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Xplore 10 NEW RESOURCE KIT Testing pack 3

Xplore 10 – NEW RESOURCE KIT Testing pack 3 NEW Resource Kit Testing pack 3 Languages
Xplore 10 – NEW RESOURCE KIT Testing pack 3 NEW Resource Kit Testing pack 3 Languages
Xplore 10 – NEW RESOURCE KIT Testing pack 3 NEW Resource Kit Testing pack 3 Languages

NEW Resource Kit

Testing pack 3

Languages Why Learn Languages Today? Communication Do Teens Care About Privacy? Teenagers Teenagers Speak up Technology Amazing Robots

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

Xplore 10 – NEW RESOURCE KIT Testing pack 3 Progress Check – L a n g

Progress Check L a n g u a g e s

W h y

l e a r n

l a n g u a g e s

t o d a y ?

The final task you have to do is to write an opinion article on the advantages or

disadvantages of learning languages today. Activities A and B will give you input for

Activity C.

Activity A

1. Look at these graphs on the world’s languages. Match the headings with each graph.
1.
Look at these graphs on the world’s languages. Match the headings with each
graph.
8 points
a.
Many popular languages are spoken in more than just one country
b.
Some continents have more languages than others
c.
These are some of the languages with the most native speakers
d.
This is why about half of the world’s languages will disappear by the end of the
century
2
1
3
4
2.
Complete the text using the words/expressions from the box. Use each

word/expression only once.

14 points

commonly

accessible

attention

more rewarding

native speakers

decreased

Chinese

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

Xplore 10 – NEW RESOURCE KIT Testing pack 3 Which languages do people study ? Whereas

Which languages do people study? Whereas English lags behind in the number of

a

,

it is by far the worlds

most

Spanish, Italian, Japanese, German and Chinese combined.

b studied language. Overall, more people learn English than French,

Some languages have only recently gained

c :

The number of U.S. colleges

that teach

d has risen by 110 percent between 1990 and 2013, making the

language more

e During the same time, the number of offered Russian

college courses

f by 30 percent.

Some language skills could be

g than others. If you are able to speak

German, Americans could earn $128,000 extra throughout their career, according to MIT scientist Albert Saiz. At least financially, German is worth twice as much as French and nearly three times as much as Spanish, for instance.

Adapted from: www.washingtonpost.com/news

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

12 points

a. English may have less native speakers but it has the largest number of non- native speakers. (Although…)

b. A lot of people are learning Chinese, so universities have increased the number of courses on offer. (Since…)

c. A German-speaking worker stands to earn a great deal more simply because of that specific language skill. (Due to…)

simply because of that specific language skill. (Due to…) Activity B 4. In today ’ s

Activity B

4. In todays world having the ability to speak multiple languages is seen as a major advantage. In your opinion what benefits could you obtain simply from the fact that you are able to speak more than one foreign language?

1. You are going to read an article from the New Yorker. Write a suitable title for

the article and explain your choice.

20 points

 

According to the philosopher Ludwig Wittgenstein, The limits of my language mean the limits of my world.The words that we have at our disposal affect what we see and the more words there are, the better our perception. When we learn to speak a different language, we learn to see a bigger world.

5

Many modern language researchers agree with that premise. Not only does speaking multiple languages help us to communicate but bilingualism (or multilingualism) may actually confer distinct advantages to the developing brain. Because a bilingual child switches between languages, the theory goes, she develops enhanced executive control, or the ability to effectively manage what are called higher cognitive processes, such as

10

problem-solving, memory, and thought. She becomes better able to inhibit some

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

Xplore 10 – NEW RESOURCE KIT Testing pack 3   responses, promote others, and generally emerges
 

responses, promote others, and generally emerges with a more flexible and agile mind. Its a phenomenon that researchers call the bilingual advantage. However a researcher in particular, Angela de Bruin, has conducted studies that further explore the effects of bilingualism. Our overview,de Bruin concluded, shows

15

that there is a distorted image of the actual study outcomes on bilingualism, with researchers (and media) believing that the positive effect of bilingualism on non-linguistic cognitive processes is strong and unchallenged.De Bruin isnt refuting the notion that there are advantages to being bilingual: some studies that she reviewed really did show an edge. But the advantage is neither global nor pervasive, as often reported. Im

20

definitely not saying theres no bilingual advantage,de Bruin says. But the advantage may be different from the way many researchers have described it: as a phenomenon that helps children to develop their ability to switch between tasks and, more broadly, enhances their executive-control functions. The true edge, de Bruin believes, may come far later, and in a form that has little to do with task-switching and executive control; it

25

may, she says, be the result of simple learning. One of the areas where the bilingual advantage appears to be most persistent isnt related to a particular skill or task: its a general benefit that seems to help the aging brain. Adults who speak multiple languages seem to resist the effects of dementia far better than monolinguals do. When the brain keeps learning, as it seems to do for people

30

who retain more than one language, it has more capacity to keep functioning at a higher level. That, in and of itself, is reason enough to learn a second, third, fourth, or fifth language and to keep learning them as long as youre able. The bilingual advantage may not appear in the exact guise researchers think of it today. But, on a fundamental level, bilingualisms real benefits could be far more important.

Adapted from: http://www.newyorker.com/science

2.

a.

b.

c.

12 points

Scan the text and find evidence for the following statements.

Being a polyglot allows us to discover the world more completely.

The brain of a child that speaks several languages develops different skills.

De Bruin states that researchers have given too much importance and relevance to the bilingual advantage.

3.

