Teste de Avaliação de Inglês

10.o Ano – Módulo 1

atriz1

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

1
Documentos de referência: QECR; Aprendizagens Essenciais – Inglês (Formação Geral); Programa de Inglês
– Nível de Continuação – 10.º ano.
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 English Test – Module 1
Name: __________________________________ Year: ______ Class: ______ Number: ______

Part A – Listening

Listen to two texts about music. You are going to listen to each of them twice. Read all
the questions first.

1. Listen to text 1 and choose the correct option (A, B or C) to complete the sentences
according to the text. [4 x 5 pontos]

1.1. Music is described as being a set of

(A) intricate sounds.
(B) loose vibrations.
(C) wave patterns.

1.2. For humans, the reaction to music can be considered

(A) a physiological necessity.
(B) an emotional response.
(C) a necessary activity.

1.3. Dopamine
(A) can be found in music.
(B) appears when you eat.
(C) is produced by the brain.

1.4. The more emotional the music is, the more

(A) we want to hear it.
(B) dopamine is released.
(C) people start to cry.

2. Listen to text 2 and complete the paragraph with words from the box.
Three words do not apply. [5 x 4 pontos]

phrases interaction lyrics zoologists

common increase biologists communication

Music seems to have been one of the things most cultures have in
a)________________. Apparently, not only humans enjoy it. Birds’ and whales’
communication patterns follow the same rules as human musical instruments, as
b)________________ in Boston have found out. Birds, in particular, form rhythms when
they sing very similar to human music. Whales are also known to make sounds which
have the same format as musical c)________________. Researchers state that animals
in general enjoy listening to music. Cows’ milk production may d)________________
by 3% if they are exposed to slow music… And human brains may experience
e)________________ between the right and the left hemispheres as they listen to music.

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 Part B – Reading

You are going to read a blog post about how music and language are related.

5 INTERESTING LINKS BETWEEN MUSIC AND LANGUAGE

By Wil

Whether it’s spoken, signed or written, language is universal. Did you know music is
not far behind? There are very few cultures (if any) in the world that do not have music of
some sort. Music and language have closer links than just being something that we all do,
though. Let’s take a look at five interesting things that you might not know music and
5 language shared.
Music has traditionally been associated with bringing people together. Whether it’s
through a shared emotional experience, appreciation of an art form, or as part of a ceremony
or ritual, music is usually a group activity. Language is the same – most people don’t speak
to themselves; it takes two or more people to communicate.
10 Studies have shown the same area of the brain is active with musicians listening to
music and listening to language. The area is generally thought to be where we process
language. Interestingly, when non-musicians listen to music, they do not process it in the
same area as language. This suggests that, while we can all process language in a similar
way, it takes practice to process music on a deeper level.
15 Think about a memorable voice. The voice of someone very close to you. You tell that
voice apart from someone else’s even if they were saying the same words, right? The same
is the case for music. Even without words, we can tell the difference between different people
playing the same piece of music. The way our brain processes language and music is more
than simply recognising words or notes, it’s highly complex and uses similar areas of the
20 brain.
A study in 2010 has shown that people who studied music before the age of seven
developed larger vocabularies and a better understanding of grammar than those who didn’t.
It’s also commonly thought that those who learn a musical instrument at a young age find it
easier to learn second languages later in life than those who don’t.
25 There have been many studies into the links between learning music or a second
language and a lower risk of dementia in old age. So, if you want to keep your brain healthy,
learning music or a second language might help.
In https://englishlive.ef.com
(adapted, accessed in September 2019)

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1. Match the ideas in column A with the corresponding paragraph in column B.
Two paragraphs do not apply. [5 pontos]

COLUMN A COLUMN B
Paragraph 2
a) Music and language keep your brain fit Paragraph 3
b) Music helps your grammar and vocabulary Paragraph 4
c) Music and language are forms of social bonding Paragraph 5
Paragraph 6

2. Match the words in column A with the word or expression they refer to in column B.
Two options do not apply. [2 x 5 pontos]
2.1. The word “that”, in these lines, refers to

