TESTE DE AVALIAÇÃO DE INGLÊS

10.o ano • Módulo 4 • Unidade 2

Module 4 • Unit 2

MATRIZ
Estratégias/
Processos
cognitivos Reconhecer/ Compreender/ Interpretar/ Total de
Criar
Identificar Aplicar Analisar itens/pontos
Componentes

A. Compreensão do oral 2 alíneas 3 alíneas 1 item 2 itens /

(6 pontos) (9 pontos) (25 pontos) 40 pontos

B. Leitura 2 itens 4 itens 1 item 7 itens /

(25 pontos) (20 pontos) (15 pontos) 60 pontos

C. Uso da língua 2 itens 2 itens /

(40 pontos) 40 pontos

D. Produção escrita 1 item 1 item /

(60 pontos) 60 pontos

2 itens 6 itens 2 itens / 1 item / 12 itens /

Total de itens/pontos e 2 alíneas / e 3 alíneas / 40 pontos 60 pontos 200 pontos
31 pontos 69 pontos

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 ENGLISH TEST
Module 4 • Unit 2
Module 4 • Unit 2

Name: Year: :_______ Class: :_______ Number: :_______ Mark:_______

Part A – Listening
You are going to listen to three teenagers talking about the importance of lifelong learning.
You are going to listen twice. Read all the items first.

1. Listen to the first part and fill in the table in note form. [5 x 3 pontos]

Name Age Why is lifelong learning important?

Sue a. _________ b. _____________________________________________

Tom c. _________ d. _____________________________________________

Nicole — e. _____________________________________________

2. Listen to the second part and match the names in column A with the corresponding
statements in column B. [25 pontos]

A B
1.Showing you’re a lifelong learner may help you get a job.
2.Young people don’t have any option but to keep learning.
3. It takes determination to be a lifelong learner.
a. Sue
4. We go on learning outside schools because of the tools we acquired there.
b.
5. Lifelong learning is important because of the advantages it brings.
c. Nicole
6. The Internet allows us to follow and develop our interests.
7. Some people find it hard to take the initiative.
8. The joy of learning is gratifying in itself.

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 Module 4 • Unit 2

Part B – Reading

You are going to read a text about the new generation.

MEET iGEN: THE NEW GENERATION

Today’s teenagers are the first generation whose lives are saturated by mobile technology
and social media. Born between 1995 and 2012, this generation is known as iGen for their
extensive use of smartphones, and their economic context of social inequality. But who
exactly are they?
5 To begin with, iGen’ers grew up more slowly as teens, taking longer to start to work and
drive than previous generations. Although there are many positives to some of those trends
— especially for parents! —, the truth is that iGen’ers also need more guidance and are not
as confident as their millennial predecessors. In the large national surveys, iGen feels less
optimistic about their career prospects and are lower in self-confidence than millennials
10 were at the same age.
iGen is also very concerned with safety. They are safe drivers and are not likely to binge
drink. Besides, they don’t like to take risks. iGen is also concerned about what they call
“emotional safety” — they want to be protected from offensive comments and emotional
upset just as they want to be protected from physical harm. This need may be a result of
15 their extreme online exposure.
This generation socializes differently, using their phones instead of getting together in
person. The number of high school seniors who say it’s important to have a job where you can
have “a chance to make friends” or that allows “contact with a lot of people” reached all-time
lows with iGen. They are so focused on connecting via social media that the social aspects of
20 work hold less appeal. In addition, some iGen’ers may have more trouble with social skills,
given that they have spent less time socializing in person than any previous generation.
iGen’ers, more than other generations, are respectful and inclusive of diversity of many
kinds and they reject offensive speech. They are inclusive and concerned about social
justice, which means they may eventually insist on more cooperative, more just, and more
25 egalitarian systems. They are less entitled, narcissistic, and over-confident than earlier
generations, and they are ready to work hard.
Because of their risk aversion, iGen is actually less likely to want to own their own
business than previous generations: only 30% of high school seniors in 2016 believed that
being self-employed was desirable, down from 48% in 1987. Instead, iGen wants stable jobs
30 in stable industries. Practical, career-focused and cautious, but with less experience with
independence, iGen is willing to work hard and their potential is limitless.

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 Module 4 • Unit 2

https://qz.com
(adapted, accessed in January 2021);
https://greatergood.berkeley.edu
(adapted, accessed in January 2021)

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 Module 4 • Unit 2

1. Choose the best title for the paragraphs in column A from the options in column B. There are
two titles you do not need. [5 pontos]

A B
a. Paragraph 1 1. Less attracted to unhealthy behaviour
b. Paragraph 2 2. Weaknesses of previous generations
c. Paragraph 3 3. Different from previous teenagers
4. The reasons behind the name
5. The dangers of being an iGen’er

2. The paragraph below contains information from the text. Find an exact number or word from
the text to fill in the gaps. The words cannot be changed.
Follow the example. [4 × 5 pontos]

events
All generations are a result of ____________ happening during their lifetime. iGen is a generation
marked by the advance of a. _________________ and its impact on the way we live. They are not
very confident and, therefore, need b. ___________________ from adults. They don’t like to take
c. _______________ and that is why only d. ________________ of older students would like to be
their own bosses.

