Part A – Listening Text 1 (2021 – 1ª fase)

You will hear three teenagers answering the question: “Is it important for teens to be aware of political and
social issues before they are 18?”

For item 1., match the names (Ellie, Blair or Olivia) in column A with the ideas they express in column B. All the
ideas apply once. On your answer sheet, write only the names and the numbers.

COLUMN A COLUMN B
Ellie 1. After realising politics matters, it’s unthinkable
Blair not to participate.
Olivia 2. People who refuse to take an interest in politics
annoy me.
3. My family has moulded me to be a responsible
citizen from an early age.
4. My family has never tried to influence my
views.
5. Beware of misinformation.
6. My behaviour is different from what it once
was.
7. I want to make an informed decision all by
myself.

Chave: Ellie – 2, 3; Blair – 4, 5, 7; Olivia – 1, 6

Part B - Use of English and Reading

1. Read the text below and decide which answer (1, 2, 3, or 4) fits each gap. Write only the letters and the
numbers.

The power of social media is the ability to connect and share information with anyone on the planet, or with
many people ______a)____ . It originated as a way to interact with friends and family, but was later
______b)____ by non-governmental organisations and associations. They wanted to take advantage of a popular
new communication method to reach out to a ______c)____ number of people around the world, ______d)____
encouraging participation in their causes. Globally, there are more than 3 billion social media users, most of
them young people, ______e)____ about 40% of the world’s population. ______f)____, it’s also a fact that most
of these young users tend to be better educated and relatively wealthy.

www.investopedia.com (accessed 15.10.2020). (Abridged and adapted)

a) 1 – additionally
2 – hand in hand
3 – side by side
4 – simultaneously

b) 1 – qualified a)
2 – adopted a)
3 – indicated
4 – signed up

c) 1 – substantial
2 – low
3 – random
4 – specified

d) 1 – thus
2 – despite
3 – finally
4 - moreover
 e) 1 – illustrating
2 – showing
3 – characterising
4 – representing

f) 1 – Simply
2 – Consequently
3 – Furthermore
4 – Really

Chave: (a) – 4; (b) – 2; (c) –1; (d) – 1; (e) – 4; (f) – 3.

Read the text attentively.

SOCIAL MEDIA AND STRESS: A VICIOUS CYCLE

Over 3 billion people worldwide have a social media

account. Some platforms promise to “connect and share with
the people in your life” while others offer users the chance to
“see what’s happening in the world right now.”

5 Nevertheless, as the average user spends around two hours a day

scrolling, a warning sign has been given to us by many health experts.
The list seems endless when it comes to the effects of excessive social
media use: they range from social withdrawal, mood swings, anxiety and
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depression to sleep disorders, low self-esteem, relationship problems, and
feelings of loneliness. Researchers from Lancaster University revealed
that stress itself is causing people to become even more addicted; they
noted that less frequent users choose to switch off the app and engage in
other activities offline, like face-to-face interaction, but instead of avid
15
social media users distancing themselves from this stress provoker or
ditching the platforms, they feel compelled to continue scrolling. The
only difference is that they simply flip to other social media activities,
such as playing an online game, browsing a newsfeed, or text messaging.
By going to a different area of the platform, users seem to assume that
they are already doing something different.

20 Researcher Monideepa Tarafdar commented: “It might seem counterintuitive that they
continue to use the same platforms that are causing them stress rather than switching them off,
but what happens is that a wide range of features is offered by social network sites, which makes
users see them both as stressors and as a distraction from that stress.” So, without realising it, a
blurring line is created between the stress caused and the compulsive use of social media.

