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teste completo - inglês 11º

Língua Estrangeira I, II ou III (Ensino Secundário (Portugal))

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MODULE 1 TEENS & CONSUMERISM

LISTENING TEST 1

INFORMAÇÃO – TESTE DE COMPREENSÃO ORAL 1

A estrutura do teste sintetiza-se no quadro seguinte:

Aprendizagens essenciais
Compreender vários tipos de discurso e seguir linhas de argumentação dentro das áreas temáticas apresentadas,
integrando a sua experiência e mobilizando conhecimentos adquiridos em outras disciplinas; interpretar atitudes,
emoções, pontos de vista e intenções do(a) autor(a) e informação explícita e implícita em diversos tipos de texto;
identificar marcas do texto oral que introduzem mudança de estratégia discursiva, de assunto e de argumentação.

Ativ. Componentes Competências Tipologia de Itens Número Cotação

de Itens (em pontos)

A Léxico- Competência linguística: ITENS DE 2 100 pontos

semântica: • competência lexical SELEÇÃO
Teens and • competência gramatical • seleção da opção
Consumerism • competência semântica correta
Advertising • completamento
Competência pragmática: de espaços
• competência funcional • identificação da
• competência discursiva informação
verdadeira/ falsa
• completamento
B Competência linguística: de frases 2 100 pontos
• competência lexical
• competência gramatical
• competência semântica

Competência pragmática:
• competência discursiva
• competência funcional/
estratégica

TOTAL 200 pontos

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MODULE 1 TEENS & CONSUMERISM

Name __________________________________________ No. ___________ Class __________
Date _____/_____/_____ Mark ____________ Teacher _________________________________

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
dcovered / 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 _______________________________________________________.

b. _________________________________________________ is markedly different by gender.

c. Personal _________________________________________________________ for females.

d. Girls seem to be ____________________________________________________________,

which could explain the _______________________________________________________.

e. Teens said $89 a year is ______________________________________________________.

https://www.cnbc.com/2020/04/07/teen-spending-takes-a-dive-as-coronavirus-fuels-economic-fears.html (abridged and adapted)

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MODULE 1 TEENS & CONSUMERISM

TEST 1

INFORMAÇÃO – TESTE DE COMPREENSÃO E PRODUÇÃO ESCRITA 1

A estrutura do teste sintetiza-se no quadro seguinte:

Aprendizagens essenciais

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.

Ativ. Componentes Competências Tipologia de Itens Número Cotação

de Itens (em pontos)

A Léxico- Competência linguística ITENS DE 3 40 pontos

semântica: • competência lexical SELEÇÃO
Teens and • competência gramatical • completamento
Consumerism • competência semântica • transformação
Advertising • competência ortográfica • associação
Consumer Competência pragmática /correspondência
Rights • competência functional
ITENS DE
Competência sociolinguística CONSTRUÇÃO
• resposta curta
B Competência linguística • resposta restrita 4 80 pontos
Morfossintática: • competência lexical
Verb tenses • competência gramatical
Order of attribute • competência semântica
adjectives • competência ortográfica
Relative clauses Competência pragmática
Contrast • competência discursiva
• competência funcional/estratégica

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

TOTAL 200 pontos

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MODULE 1 TEENS & CONSUMERISM

Name __________________________________________ No. ___________ Class __________

Date _____/_____/_____ Mark ____________ Teacher _________________________________

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

Ethical a__________ is a form of political activism based on the premise that purchasers in markets
consume not only b__________ but also, implicitly, the process used to produce them. From the
point of view of ethical consumerism, c__________ is a political act that sanctions the values
embodied in a product’s d__________. By choosing certain products over others, or even whether
to purchase at all, consumers can embrace or reject particular e__________ and labour practices
and make other value claims based on the f__________ values they hold. Exercising choice in this
way creates incentives for producers to make production practices conform to consumer
g__________. Successful h__________ waged by ethical consumer movements have popularized
foods that are free of genetically modified organisms (GMOs), sweatshop-free i__________, fair-
trade coffee, j__________ products free from animal testing, and conflict-free diamonds.
https://www.britannica.com/topic/ethical-consumerism (abridged)

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

1. Read the following web article.

The flawed ways brands talk about sustainability

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.

https://www.voguebusiness.com/sustainability/the-flawed-ways-brands-talk-about-sustainability-coronavirus (abridged and adapted)

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2. Match the sentence halves according to the text. (5 x 4 = 20 points)

a. Consumers and experts alike say it’s 1. brands don’t disclose their environmental
difficult to know which ____ and social footprint, we shouldn't trust
b. H&M has been critised by the them.
Norwegian Consumer Authority for 2. they have been able to present their
making ____ sustainability-led initiatives, marketing
c. Maxine Bédat is of the opinion that if campaigns and collections as they want to.
____ 3. information about the environmental and
d. 12 per cent of UK consumers feel the social impact of clothes manufacturing.
fashion industry discloses____ 4. brands truly meet higher ethical standards.
e. As there is no enforcement of existing 5. people believe that the company is doing
legislation concerning the information more to protect the environment that it
brands have to disclose, ____ really is.

3. Answer the questions on the text. (3 x 10 = 30 points)

a. Why did the Norwegian Consumer Authority call H&M out for greenwashing?
b. If companies have been announcing sustainability-led initiatives, marketing campaigns and
collections, what is the problem the author of the article is discussing?
c. What exactly seems to be the problem with existing legislation?

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.

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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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MODULE 1 TEENS & CONSUMERISM

SPEAKING TEST 1

INFORMAÇÃO – TESTE DE PRODUÇÃO ORAL 1

A estrutura do teste sintetiza-se no quadro seguinte:

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 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).]

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 that? buying things on the Internet?
• Do you think people are obsessed with • Are you a smart consumer? Why do you say
Total: shopping? Why do you say that? that?
+/– 4 minutos • Do you think celebrities influence teen • How important are brands?
fashion style? How? • Do you think social media promote
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,
será o aluno B a iniciar o 2.º.]

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B, you’ll be first. Now it’s your turn, A.

[O professor entrega o material: Picture 1.] [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.

Cada aluno
+/– 3 minutos [Prestação do aluno. Caso o seu discurso seja insuficiente, revele pouco conteúdo ou o aluno
Total: tenha dificuldade em começar a falar, o professor deverá ajudá-lo com as/algumas das
+/– 6 minutos seguintes perguntas:

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 be
beneficial. harmful.

Mention: Mention:
• information about the products available on • source of manipulation
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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