Cláudia Regina Abreu | Cidália Sousa

Matriz dos testes Test 2

7th Year
Unidades:
- Unit 3 School and friends - Unit 4 My life, my home
APRENDIZAGENS ESSENCIAIS
Áreas Temáticas Compreensão Oral
- Eventos escolares - Seguir instruções detalhadas dadas pelo professor
- Hábitos e rotinas - Identificar o conteúdo principal do que se ouve e vê, os intervenientes e a sequência do
- Tipos de habitação discurso assim como informações específicas
Compreensão da Escrita
- Compreender textos narrativos sobre temas abordados no domínio intercultural
- Identificar informação essencial em textos adaptados de jornais e revistas
- Ler pequenos textos adaptados de leitura extensiva
Interação Escrita
- Interagir de forma simples, completando formulários, mensagens e textos curtos
Produção Escrita
- Escrever sobre pessoas, objetos e rotinas
- Escrever diálogos com encadeamento lógico
- Pedir e dar informações por SMS e e-mail
- Contar um episódio ou acontecimento

ESTRUTURA COTAÇÕES SOLUÇÕES

LISTENING 100%
METAS A. You will hear Mark and Rose talking to each other. 1. True
Compreensão do oral Tick () the correct option. 2. True
3. False
1. Compreender sons, entoações e 4. False
8 x 6,5 = 52
ritmos da língua 5. True
2. Compreender palavras e 6. False
expressões simples 7. False
2.8. Reconhecer vocabulário simples 8. True
referente aos temas estudados B. Mark’s mother needs help to clean the house. 1. Mark and Susan
Listen to the dialogue and tick () who does the 2. Mark
household chores. 3. mother
4. Mark
5. Susan
8 x 6 = 48
6. mother
7. Susan
8. Susan
READING COMPREHENSION 40%
METAS A. Find the opposites of these words in the text. 1. new
Leitura 2. modern
5 x 2 = 10 3. big
8. Ler textos breves de tipologia 4. friends
diversificada 5. fascinating
8.2. Entender textos narrativos sobre B. Match the words from the text with the definitions. 1. c
temas abordados no domínio 2. a
intercultural 5x1=5 3. e
8.3. Identificar informação essencial 4. b
em textos adaptados de jornais e 5. d
revistas C. Say whether these statements are right (R) or 1. W
wrong (W) according to the text. 2. R
3. R
5 x 2 = 10 4. R
5. W
D. Answer these questions about the text. 1. Mark is from England.
2. Mark goes to school by bike.
3 x 5 = 15 3. No, he can’t.
GRAMMAR 30%
METAS A. Choose the correct preposition. 1. at
10. Compreender formas de 2. off
organização do léxico e conhecer 3. of
algumas estruturas frequentes do 5x1=5 4. in
funcionamento da língua 5. about

Adjectives (revision)
Usar adjective + preposition
Verbs
11. Reconhecer e utilizar alguns
phrasal verbs nos tempos verbais
estudados (take off, hand in)
Verbs B. Complete the sentences with the correct modal 1. shouldn’t
8. Usar os modal verbs will/won’t, verb. 2. might
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Cláudia Regina Abreu | Cidália Sousa

may/might 3. will
5 x 2 = 10 4. May
5. mustn’t
Word formation C. Create a compound word by adding a word from the 1. book
12. Reconhecer alguns compounds list. 2. rooms
(bookshelf, staircase). 3. over
13. Reconhecer processos de 5x1=5 4. glasses
formação de palavras por prefixação e 5. shake
sufixação
Adjectives (revision) D. Complete these sentences with the comparative 1. shorter/the tallest
Estabelecer comparações usando o and superlative of the adjectives in brackets. 2. the most difficult/tidier
comparativo 3. larger/the smallest
Usar o superlativo (formas regulares 5 x 2 = 10 4. more complex/the easiest
e irregulares) 5. better/the worst
WRITING 30%
METAS A. Imagine you are inviting your Suggestion
9. Interagir, com linguagem friends for a birthday party. Write a Students should write their own information
simples, sobre assuntos do dia a SMS where you: accordingly.
dia - Mention the purpose of your
9.2. Pedir e dar informações por e‐ invitation
mail ou postal - Say when and where (date / time /
place)
- Request a confirmation

