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    Criteris Ing Juny 2013 PDF

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    Laura
    The document provides criteria for correcting the English exam for university entrance exams in June 2013 in Catalonia, Spain. It includes a reading comprehension section with questions and a written production section asking students to write a 130-150 word text giving their opinion on an aspect related to the reading. For the writing section, examiners are instructed to evaluate students' strategic competence, grammatical accuracy, clarity of expression and organization, and lexical variety, richness and precision, rather than solely focusing on grammatical errors. Guidelines are provided on how to apply these evaluation criteria.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Criteris Ing Juny 2013 PDF

    Uploaded by

    Laura
    63 views4 pages
    The document provides criteria for correcting the English exam for university entrance exams in June 2013 in Catalonia, Spain. It includes a reading comprehension section with questions and a written production section asking students to write a 130-150 word text giving their opinion on an aspect related to the reading. For the writing section, examiners are instructed to evaluate students' strategic competence, grammatical accuracy, clarity of expression and organization, and lexical variety, richness and precision, rather than solely focusing on grammatical errors. Guidelines are provided on how to apply these evaluation criteria.

    Original Title

    CRITERIS_ING_JUNY_2013.pdf

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    © © All Rights Reserved

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    The document provides criteria for correcting the English exam for university entrance exams in June 2013 in Catalonia, Spain. It includes a reading comprehension section with questions and a written production section asking students to write a 130-150 word text giving their opinion on an aspect related to the reading. For the writing section, examiners are instructed to evaluate students' strategic competence, grammatical accuracy, clarity of expression and organization, and lexical variety, richness and precision, rather than solely focusing on grammatical errors. Guidelines are provided on how to apply these evaluation criteria.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    63 views4 pages

    Criteris Ing Juny 2013 PDF

    Uploaded by

    Laura
    The document provides criteria for correcting the English exam for university entrance exams in June 2013 in Catalonia, Spain. It includes a reading comprehension section with questions and a written production section asking students to write a 130-150 word text giving their opinion on an aspect related to the reading. For the writing section, examiners are instructed to evaluate students' strategic competence, grammatical accuracy, clarity of expression and organization, and lexical variety, richness and precision, rather than solely focusing on grammatical errors. Guidelines are provided on how to apply these evaluation criteria.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    COMISSI GESTORA DE LES PROVES DACCS A LA UNIVERSITAT

    COMISIN GESTORA DE LAS PRUEBAS DE ACCESO A LA UNIVERSIDAD

    PROVES DACCS A LA UNIVERSITAT PRUEBAS DE ACCESO A LA UNIVERSIDAD


    CONVOCATRIA: JUNY 2013 CONVOCATORIA: JUNIO 2013

    ANGLS INGLS

    CRITERIS DE CORRECCI / CRITERIOS DE CORRECCIN

    OPCI A/OPCIN A
    Part A. Reading Comprehension.

    TWITTER AND FACEBOOK AT SCHOOL

    I. Answer the following questions using your own words but taking into account the information in the text. (2
    points: 1 point each)

    a. Why did Taunton school decide to teach pupils about the dangers of social media? PAR. 3
    b. Why does Manley think that it is important to teach children to use social media safely and legally? PAR. 5

    II. Are the following statements true (T) or false (F)? Identify the part of the text that supports your answer by
    copying the exact passage on the answer sheet. (1.5 point: 0.5 each)

    a. The subject on the use of the internet and social media is out of the national curriculum. F
    the internet and social media, which falls into one section of the national curriculum.
    b. The subject on the use of the internet and social media includes basic internet security. T
    The scheme began with lessons on basic internet safety.
    c. Defamation only affects celebrities. F
    anyone can be defamed.

    III. Find a synonym for each of the four definitions below from these six options: (1 point: 0.25 each)

    a. chance opportunity
    b. plan scheme
    c. matter issue
    d. in fact actually

    IV. Choose a, b, or c, in each question below. Only one choice is correct (1.5 points: 0.5 each)

    1. Taunton school decided...


    a. to teach people to avoid defaming but not being chased for compensation.
    b. to teach pupils to avoid both defaming and being chased for compensation
    c. to teach nine-year-old pupils to avoid defamation.

