ae_iT11_test2

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iTeen11 
 
1 
 
 
MODULE 2 OUR WORLD 
LISTENING TEST 2 
 
INFORMAÇÃO – TESTE DE COMPREENSÃO ORAL 2 
 
A estrutura do teste sintetiza-se no quadro seguinte: 
 
 
Ativ. 
 
Componentes 
 
Competências 
 
Tipologia de Itens 
 
Número 
de Itens 
 
Cotação 
(em pontos) 
 
A 
 
Léxico-
semântica: 
Our Planet at 
risk 
 
 
 
Competência linguística: 
• competência lexical 
• competência gramatical 
• competência semântica 
 
Competência pragmática: 
• competência funcional 
• competência discursiva 
 
 
ITENS DE 
SELEÇÃO 
• completamento 
• identificação de 
erros / correção 
• identificação – 
verdadeiro/falso 
• completamento 
 
 
2 
 
100 pontos 
 
B 
 
Competência linguística: 
• competência lexical 
• competência gramatical 
• competência semântica 
 
Competência pragmática: 
• competência discursiva 
• competência funcional/ estratégica 
 
 
2 
 
100 pontos 
 
TOTAL 
 
200 pontos 
 
 
 
 
iTeen11 
 
2 
 
 
MODULE 2 OUR WORLD 
Name __________________________________________ No. ___________ Class __________ 
Date _____/_____/_____ Mark ____________ Teacher _________________________________ 
 
LISTENING TEST 2 
 
Exercises 1 and 2 
You will hear the first and second parts of an article on the effects of climate change. 
 
ACTIVITY A 
 
1. Listen to the first part of the article and complete the paragraph. (10 x 5 = 50 points) 
The world has seen Greta Thunberg’s solo school strikes morph into a 1____________________ 
movement of more than six million demonstrators; Extinction Rebellion 2____________________ 
have seized bridges and blocked roads in capital cities; the world has heard ever more 
3____________________ warnings from UN scientists; dozens of national parliaments and city 
councils have declared 4____________________ emergencies. The climate has become much 
more hostile – with increasingly ferocious 5____________________ (for the first time on record, 
there have been category 5 6____________________), intensifying 7____________________ fires 
(consider the devastating blazes in Siberia and the Amazon this year, or California and Lapland in 
2018), massive bleaching of coral reefs (which is happening with growing frequency across most of 
the world), terrible 8____________________ in Bangladesh, desperate 9____________________ 
in southern Africa, 10____________________ shortages in the Sahel and the opening up of the 
northwest passage due to shrinking sea ice. 
 
2. Now, listen to the second part of the article attentively. Find 5 mistakes in this paragraph, 
underline them and replace them with the right words. (5 x 10 = 50 points) 
Climate change is very precise today, which is good news in terms of anticipating the risks, but 
deeply alarming when we consider just how nasty scientists expect the climate to become in our 
lifetime. Unless editions are slashed over the next decade, a swarm of wicked problems are heading 
our way. How wicked? Well, let us consider what the world will look like in 2050 if humanity continues 
to burn oil, gas, coal and forests at the current rate. The world in 2050 is more hostile and less fertile, 
more troubled and less diverse. Across the world, droughts intensify, and extreme heat becomes a 
fact of life for 1.6bn city dwellers, eight times more than in 2019. More heat means more forest fires, 
which dries out more trees, which burn more easily, which releases more carbon, which pushes 
global temperatures higher, which melts more ice, which exposes more of the Earth to sunlight, 
which warms the soils, which lowers the temperature gradient with the equator, which slows ocean 
currents and water systems, which results in more extreme storms and longer droughts. 
 
1_________________________ 2_________________________ 
3_________________________ 
4_________________________ 5_________________________ 
 
 
iTeen11 
 
3 
 
 
Exercises 3 and 4 
You will hear the last part of the article on the effects of climate change. 
 
