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El 12 de mayo Español 4, HL2, SL MARTES Pers 5, 6 The IB Spanish test is on Tuesday pm / Wed am Students missing from class for other IB exams: Tuesday the 12 th —all IB Spanish out only a few left in class Wed the 13 th —7 from per 5 and 4 from period 6 Thurs the 14 th — 1 from per 5 and 2 from per 6 Friday the 15 th —13 from per 5 and 11 from per 6 Monday—Wed the 18 th through the 20 th —none But Wed the 20 th is minimum day! Thurs the 21 st —5 from per 5 and 6 from per 6 Friday the 22—none Students who are left in class today because they are not testing will work on Lectura y sinónimos “En Paraguay toman pruebas con teléfonos celulares en los colegiosTAREA: Lectura y sinónimos “En Paraguay toman pruebas con teléfonos celulares en los colegiosMEMORIZE the elements of STARTUP, REVIEW Voc Util list. REVIEW the videos by Señor Jordan on the grammatical topics you are not sure of. http://www.senorjordan.com/los-videos/

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Page 1: El 10-11 de marzo - srabernal.weebly.comsrabernal.weebly.com/uploads/8/6/3/6/8636419/el_12_de…  · Web viewMARTES Pers 5, 6. The IB Spanish test is on Tuesday pm / Wed am. Students

El 12 de mayo Español 4, HL2, SL MARTES Pers 5, 6

The IB Spanish test is on Tuesday pm / Wed amStudents missing from class for other IB exams:

Tuesday the 12th—all IB Spanish out only a few left in classWed the 13th—7 from per 5 and 4 from period 6Thurs the 14th— 1 from per 5 and 2 from per 6Friday the 15th—13 from per 5 and 11 from per 6Monday—Wed the 18th through the 20th —none But Wed the 20th is minimum day!Thurs the 21st—5 from per 5 and 6 from per 6Friday the 22—none

Students who are left in class today because they are not testing will work on Lectura y sinónimos “En Paraguay toman pruebas con teléfonos celulares en los colegios”

TAREA:Lectura y sinónimos “En Paraguay toman pruebas con teléfonos celulares en los colegios”MEMORIZE the elements of STARTUP, REVIEW Voc Util list.REVIEW the videos by Señor Jordan on the grammatical topics you are not sure of.

http://www.senorjordan.com/los-videos/

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Reminders:

Paper 1:1. Read the questions first. This will help you focus on

what’s important in the text as you read.2. Write short answers, NOT complete sentences.3. Be sure to answer both parts of the

Verdadero o Falso + Justificación4. When matching pronouns with the antecedent, be sure

it agrees with gender & number.5. Remember that most answers will be in order in the

text. So if you can’t find the answer to number 4, find the answer to number 5 and then look for the answer to number 4 between the answers to numbers 3 and 5.

Paper 2:1. Read all the options and choose the one for which you

have the most information.2. Be sure to pay attention to what TYPE OF TEXT is

required; WHO is the audience; do the text and audience require the use of FORMAL or INFORMAL register; and most importantly what is the PURPOSE of your text.

3. Use the space they give you to write down some ideas and organize them logically using COHESIVE and TRANSITION words.

4. Try to incorporate the elements of STARTUP=Sí clauses; variety of Tenses; Audience awareness; Rhetorical techniques like questions, exclamations, groups of 3, humor, creativity, similes, metaphors, etc.; TEXT type; USE WEIRDO + the subjunctive;

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PROOFREAD—especially for basic errors in adjective agreement, uses of SER/ESTAR and POR/PARA

5. PPT: Apuntes para STARTUP

Continuar con el Aguacero de Ideas para el Papel 21. Formen 5 grupos2. Cada grupo investiga una opción usando sus teléfonos3. Escriban una lista de datos pertinentes a la pregunta y

asociados a la cultura hispana4. Compartir la información

TAREA:Lectura y sinónimos “En Paraguay toman pruebas con teléfonos celulares en los colegios”MEMORIZE the elements of STARTUPREVIEW Voc Util list.REVIEW the videos by Señor Jordan on the grammatical topics you are not sure of.

