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Teste de Avaliação de Inglês

10.o Ano – Módulo 4

Matriz

Estratégias/ Reconhecer/ Compreender/ Interpretar/ Criar Nº de

processos Identificar Aplicar Analisar itens/
cognitivos pontos

Componentes
A. Compreensão 5 itens 2 itens 4 itens
11/40
do oral (10 pontos) (10 pontos) (20 pontos)
B. Leitura 2 itens 4 itens 3 itens
9/60
(10 pontos) (35 pontos) (15 pontos)
C. Uso da Língua 5 itens
5/40
(40 pontos)
D. Produção (60 pontos)
1/60
Escrita
Nº de itens/ 7 itens 14 itens 7 itens 1 item
26/200
pontos (20 pontos) (85 pontos) (35 pontos) (60 pontos)

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 Part A – Listening

You are going to listen to the first extract of Greta Thunberg’s TED Talk.

You are going to listen twice. Read all the items first.
1. Choose the correct option (A, B or C) to complete the sentences according to the text.
[6 x 5 pontos]

1.1 Greta found out about global warming when she was
(A) in the 8th grade.
(B) 8 years old.
(C) watching the 8 o’clock news.

1.2 When she heard about climate change, Greta

(A) started saving natural resources.
(B) learnt it was a result of man’s actions.
(C) thought it was a strange natural phenomenon.

1.3 Greta compares climate change to a

(A) bad newspaper article.
(B) serious resources crisis.
(C) globalised war.

1.4 For Greta, it is difficult to understand

(A) how humans carry on without acting.
(B) TV programmes about climate change.
(C) why restrictions on fossil fuels have no effect.

1.5 In Greta’s opinion,

(A) these topics shouldn’t make the headlines.
(B) legal actions should already have been taken.
(C) this situation seems like something out of reality.

1.6. The best adjective to describe the way Greta feels about the situation is
(A) doubtful
(B) frustrated
(C) angry

Listen to the second extract of Greta’s talk.

2. Decide whether the sentences are True (T), False (F) or Impossible to know (IK).
[5 x 2 pontos]
a) The media draw attention to the problem.
b) People realise this is a critical period.
c) Even people who know about climate change use fossil fuels.
d) In the year 2103, we will still have environmental problems.
e) Hope is the answer to all problems.

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 Part B – Reading
You are going to read a text about teenagers.
By Isabella Barbuto

As teenagers, we are often not taken seriously by adult authority, which generally
considers us irresponsible. Even news and articles that concern teenagers usually focus
on negative characteristics and say we show no concern for the future and bring no
benefit to society. That is quite a stereotype! One that couldn’t be farther from the truth.
5 We can also be responsible citizens and agents of change.

We are experiencing many new things in our world right now. The constant exposure to
the media and technology means we are facing complex issues that no previous
generation has ever seen and electronic media has intensified some of the struggles we
have to face. Yet, this new world has also given us tools that allow us to express
10 ourselves beyond the imagination of any previous generation. And we know how to use
those tools!

Teenagers have an important role in society. When people in general refer to teenagers
negatively and say that what is happening in the world is not their concern and that they
should not worry about important things, it doesn’t make sense because that person was
15 once a teenager who probably wanted to change the world, so they are contradicting
themselves.

There are many teens who are risk-takers and adventure-lovers. These aren’t
necessarily bad qualities. A society can’t function without the minds that think and work
differently and aren’t afraid to express opinions and ideas. This might come across as a
20 subjective opinion, but teens are highly intelligent and are regularly solving problems.
They may even find strengths in their failures when they discover that they are able to
get back up after falling. When teens fail, and continue to try despite the failure, they
show a level of energy and dedication that is really important to change the world. When
adults give up, teens persist and that is what makes all the difference.

