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PROGRESS TESTS 147

PROGRESS TEST
INFORMAO TESTE 1

1
INFORMAO TESTE 1

A estrutura do teste sintetiza-se no quadro seguinte.

Tipologia Nmero de Cotao


Ativ. Componentes Competncias
de itens itens (em pontos)

A Lxico-semntica: Competncia lingustica ITENS DE 3 40 pontos


competncia lexical SELEO
Teens & competncia gramatical associao /
consumerism competncia semntica correspondncia
competncia ortogrfica completamento
transformao
Morfossinttica: Competncia pragmtica
competncia funcional
Present tenses
Competncia sociolingustica
Order of adjectives

B Competncia lingustica ITENS DE 7 80 pontos


competncia lexical CONSTRUO
competncia gramatical resposta curta
competncia semntica resposta restrita
competncia ortogrfica

Competncia pragmtica
competncia discursiva
competncia funcional/
estratgica

C Competncia lingustica ITENS DE 1 80 pontos


competncia lexical CONSTRUO
competncia gramatical resposta extensa
competncia semntica
competncia ortogrfica

Competncia pragmtica
competncia discursiva
competncia funcional/
estratgica
Total 200
148 MODULE 1 TEENS & CONSUMERISM

AREAL EDITORES
PROGRESS TEST 1
Name: _______________________________________________ No. _____ Class: _____
Date: ____/____/____ Mark: ____________________ Teacher: ____________________

The final task you are expected to complete is


to write an email to a friend stating the consequences of consumerism.
Activities A and B will provide you with input for Activity C.

ACTIVITY A
15 1 Complete the following text with six words from the box.

Use each word only once.

extravaganzas clerks deals factors fervour unemployment

There is some psychology behind our attachment to material objects and how
a)___________________ such as loneliness and social isolation play into our material
attachments. But those attachments allow us to forget about the fact that 16 percent of
our country, or 49.7 million people, were living in poverty in 2012, or that 344,000 new
people filed for b)__________________ insurance between November 2nd and November
9th, a one week period.
None of this is meant to make anyone feel guilty about their shopping c)______________
but merely to serve as a reminder that in all our hullabaloo of shopping and holiday
d)____________________, we should try to keep our humanity intact. Understand that
while we are trying to get our e)____________________ in, so is everyone else, and the
hard-working store f)______________ who don't get Black Friday off, or Thanksgiving
for that matter, are simply trying to make a living.

http://www.huffingtonpost.com/mehroz-baig/black-friday-the-animal-i_b_4344608.html
(abridged)

10 2 Suggest two measures to stop the instinct of consumerism.


Write a total of 20-40 words.
________________________________________________________________
________________________________________________________________

15 3 Complete the sentences below using the verbs given in brackets in the right tense.
a) Apparently there _____________________ (to be) six fewer days this year
between Thanksgiving and Christmas.
b) Technically speaking, Black Friday __________ (not/ refer/ ever) to as a good day.
c) As we speak, thousands ______________ (flock) to retail stores to get their hands
on a fantastic deal.
PROGRESS TESTS 149

ACTIVITY B
Read the following lyrics.

Baby thought she really needed that sofa


Baby thought she really wanted that dress
Baby thought she really had to have two cars
Baby thought she really had to say yes

5 But the more she possessed,


The more shed slide into debt
And the more she possessed
The less she owned of herself

Everybody said you cant live without them


10 Everybody said you have to say yes
So Baby spent her everything on this lifestyle
But it's a lifestyle that doesn't exist

Yes, the more we possess


The more we are in debt
15 And the more we possess
The less we own of ourselves

Brett Anderson (2006)


http://songmeanings.com/songs/view/3530822107858696552/
(abridged)

10
1 Explain in your own words the title of the song.

10 2 How would you describe the female character in the lyrics?

15 3 In note form, complete the table below with information from the text.
Say what each character wished for and/or did.

Baby/she Everybody/they
a) a sofa e)
b) f)
c)
d) spent everything she had
150 MODULE 1 TEENS & CONSUMERISM

AREAL EDITORES
10 4 Complete the following sentences using information from the text.
a) She bought so many things that ___________________________________________,
b) She wasted all of her money on ___________________________________________.

10 5 Say what the following words refer to.


a) them (l. 9) ______________________
b) this (l. 11) ______________________
c) that (l.12) ______________________

15
6 Find in the text synonyms for these words/expressions.
a) fall ____________________________________________________________________
b) money owed to others ______________________________________________________
c) have ___________________________________________________________________

10
7 Make a good sentence from the following words:
American buy clothes designer elegant style conscious wealthy women.

ACTIVITY C
80 Imagine the female character in the song is your friend. Write an email to her
stating the consequences of carrying on with this kind of lifestyle.

Write between 150 and 220 words.


____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
PROGRESS TESTS 151
CRITRIOS ESPECFICOS DE CLASSIFICAO Test 1

ATIVIDADE A
1. Completa o texto com 5 ou 6 palavras 15 N2 7
corretas. Pode faz-lo com incorrees
Descreve de forma incompleta. Erra ou 4
de grafia no impeditivas da N1
compreenso. omite informao.
Chave: 3. Completa a tabela com 4 informaes 15
N3 a)factors do texto. Pode escrever com
b)unemployment incorrees lingusticas no impeditivas
c)extravaganzas da compreenso. Escreve em forma de
d)fervour nota, no incluindo informao
e)deals irrelevante ou incluindo informao
f)clerks N3 apenas numa nota.
Ex.:
N2 10
b) a dress
Completa o texto com apenas 1 ou 2 5
c) two cars
palavras corretas. Pode faz-lo com
N1 incorrees de grafia no impeditivas e) said you can't live without them
da compreenso. Erra ou omite as f) said you have to say yes
restantes palavras.
N2 10
2. Indica 2 medidas. Escreve com 10
Completa a tabela com apenas 1 5
correo lingustica. Respeita os limites
informao do texto. Pode escrever
N3 de palavras indicados.
com incorrees lingusticas no
Ex.: Dont go shopping so often; make impeditivas da compreenso. Escreve
your own presents (instead of buying) em forma de nota, no incluindo
N2 7 informao irrelevante. Erra ou omite
as restantes informaes.
Indica 1 medida. Escreve com 4 OU
incorrees lingusticas no impeditivas Completa a tabela com apenas 1 ou 2
N1
da compreenso. Pode no respeitar os informaes do texto. Pode escrever
limites de palavras indicados. N1 com incorrees lingusticas no
3. Completa corretamente as 3 frases. 15 impeditivas da compreenso. No
Chave: escreve em forma de nota. Erra ou
omite as restantes informaes.
N3 a) will be OU
b) hasn't ever been referred Completa a tabela com apenas 1 ou 2
c) are flocking informaes do texto. Escreve em
forma de nota, incluindo informao
N2 10 irrelevante em uma ou duas notas. Erra
Reescreve corretamente apenas 1 frase. 5 ou omite a(s) restante(s) informao/
N1 informaes.
Erra ou omite as restantes frases.
4. Completa as 2 frases com correo 10
lingustica e de acordo com a
ATIVIDADE B informao do texto. Pode escrever
com incorrees lingusticas no
N3 impeditivas da compreenso.
1. Explica a razo, de acordo com o texto. 10
Pode escrever com incorrees Ex.:
lingusticas no impeditivas da a) she ended up with no money/in debt.
compreenso. b) a kind of life that doesnt exist.
N3 Ex.: (The title of the song means that)
N2 7
the more material things we buy and
possess, the more we owe to others Completa apenas 1 frase com correo 4
and the more we define ourselves in lingustica e de acordo com a
terms of our material possessions N1 informao do texto. Pode escrever
instead of our personal qualities. com incorrees lingusticas no
impeditivas da compreenso.
N2 7 5. Identifica corretamente os 3 referentes, 10
Explica de forma incompleta. Erra ou 4 como indicado na chave. Pode escrever
N1
omite informao. com incorrees lingusticas no
2. Descreve a personagem de acordo 10 impeditivas da compreenso.
com o texto. Pode escrever com N3 Chave:
incorrees lingusticas no a) sofa, dress, two cars
impeditivas da compreenso.
b) consumerist
N3 Ex.: I think she is shallow and that she
doesnt think for herself. She may be a c) lifestyle
shopaholic or trying to keep up with 7
the Joneses and she didnt spend her N2
money wisely.
152 MODULE 1 TEENS & CONSUMERISM

AREAL EDITORES
5. Identifica corretamente apenas 1 dos 4 Competncia lingustica*
referentes, como indicado na chave.
Escreve um texto bem elaborado, 30
N1 Pode escrever com incorrees de
utilizando recursos lingusticos
grafia no impeditivas da compreenso.
adequados que lhe permitem transmitir
Erra ou omite os restantes referentes.
a informao de forma precisa. Pode
6. Identifica os sinnimos adequados para 15 ainda revelar alguma influncia da
as 3 palavras. lngua materna.
Ex.: Utiliza vocabulrio variado e adequado
N3 para se exprimir, podendo suprir
a) slide
algumas lacunas com a ajuda de
b) debt N5 circunlocues. Revela, geralmente,
c) own/possess bom domnio do vocabulrio.
N2 10 Pode ocorrer alguma confuso e
Identifica o sinnimo apenas para 1 5 escolha incorreta de palavras.
N1 palavra. Erra ou omite as restantes Revela, geralmente, bom domnio das
palavras. estruturas e formas gramaticais que
possam causar incompreenso.
7. Constri a frase ordenando 10
corretamente as palavras. A ortografia razoavelmente precisa.
N1 Chave: Wealthy, style-conscious A pontuao adequada.
American women buy elegant design N4 24
clothes.
Escreve um texto simples, utilizando 18
recursos lingusticos adequados ao que
pretende transmitir.
Pode ainda revelar alguma influncia
da lngua materna.
Utiliza vocabulrio suficiente para se
ATIVIDADE C exprimir com a ajuda de
circunlocues.
Competncia pragmtica Revela bom domnio do vocabulrio
elementar, cometendo erros graves
Escreve um texto bem elaborado, 50 N3
apenas quando exprime um
respeitando as instrues dadas, pensamento mais complexo.
fornecendo pormenores e destacando Utiliza, com correo, estruturas
aspetos relevantes. simples, no cometendo erros
Utiliza, com eficcia, mecanismos de gramaticais elementares de forma
N5
coeso e articula as ideias de forma sistemtica.
adequada num texto organizado, claro A ortografia suficientemente precisa
e coerente. para no afetar a inteligibilidade do
Respeita os limites de palavras texto.
indicados. A pontuao adequada.
N4 40 N2 12
Escreve um texto simples, respeitando 30 Escreve um texto simples, utilizando 6
as instrues dadas e destacando padres frsicos elementares.
alguns aspetos relevantes. Utiliza vocabulrio elementar suficiente
Utiliza, com alguma eficcia, para se exprimir com a ajuda de
conectores, articulando as ideias num circunlocues.
N3 Utiliza, com correo, estruturas
texto coeso embora ainda constitudo
por uma sequncia linear de N1 simples, mas ainda comete alguns
informaes. erros gramaticais elementares de forma
Pode no respeitar os limites de sistemtica, sem que isso impea a
palavras indicados. compreenso global da mensagem.
Revela algum conhecimento das
N2 20 convenes ortogrficas.
Escreve um texto simples, abordando o 10 A pontuao nem sempre adequada.
tema de forma genrica e recorrendo a
repeties e pormenores pouco
relevantes.
N1 Utiliza conectores simples para ligar
frases elementares, mas estrutura
deficientemente o texto.
Pode no respeitar os limites de
palavras indicados.
*A competncia lingustica s ser avaliada se o aluno
tiver tratado o tema proposto, situando-se o seu texto,
pelo menos, no nvel 1 da competncia pragmtica.
PROGRESS TESTS 153

PROGRESS TEST

2
INFORMAO TESTE 2

A estrutura do teste sintetiza-se no quadro seguinte.

Tipologia Nmero Cotao


Ativ. Componentes Competncias
de itens de itens (em pontos)
A Lxico-semntica: Competncia lingustica ITENS DE 2 40 pontos
competncia lexical SELEO
Teens & competncia gramatical
consumerism completamento
competncia semntica
associao/
competncia ortogrfica correspondncia
transformao
Morfossinttica: Competncia pragmtica
competncia funcional
Past tenses
Competncia sociolingustica
Relative clauses

B Competncia lingustica 7 80 pontos


ITENS DE
competncia lexical
CONSTRUO
competncia gramatical
resposta curta
competncia semntica
resposta restrita
competncia ortogrfica
transformao
Competncia pragmtica
competncia discursiva
competncia funcional/
estratgica

Competncia sociolingustica

C Competncia lingustica ITENS DE 1 80 pontos


competncia lexical CONSTRUO
competncia gramatical resposta extensa
competncia semntica
competncia ortogrfica

Competncia pragmtica
competncia discursiva
competncia funcional/
estratgica
Total 200
154 MODULE 1 TEENS & CONSUMERISM

AREAL EDITORES
PROGRESS TEST 2
Name: _______________________________________________ No. _____ Class: _______
Date: ____/____/____ Mark: ____________________ Teacher: ________________________

Date: ____/____/____ Mark: ____________________ Teacher:


______________________
The final task you are expected to complete is
to write a comment on a quotation about consumerism.
Activities A and B will provide you with input for Activity C.

ACTIVITY A
20 1 Choose from the list below (A to D) two aspects of practising sports you find important. Justify your two
choices in a total of 30-40 words.
a) less debt
b) less environmental impact
c) less pressure to impress with material possessions
d) less desire to upscale lifestyle norms

2 Complete the following text with six words from the box.
20
Use each word only once.

ownership traded underprivileged material


minimalist purchase

Model simplicity. The first (and most important) step in raising a) ___________
teenagers is to model for them the joys and benefits of intentionally living with less.
Volunteer as a family. Be active offering your time in the community through a local
soup kitchen or community organization that serves the b) ___________ in your area.
Watch less television. Its not as hard as you think and has immediate results.
Make teenagers pay for expensive items themselves. Asking teenagers to
c) ____________ expensive items with their own money will create a stronger sense of
d) ___________ and a better understanding of the relationship between work and
consumerism.
Teach them what matters most is not what they own, but who they are. A man or
woman of noble character holds a far greater asset than those who have e) __________
it for f) ___________ possessions. Remind the teenagers in your life of it as often as
possible.

http://zenhabits.net/minimalist-teenagers/ (abridged)
PROGRESS TESTS 155

ACTIVITY B
Read the following text.

Four years ago, we sold, donated, or discarded most of our material possessions. It was a
decision based on discontent with our current lives. We were tired of living pay-check to
pay-check never able to get ahead with our finances. And we were growing weary of
all the time, energy, and effort that our possessions were draining from us. We realized we
5 had far too few resources left over for the things most important to us.
Since embarking on this life-giving journey, we have found this lifestyle resonates
5 effectively with young adults, parents, and older generations.
There are, of course, significant challenges in reaching teenagers with the message of
simplicity:
10 The world around them grows increasingly materialistic.
Teenagers value acceptance and conformity with their peers.
Advertisers target their message to the young adult demographic.
Teenagers are beginning to explore their own decision-making. As a result, they
are less likely to value input from others particularly parents.
15 The challenges are certainly formidable. But we find great motivation by
also recognizing he benefits of rneachig teenagers with this message:
Many of their significant decisions are still ahead of them. The message of
simplicity helps equip them to make wise ones.
They are not in debt yet. As a result, they are not held captive under the weight
20 of creditors (especially housing, cars, student loans).
Their spending habits are not yet formed. They are definitely being shaped, but are
not fully determined.
We must recognize the challenges before us. But we also understand the importance of
sparing our teenagers from decades of financial burden and empty promises of fulfilment.
25 We recognize an important opportunity to inspire our teenagers to pursue lives of greater
value.
As parents, mentors, and community members, it is our duty to model simplicity,
encourage idealism and teach teenagers what matters most is not what they own, but who
they are. Finding an accompanying voice in the community that subscribes to these values
30 and providing opportunities for him/her to contribute to your teenagers life may also be
beneficial.
Our world has chased happiness, joy and fulfilment in the pursuit of riches and
possessions for far too long. It is time we intentionally seek to raise a generation that
values greater things.
http://zenhabits.net/minimalist-teenagers/
(abridged)

10 1 According to what you have read, what changed four years ago? Write 20-30 words on the separate
sheet.

2 Explain the sentence Teenagers value acceptance and conformity with their peers. Write 20-30
10
words.

10 3 Complete the following sentences using information from the text.


a) Teenagers are starting tohhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhmmmmm

ujhiuhiuhhhhhhhhhhhhhhhhhhhhhhhuhiiiiiiiiiiiiiiiiiuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuu.
156 MODULE 1 TEENS & CONSUMERISM

AREAL EDITORES
b) Most of their biggest decisions ___________________________________________.
c) Creditors dont yet ___________________________________________________.