25 A study conducted by the University of Pennsylvania found that reducing social media
use to 30 minutes a day resulted in significant improvements on general well-being, which means
that, just by being more mindful of our social media use, people can improve their mood and
focus. While 30 minutes a day may not be a realistic target for many, we can still benefit from
decreasing the amount of time we spend on social media. For most of us, that means reducing
30 how much we use our smartphones. Perhaps next time, before accessing the internet, you could
pause for a moment and think about why you are going back on social media again.
Adapted from: https://consumerandsociety.com
 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 results of an American study Paragraph 2
b. Services used by different platforms to engage people Paragraph 3
c. A list of the effects caused by social media overuse Paragraph 4
Paragraph 5

Editora
ENGA10TF
Choose the correct option (1, 2, 3 or 4) to complete the sentences / 30

according to the text. Only write the letters and the numbers. ©

Porto
a. In this text, the author’s main purpose is to
1. enumerate all the effects of the use of social media.
2. highlight the benefits of using social media platforms.
3. inspire people to reduce the amount of time spent on social media.
4. focus on the reasons why people use social media so much.

b. Paragraph 2 indicates that

1. the number of hours we spend online isn’t too much.
2. we usually spend less than two hours online.
3. we are given warning signs online.
4. the number of hours we spend online is harmful.

c. In paragraph 3, the results of the study show that

1. stress itself is causing a vicious cycle.
2. stress doesn’t affect frequent social media users.
3. online games are a stress provoker.
4. stress is reduced when users turn to different platforms.

d. According to paragraph 4, it is difficult for us

1. to utilise all the different features offered by social media platforms.
2. to distinguish the benefits from the harm brought by social media.
3. to choose from the wide range of social media platforms.
4. to access the best social network sites.

e. In the last paragraph, it becomes clear that the author believes

1. people are aware of the amount of time they spend online.
2. there’s no point in reducing the amount of time spent on social media.
3. people should focus on creating realistic targets.
4. it’s difficult for people to diminish the amount of time spent on social media.

/ 12
Match each word in column A with the expression in column B that can replace it
in the text. Two of the options do not apply. Only write the letters and the
numbers.
a. they (line 8) your might be any
b. they (line person out there.
11) f. My on Twitter is LazyJerry. It’s what my maths
c. they (line teacher calls me.
16)

Complete / 12
the
sentences
with one
suitable
word.
There is
one extra
word.

a. memes * handle * audience * bitmoji * clickbait * Twitterati *

first
appeared
in 2014 as
a way to
personalise
messaging
apps.
b.
I hate
. They are
always
making
mean or
controversi
al
comments.
c. When
Twitter
went down
for several
hours, it
was as if
life had
stopped
for the
.
d. Internet
are virally
transmitte
d images
with
embedded
comments.
e. Depending
on your
privacy
settings,
 1.

researchers from Lancaster University

2. social media
Column A Column B
actions
3. people in
general
4. the effects
of excessive
social media
use
5. avid social
media users
 UNIT 2 – The World of Many Languages

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.

CRITÉRIOS ESPECÍFICOS DE CLASSIFICAÇÃO

I – Listening

Script A
4 career areas Where Fluency in English is Essential
Spending time improving your English won’t do your future career any harm as there are some jobs in which, if you don’t speak fluent English, the
chances of being hired are drastically reduced. Today, we take a look at 4 key areas where speaking English is an absolute must!
1. Science
Four hundred years ago, if you were writing a scientific text, you would write it in Latin. A hundred years later, you would probably write it in
French. However, over the last few decades, English has established itself as the language of science seeing that 80% of all scientific papers are
published in English regardless of the author’s native language. In effect, English enables easy collaboration and transfer of knowledge across the
world, and this seems unlikely to change in the near future.
2. Online business
Every international business requires global communication, and since English is a global language, not only will you need to understand native
speakers of English but also foreign English speakers whose language level may be significantly inferior to yours. Online business allows you to buy
from or sell products to people all over the world, which inevitably implies communicating with clients in English without the aid of body language
to help you decode each other’s messages. So, it’s important that you make yourself quite clear.
3. Tour guide
Speaking as many languages as possible is obviously a key skill for a tour guide, but the role of English as a tourist lingua franca is particularly vital
in this case. While waiters might just need specific vocabulary relating to food options and making friendly small talk, tour guides, on the other
hand, need a much vaster range of vocabulary; think about a tour around a cathedral, where the guide might use terms like “flying buttress” or
“lancet window”. Then, there are all the necessary language functions to speak about topics like history, culture and geography. This implies a heavy
investment to attain an advanced linguistic level even though you are only doing a seasonal job.
4. Diplomacy
Diplomacy is one of the few areas where a lingua franca other than English stood the test of time. English and French are the two main languages of
both the UN and the EU, although English outnumbers French in terms of the amount of speakers it has. If you’re looking into a diplomatic career in
the future, it seems likely that English will be your preferred language of communication and French your second option.
So, keep in mind that the influence and spread of English shows no sign of halting. Whatever your career path, making sure your English is as good
as it can be is a clear route to success.
Adapted from: https://www.oxford-royale.com
1. N3 Identifica corretamente as 5 frases verdadeiras ou falsas. 15
Chave: a. F; b. T; c. F; d. T; e. F
N2 Identifica 3 ou 4 frases verdadeiras ou falsas. 9-12
N1 Identifica 1 ou 2 frases verdadeiras ou falsas. 3-6

