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

Zitiervorschau

Szóbe|i feladatok

ANGOL

feIsőfokú

nye|vvizsgára

ILLES EVA

SZABő pÉmn

Szőbe|i fe|adatok

ANGOL

fe|sőfokú

nye|wizsgára

AKADEMIAI KIADO

Anyanyelvi lektor

NINA LEEKE

Szerkesztő BAZSÁNT NóRA

lsBN 978 9ó3 05 9752 4 Kiadja az Akadémiai Kiadó,

az |795-ben aIapított Magyar Könyvkiadók és Könyvterjesztők EgyesÜ|ésének tagja | | l7 Budapest, Prielle K. u. 2l-35. www.akadem iai kiado. hu

www.szotar.net

E|ső kiadás: 20|6

O Akadémiai Kiadó, 20ló @ ||lés Éva,Szabó Péter,20|6

kiadásért fe|elős az Akadémiai Kiadó igazgatőja Fe|e|ős szerkesztő: Thimar Márta Termékmenedzser: Egri Róbert Törde|és: BIRD

Borítóterv: Gerhes Gábor/Art-And Hangfe|vétel: ADSR Mu|timédia Kft.

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{/t Készü|t a Gyomai Kner NyomdaZrt.-ben, a nyomda a|apításának | 34. esztendejében, 20 | 6-ban Felelős vezető: Fazekas Péter vezérigazgatő Telefon: 661887-400 http ://www. gyomai kner. E-

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mail: [email protected]

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

a rádió. és te|evízióadás,va|amint a fordítás jogát, az egyes Íejezeteket i||etően is.

Printed in Hungary

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Contents

Bevezető Topics Family l -2

t0-t l2 I

Family 3 - Interview Useful expressions Questions for discussion

t3

t4

Education | -2

t5-t6

Education 3 - Interview Useful expressions Questions for discussion

Appearances

l

t7 t8 t9

-2

20-zl

Appearances 3 - Interview Useíul expressions Questions for discussion Cultural differences I -2 Cultural differences 3 - lnterview Useíul expressions Questions for discussion Minorities l -2

Minorities 3

-

22 23

24

25-26 2T

28 29

30-3

lnterview

Useful expressions Questions for discussion

34

Living on the margins I -2

35-3ó

Living on the margins 3 - Interview Useful expressions Questions for discussion

37 38 39

Otherness | -2 Otherness 3

-

40-41

lnterview

42 43 44

Useful expressions Questions for discussion

Homosexuality l-Z Homosexuality 3

-

45-46

lnterview

47

Useful expressions Questions for discussion

SZoBELI FEIÁDAToKANGOL FELSóFOKÚ NIITLWIZSGÁRA

|

32 33

48 49

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ereoÉMIAI KIADó

Bioethics I -2 Bioethics 3

-

50-5

lnterview

Useful expressions Questions for discussion

Climate change I -2

Climate change 3 - lnterview Useful expressions Questions for discussion Animal protection l -2 Animal protection 3 - Interview Useful expressions Questions for discussion

lnternet l -2

Internet 3 - Interview Useful expressions Questions for discussion Money | -2 Money 3 - Interview Useful expressions

