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UNIVERSIDAD NACIONAL DE EDUCACIN A DISTANCIA CUID EXAMEN LIBRE DEL NIVEL B1 DE INGLS JUNIO 2011 2 HORAS

INSTRUCCIONES Y PUNTUACIN Conteste a TODAS las preguntas de respuesta mltiple (30 en total) NICAMENTE en la hoja de lectura ptica. Cuando acabe, entregue NICAMENTE la hoja de lectura ptica y LA LTIMA HOJA de este examen, donde escribir las redacciones. Puede llevarse el resto del examen. Esta prueba escrita se califica en total sobre 100 puntos: las preguntas con respuesta mltiple (Multiple choice questions) valen 60 puntos en total (30 las de uso de la lengua y otros 30 las de comprensin escrita, es decir 2 puntos por respuesta), y la expresin escrita (Composition) vale 40 en total (20 por cada redaccin). Es necesario obtener un mnimo de 36 puntos (18 respuestas correctas) en la parte de opcin mltiple y un mnimo de 60 puntos de puntuacin total (opcin mltiple+redacciones) para superar esta prueba. Las respuestas incorrectas en las preguntas de respuesta mltiple no restan puntos. No se permite el uso de diccionario ni de ningn otro material. No olvide consignar sus datos personales en todas las hojas que entregue.

MULTIPLE CHOICE QUESTIONS (60 puntos)


1. USE OF ENGLISH. Elija la respuesta correcta. 1. You have to answer all those messages, (a) wont you 2. Tell me your plans. When (a) will you go 3. The plane will (a) take (a) burgled 5. That girl 6. He stopped (a) to worry 7. I this rich if I (a) remembers me (b) will you on holiday? (b) shall you go (b) rise (b) stole one of my neighbours. (b) reminds me of (c) reminds me (b) worrying my parents fortune. (c) had been / would inherit (d) would have been / inherited (c) while (c) a lot (c) look after (d) as soon as (d) no (d) look out (c) worry (d) remembers me to (d) he worry when he heard he had passed the exam. (c) are you going (c) go the jewellery. (c) robbed (d) borrowed (d) do you go (d) fly ? (c) dont you (d) have you

off at exactly 10.30 from Gatwick Airport.

4. A burglar came into my parents house and

(a) wouldnt be / hadnt inherited (b) wouldnt be / wouldnt inherit 8. Dont lie to her (a) unless 9. Dont lend him (a) any 10. I need to go out. Can you (a) look for 11. They told us that their company money. (b) many the baby? (b) look on it is absolutely necessary. (b) if

a great number of workers last year.

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UNIVERSIDAD NACIONAL DE EDUCACIN A DISTANCIA CUID EXAMEN LIBRE DEL NIVEL B1 DE INGLS JUNIO 2011 2 HORAS

(a) had to fire 12. The children (a) were allowed to (a) to 14. I (a) used (a) for

(b) should fire (b) were able (b) on (b) was used to (b) from

(c) must fire (c) can telling jokes. (c) in (c) usually (c) before

(d) has had to fire (d) didnt have to (d) at (d) used to (d) since

play out in the garden because they had finished their homework.

13. I envy Joanna because she is very good

prefer Mexican food when I was younger. 1998.

