MAGISTER = OPOSICIONES AL PROFESORADO x, Imalés Secundaria PRACTICE EXERCISES (PART A— LINGUISTICS) DECEMBER 2011 1. TRANSLATIONS, No se rian. El arte de leer es como el arte de hacer el amor, Ambas artes son estados de integracién, de unidad, de interaccién, de comunicacién con otro ser, es decir, éstos se encuentran en comunién. Cuando leemos estamos en comunién con lee personajes, cuando hacemos el amor lo estamos con quién amamos, Podemos definir que todo proceso tiene etapas de preparacién, desarrollo, y resultado o final, y es aqui donde deseo detenerme en este analisis y comparacién de estas artes ~ La preparacién: Todos entendemos y sabemos que para hacer el amor con arte es deseuble un preludio que se inicia con la mirada, la voz, los gestos de atraccién ¢ insinuzcién. Esto puede comenzar tan temprano como la cleccién de la vestimenta, para una cena previa a la luz de las velas, acompaiiada de misica romintica y un buen vino para beberlo con moderacidn. Lo que realmente hace esta pareja es ahuyentar los problemas de la realidad, los ajetreos cotidianos y aislarse del mundo, para dedicarse en cuerpo y alma el uno al otro. Si, para leer con arte también necesitamos un predmbulo que se inicia buscando un lugar cémodo, iluminado, silencioso, apartandose de los ruidos, interupciones y concentrarse para hacer caso omiso de Jo que nos rodea, Para introducirse en el mundo que nos presenta el libro, debemos abandonae In realidad en que vivimos. Una buena prictica es leer o releer el titulo del libro. Si se inicia su lectura, Pensar y meditar en lo que nos evoca el titulo, nos ayudari a entrar en ese mundo nuevo: si vamos a continuar a lectura iniciada a otra hora u otro dia, rememorar los acontecimientos y visualizar los Personajes y el lugar de la accién nos hard egar répidamente al inicio de leer con arte, estaremoe como quien dice el uno para el otro en cuerpo y alma con el libro. g¥ por qué no acariciarle y Percibir su olor? ;Me he sorprendido haciéndolo! “EL arte de leer y el arte de hacer el amor” (Marcos Concha Valencia) B. Translate the following fragment into Spanish. And when the Moon shone in the heavens the Nightingale flew to the Rose-tree, and set her breast iEains the thom. All night long she sang with her breast against the thorn, and the cold erystal Moon feaned down and listened. All night long she sang, and the thom went deeper and deeper into her breast, and her life-blood ebbed away from her.a Inglés Secundaria ©MELCS.A. (MAGISTER) _Prictico Parte A (Lingiistica)-Diciembre 2011 She sang first of the birth of love in the heart of a boy and a girl. And on the top-most spray of the Rose-tree there blossomed a marvellous rose, petal following petal, as song followed song, Pale was it at first, as the mist that hangs over the river-pale as the feet of the morning, and silver as the wings ithe dawn, As the shadow ofa rose in a mirror of silver, a the shadow of a rose in a water-pool, so was the rose that blossomed on the topmost spray of the Tree. But the Tree cried to the Nightingale to press closer against the thorn. “Press closer, little Nightingale,” cried the Tree, “or the Day will come before the rose is finished.” So the Nightingale pressed closer against the thom, and louder and louder grew her song, for she sang of the birth of passion in the soul of a man and a maid. And a delicate flush of pink came into the leaves of the rose, like the flush in the face of the bridegroom when he kisses the lips of the bride. But the thom had not yet reached her heart, so the rose’s heart remained white, for only a Nightingale’s heart’s-blood can crimson the heart of a rose. And the Tree cried to the Nightingale to press closer against the thorn. “Press closer, little Nightingale,” cried the Tree, “or the Day will come before the rose is finished.” So the Nightingale pressed closer against the thorn, and the thom touched her heart, and a fierce pangs of pain shot through her. Bitter, bitter was the pain, and wilder and wilder grew her song, for she sang “of the Love that is perfected by Death, of the Love that dies not in the tomb. ‘And the marvellous rose became crimson, like the rose of the eastern sky, Crimson was the girdle of petals, and crimson as a ruby was the heart. But the Nightingale’s voice grew fainter, and her litle wings began to beat, and a film came over her eyes. Fainter and fainter grew her song, and she felt something choking her in her throat ‘Then she gave one last burst of music, The white Moon heard it, and she forgot the dawn, and lingered on in the sky. The red rose heard it, and it trembled all over with ecstasy, and opened its petals to the cold moming air. Echo bore it to her purple cavern in the hills, and woke the sleeping shepherds from their dreams. It floated through the reeds of the river, and they carried its message (0 the sea. “Look, look!” cried the Tree, “the rose is finished