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MODULE 2 OUR WORLD, OUR ENVIRONMENT

LISTENING SKILLS ASSESSMENT

AVALIAÇÃO DE COMPETÊNCIAS DE COMPREENSÃO ORAL

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.

Parte Componentes Competências Tipologia de Itens Número Cotação

de Itens (em pontos)

A Léxico- Competência linguística: ITENS DE 3 200 pontos

semântica:  competência lexical SELEÇÃO
Shaping our  competência gramatical  associação/
Future  competência semântica correspondência
 identificação
Brave New Competência pragmática:  completamento
World  competência funcional
 competência discursiva
Alternative
Lifestyles

Competência linguística:
 competência lexical
 competência gramatical
 competência semântica

Competência pragmática:
 competência discursiva
 competência funcional/
estratégica

TOTAL 200 pontos

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MODULE 2 OUR WORLD, OUR ENVIRONMENT

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

PART A - LISTENING

You will hear a podcast about movies and TV series focused on climate change.

1. Listen to the first part of the podcast and match the items in column A (a-e) with the ones
in column B (1-7). Two items in column B do not apply. On your answer sheet, write only
the numbers and the letters. (5 x 8 = 40 points)

©netflix

COLUMN A
a. There are plenty of _____
b. Climate change is a serious _____
c. We must learn how to _____
d. One World, Infinite Wonder _____
e. The purpose of eco-friendly
programming is to kick off your
climate-conscious viewing _____
COLUMN B
1. and boost audience ratings.
2. includes comedies, docs and thrillers
focused on environment.
3. addresses the issue of deforestation.
4. and highlight international efforts to fight
global warming.
5. movies and TV series focused on climate.
6. protect endangered species, natural
ecosystems and even ourselves.
7. threat hanging over our heads.

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2. Listen to the second part of the podcast and, for items 2.1 to 2.6, choose the correct
option (a, b or c). On your answer sheet, write only the numbers and the letters. (6 x 10 =
60 points)
2.1. Don’t Look Up …
a. tells the story of the most romantic singer ever.
b. is a dark comedy about a planet-killing meteor racing toward Earth and a distracted world.
c. is a documentary about global warming.

2.2. Captain Nova …

a. tells the story of a scientist that wants to make it possible for humans to travel in time.
b. tells the story of a pilot who travels back in time and is unable to return.
c. tells the story of a pilot who wants to save the world from its inevitable collapse.

2.3. Youth v Gov is a documentary that follows…

a. 21 young activists that decide to file a lawsuit against the United States government.
b. 21 young lawyers that want to discuss some constitutional rights.
c. 21 young leaders that have been acting against climate change.

2.4. In Down to Earth, actor Zac Efron and podcaster and wellness expert Darin Olien …
a. show you some great hiking trails around the world.
b. discuss the importance of sustainable development.
c. show you the greatest places to visit in Paris and Los Angeles.

2.5. In David Attenborough: A Life on Our Planet, natural historian David Attenborough …
a. says that we must take urgent measures to protect our planet.
b. tells everything about his career at BBC.
c. says it is impossible to create a better world for ourselves and future generations.

2.6. Fire Chasers …

a. is a docuseries that looks into the devastating wildfires in Australia.
b. is a firefighter training program.
c. is a docuseries that focus on heroic firefighters who risked their lives to protect people,
animals and natural ecosystems.

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3. Listen to the last part of the podcast and complete the sentences. (5 x 20 = 100 points)
a. In Bigfoot Family, Adam and his father, Bigfoot, must save their family and community in the
town of Rocky Valley, Alaska, as a big
____________________________________________
__________________________________________________________________________

b. In Kiss the Ground a group of experts and celebrity activists explore how we could restore
__________________________________________________________________________
by investing in regenerative agriculture.

c. In The Decline, a group of survivalists, terrified of

___________________________________
__________________________________________________________________________
heads to the Canadian wilderness.

d. IO is set on an Earth made nearly uninhabitable

____________________________________, but young scientist and beekeeper Sam
becomes determined _________________________ using her hive of bees and plants.

e. The Boy Who Harnessed the Wind tells the amazing true story of how William Kamkwamba
built _____________________________________________________________________.

https://www.netflix.com/tudum/articles/climate-change-movies-netflix (abridged and adapted)

f.

