Module

Module
6 – Our6 World
– Our World
TEST
TEST 5A 0A
Name: Date:

Class: No.: Mark:

INFORMAÇÃO – TESTE
Teacher:
5A
A estrutura do teste sintetiza-se no quadro seguinte:

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

O mundo à Compreensão oral Itens de seleção 4

nossa volta Reconhecer características de diferentes tipos • identificação:
de texto. verdadeiro/falso
Listening test

Inferir o sentido de mensagens específicas no

• associação
texto oral.
Enumerar os principais desafios/ameaças ao Itens de
ambiente. construção
Identificar questões demográficas, • preenchimento
intervenção cívica e solidária, integrando a de espaços
sua experiência e mobilizando conhecimentos
200 pontos
adquiridos noutras disciplinas ou UFCD.

Compreensão escrita Itens de seleção 7

Ler e inferir o sentido de textos variados, • associação
identificando vocabulário sobre temas • identificação:
relacionados com o mundo à nossa volta. verdadeiro/falso
Reconhecer características de diferentes tipos • associação
de texto.
• completamento
Identificar problemas inerentes ao meio de frases
ambiente, às questões demográficas, ao papel
• preenchimento
que o indivíduo pode desempenhar na
de espaços
Reading and writing test

sociedade para fazer a diferença. 200 pontos

Interação escrita Itens de 2

Redigir textos, de modo estruturado, construção
atendendo à sua função e destinatário, • resposta curta
integrando a sua experiência e mobilizando
• resposta extensa
conhecimentos adquiridos noutras
disciplinas ou UFCD.
Produção escrita
Planificar e elaborar uma atividade de escrita,
de acordo com as convenções textuais e
sociolinguísticas, dentro das áreas temáticas
apresentadas, integrando a sua experiência e
mobilizando conhecimentos adquiridos
noutras disciplinas ou UFCD
reformulando-os no sentido de os adequar à
tarefa proposta (80-100 palavras). 200 pontos

80
 Module 6 – Our World
TEST 5A
Name: Date:

Class: No.: Mark: Teacher:

Listening

Text 1
The Letter

1. Listen to the letter and mark the sentences as true (T) or false (F).

1.1. Antony is worried about the climate crisis. T/F

1.2. The impacts of climate change don’t affect global ecosystems. T/F

1.3. Transition to renewable energy isn’t an urgent key area. T/F

1.4. Antony believes that good leadership can have a significant effect. T/F

1.5. A commitment to action on the climate crisis will have a lasting impact. T/F

2. Listen again and complete the sentences with one or two words.

2.1. Antony is deeply by the climate crisis.

2.2. The impacts of are becoming increasingly evident.

2.3. Antony is alarmed by the for his generation.

2.4. It is urgent to promote practices.

2.5. Antony is hopeful that Mr Michel will use his position to help the cause of sustainability.

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 Module 6 – Our World

Text 2
Team Earth

3. Who says what? Listen to the dialogue and write the names (Emma or Liam) in front of what they say.

3.1. It’s like our planet is sending us an SOS.

3.2. I got myself a cool reusable water bottle and a shopping bag.

3.3. Made from recycled materials.

3.4. I joined one last weekend.

3.5. Maybe we can organise something at school.

4. Listen again and tick (✔) only the correct sentences.

4.1. Two friends are chatting about the climate crisis on a rainy afternoon.

4.2. Liam believes even small actions can help.

4.3. Liam got himself a cool reusable water bottle.

4.4. Emma thinks it’s difficult to find eco-friendly options.

4.5. Liam has been trying to use more energy at home.

4.6. Emma has been eating more plant-based meals.

4.7. Liam joined a tree-planting initiative last month.

4.8. Emma thinks they could organise a climate awareness day at school.

4.9. Liam believes the future is in their hands.

Emma Liam

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 Module 6 – Our World
TEST 5A
Name: Date:

Class: No.: Mark: Teacher:

