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MODULE 2 OUR WORLD

LISTENING TEST

INFORMAÇÃO – TESTE 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 2 50 pontos

semântica:  competência lexical SELEÇÃO
Our Planet at  competência gramatical  identificação de
risk  competência semântica correspondências
 identificação da
Environment Competência pragmática: informação
and Ethics  competência funcional correta

 competência discursiva

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

Competência pragmática:
 competência discursiva
 competência funcional/
estratégica

TOTAL 50 pontos

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MODULE 2 OUR WORLD

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

PART A - LISTENING

You will hear a podcast about The Environmental Photographer of the Year Award.

1. Listen to the first part of the podcast and match the items in column A (a-e) with the ones
in column B (1-8) according to what you hear. Three items in column B do not apply. On
your answer sheet, write only the numbers and the letters. (5 x 4 = 20 points)

COLUMN A
a. The Environmental Photographer of
the Year competition showcases
photos that call attention
b. The competition highlights the way
important issues such as
c. WaterBear is a free interactive
video and digital platform that
allows
d. CIWEM is a registered charity in the
United Kingdom that works
e. The awarded photo should call the
attention to the causes and effects
of environmental change and social
COLUMN B
1. to excessive consumption.
2. while highlighting solutions to the serious
climate and ecological problems and inspiring
us to live sustainably.
3. to foster the practice of water and
environmental management.
4. to environmental problems and to the need of
living sustainably.
5. its viewers to support NGOs around the world
and take action to help our planet.
6. pollution and climate change.
7. to help climate activists.
8. development, poverty reduction, equality,

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inequality security and climate action are interconnected.

2. Listen to the second part of the podcast and, for items 2.1 to 2.5, choose the correct
option (a, b or c). On your answer sheet, write only the numbers and the letters. (5 x 6 =
30 points)
2.1. The Resilient Award…
a. will be given to all educational and hopeful photos that inspire action.
b. embodies the impact of storytelling through photography.
c. was born in response to a lack of action around the rapidly changing climate.

2.2. The Environments of the Future Award…

a. will be given to a photo that chronicles environmental change in the 19th century.
b. will be given to a single image that features an eco-friendly house of the future.
c. will be given to a photo that shows the importance of using natural resources
sustainably.

2.3. The Sustainable Cities Award…

a. will be given to a single image that addresses the problem of excessive consumption.
b. will be given to a photo that shows passengers using an eco-friendly plane.
c. will be given to a photo that features sustainable connections between nature, society,
and infrastructure.

2.4. The Climate Action Award…

a. will be given to a single image that shows the importance of sustainable environmental
and economic development.
b. will be given to a photo that features endangered species in the rainforest.
c. will be given to a single image that highlights the importance of cheap energy suppliers.

2.5. The Water and Security Award…

a. will be given to a single image that features popular bottled water brands.
b. will be given to a photo that addresses the issues of access to clean water and
sanitation, gender equality and security.
c. will be given to the top environmental photograph of 2021.

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https://epoty.org/ (abridged and adapted)

MODULE 2 OUR WORLD

TEST

INFORMAÇÃO – TESTE 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 Léxico- Competência linguística ITENS DE 6 150 pontos

semântica: • competência lexical SELEÇÃO
Our Planet at • competência gramatical • identificação
• competência semântica • associação
risk
• competência ortográfica /correspondência
Environment and Competência pragmática
• competência funcional
Ethics
Competência sociolinguística
Morfossintática:
Future forms
Linking words Competência linguística
• competência lexical
and phrases • competência gramatical
Used to and • competência semântica
• competência ortográfica
be/get used to Competência pragmática
Double and • competência discursiva
• competência funcional/estratégica
correlative
comparatives Competência sociolinguística
Phrasal verbs (to
C break) Competência linguística ITENS DE 2 50 pontos
• competência lexical CONSTRUÇÃO
• competência gramatical • resposta restrita
• competência semântica • resposta extensa
• competência ortográfica
Competência pragmática
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• competência discursiva
• competência funcional/estratégica

TOTAL 150 pontos

MODULE 2 OUR WORLD

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

PART B – USE OF ENGLISH AND READING

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. (6 x 3 = 18 points)
Young climate change activists need support, a_____ emotional support. Climate change is
enormous and tragic. It feels very personal to young people in particular, who are more likely
than older generations to say that it impacts them personally. At the same time, eco-anxiety,
depression and secondary traumatic stress are normal psychological reactions to learning about
the reality of human-caused environmental destruction. That's according to psychologist Renee
Lertzman, who has been working in this area for decades. She compares the situation of these
teenagers to her own upbringing in the nuclear age. "Anyone who's my age knows what it's like
to grow up with the fear of nuclear war breaking b_____, and how terrifying that is," she says.
"c_____, I have a lot of empathy and compassion for what it's like to be a young person in the
context of an existential threat. I feel concern, and I feel like we need to be d_____ thoughtful
about how we navigate this." She says young people need to hear, "It's not all on them."
On the positive side, psychologist Susan Burke says getting involved with a cause you care
about can be protective for mental health. "It's great to take action on things that are worrying
you because action is one of the best ways to break e_____ despair and helplessness and
hopelessness." But Burke cautions that this work must be child-led — you can't push your
children to get involved. Many youth and student groups are getting f_____ guidelines for adult
allies on how to be supportive without taking over.
https://text.npr.org/797298179 (AmE; abridged and adapted)

a. 1. also 2. consequently 3. namely 4. in addition

b. 1. in 2. out 3. into 4. off
c. 1. So 2. Furthermore 3. Afterwards 4. Since
d. 1. more and the most 2. the more and more 3. more and more 4. more and less