now”; but the Nightingale made no answer, for she \was lying dead in the long grass, with the thorn in her heart “The Nightingale and the Rose” (Oscar Wilde) 2. TEXT ANALYSIS. Read the following text and answer the ques ns below: ‘The Obama administration apparently spent months considering the legal implications of targeting ‘Anwar al-Awlaki, the American citizen who was killed in Yemen last month after being accused of being a terrorist organizer. It prepared a detailed and cautious memorandum to justify the decision reffeshing change from the reckless legal thinking of the Bush administration, which rationalized ZInglés Secundaria OMELC.S.A. (MAGISTER) _Prictico Parte A (Lingtistica)-Diciembre 2011 torture, claimed unlimited presidential powers and drove the country’s fight against terrorists off the rails, But the memo, as reported by Charlie Savage in The Times, is an insufficient foundation for a momentous decision by the government to kill one of its own citizens, no matter how dangerous a threat he was believed to be. For one thing, the administration has refused to make it public or even acknowledge its existence. It was described to Mr. Savage by anonymous officials, and the administration will not openly discuss even its most basic guidelines for choosing as targets, ination The decision to kill Mr. Awlaki was made entirely within the executive branch. The memo was not shared with Congress, nor did any independent judge or panel of judges pass judgment. The administration set aside Mr. Awlaki’s rights to due process. President Obama said Mr. Awlaki, a radical Muslim cleric, had taken “the lead role in planning and directing the efforts to murder innocent Americans.” The administration said he inspired several Planned terrorist attacks, including the attempt to blow up a Detroit-bound airliner on Dec. 25, 2009. (Testimony in the trial of the accused bomber began on Tuesday.) Officials have said Mr. Awlaki's role went beyond inspiration into operational planning of attacks, though they have not supplied proof of that. If the White House would release the evidence it has to back up these claims, it would have a better chance of justifying the cleric’s death. The memo, prepared by two lawyers in the Justice Department's Office of Legal Counsel, said Mr. Avlaki could be killed because he was taking part in the war between the United States and Al Qaeda and posed a significant threat to Americans, but it stopped short of analyzing the quality of the evidence. It said joining an enemy force deprived him of a citizen's due process rights, citing several Supreme Court rulings that put the protection of innocent lives above the risk of possible death of a ‘suspect. Mr. Awlaki was not entitled to full protections—an open-court trial in absentia would have been time-wasting and impractical—but as an American, he was entitled to some. The memo said Mr. Awlaki should be captured if feasible—an important principle, even though the govemment did not believe it could safely put commandos in Yemen to capture him. Due process means more than a military risk analysis. It requires unambiguous and public guidelines for how the United States will follow federal and intemational law in approving targeted killings, Particularly of Americans, And it means taking the decision beyond the executive echo chamber. We have argued that judicial review is required, pethaps a closed-door court similar to the Foreign Intelligence Surveillance Court, before anyone, especially a citizen, is placed on an assassination list, The Obama administration seems to know that antiterrorist operations do not escape the rule of law. Its case would be far stronger if it would say so, out loud.Inglés Secundaria OMELCS.A. (MAGISTER) _ Prictico Parte A (Lingbistica)-Diciembre 2011 ‘a. Discuss both the textual genre and the textual type to which this text belongs. Comment as ‘well on its communicative functions and its style. b. Explain the meaning of the phrase “a refreshing change from the reckless legal thinking of the Bush administration, which rationalized torture, claimed unlimited presidential powers and drove the country’s fight against terrorists off the rails.” c. What are the main semantic fields (thematic preferences) in the text? d. Provide definitions for the following words or phrases from the text: 1) memorandum: 2) reckless: 3) to drive something off the rails: 4) momentous: 5) threat: 6) due process: 7) to pose: 8) entitled: 9) commando: 10) chamber: 3. LISTENING. Listen to the recording and answer the following questions. a. Complete the following chart with the sentences 1-12 Popular in Britain in the Middle Ages. ‘They're usually made of cloth. Controlled by wood or bamboo pieces. They were used in church services in Britain Some can be moved very realistically. They're one-dimensional. ‘The Javanese Walang Golek are examples. ‘They're probably the earliest form of puppet. Indian leather puppets are examples. 