Pacle Eng c1 Modelo de Examen

EVALUACIÓN Y CERTIFICACIÓN DEL CONOCIMIENTO DE IDIOMAS AVALUACIÓ I CERTIFICACIÓ DEL CONEIXEMENT D’IDIOMES

Pruebas de Acreditación del Conocimiento de

Lenguas Extranjeras

Proves d’Acreditació del Coneixement de Llengües

Estrangeres

PRUEBAS DE ACREDITACIÓN DEL CONOCIMIENTO DE LENGUAS EXTRANJERAS

PROVES D’ACREDITACIÓ DEL CONEIXEMENT DE LLENGÜES ESTRANGERES

MODELO DE EXAMEN. INGLÉS C1 -Parte 1. Comprensión lectora -Parte 2. Expresión e interacción escritas -Parte 3. Comprensión auditiva -Hojas de respuestas de partes 1, 2 y 3 -Transcripción de audios (Parte 3)

-Parte 4. Expresión e interacción orales. Materiales para los candidatos (A y B)

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Lloc i data d’examen

PART 1: READING COMPREHENSION

TIME : 70 minutes

ENGLISH

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CENTRE D’IDIOMES DE LA UNIVERSITAT DE VALÈNCIA 2

Part 1. Reading Comprehension

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Instructions -In this booklet you will find four texts, their set tasks and examples for each one. Read all of them carefully and complete the tasks as required. -Incorrect answers are not deducted from the final mark for the assessment of this part of the exam. You have 70 minutes to complete this part of the exam. All exam materials will then be collected and additional time is not permitted. Please manage your time well. -You may use this booklet to make notes. However, it should be noted that any answers will not be assessed under any circumstances. -Write your answers on Answer Sheet 1.



Task 1 Instructions -Read the following interview from which the questions have been removed. -Read the 7 questions on the next page (A-G) and match them with their corresponding gap (1-6). -Write your answers on Answer Sheet 1 (Task 1).

Don't demonise palm oil to save orang-utans

0 ______________________________. There's a clash over land. Orang-utans like lowlands, but this is where agriculture is most productive. Orang-utans also pull up oil palm trees and eat them, because the flesh is very sweet – they can be a real pest for the plantations. 1 ______________________________. I don’t think so. Palm oil is a huge source of revenue. You can't expect the country to give up its main source of income. Anyway, the crop is not evil: it's the way it is produced. The anti-palm-oil campaign raised awareness, but now it's time to be more realistic and look at practical solutions. 2 ______________________________. Environmental activists are sometimes ridiculous in the claims they make. The anti-palm-oil lobby makes horrible claims that are obviously not true, like that the whole palm oil industry is evil and all the plantations are slaughtering baby orang-utans. That happens, but it is not everyone. But because it's very emotional, and there are lots of gory pictures, it allows activists to use facts that are not verified.

3 ______________________________. Of course, it goes both ways. Plantation owners will say they don't encroach on protected areas. This is true, but more than half of all orang-utans live outside protected areas. Plantation owners also say orang-utans can survive in plantations on the fruit of the oil palm. This is not true. They can go in and eat it, but no animal can live only on oil palm. It would be like you living only on peanuts. 4 ______________________________. The industry has evolved. Some companies have now joined the Roundtable on Sustainable Palm Oil (RSPO) and some are starting to be certified as sustainable. But this is expensive, and because palm oil has been demonised, people often want to boycott it entirely – which penalises those companies that do try to do good. 5 ______________________________. Learning about sustainable palm oil and the RSPO is something we could all do, and even become members. At the moment there is overwhelming membership from the palm oil industry, and very few NGOs. 6 ______________________________. The outlook is completely site-dependent. Some areas in Borneo are deforested on a very large scale; others are better protected. Overall, I would say that things are slowly getting better, mostly due to relatively good government support. In some places, the government has even increased the size of the protected areas.

Adapted from http://www.newscientist.com/article/mg22029390.200-dont-demonise-palm-oil-to#.Um6Pr_nmPns

http://www.rspo.org/

http://www.rspo.org/

http://www.newscientist.com/article/mg22029390.200-dont-demonise-palm-oil-to#.Um6Pr_nmPns



Questions Question C is an example

POSITION IN THE TEXT

A Let’s have a look at the other side of the coin. What does the industry have to say?

B Is banning the palm oil industry a solution, as some activist groups have advocated?

C Today orang-utans are found only in Borneo and Sumatra, where they are threatened by palm oil plantations. What is the conflict?

D What can people outside Malaysia do to help the orang-utans?

E Is there any truth to accusations of brutality levelled at the industry?

F Are you optimistic about the orang-utans' survival?

G Are there efforts to work with the industry?

0



Task 2 Instructions -Read the following text carefully and answer the questions 7-13 on the next page. -Choose the best option from A-C. -Write your answers on Answer Sheet 1 (Task 2).