Explain the meaning of these expressions taken from the text.

a.

the advantage is neither global nor pervasive… (l. 17)

b.

it has more capacity to keep functioning at a higher level. (ll. 26, 27)

4.

Find out what the underlined words/expressions refer to in the text.

a. she (l. 8)

Activity C

b. she (l. 16)

c. it (l. 19)

d. that (l. 28)

12

points

12

points

60

points

The final task you have to do is to write an opinion article on the advantages or

disadvantages of learning languages today.

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

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

Activity D Listening

NEW RESOURCE KIT Testing pack 3 Activity D – Listening L a n g u a

L a n g u a g e s

M y

L a n g u a g e

L e a r n i n g

E x p e r i e n c e s

AUDIO CD 2 TRACKS 18 and 17

1. Listen to Fiona talking about her language learning experiences and choose

the correct option.

1. Fiona’s first language is…

a. English.

b. French.

c. Welsh.

d. German.

2. She developed an interest in languages

because she…

a. loves having e-pals.

b. enjoys mimicking several accents.

c. her parents motivated her.

d. her mothers family was from Wales.

3. The first foreign language she learnt

16 points

4. Fiona was able to learn some Welsh because

a. her mother taught her.

b. there were Welsh language materials at home.

c. it was part of her school curricula.

d. she had Welsh friends at school.

5. She began studying German in her… year at

school.

a. third

b. first

c. second

d. last

6. Fiona had to change school at 16 since she wanted

was…

to

a. British English.

a.

learn French.

b. German.

b.

accompany her class.

c. French.

c.

continue practising her various accents.

d. Welsh.

d.

keep on learning languages.

2. Now listen to Jason speaking about his language learning experience and

identify the following information.

14 points

a. His description of his learning experience

b. The time he spent failing at language learning

c. The languages Jason had the option of studying at school

d. What Jason had to do while studying French

Test Specification

 

Activity A

Activity B

 

Activity C

1.

= 8

1.

= 20

= 60

2.

= 14

2.

= 12

3.

= 12

3.

= 12

Activity D

4.

= 20

4.

= 12

= 30

 

TOTAL

= 200 points

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

Xplore 10 – NEW RESOURCE KIT Testing pack 3 CRITÉRIOS GERAIS DE CLASSIFICAÇÃO Os critérios de

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), será atribuída a

cotação zero.

Os itens são todos classificados independentemente.

CRITÉRIOS ESPECÍFICOS

Atividade A

 
 

N3

Associa corretamente 4 legendas aos gráficos.

 

Chave: a. 3; b. 1; c. 2; d. 4.

8

1.

N2

Associa corretamente 3-2 das legendas aos gráficos.

5

N1

Associa corretamente uma das legendas aos gráficos.

2

 

N3

Completa o texto com 6-7 palavras corretas.

 

2.

Example: a. native speakers; b. commonly; c. attention; d. Chinese; e. accessible; f. decreased; g. more rewarding.

14

N2

--

8

N1

Completa o texto com 2 palavras corretas.

2

 

N3

Reescreve corretamente as 3 frases.

 

Chave: a. Although English has less native speakers, it has the largest number of non-native speakers.

3.

b. Since a lot of people are learning Chinese, universities have increased the number of courses on offer. c. Due to that specific language skill, a German-speaking worker stands to earn a great deal more.

12

N2

Reescreve corretamente 2 das frases.

8

N1

Reescreve corretamente 1 frase.

4

 

N3

Exprime a sua opinião sobre quais as vantagens que poderá obter por ser capaz de falar mais do que

 

4.

uma língua estrangeira, justificando o seu ponto de vista. Escreve com correção linguística. Utiliza vocabulário e estruturas adequadas, embora possam ocorrer algumas incorreções não impeditivas da compreensão da mensagem. Exemplo de resposta: I think it is extremely important to study several languages. This allows us to get a better job, have more friends and travel the world. Nowadays it is impossible to get by in the world with only one language.

20

N2

----

12

N1

Exprime a sua opinião com incorreções linguísticas frequentes, recorrendo, por vezes, ao uso da

4

língua materna. Em todo o caso, consegue transmitir os aspetos essenciais da informação solicitada.

Atividade B

 
 

N3

Cria um título adequado e explica a sua opção. Escreve com correção linguística. Utiliza vocabulário e estruturas adequadas, embora possam ocorrer algumas incorreções não impeditivas da compreensão da mensagem.

20

1.

Exemplo de resposta: Bilingualism isnt so great after all. I chose this title because the text explains how one researcher found out that the advantages of bilingualism arent what people believed them to be.

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

Xplore 10 – NEW RESOURCE KIT Testing pack 3   N2 --- 12 N1 Cria um
 

N2

---

12

N1

Cria um título adequado mas não dá qualquer justificação.

4

 

N3

Identifica corretamente as 3 citações pedidas, demonstrando compreensão dos enunciados e do

texto.

2.

Chave: a. When we learn to speak a different language, we learn to see a bigger world. b. … she develops enhanced executive control, or the ability to effectively manage what are called higher cognitive processes, such as problem-solving, memory, and thought. ; c. … “shows that there is a distorted image of the actual study outcomes on bilingualism, with researchers (and media) believing that the positive effect of bilingualism on non-linguistic cognitive processes is strong and unchallenged.

12

N2

Identifica corretamente 2 das citações pedidas.

8

N1

Identifica corretamente 1 das citações pedidas.

4

 

N3

Explica de forma clara e coerente o sentido das duas expressões do texto. Pode escrever com

incorreções de grafia e pontuação não impeditivas da compreensão.

