Xpl10 Test Pack 2

NEW Resource Kit

Testing pack 2 – Tests Languages – Global Trends Communication – T e e n s , S o c i a l M e d i a & T e c h n o l o g y Teenagers – T h e M i l l e n n i a l s Technology – P e r s o n a l R o b o t s

Xplore 10 – NEW RESOURCE KIT Testing Pack 2

Progress Check – L A N G U A G E S – Global Trends The final task you have to do is to write an opinion article for the Council of Europe ’s website about the benefits of a bilingual or multilingual education . Activities A and B will give you input for Activity C.

Activity A 1. Complete the statements statements below about the way people learn foreign languages with words from this box. 10 points versions subtitles penpal magazines attend foreign

abroad follow dictionaries



I __a__ a language school.



I __b__ a language course (CD-ROM , Internet…).



I write letters/e-mails to a __c__ / e-pal.



I watch films and TV programmes in the original __d__.



I learn from __e__ of films in the original version.



I attend summer courses __ f __.



I learn from my books, __ g __…



I read books, newspapers or __h__ in the __i__ language.

2. Circle the best modal verb in each sentence. a. Watching films must / can help your language skills.

10 points

b. Susan should / could speak Italian when she was a child. c. Subtitles may / should be a good learning aid. d. If you don’t study, you mustn’t / won’t improve your English. 3. Choose the most appropriate linking word to complete these sentences.

15 points

a. Spanish and Mandarin are popular foreign language to learn, _______ in recent years, interest in other languages has increased.

b. _______ Chinese is not an easy language to master, over 40 million people outside China are currently learning it.

c. _______, there are several examples of schools experimenting with online language learning models.

d. _______ some students are interested in learning about cultures, others want to acquire languages that will give them a competitive advantage in the global workplace. wo rkplace. Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho


4. Describe your language skills and linguistic experiences (ex: travelling experiences; school exchange programmes, contacts with tourists, ... ). Write about 50 words.

25 points

Activity B Read the text and then do the tasks that follow. Language Skills – Global trends The language learning market is changing at rapid pace due to the globalization g lobalization of the economy. As each economy ec onomy around the world becomes increasingly international, the need and demand for foreign languages continues to grow. And the importance of foreign language proficiency for graduates cannot be underestimated, 5

as a recent report from the influential Economist Intelligence I ntelligence Unit underlined: “Even when recruiting for jobs in their home market, almost one-half of all companies say that prospective candidates need to be fluent in a foreign language, and a further 13% say that multilingual ability is a key selection criterion. It’s estimated that over 7,000 different languages are spoken around the world.

10 The world ’s most widely spoken languages by number of native speakers and as a second language, according to figures from UNESCO, are: Mandarin Chinese, English, E nglish, Spanish, Hindi, Arabic, Bengali, Russian, Portuguese, Japanese, Japanese, German and French. China ’s economic growth, as the world ’s second largest economy after the United States, has elevated demand for the Chinese language, one of the official 15 languages of the UN. Parents, students, teachers and business leaders around the globe represent some of the many groups recognizing the importance of Mandarin as the emerging global business language of the future. Despite the rise of non-Western nations in today ’s global economy, English is still the language most commonly used as the lingua franca of business, science, 20 research, and politics; politics; however, in recent years, interest in other languages has increased (ex: Portuguese, Arabic, and Russian). Ultimately, the language and methods a student chooses to study will depend upon their motivation, be it for future employment, further academic research, or simply personal interest. Discovering what drives each individual student is the key to

Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho


25 ensuring his or her success. Adapted from: http://studenttravelplanningguide.com

1. True or false? Correct the information when necessary.

20 points

a. The language learning market is decreasing very fast f ast around the world. b. Companies require candidates who are just fluent in their mother tongue. c. More and more people are learning Chinese due to China ’s economic growth.

2. Ask questions about the words in bold.

20 points

a. Multilingual ability is a key selection criterion . b. Over 7,000 different languages are spoken around the world. c. Interest in other languages has increased in recent years.

3. What do the following words/expressions refer to? a. their (l. 6)

b. one (l. 14)

10 points

c. his or her (l. 25)

Activity C

60 points

In your opinion what are the benefits of a bilingual or multilingual education? Write about 80100 words. You can use the input provided by Activities A and B. Use your own words as far as possible.

Activity D – Listening

30 points

Progress Check – L A N G U A G E S – Foreign Language Skills TRACK 1_MYTH AND REALITY

Listen to this issue of ‘Myth and Realities about Language Learning’ and answer the questions below. Give short answers when possible. 1. What is the myth about learning languages? _____________________________________ _____________ _________________________________________ _____________________________________ ____________________ _____________________________________ _____________ _________________________________________ _____________________________________ ____________________



2. What is the percentage of the world ’s population who do not speak English? _________________________________ _____________ _________________________________________ _________________________________________ ____________________ _____________________________________ _____________ _________________________________________ _____________________________________ ____________________

3. What kind of countries have trading relationships with British Trade? ______________________________________ _____________ _______________________________________ ____________________________________ ______________________ _____________________________________ _____________ _________________________________________ _____________________________________ ____________________

4. Who has the poorest language skills in Europe? _____________________________________ _____________ ______________________________________________ _____________________________________ _______________ _____________________________________ _____________ ______________________________________________ _____________________________________ _______________

5. What are the advantages of learning a foreign language? _________________________________ _____________ ______________________________________________ _________________________________________ _______________ _____________________________________ _____________ _________________________________________ _____________________________________ ____________________

6. How difficult is it to learn a foreign language? ________________________________________ _____________ ________________________________________ __________________________________ _____________________ _____________________________________ _____________ _________________________________________ _____________________________________ ____________________

7. What is required to learn a foreign language? _____________________________________ _____________ ________________________________________ _____________________________________ _____________________ _____________________________________ _____________ _________________________________________ _____________________________________ ____________________

Test Specification Activity A 1. ............... = 10

3. ................ = 10

2. ..........….. = 10

Activity C

3. ............... = 15

................... = 60

4. ............... = 25

Activity D

Activity B

.................. = 30

1. .............. = 20

TOTAL .............. = 200 points

2. .............. = 20


Xplore 10 – NEW RESOURCE KIT Testing Pack 2 CRITÉRIOS GERAIS DE CLASSIFICAÇÃO Os critérios de classificação são organizados por níveis de desempenho, a que correspondem cotações fixas, expressas obrigatoriamente em números inteiros. Para a generalidade dos itens, são considerados três níveis ( N3, N2 e N1 ); para a tarefa final são considerados cinco níveis em cada parâmetro – competência pragmática e competência linguística ( N5, N4, N3, N2 e N1). Os níveis intercalares de cotação, que não se encontram descritos, visam enquadrar as respostas que não correspondam exatamente aos outros níveis. Qualquer resposta que apresente um desempenho inferior ao mais baixo que se encontra descrito deverá ser classificada com zero pontos. Nos itens de resposta aberta, será atribuída a cotação zero a respostas que não correspondam ao solicitado, independentemente da qualidade linguística do texto produzido. Nos itens de resposta aberta, sempre que o aluno apresente mais do que uma resposta para o mesmo item, apenas a primeira será classificada. Nos itens de resposta fechada, se o aluno fornecer mais resp ostas do que a(s) pedida(s), será atribuída a cotação zero. Os itens são todos classificados independentemente.

