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Cambridge International Advanced Level
9719 Spanish November 2011
Principal Examiner Report for Teachers
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SPANISH
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Paper 9719/01
Speaking
Key messages
This component is made up of three sections and to perform well candidates need to:
• make a formal presentation of a topic clearly related to a Hispanic context
• take part in a discussion of issues arising from the presentation
• discuss issues of a more general nature at an appropriate level.
The use of Spanish should be generally accurate and of a suitably advanced nature as well as showing a
good use of idiom and appropriate vocabulary. Interaction with the examiner is an important criterion in the
conversations. Candidates must ensure that they ask questions of the examiner in both the Topic and
General conversation sections in order to access the marks available for Seeking Information and Opinions.
General comments
Most Centres conducted the tests in full accordance with the requirements of the syllabus which ensured that
candidates had the opportunity to perform to the best of their ability, and which helped the moderation
process to run smoothly.
Recordings were generally clear. Most Centres are now using CDs, with an overall improvement in sound
quality and ease of access. However, Centres are reminded of the need to announce the Centre name and
the candidate’s details (name and number) at the start of each test, and to save each test as a separate
track or file.
Previous reports have mentioned the importance of ensuring that the working mark sheets are fully
completed and enclosed with the recording. The situation was much improved this session, but there were
still a few Centres that did not complete all the appropriate columns, or that just gave overall totals for each
of the three sections of the test. Centres’ marks cannot be confirmed or moderated unless the full
breakdown of marks is shown.
There were significant problems with two issues of administration. Many Centres did not make a clear
distinction between the Topic and General Conversations. These must be separate sections, with the start
and end clearly apparent so that the Cambridge moderators can reconcile the marks awarded to the
appropriate section. To compound this concern, in a few cases there was little or no differentiation in the
issues raised and the Topic conversation appeared to continue to the end of the test, subsuming the General
conversation. In such cases, Centres’ marks for the General conversation could not be accepted.
The second main concern was that of timing. There were a number of Centres whose candidates’
presentations exceeded three minutes – they were occasionally as long as nine or ten minutes. As a result,
either the subsequent sections were curtailed, or the overall length of the test was well in excess of the
stipulated 20 minutes. This was often to the detriment of the candidates as the longer the test went on, the
more likely they were to make linguistic errors. It is important that all Centres adhere to the syllabus
requirements to ensure that candidates have the opportunity to meet the criteria for the three sections, each
evaluated separately.
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Principal Examiner Report for Teachers
Comments on specific sections
Section 1: Presentation
The list of topic areas is provided in the syllabus. Although Centres are generally at liberty to interpret the
areas as they wish, topics must be clearly focused on aspects of Hispanic life or culture. It is important to
make this relevance explicit in the Presentation. Although some themes may have a general application, for
example, the environment, technology, etc., candidates need to show how the topic has particular effect,
application or impact within the Hispanic dimension.
Presentations should be a formal and coherent introduction to the subject. They must not exceed three and
a half minutes. Ideally presentations will summarise an area or areas or concern, possibly give a personal
viewpoint and provide pointers for further debate in the Topic conversation. This session, as mentioned
above, many presentations exceeded the prescribed timings. Candidates were likely to receive less credit if
the Presentation rambled or lacked focus.
Section 2: Topic conversation
Interaction is important in both the Topic and General conversation sections. There was a tendency in some
Centres for candidates to give a series of mini presentations rather than engaging in a discussion with the
examiner. Although of course it is important that the candidate does most of the speaking, candidates do
need to listen to what the examiner actually asks, and examiners in turn should frame their questions suitably
to respond to a point made by the candidate, perhaps asking for an example, or to justify an opinion, or to
refute a differing point of view. Those candidates who persisted in limiting their responses to pre-learned,
over-prepared answers were not able to access to the higher levels of the mark scheme for Responsiveness.
Candidates should also ask the examiner questions in order to seek information and opinions. Examiners
must prompt candidates to do so if this has not happened spontaneously in the conversation and should take
care to keep their answers as brief as possible.
Section 3: General conversation
This should be a totally separate section from the Topic conversation and should cover different topic areas
to those addressed in the Topic presentation/conversation.
There are no prescribed areas for the General conversation but candidates should be invited to discuss
issues appropriate to this level of examination. These could include current affairs, a news item, the arts,
sport, the environment, the economy, politics – almost anything likely to spark a discussion according to the
candidate’s interests.
There were still some cases of questioning at a level more appropriate to IGCSE or O Level. Candidates
need to be able to show they can give opinions and justify them, as well as having sufficient general
knowledge to substantiate a point. If, for example, the candidate talks about future plans and education,
there should be the ability to quantify or qualify a statement, place in context, or refute a different view.
Similarly, leisure or personal interests should go beyond the descriptive.
Moderators are also looking for an appropriate level of language. By their choice of questioning, examiners
should lead candidates to use a range of structures, including tenses, subjunctives and complex statements,
hypothetical and abstract register as well as factual or descriptive language. There were examples where
examiners did not give candidates scope to perform other than at an unnecessarily low level.
As in the Topic conversation, candidates should ask the Examiner questions to seek information and
opinions and be reminded to do so if necessary.
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© 2011
Cambridge International Advanced Level
9719 Spanish November 2011
Principal Examiner Report for Teachers
SPANISH
Paper 9719/21
Reading and Writing
Key message
In order to access every mark on this paper, candidates should follow the instructions in the rubrics carefully,
avoid lifting five or more words from the text to answer comprehension questions, keep to the word limit in
Question 5, and make sure that they attempt an answer to every question.
General comments
Presentation was generally good and there were fewer problems this year with illegible handwriting. Some
candidates wrote parts of their answers on the question paper as well as on their scripts, making it difficult at
times to locate their answers. It is not necessary to submit the question paper along with the script.
Response to the two texts, which dealt with two very different aspects of emigration, was on the whole very
good. In some cases it appeared that candidates understood aspects of the text better than they were able
to show in their answers to the reading comprehension questions, with many summarising the information
required rather than providing the specific details which would have scored them more marks. Similarly, in
Question 5(a) many candidates wrote summaries of the two texts without giving specific causes and
consequences of emigration as required by the question.
There was little evidence of any difficulty with time management.
Comments on specific questions
SECCIÓN PRIMERA
Question 1
This question was extremely well answered. Where marks were lost this was usually because additional
words from either side of the targeted expression were included, and because the correct phrase could not
be identified. It is important to answer with a phrase from the text which is a precise match to that of the
question, and careful cross-checking should ensure that no additional words are included either before or
after the matched phrase. Any such additions invalidate otherwise correct answers. A good way to check at
a glance that an answer contains no extras or omissions is to copy out the paraphrase in the question and
then write the answer phrase on the line beneath.
The most likely answers to contain unnecessary additions were:
(b) often prefaced by finalmente.
(c) the correct answer often continued with ...que la economía daría años más tarde.
Question 2
Candidates tend to find this one of the more demanding exercises in the exam but there were a large
number of excellent answers this session.
In addition to performing the language manipulations required in this question, it is important to check that
the answers would fit back into the original text and retain the same meaning. The technique mentioned
above of copying out the phrase as it appears on the question paper before writing the answer underneath
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Principal Examiner Report for Teachers
can help to ensure that this would be the case. It should also be possible to tell at a glance whether in
making the manipulation any elements have been added or omitted.
(a)
Manipulations which require a change from active to passive (or vice versa) appear regularly in this
exercise. This was generally done very well, with the commonest error being the use of an
imperfect, rather than preterite, tense.
