UPDATED DOCS.
Contents- Evaluating Criteria-Specific competences
Competencia Específica 1 READING LISTENING | 10 | 1.1. Extraer y analizar las ideas principales, la información relevante y las implicaciones generales de textos de cierta longitud, bien organizados y de cierta complejidad, orales, escritos y multimodales, sobre temas de relevancia personal o de interés público, tanto concretos como abstractos, expresados de forma clara y en la lengua estándar, incluso en entornos moderadamente ruidosos, a través de diversos soportes. |
| 10 | 1.2. Interpretar y valorar de manera crítica el contenido, la intención y los rasgos discursivos de textos de cierta longitud y complejidad, con especial énfasis en los textos académicos y de los medios de comunicación, así como de textos de ficción, sobre temas generales o más específicos, de relevancia personal o de interés público. |
| 5 | 1.3. Seleccionar, organizar y aplicar las estrategias y conocimientos adecuados para comprender la información global y específica, y distinguir la intención y las opiniones, tanto implícitas como explícitas de los textos; inferir significados e interpretar elementos no verbales; y buscar, seleccionar y contrastar información. |
Competencia Específica 2 WRITING SPEAKING | 10 | 2.1. Expresar oralmente con suficiente fluidez y corrección textos claros, coherentes, bien organizados, adecuados a la situación comunicativa y en diferentes registros sobre asuntos de relevancia personal o de interés público conocidos por el alumnado, con el fin de describir, narrar, argumentar e informar, en diferentes soportes, utilizando recursos verbales y no verbales, así como estrategias de planificación, control, compensación y cooperación. |
| 10 | 2.2. Redactar y difundir textos detallados de cierta extensión y complejidad y de estructura clara, adecuados a la situación comunicativa, a la tipología textual y a las herramientas analógicas y digitales utilizadas, evitando errores que dificulten o impidan la comprensión, reformulando y organizando de manera coherente información e ideas de diversas fuentes y justificando las propias opiniones, sobre asuntos de relevancia personal o de interés público conocidos por el alumnado, haciendo un uso ético del lenguaje, respetando la propiedad intelectual y evitando el plagio. |
| 5 | 2.3. Seleccionar, organizar y aplicar conocimientos y estrategias de planificación, producción, revisión y cooperación, para componer textos de estructura clara y adecuados a las intenciones comunicativas, las características contextuales, los aspectos socioculturales y la tipología textual, usando los recursos físicos o digitales más adecuados en función de la tarea y de los interlocutores e interlocutoras reales o potenciales. |
Competencia Específica 3 TASKS PARTICIPATION COMMUNICATION | 10 | 3.1. Planificar, participar y colaborar asertiva y activamente, a través de diversos soportes, en situaciones interactivas sobre temas de relevancia personal o de interés público conocidos por el alumnado, mostrando iniciativa, empatía y respeto por la cortesía lingüística y la etiqueta digital, así como por las diferentes necesidades, ideas, inquietudes, iniciativas y motivaciones de los interlocutores e interlocutoras, y ofreciendo explicaciones, argumentos y comentarios. |
| 5 | 3.2. Seleccionar, organizar y utilizar, de forma flexible y en diferentes entornos, estrategias adecuadas para iniciar, mantener y terminar la comunicación, tomar y ceder la palabra, solicitar y formular aclaraciones y explicaciones, reformular, comparar y contrastar, resumir, colaborar, debatir, resolver problemas y gestionar situaciones comprometidas. |
Competencia Específica 4 INTERACTION MEDIATION | 5 | 4.1. Interpretar y explicar textos, conceptos y comunicaciones en situaciones en las que atender a la diversidad, mostrando respeto y aprecio por los interlocutores e interlocutoras y por las lenguas, variedades o registros empleados, y participando en la solución de problemas frecuentes de intercomprensión y de entendimiento, a partir de diversos recursos y soportes. |
| 5 | 4.2. Aplicar estrategias que ayuden a crear puentes, faciliten la comunicación y sirvan para explicar y simplificar textos, conceptos y mensajes, y que sean adecuadas a las intenciones comunicativas, las características contextuales, los aspectos socioculturales y la tipología textual, usando recursos y apoyos físicos o digitales en función de la tarea y el conocimiento previo de los interlocutores e interlocutoras. |
Competencia Específica 5 | 5 | 5.1. Comparar y argumentar las semejanzas y diferencias entre distintas lenguas reflexionando sobre su funcionamiento y estableciendo relaciones entre ellas. |
USE OF ENGLISH GRAMMAR VOCABULARY | 5 | 5.2. Utilizar con iniciativa y de forma creativa conocimientos y estrategias de mejora de la capacidad de comunicar y de aprender la lengua extranjera con apoyo de otros participantes y de soportes analógicos y digitales. |
| 5 | 5.3. Registrar y reflexionar sobre los progresos y dificultades de aprendizaje de la lengua extranjera, seleccionando las estrategias más adecuadas y eficaces para superar esas dificultades y consolidar el aprendizaje, realizando actividades de planificación del propio aprendizaje, autoevaluación y coevaluación, como las propuestas en el Portfolio Europeo de las Lenguas (PEL) o en un diario de aprendizaje, haciendo esos progresos y dificultades explícitos y compartiéndolos. |
Competencia Específica 6 | 3 | 6.1. Actuar de forma adecuada, empática y respetuosa en situaciones interculturales construyendo vínculos entre las diferentes lenguas y culturas, analizando y rechazando cualquier tipo de discriminación, prejuicio y estereotipo, y solucionando aquellos factores socioculturales que dificulten la comunicación. |
CULTURE (READ/WRITE) | 3 | 6.2. Valorar críticamente la diversidad lingüística, cultural y artística propia de países donde se habla la lengua extranjera teniendo en cuenta los derechos humanos y adecuarse a ella, favoreciendo el desarrollo de una cultura compartida y una ciudadanía comprometida con la sostenibilidad y los valores democráticos. |
