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FIRST LANGUAGE SPANISH
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Cambridge International Advanced Subsidiary Level
8665 First Language Spanish November 2011
Principal Examiner Report for Teachers
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Paper 8665/21
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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© 2011
Cambridge International Advanced Subsidiary Level
8665 First Language Spanish November 2011
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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© 2011
Cambridge International Advanced Subsidiary Level
8665 First Language Spanish November 2011
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 Subsidiary Level
8665 First Language Spanish November 2011
Principal Examiner Report for Teachers
FIRST LANGUAGE SPANISH
Paper 8665/41
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.
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© 2011
Cambridge International Advanced Subsidiary Level
8665 First Language 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.
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© 2011
Cambridge International Advanced Subsidiary Level
8665 First Language 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.
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