Student Workbook Teacher Notes · Texto 3: Diario de un ciclista en el Camino de Santiago ... Lugar...

1AS Spanish: Tourism & Leisure

Tourism

Texto 1: Soy esa gran desconocida ..................................................................................3

Texto 2: ¡Indy no tiene ni idea! ........................................................................................4

Texto 3: Diario de un ciclista en el Camino de Santiago ............................................5

Texto 4: Ser gaucho por una temporada .......................................................................6

Texto 5: Entre el Viejo y el Nuevo Mundo ....................................................................7

Texto 6: Ecoturismo maya en El Petén, un dilema ......................................................8

Texto 7: Un crucero a todo lujo ......................................................................................9

Texto 8: Una postal desde el Fin del Mundo .............................................................10

Leisure

Texto 9: Cine hispano: la mejor opción ........................................................................12

Texto 10: A disfrutar, ¡que son dos días! ........................................................................12

Texto 11: El superclásico de fútbol argentino (audio) ..................................................14

Texto 12: Tapear o ir de copas, ¿quién gana? ...............................................................15

Texto 13: “Te dejo, que está la telenovela” ....................................................................16

Texto 14: Cruzas el “puente” y llegas a la fiesta ...........................................................17

Texto 15: Cuba te invita a bailar .....................................................................................18

IntroductionThese Teacher Notes accompany and complement the AS Spanish Student Workbook: Tourism &

Leisure, one in a series of workbooks for students preparing for the AS exams in Spanish.

The workbook is divided into two topic sections: Tourism and Leisure. 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.

You can use the workbook as basis or 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

Teacher Notes

AS SpanishTourism & Leisure

Student Workbook

2


the Understanding the text and the Speaking practice sections) or at home (especially the

Vocabulary work and Using the text sections), 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 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 260 words and they feature a variety of registers: formal,

informal, anecdotal and journalistic (including monologues, dialogues and postcards). Texto 11

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 Spanish-

speaking world. They can also complete the tasks for 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 tackle problem areas and to expand on the activities featured under Further

suggestions.

Student Workbook Teach er 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 check which types they use).

TourismTexto 1 Soy esa gran desconocida

Understanding the text 1 c 6 a

2 a 7 b

3 c 8 c

4 a 9 a

5 b 10 b

Vocabulary work 1 actual 6 principal

2 desconocida 7 cubiertos

3 calurosa 8 indiscutida

4 central 9 orgullosa

5 fresco 10 cordial

Further suggestions: Make sure students concentrate on the definitions of the words and their

answers match them in gender and number. Note that caluroso/a = ‘makes one feel hot’, not to

be confused with caliente = ‘hot’ (heated up), or sentir calor = ‘to feel hot’. Encourage students

to complete the exercise before they re-read the text to check their answers.

Using the text 1 catalán 9 compleja

2 Me he convertido/Me convertí 10 desde

3 mediterráneas 11 es

4 brisas 12 equipo

5 una 13 Hay

6 poseo 14 se celebraron

7 diseñó 15 cada

8 gran

Further suggestions: This exercise not only focuses on vocabulary and common verb forms

at AS, but can be used to reinforce the concept of verb and adjective agreement (person and

number), an area of common errors. If students show problems in this area you can practise it

with other exercises.

4


Speaking practice

¡Mucho gusto, soy una ciudad hispana!

Further suggestions: As well as stimulating the use of specific descriptive vocabulary and adjec-

tives, this exercise provides an opportunity to check the students’ command of verb forms in

the present and past tenses, especially irregular and reflexive forms (e.g. ofrezco, se aglomeran)

and the formation of the imperative (e.g. visitad). Help them to practise these if necessary and

provide them with facts about other Hispanic towns/cities for their oral presentations.

Stimulate each group not only to guess the cities represented by their classmates, but also to

write down their characteristics for future reference.

Texto 2 ¡Indy no tiene ni idea!

Understanding the text 1 F We can all ‘be Indy’ if we visit Peru and relive Indiana Jones’s adventures in the country.