(b)
Candidates came up with many correct, different ways of expressing ‘they fell in love with’ which
were only invalidated if, as in (a), they used an imperfect rather than a preterite form.
(c)
A very common error in this manipulation was to use hubieron instead of hubo. Several candidates
successfully avoided this pitfall altogether by writing algunas / ciertas personas invirtieron sus
ahorros.
(d)
Candidates found this the most challenging of the five manipulations. Those who started the
phrase with cuando produced answers which were unable to fit back into the text and retain the
same meaning. Once again, the imperfect tense was not allowed.
(e)
This was answered very successfully, with candidates taking advantage of the variety of different
ways of expressing the correct answer. Occasionally answers were invalidated by the use of a
past tense.
Question 3
Comprehension of the text was generally good, and candidates who could give clear, detailed answers
achieved high marks. One or two candidates went to the other extreme of the summarising tendency
mentioned in the general comments and gave their answers in bullet points. Such answers were credited for
content but denied access to the full range of marks available for quality of language.
(a)
Most candidates were able to find ways of stating la libra ha caído en valor and el mercado
inmobilario se ha derrumbado without directly lifting more than four words from the text.
(b)
Many candidates scored two of the three marks by focusing on the beginning of the British
presence in Spain, (fue su destino favorito para las vacaciones), and the eventual outcome,
(muchos vinieron a vivir en España). Only a minority picked up the third point by stating that this
relationship had advantages for Spain or even mutually.
(c) (i)
Most candidates answered this successfully, the only danger being the temptation to copy more
than four words of original text. Occasionally it was wrongly stated that la libra era la moneda más
fuerte del mundo.
(ii)
Most answers noted that los pensionistas tenían un mayor valor adquisitivo. Fewer mentioned the
lucrative British investments in the Spanish property market.
(d)
This question appeared to be more challenging for candidates. The reason, (porque vendieron sus
casas allá), was needed to qualify why the British are unable to return to the UK. Furthermore,
candidates often got confused with the point about expats having to rent their houses at low rates
to pay their debts. Some wrote that they sold their houses cheaply to pay debts. Others said they
rented out their houses in Britain.
(e)
This question also proved to be challenging, despite there being a number of different ways of
accessing the four marks available. Several candidates were confused by the meaning of papel,
taking it literally to mean papers or documents rather than role. However, most candidates
successfully stated the points about British expats not learning Spanish and not entering the
Spanish labour market. Not so many mentioned how the British depended on their own microeconomy, and fewer still appeared to understand that the reason why they were affected by the
collapse of the hotel and restaurant sector was because many of them worked in it.
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Cambridge International Advanced Level
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Principal Examiner Report for Teachers
SECCIÓN SEGUNDA
Question 4
In some cases answers to questions in this section were given more from the candidate’s own knowledge of
the topic than from the specific details stated in the text.
(a)
The mark scheme was looking for two specific details from the first paragraph: that Latin America
has experienced the highest increase in the emigration of professional personnel, and that five
million have left. However, a considerable majority of candidates opted to give a more generalised
answer, such as la emigración ha reducido el número de personas capacitadas profesionalmente
de la región, which could only be awarded one mark.
(b)
This was generally answered very well, with most candidates noting that the majority of emigrants
ended up in employment which was inferior to their qualifications, and also that the country of origin
was losing its specialists. To score the maximum, candidates also needed to state that in the
emigrant’s case los beneficios de su formación están perdidos.
(c)
High marks were commonly awarded for this four-mark question. It was necessary to state that
professionals emigrate because la oportunidades de empleo son mejores, and also to avoid,
whether consciously or otherwise, using in excess of four words of original text
(d) (i)
Candidates who succeeded in paraphrasing evitar la fuga de cerebros, or at least avoided
reproducing these five words verbatim, achieved the mark. There were, however, a few who
clearly didn’t understand the text and wrote that the policy was to get money from emigrants.
(ii)
Those who were successful in the first part of this question, also tended to do well in the second
part. Again, one of the main pitfalls was that of copying five or more words from el emigrante que
manda más dinero no es precisamente el más calificado.
(e)
The majority of candidates scored at least two marks. The most elusive point proved to be the
third, with many being unable to express the point about programas de formación compartidos
without lifting this expression from the text.
Question 5
Good examination technique is extremely important in this question and can often make a significant
difference to the marks awarded. Most candidates seemed to be aware of the need to keep to the limit of
140 words for both parts of the question. Anything in excess of 160 words is disregarded, and in extreme
cases this can lead to no marks being awarded for part (b).
(a)
A good number of candidates were still apparently unaware that the technique required for
achieving a good mark in this question is to note, in the very limited number of words that they
have available, details from the texts which are relevant to the question. There were many
summaries of the sentiments of the texts which didn’t give the specific details required to score
marks. Many wasted words by writing an introductory sentence or two which was unnecessary, for
example: En ambos textos se habla de la inmigración y emigración básicamente. Adherido a esto,
y leyendo los textos, pude deducir que estos fenómenos se dan debido a... This uses up twentyseven words which, despite scoring well for quality of language, score zero for content. It is far
more profitable to forget the niceties and ‘plunge straight in’, for example: Para los británicos las
causas de la emigración incluían el alto precio de la libra, el boom inmobilario...
(b)
The personal response was generally done very well. Whilst some candidates just gave very basic
responses to the question without giving much detail, many gave quite original responses and
thoughtful opinions on the topic. Those who suggested ideas that weren’t from the original texts
often achieved the highest marks.
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© 2011
Cambridge International Advanced Level
9719 Spanish November 2011
Principal Examiner Report for Teachers
SPANISH
Paper 9719/22
Reading and Writing
Key message
In order to access every mark on this paper, candidates should follow the instructions in the rubrics carefully,
avoid lifting five or more words from the text to answer comprehension questions, keep to the word limit in
Question 5, and make sure that they attempt an answer to every question.
General comments
Response to the two texts – the first about the evolution of attitudes in Spain towards food in recent decades,
and the second about how best to control eating between meals – was on the whole very good.
Presentation was clear and most answers were easy to read. There was little evidence of any difficulty with
time management.
Comments on specific questions
SECCIÓN PRIMERA
Question 1
If the text has first been carefully read and understood, then the phrases should be readily identified. It is
important to answer with a phrase from the text which is a precise match to that of the question, and careful
cross-checking should ensure that no additional words are included either before or after the matched
phrase. Any such additions invalidate otherwise correct answers. A good way to check at a glance that an
answer contains no extras or omissions is to copy out the paraphrase in the question and then write the
answer phrase on the line beneath.
(a)
This was usually answered correctly, although correct answers prefaced by incluso did not score.
(b)
The many candidates who had understood the text quickly identified the answer.
(c)
This was also done well, with only a few answers omitting desde entonces.
(d)
Partial understanding led to permitirse un capricho sometimes being wrongly offered.
otherwise correct answers were invalidated when introduced by son.
(e)
This phrase proved to be the easiest to identify.
Also,
Question 2
As always, in addition to performing the language manipulations required in this question, it is important to
check that the answers would fit back into the original text and retain the same meaning. The technique
mentioned above of copying out the phrase as it appears on the question paper before writing the answer
underneath can help to ensure that this would be the case. It should also be possible to tell at a glance
whether in making the manipulation any elements have been added or omitted.
(a)
This was generally done well, with most candidates providing an acceptable form of ser to change
the phrase around. Answers based on estar, or which changed the meaning with un poco, did not
score.
