AS Spanish
Health and Fitness & Youth Culture
Student Workbook
Teacher Notes
Health and Fitness
Texto 1: El sueño de una España sin humo.....................................................................3
Texto 2: Los “Hispanics” son más saludables. .................................................................4
Texto 3: Una pirámide muy española...............................................................................5
Texto 4: Una terapia con ritmo de 2 × 4.........................................................................6
Texto 5: Los españoles, más saludables que nunca........................................................7
Texto 6: Ejercicio físico, ¿para estar bellos o sanos?......................................................8
Texto 7: Unas vacaciones a todo sol (audio)................................................................ 10
Texto 8: La siesta es salud, no sólo cultura. ................................................................. 11
Youth Culture
Texto 9: Los jóvenes “ciberhispanos”............................................................................. 12
Texto 10: ¿Por qué existe el “botellón” español?. .......................................................... 13
Texto 11: Los jóvenes argentinos ya no hacen siesta..................................................... 15
Texto 12: ¡Pero, qué dices!................................................................................................ 15
Texto 13: Una carta “desconectada”................................................................................ 17
Texto 14: Un videojuego muy controvertido. ................................................................. 18
Texto 15: ¿No tomaste alcohol? ¡Ganaste un premio!................................................... 19
Introduction
These Teacher Notes accompany and complement the AS Spanish Student Workbook: Health and
Fitness & Youth Culture, one in a series of workbooks for students preparing for the AS exams
in Spanish.
The workbook is divided into two topic sections: Health and Fitness and Youth Culture. The first
section contains eight texts and the second section contains seven. Half the texts refer to Spain,
while the other half refer to Spanish America (Texto 9 refers to both) and they alternate their
country focus.
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You can use the workbook as a basis for or as a complement to your classes, either in a linear
way or by ‘dipping in’ and exploring the topics when desired. It lends itself to work in class
(especially the Using the text and the Speaking practice sections) or at home, and is organised
in manageable independent chapters.
You can approach each of the texts separately and complete the activities in the order you prefer,
but the order in which they are laid out in each chapter is the most logical.
Each chapter contains the following sections:
Vocabulary
This section provides the words and phrases necessary to understand the text. You can use this
especially after students have read the text, to check their understanding. You can also ask them
for or provide further examples using the words and phrases, stimulating their acquisition within
a context and not by rote.
Text
The texts featured are authentic and treat the sub-topics that are typical at AS. Their length
ranges from 150 to approximately 290 words, and they feature a variety of registers: formal,
informal and journalistic (including dialogues, monologues and letters). Texto 7 is an audio
extract, which you can record with an assistant or a native Spanish speaker.
Understanding the text
This section comprises a variety of exercises that focus on the meaning of the texts and the
audio. It is advisable to help the class complete this section before expanding on the topic.
Vocabulary work
This section takes the vocabulary from the texts and practises and expands on it by means of
a variety of activities and games. These provide a good opportunity for the class to compete or
to relax while learning.
Using the text
This section aims at stimulating your students’ imagination and creativity and expanding on the
text by means of different activities. In some cases, it is important that you help students carry
out the research required before reaching conclusions, especially if they refer to the Spanishspeaking world. They can also complete the tasks as homework.
Speaking practice
This section can be completed either in class or with your Hispanic assistant or a native speaker.
Many of the activities featured contain group work and debates, and are aimed at helping your
students achieve fluency. Try to stimulate their active participation and avoid correction until
the activities are completed.
Besides the answers to each of the exercises in the workbook, in these Teacher Notes you will
find many ideas to expand on the activities featured under Further suggestions.
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Notes
The texts featured in the workbook follow the specifications by QCA for examinations from
2009. Many of the activities follow the format of those prescribed for the AS examinations
by AQA, Edexcel and OCR. When this is the case, they are marked with the label exam-type
question (please refer to sample papers from the board for which you are preparing your
students to find out which types they use).
Health and Fitness
Texto 1 El sueño de una España sin humo
Understanding the text
1 The general issue discussed is smoking/nicotine consumption in Spain (with details of trends,
anti-smoking policy and young smokers).
2 His opinion is important because he is responsible for health policy in the Spanish government.
3 By 2006, smoking in Spain had gone down by 26.4% (about a quarter of the population).
4 That despite Spanish people smoking less, tobacco sales went up by 6.4% in 2008.
5 The reason is that Spain is the smoking paradise for foreign smokers, who can buy tobacco
there for half the price.
