Ingles 10 teste avaliacao modulos 2 3 2019 2020 PDF

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Matriz 1 Estratégias / Processos cognitivosComponentesReconhecer / IdentificarCompreender / AplicarInterpretar / Analisar CriarN.º de itens / PontosA. Compreensão do oral4 itens (8 pontos)5 itens (25 pontos)2 itens (7 pontos)11 itens / 40 pontosB. Leitura (25 pontos)5 itens (20 pontos)4 itens (15 po...

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Teste de Avaliação de Inglês 10.o Ano – Módulos 2 e 3

Matriz1 Estratégias / Processos cognitivos

Reconhecer / Identificar

Compreender / Aplicar

Interpretar / Analisar

Componentes A. Compreensão do oral

4 itens (8 pontos)

5 itens (25 pontos)

2 itens (7 pontos)

11 itens / 40 pontos

B. Leitura

5 itens (25 pontos)

4 itens (20 pontos)

3 itens (15 pontos)

12 itens / 60 pontos

5 itens / 22 pontos

4 itens / 40 pontos 1 item / 60 pontos 28 itens / 200 pontos

4 itens (40 pontos)

C. Uso da Língua

1 item (60 pontos)

D. Produção Escrita N.º de itens / Pontos

N.º de itens / Pontos

Criar

9 itens / 33 pontos

13 itens / 85 pontos

1 item / 60 pontos

1 Documentos de referência: QECR; Aprendizagens Essenciais – Inglês (Formação Geral); Programa de Inglês – Nível de Continuação – 10.º ano. Edições ASA© – 2020 | Teste de Avaliação de Inglês 10º ano – Paula Simões | Carla Moura | Margarida Pato

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English Test – Modules 2 and 3 me: __________________________________ Year: ______ Class: ______ Number: ______ 5

Part A – Listening

You are going to listen to a text about the 5 ways social media is changing your brain. You are going to listen twice. Read all the items first. 1. Listen to the first extract of the audio. Choose the correct option (A, B or C) according to the text.

[6 x 5 pontos]

1.1. How many Internet users are not capable of controlling their time online? (A) 5% or 10%. (B) up to 5%. (C) 5% to 10%. 1.2. What is social media addiction compared to? (A) Drug addiction. (B) A physical addiction. (C) Control addiction. 1.3. What is the impact of the use of social media on the brain? (A) It damages the white matter in specific areas. (B) It makes people incapable of making decisions. (C) It takes up too much of the brain’s attention. 1.4. The rewards social media gives you (A) increase interaction. (B) are easy to get. (C) create wires in your brain. 1.5. When compared to others, heavy media users (A) are really good at multitasking. (B) perform worse when multitasking. (C) have the same ability at multitasking. 1.6. Online multitasking reduces the brain’s ability to (A) perform productive work. (B) react to the phone buzzing. (C) ignore distractions.

2.

Listen to the second extract of the audio. Decide whether the sentences are true (T), false (F) or impossible to know (IK). [5 x 2 pontos] a) Phantom vibration syndrome is a new psychological phenomenon. b) Phantom vibration syndrome only affects young people. c) Technology has no implications on our nervous system. d) Social media activate a chemical that makes us feel good.

Edições ASA© – 2020 | Teste de Avaliação de Inglês 10º ano – Paula Simões | Carla Moura | Margarida Pato

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e) Face-to-face communication is more rewarding because it focuses more on ourselves.

Part B – Reading

You are going to read an article about how schools and social media should be related.

5 ways to make social media help learning There are many different ways to use social media for education. Most specifically, social media may have various uses in the classroom. Here are some of them. 1. Use a Facebook page to broadcast updates and alerts. Facebook can be the perfect social media platform to incorporate into the classroom. Instead of 10putting teachers and students alike through something new when dealing with a traditional online classroom dashboard, stick to something everyone already knows. Have students follow the class’s Facebook page, and the teacher can use it to post class updates, share homework assignments and encourage discussion. Even if a student isn’t active on Facebook, these pages are still accessible when signed out. 15However, keep in mind Facebook pages are public and anyone with a Facebook account can comment on the posts. 2. Use Twitter as a class message board. Twitter can be great as a discussion board or message board for a class. Teachers can create a single Twitter account per class and reuse it every year, or they can come up with a new one each 20school year. The 280 character limit makes students think critically and communicate concisely and effectively, which is a beneficial skill to develop. Teachers can use Twitter to post reminders for assignment deadlines or share inspirational quotes and helpful links to practise quizzes or resources. They can also encourage discussions and Twitter chats surrounding a specific hashtag that they create. 253. Use Instagram for photo essays. As young people are more and more influenced by visual outputs, students can use Instagram to present a series of photos or graphics in a visually appealing manner. Instagram allows students to practise digital storytelling in ways that other social media platforms may not. 4. Assign blog posts as essays. 30Having students create their own blog for essays or short-form writing is another strategy for combining social media and learning. Blogs as a year-long writing assignment can improve students’ short-form writing and critical thinking. Have students respond to a weekly challenge, making it as informal as possible. 5. Share school events and photos. 35If teachers want to involve parents as part of the school community, they can share photos and events in their class social media accounts. While school websites tend to follow the same model, social media allow more unique and informal environments. https://sproutsocial.com/insights/social-media-for-education/ (abridged and adapted), accessed in January 2020