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Principal Examiner Report for Teachers
(b)
The use of llevar in temporal expressions did not appear to be widely known. Many permutations
of manipulations cued by llevamos were possible, and those candidates who were aware of the
structure came up with a variety of correct answers,
(c)
The secret here to answering correctly was to ensure that cuando followed fue (or other verbs such
as ocurrió or sucedió), which then prompted the conversion of the noun desaparición to the verb
desapareció. Answers which began with cuando were unsuccessful.
(d)
Most candidates provided a correct answer to this. A considerable number successfully used a
subjunctive after es necesario que, whereas many others came up with the equally acceptable es
necesario (tener) un aspecto.
(e)
The majority of candidates were successful in manipulating this question which required a change
from cuando plus verb to al plus infinitive.
Question 3
Comprehension of the text was generally good, and candidates who could express themselves clearly
achieved very high marks.
(a)
The opening paragraph appeared to be well understood, although it was not uncommon for
candidates to score two, rather than three, marks. The reason for this was usually an overgeneralising attempt to combine the chocolate / placer relationship with that of comer / bienestar,
which resulted in inaccuracy. To score the third mark, many candidates resorted to the quite
legitimate tactic of using the paraphrase in Question 1, sin tener en cuenta si se pregunta a un
hombre o a una mujer, to express their answer without worries about lifting from the text.
(b)
There were a number of elements for which marks could be awarded for this question: en el
pasado la comida fue pobre, solo una minoría comía bien, la mayoría tenía muy poco para comer,
solo comen bien en recientes años. It is recommended that candidates answer questions as fully
as possible, even if the content appears a little repetitive, in order to access all marks allocated to
the question.
(c)
Candidates appeared to find this question more demanding, with understanding of the phrase la
desaparición de la cartilla de racionamiento often proving to be a stumbling block for the first mark.
Those who understood evadirnos del carácter meramente biológico de la alimentación had little
difficulty in finding a successful paraphrase. Candidates who were uncertain of the meaning often
lifted in excess of four words from the text in their answers. The socialising dimension of food and
drink in modern times was almost universally noted.
(d)
This question also proved to be challenging. Many candidates were unable to distinguish between
eating in general and eating little ‘treats’, which was really the main thrust of the paragraph.
However, any such confusion did not invalidate the mark for reference to the satisfacción
emocional afforded by such snacks. The meaning of the expression llenar la nevera was missed
by many.
(e) (i)
Most candidates answered this successfully, the only danger being the temptation to copy more
than four words of original text.
(ii)
This advertising slogan seemed to strike a chord with many candidates, and many scored both
marks for noting that it encourages people to eat little ‘treats’ alone, without any guilty feelings.
SECCIÓN SEGUNDA
Question 4
This text also proved to be accessible to most.
(a)
It was not uncommon for candidates to miss out on one of the three marks by overlooking one of
the elements required by the mark scheme. As stated earlier, the required technique for these
comprehension questions is to answer as fully as possible. Some candidates found difficulty in
paraphrasing reemplazar un alimento por otro, although the majority were able to note that specific
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Cambridge International Advanced Level
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Principal Examiner Report for Teachers
diets were designed for individuals.
neglected.
The ¿por qué? element of the question was sometimes
(b)
Provided that lifting from the text was avoided, the two facts – that people on these diets needed to
get through the first two weeks and receive a lot of support – were commonly identified. The
element of perseverance, or awareness that the diet is succeeding, proved harder to express for
many candidates.
(c) (i)
Nearly every candidate was able to state why, according to the text, it was possible to become fat
without eating large quantities of food.
(ii)
Similarly, the majority of candidates successfully noted that an ama de casa faced the dangers of
no dejar de probar mientras prepara la comida and terminar la comida olvidada.
(d)
Most candidates noted that it was advisable not to snack while watching television or in the cinema,
and many, who were able to paraphrase and avoid copying more than four words, scored the other
two marks on offer for darse cuenta de que estás haciéndolo and mantener un control de los
alimentos ingeridos.
(e)
The mark for tener un surtido de trocitos de comida saludable was almost universally scored.
Many candidates noted that snacks should be hidden behind healthy food, but only a few
successfully stated the reason for this.
Question 5
Good examination technique is extremely important in this question and can often make a significant
difference to the marks awarded. Most candidates seemed to be aware of the need to keep to the limit of
140 words for both parts of the question. Anything in excess of 160 words is disregarded, and in extreme
cases this can lead to no marks being awarded for part (b).
(a)
Many candidates appeared to be aware that the correct technique required for achieving a good
mark is to note, in the very limited number of words that they have available, details from the texts
which are relevant to the question. There were still some candidates who were less familiar with
the technique required for this question and who lost marks by approaching the exercise as an
overall summary with emphasis on generalisations or making comparisons or contrasts between
the two texts which contained a minimum amount of specific detail. It is advisable to ‘plunge
straight in’, for example: Hace unas décadas se pasaba hambre, y solo unos pocos comían bien...
This scored two marks straight away, whereas El primer texto es sobre los cambios en los hábitos
de comer a lo largo del último siglo en España wasted words and scored nothing for content.
(b)
The personal response was generally done very well. Candidates invariably had a range of original
ideas and opinions on eating habits in their own countries.
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© 2011
Cambridge International Advanced Level
9719 Spanish November 2011
Principal Examiner Report for Teachers
SPANISH
Paper 9719/23
Reading and Writing
Key message
In order to access every mark on this paper, candidates should follow the instructions in the rubrics carefully,
avoid lifting five or more words from the text to answer comprehension questions, keep to the word limit in
Question 5, and make sure that they attempt an answer to every question.
General comments
Response to the two texts – the first about the legality and pros and cons of corporal punishment, and the
second about classroom discipline – was on the whole very good. Presentation was clear and most answers
were easy to read. Examiners noted a widespread awareness of more complex linguistic structures, with
subjunctive constructions featuring prominently. Where difficulty was experienced with time management,
candidates often adopted a tactic of sacrificing a three-mark question, say Question 4(e), in order to leave
sufficient time to access the full twenty marks of Questions 5(a) and (b).
Comments on specific questions
SECCIÓN PRIMERA
Question 1
If the text has first been carefully read and understood, then the phrases should be readily identified. It is
important to answer with a phrase from the text which is a precise match to that of the question, and careful
cross-checking should ensure that no additional words are included either before or after the matched
phrase. Any such additions invalidate otherwise correct answers. A good way to check at a glance that an
answer contains no extras or omissions is to copy out the paraphrase in the question and then write the
answer phrase on the line beneath.
(a)
This was usually answered correctly.
(b)
Most candidates correctly identified the relevant phrase, although some invalidated their answers
by prefacing it with ya.
(c)
There were many correct answers to this question.
(d)
Although the majority correctly picked out me parece un abuso, a number of candidates offered me
parece innecesario, which has a somewhat different meaning.
(e)
Correct answers here were sometimes invalidated by the omission of por.
Question 2
As always, in addition to performing the language manipulations required in this question, it is important to
check that the answers would fit back into the original text and retain the same meaning. The technique
mentioned above of copying out the phrase as it appears on the question paper before writing the answer
underneath can help to ensure that this would be the case. It should also be possible to tell at a glance
whether in making the manipulation any elements have been added or omitted.
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Cambridge International Advanced Level
9719 Spanish November 2011
Principal Examiner Report for Teachers
(a)
There were mixed results for this manipulation. Many otherwise correct answers were spoilt, either
by the use of que instead of como, or by not reversing the order in which padres and niños appear
in the phrase.
(b)
This was a challenging question but many candidates performed well and there were a number of
correct answers – and with the accent in the right place!
(c)
The conversion from active to passive (or vice versa) appears regularly in this exercise. Incorrect
answers usually resulted from overlooking the fact that golpee was a subjunctive, or confusion
between ser and estar.