8x1=8
10. Produzir textos, de 35 a 50 B. Choose a topic and write 35-50
palavras words.
10.1. Escrever sobre pessoas, objetos
e rotinas Option 1
Write a story describing the events.
Use the topics in the box to help
you. Put the verbs in the correct
tense.
Option 2
Imagine you have a blog. Write a
text about your school. Don’t forget
to mention the name and the place
of your school, facilities, school
uniform, timetable, your favourite
subject and your favourite teacher.
Suggestion
Option 1
Susan, a twelve-year-old girl, was very shy and
quiet. Larry, her classmate, decided to make fun
of her. He made a drawing of her. She looked like
a pig. Her classmates started to laugh at her.
Then, Zendaya saw the drawing and she put it in
the dustbin, because she was her friend and she
wanted to stop the bullying/she didn’t want to
make fun of her friend and stopped the bullying.
Option 2
Students should describe their school
accordingly.

8 x 2,75 = 22

SPEAKING 100%
PART 2
METAS: Interação Oral  Nível de linguagem – 10
9. Participar num diálogo simples em contextos diferenciados
 Pronúncia – 10
9.1. Entender e trocar ideias em situações quotidianas previsíveis
 Fluência – 10
9.2. Pedir e dar informações
9.3. Pedir e dar sugestões  Correção – 10
9.5. Iniciar, manter ou terminar uma conversa breve  Interação – 10

SPOKEN INTERACTION: Invitation Total = 50

Get into pairs and imagine that your friend invites you for a sleepover at his/her house.
Student A invites student B.
Student A: Invite your friend. You are very excited.
Student B: Accept invitation. Say it’s a great idea. Ask for the place and time.
Student A: Answer.
Student B: Ask for what to bring.
Student A: Answer.

PART 1
METAS: Produção Oral  Nível de linguagem – 5
8. Expressar‐se numa linguagem simples e descritiva em situações previamente
preparadas  Pronúncia – 5
 Fluência – 5
ANSWER THESE PERSONAL QUESTIONS:  Correção – 5
 Tell me about yourself. What’s your name? And surname?  Gestos – 5
 How old are you?  Contacto visual – 5
 What subjects do you study?  Interação – 5
 What’s your favourite school subject?  Conteúdo – 5
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Cláudia Regina Abreu | Cidália Sousa

 Where do you live?  Organização – 5

 Do you live in a house or in a flat?  Tempo/limite – 5
 How many rooms are there?
 What’s your favourite part of your house? Why?
 What are your house chores? Total = 50

PART 3
METAS: Produção Oral
8. Expressar‐se numa linguagem simples e descritiva em situações previamente
preparadas
8.1. Descrever imagens
8.4. Descrever resumidamente locais, atividades e acontecimentos

SPOKEN PRODUCTION: Describing a picture

LISTENING SCRIPT
Exercise A Exercise B
Listen to Mark and Rose talking about his new house. Listen to the dialogue and tick () who does the household
chores.
A.
MARK: Hi, Rose!
ROSE: Hello Mark! What’s your new house like?
MARK: It’s great! No neighbours!
ROSE: Really?! Is it big?
MARK: Yeah! There are three bedrooms, two bathrooms upstairs and four rooms downstairs. There is also a garden. It isn’t very
big, but it’s very nice.
ROSE: Cool! Your dog must enjoy the garden so much… What about your bedroom?
MARK: It’s so big and cosy! Finally, I have my own bedroom.
ROSE: Cool… have you got a new bedroom furniture?
MARK: No, we bought only a new armchair and a desk!
ROSE: Okay… When can I see your new house?
MARK: Well… Saturday morning I must vacuum the floor and clean my bedroom, but why don’t you come over on Saturday for
lunch and you can see my new house?
ROSE: Great! I’ll see you then.

B.
MOTHER: Children, today is Saturday and Rose is coming to visit us this afternoon and I need you to help me cleaning the
house. Have you made your beds?
MARK AND SUSAN: Yes, mum.
MOTHER: Mark, I will water the plants. I want you to take the rubbish out and feed the dog. The dog’s food is in the kitchen’s
cupboard.
MARK: Okay, mum.
MOTHER: Susan, I want you to vacuum the floor and wash the dishes that can’t fit in the dishwasher.
SUSAN: Oh, mum! I hate washing the dishes.
MOTHER: Well, Susan… so you do the laundry and I’ll wash the dishes. Then, you lay the table for lunch. Rose is here at 12:30.
SUSAN: Cool, mum! Let’s start!