ST THOMAS MORE SCHOOL

1

ST THOMAS MORE

SCHOOL

2017 (New) GCSE Study guide

and Exam Preparation Aid for

Spanish

Foundation and Higher Tier

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What is GCSE Spanish?

100% exam

There are four stages to getting GCSE French, what are they?

1. Listening exam in May/June of year 11 – 25%

2. Speaking exam in May/June of year 11 – 25%

3. Reading exam in May/June of year 11 – 25%

4. Writing exam in May/June of Year 11 – 25%

How will this booklet help you?

Give you advice about what the exams entails, help with exam technique,

and the essential Spanish you will need.

Where else can I get help?



Your teacher



Your textbook “Viva” is a GCSE targeted resources – get to know

and love it like your best friend!!!



Your exercise books have everything you need (if you’ve kept them

up to date)



Published revision guides



“Translation and Grammar” workbooks



Websites on the internet

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What are the 5 themes are covered by GCSE Spanish?

1 IDENTITY AND CULTURE. This is covered in modules 3, 4 & 6 and

includes:

(a) people, family and relationships

(b) free time activities

(c) eating and drinking, daily life, customs, festivals and special occasion

2 LOCAL AREA, HOLIDAYS AND TRAVEL

This is covered in modules 1 & 5 and includes:

(a) where you live

(b) cities, towns and regions

(c) holidays: past, present and future

(d) travelling

3 SCHOOL

This is covered in module 2 and includes:

(a) description of your school and its facilities

(b) a typical day at school

(c) school rules and uniform

(d) extra-curricular activities, clubs and school exchange

4 FUTURE ASPIRATIONS, WORK AND STUDY

This is covered in module 7 and includes:

(a) what you do to earn money/part time jobs

(b) work experience

(c) Future plans for the world of work

5 INTERNATIONAL AND GLOBAL DIMENSION

This is covered in module 8 and includes:

(a) the environment

(b) world issues, events and people;

(c) ethical shopping

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GCSE LISTENING EXAM

How long is the exam?

The foundation tier exam lasts about 35 mins

The higher tier exam lasts about 45 mins

What is the exam marked out of?

There is a maximum of 50 marks

What is the exam like?

You are allowed 5 minutes to read the questions before the audio file is started. During

this time you should get a feeling for the types of questions and what they are testing.

You can also start to predict answers.

The questions will get progressively harder, so don’t be surprised if the end questions

are difficult – but don’t give up!

You will hear all spoken materials twice. Remember that it is perfectly normal, not to get

all the answers first time through – just don’t panic and miss the second play through!

What will the questions will be like?

-

noting main points

-

extracting details, attitudes and points of view

-

identifying past, present and future events

-

identifying and coping with a wide variety of tenses

-

distinguishing between positive and negative statements

-

matching exercises

-

giving short answers in French*

-

drawing conclusions from what you hear

-

coping with gap fills

-

Is there a technique to doing listening exams?

Si, por supuesto……:

1.

always read the questions first

2.

look at any example answers for guidance

3.

look at the number of points awarded , and answer accordingly

4.

predict answers before reading the main text

5.

use your knowledge of grammar to guide you

6.

NEVER leave any blanks and answer in the correct language. In general, questions in

section A are

answered

in French and questions in section B are answered in English.

BUT READ THE INSTRUCTIONS TO MAKE SURE!

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How can I revise for listening?

The best way to revise for listening is to listen. Remember that every time

your teacher speaks to you in French in class, you are practising listening.

Also, every time you do listening exercises in class, you are practising

listening.

If you feel you need more practice, you can:



go on line for recordings of past papers.



use revision workbooks/guides which have audio files and listening

activities in them



ask your teacher for current websites to use for practice

GCSE SPEAKING

When is the exam?

The exam usually takes place in late April or early May of Year 11.

How long is the exam?

The foundation exam lasts about 7-9 minutes, plus 12 minutes preparation

time.

The higher exam lasts about 10-12 minutes, plus 12 minutes preparation

time

What is the exam marked out of?

Task 1: Role play

10 marks

Task 2: Picture-based task

24 marks

Task 3: Conversation 36 marks

Total

70 marks

What is the preparation time for?

During the preparation time, you will have sight of your task 1 (role play)

and task 2 (picture-based task). You can make notes during the preparation

time, up to a maximum of one side of A4 paper, to cover both task 1 and

task 2. During this time you should try to work out what each part of the

role play requires and what you are going to say for each bullet point of the

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picture-based task.

You may NOT however, make notes for the conversation part of your exam,

but you can think through what you want to say when you introduce your

first conversation topic.

But remember, you will not have access to a dictionary

What do you have to do for each part of the exam?

Task 1 - Role Play

This will last for 1-to 1 –and-a-half minutes in the foundation exam and

between 2 to 2-and-a-half minutes in the higher exam.

You must complete 5 “exchanges” following instructions in French. One of

the exchanges will be something that you have not prepared for in advance

(an unseen element) and for another one/other ones you will have to ask one

or two questions (2 questions in the higher role play).

In the foundation role play, all utterances by the candidate will be in the

present tense. In the higher role play students will have to respond to a

question in a past tense.

The scenarios used for the role plays are based on any of the topics from

themes 1-4, not from theme 5 as this theme lends itself better to the

picture-based task.

Role Play marks per “exchange” (maximum 10 marks)

2 Clearly communicated; appropriate; unambiguous; good pronunciation; correct word and verb form for “you”

1 Partially clear/unambiguous OR partially appropriate; pronunciation may affect clarity of communication

0 No rewardable communication; highly ambiguous OR pronunciation prevents communication

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Here is an example of a foundation tier role play

Topic: What school is like

Instructions to candidates:

You are talking to a Spanish friend about school. The teacher will play the

part of your

Spanish friend and will speak first.

You must address your Spanish friend as tú.

You will talk to the teacher using the five prompts below.

• where you see – ? – you must ask a question

• where you see – ! – you must respond to something you have not

prepared

Task

Estás en casa de un/a amigo/a español/a. Hablas con tu amigo/a

sobre el colegio.

1. Colegio – hora (empezar)

2. Asignatura preferida – razón

3. !

4. Recreo – actividad

5. ? Clases – duración

Here is an example of a higher tier role play

Topic: Cultural life

Instructions to candidates:

You are with your Spanish friend in their home in Seville, Spain, and you

are going to a birthday party together. The teacher will play the role of

your friend and will speak first.

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You will talk to the teacher using the five prompts below.

