INGLÊS | 10.

º ANO

NÍVEL DE CONTINUAÇÃO
ENSINO SECUNDÁRIO

iTEEN
MARIA EMÍLIA GONÇALVES
MARGARIDA COELHO
ALEXANDRA GONÇALVES

10
REVISÃO CIENTÍFICA E LINGUÍSTICA:
DAVID A. DAVIS

test yourself
Present tenses 2
Past simple/past continuous/present perfect 3
Present perfect simple and continuous 4
Past perfect simple and continuous 4
Modal verbs 5
Gerund/infinitive 6
Conditional sentences 7
Linking words 8
Relative clauses 9
The future 10
Reported speech 11
Third conditional 12
The passive 13
Test 1 14
Test 2 19
Test 3 26
Answer key (Grammar) 31
2 TEST YOURSELF
PRESENT TENSES

© AREAL EDITORES
A Complete these sentences by putting the verb in brackets into the most suitable form of the
present simple or continuous.
1. ‘What _________________ (you/do) this weekend?’
‘We _________________ (spend) Saturday with friends
in the country.’
2. I _________________ (read) today’s newspaper. I
always _________________ (look) at the sports news
first.
3. Holidays _________________ (cost) a lot of money.
This trip _________________ (cost) me a fortune.
4. ‘I _________________ (like) my new job.’ ‘What
_________________ (you/like) about it?’
5. I _________________ (not understand) what she(say).
What language _________________ (she/speak)?
6. My father always _________________ (fix) his car at the weekends, but today he can’t because he
_________________ (garden).
7. When my mother _________________ (watch) TV, she always _________________ (sit) on a hard
chair so as not to fall asleep.
8. ‘How often _________________ (you/eat out)?’ ‘Not very often. Only once a month.’
9. I _________________ (know) what she _________________ (mean) but I (not agree) with her.
10. Simon _________________ (not go out) with Kate anymore; they _________________ (argue) too
much.
11. This hotel is terrible and the weather is too cold. I _________________ (not enjoy) this holiday at
all.

WH- QUESTIONS
B React to these statements using Wh- questions ending with a preposition.
The first one is done for you as an example.
1. Shut up! I’m thinking.
2. I’m very worried today.
3. She’s very frightened.
4. They look very angry.
5. I’m waiting for someone.
6. I’m looking for something.
7. That man over there is quite famous.
8. That actress is in my favourite film.
What are you thinking about?
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
 TEST YOURSELF 3

PAST SIMPLE / PAST CONTINUOUS / PRESENT PERFECT

A Put the verbs in brackets into the past simple or continuous.
1. James _________________ (not wait) for me when I
_________________ (arrive).
2. When the phone _________________ (ring), my parents
and I _________________ (have) lunch.
3. I _________________ (listen) to my iPod, so I
_________________ (not hear) the fire alarm.
4. You _________________ (not listen) to me when I
_________________ (tell) you to turn the lights off.
5. While we _________________ (sleep) last night, someone
_________________ (steal) my father’s car.
6. While we _________________ (have) the picnic, it
_________________ (start) to rain.
7. When I _________________ (walk) into the office, five
clerks _________________ (work) on their computers, the
secretary _________________ (talk) on the phone and two
managers _________________ (discuss) new marketing
strategies.
8. The doctor _________________ (say) that Tim _________________ (be) too sick to work and that
he _________________ (need) to stay at home for the whole week.
9. ‘What _________________ (you/do) at about 8.00 yesterday evening?’ ‘I ____________________
(work out) at the fitness centre.’
10. Mary _________________ (arrive) at Sue’s house at about midday, but she _________________
(not be) there. She _________________ (study) at the school library.

B Complete the sentences with the past simple or present perfect.

1. ‘How long _________________ (you/know) each other?’ ‘For a long time. In fact, we
_________________ (grow) up together.’
2. Some years ago Amazonia _________________ (have) more rare species than it has today.
3. They _________________ (not see) him for ages. I wonder where he is.
4. I _________________ (read) this book when I _________________ (be) at school.
I _________________ (not enjoy) it very much.
5. She _________________ (meet) him last summer.
6. We _________________ (miss) the bus. Now we have to walk.
7. ‘How much _________________ (you/save) since Easter?’ ‘I _________________ (not save)
anything.’
8. Yesterday I _________________ (write) and _________________ (send) ten emails.
9. We _________________ (just/hear) the most extraordinary news.
10. It _________________ (be) very cold this year. I wonder when it is going to get warmer.
© AREAL EDITORES

TESTS
4

PRESENT PERFECT SIMPLE AND CONTINUOUS

A Put the verbs in brackets into the present perfect simple or
continuous (including negative, interrogative and passive).
1. It’s the first time they _________________ (choose) their
representative of the school in the national competition.
2. My English _________________ (really/improve) since I moved to
Dublin.
3. She _________________ (study) English since primary school, but
she _________________ (be) to England yet.
4. I _________________ (look) for a summer holiday job for three
weeks now, but I still _________________ (find) one.
5. That boy _________________ (stand) outside your house since
early morning. He arrived at nine o’clock and _________________
(move) all day.
6. Who _________________ (eat) my chocolates? There are only a Dublin.
few left.
7. We _________________ (tour) Britain. Now we are in Brighton.
8. My father _________________ (have) this car for more than ten years.
9. He looks very tired. _________________ (he/overwork)?
10. You _________________ (grow) a lot since I last saw you.
11. I _________________ (love) chocolate since I was a child. I _________________ (even call) a
‘chocoholic’.

PAST PERFECT SIMPLE AND CONTINUOUS

B Put the verbs into the past perfect simple or continuous.
1. When I arrived, Ruth _________________ (already blow out) the candles on her birthday cake.
2.I _________________ (wrap) presents since midday before the Christmas party.
3._________________ (they/tell) jokes before I arrived? They all looked very amused.
4.We _________________ (drive) for twenty minutes before we realized we were on the wrong
motorway.
5._________________ (Arthur/live) in the UK before he moved to the USA?
6.When she arrived at the theatre, her friends _________________ (not buy) the tickets yet.
7.She _________________ (try) to get the tickets for that play for weeks when she finally got them.
8.Peter was tired because he _________________ (jog) for more than two hours.
9.How long _________________ (you/chat) online before your mother caught you?
10. We _________________ (walk) for half an hour when it began to snow.
 5

MODAL VERBS
A Choose the best option.
1. No one answers the doorbell. They _________________ be out.
a) must b) won’t c) can
2. He _________________have broken the window. He was at school then.
a) might b) must c) couldn’t
3. Don’t swim in that river. Its waters _________________ be polluted.
a) might b) couldn’t c) can’t
4. Buy a lottery ticket. You _________________ be lucky.
a) must b) may not c) might
5. I’m free tonight. I _________________ go to the concert.
a) must b) might not c) can
6. He _________________ remember me. His wife thinks he’s got Alzheimer’s.
a) might b) can’t c) must
7. I can’t speak Spanish now, but I’m sure I _________________ in six month’s time.
a) ’ll be able to b) may c) might
8. She _________________ pay her bills through the Internet.
a) ought b) can c) were able to
9. They had a camera with them, so they _________________take some photos of the city.
a) might b) could c) can

B Complete the sentences with suitable modal verbs. Negative forms may be necessary.
1. I _________________ just like to say that you look very nice in this blue T-shirt.
2. ‘Where have I put my glasses?’ ‘How _________________I
know?’
3. ‘What _________________ we do tonight?’ ‘Well, we
_________________ watch a film’.
4. I _________________ go and visit my grandmother next
weekend: she’s been inviting me for weeks and I think she’s
lonely.
5. Prices _________________ well rise very soon.
6. If they possess all these things, they _________________ be
happy, so why aren’t they?
7. We _________________ face our responsibilities and do our
duty.
8. ‘Why didn't Peter come today?’ ‘I don't know. He
_________________ be ill; there’s no other explanation.’
9. This project is top secret. You _________________ say anything about it.
10. James, you _________________ be alarmed. Everything's all right.
11. Let's go for a walk, _________________ we?
6

GERUND/INFINITIVE
A Match the two halves of the sentences.
His father wanted him 1.
They wanted us 2.
I saw him 3.
The teacher expected Terry 4.
I’d like 5.
I prefer 6.
I wouldn’t like 7.
We decided 8.
a) come home after midnight.
b) not to go out in the rain.
c) to work hard.
d) to go to college.
e) to go for a ride in the park.
f) to be in her shoes.
g) to teach them to speak English.
h) to fly a helicopter.