How to Prevent Glacial Lakes From Flooding Mountain Communities

As temperatures rise around the globe, glaciers are shrinking at an unprecedented rate. The resulting glacial

meltwater can form dangerous lakes contained only by unstable rock and debris. These can burst from their

basins at any moment, flooding communities and potentially killing thousands.

Equipped with mountaineering gear and a Ph.D. in geography, Alton Byers, the director of science and

exploration at the nonprofit Mountain Institute in Washington, D.C., has spent his career traversing treacherous

high-altitude ridges and navigating alpine wilderness to prepare remote Himalayan villages for climate change.

His latest project — the High Mountain Glacial Watershed Program — blends the best of modern

technology with on-the-ground observation to mitigate the coming challenges associated with glacial lake

outbursts.

I am working now on Imja Lake in the Mount Everest area with local communities, the University of Texas at

Austin and the U.S. Agency for International Development. Imja was a glacier back in the 1960s, and now it is 66

million cubic meters of water.

When a glacier moves down a valley, it pushes aside rock, soil and debris, creating a moraine, or levee-type

horseshoe-shaped structure. When that glacier recedes, it leaves a basin, enclosed by the moraine and

remaining glacial ice, which fills with meltwater.

Ground-penetrating radar determined that Imja Lake is held there by a very fragile moraine. And to add

insult to injury, we discovered that the moraine still has an ice center. If you start digging a canal through the

levee and into adjacent land to try and lower the lake, you’re going to hit ice. Eventually, the sun will melt the

newly exposed ice, and you might end up creating a flood, as opposed to preventing one.

One of the best solutions has come from local people. Immediately downstream is a huge basin that

floodwater from Imja would naturally spill into. It is bordered by the remains of an old moraine. One of our local

partners, Sonam Hishi Sherpa, said: “Why don’t you just finish this natural dam? Just build a little 60-meter-high

section that closes off this entire basin.”

Modeling different scenarios showed that this would actually reduce the risk by 80 percent. Whereas if you

lowered Imja Lake by 3 meters, as was originally proposed, you would reduce the risk by less than 2 percent.

We’ll continue working with the locals to fix the looming problem and to develop a disaster management plan.

In addition to the glacial lake, the area is also prone to earthquakes, which could trigger a glacial lake

outburst.

I have not personally seen an outburst, but I think I have the only set of photographs that show the

aftermath. It happened in 1998 in a remote valley not too far from the Everest area. Witnesses of outbursts

have described the water sloshing from side to side as it descends at up to 60 mph, and the accompanying

moaning of the flood, and the smell. The smell has been described as everything from rotten eggs to

gunpowder.

To suddenly look up and see this wall of debris roaring toward you must be one of the most frightening

ways to die. After we did our Imja surveys last September, just to be safe, I purchased a little brass Buddha and

set it down facing the lake. It’s nice to have all bases covered.

Adapted from http://discovermagazine.com/2013/june/09-how-to-prevent-glacial-lakes-from-flooding-mountain-communities#.Um_pbfnmPns

http://discovermagazine.com/2013/june/09-how-to-prevent-glacial-lakes-from-flooding-mountain-communities#.Um_pbfnmPns

http://discovermagazine.com/2013/june/09-how-to-prevent-glacial-lakes-from-flooding-mountain-communities#.Um_pbfnmPns



Questions Question 0 is an example. 0. Why are some communities in at risk of flooding?

a) because of the high temperatures. b) because the glacial meltwater forms lakes.

c) because the rock and debris are not sufficient to stop the water. 7. What has Alton Byers done most of his life? a) traversing treacherous high altitude ridges. b) navigating alpine wilderness. c) preparing Himalayan villages for climate change. 8. What happens when a glacier pulls away? a) pushes aside rock, soil and debris, creating a moraine. b) creates a levee-type horseshoe-shaped structure. c) leaves a basin, enclosed by the moraine and remaining glacial ice, which fills with meltwater. 9. What is the solution that local Sonam Hishi Sherpa gives? a) build a 60-meter high basin. b) take advantage of natural resources. c) close-off the dam. 10. According to the text, what was originally proposed to finish with this problema? a) bring down Imja Lake. b) develop a disaster management plan. c) raise the level of the water. 11. Which is another problem the area is subject to? a) droughts. b) earthquakes. c) glacial lakes 12. Alton Byers… a) …has taken some pictures of a glacial lake outburst. b) …has witnessed a flood. c) …has talked to people who have suffered an outburst. 13. Alton Byers… a) …is a little superstitious. b) …thinks Imja Lake is a safe place now. c) …has seen a wall of debris coming toward him.



Task 3 Instructions -Read the following text and indicate with an ‘X’ whether the following statements (14-20) are true (T) or false (F) according to the text. -Write your answers on Answer Sheet 1 (Task 3).

Is this the stomach-turning truth about what the Neanderthals ate?

The idea of these early humans being plant-eating, self-medicating sophisticates has been brought into

question by the findings of researchers at London's Natural History Museum.

New thinking suggests that Neanderthals may have eaten the contents of animals' stomachs – 'a consistency and a

flavour that is not unlike cream cheese'.

