Teste de Avaliação de Inglês

10.o Ano – Módulos 2 e 3

Matriz1
Estratégias /
Processos
Reconhecer / Compreender / Interpretar / N.º de itens /
cognitivos Criar
Identificar Aplicar Analisar Pontos
Componentes
A. Compreensão 4 itens 5 itens 2 itens 11 itens /
do oral (8 pontos) (25 pontos) (7 pontos) 40 pontos
5 itens 4 itens 3 itens 12 itens /
B. Leitura (25 pontos) (20 pontos) (15 pontos) 60 pontos
4 itens 4 itens /
C. Uso da Língua (40 pontos) 40 pontos
D. Produção 1 item 1 item /
Escrita (60 pontos) 60 pontos
N.º de itens / 9 itens / 13 itens / 5 itens / 1 item / 28 itens /
Pontos 33 pontos 85 pontos 22 pontos 60 pontos 200 pontos

1Documentos de referência: QECR; Aprendizagens Essenciais – Inglês (Formação Geral); Programa de Inglês –
Nível de Continuação – 10.º ano.

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 English Test – Modules 2 and 3
Name: __________________________________ Year: ______ Class: ______ Number: ______

Part A – Listening

You are going to listen to a text about the 5 ways social media is changing your brain.
You are going to listen twice. Read all the items first.

1. Listen to the first extract of the audio.

Choose the correct option (A, B or C) according to the text. [6 x 5 pontos]
1.1. How many Internet users are not capable of controlling their time online?
(A) 5% or 10%.
(B) up to 5%.
(C) 5% to 10%.

1.2. What is social media addiction compared to?

(A) Drug addiction.
(B) A physical addiction.
(C) Control addiction.

1.3. What is the impact of the use of social media on the brain?
(A) It damages the white matter in specific areas.
(B) It makes people incapable of making decisions.
(C) It takes up too much of the brain’s attention.

1.4. The rewards social media gives you

(A) increase interaction.
(B) are easy to get.
(C) create wires in your brain.

1.5. When compared to others, heavy media users

(A) are really good at multitasking.
(B) perform worse when multitasking.
(C) have the same ability at multitasking.

1.6. Online multitasking reduces the brain’s ability to

(A) perform productive work.
(B) react to the phone buzzing.
(C) ignore distractions.

2. Listen to the second extract of the audio.

Decide whether the sentences are true (T), false (F) or impossible to know (IK).
[5 x 2 pontos]
a) Phantom vibration syndrome is a new psychological phenomenon.
b) Phantom vibration syndrome only affects young people.
c) Technology has no implications on our nervous system.
d) Social media activate a chemical that makes us feel good.
e) Face-to-face communication is more rewarding because it focuses more on ourselves.

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 Part B – Reading

You are going to read an article about how schools and social media should be related.

5 ways to make social media help learning

There are many different ways to use social media for education. Most specifically, social media
may have various uses in the classroom. Here are some of them.

1. Use a Facebook page to broadcast updates and alerts.

Facebook can be the perfect social media platform to incorporate into the classroom. Instead of
5 putting teachers and students alike through something new when dealing with a traditional online
classroom dashboard, stick to something everyone already knows.

Have students follow the class’s Facebook page, and the teacher can use it to post class updates,
share homework assignments and encourage discussion.

Even if a student isn’t active on Facebook, these pages are still accessible when signed out.
10 However, keep in mind Facebook pages are public and anyone with a Facebook account can
comment on the posts.

2. Use Twitter as a class message board.

Twitter can be great as a discussion board or message board for a class. Teachers can create a
single Twitter account per class and reuse it every year, or they can come up with a new one each
15 school year. The 280 character limit makes students think critically and communicate concisely
and effectively, which is a beneficial skill to develop.

Teachers can use Twitter to post reminders for assignment deadlines or share inspirational quotes
and helpful links to practise quizzes or resources. They can also encourage discussions and
Twitter chats surrounding a specific hashtag that they create.

20 3. Use Instagram for photo essays.

As young people are more and more influenced by visual outputs, students can use Instagram to
present a series of photos or graphics in a visually appealing manner. Instagram allows students to
practise digital storytelling in ways that other social media platforms may not.

4. Assign blog posts as essays.

25 Having students create their own blog for essays or short-form writing is another strategy for
combining social media and learning. Blogs as a year-long writing assignment can improve
students’ short-form writing and critical thinking. Have students respond to a weekly challenge,
making it as informal as possible.

