ASOCIACIÓN EX ALUMNOS DEL PROFESORADO EN LENGUAS VIVAS

“JUAN RAMÓN FERNÁNDEZ”

A
B
C
SIXTH YEAR D
WEB SAMPLE 2016 E
F
Total

A. Rewrite the sentences without changing their meaning. (10)

1. They are building a new hospital in town.

A new hospital ……..……………………….….…………….….………………...…….................

2. ’I won’t arrive late.

Tony promised ………………………………………………………………………………….......

3. It is possible that you gave her the wrong address.

You might ….......………………………………………..............................................................

4. Pam is sorry she was rude to the old lady.

Pam wishes ...……..……………….…………….........……………………………………………

5. The weather was bad but they decided to go for a walk.

Despite ............…………………………………………………… ………………………………...

B. Complete with the correct tense and form of the verbs in brackets. Use modals, if
necessary. (15)

SCARED FIT by Amanda

My 62-year-old body was telling me things I did not want to hear. Three months
ago, my doctor confirmed my fears: if I had not neglected my diet for years, I (1) (not
develop) ............................................................... high blood pressure or cholesterol. My
doctor said I (2) (start) ............................................................... eating healthy and
exercising if I wanted to live to a ripe old age.
Needless to say, I was scared I (3) (not see) ..............................................................
my seven children and fifteen grandchildren grow up, so I started medications right away
and (4) (begin) ................................................................. taking care of myself. Soon, I
was very pleased with the results: by the end of the first month I (5) (already / lose)
............................................................. six kilos!
 Sixth Year
WEB SAMPLE 2016
2
At present I (6) (do) ................................................................. aerobics five days a
week and training on my own as well. My instructors are motivating, they want me to
succeed and (7) (be) .............................................................. as happy as I am with my
achievements. My eating habits (8) (also / change) ...........................................................
to meet my new nutritional needs and desires. What a great feeling!
Even though I regret (9) (behave) ................................................................. so
carelessly in the past, I must say I have learned my lesson and now I am confident I (10)
(be) ................................................................... here to see my family continue to grow.

C. Fill in the blanks with only ONE WORD. (15)

I have many vegetarian friends (1)..................................................... often try to convince

me that I should become one too. They have some strong arguments in (2)
................................................. of vegetarianism. Firstly, it is much healthier: vegetarians are
(3)................................................. likely to suffer from heart disease. Secondly, they say that it
is wrong to kill animals just (4) .................................................... food, and it is especially
wrong to keep (5).................................................... in the terrible conditions that most farm
animals suffer.
I find it very difficult to argue against these points. I have to agree that eating too much meat
is unhealthy and I hate the cruel way animals (6).................................................. treated. (7)
................................................. , there is one thing that prevents me from becoming a
vegetarian: animals taste so (8) .............................................. ! I would happily pay extra for
meat which comes from animals that (9) ................................................ been raised without
cruelty, and I don’t mind cutting down on red meat for health reasons. But, for me, life without
meat would (10) ................................................ be worth living.
D. Read the passage and answer the questions in your own words. (25)

Many contemporary amateur athletes and swimmers would have broken world records
if they had taken part in the first Olympic Games. Since then, records have tumbled in track,
field and swimming events as performance has improved dramatically. Records fall due to
better equipment, training and diet, but there are other reasons as well.
One major factor is the use of performance-enhancing drugs (PEDs) or ‘doping’, which
has had a long history at the Olympic Games. Its origins can be traced even back to the
Ancient Olympics where Olympians would eat lizard meat prepared in a special way, in the
hope that it would give them an athletic edge. The first documented use of drugs to improve
an athlete’s performance was that of the winner of the 1904 marathon, Thomas Hicks. As
rumours of rampant drug use by athletes began to spread, the International Olympic
Committee decided to act and introduced the first drug use controls at the 1968 Winter
Olympics. These controls eventually evolved into a systematic testing regimen – which
includes urine and blood tests - that all Olympic athletes must adhere to. In the Beijing
Olympics 2008 several athletes were barred from competition prior to the Games, and six
other athletes failed drug tests while in competition. As a result, their medals were revoked.
 Sixth Year
WEB SAMPLE 2016
3
“Zero Tolerance for Doping” was adopted as an official slogan for the Beijing Olympic
Games. Apart from the six athletes that were ousted from the competition, it is possible that
further positive tests may still be found, as samples are sealed and frozen for eight years.
The rate of positive findings was lower in Beijing than at Athens four years before, but it
cannot be deduced that the prevalence of doping has decreased; possibly, doping
technology has become more sophisticated and a number of drugs cannot be detected. For
medical purposes, scientists have found ways to build muscle and increase stamina through
gene therapy, defined as the “non-therapeutic used of genetic elements having the capacity
to improve athletic performance”. The World Anti-Doping Agency (WADA) has already
asked scientists to help find ways to prevent gene therapy from becoming the newest
means of doping.
The best sprinter in the world is currently Jamaican Usain Bolt – known as Lightning
Bolt - who set the 100m and 200m world records at 9.58 and 19.19 seconds respectively, to
become the first man in history to hold both Olympic titles at the same time. In the future,
genetically-modified athletes might be able to run the 100 metres in 8 seconds or the
marathon in under two hours. Three-time World Champion Gabriela Szabo says ‘If a
generation of genetic monsters were created, it would show that the whole point of sport
has been lost. It would be much better to forget the records and return to the original
Olympic spirit – taking part is more important than winning.’

