Proves d'accés a la Universitat (PAU)

Criteris generals d'avaluació

Listening comprehension: 2 points

• 0.25 points for each correct answer to a multiple choice question (8 questions).
• wrong answers will be penalized (-1/3 of the question value = -0,08).

Reading comprehension: 4 points

• 0.5 for each correct answer to a multiple choice question (8 questions).
• wrong answers will be penalized (-1/3 of the question value = -0,16).

Composition: 4 points
The following aspects will be evaluated separately on a scale of 0 to 10 points.

b.1 Grammar (25 % of the composition grade)
Two different aspects will be contemplated under this heading:

• the correct and appropriate use of morphological and syntactic structures
• the range (variety and complexity) of structures used.

b.2 Vocabulary (25 % of the composition grade)
Two main aspects will be considered:

• the range and appropriate use of vocabulary (variety of semantic fields, richness, phrasal verbs, collocations, idiomatic expressions, linking words,...).
• the correct spelling of words.

b.3 Text / Paragraph building (25 % of the composition grade)
Two main aspects will be examined:

• The clarity of organization of ideas within the sentence, the paragraph and the text
• The clear and correct use of punctuation and text markers.

b.4 Maturity (25 % of the composition grade)
Aspects contemplated in this category:

• The skillful handling of the topic (clear thinking, good outline, well-reasoned ideas, creativity, ...)

Reminders

• Wrong format: If a composition does not follow the format (letter, dialogue, news report, diary, for and against argumentation, description, narrative, ...) of the chosen option, it will be penalized up to 1 point.
• Copying from the text: the use of full sentences or fragments taken from the text will not be considered as personal writing.
• Insufficient length. Compositions under 100 words will be penalized up to 1 point.
• Wrong topic: No points will be given to a composition written on a topic not included in the two given options.

Mind maps: how to do it!

How to do a Mind Map

Mind mapping (or concept mapping) involves writing down a central idea and thinking up new and related ideas which radiate out from the centre. By focussing on key ideas written down in your own words, and then looking for branches out and connections between the ideas, you are mapping knowledge in a manner which will help you understand and remember new information.

Look for relationships

Use lines, colours, arrows, branches or some other way of showing connections between the ideas generated on your mind map. These relationships may be important in you understanding new information or in constructing a structured essay plan. By personalising the map with your own symbols and designs you will be constructing visual and meaningful relationships between ideas which will assist in your recall and understanding.

Draw quickly on unlined paper without pausing, judging or editing

All of these things promote linear thinking and the idea of mind mapping is to think creatively and in a non-linear manner. There will be plenty of time for modifying the information later on but at this stage it is important to get every possibility into the mind map. Sometimes it is one of those obscure possibilities that may become the key to your knowledge of a topic.

Write down key ideas

Some students find that using capital letters encourages them to get down only the key points. Capitals are also easier to read in a diagram. You may, however, wish to write down some explanatory notes in lower case. Some students do this when they revisit the mind map at a later date while others write in such things as assessment criteria in this way.

Put main idea in the centre

Most students find it useful to turn their page on the side and do a mind map in "landscape" style. With the main idea or topic in the middle of the page this gives the maximum space for other ideas to radiate out from the centre.

Leave lots of space

Some of the most useful mind maps are those which are added to over a period of time. After the initial drawing of the mind map you may wish to highlight things, add information or add questions for the duration of a subject right up until exam time. For this reason it is a good idea to leave lots of space.

http://www.jcu.edu.au

BEQUES D'ESTIU A L'ESTRANGER!!!!!

Beques i ajuts individuals per a cursos d'Anglès a Gran Bretanya o Irlanda, de Francès a França i d’alemany a Alemanya per a alumnes d'ensenyament secundari

Beques per als alumnes de segon cicle d'ensenyament secundari obligatori, Batxillerat i Cicles Formatius (on es cursi llengua estrangera).

Modalitat	Nombre	Cost total	Import beca	Import a pagar per la família
A	150	1.380€	1.259€	121€
B	350	1.380€	824€	556€

Característiques de l'estada

• en institucions acreditades
  
• test de nivell previ
  
• 20 hores de classe a la setmana
  
• classes de 15 alumnes
  
• programa d'activitats complementari
  
• test final per valorar l'aprofitament
  
• allotjament en família (un/a estudiant català per família)
  
• viatge des del punt de sortida establert fins a la família de destí i retorn
  
• personal tutor i de contacte permanent
  
• assegurança

Durada: 2 setmanes a partir del 27 de juny i fins al 17 d'agost de 2008 en els països corresponents.

Requisits

Modalitat A:

• Estar matriculat en un centre sostingut amb fons públics.
  
• Tenir la condició de becaris en la convocatòria de beques i ajuts a l’estudi de caràcter general, per alumnes de nivells postobligatoris no universitaris i per universitaris que cursen estudis en la seva Comunitat Autònoma, o en la convocatòria d’ajuts per a l’adquisició de llibres de text i material didàctic complementari que es publiquin al BOE per cada curs.
  
• Tenir aprovat el curs anterior amb la nota mitjana de notable i una nota final de notable o excel·lent en l'assignatura d'Anglès, Francès o Alemany.

Modalitat B:

• Estar matriculat en un centre sostingut amb fons públics.
  
• Tenir aprovat el curs anterior amb una nota mitjana de notable i una nota final d'excel·lent en l'assignatura d'Anglès, Francès o Alemany.

Com demanar-les

• Les sol·licituds es tramitaran a través dels centres docents on es cursin els estudis ordinaris.
  
• Termini de presentació de sol·licituds pels candidats als seus Centres: 20 dies naturals a partir de la publicació de l’ordre al DOG.
  
• Termini d'introducció de dades a l'aplicació informàtica per part dels Centres: 10 dies naturals a partir de la finalització del termini de presentació de sol·licituds.

Informació i formularis de sol·licitud

http://www.xtec.cat/pap

Termini de presentació

Del 4 al 23 d'abril de 2008

Final marks are not final...yet!

Obviously the final marks are not final until tomorrow, they are provisional,
that means:
you have 24h. to improve them (by doing pending homework or resits)
DON'T GIVE UP!

Learning how to learn and the Common European Framework

According to the Common European Framework (Council of Europe 2001),
the general competences of an individual comprise:

• knowledge – declarative knowledge resulting from experience and from more formal learning;
• skills and know-how – which depend more on procedures than on declarative knowledge;
• existential competence – “the sum of the individual characteristics, personality traits and attitudes which concern, for example, self-image and one’s view of others and willingness to engage with other people in social interaction”;
• ability to learn – which “mobilises existential competence, declarative knowledge and skills, and draws on various types of competence”.

In its most general sense, savoir-apprendre is the ability to observe and participate in new
experiences and to incorporate new knowledge into existing knowledge, modifying the latter where necessary.
Language learning abilities are developed in the course of the experience of learning.
They enable the learner to deal more effectively and independently with new language learning challenges, to see what options exist and to make better use of opportunities.
Ability to learn has several components, such as language and communication awareness; general phonetic skills; study skills; and heuristic skills.

CALENDAR

carnestoltes 08