| 4 | 6.3. Aplicar estrategias para defender y apreciar la diversidad lingüística, cultural y artística, atendiendo a valores ecosociales y democráticos y respetando los principios de justicia, equidad e igualdad. |
Saberes básicos
Comunicación | A. Autoconfianza, iniciativa y asertividad. Estrategias de autorreparación y autoevaluación como forma de progresar en el aprendizaje autónomo de la lengua extranjera. B. Estrategias para la planificación, ejecución, control y reparación de la comprensión, la producción y la coproducción de textos orales, escritos y multimodales. C. Conocimientos, destrezas y actitudes que permiten llevar a cabo actividades de mediación en situaciones cotidianas. Funciones comunicativas adecuadas al ámbito y al contexto comunicativo: describir fenómenos y acontecimientos; dar instrucciones y consejos; narrar acontecimientos pasados puntuales y habituales, describir estados y situaciones presentes y expresar sucesos futuros y de predicciones a corto, medio y largo plazo; expresar emociones; expresar la opinión; expresar argumentaciones; presentar las opiniones de otros, reformular, resumir. D. Modelos contextuales y géneros discursivos de uso común en la comprensión, producción y coproducción de textos orales, escritos y multimodales, breves y sencillos, literarios y no literarios: características y reconocimiento del contexto (participantes y situación), expectativas generadas por el contexto; organización y estructuración según el género y la función textual. E. Unidades lingüísticas y significados asociados a dichas unidades tales como la expresión de la entidad y sus propiedades, la cantidad y la cualidad, el espacio y las relaciones espaciales, el tiempo y las relaciones temporales, la afirmación, la negación, la interrogación y la exclamación, las relaciones lógicas. F. Léxico común y especializado de interés para el alumnado relativo a tiempo y espacio; estados, eventos y acontecimiento; actividades, procedimientos y procesos; relaciones personales, sociales, académicas y profesionales; educación, trabajo y emprendimiento; lengua y comunicación intercultural; ciencia y tecnología; historia y cultura; así como estrategias de enriquecimiento léxico (derivación, familias léxicas, polisemia, sinonimia, antonimia.). G. Patrones sonoros, acentuales, rítmicos y de entonación, y significados e intenciones comunicativas generales asociadas a dichos patrones. Alfabeto fonético básico. H. Convenciones ortográficas y significados e intenciones comunicativas asociados a los formatos, patrones y elementos gráficos. I. Convenciones y estrategias conversacionales, en formato síncrono o asíncrono, para iniciar, mantener y terminar la comunicación, tomar y ceder la palabra, pedir y dar aclaraciones y explicaciones, reformular, comparar y contrastar, resumir y parafrasear, colaborar, negociar significados, detectar la ironía, etc. J. Recursos para el aprendizaje y estrategias de búsqueda y selección de información y curación de contenidos: diccionarios, libros de consulta, bibliotecas, mediatecas, etiquetas en la red, recursos digitales e informáticos, etc. K. Respeto de la propiedad intelectual y derechos de autor sobre las fuentes consultadas y contenidos utilizados: herramientas para el tratamiento de datos bibliográficos y recursos para evitar el plagio. L. Herramientas analógicas y digitales para la comprensión, producción y coproducción oral, escrita y multimodal; y plataformas virtuales de interacción, colaboración y cooperación educativa (aulas virtuales, videoconferencias, herramientas digitales colaborativas.) para el aprendizaje, la comunicación y el desarrollo de proyectos con hablantes o estudiantes de la lengua extranjera. |
Plurilingüismo | M. Estrategias y técnicas para responder eficazmente y con un alto grado de autonomía, adecuación y corrección a una necesidad comunicativa concreta superando las limitaciones derivadas del nivel de competencia en la lengua extranjera y en las demás lenguas del repertorio lingüístico propio. N. Estrategias para identificar, organizar, retener, recuperar y utilizar creativamente unidades lingüísticas (léxico, morfosintaxis, patrones sonoros, etc.) a partir de la comparación de las lenguas y variedades que conforman el repertorio lingüístico personal. O. Estrategias y herramientas, analógicas y digitales, individuales y cooperativas para la autoevaluación, la coevaluación y la autorreparación. P. Expresiones y léxico específico para reflexionar y compartir la reflexión sobre la comunicación, la lengua, el aprendizaje y las herramientas de comunicación y aprendizaje (metalenguaje). Q. Comparación sistemática entre lenguas a partir de elementos de la lengua extranjera y otras lenguas: origen y parentescos. |
Interculturalidad | R. La lengua extranjera como medio de comunicación y entendimiento entre pueblos, como facilitador del acceso a otras culturas y otras lenguas y como herramienta de participación social y de enriquecimiento personal. S. Interés e iniciativa en la realización de intercambios comunicativos a través de diferentes medios con hablantes o estudiantes de la lengua extranjera, así como por conocer informaciones culturales de los países donde se habla la lengua extranjera. T. Aspectos socioculturales y sociolingüísticos relativos a convenciones sociales, normas de cortesía y registros; instituciones, costumbres y rituales; valores, normas, creencias y actitudes; estereotipos y tabúes; lenguaje no verbal; historia, cultura y comunidades; relaciones interpersonales y procesos de globalización en países donde se habla la lengua extranjera. U. Estrategias para entender y apreciar la diversidad lingüística, cultural y artística, atendiendo a valores ecosociales y democráticos. V. Estrategias de detección, rechazo y actuación ante usos discriminatorios del lenguaje verbal y no verbal. |
Distribución de los saberes en unidades didácticas de 2º de Bachillerato Bilingüe: Temporalización.