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e. 1. up 2. down 3. away 4. through
f. 1. used to creating 2. use to creating 3. used to create 4. use to create

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You are going to read an article about four teenage climate activists.

'You Need To Act Now': Meet 4 Girls Working To Save The Warming World

A teenage girl, Greta Thunberg, has become the world-famous face of the climate strike. But
she's far from being alone: Thunberg has helped rally and inspire others — especially girls.
Milou Albrecht, Xiye Bastida, Jayden Foytlin and Scout Pronto Breslin, four teenage climate
activists, are juggling activism with schoolwork and personal time. And their families are working
5 hard to support them as they grapple with the heavy emotions that come with fighting for the
future.
In Castlemaine, Australia, Milou Albrecht, 15, co-founded School Strike for Climate Australia,
which organizes student walkouts.
In New York City, Xiye Bastida, 17, led her school in the city's first big student climate strike
10 last March, and along with traveling and public speaking, she and some of her classmates have
continued to strike on Fridays ever since.
In Louisiana, 16-year-old Jayden Foytlin was one of 21 young people who sued the federal
government for violating their rights to a livable planet. These young people belong to
communities around the country that have been directly affected by global warming — Foytlin, for
15 example, is from south Louisiana, where her home has been flooded in storms.
In upstate New York, Scout Pronto Breslin, 16, is focused on wildlife. She is the founder of a
group called Hudson Valley Wild. "I volunteer at a wildlife rehab clinic," she says, explaining what
motivated her activism. "The birds there often come in with blood poisoning because of illegal
toxins from chemical runoff and fertilizer." Pronto Breslin advises other teens to find what really
20 interests them about the climate movement. "Once you find something that you really love, then
that will just give you motivation to keep going with it."
Each of these girls expressed her own, independent commitment to the climate crisis — but it's
impossible to ignore the upbringings that sparked their engagement.
"My mom and my dad always taught me what it was to take care of the Earth," Xiye Bastida
25 says. Bastida — who has been described as New York City's Greta Thunberg — is the daughter
of Geraldine Patrick Encina, a scholar at the Union Theological Seminary's Center for Earth
Ethics and an environmental activist. Bastida's father is a member of the indigenous Otomi Toltec
nation in Mexico, which advocates for the protection of their local water and land.
Milou Albrecht is the daughter of Susan Burke, a psychologist who works in climate adaptation
30 and disaster recovery. Burke and her husband raised their three children for years in an eco-
friendly, rural community. Albrecht says she grew up going to environmental protests.
Social justice was part of Scout Pronto Breslin's upbringing, too. Aside from her mother's work
in areas including sustainable development, her father was an anti-apartheid activist in South
Africa, and currently works for the United Nations.
35 And Jayden Foytlin's mother is Cherri Foytlin, a climate activist of Afro-Latina-Indigenous
descent who is known for opposing an oil pipeline in south Louisiana. "Some families, they go to
baseball games or ballerina concerts," notes Cherri. "Well, it's always been a family function for
us to go to marches or meetings or meet with the community and learn how to organize."
All of the teenagers, however, made the point that they had friends in the movement whose
40 parents were less aware, less involved or less supportive than their own. "I have a few friends
whose parents will tell them, 'You can’t go to that meeting until you finish your homework,' or,
'You have to stop skipping school on Fridays,' " says Xiye Bastida. “No parent wants their kid to
fail school."
Many activists are also high-achieving students with packed schedules. Nevertheless, they all
45 say that they have to — and their parents encourage them to — make room for downtime and
hobbies.
Foytlin likes to draw and play with her little brother. Bastida likes Netflix, and she says, "My dad
tells me every day, 'You cannot fix the world if you do not fix up your room.'" Pronto Breslin likes
taking walks in the woods with her golden retriever, Tess, playing the guitar and listening to Elvis
and the Beatles. And Albrecht likes gardening. Each of these girls says it's important to find joy in
the moment and in the friendships they are making as they work for a better future.
https://text.npr.org/797298179 (AmE; abridged and 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 4 = 16 points)
COLUMN A COLUMN B
a. Making room for hobbies and friends Paragraph 2
b. Supporting, but also stepping back Paragraph 3
c. Girls to the front Paragraph 7
d. Raised to care for the Earth Paragraph 12
Paragraph 14

3. Choose the correct option (a, b, c, or d) to complete the sentences according to the text.
On your answer sheet, write only the numbers and the letters. (5 x 6 = 30 points)
3.1. Milou Albrecht…
a. is used to going for a walk in the park every week.
b. is used to organising conferences to discuss climate change.
c. was raised in a city but loves rural communities.
d. is used to organising student walkouts and going to environmental protests.