6 Yes, Spain has joined the anti-smoking policy in Europe, and the law against smoking came
into force in 2006.
7 He is concerned that the law against smoking is applied in a very ‘lax’ way in Baleares, Castilla
y León, Madrid, Comunidad Valenciana and La Rioja.
8 No, 67% of young people are non-smokers/only 33% smoke.
9 Yes, there is a difference. Boys are smoking less and less, while girls are smoking more and
more. One of the reasons is that girls start to smoke earlier.
10 He says they don’t want to ban smoking but they want young people to be aware that it is
bad for their health.
Vocabulary work
1 tabaquismo
2 salud
3 descender
4 fumadores
5 humo
6
7
8
9
10
ley antitabaco
Using the text
1 hemos leído
2 tabaquismo
3 muy
4 menos
5 Estamos
6
7
8
9
10
esta
sanidad
adictos
prohibir
perjudicial
cobrar
aprovechan
consumirán
bien
11
12
13
14
15
hagan
en
estamos
para
una
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Further suggestions: this exercise provides a good mix of structures to determine areas where
students might need more help, such as: past tenses, adverbs and adjectives, ser and estar,
demonstrative adjectives, prepositions, conditional sentences (type 1: si + present and future
tenses) and the present subjunctive for wish fulfilment.
Tell students to work in pairs to complete the letter. Pay attention to the grammar areas where they
are less proficient, so that you can reintroduce or reinforce these with other exercises.
Speaking practice: ¡Tu propio comercial antitabaco!
Further suggestions: Divide students into small groups for the activity and encourage different
groups to prepare the advertisement in a different format (e.g. as a dialogue or a scene with the use
of props). Remind each group that the ideas have to be appealing/humorous/attention-catching,
for example: showing models smiling but with teeth that are yellow from the use of nicotine.
For statistics at European level, you can consult the Eurostat website:
http://epp.eurostat.ec.europa.eu/portal/page/portal/eurostat/home
Check that students use the vocabulary learnt in this chapter, and if possible revise and ask
them to use the informal imperative in its affirmative (¡Mira lo que pasa cuando fumas!) and
negative (¡No fumes!) forms.
Texto 2 Los “Hispanics” son más saludables
Understanding the text
1 V
2 F Hispanics live about 20% longer than the
rest of US citizens.
7 V
8 NM
9 F Doctors are looking to see if factors such
3 V
4 F They will test 13,000 Hispanics from
as the proximity of family or diet have a
positive influence on the health and life
expectancy of immigrants.
different countries in four cities where they
are concentrated (Mexicans in San Diego, 10 F If typically Hispanic factors such as family
Cubans in Miami, South Americans in
and diet turn out to be positive, the rest
Chicago and Puerto Ricans in New York).
of the US population could adopt these
5 NM
6 V
Vocabulary work
1 investigación
2 dieta
3 médico
4 seguimiento
customs (NB it doesn’t mean they could
adopt Hispanic people).
5
6
7
8
gozan
predominaban
tomó/ha tomado la presión
longevidad
Using the text
Further suggestions: Divide the class into small groups for this activity. Make sure they use
past tenses (pretérito perfecto: hemos observado; pretérito indefinido: se enfermaron; pretérito
imperfecto: comían) in the first person plural. Help them revise these tenses or introduce them
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Notes
if necessary. This is more important than the students using real information (although they
could find statistics on the internet).
Speaking practice
Further suggestions: Make sure students feel comfortable providing information about their
families and tell them that if they don’t they can make the information up. The point of the
activity is to practise question forms and use vocabulary related to the family.
Provide help with the formulation of questions. It might be useful to revise interrogative adverbs
(‘question words’): ¿qué? ¿cómo? ¿cuál(es)? ¿cuánto/a(s)? ¿dónde? ¿cuándo? ¿por qué?
Try to ensure that students gather information about more than one classmate before the whole
class reports their results. Together they decide who comes from the family with the highest
longevity and give their reasons.