25 Teens have the right attitude and are motivated to contribute with positive things and
ideas to the future of society. However, as teenagers, we also need to start having faith
in ourselves and realise our power and abilities. We need to have initiative, to organise a
show of strength. We are in charge of the future generations. If we don’t make a change
ourselves, how will society change for the better? Teenagers are the next generation.
30 We will be controlling and running the show someday and I’m sure we’ll do an amazing
job.
https://eu.poughkeepsiejournal.com/story/life/2015/02/06/verge-teenages-isabella-barbuto-teens-
change/22977543/ (abridged and adapted, accessed in march 2019)

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 1. Match the paragraphs in column A with the corresponding ideas in column B.
There are two ideas you do not need.
[5 pontos]

COLUMN A COLUMN B

a) Contradictory adult views

Paragraph 1 b) Teenagers in the media

Paragraph 2 c) Differences between generations

Paragraph 3 d) Using future technological tools

e) New, more complicated challenges

2. Choose the three adjectives in the box that best describe what the author
thinks about teenagers. There are two adjectives you do not need.
[5 pontos]

rebellious bright overconfident digitally skilled ingenious

3. Match the words in column A with the words in column B that can have the
same meaning in the text. Two options do not apply.

3.1. The word “concern”, in these lines, means [2 x 5 pontos]

COLUMN A COLUMN B

(1) involve
a) concern (line 2)
(2) attention
b) concern (line 3) (3) interest
c) concern (line 13) (4) respect
(5) responsibility

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 3.2. The word “show”, in these lines, can be replaced by

COLUMN A COLUMN B

(1) world
a) show (line 3) (2) demonstration
b) show (line 28) (3) performance
c) show (line 30) (4) expose
(5) express

4. Choose the correct option (A, B, C or D) to complete the sentences according

to the text. [2 x 5 pontos]
4.1. In line 4, “One” refers to
(A) benefit
(B) future
(C) society
(D) stereotype

4.2. In line 15, “they” refers to

(A) teenagers
(B) young people
(C) generations
(D) people in general

5. Complete the sentences according to the text.

[4 x 5 pontos]
a) According to the author, technology has given teens new ways __________ but it
has also made __________ to face.
b) “Thinking outside the box” is __________
c) Getting back up after falling shows __________

6. Choose the correct option (A, B, C or D) to complete the sentences according

to the text.
[2 x 5 pontos]
6.1. In paragraph 4, the author says that what really makes teens different is their
(A) intelligence.
(B) adventurous spirit.
(C) courage.
(D) determination.

6.2. The main purpose of the author of the text is to

(A) criticise adults’ behaviour towards teens.
(B) discuss the impact of technology on society.
(C) encourage teens to cause change.
(D) suggest ways in which society can change.

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 Part C – Use of Language

1. Complete the paragraph about Isabella’s wishes with the appropriate form of
the verbs in brackets.
[5 x 2 pontos]
Isabella is a very active teenager and she often gets upset with her friends because
she wishes they a) ______ (be) more energetic. If only they b) ______ (understand)
how important their actions are and how they can make a change in the world! Last
week she organised a demonstration, but only four of her friends went with her.
She wished she c) ______ (be) more convincing when she talked to them about
going. If only a couple more d) ______ (take) part! She wishes they e) ______
(worry) more about what is happening around them.

2. Complete the dialogue between Isabella and one of her friends with had better
or would rather and the appropriate form of the verbs in brackets.
[5 x 2 pontos]
— How did the demonstration go, Isabella?
— Well, lots of people showed up, so I suppose it was a success. But to tell you the
truth I a) ______ (go) to a demonstration with my friends than with strangers every
time!
— But you only told us about it the day before. You b) ______ (organise) things more
efficiently or people won’t help.
— Even if I had done that, I’m sure you wouldn’t have come. You see, I c)______
(know) the truth, you don’t really like my initiatives, do you?
— That’s not fair, you know we always support your initiatives! I d) ______ (you not
say) those things!
— I’m sorry, you’re right! I e) ______ (rush) now, I have a lesson at 3 p.m.

