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MODULE 2 YOUNG PEOPLE TODAY

LISTENING TEST

INFORMAÇÃO – TESTE DE COMPREENSÃO ORAL

A estrutura do teste sintetiza-se no quadro seguinte:

Aprendizagens essenciais

Compreender um discurso fluido e seguir linhas de argumentação dentro das áreas temáticas apresentadas,
integrando a sua experiência e mobilizando conhecimentos adquiridos em outras disciplinas.

Parte Componentes Competências Tipologia de Itens Número Cotação

de Itens (em pontos)

A Léxico- Competência linguística: ITENS DE 2 50 pontos

semântica: • competência lexical SELEÇÃO
Teenage Life • competência gramatical • identificação da
• competência semântica informação
Tastes and verdadeira/ falsa
Styles Competência pragmática: • completamento
• competência funcional de frases
Preparing for • competência discursiva
the Future

Competência linguística:
• competência lexical
• competência gramatical
• competência semântica

Competência pragmática:
• competência discursiva
• competência funcional/
estratégica

TOTAL 50 pontos

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MODULE 2 YOUNG PEOPLE TODAY

Name __________________________________________ No. ___________ Class __________
Date _____/_____/_____ Mark ____________ Teacher _________________________________

PART A - LISTENING

You will hear a podcast about Billie Eilish’s career story so far.

1. Listen to the podcast and mark the sentences T (true) or F (false). (10 x 3 = 30 points)
a. Billie Eilish grew up in Los Angeles, California. ______
b. Billie's mother has had an important role in the singer-songwriter’s career. ______
c. Billie comes from a family of famous singers. ______
d. Billie’s first track “Ocean Eyes” was released to Soundcloud by her brother. ______
e. Don't Smile At Me, released in 2017, was a flop. ______
f. In 2018 the singer-songwriter started working as a tour guide. ______
g. Billie’s album When We All Fall Asleep, Where Do We Go? was a success. ______
h. In 2020 Billie won the four major Grammy awards. ______
i. “Perfume” is one of the singles of Billie’s latest album Happier Than Ever. ______
j. Billie has already performed over 450 concerts on tour. ______

2. Listen to the podcast again and complete the sentences. (5 x 4 = 20 points)

a. Releasing her first track to Soundcloud, allowed the singer-songwriter ___________________
_________________________________________________________________ at age 14.
b. She became a fashion icon, opening up about her baggy look: "________________________
_____________________________________. I mean, that's why I wear big, baggy clothes".
c. She became the ____________________________________________________________
for a Bond film.
d. She will continue to do things differently, _________________________________________
____________________________________________________________________ affair.
e. Inspiring fans with her lyrics, cool persona and success, _____________________________
_________________________________________________________________________

Billie Eilish's career story (planetradio.co.uk) (abridged and adapted)

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MODULE 2 YOUNG PEOPLE TODAY

TEST

INFORMAÇÃO – TESTE DE COMPREENSÃO E PRODUÇÃO ESCRITA

A estrutura do teste sintetiza-se no quadro seguinte:

Aprendizagens essenciais

Ler e compreender diversos tipos de texto, dentro das áreas temáticas apresentadas; descodificar palavras-
chave/ideias presentes no texto, marcas do texto escrito que introduzem mudança de estratégia discursiva, de
assunto e de argumentação; interpretar informação explícita e implícita, pontos de vista e intenções do(a) autor(a).
Planificar e elaborar uma atividade de escrita de acordo com o tipo e função do texto e o seu destinatário, dentro das
áreas temáticas apresentadas. Relacionar vários tipos de informação, sintetizando-a de modo lógico e coerente, com
apresentação de pontos de vista e opiniões.
Relacionar o que lê e produz com o seu conhecimento e vivência pessoal, recorrendo ao pensamento crítico e criativo.
Desenvolver a consciência do seu universo sociocultural e como este se relaciona com os universos culturais dos
outros; relacionar a sua cultura de origem com outras culturas com que contacta, relativizando o seu ponto de vista
e sistema de valores culturais, demonstrando capacidade de questionar atitudes estereotipadas perante outros povos,
sociedades e culturas.

