EVALUACIÓ

E ÓN DE BACH
HILLERATO
O PARA EL A
ACCESO A LA
L UNIVERS
SIDAD
CONVOCATO
C ORIA DE SEPT
TIEMBRE DE 2017
EJERCICIO
E DE: LENGUA
D A EXTRANJE ERA II – ING
GLÉS
TIEMPO
T PONIBLE: 1 hora
DISP h 30 minu
utos

PUNTU
UACIÓN QUE
E SE OTORGA
ARÁ A ESTE EJERCICIO: ((véanse las distintas partes
s del examen)

Elija una de
e las dos op
pciones propuestas, A o B. En cada pregunta se señala laa puntuación máxima.

OPCIÓN A
Training te
eachers to o
overcome th
heir hidden prejudices
Two studiess have recenntly revealed that unexammined teache er prejudices
s are having a significant effect on girls’
education. TThey also re
evealed the effects
e of pri mary school teachers’ beeliefs about gender on children’s
c ma
aths
skills and a
ambitions. Girls often sco
ore higher thhan boys onn anonymous s maths testts, but once presented with
w
recognizable names on n the same tests, teach hers award higher score es to boys. The long-te erm effects are
amplified byy socioecono
omic factors and family sstructure—girrls from families where faathers were better educa
ated
than motherrs and who are
a from lowe er socioeconnomic commu unities were the most neggatively affec
cted.
The impactt of unconsccious teache er bias is weell documented. Teacherrs spend upp to two third ds of their tiime
talking to m
male studentts; they also o are more l ikely to interrupt girls bu
ut allow boyys to talk ov
ver them. Wh hen
teachers assk questions,, they direct their gaze to
owards boys more often. Biases suchh as these are at the roo ot of
why the United States has
h one of th he world’s larrgest genderr gaps in matths and scie nce performance. Until th hey
view their viideotaped interactions, te
eachers belieeve they are being balanced in their eexchanges.
Parental an
nd teacher biases are the e root cause of the system
mic inhibitionn of diversityy in the tech pipeline that we
face today.. Training teeachers to understand
u bias will no
ot eliminate it, but it coould create an institutio onal
environmennt in which it is clear that understandin
ng bias and its effects is critically impportant.

1. Add Tru
ue or False, quoting the
e relevant infformation frrom the textt to justify yyour answerr. (2 points)
a) Unsig
gned exercisses with betteer marks usu ond to female students.
ually correspo
b) Even though thinngs could im mprove, there
e is hardly any
a disparity in girls’ andd boys’ acad
demic resultss in
techn
nical subjectss in the USA.

2. Answer the followin ng question ns according g to the infoormation giv ven in the ttext. Use your own worrds.
(2 pointss)
a) How can the social situation ofo the studennt affect the gender
g gap?
nt to train tea
b) Why is it importan achers to be aware of the eir prejudices
s?

3. Find woords or phrases in the te

ext which m
mean the sam
me as the fo
ollowing: (1 ppoint)
a) diverg
gences, disp
parities: c) preferen
nce, partialityy:
b) marks, results: d) look:

4. Complete the seco ond sentenc ce in each p pair. The meaning

m ould be the same as th
sho hat of the first
f
sentenc ce. (2 points)
a) They carried out a range of te ests to exam uence of gender stereotyypes on children’s notionss of
mine the influ
intelligence.
A rannge…
b) These ideas are present at an a early age,, and that is why they afffect the educcational traje
ectories of boys
and g girls.
Beca ause…
c) In myy opinion, you should reaad the article published in
n Science.
If I …
ool, but they are opting out of majors like physics..
d) Girls earn high grrades in scho
Althoough…

5. Write a composition on the folllowing: (800-120 words)): What are the social annd economic
c consequences
of gende
er inequality in Spain? (3 points)

OPCIÓN B AL DORSO
O
OPCIÓN B
Blood in our cell phones
The Congo War is considered the deadliest and one of the most prolonged conflicts since the Second World
War, and the massive looting of its mineral resources that has accompanied the warfare has converted the
DRC* into the second poorest country in the world. This is appalling, given that DR Congo is probably the
richest country in the world in terms of mineral resources.
Any analysis of the geopolitics in DR Congo, and the reasons why the Congolese people have suffered a
virtually unending war since 1996, requires an understanding of the organized crime perpetrated through
multinational businesses. Congo’s simultaneous wealth and poverty, according to Jeffrey Gettleman writing in
National Geographic, “doesn’t make any sense, until you understand that militia-controlled mines in Eastern
Congo have been feeding raw materials into the world’s biggest electronics and jewellery companies…” The
Congo possesses an astounding $24 trillion in mineral reserves, including gold, diamonds, copper, cobalt,
coltan, silver, etc. Coltan is a mineral crucial for the manufacture of cell phones, computers, smart phones, and
the latest military weaponry, such as drones.
In the east, armed militias compete for control of mines and the routes for mineral transportation. Eastern Congo
is the largest source of the world’s coltan, containing 80% of it. In addition to the millions of Congolese killed, the
Western looting of the country’s resources has resulted in 400,000 women being raped, 2.6 million people being
displaced, and 7,000 children being forced to become soldiers.
*DRC: Democratic Republic of Congo

1. Add True or False, quoting the relevant information from the text to justify your answer. (2 points)
a) War in Congo has been going on for more than a decade.
b) Eastern Congo contains a good share of the country’s mineral riches.