B Fill in the gaps with the gerund or infinitive of the verbs given in brackets.
1. We plan _________________ (travel) to Boston next year.
2. John reminded me _________________ (take) my medicine.
3. We postponed _________________ (meet) until the following month.
4. I warned Juliana _________________ (be) careful.
5. Don’t hesitate _________________ (call) if you need help.
6. We avoided _________________ (miss) the train by _____________(take) a taxi to the station.
7. They’ve considered _________________ (change) jobs.
8. She agreed _________________ (buy) a new laptop.
9. I look forward to _________________ (see) you at the concert.
10. My parents want me _________________ (be) home at 10 o’clock.
11. Are you thinking of _________________ (spend) next weekend in the country?
12. Avoid _________________ (make) silly mistakes by _____________ (check) your work carefully.
13. They go on _________________ (listen) to loud music.
14. Do you know what _________________ (do) if there’s a fire in the office?
15. I meant _________________ (say) four, but I said forty.
16. I was warned _________________ (not tell) anyone about what I saw.
17. Mary expects _________________ (pass) the exam tomorrow.
 7

CONDITIONAL SENTENCES
A Circle the normal word.
1. He won’t finish his report if you don’t / didn’t help him.
2. If he moved to Paris, I won’t / wouldn’t see him very often.
3. She will take a practial training course if she listens /
listened to her father’s advice. The

4. I won’t be surprised if they get / got married.

5. What would you do if you were / are eighteen?
6. If your friend got hurt, what will / would you do?
7. You can win a good prize if you come / came with me.

B Put the verb into the correct form.

1. If you _________________ (have) millions of euros, what
would you do?
2. If you had a dangerous job and your mother was worried about you, _________________
(you/stop/negative) doing it?
3. If you had to live in a new country to get a better job, _________________ (you/go)?
4. If your best friend _________________ (be) famous, would you feel envious?
5. If a journalist _________________ (write) something horrible about you, how would you feel?
6. If you _________________ (be) alone on a desert island, what would you do?
7. If you _________________ (go) to Los Angeles, what would you visit?

C Rewrite the following sentences, starting them as suggested.

1. I am not going out. I am too tired.
I would go out if ________________________________________________________
2. We will go to Lisbon by bus. It is cheaper.
If we go _______________________________________________________________
3. You must hurry or you will miss the train.
Unless you ____________________________________________________________
4. Come to our bookshop on Black Friday. Don’t miss our fabulous promotions!
Unless you ____________________________________________________________
5. He won’t try a youth exchange because he doesn’t have the confidence.
If he had _____________________________________________________________
6. He doesn’t study hard at school, so his grades are very poor.
If he studied ___________________________________________________________
7. We don’t have enough computers. We can’t do research work at the same time.
Unless we _____________________________________________________________
8. You don’t exercise. You don’t lose weight.
Unless you ________________________________________________________________________
8

LINKING WORDS
A Rewrite the following sentences, using the word given in brackets.
1. We couldn’t find a good seat. All the best ones had been taken. (because)
_________________________________________________________________________________
2. We are unable to go by train. There is a rail strike. (because of)
________________________________________________________________________________
3. We came to the countryside. We wanted to find some peace and quiet. (to)
_________________________________________________________________________________
4. He chose this University. He wanted to study English and Journalism. (so that)
_________________________________________________________________________________
5. He arrived on time although he got up late. (despite)
_________________________________________________________________________________
6. Although there was noise outside, the students went on with their test. (in spite of)
_________________________________________________________________________________
7. John is very rich. His friends are extremely poor. (whereas)
_________________________________________________________________________________
8. Peter likes computer games, but the Internet is still hard for him. (Though)
_________________________________________________________________________________
9. I hadn’t finished my homework, so I didn’t go to your birthday party. (As)
________________________________________________________________________________
10. She wanted to read the book in the original language, so she learnt English. (because)
_________________________________________________________________________________
11. We’re in the shopping centre, so let’s go to the cinema. (Since)
_________________________________________________________________________________
12. She’d look lovely. She didn’t use such baggy clothes. (if)
_________________________________________________________________________________
13. Mary was sleeping. You called her. (when)
_________________________________________________________________________________
14. My friends arrived. We were having lunch. (while)
_________________________________________________________________________________
15. We couldn’t sleep even though we were very tired. (Although)
_________________________________________________________________________________
16. Peter’s work isn’t very good. I’m sure he can do better. (however)
_________________________________________________________________________________
 9

RELATIVE CLAUSES
A Make one sentence from two to form defining and non-defining
relative clauses. Omit the pronoun whenever possible.
1. This is the painting. John gave it to me.
_______________________________________________________
2. She’s the girl. She telephoned me yesterday.
_______________________________________________________
3. She’s the woman. She wanted to buy your car.
_______________________________________________________
4. There’s the flat. I’d like to buy it.
_______________________________________________________
5. Mike lives on the first floor. He is very handsome.
_______________________________________________________________________________
6. I need a document. It has ‘important’ written at the top.
_______________________________________________________________________________
7. People live in shantytown areas. They are often very poor.
_______________________________________________________________________________
8. The teacher showed us a book. It was printed 500 years ago.
_______________________________________________________________________________
9. The restaurant is spacious and clean. It is in the historic centre.
_______________________________________________________________________________
10. Who was that boy? You were talking to him at the meeting.
_______________________________________________________________________________
11. There is 24-hour room service. It provides an excellent selection of snacks and drinks.
_______________________________________________________________________________
12. There is a dry-cleaning service available. It will clean your clothes in a short time.
______________________________________________________________________________
13. Talk to our tourist guide. He will tell you about the most interesting places to visit.
_______________________________________________________________________________
14. Are these the magazines? Were you looking for them?
_______________________________________________________________________________
15. What’s the name of that restaurant? You told me about a restaurant.
_______________________________________________________________________________
16. Who was that boy? I saw you with a boy.
_______________________________________________________________________________
17. The singer is signing autographs. His most recent recording has had a lot of success.
_______________________________________________________________________________
10

THE FUTURE
A Complete the sentences with will or going to.
1. They _________________ (watch) music videos on MTV
this afternoon.
2. We _________________ (go) to the shopping centre to buy
a mobile phone.
3. Wait for me. I _________________ (go) with you.
4. If you visit the shopping malls, you _________________
(see) lots of people hanging around.
5. I promise I _________________ (give) you your favourite
CD.
6. I think he _________________ (win) the contest.
7. _________________ (you/lend) me your new video game?

B Fill in the gaps with the present simple or continuous or going to.
1. The bus _________________ (leave) at 8.00 o’clock.
2. The shops _________________ (not open) before 9.00.
3. I _________________ (go) shopping. Would you like to come with me?
4. (you/meet) _________________Greg tonight?
5. We _________________ (go) to a concert this weekend. It _________________ (start) at 10.00
6. There’s a football match tomorrow but we ________________ (not go).
7. What _________________ (you/do) next Saturday?

C Put the verbs in brackets into the most suitable way of expressing the future.
1. ‘Are you free for dinner tomorrow?’ ‘I _________________ (play) football with John.’
2. ‘It’s starting to rain.’ ‘Don’t worry. I _________________ (lend) you an umbrella.’
3. ‘How many newspapers did you buy?’ ‘I’m not sure. I _________________ (count) them.’
4. ‘What time does the film start tomorrow?’ ‘It _________________ (start) at 9.00.’
5. ‘Have you decided what you want to be in the future?’ ‘Yes. I _________________ (be) a sales
representative.’
6. ‘There’s no butter in the fridge.’ ‘Really? I _________________ (get) some tomorrow.’
7. ‘Have you ever been to New York?’ ‘No, but I _________________ (go) next summer holiday with
Sue.’
8. ‘Peter borrowed your bicycle.’ ‘What? I _________________ (kill) him!’
9. ‘What _________________ (you/wear) to Grant’s party tonight?’ ‘I don’t know.
I _________________ (decide) later.’
10. ‘What time should we go to the railway station?’ ‘The train _________________ (arrive) in an hour.
We should leave soon.’
11. ‘What _________________ (you/do) tonight?’ ‘I _________________ (stay) at home.

’
 11

REPORTED SPEECH
Rewrite the sentences in reported speech.
A STATEMENTS
1. ‘I’m thinking of taking a holiday break next month.’
John told me ____________________________________________________________________
2. ‘I saw Julie at the cinema last weekend and she seemed fine.’
David commented ________________________________________________________________
3. ‘I’m getting engaged next summer. I’m really happy.’
Vincent announced _______________________________________________________________
4. ‘I won’t go to his engagement party.’
Harry refused ___________________________________________________________________
5. 'I hardly ever go out these days.’
Danielle complained ___________________________
6. 'We’ve been doing a lot of sport recently.’
The girls said __________________________________
7. ‘I won’t lose your book and will bring it back tomorrow.’
Jane promised _________________________________

B QUESTIONS, REQUESTS AND COMMANDS

1. ‘Why don’t you go to the USA?’
They suggested _________________________________________________________________
2. ‘Can you hold this for me please?’
He asked me ____________________________________________________________________
3. ‘Who gave you the handbag?’
My mother wanted to know _________________________________________________________
4. ‘Why are you crying?’
Mary asked me ______________________________________________________________
5. ‘Where are you going to spend your honeymoon?’
They wanted to know ____________________________________________________________
6. ‘Will you please tell Jenny I’ve called?’
He asked me ______________________________________________________________
7. ‘Can you please speak more slowly? I can’t understand what you are saying.’
Julianne asked the teacher _____________________________________________________
8. ‘Shut the door but don’t lock it.’
William asked me ____________________________________________________________
9. ‘Don’t forget to help us. It’s easy. Don’t buy things you don’t need.’
They reminded us ________________________________________________________________
12

THIRD CONDITIONAL
A Complete the sentences.
1. If she _________________ (arrive) on time, she wouldn’t have missed the English lesson.
2. If you _________________ (be) more careful, you might not have broken your glasses.
3. If he hadn’t watched TV until midnight, he _________________ (not be) late for work.
4. You _________________ (not get) the job if you hadn’t applied for it.
5. If I had invited you to my wedding party, _________________ (you/go)?
6. She _________________ (have) better grades in her exams if she had worked harder.
7. If he _________________ (not meet) me in the street, he would have got lost.