It was the tell-tale tartar on the teeth that told the truth. Or at least, that is what it appeared to do.

Researchers – after studying calcified plaque on Neanderthal fossil teeth found in El Sidrón cave in Spain – last year

concluded that members of this extinct human species cooked vegetables and consumed bitter-tasting medicinal

plants such as chamomile and yarrow.

These were not brainless carnivores, in other words. These were smart and sensitive people capable of

providing themselves with balanced diets and of treating themselves with health-restoring herbs, concluded the

researchers, led by Karen Hardy at the Catalan Institution for Research and Advanced Studies in Barcelona. Our vision

of these long-extinct people needs adjusting, they argued.

But now this tale of ancient tartar has taken a new twist with two researchers at London's Natural History

Museum challenging the Barcelona group's conclusions. Dental research does not prove that Neanderthals were self-

medicating, vegetable-eating sophisticates, one told the Observer. There are other, equally valid but decidedly more

grisly explanations to account for those microscopic fragments of herbs and plants found in Neanderthal teeth.

In a paper by Laura Buck and Chris Stringer and published in the latest edition of Quaternary Science Reviews,

Stringer argues that the tiny pieces of plant found in Neanderthal teeth could have come from a very different source.

They may well have become embedded in the stomach contents of deer, bison and other herbivores that had then

been hunted and eaten by Neanderthals.

"Many hunter-gatherers, including the Inuit, Cree and Blackfeet, eat the stomach contents of animals such as

deer because they are good source of vitamin C and trace elements," said Stringer.

The crucial point about the stomach contents of grazing animals is that they are filled with fragments of the

plants that those herbivores had consumed shortly before they were stalked and killed. When those contents are

then chewed and eaten, the tiny pieces of grass and herbs are transferred to their hunter's teeth and get embedded

there. Then, when their devourers are themselves killed, or die of natural causes, shortly afterwards, those plant

fragments are preserved in their teeth for later analysis by modern palaeontologists. "The mistake is to think that

because you find plant fragments in teeth that they must have got there because these carnivores – in this case

Neanderthals – had consumed them as part of a carefully constructed diet or were taken because it was realised that

certain herbs and grasses had health-promoting properties," added Buck. "In fact, they may have got there purely

because Neanderthals liked to eat the stomach contents of some of the animals they killed."

This point is backed by Stringer. "Neanderthals lived in Europe during many cold periods and it is interesting

to note that many modern human hunter-gatherers who eat stomach contents today, such as the Inuit, also live in

northerly regions. It is a behaviour often displayed by a cold-adapted species, in other words. And if you have gone to

the time and trouble of hunting a large herbivore, you would not miss out on a nutritious part such as the stomach." However, Stringer and Buck stress that they are not arguing that Neanderthals definitely did not eat vegetables or could not have used certain herbs as medicines. "What we are saying is that the evidence of plant fragments in Neanderthal teeth is simply not strong enough to prove that they did so. There are other explanations, including the proposal that they ate these organs of the animals they killed. They had the stomach for it, if you want to put it that

way."

Adapted from http://www.theguardian.com/science/2013/oct/20/neanderthals-diet-plants-herbs-stomachs

http://www.theguardian.com/culture/natural-history-museum

http://www.theguardian.com/culture/natural-history-museum

http://www.theguardian.com/science/neanderthals

http://www.sciencedirect.com/science/article/pii/S0277379113003399

http://www.journals.elsevier.com/quaternary-science-reviews/

http://www.theguardian.com/science/2013/oct/20/neanderthals-diet-plants-herbs-stomachs



Statements T F NS

0. Recent research at London’s National History Museum back up the idea of Neanderthals being herbivores

14. After analysing fossil teeth researchers in Spain came to the conclusión that Neanderthals were not as intelligent as we had thought.

15. According to Karen Hardy what we had previously learnt about Neanderthals eating habits was not very accurate.

16. According to the text Neanderthals self-mediacted with herbs and plants to preserve their teeth.

17. Buck and Stringer compare the Neanderthals eating habits with those of some tribes.

18. Accoding to Stringer Neanderthals could have followed a diet based on plants when the temperaturas got higher.

19. According to Stringer we may find a connection between low temperaturas and eating habits.

20. Stringer and Buck conclude that other explanations are more valid than what Karen Hardy and her team found.



Task 4 Instructions -Read the following text carefully and fill in the gaps (21-30) below. -Choose the best option from A-C on the next page. -Write your answers on Answer Sheet 1 (Task 4).

The Penultimate Peril

Chapter One

Certain people have said that the world is like a ___0___ pond, and that anytime a person does

even the smallest thing, it is as if a stone has dropped into the pond, spreading circles of ___21___

further and further out, until the entire world has been changed by one ___22___ action. If this is

true, then the book you are reading now is the perfect thing to drop into a pond. The waves will

spread ___23___ the surface of the pond and the world will change for ___24___, with one less

dreadful story for people to read and one more secret hidden at the bottom of a pond, where most

people never think of looking. The miserable tale of the Baudelaire orphans will be safe in the

pond's murky depths, and you will be happier not to read the grim story I have written, but instead

to ___25___ at the scum that rises to the top of the world.

