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Competência pragmática:
competência discursiva
competência funcional/
estratégica
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LISTENING TEST 1
ACTIVITY A
You will hear the first and second parts of a podcast
about a survey on teens’ shopping habits.
1. Listen to the first part of the podcast on teens’ shopping habits and circle the correct
option according to what you hear. (10 x 5 = 50 points)
Piper Sandler aconducted / concluded its biannual
“Taking Stock with Teens” bservice / survey between
February 17 and March 27, polling c2,500 / 5,200 teens
in 41 states. The last three weeks of the survey
d
covered / coveted an unprecedented time for
America, with schools shut down to help eprevail /
prevent the spread of COVID-19, and teens figuring
out how to fearn / learn from home.
When teens were asked for their top social or
political concern, coronavirus was named as the
number two gworry / hurry. The environment remained
in the top spot, so the sustainability-minded hgenerator
/ generation still puts the environment first among their
top concerns.
Gen Z has grown more concerned about the U.S. economy as the virus outbreak has spread,
according to the survey, and it is likely that this concern is weighing on isending / spending.
Teens reported their annual spending was down 13% this spring, to $2,300, compared with the
same period last year. That jamount / discount is the lowest spending level reported by teens
since fall 2011.
2. Listen to the second part of the podcast on teens’ shopping habits and complete the text
with the missing words. (10 x 5 = 50 points)
Overall spending may be down for a____________________, but food accounts for the
largest share of males’ b____________________ and is in a very close second place for
females. Teens report a quarter of their c____________________ goes to food. Chik-fil-A holds
onto the top spot for teens’ favorite d____________________ brand, followed by
Starbucks. Chipotle Mexican Grill takes number three for the higher-income teens,
McDonald’s is third for the average e____________________ teens.
While Gen Z’s total spending is down sharply, when they do go f____________________,
g
____________________ like Nike, Lulumelon and Amazon are top on the list. While the guys
are spending a lot on h____________________, teen girls are spending less on
i
____________________, j____________________ and apparel. Ralph Lauren and Victoria’s
Secret are among the brands falling out of favor.
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ACTIVITY B
You will hear the third part of the podcast about a survey on teens’ shopping habits.
1. Listen to the third part of the podcast on teens’ shopping habits and mark the sentences
T (true) or F (false) according to what you hear. (10 x 5 = 50 points)
a. Adidas is the most preferred brand among teens. ______
b. One in four teens named American Eagle Outfitters as their favourite brand. ______
c. Ralph Lauren’s and Victoria’s Secret’s sales have been decreasing. ______
d. Teen footwear sales have decreased. ______
e. Boys have spent more on footwear than girls. ______
f. Cosmetic spending fell 36%. ______
g. Sephora has been selling more products than Ulta beauty. ______
h. Amazon is teens’ favorite e-commerce site. ______
i. Michael Kors is the most preferred handbag brand. ______
j. Louis Vuitton takes third place when it comes to handbags. ______
2. Listen again and complete the sentences according to what you hear. (5 x 10 = 50 points)
a. Teens are increasingly _______________________________________________________.
gender.
females.
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e. Teens said $89 a year is
______________________________________________________.
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Ler, compreender e identificar diversos tipos de texto; descodificar palavras-chave, ideias presentes no texto,
marcas do texto escrito que introduzem mudança de estratégia discursiva, de assunto e de argumentação;
interpretar informação explícita e implícita em diversos tipos de texto, pontos de vista e intenções do(a) autor(a).
Planificar e produzir, de forma articulada, enunciados para descrever, narrar e expor informações e pontos de vista;
elaborar textos claros e variados, de modo estruturado, atendendo à sua função e destinatário.
Relacionar o que lê e produz com o seu conhecimento e vivência pessoal, recorrendo ao pensamento crítico e
criativo.
Demonstrar capacidades de comunicação intercultural e abertura perante novas experiências e ideias, face a outras
sociedades e culturas; manifestar interesse em conhecer as mesmas e sobre elas realizar aprendizagens;
relacionar a sua cultura de origem com outras culturas, relativizando o seu ponto de vista e sistema de valores
culturais; demonstrar capacidade de questionar atitudes estereotipadas perante outros povos, sociedades e
culturas; desenvolver atitudes e valores cívicos e éticos favoráveis à compreensão e convivência multicultural;
alargar conhecimentos acerca dos universos socioculturais dos países de expressão inglesa.