10 4 Explain the meaning of the following expressions in the text.


a) it (l. 1) __________________________________________________________________
b) this (l. 6) ________________________________________________________________
c) them (l. 10) ______________________________________________________________

10 5 Find synonyms for these words in the text.


a) boarding, stenting ______________________
b) tests, demands ________________________
c) saving, relieving _______________________

15 6 Complete the following sentences with the correct form of the verbs in brackets.
In 2008, a 34-year-old security guard a) _______________ (kill) in New York, by what local
papers b) _______________ (describe) as an out-of-control mob of 2,000 frenzied
shoppers who c) _______________ (queue) overnight in the promise of a slashprice sale.
With the crowd outside chanting, Push the doors in, staff d) ______________ (climb) on to
vending machines to escape the resulting stampede. Even when police later e) ____________
(declare) that the shop was closed because it was now a crime scene, angry shoppers
f) ______________________ (remonstrate) with officers.
A costumer said: I g) _____________ (queue) there when the incident h) _____________
(happen). I should be entitled to my television!
http://www.theguardian.com/money/2011/jun/14/collaborative-consumption
(abridged and adapted)

15 7 Rewrite the sentences below using the words given in brackets and without
changing their meaning. Make the necessary changes.

a) My cousins have got new part-time jobs. They refused to let me pay for their
clothes. (who)
____________________________________________________________________________
____________________________________________________________________________

b) Monica is volunteering to work for a soup kitchen every Friday evening. This
makes her family very proud of her. (which)
____________________________________________________________________________
____________________________________________________________________________

c) At the soup kitchen she sees a homeless man. She knows his family. (whose)
____________________________________________________________________________
____________________________________________________________________________

ACTIVITY C
80 Comment on this famous quotation on by Ludwig Mies van der Rohe Less is
more. Write between 150 and 200 words.
PROGRESS TESTS 157
CRITRIOS ESPECFICOS DE CLASSIFICAO TEST 2
ATIVIDADE A
1. Indica 2 aspetos e justifica. Escreve 20 3. Completa as 3 frases com correo 10
com incorrees lingusticas no lingustica e de acordo com a
impeditivas da compreenso. Respeita informao do texto. Pode escrever
os limites de palavras indicados. com incorrees de grafia que no
Ex.: a) less debt; b) less environmental impliquem competncia gramatical.
N3 impact N3 Ex.:
Whenever we refrain from buying a) explore their own decision-making.
something, we are lowering our They are also less likely to value input
chances of getting into debt. If we buy from others, especially parents.
fewer things, less waste is also b) still havent been made.
produced, which helps the environment.
c) hold teenagers captive.
N2 14
N2 7
Indica 1 aspeto. Escreve com 8 Completa apenas 1 frase com correo 4
incorrees lingusticas no impeditivas lingustica e de acordo com a
N1
da compreenso. Pode no respeitar os informao do texto. Pode escrever
limites de palavras indicados. N1
com incorrees de grafia que no
2. Completa o texto com 5 ou 6 palavras 20 impliquem competncia gramatical.
corretas. Pode faz-lo com incorrees Erra ou omite a outra frase.
de grafia no impeditivas da 4. Identifica corretamente os 3 referentes, 10
compreenso. como indicado na chave. Pode escrever
Chave: com incorrees de grafia no
impeditivas da compreenso.
N3 a) minimalist
b) underprivileged N3 Chave:
c) purchase a) selling, donating, or discarding most
d) ownership of our material possessions
b) journey
e) traded
c) teenagers
f) material
N2 7
N2 14
Identifica corretamente apenas 1 dos 4
Completa o texto com apenas 1 ou 2 8
referentes, como indicado na chave.
palavras corretas. Pode faz-lo com
N1 Pode escrever com incorrees de
N1 incorrees de grafia no impeditivas
grafia no impeditivas da compreenso.
da compreenso. Erra ou omite as
Erra ou omite os restantes referentes.
restantes palavras.
5. Identifica os sinnimos adequados para 10
as 3 palavras.
Ex.:
ATIVIDADE B N3
a) embarking on
1. Explica as alteraes, de acordo com o 10
texto. Pode escrever com incorrees b) challenges
lingusticas no impeditivas da c) sparing
compreenso. N2 7
N3
Ex.: The authors of the text realised
Identifica o sinnimo apenas para 1 4
they had too many material things, so
N1 palavra. Erra ou omite as restantes
they got rid of them and started
leading a minimalist life. palavras.
6. Completa 7 ou 8 espaos. Pode 15
N2 7
escrever com incorrees de grafia que
Explica de forma incompleta. Erra ou 4 no impliquem competncia gramatical.
N1
omite informao. Ex.:
2. Explica a frase, de acordo com o texto. 10 a) was killed
Pode escrever com incorrees b) described
lingusticas no impeditivas da N1 c) had queued
compreenso.
N3 d) climbed
Ex.: The sentence means that
teenagers take into account their e) declared
friends opinion and that they feel the f) remonstrated
need to be accepted by them.
g) was queuing
N2 7 h) happened
Explica de forma incompleta. Erra ou 4 N2 10
N1
omite informao.
158 MODULE 1 TEENS & CONSUMERISM

AREAL EDITORES
Completa apenas 1 ou 2 espaos com 5 Competncia lingustica*
N3 correo lingustica. Erra ou omite as
Escreve um texto bem elaborado, 30
outras frases.
utilizando recursos lingusticos
7. Reescreve corretamente as 3 frases 15 adequados que lhe permitem transmitir
respeitando os constrangimentos a informao de forma precisa. Pode
impostos. Pode escrever com ainda revelar alguma influncia da
incorrees de grafia e de pontuao lngua materna.
no impeditivas da compreenso. Utiliza vocabulrio variado e adequado
Chave: para se exprimir, podendo suprir
algumas lacunas com a ajuda de
a) My cousins, who refused to let me N5
circunlocues. Revela, geralmente,
N3 pay for their clothes, have got new
bom domnio do vocabulrio.
part-time jobs. Pode ocorrer alguma confuso e
b) Monica is volunteering to work for a escolha incorreta de palavras.
soup kitchen every Friday evering, Revela, geralmente, bom domnio das
which makes her family very proud of estruturas e formas gramaticais que
her. possam causar incompreenso.
c) At the soup kitchen she sees a A ortografia razoavelmente precisa.
homeless man whose family she knows. A pontuao adequada.
N2 10 N4 24
Reescreve corretamente apenas 1 frase 5 Escreve um texto simples, utilizando 18
respeitando os constrangimentos recursos lingusticos adequados ao que
impostos. Pode escrever com pretende transmitir.
N1 Pode ainda revelar alguma influncia
incorrees de grafia e de pontuao
no impeditivas da compreenso. Erra da lngua materna.
ou omite as restantes frases. Utiliza vocabulrio suficiente para se
exprimir com a ajuda de
circunlocues.
Revela bom domnio do vocabulrio
elementar, cometendo erros graves
N3
ATIVIDADE C apenas quando exprime um
pensamento mais complexo.
Competncia pragmtica
Utiliza, com correo, estruturas
Escreve um comentrio, respeitando as 50 simples, no cometendo erros
instrues dadas, fornecendo gramaticais elementares de forma
pormenores e destacando aspetos sistemtica.
relevantes. A ortografia suficientemente precisa
N5
Utiliza, com eficcia, mecanismos de para no afetar a inteligibilidade do
coeso e articula as ideias de forma texto.
adequada num texto organizado, claro A pontuao adequada.
e coerente. N2 12
N4 40 6
Escreve um texto simples, utilizando
Escreve um comentrio simples, 30 padres frsicos elementares.
respeitando as instrues dadas e Utiliza vocabulrio elementar suficiente
destacando alguns aspetos relevantes. para se exprimir com a ajuda de
Utiliza, com alguma eficcia, circunlocues.
conectores, articulando as ideias num Utiliza, com correo, estruturas
N3
texto coeso embora ainda constitudo N1 simples, mas ainda comete alguns
por uma sequncia linear de erros gramaticais elementares de forma
informaes. sistemtica, sem que isso impea a
Pode no respeitar os limites de compreenso global da mensagem.
palavras indicados. Revela algum conhecimento das
N2 20 convenes ortogrficas.
A pontuao nem sempre adequada.
Escreve um comentrio simples, 10
abordando o tema de forma genrica e
recorrendo a repeties e pormenores
pouco relevantes.
N1 Utiliza conectores simples para ligar
frases elementares, mas estrutura
deficientemente o texto.
Pode no respeitar os limites de
palavras indicados.

*A competncia lingustica s ser avaliada se o aluno


tiver tratado o tema proposto, situando-se o seu texto, pelo
menos, no nvel 1 da competncia pragmtica.
PROGRESS TESTS 159

PROGRESS TEST

3
INFORMAO TESTE 3

A estrutura do teste sintetiza-se no quadro seguinte.

Tipologia de Nmero de Cotao


Ativ. Componentes Competncias
itens itens (em pontos)
A Lxico-semntica: Competncia lingustica ITENS DE 3 40 pontos
competncia lexical SELEO
Teen & competncia gramatical completamento
consumerism competncia semntica associao/
competncia ortogrfica correspondncia
transformao
Morfossinttica: Competncia pragmtica
competncia funcional
Infinitive/Gerund
Competncia
Clauses of
sociolingustica
concession
B Competncia lingustica 6 80 pontos
ITENS DE
competncia lexical CONSTRUO
competncia gramatical
resposta curta
competncia semntica
resposta restrita
competncia ortogrfica

Competncia pragmtica
competncia discursiva
competncia funcional/
estratgica

Competncia
sociolingustica
C Competncia lingustica ITENS DE 1 80 pontos
competncia lexical CONSTRUO
competncia gramatical resposta extensa
competncia semntica
competncia ortogrfica

Competncia pragmtica
competncia discursiva
competncia funcional/
estratgica
Total 200
160 MODULE 1 TEENS & CONSUMERISM

AREAL EDITORES
PROGRESS TEST 3
Name: _______________________________________________ No. _____ Class: _______
Date: ____/____/____ Mark: ____________________ Teacher: ________________________

Date: ____/____/____ Mark: ____________________ Teacher:


The final task you are expected to complete is
______________________
to write an article to your school newspaper about the event called
Small Business Saturday.
Activities A and B will provide you with input for Activity C.

ACTIVITY A
15 1 Complete the following text with the words/expressions from the box.
Use each word only once.

big box retail local busiest e-commerce stores


customers shopping holiday

Small Business Saturday in the USA is a a) _________________ held on the Saturday after
Thanksgiving during one of the b) _________________ shopping periods of the year. First observed
on November 27, 2010, it is a counterpart to Black Friday and Cyber Monday, which feature
c) _________________ and d) _________________ respectively. By contrast, Small Business
Saturday encourages holiday shoppers to patronize businesses that are small and e)______________.
The Twitter Hashtag #SmallBusinessSaturday has existed since early 2010 and was used to promote
small businesses on any Saturday (not solely that Saturday between Black Friday and Cyber Monday).
Additionally, some small business owners have run marketing specials on the November Small
Business Saturday to help capitalize on the boost in foot or online traffic, as most f)_____________ in
this time period are actively shopping for the holidays.

http://en.wikipedia.org/wiki/Small_Business_Saturday
(abridged and adapted)

10 2 Do you support local businesses? Name two reasons for your answer.
Write a total of 30-40 words.

15 3 Complete the sentences with To-infinitive or Gerund forms of the verbs in brackets.

a) They stopped in Barcelos ______________ (visit) the famous local market.


b) Peter quarrelled with his parents and stopped _____________ (write) to them.
c) Romeu was so sad when he saw Juliets tomb that he couldnt help ____________(cry).
PROGRESS TESTS 161

ACTIVITY B
Read the following text written by an MP
(a Member of Parliament).

Exit Streatham Hill train station and you step out on to


Europes longest continuous high street. Sitting
opposite the station is Daily Fresh Foods, which
occupies the unit that once housed Premier, the UKs
5 first supermarket. Next to it is Streatham DIY, and
nearby isuy Odak, a computing and printing firm
situated next to my local newsagent, TS3.
These independent small businesses and the people who run them help make my constituency what it is.
Small businesses give consumers greater choice and contribute to the unique character of every area, as the
10 Telegraphs Reinvent the High Street campaign has shown. The business owners work incredibly hard, often
rising at some early hour to go the wholesalers to keep their businesses going.
And yet, as a nation, we do not celebrate nearly enough what small businesses do. Our nations small
businesses provide almost two thirds of private sector employment and almost half of private sector turnover
but they do not appear in a British Dream in the way that entrepreneurs feature in the American Dream we
15 hear so much about. We have got to change this and, in so doing, I believe we can learn from our friends
across the Atlantic.
In the US, Small Business Saturday established in 2010 takes place on the first Saturday after
Thanksgiving celebrations, one of the busiest shopping days of the year. It encourages people to shop at small
independent businesses in their local area and celebrate small businesses contribution to their local
20 economies. Last years Small Business Saturday helped drive sales of $5.5bn (3.5bn) in small independent
shops and it has led to an increase in longer-term custom.
On the day the initiative enjoyed the support of prominent public figures and politicians like President
Obama, who visited local shops on Small Business Saturday 2012. US celebrities, such as tennis player Serena
Williams, Hollywood actress Jessica Alba and NBA basketball star Paul Pierce, tweeted about it.
25 On its own, a UK Small Business Saturday will not transform the fortunes of our small businesses but, as
the US experience demonstrates, it gives us all a special opportunity to do our bit to ensure those who take
risks, set up shop and provide jobs in our local communities get more of the recognition they so deserve, by
making a point of spending our money in their businesses on the big day. Its time to back our small
businesses!
http://www.telegraph.co.uk/finance/yourbusiness/10118818/Why-UK-shops-need-a-Small-Business-Saturday.html
(abridged)

10 1 In about 50 words, discuss how Small Business Saturday can be beneficial for the economy.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________
162 MODULE 1 TEENS & CONSUMERISM

AREAL EDITORES
15
2 In 2010, Thanksgiving in the USA fell on Thursday 25th November.
On the following days you could have bought goods for special prices.
Which goods in which shops? What are the days called?
Write your choices in the table.
Help: B_________ _________, C________ _________, S________ ________ _________;
electronic goods, light presents, large items, boutiques and local shops, e-commerce stores,
department stores and hypermarkets.

26th November 27th November 29th November


Name
Goods
Place

15 3 Say what the following words refer to.


a) it (l. 5) _____________________________ ______________________________
b) These (l. 8) _________________________ ______________________________
c) it (l. 21) ____________________________ ______________________________

10 4 Explain the meaning of the following expressions in the text.


a) Reinvent the High Street (l. 10) ________________________________
b) British Dream (l. 14) ________________________________
c) Our friends across the Atlantic (ll. 15-16) ________________________________

15 5 Complete the following sentences using information from the text.


a) Streatham Hill train station ______________________________________________.
b) The first Saturday after Thanksgiving ______________________________________.
c) President Obama _______________________________________________________.

15 6 Rewrite the following sentences starting as suggested and without changing


their meaning. Make the necessary transformations.
a) Its hard to work on Saturday mornings but I quite like it.
Although ______________________________________________________________.
b) It rained heavily, but we didnt get wet.
In spite of ______________________________________________________________.
c) All customers received Christmas cards from the retailers after the event.
The retailers sent ________________________________________________________.
d) It was cold weather but everyone had a good time.
Despite ________________________________________________________________.
e) Although the President attended the event, it was a great sucess.
In spite of his ___________________________________________________________.

80 ACTIVITY C
Imagine you write for your school newspaper. Write an article suggesting a
Small Business Saturday in your community. Explain how everyone involved would benefit
from it. Write between 150 and 220 words.
PROGRESS TESTS 163
CRITRIOS ESPECFICOS DE CLASSIFICAO Test 3
ATIVIDADE A
1. Completa o texto com 5 ou 6 palavras 15 2. Completa a tabela com 9 informaes 15
corretas. Pode faz-lo com incorrees do texto. Pode escrever com
de grafia no impeditivas da incorrees lingusticas no impeditivas
compreenso. da compreenso. No inclui informao
Chave: irrelevante ou inclui informao
irrelevante apenas num espao.
N3 a) shopping holiday Chave:
b) busiest N3
Name: Black Friday / Cyber Monday
c) big box retail / Small business Saturday
d) e-commerce stores Goods: Large items / electronic goods /
e) local light presents
f) customers Place: Department stores and
hypermarkets / e-commerce stores /
N2 10
boutiques and local shops
Completa o texto com apenas 1 ou 2 5
palavras corretas. Pode faz-lo com
N1 incorrees de grafia no impeditivas
da compreenso. Erra ou omite as
restantes palavras.
2. Indica 2 exemplos. Escreve com 10 N2 10
correo lingustica. Respeita os limites Completa a tabela com apenas 4 ou 5 5
de palavras indicados. informaes do texto. Pode escrever
Ex.: I support local businesss whenever com incorrees lingusticas no
N3 I can. For example, I usually shop for impeditivas da compreenso. No inclui
groceries at local markets and during informao irrelevante. Erra ou omite
the holiday season I try to get presents as restantes informaes.
for my family from small family N1
OU
businesses.
Completa a tabela com apenas 3
N2 7 informaes do texto. Pode escrever
D apenas 1 exemplo. Escreve com 4 com incorrees lingusticas no
incorrees lingusticas no impeditivas impeditivas da compreenso. Erra ou
N1 omite as restantes informaes.
da compreenso. Pode no respeitar os
limites de palavras indicados.
3. Completa 3 espaos corretamente. 15
3. Identifica corretamente os 3 referentes, 15
Chave: como indicado na chave.
N3 a) to visit Ex.:
b) to write/writing N3
a) Premier (the UKs first supermarket)
c) crying b) (independent small) businesses
N2 10 c) Last years Small Business Saturday
Completa apenas 1 espao corretamente. 5
N1
Erra ou omite os restantes.
N2 10
Identifica corretamente apenas 1 dos 5
N1 referentes, como indicado na chave.
Erra ou omite os restentes referentes.

ATIVIDADE B 4. Explica o significado das 3 expresses 10


com palavras suas. Pode escrever com
1. Responde pergunta, de acordo com o 10
incorrees de grafia no impeditivas
texto. Pode escrever com incorrees
da compreenso.
lingusticas no impeditivas da
compreenso. Ex.:
N3
Ex.: a) change dramatically the main
shopping street(s)/how people shop
I think Small Business Saturday is a
b) the equivalent of the American
N3 great idea and it is also very useful to
help improve the economy. Whenever Dream (but in Britain)
people buy at a local shop or business c) the American people
they are empowering their local
economy and supporting families from
their community. What is more, local N2 7
shops can attract more customers and
increase sales. Explica o significado de 1 expresso. 4
Pode escrever com incorres de grafia
N2 7 N1
no impeditivas da compreenso. Erra
Responde de forma incompleta. Erra ou 4 ou omite as outras expresses.
N1
omite informao.
164 MODULE 1 TEENS & CONSUMERISM

AREAL EDITORES
5. Completa as 3 frases com correo 15 N2 20
lingustica e de acordo com a 10
Escreve um texto simples, abordando o
informao do texto. Pode escrever
tema de forma genrica e recorrendo a
com incorrees de grafia que no
repeties e pormenores pouco
impliquem competncia gramatical.
relevantes.
Ex.:
N3 N1 Utiliza conectores simples para ligar
a) gives access to Europes longest frases elementares, mas estrutura
continuous high street. deficientemente o texto.
b) was the day chosen for Small Pode no respeitar os limites de
Business Saturday in the USA. palavras indicados.
c) visited local shops on Small Business Competncia lingustica*
Saturday 2012.
Escreve um texto bem elaborado, 30
N2 10 utilizando recursos lingusticos
Completa apenas 1 frase com correo 5 adequados que lhe permitem transmitir
lingustica e de acordo com a a informao de forma precisa. Pode
informao do texto. Pode escrever ainda revelar alguma influncia da
N1 lngua materna.
com incorrees de grafia que no
impliquem competncia gramatical. Utiliza vocabulrio variado e adequado
Erra ou omite as outras frases. para se exprimir, podendo suprir
6. Reescreve corretamente 5 frases 15 algumas lacunas com a ajuda de
respeitando os constrangimentos N5 circunlocues. Revela, geralmente,
impostos. Pode escrever com bom domnio do vocabulrio.
incorrees de grafia e de pontuao Pode ocorrer alguma confuso e
no impeditivas da compreenso. escolha incorreta de palavras.
Chave: Revela, geralmente, bom domnio das
a) its hard to work on Saturday estruturas e formas gramaticais que
mornings, I quite like it. possam causar incompreenso.
N3 b) the heavy rain/the fact that it A ortografia razoavelmente precisa.
rained heavily, we didnt get wet. A pontuao adequada.
c) Christmas cards to the customers N4 24
after the event.
Escreve um texto simples, utilizando 18
d) the cold weather/the fact that the recursos lingusticos adequados ao que
weather was cold, everyone had a pretende transmitir.
good time. Pode ainda revelar alguma influncia
e) attendance, attending) the event da lngua materna.
was not a great sucess. Utiliza vocabulrio suficiente para se
N2 10 exprimir com a ajuda de
circunlocues.
Reescreve corretamente apenas 1 ou 2 5 Revela bom domnio do vocabulrio
frases respeitando os constrangimentos elementar, cometendo erros graves
N1 N3
impostos. Erra ou omite as restantes apenas quando exprime um
frases. pensamento mais complexo.
Utiliza, com correo, estruturas
simples, no cometendo erros
gramaticais elementares de forma
ATIVIDADE C sistemtica.
A ortografia suficientemente precisa
Competncia pragmtica para no afetar a inteligibilidade do
Escreve um texto bem elaborado, 50 texto.
respeitando as instrues dadas, A pontuao adequada.
fornecendo pormenores e destacando N2 12
aspetos relevantes.
Escreve um texto simples, utilizando
Utiliza, com eficcia, mecanismos de
N5 padres frsicos elementares.
coeso e articula as ideias de forma
adequada num texto organizado, claro Utiliza vocabulrio elementar suficiente
e coerente. para se exprimir com a ajuda de
Respeita os limites de palavras circunlocues.
indicados. Utiliza, com correo, estruturas
N4 40 N1 simples, mas ainda comete alguns
erros gramaticais elementares de forma
Escreve um texto simples, respeitando 30 sistemtica, sem que isso impea a
as instrues dadas e destacando compreenso global da mensagem.
alguns aspetos relevantes. Revela algum conhecimento das
Utiliza, com alguma eficcia, convenes ortogrficas.
conectores, articulando as ideias num A pontuao nem sempre adequada.
N3
texto coeso embora ainda constitudo
por uma sequncia linear de
informaes.
Pode no respeitar os limites de
palavras indicados.
*A competncia lingustica s ser avaliada se o aluno tiver
tratado o tema proposto, situando-se o seu texto, pelo menos,
no nvel 1 da competncia pragmtica.
PROGRESS TESTS 165

PROGRESS TEST

INFORMAO TESTE 4
4
A estrutura do teste sintetiza-se no quadro seguinte.