The Baudelaires themselves, as they rode in the back of a taxi driven by a woman they scarcely

knew, might have been happy to jump into a pond themselves, ___26___ what sort of story lay

ahead of them as the automobile made its way among the twisting streets of the city where the

orphans had once lived. Violet, Klaus, and Sunny Baudelaire looked out of the windows of the car,

marveling at how little the city had changed since a fire destroyed their home, took the lives of

their parents, and created ripples in the Baudelaires' lives that would probably never become calm.

As the taxi turned a corner, Sunny saw the market where she and her ___27___ had shopped for

ingredients to make dinner for Count Olaf, the notorious villain who had become their guardian

after the fire. ___28___ after all this time, with Olaf trying scheme after scheme to get his hands on

the enormous fortune the Baudelaire parents had left behind, the market looked the same as the

day Justice Strauss, a kindly neighbor and a judge in the High Court, ___29___ them there.

Towering over the market was an enormous, shiny building that Klaus recognized as 667 Dark

Avenue, where the Baudelaires had spent some time under the care of Jerome and Esmé Squalor in

an enormous penthouse apartment. It seemed to the middle Baudelaire that the building had not

changed one bit since the siblings had first discovered Esmé's treacherous and romantic

attachment to Count Olaf. And Sunny Baudelaire, who was still small enough that her view out the

window was somewhat restricted, heard the rattle of a manhole cover as the taxi drove over it, and

remembered the underground passageway they had discovered, which ___30___ from the

basement of 667 Dark Avenue to the ashen remains of their own home. Like the market and the

penthouse, the mystery of this passageway had not changed, even though the Baudelaires had

discovered a secret organization known as V.F.D. that the children believed had constructed many

such passageways.

Adapted from A Series of Unfortunate Eventsby Lemony Snicket and Brett Helquist HarperCollins, 2005



Questions Question 0 is an example. 0.

a) rough. b) sharp.

c) calm

21. a) ripples b) wrinkles c) curls

22. a) huge b) petite c) tiny

23. a) across b) over c) through

24. a) the good b) the better c) the best

25. a) glimpse b) glance c) gaze

26. a) did they know b) had they known c) would they know

27. a) brothers b) sisters c) siblings

28. a) Even though b) Even c) Though

29. a) has first taken b) first took c) had first taken

30. a) led b) taken c) got



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PART 2: WRITING

Time: 70 minutes

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Part 2. Writing

Draft


Part 2. Writing

Instructions -This part of the exam consists of two tasks. -Please read the instructions for each task. -You have 90 minutes to complete this part of the exam. All exam materials will then be collected and additional time is not permitted. Please manage your time well. -You may use this booklet to make notes and drafts. However, it should be noted that these notes and drafts will not be assessed under any circumstances. -Use Answer Sheet 2 for your final drafts.


Part 2. Writing

Task 1 Instructions - You have just returned from a package holiday which ended up being a disaster. Below you have got the flyer that made you choose that destination. Think of reasons why your holiday was ruined and write a letter of complaint to the travel agency in charge of booking this trip.

BALI IN STYLE

From £7200 based on 2 adults and 2 children under 12

Combine 3 nights in Singapore with a week on beautiful Jimbaran beach in Bali in a luxury 2 bedroom villa with a private pool.

PRICE INCLUDES

Airfare with Singapore Airlines from Heathrow or Manchester

3 nights Swissotel The Stanford, Singapore in a Family room

7 nights Karma Jimbaran, Bali in a 2 bedroom Pool Villa

All meals included

2 excursions in Singapore and 5 in Bali

Private airport transfers www.travelco.uk.com

-Use between 180 and 220 words following the instructions that are indicated. -Use Answer Sheet 2 for your final draft. Please include the following information:

-make a brief introduction of yourself

-mention the reason of the letter

-describe the problems you had during the holiday

-ask for financial compensation

-make a closing statement


Part 2. Writing

Task 2 Instructions -Read both of the options below. -You must write a text between 220 and 250 words following the instructions indicated below. -Choose ONE option. -Use Answer Sheet 2 for your final draft. Do not forget to mark your chosen option (A or B) in the space indicated.

Option A Opinion essay You have read the following headline on an online newspaper. Write an essay for the opinion section of the newspaper explaining why in your opinion this is due to. According to the latest national statistics, the birth rate in Spain has fallen to 1.1%.