3. Choose the correct option in each sentence.

[5 x 2 pontos]
a) Isabella believes teenagers are better than / the best chance the world has got.
b) Teenagers are more intelligent than / the most intelligent people generally
think.
c) Actually, they are more energetic than / the most energetic social group.
d) They’ve got greater than / the greatest characteristics you can think of.
e) Probably they will find a solution for some of the world’s problems which is easier
than / the easiest the ones adults are working on.

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4. Rewrite the sentences below using the beginning of the new sentence given.
Use a double comparative of the adjective in bold.
[4 x 1 ponto]
a) Teenagers are getting involved in world affairs and their voices are becoming
louder.
Teenagers are getting…
b) The choices they make are more responsible and have a stronger impact on
society.
The choices they make are…

5. Complete the sentences below using the double comparative of the words in
brackets.
[6 x 1 ponto]
a) ______ (dedicated) teenagers are, ______ (good).
b) ______ (wise) we become, ______ (relevant) we find teenagers’ ideas.
c) ______ (hard) we all work towards a common goal, ______ (fast) we’ll find
solutions for our problems.
Part D – Writing

Your English teacher is organising a class competition on the following topic:

“How important can a teenager’s voice be in the world today?”
Write an opinion text (100-120 words) on the topic.
[60 pontos]
Remember to:
• Give three clear reasons, with examples, to support your opinion.

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 Critérios de Classificação
Part A – Compreensão do Oral

1.
1.1 a 1.6 …………………......(6 x 5 pontos)………………………………….…. 30 pontos

Itens 1.1 1.2 1.3 1.4 1.5 1.6

Chave B B C A C B

2. a) a e) …………………......(5 x 2 pontos)…………………………………... 10 pontos

Itens a) b) c) d) e)
Chave F F T IK F

Parte B – Leitura
1. ……………………………………………………………………………………. 5 pontos
Chave: Paragraph 1 — b); Paragraph 2 — e); Paragraph 3 — a).

2. ………………………....................…………………………………………..… 5 pontos
Chave: bright; digitally skilled; ingenious.

3. ……………………….......(2 x 5 pontos)……………………………...……. 10 pontos

Chave: 3.1. — a) — (1); b) — (3); c) — (5).
3.2. — a) — (5); b) — (2); c) — (1).

4. ……………………….......(2 x 5 pontos)……………………………...…..…. 10 pontos

Chave: 4.1. — (D); 4.2. — (D).

5. ……………………….......(4 x 5 pontos)……………………………………. 20 pontos

Aplicar o critério seguinte a cada espaço a preencher.

Níveis Descritores de desempenho Pontuação

Completa o espaço de acordo com o texto e com correção
2 gramatical. Pode escrever com incorreções de grafia e de 5
pontuação não impeditivas da compreensão.
Completa o espaço de acordo com o texto. Pode escrever com
1 3
incorreções linguísticas não impeditivas da compreensão.

Exemplos: a) of expressing themselves/expression… struggles more difficult/harder…

b) what makes a society work/essential to make a society work.
c) energy and dedication (and these are important if you want to change the
world).

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6. ………………………............. (2 x 5 pontos) ………………………………… 10 pontos
Chave: 6.1. — (D); 6.2. — (C)

Parte C – Uso da Língua

1. ……………………………….…(5 x 2 pontos)…………..……………….…... 10 pontos
Chave: a) were; b) understood; c) had been; d) had taken; e) would worry

2. ……………………………….…(5 x 2 pontos)…………..……………….….. 10 pontos

Chave: a) would rather go; b) had better organise; c) would rather know; d) would rather
you didn’t say; e) had better rush

3. ……………………………….…(5 x 2 pontos)…………..……………….…… 10 pontos

Chave: a) the best; b) more intelligent than; c) the most energetic; d) the greatest;
e) easier than

4. ……………………………….…(4 x 1 ponto)…………..……………….…….. 4 pontos

Chave: a) more and more involved in world affairs and their voices are becoming louder
and louder; b) more and more responsible and have a stronger and stronger impact on
society.

