Inglés

EAU 2022
www.ehu.eus
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INGELESA INGLÉS

Choose between option A and option B. Specify the option you have chosen.

Please, don’t forget to write down your code on each of your answer sheets.

OPTION A
FAIRTRADE

The things we buy come from many different places. A lot of these products are made
by people who work extremely hard for very little money, while big companies make
huge profits. That is why Fairtrade was created, as a system that helps farmers and
artisans get paid reasonably. The traded products of this global organisation are
environmentally friendly, of good quality and are sold at proper prices.

Coffee is one of the biggest Fairtrade products. There are about 25 million coffee
farmers around the world. Many of them make so little money that they have to leave
their farms and migrate to other countries or use their farms for illegal crops. Farmers
22
who grow Fairtrade coffee get enough money to send their children to school and buy
food for their family. Caitlin Blacklaws, nowadays a Fairtrade activist, worked in
Guatemala as a volunteer some years ago. While she was there, Caitlin got in touch
with local coffee farmers. “Before that I didn’t know what Fairtrade was, but learning
about local people’s lives made me get involved. A farmer who doesn’t sell his coffee
through Fairtrade can’t send his children to school. They have to stay on the farm and
work with him,” she explains.
20
Alysha, from India, had to leave school when she was 14 and started making carpets.
She states that Fairtrade saves poor people from starving and gives them a decent
salary for their hard work. “It has helped me become respected by others. Now that I
earn good money, I can have a dignified life. From time to time, I can even afford some
little luxuries such as a nice dress or a necklace. I also have a bank account, and
people appreciate me as an active member of the community”.

As an ethical consumer, it can be difficult to know what to buy. Of course, the Fairtrade
logo will help you, but you also have to think about where you are shopping and who
is selling. Some companies sell Fairtrade products because they believe in the system,
but others do it because ethical shopping has become cool and they may also offer
other products that aren’t produced ethically. Moreover, many crafts that are ethically
produced don’t have a logo. So, keep it simple: buy from sources with a good
reputation and ask about where things come from before you buy them.
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INGELESA INGLÉS

OPTION A
I.- Answer 4 out of the following 6 questions according to the information given in the
text. WRITE COMPLETE SENTENCES USING YOUR OWN WORDS WHENEVER
POSSIBLE. DO NOT COPY FROM THE TEXT. (Choose 4 out of the 6 questions) (4
marks)
1. What is the purpose of Fairtrade?
2. What do many coffee farmers do because of the little money they earn?
3. Why did Caitlin become a Fairtrade activist?
4. What are the benefits that Fairtrade has brought to Alysha?
5. Why do stores offer Fairtrade products?
6. What are the easiest ways to buy ethically?

II.- Are these statements True or False? Justify your answers based on information
from the text, rewriting the original sentences in your own words or quoting properly.
(Choose 2 out of the 3 statements) (2 marks).
22
1. Although big companies make lots of money with the things we buy, many
producers earn very little money.
2. Poor people would starve and wouldn’t receive the salary they deserve without
Fairtrade, according to Alysha.
3. All ethically produced products have a logo that certifies it.
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III.- Find the words or expressions in the text that mean: (Choose 4 out of the 6
questions) (1 mark)
1. massive, very big
2. cultivate, plant
3. someone who does work without being paid, especially helping people
4. to have enough money to buy something
5. a piece of jewellery that you wear around your neck
6. fashionable, trendy

IV.- Write a composition of about 130 words on one of these topics. Specify your
option. (3 marks)
1. The journalist George Monbiot wrote, “Ethical shopping is just another way of
showing how rich you are.” Do you think this statement is true? Write an opinion
essay.

2. Are you a responsible consumer? What do you take into account when you buy
something? Explain.
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OPTION B

YOUR HUNGER CAN AFFECT YOUR TEMPER AND YOUR DECISIONS

It is one thing to feel you need something to eat. It’s another to be so starved that you
are unreasonably irritable and get easily annoyed. That’s the difference between being
hungry and being “hangry,” a clever combination of “hungry” and “angry.”

“We all know that hunger can sometimes affect our emotions and perceptions of the
world around us, but it’s only recently that the expression “hangry", meaning bad-
tempered or irritable because of hunger, was accepted by the Oxford Dictionary,”
explains Dr. Jennifer MacCormack.

There is a medical explanation for being hangry. When your blood sugar -glucose-
level falls, your brain will perceive this as a life-threatening situation and increase the
22
amounts of hormones related to stress and aggressiveness.