2 V

3 NM

4 F In the film, the revolutionary character Pancho Villa (who was Mexican) speaks Quechua,

the Inca language from Peru. This doesn’t make sense.

5 V

6 V

7 F The Nasca people left enigmatic pictures that are so big they can only be seen from the

sky.

8 V

9 NM

10 F He thinks that the Hollywood fantasies are a starting point and that when people come

to Peru they will find that the reality is better than the fantasy.

Vocabulary work

Lugar Gentilicio

1 Perú peruano/a

2 Yucatán yucateco/a

3 Amazonía amazónico/a

4 México mexicano/a

5 Sudamérica sudamericano/a

6 Costa costeño/a

7 Sierra serrano/a

8 Selva selvático/a

9 Cusco; Cuzco cusqueño/a; cuzqueño/a

10 América americano/a



Using the text

Further suggestions: Help students to find information in a good encyclopedia or on the

internet. A good website for this is: www.gabrielbernat.es/peru/preinca.

After doing preliminary research in groups, students can complete the exercise for homework.

Ask them to base their posters on the results of their research and to illustrate them with

drawings and/or pictures from reliable sources.

If the class is willing, they could display the posters in the classroom, or prepare presentations

for other subjects, such as history.

Speaking practice

¡Nuestra peli en Perú!

Further suggestions: This is an opportunity for students to make creative use of what they have

learned for the topic and compete to capture each other’s imagination. Let each group choose

one region to set their film in and if necessary provide them with more information about it.

You or a volunteer can be the director/producer judging each ‘movie pitch’. Judge them on orig-

inality and accuracy of facts about Peru, or simply on popular response. If the class is willing,

they can record a demo in Spanish.

Texto 3 Diario de un ciclista en el Camino de Santiago

Understanding the text 1 The Camino de Santiago is twelfth century/900 years old/medieval and can be travelled

along by bicycle (or on foot).

2 The author saw Aragón (Pirineos Aragoneses), La Rioja, Castilla y León and Galicia. The

Camino de Santiago is, therefore, in the north of Spain.

3 Their hosts were the monks of the twelfth century Monasterio Benedictino de Santa María

de la Real. They spent the night there.

4 Because it is located in the heart of the famous wine region of La Rioja so they drank and got

merry.

5 No. Laura ordered ‘rotten pot’, a local dish, in the inn where they were staying. In fact, this

is a stew with chorizo and bacon and it isn’t rotten at all.

6 It is named after the road that Santo Domingo built for pilgrims in the eleventh century.

7 There are chickens in a cage in the cathedral. They commemorate a miracle by Santo

Domingo: a young German pilgrim was accused of a crime and hanged, but came to life again

as did the chickens his judge was eating.

8 He/She felt protected by the knights who built the Castillo del Temple, who have been looking

after pilgrims since the twelfth century.

9 They were dazzled by the golden granite of the city and felt really lucky to have arrived for

the biggest celebration of the year.

10 The city’s most important celebration is on 25th July, when the saint is commemorated in the

imposing cathedral. The ‘botafumeiro’, the biggest incense holder in the world, can be seen

during high mass in the cathedral.

6


Vocabulary work 1 político: no es religioso

2 población: no es un sitio o lugar

3 estación: no es un sitio para hospedarse

4 transporte: no es un tipo de camino

5 libro: no implica una historia

6 español: es moderno, no antiguo (y es combinación de las culturas mencionadas)

7 jardines: no son una construcción

8 civilización: no es una medida de tiempo

9 rutina: es lo opuesto de una ocasión especial o fiesta

10 espera: es lo contrario al movimiento

Using the text

Further suggestions: Strongly recommend that students visit the official website of the Camino

de Santiago, where they can find details of this and other routes, together with interactive routes,

accounts and pictures. Help them avoid stereotypes (such as that all places in the Hispanic world

are hot).

Stimulate groups to imagine they have been to at least four places on the route of their choice

and to invent anecdotes relating to those places. If they’ve had exciting adventures in other

places, tell them to link them to the Hispanic world and narrate them in Spanish. This gives

them a good opportunity to practise essay writing within a specific context. Check their use of

narrative tenses. Reward the group that produces the most exciting ‘diary’.