1. How have contemporary athletes been able to break Olympic records?

………………………………………………………………………………………………………

………………………………………………………………………………………………………

2. Is the use of PEDs a modern habit? Account for your answer.

………………………………………………………………………………………………………

………………………………………………………………………………………………………

3. Why could there still be more medals revoked after the Beijing Games?

………………………………………………………………………………………………………

………………………………………………………………………………………………………

4. What is the biggest threat for the WADA nowadays? Why?

………………………………………………………………………………………………………

………………………………………………………………………………………………………

5. According to Gabriela Szabo, what is “the whole point of sport”?

………………………………………………………………………………………………………

………………………………………………………………………………………………………
 Sixth Year
WEB SAMPLE 2016
4
E. Find a word or expression in the passage that means the following (the paragraph number
is provided between brackets): (5)

1. fallen rapidly (1) .........................................……

2. advantage (2) …………………………………

3. officially prohibited (2) …………………………………

4. tightly closed (3) …………………………………

5. short-distance runner (4) …………………………………

F. WRITING

Choose one of the following subjects and write about 150 words: (30)

1) You have entered a major sporting competition. Write an e-mail to a friend

of yours telling him/her about your decision. Describe when and where the
event will be held, what sport(s) you are going to play and how you are
getting ready for the competition. Discuss your feelings and expectations
about the event and invite your friend to attend the competition and support
you!

2) An international magazine specialized in food is publishing a series of

articles about the eating habits of young people from different countries.
Write an article for the magazine. Be sure to include the following:

o A description of young people’s eating habits.

o their attitude towards food and cooking
o reasons for the popularity of fast food
o your views of the typical teenage diet in your country
 Sixth Year
WEB SAMPLE 2016
5
6th Year (Empower Upper Intermediate)
Grammar & Structures
- Questions (1B):
o yes-no questions: e.g. Do you like it?
o wh-questions: e.g. How do you spell that? Who wrote this book?
o Questions with WHAT and WHICH: e.g. Which time do you prefer?
o questions with prepositions: e.g. Where are you from? Who with?
o questions to ask an opinion: e.g. Do you think it’s a good idea?
o positive and negative question: e.g. Haven’t they finished yet?
o indirect questions: e.g. Do you know why she became famous?
- Multi-word verbs (3A):
o intransitive verbs (verb + particle): e.g. go away, fall over
o separable transitive verbs (verb + noun / pronoun + particle or verb +
particle + noun): e.g. wake sb up, take sth off
o inseparable transitive verbs (verb + particle + noun / pronoun): e.g. look
after sb, focus on sth
o transitive verbs with two objects (verb + particle 1 + particle 2 + noun
/pronoun): e.g. get away with sth, look down on sb
- Gerunds and infinitives (6A):
o gerunds after prepositions: e.g. I worry too much about making
mistakes.
o gerunds in subject position: e.g. Swimming is good for you.
o infinitives after adjectives: e.g. It’s difficult to get out.
o infinitive of purpose: e.g. We’re going to the beach to lie in the sun.
o verbs followed by a gerund/an infinitive: e.g. I enjoy painting. I want
to watch TV.
o verb with infinitive or gerund with a change in meaning: e.g. try,
remember; forget, go on: e.g. I tried to see him. Try using water.
o sense verbs + ing: e.g. I could smell something burning.
- Too/enough (7A)
- So / such (7A)
- Adjectives with prefixes (un-, in-, im-, ir-, il-,dis-) (10A)
- Relative clauses: defining and non-defining relative clauses (9A)
- Conditional sentences:
o First conditional with if, whether, unless, provided and as long as (2B)
o First and second conditionals (8A)
o Third Conditional: Positive, Negative, questions (8B)
- Wishes about the past, the present and the future and regrets about the past:
(10B)
o I wish + Past Simple/could/would/Past Perfect;
o If only; should + have + past participle;
o I hope you get better.
- Passive Voice: All tenses and with modal verbs (6B)
- Causative have / get: Have / get something done (7B)
- Reported Speech: statements, questions, commands, requests and reporting
verbs (9B)
Verb patterns with reporting verbs (9B):
- Verb + that + clause: e.g. agree
- Verb + sb + (that) clause: e.g. inform
- Verb + (not) + Inf with TO: e.g. promise
- Verb + sb + (not) + Inf with TO: e.g. remind
- Verb + ING: e.g. deny, suggest
- Verb + (sb) + reported question: I wondered where they were.
 Sixth Year
WEB SAMPLE 2016
6

