Modelo de examen B2 - Fundación Empresa Universidad de La

MODELO DE PRUEBAS/TAREAS DEL EXAMEN DE ACREDITACIÓN B2 INGLÉS (Modelo ACLES)
[B2] Ejemplo de tarea de uso de la lengua – vocabulario:
Esta parte consta de 20 ítems de vocabulario que pueden ser de diferentes tipos:
a. Ítem de respuesta alternativa o respuesta múltiple. El candidato debe elegir una
respuesta correcta de entre tres/cuatro opciones. En todos los casos, solo una es
correcta, mientras que las demás son distractores, es decir, respuestas no correctas.
b. Ítem de respuesta corta con un máximo de palabras (entre 1 y 4). No es necesario
escribir oraciones completas.
Ejemplo item a.:
Complete each sentence (1 to 10) with the most suitable word or phrase. Circle your choice.
1.
She broke ……. with her boyfriend when she found out that he’d lied to her.
a. off
b. out
c. down
d. up
2.
He wrote a letter complaining …… the service in the restaurant.
a. of
b. for
c. about
d. on
3.
His parents died when he was very young so he was …. by his aunt.
a. brought up
b. grown up
c. taken care
d. taken after
4.
She’s one of my …… friends.
a. closest
b. nearest
5.
6.
c. tightest
I had an argument with my …… about the housework.
a. flat friend
b. flat companion
c. flatmate
He phoned me to …… me about the traffic jam on the motorway.
a. advert
b. advise
c. warn
d. familiar
d. flatshare
d. threaten
Ejemplo item b.:
Complete the following sentences (1 to 5) with the correct form of the WORD in brackets.
1.
2.
3.
4.
5.
The results of the research were published in a well-know …………………… journal. (SCIENCE)
I think there’s too much sport and not enough interesting ……………………… on television.
(DOCUMENT)
It was really foggy and ………………………… was down to five metres. (VISIBLE)
After hours of negociation they finally came to an ………………………… (AGREE)
My …………………………………. is more important than being famous. (PRIVATE)
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[B2] Ejemplo de tarea de uso de la lengua – gramática:
Esta parte consta de 20 ítems de gramática que pueden ser de diferentes tipos:
a. Ítem de respuesta alternativa o respuesta múltiple. El candidato debe elegir una
respuesta correcta de entre tres/cuatro opciones. En todos los casos, solo una es
correcta, mientras que las demás son distractores, es decir, respuestas no correctas.
b. Ítem de respuesta corta con un máximo de palabras (entre 1 y 4). Las contracciones
cuentan como una palabra, por ejemplo isn’t. La respuesta se considera incorrecta si
excede del número de palabras especificado en las instrucciones del ejercicio. No es
necesario escribir oraciones completas.
Ejemplo ítem a.:
Complete each sentence (1 to 5) with the most suitable word or phrase. Circle your choice.
1.
We got up really early………………………………. be on time for our flight.
d. in order to
a. so that
b. so as
c. for to
2.
I like all flavours of ice cream …………………………… for strawberry.
a. apart
b. except
c. unless
d. besides
3.
I don’t think we should employ Mr Lawry – he’s got …………………………… experience.
a. very less
b. very few
c. very little
d. a little
4.
‘Do you prefer the checked or the striped shirt?’
‘Frankly, I don’t like ……………………….. of them.’
a. either
b. neither
c. both
5.
d. none
Keep searching. I am sure we’ll find what we are looking for …………………
a. at last
b. finally
c. at the end
d. eventually
Ejemplo ítem b.:
Complete the second sentence so that it has the same or a very similar meaning to the first
sentence. Use the word given in brackets and up to three other words.
1.
2.
3.
4.
5.
‘I stole the money,’ said the man. (ADMIT)
The man ……………………………………………………………………. the money.
Can you please tell Dr Bowen to meet me in the lounge at 10 am? (MIND)
Would you ………………………………………………………………Dr Bowen to meet me in the lounge at
10 am?
I am receiving all sorts of spam about weight loss. (SEND)
