LENGUA INGLESA II. JUNE 2009.

READING & VOCABULARY (15 marks)

I. Answer the following questions on the text “Stuck in class”, using your own words. (5 marks).

1. What effect did Government vouchers for day care have on social classes?

2. Which types of schools are mentioned in the article?

3. What does the term “diversity” mean when referred to school context, according to the text?

4. According to the text, which are the advantages of state-funded religious schools, if any, in
comparison to private ones?

5. Which type of school does the journalist aim to send her youngest daughter to? What is she
planning to do if she doesn’t achieve her goal?

II. Explain in English the meaning of the following words from the text . You may use synonyms,
definitions... (5 marks)

dispatched (line 5)

bonding (line 20)

vouchers (line 22)

cash-strapped (line 23)

slim (line 28)

decamped (line 33)

have a shot (line 34)

triggered (line 36)

mutter (line 37)

defy the odds (line 45)

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 3. Fill in the missing words in these sentences. Use one of the words in the box. (5 marks).

bandage black blisters bruises hypochondriac

indigestion operation prescribe rest round sore

Example: A ball hit him in the face and gave him a terrible black eye.

1. I think I’m getting the flu. I’ve got a dreadful …… … ...........................throat

2. Doctors … … .......................................medicine to treat their patients.
3. Paul is having an … .................................today – they’re taking his wisdom tooth out.
4. The doctor says I’ve just got a bug that’s going … …. ................................
5. We’ll get the nurse to put a … … ...............................on your ankle.
6. The best thing for her would be total bed … … .......................for a few days.
7. I’m covered in … ......................................after playing rugby.
8. My new shoes are too tight – I’ve got … .......................on my heel.
9. Don’t eat so fast – you’ll get ….................................................
10. He’s always imagining he’s ill – he’s a dreadful …..........................................

GRAMMAR (35 marks)

I. Syntactic functions (9 marks)
Analyse the following sentences from the article “Stuck in class” and specify the following
information:
a) The immediate constituents of the clause in terms of S, P, Od, Oi, Co, Cs, A
b) The syntactic class filling each of these constituents (NP, VP, PP, etc.)
c) The syntactic structure of the each of these constituents, except where the constitutent is a clause.

example I' ve seen this firsthand, having just dispatched my youngest child to school.
S P Od A A
NP VP NP AdvP presPart.Cl.
Head Perf Head Head Head -

1 the school where we’d sent our eldest daughter, Julia, for a couple of years was too expensive and snooty
l. 12-13

2 In choosing affordable academic excellence, we’ve had to sacrifice diversity

l.27-28

3 When Nicola was at nursery, she went to birthday parties in tony private clubs
l.40-41

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II. Semantic functions (3 marks)
Provide the semantic functions (agent, verbal process, etc...) of the constituents in the following
clauses. Separate the constituents with slashes ( / ).

1. I’ve seen this firsthand (l. 5)

2. Year by year, the embrace of one’s class grows tighter (l.39)

III. Cohesion (4 marks)

Identify and underline FOUR cohesive devices (reference, substitution, ellipsis or lexical cohesion)
in the following sentences from the article “Stuck in class”. Identify the type (eg. anaphoric reference,
nominal ellipsis, hypernym, etc ...) and the element referred to/omitted/ substituted (Notice you might
have to check in the text!).

1. School has become as much a slow shuttering from the world as it is an exposure to it. (l. 52-53)
2. As kids grow, so does the education gap (l. 27-28)
3. …-a few arriving in a chauffeured Bentleys (l.24)

COHESIVE DEVICE TYPE REFERRED/SUBSTITUTED/

OMITTED ELEMENT

IV. Identify the function of the elements underlined in the following clauses from the text “Stuck
in class”. Provide as much information as you can (4 marks)

1. So Nicola’s joining Julia at a school that will give her a good education (l. 13)

_____________________________________________________________________________

2. … early childhood is one of the few times when the classes mix (l. 18-19)

_____________________________________________________________________________

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 3. When Nicola was at nursery, she went to birthday parties in tony private clubs (l. 40-41)

_____________________________________________________________________________

4. …the Bristol University study found that poor children are 30% more likely to attend low
scoring schools… (l. 49-50)

_____________________________________________________________________________

V. Sentence manipulation devices (3 marks)

Use three different sentence manipulation devices to shift the focus to the underlined element in the
following clause, and specify the name of the sentence manipulation device used in each case.

