pccl anglÈs

Dossier Informatiu

PROVA CERTIFICADORA DE

COMPETÈNCIA LINGÜÍSTICA

PCCL – ANGLÈS

Objectius Continguts Estructura Model de prova Criteris de correcció Solucions

Octubre, 2021

DOSSIER INFORMATIU PROVA CERTIFICADORA DE COMPETÈNCIA LINGÜÍSTICA ANGLÈS (PCCL)

© 2021 Idiomes UPF

2

ÍNDEX

Pagina

Presentació de la PCCL ............................................................................

Objectius de la PCCL ..............................................................................

Continguts de la PCCL ............................................................................

Estructura de la PCCL .............................................................................

Criteris de Correcció ..............................................................................

Soluciones del modelo de la PCCL ...........................................................

1. Presentación de la Prueba Certificadora de Competencia

Lingüística (PCCL)

La Universidad Pompeu Fabra (UPF) establece como nivel exigible de lengua inglesa para todos sus estudios de grado el nivel avanzado (B2) del Marco Común Europeo para las Lenguas (MCER), tal y como se especifica en el Plan de Acción por el Multilingüismo (PAM) de la UPF. La Universidad ofrece la posibilidad de acreditar el nivel de inglés necesario para los estudios de grado a través de la Prueba Certificadora de Competencia Lingüística (PCCL) de inglés de la UPF, diseñada y administrada por el Programa de Enseñanza de Idiomas (IUPF) de la Universidad. La PCCL es una prueba multinivel que está diseñada para poder acreditar, de acuerdo con el resultado individual del candidato, cualquiera de los siguientes niveles del Marco Común Europeo de Referencia (MCER) para las Lenguas: B1 (umbral), B2 (avanzado), C1 (dominio operativo eficaz).

CARACTERÍSTICAS DE LA PRUEBA CERTIFICADORA DE COMPETENCIA LINGÜÍSTICA (PCCL)

Tipo de prueba: Certificadora

Idiomas: Inglés

Niveles: Multinivel (B1, B2, C1 del MCER, según el resultado individual)

Precio:

Convocatorias: Segons página web: https://www.upf.edu/en/IUPF

Estructura: Comprensión escrita, comprensión oral, gramática y vocabulario, expresión escrita y expresión oral

Inscripción: Secretaría del Programa de Enseñanza de Idiomas (IUPF), Edificio Roger de Lluria, despacho 40.177, Campus Ciudadela UPF www.upf.edu/IUPF [email protected]

Resultados: Antes de un mes tras la realización de la prueba

Revisión: Se podrá solicitar por escrito a la Secretaría del Programa de Enseñanza de Idiomas (IUPF), en el plazo máximo de 72 horas tras la publicación de resultados. La solicitud será respondida en un plazo máximo de 15 días mediante un informe elaborado por un tribunal evaluador.

Certificado UPF: Con el resultado obtenido (B1, B2, o C1 del MCER)

Créditos UPF: El certificado permite a los estudiantes de grado UPF obtener 6 créditos RAC y constancia del nivel de idioma acreditado en el Suplemento Europeo al Título de grado.

2. Objetivos de la PCCL

Globalmente, los candidatos tienen que demostrar que pueden:

Comprender las ideas principales de textos complejos sobre temas concretos y abstractos. Expresarse con un grado de fluidez y espontaneidad que hace posible la interacción habitual con hablantes nativos sin causar tensión para ninguno de los interlocutores.

https://www.upf.edu/en/pei

http://www.upf.edu/pei

Especificaciones y modelos PCCL UPF Página 4

Producir textos claros y detallados en una amplia gama de temas y expresar un punto de vista sobre una cuestión, exponiendo las ventajas y los inconvenientes de diversas opciones.

El grado de dificultad y exigencia respecto a los objetivos de la prueba variarán y se incrementarán en función del nivel que se evalúe y se certifique en cada caso (B1, B2 o C1 del MCER). Específicamente, los candidatos tienen que demostrar que pueden desarrollar las habilidades siguientes: Comprensión escrita

Localizar, mediante una lectura rápida, los detalles importantes de textos largos y complejos. Entender artículos y descripciones sobre problemas contemporáneos y en los cuales los autores adoptan una posición o un punto de vista determinado.

Extraer información específica de un texto complejo.

Entender las relaciones entre frases.

Deducir el significado de palabras desconocidas mediante indicios contextuales.

Comprensión oral

Seguir conversaciones animadas entre hablantes nativos.

Comprender las ideas principales de discursos profesionales relativamente complejos. Comprender anuncios y mensajes ya sea sobre temas concretos o abstractos, siempre y cuando se emitan a una velocidad normal y en registro estándar.

Comprender audiciones en registro estándar que pueden aparecer en la vida social, profesional o académica, y reconocer el punto de vista y la actitud del hablante así como el contenido informativo.

Extraer información y palabras específicas de un texto complejo.

Expresión escrita

Hacer descripciones elaboradas de sucesos y experiencias reales o imaginarias mediante textos claros y estructurados. Marcar la relación existente entre las ideas y respetar las normas de género en cuestión.

Redactar escritos o informes que desarrollen sistemáticamente un argumento, subrayando de manera apropiada los aspectos significativos y proporcionar detalles relevantes de apoyo.

Escribir cartas que transmitan diferentes grados de emoción y formalidad, subrayar lo que se considera importante de los sucesos o experiencias y hacer comentarios sobre las noticias y los puntos de vista del destinatario.

Escribir una reseña de un libro o una película explicando su argumento, la información sobre el autor y dar una opinión.

Expresión oral

Hacer descripciones claras y detalladas sobre una amplia gama de temas.


Desarrollar metódicamente un argumento poniendo énfasis en los puntos significativos y utilizando como soporte los detalles adecuados.

