Ejemplos de Pruebas de Nivel Area Ingles Ingreso Traductorado en Ingles PDF

INSTITUTO DE EDUCACIN SUPERIOR N28OLGA COSSETTINI
Traductorado Literario y Tcnico-Cientfico en Ingls

Ejemplos de pruebas de nivel rea ingls
INGRESO AL CURSO LECTIVO 2014
I- COMPOSITION
Follow these instructions carefully :
1- Your composition must be between 150-180 words.
2- Write only the final draft of your composition on this sheet
3- If you need more space, go on writing on the other side of this page
4- Use only blue or black ink for the final draft. Do not use pencil !
Your teacher has asked you to write a composition answering the following question:
"Is the use of technology in the classroom beneficial for both teachers and
students?"
You may use these ideas to help you write your composition for your teacher:
Time-saving devices
Possible distractions
Training on the use of tech tools
Effects on users health
Possibility of cheating
Reliability of the information accessed
II) READING COMPREHENSION (PART I)

You are going to read a newspaper article about a traffic system. For questions 1 7, choose the
answer (A,B,C or D) which you think fits best according to the text.
Road with no signs

Dratchen, The Netherlands. I want to take you on a walk, said Hans Monderman, abruptly
stopping his car and striding hatless into the freezing rain. He led the way to a busy intersection in
the centre of town, where several odd things soon became clear. Not only was it virtually naked,
stripped of all lights, signs and road markings, but there was no division between road and sidewalk.
It was basically a bare brick square. But despite the unusual layout, a steady stream of trucks, cars,
buses, motorbikes, bicycles and pedestrians moved fluidly and easily, as if directed by an invisible
conductor. When Mr Monderman, a traffic engineer and the intersections proud designer,
deliberately failed to look for oncoming traffic before crossing the street, the drivers slowed for him.
No one honked or shouted rude words out of the window. Who has the right of way? he asked
rhetorically. I dont care. People here have to find their own way, negotiate for themselves, use their
own brains.
1
Used by some 20,000 drivers a day, the intersection is part of a road design revolution
pioneered by the 59-year-old Mr Monderman. His work in Friesland, the district in Northern Holland
that includes Dratchen, is increasingly seen as the way of the future in Europe. His philosophy is
simple, if counter-intuitive. To make communities safer and more appealing, Mr Monderman argues,
you should first remove the traditional paraphernalia of their roads traffic lights and speed signs,
the centre lines separating lanes from one another, even the speed bumps, bicycle lanes and
pedestrian crossings. In his view, it is only when the road is made more dangerous, when drivers stop
looking at signs and start looking at other people, that driving becomes safer. All those signs are
saying to cars, This is your space, and we have organized your behaviour so that as long as you
behave this way, nothing can happen to you, Mr Monderman said. That is the wrong story.
The Dratchen intersection is an example of the concept of shared space, where cars and
pedestrians are equal, and the design tells the driver what to do. In Mr Mondermans view, shared-
space designs thrive only in conjunction with well-organized, well-regulated highway systems.
Variations on the shared-space theme are being tried in Spain, Denmark, Austria, Sweden and
Britain, among other places. The European Union has appointed a committee of experts, including
Mr Monderman, for a Europe-wide study.
A few years ago, Mr Monderman, now considered one of the fields great innovators, was
virtually unknown outside Holland. He was working as a civil engineer, building highways in the 1970s
when the Dutch government, alarmed at a sharp increase in traffic accidents, set up a network of
traffic-safety offices. Mr Monderman was appointed Frieslands traffic safety officer. In residential
communities, Mr Monderman began narrowing the roads and putting in features like trees and
flowers, red-brick paving stones and even fountains to discourage people from speeding, following
the principle now known as psychological traffic calming, where behaviour follows design. He created
his first shared space in a small village where residents were upset at it being used as a daily
thoroughfare for 6,000 speeding cars. When he took away the signs, lights and sidewalks, people
drove more carefully. Within two weeks, speeds on the road had dropped by more than half. In fact,
he said, there has never been a fatal accident on any of his roads.
Mr Monderman concedes that road design can only do so much. It does not change the
behaviour, for instance, of the 15 per cent of drivers who will behave badly no matter what the rules
are. Recently a group of well-to-do parents asked him to widen the two-lane road leading to their
childrens school, saying it was too small to accommodate what he derisively calls their huge cars.
He refused, saying the fault was not with the road, but with the cars. They cant wait for each other
to pass? he asked. I wouldnt interfere with the right of people to buy the car they want but nor
should the government have to solve the problems they make with their choices.
CIRCLE THE CORRECT OPTION

1- When the writer first saw the intersection, one thing that struck her was
A the attractiveness of a square without lights or signs.
B the extent to which the layout particularly suited pedestrians.
C the lack of separation between vehicles and pedestrians.
D the large number of people and vehicles moving in the same direction,
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2- When Hans Monderman stepped into the road, the writer

A was surprised by the reaction of drivers to his behaviour.
B knew that it would be perfectly safe to follow him.
C had some doubts about his explanation of his behaviour.
D wondered whether what she witnessed was typical or not.
3- Hans Mondermans philosophy is described in the second paragraphs as counter-

intuitive because
A it contradicts a lot of evidence about road safety.
B it appears to involve the possibility of more accidents.
C it forces drivers to do something they do not wish to do.
D it might seem to favour the least careful drivers.
4- In the third paragraph, the writer says that shared space intersections
A are not likely to catch on in some countries as much as in others.
B may be appealing in theory but may have serious drawbacks in practice.
C can compensate for failings in other aspects of road design.
D are not claimed to be a solution to road safety issues on their own.
5- We are told that when Hans Monderman became a traffic safety officer,
A his introduction of a shared space had a rapid effect.
B he made more innovations than the government had envisaged.
C his initial innovations were not as effective as he had hoped.
D he had been waiting for the opportunity to introduce shared space design.
6- We are told that the request from a particular group of parents to Mr Monderman
A is typical of the kind of issue that he has to deal with.
B was something for which he had no sympathy at all.
C raises a new issue that requires careful consideration.
D resulted in him making an exception to one of his rules.
7- Which of the following best sums up Hans Mondermans view?