5Edições ASA© – 2020 | Teste de Avaliação de Inglês 10º ano – Paula Simões | Carla Moura | Margarida Pato

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1. Match the ideas in column A with the corresponding section from the text in column B. Two paragraphs do not apply.

[5 pontos]

COLUMN A

COLUMN B Section 1

a) Social media can improve students’ communication skills

Section 2

b) Social media can take the school into the world

Section 3

c) Social media can help learning through visual inputs

Section 4 Section 5

2. Match the words in column A with the word or expression they refer to in column B. Two options do not apply.

[5 pontos]

2.1. The word “it”, in these lines, refers to COLUMN A

COLUMN B (1) weekly challenge

a) it (l. 7)

(2) Facebook page

b) it (l. 14)

(3) post updates

c) it (l. 28)

(4) Twitter account (5) writing assignment

3. Choose the correct option (A, B, C or D) to complete the sentences according to the text. [3 x 5 pontos] 3.1. In line 13, the word “create” means (A) build. (B) implement. (C) start. (D) enforce. 3.2. In line 15, the word “concisely” means (A) roughly. (B) briefly. (C) adequately. (D) successfully.

3.3. In line 32, the word “unique” means (A) personalised (B) unusual (C) creative (D) outstanding

Edições ASA© – 2020 | Teste de Avaliação de Inglês 10º ano – Paula Simões | Carla Moura | Margarida Pato

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4. Complete the sentences according to the meaning of the text. You may need more than [3 x 5 pontos]

one word in each gap. a) Using social media in the classroom can have a positive

on learning.

b) Using year-long writing assignments may help develop students’ c) Twitter’s

.

may be a way of improving summary skills.

405. Find evidence in the text for the statements and quote the relevant information. [3 x 5 pontos] a) Through social media, teachers can remind students of tasks that are due. b) Students can use some social media platforms to create non-written narratives. c) Social media are more casual means to communicate with different audiences.

6. Choose the correct option (A, B, C or D) to complete the sentence according to the text. [5 pontos] In this text, the main purpose is to (A) enhance the educational possibilities of the use of social media. (B) help teachers motivate students using social media. (C) present teachers with useful teaching strategies using social media. (D) advise schools about the need to use social media.

Part C – Use of Language

1. Rewrite the sentences without changing their meaning.

[5 x 2 pontos]

a) One third of the entire world uses social media sites. Social media sites ___________________________________________________________. b) These sites have greatly influenced society. Society ____________________________________________________________________. c) Social media and the Internet are affecting our brains. Our brains _________________________________________________________________. d) Some Internet users can’t control the amount of time spent online. The amount of time___________________________________________________________. e) Teachers gave students the opportunity to use social media sites in class last school year. Students ___________________________________________________________________. Edições ASA© – 2020 | Teste de Avaliação de Inglês 10º ano – Paula Simões | Carla Moura | Margarida Pato

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2. Complete the paragraph with used to or be/get used to and the appropriate form of one [5 x 2 pontos]

of the verbs in the box. Two of the verbs do not apply. limit

meet

handle

talk

spend

deal

be

Teenagers nowadays a)_____________ to each other online constantly. On the one hand, although their parents may not find it healthy, they b)_____________ (not) the amount of time their children spend online. On the other hand, right now, schools c)_____________ with this new reality. In the past, young people d)_____________ their free time hanging out with friends and they e)_____________ happy when they were able to meet face to face.