Reading and Use of Language

1. Read the text below and circle the answer (a, b, c or d) that fits each gap.

It’s no secret that our planet is facing a serious problem right now – the climate crisis. But don’t
let that affect you! The 1.1. news is that even as teenagers, we can make a real
difference.
First things first, what is the climate crisis? It’s like our Earth is running a fever because of all
5 the extra greenhouse gases we’re pumping into the atmosphere. This leads to things like
1.2. temperatures, melting ice caps and extreme weather events.
The climate crisis isn’t just about polar bears and icebergs. It affects us too! Think about the
places you love, the animals you 1.3. and the awesome activities you enjoy. Rising
sea levels, more intense storms and unpredictable weather can disrupt all of that. It’s like
10 someone messing with your favourite playlist
– not cool, right?
Now, what can we do about it? Turns out, a
lot! Small changes in our daily lives can add up
to a big 1.4. impact. Here are some
15 ideas: power down your electronic items to
save energy, eat green, be a smart shopper and
spread the word about making changes.
Remember, you’re not alone in this. There are
amazing organisations and movements out
20 there. Get involved, join local climate
initiatives, and let’s 1.5. our
collective impact. We have the power to shape
the future. By making good choices today,
we’re paving the way for a 1.6. ,
25 happier planet tomorrow.

1.1. a) bad 1.3. a) detest 1.5. a) reduce

b) good b) hate b) shrink
c) terrible c) adore c) amplify
d) awful d) dislike d) minimise
1.2. a) falling 1.4. a) positive 1.6. a) sicker
b) dropping b) negative b) weaker
c) decreasing c) adverse c) unwell
d) rising d) opposite d) healthier
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 Module 6 – Our World

Read the text.

Teens Taking Action Against Water Pollution

Imagine a world without clear oceans, unpolluted rivers and clean lakes. Scary, right?
Unfortunately, water pollution is threatening the aquatic wonders that make our planet so
beautiful. Let’s see how we, as teens, can tackle the problem of water pollution.
Water pollution happens when harmful substances like plastic, chemicals and waste find their
5 way into our water sources. It’s like throwing a party for the bad guys and telling the good
guys (fish, dolphins and all those cool water creatures) they’re not invited.
Our planet is 71% water, and water is the source of life. It’s not just about the fish – it’s about
us too! Polluted water affects our health, our drinking water and the future of our ecosystems.
So, how can we get public attention to water pollution? The first thing you can do is cut down
10 on single-use plastics. Start with small changes like using a reusable water bottle and saying no
to straws. The less plastic we use, the less ends up in our water.
Then, you have to think about being a litter-free hero - no one likes a litterbug. Dispose of
your trash properly, especially near water bodies. Join local clean-up events and inspire others
to keep our surroundings litter-free.
15 Besides that, you have to spread the word about saving the environment. It’s important to use
your social media superpowers! Share facts about water pollution and encourage your friends
to join you in making a difference. Awareness is the best step to action.
Support clean water initiatives because it’s important to get involved in local projects that
focus on water conservation and pollution prevention. Whether it’s tree planting, river clean-
20 ups or supporting water treatment initiatives, every effort counts.
So, let’s dive in, be conscious of our water footprint and try to reduce water pollution. Our
planet’s water deserves everything we do to save it, and so do we.

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 Module 6 – Our World

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

2.1. Reduce the use of disposable plastics. a) Paragraph 1

2.2. Let’s dive deeper! b) Paragraph 2
2.3. What’s the deal with water pollution? c) Paragraph 3
2.4. Engage in water conservation initiatives. d) Paragraph 4
2.5. Why should we care? e) Paragraph 5
f) Paragraph 7
g) Paragraph 8

2.1. 2.2. 2.3. 2.4. 2.5.

