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MODULE 2 GLOBAL YOUTH
LISTENING TEST 2
INFORMAÇÃO – TESTE DE COMPREENSÃO ORAL 2
A estrutura do teste sintetiza-se no quadro seguinte: Ativ. Componentes Competências Tipologia de Itens Número de Itens Cotação (em pontos) A Léxico- semântica: Teen Time Teenage Languages Future Challenges Competência linguística: competência lexical competência gramatical competência semântica Competência pragmática: competência funcional competência discursiva ITENS DE SELEÇÃO completamento identificação – verdadeiro/falso transformação completamento 2 100 pontos B Competência linguística: competência lexical competência gramatical competência semântica Competência pragmática: competência discursiva competência funcional/ estratégica 2 100 pontos TOTAL 200 pontos
MODULE 2 GLOBAL YOUTH
_Name __________________________________________ No. ___________ Class __________ Date _____/_____/_____ Mark ____________ Teacher __________________________________ LISTENING TEST 2 Exercises 1 and 2 First, you will hear the song “Miracles (Someone Special)” by Coldplay. Then, you will listen to a review of the same song. ACTIVITY A
- Listen to the song. Complete the lyrics. The first letter of each word has been given. (10 x 5 = 50 points) Yeah you (1) c____________________ be (2) S____________________ special You got bright in your (3) b____________________ And lightning in your (4) v____________________ You’ll go (5) h____________________ than they’ve ever gone In you I (6) s____________________ Someone special You got fire in your (7) e____________________ and when you (8) r____________________ you’ll go (9) f____________________ than we’ve ever gone Just (10) t____________________ it on https://coldplay.com/song/miracles-someone-special-coldplay-big-sean/ (shortened) 2. Listen to a review of the song and circle the right answers. (5 x 10 = 50 points) 1. The song “Miracles (Someone Special)” highlights that it is important for you… a. to give up when there are obstacles. b. not to follow your dreams. c. to face every obstacle. 2. Many people are referred to in the song as examples of… a. fame and fortune. b. courage and humanity. c. entrepreneurship and persistence. 3. Mahatma Gandhi was an Indian activist who… a. wanted India to be independent. b. wanted to be a political leader. c. wanted to rule Britain. 4. Nelson Mandela fought against… a. racial segregation. b. Alfred Nobel. c. the Nobel Prize for Peace. 5. Amelia Earhart was the first woman to… a. fly solo across the Indian Ocean. b. fly solo across the Atlantic Ocean.
c. Music also provides teens _____________________________________________________. d. All it takes is a musician to wear something once ___________________________________. e. Most often teens choose the kind of music that reflects _______________________________.
MODULE 2 GLOBAL YOUTH
TEST 2
INFORMAÇÃO – TESTE 2
A estrutura do teste sintetiza-se no quadro seguinte: Ativ. Componentes Competências Tipologia de Itens Número de Itens Cotação (em pontos) A Léxico- semântica: Teen Time Teenage Languages Future Challenges Morfossintática: Gerund and Infinitive Prepositional verbs Adjective + preposition Concessive clauses Purpose clauses Zero, first and second conditional Relative clauses Competência linguística
- competência lexical
- competência gramatical
- competência semântica
- competência ortográfica Competência pragmática
- competência functional Competência sociolinguística ITENS DE SELEÇÃO
- completamento
- transformação
- associação /correspondência ITENS DE CONSTRUÇÃO
- resposta curta
- resposta restrita 3 40 pontos B Competência linguística
- competência lexical
- competência gramatical
- competência semântica
- competência ortográfica Competência pragmática
- competência discursiva
- competência funcional/estratégica Competência sociolinguística 5 80 pontos C Competência linguística
- competência lexical
- competência gramatical
- competência semântica
- competência ortográfica Competência pragmática
- competência discursiva
- competência funcional/estratégica ITENS DE CONSTRUÇÃO
- resposta extensa 1 80 pontos TOTAL 200 pontos
ACTIVITY B
Read the following text.
Why should teens volunteer abroad?