Parte Componentes Competências Tipologia de Itens Número Cotação

de Itens (em pontos)

B Léxico- Competência linguística ITENS DE 6 150 pontos

semântica: • competência lexical SELEÇÃO
Teenage Life • competência gramatical • identificação
• competência semântica • associação
• competência ortográfica /correspondência
Tastes and Competência pragmática
• competência funcional
Styles
Competência sociolinguística
Preparing for the
Future Competência linguística
• competência lexical
• competência gramatical
• competência semântica
Morfossintática:
• competência ortográfica
Past perfect /
Competência pragmática
Past perfect
• competência discursiva
continuous
• competência funcional/estratégica
Word classes
Relative clauses
Competência sociolinguística
Modal verbs
Comparative and
superlative
C adjectives and Competência linguística ITENS DE 2 50 pontos
adverbs • competência lexical CONSTRUÇÃO
Contrast clauses • competência gramatical • resposta restrita
Prepositions of • competência semântica • resposta extensa
time • competência ortográfica
Competência pragmática
• competência discursiva
• competência funcional/estratégica

TOTAL 150 pontos

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MODULE 2 YOUNG PEOPLE TODAY

Name __________________________________________ No. ___________ Class __________
Date _____/_____/_____ Mark ____________ Teacher _________________________________

PART B – USE OF ENGLISH AND READING

1. Read the magazine article below and decide which answer (1, 2, 3, or 4) fits each gap. Write
only the letters and the numbers. (6 x 3 = 18 points)

Smells like teen spirit: The return of the celebrity perfume

Billie Eilish launched her first signature perfume, Eilish. This is
the return of the iconic pop star fragrance. Starting out as an anti-
celebrity, Billie was the new girl on the block who went against
society’s norms by making dark, minimalist pop records. Her cover
for the May issue of British Vogue last year, a_____, surprised
everyone. Known for wearing baggy T-shirts and basketball shorts,
Billie debuted in Vogue looking like a sophisticated celebrity.
On the eve of her perfume launch, Billie told Vogue that perfumes were one of her greatest
joys in life, and she b_____ of making one c_____ a while. With opening notes of vanilla, a scent
dear to her heart, and a base of amber and musk, this scent is Billie Eilish.
It seems the early 2000s are coming back in every way, with icons like cargo pants, the low-
rise jeans and celebrity perfumes. Some of the world’s brightest and best artists have launched
aromas recently. Ariana Grande, d_____ now has nine perfumes to her name, launched God is
a Woman. Rihanna debuted her 11th Eau de Parfum, Fenty, e_____ has been added to her
Fenty Beauty line.
Billie Eilish, the dark horse of pop music, has joined them in the fleeting permanence of
being encapsulated in a golden, glass bottle. One of the f_____ women in music, she is bringing
back the excitement of the celebrity perfume.
Vogue Scandinavia - Billie Eilish announced the launch of her first signature perfume, ‘Eilish' (abridged and adapted)
Image: Billie Eilish Fragrances - "Eilish" available only here.

a. 1. despite 2. however 3. but 4. although

b. 1. has thought 2. has been thinking 3. had been thinking 4. thought

c. 1. for 2. at 3. since 4. in

d. 1. that 2. which 3. whose 4. who

e. 1. who 2. that 3. which 4. whose

f. 1. influentialest 2. most influential 3. more influential 4. influentialer

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You are going to read an interview with singer-songwriter Billie Eilish.

Billie Eilish: ‘I hope for joy and happiness and love.’

We’re speaking over Zoom from her home in Los Angeles.