3.

Chave: This means that the bilingual advantage doesnt apply to everyone everywhere exactly the

12

same way. b. This means that our brain acquires abilities to stay healthy and active longer.

N2

Explica de forma clara e coerente o sentido de uma das expressões do texto. Pode escrever com

8

incorreções de grafia e pontuação não impeditivas da compreensão.

N1

Explica de forma pouco clara ainda que globalmente compreensível o sentido das duas frases do

4

texto. Escreve com incorreções linguísticas não impeditivas da comunicação.

 

N3

Identifica completamente os 4 itens a que se referem as palavras dadas.

Chave: a. bilingual child; b. Angela de Bruin; c. the bilingual advantage; d. the ability to keep your

12

4.

brain healthy and functioning at a higher level.

N2

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

8

N1

Identifica completamente 1 dos itens a que se referem as palavras dadas.

4

Atividade C

 
 

N5

Escreve um texto de opinião acerca das vantagens e/ou desvantagens do estudo de várias línguas,

40

respeitando as instruções dadas e destacando aspetos relevantes. Utiliza alguns mecanismos de

coesão.

Articula as ideias de forma adequada, num texto claro e coerente.

Usa palavras suas e respeita o limite de palavras indicado.

2. Competência Pragmática

N4

 

32

N3

Escreve um texto de opinião simples, apresentando a sua opinião sobre as vantagens e/ou

24

desvantagens do estudo de várias línguas, 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 palavras

indicado.

 

N2

 

16

N1

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.

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

Xplore 10 – NEW RESOURCE KIT Testing pack 3   N5 Escreve um texto, razoavelmente elaborado,
 

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.

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

 

16

2. Competência Linguística*

N3

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

12

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.

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

 

8

N1

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

4

recurso 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

Identifica corretamente 6-5 itens.

 

1.

Chave: 1. a; 2. b; 3. d; 4. b; 5. c; 6. d.

16

N2

Identifica corretamente 4-3 dos itens.

10

N1

Identifica corretamente 2-1 dos itens.

4

 

N3

Identifica corretamente as 4 informações solicitadas.

 

Chave: a. long and painful journey; b. 10 years; c. French, Spanish or Japanese; d. memorising hundreds of words,

14

1.

dozen of verb forms and a few grammar rules.

N2

Identifica corretamente 3-2 das informações solicitadas.

8

N1

Identifica corretamente 1 das informações solicitadas.

2

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

Xplore 10 – NEW RESOURCE KIT Testing pack 3 Progress Check – C o m m

Progress Check C o m m u n i c a t i o n

D o

T e e n s

C a r e

A b o u t

P r i v a c y ?

The final task you have to do is to write a blog post expressing your point of view

about teenagers and online privacy. Activities A and B will give you input for Activity C.

Activity A

8 points

1.

Look at the following photos. Write a headline for each one.

C D B
C
D
B
14 points
14 points
A
A

2.

Change the words in brackets into nouns by adding the suffix that best suits

each sentence.

a.

b.

c.

d.

Teens share a wide range of sites, contributing to the loss of their

(inform) about themselves on social media (private).

Social networking is the most popular means of teenagers.

The

families; however, a third of them admit having established an online (friend) with strangers.

Teens

(communicate) among

(major) of teen Facebook users are connected to their friends and

(engage) with social media services have contributed to their (popular).

huge

3.

a.

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

12 points

Teens share too much personal data online. They risk losing their privacy. (If teens didn’t…)

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

Xplore 10 – NEW RESOURCE KIT Testing pack 3 b. 71% of teenagers have posted their

b. 71% of teenagers have posted their hometown and school name online. They are social media users. (71% of teenagers who…)

c. Teens choose different privacy settings depending on the social media network they use. (Different privacy settings)

media network they use. ( Different privacy settings … ) 4. Do you think it is

4.

Do you think it is possible to regain privacy once someone has shared a lot of personal information with other people? Why or why not? Write about 50 words.

20 points

Activity B

1. You are going to read an article entitled The

Truth about Teens and Privacyby Danah Boyd. Five sentences have been

removed from the article. Choose 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.

We dont tell everybody every single thing about our lives

D. Each week, news stories lament the death of privacy

B.

There is a big difference between being in public and being public

E. Parent-teen battles about privacy have gone on for decades

C.

Teens do not want their parents to view their online profiles

F. They want the right to be ignored by the people

   

Many teens feel as though they are in a no-win situation when it comes to sharing information online: damned if they publish their personal thoughts to public spaces, and damned if they create private space that parents cant see.

(1)

. Parents complain when teens demand privacy by asking

5

their parents to stay out of their bedroom, to refrain from listening in on their phone conversations, and to let them socialize with their friends without being chaperoned. These same parents express frustration when teens wear skimpy outfits. They have long seen revealing clothing as an indicator of teensrejection of privacy. In other words, common teen practices have historically been sure signs of teensunhealthy

10

obsession with, or rejection of, privacy. Social media has introduced a new dimension to the well-worn fights over

private space and personal

 

(2)

or look over their

shoulder when they are chatting with friends. Parents are no longer simply worried about what their children wear out of the house but what they photograph

15

themselves wearing in their bedroom to post online. Interactions that were previously invisible to adults suddenly have traces, prompting parents to worry over conversations that adults deem inappropriate or when teens share TMI(too much information).

