Apellidos y nombre:... D.N.I.:... Grupo:...Docente del programa:... INSTRUCCIONES

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1 P.T.E. de Certificación Nivel Intermedio PD Apellidos y nombre:... D.N.I.:... Grupo:...Docente del programa:... INSTRUCCIONES 1. El alumnado deberá tener disponible en todo momento a requerimiento del personal docente del programa documento acreditativo de su identidad como D.N.I., pasaporte, permiso de conducir o, en el caso del alumnado extranjero, tarjeta de residencia en vigor o en trámite o tarjeta de estudiante emitida por la Subdelegación de Gobierno. 2. Para la realización de la prueba sólo está permitido el uso de papel sellado proporcionado por el personal docente. 3. Al finalizar la prueba, el alumnado deberá entregar al personal docente tanto el cuadernillo de examen completo como los folios en blanco sellados que pudieran haberle sido entregados. 4. Este cuadernillo de examen contiene las siguientes secciones: Comprensión de lectura o Reading Passage. Comprensión oral o Listening Comprehension Hoja de respuestas o Answer Sheet Expresión e interacción escrita Writing Composition 5. En las dos últimas hojas, Writing Composition y Answer Sheet, el alumnado deberá consignar su nombre y apellidos, así como el número de su D.N.I. Sólo se considerarán para su evaluación las respuestas anotadas por el alumnado en la hoja de respuestas o Answer Sheet, por lo que sólo será en esta hoja donde el alumnado deberá escribir las respuestas de las preguntas de cada sección a excepción del ejercicio de expresión escrita que se redactará en su hoja específica. 6. Sólo se admitirán para su corrección los exámenes escritos con tinta azul o negra. Estructura, puntuación y duración de la prueba. Destreza Nº preguntas por pregunta totales Total destreza Duración Comprensión Texto A de lectura (2 tareas) Texto B Comprensión Parte oral (2 tareas) Parte Expresión / Interacción Interacción (100 palabras) 5 Escrita (2 tareas) Expresión (100 palabras) 5 Expresión / Interacción Interacción 5 Oral (2 tareas) Expresión minutos 30 minutos 60 minutos 10 a 15 minutos El alumno/a deberá alcanzar una puntuación mínima de 5 puntos en cada una de las destrezas evaluadas. Página 1 de 13

2 Reading Passage P.T.E.C. Nivel Intermedio PD Comprensión de lectura INSTRUCCIONES Por favor, lea estas instrucciones detenidamente antes de empezar a hacer esta sección del examen. Usted deberá leer dos textos para así poder evaluar el grado de comprensión lectora que posee. Lea cada tarea atentamente para saber qué se pide y cómo contestar. Señale claramente sus respuestas en la Hoja de Respuestas o Answer Sheet. No se admitirán respuestas ambiguas, ni dos respuestas en la misma pregunta, ni respuestas anotadas en otro lugar que no sea la Hoja de Respuestas o Answer Sheet. Texto A Tarea 1. - Elija la mejor definición para la(s) palabra(s) en negrita marcando A, B o C en la hoja de respuestas. - Marque T (true / verdadero) o F (false / falso) en la hoja de respuestas si las siguientes oraciones son verdaderas o falsas según la información dada en el texto. Además deberá elegir la opción que mejor justifique la falsedad o veracidad de dicha oración. Para puntuar el alumno deberá marcar correctamente las dos casillas de cada pregunta. Texto B Tarea 2. - Complete las oraciones marcando la mejor opción (A, B o C) en la hoja de respuestas según la información dada en el texto. Página 2 de 13

