Escuelas Oficiales de Idiomas
de la Comunidad Autónoma de Aragón
Pruebas unificadas de idiomas
INGLÉS
NIVEL C1
JUNIO 2014
Rellenar por el candidato
Apellidos
Nombre
DNI
Nº de expediente
Tipo de matrícula F Oficial
Profesor:
Grupo/horario:
Rellenar por el corrector
Puntuación obtenida ¿Supera la prueba?
Comprensión de Lectura /20 SI NO
Comprensión Oral /20 SI NO
Expresión e Interacción Escrita /20 SI NO
Expresión e Interacción Oral /20 SI NO
(Puntuación mínima para superar cada prueba: 12 puntos)
APTO GLOBAL
NO APTO GLOBAL
INGLÉS – NIVEL C1 - JUNIO 2014
INSTRUCCIONES PARA LA REALIZACIÓN DE LAS DISTINTAS
PRUEBAS QUE COMPONEN EL EXAMEN
Instrucciones comunes a todo el examen:
1. Siga las instrucciones correspondientes a cada una de las tareas.
2. Utilice bolígrafo azul o negro. No escriba en las zonas sombreadas.
3. Puntuación máxima de cada prueba: 20 puntos.
4. Puntuación mínima para superar cada prueba: 12 puntos.
5. Los candidatos podrán abandonar el examen cuando consideren que han
terminado, pero siempre después de la realización de la Comprensión Oral.
6. Duración global del examen: 4 horas.
Instrucciones para la Comprensión de Lectura
1. Esta prueba se compone de tres tareas.
2. Las respuestas erróneas no se penalizarán.
3. Duración de esta prueba: 75 minutos.
Instrucciones para la Comprensión Oral
1. Esta prueba se compone de tres textos orales.
2. Cada texto se escuchará DOS VECES.
3. Dispone de 2 minutos al principio de cada tarea para leer las instrucciones y las
preguntas. Después de escuchar un texto por primera vez dispondrá de 1 minuto
para realizar la tarea. Tras escuchar el texto por segunda vez dispondrá de 1
minuto para completar la tarea.
4. Las respuestas erróneas no se penalizarán.
5. Duración de esta prueba: 45 minutos.
Instrucciones para la Expresión e Interacción Escrita
1. Esta prueba se compone de dos tareas. Distribuya su tiempo para realizar ambas
adecuadamente.
2. Debe ajustarse a los temas propuestos y respetar la extensión indicada.
3. Si desea escribir un borrador, se recomienda que sea de tipo esquemático,
porque no habrá tiempo de copiar todo el texto a limpio. En todo caso, esas
anotaciones no serán evaluadas.
4. Escriba con letra clara y respetando el uso de mayúsculas y minúsculas.
5. Duración de esta prueba: 120 minutos.
INGLÉS – NIVEL C1 - JUNIO 2014
COMPRENSIÓN DE LECTURA TASK 1 (1 x 7 = 7 marks)
Read this text and choose the best option (A, B or C) for each question. Write the letter in
the corresponding box on the right. Question 0 has been completed as an example.
The art of praising children – and knowing when not to
Some parents are blessed with a soul that lights up every time their little precious brings them a
carefully crafted portrait or home-made greetings card. I am not one of those parents.
It is not that I don't love my kids, or that I don't appreciate the gesture. I rather like it when they
come rushing up to me with a big ______ (0) squealing "Daddy, I made you a present!" But then
I look down at the splodge of crayon and glue in my hand and suddenly I'm possessed by the
sour spirit of Brian Sewell. Is this meant to be me? It is … how can I put this … it is rubbish.
Really son, my legs do not grow straight out of the side of my oversized head. My eyes are
roughly the same size as each other and last time I checked were smaller than my feet. My
nose is not blue – and I have only one of them. No of course I won't ______ (1) it above my
desk, that's where I sleep most afternoons, do you want to give me nightmares?
