GCE AS & A2 Level

Resource Pack Spanish For first teaching from September 2008 For first award of AS Level in Summer 2009 For first award of A Level in Summer 2010

CCEA Resource Pack: GCE Spanish

GCE Spanish Contents

Page

Introduction

1

Unit AS 1: Speaking

5

Unit AS 2: Listening, Reading and Writing

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Unit A2 1: Speaking

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Unit A2 2: Listening, Reading and Writing

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Appendix 1: Suggested Resources for AS Units 1 and 2

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Appendix 2: Society: Suggested Topics, Lines of Development and Resources

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Appendix 3: Suggested Resources for A2 Unit 2

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Appendix 4: Literature: Suggested Topics, Lines of Development and Resources

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CCEA Resource Pack: GCE Spanish

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CCEA Resource Pack: GCE Spanish

Introduction CCEA has developed new GCE specifications for first teaching from September 2008. This resource pack has been designed to support you in introducing the new specification. The resource pack provides suggestions for organising and supporting students’ learning activities. It is intended to assist you in developing your own schemes of work and should not be considered as being prescriptive or exhaustive. Please remember that this resource pack is intended only as a pathway through the content of the specification, not as a replacement. It is the specification on which assessment is based and which details the knowledge, understanding and skills that students need to acquire during the course. This resource pack should therefore be used in conjunction with the specification. Published resources and web references included in the resource pack have been checked and are correct at the date of issue but may be updated by the time that the specification is introduced. You should therefore check with publishers and websites for the latest versions. CCEA accepts no responsibility for the content of listed publications or websites. CCEA will be making Word versions of this resource pack available on the subject micro-site. This will enable you to use them as a foundation for developing your own schemes of work which are matched to your teaching and learning environments and the needs of your students. We hope that you find this aspect of our support package useful in your teaching. Best wishes

Clare McNicholl Subject Officer Spanish E-mail Telephone

[email protected] 028 90 261200

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CCEA Resource Pack: GCE Spanish

Unit AS 1: Speaking

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CCEA Resource Pack: GCE Spanish

Introduction Q1: Presentation Q2: Conversation

Approx 3 minutes Approx 8 minutes

Total time: Total marks: AS: A2:

13 minutes 70 35% 17.5%

+ 2 minutes of questions

30 marks 40 marks

Exam available in January and Summer The speaking test will be carried out by an external examiner and recorded for the purposes of monitoring and scrutiny.

Content Speaking: Students deliver a presentation based on a context for learning area, followed by 2 minutes of questioning on the presentation and finally a general conversation

Learning Outcomes Students should be able to:  understand, infer meaning and draw conclusions from a variety of spoken sources covering different contexts, registers, styles and genres;  express information, facts and ideas and justify opinions in spoken Spanish;  understand and apply accurately the grammatical system and a range of structures as detailed in the A Level specification; and  adapt spoken and written language appropriately for different situations and purposes.

Presentation The presentation will last approximately 3 minutes followed by 2 minutes of questions. The presentation and questions on it will be assessed according to the AO1 and AO2 criteria. The presentation is drawn from a topic within the AS contexts for learning. The choice of topic is at the discretion of the candidate and is prepared in advance of the speaking test. An outline of the presentation must be submitted to CCEA by a specified date on a supplied pro forma and contain no more than 60 words. The chosen topic must not overlap with a topic in the general conversation. Candidates will have access to a copy of the pro forma during the test. Candidates will be expected to discuss briefly with the external examiner the topic of the presentation.

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Suggested Presentation Topics It is to be noted that this list is neither prescriptive nor exhaustive. Please consult with CCEA for further guidance over titles. Context 1: Relationships               

La familia tradicional Las familias numerosas, ventaja o desventaja? El matrimonio ha cambiado mucho El divorcio Los hijos de las ‘familias recompuestas’ El padre moderno La importancia de la familia nuclear El papel de los abuelos sigue siendo importante Los problemas de los jóvenes de hoy Por qué trabajan ambos padres? El papel de la mujer en la sociedad de hoy Los ancianos, la generación olvidada Los jóvenes de hoy en día lo tienen fácil El estrés de ser joven Los amigos son más importantes que los padres para un adolescente

Context 2: Health and Lifestyle                    

Estar en forma es lo fundamental en la vida La salud El deporte y la salud Los jóvenes y el estrés Lo obsesión con estar delgado entre los jóvenes La moda daña al ser humano La obesidad, un mal común Por qué ser vegetariano? El tabaco La obsesión con el botellón Los drogadictos jóvenes El deporte y los jóvenes un deporte un personaje del deporte una película un actor Música una canción Hay que viajar! El turismo España un país de ensueño Los cursos de verano para aprender español La obsesión con la ‘Talla Cero’

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 La Ley Antitabaco y su impacto en España  La dieta mediterránea sigue siendo la mejor? Context 3: Young People in Society                     

Hay una cultura joven? La influencia de los amigos Los jóvenes y la marcha La influencia de la televisión Los reality shows La radio está de moda Internet Las nuevas tecnologías La prensa rosa La prensa amarilla La obsesión española con el cotilleo La publicidad, un mal necesario? Mi cultura va cambiando La religión no importa hoy en día Los derechos de los jóvenes La vida de un estudiante Por qué nos tenemos que examinar? El sistema educativo en España Tener un trabajo a media jornada debería ser obligatorio Es necesario hoy en día educarse bien Licenciarse ya no vale para nada

Following the 3 minute presentation, the Visiting Examiner will question the candidate on their presentation for approximately 2 minutes. Further guidance on this is provided in the Guide to the Speaking Test.

Conversation The conversation will last approximately 8 minutes. The conversation will be assessed according to the AO1 and AO3 criteria. Candidates will be expected to talk about themselves and personal issues at a general level, their home and school life, hobbies, interests and leisure activities, hopes and aspirations and any area of particular interest.