ACTIVITY B 
 
 
 
 
 
3. Listen attentively and mark these sentences true (T) or false (F). (6 x 5 = 30 points) 
1. There will be more famine. _____ 
2. By 2050, the global population is expected to rise to 7.9 billion. _____ 
3. By 2050, there will be more than two billion more people to feed than today. _____ 
4. People will most likely fight or flee if threatened by starvation. _____ 
5. This future scenario is inevitable. _____ 
6. Dangers won’t be reduced unless we change our behaviour. _____ 
 
4. Now, listen again and complete the sentences. (7 x 10 = 70 points) 
1. The United Nations’ International Panel on Climate Change expects _____________________ 
___________________________________________________ in each of the coming decades. 
2. __________________________________________________________________________ 
will lead to this decline. 
3. Between 50 and 700 million people will be driven from their homes by midcentury as ________ 
____________________________________________________________________________ 
4. Fires, floods and droughts will lead _______________________________________________ 
____________________________________________________________________________ 
5. Although the poorest have _____________________________________________________, 
they will be worst affected. 
6. In order to improve our situation, we can’t focus on __________________________________ 
____________________________________________________________________________ 
7. People must focus on shared solutions and that means _______________________________ 
__________________________________________________, and treasuring shared traditions. 
 
https://www.theguardian.com/environment/2019/dec/30/environment-2050-flooded-cities-forced-migration-amazon-turning-savannah 
(abridged and adapted) 
https://www.theguardian.com/environment/2019/dec/30/environment-2050-flooded-cities-forced-migration-amazon-turning-savannah
iTeen11 
 
4 
 
 
MODULE 2 OUR WORLD 
TEST 2 
 
INFORMAÇÃO – TESTE 2 
 
A estrutura do teste sintetiza-se no quadro seguinte: 
 
 
Ativ. 
 
Componentes 
 
Competências 
 
Tipologia de Itens 
 
Número 
de Itens 
 
Cotação 
(em pontos) 
 
A 
 
Léxico-
semântica: 
Environment and 
Ethics 
Eco-Friendly 
Lifestyles 
 
 
 
Morfossintática: 
Future forms 
Linking words and 
phrases 
Used to and be/get 
used to 
Double and 
correlative 
comparatives 
Phrasal verbs (to 
break) 
Conditional 
sentences 
Adjective formation 
So and such 
 
 
 
Competência linguística 
• competência lexical 
• competência gramatical 
• competência semântica 
• competência ortográfica 
Competência pragmática 
• competência functional 
 
Competência sociolinguística 
 
ITENS DE SELEÇÃO 
• completamento 
• identificação de 
erros / correção 
• associação 
/correspondência 
• identificação 
• transformação 
 
 
ITENS DE 
CONSTRUÇÃO 
• resposta curta 
• resposta restrita 
 
3 
 
40 pontos 
 
B 
 
Competência linguística 
• competência lexical 
• competência gramatical 
• competência semântica 
• competência ortográfica 
Competência pragmática 
• competência discursiva 
• competência funcional/estratégica 
 
Competência sociolinguística 
 
5 
 
80 pontos 
 
C 
 
 
Competência linguística 
• competência lexical 
• competência gramatical 
• competência semântica 
• competência ortográfica 
Competência pragmática 
• competência discursiva 
• competência funcional/estratégica 
ITENS DE 
CONSTRUÇÃO 
• resposta extensa 
 
1 
 
80 pontos 
 
TOTAL 
 
200 pontos 
iTeen11 
 
5 
 
MODULE 2 OUR WORLD 
Name __________________________________________ No. ___________ Class __________ 
Date _____/_____/_____ Mark ____________ Teacher _________________________________ 
 
TEST 2 
 
The final task you are expected to complete is 
to write a text discussing one of these two topics:the importance of having an eco-friendly lifestyle OR the pros and cons of cloning. 
Activities A and B will provide you with input for Activity C. 
 