http://www.senorjordan.com/los-videos/

M09 SL Derechos del Pasajero

Usted ha comprado un billete de avión a una compañía aérea española para viajar desde La Paz (Bolivia) a Madrid (España) en un vuelo de 14.000 kilómetros y de 14 horas de duración. La compañía retrasó el vuelo por 23 horas y no le reconoció sus derechos. Escriba una carta al Director de AENA informándole qué obligaciones respetó usted como pasajero y qué obligaciones no cumplió la compañía.

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Basado en trabajos de alumnos:

¡Ojo! Algunas cartas eran muy fuertes con amenazas de demandar a la compañía. En otros países, eso no se hace—especialmente cuando es la primera vez que se establece el contacto. Es importante ser ATENTO—por eso se saluda con “estimado” y se despide uno con “atentamente.”

La Paz, Bolivia; el 26 de marzo 2015

Estimado Director de AENA:

Esta carta es con respecto a un retraso y los beneficios que me corresponden. Al presentarme con mi reservación al mostrador de facturación me informaron que mi vuelo se había retrasado por 23 horas, y ya se imaginará mi frustración pues ya no tenía ni hospedaje ni comida y sólo un poco de dinero.

Al leer su guía de información me enteré que tenía derecho a un reembolso, a las comidas necesarias, y a una llamada. Pero cuando fui a la oficia para servicio al cliente, me negaron estos beneficios.

Le pido que se tome un tiempo para revisar mi caso y ver qué se puede hacer al respecto.

Atentamente,Signature HerePrint name

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La Paz, Bolivia; el 26 de marzo 2015

Estimado Director de AENA:

Estoy escribiéndole a usted porque yo sé mis derechos y mando que me den las cosas que yo debo recibir de su compañía (le pido que cumpla con sus obligaciones) debido a este retraso.

Tengo derecho a reclamar de acuerdo al Reglamento número 261/2004 del Parlamento Europeo y del consejo.

Yo tengo una reservación confirmada del vuelo y me presenté al mostrador de facturación a la hora indicada. Porque mi vuelo retrasó hasta el siguiente día, necesito un cuarto de hotel con transporte. Además, necesitan darme comida porque la demora es más de 12 horas. Por fin, necesito una llamada internacional gratuita para comunicarme con mi trabajo.

Es importante que complete mis mandatos (cumpla con sus obligaciones) porque tengo derechos al igual que todos los pasajeros de este vuelo.

Gracias por su tiempo.

Atentamente,Signature Here

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Print name

La Paz, Bolivia; el 29 de agosto 2015Director de AENAEstimado señor:Estoy escribiendo esta carta porque había un retraso del vuelo de mi familia y yo, y me preguntaba sobre mis derechos de pasajero.El 21 de agosto, mi familia y yo llegamos al aeropuerto para viajar a Madrid. Por desgracia, su compañía tuvo que retrasar el vuelo por 23 horas. Mientras, yo sé que su compañía no tenía intenciones malas, ya no pudimos asistir a la graduación de mi prima. Por consiguiente, ya no había razón para viajar a Madrid. Nosotros teníamos una reserva confirmada del vuelo y nos presentamos al mostrador de facturación a las 8:00—la hora indicada. Sin embargo, no recibimos alojamiento en hotel, y nuestra experiencia entera fue muy mala. Yo tuve que llamarle a mi amigo y preguntarle si nosotros podíamos pasar la noche en su casa. Además, la compañía no me ha contactado (no se ha puesto en contacto conmigo) para un reembolso.Por favor, contácteme (llámeme al 001-591-7-22-22-22) y dígame lo que necesito hacer para recibir el reembolso.