Speaking practice

Juego: el teléfono descompuesto

Further suggestions: This variant of the game ‘Chinese Whispers’ stimulates the use of specific

vocabulary and of narrative tenses. If the class has a good command of tenses, at the end of the

activity you could introduce or practise the use of el estilo indirecto (indirect speech), which in

Spanish requires a change of tenses:

e.g. Estudiante 1: “Estuve en el Camino de Santiago en diciembre”.

Estudiante 2: Él dijo que había estado en el Camino de Santiago en agosto.

Estudiante 3: No, él me dijo que había estado en el Camino de Santiago en julio.

Texto 4 Ser gaucho por una temporada

Understanding the text 1 El folleto invita a los lectores a vivir una temporada como un gaucho argentino.

2 Los interesados van a vivir en el casco histórico de la estancia “El 16”.

3 Montarán a caballo/Cabalgarán y llevarán vacas hasta las pasturas adecuadas.

4 La Argentina es famosa por el cultivo del trigo y la soja (que la convirtieron en “el granero

del mundo”).

5 La pampa es un territorio grande/interminable que tiene propietarios.



6 Los gauchos saben/son los maestros de todo lo rural.

7 El folleto invita a tomar mate, sentarse al fogón, cantar y recitar y comer con los gauchos.

8 Pueden participar todas las personas, no importa de dónde vengan ni qué idioma hablen.

9 Los gauchos normalmente llevan botas y sombrero.

10 Puede pedirse información por teléfono, por e-mail o visitar el sitio web.

Vocabulary work 1 i 6 g

2 f 7 b

3 e 8 a

4 m 9 d

5 l 10 j

Using the text 1 Coloque; Llene 5 Sirva

2 Agite; Tire 6 Tome/Beba

3 Caliente, consérvela; No hierva 7 Cebe, páselo, Recuerde, diga

4 Humedezca; Plante 8 Disfrute

Further suggestions: Students at AS level tend to have problems with forming the imperatives,

especially the formal imperative. This exercise includes regular verbs (e.g. llene, beba), some that

change spelling to preserve sounds (e.g. coloque) and stem-changing verbs (e.g. caliente, sirva,

recuerde). Make sure students understand these patterns, and if necessary, revise and practise

them with other exercises.

If you want, you can bring a mate gourd and a bombilla and prepare mate in class, so students

can taste this South American drink.

Speaking practice

Presentación: promoción del turismo rural

Further suggestions: This activity resembles the role-play with a stimulus in English set by OCR

for the AS oral. It is not meant to be a competition, so all pairs could contribute to form a picture

of different regions of a country, for example. You could provide local or national brochures in a

language other than Spanish to stimulate students to explain what local customs are like in Spanish.

Texto 5 Entre el Viejo y el Nuevo Mundo


The correct statements are: b, d, f, h, i

Vocabulary work 1 paradisíaca 6 frondoso

2 verano 7 ha descubierto/descubrió

3 han fascinado/fascinaron 8 clima

4 isla 9 hospitalarios

5 imponentes 10 desembarcaban

8


Speaking practice

Juego de roles: ¿A qué isla vamos?

Further suggestions: This role-play requires students to look at the Canary Islands in detail,

departing from the text and finding out more information on the internet or in an encyclopedia,

travel books, etc.

Assign roles and let individual students choose the island that best matches their own tastes and

interests. They have to make statements and try to persuade the rest of the class to go to their

island of choice. Make sure that by the end of the activity the class has reached a decision, as

the ‘prize’ must be claimed.

Texto 6 Ecoturismo maya en El Petén, un dilema

Understanding the text 1 Its Mayan culture. It is the home of temples and pyramids like Tikal, which attract millions

of tourists every year.

2 It is a route that connects big Mayan sites such as Chichén Itzá and Tulum. It is located in the

Yucatán Peninsula, in Mexico and Guatemala.

