Unit 1 The World of Teens

Test
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Name Surname Class: 10th 0T
Evaluation % F
©
Date , 20 Po
Muito Bom Suficiente rto
Ed
Bom ito
Signatures /
(Teacher)(Parent/E.E.) Insuficiente Muito
Insuficiente

Part A – Listening

Text 1

Listen to a text about Dutch teenagers and match the topics with the / 15

numbers that you hear.

a. The percentage of average life
1. 16
satisfaction among Dutch teens.
b. The percentage of average life
2. 17,000,000
satisfaction among American teens.
c. The number of inhabitants in the Netherlands.
3. 10
d. The difference in working hours between the Dutch
4. 74
and the average EU worker.
e. The number of hours a day that the Dutch don’t work.
5. 95

Text 2

/ 15
Listen to a text about Adom Appiah and choose the correct option.

a. When Adom was younger, his parents took him to their

charity events.
1. sometimes 2. never 3. always

b. His own project Ball4Good began because of .

1. a school project 2. a basketball game 3. a teacher’s advice

c. He was able to organise a charity event with the help of .

1. his friends and family
2. community leaders and some athletes
3. his neighbours

d. He has raised more than for non-profit groups.

1. $70,000 2. $7000 3. $17,000

e. One of his main goals is .

1. to expand the community where he lives
2. to create more organisations
3. to get more people involved
 Part B – Reading The
Read the text attentively.
Snowflake
Young people today have been critically labelled as “The Snowflake
Generation
Generation”. They are said to be weak and to take offence to things
too easily, but as a teen, I see my generation as being positive and
powerful and capable of setting an avalanche of change in motion.
5
Teens have the capacity to be global changemakers, but this
doesn’t mean they always have to go out in public protesting for
everything they believe in. Change, empowerment and inspiration can occur in an unconventional
setting, while chatting in a café, through blogs or social media posts or simply being kind. Every
day, young people can make the choice to look out for other people, and all of this can become part
10
of the change they want to see. There are so many young people who are consciously setting the goal
to inspire others and fight for a better world. Nevertheless, it’s not always easy to do this.
As a teenager, I felt the pressure to fit in, and that initially stopped me from engaging in
activism for fear of peer judgement. It was only when I reached out to other people that I learned
how much stronger we are when we join others to push for change. This made all the difference to
15
me.
I can also tell you how the airbrushed world of social media can make you numb to the world
around you. It can lead you to become self-centred and only focus on the amount of likes you have,
rather than the things that make you unique. Learning to overcome this takes a lot of bravery, but, as
so many teenagers have proven, it’s by stepping outside of this bubble that we become so
impressive. So, who are teens again? A bunch of pretty delicate snowflakes that are doomed to melt
20
or a powerful collective that can actually form a snowstorm? Well, you know what I think, right?
It takes bravery not to be ashamed of who you are, to live authentically and work to do what’s
best for yourself and the rest of the world. And this is what I witness young people doing more and
more. “The Snowflake Generation”? Well, think again!
Katie Hodgetts, Bristol, UK
Taken from: Margaret Rooke, (June 21st, 2019), You Can Change the World! Everyday Teen Heroes Making a Difference Everywhere, Jessica
Kingsley Publishers

Match the ideas in column A with the corresponding paragraph in column / 18

B. Two of the paragraphs do not apply. Only write the letters and the
paragraph numbers.

Column A Column B
Paragraph 1
a.The negative impact of social
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Paragraph 2
media
Paragraph 3
b.Different forms of activism
Paragraph 4
c.Union is strength
Paragraph 5
d.
Test Unit 1 The World of
2 Teens

Circle the correct option (1, 2, 3 or 4) to complete the sentences according / 30 E

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to the text. Only write the letters and the numbers. A1
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a. In this text, the author’s main purpose is to ©
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1. give examples of different types of teens. Ed
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2. explain why teenagers are stronger than many people think.

3. show how the perceptions of social media have changed.
4. discuss the drawbacks of being a teenager.

b. According to the ideas expressed in paragraph 1, the author believes that

1. teens are the “Snowflake Generation”.
2. teens are weak and short-tempered.
3. teens should be labelled.
4. teens are optimistic and show great strength.

c. In paragraph 2, we learn that

1. teens must look out for other people.
2. teens could help other people if they had the choice.
3. it is always possible to make a difference in the world.
4. only a few young people choose to motivate others.

d. According to paragraph 3, what made the author step back from doing what she believed in was
1. the need for her friends’ approval.
2. the fear of not succeeding.
3. lack of courage and determination.
4. the fear of being arrested for being an activist.

e. In the last paragraph, Katie sends out the message that teens should
1. think twice before they decide to live authentically.
2. just fight for their personal interests.
3. be unique and stand up for what they believe in.
4. accept the fact that they are like snowflakes.