3. Mark the sentences true (T) or false (F) according to the text.

3.1. Water pollution is endangering wonderful underwater life. T/F

3.2. Pure water promotes our health. T/F

3.3. Everyone is fond of a rubbish dumper. T/F

3.4. Indifference is the best step to action. T/F

3.5. We must be conscious of our impact on the water. T/F

4. Find words in the text that mean the following:

4.1. deal with (para. 1)

4.2. toxic (para. 2)

4.3. reduce (para. 4)

4.4. recyclable (para. 4)

4.5. encourage (para. 7)

5. Choose the correct option.

5.1. T he climate crisis is causing ecological damage rising global temperatures are threatening
biodiversity.
a) thus b) and c) so

5.2. The climate crisis is not only a scientific concern but a humanitarian issue.
a) also b) besides c) and

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 Module 6 – Our World

5.3. climate crisis, governments must come together to implement effective solutions.
a) Therefore b) Due to c) For this reason

5.4. being environmentally conscious, teenagers can engage in sustainable practices.

a) Thus b) Consequently c) Besides

6. Rewrite these sentences in the passive.

6.1. Climate change is affecting ocean temperatures.

6.2. Overfishing has threatened marine biodiversity.

6.3. Scientists studied the impact of the climate crisis on ocean currents.

6.4. Human activities are going to cause a rise in greenhouse gas emissions.

6.5. Ocean currents play a crucial role in regulating the Earth’s climate.

7. Complete the sentences with a modal verb.

7.1. Teens engage in environmental education.

7.2. I f every teenager committed to raising awareness about climate change, they inspire a
collective movement.

7.3. I f teens prioritise sustainability in their daily lives, they play a significant role in shaping a
better future.

7.4. Governments worldwide apply strict environmental regulation.

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 Module 6 – Our World
TEST 5A
Name: Date:

Class: No.: Mark: Teacher:

Written Interaction and Production

1. Answer the questions, giving your personal opinions.

1.1. Have you seen the effects of climate change in your community?

1.2. Do you know what greenhouse gases are?

1.3. What do you think we can do to help protect the environment?

1.4. Have you learned about the impact of plastic pollution on our oceans?

1.5. Do you talk about climate change with your friends or family?

1.6. Can you name two small actions we can take every day to help the planet?

1.7. Are there any eco-friendly practices at school that you find interesting?

1.8. Have you ever participated in any environmental activity?

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 Module 6 – Our World

2. Write a letter to a leader, expressing your concern with the climate crisis.

Follow these instructions and divide your letter into paragraphs.

• Salutation (Start with a formal salutation.)
• Brief introduction (Introduce yourself briefly and mention your connection or
reason for writing, e.g., concerned student.)
• Express concern (Clearly state your concern about the climate crisis.)
P rovide facts (Support your concern with relevant facts and statistics about the
current state of the climate crisis.)
State your request (Clearly state what action or policy change you are requesting.)
• Propose solutions (Offer constructive suggestions or solutions to address the
climate crisis.)
• Closing remarks (Thank the leader for their time and consideration. Use a formal
closing: “Sincerely,” “Best regards,”.)
R eview and edit (Carefully read your letter for grammar, spelling and clarity. Ensure
it effectively conveys your message.)
Write your text in 80-100 words.

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 Listening Test 5 – Scripts
SCRIPTS – TEST 5
SCRIPT 1

The letter
Dear Mr Michel,
I am writing to you as global leader because I’m deeply troubled by the climate crisis. I believe
in the power of leadership to inspire change and I would like to ask you to take decisive
action in addressing this serious problem.
The impacts of climate change are becoming increasingly evident, affecting communities,
ecosystems and economies around the globe. I am alarmed by the urgency of the situation
and the consequences for my generation and those to come.
Knowing your leadership role and the influence you have in shaping policies that can impact
our environment positively, I am including here a few key areas where urgent action is
needed:
First, transition to renewable energy because we can’t keep on using fossil fuels. Also,
conservation of natural habitats because our animals need habitat to live in. Of course, we
have to promote sustainable practices to make sure that we as citizens can live comfortably
and minimize our impact on the environment. Finally, public awareness campaigns will help
everyone be more aware of the challenges we are facing, while inspiring global collaboration.
I understand the complexity of the challenges we face, but I believe that with your leadership
and influence, we can make significant progress towards a more sustainable future. Your
commitment to action on the climate crisis will not only inspire positive change but also leave
a lasting legacy for generations to come.
Thank you for considering my urgent request and I am hopeful that you will use your position
to help the cause of environmental sustainability.
I look forward to hearing from you.
Yours sincerely,
Antony Denson