3 Reading Passage P.T.E.C. Nivel Intermedio PD Texto A It's time to follow Scotland's example and give the vote at 16 Lowering the voting age to 16 in next year's Scottish referendum is a progress for democracy that should be imitated across Britain. Yesterday the Scottish parliament made history by passing legislation allowing 16- and 17-year-olds to vote in next year's independence referendum. Holyrood should be proud of its role in extending the franchise: young people desperately need to be brought into our democratic structures as early as possible. But the move also exposes the absurdity of granting people a vote in such an important referendum, but denying them the right to elect their own representatives. It is time for all the political parties in Westminster as well as the appointed members of the government to get behind votes at 16. A recent poll offered some worrying information: political disconnection is an ever-intensifying problem and especially so for young people. Only 12% of those aged 18 to 24 now say they are likely to vote, down from an already depressing 30% just two years ago. This early disaffection directly affects the likelihood of people to vote later in life. The American researcher Eric Plutzer describes voting as a "gradually acquired habit". If you do it early, you will do it often. But if you start off on the wrong foot you are more likely to fall into the habit of non-voting. The 16- and 17-year-olds voting in next year's Scottish referendum are being given the opportunity to become good citizens for the rest of their lives. It is crazy to deny this chance to other young people around the UK. Voting ought to form a crucial part of a young person's education. By the age of 16, thanks to citizenship education, young people have learnt in their classrooms about how our democracy works and why it is so important to vote. However, they are not allowed to exercise their most basic civic right for another two years, creating a dangerous gap between education and practice. Next year's referendum will be the first test of what happens when young people are given the opportunity to put citizenship education into practice while it is still fresh in their memory. We should not be surprised if these young people go on to show higher levels of civic engagement in the future. The danger is that their contemporaries around Britain, and indeed subsequent generations of Scottish young people, fail to match them. This is not about giving young people what they want. Among 15- to 19-year-olds, more than half prefer to maintain the status quo, with the most popular reason being that those under 18 lack life experience. It is about seeding a respect for democracy at an early age, and encouraging people to get into the habit of voting. We should challenge the commonplace assumption that politics is an activity reserved for a narrow band of elites, and that voting is pointless. By enhancing civic education with the right for 16- and 17-year-olds to vote, we could do just that. Yesterday's legislation in Holyrood is a landmark moment. Politicians around Britain should take this opportunity to build a lasting legacy by lowering the voting age for all elections. Página 3 de 13

4 Reading Passage P.T.E.C. Nivel Intermedio PD Tarea 1. Choose the best option for the words in bold. 1. When somebody is appointed, it means that that person... a. plays an important role in a group or organization. b. has been chosen for a job or duty. c. has been elected in a public election. 2. A poll is... a. a type of specialised publication. b. an institution that analyses the political and social situation in a country. c. a common way for politicians to know people's opinion about them. According to the information given in the text, say whether the following statements are true or false AND choose the option that best justifies your answer. 3. It is probable that if young people are allowed to vote at the age of 16, they may have clearer and firmer political ideas when being adult. a. If the 16-year-olds can vote, they may not lose the habit of voting when they become adult. b. Starting to vote early will make people's political views and opinions more solid. c. Adult people will actively participate in political parties if they started to vote earlier in their lives. 4. Allowing the vote at the age of 16 is a good way to reinforce what young people have learnt at school. a. Democratic values and political ideology are taught at home. b. Introducing in schools the teaching of the country's democratic political system and institutions is something that educational authorities should do. c. Young people may lose interest in politics if they can't put into practice what they have learnt. 5. Most young people welcome the proposal of allowing the vote to the 16-year-olds. a. They need to learn more about life. b. It is a good way to make themselves more responsible citizens. c. A small percentage of young people are against the vote for the 16-year-olds. Página 4 de 13

5 Reading Passage P.T.E.C. Nivel Intermedio PD Texto B If you're going to San Francisco stay on a stylish Sausalito houseboat On the beautiful houseboats in Sausalito, on San Francisco Bay, the countercultural spirit of 1960s California is still alive. On the north side of the Golden Gate bridge in Marin County, Sausalito is a picturesque waterfront town, a 30- minute ferry ride (or 10-minute drive) from downtown San Francisco. Pine forests overlook a bay dotted with millionaires' houses resting on pillars. There, 22 boats are permanently anchored and range from big, ostentatious houseboats with yacht-like modernist design to more rustic ones with wood-burning cookers and marbled kitchenettes. The majority are occupied by their owners but some are available for holiday rents. The houseboat community began before the hippy movement of the 60s and 70s. The docks where the houseboats are found were shipyards where they built boats for the US navy. The warships used in the Normandy landings came from here and some of the boats that never sailed to Europe later became home to shipbuilders and dockworkers who needed cheap housing after the war. Later, young beatniks discovered this incredible, natural way of life on the water and that's how it all began. In 1976, Fleetwood Mac stayed here while recording the Rumours album at the Record Plant studio. According to rock'n'roll folklore those recording sessions were drug-fuelled, as was the Sausalito of the 70s, when the houseboat community emerged from the flower-power era. Those hippies who had gone to San Francisco wearing flowers in their hair had been welcomed by a battalion of drug addicts who put into practice the 60s ideas of peace, love, understanding and ingenuity by living on illegally occupied boats and refusing to pay taxes. Since those times, the community has become increasingly prosperous but retains its artistic credentials. Most residents are self-employed: photographers, painters, film-makers, writers, carpenters, sculptors. They have families and well-paid jobs, probably don't take acid, and play with ipads not guitars, but they have a way of life more pleasant and alternative than that of the city residents over the water. Not as counter-cultural as it used to be in the 60s and 70s, the area offers a diverse, friendly, bohemian community of people that take big pride in their homes. Tobiko is a beautiful little boat on Liberty Dock. This houseboat spreads over three floors, the lower level has two bedrooms. The living area on the middle deck is wood-floored with a wood-burning cooker, and a winding staircase that leads to a charming bathroom with a Jacuzzi. The kitchen sits next to a small dining area with a window with spectacular views across the Liberty Dock marina. Up on the top deck, you can sit on some comfortable seats in the afternoon sun, enjoying a couple of homemade beers kindly offered by the neighbour next-boat. Página 5 de 13