ACTIVITY A 
 
1. Complete the following text with the words in the box. (10 x 2 = 20 points) 
recycling organic plant campaign banks ecological dangerous eco-essays engage harmful 
There are different 1_________________ projects that are initiated to rescue nature. We have some 
eco-friendly project ideas for school students that will 2_________________ them in being “green”. 
The first suggestion is to devote some land on school grounds to grow 3_________________ 
vegetables. Mind that it can be used in the school cafeteria, as well as given to food 
4_________________ to help starving people who don’t have enough money to buy food. Initiate a 
water bottle 5_________________. Students should gather plastic bottles and send them to 
6_________________ facilities. Explain why plastic and other water containers are 
7_________________ to the surrounding. You may organize a food day. Students should bring 
natural and safe products. Give awards to students who bring healthy products and lecture them 
about 8_________________ foods and products. Another great project-idea is to launch a “green 
competition”. Such a project will surely engage more pupils because it will 9_________________ a 
seed of healthy competition to win the award and praise. A small tournament may be based on 
different projects – garden, tree planting, 10_________________ and so on. 
https://www.ecomena.org/eco-friendly-project-for-school-students/ (abridged and adapted) 
 
2. There is 1 mistake in each sentence. Cross out the mistake and correct it. (4 x 2 = 8 points) 
1. They work on the eco-friendly project for the next two months. ____________ 
2. She wrote the best eco-essay and as a cause she won the “green competition”. ____________ 
3. They didn’t used to grow vegetables at school, but now they do. ____________ 
4. He was using the blender to prepare some detox juices, but it broke out. ____________ 
 
3. Name three advantages and three disadvantages of cloning. (12 points) 
https://www.ecomena.org/eco-friendly-project-for-school-students/
iTeen11 
 
6 
 
 ACTIVITY B 
 
Read the following article: 
 
Veggie before it was cool: 
famous people in history you didn’t know were vegetarian 
 
Animal welfare, the environment and personal preference are just some of the reasons many of us 
might opt for a plant-based diet. But vegetarianism is by no means a new phenomenon. In fact, long 
before we could post our latest Buddha bowls on Instagram, some famous faces in history went 
veggie. Ancient Greek philosophers, Romantic poets and civil rights activists all feature in the 
vegetarian influencers’ hall of fame. 
 
Here are two famous veggies that may (or may not) surprise you. 
 
Pythagoras is a name that haunts teenagers across the UK preparing for their exams this summer. 
Although most famously known for his mathematical theorem, the philosopher and his followers 
influenced more than just geometry. A meat-free diet was once referred to as a Pythagorean diet. 
There are a few reasons why Pythagoras is believed to have practised vegetarianism. The most 
prominent being his teachings that all living beings had souls, including animals, and should be 
treated as kindred. Unlike most modern vegetarians, he also banished beans from his bowl. One 
theory is he thought beans and humans were created in the same material, another says they 
considered fava beans to be connected to Hades, the Greek God of the Dead. There is also an 
interpretation that when he said “Abstain from beans”, he wasn’t speaking of diet at all, but politics. 
In ancient Greece beans were used as a ballot system, white beans for a yes vote, and black for no. 
 
But Pythagoras was not the first to go veggie. Vegetarianism dates back a long time, especially in 
India. Ahimsa is the doctrine of refraining from harming any living being. It is an important idea in 
many religions originating in India, including Hinduism, Jainism and Buddhism. Ahimsa gained 
attention in the English-speaking world in the 20th century, when it featured in the teachings of 
Mahatma Gandhi. Mahatma Gandhi’s mother introduced him to a strong Hindu ethic, with an 
emphasis on vegetarianism, religious tolerance, a simple lifestyle and non-violence from a young 
age. But even Gandhi went through his rebellious teenage years. Gandhi was a reckless teenager, 
he started drinking alcohol, eating meat and challenging his chastity. But when he was given the 
opportunity to study law in London, he found a home in the vegetarian movement and at the 
Theosophical Society, returning to the traditional Hindu practices of his childhood: no alcohol, sexual 
restraint, and vegetarianism. 
https://www.bbc.co.uk/bitesize/articles/zdbjgwx (abridged and adapted) 
 
