UNIVERSIDADES DE ANDALUCÍA LENGUA PRUEBA...
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UNIVERSIDADES DE ANDALUCÍA PRUEBA DE ACCESO A LA UNIVERSIDAD CURSO 2011-2012 LENGUA EXTRANJERA (inglés) 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 “Afternoon tea: a very British tradition” Tea, the most quintessential of English drinks, is a relative latecomer to Britain. Although the custom of 1 drinking tea dates back to the third millennium BC in China, it was not until the mid 17th century that tea first 2 appeared in England. 3 It is said that Queen Catherine started the British on drinking tea when she brought some as part of her wedding 4 gifts in 1662. Initially, tea drinking was only for the wealthy classes due to high shipping costs and import duties. The 5 lower classes still drank beer with their breakfast. 6 Afternoon tea was introduced in England by Anna, the seventh Duchess of Bedford, in the year 1840. The 7 Duchess would become hungry around four o’clock in the afternoon. The evening meal was generally served late, at 8 eight o’clock, thus leaving a long period of time between lunch and dinner. The Duchess asked for a tray of tea, cake 9 and bread and butter (some time earlier, the Earl of Sandwich had had the idea of putting a filling between two slices 10 of bread) to be brought to her room. This became a habit of hers and she began inviting her friends to join her. 11 This pause for tea became a fashionable social event. During the 1880s upper-class and society women would 12 change into long dress, hat and gloves for their afternoon tea, which was usually served in the drawing room 13 between four and five o’clock. 14 In the average suburban home today, afternoon tea is likely to be just a biscuit or small cake and a mug of tea, 15 usually produced using a teabag. Sacrilege! 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. Who could drink tea in the mid 17th century? Why? 2. For what reason did the Duchess of Bedford introduce the habit of afternoon tea? 3. Why did the pause for tea become a fashionable social event in the 1880s? 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 habit of drinking tea originated in China. 5. According to the writer, today's afternoon tea has lost the charm of the past. II * USE OF ENGLISH (3 points; questions 6-9, 0.25 points each; 10-13, 0.5 points each) 6. GIVE ONE OPPOSITE FOR “wealthy” (adjective) AS IT IS USED IN THE TEXT (line 5). 7. FIND IN THE TEXT THE WORD WHICH HAS THE FOLLOWING DEFINITION: "an amount, standard, or level considered as usual or ordinary.” 8. FILL IN THE GAP WITH A CORRECT PREPOSITION. English people are very fond _______ drinking tea. 9. WHICH WORD IS NOT AN ADVERB?: Often / usually / friendly / rapidly 10. TURN THE FOLLOWING SENTENCE INTO THE ACTIVE VOICE: Tea is grown in India. 11. GIVE A QUESTION FOR THE UNDERLINED WORDS: Tea first appeared in England in the 17th century . 12. JOIN THE FOLLOWING SENTENCES USING A RELATIVE. MAKE CHANGES IF NECESSARY: Anna was the seventh Duchess of Bedford. She introduced traditional afternoon tea. 13. REWRITE THE SENTENCE WITHOUT CHANGING ITS MEANING. BEGIN AS INDICATED: I can’t drink this tea. It’s too cold. This tea isn’t _______ III * PRODUCTION (3 points) 14. WRITE A COMPOSITION OF APPROXIMATELY 120 WORDS ABOUT THE TOPIC PROPOSED. YOU MUST FOCUS STRICTLY ON IT: Some British and American traditions have become popular in Spain nowadays. Discuss.
Transcript of UNIVERSIDADES DE ANDALUCÍA LENGUA PRUEBA...
UNIVERSIDADES DE ANDALUCÍA
PRUEBA DE ACCESO A LA UNIVERSIDAD CURSO 2011-2012
LENGUA EXTRANJERA (inglés)
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 “Afternoon tea: a very British tradition”
Tea, the most quintessential of English drinks, is a relative latecomer to Britain. Although the custom of 1
drinking tea dates back to the third millennium BC in China, it was not until the mid 17th century that tea first 2 appeared in England. 3
It is said that Queen Catherine started the British on drinking tea when she brought some as part of her wedding 4 gifts in 1662. Initially, tea drinking was only for the wealthy classes due to high shipping costs and import duties. The 5 lower classes still drank beer with their breakfast. 6
Afternoon tea was introduced in England by Anna, the seventh Duchess of Bedford, in the year 1840. The 7 Duchess would become hungry around four o’clock in the afternoon. The evening meal was generally served late, at 8 eight o’clock, thus leaving a long period of time between lunch and dinner. The Duchess asked for a tray of tea, cake 9 and bread and butter (some time earlier, the Earl of Sandwich had had the idea of putting a filling between two slices 10 of bread) to be brought to her room. This became a habit of hers and she began inviting her friends to join her. 11
This pause for tea became a fashionable social event. During the 1880s upper-class and society women would 12 change into long dress, hat and gloves for their afternoon tea, which was usually served in the drawing room 13 between four and five o’clock. 14
In the average suburban home today, afternoon tea is likely to be just a biscuit or small cake and a mug of tea, 15 usually produced using a teabag. Sacrilege! 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. Who could drink tea in the mid 17th century? Why? 2. For what reason did the Duchess of Bedford introduce the habit of afternoon tea? 3. Why did the pause for tea become a fashionable social event in the 1880s? 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 habit of drinking tea originated in China. 5. According to the writer, today's afternoon tea has lost the charm of the past. II * USE OF ENGLISH (3 points; questions 6-9, 0.25 points each; 10-13, 0.5 points each) 6. GIVE ONE OPPOSITE FOR “wealthy” (adjective) AS IT IS USED IN THE TEXT (line 5). 7. FIND IN THE TEXT THE WORD WHICH HAS THE FOLLOWING DEFINITION: "an amount, standard, or level
considered as usual or ordinary.” 8. FILL IN THE GAP WITH A CORRECT PREPOSITION. English people are very fond _______ drinking tea. 9. WHICH WORD IS NOT AN ADVERB?: Often / usually / friendly / rapidly 10. TURN THE FOLLOWING SENTENCE INTO THE ACTIVE VOICE: Tea is grown in India. 11. GIVE A QUESTION FOR THE UNDERLINED WORDS: Tea first appeared in England in the 17th century. 12. JOIN THE FOLLOWING SENTENCES USING A RELATIVE. MAKE CHANGES IF NECESSARY: Anna was the
seventh Duchess of Bedford. She introduced traditional afternoon tea. 13. REWRITE THE SENTENCE WITHOUT CHANGING ITS MEANING. BEGIN AS INDICATED: I can’t drink this
tea. It’s too cold. This tea isn’t _______ III * PRODUCTION (3 points) 14. WRITE A COMPOSITION OF APPROXIMATELY 120 WORDS ABOUT THE TOPIC PROPOSED. YOU MUST
FOCUS STRICTLY ON IT: Some British and American traditions have become popular in Spain nowadays. Discuss.
