Illés Éva & Szabó Péter - Szóbeli Feladatok Angol Felsőfokú Nyelvvizsgára PDF

Szóbe|i feladatok
ANGOL
feIsőfokú
nye|vvizsgára
ILLES EVA
SZABő pÉmn
Szőbe|i fe|adatok
ANGOL
fe|sőfokú
nye|wizsgára
AKADEMIAI KIADO
Anyanyelvi lektor
NINA LEEKE
Szerkesztő
BAZSÁNT NóRA
lsBN 978 9ó3 05 9752 4
Kiadja az Akadémiai Kiadó,

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és Könyvterjesztők EgyesÜ|ésének tagja
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O Akadémiai Kiadó, 20ló
@ ||lés Éva,Szabó Péter,20|6
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Contents
Bevezető
Topics
Family l -2 t0-t I
Family 3 - Interview l2
Useful expressions t3
Questions for discussion t4
Education | -2 t5-t6
Education 3 - Interview t7
Useful expressions t8
Questions for discussion t9
Appearances l -2 20-zl
Appearances 3 - Interview 22
Useíul expressions 23
Questions for discussion 24
Cultural differences I -2 25-26
Cultural differences 3 - lnterview 2T
Useíul expressions 28
Minorities l -2 30-3 |
Minorities 3 - lnterview 32
Useful expressions 33
Living on the margins I -2 35-3ó
Living on the margins 3 - Interview 37
Otherness | -2 40-41
Otherness 3 - lnterview 42
Homosexuality l-Z 45-46
Homosexuality 3 - lnterview 47
SZoBELI FEIÁDAToKANGOL FELSóFOKÚ NIITLWIZSGÁRA Cqfu] ereoÉMIAI KIADó

Bioethics I -2 50-5 |
Bioethics 3 - lnterview 52
Questions for discussion s4
Climate change I -2 55-s6
Climate change 3 - lnterview 57
Animal protection l -2 60-ó |
Animal protection 3 - Interview 62

Useful expressions ó3
lnternet l -2 65-66
Internet 3 - Interview 67
Money | -2 70-7 |
Money 3 - Interview 72
Questions íor discussion 74
Workl -2 75-76
Work 3 - lnterview 77
Useful expressions T8
Questions for discussion T9
Lawl -2 80-8 |
Law 3 - lnterview 82
Appendix
Collocations 86
Functions reference 93
AKADÉMIAI IceDó ffi] szónpll FEIÁDAToKANGoL FEISóFoKÚ NYELWIZSGÁM

Bevezető
Kedv es Ny eluv izs gázó, kedv es Ny elvtanár !
Egy íe|sőfokú nye|wizsga - fÜggetlenÜl a vizsgarendszertő| - komo|y nyelvi és kognitív kihívást

1elent. A vizsgázőnak nye|viIeg he|yes, clsszetett mondatokat, i||etve szövegeket ke|l a|kotnia, és
a mindennapiná| igényesebb, formá|isabb szóhaszná|attal ke|| mondandóját megfoga|maznia.
Eme||ett már komplex és gyakran nehéz, több tényszerű ismereteketigény|ő témákról ke|| össze-
függően beszé|nie'
Könyvünk mindkét terÜleten segítséget ad a nye|wizsgára való felkészü|ésben. Minden fe-
jezetkét Ieíró szöveggeI kezdődik, amelyek korszerűek, érdekesek, és tÜkrözik a jelenkor kérdé-
seit és vá|aszait. A szövegek példakéntszo|gá|nak a tekintetben, hogy hogyan lehet egyá|talán
,homoszexualitás,,
hozzány(l|ni egy-egy aktuá|is vagy kényes témához, mint pé|dáu| a a 'kire-
,klímaváltozás'.
kesztettség'vagy a Azonfe|ü|, hogy igyekeztünk kiegyensú|yozott és objektív
módon korÜ|járni a témákat, a szövegekke| azt is bemutatjuk, hogy miként Iehet gondoIatainkat
és érveinket a megfele|ő kötőeIemek feIhaszná|ásávaI koherensen és logikusan fe|építeni.A szö-
vegeket sokféleképpen lehet feIhaszná|ni. Szeretnénk gyorsan megjegyezni, hogy nem bemago-
|ásra szántuk azokat, amit majd a vizsgán feImond avizsgázó, hanem olyan alapanyagnak, alap-
szövegnek, ame|ybó| építkezheta nye|vtanu|ó, ame|y alapján az adott témával kapcsolatban
a fe|készÜlés során kialakíthatja, megfoga|mazhatja saját vé|eményét.A könyvünkben ta|á|ható
szövegek ezért elsósorban ötIeteket adnak: miveI minden témához két-kétIeíró szöveg tartozik,
a vizsgáző mindig ki tudja vá|asztani azokat a részeket, amelyek számára is érdekesek és re|e-
vánsak egy adott témakör kapcsán. Eme||ett a szövegek olyan tematikus szókincset is adnak,
ame|y |ehetővé teszi a vizsgáző számára, hogy saját gondolatait is igényes módon kilejezze.
Mivel a szóbe|i vizsgák nemcsak önálló beszédet várnak e| avizsgázőtól, hanem párbeszédet
is tartalmaznak avizsgáztató és avizsgáző között' az eÍÍe való fe|készÜ|éstegy-egy interjú
könnyíti meg. Ezek a beszéIgetésekszemélyesebb je||egűek, mint a szövegek, és megmutatják,
hogy egy dia|ógusban mi|yen kérdések hangozhatnake| az adott téma kapcsán. Az interjúkbó|
egyrészt további inspirációt kaphatunk a tekintetben, hogy miró| |ehet majd a vizsgán beszélni'
másrészt a beszé|getések bepiIlantást nyújtanak kÜlöníéle emberek é|etébeés munkájába, ami
érdekes lehet a nyelvtanuló számára. Az interjúk i|y módon kibővítik és színesítika szövegeken
keresztÜ| bemutatott témákat.
A konyvben kieme|t figyeImet szente|tÜnk a szókincsbóvítésnek, e|sősorban a választékos,
idiomatikus, de ugyanakkor természetes nyelvhaszná|at e|ósegítése érdekében,Az ango|_ma-
gyar kétnye|vű szószedetekben nemcsak egyes szavakat, hanem szókapcsolatokat és kiÍejezé-
seket gyűjtöttűnk össze, ame|yek igazodnak a feIsőfokú szint követeIményeihez. A kifejezések
megtanu|ásával képesséválnak a nyelvtanu|ók az öná||ó, igényes, árnya|tabb vé|eményaIko-
tásra.
]ARA SZóBELI FEIADÁToK ANGoL FELsőFoI(Ú NYELV\.IZSGÁRA ffil ereoÉMIAI KIADó

Felhívjuk a figye|met arra, hogy négy témakört - Fami|y, Appearances, Anima| protection,
Work - nem brit, hanem amerikai ango| szóhaszná|atta| írtunk meg, hiszen C I .es szinten elvár-
ható ennek ismerete is,
A témakörök o|yan vé|eménykifejtést kezdeményező kérdésekke| záru|nak, ame|yek egy-
részt a témák továbbgondolására késztetik a nye|vtanu|ót, másrészt beszé|getésre, vitára ösz-
tönöznek. Érdemes és javaso|t az ezekre a kérdésekre adandó válaszokat a|aposan átgondolni
és igényesen megfogalmazni a fe|készÜ|és során.
A kötet általános nyelvi szintje a Közös Európai Referenciakeret á|talje|ölt Cl-es szint, ami
Magyarországon a fe|sőfokú nye|wizsga, illetve azeme|t szintű érettséginye|vi szintje, ezá|ta|
az érettségirekészÜlőknek is ajánlott anyag. A könyv |5 fejezetet tartalmaz, amelyek temati-
kus eIrendezésÜk révéntetszés szerinti sorrendben dolgozhatók fe|. Az Appendixben ta|álható
Co|locations vá|ogatás az árnya|t és pontos szóhasználathoz, a Functions reference a gördÜ|é-
keny kom m u n káció elsajátításáh oz nyujt segítséget.
i
A szövegek hanganyaga ingyenesen letö|thető az Akadémiai Kiadó honIapjáról, vagyis

a nyelvtanulók elsajátíthat ják az anyanye|vi beszélők beszédtempóját, intonációját és kiejtését'
mind brit' mind amerikai anyanye|vi beszé|ők közvetítéséve|.
KönyvÜnk o|yan segédanyag, amely csak az olvasó aktív közreműködéséve| tö|theti be teljes
szerepét. Reményeink szerint könyvünk tartalma ösztönözni és inspirá|ni fogja a nye|vtanu|ó-
kat, és hasznosnak talá|ják majd a felsófokú nye|wizsgákra va|ó felkészÜlésben.
Sok sikert kívánunk!

A szerzők
AKADÉMIAI IceDó f@ szóspll FEIÁDAToKANGoL FELSóFoKÚ NYEIWIZSGÁM

Topics
ction,
elvár-
: egy-
t ösz-
rdolni
t, ami
zá|ta|
:mati-
iIható
rdü|é-
ragyis
tését,
teljes
nu|ó-
,.erzők
GÁRA
Fami|y é
Current trends in family life

Many people think nowadays that marriage is becoming obsolete, and indeed, marriages
rate continue to slowly decline in developed countries. Childbearing rates are also declining
worldwide. lt seems that the institution of marriage is much less relevant in some parts of
the world than it used to be. Marriage is becoming more of an option for adults, rather than
a necessity for the survival of adults and children.
Although marriage is in decline, unmarried cohabitation is on the rise. For some people, it is
a pre-marital experience, usually a childless phase where the strength of the relationship is
tested before committing to marriage. For others, cohabitation is a real alternative to marriage.
In Sweden and Denmark, for example, marriage and cohabitation have become indistinguishable
with children being born and reared within both. There, cohabitation is quickly becoming the
norm. There are hardly any government benefits favoring marriages or taboos against unmarried
cohabitation within religious or cultural institutions.
Adults cohabit main|y because they don't see the point of marriage. Some peop|e may look íor
more flexibility or freedom in their relationships, or they may feel that they do not have sufficient
financial or emotional resources to marry. They may also perceive marriage as a risky undertaking
or simply unnecessary once they are already cohabiting. According to psychologists, cohabiters
are |ess likely to suppoÍt each other emotiona|ly because they hold more positive ideas about
divorce and more negative attitudes about marriage in general.
At the same time, we are experiencing an increase in single-parent families as divorce is

becoming more common. Globally, one-quarter to one-third of all families are headed by single
mothers. Coping with a breakup or a divorce is a|ways painíu|. Every divorce wi|| affect the
children involved and many times the initial reactions are shock, sadness, frustration, angel
or worry. Some children may suffer for many years from psychological and social difficulties
within the post-divorce family. But if all goes well, kids may come out of it better, being able
to cope with stress, and becoming more flexible and tolerant young adults.
More and more relationships break up, new relationships are established, and the result is
agrowing number of patchwork families. A patchwork family is a new family made up from the
remnants oí divorced famiIies. ln a patchwork fami|y, each person is Iike an individuaI patch in
a quilt, and that patch stands for a person's unique self and life story. When someone enters
the family - by birth, adoption, or due to divorce and remarriage - the individual patch (the
person) should not be altered. Instead, attention should be focused on how the patches (the
fami|y members) are joined together to form a new íami|y.
lo ereoÉntwI(ADó fffi) szósELI FEI-{DAToKANGoIFELSŐFoKÚ NIYELWIZSGÁRA sZ

Family X
Domestic violence
ages Violence against women is one of the most widespread violations of human rights. A staggering
ning one in three women worldwide has experienced physical or sexual violence in their lifetime -
:s of caused mostly by an intimate partner.
:han
Domestic violence is not always physical violence. lt's just one of the many ways that one can
look at domestic violence. lt can be psychological, it can be economic, and it can be sexual.
it is It's the threat of what may happen. Often, abuse starts as emotional abuse and it becomes
ip is physical later. The longer one is staying in an abusive relationship, the greater the physical
age. and emotional toll.
able
Leaving an abusive situation is difficult; it usua||y takes a woman three to seven attempts beíore
; the
rried
she is able to extricate herself from a re|ationship. Manywomen are írightened of the abuser
with good reason. lt's common for abusers to threaten to harm or even kill their partners or
children if they attempt to leave. Victims of domestic violence may be trapped in domestic
k for violent situations through isolation, lack of financial resources, fear, shame, or to protect
:ient children. In traditional communities, divorced women often feel rejected and ostracized. In
king order to avoid this stigma, many women prefer to remain in the marriage and endure the abuse.
iters
)out Many studies have appeared in academic journals looking at the causes of domestic violence.
Some people argue that domestic violence is rooted in the patriarchal values of our culture
and the gender norms that promote the inferiority of women. Others maintain that domestic
:e is violence is caused by individual socioeconomic factors (unemployment or substance abuse)
ngle or psychological factors (mental illness). Families in poverty are more likely to experience
the domestic violence, due to increased stress and conflicts about finances.
rger,
Ities Before the 1970s, domestic violence was not considered a crime. lt was considered a private
fami|y matte1 |arge|y beyond the scope oí police intervention, except in the most serious cases.
able
In many male-dominated societies, domestic violence is still seen as justified, particularly
in cases of suspected infidelity on the part of the woman, and is legally permitted. In some
It is developing countries, practices that subjugate and harm women - such as wife-beating or
r the honor killings - are considered as being part of the natural order of things.
:h in
rters
Domestic violence is among the most underreported crimes worldwide for both men and women.
(the Underreporting can be explained by financial dependence, the fear of legal consequences, as
(the well as self-blaming.
Children who grow up in abusive homes are more likely to be abused and have behavioral
problems than other children. Whether or not children are physically abused, they often suffer
emotional and psychological trauma from living in homes where their fathers abuse their
mothers. As adults, they're more likely to become abusers or think that abuse is a normal part
of relationships. Research aIso indicates that the more corpoÍal punishment children receive,
the more likely they are as adults to act violently towards other family members.
]ARA SZóBELI FEIÁDAToKANGoL FELSŐFoI(Ú |nTIWIZSGÁRA rffi] axeoÉMIAI KIADó | l

Family 3 - Interview
- BeÍng a successful cqreer woman, a wife, and a mother is a demanding task: d'oes this
challenge hold true t'or you as well?
_ We||, I have |earned some vaIuab|e |essons over the past |ó years about maintaining
stability between private life with my husband and two sons, and my career as I have
taken on executive roles at various tech companies. But lcan't claim to have perfected
the balancing act.
- What have you learned through these years?

- First of all, you have to create realistic expectations and communicate them. Saying yes
to every work and personal event is an impossible undertaking. lf you don't set realistic
expectations for yourself, you'll end up feeling guilty and unmotivated. Nobody can do
it all.
- So, prioritízation is key, is that what you are sayíng?

- Yes, as well as communication and transparency. you have to get your family, co-work-
ers, and manager on the same page and get their buy-in. This also creates a support
system of people who will help you reach those goals.
- The culture of the company is very important when it comes to t'inding a healthy balance
in professional lif e. Is it something to consider when you join a new organization?
- Absolutely. lf my team members and I are accomplishing what's expected, having flex-
ibility from our employer to prioritize family life when we need to, only breeds higher
productivity and dedication to our work and the company.
- What are the things you can do to create a supportiue culture?

- I believe family comes first, and I make sure my team knows that I want to build an
atmosphere where people can talk about their lives outside of work. This includes mak-
ing time to share the cha||enges and successes of raising a fami|y, oÍ even training for
a marathon. Similarly, I talk to my family about accomplishments and struggles at work
so they feel involved and see another side of my career beyond watching me pack for yet
another business trip.
- Haue you euer experienced stigmas and challenges in the male-dominated tech industry?
- Not really. lt's extremely difficult for male executives, too, to balance work and family,
but with prioritization, communication, and transparency, it can be achieved. I hope that
millennial women feel confident in their own abilities, both at home and in the work-
place. When it comes to female leaders, women like me don't have to be the exception
- togethel we can be the rule.
-stil/, women are significantly underrepresented in government and academíc posítions.
What could be done about this?
- We all know that inflexible schedules, unrelenting travel, and constant pressure to
be in the office are common features of these jobs. But it's possible to cope with if you
marry the right person. Women can have high-powered careers as long as their husbands
or partners are willing to share the parenting load equally.
|2 ereoÉunr KIADó tffi szósrll FEIADAToKANGoL FELSoFoKÚ }mLWIZSGARA

abuse visszaé|és,bántaImazás
accomplishments and stÍuggles at work munkahe|yi sikerek és nehézségek
be in decline hanyatlóban van
be on the rise felIendÜlőben van
become indistinguishable megkÜ|önböztethetetIenné vá|ik
become obsolete elavu|ttá vá|ik
commit to marriage elkötelezi magát a házasságra
corporal punishment testi fenyítés
create realistic expectations reális elvárásokat támaszt
demanding task megerő|tető feladat
domestic violence csa|ádon be|Ü|i erőszak
extricate kiszabadít
feel confident in their own abilities magabiztosn ak érzi magát a képességei
terén
feel guilty bűntudata van
feel involved bevonva érzi magát
financial and emotional resources pénzügyi és érze|mi alapok
gender discrimination nemi aIapon történő megkü|önböztetés
get sy's buy-in megszerzi vkinek a támogatását
honor killing becsületgyi lkosság
inferiority alsóbbrendűség
infidelity hűtlenség
institution of marriage a házasság intézménye
learn a valuable lesson értékestanulságot levon
ostracize kiközösít
patchwork family mozaikcsalád
rear children gyerekeket nevel
Íemnant maradvány
risky undertaking kockázatos vá| lalkozás
see the point of sg látja vminek az érte|mét
self-blaming önvádo|ás
staggering megrendítő, megráző
stigma szégyenbé|yeg
subjugate a|ávet, |eigáz
take on executive roles vezetői ál|ásokat betö|t
toll á|dozat
unrelenting travel szÜntelen utazás
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.Áne SZóBELI FEIÁDAToKANGoL FELSőFoKÚ }IYEL\MZSGÁRA ffi] ereoÉMIAI KIADó l3

l. What are some bad and good things about being an only child?
2. What are the practical advantages or disadvantages of being married?
3. When is the right time for marriage?
4. What are the benefits of arranged marriages?
5. What do you think about polygamy?
6. How does one handle conflict in a marriage?
7. What are the leading causes of divorce?
8. What led to the erosion of traditional values of family?
9. Are parents of adopted kids just as happy as parents with biological kids?
10. What would you do if you knew there was domestic violence in the house next to
yours?
I l. ls there much education about domestic violence in your country?
12. Why do you think victims of domestic violence stay in the relationship for so long?
13. Why do people protect their abusers?
14. ls it feasible for a woman to combine the roles of a mother, a wife, and a homemaker
with a professional career without any external help?
15. Have you or someone you know, ever faced gender discrimination at work?
|4 ÁIGDÉMIAIKIADó ffi szósnllFEI"IDAToKAN@LFEIsóFoKÚNYELwIzsGÁRA s

Education :
Current challenges of education

i:ucation experts say that children current|y attending schooI wilI be employed in jobs, 600/o oÍ
^ rich are non-existent today. What is more, right now there is no way of knowing what these
'-:ure jobs will entail and what they are going to be like. This poses a considerable challenge
.:i education because it has to prepaÍe students for a future which is, by and |arge, unknown
:: us at the moment. The way we do things will continue changing, probably at a much faster
:ace than ever before, and skills that are useful today become obsolete tomorrow. Future
;enerations have to learn to be able to function in the fast changing world of globalisation.
to -s a result, education has to keep up with new developments, includingthe use oítechno|ogy
.rd the lnternet. This may render traditional approaches with their focus on teacher-centred
-rte learning outdated and inappropriate. Since the tasks students will have to fulfil in the
':ture cannot be identified and clearly defined beforehand, what can and should be developed
g?.
: schools are pupils' problem-solving skills so that when a new problem arises, they know
-ow to approach and tackle it. Students, therefore, should not memorise the correct answer
ker :c the teachers'questions but should be able to identify problems and learn to solve them
-nder their own steam. Students should also be prepared to learn how to use technology and
:re lnternet to enhance their learning. According to some studies, 2 lst-century skills include
:ot only problem-solving but a critical thinking and decision-making, creativity and innovation,
adaptability and flexibility, the ability to work in a team and the ability to learn.
lverybody working today has to get used to the fact that learning does not stop with leaving
school and obtaining qualifications. ln our fast changing world, everybody has to engage
n what is called lifelong learning, that is, self-motivated learning which takes place on an
averyday basis when we interact with others or use the |nternet to |ook for iníormation.
Lifelong learning may take place in contexts of formal instruction such as adult education or
crofessional development programmes. Informal learning is what we do when we research
something on the Internet or when we want to find out more about a topic or a question that
ras aroused our interest.
A country whose education seems to be keeping abreast of the times is Finland. The results of
an international standardised test indicate that Finnish students lead the way in reading, maths,
and science. one of the reasons for their success is that a|though the goals oíeducation are
set at a national level, teachers make sure that they cater for their students' individual needs.
lhildren get special help if needed, and schools provide not only food and medical care but
:ounselling as well. Equality is important: having access to the same quality education from
:ne smallest village to big towns and cities is a priority in Finland. Teaching is a job with high
lrestige and once they have obtained their hard-earned qua|iíications, teachers are trusted
:o do what they judge appropriate for their pupils. Teachers also make sure that school is
happy place with lots of play, especially for younger children.
"
;GÁRA .zt)sErt FEIADAToKANGoL FELSőFoKÚ T\mLwIZSGÁRA fdfu] ereoÉMIAI KIADó l5