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

Xplore 10 – NEW RESOURCE KIT Testing pack 3   Teens often grow frustrated with adult
 

Teens often grow frustrated with adult assumptions that suggest that they are

   

20

part of a generation that has given up privacy in order to participate in social media. In North Carolina, I asked Wafflesabout this issue, and he responded with exasperation. Every teenager wants privacy. Every single last one of them, whether they tell you or not, wants privacy.Waffles is a geeky white seventeen-year-old teen who spends hours each day interacting with people through video games and

25

engaging deeply in a wide variety of online communities. Just because teenagers use internet sites to connect to other people doesnt mean they dont care about their

 

(3)

.

Journalists, parents, and technologists seem to believe that a willingness to share in public spaces is incompatible with a desire for personal privacy. The teens

 

30

that I met genuinely care about their privacy, but how they understand and enact it may not immediately appear logical to adults. When teens seek privacy, they do so in relation to those who hold power over them. Unlike privacy advocates and more politically conscious adults, teens arent typically concerned with governments and corporations. Instead, they are trying to avoid surveillance from parents, teachers,

35

and other immediate authority figures in their

(4)

 

who

they see as being in their business.Teensdesire for privacy does not undermine their eagerness to participate in

 
 

(5)

. Teens want to gather in public environments to

socialize, but they dont necessarily want every vocalized expression to be publicized.

40

Yet, because being in a networked public unlike gathering with friends in a public park often makes interactions more visible to adults. This desire to be in public and have privacy seems like a contradiction. But understanding how teens conceptualize privacy and navigate social media is key to understanding what privacy means in a networked world. Instead of signaling the end of privacy as we know it, teensengagement with social media highlights the complex interplay between privacy and publicity in the networked world we all live in now.

 

Abridged and adapted from https://medium.com/backchannel

2.

Scan the text and find evidence for the following statements.

 

12 points

a.

According to adults, the way teenagers regard privacy has been considered ambivalent.

 

b.

The posting of inappropriate images on social media is a major concern for parents.

c.

Teenagers want adults to respect their privacy.

 

3.

What do the underlined expressions taken from the text mean? Match them

 

with the meanings from the box below.

   

12 points

1.

looked after or supervised

3. a successful or a favourable outcome is impossible

 

2.

interfering in ones activities

4. too short or revealing clothes

 

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

a.

they are in a no-win situation

(l. 1)

b.

socialize with their friends without being chaperoned

(ll. 5-6)

c.

when teens wear skimpy outfits (l. 6)

d.

as being in their business(l. 32)

4.

Find out what the underlined words/expressions refer to in the text.

a. that (l. 17)

Activity C

b. this issue (l. 19)

c. them (l. 20)

d. it (l. 27)

C b. this issue (l. 19) c. them (l. 20) d. it (l. 27) 12 points

12

points

60

points

The final task you have to do is to write a blog post expressing your point of view

about teenagers and online privacy as a response to the article you have read.

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

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

Activity D Listening

NEW RESOURCE KIT Testing pack 3 Activity D – Listening C O M M U N

C O M M U N I C A T I O N

T o d a y ’ s

F a s t

P a c e d

W o r l d

AUDIO CD 2 TRACKS 28 and 29

1. Listen to Kathryn expressing her views on Communication: Todays Fast Paced

World and choose the best answer.

16 points

1. Almost Famous is a film set in…

a. the early 60s.

the late 60s. the early 70s. the late 70s.

d.

c.

b.

4. It took… to transmit each page over the telephone.

a.

b. 18 minutes.

c.

d. 18 hours.

8 minutes.

8 hours.

2. In the film, the device called Mo-Jo

5. Nowadays… are considered modern means of

is…

communication.

a.

a high-tech machine.

a. social networking sites and SMS

b.

a telephone.

b. social media networks

c.

the Rolling Stone magazine.

c. fax machines and pagers

d.

a fax machine.

d.

texting

3. Back then that device was considered

means of communication.

a. an unreliable

b. a very sophisticated

c. an ironic

d. an ancient

6. Todays new means of communication have…

a. improved media devices.

b. multiplied social media networks.

c. changed the way we interact with people.

d. developed technology.

2. Listen to the text about technology and communication and identify the following information.

a. Forms of communication used in the past.

b. Forms of communication used in the present.

c. When phones are answered today.

d. Media from which people get information today.

14 points

Test Specification

Activity A

Activity B

Activity C

1. = 8

1.

= 20

= 60

2. = 14

2.

= 12

Activity D

3. = 12

3.

= 12

= 30

4. = 20

4.

= 12

TOTAL

= 200 points

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

Xplore 10 – NEW RESOURCE KIT Testing pack 3 CRITÉRIOS GERAIS DE CLASSIFICAÇÃO Os critérios de

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), será atr ibuída a

cotação zero.

Os itens são todos classificados independentemente.

CRITÉRIOS ESPECÍFICOS

Atividade A

 
 

N3

Indica corretamente 4 legendas para as imagens. Pode escrever com incorreções de grafia e

 

pontuação não impeditivas da compreensão.

8

1.

Chave: Possible answers: A. Browsing social media networks; B. Online privacy/security; C. Teensobsession with selfies; D. Teens attached to smart phones.

N2

Indica corretamente 3-2 das legendas. Pode escrever com incorreções de grafia e pontuação não

 

impeditivas da compreensão.

5

N1

Indica corretamente uma das legendas. Pode escrever com incorreções de grafia e pontuação não

 

impeditivas da compreensão.

2

 

N3

Insere corretamente 7-5 nomes.

 

2.

Chave: a. information, privacy; b. communication; c. majority, friendship; d. engagement, popularity.