Tipologia Nmero Cotao


Ativ. Componentes Competncias
de itens de itens (em pontos)
A Lxico-semntica: Competncia lingustica ITENS DE 4 40 pontos
competncia lexical SELEO
Our world competncia gramatical
escolha mltipla
competncia semntica
completamento
competncia ortogrfica
associao/
Morfossinttica: correspondncia
Competncia pragmtica transformao
competncia funcional
Double
comparatives
Competncia sociolingustica
Future forms
Linking words

B Used to/be, get Competncia lingustica ITENS DE 8 80 pontos


used to CONSTRUO
competncia lexical
competncia gramatical resposta curta
competncia semntica resposta restrita
competncia ortogrfica

Competncia pragmtica
competncia discursiva
competncia funcional/
estratgica

Competncia sociolingustica
C Competncia lingustica ITENS DE 1 80 pontos
competncia lexical CONSTRUO
competncia gramatical resposta extensa
competncia semntica
competncia ortogrfica

Competncia pragmtica
competncia discursiva
competncia funcional/
estratgica
Total 200
166 MODULE 2 OUR WORLD

AREAL EDITORES
PROGRESS TEST 4
Name: _______________________________________________ No. _____ Class: _______
Date: ____/____/____ Mark: ____________________ Teacher: ________________________

The final task you are expected to complete is


to write a newspaper article on the causes of global warning.
Activities A and B will provide you with input for Activity C.

ACTIVITY A
10 1 Choose the most suitable word for each gap.
a) high / average d) trash / pollution
b) decreasing / accelerating e) cleaner / faster
c) atmosphere / nature f) efficiency / economy

Although local temperatures fluctuate naturally, over the past 50 years the
a) _________________ global temperature has increased at the fastest rate in
recorded history. And experts think the trend is b) _________________: the 10 hottest
years on record have all occurred since 1990.
Carbon dioxide and other air pollution that is collecting in the c) _________________
like a thickening blanket, trapping the suns heat and causing the planet to warm up.
Coal-burning power plants are the largest U.S. source of carbon dioxide d) ___________
they produce 2.5 billion tons every year. Automobiles, the second largest source, create
nearly 1.5 billion tons of CO annually.
Heres the good news: technologies exist today to make cars that run e) _____________
and burn less gas, modernize power plants and generate electricity from nonpolluting
sources, and cut our electricity use through energy f) ________________. The challenge
is to be sure these solutions are put to use.

10 2 Do you worry about global warming and its effects? Why/Why not?
Write a total of 30-40 words.

10 3 Rewrite each sentence to show gradual increase.

a) The planets temperature is higher than ever.


The planets temperature is getting ______________________________________________
b) Not enough people try to reduce their carbon footprint as they should.
More ____________________________________________________________________

10 4 Complete each sentence showing one thing depends on the other.


a) ________________ (much) we pollute, the _________________ (high) the
temperatures will get.
b) ________________ (fast) your car is, the _________________ (polluting).
PROGRESS TESTS 167

ACTIVITY B
Read the following text.

Temperature rises resulting from


unchecked climate change will be at the
severe end of those projected, according to
a new scientific study. Unless emissions of
5 greenhouse gases are cut, the planet will
heat up by a minimum of 4 C by 2100,
twice the level the worlds governments
deem dangerous.
The research indicates that fewer clouds
10 form as the planet warms, meaning less
sunlight is reflected back into space,
driving temperatures up further still. The
way clouds affect global warming has been
the biggest mystery surrounding future
15 climate change.
Professor Steven Sherwood, at the
University of New South Wales, in
Australia, who led the new work, said:
This study breaks new ground twice: first by identifying what is controlling the cloud changes and
20 second by strongly discounting the lowest estimates of future global warming in favour of the higher
and more damaging estimates. 4 C would likely be catastrophic rather than simply dangerous,
Sherwood told the Guardian. For example, it would make life difficult, if not impossible, in much of
the tropics, and would guarantee the eventual melting of the Greenland ice sheet and some of the
Antarctic ice sheet, with sea levels rising by many metres as a result.
25 The research is a big advance that halves the uncertainty about how much warming is used by rises
in carbon emissions, according to scientists commenting on the study, published in the journal Nature.
Scientists measure the sensitivity of the Earths climate to greenhouse gases by estimating the
temperature rise that would be caused by a doubling of CO2 in the atmosphere compared with pre-
industrial levels as is likely to happen within 50 years, on current trends. For two decades, those
30 estimates have run from 1.5 C to 5 C, a wide range; the new research narrowed that range to between 3
C and 5 C, by closely examining the biggest cause of uncertainty: clouds.
Climate sceptics like to criticise climate models for getting things wrong, and we are the first to
admit they are not perfect, said Sherwood. But what we are finding is that the mistakes are being
made by the models which predict less warming, not those that predict more.
35
According to Sherwood, Rises in global average temperatures of at least 4 C by 2100 will have
profound impacts on the world and the economies of many countries if we dont urgently start to curb
our emissions.
http://www.theguardian.com/environment/2013/dec/31/planet-will-warm-4c-2100-climate (abridged)
168 MODULE 2 OUR WORLD

AREAL EDITORES
10 1 Explain in about 60-70 words Professor Steven Sherwoods study on temperature rise.

10 2 Identify the consequences of such rise.

10 3 Complete the following sentences using information from the text.


a) According to this study, by 2100 the average global temperature _____________________
b) It has been shown that lower estimates ________________________________________
c) Climate models may _____________________________________________________

10 4 Say what the following words refer to.


a) who (l. 18) ___________________________________________________________
b) it (l. 22) _____________________________________________________________
c) that (l. 25) ____________________________________________________________

10 5 Find in the first four paragraphs of the text synonyms for these words.
a) serious, grave _________________________________________________________
b) consider _____________________________________________________________
c) assure _______________________________________________________________

10 6 Complete the following sentences with a future form of the verbs in brackets.
a) Its raining. I _________________ (get) an umbrella.
b) We _________________ (study) German next semester.
c) I _________________ (stay) at the Park Hotel if you need to contact me.
d) We _________________ (travel) to London this weekend.

10 7 Join the two sentences by means of the word(s) in brackets.


a) Polar ice will continue to melt. The temperature is rising. (therefore)
b) Global warming has an impact on the environment. It has an impact on the
world economy. (not only but also)
c) Climate models are good. They may not be perfect. (however)

10 8 Complete the following dialogues with used to / be used to.


a) A: ____________ you ___________________ (play) outside when you were a child?
B: Yes, I _______________ (run) and ________________ (ride) my bike all the time.
b) A: This meat is delicious. ____________ you ________________________ (cook)?
B: Yes. I _______________________ (make) my own meals.

ACTIVITY C
80 Write a newspaper article on the causes of global warming and on the urgent
need to limit them.
Write between 150 and 200 words.
PROGRESS TESTS 169

CRITRIOS ESPECFICOS DE CLASSIFICAO Test 4

ATIVIDADE A
1. Completa o texto com 6 ou 7 palavras 10 1. N2 7
corretas. 4
Explica de forma incompleta. Erra ou
Chave: N1
N3 omite informao.
a) average; b) accelerating; 2. Identifica as consequncias, de acordo 10
c) atmosphere; d) pollution; e) cleaner; com o texto. Pode escrever com
f) efficiency incorrees lingusticas no impeditivas
N2 7 da compreenso.
Ex.: There will be very harmful effects
Completa o texto com apenas 2 ou 3 4 of temperature rise both on the planet
N1 N3
palavras corretas. and on the economies of many
2. D a sua opinio e explica a(s) 10 countries. As far as the environment is
razo(es). Escreve com correo concerned, life in the tropics will
lingustica. Respeita os limites de become extremely difficult and sea
palavras indicados. levels will rise by many metres as a
N3 Ex.: I worry about global warming very result of ice melt.
much because its effects, like climate N2 7
change, ice melt and rising sea levels,
Identifica as consequncias de forma 4
are very harmful to the planet and may N1
incompleta. Erra ou omite informao.
even be irreversible.
3. Completa as 3 frases com correo 10
N2 7
lingustica e de acordo com a
D a sua opinio e indica a razo. 4 informao do texto. Pode escrever
Escreve com incorrees lingusticas com incorrees lingusticas no
N1 no impeditivas da compreenso. Pode N3 impeditivas da compreenso.
no respeitar os limites de palavras Ex.: a) ... will have risen by 4C.
indicados.
b) are wrong.
3. Reescreve corretamente as 2 frases 10
c) not be perfect.
respeitando os constrangimentos
impostos. N2 7
N3 Chave: a) The planets temperature is Completa apenas 1 frase com correo 4
getting higher and higher. lingustica e de acordo com a
b) More and more people should try to informao do texto. Pode escrever
N1
reduce their carbon footprint. com incorrees lingusticas no
impeditivas da compreenso. Erra ou
N2 7 omite as outras frases.
Reescreve corretamente apenas 1 frase 4 4. Identifica corretamente os 3 referentes, 10
respeitando os constrangimentos como indicado na chave.
N1
impostos. Erra ou omite a restante
frase. N3 Chave: a) Professor Steven Sherwood
b) 4C
4. Completa as 2 frases com correo 10
lingustica. c) a big advance
N3 N2 7
Ex.: a) The more / the higher
b)The faster / the more polluting Identifica corretamente apenas 1 dos 4
N2 7 N1 referentes, como indicado na chave.
Erra ou omite os restantes referentes.
Completa apenas 1 frase com correo 4
N1 5. Identifica os sinnimos adequados para 10
lingustica. Erra ou omite a outra frase.
N3 as 3 palavras.
Chave: a) severe; b) deem; c) guarantee
N2 7
ATIVIDADE B
Identifica o sinnimo apenas para 1 4
1. Explica o estudo, de acordo com o 10 N1 palavra. Erra ou omite as restantes
texto. Pode escrever com incorrees palavras.
lingusticas no impeditivas da
6. Completa as 4 frases com os tempos 10
compreenso.
verbais corretos.
Ex.: Professor Steven Sherwwoods
study is based on the clouds. It has Ex.: a) will get
showed that fewer clouds form as the N3
b) are going to study
N3 planet warms, meaning less sunlight is c) will be staying
reflected back into space, driving
temperatures up further. The study d) are travelling
intends to identify what is controlling N2 7
the cloud changes and to discount the
Completa apenas 1 frase corretamente. 4
lowest estimates of future global N1
warming in favour of the higher and Erra ou omite as outras frases.
more damaging estimates.
170 MODULE 2 OUR WORLD

AREAL EDITORES
7. Rescreve as 3 frases com correo 10 Competncia lingustica*
lingustica. Pode escrever com 30
Escreve um texto razoavelmente
incorrees de grafia que no
elaborado, utilizando recursos
impliquem competncia gramatical.
lingusticos adequados que lhe
Ex.: a) The temperature is rising; permitem transmitir a informao de
therefore, polar ice will continue to forma precisa. Pode ainda revelar
N3 melt.
alguma influncia da lngua materna.
b) Global warming has an impact not Utiliza vocabulrio suficiente para se
only on the environment but also on the exprimir, podendo suprir algumas
world economy. lacunas com a ajuda de circunlocues.
c) Climate models are good; however, N5 Revela geralmente bom domnio do
they may not be perfect. vocabulrio. Pode ocorrer alguma
confuso e escolha incorreta de
N2 7
palavras.
Reescreve apenas 1 frase com correo 4 Revela geralmente bom domnio das
lingustica. Pode escrever com estruturas e formas gramaticais, no
N1 incorrees de grafia que no cometendo erros gramaticais que
impliquem competncia gramatical. possam causar incompreenso.
Erra ou omite as outras frases.
A ortografia razoavelmente precisa.
8. Completa corretamente as 4 frases dos 10 A pontuao adequada.
dilogos.
N4 24
Ex.: a) Did use to play / used to run /
N3
(used to) ride Escreve um texto simples, utilizando 18
b) Are used to cooking / am used to recursos lingusticos adequados ao que
making pretende transmitir.
N2 7 Pode ainda revelar alguma influncia
da lngua materna.
Completa corretamente apenas 1 frase. 4 Utiliza vocabulrio suficiente para se
N1
Erra ou omite as restantes frases. exprimir com a ajuda de
circunlocues. Revela bom domnio do
vocabulrio e pensamento mais
N3 complexo.
ATIVIDADE C Utiliza, com correo, estruturas
Competncia pragmtica simples, no cometendo erros
gramaticais elementares de forma
Escreve um artigo, respeitando as 50 sistemtica.
instrues dadas, fornecendo
pormenores e destacando aspetos A ortografia suficientemente precisa
relevantes. para no afetar a inteligibilidade do
texto.
Utiliza um nmero ainda limitado de
N5 A pontuao adequada.
mecanismos de coeso, mas articula as
ideias de forma adequada num texto N2 12
organizado, claro e coerente.
Escreve um texto simples, utilizando 6
Respeita os limites de palavras padres frsicos elementares.
indicados.
Utiliza vocabulrio elementar suficiente
N4 40 para se exprimir com a ajuda de
Escreve um artigo simples, respeitando 30 circunlocues.
as instrues dadas e destacando Utiliza, com correo, estruturas
alguns aspetos relevantes. N1 simples, mas ainda comete alguns
Utiliza conectores simples, articulando erros gramaticais elementares de forma
N3 as ideias num texto coeso embora sistemtica, sem que isso impea a
ainda constitudo por uma sequncia compreenso global da mensagem.
linear de informaes. Revela algum conhecimento das
Pode no respeitar os limites de convenes ortogrficas.
palavras indicados. A pontuao nem sempre adequada.
N2 20
Escreve um artigo simples, abordando 10 *A competncia lingustica s ser avaliada se o aluno tiver
o tema de forma genrica e recorrendo tratado o tema proposto, situando-se o seu texto, pelo menos,
a repeties e pormenores pouco no nvel 1 da competncia pragmtica.
relevantes.
N1 Utiliza conectores simples para ligar
frases elementares, mas estrutura
deficientemente o texto.
Pode no respeitar os limites de
palavras indicados.
PROGRESS TESTS 171

PROGRESS TEST

5
INFORMAO TESTE 5

A estrutura do teste sintetiza-se no quadro seguinte.

Tipologia Nmero Cotao


Ativ. Componentes Competncias
de itens de itens (em pontos)
A Lxico-semntica: Competncia lingustica ITENS DE 3 40 pontos
competncia lexical SELEO
Our world competncia gramatical completamento
competncia semntica associao/
correspondncia
competncia ortogrfica
transformao
Morfossinttica:
Competncia pragmtica
Future forms competncia funcional

Linking words Competncia sociolingustica


Used to/be, get
used to
So/such
B Competncia lingustica ITENS DE 6 80 pontos
Conditional competncia lexical CONSTRUO
sentences
competncia gramatical resposta curta
competncia semntica resposta restrita
competncia ortogrfica

Competncia pragmtica
competncia discursiva
competncia funcional/
estratgica

Competncia sociolingustica
C Competncia lingustica ITENS DE 1 80 pontos
competncia lexical CONSTRUO
competncia gramatical resposta extensa
competncia semntica
competncia ortogrfica

Competncia pragmtica
competncia discursiva
competncia funcional/
estratgica
Total 200
172 MODULE 2 OUR WORLD

AREAL EDITORES
PROGRESS TEST 5
Name: _______________________________________________ No. _____ Class: _______
Date: ____/____/____ Mark: ____________________ Teacher: ________________________

The final task you are expected to complete is


to write an opinion text about whether you would follow a vegetarian diet.
Activities A and B will provide you with input for Activity C.

ACTIVITY A
15 1 Match the verbs in column A with the words in column B.
go 1. a) diseases
respect 2. b) fruits and vegetables
protect 3. c) animals rights
prevent 4. d) veg
avoid 5. e) the environment
limit 6. f) animal products
eat 7. g) money
save 8. h) climate changes

10 2 What are the differences between a vegetarian and a vegan?


Write a total of 30 40 words.

