Test Unit 1 The World of

1 Teens

Editora
ENGA10TF
Name Surname Class: 10th
Evaluation %
Date , 20 ©
Muito Bom Bom Suficiente

Porto
Signatures /
(Teacher)(Parent/E.E.) Insuficiente Muito Insuficiente

Part A – Listening

Text 1

Listen to an interview about a project for teens and write True (T) or False (F). / 15

a. The Blue Guitar Project is a music school for teens to study at.

b. The founder of the project is into photography.

c. The project started two years ago when Roxy Lee was in Redfern.

d. When Roxy Lee met Maguil, she knew right away that he
didn’t have a home.

e. Roxy Lee has a partnership with a school for disadvantaged youngsters.

Text 2

Listen to the interview and complete the fact-file about a vegan activist. / 15

a.Activist’s name: Haile

b.Organisation’s name:

c.Aims of the organisation: to bring nutrition, and prevention educational programmes to

underserved and at- risk communities
d.Reasons for becoming a vegan: got
of the things she was eating; was curious about plant-based food

e.Future plans for the organisation: to build a facility to host and cooking classes

f.
Unit 1 The World of Test
Teens 1
Part B – Reading

Read the text attentively.

7:00 a.m I curse my alarm clock for waking me up. Teenage

It always scares me. I didn’t get much sleep last night
because of my homework. Ok. You know it wasn’t just that, life is hell
but the same way some people can’t sleep before reading a
5 couple of pages, I can’t sleep if I don’t take a peek at
Instagram. Now, I’m definitely going to look like a zombie
for the rest of the morning!
8:30 a.m Monday morning starts with classes for 5 hours! At least there’s one hour between the
morning and afternoon classes for lunch. And to make things worse, after my last class of the day, what do I
10 see? The girl I like talking to her boyfriend. Now, that hurts.
5:00 p.m Then I get to sit on the bus and I would relax if it weren’t for two annoying and stuck-up
girls sitting in the seat behind me. They are judging Simone for liking mainstream music and having such
poor taste in fashion. Luckily, they haven’t noticed my haircut. Why don’t I bring a pair of earphones with
me all the time?
15 5:30 p.m I’m finally home and I just want to relax for half an hour. I toss my backpack and
sweatshirt on the floor and on my way to the living room, my mom tells me to tidy up the mess I made in an
angry tone. I finally get back to the sofa when my brother asks me to play cards, but I turn him down. This is
naturally followed by 10 minutes of whining and complaining. Before I know it, my mom freaks out because
I’m screaming at him.
20 6:15 p.m I go to my room because homework sounds better than listening to that. Coincidentally,
dad comes in just as I begin my first study break and asks why I’m not doing my homework. I tell him that I
had just stopped for five minutes. He replies “Don’t lie to me. You’ve been watching Netflix, haven’t you?”
I was actually telling the truth, but he gives me a sermon and goes off mumbling something. And this is what
makes being a teenager hard. However, if I was asked what is great about being a teen, my answer would be
25 way longer.
Dylan
Adapted from: www.quora.com

Find evidence in the text for the following statements. / 20

a. Dylan knows his lack of sleep will be evident from the moment he gets up.
b. He has a secret crush on someone.
c. On his way home he overhears two people criticising someone at school.
d. Dylan has got a sibling.
e. He had stopped studying for a bit.

Answer the following questions about the text. / 30

ENGA10TF © Porto Editora

a. According to the author, what makes teenage life hell?

b. What two adjectives would you use to describe Dylan? Justify your choice.
c. How do you think the narrator would answer the question “What’s great about being a teen”? Justify.
Test Unit 1 The World of
1 Teens

/ 10
Find synonyms for the following expressions in the text.