Getting aggressive in times of hunger is a survival mechanism. If our ancestors had

calmly let others get to the food before them, they would have starved and died. So,
individuals that were aggressive when hungry had an advantage because they
managed to get enough to eat, and therefore ensured that their genes were carried on.

Hunger may have other negative consequences, such as tiredness. You may also find
20
it hard to concentrate so you make silly mistakes and simple things can become
difficult.

Additionally, being hungry can also affect the way you think. Swedish researchers have
found that “ghrelin” – another hormone we release when we are hungry- has a negative
impact on decision-making and impulse control. Therefore, you should get a second
opinion on any important decisions if you're dealing with a mild case of hunger.

The easiest way to handle these effects is to eat something before you get too hungry.
The problem is that hangry people tend to want biscuits, chocolate, or sweets. These
sugary snacks will raise your blood sugar quickly. But that rise inevitably leads to
another fall —leaving you angrier than before. So, choose natural foods that help
satisfy hunger for as long as possible. Your body will thank you and your family and
friends might too.

A final - and very civilised – piece of advice: deal with difficult situations after food, not
before and don't try to make decisions on an empty stomach, because it's probably not
good for you.
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OPTION B
I.- Answer 4 out of the following 6 questions according to the information given in the
text. WRITE COMPLETE SENTENCES USING YOUR OWN WORDS WHENEVER
POSSIBLE. DO NOT COPY FROM THE TEXT. (Choose 4 out of the 6 questions) (4
marks)
1. What is the difference between being “hangry” and being just hungry?
2. How does your brain interpret a fall in glucose levels?
3. Why was it an evolutionary advantage for people to be aggressive when they
needed food?
4. What effects related to being hungry have Swedish scientists found?
5. What should you do if you have to make an important decision when you are
hungry?
6. Why should you not eat sugary foods when you are hungry?

II.- Are these statements True or False? Justify your answers based on information
22
from the text, rewriting the original sentences in your own words or quoting properly.
(Choose 2 out of the 3 statements) (2 marks).
1. Hangry is a word that does not appear in dictionaries.
2. It was more likely for the genes of individuals who did not try to get food
aggressively to be passed on to future generations.
3. Your friends and family will thank you if you eat sugary foods when you are
hungry.
20

III.- Find the words or expressions in the text that mean: (Choose 4 out of the 6
questions) (1 mark)
1. suffered or died because of not having enough food to eat
2. in a way that is not fair or acceptable
3. a condition giving a greater chance of success
4. made certain that something would happen
5. moderate, slight, minor
6. manage, deal with, cope

IV.- Write a composition of about 130 words on one of these topics. Specify your
option. (3 marks)
1. Should people eat whenever they feel hungry or only at regular (standard) meal
times? Write an opinion essay on this topic.

2. Everybody feels irritable or angry at some point. How do you react? How do you
deal with your temper? What do you do that helps you calm down? Explain your
answers.
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INGELESA

I.- Answer 4 out of the following 6 questions according to the information given in the text.
WRITE COMPLETE SENTENCES USING YOUR OWN WORDS WHENEVER
POSSIBLE. DO NOT COPY FROM THE TEXT. (Choose 4 out of the 6 questions) (4
marks)
Atal honetan, irakurriaren ulermenerako eta idatziaren adierazpenerako ikasleen
trebetasun maila neurtu nahi da, gai arrunteko testu bat aztertu eta lau galdera orokorrei
(wh-questions) erantzunez. Adierazpenari dagokionez, erantzunak sormenezkoak izango
dira, osoak eta zuzenki eratuak, eta lotura sintaktikoak, modu egokian eginak. Edukiei
dagokienez, testuan ongi oinarrituak izango dira, eta bertan era zuzenean edota era
inferituan adierazitakoak.
Ariketa honetako puntuaziorik altuena 4 puntukoa izango da. Galdera bakoitzari 1 puntu
emango zaio, ulermena 0.5 baloratuko da, eta adierazpena, 0.5. Erantzunak nabarmen
demostratzen baldin badu ikasleak ulertu duela testuaren alderdi hori, adierazpen akats
garrantzitsurik daukan arren ere, 0.5 emango zaio ulermenean eta, horrez gain, 0.0 eta
0.5 arteko balioak esleituko, adierazpeneko akatsen kopuru eta larritasunaren arabera.
22
Ikasleak, ariketaren argibideei kasurik egin gabe, galderari testutik literalki kopiatuz
erantzuten badio, erantzun bakoitzeko 0,25 puntuko balorazioa izango du.
Ikasleak eskatzen direnak baino galdera gehiago erantzuten baditu, idazti dituen
lehenengo laurak bakarrik zuzenduko dira.

