El documento presenta dos opiniones sobre el papel de los grupos de presión. La opinión 1 sostiene que los grupos de presión tienen un papel importante al concienciar al público sobre proyectos polémicos que podrían dañar el medio ambiente. La opinión 2 argumenta que los activistas que se manifiestan contra cualquier nuevo proyecto son enemigos del progreso y sólo les interesa protestar y provocar disturbios. El examinador proporciona posibles argumentos tanto a favor de la opinión 1 como de la opinión 2 para continuar
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
MISSION: Helping People Go Global
Our mission is to help people go global, creating opportunities to learn from people across the world. For anyone who desires to learn or teach, we make it easy, convenient, and affordable to share skills and knowledge without regard to differences in language, culture, and nationality.
VISION: Sharing the World’s Knowledge
Our vision is to create a global skill-sharing marketplace. Every single person has a unique set of skills, knowledge, and experiences that someone else in the world will value. This abundance of talent and potential is currently untapped and limited to the general public. By connecting individuals worldwide, we enable people to access the world’s knowledge.
ABOUT: A Marketplace for English Learners and Teachers
We help English learners find the best teachers from all over the world and offer a platform where anyone can start one-on-one online English classes. Currently, we focus exclusively on English learning, but plan to expand to other skills in the near future.
El resumen describe los preparativos para un viaje a Kenia, incluyendo una lista de verificación con cinco puntos principales: 1) vacunación y certificado médico, 2) transporte desde el aeropuerto, 3) ropa adecuada para el clima tropical, 4) dinero y tarjetas de crédito, 5) seguridad al interactuar con animales salvajes.
The document discusses the history and development of chocolate over centuries. It details how cocoa beans were first used as currency by the Maya and Aztecs before being transformed into a sweet confection by the Spanish in Europe. The text also notes that chocolate became increasingly popular worldwide from the 18th century onward as production methods improved.
This document provides a series of comparisons between different places, objects, and animals. It asks the reader to complete sentences comparing attributes such as size, population, speed, and more. For each comparison, it provides the appropriate adjective form to use depending on the facts. If the reader does not know the answers, they are instructed to search for information online. When finished, the reader should submit the file through the learning platform.
This document provides instructions for authenticating an official transcript from the University of Central Florida. It explains that the transcript has a digital signature that can be validated to confirm it is authentic and has not been altered. If the digital signature is invalid or cannot be validated, the transcript should be rejected. The document also provides contact information for the University of Central Florida Registrar's Office if further authentication is required.
This document provides guidance on writing summaries for the Unit 1 OCR GCSE examination. It explains that students will be given a non-fiction stimulus of approximately 700-800 words and asked to write a 300-400 word summary in response to a question. Students should aim to cut the word count in half by identifying only the essential information. Annotating the text can help with planning, and the summary should follow a 5 paragraph structure that captures the essence of the stimulus in the first paragraph and then summarizes the key ideas or arguments in the following paragraphs. Quotes and opinions should be avoided, and only information contained in the stimulus should be included.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
MISSION: Helping People Go Global
Our mission is to help people go global, creating opportunities to learn from people across the world. For anyone who desires to learn or teach, we make it easy, convenient, and affordable to share skills and knowledge without regard to differences in language, culture, and nationality.
VISION: Sharing the World’s Knowledge
Our vision is to create a global skill-sharing marketplace. Every single person has a unique set of skills, knowledge, and experiences that someone else in the world will value. This abundance of talent and potential is currently untapped and limited to the general public. By connecting individuals worldwide, we enable people to access the world’s knowledge.
ABOUT: A Marketplace for English Learners and Teachers
We help English learners find the best teachers from all over the world and offer a platform where anyone can start one-on-one online English classes. Currently, we focus exclusively on English learning, but plan to expand to other skills in the near future.
El resumen describe los preparativos para un viaje a Kenia, incluyendo una lista de verificación con cinco puntos principales: 1) vacunación y certificado médico, 2) transporte desde el aeropuerto, 3) ropa adecuada para el clima tropical, 4) dinero y tarjetas de crédito, 5) seguridad al interactuar con animales salvajes.
The document discusses the history and development of chocolate over centuries. It details how cocoa beans were first used as currency by the Maya and Aztecs before being transformed into a sweet confection by the Spanish in Europe. The text also notes that chocolate became increasingly popular worldwide from the 18th century onward as production methods improved.
This document provides a series of comparisons between different places, objects, and animals. It asks the reader to complete sentences comparing attributes such as size, population, speed, and more. For each comparison, it provides the appropriate adjective form to use depending on the facts. If the reader does not know the answers, they are instructed to search for information online. When finished, the reader should submit the file through the learning platform.
This document provides instructions for authenticating an official transcript from the University of Central Florida. It explains that the transcript has a digital signature that can be validated to confirm it is authentic and has not been altered. If the digital signature is invalid or cannot be validated, the transcript should be rejected. The document also provides contact information for the University of Central Florida Registrar's Office if further authentication is required.
This document provides guidance on writing summaries for the Unit 1 OCR GCSE examination. It explains that students will be given a non-fiction stimulus of approximately 700-800 words and asked to write a 300-400 word summary in response to a question. Students should aim to cut the word count in half by identifying only the essential information. Annotating the text can help with planning, and the summary should follow a 5 paragraph structure that captures the essence of the stimulus in the first paragraph and then summarizes the key ideas or arguments in the following paragraphs. Quotes and opinions should be avoided, and only information contained in the stimulus should be included.
The document provides sample responses for the IELTS Speaking Test Part Two. It includes topics like people, objects, places, habits, experiences that examinees may have to discuss. For each topic, it lists questions examiners may ask and points the examinee should mention in their response, including describing something in 3-4 minutes using sentences in the past and present tense.
American English File 5 Student Book (Second Edition)Muse
This document appears to be from an English language textbook. It contains a table of contents that lists various grammar, vocabulary, and pronunciation lessons for each chapter. The document provides an overview of the lessons, including topics like family, past tenses, health, travel and more. It also lists supplementary materials like a grammar bank, vocabulary bank, and sound bank at the end. The textbook was authored by Christina Latham-Koenig and Clive Oxenden, and Paul Seligson and Clive Oxenden authored earlier editions of the English File series.
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Send us your feedback & suggestions: info@ieltsbackup.com
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Ten Rules for Giving Good Oral PresentationsPhilip Bourne
This is an update of a lecture I give as part of a course in professional development for graduate students at the University of California San Diego (UCSD). There is also a video presentation of an earlier version of this talk at http://www.scivee.tv/node/2903.
IELTS Speaking Part 2 - Lesson and ExamplesDavid Wills
This document provides an overview of the IELTS speaking part 2 exam format. In part 2, test takers are given 1 minute to make notes on a cue card before speaking for 1-2 minutes to describe something based on the prompts. The cue card will list 3 things to talk about and a final "why" point. Test takers should speak slowly and confidently while staying on topic and within the time limit. Sample cue cards and notes are shown, as well as an example response. Partners are instructed to practice making notes and speaking in response to sample cue cards.
Shao Xiamin completed a Master of Finance degree at the University of New South Wales in July 2015. Over two semesters, Shao completed 48 credit points and maintained a weighted average mark of 67.625. Shao's coursework included subjects in empirical techniques and applications in finance, financial risk management, and financial theory and policy.
Tips and advice to do well on the Matching Features questions of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
The document provides information about the IELTS Listening Module exam format and guidelines. It describes the exam environment, paper format, timing, and audio playback process. Key details include:
- Exams are administered in a friendly environment with examiners who speak clearly.
- The test contains 4 sections with different conversation styles that must be completed within 30 minutes. An additional 10 minutes is given to transfer answers.
- Audio is played through a single recorder at the front of the room, with no repetition or headphones for individual listening.
- Test takers have 30 seconds to review each question before and after the associated audio playback.
The document is an IELTS Test Report Form for an individual who took the exam. It provides key information about the candidate including their name, date of birth, country of origin, gender, first language, and test results. The form notes that the Academic Reading and Writing modules should be used for admission to undergraduate and postgraduate courses, as the General Training modules do not test all skills required for academic study. It recommends reassessing the candidate's language ability after two years.
This document is an official transcript from the University of Nebraska Medical Center for a student named Scott Allen. It provides a summary of Allen's educational history, including degrees earned, courses taken semester-by-semester from 1982 to 1989 at various institutions culminating in a Doctor of Pharmacy degree awarded in 1989 from UNMC with distinction. The transcript details grades, credit hours, grade points and grade point averages for each semester. It also provides explanations of grading systems, common grades, and information to authenticate the transcript.
Typical English Pronunciation Errors Made by Native Chinese HongkongersYan Zhang
In this document, we will take a look at the most common pronunciation mistakes Chinese speakers – Hongkongers in particular – make when speaking English. We explore how these mistakes occur and how to fix them.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise stimulates the production of endorphins in the brain which elevate mood and reduce stress levels.
This document provides instructions for authenticating an official transcript from Baker College. It explains that the transcript has a digital signature that can be validated by opening the document in Adobe Acrobat or Reader. A valid digital signature is indicated by a blue ribbon and confirms the document is authentic and unaltered. An invalid or missing digital signature means the document should be rejected. Contact information is provided if further authentication is needed.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already have a condition.
Este documento contiene varias frases célebres de Mafalda, la famosa historieta argentina, que reflejan su perspectiva crítica y filosófica sobre temas como la política, la sociedad y la condición humana. Algunas de las frases destacan su escepticismo hacia los líderes políticos, la velocidad del cambio en el mundo moderno y la tendencia de la humanidad a preocuparse más por lo urgente que por lo importante.
How to improve ielts listening for presentationreaksmey um
1. The document provides information about the IELTS listening test, including the format, question types, and tips for preparing.
2. The IELTS listening test consists of 4 sections - two conversations and two monologues. It covers both everyday social contexts and academic subjects. Question types include multiple choice, short answers, notes, and diagram/chart completion.
3. The document offers advice for the test such as following instructions carefully, not panicking if a topic is difficult, focusing on what is being asked, and attempting all questions without spending too much time on any one. It also provides daily activities to improve listening skills like discussions in English and watching movies with subtitles.
Scott Smart has completed the requirements for a Diploma of Information Technology (ICA50111) as awarded by Holmesglen Institute on March 2016. The qualification is recognized within the Australian Qualifications Framework. A statement of academic completion further certifies that Scott Smart is eligible to graduate from the Diploma of Information Technology program after completing all academic and practical requirements on May 12, 2016 at Holmesglen Institute. An official academic transcript outlines the 20 modules/units completed by Scott Smart in 2015 as part of the Diploma, all of which were passed with a grade of 'PX'.
Expository essays explain or describe something using facts rather than opinions. They analyze events, ideas, objects, or written works. Examples include essays that describe how to do something or explain a process. When writing an expository essay, follow steps like selecting a narrow topic, outlining the essay, writing a thesis statement, choosing a method of development, writing topic sentences and body paragraphs, and including an introduction and conclusion. The structure includes an introduction with context and thesis, body paragraphs with topic sentences and supporting evidence, and a conclusion.
Tips and strategies to help you do well at the Summary Completion section of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
Transcripts Unviersity of Phoenix Course Completion proofMark Williams
This unofficial transcript summarizes Mark A. Williams' academic record, including courses taken at University of Phoenix between 2008-2015. It shows that he earned an Associate of Arts in Foundations of Business in 2014, maintaining a cumulative GPA of 3.42 over 114 credit hours completed at University of Phoenix. It provides a breakdown of individual courses, grades, credits, and overall degree progress.