Education X
English as a lingua franca
Many people agree that being able to speak English is a basic skill like literacy or numeracy.
Apart from the world of work, where it is increasingly difficult to get a job without some
know|edge of Eng|ish these days' English has become omnipresent in other spheres of |iíe as
we||.We use Eng|ish when we surí the lnternet, go on holiday, watch fi|ms or te|evision, or
even when we walk in the streets where many of the signs and logos are also in English. lt
seems that we can easily get by almost everywhere in the world if we can speak this language.
English is now the means of international communication used in a wide range of domains,
including not only everyday life but the media, science, and entertainment as well. As a result
of the global spread of English, non-native speakers outnumber native speakers, and most
non-native speakers use English in communication with other non-native speakers. According
to some estimates, about 800/o of the exchanges where English is spoken involve non-native
speakers only. This means that the dominant use of English is its use as a lingua franca
between speakers who do not share a mother tongue. English is spoken when a Hungarian
doctor attends an international conference or when German businesspeople communicate
with their partners in ltaly.
Given the global use of English, its presence in our everyday life and the easy access to both
spoken and written English, it is somewhat surprising how badly Hungarians fare when it
comes to speaking foreign languages. According to a survey carried out within the EU, Hungary
is the country with the fewest people being able to speak at least one foreign language apart
from their mother tongue. With this disastrous result, Hungary occupies the bottom position
among EU member states. One of the explanations suggested by many is that most films are
dubbed in Hungary rather than being shown with subtitles in the original language. Another
reason mentioned for the failure of speaking foreign languages in Hungary is that Hungarian is
not an lndo-European language, and that it is much easier for a Dutch speaker to learn English
or Cerman because Dutch is also a Germanic language. However, the much higher number
of speakers of foreign languages in Finland renders this argument invalid since Finnish is also
a Finno-Ugric language, just like Hungarian.
It seems that besides showing films with subtitles, something else needs to be done to improve
the foreign language skills of the Hungarians. Bilingual schools, where several subjects are
taught in a foreign language with a first year of intensive language learning, were introduced
a íew years ago to improve |anguage teaching and learning in Hungary. The more widespread
implementation of these programmes could be a step in the right direction together with the
enhancement of the effectiveness of language teaching in mainstream education. Teaching
learners how to exploit the unlimited access to English outside the classroom may also draw
students' attention to learning and using English as a means of communication rather than
a school subiect.
|6 ru<eoÉnaw I(ADó íffi.] szósnll FEIÁDATOKANGoL FEI,s(iFoKí }nTI-WIZSGÁRA

Education 3 - Interview
- You work in education but you don't teach. Whot is it exactly that you do?
- | work for a Scottish council's Digital Learning Team as a development officer. The
team is made up primarily of seconded teachers, we support schools and teachers in
:racy. the authority to embed technology in their learning and teaching. We do this by helping
iome schools plan their development, we provide school training sessions as well as evening
fe as courses. We provide guidance on diíferent availab|e devices and apps. We aIso offer some
n, or level of technical support with accounts, licences, and other issues.
;h. lt
rage. - Who is a seconded teacher?
- A seconded teacher is someone who is employed as a teacher but has temporarily
ains, changed jobs. These jobs are usually to do with curriculum development or support for
esult schools. They choose teachers for these jobs because their classroom experience is par-
most ticularly useful in these roles. Secondments usually last a year or two and the teacher will
rding return to their school to teach when the secondment ends. Obviously, the teacher can
rative choose to look for a different job if they want. Secondments often provide whole council
'anca responsibility so it can be useful experience for those wanting to go into management.
;arian
ricate - Can you giue examples of how technology can be embedded in the teaching of math-
ematics, for example? When you say you help schools plan their development, what kind of
deuelopment do you mean?
both - Technology can be used in many ways, it can be used as a method of research, to pre-
ren it sent work, to aid learning or to help schools save printing budget. There are numerous
ngary apps and programs like graphing calculators that can be used in maths, or apps that show
apart visual representations of fractions, decimal systems, and numeracy. There are online re-
;ition sources that can be used to help with calculations, or the Microsoft Class Notebook or
ls are Coogle Classroom that function as digital notebooks and mean that a pupil can always
other access a set of well-organised notes created by their teacher. Every school has a School
ian is lmprovement Plan and nowadays they are expected to be working on the integration of
rglish technology so pupils are prepared to go into a world where technology is used in almost
mber every job.
;also
- How much knowledge of the use of technology are students assumed to haue?
- We don't assume any knowledge from pupils, especially in primary school. But it is
prove getting more and more common that young pupils arrive in high school having used
:s are some type oí desktop, |aptop or mobi|e device, at home or in school. Some pupi|s have
luced already started coding, and devices like the Raspberry Pi make it easier for young people
pread to experiment at home. We hope that when they leave school, they will at least have the
h the ability to use things like the office suite and know how to be responsible online. Others
ching will be able to code or possibly develop apps or websites.
draw
than
]GÁne .loBELI FELADAToKANGoL FELSŐFoIÜ N\TLWIZSGÁRA tffil exeoÉMhl KIADó |7

aid learning tanu|ást segíti
arouse interest érdek|ódést feIkelt
at a fast pace gyors ütemben
attend school isko|ába jár
be made up of sg álIvmiből
become obsolete elavulttá vá|ik
carry out a survey felméréstkészít
cover the basics átveszi az a|apokat
dubbed film szinkronizá|t film
education system oktatási rendszer
EU member state EU-tagá|lam
film with subtitles feliratos film
give an example példát mond
keep abreast of the times halad a korral
keep up with sg lépésttart vmivel
lifelong learning é|ethosszig tartó tanu|ás
means of communication kommunikációs eszköz
rnother tongue anyanyelv
no way of knowing nem lehet tudni
numeracy számolókészség
obtain a qualification képesítéstszeÍez
on an everyday basis rendszeresen, napi rendszerességgel
pose a challenge kihívást jelent
prepare sy for sg Íe|készítvkit vmire
problem arises probléma feImerü|
regulation stipulates re n d e l et meghatár ozl e|őír
rote learning mago|ás
school leaving age isko|aköte|es kor
take sg for granted készpénznek vesz vmit
teaching practice tanítási gyakor|at
under sy's own steam saját erőbő|
widespread implementation á|talános megvalósítás
l8 ereoÉltnr IaADó ffil szósnll FEIÁDAToKANGoL FEtsőFoKÚ NIYELwIzSGÁRA

I!
|. Do you think students of different ages shou|d be taught difíerently?
2. Should underachievers be failed and made to repeat the year in the first two years of
!
I
i
I primary education?
3. lf it was up to you, would you abolish testing at school?
i
I
4. At what age should children start school? Why?

!
5. What should be the minimum school leaving age?

i
ó. How can schoo|s be made a happy p|ace?

j
7. How many languages and what languages do you think should be taught in primary
and secondary schools in Hungary?
l
8. Which subjects should be compulsory in all types of school?
l
9. What language(s) did you learn at school? How effective was language teaching in
l
your school?
10. What changes would you make in the way foreign languages are taught in Hungary?
l |. Do you agÍee with the regu|ation which stipu|ates that university graduates have to
pass an intermediate exam in a foreign language before they can be awarded a degree?
I2. How important is it to include technology in teachingvarious subjects in school?
| 3. Do you think there are school subjects which lend themselves to the use of techno-
logy better than others?
14. Should teachers be up-to-date in technological developments?
| 5. How can technology be used in teaching languages?
jÁRA szóBELI FEIADAToKANGoL FELSóFoI(Ú NYELVWZsGÁRA ffi] ereoÉunr rceoó | 9

Appearances l
Modern-day diets
There are literalIy hundreds of thousands of diets. Some are íor Iosing weight, others for gaining
weight, lowering cholesterol, living a long and healthy life, etc.
Fad diets are characterized by promises of fast weight loss or great physical health. These
diets are often endorsed by celebrities who are regarded as "gurus". Celebrities often sell their
personal stories and ideas, so we hear a lot about their weight-loss methods rather than what
science says. Fad diets usuallyfail because manyof them are not sustainable, and people revert
to former eating habits when the diet is stopped.
Vegetarian and vegan diets are becoming more and more popular. The vegetarian diet is free
of meat and fish, but usually includes other animal products like dairy and eggs. The vegan
diet removes all meat and any other foods that are derived from animals. Veganism is more of
a way of life and a philosophy than a diet. Studies have shown that vegetarians and vegans
have a lower body weight, suffer less from diseases, and generally have a longer life expectancy
than people who eat meat.
The modern diet known as the "paleo diet" or the "caveman diet" is based on the wild plants
and animals that humans ate in the Paleolithic era. lt is believed that our diet has changed
too rapidly and is too far removed from that of our ancient ancestors and that is the cause of
many of our modern day nutrition and health problems. The diet consists of foods that can
be hunted and fished - such as meat and seafood - and foods that can be gathered - such as
eggs, nuts, seeds, fruits, vegetables, herbs, and spices. lt does not include grains, legumes, dairy
products, salt, refined sugar, and processed oils. Like other low-carb or high-protein diets, the
paleo diet's focus on protein from lean meat and seafood makes people feel full more quickly
and therefore help people eat less.
Another very popular diet is the 5:2 diet. lt is a form of intermittent fasting, combining mostly
regular eating with two fast days per week. For five days of the week you can eat non-calorie-
counted meals but for two days you can consume only 500 calories. The premise is that calorie
deficit days make the body turn elsewhere for energy; first glucose, then glycogen, and finally fat
stores. The diet is good for those who want to eat normally most of the time or who socialize
a lot but it is not recommended for diabetics and those who are pregnant or breastfeeding.
Whether fo||owed íor weight loss' hea|th benefits or a change of Iifesty|e' diets are constantly
emerging and evolving. Most diets aren't beneficial in and of themselves, but many have
benefits. The best diets are easy to follow nutritious, safe, and effective.
20 ereoÉuwKIADó ffit szóspllFEIÁDAToKANGoI-FEI-SCjFoKL. N.]YEL\MZSGÁRA

Appearances X
Body image and eating disorders
Body image is how a person sees themselves. lt is rarely based on reality, but is far more defined
by the culture in which we live. Unfortunately, our society places a very high value on physical
perfection and beauty. The cultural standards of beauty, as displayed in the media today, are
absurdly unreal and hugely detrimental to most people's confidence and body image.
By definition, adolescent girls are very self-conscious and body-focused. When they compare
themselves to the "perfect" females that appear on social media and on television, they inevitably
fa|| short. Their se|f-esteem goes down and they experience extreme body dissatisíaction.
They start dieting, which may lead to an eating disorder. Eating disorders are usually serious
psychiatric illnesses.
Eating disorders are now epidemic all over the world, especially in the United States. Although
theaverageageof onsetis l{,girlsarebeingdiagnosedasyoungas8.Partandparcel of an
eating disorder can be a lack of insight - when you don't know or accept that you have an
eating disorder, you won't report that you have one. Many people do not believe they have
a problem at all in the earlier stages of their illness. Others are aware of the disorder but do
not seek treatment or confide in their doctors or their families. Furthermore, those who do
seek treatment may find recovery difficult or impossible, and find that they don't have the
mental energy to continue. These hiding, denial and relapse patterns are understood to be
part of the disease.
People with anorexia typically starve themselves, even though they suffer terribly from hunger
pains. They think that they are fat even when they are bone-thin and for reasons not yet
understood, they are afraid of gaining weight. The disorder, which usually begins in young
people around the time of puberty, involves extreme weight loss that is less than what is
considered minimally normal. Sometimes they must be hospitalized to prevent starvation.
People with bulimia eat large amounts of food, and then, they want to get rid of it. This may
be done byvomiting, starving, excessive exercise, laxatives, or other methods. Because many
individuals with bulimia "binge and purge" in secret and maintain normal or above normal
body weight, they can often successfully hide their problem from others for years.
Binge eating is another prevalent eating disorder among adults, though there tends to be
less media coverage and research about the disorder in comparison to anorexia and bulimia.
Binge eating disorder is characterized by overeating without subsequent purging episodes.
Binge eating usually occurs in secrecy, or at least as inconspicuously as possible. After a binge
eating episode, peopIe with this disorder oíten feeI depressed and ashamed of themse|ves. The
ongoing habit of consuming large amounts of food in a short period of time ultimately leads
to weight gain and obesity.
SZOBELI FEI.{DATOKANGOL FEtSiFoKÚ N\TLWIZSGÁRA fűifu] eraoÉMIAI KIADó 2|

Appearances 3 - lnterview
- To begin with, is ageism similar to racism. sexism and all the other " isms"?
- Yes, indeed, age-based stereotypes are a serious issue. Ageism is a form of discrimina-
tion and prejudice, experienced by seniors. Those who are 60 or older may all too often
find themselves the victims of ageism. We should respond to ageism the same way they
do when a person is discriminated against because of race, gender or a disability.
- Why is this o serious problem?

- Ageism is often seen as a workplace issue: employees over the age of 50 are often
considered "old" and not offered the same training, promotion opportunities, and salary
as younger colleagues. But it's not only that. You may face it when you're out shopping,
at the doctor's surgery, or even when ordering products and services over the phone.
The most frequent type of ageism is beingtold a joke that pokes fun at older people. and
you can imagine the demeaning stereotypes these jokes are based on. Actually, it might
be hurtful to older people. Moreover, negative stereotypes may even shorten their lives.
According to recent research findings, those with more positive self-perceptions of aging
live 7.5 years longer than those with negative self-perceptions of aging. Negative self-
perceptions contributed to worse memory and feelings of worthlessness.
- And I suppose old people also tend to be portrayed in the media as dependent and unpro-
ductiue.
- Indeed. Commercial advertisements depict seniors as out of date, and lacking knowl-
edge about modern culture and new technologies. However, in reality, the majority of
seniors are self-sufficient, middle-class consumers with more assets than most young
people. Studies consistently demonstrate that there is no correlation between age and
job performance, despite the common stereotype that productivity declines with age.
lnterest, motivation, and skills do not decline with age.
- So, why do you think ageism exists in aur culture?

- Youth, beauty, sex appeal, and vitality are highly valued in our Western society. The
aging process is viewed as counter to these highly valued attributes. One of the most
common stereotypes about aging is that it brings the loss of good health, which makes
many fear the aging process. Of course, the real fear is that aging leads to death. Putting
distance between oneself and aging thus alleviates the fear of dying.
- And what could be done to reduce ageism?

- First of all, we need to recognize the ageist stereotypes we hold and work to overcome
them by treating each person as an individual. Just as racism and sexism have been
reduced to a certain degree through education and training, the same techniques and
strategies could help reduce ageism. Many employers and communities provide diversity
training and lessons about ageism, and age discrimination should be included in these
diversity programs as well.
22 AKADÉMIAI IíADó f.4iÍm szósell FEIÁDAToKANGOI, FEI-SíjFoI(Ú }nTr'WIZsGÁRA

ageism idősekke| szem ben i e|őítélet
alleviate enyhít, csi||apít
binge and purge falás és hányás
binge eating fa|ásroham
by definition természeténé|fogva
confide in sy bizaImába avat vkit
constantly emerging and evolving fo|yamatosan kia|aku| és fej|ődik
consume elfogyaszt
demeaning stereotypes IeaIacsonyító sztereotípiák
depict ábrázo|
discrimination and prejudice megkü|önböztetés és e|őíté|et
diversity training munkahelyi sokszínűség tréning
eating disorder étkezésizavar
endorsed by celebrities hírességekaján|ásával
epidemic járvány(szerűen)
fad diets divatdiéták
fall short nem Üti meg a mércét,alulmarad
glucose and glycogen g|úkóz és g|ikogén
grains gabonafé|ék
hiding, denial and relapse patterns bujkálás' tagadás, visszaesés cik|usai
hugely detrimental kimondottan hátrányos
in and of themselves önmagukban
inconspicuously észrevét|enü|, feltűnés né|kÜ|
intermittent fasting időszakos böjt
lack of insight be|átás hiánya
laxative hashajtó
legumes hüve|yes nóvények
longer life expectancy hosszabb é|etki|átás
.=
low-carb diet a|acsony szénhidrát diéta
= part and parcel of sg ve|ejárója vminek
Íevert to sg visszatérni vmihez
seek treatment gy ógykeze|ésért ío|yamodi k
self-conscious önkritikus' magát kívÜlrő| Íigye|ő
=
sustainable fenntartható
the premise is that... az egész a|apja az' hogy.'.
weight gain and obesity sú lygyarapodás és elhízás
SZoBELI FEIÁDAToKANGoL FELSőFOKÚ IvYELVVIZSGÁM ffi] ereoÉMIAI KIADó 23

l. How do you feel about fad diets? Do you have a favorite?
2. ls it healthier to be a vegetarian?
3. What is the paleo diet movement about?
4. What makes a healthy lifestyle?
5. How can you develop a positive body image?
6. Are appeaÍances important?
7. What are the signs of an eating disorder?
8. In your vieq what is worse, anorexia or bulimia?
9. What would you do if you suspected your teen daughter was developing anorexia?
I0. What aÍe some methods to reduce binge eating?
I l. What are the main problems in the life of a teenager?
12. What are some examples of ageism?
l3. What aÍe some ways to fight ageism in the workplace?
14. ls age discrimination common in your country?
15. Which is the biggest problem in your country: racism, sexism, or ageism?
24 exeoÉuwlGDó ffi szóBELIFEIÁDAToKANC'oLFEHŐFoKÚI{YELVVIZSGÁRA

Cultural differences á
Work and travel abroad
There are many advantages to working abroad. The benefits can be both personal and
professional: you can increase your employability and develop your skills while experiencing
different cultures.
EU citizens do not need a work permit or visa to work legally in any other country within
the European Union. For many other countries, including the US, it is much more difficult to
obtain a work permit. In most cases, one wi|l need a job oífer before getting the relevant visa.
This needs to be applied for by one's prospective employer.
Some countries have skilled migration programmes to attract suitably qualified foreign workers
to fix skílls shortages in the local economy. Certain countries' such as Austra|ia' Canada, and
New Zealand, operate a point system to determine visa eligibility. This is for those wishing to
emigrate rather than work short-term.
Which city has the largest Hungarian population after Budapest? London is the surprise answer.
Up to {00,000 Hungarians have left their home country in the past 6 years, with around half
of them moving to the British capital. The UK is just one of the many destinations Hungarian
emigrants have been heading to. Cermany and Austria are also popular destinations, mainly
due to their high-income levels and high workforce demand.
About two in three EU nationals migrating to the UK decided to go there for work-relatec
reasons. (fhe next most common Íeason was forma| study.) The wave of eastern European
migration was likely to have been triggered by the relatively strong British economy. The
..steal''
stereotype was that eastern Europeans are on|y going to the UK to claim beneíits' or
the jobs oí British citizens. ln fact, there is growing evidence that the inf|ux of cheap foreign
labour has forced down the pay of some British workers. After the June 2016 results of the
Brexit referendum the above situation will most definitely change, but currently the world is
still finding out what the changes would mean for the UK and the EU.
Research findings by opinion research firms indicate that one-third of the young generation in
Hungary is planning to find employment abroad. While there are great job opportunities for
certain professionals such as physicians, most Hungarians are hired in catering, in the hotel
industry, in construction, or as drivers. About three-quarters oímigrants from Eastern Europe
are in unskilled jobs. Just I0 percent of migrants go home within a yeal and while some send
money back to their families, this tends to dry up as people become settled.
Living abroad in general, like travelling, makes you realise that the socially or culturally accepted
norms are different. When you plunge into a different cu|ture and a difíerent society, you learn
that there are other ways of doing things. You also get to know yourself a little better, because
you discover that some things you really believe in, while others are just a cultural heritage
of the society you grew up in.
SZóBEII FEI-ADAToKÁNGoL FEtSoFoI(Ú NIYEIWIZSGÁRA fqifu] exeoÉMIAI KIADó 25

Cultural differences 3
Globalisation
G|obalisation is a process in which the people and countries oí the wor|d are being brought
c|oser and closer together, economica||y and cuIturaIly, through trade, iníormation technoIogy,
travel, cultural exchanges, mass media, and mass entertainment.
Economic globalisation is how countries are coming together as one big global economy, making
international trade easier. In the late 2Oth century, many countries agreed to lower tariffs or
taxes on goods imported from other countries. Economic globalisation has allowed many
corporations based in the West to move factories and jobs to less economically developed
countries, a process called outsourcing. The corporation can pay lower wages because the
standard of living in less developed countries is much lower. Laws protecting the environment
and workers' safety are less widespread in developing countries, which also lowers costs for
the corporation. Often, this results in lower costs for consumers, too.
Political globalisation refers toa wider acceptance of global political standards such as human
rights, democracy, the rights of workers, and environmental standards. There are many problems
facing the world today across national borders, so countries must work together to solve
them. Efforts to confront problems such as global climate change must involve many different
countries. Other international issues include terrorism, drug trafficking, and immigration.
Cultural globalisation is how culture is becoming homogeneous, which means that people
from all over the world act in a similar way. For example, many people around the world write
with the Latin alphabet, wear T-shirts and jeans, and watch Hollywood movies. The worldwide
expansion of McDonald's has also become a symbol of globalisation.
Globalisation resulted in the development of a global financial system and multinational

corporations, an increase in international trade, greater international travel and tourism, and
gÍeater immigration. Many of these trends are seen as positive by supporters of g|obalisation,
and in many cases globalisation has been actively promoted by governments and other
organizations. Many believe that globalisation helps poorer nations by bringing them business.
A report by the Wor|d Bank said that poveÍty in lndia and Indonesia was ha|ved because of
globalisation.
However, various aspects of globalisation are seen as harmful by the anti-globalisation

movement. They oppose the political power of large corporations, which they say destroys
the environment, human rights, and the third world. They argue that it only helps rich people
get richer by making poor people poorer. The World Bank and the IMF are seen as undermining
local decision-making methods. Local or national sovereignty is regarded as key to protecting
cultures and ecologies. They also warn that globalisation leads to global brands, like Coca-Cola
and McDonald's, taking over local shops and businesses. They criticise the fact that powerful
countries have a bigger influence on world culture than others.
26 AKADÉMIAI K]ADó ffi szónpll FEIÁDAToKANGoL FELSóFoKÚ N\TLWIZSGÁRA

Cultural differences 3 - Interview
- People haue lots ot' stereotypes about different notions. To what extent are they true?
- Obviously, stereotypes are often prejudicial and ill-informed, but most of them exist
for a reason. lt would be nice to say that our neighbours have us all wrong- but, sadly,
cIichés only become cIichés iíthey are buiIt on a foundation oítruth'
- OK, Iet's start with the European image of the British - a drunken football t'an or a snooty
city gent?
- I suppose both, and also someone living off past imperial glories, sullenly resenting
being in Europe rather than ruling the world, I would say.
- Are we Europe's heaviest drinkers, by the way?

