2nd Bachillerato - Reading for pleasure

"Anonymous", the film. 

Questioning Shakespeare´s authorship. Was Shakespeare a fraud?

 

Anonymous is a political thriller and historical drama which premiered at the Toronto International Film Festival on September 11, 2011. Directed by Roland Emmerich and written by John Orloff, the movie is a fictionalized version of the life of Edward de Vere, 17th Earl of Oxford, an Elizabethan courtier, playwright, poet and patron of the arts.

Set within the political atmosphere of the Elizabethan court, the film presents Lord Oxford as the true author of Shakespeare’s plays, and dramatizes events leading to the succession of Queen Elizabeth and the Essex Rebellion against her. De Vere is depicted as a literary prodigy and the Queen's sometime lover, with whom he sires a son, Henry Wriothesley, 3rd Earl of Southampton. De Vere eventually sees his suppressed plays performed through a frontman ( Shakespeare ), using his production of Richard III to support a rebellion led by his son and Robert Devereux, 2nd Earl of Essex.The insurrection fails, and as a condition for sparing the life of their son, the Queen declares that de Vere will never be known as the author of his plays and poems.

Critical comment about the film has been mixed, praising its performances and visual achievements, but criticizing the film's time-jumping format, and the filmmaker's promotion of the Oxfordian theory of Shakespeare authorship.

 

"Anonymous" official trailer 

Extension links

•  http://en.wikipedia.org/wiki/Shakespeare_authorship_question
• http://en.wikipedia.org/wiki/Anonymous_%28film%29
• http://www.anonymous-movie.com/
•  http://www.youtube.com/watch?v=NsFJj7pciQY

2nd BACH - Reading for pleasure

The Black Death & the "Spanish" flu

·         The Black Death was one of the most devastating pandemics in human history, peaking in Europe between 1348 and 1350. Of several competing theories, the dominant explanation for the Black Death is the plague theory, which attributes the outbreak to the bacterium Yersinia pestis. Thought to have started in China, it travelled along the Silk Road and reached the Crimea by 1346. From there, probably carried by Oriental rat fleas living on the black rats that were regular passengers on merchant ships, it spread throughout the Mediterranean and Europe.

The Black Death is estimated to have killed 30–60 percent of Europe's population, reducing the world's population from an estimated 450 million to between 350 and 375 million in the 14th century. The aftermath of the plague created a series of religious, social and economic upheavals, which had profound effects on the course of European history. It took 150 years for Europe's population to recover. The plague returned at various times, killing more people, until it left Europe in the 19th century.

The most commonly noted symptom was the appearance of buboes in the groin, the neck and armpits, which oozed pus and bled when opened.

 

·         The 1918 flu pandemic (the "Spanish" flu) was an influenza pandemic. It was an unusually severe and deadly pandemic that spread across the world. Historical and epidemiological data are inadequate to identify the geographic origin. Most victims were healthy young adults, in contrast to most influenza outbreaks, which predominantly affect juvenile, elderly, or weakened patients.

The pandemic lasted from June 1918 to December 1920, spreading even to the Arctic and remote Pacific islands. Between 50 and 100 million died, making it one of the deadliest natural disasters in human history. Even using the lower estimate of 50 million people, 3% of the world's population (which was 1.86 billion at the time) died of the disease. Some 500 million, or 27% (≈1/4), were infected.

The first cases of influenza were registered in the continental U.S. and the rest of Europe before getting to Spain. The 1918 pandemic received its nickname "Spanish flu" because of the early perceptions of the disease's severity in Spain. Spain was a neutral country in World War I and had no censorship of news regarding the disease and its consequences. Germany, Britain and France all had media blackouts on news that might lower morale and did not want to disclose information about disease and the number of deaths to their enemies.

World War I did not cause the flu, but the close troop quarters and massive troop movements hastened the pandemic and probably both increased transmission and augmented mutation; it may also have increased the lethality of the virus. Some speculate that the soldiers' immune systems were weakened by malnourishment, as well as the stresses of combat and chemical attacks, increasing their susceptibility. The virus may have helped tip the balance of power in the latter days of the war towards the Allied cause. There are data indicating that the viral waves hit the Central Powers before they hit the Allied powers, and that both morbidity and mortality in Germany and Austria were considerably higher than in Britain and France.

Source: Wikipedia

BACHILLERATO - LIST of FALSE FRIENDS

False friends are pairs of words or phrases in two languages that look or sound similar, but differ in meaning.They can cause difficulty for students learning a foreign language because students are likely to identify the words wrongly due to linguistic interference. For this reason, teachers sometimes compile lists of false friends as an aid for their students...