Corresponde a la actividad "Situación de aprendizaje con base en los planteamientos de la didáctica crítica" de la sesión 4 modulo 10. Universidad ETAC, Sede Universidad Digital del Estado de México. Toluca, Méx.
Este documento presenta un proyecto de ciencias políticas realizado por un grupo de estudiantes sobre el tema de la antiglobalización. Incluye objetivos, justificación, metodología, preguntas temáticas, respuestas a las preguntas, una encuesta aplicada, resultados de la encuesta y conclusiones.
The document provides sample responses for the IELTS Speaking Test Part Two. It includes topics like people, objects, places, habits, experiences that examinees may have to discuss. For each topic, it lists questions examiners may ask and points the examinee should mention in their response, including describing something in 3-4 minutes using sentences in the past and present tense.
American English File 5 Student Book (Second Edition)Muse
This document appears to be from an English language textbook. It contains a table of contents that lists various grammar, vocabulary, and pronunciation lessons for each chapter. The document provides an overview of the lessons, including topics like family, past tenses, health, travel and more. It also lists supplementary materials like a grammar bank, vocabulary bank, and sound bank at the end. The textbook was authored by Christina Latham-Koenig and Clive Oxenden, and Paul Seligson and Clive Oxenden authored earlier editions of the English File series.
Facebook: https://www.facebook.com/ieltsbackup
Youtube: https://www.youtube.com/channel/UCIaUPwguD5zV87cJrbTmXdw
Linkedin: https://www.linkedin.com/in/ieltsbackup
Send us your feedback & suggestions: info@ieltsbackup.com
For more details: https://www.ieltsbackup.com
Ten Rules for Giving Good Oral PresentationsPhilip Bourne
This is an update of a lecture I give as part of a course in professional development for graduate students at the University of California San Diego (UCSD). There is also a video presentation of an earlier version of this talk at http://www.scivee.tv/node/2903.
IELTS Speaking Part 2 - Lesson and ExamplesDavid Wills
This document provides an overview of the IELTS speaking part 2 exam format. In part 2, test takers are given 1 minute to make notes on a cue card before speaking for 1-2 minutes to describe something based on the prompts. The cue card will list 3 things to talk about and a final "why" point. Test takers should speak slowly and confidently while staying on topic and within the time limit. Sample cue cards and notes are shown, as well as an example response. Partners are instructed to practice making notes and speaking in response to sample cue cards.
Shao Xiamin completed a Master of Finance degree at the University of New South Wales in July 2015. Over two semesters, Shao completed 48 credit points and maintained a weighted average mark of 67.625. Shao's coursework included subjects in empirical techniques and applications in finance, financial risk management, and financial theory and policy.
Tips and advice to do well on the Matching Features questions of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
The document provides information about the IELTS Listening Module exam format and guidelines. It describes the exam environment, paper format, timing, and audio playback process. Key details include:
- Exams are administered in a friendly environment with examiners who speak clearly.
- The test contains 4 sections with different conversation styles that must be completed within 30 minutes. An additional 10 minutes is given to transfer answers.
- Audio is played through a single recorder at the front of the room, with no repetition or headphones for individual listening.
- Test takers have 30 seconds to review each question before and after the associated audio playback.
The document is an IELTS Test Report Form for an individual who took the exam. It provides key information about the candidate including their name, date of birth, country of origin, gender, first language, and test results. The form notes that the Academic Reading and Writing modules should be used for admission to undergraduate and postgraduate courses, as the General Training modules do not test all skills required for academic study. It recommends reassessing the candidate's language ability after two years.
This document is an official transcript from the University of Nebraska Medical Center for a student named Scott Allen. It provides a summary of Allen's educational history, including degrees earned, courses taken semester-by-semester from 1982 to 1989 at various institutions culminating in a Doctor of Pharmacy degree awarded in 1989 from UNMC with distinction. The transcript details grades, credit hours, grade points and grade point averages for each semester. It also provides explanations of grading systems, common grades, and information to authenticate the transcript.
Typical English Pronunciation Errors Made by Native Chinese HongkongersYan Zhang
In this document, we will take a look at the most common pronunciation mistakes Chinese speakers – Hongkongers in particular – make when speaking English. We explore how these mistakes occur and how to fix them.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise stimulates the production of endorphins in the brain which elevate mood and reduce stress levels.
This document provides instructions for authenticating an official transcript from Baker College. It explains that the transcript has a digital signature that can be validated by opening the document in Adobe Acrobat or Reader. A valid digital signature is indicated by a blue ribbon and confirms the document is authentic and unaltered. An invalid or missing digital signature means the document should be rejected. Contact information is provided if further authentication is needed.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already have a condition.
Este documento contiene varias frases célebres de Mafalda, la famosa historieta argentina, que reflejan su perspectiva crítica y filosófica sobre temas como la política, la sociedad y la condición humana. Algunas de las frases destacan su escepticismo hacia los líderes políticos, la velocidad del cambio en el mundo moderno y la tendencia de la humanidad a preocuparse más por lo urgente que por lo importante.
How to improve ielts listening for presentationreaksmey um
1. The document provides information about the IELTS listening test, including the format, question types, and tips for preparing.
2. The IELTS listening test consists of 4 sections - two conversations and two monologues. It covers both everyday social contexts and academic subjects. Question types include multiple choice, short answers, notes, and diagram/chart completion.
3. The document offers advice for the test such as following instructions carefully, not panicking if a topic is difficult, focusing on what is being asked, and attempting all questions without spending too much time on any one. It also provides daily activities to improve listening skills like discussions in English and watching movies with subtitles.
Scott Smart has completed the requirements for a Diploma of Information Technology (ICA50111) as awarded by Holmesglen Institute on March 2016. The qualification is recognized within the Australian Qualifications Framework. A statement of academic completion further certifies that Scott Smart is eligible to graduate from the Diploma of Information Technology program after completing all academic and practical requirements on May 12, 2016 at Holmesglen Institute. An official academic transcript outlines the 20 modules/units completed by Scott Smart in 2015 as part of the Diploma, all of which were passed with a grade of 'PX'.
Expository essays explain or describe something using facts rather than opinions. They analyze events, ideas, objects, or written works. Examples include essays that describe how to do something or explain a process. When writing an expository essay, follow steps like selecting a narrow topic, outlining the essay, writing a thesis statement, choosing a method of development, writing topic sentences and body paragraphs, and including an introduction and conclusion. The structure includes an introduction with context and thesis, body paragraphs with topic sentences and supporting evidence, and a conclusion.
Tips and strategies to help you do well at the Summary Completion section of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
Transcripts Unviersity of Phoenix Course Completion proofMark Williams
This unofficial transcript summarizes Mark A. Williams' academic record, including courses taken at University of Phoenix between 2008-2015. It shows that he earned an Associate of Arts in Foundations of Business in 2014, maintaining a cumulative GPA of 3.42 over 114 credit hours completed at University of Phoenix. It provides a breakdown of individual courses, grades, credits, and overall degree progress.
Corresponde a la actividad "Situación de aprendizaje con base en los planteamientos de la didáctica crítica" de la sesión 4 modulo 10. Universidad ETAC, Sede Universidad Digital del Estado de México. Toluca, Méx.
Este documento presenta un proyecto de ciencias políticas realizado por un grupo de estudiantes sobre el tema de la antiglobalización. Incluye objetivos, justificación, metodología, preguntas temáticas, respuestas a las preguntas, una encuesta aplicada, resultados de la encuesta y conclusiones.
Este documento presenta un proyecto de ciencias políticas realizado por un grupo de estudiantes sobre el tema de la antiglobalización. Incluye objetivos, justificación, metodología, preguntas temáticas, respuestas a las preguntas, una encuesta aplicada, resultados de la encuesta y conclusiones.
Este documento resume el impacto de las redes sociales, influencers y blogueros en la conciencia profesional y ciudadana. Explica conceptos como influencers, líderes de opinión y blogs. Describe cómo las redes sociales pueden usarse para aumentar la conciencia sobre temas profesionales y de salud pública. Sin embargo, también advierte sobre los desafíos que plantean los medios tradicionales y la necesidad de figuras mediadoras confiables.
Este documento presenta un resumen de tres oraciones de un texto sobre Ciencias Sociales para quinto grado de primaria. El texto incluye información sobre los autores del libro, la tabla de contenido con tres unidades principales, y un extracto sobre la primera unidad que trata de decisiones importantes en la vida y cómo resolver dilemas.
Este documento presenta un resumen de tres oraciones de un texto sobre Ciencias Sociales para quinto grado de primaria. El texto incluye información sobre los autores del libro, la tabla de contenido con las unidades y guías, y una introducción a la unidad 1 sobre decisiones importantes en la vida.
Este documento proporciona una lista de posibles temas para que los estudiantes preparen y presenten monólogos orales de 10 a 15 minutos en clase. Los temas incluyen las relaciones personales, la rutina diaria, la zona de residencia del estudiante, el clima y las estaciones, la moda, la protección del medio ambiente, el reciclaje, los hábitos de consumo, el ocio y tiempo libre, las vacaciones, las películas y libros, la importancia de aprender idiomas, el mejor día de la vida del estudian
Este documento presenta una guía para reflexionar sobre la participación ciudadana y la democracia. Incluye dos actividades: la primera invita al lector a comprender la relación entre participación ciudadana y democracia, mientras que la segunda pide al lector que reflexione y plantee propuestas para la participación ciudadana sobre un asunto público relacionado con la pandemia de COVID-19. El documento provee instrucciones detalladas para completar ambas actividades.
Este documento presenta una guía para estudiantes sobre un proyecto STEAM relacionado con la donación de órganos. Explica que el objetivo del proyecto es generar conciencia sobre la importancia de las políticas públicas de donación de órganos y nuevas tecnologías. La guía detalla las cuatro semanas temáticas del proyecto, que cubren los principales órganos humanos, el análisis estadístico de la donación de órganos, los avances tecnológicos en órganos artificiales
La prostitución infantil es una realidad en la que menores de edad tienen relaciones sexuales a cambio de bienes materiales. Suele ocurrir más en zonas pobres y está prohibida en la mayoría de países. Factores como la pobreza, el abuso y la explotación obligan a los menores a prostituirse, con graves consecuencias para su salud física y mental.
Este documento es un cuestionario sobre las percepciones de estudiantes acerca del Proyecto Genoma Humano. Consta de cuatro secciones que evalúan el conocimiento, actitudes y opiniones de los estudiantes sobre temas como genética, enfermedades hereditarias, legislación y el impacto de la ciencia. El cuestionario incluye preguntas sobre el nivel de conocimiento de los estudiantes, sus percepciones semánticas de diferentes conceptos, sus intereses en temas científicos y preguntas de identificación personal.
Este documento propone un programa radial llamado "Entre Profesionales de mi Pueblo" que presentaría entrevistas con profesionales locales sobre temas como salud, agricultura, aspectos legales y cocina. El objetivo es educar a la audiencia sobre estos temas para aplicarlos en su vida diaria. Se grabarían las entrevistas y se transmitirían de forma diaria o interdiaria. Paul Sunción Cardoza sería el responsable de coordinar y producir el programa.
