TEACHER’S FILE Top Teen 11

PROGRESS TEST

TEST 3
INFORMAÇÃO – TESTE 3

Aprendizagens Essenciais
Organizador/Domínio
Número Cotação
Part Tipologia de Itens
Área temática/ de Itens (em pontos)
Competência Comunicativa
/situacional

A O nosso futuro; Compreensão oral Itens de seleção 2 50 pontos

O novo mundo Compreender vários tipos de • associação /
discurso e seguir linhas de correspondência
argumentação dentro das • identificação: opção
áreas temáticas apresentadas, correta
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.
B Compreensão escrita Itens de seleção 6 90 pontos
• associação /
Ler, compreender e identificar
correspondência
diversos tipos de texto;
• identificação: opção
descodificar palavras-chave,
correta
ideias presentes no texto,
Itens de construção
marcas do texto oral e escrito
• transformação
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).
C Interação escrita Itens de construção 2 60 pontos
• resposta extensa
Compreender mensagens,
cartas pessoais e formulários
e elaborar respostas
adequadas; responder a um
questionário, email, chat e
carta, de modo estruturado,
atendendo à sua função e
destinatário, dentro das áreas
temáticas, integrando a sua
experiência e mobilizando
conhecimentos adquiridos em
outras disciplinas.
Produção escrita
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.
TOTAL 200 pontos
A estrutura do teste sintetiza-se no quadro seguinte:

© Areal Editores 1
TEACHER’S FILE Top Teen 11

PROGRESS TEST

TEST 3 Module 2 – Our World, Our Environment

Name __________________________________________________________ No. _______ Class _______

Date ______________________ Mark ___________________________ Teacher ____________________

PART A

Listening

Text 1
You will hear three people talk about megacities in Asia.

1. For item 1., match the names (Krish, Arika and Zhou) in column A with the ideas they express in
column B.
All the ideas apply once. Use only one name for each idea.

Column A Column B

1. It witnessed the fight for becoming independent.

2. Progress and tradition are part of the city.
a) 3. Significant commercial trade is made there.
a) Krish
b) Arika 4. Time changed its name.

c) Zhou 5. Cultural diversity is a mark of the city.

6. You can find technological innovation there.
7. Several of the highest skyscrapers are there.

__________________ b) __________________ c) __________________

© Areal Editores 2
TEACHER’S FILE Top Teen 11

PROGRESS TEST

Text 2
You will hear an interview about how a community group is changing a town.

2. For items 2.1. to 2.7., circle the correct option (A, B or C).

2.1. The goal of the project is to

a) update the town’s facilities.
b) smarten up the town.
c) gather volunteers.

2.2. According to the organizers, the programme

a) has evolved as expected.
b) hasn’t evolved as expected.
c) expectations were none.

2.3. The group is aided by

a) the local government.
b) every neighbour in town.
c) residents from surrounding municipalities.

2.4. People who live in Luton

a) support the initiative financially.
b) share their experience with others.
c) actively participate in the project.

2.5. The programme is raising ____________ the community.

a) financial support for
b) a great sense of values among
c) local politicians' status

2.6. ABCD has

a) supported loneliness.
b) brought about complaints.
c) got people united.

2.7. Luton residents are now

a) prouder and more active.
b) happier but more tired.
c) more demanding of cleaning crews.

© Areal Editores 3
TEACHER’S FILE Top Teen 11

PROGRESS TEST

PART B

Use of English and Reading

1. Read these sentences about someone who decided to help his community.
Complete the second sentence so that it has a similar meaning to the first sentence, using the word
given. You must use 3 or 4 words, including the word given.
Do not change the word given.

1.1. The change in our community is almost starting. (about)

The change in our community is ________________.

1.2. I’m going to help the ABCD volunteer group twice this year. (will)
By the end of the year, I ________________ the ABCD volunteer group twice.

1.3. We have to act fast so we can change things soon. (the)

The faster we act ________________ things.

You are going to read a text about air pollution.

