Inglés PAU 2021

Enunciado del examen en texto

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UNIVERSIDADES PÚBLICAS DE LA COMUNIDAD DE MADRID EVALUACIÓN PARA EL ACCESO A LAS ENSEÑANZAS UNIVERSITARIAS OFICIALES DE GRADO Curso 2020-2021 MATERIA: INGLÉS

INSTRUCCIONES GENERALES Y CALIFICACIÓN Después de leer atentamente el examen, responda de la siguiente forma:

• elija un texto A o B y conteste EN INGLÉS a las preguntas 1, 2, 3 y 4 asociadas al texto elegido.

• responda EN INGLÉS una pregunta a elegir entre las preguntas A.5 o B.5.

TIEMPO Y CALIFICACIÓN: 90 minutos. Las preguntas 1, 2 y 4 asociadas al texto elegido se calificarán sobre 2 puntos cada una, la pregunta 3 asociada al texto elegido sobre 1 punto y la pregunta elegida entre A.5 o B.5 sobre 3 puntos.

TEXTO A Is the Full Stop no Longer Necessary?

The full stop has been used for centuries to end sentences, but its use is changing.

As Generation Z – teenagers or those in their early twenties – have grown up in the age of instant messaging, the punctuation mark is no longer commonly used.

Linguists from across the world have been investigating the purposefulness of the full stop as communication habits have evolved, and some of them think people simply do not put full stops in unless they want to make a point.

Dr Fonteyn tweeted: If you send a text message without a full stop, it’s already obvious that you’ve concluded the message. “So, if you add that additional marker for completion, they will read something into it, and it tends to be a falling intonation or negative tone.” The full stop is “intimidating” to young people who interpret it as a sign of anger.

According to The Telegraph, linguists are divided on whether the full stop has become redundant given that text messages are concluded by pressing “send” so there is arguably no need for the full stop. In 2015, a study from Binghamton University suggested that people who finish messages with full stops are perceived as insincere. The study involved 126 undergraduates and the researchers concluded that text messages ending in the most final of punctuation marks were perceived as being less sincere. Unusually, texts ending in an exclamation point are deemed heartfelt or more profound.

Research leader Celia Klin said: “When speaking, people easily convey social and emotional information with eye gaze, facial expressions, tone of voice and so on.

People obviously can’t use these mechanisms when they are texting. Thus, it makes sense that texters rely on what they have available to them – emoticons, deliberate misspellings that mimic speech sounds and, punctuation.”

QUESTIONS

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

a) According to the text, several researchers consider that people use the full stop when they want to highlight something.

b) Youngsters think using a full stop shows someone is quite annoyed.

(Puntuación máxima: 2 puntos)

A.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 is the difference between ending messages with a full stop or an exclamation mark?

b) Why do people use emojis when they are messaging online?

(Puntuación máxima: 2 puntos)

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

a) behaviours (paragraph 1)

b) clear (paragraph 2)

c) include (paragraph 2)

d) indicated (paragraph 3) (Puntuación máxima: 1 punto)

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

a) Youngsters who are used to _______ (communicate) electronically break up their thoughts by sending each one as a separate message, _______ than using a full stop.

b) The full stop derives _______ Greek punctuation which _______ (introduce) by Aristophanes of Byzantium in the 3rd century BC.

c) _______ (slight) mistake in punctuating a clause in a contract can have massive unintended consequences. Punctuation _______ (matter).

d) If I were you, I _______ (show) how brilliant I am by manipulating the language _______ the internet.

(Puntuación máxima: 2 puntos)

A.5.- Write about 150 to 200 words on the following topic.

Adapted from “Full stop is ‘intimidating’ to young people who interpret it as a sign of anger, linguists say.” The World News, August 24, 2020.

<https://bit.ly/3jRw1Hi>

Our words have impact. Why is it determining or relevant to think before speaking our minds? Explain.

(Puntuación máxima: 3 puntos)

UNIVERSIDADES PÚBLICAS DE LA COMUNIDAD DE MADRID EVALUACIÓN PARA EL ACCESO A LAS ENSEÑANZAS UNIVERSITARIASOFICIALES DE GRADO Curso 2020-2021 MATERIA: INGLÉS

INSTRUCCIONES GENERALES Y CALIFICACIÓN Después de leer atentamente el examen, responda de la siguiente forma:

• elija un texto A o B y conteste EN INGLÉS a las preguntas 1, 2, 3 y 4 asociadas al texto elegido.

• responda EN INGLÉS una pregunta a elegir entre las preguntas A.5 o B.5.

TIEMPO Y CALIFICACIÓN: 90 minutos. Las preguntas 1, 2 y 4 asociadas al texto elegido se calificarán sobre 2 puntos cada una, la pregunta 3 asociada al texto elegido sobre 1 punto y la pregunta elegida entre A.5 o B.5 sobre 3 puntos.

TEXTO B Women Spies during World War II The summer of 1941 was a difficult time for Britain and her European allies in the war. The Nazis were bombing key cities across the country and much of Europe had fallen to the Germans, leaving Britain vulnerable. This made the work of the Special Operations Executive (SOE), and the actions of women within it, that much more important.