| Unidades didácticas | Saberes básicos |
Primer trimestre | Ø Feeling good Ø This is the modern world | A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S T, U, V |
Segundo trimestre | Ø Going places Ø Home is where the heart is | A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S T, U, V |
Tercer trimestre | Ø Cultural values Ø The world about us | A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S T, U, V |
Desde el departamento de Inglés se utilizarán distintos instrumentos de evaluación en los cursos tanto de la ESO como de Bachillerato:
- Trabajo individual del alumnado en el aula
- Trabajo en parejas/equipo
- Pruebas escritas
- Presentaciones orales
- Proyectos
- Cuaderno
- Actitud en el aula
La información sobre la EBAU 2022 (características de la prueba, calendario,…) puede consultarse en:
https://web.unican.es/admision/acceso-a-estudios-de-grado/evaluacion-de-bachillerato-para-el-acceso-a-la-universidad
Fases de la EBAU
Calificaciones de la EBAU y cálculo de la nota de admisión
Parámetros de ponderación a estudios de Grado 2021/22
Características generales de la EBAU
Matrícula: plazos, procedimiento e importe Novedad
Calendario, horario, lugar e instrucciones de realización de la EBAU 2022 Novedad
Publicación de calificaciones, tarjeta de notas y solicitud de revisión 2022 Novedad
Y toda la información sobre el acceso y la admisión a estudios de Grado en la UC en el curso 2021/22 en:
http://web.unican.es/admision/procedimiento-de-ingreso-en-estudios-de-grado
EBAU: ORD JULIO 2020
Electric cars: the good, the bad and the costly
The latest research from King’s College London says that an increase in air pollution in cities is increasing heart attacks and strokes. In response, experts have said that the government must announce a national emergency within the UK and introduce radical measures. This research is the latest in a long line of studies to show the devastating damage of poor air quality – some showing that an average of 100 people die every day. One of the most positive measures would be to effectively reduce the pollution from car gases.
Results from the ultra-low emission zone (ULEZ) in London have just been announced, showing that toxic gas emitted by diesel engines has been cut by a third – a significant improvement for the millions of people breathing London’s air. Radical measures such as ULEZ are vital and more must be done to incentivise low emission alternatives. The government must act in the interests and health of its people and implement higher taxes for gasoline vehicles, increases in education and subsidies for electric vehicles.
Rachel White, Head of public affairs at Sustrans, insists that the role electric vehicles (EVs) can play in the UK’s zero-emission revolution is exaggerated. She says, “While they are an important part of the solution to reach the UK’s legal objective of net zero carbon emissions, the government should not rely on a single technology. Rather than focusing on EVs, the government should be doing everything it can to shift people away from driving, to healthy, clean alternatives such as walking and cycling for shorter journeys. This is the best way to reach a zero-carbon future. The government needs to put an end to building more roads for cars and instead make walking and cycling the easiest and most convenient options for more people. Pedestrians and people on cycles should have priority and networks of protected cycle lanes on main roads should be the norm so that everyone feels more confident travelling around.”
Stephen Smith from Bristol highlights that one possible problem with electric car use will be how to charge them effectively. He believes that the government should mandate charging points for all new houses that have parking spaces. Alternatively, as within a few years electric cars will be able to drive themselves on known routes, they could be programmed to go to night-time charging stations alone and be ready in the morning for the new day.
INDICACIONES
Si contesta más preguntas de las necesarias para realizar este examen, solo se corregirán las primeras, según el orden en que aparezcan resueltas en el cuadernillo de examen.
PART 1. Option 1
Question 1: [2 POINTS] Indicate whether the following statements are TRUE or FALSE and write down the sentence or the part of the text that justifies your answer. No points will be given if the evidence is not correct.
a) The piece of research mentioned in the text is the first to suggest that poor air quality is bad
for people. FALSE: his research is the latest in a long line of studies to show the devastating damage of poor air quality
b) Nobody is thought to have died because of poor air quality. FALSE- ome showing that an average of 100 people die every day.
c) More roads for cars are not needed according to Rachel White. TRUE- The government needs to put an end to building more roads for cars
d) Driverless cars will be a possibility within the next decade. TRUE- as within a few years electric cars will be able to drive themselves on known routes
Question 2: [2 POINTS] Choose and answer only TWO of the following questions in your own words according to the text.
a) Why is a reduction in pollution from cars advantageous according to the text?
REDUCTION OF CARS HELPS TO REDUCE AIR POLLUTION
HEALTH PROBLEMS
b) What major pros and cons of electric cars are mentioned in the text?
THE ROLE IN REDUCING POLLUTION/REACHING CARBON ZERO EMISSIONS TARGET
DIFFICULT TO RECHARGE/EFFECTIVENESS
c) Can you explain two of the different things the government should do according to the text?
ANNOUNCE NATIONAL EMERGENCY/INTRODUCE RADICAL MEASURES
PROTECT PEOPLE´S HEALTH/WELFARE
DIVERSE MEASURES/ENCOURAGE TO WALK AND CYCLE
PROMOTE USE ELECTRIC CARS/EASIER RECHARGES
Question 3: [1,5 POINTS] Find words or phrases in the text that correspond to the words and definitions given. You only need to have five correct answers to get 1.5 points.
a) Procedures, actions (paragraph 1) MEASURES
b) To put into effect (paragraph 2) IMPLEMENT
c) Financial help (paragraph 2) SUBSIDIES
d) To depend (paragraph 3) RELY ON
e) People on foot, walkers (paragraph 3) PEDESTRIANS
f) To emphasize (paragraph 4) HIGHLIGHT
Question 4: [1,5 POINTS] Choose the correct option –a, b, c or d– for each question and COPY both the letter and the sentence that follows onto your answer sheet.