Questions íor discussion

Workl -2

Work 3 - lnterview Useful expressions Questions for discussion

Lawl -2 Law 3 - lnterview Useful expressions Questions for discussion

|

52 53

s4

55-s6 57 58

59

60-ó

|

62 ó3

64

65-66 67 68 69

70-7

|

72 73

74

75-76 77 T8 T9

80-8

|

82 83

84

Appendix Collocations Functions reference

AKADÉMIAI IceDó

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86 93

FEIÁDAToKANGoL FEISóFoKÚ NYELWIZSGÁM

Bevezető

Kedv es Ny eluv izs gázó, kedv es Ny elvtanár ! fÜggetlenÜl a vizsgarendszertő| - komo|y nyelvi és kognitív kihívást 1elent. A vizsgázőnak nye|viIeg he|yes, clsszetett mondatokat, i||etve szövegeket ke|l a|kotnia, és a mindennapiná| igényesebb, formá|isabb szóhaszná|attal ke|| mondandóját megfoga|maznia. Eme||ett már komplex és gyakran nehéz, több tényszerű ismereteketigény|ő témákról ke|| összefüggően beszé|nie' Könyvünk mindkét terÜleten segítséget ad a nye|wizsgára való felkészü|ésben. Minden fejezetkét Ieíró szöveggeI kezdődik, amelyek korszerűek, érdekesek, és tÜkrözik a jelenkor kérdéseit és vá|aszait. A szövegek példakéntszo|gá|nak a tekintetben, hogy hogyan lehet egyá|talán ,homoszexualitás,, hozzány(l|ni egy-egy aktuá|is vagy kényes témához, mint pé|dáu| a a 'kireEgy íe|sőfokú nye|wizsga

kesztettség'vagy a

-

,klímaváltozás'.

Azonfe|ü|, hogy igyekeztünk kiegyensú|yozott és objektív módon korÜ|járni a témákat, a szövegekke| azt is bemutatjuk, hogy miként Iehet gondoIatainkat és érveinket a megfele|ő kötőeIemek feIhaszná|ásávaI koherensen és logikusan fe|építeni.A szövegeket sokféleképpen lehet feIhaszná|ni. Szeretnénk gyorsan megjegyezni, hogy nem bemago|ásra szántuk azokat, amit majd a vizsgán feImond avizsgázó, hanem olyan alapanyagnak, alapszövegnek, ame|ybó| építkezheta nye|vtanu|ó, ame|y alapján az adott témával kapcsolatban a fe|készÜlés során kialakíthatja, megfoga|mazhatja saját vé|eményét.A könyvünkben ta|á|ható szövegek ezért elsósorban ötIeteket adnak: miveI minden témához két-kétIeíró szöveg tartozik, a vizsgáző mindig ki tudja vá|asztani azokat a részeket, amelyek számára is érdekesek és re|evánsak egy adott témakör kapcsán. Eme||ett a szövegek olyan tematikus szókincset is adnak, ame|y |ehetővé teszi a vizsgáző számára, hogy saját gondolatait is igényes módon kilejezze. Mivel a szóbe|i vizsgák nemcsak önálló beszédet várnak e| avizsgázőtól, hanem párbeszédet is tartalmaznak avizsgáztató és avizsgáző között' az eÍÍe való fe|készÜ|éstegy-egy interjú könnyíti meg. Ezek a beszéIgetésekszemélyesebb je||egűek, mint a szövegek, és megmutatják, hogy egy dia|ógusban mi|yen kérdések hangozhatnake| az adott téma kapcsán. Az interjúkbó| egyrészt további inspirációt kaphatunk a tekintetben, hogy miró| |ehet majd a vizsgán beszélni' másrészt a beszé|getések bepiIlantást nyújtanak kÜlöníéle emberek é|etébeés munkájába, ami érdekes lehet a nyelvtanuló számára. Az interjúk i|y módon kibővítik és színesítika szövegeken keresztÜ| bemutatott témákat. A konyvben kieme|t figyeImet szente|tÜnk a szókincsbóvítésnek, e|sősorban a választékos, idiomatikus, de ugyanakkor természetes nyelvhaszná|at e|ósegítése érdekében,Az ango|_magyar kétnye|vű szószedetekben nemcsak egyes szavakat, hanem szókapcsolatokat és kiÍejezéseket gyűjtöttűnk össze, ame|yek igazodnak a feIsőfokú szint követeIményeihez. A kifejezések megtanu|ásával képesséválnak a nyelvtanu|ók az öná||ó, igényes, árnya|tabb vé|eményaIkotásra.

