Escuelas Oficiales de Idiomas

de la Comunidad Autónoma de Aragón

Pruebas unificadas de idiomas

INGLÉS
NIVEL C1
JUNIO 2015

Rellenar por el candidato

Apellidos

Nombre
DNI
Nº de expediente
Tipo de matrícula  Oficial
Profesor:
Grupo/horario:

Rellenar por el corrector

Puntuación obtenida ¿Supera la prueba?

Comprensión de Lectura /20 SI NO

Comprensión Oral /20 SI NO

Expresión e Interacción Escrita /20 SI NO

Expresión e Interacción Oral /20 SI NO

(Puntuación mínima para superar cada prueba: 12 puntos)

APTO GLOBAL

NO APTO GLOBAL

INGLÉS – NIVEL C1 - JUNIO 2015

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INGLÉS – NIVEL C1 - JUNIO 2015
INSTRUCCIONES PARA LA REALIZACIÓN DE LAS DISTINTAS
PRUEBAS QUE COMPONEN EL EXAMEN

Instrucciones comunes a todo el examen:

1. Siga las instrucciones correspondientes a cada una de las tareas.

2. Utilice bolígrafo azul o negro. No escriba en las zonas sombreadas.
3. Puntuación máxima de cada prueba: 20 puntos.
4. Puntuación mínima para superar cada prueba: 12 puntos.
5. Los candidatos podrán abandonar el examen cuando consideren que han
terminado, pero siempre después de la realización de la Comprensión Oral.
6. Duración global del examen: 4 horas.

Instrucciones para la Comprensión de Lectura

1. Esta prueba se compone de tres tareas.

2. Las respuestas erróneas no se penalizarán.
3. Duración de esta prueba: 75 minutos.

Instrucciones para la Comprensión Oral

1. Esta prueba se compone de tres textos orales.

2. Cada texto se escuchará DOS VECES.
3. Dispone de 2 minutos al principio de cada tarea para leer las instrucciones y las
preguntas. Después de escuchar un texto por primera vez dispondrá de 1 minuto
para realizar la tarea. Tras escuchar el texto por segunda vez dispondrá de 1
minuto para completar la tarea.
4. Las respuestas erróneas no se penalizarán.
5. Duración de esta prueba: 45 minutos.

Instrucciones para la Expresión e Interacción Escrita

1. Esta prueba se compone de dos tareas. Distribuya su tiempo para realizar ambas
adecuadamente.
2. Debe ajustarse a los temas propuestos y respetar la extensión indicada.
3. Si desea escribir un borrador, se recomienda que sea de tipo esquemático,
porque no habrá tiempo de copiar todo el texto a limpio. En todo caso, esas
anotaciones no serán evaluadas.
4. Escriba con letra clara y respetando el uso de mayúsculas y minúsculas.
5. Duración de esta prueba: 120 minutos.

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INGLÉS – NIVEL C1 - JUNIO 2015
COMPRENSIÓN DE LECTURA - TASK 1 (1 x 7 = 7 marks)

Read this text and choose the best sentence (A, B, C, etc) for each gap. Write the letter in
the corresponding box. Two of the sentences do not correspond to any of the blanks.
Question 0 has been completed as an example.

JOHN MORTONSON'S FUNERAL

John Mortonson was dead: his lines in 'the tragedy "Man"' had all been spoken and he had left
the stage.

The body rested in a fine mahogany coffin fitted with a plate of glass. All arrangements for the
funeral had been so well attended to that had the deceased known ______(0)______. The face,
as it showed under the glass, was not disagreeable to look upon: it bore a faint smile, and as the
death had been painless, had not been distorted ______(1)______. At two o'clock of the
afternoon the friends were to assemble to pay their last tribute of respect to one who had no
further need of friends and respect. The surviving members of the family came severally every
few minutes to the casket and wept above the placid features ______(2)______. This did them no
good; it did no good to John Mortonson; but in the presence of death reason and philosophy are
silent.

As the hour of two approached the friends began to arrive and after ______(3)______ to the
stricken relatives as the proprieties of the occasion required, solemnly seated themselves about
the room with an augmented consciousness of their importance in the scheme funereal. Then the
minister came, and in that overshadowing presence the lesser lights went into eclipse. His
entrance was followed by that of the widow, ______(4)______. She approached the casket and
after leaning her face against the cold glass for a moment was gently led to a seat near her
daughter. Mournfully and low the man of God began his eulogy of the dead, and his doleful voice,
mingled with the sobbing ______(5)______, rose and fell, seemed to come and go, like the sound
of a sullen sea. The gloomy day grew darker as he spoke; a curtain of cloud underspread the sky
and a few drops of rain fell audibly. It seemed as if all nature were weeping for John Mortonson.

