Teste Intermédio de Inglês

Parte III – Interacção Oral

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Teste Intermédio

Inglês

Guião

Duração do Teste: 10 a 15 minutos | De 27.04.2011 a 13.05.2011

9.º Ano de Escolaridade

Decreto-Lei n.º 6/2001, de 18 de Janeiro

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Guião

1.º MOMENTO

Intervenientes e tempos Descrição das actividades

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

What’s your name? [O professor dirige-se ao aluno A1.]

And what’s your name? [O professor dirige-se ao aluno A2.]

I’d now like you to answer some questions. It will take about three minutes.

Please answer the questions, but do not interrupt your partner.

[1. O professor usa as perguntas que se seguem, escolhendo o número de estímulos adequados ao tempo. 2. Mesmo que não tenham sido feitas todas as perguntas, o professor pode dar por terminada esta parte assim que o aluno use o tempo previsto e surja uma oportunidade coerente. 3. As perguntas são colocadas seguindo uma linha vertical (entrevistando um aluno de cada vez). 4. Caso o aluno utilize um tom de voz baixo, o professor poderá dizer “I’m sorry but I can’t hear you. Could you speak loudly?” Este pedido pode ser repetido ao longo da prova, sempre que necessário.]

Professor e Alunos

Total:+/– 3 minutos

A1

• (A1), how long have you been at this school?

• Do you like it here?

• (Why/Why not?)

• What other activities does the school offer besides lessons?

 positive response

Do you take part in it/any of them?

(Why/Why not?)

 negative response

So what other activities would you like to have at school?

• And outside school, in your free time, what do you like doing?

• (Why?)

• And where do you live?

• Is it a good place for teenagers to spend their free time in?

• (Why/Why not?)

A2

• And what about you, (A2), have you been at this school for a long time?

• And what’s your opinion about it?

• What do you think about your timetable?

 positive response

What’s your favourite weekday?

(Why?)

 negative response

What would you change in it?

• Tell us about your weekend. What do you usually do?

• Would you like your weekend to be different?

• (Why/Why not?)

• Is your village/town/city fun for teenagers?

• (Why/Why not?)

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2.º MOMENTO

Intervenientes e tempos Descrição das actividades

Professor Right, now each of you will have to talk on your own for about a minute.

You have half a minute to prepare.

You mustn’t interrupt your partner while he/she’s speaking.

Here is some paper and a pen in case you want to make some brief notes.

Please do not write a text.

[1. O professor entrega o papel e a caneta aos dois alunos, simultaneamente. 2. Os alunos realizam a tarefa sozinhos e em sequência, primeiro o A2, depois o A1. 3. Os alunos só recebem as imagens quando for a sua vez: primeiro o A2; depois de este ter terminado a sua prestação, o A1.]

Professor

Cada aluno meio minuto

Professor

Cada aluno +/– 1 minuto

Professor

Total:+/– 3 minutos

A2(A2), you’ll be first.

[O professor entrega o material: Picture 1.]

A1Now it’s your turn, (A1).

[O professor entrega o material: Picture 2.]

Look at the picture. I’d like you to talk about it. There are some prompts to help you.You have half a minute to prepare and then I’ll ask you to start talking.

[O aluno prepara o seu discurso.]

Please begin now, (A2). Please begin now, (A1).

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

 What do you see in this room?

 This room belongs to a teenager. What does he/she like doing?

 Why do you say that?

 Is this a nice room? Why (not)?

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 it/that?

O professor pode ainda lembrar o aluno da tarefa, dizendo, por exemplo:

 Remember you have to…]

Thank you, (A2). Thank you, (A1).

[O professor recolhe o material: Picture 1 e Picture 2.]

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3.º MOMENTO

Intervenientes e tempos Descrição das actividades

Professor Now I’d like you to talk to each other for about two minutes, while I listen.

After that, I’ll ask you some questions.

Imagine it’s Saturday. You want to do something different. You decide to do some volunteer work and you want your partner to join you.

I’m going to give a card to each of you. The activities on your cards are different.

You must convince your partner that the activity on your card is the best.

You have to agree on which activity to do.

[O professor entrega o material aos dois alunos: Card 1 ao aluno A1 e Card 2 ao aluno A2.]

You have a minute to prepare. Remember you have to talk to each other.

Alunos1 minuto

++/– 2 minutos

Professor

Professor e alunos

+/– 1 minuto

ProfessorTotal:

+/– 4 minutos

Total final:+/– 10 minutos

[Prestação dos alunos. Os alunos usam o tempo para tomarem conhecimento do material de suporte.Em caso de impasse, o professor poderá ainda:– repetir as instruções.– dizer, por exemplo:

 “ Could you start, please?”, caso nenhum dos alunos tome a iniciativa e tenha decorrido mais de um minuto.

 “ 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.

 “ Remember you have to agree on which activity to do.”, para lembrar os alunos de que devem chegar a um acordo.]

Thank you.

• So (A1), do you think doing volunteer work is a good way of spending your free time? (Why/Why not?)

• And you (A2), do you think teenagers should get more involved in this type of work? (Why/Why not?)

[O professor pode ajudar o aluno a expandir o seu discurso, usando, por exemplo:

 Anything else?

 Can you explain that?

 Can you tell me more about it/that?]

Thank you both. That is the end of your test.

[O professor recolhe o material: Card 1 e Card 2.]

FIM

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Picture 1

http://2.bp.blogspot.com

Prompts:

• What do you see in this picture?

• Imagine the teenager that lives in this room and tell us about him/her.

• Say if you like this room and explain why or why not.

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Picture 2

http://www.google.pt

Prompts:

• What do you see in this picture?

• Imagine the teenager that lives in this room and tell us about him/her.

• Say if you like this room and explain why or why not.

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Card 1

You want to help a green organisation clean a forest that is in danger.

Convince your partner that this is the best activity to spend your Saturday doing.

Think of good reasons to convince him/her, for example:

– there is the risk of fire;

– some animals will lose their habitat;

– it’s a nice place for picnics;

– etc.

You have to agree on which activity to do.

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Card 2

You want to help the local library with reading sessions for children.

Convince your partner that this is the best activity to spend your Saturday doing.

Think of good reasons to convince him/her, for example:

– you can improve your reading;

– reading for children is fun;

– children need to be attracted to stories and books;

– etc.

You have to agree on which activity to do.