Ev AU IngléS 1920 PDF

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EVALUACIÓN PARA EL ACCESO A LA UNIVERSIDAD INGLÉS CRITERIOS ESPECÍFICOS DE CORRECCIÓN

Descripción del ejercicio El ejercicio presentará dos opciones diferentes entre las que se deberá elegir una. En ambos casos, el estudiante habrá de leer atentamente un texto en inglés, de alrededor de 250 palabras, y responder por escrito, sin ayuda de diccionario ni de ningún otro manual didáctico, a cuestiones relacionadas con el texto propuesto. La dificultad del texto estará controlada, a fin de permitir al estudiante que realice el ejercicio en el tiempo previsto de 90 minutos. Junto a las preguntas de comprensión, se incluirán otras relacionadas con aspectos lingüísticos y de expresión escrita. Al comienzo del ejercicio se incluirán unas instrucciones generales en español. El resto de la prueba estará totalmente redactada en inglés y el estudiante usará exclusivamente la lengua inglesa en sus respuestas.

PREGUNTAS 1.-

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

2.-

In your own words and based on the ideas from the text, answer these questions. (Be careful with the grammar. Write precise answers)

3.-

Find the words in the text that mean:/ or something similar.

4.-

Complete the following sentences. Use the appropriate form of the words in brackets when given.

5.-

Write 150 to 200 words on the following topic.

VALORACIÓN DE CADA UNA DE LAS PREGUNTAS PUNTUACIÓN MÁXIMA DE LA PRUEBA: 10 puntos repartidos del siguiente modo: Pregunta 1: Hasta 2 puntos. Se trata de medir exclusivamente la comprensión lectora. El estudiante 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 un punto por cada apartado. Se calificará con 0 puntos la opción elegida que no vaya debidamente justificada (en este sentido la referencia al texto mediante una cita incompleta o el número de línea/s no será válida). También se calificará con 0 puntos la contestación en la que exista una contradicción entre la cita elegida y la veracidad o falsedad de la enunciación. Contestaciones: a) True. "Sarah and Musa, her Turkish boyfriend, were married in a Muslim ceremony attended by their parents" OR "a young couple who marry in a religious ceremony with their parents' agreement". b) True. "Supporters of the couple have placed a bouquet of carnations at the British consulate in Istanbul with the message: "Tolerance for love", urging that Sarah should be allowed to stay in Turkey". 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 estudiante 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 y ortográfica de la respuesta. Pregunta 3: Hasta 1 punto. Esta pregunta trata de medir el dominio del vocabulario en el aspecto de la comprensión. El estudiante demostrará esta capacidad localizando en el párrafo 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 pretende comprobar los conocimientos gramaticales del estudiante, en sus aspectos morfológicos y/o sintácticos. Se presentarán oraciones con huecos que el estudiante deberá completar o 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 redacción, de 150 a 200 palabras, en la que el estudiante podrá demostrar su capacidad para expresarse libremente en inglés. 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. Para corregir esta redacción se utilizará la siguiente rúbrica de evaluación: Puntuación de 0 a 3 Cada apartado se valorará entre 0 y 0,5, según se ajuste a lo que figura en el transcriptor de “Excelente” (con la nota máxima de 0,5) o de “Deficiente” (con la nota mínima de 0)

Excelente

Nota

Deficiente

---/0,5

El mensaje es demasiado confuso, ambiguo o incoherente, con ideas irrelevantes o repetitivas. No se sigue el requisito de extensión mínima.

---/0,5

Es difícil distinguir la postura personal del autor. Se incluyen generalidades sin fundamento, porque no se aportan datos o ejemplos que ilustren las ideas expuestas.

Se emplean conectores de forma efectiva y variada.

---/0,5

Faltan conectores adecuados y se acusa una falta de transiciones temáticas lógicas.

No hay errores importantes de gramática.

---/0,5

Hay errores graves de gramática.

No muestra limitaciones en el uso del vocabulario que utiliza.

---/0,5

Hay errores graves de léxico.

---/0,5

Hay múltiples equivocaciones en el uso de la ortografía y/o la puntuación.