15. His cousins have been living in Paris

2. READING COMPREHENSION: Lea los siguientes textos y marque la respuesta correcta en la hoja de lectura ptica. TEXT ONE How is speech involved in the reproduction of (or resistance against) racism? To answer that question, we must know what racism is. Summarizing a complex theory, we shall simply assume here that racism is a social system of ethnic or racial inequality just like sexism, or inequality based on class. That system has two main components, namely a social and a cognitive one. The social component of racism consists of everyday discriminatory practices on the micro-level of analysis, and organizations, institutions, legal arrangements and other societal structures at the macro-level. Since communicative acts are social practices, racist discourse belongs at the outset to this social dimension of racism. On the other hand, social practices also have a cognitive dimension, namely the beliefs people have, such as knowledge, attitudes, ideologies, norms and values. So in the system of racism, racist stereotypes, prejudices and ideologies explain why and how people engage in discriminatory practices in the first place, for instance because they think that the Others are inferior (less intelligent, less competent, less modern, and so on), have fewer rights, or that We have priority for a house or a job. These beliefs or social representations that many members of the dominant (white) group have about immigrants and minorities are largely derived from discourse. 16. According to the text, speech: (a) can reveal if someone is inferior (b) avoids racism (c) contributes to generate prejudice (d) is always racist 17. [P]eople engage in discriminatory practices (line 11) means: (a) they take part in racism (b) they disapprove of discrimination (c) they cant fight inequality (d) they fight inequality 18. The social component of racism includes: (a) racial stereotypes (b) macro-level racism (c) habitual forms of prejudice (d) cognitive processes 19. In the text, at the outset (line 8) means the same as: (a) however (b) initially (c) always (d) on the other hand

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UNIVERSIDAD NACIONAL DE EDUCACIN A DISTANCIA CUID EXAMEN LIBRE DEL NIVEL B1 DE INGLS JUNIO 2011 2 HORAS

20. In the text, largely (line 15) means the same as: (a) mainly (b) wrongly (c) surprisingly 21. The text says that sexism is based on class. (a) True (b) False

(d) certainly

22. In the text, We (line 13) represents the dominant group. (a) True (b) False TEXT TWO For many years, scientists have thought that the first Americans came to the continent from Asia 13,000 years ago, during the last ice age, probably on foot by way of the Bering Strait. They were known as the Clovis people, after the town in New Mexico where their lance points were first discovered in 1929. But in more recent years, archaeologists have found more and more traces of even earlier people with a less refined technology who settled in North America and spread as far south as Chile. And now concluding evidence, for nearly all scientists, in the mystery of the early occupation of America Clovis or pre-Clovis? seems to have turned up in Buttermilk Creek, in what is today Central Texas, 40 miles northwest of Austin. The new findings establish that the last major human migration, which took place into the Americas, began earlier than it was once thought. And the discovery could change the theories about how people got to America (by coastal migrations along shores and in boats) and how they adapted to the new environment in part by making improvements in toolmaking that led eventually to the technology associated with the Clovis culture. Archaeologists and other scientists report that excavations show hunter-gatherers were living at the Buttermilk Creek site and making projectile points, blades, choppers and other tools from local rock for a long time, possibly as early as 15,500 years ago. 23. The text says that the Clovis people: (a) were the first inhabitants of the American continent (b) took their name from a town in New Mexico (c) arrived in America in boats (d) were the first to use technology in America 24. According to the text, scientists were wrong in: (a) dating the migration into America (b) assuming the first American inhabitants had arrived through the Bering Strait (c) thinking that Clovis tools were the first in the American continent (d) all of the above 25. Buttermilk Creek is: (a) the place where the Clovis people settled (b) in New Mexico (c) in Texas, like Clovis (d) going through archaeological excavation 26. In the text, eventually (line 12) means the same as: (a) in the end (b) temporarily (c) surprisingly (d) against adversity

27. Which of the following words from the text means the same as appeared? (a) settled (b) spread (c) led (d) turned up 28. The text says that Clovis tools are not the least advanced technology found in America. (a) True (b) False

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UNIVERSIDAD NACIONAL DE EDUCACIN A DISTANCIA CUID EXAMEN LIBRE DEL NIVEL B1 DE INGLS JUNIO 2011 2 HORAS

29. The text says that there were two major migrations into the American continent. (a) True (b) False 30. According to the text, all scientists agree on the evidence found in Texas. (a) True (b) False

NOMBRE: . DNI: TELFONO: CENTRO ASOCIADO EN QUE REALIZA EL EXAMEN:

COMPOSITION (40 puntos)


Escriba unas 100 palabras sobre cada uno de los siguientes temas (utilice ambas caras de esta hoja):
1. 2.

Do you agree with the idea presented in Text One? Why (or why not)? What kind of job would you like to have?

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