When the minister had finished his eulogy with prayer a hymn was sung and the pall-bearers
took their places beside the bier. As the last notes of the hymn died away the widow ran to the
coffin, cast herself upon it and sobbed hysterically. Gradually, however, she yielded to dissuasion,
becoming more composed; and as the minister was in the act of ______(6)______, her eyes
sought the face of the dead beneath the glass. She threw up her arms and with a shriek fell
backward insensible.

The mourners sprang forward to the coffin, the friends followed, and as the clock on the
mantel solemnly struck three all were staring down upon the face of John Mortonson, deceased.

They turned away, sick and faint. One man, trying in his terror to escape the awful sight,
stumbled against the coffin so heavily as to knock away one of its frail supports. The coffin fell to
the floor, the glass was shattered to bits by the concussion.

From the opening crawled John Mortonson's cat, ______(7)______, sat up, tranquilly wiped its
crimson muzzle with a forepaw, then walked with dignity from the room.

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INGLÉS – NIVEL C1 - JUNIO 2015
 A beneath the glass

B beyond the repairing power of the undertaker

C he would doubtless have approved

D leading her away

E offering such consolation

F which fiercely sprang inside the padded coffin

G which it was meant to stimulate and sustain

H which lazily leapt to the floor

I whose lamentations filled the room

J whose sheer elation was frowned upon

PUNTUACIÓN /7

0 1 2 3 4 5 6 7

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INGLÉS – NIVEL C1 - JUNIO 2015
 COMPRENSIÓN DE LECTURA - TASK 2 (1 x 8 = 8 marks)

Read the following text carefully. For questions 1 - 8, choose the option (A, B or C) which best
expresses the information in the text and write the letter in the corresponding box on the right.
Question 0 has been completed as an example.

MY DAD AND THE TOAD THAT LIVES IN HIS SHOE

My dad was standing in my kitchen. In one hand, he held a large cup of coffee, and, in the other, a
garden trowel. He's a morning person in the most extreme sense – as irrepressible and anecdote-filled
as an evening raconteur in full swing from the moment he opens the curtains. I'm a morning person too,
largely because he trained me to be one from an early age by playing loud African pop music at me at
dawn.

The previous night, after polishing off a couple of glasses of whisky, my dad had fallen asleep halfway
through telling a story about the time his mate Mick Gallagher threw him into a hedge on his old council
estate in Nottingham. Now, in his roundabout way, he was continuing where he'd left off. It would have
been hard enough to take in everything he was telling me on its own but was made more so by the fact
that, at the same time, there was a small toad crawling across my kitchen floor.

"FOOK!" said my dad, as the toad made its way gradually but determinedly towards the cat biscuit
dispensers in the corner of the room. "IT MUST HAVE BEEN LONELY."

I'd actually met this toad several times previously, but it was a surprise to see it here in Norfolk, more
than a hundred miles from its home. For the past year or so it had been living in one of the old loafers
that my dad uses for gardening and keeps in his porch (with the exception of a brief period last April
where it had tried out one of his old running shoes for a change of scene). To remind himself that the
toad was living in his shoe, and avoid mishaps, my dad had stuck a note to his shoe on which he'd
scrawled "TOAD IN SHOE!". My mum had brought his gardening loafers to my house, but, before she
packed them the previous day, she swore she had done a thorough check, and found no evidence of the
toad. Somewhere between then and the moment they set off for Norfolk, however, it must have found its
way back into them.

For many people, being summoned by a parent and asked "CAN I HAVE A WORD?" might be the
prelude for a sombre revelation or intervention. For me, when I arrive at Mum and Dad's house, it is
almost always a prelude to being shown a bizarre example of the quirks of the natural world. As well as
the toad living in his shoe, other WORDs my dad has had with me in the past couple of years have
involved showing me a set of terrifyingly human-looking teeth he dug up in the garden, a remarkably
phallic stain left on the kitchen ceiling in the wake of a burst water pipe, a pretty wasp's nest in his shed
and an unusually large and bendy courgette.

Being rurally situated, my mum and dad's house is a haven for wildlife, but I sense it's something else in
addition that makes the average fluffy, scaly or furry creature gravitate towards it: the recognition,
perhaps, of the loudly instinctive and animalistic aspects of my dad's personality. I don't live as close to
my parents as I'd like to, so don't always get chance to see this stuff firsthand, but the wonder of modern
technology means I'm regularly updated on it. "The phone keeps ringing but there's nobody there – it's
full of ants!" was one of the more memorable text messages I received from my mum last summer. Other
recent animal friends include a blackbird who sits on my dad's knee, a mouse and frog who had a
somewhat acrimonious stand-off on their driveway, and a woodpecker who caused the life model in my
mum's living room drawing class to dramatically drop her pose and shout "Look! It's a puffin!"