10. Modern Punch is one of these. 11. They’re easy to make. 12. Their other name means “little Mary.” een aveene HAND PUPPETS | RODPUPPETS | SHADOWPUPPETS | STRING PUPPETSInglés Secundaria (OMELCS.A. (MAGISTER) _Prictico Parte A (Lingitistica)- EE iembre 2011 b. Decide whether the following statements are TRUE or FALSE. 4. 1 2 3 4, Shadow puppets still survive in some parts of the world String puppets are probably the most common form of puppet all over the world. In Britain, rod puppets were used in church services to illustrate Bible stories in the Middle Ages, One of the most important uses of puppets today is in education, Summarise the main ideas of the recording, KEYWORD TRANSFORMATION. For each of the sentences below, write a new sentence as similar as possible in meaning to the original sentence, but using the word given, This word must not be altered in any way, EXAMPLE: Its by no means certain that he was responsible for the crime, questionable ‘The Member of Parliament did everything he could to exploit the situation, advantage ‘The villagers prepared themselves to withstand the coming storm, braced Are you implying that he is a thief? infer The crops were badly affected by the storm, effect All tenants must act in accordance with the regulations about guests. comply He became famous when his first book was published publication If you want to criticise, then the local authorities are the ones to blame. criticism The authorities had decided they would get tough with dissidents. crackdown 5MAGISTER OPOSICIONES AL PROFESORADO Inglés Secundaria PRACTICE EXERCISES (PART A — LINGUISTICS) DECEMBER 2011 ANSWER KEY 1. TRANSLATIONS. A. Translate the following text into English. No se rian. El arte de leer es como el arte de hacer el amor. Ambas artes son estados de integracién, de unidad, de interaccién, de comunicacién con otto ser, es decir, éstos se encuentran en comunién. Cuando leemos estamos en comunién con los personajes, cuando hacemos el amor lo estamos con quién amamos. Podemos definir que todo proceso tiene etapas de preparacién, desarrollo, y resultado o final, y es aqui donde deseo detenerme en este anilisis y comparacién de estas artes. La preparacién: ‘Todos entendemos y sabemos que para hacer el amor con arte es deseable un preludio que se inicia con la mirada, la voz, los gestos de atraccién ¢ insinuacién. Esto puede comenzar tan temprano como la eleccion de la vestimenta, para una cena previa a la luz de las velas, acompafiada de musica romantica y un buen vino para beberlo con moderacién. Lo que realmente hace esta pareja es ahuyentar los problemas de la realidad, los ajetreos cotidianos y aislarse del mundo, para dedicarse en cuerpo y alma el uno al otro. Si, para leer con arte también necesitamos un predmbulo que se inicia buscando un lugar cémodo, iluminado, silencioso, apartindose de los ruidos, interrupeiones y concentrarse para hacer caso omiso de lo que nos rodea. Para introducirse en el mundo que nos presenta el libro, debemos abandonar la realidad en que vivimos. Una buena practica es leer o releer el titulo del libro. Si se inicia su lectura, pensar y meditar en lo que nos evoca el titulo, nos ayudard a entrar en ese mundo nuevo: si vamos a continuar la lectura iniciada a otra hora u otto dia, rememorar los acontecimientos y visualizar los Personajes y el lugar de la accién nos har llegar répidamente al inicio de leer con arte, estaremos como quien dice el uno para el otro en cuerpo y alma con el libro. ¥ por qué no acariciarlo y percibir su olor? ;Me he sorprendido haciéndolo! “Elarte de leer y el arte de hacer el amor” (Marcos Concha Valencia) Do not laugh. The art of reading is like the art of love making. Both arts are states of integration, of unity, of interaction, of communication with another being, that is, these beings are in communion. When we read we are in communion with the characters. WhenInglés Secundaria MAGISTER Solucion Prictico Parte A (Lingoistica)-Diciembre 2011 we make love, we are in communion with the one we love. We can say that all processes have preparation, development and outcome or final stages, and here is where I want to delve in to this analysis and comparison of these arts. - Preparation We all understand and know that, to make love with art, it is best to have a prelude that starts with the look, the voice, the attraction and insinuating gestures. This may start as early ax when we choose our clothes for a prior dinner with candlelight, accompanied by romantic music and a good wine to be consumed in moderation. What this couple is actually doing is keeping away the problems of reality, the everyday bustle, and isolating themselves from the world, to dedicate themselves to each other in body and soul, Yes, to read with art we also need a preamble that starts by finding a comfortable, illuminated, quiet