6 Reading Passage P.T.E.C. Nivel Intermedio PD Tarea 2. Complete the sentence with the best option according to the information given in the text. 6. The houseboats in Sausalito... a. belong to the people that live in them. b. have different styles and designs. c. can only be accessed by boat. 7. People started to use the boats as homes when... a. the hippy movement arrived in San Francisco. b. they understood that living on them was a natural and original way of life. c. they couldn't afford an ordinary accommodation. 8. The people who inhabited these houseboats in the 60s... a. didn't use to pay a rent for these homes. b. were musicians that used to take a lot of drugs. c. were rich painters and photographers. 9. Nowadays residents of Sausalito's houseboats... a. keep a close similarity to the past residents there. b. and those in San Francisco live differently. c. have good jobs in big companies. 10. In the houseboat described in the text... a. you can eat in the kitchen area. b. there are beautiful views from the bedrooms. c. the living room is on the top level of the boat. Página 6 de 13

7 Listening Passage P.T.E.C. Nivel Intermedio PD Comprensión oral INSTRUCCIONES Por favor, lea estas instrucciones detenidamente antes de empezar a hacer esta sección del examen. Usted deberá escuchar dos secuencias de audio para así poder evaluar el grado de comprensión auditiva que posee. Cada secuencia se reproducirá tres veces. Señale claramente sus respuestas en la Hoja de Respuestas o Answer Sheet. No se admitirán respuestas ambiguas ni dos respuestas en la misma pregunta, ni respuestas anotadas en otro lugar que no sea la Hoja de Respuestas o Answer Sheet. Lea cada tarea atentamente para saber qué se pide y cómo contestar: Secuencia 1 Tarea 1. - Complete las oraciones marcando la mejor opción (A, B o C) en la hoja de respuestas según la información dada en la grabación. Secuencia 2 Tarea 2. - Complete las oraciones marcando la mejor opción (A, B o C) en la hoja de respuestas según la información dada en la grabación. Página 7 de 13

Listening Passage P.T.E.C. Nivel Intermedio PD Secuencia 1 Tarea 1. Writing a CV John Woodrow works in the Human Resources department of a large UK company: he recruits people for his company.

8 Listening Passage P.T.E.C. Nivel Intermedio PD Secuencia 1 Tarea 1. Writing a CV John Woodrow works in the Human Resources department of a large UK company: he recruits people for his company. Listen to this recording about how to write a good CV. Complete the sentence with the best option according to the information given in the recording. 11. John Woodrow's department prefers to use its own application form to advertise their job offers... a. so that they will have fewer CVs to read. b. so that candidates give the information the company needs. c. because it is easier for candidates to ask for the job. 12. The company accepts CVs... a. only when the Human Resources department doesn't use its own application form. b. only when the company needs to offer many jobs. c. even when the company is not offering a specific job. 13. According to John Woodrow,... a. CVs shouldn't be long. b. CVs should include just one recent photograph of the candidate. c. It is useful that CVs show what the candidate look like. 14. The first CV that Mr Woodrow comments... a. is difficult to read. b. gives no information about the candidate's years at primary school. c. doesn't offer enough information about the candidate. 15. The second CV that Mr Woodrow comments... a. includes one interesting reference. b. is as well organised as the first CV. c. is shorter than the first one. Página 8 de 13

Listening Passage P.T.E.C. Nivel Intermedio PD Secuencia 2 Tarea 2.

Complete the sentence with the best option according to the information given in the recording. 16. Sunderland F.C. changed its manager... a. because the former manager resigned, that is, he left the post.

Some people don't agree with the club's decision regarding di Canio... a. because they don't like di Canio's ideas about football playing. b. because of di Canio's lack of experience on football management.

c. has got fanatic left-wing political ideas. 19. Paolo di Canio... a. declares he has the right to express his own political ideas. b.