/ 12
Match each word in column A with the word in column B that can replace
it in the text. Two of the options do not apply. Only write the letters and
the numbers.

Column A Column B
1.location
a.setting (line 4) 2.establishing
b.setting (line 9) 3.ground
c.setting (line 12) 4.causing
d. 5.changing
6.
 Part C – Use of English
Vocabulary

/ 12
Complete the sentences with the expressions in the box.
future career * body image * eating disorders * generation gap * cyberbullying * peer
pressure

a. The need to dress or talk a certain way or adopt particular attitudes so as to win acceptance and
approval is called .
b. Bulimia and anorexia are often caused by the desire of having the perfect body.
c. is a form of harassment using electronic devices.
d. Teens have a low self-esteem when they aren’t happy with their or weight.
e. Choosing a isn’t easy if you don’t have an area of interest.
f. The differences in opinions and values between teens and their parents is called .

/ 06
Circle the correct answer.
a. You are a good student, you play in a band and you volunteer at The HappyOrg! You are an eager
beaver / are working like a dream.
b. If you want to enter a top university, you need to live the dream / go the extra mile.
c. I’ll be an eager beaver / move heaven and earth to convince mum to let me go to the concert.
d. That’s what I call a glamorous lifestyle. She is living the dream / working like a dream, isn’t she?
e. My new computer works like a dream / goes the extra mile.
f. Being accepted at MIT was beyond my wildest dreams / moved heaven and earth. I never
thought I would get in.

Grammar

/ 06
Complete the sentences by putting the adjective in brackets in the double
comparative.
a. Drew has been going to bed (late) this past week.
b. My relationship with my parents has gotten (bad) since I turned 15.
c. By the time Jeff turned 14, he became (interested) in voluntary work.
d. Since I finished the 9th grade, my goals are getting (big).
e. They are becoming (hopeful) about their chance of winning the competition.
f. I should really tidy up my bedroom. The furniture looks (dusty) each day.

/ 06
Complete each sentence using the information in brackets. Make
comparative sentences.
a. The (involved) you are with a project, the (enthusiastic) you
get.
ENGA10TF © Porto Editora

b. The (much) you judge others, the (little) you focus on your
own faults.
c. The (healthy) you eat, the (good) you feel after some time.
 / 12
Put the verbs in brackets in the Past Perfect Simple or Past Perfect Continuous. E
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a. Before I read the OECD report, I (already / imagine) that the Dutch were 0T
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among the happiest teens in the world. ©

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b. It was difficult to get up in the morning as I (study) for hours the night ito

before.
c. After we (hear) about the audition for the talent show, we started rehearsing.
d. Adom was so happy because he (raise) more money than the previous
year.
e. She (practise) the guitar all morning because she was going to have an
audition.
f. She (not finish) all her household chores before her boyfriend arrived.

/ 18
Rewrite the second sentence so that it has a similar meaning to the first. Use
the words in brackets.
a. We were tired from sending out leaflets all morning.
We . (because)
b. His confidence is increasing day by day.
He . (more)
c. When teens are motivated, they do great things for others.
The . (the)
d. They arrived at the summit at 9:10 pm. It began at 9:00 pm.
By the time . (already)
e. When parents trust their children, they feel happy.
The . (the)
f. Adom finished his speech and then the community leaders congratulated him.
The community leaders . (after)

Part D – Writing
/ 50
Write a text (150-180 words) on ONE of the following
topics.
1. Write an article for a teen blog with the title “My dream
of becoming a global changemaker.”
or
2. Write an email to a friend about the challenges you
had to overcome when you entered the 10th grade.
 Assessment criteria · Listening script · Answer keys

Critérios gerais de classificação

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

Listening scripts
Listening script 1
Why Dutch teenagers are among the happiest in the world
If teenagers could choose where to grow up, the Netherlands would be a logical pick. In report after report, the Netherlands is at the top of the list of
OECD countries that have the highest rate of young people who are highly satisfied with life. Dutch teens are said to be among the happiest,
healthiest, best educated adolescents in the world. Their 95% average life satisfaction rate contrasts starkly with countries like Britain (70%) and the
USA (74%), where depression and anxiety are on the rise among teenagers.
Why is this flat, damp country of 17 million people so good at guaranteeing that young people have an optimistic outlook of life? For starters, the
Netherlands has a stable economy, a low-rate of unemployment, and relatively low inequality. In fact, only one in nine children grows up in poverty.
Overall, the Dutch work less ten hours than the average EU worker, which gives them 16 hours a day to eat, sleep and be with their family. Dutch
parents give a lot of support to their children and encourage them to become independent. In fact, they have a healthy attitude towards their kids,
seeing them as individuals rather than extensions of themselves. They understand that achievement doesn’t necessarily lead to happiness, but that
happiness can cultivate achievement.
If you put all this together, it becomes clear that the Dutch seem to have all the ingredients for a successful recipe for raising their teens. Thus, it’s no
surprise that Dutch teens are among the happiest and least troubled teens out there.
Adapted from: www.theguardian.com

