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INFORMAÇÃO – TESTE 7

A estrutura do teste sintetiza-se no quadro seguinte:

Aprendizagens Essenciais
Organizador/Domínio
Número Cotação
Part Área Tipologia de Itens
de Itens (em pontos)
temática/ Competência Comunicativa
/situacional
A O Mundo do Compreensão oral Itens de seleção 2 50 pontos
Trabalho: O Compreender vários tipos de • associação /
mundo do discurso e seguir linhas de correspondência
trabalho em argumentação dentro das áreas • identificação: opção
mudança 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,
marcas do texto oral e escrito Itens de construção
que introduzem mudança de • transformação
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

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TEST 7 Module 4 – Working Lives

Name __________________________________________________________ No. _______ Class _______

Date ______________________ Mark ___________________________ Teacher ____________________

PART A

Listening

Text 1
You will hear three people talking about their favourite workplaces.

1. For item 1., match the names (Rachel, Toby and Marion) 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. You can work and travel the world at the same time.
2. When you work at home, you don’t waste time commuting or talking to colleagues.

a) Rachel 3. I thought I wouldn’t adapt to an office because I had been working at home for some time.

b) Toby 4. Working from home used to be looked down on.

c) Marion 5. There are limitless possibilities when you are a digital nomad.
6. When you work at home, it is difficult to leave the office mindset.
7. You learn a lot more about yourself than if you were a “sedentary” worker.

a) __________________ b) __________________ c) __________________

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Text 2
You will hear an interview about trends shaping the future of work.

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

2.1. Changes at work have been accelerated by

a) the workforce.
b) the global health crisis.
c) virtual reality.

2.2. The future of work will be marked by

a) several significant changes.
b) the strengthening of the workforce.
c) past and present trends.

2.3. Remote work will probably

a) be a thing of the past.
b) decrease after the crisis.
c) continue after the crisis.

2.4. It has been proved that remote work is

a) useful and collaborative.
b) a traditional way to work.
c) as productive as work behind four walls.

2.5. In the future, digital transformation

a) will play an important role.
b) will mean we have no secrets.
c) will be rejected by many businesses.

2.6. The Millennial generation is about to change

a) types of work.
b) types of leaderships.
c) both of the above.

2.7. Work in the future

a) is unpredictable.
b) will be based on some current trends.
c) will be incredible.

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PART B

Use of English and Reading

1. Read these sentences about a secretary called Jessica.

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. Jessica is a secretary in a big company. (as)

Jessica ________________ in a big company.

1.2. She is always such a punctual worker that she has received
a bonus. (so)
She ________________ that she has received a bonus.

1.3. She misses work only on very rare occasions. (does)

Only on very rare occasions ________________ work.

You are going to read a text about the future of jobs.

What jobs will still be around in 20 years?

The robots are coming, the robots are coming!
Regular reports warn us that an automation apocalypse is nigh. In 2017,
a McKinsey & Company study found that about 30% of tasks in 60% of
occupations could be computerized and last year, the Bank of England’s
5 chief economist said that 80m US and 15m UK jobs might be taken over
by robots.
Although, in the past, reports of the death of human jobs have often been
greatly exaggerated, today the pace of change is exponentially faster and
far wider in scope. As Stanford University academic Jerry Kaplan writes in
10 Humans Need Not Apply, today, automation is “blind to the color of your
collar.” It doesn’t matter whether you’re a factory worker, a financial
advisor or a professional flute-player: automation is coming for you.
Before we get too deep into doom and gloom, it’s worth stressing that automation isn’t synonymous with job
losses. Writer and businessman James Frey was quick to point out that his work doesn’t make any explicit
15
predictions such as “47% of US jobs will disappear”. It simply says that these jobs are exposed to automation.
In other words, the jobs themselves won’t entirely vanish; rather, they will be redefined. Of course, as Frey
concedes, “from the perspective of the worker there is not much of a difference”. It’s likely they’ll lack the new
skillsets required for the role and be out of a job anyway.
Martin Ford, futurist and author of Rise of the Robots: Technology and the Threat of a Jobless Future, explains
20
the jobs that are most at risk are those which “are on some level routine, repetitive and predictable”.

