Modern Languages Admissions Tests
Modern Languages Admissions Tests
MODERN LANGUAGES
ADMISSIONS TESTS
INSTRUCTIONS TO CANDIDATES
This booklet contains the following Modern Languages, Linguistics, Language Aptitude and
1 Czech 7 Russian
2 French 8 Spanish
3 German 9 Linguistics
4 Italian 10 Language Aptitude Test (LAT)
5 Modern Greek 11 Philosophy
6 Portuguese
Time allowed
You have 30 minutes per test. The Philosophy test is a 1 hour test.
If you need to take two tests, you should complete them in the order in which they appear in the
booklet (the same order as they are listed above). No courses require more than two tests.
Your supervisor will notify you when you should begin the second test.
Question papers
The language test papers are each two pages long. The Linguistics test is four pages long and the
Language Aptitude Test (LAT) is three pages long. The Philosophy test is six pages long.
After you have finished, the whole booklet should be returned. Do not attempt any tests not
required for your course; no extra credit can be gained.
If you are unsure of which test(s) you should be taking, your supervisor can advise what is required
for your chosen course.
You can use the blank inside front and back covers or separate paper for rough workings or notes,
but only answers in the spaces in the papers will be marked.
No dictionaries of any kind are permitted.
In the box at the top of each test paper, you should fill in (1) your UCAS Personal ID, (2) your name,
(3) the Oxford college you chose or were allocated, and (4) your date of birth. Your supervisor will
also have a record of your UCAS Personal ID if you do not have it.
1. Write out the following sentences, substituting appropriate forms of the words given in
capitals and brackets (20 marks, 4 per sentence):
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c) Jan a Marie včera [KOUPIT] pět [BANÁN], šest [MRKEV] a kilo [BRAMBORA].
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c) They cannot find Viktor’s house because it is almost dark and it is raining.
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d) As soon as he finished his lunch, he went to see a friend who lives around the corner.
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a) Dědeček vyprávěl o svém mládí, jak hrával fotbal s kamarády na louce za vesnicí.
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b) Zeptal se mě, jestli mám sourozence a jestli moji rodiče bydlí stále ještě v Praze.
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1. Fill each gap with an appropriate single preposition unless none is necessary, in which
case put a cross (X). (10 marks, 1 per sentence)
2. Give an appropriate form of each verb in brackets. (20 marks, 2 per sentence)
Example: Il faut que vous (SAVOIR) la vérité. Answer: Il faut que vous SACHIEZ la vérité.
a. We will have dinner with the friend whose son works at the factory.
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c. If we had known why this employee wanted to leave, we would have tried to keep him.
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e. He told me that there were some big houses for sale near the sea.
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a. Je crois me souvenir que j’ai vu un homme courir vers le bord du lac, mais je voyais mal à
cause du brouillard.
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c. À peine avais-je nettoyé le plancher que mon neveu a laissé tomber un verre de lait.
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d. ‘Quand ma tête aura été coupée, qu’est-ce que cela me fait qu’on en coupe d’autres?’, pensa
le condamné.
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e. Plusieurs classements confirment l'attrait qu'exerce la France auprès des étudiants étrangers
qui louent la qualité et le coût assez abordable de ses formations universitaires.
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1. In the following sentences, put the words that are in capitals and brackets in an
appropriate form, where necessary, for the sentences to make sense. (40 marks)
Example: Es war dem [POLIZIST] unbegreiflich, dass [KEIN] Zeuge über [DER] Vorfall etwas
[GENAU] berichten konnte.
Answer : Polizisten, kein, den, Genaues
a. Gestern hat sie [ER] zum Abendessen [EINLADEN] und er [BRINGEN] [SIE] einen
Blumenstrauß mit.
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e. Er hat sich mit [EIN] [NEU] Buch vor [DER] Kamin gesetzt.
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d. Statt mit höheren Einnahmen muss die Gemeinde in diesem Jahr mit Einbußen rechnen.
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e. Den letzten Nachrichten zufolge hat sich die Lage in der Region verschärft.
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a. What I would like most now is a cup of coffee and a piece of cake.
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b. If she hadn’t lived in Germany as a child, her German would be much worse.
