Xpl10 Test Pack 3

Xplore 10 – NEW RESOURCE KIT
Testing pack 3
NEW Resource Kit

Testing pack 3
Languages – Why Learn Languages Today?
Communication – Do Teens Care About Privacy?
Teenagers – Teenagers Speak up
Technology – Amazing Robots
Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho

Testing pack 3
Progress Check – L a n g u a g e s – W h y l e a r n l a n g u a g e s t o d a y ?
The final task you have to do is to write an opinion article on the advantages or
disadvantages of learning languages today. Activities A and B will give you input for
Activity C.
Activity A
1. Look at these graphs on the world’s languages. Match the headings with each
graph. 8 points
a. Many popular languages are spoken in more than just one country
b. Some continents have more languages than others
c. These are some of the languages with the most native speakers
d. This is why about half of the world’s languages will disappear by the end of the
century
3
4
2. Complete the text using the words/expressions from the box. Use each
word/expression only once. 14 points
commonly accessible attention

more rewarding native speakers decreased
Chinese

Testing pack 3
Which languages do people study?

Whereas English lags behind in the number of ___a___, it is by far the world’s
most ___b___ studied language. Overall, more people learn English than French,
Spanish, Italian, Japanese, German and Chinese combined.
Some languages have only recently gained ___c___: The number of U.S. colleges
that teach ___d___ has risen by 110 percent between 1990 and 2013, making the
language more ___e___. During the same time, the number of offered Russian
college courses ___f___ by 30 percent.
Some language skills could be ___g___ than others. If you are able to speak
German, Americans could earn $128,000 extra throughout their career, according to
MIT scientist Albert Saiz. At least financially, German is worth twice as much as
French and nearly three times as much as Spanish, for instance.
Adapted from: www.washingtonpost.com/news
3. Start the sentences below using the words/expressions given in brackets. 12 points
a. English may have less native speakers but it has the largest number of non-
native speakers. (Although…)
b. A lot of people are learning Chinese, so universities have increased the number
of courses on offer. (Since…)
c. A German-speaking worker stands to earn a great deal more simply because of
that specific language skill. (Due to…)
4. In today’s world having the ability to speak

multiple languages is seen as a major advantage.
In your opinion what benefits could you obtain
simply from the fact that you are able to speak
more than one foreign language?
Activity B
1. You are going to read an article from the New Yorker. Write a suitable title for
the article and explain your choice. 20 points
According to the philosopher Ludwig Wittgenstein, “The limits of my language mean

the limits of my world.” The words that we have at our disposal affect what we see – and
the more words there are, the better our perception. When we learn to speak a different
language, we learn to see a bigger world.
5 Many modern language researchers agree with that premise. Not only does speaking
multiple languages help us to communicate but bilingualism (or multilingualism) may
actually confer distinct advantages to the developing brain. Because a bilingual child
switches between languages, the theory goes, she develops enhanced executive control,
or the ability to effectively manage what are called higher cognitive processes, such as
10 problem-solving, memory, and thought. She becomes better able to inhibit some

Testing pack 3
responses, promote others, and generally emerges with a more flexible and agile mind.
It’s a phenomenon that researchers call the bilingual advantage.
However a researcher in particular, Angela de Bruin, has conducted studies that
further explore the effects of bilingualism. “Our overview,” de Bruin concluded, “shows
15 that there is a distorted image of the actual study outcomes on bilingualism, with
researchers (and media) believing that the positive effect of bilingualism on non-linguistic
cognitive processes is strong and unchallenged.” De Bruin isn’t refuting the notion that
there are advantages to being bilingual: some studies that she reviewed really did show
an edge. But the advantage is neither global nor pervasive, as often reported. “I’m
20 definitely not saying there’s no bilingual advantage,” de Bruin says. But the advantage
may be different from the way many researchers have described it: as a phenomenon
that helps children to develop their ability to switch between tasks and, more broadly,
enhances their executive-control functions. The true edge, de Bruin believes, may come
far later, and in a form that has little to do with task-switching and executive control; it
25 may, she says, be the result of simple learning.
One of the areas where the bilingual advantage appears to be most persistent isn’t
related to a particular skill or task: it’s a general benefit that seems to help the aging
brain. Adults who speak multiple languages seem to resist the effects of dementia far
better than monolinguals do. When the brain keeps learning, as it seems to do for people
30 who retain more than one language, it has more capacity to keep functioning at a higher
level.
That, in and of itself, is reason enough to learn a second, third, fourth, or fifth
language – and to keep learning them as long as you’re able. The bilingual advantage may
not appear in the exact guise researchers think of it today. But, on a fundamental level,
bilingualism’s real benefits could be far more important.
Adapted from: http://www.newyorker.com/science
2. Scan the text and find evidence for the following statements. 12 points
a. Being a polyglot allows us to discover the world more completely.

b. The brain of a child that speaks several languages develops different skills.
c. De Bruin states that researchers have given too much importance and
relevance to the bilingual advantage.
3. Explain the meaning of these expressions taken from the text. 12 points
a. … the advantage is neither global nor pervasive… (l. 17)
b. … it has more capacity to keep functioning at a higher level. (ll. 26, 27)
12 points
4. Find out what the underlined words/expressions refer to in the text.
a. she (l. 8) b. she (l. 16) c. it (l. 19) d. that (l. 28)
Activity C 60 points
The final task you have to do is to write an opinion article on the advantages or
disadvantages of learning languages today.
Write about 80-100 words. You may use the input provided by Activities A and B.