B Rewrite the sentences. Use the third conditional.

1. He didn’t get the job because he forgot to come to the interview.
If __________________________________________________________
2. I didn’t do any part-time jobs while I was at school, so I gained no work experience.
If _____________________________________________________
3. William broke into a house and went to prison.
If ______________________________________________________
4. It was more expensive because you didn’t come on the bus.
_____________________________if ____________________
5. She didn’t get better because she refused to go to the doctor.
If _____________________________________________________
6. We didn’t pass because we didn’t study.
_____________________________if ________________________
7. She didn’t go out with us because she broke his leg.
If _____________________________________________________
8. She broke her leg because she fell.
_____________________________if ________________________
9. He was fired because he asked for a rise.
If _____________________________________________________
10. She lost her job because she didn’t work hard.
If ____________________________________________________
11. They had an accident because Tom was speeding.
_____________________________if _______________________
12. I didn’t have enough money, so I didn’t buy the leather jacket.
If ____________________________________________________
13. We had a fight because John was rude to me.
____________________________if ________________________
 13

THE PASSIVE
A Rewrite the sentences in the passive, starting them as suggested.
1. She upset me by what she said.
I ____________________________________________________
2. The police arrested five people yesterday evening.
Five people __________________________________________
3. Someone is repairing my car in that garage.
My car ______________________________________________
4. I’m sorry but we don’t accept credit cards here.
I’m sorry but credit cards _____________________________
5. Someone made this car in Germany.
This car _____________________________________________
6. Did someone invite her to the wedding?
Was ________________________________________________
7. You can change money at the bank on the ground floor.
Money _________________________________________________________________________
8. You should leave your key at the reception desk when you go out.
Your key _______________________________________________________________________
9. We’re going to inform him later today.
He ____________________________________________________________________________
10. They invited me to make a presentation at the Conference.
I _____________________________________________________________________________
11. They are increasing taxes by 10%.
Taxes _________________________________________________________________________
12. Somebody will pay you to do the work.
You
___________________________________________________________________________
13. They have never made me do anything like that.
I _____________________________________________________________________________

B Rewrite the sentences in the active. Use the subject in brackets.

1. I was given this necklace. (they) _____________________________________________________
2. She has been sent a beautiful birthday present. (Paul) ___________________________________
3. We will be shown their pictures. (they) _________________________________________________
4. They are going to be told the good news. (we) __________________________________________
5. Were you offered the job I told you about? (they) _______________________________________
6. The project must be finished before the deadline. (you) ___________________________________
14 EXAME NACIONAL

© AREAL EDITORES
PROVA ESCRITA DE INGLÊS
11.º Ano de Escolaridade – Continuação – bienal
Prova 550/1.ª Fase
Duração da Prova: 120 minutos. Tolerância: 30 minutos.
2007

Your final task is to write a letter to an English-speaking friend proposing a dream trip.
Activities A and B will provide you with input for Activity C.

ACTIVITY A
1. Say what words you associate “travelling” with.
Two examples are already given. Write 12 words.
passport

travelling train

2. Use the information in A, B and C to write 5 meaningful

sentences expressing wishes about a dream trip.
A B C
1. I wish I... 6. visit 9. New York
2. I’d love it if I... 7. visiting 10. a desert island
3. I’d like to... 8. could visit 11. the Amazon
4. If only I... 12. the moon
5. I dream of... 13. the Pyramids
14. Universal Studios
15. Marbella
16. the Greek isles

3. Match the adjectives below with the headings given. Refer only to the letters and the numbers.
A. mountain B. beach C. town D. forest
1. lively 2. steep 3. golden 4. snow-capped 5. warm 6. exotic 7. cosmopolitan 8. rocky
9. sandy 10. high 11. dark 12. noisy 13. monumental 14. dense 15. romantic

4. Complete these sentences with words formed from the ones in brackets.
a) The _________________ scenery of the Alps made my train journey unforgettable. (mountain)
b) Everybody hopes to visit the _________________ beaches of Australia for surfing. (sun)
c) Berlin was very _________________during the World Cup. (crowd)
d) People living in remote places tend to be very _________________ . (friend)
 EXAME NACIONAL 15

ACTIVITY B
Read the following text.
It was already 11.30 and I was still running around finding the last few things I needed to throw
into my suitcase. I had to be at school by noon to leave for the trip of a lifetime: Europe with my
French teacher and 15 friends.
5 The trip was 16 days in July, but for me it had begun in November when my French teacher, who
was planning to go to England and France, showed us slides and told stories of past trips. Starting in
London would let us begin our trip with a new culture, but the same language.
Arriving in London and getting to our hotel wasn’t too out of the ordinary, the only difference was
10 driving on the other side of the road. No trip to London would be complete without seeing Big Ben,
Westminster Abbey, St. Paul’s Cathedral and a changing of the guard at Buckingham Palace. We
even ate at the original Hard Rock Café. Everything was different, from the clothing styles and
accents to what people eat for breakfast and how they drive their cars. Even street crossings were
different.
15 When it came time to leave, we boarded the Eurostar* and zoomed through the tunnel under the
English Channel to Paris.
Paris itself was absolutely fabulous. We had five days there, so we were really able to take in the
Paris experience. From the top of the Eiffel Tower, we could see the entire city. The best part of
Paris was eating at the cafés, browsing at stylish boutiques, exploring the open-air markets, and
wandering through Montmartre, the art district.
20 Travelling to Europe with friends and experiencing its cultures was the opportunity of a lifetime. I
was able to see firsthand how different life is around the world. I wish I could go back and learn what
life is really like in Europe instead of seeing it as a tourist.
Lisa K., Williamsville, NY (adapted)
*High-speed passenger train operating between London, Paris and Brussels.

1. List the four phases Lisa identifies as being part of her trip to Europe.
2. In your own words, identify one of the aspects of the trip mentioned in the final paragraph that
Lisa recognises as having been particularly important.
3. Complete the following sentences, using the information in the text.
a) The French teacher showed the students slides because ___________________________________
___________________________________________________________________________________
b) In London, they saw not only Big Ben ___________________________________________________
___________________________________________________________________________________
c) While they were in Paris, they had time to _______________________________________________
___________________________________________________________________________________

4. Replace the words/expressions in bold with their equivalent.

a) zoomed through the tunnel under the English Channel to Paris. (ll. 14-15)
b) we were really able to take in the Paris experience. (ll. 16-17)
c) I was able to see firsthand how different life is around the world. (l. 21)
16

ACTIVITY C 1. Well, I thought you’d like to...

2. Anyway, please write back soon.
1. Organize the expressions in the box under the 3. Yours very sincerely,
headings given. Refer only to the letters and 4. Dear Ms Jones,
the numbers. 5. Hi Peter,
6. I look forward to hearing from you,
Letter writing 7. I am deeply grateful for the
information you have so kindly
A. Formal B. Informal sent.
8. Thanks a lot for your info.
9. Write back soon.

2. Write a letter to an English-speaking friend proposing a dream trip/holiday.

You may write to a real friend, one you imagine or one of the correspondents below. You may use
the input from Activities A and B and C1. Write between 150 and 220 words.

Penny Ainsbury Jim Bellowes

I’m 17 and live in Belfast, Northern Ireland. Love I’m 15 and live in Sydney, Australia. Hate living in
to travel. Collect coasters and printed napkins from a big city. Love taking photos of country
restaurants around the world. landscapes. I’d love to try hiking in the mountains.

Sandy Pritt
I’m 16 and live in Cape Town, South Africa.
Looking for an adventurous penfriend to plan a
bike journey in Europe.

Do not sign your letter.

