CRITERIOS ESPECÍFICOS DE CORRECCIÓNeues.ugr.es/pau/pau2011/asignaturas/ingles/Recopilacion...UNIVERSIDADES DE ANDALUCÍA PRUEBA DE ACCESO A LA UNIVERSIDAD CURSO 2010-2011 LENGUA

UNIVERSIDADES DE ANDALUCÍA PRUEBA DE ACCESO A LA UNIVERSIDAD

CURSO 2010-2011

LENGUA EXTRANJERA (inglés)

CRITERIOS ESPECÍFICOS DE CORRECCIÓN

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1º Comentarios acerca del programa del segundo curso del Bachillerato, en relación con la Prueba de Acceso a la Universidad

La “Orden de 5 de agosto 2008, por la que se desarrolla el currículo correspondiente al Bachillerato en Andalucía” (BOJA 169 de 26-8-2008, pp.98ss.) procede a describir la orientación de los contenidos de las asignaturas de Lengua Extranjera (pp.117-122) no como un temario cerrado sino como un conjunto de funciones comunicativas y competencias asociadas, basado en el Marco Común Europeo de Referencia para las Lenguas, o MCER (<http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp>). Este programa de política lingüística establece una escala global de tres niveles (usuario básico [A], independiente [B] y competente [C]), cada uno subdividido en dos, resultando entonces seis escalones que van, por orden creciente de competencia, desde el A1 hasta el C2. Se contempla que el Bachillerato ayude a consolidar un nivel de competencia B1. A continuación se reproducen los descriptores de los niveles B1 y el inmediatamente inferior, A2, reflejando la oscilación que puede esperarse, al menos en una primera fase, del alumnado que se presenta a la PAU:

•(B1) Es capaz de comprender los puntos principales de textos claros y en lengua estándar si tratan sobre cuestiones que le son conocidas, ya sea en situaciones de trabajo, de estudio o de ocio. Sabe desenvolverse en la mayor parte de las situaciones que pueden surgir durante un viaje por zonas donde se utiliza la lengua. Es capaz de producir textos sencillos y coherentes sobre temas que le son familiares o en los que tiene un interés personal. Puede describir experiencias, acontecimientos, deseos y aspiraciones, así como justificar brevemente sus opiniones o explicar sus planes.

•(A2) Es capaz de comprender frases y expresiones de uso frecuente relacionadas con áreas de experiencia que le son especialmente relevantes (información básica sobre sí mismo y su familia, compras, lugares de interés, ocupaciones, etc.). Sabe comunicarse a la hora de llevar a cabo tareas simples y cotidianas que no requieran más que intercambios sencillos y directos de información sobre cuestiones que le son conocidas o habituales. Sabe describir en términos sencillos aspectos de su pasado y su entorno así como cuestiones relacionadas con sus necesidades inmediatas.

Al adoptar esta óptica, basada en la identificación de destrezas y habilidades conducentes a consolidar determinadas

competencias, y por tanto evidenciar según parámetros estandarizados lo que el/la estudiante sabe hacer, la normativa hace hincapié en la necesidad de planificar la enseñanza de la lengua extranjera como algo indisociable del desarrollo integral del/la estudiante que debe favorecer el currículo de Bachillerato; este desarrollo en perspectiva integral se refleja en la siguiente relación de competencias (p.118):

• competencia en comunicación lingüística; • competencia para aprender a aprender; • competencia cultural y artística; • competencia digital; • competencia social y ciudadana; • autonomía e iniciativa personal,

a las cuales, a las lenguas extranjeras se atribuye la capacidad de contribuir decisivamente, por lo que tienen que ofrecer para desarrollar “la conciencia intercultural, la comprensión de temas y problemas globales, y la adquisición de estrategias de aprendizaje general y de formación para la vida”. El currículo de Bachillerato, entonces, debe planificarse de modo que las estrategias de enseñanza y aprendizaje repercutan directamente en la consolidación de la capacidad de hacer cosas con la lengua extranjera. Esto vendría dado por la realización de tareas que permitan el doble propósito de desarrollar destrezas y habilidades, y a la vez contribuir a la asimilación de los mecanismos comunicativos del idioma por medio de la reflexión sobre sus elementos y códigos. La PAU se adaptará gradualmente a esta orientación, empezando este curso, a través de ejercicios que cada vez más contribuyan a evidenciar la capacidad de resolver problemas y producir resultados por parte del/la estudiante. El diseño de la prueba de lengua extranjera estará completo una vez que se implante la parte oral que prevé el “Real Decreto 1892/2008, de 14 de noviembre, por el que se regulan las condiciones para el acceso a las enseñanzas universitarias oficiales de grado y los procedimientos de admisión a las universidades públicas españolas”. Ver también el Apéndice 1 al presente documento (“Orientaciones para el programa de 2º Bachillerato”). De interés: documentación sobre el “Portfolio Europeo de Lenguas”, documento personal promovido por el Consejo de Europa, en el que los que aprenden o han aprendido una lengua pueden registrar sus experiencias de aprendizaje de lenguas y culturas y reflexionar sobre ellas (<http://www.oapee.es/oapee/ inicio/iniciativas/portfolio.html>).

2º Estructura de la prueba que se planteará para la asignatura.

La prueba, de carácter escrito y naturaleza práctica, consta de dos opciones A y B, cada una consistente en un texto y tres bloques de preguntas (que evalúan tres competencias distintas: comprensión; conocimiento del léxico y la gramática; y capacidad de expresión). El/la estudiante no podrá mezclar las preguntas de ambas opciones.


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El texto, distinto para cada opción, tendrá una extensión de entre 250 y 280 palabras, y estará escrito en un lenguaje no específico. Procederá de fuentes auténticas, con un grado mayor o menor de adaptación (y podrá contener notas aclaratorias cuando la naturaleza del vocabulario o el tema lo aconsejen). El texto podrá ser de tipo informativo, argumentativo, descriptivo o narrativo. El primer bloque de preguntas (“Comprehension”) estará estructurado en dos subsecciones: (1) una con tres enunciados que buscarán comprobar la comprensión global del texto y/o de párrafos concretos dentro de él; y (2) otra con dos enunciados a los que se deberá identificar como verdaderos/falsos. Las primeras tres preguntas (de tipo “wh-”) deberán ser contestadas por el/la estudiante con palabras propias; para las dos preguntas restantes se pedirá que se citen del texto las palabras o frases que justifiquen la veracidad/falsedad de los dos enunciados. El segundo bloque de preguntas (“Use of English”) estará subdividido en dos: (1) un apartado con cuatro preguntas destinadas a hacer demostrar al/la estudiante su dominio del léxico, a partir del vocabulario de texto; y (2) cuatro preguntas que evaluarán su dominio de la gramática (y que usarán un contenido léxico no necesariamente coincidente con el del texto). El tercer bloque (“Production”) propondrá un tema en el que el/la estudiante deberá basarse para componer una redacción de aproximadamente 120 palabras. El tema propuesto podrá tener un enfoque más amplio y general, o más personal y específico. La redacción que se pida podrá ser de carácter informativo, argumentativo, descriptivo o narrativo. En el Apéndice 2 (“Instrucciones que aparecerán en el examen”) se citan todos los modelos de instrucciones de los que puede constar la prueba. La puntuación de cada parte, y los criterios en los que se basará, se desglosa en el punto 4 de este documento, y en el Apéndice 3 “Criterios de corrección”.

3º Instrucciones sobre el desarrollo de la prueba.

3.1 De carácter general.

- La duración será de 1h30m. - El/la estudiante deberá escoger y desarrollar una de las dos opciones del examen; no podrá combinar las preguntas a

su elección. - Con excepción del encabezado, el examen aparecerá íntegramente redactado en inglés, y llevará incorporada la

referencia a la puntuación de cada sección. - El/la estudiante deberá procurar contestar las preguntas en el orden en que aparecen en el examen; en cualquier

caso, deberá identificarlas de manera inequívoca, ateniéndose además a lo especificado en el enunciado de cada una. La contestación deberá ser exclusivamente en inglés.