CRITÉRIOS ESPECÍFICOS Atividade A

1.

N3

Identifica corretamente 9-8 palavras solicitadas.

10

N2

Chave: a. attend; b. follow; c. penpal; d. versions; e. subtitles; f. abroad; g. dictionaries; h. magazines; i. foreign. Identifica corretamente 7-5 palavras solicitadas.

7

N1

Identifica corretamente 4-2 palavras solicitadas.

4

N3

Completa corretamente as frases com os 4 verbos modais.

10

Chave: a. can; b. could; c. may; d. won ’ t. t.

2.

N2

Completa corretamente as frases com 3 verbos modais.

7

N1

Completa corretamente as frases com 2 verbos modais.

4

N3

Completa corretamente as frases com 4 conetores.

15

Chave: a. but; b. Although; c. However; d. while.

3.

N2


10

N1


5

N3

Indica as vantagens de uma educação bilingue ou multilingue com correção linguística.

25

Utiliza vocabulário e estruturas adequadas, embora possam ocorrer algumas incorreções não impeditivas da compreensão da mensagem. Exemplo de resposta: The benefits of a bilingual or multilingual education are well documented, such as: aids cross cultural understanding and global awareness; enhances academic progress in other subjects; improves chances of college acceptance, achievement and attainment; enhances career opportunities; benefits understanding and security in community and society; opens up new horizons.

N2 N1

15 Indica as vantagens de uma educação bilingue ou multilingue com incorreções linguísticas frequentes,

5

recorrendo, por vezes, ao uso da língua materna. Em todo o caso, consegue transmitir os aspetos

4.

essenciais da informação solicitada.

Atividade B N3

Identifica corretamente as 3 frases pedidas, corrigindo a informação nas frases falsas. Chave: a. False. It is increasing. b. False. Companies require candidates who are fluent in a foreign

1.

language/who are multilingual. c. True.


20

Xplore 10 – NEW RESOURCE KIT Testing Pack 2 N2

12

N1

Identifica corretamente as 3 frases pedidas, mas não corrige a informação nas frases falsas.

4

N3

Formula corretamente as 3 questões pedidas com correcção linguística.

20

Chave: a. How important is multilingual ability in the job market? b. How many languages are spoken

2.

around the world? c. When has interest in other languages increased?

N2

Formula corretamente 2 questões com correcção linguística.

12

N1

Formula corretamente 1 questão com correcção linguística.

4

N3

Identifica completamente os 3 itens a que se referem as palavras dadas.

10

Chave: 1. companies; 2. the Chinese language; 3. student(s).

3.

N2

Identifica completamente 2 dos itens a que se referem as palavras dadas.

7

N1


4

Atividade C N5

Escreve um artigo de opinião, fornecendo várias razões justificativas de uma educação bilingue ou

40

multilingue, respeitando as instruções dadas e destacando aspetos relevantes. Utiliza alguns mecanismos de coesão. Articula as ideias de forma adequada, num texto claro e coerente. a c i t á m g a r P a i c n ê t e p m o C . 2

Usa palavras suas e respeita o limite de palavras indicado.

N4 N3

32 Escreve um artigo de opinião simples, fornecendo algumas razões justificativas de uma educação

24

bilingue ou multilingue, respeitando as instruções dadas e destacando alguns aspectos relevantes. Utiliza, ainda que de forma muito incipiente, alguns conectores simples, articulando as ideias num texto claro. Usa palavras suas. Pode não respeitar o limite de palavras indicado.

N2 N1

16 Escreve um texto simples, abordando de forma global o tema proposto, com repetições e pormenores

8

pouco relevantes. Estrutura deficientemente o texto. Pode não respeitar o limite de palavras indicado. Pode não usar palavras suas.

N5

Escreve um texto, razoavelmente elaborado, empregando recursos linguísticos adequados, que lhe

20

permitem argumentar de forma convincente. Utiliza uma gama variada de vocabulário, podendo suprir eventuais lacunas de expressão através do recurso a circunlocuções. * a c i t s í u g n i L a i c n ê t e p m o C . 2

Pode ocorrer alguma confusão e escolha incorreta de vocábulos e expressões. Revela geralmente bom domínio das estruturas e formas gramaticais, não cometendo incorreções que possam causar incompreensão. A pontuação e a ortografia são suficientemente precisas para não afetarem a inteligibilidade do texto.

N4 N3

16 Escreve um texto simples, utilizando recursos linguísticos adequados ao que pretende transmitir. Pode revelar alguma interferência da língua materna. Utiliza vocabulário pouco variado mas suficiente, conseguindo suprir algumas limitações com recurso a circunlocuções e outros mecanismos de substituição. Pode cometer alguns erros graves quando tenta exprimir uma ideia mais complexa.


12

Xplore 10 – NEW RESOURCE KIT Testing Pack 2 Usa corretamente estruturas simples, não cometendo erros gramaticais elementares de forma sistemática. A ortografia é suficientemente precisa para não afetar a inteligibilidade do texto. A pontuação é, de um modo geral, adequada.

N2 N1

8 Escreve um texto muito elementar, abordando o tema proposto de forma muito genérica, com recurso

4

a repetições e aspetos pouco relevantes. Usa conectores simples na ligação de frases elementares, mas estrutura o texto de forma deficiente. Utiliza vocabulário muito elementar. Pode não respeitar o limite de palavras indicado.

* A competência linguística só será avaliada se o aluno tiver tratado o tema proposto, situando-se o seu texto pelo menos no nível 1 da competência pragmática.

Atividade D N3

Responde a 7-6 questões com correção linguística.

30

Chave: a. There’ s no point in learning languages when everyone can speak English; b. 75%; c. non-English speaking countries; d. British business (workers); e. see the world anew; be a global citizen; feel integrated in ’s society; have better chances of being selected for a job; be an asset for any business; be better paid. f. it is today ’

easily done by anybody; g. desire and learning tools.

N2

Responde a 5-4 questões embora possa cometer incorreções linguísticas não impeditivas da comunicação.

20

N1

Responde a 3-2 questões embora possa cometer incorreções linguísticas não impeditivas da comunicação.

10



Progress Check – C O M M U N I C A T I O N – T e e n s , S o c i a l M e d i a & T e c h n o l o g y The final task you have to do is to write an opinion article about the impact of social media networks or sites on a teenager ’s daily life. Activities A and B will give you input for Activity C.

Activity A 1. Look at these graphs and complete the sentences. Use the words/expressions given in the box below.

16 points

Source: Pew Research Center

frequently used a distinct pattern

teenage girls more than

less well-off the most

half of teens 71%

_________ social media platform among teens ages 13 Facebook is the most popular and (a) _________ to 17 with (b) _________ _________ of all teens using the site; (c) _________ use Instagram, and four-in-ten use Snapchat. _________ in social media use by socio-economic status. Teens The survey data reveals (d) _________ _________ households (those from (e) _________ (those earning less than $50,000) are more likely than others to say _________ , especially when compared with teens from somewhat wealthier they use Facebook (f) _________ families (those earning $50,000 or more). _________ use social media sites and platforms – particularly visually-oriented ones – for (g) _________ sharing (h) _________ _________ their male counterparts do. For their part, boys are more likely than girls to own gaming consoles and play video games.