FIM

COTAÇÕES
Atividade A Atividade B Atividade C
1. 10 pontos 1. 20 pontos 1. 15 pontos
2. 10 pontos 2. 20 pontos 2. 65 pontos
3. 10 pontos 3. 20 pontos
80 pontos
4. 10 pontos 4. 20 pontos

40 pontos 80 pontos
TOTAL

200 pontos

CRITÉRIOS ESPECÍFICOS DE CLASSIFICAÇÃO
ATIVIDADE A
1. Completa adequadamente o associograma com
10 a 12 palavras. Não é penalizado por
N3
incorreções de grafia não impeditivas da
compreensão.
N2
Escreve apenas 4 a 6 palavras adequadas. Não é 4
N1 penalizado por incorreções de grafia não
impeditivas da compreensão.
2. Escreve 5 frases associando corretamente
elementos das colunas A e B a elementos da
N3 sua escolha da coluna C. Não é penalizado por
incorreções de grafia não impeditivas da
compreensão. Chave:
N2
Escreve 2 frases associando corretamente
elementos das colunas A e B a elementos da
N1 sua escolha da coluna C. Não é penalizado por
incorreções de grafia não impeditivas da
compreensão.
3. Associa 13 a 15 adjetivos aos títulos de forma
lógica. Pode errar ou omitir 1 ou 2.
N3 Ex.: A. 2., 4., 8., 10.
B. 3., 5., 9.
C. 1., 6., 7., 12., 13., 15.
D. 11., 14.
N2
N1 Associa apenas 6 a 8 adjectivos aos títulos de
forma lógica. Erra ou omite osrestantes.
4. Completa as 4 frases transformando
corretamente as palavras entre parênteses.
N3 Chave: a. mountainous
b. sunny
c. crowded
d. friendly/unfriendly
N2
Completa corretamente apenas 2 frases
N1 transformando as palavras entre parênteses.
Erra ou omite as restantes.
17
ATIVIDADE B
10 1. Identifica corretamente as 4 etapas da viagem. 20
Não é penalizado por incorreções linguísticas
N3 não impeditivas da compreensão.
Ex.: Learning about the trip / London /
Travelling to Paris / Paris
7
N2 14
Identifica corretamente Londres e Paris como 2 8
N1 etapas da viagem. Não é penalizado por
incorreções linguísticas não impeditivas da
compreensão.
10
2. Identifica, por palavras suas, 1 aspeto relevante 20
mencionado por Lisa no último parágrafo. Não
N2 é penalizado por incorreções linguísticas não
impeditivas da compreensão.
Ex.: experiencing cultural differences
7 Refere, copiando do texto, 1 aspeto relevante 10
N1 mencionado por Lisa no último parágrafo. Não
4 é penalizado por incorreções linguísticas não
impeditivas da compreensão.
3. Completa as 3 frases com correção linguística e 20
de acordo com a informação do texto.
10 Ex.: a. ... he/she wanted to prepare them for the
visit.
b. ... but also Westminster Abbey,
N3 St. Paul’s Cathedral and Buckingham
Palace.
c. ... eat at the cafés, browse at stylish
boutiques, explore the open-air
7 markets and wander through
Montmartre.
4 N2 14
Completa apenas 1 frase com correção 8
N1 linguística e de acordo com a informação do
texto. Erra ou omite as restantes.
10
4. Substitui 3 expressões do texto por outras 20
equivalentes. Não é penalizado por incorreções
N3 linguísticas não impeditivas da compreensão.
7 Ex.: a. speeded/sped/raced
b. absorb
4 c. experience
N2 14
Substitui corretamente apenas 1 expressão. Erra 8
N1 ou omite as restantes. Não é penalizado por
incorreções linguísticas não impeditivas da
compreensão.
18
ATIVIDADE C
1.* Organiza de forma correta 7 a 9 das expressões 15
N3 dadas:
Chave: A. 3., 4., 6., 7. / B. 1., 2., 5., 8., 9.
N2
N1 Organiza corretamente 3 das expressões dadas.
Erra ou omite as restantes.
Competência pragmática
Escreve uma carta informal adequada ao tópico e à
situação de comunicação fornecida, respeitando as
N5 convenções relativas ao género. Articula as ideias
num texto simples, coeso e coerente. Respeita os
limites de palavras indicados.
N4
Escreve uma carta informal adequada ao tópico e à
situação de comunicação fornecida, destacando
apenas alguns aspetos relevantes. Pode não
N3 respeitar as convenções relativas ao género.
Articula as ideias de forma linear, usando frases
curtas e elementares.
Pode não respeitar os limites de palavras
indicados.
N2
Escreve uma carta informal abordando de forma
global o proposto, com repetições e pormenores
N1 pouco relevantes. Pode não respeitar as
convenções relativas ao género. Pode não respeitar
os limites de palavras indicados.
*O examinando não é obrigado a utilizar o material deste item no texto que vai produzir em 2., não tendo a sua opção reflexo na
classificação da tarefa final.
**A competência linguística só será avaliada se o examinando tiver tratado o tema proposto, situando-se o seu texto pelo menos
no nível 1 da competência pragmática.
Competência linguística**
Escreve um texto bem estruturado, empregando 25
recursos linguísticos adequados. Utiliza
10 vocabulário suficiente para se exprimir com a
ajuda de circunlocuções. Pode existir alguma
5
N5 confusão e escolha incorreta de palavras.
Revela geralmente bom domínio gramatical; não
comete erros que possam causar incompreensão. A
pontuação e a ortografia são razoavelmente
precisas, mas podem revelar influência da língua
materna.
N4 20
40 Escreve um texto ligando uma série de expressões 15
ou frases com conectores simples, com razoável
correção. O vocabulário é relativamente pobre,
mas consegue suprir algumas limitações com
N3 recurso a circunlocuções e outros mecanismos de
substituição.
32
O controlo gramatical é suficiente para permitir a
compreensão do que pretende comunicar. Os erros
24 de pontuação e de grafia não afetam a
compreensão global.
N2 10
Escreve um texto em que emprega estruturas 5
simples, com erros elementares, sem que isso
impeça a compreensão global do mesmo. Utiliza
N1 vocabulário elementar; ainda ocorrem erros graves
16
quando exprime um pensamento mais complexo.
Os erros de pontuação e de grafia não afetam a
8 compreensão global.
In www.gave.min-edu.pt
 19

PROVA ESCRITA DE INGLÊS

11.º Ano de Escolaridade – Continuação – bienal
Prova 550/1.ª Fase
Duração da Prova: 120 minutos. Tolerância: 30 minutos.
2012

Your final task is to write a letter to an English-speaking friend proposing a dream trip.
Activities A and B will provide you with input for Activity C.

ACTIVITY A

1. Read the following introductions to five paragraphs of an opinion text about technology and
organise them in a logical, coherent way.
Write only the sequence of letters.
(A) Secondly, it is difficult to imagine in advance how new technology can be used. The fact is that it is
difficult to avoid its being misused…
(B) We are definitely suffering from the effects of technology. In this essay, I will say why we need
technology in spite of some of its risks…
(C) Technology by itself cannot solve our problems. First of all, it is neutral, neither good nor bad…
(D) To wrap it up, I would say we should look at ways of using technology to tackle our world’s issues,
rather than using it for mindless consumerism…
(E) However, we cannot just shun technology because of this and go back to living simple lives…

2. Match the words/expressions in bold in column A with their corresponding meaning in column B.
Two of the meanings do not apply.
Write only the letters and the numbers.

COLUMN A COLUMN B

(a) Adults blame teenagers for the high mobile phone (1) see the light
bills they often have to pay. (2) miss the point of
(b) Psychologists help clarify the consequences of (3) put their finger on
the excessive use of SMS.
(4) make a point of
(c) Teenagers sometimes fail to grasp the arguments
(5) point the finger at
used by parents.
(6) shed some light on
(d) Parents insist on the importance of controlling
their children’s use of mobile phones.
20

3. Complete the text about teenagers’ reasons for sending text messages, using
words/expressions from the list (1-10). Do not use the same word/expression more than once.
Four of them do not apply.
Write only the letters and the numbers.

According to the Pew Internet Project survey (2010), _____ a) _____ of the 1) all
teenagers interviewed (83%) mention catching up with friends as the main reason
why they send and receive text messages several times a day or at least once a 2) a minority
day. However, 13% say that they _____ b) _____ do it (once a month). 3) a quarter
Most teens say they use text messaging to say where they are or to know 4) half
someone else’s whereabouts. Over _____ c) _____ (28%) say they check in with 5) the majority
their parents or friends several times a day and 24% do so a little less _____d)
6) always
_____, i.e., once a day.
7) daily
Only _____ e) _____ of teens (11%) use text messaging to do things related to
their school work several times a day. 8) frequently
About 24% of texting teens _____ f) _____ use text messaging to talk about 9) occasionally
important personal matters (a couple of times a week). 10) rarely
Pew Research Center’s Internet & American Life Project Surveys, 27.09.2010 (adapted)

4. Connect items in columns A and C using the appropriate linking word/expression from column B.
Do not use the same linking word/expression more than once. Three of them do not apply.
Write the sequences of numbers only.

COLUMN A COLUMN B COLUMN C

(1) Nowadays teenagers text a lot; (6) although (14) prevent health problems.
(2) Adults criticise teens’ overuse of (7) if (15) it’s easy to convince
technology (8) however, teenagers to subscribe to
(3) Teenage addiction to texting them.
(9) as long as
can be a health risk (16) their parents are often
(10) therefore
(4) Experts are studying the unaware of this.
(11) in order to
consequences of texting (17) something is done to
(12) furthermore, control the habit.
(5) Mobile phone companies offer
unlimited plans; (13) unless (18) they do it themselves.
 21

ACTIVITY B
Read the text.