5. Share school events and photos.

30 If teachers want to involve parents as part of the school community, they can share photos and
events in their class social media accounts. While school websites tend to follow the same model,
social media allow more unique and informal environments.

https://sproutsocial.com/insights/social-media-for-education/
(abridged and adapted), accessed in January 2020

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1. Match the ideas in column A with the corresponding section from the text in column B.
Two paragraphs do not apply. [5 pontos]
COLUMN A COLUMN B
Section 1
a) Social media can improve students’ communication skills Section 2
b) Social media can take the school into the world Section 3
c) Social media can help learning through visual inputs Section 4
Section 5

2. Match the words in column A with the word or expression they refer to in column B.
Two options do not apply. [5 pontos]
2.1. The word “it”, in these lines, refers to
COLUMN A COLUMN B
(1) weekly challenge
a) it (l. 7) (2) Facebook page
b) it (l. 14) (3) post updates
c) it (l. 28) (4) Twitter account
(5) writing assignment

3. Choose the correct option (A, B, C or D) to complete the sentences according to the text.
[3 x 5 pontos]
3.1. In line 13, the word “create” means
(A) build.
(B) implement.
(C) start.
(D) enforce.

3.2. In line 15, the word “concisely” means

(A) roughly.
(B) briefly.
(C) adequately.
(D) successfully.

3.3. In line 32, the word “unique” means

(A) personalised
(B) unusual
(C) creative
(D) outstanding

4. Complete the sentences according to the meaning of the text. You may need more than
one word in each gap. [3 x 5 pontos]
a) Using social media in the classroom can have a positive on learning.
b) Using year-long writing assignments may help develop students’ .
c) Twitter’s may be a way of improving summary skills.
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5. Find evidence in the text for the statements and quote the relevant information.
[3 x 5 pontos]
a) Through social media, teachers can remind students of tasks that are due.
b) Students can use some social media platforms to create non-written narratives.
c) Social media are more casual means to communicate with different audiences.

6. Choose the correct option (A, B, C or D) to complete the sentence according to the text.
[5 pontos]
In this text, the main purpose is to
(A) enhance the educational possibilities of the use of social media.
(B) help teachers motivate students using social media.
(C) present teachers with useful teaching strategies using social media.
(D) advise schools about the need to use social media.

Part C – Use of Language

1. Rewrite the sentences without changing their meaning. [5 x 2 pontos]

a) One third of the entire world uses social media sites.
Social media sites __________________________________________________________ .
b) These sites have greatly influenced society.
Society __________________________________________________________________ .
c) Social media and the Internet are affecting our brains.
Our brains ________________________________________________________________ .
d) Some Internet users can’t control the amount of time spent online.
The amount of time _________________________________________________________ .
e) Teachers gave students the opportunity to use social media sites in class last school year.
Students _________________________________________________________________ .

2. Complete the paragraph with used to or be/get used to and the appropriate form of one
of the verbs in the box. Two of the verbs do not apply. [5 x 2 pontos]

limit meet handle talk spend deal be

Teenagers nowadays a)_____________ to each other online constantly. On the one hand,
although their parents may not find it healthy, they b)_____________ (not) the amount of time
their children spend online. On the other hand, right now, schools c)_____________ with this
new reality. In the past, young people d)_____________ their free time hanging out with friends
and they e)_____________ happy when they were able to meet face to face.

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3. Complete the sentences with the appropriate form of the verbs in brackets. [5 x 2 pontos]
a) If teachers ___________ (use) technology properly, it is beneficial to students.
b) Students ___________ (become) more motivated if more technology were available at
schools.
c) If young people ___________ (spend) too much time online, they will become addicted.
d) If adults had had the chance of using smartphones when they were teenagers, their social
lives ___________ (be) very different.
e) Social media and the Internet will be great learning tools if students ___________ (not / lose)
their concentration.

4. Choose the correct option to complete the sentences. [5 x 2 pontos]

4.1. Lexia, ___________ is a learning platform, helps improve students’ reading skills.
(A) that (B) which (C) who
4.2. Students ___________ use Flipgrid to share videos say they love it.
(A) whose (B) whom (C) who
4.3. Schools ___________ have migrated to Google Classroom are improving their students’
performance.
(A) whom (B) whose (C) that
4.4. Digital native students, ___________ interest in new media is huge, think schools should
evolve and adapt.
(A) whom (B) whose (C) who
4.5. Struggling students, about ___________ teachers are usually more worried, can be
greatly helped by learning platforms.
(A) whom (B) whose (C) who

Part D – Writing

Your school magazine wants to publish an issue about the advantages and the
disadvantages of the use of technology and social media at school.
Write an argumentative text for your school magazine on the topic.
Write a minimum of 120 words.
[60 pontos]
Remember to:
• provide two arguments for and two arguments against and back them up with examples.