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SZóBELI FEIADÁToK ANGoL FELsőFoI(Ú NYELV\.IZSGÁRA

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Felhívjuk a figye|met arra, hogy négy témakört - Fami|y, Appearances, Anima| protection, Work - nem brit, hanem amerikai ango| szóhaszná|atta| írtunk meg, hiszen C I .es szinten elvárható ennek ismerete is, A témakörök o|yan vé|eménykifejtést kezdeményező kérdésekke| záru|nak, ame|yek egyrészt a témák továbbgondolására késztetik a nye|vtanu|ót, másrészt beszé|getésre, vitára ösztönöznek. Érdemes és javaso|t az ezekre a kérdésekre adandó válaszokat a|aposan átgondolni és igényesen megfogalmazni a fe|készÜ|és során. A kötet általános nyelvi szintje a Közös Európai Referenciakeret á|talje|ölt Cl-es szint, ami Magyarországon a fe|sőfokú nye|wizsga, illetve azeme|t szintű érettséginye|vi szintje, ezá|ta| az érettségirekészÜlőknek is ajánlott anyag. A könyv |5 fejezetet tartalmaz, amelyek tematikus eIrendezésÜk révéntetszés szerinti sorrendben dolgozhatók fe|. Az Appendixben ta|álható Co|locations vá|ogatás az árnya|t és pontos szóhasználathoz, a Functions reference a gördÜ|ékeny kom m u n káció elsajátításáh oz nyujt segítséget. A szövegek hanganyaga ingyenesen letö|thető az Akadémiai Kiadó honIapjáról, vagyis a nyelvtanulók elsajátíthat ják az anyanye|vi beszélők beszédtempóját, intonációját és kiejtését' mind brit' mind amerikai anyanye|vi beszé|ők közvetítéséve|. KönyvÜnk o|yan segédanyag, amely csak az olvasó aktív közreműködéséve| tö|theti be teljes és inspirá|ni fogja a nye|vtanu|ószerepét. Reményeink szerint könyvünk tartalma ösztönözni kat, és hasznosnak talá|ják majd a felsófokú nye|wizsgákra va|ó felkészÜlésben. i

Sok sikert kívánunk!

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Topics

Fami|y

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Current trends in family life Many people think nowadays that marriage is becoming obsolete, and indeed, marriages rate continue to slowly decline in developed countries. Childbearing rates are also declining worldwide. lt seems that the institution of marriage is much less relevant in some parts of the world than it used to be. Marriage is becoming more of an option for adults, rather than a necessity for the survival of adults and children.

Although marriage is in decline, unmarried cohabitation is on the rise. For some people, it is a pre-marital experience, usually a childless phase where the strength of the relationship is tested before committing to marriage. For others, cohabitation is a real alternative to marriage. In Sweden and Denmark, for example, marriage and

cohabitation have become indistinguishable

with children being born and reared within both. There, cohabitation is quickly becoming the norm. There are hardly any government benefits favoring marriages or taboos against unmarried

cohabitation within religious or cultural institutions. Adults cohabit main|y because they don't see the point of marriage. Some peop|e may look íor more flexibility or freedom in their relationships, or they may feel that they do not have sufficient financial or emotional resources to marry. They may also perceive marriage as a risky undertaking or simply unnecessary once they are already cohabiting. According to psychologists, cohabiters are |ess likely to suppoÍt each other emotiona|ly because they hold more positive ideas about divorce and more negative attitudes about marriage in general.

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

is

becoming more common. Globally, one-quarter to one-third of all families are headed by single mothers. Coping with a breakup or a divorce is a|ways painíu|. Every divorce wi|| affect the children involved and many times the initial reactions are shock, sadness, frustration, angel or worry. Some children may suffer for many years from psychological and social difficulties within the post-divorce family. But if all goes well, kids may come out of it better, being able to cope with stress, and becoming more flexible and tolerant young adults.