My parents purchased their house from the family of a woman who had died in it, in 1999, on her 100th
birthday. On one side, they have a neighbour in her mid-80s. On the other are a couple well into their
90s for whom my dad will often go to the supermarket and buy Spam and tinned peaches, and whose

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INGLÉS – NIVEL C1 - JUNIO 2015
 own driving trips now tend to only go as far as the greenhouse at the end of the garden, where they like
to eat their tea, and watch the local birdlife.

All this gives me a vision of my parents in two or three decades, still here, my dad properly in his dotage
by this point, and even more overrun with animal life: the toads now not just in the porch, but happily
taking their own seats at the dining table. This frightens me a bit, but perhaps not as much as it should.

PUNTUACIÓN /8

Example:
0. The author describes his father as a(n) …
A exuberant storyteller.
A
B strict disciplinarian.
C tedious drag.

1. The author’s father usually told him anecdotes in a … way.

A captivating
B hilarious
C tortuous
2. The father wrote a note …
A so as not to startle his wife.
B to make sure nobody bothered the toad.
C to prevent possible accidents.
3. The author’s mother …
A had ignored the note her husband had written.
B had made sure the shoes were empty.
C was repulsed by the sight of the toad.
4. Whenever his parents want to “have a word” with him, the author usually feels …
A apprehensive.
B ill at ease.
C unafraid.
5. His father is pictured as a …
A keen environmentalist.
B magnet for wildlife.
C not very civilized individual.
6. The mouse and the frog on his parents’ driveway …
A coexisted amicably.
B picked the model’s curiosity.
C were quarrelling.
7. In 20 or 30 years’ time the author imagines his father …
A as a much older person.
B being startled by wildlife.
C on his deathbed.
8. He feels ........... the prospect of his father’s old age.
A burdened with
B considerably distressed at
C somewhat concerned about

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INGLÉS – NIVEL C1 - JUNIO 2015
COMPRENSIÓN DE LECTURA - TASK 3 (0.5 x 10 = 5 marks)

Read the following text and choose the option (A, B or C) that best fits in gaps 1 to 10. Write
the letter in the corresponding box on the right. Question 0 has been completed as an
example.

CUFFLINKS
In the early 1800s, a new trend in formal wear …. (0) the upper classes: starch. Practically overnight,
the starched cuff and starched collar became standard items in the wardrobes of the fashionable,
conferring upon the wearer an air of elegance and sophistication. But the trend presented an
unexpected design problem. The starched cuff, rigorously …. (1) to retain its shape, proved
impossible to fasten with a length of ribbon or a simple button, as softer cuffs had been. It was thus
that a new and improved fastener emerged: a small bauble made of 18 carat gold, a symbol of
refinement and wealth. They called it the cufflink, and it has endured for nearly two hundred years.
The popularity of the cufflink emerged much to the fortune of historical circumstance. The 19th
century heralded a great democratization of fashion, as industrialized manufacturing processes
liberated high-quality clothing from the clutches of the very rich. While the original cufflinks were
ornate and handcrafted, the new mass-produced cufflinks were quite spare, standardized in lower-
carat golds and without hand-finishing. Now widely available and relatively inexpensive, the cufflink
quickly became a …. (2) of the burgeoning accessory market and no respectable man was expected
to leave the house without a pair of links.
Improvements in mass production realized through the beginning of the 20th century rendered
cufflinks cheaper still. White metals electroplated with silver and gold were embellished with painted
enamels, synthetic gems or faux-precious stones made of glass, often rendered so precisely that
they were indistinguishable from their authentic …. (3). Contemporary fashion had reached Peak
Link. Clearly something had to break.
Change was occasioned by the Great War. Young men returned from the frontlines with little
patience for tradition or etiquette, and they took it upon themselves to shrug off all manner of
inherited styles and conventions. They disposed of anything they considered extraneous. The white
glove, a …. (4) hallmark of refinement, rapidly receded from view. Suspenders were abandoned in
favour of belts, a change so sudden that many suspender manufacturers were …. (5) within the
year. But the most significant shift in the landscape of postwar menswear came with arrival of a new
kind of shirt: the “ready-to-wear” soft-collar shirt, appropriate for casual or business wear — a shirt
which came with a non-detachable buttoned cuff. French cuffs persisted only in the design of the
loftiest formal shirts, and so cufflinks were …. (6).
During the Depression, the formerly democratic attitudes toward dress became sharply divided along
lines of class. While the majority of men could hardly afford to maintain the clothes they needed to
live and work, the prosperous majority doubled down on luxury, …. (7) opulence to a degree not
seen since the aristocracy. The accoutrements of evening wear were emphasized anew, and the
cufflink once again took its place as a central component in the wealthy man’s evening regalia.
Cufflinks got larger, bolder, and altogether more extravagant, as men competed to don the most eye-
catching designs.
Jewellery production more or less ceased during the Second World War. And postwar fashions, ….
(8), dictated a return to sensible dress: Men were encouraged to coordinate straightforward sets of
modern, elegant accessories. By the late 1950s, the cufflink had settled into being a no-fuss item,
simple and unshowy, brandished on special occasions but never flaunted.
Everything changed in the ‘60s. America found itself confronted by the exponents of the so-called
“Peacock Revolution” which announced the widespread rejuvenation of men’s fashion. Wardrobes
were …. (9) colour. Collars, much like hairstyles, greatly expanded. And tie bars, bracelets, rings,
pendants, watches, and any other piece of jewellery that could be reasonably affixed to an
appendage was. The cufflink hit the stratosphere of style. A guidebook published in 1969, advises