14

N2

Insere corretamente 4-2 nomes.

8

N1

Insere corretamente 1 nome.

2

 

N3

Reescreve corretamente as 3 frases.

 

Chave: a. If teens didnt share too much personal data online, they wouldnt risk losing their privacy.

12

3.

b. 71% of teenagers who are social media users have posted their hometown and school name online. c. Different privacy settings are chosen (by teens) depending on the social media network they use.

N2

Reescreve corretamente 2 das frases.

8

N1

Reescreve corretamente 1 frase.

4

 

N3

Exprime a sua opinião sobre a possibilidade de se recuperar a privacidade depois de ter partilhado

 

4.

informação online, justificando o seu ponto de vista. Escreve com correção linguística. Utiliza vocabulário e estruturas adequadas, embora possam ocorrer algumas incorreções não impeditivas da compreensão da mensagem. Exemplo de resposta: I think it is impossible to regain ones privacy after having shared personal data online. When you post a photo or messages on social media websites that content is released into the Internet. Even if you delete it from your account, it is almost impossible to know if that information hasnt been downloaded or shared by others online.

20

N2

----

12

N1

Exprime a sua opinião com incorreções linguísticas frequentes, recorrendo, por vezes, ao uso da

4

língua materna. Em todo o caso, consegue transmitir os aspetos essenciais da informação solicitada.

Atividade B

 
 

N3

Relaciona corretamente as 5 frases ao texto de onde foram retiradas.

20

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

Xplore 10 – NEW RESOURCE KIT Testing pack 3     Chave: 1. E; 2. C;
   

Chave: 1. E; 2. C; 3. A; 4. F; 5. B.

1.

N2

---

12

N1

Relaciona corretamente 2 frases ao texto de onde foram retiradas.

4

 

N3

Identifica corretamente as 3 citações pedidas, demonstrando compreensão dos enunciados e do

texto.

2.

Chave: a. In other words, common teen practices have historically been sure signs of teensunhealthy obsession with, or rejection of, privacy. b. Parents are no longer simply worried about what their children wear out of the house but what they photograph themselves wearing in their bedroom to post online. Interactions that were previously invisible to adults suddenly have traces, prompting parents to worry over conversations that adults deem inappropriate or when teens share TMI(too much information). c. When teens seek privacy, they do so in relation to those who hold power over them. (…) Instead, they are trying to avoid surveillance from parents, teachers, and other immediate authority figures in their lives.

12

N2

Identifica corretamente 2 das citações pedidas.

8

N1

Identifica corretamente 1 das citações pedidas.

4

 

N3

Associa corretamente os 4 itens pedidos.

Chave: a. 3; b. 1; c. 4; d. 2.

12

3.

N2

Identifica completamente 2 dos itens.

8

N1

Identifica completamente 1 dos itens.

4

 

N3

Identifica completamente os 4 itens a que se referem as palavras dadas.

Chave: a. adult assumptions; b. having given up privacy in order to participate in social media; c.

12

4.

teenagers; d. teensprivacy.

N2

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

8

N1

Identifica completamente 1 dos itens a que se referem as palavras dadas.

4

Atividade C

 
 

N5

Escreve um texto para um blogue, apresentando a sua opinião sobre a privacidade no uso das redes

40

sociais, respeitando as instruções dadas e destacando aspetos relevantes. Utiliza alguns mecanismos

de coesão.

Articula as ideias de forma adequada, num texto claro e coerente.

2. Competência Pragmática

Usa palavras suas e respeita o limite de palavras indicado.

N4

 

32

N3

Escreve um texto para um blogue simples, apresentando a sua opinião sobre a privacidade no uso das

24

redes sociais, 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 palavras indicado.

N2

 

16

 

N1

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.

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

Xplore 10 – NEW RESOURCE KIT Testing pack 3   N5 Escreve um texto, razoavelmente elaborado,
 

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.

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

 

16

2. Competência Linguística*

N3

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

12

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.

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

 

8

N1

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

4

recurso 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

Identifica corretamente 6-5 itens.

 

1.

Chave: 1. c; 2. d; 3. b; 4. b; 5. a; 6. c.

16

N2

Identifica corretamente 4-3 dos itens.

10

N1

Identifica corretamente 2-1 dos itens.

4

 

N3

Identifica corretamente as 4 informações solicitadas.

 

Chave: a. Face-to-face communication and the telephone. b. E-mail, text, tweet, Skype, Facetime, etc. c. When it is

14

1.

more convenient. d. We get content via mobile phones, social media, blogs, webcasts…

N2

Identifica corretamente 3-2 das informações solicitadas.

8

N1

Identifica corretamente 1 das informações solicitadas.

2

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

Xplore 10 – NEW RESOURCE KIT Testing pack 3 Progress Check – T E E N

Progress Check T E E N A G E R S Teenagers Speak Up

The final task you have to do is to write an open letter to parents explaining what

teenagers need and want from them. Activities A and B will give you input for Activity C.

Activity A

1. From the list below (A to E), identify three characteristics of a formal letter.

12 points

(A)

use shortened forms (Example: Im, dont, won’t, …)

(B)

keep it brief and to the point

(C)

use a personal and relaxed language

(D)

include an appropriate greeting (Example: Dear Mr. Evans, Dear Sir/Madam)

(E)

include a polite closing

2. Complete the text using the words/expressions from the box.

Use each word/expression only once.

12 points

Respect is (a) (b)
Respect is
(a)
(b)

important point, so I’m going to start off with it.