More and more relationships break up, new relationships are established, and the result is growing number of patchwork families. A patchwork family is a new family made up from the

a

remnants oí divorced famiIies. ln a patchwork fami|y, each person is Iike an individuaI patch in a quilt, and that patch stands for a person's unique self and life story. When someone enters the family - by birth, adoption, or due to divorce and remarriage - the individual patch (the person) should not be altered. Instead, attention should be focused on how the patches (the fami|y members) are joined together to form a new íami|y.

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Family X Domestic violence ages

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Violence against women is one of the most widespread violations of human rights. A staggering one in three women worldwide has experienced physical or sexual violence in their lifetime caused mostly by an intimate partner.

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Domestic violence is not always physical violence. lt's just one of the many ways that one can look at domestic violence. lt can be psychological, it can be economic, and it can be sexual. It's the threat of what may happen. Often, abuse starts as emotional abuse and it becomes physical later. The longer one is staying in an abusive relationship, the greater the physical

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Leaving an abusive situation is difficult; it usua||y takes a woman three to seven attempts beíore she is able to extricate herself from a re|ationship. Manywomen are írightened of the abuser

with good reason. lt's common for abusers to threaten to harm or even kill their partners or children if they attempt to leave. Victims of domestic violence may be trapped in domestic violent situations through isolation, lack of financial resources, fear, shame, or to protect children. In traditional communities, divorced women often feel rejected and ostracized. In order to avoid this stigma, many women prefer to remain in the marriage and endure the abuse.

Many studies have appeared in academic journals looking at the causes of domestic violence. Some people argue that domestic violence is rooted in the patriarchal values of our culture and the gender norms that promote the inferiority of women. Others maintain that domestic violence is caused by individual socioeconomic factors (unemployment or substance abuse) or psychological factors (mental illness). Families in poverty are more likely to experience domestic violence, due to increased stress and conflicts about finances. Before the 1970s, domestic violence was not considered a crime. lt was considered a private fami|y matte1 |arge|y beyond the scope oí police intervention, except in the most serious cases.

In many male-dominated societies, domestic violence is still seen as justified, particularly in cases of suspected infidelity on the part of the woman, and is legally permitted. In some developing countries, practices that subjugate and harm women - such as wife-beating or honor killings - are considered as being part of the natural order of things. Domestic violence is among the most underreported crimes worldwide for both men and women. Underreporting can be explained by financial dependence, the fear of legal consequences, as well as self-blaming.

Children who grow up in abusive homes are more likely to be abused and have behavioral problems than other children. Whether or not children are physically abused, they often suffer emotional and psychological trauma from living in homes where their fathers abuse their mothers. As adults, they're more likely to become abusers or think that abuse is a normal part of relationships. Research aIso indicates that the more corpoÍal punishment children receive, the more likely they are as adults to act violently towards other family members.

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Family 3

-

Interview

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BeÍng a successful cqreer woman, a wife, and a mother is a demanding task: d'oes this challenge hold true t'or you as well? _ We||, I have |earned some vaIuab|e |essons over the past |ó years about maintaining

stability between private life with my husband and two sons, and my career as I have taken on executive roles at various tech companies. But lcan't claim to have perfected the balancing act.

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What have you learned through these years? First of all, you have to create realistic expectations and communicate them. Saying yes to every work and personal event is an impossible undertaking. lf you don't set realistic expectations for yourself, you'll end up feeling guilty and unmotivated. Nobody can do

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it all.

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So, prioritízation is key, is that what you are sayíng? Yes, as well as communication and transparency. you have to get your family, co-work-

ers, and manager on the same page and get their buy-in. This also creates a support system of people who will help you reach those goals.

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The culture of the company is very important when it comes to t'inding a healthy balance in professional lif e. Is it something to consider when you join a new organization? Absolutely. lf my team members and I are accomplishing what's expected, having flexibility from our employer to prioritize family life when we need to, only breeds higher productivity and dedication to our work and the company.