Implicarse en conversaciones de cierta duración que traten la mayoría de temas de interés general y hacerlo de manera realmente participativa.

Expresar y defender las opiniones en una discusión proporcionando explicaciones, argumentos y comentarios pertinentes.

3. Continguts de la PCCL

1. Camps lèxics 1.1. Llenguatge operatiu

Llenguatge per a l’aula

Metallenguatge en relació amb la llengua i amb l’aprenentatge i la comunicació

1.2. Temes per parlar i escriure

Actualitat

Àrees de contingut acadèmic importants per a l'àrea d'estudi

Argot

Comportament humà

Costums

Creences, idees abstractes i filosofia

El món angloparlant

El món del treball

El temps

Les arts: cinema, llibres, música, etc.

Els esports

Experiències personals i memòries

L'ambient

L'anàlisi literària

L'educació i l'aprenentatge

La ciència i la tecnologia

La gent

La llei

La moda

La política actual

Llengües i aprenentatge de llengües

Relacions humanes (sentiments, etc.)

Temes socials

Terminologia específica

Altres temes

2. Gramàtica

2.1. Morfologia: verbs regulars i irregulars

PRESENT

Present simple (veus activa i passiva)

Present compost (veus activa i passiva)

Present perfecte (veus activa i passiva)

Present perfecte compost (veu activa)

PASSAT

Passat simple (veus activa i passiva)

Passat compost (veus activa i passiva)

Passat perfecte (veus activa i passiva)

Passat perfecte compost (veu activa)

FUTUR

Futur simple (veus activa i passiva)

Futur compost (veu activa)

Futur perfecte (veus activa i passiva)

Futur perfecte compost (veu activa)


MODAL

Modal present (veus activa i passiva)

Modal passat (veus activa i passiva) 2.2. Continguts gramaticals:

Adjectiu + infinitiu

Adjectius graduats

Adjectius i adverbis: frases, col·locació i ordre

Adverbis: de grau, de raó, d'intenció, de contrast, de comentari

Articles (ús o no de l'article determinant)

Be to + infinitiu

Causals (have/get something done)

Com (as i like)

Comparatius (more/less ... (adj. o substantiu) than; equivalència: construccions as ... as)

Concordança entre subjecte i verb

Condicional amb sentit de desig o d'hipòtesi: I wish, if only

Condicionals amb sentit de prevenció o d'advertència (until, in case, unless...)

Condicionals 0, 1, 2 i 3

Condicionals amb sentit de futur (before, after, as soon as, while...)

Condicionals amb usos especials (if... will..., + will...)

Contestar amb preguntes negatives

Discurs indirecte o reported speech (preguntes, afirmacions); expansió de verbs de discurs indirecte

Discurs indirecte: amb ‘say' i ‘tell'

Discurs indirecte: amb ‘that'

Discurs indirecte: amb la veu passiva

Participis: com a adjectius, substantius i oracions

Passat en el futur

Possessió

Prefixos i sufixos

Preguntes formals

Preposicions

Pronoms: subjecte, complement directe i indirecte, possessius, interrogatius, reflexius; recíprocs

Propòsit: that; in order to; so as (not) to; infinitive of purpose

Quantificadors

Question tags

Discurs indirecte: el temps dintre de clàusules relatives

Discurs indirecte: funcions

Discurs indirecte: modals

Els verbs modals

Frases de participis amb sentit d'adverbi

Frases de passat no real (it's time you + passat; I'd rather you didn't...)

Get used to / be used to

Hàbits en el passat per expressar nostàlgia, molèstia, costum habitual (used to, would, ús de -ing)

Have/get causal

Imperatiu: to be to

Infinitius compostos (perfect and passive)

Intensificadors: adverbis i pronoms (wherever, whoever...)

Inversió

La forma possessiva de noms

La veu passiva amb dos complements (persona i objecte)

La veu passiva impersonal (it is said/believed...)

Marcadors discursius (tots)

Noms (comptables i incomptables) (singular i plural) derivats de verbs simples i compostos

Oracions de relatiu: defining, non-defining i coordinating

Oracions de relatiu: preposicions

Oracions de relatiu: pronoms

Reducció de frases

Sintagmes nominals and what

Subjuntiu

Verbs i regles verbals (make, let; needs + -ing; dues possibilitats amb diferents significats)

Verbs amb dos objectes

Verbs amb infinitiu o infinitiu sense ‘to'

Verbs amb o sense objectes

Verbs amb preposicions i adverbis (multi-word verbs)

Verbs que no accepten els temps continus (verbs de percepció, estat...)


OBJECTIUS DE LA PCCL La Prova Certificadora de Competència Lingüística (PCCL) d’anglès està adreçada a estudiants de grau que vulguin acreditar el seu nivell d’anglès i que el vulguin fer constar al seu Suplement Europeu al Títol (SET) en finalitzar el grau. La PCCL està dissenyada per tal de poder acreditar, d’acord amb el resultat individual, qualsevol dels següents nivells del Marc Europeu Comú de Referència (MECR) per a les llengües: B1 (llindar), B2 (avançat), C1 (domini funcional efectiu). Globalment, els candidats han de demostrar que poden:

Comprendre les idees principals de textos complexos sobre temes tant concrets com abstractes.

Expressar-se amb un grau de fluïdesa i d’espontaneïtat que fa possible la interacció habitual amb parlants nadius sense que comporti tensió per a cap dels interlocutors.

Produir textos clars i detallats en una àmplia gamma de temes i expressar un punt de vista sobre una qüestió, exposant els avantatges i els inconvenients de diverses opcions.

Específicament, han de demostrar que poden desenvolupar les habilitats següents:

Expressió escrita

Fer descripcions elaborades d’esdeveniments i d’experiències reals o imaginàries mitjançant textos clars i estructurats.