- Otras Instrucciones que aparecerán en el examen: I * COMPREHENSION (4 points) 1 ANSWER QUESTIONS 1-3 ACCORDING TO THE INFORMATION GIVEN IN THE TEXT. USE YOUR OWN WORDS. (1 point per answer) 2 ARE THESE STATEMENTS TRUE OR FALSE? JUSTIFY YOUR ANSWERS WITH THE PRECISE WORDS OR PHRASES FROM THE TEXT, OR USE YOUR OWN WORDS. (0.5 points per answer) II * USE OF ENGLISH (3 points) [Sección de léxico: preguntas 6-9] (0.25 points per answer) • FIND IN THE TEXT ONE SYNONYM / OPPOSITE FOR “ejemplo” (clase de palabra*). • GIVE ONE SYNONYM / OPPOSITE FOR “ejemplo” (clase de palabra*) AS IT IS USED IN THE TEXT. • FIND IN THE TEXT ONE WORD / EXPRESSION MEANING “ejemplo de definición”. • FIND IN THE TEXT THE WORD WHICH HAS THE FOLLOWING DEFINITION: “ejemplo de definición”. • WHICH WORD IS NOT A (clase de palabra*)? • WHICH WORD DOES NOT HAVE THE SAME MEANING? • COMPLETE THE SERIES WITH ANOTHER WORD FROM THE SAME SEMANTIC GROUP. • GIVE A (clase de palabra*) WITH THE SAME ROOT AS “ejemplo” (clase de palabra*). • FILL IN THE GAP WITH A CORRECT (clase de palabra*). • FILL IN THE GAP WITH THE CORRECT OPTION. (*adjective/adverb/noun/verb/...) [Sección de gramática: preguntas 10-13] (0.5 points per answer)


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• FILL IN THE GAP WITH A CORRECT FORM OF THE VERB IN BRACKETS. • FILL IN THE GAP WITH THE CORRECT OPTION. • TURN THE FOLLOWING SENTENCE INTO THE PASSIVE VOICE / ACTIVE VOICE. • TURN THE FOLLOWING SENTENCE INTO REPORTED SPEECH / DIRECT SPEECH. • JOIN THE FOLLOWING SENTENCES USING AN APPROPRIATE LINKER (DO NOT USE AND, BUT, OR BECAUSE). MAKE CHANGES IF NECESSARY. • JOIN THE FOLLOWING SENTENCES USING A RELATIVE. MAKE CHANGES IF NECESSARY. • REWRITE THE SENTENCE WITHOUT CHANGING ITS MEANING. BEGIN AS INDICATED. • REWRITE THE SENTENCE CORRECTLY. • COMPLETE THE FOLLOWING (CONDITIONAL) SENTENCE. • USE THE WORDS IN THE BOXES TO MAKE A MEANINGFUL SENTENCE. USE ALL AND ONLY THE WORDS IN THE BOXES WITHOUT CHANGING THEIR FORM. • GIVE A QUESTION FOR THE UNDERLINED WORDS. III * PRODUCTION (3 points) WRITE A COMPOSITION OF APPROXIMATELY 120 WORDS ABOUT THE TOPIC PROPOSED

3.2 Materiales permitidos en la prueba.

No se permitirá el uso de diccionarios ni de ningún otro material de apoyo.

4º Criterios generales de corrección (es imprescindible concretar las valoraciones que se harán en cada apartado y/o aspectos a tener en cuenta):

La puntuación máxima del examen es de diez puntos. De ellos, cuatro se adjudican a la parte de comprensión, tres a la de uso del inglés, y tres a la producción. En la sección “Comprehension” las tres primeras preguntas valdrán un punto cada una, según un doble criterio de corrección: exactitud en la respuesta y uso de lenguaje de producción propia (0,5 puntos, respectivamente, por cada pregunta). Esta puntuación se graduará en incrementos de 0,25. Para las restantes dos preguntas la puntuación no se graduará: será de 0,5 puntos o nada para cada una. En esta sección se valorará exclusivamente la comprensión, no la expresión; por lo tanto el/la estudiante deberá dejar perfectamente claro en qué parte del texto se basa para justificar la veracidad/falsedad del enunciado correspondiente, y para ello deberá citar exclusivamente las palabras o frases relevantes. En la sección “Use of English” las cuatro primeras preguntas, sobre léxico, obtendrán 0,25 puntos si la respuesta es correcta, o nada si no lo son; no habrá graduación. Para las restantes cuatro preguntas, sobre gramática, la puntuación se graduará en incrementos de 0,25: si la respuesta es correcta valdrá 0,5 puntos; si el aspecto por el que se pregunta aparece correctamente en la respuesta, pero ésta contiene alguna otra incorrección, se concederán 0,25 puntos; si no se responde a lo que expresamente se pide, no habrá puntos. La sección “Production” será evaluada en función de tres criterios, a cada uno de los cuales se adjudica un punto: (1) corrección gramatical, (2) riqueza y precisión léxicas, y (3) aspectos textuales y comunicativos. Según el grado de adecuación a estos criterios, la puntuación se graduará en incrementos de 0,25 puntos. La redacción deberá atenerse estrictamente al tema elegido (y que se hace constar); de no ser así, la calificación será de cero puntos. Sobre las 120 palabras requeridas se podrá optar a la totalidad de la puntuación; un número menor de palabras se evaluará proporcionalmente. A una redacción más larga le serán igualmente de aplicación los criterios establecidos de corrección, precisión y cohesión. Los criterios específicos de corrección y el detalle de las penalizaciones se desglosan en el Apéndice 3 “Criterios de corrección”.

5º Información adicional (aquella que por su naturaleza no está contenida en los apartados anteriores):

Recursos educativos y bibliográficos recomendados INTERNET: Sitios educativos. http://www.bbc.co.uk/learning/ – http://education.guardian.co.uk/tefl/ – http://www.britishcouncil.org/ – http://www.britishcouncil.es/ – http://www.its-english.com/ – http://encarta.msn.co.uk/ – http://www.britannica.com/ – http://www.eltweb.com/liason/ – http://www.elscafe.com/ – http://www.infogreta.org – http://www.supercable.es/~lallena INTERNET: Prensa y medios de comunicación. http://www.timesonline.co.uk/ – http://www.unison.ie/irish_independent/ – http://www.nytimes.com/ – http://www.globeandmail.ca/ – http://www.cnn.com/ – http://www.bbc.co.uk/ –