Texto 3 Una pirámide muy española
Understanding the text
Carnes grasas, embutidos
Grasas (margarina, mantequilla)
Ocasionalmente
Dulces, bollería, caramelos,
pasteles, bebidas,
refrescantes, helados
Ocasionalmente
Haz ejercicio
físico casi todos los
dias 60 minutes
Pescados y mariscos,
carnes magras, huevos
3–4 raciones semana
Legumbres
2–4 raciones semana
Frutos secos
3–7 raciones semana
Lácteos
2–4 raciones al día
Frutas
> 3 raciones día
Vegetales
(al menos una ensalada)
> 2 raciones al día
Aceite de oliva
(cocinar y aliñar)
3–6 raciones diarias
agua
Arroz, pasta, pan, patatas,
etc. (mejor si son integrales)
4–6 raciones al día
Vocabulary work
1 pan: no es un producto lácteo
2 carne: no es un embutido
3 mantequilla: no es un tipo de pan o bollo
4 pera: es una fruta, no una verdura
5 pollo: no es un pescado
6
7
8
9
10
ag ua
Agua
6–8 vasos al día
tomates: no son legumbres
huevo: no es un tipo de carne
atún: es un pescado, no un marisco
cereza: no es un fruto seco
tortilla: es la comida, no un ingrediente
Further suggestions: You could conduct this activity as a test first, to see how much food-related
vocabulary students know.
Each line, except for the last one, establishes a food category: productos lácteos, embutidos, panes
y bollos, frutas y verduras, pescados, legumbres, carnes, mariscos, frutos secos. After they complete
the exercise, you can give students time to work with dictionaries/the internet and ask them to
add at least three more examples to the ones provided for each category.
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Using the text
Further suggestions: This exercise should be based on students’ opinions as well as on the
reading text, which constitutes a good basis for advice. Stimulate students to analyse the
opinions expressed and diagnose any problem areas. Ask them to write advice using the informal
imperative, e.g. come menos comida chatarra, and to use the structure ser+ adjective + que +
present subjunctive, e.g. es importante que comas verduras y frutas.
Speaking practice
Further suggestions: Divide the class into pairs for this activity. Make sure that students
complete the chart showing what their partners have consumed in the previous week and what
exercise they have taken. As in the previous activity, they could use the informal imperative, e.g.
come menos dulces and the structure ser + adjective + que + present subjunctive, e.g. es bueno
que hagas ejercicio todos los días to give advice.
Texto 4 Una terapia con ritmo de 2 x 4
Understanding the text
1 b
3 b
2 c
4 a
5 a
6 c
7 b
8 c
Vocabulary work: Un tango de palabras
D
A
D
E
T
O
I
F
R
A
Z
P
R
P
E
G
T
E
A
R
N
C
Z
M
A
A
N
P
A
C
I
E
N
T
E
Ó N
Q
E
U
S
I
I
L
C
A
I
O
R CH
B
L
U
O
G
R
B
E
R
E
C
R
R
A
I
M Ú
S
C
U
L
O
Í
A
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Notes
Using the text
Further suggestions: If students agree and you have time, it might be useful to summarise
the story of ‘Patch’ Adams, a doctor who cheered patients up with his ‘clown therapy’. A very
uplifting film of this true story (Patch Adams) stars Robin Williams (distributed by Universal
Pictures, 1998). You could show the film or ask students to watch it at home and produce a
summary.
Speaking practice
Further suggestions: This is a good opportunity for students to tell a story in the past, taking
the text as a basis. Make sure they understand and follow the guidelines for the documentary
and stimulate them to be creative.
This activity requires the use of two main past tenses, the pretérito imperfecto: Alfredo no
caminaba mucho por el Parkinson… and the pretérito indefinido: …¡pero practicó tanto tango
que ahora puede manejar su auto!
Introduce or reinforce the use of these tenses and make sure students use them in context.
Texto 5 Los españoles, más saludables que nunca
Understanding the text
Párrafos
1
2
3
4
5
6
Resúmenes
C
G
A
F
E
D
Further suggestions: This exercise not only follows the format of an exam question but also
contains a ‘distractor’, which you should alert students to. Statement B claims that women in
Spain suffer more illnesses than men, when the text states only that they suffer certain types of
illness and that they perceive themselves to be less healthy.
Vocabulary work
Sustantivo
1 la salud
2 la vida
3 la sanidad
4 la longevidad
5 la ansiedad
6 la artrosis
7 la depresión
8 el reumatismo
9 la prevención
10 la gripe
Adjetivo
→
saludable
←
vivo/a
→
sanitario/a, sano/a
→
longevo/a
←
ansioso/a
←
artrósico/a
←
deprimido/a (temporario), depresivo/a (crónico)
←
reumático/a
←
prevenido/a
→
gripal (virus), engripado/a (persona)
Further suggestions: This is a good exercise to show students that words ending in –dad, –tad
and –tud, as well as those ending in –ción or –sión, are feminine in gender, and those ending
in –ismo are masculine.