II.- Are these statements True or False? Justify your answers based on information from
the text, rewriting the original sentences in your own words or quoting properly. (Choose
2 out of the 3 statements) (2 marks).
20
Erantzunak "TRUE" edo "FALSE" adierazpena sartu behar du lotuta era egokian eta
gainera justifikazio bat eraman behar du lagun. Ikasleak, testuan oinarrituz, erantzuna
bere hitzekin edo testuko esaldia era egokian aipatuz justifika dezake. Erantzunari
dagozkion esaldiak osoak izan beharko dira, edota, kasuan kasu, behar bezala
elkarlotuak, kakotx artean aipatu beharrekoa ondo txertatzeko.
Galdera bakoitzari 1 puntu emango zaio, ulermena 0.5 baloratuko da, eta adierazpena,
0.5. Ez du baliorik izango TRUE edo FALSE soilik idazteak. Beraz, ariketa honen
puntuaziorik altuena 2 puntukoa izango da.

Ikasleak, ariketaren argibideei kasurik egin gabe, galderari testutik literalki kopiatuz
erantzuten badio, aipamena behar den moduan sartu gabe, erantzun bakoitzeko 0,25
puntuko balorazioa izango du.
Ikasleak eskatzen direnak baino galdera gehiago erantzuten baditu, idazti dituen
lehenengo biak bakarrik zuzenduko dira.

III.- Find the words or expressions in the text that mean: (Choose 4 out of the 6 questions)
(1 mark)
Ariketa honetan, ikasleak ingelesaren lexikoa edo terminologia noraino dakien neurtu nahi
da. Lau hitz, definizio edo esaldi eskaintzen zaizkio, eta ikasleak horietako bakoitzak
testuan esangura bera duen hitza edo esaera aurkitu behar du. Aditza bada, testuan ageri
den bezala jokaturik jarri beharko du. Erantzun zuzen bakoitzak 0,25 puntuko kalifikazioa
dauka. Beraz, lau erantzun zuzenek 1 puntu osatuko dute.
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Ikasleak eskatzen direnak baino galdera gehiago erantzuten baditu, idazti dituen
lehenengo laurak bakarrik zuzenduko dira.

IV.- Write a composition of about 130 words on ONE of the following two topics. Specify
your option. (3 marks)
Ariketa honetan, ikasleak ingelesez ideiak egituratzeko eta adierazteko duen gaitasuna
neurtu nahi da. Edukiak, berriz, ikasleak idazteko aukeratutako gaiaren araberakoak
izango dira.
Ikasleak 80 hitzetik beherako testua idazten badu, azken puntuaziotik 0,5 puntuko
penalizazioa ezarriko zaio., eta 200 hitzetik gorako testua idazten badu, ariketaren azken
puntuaziotik 0,25 puntuko penalizazioa ezarriko zaio.
Positiboki jardun behar da atal hori zuzentzen. Balioetsi beharra dago ikasleak burutu ahal
izan dituen gauza positibo guztiak, eta ez erreparatu edo begiratu alderdi negatiboei
bakarrik (akats gramatikalak, testu tipoak, etab.).
Jarraian adierazten diren irizpideak orientagarriak dira zuzentzailearentzat, eta beraren
iritzira geratzen da beste puntuazio dezimalik erabiltzea, beherago iradokitakoez gain, bi
dezimal ere sartzeko aukerarekin. Ez da baloratuko ariketa proposatutako bi gaietako bati
22
erantzuten ez badio. Horrek ez du esan nahi ikasleak bere argumentu-ildo propioak garatu
ezin dituenik, baina betiere proposatutako gaiaren barruan.