place, away from noise and interruptions, where we can focus and disregard what surrounds us. To ‘enter the world the book offers us, we must abandon the reality we live in. A good exercise is reading and re-reading the title of the book. If we start reading, thinking and meditating on what the title evokes it will help us (0 enter that new world; if we are going 10 continue reading at another time or day, remembering the events and visualizing the characters, and the place of the action will help us 10 quickly reach the point of reading with art, we will be, as they say, giving our body and sou! 10 the book. And why not caress and smell it? Ihave caught myself doing it! “The Art of Reading and the Art of Love Making” (Marcos Concha Valencia) B. Translate the following fragment into Spanish. ‘And when the Moon shone in the heavens the Nightingale flew to the Rose-tree, and set her breast against the thorn, All night long she sang with her breast against the thorn, and the cold erystal Moon leaned down and listened. All night long she sang, and the thom went deeper and deeper into her breast, and her life-blood ebbed away from her. She sang first of the birth of love in the heart of a boy and a girl. And on the top-most spray of the Rose-tree there blossomed a marvellous rose, petal following petal, as song followed song. Pale was it, at first, as the mist that hangs over the river--pale as the feet of the morning, and silver as the wings of the dawn, As the shadow of a rose in a mirror of silver. as the shadow of a rose in a water-pool, so swas the rose that blossomed on the topmost spray of the Tree. But the Tree cried to the Nightingale to press closer against the thom, “Press closer, little Nightingale,” cried the Tree, “or the Day will come before the rose is finished.” So the Nightingale pressed closer against the thorn, and louder and louder grew her song, for she sang of the birth of passion in the soul of a man and a maid, ‘And a delicate flush of pink came into the leaves of the rose, like the flush in the face of the bridegroom when he kisses the lips of the bride. But the thorn had not yet reached her heart, so the 2Inglés Secundaria OMAGI ER _Solucién Practico Parte A (Lingdistica)-Diciembre 2011 rose’s heart remained white, for only a Nightingale’s heart’s-blood can crimson the heart of a rose. And the Tree cried to the Nightingale to press closer against the thorn. “Press closer, Nightingale,” cried the Tree, “or the Day will come before the rose is finished.” ttle So the Nightingale pressed closer against the thorn, and the thorn touched her heart, and a fierce pang of pain shot through her. Bitter, bitter was the pain, and wilder and wilder grew her song, for she sang of the Love that is perfected by Death, of the Love that dies not in the tomb. And the marvellous rose became crimson, like the rose of the eastern sky. Crimson was the girdle of petals, and crimson as a ruby was the heart. But the Nightingale’s voice grew fainter, and her little wings began to beat, and a film came over her eyes, Painter and fainter grew her song, and she felt something choking her in her throat. Then she gave one last burst of music. The white Moon heard it, and she forgot the dawn, and lingered on in the sky. The red rose heard it, and it trembled all over with ecstasy, and opened its Petals to the cold morning air. Echo bore it to her purple cavern in the hills, and woke the sleeping shepherds from their dreams. It floated through the reeds of the river, and they carried its message to the sea, “Look, look!” cried the Tree, “the rose is finished now”; but the Nightingale made no answer, for she was lying dead in the long grass, with the thom in her heart, “The Nightingale and the Rose” (Oscar Wilde) ¥ cuando la luna brillé en el cielo, el ruisefor volb hacia el rosal apoyando fuertemente su pecho contra la espina. Canté durante toda la noche con el pecho oprimido sobre la espina: y la luna gélida, como hecha de cristal, se inclinaba hacia la tierra para escucharle. Canté toda la noche, y la espina iba clavaindose més y més honda en su pecho, y la sangre de su vida se escapaba Primero canté al amor naciente en el corazén de un joven y una doncella. Y en la parte més alta del rosal aparecié, pétalo tras pétalo, al igual que cancién tras cancién, una rosa espléndida Al principio era pélida, como la neblina suspendida sobre el rio, imprecisa como los primeros pasos de fa manana, y argentada como las alas de la aurora. Como el reflejo de una rosa en un espejo de plata, como la sombra de una rosa sobre un estanque de agua clara. jAsi era la rosa que broté en la rama més alta del rosal! Pero el rosal le dijo al ruiseftor que apretase con més fuerza su pecho contra la espina. "Oprime mis tu pecho contra la espina, ruisenor”, decia el rosal, “o llegar el dia antes de que la rosa esté terminada Entonces el ruiseRor uniendo su