El mensaje es claro, preciso y coherente, con ideas interesantes, que se atienen al tema propuesto. Se sigue el requisito de extensión mínima

CONTENIDO

FORMA

Se muestra capacidad para desarrollar un punto de vista personal, con opiniones originales. Las ideas se ilustran de forma adecuada.

No hay errores importantes de ortografía y/o puntuación.

TOTAL

---/3

UNIVERSIDADES PÚBLICAS DE LA COMUNIDAD DE MADRID EVALUACIÓN PARA EL ACCESO A LAS ENSEÑANZAS UNIVERSITARIAS OFICIALES DE GRADO Convocatoria ordinaria 2018-2019 MATERIA: INGLÉS OPCIÓN A INSTRUCCIONES GENERALES Y VALORACIÓN

Después de leer atentamente los textos y las cuestiones siguientes, el alumno deberá escoger una de las dos opciones propuestas y responder en INGLÉS a las cuestiones de la opción elegida. CALIFICACIÓN: Las cuestiones 1ª, 2ª y 4ª se valorarán sobre 2 puntos cada una, la pregunta 3ª sobre 1 punto y la pregunta 5ª sobre 3 puntos. TIEMPO: 90 minutos. Homesickness Whether you’ve gone away to college, moved to a new city or even just travelled for vacation, homesickness is a common emotional experience. Longing for home is the subject of books, songs and films. Celebrities have opened up about feeling homesick, and many people have shared their tips for overcoming it. But what exactly are we feeling when we experience homesickness and why do we feel it so deeply – in a way that sometimes manifests physically? Joshua Klapow, a professor of public health at the University of Alabama, points out that “homesickness has everything to do with attachment”. When we feel homesick, we’re feeling insecure or uncomfortable with where we are, physically and emotionally, he adds. “We’re longing for something that in our minds is known, predictable, consistent and stable.” Other psychologists emphasise that homesickness is a very normal part of the human experience and is about overcoming a period of adjustment to a new environment. To get over it, homesick people are encouraged to find a coffee shop or another place they can visit repeatedly and that will start to feel familiar. Over time, they will form new attachments. Even though it’s normal and common, homesickness can be associated with very difficult emotions and experiences, according to Ricks Warren, an associate professor in the department of psychiatry at the University of Michigan. Warren compares homesickness to losing a loved one, although what the person is grieving is the loss of the familiar place. It’s associated with insomnia, problems with appetite, and difficulty concentrating. Adapted from “What Happens To Your Mind And Body When You Feel Homesick,” The Huffington Post 29 June 2018.

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) Homesickness is often treated in literature, music and the cinema. b) One of the symptoms of homesickness is the lack of sleep. (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) What emotions do people experience when being homesick? b) What advice is given in the text to mitigate homesickness? (Puntuación máxima: 2 puntos) 3.-Find the words or phrases in the text that mean: a) topic (paragraph 1) b) states (paragraph 2) c) again and again (paragraph 3) d) tough (paragraph 4) (Puntuación máxima: 1 punto) 4.-Complete the following sentences. Use the appropriate form of the word in brackets when given. a) After _______ (live) in my new city for three months, I have started feeling less homesick than when I first _______ (move) in. b) Feeling homesick is compared _______ the emotion that we experience _______ losing a beloved person. c) _______ (long) you live in a new place, _______ (good) you get to know it, and the less homesick you feel. d) Complete the following sentence to report what was said. “When did you last visit your hometown?”, David asked me. David asked me ___________________________________________________. (Puntuación máxima: 2 puntos) 5.-Write about 150 to 200 words on the following topic. Have you ever felt homesick? Describe your experience. (Puntuación máxima: 3 puntos)

UNIVERSIDADES PÚBLICAS DE LA COMUNIDAD DE MADRID EVALUACIÓN PARA EL ACCESO A LAS ENSEÑANZAS UNIVERSITARIAS OFICIALES DE GRADO Convocatoria ordinaria 2018-2019 MATERIA: INGLÉS OPCIÓN B INSTRUCCIONES GENERALES Y VALORACIÓN