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End of German paper (page 2 of 2)
Oxford college of preference
Italian
Time allowed: 30 minutes
UCAS Personal ID Surname & first name(s) Date of birth
1. In the following sentences, put the words that are in capitals and brackets in an appropriate
form, where necessary, for the sentences to make sense (30 marks, 6 per sentence):
Example: Se io (SAPERE) che ti eri fatto male (io – VENIRE) a trovarti (IN + article) ospedale in cui ti
avevano ricoverato.
Answer: Se io avessi saputo che ti eri fatto male sarei venuto a trovarti nell’ospedale in cui ti
avevano ricoverato.
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b) Quando (pronoun) ho parlato, Lucia mi ha assicurato che non (AVERE) nessuna intenzione di
(FARE + pronoun) del male, quindi dovresti perdonarla.
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c) La serata era talmente piacevole che nessuno (DI + article) invitati sembrava desideroso di
andarsene, sebbene (ESSERE) ormai molto tardi: l’anno prossimo noi (RIPETERE) l’esperienza.
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d) La ragazza si domandò spazientita quando (ARRIVARE) il fratello, visto che (pronoun) aspettava da
un’ora ed egli non (pronoun + AVVERTIRE) del ritardo.
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e) Ieri sera (preposition+article) televisione c’era un bel film poliziesco (relative pronoun) non ricordo il
nome: tu (VEDERE+ pronoun)?
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a) She wrote several books of poetry in the last years of her life and the last one became a real
bestseller.
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c) Last year, two new computers were purchased and some old furniture was replaced in our office.
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d) It is often said that children can learn foreign languages more easily than adults.
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e) Their father used to get up, shave, shower, get dressed and make breakfast for all of them.
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a) Non capisco quello che state dicendo perché il volume della radio è troppo alto e ci sono troppe
persone che parlano.
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b) Da quando è caduta, Maria non ha più ripreso in mano la bicicletta per paura che le possa
accadere ancora.
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c) Sulla scalinata bianca che portava alla villa era apparsa una signora: alta, magra, con una
lunghissima gonna di velluto.
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d) Se ce l’avesse chiesto, avremmo sicuramente potuto darle un passaggio la sera, anzi, ci avrebbe
fatto piacere.
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1. Write out the following sentences, substituting appropriate forms of the word given in
capitals and brackets (30 marks, 6 per sentence):
a) Ο φίλος μου ο Γιάννης είχε δύο [ΞΑΔΕΛΦΟΣ] που ήταν [ΤΑΞΙΤΖΗΣ].
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d) Αύριο, αφού [(εσύ) ΒΛΕΠΩ] το Νίκο, [ΕΡΧΟΜΑΙ] στο σπίτι μου να μου [ΛΕΩ] τι [(εσείς)
ΚΟΥΒΕΝΤΙΑΖΩ].
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c) When John arrived, she was wearing the dress she bought yesterday.
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d) If I had seen her, I would have told her about the party.
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A. Find an adjective which belongs to the same family as each of the following nouns:
[10 marks]
Example: casa
Answer: caseiro
B. In each sentence insert the verb in the correct form for its grammatical context.
[15 marks]
5. Vão comprar o sofá quando ………………. (TER) uma alcatifa nova. (3)
C. Fill in the gap with an appropriate preposition, making any necessary adjustments:
[15 marks]
…………………………………......................................................................................
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2. O juizo emitido pelo conselheiro não agradou nada aos clientes. (6)
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5. Parecem não ter a mínima conscência da gravidade do que está a acontecer. (6)
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1. Unless I tell you otherwise, give all my books to the city library. (6)
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3. She was sleeping in the back garden when the postman knocked at the door. (6)
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4. What were you thinking of when you invited them to dinner? (6)
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5. I need you to water all those roses before it gets too hot. (6)
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1. Fill in the gaps in the following sentences, substituting appropriate forms of the words in
capitals enclosed in brackets (25 marks, 5 per sentence). NB: Infinitives are given in the
imperfective aspect. You should choose the aspect which is appropriate to the sentence.
2. Translate into Russian (50 marks, 10 per sentence), writing out any numerals in words.
a) My uncle is sixty eight and he is three years older than my father. I don’t know how old my
mother’s brothers are.
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b) The First World War, during which many soldiers were killed, began on 28 July 1914.
