Angol Szobeli Felsofok-1

Bevezető 7
Topics
lFallmú~y ~-2 10-11
Family 3 - Interview 12
Useful expressions 13
Questions for discussion 14
~-2
IEidJl!.IJibalitúltlilJ1l 15-16
Education 3 - Interview 17
AlJlllJlleal~a1lJ1libe$ ~-2 20-21
Appearances 3 - Interview 22
ibl!.lJ~ii;mal~ dJú~~e~elJ1libeS ~-2 25-26
Cultural differences 3 - Interview 27
M1úrt1lltli~úii;úes~-2 30-31
Minorities 3 - Interview 32
IJjvúlJ1lg ItliIJ1lii;!hJe Imal~gúlfis ~-2 35-36
Living on the margins 3 - Interview 37
Oii;!hJemes$ ~-2 40-41
Otherness 3 - Interview 42
If{jmlJ1lltlise~l!.IJal~üii;y ~-2 45-46
Homosexuality 3 - Interview 47
SZÓBELI FElADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA ill AKADÉMIAI KIADÓ 5
tr
Iffiö©~illfnk$ 0-1 50-51
Bioethics 3 - Interview 52
C~Dmillil~ «:lfnillITilg~002 55-56
Climate change 3 - Interview 57
Questions for discussion 59 K
AITilÜmill~IPmil~dü©ITil 0 2
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60-61
Animai protection 3 - Interview 62
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~D'i1il~md 002 65-66
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Internet 3 - Interview 67
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M©ITil~Y ~02 70-71 je
Money 3 - Interview 72 se
Useful expressions 73 h<
Questions for discussion 74 ke
W«Ji~kD02 75-76 m
Work 3 - Interview 77 és
Useful expressions 78 ve
Questions for discussion 79 lá:
iLalwD02 80-81 sz
Law 3 - Interview 82 af
Useful expressions 83 sz
Questions for discussion 84 a\
vá
arr
Appendix
Collocations 86 is
Functions reference 93 kö
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6 AKADÉMIAI KIADÓ • SZÓBEU FELADATOK.4....'\"GOL FELSŐFOKÚ NYELWIZSGÁRA sz
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Kedves Nyelvvizsgázó, kedves Nyelvtanár!
Egy felsőfokú nyelwizsga - függetlenül a vizsga rendszertől - komoly nyelvi és kognitív kihívást
jelent. A vizsgázónak nyelvileg helyes, összetett mondatokat, illetve szövegeket kell alkotnia, és
a mindennapinál igényesebb, formálisabb szóhasználattal kell mondandóját megfogalmaznia.
Emellett már komplex és gyakran nehéz, több tényszerű ismereteket igénylő témákról kell össze-
függően beszélnie.
Könyvünk mindkét területen segítséget ad a nyelvvizsgára való felkészülésben. Minden fe-
jezet két leíró szöveggel kezdődik, amelyek korszerűek, érdekesek, és tükrözik a jelenkor kérdé-
seit és válaszait. A szövegek példaként szolgálnak a tekintetben, hogy hogyan lehet egyáltalán
hozzányúlni egy-egy aktuális vagy kényes témához, mint például a 'homoszexualitás', a 'kire-
kesztettség' vagy a 'klímaváltozás'. Azonfelül, hogy igyekeztünk kiegyensúlyozott és objektív
módon körüljárni a témákat, a szövegekkel azt is bemutat juk, hogy miként lehet gondolatainkat
és érveinket a megfelelő kötőelemek felhasználásával koherensen és logikusan felépíteni. A szö-
vegeket sokféleképpen lehet felhasználni. Szeretnénk gyorsan megjegyezni, hogy nem bernage-
lásra szántuk azokat, amit majd a vizsgán felmond a vizsgázó, hanem olyan alapanyagnak, alap-
szövegnek, amelyből építkezhet a nyelvtanuló, amely alapján az adott témával kapcsolatban
a felkészülés során kialakíthatja, megfogalmazhatja saját véleményét. A könyvünkben található
szövegek ezért elsősorban ötleteket adnak: mivel minden témához két-két leíró szöveg tartozik,
a vizsgázó mindig ki tudja választani azokat a részeket, amelyek számára is érdekesek és rele-
vánsak egy adott témakör kapcsán. Emellett a szövegek olyan tematikus szókincset is adnak,
amely lehetővé teszi a vizsgázó számára, hogy saját gondolatait is igényes módon kifejezze.
Mivel a szóbeli vizsgák nemcsak önálló beszédet várnak el a vizsgázótól, hanem párbeszédet
is tartalmaznak a vizsgáztató és a vizsgázó között, az erre való felkészülést egy-egy interjú
Könnyíti meg. Ezek a beszélgetések személyesebb jellegűek, mint a szövegek, és megmutatják,
hogy egy dialógusban milyen kérdések hangozhatnak el az adott téma kapcsán. Az interjúkból
egyrészt további inspirációt kaphatunk a tekintetben, hogy miről lehet majd a vizsgán beszélni,
másrészt a beszélgetések bepillantást nyújtanak különféle emberek életébe és munkájába, ami
érdekes lehet a nyelvtanuló számára. Az interjúk ily módon kibővítik és színesítik a szövegeken
Keresztül bemutatott témákat.
A könyvben kiemeit figyelmet szenteltünk a szókincsbővítésnek, elsősorban a választékos,
diomatikus, de ugyanakkor természetes nyelvhasználat elősegítése érdekében. Az angol-ma-
gyar kétnyelvű szószedetekben nemcsak egyes szavakat, hanem szókapcsolatokat és kifejezé-
seket gyűjtöttünk össze, amelyek igazodnak a felsőfokú szint követelményeihez. A kifejezések
megtanulásával képessé válnak a nyelvtanulók az önálló, igényes, árnyaltabb véleményalko-
rásra.
SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA ill AKADÉMIAI KIADÓ 7
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Felhívjuk a figyelmet arra. hogy négy témakört - Family. Appearances. Animai protection.
Work - nem brit. hanem amerikai angol szóhasználattal írtunk meg. hiszen C l-es szinten elvár-
ható ennek ismerete is.
A témakörök olyan véleménykifejtést kezdeményező kérdésekkel zárulnak. amelyek egy-
részt a témák továbbgondolására késztetik a nyelvtanulót, másrészt beszélgetésre. vitára ösz-
tönöznek. Érdemes és javasolt az ezekre a kérdésekre adandó válaszokat alaposan átgondolni
és igényesen megfogalmazni a felkészülés során.
A kötet általános nyelvi szint je a Közös Európai Referenciakeret által jelölt C l-es szint, ami
Magyarországon a felsőfokú nyelvvizsga, illetve az emelt szintű érettségi nyelvi szint je. ezáltal
az érettségire készülőknek is ajánlott anyag. A könyv 15 fejezetet tartalmaz. amelyek temati-
kus elrendezésük révén tetszés szerinti sorrendben dolgozhatók fel. Az Appendixben található
Collocations válogatás az árnyalt és pontos szóhasználathoz, a Functions reference a gördülé-
keny kommunikáció elsajátításához nyújt segítséget.
A szövegek hanganyaga ingyenesen letölthető az Akadémiai Kiadó honlapjáról. vagyis
a nyelvtanulók elsajátíthatják az anyanyelvi beszélők beszédtempóját. intonációját és kiejtését,
mind brit. mind amerikai anyanyelvi beszélők közvetítésével.
Könyvünk olyan segédanyag. amely csak az olvasó aktív közreműködésével töltheti be teljes
szerepét. Reményeink szerint könyvünk tartalma ösztönözni és inspirálni fogja a nyelvtanuló-
kat. és hasznosnak találják majd a felsőfokú nyelwizsgákra való felkészülésben.
Sok sikert kívánunk!

A szerzők
8 AKADÉMW KIADÓ • SZÓBEU FElADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA
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Current trends in family life D
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. It 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 achildless phase where the strength of the relationship is
tested before committing to marriage. For others, cohabitation is a real alternative to marriage.
ln Sweden and Denmark, for exarnple, marriage and cohabitation have become indistinguishable
wi th 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 s
cohabitation within religious or cultural institutions.
Adults cohabit mainly because they don't see the point of marriage. Some people may look for
more f1exibility or freedom in their relationships, or they may feel that they do not have sufficient
financialor emotional resources to marry. They may also perceive marriage as arisky undertaking o
or simply unnecessary once they are already cohabiting. According to psychologists, cohabiters
are less likely to support each other emotionally 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 ali families are headed by single
mothers. Coping with a breakup or a divorce is always painful. Every divorce will affect the
children involved and many times the initial reactions are shock, sadness, frustration, anger,
or worry. Some children may suffer for many years from psychological and social difficulties
within the post-divorce family. But if ali goes weil, kids may come out of it bette r, being able
to cope with stress, and becoming more f1exible and tolerant young adults.
More and more relationships break up, new relationships are established, and the result is
a growing number of patchwork families. A patchwork family is a new family made up from the
remnants of divorced families. In a patchwork family, each person is like an individual 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 remarnage - the individual patch (the
person) should not be altered. Instead, attention should be focused on how the patches (the w
family members) are joined together to form a new family. CI
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10 AKADÉMIAIKIADÓ @El SZÓBEli FELADATOKA.~GOL FELSŐFOKÚ NYELWIZSGÁRA SZ,

Domestic violence
es Violence against women is one of the most widespread violations of human rights. A staggering
19 ene in three women worldwide has experienced physical or sexual violence in their lifetime -
of raused mostly by an intimate partner.
an
Dornestic violence is not always physical violence. lt's just one of the many ways that one can
;űok at domestic violence. It can be psychological, it can be economic, and it can be sexual.
is :fs the threat of what may happen. Often, abuse starts as emotional abuse and it becomes
is physical later. The longer one is staying in an abusive relationship, the greater the physical
~e. 3ITld emotional toll.
Ile
leaving an abusive situation is difficult; it usually takes a woman three to seven attempts before
he
ed s['le is able to extricate herself from a relationship. Many women are frightened of the abuser
,,,ith good reason. It's common for abusers to threaten to harm or even kill their partners or
::TIildren if they attempt to leave. Victims of domestic violence may be trapped in domestic
for ~~olent situations through isolation, lack of financial resources, fear, shame, or to protect
mt ::llildren. In traditional communities, divorced women often feel rejected and ostracized. In
ing crder to avoid this stigma, many women prefer to remain in the marriage and endure the abuse.
ers
urt
\1any 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
Dd the gender norms that promote the inferiority of women. Others maintain that domestic
: is iolence is caused by individual socioeconomic factors (unemployment or substance abuse)
gle ::r psychological factors (mental i1lness). Families in poverty are more likely to experience
the :::Jimestic violence, due to increased stress and conflicts about finances.
~er,
3dore the 1970s, domestic violence was not considered a crime. It was considered a private
ties
=:amilymatter, largely beyond the scope of police intervention, except in the most serious cases.
ible
D many male-dominated societies, domestic violence is still seen as justified, particularly
]'J cases of suspected infidelity on the part of the woman, and is legally permitted. In some
t is :~veloping countries, practices that subjugate and harm women - such as wife-beating or
the ~:JJnorkillings - are considered as being part of the natural order of things.
h in
ters J'Dmestic violence is among the most underreported crimes worldwide for both men and women.
the Jnderreporting can be explained by financial dependence, the fear of legal consequences, as
vell as self-blaming.
the
::hildren who grow up in abusive homes are more likely to be abused and have behavioral
croblerns tha n other children. Whether or not children are physically abu sed, they often suffer
emotional and psychological trauma from living in homes where their fathers abuse their
"'"":others.As adults, they're more Iikely to become abusers or think that abuse is a normal part
:1 relationships. Research also indicates that the more corporal punishment children receive,
:[']}emore likely they are as adults to act violently towards other family members.
JÁRA '-ZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA @ji) AKADÉMIAI KIADÓ II
tr
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I r--:-
FamHy3 -Jnterview
.--.------.--- ....
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I-I - Being a successful career woman, a wife, and a mother is a demanding task: does this i
II challenge hold true for you as weil? I
II - Weil, I have learned some valuable lessons over the past 16 years about maintaining l
' stability between private life with my husband and two sons, and my career as I have I
II II taken on executive roles at various tech companies. But I can't c1aim to have perfected I
the balancing act. I
II - What have you learned through these years? I
I !I- - First of ali, you have to create realistic expectations and communicate them. Saying yes I
'I ' to every work and personal event is an impossible undertaking. If you don't set realistic I
I expectations for yourself, you'll end up feeling guilty and unmotivated. Nobody can do i
I it alI.
I l - So, prioritization is key, is that what you are saying?
II - Yes, as weil as communication and transparency. You have to get your family, co-work-
II ers, and manager on th~ same page and get their buy-in. This also creates a support
I system of people who will help you reach those goals.
J -I - The culture of the company is very important when it comes to finding a healthy balance
II in professional life. Is it something to consider when you join a new organization?
I,- Absolutely. If my team members and I are accomplishing what's expected, having f1ex-
,i ibility from our employer to prioritize family life when we need to, only breeds higher
II productivity and dedication to our work and the company.
,!- What are the things you can do to create a supportive culture?
i- I believe family comes first, and I make sure my team knows that I want to build an I
í.1 atmosphere where people can talk about their lives outside of work. This includes mak- I
I I· ing time to share the challenges and successes of raising a family, or even training for l-
amarathon. Similarly, I talk to my family about accomplishments and struggles at work

I so they feel involved and see another side of my career beyond watching me pack for yet I
I another business trip.
II - Have you ever experienced stigmas and challenges in the male-dominated tech industry?
I I-
Not really. lt's extremely difficult for male executives, too, to balance work and family,
II but with prioritization, communication, and transparency, it can be achieved. I hope that
I I millennial women feel confident in their own abilittes. both at home and in the work-
I place. When it comes to female leaders, women like me don't have to be the exception
II
! _ - together, we can be the rule.