“…many of us have opted for academic standards…” (line 51)

1. _____________________________________________________________________________

Sentence manipulation device:_______________________________________________________

2. _____________________________________________________________________________

Sentence manipulation device:_______________________________________________________

3. _____________________________________________________________________________

Sentence manipulation device:_______________________________________________________

VI. Exercise on modal verbs (3 marks)

Underline the italicised options that can best complete each of the following sentences. Sometimes
only one, sometimes both, are possible.
Example: They won’t most certainly/most certainly won’t approve of the scehme.

1. He’ll no doubt be/He should be late for the meeting.

2. The whole team may as well/might as well give up and go back to carpentry.

3. Will/Shall I in any way be exploited in this new position?

4. I reckon they ought to/might just down tools and go home.

5. I have to say that I won’t definitely/definitely won’t attend the meeting.

6. The outcome might/can rest on this last handful of votes.

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VII. Rewriting exercise (3 marks)
Complete the first sentence so that it has a similar meaning to the first sentence, using the word given.

1. The police need to establish the vehicle’s precise speed at the moment of impact.
fast

The police need to establish ______________________________________ at the moment of impact.

2. Do you happen to know when trains leave from here to Edinburgh?

departure

Do you happen to know _________________________________________ from here to Edinburgh?

3. No one seems too sure as to the actual frequency of earthquakes in the area.
often

No one seems too sure ______________________________________________________ in the area.

4. He looks very well, I was relieved to see.

best

I was relieved to see ___________________________________________________________ health.

5. He didn’t phone last night, which made me really angry.

infuriated

What _____________________________________________________________________ last night.

6. I’ve no idea how to get there, I’m afraid.

route

I’ve no idea which ________________________________________________ to get there, I’m afraid.

VIII. Grammar and Text (6 marks)

Choose A or B. Do not write more than one page.

A) Analyse the different types of subordinate adverbial clauses used in the article “Stuck in Class”
from lines 1 to 17, and relate them to the characteristics of this part of the text.

B) Analyse the type of modality (verbs and adverbs) used in the article “Stuck in Class” from lines
31 to 53, and relate them to the characteristics of this final part of the text.

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 LENGUA INGLESA II. JUNE 2009
LISTENING (10 marks)

Surnames:__________________________________________________
Name:______________________________________________________
Group: 21 22 26 (Circle one)

You will hear a lecturer talking about “Friendship”. Listen to the recording and answer the questions below.
You will hear the extract three times only.

1. What are the two things that the lecturer will be focusing on? (2 marks) What type of sentence
manipulation device does he use to mark the focus of his lecture? (0.5 mark)

2. How is Barbara Streissand related to the lecturer’s memory of friendship? (1 mark)

3. When the lecturer says “…more and more I tend to answer that question in the affirmative”, what
question does he refer to? What type of cohesive device is it? (1.5 marks)

4. Fill in the gaps (WITH ONE OR TWO WORDS) in this extract from the recording (1 mark):

“As a ________________, I’m always thinking about a client’s social network. ________________ sleep
patterns and ___________________, this is an important indicator of a person’s general
_________________”

5. Why is it critical to take into account the suicidal person’s support systems? (2 marks) Which discourse
markers does the lecturer use to mark the two reasons that he gives? (0.5 mark)

6. What is the possible explanation for people to say that they are content with being “loners”? (1 mark)

7. Which group in society mostly suffers rejection by friends? (0.5 mark)