actually: en realidad (y no actualmente, que se dice nowadays, at present)
to advertise: anunciar (y no advertir, que se dice to warn)
advice: consejos (y no aviso, que se dice warning, notice)
argument: discusión, pelea (y no argumento de un libro/una película, que se dice plot)
to assist: ayudar (y no asistir a un lugar, que se dice to attend)
billion: mil millones (y no billón, que se dice trillion)

cap: gorra (y no capa, que se dice layer)
career: carrera profesional, ocupación luego del estudio (y no carrera referida al curso universitario, que se dice degree)
carpet: alfombra (y no carpeta, que se dice folder)
cartoon: dibujos animados, tira cómica (y no cartón, que se dice cardboard)
casualty: víctima o herido (y no casualidad, que se dice coincidence)
collar: cuello de las prendas de vestir (y no collar, que se dice necklace)
college: facultad, colegio universitario (y no colegio, que se dice school)

complexion: tez, tono de la piel (y no complexión, que se dice build)
conductor: director de orquesta o cobrador (y no conductor, que se dice driver)
(to be) constipated: sufrir de estreñimiento (y no estar constipado, que se dice to have a cold/chill)
contest: concurso (y no contestar, que se dice to answer)
costume: traje, disfraz (y no costumbre, que se dice custom, habit)
curse: maldición (y no curso, que se dice course)
deception: engaño (y no decepción, que se dice disappointment)
dessert: postre (y no desierto, que se dice desert)
disgust: asco, repugnancia (y no disgusto, que se dice annoyance, quarrel, trouble o to be upset)
economics: economía (y no económicos, que se dice cheap)
embarrassed: avergonzado/a (y no embarazada, que se dice pregnant)
estate: propiedad, bien inmueble, patrimonio (y no estado, que se dice state)
eventually: finalmente, tarde o temprano (y no eventualmente que se dice by chance, possibly)
exit: salida (y no éxito, que se dice success)
fabric: tela (y no fábrica, que se dice factory)
familiar: conocido, familiar (adjetivo) (y no pariente, familiar (sustantivo), que se dice relative)

fastidious: exigente, quisquilloso, maniático, meticuloso ( y no fastidioso, que se dice tiresome, annoying)
hardly: apenas, difícilmente (y no duramente, que se dice strongly)

idiom: modismo, locución (y no idioma, que se dice language)
influenza: gripe (y no influencia, que se dice influence)
inhabitant: habitante (y no inhabitado, que se dice uninhabited)
to intend: tener la intención de (y no intentar, que se dice to try)
intoxicated: ebrio (y no intoxicado, que se dice with food poisoning)
involve: involucrar (y no envolver, que se dice wrap)
jam: mermelada (y no jamón, que se dice ham)
large: grande (y no largo, que se dice long)
lecture: conferencia (y no lectura, que se dice reading)
lentil: lenteja (y no lentilla, que se dice contact lens)
letter: letra del abecedario o carta (y no letra de una canción, que se dice lyrics)
library: biblioteca (y no librería, que se dice bookshop)
mayor: alcalde (y no mayor, que se dice bigger)
misery: tristeza (y no miseria, que se dice poverty)
notice: nota, anuncio (y no noticia, que se dice a piece of news)
office: oficina (y no oficio, que se dice trade o job)
ordinary: común (y no ordinario, que se dice vulgar)
pan: cacerola, cazuela (y no pan, que se dice bread)

petrol: gasolina  (y no petróleo, que se dice oil, petroleum)
pie: pastel (y no pie, que se dice foot)
place: lugar (y no plaza, que se dice square)
policy: política (y no policía, que se dice police)
to pretend: aparentar, fingir (y no pretender, que se dice to expect)
prize: premio (y no precio, que se dice price)
to quit: abandonar, dejar (y no quitar, que se dice to remove o to put away)
quote: cita  (y no cuota, que se dice fee, installment o payment)
to realize: darse cuenta (y no realizar, que se dice to make)
to record: grabar (y no recordar, que se dice to remember)
regular: de tamaño normal (y no regular, que se dice bad, not so good)
relatives: parientes (y no relativos, que se dice relative (adjective))
to remove: quitar, eliminar (y no remover, que se dice to stir)
resort: centro turístico o recurso (y no resorte, que se dice spring)
rope: cuerda, soga (y no ropa, que se dice clothes)
rude: maleducado, descortés (y no rudo, que se dice rough)
sane: cuerdo (y no sano, que se dice healthy)
sensible: sensato (y no sensible, que se dice sensitive)
sensitive: sensible (y no sensitivo, que se dice related to the senses)
soap: jabón (y no sopa, que se dice soup)
spade: pala (y no espada, que se dice sword)
stationery: artículos de papelería (y no estacionario, que se dice stationary)
to stay: quedarse (y no estar, que se dice to be)
to stir: revolver un líquido (y no estirar, que se dice to stretch)
stranger: desconocido o forastero (y no extranjero, que se dice foreigner)
to stretch: estirar, extender, ensanchar (y no estrechar, que se dice to take in, to narrow)
suburb: barrio rico periférico de la ciudad (y no suburbio de casas pobres, que se dice slum)
success: éxito (y no suceso, que se dice event)
to support: apoyar (y no soportar, que se dice to put up with)
sympathetic: comprensivo (y no simpático, que se dice nice, likeable)
sympathy: compasión, comprensión, pésame (y no simpatía, que se dice friendliness, affection)
target: objetivo (y no tarjeta, que se dice card)
terrific: fenomenal, genial (y no terrorífico, que se dice terrifying)
to translate: traducir (y no trasladarse, que se dice to move)
tramp: vagabundo (y no trampa, que se dice trap)
vacuum: vacío (y no vacuna, que se dice vaccine)
zealous: entusiasta (y no celoso, que se dice jealous)

A tribute to Steve Jobs

"Your time is limited, so don't waste it living someone else's life. Don't be trapped by dogma - which is living with the results of other people's thinking. Don't let the noise of other's opinions drown out your own inner voice. And most important, have the courage to follow your heart and intuition. They somehow already know what you truly want to become. Everything else is secondary."