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Gracias por su tiempo.Atentamente,Signature HerePrint name

La Paz, Bolivia; el 26 de marzo 2015

Estimado Director de AENA:

Le escribo para informarle que su compañía no cumplió con sus obligaciones. Yo tenía una reserva confirmada del vuelo y me presenté al mostrador de facturación a la hora que decía en mi reservación; allí fue que me enteré que el vuelo se había retrasado. Tuve que esperar hasta el próximo día y su compañía no cumplió con sus obligaciones cuales claramente son de ofrecer alojamiento y transporte cuando un vuelo no llega hasta el día siguiente. También se supone que me deberían haber ofrecido todas las comidas necesarias si el vuelo demoraba más de 12 horas. ¡El mío se demoró por 23 horas! Es más, en ningún momento me dejaron llamar a mi familia en España. ¡Todos estaban muy preocupados y tristes que no había llegado a tiempo para la boda de mi sobrina!

Ya han pasado 7 días y tampoco me han reembolsado el coste íntegro del billete al precio en el que lo compré según los reglamentos para proteger los derechos del pasajero.

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Espero que usted cumpla con sus obligaciones como yo cumplí con las mías. Por favor llámeme al 591-7-22-22-22 para poder encontrar una solución juntos.

Atentamente,Signature HerePrint name

Nombre ____________________________ Fecha _________________ Per ______ Per ______TIEMPO DE JUEGO

Sinónimos 1. Entrenador2. Puñado 3. Cancha 4. Se apoderó5. Subieron 6. Loma 7. Influjo8. Aumentando9. Transitoriamente10. Rodeaban11. Pandillas12. Asediaban13. Aquejaba14. Bastó 15. Sonrisas 16. Carcajadas17. Constatar 18. Forjando 19. Crecimiento20. Vertiginoso21. Liderazgo 22. Reto 23. Se trataba de24. Aficionado 25. Entrenamiento26. Promover 27. Aprendizaje 28. Convivencia 29. Inculcar 30. Equidad 31. Derrota 32. Sede

A. AcosarB. Adoctrinar C. Algo difícil de lograrD. Año escolarE. Ascender F. Aumento G. Cantidad que cabe en un

puñoH. Causar dolorI. Cerro J. Circundar K. Comprobar L. Conjunto de habilidades

para influir a otrosM. Crecer N. Divertido O. Estudio P. Estudio o clase práctica Q. Formar R. Formar S. Frecuentar T. Gesto de agradoU. Grupo de maleantesV. Hacerse dueñoW. IgualdadX. Impulsar Y. Influencia Z. IntentarAA. Lugar BB. Mala costumbreCC. Pérdida DD. Persona que practica

algo por placer

Faustino Asprilla=famoso futbolista colombiano

Altos de Cazucá, Bogotá, Colombiahttps://www.google.com/maps/place/Altos+de+Cazuca,+Bogot%C3%A1,+Bogota,+Colombia/@4.582542,-74.185931,17z/data=!4m2!3m1!1s0x8e3f9fb04c613dcd:0x89ba3b3da012178d

Lucas Jaramillo(a la derecha)

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33. Talleres 34. Curso35. Capacitación 36. Entretenida 37. Vicio 38. Solía 39. Ocio 40. Constituir

EE. PrácticaFF. Preparación GG.Preparador / InstructorHH. RápidoII. Risotada JJ. Ser suficienteKK. Temporal LL. Terreno de juegoMM. Tiempo libreNN. Vivir conjuntamente

SL: Paper 2Assessment criteria are used to assess paper 2, which is worth 25% of the overall mark.There are three assessment criteria.Criterion A Language 10 marksCriterion B Message 10 marksCriterion C Format 5 marks

Total 25 marks

SL: Paper 2: Written productive skillsDuration: 1 hour 30 minutesWeighting: 25%Paper 2 is based on the options: cultural diversity, customs and traditions, health, leisure, science and technology.This paper is externally set and externally assessed. It consists of five tasks requiring different types of texts. Each task is based on a different option, from which the student chooses one. The student is expected to write 250–400 words.