Please include the following information: -introduce the topic properly -mention the possible causes to the fall in birth rate -mention the possible effects the fall in birth rate might have on the national economy and society at large -make a conclusion and state your opinion

Option B Narrative You have heard that a local radio station is looking for online dating stories to be read on a programme about relationships and the Internet. You went on a blind date not long ago with someone you met on line and would like to tell your story. Write a narrative essay describing your experience. Please include: -mention details about places, characters and feelings -use narrative tenses: past simple, past continuous, past perfect, past perfect continuous -use appropriate time expressions and vocabulary -use an informal style


Part 2. Writing

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PART 3: LISTENING COMPREHENSION

TIME: approximately 30 minutes

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Part 3. Listening Comprehension

Instructions -You will hear three recordings. -You will hear each one twice. Listen to them carefully and complete the tasks as required. -Before listening for the first time, you will have time to read the questions that correspond to each recording. -Incorrect answers are not deducted from the final mark for the assessment of this part of the exam -Once you have heard the last recording, you will have time to complete the answer sheet. Once this time has finished, all exam materials will be collected and additional time will not be permitted. -Write your answers on Answer Sheet 3. -You may use this booklet to make notes. However, it should be noted that any answers written in the booklet will not be assessed under any circumstances.



Task 1 Instructions -You will hear a speaker giving a talk about stage fright. Listen carefully and complete the statements (1-5) below with one or two words, according to what the speaker says. -Write your answers on Answer Sheet 3. The science of stage fright Blog.ted.com Statements 1. People need to make the effort to ___________________ stage fright. 2. Charles Darwin claimed that his response was a(n) _____________ reaction to present times. 3. When you get stage fright, you tend to sweat and your _________________ increases. 4. _____________________ have a lot to do with social anxiety. 5. The last minute before a speech should be used to __________ and _____________.



Task 2 Instructions -You will hear an extract from a documentary on why reading matters Listen carefully and indicate with an ‘X’ whether the following statements (6-15) are true (T), false (F) or not stated (NS) according to the speaker. -Write your answers on Answer Sheet 3. Why Reading Matters Topdocumentariesfilms.com Statements T F F

6. New technology has provided more insights into the brain.

7. Most people think new digital media might endanger reading habits.

8. Some cognitive abilities come naturally and others do not.

9. Successful hunters in the past also had excellent hearing skills.

10. There is a link between knowing whether an object is dangerous and reading.

11. Modular means different parts of the brain specialise in doing one thing.

12. Legos are used to compare how the brain is plastic.

13. Invented stories are mainly to provide escape.

14. Reading aids in strengthening empathy.

15. Our imagination is one of the most powerful tools we have.



Task 3 Instructions -You will hear a conversation between two futurists, Rosalyn (female voice) and Gerd (male voice), talking about their field of work. There are six sentences (A-F), but only five have been mentioned in the conversation. Match the right sentences to the right speaker. -There is an extra sentence. -Write your answers on Answer Sheet 3. Leonhard and dawson: conversations about the future Sentences Male

voice Female voice

A The job helps people in decision-making skills.

B Futurists help people decide between patterns and doubts.

C Clients aren’t so interested in this type of planning themselves.

D The speaker says people need to see themselves in the future.

E It’s not easy to see past what is clear.

F Sometimes the obvious is not so obvious.

EVALUACIÓN Y CERTIFICACIÓN

DEL CONOCIMIENTO DE IDIOMAS

AVALUACIÓ I CERTIFICACIÓ DEL

CONEIXEMENT D’IDIOMES

Lloc i data de la prova

Codi d’Inscripció Código de Inscripción

ENGLISH C1 PART 1. READING COMPREHENSION

Task 1 ANSWERS A B C D E F G

POSITION IN THE TEXT

0

1

2

3

4

5

6

Task 2

A B C

0

A B C

7

A B C

8

A B C

9

A B C

10

A B C

11

A B C

12

A B C

13

Task 3

Task 4

T F NS

0

T F NS

14

T F NS

15

T F NS

16

T F NS

17 T F NS

18

T F NS

19

T F NS

20

A B C

0

A B C

21

A B C

22 A B C

23

A B C

24

A B C

25 A B C

26

A B C

27

A B C

28 A B C

29

A B C

30

ANSWER SHEET 1







ENGLISH C1

PART 2 WRITING

Task 1 180-200 words

ANSWER SHEET 2

PLEASE DO NOT WRITE HERE.

Task 2 220-250 words Mark your chosen option:

A B

PLEASE DO NOT WRITE HERE.







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PART 3 LISTENING COMPREHENSION STATEMENTS

1.

2.

3.

4.

5.

T F NS

6

T F NS

7

T F NS

8

T F NS

9

T F NS

10 T F NS

11

T F NS

12

T F NS

13

T F NS

14

T F NS

15

Male voice

Female voice

A

B

C

D

E

F

ANSWER SHEET 3

Task 2 Task 3

Task 1



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PART 3: LISTENING COMPREHENSION TRANSCRIPTS

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Part 3. LISTENING COMPREHENSION

TRANSCRIPCIONES

TASK 1

The science of stage fright

Palms sweaty, heart racing, stomach in knots…you can’t cry for help. Not only is your throat too tight to

breathe, but it’d be so embarrassing. No, you aren’t being stalked by a monster. You’re speaking in public. A

fate some deem worse than death. See, when you’re dead you feel nothing. At a podium you feel stage fright.