Editora
ENGA10TF
a. an offensive word or phrase used to express anger or annoyance (paragraph 1) ©

Porto
b. a quick or furtive look (paragraph 1)
c. acting like one is superior and better than the others (paragraph 3)
d. the making of a long, high-pitched cry or sound (paragraph 4)
e. a long and tedious talk on a moral subject (paragraph 5)

Part C – Use of English

Vocabulary

/ 12
Complete the sentences with a word in the box. There is one word that you
don’t need.
impulsive * self-conscious * rebellious * sensible * bright * open-hearted
* bold

a. Stephen is so . He really cares about helping his community.

b. Teenagers become more as their bodies start to change.
c. Changemakers aren’t afraid of expressing their beliefs! They are and brave.
d. Don’t you think Mark is a bit ? He’s always questioning the teacher’s orders.
e. You should plan things before doing them. Being can bring bad results.
f. He’s such a student. He has already won several school awards.

Match the advice with a teen challenge. / 06

a. You shouldn’t subject yourself to your colleagues’ will. 1. Bulimia

b. Try to calmly explain your point of view to your parents. 2. Future career
c. Avoid having your smartphone in your bedroom at bedtime. 3. Bullying
d. Eating and throwing up is never a healthy option. 4. Generation gap
e. Choose an area of studies that you like. Worry about the job 5. Peer pressure
later!
6. Cyber addiction
f. Don’t be afraid to ask for help and report any form of
harassment.

Grammar

/ 06
Circle the correct answer.
a. I bought / have bought a new face cream for my pimples last month. It has done / did wonders.
My face looks so much better now.
b. She has never done / never did voluntary work, but her brother has joined / joined WWF last week.
c. I can’t believe you have eaten / ate two hotdogs before you have gone / went to bed last night.
Unit 1 The World of Test
Teens 1
/ 12
Put the verbs in the Present Perfect Simple or Present Perfect Continuous.
a. My friends and I (work) on a new charity project for our community all day long.
b. Maggie (just / arrive) from the Blue Guitar Project. She works there as a
volunteer.
c. He (wait) in line at the bookshop all morning! He wants his book autographed.
d. (you / study) more lately? Your grades are so much better!
e. Our teacher (already / send) the guidelines for our project!
f. My mum (cook) for three hours. I wonder what she is making!

/ 06
Complete the sentences with the adjectives in brackets in the comparative
or superlative form.
a. Young people tend to feel (isolated) of all during their teenage years.
b. Ted is (good-looking) boy in class. All the girls are crazy about him.
c. Don’t you think Paul is (happy) lately? He must be dating someone!
d. My brother is always angry. In fact, he is (angry) person in my family.
e. Not all twins look alike. Jane is much (thin) her sister.
f. Learning to accept my body was (good) advice my PE teacher could give me.

/ 18
Rewrite the second sentence so that it has a similar meaning to the first.
Use the words in brackets.
a. The last time I went to a party was on your birthday.
I . (since)
b. Larry is more responsible than his two other brothers.
Larry . (the)
c. It’s two weeks since I saw you last.
I . (for)
d. I don’t know anyone who is as lazy as Jonas is.
Jonas is . (know)
e. My father started working at 2 pm. It’s 8 pm and he hasn’t stopped.
My father . (for)
f. Haile became a CEO at The HappyOrg when she was 12.
Haile . (been)

Part D – Writing
/ 50
Write a text (150-180 words) on ONE of the following topics.
ENGA10TF © Porto Editora

1. Write an email to a friend giving advice on how to fit in at their new

school.

or
2. Write an article for your school newspaper giving your opinion on the secret to
surviving adolescence.
Assessment criteria · Listening script · Answer keys
Critérios gerais de classificação

Editora
ENGA10TF
Os critérios de classificação são organizados por níveis de desempenho, a que correspondem cotações fixas, expressas obrigatoriamente em números inteiros. Para a
generalidade dos itens, são considerados três níveis (N3, N2 e N1); para alguns itens são considerados cinco níveis (N5, N4, N3, N2 e N1); para a tarefa final são
considerados cinco níveis em cada parâmetro – competência pragmática e competência linguística (N5, N4, N3, N2 e N1). Os níveis intercalares de cotação, que não se ©
encontram descritos, visam enquadrar as respostas que não correspondam exatamente aos outros níveis. Qualquer resposta que apresente um desempenho inferior ao

Porto
mais baixo que se encontra descrito deverá ser classificada com zero pontos.
Nos itens de resposta aberta, será atribuída a cotação zero a respostas que não correspondam ao solicitado, independentemente da qualidade linguística do texto
produzido.
Nos itens de resposta aberta, sempre que o aluno apresente mais do que uma resposta para o mesmo item, apenas a primeira será classificada. Nos itens de resposta
fechada, se o aluno fornecer mais respostas do que as pedidas, será atribuída a cotação zero.