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http://www.nationalgeographic.com/ – http://www.time.com/time/index.html – http://www.msnbc.com/news/ – http://www.supercable.es/~aalcaraz/AASTEFLPages/index.htm OBRAS DE REFERENCIA PARA EL PROFESORADO: Diccionarios. Benson, M., E. Benson & R. Ilson (1997) The BBI Dictionary of English Word Combinations. Amsterdam: John Benjamins. – Cambridge International Dictionary of English. Cambridge: University Press, 1995. – Cambridge Word Selector Inglés-Español. Diccionario temático del inglés contemporáneo. Cambridge: University Press, 1995. – Collins diccionario español-inglés, English-Spanish. Barcelona: Grijalbo, 2000 (6ª Ed.). – Collins Cobuild Dictionary of Idioms. London: HarperCollins, 2002. – Collins Cobuild Dictionary of Phrasal Verbs. London: Collins, 2002. – Collins Cobuild English Dictionary for Advanced Learners. London: HarperCollins, 2001. – Diccionario Oxford español-inglés, inglés-español. Oxford: University Press, 2001. – Hill, J. & M. Lewis (1997) The LTP Dictionary of Selected Collocations. Hove: Language Teaching Publications. – Kirkpatrick, B. (1988) Roget's Thesaurus of English Words and Phrases. Harmondsworth: Penguin. – Larousse Gran diccionario moderno españolinglés/English-Spanish . Paris: Larousse, 1993. – Lavín E., Sánchez Benedito, F. (1999), Diccionario de verbos frasales ingleses. Granada: Comares. – Longman Dictionary of English Idioms. London: Longman, 1979. – Longman Language Activator. London: Longman, 1993. – Longman Lexicon of Contemporary English. London: Longman, 1981. – Longman Synonym Dictionary. London: Longman, 1986. – Longman Dictionary of Contemporary English. London: Longman, 2001. – Macmillan English Dictionary for Advanced Learners. Oxford: Macmillan, 2002. – Oxford Advanced Learner's Dictionary of Current English. Oxford: University Press, 2000. – Oxford Collocations Dictionary for Students of English. – Oxford: University Press, 2002. – Oxford Learner's Wordfinder Dictionary. Oxford: University Press, 1997. – Sánchez Benedito, F. (1990) Diccionario conciso de modismos inglés-español-inglés. Madrid: Alhambra. Gramática y uso del inglés. Alexander, L. (1988) Longman English Grammar. London: Longman. – Alexander, L. (1993) Longman Advanced Grammar. London: Longman. – Broughton, G. (1990) The Penguin English Grammar A-Z for Advanced Students. Harmondsworth: Penguin. (+Exercise book). – Chalker, S. (1984) Current English Grammar. London: Macmillan. – Chalker, S. (1990) English Grammar Word by Word. Walton-on-Thames: Nelson. – Collins Cobuild English Guides. Vol. 1: Prepositions. Vol. 2: Word-Formation. Vol. 3: Articles. Vol. 4: Confusable words. Vol. 5: Reporting. (Vols. 1-2: 1991; vols. 3-4: 1993; vol. 5: 1994). London: HarperCollins. – Eastwood, J. (1994) Oxford Guide to English Grammar. Oxford: University Press. – Leech, G. (1989) An A-Z of English Grammar and Usage. London: Arnold. – Quirk, R., S. Greenbaum, G. Leech, J. Svartvik (1985) A Comprehensive Grammar of the English Language. London: Longman. – Sanchez Benedito, E. Lavín, F., A. Dawson (2001), A New English Grammar for Spanish Speakers. Granada: Comares. – Sinclair, J. (ed.) (1990) Collins Cobuild English Grammar. London: Cobuild. (+ Exercise book) – Swan , M. (1995) Practical English Usage. Oxford: University Press. – Thomson, A. & A. Martinet (1986) A Practical English Grammar. Oxford: University Press (4th edition) + Exercises 1 & 2. Pronunciación. Celce-Murcia, M., D. Brinton y J. Goodman (1996) Teaching Pronunciation, Cambridge: Cambridge University Press. – Cunningham, S. and B. Bowler (1999) The New Headway Pronunciation Course (Intermediate and Upperintermediate), Oxford: Oxford University Press. – Dalto n, C. and B. Seidlhofer (1994) Pronunciation, Oxford: Oxford University Press. – Gimson, A.C. (2001) Gimson’s Pronunciation of English, – edition by A. Cruttenden (6th), London: Edward Arnold. – Hancock, M. (1995) Pronunciation Games, Cambridge: Cambridge University Press. – Ladefoged, P. (2000) A Course in Phonetics, 4th edition, New York: Harcourt. – Pennington, M. (1996) Phonology in English Language Teaching, London: Longman. – Roach, P. (2000) English Phonetics and Phonology: A Practical Course, 3rd edition, Cambridge: Cambridge University Press. – Underhill, A. (1994) Sound Foundations, London: Heinemann. – Wells, J.C. (2000) Longman Pronouncing Dictionary, 2nd edition, Harlow: Pearson Education. Cultura. Crowther, J. (1999). Oxford Guide to British and American Culture. Oxford: University Press. OBRAS DE REFERENCIA PARA ESTUDIANTES: Diccionarios monolingues. Collins Cobuild New Student's Dictionary. J. Sinclair (ed.). London: Collins, 2002. – Longman Active Study Dictionary of English. D. Summers (ed.). London: Longman, 1992. – Oxford Wordpower Dictionary. M. Steel (ed.). Oxford: University Press, 2000. Diccionarios bilingues. Collins Concise Diccionario Español-Inglés, English-Spanish. G. Breslin (ed.). Barcelona: Grijalbo, 19932. – Diccionario Manual Vox, Español-Inglés, Inglés-Español. Barcelona: Biblograf, S.A., 1990. – Diccionario Moderno Langenscheidt Español-Inglés, Inglés-Español. C. Smith, G. Davies & H. Hall (eds.). Berlin: Langenscheidt, 1989. – Diccionario Oxford Pocket para estudiantes de inglés. Español-Inglés, Inglés-Español. S. Peters (ed.). Oxford: University Press, 2002. – Diccionario Oxford Study para Estudiantes de Inglés. Español-Inglés, Inglés-Español. A. McDermott, P. Goldsmith, M. Pérez (eds.). Oxford: University Press, 2000. – Larousse Diccionario General Español-Inglés, English-Spanish. R. García-Pelayo y otros (eds.). Barcelona: Larousse, 1992. Diccionarios monolingu es/bilingues. Password. English Dictionary for Speakers of Spanish. R. Sainz-Ezquerra & A. Comey (traductores). Madrid: Ediciones S.M., 1991. – Vox Chambers English Learners' Dictionary. Barcelona: Biblograf, S.A., 1990. Otros diccionarios. R. Fergusson (1992) The Penguin Dictionary of English Synonyms and Antonyms, London: Penguin. Gramática y uso del inglés. Eastwood, J. and R. Mackin (1982) A Basic English Grammar. Oxford: University Press. – Mañas, M. (2000) Gramática inglesa para estudiantes españoles (4ª ed.) Granada. – Swan, M. (1986) Basic English Usage. Oxford: University Press.


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6º Modelo de prueba:

VER ARCHIVO “PAU 2011 examen modelo inglés.”

7º Criterios específicos del modelo de prueba:

Sección I * COMPREHENSION (4 puntos). La valoración difiere en cada sección: Cada una de las tres primeras preguntas vale 1 punto, del que un máximo de 0,5 corresponde a la comprensión y 0,5 a producción propia; la calificación es 0,5; 0,25; 0, dependiendo del grado de adecuación. En caso de que se responda acertadamente pero copiando literalmente del texto, se obtendrán sólo 0,5 puntos en comprensión por no haber habido una producción propia. Si no se demostrara comprensión, la puntuación de la respuesta será 0. Por tanto, la puntuación total de cada pregunta puede ser 1; 0,75; 0,5; 0,25; 0. (Puntuación total del subapartado: 3 puntos). En las preguntas del tipo verdadero/falso, el/la estudiante deberá justificar con exactitud su respuesta según el texto. Este apartado valora exclusivamente la comprensión y no la expresión. Cada una de las preguntas vale 0,5 absoluto, y si no se justifica la respuesta, la puntuación será 0. Se considerará válida la respuesta que copie la parte exacta del texto donde aparezca la información relevante. Sólo se admitirán puntos suspensivos si acotan de forma precisa el comienzo y el final de la parte exacta del texto. Dar sólo el número de línea no será aceptado como justificación. No se excluye la opción de que el/la estudiante justifique la respuesta con palabras propias. (Puntuación total del subapartado: 1 punto.) Sección II * USE OF ENGLISH (3 puntos). Las preguntas de léxico serán puntuadas con 0,25 absoluto, o nada, sin gradación posible. En caso de dar más de una respuesta, sólo se considerará la primera de ellas. La puntuación de las preguntas de gramática será de esta manera: - La respuesta es correcta y no presenta ningún error: 0,5 puntos. - La respuesta es correcta, pero tiene algún error: 0,25 puntos. - No se responde a lo que expresamente se pide: 0 puntos. El contenido semántico de las oraciones en esta subsección no tiene por qué coincidir necesariamente con la información del texto. Sección III * PRODUCTION (3 puntos). En esta sección se valorará la capacidad de expresar ideas y comunicarse en un inglés aceptable. Se tendrán en cuenta tres apartados: - Corrección gramatical (los errores repetidos sólo se tendrán una vez en cuenta). - Riqueza y precisión léxica. - Aspectos textuales y comunicativos. Cada uno de estos apartados será calificado con 1; 0,75; 0,50; 0,25; 0, dependiendo del grado de adecuación. La redacción deberá atenerse estrictamente al tema elegido; de no ser así, la calificación será de 0 puntos. Sobre 120 palabras se podrá optar a la totalidad de la puntuación. Un menor número de palabras se evaluará proporcionalmente. No hay límite superior, pero a una redacción más larga le serán de aplicación igualmente los criterios establecidos de cohesión, precisión y corrección. Criterios específicos de corrección. El acercamiento a la corrección de la sección C * PRODUCTION ha de hacerse desde una óptica positiva. Se ha de valorar cuanto de positivo haya podido llevar a cabo el/la estudiante, y no fijarse o anclarse sólo en los aspectos negativos (errores gramaticales sobre todo). Los criterios que a continuación se expresan son orientativos de lo que debe ser tenido en cuenta por una actuación correctora positiva: CORRECCIÓN GRAMATICAL: El orden de los constituyentes inmediatos de una oración es correcto (SVOA, por ejemplo, en estructuras oracionales afirmativas). • No hay fallos de concordancia (Sujeto-Verbo, Presentador-Sustantivo, etc.). • Las formas pronominales son correctas. • Se utilizan los cuantificadores (much, many, etc.) correctamente. • El uso de las