How the world’s biggest cities are

fighting smog
By Tim Smedley
More than three million people die from the effects of air pollution
every year. But some increasingly high-tech solutions may soon help
us all breathe more easily.
5 For three days in March 2016, 10 London pigeons became famous. Seeing pigeons take to the sky from
Primrose Hill in north London was not unusual in itself. But these pigeons were wearing backpacks. And the
backpacks were monitoring air pollution. Once in the air, the backpacks sent live air-quality updates via tweets
to the smartphones of the Londoners below. In almost all cases, the readings were not good. London’s air
pollution problem has been getting worse for years, and it often rises to more than three times the European
10 Union’s legal limit.
The pigeons and their backpacks were just the latest in a series of increasingly desperate attempts to monitor
and control air pollution. According to the World Health Organisation (WHO), it is the world’s biggest
environmental risk to health, and it “continues to rise at an alarming rate”. It kills over three million people every
year and is especially a problem in urban areas: only one in 10 people live in a city that complies with WHO air
15 quality guidelines. This goes for the developed and developing world alike. Air pollution in Delhi shortens the life
expectancy of its residents by 6.3 years and one in 12 deaths in London are linked to its dirty air.
Particulate matter (PM), the tiny particles emitted in vehicle exhaust fumes, are the biggest air-borne killer.
And so the fight is on to eradicate air pollution in our cities. While the best solution in the long-term would be
to ban fossil-fuelled cars, that won’t help the millions who are dying in the meantime, and so some high-tech
20 solutions are now on the cards. One of the most promising approaches can be found in Beijing, after China
declared a “war against pollution” in 2014.

© Areal Editores 4
TEACHER’S FILE Top Teen 11

PROGRESS TEST

“Our desire for progress has side effects and smog is one of them,” says the Dutch inventor Daan
Roosegaarde, who was inspired to look for a solution after visiting Beijing in 2013. Three years later, his
seven metre-high ‘Smog Free Tower’, supported by the Chinese Ministry of Environmental Protection,
25 opened in Beijing. It is a giant, outdoor air purifier. In much the same way that static electricity can make
loose hairs stick to a comb, airborne particles are sucked into the tower where they receive a positive charge.
The particles are then captured by a negatively charged dust-removal plate and clean air is blown out of the
other end.
Roosegaarde believes his tower could be part of the bridge between the high-polluting industrial age and the
30 low-carbon future. “This kind of direct solution is not the permanent final solution, it is the in-between step,” he
says. “We're working now on the calculation: how many towers do we actually need to place in a city like
Beijing to get a pollution reduction of 20-40%? It shouldn't be thousands of towers, it should be hundreds. We
can make larger versions as well, the size of buildings.”
However, the battle for hearts and minds – to educate urban citizens of the dangers of air pollution – remains
35 almost as hard as the science. London’s busiest shopping district Oxford Street continues to draw huge
crowds, despite regularly recording annual NO2 levels that are three times the EU’s legal limit.
The hope was that the pigeon patrol would encourage Londoners to be more aware of the air they were
breathing. “Pollution is invisible, so if we want to make it visible we have to find a way to grab people's
attention,” says Pierre Duquesnoy at DigitasLBi, which came up with the idea in partnership with Plume Labs,
40
the air pollution app.
The fight against outdoor air pollution is really just starting. Duquesnoy likens it to the healthy food craze
sweeping through his native France. “People are so worried now about what they eat that they look at all the
packs, turn the food upside down and read all the labels.” The more informed we are about what we eat, he
says, the more interest we take in what we consume. And we consume around 8,000 litres of air every day.

2. Match the ideas in column A with the corresponding paragraph in column B. Two of the paragraphs
do not apply.

Column A Column B

Paragraph 2

a) Enduring solutions should be found Paragraph 3

b) The impact of dirty air on our health Paragraph 4

c) Animals can help raise awareness Paragraph 5

Paragraph 6

a) __________________ b) __________________ c) __________________

3. Circle the correct option (A, B, C or D) to complete the sentences according to the text.

3.1. Pigeons were used to

a) promote backpacks.
b) monitor air quality.
c) control breathing.
d) tweet Europeans.

© Areal Editores 5
TEACHER’S FILE Top Teen 11

PROGRESS TEST

3.2. Air pollution is responsible for

a) an increase in mortality.
b) a rise in life expectancy.
c) the growth of urban areas.
d) the existence of pigeons in the city.

3.3. In order to save current lives ____________

actions are needed.
a) short-term
b) medium-term
c) long-term
d) expensive

3.4. The Smog Free Tower was created by an inventor who was born in
a) Germany.
b) China.
c) The United Kingdom.
d) The Netherlands.

3.5. According to Pierre Duquesnoy, to solve this problem

a) everyone should read labels.
b) people have to change their eating habits.
c) citizens must be aware of it.
d) residents ought to consume healthy air.