pecho con mds fuerza a la espina, entoné una melodia cada vez més vibrante; ahora cantaba a la pasién naciente en el seno de un joven y una doncella, Yun delicado rubor iba cubriendo los pétalos de la rosa, igual al rubor que sube a la cara del novioInglés Secundaria OMAGISTER Solucion Practico Parte A (Linghistica)-Diciembre 2011 cuando besa los labios de su desposada, Pero la espina atin no habia legado a su corazén, asi que la corola de la rosa permanecia blanca, porque solamente la sangre del corazén de un ruisefor puede encender el corazon de una rosa. ¥ el rosal decia al ruisefior: “Aprieta més, pequefio ruisefor; 0 legara el dia antes de que la rosa esté terminada.” Emtonces el ruisefor apretando con todas sus fuerzas su pequemo pecho contra la espina, hizo que ésta hiriese su corazén, y el cruel espasmo del dolor lo atravesé. Terrible, terrible era el dolor mientras el canto se hacia mas y mds salvaje porque ahora cantaba al amor perfeccionado por la muerte, al amor que no termina en la tumba. ¥ Ia rosa magnifica se tornd roja, como las rosas de Oriente. Rojos eran los pétalos que la circundaban, y rojo como el rubi era su corazén. Pero la voz del ruisefior iba apagéndose, y sus alas comenzaron a vibrar, y un velo le cubrié los ojos. Su canto era cada vez mas débil, algo estrangulaba su garganta Entonces lanzé un tiltimo trino musical. La pdlida luna al oirlo, olvidéndose de la aurora, estuvo vagando por los cielos. La rosa roja al escucharlo se estremeci6 en éxtasis, desplegando sus pétalos al aire fresco del amanecer. El eco lo fue levando hasta la caverna oscura de las colinas, y desperté de sus sueitos a los pastores. Fue flotando entre ios cahaverales del rio, y ellos hicieron legar su mensaje al mar. “;Mira, mira!” grité el rosal. “Ya esté: terminada la rosa.” Pero el ruisefor ya no podia contestar. Estaba muerto sobre la crecida hierba, con una espina clavada en el coraz ‘El ruisenor y la rosa” (Oscar Wilde) 2. TEXT ANALYSIS. Read the following text and answer the questions below: The Obama administration apparently spent months considering the legal implications of targeting ‘Anwar al-Awlaki, the American citizen who was killed in Yemen last month after being accused of being a terrorist organizer. It prepared a detailed and cautious memorandum to justify the decision—a refreshing change from the reckless legal thinking of the Bush administration, which rationalized torture, claimed unlimited presidential powers and drove the country's fight against terrorists off the rails But the memo, as reported by Charlie Savage in The Times, is an insufficient foundation for a momentous decision by the government to kill one of its own citizens, no matter how dangerous a threat he was believed to be. For one thing, the administration has refused to make it publie or even acknowledge its existence. It was described to Mr. Savage by anonymous officials, and the administration will not openly discuss even its most basic guidelines for choosing assassination targets. ‘The decision to kill Mr. Awlaki was made entirely within the executive branch. The memo was not 4Inglés Secundaria OMAGISTER Solucién Préctico Parte A (LingUistica)-Diciembre 2011 shared with Congress, nor did any independent judge or panel of judges pass judgment. The administration set aside Mr. Awlaki’s rights to due process. President Obama said Mr. Awlaki, a radical Muslim cleric, had taken “the lead role in planning and directing the efforts to murder innocent Americans.” The administration said he inspired several planned terrorist attacks, including the attempt to blow up a Detroit-bound airliner on Dec. 25, 2009, (Testimony in the trial of the accused bomber began on Tuesday.) Officials have said Mr. Awlaki"s role went beyond inspiration into operational planning of attacks, though they have not supplied proof of that. If the White House would release the evidence it has to back up these claims, it would have a better chance of justifying the cleric’ death. The memo, prepared by two lawyers in the Justice Department's Office of Legal Counsel, said Mr. Awlaki could be killed because he was taking part in the war between the United States and Al Qaeda and posed a significant threat to Americans, but it stopped short of analyzing the quality of the evidence. It said joining an enemy force deprived him of a citizen's due process rights, citing several Supreme Court rulings that put the protection of innocent lives above the risk of possible death of a suspect, Mr. Awlaki was not entitled to full protections—an open-court trial in absentia would have been time-wasting and impractical—but as an American, he was entitled to some. The memo said Mr, Awlaki should be captured if feasible—an important principle, even though the government did not believe it could safely put commandos in Yemen to capture him. Due process means more than a military risk analysis. It