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d) I consider Mayakovsky to be the greatest Soviet poet and I do not want his works to be forgotten,
even if nobody reads them today.
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e) If Ivan had been at the lesson, he would have agreed with me that Mayakovsky is much better
than Akhmatova.
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с) Выпив кофе, она выходила в сад и читала, сидя в кресле, любимые свои книги.
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1. Creía que estaba de empleado pero, [PARA/POR] lo visto, trabaja [PARA/POR] su cuenta. [4]
2. A Luis, siempre [LE HAN INTERESADO/LO HAN INTERESADO/ME HAN INTERESADO] los
animales, y todo lo [RELACIONAR/ RELACIONANDO/ RELACIONADO] con los bichos. [4]
4. No [ESTOY/SOY] seguro de eso, pero sí que [ES/ESTÁ] seguro que va a llegar tarde. [4]
5. No creo que [TENGO/TENGA/TENDRÉ] tiempo para reservar los billetes, [A/DE/EN] caso
contrario te [AVISÉ/AVISA/AVISARÉ]. [6]
1. [HACER, tú] …………………….. los deberes de una vez y [DEJAR, tú] …………………….. de
incordiar a tu hermano. [4]
2. Aunque está claro que le [DAR, usted] ……………………... un poco de miedo saltar en
paracaídas, espero que [DIVERTIRSE, usted] ……………………... [4]
4. ¿Qué [HACER] …………………….. tu padre mañana para que las maletas [CABER]
…………………….. en el coche? [4]
1. When I was a child, I loved conjugating the Spanish verbs out loud. [5]
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2. It seems that we will need to wait at least three more hours until they reopen the airport. [6]
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3. My brother-in-law asked me not to drive his car without his authorization. [5]
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4. The magician performed various tricks but his magic did not convince the public. [6]
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5. The more you practise the subjunctive the more you’ll master this aspect of the Spanish language.
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1. Siempre llegas tarde. Creo que ya va siendo hora de que aprendas a llegar a los sitios con
puntualidad británica. [6]
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2. Últimamente tiene un humor de perros. Espero que se alegre un poco cuando oiga la noticia. [5]
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3. No te preocupes, que tampoco es para tanto. Eso lo soluciono yo en un dos por tres. [6]
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5. Ten un poco de paciencia. No es algo que vaya a suceder de la noche a la mañana. [5]
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□ Modern Languages & Linguistics □ Single Modern Language (other than French and German)
□ Psychology & Linguistics □ Philosophy & Linguistics
Make an attempt to answer all the questions. Do not worry if you find you have little to say about some of
the questions, or if you do not have technical terms for the features you wish to describe. While there are
"right" and "wrong" answers (or several equally good answers), how you go about finding answers is as
relevant to us as producing an answer which is completely correct.
Write your answers in the space provided on the paper. Please take care to write clearly. If you wish to
write your notes on the paper, there is no need to cross them out. Total marks: 100.
The following examples are from Inari Saami, a language spoken in Finland.
h) Sij kuá’lasteh.
‘They are fishing.’
men
in the house
people
(iii) How would you say the following in Inari Saami? [10 marks]
In the lists below you have some words from Portuguese, and the corresponding words from a
Portuguese creole language spoken in Africa. The words are not written as speakers of the
languages in question would write them; instead, they are written in the International Phonetic
Alphabet (IPA), a system in which one sign always represents one sound. The IPA is designed to be
able to represent the sounds of any language.
In the IPA, [ᖴ, ᢑ], and [ᖡ] are vowels, [ᢵ] is a consonant similar to [l] but pronounced further back in the
mouth, [ᖮ] is pronounced like ‘sh’ in English she, [tᖮ] is like ‘ch’ in child, [ᖵ] is like ‘g’ in courgette, and
[dᖵ] is like ‘j’ in jaw. (Note also that [j], in the IPA, does not sound like ‘j’ in jaw, but like ‘y’ in yet).
Initial vowel loss is one of 11 systematic changes between Portuguese and the creole. Please list the
rest below. [20 marks]
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Finally, please write, in the IPA, a transcription of how you expect the following Portuguese words to
sound in the creole [12 marks]:
Recently, researchers wanted to know if people decompose complex words into their
component parts when accessing them. For instance, do people access the word BUILD when they
read the word BUILDER, which are related to one another, and do people access the word CORN
when they read the word CORNER, which are not related to one another?