3 He wants to create an ecotourism circuit through the dense subtropical forest of El Petén, in

north Guatemala.

4 He claims that as well as visiting important Mayan cities like Uaxactún, El Mirador and Altar

de los Sacrificios, tourists will be able to learn about the enormous biodiversity of the area

and see the local flora and fauna.

5 He is president of the Association for the Preservation of Guatemala. He criticised the plan

severely and said it was not good to stimulate mass tourism in El Petén.

6 It is officially protected by the creation in 1990 of the Reserva de Biosfera Maya (Mayan

Biosphere Reserve), with the support of UNESCO.

7 It consists of two million hectares of wetlands rich in subtropical nature.

8 Yes. There are scientists who work there and locals who have learnt not to cut down the forests.

9 No, he thinks its purpose is positive.

10 There are always irresponsible people who will sacrifice the stability of the ecosystem for money.

Vocabulary work

Verbo Sustantivo Adjective

ej. hacer turismo el/la turista turístico/a

1 impresionar la impresión impresionante

2 atraer la atracción atractivo/a

3 apreciar la apreciación apreciado/a

4 densificar la densidad denso/a

5 preservar la preservación preservado/a



Verbo Sustantivo Adjective

6 estimular la estimulación estimulante, estimulado/a

7 enriquecer la riqueza rico/a

8 desforestar la desforestación desforestado/a

9 sacrificar el sacrificio sacrificado/a

10 estabilizar la estabilidad estabilizado/a, estable

Using the text 1 carta

2 estoy

3 estimular

4 sino

5 sería

6 desde hace

7 Sin embargo

8 sea

9 a

10 esta

Further suggestions: As well as focusing on the correct use of vocabulary and tenses, this

exercise introduces two areas that are useful for writing at AS: the use of connectives (e.g. por

consiguiente,… pues… sin embargo,…) and the use of the subjunctive to express hypothesis and

desire (e.g. aunque sea…, espero que apoyemos…). It would be useful to expand on and practise

these as well as any areas where students may feel uncertain.

Speaking practice

Debate: Tiempo de preguntas, con Jeremías Pazman

Further suggestions: This role-play can be quite theatrical. Before assigning the roles, it would

be good to expand on the text and do more research on Guatemala and El Petén, so that students

have more ammunition to discuss their points.

Assign roles and make sure the students stick to them by expressing the opinions outlined and

supporting them with other ideas (you can help them with these if necessary). The presenter,

Jeremías Pazman, should pose many questions and put the participants ‘on the spot’ to see how

they react. Ask him/her to bring the debate to a positive conclusion.

Texto 7 Un crucero a todo lujo

Understanding the text 1 a 5 c

2 b 6 a

3 b 7 c

4 c 8 b

10


Vocabulary work

1 C R U C E R O

2 L U J O S O

3 P A S A J E R O S

4 E S T R E L L A S

5 C A M A R O T E

6 B A R C A

7 S I E R R A

8 P A R A D O R E S

9 V I S T A S

10 M O N T A Ñ A

Further suggestions: If possible, ask students to work individually to try to complete the

crossword puzzle without looking at the text. They can use the text to help them when they get

stuck and to check their answers.

The place highlighted is the Costa Brava. Students can find out more information on this Costa

and others and comment on their attractions with the class.

Using the text

Further suggestions: Each of the open questions draws on the text to introduce a more

general topic. Answers can be in the form of short statements, but you can also ask the class

to choose the question they prefer and expand their answer into a 200–250 word composition

for homework.

Speaking practice

Juego de roles: ¡Qué crucero desastroso!

Further suggestions: This role-play provides a good scenario for practising specific vocabulary

and structures. As preparation for the task, ask the agentes to gather information about the area

for which they will organise the cruise, while the viajeros think about what aspects of the trip

interest them most.

In the second part of the task, make sure students use the imperfecto (imperfect) to describe a

state (e.g. hacía mal tiempo) or a habitual action (e.g. el barco se movía mucho), and the indefinido

(preterite) for completed actions, (e.g. entró agua en nuestro camarote).