1. The text says that London...
a) …has already done enough by reducing pollution from car gases.
b) …has done too much with the reduction of pollution from car gases.
c) …may have to reduce pollution from car gases further.
d) …still needs to do more than just reducing pollution from car gases.
2. Rachel White…
a) …feels the government is not promoting electric cars among the population.
b) …feels the government is too limited in its attempts to reduce carbon emissions.
c) …feels the government needs to build a better network of roads for motor vehicles.
d) …feels the government is doing too much for people who wish to use their bicycles more.
3. Stephen Smith thinks the government…
a) …should allow new houses to be built with a charging point installed.
b) …should pay for new houses to be built with a charging point installed.
c) …should make it obligatory to build new houses with a charging point installed
d) …should prevent new houses from being built with a charging point installed.
EBAU: Differences in reading habits (Extraord. sept 16)
1:[2 POINTS] Indicate whether the following statements are true or false and
write down which part of the text justifies your answer.
1. According to the study, boys prefer traditional
reading to online reading .
TRUE : while boys are more comfortable with traditional printed media such as comics, manuals
2. The study shows that the internet
has made traditional reading less popular.
FALSE : suggesting that the growth of
digital media has not diminished the popularity of literature, as many fear.
Boys of the same age are more likely than girls to read print products such as comics
3. Most of the pupils asked said that their parents don’t care about how much they read.
FALSE : after nearly one pupil in four agreed with the statement: “My parents don’t care if I spend any time reading.”
4. Cressida Cowell doesn’t think it’s necessary for parents to read with their children often.
FALSE : “Reading a book with a child, even an older child, is one of the most important things a parent can do to develop their child’s literacy.
Question 2:[2 POINTS] Answer the following questions in your own words according to the text
1. What are the differences in reading preferences
between girls and boys according to the text ?
Possible answers :
-girls read more for pleasure than boys.
-girls read more on the internet.
i.e.digital formats.
-girls read more fiction than boys.
-boys read more comics and newspapers
than girls (traditional formats).
-boys enjoy reading less.
.boys read less often and positive than
girls.
2. According to the text what is the role of parents in this topic and why is it important ?
Possible answers :
-parents need to be shown how important
they are in encourageing their -children to read..
-parents need to read a variety of
different books with their children, even with older children.
-If parents do this, they will improve
their children´s future, their written skills and their general communication
skills.
Question 3:[1,5
POINTS]Find words or phrases in the text that correspond to the words and
definitions given.
1.Accepted. (paragraph 1) embraced
2.Answers. (paragraph 2) responses
3. Proves. (paragraph 2) confirms
4. Almost. (paragraph 4) nearly
5. Capacities. (paragraph 5) skills
Question 4:[1,5
POINTS] Complete the following sentences without changing the meaning.
1.Three Swedish students were carrying out a study of the new theory.
A study of the new theory was being
carried out by three Swedish students.
2.”Are you planning to finish that work by next
Friday?” she asked me.
She asked me If (whether) I was planning
to finish that (the) work by the following Friday
3.People refused to buy the product because the
company had increased the price.
If the company had not increased the
price people would have bought the product.
EBAU: owning a dog is good for your health (opt.2 June 19)
Question1:[2 POINTS] Indicate whether the following statements are TRUE or FALSE and write down which part of the text justifies your answer.
1. People who have a pet dog will suffer more from cholesterol-related health problems.
FALSE have higher levels of physical activity and slightly lower cholesterol levels.
2. Dog owners tend to do more physical exercise.
TRUE Dogs encourage you to walk. have higher levels of physical activity
3. The study suggests some breeds of dog are more beneficial than others.
TRUE Fall’s study showed the most health benefits came from having retrievers or pointers.
4. Tove Fall doesn’t have a dog of her own anymore.
FALSE says Fall, who has recently got a new puppy.
Question 2:[2 POINTS] Answer the following questions in your own words according to the text Cada apartado se valorará con 1 pt. 0´5 para la comprensión del texto y 0´5 para la expresión escrita respectivamente.
1. What does the study described in the text prove?
The study proves that having a dog as a pet is good for your health, and in particular is useful to reduce the chance of you suffering from the specific health issues associated with heart disease.
2. According to the text what are the two major changes in lifestyle that having a dog brings about?
Firstly, owing a dog can bring about social benefits as the pet will be company for people who live on their own or feel loneliness. The second change in lifestyle is more related to physical health since having a dog normally means that you do more exercise.
Question 3:[1,5 POINTS]Find words or phrases in the text that correspond to the words given. Se otorgará 0,3 pts. a cada respuesta
1. To decrease (paragraph 1) reduce
2. earlier (paragraph 1) previous
3. possibility (paragraph 2) risk
4. the most recent (paragraph 3) the latest
5. adorable, pretty (paragraph 4) cute
Question 4:[1,5 POINTS] Choose the correct option, a, b, c or d for each question and COPY the sentence onto your answer sheet. Se otorgará 0,5 pts. a cada respuesta
1. The main study described in the text...
a. followed more than three million people for 12 months.
b. followed more than three million people for less than a year.
c. followed more than three million people for over a decade.
d. followed less than three million people for over a year.
2. Having a dog is said...
a. to significantly increase the owner’s risk of heart disease.
b. to significantly increase the time the owner spends in hospital.
c. to significantly increase the owner’s need of companionship.
d. to significantly increase the owner’s overall health.
3. The study suggests that being a dog owner...
a. is the only cause of a decrease in health risks.
b. is only one possible cause of a decrease in health risks.
c. is not likely to be the cause of a decrease in health risks.
d. is not related to a decrease in health risks.
Cycles for cigarretes:
Question1:
[2 POINTS] Indicate whether the following statements are TRUE or FALSE and
write down which part of the text justifies your answer.