    2. Children are taught


    a. not to tweet about celebrities.
    b. not to tweet the wrong thing.
    c. to post jokes and silly things.

    3. Manley recommends pupils:


    a. say something you wouldnt say to a persons face.
    b. do not say anything in front of your parents.
    c. do not say something that you wouldnt say in front of your parents.

    1
    COMISSI GESTORA DE LES PROVES DACCS A LA UNIVERSITAT
    COMISIN GESTORA DE LAS PRUEBAS DE ACCESO A LA UNIVERSIDAD

    PROVES DACCS A LA UNIVERSITAT PRUEBAS DE ACCESO A LA UNIVERSIDAD


    CONVOCATRIA: JUNY 2013 CONVOCATORIA: JUNIO 2013

    ANGLS INGLS

    CRITERIS DE CORRECCI / CRITERIOS DE CORRECCIN

    OPCI B/OPCIN B

    TEEN SPIRIT: WHATS IT REALLY LIKE TO BE A TEENAGER?

    I. Answer the following questions using your own words but taking into account the information in the text. (2
    points: 1 point each)

    a. Why do teenagers behave the way they do? PAR. 3


    b. Why was the book Teenagers Explained published? PAR. 4

    II. Are the following statements true (T) or false (F)? Identify the part of the text that supports your answer by
    copying the exact passage on the answer sheet. (1.5 point: 0.5 each)

    a. The mind, not hormones, causes teenage behaviour. F


    First we blamed hormones. Then scientists found that the human mind undergoes a massive restructuring
    during the 12th to 25th years.

    b. Teenage behaviour is closely related to how the brain develops. T


    These result in behaviours that parents might have thought were designed to cause them pain, but which are
    in fact vital processes in the brains development.
    c. Scientific discoveries have helped parents get on with their sons and daughters. F
    The truth remains that science offers a rational explanation, but it doesnt make everyday communication
    with teenagers any easier.

    III. Find a synonym for each of the four definitions below from these six options: (1 point: 0.25 each)

    a. shift transition
    b. worried concerned
    c. puzzled baffled
    d. huge massive

    IV. Choose a, b, or c, in each question below. Only one choice is correct (1.5 points: 0.5 each)

    1. Teenagers behaviour...
    a. causes an acceleration of a massive restructuring of the mind.
    b. causes a massive restructuring of their minds.
    c. is caused by a massive restructuring of their minds.

    2. Science
    a. has really helped parents communicate with their teenage sons and daughters.
    b. has not really helped parents communicate with their teenage sons and daughters.
    c. has really helped teenagers communicate with their teenage friends.

    3. Lovegrove...
    a. thinks that parents concern and questions are understandable.
    b. thinks that parents concern and questions are unnecessary.
    c. thinks that parents concern and questions will make teenagers explode.

    2
    Part B. Producci escrita. Valor total d'aquesta part 4 punts.
    En aquesta part es demana que els alumnes produeisquen un text de 130-150 paraules.

    En aquest apartat s'ha de valorar la capacitat de comunicaci de l'alumne en un angls acceptable en expressar la seua opini i idees
    sobre aspectes relacionats amb el text proposat. Caldr valorar quant de positiu haja pogut portar a terme l'alumne i no fixar-se
    nicament en els errors gramaticals. Seria fonamental considerar els segents aspectes:

    1. Aspectes de carcter estratgic: amb un mxim de 0,5 punts.


    2. Correcci gramatical: amb un mxim de 1,5 punts.
    3. Claredat d'expressi i organitzaci textual: amb un mxim d'1 punt.
    4. Varietat, riquesa i precisi lxica: amb un mxim d'1 punt.

    ORIENTACIONS PER A CORRECCI DELS ASPECTES ANTERIORS

    1. Aspectes de carcter estratgic:

    - Presentaci clara i ordenada (marges, sagnats, etc.).


    - Ortografia correcta.
    - Text distribut en pargrafs.
    - s correcte de signes de puntuaci.
    - Lletra clara i comprensible.
    - Escrit en tinta.
    -

    2. Correcci gramatical:

    - Ordre correcte dels elements frstics (SVO).