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What are the things you can do to create a supportiue culture? I believe family comes first, and I make sure my team knows that I want to build an atmosphere where people can talk about their lives outside of work. This includes making time to share the cha||enges and successes of raising a fami|y, oÍ even training for a marathon. Similarly, I talk to my family about accomplishments and struggles at work so they feel involved and see another side of my career beyond watching me pack for yet another business trip.

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Haue you euer experienced stigmas and challenges in the male-dominated tech industry? Not really. lt's extremely difficult for male executives, too, to balance work and family,

but with prioritization, communication, and transparency, it can be achieved. I hope that millennial women feel confident in their own abilities, both at home and in the workplace. When it comes to female leaders, women like me don't have to be the exception - togethel we can be the rule.

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stil/, women are significantly underrepresented What could be done about this?

in

government and academíc posítions.

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We all know that inflexible schedules, unrelenting travel, and constant pressure to be in the office are common features of these jobs. But it's possible to cope with if you marry the right person. Women can have high-powered careers as long as their husbands or partners are willing to share the parenting load equally.

|2

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accomplishments and stÍuggles at work

munkahe|yi sikerek és nehézségek

be in decline

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be on the rise

felIendÜlőben van

become indistinguishable

megkÜ|önböztethetetIenné

become obsolete

elavu|ttá vá|ik

commit to marriage corporal punishment create realistic expectations

elkötelezi magát a házasságra testi fenyítés reális elvárásokat támaszt

demanding task

megerő|tető feladat

domestic violence

csa|ádon be|Ü|i erőszak

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feel confident in their own abilities

magabiztosn ak érzi magát a képességei

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terén feel guilty

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feel involved financial and emotional resources

bevonva érzi magát pénzügyi és érze|mi alapok

gender discrimination

nemi aIapon történő megkü|önböztetés

get sy's buy-in

megszerzi vkinek a támogatását

honor killing

becsületgyi lkosság

inferiority infidelity institution of marriage

alsóbbrendűség

learn a valuable lesson

értékestanulságot levon

ostracize

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a házasság intézménye

patchwork family

mozaikcsalád

rear children

gyerekeket nevel

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maradvány

risky undertaking

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see the point of sg

látja vminek az érte|mét

self-blaming

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l. What are some bad and good things about being an only child? 2. What are the practical advantages or disadvantages of being married? 3. When is the right time for marriage? 4. What are the benefits of arranged marriages? 5. What do you think about polygamy? 6. How does one handle conflict in a marriage? 7. What are the leading causes of divorce?

8. What led to the erosion of traditional values of family? 9. Are parents of adopted kids just as happy as parents with biological kids? 10. What would you do if you knew there was domestic violence in the house next to yours? I

l.

ls there much education about domestic violence in your country?

12. Why do you think victims of domestic violence stay in the relationship for so long? 13. Why do people protect their abusers? 14. ls it feasible for a woman to combine the roles of a mother, a wife, and a homemaker with a professional career without any external help?

15. Have you or someone you know, ever faced gender discrimination at work?

|4

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Education

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Current challenges of education i:ucation experts say that children current|y attending schooI wilI be employed in jobs, 600/o oÍ ^ rich are non-existent today. What is more, right now there is no way of knowing what these '-:ure jobs will entail and what they are going to be like. This poses a considerable challenge .:i education because it has to prepaÍe students for a future which is, by and |arge, unknown :: us at the moment. The way we do things will continue changing, probably at a much faster :ace than ever before, and skills that are useful today become obsolete tomorrow. Future ;enerations have to learn to be able to function in the fast changing world of globalisation. to