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Suggested Teaching and Learning Activities The following activities may be used to help students improve their oral skills:            

role plays group discussions whole class discussions PowerPoint presentations mock interviews debates (hat balloon debates) discussion wheels reading aloud peer reviews assessment podcasting * webcasting ** video conferencing ***

* Podcasting Pupils can script, record, edit their material and save it as a sound file. www.recap.ltd.uk/articles/podguide5.html

contains articles which explore the educational potential of Podcasting and give practical advice.

** Webcasting Pupils can script, record, edit their material and save it as a sound and image file. *** Video conferencing This is a two-way communication. Pupils can converse with pupils in a partner-school in a Spanish speaking country. www.rm.com www.tlfe.org.uk/ict/videoconferencing These sites contain articles on the benefits of video conferencing and give practical advice on equipment.

Suggested Resources for Unit AS 1 See Appendix 1 for Suggested Resources.

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Unit AS 2: Listening, Reading and Writing

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Introduction This unit consists of three sections. Section A - Listening This section lasts 40 minutes. Two questions based on two recorded passages

Listening:

30 marks

There is a 15 minute break after Section A to allow for logistical considerations such as moving to other accommodation before Sections B and C begin. Sections B and C last 2 hours 5 minutes. Candidates are advised to spend 1 hour 5 minutes on Section B and 1 hour on Section C. Section B - Reading Q1: Two questions based on one text Q2: Translation from Spanish into English

Reading: 30 marks Translation: 20 marks

Section C - Writing One essay response to a stimulus text

Writing:

Total Time: Total marks: AS: A2:

2 hours 45 minutes 130 65% 32.5%

Exam available in January and Summer

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50 marks

CCEA Resource Pack: GCE Spanish

Content

Learning Outcomes

Listening: Students answer two questions based on two passages recorded on individual student CDs

Students should be able to:

Reading: Students answer two questions based on a written passage and complete one translation from Spanish into English

 adapt spoken and written language appropriately for different situations and purposes;

Writing: Students complete one responsive writing essay, (approx. 200-250 words)

 understand, infer meaning and draw conclusions from a variety of spoken sources covering different contexts, registers, styles and genres;

 understand, infer meaning and draw conclusions from a variety of written texts (including authentic sources) covering different contexts, registers, styles and genres;  transfer meaning from Spanish into English;  express information, facts and ideas and justify opinions in written Spanish; and  understand and apply accurately the grammatical system and a range of structures as detailed in the AS specification.

Section A - Listening The listening will last 40 minutes. The listening will be assessed according to the AO1 criterion only. The listening exercise will contain two separate extracts and each extract will have its own set of questions. The question types will vary from year to year and will be a mixture of objective type questions and questions and answers in the target language. The content of the listening extracts will be based on the topics listed at AS level and may consist of authentic sources such as announcements, news items, talks, presentations and discussions. The recordings are on CD format with candidates having full control over the recording and the playback facility. Suggested Teaching and Learning Activities Context 1: Relationships Context 2: Health and Lifestyle Context 3: Young People in Society

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The following activities may be used to help students improve their listening skills:         

multiple choice grids gap-filling true/false/information not given open questions answers in English open questions answers in Spanish songs and lyrics dictations error correction

Suggested Resources See Appendix 1 for Suggested Resources.

Section B - Reading Candidates are advised to spend 1 hour 5 minutes on his section. This section comprises a reading comprehension exercise and a translation from Spanish into English. Reading Comprehension The reading comprehension will be assessed according to the AO2 and AO3 criteria. The stimulus material for the reading comprehension will be drawn from sources such as magazines, newspapers, reports, books or other forms of extended writing which relate to the topics listed at AS level. There will be a mixture of objective type questions and questions and answers in the target language. Translation The translation will be assessed according to the AO2 criterion and will take account of the candidate’s ability to transfer meaning into English, showing an appreciation of register and syntax of the original and adapting their style accordingly. The stimulus material for the translation will be drawn from sources such as magazines, newspapers, reports, books or other forms of extended writing which relate to the topics listed at AS level.

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Suggested Teaching and Learning Activities Context 1: Relationships Context 2: Health and Lifestyle Context 3: Young people in Society The following activities may be used to help students improve their comprehension skills:           

multiple choice gap-filling matching cloze test error correction sentence completion true/false/information not given find the Spanish open questions answers in English open questions answers in Spanish translation from Spanish into English

Suggested Resources See Appendix 1 for Suggested Resources.

Section C - Writing This is a responsive writing exercise. The responsive writing will be assessed according to the AO2 and AO3 criteria. There will be a choice of questions based on two of the three contexts for learning at AS each with a short written stimulus. The candidate will respond to one question only in 200-250 words and should base their answer on the 3 bullet points provided.

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Suggested Teaching and Learning Activities Context 1: Relationships Context 2: Health and Lifestyle Context 3: Young people in Society The following activities may be used to help students improve their writing skills:         

newspaper and magazine articles picture essays reports summaries brochures reviews information sheets journal diary emails

Suggested Resources See Appendix 1 for Suggested Resources.

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Unit A2 1: Speaking

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Introduction Q1: Discussion based on societal theme Q2: Conversation Total time: Total marks: A2:

Approx 5 minutes Approx 10 minutes

30 marks 40 marks

15 minutes 70 17.5%

Exam available in Summer only The speaking test will be carried out by an external examiner and recorded for the purposes of monitoring and scrutiny. Content

Learning Outcomes

Speaking: Students take part in a discussion based on a societal theme. This is followed by a general conversation

Students should be able to:  understand, infer meaning and draw conclusions from a variety of spoken sources covering different contexts, registers, styles and genres;  express information, facts and ideas and justify opinions in spoken Spanish;  understand and apply accurately the grammatical system and a range of structures as detailed in the A Level specification; and  adapt spoken and written language appropriately for different situations and purposes.