- No, they ranked us I lth in Europe for alcohol consumption, far behind France, for ex-
ample. lt's not the volume of pints consumed that has led to our boozy reputation. lt's
the way we dnnk that's the problem. The French figure may be high, but that's driven up
by a lot of peop|e drinking moderate|y: the g|ass or two oí wine during dinner. The British
disease has even entered the French Ianguage: le binge drinking is the preíerred phrase
for vast, rapid consumption aimed solely at getting hammered. lt's this vomiting kind of
drunkenness, visible in most city centres on a Friday night that has become part of our
national image. In otherwords, there is more than a little reality behind the image.
- OK, Iet's continue with the Qermans. Hardworking and efficient?

- Hard work, efficiency and discipline may be typical German characteristics but ldon't
think they are traits for Germans living in the capital. Most Germans view Berliners as the
Latin Americans of Cermany. Obviously, it's not down to the weather, rather the more
relaxed attitude towards schedules and getting thrngs done.
- Maybe Berliners are just not typical Qermans. Anyway, what Spanish stereotypes exist?
- | lived in Spain for almost five years and I must report there are Mondays, too. ln fact,
with 38.4 hours, the Spanish working week is longer than those in Finland, Germany,
Italy, or France.
- And the sun, the beach, the noise? A country of siesta-takers?

- Spain never was a nation of layabouts or lazy people, as it is made out to be. Just
because they have holidays, that does not make them a country of idlers. Spain has the
most hours of sunlight of any country in continental Europe. The siesta was created as
a cultural defence against extreme heat. During midday hours, approximately from I pm
to { pm, working can be dangerous. That's the reason why some shops and offices close
for a siesta.
- So, what can we say as a conclusion on national stereotypes?

- National stereotypes can provide some information about a culture, but they do not
describe the people. In fact, unfavourable stereotypes of national or ethnic groups are
potentially very dangerous, forming the base for prejudice and discrimination.
SZóBELI FELADAToKANGoL FELSóFoKÚ N\TI-V\'IZSGÁnI Lffi) AKADÉMHI KIADó 27

across national borders or szághatár oko n át ívelő
alcohol consumption al kohoIfogyasztás
as it is made out to be ahogy beá|lítják
become settled letelepedik, berendezkedik
binge drinking rohamivás, vedelés
claim benefits juttatásokat igényeI
countÍy of idlers semmittevók országa
cultural heritage kuIturá|is örökség
find the means megtaIá|ja a módját
fix skills shortages hiányszakmákat betö|t
form the base for sg aIapuI szolgálvminek
get hammered merevrészegre issza magát
human rights emberijogok
imperialglory birodaImi dicsőség
income levels kereseti szintek
increase the employability növeIi a fog|alkoztathatóságot
influx of cheap foreign labour o|csó kü|fö|di munkaerő beáram|ása
lower tariffs csökkenti a vámtarifákat
nation of layabouts naplopó nemzet
national sovereignty nemzeti fÜggetlenség
obtain a work permit munkaváIIa|ási engedé|yt szerez
opinion research firm költ é|emény- ku tató intézet
outsourcing kiszervezés
plunge into a different culture más kuItúrába belemerÜl
prejudicial eIőíté|etetkeltő
prospective employer leendő munkaadó
relaxed attitude nyugodt hozzáá||ás
snooty gőgös, sznob
sullenly duzzogva
supporters of globalisation a g|obaIizáció hívei
there is growing evidence that... egyre több bizonyítékVan arra' hogy...
trigger kivá|t, e|őidéz
unskilled jobs szakképzettséget nem igény|ő mun kakör
visa eligibility vízumra va|ó jogosultság
workforce demand mu nkaeró. kereslet
work-related reasons munkávaI kapcso|atos okok
ii.'15.ítíjin=iÉ::.fij;ii:i.n
28 ereoÉuwIceDó ffi] szónnllFEIÁDAToKÁNGoLFELSóFoKÚNIYELWIZSGÁRA

l. What are some good ways for a foreign student to travel the world?
2. Why do people want to work abroad?
3. Would you let your child work abroad?
4. Have you ever experienced culture shock?
5. What would it be like to work in London as a cleaner?
ó. What are some ski|ls shortages in Europe and worldwide?
7. What is brain drain?
8. How would you argue with people who blame immigrants for the problems in
a country's economy?
9. What are the advantages and disadvantages of globalisation?
10. Why are we obsessed with consumerism and consumption?
I l. What is the role of the WTO, the World Bank, and the IMF in globalisation?
12. What is the most common stereotype about your nation?
l3. What aÍe your favourite national stereotypes?
14. What are some common stereotypes about British people that are largely untrue?
15. Which stereotype applied to you, personally, makes you extremely annoyed, and
how do you deal with it?
SZóBELI FEIÁDAToKANGoL FELSóFoKÚ NYELWIZsGÁRA ffi] ereoÉulAl KIADó 29

Minorities á
Human migration today

The famous graffiti artist, Banksy painted a mural depicting Steve Jobs holding the first model
of the Apple computer in one hand and a bin bag in the other on a wall in the Calais Jungle. the
encampment near Calais, France, where thousands of migrants lived in inhumane conditions
before the camp was eventually demolished. Banksy's valuable piece of art was meant as
a poignant reminder of the fact that Steve Jobs' father was a Syrian Muslim who moved to
the United States.
Human migration, the movement of people írom one place to another with the intention to
settle down in the new location, is not a 2 lst-century phenomenon. Ancestors of the speakers
of the majority languages in Europe migrated to their present homelands from lndia (hence
Indo-European languages, like English, German, or ltalian), very much like Hungarians who
also came to Europe from the East.
The heartbreaking decision to leave one's home behind is often caused by wars, armed conflicts,
fear oí politica| prosecution, re|igious or other discrimination, poverty and deprivation as we||
as natura| disasters, such as famine, drought or f|oods. When í|eeing war zones or escaping
from oppression, migrants face extreme dangers, and when they arrive at their destination,
they inevitably encounter new problems. Refugees who have a very good reason why they
cannot return to their home countries and, therefore, are entitled to claim asylum, have to
start the asylum-seeking process as soon as they set foot in the receiving country. Even when
refugees have been granted asylum and have been given indefinite leave to remain, they may
have trouble settling into their new environments. When you move and live in another country,
simple routines, like eating habits or facts, like the days that comprise the weekend, may be
very different. ln order to preserve a sense of belonging and security, immigrants often choose
areas and neighbourhoods where people with similar backgrounds live. The clash between the
home and the new culture may sometimes prove so overwhelming that it results in culture
shock or identity crisis.
Host countries can help migrants by offering free language classes and by launching integration
initiatives. For example, programmes which give newcomers useful information about the local
way of life and which enable immigrants to adapt to a country where, for instance, women
have greater freedoms. This, as we|l as providing housing, schooling, etc. puts a |ot oí pressure
on public services and costs a lot of money for the host countries. ln the long run, however,
countries, especia||y in Europe, can beneíit from migration. By fi||ing job vacancies and ski||s
gaps, immigrants help sustain the economy. In addition, most of the immigrants are young
people that increase the number of those who have to pay the pension of an aging European
population.
As a|ways, there are no benefits without drawbacks. Migration provides benefits íor host
countries but it also brings social and economic pressures. Migrant communities can contribute
to diversity in a country but can, too, cause friction between different social groups. On the
other hand, migrants have the hope of a new peaceful life but only if they are not exploited to
provide cheap labour, their rights are respected and they are given the opportunity to integrate.
30 AKADÉMIAI KIADó ffi szóeBLI FEIÁDATOKANGoI, FELSóFoKÚ I\YELV!.IZSGÁM

Minorities -':
Struggle for equal rights
The notion of a homogeneous society is a fiction: there is no country without people whose
language, culture or both are different from those of the majority. The notion of minority can
be defined in quantifiable terms, in which case minority means the smaller part of a whole.
In a country this entails ethnicities representing less than half of the population. Looking at
it from a different perspective, minority can refer to a group of people in a society who, even
though may constitute the majority oí the popu|ation, are disadvantaged in terms of their
entitlements, rights, and opportunities. Viewed from this angle, women in many countries
represent a minority who do not enjoy equal rights with their male counterparts.
The ratio of minorities in European countries varies. The proportion of people with immigrant
background is very high in Germany, about one-fifth of the population. As a result of several
waves of migration, the demography of Britain has also undergone considerable changes.
Today ethnic minorities make up about 130/o of the population, almost half of whom came
from Asia. A sign of improving race relations and commitment to social integration was the
e|ection of the first ethnic minority Mayor of London in 20|ó. The Labour po|itician became
the first Muslim mayor of a major European capital.
The largest minority in Hungary are the Romani people whose number is estimated between 500
thousand and a million. Contrary to popular beliel the Roma have been living in Hungary for
centuries. Despite this and the fact that they comprise the biggest ethnic group, the integration
of the Romani people has been fraught with problems. Roma people are overrepresented among
those who live in extreme poverty, and the rate of unemployment is also very high among them.
Fewer Roma children finish primary school than children from non-Roma families. Segregation
in educational institutions and the high percentage of Roma children in special needs schools
and classes are alarming, and present a particular cause for concern. Attempts by consecutive
governments to improve the life chances of Roma people have not borne fruit yet, thus making
the plight oí Roma peop|e remain a cha|lenge for Hungarian society for some time to come.
The most populous minority in many countries are women who, through most of history,
have been considered inferior with lower social status than men. Although the situation has
improved considerably in many parts of the wor|d' the struggle for equaI rights is íar from over.
There are still countries where women do not have the right to vote. They have no control over
their lives and decisions are made for them by men. Even though these issues seem to have
been resolved in developed countries, the glass ceiling has not been removed yet; women are
still underrepresented in senior leadership positions and politics. For example, there are no
women in the Hungarian government and women make up only a fraction of all MPs in Hungary.
A woman's place is in the kitchen? Hopefully, the answer is no in 2 lst-century Europe, and
women can now aim higher than their mothers and grandmothers ever dared to dream of.
.ZoBELI FEL{D'\I.()K t\GoI- FELSóFoKÚ NnTLVVIZSGÁRA 1@ exeoÉMhl KIADó 3 |

Minorities 3 - lnterview
- Which minority do you focus on in your work? And what is it that you do?
- I research the Roma minority in a comparative perspective. More precisely, my work
focuses on how education has shaped Roma identity historically and continues to do so
until today. In my work, I examine various disciplinary practices in formal and informal
educationaI institutions and their effect on Roma identity íormation. I hypothesized that
schools not only serve to include new members into the national society but may be
a too| oí exc|usion as we||. Hence, I began my scholar|y career by trying to understand
exactly how schools may reproduce the image of the quintessential "Other".
- Do you also do empirical research? Do you research Roma communities? How is your
reseqlch releuant to the concerns of particular Roma communities?
- | spent over a year conducting fieldwork in Russia and Hungary for my doctoral dis-
sertation. During this time, I fully immersed myself in the everyday life of Roma com-
munities, taught in local schools, contributed to various efforts of the charities located in
or near the slums, as well as spent time with Roma families and their children. I believe
that this research and this methodology are particularly appropriate, since an important
goal for me as a researcher was to include Roma voices. In addition, my research is also
relevant because the conundrum of Roma education is increasingly surfacing. While edu-
cation was often considered as the "magic bullet" to solve the rampant poverty, margin-
alization and unemployment of the Roma, the characteristics of education and schools
were neglected. In other words, without an inclusive school culture, properly trained and
unbiased teachers, and an overall accepting society, school education tends to mirror the
existing social hierarchies and inequalities.
_ What were the fíndings of your research? How did these Roma uoices help you understand
the issues that underlie this complex social context?
- The research, just like any other academic inquiry, is ongoing, so lconsider my find-
ings preliminary at best. ln short, I observed that many teachers discipline Roma children
given the dominant negative stereotypes: expectations rest upon assumptions that Roma
children arelazy, wish not to study unless they are forced, and their parents often assist
in poor school performance. This attitude is not surprising given the prevailing image of
the Roma, although reality is often the opposite: Roma children indeed want to study,
and Roma parents indeed want their children to succeed. In-depth conversations with
Roma and many months of observation revealed that Roma youths respond to such dis-
ciplinary measures in a variety of ways: some internalize it and act as they are expected,
some resist it and disobey orders, while others strive to hide their ethnic identitv.
_ what would you suggest as a t'irst step to remedy thrs situatíon?
- This is a very important, albeit complex question: there are attempts to remedy the
situation, many to no avail so far. First, we need to abandon the mentality of immedi-
ately measuring and quantifying outputs. Some changes will take generations, and some
advancements might not be measured at all. Second, the problems surrounding the mi-
nority are not exclusively the minority's problems. I believe there should be more efforts
made at teaching the majority population not only about the Roma per se but about
multiculturalism, openness, and diversity as well.
32 AKADÉMhI rrADó r-qj@ szóorll FEIÁDAToKANGoL FEtSoFoKÚ N\'ELwIZSGÁRA

accepting society elfogadó társada|om
asy|um-seeking process menedékkérésselkapcsolatos e|járás
bear fruit eredményt hoz
claim asylum menedékjogértfolyamodik
contrary to popular be|ief a közhiede|emme| el|entétben
contÍibute to sg hozzájáru| vmihez
conundrum di|emma, ta|ány
disciplinary measure fegye|mi intézkedéslbüntetés
entitlement jogosultság
entitled to do sg jogosult vmire
extreme poverty mélyszegénység
fieldwork terepmunka
fraught with problems prob|émákka| terhes
g|ass cei|ing vertiká|is szegregáció (tivegp|afon)
grant asy|um menedékjogot megad
indefinite |eave to remain határozat|an idejű tartózkodásiengedély
inequa|ity egyenlótlenség
inhumane conditions embertelen körÜlmények
integration initiative integrációs kezdeményezés
job vacancies betö|tet|en munkahe|yek
make an effort erőÍeszítésttesz
measure output eredményt mér
MP (Member of Par|iament) parlamenti képvise|ó
particular cause for concern kü|önös aggodalomra okot adó
plight sajná|atos he|yzet
poignant reminder szívbemarko|őlmegrendítő em|ékeztető
prevailing image uralkodó kép
remedy the situation helyzetet orvosol
school performance iskolai te|jesítmény
sense of security biztonságérzet
ski|ls gaps szakképzettek hiánya
slum szegény-, nyomornegyed
unbiased pártatlan, e|fogu|atlan
undergo considerable changes je|entós változásokon megy keresztÜ|
SzóBELI FEIADAToKANGoL FELSőFoKÚ NYELWIZSGÁRA ffi] ereoÉMIAI KIADó 33

l. Have you seen any movies depicting the plight of migrant minorities?
2. Have you ever been to a place where many immigrants live?
3. What immigrant communities can be found in Hungary?
4. ls there an immigrant community in Hungary which has its own school?
5. What assistance should refugees be given in host countries?
6. Are migrants an asset or burden to the country where they settle down?
7. What ethnic minorities are there in Hungary?
8. What languages other than Hungarian are spoken as mother tongues in Hungary?
9. Do you think women enjoy equal opportunities in Hungary today?
10. What can employers do to help women balance family and work?
I l. What are the sources of prejudice and discrimination?
12. What can communities do to reduce prejudice and discrimination?
|3. What measuÍes should be adopted to faci|itate the integration of the Roma in Hun-
gary?
14. What can teachers do to challenge stereotypes and break down prejudice among
their students?
15. Should positive discrimination be used to help disadvantaged minorities? ,
34 erenÉuret IflADó ffi] szósnll FELADAToKANGoL FELSóFoKí' NYELWIZSGÁIIA

Living on the margins Á
Living without shelter

However rich a country may be, it seems that there are always homeless people living in
cardboard boxes or sleeping in doorways. And there are also some who find shelter in makeshift
shacks in the woods, away from residential areas. The majority of the homeless are single
men but women and young people are also affected. Sleeping rough is seldom the choice of
an individual. Many people find themselves on the street due to external circumstances and
through no fault of their own. Without a roof over their heads, the homeless are denied their
basic human right to living conditions adequate for their well-being and health.
The dangers and efíects of Iiving on the streets are manifold. Sleeping rough means that
homeless people have no access to sanitary facilities and, therefore, cannot wash or clean
their clothes. Poor personal hygiene then puts homeless people at an increased risk ofgetting
an infection or illness. lllnesses such as cardiovascular diseases and cancer are also more
common among the homeless than the general population. The deprivation, poverty, violence
and loneliness homeless people experience often lead to mental health problems and a high
proportion of deaths caused by alcohol and drug abuse. In fact, mental health problems can be
both the cause and consequence of homelessness. People with mental health issues may find it
difficult to cope with everyday life and keep their tenancies. Similarly, the isolating experience
of sleeping rough may bring about the erosion of self-esteem and confidence, which then can
cause or aggravate mental health conditions.
People in different countries perceive homelessness differently. ln some countries, homelessness

is a stigma and homeless people are blamed for their own problems, including their living
conditions. ln other countries, homelessness is a criminal offence and people are banned from
living on the street. When caught, the homeless who live in extreme poverty can be fined an
amount of money which they can hard|y afford. No wonder that in such cases they oíten opt
for a prison sentence, thus adding insult to injury.
In other p|aces' eíforts are made to fight this form of social exc|usion. one so|ution can be for
authorities to provide aífordab|e housing of an adequate standard' This is, however, not enough
since those who have access to such housing have to be able to pay for their accommodation.
Homelessness is necessarily coupled with joblessness, therefore, schemes improving the life of
homeless people should ideally include programmes which help them enter the world of work
again. As a temporary measure, in many countries homeless shelters/hostels and warming
centres are set up where people living on the street can not only sleep and eat but have access
to medical care and counselling as well. There are also charities catering for the particular needs
of the homeless. With the heIp oí donations and voIunteers, these charities try to he|p peopIe
in utter personal crisis. Sometimes help comes from individual initiatives, such as a free mobile
laundry service set up by volunteers for the homeless in Australia.
SZóBELI FEI.{DAToKANGoL FELSoFoI(Ú I\nTLWIZSGÁRA ffi] ereoÉMhl KIADó 35

Living on the margins X
Addicted to drugs
Except for countries where eating food containing poppy seed is not a criminal offence, drug
abuse and addiction is a serious societal ill that has to be dealt with. lt is often assumed that
people become drug addicts because they lack willpower and moral principles. lt is, however,
more complicated than that. Drug addiction is a complex disease. What happens is that
drugs modify the human brain in a way that makes the person want more drugs to avoid the
excruciating withdrawal symptoms. Drug addiction costs a lot both for the addict and society.
As for the former, the consequences of drug abuse may include the loss of employment,
domestic violence, and the breaking-up of a family. School children with substance abuse may
íail at school or might be expel|ed due to their disruptive or violent behaviour. Apart from
the human cost, wrecked lives and loss of productivity, the burden society bears in terms of
healthcare costs, including prevention and treatment, is also heavy'.
Since drug addiction is a disease that can be prevented, the focus should be on prevention.
Teachers and parents should work with medical and public health professionals to raise
awareness and inform the general public, and young people in particular, about the risks of
drug addiction. The media can also have a positive effect and contribute to the reduction of
drug abuse. Fortunate|y' however, there are a|so treatments available íor addicts that he|p them
overcome compulsive drug use. These treatments usually include medication, behavioural
therapy' or a combination oí both. The kind of treatment a particular patient receives, of course,
depends on their individual needs.
Some people argue that one way of preventing the spread of the use of hard drugs, which
leads to physical addiction and psychological dependence, is to legalise soft drugs, such as
LSD or marijuana, because they are not thought to cause physical addiction. lf drug laws
were relaxed and the use of soft drug decriminalised, people with drug issues would come
forward more easily and would be more willing to undergo treatment. Others propose that
it is not drug addicts but drug barons and traffickers as well as those who sell drugs who
should be prosecuted. Drug addicts, on the other hand, should be assisted in every possible
way. Simple measures, like providing free needles, can prevent the spread of diseases among
drug users and can serve as a first step in overcoming some of the gruesome consequences
of drug addiction. There is also a group oí peop|e who want drug laws to be toughened and
anybody caught red-handed with drugs to be taken to court and punished. The assumption
is that íines or prison sentences would serve as a deterrent, which would stop people from
taking drugs and becoming addicts.
What is common in all these views is that something has to be done to tackle this serious
social problem. However, it is important that when deciding on a particular course of action,
it is the interest of those involved that should take priority, that's what should be first and
foremost taken into consideration.
36 AKADÉMIAI IíADó fűfu] szónBLI FEIÁDAToKANGoL FEISőFoKÚ }nTLwIZSGÁRA

Living on the margins 3 - lnterview
- How long haue you been homeless?
- For more than l0 years. I've been living with my husband in a shack we built in the
woods.
- How did you lose your home?