l!
! ! - Still. wo men are significantly underrepresented in government and academic positions.
il What could be done about this? I
ll_ We ali know that inflexible schedules, unrelenting travel. and constant pressure to
- I_l-
j l be in the office are common features of these jobs. But it's possible to cope with if you I
i marry the right person. Women can have high-powered careers as long as their husbands iI
. L~_pa~~~s are '::~to share the parenting load eQ:~_.=-"~~=.:::=..=-=-~ -=-.._ JJ
AKADÉMIAI KIADÓ @ji) SZÓBEll FEIADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA SZ
-
e-
üseful expresslons
abuse visszaélés, bántalmazás
accomplishments and struggles at work munkahelyi sikerek és nehézségek
ne in decline hanyatlóban van
he on the rise fellendülőben van
necorne indistinguishable megkülönböztethetetlenné válik
becomé obsolete elavulttá válik
cornrnit to marriage elkötelezi magát a házasságra
corporal punishment testi fenyítés
create realistic expectations reális elvárásokat támaszt
éemanding tas k megerőltető feladat
domestic violence családon belüli erőszak
extricate kiszabadít
feel confident in their own abilities magabiztosnak érzi magát a képességei
terén
feel guilty bűntudata van
feel involved bevonva érzi magát
financial and emotional resources pénzügyi és érzelmi alapok
gender discrimination nemi alapon történő megkülönböztetés
get sy's buy-in megszerzi vkinek a támogatását
honor killing becs ü letgyi Ikosság
inferiority alsóbbrendűség
mfidelity hűtlenség
mstitution of marriage a házasság intézménye
~earn a valuable lesson értékes tanulságot levon
ostracize kiközösít
patchwork family mozaikcsalád
I
rear children gyerekeket nevel
: I remnant maradvány
t I risky undertaking kockázatos vállalkozás
I see the point of sg látja vminek az értelmét
l I
i self-blaming önvádolás
staggering megrendítő, megrázó
II stigma szégyenbélyeg
II subjugate alávet, leigáz
) III
J
take on executive roles vezetői állásokat betölt
toll áldozat
s II unrelenting travel szüntelen utazás
JJ
ÁRA SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA. AKADÉMIAIKIADÓ 13
b
Questions for discussion
I. What are some bad and good things about being an only child?
2. What are the practical advantages or disadvantages of being married? c
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 handie 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? 3
1
I I. Is there much education about domestic violence in your country?
1
12. Why do you think victims of domestic violence stay in the relationship for so long?
13. Why do people protect their abusers?
14. Is it feasible for a woman to combine the roles of a mother, a wife, and a homemaker
with a professional career without anyexternal help?
15. Have you or someone you know, ever faced gender discrimination at work?
1
3
~I
SI
14 AKADÉMIAIKIADÓ • SZÓBEUFELADATOKANGOLFELSŐFOKÚNYELWIZSGÁRA S2
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Current challenges of education
Education experts say that children currently attending school will be employed in jobs, 60% of
which are non-existent today. What is rnore, right now there is no way of knowing what these
future jobs will entail and what they are going to be Iike. This poses a considerable challenge
for education because it has to prepare students for a future which is. by and large. unknown
to us at the moment. The way we do things will continue changing, probably at a much faster
pace than ever before, and skills that are useful today become obsolete tomorrow. Future
generations have to learn to be able to function in the fast changing world of globalisation.
As a result, education has to keep up with new developments, including the use of technology
and the Internet. This may render traditional approach es with their focus on reacher-centred
rote learning outdated and inappropriate. Since the tasks students will have to fulfil in the
future cannot be identified and c1early defined beforehand, what can and should be developed
in schools are pupils' problem-solving skills so that when a new problem arises, they know
how to approach and tackle it. Students, therefore, should not memori se the correct answer
to the teachers' questions but should be able to identify problem s and learn to solve them
under their own steam. Students should also be prepared to learn how to use technology and
the Internet to enhance their learning. According to some studies, 21 st-century skills include
not only problem-solving but a eritical thinking and decision-making, creativity and innovation,
adaptability and f1exibility, the ability to work in a team and the abi lity to learn.
Everybody working today has to get used to the fact that learning does not stop with leaving
school and obtaining qualifications. In our fast changing world, everybody has to engage
in what is called lifelong learning, that is, self-motivated learning which takes place on an
everyday basis when we interact with others or use the Internet to look for information.
Lifelong learning may take place in contexts of formai instruction such as adult education or
professional 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
has 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 although the goals of education are
set at a national level, teachers make sure that they cater for their students' individual needs.
Children get special help if needed, and schools provide not only food and medical care but
counselling as weil. Equality is important: having access to the same quality education from
the smallest village to big towns and cities is a priority in Finland. Teaching is a job with high
prestige and once they have obtained their hard-earned qualifications, teachers are trusted
to do what they judge appropriate for their pupils. Teachers also make sure that school is
a happy place with lots of play, especially for younger children.
RA SZÓBEli FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA. AKADÉMIAIKIADÓ 15
h
8
,
English as a lingua franea

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
knowledge of English these days, English has become omnipresent in other spheres of life as
weil. We use English when we surf the Internet, go on holiday, watch films or television, or
even when we walk in the streets where many of the signs and logos are also in English. It
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 entertain ment as weil. As a result
of the global spread of English, non-native speakers outnumber native speakers, and most
non-native speakers use English in communication wi th other non-native speakers. According
to some estimates, about 80% 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 franea
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 Italy.
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 bad ly Hungarians fare when it
comes to speaking foreign languages. According to a survey carried out within the EU, Hungary
is the country wi th 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 originallanguage. Another
reason mentioned for the failure of speaking foreign languages in Hungary is that Hungarian is
not an Indo-European language, and that it is much easier for a Dutch speaker to learn English
or German 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 Iike 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 few years ago to improve language 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 subject.
16 AKADÉMIAI KIADÓ @!fil SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA SZ
----------------------------------------4 .••••
_
Education 3 - Interview
- You work in education but you don't teach. What is it exactly that you do?
- I 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
acy the authority to embed technology in their learning and teaching. We do this by helping
rrne schools plan their development, we provide school training sessions as weil as evening
e as courses. We provide guidance on different available devices and apps. We also offer some
!, or level of technical support with accounts, licences, and other issues.
l. It
age. - Who is a seconded teacher?
- A seconded teacher is someone who is employed as a teacher but has temporarily
ins, changed jobs. These jobs are usually to do with curriculum development or support for
sult schools. They choose teachers for these jobs because their classroom experience is par-
íost ticularly useful in these roles. Secondments usually last a year or two and the teacher will
'ing return to their school to teach when the secondment ends. Obviously, the teacher can
tive choose to look for a different job if they want. Secondments often provide whole council
nca responsibility so it can be useful experience for those wanting to go into management.
rian
rate - 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 kin d of
development do you mean?
oth - Technology can be used in many ways, it can be used as a method of research, to pre-
n it sent work, to aid learning or to help schools save printing budget. There are numerous
~ary apps and programs like graphing calculators that can be used in rnaths, or apps that show
part visual representations of fractions, decimal systems, and numeracy. There are online re-
lion sources that can be used to help with calculations, or the Microsoft Class Notebook or
,are Google Class room that function as digital notebooks and mean that a pupil can always
lher access a set of well-organised notes created by their teacher. Every school has a School
ln is Improvement Plan and nowadays they are expected to be working on the integration of
llish technology so pupils are prepared to go into a world where technology is used in almost
lber every job.
also
- How much knowledge of the use of technology are students assumed to have?
- We don't assume any knowledge from pupils, especially in primary school. But it is
love getting more and more common that young pupils arrive in high school having used
are some type of desktop. laptop or mobile device, at home or in school. Some pupils have
íced already started coding. and devices Iike the Raspberry Pi make it easier for young people
lead to experiment at home. We hope that when they leave school, they will at least have the
ithe abi lity to use things like the office suite and know how to be responsible online. Others
hing will be able to code or possibly develop apps or websites.
Iraw
han
JÁRA SZÓBELI FElADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA • AKADÉMIAI KIADÓ 17

Useful expressions
aid learning tanulást segíti
arouse interest érdeklődést felkelt
at a fast pace gyors ütemben
attend school iskolába jár
be made up of sg áll vmiből
become obsolete elavulttá válik
carry out a survey felmérést készít
cover the basics átveszi az alapokat
dubbed film szinkronizált film
education system oktatási rendszer
EU member state EU-tagállam
film with subtitles feliratos film
give an example példát mond
keep abreast of the times halad a korral
keep up wi th sg lépést tart vmivel
lifelong learning élethosszig tartó tanulás
means of communication kommunikációs eszköz
mother tongue anyanyelv
no way of knowing nem lehet tudni
numeracy számolókészség
obtain a qualification képesítést szerez . ]
on an everyday basis rendszeresen, napi rendszerességgel

pose a challenge kihívást jelent
prepare sy for sg felkészít vkit vmire
problem arises probléma felmerül
regulation stipulates rendelet meghatároz/előír
rote learning magolás
school leaving age iskolaköteles kor
take sg for granted készpénznek vesz vmit
teaching practice tanítási gyakorlat
under sy's own steam saját erőből
widespread implementation általános megvalósítás
18 AKADÉMW KIADÓ • SZÓBELI FEIADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA Si
-_._-------------------------------- ------..
Questions for
I. Do you think students of different ages should be taught differently?
2. Should underachievers be failed and made to repeat the year in the first two years of
primaryeducation?
3. If it was up to you, would you abolish testing at school?
4. At what age should children start school? Why?
5. What should be the minimum school leaving age?
6. How can schools be made a happy place?
7. How many languages and what languages do you think should be taught in primary
and secondary schools in Hungary?
8. Which subjects should be compulsory in ali types of school?
9. What language(s) did you learn at school? How effective was language teaching in
your school?
10. What changes would you make in the way foreign languages are taught in Hungary?
I I. Do you agree with the regulation which stipulates that university graduates have to
pass an intermediate exam in a foreign language before they can be awarded a degree?
12. How important is it to include technology in teaching various subjects in school?
13. 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?
15. How can technology be used in teaching languages?
fÁRA SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA @lj AKADÉMIAI KIADÓ 19
•
Modern-day diets B
There are literaIly hundreds of thousands of diets. Some are for losing 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-Ioss methods rather than what
science says. Fad diets usually fail because many of th em are not sustainable, and people reve rt
to forrner eating habits when the diet is stopped.
Vegetarian and vegan diets are becoming more and more popular. The vegetarian diet is free
of mea t and fish, but usually includes other animai products like dairy and eggs. The vegan
diet removes ali meat and any other foods that are derived from animals. Veganism is more of
a way of life and a philosophy than adiet. 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. It 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. It 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 lea n mea t and seafood makes people feel full more quickly
and therefore help people eat less.
Another very popular diet is the 5:2 diet. It 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 followed for weight loss, health benefits or a change of lifestyle, 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 AKADÉMIAI KIADÓ • SZÓBEli FElADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA ~
--------------------------------------- _~
.....••••....
Body image and eating disorders
Body image is how a person sees themselves. It is rarely based on reality, but is far more defined
by the culture in which we live. Unfortunately, om society places a very high value on physical
perfection and beauty. The cultural standards of beauty, as displayed in the media today, are
se absurdly unreal and hugely detrimental to most people's confidence and body image.
~ir
at By definition, adolescent girls are very self-conscious and body-focused. When they compare
rt themselves to the "perfect" females that appear on social media and on television, they inevitably
fali short. Their self-esteem goes down and they experience extreme body dissatisfaction.
They start dieting, which may lead to an eating disorder. Eating disorders are usually serious
ee psychiatric illnesses.
an
of Eating disorders are now epidemic ali over the world, especially in the United States. Although
ns the average age of onset is 14, girls are being diagnosed as young as 8. Part and parcel of an
ey eating disorder can be a lack of insight - when you don't know or accep t that you have an
eating disorder, you won't report that you have one. Many people do not believe they have
a problem at ali in the earlier stages of their iIIness. Others are aware of the disorder but do
ItS not seek treatment or confide in their doctors or their families. Furthermore, those who do
ed seek treatment may find recovery difficult or impossible, and find that they don't have the
of mental energy to continue. These hiding, denial and relapse patterns are understood to be
an part of the disease.
as
iry People with anorexia typically starve themselves, even though they suffer terribly from hunger
he pains. They think that they are fat even when they are bone-thi n and for reasons not yet
Uy 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 nermal. Sometimes they must be hospitalized to prevent starvation.
tly
ie- People with bulimia eat large amounts of food, and then, they want to get rid of it. This may
rie be done by vomiting, starving, excessive exercise, laxatives, or other methods. Because many
lat individuals with bulimia "binge and purge" in secret and maintain normalor above normal
ize body weight, they can often successfully hide their problem from others for years.
ng.
Binge eating is another prevalent eating disorder among adults, though there tends to be
tly less media coverage and research about the disorder in comparison to anorexia and bulimia.
rve 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, people with this disorder often feel depressed and ashamed of themselves. The
ongoing habit of consuming large amounts of food in a short period of time ultimately leads
to weight gain and obesity.
ÁRA SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA (~ AKADÉMIAIKIADÓ 21
_b
Appearances 3 -Tnterview
- To begin with, is ageism simi/ar to racism, sexism and ali the other "ísms"?
- 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 ali 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 a 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 being told a joke that pokes fun at older people, and
you can imagine the demeaning stereotypes these jokes are based on. Actually, it might
be hurtfui to older people. Moreover, negative stereotypes may even shorten their lives.
According to recent research findings, those wi th more positive self-perceptiens 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 a/so 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-c1ass 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.
Interest, motivation, and skills do not decline with age.
- So, why do you think ageism exists in our 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 ali, 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 weil.
L. -_2_2 __ AKAD
__ É_M_IAI_KIAD
__ O_'_IM_-__ SZ_o_'B_E_L_I_F_ELAD
__ A_T_O_K_AN_G_O_L_F_E_L_S_Ő_FO_KU_'_NYE
__ LWI_Z_S_G_ÁRA ~
Useful expressfons
ageism idősekkel szembeni előítélet
alleviate enyhít, csillapít
binge and purge falás és hányás
binge eating falásroham
by definition természeténél fogva
confide in sy bizalmába avat vkit
constantly emerging and evolving folyamatosan kialakul és fejlődik
consume elfogyaszt
demeaning stereotypes lealacsonyító sztereotípiák
depict ábrázol
discrimination and prejudice megkülönböztetés és előítélet
diversity training munkahelyi sokszínűség tréning
eating disorder étkezési zavar
endorsed by celebrities hírességek ajánlásával
epidemic járvány(szerűen)
fad diets divatdiéták
fali short nem üti meg a rnércét, alulmarad
glucose and glycogen glükóz és glikogén
grains gabonafélék
hiding, denial and relapse patterns bujkálás. tagadás. visszaesés ciklusai
hugely detrimental kimondottan hátrányos
in and of themselves önmagukban
inconspicuously észrevétlenül. feltűnés nélkül
intermittent fasting időszakos böjt
lack of insight belátás hiánya
laxative hashajtó
legumes hüvelyes növények
longer life expectancy hosszabb életkilátás
low-carb diet alacsony szénhidrát diéta
part and parcel of sg velejárója vminek
revert to sg visszatérni vmihez
seek treatment gyógykezelésért folyamodik
self-conscious önkritikus. magát kívülről figyelő
sustainable fenntartható
the premise is that. .. az egész alapja az, hogy ...
weight gain and obesity súlygyarapodás és elhízás
SZÓBELI FElADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA ~ AKADÉMIAI KIADÓ 23

