Ss Practice - Para Traductorado

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Prácticas en Ingles y Español

Transcript of Ss Practice - Para Traductorado

  • I.E.S. Olga Cossettini

    Profesorado en Ingls

    Traductorado Literario y Tcnico-Cientfico en Ingls

    Material para prctica autnoma rea Ingls

    La ejercitacin que se incluye a continuacin ha sido seleccionada teniendo en cuenta contenidos, destrezas y estrategias fundamentales que pueden ser evaluadas en la prueba de nivel.

    No debe considerarse exhaustiva ni indicativa del formato o contenido de dicha evaluacin.

    Se recuerda que para abordar satisfactoriamente el estudio de la carrera los aspirantes requieren un nivel mnimo de competencia en el idioma extranjero equivalente al nivel B2 del Marco comn europeo de referencia para las lenguas. Se espera que el aspirante sea capaz de:

    Comprender las ideas principales y secundarias de textos complejos sobre temas concretos, abstractos y tcnicos.

    Interactuar oralmente con fluidez, flexibilidad y creatividad en situaciones de comunicacin diversas. Producir textos escritos precisos y claros, que tengan coherencia, cohesin y vocabulario apropiado, sobre una amplia gama de temas.

    Expresar opinin tanto en forma escrita como oral sobre un tema explicando ventajas y desventajas desde diferentes puntos de vista

    Contents

    Reading Comprehension ..................... p. 2

    Answers ................................................ p. 21

    Grammar and Vocabulary ................... p. 27

    Answers ................................................ p. 39

  • Material para prctica autnoma rea Ingls

    Ingreso Traductorado y Profesorado en Ingls IES O. Cossettini

    2

    READING COMPREHENSION

    READING TEXT N 1

    READ THIS EXTRACT CAREFULLY

    It was his last chance. The capital had been taken, cities were falling by the hour and border towns

    like this one would soon be subjected to military protection.

    He had known that a through ticket would have meant suspicion followed by questions; his accent

    would have immediately identified him as a foreigner. But as soon as he stepped off of the train, ten

    minutes before the customs post closed for the night, he realized he would have to ask for directions.

    Two words: La frontera? He had practised under his breath, just in case, for the last 200 kilometres.

    He had worked on the vowels--no diphthongs, keep them clear; the consonants--roll both rs; the

    intonation--start low, rise a little.

    Then he saw the stationmaster. His uniform and bearing reeked of authority. But there were no

    porters, there were no other passengers: it had to be him. A shiver as the sweat on his back turned

    suddenly cold, a few determined paces forward, eye contact established and the question was asked.

    Not the question he had intended, though. At the last moment the name of the town across the frontier

    flashed into his mind and he pronounced it faultlessly.

    The answer was brisk and dismissive; there would be no repetition for a native speaker. Had he said

    derecho--straight on, or derecha-- to the right? The railway line--no lights, no bends in sight--seemed

    both the safer and the quicker option, but after covering a few hundred metres he found himself in a

    winding cutting where the trees blocked out such moonlight as there was. Still no sign of the border,

    and although he could not see his watch in the gloom he knew it was very close to midnight. His

    senses were scalpel sharp; he had already picked up the characteristic smells of eucalyptus wafting

    on the lazy warm air when he heard low voices ahead. He was getting near. He turned off to the right,

    following a path for some minutes and miraculously found himself right outside the border post just as

    the sound of helicopter blades clattered through the night.

    The building was in darkness except for one office; he strode and greeted the seated policemen with a

    well-rehearsed buenas noches, simultaneously registering the unfamiliar uniforms. He was wondering

    whether they were part of a newly-arrived specialist force, and what the implications of that would be,

    when one of them answered him in Portuguese and took his passport. It dawned on him: he had

    unwittingly walked right across the frontier. He had made it.

    FIND EVIDENCE IN THE TEXT TO SUPPORT OR DISPROVE THESE STATEMENTS. WRITE

    TRUE OR FALSE AND JUSTIFY YOUR CHOICE QUOTING KEY WORDS OR PHRASES FROM

    THE TEXT. DO NOT QUOTE FULL SENTENCES.

