PRUEBA DE EVALUACIÓN DE BACHILLERATO PARA ELACCESO A LA UNIVERSIDAD Y PRUEBAS DE ADMISIÓN
ANDALUCÍA, CEUTA, MELILLA y CENTROS en MARRUECOS
CURSO 2023-2024
LENGUA EXTRANJERA(INGLÉS) ACCESO
Instrucciones:
a) Duración: 1 hora y 30 minutos.
b) Todas las cuestiones deben responderse en el papel entregado para la realización del examen y nunca en los folios que contienen los enunciados.
c) Este examen consta de varios bloques. Debe responder a las preguntas que se indican en cada uno.
d) La puntuación está indicada en cada uno de los apartados.
e) 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.
COMPREHENSION (4 points). CHOOSE TEXT 1 OR TEXT 2 AND ANSWER ALL THE QUESTIONS FROM THAT TEXT ONLY.
TEXT 1: SAVING ABU SIMBEL
- In the early 1960s, Egypt had to improve agriculture and provide electricity for its increasing population. In order to do so, the
- country planned to build a huge dam across the Nile River that would flood an area with important archaeological sites. In the eyes
- of the Egyptian government, the destruction of the treasures, while regrettable, was necessary. Christiane Desroches-Noblecourt,
- the female chief curator of Egyptian antiquities at the Louvre Museum, appealed to Egyptian officials not to resign themselves to
- this catastrophic loss of their cultural heritage.
- Christiane proposed to them the most difficult archaeological rescue in history —a project of almost unthinkable magnitude and
- complexity consisting in moving the fragile sandstone temple of Abu Simbel to higher ground. On top of the enormous engineering
- problems, the project required cooperation among countries at a time of escalating global political tensions. But that didn’t stop her.
- After months of countless meetings, Christiane eventually won the support of UNESCO and Egypt’s Minister of Culture, who
- persuaded the Egyptian president to approve the rescue plan. This was a major step, but the project was doomed to fail without
- massive financial help from Western countries, particularly the United States. It was then that an unexpected saviour, Jacqueline
- Kennedy, appeared on the scene. Thanks to her influence, her husband, President John F. Kennedy, called on US Congress to
- authorise money to ensure the rescue.
- Ironically, the two women who played crucial roles in this landmark rescue apparently had no idea of each other’s moves. Both
- Christiane and Jacqueline had worked behind the scenes. Neither of them ever sought or received public attention for their
- achievement, caring less about the credit than getting the job done.
CHOOSE AND WRITE THE CORRECT OPTION (A, B, C or D). (0.5 points each)
1. According to the text, Abu Simbel…
Solución
(c) went through a complex relocation.
El templo se trasladó a un terreno más alto, en un proyecto de una complejidad casi inimaginable (líneas 6-7): “a project of almost unthinkable magnitude and complexity consisting in moving the fragile sandstone temple of Abu Simbel to higher ground.”
La amenaza era el agua de la presa, no la arena (a); el texto no habla de daños (b); y se movió a un terreno más alto en Egipto, no al extranjero (d).
2. According to the text, Jacqueline Kennedy…
Solución
(d) helped get the project financed.
Gracias a ella, su marido pidió al Congreso que aprobara el dinero para el rescate (líneas 12-13): “Thanks to her influence, her husband, President John F. Kennedy, called on US Congress to authorise money to ensure the rescue.”
Quien consiguió el apoyo de la UNESCO fue Christiane (a); ninguna de las dos sabía lo que hacía la otra (b); y el texto no dice que intentara comprar el templo (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. The initial dam project involved leaving ancient treasures under the water.
Solución
TRUE. (In order to do so,) the country planned to build a huge dam across the Nile River that would flood an area with important archaeological sites. (líneas 1-2).
La presa iba a inundar una zona con yacimientos arqueológicos importantes.
4. International conflicts added to the difficulty of the mission.
Solución
TRUE. On top of the enormous engineering problems, the project required cooperation among countries at a time of escalating global political tensions. (líneas 7-8).
Además de los problemas técnicos, el proyecto exigía cooperar en plena tensión política internacional.
5. Egypt had enough resources to carry out the rescue operation.
Solución
FALSE. (This was a major step, but) the project was doomed to fail without massive financial help from Western countries, particularly the United States. (líneas 10-11).
Sin la ayuda económica de Occidente, el proyecto habría fracasado.
6. Christiane and Jacqueline worked side by side.
Solución
FALSE. Ironically, the two women who played crucial roles in this landmark rescue apparently had no idea of each other’s moves. (línea 14).
Ninguna de las dos sabía lo que estaba haciendo la otra.
7. FIND IN THE TEXT: (0.5 points)
7.1. ONE SYNONYM FOR: “lamentable” (adjective)
Solución
regrettable (línea 3): “the destruction of the treasures, while regrettable, was necessary”.