Listening script 2
Research has demonstrated that when young people volunteer regularly, they are more likely to help their communities as they grow older. Take the
example of 15-year-old Adom Appiah from Spartanburg, South Carolina. As a young child, his parents used to take him along every time they
organized book drives and giveaways. During Christmas season, he would also be taken along to serve food to the homeless and deliver presents
to less fortunate children.
Now that Adom is a teenager, he has decided to take volunteering to a new level with the creation of his own charity project Ball4Good. It began with a
classroom assignment on civic engagement. He organized a charity basketball game, which brought two things he is passionate about: sports and
his local community. Adom then used his connections and social media to get community leaders, college and even professional athletes to help
him out.
Over the past years, he has raised more than $70,000 for non-profit groups in his neighbourhood. The money raised is donated to various causes,
including autism, the homeless, children who have suffered abuse and other community organizations. Since 2017, his Ball4Good charity has
supported 18 community organizations. However, he doesn’t limit himself to handing out donations. Adom gets physically involved, just as he did as
a younger kid. He is currently the youngest board member for the Boys & Girls Club and continues to volunteer at other organizations, such as the
Children’s Cancer Partners of the Carolinas, which supports the families of children fighting cancer.
Adom is certainly a doer that aims high and dreams big. He says his goal is to expand Ball4Good’s reach beyond the local community. For that, he goes
to schools and community events, encouraging others to become more involved in their communities. By doing so, he hopes to multiply the impact
of this project and teach others, especially young people, how to make a difference in the world.
Adapted from:
https://ball4good.org

Critérios específicos de classificação

Part A – Listening Part B – Reading

1. N3 Liga 5 tópicos corretamente.
Chave: a. 5; b. 4; c. 2; d. 3; e. 1.
N2 Liga 2-4 tópicos aos números corretos.
N1 Liga 1 tópico ao número correto.
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15 1. N3 Liga as 3 ideias aos parágrafos corretos. 18
Chave: a. Paragraph 4; b. Paragraph 2; c. Paragraph 3.
6-12 N2 Liga corretamente 2 ideias aos parágrafos corretos. 12
N1 Liga corretamente 1 ideia ao parágrafo correto.