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The aim of this component is to assess the student’s ability to communicate in writing for a variety of purposes. It requires the student to demonstrate his or her productive skills. Students’ factual knowledge of the options will not be tested as such, but can, and should, be used to support what the student wishes to communicate.Each task requires an answer with a specific text type, such as a formal letter or a report. To this end, students need to identify the purpose(s) of the task in order to use register and style appropriate to the text type.Students should:

use language accurately and appropriately develop and organize ideas relevant to the

task produce the features of the required text

type correctly.Paper 2 requires students to produce text types from the following list.

Article Blog/diary entry Brochure, leaflet, flyer, pamphlet,

advertisement Essay Interview Introduction to debate, speech, talk,

presentation News report

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Official report Review Set of instructions, guidelines Written correspondence

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SL Paper 2: Written productive skillsCriterion A: Language How effectively and accurately does the student use language?Failure to write the minimum number of words will result in a 1-mark penalty.Mark

sLevel descriptor

0 The work does not reach a standard described by the descriptors below.

1–2 Command of the language is generally inadequate.A very limited range of vocabulary is used, with many basic errors.Simple sentence structures are rarely clear.

3–4 Command of the language is limited and generally ineffective.A limited range of vocabulary is used, with many basic errors.Simple sentence structures are sometimes clear.

5–6 Command of the language is generally adequate, despite many inaccuracies.A fairly limited range of vocabulary is used, with many errors.

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Simple sentence structures are usually clear.

7–8 Command of the language is effective, despite some inaccuracies.A range of vocabulary is used accurately, with some errors.Simple sentence structures are clear.

9–10 Command of the language is good and effective.A wide range of vocabulary is used accurately, with few significant errors.Some complex sentence structures are clear and effective.

Criterion B: Message How clearly can the student develop and organize relevant ideas?

Marks

Level descriptor

0 The work does not reach a standard described by the descriptors below.

1–2 The message has not been communicated.The ideas are irrelevant and/or repetitive.The development of ideas is unclear; supporting details are very limited and/or not appropriate.

3–4 The message has barely been communicated.

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The ideas are sometimes irrelevant and/or repetitive.The development of ideas is confusing; supporting details are limited and/or not appropriate.

5–6 The message has been partially communicated.The ideas are relevant to some extent.The development of ideas is evident at times; supporting details are sometimes appropriate.

7–8 The message has been communicated fairly well.The ideas are mostly relevant.The development of ideas is coherent; supporting details are mostly appropriate.

9–10 The message has been communicated well.The ideas are relevant.The development of ideas is coherent and effective; supporting details are appropriate.

Criterion C: Format How correctly does the student produce the

required text type? To what extent are the conventions of text types appropriate?

Mark Level descriptor

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s0 The work does not reach a standard

described by the descriptors below.1 The text type is not recognizable.

Conventions appropriate to the text type are not used.

2 The text type is hardly recognizable or is not appropriate.Conventions appropriate to the text type are very limited.

3 The text type is sometimes recognizable and appropriate.Conventions appropriate to the text type are limited.

4 The text type is generally recognizable and appropriate.Conventions appropriate to the text type are evident.

5 The text type is clearly recognizable and appropriate.Conventions appropriate to the text type are effective and evident.

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STANDARD LEVEL PAPER 2 N13

Realiza una de las tareas siguientes. Escribe entre 250 y 400 palabras.

1. Diversidad culturalSegún las últimas estadísticas, crece el número de estudiantes extranjeros en países de habla hispana. Tú conoces a uno de esos estudiantes y le pides que narre su experiencia para incluirla en la revista de tu colegio. Escribe el artículo.

2. Costumbres y tradicionesHas participado en la organización de actividades para un festival folklórico de diferentes culturas hispanas. Escribe una presentación para tu clase sobre la cultura que más te haya interesado.

