A LEVEL SPANISH

INDIVIDUAL RESEARCH PROJECT

WORKBOOK

NAME:

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A LEVEL SPEAKING EXAM (PAPER 3)

Duration: 21 – 23 minutes (including 5 minutes supervised preparation time); total raw mark: 60 The test will be in two parts. Part 1 will be the discussion of one sub-theme from those in the specification, lasting 5 – 6 minutes, and Part 2 will be the presentation and discussion of the student’s individual research project. Part One In Part one, the teacher-examiner gives the student two cards, following the sequencing table provided as part of the assessment material and avoiding the topic of the student’s individual research project. Each card is based on a sub-theme and the two cards are drawn from different themes. The student chooses one of the two cards. The stimulus card will form the basis for the discussion. The content of each card will be based on one of the sub-themes in the specification. Cards will contain images, text and three questions. The teacher-examiner will ask the student the questions during the discussion. The student must ask the teacher-examiner two questions arising from the material on the card. To meet the requirement to ask questions, a student must seek information or an opinion. Asking for repetition or clarification will not meet the requirement. The student’s questions must contain a conjugated verb. Rephrasing or repetition of the printed questions will not meet the requirement. Students may make notes during the 5 minute supervised preparation time and may make reference to these notes during the discussion of the sub-theme. Part Two In Part two the student will present the findings of his or her research for up to two minutes. This will be followed by a discussion of the findings of the student’s research. Students will provide in advance on the ‘Individual research project form’ a list of headings to indicate the scope of their research and the sources used. Apart from the names of published sources, any headings must be in English. The teacher may help the student to complete the form. Students must use at least two sources and at least one of them must be an online source. Apart from the two required sources, any remaining sources and/or headings must not exceed 80 words. Sources could be visual, audio or written (in any combination) and must be capable of leading to findings that will form the basis of a 9 – 10 minute discussion. Teachers are allowed to:

provide suggestions for the subject of students’ individual research

discuss, guide and advise students on their proposed project title (including language of the title) and the scope of the research

correct the language of the project title where necessary

give feedback to students on the extent to which their provisional titles will or will not meet the assessment criteria

suggest sources of reference, including but not limited to websites, books and magazines

provide support/guidance on research techniques, including how best to manage the storing and assimilation of knowledge and information that has been researched

provide guidance on planning and timescales, including deadlines or milestones according to which research outcomes can be monitored and checked

monitor students’ progress according to such deadlines or milestones

provide general advice on the type of language which students might use in the presentation and discussion.

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Teachers must not:

provide the student with material that they have designed specifically for the student’s project

download and give the student specific source materials or copied and pasted extracts

provide specific advice on the language of the student’s presentation and discussion, apart from the language of the project title

give feedback orally or in writing on any written notes, drafts or preparatory work produced by the student for the presentation or discussion

give feedback orally or in writing on any oral practice presentation by the student, beyond informing the student if it exceeds 2 minutes.

During the presentation and discussion of their research project, students may only have access to their completed ‘Individual research project form’. No other notes are allowed. Access to dictionaries is not allowed at any time during the assessment or preparation time.

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INDIVIDUAL RESEARCH PROJECT

Students must identify a subject or a key question which is of interest to them and which relates to a country or countries where Spanish is spoken. They must select relevant information in Spanish from a range of sources including the internet. The aim of the research project is to develop research skills. Students will demonstrate their ability to initiate and conduct individual research by analysing and summarising their findings, in order to present and discuss them in the speaking assessment. Students may choose a subject linked to one of the themes or sub-themes or to one of the works. However, students must not base their research on the same literary text or film that they refer to in their written assessment. Students within a school or college should each choose a different subject for their research. However, if more than one student selects the same general subject area, the title of their research and their approach must be different.

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SPANISH IDEAS

How successful is the Spanish high speed train network? An economic and environmental analysis

To what extent are women equal citizens in Spanish society? Law and reality

The Spanish Civil War: what were its causes and consequences?

How has membership of the EU affected the development of Spain?

What demographic challenges are faced by Mexico City and how is the city responding?