(d)
This structure was well recognised and produced a large number of correct answers.
minority of candidates invalidated their answers by including normalmente.
(e)
There were a number of possible ways to manipulate this phrase, and it was rewarding to see the
number of candidates for whom the word preciso immediately triggered the use of the subjunctive.
A tiny
Question 3
Comprehension of the text was generally good, and candidates who could express themselves clearly
achieved very high marks.
(a)
The three occasions when Spanish parents are likely to smack their children were identified with
little difficulty by nearly every candidate, and the vast majority managed to avoid copying more than
four words from the text. Several candidates employed the quite legitimate tactic of using a
paraphrase from Question 1, no cumplen con el trabajo doméstico to score one of the marks.
(b)
Candidates encountered a lot more difficulty with this question, especially on the second point,
which was probably due to a misunderstanding of Derecho. The mark for se llamará la atención de
los vecinos was achieved by many.
(c)
Montoya’s views – that although a smack does no lasting harm, he is opposed to corporal
punishment and considers it an abuse – were understood and often clearly stated.
(d)
Four marks were available here, and candidates appeared to be aware that they should answer as
fully as possible in order to access all the marks. The expressions sin tocarles un pelo and cara de
enfado sometimes caused difficulty, but most were able to note how Montoya considers it possible
to discipline children without laying a finger upon them, and that smacking happens when parents
are stressed and rarely has la intención de educar.
(e)
The final paragraph posed a few more challenges to understanding, despite there being different
ways to access the three marks. Some difficulty was apparent in converting agradecer from direct
to indirect speech but nonetheless, most candidates were able to communicate sufficient
comprehension to score some of the marks available.
SECCIÓN SEGUNDA
Question 4
Candidates appeared to find the questions on this text more challenging than those in Question 3.
(a) (i)
The mark scheme required some indication of verbal interaction when identifying the more formal
relationship between student and teacher. Answers along the lines of el alumno demostraba más
respeto al profesor did not go far enough.
(ii)
The point about the deterioration in behaviour was commonly identified, although a few candidates
misinterpreted the resultados in the question as causas. The phrase alarmante índice de fracaso
escolar proved difficult for many.
(b)
Most candidates successfully noted that in the past teachers had the full support of the parents in
the discipline that they imposed. Many were able to go on and state that parents today hold
teachers responsible for the actions of their child.
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Principal Examiner Report for Teachers
(c)
Almost all candidates noted Manchego’s comment that nowadays teachers waste a third of their
class time trying to get the students to be quiet. Not so many commented successfully on the
isolation experienced by the teachers, although more were able to point out that their authority
needed to be reinforced.
(d)
The main barrier to achieving the first mark on offer here was that docentes was not widely
recognised as having the same meaning as profesores. Most candidates noted that families
needed to be involved, but not so many were able to state clearly that the families should
desarrollar en sus hijos una noción de la responsabilidad.
(e)
This proved to be a challenging question for many candidates. Although there were four different
ways of achieving the three marks, perhaps through pressures of time or unfamiliarity with some of
the vocabulary or the concept of tú and usted, not many maximum scores were recorded.
Question 5
Good examination technique is extremely important in this question and can often make a significant
difference to the marks awarded. Most candidates seemed to be aware of the need to keep to the limit of
140 words for both parts of the question. Anything in excess of 160 words is disregarded, and in extreme
cases this can lead to no marks being awarded for part (b).
(a)
Candidates appeared to be aware that the technique required for achieving a good mark is to note,
in the very limited number of words that they have available, details from the texts which are
relevant to the question. Some marks were lost when candidates strayed from the focus of the
question, namely, what the texts say about improving children’s behaviour. Precious words were
sometimes wasted on summarising the decline in teacher/student relations, as described in the
second text. A few candidates submitted answers which consisted almost entirely of copied
sections of the original texts. If these sections contained points which were relevant to the question
they were credited accordingly, although marks rarely exceeded one or two. As this language was
not original, it was disregarded when awarding the overall quality of language mark.
(b)
The personal response was generally done very well. Most candidates were aware that what is
required are one or two details which answer the question, where possible using ideas which are
not already covered in the two texts, and a clear personal opinion.
11
© 2011
Cambridge International Advanced Level
9719 Spanish November 2011
Principal Examiner Report for Teachers
SPANISH
Paper 9719/31
Essay
Key messages
In order to perform well on this paper, candidates need to select a title with which they feel comfortable and
write a response that is clearly relevant, well illustrated and coherently structured. The use of Spanish
should be generally accurate and of a suitably advanced nature as well as showing a good use of idiom and
appropriate vocabulary. Sentence patterns should show some evidence of complexity and the style should
be easy to follow.
General comments
The general performance of candidates this session was very good. Most candidates showed an ability to
produce an articulately conceived essay that was clearly relevant to the title set and, equally importantly, was
well argued and coherently structured. Candidates tackled the issues from a variety of different approaches
and to varying degrees of depth and analysis.
As always, the importance of sticking to the title selected cannot be overstated. Some candidates lost marks
for content by writing a pre-learnt piece that was clearly not a response to the title set but rather a
generalised set of ideas on the topic that lacked focus and coherence. A good technique is to refer to the
title as often as necessary throughout the essay in order to maintain relevance and reach coherent and
understandable conclusions.
The word count (250 – 400 words) was less of a problem this session although a number of candidates still
wrote well in excess of the stipulated word count. In such cases marks were almost always lost for content
and also language given that the more the essay went over the limit, the more likely candidates were to
make linguistic errors.
The overall quality of Spanish used by many candidates was again very good indeed. The most frequent
language errors included the misuse of gerunds (instead of infinitives) in sentences such as practicando
deportes es bueno para la salud, and the dropping of the letter ‘h’ in the perfect tense with phrases such as
el problema a sido resuelto and muchos gobiernos an decidido introducir sistemas para combatir el
desempleo.
Accents also appeared to be a considerable source of difficulty. This issue needs to be addressed as many
candidates simply did not bother with accents and therefore lost marks for accuracy of language.
As was the case in the previous session, the subjunctive mood continued to be problematic for a number of
candidates who used it incorrectly every time a condition was introduced with the word si. Equally, many
candidates experienced difficulty with the use of stem-changing verbs in the present tense with sentences
such as el uso del teléfono móvil mostra un deseo humano de comunicar. Centres are recommended to
review the use of such verbs in preparation for the examination.
Comments on specific questions
Question 1 Ser padre o madre es el trabajo más difícil que hay ¿Qué opinas?
This title was popular with many candidates. The majority argued that the vital but complicated notion of
parenting comes naturally to most people but that, despite this, nothing can be taken for granted. The
emotional rewards of being a parent was another widely recognised point in many essays. A small number
of essays argued that there should be some degree of state remuneration for parents.
12
© 2011
Cambridge International Advanced Level
9719 Spanish November 2011
Principal Examiner Report for Teachers
Question 2 En una sociedad democrática, el derecho de protestar en las calles es fundamental.
This was a fairly popular title. The majority of essays argued convincingly that this is indeed a fundamental
human right but that it should be a measure of last resort in order to avoid disrupting the freedom of
movement of other people.
Question 3 Hoy en día los futbolistas profesionales ganan demasiado dinero. ¿Estás de acuerdo?
This title was also attractive to many candidates. Those who responded to it felt that the global and
corporate nature of football nowadays is such that top players do deserve such high salaries, especially
given the shortness of careers in the game. Some argued that too many players simply cannot cope with the
demands of the modern game and, as a consequence, lose all sense of perspective.
Question 4 Encontrar trabajo es la responsabilidad del individuo, y no del Estado.