A Telling drivers what to do causes roads to become more dangerous.
B Roads are safer if drivers are forced to make decisions for themselves.
C Drivers know more about road safety than most people designing road systems.
D Drivers welcome any innovations that genuinely contribute to improved road safety.
II- READING COMPREHENSION( PART II) .
A
Spice plants, such as coriander cardamom or ginger, contain compounds which, when added to food,
give it a distinctive flavour. Spices have been used for centuries in the preparation of both meat
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dishes for consumption and meat dishes for long-term storage. However, an initial analysis of
traditional meat-based recipes indicated that spices are not used equally in different countries and
regions, so we set about investigating global patterns of spice use.
B
We hypothesized initially that the benefit of spices might lie in their anti-microbial properties. Those
compounds in spice plants which give them their distinctive flavours probably first evolved to fight
enemies such as plant-eating insects, fungi, and bacteria. Many of the organisms which afflict spice
plants attack humans too, in particular the bacteria and fungi that live on and in dead plant and
animal matter. So if spices kill these organisms, or inhibit their production of toxins1, spice use in
food might reduce our own chances of contracting food poisoning.
C
The results of our investigation supported this hypothesis. In common with other researchers, we
found that all spices for which we could locate appropriate information have some antibacterial
effects: half inhibit more than 75% of bacteria, and four (garlic, onion, allspice and oregano) inhibit
100% of those bacteria tested. In addition, many spices are powerful fungicides.
D
Studies also show that when combined, spices exhibit even greater anti-bacterial properties than
when each is used alone. This is interesting because the food recipes we used in our sample specify
an average of four different spices. Some spices are so frequently combined that the blends have
acquired special names, such as chili powder(typically a mixture of red pepper, onion, paprika,
garlic, cumin and oregano) and oriental five spice (pepper, cinnamon, anise, fennel and cloves). One
intriguing example is the French quatre epices (pepper, cloves, ginger and nutmeg) which is often
used in making sausages. Sausages are a rich medium for bacterial growth, and have frequently been
implicated as the source of death from the botulism toxin, so the value of the anti-bacterial
compounds in spices used for sausage preparation is obvious.
E
A second hypothesis we made was that spice use would be heaviest in areas where foods spoil most
quickly. Studies indicate that rates of bacterial growth increase dramatically with air temperature.
Meat dishes that are prepared in advance and stored at room temperatures for more than a few
hours, especially in tropical climates, typically show massive increases in bacterial counts. Of course
temperatures within houses, particularly in areas where food is prepared and stored, may differ from
those of the outside air, but usually it is even hotter in the kitchen.
F
Our survey of recipes from around the world confirmed this hypothesis: we found that countries with
higher than average temperatures used more spices. Indeed, in hot countries nearly every meat-
based recipe calls for at least one spice, and most include many spices, whereas in cooler ones,
substantial proportions of dishes are prepared without spices, or with just a few. In other words,
there is a significant positive correlation between mean temperature and the average quantity of
spices used in cooking.
G
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But if the main function of spices is to make food safer to eat, how did our ancestors know which
ones to use in the first place? It seems likely that people who happened to add spice plants to meat
during preparation, especially in hot climates, would have been less likely to suffer from food
poisoning than those who did not. Spice users may also have been able to store foods for longer
before they spoiled, enabling them to tolerate longer periods of scarcity. Observation and imitation
of the eating habits of these healthier individuals by others could spread spice use rapidly through a
society. Also, families that used appropriate spices would rear a greater number of more healthy
offspring, to whom spice-use traditions had been demonstrated, and who possessed appropriate
taste receptors.
H
Another question which arises is why did people develop a taste for spicy foods? One possibility
involves learned taste aversions. It is known that when people eat something that makes them ill,
they tend to avoid that taste subsequently. The adaptive value of such learning is obvious. Adding a
spice to a food that caused sickness might alter its taste enough to make it palatable again (i.e. it
tastes like a different food), as well as kill the micro-organisms that caused the illness, thus rendering
it safe for consumption. By this process, food aversions would more often be associated with
unspiced (and therefore unsafe) foods, and food likings would be associated with spicy foods,
especially in places where foods spoil rapidly. Over time people would have developed a natural
preference for spicy food.
I
Of course, spice use is not the only way to avoid food poisoning. Cooking, and completely consuming
wild game immediately after slaughter reduces opportunities for the growth of micro-organisms.
However, this is practical only where fresh meat is abundant year-round. In areas where fresh meat
is not consistently available, preservation may be accomplished by thoroughly cooking, salting,
smoking, drying, and spicing meats. Indeed, salt has been used worldwide for centuries to preserve
food. We suggest that all these practices have been adopted for essentially the same reason: to
minimize the effects of harmful, food-borne organisms.
1
poisons produced by living organisms, especially bacteria
II- READING COMPREHENSION( PART II) (cont.)
a- Reading Passage 2 has nine paragraphs, labelled AI. Which paragraphs contain the following
information?
1 an example of a food which particularly benefits from the addition of spices ..................
2 a range of methods for making food safer to eat ..................
3 a comparison between countries with different climate types ..................
5
4 an explanation of how people first learned to select appropriate spices ..................
5 a method of enhancing the effectiveness of individual spices ..................
6 the relative effectiveness of certain spices against harmful organisms ..................
7 the possible origins of a dislike for unspiced foods ..................
b- Answer the questions below with words taken from Reading Passage 2. Use NO MORE THAN
TWO WORDS for each answer.
8 According to the writers, what might the use of spices in cooking help people to avoid?
....................................
9 What proportion of bacteria in food do four of the spices tested destroy? ....................................
10 Which food often contains a spice known as quatre epices? ....................................
11 Which types of country use the fewest number of spices in cooking? ....................................
12 What might food aversions often be associated with? ....................................
13 Apart from spices, which substance is used in all countries to preserve food?
....................................
c- Choose the correct letter, A, B, C, or D. Which is the best title for Reading Passage 2?
A The function of spices in food preparation
B A history of food preservation techniques
C Traditional recipes from around the world
D An analysis of the chemical properties of spice plants
III- SENTENCE TRANSFORMATION

