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Apruébalo B2 First

Multiple choice: parte 5 del B2 First

6 preguntas · 2 puntos cada una · cuenta en Reading

En la parte 5 lees un texto largo y respondes 6 preguntas de cuatro opciones (A, B, C o D). Es la parte que más exige entender lo que el autor quiere decir, no solo lo que dice.

Qué te piden

Son 6 preguntas. Cada acierto vale 2 puntos, así que la parte suma 12 puntos dentro de Reading. Pocas preguntas, pero cada una pesa el doble que en las partes 1, 2, 3 y 7. Las preguntas siguen el orden del texto; la última puede tratar del texto entero.

Tiempo orientativo

En la app te proponemos unos 13 minutos. Es un tiempo orientativo nuestro, no una norma del examen. La mayor parte se va en leer bien el texto; no la recortes.

Los tipos de pregunta

  • Detalle

    Pregunta por un dato concreto de una parte del texto. Busca esa parte y léela entera, no solo la frase con las mismas palabras.

    • According to the second paragraph, why did Sam leave the team?
  • Opinión y actitud

    Pregunta qué piensa o siente el autor o una persona del texto. Fíjate en adjetivos, adverbios y verbos que muestran una valoración.

    • How does the writer feel about online reviews?
  • Referencia

    Pregunta a qué se refiere una palabra como it, this o they. Lee las frases de alrededor: suele estar antes, pero no siempre en la frase anterior. Prueba a sustituir la palabra por cada opción.

    • What does 'this' refer to in the third paragraph?
  • Vocabulario en contexto

    Pregunta qué significa una palabra o expresión en ese texto. Puede no ser su significado más habitual. Prueba cada opción en lugar de la palabra.

    • What does the phrase 'put off' mean in the fourth paragraph?
  • Propósito y tono

    Pregunta por qué el autor menciona algo o qué intenta hacer: criticar, explicar, convencer, hacer reír.

    • Why does the writer mention her grandmother's kitchen?
  • Idea global

    Pregunta por el mensaje principal del texto entero o de un párrafo. Piensa en el resumen, no en un detalle.

    • What is the writer's main point in the article as a whole?

Paso a paso

  • Lee el texto entero una vez para entender el tema y la postura del autor.
  • Lee la primera pregunta sin mirar las opciones y localiza la parte del texto que trata de ella; estará después de la de la pregunta anterior.
  • Lee esa parte con cuidado y piensa tu propia respuesta.
  • Ahora lee las cuatro opciones y elige la que dice lo mismo que el texto, aunque use otras palabras.
  • Comprueba por qué fallan las otras tres antes de pasar a la siguiente pregunta.

Trampas habituales

  • La opción que repite palabras del texto pero dice otra cosa.
  • La opción verdadera que no responde a la pregunta.
  • La opción demasiado fuerte: always, never, completely, cuando el texto solo dice often o partly.
  • La opción que aparece en el texto, pero en otro párrafo o atribuida a otra persona.
  • Responder con lo que tú piensas o sabes del tema, y no con lo que dice el texto.

Ojo.Cuidado con los falsos amigos en las opciones. Actually significa «en realidad», no «actualmente». Eventually significa «al final», no «eventualmente». Un falso amigo puede hacerte elegir la opción equivocada.

Antes de pasar a otra parte

  • Cada respuesta se apoya en una frase concreta del texto.
  • Has descartado las otras opciones con una razón.
  • En las preguntas de opinión has buscado la voz del autor, no la de otras personas.
  • Has respondido las 6 preguntas.

Ejercicios de muestra

Dos ejercicios de la parte 5 con corrección y explicación de cada pregunta. Están escritos por nosotros con el formato del examen; no son preguntas de exámenes oficiales.

Ejercicio 1: Finding my voice

Lee el texto y elige la respuesta correcta de cada pregunta.

For most of my life, I was the person who moved her lips during 'Happy Birthday'. At primary school, a music teacher had once asked me, kindly but firmly, to sing a little more quietly, and I had taken the hint so seriously that I hardly opened my mouth for the next thirty years. So when my friend Elena suggested that I come along to her community choir, I laughed. Then I realised she wasn't joking.

Elena's argument was simple. The choir, which met every Tuesday evening in the hall behind the local library, did not hold auditions. Nobody would ask me to sing alone, and nobody would mind if I got things wrong, because, as she put it, 'half of us get things wrong every week and the other half are too busy counting to notice.' I agreed to go once, mainly so that she would stop asking.