1. Kilis is not currently a very easy city for cyclists.
TRUE
It’s certainly not the most bicycle-friendly city,
2.
It is not very common to hear Arabic spoken in Kilis.
FALSE Arabic is heard as much as Turkish
3.
The projects proposed by Hasan Kara aim to make the city a better place for
residents.
TRUE
...projects aimed at creating a liveable environment.
4.
Any child who gets a relative to stop smoking will receive a bike.
.
FALSE To get a bike, children must meet three requirements: (they must get a
smoker relative to quit, maintain strong grades while improving a weak area of
study, and promise to ride for an hour a day.)
Question
2:[ 2 POINTS] Answer the following questions in your own words according to the
text.
1. What is the traffic in the city of Kilis currently like?
The
traffic in Kilis sounds quite hectic and dangerous. There are a lot of cars and
motorbikes already, and traditionally, fewer bicycles. The use of the
motorbikes seems particularly risky as they rarely use safety equipment and
often carry too many passengers.
2.
What different things is the proposed project trying to do?
The
project is trying to improve the traffic situation by encouraging children to
use bikes and giving them the equipment and infrastructure they need to do
this. It is also trying to improve people’s health by getting people to stop
smoking and to motivate children to study more.
Question 3: [1,5 POINTS]Find words or phrases in the text that correspond to the words given.
1. constant (paragraph 1) steady
2.
flow (paragraph 1) stream
3.
objective (paragraph 3) target
4.
unusual (paragraph 4) rare
5.
effort (paragraph 5) attempt
Question
4:[1,5 POINTS]Choose the correct option, a, b, c or d for each question and
COPY the sentence onto your answer sheet.
Se otorgará 0,5 pts. a cada
respuesta
1.
According to the text, the majority of the Syrian refugees in Kilis...
c.
choose not to live in special camps.
2. The text says that...
a.
some of the children have already started using the bikes they have been given.
3. Unless a child does well in school...
b.
he/she will not get a bike.
Question
5:[3 POINTS]Write a short essay (about 120-150 words) on the following topic:
What
are the advantages and disadvantages of riding a bike where you live? Is it a good or bad place forcyclists?
EBAU -Correction: June 2017:
Question 1:[2,5 POINTS] Indicate whether the following statements are True or False and write down which part of the text justifies your answer. Se otorgará 0,5 pts. a cada respuesta correcta.
a) Oxford is the only British university the French authorities have talked to about having a campus in France.- False: The former director of the French ministry for education, Jean-Michel Blanquer,/ confirmed French authorities and institutions were working to bring the UK’s most revered universities to France and said officials had also spoken to representatives from the University of Warwick.
b) The new campus will definitely be built next year. False: If the plans come to fruition, then construction of a new Oxford University campus in the French capital could begin as early as 2018.
c) UK academics are unhappy about losing money from the EU as a result of Brexit. TRUE: The likelihood that Brexit could lead to European research funding being withdrawn from UK universities has been described as a “disaster”, by academics.
d) Oxford University’s presence in Europe will make it possible to employ the best people. TRUE: Last month, Oxford University’s head of Brexit strategy, Professor Alastair Buchan said/ being in Europe meant the -university could “recruit quality people that play in the top league”.
e) The British government has already designated more money to science and research following the Brexit vote. TRUE: We have already taken steps to put science and research at the heart of our Industrial -Strategy with an extra two billion pound investment per year
Question 2:[1,5 POINTS]Find words or phrases in the text that correspond to the words and definitions given. Se otorgará 0,3 pts. a cada apartado.
- a).Financial backing (paragraph 1) Funding.
- b).To stay (paragraph 2)(To) remain.
- c). Probability (paragraph 2) Likelihood.
- d).To persuade (paragraph 3)(To) convince.
- e).To leave (paragraph 4)(To) exit Question
3:[2 POINTS]Choose the correct option, a, b, or c for each question and COPY the sentence onto your answer sheet. - Si el estudiante no elige correctamente la letra: 0 puntos - Si elige correctamente la letra pero no copia la frase: 0.4 puntos - Si elige correctamente la letra y copia la frase: 0.5 puntos
1. Oxford University is considering opening a French campus...
- a). despite of the UK’s decision to leave Europe.
- b). because of the UK’s decision to leave Europe.
- c). as soon as the UK’s decision to leave Europe.
2. The final decision about the new campus...
- a). will be taken in the near future.
- b). will be taking in the near future.
- c). has been taken in the near future.
3. Monsieur Blanquer...
- a). said the Daily Telegraph wanted to build bridges with British institutions.
- b). told the Daily Telegraph that foreign universities want to build bridges with British institutions.
- c). told the Daily Telegraph that the French wanted to build bridges with British institutions.
4. As a consequence of Brexit, European research funding for UK universities….
- a) will definitely be withdrawn.
- b) is unlikely to be withdrawn.
- c) will probably be withdrawn.
ACTIVITY 1:
There was a slight rise in
the cost of fuel at the beginning of winter.
The wrong form of the verb ‘rise’ is used.
‘In October the number of tourists plummeted’ .
or
‘There was a plummet in the
number of tourists in October’.
The proportion/percentage of
people using the bus in June increased slightly, whereas/while those travelling by car fell
impressively.
There was a huge increase in
the production of tea in the 19th century.
The article ‘a’ should be used before ‘huge
increase’.
Next year it is projected that the numbers of people using social media
will fall gradually.
The adverb ‘gradually’ should be used to describe
the verb ‘fall’
ACTIVITY 2
There was a surge in the
price of cat food from $1.50 to $2.00 per can in late 2010.
There was a steady drop in
the price of oil towards the end of the decade.
There was a steady number of
people moving to the city during the period.
There was a reduction in subsidies by the government and a wild fluctuation in prices for the rest of
the year.