A moderately popular title. There was a range of personal anecdotes brought into play in many responses.
Some candidates strayed into irrelevant territory and wrote mainly about the process of filling in job
applications rather than the more general nature of employment provision and unemployment. The best
essays talked about job creation as well as the responsibility of the individual when it comes to finding work.
Question 5 El teléfono móvil: ¿solución o problema?
This title was popular with candidates. It was also generally well answered. Personal experience of mobile
telephones and all the related technologies played an important role in most of the essays. The best also
went on to deal with the potential disadvantages of mobile telephones such as possible health risks, cyberbullying and obsessive distraction to students.
13
© 2011
Cambridge International Advanced Level
9719 Spanish November 2011
Principal Examiner Report for Teachers
SPANISH
Paper 9719/32
Essay
Key messages
In order to perform well on this paper, candidates need to select a title with which they feel comfortable and
write a response that is clearly relevant, well illustrated and coherently structured. The use of Spanish
should be generally accurate and of a suitably advanced nature as well as showing a good use of idiom and
appropriate vocabulary. Sentence patterns should show some evidence of complexity and the style should
be easy to follow.
General comments
The general performance of candidates this session was very good. Most candidates showed an ability to
produce an articulately conceived essay that was clearly relevant to the title set and, equally importantly, was
well argued and coherently structured. Candidates tackled the issues from a variety of different approaches
and to varying degrees of depth and analysis.
As always, the importance of sticking to the title selected cannot be overstated. Some candidates lost marks
for content by writing a pre-learnt piece that was clearly not a response to the title set but rather a
generalised set of ideas on the topic that lacked focus and coherence. A good technique is to refer to the
title as often as necessary throughout the essay in order to maintain relevance and reach coherent and
understandable conclusions.
The word count (250 – 400 words) was less of a problem this session although a number of candidates still
wrote well in excess of the stipulated word count. In such cases marks were almost always lost for content
and also language given that the more the essay went over the limit, the more likely candidates were to
make linguistic errors.
The overall quality of Spanish used by many candidates was again very good indeed. The most frequent
language errors included the misuse of gerunds (instead of infinitives) in sentences such as practicando
deportes es bueno para la salud, and the dropping of the letter ‘h’ in the perfect tense with phrases such as
el problema a sido resuelto and muchos gobiernos an decidido introducir sistemas para combatir el
desempleo.
Accents also appeared to be a considerable source of difficulty. This issue needs to be addressed as many
candidates simply did not bother with accents and therefore lost marks for accuracy of language.
As was the case in the previous session, the subjunctive mood continued to be problematic for a number of
candidates who used it incorrectly every time a condition was introduced with the word si. Equally, many
candidates experienced difficulty with the use of stem-changing verbs in the present tense with sentences
such as el uso del teléfono móvil mostra un deseo humano de comunicar. Centres are recommended to
review the use of such verbs in preparation for the examination.
Comments on specific questions
Question 1 Ser padre o madre es el trabajo más difícil que hay ¿Qué opinas?
This title was popular with many candidates. The majority argued that the vital but complicated notion of
parenting comes naturally to most people but that, despite this, nothing can be taken for granted. The
emotional rewards of being a parent was another widely recognised point in many essays. A small number
of essays argued that there should be some degree of state remuneration for parents.
14
© 2011
Cambridge International Advanced Level
9719 Spanish November 2011
Principal Examiner Report for Teachers
Question 2 En una sociedad democrática, el derecho de protestar en las calles es fundamental.
This was a fairly popular title. The majority of essays argued convincingly that this is indeed a fundamental
human right but that it should be a measure of last resort in order to avoid disrupting the freedom of
movement of other people.
Question 3 Hoy en día los futbolistas profesionales ganan demasiado dinero. ¿Estás de acuerdo?
This title was also attractive to many candidates. Those who responded to it felt that the global and
corporate nature of football nowadays is such that top players do deserve such high salaries, especially
given the shortness of careers in the game. Some argued that too many players simply cannot cope with the
demands of the modern game and, as a consequence, lose all sense of perspective.
Question 4 Encontrar trabajo es la responsabilidad del individuo, y no del Estado.
A moderately popular title. There was a range of personal anecdotes brought into play in many responses.
Some candidates strayed into irrelevant territory and wrote mainly about the process of filling in job
applications rather than the more general nature of employment provision and unemployment. The best
essays talked about job creation as well as the responsibility of the individual when it comes to finding work.
Question 5 El teléfono móvil: ¿solución o problema?
This title was popular with candidates. It was also generally well answered. Personal experience of mobile
telephones and all the related technologies played an important role in most of the essays. The best also
went on to deal with the potential disadvantages of mobile telephones such as possible health risks, cyberbullying and obsessive distraction to students.
15
© 2011
Cambridge International Advanced Level
9719 Spanish November 2011
Principal Examiner Report for Teachers
SPANISH
Paper 9719/33
Essay
Key messages
In order to perform well on this paper, candidates need to select a title with which they feel comfortable and
write a response that is clearly relevant, well illustrated and coherently structured. The use of Spanish
should be generally accurate and of a suitably advanced nature as well as showing a good use of idiom and
appropriate vocabulary. Sentence patterns should show some evidence of complexity and the style should
be easy to follow.
General comments
The general performance of candidates this session was very good. Most candidates showed an ability to
produce an articulately conceived essay that was clearly relevant to the title set and, equally importantly, was
well argued and coherently structured. Candidates tackled the issues from a variety of different approaches
and to varying degrees of depth and analysis.
As always, the importance of sticking to the title selected cannot be overstated. Some candidates lost marks
for content by writing a pre-learnt piece that was clearly not a response to the title set but rather a
generalised set of ideas on the topic that lacked focus and coherence. A good technique is to refer to the
title as often as necessary throughout the essay in order to maintain relevance and reach coherent and
understandable conclusions.
The word count (250 – 400 words) was less of a problem this session although a number of candidates still
wrote well in excess of the stipulated word count. In such cases marks were almost always lost for content
and also language, given that the longer the essay went over the limit, the more likely candidates were to
make linguistic errors.
The overall quality of Spanish used by many candidates was again very good indeed. The most frequent
language errors included the misuse of gerunds (instead of infinitives) in sentences such as practicando
deportes es bueno para la salud and the dropping of the letter ‘h’ in the perfect tense with phrases such as el
problema a sido resuelto and muchos gobiernos an decidido introducir sistemas para combatir el
desempleo.
Accents also appeared to be a considerable source of difficulty. This issue needs to be addressed as many
candidates simply did not bother with accents and therefore lost marks for accuracy of language.
As was the case in the previous session, the subjunctive mood continued to be problematic for a number of
candidates who used it incorrectly every time a condition was introduced with the word si. Equally, many
candidates experienced difficulty with the use of stem-changing verbs in the present tense with sentences
such as el uso del teléfono móvil mostra un deseo humano de comunicar. Centres are recommended to
review the use of such verbs in preparation for the examination.
Comments on specific questions
Question 1 Es muy difícil vivir con tus padres cuando eres adulto. ¿Estás de acuerdo?
This title was generally well answered with a variety of approaches detailing the economic advantages of
living with one’s parents whilst at the same time pointing out the lack of independence and the possible
social stigma with one’s peers.
16
© 2011
Cambridge International Advanced Level
9719 Spanish November 2011
Principal Examiner Report for Teachers
Question 2 ¿Es verdad decir que las tarjetas de identidad reducen el nivel de criminalidad en la
sociedad?
This title was not attempted by any candidates.
Question 3 La vida sin deporte sería intolerable. ¿Qué opinas tú?