Listening scripts
Listening script 1
Interviewer – What teenager doesn’t dream of being a rock star? Thanks to an Australian charity, that dream may not be too far off for many young
people. With me I have Roxy Lee, founder of the Blue Guitar Project, aimed at fostering teen creativity in disadvantaged neighbourhoods. Thank you
so much for being here. Roxy, you’re a rock photographer. So, what inspired you to start this project?
Roxy – Well, it was Katy Perry, who pushed me to create a charity for teens using music as an inspiration to follow their dreams. Also, four years ago,
while I was doing a photo shoot on the streets of Redfern, this boy called Maguil asked me to photograph him. A few days later I found out he was
homeless and had no address for me to send the photos to. I was so shocked because I hadn’t suspected a thing. He had looked so confident.
Perhaps you could say that the Blue Guitar Project was the result of Maguil and Katy Perry mixed with the right timing.
Interviewer – So, the blue Guitar Project is not just about inspiring teenagers to be rock stars. Why is this so important for this particular age group?
Roxy – Well, it’s really important that teens find their voice at this stage of their lives. This is a way for them to make their dreams come true. When I first
began this project, I started working with 10 homeless teenagers that attended the Youth Off the Streets School. Many of the teenagers there lack
the appropriate role models, as well as the know-how and resources to do the right thing, so they often go back to old habits. So, I’m really happy to
say that now we have a musical high school program for 9th and 10th graders. I honestly think that the magic of the Blue Guitar is to give our teens a
life changing experience through something they relate to: music!
Interviewer – Well, it is indeed an amazing project and we thank you for sharing it with us. We wish you all the best and hope that the results are as
sweet as music is to your ears!
Adapted from: https://blueguitarproject.com

Listening script 2
Meet Haile Thomas, the 18-Year-Old CEO and Vegan Activist Taking Over the World.
Presenter – As part of World Vegan Day, today we're talking to Haile Thomas, the vegan activist that’s taking over the world. Good evening to you, Haile.
You are the CEO of The HappyOrg. What exactly is The Happy Org organization?
Haile – Good evening. Well, The HappyOrg is a non-profit organization that brings nutrition, health and prevention education programs to underserved
and at-risk communities. Literally it means Healthy Active Positive Purposeful Youth.
Presenter – So tell us, how did you get involved in Health Activism?
Haile – I first got involved in health activism when I was 10. I started speaking at different health conferences and at schools about how I believe it’s our
birth right to know what we’re doing to our body through the choices we make. This peer-to-peer connection was super important to me.
Presenter – Is it true that you became a CEO at the age of 12?
Haile – Yes, but I had a lot of support from my family, especially my mom who is the co-founder. She helped with the legal side of things because I
couldn’t really start a business until I was 18.
Presenter – Why did you become a vegan?
Haile – I went vegan when I was 13 or 14. I just grew tired of the things I was eating in general and was intrigued by plant-based food. Then my family
joined me and together we learned about the ethical and environmental benefits, and how you can take a stand on healthy eating habits just by
what’s on your plate.
Presenter – What’s next for you?
Haile – I’m excited about all the projects I’ve been working on with The Happy Org, including our virtual program for schools and community centres. In
the future, we plan on building a facility where we can host summer camps and cooking classes – that’s a huge goal. Besides this, I’m writing a
cookbook with lots of vegan recipes, which will hopefully send out the message that food is fuel for your body and for your potential. I would also love
to study nutrigenomics in the future; that’s definitely something that interests me.
Presenter – Well, you really got me and our listeners interested in your life experience. You were certainly an inspiration on World Vegan Day. Thank
you, Haile, for this interview.
Adapted from: www.thekitchn.com