So it was with some relief this week that I read a paper from the forthcoming edition of
Psychological Science, which reports an experiment showing that adults who ______ (2)
extravagant praise on children may often be doing more harm than good. Where a child already
has low self-esteem, due perhaps to having a dad like me, the more inflated the praise offered
to their hamfisted paintings or bad sums, the less likely they are to be motivated to do it again.
The kids' reasoning, quite understandably, seems to be to ______ (3) while they're ahead.
Children with high self-esteem, needless to say, suck it up and throw themselves into the next
challenge with puppylike enthusiasm. God I hate those kids.
The same researchers reported last year that praise, far from being a universal motivator, is
very much context-dependent. Those with low self-esteem will benefit from praise for their
efforts and application, but not praise for their personality or essential qualities. It is more
effective to say "oh, look what a clever thing you've done", than "oh, look how clever you are".
This is a useful application of what social psychologists call attribution theory. The same
principles decree that you will get better results disciplining your ______ (4) by telling him/her
that she or he has done a bad thing than that she or he is a naughty child. It is more important
for children to learn that we are what we do, than vice versa.
A few years ago, other psychologists found that adults with low self-esteem were not helped by
repeating ______ (5) mantras such as "I can do it" or "I will succeed". In fact it made them feel
worse. So despite what the self-help industry and inspirational Facebook memes would have
you believe, telling everyone they are wonderful is not always very profitable – unless you work
for Hallmark.
For all that, the pursuit of praise remains a powerful human motivator. One 2011 study found
that many young adults would rather receive boosts to their self-esteem than ______ (6) in
sexual activity, drink their favourite booze, eat their favourite food, receive a paycheque or see
their best friend. It may be the pursuit of praise, above all, that drives some to risk ridicule,
mockery and abuse by singing or dancing on national TV talent shows and others to risk the
same by writing articles on national newspaper sites.
This is the narcissistic age, when even a banal description of a breakfast can be measured in a
count of likes and favourites. Against that context, perhaps it would be no bad thing to ______
(7) the temptation to snow future generations with extravagant compliments. Sometimes a brief
nod and a grudging "aye, that's not too bad" is the kindest response we can offer.
INGLÉS – NIVEL C1 - JUNIO 2014
PUNTUACIÓN /7
0. Example: 4.
A frown A brood
C
B grasp B kin
C grin C offspring
1. 5.
A corner A empowering
B crumple B endowing
C pin C entitling
2. 6.
A issue A engage
B lavish B mate
C squander C perform
3. 7.
A carry on A let loose
B quit B rein in
C waive C succumb to
INGLÉS – NIVEL C1 - JUNIO 2014
COMPRENSIÓN DE LECTURA TASK 2 (1 x 7 = 7 marks)
Read the following text carefully. For questions 1 - 7, choose the option (A, B or C) which
best expresses the information in the text and write the letter in the corresponding box on
the right. Question 0 has been completed as an example.
A parting
Once Peter had brought her suitcase on board the train he seemed eager to get himself out of
the way. But not to leave. He explained to her that he was just uneasy that the train should start
to move. Out on the platform looking up at their window, he stood waving. Smiling, waving. The
smile for Katy was wide open, sunny, without a doubt in the world, as if he believed that she
would continue to be a marvel to him, and he to her, forever. The smile for his wife seemed
hopeful and trusting, with some sort of determination about it. Something that could not easily
be put into words and indeed might never be. If Greta had mentioned such a thing he would
have said, Don't be ridiculous. And she would have agreed with him, thinking that it was
unnatural for people who saw each other daily, constantly, to have to go through explanations of
any kind.
When Peter was a baby, his mother had carried him across some mountains whose name
Greta kept forgetting, in order to get out of Soviet Czechoslovakia into Western Europe. There
were other people of course. Peter's father had intended to be with them but he had been sent
to a sanatorium just before the date for the secret departure. He was to follow them when he
could, but he died instead.