I……………………………………………………………………..all sorts of spam about weight loss.
It was a mistake to be so rude to the hotel receptionist. (SHOULD)
I ………………………………………………………………so rude to the hotel receptionist.
Mark and his brother are not at all alike. (LOOK)
Mark……………………………………………………………………..his brother at all.
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[B2] Ejemplo de tarea de comprensión lectora:
Esta parte consta de dos tareas: una que contiene una serie de textos cortos, entre 4 y 6,
(textos expositivos personales que contengan puntos de vista, comentarios, opiniones o
anécdotas de los ámbitos público y profesional.) de entre 100 y 120 palabras cada uno, 600
palabras en total; una segunda tarea basada en un texto complejo de similar extensión
(narrativo, descriptivo, de opinión, informativo, etc.) de entre 500 y 600 palabras. Habrá entre
10 y 20 ítems en total. Los ítems pueden ser de diferentes tipos:
a. Ítem de respuesta alternativa o respuesta múltiple. El candidato debe elegir una
respuesta correcta entre tres o cuatro opciones. En todos los casos, sólo una es
correcta, mientras que las demás son distractores, es decir, respuestas no correctas.
b. Ítem de relacionar o emparejar. El candidato debe relacionar uno a uno los elementos
de una lista de enunciados o preguntas con textos cortos o fragmentos de un texto
más largo.
c. Ítem de reintegración de un fragmento a un texto. El candidato debe insertar en su
ubicación original una palabra o un fragmento de texto que previamente se ha
extraído del mismo. Puede haber fragmentos que no corresponden al texto y actúan
como distractores.
d. Ítem de ordenamiento. El candidato debe ordenar los párrafos de un texto o poner en
orden cronológico los acontecimientos de un texto.
Ejemplo de tarea con textos cortos e ítem b.:
You are going to read six forum entries different people posted on a website about the best and worst thing
about being their age. For questions 1-12, choose from the people A-F.
A
This year has been good because my parents have
begun to trust me more. They say I can stay out late
now – even six months ago I wasn’t allowed to go out
on a weeknight, and at weekends I had to phone them
every hour to say where I was. So that’s the best thing, I
guess, and, of course, that I can hang out with friends.
The worst thing about being my age is not having
enough money. Like, last Friday, I couldn’t pay for my
own cinema ticket because I didn’t have the cash, so I
had to borrow from my friend.
B
At my age, the best thing is you appreciate your friends
and family and every moment you spend with them, you
don’t take anything for granted. All of my friends are
still healthy and active, so we can do a lot of things
together, such as travel, and we’re lucky enough to have
the money to do it. I must admit that if there is a worst
thing it’s the fear of growing older and that, one day, I
won’t be able to do the things I want to do. I don’t think
of myself as elderly… I’m still middle-aged. As they say,
‘Old age is always ten years older than you are.’
C
The best thing about being my age is living away from
home! I live in a hall of residence and although we’re
supposed to attend lectures, I only go when I feel like it.
To be honest, I prefer going out and enjoying myself. I
do some reading for lectures and I study, but I know I
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D
The thing I find most difficult about being my age is that
I feel obliged to give everyone the impression that I’m
successful. Older people keep telling me I’m in my
prime, that I should enjoy this period of my life, so I
pretend I have a good job, that I’m happy, but it’s a
pretence. In fact, so far my working life hasn’t been all
that satisfying. And my friends seem to do the same,