I. How do you feel about fad diets? Do you have a favorite?
2. Is 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 appearances important?
7. What are the signs of an eating disorder?
8. In your view, what is worse, anorexia or bulimia?
9. What would you do if you suspected your teen daughter was developing anorexia?
10. What are some methods to reduce binge eating?
1I. What are the main problems in the life of a teenager?
12. What are some examples of ageism?
13. What are some ways to fight ageism in the workplace?
14. Is age discrimination common in your country?
15. Which is the biggest problem in your country: racism. sexisrn, or ageism?
:l
1
:1
/
J
24 AKADÉMIAI KIADÓ • SZÓBEli FEIADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA ,-]

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 cultu res.
EU citizens do not need a work perm it 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 will need a job offer befo re 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 skills shortages in the local economy. Certain countries, such as Australia. 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 400,000 Hungarians have left their home country in the past 6 years, wi th around half
of them moving to the British capital. The UK is just one of the many destinations Hungarian
emigrants have been heading to. Germany and Austria are also popular destinations, mainly
due to their high-income levels and high workforce demand.
About two in three EU national s migrating to the UK decided to go there for work-related
reasons. (The next most common reason was formai study.) The wave of eastern European
migration was likely to have been triggered by the relatively strong British economy. The
stereotype was that eastern Europeans are only going to the UK to c1aim benefits, or "steal"
the jobs of British citizens. In fact, there is growing evidence that the influx of cheap foreign
labour has forced down the pay of some British workers. After the [une 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 of migrants from Eastern Europe
are in unskilled jobs. Just 10 percent of migrants go home within a year, and while some send
money back to their families, this tends to dry up as people become settled.
Livingabroad in general, like travelling, makes you realise that the socially or culturally accepted
norms are different. When you plunge into a different culture and a different society, you learn
that there are other ways of doing things. You also get to know yourself alittle bette r, because
you discover that some things you really believe in, while others are just a cultural heritage
of the society you grew up in.
i\RA SZÓBELI FElADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA~. AKADÉ\llAI KIADÓ 25
•••
Globalisation
Globalisation is a process in which the people and countries of the world are being brought
closer and closer together, economically and culturally, through trade, information technology,
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 20th century, many countries agreed to lower tariffs or
taxes on goods imported from other countries. Economic globalisation has allowed many
corporation s 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 to a 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 todayacross national borders, so countries must work together to solve
them. Efforts to confront problems such as global c1imate 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 ali 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 multi national
corporations, an increase in international trade, greater international travel and tourism, and
greater immigration. Many of these trends are seen as positive by supporters of globalisation,
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 World Bank said that poverty in India and Indonesia was halved 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 IMFare 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 lead s 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.
l
26 AKADÉMIAI KIADÓ • SZÓBEU FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA ~j
--------------------------- ...
Cultural differences 3 - Interview
- People have lots of stereotypes about different nations. To what extent are they true?
- Obviously, stereotypes are often prejudicial and i11-informed, but most of them exist
for a reason. It would be nice to say that our neighbours have us ali wrong - but, sadly,
ht c1ichés only become c1ichés if they are built on a foundation of truth.
- OK, let's start with the European image of the British - a drunken football fan or a snooty
city gent?
ng - I suppose both, and also someone living off past imperial glories, sullenly resenting
or being in Europe rather than ruling the world, I would say.
lY
ed - Are we Europe's heauiesi drinkers, by the way?
he - No, they ranked us I I th in Europe for alcohol consumption, far behind France, for ex-
nt ample. lt's not the volume of pints consumed that has led to our boozy reputation. lt's
or the way we drink that's the problem. The Freneh figure may be high, but that's driven up
by a lot of people drinking moderately: the glass or two of wine during dinner. The British
disease has even entered the Freneh language: le binge drinking is the preferred phrase
an for vast, rapid consumption aimed solely at getting hammered. lt's this vomiting kind of
ns drunkenness, visible in most city centres on a Friday night that has become part of our
ve national image. In other words, there is more than a Iittle reality behind the image.
nt
- OK, let's continue with the Germans. Hardworking and efficient?
- Hard work, efficiency and discipline may be typical German characteristics but I don't
Ile think they are traits for Germans living in the capital. Most Germans view Berliners as the
te Latin Americans of Germany. Obviously, it's not down to the weather, rather the more
de relaxed attitude towards schedules and getting things done.
- Maybe Berliners are just not typical Germans. Anyway, what 5panish stereotypes exist?
lal - Ilived in Spain for almost five years and I must report there are Mondays, too. In fact,
nd with 38.4 hours, the Spanish working week is longer than those in Finland, Germany,
ln, Italy, or France.
er
ts, - And the sun, the beach, the noise? A country of siesta-takers?
of - 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
nn a cultural defence against extreme heat. During midday hours, approximately from I pm
ys to 4 pm, working can be dangerous. That's the reason why some shops and offices close
Ile for a siesta.
ng
ng - 50, what can we say as a conclusion on national stereotypes?
lia - National stereotypes can provide some information about a culture, but they do not
fui describe the people. In fact, unfavourable stereotypes of national or ethnic groups are
potentially very dangerous, forming the base for prejudice and discrimination.
iliA SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIlSGÁRA • AKADÉMIAIKIADÓ 27
•••
Useful expressions
across national borders országhatárokon átívelő
l
alcohol consumption alkoholfogyasztás
as it is made out to be ahogy beállítják
become settled letelepedik, berendezkedik
binge drinking rohamivás, vedelés
c1aim benefits juttatásokat igényel
country of idlers semmittevők országa
cultural heritage kulturális örökség
find the means megtalálja a rnódját
fix skills shortages hiányszakmákat betölt
form the base for sg alapul szolgál vminek
get hammered merevrészegre issza magát
human rights emberi jogok
imperial glory birodalmi dicsőség
income levels kereseti szintek
increase the employability növeli a foglalkoztathatóságot
inf1ux of cheap foreign labour olcsó külföldi munkaerő beáramlása
lower tariffs csökkenti a vámtarifákat
nation of layabouts naplopó nemzet
national sovereignty nemzeti függetlenség
obtain a work perm it munkavállalási engedélyt szerez
opinion research firm közvélemény-kutató intézet
outsourcing kiszervezés
plunge into a different culture más kultúrába belemerül
prejudicial előítéletet keltő
prospective employer leendő munkaadó
relaxed attitude nyugodt hozzáállás
snooty gőgös, sznob
sullenly duzzogva
supporters of globalisation a globalizáció hívei
there is growing evidence that ... egyre több bizonyíték van arra, hogy ...
trigger kivált, előidéz
unskilled jobs szakképzettséget nem igénylő munkakör
visa eligibility vízumra való jogosultság
workforce demand munkaerő-kereslet
work-related reasons munkával kapcsolatos okok
28 AKADÉMW KIADÓ • SZÓBELI FEIADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA ';:]

--_._ .." .. _--".---------------------------------~
Questions for discussion I
-~
..,._,._-~._----~,~--_._~--_.~~--~----------~._---------_. ~--,'I
I. What are some good ways for a foreign student to travel the world? i I
2. Why do people want to work abroad? iI
!I
3. Would you let your child work abroad? ii iI
4. Have you ever experienced culture shock?
5. What would it be like to work in London as a c1eaner? 1·1
6. What are some skills shortages in Europe and worldwide?

l!
i 1
7. What is brain drain? II

8. How would you argue with people who blame immigrants for the problems in
il' I'
a country's economy? II
9. What are the advantages and disadvantages of globalisation?
10. Why are we obsessed with consumerism and consumption? II
II
I I. 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? III '
13. What are your favourite national stereotypes?
\ I
14. What are some common stereotypes about British people that are largely untrue? II,I I,
15. Which stereotype applied to you, persona Ily, makes you extremely annoyed, and
how do you deal with it?
---.---_--=-=.=_--_-_-_-_-_-_-_-_-.--------------------~ i II
iÁRA SZÓBELI FEIADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA. AKADÉMIAIKIADÓ 29
be
Human migration today Sj
The famous graffiti artist, Banksy painted a mural depicting Steve [obs 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 J
before the camp was eventually demolished. Banksy's valuable piece of art was meant as
a poignant reminder of the fact that Steve [obs' father was a Syrian Muslim who moved to
the United States.
Human migration, the movement of people from one place to another with the intention to
settle down in the new location, is not a 21 st-century phenomenon. Ancestors of the speakers
of the majority languages in Europe migrated to their present homelands from India (hence l
Indo-European languages, like English, German, or Italian), very much Iike Hungarians who J
also carne to Europe from the East. I
l
The heartbreaking decision to leave one's home behind is often ca used by wars, armed conflicts, 1
fear of political prosecution, religious or other discrimination, poverty and deprivation as weil
as natural disasters, such as famine, drought or f1oods. When f1eeing 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
can not return to their home countries and, therefore, are entitled to c1aim asylurn, have to :1
start the asylum-seeking process as soon as they set foot in the receiving country. Even when J
refugees have been granted asylum and have been given indefinite leave to remain, they may J
have trouble settling into their new environments. When you move and live in an other country, :1
simple routines, like eating habits or facts, like the days that comprise the weekend, may be -I
very different. In order to preserve a sense of belonging and security. immigrants often choose
areas and neighbourhoods where people with similar backgrounds live. The c1ash between the
home and the new culture may sometimes prove so overwhelming that it results in culture
shock or identity crisis. :I
Host countries can help migrants by offering free language c1asses and by launehing integration
initiatives. For example, programmes which give newcomers useful information about the local 1
way of life and which enable immigrants to adapt to a country where, for instance, women
have greater freedoms. This. as weil as providing housing, schooling. etc. puts a lot of pressure -. I
on public services and costs a lot of money for the host countries. In the long run, howeve r, :]
countries, especially in Europe. can benefit from migration. By filling job vacancies and skills
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 always. there are no benefits without drawbacks. Migration provides benefits for 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, peacefullife 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 • SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA -z

Struggle for equal rights
del The notion of a homogeneous society is a fiction: there is no country without people whose
:he language, culture or both are different from those of the majority. The notion of minority can
ms be defined in quantifiable terms, in which case minority means the smaller part of a whole.
as in a country this entails ethnicities representing less than half of the population. Looking at
to it from a different perspective, minority can refer to a group of people in a society who, even
though may constitute the majority of the population, are disadvantaged in terms of their
entitlements, rights, and opportunities. Viewed from this angle, women in many countries
to represent a minority who do not enjoy equal rights with their male counterparts.
ers
ice The ratio of minorities in European countries varies. The proportion of people with immigrant
ho 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 13% of the population, almost half of whom carne
ts, from Asia. A sign of improving race relations and commitment to social integration was the
rell elect ion of the first ethnic minority Mayor of London in 2016. The Labour politician became
ing the first Muslim mayor of a major European capital.
m.
tey The largest minority in Hungary are the Romani people whose number is estimated between 500
to thousand and amillion. Contrary to popular belief, the Roma have bee n living in Hungary for
len centuries. Despite this and the fact that they comprise the biggest ethnic group, the integration
ray of the Romani people has bee n fraught with problems. Roma people are overrepresented among
try. those who live in extreme poverty, and the rate of unemployment is also very high among them.
be Fewer Roma children finish primary school than children from non-Roma families. Segregation
ise in educational institutions and the high percentage of Roma children in special need s schools
the and c1asses are alarming. and present a particular cause for concern. Attempts by consecutive
IJre governments to improve the life chances of Roma people have not borne fruit yet, th us making
the plight of Roma people remain a challenge for Hungarian society for some time to come.
ion The most populous minority in many countries are women who, through most of history,
cal !have been considered inferior with lower social status than men. Although the situation has
len írnproved considerably in many parts of the world, the struggle for equal rights is far from over.
ure There are still countries where women do not have the right to vote. They have no control over
rer, their Iives and decisions are made for them by men. Even though these issues seem to have
ills bee n resolved in developed countries, the glass ceiling has not bee n removed yet; women are
mg still underrepresented in senior leadership positions and politics. For exarnple, there are no
ran women in the Hungarian government and women make up only a fraction of ali MPs in Hungary.
A wornan's place is in the kitchen? Hopefully, the answer is no in 21 st-century Europe. and
women can now aim higher than their mothers and grandmothers ever dared to dream of.
DSt
ute
the
l to
rte.
ÁRA SZÓBEli FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA ~ AKADÉMIAI KIADÓ 31
hm-
Minorities 3 - Interview
míTitoríity 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 howeducation has shaped Roma identity historically and continues to do so
until today. In my work, lexamine various disciplinary practices in formaI and informai
educational institutions and their effect on Roma identity formation. I hypothesized that
schools not only serve to include new members into the national society but may be
a tool of exclusion as weil. Hence, I began my scholarly 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
research releuant to the concerns of particular Roma communities?
- I 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 slurns, as weil 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 findings 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 I consider my find-
ings preliminary at best. In short, I observed that many teachers discipline Roma children
given the dominant negative stereotypes: expectations rest upon assumptions that Roma
children are lazy, 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 month s 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 identity.
- What would you suggest as a first step to remedy this situation?
- 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 menta lity of immedi-
ately measuring and quantifying outputs. Some changes will take generations, and some
advancements might not be measured at alI. Second, the problems surrounding the rni-
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
openness, and diversity as weil.
32 AKADÉMIAI KIADÓ • SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA