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-s a result, education has to keep up with new developments, includingthe use oítechno|ogy .rd the lnternet. This may render traditional approaches with their focus on teacher-centred -rte learning outdated and inappropriate. Since the tasks students will have to fulfil in the ':ture cannot be identified and clearly defined beforehand, what can and should be developed : schools are pupils' problem-solving skills so that when a new problem arises, they know -ow to approach and tackle it. Students, therefore, should not memorise the correct answer :c the teachers'questions but should be able to identify problems and learn to solve them -nder their own steam. Students should also be prepared to learn how to use technology and :re lnternet to enhance their learning. According to some studies, 2 lst-century skills include :ot only problem-solving but a critical thinking and decision-making, creativity and innovation, adaptability and flexibility, the ability to work in a team and the ability to learn. lverybody working today has to get used to the fact that learning does not stop with leaving school and obtaining qualifications. ln our fast changing world, everybody has to engage n what is called lifelong learning, that is, self-motivated learning which takes place on an averyday basis when we interact with others or use the |nternet to |ook for iníormation. Lifelong learning may take place in contexts of formal instruction such as adult education or crofessional development programmes. Informal learning is what we do when we research something on the Internet or when we want to find out more about a topic or a question that ras aroused our interest. A country whose education seems to be keeping abreast of the times is Finland. The results of an international standardised test indicate that Finnish students lead the way in reading, maths, and science. one of the reasons for their success is that a|though the goals oíeducation are set at a national level, teachers make sure that they cater for their students' individual needs.

lhildren get special help if needed, and schools provide not only food and medical care but

:ounselling as well. Equality is important: having access to the same quality education from :ne smallest village to big towns and cities is a priority in Finland. Teaching is a job with high lrestige and once they have obtained their hard-earned qua|iíications, teachers are trusted :o do what they judge appropriate for their pupils. Teachers also make sure that school is happy place with lots of play, especially for younger children. "

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Education X English as a lingua franca Many people agree that being able to speak English is a basic skill like literacy or numeracy.

Apart from the world of work, where it is increasingly difficult to get a job without some

know|edge of Eng|ish these days' English has become omnipresent in other spheres of |iíe as We use Eng|ish when we surí the lnternet, go on holiday, watch fi|ms or te|evision, or even when we walk in the streets where many of the signs and logos are also in English. lt seems that we can easily get by almost everywhere in the world if we can speak this language.

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English is now the means of international communication used in a wide range of domains, including not only everyday life but the media, science, and entertainment as well. As a result of the global spread of English, non-native speakers outnumber native speakers, and most non-native speakers use English in communication with other non-native speakers. According to some estimates, about 800/o of the exchanges where English is spoken involve non-native speakers only. This means that the dominant use of English is its use as a lingua franca between speakers who do not share a mother tongue. English is spoken when a Hungarian doctor attends an international conference or when German businesspeople communicate with their partners in ltaly. Given the global use of English, its presence in our everyday life and the easy access to both spoken and written English, it is somewhat surprising how badly Hungarians fare when it comes to speaking foreign languages. According to a survey carried out within the EU, Hungary is the country with the fewest people being able to speak at least one foreign language apart from their mother tongue. With this disastrous result, Hungary occupies the bottom position among EU member states. One of the explanations suggested by many is that most films are dubbed in Hungary rather than being shown with subtitles in the original language. Another reason mentioned for the failure of speaking foreign languages in Hungary is that Hungarian is not an lndo-European language, and that it is much easier for a Dutch speaker to learn English or Cerman because Dutch is also a Germanic language. However, the much higher number of speakers of foreign languages in Finland renders this argument invalid since Finnish is also a Finno-Ugric language, just like Hungarian. It seems that besides showing films with subtitles, something else needs to be done to improve the foreign language skills of the Hungarians. Bilingual schools, where several subjects are taught in a foreign language with a first year of intensive language learning, were introduced a íew years ago to improve |anguage teaching and learning in Hungary. The more widespread implementation of these programmes could be a step in the right direction together with the enhancement of the effectiveness of language teaching in mainstream education. Teaching learners how to exploit the unlimited access to English outside the classroom may also draw students' attention to learning and using English as a means of communication rather than a school subiect.

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