UNIVERSIDADES DE ANDALUCÍA
PRUEBA DE ACCESO A LA UNIVERSIDAD CURSO 2011-2012
LENGUA EXTRANJERA (inglés)
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 B “We can thank the human brain for keeping our race alive all these years”
Humans are pretty amazing animals. Not only have we managed to survive in various forms for millions of years, 1 but we have grown into a population of nearly 7 billion, distributed virtually all over the planet. And we've done it 2 despite the fact that, compared with much of the rest of the animal kingdom, we are fairly fragile creatures. We are not 3 particularly strong; we do not do very well without a regular supply of food and water; and we are vulnerable to a lot of 4 infectious diseases. 5
We have been able to succeed, for the most part, perhaps because of our highly developed brain and its ability to 6 develop ingenious solutions to life-threatening challenges. Modern humans have come to depend on a multitude of 7 inventions in order to survive and one of the most important is antibiotics, a discovery of the twentieth century which 8 has changed our lives. 9
For most of human history, almost everyone on the planet ran the risk of dying in epidemics of bacterial diseases. 10 One such disease, the "Black Death," killed an estimated 200 million people in the 14th century alone. However, in the 11 late 1920s, a London physician named Dr. Alexander Fleming noticed that mould (a greenish microorganism that 12 grows with humidity and heat) which had contaminated a Petri dish prevented the growth of a pathogen he was 13 studying. One of his students, Dr. Cecil Paine, eventually became the first clinician to demonstrate the effectiveness of 14 penicillin, a drug derived from mould, against bacterial disease in human patients. Since then, the use of penicillin and 15 other antibiotics has dramatically reduced the number of deaths from certain once-common diseases. 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. Why are human beings more special than the rest of animals? 2. What advantage of the brain is mentioned in the text? 3. How has the use of antibiotics affected human history? ARE THESE STATEMENTS TRUE OR FALSE? JUSTIFY YOUR ANSWERS WITH THE PRECISE WORDS OR PHRASES FROM THE TEXT, OR USE YOUR OWN WORDS. 4. Over 200 million people died in the 14th century because of bacterial diseases. 5. Fleming discovered that penicillin could be used to fight bacterial diseases in humans. II * USE OF ENGLISH (3 points; questions 6-9, 0.25 points each; 10-13, 0.5 points each) 6. FIND IN THE TEXT A SYNONYM FOR “danger” (noun). 7. GIVE A NOUN WITH THE SAME ROOT AS “develop” (verb). 8. WHICH WORD DOES NOT HAVE THE SAME MEANING? Unwell / ill / sick / weak. 9. FIND IN THE TEXT ONE WORD WHICH HAS THE FOLLOWING DEFINITION: “someone skilled in medicine.” 10. REWRITE THE SENTENCE WITHOUT CHANGING ITS MEANING. BEGIN AS INDICATED: It is possible that
your little brother hid your phone. Your little brother may…. 11. JOIN THE FOLLOWING SENTENCES USING A RELATIVE. MAKE CHANGES IF NECESSARY: Fleming was
a physician. He discovered that mould prevented the growth of bacteria. 12. FILL IN THE GAP WITH A CORRECT FORM OF THE VERB IN BRACKETS. My friends suggested _______
(go) to the cinema. 13. TURN THE FOLLOWING SENTENCE INTO THE PASSIVE VOICE: We believe that antibiotics were
discovered by Fleming at the beginning of the 20th century. III * PRODUCTION (3 points) 14. WRITE A COMPOSITION OF APPROXIMATELY 120 WORDS ABOUT THE TOPIC PROPOSED. YOU MUST
FOCUS STRICTLY ON IT: Do animals contribute to make our lives easier or better? Explain.
UNIVERSIDADES DE ANDALUCÍA
PRUEBA DE ACCESO A LA UNIVERSIDAD CURSO 2011-2012
LENGUA EXTRANJERA (inglés)
CRITERIOS ESPECÍFICOS DE CORRECCIÓN
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 * PRO-DUCTION 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 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.