Después de leer atentamente los textos y las cuestiones siguientes, el alumno deberá escoger una de las dos opciones propuestas y responder en INGLÉS a las cuestiones de la opción elegida. CALIFICACIÓN: Las cuestiones 1ª, 2ª y 4ª se valorarán sobre 2 puntos cada una, la pregunta 3ª sobre 1 punto y la pregunta 5ª sobre 3 puntos. TIEMPO: 90 minutos. Change in Activism It has always been the youth who have promoted changes. From the Vietnam protests to Tiananmen Square, young people have been the catalyst for many moments of social change and expression of resistance. This moment in time is no different, with millennials and Generation Z transforming activism into a form appropriate for this new technological age. The sharp increase in activism from young people is in direct correlation with the historic events that took place in 2016, that is, the Brexit vote in June and the US presidential election in November. These events triggered a powerful wave of activism, led by young people disillusioned with institutions and frustrated with the direction our society is moving in. A key moment of youth activism was March for Our Lives. This was an entirely student-led protest to demand gun control legislation in America. It finally resulted in the third largest march in US history. In the UK, The Pink Protest was created to form a community of activists more accessible to young people. The Pink Protest’s mission manifested in the #FreePeriods campaign of last year. The protest’s aim was to provide young girls in need with free menstruation products like sanitary towels and tampons. As a result of the campaign, £1.5 million were given by the UK government to address this problem. This new germination has created a wave of socially engaged young people, eager to use their social media presence for good. From #BlackLivesMatter to #LoveWins, social media has changed the meaning and the practice of activism. It is no longer needed to take to the streets to make an impact; it is now easier and more productive to reach greater numbers of people through a screen. Activism is no longer a scary or unattainable notion but a democratic concept where anyone can find their place. Adapted from “This Generation is Stepping up and Leading the Change inActivism,” The Student Newspaper 13 October 2018. 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) The recent rise in youth protests is closely related to the technological advances which have developed for the last two years. b) Despite the use of social media, demonstrations are still the most effective way of protesting. (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) Explain why youths organised activist movements in 2016. b) What did the #FreePeriods campaign demand? (Puntuación máxima: 2 puntos) 3.-Find the words or phrases in the text that mean: a) founded (paragraph 3) b) objective (paragraph 3) c) tackle (paragraph 3) d) frightening (paragraph 4) (Puntuación máxima: 1 punto) 4.-Complete the following sentences. Use the appropriate form of the word in brackets when given. a) If I had known everything was going to be so chaotic, I _______ (not join) the protest last Sunday. It _______ (be) a waste of time. b) They didn’t apologise _______ the trouble they caused. What’s worse, they even complained _______ the organisation. c) _______ (you ever participate) in a social media campaign? If so, who was it organised _______? d) The young activists, _______ had met at a university event, enjoyed _______(discuss) new ideas after meetings. (Puntuación máxima: 2 puntos) 5.-Write about 150 to 200 words on the following topic. “Today’s Spanish youngsters are conformists and feel less committed to social issues than previous generations.” Do you agree or disagree, and why? (Puntuación máxima: 3 puntos)

UNIVERSIDADES PÚBLICAS DE LA COMUNIDAD DE MADRID EVALUACIÓN PARA EL ACCESO A LAS ENSEÑANZAS UNIVERSITARIAS OFICIALES DE GRADO Convocatoria extraordinaria 2018-2019 MATERIA: INGLÉS OPCIÓN A INSTRUCCIONES GENERALES Y VALORACIÓN