Testing pack 3
Activity D – Listening
Languages – My Language Learning Experiences
AUDIO CD 2 TRACKS 18 and 17
1. Listen to Fiona talking about her language learning experiences and choose
the correct option. 16 points
1. Fiona’s first language is… 4. Fiona was able to learn some Welsh because…
a. English. a. her mother taught her.
b. French. b. there were Welsh language materials at home.
c. Welsh. c. it was part of her school curricula.
d. German. d. she had Welsh friends at school.
2. She developed an interest in languages 5. She began studying German in her… year at
because she… school.
a. loves having e-pals. a. third
b. enjoys mimicking several accents. b. first
c. her parents motivated her. c. second
d. her mother’s family was from Wales. d. last
3. The first foreign language she learnt 6. Fiona had to change school at 16 since she wanted
was… to…
a. British English. a. learn French.
b. German. b. accompany her class.
c. French. c. continue practising her various accents.
d. Welsh. d. keep on learning languages.
2. Now listen to Jason speaking about his language learning experience and
identify the following information. 14 points
a. His description of his learning experience

b. The time he spent failing at language learning
c. The languages Jason had the option of studying at school
d. What Jason had to do while studying French
Test Specification
Activity A Activity B Activity C
1. ........... = 8 1. …........ = 20 .............. = 60
2. ........... = 14 2. …........ = 12
3. ........... = 12 3. .......... = 12 Activity D
4. ........... = 20 4. .......... = 12 .............. = 30
TOTAL ... = 200 points

Testing pack 3
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 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 a(s) pedida(s), será atribuída a
cotação zero.
Os itens são todos classificados independentemente.
CRITÉRIOS ESPECÍFICOS
Atividade A
N3 Associa corretamente 4 legendas aos gráficos.
8
Chave: a. 3; b. 1; c. 2; d. 4.
1. N2 Associa corretamente 3-2 das legendas aos gráficos. 5
N1 Associa corretamente uma das legendas aos gráficos. 2
N3 Completa o texto com 6-7 palavras corretas.

Example: a. native speakers; b. commonly; c. attention; d. Chinese; e. accessible; f. decreased; g. more 14
2.
rewarding.
N2 -- 8
N1 Completa o texto com 2 palavras corretas. 2
N3 Reescreve corretamente as 3 frases.

Chave: a. Although English has less native speakers, it has the largest number of non-native speakers.
12
b. Since a lot of people are learning Chinese, universities have increased the number of courses on
3.
offer. c. Due to that specific language skill, a German-speaking worker stands to earn a great deal
more.
N2 Reescreve corretamente 2 das frases. 8
N1 Reescreve corretamente 1 frase. 4
N3 Exprime a sua opinião sobre quais as vantagens que poderá obter por ser capaz de falar mais do que
uma língua estrangeira, justificando o seu ponto de vista. Escreve com correção linguística. Utiliza
4.
vocabulário e estruturas adequadas, embora possam ocorrer algumas incorreções não impeditivas da
compreensão da mensagem. 20
Exemplo de resposta: I think it is extremely important to study several languages. This allows us to get
a better job, have more friends and travel the world. Nowadays it is impossible to get by in the world
with only one language.
N2 ---- 12
N1 Exprime a sua opinião com incorreções linguísticas frequentes, recorrendo, por vezes, ao uso da 4
língua materna. Em todo o caso, consegue transmitir os aspetos essenciais da informação solicitada.
Atividade B
N3 Cria um título adequado e explica a sua opção. Escreve com correção linguística. Utiliza vocabulário e
estruturas adequadas, embora possam ocorrer algumas incorreções não impeditivas da compreensão
da mensagem. 20
1. Exemplo de resposta: Bilingualism isn’t so great after all. I chose this title because the text explains
how one researcher found out that the advantages of bilingualism aren’t what people believed them
to be.

Testing pack 3
N2 --- 12
N1 Cria um título adequado mas não dá qualquer justificação. 4
N3 Identifica corretamente as 3 citações pedidas, demonstrando compreensão dos enunciados e do

texto.
2. Chave: a. When we learn to speak a different language, we learn to see a bigger world. b. … she
develops enhanced executive control, or the ability to effectively manage what are called higher 12
cognitive processes, such as problem-solving, memory, and thought. ; c. … “shows that there is a
distorted image of the actual study outcomes on bilingualism, with researchers (and media) believing
that the positive effect of bilingualism on non-linguistic cognitive processes is strong and
unchallenged.”
N2 Identifica corretamente 2 das citações pedidas. 8
N3 Explica de forma clara e coerente o sentido das duas expressões do texto. Pode escrever com
incorreções de grafia e pontuação não impeditivas da compreensão.
12
3. Chave: This means that the bilingual advantage doesn’t apply to everyone everywhere exactly the
same way. b. This means that our brain acquires abilities to stay healthy and active longer.
N2 Explica de forma clara e coerente o sentido de uma das expressões do texto. Pode escrever com 8
incorreções de grafia e pontuação não impeditivas da compreensão.
N1 Explica de forma pouco clara ainda que globalmente compreensível o sentido das duas frases do 4
texto. Escreve com incorreções linguísticas não impeditivas da comunicação.
N3 Identifica completamente os 4 itens a que se referem as palavras dadas.

Chave: a. bilingual child; b. Angela de Bruin; c. the bilingual advantage; d. the ability to keep your 12
4. brain healthy and functioning at a higher level.
N2 Identifica completamente 3-2 dos itens a que se referem as palavras dadas. 8
N1 Identifica completamente 1 dos itens a que se referem as palavras dadas. 4
Atividade C
N5 Escreve um texto de opinião acerca das vantagens e/ou desvantagens do estudo de várias línguas, 40
respeitando as instruções dadas e destacando aspetos relevantes. Utiliza alguns mecanismos de
coesão.
Articula as ideias de forma adequada, num texto claro e coerente.
Usa palavras suas e respeita o limite de palavras indicado.
2. Competência Pragmática
N4 32
N3 Escreve um texto de opinião simples, apresentando a sua opinião sobre as vantagens e/ou 24
desvantagens do estudo de várias línguas, respeitando as instruções dadas e destacando alguns
aspetos relevantes. Utiliza, ainda que de forma muito incipiente, alguns conectores simples,
articulando as ideias num texto claro. Usa palavras suas. Pode não respeitar o limite de palavras
indicado.
N2 16
N1 Escreve um texto simples, abordando de forma global o tema proposto, com repetições e pormenores 8
pouco relevantes.
Estrutura deficientemente o texto. Pode não respeitar o limite de palavras indicado. Pode não usar
palavras suas.

