Junta de Andalucía

Consejería de Educación y Deporte

Pruebas Específicas de Certificación

Guía de Corrección
NIVEL B2 | INGLÉS
 Junta de Andalucía Pruebas Específicas de Certificación 2020/21

ÍNDICE

1. Introducción 2

2. Descripción y puntuación 3

3. COMTE y COMTO 4

4. TRANSCRIPCIÓN DE LAS TAREAS DE COMTO 5

5. MED, PROCOTE y PROCOTO 10

 Junta de Andalucía Pruebas Específicas de Certificación 2020/21

1. INTRODUCCIÓN
La presente Guía de Corrección ha sido confeccionada por la Consejería de Educación y Deporte y la
Comisión Elaboradora de las Pruebas Específicas de Certificación (PEC) de Idiomas como documento de
ayuda al profesorado de las Escuelas Oficiales de Idiomas de Andalucía en la corrección y calificación de
cada una de las tareas de las actividades de lengua para la presente convocatoria de las PEC.
Este documento se divide en cuatro capítulos. En este primero se da una visión global del documento.
En el siguiente, se especifica la puntuación por cada Prueba y Tarea, con indicaciones precisas para que
se produzca la titulación de las personas candidatas, en su caso. En el tercer capítulo se ofrecen las
soluciones para la Comprensión de Textos Escritos (COMTE) y Comprensión de Textos Orales (COMTO).
En el último capítulo, el cuarto, se dan las directrices generales a tener en cuenta en la corrección y
calificación de la Mediación (MED), la Producción y Coproducción de Textos Escritos (PROCOTE) y la
Producción y Coproducción de Textos Orales (PROCOTO).
El profesorado-corrector cumplimentará en las portadas de las Pruebas que así lo especifiquen la
Puntuación que se ha obtenido sobre el total de la misma, la correspondiente equivalencia en una escala
sobre diez bajo el epígrafe Nota Final, y la Calificación resultante bien sea Apto/No Apto.
Dado su carácter sensible, esta Guía de Corrección es de uso exclusivo para el profesorado que administra
las PEC y su distribución y acceso se regirá por lo dispuesto en la normativa vigente y el deber de
confidencialidad.
La normativa de referencia para la evaluación del proceso de aprendizaje y las pruebas de certificación
será:
 Real Decreto 1/2019, de 11 de enero, por el que se establecen los principios básicos comunes de
evaluación aplicables a las pruebas de certificación oficial de los niveles Intermedio B1, Intermedio
B2, Avanzado C1 y Avanzado C2 de las enseñanzas de régimen especial.
 Orden de 11 de noviembre de 2020, por la que se establece la ordenación de la evaluación del
proceso de aprendizaje del alumnado y de las pruebas de certificación en las enseñanzas de
idiomas de régimen especial en Andalucía.
 Resolución de 25 de febrero de 2021, de la Dirección General de Ordenación y Evaluación
Educativa, por la que se convocan las pruebas específicas de certificación de las enseñanzas de
idiomas de régimen especial para el curso 2020/2021 y se establecen determinados aspectos
sobre su organización.
 Junta de Andalucía Pruebas Específicas de Certificación 2020/21

2. DESCRIPCIÓN Y PUNTUACIÓN
Este capítulo de la Guía de Corrección se especifica la puntuación en cada Prueba y Tarea.
De acuerdo al Real Decreto 1/2019, de 11 de enero y a la Orden de 25 de junio, es necesario recordar
lo siguiente:
 Para certificar:
o La nota global de la PEC debe ser igual o superior al 65%.
o La nota global se obtiene realizando la media aritmética entre las 5 actividades de lengua,
teniendo en cuenta la conversión a escala 10 de la puntuación y que cada actividad de
lengua corresponde a un 20% del total de la prueba.
o Debe superarse cada actividad de lengua con un mínimo del 50%.
o obtener una puntuación inferior al 50% en alguna de las actividades de lengua, supone
la calificación de NO APTO en la PEC.
Para el Nivel B1 en este idioma se especifica la siguiente distribución de puntuación:

Puntuación Puntuación mínima

Por Tarea Total para Superado (50%)
Tarea 1 6
COMTE Tarea 2 10 26 13
Tarea 3 10
Tarea 1 6
COMTO Tarea 2 10 26 13
Tarea 3 10
Tarea 1 80 (40 por cada corrector/a)
MED 160 80
Tarea 2 80 (40 por cada corrector/a)
Tarea 1 80 (40 por cada corrector/a)
PROCOTE 160 80
Tarea 2 80 (40 por cada corrector/a)
Tarea 1 100 (50 por cada corrector/a)
PROCOTO 200 100
Tarea 2 100 (50 por cada corrector/a)
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3. COMTE Y COMTO
3.1. Criterios de corrección y baremo de puntuación
Este capítulo de la Guía de Corrección ofrece las soluciones para la COMTE y la COMTO así como las
siguientes indicaciones para las Tareas en cada Prueba:
 Se marcará como correcta la respuesta que coincida con la incluida en esta Guía de Corrección.
 Se marcará como incorrecta la respuesta que no permita una identificación clara de la opción
marcada o escrita por la persona candidata (por ejemplo, por sobreescritura, tachones, etc.).
 Se otorgará 1 punto por cada ítem bien contestado; 0 puntos por cada ítem sin contestar o mal
contestado. En ningún caso se otorgarán fracciones de puntos.
 No se penalizarán los errores ortográficos que permitan identificar la respuesta correcta.