Discussion The discussion will last approximately 5 minutes. The discussion will be assessed according to the AO2 and AO3 criteria. The discussion element of the A2 speaking test is based on a societal theme selected by the candidate from the list of topics in the specification under Society. The choice of topic is at the discretion of the candidate and prepared in advance of the speaking test. An outline of the topic to be discussed must be submitted to CCEA by a specified date on a supplied pro forma and contain no more than 60 words. Candidates will have access to a copy of the pro forma during the test. The chosen topic should not overlap with a topic in the general conversation. Candidates will be expected to discuss with the external examiner the main issues associated with the chosen topic and areas of personal interest arising from the study of the theme. Further guidance on this is provided in the Guide to the Speaking test.

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Society The following suggestions for the societal themes are intended to provide some guidance for teachers and students. They are neither prescriptive nor exhaustive. Film – study Solas;     

personajes acontecimientos temas principales aspectos sociales aspectos culturales

Region – study a specific region in a Spanish speaking country;     

geografía medio ambiente economía aspectos sociales aspectos culturales

Culture – study a cultural aspect of Spain other than literature e.g. the arts, music, sport, folklore, festivals and traditions;     

aspecto cutural aspectos esenciales personajes y acontecimientos estilo y técnica influencias culturales y sociales

Historical period – study an historical period in 20th century Spain;     

época histórica personajes y acontecimientos aspectos políticos aspectos sociales influencias culturales y sociales

Conversation The conversation will last approximately 10 minutes. The conversation will be assessed according to the AO1 and AO3 criteria. Candidates will be expected to talk about themselves and personal issues, their home and school life, hobbies, interests and leisure activities, hopes and aspirations and any area of particular interest at a general level appropriate to A2 level.

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Suggested Teaching and Learning Activities The following activities may be used to help students improve their oral skills:            

role plays group discussions whole class discussions power point presentations mock interviews debates (hat balloon debates) discussion wheels reading aloud peer review podcasting* webcasting ** video-conferencing***

* Podcasting Pupils can script, record, edit their material and save it as a sound file. www.recap.ltd.uk/articles/podguide5.html

contains articles which explore the educational potential of podcasting and give practical advice.

** Webcasting Pupils can script, record, edit their material and save it as a sound and image file. ***Video conferencing This is a two-way communication. Pupils can converse with pupils in a partner-school in a Spanish speaking country. www.rm.com www.tlfe.org.uk/ict/videoconferencing These sites contain articles on the benefits of video conferencing and give practical advice on equipment. Suggested Resources See Appendix 2: Society for Suggested Topics, Lines of Development and Resources.

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Unit A2 2: Listening, Reading and Writing

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Introduction This unit consists of three sections. Section A - Listening This section lasts 40 minutes. Two questions based on two recorded passages

Listening:

30 marks

There is a 15 minute break after Section A to allow for logistical considerations such as moving to other accommodation before Sections B and C begin. Sections B and C last 2 hours 20 minutes. Candidates are advised to spend 1 hour 20 minutes on Section B and 1 hour on Section C. Section B - Reading Q1 and 2: Three questions based on two texts Q3: Translation from English into Spanish

Reading: Translation:

30 marks 20 marks

Section C - Writing One essay based on a literary text

Writing:

50 marks

Total Time: Total marks: A2:

3 hours 130 32.5%

Exam available in Summer only

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Content

Learning Outcomes

Listening: Students answer two questions based on two passages recorded on individual student CDs

Students should be able to:

Reading: Students answer three questions based on two written passages and complete one translation exercise from English into Spanish

 adapt spoken and written language appropriately for different situations and purposes;

 understand, infer meaning and draw conclusions from a variety of spoken sources covering different contexts, registers, styles and genres;

 understand, infer meaning and draw conclusions from a variety of written texts (including authentic sources) covering different contexts, registers, styles and genres;  transfer meaning from English into Spanish;

Writing:  develop arguments, analyse, evaluate, compare and contrast in Students complete one written Spanish; and essay based on a literary text  understand and apply accurately the grammatical system and a range of structures as detailed in the A Level specification.

Section A - Listening The listening will last 40 minutes. The listening will be assessed according to the AO1 criterion only. The listening exercise will contain two separate extracts and each extract will have its own set of questions. The question types will vary from year to year and will be a mixture of some of the following: objective type questions, questions and answers in Spanish and questions and answers in English. The content of the listening extracts will be based on the topics listed at A2 level and may consist of authentic sources such as announcements, news items, talks, presentations and discussions. The recordings are on CD format with candidates having full control over the recording and the playback facility. Suggested Teaching and Learning Activities Context 4: Local and Global Citizenship Context 5: Environmental Awareness Contexts 1: (Relationships), 2 (Health and Lifestyle) and 3 (Young people in Society) for synoptic assessment.

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The following activities may be used to help students improve their listening skills:         

multiple choice grids gap-filling true/false/impossible to tell open questions answers in English open questions answers in Spanish songs and lyrics dictations error correction

Suggested Resources See Appendix 3 for Suggested Resources.

Section B - Reading Candidates are advised to spend 1 hour 20 minutes on this section. This section consists of reading comprehension exercises and a translation from English into Spanish. Reading Comprehension The reading comprehension will be assessed according to the criterion for AO2. The stimulus material for the two reading comprehension exercises will be drawn from sources such as magazines, newspapers, reports, books or other forms of extended writing which relate to the topics listed at A2 level. The question types will vary from year to year and will be a mixture of objective type questions and questions and answers in the target language. Translation The translation from English into Spanish will be assessed according to the criterion for AO3 and takes account of the candidate’s ability to use a wide and varied range of syntax and lexis, manipulating the language accurately and with sensitivity to idiom. The stimulus material for the translation will be drawn from sources such as magazines, newspapers, reports, books or other forms of extended writing which relate to the topics listed at A2 level. Suggested Teaching and Learning Activities Context 4: Local and Global Citizenship Context 5: Environmental Awareness Contexts 1: (Relationships), 2 (Health and Lifestyle) and 3 (Young people in Society) for synoptic assessment.

