Sup10emp b1 Test2

START-UP 10 WRITTEN TESTS Block 1 Test 2
Escola: ________________________________
Teste de Inglês Nível VI
Professor(a): __________________________ Data do teste: ___ /___ / ____
Conteúdos testados:
• Manual: Start-up: páginas ______ - ______.
• Apontamentos do caderno
• Fichas entregues
Matriz do Teste
Objetivos / Conteúdos Estrutura Cotações Critérios de classificação

Competências
A. Produzir um Vocabulário Pergunta de 20 pontos 15-20 pontos: erros de ortografia
enunciado escrito relativo ao tema desenvolvimento irrelevantes; estrutura organizada e
livre. “Os Jovens e os coerente.
10-14 pontos: alguns erros de ortografia e
seus estrutura um pouco desorganizada.
passatempos”; 1-9 pontos: muitos erros de ortografia e
estruturas estrutura muito desorganizada.
gramaticais 0 pontos: frases incoerentes sem estrutura.
estudadas nos
anos anteriores e
ao longo da
unidade
B. Compreender o Texto relacionado 1. Justificar a afirmação 30 pontos Frases falsas: 6 pontos (2 pontos -
sentido global de com a unidade com uma frase do texto (5 x 6 = 30) identificação correta; 2 pontos – frase
um texto assim correta; 2 pontos - estrutura gramatical e
ortografia correta).
como detalhes do Frases verdadeiras: 6 pontos.
mesmo 3-5 pontos: resposta correta em termos de
2. Completar as frases 10 pontos
com informação do (2 x 5 = 10) conteúdo, estrutura gramatical e ortografia.
texto. 1-2 pontos: resposta correta em termos de
conteúdo com erros em termos de estrutura
gramatical e ortografia.
0 pontos: resposta errada.
B. Compreender o 3. Perguntas de 30 pontos 8-10 pontos: erros de ortografia
significado de interpretação (3 x 10 = 30) irrelevantes; estrutura organizada e
palavras e coerente.
expressões no texto estrutura um pouco desorganizada.
1-4 pontos: muitos erros de ortografia e
estrutura muito desorganizada.
0 pontos: frases incoerentes sem estrutura
e/ou com a resposta errada.
C. Aplicar Vocabulário Encontrar no texto 20 pontos Resposta certa: 2 pontos
vocabulário relacionado com o palavra ou expressões (10 x 2 = 20) Erros de ortografia: -1 ponto
relacionado com o tema “Os Jovens e relacionadas com o Resposta errada: 0 pontos
tema os seus tema proposto
passatempos”
D. Aplicar os itens Rephrasing - Reescrever frases sem 50 pontos 8-10 pontos: erros de ortografia
gramaticais tratados voz ativa e voz alterar o significado da (5 x 10 = 50) irrelevantes; estrutura organizada e
na unidade em passiva mesma coerente.
questão estrutura um pouco desorganizada.
estrutura muito desorganizada.
E. Produzir um Tema: A Escrever um texto 40 pontos 32-40 pontos: erros de ortografia
enunciado escrito importância da sobre o tema irrelevantes; estrutura organizada e
guiado e livre música na vida coerente.
atual dos jovens estrutura um pouco desorganizada.
estrutura muito desorganizada com muitos
erros gramaticais.
estrutura muito desorganizada com muitos
erros gramaticais e frases sem sentido.
0 pontos: frases incoerentes sem estrutura.
Virgínia Barros, Luísa Barros, Maria José Rodrigues, Vanessa Reis Esteves
Escola: ________________________________
Teste Auditivo de Inglês Nível VI
Professor(a): _________________________ Data do teste: ___ /___ / _____
Conteúdos testados:
• Manual: Start-up: páginas ______ - ______.
• Apontamentos do caderno
• Fichas entregues
Matriz do Teste
Objetivos / Conteúdos Estrutura Cotações Critérios de

Competências classificação
Compreender um Texto e 1. Reconhecer 4 pontos 1 ponto: informação
correta sem erros
texto áudio na vocabulário temas abordados (4 x 1 = 4)
gramaticais ou
globalidade e em relacionados no texto ortográficos
detalhe com a unidade 0,5 pontos: informação
correta com alguns erros
gramaticais e
ortográficos
2. Completar 10 pontos 2 pontos: informação

correta sem erros
frases de acordo (5 x 2 = 10)
gramaticais ou
com o texto ortográficos
1 ponto: informação
gramaticais e
ortográficos
3. Corrigir 6 pontos 1 ponto: informação

correta sem erros
palavras erradas (6 x 1 = 6)
ortográficos
0,5 pontos: informação
ortográficos
0 pontos: informação
errada
Version A
Escola: ________________________________
English Test – 10th Form Level VI
Name: _______________________ Class: 10th ______ Date: __ /__ /____
Teacher’s Signature: ________ Mark: ______ Parent’s Signature: ________
Before you begin:
• Read all the questions carefully.