That first evening was not a success, at least not in the way I had hoped. I had imagined slipping in at the back and listening for an hour. Instead, the conductor, a cheerful retired engineer called Martin, divided us into groups according to how high or low our voices were. This involved each person singing a single note while he listened. When my turn came, my voice came out as a thin, uncertain sound, and I felt my face turn red. Martin simply nodded, said 'Alto,' and moved on to the next person. It was over in three seconds, but I spent most of the following hour wondering whether I could leave without anyone noticing.

I stayed, though, and something unexpected happened during the last song. We had been learning it line by line, and the altos had a part that sounded rather dull on its own, just a few notes repeated over and over. Then Martin brought all the groups in together. Suddenly my boring little line fitted underneath the tune like a missing piece of a puzzle, and the whole room seemed to fill with sound. I was part of that sound. I couldn't have told you whether I was singing well, but for the first time in my life I didn't care.

I have been going back every Tuesday for two years now. My voice has not changed dramatically; I will never be asked to perform a solo, and I am quite happy about that. What has changed is the way I think about learning. Like many adults, I had divided the world into things I was good at and things I was not, and I had stopped trying anything in the second group. The choir showed me that this division was largely in my head. Being bad at something, I discovered, is only embarrassing if you believe that everyone else is watching you, and in a room full of people concentrating on their own music, nobody is.

Last month, Elena told me that she had nearly given up on persuading me. 'You were the most stubborn person I'd ever invited,' she said. I reminded her that I had only agreed in order to make her stop. She smiled and said that was exactly why she had kept asking: she had known that once I was through the door, the music would do the rest. I suspect she was right, though I have not told her so. I don't want her to start choosing my hobbies.

Pregunta 1

What does the writer suggest about the music teacher's request at primary school?

Pregunta 2

Why did the writer agree to go to the choir?

Pregunta 3

How did the writer feel after Martin had listened to her voice?

Pregunta 4

What does the writer mean when she says her line 'fitted underneath the tune like a missing piece of a puzzle'?

Pregunta 5

What is the main thing the writer has learnt from the choir?

Pregunta 6

What does the final paragraph show about the writer's attitude to Elena?

Ver las soluciones y las explicaciones
  1. B · It had a far greater effect on her than it deserved.. Una petición amable la tuvo callada «for the next thirty years»: se la tomó mucho más en serio de lo que merecía. En el texto: I had taken the hint so seriously that I hardly opened my mouth for the next thirty years
  2. C · She hoped it would stop Elena from trying to persuade her.. Lo dice claramente: «I agreed to go once, mainly so that she would stop asking». En el texto: I agreed to go once, mainly so that she would stop asking.
  3. A · She was so embarrassed that she thought about leaving early.. Se puso roja y pasó la hora siguiente pensando si podría irse «without anyone noticing». En el texto: It was over in three seconds, but I spent most of the following hour wondering whether I could leave without anyone noticing.
  4. D · It only made sense when it was combined with the other parts.. Sola sonaba aburrida («dull on its own»); al juntarse con los demás grupos, cobró sentido, como la pieza que falta en un puzle. En el texto: the altos had a part that sounded rather dull on its own, just a few notes repeated over and over. Then Martin brought all the groups in together.
  5. C · Her fear of being judged had stopped her from trying new things.. Descubre que la división entre lo que se le daba bien y mal estaba «in my head», y que la vergüenza venía de creer que todos la miraban. En el texto: The choir showed me that this division was largely in my head. Being bad at something, I discovered, is only embarrassing if you believe that everyone else is watching you
  6. D · She accepts that Elena's approach worked, but would rather not admit it to her.. «I suspect she was right, though I have not told her so»: reconoce que Elena acertó, pero no se lo dice, en tono de broma. En el texto: I suspect she was right, though I have not told her so.

Avisar de un error en este ejercicio

Ejercicio 2: Late-night radio

Lee el texto y elige la respuesta correcta de cada pregunta.

For three years I have presented a programme on a small community radio station, every Thursday from eleven at night until one in the morning. When I tell people this, they usually ask how many listeners I have, and I have learnt to give an honest answer: I don't really know. The station can measure how many people are connected to the online stream, but most of our audience still listens on old-fashioned radios, in kitchens, cars and hospital wards, and nobody counts them. For a long time this bothered me. Now I think it is one of the best things about the job.