15 3 Complete the following text with seven words/expressions from the box.
Use each word only once. Two of them do not apply.
I have been vegan for almost four years and I admit going from full-blown meat a) ______________
to strict vegan was not easy. Just like any other life-altering decision, going vegan b)
______________ is unrealistic. If you are a c) _______________ with no dietary restrictions at
all, you should start with red meat, then the next week d) ______________, the next week fish, the
next week dairy and so on. Although many people think we only eat salad, being vegan doesnt mean
you only eat one thing, or you only eat e) ______________ for every meal. In fact, you would be
very surprised at all of the dishes you can easily veganize that were comfort f) ______________
from your carnivorous days. All you have to do is think of what you loved eating, take away the meat
and add a grain, legume or g) ______________.

poultry salads vegetable foods steak


overnight eater carnivore fish
PROGRESS TESTS 173

ACTIVITY B
Read the following text.

If we really want to reduce the human


impact on the environment, the simplest
and cheapest thing anyone can do is to
eat less meat. Behind most of the joints of
5 beef or chicken on our plates is a
phenomenally wasteful, land-and nergy-
hungry system of farming that devastates
forests, pollutes oceans, rivers, seas and
air, depends on oil and coal, and is
10 significantly responsible for climate
change.
We humans eat about 230m tonnes of
animals a year, twice as much as we did
30 years ago. In 2006, the UN alculated
15 that the combined climate change
emissions of animals bred for their meat
were about 18% of the global total
more than cars, planes and all other forms
of transport put together.
20 In terms of the amount of available land, meat-eaters need far more space than vegetarians. A Bangladeshi
family living off rice, beans, vegetables and fruit may live on an acre of land or less, while the average
American, who consumes around 270 pounds of meat a year, needs 20 times that.
Eat a steak or a chicken and you are effectively consuming the water that the animal has needed to live and
grow. While it takes 60 pounds of water to produce one pound of potatoes a pound of beef needs around 9,000
25 litres.
Global agribusiness has for 30 years turned to tropical rainforests not for their timber but for the land that
can be used to graze cattle or grow palm oil and soya. Millions of hectares of trees have been felled to provide
burgers for the US and more recently animal feed for farms for Europe, China and Japan.
Industrial-scale agriculture now dominates the western livestock and poultry industries, and a single farm
30 can now generate as much waste as a city. Also tens of thousands of miles of rivers, and consequently oceans,
are polluted each year.
Every link in the chain of events that brings meat to the table demands electricity, from the production of
the fertiliser put on the land to grow the animal feed to the fuel needed to transport the meat. According to
some studies, as much as one-third of all fossil fuels produced in the United States now go towards animal
35 agriculture.
Polls suggest that 5-6% of the population eats no meat at all, with many millions of others consciously
reducing the amount of meat they eat or only eating it occasionally. But the quantities are still staggering:
according to the Vegetarian Society, the average British carnivore eats over 11,000 animals in a lifetime.
For this, say the vegetarians, the meat eaters get increased chances of obesity, cancers, heart diseases and
40 other illnesses as well as a hole in the pocket. A meat diet is generally considered twice as expensive as a
vegetarian one.
http://www.theguardian.com/lifeandstyle/2010/jul/18/vegetarianism-save-planet-environment (abridged and adapted)
174 MODULE 2 OUR WORLD

AREAL EDITORES
15 1 Explain briefly how vegetarianism can help save the planet.

15 2 In note form, complete the table below with information from the text.

Impacts of meat production on the environment


Climate
Land
Water
Forest
Energy

15 3 Complete the following sentences using information from the text.


a) Vegetarianism is good both ______________________________________________________
b) Climate change is a consequence __________________________________________________
c) A vegetarian diet reduces ________________________________________________________

10 4 Say what the following words refer to.


a) that (l. 7) ____________________________________________________________________
b) who (l. 22) ___________________________________________________________________
c) their (l. 26) ___________________________________________________________________

10 5 Find in the three first paragraphs of the text synonyms for these words.
a) uneconomical _________________________________________________________________
b) raised _______________________________________________________________________
c) accessible ____________________________________________________________________

15 6 Rewrite the following sentences by using the words in brackets. Do not change
their original meaning.
a) Although eating meat is harmful, we continue to consume millions of animals a
year. (despite)
b) Meat production is such a destructive system that millions of hectares of trees
have been cut down. (so)
c) Thirty years ago we would consume half the quantity of meat. (used to)
d) Adopting a vegetarian diet will be healthier. (if)
e) I intend to try a vegetarian diet. (going to)

ACTIVITY C
80 Would you consider changing your diet to a vegetarian one? Why/Why not?
Write between 150 and 200 words.
PROGRESS TESTS 175
CRITRIOS ESPECFICOS DE CLASSIFICAO Test 5

ATIVIDADE A
1. Liga 7 ou 8 itens corretamente. 15 2. Completa a tabela com 5 informaes 15
N3 Chave: 1. d); 2. c); 3. e); 4. a); 5. f); do texto. Pode escrever com
6. h); 7. b); 8. g) incorrees lingusticas no impeditivas
da compreenso. Escreve em forma de
N2 10
nota, no incluindo informao
Liga apenas 1 ou 2 itens corretamente. 5 irrelevante ou incluindo informao
N1 irrelevante apenas numa nota.
Erra ou omite os restantes.
2. Indica as diferenas. Escreve com 10 Ex.:
correo lingustica. Respeita os limites N3 Climate: climate changes due to gas
de palavras indicados. emissions.
N3 Ex.: While a vegetarian doesnt eat any Land: need for big quantities of land.
meat or fish, a vegan is more rigorous Water: need for great amounts of
and doesnt eat or use any animal water, water pollution.
products such as milk, eggs, cheese or
Forest: deforestation.
leather.
Energy: high consumption of energy
N2 7 from production to distribution.
Indica as diferenas. Escreve com 4 10
N2
incorrees lingusticas no impeditivas
N1
da compreenso. Pode no respeitar os Completa a tabela com apenas 1 5
limites de palavras indicados. informao do texto. Pode escrever
15 com incorrees lingusticas no
3. Completa o texto com 6 ou 7 palavras
impeditivas da compreenso. Escreve
corretas.
em forma de nota, no incluindo
Chave: informao irrelevante. Erra ou omite
a) eater as restantes informaes.
b) overnight OU
N3 Completa a tabela com apenas 2 ou 3
c) carnivore informaes do texto. Pode escrever
d) poultry N1 com incorrees lingusticas no
e) salads impeditivas da compreenso. No
f) foods escreve em forma de nota. Erra ou
omite as restantes informaes.
g) vegetable OU
N2 10 Completa a tabela com apenas 2 ou 3
informaes do texto. Escreve em
Completa o texto com apenas 2 ou 3 5 forma de nota, incluindo informao
N1 palavras corretas. Erra ou omite as irrelevante em uma ou duas notas. Erra
restantes palavras. ou omite a(s) restante(s) informao/
informaes.
3. Completa as 3 frases com correo 15
lingustica e de acordo com a
informao do texto. Pode escrever
com incorrees lingusticas no
impeditivas da compreenso.
N3 Ex.: a) ... for our health and for the
environment.
b) of meat production, among other
reasons.
ATIVIDADE B
c) the chances of obesity, cancer
1. Explica as razes, de acordo com o 15 and other diseases.
texto. Pode escrever com incorrees N2 10
lingusticas no impeditivas da
compreenso. Completa apenas 1 frase com correo 5
Ex.: Meat production is very harmful to lingustica e de acordo com a
N3 the environment. It pollutes the air and informao do texto. Pode escrever
N1
the water and it leads to deforestation com incorrees lingusticas no
and to high levels of energy impeditivas da compreenso. Erra ou
consumption. Therefore, eating less omite as outras frases.
meat would definitely help save the 4. Identifica corretamente os 3 referentes, 10
planet. como indicado na chave.
N2 10 Chave: a) wasteful, land- and energy-
N3 hungry system of farming.
Explica de forma incompleta. Erra ou 5
N1 b) the average American.
omite informao.
c) tropical rainforests.
N2 7
176 MODULE 2 OUR WORLD

AREAL EDITORES
Identifica corretamente apenas 1 dos 4 Escreve um texto simples, abordando o 10
N1 referentes, como indicado na chave. tema de forma genrica e recorrendo a
Erra ou omite os restantes referentes. repeties e pormenores pouco
relevantes.
5. Identifica os sinnimos adequados para 10
N1 Utiliza conectores simples para ligar
as 3 palavras.
frases elementares, mas estrutura
N3 Ex.: a) wasteful deficientemente o texto.
b) bred Pode no respeitar os limites de
c) available palavras indicados.
N2 7 Competncia lingustica*
Identifica o sinnimo apenas para 1 4 Escreve um texto razoavelmente 30
N1 palavra. Erra ou omite as restantes elaborado, utilizando recursos
palavras. lingusticos adequados que lhe
permitem transmitir a informao de
6. Rescreve as 5 frases com correo 15 forma precisa. Pode ainda revelar
lingustica. Pode escrever com alguma influncia da lngua materna.
incorrees de grafia que no Utiliza vocabulrio suficiente para se
impliquem competncia gramatical. exprimir, podendo suprir algumas
Ex.: a) Despite the fact that eating lacunas com a ajuda de circunlocues.
meat is harmful, we continue to N5 Revela geralmente bom domnio do
consume millions of animals a year. vocabulrio. Pode ocorrer alguma
N3 b) Meat production is so destructive confuso e escolha incorreta de
that millions of hectares of trees have palavras.
been cut down. Revela geralmente bom domnio das
estruturas e formas gramaticais, no
c) Thirty years ago we used to consume
cometendo erros gramaticais que
half the quantity of meat.
possam causar incompreenso.
d) If you adopt a vegetarian diet, you A ortografia razoavelmente precisa.
will be healthier. A pontuao adequada.
e) I am going to try a vegetarian diet. N4 24
N2 10 Escreve um texto simples, utilizando 18
Reescreve apenas 1 frase com correo 5 recursos lingusticos adequados ao que
lingustica. Pode escrever com pretende transmitir.
N1 incorrees de grafia que no Pode ainda revelar alguma influncia
impliquem competncia gramatical. da lngua materna.
Erra ou omite as outras frases. Utiliza vocabulrio suficiente para se
exprimir com a ajuda de
circunlocues. Revela bom domnio do
vocabulrio e pensamento mais
ATIVIDADE C N3
complexo.
Competncia pragmtica Utiliza, com correo, estruturas
simples, no cometendo erros
Escreve um texto, respeitando as 50 gramaticais elementares de forma
instrues dadas, fornecendo sistemtica.
pormenores e destacando aspetos A ortografia suficientemente precisa
relevantes. para no afetar a inteligibilidade do
Utiliza um nmero ainda limitado de texto.
N5
mecanismos de coeso, mas articula as A pontuao adequada.
ideias de forma adequada num texto N2 12
organizado, claro e coerente.
Respeita os limites de palavras Escreve um texto simples, utilizando 6
indicados. padres frsicos elementares.
Utiliza vocabulrio elementar suficiente
N4 40 para se exprimir com a ajuda de
Escreve um texto simples, respeitando 30 circunlocues.
as instrues dadas e destacando Utiliza, com correo, estruturas
alguns aspetos relevantes. N1 simples, mas ainda comete alguns
erros gramaticais elementares de forma
Utiliza conectores simples, articulando sistemtica, sem que isso impea a
N3 as ideias num texto coeso embora compreenso global da mensagem.
ainda constitudo por uma sequncia Revela algum conhecimento das
linear de informaes. convenes ortogrficas.
Pode no respeitar os limites de A pontuao nem sempre adequada.
palavras indicados.
N2 20
* A competncia lingustica s ser avaliada se o aluno
tiver tratado o tema proposto, situando-se o seu texto, pelo
menos, no nvel 1 da competncia pragmtica.
PROGRESS TESTS 177

PROGRESS TEST

6
INFORMAO TESTE 6

A estrutura do teste sintetiza-se no quadro seguinte.

Tipologia Nmero Cotao


Ativ. Componentes Competncias
de itens de itens (em pontos)
A Lxico-semntica: Competncia lingustica ITENS DE 3 40 pontos
competncia lexical SELEO
The world of work competncia gramatical associao/
competncia semntica correspondncia
competncia ortogrfica completamento
Morfossinttica: transformao
Competncia pragmtica escolha mltipla
competncia funcional
The article
Clauses of purpose
Competncia sociolingustica
Emphatic structure

B Competncia lingustica ITENS DE 7 80 pontos


competncia lexical CONSTRUO
competncia gramatical resposta curta
competncia semntica resposta restrita
competncia ortogrfica

Competncia pragmtica
competncia discursiva
competncia funcional/
estratgica

Competncia sociolingustica
C Competncia lingustica ITENS DE 1 80 pontos
competncia lexical CONSTRUO
competncia gramatical resposta extensa
competncia semntica
competncia ortogrfica

Competncia pragmtica
competncia discursiva
competncia funcional/
estratgica
Total 200
178 MODULE 3 THE WORLD OF WORK

AREAL EDITORES
PROGRESS TEST 6
Name: _______________________________________________ No. _____ Class: _______
Date: ____/____/____ Mark: ____________________ Teacher: ________________________

The final task you are expected to complete is


to write an email to a friend stating
the advantages and disadvantages of not going to University.
Activities A and B will provide you with input for Activity C.

ACTIVITY A
15 1 Complete the following text with the words from the box.
Use each word only once.

applying lectures degree rogue trips essays

University, in so many ways, is not like school. One of the biggest changes between university
and school or college will be the way that you work. You will have to take more responsibility
for your own learning than you have probably done before and no one will chase you up for late
a) _________________ or b) _________________ coursework.
University courses are generally a mix of c) _________________, seminars and tutorials.
Depending on the d) _________________, there will also be field e) _________________,
drawing classes and all kinds of other things.
You have done the hard bit by f) _________________ and being accepted. The university
obviously feels that you are intellectually able to do the course, so you just have to make sure you
manage to settle in and enjoy it.
http://www.theguardian.com/education/2003/sep/19/students.news (abridged)

10 2 Name two reasons why you would/wouldnt like to go to University.


Write a total of 30-40 words.

15 3 Rewrite the sentences below using the words/expressions given in brackets


and without changing their meaning. (Capital letters are significant.)
a) Teachers know little of what goes on inside teenagers minds. (Little)
b) Certainly things will change in the next couple of years. (It)
c) I couldnt know how many undergraduate students there were in the UK until I
consulted the official numbers. (Not until)
d) He left university. He wanted to get a job. (to)
e) Anns parents worked hard. Shed like to continue her studies. (so that)
PROGRESS TESTS 179

ACTIVITY B
Read the following text.

Three years at university may be a waste of


time according to some. Whether you agree
with it or not, there are certainly many
alternatives to spending three years in higher
5 education and plenty of ways of pursuing your
career goals without going to university.
The rise in tuition fees has discouraged some
prospective students in England: last year saw a
10% drop in university applications. Although
10 the figure has recovered, there are other reasons
why you might prefer to avoid the route. Perhaps
youre fed up with reading books and sitting
exams or maybe you just cant wait to get stuck
into the real world of work. You may have
15 missed your expected grades (which is perfectly normal), and with education chiefs warning earlier
this month that A-level students are in danger of missing out on a university place, alternative
options are firmly in the spotlight.
You can do many careers without doing a degree even traditional professions such as law and
accountancy. If youve got an idea for a business venture, charities such as The Princes Trust
20 Enterprise Programme and Business Angels, offer grants and advice to start-ups.
Apprenticeships are a great way of getting on the ladder at major companies and organisations such
as Transport for London and British Airways. If youve always wanted to join the police or fire
service, you dont necessarily need a degree, and learning a trade, such as plumbing or becoming an
electrician, can give you a steady career footing from an early age.
25 So if you want to follow in the footsteps of Jamie Oliver, Richard Branson or Ben Affleck (none of
whom went to university), join in our live chat for tips and advice on mapping your route to your
dream job without a degree.
Our panel of experts will be on hand to discuss any questions you have and the options available on
next Wednesday between 1 p.m. and 3 p.m. The Q&A will takes place in the comments section of
30 our website. Taking part is easier than ever: you can create a free account, or log in using your
Twitter or Facebook profiles and comment. Alternatively, you can tweet us or email us your
questions and we will post them on the Q&A.
http://careers.theguardian.com/career-options-if-you-dont-want-to-go-to university
(abridged and slightly adapted)

10 1 Explain why one year 10% fewer students applied to go to university.

10 2 How has the situation changed since then?


180 MODULE 3 THE WORLD OF WORK

AREAL EDITORES
15 3 In note form, complete the table below with information from the text.
Write 1 4 words per cell.

Not going to University


1. Reasons not to enrol 2. Alternative careers
a) a)
b) b)
c) c)

d) d)

e) e)

10 4 Complete the following sentences using information from the text.


a) Some A-level students ________________________________________________________
b) Transport for London and British Airways __________________________________________

10 5 Say what the following words refer to.


a) it (l. 3) ___________________________________________________________________
b) why (l. 11) ________________________________________________________________
c) which (l. 15) _______________________________________________________________

15 6 Find in the text synonyms for these words.


a) following _________________________________________________________________
b) awaited __________________________________________________________________
c) hierarchy _________________________________________________________________

10 7 The Zero Article is used in this extract from the text () in higher education () because we are talking
about:

a) a plural abstract noun used in a general sense.


b) an uncountable abstract noun used in a general sense.
c) a countable singular noun.