3.2. Clave de respuestas para COMTE

Tarea 1 Tarea 2 Tarea 3
A. 1 A. 4 1. C
B. – B. 7 2. B
C. 6 C. 1 3. A
D. 4 D. – 4. A
E. 3 E. 10 5. A
F. 5 F. 3 6. B
G. – G. 5 7. B
H. 2 H. – 8. C
I. 0 (Example) I. 8 9. B
J. 9 10. B
K. 2
L. 6

3.3. Clave de respuestas para COMTO

Tarea 1 Tarea 2 Tarea 3
A. 3 A. 4 1. B
B. - B. 3 2. C
C. 1 C. 5 3. C
D. - D. 3 4. C
E. 6 E. 2 5. B
F. 0 (Example) F. 1 6. A
G. 5 G. 4 7. A
H. 2 H. 2 8. B
I. 4 I. 1 9. B
J. 1 (Example) 10. A
K. 5
 Junta de Andalucía Pruebas Específicas de Certificación 2020/21

4. TRANSCRIPCIÓN DE LAS TAREAS DE COMTO

TAREA 1: TIPS TO SUPPORT REMOTE TEACHING

TIP ZERO, EXAMPLE.

Teachers may be trying to lead distance learning with their students for short periods of time during the
day, but let's face it, it's gonna be more important than ever to build a relationship between teachers
and parents to support your children, our students, in their learning journey. I want to start by talking
about the most valuable action you can take to support your child's development. And it's by doing what
you're most likely already doing, modeling how to face crisis and adversity in our world today with
courage and compassion. And don't forget modeling the importance of taking care of yourself as well.
We teachers recognize that the stress, the home and economic conditions might mean that doing those
most important actions are all that you can do, and that's okay. We're all just trying to do our best in
this uncertain time.

TIP NUMBER 1.

Encourage your children to stay on some kind of school schedule. I'm not just talking about getting them
to log on to a class they might have to attend virtually. Much work during this crisis will be independent,
and having a set time each day that children dedicate to doing their work can provide a much needed
routine.

TIP NUMBER 2.

If you can work with your kids to identify one set place in your home where they can sit and do their
school work, that would be great. The physical school provides safety and structure, and the more you
can do the same at home, the better it'll be for everybody.

TIP NUMBER 3.

Research has found that one of the most important actions we can take is just asking your children about
what they did and what they learned each day while doing their academic work. I, like all parents, have
often received a response of nothing. However, pushing a little more can often a positive result. Try
asking what are the three most important things that you learned today or what is one thing that you
learned in science today? If you have time, ask your children to show and explain the work they did for
class.

TIP NUMBER 4.

Reading with your children is another important way to support their academic growth. It's ideal if it's a
book, but just reading a newspaper article together, whether it's on paper or online, can serve a similar
purpose. And it doesn't have to be in English. Countless studies have shown that reading together in a
family's home language helps students develop literacy skills that they can apply when learning English.
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TIP NUMBER 5.

Research has found that telling family stories to your children enhances the student's sense of identity
and self-esteem. Every family has stories to tell of present and past adventure, resilience and
perseverance. Share these stories with your children and perhaps even suggest they document these
family memories in a journal, which could turn into a family keepsake.

TIP NUMBER 6.

Speaking of writing, this could also be a good time for your children to start a diary where they share
what they are seeing, experiencing and feeling during this historic time. You can even write together to
help everyone process what they are going through. Again, this writing does not have to be done only
in English to benefit your child. We, teachers, want to support students expanding their home language
skills. The list of actions you can take to help your children learn is endless.

TAREA 2: OUTDOOR-SKATING IN CANADA

EXTRACT 1.
Canada has learnt to make the most of its long winter months and it’s not uncommon for children there
to learn to ice-skate before they even start school. Recently the city of Edmonton toyed with the idea of
building an artificial ice trail for commuters to skate to work. Huntsville has a fire-lit skating route, winding
through the trees of one its picturesque parks, while Ottawa’s skateway is the largest naturally frozen
ice-rink in the world.

