Teste de Avaliação de Inglês

10.o Ano – Módulo 1

Nome __________________________________________________ Ano ___________ Turma ____________ N.o _____

Matriz*
Estratégias/ Reconhecer/ Compreender/A Interpretar/ Criar N.º de
processos Identificar plicar Analisar itens/
cognitivos pontos

Componentes
A. Compreensão do 3 itens 3 itens 2 itens 8/40
oral (15 pontos) (15 pontos) (10 pontos)
B. Leitura 5 itens 4 itens 3 itens 12/60
(25 pontos) (20 pontos) (15 pontos)
C. Uso da Língua 4 itens 4/40
(40 pontos)
D. Produção (60 pontos) 1/60
Escrita
N.º de itens/ pontos 8 itens 11 itens 5 itens 1 item 200
(40 pontos) (95 pontos) (25 pontos) (60 pontos)

* Documentos de referência: QECR; Aprendizagens Essenciais – Inglês (Formação Geral); Programa de Inglês – Nível de Continuação –
10.º ano

Competências: Pragmática, Linguística e Sociolinguística

Edições ASA© – 2018 | Teste de Avaliação de Inglês 11º ano – Paula Simões | Carla Moura | Margarida Pato
 Part A – Listening
You are going to listen to a text.
1. Choose the correct option (A, B or C) to complete the sentences according to the text. [8 x 5 pontos]

Write only the numbers and the letters.

1.1. The text is about
(A) being American.
(B) being bilingual.
(C) speaking English.

1.2. Only _______ of Americans can speak a foreign language.

(A) 8% (B) 18% (C) 28%

1.3. In Europe, at least _______ of the population can speak a second language.
(A) 13% (B) 30% (C) 53%

1.4. Being bilingual

(A) has no effects on the brain.
(B) makes the brain bigger.
(C) helps develop certain areas of the brain.

1.5. Researchers used to believe that learning two languages at an early age
(A) only had benefits.
(B) had some obvious disadvantages.
(C) was nothing special.

1.6. Nowadays, scientists believe that learning two languages early in life
(A) makes your brain smarter.
(B) should be compulsory.
(C) isn’t always the best option.

1.7. Usually, bilinguals are better at

(A) reading.
(B) problem solving.
(C) writing.

1.8. Although bilinguals know less words when they are children, they
(A) soon catch up.
(B) are happier than monolinguals.
(C) feel that is not a problem.

Edições ASA© – 2018 | Teste de Avaliação de Inglês 11º ano – Paula Simões | Carla Moura | Margarida Pato
 Part B – Reading

You are going to read a text about multilingualism and jobs.

What Are the Benefits of Multilingualism in the Workplace?

by Neil Kokemuller
Speaking multiple languages gives you a significant help against the competition in many
workplaces. As the U.S. population has become more culturally diverse, workplaces have seen a
rise in non-native English speakers, which makes internal communication more challenging.
Companies also must have multilingual speakers to address the needs of multilingual customers.
5 One of the greatest benefits of being multilingual at work is the opportunity to earn more
money, according to Christian Arno, founder of the translation company Lingo24. Companies that
struggle to find enough translation professionals to meet internal and customer needs realize they
must pay a lot of money to beat out competitors for multilingual workers available. Once you have a
job, you can prove the value of your skills even more to earn raises and bonuses.
10 Multilingualism gives you greater flexibility to move around in different positions within an
organization. In companies with diverse employees and customers, you can combine your language
abilities with other skills to go after the jobs you want. If you have sales experience, for example,
you could look into sales jobs in customer markets where bilingual speakers are needed. Arno
points out that career opportunities such as translation, education and working as a tour guide give
15 multilingual speakers a greater capacity to change careers and workplaces more easily than English-
only speakers. Global travel is another opportunity available to people that speak multiple
languages.
One of the more interesting benefits of being multilingual in the workplace comes from
recent studies of the brain. In a March 2012 opinion article in The New York Times, "The Benefits
20 of Bilingualism", Yudhijit Bhattacharjee notes that scientists believe bilingualism increases
intellectual ability and can protect against dementia and other diseases that affect the brain later in
life. The belief is that because the brain must process two languages at once, bilingualism improves
the workers' problem-solving skills.
Multilingual speakers routinely improve complementary workplace skills while using their
25 language talents on the job - such as expanded vocabularies, better problem-solving skills, listening
skills and interpersonal skills. Multilingual workers also may get a chance to work with a lot of
people in a company they wouldn't interact with if they weren’t multilingual. This gives them a
chance to learn from mentors and role models who project other professional qualities.