Useful expressions
accepting society elfogadó társadalom
asylum-seeking process menedékkéréssel kapcsolatos eljárás
bea r fruit eredményt hoz
c1aim asylum menedékjogért folyamodik
contrary to popular belief a közhiedelemmel ellentétben
contribute to sg hozzájárul vmihez
conundrum dilemma, talány
disciplinary measure fegyelmi intézkedés/büntetés
entitlement jogosultság
entitled to do sg jogosult vmire
extreme poverty mélyszegénység
fieldwork terepmunka
fraught with problem s problémákkal terhes
glass ceiling vertikális szegregáció (üvegplafon)
grant asylum menedékjogot megad
indefinite leave to remain határozatlan idejű tartózkodási engedély
inequality egyenlőtlenség
inhumane conditions embertelen körűlmények
integration initiative integrációs kezdeményezés
job vacancies betöltetlen munkahelyek
make an effort erőfeszítést tesz
measure output eredményt mér
MP (Member of Parliament) parlamenti képviselő
particular cause for concern különös aggodalomra okot adó
plight sajnálatos helyzet
poignant reminder szívbemarkoló/megrendítő emlékeztető
prevailing image uralkodó kép
remedy the situation helyzetet orvosol
school performance iskolai teljesítmény
sense of security biztonságérzet
skills gaps szakképzettek hiánya
slum szegény-, nyomornegyed
unbiased pártatlan, elfogulatlan
undergo considerable changes jelentős változásokon megy keresztül
SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA ~ AKADÉMIAI KIADÓ 33
•....
I. Have you seen any movies depicting the plight of migrant minorities?
2. Have you ever been to aplace where many immigrants live?
3. What immigrant communities can be found in Hungary?
4. Is 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?
1I. What are the sources of prejudice and discrimination?
12. What can communities do to reduce prejudice and discrimination?
13. What measures should be adopted to facilitate 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 AKADÉMW KIADÓ • SZÓBELI FElADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA
~1
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
I through no fault of their own. Without a roof over their heads, the home less are denied their
II basic human right to living conditions adequate for their weil-being and health.
The dangers and effects of living on the streets are manifold. Sleeping rough means that
II horneless people have no access to sanitary facilities and, therefare, cannot wash or c1ean
I[ their c1othes. Poor personal hygiene then puts homeless people at an increased risk of getting
an infection or illness. IlInesses such as cardiovascular diseases and cancer are also more
II common among the homeless tha n the general population. The deprivation, poverty, violence
III ' and loneliness homeless people experience often lead to mental health problems and a high
proportion of death s 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
1\
d difficult to cope with everyday life and keep their tenancies. Similarly, the isolating experience
of sleeping rough may bring about the erosion of self-esteern and confidence, which then can
cause or aggravate mental health conditions.
People in different countries perceive homelessness differently. In some countries, homelessness
js a stigma and homeless people are blamed for their own problem s, including their living
conditions. In other countries, homelessness is a criminal offence and people are ban ned from
living on the street. When caught, the homeless who live in extreme poverty can be fined an
amount of money which they can hardly afford. No wonder that in such cases they often opt
for a prison sentence, thus adding insult to injury.
ln other places, efforts are made to fight this form of social exclusion. One solution can be for
authoriries to provide affordable 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.
Hornelessness is necessarily coupled with joblessness, therefore, schemes improving the life of
horneless 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 weil. There are also charities catering for the particular needs
of the homeless. With the help of donations and volunteers, these charities try to help people
Gil 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.
ÁRA SZÓBELI FElADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA ~ AKADÉMIAI KIADÓ 35
F
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. It is often assumed that
people become drug addicts because they lack willpower and moral principles. It 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
fail at school or might be expelled 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. Fortunately, however, there are also treatments available for addicts that help them
overcome compulsive drug use. These treatments usually include medication, behavioural
therapy, or a combination of 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. If 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 weil as those who sell drugs who
should be prosecuted. Drug addicts, on the other hand, should be assisted in every possible
way. Simple measures, Iike 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 of people 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 fines or prison sentences would serve as a deterrent, which would stop people from
taking drugs and becoming addicts.
What is common in ali 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.
~,
J
36 AKADÉMIAI KIADÓ @il§) SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA

on the margins 3-lnterview
- How long have you beeri homeless?
- For more than 10 years. l've been living with my husband in a shack we built in the
woods.
g
It - How did you lose your home?
r, - Both of us were made redundant at the same time and neither of us could find a job.
It First, we used our savings to pay the monthly instalments of the mortgage we had taken
le out on our house, but that dried up and we started falling behind with the payments.
y. Eventually our house was repossessed and we found ourselves on the street.
t,
- What is life like without a roof over your head? And how do you cope with the harsh real-
lY
ity of homelessness?
m
- You have to learn how to survive. People often assume that homeless people rummage
af
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 c1othes. On a good day,
rt. we can make enough money to feed ourselves for a week. On a bad day, we get money
re that buys food for only a day. There is also a street's newspaper written and edited by
Df homeless people that some of us sell to drivers who stop at traffic lights. That also hel ps.
Df
- Who make up the group of homeless people? Who are the particularly uuinerable ones?
m
- Many homeless people are men who lost their jobs and homes for various reasons.
al
I know some who have been cheated out of their property and that's why they ended up
e,
on the street. Women are particularly vulnerable. They often leave their homes to escape
an abusive husband who treats them horribly. Rather than being trapped in a violent
:h relationship, these women choose the street, which is not much safer. Many of th em
as have mental health issues and suffer from alcoholism. There are also those who commit
vs suicide when they cannot put up with the hardships they have to endure any longer.
ne Homelessness is a silent killer. If you sleep rough, your life expectancy is much shorter
at than that of those who have homes.
10
- ls there any help that you get? Are there charities or charitable groups that home less people
Ile
rtg
can tum to?
- There are some. I have joined one where they pay special attention to the problems and
es
needs of homeless women. We provide counselling and help them overcome the abuse
rtd
and traumas they have suffered. We also try to help them regain their self-esteem and
~n
confidence so that they can fight drug and alcohol addiction and are able to rebuild their
Im
life as much as possible.
- You said that you have to learn how to live and survive as a homeless person. Does it work
us
ln,
the other way round? Would it be very different to live in a home again?
nd - Yes, it would be very different and I would have to change in many respects. I used
to be very fussy about tidiness and c1eanliness, something which I stopped doing when
I became homeless. lt's difficult to keep aplace c1ean and tidy with no running water or
e1ectricity in it.
SZÓBEU FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA lB AKADÉMIAI KIADÓ 37
4.
Useful expressions
!
abusive gorombáskodó. bántalmazó
add insult to injury tetézi a bajt
affordable heusing megfizethető lakhatás
basic human right to sg alapvető emberi jog vmihez
be fussy about sg rigolyás vmire
be made redundant elveszti az állását. leépítik
cardboard box kartondoboz
catch sy red-handed tetten ér vkit
criminaloffence bűncselekmény
disruptive behaviour rendzavaró magatartás
drug abuse kábítószerrel való visszaélés
drug addiction kábítószer-függőség
drug overdose kábí tószer-tú ladagolás
flea market bolhapiac
judicial system igazságszolgáltatási rendszer
lack of willpower akaraterő hiánya
life expectancy várható élettartam
month ly instalment havi részlet
prosecute sy büntetőeljárást indít vki ellen
provide funding finanszíroz
regain one's self-esteem visszanyeri az önbecsülését
relax laws enyhíti a törvényeket
sanitary facilities szaniterhelyiségek
scavenge food ételt guberál
sleep rough az utcán alszik/él
social exclusion társadalmi kirekesztés
substance abuse szenvedélybetegség, szerabúzus
take mortgage out on sg jelzálogkölcsönt vesz fel vmire
take priority elsőbbséget élvez
toughen laws szigorítja a törvényeket
withdrawal symptom elvonási tünet
without a roof over sy' s head fedél nélkül
38 AKADÉMIAI KIADÓ • SZÓBEU FEIADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁl

lt'm
_-
-- ..•
Ouestions for discussion
I. 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?
4. 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 allowed to sell street newspapers in aid of homeless people?
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 I. 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?
ÁRA SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA r=' AKADÉMIAI KIADÓ 39

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 :Dl
hard, and there are children who do not consider themselves good at ball games or drawing. ri
We are ali different and have our different strengths and weaknesses. It 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 I 960s. The change is reflected in the terminology that has
bee n 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 prefer to use learning differences argue that since there is nothing wrong with dyslexic
people's cognitive abilities and they only do things differently, learning differences more aptly
describe their condition. In Hungary, the word "disorder" (részképességzavar) is used, a term
which is the opposite of order and which has negative connotations. lt's difficult to deci de
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
popular belief, however, Leonardo wrote in this way by choice and not because he was dyslexic.
Apparently, one in 10 or 12 people is affected by dyslexia these days. People often find this
number high and think that dyslexia is something new that has not bee n around before or if
it has bee n around, there must have bee n fewer people affected by it. What probably explains :.e
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 weil 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. If not diagnosed, maths lessons for such children
can be a truly devastating experience.
40 AKADÉMIAI KIADÓ • SZÓBELI FELADATO K ANGOL FELSŐFOKÚ NYELVVIZSGÁRA

People with disabilities
Ifyou have visited cities like London or Berlin, what you may have noticed after 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 streets in Hungary. The question then is whether there
are fewer people with disabilities in Hungary. Probably not.
According to statistics, more than 10 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. Unfortunately, disabled people
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.
ln theory, ali 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 disability allowance to help to cover the costs of mobilityor special
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. In addition
to the presenter's signing, the children who are invited to participate in the programme often
have a variety of physical, sensory and menta I disabilities. By watching them participating
in ali kinds of activities on TV, children from an early 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 ali 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 menta I
disabilities should be institutionalised or should attend mainstream schools. Some people are
of the view that disabled children are bette r off in institutions that cater for their special needs.
ln 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. It is probably best to deci de 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 ali, famous people like Albert Einstein, Isaac Newton and Charles Darwin were
also retrospectively diagnosed as autistic.
lA SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA I~ AKADÉ\1IAI KIADÓ 41

Otherness 3 -Interview
- What do you do and where do you work?
- I am a support for learning teacher in a mainstream primary school. I work in quite
a large school in a village in Scotland.
- What does your job entai/? How does your job differ from that of a class teacher?
- I don't have a class of my own; instead, I support ali the c1asses in my school by work-
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. I mainly support Iiteracy skills but sometimes
I support pupils with maths difficulties or social difficulties too. laisa 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 dit-
ficulties may in any way be related to the problems they have with Iiteracy or maths?
- Many of the pupils I support have difficulties wi th interacting appropriately with their
peers or with controlling their anger. There are also general behaviour issues across the
school that I deal with indirectly by giving behaviour management strategies to class
teachers. I think that many of the general behaviour issues are very much related to dif-
ficulties with Iiteracy or maths. If a child doesn't understand what they are being asked to Jj
do, then it is common for them to try and avoid difficult tasks by misbehaving.
- What is the purpose of screening tests?

- I mainly use screening test s 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. If 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 Iiteracy 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 different letters to pictures and rhymes to help the pupils remember which letter
makes which sound, and then apply these skills to simple reading books. For older pu-
piis that have spelling difficulties I teach strategies to remember spelling rules for tricky
words such as using mnemonics (Laugh = Laugh And U Get Happy) or silly rhymes or
phrases (There is a rat in separate), often accompanied by pictures to help them remem-
ber, and again give them lots of opportunities to apply what they have learned. I make
lots of visual prompts called 'anchor charts' which they keep in their class to remind
them of ali the strategies they could use.
42 AKADÉMW KIADÓ • SZÓBELI FEIADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA ~~1(

Useful expressions
accompanied by sg együtt jár vmivel
administer a test tesztet irat
allocate a parking space parkolóhelyet 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 közhiedelemmel ellentétben
deci de case by case eseti alapon eldönt
do sg by choice saját választásából tesz vmit
do sums számol
grant disability allowance fogyatékossági/rokkantsági juttatást/
nyugdíjat ad
guide dogs for the blind vakvezető kutyák
hard of hearing nagyothalló
have negative connotations negatív felhangja/jelentése van
integration into society társadalomba való beilleszkedés
literacy skills írni/olvasni tudás
live life to the full(est) teljes életet él
low/high achiever gyengén/jól teljesítő
mainstream school többségi iskola
menta I arithmetic fejszámolás
on the grounds of sg vmi alapján/miatt
Paralympic Games paralimpia
partially sighted gyengénlátó
remind sy of sg emlékeztet vkit vmire
show signs of sg vminek a jeleit mutatja
sign language interpreter jelnyelvtolmács
strengths and weaknesses erős és gyenge pontok
suffer from dyslexia diszlexiás
take sg into account figyelembe vesz vmit
visual prompts szemléltető eszköz
visually impaired látáskorlátozott
write in a mirror-image tükörírással ír
ÁRA SZÓBEU FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA. AKADÉMIAIKIADÓ 43

I. Do you knowanybody who has some kind of disability or learning difference?
2. Do you know of famous people with impairments? T
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 c1assmates, 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?
S. Do you know of films or plays in which people with disabilities feature?
::3
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, sensoryor 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 I. 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 ~I
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., ram ps, Iifts)?
IS. Would you make it obligatory for shops and restaurants to provide access for disabled
people?
-,
44 AKADÉMIAI KIADÓ @if§) SZÓBELI FEIADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁR
--
li, lfil @ITITíJ@ ~@~Qj] @lllilU;~
I The history of homosexuality
Homosexuality is a discussion top ic from which most people shy away, but it has not always
been like this. In ancient Greece, for example, sexual orientation was not a social identifier:
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 weil. The Roman emperor,
Hadrian founded the city of Antinopolis in Egypt in memory of his male lover, Antinous, who
drowned nearby. Howeve r, 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 sodo my 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 Italy, cities like Florence were well-known for
the widespread practice of same-sex love until the friar and preacher, Savonarola, introduced
laws against sodo my as part of his efforts to rid Florence of vice at the end of the 15th century.
ln Victorian Britain homosexuality was not discussed. Men were expected to get married, be
authoritative fathers and support their families. If 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 carne to the fore during the trials of the
farnous playwright, novelist and poet, Oscar Wilde, who was sentenced to two years in prison
on charges of 'gross indecency'.
france, where homosexuality has bee n 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 ali the different attitudes represented throughout history can be found in the world. At
one end of the spectrum, there are countries where gay and lesbian 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, of course, may exist within one country: even in places with equal rights people
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 FELADATOKANGOL FELSŐFOKÚ NYELWIZSG •.\RA i3§l AKADÉMIAI KIADÓ 45