An analysis of wind energy policy in Spain

Bull-fighting in Spain: its origins, historical development and current debates

The role of tourism in Barcelona: successes and challenges for the future

An evaluation of La sombra del viento, a novel by Carlos Ruiz Zafón

The rivalry between Real Madrid and Barcelona football clubs: its history and modern manifestations

An analysis of Pedro Almodóvar’s film Volver

Why is Salvador Dalí so well-known as an artist? An analysis of three major works. Social issues and trends

La diversidad de la lengua castellana (Diversity of the Spanish language)

Los avances para la mujer en la sociedad post-franquista (Advances for women in post-Franco society)

El islamismo en España (Islam in Spain)

La recuperación de la memoria histórica en la España post-franquista (Truth and reconciliation in post-Franco Spain)

La deforestación en Amazonas (Deforestation in Amazonia)

Las lenguas minoritarias en la Península Ibérica (Minority languages in Iberia)

Desarrollo y sostenibilidad en América Latina (Development and sustainability in Latin America)

Activismo social en la España contemporánea (Social activism in modern Spain)

Guerras y guerrillas en América Latina (War and insurgency in Latin America)

Los cambios demográficos en España (Demographic change in Spain) Political and/or intellectual and/or artistic culture

Los Premios Nobel del mundo hispánico (Nobel Prizes in the Spanish-speaking world)

El Boom latinoamericano en la literatura (The Latin American literary boom)

El cine mexicano (Mexican cinema)

La aportación cultural y científica del al-Ándalus (The cultural and scientific achievements of al-Ándalus)

El surrealismo espánol (Spanish surrealism)

El franquismo (The Franco regime)

Líderes, caudillos y dictadores en América Latina (Leaders and dictators in Latin America)

La revolución cubana (The Cuban revolution)

General

A historical event or building such as: ‘el golpe de estado chileno’ (the Chilean coup d’état) or la Alhambra

A person or group such as Eva Perón, Augusto Pinochet, Hugo Chávez, Che Guevara, Violeta Parra or Víctor Jara

An issue such as ‘el sistema de autonomías en España’ (the system of devolved government in Spain) or ‘la narcoguerra mexicana’ (the Mexican drug war)

A case study such as ‘el síndrome tóxico en España de 1981’ (the Spanish “cooking oil scandal” of 1981), ‘el Caso Nani’ (the Nani case), ‘los atentados del 11-M’ (the terrorist attacks at Atocha station on 11 March 2004)

A topic related to a personal interest such as ‘Real Madrid y la décima copa de Europa’ (Real Madrid and their 10th European Cup) or ‘la moda española’ (Spanish fashion)

A comparative topic such as ‘los partidos políticos en España y el Reino Unido’ (political parties in Spain and the UK), ‘América Latina frente a los Estados Unidos’ (Latin America and the USA) or ‘los países anglosajones frente a los países latinoamericanos en el Índice del Planeta Feliz’ (Anglo Saxon and Latin American countries in the Happy Planet Index).

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VAMOS A DECIDIR

CHECKLIST:

Which topics interest me the most? Have I done some background reading in English and in Spanish? Have I made a list of possible topics, presented them to my teacher and discussed which would be most suitable?

Possible Topic / Question

Sub-Topics / Areas to Research

Possible Background Reading / Sources

Teacher Feedback

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NOS ORGANIZAMOS

CHECKLIST:

Is my topic rooted completely in the target language society? Is it easy to access appropriate resources? Does the topic allow me to develop interesting information, analysis, ideas and opinions? Is the topic of the right scale (not too broad, not too narrow)?

WORKING TITLE:

POSSIBLE SOURCES:

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MAIN RESEARCH AREAS:

TEACHER FEEDBACK:

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NOS PREPARAMOS PARA LA PRESENTACIÓN

CHECKLIST – CHOOSING SOURCES AND COLLECTING INFORMATION IN THE TARGET LANGUAGE

Have I kept a separate file or section with my main A Level folder? Have I identified printed and internet sources (minimum 2, maximum 10)? Have I checked the school library and google drive resources? Have I printed off online sources to highlight and annotate? Have I used audio or video sources? Have I noted key statistics, facts and/or quotations I can cite? Have I kept a list of references which I can refer to precisely in the speaking test?

CHECKLIST – ORGANISING IDEAS

Have I planned which parts I will include in my two minute presentation? Have I highlighted questions I might be asked in the follow-up discussion, bearing in mind the headings I provided? Have I prepared answers to the above questions? Have I anticipated and prepared answers to other questions which might arise?

CHECKLIST – HEADINGS

Are my headings for the examiner absolutely clear? CHECKLIST – ANSWERING QUESTIONS DURING THE DISCSUSSION

Can I support the discussion with ample knowledge? Can I precisely quote my sources? Have I focused on analysis and evaluation of information? Am I prepared to defend any counter arguments I may hear? Do I have the language needed to describe, analyse and evaluate? Am I prepared to give longer, developed responses? Do I have good ‘stock phrases’ to maintain the discussion? Am I prepared to include advanced grammatical structures and interesting idioms?