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The following activities may be used to help students improve their comprehension skills:           

multiple choice gap-filling matching cloze test error correction sentence completion find the Spanish true/false/impossible to tell open questions answers in English open questions answers in Spanish translation from English into Spanish

Suggested Resources See Appendix 3 for Suggested Resources.

Section C - Writing Candidates are advised to spend 1 hour on this section. Section C is an extended writing exercise based on the three literary titles from Literature and Society. The literary texts are as follows:  Carmen Laforet:  Laura Esquivel:  Antonio Buero Vallejo:

Nada Como agua para chocolate El Cocierto de San Ovidio

The response will be assessed according to the AO2 and AO3 criteria. Each question will have an alternative. Candidates are expected to respond in Spanish to one open-ended question only, either b(a) or (b,) in 300-350 words and be able to demonstrate a capacity for critical thinking and awareness by developing arguments and presenting views, opinions and justifications. They should demonstrate a capacity for critical analysis, evaluation and comparison of characters, plot and themes, literary style and motivation. Suggested Resources See Appendix 4 for Literature: Suggested Topics, Lines of Development and Resources.

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Appendix 1: Suggested Resources for AS Units 1 and 2

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Context 1: Relationships Textbooks Ponte al día (Hodder Stoughton) Al tanto (Nelson) Sigue (OCR) Ahora Mismo (Hodder Stoughton)

chapters 1 and 2 chapters 1 and 2 chapter 1 chapters 1, 2 and 3

Websites Family

Context 2: Health and Lifestyle Textbooks Ponte al día (Hodder Stoughton) Al tanto (Nelson) Sigue (OCR) Ahora Mismo (Hodder Stoughton)

chapters 3, 4 and13 chapters 3, 4 and 7 chapters 1 and 5 chapters 6, 10 and 18

Websites Health www.pnsd.msc.es (Ministerio de sanidad y consumo) www.saludalia.com (preguntas y respuestas sobre salud) www.obesidad.net/spanish2002/default.htm (sobre obesidad) Interests www.cvc.cervantes.es/aula/pasatiempos/pasatiempos2 (pasatiempos de gramática española) www.learnalanguage.org/apspanish/escuela.htm (todo preguntas) www.marshalltown.k12.ia.us/HEALTHYMTWN/Spanish/62%20Thingsspanish.html ( cosas que puedes hacer con los jóvenes) Travel www.tourspain.es/es/Home/ListadoMenu (Ministerio de turismo y comercio) www.peru.info/peru.asp (bienvenido al Perú) www.guiamundialdeviajes.com (Guia mundial de viajes) www.lonelyplanet.es/Destinos.aspx (Web de viajes) www.spain.info/TourSpain?Language=es (Web oficial del Turismo en España) www.parador.es (Paradores de España) www.revistaiberica.com/Sumarios/sumario_oficinas_turismo.htm (oficinas turismo)

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Context 3: Young People in Society Textbooks Ponte al día (Hodder Stoughton) Al tanto (Nelson) Sigue (OCR) Ahora Mismo (Hodder Stoughton)

chapters 5, 6, 8 and 9 chapters 6, 8 and 9 chapters 2 and 3 chapters 4, 5 and 17

Websites Popular Culture and Media See TV and Radio. Young People’s Issues www.injuve.mtas.es/injuve/portal.portal.action (Ministerio de Trabajo) www.europa.eu/youth/active_citizenship/index_es_es.html (Portal europeo de juventud) Education www.elmundo.es/campus (suplemento del mundo) www.mec.es (Ministerio de Educación y Ciencia)

Periodicals Authentik (A’Level) www.authentik.com/sp_main.html La Cometa (GCSE + A’Level) www.authentik.com/sp_main.html European Schoolbook (Various Resources) www.eurobooks.co.uk/languagebooks/subject/SPA Ministerio de Educación, Londres (various publications) www.mec.es/sgci/uk/es/home/index.shtml TV programmes/Video www.rtve.es (televisión española) www.cuatro.com (la cuatro) www.telecinco.es (tele cinco) www.los40.com/articulo/noticias/40TV/Latino/viviran/momentos/previos/Concierto /Numero/entrevistas/reportajes/l40actn01/20060615l40l40not_11/Tes (música los 40) www.telemadrid.com/home.pag (tele Madrid) www.programacion.tv/tve1 (programación de televisión española) Radio Broadcasts/Podcasts www.notesinspanish.com Notes In Spanish Intermediate/Advanced www.guanacos.com La Charamusca

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Radio www.listenlive.eu/spain.html (radios de España) www.radio-locator.com/cgi-bin/nation?ccode=esandsid=andgo.x=9andgo.y=4 (radios) www.multilingualbooks.com/online-radio-spanish.html (radios de España on line) Useful Websites www.DocuWeb.ca/SiSpain/english/otherweb.html (todo sobre webs de España) www.ibgwww.colorado.edu/~gayan/spain.html (España al desnudo) www.DocuWeb.ca/SiSpain.doc (intercambio de información sobre España) www.donde.uji.es (buscadores de España) www.yahoo.es (buscadores de España) www.elmundo.es/navegante (suplemento el mundo tecnología e Internet) www.hola.es (revista) www.elpais.es (periódico) www.vanguardia.es (periódico catalán en español)) www.bbc.co.uk/spanish/index.shtml (la BBC en español) www.casareal.es (la casa real) www.congreso.es (el parlamento español) www.un.org (la ONU) www.nato.int (la OTAN) www.europa.eu.int ( la Unión Europea) www.avui.com (noticias en catalán) www.diario-elcorreo.es (periódico vasco en español) www.nortecastilla.es (noticias Castilla) www.elperiodico.es (noticias de Cataluña en español) www.meh.es (Ministerio de Economía y Hacienda) www.nec.es (tienda de informática y tecnología) www.mma.es (Ministerio de Medio Ambiente) www.msc.es (Ministerio de Sanidad y Consumo) www.la-moncloa.es ( La Moncloa) www.mir.es (Ministerio deI Interior) www.boe.es (Boletín Oficial del Estado) www.cervantes.es (el instituto Cervantes)