Same-sex marriages
Same-sex marriage has been a hotly debated issue lately. Most people fee! strongly about it
as equal marriage, as some proponents call it, concerns people's deep-rooted beliefs. White
there are faith communities which allow people of the same sex to get married, major religions,
such as Catholicism or Islam, oppose gay marriage. The Catholic Church, for instance, does
not accept homosexuality or equal marriage on the grounds that such relationships are not
procreative. In addition, in the Catholic faith marriage is the union of a man and a woman,
therefore, the union of same-sex people can not 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 attach ed to homosexuality for centuries.
Laws allowing same-sex marriage are now in force in over adozen countries, including such
traditionally religious Catholic countries as Spain and Ireland. The first country to give legal
status to same-sex unions was the Netherlands, wi th 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. In 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.
ln 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. In London, the Pride Festival is supported
and sponsored by many well-known companies and the Pride Parade attracts thousands of
people who often include public figures, such as the Mayor of London leading the way.
ln Hungary, both same-sex sexual activity and gender change are legal, with the age of consent
being the same for ali citizens. First, unregistered cohabitation was recognised, which was
followed by the introduction of registered partnerships. Anti-discrimination laws are in force
in ali areas of life but there are also restrictions: the Constitutio n 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. Given the definition of marriage in the Constitution, the
legalisation of same-sex marriage may not become reality in Hungary in the near future.
46 AKADÉMIAI KIADÓ @ji) SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA ~l

~~ __
m_os_ex~_an~~_3_-~nt_e_rv_i_ew " i
i I
- Could you briefly introduce yourself please? i I
- My name is Kate. I live a pretty standard life: I have been working as a high school iI
teacher for around five years and I play hockey, field hockey. i !
it II
e - Are you married? Do you have any children? l!
~. - I am martied. My wife and I got a civil partnership in 201 I which we converted to a iI II
marriage in 2015 when the law allewed it. Our son, Peter was born in Septernber 2013. I '
:s
I I
It
- Do your colleagues know that you are gay? II
l,
I, - I have always bee n out to my colleagues. In my first job I was planning my wedding so I
I couldn't contain my excitement. I'm not good at keeping secrets from friends and I've I
fl
got on weil with ali the teachers I've worked with. , I
IS I i
- 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
fl
to be the first school where I have a permanent contract.
II
I
g - How did they find out? How did they react? I
n - We found out my wife was pregnant in [anuary 2013, I was overjoyed, I have always
le wanted to be a mum. I found it harder and harder to contain my excitement as we got
Ic closer to the due date. I had started hinting at c1asses that I would be off for two weeks
le soon but I didn't tell them why. I
le
~f - How did you manage to hide the fact that you were going on maternity leave?
- Up until that point I had done the usual things: used gender neutral pronouns when
I I
talking about my wife and made jokes to avoid answering questions about my 'husband'. I
ts !
le - So how did it eventually come out into the open that you are gay and live in a sam e-sex I
S, relationship? !
- My son was born three weeks early so I ended up not being as prepared as I would have !
~
id liked, My oldest class, who I'd already told, sent me a message on the Internet with their I
bf congratulations. I carne back after two weeks' maternity leave and openly told my classes I
that I had bee n off for the birth of my son. of course they knew I hadn't given birth so I
they asked and I told them that my wife had. None of my c1asses made any comments 'Iti'
lt about me being martied to a woman, most pupils seerned happy for me for becerning
IS
te am_o_t_he_L
" ~ .~ ." " ~__ ._~ "_~ ~ " J
III
ld
le
iE
~
RA 11 SZÓBEli FElADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA. AKADÉMIAIKIADÓ 47
.L
Useful expressiens
adopt a child gyermeket örökbe fogad
age of consent törvényes kor, beleegyezés i korhatár
amendment módosítás
aptly megfelelően
authoritative father tekintélyelvű apa
charge of gross indecency fajtalankodás vádja
civil partnership élettársi kapcsolat
civil rights polgárjogok
come out into the open nyilvánosságra kerül
come to terms with sg megbékél vmivel
consenting adult szabad akaratból cselekvő felnőtt
deep-rooted mélyen gyökerező
disown sy kitagad vkit
due date a szülés várható ideje, amikorra a szülő 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 függetlenül vmitől, tekintet nélkül vmire
keep secrets from sy vki előtt eltitkol
maternity leave szülési szabadság
mayor of London London polgármestere
mete out kioszt
permanent contract határozatlan időre szóló szerződés
playwright drámaíró
proscribe törvényen kívül helyez, megtilt
registered cohabitation bejegyzett élettársi viszony
requited love viszonzott/kölcsönös szerelem
retribution büntetés, megtorlás
same-sex marriage egyneműek házassága
sexual orientation szexuális irányultság
shy away from sg visszariad, kibújik vmi alól
unrequited love viszonzatlan szerelem
48 AKADÉMIAI KIADÓ @lj SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA
-------------------
I. Do you know the original meaning of the word 'gay'?
2. What is the difference between 'gay' and 'Iesbian'?
3. What does the abbreviation lGBT stand for?
4. What arguments are there for and against same-sex marriage?
S. Have you seen movies featuring gay or lesbian characters?
6. Do you know of any famous people who suffered retribution because of their sexua-
lity?
7. Do you know of any famous people whose sexual orientation carne out into the open
after their death?
8. Do you know of any famous business- or sportspeople who publicly identify thern-
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?
1I. Do you think students should be taught about homosexuality as part of their educa-
tion in ali 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?
IS. Should a referendum decide the legal status of gay marriage in Hungary?
L..
SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA ~) AKADÉMIAI KIADÓ 49

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 GM crops we are
familiar with - such as com 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 ali bad. Some plants are genetically modified simply
for human benefit. The process has helped to feed the hungry and to amplify 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 c1ear, wi th ali research
suggesting the practice is possible. Cloning animals is not new science, with the first animal.
a tadpole, being eloned in 1952. In 1996, Dolly the sheep became the first mammal to have
been successfully eloned born. Scientists have already eloned human embryos and many believe
creating fully developed humans might be the next step.
For legal as weil as ethical reasons, it's probable that the future of cloning will lie more in
therapeutic clon ing research tha n reproductive cloning. The only difference between therapeutic
cloning and reproductive cloning is that in therapeutic cloning the embryo is never transferred
into a fernale'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.
The biggest 'c1oning factory' can be found in China, in the northern Chinese port ofTianjin. The
Chinese scientists have technology advanced enough to replicate humans, and they are only
holding off for fear of the public reaction. They argue that clon ing is a safeguard 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 weil 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 KIADÓ • SZÓBEU FElADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA

Ethical issues in biotech medicine
Abortion debate, human subject research, and eurhanasia are ali examples of medical ethics
~. cases. Bioethics is concerned with the ethical, legal and social issues in medicine and biology. It
re is often used to study how new discoveries in science will affect humans, anirnals, and nature.
ty
The extraordinary revolution in biotechnology especially breakthroughs in cloning and stem
cell research, has created new possibilities for curing disease and manipulating our genetic
al heritage. With advances, however, come dilemmas - scientific, financial, and especially moral.
h.
ly A lot of countries are taking serious steps to foster the establishment of stem cell research
te
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 abi lity to differentiate into specialised cells whereby tissues are formed.
S, Their properties have been used to renew or replace damaged cells. Stem cells are now used in
ty medical theraples. and researchers expect that stem cells will be used in many future therapies.
:h
ll, The stem cell controversy is related to the development, usage, and destruction of human
~e embryos. Not ali stem cell research involves human embryos. For example, adu It stem cells
~e 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 can not be ethical
because it necessarily involves destroying those embryos.
in
tic There are more and more stem cell banks arcund the world. Stem cell samples are stored
ed specifically for use by the individual person from whom such cells have been collected. The
sample can later be retrieved only by that individualor, in some cases, by their first-degree
blood relatives.
lit
Ire
ln fertility c1inics, IVF(in vitro fertilisation) techniques are used. by which an egg is fertilised by
ng sperm outside the body. It is a technique of assisted reproductive technology for the treatment
of infertility. It 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
he identifiable genetic diseases and the wide availability of cheap genetic screening will result in
Ily an explosion of demand for IVF from fertile couples who wish to prevent the transmission of
ty. genetic diseases to their children.
ell
Ire Besides stem cell banking, egg or embryo banking is also popular. Egg-freezing procedures
let
allow women to focus on their careers without sacrificing the opportunity to have children
ng
later in life. The healthy eggs are frozen in a fertility elinic. up to 10 years, and kept until
a woman wants to have a child, at which point they are unfrozen and fertilised with sperrn,
then reimplanted into a wornan's uterus. The technology hasn't been very reliable and was
until recently considered experimental.
SZÓBELI FEIADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA @!!IID AKADÉMIAI KIADÓ 51

Bioethics 3- Interview
- Today we invited the leading ethicist in the arena of innovation. My first question is: Can
we cope with the danger of artificial intelligence? ln other words, can we keep technology
from slipping beyond our control?
- Obviously, there are a lot of benefits from emerging technologies, that's why they're ali
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 intelligence that's smarter than humans?
What impact 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 exponential rise of computers will eventually allow them to outsmart us. Don't forget
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 einerging technologies that are changing the world, in your
view?
- ln this past year, there's bee n 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 newediting genes dramatically speed up the ability to alter the genome
in ali of its forms, not just plants and animals but also the human genome.
- What's the significance of this biotech breakthrough?
- Right now, CRISPR's success rate is low, and it's hard to use on a whole person. How-
ever, once those problem s are solved, CRISPR may allow us to cure ali genetic disease
- everything from Huntington's to Alzheimer's. Going further, consider the implications
for fertility medicine. A doctor could take a fertilised egg from two hopeful 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 servant but a dangerous master, as the saying goes. Do you agree
with this statement?
- Absolutely. The basic idea here is how we ensure that technology does not become the
dominant, inevitable dictating force of our future.
52 AKADÉMIAIKIADÓ • SZÓBEU FElADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA
-----
Iíseful expressions
amplify a crop's resistance termény ellenálló képességét erősíti
artificial intelligence mesterséges intelligencia
assisted reproductive technology mesterséges megtermékenyítés,
asszisztált reprodukciós technika
devastating inherited disease pusztító örökölt betegség
DNA of living cells élő sejtek DNS-e
egg and embryo banking petesejt és embrió lefagyasztása
emerging technologies feltörekvő technológiák
ethical concerns etikai aggodalmak
ethicists etikusok
explosion of demand robbanásszerű igény
exponential rise exponenciális növekedés
fertilise by sperm spermával megtermékenyít
fertility c1inic meddőségi klinika
first-degree blood relatives elsőfokú vérszerinti rokonok
genetic heritage genetikai örökség
genome génállomány, genom
genome editing géneditálás
human subject research emberkísérlet
IVF laboratóriumi megtermékenyítés
medical ethics cases orvosetikai esetek
on several grounds számos okból kifolyólag
outsmart sy túljár vki eszén
precautionary measures elővigyázatossági intézkedések
resistant to weed killers gyomirtószer ellenálló
safeguard of biodiversity biológiai sokféleség biztosítéka
slip beyond control kicsúszik a kezünkből az irányítás
stem cell research őssejtkutatás
tadpole ebihal
thoroughbred racehorse telivér versenyló
transfer into a womb áthelyez a méhbe
tremendous potential hatalmas lehetőség
umbilical cord köldökzsinór
,. SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA @ill AKADÉMIAI KIADÓ 53

I. Should euthanasia or physician-assisted suicide be legal?
2. Should animals be used for scientific testing?
3. Should marijuana be a medicaloption?
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?
I I. Did the cloning of Dolly, the first eloned sheep, transform the course of science?
12. Which will win out, organic crops or GMO crops? Why?
13. What is the central argument for GMO-free food?
14. What is bioethics and what is its scope?
15. What is your opinion of "designer babies"?
54 AKADÉMW KIADÓ • SZÓBEli FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA
----- --------
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 wi th thunder and lightning, gale-force winds and sometimes hail.
It often happens that during such heavy storms more rain falls than the month ly average.
As the drainage of towns and cities is often unable to cope with the huge amount of rainfall,
sewers overflow turning road s inte rivers. And when the roads are flooded, 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 wi th excessive
rainfall may also cause cellars to flood and inundate electric transformers with water, which
then can lead to power cuts. This add s 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 weil. 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 only damage to property but loss of life as weil. In 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 fIatten houses, cause fires, and
disrupt public services. Even in countries where there are buildings that can withstand fairly
strong trernors, such as [apari, earthquakes can have devastating consequences, including
mortality and life-changing injury. In addition, earthquakes can trigger landslides and cause
tsunami in coastal areas. The deadliest tsunami of 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 rnissing, shattering the lives 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, driven by curiosity. went onta the exposed seafloor rather than escaping to the hills.
Those lucky few who were in possession of this information ran for high ground and managed
to save their own as weil 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 snow when 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 build defences. It seems that despite modern technology and our increasing knowledge
about the world, hurnankind's struggle with nature will continue in the foreseeable future.
SZÓBELI FEIADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA @lj AKADÉMIAI KIADÓ 55