There was a dramatic increase in
the percentage of people travelling to work by bus from 11% to 23% while there
was a slight drop in the
percentage of people using cars to 18%.
ACTIVITY 3:
The graph shows the price of Apples and Oranges per
Kilo over a 4-year period from 1999 to 2003. Despite the price
fluctuating quite a lot, apples finished the period costing much more than at
the beginning, while oranges finished just a little more expensive than
their initial price.
In 1999 apples cost $5 per kilo, however, in the
following year there was a drastic decrease in the price to only $1, the lowest
price for apples over the whole period. Between 2000 and 2002 the price
recovered to an extent, climbing from $1 to $3. In the last year of the period there
was a sharp increase in the cost to $7, $2 more than at the start of the
period.
On the other hand, the price of oranges more or less
followed the opposite trend. The price was low in 1999 at only $2.
However, the following year it rose impressively to $5. Between 2000 and 2001
there was a steady increase in the cost to $6. This was the highest price that
oranges achieved over the whole period. The following year the cost declined
sharply to $3 and in the final year oranges lost another 50 cents in
value to finish the period at $2.50.
Question 1 [2 POINTS] Indicate whether the following statements are TRUE or FALSE and write down the sentence or the part of the text that justifies your answer. No points will be given if the evidence is not correct.
1. Finland has already implemented the
four-day working week.
FALSE: Finland’s new prime minister has recently suggested
the idea of a four-day working week.
2. One of the surveys mentioned said that less
than half of those asked would like to
make this change.
TRUE: A survey by one British workers’
organisation found that only 45% of
employees want a four-day week.
3. The average number of
hours worked weekly in Britain increased in 1919.
FALSE: When working hours in Britain were cut
from about 54 hours a week to 48 hours a week in 1919,
4. Kellogg`s changed their policy so as not to
be different from other companies.
TRUE: It was only dropped because management
wanted the firm to have work
practices like other companies.
Question
2 [2 POINTS] Choose and answer only TWO of the following questions in your own words
according to the text.
1. What are the advantages to a shorter working week according to the text?
A shorter working week improves productivity considerably because workers make better use of their time. It is also reported to improve people’s lives and make them healthier. It is even said to be good for the environment as it reduces pollution.
2. Why have some companies and organisations
rejected or changed their minds about this issue?
Implementing a shorter working week can be difficult to do and can be more expensive for the companies. There could be problems with finding staff and with dealing with clients successfully. Some companies are also worried about being different from the norm and appearing to be lazy.
3. What different information does the text give
about working habits in the UK?
IDEAS:
• Some British companies, such as Elektra Lighting, already have a shorter working week.
•
One
British survey says that 45% of people favour a shorter working week.
•
A
Henley Business School study found that over three quarters of workers think a
shorter working week would improve their life in general.
•
The
British working week became considerably shorter – from 54 to 48 hours in 1919.
Question
3 [1.5 POINTS] Find words or phrases in the text that correspond to the words
given. You only need to have five correct answers to get 1.5 points.
1. Wonderful (Paragraph 1) GLORIOUS
2. Workers (Paragraph 1) EMPLOYEES
3. Less in number (Paragraph 2) FEWER
4. Employers (Paragraph 3) BOSSES
5. In fact, actually (Paragraph 4) INDEED
6. Completely (Paragraph 4) ENTIRELY
Question 4 [1.5 POINTS] Choose the correct option - a, b, c or d - for each question and COPY both the letter and the sentence that follows onto your answer sheet.
1. Thanks to the changes made in Gothenburg,
nurses said...
a. ...they felt better both physically
and emotionally.
b. ...they felt better physically but not
emotionally.
c. ...they did not feel better either
physically or emotionally.
d. …they felt better emotionally but worse
physically.
2. The text says that people who work fewer
hours per week...
a. ...are likely to buy more prepared food.
b. ...are unlikely to buy more prepared
food.
c. ...are unlikely to do more cooking at home.
d. ...are unlikely to change their eating
habits at all.
3. The Gothenburg project did not continue...
a. ...because it was difficult to implement.
b. ...because it proved more expensive.
c. ...because customers complained about the
service they received.
d. ...because the workers became lazier.
Question1:[2 POINTS] Indicate whether the following statements are TRUE or FALSE and write down which part of the text justifies your answer.
1. Email is radically different now from when it started.
· It is an obstacle for face to face communication.
· It causes stress and disruption.
· It makes it difficult to disconnect from work.
· It is impossible to answer all your emails.
· It reduces power of concentration.
· Deal with your emails properly, setting aside quality time.
· Organize your email in different folders.
· Use an application to filter out unwanted emails.
· Think before you email.
· Consider other communication option, such as a face-to-face chat.
· Write appropriately- short, focused, making it easier for people to reply.
OPTION 2 STREET ART FINDS PERMANET HOME IN
BERLIN
Question1:[2 POINTS] Indicate whether the following statements are TRUE or FALSE and write down which part of the text justifies your answer.
1. The
importance of street art in Berlin is a very recent phenomenon.
FALSE “For decades, street art has been an essential part of Berlin’s
cultural DNA”
2. The new museum only displays exhibits from Germany.
FALSE “of urban contemporary art
from around the globe”
3. Graffiti is the only type of exhibit on display in the
new museum.
FALSE “to now include digital works, hyper-realistic paintings, sculpture
and more”
4. Some of the exhibits at the new museum are outside the
actual building.
TRUE “The art isn’t limited to
the inside of the museum”
Question 2:[2 POINTS]
Answer the following questions in your own words according to the text
1. Why is
Berlin known for street art?
Different reasons:
• It has been culturally important for a long time.
• Before reunification it was used to express political
ideas.
• After reunification, this was also true.
• Many tourists have visited the city to see the
graffiti.