• Check that you have answered all the questions.
• If you do not know the answer to a question, move on and come back to it at the end.
• Re-read your work once you have finished and look out for any silly mistakes.
A. Before reading the text, read the title below and write a short (20 marks)
comment about it in no more than 40 words.
“Every young person has the capacity to do something remarkable”
Youth Music’s Executive Director Matt Griffiths grew from being an aspiring
drummer into a project leader inspiring young musicians. Today he shares
what he’s learned about encouraging kids to make music.
1. “The roadblock standing in the way of young people’s musical progression

is not just a lack of funds. Sometimes it’s the adults who are supposed to be
helping them. When I was a teenager, I was determined to be a professional
percussionist, very much inspired by seeing Buddy Rich at the new Theatre in
Cardiff in 1982. Unfortunately, my percussion teacher a few years later took it
on himself to make me feel that I wasn’t any good. My lessons with him were
a profoundly negative experience. Rather than let it get to me, however, the
experience drove me on even more, and ultimately I became a professional
percussionist despite him and not because of him. However, I still wonder to
this day how many young musicians there are who, if placed in a similar
position to me, would believe what he’d said was true and simply quit.”
2. “In 1999, I went on to set up Plymouth Music Zone (PMZ) to provide music
making opportunities for young people in the area, particularly those who’d
not previously had the opportunity. In setting up this new charity, there was
great commitment from all those involved to make it happen. Unfortunately

though, I did observe some negative attitudes similar to those of my
percussion teacher and realised that my musical experience from childhood
was, in fact, more common than I had first thought. “These negative attitudes
were largely to do with low aspirations and opinions of the people in authority
regarding the children they were responsible for in school. A common reaction
was that they felt the kids wouldn’t turn up – “they’re deprived, you know,” was
what I was told.
3. “It can be easy for us to make assumptions about what young people are
capable of. Sometimes it can be easy to dismiss young people outright and
write off their abilities. Equally we can underestimate what they can achieve
despite their circumstances. Either way, when we have low expectations we
fail to stretch young people musically to enable them to achieve great things.
Confident, collaborative and enabling leadership is needed from everyone
working in music education. If we get this right, ‘access’ and ‘excellence’ are
part of the same equation, ‘informal’ and ‘formal’ learning become part of the
same thing and any sense of ‘musical hierarchy’ is removed. 
 ”The roadblocks that stand in the way of young people’s progression come in
all shapes and sizes. The question is, are we music leaders currently one of
them?”
http://www.youthmusic.org.uk
B.
1. Re-read Part 1 carefully. Decide whether the following (30 marks)
statements are TRUE or FALSE according to the text. Correct

the false ones.
a. The lack of money is the main reason for young people’s music
failure.
b. Matt had decided to study the violin and make it his professional
career.
c. Matt’s teacher didn’t encourage him to be the percussionist he
wished to be.
d. His lessons were so motivating that he improved a lot.
e. Young people tend to believe what adults and teachers tell them
and, consequently, some give up on their dreams.
2. Re-read Part 2 carefully. Complete the following sentences (10 marks)

according to the text.
a. Matt Griffiths set up Plymouth Music Zone so that ______________
_____________________________________________________.
b. Although many people were committed to the project, he was a bit
disappointed because ____________________________________
_____________________________________________________.
3. Re-read Part 3 carefully and answer the following questions in (30 marks)
full sentences.
a. What happened to Matt when he was a teenager?
b. Why did some people have negative reactions in the PMZ project?
c. What kind of leadership do people working in music education
need to have?
C. Find and copy words or expressions related to music learning in (20 marks)
the text.
_________________________________________________________
_________________________________________________________
_________________________________________________________
D. Rephrase the following sentences beginning with the words given (50 marks)
and using the active or passive voice take up.
1. Teachers do not encourage young students to make music.
Young people are _______________________________________
2. Matt set up Plymouth Music Zone for disadvantaged children.
The Plymouth Music Zone for disadvantaged children __________
_____________________________________________________
3. Music leaders offer children a unique opportunity to achieve their
dreams.
A unique opportunity _____________________________________
4. A huge piano was bought by my grandfather when my mum was 6.

