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A well organised file is the key to success at AS. If you keep to these guidelines you will have no difficulty in keeping yourself prepared for lessons and keeping up with what is expected of you.
Please label your file dividers as follows:
1. Course information


2. Television

3 Advertising

4. Communication Technology

Popular Culture

5. Cinema

6. Music

7. Fashion / trends

Healthy living / lifestyle

8. Sport / exercise

9. Health and well being

10. Holidays

Family / relationships

11. Relationships within family

12. Friendships

13. Marriage / partnerships

14. Grammar
15. Oral work & oral exam preparation

  • When you are given handouts, please ensure that they are filed in the appropriate section of your folder. If you miss a lesson for any reason, it is your responsibility to get a copy of anything handed out.

  • It is essential that you bring your file to every lesson.

  • It is your responsibility take good care of the text books you are given. They must be returned to school at the end of the course in the same state that they were given to you, so you may wish to cover them. The text books are:

    • AS AQA Spanish Nelson Thornes

    • Ánimo 1

    • Ánimo Grammar Workbook

Your teacher will tell you which books you will need for each lesson. In general you will need the AS AQA book for every topic lesson, and the grammar and vocabulary books can be used at home, to supplement your class work.

  • You will see the Language Assistant once a week. This is a compulsory lesson and if you know that you are going to be away you must inform her, just as you would inform your class teacher. The Language Assistant will tell you if she wants you to bring any books.

  • Use your private study time to develop your independent study skills (not just to complete homework!). Use online resources such as Kerboodle for explicit exam practice, or for more general information read Spanish newspapers or blogs. Useful links can be found at - use the ‘tag’ facility at the side of the page to narrow down what you want to search for.

    • My Kerboodle Log-in: ____________________

    • My Kerboodle Password: __________________


Listening, Reading & Writing - 2 hours, 110 marks

  1. The exams:

    1. Listening – 30 minutes (35 marks)

There is always one listening question where you write your answers in English and there will be 3-4 items requiring answers in Spanish, or an answer given by a number or letter.

    1. Reading & Writing – 45 minutes (40 marks)

This section is made up of 3 or 4 items requiring answers in Spanish or an answer given by a number or a letter. There is also a grammar section, with ten sentences where you have to manipulate a given verb, noun or adjective correctly.

    1. Writing – 45 minutes (35 marks)

You will have a choice of questions but you only need to answer one. You must write a minimum of 200 words. Make sure you answer the question given, focus on using a wide variety of vocabulary, with good structures that make your work ‘flow’ nicely. Accuracy is also important so make sure that you leave enough time to check through your work at the end. Use your imagination & make sure you address the task. Check verbs- tense & person + endings, check adjectival agreements and remember you want to try to include a variety of structures and tenses eg:

  • en cuanto a; en lo que concierne a

  • Impersonal ‘se’ phrases, e.g. se dice que, se puede, se debería

  • Adverbs : probablemente

  • Negative, e.g. ningún, nadie, nunca

  • Seguir + gerundio

  • Advanced opinions: A mi modo de ver, no cabe duda de que

Check spellings and remember you are in control – it’s your opportunity to shine and show the progress you’ve made since GCSE– if you know something is incorrect –do not use it!
You must try to keep to the approximate timings for each section or else you will find that you will run out of time!

  • Revise key vocabulary from the topics covered throughout the year (see below) but it is also a good idea to look over GCSE vocabulary too.

  • Look through previous Listening, Reading and Writing practice, especially past papers.

  • Revise verbs, tenses and grammar points covered this year (see list below)

  • Use your grammar notes the Unit 2 Vocabulary book to help you

  • Use useful revision sites (look at the sites listed at the end of this booklet)


  • Nouns

  • Quantifiers/Intensifiers

  • Adjectives

  • Comparisons

  • Possessives

  • Adverbs

  • Pronouns

  • Prepositions

(personal a, por and para)

  • Conjunctions

  • Negatives

  • Continuous tenses and gerunds

  • Subjunctive mood

  • ‘Ser’ and ‘Estar’

  • ‘Por’ and ‘Para’

  • Verbs – regular, irregular, reflexives, radical changing (in all tenses), preterit, perfect, future, conditional, imperfect, pluperfect and future perfect

1. La televisión

La televisión ¿fuerza positiva o negativa en nuestra sociedad?

2. La publicidad

Con el uso de ejemplos, explica tu opinión de la publicidad que vemos en los medios de comunicación

3. Las tecnologías de la comunicación

Muchos dicen que ahora las desventajas del Internet son más grandes que las ventajas. ¿Estás de acuerdo, si o no?