Marcar la relació existent entre les idees i respectar les regles del gènere en qüestió.

Redactar escrits o informes que desenvolupin sistemàticament un argument, subratllar-ne de manera apropiada els aspectes significatius i aportar detalls rellevants de suport.

Escriure cartes que transmetin diferents graus d’emoció, subratllar el que es considera important dels esdeveniments o experiències i fer comentaris sobre les notícies i els punts de vista del destinatari.

Escriure una ressenya d’un llibre o d’una pel·lícula explicant-ne l’argument, la informació sobre l’autor i donar-ne una opinió.

Expressió oral

Fer descripcions clares i detallades sobre una àmplia gamma de temes.

Desenvolupar metòdicament un argument posant èmfasi en els punts significatius i utilitzant com a suport els detalls adequats.

Implicar-se en converses d’una certa llargada que tractin la majoria de temes d’interès general i fer-ho d’una manera realment participativa.

Expressar i defensar les opinions en una discussió proporcionant explicacions, arguments i comentaris pertinents.

Comprensió escrita

Localitzar, mitjançant una lectura ràpida, els detalls importants de textos llargs i complexos.

Entendre articles i descripcions sobre problemes contemporanis i en els quals els autors adopten una posició o un punt de vista determinat.

Extreure informació específica d’un text complex.

Entendre les relacions entre frases.

Deduir el significat de paraules desconegudes mitjançant indicis contextuals.

Comprensió oral

Seguir converses animades entre parlants nadius.

Comprendre les idees principals de discursos professionals relativament complexos.

Comprendre anuncis i missatges tant sobre temes concrets com abstractes, sempre que s’emetin a una velocitat normal i en registre estàndard.

Comprendre audicions en registre estàndard que poden aparèixer en la vida social, professional o acadèmica, i reconèixer el punt de vista i l’actitud del parlant així com el contingut informatiu.

Extreure informació i paraules específiques d’un text complex.


ESTRUCTURA DE LA PCCL

La prova consta de les seccions següents:

I. COMPRENSIÓ ESCRITA (20 punts)

Dos textos que cal llegir, amb preguntes variades sobre informació concreta i sobre el

sentit general, interpretació del punt de vista, vocabulari i cohesió del text.

Durada aproximada: 30 minuts

II. COMPRENSIÓ ORAL (20 punts)

Dos textos amb preguntes variades sobre informació concreta i el sentit general.


III. GRAMÀTICA (20 punts)

Exercicis de sintaxi, sistema verbal, vocabulari i cohesió:

Preguntes d’elecció múltiple

Exercici de buits de gramàtica Exercici de transformació de paraules


IV. EXPRESSIÓ ESCRITA (20 punts)

Dues redacció d’unes 150-170 paraules cadascú a escollir entre quatre opcions:

Text narratiu

Text discursiu

Carta

Proposta/Informe/Ressenya


V. EXPRESSIÓ ORAL (20 punts)

Una conversa individual, a partir d’uns temes proposats per l’examinador, s’ha de fer

el següent:

descriure experiències

expressar i defensar opinions

fer hipòtesis sobre el futur

Durada aproximada: 8-9 minuts

Per a qualsevol dubte, adreceu-vos a la Secretaria d’Idiomes de la UPF (IUPF)

durant les seves hores d’atenció al públic:

Despatx: 40.177 (edifici Roger de Llúria - Campus Ciutadella) Telèfon: 93 542 19 21

Adreça electrònica: [email protected]


cognoms

Postgrau

nom NIA DNI

telèfon/s / e-mail @

Dades sobre els estudis previs

HAS FET MAI UN CURS D’ANGLÈS A IUPF ? ________

QUAN ? QUIN NIVELL ?

□ ACTUALMENT □ 7 □ 6 □ 5 □ 4 □ 3 □ FCE

□ CAE

□ ALTRES ANYS □ 7 □ 6 □ 5 □ 4 □ 3 □ FCE

□ CAE

HAS FET UN CURS D’ANGLÈS FORA D’IUPF ? ________

QUAN ? ON ? QUIN NIVELL ?

□ ACTUALMENT

□ ALTRES ANYS

MARCA AMB UNA CREU (x) ELS CERTIFICATS OBTINGUTS:

First Certificate of English

Cambridge Advanced Certificate of

English

Certificate of Competency in English,

Universitat de Michigan (ECCE)

International Language Testing System

(IELTS)

Test of English as a Foreign Language

(TOEFL)

Certificat d’Aptitud de l’Escola Oficial

d’Idiomes

Advanced English Certificate, Institut

Nord-Americà RESULTAT I DATA DEL CERTIFICAT

Reading

Comprehension

Listening

Comprehension

Written Expression

Use of English Oral Expression

OVERALL

EVALUATION

Dades personals * [A omplir pel coordinador de la prova]

Nivell

* Les dades facilitades s’inclouran en fitxers automatitzats i es tractaran d'acord amb el què disposa la Llei Orgànica 5/1992, de 29

d'octubre, de regulació del tractament automatitzat de les dades de caràcter personal. ("B.O.E." núm. 262, de 31 d'octubre de 1992).


1.

1.

Comprensión escrita

1.1) Especificaciones

1.2) Tipos de tareas y modelos

1.3) Duración

3

3

7

2.

Comprensión oral



2.3) Duración

7

8

9

3.

Gramática y vocabulario



3.3) Duración

10

10

13

4.