Volunteering abroad is a life-changing experience. Ask any volunteer, and stories will pour out of them — volunteering will change your life. How can it not? You’re exploring a new place and culture and meeting new people — and working with them to affect change. Any new experience can help you grow and being open to that growth is important. Not only do you change lives by volunteering abroad, but you, too, learn valuable lessons from the community you are helping. Volunteering abroad is extremely positive for your academic experience, as it provides hands-on education. Any kind of learning is enhanced by real-life experiences. As a volunteer, you’re gaining real-life examples of what you are learning in school — or want to learn in college. Whether you are volunteering for an archaeological dig, helping just-hatched turtles reach the sea, or helping in a classroom, you will gain hands-on experience in a new field—or additional experience in a field you’re passionate about. It may even help you in terms of your career decisions. You’re gaining first-hand knowledge in a field you probably want to work in. Does this field fit you? Do you love what you’re doing every day, or do you become aware you’re interested in something else? If you’re volunteering abroad, you probably will be working in a place where a different language is spoken. By interacting with locals, you’ll have a chance to work on your language skills and learn a new language. You’re not only showing the locals that you care about communicating with them in their language, but you’re gaining valuable in-person experience with the language. We all know that textbook language learning is quite different from real life! Volunteering does change the world — one bit at a time! https://www.transitionsabroad.com/listings/work/volunteer/articles/10-reasons-high-school-teens-should-volunteer-abroad.shtml (abridged and adapted)
1. Complete the following sentences according to the text. (3 x 4 = 12 points) a. Volunteering can be ______________________________________________ for a teenager. b. Volunteering allows you to meet _______________ and explore ________________________ c. If you interact with locals, ______________________________________________________ 2. Answer the following questions on the text. (3 x 6 = 18 points)
a. Why does the author of the text say that volunteering involves both giving and receiving? b. How can volunteering enhance your academic experience? c. How can volunteering improve your language skills?
3. Find in the text the words/expressions for these definitions. (5 x 2 = 10 points) a. be expressed in a detailed and an unrestrained way ________________________________ b. involving active participation rather than theory _____________________________________ c. improved __________________________________________________________________ d. area of historical interest where the soil must be removed carefully ______________________ e. emerged from their eggs ______________________________________________________ 4. Write conditional sentences according to the information in brackets. (4 x 5 = 20 points) a. Helen and Mark / not study / hard / they / not get / good marks. (first conditional) b. Peter and Beatrice / be / happy / they / join / a volunteering programme. (second conditional) c. Plants / die / you / not water / them. (zero conditional) d. I / be / you / I / buy / a new computer. (second conditional) 5. Join these sentences with a relative pronoun. When possible, omit the relative pronoun. (4 x 5 = 20 points) a. That’s the girl. She started volunteering in the hospital. b. Do you know the student? His parents are green activists. c. This is the mobile phone. He bought it yesterday. d. Volunteering is rewarding. It can be very demanding. **ACTIVITY C Write a text about one of the following topics (150-200 words). (80 points)
- What are teenagers like nowadays?
- Why are volunteering programmes important and rewarding experiences?**
3.º MOMENTO Professor +/– 30 segundos Alunos +/– 5 minutos Total: +/– 6 minutos Now I’d like you to talk to each other for about three minutes while I listen. You have to speak clearly and loud enough so that we can hear you both. One of you thinks listening to music while studying is beneficial and the other disagrees. 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 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.] Thank you both. That is the end of your test. Total final: +/– 16 minutos FIM DA PROVA
PICTURE 1 PICTURE 2
GAP YEAR
PROMPTS:
(^) Describe the picture (^) Explain the message conveyed (^) Describe your feelings/emotions towards this picture
VOLUNTEERING
PROMPTS:
(^) Describe the picture (^) Explain the message conveyed (^) Describe your feelings/emotions towards this picture CARD 1 CARD 2 PROMPT: You think listening to music while studying is beneficial. Mention: (^) Improves concentration, attention (^) Increases your study periods (^) Helps retain information easily, improving memory (^) Help control your mood, reducing anxiety (^) Improves motivation and creativity (^) Increases productivity
PROMPT:
You believe listening to music while studying has negative effects on students. Mention: (^) Affects concentration (^) Makes you get distracted very easily (^) Makes you lose focus on what you are studying – you start listen to the lyrics instead (^) Affects productivity, namely if you have problems with multi-tasking