Testing pack 3
N5 Escreve um texto, razoavelmente elaborado, empregando recursos linguísticos adequados, que lhe 20
permitem argumentar de forma convincente.
Utiliza uma gama variada de vocabulário, podendo suprir eventuais lacunas de expressão através do
recurso a circunlocuções.
Pode ocorrer alguma confusão e escolha incorreta de vocábulos e expressões.
Revela geralmente bom domínio das estruturas e formas gramaticais, não cometendo incorreções
que possam causar incompreensão.
A pontuação e a ortografia são suficientemente precisas para não afetarem a inteligibilidade do texto.
N4 16
2. Competência Linguística*
N3 Escreve um texto simples, utilizando recursos linguísticos adequados ao que pretende transmitir. 12
Pode revelar alguma interferência da língua materna.
Utiliza vocabulário pouco variado mas suficiente, conseguindo suprir algumas limitações com recurso
a circunlocuções e outros mecanismos de substituição. Pode cometer alguns erros graves quando
tenta exprimir uma ideia mais complexa.
Usa corretamente 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 4
recurso a repetições e aspetos pouco relevantes. Usa conectores simples na ligação de frases
elementares, mas estrutura o texto de forma deficiente.
Utiliza vocabulário muito elementar.
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.
Atividade D
N3 Identifica corretamente 6-5 itens.
16
Chave: 1. a; 2. b; 3. d; 4. b; 5. c; 6. d.
1.
N2 Identifica corretamente 4-3 dos itens. 10
N3 Identifica corretamente as 4 informações solicitadas.

14
Chave: a. long and painful journey; b. 10 years; c. French, Spanish or Japanese; d. memorising hundreds of words,
1. dozen of verb forms and a few grammar rules.
N2 Identifica corretamente 3-2 das informações solicitadas. 8
N1 Identifica corretamente 1 das informações solicitadas. 2

Testing pack 3
Progress Check – C o m m u n i c a t i o n – D o T e e n s C a r e A b o u t P r i v a c y ?
The final task you have to do is to write a blog post expressing your point of view
about teenagers and online privacy. Activities A and B will give you input for Activity C.
Activity A 8 points
1. Look at the following photos. Write a headline for each one.
2. Change the words in brackets into nouns by adding the suffix that best suits
14 points
each sentence.
a. Teens share a wide range of ______ (inform) about themselves on social media
sites, contributing to the loss of their ______ (private).
b. Social networking is the most popular means of ______ (communicate) among
teenagers.
c. The ______ (major) of teen Facebook users are connected to their friends and
families; however, a third of them admit having established an online ______
(friend) with strangers.
d. Teens’ ______ (engage) with social media services have contributed to their
huge ______ (popular).
3. Start the sentences below using the words/expressions given in brackets. 12 points
a. Teens share too much personal data online. They risk losing their privacy. (If
teens didn’t…)

Testing pack 3
b. 71% of teenagers have posted their hometown and school name online. They
are social media users. (71% of teenagers who…)
c. Teens choose different privacy settings depending on the social media network
they use. (Different privacy settings…)
4. Do you think it is possible to regain privacy

once someone has shared a lot of personal
information with other people? Why or why
not? Write about 50 words.
20 points
Activity B
1. You are going to read an article entitled “The
Truth about Teens and Privacy” by Danah Boyd. Five sentences have been
removed from the article. Choose from the sentences A-F the one which fits
each gap (1-5). There is one extra sentence which you do not need to use.
A. We don’t tell everybody every D. Each week, news stories lament the death of
single thing about our lives privacy
B. There is a big difference between E. Parent-teen battles about privacy have gone
being in public and being public on for decades
C. Teens do not want their parents F. They want the right to be ignored by the
to view their online profiles people
Many teens feel as though they are in a no-win situation when it comes to
sharing information online: damned if they publish their personal thoughts to public
spaces, and damned if they create private space that parents can’t see.
_________(1)_________. Parents complain when teens demand privacy by asking
5 their parents to stay out of their bedroom, to refrain from listening in on their phone
conversations, and to let them socialize with their friends without being chaperoned.
These same parents express frustration when teens wear skimpy outfits. They have
long seen revealing clothing as an indicator of teens’ rejection of privacy. In other
words, common teen practices have historically been sure signs of teens’ unhealthy
10 obsession with, or rejection of, privacy.
Social media has introduced a new dimension to the well-worn fights over
private space and personal expression. _________(2)_________ or look over their
shoulder when they are chatting with friends. Parents are no longer simply worried
about what their children wear out of the house but what they photograph
15 themselves wearing in their bedroom to post online. Interactions that were
previously invisible to adults suddenly have traces, prompting parents to worry over
conversations that adults deem inappropriate or when teens share “TMI” (too much
information).

Testing pack 3
Teens often grow frustrated with adult assumptions that suggest that they are
20 part of a generation that has given up privacy in order to participate in social media.
In North Carolina, I asked “Waffles” about this issue, and he responded with
exasperation. ‘Every teenager wants privacy. Every single last one of them, whether
they tell you or not, wants privacy.’ Waffles is a geeky white seventeen-year-old teen
who spends hours each day interacting with people through video games and
25 engaging deeply in a wide variety of online communities. ‘Just because teenagers use
internet sites to connect to other people doesn’t mean they don’t care about their
privacy. _________(3)_________.’
Journalists, parents, and technologists seem to believe that a willingness to
share in public spaces is incompatible with a desire for personal privacy. The teens
30 that I met genuinely care about their privacy, but how they understand and enact it
may not immediately appear logical to adults. When teens seek privacy, they do so in
relation to those who hold power over them. Unlike privacy advocates and more
politically conscious adults, teens aren’t typically concerned with governments and
corporations. Instead, they are trying to avoid surveillance from parents, teachers,
35 and other immediate authority figures in their lives. _________(4)_________ who
they see as being “in their business.”
Teens’ desire for privacy does not undermine their eagerness to participate in
public. _________(5)_________. Teens want to gather in public environments to
socialize, but they don’t necessarily want every vocalized expression to be publicized.
40 Yet, because being in a networked public – unlike gathering with friends in a public
park – often makes interactions more visible to adults. This desire to be in public and
have privacy seems like a contradiction. But understanding how teens conceptualize
privacy and navigate social media is key to understanding what privacy means in a
networked world. Instead of signaling the end of privacy as we know it, teens’
engagement with social media highlights the complex interplay between privacy and
publicity in the networked world we all live in now.
Abridged and adapted from https://medium.com/backchannel
2. Scan the text and find evidence for the following statements. 12 points
a. According to adults, the way teenagers regard privacy has been considered
ambivalent.
b. The posting of inappropriate images on social media is a major concern for
parents.
c. Teenagers want adults to respect their privacy.
3. What do the underlined expressions taken from the text mean? Match them
with the meanings from the box below. 12 points
1. looked after or supervised 3. a successful or a favourable outcome is impossible