Expresión escrita



4.3) Duración

13

13

14

5. Expresión oral



5.3) Duración

14

15

17


1. Comprensión Escrita

1.1 Especificaciones:

Tarea Nivel Palabras por texto Número de ítems

Puntos por ítem

1-2 textos, temas

distintos Intermedio (B1) 200-250 palabras cada uno 6 aprox 1

1-2 textos, temas

distintos Intermedio alto (B2) 250-300 palabras cada uno 7 aprox 1

1-2 textos, temas

distintos Avanzado (C1) 600-700 palabras en total 7 aprox 1

TOTAL PUNTOS: 20

1.2 Tipos de tareas y modelos: Preguntas variadas sobre información concreta y sobre el sentido general, interpretación del punto de vista y vocabulario. TAREA 1: Multiple Choice (CEFR B2)

Read the advertisement and answer questions 1 to 3 by circling which of the options (A,

B, C or D) is best according to the text. (1 point/correct answer)

THANK GOD SOMEONE’S MAKING WAVES

The natural world is under violent assault from man. Seas and rivers are being poisoned by

radioactive wastes, by chemical discharges and by the dumping of dangerous toxins and

raw sewage. The air we breathe is polluted by smoke and fumes from factories and motor

vehicles; even the rain is poisoned.

Governments and industries throughout the world are intensifying their efforts to extract

the earth's mineral riches and to plunder its living resources.

The great rain forests and the frozen continents alike are seriously threatened, despite the

warnings of the scientific community and the deep concern of millions of ordinary people.

Despite the fact, too, that we can create environmentally- clean industries, harness the

power of the sun, wind and waves for our energy needs and manage the finite resources of

the earth in a way that will safeguard our future and protect all the rich variety of life-

forms which share this planet with us.

But there is still hope. The forces of destruction are being challenged across the globe - and

at the spearhead of this challenge is Greenpeace.

Wherever the environment is in danger, Greenpeace has made a stand. Its scientific

presentations and peaceful direct actions at sea and on land have shocked governments and

industries into awareness that Greenpeace will not allow the natural world to be destroyed.

Those actions, too, have won the admiration and support of millions.


Now you can strengthen the thin green line; you can make your voice heard in defence of

the living world by joining Greenpeace today.

Thank God someone's making waves.

1 Which of the following statements is not true?

A. Drinking water is polluted.

B. Radioactive waste pollutes the sea.

C. Sewage isn't processed.

D. Cars and factories pollute the air.

2. How does Greenpeace feel about the future?

A. Desperate.

B. Resigned.

C. Cautiously optimistic.

D. Deeply pessimistic.

3. How does Greenpeace think that people can help?

A. By becoming members.

B. By speaking out.

C. By painting a green line.

D. By making waves.

TAREA 2: Vocabulary

(CEFR B2)

A SCHOOLBOY WITH THE WORLD AT HIS FEET Stuart Monk’s mates hate walking to school with him – he can walk the distance faster than most people could cycle it. At the national junior race walking championships in 2 week’s time, Stuart Monk will be trying for a sub-45 minute time in the 10-kilometre walk to qualify for the European Championships. That would be quite an achievement for someone who only took up the sport seriously 12 months ago. But whose times have been “58, 54, 50, and 46 minutes,” says his trainer, Paul Wilson proudly. “And in the last race he had a leg injury which slowed him down a bit.” Race walking is a strange sport. People laugh at it because of the number of walkers who are disqualified during races. With no technology to help them, judges have to decide whether the rules are being broken because a walker has failed to keep contact with the ground. Since walkers are going so fast, it’s hard for them to do so correctly. Every top walker has been disqualified from a race at one time or another. Even Stuart, in his short career, has had this happen to him twice. It’s so common that under the rules you are warned twice before being thrown out of the race. Race walking hasn’t been very good at responding to bad publicity even though it’s got a very strong argument purely on health grounds. It is a perfect form of exercise, using all the large muscles, and it causes very few injuries, even if you’re moving as fast as the average cyclist. It is also a wonderfully cheap sport. This makes it just right for a 16-year-


old like Stuart, whose only income comes from delivering newspapers, which gives him more exercise than pounds.

Find the best definition or synonym (only ONE) from the context for each of the 4 underlined words/expressions in the text. The first one has been done for you as an example (0). There are 4 extra definitions. (1 point/correct answer)

0. mates = friends

1. = to participate in a competition

2. = physical harm or damage to part of the body

3. = to feel pain

4. = expelled, eliminated

5. = to start doing an activity

6. = feel good about a job

7. = money you earn

8. = first, in front of others

TAREA 3: Multiple Matching

(CEFR C1) You are going to read about four modern companies. For questions 1 to 8, answer by choosing from the companies (A-D) in the following article. You may choose any of the companies more than once. (0.5 points/correct answer)


Not just a business, but a way of life.

Here is what four clothing companies have to say about themselves: A FUBU is about pride and respect in what you wear and who you are! FUBU started in 1992 when Daymond John decided make some money by designing and selling the kind of hats he wanted to wear himself but could never find. Daymond turned half of his home in Queens, New York into a factory and the other half into a living space for the “Team”, a group of neighbourhood friends, who are an integral part of the company. Today FUBU make all types of leisure shirts, denim, underwear, boots and shoes with raw materials from around the world. The collection is also sold internationally in France, Japan, Germany and Australia. B Reef Brazil is a company based on commitment to a particular lifestyle that includes travelling and board sports. Reef started in 1977 when Fernando and Santiago Aguerre formed the “Asociación Argentina de Surf”, which eventually convinced the government to lift a ban on surfing. In 1979, Fernando and Santiago opened a surf shop in Mar de Plata, Argentina and started promoting surf contests. While in Brazil they met a sandal manufacturer, and began importing the sandals to their surf shop. Soon the brothers decided to move on from selling to designing what became one of the most innovative beach sandals ever made. Today, Reef Brazil makes not only sandals, but shoes, socks, and a whole line of girls’ footwear.

