TEXT I

Drawing Number One

“I showed the grown-ups my masterpiece, and I asked them if my drawing scared them. They answered, ‘Why be scared of a hat?’ My drawing was not a picture of a hat. It was a picture of a boa constrictor digesting an elephant. Then I drew the inside of the boa constrictor, so the grownups could understand^D). They always need explanations. My Drawing Number Two looked like this:

Drawing Number Two

The grown-ups' advised me to put away my drawings of boa constrictors, outside or inside, and apply myself instead to geography, history, arithmetic, and grammar. That is why, I abandoned, at the age of six, a magnificent career as an artist. I had been discouraged by the failure of my Drawing Number One and of my Drawing Number Two. Grown-ups never understand anything by themselves^B), and it is exhausting for children to have to provide explanations over and over again. So then I had to choose another career, and I learned to pilot airplanes. I have flown almost everywhere in the world. And, as a matter of fact, geography has been a big help to me^C). I could tell China from Arizona at first glance, which is very useful if you get lost during the night. So I have had in the course of my life, lots of encounters with lots of serious people. I have spent lots of time with grown-ups^A). I have seen them at close range... which hasn’t much improved my opinion of them.”

Source: SAINT-EXUPÉRY, Antoine. The little Prince. New York:

Mariner Books, 1943. Translated from French by Richard Howard.

TEXT I

Drawing Number One

“I showed the grown-ups my masterpiece, and I asked them if my drawing scared them. They answered, ‘Why be scared of a hat?’ My drawing was not a picture of a hat. It was a picture of a boa constrictor digesting an elephant. Then I drew the inside of the boa constrictor, so the grownups could understand. They always need explanations. My Drawing Number Two looked like this:

Drawing Number Two

The grown-ups' advised me to put away my drawings of boa constrictors, outside or inside, and apply myself instead to geography, history, arithmetic, and grammar. That is why, I abandoned, at the age of six, a magnificent career as an artist. I had been discouraged by the failure of my Drawing Number One and of my Drawing Number Two. Grown-ups never understand anything by themselves, and it is exhausting for children to have to provide explanations over and over again. So then I had to choose another career, and I learned to pilot airplanes. I have flown almost everywhere in the world. And, as a matter of fact, geography has been a big help to me. I could tell China from Arizona at first glance, which is very useful if you get lost during the night. So I have had in the course of my life, lots of encounters with lots of serious people. I have spent lots of time with grown-ups. I have seen them at close range... which hasn’t much improved my opinion of them.”

Source: SAINT-EXUPÉRY, Antoine. The little Prince. New York:

Mariner Books, 1943. Translated from French by Richard Howard.

TEXT I

Drawing Number One

“I showed the grown-ups my masterpiece, and I asked them if my drawing scared them. They answered, ‘Why be scared of a hat?’ My drawing was not a picture of a hat. It was a picture of a boa constrictor digesting an elephant. Then I drew the inside of the boa constrictor, so the grownups could understand. They always need explanations. My Drawing Number Two looked like this:

Drawing Number Two

The grown-ups' advised me to put away my drawings of boa constrictors, outside or inside, and apply myself instead to geography, history, arithmetic, and grammar. That is why, I abandoned, at the age of six, a magnificent career as an artist. I had been discouraged by the failure of my Drawing Number One and of my Drawing Number Two. Grown-ups never understand anything by themselves, and it is exhausting for children to have to provide explanations over and over again. So then I had to choose another career, and I learned to pilot airplanes. I have flown almost everywhere in the world. And, as a matter of fact, geography has been a big help to me. I could tell China from Arizona at first glance, which is very useful if you get lost during the night. So I have had in the course of my life, lots of encounters with lots of serious people. I have spent lots of time with grown-ups. I have seen them at close range... which hasn’t much improved my opinion of them.”

Source: SAINT-EXUPÉRY, Antoine. The little Prince. New York:

Mariner Books, 1943. Translated from French by Richard Howard.

Text CB1A2-I

Indigenous languages appear to be disappearing at a concerning rate around the world. Current data indicates that at least 43% of the world’s spoken languages are being forgotten, with indigenous languages making a significant part. According to ONIC (National Indigenous Organization of Colombia), there are 65 indigenous languages in the country. Nearly one-third of them are at a critical risk of disappearing — and only three of them, including Nasa Yuwe, are spoken by more than 50,000 people. This is the reality that Juan Pablo Camayo seeks to change.

Two years ago, in Caldono, Colombia, Juan Pablo and other neighbours started a communications network that enabled them to provide Internet access to remote rural areas and disseminate content in their mother tongue. That’s how Jxa’h Wejxia Casil — “Wind’s Net” in Nasa Yuwe — came to be.

Currently, Jxa’h Wejxia Casil has about 200 families subscribed to their Internet service and provides a tool that allows communities to preserve the use of their language. With support from other project partners, Juan Pablo leveraged this new communication tool to produce and disseminate original communication materials in Nasa Yuwe.

Internet: <https://unsdg.un.org> (adapted).

According to the text CB1A2-I, judge the following items.

Text CB1A2-II

Internet coverage in the European Union (EU) is impressive, standing at 100%; however, numbers on de facto usage (85%), broadband take-up (78%), users with at least basic digital skills (58%), next-generation access coverage providing at least 30 Mbps (86%) and 5G readiness (21%) cloud the picture.

The significance of these circumstances does not only lie in the economic implications but also in the severe consequences for the individual and the society. People without adequate Internet access are missing out on means of participation and opportunities that have become part of everyday life. Countless contributions have been published on socioeconomic inequalities relating to access to, use of or impact of ICTs (information and communication technologies), known as the digital divide(s). These divides will only deepen, as disconnected citizens are likely to miss out on long-term benefits of innovation (information society) and modernization.