3. Salud“Respirar aire puro es una condición esencial para sentirse sano.” Ese es el lema con el que un grupo de tus compañeros organizará un viaje a la montaña. Escribe el texto del folleto con el que promocionarás la actividad en el colegio.

4. OcioEn tu barrio se ha organizado un Club de Ciclismo que invita a hacer paseos en los fines de semana. Escribe el correo electrónico que dirigirás a la revista de una Asociación Juvenil para invitar a los jóvenes a participar.

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5. Ciencia y tecnologíaEn tu escuela, las autoridades han prohibido el uso de videojuegos (juegos electrónicos) educativos. Escribe una carta de queja al Director explicando por qué crees que esa prohibición no es correcta.

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HL Paper 2Assessment criteria are used to assess paper 2, which is worth 25% of the overall mark.Section AThere are three assessment criteria.Criterion A Language 10 marksCriterion B Message 10 marksCriterion C Format 5 marks

Total 25 marksSection B: Response to a TextThere are two assessment criteria.Criterion A Language 10 marksCriterion B Argument 10 marks

Total 20 marks

HL Paper 2: Written productive skillsDuration: 1 hour 30 minutesWeighting: 25%Paper 2 is externally set and externally assessed. It consists of two sections. Section A (250–400 words): Based on the

options—cultural diversity, customs and traditions, health, leisure, science and technology

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Section B (150–250 words): Based on the core—communication and media, global issues, social relationships

The aim of this component is to assess the student’s ability to communicate accurately in writing for a variety of purposes. It requires the student to demonstrate his or her productive skills.Section AThis section of the paper consists of five tasks requiring different types of texts. Each task is based on a different option, from which the student chooses one.Students’ factual knowledge of the options will not be tested as such, but can, and should, be used to support what the student wishes to communicate.Each task requires an answer with a specific text type, such as a formal letter or a report. To this end, students need to identify the purpose(s) of the task in order to use register and style appropriate to the text type.Students should: use language accurately and appropriately develop and organize ideas relevant to the task produce the features of the required text type

correctly.

Section A requires students to produce text types from the following list.

Article

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Blog/diary entry Brochure, leaflet, flyer, pamphlet, advertisement Interview Introduction to debate, speech, talk, presentation News report Official report Proposal Review Set of instructions, guidelines Written correspondenceSection BThe student writes a reasoned argument in the form of a response to a stimulus text dealing with a topic linked to the core. The text could be a news report or a comment by a public figure. The response should engage with details of the text in order to develop some coherent discussion of the topic area, which is informed by what has been learned during the study of the core. There is no prescribed answer—what is assessed is the student’s ability to express his or her reflection on, or personal response to, the stimulus.

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HL Paper 2: Written productive skills—section A (HL)Criterion A: Language How effectively and accurately does the student use language?Failure to write the minimum number of words will result in a 1-mark penalty.Mark

sLevel descriptor

0 The work does not reach a standard described by the descriptors below.

1–2 Command of the language is limited and generally ineffective.A limited range of vocabulary is used, with many basic errors.Simple sentence structures are sometimes clear.

3–4 Command of the language is generally adequate, despite many inaccuracies.A fairly limited range of vocabulary is used, with many errors.Simple sentence structures are usually clear.

5–6 Command of the language is effective, despite some inaccuracies.A range of vocabulary is used accurately, with some errors.

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Simple sentence structures are clear.7–8 Command of the language is good and

effective.A wide range of vocabulary is used accurately, with few significant errors.Some complex sentence structures are clear and effective.

9–10 Command of the language is very effective.A wide range of vocabulary is used accurately and effectively, with very few errors.Complex sentence structures are clear and effective

Criterion B: Message How clearly can the student develop and organize relevant ideas?

Marks

Level descriptor

0 The work does not reach a standard described by the descriptors below.

1–2 The message has not been communicated.The ideas are irrelevant and/or repetitive.The development of ideas is confusing; supporting details are limited and/or not appropriate.