3. Complete the sentences with ideas from the text. [3 x 5 pontos]

a. iGen’s social skills _______________________________________________________________

b. iGen regards social equality _______________________________________________________
c. iGen’s perspective on employment _________________________________________________

4. Choose the correct option (A, B, C or D) to complete the sentences according to the text.
[4 × 5 pontos]

4.1 In line 3, “extensive” means 4.3 In line 9, “their” refers to

(A) comprising. (A) predecessors.
(B) wide. (B) parents.
(C) throughout. (C) iGen’ers.
(D) total. (D) teens.
4.2 In line 6, “trends” means 4.4 In line 18, “that” refers to
(A) aims. (A) friends.
(B) styles. (B) high school seniors.
(C) directions. (C) contact.
(D) tendencies. (D) a job.

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 Module 4 • Unit 2

Part C – Use of language

1. Complete the sentences with a prepositional verb from the box. [5 × 2 pontos]

invest in aim at succeed in depend on adapt to

a. Young people need to _______________ learning opportunities so that they can have more
chances of success.
b. Today’s world is constantly changing and this implies having to _____________ new situations
continuously.
c. In order to find a good job, and therefore to ____________ the world of work, you need to have
21st century skills.
d. Getting a good job may _______________ developing those skills.
e. Most training sessions _______________ quality service.

2. Rewrite the sentences in the reported speech. Make the necessary changes. Start the sentences
with: the author said / the author asked or the author ordered the teenagers. [6 x 5 pontos]

a. “iGen is the first generation comprising only digital natives.”

______________________________________________________________________________
b. “The iGen’s world has been shaped by mobile digital technology.”
______________________________________________________________________________
c. “Previous generations didn’t live in a world immersed in technology.”
______________________________________________________________________________
d. “What is the impact of online relationships on the development of teenagers’ social skills?”
______________________________________________________________________________
e. “Why does iGen feel more insecure than previous generations?”
______________________________________________________________________________
f. “Start looking for better opportunities online!”
______________________________________________________________________________

Part D – Writing
A university is conducting a study about the iGen and is asking for students’ participation.
Write a formal email (100 to 120 words) answering the following questions:
• How do you feel as a member of the iGen?
• Do you agree with the way society characterizes your generation? Why? / Why not?
• What is the biggest challenge your generation will have to face?

Don’t forget to:

• use phrases for starting and finishing;
• explain why you are writing;
• add some closing remarks. [60 pontos]

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 Module 4 • Unit 2

Critérios de classificação
Parte A – Compreensão do oral
1. ……………….............................................……………......………………………….………. (5 x 3 pontos) 15 pontos

Name Age Why is lifelong learning important?

Sue a. 15 b. to keep in touch with technology
Tom c. 16 d. to be employable
Nicole — e. to have better opportunities

2. ……………….............................................……………......………………………………………………..………. 25 pontos
Chave:
a. 6; 7; 8 b. 1; 4; 5 c. 2; 3

Parte B – Leitura
1 ……………………….....................................................................................................................… 5 pontos
Chave:
a. 4 b. 3 c. 1

2. ………………………………...................................................................................… (4 × 5 pontos) 20 pontos

Níveis Descritores de desempenho Pontuação

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

Chave:
a. technology b. guidance c. risks d. 30%

3. ……………………..............................................................................................… (3 × 5 pontos) 15 pontos

Exemplo:
a. are not as good as other generations’ because they socialize less in person
b. as something really important
c. is a result of their aversion to taking risks

4.1 a 4.4 …….............................................……………......………………………….………. (4 x 5 pontos) 20 pontos

Itens 4.1 4.2 4.3 4.4

Chave B D C D

Parte C – Uso da língua

1. …………………….……………..……….………….................................................………… (5 × 2 pontos) 10 pontos
Chave:
a. invest in b. adapt to c. succeed in d. depend on e. aim at

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 Module 4 • Unit 2

2. …………………….……………..……….………….................................................………… (6 × 5 pontos) 30 pontos

Chave:
a. The author said iGen was the first generation comprising only digital natives.
b. The author said the iGen’s world had been shaped by mobile digital technology.
c. The author said previous generations hadn’t lived in a world immersed in technology.
d. The author asked what the impact of online relationships on the development of teenagers’ social
skills was.
e. The author asked why iGen felt more insecure than previous generations.
f. The author ordered the teenagers to start looking for better opportunities online.

Parte D – Produção escrita

Nível/ Funções Coerência Correção

Conteúdo
Pontuação comunicativas e coesão linguística

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

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

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GRELHA DE CLASSIFICAÇÃO

SCHOOL: Class:
Part A (40 p) Part B (60 p) Part C (40 p) Part D (60 p)
Total
N.o Name 1 2 1 2 3 4 1 2 1
Total Total Total Total (200 p)
5×3p 25 p 5p 4×5p 3×5p 4×5p 5×2p 6×5p 60 p
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

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