2. Link these sentences by using the words given in brackets.


16 points


a. A large number of American teens adopted smartphones. These offer them a wide variety of methods for communication and sharing messages and photos. (which) s ocial network site. Among these teens 66% prefer Facebook b. 22% of teens use only one social over Instagram. (who)

3. Which social network site do you use most often? Only one or several? Write a short paragraph in which you describe your social networking habits or routine. Write about 50 words.

24 points

Activity B Read the text and do the tasks that follow it.

‘I’d rather,’ deadpans Philippa Grogan, 16, ‘give up, like, a kidney than my phone. How did you

manage before? Carrier pigeons? Letters? Going round each other’s houses on BIKES?’ Cameron Kirk, 14, reckons he spends ‘an hour, hour-and-a-half on school days ’ hanging out with his hi s 450-odd Facebook Facebook friends; maybe twice that at weekends. ‘It’s actually very practical if you forget what that 5

day’s homework is. Unfortunately, one of my best friends fri ends doesn’t have Facebook. But it’s OK; we talk on our PlayStations. Pl ayStations.’ Emily Hooley, 16, recalls a Very Dark Moment, ‘We went to Wales for a week at half term to revise. There was no mobile, no TV, no broadband. We had to drive into town just to get a signal. I t was really hard, knowing people were texting you, writing on your Wall, and you couldn’t respond.

10

Loads of my friends said they’d never do that.’ Teens, eh? Not how they were when I was young. Nor the way they talk to each other. Let’s frighten ourselves, ready? First, 75% of all teenagers (and 58% of 12-year-olds) now have a mobile phone. Almost 90% of phone-owning teens send and receive texts, most of them daily. In fact texting has established itself as comfortably the preferred channel of basic communication between teens

15

and their friends. But phones do more than simply text, of course. More than 80% of phone-owning teens also use them to take pictures. pi ctures. Sixty per cent lilisten sten to music on them, 46% play games, 32% swap videos and 23% access social networking sites. The mobile phone, in short, is now the favoured communication communication hub for the majority of teens. As if texting, swapping, hanging and generally spending their waking hours welded to their

20

phones wasn’t enough, 73% use social networking sites, si tes, mostly Facebook. Digital communication communication is


Xplore 10 – NEW RESOURCE KIT Testing Pack 2 not just prevalent in teenagers’ lives. It IS teenagers’ lives. Why? There’s a very straightforward reason: reason: these technologies meet teens’ developmental needs. Mobile phones and social networking sites make the things teens have always done – defining their own identity, establishing themselves as independent of their parents, looking cool, impressing 25

members of the opposite sex – a whole lot easier. Contemporary Contemporary communications tools help resolve one of the fundamental conflicts that rages within every adolescent. adolescent. Adolescence is characterised by an enhanced need for self-presentation, or communicating communicating your identity to others, and also self-disclosure sel f-disclosure – discussing intimate topics. But, as we all recall, adolescence is also a period of excruciating shyness and aching self -consciousness -consciousness – which

30

can make all that self-presentation and self-disclosure something of a perilous, not to say agonising, business. So the big plus pl us of texting, instant messaging and social networking is that it allows the crucial identity-establishing behaviour, without the accom a ccompanying panying embarrassment. These technologies give their users a sense of increased controllability, that, in turn, allows them to feel secure about their communication.

35

Olivia Stamp, 16, says she thinks social networking actually helps her to be more herself. ‘I think of myself as quite a shy person,’ she says. ‘So it’s actually easier to be myself on Facebook because because you can edit what you want to say, take your time; you don’t feel awkward. I definitely feel more confident online – more like the self I know I really am, beneath the shyness.’ Adapted from http://www.theguardian.com/

1. Give the text an appropriate title.

8 points

2. Find out what these numbers refer to in the text. a. 450 (l. 3)

b. 75% (l. 12)

c. 80% (l. 15)

12 points

d. 73% (l. 20) 10 points

3. List five activities teens can accomplish with their mobile phones.

4. Answer these questions.

24 points

a. Why is digital technology such an important part of a teenager ’s life? b. Which two features characterize adolescence? c. In what way has social networking helped Olivia Stamp?

Activity C Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho

60 points


The final task you have to do is to write an opinion article about the impact of social media networks or sites on a teenager ’s daily life. Activities A and B will give you input for Activity C. Write about

80-100 words. You may use the input provided by Activities A and B.


30 points

Progress Check – CO C O M M U N I C A T I O N – Media in People’s Hands TRACK 2_MEDIA IN PEOPLE’S HANDS

Listen to Sarah expressing her views on how teens can use social media to become journalists and complete the text with one to three words in each gap. ga p.

___________ have really affected citizen journalism by allowing (2) ___________ ___________ of news to be (1) ___________ ___________ and minutes later, they ’re much quicker. A person can experience something (3) ___________ ___________ this on Facebook or Twitter through their mobile phone. Social media allows (4) ___________ ___________ even faster. Mobile devices have people to find news out extremely quick and then (5) ___________

changed the way people (6) ___________ ___________ news. Instead of waiting for the newspaper, society can just (7) ___________ ___________ their phones or laptops and read (8) ___________ ___________ relating to a specific topic. However, citizen journalism has developed (9) ___________ ___________ as well. A big part of the journalism is the ability to be (10) ___________ ___________ and leave out personal opinions. Citizen Journalism conflicts with this because it ’s common that the person presenting the news is (11) ___________ and not necessarily fair. When this happens, the (12) ___________ ___________ can be changed a bit. Gossip begins and errors are exposed resulting in (13) ___________ of the same story. Citizen Journalism may have its strengths and (14) ___________ , but the public has acquired a lot of information from (15) ___________ ___________ that might not have been made known if only reporters were in charge.

Test Specification Activity A

3. .......... = 10

1. ........... = 16

4. .......... = 24

2. .......... = 16

Activity C

3. .......... = 24

.............. = 60

Activity B

Activity D

1. …........ = 8

.............. = 30

2. ......... = 12

TOTAL .............. = 200 points


Xplore 10 – NEW RESOURCE KIT Testing Pack 2 CRITÉRIOS GERAIS DE CLASSIFICAÇÃO Os critérios de classificação são organizados por níveis de desempenho, a que correspondem cotações fixas, expressas obrigatoriamente em números inteiros. Para a generalidade dos itens, são considerados três níveis ( N3, N2 e N1 ); para a tarefa final são considerados cinco níveis em cada parâmetro – competência pragmática e competência linguística ( N5, N4, N3, N2 e N1). Os níveis intercalares de cotação, que não se encontram descritos, visam enquadrar as respostas que não correspondam exatamente aos outros níveis. Qualquer resposta que apresente um desempenho inferior ao mais baixo que se encontra descrito deverá ser classificada com zero pontos. Nos itens de resposta aberta, será atribuída a cotação zero a respostas que não correspondam ao solicitado, independentemente da qualidade linguística do texto produzido. Nos itens de resposta aberta, sempre que o aluno apresente mais do que uma resposta para o mesmo item, apenas a primeira será classificada. Nos itens de resposta fechada, se o aluno fornecer mais respostas do que a(s) pedida(s), s erá atribuída a cotaçã o zero. Os itens são todos classificados independentemente.