3–4 The message has been partially

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communicated.The ideas are relevant to some extent.The development of ideas is evident at times; supporting details are sometimes appropriate.

5–6 The message has been communicated fairly well.The ideas are mostly relevant.The development of ideas is coherent; supporting details are mostly appropriate.

7–8 The message has been communicated well.The ideas are relevant.The development of ideas is coherent and effective; supporting details are appropriate.

9–10 The message has been communicated very well.The ideas are relevant and effective.The development of ideas is coherent and thorough; supporting details are highly appropriate.

Criterion C: Format How correctly does the student produce the

required text type? To what extent are the conventions of text types appropriate?

Marks

Level descriptor

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0 The work does not reach a standard described by the descriptors below.

1 The text type is not recognizable.Conventions appropriate to the text type are not used.

2 The text type is hardly recognizable or is not appropriate.Conventions appropriate to the text type are very limited.

3 The text type is sometimes recognizable and appropriate.Conventions appropriate to the text type are limited.

4 The text type is generally recognizable and appropriate.Conventions appropriate to the text type are evident.

5 The text type is clearly recognizable and appropriate.Conventions appropriate to the text type are effective and evident.

HL Paper 2: Written productive skills—section B Criterion A: Language How effectively and accurately does the student use language?

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Failure to write the minimum number of words will result in a 1-mark penalty.Mark

sLevel descriptor

0 The work does not reach a standard described by the descriptors below.

1–2 Command of the language is limited and generally ineffective.A limited range of vocabulary is used, with many basic errors.Simple sentence structures are sometimes clear.

3–4 Command of the language is generally adequate, despite many inaccuracies.A fairly limited range of vocabulary is used, with many errors.Simple sentence structures are usually clear.

5–6 Command of the language is effective, despite some inaccuracies.A range of vocabulary is used accurately, with some errors.Simple sentence structures are clear.

7–8 Command of the language is effective.A wide range of vocabulary is used accurately, with few significant errors.Some complex sentence structures are clear and effective.

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9–10 Command of the language is very effective.A wide range of vocabulary is used accurately and effectively, with very few errors.Complex sentence structures are clear and effective.

Criterion B: Argument How skillfully does the student develop ideas? How clear and convincing is the argument? To what extent does the student react to the stimulus?

Marks

Level descriptor

0 The work does not reach a standard described by the descriptors below.

1–2 The development of ideas is very poor, and the argument is unclear and unconvincing.The structure of the argument is vague and confusing.The ideas are irrelevant.

3–4 The development of ideas is poor, and the argument is rarely clear and convincing.The structure of the argument is sometimes apparent.The ideas are sometimes relevant.

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5–6 The development of ideas is sometimes good, and the argument has some clarity and is sometimes convincing.The structure of the argument is evident.The ideas are generally relevant.

7–8 The development of ideas is good and methodical; the argument is clear and fairly convincing.The structure of the argument is coherent and organized.The ideas are well expressed and relevant.

9–10 The development of ideas is very good and methodical; the argument is convincing.The structure of the argument is consistently coherent and organized.The ideas are very well expressed, relevant and engaging.

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HIGHER LEVEL PAPER 2 M14Sección A

Realiza una de las tareas siguientes. Escribe entre 250 y 400 palabras.

1. Diversidad culturalLos ritmos latinos (flamenco, salsa, tango, mambo, etc.) se han puesto de moda en todo el mundo. Tú asistes a una academia de baile en tu ciudad para aprender algunas de estas danzas. Escribe un correo electrónico a un/a amigo/a latino/a, explicándole tus emociones al aprender uno de estos bailes.

2. Costumbres y tradicionesHas estado viviendo durante algún tiempo en un país hispanohablante y has adoptado alguna de sus costumbres. Relata, en tu blog, la experiencia de cuando pusiste en práctica dicha costumbre en tu país de origen.

3. SaludTú has estado viviendo durante dos meses en España o en un país latinoamericano y has comprobado los beneficios de la comida natural. Escribe un folleto donde expliques qué es y cuáles son los beneficios de ese tipo de alimentación, para interesar a los estudiantes de tu colegio en una campaña sobre el tema.