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Make sure students also understand that many adjectives are formed from the past participle of
the verb (e.g. deprimido/a, depressed) and are used after the verb estar to talk about the result
of an illness/action. This is similar in English. Many irregular forms or –ivo/a forms are used
for recurrent illnesses or states (e.g. depresivo/a, agresivo/a)
Speaking practice
Juego: Doctores y enfermeras
Further suggestions: This is a good opportunity to play a game in which the pronominal verb
doler (me/te/le/nos/os/les duele(n)) is used in context. Make sure students use the correct
pronoun and ending. You might have to revise other verbs connected with the illnesses listed
by students.
The group who score most points by guessing correctly what the patients are suffering from on
the basis of the symptoms described are declared to be los doctores de la clase.
Texto 6 Ejercicio físico, ¿para estar bellos o sanos?
Understanding the text
1 Las actividades que favorecen el mantenimiento en forma son: hacer ejercicio, correr, realizar
rutinas aeróbicas o ir al gimnasio para levantar pesas.
2
3
4
5
Se refiere a México. La información la dio el Instituto Mexicano de Seguro Social (IMSS).
Se detectó que cada vez más gente hace ejercicio para estar bella y no para estar sana.
Es médico traumatólogo y además es atleta olímpico.
Según él, se concentran en las articulaciones (tobillos, rodillas, cadera y muñecas). Según las
estadísticas, son más comunes las lesiones en el pie.
6 Que los jóvenes no toman precauciones y quieren tener resultados inmediatos.
7 Sí, hay casos extremos, como jóvenes que desgastan tanto sus rodillas que parecen las de
una persona de la tercera edad, también casos de inflamación, dolor agudo o algunos que no
pueden moverse.
8 a ponerse ropa cómoda
b hacer precalentamiento
c estirar las extremidades: unos 5 minutos
d hacer esfuerzos pequeños
e caminar: 5 minutos por día
f trotar
g correr distancias cortas
h correr distancias medianas
9 Dice que no debe ser el único objetivo, aunque es la mejor ruta.
10 Debemos cuidarnos de la obesidad, del estrés y de la hipertensión.
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Notes
Vocabulary work
Answers 1 and 2
Further suggestions: You can ask students to label Olín Pico Atleta’s body parts in record time
without looking at the dictionary or asking for help. Go through the answers with them, helping
with the parts they cannot name.
Using the text
Póster
l
Usa ropa y zapatillas cómodas.
l
Empieza con un calentamiento previo.
l
Extiende brazos y piernas unos cinco minutos.
l
Sigue con movimientos de bajo esfuerzo.
l
Camina 5 minutos todos los días, para acondicionar el cuerpo. Recién después trota y después
corre distancias cortas y gradualmente medianas.
Ejercicio
Students write five instructions for an exercise, using the informal imperative.
Further suggestions: Make sure students understand how to make the affirmative and negative
forms of the informal imperative before they attempt this exercise. Most verbs in the list are
stem-changing, so it would be useful to draw students’ attention to their mutation: e → ie,
e → i.
If the class is an able one, divide it into two groups. One group has to perform the instructions
given by the other, as in the game ‘Simón dice’ (‘Simon says’).
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Texto 7 Unas vacaciones a todo sol (audio)
Understanding the audio
Ask an assistant or Spanish-speaker volunteer to take part in the dialogue with you. If possible
make a recording so that the class can listen to the dialogue several times.
Guión del audio
Juaniña Ferreiros: Buenas tardes, soy Juaniña Ferreiros.
Profesor:
Buenas tardes, doctora, pienso llevar a mis alumnos en un viaje de fin de
curso a Gran Canaria, y quería consultarla.
Juaniña Ferreiros: ¡Vaya, qué buen cambio de nuestra lluvia en Galicia! Allí hay más radiación
solar.
Profesor:
Queríamos saber si realmente broncearse es saludable.
Juaniña Ferreiros: Es indispensable que tomemos sol para la vida en general, ayuda a la mineralización de los huesos y a la síntesis de vitaminas. ¡También es excelente
para el humor!
Profesor:
Es verdad que alegra, ¿por qué?
Juaniña Ferreiros: Es porque bajo el sol producimos melanina, que absorbe la energía solar.
Sería como si cargamos gasolina en el coche. La melanina nos protege
creando una pantalla, de ahí viene el color marrón o dorado.
Profesor:
O sea que nos recomienda tomar mucho sol.