EXTRACT 2.
Among the skaters is 50-year-old lawyer Seetal Sangha?. She is out here most days when the skateway,
which is free to use, is open. Even in bone-chilling body-numbing temperatures as low as minus 35. «I
have an artic pilot’s coat, layers on my legs, my sheep-skin mitts, and my Moosonee hat, made out of
moose hide and beaver fur», she reveals. «The beauty, the exercise, the recreation», she grins, «It’s a
spiritural experience. You just get into a zone. Everyone is happy». It’s how she keeps fit in winter. It’s
how she commuted to university when she was a law student. As we glide past the small brigde over
Patterson Creek Seetal? points out the spot where she accepted her husband’s marriage proposal. As it
is for so many Ottawans in winter, this is her happy place.

EXTRACT 3.
«I’m on my last lap, twenty kilometers so far», says a man in his seventies, his gray moustache covered
in frost. He tells me he’s a retired printer and hoists up his trouser leg to reveal a unique form of
insulation, pyjamas. Once addicted to smoking, he says he is now addicted to the canal and it’s not
 Junta de Andalucía Pruebas Específicas de Certificación 2020/21

beaver tails which provide his energy boost. «I bring this WWII iron flask, with lots of whiskey », he says
grinning.

EXTRACT 4.
Life without the skateway seems unimaginable for Ottawans but a growing body of evidence suggests it
may not always be there. The outdoor skating season is shrinking. One researcher concluded that the
Rideau Skateway itself had lost itself five skating days per decade since it first opened 50 years ago.
While it’s having a great run this year with over 50 days of skating haven, last year it closed after just 35.
Four years ago that number was down to a disappointing 18. The skateway used to be open well until
March. Now it often closes in February. Those long cold days needed to sustain the ice are simply
becoming less reliable as global warming bites.
Skaters here don’t need studies to tell them what is happneing beneath their very feet. «I have noticed
it. It’s here, it’s now», laments Sitta. «I understand climate change leads to these great fluctuations. It
makes me very sad and very anxious».

EXTRACT 5.

Even in other parts of Canada warming seas, melting ice and crumbling permafrost might seem more
urgent matters than a slushy skateway, but what happens in Ottawa matters. It’s the seat of the Canadian
government. At the start of the skateway, the Parliament buildings and French-Gothic style Château
Laurier form a stunning backdrop. A Rideau Skateway official strikes a suprising note of optimism about
its future sustainability, despite the gloom. «Ottawa wouldn’t go without its skate track», he says
matterfactly, though admitting more research is needed to manage what he described as «complications».
«A government study is assessing the possible impact of climate change on the Rideau Skateway and
it’s due out next year». His eyes light up at the idea of more research, perhaps into the potential of
refrigerating the canal using solar panels.

TAREA 3: ADA LOVELACE

Augusta Ada King, Countess of Lovelace was born in London, England on 10 December 1815. She was
the daughter of the poet Lord Byron, and his wife Anne Isabella, the Lady Byron.

Lord Byron was hoping that he would be blessed with a son as until now he had no legitimate children,
but he was to be left with no male heir following Ada’s birth, as the couple were in the process of
separating and only a month later, Ada Lovelace saw her father for the last time when Lady Byron left
the family home to live with her parents at Kirkby Mallory, taking Ada with her.
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Ada Lovelace never had a relationship with her father as he died when she was eight and unfortunately
she also did not have a close relationship with her mother being left in the care of Lady Milbanke, Lady
Byron’s mother.

Ada was often ill as a child, suffering from debilitating headaches and was even paralysed in 1829 after
contracting measles following which she was confined to bed for almost a year. Despite her illnesses, she
developed an interest in mathematics and technology and when she was twelve, she declared that she
wanted to fly. Instead of this being just the fanciful notion of a child, Ada actually set about methodically
constructing apparatus that would help her to do so starting with wings in February 1828. In order to
ensure that the wings would be of the correct size and weight, she studied the anatomy of birds and
researched a number of different materials from which she might construct them. During the process,
Ada also wrote a book which she called Flyology within which she illustrated some of her findings.

In 1833, Ada had an affair with one of her tutors. She tried to elope with him, but relatives of the tutor
recognised Ada and informed her mother of the couple’s whereabouts. Lady Byron, with the help of her
friends, covered up the affair due to the scandal that it would cause.

In the same year, Ada became friends with another of her tutors, Mary Somerville, who introduced her
to Charles Babbage. She also became acquainted with other influential people at the time including
Michael Faraday and Charles Dickens and at the age of only seventeen she was presented at court and
by 1834, she was a court regular.

A year later, on 8 July Ada married William, 8th Baron King, thereby becoming Lady King. The couple
spent their time at three different homes, one in Surrey, one in London and also a Scottish estate on
Loch Torrindon. The couple also had a Summer retreat at Worthy Manor in Somerset, which had been
the setting for their honeymoon.