2. interfering in one’s activities 4. too short or revealing clothes

Testing pack 3
a. they are in a no-win situation... (l. 1)

b. socialize with their friends without being chaperoned... (ll. 5-6)
c. when teens wear skimpy outfits (l. 6)
d. as being “in their business” (l. 32)
4. Find out what the underlined words/expressions refer to in the text. 12 points
a. that (l. 17) b. this issue (l. 19) c. them (l. 20) d. it (l. 27)
The final task you have to do is to write a blog post expressing your point of view
about teenagers and online privacy as a response to the article you have read.
Write about 80-100 words. You may use the input provided by Activities A and B.

Testing pack 3
COMMUNICATION – Today’s Fast Paced World

1. Listen to Kathryn expressing her views on Communication: Today’s Fast Paced

World and choose the best answer. 16 points
1. Almost Famous is a film set in… 4. It took… to transmit each page over the
a. the early 60s. telephone.
b. the late 60s. a. 8 minutes.
c. the early 70s. b. 18 minutes.
d. the late 70s. c. 8 hours.
d. 18 hours.
2. In the film, the device called “Mo-Jo” 5. Nowadays… are considered modern means of
is… communication.
a. a high-tech machine. a. social networking sites and SMS
b. a telephone. b. social media networks
c. the Rolling Stone magazine. c. fax machines and pagers
d. a fax machine. d. texting
3. Back then that device was considered… 6. Today’s new means of communication have…
means of communication. a. improved media devices.
a. an unreliable b. multiplied social media networks.
b. a very sophisticated c. changed the way we interact with people.
c. an ironic d. developed technology.
d. an ancient
2. Listen to the text about technology and communication and identify the 14 points
following information.
a. Forms of communication used in the past.
b. Forms of communication used in the present.
c. When phones are answered today.
d. Media from which people get information today.
Test Specification
Activity A Activity B Activity C
1. .......... = 8 1. …........ = 20 .............. = 60
2. .......... = 14 2. …........ = 12 Activity D
3. .......... = 12 3. .......... = 12 .............. = 30
4. .......... = 20 4. .......... = 12 TOTAL ... = 200 points

Testing pack 3

zero pontos.
primeira será classificada. Nos itens de resposta fechada, se o aluno fornecer mais respostas do que a(s) pedida(s), será atr ibuída a
cotação zero.
Atividade A
N3 Indica corretamente 4 legendas para as imagens. Pode escrever com incorreções de grafia e
pontuação não impeditivas da compreensão. 8
1. Chave: Possible answers: A. Browsing social media networks; B. Online privacy/security; C. Teens’
obsession with selfies; D. Teens attached to smart phones.
N2 Indica corretamente 3-2 das legendas. Pode escrever com incorreções de grafia e pontuação não
5
impeditivas da compreensão.
N1 Indica corretamente uma das legendas. Pode escrever com incorreções de grafia e pontuação não
2
N3 Insere corretamente 7-5 nomes.

14
2. Chave: a. information, privacy; b. communication; c. majority, friendship; d. engagement, popularity.
N2 Insere corretamente 4-2 nomes. 8
N1 Insere corretamente 1 nome. 2
N3 Reescreve corretamente as 3 frases.

Chave: a. If teens didn’t share too much personal data online, they wouldn’t risk losing their privacy. 12
b. 71% of teenagers who are social media users have posted their hometown and school name online.
3.
c. Different privacy settings are chosen (by teens) depending on the social media network they use.
N2 Reescreve corretamente 2 das frases. 8
N1 Reescreve corretamente 1 frase. 4
N3 Exprime a sua opinião sobre a possibilidade de se recuperar a privacidade depois de ter partilhado
informação online, justificando o seu ponto de vista. Escreve com correção linguística. Utiliza
4.
vocabulário e estruturas adequadas, embora possam ocorrer algumas incorreções não impeditivas da
compreensão da mensagem. 20
Exemplo de resposta: I think it is impossible to regain one’s privacy after having shared personal data
online. When you post a photo or messages on social media websites that content is released into the
Internet. Even if you delete it from your account, it is almost impossible to know if that information
hasn’t been downloaded or shared by others online.
N2 ---- 12
N1 Exprime a sua opinião com incorreções linguísticas frequentes, recorrendo, por vezes, ao uso da 4
língua materna. Em todo o caso, consegue transmitir os aspetos essenciais da informação solicitada.
Atividade B
N3 Relaciona corretamente as 5 frases ao texto de onde foram retiradas. 20

Testing pack 3
Chave: 1. E; 2. C; 3. A; 4. F; 5. B.
1. N2 --- 12
N1 Relaciona corretamente 2 frases ao texto de onde foram retiradas. 4
N3 Identifica corretamente as 3 citações pedidas, demonstrando compreensão dos enunciados e do

texto.
2. Chave: a. In other words, common teen practices have historically been sure signs of teens’ unhealthy
obsession with, or rejection of, privacy. b. Parents are no longer simply worried about what their
children wear out of the house but what they photograph themselves wearing in their bedroom to post 12
online. Interactions that were previously invisible to adults suddenly have traces, prompting parents to
worry over conversations that adults deem inappropriate or when teens share “TMI” (too much
information). c. When teens seek privacy, they do so in relation to those who hold power over them.
(…) Instead, they are trying to avoid surveillance from parents, teachers, and other immediate
authority figures in their lives.
N3 Associa corretamente os 4 itens pedidos.