I never planned to work in radio. I was a librarian, and the station was in the same building as my library, on the floor above. One evening the manager, a cheerful man called Victor, came down to borrow a book and mentioned that the presenter of the late show was moving abroad. 'You've got the right voice for it,' he said, which surprised me, because nobody had ever commented on my voice before. I assumed he was simply being polite, or desperate. It turned out he was a bit of both, but he also lent me an old recorder and asked me to read a few pages of my favourite novel into it. Two weeks later I was on air.

The first few programmes were terrible. I had prepared every word in advance, and I read my notes so quickly that I often finished a link with a whole minute still to fill. Victor never complained. Instead, he would leave little messages on my desk: 'Slow down. The night is long.' What finally changed things was a phone call. About forty minutes into my fifth show, a woman rang to say she worked nights at a bakery and had the radio on while she made the bread. She didn't want to request a song; she just wanted to tell me what she could smell. I put her on air, almost without thinking, and we talked for ten minutes about bread. After that, I stopped writing scripts.

These days the programme is mostly made by the listeners. People ring in or send messages, and I read them out between the records. There is a taxi driver who reports on the weather from different parts of the city, and a retired teacher who sets a quiz question every week and is furious if anyone answers it too quickly. None of this sounds very exciting, I know. But at that hour, people talk in a different way. They are tired, the house is quiet, and they seem to say things they would never say during the day.

Not every call is easy. Once, a young man rang just after midnight and told me, in a very flat voice, that he could not sleep and did not see the point of anything. I had no training for this, and my first instinct was to play a song and give myself time to think. I didn't. I kept him talking, gently, about nothing in particular, his dog, a film he had liked, while the station's assistant found the number of a support line. Weeks later, a card arrived at the station with no name on it, just the words 'Thank you for staying.' I keep it in my wallet.

People sometimes ask whether I would like to move to a bigger station, with a proper audience and a salary. I have thought about it. But I suspect that on a bigger station, the woman from the bakery would never have got through, and if she had, someone would have told me to cut her off and play the next song. On Thursday nights, I do not know exactly who is listening. I only know that somebody is, and that is enough.

Pregunta 1

What does the writer say about the number of listeners in the first paragraph?

Pregunta 2

How did the writer react to Victor's comment about the writer's voice?

Pregunta 3

What does the writer say about the first few programmes?

Pregunta 4

What does the writer say about the call from the young man?

Pregunta 5

What does the writer say about the listeners in the fourth paragraph?

Pregunta 6

In the final paragraph, the writer suggests that a bigger station would

Ver las soluciones y las explicaciones
  1. B · The writer no longer minds being unable to find out.. Antes le molestaba no saber cuántos le escuchan («this bothered me»), pero ahora cree que es de lo mejor del trabajo. En el texto: For a long time this bothered me. Now I think it is one of the best things about the job.
  2. D · The writer thought Victor had other reasons for saying it.. Pensó que Victor solo lo decía por educación o porque estaba desesperado («I assumed he was simply being polite, or desperate»). En el texto: I assumed he was simply being polite, or desperate.
  3. A · The writer relied too much on what had been written beforehand.. Lo tenía todo escrito y leía tan rápido que le sobraba tiempo: la preparación excesiva era el problema, y mejoró al dejar los guiones. En el texto: The first few programmes were terrible. I had prepared every word in advance
  4. C · The writer did not do what first came to mind.. Su primer impulso fue poner una canción para ganar tiempo, pero no lo hizo y siguió hablando con él («I didn't. I kept him talking»). En el texto: my first instinct was to play a song and give myself time to think. I didn't.
  5. D · They are more open late at night than during the day.. A esas horas la gente habla de otra manera y dice cosas que de día no diría («things they would never say during the day»). En el texto: But at that hour, people talk in a different way. They are tired, the house is quiet, and they seem to say things they would never say during the day.
  6. A · give the writer less freedom with callers.. Cree que en una emisora grande le habrían obligado a cortar a la panadera y poner la siguiente canción: tendría menos libertad con quien llama. En el texto: I suspect that on a bigger station, the woman from the bakery would never have got through, and if she had, someone would have told me to cut her off and play the next song.

Avisar de un error en este ejercicio

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