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INGLÉS – NIVEL C1 - JUNIO 2015
the fashionable to stock up on French-cuff shirts “if only to give you an opportunity to show off a
handsome pair of cufflinks.”
In the 70’s, links began to be thought of as something to be gifted or collected, and manufacturers
started to emphasize the singularity of their designs. Links appeared in porcelain and frosted crystal,
and imprinted with a variety of insignias and logos. They remained in the background of menswear
for decades. It’s only in recent years, as fashion magazines and blogs have declared the arrival of a
contemporary Peacock Revolution, that the cufflink has returned once more to prominence among
men on the bleeding edge of style. History suggests they …. (10) once more from view. But it’s
heartening to know that an item implemented by the super rich to pierce starched fabric could
endure so long.

PUNTUACIÓN /5

Example:
0.
A captured
C
B dominated
C seized

1 6
A dyed A banished
B gathered B banned
C stiffened C worshipped

2 7
A burning issue A deterring
B cornerstone B indulging in
C detail C objecting to

3 8
A counterparts A astonishingly
B forgeries B mercifully
C reproductions C unfortunately

4 9
A former A devoid of
B disreputable B lacking in
C shabby C steeped in

5 10
A disclosed A may fade
B overtaken B will shrink
C shuttered C won’t persist

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INGLÉS – NIVEL C1 - JUNIO 2015
 PUNTUACIÓN /6

COMPRENSIÓN ORAL – TASK 1 (1 x 6 = 6 marks)

Listen to some short extracts about some interesting buildings. Match each extract (1 - 6)
with the best heading (A - H) and write the letter in the appropriate box. ONE of the
headings does not correspond to any of the extracts. The first extract is an example. You
will hear the information twice.

BUILDINGS AND ARCHITECTS

HEADING EXTRACT ANSWER

A A sheltered workplace.
EXAMPLE G

B At the mercy of atmospheric conditions.

EXTRACT 1

C Easy to tour.
EXTRACT 2

D Environmentally friendly.
EXTRACT 3

E Flexible working environment.

EXTRACT 4

F Much-wanted currents.
EXTRACT 5

G Preventing the chilly season.

EXTRACT 6

H The longer you stay the more you

purchase.

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INGLÉS – NIVEL C1 - JUNIO 2015
 PUNTUACIÓN /7

COMPRENSIÓN ORAL - TASK 2 (1 x 7 = 7 marks)

You are going to listen to a man talking about three unsolved mysteries. For questions 1 –
7, choose the option (A, B or C) which best expresses what you hear, and write the letter in
the corresponding box on the right. You will hear the information twice.

MYSTERIES
Example:
0. The manuscript was ….
A bought by a man called Voynich.
A
B discovered in 1912.
C written in a language that took centuries to decipher.

The Voynich manuscript

1. The speaker says the Voynich manuscript…
A contains diagrams of extinct plants.
B may just be a trick to deceive people.
C was printed on centuries-old papyrus.

2. The speaker humorously suggests that the author of the manuscript …

A had awful handwriting.
B may have tasted some of the drugs himself.
C might have been an alien.
The Taos hum
3. The Taos hum…
A can be heard without microphones or antennae.
B can only be heard with sound detection devices.
C is louder than that of a diesel engine.