• where you see – ? – you must ask a question

• where you see – ! – you must respond to something you have not

prepared

Task

Estás en la casa de tu amigo/a español/a. Vais a ir a una fiesta de

cumpleaños

1. Fiesta – hora (salida)

2. Regalo de cumpleaños ideal – razón

3. !

4. ? Fiesta – número de invitados

5. ? Fiesta – duración

Task 2 - Picture-based Task

This will last 2–and-a-half minutes to 3 minutes in the foundation exam

and between 3 to 3-and-a-half minutes in the higher exam.

You must describe the photo and then exchange opinions and narrate

events using different tenses following the bullet points below the

picture and verbal (teacher/examiner prompts) stimuli. For example, the

examiner could ask you, “¿Algo más?” of “¿Por qué?” to encourage you to

expand on your answers. You will gain extra credit for the ability to

respond with consistently fluent and developed responses and the

ability to express and justify emotions and opinions.

Picture-based Task (maximum 24 marks)

There are two marks that make up the 24 marks for the picture-based

task:



Communication and content – out of 16



Linguistic knowledge and accuracy – out of 8

See below for a breakdown of the marks.

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Picture-based task: communication and content – Foundation tier

0 No rewardable material

1-4  Limited response to set questions, likely to consist of single-word answers

 Minimal success in adapting language to describe, narrate, inform using individual words/phrases; sometimes unable to respond

 A straightforward opinion may be expressed but without justification

 Pronunciation and intonation are consistently intelligible with inaccuracies that lead to frequent impairment in communication

5-8  Responds briefly to set questions, there is much hesitation and continuous prompting needed

 Some limited success in adapting language, to describe, narrate and inform in response to the set questions; may occasionally be unable to respond

 Straightforward, brief opinions are given but without justification

 Pronunciation and intonation are mostly intelligible but inaccuracies lead to some impairment in communication

9-12  Responds to set questions with some development , some hesitation and some prompting necessary

 Some effective adaptation of language to describe, narrate and inform in response to the set questions

 Expresses opinions with occasional, brief justification

 Pronunciation and intonation are intelligible, occasionally inaccuracies affect clarity of communication

13-16

 Responds to set questions with frequently developed responses, occasional hesitation, occasional prompting necessary

 Frequently effective adaptation of language to describe, narrate and inform in response to the set questions

 Expresses opinions and gives justification with some development

 Pronunciation and intonation are intelligible, inaccuracies are minimal and have no impact on clarity of communication

Picture-based task: communication and content – Hier tier

0  No rewardable material

1-4  Responds to set questions with some development ,some hesitation and some prompting necessary

 Some effective adaptation of language to describe, narrate and inform in response to the set questions

 Expresses opinions with occasional, brief justification

 Pronunciation and intonation are intelligible, occasionally inaccuracies affect clarity of communication

5-8  Responds to set questions with frequently developed responses, occasional hesitation, occasional prompting necessary

 Frequently effective adaptation of language to describe, narrate and inform in response to the set questions

 Expresses opinions and gives justification with some development

 Pronunciation and intonation are intelligible, inaccuracies are minimal and have no impact on clarity of communication

9-12  Responds to set questions with mostly developed and fluent responses, minimal hesitation and minimal prompting necessary

 Predominantly effective adaptation of language to describe, narrate and inform in response to the set questions

 Expresses opinions effectively and gives justification which is mostly developed

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13-16  Responds to set questions with consistently fluent and developed responses

 Consistently effective adaptation of language to describe, narrate and inform in response to the set questions

 Expresses opinions with ease and gives fully-developed justification

 Pronunciation and intonation are consistently accurate and intelligible

Picture-based task: linguistic knowledge and accuracy – Foundation tier

1-2  Limited accuracy when responding to set questions; minimal success when referring to past, present and future events

 Individual words and phrases are coherent when responding to set questions; high frequency of errors prevent meaning throughout most of the

conversation

3-4  Occasionally accurate grammatical structures when responding to set questions; occasional success when referring to present events, limited success when referring to future or past events, much ambiguity

 Some coherent phrases and sentences within responses to set questions; regular errors prevent coherent overall speech and frequently prevent meaning

5-6  Some accurate grammatical structures, including some successful references to past, present and future events in response to the set questions, some ambiguity

 Responses are partially coherent, errors occur that sometimes hinder clarity of communication and occasionally prevent meaning being conveyed

7-8  _{Generally accurate grammatical structures, generally successful references to}

past, present and future events in response to the set questions, occasional ambiguity

 Responses are generally coherent although errors occur that occasionally hinder clarity of communication

Picture-based task: linguistic knowledge and accuracy – Hier tier

1-2  Some accurate grammatical structures, including some successful references to past, present and future events in response to the set questions, some ambiguity

 Responses are partially coherent, errors occur that sometimes hinder clarity of communication and occasionally prevent meaning being conveyed

3-4  Generally accurate grammatical structures, generally successful references to past, present and future events in response to the set questions, occasional ambiguity

 Responses are generally coherent although errors occur that occasionally hinder clarity of communication

5-6  predominantly accurate grammatical structures, mostly successful references to past, present and future events in response to the set questions

 Responses are predominantly coherent, errors occur but they rarely hinder clarity of communication

7-8  _{Consistently accurate grammatical structures, successful references to past,}

present and future events in response to the set questions

 Responses are coherent, any errors do not hinder the clarity of the communication

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12

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Task 3 - Conversation

The purpose of the conversation is to assess your ability to develop

conversations and discussions, including giving opinions and points of

view. The conversation is in two parts, each covering a separate theme.

For part 1 you will be able to choose one theme (or topic within a theme)

in advance. You will also be allowed to introduce and speak about this for

up to one minute before continuing a conversation on the same

theme/topic with your teacher/examiner. So it’s really like giving a 1

minute presentation that you can prepare in advance and learn off by

heart. It’s only about 80-90 words if you speak slowly and clearly and if

you speak for a minute that’s almost half of the time for that part of

the conversation done and in the bag! So, what’s stopping you?!?

For part 2 of the conversation the examining board will allocate a

different topic from a theme you’ve not touched on yet. Each part of

the conversation will last approximately 2.5 – 3 minutes.

Conversation Task (maximum 36 marks)

There are three marks that make up the 36 marks for the conversation:



Communication and content – out of 12



Interaction and spontaneity – out of 12



Linguistic knowledge and accuracy – out of 12

See below for a breakdown of the marks.