Use the words in block letters and other words to complete the second sentence so that it means
the same as the first. Do not change the word given.
1) I was made responsible for foreign sales. CHARGE
They sales.
2) Many think Mr Albright murdered his wife. BELIEVED
Mr Albright ..wife.
3) You should start a new hobby, Mr Jenkins, said the doctor. TAKE
The .hobby.
4) Sean really likes Pauline. KEEN
Sean ..Pauline.
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5) I could never have got that job without your help. YOU
I me.
6) I walked home in heavy rain. AS
It ................................................................................ I walked home
7) I think the castle was built in the twelfth century. MIGHT
The castle ...................................................................... in the twelfth century.
8) Eating with chopsticks still feels strange. GOT
...................................................................... eating with chopsticks yet.
9) 2015 will be the third year in this job. WORKING
In 2015 I ...................................................................... here for three years.
10) Despite knowing the area well, I got lost. EVEN
I got lost ...................................................................... the area well.
ANSWERS
Composition: The minimum adequate performance should have the following
features:
Adequate range of structures and vocabulary.

Some basic errors which do not impede communication.
Points covered though some non-essential details may have been omitted.
Linking devices fairly simple.
Register on the whole appropriate to the task.
SATISFACTORY EFFECT ON THE READER
Reading Part I 6- C
1- C 7- H
2- A
b- 8- food poisoning
3- B
4- D 9- 100% / one hundred percent
5- A 10- sausage(s)
6- B
7- B 11- cooler ones
12- unspiced foods
Reading Part II 13 - salt
a- 1- D
2- I c- A
3- F
4- G
5- D
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Sentence transformation
1) I was put in charge in charge of foreign sales.
2) Mr Albright is believed to have murdered his wife.
3) The doctor advised/told Mr Jenkins to take up a new hobby.
4) Sean is really keen on Pauline.
5) I could/would never have got that job if you had not helped me.
6) It was raining heavily as I got home
7) The castle might have been built in the twelfth century.
8) I havent got used to eating with chopsticks yet.
9) In 2015 I will have been working here for three years.
10) I got lost even though I knew the area well.
8

1) COMPOSITION
Follow these instructions carefully :
4- Use only blue or black ink for the final draft. Do not use pencil !
You have just been a guest in an international five-star hotel on the

Caribbean coast. The manager of this popular hotel chain has asked you to
write a brief report on the whole experience considering:
prices
accommodation
food
facilities
activities
other aspects to be improved
2) READING COMPREHENSION (PART I)