"I've read stories like that," Greta said, when Peter first told her about this. She explained how in
the stories the baby would start to cry and invariably had to be smothered or strangled so that
the noise did not endanger the whole illegal party.
Peter said he had never heard such a story and would not say what his mother would have
done in such circumstances.
What she did do was get to British Columbia where she improved her English and got a job
teaching what was then called Business Practice to high school students. She brought up Peter
on her own and sent him to college, and now he was an engineer. When she came to their
apartment, and later to their house, she always sat in the front room, never coming into the
kitchen unless Greta invited her. That was her way. She carried not noticing to an extreme. Not
noticing, not intruding, not suggesting, though in every single household skill or art she left her
daughter-in-law far behind.
Also, she got rid of the apartment where Peter had been brought up and moved into a smaller
one with no bedroom, just room for a foldout couch. So Peter can't go home to Mother? Greta
teased her, but she seemed startled. Jokes pained her. Maybe it was a problem of language.
But English was her usual language now and indeed the only language Peter knew. He had
learned Business Practice— though not from his mother— when Greta was learning Paradise
Lost. She avoided anything useful like the plague. It seemed he did the opposite.
With the glass between them, and Katy never allowing the waving to slow down, they indulged
in looks of comic or indeed insane goodwill. She thought how nice-looking he was, and how he
seemed to be so unaware of it. He wore a brush cut, in the style of the time— particularly if you
were anything like an engineer— and his light-colored skin was never flushed like hers, never
blotchy from the sun, but evenly tanned whatever the season.
His opinions were something like his complexion. When they went to see a movie, he never
wanted to talk about it afterwards. He would say that it was good, or pretty good, or okay. He
didn't see the point in going further. He watched television, he read a book in somewhat the
INGLÉS – NIVEL C1 - JUNIO 2014
same way. He had patience with such things. The people who put them together were probably
doing the best they could. Greta used to argue, rashly asking whether he would say the same
thing about a bridge. The people who did it did their best but their best was not good enough so
it fell down.
Instead of arguing, he just laughed.
It was not the same thing, he said.
PUNTUACIÓN /7
Example;
0. Peter had ...
A different attitudes toward Greta and Kate.
A
B no reason to feel uncomfortable.
C some misgivings about his wife.
1. When Peter and his mother left their home country, his father …
A decided to wait until a later date.
B was prevented from joining them.
C wouldn’t join them.
2. According to Greta’s stories about such crossings ...
A difficult choices had to be made for the common good.
B it was more dangerous to cross the border in those days.
C life wasn’t worth much in those days.
3. In her dealings with her daughter-in-law, Peter’s mother was inclined to be …
A absent minded.
B a busibody.
C self-effacing.
4. Peter’s mother lived in a small apartment ...
A although she needed more space.
B so as to maintain her independence.
C which seemed to preclude visitors.
5. Apparently, Peter’s mother ...
A couldn’t understand irony.
B had her own sense of humour.
C was easily upset.
6. It seems that Peter was rather ...
A conceited.
B handsome.
C vain.
7. Peter tended to be … about the arts.
A condescending
B dispassionate
C scornful
INGLÉS – NIVEL C1 - JUNIO 2014
COMPRENSIÓN DE LECTURA TASK 3 (0.5 x 12 = 6 marks)
Read the following text. Then choose the word (A to P) which best fits in gaps 1 to 12 and
write the correct letter in the corresponding box on the right. Three of the words are not
needed. Gap 0 has been completed as an example.
Ronnie Biggs (1929-2013)
In the criminal ______ (0) of the early 1960s, Ronnie Biggs was a nobody, a foot soldier at best.