- Both of us were made redundant at the same time and neither of us could find a job.
First, we used our savings to pay the monthly instalments of the mortgage we had taken
out on our house, but that dried up and we started falling behind with the payments.
Eventual|y our house was repossessed and we found ourselves on the stÍeet.
- What b life like without a roof ouer your head? And how do you cope with the harsh real-
ity of homelessness?
- You have to learn how to survive. People often assume that homeless people rummage
through dustbins to find food. We don't scavenge food but search for things that we can
sell at flea markets, for example, discarded curtains, old shoes or clothes. On a good day,
we can make enough money to feed ourselves for a week. On a bad day, we get money
that buys food for only a day. There is also a street's newspaper written and edited by
homeless people that some of us sell to drivers who stop at traffic lights. That also helps.
- Who make up the group of homeless people? Who are the particularly uulnerable ones?
- Many homeless people are men who lost their jobs and homes for various reasons.
I know some who have been cheated out of their pÍoperty and that's why they ended up
on the street. Women are particularlyvulnerable. They often leave their homes to escape
an abusive husband who treats them horribly. Rather than being trapped in a violent
relationship, these women choose the street, which is not much safer. Many of them
have mental health issues and suffer from alcoholism. There are also those who commit
suicide when they cannot put up with the hardships they have to endure any longer.
Homelessness is a silent killer. lf you sleep rough, your life expectancy is much shorter
than that of those who have homes.
- ls there any help that you get? Are there charities or charitable groups thq.t homeless people
can turn to?
- There are some. I have joined one where they pay special attention to the problems and
needs of homeless women. We provide counselling and help them overcome the abuse
and traumas they have suffered. We a|so try to help them regain their selí.esteem and
confidence so that they can fight drug and alcohol addiction and are able to rebuild their
life as much as possible.
- You said that you haue to learn how to liue and survive as a homeless person. Does it work
the other way round? would it be uery dÍfferent to live in a home agaín?
- Yes, it would be very different and lwould have to change in many respects. I used
to be very fussy about tidiness and cleanliness, something which I stopped doing when
I became homeless. It's difficult to keep a place clean and tidy with no running water or
electricity in it.
SZóBELI FEI.\DAToKANGoL FELSoFoKí] NYELWIZSGÁRA fffiÍfut .tK.qoÉMIAI KIADÓ 37

abusive gorombáskodó, bántaImazó
add insult to injury tetézi a bajt
affordable housing meglizethető |akhatás
basic human right to sg aIapvetó emberi jog vmihez
be fussy about sg rigolyás vmire
be made redundant e|veszti az á||ását, Ieépítik
cardboard box kartondoboz
catch sy red-handed tetten ér vkit
criminal offence bűncseIekmény
disruptive behaviour rendzavaró magatartás
drug abuse kábítószerrel való visszaé|és
drug addiction kábítószer-fÜ ggőség
drug overdose kábítőszer - tŰ| adagol ás
flea market bolhapiac
judicial system igazságszolgá|tatási rendszer
lack of willpower akarateró hiánya
life expectancy várható élettartam
monthly instalment havi rész|et
prosecute sy büntetőeljárást indít vki e||en
provide funding Íinanszíroz
regain one's se|í.esteem visszanyeri az önbecstj|ését
relax laws enyhíti a törvényeket
sanitary facilities szaniterhelyiségek
scavenge food éte|t guberál
sleep rough az utcán a|sziWé|
social exclusion társadaImi kirekesztés
substance abuse szenvedélybetegség, szerabúzus
take mortgage out on sg je|zálogkölcsönt vesz fel vmire
take priority elsőbbséget é|vez
toughen laws szigor ítja a törvénye ket
withdrawal symptom e|vonási tünet
without a roof over sy's head fedé| né|kÜl
38 AKADÉMIAI I(ADó ffi] szósnll FEIADAToKANGoL FELSoFoKt \1EL\\IZSGÁRA

l. How big of a problem is homelessness where you live?
2. Do you know of any charities that help homeless people in your local area?
3. Do you support charities for the homeless?
{. Do you think it would be possible to eradicate homelessness?
5. What could or should be done to prevent homelessness?
6. What measures should authorities take in order to help homeless people rebuild
their lives?
7. Should vendors be a|lowed to se|| street newspapers in aid oí homeless peop|e?
8. Have you seen movies featuring drug addicts?
9. Do you know of books with characters having drug issues?
10. Do you think the use of soft drugs should be legalised?
I l. Should drug addiction be a criminal offence with a custodial sentence?
12. what role do you think the media should play in the prevention of drug abuse?
13. Do you know of any famous people who died of drug overdose?
14. What should be done in schools in order to prevent substance abuse?
15. Do you know of any programmes or schemes in your local area that aim to help
people with drug addiction?
szóBEuFEIÁDAToKANGoLFELSőFoKÚI{YELwzsGÁM ffi ereoÉMIAIKIADó 39

otherness é
Diversity in education
Even though children in a class are taught in the same room, have the same lessons and may
use the same books, they do not learn the same way. For example, some of them may have
more difficulty than others when learning how to read and write, others may find doing sums
hard, and there are children who do not consider themselves good at ball games or drawing.
We are all different and have our different strengths and weaknesses. lt is this diversity that
education and teachers, in particular, should take into account when designing a curriculum
or teaching any age or subject.
It is possible that those who have permanent problems with reading, writing and spelling are
dyslexic. Unfortunately, until about the 1950s dyslexia was seen as a deficiency or a disability,
something which was due to low IQ or not properly developed mental abilities. Children with
dyslexia were taught in separate schools or sometimes even in hospitals. The perception of
dyslexia started to change in the | 960s. The change is reflected in the terminology that has
been used to describe dyslexia. The term learning disability became learning difficulty, and later
the expression learning differences appeared, which is being increasingly used nowadays. Those
who preíer to use |earning diíferences argue that since there is nothing wrong with dyslexic
people's cognitive abilities and they only do things differently, learning differences more aptly
..disorder''
describe their condition. In Hungary, the word (részképességzavar)is used, a term
which is the opposite oí order and which has negative connotations. |t's difficult to decide
which term is the best, so perhaps it would be a good idea to ask people with dyslexia, too,
about the term they would prefer or about the way they would describe themselves.
There are a lot of famous people who can, by no means, be considered mentally challenged,
and who were or are dyslexic. The list includes the physicist Pierre Curie and the inventor
Thomas Edison. John Lennon and Pablo Picasso are also thought to have suffered from dyslexia.
It is often said that the Renaissance genius Leonardo da Vinci was also dyslexic because of his
odd way of writing, which was writing from right to left, in a mirror-image. Contrary to this
popu|ar belieí however, Leonardo wrote in this way by choice and not because he was dys|exic.
Apparently, one in l0 or | 2 people is affected by dyslexia these days. People often find this
number high and think that dys|exia is something new that has not been around before or ií
it has been around, there must have been fewer people affected by it. What probably explains
the high ratio of people with dyslexia nowadays is the fact that in the past there was very little
knowledge about dyslexia and children affected by it were simply seen as naughty or less able.
Therefore, there must have been a lot of dyslexic students among low achievers.
Although it's not very well known the maths equivalent of dyslexia also exists. It is called
dyscalculia, which means having trouble with sums and numbers. Those who are affected by
it find it difficult to do accurate calculations, and have weak mental arithmetic skills, such as
doing multiplication or division in their head. lf not diagnosed, maths lessons for such children
can be a truly devastating experience.
40 AKADÉMIAI IaeDó f.mtih] szónpll FEIÁDAToKANGoI FELSőFoKÚ i\nTLWIZSGÁne

Othernes X
People with disabilities
|fyou have visited cities |ike London or Ber|in, what you may have noticed aíter a while is how
rarely you come across people with disabilities in Hungary. While people with disabilities in
other countries are more visible, you don't often see wheelchairs, guide dogs for the blind or
children with Down syndrome on the stÍeets in Hungary. The question then is whether there
are fewer people with disabilities in Hungary. Probably not.
According to statistics, more than l0 percent of people in the world have some kind of disability
or impairment. And since finding work for them is more difficult, they are usually among the
poorest of the population, especially in developing countries' Uníortunately, disabIed peopIe
often face legal and social barriers despite the fact that both the United Nations and the
European Union forbid discrimination on the grounds of disability.
In theory, all societies should be responsible for making sure that people with disabilities do
not suffer unnecessary hardships and can live life to the fullest possible extent. One way of
providing support is granting disabiIity a||owance to he|p to cover the costs oí mobiIity or speciaI
care. But there are lots of other ways of helping disabled people. Providing access to public
transport, schools, shops, restaurants and other public buildings, or allocating parking spaces
for those in wheelchairs are part of the good practice that facilitates the participation of disabled
people in society. People with sensory disabilities, those who are blind or partially sighted can
benefit from special computer software that can read out texts by turning the written mode
into an aural one. The deaf or those who are hard of hearing can enjoy TV programmes if there
is a sign language interpreter. Interestingly, there is a children's programme in Britain where the
presenter talks and uses sign language at the same time. In this way, children and often their
parents too, learn to sign and talk with people who have communication problems. ln addition
to the presenter's signing, the children who are invited to participate in the programme often
have a variety oí physical' sensory and mentaI disabiIities. By watching them participating
in a|| kinds oí activities on TV children from an ear|y age get used to seeing difference and
otherness, and probably won't think of disability later as something odd, something out of
the ordinary. These children realise early on that people come in all shapes, sizes and colours,
and learn to accept otherness while being entertained. For adults, broadcasting the Paralympic
Games and reaching wider audiences may help to challenge and overcome prejudices that
people might have of disability.
A question that often comes up is whether children with physical, sensory, or even mental
disabilities should be institutionalised or should attend mainstream schools. Some people are
of the view that disabled children are better off in institutions that cater for their special needs.
In this way, no extra burden is put on teachers in mainstream schools, who then can focus on
their able-bodied students. Others say that allowing disabled children to attend regular school
facilitates their integration into society, and that it is difficult to achieve integration through
segregation. lt is probably best to decide this case by case, depending on the disability a child
has and on the severity of the disability. Either way, no child should be lost because of their
disability. After all, famous people like Albert Einstein, lsaac Newton and Charles Darwin were
also retrospectively diagnosed as autistic.
.ZóBELI FEIADAToKANGoL FEtSoFoKÚ }nTLWIZSGÁRA tffi] ereoÉMIAI KIADó 4|

Otherness 3 - Interview
- What do you do and where do you work?
- | am a support for learning teacher in a mainstream primary school. lwork in quite
a large school in a village in Scotland.
- what does your job entaíI? How does your job differ f rom that of a class teacher?
- ldon'thaveaclassof myown; instead, lsupportall theclassesinmyschool bywork-
ing with individual pupils, groups of pupils or helping out in other teachers'classes.
I tend to work with groups in my support for learning room most often as we can have
a quiet environment to focus on tasks. lmainly support literacy skills but sometimes
I support pupils with maths difficulties or social difficulties too. I also assess pupils for
learning difficulties by administering a variety of screening tests and assessments.
- What social difficulties do pupils you support have? Do you think that pupils' social dif-
ficulties may in any way be related to the problems they haue wíth literacy or maths?
- Many of the pupils I support have difficulties with interacting appropriately with their
peers or with controlling their anger. There are also general behaviour issues across the
school that ldeal with indirectly by giving behaviour management strategies to class
teachers. lthink that many of the general behaviour issues are very much related to dif-
ficulties with literacy or maths. lf a child doesn't understand what they are being asked to
do, then it is common for them to try and avoid difficult tasks by misbehaving.
- What is the purpose of screening tests?

- | mainly use screening tests to spot the common signs of dyslexia or dyscalculia. The
tests take about 30 minutes to complete and will give me a rough idea of whether a child
is at risk of having a learning difficulty or not. lf the results indicate that a child shows
some signs of dyslexia, for example, then I would carry out further in-depth assessments
such as a reading assessment or writing analysis. Furthermore, I would monitor that child
more closely before referring them to the literacy outreach team for diagnosis.
- What literacy difficulties do your pupils have, and how do you tackle their problems?
- Many of the pupils I support have reading difficulties, poor spelling, and difficulties
with handwriting. I use many different approaches and resources depending on the child
and their difficulty. I try to make learning fun by teaching in a multi-sensory way us-
ing pictures, songs, concrete materials, action games, and technology. Most commonly,
I use a phonics programme with younger pupils who are struggling to read. I try to con-
nect diíferent letters to pictures and rhymes to help the pupi|s remember which |etter
makes which sound, and then apply these skills to simple reading books. For older pu-
pils that have spelling difficulties lteach strategies to remember spelling rules for tricky
words such as using mnemonics (Laugh = Laugh And U Get Happy) or silly rhymes or
phrases ffhere is a rat in separate), often accompanied by pictures to help them remem-
ber, and again give them |ots oí opportunities to apply what they have learned. l make
lots of visual prompts called 'anchor charts' which they keep in their class to remind
them of all the strategies they could use.
42 AKADÉMIAI KIADó tffi) szóspll FEIÁDAToKANGoL FEI-SőFOKÚ I\\'ELW1ZSGÁRA

accompanied by sg együtt jár vmive|
administer a test tesztet irat
allocate a parking space parko|óhe|yet jelöl ki
apply what sy has learnt a tanultakat alkalmazza
at risk of sg kockázatnak van kitéve
be affected by sg/sy vmi/vki hatással van vmire/vkire
contrary to popular belief a közhiede|emmel e||entétben
decide case by case eseti alapon e|dönt
do sg by choice saját vá|asztásábó| tesz vmit
do sums számoI
grant disability allowance fogyatékossá8r/rokkantsági j uttatást/
nyugdíjat ad
guide dogs for the blind vakvezető kutyák
hard of hearing nagyothal|ó
have negative connotations negatív fe| hang|a/je|entése van
integration into society társadaIomba va|ó beilIeszkedés
literary skills írni/o|vasni tudás
live life to the full(est) te|jes é|etet é|
low/high achiever gyengénljő| teljesító
mainstream school többségi iskola
mental arithmetic fejszámolás
on the grounds of sg vmi a|apján/miatt
Paralympic Games paralimpia
partially sighted gyengén|átó
remind sy of sg em|ékeztet vkit vmire
show signs of sg vminek a jeleit mutatja
sign language interpreter jeInye|vtoImács
strengths and weaknesses erős és gyenge pontok
suffer from dyslexia diszIexiás
take sg into account figyelembe vesz vmit
visual prompts szem|é|tető eszkőz
visually impaired látáskorlátozott
wtite in a mirror-image tükörírássa| ír
SzóBEu FEIÁDAToKANGoL FELsóFoI(Ú NYELwIzsGÁM ffi] exeoÉMIAI KIADó

|. Do you know anybody who has some kind of disability or learning difference?
2. Do you know of famous people with impairments?
3. Have you had any experience of going to school with somebody who has or had
some kind of learning difference or disability? How did you, your classmates, and
your teachers relate to this person?
4. Should children with physical, sensory, or mental disabilities be institutionalised, go
to special schools, or attend mainstream schools?
5. Do you know of films or plays in which people with disabilities feature?
6. Do you know of any TV programmes in which people with disabilities feature?
7. Which sports are included in the Paralympic Games? Are there any sports which are
exclusive to the Paralympic Games?
8. Do you know of any initiative that supports people with physical, sensory or mental
disabilities in Hungary?
9. Which term do you prefer and why?
10. What are the signs and symptoms of dyslexia and dyscalculia in children and adults?
I l. What measures would you introduce to make the everyday life of disabled people
easier?
12. What changes would you make in mainstream schools in order to accommodate the
needs of disabled pupils?
13. Do you think students with dyslexia or hearing/visual impairments should be taught
foreign languages, or they should be exempt?
14. Are there any measures helping disabled people on the streets or public transport
where you live (e.g., ramps, lifts)?
I 5. Would you make it obligatory for shops and restaurants to provide access for disabled
people?
44 ereoÉuwlGDó ffi szónnuFEIÁDAToKANGoLFELSóFoKÚI\rYEL\ryZSGÁM

Homosexuality &
The history oÍ homosexua|ity

Homosexuality is a discussion topic from which most people shy away, but it has not always
been Iike this. In ancient Greece, for exampIe, sexuaI orientation was not a sociaI identiíier:
adult men having a relationship with adolescent boys were not frowned upon, and the same
applied to same-sex love between women. The famous poet, Sappho, who lived on the island
of Lesbos, addressed her poems about requited and unrequited love to women. In the Roman
Empire, alternative sexual practices were tolerated: for a man having a sexual relationship with
another man did not mean the loss of their social status. Latin literature included homoerotic
themes, while same-sex scenes featured in other forms of art as well. The Roman emperol,
Hadrian founded the city of Antinopolis in Egypt in memory of his male lover, Antinous, who
drowned nearby. However, as the influence of Christianity grew, laws against homosexuality
were introduced and men engaging in same-sex relationships were prosecuted.
The attitude towards homosexuality varied in Medieval Europe. In general, homosexuality

was seen as sodomy and was punished by death. Persecution of homosexuals reached its
peak during the Inquisition, which meted out harsh punishments, such as castration and
burning at the stake. However, in Renaissance ltaly, cities like Florence were well-known for
the widespread practice of same-sex love until the friar and preacher, Savonarola, introduced
|aws against sodomy as part of his efíorts to rid Florence of vice at the end of the l 5th century.
In Victorian Britain homosexuality was not discussed. Men were expected to get married, be
authoritative fathers and support their families. lf a married man was discovered to have been
involved in homosexual activity, his secret remained within the family whose female members
tried everything to resolve the crisis. Homosexuality came to the fore during the trials of the
famous playwright, novelist and poet, Oscar Wilde, who was sentenced to two years in prison
on charges of'gross indecency'.
France, where homosexuality has been legal for over two hundred years, was the first western
European country to decriminalise sexual relationships between consenting adults of the
same sex. In Europe, decriminalisation of homosexuality began in the first half of the 20th
century and it was in the 1970s that gay and lesbian people were granted limited civil rights
in some developed countries. In the 1980s and 1990s, more and more countries introduced
laws decriminalising homosexual activity and prohibiting discrimination on the grounds of
sexual orientation.
Today aIl the diíferent attitudes represented throughout history can be found in the wor|d. At
one end oíthe spectrum, there are countries where gay and |esbian people enjoy equal rights
with their heterosexual counterparts, they can get married and have or adopt children. At
the other end, there are societies where same-sex intercourse can result in death sentence.
Contradictions, oí course, may exist within one country: even in pIaces with equa| rights peop|e
may find it hard to come to terms with homosexuality and parents disown their children when
they find out that their child is homosexual.
SZóBELI FEIADAToKANGoL FEtSoFoKÚ NYELW]ZSGÁRA .-dfu] eraoÉlrrar IűADó 45

Homosexuality i
Same-sex marriages
Same-sex marriage has been a hotly debated issue lately. Most people feel strongly about it
as equal marriage, as some proponents call it, concerns people's deep-rooted beliefs. While
there are faith communities which allow people of the same sex to get married, major religions,
such as Catholicism or lslam, oppose gay marriage. The Catholic Church, for instance, does
not accept homosexuality or equal marriage on the grounds that such relationships are not
procreative. ln addition, in the Catholic faith marriage is the union of a man and a woman,
therefore, the union of same-sex people cannot have the status of marriage. On the other hand,
those supporting gay marriage argue that people should not suffer any form of discrimination
because of their sexuality and that by not allowing gay people to marry, society perpetuates
the stigma that has been attached to homosexuality for centuries.
Laws allowing same-sex marriage are now in force in over a dozen countries, including such
traditionally religious Catholic countries as Spain and lreland. The first country to give legal
status to same-sex unions was the Netherlands, with other Scandinavian countries following
the Dutch example some time later. Interestingly, same-sex marriage was granted in Spain
before Norway or Sweden, countries which are famous for their openness and tolerance. The
only country on the African continent where equal marriage has become legal is the Republic
of South Africa. ln lreland, a referendum was held in 2015, where citizens were able to vote
either for or against the amendment of the constitution regarding marriage rights. Since the
majority supported the idea of same-sex marriage, laws recognising marriage irrespective of
the sex of the partners came into force at the end of the same year.
In England and Wales, the new marriage act has made same-sex marriage legal and now allows
gay couples to marry in civil ceremonies. Legend has it that when Queen Elizabeth ll signed the
Royal Assent enabling gay people to marry and have the same rights as heterosexual citizens,
she remarked that same-sex marriage is "wonderful". Whether it's true or not, the story aptly
illustrates how accepting British society has become. ln London, the Pride Festival is supported
and sponsored by many well-known companies and the Pride Parade attracts thousands of
peop|e who often include public figures, such as the Mayor oí London leading the way.
In Hungary, both same-sex sexual activity and gender change are legal, with the age of consent
being the same for all citizens. First, unregistered cohabitation was recognised, which was
followed by the introduction of registered partnerships. Anti-discrimination laws are in force
in all areas of life but there are also restrictions: the Constitution defines marriage as the union
of people of opposite sex, gay couples cannot opt for joint adoption and they are not allowed
to adopt their partner's child either. Civen the definition of marriage in the Constitution, the
legalisation of same-sex marriage may not become reality in Hungary in the near future.
46 AKADÉMIAII(ADó ffit szósnllFEIADATOKANGOIFEISőFoKÚNYELWIZSGÁRA

Homosexuality 3 - Interview
- Could you brief ly introduce yourself please?
* My name is Kate. llive a pretty standard life: lhave been working as a high school
teacher for around five years and I play hockey, field hockey.
-Are you married? Do you haue any children?

- | am married. My wife and lgot a civil partnership in 20ll which we converted to a
marriage in 20 15 when the law allowed it. Our son, Peter was born in September 20 13.
- Do your colleagues know that you are gay?

- | have always been out to my colleagues. ln my first job I was planning my wedding so
Icouldn't contain my excitement. I'm not good at keeping secrets from friends and I've
got on well with all the teachers l've worked with.
- How about your pupils? Are they aware of it?

- My current school is the first one where I have been out to my pupils, it also happens
to be the first school where I have a permanent contract.
- How did they find out? How did they react?

