MOCK EXAM 1
SIMULA UN ENTORNO TRANQUILO DURANTE CUATRO HORAS Y MEDIA
COMO SI ESTUVIERAS EN EL EXAMEN. DURANTE ESE TIEMPO:
1. ELIGE UN TEMA Y REDÁCTALO SIN MIRAR APUNTES, SIMULANDO
EXAMEN REAL.
2. ELIGE TRES PREGUNTAS DE LAS SEIS DEL TEXTO.
GOOD LUCK!
PRACTICAL EXAM:
Should Gifted Students Get More Resources?
BY DAVID FIRESTONE
1 In a country that has always been a little uncomfortable with the idea of an educational elite
2 it’s tough to argue for more seruices for gifted students in public schools, particularly when so
3 many districts are already starved for resources and high-quality programs. But that's what we
4 did on Sunday in the third instalment of our editorial series on fixing math and science
5 education, and the touchy subject produced a particularly fervent response.
6 Many commenters said that gifted students were the last ones who needed more resources.
7 “I find the concept of 'gifted and talented' children to be highly problematic," wrote Stephen R.,
8 an educator from Fort lee, N.J. "Most often, they are children with parents who had high levels
9 of education. This class advantage is then used to justify additional funds, skewing the
10 educational system even further to reproducing the advantage of those with it."
11
12 This was a common theme from many readers, who associate high educational achievement
13 with wealth and privilege. Our position in the editorial was that the educational system is not
14 identifying enough gifted students in low-income schools and among minorities, precisely
15 because it does-not-expect to find them there. Properly trained teachers, we argued, could
16 make a difference in seeking out those children and giving them extra attention, and that
17 needn’t come at the expense of general education. But many readers just weren't buying it.
18 “No one child is born more gifted or talented than the other", wrote Armah Kpissay of San Jose,
19 citing Malcolm Gladwell. "Taxpayers' dollars should be used to help everyone equally: universal
20 pre-k, after-school programs, summer school, etc. for everyone! In the words of our founding
21 fathers: “All men are created equal."
22 The country doesn't believe that about physical abilities, though, and few people object to
23 varsity athletics programs.
24 In fact, despite criticism of the editorial, the majority of readers supported special programs for
25 students who are academically talented, and many who had been in such programs explained
26 their benefits.
, MOCK EXAM 1
27 "As a gifted student, I feel like I have been challenged for the entirety of my school career",
28 wrote Sally R., a student who lives in Wisconsin. "If it was only possible to ensure all rural and
29 metropolitan schools were like this that would be ideal."
30 One parent complained that too many resources were devoted to special education students,
31 leaving top students apathetic. "My son was told to read a book or work on a computer,"
32 wrote the parent, S.S., of Bangor, Me, "He was bored and showed it. His grades were lower
33 than they are now in his challenging college prep high school, since he is interested in what
34 he's doing. If only more of his teachers had paid attention to him instead of ignoring him
35 because he wasn't causing any trouble!" (Other parents said it was the special-ed students who
36 needed the resources and attention, because the strongest students would rise to the top on
37 their own.)
38 Many commenters blamed the neglect of top students on a long national history of anti-
39 intellectualism. As Charles Morrow of Barton, Vt., wrote, even politicians in this country play,
40 down their academic achievement. "ln most of the world, teachers are highly trained and held
41 in high esteem," he wrote. "Education is valued and well provided by the state. Music, known to
42 improve mental acuity, and innovation are fostered. Science is not contested by supersition.
43 Schools are not war zones."
44 And in one of the most barbed comments, a parent named Sharon Reagan questioned the point
45 point of turning out better students in science and math when the entire country, as she said, is
46 "dropping the ball on research and development."
1. Identify the format and the type of text and give a brief account of their main
characteristics.
2. In no more than 250 words, give your own opinion on the issue under
consideration.
3. Use the following words from the text in a complex sentence (the words are in
bold in the text): fervent, skewing, varsity, apathetic, acuity, barbed.
4. Give a brief account of the measures to be taken in the EFL classroom to cater
for the diversity of needs, attitudes and motivations of the students during C.S.E.
LANGUAGE USE ACTIVITIES
1. Explain the meaning of the following expressions:
The spotlight.
The Shadow Cabinet.
The dole.
A foregone conclusion.
A gift horse.
A wet blanket.
Stock Exchange Market.
The Rust Belt.
A rolling stone.