Steve Jobs
US computer engineer & industrialist (1955 -2011 )

2nd Bach: Reading comprehension: BC/AD or BCE/CE?

Read through the following newspaper articles and answer the questions:

• What is the problem about? Make a summary.
• What is your opinion about this subject?
• Which words did you not understand and had to be looked up in a dictionary?

BBC turns its back on year of Our Lord: 2,000 years of Christianity jettisoned for politically correct 'Common Era'
The BBC has been accused of 'absurd political correctness' after dropping the terms BC and AD in case they offend non-Christians.
The Corporation has replaced the familiar Anno Domini (the year of Our Lord) and Before Christ with the obscure terms Common Era and Before Common Era.
Some of the BBC's most popular programmes including University Challenge, presented by Jeremy Paxman, and Radio 4's In Our Time, hosted by Melvyn Bragg, are among the growing number of shows using the new descriptions.

The BBC's religious and ethics department says the changes are necessary to avoid offending non-Christians.

It states: 'As the BBC is committed to impartiality it is appropriate that we use terms that do not offend or alienate non-Christians.
In line with modern practice, BCE/CE (Before Common Era/Common Era) are used as a religiously neutral alternative to BC/AD.'
But the move has angered Christians, mystified other faith leaders and been branded unnecessary by the Plain English Campaign. Critics say the new terms are meaningless because, just like AD and BC, they still denote years in relation to the life of Christ.

Marie Clair of the Plain English Campaign said: 'As with most politically correct innovations, I am sure this was done with the best of intentions. But it is difficult to see what the point of the changes are if people do not understand the new terms. It sounds like change just for the sake of change.'

This is not the first time the BBC has caused controversy over its use of alien language to promote a politically correct, Europhile agenda.
Its increasing reliance on metric measurements rather than the imperial system and its occasional reference to expenditure in terms of euros rather than pounds has infuriated many viewers.
Several prominent Christians last night blasted the Corporation for sidelining Christianity.
The Rev Peter Mullen, Anglican chaplain to the London Stock Exchange, said: 'This is absurd political correctness and these new terms do not mean anything to anyone.
'I think it's an example of the BBC trying to undermine Christianity by pushing an aggressive secularism.
'I would be very surprised if any other faith had complained about the use of Anno Domini and Before Christ.'
Ann Widdecombe, the Catholic former Tory Minister, said: 'I think what the BBC is doing is offensive to Christians. They are discarding terms that have been around for centuries and are well understood by everyone.
'What are they going to do next? Get rid of the entire calendar on the basis that it has its roots in Christianity?' A spokesman for the Church of England said that although both terms were common, BC and AD 'more clearly reflect Britain's Christian heritage'.

Vatican newspaper criticizes BBC change to 'common era' dating

VATICAN CITY (CNS) -- The Vatican newspaper said it was "historically senseless hypocrisy" for the BBC to drop the dating abbreviations B.C. and A.D. on the grounds that they might offend non-Christians.
In a front-page commentary Oct. 4, L'Osservatore Romano said the change reflected a wider effort to "cancel every trace of Christianity from Western culture."
The British media corporation recently announced it would replace B.C. (Before Christ) and A.D. (Anno Domini, or Year of the Lord) with B.C.E. (Before Common Era) and C.E. (Common Era.) It said the new terms were a "religiously neutral" alternative.
The Vatican newspaper added its voice to a growing number of critics, who have noted that the new dating abbreviations still use the birth of Christ as a reference point, but without acknowledging the connection.
"To deny the historically revolutionary importance of the coming of Christ on earth, which is also accepted by those who do not recognize him as the son of God, is an act of enormous foolishness," the newspaper said.
"Why not recognize that from that moment, the world changed?" it said. For one thing, it said, the modern concept of human rights owes much to the new Christian vision of the equality of human beings as children of God.
The newspaper said it was "anti-historical" to deny the cultural debt owed by civilization to Christianity.

 

Government to save Year of our Lord from BBC's 'Common Era'

The Government last night moved to safeguard BC and AD after The Mail on Sunday revealed they were under threat because they were considered offensive to non-Christians.
Last week this newspaper reported that the BBC had replaced Anno Domini (the Year of our Lord) and Before Christ with the obscure terms Common Era (CE) and Before the Common Era (BCE).

The Corporation believes BC and AD are offensive to non-Christians and has started to use the ‘religiously neutral’ alternatives on websites and in programmes including University Challenge and Radio 4’s In Our Time.

The decision has prompted an avalanche of complaints from viewers, Christian groups, politicians including London Mayor Boris Johnson, and even some of the BBC’s own star presenters, who have vowed to stick with the traditional terms.

 Complaint and BBC Response

We received complaints from people concerned about press reports claiming that the BBC has replaced the reference terms BC (Before Christ) and AD (Anno Domini) with BCE (Before Common Era) and CE (Common Era).



It is incorrect to say that the BBC has replaced date systems BC and AD with Before Common Era (BCE) and Common Era (CE). Whilst the BBC uses BC and AD like most people as standard terminology, it is possible to use different terminology, particularly as it is now commonly used in historical research. The BBC has issued no editorial guidance on date systems, and the decision rests with the individual editorial and production teams. It should also be noted that for every BCE or CE reference, there are still a great many BC and AD references used across the BBC.