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 c1imate 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 level of carbon dioxide blocks the heat radiating from 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 atmcsphere. 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 global warming. According to scientists, 15 of the hottest 16 years since
records began occurred in the 21 st century, with 2015 being the hottest. Research conducted
by the METOffice indicates that the next two years are not going to be any cooler. Although
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 every year. Hot summers in Europe also c1aim their victims, especially among the
elderly and frail.
Rising temperatures are expected to have social effects as weil. Droughts and severe weather
conditions together with a growing number of pet s affect agricultural systems adversely, and
lead to crop failures and shortage of forage on Iivestock farms. 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 of the state of the Earth, and the future does not look 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 weil. There are also wind
farms with wind turbines that generate e1ectricity without harmful emissions. Interestingly,
they are often met with opposition by people who c1aim that wind farms are an eyesore
which ruin the countryside. Some people also complain about the noise produced by wind
turbines. This, howeve r, should not be a major concern since wind farms are usually located
in a distance from residential areas. It seems that we can't have our cake and eat it: stopping
global warming and saving the planet for future generations requires more tha n empty words.
56 AKADÉMW KIADÓ @!!!il SZÓBELI FEIADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA
L-- __
Clirnate change 3 ~ Interview
- How long did you live in Tokyo?
- Ilived in Tokyo for a year. I worked as a gu est lecturer teaching English as a foreign
language to International Communication majors at a university in Tokyo.
- How was your everyday life in Tokyo different from your life in Budapest?
- Everyday routines and my Iifestyle in general were quite different. Surprisingly enough,
Ilived 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
Iloved it. I had lots of rice and seafood and raw dishes, which I didn't use to eat befo re.
Another aspect of change was the language barrier that struck me on the first day; it was
much more difficult to get usual things done such as everyday shopping, especially at the
beginning of my stay.
- How of ten do earthquakes strike in Tokyo, and how powerful are they?
- According to statistics, there are about 1500 earthquakes ali 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 buildings withstand earthquakes? What damage do earthquakes cause?
- Yes, the buildings are pretty modern structurally and most of them are earthquake
resistant. Ali the buildings are extremely safe, so usually there isn't much damage caused
byearthquakes.
- What do you have to do when an earthquake hits?
- There is a 'disaster manual', which looks like the yellow pages, giving information to
the citizens of Tokyo about what to do, where to hide, where the dosest shelter is. In
the case of lighter quakes, it is enough to stay inside and hide under the tabi e, but when
a more powerful earthquake strikes, it is advisable to open ali 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 prepare for natural disastetsi Where do they get the latest information
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.
ln 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 leave their clothes and a flash light close to the
bed so that they can escape from their flats as quickly as possible.
SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA @lj AKADÉMIAI KIADÓ 57
DL.
Useful expressions
be an eyesore bántja az ember szemét
burning fossil fuels fosszilis tüzelőanyagok elégetése
come to a halt megáll
conduct research kutatást végez
damage to property anyagi kár
deadly bushfire halálos kimenetelű bozóttűz
disaster movie katasztrófafilm
disrupt public services megzavarja a közszolgáltatásokat
earthquake-resistant building földrengésbiztos épület
extreme weather conditions szélsőséges időjárási viszonyok
famine éhínség
fault lines törésvonal
forage takarmány
gale-force wind viharos erejű szél
global warming globális felmelegedés
greenhouse gas emissions üvegházhatás úgáz -kibocs átás
heat stroke hőguta
heat wave kánikula, rendkívüli forróság
increasing frequency növekvő gyakoriság
livestock állatállomány
loss of life emberi élet elvesztése, haláleset
METOffice Meteorológiai Intézet
mitigate csillapít
power cut áramszünet
receding sea apadó/visszahúzódó tenger
rising sea level emelkedő tengerszint
struck by an earthquake földrengés sújtotta
take toll kárt okoz
torrential rain heves esőzés
wade through sg átgázol vmin
wind park szélerőműpark
World Heritage Világörökség
yearn for sg epedezik, vágyik vmire
you can't have your cake and eat it a kecske is jóllakjon és a káposzta is
megmaradjon
58 AKADÉMIAI KIADÓ • SZÓBELI FEIADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA
-
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 c1imate 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 c1imate change is human-induced or
with those who blame natural causes?
10. What can be done to stop global warming?
I I. Do you think children should be taught about global warming and its effects in
school?
12. How can individuals act on the advice of scientists and contribute to the protection
ofthe 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 problem s?
SZÓBELI FEIADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA. AKADÉMIAIKIADÓ 59
.Ar
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 animai 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 lives: 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 inte submission. They are beaten with
bullhooks and electrocuted with electricai 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 care. While in transit, elephants, big cats, and primates
are forced to eat, drink, sleep, defecate and urinate ali in the same place.
The only time they are really allowed to move around is du ring those short performances. They
are forced to do things that are completely unnatural. For example, elephants in their natural
home and habitat typicaIly 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 natu rally fear
fire. They force them through violence and aggression to do ali these ridiculous tricks: this is
circus animai abu se.
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 c1imates.
Traveling and roadside zoos are even crueler. Animals are often kept in barren cages, such as
concrete pens, and in stressful environments, with nothing more tha n an old tire or a log to
stimulate their minds and enrich their lives.
Many zoos c1aim 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. Howeve r, 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 Internet, 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. Instead of visiting circuses and supporting zoos, we should support organizations
that help protect the animals in their natural habitat.
60 AKADÉMIAI KIADÓ • SZÓBELI FEIADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA
•... ----------------
-
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 c1imate changes.
Habitat destruction by human activity poses the greatest threat to species. The world's forests,
swarnps, 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 half of the world's original forests have already disappeared, and they are stíl I being
removed at a higher rate than any possible level of regrowth. Tropical rainforests have received
most of the attention concerning the destruction of habitat. As tropical forests contain at
least half of the Earth's species, the c1earance of some 17million 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 weil. 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 bee n listed
as endangered or threatened, including restrictions on hunting, transporting and trading.
Poaching, the illegal hunting of animals. is a serious issue. For exarnple, hunting elephants for
ivory greatly reduced the population of e1ephants 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 FElADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA • AKADÉMIAI KIADÓ 6I

Animal protection 3 - Interview
- Professor, what is the greatest threat to our planet, in your view?
- Global warming and c1imate 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 ciimate patterns to change. is that right?
- Exactly. Climate change is about abnormal variations to the c1imate 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 average surface temperatures will increase across the globe, but does that really
matter?
- ln reality, the consequences are more complex. Climate change will cause an increase
in both the number and ferocity of droughts, floeds. 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 c1imate 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.
- What about the effects on plants and animals?
- The mass extinction of species will be one of the most troubling effects of c1imate
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 very depressing. What can we do to prevent that?
- ln 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 c1imate change. Making smarter buying decisions, which will
(hopefully) impact manufacturing. Not using so much electricity. which is most ly gen-
erated by coal, which releases greenhouse gases. Or not driving our cars so much. We
believe every little bit counts.
62 AKADÉMIAI KIADÓ • SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA

Llseful expressions
animai abuse állatkínzás
barren sivár
become extinct kihal
boxcar zárt tehervagon
bullhook elefántkampó
carbon footprint szénlábnyom
confine bezár, korlátoz
contamination szennyeződés, szennyezés
defecate and urinate székel és vizel
deforestation erdőirtás
deplete kimerít, kiürít
desertification elsivatagosodás
electrocute with electricai rods elektromos pálcával áramütést ad
endangered species veszélyeztetett faj
ferocity vadság, intenzitás
fossil fuel fosszilis tüzelőanyag
hold captive fogságban tart
jump through fire hoops tűzkarikákon átugrik
natural habitat természetes élőhely
poaching orvvadászat
precipitation csapadék
primate főemlős
take toll áldozatokat követel
thrive gyarapodik, boldogul
tightly chained and caged szorosan láncra kötve és ketrecbe zárva
trade of ivory elefántcsont kereskedelem
tum a blind eye to sg szemet huny vmi felett
unnatural and senseless tricks természetellenes és értelmetlen trükkök
urban sprawl városburjánzás
whip inte submission ostorral engedelmességre kényszerít
SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA • AKADÉMW KIADÓ 63

Ouestions for. discussion
I. 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 tha n good? What are the pros and cons?
5. Should animai 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 c1imate change matter?
10. How will humans and animals adapt to c1imate change?
I I. What are the most effective ways to reduce one's carbon footprint?
12. What evidence exists in support of the existence of global warming?
13. What are the reasons for the ozone hole?
14. What are the biggest global challenges facing humanityand our planet?
15. What will the environment be like in 21 OD?

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 weil. The first problem is that social networks
are massively addictive. There seem to be more and more people who have erossed 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 24/7. Problems arise when users ignore family and work
obligations because they find the world of Facebook a more enjoyable place to spend time in
tha n the real world.
The second problem is the impact on privacy. SNSs encourage people to be more public about
their personallives, 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 tha n enhance weil-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. It 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 fali victim to
online dangers.
SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA. AKADÉMIAIKIADÓ 65

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 can not 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 forms: some malware types -Iike viruses and Trojans - are tools for breaking into your
PC, while others -like worms, spyware, and key loggers - are ali 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 mal iciou s 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 Iike 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.
Installing protective software and making sure your anti-vírus software is always up to date
is also a must. Security packs contain a suite of firewalls, anti-virus, anti-spyware, and more.
They may offer theft protection, private Internet browsing, cloud anti-spam, and a file shredder,
among other things.
Implementing a rigorous data backup system is useful, including the secure storage of backup
media. This function is eritical 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 software vulnerabilities, so make sure you have them ali covered
wi th 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 ali 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 penetratíon testing.
66 AKADÉMIAI KIADÓ • SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA

Internet 3 ..•.Interview
- We ali know that the Internet has become a significant aspect of modem living. The aver-
age number of hours spent on online gaming is increasing, with 12-14-year-olds spetuling the
most time on these games. Why are online games so popular?
- The most popular type of online game is the multiplayer rele-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-contalned
online worlds.
- Parents are expressing concern about their cniidten's gaming habits. They say that kids in
front of computer screens are growing up without deueloping social skills.
- For most gamers, games are just one of many activities in their lives. Gamers typicaIly
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 face-to-facé communication. As such, there is little reason for the average parent
to worry.
- But they say these games are highly addietive.
- 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 aduaniagest
- Online games are social spaces where friendships often develop. People are engaged
in playfui, often novel activities, and they collaborate. This is key, as these shared activi-
ties contribute to the formation of long-Iasting 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 risks 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 full names for their gaming profile and not to share any personal information.
It's also a good idea to teach your child how to block a player who sends upsetting rnes-
sages. Having said that, Istill firmly believe in the positive impact playing games can
have.
SZÓBELI FElADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA @IIID AKADÉMIAI KIADÓ 67

Ilseful expressions
adhere to the requirements követelményeket betart
contingency planning vészforgatókönyv készítése
devastation pusztítás
disclosure of information információ felfedése
enhance their career and business prospects elhelyezkedési és üzleti esélyeket fokoz
excessive use túlzott használat
exercise caution óvatosságot tanúsít
fali victim to sg áldozatául esik vminek
file shredder doku mentu mmegsemmisítő
FOMO (fear of missing out) félelem vmi kihagyásától
gain access to sensitive data érzékenyadatokhoz hozzáférést szerez
get obsessed with sg mániájává válik vmi
identity theft identitáslopás
ignore family and work obligations családi és a munkahelyi kötelezettségeket
semmibe vesz
impact on privacy magánéletre gyakorolt hatás
improve academic proficiency tanulmányi eredményen javít
in the long run hosszú távon
invaluable resource felbecsülhetetlen értékű erőforrás
jealous cyberstalking féltékeny kiberzaklatás
key loggers billentyű leütés- naplózó
leave deep mental scars mély lelki sebeket hagy
malware kártékony szoftver
massively addictive komoly függőséget okoz
mitigate the risk kockázatot enyhít
penetration testing behatolási teszt
phishing adathalászat
political unrest politikai zavargás
pose some risks veszélyt jelent
problems arise problémák merülnek fel
rally people for a cause egy ügy érdekében embereket mozgósít
security patch számítógépes javítócsomag
self-contained önálló, független
spyware internetes kémprogram
stay abreast of sg lépést tart vmivel
worm kárt okozó szoftverkód
68 AKADÉMW KIADÓ • SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA

I. What are the most popular social media platforms in your country?
2. If 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?
6. At what age should children be allowed to use the Internet without supervision?
7. Would you allow your IO-year-old son to create his own Facebook account? Whyl
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?
10. What is penetration testing?
1I. 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?
SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA • AKADÉMIAI KIADÓ 69

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 by cash. Many
customers use credit cards, which means that cardholders do not have the money they have
spent withdrawn from their bank account, as is the case with debit cards, but can pay later,
normally on a month ly basis. Paying interest on the money spent usually kicks in one month
after a purchase has bee n made, and the interest rates vary from company to company. Needless
to say, this makes shopping much eas ier but it is also more difficult to res ist 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 Iimits. On top of this, online shopping has eliminated
the need of going to shops as you can buy everything, including f1ight 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 postai orders and queueing
in the post office. With the help of Internet banking, we can save the journey to the bank
as ali kinds of banking operations can be carried out through the Internet, including online
money transfers or checking your bank balance. If you have a smartphone, you can do ali 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 24/7, and that you can also check the
amou nt 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. Similarly, fiat fees are charged for the use of Internet banking even if online 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 Internet and fear that an identity thief 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 ali banking operations in person and use cash.
Time will tell whether the idea of a cashless society will ever become a reality. If 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 AKADÉMIAI KIADÓ ([ji) SZÓBEU FELADATOKA.,\;GOL FELSŐFOKÚ NYELVVIZSGÁRA

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 ali our problem s would be solved if we had more funds, and
even if we live a life of luxury with enough in our bank accounts, we still 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 'rnine'. 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 res ist shops full of desirable goods. Advertisements
and marketing gimmicks persuade us to buy things we have never thought we would need.
Products manufactured 30-40 years ago were made to last for decades. When a washing
machine broke down, people made a lot of 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 ali 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 [oneses has not disappeared
with the many changes and new developments either. Like befo re, 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 fellow citizens to enjoy the benefits of owning less. They
encourage people to declutter and get rid of the excess stuff that they have accumulated in
their homes over the years. They argue that a minimalist home is easier to c1ean and is less
stressful than the home of ahoarder. Moreover, a property free of c1utter looks more appealing
and spacious and may, therefore, be easier to sell. By buying less and owning only what is really
necessary, we can also help to save the environment. Other, more mundane ways of saving
money include buying things in [anuary or during summer sales when you get discounts on
almost everything. Youcan also accrue points on frequent flyer programmes or on loyalty cards.
The points thus colleeted can then be redeemed for flights, goods, and services.