This title was generally well answered, although some candidates resorted to listing different types of sport
and their relative merits without relating their words to the title. The best answers were balanced, pointing
out that although life would be poorer without sport, there were other factors which made life “intolerable.”
Question 4 La prioridad principal para cualquier gobierno es combatir el desempleo.
This was not a very popular title. However, some of the essays produced were of a very high quality with
points backed up by appropriate economic references. Many candidates also pointed out that a number of
other governmental priorities such as education and health were ultimately linked to employment or
unemployment.
Question 5 La comunicación cara a cara es mejor que la comunicación electrónica. ¿Qué opinas
tú?
A popular and generally well answered question with the advantages and disadvantages being listed for both
forms of communication. Some candidates pointed out that there was no loss of emotional feedback with
some of the current technologies such as Skype; others claimed that the future would be virtual
communication with face-to-face communication rendered obsolete.
17
© 2011
Cambridge International Advanced Level
9719 Spanish November 2011
Principal Examiner Report for Teachers
SPANISH
Paper 9719/41
Texts
Key messages
In order to do well in this paper, candidates should ensure that they follow these guidelines:
• Study the chosen texts in depth in order to acquire a detailed knowledge of the plot and content as well
as understanding the themes and issues raised.
• Answer only one question on each text.
• Read the question carefully and respond to all aspects of the chosen question.
• Plan each response before starting to write.
• Ensure handwriting is legible.
• Option (a) questions in Sección Primera require more extensive treatment in part (iii), where candidates
are expected to refer in detail to the work as a whole, not simply the printed extract.
• Quotations should be brief and relevant and should support the argument being made. Candidates
should not copy the notes from the back of the book as part of their essay.
• Avoid re-telling the story of the text.
General comments
There was a wide range of responses this session with the best essays coming from candidates who had
read the questions carefully and who had clearly studied the texts and thought about them.
There were a large number of rubric infringements, for example, writing the wrong number of essays,
answering two questions on one text or writing about the wrong poem. There were also some instances of
poor handwriting which made it very difficult for examiners to decipher what the candidate was saying. Poor
labelling of questions also led to confusion in some cases, as did poor planning with many insertions,
asterisks and extra comments on different pages making it hard for examiners to follow the flow of the
argument. Many essays did not attempt to come to a conclusion at the end of an answer.
Comments on specific questions
Sección Primera
For all option (a) questions candidates must answer all three parts of the question. Part (iii) is always the
most demanding and requires candidates to show knowledge and understanding of the whole text. In many
cases candidates did not respond fully to part (iii).
Question 1
Ernesto Sábato: El túnel
(a)
This was a popular question. The best answers commented on the importance of “levadizo” in part
(i). In part (ii), candidates needed to show why Castel was upset by María’s reaction, rather than
just saying why she looked at him with pity. Part (iii) asked candidates to consider the relationship
between the main protagonists throughout the novel, by analysing the point of view of the narrator,
why the story was being told and referring to some key episodes in detail to substantiate the
answer.
(b)
Most answers to this question referred to the practical aspects of Castel’s profession in that he and
María met at an exhibition. The most perceptive essays then went on to consider how Castel
functions as an individual – his way of life, his interpretation of his surroundings and his interaction
with others, how he expresses himself in writing, speech and painting.
18
© 2011
Cambridge International Advanced Level
9719 Spanish November 2011
Principal Examiner Report for Teachers
Question 2
Pedro Calderón de la Barca: El alcalde de Zalamea
(a)
This question was generally well answered with candidates showing good knowledge of the context
in answering parts (i) and (ii). In part (iii), some answers were too vague as candidates did not
specify what they saw as the essence of the play.
(b)
There were some very perceptive answers which analysed the views of a number of characters in
the light of their behaviour, and related this to the ethical issues raised by the playwright. It was
important to include reference to the role of the King in justifying Pedro Crespo’s actions and to be
st
aware that it is not possible to apply 21 century ideas to, for example, the outcome for Isabel. At
the opposite end of the range, candidates responded to the question without clarifying which
normas were being accepted or challenged.
Question 3
Gabriel García Márquez: Los funerales de la Mamá Grande
(a)
Most responses dealt with parts (i) and (ii) effectively, but few showed awareness of the irony
inherent in the story and tended to give a factual account of events in part (iii). This meant that the
analysis was limited, with some reference to the dictatorial nature of Mamá Grande, but little
mention of the criticism of the system. As candidates were not required to make reference to
another story from the collection, examiners expected a detailed discussion of the issues.
(b)
This question focused specifically on whether marriages are happy or not, and why, in the
collection of stories. Some candidates chose inappropriate stories as examples which weakened
their arguments as a result. There were a number of answers on being happy or unhappy in
general, ignoring “casarse”. When candidates chose wisely and showed understanding, there
were some thoughtful essays.
Question 4
Lauro Olmo: La camisa
(a)
There were few answers on this text overall. Answers were satisfactory in parts (i) and (ii), but
tended to be sketchy in part (iii). It is possible to argue for or against the assertion in the question
and the most successful responses took a clear stance from the outset.
(b)
Answers needed to show detailed knowledge of the text and understanding of the range of
techniques used by the playwright to maintain the audience’s interest. Reference to the text does
not need to be lengthy. Success in responding to this question depended very much on the
candidate’s preparation and ability to analyse rather than narrate.
Sección Segunda
Question 5
Carlos Ruiz Zafón: La sombra del viento
Answers on this text raised some specific issues, which need to be addressed before considering the
specific questions set. A large number of candidates wrote about how much they enjoyed reading the novel,
many saying that it was their favourite book. This enthusiasm was apparent in the candidates’ knowledge of
the complex plot and empathy with the characters. Candidates must, however, be able to stand back from
the novel and analyse it as a literary text in the context of the question being answered. There was much
story-telling in responses to this text.
(a)
Many candidates answered this question very well. There are many examples of how Daniel
learns and develops as a person in different ways throughout the novel. Candidates generally
used examples from the text to good effect in their essays.
(b)
It was important for candidates to clarify their interpretation of destiny at the outset and analyse
how the lives of characters are affected, rather than simply narrate the story.
19
© 2011
Cambridge International Advanced Level
9719 Spanish November 2011
Principal Examiner Report for Teachers
Question 6
Laura Esquivel: Como agua para chocolate
This text was very popular. Candidates generally knew the novel well, although some reference to the film
suggested that Centres may need to emphasise that the text itself must be the focus of study. Also,
candidates tended to refer to some well-prepared aspects of the text, rather than focusing specifically on the
question set.
(a)
Most responses agreed with the assertion in the question and then told the story. It is too simplistic
to see Tita as a rebel without considering the extent of her rebellion and also taking Gertrudis’s role
into consideration. References made to the Mexican Revolution tended to indicate sketchy
understanding of the conflict and its outcome. Examiners do not expect detailed historical
knowledge, but any use of such background material should be accurate.
(b)
This question attracted some very good answers, where candidates were able to show the
importance of Alex’s parentage as well as other aspects of the fulfilment and continuation of Tita’s
hopes.
Question 7
Federico García Lorca: Yerma
This text attracted a very large number of answers. In general terms, candidates knew the play well but
many lacked depth of understanding and expressed inappropriate contemporary views on a work set over 70
years ago. In addition, there was some confusion regarding the historical context of the play.
(a)
This was generally well answered. Most candidates were able to take a wide view of the
alternatives which Yerma rejected, and why. Weaker essays only saw the situation from Yerma’s
personal point of view. The nature of the relationship between Yerma and Víctor was often not fully
understood. Comments tended to be lacking in subtlety and informed by inappropriately modern
interpretations.