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Appendix 2: Society:

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Film – Solas Benito Zambrano, 1999 The following topics and lines of development are suggestions from which the candidates may choose. Please note that candidates are not expected to cover all of the suggested lines of development in their discussion. Personajes femininos: María, la hija Relación con su madre: Rechazo del padre Rechazo de la vida del pueblo Desilusión con la ciudad Rosa, la madre Atrapada por la convención Sumisión al hombre Su efecto sobre su hija Su impacto en el vecino Personajes masculinos: Vecino, nobleza, soledad, deseo de amistad, padre artificial pero presente Padre, autoritario, egoísta, machista, intolerante, incapaz de comunicarse con su mujer, su hija, padre natural pero ausente Juan, machista, egoísta, padre irresponsable El Gordo, generoso, sensible Temas: El alcoholismo y la mujer Maternidad Instinto maternal Dificultad de la maternidad fuera del matrimonio El aborto Vida urbana Aislamiento social Anonimato Precariedad laboral Drogas Prostitución Ciudad vs pueblo radición vs modernidad

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Papel de la mujer Analfabetismo La casa y el bar La mujer y el alcohol El matrimonio Machismo; violencia de género Paro y trabajo; la situación laboral de la mujer Soledad, necesidad de amistad, consecuencia negativa de la libertad La vejez: vulnerabilidad, peligro de la soledad, Optimismo y pesimismo: Posibilidad/imposibilidad de cambiar las circunstancias El destino y la suerte vs la posibilidad del individuo de cambiar las cosas Las relaciones intergeneracionales Repetición de vicios y problemas en distintas generaciones Características heredadas Posibilidad de romper el círculo vicioso ‘Uno no está derrotado cuando le vence el enemigo sino cuando uno admite la derrota’ Suggested Resources www.arrakis.es/~maniacs/Sol1.htm (sobre Solas) www.conoze.com/doc.php?doc=1989 (artículo Solas) www.html.rincondelvago.com/solas_benito-zambrano.html (artículo Solas) www.elmundo.es/1999/03/02/cultura/02N0108.html (artículo Solas) www.es.wikipedia.org/wiki/Solas_(pel%C3%ADcula) (artículo Solas)

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Region - a specific region in a Spanish speaking country The following topics and lines of development are suggestions from which the candidates may choose. Please note that candidates are not expected to cover all of the suggested lines of development in their discussion. Perfil geográfico

la región comparada con el resto del país El relieve El clima y el medio ambiente

Historia

Los momentos importantes de su historia La región y el futuro del país

Economía

El trabajo y el paro Urbanización y las zonas rurales

Industria

Los recursos naturales y las demás formas de energía Las industrias principales

Agricultura

Agricultura y sus productos

El transporte

Ferrovial; Aéreo; por carretera

El turismo

Las atracciones turísticas de la región La infraestructura

Peculiaridades regionales

Los habitantes y sus costumbres La comida tradicional

la cultura

Folklore y tradición: lengua, dialectos, costumbres regionales Actividades, culturales: deportes, ocio, baile, música, fiestas La región y las artes: pintura, literatura, canciones, cine

Suggested Resources www.paisvasco.com (País Vasco) www.elpais.com/espana/paisvasco (País Vasco) www.red2000.com/spain/region/1r-vasc.html (País Vasco) www.es.wikipedia.org/wiki/Pa%C3%ADs_Vasco (País Vasco) www.destinospaisvasco.com (País Vasco) www.revistaiberica.com Oficinas_de_turismo_en_Espana_y_Portugal/pais_vasco.htm www.spain.info/TourSpain/Destinos/mapas/sus+Ciudades+Patrimonio.htm?Languag e=es www.revistaiberica.com/Oficinas_de_turismo_en_Espana_y_Portugal/castilla_y_leon.h tm www.andalucia.com (Andalucía) www.murciaturistica.es (Murcia) www.es.wikipedia.org/wiki/Murcia www.murcia.es/Inicio/index_.asp www.carm.es/neweb2/servlet/integra.servlets.ControlPublico?IDCONTENIDO=1andI DTIPO=180 (Murcia) Version 2: 8 November 2010

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www.es.wikipedia.org/wiki/Ceuta (Ceuta) www.conoceceuta.com/0030%20turismo.htm (Ceuta) www.es.wikipedia.org/wiki/Galicia (Galicia) www.galinor.es/viajes/info.html (Galicia) www.turisvalencia.es/index.aspx?idioma=ES (Valencia) www.red2000.com/spain/valencia/1valenc.html (Valencia) www.red2000.com/spain/valencia/1valenc.html (Valencia) www.spain.info/TourSpain/Destinos/CCAA/Datos+Generales/V/0/Geografia?Langu age=es (Toda España) www.es.wikipedia.org/wiki/La_Rioja_%28Espa%C3%B1a%29 (La Rioja) www.larioja.com www.worldtravelguide.net/country/57/country_guide/South-America/Chile.html (Chile) www.lonelyplanet.com/worldguide/destinations/south-america/chile-and-easter-island www.tourspain.es/es/Home/ListadoMenu (Ministerio de Turismo de España) www.infoplease.com/ipa/A0107443.html (Cuba) www.state.gov/r/pa/ei/bgn/2886.htm (Cuba) www.es.wikipedia.org/wiki/Venezuela (Venezuela) www.mintur.gob.ve/portal (Turismo de Venezuela) www.peru.info/peru.asp (Perú) www.peru-bolivia.com www.es.wikipedia.org/wiki/Bolivia (Bolivia) www.es.wikipedia.org/wiki/M%C3%A9xico (México) www.mexicocity.com.mx/orienta.html (México)