4. Match each word in column A with the word or expression it refers to in column B.
Two of the options do not apply.

Column A Column B

1. Beijing
a) it (l. 9) 2. the millions
b) who (l. 19) 3. World Health Organization
4. tower
c) it (l. 24)
5. air pollution

a) __________________ b) __________________ c) __________________

5. Match each word in column A with the word in column B that can replace it in the text.
Two of the options do not apply.

Column A Column B

1. fog or haze intensified by smoke or other pollutants

a) approaches (l. 20) 2. a group of birds
b) smog (l. 22) 3. many people gathered
4. methods
c) crowds (l. 34)
5. exhaust fumes

a) __________________ b) __________________ c) __________________

© Areal Editores 6
TEACHER’S FILE Top Teen 11

PROGRESS TEST

6. Read the following text about overpopulation. 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.

Overpopulation
Overpopulation is a major cause of most of the world’s problems. Whether it is a question of food shortage,
lack of drinking water or energy shortages, every country in the world is affected by it – or will be.
Partly thanks to the import of goods from abroad, any particular country is able to maintain its own welfare.
But this cannot go on in an unlimited way. (a) __________________. The world population is threatening to
5 rise in the next few decades to 8 or 10 billion. There is a good chance that more and more countries will need
their own products themselves.
Our planet can offer a quality of life comparable to that enjoyed in the European Union to no more than 2
billion people. With a population of 8 to 10 billion, welfare per person on a world scale will drop to that of a
poor farmer who can scarcely provide sufficient food for himself and knows nothing of welfare. (b)
10 __________________.

The climate is changing – and it matters little whether this can be blamed on human activity or on changes in
the solar system. The sea level only has to rise slightly in order to cause a great deal of valuable agricultural
land to disappear. At present we seem to think that we can keep ahead of famine with the use of artificial
fertilisers, by the inhumane breeding of animals and other survival strategies.

15
At the same time, human beings have a tendency to want more and more.
Worldwide the numbers of cars and refrigerators are increasing before our very eyes. But there will come a
time when population growth and welfare collide. There is a reasonably good chance that floods of people will
trek all over the world searching for more food and welfare.
(c) __________________. Unfortunately, technical solutions have not yet been able to combat world hunger
20 in any significant way. Wherever there is no recognition or problem-solving on a worldwide scale, war and
violence would seem to be inevitable: everyone wants to survive.
The only solution is a population policy applied on a worldwide scale. 

1) Technicians are only too happy to point to technology saying that it has solutions to all our problems up
its sleeve.
2) Laws are being created to make sure everyone has access to essential goods.
3) There’s nothing we can do to stop it.
4) In fact, the number of inhabitants is rising in every country.
5) And thus we will have to share everything fairly in order to avoid disputes or war.

© Areal Editores 7
TEACHER’S FILE Top Teen 11

PROGRESS TEST

PART C

Written Interaction and Production

1. Your English teacher has asked you to write a post stating:

• an environmental problem that worries you;
• what caused that problem;
• which consequences it can have;
• possible solutions to that problem.
Write your text in 60-80 words.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

2. You noticed that the river in your town appears to be more polluted than usual. Write a formal email
to the mayor expressing your concern. Write a minimum of 160 words.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

