Documente Academic
Documente Profesional
Documente Cultură
TESTS
DIAGNOSTIC TEST
LISTENING
1. Two foreign students are sitting at a counter in a restaurant waiting to be served. After
a few minutes, one student turns to the other and speaks.
Fill in the gaps according to what you hear.
READING
1. Circle the correct option.
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TEACHER’S FILE iTEEN 9
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Dear Anne,
Thank you very much for your letter. You ask me about my summer.
Well, this summer was amazing.10 out of 10. In July, when my parents decided to enroll me at a
language school, I thought I might die although I knew my English was terrible.
But then, after a first day full of anxiety and fear, I loved it. The summer school was great. There
were students from all over the world. There was a pool, a football field and a tennis court. Inside, the
building was very modern. There were rooms equipped with laptops and interactive boards. There was
a big library and a games room, where we could also watch TV.
You may ask: Why so many sports and games in a language school? The answer is easy. The
lessons were only in the morning. In the afternoon we played lots of games and visited some local
attractions. But I had to speak English all the time. You can see that it really improved a lot…
Tell me more about your visit to Athens. Did you like it?
I look forward to your next letter.
Love, Sara
2. Sara, a Portuguese student, wrote a letter to an English penfriend about her summer. Decide if
the statements below are true (T) or false (F). Explain why the false statements are not correct.
T F
a) This is a letter from Anne to her friend Sara. ___ ___
b) Sara loved this summer holiday. ___ ___
c) She asked her parents to go to an English summer school. ___ ___
d) She enjoyed the school from the first day to the last. ___ ___
e) The school was modern and well-equipped. ___ ___
f) There were many sporting activities in the morning. ___ ___
g) The students were able to do some sightseeing. ___ ___
h) Sara’s English is much better than it was. ___ ___
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WRITING
1. You have changed school. In 50-60 words, write an email to a friend telling him/her about your first
impressions. You may refer to:
• the building, the rooms, the equipment
• the teachers, the students
• the surroundings.
SPEAKING
Ask about:
• his/her name
• his/her surname
• his/her age
• his/her school
• favourite subjects
• weekend activities
CRITÉRIOS ESPECÍFICOS DE CLASSIFICAÇÃO
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DIAGNOSTIC TEST
LISTENING
READING
WRITING
Competência Pragmática
N5 Escreve um e-mail, respeitando as instruções dadas, fornecendo pormenores e destacando aspetos relevantes. 15
Utiliza alguns mecanismos de coesão e articula as ideias de forma adequada num texto organizado, claro e
coerente. Respeita os limites de palavras indicados.
N4 12
N3 Escreve um e-mail simples, respeitando as instruções dadas e destacando alguns aspetos relevantes. 9
Utiliza conectores simples, articulando as ideias num texto coeso embora ainda constituído por uma
sequência linear de informações. Pode não respeitar os limites de palavras indicados.
N2 6
N1 Escreve um e-mail simples, abordando o tema de forma genérica e recorrendo a repetições e pormenores
pouco relevantes. Utiliza conectores simples para ligar frases elementares, mas estrutura deficientemente o
texto. Pode não respeitar os limites de palavras indicados.
Competência Linguística*
N5 Escreve um texto razoavelmente elaborado, utilizando recursos linguísticos adequados que lhe permitem 15
transmitir a informação de forma precisa. Utiliza vocabulário suficiente para se exprimir. Revela
geralmente bom domínio das estruturas e formas gramaticais, não cometendo erros gramaticais que
possam causar incompreensão.
A ortografia é razoavelmente precisa.
A pontuação é geralmente adequada.
N4 12
N3 Escreve um texto simples, utilizando recursos linguísticos adequados ao que pretende transmitir. 9
Pode ainda revelar alguma influência da língua materna.
Utiliza vocabulário suficiente para se exprimir com a ajuda de circunlocuções. Utiliza, com correção,
estruturas simples, não cometendo erros gramaticais elementares de forma sistemática.
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SPEAKING
* 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.
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