Juaniña Ferreiros: ¡Cuidado! Esa pantalla no es suficiente para prevenir los efectos nocivos del
sol. Depende de la piel y los cabellos, tenemos distintos “fototipos”, es decir,
si sus chicos son muy rubios, se quemarán y necesitarán protegerse, y los
más morenitos se broncearán intensamente, pero no se quemarán tanto.
Profesor:
¿Y qué me recomienda más, la playa o la piscina?
Juaniña Ferreiros: Bueno, tened muy en cuenta que la arena refleja los rayos solares de un 15
a un 25%, el agua de 10 a 20%, la hierba de 0,4 a 4% y la nieve de 75 a 95%.
Profesor:
¡Increíble! Bueno, combinaremos las dunas de las playas del sur con la
hierba, entonces. Muchas gracias por sus consejos.
Juaniña Ferreiros: ¡Que tengáis unas vacaciones soleadas!
Answers
1
2
3
4
5
6
b
c
a
b
a
c
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Notes
Vocabulary work
1 los rayos solares
2 se quemó
3 se broncea
4 indispensable
5 efecto nocivo
6 tomaba sol
7 piel
8 protege
Using the text
Sample answer
1 …es bueno que te protejas del sol.
2 …es conveniente que tomes sol gradualmente.
3 …es importante que hagas ejercicio para no engordar.
4 …sería bueno que comas platos mediterráneos sanos.
5 …es indispensable que duermas por lo menos 8 horas por día.
6 …sería ideal que ustedes vayan a un sitio cultural.
7 …es esencial que os divirtáis de una forma sana.
8 …es preferible que consumas la comida local.
9 …sería aconsejable que no tomes riesgos en el mar.
10 …es importante que no consumas alcohol.
Further suggestions: Make sure students understand why the present subjunctive is used for
this structure (it expresses a wish that might not be fulfilled). If possible, introduce or practise
the formation of this tense and mood with the class before they attempt the exercise.
Texto 8 La siesta es salud, no sólo cultura
Understanding the text
1 La siesta es un buen hábito/no es en absoluto un mal hábito hispano.
2 Einstein dormía una siesta después de comer, y Churchill dormía una media horita, lo que
ayudó a los Aliados.
3 Sujetos no hispanos de un experimento demostraron que la siesta es tan buena como el sueño
de una noche.
4
5
6
7
El experimento duró un total de 3 días y el 50% de los sujetos durmió siesta.
Dormimos más profundamente cuando se mueven los ojos (rápidamente), a los 90 minutos.
Los sujetos cambiaban imágenes en las pantallas de sus computadoras.
Pudo verse cómo los que durmieron, especialmente profundamente, tenían mejores
resultados.
8 Se comprobó que la siesta refuerza las neuronas y nos hace recordar cosas/tener buena
memoria.
9 Según el doctor Guillermo Toyos, lo ideal es dormir unos 90 minutos.
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10 Hay que romper la actividad entre la mañana y la tarde con una siesta o paseos.
Vocabulary work
Verbo
Sustantivo
Adjetivo
Ejemplo: descansar
descanso
descansado/a
1 almorzar
almuerzo
almorzado/a
2 estimular
estímulo
estimulado/a; estimulante
3 ayudar
ayuda
ayudante
4 demostrar
demostración
demostrado/a
5 soñar
sueño; soñador/a
soñador/a; somnoliento/a
6 reunirse
reunión
reunido/a
7 profundizar
profundidad
profundo/a
8 probar; hacer pruebas
prueba
probado/a
9 experimentar
experiencia
experimentado/a
10 reforzar
refuerzo
reforzado/a
Further suggestions: Each line in the box contains one word category found in the text. Help
students by telling them to find these and to try to work out the endings of nouns (sustantivos)
and adjectives (adjetivos) by using appropriate suffixes. Point out that stem-changing verbs like
those in 8 and 10 (probar and reforzar) will change the stem in their nouns (prueba and refuerzo)
but not their adjectives (probado and reforzado).
Using the text
Further suggestions: This exercise will enable students to analyse their own customs in a ‘scientific’ manner. Ask them to be as objective as possible when referring to their own countries, and
to avoid stereotypes or negative portrayals.
Speaking practice: Experimento “español”
Further suggestions: Encourage the class to be creative, making sure that they use the Spanish
language as the objective of their experiment. They could use the examples provided or change
them partially or completely (e.g. the subjects could be their teachers and the conditions might
be that they have to learn facts in Spanish).