requires unambiguous and public guidelines for how the United States will follow federal and international law in approving targeted killings, particularly of Americans. And it means taking the decision beyond the executive echo chamber. We have argued that judicial review is required, perhaps a closed-door court similar to the For Intelligence Surveillance Court, before anyone, especially a citizen, is placed on an assassination list. The Obama administration seems to know that antiterrorist operations do not escape the rule of law: Its case would be far stronger if it would say so, out loud. a. Discuss both the textual genre and the textual type to w well on its communicative functions and its style. +h this text belongs. Comment as Regarding genre, this text is journalistic. More specifically, this is an opinion article.’ It is an argumentative type of text since its main aim appears to be to convince the reader, urging him to accept the writer's opinion. It is, however, largely a one-sided argument where the writer presents the facts/situation in such a way as to invite the reader to follow his opinion. See, for example, the final sentence of the first paragraph, in which the writer positions himself politically speaking by stating that Obama’s action is “a refreshing change from the reckless legal thinking of the Bush administration, which rationalized torture, claimed unlimited presidential powers and drove the country’s fight against terrorists off the rail: " in fact, this article is an editorial published October 11, 2011 in The New York TimesInglés Secundaria ©MAGISTER Solucién Prictico Parte A (Linguistica)-Diciembre 2011 [As regards communicative functions, the most important in the text are: - Representational, used to present the situation to the reader. = Emotional, used to express one’s feelings on the situation. Some of the secondary functions of the text are to inform, to instruct, to report, to persuade, and to convinee. The author presents his opinion on the topic making aside comments to what reports or some other people have said. See, for example, the sixth paragraph: “Mr. Awlaki was not entitled to full protections—an open-court trial in absentia would have been time-wasting and impractical—but as an American, he was entitled to some. The memo said Mr. Awlaki should be captured if feasible—an important principle, even though the government did not believe it could safely put commandos in ‘Yemen to capture him.” Significant is the fact that the author uses the personal pronoun “we” to refer to himself, or to the entire newspaper he represents (“We have argued that judicial review is required...”). This use of the majestic plural is also known as the editorial “we.” One can frequently find that editorial columnists in newspapers and similar commentators in other means of communication refer to themselves as “we” when giving their own opinions. By doing this, the writer/commentator presents himself as a spokesman for the media institution he works for, or on behalf of the party or number of citizens who agree with his opinion, Despite the fact that the text presents the writer’s opinion on the topic being discussed, it is mainl written in the third person, which in combination with the present simple, past simple, and present perfect tenses which dominate the text, contribute to the presentation of an aseptic opinion, rather than a vehement one. Nevertheless, the use of adjectives like “cautious,” “refreshing.” “insufficient,” and “momentous,” among others, made the author’s value judgement evident. ‘The repetition of words related to American citizenship, to terrorism and killings, and to legal terms such as “due process” contributes to the emphatic and insisting tone. This tone is made clearer in the final statement in which the author entreats the Obama administration to speak plainly about the issue. b. Explain the meaning of the phrase “a refreshing change from the reckless legal thinking of the Bush administration, which rationalized torture, claimed unlimited presidential powers and drove the country’s fight against terrorists off the rails.” The sentence implies that Barack Obama’s administration is different—and better or more “refreshing” in the author's opinion—than Bush's. The writer argues that whereas the Bush administration justified torture, considered that the President of the USA could do whatever he wanted, and involved the country in a reckless fight against terrorism, the Obama administration thinks carefully about what to do, and elaborates documents to justify the decisions made to ‘American citizens. By including this statement in the opening paragraph of the article, the author positions himself politically criticising the Bush administration and supporting the Obama one from the very beginning (although the final line of the text demands something else from Obama: to say 6Inglés