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 Listening Test 5 – Scripts

SCRIPT 2

Team Earth
On a sunny afternoon two friends, Emma and Liam, are sitting on a bench chatting about the
climate crisis.
Emma: Hey, Liam! Have you ever thought about what we can do to help slow down this whole
climate change thing?
Liam: Absolutely! It’s difficult to understand it all, but I believe even small actions can help. And,
have you been watching the news lately? It’s like our planet is sending us an SOS.
Emma: I agree with you. So, what can we, as regular teens, actually do?
Liam: Well, I’ve been cutting down on single-use plastics. I got myself a cool reusable water bottle
and a shopping bag.
Emma: Me too! And those metal straws – they’re great.
Liam: Nice trainers, by the way. So, as you have been so focused on the environment, are those
sustainable?
Emma: Of course! Made from recycled materials. It’s crazy how many eco-friendly options are out
there once you start looking.
Liam: True. There are lots of options if you try. At home, for example, I’ve been trying to use less
energy, turning off lights when not needed.
Emma: Smart move. And did you know our food choices impact the environment too? I’ve been
eating more plant-based meals.
Liam: Seriously? I love my burgers, though.
Emma: I get it. But hey, it’s not about giving up everything. Maybe try a meatless Monday or
something?
Liam: Good point. Oh, and have you heard about tree-planting initiatives? I joined one last
weekend.
Emma: Nice! Getting our hands dirty for a good cause.
Liam: And we should spread the word. You know, I shared this cool documentary about climate
change on my social media because education is key!
Emma: I couldn’t agree more. People need to know what’s going on. Maybe we can organise
something at school – like a climate awareness day or a workshop.
Liam: Love that idea! If each of us does a bit, it adds up to something huge.
Emma: Exactly. We might be just a couple of teens, but we can be part of the solution. Let’s
encourage others to join the movement.
Liam: Absolutely! The future is in our hands.
Emma: Team Earth!
Liam: Team Earth!

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 Critérios

CRITÉRIOS ESPECÍFICOS DE CLASSIFICAÇÃO – Test 5A

Listening
Texto 1
1.1. a 1.5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ( 5 × 1 0 p o n t o s ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 0 p o n t o s

Itens 1.1. 1.2. 1.3. 1.4. 1.5.

Chave T F F T T

2.1. a 2.5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ( 5 × 1 0 p o n t o s ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 0 p o n t o s

Itens 2.1. 2.2. 2.3. 2.4. 2.5.

Chave troubled climate change consequences sustainable environmental

Texto 2
3.1. a 3.5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ( 5 × 1 0 p o n t o s ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 0 p o n t o s

Itens 3.1. 3.2. 3.3. 3.4. 3.5.

Chave Liam Liam Emma Liam Emma

4.1. a 4.9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ( 5 × 1 0 p o n t o s ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 0 p o n t o s

Itens 4.1. 4.2. 4.3. 4.4. 4.5. 4.6. 4.7. 4.8. 4.9.
Chave ✔ ✔ ✔ ✔ ✔

TOTAL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 0 0 p o n t o s

Reading and Use of Language

1.1. a 1.6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ( 6 × 6 , 5 p o n t o s ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 9 p o n t o s

Itens 1.1. 1.2. 1.3. 1.4. 1.5. 1.6.

Chave b d c a c d

2.1. a 2.5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ( 5 × 5 p o n t o s ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 5 p o n t o s

Itens 2.1. 2.2. 2.3. 2.4. 2.5.

Chave d g b f c

3.1. a 3.5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ( 5 × 5 p o n t o s ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 5 p o n t o s

Itens 3.1. 3.2. 3.3. 3.4. 3.5.