you know, trying to outdo each other. But the best thing
I reckon is that there’s plenty of time ahead of me, time
to get things right.
E
I think the best thing is that I don’t have to work and I
don’t need to worry about money. The worst thing?
Homework! The teachers make us do two hours
homework a day and we have to do four hours at the
weekend. Oh, and my mum’s always yelling at me for
being noisy, she’s always saying, ‘Tina, act your age!’ I
tell her ‘Mum, I am acting my age’. Anyway, Mum says I
mustn’t write any more now ‘cos I’ve got to do my
maths. Then maybe she’ll let me watch some TV. I’m
never allowed to do anything fun before I finish my
homework.
F
When I look back at the past, at how insecure I felt
fifteen or twenty years ago, I have to laugh, because
one thing I appreciate now is how comfortable I feel in
my own skin. I’ve outgrown the need to seek other
people’s approval – I guess that is part of the maturity
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ought to do more. So far it’s been enough. I managed to
pass my first set of exams, though it wasn’t easy. The
only bad thing for me is that I don’t look my age, I still
look quite young for my age and girls think I’m
immature, so I haven’t managed to find a girlfriend yet.
that comes with age and experience. I’m happy with the
things I have achieved: my professional life has been OK,
my marriage is fine, we don’t have kids yet but I’m not
in a panic about that. So, I feel pretty content. I don’t
have a worst thing, or at least I can’t think of one.
Which person
is ten?
1
is fifteen?
2
is twenty?
3
is thirty?
4
is forty-five?
5
is sixty-five?
6
feels much more confident?
7
is afraid of something in the future?
8
exaggerates his or her achievements?
9
only sees the positive aspects of their life?
10
is clearly unhappy with his or her life?
11
is aware he or she should work harder?
12
[B2] Ejemplo de tarea de comprensión auditiva:
Esta parte consta de dos textos grabados de diferente tipología, por ejemplo: diálogos breves,
textos narrativos, descriptivos o de opinión; pueden ser de tipo formal o informal, con una
duración de entre 3 y 5 minutos por texto o conjunto de microtextos. Cada grabación se
escucha dos veces. Habrá entre 10 y 20 ítems en total. Los ítems pueden ser de diferentes
tipos:
a. Ítem de respuesta alternativa o respuesta múltiple. El candidato debe elegir una
respuesta correcta de entre tres opciones. En todos los casos, sólo una es correcta,
mientras que las demás son distractores, es decir, respuestas no correctas.
b. Ítem de relacionar o emparejar. El candidato debe relacionar enunciados con las
distintas partes de la audición.
c. Ítem de respuesta corta con un máximo de cuatro palabras. No es necesario escribir
frases completas.
Ejemplo de tarea con microtextos e ítem b.:
You will hear six different people talking about their attitude to time; match the sentence on
the right (A-G) to the speakers (1-6). Use each letter only once. There is one extra letter
which you do not need to use. [Duración 2’45”]
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A
Does not get too stressed out about deadlines.
B
Doesn’t like working late.
C
Doesn’t like to leave things unfinished till the
following day.
D
Doesn’t mind public transport running late if
she/he is on holiday.
Speaker 4
E
Isn’t bothered if people aren’t punctual.
Speaker 5
F
Gets cross with guests if they are late.
G
Was brought up to be punctual.
Speaker 1
Speaker 2
Speaker 3
Speaker 6
Ejemplo ítem c.:
You will hear a radio interview with Dr. Reynolds. For questions 1-10, listen and complete the
sentences using a word, a number or a short phrase. [Duración 4’39”]
 Alarming headlines in newspapers seem to suggest that antibiotics will no longer be
effective
1from now.