Read the text carefully:
The invention of rockets is linked inextricably with the invention of 'black powder'. Most
historians of technology credit the Chinese with its discovery. They base their belief on
studies of Chinese writings or on the notebooks of early Europeans who settled in or made
long visits to China to study its history and civilization. It is probable that, sometime in the
tenth century, black powder was first compounded from its basic ingredients of saltpetre,
charcoal and sulphur. But this does not mean that it was immediately used to propel
rockets. By the thirteenth century, powder-propelled fire arrows had become rather
common. The Chinese relied on this type of technological development to produce
incendiary projectiles of many sorts, explosive grenades and possibly cannons to repel
their enemies. One such weapon was the 'basket of fire' or, as directly translated from
9
Chinese, the 'arrows like flying leopards'. The 0.7 metre-long arrows, each with a long tube
of gunpowder attached to it near the point of each arrow, could be fired from a long,
octagon-shaped basket at the same time and had a range of 400 paces. Another weapon
was the 'arrow as a flying sabre', which could be fired from crossbows. The rocket, placed
in a similar position to other rocket-propelled arrows, was designed to increase the range.
A small iron weight was attached to the 1.5m bamboo shaft, just below the feathers, to
increase the arrow's stability by moving the centre of gravity to a position below the rocket.
At a similar time, the Arabs had developed the 'egg which moves and burns'. This 'egg'
was apparently full of gunpowder and stabilised by a 1.5m tail. It was fired using two
rockets attached to either side of this tail.
It was not until the eighteenth century that Europe became seriously interested in the
possibilities of using the rocket itself as a weapon of war and not just to propel other
weapons. Prior to this, rockets were used only in pyrotechnic displays. The incentive for
the more aggressive use of rockets came not from within the European continent but from
far-away India, whose leaders had built up a corps of rocketeers and used rockets
successfully against the British in the late eighteenth century. The Indian rockets used
against the British were described by a British Captain serving in India as an iron
envelope about 200 millimetres long and 40 millimetres in diameter with sharp points at
the top and a 3m-long bamboo guiding stick. In the early nineteenth century the British
began to experiment with incendiary barrage rockets. The British rocket differed from the
Indian version in that it was completely encased in a stout, iron cylinder, terminating in a
conical head, measuring one metre in diameter and having a stick almost five metres long
and constructed in such a way that it could be firmly attached to the body of the rocket.
The Americans developed a rocket, complete with its own launcher, to use against the
Mexicans in the mid-nineteenth century. A long cylindrical tube was propped up by two
sticks and fastened to the top of the launcher, thereby allowing the rockets to be inserted
and lit from the other end. However, the results were sometimes not that impressive, as
the behaviour of the rockets in flight was less than predictable.
Exercise 1- Now, match each item with the group which first invented or used
them. Write the correct letter A-E next to the numbers 1 to 4. You may use any letter
more than once.
1- black powder -------------

2- rocket-propelled arrows for fighting -------------
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3- rockets as war weapons -------------

4- the rocket launcher -------------
First invented or used by

A the Chinese
B the Indians
C the British
D the Arabs
E the Americans
Exercise 2- Choose the best answer A, B or C
5- it in line 7 refers to:

a- black powder
b- sulphur
c- the combination of ingredients
6- In the 17th century, rockets

a- were used in the war
b- as fireworks
c- to stabilize arrows
7- The Indian rocket was:

a- pyramidal
b- conical
c- flat
8- thereby in line 38:

a- signals contrast
b- introduces a consequence
c- adds a reason
9- The performance of American rockets during the 19th century was:

a- disappointing
b- impressive
c- known in advance
READING COMPREHENSION (PART II)
Exercise 1- This Passage has six sections A - F. Choose the correct heading for sections
A to D and F from the list of headings below. E is an example.
List of Headings
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I- The probable effects of the new international trade agreement

II- The environmental impact of modern farming
III- Farming and soil erosion
IV- The effects of government policy in rich countries
V- Governments and management of the environment
VI- The effects of government policy in poor countries
VII- Farming and food output
VIII- The effects of government policy on food output
IX- The new prospects for world trade
10- Section A ------------

11- Section B ------------
12- Section C ------------
13- Section D ------------
Example
Section E- ---- VI----
14- Section F ------------
Section A
The role of governments in environmental management is difficult but inescapable. Sometimes,