- We found out my wife was pregnant in January 2013,1was overjoyed, I have always
wanted to be a mum. I found it harder and harder to contain my excitement as we got
closer to the due date. I had started hinting at classes that lwould be off for two weeks
soon but I didn't tell them why.
- How did you manage to hide the fact that you were going on maternity leaue?
- Up until that point I had done the usual things: used gender neutral pronouns when
talking about my wife and made jokes to avoid answering questions about my'husband'.
- So how did it euentually come out into the open that you are gay and liue i,n a same-sex
relationship?
- My son was born three weeks early so I ended up not being as prepared as I would have
liked. My oldest class, who I'd already told, sent me a message on the Internet with their
congratulations. I came back after two weeks' maternity leave and openly told my classes
that I had been off for the birth of my son. Of course they knew I hadn't given birth so
they asked and I told them that my wife had. None of my classes made any comments
about me being married to a woman, most pupiIs seemed happy íor me for becoming
a mother.
SZoBEII FEIÁDATOKANC}OL F-ELSóFOKL NYELWIZSGÁRA fffi] er'qDrMhl KIADó 47

adopt a child gyermeket örökbe fogad
age of consent törvényes kor, be|eegyezési korhatár
amendment módosítás
aptly megfeIelóen
authoritative father tekinté|ye|vű apa
charge of gross indecency fajtaIankodás vádja
civil partnership é|ettársi kapcsolat
civil rights poIgárjogok
come out into the open nyilvánosságra kerü|
come to terms with sg megbéké|vmive|
consenting adult szabad akaratból cseIekvó felnőtt
deep-rooted mélyen győkerező
disown sy kitagad vkit
due date a szÜ|és várható ideje' amikorra a szíJ|ő nő
ki van írva
found a city várost alapít
frown upon sg rosszal vmit
harsh punishment szigorú bÜntetés
hold a referendum népszavazást tart
irrespective of sg függetlenü| vmitőI, tekintet né|kÜ| vmire
keep secrets from sy vki e|őtt e|titkol
maternity leave szÜ|ési szabadság
mayor of London London polgármestere
mete out kioszt
permanent contract határozat|an időre sző|ó szer ződés
playwright drámaírő
proscribe törvényen kívÜl he|yez, megti|t
registered cohabitation bejegyzett é|ettá rsi viszony
requited love viszonzott lkölcsönös sze re em I
retribution bÜntetés, megtor|ás

same-sex marriage egyneműek házassága
sexual orientation szexuá|is irányultság
visszariad, kibújik vmi a|ól
viszonzatlan szerelem
,ri.-'r:.1l,i=:'-li,.9a:=:!:::..::5::r!::jii-i:.4.i'. ::+;iJ::f rili:i;:'<.a
48 ereoÉltw IoADó ffi] szónnll FEIÁDATOKANGoI FEISőFOKÚ NYELWIZSGÁM

|. Do you know the original meaning of the word 'gay'?
2. What is the difference between 'gay' and 'lesbian'?
3. What does the abbreviation LGBT stand for?
4. What arguments are there for and against same-sex marriage?
5. Have you seen movies featuring gay or lesbian characters?
6. Do you know of any famous people who suífered retribution because of their sexua.
lity?
7. Do you know of any famous people whose sexual orientation came out into the open
after their death?
8. Do you know of any famous business- or sportspeople who publicly identify them-
selves as gay?
9. Are there politicians who have publicly come out as gay?
10. Should gay people be encouraged to come out or should they hide their sexuality?
| |. Do you think students shou|d be taught about homosexua|ity as paÍt oftheir educa-
tion in all schools?
12. How do you think teachers should deal with the issue of homosexuality in the
classroom?
13. What should parents do when they find out that their child is gay?
14. Do you think the Constitution should be amended in Hungary to allow for the lega-
lisation of same-sex marriages?
15. Should a referendum decide the legal status of gay marriage in Hungary?
SzóBEu FEIÁDAToKÁNGoL FELSőFoKÚ NIYEIVVIzSGÁRA ffi exeoÉn,rreI KIADó 49

Bioethics i
Genetic engineering and cloning
Genetic engineering is the modification of an organism's genome using biotechnology. An
organism that is altered by genetic engineering is a genetically modified organism (GMO).
Genetically modified food has been sold since 1994, including crops. The CM crops we are
familiar with - such as corn made resistant to weed killers - are subject to expensive safety
testing and approval processes because they contain genes from bacteria.
Critics have objected to genetic engineering on several grounds, including ethical and ecological
concerns. We can see food products that boast 'GMO-free' on their packaging but in truth,
most experts will argue that GMOs aren't all bad. Some plants are genetically modified simply
for human benefit. The process has he|ped to feed the hungry and to ampliíy a crop's resistance
to insects and harsh weather conditions, making more food available for consumption.
Genetic engineering is not the same thing as cloning. Cloning doesn't involve any changes,
only replication. Many of the ethical concerns overlap, however. While the ethics and legality
of human cloning are unclear, the science behind the idea is quite clear, with all research
suggesting the practice is possible. Cloning animals is not new science, with the first animal,
a tadpo|e, being c|oned in |952. In l99ó, Dol|y the sheep became the first mamma| to have
been successfully cloned born. Scientists have already cloned human embryos and many believe
creating fully developed humans might be the next step.
For legal as well as ethical reasons, it's probable that the future of cloning will lie more in
therapeutic c|oning research than reproductive c|oning. The on|y difíerence between therapeutic
c|oning and reproductive cloning is that in therapeutic c|oning the embryo is never transíerred
into a female's womb.
Scientists, politicians and ethicists are still debating whether society should sanction or prohibit
altering the DNA of sperm, eggs, or embryos to correct genetic defects before children are
born. lt's a controversial idea, but to people facing a devastating inherited disease, engineering
humanity sounds like a good thing.
,c|oning
The biggest factory' can be found in China, in the northern Chinese port oíTianjin. The
Chinese scientists have technology advanced enough to replicate humans, and they are only
ho|ding off for fear of the public reaction. They argue that cloning is a saíeguard of biodiversity.
Their facility will house a gene bank capable of holding up to approximately five million cell
samples frozen in liquid nitrogen - a catalogue of the world's endangered species for future
regenerations. In the factory, they will also produce thoroughbred racehorses, as well as pet
and police dogs, specialised in searching and sniffing. They also serve a niche market recreating
customers' dead pet dogs, reportedly for $ 100,000 a time.
50 AKADÉMIAI ICADó t=qfu] szósrll FEIÁDATOKANGoL FELSóFoI(Ú I\mL\MZSGÁRA

Bioethics -
Ethical issues in biotech medicine
Abortion debate, human subject research, and euthanasia are all examples of medical ethics
cases. Bioethics is concerned with the ethical, legal and social issues in medicine and biology. lt
is often used to study how new discoveries in science will affect humans, animals, and nature.
The extraordinary revolution in biotechnology, especially breakthroughs in cloning and stem

cell research, has created new possibilities for curing disease and manipulating our genetic
heritage. With advances, however, come dilemmas - scientific, financial, and especially moral.
A lot of countries are taking serious steps to foster the establishment of stem cell research
centres. There is tremendous potential of stem cell research for the treatment of diseases, even
if it involves ethically sensitive areas. Stem cells are primitive, non-specialised cells of the body.
They have a unique ability to differentiate into specialised cells whereby tissues are formed.
Their properties have been used to renew or replace damaged cells. Stem cells are now used in
medical therapies, and researchers expect that stem cells will be used in many future therapies.
The stem cell controversy is related to the development, usage, and destruction of human
embryos. Not all stem cell research involves human embryos. For example, adult stem cells
do not involve using human embryos; stem cells can be retrieved, among others, from the
umbilical cord blood. However, obtaining stem cells from human embryos cannot be ethical
because it necessarily involves destroying those embryos.
There are more and more stem cell banks around the world. Stem cell samples are stored
specifica|ly for use by the individua| person írom whom such cells have been collected. The
sample can later be retrieved only by that individual or, in some cases, by their first-degree
blood relatives.
In fertilityclinics,IVF (invitrofertilisation) techniques are used, bywhich an eggis fertilised by

sperm outside the body. It is a technique of assisted reproductive technology for the treatment
of infertility. lt is expected that in the future, IVF will play a central role in the prevention of
diseases. The inexpensive human genome sequencing, the vast increase in the number of known
identifiable genetic diseases and the wide availability of cheap genetic screening will result in
an exp|osion oí demand for |VF from ferti|e coup|es who wish to prevent the transmission of
genetic diseases to their children.
Besides stem cell banking, egg or embryo banking is also popular. Egg-freezing procedures
allow women to focus on their careers without sacrificing the opportunity to have children
later in life. The hea|thy eggs are írozen in a fertility c|inic, up to l0 years, and kept untiI
a woman wants to have a child, at which point they are unfrozen and fertilised with sperm,
then reimplanted into a woman's uterus. The technology hasn't been very reliable and was
until recently considered experimental.
SZóBELI FEIÁDAToKÁNGoI' FELSóFoKÚ I\nTIWIZSGÁRA ffil axeoÉMIAI rrADó 5l

Bioethics 3 - Interview
- Today we inuited the leading ethicist in the arena of innovation. My first question is: Con
we cope with the danger of artificial intelligence? In other words, can ue keep technology
from slipping beyond our control?
- Obviously, there are a lot of benefits from emerging technologies, that's why they're all
being developed, but there are also risks and dangers. Things that we could address but
in most cases we don't because we often wait until after something goes wrong before
we put precautionary measures in place.
- Can you imagine any future form of artificial intelhgence that's smarter than humans?
What imoact could that have?
- There's no way of knowing when the machines will take over, but I have a prediction
that the breakthrough will occur sooner than we can imagine, probably in this century.
The exponentia| rise of computers wi|| eventua||y a||ow them to outsmart us. Don't íorget
that we can already build computers that can beat humans at specific tasks, like winning
a chess game. Once we make artificial intelligence as smart as humans are, we can tell it
to make a smarter artificial intelligence. Then that machine will be smarter than us, and
so on.
- So, what are the most exciting emerging technologies that are changing the world, in your
uiew?
- ln this past year, there's been a lot of attention given to the new technology called
CRISPR or genome editing - an easy, cheap, and very precise way to "edit" the DNA of
living cells. The new editing genes dramatically speed up the ability to alter the genome
in all of its forms, not just plants and animals but also the human genome.
- What's the significance of thís bÍotech breakthrough?

- Right now CRISPR's success rate is low and it's hard to use on a whole person. How-
ever, once those problems are solved, CRISPR may allow us to cure all genetic disease
- everything from Huntington's to Alzheimer's. Coing further, consider the implications
for fertiIity medicine. A doctor could take a fertiIised egg írom two hopefuI parents' twin
it, sequence one egg, and use that information to edit the genome of the other egg.
The doctor, under guidance from parents and the law, could make as many changes as
desired, then implant the egg and the woman could have their baby. The result is called
a "designer baby".
- Technology is a good seruant but a dangerous master, as the saying goes. Do you agree
with this statement?
- Absolutely.Thebasicideahereishowweensurethattechnologydoesnotbecomethe
dominant, inevitable dictating force of our future.
52 exeoÉltwICADó fqiim szósgll FEIADAToKANGOL FEI,Sol..oKÚ NYELWIZSGÁRA

Useful expressions
amplify a crop'sresistance termény el|enál|ó képességéterósíti
artificial inte||igence mesterséges inte||igencia
assisted reproductive techno|ogy mesterséges megtermékenyítés,
asszisztá|t reprodu kciós technika
devastating inherited disease pusztító örökö|t betegség
DNA of living ce||s éló sejtek DNS.e
egg and embryo banking petesejt és embrió lefagyasztása
emerging techno|ogies feltörekvő techno|ógiák
ethical concerns etikai aggodalmak
ethicists etikusok
exp|osion of demand robbanásszer ű igény
exponentia| rise exponenciális növekedés
ferti|ise by sperm spermával megtermékenyít
ferti|ity clinic meddóségi k|inika
first-degree blood re|atives e|sőfokú vérszerinti rokonok
genetic heritage genetikai örökség
genome génáI|omány, genom
genome editing géneditá|ás
human subject research emberkísér|et
lVF |aboratóriumi megtermékenyítés
medical ethics cases orvosetikai esetek
on severa| grounds számos okbó| kifolyó|ag
outsmart sy tú|jár vki eszén
precautionary measures e|ővigyázatossági intézkedések
resistant to weed ki||ers gyomirtószer e||ená|ló
safeguard of biodiversity bio|ógiai sokfé|eség biztosítéka
s|ip beyond control ricsúszik a kezÜnkból azirányítás
stem ce|| research óssejtkutatás
tadpole ebihal
thoroughbred racehorse te|ivér verseny|ó
transfer into a womb áthe|yez a méhbe
tremendous potentia| hata|mas |ehetóség
umbi|ica| cord kö|dökzsinór
SZOBEII FEIÁDATOK ANGOL FEtsőFoKÚ tffifu] exeoÉMIAI KIADÓ 53

^IITL\MZSGÁRA
| . Should euthanasia or physician-assisted suicide be legal?
2. Should animals be used for scientific testing?
3. Should marijuana be a medical option?
4. What is your position on abortion?
5. What is stem cell banking?
6. Why is stem cell research controversial?
7. Why are sperm banks and egg banks popular?
8. What is the purpose of genetic engineering?
9. What is your opinion on human genetic engineering?
10. Why is human cloning considered unethical?
l l. Did the c|oning of Do|ly' the first cloned sheep, transform the course oí science?
12. Which will win out, organic crops or GMO crops? Why?
l3. What is the centra| argument íor GMo-free food?
14. What is bioethics and what is its scope?
15. What is your opinion of "designer babies"?
54 AKADÉMIAIKIADó ffi] szósnuFEIÁDATOKANGoLFEISőFoI(ÚNYELWIZSGÁM

Climate change &
Natural disasters around the world

These days wherever you live, you may experience extreme weather conditions. There is no
summer in Hungary without heavy storms which, even if they only last for a couple of hours,
bring about torrential rain with thunder and lightning, gale-force winds and sometimes hail.
It often happens that during such heavy storms more rain falls than the monthly average.
As the drainage of towns and cities is often unable to cope with the huge amount of rainfall,
seweÍs overílow turning roads into rivers. And when the roads are f|ooded, cars get stuck and
people have to wade through ankle-deep water. When public transport also comes to a halt,
people may find themselves stranded far away from their homes. Severe storms with excessive
rainfall may also cause cellars to flood and inundate electric transformers with water, which
then can lead to power cuts. This adds to the inconveniences as it might take time for the
power supply to be restored.
Severe weather hits not only in Hungary but in other parts of the world as well. Every year
we hear about bushfires in Australia, which occur during droughts and heat waves. Because
these fires often cover a vast area, they are difficult to put out and can be devastating,
causing not on|y damage to property but loss oí life as well. |n regions located on fault lines,
earthquakes may occur which, coupled with aftershocks and severe weather conditions, can
be very destructive. By shaking the ground, earthquakes can flatten houses, cause fires, and
disrupt public services. Even in countries where there are buildings that can withstand fairly
strong tremors, such as Japan, earthquakes can have devastating consequences, including
mortality and life-changing injury. In addition, earthquakes can trigger landslides and cause
tsunami in coasta| areas. The dead|iest tsunami oí modern times struck on Boxing Day in
2004 and killed almost a quarter of a million people in countries bordering the Indian Ocean.
The tsunami destroyed thousands of kilometres of coastline, submerged whole islands and
left thousands dead and missing, shattering the Iives of those who survived. At the time few
people knew that the sign of a tsunami is a rapidly receding sea so there were some people
who, dliven by curiosity, went onto the exposed seaí|oor rather than escaping to the hil|s.
Those lucky few who were in possession of this information ran for high ground and managed
to save their own as well as other people's lives.
You do not have to live in a coastal area to be at risk of flooding. Rivers and lakes can also
swell and inundate the area around them. Floods are caused by long periods of heavy rains or
melting snowwhen the land cannot absorb the huge amount of water that hits the ground.
It is possible to prevent floods by erecting artificial barriers but however carefully the relevant
authorities prepare for floods, disasters still happen. When floods hit, people often have to
evacuate their homes and the army may have to be called in to help with the rescue efforts
and bui|d deíences. |t seems that despite modern technology and our increasing knowledge
about the world, humankind's strugg|e with nature wiIl continue in the íoreseeab|e future.
SZóBELI FEIÁDAToKANGoL FELSóFoKÚ NnTLWIZSGÁRA feÍfu] ereoÉMIAI KrnDó 55

Climate change ,:
Global warming
Most scientists agree that extreme weather conditions and the growing number of natural
disasters such as droughts and fires are caused by human-induced global warming and the
subsequent climate change. The reason for global warming is greenhouse gas emissions that
come mainly from the burning of oil, carbon or gas, from industry, deforestation and even
farming. The resulting high |evel of carbon dioxide blocks the heat radiating írom the Earth. As
the trapped heat warms the Earth, temperatures rise, leading to melting icecaps and rising sea
levels. As a result of the rising temperatures, there is more energy in the atmosphere, which
makes storms more intense and droughts longer and more severe. Elsewhere, high temperatures
may generate more moisture, which can cause more frequent and severe floods.
Hot summers with lengthy heat waves, of which most of us have had first-hand experience,
are the effects of g|oba| warming. According to scientists, I 5 of the hottest |ó years since
records began occurred in the 2 | st century, with 20 I 5 being the hottest. Research conducted
by the MET ofíice indicates that the next two years are not going to be any coo|er. A|though
many of us yearn for sunshine during the cold winter months, long heat waves in the summer
take their toll on the human body. Spending too much time in hot weather can cause heat
exhaustion or worse, heat stroke which is more severe. Hundreds of people die in heat waves
in the US eYeÍy yeaÍ' Hot summers in Europe a|so claim their victims, especia||y among the
elderly and frail.
Rising temperatures are expected to have social effects as well. Droughts and severe weather
conditions together with a growing number of pets affect agricultural systems adversely, and
|ead to crop failures and shortage of forage on livestock íarms. The result may be rising food
prices and, in some places, food shortages. The lack of food security can then lead to political
and social instability, food riots and in the worst cases, famines.
This is a very bleak picture oí the state of the Earth' and the future does not |ook any brighter if
humankind doesn't respond quickly. Climate change can be mitigated by reducing greenhouse
gas emissions and by putting an end to deforestation. Switching to renewable energy sources
such as sunlight, tides, and wind can contribute to the lowering of carbon dioxide levels. The
installation of solar panels, which can provide hot water and heating, saves not only money
but reduces harmful emissions produced by burning fossil fuels as well. There are also wind
farms with wind turbines that generate electricity without harmful emissions. lnterestingly,
they are often met with opposition by people who claim that wind farms are an eyesore
which ruin the countryside. Some people also complain about the noise produced by wind
turbines. This, however, should not be a major concern since wind farms are usually located
in a distance from residential areas. lt seems that we can't have our cake and eat it: stopping
global warming and saving the planet for future generations requires more than empty words.
56 AKADÉMIAI I{ADó tffit szósBLI FELADAToKANGoL FEISőFoKÚ NIYELWIZSGÁRA

Climate change 3 - Interview
- How long did you live in Tokyo?
- | lived in Tokyo for a year. lworked as a guest lecturer teaching English as a foreign
language to International Communication majors at a university in Tokyo.
_ How was your eueryday lÍfe in Tol<yo dift'erent from your life in Budapest?
- Everyday routines and my lifestyle in generalwere quite different. Surprisingly enough,
I lived at a slower pace: I did lots of sports, I devoted more time to eating properly and
drinking tea at a leisurely pace. Japanese cuisine is totally different from Hungarian, but
I loved it. I had lots of rice and seafood and raw dishes, which I didn't use to eat before.
Another aspect of change was the language barrier that struck me on the first day; it was
much more difficult to get usualthings done such as everyd,ay shopping, especially at the
beginning of my stay.
- How often do earthquakes strike ín Tokyo, and how powert'ul are they?
- According to statistics, there are about | 500 earthquakes all over the country every
year. Japanese people say that the only question is how sensitive you are to feel the light
ones. In my experience, the earthquakes in Tokyo seemed seasonal; there were more
quakes and stronger ones in spring and autumn. Most of them weren't too intense, and
did not cause any serious damage in the buildings.
- Can the buÍIdings wíthstand earthquakes? what damage do earthquakes cause?

- Yes, the buildings are pretty modern structurally and most of them are earthquake
resistant. All the buildings are extremely safe, so usually there isn't much damage caused
by earthquakes.
- What do you haue to do when an earthquake hits?

- There is a 'disaster manual', which looks like the yellow pages, giving information to
the citizens oí Tokyo about what to do, where to hide, where the c|osest she|ter is' In
the case of lighter quakes, it is enough to stay inside and hide under the table, but when
a more powerful earthquake strikes, it is advisable to open all the doors and windows,
leave your apartment and stay outside or go to the nearest shelter.
- Are there any other natural disasters that are common in the region?
- Typhoons are also common in Japan. They strike an area right at the end of the ex-
tremely hot and humid summer, and usually last for a couple of weeks. During that time,
it often happens that traffic is held up and schools announce a school break for a day or
two.
- How do people prepq.re t'or natural disasters? Where do they get the latest int'ormation
from?
- People are always well-informed about the weather. For instance, there are special ap-
plications on their mobile phones that warn them before an earthquake hits their area.
In case of a natural disaster, they follow the guidelines of the'disaster manual'. Besides
this, they are taught what to do from early childhood. In general, people store enough
food and water at home' and they always |eave their c|othes and a flash|ight c|ose to tÉe
bed so that they can escape from their flats as quickly as possible.
SZOBELI FEI-ADATOKANGOL FELSőFoKÚ NIYELWIZSGÁRA ffil exeoEMlAI KIADó 57

be an eyesore bánt1a az ember szemét
burning fossil fuels fosszi l i s túze|őany agok e|égetése
come to a halt megá|l
conduct research kutatást végez
damage to propeÍty anyagi kár
deadly bushfire halá|os kimenetelű bozőttűz
disaster movie katasztrófafilm
disrupt public services megzavarja a közszolgá|tatásokat
earthquake-resistant building fö|drengésbiztos épü|et
extreme weather conditions szé|sőségesidőjárási viszonyok
famine éhínség
fault lines törésvonaI
forage takarmány
gale-force wind viharos erejű szé|
globalwarming globá|is felmeIegedés
greenhouse gas emissions Üvegházhatásúgáz- kibocsátás
heat stroke hóguta
heat wave kánikula, rendkívüli forróság
increasing frequenry növekvő gyakoriság
livestock á|latá||omány
loss of life emberi élet e|vesztése, halá|eset
MET Office Meteoro|ógiai lntézet
mitigate csillapít
power cut áramszünet
receding sea apadó/vi ssza húzódó ten ger
rising sea level emelkedó tengerszint
struck by an earthquake fö|drengés sújtotta
take toll kárt okoz
torrential rain heves esőzés
wade through sg átgázo|vmin
wind park szé|eróműpark
World Heritage Világörökség Yjxj
yearn for sg epedezik, vágyik vmire $:

you can't have your cake and eat it a kecske is jó||akjon és a káposzta is .,
megmaradjon ,4
J{e}{fo;" -" .* , 4.1{'h .-5."; ':irr'ry:;'pE6'," "V<:#fl#S
58AKADÉMIAII(ADÓ@szisELIFEIÁDAToKÁNGoLFELSőFOKÚNYELWIZSGÁRA
Questions for discussion
I. Have you ever experienced a natural disaster or extreme weather?
2. Do you know of countries frequently affected by flooding?
3. In which countries have there been severe famines? Did the outside world help to
relieve the suffering of those affected?
4. Which regions are most susceptible to flooding in Hungary?
5. Do you know of any great floods in Hungary or abroad?
6. What can we do right now to slow climate change and make a real difference?
7. Do you know of any recent nuclear disasters or accidents?
8. Have you ever watched disaster movies? Do you like them?
9. Who do you agree with? Those who say that climate change is human-induced or
with those who blame natural causes?
10. What can be done to stop global warming?
I l. Do you think chi|dren shou|d be taught about globa| warming and its eífects in
school?
12. How can individuals act on the advice of scientists and contribute to the protection
of the Earth?
13. Do people use alternative energy resources in your local area?
14. What tips would you give for everyday 'green living'?
15. How can one avoid heat-related health problems?
SZóBELI FEIÁDAToKANGoL FELSóFoKÚ }IYELWIZSGÁRA .ffi] areoÉMIAI KIADó 59