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Telemarketing, which is highly routine, tax preparation, which involves systematically processing large amounts
of predictable data, paralegals and legal assistants, who do very repetitive tasks, face a very high probability
of having their jobs computerized. Fast food cooks also face a high probability of having their jobs replaced by
robots like Flippy, an AI-powered kitchen assistant which is already flipping burgers in a number of CaliBurger
25 restaurants.
So, what jobs will be safe from robots? Ford classifies resilient jobs in three areas.
The first area is occupations that involve building complex relationships with people: nurses and dentists, for
example, or a business role that requires you to build close relationships with clients.
30
The second area is jobs that are highly unpredictable – for example, if you’re a plumber who is called out to
emergencies in different locations.
The third is jobs that involve “genuine creativity, such as being an artist, being a scientist, developing a new
business strategy”. Ford notes: “For now, humans are still best at creativity but there’s a caveat there. I can’t
guarantee you that in 20 years a computer won’t be the most creative entity on the planet. There are already
35
computers that can paint original works of art. So, in 20 years who knows how far it’s going to go?”
https://www.theguardian.com/us-news/2017/jun/26/jobs-future-automation-robots-skills-creative-health
(Am English, shortened)

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 1

a) Jobs that will probably be replaced by robots Paragraph 3

b) Job redefinition as the main change Paragraph 5

c) Difficulties in predicting the future of jobs Paragraph 7

Paragraph 11

a) __________________ b) __________________ c) __________________

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

3.1. In paragraphs 1 and 2, the author

a) announces an apocalypse.
b) warns us about the coming of robots.
c) shows his worries about jobs being computerised.
d) shows general worries about jobs being computerised.

3.2. According to Jerry Kaplan,

a) humans are not in danger.
b) automation doesn’t distinguish between jobs.
c) the dangers of automation have been exaggerated.
d) some jobs are more exposed than others.

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3.3. Workers have to worry because

a) the skills needed will be different.
b) most jobs will disappear.
c) jobs will be too exposed to automation.
d) their perspective will change.

3.4. The jobs that are more at risk

a) involve creativity.
b) involve repetitive tasks.
c) are related to marketing.
d) are related to the food business.

3.5. Jobs such as dentists, plumbers and artists

a) are safe for now.
b) are resilient but not safe.
c) are not safe at all.
d) are more at risk than others.

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. highly routine

a) which (l. 25) 2. telemarketing

b) which (l. 25) 3. tax preparation

c) which (l. 29) 4. an AI-powered kitchen assistant

5. CaliBurger restaurants

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. optimism

a) nigh (l. 3) 2. pessimism

b) doom and gloom (l. 16) 3. imminent, near

c) resilient (l. 30) 4. strong

5. weak

a) __________________ b) __________________ c) __________________

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6. Read the following synopsis of the book “Rise of Robots”, by Martin Ford. 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.

Rise of the Robots:

Technology and the Threat of a Jobless Future
The New York Times-bestselling guide to how automation is changing the
economy, undermining work, and reshaping our lives
What are the jobs of the future? How many will there be? And who will have them?
(a) __________________. Artificial intelligence is already well on its way to making
5
"good jobs" obsolete: (b) __________________. As progress continues, blue and
white collar jobs alike will evaporate, squeezing working and middle-class families
ever further. (c) __________________.
Rise of the Robots is essential reading to understand what accelerating
technology means for our economic prospects – not to mention those of our
10
children – as well as for society as a whole.

1) The result could well be massive unemployment and inequality as well as the implosion of the consumer
economy itself.
2) As technology continues to accelerate and machines begin taking care of themselves, fewer people will
be necessary.
3) many paralegals, journalists, office workers, and even computer programmers are poised to be replaced
by robots and smart software.

PART C

Written Interaction and Production

1. You have read Martin Ford’s book mentioned in part B.

Write an email to the author giving your opinion about the importance of the topic, saying what you
liked and disliked and asking him a question about it.
Write your text in 60-80 words.

2. Your teacher has asked you to write an expository essay about the skills of the future.
Remember to:
• provide a thesis statement
• support it with facts and examples.
Write a minimum of 160 words.