the state tries to manage the resources it owns, and does so badly. Often, however,
governments act in an even more harmful way. They actually subsidise the exploitation and
consumption of natural resources. A whole range of policies, from farm price support to
protection for coalmining, do environmental damage and (often) make no economic sense.
Scrapping them offers a twofold bonus: a cleaner environment and a more efficient economy.
Growth and environmentalism can actually go hand in hand, if politicians have the courage to
confront the vested interest that subsidies create.
Section B
No activity affects more of the earth's surface than farming. It shapes a third of the planet's
land area, not counting Antarctica, and the proportion is rising. World food output per head has
risen by 4 per cent between the 1970s and 1980s mainly as a result of increases in yields from
12
land already in cultivation, but also because more land has been brought under the plough.
Higher yields have been achieved by increased irrigation, better crop breeding, and a doubling
in the use of pesticides and chemical fertilisers in the 1970s and 1980s.
Section C
All these activities may have damaging environmental impacts. For example, land clearing for
agriculture is the largest single cause of deforestation chemical fertilisers and pesticides may
contaminate water supplies more intensive farming and the abandonment of fallow periods
tend to exacerbate soil erosion and the spread of monoculture and use of high-yielding
varieties of crops have been accompanied by the disappearance of old varieties of food plants
which might have provided some insurance against pests or diseases in future. Soil erosion
threatens the productivity of land in both rich and poor countries. The United States, where the
most careful measurements have been done, discovered in 1982 that about one fifth of its
farmland was losing topsoil at a rate likely to diminish the soil's productivity. The country
subsequently embarked upon a program to convert 11 per cent of its cropped land to meadow
or forest.
Topsoil in India and China is vanishing much faster than in America. Continues next page
Section D
Government policies have frequently compounded the environmental damage that farming can
cause. In the rich countries, subsidies for growing crops and price supports for farm output
drive up the price of land. The annual value of these subsidies is immense: about $250 billion,
or more than all World Bank lending in the 1980s. To increase the output of crops per acre, a
farmer's easiest option is to use more of the most readily available inputs: fertilisers and
pesticides. Fertiliser use doubled in Denmark in the period 1960-1985 and increased in The
Netherlands by 150 per cent. The quantity of pesticides applied has risen too: by 69 per cent in
1975-1984 in Denmark, for example, with a rise of 115 per cent in the frequency of application
in the three years from 1981.
In the late 1980s and early 1990s some efforts were made to reduce farm subsidies. The most
dramatic example was that of New Zealand, which scrapped most farm support in 1984. A
study of the environmental effects, conducted in 1993, found that the end of fertiliser subsidies
had been followed by a fall in fertiliser use (a fall compounded by the decline in world
commodity prices, which cut farm incomes). The removal of subsidies also stopped land
13
clearing and overstocking, which in the past had been the principal causes of erosion. Farms
began to diversify. The one kind of subsidy whose removal appeared to have been bad for the
environment was the subsidy to manage soil erosion.
In less enlightened countries, and in the European Union, the trend has been to reduce rather
than eliminate subsidies, and to introduce new payments to encourage farmers to treat their
land in environmentally friendlier ways, or to leave it fallow. It may sound strange but such
payments need to be higher than the existing incentives for farmers to grow food crops.
Farmers, however, dislike being paid to do nothing. In several countries they have become
interested in the possibility of using fuel produced from crop residues either as a replacement
for petrol (as ethanol) or as fuel for power stations (as biomass). Such fuels produce far less
carbon dioxide than coal or oil, and absorb carbon dioxide as they grow. They are therefore
less likely to contribute to the greenhouse effect. But they are rarely competitive with fossil
fuels unless subsidised and growing them does no less environmental harm than other crops.
Section E
In poor countries, governments aggravate other sorts of damage. Subsidies for pesticides and
artificial fertilisers encourage farmers to use greater quantities than are needed to get the
highest economic crop yield. A study by the International Rice Research Institute of pesticide
use by farmers in South East Asia found that, with pest-resistant varieties of rice, even
moderate applications of pesticide frequently cost farmers more than they saved. Such waste
puts farmers on a chemical treadmill: bugs and weeds become resistant to poisons, so next
year's poisons must be more lethal. One cost is to human health. Every year some 10,000
people die from pesticide poisoning, almost all of them in the developing countries, and
another 400,000 become seriously ill. As for artificial fertilisers, their use worldwide increased
by 40 per cent per unit of farmed land between the mid 1970s and late 1980s, mostly in the
developing countries. Overuse of fertilisers may cause farmers to stop rotating crops or leaving
their land fallow. That, in turn, may make soil erosion worse.
Section F
A result of the Uruguay Round of world trade negotiations there is likely to be a reduction of 36
per cent in the average levels of farm subsidies paid by the rich countries in 1986 - 1990.
Some of the world's food production will move from Western Europe to regions where
subsidies are lower or nonexistent, such as the former communist countries and parts of the
14
developing world. Some environmentalists worry about this outcome. It will undoubtedly mean
more pressure to convert natural habitat into farmland. But it will also have many desirable
environmental effects. The intensity of farming in the rich world should decline, and the use of
chemical inputs will diminish. Crops are more likely to be grown in the environments to which
they are naturally suited. And more farmers in poor countries will have the money and the
incentive to manage their land in ways that are sustainable in the long run. That is important.
To feed an increasingly hungry world, farmers need every incentive to use their soil and water
effectively and efficiently.
Exercise 2- Say if these sentences are right (R) or wrong (W) according to each
section.
Section A
15- Government policies to help farmers and rise the price of farm products are beneficial
to the environment. ______
Section B
16- Cultivated areas have increased as well as the use of pesticides and fertilisers. _____
Section C
17-The lack of interest in highly productive crops has led to an increase in pests and
diseases. _____
Section D
18- The reduction of subsidies to agricultural activities ultimately means less soil erosion.
____
Section E
19- In developing countries, what seems to be the solution to the problems of pests ends
up aggravating their financial problems. _____
Section F
20- Unlike the environmentalists, the writer is optimistic as regards the future of farming
and the preservation of the soil. _____
3. SENTENCE TRANSFORMATION.
Use the word given and other words to complete the second sentence so that it MEANS
THE SAME AS the first one. DO NOT CHANGE THE WORD GIVEN.
1) I tend to feel lonely on Sundays. TENDENCY
I ..Sundays.
2) Theres no point in inviting Brian to the party as hes always busy. WORTH
15
It . busy.
3) You were supposed to hand in the paper yesterday. OUGHT
You yesterday.
4) I am not tall enough to reach the highest shelf. SHORT
I shelf.
5) Ann said it was my fault that she missed her bus. BLAMED
Ann .. bus.
6) Have you bought a new car? Kate asked Ben. WHETHER
Kate. car.
7) I havent eaten Japanese food for months. SINCE
Its . food.
8) Can you lend me your blue dress for the party, please? BORROW
Can ., please?
9) I offered to give Andy some money for his trip but he refused. TURNED
Andy .. trip.
10) Humans in combination with robots build cars on an assembly line. ARE
Cars .. robots.
ANSWERS
features:

Reading Comprehension Part I

Exercise 1
1- A 2- A 3- B 4- E
Exercise 2-
16
5- A 6- B 7- C 8- B 9- A
Reading Comprehension Part II