2ndBACH: Presentación formato PAU y criterios específicos de corrección

UNIVERSIDADES PÚBLICAS DE LA COMUNIDAD DE MADRID
 
PRUEBA DE ACCESO A LAS ENSEÑANZAS UNIVERSITARIAS OFICIALES DE GRADO

Curso 2011-2012

MATERIA: INGLÉS ( Criterios específicos de corrección al final)

OPCIÓN  A

Make room for the robots

When world-famous cellist Yo-Yo Ma announced that he would be playing with the Detroit Symphony, every seat was sold. However, Yo-Yo Ma’s performance was not the only thing that amazed the audience. The conductor did too. The conductor stepped onto the stage and lifted both arms to direct the musicians who played the song "The Impossible Dream." Until recently, that is exactly what this performance would have been. This is because ASIMO, the conductor, is only eight years old and 1.2 meters tall. It is also a robot. The scientists who built ASIMO equipped it with many abilities such as climbing stairs, recognizing faces, or even helping musicians make beautiful music. Since the 1960s, robots have been doing jobs that are too boring or dangerous for humans. These industrial robots, unlike ASIMO, do not have a humanoid appearance. But now that robots are moving into our homes, many are starting to look more like us. One company has built a dish-washing robot called Monty. To reach the sink, Monty needed to be more than 1.5 meters tall and have a human-like hand to pick up coffee cups. "Once you make a robot for human environments," says the company’s manager, "you end up getting closer to a human shape. But building robots to look like people is not always necessary.” His company also makes a disc-shaped vacuuming robot called the Roomba and more than 3 million are already in use. Will the robots of the future look more like Monty or Roomba? Either way, the company’s manager is happy to hand over the boring chores. "I'd rather have a robot do dishes," he says. Wouldn't you?

QUESTIONS

1.- Are the following statements TRUE or FALSE? Copy the evidence from the text. No marks are given for only TRUE or FALSE.

a) ASIMO was designed only to direct an orchestra.
b) The Roomba vacuuming robot has a humanoid appearance.
(Puntuación máxima: 2 puntos)

2.- In your own words and based on the ideas in the text, answer the following questions. Do not copy from the text.

a) Describe ASIMO’s appearance and its role with the Detroit Symphony.
b) Explain why Monty needs to look more human.
(Puntuación máxima: 2 puntos)

3.- Find the words in the text that mean:

a) raised (paragraph 1)
b) skills (paragraph 1)
c) tedious (paragraph 2)
d) risky (paragraph 2)
(Puntuación máxima: 1 punto)

4.- Complete the following sentences. Use the appropriate form of the word in brackets when given.

a) Roomba is _____ (easy) to use than a normal vacuum cleaner and I am more than _____ (satisfy) with it.
b) Could you _____ me a favour? Tell me where I can buy the _____ (good) cooking robot on the market.
c) A Japanese company has made a new robot that looks and acts _____ a dog, but it is not a substitute _____ a real pet.
d) Many novels about robots _____ (write) by science fiction writers. I especially enjoy _____ (read) Isaac Asimov’s robot novels.
(Puntuación máxima: 2 puntos)

5.- Write about 100 to 150 words on the following topic. "Would you like to have a humanoid robot in your home? Why or why not?"
(Puntuación máxima: 3 puntos)


OPCIÓN B

The Influenza Pandemic of 1918

The influenza pandemic of 1918-1919 killed more people than the Great War, known today as World War I, at somewhere between 20 and 40 million people. Known as "Spanish Flu", that outbreak of influenza was a global disaster. It has been cited as the most devastating epidemic in recorded world history. More people died of influenza in a single year than in four years of the Bubonic Plague from 1347 to 1351.
In the fall of 1918, the Great War in Europe was winding down and peace was on the horizon. Then, something erupted that seemed as benign as the common cold. The influenza of that season, however, was far more than a cold. In the two years that this plague ravaged the earth, a fifth of the world's population was infected. The “Spanish flu” was most deadly for people aged 20 to 40. This pattern of morbidity was unusual for influenza, which is usually a killer of the elderly and young children.
It infected 28% of all Americans. An estimated 675,000 Americans died of influenza during the pandemic, ten times as many as in the World War I. Of the U.S. soldiers who died in Europe, half of them fell to the influenza virus and not to the enemy.
People were struck with illness on the street and died rapid deaths. The physicians of the time were helpless against this powerful agent of influenza. A well-known anecdote tells of four women playing bridge together late into the night. Overnight, three of the women died from influenza.

QUESTIONS

1.- Are the following statements TRUE or FALSE? Copy the evidence from the text. No marks are given for only TRUE or FALSE.

a) No plague has been as lethal as the “Spanish Flu”.
b) Common influenza mainly affects middle-aged people.
(Puntuación máxima: 2 puntos)

2.- In your own words and based on the ideas in the text, answer the following questions. Do not copy from the text.

a) How was the American population affected by the Spanish flu?
b) Did people suffering from “Spanish Flu” take a long time to die? Explain your answer.
(Puntuación máxima: 2 puntos)

3.- Find the words or phrases in the text that mean:

a) catastrophe (paragraph 1)
b) autumn (paragraph 2)
c) ending (paragraph 2)
d) fatal (paragraph 2)
(Puntuación máxima: 1 punto)

4.- Complete the following sentences. Use the appropriate form of the word in brackets when given.

