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Ministero dell’Istruzione, dell’ Università e della Ricerca ESAME DI STATO DI ISTRUZIONE SECONDARIA SUPERIORE Indirizzi: LI04, EA03 - LICEO LINGUISTICO (Testo valevole anche per le corrispondenti sperimentazioni internazionali e quadriennali)

Tema di: LINGUA E CULTURA STRANIERA 1 (INGLESE) e LINGUA E CULTURA STRANIERA 3 (SPAGNOLO) PART 1 – COMPREHENSION AND INTERPRETATION Read the text below

The ceremony of the passport control, followed by the abrupt change in the scale of things – the new toy landscape after Dover – set his thoughts wandering in the direction of his youth as a young secretary of Embassy in an England which he loved and hated with all the emotional polarity of his race. How would she withstand this cataclysm? Would she just founder? He trembled for her – she seemed so exhausted and done for, with her governments of little yellowing men, faded to the sepia of socialism, the beige of bureaucracy. And Egypt, so corrupt, so vulnerable, was at their mercy, in their hands … Long ago he had made a painstaking analysis of the national character in order to help in the education of his Ambassador, dear old Abdel Sami Pasha. But it had been altogether too literary, and indeed altogether too wise. He had distinguished three strains in the English character which came, he was sure, from Saxons, Jutes or Normans – each Englishman had a predominance of one or other strain in his make-up. That is why one had to be so careful in one’s dealings with them. The Saxon strain made them bullies and pirates, the Jutish toadies and sanctimonious hypocrites, while the Norman strain bred a welcome quixotry which was capable of rising like a north wind and predominating over the other two. Poor Sami had read the whole memorandum with attention, but without understanding a word. Then he said, “But you have not said that they are rich. Without that …” The long struggle against his English infatuation had coloured his whole life; it had even imperilled his precious national sentiment. How would they ever drive them out of Egypt, how would they ever become free? But then, would it make sense to replace them with Germans or Italians? His glance softened as he saw the diminutive dolls’ houses flashing by outside the window, saw the dove-grey land unrolling its peaceful surges of arable and crop, like swaying of an autumn sea. Yes, this country had marked him, and his little Princess used often to tease him by saying that he even dreamed in English. Damn them, the English! He compressed his lips and wagged his head reproachfully. He lit a slender gold tipped cigarette and blew a puny cloud of smoke high into the air, as if it would dispel these womanish failings of sentiment! Womanish! The very word reminded him that the whole of his love-life and his miraculously happy marriage had been tinged by London. He hoped that Selim had not forgotten to book the suite at Brown’s Hotel – the Princess loved Brown’s and always sent the porter a Christmas card from Cairo. But then Egypt was one thing and the Court quite another; their education had modified fanaticism and turned them willy-nilly into cosmopolitans that who could almost laugh at themselves. It came from languages, from foreign nannies and those long winterings at Siltz or Baden-Baden or Pau. It had etiolated their sense of race, their nationalism. The French distinguish between knowing a language and possessing it; but they had gone even further; they had become possessed by English. The other chief European tongues they knew, but for purely social purposes. There was none of the salt in them that he found in English…. Nor was anyone at the Court like him, for some were more charmed by French, some surrendered to Italian. But it was his first firm link with Fawzia, the passion for England. Even when he was at Oxford, and writing anti-British articles in Doustour under his own signature! And paradoxically enough she loved him for it, she was proud of his intellectual stance. (615 words) from The Avignon Quintet, Lawrence Durrell (1912-1990)

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Ministero dell’Istruzione, dell’ Università e della Ricerca Read the following statements and say whether each one is True (T), False (F) or Not Stated (NS). Put a cross in the correct box. 1. The sudden change in the landscape brought back mixed emotions in the narrator. T

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NS 

2. The narrator was an exile from his own country. T

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NS 

3. There was some uncertainty as to whether England with her crumbling power would be able to stand up to the challenges of the time. T

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NS 

4. The predominant trait of their character made the English appear quarrelsome and opinionated. T

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NS 

5. The narrator was somewhat ashamed of his admiration for the English. T

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NS 

Answer the questions below. Use complete sentences and your own words. 6. What made the English language so appealing to the narrator? 7. Why was the narrator critical of the intellectual elite at the Court? 8. What elements in the passage reveal the narrator’s love-hate relationship with England? PART 2 – WRITTEN PRODUCTION “Most of us have overlapping identities which unite us with very different groups. We can love what we are, without hating what – and who – we are not. We can thrive in our own tradition, even as we learn from others, and come to respect their teachings." —Kofi Annan, Former Secretary-General of the United Nations Discuss the quotation in a 300-word essay considering the positive aspects and the complexities that cultural diversity may introduce into modern society. Support your ideas by referring to your readings and/or to your personal experience.