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TEST 7
SCRIPT 1
Rachel
I was a freelance journalist for a year and a half, most of which was spent covering economics and politics in South
Korea. When I got a job in April as a reporter in Business Insider's New York City offices, I was worried about having to
work in an office.
One of my favorite things about freelance life (or so I thought) was being able to work from home or having the freedom
to go to a coffee shop. I didn't have to stress about what to wear to work every day, factor in a commute or worry that my
lunches were irritating my coworkers' noses.
Because of that, I thought I was destined to be a work-from-home professional. Yet, I've weirdly come to prefer office life
because when you work from home, you're always in the office.
Each day looked sort of like this: a morning of work, followed by a very long lunch while watching Korean dramas, a walk
around the neighborhood, then back to work for a few hours. Before bed, emails from the US would start to flood in.
Because I never really left that office mindset, I would panic about tasks I missed during the day and would start working
again.
In an office setting, you know when everyone generally starts rolling in. When you see your coworkers getting up and
walking out the door signals that it might be time for you to also head home.
For now, I'm definitely a fan of working in an office – even though it means I can't wear sweatpants all day.
https://www.businessinsider.com/why-i-prefer-working-in-office-freelance-journalist-2018-12 (shortened)

Toby
I consider myself fortunate that much of my day job can be done remotely, and my current long-standing client is
supportive of flexible working. Most of my work is done from home and I love it.
It used to be that working from home was treated with disdain. The assumption was that you were slacking, watching TV
and eating endless bowls of cereal in your pyjamas while keeping a cursory eye on your email inbox. Nowadays,
employers seem to understand that a bit of flexibility and trust extended to their workforce will yield good-will and
dedication in return, with financial savings for employers.
With that said, here are the good sides to working from home:
I don’t waste time commuting; there is less chance of distraction, interruption or of getting drawn into conversations; I
don’t have to create meaningless busy-work when working from home; I can work on multiple projects around my main
work; I can more easily stick to dietary regimes and fit in exercise around my work and I am around my kids before and
after school.
I realise that some of the benefits I’ve stated may seem superficial, but it’s important to remember that they can combine
to make a significant contribution to the overall quality of our lives.
https://medium.com/swlh/why-i-love-working-from-home-d5d889c2b299 (shortened)

Marion
When I heard about digital nomads, I knew I didn’t have to choose between working and travelling. Some digital nomads
go from one destination to another, others only take a few trips every year, while certain digital nomads live as expatriates
for years. The limitless possibilities allow nomad freelancing to fit any type of lifestyle or personal situation.
Freedom is the thing I enjoy the most. When travelling, you can work wherever and whenever you want without the
constraints of a regular schedule. Whether it is from a Thai beach or a Central Park café, all you need is a good Wi-Fi
connection and you’re all set! Being a digital nomad gives you the ability to work where you please and organise your
day as you want.

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Discovering comes second. Working away from home opens the possibilities of discovering new continents and new
places. You actually get to learn a lot about the world, meet people and discover new cultures.
Last but not least, you have a unique opportunity to learn about yourself. You learn to be fully autonomous and enhance
your creativity by meeting inspiring people, encountering new ways of thinking and discovering new places. Just travelling
or just working offer a lot of opportunities for self-discovery, but combining the two is a whirlwind experience. I believe I
learned more about myself in a few months than I would have in a year if I was a “sedentary” freelancer.
https://community.acolad.com/whats-so-good-digital-nomad/ (shortened and adapted)Activity B

SCRIPT 2
Trends Shaping the Future of Work
Before COVID-19 spread globally, the workforce had already begun to make a gradual shift in how we work, but the
global health crisis has greatly accelerated this change. Remote teams and virtual meetings have taken centre stage as
businesses determine a better way to work through the crisis and beyond.
So, what is the driving force behind the future of work? Within the next few years, much of the workforce will likely
experience significant shifts, mainly driven by a few prominent current trends.
One of them is going remote. In our post-COVID world, remote working seems to be the norm for many businesses
across the world, but it will likely stay that way beyond present times. As useful and collaborative as physical offices can
prove to be, businesses are discovering that a remote workforce can perform just as well outside of the four walls they’re
traditionally used to.
The other trend is digital transformation. It’s no secret that technology plays a large role in the way we work, but its role
will likely become even more important in the future of work. “The digital transformation” is here, and many businesses
are working to develop ways to convert their workforce to a digital mindset.
Also, Millennials are taking over. They’re tech-savvy and ready to work in a new way and the future of work is already
heavily influenced by their transition into the workforce. Millennials are beginning to fill the leadership positions of former
executives, which will bring on new styles of leadership. They also entered an always-on workforce, with smartphones
upping work expectations. Gone are the days of logging off for the night - technology has made workers accessible
anywhere, anytime. Flexible working is bound to become the trademark of the future of work.
In sum, although there is no exact method to predict the future, the current trends within the workforce already provide
incredible insight into how the future of the work will operate and impact businesses.
https://www.entrepreneur.com/article/353861 (shortened)