But at some point we all have to communicate in front of people so you have to try and overcome it. To start,

understand what stage fright is. Humans, social animals that we are, are wired to worry about reputation. Public

speaking can threaten it. Before a speech you fret. What if people think I’m awful – that I am an idiot? That fear

of being seen as an awful idiot is a threat reaction from a permanent part of your brain that is very hard to

control. It’s the fight or flight response. A self-protective process seen in a range of animals, most of which

don’t give speeches.

But we have a wise partner in the study of freaking out. Charles Darwin tested fight or flight at the

London Zoo snake exhibit. He wrote in his diary, “My will and reason were powerless against the imagination

of a danger which had never been experienced.” He concluded that his response was an ancient reaction

unaffected by the nuances of modern civilization. So to your conscious, modern mind it’s a speech. To the rest

of your brain, built up to code with the law of the jungle, when you perceive the possible consequences of

blowing a speech, it’s time to run for your life or fight till the death.

Your hypothalamus, come to all vertebrates, triggers your pituitary gland to secrete the hormone ACTH,

making your adrenal glands shoot adrenaline to your blood. Your neck and back tense up, you slouch, your legs

and hands shake as your muscles prepare for attack. You sweat, your blood pressure jumps, your digestion shuts

down to maximise delivery of nutrients and oxygen to muscles and vital organs. So you get dry mouth,

butterflies, your pupils dilate. It’s hard to read anything up close, like your notes. But long range is easy…that’s

how stage fright works.

How do we fight it? First, perspective. This isn’t all in your head. It’s a natural, hormonal, full-body

reaction by an autonomic nervous system on autopilot. And genetics play a huge role in social anxiety. John

Lennon played live thousands of times and each time he vomited beforehand. Some people are just wired to feel

more scared performing in public. Since stage fright is natural and inevitable, focus on what you can control.

Practice… a lot starting long before in an environment similar to the real performance. Practising any task

increases your familiarity and reduces anxiety so when it is time to speak in public, you’re confident in yourself

and the task at hand.

Steve Jobs rehearsed his epic speeches for hundreds of hours, starting weeks in advance. If you know

what you’re saying, you’ll feed off the crowd’s energy instead of letting your hypothalamus convince your body

it’s about to be the lunch for a pack of predators. But hey, the vertebrate hypothalamus has had millions of years

more practice than you. Just before you go on stage it is time to fight dirty and trick your brain. Stretch your

arms up and breathe deeply. This makes your hypothalamus trigger a relaxation response. Stage fright usually

hits hardest right before a presentation, so take that last minute to stretch and breathe. You approach the mike,

voice clear, body relaxed. Your well-prepared speech convinces the wild crowd you are a charismatic genius.

How? You didn’t overcome stage fright. You adapted to it. And to the fact that no matter how civilised you may

seem, in part of your brain you are still a wild animal. A profound, well-spoken wild animal.

http://blog.ted.com/2013/10/16/required-watching-for-any-ted-speaker-the-science-of-stage-fright/

http://blog.ted.com/2013/10/16/required-watching-for-any-ted-speaker-the-science-of-stage-fright/



TRANSCRIPCIONES

TASK 2 Why Reading Matters

Only now modern neuroscience has shown that the effects of reading can be more extraordinary than they

could ever have dreamt. New imaging technology, like FMRI scanning allows us to observe the living brain at

work. It’s shown that reading, something most of us take for granted, can help unlock remarkable powers.

Reading builds new connections in the brain, which in turn allow us to use written words as stepping stones to

understand other people’s worlds. A good book literally has the power to change you. But the technological

ingenuity that has given us brain imaging has also spawned fabulous new media – the internet, blogs and video

games. It’s a digital revolution that some think challenges the old world of reading. Time to show why, more

than ever, reading matters.

In the nineties we got new imaging technology that could look inside a working, living brain and see what

was going on. Since then we’ve learnt a great deal about the brain, including the surprising extent to which it’s

shaped. Lots of our cognitive skills like speech, for example, are wired in but others have to be custom built into

each individual. And that’s why, although most of us take it for granted, reading is so remarkable. Reading and

writing don’t come naturally so to do it the brain must change. Human beings were never born to read. We were

born to speak, we were born to see, smell, hear, but never read. What the human brain had to do was to

rearrange its existing parts.

So how did the human brain make the leap to read? The first clue comes from the long history of our

species. Our distant ancestors lived by hunting. That may not seem to have much to do with reading a book, but

successful hunting depends on visual skills that, tens of thousands of years, later would prime the mind to read.

Humans needed to recognise fine differences between shapes, say between a useful stick and a deadly snake.

Barely visible animal tracks could warn of danger or of opportunity and honing these visual skills could mean

the difference between life and death. Then 5000 years ago those skills were adapted to serve another purpose

all together when we invented the alphabet and started to read. Ancient hunters become modern readers. Part of

the reading process involves areas that were, and are, being used for object recognition. So our ability to use our

visual areas to immediately know whether that object is prey or predator is actually being recycled for us

enabled to be automatically recognising symbols.