Conversation: communication and content – Foundation tier

0 No rewardable material

1-3  Communicates limited information relevant to the topics and Questions

 Uses language to express limited, straightforward ideas and thoughts; occasional straightforward opinion expressed without justification

 Uses limited, familiar vocabulary and expression with much

repetition; communication is disjointed and frequently breaks down because of restricted range of vocabulary

 Pronunciation and intonation are inconsistently intelligible with inaccuracies that lead to frequent impairment in communication

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4-6  Communicates brief information relevant to the topics and questions

 Uses language to produce straightforward ideas and thoughts; expresses straightforward opinions with limited justification

 Uses repetitive, familiar vocabulary and expression; communication

is often constrained and occasionally breaks down because of restricted range of vocabulary

 Pronunciation and intonation are mostly intelligible but inaccuracies lead to some impairment in communication

7-9  Communicates information relevant to the topics and questions, with occasionally extended sequences of speech

 Uses language to produce straightforward ideas, thoughts and opinions with occasional justification

 Uses a limited variety of mainly straightforward vocabulary,

communication for some purposes is constrained because of restricted range of vocabulary

 Pronunciation and intonation are intelligible, occasionally inaccuracies affect clarity of communication

10-12

 Communicates information relevant to the topics and questions, with some extended sequences of speech

 Occasionally uses language creatively to express some individual thoughts, ideas and opinions, some of which are justified

 Occasional variety in use of vocabulary, including some examples of

uncommon language with some variation of expression, fulfils most purposes

 Pronunciation and intonation are intelligible, inaccuracies are minimal and have no impact on clarity of communication

Conversation: communication and content –Higher tier

0 No rewardable material

1-3  Communicates information relevant to the topics and questions, with occasionally extended sequences of speech

 Uses language to produce straightforward ideas, thoughts and opinions with occasional justification

 Uses a limited variety of mainly straightforward vocabulary,

communication for some purposes is constrained because of restricted range of vocabulary

 Pronunciation and intonation are intelligible, occasionally inaccuracies affect clarity of communication

4-6  Communicates information relevant to the topics and questions, with some extended sequences of speech

 Occasionally uses language creatively to express some individual thoughts, ideas and opinions, some of which are justified

 Occasional variety in use of vocabulary, including some examples of

uncommon language with some variation of expression, fulfils most purposes

 Pronunciation and intonation are intelligible, inaccuracies are minimal and have no impact on clarity of communication 7-9  Communicates detailed information relevant to the topics and

questions, usually with extended sequences of speech

 Frequently uses language creatively to express and justify a variety of individual thoughts, ideas and opinions

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language, to regularly vary expression for different purposes

 Pronunciation and intonation are intelligible and predominantly accurate

10-12

 Communicates detailed information relevant to the topics and questions, consistently extended sequences of speech

 Consistently uses language creatively to express and justify a wide variety of individual thoughts, ideas and opinions

 Consistently uses a wide variety of vocabulary, including uncommon language, to consistently vary expression for different purposes

 Pronunciation and intonation are consistently accurate an intelligible

Conversation: Interaction and spontaneity – Foundation tier

0 No rewardable material

1-3  Basic exchange where only some questions are responded to;

answers rely on rehearsed language that is frequently irrelevant to the question

 Short, undeveloped responses, many incomplete

 Isolated examples of ability to sustain communication, pace is slow and hesitant throughout

4-6  Responds with limited spontaneity; answers rely on rehearsed language that is occasionally irrelevant to the question

 Short responses, any development depends on teacher prompting

 Limited ability to sustain communication, pace is mostly slow and hesitant

7-9  Occasionally able to respond spontaneously with some examples of natural interaction although often stilted

 Occasionally able to initiate and develop responses independently but regular prompting needed

 Occasionally able to sustain communication, using rephrasing/repair strategies if necessary to continue the flow; frequent hesitation

10-12

 Responds spontaneously to some questions, interacting naturally for parts of the conversation

 Sometimes able to initiate and develop the conversation independently, some prompting needed

 Sometimes able to sustain communication, using rephrasing/repair strategies if necessary to continue the flow; some hesitation

Conversation: Interaction and spontaneity –Higher tier

0 No rewardable material

1-3  Occasionally able to respond spontaneously with some examples of natural interaction although often stilted

 Occasionally able to initiate and develop responses independently but regular prompting needed

 Occasionally able to sustain communication, using rephrasing/repair strategies if necessary to continue the flow; frequent hesitation 4-6  Responds spontaneously to some questions, interacting naturally for

parts of the conversation

 Sometimes able to initiate and develop the conversation independently, some prompting needed

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 Sometimes able to sustain communication, using rephrasing/repair strategies if necessary to continue the flow; some hesitation

7-9  Responds to most questions spontaneously, resulting in mostly natural interaction

 Mostly able to initiate and develop the conversation independently

 Able to sustain communication throughout most of the

conversation, using rephrasing/repair strategies if necessary to continue the flow, occasional hesitation

10-12

 Responds spontaneously and with ease to questions, resulting in natural interaction

 Consistently able to initiate and develop the conversation independently

 Able to sustain communication throughout, using rephrasing/repair strategies if necessary to continue the flow

Conversation: Linguistic knowledge and accuracy – Foundation tier

0 No rewardable material

1-3  Uses straightforward, individual words/phrases; limited evidence of language manipulation

 Limited accuracy, minimal success when referring to past, present and future events

 Individual words and phrases are coherent; high frequency of errors prevent meaning throughout much of the conversation

4-6  Uses straightforward, repetitive, grammatical structures

 Occasionally accurate grammatical structures, occasional success when referring to present events, limited success when referring to future or past events, much ambiguity

 Some coherent phrases and sentences; regular errors prevent coherent overall speech and frequently prevent meaning

7-9  Manipulates a limited variety of mainly straightforward grammatical structures, minimal use of complex structures

 Some accurate grammatical structures, some successful references to past, present and future events, some ambiguity

 Sequences of coherent speech although errors occur that often hinder clarity of communication and occasionally prevent meaning being conveyed

10-12  Manipulates grammatical structures with occasional variation, complex structures used but repetitive

 Generally accurate grammatical structures, generally successful references to past, present and future events

 Generally coherent speech although errors occur that sometimes hinder clarity of communication

Conversation: Linguistic knowledge and accuracy –Higher tier

0 No rewardable material

1-3  Manipulates a limited variety of mainly straightforward grammatical structures, minimal use of complex structures

 Some accurate grammatical structures, some successful references to past, present and future events, some ambiguity