In and out of trouble since his teens, he’d served time for stealing pencils from Littlewoods and
______ (1) a car. Yet he was recruited – despite the objections of several members of the 16-
strong gang – to take part in one of the most audacious crimes of the 20th century: The Great
Train Robbery. His role in the £2.6m crime was a minor one (“I was the tea boy,” he would say)
yet he would become the most infamous of the robbers, owing to his ______ (2) escape from
Wandsworth jail, and 40 years on the run from British justice.
The youngest of five children, Ronald Biggs was born in south London. His criminal career
began during the War, ______ (3) bomb-damaged shops; he then progressed to burglaries,
sometimes aided by his soon-to-be wife Charmian. Yet Biggs was going straight, supporting his
family by working as a carpenter, when, in 1963, he approached Bruce Reynolds, whom he had
met in prison, to ask for a loan. Instead, Reynolds invited him to take part in a plan to hold up
the Glasgow to London mail train. Biggs agreed at once. The robbery proved far more profitable
than expected. But those who attach a “specious” glamour to its masked perpetrators should
note that these were violent men: during the ______ (4), the train’s driver, Jack Mills, was
beaten over the head with an iron bar, causing him injuries from which he never recovered.
The gang disappeared into the night – but they made some fatal errors. Their farmhouse
hideout was not burnt down, as had been planned, and when police found it, they also found
fingerprints, including Biggs’s (on a Monopoly board). He was arrested, charged with armed
robbery and sentenced to 30 years in jail. The sentence was harsh, reflecting, perhaps, the
injuries ______ (5) by Mills – but also the embarrassment the crime had caused the
Conservative government. Biggs was sent to Wandsworth, but he didn’t stay long. In 1965,
Charmian organised his escape, which involved scaling up a wall on a rope ladder, and jumping
down onto a waiting furniture van. A few months later, having ______ (6) painful plastic surgery
in France, he arrived in Australia, where he was joined by his wife and children.
In Australia, Biggs hoped to begin a new life with a new identity. But interest in the robbery
didn’t ______ (7) down, and he was soon recognised. So the ever resourceful Charmian sold
her story, and paid for him to flee to Brazil. There he remained – despite attempts to kidnap him,
and the efforts of Inspector Jack Slipper to bring him to justice. Slipper got close in 1974, but by
then, Biggs’s mistress, Raimunda, was pregnant with his son. The authorities declined to
extradite him (and Charmian divorced him).
In Brazil, Biggs enjoyed the sunshine, smoked dope, and made a living by selling T-shirts
______ (8) the slogan “Rio: a great place to escape to”, and charging tourists £40 a head for a
barbecue at his house. He often thought about giving himself up. In 1971, he nearly ______ (9)
himself in, after his ten-year-old son Nicky – who’d stayed in Australia with Charmian – was
killed in a car crash. But it wasn’t until 2001, by which time he had had several strokes and was
in need of healthcare, that he finally hoisted the white flag. He flew back to London on a private
plane (paid for by The Sun); it was met by 60 police officers. Biggs, a ______ (10) figure in a
wheelchair, was then transferred to Belmarsh jail.
INGLÉS – NIVEL C1 - JUNIO 2014
Biggs’s health declined further in jail but his son Michael’s ______ (11) for him to be released
fell on deaf ears. He was finally released in 2009, by which time he could barely walk or talk. He
spent his last years in a London care home. One of the ______ (12) for keeping him in jail had
been that he was “unrepentant” of his crimes; in fact, Biggs said he regretted the attack on Mills
– but not the hold-up. “I am proud to have been one of the gang,” he wrote, “to have worked
with such eminent fellow thieves and good company.”
A AIMS I LOOTING
B BEARING J NICKING
C BURN K PLEAS
D DARING L SELF-SERVING
E DIE M SORRY-LOOKING
F GROUNDS N SUSTAINED
G HANDED O UNDERGONE
H HEIST P UNDERWORLD
PUNTUACIÓN /6
0 1 2 3 4 5 6 7 8 9 10 11 12
INGLÉS – NIVEL C1 - JUNIO 2014
