PRUEBA DE EVALUACIÓN DE BACHILLERATO PARA ELACCESO A LA UNIVERSIDAD Y PRUEBAS DE ADMISIÓN
ANDALUCÍA, CEUTA, MELILLA y CENTROS en MARRUECOS
CURSO 2022-2023
LENGUA EXTRANJERA(INGLÉS)
Instrucciones:
a) Duración: 1 hora y 30 minutos.
b) Este examen consta de varios bloques. Debe responder a las preguntas que se indican en cada uno.
c) La puntuación está indicada en cada uno de los apartados.
d) No se permite el uso de diccionario.
El examen consta de 3 Bloques (A, B y C)
En cada bloque (Comprehension, Use of English y Writing) se plantean varias preguntas, de las que se deberá responder al número que se indica en cada uno. En caso de responder más cuestiones de las requeridas, serán tenidas en cuenta las respondidas en primer lugar hasta alcanzar dicho número. Las preguntas han de ser respondidas en su totalidad: si la pregunta tiene dos secciones, hay que responder ambas.
BLOQUE A (Comprensión lectora)
Puntuación máxima: 4 puntos
Debe responderse a las 8 preguntas de uno de los 2 textos propuestos.
I * COMPREHENSION (4 points). CHOOSE TEXT 1 OR TEXT 2 AND ANSWER ALL THE QUESTIONS FROM THAT TEXT ONLY.
TEXT 1: WAR LETTERS
- Sharon Taylor has no firsthand memories of her father. The World War II fighter pilot was shot down over Germany in April
- 1945, when Taylor was three weeks old. The war ended less than a month later, and the letters that the 22-year-old pilot had
- exchanged with his wife Mary since they were high school sweethearts stopped coming. Taylor’s father was eventually listed as
- killed in action, although his body was never recovered.
- One day, when Taylor was seven years old, she was sipping a hot chocolate while her paternal grandmother shared stories
- about their fallen hero, crying as she remembered her son. “Nana, I’m going to find him and bring him home.” It was a promise
- Taylor, now a 77-year-old author and retired professor, would keep. In 2006 she concluded a multi-decade mission to recover her
- father’s remains and bring them home. She did it guided by clues that she had put together from her parents’ wartime letters —
- along with help from historians, eyewitnesses, and an excavation team.
- Now, through a sound and light show at the National World War II Museum in New Orleans, she’s bringing to new generations
- her parents’ experience and a larger story of war casualties and their families. Taylor shares her story widely, raising awareness
- of soldiers who never returned from war and emphasizing the importance of recovery efforts. An estimated 81,000 American
- soldiers’ bodies remain missing, and she wants people to know there are ongoing efforts to locate them.
- Taylor will never know exactly what her father’s final moments were like. But as she previews the Expressions of America
- exhibition in New Orleans, she somehow feels that he has come home at last.
CHOOSE AND WRITE THE CORRECT OPTION (A, B, C or D). (0.5 points each)
1. Taylor’s parents…
Solución
(b) were in love when they were teenagers.
Eran novios desde el instituto (líneas 2-3): “the letters that the 22-year-old pilot had exchanged with his wife Mary since they were high school sweethearts”.
Se escribían desde el instituto, no desde la guerra (a); las cartas dejaron de llegar cuando él murió, no porque dejaran de escribirse (c); y se conocían desde adolescentes, no desde los veinte años (d).
2. Taylor’s search for her father…
Solución
(d) is something she believes is worth being made public.
Taylor difunde su historia para concienciar sobre los soldados desaparecidos (líneas 11-12): “Taylor shares her story widely, raising awareness of soldiers who never returned from war”, y la cuenta en un espectáculo de un museo.
Se lo prometió a su abuela, así que no se lo ocultó (a); las cartas ya existían y le sirvieron de pistas, no las descubrió con la búsqueda (b); y la ayudaron historiadores, testigos y un equipo de excavación, no otros pilotos (c).
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 each)
3. Taylor cannot remember her father well.
Solución
TRUE. “Sharon Taylor has no firsthand memories of her father.” // “(The World War II fighter pilot was shot down over Germany in April 1945,) when Taylor was three weeks old.” (líneas 1-2).