2. Answer the following questions according to the information given in the text. Use your own words.
(2 points)
a) Why, being so wealthy in minerals, does DR Congo turn out to be the second poorest country in the
world?
b) Why are the minerals in this country and coltan so greedily sought?

3. Find words or phrases in the text which mean the same as the following: (1 point)
a) terrible, horrifying: c) perpetual:
b) most destructive: d) plunder, stealing:

4. Complete the second sentence in each pair. The meaning should be the same as that of the first
sentence. (2 points)
a) ‘Have you decided to buy a Fairphone?, she asked me.
She wanted to know…
b) It is a shame that ten-year olds are forced to work in the mines.
I wish …
c) When I was a kid, I watched this TV series regularly.
…used to …
d) It’s prohibited to cross this fence.
You …

5. Write a composition on the following: (80-120 words): Imagine your life without your cell phone. How
different would it be? (3 points)
 EVALUACIÓ
E ÓN DE BACH
HILLERATO
O PARA EL A
ACCESO A LA
L UNIVERS
SIDAD

CONVOCAT
C TORIA DE SE
EPTIEMBRE
E DE 2017

CRITERIOS
C ESPECÍFICOS DE COR
RRECCIÓN
EJERCICIO
E DE: LENGUA EXTRANJ
JERA II - ING
GLÉS

Cada uno d de los ejercicios tendrá una duració n de hora y media y se

e calificará dde 0 a 10 co
on dos cifrass
decimales.

Cuestión 1. (2 puntos)
Se otorgará á un punto a cada fras se, siempre que tanto la denotació ón de Verdaadero o Fals so como suu
justificación
n sean correcctas. En el caso
c de que la justificación sea exceesiva, se poddrá otorgar medio
m punto
o
por frase. N No puntuaráán aquellas respuestas en las que la denotación de Verddadero o Falso no vaya a
acompañad da de su corrrespondientee justificación
n o ésta sea incorrecta.

Cuestión 2. (2 puntos)
Se otorgará á un punto a cada una de ndo en igual medida la coomprensión (0,5 puntos))
e las respuesstas, valoran
y la correccción lingüísttica (0,5 puntos). Esta cuestión tra uar no solo la comprensión sino la
ata de evalu a
capacidad d de comunicaar informació
ón deducida de la lecturaa. Se intenta
ará evitar, poor tanto, la reproducción
r n
literal de exxpresiones de
el texto.

Cuestión 3. (1 punto)
á 0,25 punto
Se otorgará os a cada un na de las re
espuestas, cu uatro en tota
al. Esta cuesstión trata de evaluar la
a
comprensió
ón del texto y el valor sem
mántico de allgunos de los
s términos que en él apaarecen.

Cuestión 4 4. (2 puntos)
Se concede erá 0,5 punttos a cada frase
f compleetada correc
ctamente. See valorará laa adecuación semántica
a
(0,25 punto os) y la corrrección de la estructurra morfosintáctica (0,25 puntos) m ás que los detalles dee
ortografía.

Cuestión 5 5. (3 puntos)
Un criterio e
excluyente a la hora de puntuar
p en esste apartado
o será la falta
a de adecuacción al tema propuesto o
la reproduccción literal y continuada de fragmen ntos del texto
o inicial. La redacción
r see corregirá atendiendo
a a
un conjuntoo de aspectos y no solo a la correcció ón gramaticaal y ortográfica. Así debeerá tenerse en
e cuenta: ell
dominio dell léxico, la organización
o de ideas, laa coherenciaa, la creativid
dad, la capaacidad para transmitir
t un
n
mensaje, ettc. La puntua ación se distrribuirá del sig
guiente modo:

- Hassta 1 punto por

p la correcc
ción morfosin
ntáctica.

- Hassta 1 punto por

p la utilizac
ción adecuad
da del léxico, riqueza del mismo y creeatividad.

presentación de ideas, la coherenciia en la exp

- Hassta 1 punto por la organización y p posición y la
a
capaccidad de com
municar.

Se valorará
á el buen uso
o de la lengu
ua y la adecu uada notació
ón científica, que los corrrectores podrán bonificarr
con un má áximo de un punto. Por los erroress ortográficos s, la falta de limpieza een la presentación y la a
redacción d
defectuosa po
odrá bajarsee la calificació
ón hasta un punto.