If possible, ask the class to gather their data and to write a report of about 200 words at the
end of the experiment.
Youth Culture
Texto 9 Los jóvenes “ciberhispanos”
Understanding the text
1 Horacio
2 Germán
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3
4
5
6
7
8
Notes
Lucila
Lucila
Mariela
Germán
Horacio
Germán
Vocabulary work
1 descargo pelis de sitios web
2 está chido (Méx), lo que mola (E)
3 mando mensajitos
4 manejar tres pantallas
5 entrar
6 las redes sociales
7 estoy enganchada con
8 se quieren aprovechar de ti
Further suggestions: Ask students to complete the exercise without looking at the text first.
They can then check how well they remember the vocabulary by finding the equivalents and
checking their answers.
Speaking practice
Juego: ¿Quién es este/a cibercompañero/a?
Further suggestions: Ask students to write the answers to the questions in full sentences. If
necessary, help them with vocabulary but try not to read their cards, so that you can play the
game with them.
This game is simply a way to test how well students know each other, and not a competition.
Every time a student guesses the person, they have to explain why they have done so (e.g. es
él/ella porque todos los días me manda un mensaje en Facebook). At the end of the game, ask the
class to establish which is the most popular online activity and why it is preferred.
Texto 10 ¿Por qué existe el “botellón” español?
Understanding the text
1 h
6 j
2 a
7 m
3 e
8 g
4 l
9 c
5 b
10 k
Vocabulary work
antisocial
≠ social
encerrado
≠ al aire libre
despejarse, estar sobrio/a
≠ emborracharse
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Health and Fitness & Youth Culture
se inhiben
≠ se desinhiben
innovador
≠ tradicional
ocupación; trabajo
≠ ocio
aburrirse
≠ divertirse
derrochar
≠ ahorrar
enemigos
≠ amigos
ahorradores
≠ consumidores
descuidar
≠ vigilar
pacíficos
≠ violentos
Using the text
1 escribo
2 festejó
3 Estoy
4 ver
5 bebieron
6 charlaban
7 controló
8 habían prometido/prometieron
9
10
11
12
13
14
15
hubo
debe/debería
Entiendo
son/sean
Somos
se divierte
están perdiendo
Further suggestions: This exercise provides practice of tenses (the present simple and continuous,
preterite, imperfect, pluperfect, conditional) and moods (infinitive, indicative and subjunctive)
that students need to be familiar with at this level. If necessary, revise their formation before
students attempt the activity, or provide them with an aide-memoire on the board.
If the class is an able one, they could write an answer from the mayor to Ms Sáez Rodríguez
as homework.
Speaking practice
Juicio: El botellón: ¿legal o ilegal?
Further suggestions: Try to divide the class into two groups of equal size. This mock trial
gives students a chance to expand on the subject of the text. They can gather more data on the
practice of the botellón and use anything they have found on the internet for their argument.
Make sure all students speak during their preparation and argument, which can have a minimum
time limit to ensure participation. Decide which group has made a stronger case and ban or
legalise the botellón accordingly. Students can find more information on the legality of the
practice on the web.
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Student Workbook Teacher
Notes
Texto 11 Los jóvenes argentinos ya no hacen siesta
Understanding the text
b, f, g, h, j
Vocabulary work
1 e
6 c
2 d
7 g
3 k
8 j
4 h
9 f
5 a
10 i
Using the text
Further suggestions: Encourage students to write about a habit their elders had when they
were young that they don’t have any more, like the one mentioned in the text. If possible, help
them with your own experience. Stimulate the use of vocabulary from the text and encourage
them to give a clear outline of why the habit they have chosen to write about has changed or
disappeared altogether.
Speaking practice
Debate: Los jóvenes de hoy vivimos mejor que nuestros padres
Further suggestions: Try to divide the class into two equal size groups for this activity. Students
should use their own opinions, however subjective, for the debate. Stimulate an open discussion (this
tends to be heated amongst Hispanic people, so you can stimulate them into being very assertive!).
Ask a student to moderate the debate and to bring it to a positive conclusion, pointing out the
positive aspects of both positions and reaching a compromise.
Texto 12 ¡Pero, qué dices!
Understanding the text
1 She is in Madrid and she is having problems because although she studied Spanish she can’t
understand what her friends are saying.
2 She is a 16-year-old girl from Madrid. All her friends would understand her, but not Jenny,
who is a foreign exchange student.
3 They adopt the slang that is characteristic of their age group. Spain isn’t the only country
where this happens, it is commonplace in most countries.