(c) (d) (e) (f)
(c)
(d)
(e)
(f)

you grow, you have more and

want to be taken seriously.

you turn 13 and

more opinions and ideas and you

Please treat your teenager as a person in

them

that everything

(g)

right and don’t

, don’t

they say and do is amazing because now

you say our drawings are ‘so creative’, we know they look

dismiss what they say on the basis of them being young.

tell

horrendous and we would appreciate constructive criticism

(k)

(h) (i) parents treat their children (j) their teen years. That isn’t helping anyone (l)
(h)
(i) parents treat their children
(j) their teen years. That isn’t helping anyone
(l) plan of action.

the false positive reinforcement.

like 10 year olds all

gradually reaching there is a much

3. As a teenager, how can you contribute to society?

Write about 50-60 words about this.

1. really 2. even though 3. their own 4. many times 5. as 6. so
1. really
2. even though
3. their own
4. many times
5. as
6. so
7. the most
8. more than
9. through
10. better
11. on the other hand
12. after

24 points

Activity B

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

Xplore 10 – NEW RESOURCE KIT Testing pack 3 1. Read the text. Match the topics

1. Read the text. Match the topics in column B with the corresponding

paragraphs in column A. Write only the letters and the numbers.

12 points

A

B

Paragraph 1

a.

difficulties faced by teenagers today

Paragraph 2

b.

teenagersachievements

Paragraph 3

c.

youngstersaltruistic nature

Paragraph 4

d.

adultsfailure to guide teenagers

e.

teenagersdistinctive assets

f.

quality of teenagersparticipation

g.

adults negative attitudes against teenagers

h.

teenagers willingness to help out

Read the text again and then do the tasks that follow.

Teenage Voices Its no secret that many adults frequently ignore my generation. Were cast off as ignorant, arrogant and full of ourselves. Were told that we cant change anything. Children are to be seen, not heard. Adults call us oblivious to the real world.Were told to grow up. Our thoughts and opinions are viewed as

5

worthless. Adults expect us to care about what they have to say, but they do not reciprocate and listen to teens. They are missing out on perhaps the most important voices of today and of the future. Most teenagers do not adhere to the image of the stereotypical teen. Stop saying that we dont care about world affairs; many of us concerned about

10

the worlds future, especially since we will be the next ones to inherit responsibility for it. Stop labeling us after the minority of teens who are awful and unwelcoming many of us are open-minded and accepting of others, and we will support each other in times of trouble. We can and DO make change, and were not lazy. How can we be when college admissions and the job market have never

15

been so competitive? Many of us actually have to work harder than our parents did at our age to get into jobs or colleges, and many of us have accomplished so much more than most people did when they were high school students. Oftentimes, I find that teenagers do care. They care about issues and about making a difference. In fact, statistics show that 93 percent of young people want

20

to volunteer. The problem is many of these teens are never shown or taught how they can start making a difference; in fact, were usually told we cant. We need to tailor more volunteer positions to appeal to teens and create programs to help connect teens to the right volunteer position for them. We need to make opportunities more accessible, rather than blocking teens out and later claiming

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

Xplore 10 – NEW RESOURCE KIT Testing pack 3 25 that we ’ re impossible to

25

that were impossible to deal with and that we dont care. In terms of the quality of teenage voices and our opinions, this is where so many adults couldnt be further off the mark. Teenagers ask some of the most thought-provoking questions. We have unique perspectives that many adults miss when they overlook my generation. We can come up with creative solutions and

30

answers to complex problems. We have something to say, and we have a right to be heard. I strongly believe that we could come closer to solving so many of the problems facing our world if we approached issues with the open-mindedness, curiosity and unique perspectives that teens have. Most importantly, were largely optimistic about the future and have high ambitions to better the world.

Adapted from: http://www.huffingtonpost.com

2.

Complete these sentences with information from the text.

18

points

a.

The authors generation is frequently seen

b.

Most teenagers do not match

c.

Opportunities should

3.

Answer these questions on the text.

20

points

a.

What is the purpose of the author by writing this text?

b.

What kind of contributions can teenagers give to society?

4. Find in the text words/expressions that mean the same as these.

12

points

a. not aware of something

Activity C

b. useless

c. interchange

d. achieved

60 points

Now write your open letter to parents explaining what teenagers need and want from

them. Write about 100-120 words. You may use the input provided by Activities A and B.

Activity D Listening

T E E N A G E R S

Teenage Volunteering

AUDIO CD 2 TRACKS 37 and 38

1. Listen to this interview about Johannas volunteer work and choose the

correct option (A, B, C or D) to complete the sentences. Write only the

numbers and the letters.

10 points

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

Xplore 10 – NEW RESOURCE KIT Testing pack 3 1. Johanna is from 4. Her volunteer

1. Johanna is from

4. Her volunteer work included

a. Holland

a. leading tasks

b. Poland

b. building up reports

c. Finland

c. writing letters

d. Switzerland

d. doing clean-up projects

2. She has a Masters Degree in

5. Volunteering experiences require

a.

Ethnology

a. changing your whole life

b.

Ethnography

b. getting rid of your loved ones

c.

Ethnocentrism

c. defining personal goals

d.

Stenography

d. a great deal of self-assurance

3.

She did volunteering work to

a.

interact with disadvantaged people

b.

help out local communities

c.

experience new adventures

d.

increase her awareness of different people

2. Listen to the last part of Johannas interview and complete these statements.

a. Johannas volunteer work period was an opportunity for her

b. Having the power to change things for the better makes her

c. She has achieved some goals for the organization, which

d. She defines volunteering as

e. Volunteering enables you to

20 points

volunteering as e. Volunteering enables you to 20 points Test Specification Activity A 1. 2. 3.