Script B
Language is constantly adapting to reflect our changing lives, experiences and cultures. As a matter of fact, language changes enable us to
accommodate new ideas, inventions and technologies. It’s not just the words themselves which change; the way in which we use them can shift, too.
But why does language change over time? The truth is that language isn’t fixed. It is always evolving like a living organism. English is among the
languages that has changed dramatically over the last millennium, and there are many different ways why this evolution has put it in the spotlight it
is today.
Let’s start off by looking at the role of loan words.
As cultures interact, mix and trade, language also shifts to accommodate these changes. English, for example, often borrows words and expressions
from other languages and cultures. These are called loanwords. Examples of loan or borrowed words are karaoke and tsunami, from the Japanese,
chocolate from the Spanish or paparazzi from the Italians.
Now let’s move on to discussing the role of migration.
Migration not only changes the appearance of many places and cities, it also leaves its traces in culture and language, most of all in colloquial

8
 language. Interesting new dialects have also emerged due to the interaction between a particular population and immigrant groups. Take examples of
Pakistani English, Cornish or Zulu English, and this trend is likely to intensify in the future.
The next influence that we will analyse is technology.
New words and phrases are also invented to describe things that didn’t exist before. A few years ago, we weren’t tempted by clickbait and had no
idea what a hashtag was. In addition, only recently have we taken selfies or listened to podcasts. However, sometimes these invented words are the
result of two words that existed before, commonly referred to as portmanteau words. This process is frequently used to coin names for new
technologies and inventions. For example, blog comes from the combination of the words ‘web’ and ‘log’ while ‘email’ is the result of grouping the
words… ‘electronic’ and ‘mail.’
The final aspect that we will be looking at today is old words.
Old words often acquire a new meaning from time to time. Nice is often given as an example of a word shift. Over seven hundred years it has
changed its meaning from ‘foolish’ to ‘shy’, to ‘delightful’ and finally our modern meaning of ‘giving pleasure or satisfaction’. Speed was an Old
English word that initially meant success but that then evolved into its current meaning of velocity. The internet is also responsible for many shifts
of meaning as is the case of words like mouse, surf and web.
In short, language will never stop changing; it will continue to respond to the needs of the people who use it. So, the next time you hear a new
phrase, remember that like everything else in life, language is a work in progress, which you are fortunate enough to witness.
Adapted from: https://www.bbc.co.uk
2. N3 Faz as 5 correspondências corretamente. 15
Chave: a. 4; b. 3; c. 3; d. 1; e. 2

N2 Faz 3 ou 4 correspondências corretamente. 9-12

N1 Faz 1 ou 2 correspondências corretamente. 3-6

II – Reading

1. N3 Indica as 5 opções corretas para completar as frases. 15

Chave: a. 1; b. 2; c. 2; d. 3; e. 1
N2 Indica 3 ou 4 opções corretas para completar as frases. 9-12
N1 Indica 1 ou 2 opções corretas para completar as frases 3-6

2. N3 30
Responde às 3 perguntas com correção linguística e de acordo com a informação do texto. Pode escrever com incorreções
de grafia e de pontuação não impeditivas da compreensão.
Chave: a. They can mostly be seen on the internet. b. It can be supplemented by things like emoticons and it can be
written in capital letters to resemble shouting. c. Personal answer
N2 Responde a 2 perguntas com correção linguística e de acordo com a informação do texto. Pode escrever com incorreções 20
de grafia e de pontuação não impeditivas da compreensão.
N1 Responde a 1 pergunta com correção linguística e de acordo com a informação do texto. Pode escrever com incorreções 10
de grafia e de pontuação não impeditivas da compreensão.