 Sequences of coherent speech although errors occur that often hinder clarity of communication and occasionally prevent meaning being conveyed

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4-6  Manipulates grammatical structures with occasional variation, complex structures used but repetitive

 Generally accurate grammatical structures, generally successful references to past, present and future events

 Generally coherent speech although errors occur that sometimes hinder clarity of communication

7-9  Manipulates a variety of grammatical structures, some variety of complex structures

 Predominantly accurate grammatical structures, mostly successful references to past, present and future events

 Predominantly coherent speech; errors occur but they rarely hinder clarity of communication

10-12

 Manipulates a wide variety of grammatical structures, frequent use of complex structures

 Consistently accurate grammatical structures, consistently successful references to past, present and future events

 Fully coherent speech; any errors do not hinder the clarity of the communication

How to introduce your chosen theme (or topic within a theme):

Module 1 – Voy a hablar de las vacaciones / quiero hablar de las …

Modue 2 – Me gustaría hablar de mi colegio

Module 3 – Voy a hablar de mi mejor amiga, que se llama Ana

Module 4 –

Module 5 – Voy a hablar de mi cuidad favorita que se llama Edimburgo.

Module 6 – Me chifla comer y por eso voy a hablar de la comida

Module 7 – Quiero hablar de mi trabajo a tiempo parcial

Module 8 – Quiero hablar de los problemas más serios de mi país

How can I revise for speaking?

The best way to revise for speaking is to speak. Remember that every

time you say anything in French in class (to the teacher, in pair work, in

group work…) you are practising speaking.

Always listen carefully to the audio files and try to copy the

pronunciation.

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Listen to and look at the examples of role plays, picture-based tasks

and conversations in the “Prueba Oral” section at the end of each

module in the textbook.

When asked to work in pairs to practise speaking ensure you do it and

only speak in French.

REVISION TIPS FOR THE SPEAKING EXAM

Role play

Any topics from themes 1-4 could come up:

Key transaction vocab

Hola/Buenos días: hello / good morning

Buenas tardes: good afternoon /good evening

gracias: thank you

cierra: closes

abre: opens

se puede: you can / can you…?

Me gustaría: I’d like

Hay: there is/are

Habia: there was/were

Soy/estoy : I am

tengo : I have

Era/estaba/estuve : I was

tenia/tuve : I had

Fue/era : it was

no fue : it wasn’t

Voy a: I am going to

Hay que/tienes que : you have to / it is necessary to

Tienes (tiene)…?: do you have…?

Puedo…? : Can I…?

Busco/estoy buscando…: I am looking for…?

Debo…? : Must I…?

de: from

a : to

There will be an element of unpredictability, ie during the task you will

have to respond to something you have not prepared. You will see “!”

when you have to do this. During your preparation time try to think

of/predict what this could be in relation to the context. You will also

have to ask a question in one of the exchanges when you see “?”

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Sometimes you will have to address your teacher as “Usted” and

sometimes just as “Tú”.

Hint: listen carefully to your teacher and use some of the words in the

question to form your answer. Also make sure you know the basic

question words.

Key questions vocab

dónde : where

cuándo : when

cómo: how

quien: who

cuánto: how much/ many

por qué: why

cuál: which

à quelle heure: at what time

Hay : is/are there

qué: what

Picture-based Task

In this task, you will have to talk about a photo and then meet the

criteria of 4 bullet points that follow, providing descriptions,

exchanges, opinions and narrating events. In the higher picture-based

task, one of these will be an unprepared element and will be presented

as “!” like in the role play.

In order to score the maximum grade you should expand on given facts

with extra details. Don’t forget to give and justify your opinions

whenever possible and, if you think you can squeeze a relevant

“sophisticated” or “colloquial” sentence in there, go for it!

you must:

expand on each bullet point as much as possible

develop your response as much as you can

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HOT TIPS

-

have a good , bad and indifferent reaction/justification learnt off

by heart

-

learn a few of the common past and future tenses off by heart ( I

went, I ate, I saw, I drank, I was, I had, I did, I took, I liked, I

hated, I got up, I went to bed, it was , there was / there were)

-

don’t forget the true future and the conditional

-

only use phrases you know you can pronounce

-

remember to pronounce English looking words with a Spanish

accent.

Here are some key verbs/phrases to help you:

El año pasado:

last year

El verano pasado :

last summer

Sabado pasado:

last Saturday

La semana pasada:

last week

El fin de semana pasado:

last weekend

Ayer:

yesterday

A las ocho:

at eight o’clock

Primero:

first

Después/luego:

then

más tarde:

later

Después:

after that

Después de ir a:

after having gone to…

Después de levantarme :

after getting up…

Después de comer/ir de compras:

Hacia calor/frio, asi que…. :

as the weather was hot / cold

Estaba lloviendo/nevando, entonces… :

as it was raining / snowing

No pudimos… :

we were (un)able to…

Decidimos ir… / decidí ir… :

we decided to / I decided to go

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bastante

totalmente completamente muy demasiado un poco

verdaderamente

fairly rather completely very too a little bit

really

agredable relajante génial doloroso fatigante aburrido

pleasant relaxing great painful tiring dull

insoportable

unbearable

Key verbs in the past (preterite) tense:

comimios : we ate no comimos : we didn’t eat any…

bebí: I drank compré: I bought

leí: I read jugué: I played

hice: I did preparé : I prepared

viajé : I travelled atravesé : I crossed

dormi: I slept miré/ví : I watched

hablé: I spoke/talked nadé: I swam

j’ai escaladé: I climbed téléfoné : I phoned

cogí: I took j’ai trabajé : I worked

tomé el sol: I sunbathed ví: I saw

escuché: I listened me encontré con: I met me gustó : I liked odié : I hated

intenté: I tried to creí que : I thought that visité: I visited (place) visité : I visited (people)

…duró… : …lasted … tuvo lugar… : …took place…

fui : I went no fui : I didn’t go

fuimos : we went no fuimos : we didn’t go

Salí/parti: I left llegué: I arrived

caí : I fell over volví : I returned

salí : I went out me quedé: I stayed

vine : I came entré: I entered

Reflexive verbs

me levanté : I got up no me levanté : I didn’t get up

nos levantamos : we got up no nos levantamos : we didn’t get up

me lavé/me douché: I washed/had a shower

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me intéresó : I was interested in

descansé : I had a rest

me rompí la pierna : I broke my leg

me aburrí: I got bored

me divrtí: I had fun

me duele el braso : I’ve hurt my harm

paré/dejé de : I stopped

me acosté : I went to bed

dormí : I went to sleep

Imperfect tense (for talking about what used to happen and

for describing a typical day)

Tenía que : I had to

Era / no era: it was / it was not

había : there was or were / there wasn’t or weren’t

Tenía : I used to have

Era : I used to be

Iba: I used to go

Volvía: I used to get back

Hacía : I used to do

Me quedaba: I used to stay

Comía : I used to eat

Bebía : I used to drink

Cuidaba : I used to take care of

Me lavantaba : I used to get up

Me acostaba: I used to go to bed

Me divertía: I used to have fun

Me aburría : I used to get bored

Exclamations :

always good to add that litle bit extra now (and again).