In https://work.chron.com/benefits-multilingualism-workplace-6178.html
(adapted, accessed in October 2018)

Edições ASA© – 2018 | Teste de Avaliação de Inglês 11º ano – Paula Simões | Carla Moura | Margarida Pato
1. Match the ideas in column A with all the corresponding paragraphs in column B.
All the paragraphs apply.
Write only the letters and the paragraph numbers. [5 pontos]

COLUMN A COLUMN B
Paragraph 1
(a) Cognitive development Paragraph 2
(b) Better salary Paragraph 3
(c) Increased job prospects Paragraph 4
Paragraph 5

2. Choose the correct option (A, B, C or D) to complete the sentences according to the text.
Write only the numbers and the letters. [4 x 5 pontos]

2.1. In line 4, “needs” means

(A) duties
(B) burdens
(C) necessities
(D) obligations

2.2. In line 7, “meet” means

(A) see
(B) satisfy
(C) gather
(D) encounter

2.3. In line 20, “notes” means

(A) distinguishes
(B) writes down
(C) mentions
(D) views

2.4. In line 28, “project” means

(A) have
(B) plan
(C) throw
(D) predict

3. Complete the sentences according to the text.

Write only the numbers and the corresponding answers. [3 x 5 pontos]

3.1. Getting the jobs you want is easier if you _________.

3.2. Multilingual speakers can work as _________, _________, _________ and _________.
3.3. In the workplace, diversity of interactions is increased _________.

Edições ASA© – 2018 | Teste de Avaliação de Inglês 11º ano – Paula Simões | Carla Moura | Margarida Pato
4. Find evidence in the text for the statements.
Write only the numbers and the corresponding answers. [3 x 5 pontos]

4.1. Speaking more than one language helps you have a higher income.
4.2. Combining several skills enables multilingual speakers to seek other jobs.
4.3. Workers who speak just English are more likely to do the same job for longer.

5. Choose the correct option (A, B, C or D) to complete the sentence according to the text.
Write only the number and the letter. [5 pontos]

5.1. The author believes that multilingual speakers

(A) will have no problems finding a good job.
(B) can use all their skills to make more money.
(C) may suffer from dementia and other diseases.
(D) should learn from mentors and role models.

Part C – Use of Language

1. Complete the sentences below with the appropriate form of one of the verbs in the box. Two of
the verbs do not apply. [5 x 2 pontos]

Write only the letters and the corresponding answers.

invest become take spend offer wish prove

Speaking languages a) an essential tool for anyone who b) to keep up with today’s
global world. Because it c) advantages in many areas, many people d) (currently) time
and effort in developing their language skills hoping they e) helpful in the future.

2. Link the phrases in column A with those in column C using the appropriate connector (in
column B). One of the connectors does not apply.
Write only the letters, the connectors and the numbers. [5 x 2 pontos]

COLUMN A COLUMN B COLUMN C

a. The European Union encourages the 1. feelings.
learning of foreign languages 2. a means of improving
b. In some countries, students study more after communication between peoples in
than two foreign languages as Europe.
c. Languages are used as vehicles for when 3. they realise their cultural
expressing both thoughts and importance.
d. The Council of Europe even proclaimed whereas 4. the celebration of linguistic diversity
an European Day of languages nor in the year of 2001.
e. Governments protect languages from 5. in Portugal and in the UK this rarely
extinction happens.

Edições ASA© – 2018 | Teste de Avaliação de Inglês 11º ano – Paula Simões | Carla Moura | Margarida Pato
3. Complete the passage. Use the words given to form a suitable compound word. Three of the words
do not apply. [5 x 2 pontos]

Write only the letters and the corresponding answers.

time day world job work on working in

To learn a language one needs to be hard- a) . Nowadays, the Internet provides us with b) -
saving activities and resources that may help us with our learning. Besides, c) line material can
also help us with our school d) while allowing us to connect to people e) wide.

4. Rewrite the sentences without changing their meaning.

Write only the numbers and the corresponding answers. [4 x 2,5 pontos]

4.1. “Younger generations need to develop their language skills if they want to succeed.”
The European Commissioner (Marianne Thyssen) stated that…

4.2. “How many languages do you think they should speak?”

The reporter asked the Commissioner…

4.3. “I don’t think there is a limit. I started learning Polish last year, for example.”
The Commissioner replied that…

4.4. “Just try hard!”

The Commissioner told young people…

Part D – Writing

Your English teacher has started a blog to share students’ comments about their experiences
when they started to learn a foreign language.
Write a text (100 to 120 words) to be posted on the blog describing your experience. [60 pontos]

Don’t forget to mention:

− how old you were;
− what language it was;
− the difficulties and positive aspects of the process.