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preposiciones es correcto. • Es correcta la formulación de estructuras negativas. • Se utilizan los tiempos verbales adecuados. • Las partículas temporales (ago, for, since, already, etc.) se usan adecuadamente. • Se emplean modales en contextos apropiados. • Se emplean formas adecuadas de los modales (ej. presencia/ausencia de la partícula to). • El uso de los artículos en sus referencias genéri-cas/específicas es correcto. • El uso de la estructura posesiva (genitivo sajón) es correcto. • No se pluralizan los adjetivos. • No hay errores en la formación de los tiempos verbales. • Se conocen los plurales irregulares. RIQUEZA Y PRECISIÓN LÉXICA: No se utilizan palabras en español, ni Spanglish ni Fran-glais. • Se han elegido términos concretos y precisos. • No se confunden términos básicos (go/come, learn/teach, lend/borrow, let/leave, etc.). • No se confunden las categorías gramatica-les (bored por boring, o viceversa). • No se abusa de muletillas o modismos para inflar el texto. ASPECTOS TEXTUALES Y COMUNICATIVOS: La organización del texto es clara (su se-cuenciación es lógica). • El texto no es repetitivo ni confuso. • Cada párrafo contiene una idea nueva y relevante informativamente, sin divagar. • Las ideas se introducen con los conectores adecuados. Se hace uso también de adecuada correferencialidad. • La aproximación al tema es original o, al menos, coherente. • La presentación es limpia y ordenada. La letra es clara. • La or-tografía es correcta. • El texto está claramente repartido en párrafos. • Los signos de puntuación están correctamente utilizados. • El texto, en general, indica madurez por parte del/de la estu-diante. Comunica. • El texto, en general, indica un dominio en el uso de la lengua inglesa a fin de comunicar ideas y argumentar puntos de vista.


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Instrucciones: a) Duración: 1 h.30m. b) No se permite el uso de diccionario. c) La puntuación de las preguntas está indicada en

las mismas. d) Los alumnos deberán realizar completa una de las dos opciones A o B, sin poder mezclar las respuestas.

OPTION A: “An Original Way to Meet People.” That morning I had an appointment with Frank Gehry, an architect from the city building department. I wanted to 1

build a housing project and the plans needed his approval. I was driving quite fast and became lost in a maze of one-2 way streets. I never like being late, so I was paying more attention to finding my way back downtown than to the 3 road. That’s when I felt a hard bump. I stopped and saw a large dog, apparently dead, on the road. I ran to the 4 nearest house, rang the bell and a young woman opened the door. “I’ve killed a dog and I need to call the police,” I 5 said. “Can I use your phone?” I asked. She looked out and said calmly, “That’s my dog.” 6

After the officers had left she offered me a cup of coffee. I accepted. There were some letters on the kitchen table 7 and I saw that one of them was addressed to “Frank Gehry.” I was astonished and asked what her husband’s name 8 was. “Frank Gehry”, she answered. “Great,” I thought. “I need this man’s approval, and I’ve just killed his dog.” 9

When I arrived at the city hall a few minutes later, Frank was coming down the stairs with an angry look on his 10 face. When he reached me, he embraced me and said loudly, “You’ve done us a great favour. Our dog was old and 11 blind and had cancer, and neither my wife nor I had the courage to put him to sleep. Thank you so much for what 12 you’ve done.”13 I * COMPREHENSION (4 points: questions 1-3, 1 point each; 4-5, 0.5 points each) ANSWER QUESTIONS 1-3 ACCORDING TO THE INFORMATION GIVEN IN THE TEXT. USE YOUR OWN WORDS. 1. Why was the narrator going to meet Frank Gehry? 2. How did the accident happen? Explain. 3. What does Frank Gehry thank the narrator for? Explain. ARE THESE STATEMENTS TRUE OR FALSE? JUSTIFY YOUR ANSWERS WITH THE PRECISE WORDS OR PHRASES FROM THE TEXT, OR USE YOUR OWN WORDS. 4. The woman felt nervous when she knew about the accident. 5. The narrator felt worried when he discovered who the owner of the dog was. II * USE OF ENGLISH (3 points; questions 6-9, 0.25 points each; 10-13, 0.5 points each) 6. GIVE ONE OPPOSITE OF “approval” (noun) AS IT IS USED IN THE TEXT (LINES 2, 9). 7. FIND IN THE TEXT ONE WORD MEANING “the central part and commercial area of a town or city.” 8. FIND ONE SYNONYM FOR “bravery” (noun). 9. GIVE AN ADJECTIVE WITH THE SAME ROOT AS “sleep” (verb). 10. COMPLETE THE FOLLOWING CONDITIONAL SENTENCE:

If I had been you_______________________________________ 11. REWRITE THE SENTENCE WITHOUT CHANGING ITS MEANING. BEGIN AS INDICATED:

The race was so long that I couldn’t finish it. It was such_______________________________________________________

12. GIVE A QUESTION FOR THE UNDERLINED WORDS: His sister’s boyfriend was quite funny.

13 TURN THE FOLLOWING SENTENCE INTO THE PASSIVE VOICE: Someone stole my wife’s car yesterday. III * PRODUCTION (3 points) 14. WRITE A COMPOSITION OF APPROXIMATELY 120 WORDS. FOCUS STRICTLY ON THE TOPIC:

Have you ever seen or had an accident? Describe what happened.


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OPTION B: “Eating Less Meat Could Save Lives.”

More than 45,000 lives a year could be saved if everyone began eating meat no more than two or three times 1 a week, health experts claim today. Widespread change to low-meat diets would stop 31,000 early deaths from heart 2 disease, and 9,000 from cancer, according to new analyses of British eating habits. Dramatically reduced meat 3 consumption would slow down climate change and deforestation in South America, where rainforests are being 4 chopped down to raise cows, which are later exported to Europe. 5

Eating too much meat, particularly processed meat, is unhealthy because it can involve consuming more fat 6 than official guidelines recommend. "We don't need to go vegetarian to look after ourselves and our planet, but we do 7 need to cut down on meat," said Peter Bennett. "While the government has ignored the environmental aspect of 8 meat and dairy consumption, it can't ignore the lives that would be saved by switching to less and better meat." 9

Meat producers criticised the report. "The vast majority of consumers eat less than average 10 recommendations of red meat already," said Chris Lamb. "It is over-simplistic to say that changing one element of 11 the diet can have such a dramatic result. Red meat has a valuable role to play as part of a healthy diet." Jen Elford, 12 of the Vegetarian Society, added: "Of course less meat is better than more, but we can't start solving the 13 environmental and health problems without moving away from animal protein."14 I * COMPREHENSION (4 points: questions 1-3, 1 point each; questions 4-5, 0.5 points each) ANSWER QUESTIONS 1-3 ACCORDING TO THE INFORMATION GIVEN IN THE TEXT. USE YOUR OWN WORDS. 1. How are the rainforests affected by meat consumption? 2. Why is eating too much meat so bad? 3. What arguments do meat producers use to defend themselves? Give two. ARE THESE STATEMENTS TRUE OR FALSE? JUSTIFY YOUR ANSWERS WITH THE PRECISE WORDS OR PHRASES FROM THE TEXT, OR USE YOUR OWN WORDS. 4. “Eating meat twice a week is bad for you,” experts claim. 5. Diets containing big amounts of meat can cause heart disease and cancer. II * USE OF ENGLISH (3 points; questions 6-9, 0.25 points each; questions 10-13, 0.5 points each) 6 . FIND IN THE TEXT ONE WORD THAT HAS THE FOLLOWING DEFINITION: “distributed over a considerable extent” (adjective). 7. FIND IN THE TEXT ONE SYNONYM FOR “illness” (noun). 8. FIND IN THE TEXT ONE OPPOSITE FOR “worse” (adjective). 9. GIVE ONE SYNONYM FOR “look after” (verb) AS IT IS USED IN THE TEXT (LINE 7). 10. USE THE WORDS IN THE BOXES TO MAKE A MEANINGFUL SENTENCE. USE ALL AND ONLY THE WORDS IN THE BOXES WITHOUT CHANGING THEIR FORM:

meat unhealthy to is it red eat

11. JOIN THE FOLLOWING SENTENCES USING A RELATIVE. MAKE CHANGES IF NECESSARY: John is an excellent pianist. He plays professionally.

12. COMPLETE THE FOLLOWING (CONDITIONAL) SENTENCE: If we were taught to respect wild life,….

13. TURN THE FOLLOWING SENTENCE INTO THE PASSIVE VOICE: They heard a strange noise at the other side of the door.

III * PRODUCTION (3 points) 14. WRITE A COMPOSITION OF APPROXIMATELY 120 WORDS. FOCUS STRICTLY ON THE TOPIC:

What can you do to have a healthy lifestyle?


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OPTION A: “Exams Come to the Bedroom.”