Texting Teenagers
They text late at night when their parents are asleep. They text in restaurants and while crossing
busy streets. They text in the classroom with their hands behind their back. They text so much their
thumbs hurt.
5 The phenomenon is beginning to worry physicians and psychologists, who say it is leading to
anxiety, distraction in school, falling grades, repetitive stress injury and sleep deprivation. Sherry
Turkle, a psychologist who has studied texting among teenagers in the Boston area for three years,
said it might be causing a shift in the way adolescents develop. “Two of the jobs of adolescence are
10 to separate from your parents, and to find the peace and quiet to become the person you decide you
want to be,” she said. “Texting hits directly at both those jobs.”
Psychologists expect to see teenagers break free from their parents as they grow into
autonomous adults, but if technology makes something like staying in touch very, very easy, that’s
harder to do. As for peace and quiet, Turkle said, “If something next to you is vibrating every couple
15 of minutes, it makes it very difficult to be in that state of mind. The pressure to answer immediately is
quite high. So if you’re in the middle of a thought, forget it.” The pediatrician Martin Joffe says
parents tend to be far less aware of texting than of, say, video game playing or general computer
use, and the unlimited plans often mean that parents stop paying attention to the details of the phone
bill.
20 Still, some parents are starting to take measures. Greg Hardesty, a reporter in California, said that
last year his 13-year-old daughter, Reina, racked up 14 528 texts in one month. When her grades fell
precipitously, her parents confiscated the phone. Reina’s grades have since improved, and the
phone is back in her hands, but her text messages are limited to 5000 per month – and none
25 between 9 p.m. and 6 a.m. on weekdays. “But when this happens, teens feel they are being
punished for behavior in which their parents indulge. Teenagers still need their parents’ undivided
attention,” Professor Turkle explained. “Even though they text 3500 messages a week, when they
walk out of their ballet lesson, they’re upset to see their dad in the car on the cell phone. The fantasy
of every adolescent is that the parent is there, waiting, expectant, completely there for them.”
www.nytimes.com (abridged and adapted)
(accessed 09.09.2010)

1. Identify seven consequences of texting mentioned in the text.

___________________________________________________________________________________
2. Briefly explain the writer’s purpose in repeating “they text” in the first paragraph.
___________________________________________________________________________________
3. Complete the following sentences using the information given in paragraph 3.
Write only the letters and the corresponding answers.
a) Teenagers won’t be able to become autonomous _________________.
b) The constant interference from the SMS teenagers send and receive disturbs _________________.
22

4. Briefly explain what every adolescent’s fantasy is according to the text. Use your own words.

5. Identify the idea each of the following words/expressions refers to. Use your own words.Write
only the letters and the corresponding answers.
a) “The phenomenon” (l. 5)
b) “this” (l. 25)

6. Replace each of the words/expressions in bold with an equivalent that corresponds exactly to its
meanng in the given context. Use the same tense when applicable.
Write only the letters and the corresponding answers.
a) “Texting hits directly at both those jobs” (l. 11)
b) “than of, say, video game playing” (l. 18)
c) “racked up 14 528 texts in one month” (ll. 21-22)

ACTIVITY C

A multinational mobile phone company has created an online forum for the exchange of views
about texting among young people.
Write an opinion text to the forum discussing the reasons why young people text so much.
Write between 150 and 220 words.
You may use the input provided by Activities A and B.

Do not sign your text.

FIM

COTAÇÕES

Atividade A Atividade B Atividade C

1. 5 pontos 1. 10 pontos 80 pontos
2. 10 pontos 2. 10 pontos
80 pontos
3. 10 pontos 3. 15 pontos
4. 15 pontos 4. 15 pontos
5. 15 pontos
40 pontos
6. 15 pontos TOTAL

80 pontos 200 pontos


CRITÉRIOS ESPECÍFICOS DE CLASSIFICAÇÃO
ATIVIDADE A
1. Ordena corretamente a totalidade dos cinco
parágrafos. Caso opte por escrever as respostas,
N1 pode fazê-lo com incorreções de transcrição
não impeditivas da compreensão.
Chave: (B); (C); (A); (E); (D).
2. Associa corretamente quatro
palavras/expressões aos respetivos significados.
N3 Caso opte por escrever os significados, pode
fazê-lo com incorreções de transcrição não
impeditivas da compreensão.
Chave: (a) 5; (b) 6; (c) 2; (d) 4.
N2
Associa corretamente duas palavras/expressões
aos respetivos significados. Caso opte por
N1 escrever os significados, pode fazê-lo com
incorreções de transcrição não impeditivas da
compreensão. Erra ou omite as outras
associações.
3. Completa o texto com cinco ou seis 10
palavras/expressões corretas. Caso opte por
N3 escrever as palavras/expressões, pode fazê-lo
com incorreções de transcrição não impeditivas
da compreensão.
Chave: a) 5; b) 10; c) 3; d) 8; e) 2; f) 9.
N2
Completa o texto com duas palavras/expressões 4
corretas. Caso opte por escrever as
N1 palavras/expressões, pode fazê-lo com
incorreções de transcrição não impeditivas da
compreensão. Erra ou omite as outras
palavras/expressões.
4. Liga corretamente os itens das colunas A e C,
selecionando os conectores adequados da
N3 coluna B, de modo a obter cinco enunciados
coesos.
Chave: (1) (8) (16); (2) (6) (18); (3) (13) (17);
(4) (11) (14); (5) (10) (15).
N2
Liga corretamente dois itens da coluna A a dois
itens da coluna C, selecionando dois conectores
N1 adequados da coluna B, de modo a obter dois
enunciados coesos. Erra ou omite os outros
enunciados.
23
ATIVIDADE B
5 1.1 Identifica corretamente sete consequências de entre 10
as apresentadas, podendo escrever em forma de
nota ou utilizando frases completas. Não inclui
informação irrelevante, como, por exemplo,
“Texting is beginning to worry physicians and
psychologists, who say it is leading to anxiety.”
N4 Pode escrever com incorreções linguísticas não
impeditivas da compreensão.
10 Ex.: anxiety; distraction (in school); falling
grades; (repetitive) stress injury; sleep
deprivation; lack of autonomy; lack of peace and
quiet; a shift in development / a shift in the way
students develop.
Identifica corretamente cinco ou seis 8
7 consequências de entre as apresentadas, podendo
escrever em forma de nota ou utilizando frases
4 completas. Não inclui informação irrelevante. Pode
escrever com incorreções linguísticas não
impeditivas da compreensão. Erra ou omite a(s)
outra(s) consequência(s).
OU
N3 Identifica corretamente sete consequências de entre
as apresentadas, podendo escrever em forma de
nota ou utilizando frases completas. Inclui
informação irrelevante, não contraditória das
consequências apresentadas, como, por exemplo,
“Texting is beginning to worry physicians and
psychologists, who say it is leading to anxiety.”
Pode escrever com incorreções linguísticas não
impeditivas da compreensão.
Identifica corretamente três ou quatro 6
consequências de entre as apresentadas, podendo
7 escrever em forma de nota ou utilizando frases
completas. Não inclui informação irrelevante. Pode
escrever com incorreções linguísticas não
impeditivas da compreensão. Erra ou omite as
outras consequências.
N2 OU
Identifica corretamente cinco ou seis
consequências de entre as apresentadas, podendo
escrever em forma de nota ou utilizando frases
completas. Inclui informação irrelevante, não
15 contraditória das consequências apresentadas. Pode
escrever com incorreções linguísticas não
impeditivas da compreensão. Erra ou omite a(s)
outra(s) consequência(s).
10
5
24
1. Identifica corretamente duas consequências de
entre as apresentadas, podendo escrever em
forma de nota ou utilizando frases completas.
Não inclui informação irrelevante. Pode
escrever com incorreções linguísticas não
impeditivas da compreensão. Erra ou omite as
outras consequências.
OU
N1 Identifica corretamente três ou quatro
consequências de entre as apresentadas,
podendo escrever em forma de nota ou
utilizando frases completas. Inclui informação
irrelevante, não contraditória das
consequências apresentadas. Pode escrever
com incorreções linguísticas não impeditivas da
compreensão. Erra ou omite as outras
consequências.
2. Explica adequadamente a intenção do autor.
Pode escrever com incorreções de grafia e de
N3 pontuação não impeditivas da compreensão.
Ex.: To stress the idea that teenagers text a lot,
no matter when and where they are.
N2
Explica de forma vaga e/ou confusa, ainda
N1 que globalmente compreensível, a intenção do
autor. Pode escrever com incorreções
linguísticas não impeditivas da compreensão.
3. Completa as duas frases de acordo com a 15
informação do texto e com correção gramatical.
N3 Pode escrever com incorreções de grafia e de
pontuação não impeditivas da compreensão.
Ex.: a) ... unless they break free from their
parents. / b) ... their concentration.
Completa uma frase de acordo com a 10
informação do texto e com correção
N2 gramatical. Pode escrever com incorreções de
grafia e de pontuação não impeditivas da
compreensão. Erra ou omite a outra frase.
Completa as duas frases de acordo com a
N1 informação do texto. Escreve com incorreções
linguísticas não impeditivas da compreensão.
4. Explica adequadamente, e utilizando palavras 15
suas, de que fantasia se trata. Pode escrever
com incorreções de grafia e de pontuação não
N3 impeditivas da compreensão. Ex.: Teenagers
dream of having their parents always willing
and available to be with them, and only with
them.
N2
Explica de forma vaga e/ou confusa, ainda que
globalmente compreensível, e utilizando palavras
N1 suas, de que fantasia se trata. Pode escrever
com incorreções linguísticas não impeditivas da
compreensão.
4 5. Identifica completamente, e utilizando 15
palavras suas, as duas ideias a que as
palavras/expressões se referem. Pode
escrever com incorreções linguísticas não
impeditivas da compreensão.
N3 Ex.: a) the exaggerated use of texting by
teenagers (e não apenas a ideia de
“texting”, por exemplo)
b) being punished for texting too much
(e não apenas a ideia de “texting”, por
exemplo) / limited text messages / punitive
measures
Identifica completamente, e utilizando 10
palavras suas, a ideia a que uma das
N2 palavras/expressões se refere. Pode
escrever com incorreções linguísticas não
impeditivas da compreensão. Erra ou
omite a outra ideia.
10
Identifica de forma incompleta, e utilizando 5
palavras suas, as duas ideias a que as
N1 palavras/expressões se referem. Pode
escrever com incorreções linguísticas não
impeditivas da compreensão.
7
4 6. Substitui as três palavras/expressões do 15
texto por equivalentes adequados, na forma
(quando aplicável) e no sentido, ao contexto.
N3 Pode escrever com incorreções de grafia
não impeditivas da compreensão.
Ex.: a) (strongly) affects
b) for example
c) accumulated
Substitui duas palavras/expressões do texto 10
por equivalentes adequados, na forma
(quando aplicável) e no sentido, ao contexto.
Pode escrever com incorreções de grafia
não impeditivas da compreensão. Erra ou
N2 omite a outra palavra/expressão.
OU
Substitui as três palavras/expressões do
texto por equivalentes adequados, apenas
no sentido, ao contexto. Pode escrever
5 com incorreções de grafia não impeditivas
da compreensão.
Substitui uma palavra/expressão do texto por 5
um equivalente adequado, na forma (quando
aplicável) e no sentido, ao contexto. Pode
escrever com incorreções de grafia não
impeditivas da compreensão. Erra ou omite
as outras palavras/expressões.
N1 OU
Substitui uma ou duas
palavras/expressões do texto por
equivalentes adequados, apenas no
10 sentido, ao contexto. Pode escrever com
incorreções de grafia não impeditivas da
5 compreensão.