My grandfather __________________________________________
5. Youngsters are taught about music and life by the musicians
participating in the programme.
The musicians __________________________________________
E. Choose one of the following topics and write a composition of (40 marks)
about 120-140 words.
1. What does music mean to you? What role does it play in your life?
Refer to your preferences, musical experience, concerts, etc.
OR
2. Music should be part of every school curriculum. Write a short
argumentative (for/against) composition on the topic.
(Total:
Good luck!
200 marks)
Version B
Escola: ________________________________
English Test – 10th Form Level VI
Teacher’s Signature: ________ Mark: ______ Parent’s Signature: _______
Before you begin:

A. Before reading the text, read the title below and write a short (20 marks)
comment about it in no more than 40 words.
I think that the title means that _____________________________________.

There is always something special that ______________________________.
For example, I can ______________________________________________
_____________________________________________________________.
“Every young person has the capacity to do something remarkable”
Youth Music’s Executive Director Matt Griffiths grew from being an aspiring
drummer into a project leader inspiring young musicians. Today he shares
what he’s learned about encouraging kids to make music.
1. “The roadblock standing in the way of young people’s musical progression

is not just a lack of funds. Sometimes it’s the adults who are supposed to be
helping them. When I was a teenager, I was determined to be a professional
percussionist, very much inspired by seeing Buddy Rich at the new Theatre in
Cardiff in 1982. Unfortunately, my percussion teacher a few years later took it
on himself to make me feel that I wasn’t any good. My lessons with him were
a profoundly negative experience. Rather than let it get to me, however, the
experience drove me on even more, and ultimately I became a professional
percussionist despite him and not because of him. However, I still wonder to
this day how many young musicians there are who, if placed in a similar
position to me, would believe what he’d said was true and simply quit.”
2. “In 1999, I went on to set up Plymouth Music Zone (PMZ) to provide music
making opportunities for young people in the area, particularly those who’d
not previously had the opportunity. In setting up this new charity, there was
great commitment from all involved to make it happen. Unfortunately though, I
did observe some negative attitudes similar to those of my percussion teacher
and realised that my musical experience from childhood was, in fact, more
common than I had first thought. ”These negative attitudes were largely to do
with low aspirations and opinions of the people in authority regarding the
children they were responsible for in school. A common reaction was that they
felt the kids wouldn’t turn up – ‘“they’re deprived, you know,” was what I was
told.
3. “It can be easy for us to make assumptions about what young people are
capable of. Sometimes it can be easy to dismiss young people outright and
write off their abilities. Equally we can underestimate what they can achieve
despite their circumstances. Either way, when we have low expectations we
fail to stretch young people musically to enable them to achieve great things.
Confident, collaborative and enabling leadership is needed from everyone
working in music education. If we get this right, ‘access’ and ‘excellence’ are
part of the same equation, ‘informal’ and ‘formal’ learning become part of the
same thing and any sense of ‘musical hierarchy’ is removed.
“The roadblocks that stand in the way of young people’s progression come
in all shapes and sizes. The question is, are we music leaders currently one of
them?”
http://www.youthmusic.org.uk
B.
1. Re-read Part 1 carefully. Decide whether the following (30 marks)
statements are TRUE or FALSE according to the text. Correct

the false ones.
a. The lack of money is the main reason for young people’s music
failure.
b. Matt had decided to study the violin and make it his professional
career.
c. Matt’s teacher didn’t encourage him to be the percussionist he
wished to be.
d. His lessons were so motivating that he improved a lot.
e. Young people tend to believe what adults and teachers tell them
and, consequently, some give up on their dreams.
2. Re-read Part 2 carefully. Complete the following sentences (10 marks)
according to the text.

a. Matt Griffiths set up Plymouth Music Zone so that ______________
_____________________________________________________.
b. Although many people were committed to the project, he was a bit
disappointed because ____________________________________
_____________________________________________________.
3. Re-read Part 3 carefully and answer the following questions in (30 marks)
full sentences.
a. What happened to Matt when he was a teenager?
b. Why did some people have negative reactions in the PMZ project?
c. What kind of leadership do people working in music education
need to have?
C. Find and copy words or expressions related to music learning in (20 marks)
the text.
_________________________________________________________
_________________________________________________________
_________________________________________________________
D. Rephrase the following sentences beginning with the word given (50 marks)
and using the active or passive voice:

1. Teachers do not encourage young students to take up music.
Young students are _____________________________________
2. Matt set up Plymouth Music Zone for disadvantaged children.
The Plymouth Music zone for disadvantaged children ___________