C Diesel is the “Haute Couture” of Casual. Diesel was born nearly 35 years ago and is today an innovative design company, manufacturing jeans and casual clothing as well as accessories. When Renzo Rosso founded the company, he surrounded himself with creative, talented people – innovators who, like him, rejected the conventions of the fashion industry. He gave his open-minded new designers broad stylistic freedom. Diesel people and their working methods are so unconventional that they have been the subject of countless magazine and newspaper articles and documentaries, as well as being studied by consultancies and business schools. The headquarters are located in Molvena in the north-eastern part of Italy, where the company manages subsidiaries across Europe, Asia and the Americas. D For every generation there’s a Gap. Gap founder, Don Fisher, opened the first Gap store in 1969, in San Francisco. The store, which sold jeans and records, was named after a cultural phenomenon that was the talk of the times: ‘the generation gap’. The company has its world headquarters in the San Francisco Bay Area, in addition to its product development office in New York. It also operates offices in each of the countries where it sells jeans, casual clothing, accessories and toiletries for children and adults. Gap Inc. maintains a “Code of Conduct” which is designed to ensure that business partners operate ethically and that merchandise is produced under appropriate conditions in the United States and around the world. Gap will not do business with people who refuse to abide by the Code.

Its founder started by making something he couldn’t buy at the time.

It doesn’t work with people who don’t live up to its standards.

It was started by a group of people who all lived in the same place.

Its approach has attracted a lot of interest.

It originally sold two kinds of goods.

The people who work for the company have a lot of independence.

It was founded in one country but now carries the name of another country.

They don’t make such a wide range of goods as the other companies.

1. ...

2. ...

3. ...

4. ...

5. ...

6. ... 7. ...

8. ...

DOSSIER INFORMATIU PROVA CERTIFICADORA DE COMPETÈNCIA LINGÜÍSTICA (PCCL)

ANGLÈS

© 2021 Idiomes UPF

15

1.3 Duración:

45 minutos

2. Comprensión Oral


Tarea Nivel Minutos Numero de ítems

Puntos por ítem

1 audición (3 minutos),

tema distinto a los demás

Intermedio (B1)

10 minutos Tiempo para leer preguntas

2 min

Duración audición x veces

(2’ x 3) 6 mins

Tiempo para escribir

respuestas 2 min

10 mins

5-10 1

1-2 audiciones (3 minutos cada uno),

temas distintos a los

demás

Intermedio alto (B2)

2 audiciones = 20

minutos

10 minutos cada una Tiempo para leer

preguntas 2 min


(2’ x 3) 6 mins


respuestas 2 min

10 mins

5-10 1

1 audición (5 minutos),

tema distinto a los demás

Avanzado (C1)

14 minutos Tiempo para leer

preguntas 2 min


(5’ x 2) 10 mins


respuestas 2 min

14 mins

5-10 1

TOTAL PUNTOS: 20

2.2 Tipos de tareas y modelos:

Preguntas variadas sobre la información concreta y el sentido general, tipo opción múltiple o rellenar huecos. TAREA 1: Multiple choice

(CEFR B2) You will hear people talking in 5 different situations. For questions 1-5, choose the best answer, A, B, or C. You will hear each piece twice. Write the letter of the correct answer in the space next to the number. (1 point/correct answer)

1.______ In a shop, you overhear this conversation between a shop assistant and a customer. What does the customer want to buy? a. a Walkman b. a portable computer c. a radio


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2.______ A friend is telling you about an unpleasant experience. What did he see from the top of the hill? a. a car b. a holiday cottage c. a hotel 3.______ Listen to a girl talking about a book she has just read. What does she think about the book? a. It was inaccurate. b. It was depressing. c. It was too long. 4.______ You are waiting to see someone when you hear the receptionist talking on the phone. What is the caller's problem? a. She has a bad back b. She has toothache c. Her child is ill 5.______ You hear someone talking about a hotel. Who is the speaker? a. hotel receptionist b hotel manager c. a hotel chef

TAREA 2: Short Answer

(CEFR B2)

You will hear someone explaining how to enter a writing competition. For questions 6-10, complete the notes below, which summarize what the speaker says, with a word or short phrase. You will hear the piece twice. You have 2 minutes to look at the questions before we begin. Please write your answers in the gaps. You will have time to write your answers after listening. (1 point/correct answer)

Bookworm

Young Writers’ Competition

Rules Open to children aged (0) __16 or under___ on the closing date.

An entry can be poetry, (1) ___________but it must be (2)

___________ piece of writing.

Each entry must be accompanied by a (3) ___________ from a parent

or teacher certifying that the work was written unaided.

All sheets must be numbered and (4) ___________.

Entries must be sent to the following address:

Young Writers’ Competition

TAUNTON

Somerset TA1 5QT

No entries will (5) ___________ .


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2.3 Duración:

45 minutos

3. Gramática y Vocabulario


Tres ejercicios de sintaxis, sistema verbal, vocabulario y cohesión:

Tarea Nivel Ítems por nivel MCER Número de ítems

Puntos por ítem

Opción múltiple

Intermedio (B1) Intermedio alto (B2)

Avanzado (C1)

6 7 7

20 0,5

Huecos de gramática y vocabulario en un texto

Intermedio alto (B2) Avanzado (C1)

5 5

10 0,5

Derivaciones de palabras en un texto

Intermedio alto (B2) Avanzado (C1)

5 5

10 0,5

TOTAL PUNTOS: 20


TAREA 1: Opción múltiple (Las preguntas siguientes son una muestra, por lo tanto, los ítems corresponden a niveles B1, B2 y C1 del MCER). (0.5 points/correct answer)

1. _____I’ve had to …… a lot of insulting behaviour from you. a. put up with b. look down on c. stand up for d. get on with