(b)
The best answers to this question showed an ability to apply the idea of a ‘visión pesimista’ in a
wide sense. These took into consideration the reasons for unhappiness or lack of fulfilment,
analysed social issues and went beyond a discussion of Yerma alone.
Question 8
Alfonsina Storni: Selección de poemas
There were very few answers on this text for either option.
(a)
This question required candidates to demonstrate their ability in presenting a detailed critical
analysis of the poem, with specific reference to the theme of suffering. Candidates are encouraged
to show appreciation of the writer’s use of poetic technique and to present their own interpretation
of the theme, provided points are substantiated with reference or quotation from the text.
(b)
In this question, candidates were given the freedom to choose a series of poems which, in his or
her view, best demonstrate the poet’s development as a writer. Examiners sought engagement
with the poetry and the ability to analyse and evaluate poetic technique and expression.
20
© 2011
Cambridge International Advanced Level
9719 Spanish November 2011
Principal Examiner Report for Teachers
SPANISH
Paper 9719/42
Texts
Key messages
In order to do well in this paper, candidates should ensure that they follow these guidelines:
• Study the chosen texts in depth in order to acquire a detailed knowledge of the plot and content as well
as understanding the themes and issues raised.
• Answer only one question on each text.
• Read the question carefully and respond to all aspects of the chosen question.
• Plan each response before starting to write.
• Ensure handwriting is legible.
• Option (a) questions in Sección Primera require more extensive treatment in part (iii), where candidates
are expected to refer in detail to the work as a whole, not simply the printed extract.
• Quotations should be brief and relevant and should support the argument being made. Candidates
should not copy the notes from the back of the book as part of their essay.
• Avoid re-telling the story of the text.
General comments
There was a wide range of responses this session with the best essays coming from candidates who had
read the questions carefully and who had clearly studied the texts and thought about them.
There were a large number of rubric infringements, for example, writing the wrong number of essays,
answering two questions on one text or writing about the wrong poem. There were also some instances of
poor handwriting which made it very difficult for examiners to decipher what the candidate was saying. Poor
labelling of questions also led to confusion in some cases, as did poor planning with many insertions,
asterisks and extra comments on different pages making it hard for examiners to follow the flow of the
argument. Many essays did not attempt to come to a conclusion at the end of an answer.
Comments on specific questions
Sección Primera
For all option (a) questions candidates must answer all three parts of the question. Part (iii) is always the
most demanding and requires candidates to show knowledge and understanding of the whole text. In many
cases candidates did not respond fully to part (iii).
Question 1
Ernesto Sábato: El túnel
(a)
This was a popular question. Candidates were able to give full answers to parts (i) and (ii). In part
(iii), the best answers gave detailed consideration to the fact that the extract is one of the few
episodes in the novel when María expresses herself directly. The effect of the first person
narration and the motivation for the writing of the novel also required careful analysis.
(b)
Many candidates chose this question. There were some perceptive answers where the importance
of the “túnel” was analysed in detail beyond the obvious image described by Castel himself. The
fact that he chose the image, in a story narrated from his point of view, was also explored.
21
© 2011
Cambridge International Advanced Level
9719 Spanish November 2011
Principal Examiner Report for Teachers
Question 2
Pedro Calderón de la Barca: El alcalde de Zalamea
(a)
This question was generally well done with candidates showing fair knowledge of the context in
answering parts (i) and (ii). In part (iii), a number of essays were too vague, as Don Mendo’s
attitude was not always well interpreted and then related to the wider issues and the central conflict
in the play.
(b)
There were some very perceptive answers to this question, where candidates analysed the
dénouement of the play from the perspective of a number of characters. It was important to show
understanding of the differing aspects of justice apparent in the play and the underlying ethical
issues. There were some inappropriate modern interpretations, in particular with relation to
Isabel’s fate.
Question 3
Gabriel García Márquez: Los funerales de la Mamá Grande
(a)
Candidates were able to deal with parts (i) and (ii) effectively. Answers to part (iii) were more
varied in depth; some essays were perceptive and thoughtful, analysing how much awareness the
widow had of her late husband’s activities, in light of the role of women in society at that time. Most
showed some sympathy with her, particularly with regard to her children’s attitude. The best
essays took a wider view.
(b)
This question focused specifically on how the author uses references to the weather in the stories.
Most candidates who chose this question were able to give a list of these, largely examples of heat.
The most successful answers showed how the theme of the story was enhanced by reference to
the heat, as an image of repression and oppression in a number of stories, for example. Some
candidates also considered how the lethargic effects of heat contributed to the sense of
helplessness and acceptance of the status quo as part of the political comment.
Question 4
Lauro Olmo: La camisa
(a)
There were few answers on this text. Answers were satisfactory to parts (i) and (ii), but tended to
be sketchy in part (iii). The best answers focused on the humour brought into the play by the
younger characters, and also discussed how they represent the future of Spain.
(b)
This answer required detailed knowledge of the text and some understanding of the historical
context in which it is set. This does not mean that examiners expect to see a history essay, rather
that candidates are able to give an outline of the issues which form the basis of the play. Effective
essays made reference to the use of vernacular speech as well as topical themes. The setting of
the play was also well analysed.
Sección Segunda
Question 5
Carlos Ruiz Zafón: La sombra del viento
Answers on this text raised some specific issues, which need to be addressed before considering the
specific questions set. A large number of candidates wrote about how much they enjoyed reading the novel,
many saying that it was their favourite book. This enthusiasm was apparent in the candidates’ knowledge of
the complex plot and empathy with the characters. Candidates must, however, be able to stand back from
the novel and analyse it as a literary text in the context of the question being answered. There was much
story-telling in responses to this text.
(a)
Many candidates answered this question very well. There were good essays both in agreement
and disagreement with the statement given. The best responses showed the ability to select the
most effective examples or incidents and relate them directly to the analysis. Candidates overall
displayed very good knowledge of the text.
22
© 2011
Cambridge International Advanced Level
9719 Spanish November 2011
Principal Examiner Report for Teachers
(b)
This question gave rise to varied interpretations, some very interesting and thoughtful. Many felt
that “arduo” referred to the complex plot whereas others took the view that it was a harrowing
experience in places. Again, the most impressive answers were well organised with a clear focus
and aptly chosen quotations. Those who simply stated that they had enjoyed the book and found it
compulsive reading but did not give any detailed analysis were not able to achieve a high mark.
Question 6
Laura Esquivel: Como agua para chocolate
This text was very popular. Candidates generally knew the novel well, although some references to the film
suggested that Centres may need to emphasise that the text itself must be the focus of study. Also,
candidates tended to refer to some well-prepared aspects of the text, rather than focusing specifically on the
question set.
(a)
Most candidates were able give an account of John Brown’s part in the plot and the best answers
then went on to consider the effect he had on Tita, and his unselfishness in accepting her
preference for Pedro. His role as a doctor was considered, as was his legacy in the person of the
narrator – his granddaughter.
(b)
This question elicited some very good answers, where candidates were able to show how freedom,
lack of it, or control of others’ freedom was central to the lives of all the characters.
Question 7
Federico García Lorca: Yerma
This text attracted a very large number of answers. In general terms, candidates knew the play well but
many lacked depth of understanding and expressed inappropriate contemporary views on a work set over 70
years ago. In addition, there was some confusion regarding the historical context of the play.
(a)
This was generally well answered with regard to the aspects relating to sterility, but the quotation
given refers to the contrast between “lo estéril y lo vivificante” as the basis for the tragedy. This
was a telling example where a number of candidates did not read the question carefully enough
and answered what they thought was there – either the theme of sterility alone or the fact that the
play is a tragedy. There were some good responses where all aspects were discussed sensitively.