Coherence and cohesion Lexical richness Overall correction

1 The text is very well- 1 Very appropriate 1 There are basically no
structured and highly vocabulary and idiomatic significant mistakes.
cohesive. expressions.
0,8 The text is very cohesive 0,8 Vocabulary and idiomatic 0,8 There are few mistakes
20
and properly structured. expressions are generally and they do not affect text
appropriate. comprehension.
0,6 The text is basically 0,6 Vocabulary and idiomatic 0,6 There are some mistakes
cohesive and structured expressions are generally that may occasionally
appropriate but affect text
sometimes choices are comprehension.
not completely adequate.
0,4 The text is only partially 0,4 Vocabulary and idiomatic 0,4 Several mistakes, some
structured and/or expressions are only of them clearly affecting
cohesive. partially adequate. text comprehension.
0,2 The text has serious 0,2 Vocabulary and idiomatic 0,2 Numerous mistakes that
structural and cohesive expressions are clearly affect text
problems. frequently inadequate. comprehension.
0 The text is neither 0 Vocabulary and idiomatic 0 A huge number of errors
structured nor cohesive. expressions are that makes text
inadequate. comprehension
impossible.
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INGLÉS

I.- Answer 4 out of the following 6 questions according to the information given in the text.
WRITE COMPLETE SENTENCES USING YOUR OWN WORDS WHENEVER
POSSIBLE. DO NOT COPY FROM THE TEXT. (Choose 4 out of the 6 questions) (4
marks)
En esta sección se intenta comprobar la competencia en comprensión lectora y la
competencia en expresión escrita por parte del/de la estudiante, a partir del análisis de
un texto genérico y respondiendo a cuatro preguntas de tipo general (wh-questions). Las
respuestas serán de producción propia en cuanto a la expresión y el contenido se
basará en las ideas vertidas en el texto.
Se valorará el ejercicio con un máximo de 4 puntos. Cada una de las preguntas valdrá 1
punto, asignándose 0.5 puntos a la comprensión y 0.5 a la expresión. Si la respuesta
demuestra evidentemente que el alumno ha entendido ese aspecto del texto, aunque
tenga importantes errores de expresión, se le asignará el 0.5 de compresión y,
adicionalmente, se le adjudicarán valores entre 0.0 y 0.5 dependiendo del número y
gravedad de los errores de expresión.
22
Si el/la alumno/a, ignorando las instrucciones del ejercicio, responde a la pregunta
copiando literalmente del texto sólo será valorado con 0.25 puntos por respuesta.
En caso de que el/la alumno/a conteste a más preguntas de las que se piden, se
corregirán solamente las cuatro primeras que haya escrito.

II.- Are these statements True or False? Justify your answers based on information from
the text, rewriting the original sentences in your own words or quoting properly. (Choose
2 out of the 3 statements) (2 marks).
20
La respuesta debe introducir la expresión "TRUE" o "FALSE" enlazada de forma
apropiada y además debe acompañarse de una justificación. El alumnado podrá justificar
su respuesta con sus propias palabras tomando evidencia del texto o también citando
adecuadamente la frase del texto. Las frases de la respuesta deben ser completas o, en
su caso, debidamente enlazadas. En caso de que el alumno decida citar literalmente,
debe hacerlo con la puntuación adecuada y acompañando la cita de las expresiones
empleadas para introducir el estilo directo.
Cada una de las preguntas valdrá 1 punto, asignándose 0.5 puntos a la comprensión y
0.5 a la expresión. No se valorará un escueto TRUE o FALSE. Cada respuesta completa
será valorada con 1 punto y, por tanto, la valoración máxima del ejercicio será de 2 puntos.
Si el/la alumno/a, ignorando las instrucciones del ejercicio, responde a la pregunta citando
literalmente del texto sin insertar su cita adecuadamente, será valorado con 0.25 puntos
por respuesta.
En caso de que el/la alumno/a conteste a más preguntas de las que se piden, se
corregirán solamente las dos primeras que haya escrito.

III.- Find the words or expressions in the text that mean: (Choose 4 out of the 6 questions)
(1 mark)
En este ejercicio el/la alumno/a demostrará su competencia léxica. Se proporcionan
cuatro palabras, definiciones, expresiones, etc. y el estudiante debe encontrar la palabra
o expresión que tenga ese significado en el texto. Cada respuesta correcta tiene una
puntuación de 0.25 y las cuatro respuestas correctas suman, por tanto, 1 punto.
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En caso de que el/la alumno/a conteste a más preguntas de las que se piden, se
corregirán solamente las cuatro primeras que haya escrito.

