SIMULAZIONE ESAME DI
LINGUA INGLESE CLASSE TERZA PROFESSIONALE
Classe III° ...... Alunno
........................................................... Data
.................................
HISTORIC BRITAIN
And I can tell you more: the ox (bue) has a Saxon name, while it is
under the charge of serfs (servi), but becomes beef (manzo), a good
French word, when it arrives before the teeth that are destined to
eat it. Walter Scott
About twenty centuries ago, Great Britain was inhabited by the
Britons, a Celtic people. In 55 B.C. (Before Christ) Julius Caesar
crossed the Channel and landed on the island. The Romans introduced
their civilization and their language into the country. They
constructed roads, magnificent buildings, theatres, baths and villas.
At Bath there are imposing ruins of a Roman bath, and in the north
of England there are remains of Hadrian's Wall, a system of
fortification 73 miles long, which was erected by the Emperor
Hadrian to consolidate the northern frontier of the Province. The
ending "Chester" is typical of many modern English towns, which were
once Roman camps (Chester comes from the Latin "castra" Accampamento
).
The Roman domination lasted about 400 years. In 410 A.D., Rome had
to call back her legions, and new invaders from the Continent
crossed the North Sea: the Angles and the Saxons. They settled in
the country they called England, pushing the Romanized Britons west
and north. The people who live in Wales, and Scotland today are of
Celtic origin and still speak Celtic dialects.
During the seven centuries of Anglo-Saxon rule, Britain was invaded
by the Vikings from Scandinavia, and by the Danes from Denmark, and
traces of their languages still exist in modern English.
One event, however, really changed the history of Britain the Battle
of Hastings in 1066. At Hastings, William the Conqueror, Duke of
Normandy, defeated the Anglo-Saxon king, Harold, and conquered the
country. He was the last foreign invader of England.
At the time of the Norman Conquest, three languages were in use in
the island: Norman-French, was the language of the court and the
nobility, Latin was the language of the church, and Anglo-Saxon was
the language of the common people.
Anglo-Saxon survived the national language, but it as greatly
changed. When the Norman conquerors mixed with the conquered
Anglo-Saxons to such an extent as to become one people, Anglo-Saxon
gradually became a new language into which many French and Latin
words were introduced.
A) Read the text and decide if the sentences are true or false.
1) Twenty Centuries ago Britain was invaded by the Britons.
T F
2) The Britons were not of a Celtic origin.
T F
3) The Romans constructed a lot of things in Great Britain.
T F
4) Hadrian’s Wall is not a system of fortification.
T F
5) The ending “chester” is typical of many English towns. T F
6) Britain has never been invaded by the Vikings.
T F
7) The Battle of Hastings took place in 1188. T F
8) William the Conqueror was the last invader of Britain.
T F
9) Anglo Saxon didn’t survive the national language.
T F
10) French and Latin words were introduced into English.
T F
(1x10) score …………/10
Answer the following questions:
1) Who were the Britons?
……………………………………………………………………………………………..
2) When did Julius Caesar land in Britain?
………………………………………………………………………………………………
3) What did the Romans do in Britain?
………………………………………………………………………………………………
4) How long did the Roman domination last?
……………………………………………………………………………………………….
5) Who were the Angles and the Saxons?
……………………………………………………………………………………………….
6) Why are there traces of Scandinavian languages in modern English?
………………………………………………………………………………………………..
7) Who was William the Conqueror?
………………………………………………………………………………………………...
8) What languages were in use in England at the time of the Norman
Conquest?
…………………………………………………………………………………………………
9) What was the language of people at the time of the Norman
Conquest?
…………………………………………………………………………………………………
10) Why are there a lot of words from Latin and French origin in the
English language?
…………………………………………………………………………………………………
(1x10) score ………………./10
Score …………………/20 Penalty ………………. Mark …….…….
SIMULAZIONE ESAME DI QUALIFICA
2008/2009 PROVA DI LINGUA INGLESE
date________________ total score_________/10 mark_______
Holly: Taxi!
Taxy Driver: Where do you wanna go?
Holly: The Golden Gate Bridge
Taxi Driver: I guess you guys are British. Are you here on vacation?
Luke: Well, kind of. We're taking a gap year before university.
Taxi driver: University, huh? That reminds me of a really crazy
thing that happened about a year and a half ago.
Nadia: What was that?
Taxi driver: Well, I was driving down Bay Street. It was a nice day.
When I was turning into Lombard Street, a guy stopped me. He looked
real smart. He was wearing a tie, and he was carrying a black bag,
like the ones that pilots have. He was a nice guy, you know? He was
very polite and friendly. Anyway, I dropped him off downtown and
while I was waiting for my next ride, I saw his suitcase on the back
seat. So I opened it, hoping to find some information.........
Nadia: And did you find it?
Taxi driver: No. I found a kind of ball. It was wrapped in brown
paper. I decided to unwrap it. And inside the paper I discovered
something terrible.
Luke: What did you see?
Taxi driver: It was a human skull.
Nadia: Hang on, Holly, I think I want to get out.
Luke: Hey, let him finish his story! So what did you do?
Taxi driver: What do you think? I phoned the cops, of course. And
they said, "Don't touch anything!" When they arrived, I was standing
outside the cab. I didn't want to be inside with that skull. And
then the detective looked at it, and he was smiling, and he said,
"Take it easy, man. This skull is at least 3,000 years old!"