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MODULE 2 OUR WORLD, OUR ENVIRONMENT

READING AND WRITING SKILLS ASSESSMENT

AVALIAÇÃO DE COMPETÊNCIAS DE COMPREENSÃO E PRODUÇÃO ESCRITA

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.

Part Componentes Competências Tipologia de Itens Número Cotação

e de Itens (em pontos)

B Competência linguística ITENS DE 6 150 pontos

Léxico-
• competência lexical SELEÇÃO
semântica: • competência gramatical • identificação
• competência semântica • associação
Shaping our
• competência ortográfica /correspondência
Future Competência pragmática
• competência funcional
Brave New
World Competência sociolinguística
Alternative
Lifestyles Competência linguística
• competência lexical
• competência gramatical
• competência semântica
• competência ortográfica
Morfossintática:
Competência pragmática
Future forms • competência discursiva
• competência funcional/estratégica
Articles
Double and Competência sociolinguística
correlative

C comparatives Competência linguística ITENS DE 2 50 pontos

Phrasal verbs • competência lexical CONSTRUÇÃO
• competência gramatical • resposta restrita
Second and third • competência semântica • resposta extensa
conditional • competência ortográfica
Competência pragmática
Mixed • competência discursiva
conditionals • competência funcional/estratégica

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TOTAL 200 pontos

MODULE 2 OUR WORLD, OUR ENVIRONMENT

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

PART B – READING AND USE OF ENGLISH

1. Read the text below and decide which answer (1, 2, 3, or 4) fits each gap. On your answer
sheet, write only the letters and the numbers. (10 x 5 = 50 points)
Wind power is a_____ form of energy conversion in which turbines turn the kinetic energy of
wind b_____ mechanical or electrical energy that can be used for power. Wind power is
considered a renewable energy source. Historically, wind power in c_____ form of windmills has
been used for centuries for such tasks as grinding grain and pumping water. Modern
commercial wind turbines produce d_____ by using rotational energy to drive e_____ electrical
generator. The f_____ the turbine blades, the more electricity is generated. Electricity
generation by wind has been increasing dramatically because of concerns over the cost of
petroleum and the effects of fossil fuel combustion on the climate and environment. The wind
power industry estimates that the world g_____ nearly 20 percent of its total electricity from wind
power by 2030, which means more jobs in the sector h_____ by then. One study has concluded
that if wind energy consumption i_____ maximized, the worldwide wind turbine fleet's efficiency
might grow by up to 23.5 percent by 2035. Thus, it is expected that wind energy j_____ at the
core of a home-grown, cost-efficient and climate neutral energy system.
https://www.britannica.com/science/wind-power (abridged and adapted)

a. 1. the 2. an 3. a 4. ----
b. 1. to 2. into 3. for 4. up
c. 1. the 2. a 3. ---- 4. an
d. 1. water 2. coal 3. electricity 4. oil
e. 1. the 2. ---- 3. a 4. an
f. 1. longer 2. long 3. longest 4. more long
g. 1. is generating 2. generates 3. will be generating 4. will have generated
h. 1. will be creating 2. will create 3. will have created 4. will have been created
i. 1. will be 2. would be 3. was 4. had been
j. 1. would be 2. will be 3. will have been 4. would have been
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You are going to read a text about British drama film The Boy Who Harnessed the Wind.