¡Qué bien ! Great ! ¡Qué miedo ! How frightening ! ¡Qué lastima ! What a shame ! ¡Que risa ! What a laugh ! ¡Qué horroroso ! How horrible !

¡Qué suerte ! What luck !

¡Qué facil/dificile ! it’s really easy/difficult ! ¡No es justo ! It’s not fair !

Qué opinas….. ? Dar tu opinion

En mi opinion : in my opinion Personalmente: personally Lo encontré: I found it Puede ser: it can be

No me gusta : I (don’t) like it No me gustó: I didn’t like it No me gustaría : I wouldn’t like it Por un lado…por otro lado on the one

hand…on the other hand

Que pesadilla ! What a nightmare !

23

Conversation

In this section you will have a conversation with the examiner on topics within two

themes. The topic you have chosen for your part 1 of the conversation will not come

up again in any part of the speaking exam. To obtain a high grade you must:

-

show that you are able to use past, present and future tenses.

-

stretch the sentences by using conjunctions to make them longer.

-

aim at 2 to 3 sentences answers

-

give your opinions (including sophisticated opinions) wherever possible and

justify them

If you can’t say what you want to say, say something else even if it is not the

truth!

Quite often you may be asked to, “Tell me about…………” This is a great

opportunity to bring in lots of different tenses, clever phrases, opinions etc, so

milk it!!

List of Modules and their themes



Mod 1: Desconectate! Theme 2 : Local

area, holiday and travel



Mod 2:Mi vida en el insti. Theme 3 : School



Mod 3: Mi Gente. Theme 1 : Identity and

culture



Mod 4: Intereses e influencias. Theme 1 :

Identity and Culture



Mod 5: Ciudades. Theme 2 : Local area,

Holiday and travel + Identity and culture



Mod 6: De costumbre. Theme 1 : Identity

And culture



Mod 7: A currar. Theme 4 : Future

Aspirations, study and work



Mod 8: Hacia un mundo major. Theme 5 : International

and global dimension

24

Here are a few time phrases to start off your sentences:

Past

Present

Future

Conversation - example questions.

Below are some examples of the type of questions that may be asked on the set topics.

Using the topic vocabulary provided in your lessons and text books, prepare what you

would say, practise saying them aloud and learn them for the final exam. Remember to

learn the questions as well. In the boxes provided, write the final version of your

answers and revise them regularly.

Module 1 Desconéctate

(Theme 2 : Local area, holiday and travel)

voy I go me quedo I stay

fui I went me quedé I stayed

iré I’ll go me quedaré I’ll stay

vamos we g nos quedamos we’ll stay

fuimos we went nos quedamos we stayed

iremos we will go nos quedaremos we will stay

me gusta visitar I like visiting descanso I have a rest

visité I visited descansé I had a rest je visitaré I will visit descansaré I will have a rest

veo I see hago I do

ví I saw hice I did

veré I will see haré I will do

tomo el sol I sunbathe me gustaría I would like

tomé el sol I sunbathed me encantaría I would love

tomaré el sol I will sunbathe preferiría I would prefer

Ayer : Yesterday

El año pasado : Last year El fin de semana pasado : last

weekend

Hace tres años: 3 years ago Quand j’avais dix ans: Cuando

tenía diez años

Lo encontré: I found it

Fue / no fue: it was / it wasn’t Había / no había: there was /

wasn’t

Hoy: today

Todos los días: everyday

Una vez a la semana: once a week de vez en cuando: from time to

time

Cuando hace buen tiempo: when

the weather is nice

Creo que : I find that Es / no es: it is/ it isn’t

hay / no hay: there is / isn’t any

Mañana : tomorrow

En el futuro: in the future

Cuando tenga 30 años: when I am

30

Despues de hacer mis examines :

after having taken my GCSEs

Despues de la universidad:after

having been at university

Sera / No sera: it will be / it

won’t be

Habrá / no habrá: there will be /

25

EXAMPLE QUESTIONS

1. ¿Qué haces en verano?

- en general, tengo seis semsnas de vacaciones

- salgo con mis amigos

- monto en bicicleta/a caballo - en général, no voy de vacaciones

- Veo la tele con mi familia / mis amigos…

- Toco la guitarra

- Voy al parque /a un parque de atracciones

- Hago deporte

- Escucho música

- Juejo a los videojuegos

- Por las mañanas ……./ por las tardes……

- Normalmente ….

- A veces cenamos en un restaurante - cuando hace frio vamos al cine

- cuando hace calor juego al vóleibol / al tenis / al ajedrez

- leo y descanso

2. ¿Dónde prefieres pasar las vacaciones?

- Prefiero pasar las vacaciones a la playa/a la costa - Me gustar quedarme en Inglaterra……..

- Me gusta ir de vacaciones en el extranjero

- Me encantan las vacaciones en la montaña porque… - Odio las vacaciones en el campo/ a la ciudad porque… - Odio las vacaciones con mi familia

- Hay mucho que hacer y me divierto mucho - no hay nada que hacer y me aburro

3. ¿Cuándo prefieres ir de vacaciones?

- Prefiero ir de vacaciones en………

- En primavera/ en verano/ en otoño/en invierno - Porque me gusta cuando hace calor

- Me encanta el sol

- Me gusta mucho la nieve/los deportes invernales - Me interesa ir de paseo en los bosques

4. ¿Dónde te gusta alojarte?