3. N3 Indica corretamente os 5 antónimos. 15

Chave: a. widespread; b. cleverly; c. incorrect; d. casual; e. real

N2 Indica corretamente 3 ou 4 antónimos. 9-12

N1 Indica corretamente apenas 1 ou 2 antónimos. Erra ou omite os restantes antónimos. 3-6

III – Use of English

1. N3 Completa 5 ou 6 frases com as expressões idiomáticas corretas. 10-12

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

N2 Completa 3 ou 4 frases com as expressões idiomáticas corretas. 6-8

N1 Completa 1 ou 2 frases com as expressões idiomáticas corretas. 2-4

2. N3 Completa corretamente 5 ou 6 espaços. 5-6

Chave: a. disappointing; b. breathtaking; c. impressive; d. memorable; e. action-packed; f. thought-provoking
N2 Completa corretamente 3 ou 4 espaços. 3-4
N1 Completa corretamente 1 ou 2 espaços. 1-2

3. N3 Indica 5 ou 6 opções corretas. 5-6

Chave: a. Will; b. shouldn’t; c. would; d. might not; e. could; f. should
N2 Indica 3 ou 4 opções corretas. 3-4
N1 Indica 1 ou 2 opções corretas. 1-2

4. N3 Completa os 5 ou 6 espaços com a forma verbal correta. 10-12

Chave: a. can; b. Could / would; c. must; d. will / might/ could /; e. should; f. could
N2 Completa corretamente 3 ou 4 espaços. 6-8
N1 Completa corretamente 1 ou 2 espaços. 2-4

5. N3 5-6
Identifica 5 ou 6 regras verdadeiras e falsas.
Chave: a. True; b. True; c. False; d. False; e. True; f. True

N2 Identifica 3 ou 4 regras verdadeiras e falsas. 3-4

N1 Identifica 1 ou 2 regras verdadeiras e falsas. 1-2
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 6. N3 Reescreve 5 ou 6 frases corretamente. 15-18
Chave: a. It goes without saying that I’ll gladly tell you my secret for learning a language quickly. You don’t have to ask
twice. b. Paul might be Scottish. He has a peculiar English accent. c. I was so shocked that I was at a loss for words when
the teacher told me I had failed the test. d. We can see signs of multilingualism in many advertisements and on street
signs. e. could not easily blend into our school system. f. He might not learn Mandarin on his own as it’s such a difficult
language.
N2 Reescreve 3 ou 4 frases corretamente. 9-12
N2 Reescreve 1 ou 2 frases corretamente. 3-6

IV – Writing

COMPETÊNCIA PRAGMÁTICA
1. N5 Escreve um texto respeitando as instruções dadas, fornecendo pormenores, destacando aspetos relevantes e justificando a 30
opinião expressa. Utiliza um número ainda limitado de mecanismos de coesão, mas articula as ideias de forma adequada
num texto organizado, claro e coerente. Respeita os limites de palavras indicados.
N4 24
N3 Escreve um texto simples, fornecendo vários argumentos, respeitando as instruções dadas e destacando alguns aspetos 18
relevantes. Utiliza, ainda que de forma muito incipiente, alguns 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 12
N1 Escreve um texto simples, abordando o tema de forma genérica e recorrendo a repetições e pormenores pouco relevantes. 6
Utiliza conectores simples para ligar frases elementares, mas estrutura deficientemente o texto. Pode não respeitar os
limites de palavras indicados.

COMPETÊNCIA LINGUÍSTICA*
1. N5 Escreve um texto razoavelmente elaborado, utilizando recursos linguísticos adequados que lhe permitem transmitir a 20
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 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 18
N3 Escreve um texto simples, utilizando recursos linguísticos adequados ao que pretende transmitir. Pode ainda revelar 12
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.
N2 8
N1 Escreve um texto muito elementar, abordando o tema proposto de forma muito genérica, com recurso a repetições e 4
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. Revela algum conhecimento das convenções ortográficas. A pontuação nem sempre é
adequada.
* 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.

10