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Culture – a cultural aspect of Spain other than literature eg the arts, music, sport, folklore, festivals and traditions Discussions on this topic will vary considerably according to the theme studied by the candidate. The following guidelines are for illustration of a particular theme. Please note that candidates are not expected to cover all of the suggested lines of development in their discussion. Las fiestas Las Fiestas Españolas La fiesta nacional - La corrida de toros: Descripción de la corrida Evolución histórica de la fiesta brava Su lugar en la sociedad y la cultura Belleza o crueldad? Fiesta, deporte o arte? Oposición extranjera Evolución de la afición Fiestas regionales: Valencia: Moros y cristianos Fallas y hogueras Misterio de Elche Tomatina (Buñol) Cataluña: La Diada San Jordi Castellers Barcelona: La Mercé; carrefoc; piro musical Andalucía: Feria de Abril El Rocío Navarra: San Fermines Madrid: San Isidro La Paloma Galicia: Camino de Santiago Os Peliqueiros A rapa das Bestas

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General:

La relación entre las fiestas locales y su región; orígenes

Fiestas religiosas:

Navidad y los Reyes Semana Santa Todos los Santos Las romerías

Las Carnavales:

Aspecto religioso (la Cuaresma) Aspecto social: carnaval como crítica social El carnaval como espectáculo

Suggested Resources Semana Santa www.cyberspain.com/life/ssanta.htm (Semana Santa) www.donquijote.org/culture/spain/fiestas/semana-santa.asp (Semana Santa) www.exploreseville.com/events/semana-santa.htm (Semana Santa) www.semanasantabaena.com (Semana Santa) www.arrakis.es/~nautylus/sss.htm (Semana Santa) www.guiasemanasanta.com (Semana Santa) Feria de Sevilla www.feriadesevilla.andalunet.com www.antonioburgos.com/antena3/1998/04/rosa042498.html www.feria-de-sevilla.es El Rocío www.donquijote.org/culture/spain/fiestas/elrocio.asp Navidad www.es.wikipedia.org/wiki/Navidad www.lanavidad.com.ar/navidad.htm San Isidro www.escuelai.com/spanish_magazine/san_isidro_madrid.html www.es.wikipedia.org/wiki/Isidro_Labrador www.congregacionsanisidro.org/fiesta.htm La Paloma www.revistaiberica.com/Rutas_y_destinos/mad/fiestas/fiestas_castizas.htm www.fiestas-de-madrid.com/fiestas-de-la-latina.htm El Misterio de Elche www.misteridelx.com www.classicalacarte.net/Fiches/9836.htm www.es.wikipedia.org/wiki/Misteri_d%27Elx www.lafesta.com/albumesp.htm La Tomatina www.escuelai.com/spanish_culture/fiestas_espanolas/latomatina.html www.viajeros.com/article442.html

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www.latomatina.es Las Corridas de Toros www.caminosantiago.org/cpperegrino/federacion/inicio.asp www.es.wikipedia.org/wiki/Camino_de_Santiago www.elcaminoasantiago.com www.es.wikipedia.org/wiki/Corrida_de_toros www.red2000.com/spain/toros/1index.html www.mundo-taurino.org/matadors.html San fermines www.es.wikipedia.org/wiki/Sanfermines www.sanfermin.com Carnavales www.es.wikipedia.org/wiki/Carnaval www.elalmanaque.com/carnaval www.escuelai.com/spanish_culture/fiestas_espanolas/carnaval.html

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Historical period – an historical period in 20th century Spain Discussions on this topic will vary considerably according to the period studied by the candidate. The following guidelines are for illustration of a particular period. Please note that candidates are not expected to cover all of the suggested lines of development in their discussion. La transición española a la democracia (1975-82) Temas:             

Transición del régimen franquista español a la democracia; Distintas opiniones; “reforma pactada”; “pacto de olvido” El papel de Juan Carlos Adolfo Suárez y UCD Claves del éxito de la transición Elecciones y Constitución Los partidos políticos y su evolución La amenaza del golpismo: el ejército y la derecha; 23-F Terrorismo de ETA y la extrema izquierda Evolución del PSOE y el papel de Felipe González El proceso autonómico Regionalismo, nacionalismo y terrorismo Los “poderes fácticos” (Ejército, Iglesia y prensa) y su contribución negativa y positiva al proceso de democratización

Suggested Resources

Libros: Aróstegui, J (2000), La transición 1975-1982, acento editorial (serie FLASH). Carr, R. y Fusi J, P (1993), España, de la dictadura a la democracia, Planeta. Castelló, J, E (1988), España, siglo XX 1939-1978, biblioteca básica de historia Anaya. El País, Memoria de la Transición Fraga, M (intr.), (1986), España diez años después de Franco (1975-1985) Planeta. García, C (1989), Qué sabes de la transición española?, Quesito, Mondadori. Gibson, I España, Ediciones B, (1993), (versión española de Fire in the Blood). Juan C (1995), un rey para la democracia, Ariel/Planeta. Powell, C, T, El, piloto del cambio: el rey, la monarquía y la transición a la democracia. Powell, C, T (2001), España en democracia 1975-2000, Plaza y Janés.

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Prego, V (1995), Así se hizo la transición, Plaza y Janés,. (Libro de la serie de televisión. Ver sección de Video). Soto, A (1998), La transición española a la democracia. España 1975-82. Alianza. Tuñon de Lara, M (1991), Transición y democracia (1973-1985), Labor, Serie Historia de España, vol X**, Labor. Tusell, J, La Transición española a la democracia, Historial. Vilar, S, Lsa década sorprendente (1976-86), Planeta. Viallonga, J, L de, (1999), Franco y el Rey. La espera y la esperanza, Plaza y Janés. Y Soto, A (ed.), (1996), Historia de la transición, (1975-1986), Alianza. Y Soto A (ed.), (1996), Juan Carlos I: la restauración de la Monarquía, Grandes Temas.