Exercise 1-
10- Section A: V
11- Section B: VII
12- Section C: II
13- Section D: VIII
14- Section F: IV
Exercise 2
15- W
16- R
17- W
18- W
19- R
20- R
Sentence Transformation
1) I have a tendency to /often/ usually feel lonely on Sundays.
2) Its not worth inviting Brian to the party as he is always busy.
3) You ought to have handed in the paper yesterday.
4) I am too short to reach the highest shelf.
5) Ann blamed me for -missing /having missed - her bus.
6) Kate asked Ben whether he had bought a new car.
7) Its (been) months since I ate Japanese food.
8) Can I borrow your blue dress for the party, please?
9) Andy turned down my offer of (some) money/to give him (some) money / to
lend him (some) money for the trip.
10) Cars are built on an assembly line by humans in combination with robots,
17
I) COMPOSITION
Follow these instructions carefully:
4- Use only blue or black ink for the final draft. Do not use pencil!
Your teacher has asked you to write a composition giving your reaction to the following
statement:
"Cars should be banned from the centres of all major cities."
You may use these ideas to help you write your composition for your teacher:
Convenience
Accidents
Stress
Pollution
Economy
II) READING COMPREHENSION (PART I)

Read the text, and answer the questions below. The questions are in two sections.
Read the instructions for each section carefully before doing the exercises.
WHAT IS MUSIC?
A. Music has probably existed for as long as man has been human, and it certainly
predates civilization by tens of millennia. Yet even today there is no clear definition of
exactly what music is. For example, birdsong is certainly melodic, but it is not tuneful, and
it is not created with the intention of being musical (in fact it is sometimes meant to sound
threatening) - therefore does it count as music?
B. On the other hand, some modern composers have been challenging the idea that music
should be arranged in a pleasant manner with the notes falling in an orderly succession.
Others, famously the avant garde composer John Cage, have even used silence and
called the result music. As a result there is no one definition of music. Perhaps it should be
said that music, like beauty, is what the person who sees or hears it believes it to be.
C. Music is divided in many ways. Music itself is split into notes, clefts, quavers, and semi-
demi quavers. Ancient and medieval musicologists believed that these notes could be
arranged 'horizontally' into melody (making notes that match on the same scale) and
'vertically' (going up and down the scales to create harmony). Another very basic
measurement of music is the 'pulse'. This is present in almost all forms of music, and is
18
particularly strong in modern popular music. The pulse is the regular beat which runs
through a tune. When you tap your foot or clap your hands in time to a song, you are
beating out the pulse of that song.
D. Another way of dividing music is by genre. Even a child who does not know that, for
example, rock and roll and classical music are different genres will be instantly aware that
these are very different sounds; though he will not be aware that one is a percussion-led
melody while the other emphasizes harmony over rhythm and timbre. Each genre of music
has numerous sub-divisions. Classical music is divided by type - for example symphonies,
concertos and operas, and by sub-genre, for example baroque and Gregorian chant. Just
to make it more fun, modern musicians have also been experimenting with crossover
music, so that we get Beatles tunes played by classical orchestras, and groups like Queen
using operatic themes in songs such as 'Bohemian rhapsody'.
E. Almost all music is a collaboration between the composer, and the performer, while
song requires a lyricist to write the words as well. Sometimes old tunes are adapted for
new lyrics - for example the song 'Happy Birthday' is based on a tune originally called
'Have a Nice Day'. At other times a performer might produce a song in a manner which the
original composer would not recognize. (A famous example is the punk rock band the Sex
Pistols performing the British national anthem 'God save the Queen'.)
F. This is because the composer and lyricist have to leave the performer some freedom to
perform in the way that suits him or her best. While many classical compositions have
notes stressing how a piece should be performed (for example a piece played 'con brio'
should be light and lively) in the end, what the listener hears is the work of the performer.
Jazz music has fully accepted this, and jazz performers are not only expected to put their
own interpretation on a piece, but are expected to play even the same piece with some
variation every time.
G. Many studies of music do not take into account where the music is to be played and
who the audience will be. This is a major mistake, as the audience is very much a part of
the musical experience. Any jazz fan will tell you that jazz is best experienced in small
smoky bars some time after midnight, while a classical fan will spend time and money
making sure that the music on his stereo comes as close as possible to the sound in a
large concert hall.
Some music, such as dance music, is designed to be interactive, while other music is
designed to remain in the background, smoothing out harsh sounds and creating a mood.
This is often the case with cinema music - this powerfully changes the mood of the
audience, yet remains so much in the background that many cinemagoers are unaware
that the music is actually playing.
H. Music is very much a part of human existence, and we are fortunate today in having
music of whatever kind we choose instantly available at the touch of a button. Yet spare a
thought for those who still cannot take advantage of this bounty. This includes not only the
deaf, but those people who are somehow unable to understand or recognize music when
they hear it. A famous example is United States President Ulysses Grant, who famously
said 'I can recognise two tunes. One is 'Yankee Doodle' and the other one isn't.'
19
1. Choose which sentence in each set is closest to the meaning in the text. Write the
correct letter next to the number.
1. __________
a. Modern composers do not always want their music to sound pleasant
b. Some modern composers do not want their music to be enjoyable.
c. A modern musical composition should not be orderly.
2. __________
a. Crossover music is when classical orchestras play modern tunes
b. Crossover music moves between musical genres.
c. Crossover music is a modern musical genre.
3. __________
a. Performers, lyricists and composers each have a separate function
b. Performers of a song will need to become lyricists.
c. Composers instruct musicians to play their work 'con brio'.
2. The paragraphs are numbered A-H. Write the letter of the paragraph which
contains the following information. You can choose a paragraph more than once.
Paragraph
4. People can tell genres of music apart even without musical training.
5. Where you hear music can be as important as the skill of the performer.
6. Music has been a part of human existence for many thousands of years.
7. A piece of music might have more than one set of words to go with it.
8. Some people cannot tell the difference between classical music and
birdsong.
READING COMPREHENSION (PART II)
Exercise 1
Read the text carefully and do the exercises below.
Forests and Global Warming