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 Critérios de Classificação

Parte A – Compreensão do Oral

1.1. a 1.6. …………………......(6 ⨉ 5 pontos)……………………………………….………. 30 pontos

Itens 1.1. 1.2. 1.3. 1.4. 1.5. 1.6.
Chave C A A B B C

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

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

Parte B – Leitura

1. ………………………………………………………………………………………..…………. 5 pontos
Chave: a) Section 2; b) Section 5; c) Section 3.

2.. …….. ……………………………………….………………………………………….……… 5 pontos

Chave:
a) – (2); b) – (4); c) – (1)

3.1., 3.2. e 3.3. …………… (3 ⨉ 5 pontos) ……………………………………..………..….. 15 pontos

Itens 3.1. 3.2. 3.3
Chave C B A

4. ………………..…………… (3 ⨉ 5 pontos) …………………………………………..….… 15 pontos

Exemplos:
a) impact
b) critical thinking
c) word limit
Níveis Descritores de desempenho Pontuação
2 Completa a frase de acordo com o texto e com correção gramatical. 5
Completa a frase de acordo com o texto. Pode escrever com incorreções
1 3
de grafia.

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

Chave:
a) “the teacher can use it to post class updates, share homework assignments.” (ll. 7-8)
b) “Instagram allows students to practise digital storytelling.” (ll. 22-23)
c) “While school websites tend to follow the same model, social media allow more unique and
informal environments.” (ll. 31-32)

6. …………………………………………………………………………………………………… 5 pontos
Chave: (A)

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 Parte C – Uso da Língua

1. …………..……………….……(5 ⨉ 2 pontos)……….………………………………….… 10 pontos

Chave: a) Social media sites are used by one third of the entire world. b) Society has been greatly
influenced by these sites. c) Our brains are being affected by social media and the Internet. d) The
amount of time spent online can’t/cannot be controlled by some Internet users. e) Students were
given the opportunity to use social media sites in class last year.

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

Chave: a) are used to talking; b) aren’t/are not used to limiting; c) are getting used to dealing/are
used to dealing; d) used to spend; e) used to be.

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

Chave: a) use; b) would become; c) spend; d) would have been/would be; e) don’t lose.

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

Chave: 4.1. (B); 4.2. (C); 4.3. (C); 4.4. (B); 4.5. (A)

Parte D – Produção Escrita

Nível /
Conteúdo Funções comunicativas Coerência e coesão Correção linguística
Pontuação

 O conteúdo é adequado  O aluno cumpre os  O texto é  O vocabulário é

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

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 Audio script

With social media sites being used by ⅓ of the entire world, they’ve clearly had a major influence on society.
But what about our bodies? Here are 5 crazy ways that social media and the internet are affecting your brain
right now!

Can’t log off? Surprisingly, 5-10% of internet users are actually unable to control how much time they spend
5 online. Though it’s a psychological addiction as opposed to a substance addiction, brain scans of these
people actually show a similar impairment of regions that those with drug dependence have. Specifically,
there is a clear degradation of white matter in the regions that control emotional processing, attention and
decision making. Because social media provides immediate rewards with very little effort required, your brain
begins to rewire itself, making you desire these stimulations. And you begin to crave more of this
10 neurological excitement after each interaction. Sounds a little like a drug, right?

We also see a shift when looking at multi-tasking. You might think that those who use social media or
constantly switch between work and websites are better at multitasking, but studies have found that when
comparing heavy media users to others, they perform much worse during task switching tests. Increased
multi-tasking online reduces your brains ability to filter out interferences, and can even make it harder for
15 your brain to commit information to memory.

Like when your phone buzzes in the middle of productive work. Or wait... did it even buzz? Phantom
Vibration Syndrome is a relatively new psychological phenomenon where you think you felt your phone go
off, but it didn’t. In one study, 89% of test subjects said they experienced this at least once every two weeks.
It would seem that our brains now perceive an itch as an actual vibration from our phone. As crazy as it
20 seems, technology has begun to rewire our nervous systems – and our brains are being triggered in a way
they never have been before in history.

Social Media also triggers a release of dopamine – the feel good chemical. Using MRI scans, scientist found
that the reward centres in people’s brains are much more active when they are talking about their own views,
as opposed to listening to others. Not so surprising, we all love talking about ourselves right? But it turns out
25 that while 30-40% of face-to-face conversations involve communicating our own experiences, around 80% of
social media communication is self-involved.

in https://www.youtube.com/watch?v=HffWFd_6bJ0 (accessed in January 2020)

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