The US firm Software Secure Inc. has developed a new system that allows students to take tests from their 1 bedrooms at any time of day or night. The University of Wales is already experimenting with this technology and 2 dozens of others will be offered the service this summer. The system works through a unit that students plug into 3 their computers and it incorporates software to prevent students from cheating. 4

Once a student feels ready to take the written exam, the technology takes a fingerprint to check his/her identity 5 and a 360-degree webcam and microphone check that the student is not trying to cheat by receiving help from 6 others. The computer also locks network access so that the student cannot search the internet for answers. 7

"The program acts in the same way as a normal invigilator. However, there are still some questions over whether 8 a student would be able to cheat and how it would be possible, logistically, to use the system with thousands of 9 students," said Mark Pelling, a senior administrator at the university. 10

With record numbers of students at university, institutions have difficulty for finding an exam hall big enough to fit 11 all the students. “This new technology would solve this problem and save on the cost of invigilators,” Pelling said. 12 Aaron Porter, president-elect of the National Union of Students, said the technology could be one solution to 13 problems faced by those who might have difficulty reaching a university campus for their exams, such as disabled 14 students or long-distance learners. But he warned against using it as an excuse to reduce the amount of contact time 15 between students and their teachers.16 I * COMPREHENSION (4 points: questions 1-3, 1 point each; 4-5, 0.5 points each) ANSWER QUESTIONS 1-3 ACCORDING TO THE INFORMATION GIVEN IN THE TEXT. USE YOUR OWN WORDS. 1. How does the system make sure that the student is not being helped by someone in the same room? 2. What could be the possible disadvantages of the system? 3. What type of students would the system benefit most? ARE THESE STATEMENTS TRUE OR FALSE? JUSTIFY YOUR ANSWERS WITH THE PRECISE WORDS OR PHRASES FROM THE TEXT, OR USE YOUR OWN WORDS. 4. At present, only one university is trying out the new system. 5. The system will contribute to improve the contact between students and teachers. II * USE OF ENGLISH (3 points; questions 6-9, 0.25 points each; 10-13, 0.5 points each) 6. FIND IN THE TEXT ONE SYNONYM FOR “permit” (verb). 7. FIND IN THE TEXT THE WORD WHICH HAS THE FOLLOWING DEFINITION: Not to obey a set of rules that should be obeyed, for example in a game or exam. 8. WHICH WORD IS NOT A PREPOSITION? Against /amount /for /to 9. GIVE A NOUN WITH THE SAME ROOT AS “warn” (verb) . 10. FILL IN THE GAP WITH A CORRECT FORM OF THE VERB IN BRACKETS: Most students want their universities ……….. (adopt) this new system. 11. COMPLETE THE FOLLOWING (CONDITIONAL) SENTENCE: If I used the computer to sit my exams, . . . 12. JOIN THE FOLLOWING SENTENCES USING AN APPROPRIATE LINKER (DO NOT USE AND, BUT, OR BECAUSE). MAKE CHANGES IF NECESSARY: She had enough money for the new computer. She didn’t buy it. 13. TURN THE FOLLOWING SENTENCE INTO THE PASSIVE VOICE: The director of the show didn’t choose me at the casting. III * PRODUCTION (3 points) 14. WRITE A COMPOSITION OF APPROXIMATELY 120 WORDS. FOCUS STRICTLY ON THE TOPIC:

Would you prefer to learn at home instead of having to go to school? Why?


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OPTION B: “The Swedish Revolution in your Home.” It was the autumn of 1987, and a major cultural phenomenon was about to take place. In the town of 1 Warrington, a furniture store with a strange name opened its doors – Ikea had arrived in the UK. Ikea was founded 2 60 years ago by a 17-year-old boy in an old shed in a rural Swedish garden. The name Ikea comes from the initials 3 of the founder's name, Ingvar Kamprad, the farm where he grew up, Elmtaryd, and his home village, Agunnaryd. 4 Looking back now, it's easy to forget that the Swedish store was genuinely revolutionary. Before Ikea, anyone 5 who wanted furniture at an affordable price which didn't look like their parents' could forget it. The choice was either 6 save up and go to Habitat or buy something that looked like mum and dad's. 7 Interior designer Anne Hunter says “Ikea has changed the way we live, putting modern design within reach of 8 millions of young people for the first time and, if we get tired of something, it's not the end of the world because it 9 didn't cost a fortune”. Linton Scarborough, manager at the Straiton store, puts it this way: "It's all about the range; we 10 have a wide range of well-designed, functional, home furnishing products at prices so low that many people can 11 afford them.” 12 1.1 million customers around the world visit Ikea stores every day. In the UK, the business welcomes 110,000 13 visitors a day – that's almost 40 million every year. It cannot be denied that Ikea has changed the way we shop, and 14 ensured that most of us have at least one of its products at home.15 I * COMPREHENSION (4 points: questions 1-3, 1 point each; 4-5, 0.5 points each) . ANSWER QUESTIONS 1-3 ACCORDING TO THE INFORMATION GIVEN IN THE TEXT. USE YOUR OWN WORDS. 1. Before 1987, what did people have to do if they wanted to buy furniture? 2. How has Ikea changed our life style? 3. Which are the two distinctive features of Ikea products? ARE THESE STATEMENTS TRUE OR FALSE? JUSTIFY YOUR ANSWERS WITH THE PRECISE WORDS OR PHRASES FROM THE TEXT, OR USE YOUR OWN WORDS. 4. “UK has had Ikea stores for 60 years. “ 5. “Few people own Ikea products.” 6. FILL IN THE GAP WITH A CORRECT (preposition): We always laugh ................ his jokes. 7. GIVE AN ADJECTIVE WTH THE SAME ROOT AS: “forget” (VERB) (LINE 5) 8. FIND IN THE TEXT ONE SYNONYM FOR: “ election” (NOUN) 9. FIND IN THE TEXT THE WORD WHICH HAS THE FOLLOWING DEFINITION: “A person who buys” 10. GIVE A QUESTION FOR THE UNDERLINED WORDS: Ikea was founded by a young man 11. REWRITE THE SENTENCE WITHOUT CHANGING ITS MEANING. BEGIN AS INDICATED: Someone is going to decorate my house with furniture from Ikea. I am going to. . . 12. COMPLETE THE FOLLOWING CONDITIONAL SENTENCE: Unless you have enough money ........ 13. USE THE WORDS IN THE BOXES TO MAKE A MEANINGFUL SENTENCE. USE ALL AND ONLY THE WORDS IN THE BOXES WITHOUT CHANGING THEIR FORM

and more products getting Ikea are popular more

III * PRODUCTION (3 points) 14. WRITE A COMPOSITION OF APPROXIMATELY 120 WORDS. FOCUS STRICTLY ON THE TOPIC: Would you like to live in your own house? Why?


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OPTION A: “The Internet and Safety”

It's unbelievable how the Internet has become such an unsafe place. You are always faced with the possibility 1 of being hacked or being infected by viruses and all sorts of online contaminants. While we can never be a hundred 2 percent free from the risks, there are things we can do to reduce them significantly, and we don't even have to be 3 experts on Internet security. Just being aware could actually save you a great deal of trouble and, of course, your 4 basic firewall and anti-virus software will have to be updated properly. 5

Most of the time, we only need to practice some common sense, discipline and a little paranoia. For example, if 6 you receive emails from people you don't know, you’d better suspect the senders may have malicious intentions. 7 Most of these are actually hackers who would try to lead you into clicking on a certain link. If you click on it, you'll end 8 up in their site, so they could, for example, set off a certain code to remotely access and control your computer. That 9 means anyone can steal whatever personal information you have stored in there -maybe your bank account number, 10 your credit card number, your passwords or usernames. 11

There are also hackers who'll send you emails pretending to be an employee of your bank and asking for your 12 current usernames and passwords to activate your account. Just remember that established institutions never 13 transact online when it comes to very sensitive information. Therefore, when you encounter an email like this, ignore 14 it because it is most certainly a trick.15