• The new museum is another reason to visit the city.
Model answer:
Berlin has been famous for its
graffiti for a long time, as both before and after reunification, it is a way
that people used to express their political ideas. Nowadays a lot of people
specifically visit the city to see the street art and the new museum is also
encouraging this trend.
2. What different things make the new museum special?
Different things:
• There are a lot of exhibits
from around the globe.
• The history and evolution of
graffiti is also presented.
• There are different types of
exhibit: painting, sculpture and digital.
• The museum took a long time to
plan and organize.
• There are also exhibit outside
the actual museum building.
Model answer:
The new museum is special because
of the range of different origins of the exhibits – there are works from all over
the world, and also because there are different formats, such as drawings,
sculptures and digital exhibits. It also uses the buildings around the museum
to display some of the works, so the art is both inside and outside the
building.
Question 3:[1,5
POINTS]Find words or phrases in the text that correspond to the words given.
1. vital (paragraph 1) essential
2. famous (paragraph 2) well-known
3. generally ( paragraph 3) commonly
4.to keep ( paragraph 4)(to) preserve
5.what`s more ( paragraph 5 ) additionally
Question 4:[1,5 POINTS]Choose the correct option, a,
b, c or d for each question and COPY the sentence onto your answer sheet.
1. The text says that…
a. many people visit the city of Berlin
because of its street art.
b. many people visit the city of Berlin despite its street
art.
c. many people visit the city of Berlin in order to create
new street art.
d. many
people will not visit the city of Berlin unless more street art is created.
2. Yasha Young …
a. worked completely on her own to choose the works for the
new museum.
b.
worked with a small team of museum staff to choose the works for the new
museum.
c. worked
with a very large group of artists to choose the works for the new museum.
d. worked
with a group of more than one hundred museum staff to choose the works for the
museum.
3. Various artists…
a. have asked to create artwork in the Schoenberg neighbourhood.
b. have
been asked to create artwork in the Schöenberg neighbourhood.
c. have to be asked to create artwork in the Schoenberg
neighbourhood.
d. have to ask to create artwork in the Schoenberg
neighbourhood.
Question
5:[3 POINTS]Write a short essay (about 120-150 words) on the following topic:
Do you think traditional museums should change to make them more attractive to younger people? Justify your opinion.
No One Seems to Care how Dangerous CrossFit Is
Question1:[2 POINTS] Indicate whether the following statements are TRUE or FALSE and write down which part of the text justifies your answer.
1. Carolyn Nagler now goes to the gym every day.
FALSE Still, that hasn’t stopped the 45-year-old from returning to her local gym in Astoria, Queens, up to five times a week.
2. Gyms in New York are very competitive when looking for new activities to offer clients.
TRUE “I do think there is a sort of race between gyms to find the next new thing,”
3. There have been fewer patients from CrossFit injuries at Metzl’s hospital recently.
FALSE He says he’s seen a 30 percent increase in HIIT-related injuries at the hospital over the past two years.
4. The typical problems associated with CrossFit are all located in one single part of the body.
FALSE The most common athletic ailments include muscle strains, particularly in the lower back; knee and shoulder injuries; and tendon issues.
Question 2:[2 POINTS] Answer the following questions in your own words according to the text
1. What is CrossFit and why it is considered dangerous by some?
CrossFit is a specific type of fitness programme that combines different types of vigorous exercise. It is considered dangerous because it causes a high number of injuries due to its intensity and difficulty.
2. According to the text what different precautions are necessary if you do CrossFit?
The text says that people who do CrossFit should already be actively involved in other exercise programmes, should talk to an expert before starting and should not do it too often. It is also important to warm-up and cool-down correctly before and after the activity.
Question 3:[1,5 POINTS]Find words or phrases in the text that correspond to the words given.
1.however (paragraph 1) still
2.to look for (paragraph 2) seeking
3.singular (paragraph 2) unique
4.attraction (paragraph 2) appeal
5.to ask for an opinion (paragraph 3) consult
Question 4:[1,5 POINTS]Choose the correct option, a, b, c or d for each question and COPY the sentence onto your answer sheet.
1. Carolyn Nagler...
c. has been hurt in CrossFit classes herself.
2. Greg Glassman claims...
a. to have always told the truth about the risks involved in CrossFit.
3. Despite being professionals, the Olympic athletes mentioned in the text...
c. never do daily HIIT workouts.
ACT.1: EBAU text 19: READING AND WRITING-EBAU TEST 19: WHY YOU SHOULD SURROUND YOURSELF WITH BOOKS (SEPT.18)
Here you´ll find different suggestions and exam samples from previous courses. Remember you will have to send by mail before next Fri APRIL 3RD, writing included in a doc file with your "name-group-test15".(SEPT17-OPCIÓN DE EXAMEN 1: TAKING OLD CARS OFF THE ROAD).
The answers will be publIshed on the web and NO further submission will be accepted. You can also upload the doc in the provided common shared folder in drive link but they will be removed by the teacher to keep a record of the activities sent and done. Thanks for collaboration and try to organise your time. The activities are compulsory and they will be positively considered. On Wed. we´ll hold an online meeting for questions. Keep calm and carry on working with English.
- Act1 EBAU text15 "Taking old cars off the road" Sept17, opt1.
- Act2. Integrated skills using the link provided in Google forms. To access the test, you need to indicate your name, group and email (whatsyourname@iescantabria.net). All the activities are compulsory to move on the form questionnaire and should be filled before FRI 3rd April 23´59h.
ACT.1: EBAU text 16: Zoos are prisions for animals.
Act1: EBAU text 15: TAKING OLD CARS OFF THE ROAD.