12
Chave: a. 3; b. 1; c. 4; d. 2.
3. N2 Identifica completamente 2 dos itens. 8
N1 Identifica completamente 1 dos itens. 4
N3 Identifica completamente os 4 itens a que se referem as palavras dadas.

Chave: a. adult assumptions; b. having given up privacy in order to participate in social media; c. 12
4. teenagers; d. teens’ privacy.
N2 Identifica completamente 3-2 dos itens a que se referem as palavras dadas. 8
N1 Identifica completamente 1 dos itens a que se referem as palavras dadas. 4
Atividade C
N5 Escreve um texto para um blogue, apresentando a sua opinião sobre a privacidade no uso das redes 40
sociais, respeitando as instruções dadas e destacando aspetos relevantes. Utiliza alguns mecanismos
de coesão.
Usa palavras suas e respeita o limite de palavras indicado.
N4 32
N3 Escreve um texto para um blogue simples, apresentando a sua opinião sobre a privacidade no uso das 24
redes sociais, respeitando as instruções dadas e destacando alguns aspetos relevantes. Utiliza, ainda
que de forma muito incipiente, alguns conectores simples, articulando as ideias num texto claro. Usa
palavras suas. Pode não respeitar o limite de palavras indicado.
N2 16
pouco relevantes.
Estrutura deficientemente o texto. Pode não respeitar o limite de palavras indicado. Pode não usar
palavras suas.

Testing pack 3
N4 16
sistemática.
N2 8
Atividade D
N3 Identifica corretamente 6-5 itens.
16
Chave: 1. c; 2. d; 3. b; 4. b; 5. a; 6. c.
1.
N3 Identifica corretamente as 4 informações solicitadas.

14
Chave: a. Face-to-face communication and the telephone. b. E-mail, text, tweet, Skype, Facetime, etc. c. When it is
1. more convenient. d. We get content via mobile phones, social media, blogs, webcasts…
N2 Identifica corretamente 3-2 das informações solicitadas. 8
N1 Identifica corretamente 1 das informações solicitadas. 2

Testing pack 3
Progress Check – T E E N A G E R S – Teenagers Speak Up
The final task you have to do is to write an open letter to parents explaining what
teenagers need and want from them. Activities A and B will give you input for Activity C.
Activity A
1. From the list below (A to E), identify three characteristics of a formal letter. 12 points
(A) use shortened forms (Example: I’m, don’t, won’t, …)

(B) keep it brief and to the point
(C) use a personal and relaxed language
(D) include an appropriate greeting (Example: Dear Mr. Evans, Dear Sir/Madam)
(E) include a polite closing
2. Complete the text using the words/expressions from the box.

Use each word/expression only once. 12 points
Respect is (a)_________ important point, so I’m going to start off with it. 1. really
(b)_________ you turn 13 and (c)_________ you grow, you have more and 2. even though
3. their own
more opinions and ideas and you (d)_________ want to be taken seriously.
4. many times
Please treat your teenager as a person in (e)_________ right and don’t
5. as
dismiss what they say on the basis of them being young. (f)_________, don’t
6. so
tell them that everything they say and do is amazing because now
7. the most
(g)_________ you say our drawings are ‘so creative’, we know they look 8. more than
horrendous and we would appreciate constructive criticism (h)_________ 9. through
the false positive reinforcement. (i)_________ parents treat their children 10. better
like 10 year olds all (j)_________ their teen years. That isn’t helping anyone 11. on the other hand
(k)_________ gradually reaching there is a much (l)_________ plan of action. 12. after
3. As a teenager, how can you contribute to society? 24 points
Write about 50-60 words about this.
Activity B

Testing pack 3
1. Read the text. Match the topics in column B with the corresponding
paragraphs in column A. Write only the letters and the numbers. 12 points
A B
Paragraph 1 a. difficulties faced by teenagers today
Paragraph 2 b. teenagers’ achievements
Paragraph 3 c. youngsters’ altruistic nature
Paragraph 4 d. adults’ failure to guide teenagers
e. teenagers’ distinctive assets
f. quality of teenagers’ participation
g. adults negative attitudes against teenagers
h. teenager’s willingness to help out
Read the text again and then do the tasks that follow.
Teenage Voices
It’s no secret that many adults frequently ignore my generation. We’re
cast off as ignorant, arrogant and full of ourselves. We’re told that we can’t
change anything. Children are to be seen, not heard. Adults call us oblivious to the
“real world.” We’re told to grow up. Our thoughts and opinions are viewed as
5 worthless. Adults expect us to care about what they have to say, but they do not
reciprocate and listen to teens. They are missing out on perhaps the most
important voices of today and of the future.
Most teenagers do not adhere to the image of the stereotypical teen.
Stop saying that we don’t care about world affairs; many of us concerned about
10 the world’s future, especially since we will be the next ones to inherit
responsibility for it. Stop labeling us after the minority of teens who are awful and
unwelcoming – many of us are open-minded and accepting of others, and we will
support each other in times of trouble. We can and DO make change, and we’re
not lazy. How can we be when college admissions and the job market have never
15 been so competitive? Many of us actually have to work harder than our parents
did at our age to get into jobs or colleges, and many of us have accomplished so
much more than most people did when they were high school students.
Oftentimes, I find that teenagers do care. They care about issues and about
making a difference. In fact, statistics show that 93 percent of young people want
20 to volunteer. The problem is many of these teens are never shown or taught how
they can start making a difference; in fact, we’re usually told we can’t. We need to
tailor more volunteer positions to appeal to teens and create programs to help
connect teens to the right volunteer position for them. We need to make
opportunities more accessible, rather than blocking teens out and later claiming

Testing pack 3
25 that we’re impossible to deal with and that we don’t care.

