why should teens volunteer abroad?

Volunteering abroad is a life-changing experience. Ask any volunteer, and stories will pour out of
them — volunteering will change your life. How can it not? You’re exploring a new place and
culture and meeting new people — and working with them to affect change.

Any new experience can help you grow and being open to that growth is important. Not only do
you change lives by volunteering abroad, but you, too, learn valuable lessons from the community
you are helping. 

Volunteering abroad is extremely positive for your academic experience, as it provides hands-on
education. Any kind of learning is enhanced by real-life experiences. As a volunteer, you’re gaining
real-life examples of what you are learning in school — or want to learn in college. Whether you
are volunteering for an archaeological dig, helping just-hatched turtles reach the sea, or helping in
a classroom, you will gain hands-on experience in a new field—or additional experience in a field
you’re passionate about. It may even help you in terms of your career decisions. You’re gaining
first-hand knowledge in a field you probably want to work in. Does this field fit you? Do you love
what you’re doing every day, or do you become aware you’re interested in something else?

If you’re volunteering abroad, you probably will be working in a place where a different language is
spoken. By interacting with locals, you’ll have a chance to work on your language skills and learn a
new language. You’re not only showing the locals that you care about communicating with them in
their language, but you’re gaining valuable in-person experience with the language. We all know
that textbook language learning is quite different from real life!

Volunteering does change the world — one bit at a time!

https://www.transitionsabroad.com/listings/work/volunteer/articles/10-reasons-high-school-teens-should-volunteer-abroad.shtml
(abridged and adapted)

1. Complete the following sentences according to the text. (3 x 4 = 12 points)

a. Volunteering can be ______________________________________________ for a
teenager.
b. Volunteering allows you to meet _______________ and explore
________________________
c. If you interact with locals,
______________________________________________________

2. Answer the following questions on the text. (3 x 6 = 18 points)

a. Why does the author of the text say that volunteering involves both giving and receiving?
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b. How can volunteering enhance your academic experience?
c. How can volunteering improve your language skills?

3. Find in the text the words/expressions for these definitions. (5 x 2 = 10 points)

a. be expressed in a detailed and an unrestrained way ________________________________
b. involving active participation rather than theory
_____________________________________
c. improved __________________________________________________________________
d. area of historical interest where the soil must be removed carefully
______________________
e. emerged from their eggs ______________________________________________________

4. Write conditional sentences according to the information in brackets. (4 x 5 = 20 points)

a. Helen and Mark / not study / hard / they / not get / good marks. (first conditional)
b. Peter and Beatrice / be / happy / they / join / a volunteering programme. (second conditional)
c. Plants / die / you / not water / them. (zero conditional)
d. I / be / you / I / buy / a new computer. (second conditional)

5. Join these sentences with a relative pronoun.

When possible, omit the relative pronoun. (4 x 5 = 20 points)
a. That’s the girl. She started volunteering in the hospital.
b. Do you know the student? His parents are green activists.
c. This is the mobile phone. He bought it yesterday.
d. Volunteering is rewarding. It can be very demanding.

ACTIVITY C

Write a text about one of the following topics (150-200 words). (80 points)

1. What are teenagers like nowadays?

2. Why are volunteering programmes important and rewarding experiences?

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MODULE 2 GLOBAL YOUTH
SPEAKING TEST 2

1.º MOMENTO
Intervenientes e Descrição das atividades
tempos
Professor Hello. Could I just check your names, please?
What’s your name? [O professor dirige-se ao aluno A.]
And what’s your name? [O professor dirige-se ao aluno B.]
For about four minutes, I would like you both to answer some questions so that I can learn a bit
more about you. Please answer the questions, but do not interrupt your partner.
[1. O professor usa a lista que se segue, escolhendo o número de estímulos adequados ao
tempo. 2. As perguntas são colocadas seguindo uma linha vertical (entrevistando um aluno de
cada vez).]