Secundaria MAGISTER Solucién Practico Parte A (Lingiistica)-Diciembre 2011 openly that antiterrorist operations cannot escape the rule of law). ¢. What are the main semantic fields (thematic preferences) in the text? We find the following thematic preferences in the passage: * Politics: administration, presidential, government, officials, executive branch, Justice Department's Office of Legal Counsel + Law: legal, accused, justify, independent judge, panel of judges, judgment, due process, trial, proof. evidence, lawyers, Justice Department's Office of Legal Counsel, rights. Supreme Court, rulings, suspect, law, judicial, court, Foreign Intelligence Surveillance court, case. * Terrorism and violence: killed, terrorist, torture, murder, attacks, blow up, bomber, death, enemy. commandos, targeted killings, assassination.. Administration: memorandum, memo, report d. Provide definiti ns for the following words or phrases from the text: 1) memorandum: a writing containing a summary of the state of an issue, the reasons for a decision agreed on, ete. 2) reckless: unconcerned about the consequences of some action: without caution; careless, 3) to drive something off the to drive something into or in a state of dysfunction or disorder; to drive something eccentric or mad 4) momentous: a great or far-reaching importance or consequence. 5) threat: an indication or warning of probable trouble. 6) due process: the regular administration of the law, according to which no citizen may be denied his legal rights and all laws must conform to fundamental, accepted legal principles, as the right of the accused to confront his accusers. 7) to pose: to present, put or place; to assert, state, or put forward, 8) entitled: authorised, qualified, with the right or claim to something. 9) commando: military unit organised for special operations. 10) chamber: a legislative, judicial, or other like body; a meeting hall, especially one used for a legislative or judicial assembly, 3. LISTENING. Listen to the recording and answer the following questions. a, Complete the following chart with the sentences 1-12 Popular in Britain in the Middle Ages. They're usually made of cloth. Controlled by wood or bamboo pieces. ‘They were used in church services in Britain. Some can be moved very realistically. They're one-dimensional SykeInglés Secundaria MAGISTER Solucisn Prictico Parte A (Linghistica)-Diciembre 2011 7. The Javanese Walang Golek are examples. 8. They're probably the earliest form of puppet. 9, Indian leather puppets are examples. 10. Modern Punch is one of these. 11. They're easy to make. 12, Their other name means “little Mary.” HAND PUPPETS | RODPUPPETS | SHADOWPUPPETS | STRING PUPPETS Z. They're usually |3. Controlled by|6. They're one-| 1. Popular in Britain in made of cloth. wood or bamboo | dimensional. the Middle Ages. 10. Modern Punch is | pieces. 8. They're probably the|4. They were used in one of these. 5. Some can be | earliest form of puppet. | church services. in 11. They're easy to | moved very | 9. Indian leather puppets | Britain. make. realistically. are examples 12, Their other name 7. The Javanese means “little Mary. Walang Golek are examples. b. Decide whether the following statements are TRUE or FALSE. 1, Shadow puppets still survive in some parts of the world. (TRUE) String puppets are probably the most common form of puppet all over the world. (FALSE) In Britain, rod puppets were used in church services to illustrate Bible stories in the Middle Ages. (FALSE) 4, One of the most important uses of puppets today is in education. (TRUE) ¢. Summarise the main ideas of the recording. The recording discusses the origin and types of puppets. We are told about the specific characteristics of shadow puppets, rod puppets, string puppets, and hand puppets. We are also told about the origin of puppets, which were found in ancient Egyptian and Chinese sites, and mentioned by Aristotle and Plato, although no details are known about how they were used. Nowadays, puppets are used in education for children and adults, and in some therapies. TRANSCRIPT - Puppets by LINDA BAXTER Watch a group of children playing with their toys. At first they might be happy to put the plastic animals in their cages at the oo and take them out again, or dress the dolls in different clothes, but after a while things get a bit boring. So the toys will be moved aeross the floor as if they had real legs, the animals will start to speak to each other and the dolls will pay visits to each other's houses and talk about what they've been doing today, all in slightly different voices of course. It seems that the impulse to make inanimate figures move and talk is a very natural one, and, of course, that’s exactly what puppets are all about, And that's probably why they’ve existed for thousands of years—and are known to children and adults all over the world ‘The basic types