COLUMN A COLUMN B
(1) things
a) that (l. 2) (2) few cultures
b) that (l. 3) (3) world
c) that (l. 4) (4) links
(5) something

2.2. The word “those”, in these lines, refers to

COLUMN A COLUMN B
(1) people who learn a musical instrument at a young age
a) those (l. 22) (2) people who studied music before the age of seven
b) those (l. 23) (3) people who learn second languages later in life
c) those (l. 24) (4) people who didn’t study music before the age of seven
(5) people who don’t learn a musical instrument at a young age

3. Choose the correct option (A, B, C or D) to complete the sentences according to the text.
[2 x 5 pontos]
3.1. In line 15, the word “memorable” means
(A) notable.
(B) famous.
(C) unforgettable.
(D) memorized.

3.2. In line 17, the word “tell” means

(A) communicate.
(B) notice.
(C) account for.
(D) predict.
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4. Complete the sentences according to the text.
[3 x 5 pontos]
a) Listening to music and listening to language activates _________ in non-musicians.
b) Not only can people’s voices be recognised but also the way different musicians _________.
c) Learning a second language is easier if _________.

5. Find evidence in the text for the statements and quote the relevant information.
[3 x 5 pontos]
a) The author thinks the existence of cultures that do not have a musical component is very
rare.
b) Music and language are not individual experiences.
c) Processing language is easier than processing music.

6. Choose the correct option (A, B, C or D) to complete the sentence according to the text.
[5 pontos]
In this text, the author’s main purpose is to
(A) focus on the areas in which music and language help us.
(B) explain how music and language are processed in the brain.
(C) highlight what music and language have in common.
(D) inspire people to play a musical instrument.

Part C – Use of Language

1. Complete the paragraph on recent discoveries about music with the appropriate form of
the verbs in brackets. Use the past simple, the past continuous or the past perfect.
[10 x 2 pontos]
Music instruments a)_________________ (appear) 40,000 years ago, but music
b)_________________ (already / be) part of human life for a long time. Some scientists
c)_________________ (find) out that before humans d)_________________ (invent)
language, they e)_________________ (use) music to communicate in the past. Scientists also
believe that while humans f)_________________ (develop) into what we are today, music
g)_________________ (help) them create a group identity that h)_________________ (make)
them really successful. Some say that while pre-historic mothers i)_________________ (look)
for food, they might have used their singing to keep their babies calm. This indicates a strong
connection between music and the way our species j)_________________ (develop).

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2. A researcher gave an interview about music and humans. Report some of her statements
and orders below. Make the necessary changes.
[4 x 5 pontos]
a) “I realised music had a surprising impact on our evolution as human beings.”
The researcher said __________________________________________________________.
b) “Some people tend to believe music is not important, but I think they are wrong.”
She stated that ______________________________________________________________.
c) “I always tell people: ‘Don’t forget the importance of art for our species!’”
She also said _______________________________________________________________.
d) “Now I am researching the impact of music on teenagers’ lives.”
She told me ________________________________________________________________.

Part D – Writing

A group of scientists is studying the impact of music on teenagers’ lives. They are
interviewing teenagers around the world. Write your opinion on the importance of music
for you as a teenager.
Write an opinion text (100-120 words) on the topic.
[60 pontos]
Remember to:
 provide three clear reasons, with examples, to support your opinion.

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 Critérios de Classificação

Parte A – Compreensão do Oral

1.1. a 1.4. …………………......(4 ⨉ 5 pontos)……………………………………….………. 20 pontos

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

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

Chave: a) common; b) zoologists; c) phrases; d) increase; e) interaction.

Parte B – Leitura

1. ………………………………………………………………………………………..…………. 5 pontos
Chave: a) Paragraph 6; b) Paragraph 5; c) Paragraph 2.