Superbugs such as MRSA have
number of years.

This has resulted in
NHS.

Now most
2
3
patients in hospitals for a
being massively improved by the
4and visitors clean their hands with
5on entering or leaving patient wards .

A group of researchers have discovered a new gene called
that makes some bacteria highly resistant to antibiotics.

The spread of bacteria with this gene is due to international travel and
6
7

8
Antibiotic research is very difficult and not very
pharmaceutical companies, since antibiotics are taken for only short periods.

Besides, resistance to the drugs makes antibiotics
after a while.

People need to be more careful when taking antibiotics and complete the
, not doing so can be dangerous and result in even
10
for
9
more drug-resistant bacteria.
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Transcripción textos listening
Speaker 1
Speaker 2
Speaker 3
Speaker 4
Speaker 5
Speaker 6
I = Interviewer
I:
D:
I:
D:
I:
D:
I:
D:
I:
D:
I:
D:
I:
I do prefer to keep to deadlines and if I don’t I tend to get a bit stressed out, I don’t like to disappoint
people and I like to feel as though I’m quite organised. I don’t mind working late sometimes if it’s to
get something finished, and I feel much more satisfied getting something completed at the end of the
day and I’m more likely to go home and relax. But, otherwise, I’ll end up going home and just thinking
about everything that I’ve got to do the next day, so that stresses me out more.
I think it’s really important for transport, public transport to be punctual when you’re working, and
that, that’s – that’s just normal but I think when I’m on holiday I’m a bit more relaxed about whether
trains or buses are a little bit late, obviously you don’t want to waste a whole day waiting for your
transport when you want to get from A to B and you want to make the most of your holiday but, yeah,
I think I’m definitely more relaxed when I’m abroad than when I’m in my own country.
Yeah I was taught from an early age that time keeping’s really important. Because of that I find it quite
annoying when other people don’t have that same sort of line of thought. An example I can give is my
friends at university, they were always late. I t makes me feel incredibly frustrated because, obviously,
you’re there on time waiting and it can be quite lonely at times.
I generally don’t have a problem at all with people turning up late because it gives me time ‘cos I’m
generally running late anyway so, it gives me plenty more time to get myself ready. If we’re preparing
for a dinner party, and people turn up late it really doesn’t worry me at all. It gives me plenty more
time to get ready.
If I’m holding a dinner party and people come late then usually I’m quite annoyed because I’m quite
organized and so the food will probably be ready, and o I’ll be a little bit cross that perhaps the dinner
will be ruined.
Deadlines are important but I try not to let them stress me out too much, I just try to forget about the
pressure and get the work done. As for working late, I don’t mind working late, we all have to do it
from time to time.
D = Dr Reynolds
Hello and welcome to our weekly broadcast of Science and Discovery. Our topic today is
antibiotics – or rather the future of antibiotics. And to discuss it with us today, we have Dr
Amanda Reynolds, medical researcher and specialist in infectious diseases. Good afternoon, Dr
Reynolds. Thank you for joining us.
Thank you. It’s a pleasure to be here.
Dr Reynolds, the headlines in the newspapers this week have been rather alarming. They seem
to suggest that antibiotics will no longer work ten years from now. But haven’t scientists been
saying this for a long time? Is this latest development really any different?
Well, it’s all part of the same process really. As we all know, superbugs such as MRSA have been
infecting patients in our hospitals for quite a number of years now. And we are all aware that
hospital hygiene has been massively improved by the NHS as a result. Now most hospital staff
and visitors clean their hands with antiseptic gel almost automatically when they enter and
leave the patient wards.
Yes, you’re right. So can you tell us more about this latest development, Doctor?
Basically it was the discovery of a new gene called NDM-1. Professor Tim Walsh, from Cardiff
University discovered that NDM-1 makes some bacteria highly resistant to almost all antibiotics.
And worse still, it’s becoming very widespread.
Do they have any idea where it’s come from?
They say it’s due to the increase in international travel and medical tourism.
Sorry, medical tourism?
Yes, many people go abroad for medical treatment now because it’s much cheaper. For
example, some infected British patients in Britain travelled to India for treatments. For example,
kidney transplants, cosmetic surgery and so on. And they came back with the NDM-1 bacteria.
So are new antibiotics being developed to fight it?
Well antibiotic research is very difficult. And it’s also not very profitable for pharmaceutical
companies. People usually take antibiotics for only very short periods of time, while medication
for heart conditions, for instance, are usually fairly long-term. Apart from that, resistance to the