- Me quedo en un hotel/ en un camping/ en un casa rural

- Porque es comodo/lujoso/barato/divertido/tranaquilo/relajante - Muy/bastante/verdaderamente/un poco …

5. Hablame de tus vacaciones del año pasado

- El ano pasado fui de vacaciones :

- a Francia/a Turquia/a gales/ a Italia/a Mexico

- Fui con mi insti/mi familia/con mi mejor amigo(a)/solo/sola - viaje en tren/en coche/ en avion/ en barco/ en autocar

-hice turismo/ saqué muchas fotos/compré recuerdos/tomé el sol -esquié/comí muchos helados/comí platos tipicos de la region Visite museos/fui a la playa/ jugué al tenis y vóleibol

26

Hizo mucho calor/frio/viento/sol Nos quedamos en un…………

Era muy lujoso/caro/moderno/ruidoso/animado

Habia mucho que hacer/ tres piscinas/dos bares/una discoteca Tenia una piscina climatizada/dos restaurantes/una sauna

Estaba cerca de la playa/en el centro de la ciudad/en el campo/en la montana Lo pasé fenomenal/genial/fatal/mal

Fue inolvidable/flipante/horroroso

6.¿Qué fue lo mejor de tus vacaciones ? ¿Y lo peor?

-

-Lo peor fue cuando perdí mi movil/mis gafas de sol

-cuando fuimos de excursion a unos monumentos/caí en el rio/tuvo una insolacion/diarrea y náuseas

7. ¿Qué planes tienes para el proximo verano?

-

- voy a visitor/ver/nadaren el mar/ir a… -voy a quedarme en ……..

-¡va a ser genial!

8. ¿Qué pais/paises te gustaria visitar en el futuro/un dia?

-

- porque quiero ver…../hacer …../ visitar …../ir …. Serían las vacaciones de mis sueños

Sería perfecto

Opinions + Infinitives

Prefiero hacer deportes acuaticos Me gusta ir de compras

Me chifla ir al parque Me encanta ir a la paya

Me mola ver peliculas me gusta mucho estar al aire libre

Odio usar el ordenador

Connectives

Weather Phrases

Hace/hizo buen tiempo

Hace/hizo sol

Hace calor

Hace frio

Hace vient

Hay niebla

Hay tormenta

Está nublado

Llueve

Nieve

Una vez a la semana Dos veces al mes Una vez al año Nunca Casi nunca

27

Module 1: answers sheet

1. ¿Qué haces en verano?

2.¿Dónde prefieres pasar las vacaciones ?

3. ¿Cuándo prefieres ir de vacaciones?

4. ¿Dónde te gusta alojarte?

5. Hablame de tus vacaciones del año pasado

28

7. ¿Qué planes tienes para el proximo verano?

29

Module 2 Mi Vida en el Instituto

(Theme 3 : School)

EXAMPLE QUESTIONS

1.

¿Qué estudias?

- Estudio muchas asignaturas. Por ejemplo… - I study lots of subjects. Eg….

- Haré mis examines GCSE en mayo del año que viene - I will sit my GCSEs next year

- Preparo diez asignaturas al nivel GCSE… - I’m studying 10 subjects to GCSE for example…

- Hay asignaturas obligatorias como… - there are compulsory subjects like…

- Elegí unas asignaturas opcionales comme… - I chose optional subjects like……

- Soy beuno/a en… / no soy Bueno/a en… - I am good at… / weak in…

- Mi asignatura preferida est… porque… - my favourite subject is… because…

- Creo que es facile / util / divertido / pratico - I think it’s easy / useful / fun / practical

- Saco buenas notas / el profe explica - I get good grades / the teacher explains well

- la asignatura que menos me gusta es… parce que… - the subject I like the least is… because… - es dificile / inutil / aburrida / ruidosa - it’s difficult / useless / boring / noisy - saco malas notas / el profe es fatal - I get bad grades / the teacher is useless

2.

¿Cuales asignaturas no te gustan? ¿Por que?

- En general me gustan todas las asignaturas -generally i like all school subjects

- Sin embargo, a veces…….. - however, sometimes….

- No me gusta el dibujo porque es… - i don’t like Art because it’s …

- Tambien las ciencias son muy dificiles - also, science is very difficult

- Me cuesta entender de vez en cuando - it’s difficult to understand sometimes

- Odio las matematicas porque son aburridas, pero son muy importantes – i hate Maths because it’s

boring

- No soy muy buena en historia - i’m not good at History

- Mi asignatura favorita es…..porque… - my favourite subject is ….because….

- El/la profesor/a explica bien y aprendo mucho - the teacher explains well and I learn a lot

- Mi profe de ….tiene un buen sentido del humor - my ….teacher has a good sense of humour

3.¿Qué instalaciones hay en tu instituto?

- Lo bueno es que hay…. - the good thing is that there is/are……

TOPIC VERBS IN PAST, PRESENT AND FUTURE

voy… I go… tengo… I have… estudio I study iba I used to go… tenía I had… estudiaba I used to study iré… I will go… tendré… I will have…

empieza a las … starts at… se debe… you must…

termina a las… finishes at… no se permite… you must not… Las clases duran… lessons last… está prohibido… it’s not allowed…

como… I eat… hago… I do…

llevo… I wear… hice… I did… hacía…. I used to do

charlo… I chat haré… I will do…

me gusta(n)… I like… saco buenas notas en… I am good at… no me gusta(n(/odio… I don’t like/hate… no soy muy buena en… I am weak at…

30

- Lo malo es que no hay…. - the bad thing is that there isn’t/aren’t any…..

- Las instalaciones deportivas son excelentes - the sports facilities are excellent

- Hay un gimnasio amplio/una piscina climatizada/pista de tenis – there is a spacious gym/a heated

swimmimg pool/tennis court

- Desafortunadamente no hay ni biblioteca ni pista de baloncesto – unfortunately there isn’t a library or a

basketball court

- Tampoco hay……… ¡que es lo peor ! - there isn’t a …either and that’s the worst thing !

- ¡Que lastima ! - what a shame !

- Las aulas de música están bien equipadas - the music rooms are well equipped

- Hay un patio grande y muchas aulas modernas - there is a large playground and lots of modern classrooms

4. ¿Cómo es tu instituto ? ¿De qué tipo es?

- voy al colegio St. Thomas More en Nuneaton - I go t St. Thomas More School - mi colegio se llama St. Thomas More

- en el pasado, era un colegio masculine y habia solo tres cientos alumnus – in the past it was a boys

school and there were only 300 pupils

- ahora es un colegio mixto - it’s a mixed school

- hay ocho cientos alumnos - there are eight hundred pupils

- y 70 profesores - and 70 yeachers

- los alumnus tienen entre 11 y 16 años - the pupils are between 11 and 16.