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Videos: RTVE/El País,

La transición española, 13 videos (corresponde al libro de Victoria Prego).

General Websites www.es.wikipedia.org/wiki/Transici%C3%B3n_Espa%C3%B1ola (wikipedia information) www.es.wikipedia.org/wiki/Categor%C3%ADa:Transici%C3%B3n_Espa%C3%B1ola:19 75-1982 www.salman-psl.com/la-transicion/indexcast.html (documentation) www.vespito.net/historia www.es.encarta.msn.com/encnet/features/quiz/quiz.aspx?QuizID=533 (an excellent mini quiz) El Rey www.es.wikipedia.org/wiki/Juan_Carlos_I (biografía de Juan Carlos) www.cervantesvirtual.com/historia/monarquia/juancarlos1.shtml www.elpais.com/especiales/2000/rey/rey05a.htm www.aguaron.net/transicion/transicion.htm www.informativos.telecinco.es/rey_juan_carlos/30_anos_democracia/transicion/dn_15 608.htm (some excellent video footage) Adolfo Suárez www.aguaron.net/transicion/transicion1.htm www.es.wikipedia.org/wiki/Adolfo_Su%C3%A1rez www.informativos.telecinco.es/adolfo_suarez/rey/luis_herrero/dn_54733.htm www.elmundo.es/especiales/2007/09/espana/adolfo_suarez/perfil/index.html www.forodelguardiacivil.com/nuke/modules.php?name=Newsandfile=articleandsid=5264 El Golpe de Estado www.elmundo.es/especiales/2001/02/nacional/23-f/grafico.html www.elmundo.es/especiales/2001/02/nacional/23-f/golpistas.html www.aguaron.net/golpe/golpe.htm

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Appendix 3: Suggested Resources for A2 Unit 2

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Context 4: Local and Global Citizenship Textbooks Ponte al día (Hodder Stoughton) Al tanto (Nelson) Sigue (OCR) Ahora Mismo (Hodder Stoughton)

chapters 10, 11 and 12 chapters 5, 10, 14 and 15 chapters 4, 7 and 8 chapters 8, 9 12 and 14

Websites Citizenship www.injuve.mtas.es/injuve/contenidos.item.action?id=478929051andmenuId=210420392 4 (Instituto de la juventud) www.argijokin.blogcindario.com/2005/08/00460-la-tolerancia-y-el-respeto-principalesvalores-para-los-jovenes-espanoles.html (el acoso escolar) Poverty www.monografias.com/trabajos12/podes/podes.shtml (pobreza y el desarrollo humano) www.es.oneworld.net/article/archive/1360 (pobreza en España) Immigration www.hoyinternet.com/reportajes/especial/inmigracion (frontera mexicana) www.elpais.com/todo-sobre/tema/inmigracion/Espana/27 (la inmigración en España) www.es.oneworld.net/article/archive/5725 (Inmigración en España) www.karl.aegee.org/aegpress.nsf/6efe777da2d34ecec12564a400569b16/d5d6e3530c183a8 7c1256ebf0059f1b0?OpenDocument (Integración en España) Racism www.es.wikipedia.org/wiki/Racismo www.aulaintercultural.org (Día mundial de la tolerancia) Democracy and Conflict www.vespito.net/historia (el franquismo v La transición) www.salman-psl.com/la-transicion/indexcast.html (la transición) www.democracianacional.org/dn (Partido Democracia Nacional) www.octaviorojas.com/politica.html (Política Latinoamericana) www.elcato.org/index.php (Instituto Cato) www.nodo50.org/mujeresred/violencia.htm (Violencia contra mujeres) www.usergioarboleda.edu.co/biblioteca/documentos/der037.htm (Conflicto en Colombia) www.solidaritat.ub.edu/observatori/esp/colombia/marco.htm?pagina=./analisis/confli cto.htmandmarco=frame1.htm (Conflicto armado colombiano)

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Context 5: Environmental Awareness Textbooks Ponte al día (Hodder Stoughton) Al tanto (Nelson) Sigue (OCR) Ahora Mismo (Hodder Stoughton)

chapter 7 chapters 8 and 9 chapter 6 chapter 11

Websites Environment www.mma.es/portal/secciones/;jsessionid=C50A39111DCF59A491C7CAAD1D9DB2DA (Ministerio de medio ambiente) www.sepiensa.org.mx/contenidos/2005/l_calenta/calentamiento_1.htm (el calentamiento global) www.ec.europa.eu/environment/climat/campaign/index_es.htm (cambio climático) Energy Sources www.europa.eu/pol/env/index_es.htm (medio ambiente) www.monografias.com/trabajos15/medio-ambiente-venezuela/medio-ambientevenezuela.shtml (medio ambiente) www.es.wikipedia.org/wiki/Medio_ambiente www.ambientum.com/enciclopedia/enciclopedia.asp (enciclopedia virtual) www.lainsignia.org/2002/junio/ecol_002.htm (el estado del medio ambiente) www.unfpa.org/swp/2001/espanol/ch02.html (el agua y la población) www.unfpa.org/swp/2004/espanol/ch3/index.htm (población y medio ambiente) Periodicals Authentik (A Level) www.authentik.com/sp_main.html La Cometa (GCSE + A Level) www.authentik.com/sp_main.html European Schoolbook (Various Resources) www.eurobooks.co.uk/languagebooks/subject/SPA Ministerio de Educación, Londres (Various publications) www.mec.es/sgci/uk/es/home/index.shtml

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TV programmes/Video www.rtve.es www.antena3tv.com www.cuatro.com www.la-sexta.net www.plus.es www.telecinco.es www.los40.com/articulo/noticias/40TV/Latino/viviran/momentos/previos/Concierto /Numero/entrevistas/reportajes/l40actn01/20060615l40l40not_11/Tes/ (música) www.telemadrid.com/home.pag www.programacion.tv/tve1

