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    Guiao7 Ing550 F1 2021 2A - Net

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    Julio_Papel
    Here are some strategies to consider: - Read the small print or terms and conditions carefully - Check reviews and ratings online - Be sceptical of claims that sound too good to be true - Consider your needs and do research before making a purchase - Know your consumer rights Discuss: Which of these strategies do you think is the most effective at protecting ourselves from misleading advertising? Why?

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    Guiao7 Ing550 F1 2021 2A - Net

    Enviado por

    Julio_Papel
    16 visualizações8 páginas
    Here are some strategies to consider: - Read the small print or terms and conditions carefully - Check reviews and ratings online - Be sceptical of claims that sound too good to be true - Consider your needs and do research before making a purchase - Know your consumer rights Discuss: Which of these strategies do you think is the most effective at protecting ourselves from misleading advertising? Why?

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    Here are some strategies to consider: - Read the small print or terms and conditions carefully - Check reviews and ratings online - Be sceptical of claims that sound too good to be true - Consider your needs and do research before making a purchase - Know your consumer rights Discuss: Which of these strategies do you think is the most effective at protecting ourselves from misleading advertising? Why?

    Direitos autorais:

    © All Rights Reserved
    Baixe no formato PDF, TXT ou leia online no Scribd
    Fazer download em pdf ou txt
    16 visualizações8 páginas

    Guiao7 Ing550 F1 2021 2A - Net

    Enviado por

    Julio_Papel
    Here are some strategies to consider: - Read the small print or terms and conditions carefully - Check reviews and ratings online - Be sceptical of claims that sound too good to be true - Consider your needs and do research before making a purchase - Know your consumer rights Discuss: Which of these strategies do you think is the most effective at protecting ourselves from misleading advertising? Why?

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    de 8

    Exame Final Nacional de Inglês

    Prova 550 | 1.ª Fase | Ensino Secundário | 2021


    11.º Ano de Escolaridade – Continuação – bienal
    Decreto-Lei n.º 55/2018, de 6 de julho

    Duração da Componente Oral da Prova (Parte D): até 15 minutos. 8 Páginas

    GUIÃO 7

    Número de alunos: 2

    Prova 550/1.ª F. | Guião 7 • Página 1/ 8


    Guião 7
    Número de alunos: 2

    1.º MOMENTO

    Intervenientes
    Descrição das atividades
    e tempos

    Interlocutor [O interlocutor dirige-se aos dois alunos, em simultâneo.]


    Alunos Good morning/afternoon. Welcome. My name is…
    +/– 15"
    Now, what’s your name? [O interlocutor dirige-se ao aluno A.]
    Thank you.

    And what’s your name? [O interlocutor dirige-se ao aluno B.]


    Thank you.

    Interlocutor First, I’d like to know something about you.

    So, [Nome do aluno A],

    Aluno A •• H
     ave you ever bought something without looking at the price first? (What was it?)
    +/– 1'15" (Did you regret it?) (Why? / Why not?)
    •• Are you ever influenced by the brand when you buy a product? (Why? / Why not?)
    •• In your opinion, should Consumer Education be taught at school? (Why? / Why not?)
    •• Tell me about your favourite advert.
    Interlocutor Thank you.

    And you, [Nome do aluno B],

    Aluno B •• H
     ave you ever made a complaint about a product you bought? (Why? / Why not?)
    +/– 1'15" •• In your opinion, how important is it for young people to make responsible choices
    when buying something? (Why?)
    •• Do you think well-informed consumers are the best customers? (Why? / Why not?)
    •• Tell me about good shopping habits.
    Interlocutor Thank you.

    That is the end of part 1.

    1. Caso o aluno não responda à pergunta inicial, o interlocutor deve prosseguir de acordo com o guião.

    2. O interlocutor deve seguir a ordem das perguntas apresentadas. Caso o aluno antecipe respostas a perguntas previstas, o
    interlocutor não deve fazê-las.

    3. Mesmo que não tenham sido feitas todas as perguntas, o interlocutor deve dar por terminado este momento assim que o
    aluno use o tempo previsto.
    4. Caso o aluno ultrapasse o tempo previsto, o interlocutor deve interrompê-lo, dizendo:
    •• Thank you.

    5. Caso o aluno utilize um tom de voz baixo, o interlocutor deve dizer:


    •• I’m sorry but I can’t hear you. Could you speak louder, please?

    Este pedido pode ser repetido ao longo de toda a componente oral da prova, se necessário.

    Prova 550/1.ª F. | Guião 7 • Página 2/ 8


    2.º MOMENTO

    Intervenientes
    Descrição das atividades
    e tempos

    Interlocutor [O interlocutor dirige-se aos dois alunos, em simultâneo.]


    +/– 30" In this part, I’m going to give each of you two photographs. I’d like you to talk about your
    photographs on your own for about a minute, and also to answer a question related to your
    partner’s photographs. You mustn’t interrupt your partner while he/she is speaking. You have a
    maximum of 15 seconds to look at the photographs.

    Now, [Nome do aluno B], it’s your turn first. Here are your photographs. They show people
    shopping in different situations.