______________________________________________________
3. Music leaders offer children a unique opportunity to achieve their
dreams.
A unique opportunity _____________________________________
4. A huge piano was bought by my grandfather when my mum was 6.
My grandfather _________________________________________
5. Youngsters are taught about music and life by the musicians
participating in the programme.
The musicians _________________________________________
E. Choose one of the following topics and write a composition of (40 marks)
about 120-140 words.
1. What does music mean to you? What role does it play in your life?
Refer to your preferences, musical experience, concerts, etc.
Here are a few ideas that you can mention:

• Start off by explaining what music means to you.
• Any musical experience that you have (explain how you got it
and why).
• Mention the musical instruments that you can play.
• Mention if you have ever played in a concert publicly.
• Explain what role it plays in your life. (Give a few concrete
exemples: Firstly I..., Then, I also...)
OR
2. Music should be part of every school curriculum. Write a short

argumentative (for/against) composition on the topic.
Nowadays, music has become _______________________________.

Everyone listens to _________________________________________
and so I think that we should all ______________________________.
We can learn about music at _________________________________.
For this reason I think that ___________________________________.
Here are some reasons why music should ______________________.

Firstly, I think that _________________________________________.
For example, _____________________________________________.
Then, we should also bear in mind that _________________________
________________________________________________________
Finally, there is the fact that __________________________________
________________________________________________________
For all of the above mentioned reasons, I think that _______________
________________________________________________________
____________. We need to make sure that _____________________.
The best way of doing this is by ______________________________.
(Total:
Good luck! 200 marks)
Escola: ________________________________
English Listening Test – 10th Form Level VI
Teacher’ Signature: ________ Mark: ______ Parent’s Signature: ________
Before you begin:

MUSIC AND ME
1. What topics does Lisa mention in her memories about music? (4 marks)
a. listening to music and dancing ballet at home

b. falling asleep to the sound of soft piano music
c. feeling touched by old-fashioned songs
d. playing the flute at school
e. starring in school performances such as musicals
f. being recently offered an iPod
g. listening to music online
2. Complete the following sentences according to the audio text. (10 marks)
a. Lisa has had a taste for music since ___________________________
b. She still feels moved when she _______________________________
c. At school ________________________________________________
d. Although her favourite music megastore closed, she ______________
e. When she tunes into YouTube, _______________________________
3. These exact expressions weren’t used by Lisa. What exact words did (6 marks)
she use?
a. Mum used to slide a CD of soft piano music _____________________
b. and leave it playing in the living room __________________________
c. ...it moves within you and subtly guides your actions ______________
d. My brother used to shift quickly from playing the piano in the band ___
________________________________________________________
e. I’d say music is number 1 in my list of bookmarks _________________
(Total:
f. But hey, I’m not contesting ___________________________________ 40 marks)
Answer Key
Version A
A. Personal answer
B.
1.
a. False: Sometimes it’s the adults who get in the way of children learning music.
b. False: When I was a teenager, I was determined to be a professional percussionist,
c. True
d. False: His lessons were very demotivating but he still managed to be a good
percussionist.
e. True
2.
a. Matt Griffiths set up Plymouth Music Zone so that young people in the area could
have the chance to learn music.
b. Although many people were committed to the project, he was a bit disappointed
because he noticed the same kind of attitude that his percussion teacher had
when he was a teenager.
3.
a. His percussion teacher made him feel like he wasn’t any good.
b. They had negative reactions because they didn’t have very high expectations and
opinions of the children they were responsible for at school.
c. The people working in music education need to have a type of leadership that is
confident, collaborative and enabling.
C. drummer, musician, percussionist, theatre, experience, musical, access, excellence,

leader, hierarchy, etc.
D.
1. Young students are not encouraged to take up music by teachers.
2. The Plymouth Music zone for disadvantaged children was set up by Matt.
3. A unique opportunity is offered to children to achieve their dreams by music leaders.
4. My grandfather bought my mum a huge piano when she was six.
5. The musicians participating in the programme teach young people about life and
music.
E. Personal answer.
Version B
A. Personal answer.
B.
1.
a. False: “The roadblock standing in the way of young people’s musical progression is
not just a lack of funds. Sometimes it’s the adults who are supposed to be helping
them.”
b. False: When I was a teenager, I was determined to be a professional percussionist.”
c. True: “Unfortunately, my percussion teacher a few years later took it on himself to
make me feel that I wasn’t any good.”
d. False: “Rather than let it get to me, however, the experience drove me on even more,
and ultimately I became a professional percussionist despite him and not because of
him.”
e. True: “However, I still wonder to this day how many young musicians there are who, if
placed in a similar position to me, would believe what he’d said was true and simply
quit.”
2.
a. Matt Griffiths set up Plymouth Music Zone so that young people in the area could
have the chance to learn music.
b. Although many people were committed to the project, he was a bit disappointed
because he noticed the same kind of attitude that his percussion teacher had
when he was a teenager.
3.
a. His percussion teacher made him feel like he wasn’t any good.
b. Some people had negative reactions because they didn’t have very high expectations
and opinions of the children they were responsible for at school.
c. The people working in music education need to have a type of leadership that is
confident, collaborative and enabling.
C. drummer, musician, percussionist, theatre, experience, musical, access, excellence,