 
1. Complete the following sentences according to the text. (3 x 5 = 15 points) 
1. __________________________________________________________________________ 
reasons why many people might become vegetarians. 
2. Pythagoras is believed to have been a vegetarian because he taught that ________________ 
____________________________________________________________________________ 
3. __________________________________________________________________________ 
were some of the teachings Gandhi learned from his mother. 
https://www.bbc.co.uk/bitesize/articles/zdbjgwx
iTeen11 
 
7 
 
2. Match the halves of these sentences according to the text. (5 x 3 = 15 points) 
1. Vegetarianism is not a new 
phenomenon. ____ 
2. There are reasons to believe that ____ 
3. Surprisingly, he didn’t eat beans, ____ 
4. The principles of Ahimsa ____ 
5. Gandhi returned to the traditional 
Hindu practices of his childhood ____ 
a. quite common in a vegetarian 
diet. 
b. are still relevant today. 
c. On the contrary, it can be 
dated back to ancient Greece. 
d. when he was studying law in 
London. 
e. Pythagoras didn’t eat meat. 
 
3. Find in the text the words/ expressions that match these definitions. (5 x 3 = 15 points) 
1. The general health, happiness and safety of a person, an animal or a group. __________ 
2. People who work to achieve political or social change, especially as members of an 
organization with particular aims. __________ 
3. Important. __________ 
4. Your family and relatives. __________ 
5. Showing a lack of care about danger and the possible results of your actions. __________ 
 
4. Why are people changing their eating habits and becoming vegetarians? (20 points) 
 
5. Rewrite the following sentences, using the word / expression in brackets. Do not change 
the meaning of the sentences. (5 x 3 = 15 points) 
1. The eco-friendly project the students have been developing is so interesting that it is hard not 
to be impressed. (such) 
____________________________________________________________________________ 
2. As I hear more about slaughterhouses, I feel more horrified. (the more) 
____________________________________________________________________________ 
3. Many people have adopted a vegetarian diet for reasons related to ethics. (ethical) 
____________________________________________________________________________ 
4. If you don’t adopt a balanced diet, you won’t become healthier. (unless) 
____________________________________________________________________________ 
5. They didn’t plant the vegetables and grains properly, so the topsoil wasn’t made more 
productive. (if) 
____________________________________________________________________________ 
 
ACTIVITY C 
Write a text discussing one of these two topics (in about 150-200 words): What should we do 
to have an eco-friendly lifestyle? OR What are the pros and cons of cloning? (80 points) 
iTeen11 
 
8 
 
MODULE 2 OUR WORLD 
SPEAKING TEST 2 
 
1.º MOMENTO 
Intervenientes e 
tempos 
Descrição das atividades 
ProfessorProfessor e 
alunos 
 
 
 
 
Total: 
+/– 4 minutos 
Hello. Could I just check your names, please? 
What’s your name? [O professor dirige-se ao aluno A.] 
And what’s your name? [O professor dirige-se ao aluno B.] 
For about four minutes, I would like you both to answer some questions so that I can learn a bit 
more about you. Please answer the questions, but do not interrupt your partner. 
[1. O professor usa a lista que se segue, escolhendo o número de estímulos adequados ao 
tempo. 2. As perguntas são colocadas seguindo uma linha vertical (entrevistando um aluno de 
cada vez).] 
 
A 
• What are the worst environmental problems in 
your city/town? 
• Are there any eco-friendly projects in your 
school? Which ones? 
• What problems do people in large cities have to 
face? 
• What are the advantages of genetically modified 
food? 
• What are the pros of cloning? 
B 
• In what ways is the population in your city/town 
affected by environmental problems? 
• Are you involved in any eco-friendly project? 
Which one? 
• What are the causes of overpopulation? 
• What are the disadvantages of genetically 
modified food? 
• What are the cons of cloning? 
2.º MOMENTO 
Professor 
 
 
 
 
 
 
 
 
 
 
 
 
Cada aluno 
+/– 3 minutos 
Total: 
+/– 6 minutos 
 
 
 
Professor 
Cada aluno 1 
minuto 
 
 
 
Professor 
Cada aluno 
+/– 2 minutos 
 
 
 
Total: 
+/– 6 minutos 
Right, now each of you will have to talk on your own for about two minutes. 
You have one minute to prepare. You mustn’t interrupt your partner while he/she is speaking. 
Here is some paper and a pen in case you want to make some brief notes. 
Please do not write a text. 
[O professor entrega o papel e a caneta aos dois alunos. Se o aluno A iniciou o 1.º momento, 
será o aluno B a iniciar o 2.º.] 
 