4. Ocio

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Como parte de las actividades extraescolares, tu grupo ha visitado un país hispanohablante y ha organizado una expedición a la selva con los habitantes del lugar. Escribe un informe donde relates y evalúes la experiencia vivida, dirigido al Coordinador de Actividades Extraescolares de tu colegio.

5. Ciencia y tecnologíaEn los últimos tiempos, la tecnología ha intervenido en el diseño de materiales y objetos vinculados con el deporte (pelotas, raquetas, zapatillas, etc.) Escribe un artículo sobre el tema para una revista deportiva local.

HIGHER LEVEL PAPER 2 M14Sección B

A partir de las siguientes palabras, expresa tu opinión personal y justifícala. Elige uno de los tipos de texto trabajados en clase. Escribe entre 150 y 250 palabras.

La astrología, que está asociada a predicciones futuras tanto positivas como negativas, siempre acaba siendo un buen negocio.

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Nombre ____________________ Fecha ________________ Per _______ Pg ____N13 SL Texto B: En paraguay toman pruebas con teléfonos celulares en los colegios

Empara las palabras del texto con sus sinónimos a la derecha. 1. = novedosa ______________________________

2. = aprendizaje ______________________________

3. = aula ______________________________

4. = prueba ______________________________

5. = herramientas ______________________________

6. = llevar a cabo ______________________________

7. = constituye ______________________________

8. = calificación ______________________________

9. = abordarán ______________________________

10.= orientando ______________________________

11.= nivel ______________________________

12.= enviadas ______________________________

13.= deberán ______________________________

14.= respuesta ______________________________

15.= mismo ______________________________

16.= accede ______________________________

17. = a través de ______________________________

18. = asterisco ______________________________

19. = gerente ______________________________

20. = empresa ______________________________

21. = proveerá ______________________________

22. = ventajas ______________________________

23. = radican______________________________

24. = realizar______________________________

25. = logra ______________________________

26. = actualizar ______________________________

27. = elaboración ______________________________

28. = un informe ______________________________

29. = estar a cargo de ___________________________

30. = etapa ______________________________

31. = el conocimiento____________________________

32. = lectivo ______________________________

33. = curso ______________________________

abastecer, suministraraño escolarbeneficiocomponerconseguir, obtener un deseocontestacióndirectordirigir; informareducaciónejecutarescolarestar obligadoexperimentoexposición detalladagrado de alcanzaidéntico; igualmandarnegocionota; puntuaciónnuevo periodo o faseponer al díaporproducciónrealizarresidir; consistirsabiduríasala de claseser la responsabilidad designo ortográfico; estrellatener acceso tocar; aproximarseutensilio

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Nombre _______________________________ Fecha _________________ Per _____ Pg _____Write sentences about what you see in the video. Look for new vocabulary! You need 20 sentences

Write at least 3 sentences using the PRESENT SUBJUNCTIVEWISHES Quiere que… Prefiere que… Espera que…

que

EMOTIONS Le gusta que… Le molestará que… Teme que…

que

IMPERSONAL EXPRESSIONS Será bueno que… Es ridículo que… Es lógico que …

que

REQUESTS Mandará que… Dice que… Prohíbe que…

que

Doubt Duda que… No creerá que… No piensa que…

que

OJALÁ Ojalá que

Write at least 3 sentences ¿ ?

¿Hay…que…?¿Conoce a alguien que…?

que

que

XNo hay … que…

No conoce a nadie que…

que

queNEED

Busca … que…Necesita … que…

que que

Write at least 3 sentencesANTES DE QUE

EN CASO DE QUE

SIN QUE

CON TAL DE QUE

A MENOS QUE

PARA QUE

A FIN DE QUE

Write at least 1 sentence using the word si. Use the present and the future tenses. SI

¿ ?X

nee

d