leader, hierarchy, etc.
D.
1. Young students are not encouraged to take up music by teachers.
2. The Plymouth Music zone for disadvantaged children was set up by Matt.
3. A unique opportunity is offered to children to achieve their dreams by music leaders.
4. My grandfather bought my mum a huge piano when she was six.
5. The musicians participating in the programme teach young people about life and
music.
E. Personal answer.
Listening test
1. b, c, e. f.
2.
a. Lisa has had a taste for music since she was a child.
b. She still feels moved when she hears French songs that her parents liked when they
were 20.
c. At school she had the chance to have music lessons and sing in musicals and in the
choir.
d. Although her favourite music megastore closed, she listens to music on Youtube.
e. When she tunes into YouTube, she discovers new musical riches.
3.
a. cassette
b. hallway
c. emotions
d. flute
e. Arts
f. complaining
Listening script – LISA, 25

When I was a child and it was time for bed, my Mum used to slide a cassette of soft
piano music into a cassette recorder and leave it playing in the hallway where we could hear
it and fall asleep to its sound. This is one of my fondest memories.
Music has always played an important part in my life. It cheers you up when you’re
down, it moves within you and subtly guides your emotions, it brings back memories of distant
times and places… I still listen to bands and French songs that my parents liked when they
were 20. Why? Because they move me.
At school my older brother and I had music lessons and sang in musicals and in the
choir as well. Those are also some of my favourite memories. My brother used to shift quickly
from playing the flute in the band to singing on the stage – all within the same musical (which
was CATS)!
I’d say music is number 1 in my list of Arts…and looking around me, I’m not the only
one. I see earphones everywhere: iPods and MP3 players, people singing to themselves and
dancing – ever so subtly so that others won’t call them crazy – on the streets and in the
underground.
I’m one of those people who insisted on using a discman till my Mum offered to buy
me an iPod. That was not very long ago. I also thank God for YouTube: it’s like a mine full of
musical gold nuggets: cover versions from all over the world, some of them quite
accomplished, whole musical DVDs and concerts… oh my! I’ve discovered new things just by
browsing on YouTube, and since Borders, my favourite book and CD megastore closed, this
has become my only way of discovering new musical riches. But hey, I’m not complaining!

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START-UP 10 WRITTEN TESTS Block 1 Test 2

Teste de Inglês Nível VI

Professor(a): __________________________ Data do teste: ___ /___ / ____

Objetivos / Conteúdos Estrutura Cotações Critérios de classificação

Teste Auditivo de Inglês Nível VI

Professor(a): _________________________ Data do teste: ___ /___ / _____

Objetivos / Conteúdos Estrutura Cotações Critérios de

2. Completar 10 pontos 2 pontos: informação

3. Corrigir 6 pontos 1 ponto: informação

Before you begin:

• Read all the questions carefully.

“Every young person has the capacity to do something remarkable”

1. “The roadblock standing in the way of young people’s musical progression

great commitment from all those involved to make it happen. Unfortunately

statements are TRUE or FALSE according to the text. Correct

2. Re-read Part 2 carefully. Complete the following sentences (10 marks)

4. A huge piano was bought by my grandfather when my mum was 6.

Before you begin:

• Read all the questions carefully.

I think that the title means that _____________________________________.

“Every young person has the capacity to do something remarkable”

1. “The roadblock standing in the way of young people’s musical progression

statements are TRUE or FALSE according to the text. Correct

2. Re-read Part 2 carefully. Complete the following sentences (10 marks)

according to the text.

and using the active or passive voice:

The Plymouth Music zone for disadvantaged children ___________

Here are a few ideas that you can mention:

2. Music should be part of every school curriculum. Write a short

Nowadays, music has become _______________________________.

Here are some reasons why music should ______________________.

Before you begin:

• Read all the questions carefully.

a. listening to music and dancing ballet at home

C. drummer, musician, percussionist, theatre, experience, musical, access, excellence,

C. drummer, musician, percussionist, theatre, experience, musical, access, excellence,

Listening script – LISA, 25

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Professor(a): ________________________ Data do teste: _ /_ / __

Professor(a): _______________________ Data do teste: _ /_ / ___