I * COMPREHENSION (4 points: questions 1-3, 1 point each; questions 4-5, 0.5 points each) ANSWER QUESTIONS 1-3 ACCORDING TO THE INFORMATION GIVEN IN THE TEXT. USE YOUR OWN WORDS. 1. According to the text, what can we do to avoid getting infected? 2. What kind of dangers can we face when we click on links in emails from unknown senders? 3. Which decision should we make when we receive emails concerning sensitive personal information? ARE THESE STATEMENTS TRUE OR FALSE? JUSTIFY YOUR ANSWERS WITH THE PRECISE WORDS OR PHRASES FROM THE TEXT, OR USE YOUR OWN WORDS. 4. If we adopt the right measures we will never get infected by any sort of internet contaminants. 5. Institutions never operate online. II * USE OF ENGLISH (3 points; questions 6-9, 0.25 points each; questions 10-13, 0.5 points each) 6. FIND IN THE TEXT ONE SYNONYM FOR “insecure” (adjective). 7. FIND IN THE TEXT THE WORD WHICH HAS THE FOLLOWING DEFINITION: “to give a false appearance” (verb). 8. GIVE A NOUN WITH THE SAME ROOT AS “established” (verb). 9. WHICH WORD DOES NOT HAVE THE SAME MEANING? Today / Currently / Nowadays / Actually. 10. TURN THE FOLLOWING SENTENCE INTO REPORTED SPEECH: Experts advised us: “Don’t open any emails from unknown senders.” 11. GIVE A QUESTION FOR THE UNDERLINED WORDS: “Hackers use computer viruses to steal millions of dollars from bank accounts.” 12. COMPLETE THE FOLLOWING (CONDITIONAL) SENTENCE: “If my computer got infected by a virus, …” 13. FILL IN THE GAP WITH THE CORRECT OPTION: You are not allowed . . . in this restaurant (smoking/ to smoke/ smoked/ smoke) III * PRODUCTION (3 points) 14. WRITE A COMPOSITION OF APPROXIMATELY 120 WORDS. FOCUS STRICTLY ON THE TOPIC:

Imagine that the Internet disappears overnight. How would it affect your life?


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OPTION B: “Zara, a Spanish Success Story.”

In an era when clothing retailers send out much of their manufacturing to developing countries, one Spanish 1 company, Zara, is having enormous success doing things differently. What is Zara's secret? The company's success 2 lies in it having total control of every part of the business: it designs, produces and distributes itself. It has never run 3 an advertising campaign, yet it has more than 1,000 shops worldwide. Everything is coordinated from its 4 headquarters on an industrial estate in Arteixo, outside A Coruña, in Spain. By controlling the entire process from 5 factory to shop floor, Zara can react quickly to changing fashion trends and customers' tastes, providing a "newness" 6 that has been extremely successful in Europe. The clothes are finished off at A Coruña before being shipped out 7 twice a week to all its shops. Shoppers addicted to the Zara brand know exactly when the deliveries will be arriving at 8 their local shop and some even get there before opening time on delivery days to be the first to pick up the latest 9 lines. Zara shop managers report back every day to designers in A Coruña on what has and has not sold. The 10 information is used to decide which product lines and colours are kept or altered and whether new lines are created. 11 All this happens in the space of just a few days. 12 Have you ever seen a Zara commercial on a billboard or on TV? The company's founder, Amancio Ortega, 13 believes advertising is a pointless distraction. All the advertising the company needs is its shop windows, the 14 contents of which are also decided in A Coruña.15

I * COMPREHENSION (4 points: questions 1-3, 1 point each; 4-5, 0.5 points each)

ANSWER QUESTIONS 1-3 ACCORDING TO THE INFORMATION GIVEN IN THE TEXT. USE YOUR OWN

WORDS.

1. What is so different about the way Zara manages its business? 2. What do addicted shoppers do every week? 3. What do Zara designers do with the information provided by shop managers? ARE THESE STATEMENTS TRUE OR FALSE? JUSTIFY YOUR ANSWERS WITH THE PRECISE WORDS OR PHRASES FROM THE TEXT, OR USE YOUR OWN WORDS. 4. Zara has many shops over the world because of their successful advertising campaigns.

5. Every shop decides which clothes are shown in its windows.

II * USE OF ENGLISH (3 points; questions 6-9, 0.25 points each; 10-13, 0.5 points each) 6. FIND IN THE TEXT ONE SYNONYM FOR “huge” (adjective). 7. FIND IN THE TEXT THE WORD WHICH HAS THE FOLLOWING DEFINITION: “the main building or office used by a large company.” 8. GIVE A NOUN WITH THE SAME ROOT AS “addicted” (adjective). 9. WHICH WORD IS NOT AN ADVERB: Lonely/ early/ hard/ softly. 10. FILL IN THE GAP WITH THE CORRECT OPTION: When I go shopping I hate .……………. clothes. (Trying up/ trying on/ trying out / trying in) 11. JOIN THE FOLLOWING SENTENCES USING A RELATIVE. MAKE CHANGES IF NECESSARY: The blond girl works in Zara. My brother goes out with her. 12. REWRITE THE SENTENCE WITHOUT CHANGING ITS MEANING. BEGIN AS INDICATED: The last time I bought make-up was three months ago. I ____________ 13. TURN THE FOLLOWING SENTENCE INTO REPORTED SPEECH: “You should buy these shoes because they fit you perfectly”, she advised me.

III * PRODUCTION (3 points)

14. WRITE A COMPOSITION OF APPROXIMATELY 120 WORDS. FOCUS STRICTLY ON THE TOPIC: What kind of clothes do you like best? Give reasons.


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OPTION A: “German Schools to Teach Online Privacy.”

Internet companies such as Facebook and Google have received repeated criticism in Germany, where the 1 government is worried about what they do with users' data. Many of Facebook's 2 million users in Germany are 2 young people who might post pictures of themselves and their friends drunk at parties. Unfortunately, being careless 3 about one's data has its risks. After all, potential employers also know how to use social networking tools. 4

Now the government of the state of North Rhine-Westphalia, realizing that young people are not always 5 conscious of the dangers of revealing personal information on the Internet, is planning to teach school students how 6 to deal with the Internet and social networking sites such as Facebook and Twitter. 7

"The Internet doesn't only offer chances and opportunities, but also has risks which our students should 8 understand in order to exercise autonomy with regard to digital media," said North Rhine-Westphalia's media 9 minister. "Many young people are unaware of how many details they reveal about themselves online”, the minister 10 explained. Teachers have reacted to the new plans with a mixture of interest and caution. "How to conduct oneself in 11 the virtual world and how to use new media are already topics in our schools on a daily basis," said Michael Schulte, 12 spokesman of the teachers union. He also fears that teachers "may not be equipped" with the necessary tools and 13 resources for the new initiative. The state government still has to decide exactly how schools will make sure that 14 children are prepared for the digital age, but they really want to start this program on the safe use of new media.15 I * COMPREHENSION (4 points: questions 1-3, 1 point each; 4-5, 0.5 points each). ANSWER QUESTIONS 1-3 ACCORDING TO THE INFORMATION GIVEN IN THE TEXT. USE YOUR OWN WORDS. 1. Why posting personal data carelessly can have negative professional consequences? 2. What should young people avoid doing when using social networks? 3. What do the authorities intend to do to help students use the Internet safely? ARE THESE STATEMENTS TRUE OR FALSE? JUSTIFY YOUR ANSWERS WITH THE PRECISE WORDS OR PHRASES FROM THE TEXT, OR USE YOUR OWN WORDS. 4. A good part of Facebook’s users usually post pictures of themselves in inappropriate situations. 5. Teachers have already been provided with everything they need to teach online privacy. II * USE OF ENGLISH (3 points; questions 6-9, 0.25 points each; 10-13, 0.5 points each) 6. WHICH WORD DOES NOT HAVE THE SAME MEANING? Risk/ hazard/ target/ danger 7. FIND IN THE TEXT THE WORD WHICH HAS THE FOLLOWING DEFINITION: Freedom to determine one's own actions, behaviour, etc. 8. GIVE ONE OPPOSITE FOR “employer” (noun) AS IT IS USED IN THE TEXT (LINE 4). 9. GIVE A NOUN WITH THE SAME ROOT AS: “explain” (verb). 10. USE THE WORDS IN THE BOXES TO MAKE A MEANINGFUL SENTENCE. USE ALL AND ONLY THE WORDS IN THE BOXES WITHOUT CHANGING THEIR FORM:

information me some you give can more please ?

11.TURN THE FOLLOWING SENTENCE INTO DIRECT SPEECH: She asked how much they had paid for that new computer. 12. FILL IN THE GAP WITH A CORRECT FORM OF THE VERB IN BRACKETS: I'm tired; it’s seven and I………………… (work) in the garden since lunchtime. 13. GIVE A QUESTION FOR THE UNDERLINED WORDS: She found Steven’s wallet on the table. III * PRODUCTION (3 points) 14. WRITE A COMPOSITION OF APPROXIMATELY 120 WORDS. FOCUS STRICTLY ON THE TOPIC:

What do you normally use the Internet for?


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OPTION B: “Newly-Released UFO Files.”