Tenses
- Revision of tenses: Present/Past Simple, Continuous, and Perfect (1A)
- Narrative tenses: Past Simple and Continuous; Past Perfect Simple and
Continuous (2A)
- Future time clauses (2B)
- Present Perfect Simple and Continuous (3B)
- Future Perfect and Continuous (5B)

Modal Verbs:
- Past habits: Used to – Would: Contrast (4A)
- Necessity and possibility (revision): can, need, can’t, must, have to, don’t
have to. (4B)
- Obligation and permission in the present and the past: must, mustn’t, (not)
have to, had to, need(ed), not need, needn’t, be allowed to, can’t, couldn’t, should,
ought, be supposed to, make and let, be forced to. (4B)
- Future probability: will; certainly; probably; could/may/might well; be
certain, be likely, be possible, be unlikely + that / infinitive with to; be bound to ;
other expressions: e.g. there is a chance that …; I don’t suppose… /I doubt if …
.(5A)
- Criticism: should/shouldn’t + have + past participle (8B)
- Deduction about the past: must, may, might, could, might not /can´t + have
+ past participle (10A)

Linking expressions and discourse organizers:

Sequencers Summarasing Attitude Contrast

The first thing, All in all, Amazingly, However,

After + noun or On balance, inevitably, although,
pronoun, In conclusion naturally, in spite of,
Then, predictably, not despite( the fact
Afterwards, etc surprisingly, that)
strangely,
undoubtedly

Consequence Addition and listing Exemplifying

So, And, also, Such as

Consequently as well (as) For instance,
Firstly, for example
In addition, … is an example
furthermore, etc. of …

Communication
- Breaking off a conversation (1C)
o E.g. I really must go. I must run. Etc.
- Explaining and checking understanding (1C)
o E.g. The most important thing is …/ Always remember to… / Another
thing to remember ….
o E.g. Is that clear? Do you understand what I mean? Have you got that? Do
you get the idea?
- Agreeing using question tags (2C)
 Sixth Year
WEB SAMPLE 2016
7
o E.g. A: I think she’s a lovely person. B: Yes, she’s very charming, isn’t she?
- Giving compliments and responding (2C)
o E.g. That’s a lovely picture. You really managed to get it just right. I’m
really please you like it. It’s OK, I guess.
- Keeping to the topic of the conversation (3C)
o E.g. So, as I was saying, …/ to get back to …. / just getting back to…
- Making careful suggestions (3C)
o E.g. Don’t you think it’s a good idea…?/ How does it sound if
we…?/Another idea might be to … / I thought maybe we could ….
- Describing photos (4C)
o E.g. And here’s a close-up of …/ We tried to get a closer shot of …/ That’s
my car in the foreground.
- Expressing careful disagreement (4C)
o E.g. Really, did you think so? I thought …/ I’m not sure about that. / I
know what you mean, but on the other hand … / Maybe you’re right, but. /
Oh, I don’t know. I think …
- Discussing advantages and disadvantages (5C)
o E.g. one good thing about / the advantage of / the disadvantage of / the
only drawback of / another problem with /
- Responding to an idea ( 5C)
o E.g. I think it’s a bad idea. / That might be worth a try. / Yes, that’s a
possibility. / It’s an idea, I suppose. / What a brilliant idea. / Mm, I don’t
know about that. / Yes, that makes sense.
- Introducing requests (6C)
o E.g. Do you mind if I …? / I’m really sorry to …/ There’s an idea I’d like to
… / I was wondering if … / I hope you don’t mind my asking, but …
- Showing you are grateful (6C)
o E.g. We really appreciate it, / We’re really grateful. / It’s so kind of you. / I
don’t know how to thank you.
- Imagining how things could be (7C)
o E.g. This could be a sitting room. /We could have some plants. /This would
make a great dining area. / I can imagine a big TV right here.
- Using vague language (7C)
o E.g. kind of / and things like that / or something like that / and so on.
- Being encouraging (8C)
o E.g. Never give up hope. / I’m sure it’ll be fine. / You never know. / It
might work out fine.
- Showing you have things in common (8C)
o E.g. The same thing happened to me. / I’ve just had a similar experience. /
I know the feeling. / It was just like that when … / It was the same with
me. / That’s just like when …
- Expressing uncertainty (9C)
o E.g. I’ve really got no idea what that is. / I haven’t got a clue what that is. /
What on earth is that?
- Clarifying a misunderstanding (9C)
o E.g. I thought …. / I understood that … / Did I get this wrong? I thought /
Have I misunderstood something? / Didn’t we say that …?
- Describing how you felt (10C)
o E.g. I was really pleased. / I was(n’t) expecting it. / It was quite a blow.
- Interrupting and announcing news (10C)
o E.g. Hold on./ There is something else we have to celebrate. / Hang on a
minute. / I know you won’t believe this. / Just a minute ./ One more thing.