Critérios específicos de classificação

Part A – Listening 2. N3 Completa o fact-file com os 5 factos corretos. 15

Chave: a. Thomas; b. The HappyOrg; c. health;
1. N3 Indica corretamente as 5 frases verdadeiras e falsas. 15 d. tired; e. summer camps.
Chave: a. F; b. T; c. F; d. F; e. T. N2 Completa corretamente 2-4 factos. 6-12
N2 Indica corretamente 2-4 frases. 6-12 N1 Completa corretamente apenas 1 facto. 3
N1 Indica corretamente apenas 1 frase. 3

Part B – Reading
1. N3 Identifica corretamente as 4 ou 5 frases que comprovam a 16-20 2. N3 Responde às 3 perguntas com correção linguística e de acordo 30
veracidade das afirmações. com a informação do texto. Pode escrever com incorreções de
Chave: a. “Now, I’m definitely going to look like a zombie for the grafia e de pontuação não impeditivas da compreensão.
rest of the morning!” (ll. 6-7); b. “The girl I like talking to her Chave: a. Teen life is hell due to various factors such as having a
boyfriend. Now, that hurts.” (l. 10); c. “They are judging Simone for crush on someone, peer pressure, the generation gap, the pressure
liking mainstream music and having such poor taste in fashion.” to get good marks at school and dealing with one’s siblings.; b. e c.
(ll. 12- Personal
-13); d. “I finally get back to the sofa when my brother asks me answers.
to play cards, but I turn him down.” (l. 17-18); N2 Responde a 2 perguntas com correção linguística e de acordo com 20
e. “(…) I begin my first study break (…) I tell him that I had just a informação do texto. Pode escrever com incorreções de
stopped grafia e de pontuação não impeditivas da compreensão.
for five minutes.” (ll. 21-22).
N1 Responde a 1 pergunta com correção linguística e de acordo 10
N2 Identifica corretamente 2-3 frases pedidas. 8-12
com a informação do texto. Pode escrever com incorreções de
grafia e de pontuação não impeditivas da compreensão.
Assessment criteria · Listening script · Answer keys

3. N Identifica os sinónimos adequados para as 5 palavras. 10

3 Chave: a. curse (l. 1); b. peek (l. 6); c. stuck-up (l. 11);
Part D – Writing
d. whining (l. 18);
e. sermon (l. 23). COMPETÊNCIA PRAGMÁTICA
N2 Identifica os sinónimos adequados para 3 ou 4 6-8 1. N5 Escreve um texto, fornecendo vários argumentos relativamente a 30
palavras. um dos temas propostos, respeitando as instruções dadas,
N1 Identifica os sinónimos adequados para 1 ou 2 2-4 fornecendo pormenores e destacando aspetos relevantes. Utiliza
palavras. um número ainda limitado de mecanismos de coesão, mas
articula as ideias de forma adequada num texto organizado,
claro e coerente. Respeita os limites de palavras indicados.
4. N3 Reescreve corretamente as 6 frases respeitando os 18
constrangimentos impostos. Pode escrever com incorreções de N4 24
grafia e de pontuação não impeditivas da compreensão. N3 Escreve um texto simples, fornecendo alguns argumentos 18
Chave: a. I haven’t gone / been to a party since your birthday. b. relativamente a um dos temas propostos, respeitando as
Larry is the most responsible child / sibling of all. c. I haven’t instruções dadas e destacando alguns aspetos relevantes.
seen you for two weeks. d. Jonas is the laziest person I know. Utiliza, ainda que de forma muito incipiente, alguns conectores
e. My father has been working for 6 hours straight / now. f. simples, articulando as ideias num texto coeso embora ainda
Haile has been the CEO at The constituído por uma sequência linear de informações. Pode não
respeitar os limites de palavras indicados.
HappyOrg since she was 12.
N2 Reescreve corretamente 2-5 frases respeitando os constrangimentos 6-15 N2 12
impostos. N1 Escreve um texto simples, abordando o tema de forma 6
genérica e recorrendo a repetições e pormenores pouco
N1 Reescreve corretamente apenas 1 frase respeitando os 3
relevantes. Utiliza conectores simples para ligar frases
constrangimentos impostos. Erra ou omite as restantes frases.
elementares, mas estrutura deficientemente o texto. Pode
Part C – Use of English não respeitar os limites de palavras indicados.