Competência sociolinguística
ITENS DE
C Competência linguística CONSTRUÇÃO 1 80 pontos
• competência lexical • resposta extensa
• competência gramatical
• competência semântica
• competência ortográfica
Competência pragmática
• competência discursiva
• competência funcional/estratégica
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TOTAL 200 pontos
TEST 1
The final task you are expected to complete is to write a text discussing whether teens are
changing their shopping habits and are becoming ethical consumers.
Activities A and B will provide you with input for Activity C.
ACTIVITY A
1. Complete the paragraph using ten words from the box. (10 x 2 = 20 points)
manufacture clothing consumer sales cosmetic campaigns
values environmental ethical goods consumerism consumption
2. There are 5 mistakes in each sentence. Correct these sentences by making the
necessary changes. (2 x 5 = 10 points)
a. Marketing ethical refer to the process by where companies market their goods and services
by focusing not only on how their products benefit customers, but also how they benefit
causes responsible socially or environmental.
b. Clothing manufacturing has became one of the industries most controversial in the world; in
light of greater awareness about the use of sweatshops, consumers have being paid much
greater attention to how and who clothes are made.
3. Name five reasons why ethical fashion should be embraced. (10 points)
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ACTIVITY B
Companies are busy announcing sustainability initiatives, but even experts don’t know what’s real
and what’s fake.
In August, the Norwegian Consumer Authority called H&M out for greenwashing. H&M’s
Conscious collection was made out of more sustainable materials like organic cotton, recycled
polyester and Tencel. The problem was that H&M didn’t explain how, exactly, these materials are
better for the environment.
“What do the brands mean when they are talking about something that has a reduced impact?”
says Maxine Bédat, founder of the New Standard Institute, which pushes brands to disclose their
environmental and social footprint. “Have they measured it? If they haven’t, we shouldn't trust it.”
In a November 2018 survey commissioned by the Changing Markets Foundation, which lobbies for
sustainable solutions worldwide, only 12 per cent of UK consumers agreed that the fashion
industry informs them about the environmental and social impact of clothes manufacturing. Two-
thirds said that it’s difficult to know which brands meet higher ethical standards.
The fashion industry’s corporate social responsibility reporting is somewhat better, but a lack of a
standardised and legally binding framework to govern the information brands have to disclose has
given them the ability to describe their own sustainability-led initiatives, marketing campaigns and
collections. The result is a misleading picture of what effective efforts really look like.
“There is so much noise and so much happening around sustainability. We don’t know what’s real
and what’s fake,” says Emelie Akerbrant, an independent sustainable fashion communications
advisor.
The lack of enforcement of existing legislation related to supply chains is an ongoing issue. Over
the past five years, some disclosure and sustainability legislation has been passed, but, so far, it’s
weakly enforced, if at all.
The UK, Australia and the state of California all have their own versions of legislation that compels
large companies to report on the risk of modern slavery and human trafficking in their supply
chains. The EU instituted the Non-Financial Reporting Directive in 2018, but according to a study
released in February 2020, out of 110 apparel and textile companies, fewer than half detailed their
policies and targets on climate change, natural resources, pollution, waste and biodiversity. The
EU Commission has also been working on legislation that would request or mandate that fashion
brands label their products with information about water usage, carbon emissions and waste
generated. Large brands have been preparing for this.
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4. Find in the text the words that correspond to these definitions. (6 x 3 = 18 points)
a. _______ - not perfect, or having mistakes.
b. _______ - the use of natural products and energy in a way that does not harm the
environment.
c. _______ - activities by a company or an organization that are intended to make people think
that it is concerned about the environment, even if its real business actually harms the
environment.
d. _______ - to make something known publicly, especially something that was previously
secret.
e. _______ - that must be obeyed because it is accepted in law.
f. _______ - giving the wrong idea or impression and making you believe something that is not
true.
5. Rewrite the following sentences, using the word in brackets. Do not change the meaning
of the sentences. (3 x 4 = 12 points)
a. Companies are busy announcing sustainability initiatives, but even experts don’t know what’s
real and what’s fake. (however)
b. Some consumers say that the fashion industry informs them about the environmental and
social impact of clothes manufacturing. Others say there’s lack of information. (while)
c. There is some disclosure and sustainability legislation. However, it’s weakly enforced, if at all.