(Greg Samdon, environmentalist, writes for Science and the News magazine.)
'The interaction between forests and global warming is turning out to be more complicated
than was originally assumed. Some of the basic assumptions which have underpinned
theories of how deforestation affects the atmosphere are having to be re-examined.
First of all, it needs to be said that forests are an asset to the environment of the planet.
20
They provide a haven for wildlife, and are both beautiful and economically productive in
their own right. Also, there can be no doubt that trees are essential 'carbon sinks'. That is,
a forest takes global-warming carbon dioxide out of the environment and converts it into
solid carbon in the form of wood. Forests also have a role to play as 'green lungs' for the
planet. That is, in the process of photosynthesis, carbon dioxide is converted to oxygen
without which humans would not be able to breathe. The process of photosynthesis
requires water, which is released into the atmosphere through the plant's leaves, cooling
the air in the process. Every tree may cause only a tiny drop in temperature, but when
taken across forests which make up a considerable percentage of the earth's surface, the
effect is noticeable.
That said, the role of forests as 'green lungs' for the planet must not be over-estimated. It
has been found that a huge amount of the oxygen in the atmosphere comes not from
forests but from other plants on the earth's surface (including crops planted by humans),
and even more comes not from the land but from plants such as algae, seaweed and
plankton in the sea.
Nor does the absorption of carbon dioxide come without a price. Recently scientists
discovered that growing plants emit methane, a gas usually associated with swamps and
decay. It has now been shown that growing plants put out hundreds of times more
methane that would be emitted if the plants were simply dead and rotting away. Since
methane is a greenhouse gas, this means that forests are actually helping with some
global warming. In fact some scientists believe that the deforestation which has been
happening in some parts of the world has helped to slow methane build-up in the
atmosphere.
Another way in which plants help to warm the atmosphere is because the leaves of trees
absorb sunlight, and this makes them rather warmer than the air around them. Therefore
though the overall effect of trees is cooling, both because they put out evaporated water
and because leaves reflect some light back into space (and of course all the green light in
the spectrum that falls on them), this effect is less than was originally thought.
So should we consider reducing the number of forests on the earth's surface? Of course
we should not. It is not the forests which are the problem, it is the human race. Recent
decades have seen the fastest amount of warming that has ever been recorded, and
almost all of it is due to human activity. Even methane emitted by all the forests on earth
comes to less than 10% of the methane in the atmosphere, while humans have released
so much carbon dioxide into the atmosphere that the air now has 25% more than it had a
century ago.
Nevertheless, the results of the recent scientific studies show that we must always be
careful to avoid the law of unintended consequences, which says sometimes what you try
to do has the opposite effect to what was intended. For example, it has been shown that
the removal of pollutants from the atmosphere has had two effects. Firstly, as the air in
some countries has become cleaner, both humans and the rest of the environment have
benefited from the improved air quality. But at the same time, many of these airborne
pollutants were reflecting sunlight back into space. With them gone, the earth is absorbing
21
more sunlight and becoming warmer.
In the same way it has been shown that if much of the earth's surface was covered with
forests, especially in the temperate zones, then so much carbon would be absorbed from
the atmosphere that it would start to release the huge amounts of carbon dioxide that are
now stored in the seas of the planet. If all this was released, then combined with the extra
methane from the trees, global temperatures would actually start to rise. What all this
shows is that, though deforestation is a major environmental issue, especially in the tropics
(in some parts of Europe the forest cover is actually increasing) we cannot do as we have
done in the past and try to make major changes to the environment without considering
the full effects of our actions on the enormously complicated ecology of our planet.'
1. Read the summary, and complete it with five of the ten words you see underneath.
Write your answers here.
Forests are good for the planet, but 1). ________________the planet with forest would not
necessarily help to slow down global warming. This is because trees act both to warm the
air and to cool it, and so the cooling effect is lower than some previous 2).
_________________. Also, scientists have found that growing plants emit large amounts
of methane, and this is also a greenhouse gas, that is, one of those gasses in the
atmosphere which hold heat and warm the air. Trees are valuable in extracting carbon
from the air, and holding it as wood, which is also a 3). _______________ economic
resource. Also, trees change carbon dioxide for oxygen, which allows animals to breathe,
but other plants do this besides trees in forests, and in fact the amount of oxygen
produced by the oceans is 4). _________________. Overall, it may be that the only
solution to global warming is for humans to change their 5). _______________ and try to
maintain rather than restore the balance of nature.
valuable epidemic ways development pollution

covering carbon greater deforestation estimates
2. Do the sentences below agree with Mr Samdon's opinions or not? Put a tick in
the right column Yes, No, Doesn't say)
Yes No Doesn't
say
6. Global warming is the biggest threat to the environment
today.
7. Trees are the major reason for global warming.
8. The ocean is a major source of oxygen.
9. Forest growth in the tropics is best for the planet.
22
3. Choose the best ending for each sentence (a, b, c or d). Write your answers
below.
10. Mr Samdon says that forests ...

a. are causes of global warming.
b. have bad but mostly good effects on global warming.
c. should not be replanted in temperate areas.
d. are beautiful, but not an environmental issue.
11. New scientific research has shown ...