Su padre murió cuando ella tenía tres semanas, así que no tiene recuerdos propios de él. Basta con una de las dos citas.
4. Her mission was accomplished without any assistance.
Solución
FALSE. “She did it guided by clues that she had put together from her parents’ wartime letters —along with help from historians, eyewitnesses, and an excavation team.” (líneas 8-9).
Contó con la ayuda de historiadores, testigos y un equipo de excavación.
5. Taylor is campaigning to start a search for thousands of missing soldiers.
Solución
FALSE. “An estimated 81,000 American soldiers’ bodies remain missing, and she wants people to know there are ongoing efforts to locate them.” (líneas 12-13).
La búsqueda ya está en marcha (“ongoing efforts”); Taylor no quiere iniciarla, sino darla a conocer.
6. The retired professor eventually discovered the precise details of her father’s death.
Solución
FALSE. “Taylor will never know exactly what her father’s final moments were like.” (línea 14).
Nunca sabrá con exactitud cómo fueron los últimos momentos de su padre.
7. FIND IN THE TEXT: (0.5 points)
7.1. ONE SYNONYM FOR: “lover” (noun)
Solución
sweethearts (línea 3): “since they were high school sweethearts”. Como “lover” está en singular, también vale sweetheart.
7.2. ONE SYNONYM FOR: “consciousness” (noun)
Solución
awareness (línea 11): “raising awareness of soldiers who never returned from war”.
8. FIND IN THE TEXT: (0.5 points)
8.1. ONE WORD MEANING: “a piece of evidence that leads one toward the solution of a problem”
Solución
clues (línea 8): “guided by clues that she had put together”. Como la definición está en singular, también vale clue.
8.2. ONE WORD MEANING: “a person who has seen something happen”
Solución
eyewitnesses (línea 9): “help from historians, eyewitnesses, and an excavation team”. Como la definición está en singular (“a person”), también vale eyewitness.
TEXT 2: IS WORLD HERITAGE IN DANGER?
- In 2016 the city government of Vienna announced that a public-private partnership would build a new ice-skating rink just
- outside the city’s century-old concert hall.
- Anyone visiting the place where Beethoven and Mozart met will notice two things immediately. First, the core of Vienna is an
- architectural fantasy of baroque palaces, immaculate courtyards, and a neo-Gothic city hall. Second, Austrians love winter sports,
- and ice-skating is as typically Viennese as symphonies and sausages. Therefore, the idea of a permanent ice rink would not have
- been expected to cause controversy. However, the UNESCO World Heritage Committee decreed that the rink would undermine
- the “outstanding universal value” of central Vienna.
- Since 2001, Vienna’s city center has been a World Heritage site, that is, one of the organization’s 1,154 unique landmarks
- around the globe. Since announcing its objection to the rink, the World Heritage Committee has kept Vienna on its “in danger” list,
- joining fifty other sites, from the ancient villages of Syria to Everglades National Park in Florida. If the city fails to address the
- committee’s concerns satisfactorily, it risks being permanently “de-listed” as a UNESCO landmark.
- UNESCO has recently had to confront a newer enemy: climate change. Here the organisation’s resources to tackle the problem
- are limited too. Last year, UNESCO was forced to threaten Australia with placing its legendary Great Barrier Reef on the “in danger”
- list if its government did not work hard enough to reduce its greenhouse gas emissions.
- Even though the World Heritage program may be imperfect and at times powerless, it remains relevant because of its main
- philosophy: the world’s diverse treasures require protection, since they cannot protect themselves.
CHOOSE AND WRITE THE CORRECT OPTION (A, B, C or D). (0.5 points each)
9. According to the text, the Viennese…
Solución
(b) are very fond of ice-skating.
A los austriacos les encantan los deportes de invierno y el patinaje es una tradición de Viena (líneas 4-5): “Austrians love winter sports, and ice-skating is as typically Viennese as symphonies and sausages.”
No se esperaba que el proyecto causara polémica, así que los vieneses no estaban en contra (a); el texto no dice cómo reaccionaron ante el aviso de la UNESCO (c); y el cambio climático aparece en relación con Australia, no con los vieneses (d).
10. According to the text, …
Solución
(c) Vienna’s status as a World Heritage site is at risk.
