Instituto Superior “Josefina Contte”

Ciencias del Lenguaje

Final Exam - August 2020 – 2nd Call

Evaluation Criteria:
 Level of documentation and cognitive integration.
 Comprehensive analysis and synthesis capacity.
 Use of specific disciplinary terminology.
 Oral and written expression.
 Ability to defend decision-making and options based on theoretical frameworks
 Transfer of knowledge to new situations.
 Clarity in the communication of personal concepts, ideas and opinions.
 Level of personal elaboration, critical, contextualized and theoretically based.
 Level of linguistic and communicative competence corresponding to an Expert User (Common
European Framework Levels).
 In case we notice that you copy and paste any of the answers, the whole exam will be invalidated.

PART 1:
Research Project:
a) Send the written part via e-mail to institutocontteprofroldan@gmail.com one week before the exam.
b) Explain your Research Work orally by recording it. I suggest you to use screencast-o-matic:
https://screencast-o-matic.com/, it is very easy to use and you can even record yourselves explaining
your work.
c) Go to the platform. Find your class (take into account if you are regular or “free” student).
d) Enter your class and go to activity section: Research work. Upload your recording until Sunday night.

PART 2:
Written exam:
A) The Nature of Language
1) In a table, compare two different schools of thought found in the development of Linguistics.
State the main developments, similarities, differences, etc. 25p

A) Syntax:
2) Analyse this phrase using a tree diagram. Identify the head, specifier/s, modifier/s and
complement/s. 15p
The belief in freedom of speech

3) Analyse this sentence using a tree diagram. Show the deep and surface structure. Apply any type
of transformation. You can paste an image of the sentence right here. Find the sentence next to
your name and analyse it: 35p

Gomez Jovanovich, Fabio: Martha found a lovely pillow for the couch.
Penzo, Juan Benjamín: Pedro saw that the bus was already full.
Perez Rodo, Ivana: Sam asked if he could play soccer.
Sandoval Escalante, Agustina: The teacher asked if the students understood the syntax lesson.
Ledesma Barone, Oscar: The teacher believes the student knows the answer.
 Instituto Superior “Josefina Contte”

Rodríguez, Andrea Carolina: Her uncle had piled the gifts in the car.
Tomasella, Norma: Suze said that Dan washed the dishes.
Gomez Moreira, Agostina: J.K Rowling wrote the novel that I recommended.
Miranda María de las Mercedes: The witch offered a potion to the child.

B) Pragmatics:
4) Read the following dialogue and identify the following elements from pragmatics (underline the
phrase/sentence and justify your choice): 25p
a) deixis and distance,
b) reference and inference
c) maxims of the cooperative principle
d) speech acts.

Clara: Hi, how are you? I haven’t seen you in class for a while.

Ben: Good, thanks. You?

Clara: Great, as long as I don’t think too hard about all the essays I have to write this term!

Ben: Yeah …

Clara: Hey, are you OK?

Ben: I have to admit, I’m struggling a bit. Maybe even a lot. I’ve not been sleeping well at all and then I

can’t concentrate. And all these things are just going around and around in my head.

Clara: Mmm … that doesn’t sound good. So, you’re sleeping badly and you can’t concentrate. Is that

all it is, do you think?

Ben: Well, if I’m honest, it’s more than that. I’m starting to dread going outside. I find myself worrying

about stupid things like what if I forget the way home. Or, what if I go to class thinking it’s Monday but

actually it’s Friday and I’m in the wrong place at the wrong time. It sounds even more stupid when I

say it out loud. It took me two hours to leave the house today.

Clara: It doesn’t sound stupid at all. It actually sounds a lot like me last year.

Ben: Really? But you’re so together!

Clara: I’ve learned to be, but even I still have bad days. I used to have panic attacks and everything.

When you were trying to leave the house today, how did you feel?

Ben: Like I couldn’t breathe. And my heart was going way too fast.
 Instituto Superior “Josefina Contte”

Clara: Hmm … that sounds like a panic attack to me.

Ben: I thought I was going to die.

Clara: You’d be surprised how common they are. Loads of people have them, they just don’t talk

about it.

Ben: How did you get over them?

Clara: I actually talked to a doctor about it, and you should too. But I learned some practical things as

well. Though they’re easier said than done, and they’re going to sound weird, so hear me out, OK?

Ben: OK …

Clara: So, one thing I did was to try to reduce the power of the anxiety and the panic attacks when

they came. So – and this may sound strange – at a time when you’re feeling safe and OK, you literally

do things that make your heart start racing faster and your breathing speed up.

Like spinning around on a chair until you’re dizzy or hyperventilating so you’re short of breath.

Ben: That sounds awful!

Clara: It is, but it means you get used to the symptoms, so they feel less scary.

Retrieved from Internet in August, 2020 from

https://learnenglish.britishcouncil.org/skills/listening/upper-intermediate-b2/getting-advice