The Boy Who Harnessed the Wind

The Boy Who Harnessed the Wind is a 2019 British

drama film written, directed by and starring Chiwetel
Ejiofor in his feature directorial debut. The film is based
on the memoir of the same name by William
5 Kamkwamba and Bryan Mealer. It was screened in the
Premieres section at the 2019 Sundance Film
Festival and began streaming in most territories on
Netflix on 1 March 2019. It was selected as the British
10 entry for the Best International Feature Film at the
92nd Academy Awards, but it was not nominated. It
received widely positive reviews with praise going to
Ejiofor's direction and the acting.
Born in Kasungu, Malawi, William Kamkwamba is a
15 young schoolboy who comes from a family of farmers
who live in the nearby village of Wimbe. William has a
talent for fixing radios for his friends and neighbours and
spends his free time looking through the local scrapyard
for salvageable electronic components.
20 Although he is soon banned from attending school due to his parents' inability to pay
his tuition fees, William blackmails his science teacher (who is in a secret relationship
with William's sister) into letting him continue attending his class and have access to the
school's library where he learns about electrical engineering and energy production.
25 By the mid-2000s, the family's crops fail due to drought, and the resulting famine
devastates William's village, leading to riots over government rationing. William's family is
also robbed of their already meagre grain stores. People soon begin abandoning the
village, and William's sister elopes with his former teacher in order to leave her family
"one less mouth to feed".
30 Seeking to save his village from the drought, William devises a plan to build a
windmill to power the town's broken water pump. His small prototype works successfully,
but to build a larger windmill, William requires his father, Trywell, to give permission to
dismantle the family bicycle for parts, which is the only bicycle in the village and the
family's last major asset. His father believes the exercise futile and destroys the prototype
35 and forces William to toil in the fields. After William's dog dies of starvation and hope
seems lost, William's mother, Agnes, intervenes and urges his father to reconsider.
William and his father reconcile after William buries his dog. With the help of his friends
and the few remaining members of the village, they build a full-size windmill which leads
40 to a successful crop being sown.
Word of William's windmill spreads and he is awarded a scholarship to attend school,
ultimately receiving a degree from Dartmouth College.
On review aggregator Rotten Tomatoes, the film has an approval rating of 86%,
based on 64 reviews, with an average rating of 7.3/10. The website's critical consensus
reads, "The Boy Who Harnessed the Wind earns its predictably uplifting arc through
strong performances and impressive work from debuting director Chiwetel Ejiofor." 
https://en.wikipedia.org/wiki/The_Boy_Who_Harnessed_the_Wind (abridged and slightly adapted)

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2. Match the ideas in column A with the corresponding paragraph in column B. One of the
paragraphs does not apply. On your answer sheet, write only the letters and the
paragraph numbers. (4 x 5 = 20 points)
COLUMN A COLUMN B
a. Drought and famine Paragraph 1
b. A salvation plan Paragraph 2
c. A talent for fixing Paragraph 3
d. The right to education Paragraph 4
Paragraph 5

3. For items 3.1 to 3.5 choose the correct option (a, b, c, or d) according to the text. On your
answer sheet, write only the numbers and the letters. (5 x 7 = 35 points)
3.1. The Boy Who Harnessed the Wind …
a. stars Chiwetel Ejiofor, William Kamkwamba and Bryan Mealer.
b. got positive reviews from critics, namely due to Ejiofor's performance and direction.
c. is based on the memoir of Chiwetel Ejiofor.
d. was awarded at the 92nd Academy Awards.

3.2. William Kamkwamba …

a. is a young schoolboy who comes from a family of electricians.
b. spends his free time playing football with his friends and neighbours.
c. spends his free time listening to the radio.
d. is very skilful at reusing electronic components.

3.3. William …
a. is banned from attending school due to his bad behaviour.
b. blackmails his science teacher into letting him have access to the school’s lab.
c. goes to the school’s library and reads books about electrical engineering and energy
production.
d. has got a sister who is in love with the maths teacher.

3.4. William’s …
a. friends take part in riots over government rationing.
b. family faces drought and famine.
c. parents abandon the village.
d. sister breaks up with his former teacher.

3.5. William …
a. builds a windmill with the help of his friends and some members of the village.
b. is always supported by his father.
c. manages to fix the town's broken clock.
d. is awarded a Nobel prize for his invention.