ATIVIDADE C
Competência pragmática
Escreve um texto sobre o tema apresentado
que evidencia características de um texto de
opinião. Respeita as instruções dadas,
fornecendo a informação solicitada (razões
dos jovens para “texting”), recorrendo a
pormenores e a aspetos relevantes e
respeitando o contexto do destinatário.
Revela autonomia na utilização do input
fornecido pelas Atividades A e B, quando opte
N5 por fazê-lo. Utiliza, com eficácia, mecanismos
de coesão (por exemplo, conjunções,
pronomes, advérbios, numerais, concordância
nominal e verbal).
Articula as ideias de forma adequada num
texto organizado, claro e coerente, por
exemplo, demonstrando a relação entre ideias
ou acontecimentos, não introduzindo
elementos contraditórios entre si e não se
limitando a repetir informação já fornecida.
Respeita os limites de palavras indicados.
N4
Escreve um texto sobre o tema apresentado
que evidencia características de um texto de
opinião. Respeita as instruções dadas,
fornecendo alguma informação solicitada (pelo
menos, duas razões dos jovens para “texting”),
recorrendo a alguns pormenores e aspetos
relevantes e respeitando o contexto do
destinatário.
Revela alguma autonomia na utilização do
N3 input fornecido pelas Atividades A e B, quando
opte por fazê-lo. Utiliza, com alguma eficácia,
mecanismos de coesão (por exemplo,
conjunções, pronomes, advérbios, numerais,
concordância nominal e verbal).
Articula as ideias, com alguma adequação,
num texto coerente, embora ainda constituído
por uma sequência linear de informações.
Pode não respeitar os limites de palavras
indicados.
N2
Escreve um texto simples sobre o tema
apresentado que ainda evidencia algumas
características de um texto de opinião. Aborda
o tema de forma genérica, recorrendo a
repetições e a pormenores pouco relevantes.
Pode não respeitar o contexto do destinatário.
Pode revelar falta de autonomia na utilização
N1 do input fornecido pelas Atividades A e B,
quando opte por fazê-lo, reproduzindo-o.
Utiliza os conectores mais frequentes (por
exemplo, “and”, “but” e “because”) para ligar
frases simples, mas estrutura deficientemente o
texto, podendo revelar alguma incoerência.
Pode não respeitar os limites de palavras
indicados.
*A competência linguística só será avaliada se o examinando tiver tratado o tema proposto, situando-se o seu texto, pelo
menos, no nível 1 da competência pragmática.
25
Competência linguística*
50 Utiliza recursos linguísticos variados (revelando 30
alguma complexidade) e adequados ao tipo e à
temática do texto, que lhe permitem transmitir a
informação de forma precisa. Pode ainda,
ocasionalmente, revelar alguma influência da
língua materna, por exemplo, na organização
sintática, na escolha de vocabulário, na grafia ou
na pontuação.
Utiliza vocabulário variado e adequado para se
N5 exprimir, podendo suprir algumas lacunas com a
ajuda de circunlocuções. Revela, geralmente,
bom domínio desse vocabulário, podendo ainda
ocorrer alguma confusão e escolha incorreta de
palavras em contextos menos usuais. Revela,
geralmente, bom domínio das estruturas e
formas gramaticais, não cometendo erros que
possam causar incompreensão.
A ortografia é quase sempre precisa. A
pontuação é adequada, podendo ocorrer lapsos
raros.
40 N4 24
30 Utiliza recursos linguísticos suficientes e, 18
geralmente, adequados ao tipo e à temática do
texto, que lhe permitem transmitir a informação
com alguma precisão. Pode ainda revelar alguma
influência da língua materna, por exemplo, na
organização sintática, na escolha de vocabulário,
na grafia ou na pontuação.
Utiliza vocabulário simples, mas suficiente e,
geralmente, adequado para se exprimir, podendo
N3 suprir algumas lacunas com a ajuda de
circunlocuções. Revela bom domínio do
vocabulário elementar, cometendo erros graves
apenas quando exprime um pensamento mais
complexo. Utiliza, com correção, estruturas
simples, não cometendo de forma sistemática
erros gramaticais elementares que causam
incompreensão.
A ortografia é suficientemente precisa para não
afetar a inteligibilidade do texto. A pontuação é,
geralmente, adequada.
20
N2 12
10
Utiliza recursos linguísticos limitados, e nem 6
sempre adequados, recorrendo a padrões
frásicos elementares e revelando dificuldades na
transmissão da informação de forma clara. Utiliza
vocabulário simples, mas limitado, podendo
ocorrer erros. Utiliza, com alguma correção,
N1 estruturas simples, mas ainda comete alguns
erros gramaticais elementares de forma
sistemática, sem que isso impeça a
compreensão global da mensagem. Revela
algum conhecimento das convenções
ortográficas.
A pontuação é, frequentemente, inadequada ou
insuficiente.
In www.gave.min-edu.pt
26

PROVA ESCRITA DE INGLÊS

11.º Ano de Escolaridade – Continuação – bienal
Prova 550/2.ª Fase
Duração da Prova: 120 minutos. Tolerância: 30 minutos.
2010

Your final task is to write a letter to an English-speaking friend proposing a dream trip.
Activities A and B will provide you with input for Activity C.

ACTIVITY A
1. Look at the picture sequence below and briefly explain how technological evolution shown has
changed people’s lives.

2. Match the sentences below with the corresponding headings.

Write only the numbers and the letters.

(I) WORK (II) ENVIRONMENT (III) EDUCATION

(a) Computer-based lessons are now a reality in many classrooms.

(b) The use of technology in factories has caused a rise in unemployment.
(c) The use of hybrid vehicles will reduce pollution levels.
(d) Telecommuting has radically changed the way some people organise their lives.
(e) School assignments have been made easier by Internet access.
(f) Using more efficient electrical appliances saves energy.
(g) Videoconferencing is used in some learning environments.