A.Vocabulary
COMPETÊNCIA LINGUÍSTICA*
1. N Completa as frases com 5 ou 6 palavras corretas. 10-
3 Chave: a. open-hearted; b. self-conscious; c. bold; d. 12
1. N5 Escreve um texto razoavelmente elaborado, 20
rebellious; utilizando recursos linguísticos adequados que lhe
e. impulsive; f. bright. permitem argumentar de forma convincente. Pode
N2 Completa as frases com 3 ou 4 palavras corretas. 6-8 ainda revelar alguma influência da língua materna.
N1 Completa as frases com 1 ou 2 palavras corretas. 2-4 Utiliza vocabulário suficiente para se exprimir,
podendo suprir algumas lacunas com a ajuda de
2. N Liga corretamente 5 ou 6 conselhos aos respetivos 5-6 circunlocuções. Revela geralmente bom domínio
3 desafios. do vocabulário. Pode ocorrer alguma confusão e
Chave: a. 5; b. 4; c. 6; d. 1; e. 2; f. 3. escolha incorreta de palavras. Revela geralmente
N2 Liga corretamente 3 ou 4 conselhos aos respetivos 3-4 bom domínio das estruturas e formas gramaticais,
desafios. não cometendo erros gramaticais que possam
causar incompreensão. A pontuação e a ortografia
N1 Liga corretamente 1 ou 2 conselhos ao respetivo 1-2
são suficientemente precisas para não afetarem a
desafio.
inteligibilidade do texto.
N4 16
B.Grammar
N3 Escreve um texto simples, utilizando recursos 12
1. N Seleciona as 6 opções corretas. 6 linguísticos adequados ao que pretende transmitir.
3 Chave: a. bought, has done; b. has never done, joined; Pode ainda revelar alguma influência da língua
c. ate, went. materna. Utiliza vocabulário pouco variado, mas
N2 Seleciona 3 ou 4 opções corretas. 3-4 suficiente para se exprimir com a ajuda de
circunlocuções. Revela bom domínio do
N1 Seleciona 1 ou 2 opções corretas. 1-2
vocabulário elementar, cometendo erros graves
2. N3 Completa os 6 espaços com a forma verbal correta com correção 12 apenas quando exprime um pensamento mais
linguística. complexo. Utiliza, com correção, estruturas
Chave: a. have been working; b. has just arrived; c. has been simples, não cometendo erros gramaticais
waiting; d. elementares de forma sistemática. A ortografia é
Have you been studying; e. has already sent; f. has been suficientemente precisa para não afetar a
cooking. inteligibilidade do texto. A pontuação é, de um
N2 Completa corretamente 3-5 espaços com correção linguística. 6-10 modo geral, adequada.
N1 Completa apenas entre 1 ou 2 espaços com correção linguística. Erra 2-4 N2 8

3. N3 Completa corretamente os 6 espaços com o adjetivo na forma 6 N1 Escreve um texto muito elementar, abordando o 4
tema proposto de forma muito genérica, com
correta. Chave: a. the most isolated; b. the most good-looking; c.
recurso a repetições e aspetos pouco relevantes.
happier; d. the angriest; e. thinner than; f. the best.
Usa conectores simples na ligação de frases
N2 Completa corretamente 2-5 espaços. 2-5 elementares, mas estrutura o texto de forma
N1 Completa corretamente 1 espaço. 1 deficiente. Utiliza vocabulário elementar suficiente
para se exprimir com a ajuda de circunlocuções.
Utiliza, com correção, estruturas simples, mas
ainda comete alguns erros gramaticais
elementares de forma sistemática, sem que isso
impeça a compreensão global da mensagem. A
pontuação nem sempre é adequada. Pode não
respeitar o limite de palavras indicado.
* A competência linguística só será avaliada se o aluno tiver tratado o tema proposto,
situando-se o seu texto, pelo menos, no nível 1 da competência pragmática.