- vivo… minutos / miles del colegio - I live … minutes / miles away from school

- voy al colegio en autobus / en bicicleta / a pie - I go to school by bus / by bike / on foot

- el colegio tiene dos edificios - the school has 2 buildings

- un edificio es muy antiguo - one building is very old

- el otro es bastante modern pero feo - the other one is modern but ugly

5 ¿Qué es lo bueno de tu instiuto ? ¿Y lo malo?

- Lo bueno es que…. - the good thing is that …

- Lo malo es que…. - the bad thing is that …

- Lo que más me gusta es que……… - what I like the most is that……

- Lo que menos me gusta es que…. -what I like the least is that…..

6 ¿ Qué hiciste ayer al colegio?

- Normalmente, llego a las… et vuelvo a las … - Usually, I arrive at… and get home at…

- El día empieza a las… y temina l las… - the day begins at… and finishes at…

- Las clases empiezan a las… y terminan a las… - lessons start at… and finish at……

- Hay cinco clases cada día - there are five lessons a day

- Las clases duran una hora - lessons last one hour

- El recreo esta a las … et dura veinte minutos - break is at… and lasts twenty minutes

- ayer, llegué a las … - yesterday I arrived at

- tuve clases de …. - I had lessons in…

- en el recreo compré una pizza… - at break, I bought…

- me encontré con mis amigos - imet my friends

- la hora de comer empezó a las… tuvimos… minutes - lunch started at… we had… minutes

- durante el recreo charlé con mis amigos - during the break I chatted to my friends

- comí en la cantina / un boca dillo - I ate in the canteen / a sandwich

- la comida en la cantina está… - the food in the canteen is…

31

7.¿Cómo era tu escuela primaria?

- mi escuela primaria era más pequeño que mi instituto - my primary school was smaller than my secondary school

- los profesores eran muy tolerantes y menos severos - the teachers were very tolerant and less strict - no habia examines ni deberes. ¡Qué suerte! -there weren’t any exams or homework. What luck! - No habia muchos instalaciones - there weren’t many facilities

- Tenia la misma profesora todo el dia - I had the same teacher all day - Ahora tengo muchos profesores diferentes - now I have lots of different teachers

8

¿Qué opinas de las normas de tu instituto?

- Hay muchas normas en mi cole. Por ejemplo: - there are lots of rules at my school. For example - Se debe ser punctual y llevar uniforme - you must be on time and wear the uniform - Se debe ser educado/a y respetuoso/a - you must be polite and respectful

- Hay que hacer los deberes - you must do your homework

- No hay que fumar - you must not smoke

- No se permite usar el movil en clase o salir del instituto durante el día escolar – you are not allowed to use your mobile phone in lessons or leave the school during the school day

- En mi opinion algunas normas son importantes - in my opinion some rules are important - Pero otras son tontas/estupidas/inutiles - but others are stupid/idiotic/useless

- No estoy de acuerdo con la norma, “No se permite comer chicle”- I don’t agree with the rule,”You are not allowed to chew chewing gum”

- En mi opinion, no es justo - in my opinion it’s not fair

- Sin embargo, la norma más importante es,”…”, porque… - however, the most important rule is “…” because….

9 ¿Qué actividades extraescolares haces? ¿Qué opinas?

- como actividad extraescolar…….. - as extracurricular activities……

- toco un instrument/la guitarra/la trompeta/la bataría - I play an instrument/the guitar/trumpet/drums - voy al club de……una vez a la semana - I go to the …club once a week

- soy miembro del equipo de…….desde hace 6 meses - I’ve been a member of the …team for 6 months - canto en el coro despues del colegio - I sing in the choir after school

- juego al………todos los días - I play ……….every day

- El año pasado participé en un torneo/un Campeonato y ganamos un trofe – last year I took part in a tournament/championship and we won a trophy

- Los clubs extraescolares son divertidos/geniales - after-school clubs are fun/great

- Los clubs te ayudan a hacer nuevos amigos o aprender nuevas cosas/ cosas interesantes – the clubs help

you to make new friends or learn new/interesting things

10¿Tienes planes para participar en un club o una actividad en el future?

- El año que viene voy a participar en un intercambio - next year I’m going to take part in an exchange - Voy a viajar con mi classe a Alicante - I’m going to travel with my class to Alicante

- Voy a alojarme en la casa de mi compañero/a - I’m going to stay in my pen friend’s house

- Voy a asistir a clases en un colegio español - I’m going to go to lessons in a Spanish school

- Voy a visitor lugares de interés - I’m going to visit interesting places

- Voy a comer platos españoles - I’m going to eat Spanish food

32

11. ¿Hay uniforme ?

- en mi colegio, es normal llevar uniforme… - at my school it’s normal to wear a uniform - es normal llevar uniforme en Inglaterra - it’s normal to wear a uniform in England - en mi instituto tengo que llevar…. - at school I have to wear …..

- llevo/las chicas llevan /los chicos llevan… - I / the girls / the boys wear ……..

- me gusta/no me gusta el uniforme escolar porque… - I like / I don’t like the school uniform because… - es muy estricto ahora - it’s very strict now

- antes era menos estricto pero este año se cambió - before it used to be less strict - ahora tenemos que llevar una chaqueta/un blazer - now we have to wear a blazer

- Preferiría llevar mi propia ropa - I’d like to wear my own clothes

- En mi opinion el uniforme es una buena idea porque… - in my opinion a uniform is a good idea because…

- En mi opinion el uniforme es una mala idea porque… - in my opinion a uniform is a bad idea because…

- Las diferencias economicas de los alumnus no son tan obvias - it equalises everyone…

- Por un lado… - on one hand ….

- Por otro lado… - on the other hand

- Mejora la disciplina - it improves discipline

- Limita la individualidad - it restricts individuality

- Es feo/elegante - it’s ugly / smart

33

Module 2: answers sheet

1. ¿Qué estudias?

2.¿Cuales asignaturas no te gustan? ¿Por que?

3.¿Qué instalaciones hay en tu instituto?

4.¿Cómo es tu instituto ? ¿De qué tipo es?

5. ¿Qué es lo bueno de tu instiuto ? ¿Y lo malo?

34

7.¿Cómo era tu escuela primaria?

8. ¿Qué opinas de las normas de tu instituto?

9.¿Qué actividades extraescolares haces? ¿Qué opinas?

10¿Tienes planes para participar en un club o una actividad en el future?