ACTIVITY C
80 Imagine your best friend doesnt want to go to University. Write an email to
him/her stating the advantages and disadvantages of such decision.
Write between 150 and 220 words.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
PROGRESS TESTS 181
CRITRIOS ESPECFICOS DE CLASSIFICAO Test 6

1. Completa o texto com 5 ou 6 palavras 15 N2 7


corretas. Pode faz-lo com incorrees 4
Explica de forma incompleta. Erra ou
de grafia no impeditivas da N1
N3 omite informao.
compreenso.
Chave: a) essays; b) rogue; c) lectures; 2. Explica o que mudou, de acordo com o 10
d) degree; e) trips;f) applying texto. Pode escrever com incorrees
lingusticas no impeditivas da
N2 10
N3 compreenso.
Completa o texto com apenas 1 ou 2 5 Ex.: Although there were 10% less
palavras corretas. Pode faz-lo com applicants last year, the numbers have
N1 incorrees de grafia no impeditivas recovered since then.
da compreenso. Erra ou omite as N2 7
restantes palavras.
Explica de forma incompleta. Erra ou 4
2. Indica 2 razes. Escreve com correo 10 N1
omite informao.
lingustica. Respeita os limites de
N3 palavras indicados. 3. Completa a tabela com 6 informaes 20
Ex.: Learn more about a specific do texto. Pode escrever com
subject; get a well-paid job afterwards. incorrees lingusticas no impeditivas
da compreenso. Escreve em forma de
N2 7 nota, no incluindo informao
Indica 1 razo. Escreve com incorrees 4 irrelevante ou incluindo informao
lingusticas no impeditivas da N3 apenas numa nota.
N1
compreenso. Pode no respeitar os Ex.: 1. a) a "waste of time"; b) high fees;
limites de palavras indicados. c) fed up with studying; d) want to work;
3. Reescreve corretamente as 3 frases 15 e) low A level grades
respeitando os constrangimentos 2. a) traditional professions; b) business
impostos. Pode escrever com venture; c) apprenticeships; d) public
incorrees de grafia e de pontuao services; e) skilled trades
no impeditivas da compreenso. N2 10
Chave: 5
Completa a tabela com apenas 2
a) Little do teachers know of what goes
informaes do texto. Pode escrever
on inside teenagers minds.
com incorrees lingusticas no
(gramaticalmente no igual frase
impeditivas da compreenso. Escreve
Little did we know that, mas segue
em forma de nota, no incluindo
a mesma regra de SV inversion.)/Little
N3 informao irrelevante. Erra ou omite
of what goes on inside teenagers minds
as restantes informaes.
is known to teachers.
OU
b) It is certain things will change in the
Completa a tabela com apenas 3 ou 4
next couple of years.
informaes do texto. Pode escrever
c) Not until I consulted the official N1 com incorrees lingusticas no
numbers, could I know how many
impeditivas da compreenso. No
undergraduate students there were in
escreve em forma de nota. Erra ou
the UK.
omite as restantes informaes.
d) He left university to get a job.
OU
e) Anns parents worked hard so that
Completa a tabela com apenas 3 ou 4
she could continue her studies.
informaes do texto. Escreve em
N2 10 forma de nota, incluindo informao
Reescreve corretamente apenas 1 frase 5 irrelevante em uma ou duas notas. Erra
respeitando os constrangimentos ou omite a(s) restante(s) informao/
impostos. Pode escrever com informaes.
N1
incorrees de grafia e de pontuao no 4. Completa as 2 frases com correo 10
impeditivas da compreenso. Erra ou lingustica e de acordo com a
omite as restantes frases. informao do texto. Pode escrever
com incorrees de grafia que no
N3 impliquem competncia gramatical.
ATIVIDADE B Ex.: a) are in danger of not getting a
university place.
1. Explica a razo, de acordo com o texto. 10 b) are two organizations offering
Pode escrever com incorrees
apprenticeships.
lingusticas no impeditivas da
compreenso. N2 7
N3 Ex.: The rise in tuition fees has Completa apenas 1 frase com correo 4
discouraged some students in England lingustica e de acordo com a
from pursuing higher education. There informao do texto. Pode escrever
were 10% less applicants in the N1
com incorrees de grafia que no
previous year. impliquem competncia gramatical.
Erra ou omite a outra frase.
182 MODULE 3 THE WORLD OF WORK

AREAL EDITORES
5. Identifica corretamente os 3 referentes, 10 Competncia lingustica*
como indicado na chave. Pode escrever Escreve um texto bem elaborado, 30
com incorrees de grafia no utilizando recursos lingusticos
impeditivas da compreenso. adequados que lhe permitem transmitir
Chave: a informao de forma precisa. Pode
N3 ainda revelar alguma influncia da
a) three years at university may be a
waste of time lngua materna.
b)(other) reasons Utiliza vocabulrio variado e adequado
c) (may have) missed your expected para se exprimir, podendo suprir
grades algumas lacunas com a ajuda de
N5 circunlocues. Revela, geralmente,
N2 7 bom domnio do vocabulrio.
Identifica corretamente apenas 1 dos 4 Pode ocorrer alguma confuso e
referentes, como indicado na chave. escolha incorreta de palavras.
N1 Pode escrever com incorrees de Revela, geralmente, bom domnio das
grafia no impeditivas da compreenso. estruturas e formas gramaticais que
Erra ou omite os restantes referentes. possam causar incompreenso.
6. Identifica os sinnimos adequados para 10 A ortografia razoavelmente precisa.
as 3 palavras. A pontuao adequada.
Ex.:
N3 N4 24
a) pursuing
Escreve um texto simples, utilizando 18
b) expected recursos lingusticos adequados ao que
c) ladder pretende transmitir.
N2 10 Pode ainda revelar alguma influncia
da lngua materna.
Identifica o sinnimo apenas para 1 5 Utiliza vocabulrio suficiente para se
N1 palavra. Erra ou omite as restantes exprimir com a ajuda de
palavras. circunlocues.
7. Escolhe a opo correta. 10 Revela bom domnio do vocabulrio
N1 elementar, cometendo erros graves
Chave: b) N3
apenas quando exprime um
pensamento mais complexo.
Utiliza, com correo, estruturas
simples, no cometendo erros
gramaticais elementares de forma
ATIVIDADE C sistemtica.
A ortografia suficientemente precisa
Competncia pragmtica
para no afetar a inteligibilidade do
Escreve um texto bem elaborado, 50 texto.
respeitando as instrues dadas, A pontuao adequada.
fornecendo pormenores e destacando N2 12
aspetos relevantes.
Utiliza, com eficcia, mecanismos de Escreve um texto simples, utilizando 6
N5 padres frsicos elementares.
coeso e articula as ideias de forma
adequada num texto organizado, claro Utiliza vocabulrio elementar suficiente
e coerente. para se exprimir com a ajuda de
circunlocues.
Respeita os limites de palavras Utiliza, com correo, estruturas
indicados. N1 simples, mas ainda comete alguns
N4 40 erros gramaticais elementares de forma
sistemtica, sem que isso impea a
Escreve um texto simples, respeitando 30
compreenso global da mensagem.
as instrues dadas e destacando
Revela algum conhecimento das
alguns aspetos relevantes.
convenes ortogrficas.
Utiliza, com alguma eficcia, A pontuao nem sempre adequada.
conectores, articulando as ideias num
N3
texto coeso embora ainda constitudo
por uma sequncia linear de
informaes.
Pode no respeitar os limites de
palavras indicados. *A competncia lingustica s ser avaliada se o aluno tiver
tratado o tema proposto, situando-se o seu texto, pelo menos,
N2 20
no nvel 1 da competncia pragmtica.
Escreve um texto simples, abordando o 10
tema de forma genrica e recorrendo a
repeties e pormenores pouco
relevantes.
N1 Utiliza conectores simples para ligar
frases elementares, mas estrutura
deficientemente o texto.
Pode no respeitar os limites de
palavras indicados.
PROGRESS TESTS 183

PROGRESS TEST

7
INFORMAO TESTE 7

A estrutura do teste sintetiza-se no quadro seguinte.

Tipologia Nmero Cotao


Ativ. Componentes Competncias
de itens de itens (em pontos)
A Lxico-semntica: Competncia lingustica ITENS DE 3 40 pontos
competncia lexical SELEO
The world of work competncia gramatical completamento
competncia semntica associao /
competncia ortogrfica correspondncia
Morfossinttica: transformao
Competncia pragmtica
competncia funcional
The passive
The passive: Competncia sociolingustica
impersonal
constructions

B Competncia lingustica ITENS DE 6 80 pontos


CONSTRUO
competncia lexical
competncia gramatical resposta curta
competncia semntica resposta restrita
competncia ortogrfica

Competncia pragmtica
competncia discursiva
competncia funcional/
estratgica

Competncia sociolingustica
C Competncia lingustica ITENS DE 1 80 pontos
competncia lexical CONSTRUO
competncia gramatical resposta extensa
competncia semntica
competncia ortogrfica

Competncia pragmtica
competncia discursiva
competncia funcional/
estratgica
Total 200
184 MODULE 3 THE WORLD OF WORK

AREAL EDITORES
PROGRESS TEST 7
Name: _______________________________________________ No. _____ Class: _______
Date: ____/____/____ Mark: ____________________ Teacher: ________________________

The final task you are expected to complete is


to write a comment on a quotation about child labour.
Activities A and B will provide you with input for Activity C.

ACTIVITY A
10 1 Choose from the list below (A to F) two reasons you find important to stop
child labour. Justify your choices in a total of 30-40 words.
a) children need time to play
b) it is against the law
c) no one should be forced to work
d) no child should be deprived of an education
e) they are not physically/mentally apt to perform the tasks yet
f) all children should have the same opportunities and rights when growing up

15 2 Complete the following text with the words from the box.
Use each word only once.

retail legal against commercial proportion manufacturing

Did you know


sub-Saharan Africa has the largest a) _______________________ of working children,
around 69 million?
most children work in the informal sector (e.g. in homes or on the streets) without any
b) _____________________ protection?
69% work in agriculture, c) _____________________ hunting and fishing or forestry?
9% work in d) _____________________?
8% in wholesale and e) _____________________ trade, restaurants and hotels?
June 12th is the World Day f) _____________________ Child Labour?
http://www.unicef.org.nz/page/138/Factsaboutchildlabour.html (abridged)

15 3 Rewrite the sentences below using the words given in brackets and without
changing their meaning.
a) They considered this fair trade jacket as fashionable as the other one. (This)
b) People say that the new campaign is not effective. (It)
c) Everyone expects me to resign from the manager position. (It)
PROGRESS TESTS 185

ACTIVITY B
Read the following text.

This collection contains true stories of child labourers. They were


developed from interviews undertaken by the International Centre
on Child Labour and Education with children and teenagers during
the Children's World Congress.

5
Rebecca, 16, Peru
When Rebecca was 7 years old, she started dressing up like a boy to wash cars with her older brother in the
streets. She worked ten hours a day, from 8 a.m. to 6 p.m., for $1.50 US dollars a day instead of going to
school.
When she was 9 years old, a nun found Rebecca on the street. She brought her and her two sisters to live in a
10 house with other children and nuns.
Now, Rebecca is fine, but she is sad for some of her girl friends, who are still working on the streets. She is
enrolled in eighth grade. She wonders why she received help to leave the streets and resume school, while her
friends are still working there. She dreams of someday being able to help other street girls.

Samsur, 13, India


15 Samsur started working with his friends as a rag (garbage) picker when he was ten years old because his
parents and all his neighbours and friends were rag pickers. He still has a scar on his foot from stepping on a
piece of broken glass while collecting garbage. During his work as a rag-picker, Samsur was addicted to
gutka (tobacco) and sometimes used to smoke cigarettes.
One day, Samsurs father met an activist from the South Asian Coalition on Child Servitude.
20 The meeting was an eye-opener for his father, who realized his responsibility to send Samsur to school.
Child labour doesnt work, children need a proper education he said.
Now, Samsur lives at the Bal Ashram in Jaipur District with other children who have been withdrawn from
work and are receiving educational and vocational training.

Lilibeth, 18, Philippines


25 When she was 14 years old, Lilibeth went to Davao city to work as a child domestic worker.
She had no formal training for this job. The chores she had learned at home in her province were different
from those she was expected to do in the city.
When she was working, Lilibeth was unaware of workers rights. She had no knowledge of written
employment contracts between homeowners and household help that made expectations clear at the
30 beginning of the hiring process.
Lilibeth believes that the best way to help child labourers is to make both children and parents aware of the
isadvantages of child labour, and to empower children. Importantly, all institutions and groups concerned
(e.g., NGOs, government agencies, etc.) should work together to prevent children from entering the work
force and to rescue children from child labour.
http://www.knowchildlabor.org/true_stories/child_labor_interviews.php
(abridged and slightly adapted)
186 MODULE 3 THE WORLD OF WORK

AREAL EDITORES
10 1 According to what you have read, briefly explain why child labour doesnt
work.

10 2 What do these three teenagers have in common?

15 3 Complete the following sentences using information from the text.


a) Although Rebecca is fine now, _____________________________________________.
b) Samsurs father eventually ________________________________________________.
c) According to Lilibeth, the best way to help child labourers _________________________.

15 4 Say what the following words refer to.


a) they (l. 1) _____________________________________________________________
b) who (l. 11) _____________________________________________________________
c) that (l. 29) _____________________________________________________________

15 5 Find synonyms for these words in the last five paragraphs of the text.
a) epiphany _____________________________________________________________
b) employing _____________________________________________________________
c) save _________________________________________________________________

15 6 Complete the following sentences with the correct form of the verbs in
brackets.
a) UNICEF __________ (bring) to life in December 1946.
b) In 1990 the Convention on the Rights of the Child __________ (adopt).
c) UNICEF __________ (commit) to ensuring special protection for the most
disadvantaged children.
d) UNICEF __________ (trust) as one of the most efficient non-profit organisations
in the world.
e) UNICEF __________ (manage) by the United Nations General Assembly for over
60 years.
f) To date, over 1.9 million young people __________ (vaccinate) against measles,
tetanus and other diseases.
g) Last year 720,000 children __________ (provide) with pencils, books and
uniforms.

ACTIVITY C
Comment on this quotation about child labour Small hands can handle a pen
80
better than a brick..
Write between 150 and 220 words.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
PROGRESS TESTS 187

CRITRIOS ESPECFICOS DE CLASSIFICAO Test 7


ATIVIDADE A
1. Indica 2 aspetos e justifica. Escreve 10 2. Nomeia as reas, de acordo com o 10
com incorrees lingusticas no texto. Pode escrever com incorrees
impeditivas da compreenso. Respeita lingusticas no impeditivas da
os limites de palavras indicados. compreenso.
N3 Ex.: a) children need time to play; d) N3
Ex.: They have all been rescued from
no child I believe that it is child labour and have found a different
important for every child to have a direction in life/were given another
proper childhood and be able to play chance.
and go to school like everyone else.
N2 7
N2 7
Nomeia de forma incompleta. Erra ou 4
N1
Indica 1 aspeto. Escreve com 4 omite informao.
incorrees lingusticas no impeditivas 3. Completa as 3 frases com correo 15
N1
da compreenso. Pode no respeitar os lingustica e de acordo com a
limites de palavras indicados. informao do texto. Pode escrever
2. Completa o texto com 5 ou 6 palavras 15 com incorrees de grafia que no
corretas. Pode faz-lo com incorrees impliquem competncia gramatical.
de grafia no impeditivas da Ex.:
N3 compreenso. a) she is sad for some of her girl
Chave: N3
friends, who are still working on the
a) proportion; b) legal; c) commercial streets.
d) manufacturing; e) retail; f) against b) realised his responsibility to send
Samsur to school.
N2 10
c) is to make both children and parents
Completa o texto com apenas 1 ou 2 5 aware of the disadvantages of child
palavras corretas. Pode faz-lo com labour, and to empower children.
N1 incorrees de grafia no impeditivas
da compreenso. Erra ou omite as N2 10
restantes palavras. Completa apenas 1 frase com correo 5
3. Reescreve corretamente as 3 frases 15 lingustica e de acordo com a
respeitando os constrangimentos informao do texto. Pode escrever
N1
impostos. Pode escrever com com incorrees de grafia que no
incorrees de grafia e de pontuao impliquem competncia gramatical.
no impeditivas da compreenso. Erra ou omite as outras frases.
Chave: 4. Identifica corretamente os 3 referentes, 15
N3 como indicado na chave. Pode escrever
a) This fair trade jacket was considered
as fashionable as the other one. com incorrees de grafia no
impeditivas da compreenso.
b) It is said that the new campaign is
not effective. Chave:
N3
c) It is expected that I resign from the a) true stories (of child labourers)
manager position. b) (some of her) girl friends
N2 10 c) written employment contracts
(between homeowners and household
Reescreve corretamente apenas 1 frase 5 help)
respeitando os constrangimentos
impostos. Pode escrever com N2 10
N1
incorrees de grafia e de pontuao Identifica corretamente apenas 1 dos 5
no impeditivas da compreenso. Erra referentes, como indicado na chave.
ou omite as restantes frases. N1 Pode escrever com incorrees de
grafia no impeditivas da compreenso.
Erra ou omite os restantes referentes.
ATIVIDADE B 5. Identifica os sinnimos adequados para 15
as 3 palavras.
1. Explica as razes, de acordo com o 10
Chave:
texto. Pode escrever com incorrees N3
lingusticas no impeditivas da a) eye-opener
N3 compreenso. b) hiring
Ex.: It doesnt work because children c) rescue
need a proper education. They need to
N2 10
go to school instead of going to work.
N2 7 Identifica o sinnimo apenas para 1 5
N1 palavra. Erra ou omite as restantes
Explica de forma incompleta. Erra ou 4
N1 palavras.
omite informao.
188 MODULE 3 THE WORLD OF WORK

AREAL EDITORES
6. Completa 6 ou 7 espaos. Pode 15 Competncia lingustica*
escrever com incorrees de grafia que
Escreve um texto bem elaborado, 30
no impliquem competncia gramatical.
utilizando recursos lingusticos
Ex.: adequados que lhe permitem transmitir
a) was brought a informao de forma precisa. Pode
ainda revelar alguma influncia da
N1 b) was adopted lngua materna.
c) is committed
Utiliza vocabulrio variado e adequado
d) is trusted para se exprimir, podendo suprir
e) has been managed algumas lacunas com a ajuda de
f) have been vaccinated N5 circunlocues. Revela, geralmente,
bom domnio do vocabulrio.
g) were provided
Pode ocorrer alguma confuso e
N2 10 escolha incorreta de palavras.
Completa apenas 1 ou 2 espaos com 5 Revela, geralmente, bom domnio das
N1 correo lingustica. Erra ou omite as estruturas e formas gramaticais que
outras frases. possam causar incompreenso.
A ortografia razoavelmente precisa.
ATIVIDADE C A pontuao adequada.
1. Competncia pragmtica N4 24
Escreve um comentrio, respeitando as 50 Escreve um texto simples, utilizando 18
instrues dadas, fornecendo recursos lingusticos adequados ao que
pormenores e destacando aspetos pretende transmitir.
relevantes. Pode ainda revelar alguma influncia
da lngua materna.
Utiliza, com eficcia, mecanismos de
N5 Utiliza vocabulrio suficiente para se
coeso e articula as ideias de forma
exprimir com a ajuda de
adequada num texto organizado, claro
circunlocues.
e coerente.
Revela bom domnio do vocabulrio
Respeita os limites de palavras elementar, cometendo erros graves
indicados. N3
apenas quando exprime um
N4 40 pensamento mais complexo.
Utiliza, com correo, estruturas
Escreve um comentrio simples, 30 simples, no cometendo erros
respeitando as instrues dadas e gramaticais elementares de forma
destacando alguns aspetos relevantes. sistemtica.
Utiliza, com alguma eficcia, A ortografia suficientemente precisa
conectores, articulando as ideias num para no afetar a inteligibilidade do
N3
texto coeso embora ainda constitudo texto.
por uma sequncia linear de A pontuao adequada.
informaes.
Pode no respeitar os limites de N2 12
palavras indicados. Escreve um texto simples, utilizando 6
N2 20 padres frsicos elementares.
Utiliza vocabulrio elementar suficiente
Escreve um comentrio simples, 10 para se exprimir com a ajuda de
abordando o tema de forma genrica e circunlocues.
recorrendo a repeties e pormenores Utiliza, com correo, estruturas
pouco relevantes. N1 simples, mas ainda comete alguns
N1 Utiliza conectores simples para ligar erros gramaticais elementares de forma
frases elementares, mas estrutura sistemtica, sem que isso impea a
deficientemente o texto. compreenso global da mensagem.
Pode no respeitar os limites de Revela algum conhecimento das
palavras indicados. convenes ortogrficas.
A pontuao nem sempre adequada.