Animal protection &
Circuses and zoos

Should animals be used for human entertainment? Some parents take their kids to circuses
and zoos frequently and turn a blind eye to animal cruelty, however, circus and zoo animals
have the right to be protected and treated humanely.
Elephants, tigers, and other animals used in circuses live miserable Iives: they are stolen from
their families, removed from their natural environment, tightly chained or caged for hours
or even days at a time. Circus trainers whip them into submission. They are beaten with
bullhooks and electrocuted with electrical rods to train them to do unnatural and senseless
tricks. Constant travel means that animals are confined to boxcars or even trailers, often for
days at a time, in extremely hot and cold weather, often without access to basic necessities
such as food, water, and veterinary caÍe, While in transit, elephants, big cats, and primates
are forced to eat, drink, sleep, defecate and urinate all in the same place.
The only time they are really allowed to move around is during those short performances. They
are forced to do things that are completely unnatural. For example, elephants in their natural
home and habitat typically walk up to 30 miles in just one day and would never stand up on
small stools. Similarly, tigers would never jump through fire hoops because they naturally fear
fire. They force them through violence and aggression to do all these ridiculous tricks: this is
circus animal abuse.
ln zoos, animals are usually held captive behind bars in artificial environments. Most captive
animals are unable to thrive in small enclosures, especially with unnatural weather and climates.
Trave|ing and roadside zoos aÍe even crueler. Animals are oíten kept in barren cages, such as
concrete pens, and in stressful environments, with nothing more than an old tire or a log to
stimulate their minds and enrich their lives.
Many zoos claim that the reason why they exist and continue to breed animals is to help
protect endangered species, but that's not entirely true. They also tell people that by visiting
them, people will learn about wild animals. However, most visitors spend only a few minutes
at each display and learn very little about the animals they are seeing. Signs outside displays
barely cover more than an animal's species, diet, and natural range. With today's information on
the lnternet, educational TV programs, and documentaries about animals, we can learn about
animals in many different ways. Alternatively, there are other wonderful ways to experience
wild animals such as scuba diving, snorkeling, hiking, and bird watching.
Ultimately, animals do not belong in cages, or behind concrete walls. No matter how brightly
a wall is painted, or how large a cage is, a zoo environment cannot compare to an animal's
wild habitat. lnstead of visiting circuses and supporting zoos, we should support organizations
that help protect the animals in their natural habitat.
60 AKADÉMIAI I(ADó fefu] szónlll FEI-ADATOKANGOL FELSóFOI(Ú NYEL\MZSGÁRA

Animal protection X
Endangered species
An endangered species is a group of plants or animals that is in danger of becoming extinct.
Extinction is a natural process and also a part of evolution. However, the environmentalists
are mainly concerned about the extinctions caused by humans, such as excessive hunting,
deforestation or global climate changes.
Habitat destruction by human activity poses the greatest threat to species. The world's forests,
swamps, plains, lakes, and other habitats continue to disappear as they are harvested for
human consumption. The main cause of habitat destruction is urban development. As more
and more people move to the cities, urban sprawl replaces natural habitats. The habitats that
remain are fragmented and depleted.
Around ha|f of the wor|d's original íorests have already disappeared, and they are sti|l being
removed at a higher rate than any possible level of regrowth. Tropical rainforests have received
most oí the attention concerning the destruction of habitat. As tropical forests contain at
least half of the Earth's species, the clearance of some l7 million hectares each year is a
dramatic loss.
The effects of habitat destruction not only impact native species and communities, but
they impact human populations as well. Degraded lands are frequently lost to erosion and
desertification. Natural disasters such as floods, droughts, outbreaks of pests and water
pollution take a toll on human populations.
How can endangered species be protected? Many countries have laws to protect these plants
and animals. These protective measures are designed to preserve species that have been listed
as endangered or threatened, including restrictions on hunting, transporting and trading.
Poaching, the illegal hunting of animals, is a serious issue. For example, hunting elephants for
ivory greatly reduced the population of elephants in Africa in the 20th century. Both African
and Asian elephants are endangered species. African elephants receive some legal protection
in every country where they are found. There are also some laws against the trade of ivory
but some countries argue that these laws should be removed or changed, to allow them to
sell some ivory.
SZóBELI FEIÁDAToKANGoL FELSőFoKÚ I\n'ELWIZSGÁRA @!fu] eraorMrel KIADo 6|

Animal protection 3 - Interview
- Professor, what is the greatest threat to our planet, in your utew?
- Clobal warming and climate change, I would say. The amount of carbon dioxide has
drastically increased in the last two hundred years due to industrialization and it is the
main cause of global warming. When people drive a car or operate a factory and use fossil
fuels like coal and oil, they release carbon dioxide into the air. This adds extra greenhouse
gases to the air, and the extra gases trap more heat. When people cut down many trees,
this means less carbon dioxide is taken out of the atmosphere by plants.
- And global warming is causing climate patterns to change, is that ríght?

- Exactly. Climate change is about abnormal variations to the climate and the effects of
these variations on other parts of the Earth. Examples include melting of the ice caps at
the South Pole and the North Pole. These changes may take tens, hundreds, or perhaps
millions of years.
- OK, the auerage surface temperatures will increase across the globe, but does that really
matter?
- In reality, the consequences are more complex. Climate change will cause an increase
in both the number and ferocity of droughts, floods, heat waves, hurricanes, tornadoes,
and wildfires. Mass desertification is already occurring at an increasing rate. Millions of
square kilometers of once agricultural land have become barren. Any lakes or rivers in
its path have disappeared. There are over 100 countries, primarily in Africa, Asia and
Latin America that are currently affected by desertification. The effects of climate change
include a change in weather patterns, precipitation, sea level rise, and wildlife. Short-
ages of food and water will also become commonplace in the future because fresh water
supplies are decreasing due to the melting of glaciers, the shrinking of lakes, and water
contamination.
- Whot about the effects on plants and animals?

- The mass extinction of species will be one of the most troubling effects of climate
change. We, humans, have the technology to help us adapt to drastic changes in weather
patterns but animals do not stand a chance. In fact, some experts predict that over I mil-
lion species could become extinct by 2050.
- That sounds uery depressrng. What can we do to preuent that?

- In order to reduce our environmental impact, we must decrease our carbon footprint.
Everything we talk about here is in effort to reduce greenhouse gases, which cause global
warming, which causes climate change. Making smarter buying decisions, which will
(hopefully) impact manufacturing. Not using so much electricity, which is mostly gen-
erated by coal, which releases greenhouse gases. Or not driving our cars so much. We
believe every little bit counts.
62 AKADEMIAI K|ADó fgiÍÉD szósnll F.EI.{DATOKANGOL FELSóFoKÚ I{\TL\MZSGÁRA

animal abuse állatkínzás
barren sivár
become extinct kihal
boxcar zárt tehervagon
bullhook eIefántkampó
carbon íootprint szén|ábnyom
confine bezár, kor|átoz
contamination szenny eződés, szen nyezés
defecate and urinate széke| és vize|
deforestation erdőirtás
deplete kimerít. kiürít
desertification elsivatagosodás
electrocute with electrical rods elektromos pá|cáva| áramütést ad
endangered species veszé|yeztetett Íaj
ferocity vadság, intenzitás
fossil fuel fossziIis túze|őanyag
hold captive fogságban tart
jump through fire hoops tűzkarikákon átugrik
natural habitat természetes é|őhe|y
poaching orwadászat
precipitation csapadék
primate főemlós
take toll á|dozatokat követel
thrive gyarapodik, boldogul
tightly chained and caged szorosan |áncra kötve és ketrecbe zárva
trade of ivory eIefántcsont kereskedelem
turn a blind eye to sg szemet huny vmi felett
unnatural and senseless tricks természete|lenes és értelmetlen trÜkkök
urban sprawl városburjánzás
whip into submission ostorraI engedeI mess égre kény szerít
SZŐBEII FEIÁDAToKANGoL FELsŐFoKÚ }IYEIwIZSGÁRA ffi] ereoÉMhl KIADó 63

l. What is your opinion on zoos?
2. Is it unethical to keep animals in zoos?
3. What, if anything, have you found uncomfortable or unpleasant about visiting a zoo?
4. How do zoos do more harm than good? What are the pros and cons?
5. Should animal circuses be abolished worldwide in the future?
6. Why is it important to protect endangered species?
7. What are the effects of habitat destruction?
8. Why should one care about desertification?
9. Why does climate change matter?
10. How will humans and animals adapt to climate change?
| | . What are the most effective ways to reduce one's carbon footprint?
12. What evidence exists in support of the existence of global warming?
| 3. What are the reasons for the ozone hole?
14. What are the biggest global challenges facing humanity and our planet?
15. What will the environment be like in 2100?
64 ereoÉuw I{ADó ffi] szósELI FEIÁDAToKANGoI FELSóFoI(Ú NYELWIZSGÁRA

lnternet i
Can't stay away from social media?

Social networking sites (SNSs) are becoming a primary method for communication and
socialisation. Young people tend to visit their SNSs several times a day because in order to
maintain an attractive profile, frequent visits are necessary: this is a factor that facilitates
potential excessive use. Social networks offer the opportunity for people to reconnect with
their old friends and acquaintances, make new friends, trade ideas, share content and pictures,
and many other activities. Users can stay abreast of the latest global and local developments,
and participate in campaigns and activities of their choice.
Professionals use social media sites such as Linkedln to enhance their career and business
prospects. Students can also collaborate with their peers to improve their academic proficiency
and communication skills. Social websites also play an important role in many elections around
the world. They have also served to rally people for a cause, and have inspired mass movements
and political unrests in many countries.
Social media has its advantages and drawbacks as well. The first problem is that social networks
are massively addictive. There seem to be more and more people who have crossed the line
from social networking to social dysfunction. The addictive aspect of social networking is
associated with FOMO - fear of missing out. Everyone is posting things, sharing news and
content and talking to each other 2417. Problems arise when users ignore family and work
obligations because they find the world of Facebook a more enjoyable place to spend time in
than the realworld.
The second problem is the impact on privacy. SNSs encourage people to be more public about
their personal lives, but the disclosure of rich private information including status updates,
comments, pictures, and new friends, can result in jealous cyberstalking or even identity
theft. Online harassment (e.g. posting abusive posts on a user's wall) is also on the rise. Kids
especially are vulnerable to the practice of cyber-bullying. The devastation of these online
attacks can leave deep mental scars.
Third, heavy social media use may hurt your self-esteem. On the surface, Facebook and similar
sites provide an invaluable resource for fulfilling the basic human need for social connection.
But rather than enhance well-being, SNSs often undermine it: many people feel more lonely,
frustrated or angry after spending time on Facebook, often due to perceived inadequacies when
comparing themselves to friends. lt is up to each user to use social sites wisely to enhance
their professional and social life, and exercise caution to ensure they do not fall victim to
online dangers.
SZóBELI FEIÁDAToKANGoI, FELSóFoI(Ú NYEL\MZSGÁRA [4üb..-t ex.loeMhl KtADo 65

lnternet ffi
Internet security
When you are thinking about a system security, there is not one aspect that will secure your
systems - you need an overall security strategy. You cannot eliminate security risks, but you
can manage and mitigate the risk.
Malware is malicious software code developed by cybercriminals to infect PCs, networks and
mobile devices for the purpose of gaining access to sensitive data. Such software comes in
many íorms: some ma|ware types - |ike viruses and Trojans - are too|s for breaking into your
PC, while others - like worms, spylvare, and key loggers - are all about snooping through a PC
or network looking for particular systems to compromise and data to steal.
"Phishing" is the attempt to acquire sensitive information such as usernames, passwords,
and credit card details, often for malicious reasons, by appearing as a trustworthy entity in an
electronic communication. Phishing is a continual threat, and the risk is even larger in social
media such as Facebook, Twitter, and Google+. Hackers can create a clone of a website and
tell you to enter personal information, which is then e-mailed to them.
It is crucial to use strong passwords and practice good password management to protect the
security of your accounts. As much as users may not like it, adhering to password requirements
such as a minimum of around eight characters, including an uppercase letter and number will
help to protect your information in the long run.
lnsta||ing protective software and making sure your anti-virus software ís a|ways up to date
is also a must. Security packs contain a suite of firewalls, anti-virus, anti-spp;vare, and more.
They may offer theft protection, private lnternet browsing, cloud anti-spam, and a file shredder,
among other things.
lmplementing a rigorous data backup system is useful, including the secure storage of backup
media. This function is critical to contingency planning. The frequency of backups will depend
on how often the data changes and how important those changes are. Also, as a safety measure,
it is useful to test that backup copies are actually usable.
Online hackers always target softwarevulnerabilities, so make sureyou have them all covered
with the latest security patches. Keep your software up-to-date, your Windows operating
system, and third party software. Sensitive browsing, such as banking or shopping, should
only be done on a device that belongs to you, on a network that you trust.
Once you think you have done all you can, then it's time to test your website security. The
most effective way of doing this is via the use of some website security tools, often referred
to as penetration testing.
66 AKADÉMIA] KIADó fffi] szóeELI FEIADAToKANGoL FEISŐFOKÚ NmLWIZSGÁRA

lnternet 3 - Interview
- We all know that the lnternet has become a significant aspect of modern living. The auer-
age number of hours spent on online gaming is íncreasing' with l 2_ l 4.year-olds spending the
most time on these games.Why are online games so popular?
- The most popular type of online game is the multiplayer role-playing game. By design,
these games run in real time, are highly social and competitive in nature. They also call
for a high level of commitment and cooperation among game users. They allow gamers
to create their own avatar to play with others from across the globe in self-contained
online worlds.
- Parents are expressing concern about their children's gaming habits. They say that kids in
front of computer screens are growing up without developing social skills.
- For most gamers, games are just one of many activities in their lives. Camers typically
also have many other obligations in their daily life, such as going to school, having family
dinners, going on a date, fighting with siblings, etc. Through these interactions, children
have many opportunities to learn the various social techniques that are needed for ef-
fective íace-to.face communication. As such, there is Iittle reason íor the average parent
to worry.
- But they say these games are highly addictiue.

- And they are right. The problem is not just restricted to young kids. We know parents
who are hooked on these things. lt's not unusual for people to get so obsessed with
online gaming that they forget to eat and drift towards an anorexic and undernourished
state. In order to create more time for computer games, such players will neglect sleep,
hobbies, exercise, and so on. Excessive digital gaming may lead to poor decision-making
and even depressive symptoms. But if it is not excessive, then the advantages outweigh
the disadvantages, I think.
- What are the main aduantages?

- Online games are social spaces where friendships often develop. People are engaged
in playful, often novel activities, and they collaborate. This is key, as these shared activi-
ties contribute to the formation of long-lasting friendship bonds and they also develop
teamwork skills.
- ln multiplayer mode, users can send text or audio messages to each other. Can this pose
some ris/<s to young people?
- Yes, indeed. In some cases, young players can experience online abuse or harassment
from other gamers, particularly when emotions are high after a competitive game. To
avoid this, ensure your child's profile is private and encourage your child not to use real
photos or fu|| names íor their gaming profile and not to share any persona| information.
It's also a good idea to teach your child how to block a player who sends upsetting mes-
sages. Having said that, I still firmly believe in the positive impact playing games can
have.
SZóBELI FEI-ADAToKANGot FEtSoFoKÚ NIYEIwIZSGÁRA t--@t ereoÉMIAI KIADó 67

adhere to the requirements követel ményeket beta rt
contingency planning vészforgatókönyv készítése
devastation pusztítás
disclosure of information információ felíedése
enhance their career and business prospects eIhelyezkedési és Üz|eti esélyeket fokoz
excessive use tú|zott haszná|at
exercise caution óvatosságot tanúsít ',:a
fall victim to sg á|dozatáu| esik vminek .:

L
file shredder dokumentummegsemmisítő
-i:
FOMO (fear of missing out) fé|e|em vmi kihagyásátó|
gain access to sensitive data ér zékeny adato khoz hozzáfér ést szeÍ ez
get obsessed with sg mániájává vá|ik vmi
identity theít identitásIopás
ignore family and work obligations családi és a munkahelyi köteIezettségeket
semmibe vesz
t' impact on privacy magáné|etre gyakorolt hatás
improve academic proficiency tanuImányi eredményen javít
- in the long run hosszú távon
,, invaluable resource feIbecsÜlhetet|en értékűerőforrás
:: jealous cyberstalking fé|tékeny kiberzak|atás
: key loggers bilIentyű|eÜtés. naplózó
' leave deep mental scars mé|y le|ki sebeket hagy
, malware kártékony szoftver
' massively addictive komo|y fÜggőséget okoz
: mitigate the risk kockázatot enyhít
: penetration testing behato|ási teszt
.i phishing adatha|ászat
political unrest politikai zavargás
pose some risks veszé|yt jeIent
problems arise problémák merÜlnek fel
rally people for a cause egy üw érdekében embereket mozgósít
r-: security patch számítógépes j avítócsom ag
.r self-contained öná|ló, fÜggetIen
internetes kémprogram
-I#;:'srorsg lépésttart vmivel
kárt okozó szoftverkód
68 ereoÉn'lw I(ADó fqfu] szósnll FEIÁDAToKANGOL FEISóFoKÚ NYELWIZSGÁRA

l. What are the most popular social media platforms in your country?
2. lI you needed to stay away from TV mobile phone or social media sites for an entire
month, which one would you choose, and why?
3. What are the best social media marketing practices for companies?
4. Why are most teenagers addicted to social media?
5. Why do people use Linkedln regularly?
ó. At what age shou|d chi|dren be al|owed to use the Internet without supervision?
7. Would you allow your lO-year-old son to create his own Facebook account? Why/
Why not?
8. What is the best way to protect your privacy using social media?
9. What are the best practices for usernames and passwords?
I0. What is penetration testing?
I l. How do you back up your computer files?
12. What's the point in file shredding?
13. Why would someone get addicted to online gaming?
14. How would you reduce your brother's online gaming addiction?
15. What can you do about harassment online?
SzóBEil FEIÁDAToKANGoL FELSőFoI(Ú }IYELWZSGÁRA ffi] ereoÉMIAI KIADó 69

rr
tvtflna\r
lYlYf|Y,
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€.
Transforming the use of money

The way we use money has changed a lot over the past few decades. Gone are the days when
we had to make sure we had enough money on us when we went out or were shopping. These
days, an increasing number of people pay for their purchases by card rather than f)tffh. Vtany
customers use credit cards, which means that cardho|ders do not have the moíey they have
spent withdrawn from their bank account, as is the case with debit cards, but can pay latel
normally on a monthly basis. Paying interest on the money spent usually kicks in one month
after a purchase has been made, and the interest rates vary írom company to company. Need|ess
to say, this makes shopping much easier but it is a|so more diíficult to resist temptation when
you know you don't have to have the money in your pocket to buy the things that take your
fancy - within, of course, the credit card limits. On top of this, online shopping has eliminated
the need of going to shops as you can buy everything, including flight tickets, with the click
of a button in the privacy of your own home.
It is not only our shopping habits that have changed. Paying bills, insurance fees, and loan
instalments can now be done through direct debit which replaces postal orders and queueing
in the post office. With the help of Internet banking, we can save the journey to the bank
as all kinds of banking operations can be carried out through the Internet, including online
money transfers or checkingyour bank balance. lf you have a smartphone, you can do all this
without having to be near your computer. However, even in an increasingly cashless society
there are places which do not accept cards and you have to pay by cash. This is when ATMs
come in handy by allowing you to withdraw money from your bank account when needed.
The advantage of ATMs is that you can take cash out 2417, and that you can also check the
amount remaining in your account after the cash withdrawal.
Surveys indicate that Hungarians are reluctant to reap the benefits of electronic payment
methods and online banking. One reason may be that fees have to be paid for cash withdrawals
from ATMs. Simi|arly, f|at fees are charged for the use of Internet banking even ií on|ine banking
is supposed to make the job of banks more cost-effective and efficient. Moreover, there are also
many people who do not trust the |nternet and fear that an identity thieí may raid their bank
account, and they will notice the theft when it's already too late. Because these people don't
want to become victims of online fraud, they do all banking operations in person and use cash.
Time will tell whether the idea of a cashless society will ever become a reality. lf the failure of
the realisation of the paperless office is anything to go by, it may be some time before banknote
printers and mints go out of business.
70 er.toÉuw KIADó ffi] szóeELI FEIÁDATOKANGot FELSOFOKÚ I\n'ELWIZSGÁRA

Money X
Does money make the world go round?
Money does not buy happiness, as the saying goes, but neither does poverty. When we
don't have money' we think that al| our problems would be so|ved ií we had more funds, and
even ií we Iive a Iife of Iuxury with enough in our bank accounts, we sti|l want more. In our
materialistic society where money is often the yardstick against which people's achievements
are measured, it is difficult to find somebody who wouldn't be interested in money. The first few
words children learn often include 'mine'. We then grow up to be acquisitive and accumulate
possessions way above and beyond the essentials.
The problem is that often it is difficult to resist shops fuIl oí desirab|e goods. Advertisements
and marketing gimmicks persuade us to buy things we have never thought we would need.
Products manuíactured 30-40 years ago were made to |ast for decades. When a washing
machine broke down, peop|e made a lot oí effort to have it repaired, but these days it is often
cheaper to have something replaced than mended. Every year new models of cars, computers
and all kinds of other gadgets come out offering striking new features that allegedly make our
life even better. In addition, the mentality of keeping up with the Joneses has not disappeared
with the many changes and new developments either. Like before, people do not want to lag
behind, and are willing to borrow money in order to possess items of the latest trends. They
may opt for taking out a bank loan even if they later struggle to pay off their debts.
Fortunately, an opposite tendency can also be observed. Some people, who have made more
money than their children or grandchildren would ever need, are donating huge amounts to
charities. Those who don't have the means but still want to help good causes volunteer and
devote their time and energy to the less fortunate. Others advocate a minimalist approach
to possessions and encourage their íel|ow citizens to enjoy the benefits of owning |ess. They
encourage people to dec|utter and get rid oí the excess stuff that they have accumulated in
their homes over the years. They argue that a minimalist home is easier to clean and is less
stressfu| than the home of a hoarder. Moreover, a propeÍty free of c|utter looks more appea|ing
and spacious and may' thereíore, be easier to sel|. By buying |ess and owning only what is real|y
necessary, we can also help to save the environment. Other, more mundane ways of saving
money include buying things in January or during summer sales when you get discounts on
almost everything. You can also accrue points on frequent flyer programmes or on loyalty cards.
The points thus collected can then be redeemed for flights, goods, and services.
SZóBEII FEIÁDAToKANGoL FELSőFoI(Ú }I\TLwIZSGÁRA ffi] exeoÉMIAI KIADó 7 |

Money 3 - Interview
- You are a family of four with two young children. How do you manage the t'amily budget?
- We have a joint bank account and all the bills come out of that account. We usually
use it for buying food and other joint items as well. We worked out roughly how much
our mortgage, bills, food, etc. cost every month and then split that amount into thirds.
I pay two-thirds because I work full-time and my wife works part-time, so we skewed
the amount to match our earnings. We both transfer that amount into the joint
account at the beginning oí the month. Sometimes we have to top up the account
when we decide to make a bigger one-off purchase.
- What outgoings do you haue fromyour own bank account?