Analizamos tiras decisiones en tiempo de coronavirus VII ciclo 3ero 4to y 5to...Felicitas Espino Vivanco
Contiene actividades para analizar una tira cómica relacionada con el Coronavirus donde se presentan dos posturas "O la vida o la economía" del ilustrador Víctor Sanjinez
El documento habla sobre la relación entre los bienes públicos, el bien común y el cumplimiento de las normas y leyes. Explica que durante el estado de emergencia decretado por el coronavirus, algunas personas no han cumplido con las medidas de aislamiento social. Plantea preguntas sobre por qué la gente no ha obeído y cómo esto se relaciona con la ciudadanía. También describe cómo los bienes públicos como la salud deben ser garantizados por el Estado para beneficio de todos. Finalmente, pide reflexionar en familia sobre la importancia de acatar
Programa psicovial. drogas y conducciónCarlos Gestal
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Este documento presenta una serie de cuestionarios para diferentes cursos de la Educación Secundaria Obligatoria. Los cuestionarios abordan temas como la estratificación social en la Edad Media, el imperialismo y colonialismo europeos en el siglo XIX, y el uso de coordenadas geográficas. Cada cuestión requiere que los estudiantes realicen análisis, reflexiones y debates sobre estos temas históricos y geográficos de forma individual o en grupo.
Este documento presenta una introducción a los conceptos fundamentales de la economía. En primer lugar, define la economía como la ciencia que estudia la administración eficiente de recursos escasos para satisfacer necesidades humanas. Luego, explica que la escasez es el problema económico central, ya que los recursos son limitados mientras que las necesidades son ilimitadas. Finalmente, introduce los tres principales agentes económicos - familias, empresas y el sector público - y los diferentes sistemas económicos como la economía de mercado y la economía planificada.
El documento presenta un análisis de los programas de televisión y su impacto en las personas. Primero, describe los diferentes géneros de programas de televisión como informativos, culturales, de ficción y entretenimiento. Luego, propone criterios para analizar los programas, como su contenido, público objetivo y valores transmitidos. Finalmente, pide a los estudiantes que elijan un programa para analizar sus características y discutir cómo puede influir en las personas.
Similar a A2 speaking - Stimulus cards / Tarjetas de conversación (Spanish/Español) (20)
La necesidad de bienestar y el uso de la naturaleza.pdf
A2 speaking - Stimulus cards / Tarjetas de conversación (Spanish/Español)
1. 2
LY/Jun16/SPA4T/SPA4V
TARJETA A
Topic ENVIRONMENT
Sub-topic Pollution
• Look at the card and read the two opinions in the speech bubbles.
• Choose one and think how you can convey and expand on its main ideas.
• Begin the discussion by outlining your point of view (this should take no longer than one minute).
• You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
• You may be required to explain something you have said, to respond to an opposing point of view
expressed by the examiner, or to defend your expressed opinion(s).
• You may make notes in your preparation time and refer to them during this part of the test.
La bicicleta, ¿podría eliminar la polución en las
ciudades?
Opinión 1 Opinión 2
Ir en bicicleta tiene muchos
inconvenientes. No es
una opción práctica para
la mayoría de la gente.
El gobierno debe fomentar el
uso de la bicicleta. Es la mejor
manera de reducir las emisiones
tóxicas en las ciudades.
2. 3
LY/Jun16/SPA4T/SPA4V
Turn over
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
• Muchas personas no pueden ir en bici, por
ejemplo los ancianos, los minusválidos y las
madres con niños pequeños.
• Es demasiado peligroso ir en bici en las
grandes ciudades con mucho tráfico.
• Es muy desagradable cuando hay viento,
llueve o nieva, o si hay tormenta.
• Nadie quiere llegar a su trabajo sudando y
cansado.
Where the candidate is defending Opinión 2,
you might use the following:
• Es muy fácil crear carriles especiales en las
calles para los ciclistas, para que sea más
seguro para ellos.
• Los sistemas de bicis de alquiler son más
económicos y pueden formar parte de la red
de transporte público.
• Se evitan los atascos y se llega al trabajo
más pronto.
• Ir en bici mejora la salud de la persona.
3. 4
LY/Jun16/SPA4T/SPA4V
TARJETA B
Topic THE MULTICULTURAL SOCIETY
Sub-topic Integration
• Look at the card and read the two opinions in the speech bubbles.
• Choose one and think how you can convey and expand on its main ideas.
• Begin the discussion by outlining your point of view (this should take no longer than one minute).
• You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
• You may be required to explain something you have said, to respond to an opposing point of view
expressed by the examiner, or to defend your expressed opinion(s).
• You may make notes in your preparation time and refer to them during this part of the test.
Los hijos de los inmigrantes,
¿más integrados que sus padres?
Opinión 1 Opinión 2
Los hijos y los nietos de
los inmigrantes se han
integrado plenamente en
nuestra sociedad. Es fácil para
ellos seguir las costumbres del
país donde nacieron.
La falta de integración de
los inmigrantes de segunda o
tercera generación es un gran
problema. Aunque nacieron
aquí, prefieren vivir con su
propio grupo étnico.
4. 5
LY/Jun16/SPA4T/SPA4V
Turn over
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
• Cuando van a la escuela, los pequeños
quieren ser como sus compañeros.
• Aprenden la lengua del país más fácilmente
y más rápido que sus padres y sus abuelos.
• Los jóvenes no conocen ni comparten la
cultura de sus padres y sus abuelos.
• Tienen las mismas aspiraciones y
ambiciones que el resto de la población
nativa.
Where the candidate is defending Opinión 2,
you might use the following:
• Los hijos de inmigrantes se sienten
diferentes al resto de la población nativa.
• Tienen que llevar una doble vida, dentro y
fuera de la casa familiar.
• Tienen que elegir entre los valores de sus
padres y los de la sociedad en la que viven.
• A veces rechazan los valores de nuestra
sociedad y se identifican con la cultura del
país de origen de sus padres.
5. 6
LY/Jun16/SPA4T/SPA4V
TARJETA C
Topic CONTEMPORARY SOCIAL ISSUES
Sub-topic Wealth and poverty
• Look at the card and read the two opinions in the speech bubbles.
• Choose one and think how you can convey and expand on its main ideas.
• Begin the discussion by outlining your point of view (this should take no longer than one minute).
• You must then be prepared to respond to anything the examiner might say and to justify your point
of view.
• You may be required to explain something you have said, to respond to an opposing point of view
expressed by the examiner, or to defend your expressed opinion(s).
• You may make notes in your preparation time and refer to them during this part of the test.
Mandar dinero a los países pobres, ¿eliminará las
epidemias?
Opinión 1 Opinión 2
Para combatir las epidemias,
más vale educar que dar
dinero.
Las condiciones en esos
países no mejoran a pesar de
todo el dinero que los países
desarrollados mandan.
Enfermedades como el ébola,
la malaria y el SIDA proliferan
en países pobres.
Es la responsabilidad de los
países ricos dar dinero para
mejorar los sistemas de salud
en el Tercer Mundo.
6. 7
LY/Jun16/SPA4T/SPA4V
Turn over
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
• La falta de conocimientos sobre las normas
básicas de higiene permite que esas
enfermedades se transmitan.
• No vale la pena mandar dinero a países
donde los gobiernos corruptos lo malgastan.
• No es la responsabilidad de los países
desarrollados solucionar todos los
problemas en el mundo.
• A largo plazo, los países pobres deben
aprender a ser autosuficientes.
Where the candidate is defending Opinión 2,
you might use the following:
• La pobreza es el factor clave en la
transmisión de esas enfermedades.
• Combatir las epidemias en otros países es
esencial para evitar el posible contagio en
nuestro propio país.
• Las ONGs, como La Cruz Roja o Unicef, se
aseguran de que el dinero se gaste de la
forma correcta.
• Ayudar a los pobres en cualquier situación
es una obligación moral.
7. 8
LY/Jun16/SPA4T/SPA4V
TARJETA D
Topic ENVIRONMENT
Sub-topic Energy
• Look at the card and read the two opinions in the speech bubbles.
• Choose one and think how you can convey and expand on its main ideas.
• Begin the discussion by outlining your point of view (this should take no longer than one minute).
• You must then be prepared to respond to anything the examiner might say and to justify your point
of view.
• You may be required to explain something you have said, to respond to an opposing point of view
expressed by the examiner, or to defend your expressed opinion(s).
• You may make notes in your preparation time and refer to them during this part of the test.
¿Cómo solucionar la crisis energética?
Opinión 1 Opinión 2
Es ridículo pensar que
podemos vivir sin los aparatos
eléctricos.
Lo más importante es
incrementar la producción de
energía desarrollando técnicas
modernas como el fracking y la
energía nuclear.
La crisis energética tiene
una solución fácil.
Todos debemos reducir
nuestro consumo de
energía, utilizando
menos la calefacción, los
electrodomésticos y las
tecnologías de comunicación.
8. 9
LY/Jun16/SPA4T/SPA4V
Turn over
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
• La vida moderna depende de la energía.
Dejar de usarla no es una opción.
• El aumento en el consumo de energía
es inevitable. Producir más energía es
esencial.
• Aun si siguiéramos todos estos consejos, la
cantidad de energía que ahorraríamos sería
relativamente pequeña.
• Vivimos en el siglo veintiuno. No queremos
volver a la Edad Media.
Where the candidate is defending Opinión 2,
you might use the following:
• Los electrodomésticos y los móviles son un
lujo. Podemos vivir sin ellos.
• Las nuevas formas de generar electricidad
también tienen inconvenientes y amenazan
el medio ambiente.
• El problema fundamental es el derroche de
energía. Hay que utilizarla de manera más
responsable.
• Los aparatos eléctricos nos han hecho
perezosos. Dependemos demasiado de
ellos.
9. 10
LY/Jun16/SPA4T/SPA4V
TARJETA E
Topic THE MULTICULTURAL SOCIETY
Sub-topic Racism
• Look at the card and read the two opinions in the speech bubbles.
• Choose one and think how you can convey and expand on its main ideas.
• Begin the discussion by outlining your point of view (this should take no longer than one minute).
• You must then be prepared to respond to anything the examiner might say and to justify your point
of view.
• You may be required to explain something you have said, to respond to an opposing point of view
expressed by the examiner, or to defend your expressed opinion(s).
• You may make notes in your preparation time and refer to them during this part of the test.
¿Quiénes son las víctimas del racismo?
Opinión 1 Opinión 2
Hoy en día, vemos igualmente
ejemplos de actitudes racistas
contra personas de todas
las razas y colores.
Las personas de color suelen
ser las víctimas del racismo
porque las personas blancas se
ven como superiores.
10. 11
LY/Jun16/SPA4T/SPA4V
Turn over
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
• El racismo es un prejuicio irracional y tiene
poco que ver con el color.
• No son sólo las personas blancas las que
gritan insultos racistas.
• Vemos disturbios callejeros en los que
jóvenes negros atacan a jóvenes blancos.
• Hoy en día la discriminación contra
personas de color es ilegal.
Where the candidate is defending Opinión 2,
you might use the following:
• En el pasado, la raza blanca siempre ha
tratado de dominar a las otras razas.
• La gente de América del Norte y de Gran
Bretaña utilizó a la gente de África como
esclavos.
• No vemos muchos políticos de diferentes
razas.
• Las personas de color sufren discriminación
en el mundo laboral.
11. 12
LY/Jun16/SPA4T/SPA4V
TARJETA F
Topic CONTEMPORARY SOCIAL ISSUES
Sub-topic Law and Order
• Look at the card and read the two opinions in the speech bubbles.
• Choose one and think how you can convey and expand on its main ideas.
• Begin the discussion by outlining your point of view (this should take no longer than one minute).
• You must then be prepared to respond to anything the examiner might say and to justify your point
of view.
• You may be required to explain something you have said, to respond to an opposing point of view
expressed by the examiner, or to defend your expressed opinion(s).
• You may make notes in your preparation time and refer to them during this part of the test.
¿Cómo deberían ser las cárceles?
Opinión 1 Opinión 2
Privar a una persona de su libertad es
suficiente castigo. Los encarcelados
tienen derecho a disfrutar de
pasatiempos y deportes, a mejorar su
educación y a tener una dieta buena.