3. Complete the sentences with the appropriate form of the verbs in brackets. [5 x 2 pontos] a) If teachers ___________ (use) technology properly, it is beneficial to students. b) Students ___________ (become) more motivated if more technology were available at schools. c) If young people ___________ (spend) too much time online, they will become addicted. d) If adults had had the chance of using smartphones when they were teenagers, their social lives ___________ (be) very different. e) Social media and the Internet will be great learning tools if students ___________ (not / lose) their concentration.

4. Choose the correct option to complete the sentences.

[5 x 2 pontos]

4.1. Lexia, ___________ is a learning platform, helps improve students’ reading skills. (A) that

(B) which

(C) who

4.2. Students ___________ use Flipgrid to share videos say they love it. (A) whose

(B) whom

(C) who

4.3. Schools ___________ have migrated to Google Classroom are improving their students’ performance. (A) whom

(B) whose

(C) that

4.4. Digital native students, ___________ interest in new media is huge, think schools should evolve and adapt. (A) whom

(B) whose

(C) who

4.5. Struggling students, about ___________ teachers are usually more worried, can be greatly helped by learning platforms. (A) whom

(B) whose

(C) who

Part D – Writing

Edições ASA© – 2020 | Teste de Avaliação de Inglês 10º ano – Paula Simões | Carla Moura | Margarida Pato

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Your school magazine wants to publish an issue about the advantages and the disadvantages of the use of technology and social media at school. Write an argumentative text for your school magazine on the topic. Write a minimum of 120 words. [60 pontos] Remember to: • provide two arguments for and two arguments against and back them up with examples.

Edições ASA© – 2020 | Teste de Avaliação de Inglês 10º ano – Paula Simões | Carla Moura | Margarida Pato

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Critérios de Classificação Parte A – Compreensão do Oral 451.1. a 1.6. …………………......(6 ⨉ 5 pontos)……………………………………….………. 30 pontos Itens 1.1. 1.2. 1.3. 1.4. 1.5. 1.6. Chave C A A B B C 2. ………………………………(5 ⨉ 2 pontos)……………………………………………….. 10 pontos Itens a) b) c) d) e) Chave T IK F T F Parte B – Leitura 1. ………………………………………………………………………………………..…………. 5 pontos Chave: a) Section 2; b) Section 5; c) Section 3. 2.. …….. ……………………………………….………………………………………….……… 5 pontos Chave: a) – (2); b) – (4); c) – (1) 3.1., 3.2. e 3.3. …………… (3 ⨉ 5 pontos) ……………………………………..………..….. 15 pontos Itens 3.1. 3.2. 3.3 Chave C B A 4. ………………..…………… (3 ⨉ 5 pontos) …………………………………………..….… 15 pontos Exemplos: a) impact b) critical thinking c) word limit Níveis Descritores de desempenho Pontuaçã o 2 Completa a frase de acordo com o texto e com correção gramatical. 5 Completa a frase de acordo com o texto. Pode escrever com 1 3 incorreções de grafia. 5. ………………...…………… (3 ⨉ 5 pontos) …………………………………………….... 15 pontos Chave: a) “the teacher can use it to post class updates, share homework assignments.” (ll. 7-8) b) “Instagram allows students to practise digital storytelling.” (ll. 22-23) c) “While school websites tend to follow the same model, social media allow more unique and informal environments.” (ll. 31-32) 6. …………………………………………………………………………………………………… 5 pontos Chave: (A)

10Edições ASA© – 2020 | Teste de Avaliação de Inglês 10º ano – Paula Simões | Carla Moura | Margarida Pato

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Parte C – Uso da Língua 1. …………..……………….……(5 ⨉ 2 pontos)……….………………………………….… 10 pontos Chave: a) Social media sites are used by one third of the entire world. b) Society has been greatly influenced by these sites. c) Our brains are being affected by social media and the Internet. d) The 50amount of time spent online can’t/cannot be controlled by some Internet users. e) Students were given the opportunity to use social media sites in class last year. 2. ……………………………….…(5 ⨉ 2 pontos)…………..………………………………… 10 pontos Chave: a) are used to talking; b) aren’t/are not used to limiting; c) are getting used to dealing/are used to dealing; d) used to spend; e) used to be. 3. ……………………………….…(5 ⨉ 2 pontos)…………..………………………………… 10 pontos Chave: a) use; b) would become; c) spend; d) would have been/would be; e) don’t lose. 4. ……………………………….…(5 ⨉ 2 pontos)…………..………………………………… 10 pontos Chave: 4.1. (B); 4.2. (C); 4.3. (C); 4.4. (B); 4.5. (A) Parte D – Produção Escrita Nível / Pontuação

Conteúdo

Funções comunicativas

Coerência e coesão

Correção linguística

 O conteúdo é adequado revelante e suficiente face à tarefa proposta.