Texto 8 Una postal desde el Fin del Mundo

Understanding the text 1 F La Isla Grande de Tierra del Fuego is an island at the southernmost point of the Americas.

2 F It is called the Land of Fire because the Spanish conquistadors saw the indigenous peoples

(the Selk’nam or Onas) making fires on land and even in their boats to keep warm.

←



3 V

4 V

5 NM

6 F He was impressed by the snow-capped Mount Olivia and Five Brothers mountains which

form a background to Ushuaia.

7 V

8 F He called it ‘Pacific’ although it is never calm.

9 NM

10 V

Vocabulary work 1 a

2 b

3 a

4 a

5 b

6 b

7 b

8 a

9 a

10 b

Using the text

Further suggestions: Make sure that students write their postcards using the facts they have

found about the Hispanic places of their choice and help them to avoid stereotypes or miscon-

ceptions. They can do this exercise as homework, and also print a picture for their postcard.

Speaking practice

Debate: ¡Nuestro país es el más lindo/bonito!

Further suggestions: This open debate based on facts and opinions should provide students

with a good opportunity to compete in class. Make sure they do some research on the countries

before they start the debate. Once the discussion starts, stimulate the pairs to participate and

if possible to interrupt with the phrase provided (interrupting is not seen as rude in Hispanic

countries, but simply as a sign of strong interest). Draw the debate to a positive conclusion,

choosing the country/region for which the best case has been made, but pointing out that all

countries are special.

This activity can be expanded into a composition on one of the countries, which can be written

as homework.

12


LeisureTexto 9 Cine hispano: la mejor opción


Párrafos 1 2 3 4 5 6 7

Preguntas d a g c h b e

Vocabulary work 1 acertados, correctos ≠ equivocados

2 antiguo ≠ reciente

3 sufrir ≠ disfrutar

4 tonto ≠ genio

5 afirmar ≠ negar

6 avergonzado ≠ orgulloso

7 orgullo ≠ vergüenza

8 ricos ≠ humildes

9 despreciados ≠ adorados

10 mediocres ≠ talentosos

11 realismo ≠ magia

12 lejano ≠ cercano

Using the text

El antes y el ahora del cine

Further suggestions: Make sure that students use the pretérito imperfecto (imperfect) when

they write their conclusions.

Speaking practice

Further suggestions: This guided survey requires students to take turns formulating questions

and responding to them. Make sure they use question forms and not just the conceptos. If

necessary, work out what the questions will be (as in the example) and write them on the board.

Once students have interviewed their partners, they should report to the class and they should

all agree on the most popular film, director, actor, etc.

Texto 10 A disfrutar, ¡que son dos días!

Understanding the text 1 Antonio Calvo Salvador 5 Antonio Calvo Salvador

2 Silvia González Jové 6 Natalia Viento Zambrano

3 Hugo Zaragoza Valls 7 Hugo Zaragoza Valls

4 Antonio Calvo Salvador 8 Natalia Viento Zambrano



Vocabulary work

C O R R E R

L

E O

J U G A R A L T E N I S S

E E A

R R L

C Í I

I R A L C I N E T A R

C O D

I M E

O R A T N A C C

F A R O

Í E S P

S P O R A

I R A L A P L A Y A S

C T L

O R

A

CH P A S E A R

Using the text

Further suggestions: Help students to formulate some of the questions they should ask their

family members in English or their own language (or even in Spanish) so that they can gather

the data needed: name, age, what they like to do in their free time, where, for how long, why

they find it fun, etc.

The text provides good examples of opinions in the first person, with a lot of vocabulary.

Students could write the summaries to their survey in that format, making sure they use the

correct register (i.e. informal and oral) and vocabulary in Spanish. You can ask students to read

out their summaries in class, or read them out yourself, so that the class can decide if their

nationality has more/less fun than the Spanish and why.

Speaking practice

Juego: ¿Quién es?

Further suggestions: Students have to write a short paragraph in Spanish describing one of

their leisure activities and the class has to guess who the person is. Remind students to write

about hobbies or favourite activities that the rest of the class are unaware of, so that the game

is more fun. Don’t forget to write a short paragraph yourself.