The Ministry of Defence has released eighteen UFO -Unidentified Flying Object- files that include an account of 1 a wartime meeting attended by the Prime Minister Winston Churchill. He was so concerned about the issue that he 2 ordered it to be kept secret for at least 50 years to prevent “mass panic.” Nick Pope, a UFO sightings investigator, 3 explained: "What happened is that a scientist, whose grandfather was one of Churchill's bodyguards, said that 4 Churchill and Eisenhower got together to hide a phenomenal UFO sighting that was witnessed by a RAF crew on 5 their way back from a bombing raid.” The interesting thing is that most of the UFO files from that period have been 6 deleted. The reason apparently was that Churchill believed it would cause mass panic and it would shatter people's 7 religious views. 8

According to the files, there were also more than 600 reports of sightings of UFOs in 1996. Dr David Clarke, a 9 UFO consultant to the National Archives, explained to the BBC why the papers are being made public now: "Since 10 the Freedom of Information Act arrived in 2005, UFOs have become the third-most popular subject for people to write 11 to the Ministry of Defence saying “Please, could you release this file or papers that you hold on this particular case?" 12 What they've decided to do is to be totally open and to say “Look, we're not holding any secrets back about this 13 subject, we've got all these files and we're going to make them available to the public.” 14

These files are part of a project between the Ministry of Defence and the National Archives and they are 15 available at their website.16

I * COMPREHENSION (4 points: questions 1-3, 1 point each; questions 4-5, 0.5 points each) ANSWER QUESTIONS 1-3 ACCORDING TO THE INFORMATION GIVEN IN THE TEXT. USE YOUR OWN WORDS. 1. For what reason did Churchill and Eisenhower meet? 2. Why did Churchill order to destroy UFO files? 3. Which decision has the government eventually made about UFO files? ARE THESE STATEMENTS TRUE OR FALSE? JUSTIFY YOUR ANSWERS WITH THE PRECISE WORDS OR PHRASES FROM THE TEXT, OR USE YOUR OWN WORDS. 4. Churchill did not actually give any importance to the issue of UFO sightings. 5. Getting to know about secret UFOs is nowadays one of the most popular issues. II * USE OF ENGLISH (3 points; questions 6-9, 0.25 points each; questions 10-13, 0.5 points each) 6 . FIND IN THE TEXT ONE SYNONYM FOR “worried” (adjective). 7. FIND IN THE TEXT THE WORD WHICH HAS THE FOLLOWING DEFINITION: “to allow something to be shown in public” (verb) 8 . GIVE A NOUN WITH THE SAME ROOT AS “believe” (verb). 9. WHICH WORD DOES NOT HAVE THE SAME MEANING? Go on / keep on/ follow on / hold on 10. TURN THE FOLLOWING SENTENCE INTO REPORTED SPEECH: BBC News reported: “The government will release all the UFO files that have been secret over the past 50 years.” 11. GIVE A QUESTION FOR THE UNDERLINED WORDS: H. G. Wells wrote the science fiction novel ‘The War of the Worlds’ in 1898. 12. TURN THE FOLLOWING SENTENCE INTO THE ACTIVE VOICE: “The papers are being made public now.” 13. COMPLETE THE FOLLOWING (CONDITIONAL) SENTENCE: “If I were abducted by aliens, …” III * PRODUCTION (3 points) 14. WRITE A COMPOSITION OF APPROXIMATELY 120 WORDS. FOCUS STRICTLY ON THE TOPIC:

Do you believe there is life in outer space? Discuss.


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OPTION A: “Asking for Help Helps Meeting People.”

Self-help books explaining how to improve your life all by yourself are bestsellers. However, Mayday! Asking 1 Others for Help in Times of Need is highly original: it explains how to overcome your shyness and get other people´s 2 help. Its author, Nora Klaver, a successful business woman, was interviewed and said how she got the idea. 3

This came to her when she realised that she was successful, financially stable and travelling the world over, 4 but the people around her were more interested in taking from her than in giving back to her. When she became 5 seriously ill, the doctor said she needed an operation and someone to care for her during the week after the surgery. 6 Then she called her boyfriend and told him she needed him to stay with her. Two days before the operation, he left 7 her. So, she had no one to help her and realised that she didn´t want to live that way anymore and that she needed 8 to find friends and loved ones who would give her as much as she gives them. Then she started focusing on this idea 9 of asking for help as a way of meeting new people. 10

American society loves individual autonomy so much, it is part of it. Following the myth of the cowboy on the 11 range, everyone wants to prove that they are self-sufficient, that they can do it their own way. But it´s just … too 12 difficult, it´s exhausting and Nora doesn´t believe that is the way people should live. She thinks we should live 13 together in a community and not as individuals all by ourselves.14


ANSWER QUESTIONS 1-3 ACCORDING TO THE INFORMATION GIVEN IN THE TEXT. USE YOUR OWN

WORDS. 1. What makes Nora Klaver´s book different from other self-help books?

2. What happened to Nora Klaver when she needed help?

3. What did she decide to do to change her life?

ARE THESE STATEMENTS TRUE OR FALSE? JUSTIFY YOUR ANSWERS WITH THE PRECISE WORDS OR

PHRASES FROM THE TEXT, OR USE YOUR OWN WORDS.

4. Nora Klaver used to give more than she received.

5. Nora’s idea is that the best way for people to live is being independent.

II * USE OF ENGLISH (3 points; questions 6-9, 0.25 points each; 10-13, 0.5 points each) 6. GIVE ONE SYNONYM FOR “call” (verb) AS IT IS USED IN THE TEXT (LINE 7). 7. FIND IN THE TEXT ONE WORD MEANING “to become aware of something” (verb). 8. FIND IN THE TEXT ONE OPPOSITE FOR “dependent” (adjective). 9. GIVE A NOUN WITH THE SAME ROOT AS “explain” (verb). 10. GIVE A QUESTION FOR THE UNDERLINED WORDS: She started focusing on this idea. 11. TURN THE FOLLOWING SENTENCE INTO REPORTED SPEECH: She told him: “Stay with me after the operation.” 12. USE THE WORDS IN THE BOXES TO MAKE A MEANINGFUL SENTENCE. USE ALL AND ONLY THE WORDS IN THE BOXES WITHOUT CHANGING THEIR FORM.

promise up smoking did ? when he give to

13. FILL IN THE GAP WITH A CORRECT FORM OF THE VERB IN BRACKETS: If you had come to the wedding, you (meet) … him.


14. WRITE A COMPOSITION OF APPROXIMATELY 120 WORDS. FOCUS STRICTLY ON THE TOPIC:

Describe your ideal friend – what do you think s/he should be like?


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OPTION B: “Emerging Market Giants”

Maybe you haven’t noticed it, but we are in the middle of a historic change in global economic power. That’s the 1 funny thing about world’s changing events, you never notice them until they’re over. This power transfer is from West 2 to East, from the US and Europe to emerging market giants: Brazil, Russia, India and China (collectively known as 3 the BRIC countries). The BRICs are getting rapidly richer, while we are accumulating the debts. Where will it end? 4

The figures are amazing, especially when you look at China. Its population is 1.35 billion, more than 20 times the 5 UK’s, with a workforce of an astonishing 812 million people. It’s the world’s second-largest economy and the biggest 6 exporter on the planet. It is also the world’s largest creditor nation. According to some estimates, by 2025 China will 7 have substituted the US as the global economic superpower. By 2034, India will have knocked the US into third 8 place. The BRICs are younger and hungrier than us, and catching up fast. But you have to put their success into 9 perspective. As the BRICs grow richer, they are likely to encounter many of the problems we have. China’s 10 population is getting old rapidly, due to its one-child policy, just as in the West. Russia’s population is actually 11 decreasing due to high alcohol and tobacco abuse and low birth rates. 12