In terms of the quality of teenage voices and our opinions, this is where so
many adults couldn’t be further off the mark. Teenagers ask some of the most
thought-provoking questions. We have unique perspectives that many adults miss
when they overlook my generation. We can come up with creative solutions and
30 answers to complex problems. We have something to say, and we have a right to
be heard. I strongly believe that we could come closer to solving so many of the
problems facing our world if we approached issues with the open-mindedness,
curiosity and unique perspectives that teens have. Most importantly, we’re largely
optimistic about the future and have high ambitions to better the world.
Adapted from: http://www.huffingtonpost.com
2. Complete these sentences with information from the text. 18 points
a. The author’s generation is frequently seen...

b. Most teenagers do not match...
c. Opportunities should...
3. Answer these questions on the text. 20 points
a. What is the purpose of the author by writing this text?

b. What kind of contributions can teenagers give to society?
4. Find in the text words/expressions that mean the same as these. 12 points
a. not aware of something b. useless c. interchange d. achieved
Now write your open letter to parents explaining what teenagers need and want from
them. Write about 100-120 words. You may use the input provided by Activities A and B.
T E E N A G E R S – Teenage Volunteering
1. Listen to this interview about Johanna’s volunteer work and choose the
correct option (A, B, C or D) to complete the sentences. Write only the
numbers and the letters. 10 points

Testing pack 3
1. Johanna is from 4. Her volunteer work included

a. Holland a. leading tasks
b. Poland b. building up reports
c. Finland c. writing letters
d. Switzerland d. doing clean-up projects
2. She has a Master’s Degree in 5. Volunteering experiences require
a. Ethnology a. changing your whole life
b. Ethnography b. getting rid of your loved ones
c. Ethnocentrism c. defining personal goals
d. Stenography d. a great deal of self-assurance
3. She did volunteering work to
a. interact with disadvantaged people
b. help out local communities
c. experience new adventures
d. increase her awareness of different people
2. Listen to the last part of Johanna’s interview and complete these statements.
a. Johanna’s volunteer work period was an opportunity for her __________. 20 points
b. Having the power to change things for the better makes her _________.
c. She has achieved some goals for the organization, which _______.
d. She defines volunteering as ___________.
e. Volunteering enables you to ____________.
Test Specification
Activity A 3. ......... 2 x 10 = 20
1. ......... 3 x 4 = 12 4. .......... 4 x 3 = 12
2. ......... 12 x 1 = 12 Activity C
3. ......... = 24 .............. = 60
Activity B Activity D
1. ......... 6 x 2 = 12 1. .......... 5 x 2 = 10
2. ......... 3 x 6 = 18 2. ……….. 5 x 4 = 20
TOTAL ... = 200 points

Testing pack 3

zero pontos.
primeira será classificada. Nos itens de resposta fechada, se o aluno fornecer mais respostas do que a(s) pedida(s), será atr ibuída a
cotação zero. Os itens são todos classificados independentemente.
Atividade A
N1 Identifica as três opções corretas. 12
1. Chave: B, D, E
N3 Completa o texto com 12-9 palavras / expressões corretas. 12

Chave: a. the most; b. After; c. as; d. really; e. their own; f. On the other hand; g. even though; h. more
than; i. Many times; j. through; k. so; l. better
2.
N2 Completa o texto com 8-5 palavras corretas. 8
N3 Explica o contributo dos jovens na sociedade com correção linguística. Utiliza vocabulário e estruturas 24
adequadas, embora possam ocorrer algumas incorreções não impeditivas da compreensão da
mensagem.
Exemplo de resposta: As teenagers we can produce some of the most insightful pieces of advice for
other teens. We aren’t afraid to share stories from the hardships we have faced, and we talk about
real problems in high school, in our lives and in the world. We participate in speech and debate
3.
competitions, we are in math clubs, environmental projects and more.
N2 16
N1 Explica o contributo dos jovens na sociedade com incorreções linguísticas frequentes, recorrendo, por 8
vezes, ao uso da língua materna. Em todo o caso, consegue transmitir os aspetos essenciais da
informação solicitada.
Atividade B
N3 Relaciona corretamente 8-7 tópicos com os respetivos parágrafos. 12
Chave: Paragraph 1 – g, h; Paragraph 2 – a, b; Paragraph 3 – c, d; Paragraph 4 – e, f.
1. N2 8
N1 Relaciona corretamente 2 tópicos com os respetivos parágrafos. 4
N3 Completa corretamente as frases. Não deve exceder a informação solicitada. 18

Sugestão de resposta:
a. … as ignorant, arrogant and full of themselves.
b. … the image of the stereotypical teen.
2. c. … be made more accessible.
N2 Identifica corretamente 2 das informações pedidas. 12

Testing pack 3
N1 Identifica corretamente 1 das informações pedidas. 6
N3 Responde às duas questões com correção gramatical. Pode escrever com incorreções de grafia e 20
pontuação não impeditivas da compreensão.
Exemplo de resposta: a. The author wants to give a positive image of teenagers, contradicting the
negative stereotypes frequently associated with this generation. b. They can give positive, thought-
provoking ideas and opinions, interact with different people and accept their viewpoints. They can do
volunteer work and find creative solutions.
3. N2 Responde a uma questão de acordo com a informação do texto e com correção gramatical. Pode 12
escrever com incorreções de grafia e pontuação não impeditivas da compreensão. Erra ou omite a
outra questão.
N1 Responde às duas questões com informação parcialmente correta. Escreve com incorreções de grafia 4
e pontuação não impeditivas da compreensão.
N3 Identifica os sinónimos das quatro palavras no texto. 12

Chave: a. oblivious; b. worthless; c. reciprocate; d. accomplished
4. N2 8
N1 Identifica apenas um sinónimo. Erra ou omite os outros. 4
Atividade C
N5 Escreve uma carta aberta aos pais, respeitando as instruções dadas e destacando aspetos relevantes. 40
Utiliza alguns mecanismos de coesão.
Respeita o limite de palavras indicado.
N4 32
N3 Escreve uma carta aberta aos pais, respeitando as instruções dadas e destacando alguns aspetos 24
relevantes. Utiliza, ainda que de forma muito incipiente, alguns conectores simples, articulando as
ideias num texto claro.
N2 16
pouco relevantes.
Estrutura deficientemente o texto.
N4 16

Testing pack 3
sistemática.
N2 8
Atividade D
N3 Identifica as 5 opções corretas. 10
Chave: 1-c; 2-a; 3-d; 4-b; 5-c.
1. N2 Identifica 4-3 opções corretas. 7
N1 Identifica 2 opções corretas. 4
N3 Completa adequadamente 5-4 das frases, com correção linguística. 20

Chave: a.... to learn (a great deal) ; b....feel great/ powerful/proud ; c….gives her a sense of
2. pride/makes her feel proud; d… a great way to get a perspective on your own life. e. focus on others
(and see that your involvement in the world can be meaningful).
N2 Completa adequadamente 3-2 das frases, com correção linguística. 12
N1 Completa adequadamente 1 frase com correção linguìstica. Poderá completar 5-3 das frases com 4
incorreções linguìsticas não impeditivas da comunicação.