Eilish would be a standout figure of 2021 for her Grammy-winning
title music for No Time to Die alone, written, as always, with her big
brother, Finneas. But the Bond theme is old news, given everything
5 else that has happened after that.
Billie’s second album, Happier Than Ever was a huge, global hit,
expanding her trademark glitchy-moody pop into new territories of
torch song and bossa nova. The British Vogue cover interview that
preceded it also exploded the internet, largely because the green-and-
10 black-haired, shorts-wearing teen everyone knew suddenly looked
like Marilyn Monroe. Then there was her emotional return to live music at a run of festival
gigs from the summer (“to see how the fans reacted in real life to my new songs was
amazing and surreal… thousands of kids singing at the top of their lungs”) and the
documentary Billie Eilish: The World’s a Little Blurry, about her early years.
15 Written in Covid lockdowns, Happier Than Ever is a difficult but beautifully dreamy
second album, largely about growing up, as songs such as “Getting Older”, “My Future”
and “Everybody Dies” attest. Given that her career began at 13, when Eilish uploaded her
first single, “Ocean Eyes”, to SoundCloud, it’s fair to say she’s not had the typical
adolescence. “I was always very scared of getting older,” she says, but “honestly, I have
20 found that I’ve been enjoying just having a little adulthood. Doing things for the first time
like getting gas and doing laundry and calling your doctor on your own.”
The second album, however, made Eilish “super-worried”. Why? “The bigger you get,
the more people hate your guts.” She felt this too when Finneas released his debut solo
album, Optimist. “I said, ‘Don’t forget what you felt when you first made this. You loved it.’
25 I think that we should all love our art the way that we loved it when we first made it.”
Eilish posted her Marilyn-styled UK Vogue cover on Instagram. It got a million likes in
less than six minutes, her second record-breaking feat on the platform. She found it funny
when some people responded to the shoot by saying she had become a different person,
she continues. “I’m just playing around! You know, I’m allowed to wear anything I want at
30 any time and so is everyone else. That was a fun thing to put out there in the world. You’re
allowed to change. You’re also allowed to not change. You’re allowed to wear anything
and say anything and do anything and be anything.” The shoot had a big effect on her: it
made her feel more comfortable in her skin, she says. “I hated the way I looked before – I
don’t love it now, but I feel a little more confident and I’ve become a lot prouder of who I
35 am and more open to things. I think that shoot opened my mind up for having an open
mind in the future.”
She launched a new perfume, Eilish, which sold out only a day after its release.
She’s also ramped up her involvement in environmental activism, playing live at the 24-
hour Global Citizen event, calling for urgent action before Cop26 and executive-producing
40 a “food justice” documentary.
What does she wish for this year? “I’ll just say I hope for joy and happiness and love
and that’s really what I want. I don’t really care about anything else.”
Billie Eilish: ‘I’ve gotten a lot more proud of who I am’ | Billie Eilish | The Guardian (abridged and adapted)

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2. Match the ideas in column A with the corresponding paragraph in column B. One of the
paragraphs does not apply. Write only the letters and the paragraph numbers. (4 x 4 = 16
points)
COLUMN A COLUMN B
a. Free will Paragraph 2
b. Confidence as an artist Paragraph 4
c. Caring about the world Paragraph 5
d. Developing independence Paragraph 6
Paragraph 8

3. Choose the correct option (a, b, c, or d) to complete the sentences according to the text.
Write only the numbers and the letters. (5 x 6 = 30 points)
3.1. Billie Eilish…
a. played the role of a singer in James Bond latest film.
b. won a Grammy for James Bond theme song “No Time to Die”.
c. was an extra in James Bond film No Time to Die.
d. doesn’t sing the song “No Time to Die” alone; she sings it with her brother.

3.2. Billie…
a. was happier than ever when her fans said she looked like Marilyn Monroe.
b. is afraid of performing live again as she doesn’t know how her fans are going to react .
c. got emotional when she saw her fans singing in a documentary about her early years.
d. used to have green and black hair.

3.3. Billie…
a. called her doctor because she thought she had COVID.
b. wasn’t very enthusiastic about her brother’s solo album.
c. uploaded her first single to SoundCloud when she was 13.
d. was a typical adolescent.

3.4. Billie…
a. had a shooting session for Instagram.
b. felt more confident about herself after shooting for Vogue.
c. became a completely different person after shooting for Vogue.
d. believes you can’t always do what you want.

3.5. Billie…
a. has been fighting for the planet.
b. is a volunteer at a food bank.
c. launched a perfume named Sold Out.
d. hopes for a better justice system.