    - Concordances correctes (S-V, pronoms referents).
    - Formes pronominals correctes.
    - Quantificadors correctes.
    - Estructuraci negativa correcta.
    - Temps i seqncies verbals adequats i correctes.
    - Partcules temporals adequades (FOR, SINCE, AGO, ALREADY).
    - s adequat d'articles (genrics, especfics).
    - s correcte del possessiu.
    - Coneixement dels plurals irregulars.
    - s correcte de modals i defectius.
    - Invariabilitat dels adjectius (gnere i nombre).
    - s correcte de les preposicions.
    -

    3. Claredat d'expressi i organitzaci textual:

    - Seqenciaci i organitzaci del text clara i lgica.


    - No hi ha excessives repeticions.
    - No s un text confs i fosc.
    - s adequat de connectors per a les diferents idees.
    - Aproximaci al tema coherent i original.
    - Estructuraci de les idees en pargrafs.
    -

    4. Varietat, riquesa i precisi lxica:

    - No s'usen paraules en espanyol ni inexistents.


    - Elecci de termes especfics i concrets per a aqueix text.
    - No existeix confusi entre elements lxics bsics.
    - No hi ha confusi entre categories gramaticals.
    - No existeix un abs desmesurat d'expressions idiomtiques.

    3
    Parte B. Produccin escrita. Valor total de este apartado 4 puntos.
    En esta parte se pide que los alumnos produzcan un texto de 130-150 palabras.

    En este apartado se ha de valorar la capacidad de comunicacin del alumno en un ingls aceptable al expresar su opinin e ideas
    sobre aspectos relacionados con el texto propuesto. Habr que valorar cuanto de positivo haya podido llevar a cabo el alumno y
    no fijarse nicamente en los errores gramaticales. Sera fundamental considerar los siguientes aspectos:

    1.- Aspectos de carcter estratgico: con un mximo de 0,5 puntos.


    2.- Correccin gramatical: con un mximo de 1,5 puntos.
    3.- Claridad de expresin y organizacin textual: con un mximo de 1 punto.
    4.- Variedad, riqueza y precisin lxica: con un mximo de 1 punto.

    ORIENTACIONES PARA CORRECCIN DE LOS ASPECTOS ANTERIORES

    1.- Aspectos de carcter estratgico:

    - Presentacin clara y ordenada (mrgenes, sangrados etc.)


    - Ortografa correcta.
    - Texto distribuido en prrafos.
    - Uso correcto de signos de puntuacin.
    - Letra clara y comprensible.
    - Escrito en tinta.
    -

    2.- Correccin gramatical:

    - Orden correcto de los elementos frsticos (SVO)


    - Concordancias correctas (S-V, Pronombres referentes)
    - Formas pronominales correctas
    - Cuantificadores correctos
    - Estructuracin negativa correcta
    - Tiempos y secuencias verbales adecuados y correctos
    - Partculas temporales adecuadas (FOR, SINCE, AGO, ALREADY)
    - Uso adecuado de artculos (genricos, especficos)
    - Uso correcto del posesivo
    - Conocimiento de los plurales irregulares
    - Uso correcto de modales y defectivos
    - Invariabilidad de los adjetivos (gnero y nmero)
    - Uso correcto de las preposiciones
    -

    3.- Claridad de expresin y organizacin textual:

    - Secuenciacin y organizacin del texto clara y lgica


    - No hay excesivas repeticiones
    - No es un texto confuso y oscuro
    - Uso adecuado de conectores para las diferentes ideas
    - Aproximacin al tema coherente y original.
    - Estructuracin de las ideas en prrafos.
    -

    4.- Variedad, riqueza y precisin lxica:

    - No se usan palabras en espaol ni inexistentes


    - Eleccin de trminos especficos y concretos para ese texto
    - No existe confusin entre elementos lxicos bsicos
    - No hay confusin entre categoras gramaticales.
    - No existe un abuso desmesurado de expresiones idiomticas.

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