*A competncia lingustica s ser avaliada se o aluno tiver


tratado o tema proposto, situando-se o seu texto, pelo menos, no
nvel 1 da competncia pragmtica.
PROGRESS TESTS 189

PROGRESS TEST

8
INFORMAO TESTE 8

A estrutura do teste sintetiza-se no quadro seguinte.

Tipologia Nmero Cotao


Ativ. Componentes Competncias
de itens de itens (em pontos)
A Lxico-semntica: Competncia lingustica ITENS DE 3 40 pontos
competncia lexical SELEO
The world of work competncia gramatical completamento
competncia semntica associao /
competncia ortogrfica correspondncia
Morfossinttica: transformao
Competncia pragmtica
Phrasal verbs competncia funcional
Prepositional verbs
Competncia
Modal verbs
sociolingustica

B Competncia lingustica ITENS DE 6 80 pontos


competncia lexical CONSTRUO
competncia gramatical resposta curta
competncia semntica resposta restrita
competncia ortogrfica

Competncia pragmtica
competncia discursiva
competncia funcional/
estratgica

Competncia
sociolingustica
C Competncia lingustica ITENS DE 1 80 pontos
competncia lexical CONSTRUO
competncia gramatical resposta extensa
competncia semntica
competncia ortogrfica

Competncia pragmtica
competncia discursiva
competncia funcional/
estratgica
Total 200
190 MODULE 3 THE WORLD OF WORK

AREAL EDITORES
PROGRESS TEST 8
Name: _______________________________________________ No. _____ Class: _______
Date: ____/____/____ Mark: ____________________ Teacher: _______________________

The final task you are expected to complete is


to write for an advice column, giving advice about how to deal with co-workers.
Activities A and B will provide you with input for Activity C.

ACTIVITY A
15
1 Complete the following text with the words from the box.
Use each word only once.

co-workers compromise support culture morale supervisor

Open communication is important for team building and increasing a) ____________.


If you are a b) ______________________ or director, it is your responsibility to establish an office
c) ______________________ in which employees feel comfortable expressing themselves. The
work environment requires that d) ______________________ work together as a team.
e) ______________________ involves each party getting something that he or she wants so that
everyone wins. Cultivating relationships with your co-workers can improve work relations and
improve your f) ______________________ system at work.
http://www.wikihow.com/Develop-Positive-Work-Relationship
(abridged)

10
2 Do you have healthy relationships with your co-workers/classmates? Give two reasons for your
answer.
Write a total of 30-40 words.

15
3 Complete the sentences with the prepositions about, back, out, up or with.
Reaching a) ___________ to your colleagues can make your work environment a much nicer place.
To win friends at work, start b) ___________ good office etiquette. You dont want anyone talking
c) ___________ you behind your back, right? So return the favour. When a co-worker sidles d)
___________ to you bearing a juicy titbit of gossip, simply reply, Really?, bring
e) ___________ a new topic or get f) ___________ to work.
http://www.rd.com/advice/relationships/develop-good-coworker-relations/#ixzz2hVpYWEhJ
(abridged and slightly adapted)
PROGRESS TESTS 191

ACTIVITY B
Read the following text.

Shes/Hes talented, just not very good at dealing with co-workers. It would be a shame if that were
being said about someone in your organization and they were never made aware of it. It might be even
worse if it was being said about you. Ouch! Maybe this isnt a problem you have personally, but this
is definitely one example of the types of unaddressed and unresolved issues floating through the halls
5 of your company right now.
Lets face it, humans have a hard time giving other humans honest, insightful feedback.
Why? Are we scared of coming across as being short or rude? Are we afraid well be considered
know-it-alls or worried that if we give feedback well be opening ourselves up for scrutiny or personal
attack? Maybe were just completely scared of losing our jobs.
10 Understandable, those are real concerns we have to acknowledge. But we also have to be
committed to creating resolution. If people dont start speaking up about the things that matterthe
things that will help move the entire organization forward, before long it wont be an organization
worth working for. Fear of conflict and confrontation is like a silent cancer that slowly eats away at
the integrity of organizations until the reality of the impact is made visible
15 to everyone, including vendors, clients, customers and shareholders.
What if everyone began to have open and honest discussions with trust and a true desire to help
one another, the team, the clients and the company what would happen? Do we provide a safe
environment? Do we walk the talk and really believe in talent development? Is it easier to talk about a
problem, an executive, a team member when they arent around instead of head on while the topic is
20 relevant? What do you do when you are committed to the organization, but feel like you need a
sounding board to help you prepare to share effectively?
A solution could be a guided self-reflection. Confidential and guided self-reflection provides
unbiased observations and opportunities with focus, timely responses, both positive and ratified
solutions; removing the impression and feeling that conflict and confrontation are dirty words.

http://ireport.cnn.com/docs/DOC-1036079 (abridged and slightly adapted)

10 1 In about 50 words, discuss one of the possible reasons stated in the text for
not giving honest feedback at the workplace.

15 2 Complete the table below with information on self-reflection taken from the text.

Self-reflection
allows stops
a)
b) d)
c)
192 MODULE 3 THE WORLD OF WORK

AREAL EDITORES
10 3 Say what the following words refer to.
a) it (l. 3) ________________________________________________________________
b) it (l. 6) ________________________________________________________________
c) that (l. 11) _____________________________________________________________

15 4 Explain the meaning of the following expressions in the text.


a) Ouch! (l. 3) ___________________________________________________________
b) Lets face it (l. 6) _______________________________________________________
c) know-it-alls (l. 8) _______________________________________________________

15 5 Complete the following sentences using information from the text.


a) One of peoples difficulties is to ____________________________________________.
b) In an organization worth working for _________________________________________.
c) Guided self-reflection could be a solution for when _______________________________.

15 6 Rewrite the sentences below replacing the underlined words and without
changing the meaning of the sentences. Make the necessary transformations.
Use modal verbs.
a) They will have to send all the documentation soon.
b) Do you want me to do that for you?
c) Theres a strong probability of my getting the advertised job.
d) We are to add four new employees next month.
e) She certainly is a very reliable co-worker.
f) You are always to knock before opening the office door.

ACTIVITY C
80
Imagine you write for a magazine column. Give advice to someone who is not
very good at dealing with co-workers.
Write between 150 and 220 words.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
PROGRESS TESTS 193

CRITRIOS ESPECFICOS DE CLASSIFICAO Test 8

ATIVIDADE A
1. Completa o texto com 5 ou 6 palavras 15 2. Completa a tabela com 4 informaes 15
corretas. Pode faz-lo com incorrees do texto. Pode escrever com
de grafia no impeditivas da incorrees lingusticas no impeditivas
compreenso. da compreenso. No inclui informao
N3 irrelevante ou inclui informao
Chave:
irrelevante apenas num espao.
a) morale; b) supervisor; c) culture;
d) co-workers; e) Compromise; N3 Chave:
f) support a) unbiased observations and
opportunities with focus
N2 10
b) timely responses
Completa o texto com apenas 1 ou 2 5
c) both positive and ratified solutions
palavras corretas. Pode faz-lo com
N1 incorrees de grafia no impeditivas d) conflict and confrontation being seen
da compreenso. Erra ou omite as as dirty words
restantes palavras. N2 10
2. Indica 2 razes. Escreve com correo 10 Completa a tabela com apenas 1 ou 2 5
lingustica. Respeita os limites de informaes do texto. Pode escrever
palavras indicados. com incorrees lingusticas no
Ex.: impeditivas da compreenso. No inclui
N3
I always find support from my informao irrelevante. Erra ou omite
co-workers/classmates when theres a as restantes informaes.
N1
problem. My co-workers/classmates OU
cover up for me when I get into trouble. Completa a tabela com apenas 2 ou 3
N2 7 informaes do texto. Pode escrever
com incorrees lingusticas no
D apenas 1 razo. Escreve com 4 impeditivas da compreenso. Erra ou
incorrees lingusticas no impeditivas omite as restantes informaes.
N1
da compreenso. Pode no respeitar os
limites de palavras indicados. 3. Identifica corretamente os 3 referentes, 10
como indicado na chave.
3. Completa 5 ou 6 espaos. 15
Ex.:
Chave:
a) Shes/Hes talented, just not very
a) out N3 good at dealing with co-workers.
b) with b) humans have a hard time giving
N3
c) about other humans honest, insightful
d) up feedback
e) up c) the things
f) back N2 7
N2 10 Identifica corretamente apenas 1 dos 4
N1 referentes, como indicado na chave.
Completa apenas 1 ou 2 espaos. Erra 5
N1 Erra ou omite os restantes referentes.
ou omite os restantes.
4. Explica o significado das 3 expresses 15
com palavras suas. Pode escrever com
ATIVIDADE B incorrees de grafia no impeditivas
da compreenso.
1. Responde pergunta, de acordo com o 10
texto. Pode escrever com incorrees Ex.:
N3
lingusticas no impeditivas da a) to express sudden pain
compreenso. b) to introduce something that is
Ex.: Maybe were just completely unpleasant but true
scared of losing our jobs. c) people who behave as if they know
Many employees either lie or avoid everything
N3 giving feedback at work because they
N2 10
may be putting their own jobs at risk
while doing so. A too honest comment Explica o significado de 1 expresso. 5
on someones work can start a thread Pode escrever com incorrees de
of hate and lead to job loss, for N1
grafia no impeditivas da compreenso.
example. It can also show resentfulness Erra ou omite as outras expresses.
or even difficulty at accepting a
different point of view.
N2 7
Responde de forma incompleta. Erra ou 4
N1
omite informao.
194 MODULE 3 THE WORLD OF WORK

AREAL EDITORES
5. Completa as 3 frases com correo 15 N2 20
lingustica e de acordo com a Escreve um texto simples, abordando o 10
informao do texto. Pode escrever tema de forma genrica e recorrendo a
com incorrees de grafia que no repeties e pormenores pouco
impliquem competncia gramatical. relevantes.
Ex.: N1 Utiliza conectores simples para ligar
N3
a) give each other honest, insightful frases elementares, mas estrutura
feedback. deficientemente o texto.
b) people speak up about the things Pode no respeitar os limites de
that matter. palavras indicados.
c) you need a sounding board to help Competncia lingustica*
you prepare to share effectively.
Escreve um texto bem elaborado, 30
N2 10 utilizando recursos lingusticos
Completa apenas 1 frase com correo 5 adequados que lhe permitem transmitir
lingustica e de acordo com a a informao de forma precisa. Pode
informao do texto. Pode escrever ainda revelar alguma influncia da
N1 lngua materna.
com incorrees de grafia que no
impliquem competncia gramatical. Utiliza vocabulrio variado e adequado
Erra ou omite as outras frases. para se exprimir, podendo suprir
6. Reescreve corretamente 5 ou 6 frases 15 algumas lacunas com a ajuda de
respeitando os constrangimentos N5 circunlocues. Revela, geralmente,
impostos. Pode escrever com bom domnio do vocabulrio.
incorrees de grafia e de pontuao Pode ocorrer alguma confuso e
no impeditivas da compreenso. escolha incorreta de palavras.
Chave: Revela, geralmente, bom domnio das
a) They must send all the estruturas e formas gramaticais que
documentation soon. possam causar incompreenso.
N3 b) Shall I do that for you? A ortografia razoavelmente precisa.
c) I must be getting the advertised job. A pontuao adequada.
d) We will add four new employees next N4 24
month. Escreve um texto simples, utilizando 18
e) She must be a very reliable recursos lingusticos adequados ao que
co-worker. pretende transmitir.
f) You must knock before opening the Pode ainda revelar alguma influncia
office door. da lngua materna.
Utiliza vocabulrio suficiente para se
N2 10 exprimir com a ajuda de
Reescreve corretamente apenas 1 ou 2 5 circunlocues.
frases respeitando os constrangimentos Revela bom domnio do vocabulrio
impostos. Pode escrever com elementar, cometendo erros graves
N1 N3
incorrees de grafia e de pontuao apenas quando exprime um
no impeditivas da compreenso. Erra pensamento mais complexo.
ou omite as restantes frases. Utiliza, com correo, estruturas
simples, no cometendo erros
gramaticais elementares de forma
ATIVIDADE C sistemtica.
Competncia pragmtica A ortografia suficientemente precisa
para no afetar a inteligibilidade do
Escreve um texto bem elaborado, 50 texto.
respeitando as instrues dadas, A pontuao adequada.
fornecendo pormenores e destacando
aspetos relevantes. N2 12
Utiliza, com eficcia, mecanismos de Escreve um texto simples, utilizando 6
N5
coeso e articula as ideias de forma padres frsicos elementares.
adequada num texto organizado, claro
e coerente. Utiliza vocabulrio elementar suficiente
Respeita os limites de palavras para se exprimir com a ajuda de
indicados. circunlocues.
Utiliza, com correo, estruturas
N4 40 N1 simples, mas ainda comete alguns
Escreve um texto simples, respeitando 30 erros gramaticais elementares de forma
as instrues dadas e destacando sistemtica, sem que isso impea a
alguns aspetos relevantes. compreenso global da mensagem.
Utiliza, com alguma eficcia, Revela algum conhecimento das
conectores, articulando as ideias num convenes ortogrficas.
N3 A pontuao nem sempre adequada.
texto coeso embora ainda constitudo
por uma sequncia linear de
informaes. *A competncia lingustica s ser avaliada se o aluno tiver
Pode no respeitar os limites de tratado o tema proposto, situando-se o seu texto, pelo menos,
palavras indicados. no nvel 1 da competncia pragmtica.
PROGRESS TESTS 195

PROGRESS TEST

9
INFORMAO TESTE 9

A estrutura do teste sintetiza-se no quadro seguinte.

Tipologia Nmero Cotao


Ativ. Componentes Competncias
de itens de itens (em pontos)
A Lxico-semntica: Competncia lingustica ITENS DE 3 40 pontos
competncia lexical SELEO
A multicultural competncia gramatical completamento
world competncia semntica transformao
competncia ortogrfica associao /
correspondncia
Morfossinttica: Competncia pragmtica
competncia funcional
Possessive case
the genitive Competncia sociolingustica

Reported speech

B Competncia lingustica ITENS DE 6 80 pontos


competncia lexical CONSTRUO
competncia gramatical resposta curta
competncia semntica resposta restrita
competncia ortogrfica

Competncia pragmtica
competncia discursiva
competncia funcional/
estratgica

Competncia sociolingustica
C Competncia lingustica ITENS DE 1 80 pontos
competncia lexical CONSTRUO
competncia gramatical resposta extensa
competncia semntica
competncia ortogrfica

Competncia pragmtica
competncia discursiva
competncia funcional/
estratgica
Total 200
196 MODULE 4 A MULTICULTURAL WORLD

AREAL EDITORES
PROGRESS TEST 9
Name: _______________________________________________ No. _____ Class: _____
Date: ____/____/____ Mark: ____________________ Teacher: ________________________

The final task you are expected to complete is


to write an essay about an English-speaking country.
Activities A and B will provide you with input for Activity C.

ACTIVITY A
15 1 Complete the following text with the words from the box.
Use each word only once.

foreigners minority inclusive stereotypes


challenges multicultural granted president

Today we live in a society where a) ________________ America is generally


considered a positive thing and diversity is sometimes taken for b)
_________________. We have a bi-racial c) _________________ nd in the coming
decades every single person in our country will be member of a d) _________________
roup. For these minorities, however, many e) _________________ remain. The glass
ceiling is real. They are still commonly perceived through the narrow lens of cultural
f) _________________, and in many places they are still considered
g) _________________ in their own country. At the same time, undeniable progress has
been made. Children today are growing up in a country that is certainly more
h) _________________.

10 2 How difficult is it for a minority group to live in a multicultural society?


Write a total of 30-40 words.

15 3 Insert it or wherever necessary.


a) New York is the world most famous city.
b) The minorities adaptation is frequently difficult.
c) Paul and Sarah shop was broken into last night.
d) The children drawings reflect their feelings.
e) The voters choices have been changing.
f) Ill start a new job in two weeks time.
PROGRESS TESTS 197

ACTIVITY B
Read the following text.

The big surprise in the re-election of President Barack Obama


was the voters who swept him to victory. Who are the new
Americans?
The re-election of US President Barack Obama had more
5 than one surprise. He became the first president since 1936 to
win a second term when unemployment was so high.
But perhaps the biggest surprise was the voters who swept him into that second four-year term.
Around 28 per cent of the Obama vote came from African-Americans and Hispanics Americas fastest
growing minority.
10 Even more surprising is that the two ethnic groups now make up 37 per cent of the US population
and are on track to become the majority by 2050, says the Pew Research Center.
The coming political revolution could result in massive changing of the guard in nearly every level of
government and potential culture clashes from big cities to rural towns. CNN says.
Social scientists are studying the changing American social landscape, especially the growing
15 affluence of African-Americans and Latinos. Affluent African-Americans are leaving northern
industrial cities for the upscale suburbs and the South, shifting traditional lines between rich and poor,
said the Daily Mail in 2011.
The study also claims that the rising black middle class hold a growing belief that the problems of
the poor are now rooted more in personal character or cultural difficulties than race.
20 Still, official figures show the average white person earns an income of about 1.7 times higher than
that of an African-American the widest gap since the 90s.
When it comes to education, around 14 per cent of Latinos and 20 per cent of blacks hold a
bachelors or first degree from universities as of 2011, compared with 31 per cent of whites and 50
per cent of Asians. However, blacks and Latinos continue to trail far behind whites, and the gap has
25 widened in the last decade, says The New York Times.
What the new Americans tell the country about itself is exciting but complicated. The explosive
growth and political activism of Latinos, for instance, many of whom are under 35, mean a battle for
such divisive issues as immigration reform and gender and sexual equality, reports CNN: Then there is
the generations long fight for political gains among African-Americans, helping culminate in the re-
30 election of the nations first black president.
As sociologist Clara Rodriguez says, Increasing numbers of Americans are moving towards a much
more inclusive sense of what an American is. The President, and his fabulous family and relationship
with his wife and children these are examples of inclusiveness.
And as CNN put it the day after the election: America woke up Wednesday, looked into a giant
35 mirror made up of millions of votes, and saw how it has been changing for decades.
Current magazine (abridged)

10 1 Explain who the new Americans are.