5. ……………………………….…(6 x 1 ponto)…………..……………….…..….. 6 pontos

Chave: a) The more dedicated… the better; b) The wiser… the more relevant; c) The
harder… the faster

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 Parte D – Produção Escrita

Nível /
Conteúdo Funções comunicativas Coerência e coesão Correção linguística
Pontuação

• O conteúdo é • O aluno cumpre os • O texto é • O vocabulário é

adequado revelante e objetivos de comunicação estruturalmente variado e adequado à
suficiente face à tarefa da tarefa proposta, organizado e coerente, tarefa.
N4 / proposta. utilizando as funções com utilização dos • Erros linguísticos
15 pontos previstas e adequadas ao elementos de ligação eventuais não
tipo de texto pretendido. adequados. impedem a
compreensão ou
deturpam o sentido.
• O conteúdo é • O aluno cumpre os • O texto é • O vocabulário é
geralmente adequado, objetivos de comunicação estruturalmente geralmente variado e
relevante e suficiente da tarefa proposta, embora organizado e coerente, adequado à tarefa.
face à tarefa proposta, nem sempre utilize as embora nem sempre • Erros linguísticos
N3 / embora possa funções previstas e os elementos de eventuais não
11 pontos apresentar pequenos adequadas ao formato de ligação utilizados impedem a
lapsos ou texto pretendido. sejam adequados. compreensão, embora
irrelevâncias. possam deturpar o
sentido pretendido.
• O conteúdo nem • O aluno cumpre • O texto revela alguma • O vocabulário nem
sempre é adequado, parcialmente os objetivos incoerência estrutural e sempre é variado e/ou
relevante e/ou de comunicação da tarefa nem sempre os adequado à tarefa.
N2 / suficiente face à tarefa proposta, pois não utiliza elementos de ligação • Erros linguísticos
7 pontos proposta, revelando as funções adequadas ao utilizados são podem impedir a
algum grau de formato de texto adequados. compreensão e/ou
incompreensão da pretendido. deturpar o sentido
tarefa. pretendido.
N1 / • O conteúdo é • Os objetivos de • O texto é • O vocabulário é
3 pontos maioritariamente comunicação da tarefa maioritariamente maioritariamente
inadequado, irrelevante proposta não são incoerente e repetitivo e/ou
e/ou insuficiente face à cumpridos estruturalmente pouco inadequado à tarefa.
tarefa proposta. maioritariamente, pelo que organizado. • Erros linguísticos
o texto produzido é frequentes impedem a
funcionalmente pouco compreensão e/ou
adequado. deturpam o sentido
pretendido.

Audio script
(https://www.youtube.com/watch?v=EAmmUIEsN9A, abridged)
School strike for climate - save the world by changing the rules | Greta Thunberg | TEDxStockholm

Part 1
When I was about eight years old, I first heard about something called climate change or global warming.
Apparently, that was something humans have created by our way of living.
I was told to turn off the lights to save energy and to recycle paper to save resources.
I remember thinking that it was very strange that humans, who are an animal species among others, could
be capable of changing the Earth's climate.
Because if we were, and if it was really happening, we wouldn't be talking about anything else. As soon as
you'd turn on the TV, everything would be about that. Headlines, radio, newspapers, you would never read
or hear about anything else, as if there was a world war going on.
But no one ever talked about it.
If burning fossil fuels was so bad that it threatened our very existence, how could we just continue like
before? Why were there no restrictions? Why wasn't it made illegal? To me, that did not add up. It was too
unreal.

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Part 2
There are no emergency meetings, no headlines, no breaking news. No one is acting as if we were in a
crisis. Even most climate scientists or green politicians keep on flying around the world, eating meat and
dairy.
If I live to be 100, I will be alive in the year 2103. When you think about the future today, you don't think
beyond the year 2050. By then, I will, in the best case, not even have lived half of my life. What happens
th
next? The year 2078, I will celebrate my 75 birthday.
And yes, we do need hope, of course we do. But the one thing we need more than hope is action. Once we
start to act, hope is everywhere. So instead of looking for hope, look for action.

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