Testing pack 3
Progress Check – T E C H N O L O G Y – Amazing Robots
The final task you have to do is to write an argumentative text for a teen forum about
this issue: Are Robots Entitled to Rights? Activities A and B will give you input for
Activity C.
Activity A
1. From the list below, identify the three aspects that are mainly associated with
12 points
an argumentative text.
a. chronological e. use of evidence
order f. eye-catching words
b. repetitions g. a staged series of points
c. imperatives
d. points of view
2. Complete the text with a word formed from the one given in brackets. 15 points
Humanoid robots are being used as classroom buddies to support children with autism
in a project that aims to improve social interaction and ___a___ (communicate). Max
and Ben were developed by ___b___ (research) at the University of Birmingham’s
School of ___c___ (Educate). This is the first project in the country to trial the use of
___d___ (innovate) technology for children with autism. The ___e___ (intelligent) of
such students is often marked by a ___f___ (difficult) with social interaction.
3. Use 6 words /
24 points
expressions from
this wordle to give
your opinion about
the interaction
between humans
and robots. Write
between 60 and 80
words.

Testing pack 3
Activity B
Read the text and do the tasks that follow.
Jazz-Playing Robots Will Explore Human-Computer Relations

Jazz-playing computers and robots could soon yield clues about how to help
people collaborate with machines, researchers say. The new project, called
MUSICA (short for Musical Improvising Collaborative Agent), aims to develop a
musical device that can improvise a jazz solo in response to human partners, just
5 as real jazz musicians improvise alongside one another.
MUSICA is part of a new program from the Defense Advanced Research
Projects Agency (DARPA), the branch of the U.S. military responsible for
developing new technologies. The project is designed to explore new ways that
people can interact with computers and robots. ‘There is definitely a desire for
10 more natural kinds of communications with computational systems as they grow
in their ability to be intelligent,’ Ben Grosser, an assistant professor of new media
at the University of Illinois at Urbana-Champaign, told Live Science. ‘A lot of us are
familiar with various methods of interacting with computers, such as text-based
and touch-based interfaces, but language-based interfaces are extremely limited
15 in their capabilities.’
Grosser and his colleague Kelland Thomas, an associate professor of music
at the University of Arizona, are developing MUSICA to explore how people can
communicate with one another without language. ‘That could make interactions
between humans and machines a lot deeper,’ said Grosser, who himself is a jazz
20 trumpeter. ‘When it comes to jazz, you feel the music as much as you hear and
think about it – you react instinctively to things that are going on.’
The researchers admit the project may seem unusual. ‘Let’s face it – trying
to develop a system that can play jazz is a crazy idea,’ Grosser said. ‘It’s not going
to be Miles Davis. I think if we can make this thing play like a high schooler, we’ll
25 really have done our job.’
Ultimately, Grosser hoped this research could shed light on the nature of
the creative process. ‘By finding the limits of computational creativity, we can get
a different understanding of human creativity, on our own creative processes,’
Grosser said.
Adapted from: http://www.livescience.com
1. Fill in the table below with information taken from the text. 15 points
a. Aim of the b. Universities c. Grosser’s musical d. Grosser’s

project MUSICA involved skills expectations

Testing pack 3
20 points
2. Complete the following sentences using information from the text.
a. The responsibility for developing new technologies belongs ________.
b. Interactions between humans and machines could
__________________________.
c. The researchers recognise that people are likely
___________________________.
3. Find in the text words/expressions that mean the same as these. 12 points
a. give/supply b. instrument/mechanism c. planned/delineated d. clarify
4. What do the underlined words in the text refer to? 12 points
a. they b. us c. That d. himself
60 points
Activity C
Now write an argumentative text for a teen forum about this issue: Are Robots Entitled to
Rights? Write about 100-120 words. You may use the input provided by Activities A and B.

Testing pack 3
T E C H N O L O G Y – Amazing Robots
AUDIO CD 2 TRACKS 45, 46 and 47
1. Listen to these people giving their opinion about this question ‘Should robots
have the same moral and ethical standards as humans?’ and choose the
correct option (A, B, C or D) to complete the sentences. Write only the
numbers and the letters. 30 points
1. Andrew 3. In Amir’s opinion robots

a. thinks this issue is very difficult. a. are autonomous nowadays.
b. claims to know all the answers. b. can be considered real.
c. thinks this question is highly pertinent. c. should not have any legal or ethical standards.
d. wishes he had all the answers. d. inhabit an advanced world.
2. According to Andrew robots should 4. George believes

a. not have the same ethical standards. a. in changing human-robot interactions.
b. be treated as inferiors. b. humans can mistreat robots.
c. be equipped with a moral imperative. c. robots and human should share an ethical code.
d. have their actions controlled by humans. d. robots are well aware of their actions.
Test Specification
Activity A 3. .......... = 12
1. .......... = 12 4. .......... = 12
2. .......... = 15 Activity C
3. .......... = 24 .............. = 60
Activity B Activity D
1. .......... = 15 .............. = 30
2. .......... = 20 TOTAL ... = 200 points

Testing pack 3

zero pontos.
primeira será classificada. Nos itens de resposta fechada, se o aluno fornecer mais respostas do que a(s) pedida(s), será atribuída a
cotação zero.
Atividade A
N1 Identifica as três características do texto argumentativo. 12
1.
Chave: d, e, g