15 2 Say what the following numbers refer to.


a) 37%
b) 1.7
c) 20%
198 MODULE 4 A MULTICULTURAL WORLD

AREAL EDITORES
15 3 Complete the following sentences using information from the text.
a) Barack Obama was re-elected with the votes ________________________________
b) There will be big political changes since ____________________________________
c) White people continue __________________________________________________
d) The American President is an example of ___________________________________

10 4 Say what the following words refer to.


a) who (l. 2) ______________________________________________________
b) two (l. 10) ______________________________________________________
c) that (l. 18) ______________________________________________________

15 5 Explain the expressions.


a) swept him to victory (l. 2) _________________________________________
b) massive changing of the guard (l. 12) _________________________________
c) growing affluence (ll. 14-15) __________________________________________

15 6 Report the following.


a) Blacks and Latinos continue to trail far behind whites, and the gap has widened
in the last decade.
The New York Times said __________________________________________________
b) Who are the new Americans?
He asked ________________________________________________________________
c) Vote for Obama and you will see some changes.
He told me _______________________________________________________________
d) We know that there is going to be a political revolution in our society.
They admitted ___________________________________________________________
e) Have you participated in this campaign?
The journalist asked him __________________________________________________

ACTIVITY C
80 You have been given a scholarship to study in an English-speaking country.
Write an essay saying which country you would choose and why.
Write between 150 and 200 words.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
PROGRESS TESTS 199

CRITRIOS ESPECFICOS DE CLASSIFICAO Test 9

ATIVIDADE A
1. Completa o texto com 7 ou 8 15 2. Indica aquilo a que os 3 nmeros se 15
palavras corretas. referem.
Chave: a) multicultural Chave: a) the total of African-Americans
b) granted and Hispanics
N3
c) president N3 b) the average income of a white
d) minority person in relation to that of an
e) challenges African-American
c) percentage of blacks holding a
f) stereotypes
bachelors or first degree from
g) foreigners universities as of (in) 2011.
h) inclusive
N2 10
N2 10
Indica apenas aquilo a que 1 nmero 5
Completa o texto com apenas 2 ou 3 5 N1
N1 se refere.
palavras corretas.
3. Completa as 4 frases de acordo com o 15
2. Explica a(s) razo(es). Escreve com 10 texto. Pode escrever com incorrees
correo lingustica. Respeita os limites lingusticas no impeditivas da
de palavras indicados. compreenso.
Ex.: Minorities may find it difficult to be N3 Ex.: a) of the two growing minorities.
N3 accepted by society, because they b) these two minorities will become
have different cultures and habits and the majority by 2050.
very often different physical aspect. c) to live on higher incomes.
They may suffer from discrimination d) inclusiveness.
and intolerance.
N2 10
N2 7
Completa apenas 1 frase de acordo 5
N1
Indica a razo. Escreve com incorrees 4 com o texto.
lingusticas no impeditivas da 10
N1 4. Identifica corretamente os 3 referentes,
compreenso. Pode no respeitar os
como indicado na chave.
limites de palavras indicados.
N3 Chave: a) the voters
3. Reescreve corretamente as 4 frases 15 b) African-Americans and Hispanics
respeitando os constrangimentos c) a growing belief
impostos.
N2 7
Chave: a) New York is the worlds most
famous city. Identifica corretamente apenas 1 dos 4
b) The minorities adaptation is N1 referentes, como indicado na chave.
N3 frequently difficult. Erra ou omite os restantes referentes.
c) Paul and Sarahs shop was broken
into last night. 5. Explica o significado das 3 expresses 15
d) The childrens drawings reflect their com palavras suas. Pode escrever com
feelings. incorrees de grafia no impeditivas
e) The voters choices have been da compreenso.
N3
changing. Ex.: a) pushed him to win the election;
f) Ill start a new job in two weeks time. b) the replacement of people in;
important positions;
N2 10 c) greater wealth
Reescreve corretamente apenas 1 frase 5 10
N2
respeitando os constrangimentos
N1
impostos. Erra ou omite as restantes Explica o significado de 1 expresso. 5
frases. Pode escrever com incorrees de
N1
grafia no impeditivas da compreenso.
Erra ou omite as outras expresses.
6. Reescreve corretamente as 5 frases 15
ATIVIDADE B respeitando os constrangimentos
impostos. Pode escrever com
1. Explica quem so, de acordo com o 10
incorrees de grafia que no
texto. Pode escrever com incorrees
impliquem competncia gramatical.
lingusticas no impeditivas da
Chave: a) The New York Times said that
compreenso.
N3 blacks and Latinos continued to trail far
Ex.: The new Americans are the behind whites, and the gap had widened
African-American and Hispanic groups, N3
in the previous decade.
who have been increasing b) He asked who the new Americans
considerably. were. c) He told me to vote for Obama
N2 7 and I would see some changes.
d) They admitted they knew that there
Explica de forma incompleta. Erra ou 4 was going to be a political revolution in
N1
omite informao. their society. e) The journalist asked him
if he had participated in that campaign.
200 MODULE 4 A MULTICULTURAL WORLD

AREAL EDITORES
N2 10 Escreve um texto simples, utilizando 18
Reescreve corretamente apenas 1 frase 5 recursos lingusticos adequados ao que
respeitando os constrangimentos pretende transmitir.
impostos. Pode escrever com Pode ainda revelar alguma influncia
N1 da lngua materna.
incorrees de grafia que no
impliquem competncia gramatical. Utiliza vocabulrio suficiente para se
Erra ou omite as restantes frases. exprimir com a ajuda de
circunlocues. Revela bom domnio do
ATIVIDADE C vocabulrio e pensamento mais
N3 complexo.
Competncia pragmtica Utiliza, com correo, estruturas
Escreve um texto, respeitando as 50 simples, no cometendo erros
instrues dadas, fornecendo gramaticais elementares de forma
pormenores e destacando aspetos sistemtica.
relevantes. A ortografia suficientemente precisa
Utiliza um nmero ainda limitado de para no afetar a inteligibilidade do
N5 texto.
mecanismos de coeso, mas articula as
ideias de forma adequada num texto A pontuao adequada.
organizado, claro e coerente.
N2 12
Respeita os limites de palavras
indicados. Escreve um texto simples, utilizando 6
padres frsicos elementares.
N4 40
Utiliza vocabulrio elementar suficiente
Escreve um texto simples, respeitando 30 para se exprimir com a ajuda de
as instrues dadas e destacando circunlocues.
alguns aspetos relevantes. Utiliza, com correo, estruturas
Utiliza conectores simples, articulando N1 simples, mas ainda comete alguns
N3 as ideias num texto coeso embora erros gramaticais elementares de forma
ainda constitudo por uma sequncia sistemtica, sem que isso impea a
linear de informaes. compreenso global da mensagem.
Pode no respeitar os limites de Revela algum conhecimento das
palavras indicados. convenes ortogrficas.
N2 20 A pontuao nem sempre adequada.
Escreve um texto simples, abordando o 10
tema de forma genrica e recorrendo a
repeties e pormenores pouco
relevantes.
N1 Utiliza conectores simples para ligar
frases elementares, mas estrutura
deficientemente o texto.
Pode no respeitar os limites de
palavras indicados.
Competncia lingustica*
Escreve um texto razoavelmente 30
elaborado, utilizando recursos
lingusticos adequados que lhe
permitem transmitir a informao de
forma precisa. Pode ainda revelar
alguma influncia da lngua materna.
Utiliza vocabulrio suficiente para se
exprimir, podendo suprir algumas
N5 lacunas com a ajuda de circunlocues.
Revela geralmente bom domnio do
vocabulrio. Pode ocorrer alguma
confuso e escolha incorreta de
palavras.
Revela geralmente bom domnio das
estruturas e formas gramaticais, no
cometendo erros gramaticais que
possam causar incompreenso.
A ortografia razoavelmente precisa.
A pontuao adequada.
N4 24

*A competncia lingustica s ser avaliada se o aluno tiver


tratado o tema proposto, situando-se o seu texto, pelo menos,
no nvel 1 da competncia pragmtica.
PROGRESS TESTS 201

PROGRESS TEST

10
INFORMAO TESTE 10

A estrutura do teste sintetiza-se no quadro seguinte.

Tipologia Nmero Cotao


Ativ. Componentes Competncias
de itens de itens (em pontos)
A Lxico-semntica: Competncia lingustica ITENS DE 3 40 pontos
competncia lexical SELEO
A multicultural competncia gramatical completamento
world competncia semntica transformao
competncia ortogrfica verdadeiro/falso
associao/
Morfossinttica: Competncia pragmtica correspondncia
competncia funcional
Correlative
conjunctions Competncia sociolingustica
I wish/if only
Rephrasing
B Competncia lingustica ITENS DE 5 80 pontos
competncia lexical CONSTRUO
competncia gramatical resposta curta
competncia semntica resposta restrita
competncia ortogrfica

Competncia pragmtica
competncia discursiva
competncia funcional/
estratgica

Competncia sociolingustica
C Competncia lingustica ITENS DE 1 80 pontos
competncia lexical CONSTRUO
competncia gramatical resposta extensa
competncia semntica
competncia ortogrfica

Competncia pragmtica
competncia discursiva
competncia funcional/
estratgica
Total 200
202 MODULE 4 A MULTICULTURAL WORLD

AREAL EDITORES
PROGRESS TEST 10
Name: _______________________________________________ No. _____ Class: _____
Date: ____/____/____ Mark: ____________________ Teacher: _____________________

The final task you are expected to complete


to write an email to a friend describing your feelings as an asylum seeker
about to be deported.
Activities A and B will provide you with input for Activity C.

ACTIVITY A

15 1 Complete the following sentences with the words below.

immigrants asylum seekers emigrants


refugees voluntourists

a) Many Portuguese young people have been going as ______________ to other European
countries.
b) Thousands of ______________ cross their countrys borders every day to flee the war. They
want to be recognized as ______________ in order to get legal protection and material
assistance.
c) The authorities usually persecute illegal ______________.
d) The people who travel abroad in their holidays to work for a charitable cause are called
______________.

10 2 Would you consider emigrating to another country? Why/Why not?


Write a total of 30-40 words.

15 3 Rewrite the sentences below using the words / expressions given in brackets
and without changing their meaning.
a) He hopes to be considered a refugee in order to have some rights. (wish)
b) Immigrants have to undergo a legalization process; refugee too. (both and)
c) She didnt mention her name; she didnt mention her country of origin. (neither nor)
d) I would like to get a better job. (if only)
PROGRESS TESTS 203

ACTIVITY B
Read the following text.

Theyve been called scroungers, freeloaders and


parasites. Theyve been blamed for everything from
housing shortages to crime waves. Yet, in the UK alone,
they contribute 3.7 billion to the economy every year.
5 Who are they? Asylum seekers.
Worldwide, one in 300 people have been forced from their
homes by war, bigotry and hatred. Those who claim asylum
often start their new lives with nothing. No family, no friends,
no possessions. The majority are just teenagers. In fact, you
10 may know someone just like them. You could even be
friends.
Imagine, then, how youd feel if you suddenly discovered that they were about to be sent back home. For Artur
and Alban, the nightmare became reality when the British Government decided that they werent genuine
asylum seekers but illegal immigrants.

15 Artur and Albans Story


Artur and his brother Alban dont like to talk about the past. Some years ago, their entire family was wiped out
when their home in Kosovo was torn apart by a bloody civil war.
Aged just 13 and 16, the boys began a long journey to safety which eventually led them to Britain. They arrived
hidden in the back of a lorry. Scared, alone and barely able to speak English, the brothers were taken in by foster
20 parent, Alison Graham. She now considers the boys to be her sons. The feeling is mutual, and Artur has even
changed his surname to Graham.
In a few short years, the brothers lives have changed beyond all recognition. Artur, whos 18, is studying
engineering and hopes to join the Royal Marines. His brother Alban, 21, is taking a Business Diploma at Anglia
University. Both boys work part time to pay for their studies.
25 Artur and Alban have had to fight hard for their new lives in Britain. The past is still painful, but its not
something that they think entitles them to special treatment.
Whats important now are their new family and friends in the UK. What happened in the past happened, says
Artur. Now I work hard to live as a normal person...
But this all changed in 2004, when Artur and Alban learnt that Immigration Officials were planning to send
30 them back to Kosovo. Under British law, unaccompanied children who arrive in the UK seeking asylum are only
allowed to stay until they reach 18. Despite having no family to return to, and a bright future ahead of them in
the UK, the Government insisted that there was no reason for the brothers to stay. After a series of hard fought
appeals, Artur and Alban were deported in March 2005. The decision devastated the family. Once again, the
brothers find themselves facing a future alone. This time in a country which is no longer their home.
Current magazine (abridged)

15 1 Decide whether the following statements are true (T) or false (F). Correct the
false ones by quoting from the text.

a) Asylum seekers havent been welcome in the UK.


b) They often arrive with their family and friends.
c) Artur and Alban left their country because of the war.
d) The two brothers were considered illegal immigrants.
e) They seem to have a bright future ahead of them.
204 MODULE 4 A MULTICULTURAL WORLD

AREAL EDITORES
15 2 Find in the introduction synonyms for the following.

a) held responsible _______________________________________________________


b) intolerance ___________________________________________________________
c) belongings ___________________________________________________________
d) true ________________________________________________________________

15 3 Say what the following words refer to.


a) their (l. 8) ___________________________________________________________
b) which (l. 18) _________________________________________________________
c) her (l. 20) ___________________________________________________________

15 4 Answer the questions.


a) What are the reasons for many teenagers to ask for asylum in the UK?
b) What happened to Artur and Alban when they turned eighteen?
c) What do you think about this situation?

20 5 Rephrase the following sentences, starting them as suggested. Do not change


their original meaning.
a) Asylum seekers have been blamed for everything.
People __________________________________________________________________
b) Now I work hard to live as a normal person.
Artur said _______________________________________________________________
c) Artur and Alban were determined to succeed but their dreams were shattered.
Although ________________________________________________________________
d) They were born in that small village.
That is the village ________________________________________________________
e) They emigrated to a European Union country and they started a new life.
If they __________________________________________________________________
f) Their life was so hard that they cant describe it.
They had such ___________________________________________________________
g) In England, they had to drive on the left-hand side of the road.
In England, they got used _________________________________________________

ACTIVITY C
80 Imagine you are an asylum seeker who was sent back to your country. Email a
friend narrating the situation and telling him/her about your feelings.
Write between 150 and 200 words.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
PROGRESS TESTS 205

CRITRIOS ESPECFICOS DE CLASSIFICAO Test 10


ATIVIDADE A
1. Completa as 5 frases com as palavras. 15 2. Identifica os sinnimos adequados para 15
Chave: a) emigrants as 4 palavras.
N3
N3 b) asylum seekers / refugees Ex.: a) blamed; b) bigotry;
c) possessions; d) genuine
c) immigrants
d) voluntourists N2 10

N2 10 Identifica o sinnimo apenas para 1 5


N1 palavra. Erra ou omite as restantes
Completa o texto com apenas 1 ou 2 5 palavras.
N1 palavras corretas. Erra ou omite as
3. Identifica corretamente os 3 referentes, 15
restantes palavras.
como indicado na chave. Pode escrever
2. D a sua opinio e indica a(s) 10 com incorrees de grafia no
razo(es). Escreve com correo N3 impeditivas da compreenso.
lingustica. Respeita os limites de Chave: a) those who claim asylum
palavras indicados. b) a long journey to safety
N3 Ex.: I wouldnt like to be forced to c) Alison Grahams
emigrate, but I would do it if the
N2 10
conditions in my country didnt allow
me to get a job and have good living Identifica corretamente apenas 1 dos 5
conditions. referentes, como indicado na chave.
N2 7 N1 Pode escrever com incorrees de
grafia no impeditivas da compreenso.
D a sua opinio e indica a razo. Escreve 4
Erra ou omite os restantes referentes.
com incorrees lingusticas no
N1 4. Responde s 3 perguntas com correo 15
impeditivas da compreenso. Pode no
respeitar os limites de palavras indicados. lingustica e de acordo com a
informao do texto. Pode escrever
3. Reescreve corretamente as 4 frases 15
com incorrees de grafia no
respeitando os constrangimentos
impeditivas da compreenso.
impostos. Pode escrever com
incorrees de grafia que no Ex.:
impliquem competncia gramatical. a) Those teenagers are usually trying to
N3 escape war zones and ask for asylum in
Chave: a) He wishes he was/were
Britain in order to start a new life.
N3 considered a refugee in order to have b) They were considered illegal citizens
some rights.
and sent back home since, under the
b) Both immigrants and refugees have British law, unaccompanied children
to undergo a legalization process. who arrive in the UK seeking asylum are
c) She neither mentioned her name nor only allowed to stay until they reach 18.
her country of origin. c) Personal answer.
d) If only I got/could get a better job. N2 10
N2 10 5
Completa apenas 1 frase com correo
Reescreve corretamente apenas 1 frase 5 lingustica e de acordo com a informao
respeitando os constrangimentos N1 do texto. Pode escrever com incorrees
impostos. Pode escrever com de grafia no impeditivas da
N1
incorrees de grafia que no compreenso. Erra ou omite a outra frase.
impliquem competncia gramatical. 5. 20
Reescreve corretamente as 6 frases
Erra ou omite as restantes frases.
respeitando os constrangimentos
impostos. Pode escrever com
incorrees de grafia que no
ATIVIDADE B impliquem competncia gramatical.
Chave:
1. Identifica corretamente as 5 frases 15
a) People have blamed asylum seekers
verdadeiras e falsas. Corrige as falsas.
for everything.
Chave: a) True. b) Artur said that then he worked hard
b) False. Those who claim asylum often to live as a normal person.
start their new lives with nothing. No N3 c) Although Artur and Alban were
family, no friends, no possessions. determined to succeed, their dreams
N3 were shattered.
c) True.
d) That is the small village where they
d) True. were born.
e) False. Once again, the brothers find e) If they hadnt emigrated to a
themselves facing a future alone. This European Union country, they wouldnt
time in a country which is no longer have started a new life.
their home. f) They had such a hard life that they
N2 10 cant describe it.
g) In England, they got used to driving
N1
Identifica corretamente 1 ou 2 frases 5 on the left-hand side
verdadeiras e falsas. Corrige as falsas.
206 MODULE 4 A MULTICULTURAL WORLD

AREAL EDITORES
N2 14 Escreve um texto simples, utilizando 18
recursos lingusticos adequados ao que
Reescreve corretamente apenas 1 frase 8
pretende transmitir.
respeitando os constrangimentos
impostos. Pode escrever com Pode ainda revelar alguma influncia
N1 da lngua materna.
incorrees de grafia que no
impliquem competncia gramatical. Utiliza vocabulrio suficiente para se
Erra ou omite as restantes frases. exprimir com a ajuda de
circunlocues. Revela bom domnio do
vocabulrio e pensamento mais
N3 complexo.