The BRIC countries can’t continue to grow at the same pace year after year. Plenty of things could go wrong. 13 Their economies could overheat. Political corruption, growing inequality of wealth, inflation or poor infrastructure 14 could block their revival.15 I * COMPREHENSION (4 points: questions 1-3, 1 point each; 4-5, 0.5 points each) . ANSWER QUESTIONS 1-3 ACCORDING TO THE INFORMATION GIVEN IN THE TEXT. USE YOUR OWN WORDS. 1. What’s the power transfer mentioned in the text? 2. Why is China’s population getting old? 3. Which things could happen to make the BRICs success go wrong? ARE THESE STATEMENTS TRUE OR FALSE? JUSTIFY YOUR ANSWERS WITH THE PRECISE WORDS OR PHRASES FROM THE TEXT, OR USE YOUR OWN WORDS. 4. The world has just completed a historic change in the distribution of global economic power. 5. According to some estimates, in 2025 the US will stop being the world’s most powerful economy. II * USE OF ENGLISH (3 points; questions 6-9, 0.25 points each; 10-13, 0.5 points each) 6. FIND IN THE TEXT ONE SYNONYM FOR “surprising” (adjective) 7. FILL IN THE GAP WITH THE CORRECT PREPOSITION: Chinese people are very fond…..drinking tea. at/ or/ of/ to. 8. GIVE AN ADJECTIVE WITH THE SAME ROOT AS “power” (noun). (LINE 2) 9. WHICH WORD DOES NOT HAVE THE SAME MEANING? change / shift / charge / alter. 10. FILL IN THE GAP WITH A CORRECT FORM OF THE VERB IN BRACKETS: By the time we got to the airport, the plane ……… (leave) 11. COMPLETE THE FOLLOWING CONDITIONAL SENTENCE: If I had had good advice, . . . 12. GIVE A QUESTION FOR THE UNDERLINED WORDS: Kevin travelled to Moscow by train. 13. REWRITE THE SENTENCE WITHOUT CHANGING ITS MEANING. BEGIN AS INDICATED. This car is too small for us. This car isn’t . . . III * PRODUCTION (3 points) 14. WRITE A COMPOSITION OF APPROXIMATELY 120 WORDS. FOCUS STRICTLY ON THE TOPIC: In what ways do you notice that we are in the middle of a serious economic crisis?


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Instrucciones:

a) Duración: 1 h.30m. b) No se permite el uso de diccionario. c) La puntuación de las preguntas está indicada en


OPTION A: “A Very Special Postman.”

Peter works as a postman in Springfield, Illinois. One day, when he got to Susan’s house, she was waiting for him at the entrance 1 because she had a story to tell him. 2

About six months earlier, it seems that he had delivered a letter to her which had her street number on it, but was addressed to 3 another house with the same number on a different street in the neighbourhood. As she was going out for a walk, she decided to drop off 4 the letter at the correct house. It turned out that the letter was addressed to Robert, a young man who happened to be single. They talked 5 for a little while, and some time later, he called her and they started dating. 6

Peter was embarrassed about his mistake, but he was pleased because he had brought these nice people together. The following 7 spring, there was a “For Sale” sign in Susan’s garden, and then the wedding invitations were sent out. Soon after the house was sold, the 8 wedding took place and Susan moved into Robert’s house. 9

A few months later, Peter saw a “For Sale” sign in their garden. He feared the marriage might be in trouble, therefore, he made up 10 an excuse to go to their door and check on them. Susan opened the door, smiled broadly and pointed to her huge stomach. “We’re having 11 twins,” she said. “This house won’t be big enough, so we have to move.” As Peter was leaving, he was suddenly overwhelmed by the 12 thought that his wrongly delivered letter was giving two little yet-to-be-born people the opportunity to come to life. It was sublime. 13


ANSWER QUESTIONS 1-3 ACCORDING TO THE INFORMATION GIVEN IN THE TEXT. USE YOUR OWN WORDS.

1. How did Susan meet Robert? Explain.

2. Why did Susan and Robert decide to sell the house where they lived?

3. How does Peter feel about the consequences of his mistake in the end?

ARE THESE STATEMENTS TRUE OR FALSE? JUSTIFY YOUR ANSWERS WITH THE PRECISE WORDS OR PHRASES FROM THE

TEXT, OR USE YOUR OWN WORDS. 4. The postman delivered the letter in the wrong street. 5. The postman was worried because he thought Susan and Robert were having problems. II * USE OF ENGLISH (3 points; questions 6-9, 0.25 points each; 10-13, 0.5 points each)

6. FIND IN THE TEXT ONE SYNONYM FOR “happen” (verb). 7. GIVE ONE OPPOSITE for “single” (adjective) AS IT IS USED IN THE TEXT (LINE 5).

8. GIVE A NOUN WITH THE SAME ROOT AS “embarrassed” (adjective) (LINE 7).

9. FIND IN THE TEXT ONE EXPRESSION MEANING “to invent something.”

10. TURN THE FOLLOWING SENTENCE INTO REPORTED SPEECH:

‘“Did they fly to Norway yesterday?” Susan asked me.

11. FILL IN THE GAP WITH A CORRECT FORM OF THE VERB IN BRACKETS.

“I _____________ (bring) the car if I had known you needed it.”

12. GIVE A QUESTION FOR THE UNDERLINED WORDS:

“They have been studying Chinese for at least five years.”

13. TURN THE FOLLOWING SENTENCE INTO THE ACTIVE VOICE:

“I’ve just been stung by a mosquito!”


14. WRITE A COMPOSITION OF APPROXIMATELY 120 WORDS. FOCUS STRICTLY ON THE TOPIC:

Would you like to use the Internet to meet other people? Explain.


CURSO 2010-2011




OPTION B: “Animal Cruelty and Interpersonal Violence.”

To animal lovers, violence against animals is cruel and difficult to understand. To the rest of the world, it is 1 'just an animal, humans matter more.’ But aren't humans really the cruellest species of all? Most animals kill for food 2 and territory, but humans kill also for sport, fashion, and cosmetics! 3

Many researchers have found that violence against animals indicates a high propensity for interpersonal 4 violence. Simply, those who abuse animals usually do the same to human victims. Although not all animal abusers 5 become serial killers, most serial killers began their murders with animals. Violence against animals, according to 6 Hildegard George, is directly related to our culture of violence. This culture of violence gives us an excuse to abuse, 7 harm and deny rights to those we discriminate against. This is evident, for some people, in the slavery of black 8 people in America in the nineteenth century, mistreatment of the Jewish people in Nazi Germany and world-wide 9 abuse of animals to perpetuate the human race. 10

What we must do is change our perceptions and open our eyes. After all, animals inhabited this world long 11 before we did. What right do we have to dominate them in order to 'improve' our lives? Governments must be 12 conscious of this connection between animal cruelty and interpersonal violence, and laws must be changed to punish 13 or rehabilitate animal abusers. Pets should be treated as family members, not as an inferior species. If children were 14 taught to respect all animals in this way, they would respect all life. People must understand that many lives, animal 15 and human, can still be saved.16

I * COMPREHENSION (4 points: questions 1-3, 1 point each; questions 4-5, 0.5 points each) ANSWER QUESTIONS 1-3 ACCORDING TO THE INFORMATION GIVEN IN THE TEXT. USE YOUR OWN WORDS. 1. Why can humans be considered the cruellest species? 2. Is there a close connection between animal abusers and most serial killers? Explain. 3. How does the culture of violence affect our relation with animals? ARE THESE STATEMENTS TRUE OR FALSE? JUSTIFY YOUR ANSWERS WITH THE PRECISE WORDS OR PHRASES FROM THE TEXT, OR USE YOUR OWN WORDS. 4. Only few people think humans are more important than animals. 5. Authorities should pass new laws regarding animal abuse. II * USE OF ENGLISH (3 points; questions 6-9, 0.25 points each; questions 10-13, 0.5 points each) 6. FIND IN THE TEXT ONE WORD THAT HAS THE FOLLOWING DEFINITION: “To penalize for an offence.” 7. FIND IN THE TEXT ONE SYNONYM FOR “make-up” (noun). 8. FIND IN THE TEXT ONE OPPOSITE FOR “kind” (adjective). 9. FILL IN THE GAP WITH THE CORRECT PREPOSITION: He is going to speak__________ animal cruelty. 10. REWRITE THE SENTENCE CORRECTLY: “How many people we convinced?” 11. TURN THE FOLLOWING SENTENCE INTO THE PASSIVE VOICE: “Spain won the World Football Championship in 2010.” 12. COMPLETE THE FOLLOWING (CONDITIONAL) SENTENCE: “If I were you, … “ 13. TURN THE FOLLOWING SENTENCE INTO REPORTED SPEECH: The doctor asked: “Is there anything in your past that you regret?” III * PRODUCTION (3 points) 14. WRITE A COMPOSITION OF APPROXIMATELY 120 WORDS. FOCUS STRICTLY ON THE TOPIC:

What do you think of having pets at home? Discuss.

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CRITERIOS ESPECÍFICOS DE CORRECCIÓNeues.ugr.es/pau/pau2011/asignaturas/ingles/Recopilacion...UNIVERSIDADES DE ANDALUCÍA PRUEBA DE ACCESO A LA UNIVERSIDAD CURSO 2010-2011 LENGUA