2. _____Unless you leave immediately, I …… call the police! a. won’t b. would have to c. will d. would 3. _____I wish Sandra …… so far away, because we’ll have to get a taxi to her house. a. wouldn’t live c. didn’t live b. doesn’t live d. wouldn’t have lived


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4. _____They still love each other …… they do not live together anymore. a. even though b. even c. despite d. in spite of 5. _____By this time next week we …… all our exams. a. are going to finish c. will have finished b. are finishing d. will finish 6. _____I have never eaten …… delicious food. a. so b. such c. such a d. so many 7. _____I’m sorry I missed your party, I wish I …… . a. had to come b. could come c. came d. had come 8. _____A: I don’t know where my keys are. I’m really not sure! B: You …… them at home. a. ought to have forgotten c. could have forgotten b. must have left d. can have left 9. _____Steve has been working …… since the boss had a word with him. a. much harder b. more harder c. just as hardly d. as harder 10. _____The more sunlight this plant is given the …… it will grow. a. fastest b. more rapid c. faster d. best

TAREA 2: Huecos de gramática y vocabulario

(5 ítems corresponden al nivel B2 y 5 al nivel C1 del MCER) Read the text and fill in the gaps with only ONE correct word. Please write your answer in the table below the text. The first one has been done as an example. (0.5 points/correct answer)

LOOKING FOR ADVENTURE

Insurance companies specialising (0) ....in... insurance policies for dangerous activities (1) ......... reporting a dramatic increase in the number of British holidaymakers choosing thrills and danger for (2) .........holiday fortnight. It seems that risky activities (3) ......... white-water rafting, freefall parachuting and bobsleighing appeal in particular (4) ......... high-earning young men. Two years ago Andrew Blowers, a keen parachutist, set (5) .........his own travel insurance company. He did this because he had had such difficulty finding insurance cover for (6) ......... . In the past year, he (7) ......... seen a huge increase in demand. Most other insurance companies (8) ........ .from his own exclude dangerous activities from their policies, whereas Mr Blowers insists that there are very (9) ......... things that his company would not cover. Big game hunting, go-karting and scuba diving are all included in the standard rate of insurance (10) ......... offer.


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TAREA 3: Derivaciones de palabras

(5 ítems corresponden al nivel B2 y 5 al nivel C1 del MCER) Read the text below. Use the word given in capitals at the end of each line to form a word that fits in the space in the same line. Please write your answers in the table below text. There is an example at the beginning. (0) (0.5 points/correct answer)

The most (0) …effective… way of learning a language is by living in the country concerned, but parents

should think (1) … before they send their children abroad. Although some (2) … arrange visits for

children as young as ten, the (3) … of them won’t be ready to stay away from home and deal with (4) …

differences until they are in their teens. Even then they will need a basic (5) … of the language and

some experience of foreign travel before they go.

Exchange visits are a good way for (6) … to improve their language skills. It is a good idea for them to

exchange (7)… before the visits. Host families should not feel any (8) … to provide an extensive

programme of (9) … . It is more important to make the guest feel welcome. Travel can (10) ... the mind

and exchange visits give young people experience of a different way of life as well as a different

language.

3.3 Duración:

45 minutos

4. Expresión Escrita


Dos redacciones de 150-170 palabras cada una a elegir entre cuatro opciones:

Texto narrativo

Texto discursivo

Carta

Informe/ Propuesta/ Reseña TOTAL PUNTOS: 20


(0) EFFECT

(1) CARE (6) TEEN

(2) ORGANISE (7) CORRESPOND

(3) MAJOR (8) OBLIGE

(4) CULTURE (9) ENTERTAIN

(5) KNOW (10) BROAD


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1. Narrative Write a story with the title “A Disastrous Wedding”. 2. Letter

You have seen the poster below on a noticeboard at the university and you are interested in getting involved. However, you need some more information. Read the poster and the notes you have made. Then write a letter covering the points in your notes and adding any relevant information.

CAN YOU HELP?

Want to help those less fortunate than you?

We are offering free accommodation in the center of major cities during the summer vacation – plus pocket money – to young people offering to help on projects in poor areas of the city. We offer opportunities with young children, the elderly and the unemployed. Work on buildings and gardens, in social clubs and charity

offices.

Write to us saying what you can offer, what kind of work you would be prepared to do and what dates you are available.

Your notes:

Which cities? Can you choose? How long? Stay where exactly? Friends work together? Pocket money – how much? Hours? Free time?

3. Discursive essay

The number of road accidents in Spain is higher than many other European countries. Why is this so and what can be done to improve road safety?

4. Report The Student Counselling Service at your university has asked you to write a report on how students can improve their relationships with their parents and brothers and sisters. This report will be published in the final edition of the student newspaper for this academic year, before the summer holidays. You should explain why problems occur, why these problems are particularly acute during holiday periods and recommend ways of dealing with problems or avoiding them in the first place.

4.3 Duración:

60 minutos

5. Expresión Oral


PARTE 1


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Preguntas para obtener información personal (2 MINUTOS) PARTE 2

TAREA DE COLABORACIÓN / TOMA DE DECISIONES (3 MINUTOS) Apuntes o imágenes

PARTE 3

TURNO LARGO / CONVERSACIÓN (3 MINUTOS) Un imagen y preguntas

TOTAL PUNTOS: 20


Parte 1: Personal questions

Where do you live? What do you study? How long have you been studying English? What do you do in your free time? What are you planning to do in the summer/ next year?/ Where would you like to go for

your next holiday?

Parte 2 Explaining pictures Here are some things that can affect our happiness. Explain how each of these can affect our happiness, which two are most important for you, and whether or not you think are typical in this.

Parte 3:


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Longer conversation TAREA 1: With pictures and prompts

Here is a picture of a woman waiting. What do you think she is waiting for? How do you think she will be feeling?