Viena está en la lista de patrimonio “en peligro” y puede perder la distinción (líneas 10-11): “If the city fails to address the committee’s concerns satisfactorily, it risks being permanently ‘de-listed’ as a UNESCO landmark.”
La amenaza para Viena es la pista de hielo, no un problema medioambiental (a); el texto no dice que se haya abandonado el proyecto (b); y los otros cincuenta lugares están en la lista “en peligro”, pero no han perdido aún su estatus (d).
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 each)
11. It was believed that the Viennese would support the ice-skating rink project.
Solución
TRUE. “(Therefore,) the idea of a permanent ice rink would not have been expected to cause controversy.” (líneas 5-6).
Como a los vieneses les encanta patinar, nadie esperaba que el proyecto fuera polémico.
12. Vienna needn’t abandon the rink project to keep its World Heritage status.
Solución
FALSE. “If the city fails to address the committee’s concerns satisfactorily, it risks being permanently ‘de-listed’ as a UNESCO landmark.” (líneas 10-11).
Si Viena no atiende las objeciones de la UNESCO a la pista de hielo, puede perder su estatus.
13. UNESCO has lately begun to address the impact of environmental issues.
Solución
TRUE. “UNESCO has recently had to confront a newer enemy: climate change.” (línea 12).
Recently y a newer enemy indican que es un problema que ha empezado a afrontar hace poco.
14. The UNESCO program cannot always achieve its goals.
Solución
TRUE. “Even though the World Heritage program may be imperfect and at times powerless (, it remains relevant because of its main philosophy.)” (línea 15).
Que a veces no tenga poder (“at times powerless”) significa que no siempre consigue sus objetivos.
15. FIND IN THE TEXT: (0.5 points)
15.1. ONE OPPOSITE FOR: “approval” (noun)
Solución
objection (línea 9): “Since announcing its objection to the rink”.
15.2. ONE OPPOSITE FOR: “succeed” (verb)
Solución
fails (línea 10): “If the city fails to address the committee’s concerns”. Como se pide un verbo, también vale el infinitivo, fail.
16. FIND IN THE TEXT: (0.5 points)
16.1. ONE WORD MEANING: “to state one’s intention to take hostile action against someone”
Solución
threaten (línea 13): “UNESCO was forced to threaten Australia”.
16.2. ONE WORD MEANING: “something considered especially valuable, like a precious possession”
Solución
treasures (línea 16): “the world’s diverse treasures require protection”. Como la definición está en singular, también vale treasure.
BLOQUE B (Uso de la lengua)
Puntuación máxima: 3 puntos
Debe responder a 6 de las 12 preguntas propuestas.
II * USE OF ENGLISH (3 points; 0.5 points each). CHOOSE AND ANSWER ONLY 6 (SIX) QUESTIONS.
17. FILL IN THE GAPS WITH A CORRECT FORM OF THE VERB IN BRACKETS:
17.1. “You should… him more nicely when he visited you. Now he’s upset.” (treat)
17.2. “By the time we get married next summer, we… for two years.” (be engaged)
Solución
17.1. “You should have treated him more nicely when he visited you. Now he’s upset.”
Para criticar o lamentar algo que no se hizo en el pasado se usa should have + participio.
17.2. “By the time we get married next summer, we will have been engaged for two years.”
Con by the time + momento futuro y for + periodo se usa el futuro perfecto (will have + participio): el compromiso habrá durado dos años cuando llegue la boda.
18. FILL IN THE GAPS WITH THE CORRECT OPTION:
18.1. “Can I… your charger? My phone battery has died.” lend / own / borrow / let
18.2. “He escaped by digging a hole… the wall.” through / out / thorough / around
Solución
18.1. “Can I borrow your charger? My phone battery has died.”
Borrow es “tomar prestado”: quien habla es quien recibe el cargador. Lend (“prestar”) se usaría con you como sujeto: Can you lend me…?
18.2. “He escaped by digging a hole through the wall.”
Through indica que el agujero atraviesa la pared de un lado a otro. No hay que confundirlo con thorough (“minucioso”).
19. TURN THIS SENTENCE INTO THE ACTIVE VOICE: “The rumour was being spread by all the media outlets.”
Solución
All the media outlets were spreading the rumour.