- My mobile phone bill is on my account. I pay for petrol in my car and not the joint
account because I get travel expenses from my work. Other expenses are just personal
things like clothes, eating out and gadgets. The majority of our outgoings are from our
joint account. My student loan is taken from my pay so I don't need to think about it. My
pension is also taken from my pay as lget a company pension.
- Whenyou buy something, do you pay by cash or by card?

- | almost always use a card. I only take out cash if I know l'm going somewhere that
doesn't accept cards, usually bars.
- Do you use a debit or a credit card? How many credit cards do you haue?
- | usually use a debit card. I have a couple of credit cards, I have one to use in emergen-
cies that has a permanently low interest rate and I have one that I used once because
I had zero percent interest for a whi|e. l haven,t used that since l paid it ofí.
- Do you haue any sauings?

- No, I don't have any savings.
I sometimes save a little bit before a holiday, but we don't
have enough money to make any significant savings at the moment. Maybe when we
stop paying for the nursery, we can start saving.
T2 er.toÉuw KL\Dó tffi] szóspll FEIÁDAToKANGoL FELSőFoKÚ NYELWIZSGÁRA

ATM (automated teller machine) bankautomata
bank balance egyenleg
banking operations bankműveletek
become a reality valóra válik
buy in the sales leértéke|ésben/akciósan vásároI
clutter tú|zsúfoItság, összevisszaság
come in handy kapóra jön
cost-effective kö|tséghatékony
direct debit közvetlen beszedés
flat fee áta|ánydíj
interest (rate) kamat(|áb)
joint bank account közös bankszámIa
lag behind lemarad, elmarad
Iive a life oí luxury luxuséletmódot foIytat
make a purchase vásároIvmit
marketing gimmick marketingfogás
materialistic society anyagias társadalom
mint pénzverde
money transfer pénzátutalás
one-off egyszeri
online fraud internetes csa|ás
opt for sg dönt vmi me|lett
pay by cash készpénzze| |izet
pay off sy's debts kifizeti az adósságait
pay the bills rezsit lizet
reap the benefits of sg kihasználja vminek az e|őnyeit
redeem the collected points bevá|tja az összegyűjtött pontokat
resist the temptation e||enálI a kísértésnek
t.' student loan diákhitel
:': takes sy's fancy megtetszik vkinek vmi
travel expenses utazási költségek
withdraw money pénzt vesz ki
work part-time részmunkaidőben doIgozik
::::::=l:::::.ri::t=::.==]r::i:,:=:::::t:.=ir.:,!:,::j:.::::.:..::::t:-r-::::]=:::::r:r-==i:.:: .;1:;+:..=::.+]:-i.:i+:::..::i]::i:]::=-i::.:i:..-:;:]:;:.];::]=]lÍ].:::=:..i.:|-:i.:..i=.
SZóBELI FEIADAToKANGoL FELSóFoI(Ú NYELWIZSGÁRA rffil ereoÉMIAI KIADó T3

l. How do you pay your bills and other outgoings?
2. Do you use electronic payment methods? Do you bank online?
3. Would you advise people against online banking?
4. Do you think people spend more money when they can pay by card?
5. How often do you make cash payments?
6. How do you manage your finances/the family budget?
7. Shou|d there be one peÍson in charge of family finances or should the responsibilities
be shared within a family?
8. Do you think it's a good idea to take out loans when people want to buy something
big, like an expensive TV or a car?
9. Are you frugal or a big spender?
10. Do you agree with the observation that people are obsessed with money these days?
I l. How important is money in your life?
12. Should the rich give some of the money they have to the poor?
13. What precautions can be taken to avoid falling victim to fraud or theft?
| 4. Have you heard of someone who has been cheated out of their money?
I 5. Do you usually choose and buy products because you have seen them being adver-
tised?
74 ÁKADÉMIAII(ADó ffi szósnuFEIÁDAToKANGoLFELSőFoKÚI{YELWIZSGÁRA

Work á
Finding a workplace that works for you

What sort of company do you work íor? Do you feel that you're valued and respected as
a human being or are you just a cog in a machine?
The best companies are committed to employee development as a top strategic priority. They
seek to retain their top talent and position themselves for optimum success in an increasingly
competitive marketplace. With all of the time and energy spent to bring top talent on board,
how a company actually engages and develops their talent is critical as people, especially
high performers, choose to stay on board or jump ship for more appealing opportunities. For
emp|oyee development to take root, resouÍces such as time and money dedicated to |earning
are needed. The same goes for the overall attitude of support from managers and colleagues
as employees strive to better themselves professionally.
In this highly competitive, fast-paced economic climate, why are the world's most successful
organizations devoting attention to their company's culture? First of all, a strong culture helps
companies attract and retain employees. When employees decide to leave a company, the
organization faces an expensive loss. Not only does all of their organizational knowledge leave
the company along with them, but the costs of selecting and hiring new employees, transition
costs, disruption to the talent pipeline, are estimated to be one to three times the employee's
original salary, depending on his or her level of skills. Focusing efforts on building a great place
to work - that is, a place where people trust the people they work for, have pride in the work
they do, and enjoy the people they work with - creates an environment that employees will
be less likely to leave.
Second, a strong culture strengthens the company's brand. ln this era of social media, employees
and customers alike broadcast their experiences for the world to consume. Keenly aware of
this, the best companies actively work to align their internal and external brands, so that
employees and customers share the same positive experience of the company. Efforts to ensure
employees are happy are paying off, as employees at great workplaces are likely to become
brand ambassadors.
Third, a strong culture can be leveraged to execute strategy. A company with a strong culture
that incorporates common values has the benefit of clear guidelines for people to follow as
they try to achieve shared company goals. As a result oí this shared language, emp|oyees
across the company are aligned in all they do. Shared values provide a sense of consistency,
cohesion, and purpose across the organization.
SZóBELI FEIÁDAToKANGoL FELSőFoKÚ NnTLWIZSGÁRA .eiiiim ereoÉMIAI KIADó 75

Work
fobs of the future
At some point, it's time to get serious about a lifelong career. According to the US Bureau of
Labor Statistics, the top growth industries globally include lT Services, Computer Software/
Hardware, Accounting and Auditing, Green Sector Jobs, Business Services, and Medical/Health.
Topping the list is industrial and organizational psychologists, the most business-minded
of the various psychology career tracks. While the broader psychology field will likely grow
marginal|y, the Bureau forecasts careers for l-o psycho|ogy proíessiona|s to grow by over 50olo
over the next decade. The key here is that l-O psychology focuses on the workplace: optimizing
teamwork, satisfaction, and employee well-being.
While nursing is going through a difficult time in terms of recruitment, the increase in the
number of private healthcare providers should see prospects look up in the medium term.
Personal care and home health aides should also see near 500/o growth. Because of the aging
baby boomer population, many companies and organizations related to health care and other
needs of the elderly are in a good position to weather the recession.
Still, none of the above jobs are particularly high-paying. lf you want some serious cash (and
you're still young enough for a decade of medical school), set your professional sights on top-
dollar careers and become a surgeon, gynecologist, or psychiatrist. Medicine and dentistry tend
to be careers in which people can prosper despite general economic difficulties.
Don't have the stomach (or money, or time, or test scores) íor medicine? Consider becoming
a chiefexecutive (median saIary: $ | ó8' l40), a petroleum engineer ($ | 3o,280), or an air traffic
controller ($122,530). Unsurprisingly, ICT is another key growth sector. Technicaljobs like
computer systems analysts and application software developers will see significant gains over
the next decade as well.
Employment in green sectors is also on the rise according to recruitment agencies. Jobs in green
areas such as renewable energy, environmental and energy-efficient technologies are forecast
to continue to increase. The creation of more and more companies in the green sector, such
as wind farms and waste-water specialists has led to a strong demand for energy consultants
and electric engineers.
What trends shape the íuture of work? |nformation techno|ogy wi|| pervade work environments
everywhere. Technologies and disciplines will converge, giving rise to important innovations.
Jobs and organizations will become increasingly fluid as people move from project to project.
Yet this pro|iferation oí technology and our increased g|obaI interconnectedness wiIl a|so make
societies and business processes more vulnerable.
Within this context, companies will be forced to make their business models more resilient.
There is growing demand for compliance and risk professionals. Qualified and newly qualified
accountants are also required within the pharmaceutical, manufacturing and energy industries,
as are candidates with insolvency and forensic experience.
76 AKADÉMIAI ICADó t@t szónELI FEIADAToKANGol, FEISőF()KÚ I{ITI\vtZSGÁne

Work 3 - lnterview
- The job interuiew is obuiously a very important aspect of finding the right employee for an
organization. Is hiring an art or science?
- Well, it's a combination of the two, I suppose. The hiring process has to be objective
and consistent. To get the most from your interview process and hire the best candidates,
it's critical to follow a structured process tied to job-relevant traits. Instincts and intui-
tions are also important, but relying on a gut feeling without tying observations to job-
relevant factors can be dangerous.
- Has social media changed the hiring process?

- Yes, of course. In the past, an interview was the first opportunity to make a good
impression. These days, when the hiring manager says, "tell me about yourself" they
probably already know more about you than you think. Reading over a candidate's Twit-
ter, Instagram, or Facebook feed gives the human resources department insight into the
behavior of potential employees to see if they're a good initial fit. At the same time, you
have to be very careful, because your posts might reveal your ethnicity, disclose that you
are pregnant, or show your political or religious views. This type of information is off lim-
its in the hiring process, and an employer who discovers it online and uses it as a basis
for hiring decisions could face a discrimination lawsuit.
- So you are probably better off hauing no social media presence?

- Iwouldn't say that. lf recruiters can't find anything about you, they may wonder what
you're hiding. The testimonials, endorsements, and recommendations of your abilities
that appear on social network seriously reduce the perceived risk of you as a candidate.
- In what other ways has the job search changed over the years?
..send
- Résumésare not used as introductory documents much these days. |n fact, me
your résumé',is often an afterthought once an introduction is made.
- Are you suggesting that relationships come first, CVs second?

- l am actual|y taIking about hiring through reíerrals. Hiring job app|icants who were
referred by current employees is a common practice in many companies. Research evi-
dence suggests that workers hired via referrals usually perform better than non-referred
workers. This is primarily because referrals allow firms to select workers better-suited for
particular jobs. In terms of treatment, referred workers could receive mentoring or coach-
ing from referring workers, and they tend to find it enjoyable to work with their fnends.
- What else has changed?

- Nowadays, it seems that interviews over Skype and other online portals are com-
monplace and often replace the traditional face-to-face meetings. This method is very
advantageous for both parties, too. The employer can conduct the interview at any set
time, immediately if possible. On the other hand, the applicant does not have to spend
money on fares or gas just to be interviewed by the prospective employer.
SZóBELI FEIÁDAToKANGoL FELSoFoKÚ NnTI,WIZSGÁIA ffit .tt<'toÉMlAl KIADó 77

aligned összhangban van
appealing opportunity vonzó Iehetőség
brand ambassador márkanagykövet
cog in a machine fogaskerék a gépezetben
committed to sg elkötelezett vmi me|lett
commonplace kőzhe|y
devote attention figyelmet szentel
discipline tudományág
disruption fennakadás, zavar
endorsement támogatás' aján|ás
execute strategy stratégiát megvalósít
fast-paced economic climate fe| gyorsu |t gazdasági kö rnyezet
fluid folyékony' átmeneti
forecast e|őre je|ez, megjósoI
forensic bírósági, tórvényszéki
gut feeling megérzés, ösztönös érzés
high performer kimagas|óan te|jesító ember
insolvency fizetésképteIenség
jump ship odébbá|l
keenly aware pontosan tudva
leverage kiaknáz' kihasznál
off limits tabu, nem megengedett
pay off kifizetődik, bevá|ik
pervade átjár, áthat
pharmaceutical győgyszerészeti
proliferation of technology a technológia elterjedése
referral kü|dés' beajánlás
resilient ruga|mas, alkaImazkodó
retain top talent megtartja a kieme|kedő tehetségeket
strive igyekszik, törekszik vm ire
take root gyökeret ereszt
vulnerable sebezhető, sérülékeny
weather the recession recessziót áNésze|
78 exeoÉunr IíADó ffi szósnu FEI..ADAToKANGoL FELSőFoI(Ú NYEIWIZSGÁM

l. What is an ideal job or career?
2. What are the best companies to work for in your country?
3. What can companies do to attract and retain top talent?
4. What makes a company culture great?
5. How do employee referral programs work?
6. What are the jobs of the future?
7. Will technological innovation eliminate most human jobs in the future?
8. What are the key skills required for 2lst-century business success?
9. Would you rather have a well-paid but boring job, or an exciting but low-paid job?
10. How can you improve your job interview skills?
I l. What is the hiring process like in your country?
12. What are the rules of writing CVs these days?
13. What is the most important thing to consider when choosing a career?
14. How are employers integrating social media into their hiring process?
15. How can you brand yourself?
sZóBELI FEIÁDAToKÁNGoL FELsóFoKÚ NrYEIWIZSGÁRA ffi] arnoÉMIAI KIADó 79

€
Law
t*
á
Legal systems around the world

Thrillers, crime TV series or murder mysteries, which people sometimes binge-watch because
they want to find out who the perpetrators are, often show court scenes. In fact, there are
íi|ms where the whole movie is a court case, as in Twelve Angry Men, where you can see how
the judicial system in English-speaking countries works. When you look at the courtroom,
you can see the people who are part of the legal procedure. The judge, who in Britain wears
a wig and a black robe just like the defence and prosecution lawyer, sits behind a raised desk,
ln the case of a serious crime there's a jury, consisting of twelve randomly chosen citizens
who pass the verdict, that is, establish whether the defendant is guilty or not guilty. Based on
their verdict, the judge passes sentence and decides on the type and length of punishment.
The punishment can range from community service to lengthy custodial sentences. ln some
countries, like the USA orJapan, the judge can pass the death sentence for capital crimes or
offences. The judge can also impose sanctions on those who show disrespect for the judge or
do not comply with the order of a court. When found guilty of contempt of court, the judge
can impose a fine or even send the perpetrator to prison.
The court cases in English-speaking films represent a particular legal system, Common law
which is prevalent in the USA, most of Canada, Australia, New Zealand, and in Britain, except
for Scotland. This system is sometimes called the Adversarial System because of the oral battle
between the prosecution and the defence who aim to persuade the jury that the defendant
is guilty or not guilty, depending on who they represent. Another characteristic feature of
this system is the presumption of innocence, which means that the defendant is presumed
innocent until proven guilty. lt is, therefore, the prosecution's task to prove beyond reasonable
doubt that the defendant has committed the crime or offence for which they are in the dock.
This feature of Common law is based on the notion that it is better to have the risk oí |etting
a guilty person go free than having an innocent peÍson being punished. Common |aw is also
characterised by the precedence principle, which means that previous judgements of similar
cases can be taken into account when a judge passes sentence. |í one oí the parties thinks
that the court's decision was incorrect, they can file a brief and take the case to an appeal
court where decisions are reviewed by a panel of judges. ln many English-speaking countries,
there is a High Court, which is the íinaI court of appea|.
ln Hungary, like in many other Eastern European countries, Roman law forms the basis of the
legal system. Roman law is also called the lnquisitorial System because, rather than lawyers
fighting their oral battle, it is the judge who questions the witnesses and examines the
evidence to find out whether the defendant has indeed committed the crime they have been
accused of. As opposed to Common IaW where the proceedings are mainly oral, a lot oí the
evidence is presented in writing. lncreasingly, the oral proceedings are recorded in order to
ensure transparency and accountability.
80 er.toÉnaw KIADó r.qÍiÍip] szóspll FELADATOKANGOL FELSóFoKÚ N\TLWIZSGÁRA

Law
Capital punishment
Discussions about how to punish perpetrators of crime often end in heated debates with all
sides passionately defending their own points of view.
Some people question the benefits of locking up those who committed less serious crimes. They
say that prison often turns petty offenders into hardened criminals who reoffend soon aíter
they have been released from prison. Solvingthe problem of youngoffenders is a particularly
important issue in any society. Depending on the country, young people who come into contact
with the criminal justice system are either sent to prison or to young offenders' institutions,
or if they are very young, to secure children's homes. The problem is that these young people
often experienced deprivation and/or violence in their childhood. They are often youngsters
who dropped out of school and, consequently, lack basic skills, such as the ability to read and
write. Therefore, what they need is education or training so that they can go back to school or
can learn a trade and find a job. The question is whether the institutions whose responsibility is
to provide care and help are up to the job and can give a fresh start to these young people who
sometimes become criminals through no fault of their own. The idea of combining detention
with education is a challenging one but is worth a try because it is these young people who
represent the future of society.
The most heated debates usually rage about capital punishment. Supporters of the death
penalty argue that those who have taken other people's life should pay with their own life
for their crime. They also say that the justice system owes this to the families who have lost
family members as a result of the brutal acts of murderers and other killers. In addition, if
these criminals receive life sentences, their upkeep costs the taxpayer a lot of money. Besides,
a life sentence is se|dom íor |ife, which means that murderers have the hope of walking free
again one day. This raises concerns regarding the safety of the public and also fails to deter
potential criminals from committing dreadful crimes which cost lives.
Many people oppose the "eye for an eye" principle and argue that no society should be
allowed to take its citizens' lives in retaliation for the crime they have committed. They say
that a Iong prison sentence iní|icts more sufíering than a death sentence and that it is aIso
a better means of atonement. Capital punishment is also inhuman and is a kind of execution
legalised by the state. Moreover, there have been cases all over the world where people were
sentenced to death for crimes they had not committed. They may have been ía|se|y accused
or coníessed to a crime under duress. For these victims oí miscarriage of justice, the verdict
is fina| and there is no hope oí a fair tria| where they wou|d be ab|e to prove their innocence.
Statistics also show that capital punishment is not an effective deterrent: the rate of crimes
is not |ower in countries where the death pena|ty sti|l exists. lndeed, these may be some oí
the reasons why the death penalty has been outlawed within the European Union.
SZóBELI FEIADAToKANGoL FELSóFoI(Ú N\TIWIZSGÁRA ffi] ereoÉMIAI KIADó 8l

Law 3 * lnterview
_ You have done jury service in Britain. ls ít compulsory?
- As a British citizen, you must do it when you are asked. Since it is an important civic
duty' your emp|oyer has to |et you take time ofí work whi|e you serve as a juror'
_ How do you fÍnd out haue you had to do jury seruice?
- | was sent a letter in the post, a jury summons which briefly tells you what jury service
entails and on what conditions you are disqualified from jury duty. You cannot serve as a
juror if you have ever been sentenced to imprisonment or if you aÍe younger than |8 or
older than 70 at the time of starting your jury service. You can apply for deferral if you
cannot do jury service at the time specified in the summons, or apply for an excusal if you
cannot do it at all. ln each case, you have to give good reasons and may have to provide
evidence to support your claim. When you receive the summons, you have to fill it in
and return it within a week.
- How long is jury service?

the
- lt usually lasts two weeks, but there are trials which take longer. You have to turn up
every day for two weeks, and you might serve as a juror on more than one trial.
- What happens on the first day?

- You have to arrive at court at the time specified in the summons. The court is usually
the one closest to where you live. Your bags are searched and your identity is checked
before you go to the assembly area where you wait with the other jurors until you are
picked for one of the trials. Then you go to the courtroom and swear in.
- What do the jurors do during the trial?