Today it’s impossible to imagine a world without trillions of words on street signs and hoardings, in

newspapers, books, magazines and on the Internet. We live in a world saturated with written language. So how

did the brain get rewired to read? To understand how we do new things, which we do constantly, you need to

know two key things about the brain. One is that it is modular, that is, different bits of it specialise in doing

different things. And the other is that it’s plastic – the bits change. The modules work together to produce an

almost infinite range of behaviour. You could think of it as sort of a Lego set that can be built up to do one thing

and then dismantled and built again in a different way to do something else entirely.

Recent brain studies suggest that made-up stories, far from being mere escapism, may provide the most

energetic of all cerebral workouts. The reader becomes the book and the book becomes the reader. Of course we

don’t have to read books to experience empathy. Our ancestors had for tens of thousands of years no written

language. But for them empathy was an essential survival tool. We are a very social, and hence, interdependent

species and so the ability to know what’s in somebody else’s mind gives us some idea of what they are likely to

do to us and, that, in turn gives us survival benefit. And when our ancestors eventually came up with writing, we

found that reading could be more than just a way of transmitting information. It provided a means to muscle up

the brain’s empathy network. When we are reading a novel, what we are doing is entering into the world that’s

being created for us by the author – a world of the imagination. We might stay within the text or we might

elaborate on it, creating an imaginative world of our own. And in that rather safe world of the imagination we

can axe things out that in the real world might have consequences that we might not like to take. In other words,

reading gives us a rehearsal stage. It’s as big as the world

Extracted and adapted from: http://topdocumentaryfilms.com/why-reading-matters/

http://topdocumentaryfilms.com/why-reading-matters/



TRANSCRIPCIONES

TASK 3 CONVERSATIONS ABOUT THE FUTURE

ROSALYN:

I am Rosalyn Dawson, a futurist based in Australia and I am here with Gerd Leonhard, the famed futurist based

in Switzerland. So let’s kick off a series of conversations…the role of a futurist. What’s the role of a futurist?

GERD:

Well, I think the definition is up for grabs of courses, but for me most importantly my work is not about

predicting the future, or, you know, finding out where it’s going and then telling others, but to essentially share

foresights, you know basically stuff that you have developed over time becomes important. So it’s not the

Nostradamus thing, but it’s about developing insights into stuff and sharing them. How about you?

ROSALYN

Well, my usual definition about a futurist is someone who helps people think about the future in order to help

make better decisions today. And part of that is to think usefully about the future is we want to look at trends,

we want to look at uncertainties, and there is a lot that we understand about trends and obviously a lot we talk

about but also being able to pick between the trends and uncertainties to be able to work out where are useful

positioning and what are the things that can take us in the right direction.

GERD

Yeah, I think a lot of people are confusing the futurist topic with sort of eternal wisdom that just drops down on

you or something. I think it’s important to understand what it really means. I think that the main thing is that for

many of my clients, for example, is that they’re really interested in developing stuff that you don’t really have

time for. So when you are operating a business, you are thinking about next week, next month, maybe next year,

but not five years from now. So that’s what I am trying to do is basically say ok, three to five years from now

who are you going to be, what is your business going to be like and how do you get from A to B to have a bit

more time out of the ordinary.

ROSALYN

Yeah, absolutely. I think when organisations engage futurists it’s partly, you know, there’s taking the luxury,

well it’s not a luxury, is it? In fact it is a necessity. But being able to say…executives are just dragged down into

the every day and all the problems and issues and to actually sit down with the futurists, be it speaking or a

workshop, you are actually saying I am going to step away from today and look into the future with people who

spend more of their time thinking about that. So often I get asked, “How do you have the time to keep on top of

everything?” And well that is my job and it is everybody’s job in a way. The reality is that people get drawn

down into the issues, the management issues of the day.

GERD:

Yeah I don’t know who said this but there is a saying I think you have heard before that if you asked people

what they wanted they would have said faster horses. So many times in business we are in this situation too, we

say we want to do things better, make more money, improve things but really what is beyond the obvious. I

mean, for example, Steve Jobs invented the ipad. Nobody was saying that they wanted to have a touch screen

computer. But that was his decision to look beyond the obvious so going beyond the obvious is actually quite

hard because you’re obviously just busy making things work now, so looking beyond the obvious is kind of a

special skill. I hope we can give that to our clients.

ROSALYN:

I think so but I think it actually it also about drawing out the obvious. I mean some of the trends that are in place

around social trends to openness and transparency and beliefs and that, for example. Or trends to sharing more

information – in a way these are very obvious that you still need to draw people’s attention to them. And say,

“Look at this trend. Let’s imagine what happens if this trend continues”. What are the implications? And

sometimes you need to pay attention to the obvious as well.