CRITÉRIOS ESPECÍFICOS Atividade A 1.

N3

Completa o texto com 8-7 palavras corretas.

16

Chave: a. frequently used; b. 71%; c. half of teens; d. a distinct pattern; e. less well-off; f. the most; g. Teenage girls; h. more than.

N2 N1

Completa o texto com duas palavras corretas.

10 4

N3

Reescreve corretamente os dois itens segundo as indicações dadas.

16

Chave: a. A large number of American teens adopted smartphones, which offer them a wide variety of methods for communication and sharing messages and photos. b. Among 22% of teens who use only one social network site 66%

2.

prefer Facebook over Instagram.

N2 N1

Reescreve corretamente um dos itens segundo as indicações dadas. Reescreve os dois itens com incorreções gramaticais menores.

10 4

N3

Descreve os seus hábitos relativamente ao uso das redes sociais. Utiliza vocabulário e estruturas adequadas, embora

24

possam ocorrer algumas incorreções não impeditivas da compreensão da mensagem. Respeita o limite de palavras. Exemplo de resposta: Nowadays every teenager uses one or more social media. I have a Facebook and an Instagram account. I try to keep both updated but I often spend more time on Facebook. I have come to realize that I speak to my

3.

best friends more easily on social networks than face-to-face.

N2 N1

Descreve os seus hábitos relativamente ao uso das redes sociais com incorreções linguísticas frequentes, recorrendo,

14 4

por vezes, ao uso da língua materna. Em todo o caso, consegue transmitir os aspetos essenciais da informação solicitada. Pode não respeitar o limite de palavras.

Atividade B N3 1.

N2 N1

Atribui ao texto um título, respeitando o contexto. Escreve com correção gramatical. Exemplo: My mobile is my life! Atribui ao texto um título, respeitando o contexto. Escreve com incorreções gramaticais não impeditivas da

8 6 4

compreensão.

N3

Indica corretamente as referências dos 4 números/expressões numéricas do texto.

12

Chave: a. number of friends Cameron has on Facebook; b. percentage of teenagers that own a mobile phone; c.

2.

percentage of teens that use the phone to take pictures; d. percentage of teens who use social networking s ites.

N2 N1

Indica corretamente as referências dos 3-2 números/expressões numéricas do texto. Indica corretamente as referências de 1 número/expressão numérica do texto.

8 4

N3

Indica corretamente a cinco possíveis utilizações do telemóvel. Escreve com correção gramatical.

10

Chave: texting, taking pictures, listening to music, playing games, swapping videos, accessing social networking sites.

3.

N2 N1

Indica corretamente 2-1 possíveis utilizações do telemóvel. Escreve com correção gramatical.


6 2

Xplore 10 – NEW RESOURCE KIT Testing Pack 2 N3

Responde corretamente às três questões de acordo com a informação do texto e com correção gramatical. Pode

24

escrever com incorreções de grafia e pontuação não impeditivas da compreensão. Exemplo de resposta: a. It is important because it helps teenagers define their identity, look cool and talk about sensitive topics without embarrassment, or more easily. b. Teens want to protect who they are but also need to discuss intimate topics to get information. c. Olivia believes it is easier to be herself on social networks because she can overcome her shyness and think about what she wants to share better.

4.

N2

Responde a duas questões de acordo com a informação do texto e com correção gramatical. Pode escrever com

16

incorreções de grafia e pontuação não impeditivas da compreensão. Erra ou omite a outra questão .

N1

Responde às duas questões com informação parcialmente correta. Escreve com incorreções de grafia e pontuação não

8

impeditivas da compreensão.

Atividade C N5

Escreve um artigo de opinião, referindo o papel das redes sociais e da tecnologia no modo como os jovens

40

comunicam nos dias de hoje. Respeita as instruções dadas e destaca aspetos relevantes. Utiliza alguns mecanismos a c i t á m g a r P a i c n ê t e p m o C . 2

de coesão. Articula as ideias de forma adequada, num texto claro e coere nte. Respeita o limite de palavras indicado.

N4 N3

Escreve um artigo de opinião, referindo o papel das redes sociais e da tecnologia no modo como os jovens

32 24

comunicam nos dias de hoje. Respeita as instruções dadas e destaca aspetos relevantes. Utiliza, ainda que de forma muito incipiente, alguns conectores simples, articulando as ideias num texto claro. Pode não respeitar o limite de palavras indicado.

N2 N1

Escreve um texto simples, abordando de forma global o tema proposto, com repetições e pormenores pouco

16 8

relevantes. Estrutura deficientemente o texto. Pode não respeitar o limite de palavras indicado.

N5

Escreve um texto, razoavelmente elaborado, empregando recursos linguísticos adequados, que lhe permitem

20

argumentar de forma convincente. Utiliza uma gama variada de vocabulário, podendo suprir eventuais lacunas de expressão através do recurso a circunlocuções. Pode ocorrer alguma confusão e escolha incorreta de vocábulos e expressões. Revela geralmente bom domínio das estruturas e formas gramaticais, não cometendo incorreções que possam causar incompreensão. * a c i t s í u g n i L a i c n ê t e p m o C . 2

A pontuação e a ortografia são suficientemente precisas para não afetarem a inteligibilidade do texto.

N4 N3

Escreve um texto simples, utilizando recursos linguísticos adequados ao que pretende transmitir. Pode revelar

16 12

alguma interferência da língua materna. Utiliza vocabulário pouco variado mas suficiente, conseguindo suprir algumas limitações com recurso a circunlocuções e outros mecanismos de substituição. Pode cometer alguns erros graves quando tenta exprimir uma ideia mais complexa. Usa corretamente estruturas simples, não cometendo erros gramaticais elementares de forma sistemática. A ortografia é suficientemente precisa para não afetar a inteligibilidade do texto. A pontuação é, de um modo geral, adequada.

N2 N1

Escreve um texto muito elementar, abordando o tema proposto de forma muito genérica, com recurso a repetições

8 4

e aspetos pouco relevantes. Usa conectores simples na ligação de frases elementares, mas estrutura o texto de forma deficiente. Utiliza vocabulário muito elementar. Pode não respeitar o limite de palavras indicado. * A competência linguística só será avaliada se o aluno tiver tratado o tema proposto, situando-se o seu texto pelo menos no nível 1 da competência pragmática.

Atividade D Completa 15-13 dos espaços usando com precisão a informação ouvida. N3

30

Chave:

N2 N1

1. Mobile devices; 2. the spread; 3. right now; 4. sharing; 5.respond; 6. keep up with; 7.flip open; 8. many articles; 9. negative opinions; 10. objective; 11. one-sided ; 12. original story; 13. different versions; 14. weaknesses; 15.regular people. Completa 12-7 espaços usando exatamente a informação ouvida.

Completa 6-3 espaços usando exatamente a informação ouvida.