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4. Match each word in column A with the word/ expression it refers to in column B. Three of
the options do not apply. Write only the letters and the numbers. (3 x 4 = 12 points)
COLUMN A COLUMN B
a. her (l. 12) 1. a day 3. Billie’s 5. Finneas
b. you (l. 25) 2. the singer 4. a new perfume 6. people
c. which (l. 38)

5. Match the words in column A with their meaning in column B. Two of the options do not
apply. Write only the letters and the numbers. (4 x 3 = 12 points)
COLUMN A COLUMN B
a. standout 1. increased 4. orchestras
b. torch 2. concerts 5. sad and romantic
c. gigs 3. noticeable 6. took part in
d. ramped up

6. Read the following text. 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. Write only
the letters and the numbers. (3 x 4 = 12 points)
In an interview for Apple music, Billie Eilish said that she and her brother Finneas O’Connell used
to make up songs they thought as possible themes for the James Bond film series, while thinking
they would never get such an opportunity. After a concert in Ireland, Billie and Finneas met Bond
producer Barbara Broccoli, a_____ film No Time to Die, which they promptly accepted. They were
given parts of the script and started to create the theme. The initial attempts, where Finneas tried
to write the song with a guitar, stumbled on mutual “writer’s block” by the siblings. Finneas later
b
_____ and played a riff which would become the opening of the song. It was described by Billie
as the spark for their composing process. After three days of composition, they recorded a demo
inside their tour bus, which was parked in a Texas arena. Finneas added that after they finished
writing, the two c_____. They wanted to be sure they weren't making something that just felt like
they were copying other great songs.

1. listened to all the previous theme songs to ensure their originality

2. who then invited them to compose the theme for the upcoming
3. found a piano in the green room of a Texas arena
4. watched all Bond films to know more about the different characters
5. that then invited them to write the script for the upcoming

No Time to Die (song) - Wikipedia (abridged and adapted)

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PART C – WRITTEN INTERACTION AND PRODUCTION

1. You are a huge fan of Billie Eilish. You also have a blog about music, and interviewing
the famous singer-songwriter is one of your biggest dreams. E-mail Billie Eilish, telling
her you are her fan and asking her if she could give you an interview on Zoom, talking
about her career and the importance of music in her life.
Write your text in 60-80 words. (15 points)

2. Read Billie Eilish’s words to British Vogue and write an opinion essay with the following
title: “It’s all about confidence and about what makes you feel good.”

“My thing is that I can do whatever I want. It’s all about confidence and about what makes you
feel good. If you want to get surgery, go get surgery. If you want to wear a dress that somebody
thinks that you look too big wearing, wear it anyway – if you feel like you look good, you look
good.”
Read Billie Eilish's Vogue Cover Interview In Full: “It’s All About What Makes You Feel Good” | British Vogue (abridged and adapted)

Remember to provide clear reasons, with corresponding examples, to support your

opinion.
Write a minimum of 160 words. (35 points)

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MODULE 2 YOUNG PEOPLE TODAY

SPEAKING TEST

INFORMAÇÃO – TESTE DE PRODUÇÃO E INTERAÇÃO ORAIS

A estrutura do teste sintetiza-se no quadro seguinte:

Aprendizagens essenciais

Relacionar vários tipos de informação, sintetizando-a de modo lógico e coerente, com apresentação de pontos de
vista e opiniões.
Participar em atividades de par, interagindo com o outro, pedindo clarificação e/ou repetição, aceitando feedback
construtivo para atingir o objetivo proposto.
Relacionar o que lê e produz com o seu conhecimento e vivência pessoal, recorrendo ao pensamento crítico e criativo.
Desenvolver a consciência do seu universo sociocultural e como este se relaciona com os universos culturais dos
outros; relacionar a sua cultura de origem com outras culturas com que contacta, relativizando o seu ponto de vista
e sistema de valores culturais, demonstrando capacidade de questionar atitudes estereotipadas perante outros povos,
sociedades e culturas.

1.º MOMENTO
Intervenientes e Descrição das atividades
tempos

Professor Hello. Could I just check your names, please?

What’s your name? [O professor dirige-se ao aluno A.]
And what’s your name? [O professor dirige-se ao aluno B.]
For about four minutes, I would like you both to answer some questions so that I can learn a bit
more about you. Please answer the questions, but do not interrupt your partner.
[1. O professor usa a lista que se segue, escolhendo o número de estímulos adequados ao
tempo. 2. As perguntas são colocadas seguindo uma linha vertical (entrevistando um aluno de
cada vez).]