Test Specification

Activity A

1.

2.

3.

Activity B

1.

2.

6

3

3.

4.

Activity C

2

4

x 10 = 20 x 3 = 12

= 60

5 x 2

5 x 4 = 20 = 200 points

= 10

x 4 = 12

12 x 1 = 12 = 24

3

Activity D

1.

2. ………

TOTAL

= 12

x 6 = 18

x 2

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

Xplore 10 – NEW RESOURCE KIT Testing pack 3 CRITÉRIOS GERAIS DE CLASSIFICAÇÃO Os critérios de

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), será atr ibuída a

cotação zero. Os itens são todos classificados independentemente.

CRITÉRIOS ESPECÍFICOS

Atividade A

 
 

N1

Identifica as três opções corretas.

12

1.

Chave: B, D, E

 

N3

Completa o texto com 12-9 palavras / expressões corretas.

12

Chave: a. the most; b. After; c. as; d. really; e. their own; f. On the other hand; g. even though; h. more

than; i. Many times; j. through; k. so; l. better

2.

N2

Completa o texto com 8-5 palavras corretas.

8

N1

Completa o texto com 5-2 palavras corretas.

4

 

N3

Explica o contributo dos jovens na sociedade com correção linguística. Utiliza vocabulário e estruturas adequadas, embora possam ocorrer algumas incorreções não impeditivas da compreensão da mensagem.

24

Exemplo de resposta: As teenagers we can produce some of the most insightful pieces of advice for other teens. We arent afraid to share stories from the hardships we have faced, and we talk about

3.

real problems in high school, in our lives and in the world. We participate in speech and debate competitions, we are in math clubs, environmental projects and more.

N2

 

16

N1

Explica o contributo dos jovens na sociedade com incorreções linguísticas frequentes, recorrendo, por vezes, ao uso da língua materna. Em todo o caso, consegue transmitir os aspetos essenciais da informação solicitada.

8

Atividade B

 
 

N3

Relaciona corretamente 8-7 tópicos com os respetivos parágrafos.

12

Chave: Paragraph 1 g, h; Paragraph 2 a, b; Paragraph 3 c, d; Paragraph 4 e, f.

1.

N2

 

8

N1

Relaciona corretamente 2 tópicos com os respetivos parágrafos.

4

 

N3

Completa corretamente as frases. Não deve exceder a informação solicitada.

18

Sugestão de resposta:

a. … as ignorant, arrogant and full of themselves.

b. the image of the stereotypical teen.

2.

c. be made more accessible.

N2

Identifica corretamente 2 das informações pedidas.

12

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

Xplore 10 – NEW RESOURCE KIT Testing pack 3   N1 Identifica corretamente 1 das informações
 

N1

Identifica corretamente 1 das informações pedidas.

6

 

N3

Responde às duas questões com correção gramatical. Pode escrever com incorreções de grafia e pontuação não impeditivas da compreensão. Exemplo de resposta: a. The author wants to give a positive image of teenagers, contradicting the negative stereotypes frequently associated with this generation. b. They can give positive, thought- provoking ideas and opinions, interact with different people and accept their viewpoints. They can do volunteer work and find creative solutions.

20

3. N2

 

Responde a uma questão de acordo com a informação do texto e com correção gramatical. Pode escrever com incorreções de grafia e pontuação não impeditivas da compreensão. Erra ou omite a outra questão.

12

N1

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

4

 

N3

Identifica os sinónimos das quatro palavras no texto. Chave: a. oblivious; b. worthless; c. reciprocate; d. accomplished

12

4. N2

   

8

N1

Identifica apenas um sinónimo. Erra ou omite os outros.

4

Atividade C

 

N5

Escreve uma carta aberta aos pais, respeitando as instruções dadas e destacando aspetos relevantes. Utiliza alguns mecanismos de coesão. Articula as ideias de forma adequada, num texto claro e coerente. Respeita o limite de palavras indicado.

40

2. Competência Pragmática

N4

 

32

N3

Escreve uma carta aberta aos pais, 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. Pode não respeitar o limite de palavras indicado.

24

N2

 

16

 

N1

Escreve um texto simples, abordando de forma global o tema proposto, com repetições e pormenores pouco relevantes. Estrutura deficientemente o texto. Pode não respeitar o limite de palavras indicado.

8

2. Competência Linguística*

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. 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.

20

N4

 

16

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

Xplore 10 – NEW RESOURCE KIT Testing pack 3 N3 Escreve um texto simples, utilizando recursos

N3

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

12

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

A ortografia é suficientemente precisa para não afetar a inteligibilidade 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 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.

4

* 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

Identifica as 5 opções corretas. Chave: 1-c; 2-a; 3-d; 4-b; 5-c.

 

10

1.

N2

Identifica 4-3 opções corretas.

 

7

N1

Identifica 2 opções corretas.

 

4

 

N3

Completa adequadamente 5-4 das frases, com correção linguística.

 

20

Chave: a

to learn (a great deal)

;

b

feel

great/ powerful/proud ;

c….gives her a sense of

2.

pride/makes her feel proud; d… a great way to get a perspective on your own life. e. focus on others

(and see that your involvement in the world can be meaningful).

 

N2

Completa adequadamente 3-2 das frases, com correção linguística.

 

12

N1

Completa adequadamente 1 frase com correção linguìstica. Poderá completar 5-3 das frases com incorreções linguìsticas não impeditivas da comunicação.