Money 3 - Interview
- You are a family of four with two young children. How do you manage the family budget?
- We have a joint bank account and ali the bills come out of that account. We usually
use it for buying food and other joint items as weil. 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 amou nt to match our earnings. We both transfer that amount into the joint
account at the beginning of the month. Sometimes we have to top up the account
when we decide to make a bigger one-off purchase.
- What outgoings do you have from your 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 c1othes, 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 I get acompany pension.
- When you buy something, do you pay by cash or by card?
- I almost always use a card. I only take out cash if I know I'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 have?
- I 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 while. I haven't used that since I pa id it off.
- Do you have any savings?
- 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 mo ment. Maybe when we
stop paying for the nursery, we can start saving.

Useful expressions
ATM (automated teller machine) bankautomata
bank balance egyenleg
banking operations bankműveletek
become a reality valóra válik
buy in the sales leértékelésben/akciósan vásárol
c1utter túlzsúfoltság, összevisszaság
come in handy kapóra jön
cost -effective költséghatékony
direct debit közvetlen beszedés
fiat fee átalánydíj
interest (rate) kamat(láb)
joint bank account közös bankszámla
lag behind lemarad, elmarad
live a life of luxury luxuséletmódot folytat
make a purchase vásárol vmit
marketing gimmick marketingfogás
materialistic society anyagias társadalom
mint pénzverde
money transfer pénzátutalás
one-off egyszeri
online fraud internetes csalás
opt for sg dönt vmi mellett
pay by cash készpénzzel fizet
pay off sy' s debts kifizeti az adósságait
pay the bills rezsit fizet
reap the benefits of sg kihasználja vminek az előnyeit
redeem the colleeted points beváltja az összegyűjtött pontokat
res ist the temptation ellenáll a kísértésnek
student loan diákhitel
takes sy's fancy megtetszik vkinek vmi
travel expenses utazási költségek
withdraw money pénzt vesz ki
work part-time részmunkaidőben dolgozik
SZÓBELI FEIADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA. AKADÉMIAIKIADÓ 73
• --------
I. 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?
s. How often do you make cash payments?
6. How do you manage your finances/the family budget?
7. Should there be one person 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 lY 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 I. 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?
14. Have you heard of someone who has bee n cheated out of their money?
IS. Do you usually choose and buy products because you have seen them being adver-
tised?
74 AKADÉMIA! KIADÓ lli!l SZÓBELI FEIADATOKANGOt FElSŐFOKÚ NYELVVIZSGÁRA l

~
Finding a workplace that works for you
What sort of company do you work for? Do you feel that you're valued and respected as
a human being or are you just a cog in a machine?
The be st 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 ali of the time and energy spent to bring top talent on board,
how acompany actually engages and develops their talent is eritical as people, especially
high performers, choose to stay on board or jump ship for more appealing opportunities. For
employee development to take root, resources such as time and money dedicated to learning
are needed. The same goes for the overall attitude of support from managers and colleagues
as employees strive to better themselves professionally.
ln this highly competitive, fast-paced economic elimate. why are the world's most successful
organizations devoting attention to their company's culture? First of ali, 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 ali 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, aplace 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. In 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 became
brand ambassadors.
Third, a strong culture can be leveraged to execute strategy. Acompany 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 of this shared language, employees
across the company are aligned in ali they do. Shared values provide a sense of consistency,
cohesion, and purpose across the organization.
SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA • AKADÉMIAI KIADÓ 75

[obs 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 IT Services, Computer Software/
Hardware, Accounting and Auditing, Green Sector [obs, 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
marginally, the Bureau forecasts careers for (-O psychology professionals to grow by over 50%
over the next decade. The key here is that I-O psychology focuses on the workplace: optimizing
teamwork, satisfaction, and employee weil-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 50% growth. Because of the aging
baby boomer population, many companies and organizations related to health care and other
needs of the e1derly are in a good position to weather the recession.
Still, none of the above jobs are particularly high-paying. If 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) for medicine? Consider becoming
a chief executive (median salary: $168,140), a petroleum engineer ($130,280), or an air traffic
controller ($122,530). Unsurprisingly, ICT is another key growth sector. Technical jobs like
computer system s analysts and application software developers will see significant gains over
the next decade as weil.
Employment in green sectors is also on the rise aceording to recruitment agencies. [obs 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 astrong demand for energy consultants
and electric engineers.
What trends shape the future of work? Information technology will pervade work environments
everywhere. Technologies and disciplines will converge, giving rise to important innovations.
[obs and organizations will become increasingly fluid as people move from project to project.
Yet this proliferation of technology and our increased global interconnectedness will also 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 AKADÉMW KIADÓ @ill SZÓBELI FEIADATOKA.'\iGOL FELSŐFOKÚ NYELVVIZSGÁRA

- The job interview is obviously a very important aspect of jinding the right employee for an
organization. ls hiring an art or science?
- Weil, 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 eritical 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 Facebookfeed 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 carefui. becauseyour 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 hav ing no social media presence?
- I wouldn't say that. If 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.
- ln what other ways has the job search changed over the years?
- Résumés are not used as introductory documents much these days. In fact, "send me
your résurné" is often an afterthought once an introduction is made.
- Are you suggesting that relationships come first, CVs second?

- I am actually talking about hiring through referrals. Hiring job applicants who were
referred by current employees is a common practice in many companies. Researchevi-
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 friends.
- 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 ernployer 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.

Usefulexpressions
aligned összhangban van
appealing opportunity vonzó lehetőség
brand ambassador márkanagykövet
cog in a machine fogaskerék a gépezetben
committed to sg elkötelezett vmi mellett
commonplace közhely
devote attention figyelmet szentel
discipline tudományág
disruption fennakadás, zavar
endorsement támogatás, ajánlás
execute strategy stratégiát megvalósít
fast-paced economic c1imate felgyorsult gazdasági környezet
fluid folyékony, átmeneti
forecast előre jelez, megjósol
forensic bírósági, törvényszéki
gut feeling megérzés, ösztönös érzés
high perforrner kimagaslóan teljesítő ember
insolvency fizetésképtelenség
jump ship odébbáll
keenly aware pontosan tudva
leverage kiaknáz, kihasznál
off limits tabu, nem megengedett
pay off kifizetődik, beválik
pervade átjár, áthat
pharmaceutical gyógyszerészeti
proliferation of technology a technológia elterjedése
referral küldés, beajánlás
resilient rugalmas, alkalmazkodó
retain top talent megtartja a kiemelkedő tehetségeket
strive igyekszik, törekszik vmire
take root gyökeret ereszt
vulnerable sebezhető, sérülékeny
weather the recession recessziót átvészel
78 AKADÉMIAI KIADÓ • SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA
--------~
I. 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 21 st-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 I. What is the hiring process Iike 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 inte their hiring process?
15. How can you brand yourself?
SZÓBELI FEIADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA • AKADÉMIAI KIADÓ 79

Legal system s 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
films where the whole movie is a court case, as in Twelve Angry Men, where you can see how
the judicial system in Engfish-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 Iike the defence and prosecution lawyer, sits behind a raised desk.
ln the case of a serious crime there's a jury, consisting of twelve random ly 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. In some
countries, like the USA or [apan, 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 wi th 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 unti! proven guilty. It 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 bette r to have the risk of letting
a guilty person go free than having an innocent person being punished. Common law 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. If one of 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. In many English-speaking countries,
there is a High Court, which is the final court of appeal.
ln Hungary, Iike in many other Eastern European countries, Roman law forms the basis of the
legal system. Roman law is also called the Inquisitorial 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
aceused of. As opposed to Common law, where the proceedings are mainly oral, a lot of the
evidence is presented in writing. Increasingly, the oral proceedings are recorded in order to
ensure transparency and accountability.
~
80 AKADÉMW KIADÓ @ji) SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA ~
--l
Capital punishment
Discussions about how to punish perpetrators of crime often end in heated debates with ali
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 after
they have been released from prison. Solving the problem of young offenders 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 seldom for life, 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 long prison sentence inflicts more suffering than a death sentence and that it is also
a bette r means of atonement. Capital punishment is also inhuman and ís a kínd of execution
legalised by the state. Moreover, there have been cases ali over the world where people were
sentenced to death for crimes they had not committed. They may have bee n falsely aceused
or confessed to a críme under duress. For these victíms of miscarriage of justice, the verdíct
is final and there is no hope of a fair trial where they would be able to prove their innocence.
Statistícs also show that capital punishment ís not an effective deterrent: the rate of crímes
is not lower in countríes where the death penalty still exists. Indeed, these may be some of
the reasons why the death penalty has been outlawed within the European Union.

law 3 - Interview
- You have done jury service in Britain. ls it compulsory?
- As a British citizen, you must do it when you are asked. Since it is an important civic
duty, your employer has to let you take time off work while you serve as a juror.
- How do you find out have you had to do jury service?
- I was sent a letter in the post, a jury summons which briefly telis 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 bee n sentenced to imprisonment or if you are younger than 18 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 alI. In 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 the jury service?
- It 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 tha n 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 dosest 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 tri al 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
rnustn't take the notebook out of the courtroom. Also, you can discuss the case wi th
your fellow jurors but with nobody else, not even your spouse or friends. If 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 Iike? Was there something memorable that you saw
or happened to you while you were on jury service?
- 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 bee n impossible for us, jurors, to find our way without the
help of ushers.
82 AKADÉMIAI KIADÓ • SZÓBEli FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA
L----~_--------_...L
Useful expressfons
accuse sy of sg vádol vkit vmivel
apply for deferral halasztást kér
atonement vezeklés. jóvátétel
be in the dock a vádlottak padján van
be on death row halálraítélt
beyond reasonable doubt minden kétséget kizáróan
capital punishment halálbüntetés
civic duty állampolgári kötelesség
community service közmunka
contempt of court a bíróság megsértése
court of appeal feljebbviteli bíróság
custodial sentence szabadságvesztés-büntetés
death sentence/penalty/capital punishment halálbüntetés
defence lawyer védőügyvéd
defendant vádlott (bírósági tárgyaláson)
disqualify from jury service esküdtszéki tagságot kizár
effective deterrent hatásos visszatartó/elrettentő eszköz
impose sanct ion büntetést kiszab
judicial system igazságszolgáltatási rendszer
jury esküdtszék
miscarriage of justice bírói tévedés, igazságtalan ítélet
pass sentence bírói ítéletet hoz
perpetrator elkövető
presumption of innocence az ártatlanság véleime
prosecution vád
reoffender visszaeső
sentence sy to imprisonment börtönbüntetésre ítél vkit
summons idézés
through no fault of their own önhibájukon kívül
under duress kényszer hatására
usher teremszolga
young offenders' institution javítóintézet
SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA §ljj) AKADÉMIAI KIADÓ 83

I. 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 Iike?
3. What famous tri als do you know of?
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 I. 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 thi nk 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 AKADÉMW KIADÓ • SZÓBELI FElADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA 'I
l
------------ - -- -
CoUocations
(a) major advantage (a) considerable amount (of)
(a) slight advantage (a) significant amou nt (of)
the main advantage (a) substantial amou nt (of)
an added advantage (a) vast amou nt (of)
(a) competitive advantage (an) enormous amount (of)
gain advantage
take advantage
honest answer
(a) definite answer
direct access (a) satisfactory answer
electronic access correct answer
free access incorrect answer
unlimited access obvious answer
allow access (to)
deny access (to)
gain access (to) general approach
systematic approach
theoretical approach
adversely affect
traditional approach
directly affect
adopt (an) approach
severely affect
develop (an) approach
sign ificantly affect
(be) directly affected
compelling argument
logical argument
legal aid
humanitarian aid valid argument
financial aid develop (an) argument
economic aid present (an) argu ment
call for aid support (an) argument
provide aid
an appeal for aid make (the) arrangements
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) seating arrangements
(a) written agreement basic assumption

(a) verba I 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
•.. •••••
(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

currently available (a) direct benefit
freely available (a) lasting benefit
publicly available economic benefits
readily available health benefits
wide ly available potential benefits
become available enjoy (the) benefits
make available
(a) significant breakthrough
(a) technological breakthrough
acute ly aware (a) scientific breakthrough
fully aware (a) historic breakthrough
increasingly aware achieve (a) breakthrough
weil aware represent (a) breakthrough
become aware -" " .. - --------------
make aware (a) political career
(a) sporting career
cultural (a) successful career
background
diverse (a) rewarding career
background
pursue (a) career
historical background
embark on (a) career
social background
change career
family background
professional background
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 major challenge
social behaviour serious challenge
antisocial behaviour (an) intellectual challenge
face (a) challenge
pose (a) challenge
present (a) challenge
SZÓBEU FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA @ji AKADÉMIAI KIADÓ 87

cultural 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 inte (a) debate
individual characteristics be dragged inte (a) debate
physical characteristics provo ke debate
salient characteristic
specific characteristic (a) tough deci sion
(a) poor decision
(an) informed decision
changing circumstances
(a) hast y decision
exceptional circumstances
circumstances (a) controversial decision
historical
take (a) decision
political circumstances
regret (a) decision
social circumstances
special circumstances
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
dreadful condition s professional development
economic conditions technological development
living conditions urban development
working conditions contribute to the development (of)
sufficient condition facilitate the development (of)
create (the) conditions
crucial difference
serious consequences fundamental difference
disastrous consequences noticeable difference
unintended consequences subtie difference
long-term consequences cultural differences
face the consequences individual differences
escape the consequences regional differences
•
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 characteristic feature

c1ear distinction common feature
sharp distinction distinguishing feature
draw (a) distinction specific feature
make (a) distinction identify (the) features
strong emphasis
negative feedback
particular emphasis
positive feedback
place emphasis
give feedback
shift the emphasis
provide feedback
add emphasis
receive feedback
external environment
immediate environment common goal
natural environment economic goal
political environment ultimate goal
competitive environment achieve (your) goal
create (an) environment set (a) goal
c1assic example continued growth

obvious example economic growth
prime example significant growth
striking 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 cruci al 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 importance
SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA @!El AKADÉMIAI KIADÓ 89

impression changing needs
favourable impression individual needs
create (an) impression perceived needs
give (an) impression physical needs
make (an) impression specific needs
considerable influence increased number

major influence infinite number
positive influence significant number
powerful influence substantial number
significant influence vast number
accurate information key objective

available information primary objective
relevant information strategic objective
reliable information achieve (your) objective
gather information meet (your) objective
obtain information set (an) objective
process information
provide information fairly obvious
immediately obvious
prior knowledge become obvious
professional knowledge seem obvious
specific knowledge
acquire knowledge equal opportunity
require knowledge limited opportunity
unique opportunity
literal meaning create (an) opportunity
original meaning offer (an) opportunity
particular meaning provide (an) opportunity
specific meaning
convey (a) meaning desired outcome
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
.. ~._-_._------