a) Many more people _____ (kill) by the “Spanish Flu” in a single year _____ those who died from the Black Death.
b) If doctors of the time _____ (have) effective medicines at their disposal in 1918, many people _____ (save) their lives.
c) Normally, _____ takes years to find an effective drug against a virus. We still haven’t one for AIDS _____ three decades of research.
d) Rewrite the following sentence beginning with the words given.
Mrs. Mitchell said to her daughter: “Wear your scarf and gloves in case it snows”.
Mrs. Mitchell told her daughter …….
(Puntuación máxima: 2 puntos)

5.- Write about 100 to 150 words on the following topic.
What do you do to look after yourself when you catch a cold or the flu?
(Puntuación máxima: 3 puntos)

CRITERIOS ESPECÍFICOS DE CORRECCIÓN

TIEMPO: 1 hora y 30 minutos

La prueba consistirá en el “análisis” de un texto de un idioma extranjero (el inglés en este caso), del lenguaje común, no especializado. El alumno dispone de dos opciones para contestar (A y B). Debe escoger sólo una de ellas. A partir del texto propuesto, el estudiante realizará un comentario personal y responderá a cuestiones relacionadas con el texto, que serán planteadas y respondidas por escrito en el mismo idioma, sin ayuda de diccionario ni de ningún otro manual didáctico. El texto contendrá alrededor de 250 palabras y su comprensión no exigirá conocimientos especializados ajenos a la materia de la prueba. La dificultad del texto estará controlada, a fin de permitir al alumno que realice la misma en el tiempo previsto. La puntuación total del examen será de 10 puntos. Al comienzo de la prueba se incluirán unas instrucciones generales para la realización de la misma en lengua castellana. El resto de la prueba estará totalmente redactada en inglés, y el alumno usará exclusivamente la lengua inglesa en sus respuestas.

Valoración objetivos de cada una de las preguntas:

Pregunta 1: Hasta 2 puntos. Se trata de medir exclusivamente la comprensión lectora. El alumno deberá decidir si dos frases que se le presentan son verdaderas o falsas, copiando a continuación únicamente el fragmento del texto que justifica su elección. Se otorgará 1 punto por cada apartado. Se calificará con 0 puntos la opción elegida que no vaya justificada.

Pregunta 2: Hasta 2 puntos. Se pretende comprobar dos destrezas: la comprensión lectora y la expresión escrita, mediante la formulación de dos preguntas abiertas que el alumno deberá contestar basándose en la información del texto, pero utilizando sus propias palabras en la respuesta. Cada una de las preguntas valdrá 1 punto, asignándose 0,5 puntos a la comprensión de la pregunta y del texto, y 0,5 a la corrección gramatical de la respuesta.

Pregunta 3: Hasta 1 punto. Esta pregunta trata de medir el dominio del vocabulario en el aspecto de la comprensión. El alumno demostrará esta capacidad localizando en el/los párrafo/s que se le indica un sinónimo adecuado al contexto, de cuatro palabras o definiciones. Se adjudicará 0,25 por cada apartado.

Pregunta 4: Hasta 2 puntos. Con esta pregunta se pretenden comprobar los conocimientos gramaticales del alumno, en sus aspectos morfológicos y/o sintácticos. Se presentarán oraciones con huecos que el alumno deberá completar/rellenar. También podrán presentarse oraciones para ser transformadas, u otro tipo de ítem. Se adjudicará 0,25 a cada “hueco en blanco”, y en el caso de las transformaciones o ítems de otro tipo se concederá 0,5 con carácter unitario.

Pregunta 5: Hasta 3 puntos. Se trata de una composición -de 100 a 150 palabras- en la que el alumno podrá demostrar su capacidad para expresarse libremente en lengua extranjera. Se propondrá una única opción y se otorgarán 1,5 puntos por el buen dominio de la lengua –léxico, estructura sintáctica, etc.- y 1,5 por la madurez en la expresión de las ideas -organización, coherencia y creatividad.

2nd BACH - Education and Work

This material has been downloaded from www.oupe.es                        Only class material/ educational purposes

VOCABULARY


A Choose the correct definition for the words below.

a  An applicant b  A candidate c  Marks d  An NGO e  A CV f   Training g  A degree

1  Teachers give these to students after assessing their work. They are usually a percentage, or a grade like A, B or C. 2  A person who enters an exam. 3  Organisations like Greenpeace, The Red Cross or Oxfam. 4  The kind of education which is geared towards the world of work. 5  A document which gives personal information about a person to give to a prospective employer. 6  A course that you follow at university to obtain a graduate qualifi cation. 7  A person who applies for a job or a place on a course.

READING

B Match the words in column A with the words in column B to form logical
collocations.

A school degree A-level huge public economic work voluntary distance job

B deficit market leavers work grades spending course course climate experience

Now read through the following text and find these collocations.

