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…