(b)
The best answers to this question showed sensitivity to the pace, poetry, characterisation, setting
and use of dramatic devices such as the chorus. Some candidates had prepared the technical
aspects of Lorca’s work as well as the thematic and poetic and were able to answer well.
Question 8
Alfonsina Storni: Selección de poemas
There were very few answers on this text for either option.
(a)
This question allowed candidates to demonstrate their ability to present a detailed critical analysis
of the poem, with specific reference to the importance of creativity. Candidates are encouraged to
show appreciation of the writer’s use of poetic technique and to present their own interpretation of
the theme, provided points are substantiated with reference or quotation from the text.
(b)
In this question, candidates were given freedom to choose poems which, in his or her view, best
demonstrate the poet’s development as a writer. Examiners sought engagement with the poetry
and the ability to analyse and evaluate poetic technique and expression.
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Cambridge International Advanced Level
9719 Spanish November 2011
Principal Examiner Report for Teachers
SPANISH
Paper 9719/43
Texts
Key messages
In order to do well in this paper, candidates should ensure that they follow these guidelines:
• Study the chosen texts in depth in order to acquire a detailed knowledge of the plot and content as well
as understanding the themes and issues raised.
• Answer only one question on each text.
• Read the question carefully and respond to all aspects of the chosen question.
• Plan each response before starting to write.
• Ensure handwriting is legible.
• Option (a) questions in Sección Primera require more extensive treatment in part (iii), where candidates
are expected to refer in detail to the work as a whole, not simply the printed extract.
• Quotations should be brief and relevant and should support the argument being made. Candidates
should not copy the notes from the back of the book as part of their essay.
• Avoid re-telling the story of the text.
General comments
There was a wide range of responses this session with the best essays coming from candidates who had
read the questions carefully and who had clearly studied the texts and thought about them.
There were a large number of rubric infringements, for example, writing the wrong number of essays,
answering two questions on one text or writing about the wrong poem. There were also some instances of
poor handwriting which made it very difficult for examiners to decipher what the candidate was saying. Poor
labelling of questions also led to confusion in some cases, as did poor planning with many insertions,
asterisks and extra comments on different pages making it hard for examiners to follow the flow of the
argument. Many essays did not attempt to come to a conclusion at the end of an answer.
Comments on specific questions
Sección Primera
For all option (a) questions candidates must answer all three parts of the question. Part (iii) is always the
most demanding and requires candidates to show knowledge and understanding of the whole text. In many
cases candidates did not respond fully to part (iii).
Question 1
Ernesto Sábato: El túnel
There were very few answers on this text.
(a)
Part (i) required precise knowledge of the context and part (ii) a brief account of Castel’s reaction.
In part (iii), candidates needed to take into account the first person narrative, his motivation for
writing and the readers’ perception of his state of mind.
(b)
The best answers on this question took into consideration not only Castel’s sense of loneliness, but
also how María is presented as well as Sábato’s depiction of urban Argentinian society in general.
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© 2011
Cambridge International Advanced Level
9719 Spanish November 2011
Principal Examiner Report for Teachers
Question 2
Pedro Calderón de la Barca: El alcalde de Zalamea
There were few answers to these questions.
(a)
This question required candidates to focus on Juan’s reactions to Isabel’s plight and the best
answers included careful consideration of his views and behaviour as compared with Pedro
Crespo, his father.
(b)
Responses to this question needed to show understanding of the nature of the structure of society
at the time of the play and the factors that determined an individual’s place within it. Candidates
then needed to analyse how the central conflict challenges this and whether harmony is restored.
Question 3
Gabriel García Márquez: Los funerales de la Mamá Grande
(a)
Candidates were able to deal with parts (i) and (ii) effectively. Answers to part (iii) were more
varied in depth; some essays were perceptive and thoughtful, analysing how the author uses the
concept of artificiality/pretence and truth in the widest sense.
(b)
This question focused specifically on how the author uses references to the characters in the
stories suffering from a sense of claustrophobia or being trapped with no means of escape from
their environment. This was seen as a political statement, enhanced by references to the heat and
images such as the spider’s web in the dentist’s surgery. Many candidates showed understanding
and sensitivity in their answers.
Question 4
Lauro Olmo: La camisa
There were few answers on this text.
(a)
Parts (i) and (ii) presented few problems. Part (iii) required a broad overview of the different
issues raised, followed by a detailed analysis of any possible solutions – or of how the playwright
leads us to anticipate what the future may be.
(b)
This question focused on the theme of poverty and hunger, but could be interpreted as
encompassing a range of needs beyond the purely physical.
Sección Segunda
Question 5
Carlos Ruiz Zafón: La sombra del viento
Answers on this text raised some specific issues, which need to be addressed before considering the
specific questions set. A large number of candidates wrote about how much they enjoyed reading the novel,
many saying that it was their favourite book. This enthusiasm was apparent in the candidates’ knowledge of
the complex plot and empathy with the characters. Candidates must, however, be able to stand back from
the novel and analyse it as a literary text in the context of the question being answered. There was much
story-telling in responses to this text.
(a)
This question did not attract many answers. The theme of revenge was one approach –
candidates were not expected to give a historical assessment of the Civil War, rather to take some
of the darkest elements of the conflict and relate these to specific characters and their lives
throughout the novel.
(b)
This question gave rise to many varied interpretations, some very interesting and thoughtful. Many
felt that there was more to the novel than a love story, although the theme of love itself – or its
opposite, hate – was central to the text.
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© 2011
Cambridge International Advanced Level
9719 Spanish November 2011
Principal Examiner Report for Teachers
Question 6
Laura Esquivel: Como agua para chocolate
This text was very popular. Candidates generally knew the novel well, although some references to the film
suggested that Centres may need to emphasise that the text itself must be the focus of study. Also,
candidates tended to refer to some well-prepared aspects of the text, rather than focusing specifically on the
question set.
(a)
Most candidates were able to analyse the relationship between Tita and her mother, showing some
sympathy with the suffering of both. The wider conflict apparent between characters gave rise to a
more individual interpretation of the question.
(b)
This question elicited some good answers, where candidates were able to show the full impact of
the recipes within the novel. There was analysis of the recipes as Tita’s way of communicating and
expressing herself as well as a means of plot development. The legacy of the recipes was also
discussed.
Question 7
Federico García Lorca: Yerma
This text attracted a very large number of answers. In general terms, candidates knew the play well but
many lacked depth of understanding and expressed inappropriate contemporary views on a work set over 70
years ago. In addition, there was some confusion regarding the historical context of the play.
(a)
This was generally well answered with candidates choosing apt quotations to show how Yerma felt.
The best responses also analysed the role of other characters in adding to her sense of despair.
(b)
The best answers to this question showed sensitivity to the way Lorca presents the character of
María, who does not appear frequently but has a crucial role in the play as a mother figure and foil
to Yerma.
Question 8
Alfonsina Storni: Selección de poemas
There were very few answers on this text for either option.
(a)
This question allowed candidates to demonstrate their ability to present a detailed critical analysis
of the poem, with specific reference to the presentation of the role of women in Latin America.
Candidates are encouraged to show appreciation of the writer’s use of poetic technique and to
present their own interpretation of the theme, provided points are substantiated with reference or
quotation from the text.
(b)
In this question, candidates were given freedom to choose poems which, in his or her view, best
demonstrate the poet’s analysis of the theme of death. Examiners sought engagement with the
poetry and the ability to analyse and evaluate poetic technique and expression with detailed
reference to the chosen poems.
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