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Ministero dell’Istruzione, dell’ Università e della Ricerca 1ª PARTE: COMPRENSIÓN Y ANÁLISIS Lee el texto siguiente y responde las preguntas que vienen a continuación La "Capilla Sixtina" de la Amazonia Son las pinturas rupestres más antiguas de América. Están en Colombia. Narran las gestas de una tribu caníbal y han logrado sobrevivir 20.000 años gracias a estar rodeadas de selva, narcotraficantes y guerrilleros de las FARC. Ahora reciben el reconocimiento de la UNESCO. 5

Una tormenta obligó a cambiar de rumbo. La avioneta se agitaba sobre la selva cuando Carlos Castaño Uribe, director de Parques Nacionales de Colombia, vio algo extraño que destacaba sobre el espeso verdor. Anotó las coordenadas. Corría el año 1987. Dos días después del avistamiento organizó una expedición. Llegar a ese misterioso punto no fue fácil y requirió largas caminatas a machetazos. Pero mereció la pena. En la serranía del Chiribiquete, en el corazón de la Amazonia colombiana, Castaño Uribe y su equipo se quedaron boquiabiertos cuando dieron con un inmenso mural. Sobre una pared de gres blanca, centenares de pinturas de color ocre se desplegaban ante ellos. Había hombres levantando los brazos, mujeres encinta, caimanes, jabalíes, una serpiente gigante con manos y pies, ciervos, lagartos, tortugas, murciélagos, extrañas figuras geométricas… Y alrededor, manos de niños y de adultos, como si se tratara de la firma de los artistas. […] Se van a cumplir 30 años de este gran descubrimiento y se han desentrañado algunos de sus misterios. Otros todavía siguen sin aclararse del todo: se cree, por ejemplo, que todavía rondan por allí comunidades indígenas que no desean ser contactadas. Y no se sabe con certeza cómo se las ingeniaron para pintar a 30 metros de altura, aunque lo más probable es que utilizaran una especie de andamios.” (262 palabras) Manuela Giménez en XL Semanal, del 30 de diciembre de 2018 a 6 de enero de 2019

Contesta las siguientes preguntas eligiendo la opción más correcta: 1. ¿En qué país están las pinturas rupestres más antiguas? a) En América b) En Colombia c) En la serranía del Chiribiquete d) En la Amazonia 2. ¿Qué dibujos se encontraron en el mural? a) Animales fantásticos b) Figuras humanas de hombres, mujeres y niños c) Motivos geométricos: triángulos, rectángulos… d) Animales, figuras geométricas, hombres, mujeres y manos 3. ¿Se sabe cómo fue posible pintar a 30 metros de altura? a) Los indígenas utilizaron palos largos b) Los indígenas llegaron a las paredes escalando. c) Se cree que los indígenas utilizaron una especie de andamios d) Los indígenas no pintaron nunca a 30 metros de altura

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Ministero dell’Istruzione, dell’ Università e della Ricerca Responde las siguientes cuestiones con oraciones completas, sin copiar literalmente del texto: 1. ¿Por qué motivos las pinturas rupestres han sobrevivido tanto tiempo en buenas condiciones? 2. ¿Cómo se descubrieron las pinturas? 2ª PARTE: EXPRESIÓN ESCRITA Redacta un texto descriptivo o narrativo de 150 palabras relatando tu experiencia o relación con el arte: ¿Te gusta? ¿Practicas alguna disciplina artística? ¿Vas con frecuencia a museos? ¿Por qué?

______________________________________________________________________ Durata massima della prova: 6 ore. Per entrambe le lingue, è consentito l’uso di dizionari bilingue e monolingue.