Professor e A B
alunos • What are the perks of being a teenager? • What are the highs of being a teen?
• Why can adolescence be a difficult phase? • What are teenagers most worried about?
• Are teenagers encouraged to dream big? • Do you share your dreams and ambitions with
Why (not)? anyone?
• Should teenagers be given more freedom by • Should teenagers be given more freedom by
Total: parents? Give some examples. society? Give some examples.
+/– 4 minutos • How does music affect your mood? • Do you think music is important? Why?

2.º MOMENTO

Professor Right, now each of you will have to talk on your own for about two minutes.
Cada aluno 1 You have one minute to prepare. You mustn’t interrupt your partner while he/she is speaking.
minuto Here is some paper and a pen in case you want to make some brief notes.
Please do not write a text.
Cada aluno [O professor entrega o papel e a caneta aos dois alunos. Se o aluno A iniciou o 1.º momento,
+/– 2 minutos será o aluno B a iniciar o 2.º.]

Total: B, you’ll be first. Now it’s your turn, A.

+/– 6 minutos [O professor entrega o material: Picture 1.] [O professor entrega o material: Picture 2.]
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Professor Look at this picture. I’d like you to talk about it. There are some prompts to help you.
Cada aluno 1 You have a minute to prepare and then I’ll ask you to start talking.
minuto [O aluno prepara o seu discurso.]

Professor Please begin now, B. Please begin now, A.

Cada aluno [Prestação do aluno. Caso o seu discurso seja insuficiente, revele pouco conteúdo ou o aluno
+/– 2 minutos tenha dificuldade em começar a falar, o professor deverá ajudá-lo com as/algumas das
seguintes perguntas:

Picture 1: Picture 2:
• What can you see in the picture? • What can you see in the picture?
• What does it represent? • What does it represent?
• What are the benefits? • What are the benefits?
• Are there any disadvantages? • Are there any disadvantages?
• How can these be tackled? • How can these be tackled?

[O professor pode também ajudar o aluno a expandir o seu discurso, usando, por exemplo:
• Can you give me some (more) examples/details?
• Can you tell me more about that?]
[O professor pode ainda lembrar o aluno da tarefa, dizendo, por exemplo:
• Remember you have to…]

Total:
+/– 6 minutos Thank you, A. Thank you, B.

3.º MOMENTO

Professor Now I’d like you to talk to each other for about three minutes while I listen.
+/– 30 segundos You have to speak clearly and loud enough so that we can hear you both.
One of you thinks fashion and brands are important and the other disagrees.
Here is a card for you.
[O professor entrega o material aos dois alunos: Card 1 e Card 2]

Alunos [Prestação dos alunos. Os alunos podem usar algum tempo para tomarem conhecimento do
+/– 5 minutos material de suporte.
O professor poderá ainda repetir as instruções ou dizer, por exemplo:
• “Could you start, please?”, caso nenhum dos alunos tome a iniciativa e tenham decorrido mais
de 30 segundos.
• “Remember you have to…” para lembrar os alunos da tarefa, caso se verifique um grande
desvio ao tema.
• “Remember you have to talk to each other.” para lembrar os alunos de que devem interagir um
com o outro.]

Total:
+/– 6 minutos Thank you both. That is the end of your test.

Total final:
+/– 16 minutos FIM DA PROVA

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PICTURE 1

PROMPTS:
• Describe the picture
• Explain the message conveyed
• Describe your feelings/emotions towards this picture

PICTURE 2

PROMPTS:
• Describe the picture
• Explain the message conveyed
• Describe your feelings/emotions towards this picture

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CARD 1
PROMPT:
You think fashion and brands are important.

Mention:
• expression of personality and uniqueness
• more fashionable clothes, shoes and accessories
• more self-confidence and self-esteem when wearing designer-label goods
• friends’ acceptance and respect

CARD 2
PROMPT:
You don’t think fashion is important at all, and you are not a brand name person.

Mention:
• importance of your own “brand-free” style
• lower prices of “no-brand name” items
• personality should be more valued than appearance
• too much concern about the way you look

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