The coronavirus pandemic exacerbated the social inequalities related to insufficient connectivity: privileged users experienced dropped calls and disrupted downloads, while disadvantaged users were left with no access at all or with makeshift solutions.

Internet: <www.europarl.europa.eu/thinktank> (adapted).

Based on the text CB1A2-II, judge the following items.

Text CB1A2-II

Internet coverage in the European Union (EU) is impressive, standing at 100%; however, numbers on de facto usage (85%), broadband take-up (78%), users with at least basic digital skills (58%), next-generation access coverage providing at least 30 Mbps (86%) and 5G readiness (21%) cloud the picture.

The significance of these circumstances does not only lie in the economic implications but also in the severe consequences for the individual and the society. People without adequate Internet access are missing out on means of participation and opportunities that have become part of everyday life. Countless contributions have been published on socioeconomic inequalities relating to access to, use of or impact of ICTs (information and communication technologies), known as the digital divide(s). These divides will only deepen, as disconnected citizens are likely to miss out on long-term benefits of innovation (information society) and modernization.

The coronavirus pandemic exacerbated the social inequalities related to insufficient connectivity: privileged users experienced dropped calls and disrupted downloads, while disadvantaged users were left with no access at all or with makeshift solutions.

Internet: <www.europarl.europa.eu/thinktank> (adapted).

Based on the text CB1A2-II, judge the following items.

Text CB1A2-II

Internet coverage in the European Union (EU) is impressive, standing at 100%; however, numbers on de facto usage (85%), broadband take-up (78%), users with at least basic digital skills (58%), next-generation access coverage providing at least 30 Mbps (86%) and 5G readiness (21%) cloud the picture.

The significance of these circumstances does not only lie in the economic implications but also in the severe consequences for the individual and the society. People without adequate Internet access are missing out on means of participation and opportunities that have become part of everyday life. Countless contributions have been published on socioeconomic inequalities relating to access to, use of or impact of ICTs (information and communication technologies), known as the digital divide(s). These divides will only deepen, as disconnected citizens are likely to miss out on long-term benefits of innovation (information society) and modernization.

The coronavirus pandemic exacerbated the social inequalities related to insufficient connectivity: privileged users experienced dropped calls and disrupted downloads, while disadvantaged users were left with no access at all or with makeshift solutions.

Internet: <www.europarl.europa.eu/thinktank> (adapted).

Based on the text CB1A2-II, judge the following items.

Text CB1A2-II

Internet coverage in the European Union (EU) is impressive, standing at 100%; however, numbers on de facto usage (85%), broadband take-up (78%), users with at least basic digital skills (58%), next-generation access coverage providing at least 30 Mbps (86%) and 5G readiness (21%) cloud the picture.

The significance of these circumstances does not only lie in the economic implications but also in the severe consequences for the individual and the society. People without adequate Internet access are missing out on means of participation and opportunities that have become part of everyday life. Countless contributions have been published on socioeconomic inequalities relating to access to, use of or impact of ICTs (information and communication technologies), known as the digital divide(s). These divides will only deepen, as disconnected citizens are likely to miss out on long-term benefits of innovation (information society) and modernization.

The coronavirus pandemic exacerbated the social inequalities related to insufficient connectivity: privileged users experienced dropped calls and disrupted downloads, while disadvantaged users were left with no access at all or with makeshift solutions.

Internet: <www.europarl.europa.eu/thinktank> (adapted).

Based on the text CB1A2-II, judge the following items.

Text CB1A2-I

Indigenous languages appear to be disappearing at a concerning rate around the world. Current data indicates that at least 43% of the world’s spoken languages are being forgotten, with indigenous languages making a significant part. According to ONIC (National Indigenous Organization of Colombia), there are 65 indigenous languages in the country. Nearly one-third of them are at a critical risk of disappearing — and only three of them, including Nasa Yuwe, are spoken by more than 50,000 people. This is the reality that Juan Pablo Camayo seeks to change.

Two years ago, in Caldono, Colombia, Juan Pablo and other neighbours started a communications network that enabled them to provide Internet access to remote rural areas and disseminate content in their mother tongue. That’s how Jxa’h Wejxia Casil — “Wind’s Net” in Nasa Yuwe — came to be.

Currently, Jxa’h Wejxia Casil has about 200 families subscribed to their Internet service and provides a tool that allows communities to preserve the use of their language. With support from other project partners, Juan Pablo leveraged this new communication tool to produce and disseminate original communication materials in Nasa Yuwe.

Internet: <https://unsdg.un.org> (adapted).

According to the text CB1A2-I, judge the following items.

Text CB1A2-I

Indigenous languages appear to be disappearing at a concerning rate around the world. Current data indicates that at least 43% of the world’s spoken languages are being forgotten, with indigenous languages making a significant part. According to ONIC (National Indigenous Organization of Colombia), there are 65 indigenous languages in the country. Nearly one-third of them are at a critical risk of disappearing — and only three of them, including Nasa Yuwe, are spoken by more than 50,000 people. This is the reality that Juan Pablo Camayo seeks to change.

Two years ago, in Caldono, Colombia, Juan Pablo and other neighbours started a communications network that enabled them to provide Internet access to remote rural areas and disseminate content in their mother tongue. That’s how Jxa’h Wejxia Casil — “Wind’s Net” in Nasa Yuwe — came to be.

Currently, Jxa’h Wejxia Casil has about 200 families subscribed to their Internet service and provides a tool that allows communities to preserve the use of their language. With support from other project partners, Juan Pablo leveraged this new communication tool to produce and disseminate original communication materials in Nasa Yuwe.

Internet: <https://unsdg.un.org> (adapted).

According to the text CB1A2-I, judge the following items.