35 TOPIC VERBS

Suelo (+infinitive) I usually ……. hablar talk mandar send descargar download subir upload compartir share ver see ir go escuchar listen contactar contact

Puedo I can quiero I want soy I am es he is tengo I have tiene he has llevo I wear/have lleva he weras/has uso I use usamos we use me gusta I like leo I read Me llevo bien con… I get on well with…

Module 3 Mi Gente

(Theme 1 : Identity and Culture)

EXAMPLE QUESTIONS

1.¿Qué suele hacer tu familia en casa después de cenar? ¿ Qué hizo

ayer?

Mis abuelos ven /vieron la tele my grandparents watch / watched the telly Mi padre suele ver / vio las noticias my dad usually watches the news

suelo descargar / descargué canciones I usually download / downloaded songs mi madre manda / mandó SMS my mum sends / sent text messages

mi hermano mayor suele escuchar / escuchó música my big brother usually listens / listened to music mi hermana menor juega / jugó con su movil my little sister plays / played on her phone

2.¿Cómo son tus padres fisicamente? ¿Cómo son de character?

Mi padre / madre es ………. my dad / mum is ………. Delgado / delgada slim

Alto / alta tall Gordo / gorda fat Bajo / baja short

Tiene los ojos azules / verdes / grises - He / she has blue / green / grey eyes

Tiene el pelo corto / largo / rizardo / liso / ondulado / pelirojo / rubio / castaño / moreno / negro - He / she has short / long / curly / straight / wavy / red / blonde / brown / dark brown / black hair Es/era serio / inteligente / hablador / trabajador / grazioso / divertido / generoso / perezoso - He is / used to be serious / intelligent / talkative / hard-working / funny / good fun / generous / lazy Es / era seria / intelligente / habladora / trabajadora / graziosa / divertida / generosa / perezosa - She is / used to be serious / intelligent / talkative / hard-working / funny / good fun / generous / lazy

36

3.Hablame de unos miembros de tu familia

Mi tio / tia /primo / prima / hermanastro / hermanastra / sobrino / sobrina / padrastro / madrastra es ……….

My uncle/auntie/cousin (M)/cousin (F)/step-brother/step-sister/nephew/niece/step-father/step-mother is ………

4. ¿Cómo eres?

Normalmente soy………. Normally I am……. A veces puedo ser ……… Sometimes I can be ……. Tambien puedo ser …….. I can also be …..

Mis amigos dicen que soy una persona ………… My friends say I can be a ……. Person Sin embargo… However….

Soy I am

Tengo los ojos …. I have …………. eyes Tengo el pelo …… I have ………..… hair Llevo gafas I wear glasses

5.¿Qué aplicaciones usas? ¿Por qué te gustan? ¿Para qué las usas?

¿Cuales aplicaciones vas a usar esta tarde?

En mi opinión, es la mejor aplicacion

Uso Instagram para compartir fotos I use Instagram to share photos Uso WhatsApp para organizar las salidos con mis amigos I use WhatsApp to arrange nights out with friends

Es muy util It’s very useful

Con etsa aplicacion siempre esty on contacto con mis amigos With this app I am always in touch with my friends

Me gusta porque es facil de usar I like it because it’s easy to use Uso Skype o Facetime para contactar mi familia en Australia I use Skype or Facetime to contact my family in Australia

Porque es gratis Because it’s free

Uso Youtube para subir y ver videos I use Youtube to upload and watch videos

Es una app muy popular It’s a very popular app La uso todo el tiempo I use it all the time

Uso Spotify para buscar y descargar música I use Spotify to look for and download music

Es rapida, entonces me gusta mucho It’s quick, so I like it a lot

Un inconveniente es que no es gratis One disadvantage is that it isn’t free Uso Facebook para pasar el tiempo I use Facebook to pass the time Es mi red social favorite It’s my favourite social network site Es una aplicacion practica It’s a practical app

Con esta app, lo bueno es que siempre estoy en contacto con mis amigos The good thing about this app is that I am always in touchwith my friends

Lo malo es que la tecnología móvil es adictiva The bad thing is that mobile technology is very addictive

37

Mi hermana está enganchada a su móvil My sister is addicted to her phone Es una perdida de tiempo It’s a waste of time

Mis padres dicen que estoy obsesionado/a con mi movil My parents say that I’m obsessed with my phone

Esta noche voy a subir unos videos y fotos a Facebook. Va a ser muy divertido Voy a hablar con mis primos en Australia. Vamos a usar Facetime

Voy a descargar unos canciones con Spotify

6. ¿Qué te gusta leer? ¿Eres un ratón de biblioteca?

Soy un raton de bibliteca I am a bookworm

Ayer compré una novela de Martina Cole Yesterday I bought a Martina Cole book Me gusta mucho leer I really like reading

De vez en cuando paso un dia entero leyendo una novella From time to time I spend a whole day reading a book

¡Que gusto! What a pleasure!

Me encantan las novelas de ciencia ficcion I like science fiction books

La semana que viene voy a comprar “………” de …. Next week I’m going to buy “….” by ……. leer es algo muy personal Reading is something very personal Me chifla leer revistas de vez en cuando From time to time I like to read magazines Todos los dias compro y leo un periodico I buy and read a newspaper every day Es importante informarse It’s important to be up to date with current affairs

No leo mucho, prefiero ver peliculas I don’t read much. I prefer to watch films Nunca leo tebeos I never read comics

Me gusta leer novelas de amor I like reading love stories

Antes leía mucho pero ahora…… Before, I used to read a lot, but now ….. Solo leo una vez al ano cuand estoy de vacaciones I only read once a year, when I’m on holiday Leo un poco cada noche antes de dormir I read a little every night before going to sleep

Me chifla leer biografías I like to read biographies Leo bigrafias a menudo I often read biographies

No tengo mucho tiempo para leer porque tengo muchos deberes I don’t have a lot of time to read because I have a lot of homework

7. ¿Qué opinas de leer en formato digital? ¿Prefieres los E-books o

libros en papel?

Prefria leer en papel I used to prefer to read paper books Ahora tengo un Kindle Now I have a kindle

Prefiero leer en papel I prefer to read paper books

Me gusta / me gustaba tocar las paginas I like / used to like to touch/feel the pages Leer en format digital me cansa la vista Reading books in digital format tires your eyes Una ventaje de los e-books es que …… An advantage of e-books is that …..

Son faciles de transporter They are easy to transport No ocupan mucho espacio They don’t take up much space

Tambien protegen el planeta / son mas ecológicos They also protect the planet / are more ecological