Radio Broadcasts/Podcasts www.notesinspanish.com Notes In Spanish Intermediate /Advanced www.guanacos.com La Charamusca Radio www.listenlive.eu/spain.html www.radio-locator.com/cgi-bin/nation?ccode=esandsid=andgo.x=9andgo.y=4 www.multilingualbooks.com/online-radio-spanish.html www.DocuWeb.ca/SiSpain/english/otherweb.html (todo sobre webs de España) www.ibgwww.colorado.edu/~gayan/spain.html (España al desnudo) www.DocuWeb.ca/SiSpain (intercambio de información sobre España) www.donde.uji.es (buscadores de España) www.ozu.es (buscadores de España) www.yahoo.es (buscadores de España) www.elmundo.es/navegante (suplemento el mundo tecnología e Internet) www.elmundo.es/navegante/estrellas (el periódico) www.el-castellano.com/index.html (página del idioma español) www.hola.es (revista) www.elpais.es (periódico) www.clarin.com (noticias) www.vanguardia.es (periódico catalán en español) www.bbc.co.uk/spanish/index.shtml (la BBC en español) www.casareal.es (la casa real) www.congreso.es (el parlamento español) www.un.org (la ONU) www.nato.int (la OTAN) www.europa.eu.int (la Unión Europea) www.avui.com (noticias en catalán) www.diario-elcorreo.es (periódico vasco en español) www.nortecastilla.es (noticias Castilla) www.elperiodico.es (noticias de Cataluña en español) www.meh.es (Ministerio de Economía y Hacienda) www.nec.es (tienda de informática y tecnología) www.mma.es (Ministerio de Medio Ambiente) www.msc.es (Ministerio de Sanidad y Consumo) www.la-moncloa.es (La Moncloa) Version 2: 8 November 2010

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www.mir.es (Ministerio deI Interior) www.boe.es (Boletín Oficial del Estado) www.Spainonline.com (hoteles en España) www.cervantes.es (el instituto Cervantes)

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Appendix 4: Literature

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Antonio Buero Vallejo

El concierto de San Ovidio

Temas: Valindin: El personaje de Valindin: lo que simboliza David: El papel de David; su relación con los otros ciegos; su relación con Adriana; Conflicto entre David y Valindin Donato: y su relación con David; Valentín Haüy: Su papel en la obra Adriana: su relación con Valindin y con David;  La pobreza  El idealismo y la esperanza contra el egoísmo y el materialismo  El simbolismo de la ceguera  El estoicismo y la resignación  La marginación dentro de la sociedad  La importancia de la esperanza / el optimismo  Los límites contra la sociedad  La corrupción y la explotación; la situación de la mujer  La rebelión individual y colectiva Suggested Resources www.es.wikipedia.org/wiki/Antonio_Buero_Vallejo (el autor) www.elmundo.es/2000resumen/buerovallejo.html (sobre el autor) www.aache.com/escritores/buero2.htm (el autor) www.muestrateatro.com/home.html (teatro) www.enotes.com/drama-criticism/buero-antonio-vallejo (el autor)

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Carmen Laforet

Nada

Andrea: y su relación con las otras mujeres (Angustias, Gloria, Ena, la madre de Ena) Gloria: su papel y su relación con Adriana  Las relaciones familiares, entre hombres y mujeres, padres e hijos, entre hermanos  La situación de la mujer; los personajes masculinos en la novela  Relaciones y conflictos generacionales  Los estereotipos sociales sobre los papeles masculino y femenino  El impacto de la pobreza sobre la personalidad y los ideales  Evolución de la personalidad; el crecimiento del individuo; la adquisición de la madurez; factores que influyen en este desarrollo  Degradación y explotación  El idealismo juvenil/el realismo adulto  La familia y la novela como reflejo de la sociedad de la época Suggested Resources www.es.wikipedia.org/wiki/Nada (novela) www.es.wikipedia.org/wiki/Carmen_Laforet www.en.wikipedia.org/wiki/Carmen_Laforet www.es.wikipedia.org/wiki/Existencialismo www.en.wikipedia.org/wiki/Existentialism www.rincondelvago.com/nada_carmen-laforet_6.html (artículo autor) www.nytimes.com/2007/04/15/books/review/Eberstadt.t.html?pagewanted=print www.lecturalia.com/libro/8508/nada (sobre libro)

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Laura Esquivel Como agua para chocolate  El personaje de Tita; su relación con su madre y con sus hermanas  Los distintos personajes de las hermanas  Contraste entre Rosaura y Gertrudis; conflicto entre lo social y lo natural, lo convencional y lo instintivo; pasión y frustración; conflicto entre individuo y sociedad  La relación entre Tita y las dos criadas indígenas, Nacha y Chencha  La relación de Tita con Pedro y con John  Importancia de la comida; simbolismo de la comida; relación entre la comida y la vida  La imagen de la mujer en la novela; subyugación y liberación de la mujer; las tradiciones sociales  Aspectos sociales y políticos; la historia mexicana; La Revolución  Significado del título de la novela  El elemento sobrenatural y mágico Suggested Resources www.es.wikipedia.org/wiki/Como_agua_para_chocolate (novela) www.es.wikipedia.org/wiki/Laura_Esquivel www.es.wikipedia.org/wiki/Como_agua_para_chocolate_%28pel%C3%ADcula%29 www.news.bbc.co.uk/hi/spanish/misc/newsid_4705000/4705417.stm (la autora) www.html.rincondelvago.com/como-agua-para-chocolate_laura-esquivel_17.html (artículo) www.epdlp.com/escritor.php?id=2484 (sobre la autora) www.biografiasyvidas.com/biografia/e/esquivel_laura.htm www.news.bbc.co.uk/hi/spanish/misc/newsid_4701000/4701623.stm (artículo) www.librosgratisweb.com/html/esquivel-laura/como-agua-para-chocolate/index.htm www.soniaruiz.tripod.com/SOCIALcontrol/index.htm (artículo)

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