3 6

2. N3 Seleciona as 5 opções corretas. 15 2. N3 Seleciona as 5 opções corretas. 30

3. N3 Associa 3 palavras aos respetivos sinónimos. 12
Chave: a. 3; b. 1; c. 2; d. 1; e. 3. Chave: a. 2; b. 4; c. 3; d. 1, e. 3.
Chave: a. 4; b. 1; c. 2.
N2 Seleciona 2-4 opções corretas. 6-12 N2 Seleciona 3-4 opções corretas. 18-24
N2 Associa 2 palavras aos sinónimos adequados. 8
N1 Seleciona 1 opção correta. 3 N1 Seleciona 1-2 opções corretas. 6-12
N1 Associa 1 palavra ao sinónimo adequado. 4
Assessment criteria · Listening script · Answer keys
Part C – Use of English
Vocabulary
1. N3 Completa as frases com 5 ou 6 palavras corretas. 10-
Chave: a. peer pressure; b. eating disorders; c. 12
cyberbullying;
d. body image; e. future career; f. generation gap.
N2 Completa as frases com 3 ou 4 palavras corretas. 6-8
N1 Completa as frases com 1 ou 2 palavras corretas. 2-4
2. N3 Seleciona as 5-6 opções corretas. 5-6
Chave: a. are an eager beaver; b. go the extra mile; c.
move heaven and earth; d. living the dream; e. works like a
dream; f. was beyond my wildest dreams.
N2 Seleciona as 3 ou 4 opções corretas. 3-4
N1 Seleciona as 1 ou 2 opções corretas. 1-2
Grammar
1. N3 Completa os 6 espaços com a forma correta do adjetivo. 6 alguns aspetos relevantes. Utiliza, ainda que de forma
Pode escrever com incorreções de grafia que não
impliquem competência gramatical. Chave: a. later and
later; b. worse and worse; c. more and more interested; d.
bigger and bigger; e. more and more hopeful; f. dustier and
dustier.
N2 Completa 3-5 espaços com correção linguística. 3-5
N1 Completa apenas 1-2 espaços com correção linguística. 1-2
Erra ou omite as outras frases.
2. N3 Completa os 6 espaços com a forma correta do adjetivo. 6 simples para ligar frases elementares, mas estrutura
Pode escrever com incorreções de grafia que não
impliquem competência gramatical. Chave: a. more
involved, more enthusiastic; b. more, less;
c. healthier, better.
N2 Completa corretamente 3-5 espaços com correção 3-5
linguística.
N1 Completa apenas 1-2 espaços com correção linguística. 1-2
Erra ou omite as outras frases.
3. N3 Completa os 6 espaços com a forma verbal correta. Pode 12
escrever com incorreções de grafia que não impliquem
competência gramatical.
Chave: a. had already imagined; b. had been studying; c.
had heard; d.
had raised; e. had been practising; f. hadn’t finished.
N2 Completa corretamente 2-5 espaços. 4-10
N1 Completa corretamente 1 espaço. 2
4. N3 Reescreve corretamente as 6 frases respeitando os 18
constrangimentos impostos. Pode escrever com
incorreções de grafia e de pontuação não impeditivas da
compreensão.
Chave: a. We were tired because we had sent / had been
sending out leaflets all morning.; b. He is becoming more
and more confident day by day.; c. The more teens are
motivated, the greater things they do for others.; d. By the
time they arrived at the summit, it had already begun.;
e. The more parents trust their children, the happier they
feel.; f. The
community leaders congratulated Adom after he had
finished his speech.
N2 Reescreve corretamente 2-5 frases respeitando os 6-15
constrangimentos impostos.
N1 Reescreve corretamente apenas 1 frase respeitando os 3 N2
constrangimentos impostos. Pode escrever com
incorreções de grafia e de pontuação não impeditivas da
compreensão. Erra ou omite as restantes frases.
Part D – Writing
COMPETÊNCIA PRAGMÁTICA
1. N5 Escreve um texto, razoavelmente elaborado, 30
fornecendo vários argumentos relativamente a um dos
temas propostos, respeitando as instruções dadas,
fornecendo pormenores e destacando aspetos
relevantes. Utiliza um número ainda limitado de
mecanismos de coesão, mas articula as ideias de E
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forma adequada num texto organizado, claro e G
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coerente. A ortografia e pontuação são 0T
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suficientemente precisas para não afetarem a ©
inteligibilidade do texto. Respeita os limites de Po
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palavras indicados. Ed
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N4 24
N3 Escreve um texto simples, fornecendo alguns 18
argumentos em prol da aprendizagem de várias
línguas, respeitando as instruções dadas e destacando
muito incipiente, alguns conectores simples,
conectores simples, articulando as ideias num texto
coeso embora ainda constituído por uma sequência
linear de informações. A ortografia e pontuação são de
um modo geral adequadas.
N2 12
N1 Escreve um texto muito elementar, abordando o tema 6
de forma genérica e recorrendo a repetições e
pormenores pouco relevantes. Utiliza conectores
deficientemente o texto. Pode não respeitar os limites
de palavras indicados.
COMPETÊNCIA LINGUÍSTICA*
1. N5 20
Escreve um texto razoavelmente elaborado, utilizando
recursos linguísticos adequados que lhe permitem
argumentar de forma convincente. Pode ainda revelar
alguma influência da língua materna. Utiliza
vocabulário suficiente para se exprimir, podendo suprir
algumas lacunas com a ajuda de circunlocuções.
Revela geralmente bom domínio do vocabulário. Pode
ocorrer alguma confusão e escolha incorreta de
palavras. Revela geralmente bom domínio das
estruturas e formas gramaticais, não cometendo erros
gramaticais que possam causar incompreensão. A
pontuação e a ortografia são suficientemente precisas
para não afetarem a inteligibilidade do texto.
N4 16
N3 Escreve um texto simples, utilizando recursos 12
linguísticos adequados ao que pretende transmitir.
Pode ainda revelar alguma influência da língua
materna. Utiliza vocabulário pouco variado, mas
suficiente para se exprimir 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 erros
gramaticais elementares de forma sistemática. A
ortografia é suficientemente precisa para não afetar a
inteligibilidade do texto. A pontuação é, de um modo
geral, adequada.
8
N1 Escreve um texto muito elementar, abordando o tema 4
proposto de forma muito genérica, com recurso a
repetições e aspetos pouco relevantes. Usa
conectores simples na ligação de frases elementares,
mas estrutura o texto de forma deficiente. Utiliza
vocabulário elementar suficiente para se exprimir com
a ajuda de circunlocuções. Utiliza, com correção,
estruturas simples, mas ainda comete alguns erros
gramaticais elementares de forma sistemática, sem
que isso impeça a compreensão global da mensagem.
A pontuação nem sempre é adequada. Pode não
respeitar o limite de palavras indicado.
* A competência linguística só será avaliada se o aluno tiver tratado o tema proposto,
situando-se o seu texto, pelo menos, no nível 1 da competência pragmática.