3.2. Xiye Bastida…

a. has been organising climate strikes for 17 years.
b. often travels to take photos of people speaking about climate change.
c. was raised to care for the Earth.
d. has met Greta Thunberg in New York City.

3.3. Jayden Foytlin…

a. and her community haven’t felt the effects of global warming yet.
b. and her mother are both climate activists.
c. loves baseball games and ballerina concerts.
d. is known for opposing an oil pipeline in south Louisiana.

3.4. Scout Pronto Breslin…

a. loves taking photos of birds.
b. sings in a band called Hudson Valley Wild.
c. thinks her mother should be more aware of the importance of living sustainably.
d. has been focusing on issues related to wildlife.

3.5. Many young activists have busy schedules. However,

a. their parents encourage them to find hobbies they enjoy and to be with their friends.
b. their parents don’t want them to worry about their homework.
c. their parents encourage them to skip school on Fridays.
d. their parents encourage them to go to parties and have fun.

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4. Match each word in column A with the word/ expression 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 4 = 12 points)
COLUMN A COLUMN B
a. which (l. 7) 1. Jayden 3. Milou 5. communities around the
Foytlin Albrecht country
b. that (l. 13)
c. who (l. 35) 2. young 4. Cherri 6. School Strike for Climate
people Foytlin Australia

5. Find the meaning of the words from their context. Match each word in column A with the
corresponding synonym or definition in column B. Three of the options do not apply. On
your answer sheet, write only the letters and the numbers. (3 x 4 = 12 points)
COLUMN A COLUMN B
a. rally 1. doorways that 3. strikes 5. organise a car race
b. grapple with give direct access
c. walkouts to the outdoors 4. cause to come 6. fight to win
together something
2. try to deal with

6. Read the following text about ethical and sustainable fashion for teens. Three sentences
have been removed from it. 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 4 = 12 points)
In a world where social media and influencers are becoming more and more popular every day,
trends significantly impact our shopping patterns and wardrobe choices. It’s especially easy as
a teenager or young adult to fall prey to the latest craze. It’s not that difficult to come across
your latest wardrobe addition as a teen. Influencers broadcast their outfits and shopping hauls
on Instagram and YouTube, and it’s thrilling to keep up with current fashion trends. And a_____,
as long as it fits the criteria: (1) it looks good, (2) it fits, and (3) it’s affordable. But you should be
adding something else to that list. Is it ethical and sustainable? I know firsthand that b_____,
including everything from convenience to price. But it’s not as difficult as you imagine, even if
you’re a student and not exactly in the position to be buying anything at $120 apiece—which is
perfectly normal! There are some great examples of sustainable fashion for teens! It might
seem difficult to let go of brands you typically stick to when shopping. Thankfully, there are
much better alternatives to choose from that are c_____. Many even fall into a similar price
range!
https://goodonyou.eco/sustainable-fashion-for-teens/ (abridged and adapted)

1. nothing helps teens shop smarter, saving money in the process

2. choosing ethical fashion might seem daunting
3. nothing remotely troublesome crosses your mind when buying those clothes
4. knowing that all your friends already bought that item
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5. transparent about their labour and resource consumption

PART C – WRITTEN INTERACTION AND PRODUCTION

1. You want to convince your school to organise a film festival dedicated to films about
natural disasters. You think climate change is a big problem and you want to call
everyone’s attention to the consequences of global warming.
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. Write an article for your school magazine on the following topic: “To clone or not to
clone: the ethical question.”
Remember to mention the pros and cons of plant, animal and human cloning.
Write a minimum of 160 words. (35 points)

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MODULE 2 OUR WORLD

SPEAKING TEST

INFORMAÇÃO – TESTE DE PRODUÇÃO E INTERAÇÃO ORAIS

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?
Total: the last few years?  What are the cons of cloning?
+/– 4 minutos  What are the pros of cloning?  What are the disadvantages of genetically
 What are the advantages of genetically modified food?
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:

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 cloning might be beneficial and the other thinks it might 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
PROMPTS:
 Describe the picture
 Explain the message conveyed
 Describe your feelings/emotions towards
this picture
CARD 1
PROMPT:
You think cloning might be beneficial.
Mention:
 Prevention or cure for hereditary and
degenerative conditions
 Production of human organs
 Solution for infertility problems
 Fast progress of biomedical research
PICTURE 2
PROMPTS:
 Describe the picture
 Explain the message conveyed
 Describe your feelings/emotions towards
this picture
CARD 2
PROMPT:
You think cloning might be harmful.
Mention:
 Unknown physical damage
 Long term effects may be harmful
 Ethical and psychosocial problems
 Terrible purposes behind the use of cloning
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