IV.- Write a composition of about 130 words on ONE of the following two topics. Specify
your option. (3 marks)
En esta sección se pretende medir la capacidad del/de la estudiante para estructurar sus
ideas y darles la expresión adecuada en inglés. El contenido debe ajustarse al tema
elegido de entre los dos propuestos.
Si el/la alumno/a escribe menos de 80 palabras, se le penalizará descontándole 0.5
puntos de la puntuación total del ejercicio. Si, por el contrario, su escrito supera las 200
palabras, la penalización será de 0.25 puntos.
El acercamiento a la corrección de esta sección ha de hacerse desde una óptica positiva.
Se ha de valorar cuanto de positivo haya podido llevar a cabo el o la estudiante, y no
fijarse o anclarse solo en aspectos negativos (errores gramaticales, tipologías textuales,
etc.).
Los criterios que a continuación se expresan son orientativos para el corrector/a, queda
a su criterio el uso de otras puntuaciones decimales distintas a las abajo sugeridas,
22
incluyendo hasta dos decimales. No se valorará un ejercicio que no responda a ninguno
de los dos temas propuestos. Esto no significa que el alumno/a no pueda desarrollar sus
propias líneas argumentales, pero siempre dentro de la temática propuesta.
Coherence and cohesion Lexical richness Overall correction
1 The text is very well- 1 Very appropriate 1 There are basically no
structured and highly vocabulary and idiomatic significant mistakes.
cohesive. expressions.
20
0,8 The text is very cohesive 0,8 Vocabulary and idiomatic 0,8 There are few mistakes
and properly structured. expressions are generally and they do not affect text
appropriate. comprehension.
0,6 The text is basically 0,6 Vocabulary and idiomatic 0,6 There are some mistakes
cohesive and structured expressions are generally that may occasionally
appropriate but affect text
sometimes choices are comprehension.
not completely adequate.
0,4 The text is only partially 0,4 Vocabulary and idiomatic 0,4 Several mistakes, some
structured and/or expressions are only of them clearly affecting
cohesive. partially adequate. text comprehension.
0,2 The text has serious 0,2 Vocabulary and idiomatic 0,2 Numerous mistakes that
structural and cohesive expressions are clearly affect text
problems. frequently inadequate. comprehension.
0 The text is neither 0 Vocabulary and idiomatic 0 A huge number of errors
structured nor cohesive. expressions are that makes text
inadequate. comprehension
impossible.
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OPTION A
NOTE: THERE MAY BE DIFFERENT ALTERNATIVES TO THE GIVEN ANSWERS.
STUDENTS DON’T HAVE TO WRITE THE PARAGRAPHS/LINES WHERE THEY HAVE
TAKEN THEIR ANSWERS FROM.

I.- Answer 4 out of the following 6 questions according to the information given in the
text. WRITE COMPLETE SENTENCES USING YOUR OWN WORDS WHENEVER
POSSIBLE. DO NOT COPY FROM THE TEXT. (Choose 4 out of the 6 questions) (4
marks)
1. What is the purpose of Fairtrade?
The purpose of Fairtrade is that artisans and farmers receive a fair price for their products. (p.1)

2. What do many coffee farmers do because of the little money they earn?
Many coffee farmers go to find work in other countries, or they start growing illegal crops [that
will give them more benefits] because of the little money they earn. (p.2)

3. Why did Caitlin become a Fairtrade activist?

22
She became a Fairtrade activist because, when she was volunteering/a volunteer in Guatemala,
she realized the poor conditions of farmers who didn’t do business with Fairtrade. (p.2)

4. What are the benefits that Fairtrade has brought to Alysha?

The benefits that Fairtrade has brought to Alysha are that she earns enough money to live with
dignity and therefore she is appreciated by her community. / Thanks to Fairtrade, Alysha earns
enough money to live with dignity and therefore she is appreciated by her community. (p.3)
20
(Also acceptable if students add that, occasionally, she can buy some unnecessary things
and/or that she has her own bank account).

5. Why do stores offer Fairtrade products?

Some of the stores offer Fairtrade products because they believe in ethical trading, but others
sell these products because ethical shopping is fashionable. (p.4)

6. What are the easiest ways to buy ethically?

The easiest ways to buy ethically are to look for the Fairtrade logo and to buy from reliable
sources / from sources you trust. (p.4)

II.- Are these statements True or False? Justify your answers based on information
from the text, rewriting the original sentences in your own words or quoting properly.
(Choose 2 out of the 3 statements) (2 marks).
1. Although big companies make lots of money with the things we buy, many
producers earn very little money.
This sentence is true because the text states, “A lot of these products are made by people who
work […] for very little money while big companies make huge profits.” (p.1)