Las condiciones en las
cárceles deben ser duras e
incómodas. Es un castigo
y los delincuentes deben
sufrir.
12. 13
LY/Jun16/SPA4T/SPA4V
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
• La rehabilitación del delincuente es la
primera función de la cárcel.
• La mayoría de los encarcelados han sufrido
aislamiento social o problemas mentales.
• Hacer sufrir a una persona nunca tendrá
resultados positivos.
• Imponer condiciones duras sólo conducirá a
motines y violencia contra los carceleros.
Where the candidate is defending Opinión 2,
you might use the following:
• La posibilidad de ir a la cárcel debe ser
suficiente para disuadir a los delincuentes.
• No es justo que ellos tengan más derechos
que sus víctimas.
• Los delincuentes necesitan un castigo fuerte
para que aprendan la diferencia entre el
bien y el mal.
• Ofrecer estas comodidades a los
delincuentes es malgastar mucho dinero.
Turn over
13. 2
H/Jun15/SPA4T/SPA4V
TARJETA A
Topic ENVIRONMENT
Sub-topic Protecting the planet
l Look at the card and read the two opinions in the speech bubbles.
l Choose one and think how you can convey and expand on its main ideas.
l Begin the discussion by outlining your point of view (this should take no longer than one minute).
l You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
l You may be required to explain something you have said, to respond to an opposing point of
view expressed by the examiner, or to defend your expressed opinion(s).
l You may make notes in your preparation time and refer to them during this part of the test.
Los grupos de presión, ¿tienen un papel importante?
Opinión 1 Opinión 2
Los grupos de presión tienen
un papel importante porque
conciencian al público sobre
el impacto de proyectos
polémicos como, por ejemplo,
la construcción de viviendas
y carreteras, el fracking y los
alimentos transgénicos.
Los activistas que se manifiestan
contra cualquier nuevo proyecto
son enemigos del progreso.
Sólo les interesa protestar y
provocar disturbios.
14. 3
H/Jun15/SPA4T/SPA4V
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
l Ciertos grupos reaccionan de forma
exagerada contra cualquier iniciativa sin
informarse de los verdaderos hechos.
l Los grupos de presión son anti-democráticos,
porque no son elegidos por nadie y no
representan a la mayoría.
l Las protestas ruidosas y violentas no sirven
para convencer al público. Es mejor tratar
las cosas con calma y utilizar argumentos
razonables.
l Hay que considerar los beneficios que aporta
el progreso y no mirar al pasado.
Where the candidate is defending Opinión 2,
you might use the following:
l En una sociedad democrática, respetamos el
derecho a protestar.
l Siempre hay que estar alerta a las posibles
amenazas al medio ambiente como el uso de
los pesticidas, la contaminación de las aguas
y la pérdida de los espacios verdes.
l Gracias a organizaciones como Greenpeace
nos enteramos de la existencia de especies
en peligro de extinción como las ballenas o
los tigres.
l Un individuo no puede hacer mucho, pero
un grupo organizado tiene mucha más
influencia.
Turn over U
15. 4
H/Jun15/SPA4T/SPA4V
TARJETA B
Topic THE MULTICULTURAL SOCIETY
Sub-topic Racism
l Look at the card and read the two opinions in the speech bubbles.
l Choose one and think how you can convey and expand on its main ideas.
l Begin the discussion by outlining your point of view (this should take no longer than one minute).
l You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
l You may be required to explain something you have said, to respond to an opposing point of
view expressed by the examiner, or to defend your expressed opinion(s).
l You may make notes in your preparation time and refer to them during this part of the test.
¿Soy racista porque prefiero estar con gente como yo?
Opinión 1 Opinión 2
¿Es racismo no querer vivir con
gente extranjera? Es normal
sentirse más cómodo con
personas que comparten nuestra
propia cultura.
En el fondo los seres humanos
somos todos iguales y podemos
vivir en armonía. No importan
la raza, el color, la cultura ni la
religión de nuestros vecinos.
16. 5
H/Jun15/SPA4T/SPA4V
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
l Los que juzgan a otra raza sin conocerla
son xenófobos: tienen una mente cerrada.
l La diversidad cultural crea una sociedad
más interesante y puede traer muchos
beneficios.
l A veces no nos llevamos bien con
personas de nuestra misma raza o cultura:
todo depende del individuo.
l Si queremos paz en el mundo todas las
razas tienen que respetarse mutuamente.
Where the candidate is defending Opinión 2,
you might use the following:
l No somos todos iguales: algunas razas son
más civilizadas que otras y sus sociedades
están más avanzadas.
l Ciertas culturas tienen valores y
costumbres que, para nosotros, no son
aceptables, por ejemplo los matrimonios
forzados.
l Las diferentes creencias religiosas muchas
veces provocan conflictos y a veces
guerras.
l En el mundo animal, las distintas especies
viven separadas; no se mezclan entre sí.
Turn over U
17. 6
H/Jun15/SPA4T/SPA4V
TARJETA C
Topic CONTEMPORARY SOCIAL ISSUES
Sub-topic Impact of scientific and technological progress
l Look at the card and read the two opinions in the speech bubbles.
l Choose one and think how you can convey and expand on its main ideas.
l Begin the discussion by outlining your point of view (this should take no longer than one minute).
l You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
l You may be required to explain something you have said, to respond to an opposing point of
view expressed by the examiner, or to defend your expressed opinion(s).
l You may make notes in your preparation time and refer to them during this part of the test.
¿Se debe legalizar la eutanasia?
Opinión 1 Opinión 2
La eutanasia es un crimen y las
personas que ayudan a otra
persona a morir deben ser
castigadas.
Ayudar a un enfermo o
discapacitado que quiere poner
fin a su vida es un acto de
compasión. Debemos respetar
el derecho a optar por una
muerte digna.
18. 7
H/Jun15/SPA4T/SPA4V
Turn over U
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
l Vivimos en una sociedad cada vez menos
religiosa. No es correcto imponer ideas
religiosas a otros.
l Las personas viven una vida más larga
hoy en día y su calidad de vida empeora.
Deberían poder decidir cómo y cuándo
morir.
l Negarle a otra persona el alivio de su
sufrimiento es cruel e inhumano.
l Es mejor morir de manera tranquila y
controlada que morir de manera incierta y
posiblemente dolorosa.
Where the candidate is defending Opinión 2,
you might use the following:
l La vida es sagrada; sólo Dios puede
quitarla.
l Los médicos tienen la obligación de
salvarnos la vida, no de terminar con ella.
l Con los avances en el cuidado paliativo, se
puede aliviar el dolor y el sufrimiento de los
enfermos terminales.
l Los familiares que quieren heredar
propiedades o dinero pueden presionar
a los ancianos para que acepten la
eutanasia.
19. 8
H/Jun15/SPA4T/SPA4V
TARJETA D
Topic ENVIRONMENT
Sub-topic Pollution
l Look at the card and read the two opinions in the speech bubbles.
l Choose one and think how you can convey and expand on its main ideas.
l Begin the discussion by outlining your point of view (this should take no longer than one minute).
l You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
l You may be required to explain something you have said, to respond to an opposing point of
view expressed by the examiner, or to defend your expressed opinion(s).
l You may make notes in your preparation time and refer to them during this part of the test.
¿Son necesarios los trenes de alta velocidad?
Opinión 1 Opinión 2
Los trenes de alta velocidad no
son necesarios. Son demasiado
costosos y perjudiciales para el
medio ambiente.
Es vital modernizar nuestro
sistema de transporte
ferroviario. Los trenes de alta
velocidad son el futuro.
20. 9
H/Jun15/SPA4T/SPA4V
Turn over U
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
l Las comunicaciones rápidas son
esenciales para el desarrollo del comercio
y la economía en un país moderno.
l Tenemos que conectarnos al sistema de
trenes de alta velocidad que ya existe en
otros países europeos.
l La expansión de la red del ferrocarril creará
empleos en los sectores de la ingeniería y
de la construcción.
l Los trenes nuevos son más ecológicos al
ser limpios y menos ruidosos.
Where the candidate is defending Opinión 2,
you might use the following:
l Los trenes de alta velocidad dañarán
muchas zonas de gran belleza natural y
amenazarán los hábitats de la flora y la
fauna.
l La cantidad de tiempo que se ahorrará en
un viaje es mínima.
l Si hay más velocidad, hay más peligro de
accidentes catastróficos.
l Con las nuevas tecnologías de
comunicación, no necesitamos viajar para
hacer negocios.
21. 10
H/Jun15/SPA4T/SPA4V
TARJETA E
Topic THE MULTICULTURAL SOCIETY
Sub-topic Immigration
l Look at the card and read the two opinions in the speech bubbles.
l Choose one and think how you can convey and expand on its main ideas.
l Begin the discussion by outlining your point of view (this should take no longer than one minute).
l You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
l You may be required to explain something you have said, to respond to an opposing point of
view expressed by the examiner, or to defend your expressed opinion(s).
l You may make notes in your preparation time and refer to them during this part of the test.
¿Necesitamos más inmigrantes?
Opinión 1 Opinión 2
Cuando un país sufre una crisis
económica, es el momento de
poner fin a toda la inmigración y
pensar en la población nativa.
Siempre necesitaremos
inmigrantes: mejoran la
economía de muchas maneras.
22. 11
H/Jun15/SPA4T/SPA4V
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
l Los inmigrantes ayudan a mejorar la
economía porque son ambiciosos,
trabajadores y pagan impuestos.
l Debido al envejecimiento de la población
de este país, necesitamos inmigrantes
porque ayudan a mantener una tasa de
natalidad alta.
l Para competir en una economía global,
es vital el libre movimiento de la mano de
obra.
l Los inmigrantes contribuyen de manera
importante a la cultura de un país con sus
costumbres y estilos de vida distintos.
Where the candidate is defending Opinión 2,
you might use the following:
l Los inmigrantes a veces no hablan la
lengua, lo que supone un coste en clases
de inglés o intérpretes.
l El coste de los servicios de salud y de
educación está aumentando debido al
aumento de la población extranjera.
l Los inmigrantes compiten con la población
nativa para conseguir viviendas. Como
consecuencia, las zonas verdes se pierden.
l Muchos inmigrantes envían su dinero a sus
familiares en su país de origen. Esto no
beneficia a nuestra economía.
Turn over U
23. 12
H/Jun15/SPA4T/SPA4V
TARJETA F
Topic CONTEMPORARY SOCIAL ISSUES
Sub-topic Wealth and Poverty
l Look at the card and read the two opinions in the speech bubbles.
l Choose one and think how you can convey and expand on its main ideas.
l Begin the discussion by outlining your point of view (this should take no longer than one minute).
l You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
l You may be required to explain something you have said, to respond to an opposing point of
view expressed by the examiner, or to defend your expressed opinion(s).
l You may make notes in your preparation time and refer to them during this part of the test.
¿Hay pobreza en todo el mundo?
Opinión 1 Opinión 2
Sólo los que viven en países
donde falta comida y agua
limpia entienden lo que es la
verdadera pobreza.
En los países occidentales
desarrollados también existe
la pobreza.
24. 13
H/Jun15/SPA4T/SPA4V
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
l En muchas ciudades del mundo occidental
se ven personas sin techo, mendigos y
gente abandonada.
l En las zonas rurales, los sueldos son
bajos, el desempleo es alto y los servicios
son escasos.
l Cada vez más personas dependen de los
bancos de alimentos y de las tiendas de
segunda mano.
l Hay niños pobres porque sus padres son
drogadictos, alcohólicos o delincuentes.