QUESTIONS

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

a) Women began working as spies at the end of the war.

b) Historical evidence shows that men were better spies than women.

(Puntuación máxima: 2 puntos)

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

Established in June 1940 in London, the SOE was a volunteer force set up to practice a secret war behind enemy lines. Intelligence agencies realized fairly early on during the war the important part women could play in spying, in what had been traditionally considered the domain of men. Women were thought to be more discreet as spies, and capitalized on this perception during the war, carrying out tasks and missions that men were unable to do. In the field, women could go unnoticed as messengers delivering vital information, with one SOE officer from Holland noting that in 1944, women were rarely stopped and searched at checkpoints.

a) What are the two reasons why Great Britain was in a hard situation during the summer of 1941?

b) Why was speaking French required to be a good spy?

In some instances, women spies took big risks and they had a great influence in the development of the war conflict. As historian Juliette Pattinson notes, “several wartime accounts indicate that male agents were less skilled and inventive than their female colleagues.”

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

The SOE had sent 39 women to Occupied France by the time of the D-Day invasions on June 6, 1944. Because it was crucial that they evade suspicion, the SOE recruited agents who could speak French and adapt to French life. Each agent was given a codename or an alias, and trained in specialist skills, including radio operations, how to maintain a cover story and how to open locks.

(Puntuación máxima: 2 puntos)

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

a) challenging (paragraph 1)

b) quite (paragraph 2)

c) seldom (paragraph 2)

d) every (paragraph 4) (Puntuación máxima: 1 punto)

a) _______ (consider) the most dangerous of all allied spies by the Gestapo, Virginia Hall was particularly good _______ opening locks.

b) _______ women spies worked very hard during World War II, they were paid less _______ men.

c) According _______ official files, there were more than 200 women _______ served as double spies during the war.

d) Complete the following sentence to report what was said.

“Who is your preferred woman spy?” My friend asked me________________________________________________________.

(Puntuación máxima: 2 puntos)

B.5.- Write about 150 to 200 words on the following topic.

Adapted from “Inside the Stories of the Most Daring Women Spies of World War II,” Time, 2 October 2020. <https://bit.ly/3fbcjWp>

Who is your favourite male or female historical character? Explain the reasons for your choice.

(Puntuación máxima: 3 puntos)

CRITERIOS ESPECÍFICOS DE CORRECCIÓN El ejercicio incluirá cinco preguntas, pudiendo obtenerse por la suma de todas ellas una puntuación máxima de 10 puntos. Junto a cada pregunta se especifica la puntuación máxima otorgada. La valoración y los objetivos de cada una de estas preguntas son los siguientes:

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 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 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 – 3 Cada apartado se valorará entre 0 y 0,5, según se ajuste a lo que figura en el descriptor de “Excelente” (con la nota máxima de 0,5) o de “Deficiente” (con la nota mínima de

0).

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

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

FORMA

---/0,5

---/0,5

Se emplean conectores de forma efectiva y variada.

---/0,5

No hay errores importantes de gramática No muestra limitaciones en el uso del vocabulario que utiliza.

---/0,5

No hay errores importantes de ortografía y/o puntación.

Total

Nota

---/0,5

--- / 0,5

--- / 3

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

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.

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

Hay errores graves de gramática Hay errores graves de léxico.

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

INGLÉS SOLUCIONES (DOCUMENTO DE TRABAJO ORIENTATIVO) TEXTO A - SUGGESTED ANSWERS

Question A.1

a) TRUE: “Linguists from across the world have been investigating the purposefulness of the full stop as communication habits have evolved, and some of them think people simply do not put full stops in unless they want to make a point.”

b) TRUE: “The full stop is “intimidating” to young people who interpret it as a sign of anger.” Question A.2 Key ideas

a) The difference is that ending messages with a full stop is considered dishonest / is identified as a sign of dishonesty or lack of sincerity and ending messages with an exclamation mark is supposed to be more genuine and sincere.

b) People use emojis because online messaging forces people to develop new ways of conveying emotion and meaning without the use of body language or tone of voice.

Question A.3

a) habits

b) obvious

c) add

d) suggested Question A.4

a) communicating ------- rather

b) from ------- was introduced

c) The slightest ------- matters

d) would show ------- of / on

INGLÉS SOLUCIONES (DOCUMENTO DE TRABAJO ORIENTATIVO) TEXTO B - SUGGESTED ANSWERS

Question B.1

a) FALSE: “Intelligence agencies realized fairly early on during the war the important role women could play in spying, in what had traditionally been considered the domain of men.”

b) FALSE: “As historian Juliette Pattinson notes, ‘several wartime accounts indicate that male agents were less talented and inventive than their female colleagues.’” Question B.2 Key ideas

a) Major British towns were being bombed by the Nazis. Besides, the Nazi army had conquered most of Europe, which left Great Britain exposed.

b) Because it was important for spies to go unnoticed when they carried out their missions in Occupied France.

Question B.3

a) difficult

b) fairly

c) rarely

d) each Question B.4

a) Considered / Being considered ------- at

b) Although / Though / Even though ------- than

c) to ------- who / that

d) My friend asked me who my preferred woman spy is / was.