3. Rewrite the sentences below using a suitable word/expression from the box and without changing
their meaning. Do not use the same word/expression more than once.
Write only the letters and the corresponding answers.

unless so that once although due to

a) If I haven’t got any homework to do, I play video games.

b) People sometimes have to stop work on account of computer malfunctions.
c) Maths students nowadays use scientific calculators to do more complex calculations.
 27

ACTIVITY B
Read the following text.
The other day, I found myself listening to my parents ramble away about the apparent “good ole’
days”. To hear them talk, you’d think it was a time of peace and tranquility. There were no cell
phones, no video games and no Internet. Back then, this was a time when the TV took 5 minutes to
5 “warm-up”. How could this boring simplicity possibly compare to the technological tools we have at
our disposal today?
To us teenagers, the technology our parents used when they were young now seems basic and
out-of-date. They lived in the age where the World Wide Web was a myth about some giant spider
web circling the globe.
If you ask anyone about the main difference between this generation and the last, the first answer
10 in anyone’s mind will be the change in technology, which has created dangerous trends. For
example, today people join online communities to meet and stay in touch with friends. However, if we
all just stepped away from our computers for one minute and thought, we would realize that we are
fooling ourselves in thinking that we are being social, even sociable, when in reality we are being
anything but that.
15 Not only has modern technology changed how we interact with others, it has also changed our
attitude towards truth and honesty. Little lies have now become more acceptable in our everyday
lives. For instance, many of us put “away” on our msn even when we are not away because we don’t
want to chat at that moment. These smaller fibs are now able to morph into bigger problems such as
using technology to cheat in school or deliberately deceive people on other ways.
20 Every day, companies are coming out with faster computers and faster ways of doing things. On
the one hand this appears positive, while on the other hand it has our society running to try to keep
up. Our world has become so competitive that no product can be considered new for more than a
25 week. Everybody wants the most popular item, the newest gadget.
So, how can our parents’ era possibly compare with our technological generation of today? In
many ways, it can’t. Our similarities are not important; it is our differences that make us who we are.
Currently, we are moving too fast into the future and this is changing the world we live in. It is the
30 dangerous trends that are appearing that we need to eliminate.
Sebastian DeLuca, http://contracostayouth.net (abridged and adapted)

1. Identify the paragraphs where the author expresses the ideas below.
Write only the letters and the paragraph numbers.
a) Some moral values have become less important.
_________________________________________________________________________________
b) New technological developments lead to increased consumerism.

___________________________________________________________________________________
c) The Internet can distort the way people relate to each other.

___________________________________________________________________________________
d) In the past, there were fewer electronic devices available.

___________________________________________________________________________________
28

2. Explain why, according to the author, the technology that parents used when they were young
seems basic to youngsters today.
Use your own words.

3. Find words/expressions in paragraphs 2, 3 and 4 that have a similar meaning to the words below.
Write only the letters and the corresponding answers.
a) obsolete
b) deceiving
c) falsehoods
d) transform

4. Explain the meaning of the following sentences in the text. Write only the letters and the
corresponding answers.
a) ... I found myself listening to my parents ramble away about the apparent “good ole’ days”. (ll. 1-2)
b) ... we are being anything but that. (l.14)

5. Explain why the author uses the word “so” to introduce the last paragraph.

ACTIVITY C

The Bridge (a newsletter for youth by youth) is going to publish a special issue on the use of
technology and its impact on young people in Europe.

Write a text for The Bridge on the impact technology has (or may have) on your life. Write between
150 and 220 words. You may use the input provided by Activities A and B.

FIM

COTAÇÕES
Atividade A Atividade B Atividade C
1. 15 pontos 1. 15 pontos 80 pontos
2. 10 pontos 2. 20 pontos
80 pontos
3. 15 pontos 3. 15 pontos
4. 15 pontos
40 pontos
5. 15 pontos
TOTAL
80 pontos
200 pontos

ATIVIDADE A
1. Explica de forma clara a influência da
evolução tecnológica apresentada na vida
das pessoas. Pode escrever com
incorreções linguísticas não impeditivas da
N2 compreensão.
Ex.: The evolution from a fixed to a mobile
phone has facilitated communication and
allows us to easily contact other people
and/or be contacted wherever we are.
Explica de forma pouco clara a influência da 8
evolução tecnológica apresentada na vida
N1 das pessoas. Pode escrever com
incorreções linguísticas não impeditivas da
compreensão.
2. Associa corretamente 6 ou 7 frases aos
N3 respetivos campos semânticos.
Chave:(I) b); d) / (II) c); f) / (III) a); e); g)
N2
Associa corretamente apenas 2 ou 3 frases
N1 aos respetivos campos semânticos. Erra ou
omite as restantes associações.
3. Reescreve correctamente as 3 frases
utilizando as palavras/expressões
adequadas. Não usa a mesma
palavra/expressão mais do que uma vez.
Pode escrever com incorreções de grafia e
de pontuação não impeditivas da
compreensão.
Chave: a) Unless I’ve got (any/some)
homework to do, I play video games.
/ I play videogames unless I’ve got
N3 (any/some) homework to do.
b) People sometimes have to stop work due
to computer malfunctions. / Due to
computer malfunctions, people sometimes
have to stop work.
c) Maths students nowadays use scientific
calculators so that they can do more
complex calculations. / So that they can do
more complex calculations, Maths
students nowadays use scientific
calculators.
N2
Reescreve corretamente apenas 1 frase
utilizando a palavra/expressão adequada.
N1 Pode escrever com incorreções de grafia e
de pontuação não impeditivas da
compreensão. Erra ou omite as restantes.
ATIVIDADE B
1. N3 Identifica corretamente os 4 parágrafos.
Chave: a) 4; b) 5; c) 3; d) 1
N2
N1 Identifica corretamente apenas 1 parágrafo.
Erra ou omite os restantes.
29
15 2. Explica, por palavras suas e de forma clara, 20
as razões referidas no texto. Utiliza
vocabulário adequado, podendo cometer
N3 algumas incorreções linguísticas não
impeditivas da compreensão.
Ex.: Because technology was less
developed and slower, and some tools
didn’t even exist.
N2 14
Copia do texto as frases que indicam as 8
razões pedidas.
Ex.: “There were no cell phones, no video
N1 games and no Internet. Back then, this was
a time when the TV took 5 minutes to
‘warm-up’. How could this boring simplicity
10 possibly compare to the technological tools
we have at our disposal today?”
7
4 3. Identifica as 4 palavras com significado 15
semelhante no texto. Pode escrever com
N3 erros de transcrição não impeditivos da
compreensão.
Chave: a) out-of-date; b) fooling; c) lies/fibs;
15 d) morph
N2 10
Identifica corretamente apenas 1 palavra 5
com significado semelhante no texto. Pode
N1 escrever com erros de transcrição não
impeditivos da compreensão. Erra ou omite
as restantes.
4. Explica adequadamente o sentido das 2 15
frases no contexto. Pode escrever com
algumas incorreções linguísticas não
N3 impeditivas da compreensão.
Ex.: a) I was listening to my parents talking
about how good the past seemed to be.
b) We are not being social or sociable (at
all).
N2 10
10 Explica de forma pouco adequada ou 5
confusa o sentido de 1 ou 2 frases no
5 N1 contexto. Pode escrever com algumas
incorreções linguísticas não impeditivas da
compreensão.
5. Explica claramente o uso de “so” no início 15
do último parágrafo, podendo cometer
algumas incorrecções linguísticas não
N2 impeditivas da compreensão.
Ex.: The author uses “so” because he is
15 about to conclude/summarise/close his
remarks.
10 Explica de forma vaga e confusa, ainda que 8
globalmente compreensível, o uso de “so”
N1 no início do último parágrafo, podendo
5
cometer incorreções linguísticas não
impeditivas da compreensão.
30
ATIVIDADE C
Competência pragmática
Escreve um texto descritivo/argumentativo,
respeitando as instruções dadas, fornecendo
pormenores e destacando aspetos relevantes.
N5 Utiliza um número ainda limitado de
mecanismos de coesão, mas articula as ideias
de forma adequada num texto claro e coerente.
Respeita os limites de palavras indicados.
N4
Escreve um texto descritivo/argumentativo
simples, respeitando as instruções dadas e
destacando alguns aspetos relevantes. Utiliza
N3 conectores simples, articulando as ideias num
texto coeso embora ainda constituído por uma
sequência linear de informações.
Pode não respeitar os limites de palavras
indicados.
N2
Escreve um texto descritivo/argumentativo 10
simples, abordando o tema de forma genérica
e recorrendo a repetições e pormenores pouco
N1 relevantes. Utiliza conectores simples para
ligar frases elementares, mas estrutura
deficientemente o texto.
Pode não respeitar os limites de palavras
indicados.
*A competência linguística só será avaliada se o examinando tiver tratado o tema proposto, situando-se o seu
texto, pelo menos, no nível 1 da competência pragmática.
Competência linguística*
50 Escreve um texto razoavelmente elaborado, 30
utilizando recursos linguísticos adequados que
lhe permitem transmitir a informação de forma
precisa. Pode ainda revelar alguma influência
da língua materna. Utiliza vocabulário
suficiente para se exprimir, podendo suprir
algumas lacunas com a ajuda de
N5 circunlocuções. Revela geralmente bom
40 domínio do vocabulário. Pode ocorrer alguma
confusão e escolha incorreta de palavras.
30 Revela geralmente bom domínio das
estruturas e formas gramaticais, não
cometendo erros gramaticais que possam
causar incompreensão. A ortografia é
razoavelmente precisa. A pontuação é
adequada.
N4 24
20 Escreve um texto simples, utilizando recursos 18
linguísticos adequados ao que pretende
transmitir. Pode ainda revelar alguma
influência da língua materna. Utiliza
vocabulário suficiente para se exprimir com a
ajuda de circunlocuções. Revela bom domínio
do vocabulário elementar, cometendo erros
N3 graves apenas quando exprime um
pensamento mais complexo.
Utiliza, com correção, 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 adequada.
N2 12
Escreve um texto simples, utilizando padrões 6
frásicos elementares. Utiliza vocabulário
elementar suficiente para se exprimir com a
ajuda de circunlocuções. Utiliza, com correção,
estruturas simples, mas ainda comete alguns
N1 erros gramaticais elementares de forma
sistemática, sem que isso impeça a
compreensão global da mensagem. Revela
algum conhecimento das convenções
ortográficas. A pontuação nem sempre é
adequada.
In www.gave.min-edu.pt
 ANSWER KEY 31