2. Poor people would starve and wouldn’t receive the salary they deserve without
Fairtrade, according to Alysha.
This statement is true. According to the text, “She [Alysha] states that Fairtrade saves poor
people from starving and gives them a decent salary for their hard work.” (p.3)
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3. All ethically produced products have a logo that certifies it.
This statement is false because, according to the text, “many crafts that are ethically produced
don’t have a logo.” (p.4)

III.- Find the words or expressions in the text that mean: (Choose 4 out of the 6
questions) (1 mark)
1. massive, very big huge (p.1, l.3)
2. cultivate, plant grow (p.2, l4)
3. someone who does work without being paid, especially helping people volunteer
(p.2, l6)
4. to have enough money to buy something afford (p.3, l.4)
5. a piece of jewellery that you wear around your neck necklace (p.3, l.5)
6. fashionable, trendy cool (p.4, l.4)
22
20
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OPTION B
NOTE: THERE MAY BE DIFFERENT ALTERNATIVES TO THE GIVEN ANSWERS.
STUDENTS DON’T HAVE TO WRITE THE PARAGRAPHS/LINES WHERE THEY HAVE
TAKEN THEIR ANSWERS FROM.

I.- Answer 4 out of the following 6 questions according to the information given in the
text. WRITE COMPLETE SENTENCES USING YOUR OWN WORDS WHENEVER
POSSIBLE. DO NOT COPY FROM THE TEXT. (Choose 4 out of the 6 questions) (4
marks)
1. What is the difference between being “hangry” and being just hungry?
The difference is that when you are “hangry”, you are so hungry that it makes you feel
angry. (p.1)
(Also acceptable if students answer “…you are so hungry that it makes you
angry/annoyed and irritable) (p.1)

2. How does your brain interpret a fall in glucose levels?

22
When glucose levels fall, your brain thinks that there is some danger to your life and so
it increases hormones that make you feel stressed and aggressive. (p. 3)

3. Why was it an evolutionary advantage for people to be aggressive when they

needed food?
It was an advantage for people to be aggressive when they needed food because it
meant that (the) people/individuals/those behaving aggressively were more likely to get
food, and therefore to survive and transmit their genes. (p. 4)
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(Also acceptable if students answer “Being aggressive when they needed food was an
advantage because it meant …” (p. 4)

4. What effects related to being hungry have Swedish scientists found?

They have found that when you are hungry you release a hormone called “ghrelin,”
which affects your capacity to make decisions and to control impulses. (p. 6)

5. What should you do if you have to make an important decision when you are
hungry?
If you have to make an important decision when you are hungry, you should ask for
other people’s opinion (or wait until you have eaten to make the decision). (p.6)
(Also acceptable if students answer “…you should wait until you have eaten before you
make the decision” (p.9) or a combination of both these answers)

6. Why should you not eat sugary foods when you are hungry?
You shouldn’t eat sugary foods when you are hungry because they raise your blood
sugar very fast, but then the level falls quickly again and you end up feeling worse than
before. (p.7)
 UNIBERTSITATERA SARTZEKO EBALUAZIOA
EVALUACIÓN PARA EL ACCESO A LA
UNIVERSIDAD

CRITERIOS DE CORRECCIÓN Y CALIFICACIÓN

ZUZENTZEKO ETA KALIFIKATZEKO IRIZPIDEAK
II.- Are these statements True or False? Justify your answers based on information
from the text, rewriting the original sentences in your own words or quoting properly.
(Choose 2 out of the 3 statements) (2 marks).
1. Hangry is a word that does not appear in dictionaries.
This statement is false because the text says that this word has been [recently]
accepted by the Oxford Dictionary (p.2)

2. It was more likely for the genes of individuals who did not try to get food
aggressively to be passed on to future generations.
The sentence is false because the text states, “individuals that were aggressive when
hungry had a survival advantage because they managed to get food, and therefore
ensure that their genes were carried on” (p.4)

3. Your friends and family will thank you if you eat sugary foods when you are
hungry.
This statement is false because the text says that your friends and family may thank
you if you deal with your hunger with food which is natural and nutrient rich (p.7)
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III.- Find the words or expressions in the text that mean: (Choose 4 out of the 6
questions) (1 mark)

1. suffered or died because of not having enough food to eat starved (p.1, l.1 & p.4, l.2)
2. in a way that is not fair or acceptable unreasonably (p.1, l.2)
3. a condition giving a greater chance of success advantage (p.4, l.3)
4. made certain that something would happen ensured (p.4, l.4)
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5. moderate, slight, minor mild (p.6, l.4)
6. manage, deal with, cope handle (p.7, l.1)