INTEGRATED SKILLS:
- Tyre pressure monitoring systems (TPMS)
- Intelligent speed assistance (ISA)
- Drowsiness and attention detection systems
- Speed limit information (SLI)
- Lane keeping assistance (LKA) and Lane departure warning (LDW)
- Autonomous emergency braking (AEB)
- Electronic stability control (ESC)
- Anti-lock braking systems (ABS)
- What are some of the advantages and disadvantages of driving in compared to using public transportation?
- Are there speed limits in your country? If so, what is the average speed limit?
- Do you have a bicycle? If so, when did you get it? How much did it cost? How often do you ride it? What color is it?
- Do you ride a bicycle more than once a week?
- Do you often ride public transportation during rush hour?
- Do you often use public transportation?
- Have you ever been in a traffic accident?
- Have you ever been stopped for speeding? (Have you ever gotten a speeding fine?)
- Have you ever missed your last train or bus home? If so, how did you get home that night?
- How do you get to school? How long does it take? How much is the bus fare or the train fare?
- How do you think countries can reduce congestion on the roads?
- Is there any environmentally-friendly transportation in your area?
- What do you think is the most dangerous form of transportation? Why?
- What do you think is the safest form of transportation? Why?
- What kind of transportation do you use most often?
- Do you sometimes take a taxi (cab)?
- How do you "call" a taxi in your country from the side of the road? (ex. raise your hand in the air, etc.) Is it expensive to take a taxi in your country? Are there seat-belts in the taxis? Is it common to give the cab driver a tip? If so, about how much do you give?
- How important do you think it is to use public transportation?
- Do you think that governments should encourage public transportation more?
- Do you think city governments should discourage use of privately driven cars within city limits?
- Do you have good public transportation where you live?
- How could public transportation in your city be improved?
- Do you think that we ought to be obligated to drive electrical and solar powered vehicles?
- Is the public transportation in your city efficient?
- Is public transportation in your city too expensive?
- If public transportation were free, would you use it more?
- Do you feel safe when you use public transportation?
The answers will be publIshed on the web and NO further submission will be accepted. You can also upload the doc in the provided common shared folder in drive link but they will be removed by the teacher to keep a record of the activities sent and done. Thanks for collaboration and try to organise your time. Some of the activities are not compulsory but they will be positively considered as an extra effort. At the end of the week we´ll hold an online meeting for questions.
Keep calm and carry on working with English.
b). even though many dieticians and nutritionists warn them of its dangers.
VOCABULARY AND LISTENING: Vegan economy
Watch the video [http://bit.ly/VeganEconomy] and decide whether these sentences are true (T) or false (F).
a) FALSE-The mainstream restaurant industry doesn’t adapt to the vegan trend.
b) TRUE-Almost 30% of evening meals in the UK don’t include meat.
c) TRUE-People reduce the amount of meat they eat because of the environmental impact of farming.
d) FALSE-Allplants produces 50 thousand meals a week for their customers.
e) FALSE-Facebook is also investing in vegan economy by supporting startups.
Fill in the gaps below with prepositions or adverbs and watch the video again to check your answers.
a) The vegan trend is just exploding everywhere as I'm sure you'll be aware OF
b) Rudy Fernando and his staff offer UP a meat-free menu with French influences but, of course, the steak frite comes WITH a soya steak instead of the cow variety.
c) We've got one IN five households that are now actively reducing the amount of meat that they're eating.
d) We have really innovative startups coming INTO the [vegan economy] space, such as the Impossible Burger.
e) The biggest tech investors in the world are putting money INTO meat-free alternatives.
VOCABULARY:
fruitarians – only fruit(+nuts and seeds)
nutarians – only nut-based products
pescatarians – vegetarian diet + seafood
flexitarians – mostly meatless diet but with occasional meat or fish
freegans – vegan diet but try to recover wasted food and buy less food in general
raw vegans - vegan diet but without cooking or processing food
Here you´ll find different suggestions and exam samples from previous courses. Remember you will have to send by mail before next Fri 20th, writing included in a doc file with your "name-group-test12".(OPCIÓN DE EXAMEN 2: STUDENTS LEARN SIGN LANGUAGE).
The answers will be publIshed on the web and NO further submission will be accepted. You can also upload the doc in the provided common shared folder in drive link but they will be removed by the teacher to keep a record of the activities sent and done. Thanks for collaboration and try to organise your time. Some of the activities are not compulsory but they will be positively considered as an extra effort. At the end of the week we´ll hold an online meeting for questions.
Keep calm and carry on working with English.
1:[2
POINTS] Indicate whether the following statements are true or false and write
down which part of the text justifies your answer.
Question 2:[2 POINTS] Answer the following
questions in your own words according to the text.
Question
3:[1,5 POINTS]Find words or phrases in the text that correspond to the words
and definitions given
Question
4:[1,5 POINTS] Complete the following sentences without changing the meaning.
- give them resources to improve their linguistic competence,
- help them with their Selectividad exams,
- and to let them know about the different Trinity Exams and their certificates.
WRITING TIPS:
https://evajorgeteacher.files.wordpress.com/2017/11/for-against-opinion-essays.pdf
Fases de la EBAU
Structure for the test:
Syllabus
Sample Pages- Challenging and demanding work for thorough preparation of the PAU exam.
- Interesting topics to make students reflect on how English works.
- Revision and extension tasks with vocabulary progress checks and cumulative practice in every unit to help students monitor their progress.
- Challenging and demanding work for thorough preparation of the PAU exam.
- Interesting topics to make students reflect on how English works.
- Revision and extension tasks with vocabulary progress checks and cumulative practice in every unit to help students monitor their progress.
- Challenging and demanding work for thorough preparation of the PAU exam.
- Interesting topics to make students reflect on how English works.
- Revision and extension tasks with vocabulary progress checks and cumulative practice in every unit to help students monitor their progress.
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