Edições ASA© – 2018 | Teste de Avaliação de Inglês 11º ano – Paula Simões | Carla Moura | Margarida Pato
Critérios de Classificação
Part A – Compreensão do Oral (www.youtube.com/watch?v=ZANBvuS_iDU)

1.1. a 1.8. …………………......(8 x 5 pontos)……………………………………. 40 pontos

Itens 1.1. 1.2. 1.3. 1.4. 1.5. 1.6. 1.7. 1.8.
Chave B B C C B A B A

Part B – Leitura

1. …………………………………………………………………………………… 5 pontos
Chave: (a) – Parágrafos 4 e 5; (b) – Parágrafo 2; (c) – Parágrafos 1 e 3

2.1. a 2.4. …………………… (4 ⨉ 5 pontos) …………………………… 20 pontos

Itens 2.1. 2.2. 2.3. 2.4.
Chave C B C A

3.1. a 3.3. …………………… (3 x 5 pontos) ………………………………….… 15 pontos

Exemplos:
3.1. speak more than one language.
3.2. salespeople, translators, teachers and tour guides.
3.3. by multilingualism.
Níveis Descritores de desempenho Pontos
Completa a frase de acordo com o texto e com correção gramatical. Pode escrever com
2 5
incorreções de grafia e de pontuação não impeditivas da compreensão.
Completa a frase de acordo com o texto. Pode escrever com incorreções linguísticas não
1 3
impeditivas da compreensão.

4.1. a 4.3. …………………… (3 x 5 pontos) ………………………………….. 15 pontos

Chave:
4.1. “One of the greatest benefits of being multilingual at work is the opportunity to earn more money” ou “they must
pay a lot of money to beat out competitors for multilingual workers available”.
4.2. “you can combine your language abilities with other skills to go after the jobs you want. If you have sales
experience, for instance, you could look into sales in customer markets where bilingual speakers are needed.”
4.3. “career opportunities such as translation, education and working as a tour guide give multilingual speakers a greater
capacity to change careers and workplaces more easily (than English-only speakers).”

5. …………………………………………………………………………………… 5 pontos
Chave: (B)

Part C – Use of Language

1. …………………………………(5 x 2 pontos)…………………………………. 10 pontos

Chave: a) — has become ; b) — wishes; c) — offers; d) — are (currently) investing ; e) will prove

2. …………………………………(5 x 2 pontos)………………………………… 10 pontos

Chave: a – as – 2; b – whereas – 5; c – and – 1; d – after – 4; e – when – 3

3. …………………………………(5 x 2 pontos)………………………………… 10 pontos

Chave: a) — hard-working; b) — time-saving; c) — online; d) schoolwork; e) — worldwide

4. …………………………………(4 x 2,5 pontos)……………………………… 10 pontos

Exemplo:
4.1. younger generations needed to develop their language skills if they wanted to succeed.
4.2. how many languages she thought they should speak.
4.3. she didn’t think there was a limit. She also said that she, for example, had started learning Polish the year before.
4.4. to just try hard. / that they should just try hard.

Edições ASA© – 2018 | Teste de Avaliação de Inglês 11º ano – Paula Simões | Carla Moura | Margarida Pato
 Part D – Writing
pontuação
Nível

Conteúdo Funções comunicativas Coerência e coesão Correção linguística

• O conteúdo é • Cumpre os objetivos de • O texto é • O vocabulário é

adequado revelante e comunicação da tarefa estruturalmente variado e adequado à
suficiente face à tarefa proposta, utilizando as organizado e coerente, tarefa.
proposta. funções previstas e com utilização dos • Erros linguísticos
4 adequadas ao tipo de elementos de ligação eventuais não
texto pretendido. adequados. impedem a
compreensão ou
deturpam o sentido.

• O conteúdo é • Cumpre os objetivos de • O texto é • O vocabulário é

geralmente adequado, comunicação da tarefa estruturalmente geralmente variado e
relevante e suficiente proposta, embora nem organizado e coerente, adequado à tarefa.
face à tarefa proposta, sempre utilize as funções embora nem sempre os • Erros linguísticos
embora possa previstas e adequadas ao elementos de ligação eventuais não
3 apresentar pequenos formato de texto utilizados sejam impedem a
lapsos ou irrelevâncias. pretendido. adequados. compreensão, embora
possam deturpar o
sentido pretendido.

• O conteúdo nem • Cumpre parcialmente os • O texto revela alguma • O vocabulário nem

sempre é adequado, objetivos de incoerência estrutural e sempre é variado e/ou
relevante e/ou comunicação da tarefa nem sempre os adequado à tarefa.
suficiente face à tarefa proposta, pois não utiliza elementos de ligação • Erros linguísticos
proposta, revelando as funções adequadas ao utilizados são podem impedir a
2 algum grau de formato de texto adequados. compreensão e/ou
incompreensão da pretendido. deturpar o sentido
tarefa. pretendido.

• O conteúdo é • Os objetivos de • Texto maioritariamente • O vocabulário é

maioritariamente comunicação da tarefa incoerente e maioritariamente
inadequado, irrelevante proposta não são estruturalmente pouco repetitivo e/ou
e/ou insuficiente face à cumpridos organizado. inadequado à tarefa.
tarefa proposta. maioritariamente, pelo • Erros linguísticos
1
que o texto produzido é frequentes impedem a
funcionalmente pouco compreensão e/ou
adequado. deturpam o sentido
pretendido.

60 pontos distribuídos do seguinte modo: 3-7-11-15 por parâmetro.

Edições ASA© – 2018 | Teste de Avaliação de Inglês 11º ano – Paula Simões | Carla Moura | Margarida Pato