Example: a-communication; b-researchers, c- Education, d) innovative, e) intelligence, f) difficulty
2. N2 10
N1 Completa o texto com 2 palavras corretas. 5
N3 Expressa a sua opinião acerca da interação entre os humanos e os robots com correção linguística. 24
Utiliza, pelo menos, 6 vocábulos do wordle e estruturas adequadas, embora possam ocorrer algumas
incorreções não impeditivas da compreensão da mensagem.
Exemplo de resposta: In my opinion there are different aspects of this human-robot interaction: robots
can help us in important tasks and fields of activity. They have a lot of potential, taking part in our
everyday lives as assistants or guides. They can also be used in such critical domains as search and
rescue operations among many other applications. In the future they will probably be autonomous,
very cooperative, having proactive behaviours and acting more like a team member.
3. N2 16
N1 Expressa a sua opinião acerca da interação entre os humanos e os robots com incorreções linguísticas
frequentes, recorrendo, por vezes, ao uso da língua materna. Em todo o caso, consegue transmitir os 8
aspetos essenciais da informação solicitada.
Atividade B
N3 Identifica corretamente as 4 informações pedidas. 15
Chave: a. Improvise a robot-jazz solo in response to human partners /explore human-robots
1. interactions; b. University of Illinois (at Urbana-Champaign) and University of Arizona; c. He can play
Jazz / He is a jazz trumpeter; d. Get a better understanding of the creative process/ of human
creativity.
N2 10
N1 Identifica corretamente 1-2 informações. 5

Testing pack 3
N3 Completa as três frases de acordo com a informação do texto e com correção gramatical. Pode 20
escrever com incorreções de grafia e pontuação não impeditivas da compreensão.
Exemplo de resposta:
a. … belongs to DARPA / the Defense Advanced Research Projects Agency.
b. … be made a lot deeper.
c. … to find the project unusual.
N2 Completa duas frases de acordo com a informação do texto e com correção gramatical. Pode escrever 14
2. com incorreções de grafia e pontuação não impeditivas da compreensão.
N1 Completa uma frase de acordo com a informação do texto. Escreve com incorreções linguísticas não 8
N3 Identifica os sinónimos das quatro palavras no texto. 12

Chave: a. yield; b. device; c. designed; d. shed light on.
3. N2 8
N1 Identifica apenas um sinónimo. Erra ou omite os outros. 4
Identifica corretamente os 4 itens a que se referem as palavras dadas.

N3 Chave: a. Computational systems; b. researchers / people; c. communication with one another without 12
4. language; d. Grosser.
N2 Identifica corretamente 3-2 dos itens a que se referem as palavras dadas. 8
N1 Identifica corretamente 1 dos itens a que se referem as palavras dadas. 4
Atividade C
N5 Escreve um texto argumentativo sobre o tema apresentado, respeitando as instruções dadas e 40
destacando diversos aspetos relevantes que sustentam a sua posição. Utiliza alguns mecanismos de
coesão.
Respeita o limite de palavras indicado.
N4 32
N3 Escreve um texto argumentativo sobre o tema apresentado, respeitando as instruções dadas e 24
destacando alguns aspetos relevantes que sustentam a sua posição. Utiliza, ainda que de forma muito
incipiente, alguns conectores simples, articulando as ideias num texto claro.
N2 16
pouco relevantes.
Estrutura deficientemente o texto.


Testing pack 3
N4 16
sistemática.
N2 8
Atividade D
N3 Identifica as 4 opções corretas. 30
Chave: 1. a; 2. d; 3. c; 4. b
N2 Identifica 3 opções corretas. 20

N1 Identifica 2-1 opções corretas. 10

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Xplore 10 – NEW RESOURCE KIT

NEW Resource Kit

Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho

commonly accessible attention

Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho

Which languages do people study?

4. In today’s world having the ability to speak

According to the philosopher Ludwig Wittgenstein, “The limits of my language mean

Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho

a. Being a polyglot allows us to discover the world more completely.

Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho

a. His description of his learning experience

TOTAL ... = 200 points

Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho

CRITÉRIOS GERAIS DE CLASSIFICAÇÃO

N3 Completa o texto com 6-7 palavras corretas.

N3 Reescreve corretamente as 3 frases.

Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho

N3 Identifica corretamente as 3 citações pedidas, demonstrando compreensão dos enunciados e do

N3 Identifica completamente os 4 itens a que se referem as palavras dadas.

Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho

N3 Identifica corretamente as 4 informações solicitadas.

Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho

1. Look at the following photos. Write a headline for each one.

Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho

4. Do you think it is possible to regain privacy

Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho

1. looked after or supervised 3. a successful or a favourable outcome is impossible

Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho

a. they are in a no-win situation... (l. 1)

Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho

COMMUNICATION – Today’s Fast Paced World

1. Listen to Kathryn expressing her views on Communication: Today’s Fast Paced

Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho

CRITÉRIOS GERAIS DE CLASSIFICAÇÃO

N3 Insere corretamente 7-5 nomes.

N3 Reescreve corretamente as 3 frases.

Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho

N3 Identifica corretamente as 3 citações pedidas, demonstrando compreensão dos enunciados e do

N3 Associa corretamente os 4 itens pedidos.

N3 Identifica completamente os 4 itens a que se referem as palavras dadas.

Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho

N3 Identifica corretamente as 4 informações solicitadas.

Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho

Progress Check – T E E N A G E R S – Teenagers Speak Up

(A) use shortened forms (Example: I’m, don’t, won’t, …)

2. Complete the text using the words/expressions from the box.

3. As a teenager, how can you contribute to society? 24 points

Write about 50-60 words about this.

Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho

Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho

25 that we’re impossible to deal with and that we don’t care.

2. Complete these sentences with information from the text. 18 points

a. The author’s generation is frequently seen...

3. Answer these questions on the text. 20 points

a. What is the purpose of the author by writing this text?

a. not aware of something b. useless c. interchange d. achieved

Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho

1. Johanna is from 4. Her volunteer work included

Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho

CRITÉRIOS GERAIS DE CLASSIFICAÇÃO

N3 Completa o texto com 12-9 palavras / expressões corretas. 12

N3 Completa corretamente as frases. Não deve exceder a informação solicitada. 18

Teresa Pinto de Almeida | Paula M. Araújo | Telma Coelho