(although)
ACTIVITY C
Are teens changing their shopping habits? Are they becoming ethical consumers? Write
about 150-200 words on the topic. (80 points)
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Aprendizagens essenciais
Exprimir-se de forma clara sobre as áreas temáticas apresentadas; produzir enunciados para descrever, narrar e
expor informações e pontos de vista.
Interagir com eficácia, participando em discussões, defendendo pontos de vista; interagir, pedindo clarificação,
reformulação e/ou repetição; usar formas alternativas de expressão e compreensão, recorrendo à reformulação do
enunciado para o tornar mais compreensível.
Utilizar a língua inglesa no registo apropriado à situação, recorrendo a vocabulário e expressões idiomáticas, bem
como estruturas frásicas diversas, revelando à-vontade na comunicação em situações reais.
Relacionar o que lê e produz com o seu conhecimento e vivência pessoal, recorrendo ao pensamento crítico e
criativo.
Demonstrar capacidades de comunicação intercultural e abertura perante novas experiências e ideias, face a outras
sociedades e culturas; manifestar interesse em conhecer as mesmas e sobre elas realizar aprendizagens;
relacionar a sua cultura de origem com outras culturas, relativizando o seu ponto de vista e sistema de valores
culturais; demonstrar capacidade de questionar atitudes estereotipadas perante outros povos, sociedades e
culturas; desenvolver atitudes e valores cívicos e éticos favoráveis à compreensão e convivência multicultural;
alargar conhecimentos acerca dos universos socioculturais dos países de expressão inglesa.
1.º MOMENTO
Intervenientes e Descrição das atividades
tempos
Professor e A B
alunos • What kind of shops do you prefer? • Which things do you like to spend your
• Do you prefer going to the shopping centre money on?
or to high street shops? • Do you prefer going to the shopping centre or
• Are you a shopaholic? Why do you say buying things on the Internet?
that? • Are you a smart consumer? Why do you say
Total: • Do you think people are obsessed with that?
+/– 4 minutos shopping? Why do you say that? • How important are brands?
• Do you think celebrities influence teen • Do you think social media promote
fashion style? How? consumerism?
2.º MOMENTO
Professor 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,
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será o aluno B a iniciar o 2.º.]
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.]
Picture 1: Picture 2:
• What can you see in the picture? • What can you see in the picture?
Professor • What does it represent? • What does it represent?
Cada aluno 1 • What are the consequences? • What are the consequences?
minuto • What do you think about that problem? • What do you think about that problem?
• How can it be tackled? • How can these be tackled?
[O professor pode também ajudar o aluno a expandir o seu discurso, usando, por exemplo:
Professor • Can you give me some (more) examples/details?
Cada aluno • Can you tell me more about that?]
+/– 2 minutos [O professor pode ainda lembrar o aluno da tarefa, dizendo, por exemplo:
• Remember you have to…]
Total:
+/– 6 minutos Thank you, A. Thank you, B.
3.º MOMENTO
Professor Now I’d like you to talk to each other for about three minutes while I listen.
+/– 30 segundos You have to speak clearly and loud enough so that we can hear you both.
One of you thinks advertising is important and beneficial. The other thinks it is useless and can
+ even be harmful.
Here is a card for you.
[O professor entrega o material aos dois alunos: Card 1 e Card 2]
Alunos [Prestação dos alunos. Os alunos podem usar algum tempo para tomarem conhecimento do
+/– 5 minutos 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.]
Total:
+/– 6 minutos Thank you both. That is the end of your test.
Total final:
+/– 16 minutos FIM DA PROVA
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PICTURE 1 PICTURE 2
PROMPTS: PROMPTS:
Describe the picture Describe the picture
Explain the message conveyed Explain the message conveyed
Describe your feelings/emotions towards Describe your feelings/emotions towards
this picture this picture
CARD 1 CARD 2
PROMPT: PROMPT:
You think advertising is important and You think advertising is useless and can even
beneficial. be harmful.
Mention: Mention:
information about the products available source of manipulation
on the market promotion of unhealthy or dangerous
presentation of new ideas products
form of art and entertainment promotion of products you don’t need
higher sales of consumer goods lack of sustainability of some brands which
employment possibilities label themselves as eco-friendly
creation of healthy competition misleading campaigns
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