ATIVIDADE C Utiliza, com correo, estruturas


simples, no cometendo erros
Competncia pragmtica gramaticais elementares de forma
Escreve um texto, respeitando as 50 sistemtica.
instrues dadas, fornecendo A ortografia suficientemente precisa
pormenores e destacando aspetos para no afetar a inteligibilidade do
relevantes. texto.
Utiliza um nmero ainda limitado de A pontuao adequada.
N5
mecanismos de coeso, mas articula as N2 12
ideias de forma adequada num texto
organizado, claro e coerente. Escreve um texto simples, utilizando 6
padres frsicos elementares.
Respeita os limites de palavras
indicados. Utiliza vocabulrio elementar suficiente
para se exprimir com a ajuda de
N4 40 circunlocues.
Escreve um texto simples, respeitando 30 Utiliza, com correo, estruturas
as instrues dadas e destacando N1 simples, mas ainda comete alguns
alguns aspetos relevantes. erros gramaticais elementares de forma
Utiliza conectores simples, articulando sistemtica, sem que isso impea a
N3 as ideias num texto coeso embora compreenso global da mensagem.
ainda constitudo por uma sequncia Revela algum conhecimento das
linear de informaes. convenes ortogrficas.
Pode no respeitar os limites de A pontuao nem sempre adequada.
palavras indicados.
N2 20
Escreve um texto simples, abordando o 10
tema de forma genrica e recorrendo a
repeties e pormenores pouco
relevantes.
N1 Utiliza conectores simples para ligar
frases elementares, mas estrutura
deficientemente o texto.
Pode no respeitar os limites de
palavras indicados.
Competncia lingustica*
Escreve um texto razoavelmente 30
elaborado, utilizando recursos
lingusticos adequados que lhe
permitem transmitir a informao de
forma precisa. Pode ainda revelar
alguma influncia da lngua materna.
Utiliza vocabulrio suficiente para se
exprimir, podendo suprir algumas
N5 lacunas com a ajuda de circunlocues.
Revela geralmente bom domnio do
vocabulrio. Pode ocorrer alguma
confuso e escolha incorreta de
palavras.
Revela geralmente bom domnio das
estruturas e formas gramaticais, no
cometendo erros gramaticais que
possam causar incompreenso.
A ortografia razoavelmente precisa.
*A competncia lingustica s ser avaliada se o aluno tiver
A pontuao adequada. tratado o tema proposto, situando-se o seu texto, pelo menos, no
N4 24 nvel 1 da competncia pragmtica.
SPEAKING TESTS 207
PEAKING TEST
SPEAKING TEST MODULE 1 Teens & consumerism

1. MOMENTO
Intervenientes
Descrio das atividades
e tempos
Professor Hello. Could I just check your names, please?

Whats your name? [O professor dirige-se ao aluno A.]

And whats 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 nmero de estmulos


adequados ao tempo. 2. As perguntas so colocadas seguindo uma linha
vertical (entrevistando um aluno de cada vez).]
A B
Professor e Do you like shopping? And what about you? Do you like
alunos shopping?
What do you spend your money on?
Are you a brand name person? Are you a shopaholic or a smart
consumer?
Do you think brand name products
are worth the price? Why do you think some people
need to buy without control?
Whats the role of advertising as far
as consumerism is concerned? What advice would you give them?
Total:
+/ 4 minutos What do you understand by ethical
shopping?
2. MOMENTO
Professor
Right, now each of you will have to talk on your own for about two minutes.
You have one minute to prepare.
You mustnt interrupt your partner while he/she is speaking.
Here is some paper and a pen in case you want to make some brief notes.
Please do not write a text.
[O professor entrega o papel e a caneta aos dois alunos. Se o aluno A iniciou
o 1. momento, ser o aluno B a iniciar o 2..]

Professor
B A
B, youll be first. Now its your turn, A.
[O professor entrega o material: [O professor entrega o material:
Picture 1.] Picture 2.]
Look at this picture. Id like you to talk about it. There are some prompts to
Professor help you.
Cada aluno You have a minute to prepare and then Ill ask you to start talking.
1 minuto [O aluno prepara o seu discurso.]
Please begin now, B. Please begin now, A.
AREAL EDITORES
208 MODULE 1 TEENS & CONSUMERISM

AREAL EDITORES
Professor [Prestao do aluno. Caso o seu discurso seja insuficiente, revele pouco
Cada aluno contedo ou o aluno tenha dificuldade em comear a falar, o professor
+/ 2 minutos dever ajud-lo com as/algumas das seguintes perguntas:
Picture 1:
What can you see in the picture?
What does it represent?
What are the consequences?
What do you think about that problem?
How can it be tackled?
Picture 2:
What can you see in the picture?
What does it represent?
What is Buy Nothing Day?
Why was it created?
Would you like to participate?
[O professor pode tambm 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:
Total:
Remember you have to]
+/ 6 minutos
Thank you, B. Thank you, A.
3. MOMENTO
Professor Now Id 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 prefers shopping online and the other would rather go to the
+
shopping centre.
Alunos Here is a card for you.
+/ 5 minutos
[O professor entrega o material aos dois alunos: Card 1 e Card 2]
[Prestao dos alunos. Os alunos podem usar algum tempo para tomarem
conhecimento do material de suporte.
O professor poder ainda:
repetir as instrues.
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
Total: devem interagir um com o outro.]
+/ 6 minutos
Thank you both. That is the end of your test.
Total final:
FIM DA PROVA
+/ 16 minutos
SPEAKING TESTS 209

PICTURE 1 PICTURE 2

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

CARD 1 CARD 2
You prefer shopping online. You would rather go to the shopping centre.

Mention: Mention:
The wide variety of products and services Possibility to touch/taste what you are
The possibility to compare prices buying
Saving time and money Social activity
Shopping 24h a day No shipping costs
Easier return/replacement

PROMPT: You prefer shopping online. PROMPT: You prefer shopping in the
You talk to a friend about it. shopping centre. You talk to a friend about it.
AREAL EDITORES
210 MODULE 2 OUR WORLD

AREAL EDITORES
SPEAKING TEST MODULE 2 Our world

1. MOMENTO
Intervenientes
Descrio das atividades
e tempos
Professor Hello. Could I just check your names, please?
Whats your name? [O professor dirige-se ao aluno A.]
And whats 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 nmero de estmulos


adequados ao tempo. 2. As perguntas so colocadas seguindo uma linha
vertical (entrevistando um aluno de cada vez).]
A B
What environmental problems are What do you think are the most
Professor e there in your region? serious environmental problems
alunos What are the causes of those affecting our planet?
problems? Why?
Has the population been doing What are the consequences of
anything about it? those problems?
What could you do about it? Name two national or international
Are you optimistic or pessimistic organisations that fight for a better
Total: environment.
about the future of our planet?
+/ 4 minutos
What about you? What do you do
to protect the environment?
2. MOMENTO
Professor Right, now each of you will have to talk on your own for about two minutes.
You have one minute to prepare.
You mustnt interrupt your partner while he/she is speaking.
Here is some paper and a pen in case you want to make some brief notes.
Please do not write a text.
[O professor entrega o papel e a caneta aos dois alunos. Se o aluno A iniciou
o 1. momento, ser o aluno B a iniciar o 2..]
B A
Professor
B, youll be first. Now its your turn, A.
[O professor entrega o material: [O professor entrega o material:
Picture 1.] Picture 2.]

Professor Look at this picture. Id like you to talk about it. There are some prompts to
help you.
Cada aluno
You have a minute to prepare and then Ill ask you to start talking.
1 minuto
[O aluno prepara o seu discurso.]
Professor Please begin now, B. Please begin now, A.
SPEAKING TESTS 211

Cada aluno [Prestao do aluno. Caso o seu discurso seja insuficiente, revele pouco
+/ 2 minutos contedo ou o aluno tenha dificuldade em comear a falar, o professor dever
ajud-lo com as/algumas das seguintes perguntas:
Picture 1:
What can you see in the picture?
What does it represent?
Why do most people choose big cities to live in?
What are the consequences?
Would you like to live in a megacity?
Picture 2:
What can you see in the picture?
What does it represent?
What has man been doing to the environment?
What do you think about that problem?
How can it be tackled?
[O professor pode tambm 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?]
Professor
[O professor pode ainda lembrar o aluno da tarefa, dizendo, por exemplo:
Total: Remember you have to ]
+/ 6 minutos Thank you, B. Thank you, A.
3. MOMENTO
Professor Now Id like you to talk to each other for about three minutes while I listen. You
have to speak clearly and loud enough so that we can hear you both. One of you
belongs to an environmental organisation. He/she tries to
convince a friend to join.
Here is a card for you.

[O professor entrega o material aos dois alunos: Card 1 e Card 2]


+/ 30 segundos [Prestao dos alunos. Os alunos podem usar algum tempo para tomarem
conhecimento do material de suporte.
+ O professor poder ainda:
Alunos repetir as instrues.
+/ 5 minutos 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
Professor verifique um grande desvio ao tema.
Remember you have to talk to each other. para lembrar os alunos de que devem
Total: interagir um com o outro.]
+/ 6 minutos Thank you both. That is the end of your test.
Total final:
FIM DA PROVA
+/ 16 minutos
AREAL EDITORES
212 MODULE 2 OUR WORLD

AREAL EDITORES
PICTURE 1 PICTURE 2

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

You belong to an environmental organisation. Your have never thought about joining an
environmental organisation.

Mention:
The importance of such organisations Mention:
Their course of action The time you would have to spend
The urgency for everybody to act The small influence of such organisations in
a world ruled by materialism and greed
The difficulty to solve some environmental
problems
PROMPT: You belong to an environmental
organisation. You try to persuade your friend
to join. PROMPT: Your have never thought about
joining an environmental organisation. Your
friend tries to persuade you to join, but you
have doubts.
SPEAKING TESTS 213

SPEAKING TEST MODULE 3 The world of work

1. MOMENTO
Intervenientes
Descrio das atividades
e tempos
Professor Hello. Could I just check your names, please?
Whats your name? [O professor dirige-se ao aluno A.]
And whats 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 nmero de estmulos


adequados ao tempo. 2. As perguntas so colocadas seguindo uma linha
vertical (entrevistando um aluno de cada vez).]
A B
Have you already decided on your Are you worried about
Professor e career? If so, what career would unemployment?
alunos you like to follow? What are the main reasons for high
What personal qualities do you levels of unemployment?
need? How do unemployed people feel?
What benefits would it bring to you? What could they do to enhance
Give examples of two jobs that you their CV?
consider over-paid and two that are What personal qualities do you
Total: badly paid. need to be a good employee?
+/ 4 minutos
What types of work would you
never do?
2. MOMENTO
Professor Right, now each of you will have to talk on your own for about two minutes.
You have one minute to prepare.
You mustnt interrupt your partner while he/she is speaking.
Here is some paper and a pen in case you want to make some brief notes.
Please do not write a text.
[O professor entrega o papel e a caneta aos dois alunos. Se o aluno A iniciou
o 1. momento, ser o aluno B a iniciar o 2..]
B A
Professor
B, youll be first. Now its your turn, A.
[O professor entrega o material: [O professor entrega o material:
Picture 1.] Picture 2.]

Professor Look at this picture. Id like you to talk about it. There are some prompts to
help you.
Cada aluno
You have a minute to prepare and then Ill ask you to start talking.
1 minuto
AREAL EDITORES

[O aluno prepara o seu discurso.]


Professor Please begin now, B. Please begin now, A.
214 MODULE 3 THE WORLD OF WORK

AREAL EDITORES
Cada aluno [Prestao do aluno. Caso o seu discurso seja insuficiente, revele pouco
+/ 2 minutos contedo ou o aluno tenha dificuldade em comear a falar, o professor
dever ajud-lo com as/algumas das seguintes perguntas:
Picture 1:
What can you see in the picture?
What does it represent?
Is it difficult for a teenager to choose a career? Why (not)?
What is usually that choice based on?
Who can help you take a decision?
Picture 2:
What can you see in the picture?
What does it represent?
What are the consequences of unemployment?
What do you think about this problem?
How can it be tackled?
[O professor pode tambm 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?]
Professor
[O professor pode ainda lembrar o aluno da tarefa, dizendo, por exemplo:
Total: Remember you have to ]
+/ 6 minutos Thank you, B. Thank you, A.
3. MOMENTO
Professor Now Id like you to talk to each other for about three minutes while I listen.
You have to speak clearly and loud enough so that we can hear you both.
One of you cant get a job. He/she asks a friend for advice.

[O professor entrega o material aos dois alunos: Card 1 e Card 2]


+/ 30 segundos [Prestao dos alunos. Os alunos podem usar algum tempo para tomarem
conhecimento do material de suporte.
+ O professor poder ainda:
Alunos repetir as instrues.
+/ 5 minutos 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
Professor verifique um grande desvio ao tema.
Remember you have to talk to each other. para lembrar os alunos de que
Total: devem interagir um com o outro.]
+/ 6 minutos Thank you both. That is the end of your test.
Total final:
FIM DA PROVA
+/ 16 minutos
SPEAKING TESTS 215

PICTURE 1 PICTURE 2

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

CARD 1 CARD 2

You cant get a job. You are very worried Your friend is unemployed and he/she needs a
about the situation. job.

Mention:
Mention: The need to persevere in spite of all
The big number of CV you have already sent obstacles
Your difficulty in getting an interview The possibility of creating a different, more
Your need to start earning some money appealing CV
The possibility to do an internship or
volunteering, to get some experience

PROMPT: You cant get a job. You ask a friend PROMPT: A friend of yours cant get a job.
for advice. Give him/her some advice.
AREAL EDITORES
216 MODULE 4 A MULTICULTURAL WORLD

AREAL EDITORES
SPEAKING TEST MODULE 4 A multicultural world

1. MOMENTO
Intervenientes
Descrio das atividades
e tempos
Professor Hello. Could I just check your names, please?
Whats your name? [O professor dirige-se ao aluno A.]
And whats 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 nmero de estmulos


adequados ao tempo. 2. As perguntas so colocadas seguindo uma linha
vertical (entrevistando um aluno de cada vez).]
A B
Do we live in a multicultural What do you understand by human
Professor e society? rights?
alunos What are the positive aspects of Do you think human rights are
living in such a society? usually respected? Give examples.
Is it easy for minorities to live Do you know any organisations that
there? stand up for those rights?
Who are the most common victims How important are they for the
of discrimination? fight towards justice and equality?
Total:
What do you think can be done to Would you consider volunteering
+/ 4 minutos
decrease discriminatory attitudes in for one of those organisations?
our society? Why (not)?
2. MOMENTO
Professor Right, now each of you will have to talk on your own for about two minutes.
You have one minute to prepare.
You mustnt interrupt your partner while he/she is speaking.
Here is some paper and a pen in case you want to make some brief notes.
Please do not write a text.
[O professor entrega o papel e a caneta aos dois alunos. Se o aluno A iniciou
o 1. momento, ser o aluno B a iniciar o 2..]
B A
Professor
B, youll be first. Now its your turn, A.
[O professor entrega o material: [O professor entrega o material:
Picture 1.] Picture 2.]

Professor Look at this picture. Id like you to talk about it. There are some prompts to
help you.
Cada aluno
You have a minute to prepare and then Ill ask you to start talking.
1 minuto
[O aluno prepara o seu discurso.]
Professor Please begin now, B. Please begin now, A.
SPEAKING TESTS 217

Cada aluno [Prestao do aluno. Caso o seu discurso seja insuficiente, revele pouco
+/ 2 minutos contedo ou o aluno tenha dificuldade em comear a falar, o professor
dever ajud-lo com as/algumas das seguintes perguntas:
Picture 1:
What can you see in the picture?
What does it represent?
What is multiculturalism?
Why are many societies multicultural?
Is it easy to live in a multicultural society? Why (not)?
Picture 2:
What can you see in the picture?
What does it represent?
What is the message conveyed?
What is discrimination based on?
What values are missing when people discriminate against others?
[O professor pode tambm 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?]
Professor
[O professor pode ainda lembrar o aluno da tarefa, dizendo, por exemplo:
Total: Remember you have to ]
+/ 6 minutos Thank you, B. Thank you, A.
3. MOMENTO
Professor Now Id like you to talk to each other for about three minutes while I listen.
You have to speak clearly and loud enough so that we can hear you both.
One of you thinks that we are citizens of the world and that borders should be
open for all immigrants. The other supports strict restrictions to immigration.
Here is a card for you.

[O professor entrega o material aos dois alunos: Card 1 e Card 2]


+/ 30 segundos [Prestao dos alunos. Os alunos podem usar algum tempo para tomarem
conhecimento do material de suporte.
+ O professor poder ainda:
Alunos repetir as instrues.
+/ 5 minutos 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
Professor verifique um grande desvio ao tema.
Remember you have to talk to each other. para lembrar os alunos de que
Total: devem interagir um com o outro.]
+/ 6 minutos Thank you both. That is the end of your test.
Total final:
FIM DA PROVA
+/ 16 minutos
AREAL EDITORES
218 MODULE 4 A MULTICULTURAL WORLD

AREAL EDITORES
PICTURE 1 PICTURE 2

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

CARD 1 CARD 2

You think that there should be no restrictions You think that there should be strict
to immigration. restrictions to immigration.

Mention: Mention:
The universal right to freedom of movement The job and housing problems immigrants
and to look for better living conditions can bring about
The importance of immigrants to a countrys The increase in the crime rate
economy The loss of the host countrys national
The positive aspects of cultural interaction identity

PROMPT: You think there should be no PROMPT: You think there should be strict
restrictions to immigration. You talk to a restrictions to immigration. You talk to a
friend about it. friend about it.
CORRECTION TABLE
219

CORRECTION TABLE Unit ____ Class ____ Date ___ / ___ / ____

Progress test
Total
No. Name Final mark
100
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
AREAL EDITORES

28

29

30
220

AREAL EDITORES
1. Big climate changes have been caused by pollution.
2. This hotel is said to be environmentally friendly.
3. Peter told his parents there was nothing they could
tell him that would make him change his mind.
4. They asked me when I had decided to become a
doctor.
5. I wish I could follow a modelling career.
6. The sooner you arrive, the more time we will have to
discuss the problem.
7. The doctor said I should stop smoking.
8. Although he apologized, I will never forget what he
did to me.
9. I am used to going for a walk in the morning.
10. Los Angeles, which is in California, is the second
most populous city in the US.
11. It was such a long trip that we slept most of the
time.
12. Jim and Anne broke up in July.
13. My parents house has been rebuilt.
14. When he was a child, he used to read many books.
15. My father wants me to follow his career.
16. The man whom/who you were talking to is my boss.
17. If he hadnt lost his money, he would have bought
something.
18. If you smoke, your parents will punish you.
19. It is more pleasant to travel than to arrive.