4. El cine

Con el uso de películas que has visto, describe las diferencias entre los varios certificados. ¿Es necesario mantener estas categorías o deberíamos abandonarlas?

5. La música

La música es algo que define nuestra identidad, tanto personal como nacional. ¿Estás de acuerdo?

6. La moda

¿Es la imagen personal demasiado importante hoy en día?

7. El deporte

¿El deporte y el ejercicio son importantes para los jóvenes hoy en día?

8. La salud y el bienestar

¿Por qué no dejar a los jóvenes disfrutar del botellón en paz?

9. El turismo

El turismo ha tenido un impacto muy negativo en España. ¿Estás de acuerdo?

10. La familia

Los jóvenes no valoran a la familia: ni a las personas, ni la idea. ¿Estás de acuerdo?

11. Las amistades

¿Cuándo, cómo y por qué son importantes hoy en día?

12. El matrimonio

¿El matrimonio aún sirve hoy en día o existen otras opciones mejores?


You will have to respond to one question from a choice of three. There is one question on three of the four AS topic areas. You are advised to spend approximately 45 minutes on this section and must write a minimum of 200 words.


Very Good


• Response to the task is fully relevant with a good depth of treatment

• Well-organised structure in a logical sequence

• Points made are well expressed and justified



• Response to the task is mostly relevant with some depth of treatment

• Structure is generally well ordered

• Points made are mostly well expressed and justified



• Response to the task is generally relevant, but treatment is often superficial

• Reasonable structure with occasional lapses

• Points not always clearly expressed, and justification is only just sufficient



• Limited response to the task with some relevant information conveyed

• Limited evidence of structure

• Points made sometimes difficult to understand, and justification is weak



• Limited response to the task, with little relevant information conveyed

• No real structure

• Points difficult to understand, and little or no justification


The answer shows no relevance to the task set.

A zero score will automatically result in a zero score for the answer as a whole.



Wide range of appropriate vocabulary


A range of appropriate vocabulary


Some variety of appropriate vocabulary


Limited variety of appropriate vocabulary


Very little use of appropriate vocabulary


No appropriate vocabulary



Very good variety of grammatical structures used


Good variety of grammatical structures used


Some variety of grammatical structures used


Limited variety of grammatical structures used


Shows little grasp of grammatical structures


Shows no grasp of grammatical structures



There may be inaccuracies, but these tend to occur in attempts at more complex structures


Largely accurate but with few basic errors


Generally accurate but still with some basic errors


Basic errors are frequent


The number of errors make comprehension difficult


Errors are such that communication is seriously impaired

It should be noted that the marks awarded for each of Range of Vocabulary, Range of Structures and Accuracy cannot be more than one band higher than the band awarded for Content.

Your essay should consist of 3 main sections:

  1. The introduction

  1. Put the question in context. E.g. why are people talking about this issue? Why is it important? Has a recent event made it topical? How about starting with an interesting fact or statistic?

  1. Then say what you are going to do in your essay – stick to the essay title!

  1. The main body of the essay

Depending on the essay question, you may need to divide this section into an “arguments pro” part and “arguments cons” part. Remember, 2 or 3 arguments for each part is generally enough.

For each argument, remember, one idea per paragraph and for each paragraph:

  1. What is my point?

  2. Where is my evidence?

  3. How does this answer the question?

  4. How can I link this to the next point?

Keep your reader with you. You are taking them for a walk - don’t let them go!

  1. The conclusion

Sum up the main points you have made throughout the essay – DON’T introduce new ideas. Give your opinion if possible. Finish, if you can, with something which could be important to your topic in the future.


  1. Do a systematic error check using the checklist below.

  1. Does your language read above GCSE level? Can you bring more interest and complexity to your language?

Really useful writing tips

  • Avoid phrases like pienso que…/creo que…. If you want to make clear you are expressing a personal opinion use: en mi opinión, desde mi punto de vista or a mi modo de ver; or a more sophisticated expression like: estimo que or considero queor even tengo que admitir que…or quisiera añadir que

  • Avoid phrases like mucha gente piensa que. If you want to express a commonly held view, say:como se sabe, teniendo en cuenta(consideración) que, como es bien conocido por todos, considerando que

  • Do not overuse the word problema. Try el tema (en cuestión) (issue) or el tópico (topic) or la polémica (debate) or el asunto (matter)

  • Use good sentence starters: se puede notar que, no se puede negar que…, es obvio que…, lo primero que hace falta decir es que, no cabe duda de que….