20 10


Progress Check – T E E N A G E R S – T h e M i l l e n n i a l s The final task you have to do is to write an article for an online writing competition describing the different features that define your generation. Activities Activities A and B will give you input for Activity C.

Activity A 1. Write a caption for each picture. 1

12 points

2

3

16 points

2. Start the sentences below using the words/expressions given in brackets.

a. The world today ’s teens live in is shaping them into a new generation. (today s teens) ’ ’

b. The Millennials are very different from their predecessors, G eneration X, but surprisingly similar to the generation of digital natives. (despite)

3. To what extent do you agree with the following definition of today’s generation of teenagers? Write about 50 words.

25 points

Millennial teens (aged (aged 16 to 19) are a re the first generation to have no memory of life before the “ Millennial Internet and cell phones. They are trendsetters, tech-obsessed and living the future today! ”

Activity B 1. Read the text and tick the adjectives that can be used to describe the Millennial Generation. a. sociable

b. respectful

c. intolerant

d. self-assured

e. traditional

f. focused

g. curious

h. judgemental

i. insecure


10 points


Read the text again and then do the tasks that follow. Millennials: Today ’s teen and young adult population There is no arguing that today ’s teens and young adults have distinctive characteristics like no generation before them.

5

10

15

20

25

30

35

In the history of the United States, there have been several se veral varying generations of individuals. These individuals are grouped by age and the likely experiences, values and sense of identity they share. The Millennial Generation , also known as Generation Y, is one of the four most recent generations to be identified in U.S. U .S. history. These individuals were born between 1980 and 2000, and differ greatly from the Baby Boomers and Generation Xers that came before them. Throughout their upbringing, learners of the Millennial Generation were taught that they each were “winners” who deserved prizes for participation and awards no matter the outcome of their efforts. Both mental and physical safety have been the top concern in raising this generation, making the Millennials highly respectful of authority and rules, along with any enforcement enforcement needed to uphold such structures. Such a close relationship rel ationship with their parents has made this generation highly socialized, assimilated to community norms, and likely to seek advice from a leader of an older generation. These factors have also contributed to a general desire for expert feedback and a great comfort working in teams. Millennials look for opportunities where their personal/individual personal/individual likelihood of failure is i s low and where they can be curious and explorative in a safe, judgment-free environment. The Millennial generation is more ethnically and racially diverse than Generation X or the Baby Boomers. Recent research found Millennials to be more racially tolerant, more receptive to immigrants, and more accepting of nontraditional families than any generation before them. On track to being the most well educated generation in the United States, these individuals were raised in environments where they were expected to achieve and thus carry the same expectations expectations for themselves into adulthood. They do n ot have trouble identifying their goals, are willing to do what it takes to reach those goals, and will invest great amounts of energy to do so. Measuring their success based on substantial outcomes, Millennials tend to be more prepared and confident than their older counterparts. Though Millennials tend to exhibit an air of self-assurance, as learners, they need to feel prepared, and prefer working in groups because of the situations that have plagued their journey to adulthood. Terrorist attacks and ongoing wars contributed to Millennials’ sense of insecurity. The report mentioned previously, also notes instability in the national economy, economy, low job security and a media culture that highlights highli ghts negative global activity, as factors that influence the Millennials’ need for security. As the initial generation to be raised completely in the technological technological revolution, these individuals are accustomed accustomed to any and an d all information being readily available to them. These “digital natives” tend to have shorter attention spans than the generations before them because of the multitasking ability facilitated by today’s technologies and a constant access to visual and auditory stimulation. Millennials see technology as a standard in their day-to-day activities and tend to find out-of-date systems to be unacceptable. Adapted from http://msue.anr.msu.edu/news/millennials

2. Find evidence in the text to support these statements.

15 points

a. Millennials were raised to believe they would always get something in return despite their efforts.

b. Millennials prefer working in groups. c. Members of this generation readily accept different family groups and ethnicities. Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho


3. Answer these questions on the text.

20 points

Mi llennials ’ need for security? a. Which events or features have determined the Millennials M illennials? b. In what way is technology perceived by Millennials?

4. Find in the text words/expressions that mean the opposite of these.

12 points

a. disobedient b. similar c. unfriendly d. insignificant

Activity C

60 points

The final task you have to do is to write an article for an online writing competition describing the different features that define your generation. Activities A and B will give you input for Activity C. Write about 80-100 words. You may use the input provided by Activities A and B.


30 points

Progress Check – T E E N A G E R S – Teens today TRACK 3_RYAN TRACK 4_SARAH

Listen to these teens talking about their lives and complete the text with on e to three words in each gap. Hi! I ’m Ryan. Being a teenager is one of the most (1) ___________ ___________ and fun chapters in a person person ’s life. School gets (2) ___________ ___________ as one gets older. I also know know teenagers are (3) ___________ ___________ by the way they act and dress. (4) ___________ ___________ plays a big role. These are some some things that most teenagers and I go through in everyday life. It is not n ot always (5) ___________ ___________ in the park. You have to earn other people ’s (6) ___________ ___________ and show them that you are (7) ___________ ___________ and responsible. Nonetheless, being a teenager is really cool, and it is a time when a person has more choices and (8) ___________ ___________ in their lives to make it fun fun and interesting.



I’m Sarah. Being a teenager today is really exciting. We have so much that we can (9) ___________ ___________ and so much that we can do with w ith our lives. I feel like lik e I have my whole life ahead of me and that I am (10) ___________ ___________ of what direction I choose. Sometimes all all of these thoughts seem

(11) ___________. ___________. Like all teenagers, I have to attend school, which is sometimes sometimes very ___________. I also play soccer year-round. It is not always easy (13) ___________ ___________ school, (12) ___________. homework, studying for exams and soccer, and still finding the time to do fun things. There is always (14) ___________ ___________ to make good grades and to do my best. I have to strive strive for my best and work hard. By doing this and keeping that frame of mind, I can ca n (15) ___________. ___________ . Test Specification Activity A

3. .......... 2 x 10 = 20

1. ...........3 x 4 = 12

4. .......... 4 x 3 = 12

2. .......... 2 x 8 = 16

Activity C

3. ................ = 25

................... = 60

Activity B

Activity D

1. …......... 5 x 2 = 10

........... 15 x 2 = 30

2. ............ 3 x 5 = 15

TOTAL .............. = 200 points


Xplore 10 – NEW RESOURCE KIT Testing Pack 2 CRITÉRIOS GERAIS DE CLASSIFICAÇÃO Os critérios de classificação são organizados por níveis de desempenho, a que correspondem cotações fixas, expressas obrigatoriamente em números inteiros. Para a generalidade dos itens, são considerados três níveis ( N3, N2 e N1 ); para a tarefa final são considerados cinco níveis em cada parâmetro – competência pragmática e competência linguística ( N5, N4, N3, N2 e N1). Os níveis intercalares de cotação, que não se encontram descritos, visam enquadrar as respostas que não correspondam exatamente aos outros níveis. Qualquer resposta que apresente um desempenho inferior ao mais baixo que se encontra descrito deverá ser classificada com zero pontos. Nos itens de resposta aberta, será atribuída a cotação zero a respostas que não correspondam ao solicitado, independentemente da qualidade linguística do texto produzido. Nos itens de resposta aberta, sempre que o aluno apresente mais do que uma resposta para o mesmo item, apenas a primeira será classificada. Nos itens de resposta fechada, se o aluno fornecer mais respostas do que a(s) pedida(s), s erá atribuída a cotaçã o zero. Os itens são todos classificados independentemente.