2.1. e 2.2. ……………………(2 ⨉ 5 pontos) ………………………………………………… 10 pontos

Chave:
2.1. a) – (2); b) – (5); c) – (1)
2.2. a) – (4); b) – (1); c) – (5)

3.1. e 3.2. …………………… (2 ⨉ 5 pontos) ……………………………..………………… 10 pontos

Itens 3.1. 3.2.
Chave C B

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

Exemplos:
a) different areas of the brain.
b) play the same piece of music.
c) people/you learn a musical instrument at a young age.
Níveis Descritores de desempenho Pontuação
Completa a frase de acordo com o texto e com correção gramatical. Pode
2 escrever com incorreções de grafia e de pontuação não impeditivas da 5
compreensão.
Completa a frase de acordo com o texto. Pode escrever com incorreções
1 3
linguísticas não impeditivas da compreensão.

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

Chave:
a) “There are very few cultures (if any) in the world that do not have music of some sort.” (ll. 2-3)
b) “Whether it’s through a shared emotional experience, appreciation of an art form, or as part of a
ceremony or ritual, music is usually a group activity. / Language is the same – most people don’t
speak to themselves; it takes two or more people to communicate.” (ll. 6-8)
c) “while we can all process language in a similar way, it takes practice to process music on a
deeper level.” (ll. 13-14)

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

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 Parte C – Uso da Língua

1. ……………………………….…(10 x 2 pontos)…………..………………………………… 20 pontos

Chave: a) appeared; b) had already been; c) found; d) invented; e) had used; f) were developing;
g) helped: h) made; i) were looking; j) developed.

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

Chave: a) The researcher said she had realised music had had / had a surprising impact on our
evolution as human beings; b) She stated that some people tended to believe music is/was not
important, but she thought they were wrong; c) She also said she always told/tells people not to
forget the importance of art for our species; d) She told me that at the moment she was
researching the impact of music on teenagers’ lives.

Parte D – Produção Escrita

Nível /
Conteúdo Funções comunicativas Coerência e coesão Correção linguística
Pontuação

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

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

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Audio scripts

Why do humans love music?

When vibrations are produced in a solid, liquid or a gas, our ears perceive it as sound. When such
sound vibrations are produced in specific and intricate patterns, then it is known as music. Now, music
neither seems to serve any evolutionary advantage nor it is a necessity like food and water. So, when
researchers tried to find out why we love music, it turns out to be because of a neurotransmitter called
dopamine. When we eat food or take drugs, the reward system in the brain is activated due to which
the neurotransmitter dopamine is released. Dopamine makes us feel good. According to the research, it
is observed that when we listen to music, the same neurotransmitter dopamine is released, thus making
us feel good and love music. In addition to this, researches also observed that when there were peak
emotional moments in a song, more dopamine was released, thus making us feel the emotions more
intensely.
In https://www.youtube.com/watch?v=fhjfDux6P5M

Do animals like music?

Though we don't really NEED instruments to make it work, anthropologists have yet to find a culture
that didn't enjoy making music, and according to zoologists it's not actually just us.

Research out of Boston University and published in the journal Science explores the tendency of birds
and whales to follow the same rules as human music.

Both birds and whales have the ability to make sounds that AREN'T musical, but they don't. They
naturally prefer to stay in the realm of human composition. Birds have been known to sing in phrases
and rhythms, even adding percussion. Some use logs to amplify their song, and follow call and
response methods favoured by jazz musicians. Humpback whale-song uses the A-B-A format of a
musical phrase (so, like a phrase followed by a new one, and then the return to the original one). This is
pretty standard musical format and whales use it.

The researchers conclude that animals are programmed to enjoy or follow the laws of harmonics.

A study done in 2001 on English cows found when cows were played songs while being milked the
speed of the music affected how much milk they produced! Specifically, the cows liked slow jams. Fast
songs over 120 beats per minute caused milk production to drop, but slow songs that were under 100
beats per minute increased production by three percent per day! Unfortunately, the cows seem to hate
Jamiroquai, which I don’t even understand. How can you hate “Cosmic girl”? It sounds great! That kind
of makes me like the cows less.

Neuroscientists and psychologists have studied the human brain looking for clues to why we love music
so much, and we've talked about some of the connections in the past here on DNews.

Neuroscientists at Harvard Medical School scanned the brains of people listening to music and found,
though the left hemisphere controls language and the right is considered the musical half, there was a
QUOTE "subtle interplay" between the two when listening to music.

In https://www.youtube.com/watch?v=jGd8oNntAJY

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