14


Once all paragraphs have been written, ask students to fold them and to put them in a bag (or hat).

Ask volunteers to read the paragraphs aloud (you can read one yourself). Remind the class that

they have only one chance to guess who the person is; if they don’t, you can continue with other

paragraphs, and leave the harder ones until the end, naming the hardest to guess ‘el/la misterioso/a’.

Texto 11 El superclásico de fútbol argentino (audio)

Transcript

Sebastián: Bueno, ahora que vas a estar un año en Buenos Aires, Mike, ¿qué deporte te gusta

más a vos?

Mike: El rugby me gusta mucho, he oído mucho sobre los excelentes Pumas de aquí…

y me gustaría seguir el fútbol argentino.

Sebastián: Acá no “se sigue” el fútbol, se vive, se respira. Cuando hay un partido importante

no hay televisor en el país que no lo pase, y los bares, restaurantes y cafés se llenan

de gente. Gritamos, protestamos, y hasta lloramos juntos. ¡Y si gana Argentina,

salimos a la calle y tocamos bocina, es bárbaro!

Mike: ¡Genial! ¿Y cuál es tu equipo preferido?

Sebastián: Yo soy de Boca Juniors, que más que un equipo es una religión, che. Nosotros le

dimos al mundo a Diego Armando Maradona, el Pibe de Oro.

Mike: ¡Wow! ¿Me llevas a un partido?

Sebastián: ¡Claro! Tenemos que ir a la Bombonera, que es el estadio… es porque parece una

caja de bombones. Vamos a ver el Súperclásico Boca-River.

Mike: ¿Boca-River?

Sebastián: Sí, regla número uno: los de Boca usamos el color azul y amarillo oro, y nos dicen

“bosteros”, y los de River Plate tienen camiseta blanca y roja, son “gallinas”.

Mike: ¡Ha! ¡Qué divertido!

Sebastián: El ambiente es impresionante. Antes, cuando ganaba mi equipo, que es de la Boca,

el barrio de inmigrantes pobres italianos, había pizza gratis para todos, y ahora

también festejamos con mis amigos. Así que ese día no hay clase de español, ¿eh?

Mike: ¡Qué pasión!


The correct statements are: b, c, e, h, i

Further suggestions: The text should be read out loud, and if possible recorded, between a

native Spanish-speaker (if possible of Argentinian origin or imitating the pronunciation of that

country) and an English-speaking person.

Play or read the dialogue a couple of times and ask students to say which statements are correct.

Play or read it one last time to check the answers.



Vocabulary work 1 partido 6 ambiente

2 gritamos 7 ganó

3 deporte 8 equipos

4 camiseta 9 pasión

5 preferido 10 festejaremos/festejamos

Using the text

Further suggestions: If possible, provide the students with a copy of the transcript of the dialogue,

so that they can write a letter using it as a reference. If necessary, introduce or reinforce the

formulae for writing informal letters in Spanish (e.g. using the heading Querido Sebastián: ).

Speaking practice

Una entrevista con un/a deportista famoso/a

Further suggestions: Make sure students playing the part of entrevistador/a prepare a set of

detailed questions to ask and that those who play the deportista check all the information possible

from magazines or the internet before they start the interview. You can group the entrevistadores/

as and the deportistas together for their preparation. Help them with the necessary vocabulary.

They can then perform the interviews in front of the class, as if they were on television.

Texto 12 Tapear o ir de copas, ¿quién gana?

Understanding the text 1 Explicar si a los españoles les gusta más tapear o salir de copas.

2 Les gusta salir de copas. Son gente joven (la periodista tiene 25 años).

3 Salen los jueves, viernes y sábados sobre la medianoche. Para comer una tapa deben salir

sobre las 10. No comen siempre fuera, porque es más barato comer en casa.

4 Que antes salían de copas principalmente los hombres, pero que ahora es muy popular entre

todos los jóvenes.