4. In 1997…
A Researchers developed some theories to explain the hum.
B US congress helped discover some minor facts about the sound.
C US congress ordered some investigators to try to explain the
phenomenon.
The Overton Bridge
5. Dogs usually jump off ...
A near the end of the bridge.
B the highest point of the bridge.
C the middle part of the bridge.

6. Some people think ...

A dogs may be attracted by a particular smell.
B it doesn’t depend on the dog breed.
C only large dog breeds are affected by this problem.

7. The speaker ironically wonders why…

A dog owners are so careless.
B no one has done anything to solve the problem.
C this phenomenon got worse in 2006.

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INGLÉS – NIVEL C1 - JUNIO 2015
 PUNTUACIÓN /7

COMPRENSIÓN ORAL - TASK 3 (1 x 7 = 7 marks)

You will listen to Ian Jenkins talking to Amanda Smith about the Greek statue The Discus
Thrower. Read the notes below and listen carefully to the recording. In each of the spaces
provided, complete the information required with up to THREE WORDS. Gap 0 is given as
an example. You will hear the information twice.

THE DISCUS THROWER

Example:
0. Myron lived in Athens in the mid ....5TH CENTURY BC..... .

1. Although everybody believes the The Discus Thrower shows an actual discus throw, in
fact it is a(n) ………………….……….. .

2. Apart from being an artistic idea, the Greek ………………….……….. is also a

philosophical and political one.

3. The statue is a set of very calculated and balanced motifs like the torso, the arms, the
legs and ............................................ .

4. In Riefensthal’s film of the 1936 Olympics, the athlete seems to be very uncomfortable
as a/an ............................................ of the statue until he throws the discus.

5. The British Museum version of the statue had its head ............................................ by a
dealer in the 18th century.

6. We know the original head was in a different position thanks to the information provided
by ............................................ .

7. In the 18th century they thought they were allowed to “improve” broken or incomplete
ancient sculptures so as to give them a kind of............................................ .

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INGLÉS – NIVEL C1 - JUNIO 2015
 Escuelas Oficiales de Idiomas
de la Comunidad Autónoma de Aragón
Pruebas unificadas de idiomas

JUNIO 2015

INGLÉS
NIVEL C1

EXPRESIÓN E INTERACCIÓN ESCRITA

Instrucciones

1. Esta prueba se compone de dos tareas. Distribuya su tiempo para realizar ambas
adecuadamente.

2. Siga las instrucciones correspondientes a cada una de las tareas. Debe ajustarse a
los temas propuestos y respetar la extensión indicada.

3. Si se escribe un borrador, se recomienda que sea de tipo esquemático porque no

habrá tiempo de copiar el texto completo a limpio. En todo caso, las anotaciones del
borrador no serán evaluadas.

4. Utilice bolígrafo azul o negro. No escriba en las zonas sombreadas.

5. Escriba con letra clara y respetando el uso de mayúsculas y minúsculas.

Duración de la prueba: 120 minutos

Puntuación máxima: 20 puntos
Puntuación mínima para superar la prueba: 12 puntos

Apellidos

Nombre

DNI

Total por Puntuación

tarea total
TAREA 1
/ 10
TAREA 2
/ 10
/ 20
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INGLÉS – NIVEL C1 - JUNIO 2015
 A) Adecuación B) Riqueza lingüística PUNTUACIÓN TOTAL
Coherencia, cohesión Corrección lingüística de la tarea
/4 /6 / 10

EXPRESIÓN E INTERACCIÓN ESCRITA - TASK 1

The TV channel that runs a television show has suddenly decided to cancel it. Write an email
convincing them to continue running the show or congratulating them on the cancellation.
Choose a programme you are really fond of or one you really dislike and give reasons for your
support or your disdain.
Write 180-200 words.

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INGLÉS – NIVEL C1 - JUNIO 2015
 15
INGLÉS – NIVEL C1 - JUNIO 2015
 A) Adecuación B) Riqueza lingüística PUNTUACIÓN TOTAL
Coherencia, cohesión Corrección lingüística de la tarea
/4 /6 / 10

EXPRESIÓN E INTERACCIÓN ESCRITA - TASK 2

You have decided to take part in an essay

competition and write about “The Benefits
of Female Education in Developing
Countries”. Mention the benefits of female
education for women’s empowerment and
gender equality in relation to issues such
as child mortality rates, child nutrition and
improvement in family health, participation of women in the labour force, legal rights, etc.
Write between 280-300 words.

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INGLÉS – NIVEL C1 - JUNIO 2015
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INGLÉS – NIVEL C1 - JUNIO 2015