CHECKLIST – REVISION

Have I prepared notes, mind maps or presentation slides to organise my material? Have I practised with someone else (eg. teacher, language assistant, parent, friend)? Have I recorded myself speaking to check for speed, clarity, pronunciation and intonation?

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INITIAL PREP / RESEARCH

TEACHER FEEDBACK:

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PREP / RESEARCH – SEPTEMBER / OCTOBER

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PREP / RESEARCH – SEPTEMBER / OCTOBER

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PREP / RESEARCH – NOVEMBER / DECEMBER

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PREP / RESEARCH – NOVEMBER / DECEMBER

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PREP / RESEARCH – JANUARY / FEBRUARY

TEACHER FEEDBACK:

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PREP / RESEARCH – JANUARY / FEBRUARY

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FINAL PREP / RESEARCH

TEACHER FEEDBACK:

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FINAL PREP / RESEARCH

TEACHER FEEDBACK:

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PRESENTATION PREP

CHECKLIST – ORGANISING IDEAS Have I planned which parts I will include in my two minute presentation? Have I highlighted questions I might be asked in the follow-up discussion, bearing in mind the headings I provided? Have I prepared answers to the above questions? Have I anticipated and prepared answers to other questions which might arise?

As you only have two minutes to deliver your presentation, it is essential that you don’t waste time because of hesitations. Concentrate on pronunciation and fluency. Practise giving your presentation, to yourself, to a friend, to a parent or to your teacher. Make sure you know your presentation by heart. You are only allowed to access the IRP form (a list of headings) during the exam. No other notes are allowed. If your presentation is too short or too long, make amendments until it lasts two minutes exactly. Remember that you will be judged on:

the content of your presentation and ensuing discussion

the sophistication of your language

your pronunciation and accuracy

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PRESENTATION PREP

TEACHER FEEDBACK:

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DICSUSSION PREP

CHECKLIST – ORGANISING IDEAS Have I planned which parts I will include in my two minute presentation? Have I highlighted questions I might be asked in the follow-up discussion, bearing in mind the headings I provided? Have I prepared answers to the above questions? Have I anticipated and prepared answers to other questions which might arise?

CHECKLIST – HEADINGS

Are my headings for the examiner absolutely clear?

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DISCUSSION PREP

TEACHER FEEDBACK:

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DISCUSSION PREP

CHECKLIST – ANSWERING QUESTIONS DURING THE DISCSUSSION Can I support the discussion with ample knowledge? Can I precisely quote my sources? Have I focused on analysis and evaluation of information? Am I prepared to defend any counter arguments I may hear? Do I have the language needed to describe, analyse and evaluate? Am I prepared to give longer, developed responses? Do I have good ‘stock phrases’ to maintain the discussion? Am I prepared to include advanced grammatical structures and interesting idioms?

POTENTIAL DISCUSSION QUESTIONS

When you say ..., what exactly do you mean? But some people belive ...... what do you think of that? How do you react to that? Do you think that is really true? How do you feel about that? What about ......., for example? What if I said that ... ? Why did you choose this topic? Tell me more about ..... What was the most interesting thing you discovered in your research? Where did you find your information?

KEY OPINION AND DISCUSSION PHRASES: eg. one the one hand..., some claim ..., you could say ..., according to..., I don’t agree because..., in my view..., it is possible that..., I am not sure but..., the figures show that..., if you compare... USE THE WHOLE OF CHAPTER ONE IN PALABRA POR PALABRA

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DISCUSSION PREP

QUESTIONS THAT THE EXAMINER COULD ASK YOU:

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QUESTIONS THAT YOU COULD ASK THE EXAMINER:

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EXAM COUNTDOWN

During Part 2 of the speaking exam (the IRP presentation and discussion), you may only have access to your completed IRP form (see the next page). No other notes are allowed. CHECKLIST – REVISION

Have I checked my prep work against the mark schemes to ensure I am hitting the highest mark bands for research and understanding of the topic/issue?

Have I prepared notes, mind maps or presentation slides to organise my material? Have I practised with someone else (eg. teacher, language assistant, parent, friend)? Have I recorded myself speaking to check for speed, clarity, pronunciation and intonation? Have I prepared my IRP form for the examiner? Are my headings absolutely clear?

FINAL PREP:

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MARKING GRIDS – PART ONE (Unprepared Stimulus Card)

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MARKING GRIDS – PART ONE (Unprepared Stimulus Card)

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MARKING GRIDS – PART TWO (IRP Presentation & Discussion)

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MARKING GRIDS – PART TWO (IRP Presentation & Discussion)

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MARKING GUIDELINES

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MARKING GUIDELINES