    The first one has been done for you.

    0. The man was determined to cross the border.

    TRUE: It was his last chance

    1. The man had bought a ticket to get across the border into Portugal.

    2. He was able to pronounce the question to the stationmaster properly because he had been practising it on the train.

    3. Asking the stationmaster to repeat his answer would have betrayed his foreign origin.

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    4. Although at first the railway line had seemed to him the safer and quicker option, then he decided to take a short cut through the woods.

    5. He realized he had managed to cross the frontier when he found himself outside the border post.

    READING TEXT N 2

    READ THE ARTICLE CAREFULLY AND MATCH EACH OF THE SENTENCES BELOW IT WITH THE APPROPRIATE BLANK IN THE TEXT. BE CAREFUL, THERE IS ONE EXTRA SENTENCE. The first one has been done for you.

    Are you a teacher or a teacher for learning? The answers we give and the comments we make say a lot about us. 0- ___D___. So, what do your

    answers and comments suggest about your priorities in the classroom? In my job as an education

    consultant, I am frequently asking teachers: How was that lesson? Here are some recent and very

    typical responses:

    Pretty good. I wanted the group to cover pages 22 to 23. By the end of the lesson, we got there,

    just! 1- ___________.

    A bit disappointing. Id spent a long time preparing that activity but it didnt seem to work as well as

    Id expected.

    Good. I like it when my lessons go as planned. When you put so much time and energy into the

    preparation, its really satisfying when it goes well.

    2- ___________. All teachers know that coverage, well organised groups, set activities and good

    planning are all important factors for making lessons successful. But they do give a clue to what

    matters most to these teachers. All the points they emphasised coverage, activities, planning are

    about their teaching, rather than about their pupils learning.

    3- ____________. Instead, they might have said:

    We covered the planned pages today but only Beth really got it. Im going to revisit the lesson

    tomorrow or well have just wasted our time.

    The activity didnt work out as Id planned, but it didnt matter because most of the class learned

    what I intended for them.

    The lesson went to plan. The problem was that I realised I hadnt checked how much the children

    could already do. It went perfectly but they werent challenged. 4-___________. Must change

    things for tomorrow.

    If the first set of (true) comments shows that teaching is what matters, the second set of (revised)

    comments show that learning is what matters.

    As a teacher, theres always so much to focus on its not easy. 5-___________. I find that the best

    teachers arent always those who are better at instructing pupils its those who have different

    expectations of their lessons and who are different in the way they critique themselves.

    In my work with teachers, I start with one question that seems to help everyone apply a new

    perspective to what they do. I invite you to use it at the beginning, in the middle and at the end of

    every lesson. Its this: are your pupils busy or are they busy learning?

    6- ___________. Lets be teachers for learning rather than simply teachers.

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    A- If these teachers had learning at the centre of their thinking they may have answered quite differently.

    B- Theres nothing wrong with any of these comments, of course.

    C- But I think we all should view our classes through a new lens.

    D- They give a good sense of what we value.

    E- We should set goals and enable students to reach them.

    F- Perfect plan but poor learning.

    G- Lets change the lens and improve the learning.

    H- Were on target to cover everything by the end of the year.

    READING TEXT N 3

    The following four sentences have been taken from the text below them. There is a sentence missing in the first, second, fourth, and fifth paragraphs, and you have to decide where each one of sentences 1-4 has been taken from. Write the letter of the right sentence where this sentence should go.

    a) Their existence on the border between food and medicine has given rise to their new catch-all handle nutraceuticals.

    b) It is full of the amino-acids of which we ourselves are composed and has a taste that compares favourably to a light sparkling Moselle.

    c) Today there are endless mind foods, smart drugs, potions and compounds available to counter the unwelcome side effects of life.

    d) This is the only food some patients can take.

    NUTRACEUTICALS

    Those of us who doze our way through life have always been the target of mountebanks and quacks. ______ Some, of course, work only because we want them to work. Suggestibility is a vital part of the healing process. ______

    But others show signs o