© Areal Editores 8
TEACHER’S FILE Top Teen 11

PROGRESS TEST

TEST 3
SCRIPT 1
Krish
Mumbai – the Indian city of dreams
Mumbai, which has a population of 23,900,000, is a spectacular paradox of chaos and hope, glamour and poverty,
modernity and tradition, old and new. Famously known as the City of Dreams, Mumbai, formerly known as Bombay,
has a long colonial history, starting from Gandhi's visits to the city to the intense protests against the Simon
Commission in 1928 starting off the road of freedom, the city has witnessed many important events in the country's
freedom struggle. Today, Mumbai is a melting pot of cultures and lifestyles. The city adapts everything it can, making it
its very own. From European inhabitants who migrated years ago to the city to upcoming actors struggling to make it
big on the silver screen; from Bollywood superstars to big industrialists to tribes of fisherman and slum dwellers,
Mumbai is a megacity of the world that proudly tells stories of people from different walks of life.
Arika
Tokyo – a beautiful Japanese blend of old and new
With 38,140,000 inhabitants, Tokyo, the capital of Japan, is in every sense what you could call "a mix". This megacity is
known for its big technology, its unique pop culture, and how it likes to hold on to tradition. With every area having
something different to offer, it is truly the best place to live for those people who are seeking variety and adventure.
Nestled in South-Eastern Japan, Tokyo is a city not only of towering skyscrapers, immaculate roads and architecture
but also of forests, traditional shrines and cherry blossoms in the spring. A combination of poetic wonder and
technological marvel, Tokyo is one of the most efficient megacities to live in.
Zhou
Shanghai – the towering Chinese metropolis
Shanghai, with a population of 34,000,000, is among China's most important cities. It is the most populous city in China
and also the biggest population of any megacity in the world. Due to its wide array of tourist attractions, Shanghai
serves as one of China's best tourist destinations. Shanghai has been a major part of China's super fast rise in the
modern world. It is a very important global financial centre and also the busiest container port in the world. The Pudong
area skyline shows the dominance of Shanghai as China's financial centre, with some of the tallest structures in the
world such as the Shanghai Tower, the Shanghai World Financial Centre and the Jin Mao Tower.
https://www.holidify.com/collections/megacities-of-the-world (adapted)

© Areal Editores 9
TEACHER’S FILE Top Teen 11

PROGRESS TEST

SCRIPT 2
Reporter: Live from Luton, this is today’s news. A community group set up to tidy and clean a town is
"transforming" it, one of its organisers has said. Kevin Poulton co-created Asset Based
Community Development or (ABCD) in Luton in May as a hobby, to recruit volunteers to make
one area of town greener and cleaner. It now operates across 15 other neighbourhoods and
involves about 500 residents.
Mr Poulton, what were you expecting when you came up with this idea?
Kevin Poulton: When it started, we didn't expect anything; we've been quite surprised by how quickly it's
grown.
Reporter: We are aware that the group, working in conjunction with Luton Neighbourhood Council,
facilitates people who want to improve the area they live in by providing equipment and
arranging for waste to be collected. So far more than 1,950 bags of rubbish and six trucks of
green waste have been taken away.
Kevin Poulton: In fact, the trend is towards residents doing more for themselves with the council supporting.
This has to be the future model.
I'm very proud that so many people in Luton want to show pride in where they live and share
their passion – it's empowering them. You can really see the difference, as people can now
walk areas that they wouldn't have wanted to before, the town is looking better, it's improved. It
brings the community together and gives a sense of pride about caring where you live.
Reporter: Thank you, Mr Poulton. Now, here with us are Deniece Dobson and Anna Capasso, two Luton
residents. How do you see this initiative? First you, Ms Dobson.
Deniece Dobson: My neighbourhood, Marsh Farm, has been supported by ABCD-in-Luton, with several clean-
ups taking place. It has brought people together – I met neighbours I didn't know had lived
there for years. Many people have told me that it has done loads to reduce their loneliness –
makes them feel connected. Rather than sitting about complaining, people have decided to get
out and do something.
Reporter: And Ms Capasso, what's your view?
Anna Capasso: I’m so happy by the work. I was sometimes ashamed when family visited us, as the
neighbourhood was so dirty and I couldn't do anything cleaning it up by myself.
Reporter: Thank you so much for sharing this great project with us. Hope it can inspire other
communities. Now, back to studio.
https://www.bbc.com/news/uk-england-beds-bucks-herts-59683232 (adapted)

© Areal Editores 10
TEACHER’S FILE Top Teen 11

PROGRESS TEST

CRITÉRIOS ESPECÍFICOS DE CLASSIFICAÇÃO – TEST 3

Parte A – Compreensão oral
Texto 1
1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 pontos
Chave: Krish – 1, 4, 5; Arika – 2, 6; Zhou – 3, 7.
Texto 1

Níveis Descritores de desempenho Pontuação

3 Associa corretamente seis ou sete ideias aos respetivos nomes. 15

2 Associa corretamente quatro ou cinco ideias aos respetivos nomes. 10
1 Associa corretamente duas ou três ideias aos respetivos nomes. 5

Nota: Cada número da coluna B, correspondente a uma ideia, só pode ser usado uma vez, sendo associado apenas a um nome da coluna A.
Assim, caso o aluno associe o mesmo número da coluna B a mais de um nome da coluna A, os nomes em causa deixam de ser considerados
para efeitos de classificação, independentemente de o aluno a eles ter associado corretamente outro(s) número(s).