Present tenses Modal verbs Linking words

A. A. A.
1. are you doing; are spending 1. a / 2. c / 3. a / 4. c / 5. c / 1. We couldn’t find a good seat because
2. am reading; look 6. b / 7. a / 8. b / 9. b all the best ones had been taken.
3. cost; is costing 2. We are unable to go by train because
B.
4. like; do you like 1. would/should of the/a rail strike.
5. don't understand; is saying; does she 2. should 3. We came to the countryside to find
speak/is she speaking 3. shall/can/could; can/could some peace and quiet.
6. fixes; is gardening 4. must/should/ought to 4. He chose this University so that he
7. is watching; sits 5. may could study English and Journalism.
8. do you eat out 6. ought to/should 5. He arrived on time despite getting up
9. know; means; don't agree 7. must/should late the fact that he (had) got up late.
10. isn’t going out; argue 8. must 6. In spite of the noise outside, the
11. am not enjoying 9. mustn’t students went on with their test.
10. mustn’t/needn’t 7. John is very rich whereas his friends
B.
2. What are you worried about? 11. shall are extremely poor.
3. What is she scared/afraid/frightened 8. Though Peter likes computer games,
of? the Internet is still hard for him.
Gerund/Infinitive
4. What are they angry about? 9. As I hadn’t finished my homework,
5. Who are you waiting for? A. I didn’t go to your birthday party.
1. d / 2. g / 3. a / 4. c / 10. She learnt English because she
6. What are you looking for?
5. h / 6. b / 7. f / 8. e wanted to read the book in the original
7. What’s he famous for?
8. What film is she in? language.
B.
11. Since we’re in the shopping centre,
1. to travel
let’s go to the cinema.
Past simple/past continuous/present perfect 2. to take
12. She would look lovely if she didn’t
3. meeting
A. wear such baggy clothes.
4. to be
1. wasn’t waiting; arrived 13. Mary was sleeping when you called
5. to call
2. rang; were having her.
6. missing; taking
3. was listening; didn’t hear 14. My friends arrived while we were
7. changing
4. weren’t listening; told having lunch.
8. to buy
5. were sleeping; stole 15. Although we were very tired, we
9. seeing
6. were having; started couldn’t sleep.
10. to be
7. walked; were working; was talking; 16. Peter’s work isn’t very good; how
11. spending
were discussing ever, I’m sure he can do better.
12. making; checking
8. said; was; needed 13. listening
9. were you doing; was working out 14. to do Relative clauses
10. arrived; wasn’t there; was studying 15. to say A.
B. 16. not to tell 1. This is the painting John gave to me.
1. have you known; have grown up 17. to pass 2. She’s the girl who telephoned me
2. had yesterday.
3. haven’t seen Conditional sentences 3. She’s the woman who wanted to buy
4. read; was; didn’t enjoy your car.
A.
5. met 4. There’s the flat I’d like to buy.
1. don’t
6. have missed 5. Mike, who lives on the first floor, is
2. wouldn’t
7. have you saved; haven’t saved very handsome.
3. listens
8. wrote; sent 6. I need a document that/which has
4. get
9. have just heard ‘important’ written at the top.
5. were
10. has been 7. People who live in shantytown areas
6. would
are often very poor.
7. come
Present perfect simple and continuous 8. The teacher showed us a book
B. that/which was printed 500 years ago.
A.
1. had 9. The restaurant which is spacious and
1. have chosen 2. wouldn’t you stop clean is in the historic centre.
2. has really improved 3. would you go 10. Who was that boy you were talking to
3. has been studying; hasn’t been 4. was at the meeting?
4. have been looking; haven’t found 5. wrote 11. There is 24-hour room service, which
5. has been standing; hasn’t moved 6. were provides an excellent selection of
6. has been eating 7. went snacks and drinks.
7. have been touring
12. There is a dry-cleaning service
8. has had C.
1. I would go out if I wasn’t so tired. available, which will clean your clothes
9. Has he been overworking?
2. If we go to Lisbon by bus, it is in a short time.
10. have grown
cheaper. 13. Talk to our tourist guide, who will tell
11. have loved; have even been called
3. Unless you hurry, you will miss the you about the most interesting places
train. to visit.
Past perfect simple and continuous 14. Are these the magazines you were
4. Unless you come to our bookshop on
B. Black Friday, you’ll miss our fabulous you looking for?
1. had blown out promotions. 15. What’s the name of that restaurant
2. had been wrapping 5. If he had the confidence, he would try you told me about?
3. had they been telling a youth exchange. 16. Who was that boy I saw you with?
4. had been driving 6. If he studied harder at school, his 17. The singer, whose most recent
5. Had Arthur been living grades wouldn’t be so poor. recording has had a lot of success, is
6. hadn’t bought 7. Unless we have enough computers, signing autographs.
7. had been trying we can’t do research work at the
8. had been jogging same time.
9. had you been chatting 8. Unless you exercise, you won’t lose
10. had been walking weight.
32 EXAME NACIONAL

© AREAL EDITORES
The future Third conditional

A. A.
1. are going to watch 1. had arrived
2. are going to (go to) 2. had been
3. ’ll go 3. wouldn’t have been
4. ’ll see 4. wouldn’t have got
5. ’ll give 5. would you have gone
6. will win 6. would have had
7. Will you lend 7. hadn’t met

B. B.
1. leaves 1. If he hadn’t forgotten to come to the
2. do not open interview, he would have got the job.
3. ’m going 2. If I had done some part-time jobs
4. Are you going to meet/meeting while I was at school, I would have
5. are going; starts gained some work experience.
6. aren’t going 3. If William hadn’t broken into a house,
7. are you going to do; are you doing he wouldn’t have gone to prison.
C. 4. It wouldn’t have been so expensive if
1. ’m going to play you had come on the bus.
2. ’ll lend 5. If she hadn’t refused to go to the
3. ’ll count doctor, she would have got better.
4. starts 6. We would have passed if we had
5. ’m going to be studied.
6. ’ll get 7. If she hadn’t broken her leg, she
7. ’m going would have gone out with us.
8. ’ll kill 8. She wouldn’t have broken her leg if
9. are you going to wear; ’ll decide she hadn’t fallen.
10. arrives 9. If he hadn’t asked for a rise, he
11. are you doing; ’m staying wouldn’t have been fired.
10. If she had worked harder, she
Reported speech wouldn’t have lost her job.
11. They wouldn’t have had an accident if
A. Tom hadn’t been speeding.
1. John told me that he was thinking of 12. If I had had enough money, I would
taking a holiday break the following have bought the leather jacket.
month. 13. We wouldn’t have had a fight if John
2. David commented that he had seen hadn’t been rude to me.
Julie at the cinema the weekend
before and she seemed fine. The passive
3. Vincent announced that he was
A.
getting engaged the following
summer. He added that he was really 1. I was upset by what she said.
happy. 2. Five people were arrested yesterday
4. Harry refused to go to his evening.
engagement party. 3. My car is being repaired in that
5. Danielle complained that she hardly garage.
ever went out these days. 4. I’m sorry but credit cards aren’t
6. The girls said that they had been accepted here.
doing a lot of sport recently. 5. This car was made in Germany.
7. Jane promised that she wouldn’t lose 6. Was she invited to the wedding?
my book and would bring it back the 7. Money can be changed at the bank on
following day. the ground floor.
8. Your key should be left at the
B. reception desk when you go out.
1. They suggested that we/I go to the 9. He’s going to be informed later today.
USA. 10. I was invited to make a presentation
2. He asked me to hold/if I could hold at the Conference.
that for him. 11. Taxes are being increased by 10%.
3. My mother wanted to know who had 12. You will be paid to do the work.
given me the handbag. 13. I have never been made to do
4. Mary asked me why I was crying. anything like that.
5. They wanted to know where I was B.
going to spend my honeymoon. 1. They gave me this necklace.
6. He asked me to tell Jenny he had 2. Paul has sent her a beautiful birthday
called. present.
7. Julianne asked the teacher if he/she 3. They will show us their pictures.
could speak more slowly because she 4. We are going to tell them the good
couldn’t understand what he/she was news.
saying. 5. Did they offer you the job I told you
8. William asked me to shut the door but about?
not to lock it. 6. You must finish your project before
9. They reminded us to help them. It was the deadline.
easy. They asked us not to buy things
we didn’t need.