7.2. ONE OPPOSITE FOR: “gain” (noun)
Solución
loss (línea 5): “this catastrophic loss of their cultural heritage”.
8. FIND IN THE TEXT: (0.5 points)
8.1. ONE WORD MEANING: “to make certain, guarantee.”
Solución
ensure (línea 13): “to ensure the rescue”.
8.2. ONE WORD MEANING: “a person who rescues another person or a thing from danger or harm.”
Solución
saviour (línea 11): “an unexpected saviour, Jacqueline Kennedy”.
TEXT 2: THE STRENGTH OF WEAK SOCIAL TIES
- I’ve been working as a psychotherapist since 1988. Through the years, I’ve dealt with hundreds of patients who come to my
- practice because they feel lonely. Many report finding relief in brief, casual encounters. That’s the case of Alice, who lived alone
- for years after a divorce. Her family lived away from her, and she described feeling terribly lonesome, especially during the holidays.
- One day, I asked her what helped cheer her up. “I love going to the library and chatting with Maria, the librarian, about historical
- novels or cozy mysteries. I always leave feeling a warm connection with her.”
- Another patient, Sherry, gets great joy from her Sunday breakfasts at a local diner: “The manager’s so nice. She calls me
- ‘Sweety’ and brings me extra whipped cream for my pancakes. I feel uplifted.”
- As for me, when I shop for groceries, I always go to a cashier I’ve chatted with for years. Our shared kindness and familiarity
- give me a sense of community. What’s more, even those we meet only once can leave a lasting impression. I’ll never forget
- discussing Don Quixote on an airplane with a well-read economics professor.
- Relationships like these, generally referred to as “weak social ties”, have been proved to be just as important to life satisfaction
- as core or strong ties. When we feel blue or lonely, we tend to turn down social engagements, usually to avoid the imagined
- embarrassment of being the only sad person in a group. But saying yes, despite the hesitation, offers an opportunity to feel less
- isolated. Staying mindful of our strong and weak ties allows us to benefit from the comfort and the sense of community they provide.
CHOOSE AND WRITE THE CORRECT OPTION (A, B, C or D). (0.5 points each)
9. Alice…
Solución
(d) enjoys casual conversation about shared interests.
Le gusta charlar con la bibliotecaria sobre los libros que les gustan a las dos (líneas 4-5): “I love going to the library and chatting with Maria, the librarian, about historical novels or cozy mysteries.”
1988 es el año en que la autora empezó a trabajar, no cuando Alice se hizo paciente (a); su familia vive lejos y se siente sola en vacaciones, no cuando ellos se van de viaje (b); y el texto no dice que la terapeuta vaya a esa biblioteca (c).
10. The therapist…
Solución
(a) sticks to a routine when paying at the store.
Cuando hace la compra, siempre va a la misma cajera (línea 8): “when I shop for groceries, I always go to a cashier I’ve chatted with for years.”
Esa relación le da sentido de comunidad, no dice que se sienta sola (b); en el avión habló del Quijote, no lo leyó entero (c); y recomienda cuidar ambos tipos de relaciones, no convertir unas en otras (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. Sherry receives special attention at her usual restaurant.
Solución
TRUE. ‘(The manager’s so nice.) She calls me ‘Sweety’ and brings me extra whipped cream for my pancakes.’ (líneas 6-7).
La encargada la trata con cariño y le pone nata de más.
12. Casual encounters with strangers may be memorable.
Solución
TRUE. (What’s more,) even those we meet only once can leave a lasting impression. // I’ll never forget discussing Don Quixote on an airplane with a well-read economics professor. (líneas 9-10).
Incluso alguien a quien vemos una sola vez puede dejarnos huella. Basta con una de las dos citas.
13. Short routine interactions are less rewarding than strong personal relationships.
Solución
FALSE. Relationships like these, generally referred to as ‘weak social ties’, have been proved to be just as important to life satisfaction as core or strong ties. (líneas 11-12).
Los “lazos débiles” son igual de importantes que los fuertes.
14. People often refuse to mix with others if they are feeling low.
Solución
TRUE. When we feel blue or lonely, we tend to turn down social engagements(, usually to avoid the imagined embarrassment of being the only sad person in a group). (líneas 12-13).
Cuando estamos tristes solemos rechazar los planes sociales.
15. FIND IN THE TEXT: (0.5 points)
15.1. ONE SYNONYM FOR: “awfully” (adverb)
Solución
terribly (línea 3): “feeling terribly lonesome”.
15.2. ONE OPPOSITE FOR: “determination” (noun)
Solución
hesitation (línea 13): “despite the hesitation”.
16. FIND IN THE TEXT: (0.5 points)
16.1. ONE WORD MEANING: “someone whose job is to receive or pay out money in a shop.”
Solución
cashier (línea 8): “a cashier I’ve chatted with for years”.