This year more than 150,000 school leavers in the UK failed to find a place on a
degree course at university. By the end of August, 184,488 applicants were still
without a place, chasing approximately 18,000 remaining places. Some of these
applicants have top A-level grades and expected to get onto their preferred degree
course easily. So what has caused this huge defi cit in university places?
There are two main factors which have led to the lack of places. Firstly, there has
been a record number of university applicants after record-breaking national A-level
results. 2010 saw 97.6% of exam candidates obtain a pass mark (A-E), and 27% got
A grades. 8% of the candidates got the A* grade, which requires marks of 90% or more
in second year exams.
The second reason is the recession and cuts in public spending. The government has
funded 9,000 more places in Science and Maths this year, but this increase has been
cancelled out by the reduction of places on other courses. Universities are anxious
not to over-recruit in the present economic climate.
For those school leavers who have ended up without a place, there has
been no shortage of suggestions: unpaid work experience, NGO work, a gap-year
travelling around the world, training, etc. Aaron Porter, president of the National
Union of Students, had comforting words for students failing to fi nd a place on a
course: “Don’t panic. There are still lots of training, volunteering and work
opportunities out there.” The Universities Minister, David Willets, has urged students
without a place to take up voluntary work to enhance their CVs. He described
the present economic climate as “intensely competitive for young people” and
urged school-leavers to “look at the extras you can put on your CV”.
Another option for school leavers determined to get a degree is to do a distance
course at the Open University, perhaps working part-time too. Yet another option –
for those with the money – is to pay for a private degree course.
But, whatever the options are, with more university applicants every year, the
prospect of a long recession and the consequent pressure on the job market,
expectations will only get higher and competition for university places fi ercer.
It’s going to be a diffi cult time for school-leavers in the next few years.

C In your own words and based on the ideas of the text, answer the
following questions.

1 What are the two main reasons for the lack of university places in the UK this
year?
2 What sort of things can unsuccessful university applicants do?

D Find the words in the text that mean:

● Favourite:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
● A year between school and university:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
● Choices:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

E Write a synonym, a definition or a sentence for the meaning of these
words:
● Record-breaking:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
● Over-recruit:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
● Enhance:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

GRAMMAR

F Circle at least 10 verbs in the text above. What tense are they?


G Complete the second sentence so that it has a similar meaning to the
first one:

1 The government has funded 9,000 extra places in Maths and Science.
9,000 extra places . . .
2 The increase in places for Maths and Science has been cancelled out by the
reduction of places on other courses.
The reduction in places on other courses . . .
3 There are two main factors which have caused the lack of places.
The lack of places . . .
4 You won’t get a place unless you get very good A-level results.
If you don’t . . .
5 More than 97% of candidates obtained a pass mark.
A pass mark . . .



H Choose the correct verb.

1 More students passed/have passed their A-levels in 2010 than in 2009.
2 George studied/has studied at this university since 2008.
3 My brother usually studies in London, but at the moment he studies/is studying
abroad.
4 Jane worked/was working for an NGO when she met her boyfriend.
5 By the time I applied for the course, all the places have been taken/had been
taken.

I  Rewrite the sentences correctly:

1 I study on this degree course since 2008.
2 I have fi nished my degree in 2004.
3 ”The teacher can’t give class today. She’s been breaking her leg in a skiing
accident.”
4 At the moment John does a distance course with the Open University.
5 I’ve read that book you gave me this morning, but I haven’t finished it yet.

WRITING

J  Write about 100 to 150 words on the following topic:

What can you do to enhance your CV as the Universities Minister suggests in the text?

Write your composition:
● An introductory paragraph about the importance of having a varied, interesting CV
(no more than 30 words)
● Two paragraphs with your ideas (approx 30 words per paragraph).
● A concluding paragraph summarizing what you have said.

Linking words First of all, … As well as that … … because … … so that … In short, … In conclusion, …

Useful phrases It is important to … One of the best ways to … Another thing you can do is … As I mentioned before, … It’s a good idea to …

2nd BACH: Clothes, Personality and Fame

This material has been downloaded from www.oupe.es                        Only class material/ educational purposes

VOCABULARY

  A Choose the correct definition for the words below.

a   A trend-setter . . . . .                e   A PhD . . . . .
b   A film premiere . . . . .              f    Accessories . . . . .
c   To dabble in . . . . .                  g   Target market . . . . .
d   In the public eye . . . . .

1 A postgraduate qualification from a university.
2 The customers that a company thinks will buy its products.
3 Handbags, belts, shoes, etc. Things that accompany clothes.
4 A person who wears the latest fashions and is then copied by others.
5 To get involved in something only a little; to start getting involved
in something.
6 The first showing of a new film, usually in the presence of the director, the
actors and other VIPs.
7 Being on TV, in the news, in the press, etc.

READING

B Read the text and then choose the best title for it.

1 Madonna’s new line of clothes
2 Madonna rebrands herself as a famous mother
3 Children of famous people.

Madonna has long been famous for reinventing herself, adopting new styles
of music and fashion and being a trend-setter for millions of fans around the
globe. However, lately the Madonna phenomenon has expanded to include
her thirteen-year-old daughter Lourdes, who is starting to enjoy a growing
fame in her own right. Lourdes has started accompanying her mother
at galas, fashion shows, cultural events and film premieres. Photographers
have been busy snapping up photos of the famous couple wearing
look-alike 80s fashion. But don’t make the mistake of thinking that Lourdes
is just a mini-Madonna with no talent of her own.
At just thirteen, Lourdes has started taking on minor acting roles
and is already dabbling in the world of music and dance and, more recently,
fashion design with the recent launch of the “Material Girl” clothing line, in
partnership with her famous mother. In a recent article in The Observer,
a report pointed out that with Madonna as a mother, Lourdes had little
choice but to embrace a life in the public eye. She also had the best
possible guide to turning fame into a lucrative business advantage. As
Hollywood correspondent Gayl Murphy points out: “Madonna has a PhD in
using fame. She is a total genius”.
Until recently, Madonna, like any protective parent, has exercised a certain
amount of control over her daughter’s projects; allegedly turning down
an offer to appear in one of the Harry Potter films. Now things are starting
to change. Lourdes has just been accepted into a performing arts high
school and last year she appeared as a dancer in Madonna’s “Celebration”
video.
Last year we also witnessed mother and daughter at the premiere of “Nine”,
where Lourdes wore a black leather jacket and fingerless lace gloves that
were clearly an echo of Madonna’s 1980s style.
The couple’s new clothing brand is Lourdes’ highest-profile project
to date. The clothes and accessories have mostly been designed by the
thirteen-year-old but have been inspired by her mother’s early career style.
With Lourdes as the face of the brand and Madonna’s fame as the driving
force behind publicity, the project is bound to succeed. According to David
Lipke, senior editor at “Women’s Wear Daily”, “it’s smart to have Lourdes 