Después de leer atentamente los textos y las cuestiones siguientes, el alumno deberá escoger una de las dos opciones propuestas y responder en INGLÉS a las cuestiones de la opción elegida. CALIFICACIÓN: Las cuestiones 1ª, 2ª y 4ª se valorarán sobre 2 puntos cada una, la pregunta 3ª sobre 1 punto y la pregunta 5ª sobre 3 puntos. TIEMPO: 90 minutos. Vampire Child Archaeologists have discovered the body of a 10-year-old child at an ancient Roman site which provides evidence of ancient “vampire burials”. A rock was inserted into the mouth of the child as part of a funeral ritual to prevent the deceased child from rising from the grave and spreading malaria, researchers believe. The unusual so-called “vampire burial” was described as “extremely mysterious” by the American archeologists who have been excavating the site in Teverina since 1987. The find was unearthed at La Necropoli dei Bambini, an Italian cemetery that dates back to a malaria outbreak in 400 AD which killed many vulnerable babies and small children in the area. Previous excavations at this site have revealed the bones of infants and toddlers. There were also objects associated with witchcraft and magic, including raven talons, toad bones, bronze cauldrons filled with ash and the remains of puppies that appear to have been sacrificed. Researchers had previously believed that the cemetery was designated exclusively for babies, toddlers and unborn fetuses, since the eldest body found had been a three-year-old girl. However, the discovery of the 10-year-old, whose age could be measured from dental development but whose sex is unknown, suggests that it may have been a burial location for older children as well. Excavation director said: “Given the age of this child and its unique deposition, with the rock placed within his or her mouth, it represents an anomaly within an already abnormal cemetery.” “There are still sections of the cemetery that we haven’t excavated yet, so we don’t know if we’ll find other older kids,” said Mr Wilson, a doctoral student in anthropology at the University of Arizona. Adapted from: Sky News https://news.sky.com/story/vampire-childdiscovered- buried-initaly-with-stone-in-mouth-11524426!! 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) Researchers have been able to determine the gender and the age of the child whose body was discovered in Italy. b) Given that every inch of the cemetery has been examined, it’s unlikely that more bodies might be discovered. (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) Why are these burials called “vampire burials”? b) Why did so many babies and young children die in 400AD? (Puntuación máxima: 2 puntos) 3.-Find the words or phrases in the text that mean: a) stone (paragraph 1) b) enigmatic (paragraph 1) c) excavated (paragraph 2) d) place (paragraph 3) (Puntuación máxima: 1 punto) 4.-Complete the following sentences. Use the appropriate form of the word in brackets when given. a) I don’t know________ vampires are faster _________ human beings. b) Although people believe these scary stories are true, there is ______ evidence that vampires really ___________ (exist). c) There _______ a lot of people around today ______ claim they are true vampires. d) Complete the following sentence to report what was said. “Stop telling me scary stories or I’ll have to sleep with the lights on,” my mother told me. My mother told me _______________________________________________. (Puntuación máxima: 2 puntos) 5.-Write about 150 to 200 words on the following topic. You and your friends decide to spend a night in the forest. Write a horror story. (Puntuación máxima: 3 puntos)

UNIVERSIDADES PÚBLICAS DE LA COMUNIDAD DE MADRID EVALUACIÓN PARA EL ACCESO A LAS ENSEÑANZAS UNIVERSITARIAS OFICIALES DE GRADO Convocatoria extraordinaria 2018-2019 MATERIA: INGLÉS OPCIÓN B INSTRUCCIONES GENERALES Y VALORACIÓN

Después de leer atentamente los textos y las cuestiones siguientes, el alumno deberá escoger una de las dos opciones propuestas y responder en INGLÉS a las cuestiones de la opción elegida. CALIFICACIÓN: Las cuestiones 1ª, 2ª y 4ª se valorarán sobre 2 puntos cada una, la pregunta 3ª sobre 1 punto y la pregunta 5ª sobre 3 puntos. TIEMPO: 90 minutos. Quiz for divorce in China In some parts of China, married couples trying to split up have been asked to take a quiz distributed by the local authorities. The more they knew about each other, including a spouse’s birthday or favorite food, the less likely they were to have their divorce immediately approved. The quizzes, issued in at least two provinces since last year, follow the format of a typical three-part school exam. First, there are some fill-in-the-blank questions. Then, short answer questions and, finally, an essay. The topics of the questions are really varied from the mundane “when is your anniversary?” to the philosophical “have you satisfied your responsibility to your family?” The quizzes contain 15 questions, scored on a scale of 100 points. Liu Chunling, an official in Lianyungang told the Yangtse Late News that they were developed as a way to prevent “impulse divorces”. Local news agencies reported that the authorities considered a score of 60 points or higher to mean “room for recovery”, and those couples were encouraged to work on their marriages. The divorce rate in China is rapidly rising, pushed mainly by working women who feel newly empowered to get one. But the government is trying to slow the trend, which it sees as a cause of social instability. The state’s focus on preventing divorce, experts said, stems from a Confucian belief that a stable society is made up of complete families. “Only through thousands of harmonious family units can an entire society achieve harmony,” said Mr. Liu, the Lianyungang official. The Chinese go...