Luke: How come?
Taxi driver: The guy was a professor of old bones. A paleontologist.
And while the cops were looking at the skull, he was sitting in his
hotel room, feeling really terrible. That skull was worth millions.
So guys, do me a favor - don't forget to take your rucksacks!
All: We won't!
Downtown: centro cittą wrapped: avvolto skull: teschio cops:
poliziotti Take it easy: tranquillo How come?: Come sarebbe a dire?
Do me a favor: Fatemi un favore.
Read the dialogue, then answer the following questions:
1. What was the driver doing when the boy of his tale stopped him?
___/2p
2. Why did the taxi driver call the police? ___/2p
3. Have you ever found
something on the street? (If you haven’t, invent!) What? What were
you doing when you found it? What did you do then? ___/3p
Answer true or false ____/3p T
F
1) The taxi driver is British.
T F
2) The taxi driver lives in Bay Street.
T F
3) The day he met the smart guy, the weather was nice.
T F
4) The guy showed the taxi driver what was in his suitcase. T
F
5) The guy was sitting on the rear seat. T F
6) Nadia is scared by the story.
T F
7) The skull was that of a man killed three years before.
T F
Class IV° ....... Student
.............................................................. Date
...............................
TEACHERS FAIL AS TEENAGE ROLE MODELS
Problems are human judgments about situations. Problems do not exist
independently of some human beings finding some situation
problematic. For someone to say, "I have a problem," is for them to
say, "Here is something that concerns me and I want you to be
concerned, too." It is an attempt to impose expectations on us in a
way that is difficult to reject. It is often seen as unsympathetic
to respond, "That is not my problem." But, given a scarcity of time
and resources, it may be a wise thing to do.
A school is often seen as a moral community whose members cannot
easily profess lack of concern for anything which might be thought
to impact upon children. The question, "How are drugs and alcohol
abuse a school problem?" sounds heartless and unworthy of a "real"
educator. But the catch is this: schools are imagined also to be
productive organizations, "factories" as it were which are expected
to yield substantial results. By accepting concerns on moral grounds,
educators are trapped into possibly unfulfillable expectations for
results.
Teenagers have a lack of respect for authority figures outside the
home, with almost one fifth believing that the police should be
ignored, a study by the Sunday Times newspaper has revealed. Eight
out of ten do not think the police give a good example of how to
behave.
The survey of more than 1,000 schoolchildren aged between 13 and 16
showed that teachers also appeared to have little influence on
teenage behaviour.
Only one in twenty teenagers said teachers were an important
influence in their lives, while more than three quarters said they
would rarely or never turn to their teachers for advice on matters
outside school. Fewer than one in thirty said they would often turn
to their teachers for personal guidance.
The responses to questionnaires distributed to ten schools showed
the majority of young people look to their parents to set an example
of good behaviour. Mothers are seen as providing the best model, but
more than half of the teenagers also claimed their fathers were a
positive influence.
However, one in five did not live with their fathers; of those who
did, more than a quarter said they had not had a proper conversation
with their fathers in the past week.
Figures of authority outside the home had even less influence on
attitudes. Fewer than one in ten teenagers said the church gave a
good example, while only about one in twenty said politicians and
the royal family served as good role models. Fewer than one in ten
said television and film characters, sports celebrities and pop
stars provided a lead in good behaviour.
The majority of teenagers said that, after their mothers, friends
had the most influence over their lives. One in six teenagers said
their parents were too strict, and one in ten said they were too
easy-going. Only a small number said that their parents did not care
what they did.
A) Mark the following sentences True (T) or False (F)
1) It is usually unsympathetic not to listen to or help people with
problems.
2) Teenagers have more respect for their parents than for other
traditional figures of authority.
3) Most teenagers turn to their teachers for advice only if they
have personal problems.
4) The most important influence on teenagers’ lives is their mother.
5) After the mother, the second most important influence is the
father.
6) Teenagers have less respect for the church than for the royal
family.
7) Most teenagers look to TV personalities, sports celebrities and
pop stars as role models.
8) The majority of teenagers feel that their parents are too strict.
9) Hardly any of the teenagers criticize their parents for not
caring about what they do.
10) A school is often seen as a moral and educational community.
Score ……………../10
Answer the following questions:
1) Who conducted this survey? ……………………………………………………………….
………………………………………………………………………………………………….
2) How many teenagers took part in it? ………………………………………………………
………………………………………………………………………………………………….
3) How old are they? ………………………………………………………………………….
………………………………………………………………………………………………….
4) How many schools were involved? ………………………………………………………...
…………………………………………………………………………………………………..
5) What do you like about the school in general? ……………………………………………..
…………………………………………………………………………………………………..
6) What is your favourite subject at school? Why? ……………………………………………
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
7) Have you ever visited a foreign school? ……………………………………………………
…………………………………………………………………………………………………..
8) How would you define the kind of education you have received at
school? ………………
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
9) At the end of the secondary school what are you planning to do?
…………………………
…………………………………………………………………………………………………...
……………………………………………………………………………………………………
10) Should anyone who wants to go to the university be allowed to?
…………………………..
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Score ……………../20
Total Score ……….…./30 Penalty ………………. Mark ……….…….
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