CRITÉRIOS ESPECÍFICOS

Atividade A 1.

N3

Legenda corretamente as três i magens. Escreve com correção linguística.

12

a new trend. Chave: 1. Capturing yourself on your phone; 2. Constantly connected; 3. Street style – a

N2 N1

Legenda corretamente duas imagens. Escreve com correção linguística. Legenda corretamente 1 imagem. Pode escrever com incorreções linguísticas não impeditivas da compreensão.

8 4

N3

Reescreve corretamente os dois itens s egundo as indicações dadas.

16

’s teens are being shaped into a new generation by the world they live in. b. Despite being very Chave: a. Today ’

2.

different from their predecessors, generation X, the Millennials are similar to the generation of digital natives.

N2 N1

Reescreve corretamente um dos itens segundo as indicações dadas. Reescreve os dois itens com incorreções gramaticais menores.

10 4

N3

Exprime a sua opinião, justificando as suas opções. Utiliza vocabulário e estruturas adequadas, embora possam

25

ocorrer algumas incorreções não impeditivas da compreensão da mensagem. Respeita o limite de palavras. Exemplo de resposta: I don’ t agree with this statement entirely because nowadays there is a growing number of teens that are choosing a different way of life, away from technology. I suppose that these teens can be considered

3.

trendsetters as they present an alternative lifestyle.

N2 N1

Exprime a sua opinião, justificando as suas opções com incorreções linguísticas frequentes, recorrendo, por vezes, ao

15 5

uso da língua materna. Em todo o caso, consegue transmitir os aspetos essenciais da informação solicitada. Pode não respeitar o limite de palavras.

Atividade B N3

Assinala todos os adjetivos adequados segundo o texto.

10

Chave: sociable, respectful, self-assured, focused, curious.

1.

N2 N1

Assinala apenas 2 dos adjetivos adequados segundo o texto.

7 4

N3

Cita corretamente as 3 informações pedidas. Não deve exceder a i nformação solicitada.

15

Chave: a. …the Millennial Generation were taught that they each were “ winners ” who who deserved prizes for participation

2.

and awards no matter the outcome of their efforts. b. … a great comfort working in teams. c. … Recent research found Millennials to be more racially tolerant, more receptive to immigrants, and more accepting of nontraditional families than any generation before them.

3.

N2 N1

Cita corretamente 2 das informações pedidas.

N3

Responde corretamente às duas questões de acordo com a informação do texto e com correção gramatical. Pode escrever com incorreções de grafia e pontuação não impeditivas da compreensão.

Cita corretamente 1 informação pedida.

Exemplo de resposta: a. Millennials were affected by terrorist attacks, ongoing wars, an unstable economy, low job security and negative views of the world broadcast by the media. b. Millennials aren ’ t able to conceive a world without


10 5 20

Xplore 10 – NEW RESOURCE KIT Testing Pack 2 technology and they are used to resorting to it in their everyday life without hesitation or questioning.

N2

Responde a uma questão de acordo com a informação do texto e com correção gramatical. Pode escrever com

12

incorreções de grafia e pontuação não impeditivas da compreensão. Erra ou omite a outra questão .

N1

Responde às duas questões com informação parcialmente correta. Escreve com incorreções de gr afia e pontuação não

4

impeditivas da compreensão.

N3

Identifica os antónimos presentes no texto.

12

Chave: a. respectful; b. diverse; c. receptive; d. substantial.

4.

N2 N1

Atividade C N5

Identifica apenas um antónimo. Erra ou omite os outros.

Escreve um artigo, descrevendo as principais características da sua geração, respeitando as instruções dadas e

8 4

40

destacando aspetos relevantes. Utiliza alguns mecanismos de coesão. a c i t á m g a r P a i c n ê t e p m o C . 2

Articula as ideias de forma adequada, num texto claro e coerente. Respeita o limite de palavras indicado.

N4 N3

Escreve um artigo, descrevendo as principais características da sua geração, respeitando as instruções dadas e destacando alguns aspetos relevantes. Utiliza, ainda que de forma muito incipiente, alguns conectores simples,

32 24

articulando as ideias num texto claro. Pode não respeitar o limite de palavras indicado.

N2 N1

Escreve um texto simples, abordando de forma global o tema proposto, com repetições e pormenores pouco

16 8

relevantes. Estrutura deficientemente o texto. Pode não respeitar o limite de palavras indicado.

N5

Escreve um texto, razoavelmente elaborado, empregando recursos linguísticos adequados, que lhe permitem

20

argumentar de forma convincente. Utiliza uma gama variada de vocabulário, podendo suprir eventuais lacunas de expressão através do recurso a circunlocuções. Pode ocorrer alguma confusão e escolha incorreta de vocábulos e expressões. Revela geralmente bom domínio das estruturas e formas gramaticais, não cometendo incorreções que possam causar incompreensão. * a c i t s í u g n i L a i c n ê t e p m o C . 2

A pontuação e a ortografia são suficientemente precisas para não afetarem a inteligibilidade do texto.

N4 N3

Escreve um texto simples, utilizando recursos linguísticos adequados ao que pretende transmitir. Pode revelar

16 12

alguma interferência da língua materna. Utiliza vocabulário pouco variado mas suficiente, conseguindo suprir algumas limitações com recurso a circunlocuções e outros mecanismos de substituição. Pode cometer alguns erros graves quando tenta exprimir uma ideia mais complexa. Usa corretamente estruturas simples, não cometendo erros gramaticais elementares de forma sistemática. A ortografia é suficientemente precisa para não afetar a inteligi bilidade do texto. A pontuação é, de um modo geral, adequada.

N2 N1

Escreve um texto muito elementar, abordando o tema proposto de forma muito genérica, com recurso a repetições

8 4

e aspetos pouco relevantes. Usa conectores simples na ligação de frases elementares, mas estrutura o texto de forma deficiente. Utiliza vocabulário muito elementar. Pode não respeitar o limite de palavras indicado. * A competência linguística só será avaliada se o aluno tiver tratado o tema proposto, situando-se o seu texto pelo menos no nível 1 da competência pragmática.

Atividade D Completa 15-13 dos espaços usando com precisão a informação ouvida. N3

30

Chave: 1. dramatized; 2. tough; 3. judged; 4. Popularity; 5. a walk ; 6. responsibilities; 7. mature; 8. respect; 9. accomplish; 10. in control; 11. overwhelming; 12. stressful; 13. juggling ; 14. pressure; 15. achieve anything.

N2 N1

Completa 12-7 espaços usando exatamente a informação ouvida. Completa 6-3 espaços usando exatamente a informação ouvida.


20 10


Progress Check – T E C H N O L O G Y – Personal Robots The final task you have to do is to write an argumentative text about the use of robots in our daily life activities for your school newspaper. Activities A and B will give you input for Activity C.

Activity A 1. Look at these pictures. Identify the areas in which robots are used today.