Where the candidate is defending Opinión 2,
you might use the following:
l En los países desarrollados, nadie muere
de hambre.
l El tratamiento médico, la educación y la
pensión de jubilación son gratuitos.
l Los que están dispuestos a trabajar
pueden hacerse ricos.
l Algunos se consideran “pobres” porque
no pueden comprarse el último modelo de
móvil o de ordenador.
25. 2
H/Jun14/SPA4T/SPA4V
TARJETA A
Topic ENVIRONMENT
Sub-topic Protecting the Planet
l Look at the card and read the two opinions in the speech bubbles.
l Choose one and think how you can convey and expand on its main ideas.
l Begin the discussion by outlining your point of view (this should take no longer than one minute).
l You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
l You may be required to explain something you have said, to respond to an opposing point of
view expressed by the examiner, or to defend your expressed opinion(s).
l You may make notes in your preparation time and refer to them during this part of the test.
El cambio climático, ¿un problema que podemos
solucionar?
Opinión 1 Opinión 2
Es importante concienciar a todos
los ciudadanos sobre el impacto
que tienen las emisiones de CO2
en el medio ambiente. Están
causando el cambio climático
y tenemos que reducir nuestra
huella de carbono para evitarlo.
No es cierto que las emisiones
de CO2 causen el cambio
climático. Los científicos, los
políticos y los ecologistas no
están de acuerdo.
26. 3
H/Jun14/SPA4T/SPA4V
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
l El impacto que puede tener el individuo es
insignificante.
l No hay consenso científico sobre la
relación entre las emisiones de CO2 y
el cambio climático.
l El planeta seguirá sobreviviendo a pesar
de las actividades de los humanos.
l El cambio climático puede tener resultados
positivos, en la agricultura por ejemplo.
Where the candidate is defending Opinión 2,
you might use the following:
l Es muy fácil reducir nuestra huella
de carbono; no hace falta mucho esfuerzo.
l Ignorar la opinión de muchos expertos es
irresponsable.
l Tenemos que proteger el planeta para
las generaciones futuras.
l En el mundo estamos viendo cada vez más
huracanes, terremotos e inundaciones.
Turn over U
27. 4
H/Jun14/SPA4T/SPA4V
TARJETA B
Topic THE MULTICULTURAL SOCIETY
Sub-topic Integration
l Look at the card and read the two opinions in the speech bubbles.
l Choose one and think how you can convey and expand on its main ideas.
l Begin the discussion by outlining your point of view (this should take no longer than one minute).
l You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
l You may be required to explain something you have said, to respond to an opposing point of
view expressed by the examiner, or to defend your expressed opinion(s).
l You may make notes in your preparation time and refer to them during this part of the test.
¿Estamos todos a favor de una sociedad multicultural?
Opinión 1 Opinión 2
Los inmigrantes son los
únicos que quieren que el
Reino Unido sea un país
multicultural. Los británicos
preferimos mantener nuestras
propias costumbres.
La mayoría de los británicos
ven la diversidad de culturas
como algo positivo. Estamos
muy contentos de vivir en una
sociedad multicultural.
28. 5
H/Jun14/SPA4T/SPA4V
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
l La diversidad de culturas enriquece
la sociedad.
l La identidad “británica” no existe, somos
una nación con una mezcla de orígenes.
l Todos somos iguales: hay que respetar
las diferencias.
l Vivimos en un mundo globalizado; es
imposible impedir el desarrollo inevitable de
la raza humana.
Where the candidate is defending Opinión 2,
you might use the following:
l Es difícil relacionarse con personas que
no hablan nuestra lengua ni comparten
nuestra cultura.
l Es importante proteger la identidad
nacional.
l Los inmigrantes quieren cambiar nuestras
leyes e imponer sus valores y costumbres.
l Muchos inmigrantes no quieren integrarse;
prefieren aislarse en sus propias
comunidades.
Turn over U
29. 6
H/Jun14/SPA4T/SPA4V
TARJETA C
Topic CONTEMPORARY SOCIAL ISSUES
Sub-topic Law and order
l Look at the card and read the two opinions in the speech bubbles.
l Choose one and think how you can convey and expand on its main ideas.
l Begin the discussion by outlining your point of view (this should take no longer than one minute).
l You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
l You may be required to explain something you have said, to respond to an opposing point of
view expressed by the examiner, or to defend your expressed opinion(s).
l You may make notes in your preparation time and refer to them during this part of the test.
Las cámaras de seguridad, ¿positivas o negativas?
Opinión 1 Opinión 2
Las cámaras de vigilancia
pueden ayudar de forma muy
positiva con la seguridad del
ciudadano.
La videovigilancia en las
calles, en los comercios
y en el transporte invade
la privacidad y no ofrece
ninguna protección al público.
30. 7
H/Jun14/SPA4T/SPA4V
Turn over U
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
l Las cámaras no nos protegen, sólo ayudan
a la policía a detener a los delincuentes.
l Las cámaras no pueden reemplazar a
los agentes de seguridad.
l Son una manera de reducir los costes
de mantener el órden público.
l Son una invasión de nuestra vida privada.
Where the candidate is defending Opinión 2,
you might use the following:
l Las cámaras nos protegen porque tienen
un efecto disuasorio.
l Se pueden colocar en sitios donde
la presencia de los policías no es siempre
posible.
l Las fuerzas de seguridad pueden llegar al
lugar de un delito muy rápidamente.
l Estar vigilado no es una amenaza para
las personas honestas.
31. 8
H/Jun14/SPA4T/SPA4V
TARJETA D
Topic ENVIRONMENT
Sub-topic Energy
l Look at the card and read the two opinions in the speech bubbles.
l Choose one and think how you can convey and expand on its main ideas.
l Begin the discussion by outlining your point of view (this should take no longer than one minute).
l You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
l You may be required to explain something you have said, to respond to an opposing point of
view expressed by the examiner, or to defend your expressed opinion(s).
l You may make notes in your preparation time and refer to them during this part of the test.
Las energías renovables, ¿son el futuro?
Opinión 1 Opinión 2
Es necesario reducir las
emisiones de CO2 para
salvar el planeta. Debemos
optar por las energías
renovables.
Satisfacer la creciente demanda
de energía debe ser nuestra
prioridad. Las energías
renovables no ofrecen una
solución adecuada.
32. 9
H/Jun14/SPA4T/SPA4V
Turn over U
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
l No se genera suficiente energía con
las energías renovables para satisfacer
la demanda que existe.
l La energía es fundamental en el desarrollo
económico.
l Sin una fuente fiable de energía, veremos
cortes de electricidad en el futuro.
l Este país sólo produce un 2% de
las emisiones de CO2 en el mundo.
Where the candidate is defending Opinión 2,
you might use the following:
l Las energías renovables son limpias y
ecológicas.
l Lo más importante es combatir
el calentamiento global.
l La tecnología de las energías renovables
es nueva pero tiene un potencial enorme.
l Los combustibles fósiles se agotarán y
la energía nuclear es demasiado peligrosa.
33. 10
H/Jun14/SPA4T/SPA4V
TARJETA E
Topic THE MULTICULTURAL SOCIETY
Sub-topic Racism
l Look at the card and read the two opinions in the speech bubbles.
l Choose one and think how you can convey and expand on its main ideas.
l Begin the discussion by outlining your point of view (this should take no longer than one minute).
l You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
l You may be required to explain something you have said, to respond to an opposing point of
view expressed by the examiner, or to defend your expressed opinion(s).
l You may make notes in your preparation time and refer to them during this part of the test.
El racismo, ¿es un problema del pasado?
Opinión 1 Opinión 2
El racismo no es un gran
problema en la sociedad
de hoy. Los que expresan
actitudes racistas son una
minoría.
La discriminación racial sigue
existiendo a pesar de las
medidas antirracistas que ha
tomado el gobierno. No hemos
solucionado el problema del
racismo.
34. 11
H/Jun14/SPA4T/SPA4V
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
l Existen partidos políticos ultra-derechistas
que se oponen a la sociedad multicultural.
l Todos los días vemos incidentes de
ataques racistas en los medios de
comunicación.
l El racismo en el fútbol es algo frecuente
entre los hinchas de los diferentes equipos.
l En las grandes ciudades viven separados
varios grupos étnicos.
Where the candidate is defending Opinión 2,
you might use the following:
l Existen leyes que aseguran la igualdad
de oportunidades en la educación y en
el trabajo.
l Las generaciones jóvenes están más
concienciadas sobre el racismo.
l Vemos muchos ejemplos de personas de
culturas distintas que son respetadas por
el público.
l Las familias de raza mixta son cada vez
más frecuentes.
Turn over U
35. 12
H/Jun14/SPA4T/SPA4V
TARJETA F
Topic CONTEMPORARY SOCIAL ISSUES
Sub-topic Impact of scientific and technological progress
l Look at the card and read the two opinions in the speech bubbles.
l Choose one and think how you can convey and expand on its main ideas.
l Begin the discussion by outlining your point of view (this should take no longer than one minute).
l You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
l You may be required to explain something you have said, to respond to an opposing point of
view expressed by the examiner, or to defend your expressed opinion(s).
l You may make notes in your preparation time and refer to them during this part of the test.
La investigación espacial, ¿vale la pena?
Opinión 1 Opinión 2
La exploración espacial es muy
importante. Puede significar
muchos beneficios para la raza
humana.
Los viajes al espacio son
demasiado costosos. Sería
más útil gastar el dinero en
proyectos para mejorar la vida
de los habitantes de nuestro
planeta.
36. 13
H/Jun14/SPA4T/SPA4V
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
l No se puede justificar el coste de viajar
al espacio mientras haya hambre en
el mundo.
l Los descubrimientos hechos gracias a las
investigaciones espaciales han sido pocos
y sin mucha importancia.
l Bastantes problemas tenemos en nuestro
mundo, no hay necesidad de buscar otros
en el espacio.
l Los científicos están obsesionados y
desconectados de la realidad de la vida
cotidiana.
Where the candidate is defending Opinión 2,
you might use the following:
l La investigación espacial ha facilitado
el invento de cosas útiles como velcro,
GPS, láser y teflón.
l Explorar el universo es un instinto natural
del Hombre.
l Las investigaciones científicas no
se pueden valorar sólo en términos
económicos.
l Un día quizás tengamos que ir a vivir a
otro planeta debido al deterioro de nuestro
entorno.
38. 3
H/Jun13/SPA4T/SPA4V
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
economía.
lujo que sólo tienen los países ricos.
pasado por la misma revolución industrial.
baratos de los países en vías de desarrollo.
Where the candidate is defending Opinión 2,
you might use the following:
combustibles fósiles para producir su
energía.
alarmante.
internacionales para controlar las
emisiones.
el nivel de vida de algunos individuos.
Turn over
40. 5
H/Jun13/SPA4T/SPA4V
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
leyes y sus tradiciones.
no son aceptables en nuestra sociedad.
quiero perder nuestra identidad nacional.
sociedad, que no vengan aquí.
Where the candidate is defending Opinión 2,
you might use the following:
superior a otra.
culturas distintas.
música, comida y festivales.
con los demás.
Turn over
42. 7
H/Jun13/SPA4T/SPA4V
Turn over
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
requiere una solución permanente y
sostenible.
subdesarrollados malgastan el dinero.
siempre crea dependencia.
satisfacción y dignidad.
Where the candidate is defending Opinión 2,
you might use the following:
necesitados.
física para trabajar la tierra.
funcionar en países donde falta la
infraestructura básica.
44. 9
H/Jun13/SPA4T/SPA4V
Turn over
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
Quedar extinto es parte del ciclo natural.
interesan a la gente sentimental.