B, you’ll be first. 
[O professor entrega o material: Picture 1.] 
Now it’s your turn, A. 
[O professor entrega o material: Picture 2.] 
 
Look at this picture. I’d like you to talk about it. There are some prompts to help you. 
You have a minute to prepare and then I’ll ask you to start talking. 
[O aluno prepara o seu discurso.] 
 
Please begin now, B. Please begin now, A. 
 
[Prestação do aluno. Caso o seu discurso seja insuficiente, revele pouco conteúdo ou o aluno 
tenha dificuldade em começar a falar, o professor deverá ajudá-lo com as/algumas das 
seguintes perguntas: 
 
Picture 1: 
• What can you see in the picture? 
• What does it represent? 
• What do you think “think green” means? 
• Why is it important to think green? 
 
Picture 2: 
• What can you see in the picture? 
• What does it represent? 
• What do you think about that problem? 
• How can it be tackled? 
 
[O professor pode também ajudar o aluno a expandir o seu discurso, usando, por exemplo: 
• Can you give me some (more) examples/details? 
• Can you tell me more about that?] 
[O professor pode ainda lembrar o aluno da tarefa, dizendo, por exemplo: 
• Remember you have to…] 
 
Thank you, A. Thank you, B. 
iTeen11 
 
9 
 
3.º MOMENTO 
Professor 
+/– 30 segundos 
 
+ 
 
Alunos 
+/– 5 minutos 
 
 
 
 
 
 
 
Total: 
+/– 6 minutos 
Now I’d like you to talk to each other for about three minutes while I listen. 
You have to speak clearly and loud enough so that we can hear you both. 
One of you is a proponent of vegetarianism and the other thinks meat consumption is not 
unhealthy or harmful. 
Here is a card for you. 
[O professor entrega o material aos dois alunos: Card 1 e Card 2] 
[Prestação dos alunos. Os alunos podem usar algum tempo para tomarem conhecimento do 
material de suporte. 
O professor poderá ainda repetir as instruções ou dizer, por exemplo: 
• “Could you start, please?”, caso nenhum dos alunos tome a iniciativa e tenham decorrido mais 
de 30 segundos. 
• “Remember you have to…” para lembrar os alunos da tarefa, caso se verifique um grande 
desvio ao tema. 
• “Remember you have to talk to each other.” para lembrar os alunos de que devem interagir um 
com o outro.] 
 
Thank you both. That is the end of your test. 
 
Total final: 
+/– 16 minutos 
 
 
FIM DA PROVA 
 
 
iTeen11 
 
10 
 
 
 
PICTURE 1 PICTURE 2 
 
 
 
 
 
 
 
PROMPTS: 
• Describe the picture 
• Explain the message conveyed 
• Describe your feelings/emotions 
towards this picture 
 
 
 
 
 
 
 
PROMPTS: 
• Describe the picture 
• Explain the message conveyed 
• Describe your feelings/emotions towards this 
picture 
 
 
CARD 1 CARD 2 
PROMPT: 
You are a proponent of vegetarianism. 
 
Mention: 
• deliver complete nutrition 
• provide health benefits 
• lower the risk of heart disease 
• spare resources 
• alleviate world hunger 
• stop cruel and unethical killing of animals 
for food 
 PROMPT: 
You think meat consumption is not 
unhealthy or harmful. 
 
Mention: 
• be healthful and humane 
• be the most convenient protein source 
available 
• provide healthy saturated fats, which 
enhance the function of the immune and 
nervous systems 
• be a natural part of the cycle of life