Texto 2
2.1. a 2.7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ( 7 × 5 p o n t o s ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 5 p o n t o s
Itens 2.1. 2.2. 2.3. 2.4. 2.5. 2.6. 2.7.

Chave B C A C B C A

Parte B – Língua e Leitura

1.1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 pontos
Chave: about to start
1.2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 pontos
Chave: will have helped
1.3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 pontos
Chave: the sooner we can change
2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 pontos
Chave: Paragraph 5; b. Paragraph 3; c. Paragraph 2
3.1. a 3.5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (5 x 6 pontos) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 pontos

Itens 3.1. 3.2. 3.3. 3.4. 3.5.

Chave B A A D C

4. …………………………………………………………………………………………………….............………………….…. 6 pontos
Chave: a. 5; b. 2; c. 4
5. ………………………………………………………………………………………...............………………………………… 6 pontos
Chave: a. 4; b. 1; c. 3
6. …………………………….………………………………………………………………………………………...........….… 18 pontos
Chave: a. 4; b. 5; c. 1

© Areal Editores 11
TEACHER’S FILE Top Teen 11

PROGRESS TEST

Parte C – Interação e Produção escritas

1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 pontos
Part C – 1
Níveis Descritores de desempenho Pontuação
4 Redige um texto em que: 20
− responde às quatro questões colocadas;
− pode apresentar incorreções linguísticas não impeditivas da compreensão;
− revela uma organização clara do discurso.
3 Redige um texto em que: 15
− responde a três das quatro questões colocadas;
− pode apresentar incorreções linguísticas não impeditivas da compreensão;
− revela uma organização clara do discurso.
OU
− responde às quatro questões colocadas;
− apresenta incorreções linguísticas que podem impedir parcialmente a compreensão.
OU
− revela uma organização nem sempre clara do discurso.
2 Redige um texto em que: 10
− responde a duas das quatro questões colocadas;
− pode apresentar incorreções linguísticas não impeditivas da compreensão;
− revela uma organização clara do discurso.
OU
− responde a três das quatro questões colocadas;
− apresenta incorreções linguísticas que podem impedir parcialmente a compreensão OU revela
uma organização nem sempre clara do discurso.
OU
− responde às quatro questões colocadas;
− apresenta incorreções linguísticas que podem impedir parcialmente a compreensão e revela
uma organização nem sempre clara do discurso.
1 Redige um texto em que: 5
− responde a uma das quatro questões colocadas;
− pode apresentar incorreções linguísticas não impeditivas da compreensão;
− revela uma organização clara do discurso.
OU
− responde a duas das quatro questões colocadas
− apresenta incorreções linguísticas que podem impedir parcialmente a compreensão OU revela
uma organização nem sempre clara do discurso.
OU
− responde a três das quatro questões colocadas;
− apresenta incorreções linguísticas que podem impedir parcialmente a compreensão e revela
uma organização nem sempre clara do discurso.

Notas:
1. Fator de desvalorização – limites de extensão
Sempre que a resposta apresente uma extensão que não respeite os limites estabelecidos (60-80 palavras), aplica-se um desconto de um ponto
ao total da cotação atribuída.
2. Independentemente da qualidade do texto produzido, quer a ausência de elementos de saudação ou de despedida quer a utilização de um
registo de língua não totalmente adequado à situação proposta no item implica a atribuição de um nível de desempenho inferior ao que seria
atribuído pelo professor tendo por referência os descritores de desempenho.

© Areal Editores 12
TEACHER’S FILE Top Teen 11

PROGRESS TEST

2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 pontos
Níveis Descritores de desempenho Pontuação

Desenvolvimento temático

− Redige um texto respeitando o tema proposto.

N3 − Expõe, de forma clara e precisa, os pontos positivos e negativos. 12

− Redige um texto, respeitando o tema proposto.

N2 − Pode expor, de forma nem sempre clara e precisa, os pontos positivos e negativos. 8

− Redige um texto, respeitando o tema proposto.

N1 − Apresenta, de forma pouco clara e pouco precisa, os pontos positivos e negativos. 4

Coesão e coerência

− Estrutura o texto, articulando as ideias de forma coerente.