Where the candidate is defending Opinión 2,
you might use the following:
elemento del ecosistema global.
planeta sano.
generaciones futuras.
vivir.
45. 10
H/Jun13/SPA4T/SPA4V
TARJETA E
Topic THE MULTICULTURAL SOCIETY
Sub-topic Immigration
one and think how you can convey and expand on its main ideas.
point of view.
view expressed by the examiner, or to defend your expressed opinion(s).
Los inmigrantes, ¿hay que aceptarles a todos?
Opinión 1 Opinión 2
Sólo hay que admitir a
inmigrantes que pueden
contribuir económica y
socialmente a nuestro país.
¡No hay sitio en nuestro
país para criminales,
enfermos o viejos!
Debemos acoger a todos
los que necesitan nuestra
ayuda. ¿Por qué no
con los menos afortunados?
46. 11
H/Jun13/SPA4T/SPA4V
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
los pobres y los oprimidos.
países pobres.
inhumano y egoísta.
corrupto no son todos criminales.
Where the candidate is defending Opinión 2,
you might use the following:
trabajar e integrarse.
tope. No hay recursos para más gente.
una carga para los servicios públicos.
ayudar a la gente nativa.
Turn over
48. 13
H/Jun13/SPA4T/SPA4V
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
inocente.
Where the candidate is defending Opinión 2,
you might use the following:
disuasiva.
el criminal no vuelva a matar.
que mantener a un criminal en la cárcel.
a los criminales: ojo por ojo, diente por
diente.
50. 3
H/Jun12/SPA4T/SPA4V
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
• la posibilidad de accidentes catastróficos
• el problema de los residuos radioactivos
• las ventajas medioambientales de las
energías alternativas
• la amenaza de un ataque terrorista
Where the candidate is defending Opinión 2,
you might use the following:
• la creciente demanda de energía
• la energía nuclear es limpia y barata
• la tecnología nuclear ha avanzado mucho y
hoy es segura
• hay que ser autosuficiente en el suministro
de energía
Turn over
52. 5
H/Jun12/SPA4T/SPA4V
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
• el amor es lo más importante
• el círculo familiar se verá enriquecido
culturalmente
• producirá una próxima generación más
tolerante
• un paso hacia el verdadero
multiculturalismo
Where the candidate is defending Opinión 2,
you might use the following:
• el conflicto de culturas y valores distintos
• la pareja vive entre dos comunidades
• son problemáticas la identidad y la
educación de los hijos
• puede llevar al aislamiento social de la
pareja
Turn over
54. 7
H/Jun12/SPA4T/SPA4V
Turn over
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
• una excusa para no hacer nada
• es una obligación moral compartir nuestra
riqueza
• existen organizaciones establecidas y
fiables como la Cruz Roja, la ONU etc.
• hay que responder a emergencias:
terremotos, inundaciones, sequías…
Where the candidate is defending Opinión 2,
you might use the following:
• las donaciones se gastan en costes
administrativos
• la corrupción entre los administradores
• la responsabilidad de los gobiernos de los
países pobres
• ya contribuimos con la ayuda internacional
56. 9
H/Jun12/SPA4T/SPA4V
Turn over
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
• hoy en día es mucho más fácil reciclar
• enseñamos a los niños las 3 Rs
• convertimos residuos en energía: la
biomasa
• exportamos cosas útiles a países menos
desarrollados
Where the candidate is defending Opinión 2,
you might use the following:
• seguimos produciendo envases
innecesarios
• tirar la basura en vertederos no es una
opción infinita
• el problema de controlar los vertederos
ilegales
• el coste de recoger y tratar la basura
58. 11
H/Jun12/SPA4T/SPA4V
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
• ¿cómo se define el racismo?
• ¿castigamos palabras o acciones?
• el peligro para la democracia de reprimir
ideas
• es mejor la educación que la coerción
Where the candidate is defending Opinión 2,
you might use the following:
• el gobierno debe transmitir un fuerte
mensaje anti-racista
• es fundamental proteger a las minorías
vulnerables
• la gente que no respeta las distintas
culturas es racista
• debemos combatir actitudes antisociales y
fomentar la tolerancia
Turn over
59. 12
H/Jun12/SPA4T/SPA4V
TARJETA F
Topic CONTEMPORARY SOCIAL ISSUES
Sub-topic Impact of scientific and technological progress
• Look at the card and read the two opinions in the speech bubbles.
• Choose one and think how you can convey and expand on its main ideas.
• Begin the discussion by outlining your point of view (this should take no longer than one minute).
• You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
• You may be required to explain something you have said, to respond to an opposing point of
view expressed by the examiner, or to defend your expressed opinion(s).
• You may make notes in your preparation time and refer to them during this part of the test.
¿Se puede vivir sin Internet?
Opinión 1 Opinión 2
Se necesita un ordenador
con conexión a Internet en
cada hogar. Es esencial
para poder funcionar en el
mundo actual.
Se vive mejor
“desconectado.” Un
hogar sin Internet es
más tranquilo y más
sano.
60. 13
H/Jun12/SPA4T/SPA4V
Notes for Examiners
Where the candidate is defending Opinión 1,
you might use the following:
• el problema de la ciberadicción
• las malas consecuencias del sedentarismo
• el trabajo está siempre presente en casa
• la importancia de la comunicación cara a
cara
Where the candidate is defending Opinión 2,
you might use the following:
• el acceso a información sin límites
• la facilidad de sacar billetes, entradas,
hacer reservas etc.
• más oportunidades de mantenerse en
contacto
• las ventajas de hacer compras sin salir de
casa
61. 2
H/Jun11/SPA4T/SPA4V
TARJETA A
Topic ENVIRONMENT
Sub-topic Pollution
ï Look at the card and read the two opinions in the speech bubbles.
ï Choose one and think how you can convey and expand on its main ideas.
ï Begin the discussion by outlining your point of view (this should take no longer than one minute).
ï You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
ï You may be required to explain something you have said, to respond to an opposing point of
view expressed by the examiner, or to defend your expressed opinion(s).
ï You may make notes in your preparation time and refer to them during this part of the test.
øCÛmo reducir la poluciÛn en las ciudades?
OpiniÛn 1 OpiniÛn 2
La poluciÛn causada
por la congestiÛn de
tr·fico es cada vez
peor. La ˙nica soluciÛn
es prohibir los coches
particulares en los
centros urbanos.
El coche particular
es una necesidad.
Excluir los coches de
las ciudades no es ni
pr·ctico ni justo.
62. 3
H/Jun11/SPA4T/SPA4V
Notes for Examiners
Where the candidate is defending OpiniÛn 1,
you might use the following:
ï las ventajas de ir en coche
ï la necesidad de acudir al trabajo
ï el sistema de transporte p˙blico
inadecuado
ï los ancianos, los minusv·lidos, las madres
con niÒos pequeÒos
Where the candidate is defending OpiniÛn 2,
you might use the following:
ï las emisiones de CO2
ï la poluciÛn ac˙stica
ï el derecho a respirar aire limpio
ï la seguridad de los peatones
Turn over !
63. 4
H/Jun11/SPA4T/SPA4V
TARJETA B
Topic THE MULTICULTURAL SOCIETY
Sub-topic Immigration
ï Look at the card and read the two opinions in the speech bubbles.
ï Choose one and think how you can convey and expand on its main ideas.
ï Begin the discussion by outlining your point of view (this should take no longer than one minute).
ï You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
ï You may be required to explain something you have said, to respond to an opposing point of
view expressed by the examiner, or to defend your expressed opinion(s).
ï You may make notes in your preparation time and refer to them during this part of the test.
Los refugiados, øson todos iguales?
OpiniÛn 1 OpiniÛn 2
El asilo polÌtico debe
concederse sÛlo en
casos extremos de
persecuciÛn. Los
inmigrantes econÛmicos
abusan del sistema.
DeberÌamos aceptar
a todos los refugiados
que vienen de paÌses
pobres. øNo tienen
derecho a buscar una
vida mejor en otro paÌs?
64. 5
H/Jun11/SPA4T/SPA4V
Notes for Examiners
Where the candidate is defending OpiniÛn 1,
you might use the following:
ï los derechos humanos
ï la igualdad de oportunidades
ï la contribuciÛn de los inmigrantes
ï una obligaciÛn moral
Where the candidate is defending OpiniÛn 2,
you might use the following:
ï el n˙mero creciente de inmigrantes
ï las declaraciones falsas de persecuciÛn
ï la creciente demanda en servicios
ï admitir a terroristas o criminales
Turn over !
65. 6
H/Jun11/SPA4T/SPA4V
TARJETA C
Topic CONTEMPORARY SOCIAL ISSUES
Sub-topic Law and order
ï Look at the card and read the two opinions in the speech bubbles.
ï Choose one and think how you can convey and expand on its main ideas.
ï Begin the discussion by outlining your point of view (this should take no longer than one minute).
ï You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
ï You may be required to explain something you have said, to respond to an opposing point of
view expressed by the examiner, or to defend your expressed opinion(s).
ï You may make notes in your preparation time and refer to them during this part of the test.
La seguridad del ciudadano
øQuiÈn va a protegernos?
OpiniÛn 1 OpiniÛn 2
Cada ciudadano
tiene derecho a
protegerse contra los
delincuentes, incluso
con armas cuando
sea necesario.
Mantener el orden
es la responsabilidad
de las fuerzas de
seguridad. Dejemos
a la policÌa imponer la
ley.
66. 7
H/Jun11/SPA4T/SPA4V
Turn over !
Notes for Examiners
Where the candidate is defending OpiniÛn 1,
you might use the following:
ï la vigilancia callejera
ï la protecciÛn de los inocentes
ï el proceso judicial
ï la imparcialidad de la policÌa
Where the candidate is defending OpiniÛn 2,
you might use the following:
ï la vida/la propiedad en peligro
ï una reacciÛn inmediata
ï una sociedad cada vez m·s violenta
ï el efecto disuasorio
67. 8
H/Jun11/SPA4T/SPA4V
TARJETA D
Topic ENVIRONMENT
Sub-topic Energy
ï Look at the card and read the two opinions in the speech bubbles.
ï Choose one and think how you can convey and expand on its main ideas.
ï Begin the discussion by outlining your point of view (this should take no longer than one minute).
ï You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
ï You may be required to explain something you have said, to respond to an opposing point of
view expressed by the examiner, or to defend your expressed opinion(s).
ï You may make notes in your preparation time and refer to them during this part of the test.
øQuiÈn va a producir nuestra energÌa?
OpiniÛn 1 OpiniÛn 2
Lo m·s importante
es ser autosuficiente
en la producciÛn de
energÌa. Debemos
desarrollar nuestras
propias fuentes de
energÌa.
Producir energÌa es
caro. Lo m·s lÛgico
es comprar nuestra
energÌa de aquellos
paÌses que tienen
m·s recursos y mejor
tecnologÌa.
68. 9
H/Jun11/SPA4T/SPA4V
Turn over !
Notes for Examiners
Where the candidate is defending OpiniÛn 1,
you might use the following:
ï la falta de recursos naturales
ï los conocimientos tecnolÛgicos de otros
paÌses
ï la duplicaciÛn innecesaria
ï la globalizaciÛn inevitable
Where the candidate is defending OpiniÛn 2,
you might use the following:
ï el suministro garantizado
ï el gobierno en control
ï el desarrollo de energÌas renovables
ï la estabilidad de los precios
69. 10
H/Jun11/SPA4T/SPA4V
TARJETA E
Topic THE MULTICULTURAL SOCIETY
Sub-topic Integration
ï Look at the card and read the two opinions in the speech bubbles.
ï Choose one and think how you can convey and expand on its main ideas.