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CRITÉRIOS ESPECÍFICOS DE CLASSIFICAÇÃO – TEST 7

Parte A – Compreensão oral
Texto 1
1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 pontos
Chave: Rachel – 3, 6; Toby – 2, 4; Marion – 1, 5, 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 conside rados
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 A C C A C B

Parte B – Língua e Leitura

1.1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 pontos
Chave: works as a secretary
1.2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 pontos
Chave: is so punctual
1.3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 pontos
Chave: does she miss
2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 pontos
Chave: a. Paragraph 7; b. Paragraph 5; c. Paragraph 11
3.1. a 3.5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (5 x 6 pontos) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 pontos

Itens 3.1. 3.2. 3.3. 3.4. 3.5.

Chave D B A B A

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

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Parte C – Interação e Produção escritas

1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 0 po n to s

Part C – 1

Níveis Descritores de desempenho Pontuação

4 Redige um texto em que: 20

− apresenta os quatro aspetos solicitados;
− pode apresentar incorreções linguísticas não impeditivas da compreensão;
− revela uma organização clara do discurso.

3 Redige um texto em que: 15

− apresenta três dos quatro aspetos solicitados;
− pode apresentar incorreções linguísticas não impeditivas da compreensão;
− revela uma organização clara do discurso.
OU
− apresenta os quatro aspetos solicitados;
− 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

− apresenta dois dos quatro aspetos solicitados;
− pode apresentar incorreções linguísticas não impeditivas da compreensão;
− revela uma organização clara do discurso.
OU
− apresenta três dos quatro aspetos solicitados;
− apresenta incorreções linguísticas que podem impedir parcialmente a compreensão OU revela
uma organização nem sempre clara do discurso.
OU
− apresenta os quatro aspetos solicitados;
− 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
− apresenta um dos quatro aspetos solicitados;
− pode apresentar incorreções linguísticas não impeditivas da compreensão;
− revela uma organização clara do discurso.
OU
− apresenta dois dos quatro aspetos solicitados;
− apresenta incorreções linguísticas que podem impedir parcialmente a compreensão OU revela
uma organização nem sempre clara do discurso.
OU
− apresenta três dos quatro aspetos solicitados;
− 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, a utilização de um registo de língua não totalmente adequado à situação pr oposta no
item implica a atribuição de um nível de desempenho inferior ao que seria atribuído pelo professor tendo por referência os descritores de
desempenho.

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2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 0 po n to s

Níveis Descritores de desempenho Pontuação

Desenvolvimento temático

− Redige um texto respeitando o tema proposto.

N3 12
− Expõe, de forma clara e precisa, a sua opinião.

− Redige um texto, respeitando o tema proposto.

N2 8
− Pode expor, de forma nem sempre clara e precisa, a sua opinião.

− Redige um texto, respeitando o tema proposto.

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

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

Respeita o tipo de texto solicitado (expository essay) e cumpre as intenções comunicativas

N3 8
previstas.
Respeita o tipo de texto solicitado (expository essay) e cumpre, parcialmente, as intenções
comunicativas previstas.
N2 OU 5
Respeita, parcialmente, o tipo de texto solicitado (expository essay) e cumpre as intenções
comunicativas previstas.
Respeita, parcialmente, o tipo de texto solicitado (expository essay) e cumpre, parcialmente, as
intenções comunicativas previstas.
N1 OU 3
Respeita apenas o tipo de texto solicitado (expository essay) e cumpre apenas as intenções
comunicativas previstas.
© Areal Editores 12
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 temá tico.

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 13