9 Listening Passage P.T.E.C. Nivel Intermedio PD Secuencia 2 Tarea 2. Sports & Politics Listen to this recording about some controversial political views from Sunderland F.C.'s manager Paolo di Canio. Complete the sentence with the best option according to the information given in the recording. 16. Sunderland F.C. changed its manager... a. because the former manager resigned, that is, he left the post. b. in order to improve or make the situation of the team better. c. after the poor results in the football season last year. 17. Some people don't agree with the club's decision regarding di Canio... a. because they don't like di Canio's ideas about football playing. b. because of di Canio's lack of experience on football management. c. because di Canio can negatively affect the club. 18. Concerning politics, Paolo di Canio... a. is considered an extremist. b. is a member of a Neo-Nazi party. c. has got fanatic left-wing political ideas. 19. Paolo di Canio... a. declares he has the right to express his own political ideas. b. says politics is not his speciality. c. accepts that being fascist can involve being racist 20. The world's oldest football team in the world... a. started playing after b. is Blackburn Rovers. c. is Jennifer's football team. Página 9 de 13

10 Answer Sheet P.T.E.C. Nivel Intermedio PD Apellidos y nombre:... D.N.I.:... Grupo:...Docente del programa:... Tache la casilla correcta. Comprensión de Lectura Tarea 1 Tarea 2 1. A B C 6. A B C 2. A B C 7. A B C Choose the evidence 8. A B C 3. T F A B C 9. A B C 4. T F A B C 10. A B C 5. T F A B C Comprensión Oral Tarea 1 Tarea A B C 16. A B C 12. A B C 17. A B C 13. A B C 18. A B C 14. A B C 19. A B C 15. A B C 20. A B C Página 10 de 13

11 Writing Composition P.T.E.C. Nivel Intermedio PD Expresión e interacción escrita INSTRUCCIONES Por favor, lea estas instrucciones detenidamente antes de empezar a hacer esta sección del examen. Usted deberá redactar dos escritos para así poder evaluar el grado de expresión e interacción escrita que posee. Tache completamente o cubra con corrector todo aquello que pueda interferir con la lectura lineal de su texto. No se admitirán dos opciones en ninguna frase. Deberá cuidar la presentación: escriba con letra clara y evite, en la medida de lo posible, los tachones. Deberá redactar los escritos en las hojas establecidas para ello. Ajústese a la extensión del texto que se le pide. Si necesitara más papel, solicite un folio adicional a su tutor/a. Lea cada tarea atentamente para saber qué se pide y cómo contestar: Interacción Tarea 1. Expresión - Redacte una carta al director de un periódico sobre una noticia publicada en él. Tarea 2. - Redacte un texto sobre las ventajas y desventajas tanto de la radio como de la televisión. Página 11 de 13

Writing Composition P.T.E.C. Nivel Intermedio PD Interacción escrita Apellidos y nombre:.

The text about the right to vote for the Scottish 16-year-olds, which

published on the online edition of a major British newspaper.

12 Writing Composition P.T.E.C. Nivel Intermedio PD Interacción escrita Apellidos y nombre:... D.N.I.:... Grupo:...Docente del programa:... Tarea 1. The text about the right to vote for the Scottish 16-year-olds, which you read in the Reading Comprehension section of this exam, was published on the online edition of a major British newspaper. As on any online edition, readers are invited to send their comments about the published articles. Send your comments about the different opinions and ideas expressed by the journalists in their article. Write 100 words. Página 12 de 13

Writing Composition P.T.E.C. Nivel Intermedio PD Expresión escrita Apellidos y nombre:... D.N.I.:... Grupo:...Docente del programa:... Tarea 2. Once you have reached the end of the That's English!

13 Writing Composition P.T.E.C. Nivel Intermedio PD Expresión escrita Apellidos y nombre:... D.N.I.:... Grupo:...Docente del programa:... Tarea 2. Once you have reached the end of the That's English! course, can you write a paragraph about your experience learning English? Which tips for new learners of this distance learning programme would you recommend? What would you advise them not to do? Write 100 words. CALIFICACIÓN 1 Comprensión de Lectura Tarea 1 Tarea 2 totales Apto No Apto Comprensión Oral Tarea 1 Tarea 2 totales Apto No Apto Expr. / Interac. Escrita Interac. Expres. totales Apto No Apto Expr. / Interac. Oral Interac. 1 a rellenar por docente Expres. totales Apto No Apto Página 13 de 13

PRUEBAS DE CERTIFICACIÓN

SEPTIEMBRE B2 COMPRENSIÓN DE LECTURA Apellidos: Nombre:.. PRUEBAS DE CERTIFICACIÓN Marca con una X lo que corresponda: Alumno/a OFICIAL (Indica el nombre de tu profesor/a tutor/a durante el curso 2015-:...)