ï Begin the discussion by outlining your point of view (this should take no longer than one minute).
ï You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
ï You may be required to explain something you have said, to respond to an opposing point of
view expressed by the examiner, or to defend your expressed opinion(s).
ï You may make notes in your preparation time and refer to them during this part of the test.
La discriminaciÛn positiva: øuna ayuda hacia la
integraciÛn?
OpiniÛn 1 OpiniÛn 2
Cada organizaciÛn
y empresa debe
emplear una cuota de
personas de minorÌas
Ètnicas para reflejar
la diversidad en la
sociedad.
Se debe contratar
a la persona mejor
cualificada para un
empleo, sin pensar en
su origen Ètnico. La
discriminaciÛn positiva
es injusta.
70. 11
H/Jun11/SPA4T/SPA4V
Notes for Examiners
Where the candidate is defending OpiniÛn 1,
you might use the following:
ï rechazar al mejor candidato
ï la manipulaciÛn polÌtica
ï la creaciÛn de resentimiento
ï øevidencia de resultados positivos?
Where the candidate is defending OpiniÛn 2,
you might use the following:
ï la igualdad de oportunidades
ï la inclusiÛn de las minorÌas
ï una obligaciÛn moral
ï la promociÛn de actitudes tolerantes
Turn over !
71. 12
H/Jun11/SPA4T/SPA4V
TARJETA F
Topic CONTEMPORARY SOCIAL ISSUES
Sub-topic Impact of scientific and technological progress
ï Look at the card and read the two opinions in the speech bubbles.
ï Choose one and think how you can convey and expand on its main ideas.
ï Begin the discussion by outlining your point of view (this should take no longer than one minute).
ï You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
ï You may be required to explain something you have said, to respond to an opposing point of
view expressed by the examiner, or to defend your expressed opinion(s).
ï You may make notes in your preparation time and refer to them during this part of the test.
La medicina, ølo puede remediar todo?
OpiniÛn 1 OpiniÛn 2
Hoy en dÌa, gracias a
los avances cientÌficos,
podemos superar los
lÌmites impuestos por la
naturaleza. Vamos hacia
el perfeccionamiento del
cuerpo humano.
En la actualidad, la
medicina interviene
demasiado en el
funcionamiento del cuerpo
humano. Hay cosas que
sÛlo debe decidir la Madre
Naturaleza.
72. 13
H/Jun11/SPA4T/SPA4V
Notes for Examiners
Where the candidate is defending OpiniÛn 1,
you might use the following:
ï el culto a la belleza
ï los bebÈs ìdiseÒoî
ï las madres mayores
ï el coste de los tratamientos
Where the candidate is defending OpiniÛn 2,
you might use the following:
ï la cirugÌa estÈtica
ï la fertilizaciÛn in vitro
ï los trasplantes
ï las cÈlulas madre
73. 2
H/Jun10/SPA4T/SPA4V
TARJETA A
Topic ENVIRONMENT
Sub-topic Pollution
ï Look at the card and read the two opinions in the speech bubbles.
ï Choose one and think how you can convey and expand on its main ideas.
ï Begin the discussion by outlining your point of view (this should take no longer than one minute).
ï You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
ï You may be required to explain something you have said, to respond to an opposing point of
view expressed by the examiner, or to defend your expressed opinion(s).
ï You may make notes in your preparation time and refer to them during this part of the test.
øQuÈ futuro tiene el planeta?
OpiniÛn 1 OpiniÛn 2
El planeta est· cada
vez m·s contaminado.
Vamos hacia una
cat·strofe total.
Finalmente el Hombre
se ha dado cuenta
de los peligros de
la poluciÛn. Con la
colaboraciÛn de todos
podemos crear un
mundo m·s limpio.
74. 3
H/Jun10/SPA4T/SPA4V
Notes for Examiners
Where the candidate is defending OpiniÛn 1,
you might use the following:
ï las iniciativas internacionales
ï la co-operaciÛn global
ï las campaÒas ecologistas
ï la nueva generaciÛn de automÛviles
Where the candidate is defending OpiniÛn 2,
you might use the following:
ï el nivel de CO2 en la atmÛsfera
ï el cambio clim·tico
ï la falta de legislaciÛn efectiva
ï la creciente industrializaciÛn
Turn over !
75. 4
H/Jun10/SPA4T/SPA4V
TARJETA B
Topic THE MULTICULTURAL SOCIETY
Sub-topic Racism
ï Look at the card and read the two opinions in the speech bubbles.
ï Choose one and think how you can convey and expand on its main ideas.
ï Begin the discussion by outlining your point of view (this should take no longer than one minute).
ï You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
ï You may be required to explain something you have said, to respond to an opposing point of
view expressed by the examiner, or to defend your expressed opinion(s).
ï You may make notes in your preparation time and refer to them during this part of the test.
øEs posible una sociedad multicultural?
OpiniÛn 1 OpiniÛn 2
La sociedad
multicultural es una
fantasÌa peligrosa. La
mezcla de distintas
razas siempre trae
problemas.
Somos todos seres
humanos. SÛlo
necesitamos respeto
mutuo y tolerancia
para vivir en armonÌa
con personas de otras
culturas.
76. 5
H/Jun10/SPA4T/SPA4V
Notes for Examiners
Where the candidate is defending OpiniÛn 1,
you might use the following:
ï la contribuciÛn econÛmica de los
inmigrantes
ï la cultura enriquecida
ï la creciente integraciÛn
ï la paz en el mundo
Where the candidate is defending OpiniÛn 2,
you might use the following:
ï los distintos valores y religiones
ï el conflicto de identidad de los jÛvenes
ï los inmigrantes y la delincuencia
ï los guetos
Turn over !
77. 6
H/Jun10/SPA4T/SPA4V
TARJETA C
Topic CONTEMPORARY SOCIAL ISSUES
Sub-topic Wealth and poverty
ï Look at the card and read the two opinions in the speech bubbles.
ï Choose one and think how you can convey and expand on its main ideas.
ï Begin the discussion by outlining your point of view (this should take no longer than one minute).
ï You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
ï You may be required to explain something you have said, to respond to an opposing point of
view expressed by the examiner, or to defend your expressed opinion(s).
ï You may make notes in your preparation time and refer to them during this part of the test.
øPodemos eliminar la pobreza?
OpiniÛn 1 OpiniÛn 2
Un mundo donde
no haya ni ricos ni
pobres es un sueÒo
imposible.
Con la colaboraciÛn
de los paÌses ricos
podemos erradicar la
pobreza en el mundo.
78. 7
H/Jun10/SPA4T/SPA4V
Turn over !
Notes for Examiners
Where the candidate is defending OpiniÛn 1,
you might use the following:
ï una obligaciÛn moral
ï los derechos humanos
ï el consumismo excesivo
ï la erradicaciÛn de enfermedades
Where the candidate is defending OpiniÛn 2,
you might use the following:
ï la definiciÛn de pobreza
ï la naturaleza humana
ï los efectos de una redistribuciÛn de la
riqueza
ï la riqueza y la felicidad
79. 8
H/Jun10/SPA4T/SPA4V
TARJETA D
Topic ENVIRONMENT
Sub-topic Protecting the planet
ï Look at the card and read the two opinions in the speech bubbles.
ï Choose one and think how you can convey and expand on its main ideas.
ï Begin the discussion by outlining your point of view (this should take no longer than one minute).
ï You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
ï You may be required to explain something you have said, to respond to an opposing point of
view expressed by the examiner, or to defend your expressed opinion(s).
ï You may make notes in your preparation time and refer to them during this part of the test.
Proteger el medio ambiente ñ øEst· de moda?
OpiniÛn 1 OpiniÛn 2
Debe ser obligatoria
la educaciÛn
medioambiental en
las escuelas para
que las generaciones
futuras sepan cuidar
la naturaleza.
Los grupos ecologistas
son fan·ticos
catastrofistas: les
encanta exagerar
los problemas
medioambientales.
80. 9
H/Jun10/SPA4T/SPA4V
Turn over !
Notes for Examiners
Where the candidate is defending OpiniÛn 1,
you might use the following:
ï las interpretaciones de los datos
ï la desinformaciÛn
ï los ìecofascistasî
ï la indoctrinaciÛn de los niÒos
Where the candidate is defending OpiniÛn 2,
you might use the following:
ï la sobreexplotaciÛn de los recursos
ï las especies en peligro de extinciÛn
ï la desertizaciÛn
ï la deforestaciÛn
81. 10
H/Jun10/SPA4T/SPA4V
TARJETA E
Topic THE MULTICULTURAL SOCIETY
Sub-topic Immigration
ï Look at the card and read the two opinions in the speech bubbles.
ï Choose one and think how you can convey and expand on its main ideas.
ï Begin the discussion by outlining your point of view (this should take no longer than one minute).
ï You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
ï You may be required to explain something you have said, to respond to an opposing point of
view expressed by the examiner, or to defend your expressed opinion(s).
ï You may make notes in your preparation time and refer to them during this part of the test.
UNIÓN EUROPA
ESPAÑA
PASAPORTE
øHay que limitar la inmigraciÛn?
OpiniÛn 1 OpiniÛn 2
Cada individuo tiene
derecho a vivir donde
quiere. El mundo es
de todos.
La inmigraciÛn
incontrolada puede
tener un impacto muy
negativo en un paÌs
desarrollado.
82. 11
H/Jun10/SPA4T/SPA4V
Notes for Examiners
Where the candidate is defending OpiniÛn 1,
you might use the following:
ï la masificaciÛn en las ciudades
ï la capacidad limitada de los servicios
ï los conflictos culturales
ï la proliferaciÛn de enfermedades
Where the candidate is defending OpiniÛn 2,
you might use the following:
ï la libertad de movimiento
ï la igualdad de derechos
ï los beneficios de una sociedad multicultural
ï un mundo sin fronteras
Turn over !
83. 12
H/Jun10/SPA4T/SPA4V
TARJETA F
Topic CONTEMPORARY SOCIAL ISSUES
Sub-topic Law and order
ï Look at the card and read the two opinions in the speech bubbles.
ï Choose one and think how you can convey and expand on its main ideas.
ï Begin the discussion by outlining your point of view (this should take no longer than one minute).
ï You must then be prepared to respond to anything the examiner might say and to justify your
point of view.
ï You may be required to explain something you have said, to respond to an opposing point of
view expressed by the examiner, or to defend your expressed opinion(s).
ï You may make notes in your preparation time and refer to them during this part of the test.
øQuÈ causa la delincuencia?
OpiniÛn 1 OpiniÛn 2
El alto nivel de
delincuencia es
el resultado de la
falta de disciplina
en los colegios. Se
necesitan castigos
m·s estrictos.
Un individuo se
convierte en un
delincuente por
razones sociales.
Es una vÌctima que
necesita comprensiÛn
y ayuda.
84. 13
H/Jun10/SPA4T/SPA4V
Notes for Examiners
Where the candidate is defending OpiniÛn 1,
you might use the following:
ï la pobreza
ï el desempleo
ï la discriminaciÛn
ï la ruptura de la familia
Where the candidate is defending OpiniÛn 2,
you might use the following:
ï la intimidaciÛn en los colegios
ï las sanciones no efectivas
ï la responsabilidad parental
ï la falta de respeto
100. N33738A 2
TEST 1
CANDIDATE’S INSTRUCTIONS
You have up to 3 minutes to look through these instructions and think about them before the test
begins.
You are taking part in a school exchange in Spain. One of your teachers, who speaks no Spanish,
wishes to find out more about Spanish education for citizenship (ciudadanía) from one of the
Spanish teachers who speaks no English. S/he asks you to act as an interpreter.