Follow-up questions

1. Are you a patient or an impatient person?

2. When do you least like waiting? Are there any times when you don’t mind waiting?

3. How would you feel in the situations above?

4. Tell me about a time when you have had to wait for something .(It can be similar to the

picture or something else).

5.3 Duración:

8-9 minutos


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CRITERIS DE CORRECCIÓ

CORRECCIÓ DE L’EXPRESSIÓ ESCRITA

CEFR RAW SCORE / MARKING GUIDELINES

< B1 MARK: 1-5 Level of essay is below that indicated by the descriptors in the following band.

B1

MARK: 6-10

Problematic paragraphs and / or organization of content

Longer stretches of discourse possible but with many inaccuracies

Task attempted but gaps in development

Some errors strain or confuse reader

Sentence patterns limited, where complex patterns are attempted, they contain inaccuracies

Intermediate vocabulary sufficient for task but still usage problems

Overuse or inappropriate use of linkers and discourse markers

B2

MARK: 11-15

Generally good organization of paragraphs

Extended discourse evident but with inaccuracies in complex language

Sufficient development of task set

Fairly cohesive text, but may exhibit awkwardness

Variety of sentence patterns with some attempts at complex forms

Errors appear in text but nothing that leads to confusion for reader

Good range of vocabulary for topic but some usage problems are present

C1

MARK: 16-20

Clear, competent organization of paragraphs

Extended discourse with complex sentences, smooth and flowing in parts

Full development of task set with examples, reasons, etc.

Cohesive text, many different linkers and cohesive devices

Minimal errors throughout text

A variety of sentence patterns with complex verb forms used

Idioms and expressions are present and are used fairly accurately


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CORRECCIÓ DE L’EXPRESSIÓ ORAL

GLOBAL SCALE FOR INTERLOCUTORS

Interlocutors should use these bands and descriptions as a guide to give a global mark of 1, 2, 3 or 4 in relation to the task. A 0 is awarded if a candidate is unable to perform the tasks.

MARK: 1 (CEFR < B1)

Can make him/herself understood in short utterances. Pauses, false starts, and

breakdowns are very evident. Uses basic sentence patterns and memorized phrases

for the most part. Unable to express an opinion coherently in a longer turn.

Candidate does not have a sufficient level to perform tasks.

DOES NOT DEMONSTRATE B1 LEVEL STRUCTURES OR VOCABULARY RANGE.

MARK: 2 (CEFR B1)

Can keep going comprehensibly even though pausing for planning is very evident.

Breakdowns may occur. Has enough language to get by talking about common

everyday topics, but range is limited and grammar structures are simple. This is

especially evident in longer, complex discourse, such as expressing an opinion in a

longer turn. Language may result in misunderstanding or gaps in discourse. Lots of

basic errors. Interaction is simple.

Candidate struggles with tasks at different points.

DEMONSTRATES B1 LEVEL STRUCTURES AND VOCABULARY RANGE, BUT

NOT B2.

MARK: 3 (CEFR B2)

Speaks with relative ease although may be more hesitant when using more

complex structures and expressions. There are few noticeably long pauses. Has a

sufficient range of language to give clear descriptions and express viewpoints, using

some complex structures to do so. Language does not cause misunderstanding.

Interaction with partner evident.

Candidate has a sufficient level to manage tasks.

DEMONSTRATES B2 LEVEL STRUCTURES AND VOCABULARY RANGE, BUT

NOT C1.

MARK: 4 (CEFR C1)

Can express himself / herself fluently and spontaneously in general. Has a good

command of a broad lexical repertoire. Can overcome gaps with circumlocution.

There is little obvious searching for expressions or avoidance strategies. Only a

conceptually difficult subject can hinder fluent speech. Interacts fairly naturally with

partner.

Candidate completes tasks relatively easily.

DEMONSTRATES C1 LEVEL, OR BETTER, STRUCTURES AND VOCABULARY

RANGE.


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ANALYTICAL SCALE FOR RATERS

ACCURACY

1 Uses some simple structures correctly, but makes basic mistakes.

2 Simple language is fairly accurate, but many errors and / or instances of confusing language.

3 Fairly accurate language, basic errors are not made consistently and the errors that are made do not cause misunderstanding.

4 Consistently maintains a relatively high degree of grammatical control; errors are minor.

RANGE

1 Range is quite restricted; basic sentence patterns and memorized phrases mostly.

2 Has enough language to get by on everyday topics; other parts of task range insufficient.

3 Sufficient range of language to describe and express viewpoints; some complex sentence forms. Uses a variety of tenses.

4 Good command of a broad range of language; speaks on a range of topics w/o much restriction.

FLUENCY

1 Uses primarily short utterances with pauses and breakdowns.

2 Keeps going comprehensibly, BUT pausing and repair is very evident; breakdowns may occur.

3 Produces stretches of language with fairly even tempo; BUT hesitates as searches for complex

language.

4 Expression quite fluent and spontaneous; pausing still occurs on abstract / difficult themes.

PRONUNCIATION

1 Can pronounce basic sounds, mispronounced sounds or word stress can make it difficult to understand words, strong L1 influence.

2 Noticeable L1 influence, can be difficult to understand in longer stretches.

3 Sufficiently clear pronunciation which does not impede understanding, some L1 influence in individual sounds, stress patterns and intonation.