4 They gradually abandon the slang they used when they were young.
5 They are looking for a way to identify with one another and have fun.
6 They use words from other groups or countries, such as pibe (boy), from Argentina.
They deform words such as curro (work) into curreta (worker).
They reinterpret acronyms and brands, such as Adidas.
7 “¡Qué aburrimiento! Ahora que tienes dinero puedes cambiar de estilo, con tu glamour vas a
conquistar a un superhombre.”
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Health and Fitness & Youth Culture
‘What a bore! Now that you’ve got money you can change your style and with your glamorous
looks you’ll conquer a superman.’
8 The latest fashion is to use the simplified terms with no vowels that are used in chat rooms,
SMS messages or e-mails. These can be seen on clothes, music and in advertisements.
9 It is not a sign of poverty of expression, but rather a linguistic code used by young people
together with the normal one, which therefore enriches the young person’s vocabulary.
10 He/She claims that in the era of mass communication, young people’s Spanish is more alive
than ever. He/She thinks that Jenny should go out more often to find out how amazing it is
to speak like they do.
Vocabulary work
Así lo dirían en España…
DEFORMACOLOQUIAL
DEFORMANORMALOSERIA
1 ¡No te montes la peli!
↔
¡No te hagas ilusiones!
2 Tú eres uno más de la peña.
↔
Tú perteneces a nuestro grupo.
3 ¿Qué dices? No entiendo ni jota.
↔
¿Qué dices? No te entiendo.
4 ¡Estoy que flipo en colores!
↔
¡Estoy muy impresionada!
5 Allí vienen los chavales.
↔
Allí vienen los muchachos.
6 Es un pibe muy simpático.
↔
Es un chico muy simpático.
7 Tengo un curro en un bar.
↔
Tengo un trabajo en un bar.
8 Mola hablar como los jóvenes.
↔
Me gusta mucho hablar como los jóvenes.
Using the text
Further suggestions: As students tend to be shy about expressing themselves colloquially in
front of teachers, this exercise lets them explain their vocabulary in written form. Encourage
them to be open and to write down what they normally use with their friends.
If the class is willing, share the answers from candidates. If possible, compare them with your
experience or that of their parents.
Speaking practice
Juego: Un código muy español
Further suggestions: Make sure students understand the premise of the game: that they create
their own slang using a ‘code’. They can only use similar categories of words, i.e. they can only
replace adjectives with other adjectives, or verbs with verbs. They have to be consistent in the
whole paragraph and try to include several clues for others to guess correctly.
This activity not only helps students to enjoy being creative but concentrates on their ability
to make adjectives agree in gender and number with their nouns and verbs with their persons.
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Student Workbook Teacher
Notes
Texto 13 Una carta “desconectada”
Understanding the text
1 Anita estará sorprendida de recibir una carta de Lili.
2 En la clase del colegio de Lili no deben usar objetos electrónicos para probar si son más
comunicativos que antes.
3 Lili no extraña usar el teléfono celular en tres días.
4 Ella no pudo encontrar/habló poco en teléfonos públicos, porque casi no hay/hay muy pocos
en el D.F.
5
6
7
8
9
10
Siente que antes conocía menos a la gente cercana, y ahora mucho más.
Le resultó muy difícil no poder llevar su reproductor MP3 o computador a ninguna parte.
Ella aprendió a tocar la guitarra, y ahora toca música rock/tiene onda rockera.
Presiente que no será la misma persona después de la experiencia.
Lili no puede sobrevivir sin el e-mail de su novio, a quien no le gusta escribir cartas de amor.
Las cartas valen más que los mensajes inmediatos según ella, y espera recibir una de su amiga.
Vocabulary work
1
3
A M
I
G
C O N O C
A
R
6
E
L
P
R O D U
C
E
7
T
E
N
C
D
É
T
E
F
R
C O
R
C O M U N
N
I
11
C
S
O
13
M E
N
E
Ú
D
S
A
A
C
I
R
I
O
B
I
R
9
I
C
C
A
O
N
F
C
J
3
L
C
T
I
O
T
O
I
V
A
R
T
12
I
A M O R
S
S
N
E
I
14
G
I
S
R
C
A
O
10
Ó
O
L
E
O R M P
E
8
E
S
4
P
5
2
S
E
L
U
L
A
R
A
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Health and Fitness & Youth Culture
Using the text
Further suggestions: Students have the opportunity to point out facts and to build stories with
this activity. Ask the class to write their article in a formal style, if possible. If they are willing, they
could compete for the most original article and read them out loud for votes from their classmates.