Professor e A B
alunos  What’s it like being a teenager  What are the highs of being a teen?
nowadays?  What are teenagers most worried about?
 What are the typical causes of conflict  Do your friends have a positive influence
between parents and teenagers? on you?
 Why are friendships important?  Do you think music is important? Why?
 How does music affect your mood?  What are the advantages of taking a gap
 Why is volunteering so rewarding? year?
Total:
+/– 4 minutos
2.º MOMENTO
Professor Right, now each of you will have to talk on your own for about two minutes.
Cada aluno 1 You have one minute to prepare. You mustn’t interrupt your partner while he/she is speaking.
minuto Here is some paper and a pen in case you want to make some brief notes.
Please do not write a text.
Cada aluno [O professor entrega o papel e a caneta aos dois alunos. Se o aluno A iniciou o 1.º momento,
+/– 2 minutos será o aluno B a iniciar o 2.º.]

Total: B, you’ll be first. Now it’s your turn, A.

+/– 6 minutos [O professor entrega o material: Picture 1.] [O professor entrega o material: Picture 2.]

Professor Look at this picture. I’d like you to talk about it. There are some prompts to help you.
Cada aluno 1 You have a minute to prepare and then I’ll ask you to start talking.
minuto [O aluno prepara o seu discurso.]

Professor Please begin now, B. Please begin now, A.

Cada aluno
+/– 2 minutos [Prestação do aluno. Caso o seu discurso seja insuficiente, revele pouco conteúdo ou o aluno
tenha dificuldade em começar a falar, o professor deverá ajudá-lo com as/algumas das
seguintes perguntas:

Picture 1: Picture 2:
• What can you see in the picture? • What can you see in the picture?
• What does it represent? • What does it represent?
• What are the benefits? • What are the benefits?
• Are there any disadvantages? • Are there any disadvantages?
• How can it be tackled? • How can these be tackled?

[O professor pode também ajudar o aluno a expandir o seu discurso, usando, por exemplo:
• Can you give me some (more) examples/details?
• Can you tell me more about that?]
[O professor pode ainda lembrar o aluno da tarefa, dizendo, por exemplo:
• Remember you have to…]
Total:
+/– 6 minutos Thank you, A. Thank you, B.

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3.º MOMENTO
Professor Now I’d like you to talk to each other for about three minutes while I listen.
+/– 30 segundos You have to speak clearly and loud enough so that we can hear you both.
One of you thinks listening to music while studying is beneficial and the other disagrees.
Here is a card for you.
[O professor entrega o material aos dois alunos: Card 1 e Card 2]
Alunos [Prestação dos alunos. Os alunos podem usar algum tempo para tomarem conhecimento do
+/– 5 minutos material de suporte.
O professor poderá ainda repetir as instruções ou dizer, por exemplo:
• “Could you start, please?”, caso nenhum dos alunos tome a iniciativa e tenham decorrido
mais de 30 segundos.
• “Remember you have to…” para lembrar os alunos da tarefa, caso se verifique um grande
desvio ao tema.
• “Remember you have to talk to each other.” para lembrar os alunos de que devem interagir
um com o outro.]
Total:
+/– 6 minutos Thank you both. That is the end of your test.
Total final:
+/– 16 minutos FIM DA PROVA

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PICTURE 1 PICTURE 2

GAP YEAR VOLUNTEERING

PROMPTS: PROMPTS:
 Describe the picture  Describe the picture
 Explain the message conveyed  Explain the message conveyed
 Describe your feelings/emotions  Describe your feelings/emotions
towards this picture towards this picture

CARD 1 CARD 2
PROMPT: PROMPT:
You think listening to music while studying You believe listening to music while
is beneficial. studying has negative effects on students.

Mention: Mention:
 Improves concentration, attention  Affects concentration
 Increases your study periods  Makes you get distracted very easily
 Helps retain information easily,  Makes you lose focus on what you are
improving memory studying – you start listen to the lyrics
 Help control your mood, reducing instead
anxiety  Affects productivity, namely if you have
 Improves motivation and creativity problems with multi-tasking
 Increases productivity

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