as the face for the brand” because the teens and tweens who make up the
target market will probably relate more to daughter than mother.

C  In your own words and based on the ideas of the text, answer the following
questions.

1 What are the things that Lourdes is doing to enter into her mother’s world of fame
and fortune?

2 How would you describe the line of clothes that Madonna and Lourdes have
developed?

D Find the words in the text that mean:

1 The World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 A very intelligent person . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 A teenager . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 A person who is in their early twenties . . . . . . . . . . . . . . . . . . . . . . . . . . . .

E Write a synonym, a definition or a sentence for the meaning of these
words:

1 in her own right . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 look-alike . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

3 lucrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 fingerless . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  

 GRAMMAR

F  Fill in the gaps with the correct relative pronoun.

who ● where ● which ● when ● why ● whose

1 That was the reason . . . . . . . . . we left the party so early.
2 My friend, . . . . . . . . . father is a fashion designer, travels to fashion shows
all over Europe.
3 My friend, . . . . . . . . . is a fashion designer, travels to fashion shows all over
Europe.
4 These are the sunglasses . . . . . . . . . Ray Charles wore in 1955.
5 This is the town . . . . . . . . . Madonna was born.
6 Just after Christmas is . . . . . . . . . I buy most of my winter clothes.

G Which relative pronoun in the last exercise can be changed to “that”?

H Put a comma where necessary.

1 The story which takes place in Milan is a fascinating portrayal of the fashion world.
2 He’s the designer who makes most of my dresses.
3 Anthony Johnson who plays for Manchester City promotes most of our shirts
and sweaters.
4 That’s the dress that I told you about.
5 This is the place where most of the army’s berets are made.
6 This is the T-shirt which I bought at the concert last night.
7 The new United shirt which was designed by a local company has not been
well-received by the fans.
8 Paulo who designs most of my dresses is from a long line of designers in Milan.

I  In two of the sentences above the relative pronoun can be left out. Underline
them.

J  Join the two sentences using the word in brackets.

1 He’s the teacher. He taught me last year. (who)
2 This is the jacket. I wore it at the Madonna concert. (that)
3 This is the shop. They sell Madonna’s line of clothes here. (where)
4 She’s the girl. Her mum’s a famous singer. (whose)
5 This is the kind of material. You use it to make jeans. (which)
6 He’s the singer. He promotes a line of sportswear. (who)

7 This is the time of year. Most people buy new clothes for the summer. (when)
8 That’s the factory. It produces training shoes for well-known brands. (which)

WRITING

K  Write an article of about 100 to 150 words on the following topic:

“To be famous or not to be famous. Should famous people protect
their children from the pressures of fame and fortune?”

Plan your article.

1  Begin your article with a quotation, a controversial statement or a direct question
for the reader. Something that will make the reader of your article interested
in reading more. Then say what your article is about.
2  Decide whether you think children of famous people should be protected or not,
and make a list of your arguments in favour or against the statement. Divide
these ideas into two paragraphs. Add the two paragraphs with your ideas
(approx. 30 words per paragraph)
3  Write a concluding paragraph summarizing what you have said and making your
opinion clear. Finish with a sentence summarizing your own views on the matter.

Linking phrases To begin with… Another point I’d like to make … As well as that … Not only ……, but also And so…

Useful phrases for presenting your personal opinion It is clear to me that… I am absolutely convinced of the fact that… There is no doubt in my mind that… It is obvious to anyone that…

OPTIONAL WRITING : What do these pictures suggest to you?

A FUNNY VIDEO - "ARE SUBTITLES REALLY NECESSARY?"

2nd BACHILLERATO - CONDITION CLAUSES - EXTRA EXERCISES

Put the verbs in brackets into the correct tenses

Ø If I _________(KNOW) that you couldn´t eat octopus I ____________(NOT BUY) it (III)
Ø She _________(BE ABLE) to walk faster if her shoes ________(NOT HAVE) such high heels (II)
Ø I ___________(BRING) you some beer if I ____________(KNOW) that you were thirsty (III)
Ø If anyone _____________(ATTACK) me, my dog _______________(JUMP) at his throat (II)
Ø Unless they _____________(TURN OFF) that radio I ______________(GO) mad (I)
Ø If the milkman ____________(COME) ____________(TELL) him to leave two pints (I)
Ø He _____________(BE) a millionaire now if he ___________(TAKE) my advice (MIXED)