12 points

2. Rewrite these sentences beginning them with the words/expressions given.

18 points

a. Some companies have created robots as home companions. (Robots) b. Exoskeletons are being used to help people with w ith physical disabilities. (Therapists) c. Humanoid robots are sold in limited numbers due to the high prices. (People) 3. Join the following sentences with the linking words wor ds below. One does not apply. however

in order to

unless

because

therefore

so

15 points

a. Robots are used to explore planets. They are designed to work in extremely harsh environments.

b. Robots can work very long hours without maintenance. They are significantly more productive than people.

c. Robots are very good at doing repetitive tasks. They are unable to deal with the unexpected as humans do.

d. Medical researchers are developing nanorobots. They might perform surgical procedures more precisely.

e. Artificial intelligence poses no threat to the human race. Robots don ’t become smarter and stronger than humans.

Activity B 20 points 1. You are going to read an article on the development of a new kind of robots. Five sentences have been removed from the article. Choose Choo se from the sentences A-F the one which fits each gap (1-5). There is one extra sentence which you do not need to use.



A. The new personal robot has a wide array of capabilities.

D. But, Robotbase takes privacy concerns seriously.

B. Robotbase Robotbase has a working prototype of the robot, and expects to have a commercial commercial model ready to ship very soon.

E. “We look at our product as the t he next device after the computer and the smartphone. ”

C. The robot can even read a bedtime story to your kids

F. But unlike Siri, the robot uses artificial intelligence to understand what the words mean.

Is the Personal Robot Finally Here? She’s a personal assistant, photographer, butler and home security guard all in one – and she ’s a robot. Robotbase, a robotics company headquartered in New York City, is developing a personal robot that can perform a variety of daily functions at home or at work ____ ___1_______, and – everything from turning on lights to managing social calendars. _______1_______, 5 adjust the color of the room ’s lighting based on the story ’s mood, the makers said. The first prototype was launched earlier this month at CES 2015 in Las Vegas, and the company has already raised more than $127,000 through a crowdfunding cr owdfunding campaign. ‘Twenty years ago, personal computers came along and changed everything. Ten years ago,

we had the smartphone, ’ said Duy Huynh, founder and CEO of o f Robotbase. 10 _______2_______. _______2_______ . A variety of robots exist on the market today, yet most of them fall into one of two categories: toy robots or industrial robots, Huynh told Live Science. ‘But there ’s a huge gap in between – the consumer robot, ’ he said. Robotbase wants to build a robot that people can enjoy and feel comfortable seeing around every day at home and at work, Huynh said. 15

_______3_______. _______3______ _. It can recognize recognize faces and expressions, or or recognize objects around the house and navigate around them automatically. If you ’re hosting a party, the robot can move around and snap candid shots of your smiling guests. The robot can also recognize speech and respond to requests. The robot can tell you about the news or the weather, play music and schedule meetings, much like Apple ’s digital

20 assistant Siri. _______4_______. For example, users can ask it to do things like order takeout, and it will learn their preferences. Robotbase’s prototype robot is a female avatar named Maya, but its makers are working on creating other customizable faces, names and voices. To develop the robot ’s software, Robotbase used a set of machine-learning 25 algorithms collectively called deep learning, which seeks to identify patterns in information and match it to something recognizable, much like the human brain does. The robot runs on the Android operating system, and is designed to be a system for which software developers Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho


can build their own apps. The notion of a personal robot that can film your house and has access to many of 30 your personal preferences and habits habits may seem disturbing to some. _______5_______. _______5__ _____. ‘We are not going to share that data with anyone else, ’ Huynh said. Earlier this month, prominent figures such as billionaire entrepreneur Elon Musk and theoretical physicist Stephen Hawking warned about the potential threats of artificial intelligence in an open letter. But Huynh rejects the admonitions. ‘I think we are hundreds 35 of years away from [dangerous artificial intelligence], if it happens, ’ he said, adding that the benefits of the technology are going to outweigh the risks. Adapted from: http://www.livescience.com/49531-personal-smart-home-robot.html

2. Complete the table below with information taken from the text. a. Type of robot

b. Creator

c. Functions

16 points

d. Software used

3. Identify the three kinds of robots mentioned in the article.

4. Explain the meaning of the following follo wing expression.

9 points

8 points

“…the benefits of the technology are going to outweigh the risks. ” (ll. 35-6) 12 points

5. What do the following words/expressions words/expressions refer to? a. them (l. 16)

b. its (l. 22)

c. which (l. 25)

(l. 26) d. it (l.

Activity C

60 points

What do you think of the possibility of using robots in our daily life activities? Write an argumentative text about the advantages and disadvantages of using robots. Write about 80-100 words. You can use the input provided by Activities A and B. Use your own words as far as possible.

Activity D – Listening Progress Check – T E C H N O L O G Y – Personal Robots TRACK 5_ANDREW Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho

Xplore 10 – NEW RESOURCE KIT Testing Pack 2 TRACK 6_AMIR TRACK 7_GEORGE

three teenagers ̶Andrew, Andrew, Amir and George ̶giving their their opinion about this 1. Listen to three

question ‘Should robots have the same moral and ethical standards as humans? ’ and identify which speaker(s) stated the following.

10 points

a. Robots can never be held responsible for their actions. ac tions. b. Robots should be treated in the same way we treat each other. c. It is imperative that robot creators follow ethical principles.

2. Match items in column A and B in order to build correct statements statements about the debate you have just listened to. Two of the items in column col umn B do not apply. a. The speakers wonder about

20 points

1. domains exclusively pertaining to human beings. 2. no matter how intelligent and autonomous a

b. Robots mustn ’t be allowed to

robot can be. 3. the future of robotics in society.

c. Ethical and moral concerns are

4. harm humans just like we ought not to amongst one another.

d. Scientists and engineers are the ones entirely responsible

5. the ethical and moral implications of interacting with robots. 6. equally shared by people and robots.

Test Specification Activity A 1. ............... = 12

4. ................ = 8

2. ..........….. = 18

5. ................ = 12

3. ............... = 15

Activity C

Activity B

................... = 60

1. .............. = 20

Activity D

2. .............. = 16

.................. = 30

3. .............. = 9

TOTAL .............. = 200 points


Xplore 10 – NEW RESOURCE KIT Testing Pack 2 CRITÉRIOS GERAIS DE CLASSIFICAÇÃO Os critérios de classificação são organizados por níveis de desempenho, a que correspondem cotações fixas, expressas obrigatoriamente em números inteiros. Para a generalidade dos itens, são considerados três níveis ( N3, N2 e N1 ); para a tarefa final são considerados cinco níveis em cada parâmetro – competência pragmática e competência linguística ( N5, N4, N3, N2 e N1). Os níveis intercalares de cotação, que não se encontram descritos, visam enquadrar as respostas que não correspondam exatamente aos outros níveis. Qualquer resposta que apresente um desempenho inferior ao mais baixo que se encontra descrito deverá ser classificada com zero pontos. Nos itens de resposta aberta, será atribuída a cotação zero a respostas que não correspondam ao solicitado, independentemente da qualidade linguística do texto produzido. Nos itens de resposta aberta, sempre que o aluno apresente mais do que uma resposta para o mesmo item, apenas a primeira será classificada. Nos itens de resposta fechada, se o aluno fornecer mais respost as do que a(s) pedida(s), será atribuída a cotação zero. Os itens são todos classificados independentemente.