a. that we need to look again at some ideas.
b. that some older ideas were wrong.
c. that global warming is caused by people.
d. that methane comes from swamps.
12. Mr Samdon believes that the amount of forest on the planet ....
a. should be greatly increased.
b. should be kept to a natural level.
c. need to be reduced slightly.
d. must be considered, if this is the problem.
III) SENTENCE TRANSFORMATION

Use the word given and other words to complete the second sentence so that it
MEANS THE SAME AS the first one. YOU MUST USE BETWEEN TWO AND FIVE
WORDS, INCLUDING THE WORD GIVEN.
1. The coffee was too strong for us to drink.(SUCH)
It was......couldnt drink it.
2. Hed rather watch TV than go out to the cinema. (PREFERS)

He.......... to going to the cinema.
3. `Please sing us another song Murray.(PERSUADE)

They tried to ........................... another song.
4. Ive never been so happy. (HAPPIER)

Im ....................................................................................... been in my whole life.
23
5. He was driving too fast so he crashed. (SO)

If he fast, he wouldnt have crashed.
6. The jury will decide tomorrow. (MADE)

The..................... the jury tomorrow.
7. Our boss works harder than anyone else in this firm. (NOBODY)
In this firm .................... as our boss does.
..
8. Her father wouldnt let me speak to her. (PREVENTED)
Her father...................... to her.
9. Naomi said that she would never talk to anyone else about the matter. (DISCUSS)
Naomi promised never........ anyone else.
10. There were very few people at the concert last night. (HARDLY)
.................... the concert last night.
ANSWERS
features:
Reading Comprehension Part I

1. Modern composers do not always want their music to sound pleasant
2. Crossover music moves between musical genres
3. Performers, lyricists and composers each have a separate function
4. D
5. G
6. A
7. E
8. H
24
Reading Comprehension Part II

1. covering
2. estimates
3. valuable
4. greater
5. ways
6. DS
7. N
8. Y
9. DS
10. b
11. a
12. b
Sentence Transformation
1. It was SUCH A STRONG COFFEE THAT WE couldnt drink it.
2. He PREFERS WATCHING TV to going to the cinema.
3. They tried to PERSUADE MURRAY TO SING another song.
4. Im HAPPIER THAN IVE EVER been in my whole life.
5. If he HADNT BEEN DRIVING SO fast, he wouldnt have crashed.
6. The DECISION WILL BE MADE BY the jury tomorrow.
7. In this firm NOBODY WORKS AS HARD as our boss does.
8. Her father PREVENTED ME FROM SPEAKING to her.
9. Naomi PROMISED NEVER TO TALK ABOUT anyone else.
10. HARDLY ANYONE CAME TO the concert last night.
25

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INSTITUTO DE EDUCACIN SUPERIOR N28OLGA COSSETTINI

Traductorado Literario y Tcnico-Cientfico en Ingls

INGRESO AL CURSO LECTIVO 2014

II) READING COMPREHENSION (PART I)

Road with no signs

CIRCLE THE CORRECT OPTION

2- When Hans Monderman stepped into the road, the writer

3- Hans Mondermans philosophy is described in the second paragraphs as counter-

7- Which of the following best sums up Hans Mondermans view?

II- READING COMPREHENSION( PART II) .

II- READING COMPREHENSION( PART II) (cont.)

2 a range of methods for making food safer to eat ..................

3 a comparison between countries with different climate types ..................

4 an explanation of how people first learned to select appropriate spices ..................

5 a method of enhancing the effectiveness of individual spices ..................

6 the relative effectiveness of certain spices against harmful organisms ..................

7 the possible origins of a dislike for unspiced foods ..................

10 Which food often contains a spice known as quatre epices? ....................................

12 What might food aversions often be associated with? ....................................

III- SENTENCE TRANSFORMATION

Adequate range of structures and vocabulary.

2) Mr Albright is believed to have murdered his wife.

3) The doctor advised/told Mr Jenkins to take up a new hobby.

4) Sean is really keen on Pauline.

6) It was raining heavily as I got home

7) The castle might have been built in the twelfth century.

8) I havent got used to eating with chopsticks yet.

9) In 2015 I will have been working here for three years.

10) I got lost even though I knew the area well.

INGRESO AL CURSO LECTIVO 2013

You have just been a guest in an international five-star hotel on the

2) READING COMPREHENSION (PART I)

1- black powder -------------

3- rockets as war weapons -------------

First invented or used by

Exercise 2- Choose the best answer A, B or C

5- it in line 7 refers to:

6- In the 17th century, rockets

7- The Indian rocket was:

8- thereby in line 38:

9- The performance of American rockets during the 19th century was:

READING COMPREHENSION (PART II)

I- The probable effects of the new international trade agreement

10- Section A ------------

The role of governments in environmental management is difficult but inescapable. Sometimes,

Adequate range of structures and vocabulary.

Reading Comprehension Part I

Reading Comprehension Part II

INGRESO AL CURSO LECTIVO 2012

II) READING COMPREHENSION (PART I)

READING COMPREHENSION (PART II)

Forests and Global Warming

more sunlight and becoming warmer.

valuable epidemic ways development pollution

7. Trees are the major reason for global warming.

8. The ocean is a major source of oxygen.

9. Forest growth in the tropics is best for the planet.

10. Mr Samdon says that forests ...

11. New scientific research has shown ...

III) SENTENCE TRANSFORMATION

2. Hed rather watch TV than go out to the cinema. (PREFERS)

3. `Please sing us another song Murray.(PERSUADE)

4. Ive never been so happy. (HAPPIER)