El agente (by all the media outlets) pasa a ser el sujeto y the rumour pasa a ser el objeto. Se mantiene el pasado continuo: was being spread → were spreading, en plural porque el nuevo sujeto es plural.
20. TURN THIS SENTENCE INTO THE PASSIVE VOICE: “We ask students to mute their phones while in class.”
Solución
Students are asked to mute their phones while in class.
El objeto (students) pasa a ser el sujeto, con el presente simple pasivo are asked. El complemento to mute their phones se mantiene y el agente we se omite.
21. GIVE A QUESTION FOR THE UNDERLINED WORDS: “Cecilia is pretty, short and has big blue eyes.”
Solución
What is Cecilia like?
Para pedir una descripción de cómo es una persona se usa What is… like?. No hay que confundirlo con What does Cecilia like?, que pregunta por sus gustos.
22. JOIN THE FOLLOWING SENTENCES USING A RELATIVE. MAKE CHANGES IF NECESSARY: “This is the hospital. Your sister was born here.”
Solución
This is the hospital where (o in which) your sister was born. (o This is the hospital (which/that) your sister was born in.)
El adverbio de lugar here se sustituye por where o in which. También se puede usar which/that, o ningún relativo, dejando la preposición in al final.
23. REWRITE THE NEXT SENTENCE WITHOUT CHANGING ITS MEANING. BEGIN AS INDICATED: “It wasn’t necessary for you to work late last night.” You needn’t…
Solución
You needn’t have worked late last night.
Needn’t have + participio indica que alguien hizo algo en el pasado que no era necesario: trabajaste hasta tarde, pero no hacía falta.
24. COMPLETE THIS CONDITIONAL SENTENCE: “If I had known you were busy, …”
Solución
If I had known you were busy, I wouldn’t have called you. (por ejemplo)
Es un tercer condicional, sobre una situación pasada que no ocurrió: con If + pasado perfecto (had known), la oración principal lleva sujeto + would (not) have + participio. Cualquier final con sentido y con esa estructura es correcto.
25. REWRITE THE FOLLOWING SENTENCE WITHOUT CHANGING ITS MEANING. BEGIN AS INDICATED: “When did they buy their new sports car?” How long…?
Solución
How long have they had their new sports car?
Con how long se pregunta por una duración que llega hasta el presente, así que se usa el present perfect. Buy es una acción puntual, por eso se sustituye por have (“tener”), que expresa un estado que dura: have had.
26. THERE ARE TWO MISTAKES IN THIS SENTENCE. FIND THE MISTAKES AND REWRITE THE SENTENCE CORRECTLY: “Can you please put all this books in the shelf above?”
Solución
Can you please put all these books on the shelf above?
Primer error: books es plural, así que el demostrativo es these, no this. Segundo error: con una superficie como una balda se usa on, no in.
27. TURN THE FOLLOWING SENTENCE INTO DIRECT SPEECH: “The manager told me to discuss my idea with the senior clerk.”
Solución
“Discuss your idea with the senior clerk (, please),” the manager asked / told me.
Una orden en estilo indirecto (told me to + infinitivo) se convierte en un imperativo entre comillas. El posesivo cambia de my a your, porque ahora es el jefe quien habla.
28. USE THE WORDS IN THE BOXES TO MAKE A MEANINGFUL SENTENCE. USE ALL AND ONLY THE WORDS IN THE BOXES WITHOUT CHANGING THEIR FORM:
Solución
I think it is time to go back home.
La estructura it is time to + infinitivo significa “es hora de”, y va introducida por I think. Go back home (“volver a casa”) va sin preposición delante de home.
BLOQUE C (Redacción)
Puntuación máxima: 3 puntos
Deberá realizar una redacción de un mínimo de 120 palabras de SOLAMENTE 1 de los dos temas propuestos.
III * WRITING (3 points)
29. WRITE A COMPOSITION OF AT LEAST 120 WORDS ABOUT ONE OF THE TOPICS PROPOSED AND FOCUS ON IT. CHOOSE ONE TOPIC ONLY:
29.1. Helping others is important in today’s world. Discuss.
29.2. If you travelled to a new city on holiday, what would you like to do? Give reasons.