drugs makes antibiotics useless after a while – so researchers have to start all over again.
Interestingly, Fleming himself warned us about this about 80 years ago!
Really? You mean Alexander Fleming, the scientist who first discovered penicillin in 1928?
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D:
I:
D:
I:
D:
I:
D:
I:
Yes. He said that resistance would happen and suggested the use of antibiotics should be very
carefully restricted.
I’m amazed! That certainly hasn’t happened though, has it? People want antibiotics to cure
everything, including colds, coughs and sore throats.
Exactly. We do try to explain to patients that antibiotics are useless against viral complaints like
colds. But people often beg for them so as to get on with their normal lives more quickly. It’s
often hard for doctors to resist.
Yes, I can imagine. I think I’ve been guilty of that myself! But seriously, what is the outlook for
antibiotics, do you think?
I wish I could be more optimistic. Better hygiene is the key thing here, not only in hospitals but
at home. Things like keeping your kitchens and cooking areas clean, washing your hands before
meals, and so on.
Right - and campaigns in schools and on the TV to support it?
Absolutely. And the second thing is to use antibiotics more sparingly and more carefully. Many
people stop taking them once they start feeling better – and don’t complete the full course. This
is dangerous because it can create even more drug-resistant bacteria. And last but not least,
there’s the issue of global health. This is not just a British problem. It’s worldwide. It’s vital that
world governments get together with global pharmaceutical companies. They urgently need to
fund more research to discover new ways of fighting these superbugs.
Dr Reynolds, thank you very much for coming here today.
[B2] Ejemplo de tarea de expresión escrita:
Consiste en la redacción de dos textos:
• uno de interacción (carta informal/formal, correo electrónico, entrada de blog o
foro) de entre 120 y 150 palabras.
• otro de expresión (texto formal en forma de artículo, narración, opinión, etc.) de
entre 150 y 180
En ambas tareas se proporcionará información que ayude a acotar y contextualizar el texto de
salida. Longitud máxima entre los dos de 350 palabras.
Ejemplo de interacción:
You have received an email from a friend about your arrangements for the weekend. Read
the email and then write your reply to your friend. Write between 120-150 words.
Hi Sam!
I’m really looking forward to coming to stay with you over the weekend. Just a couple
of things – can you meet me at the station @ 3pm on Friday? If not, should I get a taxi
or take the bus? I don’t know how far from the station your new flat is or how
expensive a taxi can be.
Now, did you manage to get tickets for any of the two concerts we talked about?
Which one? Also, would you like me to bring anything?
See you real soon!
Chris
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Ejemplo de expresión:
You have seen this advertisement in an online magazine. Write an article to enter this
competition. Write between 150-180 words.
Enter our monthly competition. This month is:
I’d love to have….
Write an article about something you would like to have, saying why you would like to
have it and what difference it would make to your life.
The winner of the best article will win an Ipad3
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
[B2] Ejemplo de tarea de expresión oral:
Consiste en una entrevista en pareja de entre 12 y 15 minutos. Incluirá:
a. Preguntas sobre la vida cotidiana, trabajo, estudios, intereses etc.
b. Descripción de una foto o comparación de dos fotos. Preguntas generales sobre un
tema relacionado con la(s) foto(s).
c. Diálogo entre los dos candidatos (basado en estímulos visuales o verbales).
Ejemplo tarea a.:
Ask your partner questions to find out some information about each other.
Ejemplo tarea b.:
Think about your photograph for a few seconds, then describe it to your partner for about a
minute. Listen to your partner’s description of his photo and ten compare an contrast them and
speculate about them. Talk about:
 Where are the people? What are they doing? What are they wearing?
 Who are they? Why are they there? How do they feel?
 What has happened before? What may have happened afterwards?
Candidate A
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Candidate B
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Ejemplo tarea c.:
You are going on a camping trip in the mountains with some friends. There are some things you
could take with you. Decide together which of the things you will take. Discuss things like:
 What the weather is likely to be like
 Which things would be most useful, what you will/may need
 The best place to go, how to get there and the things to do there
 Your previous experiences camping and how you feel about it
 How much technology would you take?
Avenida de la Trinidad, 61. Aulario de la Torre Profesor Agustín Arévalo, planta 0
Campus Central de la Universidad de La Laguna. 38071 San Cristóbal de La Laguna, Tenerife.
Teléfono 922 319 937Fax 922 319 197 email: formacion@fg.ull.es web: www.fg.ull.es
C.I.F. G-38083408. Inscrita en el Registro de Fundaciones Canarias con el nº 15
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