- You sit through the whole trial with your fellow jurors and listen to the case and evi-
dence as they are presented by the lawyers and witnesses. You can take notes but you
mustn't take the notebook out of the courtroom. Also, you can discuss the case with
your fellow jurors but with nobody else, not even your spouse or friends. lf somebody
approaches you about the trial, you must tell a court officer about it straightaway. These
rules are taken very seriously and if you break them, you can be fined or even sent to
prison.
- On the whole, what was the experience like? Was there something memorable that you saw
or happened to you while you were on jury serurce?
- Perhaps a couple of things. Both my wife and friends were surprised when I told them
that my lips were sealed and that I wouldn't say a word about the case to outsiders. The
other thing which was interesting was the layout of the court building: it was like a maze
and I'm sure it would have been impossible for us, jurors, to find our way without the
help of ushers.
82 AKADÉMIAI KIADó lffil szónnl,I FEI-{DAToKANGoL FELSóFoKÚ NI\TL\MZSGÁRA

accuse sy ofsg vádol vkit vmivel
app|y for deferral halasztást kér
atonement vezeklés, jóvátéte|
be in the dock a vádlottak padján van
be on death tow ha|álraíté|t
beyond reasonable doubt minden kétségetkizárőan
capita| punishment ha|álbüntetés
civic duty á|lampolgári kötelesség
community service közmunka
contempt of court a bíróság megsértése
court of appeal fe|jebbviteli bíróság
custodial sentence szabadságvesztés-büntetés
death senten cel pena|ty l capita I pu nishment halá| büntetés
|awyer
defence védőÜgyvéd
defendant vád|ott (bírósági tárgya|áson)
disqualify from jury service esküdtszéki tagságotkizár
effective deterrent hatásos visszatartó/elrettentő eszköz
impose sanction büntetést kiszab
judicial system igazságszolgáltatási rendszer
jury esküdtszék
miscarriage of justice bírói tévedés' igazságtalan íté|et
pass sentence bírói ítéletethoz
peÍpetratoÍ elkövető
presumption of innocence az ártat|anság vé|elme
prosecution vád
reoffender visszaeső
sentence sy to imprisonment börtönbiintetésre ítélvkit
summons idézés
through no fau|t of their own önhibájukon kívü|
under duress kényszer hatására
usher teremszolga
young offenders' institution javítőintézet
szóBEU FEIÁDAToKANGoL FELsőFoKÚ NYELvVIZSGÁRA ffi erapÉMIAI KIADó 83

l. What are the similarities and differences between Common law and Roman law?
2. Have you ever attended a trial in Hungary or elsewhere? What was it like?
3. What famous trials do you know oÍ?
4. Do you know of any famous people who were charged, taken to court, and then
acquitted?
5. Do you know of any famous people who ended up in prison for a crime they had
committed?
6. Do you watch crime series? Which is your favourite series and why?
7. Have you ever thought of studying law?
8. Do you know of any famous miscarriage of justice cases?
9. What are the benefits and drawbacks of custodial sentences?
10. What do you think should be done with young offenders? Should they be sent to
prison?
I l. Have you read books which were about criminals in prison or inmates on death row?
12. Do you think that the death penalty deters potential criminals from committing
crimes?
13. Why do you think people are interested in reading detective stories or watching
crime series or court dramas?
14. Do you think we should have the jury system in Hungary? Would you make jury duty
compulsory?
15. What measures do you think could or should be taken to reduce crime?
84 AIGDÉMIAIIíADó ffi] szónnuFEIÁDAToKÁN@LFEtsőFoKÚNYELWIZSGÁM

Appendix
(a) major advantage (a) considerable amount (of)
(a) slight advantage (a) significant amount (of)
the main advantage (a) substantial amount (of)
an added advantage (a) vast amount (of)
(a) competitive advantage (an) enormous amount (of)
gain advantage ::::]l]:: .::'1!].": ]i]. .'']]..;1l:.j+l.Í:.:::i=:..-....!.:.].i:]:];
take advantage
(an) honest answer
(a) definite answer .':
answer
:,.,
direct access (a) satisfactory t...
electronic access ;'1.: COf feCt answer :.

íree access ..:..:r: incorrect answer -,
unlimited access ,--'.: obvious answer ,.
allow access (to)
deny access (to)
:;.,:,,1:.,.,1.;1,:.;]:.,
-.,-=.5 -1'r,
::;;
1,1.1..': ,
-::::,:r :r.:.
':
l
::::' -:::.l1::,
gain access (to)

:.1' general approach
. ! .:.1il:.:1.l:l:,'-' ;ri.i.:l- .il . l:::ltr- . .t::.t :tt :'
:.,,,- systematic approach ,'
theoretical approach
adversely affect
traditional approach ''
directly affect .:r. adopt (an) approach
approach
::
severely affect
-1-' develop (an)
:l
significantly affect ...,:.::,'::

: ,,,.),
-. : ::rl: jl :l
(be) directly affected
,:,' l'. ' : ,,.,, compelling argument
legal aid -' logical argument
,'"., valid argument
humanitarian aid
financial aid
,, - develop (an) argument
economic aid ,. present (an) argument
, support (an) argument
call for
provide
aid
aid ,.r:t
.r.,:: l
,:
an appeal for aid ,' make (the) arrangements
| . ,:tt.:: .,t ',:: ,': :. .: r lrr:' ' ',, cancel (the) arrangements
the primary aim . .' finalize (the) arrangements
the ultimate aim
-' alternative arrangements
the underlying aim ,,. special arrangements '
achieve your aim ' , financial arrangements

meet your aim ,' travel arrangements
set out the aims (of) .. S€állng arrangements
: ll . :. t :a ' l'
"t.
: '
(a) written agreemenr , basic assumption

(a) verbal agreement .. certain assumptions
(a) gentleman's agreement .common assumption
enter into (an) agreement ',-' fundamental assumption
come to (an) agreement : underlying assumption
unanimous agreement make (an) assumption
86 AKADÉMIAIK]ADó ffi szósnllFEIADATOKANGoLFELSőFoKÚNYEIWIZSGÁRA

(a) futile attempt (a) firm belief
(a) successful attempt (a) deeply held belief
(a) genuine attempt (a) widespread belief
(a) desperate attempt (a) mistaken belief
(a) feeble attempt (a) sincere belief
(a) half-hearted attempt political beliefs
a rescue attempt religious beliefs
a suicide attempt
(a) substantial benefit
(a) direct benefit
currently available
(a) lasting benefit
freely available
publicly economic benefits
available
health benefits
readily available
potential benefits
widely available
enjoy (the) benefits
become available
make available
(a) significant breakthrough
(a) technological breakthrough
acutely aware (a) scientific breakthrough
fully aware (a) historic breakthrough
increasingly aware achieve (a) breakthrough
well aware represent (a) breakthrough
become aware
make aware (a) political career
(a) sporting career
(a) successful career
cultural background
(a) rewarding career
diverse background
pursue (a) career
historical background
embark on (a) career
social background
change career
family backgrou nd
professional backgrou nd
academic background the primary cause
the underlying cause
the direct cause
acceptable behaviour the likely cause
appropriate behaviour discover the cause
human behaviour
individual behaviour malor challenge
social behaviour serious challenge
antisocial behaviour (an) intellectual challenge
face (a) challenge
pose (a) challenge
present (a) challenge
SZóBELI FEIADAToKANGoL FELSőFoI(Ú N\.EIWIZSGÁRA ffil ereoÉMIAI KIADó 87

cu ltu ra I change severe damage
demographic change minor damage
dramatic change environmental damage
gradual change cause damage
economic change minimize damage
environmental changes assess the damage
fundamental change
historical change
(a) heated debate
(a) public debate
certain characteristics honest debate
demographic characteristics get into (a) debate
individual ch aracteristics be dragged into (a) debate
physical characteristics provoke debate
salient characteristic
specific cha racteristic (a) tough decision
(a) poor decision
(an) informed decision
changing circumstances
(a) hasty decision
exceptional circumstances
(a) controversial decision
historical circumstances
take (a) decision
political clrcumstances
regret (a) decision
social circumstances
special circu mstances
unforeseen circumstances (a) detailed description
(an) accurate description
(a) vivid description
mere coincidence (a) graphic description
(a) fortunate coincidence give (a) description
(an) odd coincidence fit (a) description
(a) complete coincidence
historical development
appropriate conditions industrial development
dreadfu I conditions professional development
economic conditions technological development
living conditions urban development
working conditions contribute to the development (of)
sufficient condition faci I itate the development (of)
create (the) conditions
crucial difference
serious consequences fundamental difference
disastrous consequences noticeable difference
unintended consequences subtle difíerence
long-term consequences cultural differences
face the consequences individual differences
escape the consequences regional differences
88 AKADÉMhI I(ADó fqfu] szósell FEL"{DAToKANGOL FEISŐFOKÚ NYEIWIZSGÁRA

financial difficulties (a) little-known fact
practical difficulties (a) historical fact
encounter difficulties (an) indisputable fact
experience difficulties state the facts
face difficulties stick to the facts
present difficulties overlook (a) fact
fine distinction cha racteri stic featu re

clear distinction common fe atu re
sharp distinction d istingu is h ing feature
draw (a) distinction specific íeatu re
make (a) distinction identify (the) features
strong emphasis
negative feedback
particu lar emphasis
positive feedback
place emphasis
give feedback
shift the emphasis
provide feedback
add emphasis
receive feedback
external environment
immediate environment common goal
economic goal
natural environment
political environment ultimate goal
competitive environment achieve (your) goal
set (a) goal
create (an) environment
class ic exampre continued growth

obvious exampre economic growth
prime exampre significant growth
striki ng example
provide (an) example
direct impact
enormous impact
alternative explanation environmental impact
further explanation potential impact
possible explanation assess (the) impact (of)
give (an) explanation consider (the) impact (of)
provide (an) explanation make (an) impact
(a) significant event crucial importance

(a) historical event strategic importance
(a) tragic event (be of) considerable importance
(an) everyday event (be of) paramount importance
recent events (be of) vital rmportance
SZóBELI FEI"{DAToKANGoI FELSóFoKÚ NIITL\MZSGÁRA fffi] ereoÉMIAI KIADó 89

fi rst lmpressron needs
favourable rmpressron needs
create (an) lmpressron needs
;1, give (an) impression needs
:,, make (an) rmpressron needs
,:;:a'irli:ii:-.j:l:.ii1Ji:, :r-:,::+::'::-.i1:::::a;;:::ti= : ' . ar:.', :
considerable influence number

major influence number
positive influence number
powerful influence number
significant influence number
.'..;.;;l;1:'"'.1f i;':::.:t,.::; :;::t;:::r:r.;=r=:;:;11-'ij ;-':.l.j.:= '::=rt::il:$ .:-1 -.1ij:;:.-;1.; :111:
=:.'.,
accurate iníormation key objective

available information primary objective
relevant information strategic objective
reliable information achieve (your) objective
gather information meet (your) objective
obtain iníormation set (an) objective
process information t:tlr.l
l l:i'::'.:
:.11::': l'lr'll : I l:','t ,:: :l .rr l:,...r.: l'::
provide information
fairly obvious
:. :"' .r'-;;r.:; -ril;:'::r: :"'r:
: r,:'::lj I'r1.:,.,- l:'1iir'l::l:,'.'a, rL:,,';:'::: immediately obvious
prior knowledge become obvious
professional knowledge seem obvious
.,r..:: -::.::.1.: | :. :: -
specific knowledge :r.l-.tt::::
acquire knowledge equal opportunity

require knowledge limited opportunity
r: :t: r.].lll:': .t,!:l',:i:::.: :: ilt r',::: ia, , :,
:,-:::. l. :;: : r:.:
r:
unique opportunity
I
literal meaning create (an) opportunity

original meaning offer (an) opportunity
particular meaning provide (an) opportunity
specific meaning I I ... ".' :,
convey (a) meaning desired outcome

I. t: .:, .. ::l-,.', ..t , ,. ., r
final outcome
alternative method likely outcome
experimental method negative outcome
scientific method positive outcome
traditional method possible outcome
apply (a) method achieve (an) outcome
employ (a) method affect (the) outcome
90 AKADÉMIAI I(IADó tffit szósntl FEIÁDATOKANGoL FELSóFOI(Ú NYELWIZSGÁRA

.:: ::'.:rl.:,=rt ;::::,.:.=: i= r ,:t: ::i:.: :::: l;:,..::r.t
.:1.
l ': : l .:.l:..::1::. rj t:!rrr: :'::.:.:.=!a:.i=:!.-.iii..:=:i1r,,,r;,..ri .!,i: j,;ij;.]
bneT overview ..," basic principle

principle
:.1i
: comprehensive overview :r," fundamental j..:
. general overview .,''- general principle ,,:
, give (an) overview (of) ];i'] oÍ9áÍllZIo8 principle ..

. provide (an) overview (of) underlying principle , ,
.l a':, :
tt,
.,'
| . :'1,,r,, .,,,:;.;..yt,'
.;.
-,1;::.:15 :,-.-l ..,.:;.::.i'11 L..1,1.-.'.1| :r:r:'1;
problem
;'
t fundamental
academic performance ,l'.
rmproveo performance '..., major problem ,..
.. oV€rall performance encounter (a)

'.:-r.,, problem .,
supeflor períormance ,-,, experience (a) problem t,,
enhance performance .-.; face (a) problem

problem
1..,
:.1,:r:",;;,,:.;; :,,: ':.,

identify (a)
;;..., ,,:
problem
:a;, :,,,'l:....1,.
,:, ;
: a..1.::; a
, -, pose (a)
a
,,
brief period
: entire period
central question
' extended period
question
complex
, historical period
ethical question
initial period speciíic question
whole period pose (a) question
raise (a) question
:,. ..,.']
' , .: :,.., . -t .
_ :, :
critical perspective :
cultural perspective direct relationship

global perspective intimate relationship
historical perspective strong relationship
theoretical perspective establish (a) relationship
., ,;, , ,.' :: - '
. ;..,::t-'l',- ,':,
phenomenon functional requirement

cultural
legal requirement
social phenomenon
minimum requirement
common phenomenon
entry requirements
rare phenomenon
saíety requirements
natural phenomenon
meet (a) requirement
universal phenomenon :-.:..: .-I
..' '
empirical research
economic policy extensive research
educational policy scientific research
environmental policy carry out research
foreign policy conduct research
social policy publish research
make policy undertake research
sZóBELI FEI-{DAToKANGoL FELSóFoKÚ NIYELWIZSGÁRA ffi] ereoÉMIAI rrADó gI

available resources brief summary
economic resources useful summary
limited resources present (a) summary
natural resources provide (a) summary
allocate resources
provide resources
emotional support
require resources
financial support
professional support
individual responsibility technical support
personal responsibility widespread support
social responsibility provide support
accept responsibility
assume responsibility
main task
primary task
consistent results carry out (a) task
final resu lt complete (a) task
positive res u lt perform (a) task
preliminary res u lt
obtain (a) result
appropriate treatment
effective treatment
crucial role fair treatment
minor role medical treatment
assume (the) role (of) unfair treatment
take up (the) role (of) give (sb) treatment
play (a) role (in) receive treatment
take (a) role (in)
academic skills
appropriate skills
interpersonal skills
technical skills
transferable s kills
92 ere.oÉunr IaADó fffi) szósnll FEIÁDATOKANGOL FELSőFOKÚ NYEIWIZSGÁRA

Functions reference
Adding information
Yes, and as well as that ... lApart from that... / Not only that ... lln addition, ... /
What's more, ... / Moreover, ... / Furthermore, ... I On top of that, ... / And there's
another thing ... / Also, ... / Besides, ...
Agreeing and disagreeing

Wouldn't you agree that ... ? / Don't you think that ...? / I couldn't agree more. / Yes,
that's true. / | suppose so. / Absolutely!/ No doubt about itl/ | feel the same way. /That
makesalotof sense./lwouldgoalongwiththat./Still,... llagreeuptoapoint,but.../
Yes, but (what about) ...1.lDo you think so? But don't you think that ... ? I Actually,
Ithink it's more important ...lOn the other hand, lfeel ... / But aren't you forgetting
that...? lAreyou seriouslysuggestingthat...?/lwouldn'tgoasfarasthat./That's just
not true! /That doesn't make sense. / You're missing the point. / How can you possibly
think that? / l've got mixed feelings about this.
Changing the subject

Anyway, ... /Right, ...lBy theway, ... / Mind you, ... /Look, ... /Now, ... /Hang on,...l
That reminds me, ... /Talking of ... .
Checking you understand

l didn't quite catch that. / l'm not following you, |,m aíraid.l|'m not quite sure ... / So
you want me to ... ? I Sorry, do you mean we have to . .. ? I Are you suggesting . .. ? I
Am I supposed to talk about .. . ? I Let me see, are you saying ...? / What do you mean?
Comparing and contrasting

They both show... lThey both seem to be ..' / Both of.'. are '.. / Both oíthese peop|e
look as if ... / Neither of them ... / Unlike the man in the first picture, the woman ... /
The one on the right shows ... while in the other one there's ... / One thing which is
different (in this one) is ... lThe main difference is that the top one seems to be . . . while
the bottom one ... /This one is ... whereas ... is ... lBy contrast, ... / Conversely, ... I
The reverse is true ...
Complaining
It's too ... / lwas a little disappointed. / lt was so disappointing. / He's constantly...
ing'l His .'.ing really annoys me. / |'m tired of ..'ing.ll'm sick and tired oÍ ...ing. / | can't
stand itwhen people.../lt reallybothers mewhen people ...lAren'tyou annoyedwhen
people ...?
Correcting yourself
What I meant was ... / What I am really saying is that ... / Let me put it another way:. ... I
I mean ... / In other words, ... /That is, .... /To clarify, ... lLet me try that again. / lwas
trying to say that ...
SZóBELI FELADAToKANGoL FEISóFoI( \}TL\\.IZSGÁRA ffit ereoÉMIAI KIADó 93

Expressing advantages and disadvantages
There are more pros than cons. /The good thing about ... is ...lOne major advantage
is ... / On the plus side, ... i An additional advantage is ... / On the other hand .. . I One
disadvantage about ... is ... /The most important drawback of ...
Expressing likes, dislikes and preferences

Iwouldn't mind ... but on the other hand ... / Although ... I'd like ... because ... / I think I'd
prefer... as... ./l'm not reallyvery interested in .../lf lhad to choose... /ldon't particularly
carefor...ll'mnotreallycrazyabout.../Tobehonest, lhaven'tthoughtmuchaboutit./
I don't have any strong feelings about it.
Expressing opinions
I be|ieve that ... / As íar as l am concerned, ... l |n my opinion, '.. / For me, one of the most
important factors is ... / | don't think it matters ... / ljust don't think it's ... / Personally,
| ... / lt's very hard to say, but ... / From my point of view ... / lt seems to me that ... /
To my mind, ... / Without a doubt ...
Expressing regret
lt'sashamethat.../lt'sapitythat...ll'mdisappointedthat... llregret...ingllwish
I hadn't ... / I could have ... / | would love to have seen how ... / lf only my boss were ... /
It's high time she decided ...
Generalizing
As a matter of fact, ... / Basically, ... I By and large, ... / In general, ... / On the whole, ... /
In a way... /ln most cases, ... /more or less... /so to speak/as itwere/to some extent
Giving and asking for suggestions

Why don't we . .. ? / Shall we ... first? / I'd suggest ...ing. l How about ...ing? l Maybe we
should.../Doyouthinkweshould...?/Wouldn'tyouagreethat...?/ltmightbeagood
ideato...iWhydon'tyou.../Haveyouconsidered...ing?ll'dsuggestthatyoushould.../
You'd better ... / I strongly advise you to ...
Intensifiers
deeply depressed I emtnently successful I greatly exaggerated I heauily underlined I highly
praised l hopelessly |ost l infínitely patient l largely correct l radically new l wildly origina| /
wonderfully irreverent I utterly ridiculous
lnterrupting
Can I just say something here? / Can I stop you there for a moment? I Can I just butt in
for a second? I Can I just mention something? / Can I just add something herel I Do you
mind if I come in here? / Sorry to interrupt, but ... i Before you move on, I'd like to say
something.
94 exeoÉumJ KIADó [EiB) szósell FELADAToKANGOI, FELSOFoKÚ NYELV\4ZSGÁRA

Organising
First of all, ... /Next, ... / Secondly, ... lFinally, ... I And furthermore, ... /Turning to the
question of ...lln parenthesis, ... /To sum up, ... lln conclusion, ... lLet me say one
more thing.
Paraphrasing
I don't know where to begin. / I guess ... / lt's something you need when ... / lt's when
you .../You use it to ... / It's like a ... / lt's a ... where/that/who ...you (+ verb) / lt's
akindof ...lTo putitanotherway,.../lnotherwords, ...lLet megetthisstraight.
Presenting an argument
It is clear that ... / lt follows that ... / Bearing this in mind, ... / lt is nevertheless true
that ... / lt should not be forgotten that ... / lt could be pointed out that ... / It can be
argued that ... / There is no question of ... / It is worth recalling that ... / We should
recognise that ... / Now regarding the issue of ...
Speculating
It could be/could have been ... / It can't be/can't have been ... / lt might belmight have
been ... / It must have/must have had ... / | get the impression that ... / lt looks like ... /
It appears as if ... lThey are bound to ... /There's a good chance that ... / In all likelihood
they'll ... / Chances are it'll ... / lt's highly unlikely that ... ll'm absolutely positive that
... / I have no doubt at allthat ...1|'m not a hundred percent sure.
Summarizing
Al| in a|l' ... / Having said that' ... / In summaÍy, ''' /To conclude, ... / on the who|e, ... /
Taking everything into account, ... / All things considered, ... /The fact of the matter is
that ... / What it boils down to is that ...
SZóBELI FEIÁDAToKÁ\C'oL FEIsőFoKÚ NIYELWIZSGÁRA @ifu] ereoÉMIAI KIADó 95

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kiadásért fe|elős az Akadémiai Kiadó igazgatőja

Minden jog fenntartva, beleértve a sokszorosítás,a nyi|vános előadás,

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Animal protection 3 - Interview 62

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Kedv es Ny eluv izs gázó, kedv es Ny elvtanár !

Egy íe|sőfokú nye|wizsga - fÜggetlenÜl a vizsgarendszertő| - komo|y nyelvi és kognitív kihívást

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A szövegek hanganyaga ingyenesen letö|thető az Akadémiai Kiadó honIapjáról, vagyis

Sok sikert kívánunk!

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Current trends in family life

At the same time, we are experiencing an increase in single-parent families as divorce is

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- What have you learned through these years?

- So, prioritízation is key, is that what you are sayíng?

- What are the things you can do to create a supportiue culture?

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Current challenges of education

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4. At what age should children start school? Why?

5. What should be the minimum school leaving age?

ó. How can schoo|s be made a happy p|ace?

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- Why is this o serious problem?

- So, why do you think ageism exists in aur culture?

- And what could be done to reduce ageism?

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SZóBEII FEI-ADAToKÁNGoL FEtSoFoI(Ú NIYEIWIZSGÁRA fqifu] exeoÉMIAI KIADó 25

Globalisation resulted in the development of a global financial system and multinational

However, various aspects of globalisation are seen as harmful by the anti-globalisation

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- Are we Europe's heaviest drinkers, by the way?

- OK, Iet's continue with the Qermans. Hardworking and efficient?

- And the sun, the beach, the noise? A country of siesta-takers?

- So, what can we say as a conclusion on national stereotypes?

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Human migration today

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Living without shelter

People in different countries perceive homelessness differently. ln some countries, homelessness

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