16.2. ONE WORD MEANING: “food and other goods sold in a shop or at a supermarket.”
Solución
groceries (línea 8): “when I shop for groceries”.
BLOQUE B (Uso de la lengua)
Puntuación máxima: 3 puntos
Debe responder a 6 de las 12 preguntas propuestas.
USE OF ENGLISH (3 points; 0.5 points each). CHOOSE AND ANSWER ONLY 6 (SIX) QUESTIONS.
17. FILL IN THE GAPS WITH THE CORRECT FORM OF THE VERB IN BRACKETS:
17.1. “I would rather you … near me.” (not smoke)
17.2. “I wish I … abroad last year.” (travel)
Solución
17.1. “I would rather you didn’t smoke near me.”
Would rather + otra persona + pasado simple expresa lo que preferimos que haga; el pasado se refiere al presente.
17.2. “I wish I had travelled (o traveled) abroad last year.”
Para lamentar algo del pasado se usa wish + pasado perfecto.
18. FILL IN THE GAPS WITH THE CORRECT OPTION:
18.1. “We suggested … for an hour.” gathering / to gather / to gathering / gather
18.2. “I can’t remember the meaning of this word. I’ll look it … in the dictionary.” down / up / for / out
Solución
18.1. “We suggested gathering for an hour.”
El verbo suggest va seguido de -ing (o de that + oración), nunca de to-infinitivo.
18.2. “I’ll look it up in the dictionary.”
El phrasal verb look up significa “buscar” una palabra o un dato.
19. TURN THE FOLLOWING SENTENCE INTO THE ACTIVE VOICE: “The burgers are going to be prepared by Joseph.”
Solución
Joseph is going to prepare the burgers.
El agente (by Joseph) pasa a ser el sujeto y se mantiene be going to, ahora en singular: is going to prepare.
20. TURN THE FOLLOWING SENTENCE INTO THE PASSIVE VOICE: “Nobody has bought the decorations for the party yet.”
Solución
The decorations for the party haven’t been bought yet.
Pasiva del present perfect (have been + participio). Como el sujeto nobody era negativo, la pasiva va en negativa.
21. GIVE A QUESTION FOR THE UNDERLINED WORDS: “The professor told the students to remain silent.”
Solución
Who told the students to remain silent?
Se pregunta por el sujeto, así que who ocupa su lugar y no se usa el auxiliar did.
22. JOIN THE FOLLOWING SENTENCES USING A RELATIVE. MAKE CHANGES IF NECESSARY: “The Chemistry teacher was late for her class that day. She is usually on time.”
Solución
The Chemistry teacher, who is usually on time, was late for her class that day.
El pronombre she se sustituye por who en una relativa explicativa entre comas, porque solo añade información sobre una profesora ya identificada.
23. REWRITE THE FOLLOWING SENTENCE WITHOUT CHANGING ITS MEANING. BEGIN AS INDICATED: “They spent a week repainting the kitchen.” It took…
Solución
It took them a week to repaint the kitchen.
Spend + tiempo + -ing equivale a it takes + persona + tiempo + to-infinitivo.
24. COMPLETE THE FOLLOWING SENTENCE: “We’ll have to postpone the event so that…”
Solución
We’ll have to postpone the event so that more people can attend. (por ejemplo)
So that expresa finalidad y va seguido de sujeto + presente simple, o sujeto + can/may + infinitivo.
25. THERE ARE TWO MISTAKES IN THE FOLLOWING SENTENCE. FIND THE MISTAKES AND REWRITE THE SENTENCE CORRECTLY: “When King Charles arrived to the British Museum, everyone were waiting at the door.”
Solución
When King Charles arrived at the British Museum, everyone was waiting at the door.
Primer error: con un edificio o lugar concreto se dice arrive at, no arrive to. Segundo error: everyone va con el verbo en singular.
26. TURN THE FOLLOWING SENTENCE INTO DIRECT SPEECH: “Grace apologized to Will for having forgotten his birthday.”
Solución
Grace said to / told Will, “I’m sorry I forgot (o have forgotten) your birthday.” (o Grace said, “Will, I’m sorry I forgot your birthday.”)
Una disculpa en estilo indirecto (apologized for + -ing) se convierte en I’m sorry + oración; his pasa a your.
27. TURN THE FOLLOWING SENTENCE INTO REPORTED SPEECH: “‘Your exam will take place next week, Peter,’ the teacher said.”
Solución
The teacher said to / told Peter that his exam would take place the following week.
Will retrocede a would, your pasa a his y next week a the following week.
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
My sister got her wedding dress designed by Armani.
Estructura causativa get + objeto + participio, con el agente introducido por by.
BLOQUE C (Redacción)
Puntuación máxima: 3 puntos
Deberá realizar una redacción de un mínimo de 120 palabras de UNO de los dos temas propuestos SOLAMENTE.
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. Which places in the world do you find fascinating? Give reasons.
29.2. What makes a good friend for you? Explain.