TRANSCRIPCIONES

GERD:

Yeah there’s the obvious and there’s the implicit, explicit kind of thing. So you can explicitly look at certain

things but there’s implications or assumptions that you haven’t reviewed, right? So when the music industry

thinks about ten years ago it was quite clear that people wanted to make the shift to digital but they looked in a

whole different direction. So barking up the wrong tree. A very common problem. You look in this direction

because that’s what you would like to see, so stepping outside of your belief system, you know, and looking at

what people call the orthodoxies, your beliefs. That’s a crucial part. Otherwise, if the belief is wrong or it was

right but now it is outdated, then you are in deep trouble because you are just going to follow that same

direction.

Extracted and adapted from Conversations about the Future: Gerd Leonhard & Ross Dawson www.youtube.com

http://www.youtube.com/watch?v=WjOvXKSk0cY



Lenguas Extranjeras


Estrangeres




PART 4: SPEAKING

INSTRUCTION SET FOR THE CANDIDATE

ENGLISH

C1


Part 4. Speaking

CANDIDATE A

Task 1. Monologue. (4 minutes)

INSTRUCTIONS

Read the excerpt taken from the article What is the future of technology in education? written by Matt Britland and choose 2 of the following open-ended questions to create a 4-minute monologue about technology, education and society. You will have a few minutes to prepare in advance and you will be provided with a blank sheet of paper in which you may write some ideas. However, full sentences or long phrases are not permitted. Please submit your notes to the examiners on completion of the oral exam.

Technology, education and society

“School classrooms are going to change. Thanks to the cloud and mobile devices, technology will be integrated into every part of school. In fact, it won’t just be the classrooms that will change. Games fields, gyms and school trips will all change. Whether offsite or on site the school, teachers, students and support staff will all be connected. In my ideal world, all classrooms will be paperless.”

The Guardian.com Teacher Network. → How does technology enhance learning? → How do you use technology in your daily life? → What are some downsides to technology in the classroom? → How is social media changing society?

Photograph: Alamy


Part 4. Speaking

CANDIDATE A

Task 2. Interaction. (6 minutes)

INSTRUCTIONS

In this section of the exam, you will have 6 minutes to work together with your partner to discuss the following task using the visual aids provided below. Using the tables below, please discuss the impact that the world crisis has had on social policies (unemployment benefits, pensions, health care, social housing, education…) in the last few years comparing the two countries mentioned.

Nominal GDP (Gross Domestic Product) in billions of $US 2007 2008 2009 2010 2011 2012

Spain 1444 1601 1460 1392 1480 1352

Germany 3329 3641 3307 3312 3607 3401

Source: wikipedia.org

Total public social expenditure as a percentage of GDP 2007 2008 2009 2010 2011 2012

Spain 21.3 22.9 26.0 26.5 26.0 26.3

Germany 25.1 25.2 27.8 27.1 26.2 26.3

Source: www.oecd-ilibrary.org

http://www.oecd-ilibrary.org/



Lenguas Extranjeras


Estrangeres




PART 4: SPEAKING

INSTRUCTION SET FOR THE CANDIDATE

ENGLISH

C1


Part 4. Speaking

CANDIDATE B

Task 1. Monologue. (4 minutes) INSTRUCTIONS

Read the excerpt taken from the article Goodbye social media… welcome back mass-media written by Tom Forenski and choose 3 of the following open-ended questions to create a 4-minute monologue about the mass-media and social network. You will have a few minutes to prepare in advance and you will be provided with a blank sheet of paper in which you may write some ideas. However, full sentences or long phrases are not permitted. Please submit your notes to the examiners on completion of the oral exam.

The Mass Media and Social Networks

“Very few people write blogs or produce any type of media these days, people seem to prefer clicking a "like" button, or retweeting someone else's content.It would be more accurate to describe this as social distribution of media -- it most definitely is not social media. People are behaving like an online newspaper delivery boy. That's not as compelling as the original promise of social media, and its implied challenge to the powerful owners of mass media. Weren't we, the people, back in charge through social media? Hadn't we done away with the "gate keepers" of mass media?”

www.zdnet.com → How do you get your news? → Do you share with your contacts online pieces of news? → What do you think could happen to newspapers in the future? Explain. → Are we objective or biased when we share news with our contacts? Explain

Google images

http://www.zdnet.com/


Part 4. Speaking

CANDIDATE B

Task 2. Interaction. (6 minutes)

INSTRUCTIONS

In this section of the exam, you will have 6 minutes to work together with your partner to discuss the following task using the visual aids provided below. Using the tables below, please discuss the impact that the world crisis has had on social policies (unemployment benefits, pensions, health care, social housing, education…) in the last few years comparing the two countries mentioned.

Nominal GDP (Gross Domestic Product) in billions of $US 2007 2008 2009 2010 2011 2012

Spain 1444 1601 1460 1392 1480 1352

Germany 3329 3641 3307 3312 3607 3401

Source: wikipedia.org

Total public social expenditure as a percentage of GDP 2007 2008 2009 2010 2011 2012

Spain 21.3 22.9 26.0 26.5 26.0 26.3

Germany 25.1 25.2 27.8 27.1 26.2 26.3

Source: www.oecd-ilibrary.org

http://www.oecd-ilibrary.org/

Documents

Pacle Eng c1 Modelo de Examen