Speaking practice
Debate: ¿Somos esclavos de la tecnología?
Further suggestions: In this activity, students should not write down their opinions for the
debate, but rather express them naturally, with the help of vocabulary and hints from you. This
provides practice for when they have to think ‘on their feet’ in exam conditions. If possible
give or ask for hypothetical situations where they would not have access to their MP3 players/
computers/mobile phones/game consoles etc. so that they react to them. If possible, bring the
debate to a positive conclusion.
Texto 14 Un videojuego muy controvertido
Understanding the text
1 b
6 a
2 c
7 b
3 b
8 b
4 a
9 c
5 c
10 b
Vocabulary work
Verbo
Sustantivo
Adjetivo
Ejemplo: preocupar
preocupación
preocupante, preocupado/a
1 exasperar
exasperación
exasperante, exasperado/a
2 azotar
azote
azotado/a
3 entusiasmar
entusiasmo
entusiasmado/a
4drogar(se)
droga, drogadicción
drogado/a
5 diseñar
diseñador/a
diseñado/a
6 romantizar
romanticismo
romántico/a
7 promover
promoción
promovido/a,promotor/a
8 ultrajar
ultraje
ultrajado/a
9 criticar
crítica
criticado/a; crítico/a
10 leer
lector, lectura
leído/a
Using the text
This activity lends itself to an oral discussion of the questions. You can conduct one before
students answer the letter. Try and elicit their true reactions to such games without judging. If
necessary, introduce or reinforce the use of structures to express obligation (deber/tener que/
hay que + infinitive), the conditional to express improbability (si + imperfect subjunctive …
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Student Workbook Teacher
Notes
conditional) and the contrast between me parece que/creo que + indicative and no me parece/
no creo que + subjunctive.
Speaking practice
Role-play: ¡En el SHOW de JERRY PRIMAVERA!
Further suggestions: This role-play is clearly based on the controversial Jerry Springer Show
on television. You should let the whole class get involved in the situation and allow them to
express their views, even if they have strong opinions that you disagree with. You should help
them with the necessary vocabulary to express their thoughts, mainly by focusing on examples.
Help Jerry Primavera with his final thoughts if necessary.
Texto 15 ¿No tomaste alcohol? ¡Ganaste un premio!
Understanding the text
1 V
2 F From this evening, all young people arriving at INK by car will have to designate a driver,
and they will have to do it in all bars and pubs from 5 July.
3 V
4 F They will be tested/breathalysed on the way out, and if they get a negative result they will
win prizes.
5
6
7
8
9
10
NM
V
NM
V
F He defended the programme, which prevents alcohol intake and road accidents.
F According to him, this measure is positive and will show good results in the long term.
Vocabulary work
1 a
2 b
3 b
4 a
5 a
6
7
8
9
10
b
a
b
b
a
Using the text
En (1) la ciudad de (2) Buenos Aires se ha implementado un sistema nuevo para (3) estimular
la responsabilidad de (4) los jóvenes que conducen. Tras/Al (5) haber experimentado muchos
problemas por/con (6) la alta cantidad de (7) alcohol que consumen, y especialmente antes de (8)
conducir sus coches, el Gobierno promueve la responsabilidad con (9) premios. Esto ayuda a (10)
los que no beben a (11) sentirse más motivados, y ha dado buenos resultados hasta (12) ahora.
Los premios, con (13) los que se puede entrar a (14) conciertos o partidos de (15) fútbol, son
muy buenos, y el grupo completo puede competir por (16) teléfonos o reproductores MP3, por
(17) ejemplo.
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AS Spanish
Health and Fitness & Youth Culture
Según/Para (18) los responsables de (19) esta política, es extremadamente positiva y efectiva
para (20) cuidar la seguridad.
Further suggestions: This exercise is a good test of how well students use prepositions,
including por and para and según and tras, which tend to cause the most problems. Make sure
students understand them in context and not by translating them. If possible, provide examples
on the board of how to use all the prepositions.
Speaking practice
Further suggestions: This exercise is typical of the AQA AS speaking exam. Make sure students
understand the instructions and only write down key words and phrases for their answers. You
can conduct this as a class discussion or as a mock interview with individual students. In either
case, provide the necessary vocabulary and/or structures to keep the conversation going.
© Philip Allan Updates 2009
ISBN 978-1-4441-0431-8
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