4

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

Xplore 10 – NEW RESOURCE KIT Testing pack 3 Progress Check – T E C H

Progress Check T E C H N O L O G Y Amazing Robots

The final task you have to do is to write an argumentative text for a teen forum about

this issue: Are Robots Entitled to Rights? Activities A and B will give you input for

Activity C.

Activity A

1. From the list below, identify the three aspects that are mainly associated with

an argumentative text.

a. chronological

order

b. repetitions

c. imperatives

d. points of view

e. use of evidence

f. eye-catching words

g. a staged series of points

2. Complete the text with a word formed from the one given in brackets.

12

points

15

points

Humanoid robots are being used as classroom buddies to support children with autism

in a project that aims to improve social interaction and

and Ben were developed by

a
a

(communicate). Max

b
b

(research) at the University of Birminghams

School of c d
School of
c
d

(Educate). This is the first project in the country to trial the use of

e
e

(intelligent) of

(innovate) technology for children with autism. The

such students is often marked by a

f
f

(difficult) with social interaction.

3. Use 6 words /

expressions from

this wordle to give

your opinion about

the interaction

between humans

and robots. Write

between 60 and 80

words.

24 points
24 points

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

Activity B

Read the text and do the tasks that follow.

3 Activity B Read the text and do the tasks that follow. Jazz-Playing Robots Will Explore

Jazz-Playing Robots Will Explore Human-Computer Relations Jazz-playing computers and robots could soon yield clues about how to help people collaborate with machines, researchers say. The new project, called MUSICA (short for Musical Improvising Collaborative Agent), aims to develop a musical device that can improvise a jazz solo in response to human partners, just

5

as real jazz musicians improvise alongside one another. MUSICA is part of a new program from the Defense Advanced Research Projects Agency (DARPA), the branch of the U.S. military responsible for developing new technologies. The project is designed to explore new ways that people can interact with computers and robots. There is definitely a desire for

10

more natural kinds of communications with computational systems as they grow in their ability to be intelligent,Ben Grosser, an assistant professor of new media at the University of Illinois at Urbana-Champaign, told Live Science. A lot of us are familiar with various methods of interacting with computers, such as text-based and touch-based interfaces, but language-based interfaces are extremely limited

15

in their capabilities.Grosser and his colleague Kelland Thomas, an associate professor of music at the University of Arizona, are developing MUSICA to explore how people can communicate with one another without language. That could make interactions between humans and machines a lot deeper,said Grosser, who himself is a jazz

20

trumpeter. When it comes to jazz, you feel the music as much as you hear and think about it you react instinctively to things that are going on.The researchers admit the project may seem unusual. Lets face it trying to develop a system that can play jazz is a crazy idea,Grosser said. Its not going to be Miles Davis. I think if we can make this thing play like a high schooler, well

25

really have done our job.Ultimately, Grosser hoped this research could shed light on the nature of the creative process. By finding the limits of computational creativity, we can get a different understanding of human creativity, on our own creative processes,Grosser said.

Adapted from: http://www.livescience.com

1. Fill in the table below with information taken from the text.

15 points

a. Aim of the

b. Universities

c. Grossers musical

d. Grossers

project MUSICA

involved

skills

expectations

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

2.

Complete the following sentences using information from the text.

a.

The responsibility for developing new technologies belongs

b.

Interactions between humans and machines could

c.

The researchers recognise that people are likely

3.

Find in the text words/expressions that mean the same as these.

a. give/supply

b. instrument/mechanism

c. planned/delineated

4. What do the underlined words in the text refer to?

a.

they

b. us

c. That

d. himself

Activity C

text refer to? a. they b. us c. That d. himself Activity C 20 points 12

20

points

12

points

d. clarify

12

points

60

points

Now write an argumentative text for a teen forum about this issue: Are Robots Entitled to

Rights? Write about 100-120 words. You may use the input provided by Activities A and B.

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

Activity D Listening

NEW RESOURCE KIT Testing pack 3 Activity D – Listening T E C H N O

T E C H N O L O G Y Amazing Robots

AUDIO CD 2 TRACKS 45, 46 and 47

1. Listen to these people giving their opinion about this question Should robots

have the same moral and ethical standards as humans?and choose the

correct option (A, B, C or D) to complete the sentences. Write only the

numbers and the letters.

30 points

1.

Andrew

3.

In Amirs opinion robots

a.

thinks this issue is very difficult.

a.

are autonomous nowadays.

b.

claims to know all the answers.

b.

can be considered real.

c.

thinks this question is highly pertinent.

c.

should not have any legal or ethical standards.

d.

wishes he had all the answers.

d.

inhabit an advanced world.

2.

According to Andrew robots should

4.

George believes

a.

not have the same ethical standards.

a.

in changing human-robot interactions.

b.

be treated as inferiors.

b.

humans can mistreat robots.

c.

be equipped with a moral imperative.

c.

robots and human should share an ethical code.

d.

have their actions controlled by humans.

d.

robots are well aware of their actions.

Test Specification

Activity A

3. = 12

1. = 12

4. = 12

2. = 15

Activity C

3. = 24

= 60

Activity B

Activity D

1. = 15

= 30

2. = 20

TOTAL

= 200 points

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

Xplore 10 NEW RESOURCE KIT Testing pack 3

Xplore 10 – NEW RESOURCE KIT Testing pack 3 CRITÉRIOS GERAIS DE CLASSIFICAÇÃO Os critérios de

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