4 Clear pronunciation and accurately placed stress which do not strain listener and add meaning to discourse.

ANALYTICAL SCORE (out of 16)

HOLISTIC SCORE (out of 4)

TOTAL SCORE (analytical + holistic)


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Comprensión escrita

0-5 puntos Inferior a B1

6-11 puntos B1

12-15 puntos B2

16-20 puntos C1

Puntuación máxima: 20 puntos

Comprensión oral


6-11 puntos B1

12-15 puntos B2

16-20 puntos C1


Gramática y vocabulario


6-11 puntos B1

12-15 puntos B2

16-20 puntos C1


Expresión escrita


6-11 puntos B1

12-15 puntos B2

16-20 puntos C1


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Expresión oral


6-11 puntos B1

12-15 puntos B2

16-20 puntos C1


Puntuación final de la prueba

Se suma la puntuación de cada una de las cinco partes: Comprensión Escrita, Comprensión Oral, Gramática y Vocabulario, Expresión Escrita y Expresión Oral. El resultado se corresponde con un nivel específico del MCER según la equivalencia siguiente:

PUNTUACIÓN NIVEL MCER OBTENIDO

Menos de 35 Inferior a B1

35 – 59 B1

60 – 79 B2

80 + C1

Máximo: 100 puntos


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I. USE OF ENGLISH (20 points)

Part 1: Multiple Choice (10 points)

1. A 2. C 3. C 4. A 5. C 6. B 7. D 8. B 9. A 10. C

11. C 12. C 13. B 14. B 15. D 16. C 17. B 18. A 19. C 20. D

Part 2: Gap Fill (5 points) 0. in 1. are 2. a/their 3. like 4. to 5. up 6. himself 7. has 8. apart 9. few 10. on Part 3: Word Formation (5 points)

1. carefully 2. organisations 3. majority 4. cultural 5. knowledge 6. teenagers 7. correspondence 8. obligation 9. entertainment 10. broaden

II. READING COMPREHENSION (20 points) Text 1 Multiple Choice

1. A 2. C 3. A


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Text 2 Vocabulary

2. injury 4. thrown out 5. took up 7. income

Text 3 Multiple Matching

1. A 2. D 3. A 4. C 5. D 6. C 7. B 8. B

III. LISTENING COMPREHENSION (20 points) Part 1: Short Extracts 1. c 2. a 3. c 4. b 5. b 6. c

Part 2: Short Answer 7. 16 or under 8. prose or drama 9. an original 10. 3,500 11. signed statement 12. pinned together 13. PO Box 2000 14. be returned 15. September 12th LISTENING TRANSCRIPTS

Part 1: Short Extracts 1. It only runs on batteries not on electricity. You see, it is designed to be used in any country in the

world and the type of electricity is different in different countries but batteries are the same everywhere. Also, people take them camping or on boats. As you can see, it's easy to carry and it doesn't take up much space in your luggage. The sound quality is very good and long-life batteries will give you hours of enjoyment. You can get almost every station in the world.


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2. ... it was nearly 5pm and getting dark because it gets dark early at that time of the year, and we

thought we were lost and we would never find it and we were really tired because we had been walking all day. But then we got to the top of a hill and looked down and there it was, just where we'd left it. It took us forty more minutes to get to it. We had a few problems getting it started, but in the end it went OK and we got home safe and sound.

3. Hi, James. You can have your book now. I finished it last night- finally. It took me ages to read. I liked

the bits when he described his adventures in the mountains- they were really amazing and he’d obviously researched the parts about the war really well. But I think he could have left out some of the descriptive passages. I’d have finished the book ages ago if he had

4. .... I'm afraid today is impossible. It's the school holidays, as you know, and a lot of mothers are

bringing their children in for check-ups and fillings. Same tomorrow and the next day. Mr Carter is off this week, trouble with his back, so there's only Mr Fraser... How bad is the pain? Have you taken any painkillers to stop your gum hurting so much? I see... well, if it's as bad as that, if you come in late this afternoon, about 5 pm. Mr Fraser might be able to see you, but I can't guarantee it.

5. When I started here, well…it had been run badly. The kitchens… oh dear…shocking, the waiters and

waitresses they were so awful to the guests…constant complaints about the food. The administration…it was terrible – when guests came to the reception they were lucky if anyone could be bothered to deal with them at all. Well it’s different now- I got rid of a few people…organised staff training…anyone can see the whole place is much more efficient now.

6. ... and the plane had to turn back because of a problem with the engine, then it was four hours

before they got us onto another flight. Anyway, I'm going straight into the office now and then I should be back home by eight so tell the kids I'll see them before bedtime.

Part 2: Short Answer

You will hear about a competition for young writers. As you listen, complete the information for questions 10-17. Listen very carefully as you will hear the recording once only. Now to that competition I mentioned at the beginning of the programme. I’ll be giving you details about how to enter in a minute, so have a pencil and a piece of paper ready. The Bookworm Young Writers’ Competition is open to anyone aged 16 or under on the closing date – and I’ll tell you when that is later. There are more than 50 prizes and the winning entries will have their work published in a paperback book next year. So, how do you enter? Well, you can submit any original piece of writing whether it’s poetry, prose, or even drama. But it must be original. Anything which is a copy or a near copy, or something you’ve read elsewhere will be automatically disqualified. The maximum length for each entry is 3,500 words but, of course, you don’t have to write that much or anything like it. Now, this part is important. Your entry must be accompanied by a signed statement from one of your parents or from your teacher saying that your entry is all your own work and that it was written unaided, that is without any help from anyone. Now, don’t forget to get that statement and make sure it’s signed. If you need to use more than one sheet of paper, make sure the numbers are all clearly numbered and also pinned together. You don’t want your brilliant entry coming adrift! When you’ve got your


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entry ready, you’ll need to send it to: Young Writers’ Competition, PO Box 2000, Taunton, Somerset, TA1 5QT. Oh, and remember to keep a copy of your work because none of the entries will be returned. And now that all-important closing date. All entries must be received by September 12th, so you’ve got a whole month to work on your entry. Get writing, and good luck! That is the end of Part 2.

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