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4. Match each word in column A with the word it refers to in column B. Three of the options
do not apply. On your answer sheet, write only the letters and the numbers. (3 x 5 = 15
points)
COLUMN A COLUMN B
a. who (l. 15) 1. William’s 3. the science teacher 5. farmers
b. his (l. 19)
c. him (l. 21) 2. William’s sister 4. William 6. friends and neighbours

5. Find the meaning of the words from their context. Match each word in column A with the
corresponding definition in column B. Three of the options do not apply. On your answer
sheet, write only the letters and the numbers. (3 x 5 = 15 points)
COLUMN A COLUMN B
a. harnessed 1. small in quantity and poor in quality
b. scrapyard 2. playground
c. meagre 3. a place where old cars, machines, etc. are collected, so that parts of
them can be sold to be used again
4. used the force of something to produce power
5. with little flesh on the bones
6. attached a horse to a vehicle with a harness

6. Read about Malawi. Three sentences have been removed from the text. From sentences 1
to 5, choose the one which fits each gap a to c. Two of the sentences do not apply. On
your answer sheet, write only the letters and the numbers. (3 x 5 = 15 points)
Malawi is one of the world's least developed countries. The economy is heavily based on
agriculture, and it has a largely a_____. The Malawian government depends heavily on outside
aid to meet its development needs, although the amount needed (and the aid offered) has
decreased since 2000. The Malawian government faces challenges in its efforts to build and
expand b_____, and become financially independent. Since 2005, Malawi has developed
several policies that focus on addressing these issues, and the country's outlook appears to be
improving, according to key indicators of progress in the economy, education, and healthcare.
The country has c_____, Asians, and Europeans. Several languages are spoken, and there is
an array of religious beliefs.
https://en.wikipedia.org/wiki/Malawi (abridged and adapted)

1. a diverse population that includes native peoples

2. rural and rapidly growing population
3. social and political issues
4. the economy, improve education, healthcare, and environmental protection
5. several farmers

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PART C – WRITTEN INTERACTION AND PRODUCTION

1. You want to convince your school to organise a film festival dedicated to movies and
TV series focused on climate change. You think it is important for students in your
school and people in your community to be more aware of the climate crisis we are
facing and its consequences.
E-mail the director of your school, trying to convince her/him that she/he should
accept your suggestion, allowing the organisation of the film festival.
Write your text in 60-80 words. (15 points)

2. William’s “family's crops fail due to drought, and the resulting famine devastates
William's village.”
Do you think that nations affected by drought, food scarcity and famine could benefit
from the new gene editing technology?
Remember to mention why gene-edited foods are so controversial.
Write a minimum of 160 words. (35 points)

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MODULE 2 OUR WORLD, OUR ENVIRONMENT

SPEAKING SKILLS ASSESSMENT

AVALIAÇÃO DE COMPETÊNCIAS DE PRODUÇÃO E INTERAÇÃO ORAL

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 are the worst environmental  Why is global warming such a serious
problems in your city/town? environmental threat?
 What consequences do they have on the  What is the meaning of the expression
population’s life? “carbon footprint”?
 What natural disasters have happened in  How can we help after a natural disaster?
the last few years?  What are the cons of cloning?
 What are the pros of cloning?  What are the disadvantages of genetically
Total:  What are the advantages of genetically modified food?
+/– 4 minutos modified food?

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.

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[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.]

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:

Professor Picture 1: Picture 2:

Cada aluno 1 • What can you see in the picture? • What can you see in the picture?
minuto • What does it represent? • What does it represent?
• What are the consequences? • What are the consequences?
• What do you think about that problem? • What do you think about that problem?
• How can it be tackled? • How can it be tackled?

Professor [O professor pode também ajudar o aluno a expandir o seu discurso, usando, por exemplo:
Cada aluno • Can you give me some (more) examples/details?
+/– 2 minutos • Can you tell me more about that?]
[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 we should all adopt a vegetarian diet, and the other is against vegetarianism.

Here is a card for you.

[O professor entrega o material aos dois alunos: Card 1 e Card 2.]

[Prestação dos alunos. Os alunos podem usar algum tempo para tomarem conhecimento do
Alunos material de suporte.
+/– 5 minutos 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: Thank you both. That is the end of your test.

+/– 6 minutos

Total final:

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+/– 16 minutos FIM DA PROVA

PICTURE 1 PICTURE 2

© The New Yorker © The New Yorker

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 we should all adopt a vegetarian You are against vegetarianism.
diet.
Mention: Mention:
 Improvement of your general health  Importance of meat and fish consumption
 Prevention of some diseases  Lack of certain nutrients
 Concerns about animal welfare  Fatigue and memory problems
 Effects of meat and fish production on the  Effects of vegetable production on the
environment environment

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