----~." ..... _-------~
brief overview I basic principle
com prehensive overview I fundamental principle
general overview I general principle
give (an) overview (of) I organizing principle
provide (an) overview (of) I underlying_ principle
-----,
academic performance fundamental problem
improved performance major problem
overall performance encounter (a) problem
superior performance experience (a) problem
enhance performance face (a) problem
identify (a) problem
pose (a) problem
brief period
entire period
central question
extended period
complex question
historical period ethical question
initial period specific question
whole period pose (a) question
raise (a) question
eritical perspective
cultural perspective direct relationship
global perspective intimate relationship
historical perspective strong relationship
theoretical perspective establish (a) relationship
phenomenon functional requirement

legal requirement
phenomenon
minimum requirement
phenomenon
entry requirements
phenomenon
safety requirements
phenomenon
meet (a) requirement
phenomenon
empirical research
economic policy extensive research
educational policy scientific research
environmental policy carryout research
foreign policy conduct research
social policy publish research
make policy undertake research
SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA @ji) AKADÉMIAI KIADÓ 91

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 result complete (a) task
positive result perform (a) task
preliminary result
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 skills

Furictions reference
A<dJ<dJoll'iJg nll'iJifiCI~lI1r1JiJlltoiCIlI'iJ
Yes, and as weil as that ... / Apart from that ... / Not only that ... / ln addition. ... /
What's rnore, / Moreover, ... / Furthermore, ... / On top of that, ... / And there's
another thing / Also, ... / Besides, ...
Ag~eenll'iJg iJlll'iJ<dJdisagreeing
Wouldn't you agree that ... ? / Don't you think that ... ? / I couldn't agree more. / Yes,
that's true. / I suppose so. / Absolutely! / No doubt about it! / I feel the same way. /That
makes a lot of sense. / I would go along with that. /Still, ... / I agree up to a point, but ... /
Yes, but (what about) ... ? / Do you think so? But don't you think that ... ? / Actually,
I think it's more important ... / On the other hand, I feel ... / But aren't you forgetting
that ... ? / Are you seriously suggesting that ... ? / I wouldn't go as far as that. / 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.
iC!h1alll'iJgnll'iJg lt!h1e s IUlIbi] ed
Anyway, ... / Right, ... / By the way, ... / Mind you, ... / Look, ... / Now, ... / Hang on, ... /
That reminds me, .,. / Talking of ....
iC!h1ii::l1:!Jdll'iJg you IUlIl'iJ<dJe~$ltiJlll'iJ<dJ
I didn't quite catch that. / I'm not following you, I'm afraid. / I'm not quite sure / So
you want me to .. , ? / Sorry, do you mean we have to ... ? / Are you suggesting ?/
Am I supposed to talk about '" ? / Let me see, are you saying ... ? / What do you mean?
iCiCllI1r1J[pIill~nll'ig illll'iJ<dJIWIl'iJIt~ill$ItÜll'iJg
They both show ... / They both seem to be ... / Both of ... are ... / Both of these people
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 ... / The main difference is that the top one seems to be ... while
the bottom one ... / This one is ... whereas ... is '" / By contrast, ... / Conversely, ... /
The reverse is true ...
iCiCllI1r1J[pi~illnll'iJoll'iJg
It's too / I was alittIe disappointed. / It was so disappointing. / He's constantly ...
ing. / His ing really annoys me. / I'm ti red of ... ing. / I'm sick and tired of ... ing. / I can't
stand it when people ... / It really bothers me when people ... / Aren't you annoyed when
people ... ?
iC©~~ii::dnll'iJg Y©IUl~$~~if
What Imeant was ... / What I am really saying is that / Let me put it another way: ... /
I mean ... / ln other words, ... / That is, .... / To c1arify, / Let me try that again. / I was
trying to say that ...
1, , _. ;
SZÓBELI FELADATOKANGOL FEI.SŐfOK( :'ITYELVVIZSGÁRA • AKADÉMIAI KIADÓ 93

[ r...
---------.~---"----~-.
-"----·-··-····---·-i l
Ii b:~~essnll'iJg aldJvalll'iJ~alges alll'iJdJdJnSaldJValll'iJ~<alges i II
11There are more pros than cons. I The good thing about is ... I One major advantage I
I I is ... I On the plus side, I An additional advantage is I On the other hand ... I One i I
I I disadvantage about ... is I The most important drawback of ...
, ,
I
I
ii II
il b~~essnll'iJg mces, dlüsmces alll'iJdlfPI~e~e~ell'iJ«:es t t
I Iwouldn't mind ... buton the other hand ... I Although ... I'd like ... because ... /I think I'd I t
, prefer as '" . I I'm not reallyvery interested in ... I If I had to choose ... I Idon't particularly I
care for I I'm not really crazy about ... ITo be honest, I haven't thought much about it. I I
i I don't have any strong feelings about it. !
I, ! i
I I b~~essnITiJg ©~üll'iJnlCill'iJs I
I I I believe that ... I As far as I am concerned, '" I ln my opinion, ... I For me, one of the most I
II importa,nt factors is ... I I don't think it matters: .. I I j~st don't think it's ... I Personally, I
I ! I ... I It s very hard to say, but ... I From my polnt of VIew, ... I It seems to me that ... I ,
II To my rnind, ... IWithout a doubt ... !
I I
!l bfPI~essöll'iJg ~eg~d
111t'S a shame that ... I lt's a pit Y that ... I I'm disappointed that ... I I regret ... ing I I wish
I I I hadn't ... I I could have I I would love to have seen how ... I If only my boss were ... I I .,
! i lt's high time she decided .
II
'Ii
,I, 'I! Giell'iJe~a1~nzüll'iJg
As a matter of fact, ... I Basically, ... I By and large, ... I ln general, ... IOn the whole, ... I
ln a way ... I ln most cases, ... I more or less ... I so to speak I as it were I to some extent
11 asking ~1Ci~suggestjens
Ginvöll'iJg a111'iJ@ I
i I Why don't we ... ? I Shall we ... first? I I'd suggest ... ing. I How about ... ing? I Maybe we i
I! should I Do you think we should ... ? I Wouldn't you agree that ... ? I It might be a good I
I! idea to IWhy don't you ... I Have you considered ... ing? I I'd suggest that you should ... I l
II You'd bette r ... I I strongly advise you to '"
I '
II ~1I'iJ~ell'iJsn~ne~$ I
I I deeply depressed I eminently successful I greatly exaggerated I heauily underlined I highly ,
! I P" ised 1 nopeiessiv lost 1 'n{'nitety patierit Ilo",ely correct 1tadically new 1witdly original Z 'II
II wonderfully irreverent I utterly ridiculous

I, i l, '
l
I I ~1I'iJ~tenl!JJfPI~nITiJg I
II Can I just say something here? I Can I stop you there for a moment? I Can I just butt in I
i i for a second? I Can I just mention something? I Can I just add something here? I Do you l
II mind if I come in here? I Sorry to interrupt, but ... I Before you move on, I'd like to say I
[ I something. II
, I
I '---, -,---------------------- -------.--.,-.-----~
'----- ------~--~~-~_._----_.~--~-~--- -------_.-----~-----~-~---_._<
94 AKADÉMIAI KIADÓ • SZÓBEU FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA
-
O~g;J)lJ1IüsillJ1lg
First of ali, o o o / Next, Secondly, 0/ Finally,
o o o / o o o o o / And furthermore, o o 0/ Turning to the
question of o o o / ln parenthesis, To sum up, o o o / o o o /ln conclusion, oo o / Let me say one
more thing.
rasí [Jílg
lPal~;J)1P1h
I don't know where to begin. / I guess lt's something you need when lt's when oo o / oo o /
you .. You use it to .. It's like a ... / lt's a .. where/that/who

o / you (+ verb) / lt's o / o .oo
a kind of To put it another way, ln other words,

o o Let me get this straight,
o / o o o / o o o /
lP'~eselJ1lli:ülJ1lg allJ1l;J)~gl!.lJmelJ1lli:
It is c1ear that .. It follows that ... / Bearing this in rnind, . It is nevertheless true o / oo /
that .. It should not be forgotten that .. It could be pointed out that .. It can be
o / o / o /
argued that .. There is no question of It is worth recalling that .. We shouldo / oo o / o /
recognise that Now, regarding the issue of o o o / o o o
§lPeibl!.lJ~:alli:illJ1lg
It could be/could have been .. It can't be/can't have bee n It might be/rnight have o / oo o /
been .. It must have/must have had.

o I get the impression that .. It looks like ..
/ oo / o / o /
It appears as if .. /They are bound to /There's a good chance that ... / ln alllikelihood o 0'0
they'll .. Chances are it'll .. lt's highly unlikely that .. I'm absolutely positive that
o / o / o /
o oI have no doubt at ali that

o / I'm not a hundred percent sure, o o o /
§l!.IJmm:al~uzulJ1lg
Ali in ali, Having said that, ln summary, oo To conclude,
o / On the whole, 0/ oo o / oo o / oo o / oo
Taking everything into account, Ali things considered, . The fact of the matter is o o o / o o /
that What it boils down to is that

o o o / o o o
SZÓBELI FEIADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA @ji AKADÉ\llAll JKJIADÓ 95

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Bevezető 7

SZÓBELI FElADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA ill AKADÉMIAI KIADÓ 5

6 AKADÉMIAI KIADÓ • SZÓBEU FELADATOK.4....'\"GOL FELSŐFOKÚ NYELWIZSGÁRA sz

SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA ill AKADÉMIAI KIADÓ 7

Sok sikert kívánunk!

8 AKADÉMW KIADÓ • SZÓBEU FElADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA

10 AKADÉMIAIKIADÓ @El SZÓBEli FELADATOKA.~GOL FELSŐFOKÚ NYELWIZSGÁRA SZ,

JÁRA '-ZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA @ji) AKADÉMIAI KIADÓ II

amarathon. Similarly, I talk to my family about accomplishments and struggles at work

! _ - together, we can be the rule.

AKADÉMIAI KIADÓ @ji) SZÓBEll FEIADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA SZ

RA SZÓBEli FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA. AKADÉMIAIKIADÓ 15

English as a lingua franea

16 AKADÉMIAI KIADÓ @!fil SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA SZ

JÁRA SZÓBELI FElADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA • AKADÉMIAI KIADÓ 17

on an everyday basis rendszeresen, napi rendszerességgel

18 AKADÉMW KIADÓ • SZÓBELI FEIADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA Si

fÁRA SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA @lj AKADÉMIAI KIADÓ 19

20 AKADÉMIAI KIADÓ • SZÓBEli FElADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA ~

ÁRA SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA (~ AKADÉMIAIKIADÓ 21

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

SZÓBELI FElADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA ~ AKADÉMIAI KIADÓ 23

24 AKADÉMIAI KIADÓ • SZÓBEli FEIADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA ,-]

i\RA SZÓBELI FElADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA~. AKADÉ\llAI KIADÓ 25

iliA SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIlSGÁRA • AKADÉMIAIKIADÓ 27

28 AKADÉMW KIADÓ • SZÓBELI FEIADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA ';:]

6. What are some skills shortages in Europe and worldwide?

7. What is brain drain? II

iÁRA SZÓBELI FEIADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA. AKADÉMIAIKIADÓ 29

30 AKADÉMIAI KIADÓ • SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA -z

ÁRA SZÓBEli FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA ~ AKADÉMIAI KIADÓ 31

32 AKADÉMIAI KIADÓ • SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA

SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA ~ AKADÉMIAI KIADÓ 33

34 AKADÉMW KIADÓ • SZÓBELI FElADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA

ÁRA SZÓBELI FElADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA ~ AKADÉMIAI KIADÓ 35

36 AKADÉMIAI KIADÓ @il§) SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA

SZÓBEU FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA lB AKADÉMIAI KIADÓ 37

38 AKADÉMIAI KIADÓ • SZÓBEU FEIADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁl

ÁRA SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA r=' AKADÉMIAI KIADÓ 39

40 AKADÉMIAI KIADÓ • SZÓBELI FELADATO K ANGOL FELSŐFOKÚ NYELVVIZSGÁRA

lA SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA I~ AKADÉ\1IAI KIADÓ 41

- What is the purpose of screening tests?

42 AKADÉMW KIADÓ • SZÓBELI FEIADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA ~~1(

ÁRA SZÓBEU FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA. AKADÉMIAIKIADÓ 43

foreign languages, or they should be exempt?

44 AKADÉMIAI KIADÓ @if§) SZÓBELI FEIADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁR

SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIZSG •.\RA i3§l AKADÉMIAI KIADÓ 45

46 AKADÉMIAI KIADÓ @ji) SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA ~l

48 AKADÉMIAI KIADÓ @lj SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA

SZÓBELI FELADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA ~) AKADÉMIAI KIADÓ 49

50 AKADÉMIAI KIADÓ • SZÓBEU FElADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA

SZÓBELI FEIADATOKANGOL FELSŐFOKÚ NYELVVIZSGÁRA @!!IID AKADÉMIAI KIADÓ 51

52 AKADÉMIAIKIADÓ • SZÓBEU FElADATOKANGOL FELSŐFOKÚ NYELWIZSGÁRA

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