5 Que cambiarán sus tascas y restaurantes por el pub irlandés o británico.

6 No está de acuerdo, porque aunque los vascos, asturianos, madrileños y andaluces beban más,

siempre lo hacen con comida.

7 Comer/Degustar platos locales.

8 La bebida viene con algún pincho incluido.

9 Ella opina que no, que seguirá vigente.

10 Sí, se unen. Se bebe mucho y se come mucho, porque a los españoles les gustan estos grandes

placeres.

Vocabulary work 1 Salimos a eso de la medianoche.

2 Antes se practicaba entre hombres.

3 Hay quien teme que España cambie.

4 Es probable que los vascos sean los que más beben.

16


5 Un gran factor unificador entre todos.

6 Vienen incluidos con la bebida.

7 Seguirá vigente.

8 No quieren privarse.

Further suggestions: When you look at the answers it would be useful to introduce or remind

students about the use (exemplified in 3 and 4) of structures that introduce a hypothesis (temer

que, es probable que). These take the subjunctive in the subordinate clause. If necessary, practise

using these structures with the subjunctive in grammar exercises.

Speaking practice

Further suggestions: This survey is best conducted using a sample of subjects of different

ages and places of origin, so as to provide more varied answers to discuss in class. Therefore,

encourage the class to complete it outside the class by asking other people and if necessary

translating their answers (they can fill in each box with more than one person’s opinion).

Once they have completed their charts, draw conclusions with the whole class as to what is the

most popular social habit in their region or country.

Texto 13 “Te dejo, que está la telenovela”


Párrafos 1 2 3 4 5 6

Resúmenes f e a g c b

Vocabulary work

Verbo Sustantivo Adjetivo

ej. televisar la televisión televisivo/a

1 emocionar la emoción emocionante; emotivo/a

2 comprar la compra comprado/a

3 inspirar la inspiración inspirado/a

4 protagonizar el/la protagonista protagonizado/a

5 tener éxito el éxito exitoso/a

6 actuar el actor/la actriz; la actuación actuado/a

7 finalizar el final finalizado/a

8 producir la producción producido/a

9 globalizar la globalización global; globalizado/a

10 ambientar la ambientación ambientado/a

Further suggestions: Help students fill in the boxes. Once the exercise has been completed,

draw their attention to the use of specific suffixes to make nouns (-ista, -ción) and their gender,

and to those used to make adjectives (-ivo/a, -ado/a).



Using the text

Further suggestions: Students can be as imaginative as they wish in this piece of guided

writing. Make sure they use the correct vocabulary and tenses (especially narrative tenses). They

can write the whole chapter in dialogue form, and the winners can cast the rest of the class and

have a performance of their telenovela.

Speaking practice

Una telenovela en la clase

Further suggestions: Make sure students use narrative tenses, especially the pretérito indefinido

(preterite), imperfecto (imperfect), perfecto (perfect) and pluscuamperfecto (pluperfect) when

beginning or continuing their stories. They do not have to write the stories down, but simply

talk together and create the plot, which they then share with the rest of the class.

Texto 14 Cruzas el “puente” y llegas a la fiesta

Understanding the text 1 El “puente” son los días que los españoles no trabajan entre dos fiestas.

2 Las fiestas religiosas no se mueven y entonces se puede hacer un “puente”.

3 Durante un “puente”, los estudiantes no van al colegio y las familias viajan.

4 En España se celebran las fiestas de los santos patronos de cada pueblo, inclusive barrio.

5 Durante las fiestas de los santos, se decoran las calles y se hace más ruido.

6 Las fiestas del sur incluyen el flamenco y los caballos, durante abril.

7 En Valencia se queman efigies ambulantes durante las Fallas./En Córdoba, Málaga o Granada

se ven encapuchados durante la Semana Santa.