Chave T T F F T

4.1. a 4.5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ( 5 × 6 p o n t o s ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 0 p o n t o s

Itens 4.1. 4.2. 4.3. 4.4. 4.5.

Chave tackle harmful cut down on reusable support

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 Critérios

5.1. a 5.4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ( 4 × 8 p o n t o s ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2 p o n t o s

Itens 5.1. 5.2. 5.3. 5.4.

Chave b a b c

6.1. a 6.5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ( 5 × 5 p o n t o s ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 5 p o n t o s
Itens 6.1. 6.2. 6.3. 6.4. 6.5.
Chave Ocean Marine biodiversity The impact of the A rise in A crucial role in
temperatures are has been climate crisis on greenhouse gas regulating the
being affected by threatened by ocean currents emissions is going Earth’s climate is
climate change. overfishing. was studied by to be caused by played by ocean
scientists. human activities. currents.

7.1. a 7.4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ( 4 × 6 p o n t o s ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 4 p o n t o s

Itens 7.1. 7.2. 7.3. 7.4.

Chave should/may could/will will/can must
TOTAL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 0 0 p o n t o s

Written Interaction and Production

1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 2 p o n t o s

Níveis Descritores de desempenho Pontuação

4 Preenche uma tabela em que: 72
− responde às oito questões colocadas;
− pode apresentar incorreções linguísticas não impeditivas da compreensão.
3 Preenche uma tabela em que: 45
− responde a seis das oito questões colocadas;
− pode apresentar incorreções linguísticas não impeditivas da compreensão;
OU
− responde às oito questões colocadas;
− apresenta incorreções linguísticas que podem impedir parcialmente a compreensão.
2 Preenche uma tabela em que: 26
− responde a quatro das oito questões colocadas;
− pode apresentar incorreções linguísticas não impeditivas da compreensão.
OU
− responde a seis das oito questões colocadas;
− apresenta incorreções linguísticas que podem impedir parcialmente a compreensão.
OU
− responde às oito questões colocadas;
− apresenta incorreções linguísticas que podem impedir parcialmente a compreensão.
1 Preenche uma tabela em que: 13
− responde a duas das oito questões colocadas;
− pode apresentar incorreções linguísticas não impeditivas da compreensão.
OU
− responde a quatro das oito questões colocadas;
− apresenta incorreções linguísticas que podem impedir parcialmente a compreensão.

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 Critérios

2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 8 p o n t o s

Níveis Descritores de desempenho Pontuação

Desenvolvimento temático
N3 − Redige um texto respeitando o tema proposto. 32
− Expõe, de forma clara e precisa, as informações solicitadas.
N2 − Redige um texto, respeitando o tema proposto. 21
− Pode expor, de forma nem sempre clara e precisa, as informações solicitadas.
N1 − Redige um texto, respeitando o tema proposto. 10
− Apresenta, de forma pouco clara e pouco precisa, as informações solicitadas.
Coesão e coerência
N4 − Estrutura o texto, articulando as ideias de forma coerente. 32
− Utiliza, com eficácia, mecanismos de coesão textual, por exemplo:
• conectores variados e de uso corrente (como and, but, because, however, since, etc.);
• cadeias de referência, através de substituições nominais ou pronominais;
• parágrafos bem organizados.
N3 − Estrutura o texto, articulando as ideias de forma coerente, podendo apresentar 24
pontualmente pequenas imprecisões.
− Utiliza, com alguma eficácia, mecanismos de coesão textual, por exemplo:
• conectores variados e de uso corrente;
• cadeias de referência, através de substituições nominais ou pronominais;
• parágrafos razoavelmente organizados.
N2 − Estrutura o texto, articulando as ideias de forma nem sempre coerente. 16
− Utiliza, embora nem sempre com eficácia, mecanismos de coesão textual, por
exemplo:
• conectores pouco variados;
• cadeias de referência nem sempre adequadas, através de substituições nominais ou
pronominais;
• parágrafos razoavelmente organizados.
N1 − Estrutura o texto, articulando as ideias de forma pouco coerente. 8
− Utiliza, embora o faça sistematicamente com pouca eficácia, mecanismos de coesão
textual, por exemplo:
• conectores pouco variados e nem sempre adequados;
• cadeias de referência sistematicamente pouco adequadas, através de substituições
nominais ou pronominais;
• parágrafos mal organizados ou inexistência de parágrafos.