You are required to interpret consecutively. The interlocutors will therefore pause after each statement
to enable you to render what they have said in the appropriate language.
You may request occasional repetition or clarification from either interlocutor, but you must do so
audibly and clearly in the appropriate language so that your request is recorded onto the tape.
Dictionaries may not be used.
101. N33738A 4
TEST 2
CANDIDATE’S INSTRUCTIONS
You have up to 3 minutes to look through these instructions and think about them before the test
begins.
You are taking part in a school exchange in Spain. One of your teachers, who speaks no Spanish,
wishes to find out more about Spanish education for citizenship (ciudadanía) from one of the
Spanish teachers who speaks no English. S/he asks you to act as an interpreter.
You are required to interpret consecutively. The interlocutors will therefore pause after each statement
to enable you to render what they have said in the appropriate language.
You may request occasional repetition or clarification from either interlocutor, but you must do so
audibly and clearly in the appropriate language so that your request is recorded onto the tape.
Dictionaries may not be used.
102. N33738A 6
TEST 3
CANDIDATE’S INSTRUCTIONS
You have up to 3 minutes to look through these instructions and think about them before the test
begins.
You are working in Spain as a travel representative. One of the visitors, who speaks no Spanish,
wishes to talk to a local journalist, who speaks no English, about the state of the property market
in Spain. S/he asks you to act as an interpreter for them.
You are required to interpret consecutively. The interlocutors will therefore pause after each statement
to enable you to render what they have said in the appropriate language.
You may request occasional repetition or clarification from either interlocutor, but you must do so
audibly and clearly in the appropriate language so that your request is recorded onto the tape.
Dictionaries may not be used.
103. N33738A 8
TEST 4
CANDIDATE’S INSTRUCTIONS
You have up to 3 minutes to look through these instructions and think about them before the test
begins.
You are working in Spain as a travel representative. One of the visitors, who speaks no Spanish,
wishes to talk to a local journalist, who speaks no English, about the state of the property market
in Spain. S/he asks you to act as an interpreter for them.
You are required to interpret consecutively. The interlocutors will therefore pause after each statement
to enable you to render what they have said in the appropriate language.
You may request occasional repetition or clarification from either interlocutor, but you must do so
audibly and clearly in the appropriate language so that your request is recorded onto the tape.
Dictionaries may not be used.
105. N33737A 7 Turn over
TEST 1
CANDIDATE’S INSTRUCTIONS
During your holidays you are working as a holiday representative in Spain. An English boy has been
arrested on suspicion of causing trouble prior to a football match, and you go with his friend to the
police station to explain the situation to a police officer and to try to get him released.
INTERLOCUTORS’ INSTRUCTIONS
Interlocutors are required to read the script as follows:
A is the Spanish speaker, B is the English speaker
You are required to read the appropriate parts of the script to the candidate, taking the relevant role. The
candidate will interpret consecutively. Pause after each section at each point marked with a | . Make
sure you give the candidate time to render the section you have read in the appropriate language. The
candidate may not make notes during the interpreting test.
You may provide occasional repetition or clarification on request from the candidate, but only if the
candidate makes the request orally and clearly in the appropriate language. Repetition or clarification of
any phrase must be given once only. The whole phrase between the pause marks must be repeated.
If it is clear that the candidate cannot render a section, effect a smooth transition to the next section.
106. N33737A 8
A ¡Buenas tardes! ¿Qué quieren ustedes? |
B I have come to make enquiries about my friend
John. | I believe that he is being held at this
police station. |
A ¿Quiere darme el nombre completo de su
amigo | y su fecha de nacimiento? |
B Yes, his name is John Smith. | He is eighteen
years old. | That means he was born in 1991. | I
think his birthday is April 15th. |
A ¿Y por qué cree usted que le tenemos en esta
comisaría? |
B Well, it’s like this. | We had just left a bar at
lunchtime today. | There appeared to be some
trouble in the street. | Suddenly police arrived
and began to put people into a van. | My friend
disappeared and I haven’t seen him since. |
A Pues, ¿qué quiere que haga yo? | Es verdad
que esta tarde hemos pillado a un grupo de
hinchas que se peleaban en la calle. | Armaban
un jaleo tremendo | y no hubo más remedio
que detenerlos a todos. | Si su amigo se cuenta
entre ellos | habrá que esperar hasta que
comparezca ante el juez. |
B But at least you can let me know if he is one of
them. |
A Vamos a ver. | Sí, puedo confirmar que un tal
John Smith está en la lista de detenidos. |
B But this is a big mistake. | He wasn’t doing
anything. | We were just walking along the
street. | We weren’t even going to the football
match. |
A A su amigo le estarán interrogando ahora. |
Tendrá que hacer una declaración, | y si no
hay acusación que contestar, | le podremos
poner en libertad. |
B But how can he make a statement when he
doesn’t speak any Spanish? |
107. N33737A 9 Turn over
A Entonces habrá que buscar a un intérprete
que hable inglés | pero como hoy es
domingo, | es muy poco probable que el
intérprete venga aquí hasta mañana por la
mañana. |
B This young man (woman) could interpret for
him. |
A No nos está permitido emplear a cualquiera. |
Tiene que ser un intérprete oficial aprobado
por el ayuntamiento. |
B This is such a nuisance. | We are leaving for
England the day after tomorrow. |
A Lo siento mucho, pero no es culpa mía. | Si
ustedes no se hubieran metido con aquellos
gamberros, | no estarían en esta situación. |
B And if we had known how easy it is to get into
trouble, | we would have stayed well away from
the centre of town, | when there was going to be
a football match. |
A Lo único que puedo aconsejarles | es que se
pongan en contacto con el cónsul británico. |
B Yes, I think we will have to do that. | Thank
you. |
A THAT IS THE END OF THE TEST
108. N33737A 13 Turn over
TEST 2
CANDIDATE’S INSTRUCTIONS
During your holidays you are working as a holiday representative in Spain. An English boy has been
arrested on suspicion of causing trouble prior to a football match, and you go with his friend to the
police station to explain the situation to a police officer and to try to get him released.
INTERLOCUTORS’ INSTRUCTIONS
Interlocutors are required to read the script as follows:
A is the Spanish speaker, B is the English speaker
You are required to read the appropriate parts of the script to the candidate, taking the relevant role. The
candidate will interpret consecutively. Pause after each section at each point marked with a | . Make
sure you give the candidate time to render the section you have read in the appropriate language. The
candidate may not make notes during the interpreting test.
You may provide occasional repetition or clarification on request from the candidate, but only if the
candidate makes the request orally and clearly in the appropriate language. Repetition or clarification of
any phrase must be given once only. The whole phrase between the pause marks must be repeated.
If it is clear that the candidate cannot render a section, effect a smooth transition to the next section.
109. N33737A 14
A ¡Buenas tardes! ¿Qué quieren ustedes? |
B I have come to make enquiries about my friend
John. | I believe that he is being held at this
police station. |
A ¿Quiere darme el nombre completo de su
amigo | y su fecha de nacimiento? |
B Yes his name is John Smith. | And he was born
on April 15th 1991. |
A ¿Y de qué nacionalidad es su amigo | y
dónde está domiciliado? |
B He is English and lives in London. | How long
are you going to keep him here? | Our holiday
is nearly over | and we have to leave the day
after tomorrow. |
A Primero tendré que comprobar si el tal John
Smith figura entre los detenidos. | Espere un
momento. | Sí, su nombre aparece en la lista. |
B But that is outrageous. | John is just a tourist. |
A No sería la primera vez que un turista inglés
se comportara mal en esta ciudad. | Según la
información que tenemos, | este joven formó
parte de un grupo de gamberros | que se
metieron con los hinchas de nuestro equipo
de fútbol, | y armaron tanto jaleo | que
tuvimos que detenerlos a todos. |
B But that is not true. | I was with him at the time. |
We were just talking in the street | and then we
were suddenly surrounded by people running
and shouting. | We didn’t know what was going
on. | Then I lost John in the crowd. |
A Pues la acusación contra ellos es bastante
grave. | Alteraban el orden público, | algunos
de ellos llevaban navajas, | y resultaron
heridas cuatro personas. |
B But we were not involved in any of that. | We
didn’t know that there was going to be a match. |
John isn’t even interested in football. | You will
have to let him go. |
110. N33737A 15 Turn over
A Eso no lo puedo hacer. | Se exige primero
que todos los acusados hagan una
declaración. | Si parece probable que hayan
cometido un delito, | tendrán que comparecer
ante el juez. |
B Somebody will have to help him. | John doesn’t
speak any Spanish. | Can this young man
(woman) go in and speak to him? |
A No, eso no se permite. | Pero lo que haría yo
en su situación | sería ponerme en contacto
con el cónsul británico | que tiene bastante
experiencia en estos líos. |
B Do you think we will be able to get in touch
with the consul | at this time on a Sunday
evening? |
A Puede que sea difícil, | porque no vive en
este pueblo. | Pero es un señor muy amable |
y sé que hará lo que pueda para ayudar a un
compatriota. |
B I hope so, because my friend is completely
innocent. | He had nothing to do with any
fighting in the street. |
A Bueno, ya veremos lo que pasa. |
B THAT IS THE END OF THE TEST
111. N33737A 19 Turn over
TEST 3
CANDIDATE’S INSTRUCTIONS
While you are staying with a Spanish family, one of your parents, who speaks no Spanish, comes over
on a visit. You both go out for a meal with your host (hostess), who speaks no English. You act as
interpreter for them.
INTERLOCUTORS’ INSTRUCTIONS
Interlocutors are required to read the script as follows:
A is the English speaker, B is the Spanish speaker
You are required to read the appropriate parts of the script to the candidate, taking the relevant role. The
candidate will interpret consecutively. Pause after each section at each point marked with a | . Make
sure you give the candidate time to render the section you have read in the appropriate language. The
candidate may not make notes during the interpreting test.
You may provide occasional repetition or clarification on request from the candidate, but only if the
candidate makes the request orally and clearly in the appropriate language. Repetition or clarification of
any phrase must be given once only. The whole phrase between the pause marks must be repeated.
If it is clear that the candidate cannot render a section, effect a smooth transition to the next section.
112. N33737A 20
A This is a very pleasant restaurant. |
B Sí ¿verdad? | Es uno de mis preferidos. |Aunque
no es de los más caros, | para mí es donde mejor
se come en toda la ciudad. |
A I really enjoy Spanish food. | It’s so tasty and
there is so much variety. | And of course it is
very healthy too. |
B Sí, es una pena que tantos jóvenes hoy en día
prefieran esa comida basura | que no les hace
ningún bien | y sólo les hace engordar. |
A I am sorry to hear that is happening in Spain
too. | We have a real problem in England with
unhealthy diets and obesity. |
B Parece mentira, ¿no? | que ahora que todos
somos mucho más prósperos, | la calidad de
vida es cada vez peor. |
A Yes, and it’s not just a question of food. | It
seems to me that everything is more difficult
for young people now | than it was when you
and I were growing up. |
B Puedeser.|Pero,mishijosysusamigosdisfrutan
ahora de una libertad | que era inconcebible en
mis tiempos. |
A But do they always know how to make use of
that freedom? |
B Ahí está el problema. | Pueden hacer lo que
quieran y no saben dónde parar. |
A It’s happening everywhere. | I never go into
the town centre on a Saturday night. | I don’t
want to see the behaviour of all these young
people who have drunk too much. |
B Pero claro, son una minoría los jóvenes que
abusan del alcohol y de las drogas. | A mi
entender la gran mayoría es muy formal. |
Tienen que serlo si van a tener éxito en esta
sociedad tan competitiva. |