  • Use linking phrases to start new paragraphs: siendo eso así …, dicho eso…, no se debe olvidar que …, lo que demuestra que

  • Try to include subjunctives

  • Use rhetorical devices:

Rule of three – la televisión es informativa, omnipresente , pero adictiva

Contrast – por un lado…, por otro lado…/por una parte…por otra parte…

Interjections – ¡Qué horror! ¡Qué desastre!

Rhetorical questions – ¿Quién puede dudar eso?

Proverbs or sayings –poner algo patas arriba, la mejor defensa es un ataque, más vale prevenir que luego lamentar, más vale tarde que nunca…

Emotional appeal – imagina si estuvieras desempleada, ponte en el lugar de…

Imagery –

  • Don’t use decir – try afirmar/declarar/pretender/comprobar

  • Don’t use ser/estar – try representar/constituir/encontrarse

  • Don’t use tener – try disponer de/poseer/ofrecer/ejercer

  • Don’t use causar – try provocar/acarrear/producer/llevar a

  • Do not overuse the phrase hay. Try existe/se encuentra

  • Don’t use mucho/a(s) – try un buen número de/una cantidad importante de

  • Avoid weak and vague adjectives like bueno/malo/fuerte/interesante/importante. Try favorable/dañino/persuasivo/fascinante/indispensable/prejudicial/beneficioso



En primer lugar

En segundo lugar

Voy a hablar de/Me gustaría hablar /analizar/

Vamos a estudiar…

El tema que he elegido es…

La pregunta que me gustaría abordar es

Lo que encuentro más interesante es….

Me gustaría examinar el tema de…

Es necesario que nos preguntemos….

Vamos a considerar dos aspectos del problema....

Para clarificar el problema vamos a observar….

Debemos considerar las ventajas y desventajas….

De todos es sabido….

First of all



I am going/ we are going to talk about/

We are going to examine/ study

The theme I chose to study is…

The question I want to ask/ address is…

What I find most interesting is…

I would like to look into the topic of…

It is necessary to ask ourselves whether…

We have to consider two aspects of the problem

In order to clarify the problem, we are going to observe...

We have to weigh the pros and cons

It is well known…


En mi opinión

En lo que a mí me concierne

Por mi parte

En mi caso

Desde mi punto de vista

Pienso que

Creo que

Encuentro que

Me parece que

Estoy segura que

Estoy convencido/a que

Yo diría que

Me inclino a creer que

In my opinion

As far as I am concerned

For my part

As for me

From my point of view

I think that

I believe that

I find (that)

It seems to me that

I am sure that

I am convinced that

I would say that

I am inclined to believe that


Es necesario precisar que

Es importante tener en cuenta que

Es evidente que

Es incuestionable que

Es posible distinguir

Se debe resaltar que

Sería más correcto decir que

Nos hace pensar que

Parece claro/evidente que

Basta decir que

Hoy en día hay una tendencia a decir que

It is necessary to specify that…

It is important to take into account

It is obvious that…

It is unquestionable that…

It is possible to distinguish

One must point out that…

It would be more accurate to say that…

There is ground for thinking that…

It seems clear that…

Suffice (it) to say that…

Today there is a tendency to say that…


Por consiguiente

Así que

Por lo tanto

Por esta razón

Es decir



Esta es la razón por la que

Se deduce que

Se piensa que

Se puede entender que

Podemos interpretar que

Este estudio revela que

Este ejemplo prueba que

Este párrafo nos muestra que

No hace falta decir que




For this reason

That is to say / namely



That’s why

It can be deduced that…

It can be thought that…

It can be understood that…

We can interpret this as…

This study reveals that…

This example proves that…

This passage shows that…

It goes without saying that…



Sin embargo

Por el contrario

En realidad

Por un lado …./ por una parte

Por otro lado / por otra parte

Más que


Incluso si

A pesar del hecho de que / a pesar de

En realidad

De hecho



On the contrary


On one hand…

On the other hand



Even if/ even though

Despite the fact that

To tell the truth

In fact

En conclusión

Para resumir / para concluir

Finalmente / para terminar /

En pocas palabras / en una palabra


Habiendo considerado todos los aspectos

En conjunto

Como hemos explicado

Como hemos dicho

Como hemos resaltado / subrayado antes

Esto muestra que

Esto demuestra que

Podemos concluir que

Hemos llegado a la conclusión de que

In conclusion

To sum up


In a few words / In a word

In short

All things considered

All in all

As was explained

As was stated

As was pointed out earlier

This shows that

This demonstrates that

We can conclude that

We have reached the following conclusion that

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