Competência funcional
N3 − R espeita o tipo de texto solicitado e cumpre as intenções comunicativas previstas. 32
N2 − Respeita o tipo de texto solicitado e cumpre, parcialmente, as intenções comunicativas 21
previstas.
OU
− Respeita, parcialmente, o tipo de texto solicitado e cumpre as intenções comunicativas
previstas.
N1 − Respeita, parcialmente, o tipo de texto solicitado e cumpre, parcialmente, as intenções 10
comunicativas previstas.
OU
− Respeita apenas o tipo de texto solicitado e cumpre apenas as intenções
comunicativas previstas.

179
 Critérios

Competência linguística e sociolinguística

N4 − R edige um texto, apresentando variedade de recursos linguísticos e sem incorreções, 32
ou com incorreções ocasionais, em quaisquer dos aspetos seguintes:
• controlo vocabular;
• domínio das estruturas e das formas gramaticais;
• adequação da pontuação e precisão da ortografia;
• adequação ao contexto e ao(s) destinatário(s).
N3 − Redige um texto, apresentando alguma variedade de recursos linguísticos e algumas 24
incorreções, não impeditivas da compreensão em quaisquer dos aspetos seguintes:
• controlo vocabular;
• domínio das estruturas e das formas gramaticais;
• adequação da pontuação e precisão da ortografia;
• adequação ao contexto e ao(s) destinatário(s).
N2 − R edige um texto, apresentando pouca variedade de recursos linguísticos e incorreções 16
sistemáticas não impeditivas da compreensão em quaisquer dos aspetos seguintes:
• controlo vocabular;
• domínio das estruturas e das formas gramaticais;
• adequação da pontuação e precisão da ortografia;
• adequação ao contexto e ao(s) destinatário(s).
N1 − Redige um texto, apresentando recursos linguísticos limitados e incorreções 8
impeditivas da compreensão em quaisquer dos aspetos seguintes:
• controlo vocabular;
• domínio das estruturas e das formas gramaticais;
• adequação da pontuação e precisão da ortografia;
• adequação ao contexto e ao(s) destinatário(s).

Notas:
1. F ator de desvalorização – limites de extensão. Sempre que a resposta apresente uma extensão que não respeite os limites
estabelecidos (80-100 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 implicam a atribuição de um nível de desempenho
inferior ao que seria atribuído pelo classificador tendo por referência os descritores de desempenho.

TOTAL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 0 0 p o n t o s

180
 Critérios

Item
Parte
Cotação (em pontos)
1.1. 1.2. 1.3. 1.4. 1.5.
10 10 10 10 10
2.1. 2.2. 2.3. 2.4. 2.5.
Listening 10 10 10 10 10
test 3.1. 3.2. 3.3. 3.4. 3.5.
10 10 10 10 10
4.2. 4.3. 4.5. 4.6. 4.7.
10 10 10 10 10 200
1.1. 1.2. 1.3. 1.4. 1.5. 1.6.
6,5 6,5 6,5 6,5 6,5 6,5
2.1. 2.2. 2.3. 2.4. 2.5.
5 5 5 5 5
3.1. 3.2. 3.3. 3.4. 3.5.
5 5 5 5 5
Reading
4.1. 4.2. 4.3. 4.4. 4.5.
and use of
6 6 6 6 6
language
5.1. 5.2. 5.3. 5.4.
8 8 8 8
6.1. 6.2. 6.3. 6.4. 6.5.
5 5 5 5 5
7.1. 7.2. 7.3. 7.4.
6 6 6 6 200
Written
interaction 1. 2.
and 72 128
production 200

181