Vocabulary & Topics

 Sixth Year
WEB SAMPLE 2016
8
- Adjectives describing attitude - Health
- Alternative medicine - Houses
- Animals and the environment - Life lessons
- Around the globe - Money and finance
- Books and reading - Musicians and singers
- Books, Film and TV - Mysteries
- Cause and result - Outstanding people
- Challenges - Possibilities
- Chance - Survival
- Character - Talent; ability and achievement
- City living; describing life in cities - Talking about difficulty
- Climate change - The natural world
- Collocations with make (1), get (2), - Travel and tourism
take (8), come(9) and way (10). - Trying and succeeding
- Crime - Verbs describing thought and
- Describing change knowledge
- Dilemmas - Verbs of effort
- Discoveries - Words connected with sport

Writing Text Types

- An article
- A leaflet
- A formal email applying to do voluntary work / of complaint
- A for and against essay
- An opinion essay
- A blog entry
- A description of a place
- A book/film/TV programme review
- A story

Writing skills
- Organising an article (1D)
- Organising guidelines in a leaflet (2D)
E.g. Check the weather...; Don’t eat ...; Never take…; If you think …, take…
- Describing data (3D)
E.g. The bar chart looks at …/ The blue and the red columns make a direct
comparison between …/ There is an obvious increase of …/ the numbers have
increased significantly. / There is a slight decrease in the number of people
playing …, etc. / You can see that …/ Cycling enthusiasts have reported that
interest in …. has increased noticeably in recent years. In fact, most surprising of
all, there is a significant decrease in …
- Giving a positive impression (4D)
E.g. I am fluent in … /I am good at communicating with people/ I am
confident that …/ I would be more than happy / I could make a valuable
contribution.
- Reporting opinions (5D)
E.g. Many people believe …/ scientists predicted that …/ most scientists agree
that …/ many scientists also warn that …/ not everyone agrees with this point
of view/ some people point out …/ they say…/ it seems that …/ we can’t be
completely sure about this/ my own view is that …
- Using descriptive language (6D)
E.g. an experience in itself, it’s hard to describe in words …, disappointing,
absolutely fabulous, literally breathtaking, awesome, uninspiring, mind-
blowing, ordinary, unbelievable, out of this world, dull, awe-inspiring,
 Sixth Year
WEB SAMPLE 2016
9
unforgettable, superb views, it was a whole new experience, it was the
experience of a lifetime.
- Using formal language (7D)
E.g. Dear Sir/Madam, / Yours faithfully, / I am writing regarding …/ there is a
great deal of concern about … / We understand a proposal needs to be sent
out … / I believe that … /I would formally like to request that … / If I do not
hear from you within two days … / I look forward to a prompt reply.
- Organising a review (8D)
E.g. you can’t do better than … / you can’t beat …/ This is my number one/my
absolute favourite old-fashioned crime story. /The main setting is …/ One of
the things I really like about it is …/ The other thing I enjoyed was that …/ …
is an enormously/hugely entertaining read / I highly/really recommend it. / If
you want to escape into …/ I couldn’t put it down.
- Presenting a series of arguments (9D)
E.g. People often argue … / I believe that … / My own view is that … / There
are several good reasons for … / One argument against is that … / People
sometimes claim that …
- Making a story interesting (10D)
E.g. using short sentences, questions to describe the character’s thoughts,
phrases with verb + -ing to describe actions and events, using a variety of
tenses