CRITÉRIOS ESPECÍFICOS Atividade A

1.

N3

Identifica corretamente as 4 áreas.

N2

Chave: A. Industry; B. medicine / scientific research (nanobots); C. entertainment/leisure (toys); D. space exploration / research. Identifica corretamente 3-2 das áreas.

N1

Identifica corretamente uma das áreas.

N3

Reescreve corretamente os três itens na voz passiva/ativa.

18

N2

Chave: a. Robots have been created as home companions (by some companies). b. Therapists are using exoskeletons to help people with physical disabilities. c. People sell humanoid robots in limited numbers due to the high prices. Reescreve corretamente os dois itens na voz passiva/ativa.

N1

Reescreve corretamente um item na voz passiva/ativa.

6

N3

Liga corretamente as frases com os 5 conetores adequados.

N2

Chave: a. Robots are used to explore planets because they are designed to work in extremely harsh environments. b. Robots can work very long hours without maintenance, so they are significantly more productive than people. c. Robots are ve ry good at doing repetitive tasks. However, they are unable to deal with the unexpected as humans do. d. Medical researchers are developing nanorobots in order to perform surgical procedures more precisely. e. Artificial intelligence poses no threat to the human race unless robots become smarter and stronger than humans. Liga corretamente as frases com 4-3 conetores.

N1

Liga corretamente as frases com 2-1 conetores.

5

N3

Relaciona corretamente as 5 frases ao texto de onde foram retiradas. Chave: 1. C – The – “ We The robot can even read a bedtime story to your kids; 2. E – “ We look at our product as the next device after the computer and the smartphone. ” 3. 3. A – The The new personal robot has a wide array of capabilities. 4. F – But But unlike Siri, the robot uses artificial intelligence to understand what the words mean 5. D – But, But, Robotbase takes privacy concerns seriously.

20

2.

3.

12 8 4

12

15

10

Atividade B

1. N2

2.

12

N1

Relaciona corretamente 2 frases ao texto de onde foram retir adas.

N3

Identifica corretamente as 4 informações pedidas. Chave: a. Personal assistant robot/ personal robot; b. Robotbase; c. Personal assistant, photographer, butler, home security guard, story reader; it can recognise objects and navigate around them; it recognises faces, facial expressions, speech and respond to requests about the news, the weather, to play music or schedule meetings.


4

16


N2

d. a set of machine-learning algorithms collectively called deep learning; it runs on the Android operating system. Identifica corretamente 3-2 das informações pedidas.

10

N1

Identifica corretamente 1 das informações pedidas.

4

N3

Identifica completamente os 3 itens pedidos. Chave: Toy robots, industrial robots and consumer robots.

3.

9

N2

Identifica completamente 2 dos itens.

6

N1

Identifica completamente 1 dos itens.

3

N3

Explica de forma clara e coerente o sentido da frase do texto. Pode escrever com incorreções de grafia e pontuação não impeditivas da compreensão.

4.

Chave: It means that the advantages of technology/robotics are going to be greater or more

8

significant than the possible dangers.

N2 N1

6 Explica de forma pouco clara ainda que globalmente compreensível a frase do texto. Escreve com incorreções linguísticas não impeditivas da comunicação.

N3

Identifica completamente os 4 itens a que se referem as palavras dadas. Chave: a. objects around the house; b. the prototype robot / the avatar; c. deep learning / a set of

5.

4

12

machine-learning algorithms; d. (identified) patterns in information.

N2

Identifica completamente 3-2 dos itens a que se referem as palavras dadas.

8

N1


4

Atividade C N5

Escreve um texto argumentativo, apresentando vantagens e desvantagens da utilização da robótica na

40

vida quotidiana, respeitando as instruções dadas e destacando aspetos relevantes. Utiliza alguns mecanismos de coesão. Articula as ideias de forma adequada, num texto claro e coerente. a c i t á m g a r P a i c n ê t e p m o C . 2

Usa palavras suas e respeita o limite de palavras indicado.

N4 N3

32 Escreve um texto argumentativo simples, fornecendo algumas vantagens e desvantagens da utilização

24

da robótica na vida quotidiana, respeitando as instruções dadas e destacando alguns aspetos relevantes. Utiliza, ainda que de forma muito incipiente, alguns conectores simples, articulando as ideias num texto claro. Usa palavras suas. Pode não respeitar o limite de palavr as indicado.

N2 N1

16 Escreve um texto simples, abordando de forma global o tema proposto, com repetições e pormenores

8

pouco relevantes. Estrutura deficientemente o texto. Pode não respeitar o limite de palavras indicado. Pode não usar palavras suas.

a i c * n a ê c i t t e í s p u m g o n i C L . 2

N5

Escreve um texto, razoavelmente elaborado, empregando recursos linguísticos adequados, que lhe permitem argumentar de forma convincente. Utiliza uma gama variada de vocabulário, podendo suprir eventuais lacunas de expressão através do recurso a circunlocuções. Pode ocorrer alguma confusão e escolha incorreta de vocábulos e expressões.


20

Xplore 10 – NEW RESOURCE KIT Testing Pack 2 Revela geralmente bom domínio das estruturas e formas gramaticais, não cometendo incorreções que possam causar incompreensão. A pontuação e a ortografia são suficientemente precisas para não a fetarem a inteligibilidade do texto.

N4

16

N3

Escreve um texto simples, utilizando recursos linguísticos adequados ao que pretende transmitir. Pode

12

revelar alguma interferência da língua materna. Utiliza vocabulário pouco variado mas suficiente, conseguindo suprir algumas limitações com recurso a circunlocuções e outros mecanismos de substituição. Pode cometer alguns erros graves quando tenta exprimir uma ideia mais complexa. Usa corretamente estruturas simples, não cometendo erros gramaticais elementares de forma sistemática. A ortografia é suficientemente precisa para não afetar a inteligi bilidade do texto. A pontuação é, de um modo geral, adequada.

N2

8

N1

Escreve um texto muito elementar, abordando o tema proposto de forma muito genérica, com recurso

4

a repetições e aspetos pouco relevantes. Usa conectores simples na ligação de frases elementares, mas estrutura o texto de forma deficiente. Utiliza vocabulário muito elementar. Pode não respeitar o limite de palavras indicado. * A competência linguística só será avaliada se o aluno tiver tratado o tema proposto, situando-se o seu texto pelo menos no nível 1 da competência pragmática.

Atividade D N3 1.

1.

Identifica corretamente os 3 itens. Chave: a. Speaker 2 – Amir; Amir; b. Speakers 1 and 3 – Andrew Andrew and George; c. Speakers 2 and 3 – Amir Amir and George.

10

N2

Identifica corretamente 2 dos itens.

7

N1

Identifica corretamente 1 dos itens.

4

N3

Liga corretamente as 5 frases. Chave: a. 5; b. 4; c. 1; d. 2.

20

N2

Liga corretamente 4-3 frases.

14

N1

Liga corretamente 2-1 frases.

8


Xpl10 Test Pack 2

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