1. Did the same word condition prime the target words… [8 marks]
a. At the 750 msec delay? For BUILD: Yes / No For CORN: Yes / No
2. Did the word plus –er condition prime the target words… [8 marks]
a. At the 750 msec delay? For BUILD: Yes / No For CORN: Yes / No
3. Did the two delays produce the same results? Why or why not? [20 marks]
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The questions in this test are all based on an invented language, called Pip. Read each group of
examples carefully, paying particular attention to different forms of words, and working out what
information they convey (just as in English there are differences between e.g. cat and cats, or beckon
and beckons and beckoned). Word order in Pip is different from that of English and is not really fixed;
it is not a reliable guide to the meanings of sentences. Note also that Pip has nothing corresponding
to the English the and a(n), so that pit can mean a dog or the dog. Note that a and ã are different
vowels from each other. You are also advised to work through the questions in this section in the
order in which they are given, as the later ones presuppose some information or vocabulary supplied
in earlier examples. [Total value for the test: 50 marks]
(c) put pupup-yub kid taw The horse saw the dog cutting the apple pie.
mip susuk-luup run kakat The teacher watches the cat chasing the mice.
mik run taw sut-yub The squirrel saw the cat who had stolen the apple pie.
rin taw puut suk-luup The cat saw the dogs who had chased the mice.
kat rin lup lulũm The cat watched the mouse getting it.
rũf tataw pit muup The dog sees the teachers who have taken it.
muuk sũt tataw riin The cats see the squirrels who have stolen it.
pot sosok-ruun, yuub lip pap While the dog was chasing the cats, the mouse
cut the apple pies.
pop-yub pot, mip sak lup When the dog had cut the apple pie, the teacher
chased the mouse.
lop popop-yuub, pit run tataw While the mouse is cutting the apple pies,
the dog sees the cat.
rof-yub ron, taw pit muk When the cat had taken the apple pie, the
dog saw the squirrel.
roon sosot-yub, kakat lup miik While the cats are stealing the apple pie,
the squirrels watch the mouse.
mok tow-yub, pit sasak run When the squirrel has seen the apple pie,
the dog chases the cat.
__________________________________________________________________________ [4]
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While the cats are watching the squirrels, the dogs get the apple pie.___________________
__________________________________________________________________________ [5]
PART A
1. Read the following passage carefully, and then answer questions (a) and (b) below.
Nothing about a literature can be more essential than the language it uses. A language has its own
personality; implies an outlook, reveals a mental activity, and has a resonance, not quite the same as
those of any other. Not only the vocabulary – heaven can never mean quite the same as ciel – but
the very shape of the syntax is unique and one of a kind. Hence in the Germanic countries, including
England, the debt of the medieval (and modern) literatures to their barbarian origin is all-pervasive. In
other countries, where the Celtic languages and those of the German invaders were both almost
completely obliterated by Latin, the situation is quite different. In Middle English literature, after every
necessary allowance has been made for French and Latin influences, the tone and rhythm and the
very ‘feel’ of each sentence is (in the sense that we are now giving to the word) of barbarian descent.
Those who ignore the relation of English to Anglo-Saxon as a ‘merely philological fact’ irrelevant to
the literature betray a shocking insensibility to the very mode in which literature exists.
(C.S. LEWIS)
a) Explain briefly in your own words the general claim of the above passage.
b) EITHER: Can the claim of the passage be proved or disproved? If so, how might one go
about doing so?
OR: What does the author mean by the phrase ‘the very mode in which literature exists’? If he
is correct, what implications does this have for study of the literature of any particular
language?
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PART B – Answer EITHER Question 2 OR Question 3 OR Question 4
2. Discuss the relationship between the following three concepts: disclose, confess, admit.
3. For each of the following ambiguous sentences, state the different meanings which the
sentence might have, and explain how the ambiguity arises.
4. ‘Simply ignoring evil or violence or pretending we are beyond its reach only ensures that our
dark impulses go underground, where they can wreak a different kind of havoc. So it is good
that artists can explore, on our behalf, the black places in our hearts.’ May this be a good
basis for justifying the portrayal of evil and violence in artistic productions?
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End of Philosophy paper (page 6 of 6)