    [O interlocutor entrega o conjunto 1 de fotografias ao aluno B.]


    Aluno B Remember, you have a maximum of 15 seconds to look at the photographs.
    +/– 15"

    Interlocutor I’d like you to compare the photographs, and say what the advantages and disadvantages of
    shopping in these situations are.
    All right?

    Aluno B You can start now, [Nome do aluno B].


    +/– 1'
    Interlocutor Thank you.

    [Nome do aluno A], have you ever bought anything online? (What was it?) (Why?) / (Would
    you like to?) (Why? / Why not?)
    Aluno A
    +/– 15"

    Interlocutor Thank you. Can I have the photographs, please? [O interlocutor recolhe o conjunto 1 de fotografias.]

    Now, [Nome do aluno A], here are your photographs. They show shops in the past and the
    present.
    Aluno A
    +/– 15" [O interlocutor entrega o conjunto 2 de fotografias ao aluno A.]
    Interlocutor Remember, you have a maximum of 15 seconds to look at the photographs.

    I’d like you to compare the photographs, and say how shopping has changed over the years
    and why.
    Aluno A
    All right?
    +/– 1'
    Interlocutor You can start now, [Nome do aluno A].

    Thank you.
    [Nome do aluno B], do you think advertising influences consumers’ choices? (Why? / Why
    Aluno B not?)
    +/– 15"
    Intelocutor Thank you. Can I have the photographs, please? [O interlocutor recolhe o conjunto 2 de fotografias.]
    That is the end of part 2.

    Prova 550/1.ª F. | Guião 7 • Página 3/ 8


    1. Caso o discurso do aluno seja insuficiente, revele pouco conteúdo ou o aluno tenha dificuldade em começar a falar, o
    interlocutor deve ajudá-lo com algumas das perguntas seguintes:
    •• What are the differences between the photographs?
    •• What about the similarities?
    •• What do you mean?
    •• Can you expand on that?

    2. Caso o aluno se afaste do tema, o interlocutor deve relembrar-lhe a tarefa, dizendo:


    •• Remember you have to [o interlocutor repete a instrução].

    3. Caso o aluno ultrapasse o tempo previsto, o interlocutor deve interrompê-lo, dizendo:


    •• Thank you.

    Prova 550/1.ª F. | Guião 7 • Página 4/ 8


    3.º MOMENTO

    Intervenientes
    Descrição das atividades
    e tempos

    Interlocutor [O interlocutor dirige-se aos dois alunos, em simultâneo.]


    +/– 30" Now, I’d like you to discuss something together for about three minutes.

    I’d like you to imagine that your English teacher has asked students to discuss what we
    can do to protect ourselves from misleading advertising. Here are some strategies that
    you should consider and a question for you to discuss.
    First, you have a maximum of 30 seconds to look at the task.

    [O interlocutor entrega o documento aos alunos.]


    Alunos
    +/– 30"
    Interlocutor Now, talk to each other about what we can do to protect ourselves from misleading
    advertising.
    Alunos
    +/– 3'
    Interlocutor Thank you. Now you have about a minute to discuss which of these strategies is the most
    effective and why.
    Alunos
    +/– 1'
    Interlocutor Thank you. Can I have the handout, please? [O interlocutor recolhe o documento.]
    Thank you. That is the end of your test.

    1. Caso nenhum dos alunos tome a iniciativa e tenham decorrido mais de trinta segundos, o interlocutor deve repetir as
    instruções ou dizer:
    •• Could you start, please?

    2. Caso os alunos não interajam, o interlocutor deve lembrá-los de que devem fazê-lo, dizendo:
    •• Remember you have to talk to each other.

    3. Caso um aluno fale muito mais do que o outro, o interlocutor deve tentar equilibrar as suas intervenções, dizendo:
    •• Remember both of you have to talk.

    4. Caso os alunos se afastem do tema, o interlocutor deve relembrar-lhes a tarefa, dizendo:


    •• Remember you have to [o interlocutor repete a instrução].

    5. Caso os alunos ultrapassem o tempo previsto, o interlocutor deve interrompê-los, dizendo:


    •• Thank you.

    Tempo total: até 15 minutos

    Prova 550/1.ª F. | Guião 7 • Página 5/ 8


    2.º MOMENTO

    Set 1 – Student B

    What are the advantages and disadvantages of shopping in these situations?

    https://sourcingjournal.com
    (Accessed 14.10.2020).

    www.standardmedia.co.ke
    (Accessed 14.10.2020).

    Prova 550/1.ª F. | Guião 7 • Página 6/ 8


    2.º MOMENTO

    Set 2 – Student A

    How has shopping changed over the years? Why?

    http://aindasoudotempo.blogspot.com
    (Accessed 07.02.2021).

    https://urwlab.com
    (Accessed 14.10.2020).

    Prova 550/1.ª F. | Guião 7 • Página 7/ 8


    3.º MOMENTO

    What can we
    do to protect
    ourselves from
    Read the misleading Read consumer
    small print or advertising? reviews
    footnotes

    Know your Research the


    rights as a advertiser or
    consumer company

    Compare online
    and offline prices

    Prova 550/1.ª F. | Guião 7 • Página 8/ 8

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