The couple went on to have three children together, Byron in 1836, Anne Isabella in 1837 and Ralph
Gordon in 1839.

In 1840, one of Ada’s acquaintances, Charles Babbage attended a seminar at the University of Turin
where he talked about his Analytical Engine. The lecture was translated into French and published in
1842. Subsequently, a friend of Babbage’s, Charles Wheatstone, commissioned Ada Lovelace to translate
the lecture into English. She did so, but also added her own notes to the text assisted by Babbage
himself. These notes, which were much more detailed than the original transcript of the lecture were
published in 1843 under the initialism AAL in Taylor’s Scientific Memoirs and consider the fact that the
Analytical Engine was far more than a simple calculating machine and that it could be programmed to
solve many types of complex problems.

For example, Ada’s note G (her notes were all labelled A to G) describes an algorithm that would be used
by the Analytical Engine to calculate Bernoulli numbers and is considered to be the first-ever algorithm
published, specifically intended for use on a computer. For this reason, Ada Lovelace has often been
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described as the world’s first computer programmer. Unfortunately, the Analytical Engine was never built
and so the program was never tested.

Controversy over the subject of Ada’s contribution to the Analytical Engine and its potential programming
has raged ever since, with some historians doubting that Ada made much of a contribution at all other
than to publish what had already been written by Babbage, although the question must be asked why
Babbage would allow publication under the initials AAL if it was essentially his work being published.

In the middle of 1852 Ada Lovelace became seriously ill and on 27 November the same year….

.
 Junta de Andalucía Pruebas Específicas de Certificación 2020/21

5. MED, PROCOTE Y PROCOTO

Para la corrección de estas Pruebas, se aplicarán los Criterios de Evaluación y se usarán las Hojas de
Observación que figuran en ORDEN.
Las Hojas de Observación se fotocopiarán y deberán ser cumplimentadas obligatoriamente por el
profesorado-corrector de la Prueba, observando escrupulosamente las pautas indicadas en la Guía del
Profesorado.
En el caso de la MED y la PROCOTE, se comprobará que la persona candidata ha tenido en cuenta el
número de palabras mínimo y máximo estipulado para cada Tarea:
 Mediación (cada Tarea): entre 50 y 60 palabras.
 Producción de Textos Escritos: entre 150 Y 175 palabras.
 Coproducción de Textos Escritos: entre 125 y 150 palabras.

TAREAS DE MEDIACIÓN.
En las tareas de Mediación, la persona candidata deberá incluir, al menos, los siguientes elementos:

TAREA 1: DIVISION OF HOMEWORK

Notas sobre la respuesta: la persona candidata debería mencionar la mayor parte de los aspectos claves
de la noticia, que incluyen:

- El aumento del tiempo que las mujeres dedican a las tareas domésticas.
- La edad de las mujeres en el estudio.
- Las tareas a las que el estudio se refiere.
- El retroceso en igualdad.
- La disminución en la formación de las mujeres que conlleva.

Además, la persona candidata debería utilizar sinónimos y evitar emplear las mismas palabras o
expresiones de la noticia siempre que sea posible.

Ejemplo de respuesta (60 words):

Hi classmates!
Covid-19 has changed how much housework everyone does. According to a survey, young women carry
a higher burden of housework which has increased during the pandemic, either preparing meals, cleaning
in general, doing the shopping or even looking after others. As a consequence, equality stands where it
was a decade ago and girls’ education is at risk.
Bye!
 Junta de Andalucía Pruebas Específicas de Certificación 2020/21

TAREA 2: SOCIALIZING

Candidates are expected to refer to at least some of the elements circled in the infographic above. Some
of these elements seem more relevant than others, being the most relevant “compliment”, “forgive
others”, “give other people credit for their victory”, “want others to succeed”, “criticize”, “talk about
people”, and “hold a grudge”.

Candidates should be able to reformulate some of the expressions above, not just list them as they
appear on the infographic. In this sense, some sense of organization is expected in the text, either in the
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form of links or connectors or using a comparative approach. Candidates may refer to the infographic
explicitly or just provide the information without citing its source or origin.

This is a sample answer. Any answer that addresses the elements circled and attempts at some
reformulation should be considered valid. The following is just a sample, but it does not mean that
candidates’ replies should contain the same information:

When it comes to socializing, in order to be successful in life, you definitely have

to avoid speaking behind people’s backs1. On the contrary, the real winners2 show
admiration3 for other people’s victories and do not hold any resentment4. Finally,
if you want to be one of the lucky ones, wish others the best and tell them so.

1
This refers to “criticize” and “talk about people” in the infographic.
2
Candidates may find it harder to find synonyms for “successful” and “success”.
3
Paraphrasing/synonym to avoid using the same word as in the infographic (“compliment”).
4
Paraphrasing/synonym to avoid using the same word as in the infographic (“hold a grudge”).