 O aluno cumpre os objetivos de comunicação da tarefa proposta, utilizando as funções previstas e adequadas ao tipo de texto pretendido.

 O texto é estruturalmente organizado e coerente, com utilização dos elementos de ligação adequados.

 O vocabulário é variado e adequado à tarefa.  Erros linguísticos eventuais não impedem a compreensão ou deturpam o sentido.

 O conteúdo é geralmente adequado, relevante e suficiente face à tarefa proposta, embora possa apresentar pequenos lapsos ou irrelevâncias.

 O aluno cumpre os objetivos de comunicação da tarefa proposta, embora nem sempre utilize as funções previstas e adequadas ao formato de texto pretendido.

 O texto é estruturalmente organizado e coerente, embora nem sempre os elementos de ligação utilizados sejam adequados.

 O vocabulário é geralmente variado e adequado à tarefa.  Erros linguísticos eventuais não impedem a compreensão, embora possam deturpar o sentido pretendido.

 O conteúdo nem sempre é adequado, relevante e/ou suficiente face à tarefa proposta, revelando algum grau de incompreensão da tarefa.

 O aluno cumpre parcialmente os objetivos de comunicação da tarefa proposta, pois não utiliza as funções adequadas ao formato de texto pretendido.

 O texto revela alguma incoerência estrutural e nem sempre os elementos de ligação utilizados são adequados.

 O conteúdo é maioritariamente inadequado, irrelevante e/ou insuficiente face à tarefa proposta.

 Os objetivos de comunicação da tarefa proposta não são cumpridos maioritariamente, pelo que o texto produzido é funcionalmente pouco adequado.

 O texto é maioritariamente incoerente e estruturalmente pouco organizado.

 O vocabulário nem sempre é variado e/ou adequado à tarefa.  Erros linguísticos podem impedir a compreensão e/ou deturpar o sentido pretendido.  O vocabulário é maioritariamente repetitivo e/ou inadequado à tarefa.  Erros linguísticos frequentes impedem a compreensão e/ou deturpam o sentido pretendido.

N4 / 15 pontos

N3 / 11 pontos

N2 / 7 pontos

N1 / 3 pontos

Edições ASA© – 2020 | Teste de Avaliação de Inglês 10º ano – Paula Simões | Carla Moura | Margarida Pato

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Audio script With social media sites being used by ⅓ of the entire world, they’ve clearly had a major influence on society. But what about our bodies? Here are 5 crazy ways that social media and the internet are affecting your brain right now!

55Can’t log off? Surprisingly, 5-10% of internet users are actually unable to control how much time they spend online. Though it’s a psychological addiction as opposed to a substance addiction, brain scans of these people actually show a similar impairment of regions that those with drug dependence have. Specifically, there is a clear degradation of white matter in the regions that control emotional processing, attention and decision making. Because social media provides immediate rewards with very little effort required, your brain 60begins to rewire itself, making you desire these stimulations. And you begin to crave more of this neurological excitement after each interaction. Sounds a little like a drug, right? We also see a shift when looking at multi-tasking. You might think that those who use social media or constantly switch between work and websites are better at multitasking, but studies have found that when comparing heavy media users to others, they perform much worse during task switching tests. Increased 65multi-tasking online reduces your brains ability to filter out interferences, and can even make it harder for your brain to commit information to memory. Like when your phone buzzes in the middle of productive work. Or wait... did it even buzz? Phantom Vibration Syndrome is a relatively new psychological phenomenon where you think you felt your phone go off, but it didn’t. In one study, 89% of test subjects said they experienced this at least once every two weeks. 70It would seem that our brains now perceive an itch as an actual vibration from our phone. As crazy as it seems, technology has begun to rewire our nervous systems – and our brains are being triggered in a way they never have been before in history. Social Media also triggers a release of dopamine – the feel good chemical. Using MRI scans, scientist found that the reward centres in people’s brains are much more active when they are talking about their own views, 75as opposed to listening to others. Not so surprising, we all love talking about ourselves right? But it turns out that while 30-40% of face-to-face conversations involve communicating our own experiences, around 80% of social media communication is self-involved.

in https://www.youtube.com/watch?v=HffWFd_6bJ0 (acce...