− Utiliza, com eficácia, mecanismos de coesão textual, por exemplo:
N4 • conectores variados e de uso menos corrente (como furthermore, nevertheless, as a result, etc.); 8
• cadeias de referência, através de substituições nominais ou pronominais;
• parágrafos bem organizados.
− Estrutura o texto, articulando as ideias de forma coerente, podendo apresentar pontualmente
pequenas imprecisões.
− Utiliza, com alguma eficácia, mecanismos de coesão textual, por exemplo:
N3 6
• conectores variados e de uso corrente (como although, however, etc);
• cadeias de referência, através de substituições nominais ou pronominais;
• parágrafos razoavelmente organizados.
− Estrutura o texto, articulando as ideias de forma nem sempre coerente.
− Utiliza, embora nem sempre com eficácia, mecanismos de coesão textual, por exemplo:
• conectores pouco variados, simples, mas adequados (como and, but, because, etc.);
N2 4
• cadeias de referência nem sempre adequadas, através de substituições nominais ou
pronominais;
• parágrafos razoavelmente organizados.
− Estrutura o texto, articulando as ideias de forma pouco coerente.
− Utiliza, embora o faça sistematicamente com pouca eficácia, mecanismos de coesão textual,
por exemplo:
N1 • conectores pouco variados, simples, e nem sempre adequados (como and, but, because, etc.); 2
• cadeias de referência sistematicamente pouco adequadas, através de substituições nominais ou
pronominais;
• parágrafos mal organizados ou inexistência de parágrafos.
Competência funcional

N3 Respeita o tipo de texto solicitado (email formal) e cumpre as intenções comunicativas previstas. 8

Respeita o tipo de texto solicitado (email formal) e cumpre, parcialmente, as intenções

comunicativas previstas.
N2 OU 5
Respeita, parcialmente, o tipo de texto solicitado (email formal) e cumpre as intenções
comunicativas previstas.
Respeita, parcialmente, o tipo de texto solicitado (email formal) e cumpre, parcialmente, as
intenções comunicativas previstas.
N1 OU 3
Respeita apenas o tipo de texto solicitado (email formal) e cumpre apenas as intenções
comunicativas previstas.

© Areal Editores 13
TEACHER’S FILE Top Teen 11

PROGRESS TEST

Competência linguística e sociolinguística

Redige um texto, apresentando variedade de recursos linguísticos e sem incorreções, ou com

incorreções ocasionais, em quaisquer dos aspetos seguintes:
• controlo vocabular;
N4 12
• domínio das estruturas e das formas gramaticais;
• adequação da pontuação e precisão da ortografia;
• adequação ao contexto e ao(s) destinatário(s).
Redige um texto, apresentando alguma variedade de recursos linguísticos e algumas incorreções,
não impeditivas da compreensão em quaisquer dos aspetos seguintes:
• controlo vocabular;
N3 9
• domínio das estruturas e das formas gramaticais;
• adequação da pontuação e precisão da ortografia;
• adequação ao contexto e ao(s) destinatário(s).
Redige um texto, apresentando pouca variedade de recursos linguísticos e incorreções
sistemáticas não impeditivas da compreensão em quaisquer dos aspetos seguintes:
• controlo vocabular;
N2 6
• domínio das estruturas e das formas gramaticais;
• adequação da pontuação e precisão da ortografia;
• adequação ao contexto e ao(s) destinatário(s).
Redige um texto, apresentando recursos linguísticos limitados e incorreções impeditivas da
compreensão em quaisquer dos aspetos seguintes:
• controlo vocabular;
N1 3
• domínio das estruturas e das formas gramaticais;
• adequação da pontuação e precisão da ortografia;
• adequação ao contexto e ao(s) destinatário(s).

Notas:
1. Fator de desvalorização – limites de extensão
Sempre que a resposta apresente uma extensão inferior a 160 palavras, aplica-se um desconto de dois pontos ao total da cotação atribuída.
2. A resposta extensa só é classificada se o texto produzido atingir, pelo menos, o nível 1 no parâmetro do desenvolvimento temático.

Item
Parte
Cotação (em pontos)

A 1. 2.1. 2.2. 2.3. 2.4. 2.5. 2.6. 2.7. 50

15 5 5 5 5 5 5 5

B 1. 2. 3.1. 3.2. 3.3. 3.4. 3.5. 4. 5. 6. 90

18 12 6 6 6 6 6 6 6 18

C 1. 2. 60
20 40

TOTAL 200

© Areal Editores 14