TRANSLATE INTO ENGLISH

• Me voy ahora, a no ser que quieras que me quede
• Puedes fumar a condición de que dejes una ventana abierta para que se vaya el humo
• Los niños se pueden quedar aquí siempre y cuando no hagan mucho ruido
• George no se fía de nadie. No presta dinero como no le prometas por escrito que se lo devolverás
• Si echas aceite en agua, flota
• Yo que tú empezaría a hacer las maletas ahora mismo
• Como no grites no te oye
• Si me hubierais hecho caso ahora estaríais sentados cómodamente en un despacho
• Viajar en coche es conveniente siempre y cuando tengas algún sitio para aparcar
• ¿Qué haríais si estallase una guerra?
• Te cuento lo que sucedió pero solo si no se lo dices a nadie
• De haber sabido que era tan problemático no le habría invitado
• De haberse puesto el cinturón no habría resultado herida
• Ahora serías una abogada famosa si hubieses finalizado la universidad
• No sé lo que habría sucedido si Jane no hubiera sabido hablar griego 
• Puedes usar mi coche siempre y cuando conduzcas con cuidado

 REWRITE THESE SENTENCES USING AN “IF” CONSTRUCTION

• I didn´t see the signal, so I didn´t stop
• I didn´t know your number, so I didn´t ring
• We only came by bus because there were no taxis
• I only came up the stairs because the lift wasn´t working
• It took us a long time to find his house because the streets were not clearly marked
• He didn´t get to the top of his profession, perhaps because his wife didn´t encourage him
• It was raining. That´s the only reason I didn´t take the children to the beach
• You didn´t tell me where you were going and I couldn´t find you
•  I can´t tell you what this means because I don´t know French
• You are bitten so often because you don´t sleep under a mosquito net
• You didn’t speak slowly and he didn´t understand you

1st / 2nd BACHILLERATO: READING COMPREHENSION TEXT

The X Factor

Tens of millions of television viewers around the world have become familiar with the musical talent show The X Factor, which originated in Britain in 2004 and has since become an international franchise. In some countries the name is different — for example, Factor X in Spain and XSeer Al Najah in Arabic-speaking countries — but the format is usually the same: aspiring pop singers or groups compete in front of a Nsmall group of judges, and a large studio audience, for the prize of a lucrative recording contract.
The British version of the show has been enormously successful. Broadcast on
Saturday evenings between August and December, it is watched by an average of around 13 million people — more than a fifth of the population. The studio audience is extremely enthusiastic (at times almost hysterical) and the four judges, who give their opinions immediately after each performance, are usually jeered if they make negative comments. The TV audience votes by telephone for their favourite act, and on Sunday evening the results are announced in a follow-up show. The two acts who receive the fewest votes from the public normally have to perform again in the followup show, and then their fate is in the hands of the judges: the one the judges think has sung better stays in the competition, but the loser is eliminated.

As the competition progresses, the performers are in the public eye for far longer than two evenings a week: their talents (or lack of), personalities and off-stage behaviour are also discussed endlessly by gossip magazines and tabloids, their faces frequently appearing on the front pages. Feelings run so high that campaigns for or against certain contestants are launched on social networking sites.
In Britain, winning The X Factor guarantees that a singer or group will be able to
make a lot of money from their music, at least in the short term. In most years, for example, the debut single by the winner, released in December, has reached the top of the singles charts by Christmas.
Some people, however, think the programme has too much influence on the music-buying public, which is why in 2009 there was a successful campaign to encourage people to buy an alternative single and thereby ensure the song by The X Factor’s winner wouldn’t be number one at Christmas. The campaign is being repeated this year. Another kind of protest against the 2010 competition was when a lot of people tried to undermine it by voting every week for the contestant with by far the worst singing voice — he was finally eliminated only in late November.

 Exercise 1

Decide whether the following statements are true (T) or false (F), or if the text doesn’t say (D).

1. The contestants on the British version of The X Factor perform in London.
2. The winner in 2010 was the contestant with the worst singing voice.
3. There are three judges.
4. The song by the winner of the 2009 competition was number one at Christmas that year.
5. The studio audience usually likes it when the judges make negative comments.
6. The TV audience for the programme increases as the competition progresses.
7. The judges decide which two acts have to perform again in the follow-up programme on Sunday evening.
8. The judges are the same people every week.
9. Spain has its own version of The X Factor.
10. Every country in Europe has its own version of The X Factor.


Exercise 2

Answer the questions below.

1. What kind of British newspapers endlessly discuss the contestants on The X Factor?
2. What do the winners of the competition receive?
3. When was the programme first shown on British TV?
4. On average, what proportion of the British population watches The X Factor on a Saturday evening?
5. What example of the show’s ‘influence on the music-buying public’ is given in the text?
6. In what way have campaigns in 2009 and 2010 tried to undermine this influence?

 Answers

Exercise 1
1. D 2. F 3. F 4. F 5. F 6. D 7. F 8. D 9. T 10. D
Exercise 2
1. Tabloids.
2. A lucrative recording contract.
3. 2004.
4. More than a fifth.
5. The fact that in most years since The X Factor first appeared on British TV, the
winner’s debut single has quickly reached number one in the singles charts.
6. By encouraging people to buy an alternative single (‘Killing in the Name’ by the
American band Rage Against the Machine in 2009, and believe it or not, a studio
recording of pure silence in 2010) and thereby ensuring the song by The X Factor’s winner wouldn’t be number one at Christmas.


This material has been downloaded from www.insideout.net. 
Copyright © Macmillan Publishers Limited 2010