8 En Elche se celebran las batallas entre los moros y los cristianos.

9 En Pamplona y tantos otros pueblos del norte pueden verse encierros y corridas.

10 A los españoles les gusta más festejar que descansar.

Vocabulary work 1 puente 5 las Fallas

2 patrono/a 6 Moros y Cristianos

3 Feria de Sevilla 7 encierro

4 Semana Santa 8 corrida

Using the text

Further suggestions: This activity provides students with a good opportunity to compare

their local culture with that of Spain. Give them plenty of time to answer the questions if they

complete the activity in class, or set it for homework. The answers, which could include opinions

from the students’ relatives who may have experienced lost traditions, are meant to be read

aloud and compared. Make sure students are well-informed and respectful when comparing

their customs with those of Spain.

As each question focuses on different aspects of tradition and culture, students could choose one

of them and write a composition (200–250 words) about it.

18


Speaking practice

Debate: Fiestas sí, fiestas no

Further suggestions: Ask students to pick a card and divide the whole class into two sides.

Ask a student to be the moderator. Stimulate everyone in each group to think about the items

on the list and to voice their ideas about them. Choose a card yourself. If all students want to

support fiestas sí, porque… take the role of detractor (fiestas no, porque…), pointing out that they

are disruptive, expensive, dirty, old-fashioned, cruel to animals, etc.

Make sure the moderator keeps the debate alive by asking questions. Bring it to a positive

conclusion, especially reminding students to respect Spanish traditions and culture.

Texto 15 Cuba te invita a bailar

Understanding the text 1 La hicieron famosa el disco y la película Buena Vista Social Club.

2 Porque menciona sitios distintos de Cuba, y así demuestra que hay música y bailes conta-

giosos en toda la isla.

3 En la “casa de la trova”, que es como una discoteca de ritmos cubanos, y en las calles.

4 A que llevan música en su sangre mestiza, y que son efervescentes, lo bailan todo y a toda

hora.

5 Los españoles aportaron la guitarra y los bronces, y los esclavos africanos cantaban lamentos

de sus tierras.

6 Se juntaron (o “casaron”) y produjeron otros ritmos (“tuvieron hijos”).

7 a El pregón: viene de lo que cantaban los vendedores ambulantes en las calles.

b La guajira: viene del campo.

c El son: viene del este.

8 Es la salsa, y su mayor exponente fue Celia Cruz.

9 Celebran la Nochebuena y Reyes bailando en las calles de la Habana.

10 Hay personas que dicen que es así, pero puede debatirse. Son famosos en el mundo hispano.

Vocabulary work 1 película: no necesariamente tiene música

2 bailarín: no es parte de la música

3 trabajo: no es un sitio donde se escucha música normalmente

4 Cuba: no es el gentilicio, es el nombre de un país

5 católico: no es una raza, es una religión

6 serio: es lo opuesto del resto

7 batería: es un instrumento de percusión, no de viento (bronce)

8 tango: no es un ritmo cubano

9 carnavales: no es una fiesta religiosa

10 Colombia: no es una isla caribeña, está en el continente sudamericano



Using the text

Further suggestions: Explain to students that the essay should not only include traditional

rhythms and dances, but that they should include a description of the music, instruments and

dance(s) that their generation really prefers, including their origins and best exponents. They

can also include the influence of other rhythms and music, like salsa and tango, and mention

how popular they are where they live.

If the class is willing, you (or they) can provide songs and videos of the songs and rhythms

mentioned in the article, and you can work on the lyrics with a ‘fill in the gaps’ or multiple

choice activity, so that they practise vocabulary and structures whilst enjoying Cuban music.

Speaking practice

¡Todos a bailar!

Further suggestions: This is a variation on the game ‘Simon Says’. Make sure students know

how to say the parts of the body and if necessary revise the vocabulary and the informal impera-

tive with them. Insist that they give the orders orally and that any further explanations must

be spoken and not involve reading or demonstrating. You could reward the winning team with

a Cuban record.

© Philip Allan Updates 2010

ISBN 978-1-4441-0432-5

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of Philip Allan Updates or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby Street, London, EC1N 8TS.

Hachette UK’s policy is to use papers that are natural, renewable and recyclable products and made from wood grown in sustainable forests. The logging and manufacturing processes are expected to conform to the envi-ronmental regulations of the country of origin.

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