Notes · SpanishUK · A-Levels

Cyberspace

El ciberespacio is the second sub-theme of Aspects of Hispanic society and asks three questions: la influencia de internet, las redes sociales - beneficios y peligros, and los móviles inteligentes en nuestra sociedad. The notes cover the Hispanic digital landscape - la brecha digital, the Spanish data-protection authority and the European regulation behind el derecho al olvido, el derecho a la desconexión digital, los bulos and el ciberacoso - together with the vocabulary of the internet in Spanish, the recommended Spanish terms for the anglicisms students reach for, and the balanced-argument structures (por un lado... por otro; si bien... no obstante) that this sub-theme demands more than any other.

5 sections~27 min reading time4 competenciesLevel Standard 3 · Advanced 2

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Exam profile

AO1 · Understand and respond, in speech and in writing, to spoken Spanish on digital lifeAO2 · Understand and respond, in speech and in writing, to written Spanish on technology and its risksAO3 · Manipulate the language accurately, using a range of lexis and structureAO4 · Show knowledge of, and respond critically to, the digital society of Spanish-speaking countries

Operators:traducirresumirsopesarexplicarmatizardebatir

basic level

AS Spanish (7691) includes this sub-theme within Aspects of Hispanic society, expecting accurate description of digital habits, of the advantages of connectivity and of its dangers, with clear personal opinion.

higher level

The full A-Level expects the trade-off to be argued: the same tool that includes also excludes, and the same platform that informs also misinforms. Answers must concede, weigh and conclude in Spanish, using concessive and causal subordination and the subjunctive that several of those connectors require.

Depth

Text

Contents · 5 sections

Cyberspace

The reach of the internet: la influencia de internet#

StandardAQA 7692 3.1.1 - El ciberespacio: la influencia de internetDfE GCE modern foreign languages subject content

Get the basic vocabulary exactly right, because small errors here are visible in every sentence you write on the topic. Un internauta is an internet user; navegar or, more colloquially, surfear is to browse; la red is the net and la nube the cloud; un navegador is a browser and un buscador a search engine - do not confuse them. The verbs of participation are descargar (download), subir or colgar (upload, post), publicar, compartir, comentar, seguir and dejar de seguir, bloquear, denunciar (report) and darse de baja (unsubscribe, close an account). Watch the prepositions: one says en internet or en la red, never sobre internet in this sense, and en línea for online.

The central analytical concept is la brecha digital, the digital divide, and it has three dimensions worth separating in an answer. The first is territorial: coverage and speed are uneven, and rural depopulation in Spain - the phenomenon known as la España vaciada - overlaps with weaker connectivity, while in Latin America the gap between capital cities and rural or indigenous areas is far wider. The second is generational: older users are less likely to be equipped or confident. The third, and the most examinable, is competence: access is not the same as skill, and the Spanish term for the gap between them is el analfabetismo digital. Being able to say la brecha digital no es sólo una cuestión de cobertura sino de competencias marks an answer out immediately.

The internet has changed how Spanish speakers deal with the state, and this is concrete AO4 material. Administrative business is increasingly done online - la administración electrónica - using un certificado digital or the Cl@ve identification system in Spain, for filing la declaración de la renta with the tax agency, requesting una cita previa, or obtaining un certificado. The gains are real: se ahorra tiempo, se evitan las colas y los desplazamientos. So is the cost: those without skills or connection are excluded from services that used to have a counter, which is why campaigns for personal attention in banking and public services have appeared in Spain. That double effect - inclusion and exclusion produced by the same reform - is the argument, not a list of apps.

Two structures let you say all this without inventing statistics. To describe proportions safely: la mayoría de, una parte creciente de, una minoría de, cada vez más, cada vez menos, en torno a la mitad de. To describe uneven distribution: variar según and depender de - el uso de internet varía notablemente según la edad, el nivel de estudios y el lugar de residencia. Both make a real, defensible claim without a figure you cannot verify. If you do want to attribute a figure, name a plausible source rather than a number: según los datos oficiales de los institutos de estadística, la conexión doméstica es hoy casi universal en las ciudades.

Worked example

Translation into English: a passage on digital administration

Translate into English: «Mi padre lleva cuarenta años pagando sus impuestos en la ventanilla del banco. Ahora le dicen que todo se hace por internet y que le hace falta un certificado digital. No es que no quiera aprender: es que nadie se lo ha explicado. Así que, cada trimestre, me llama a mí.»

Handle llevar plus gerund
Lleva cuarenta años pagando is the Spanish verbal periphrasis for a period still running. English needs a perfect: has been paying his taxes for forty years. Never translate it with the present, and never with lleva as carries.
Read the impersonal le dicen
Le dicen has no stated subject: they tell him, or he is told. English usually prefers the passive or a vague they here. La ventanilla is the counter or window of a bank or office - not a small window, which is una ventanita.
Unpack le hace falta
Hacer falta works like gustar: the thing needed is the subject and the person an indirect object. Le hace falta un certificado digital = he needs a digital certificate. Do not render it as it makes him lack.
Render the contrastive no es que... es que
No es que no quiera aprender takes the subjunctive because no es que denies a reason. The English is It is not that he does not want to learn. Es que introduces the true explanation: the point is that nobody has explained it to him. Keep the two-part shape; it carries the writer's defence of her father.
Watch the pronouns in the last clause
Se lo ha explicado has two pronouns: se stands for le (to him) before lo (it). Me llama a mí adds the stressed pronoun for emphasis - he rings me, i.e. me rather than the helpline. English marks this with word order or stress, not an extra pronoun.

Result: My father has been paying his taxes at the bank counter for forty years. Now he is told that everything is done online and that he needs a digital certificate. It is not that he does not want to learn: the point is that nobody has explained it to him. So every quarter he rings me.

Typical mistakes

Writing en el internet or sobre internet; the idiomatic Spanish is en internet, usually without an article.
Confusing la brecha digital (unequal access and skills) with el analfabetismo digital (the inability to use the tools); the second is one cause of the first.

Active revision

Explica en español, en unas 100 palabras, qué es la brecha digital y por qué no se reduce a una cuestión de cobertura, citando un ejemplo de España y otro de América Latina.

Active recall

Recall the key points — then reveal.

Sources: AQA A-level Spanish (7692) specification - subject content (AQA) · GCE AS and A level subject content for modern foreign languages (Department for Education)

Social media: las redes sociales, beneficios y peligros#

AdvancedAQA 7692 3.1.1 - El ciberespacio: las redes sociales, beneficios y peligrosDfE GCE modern foreign languages subject content

Ventajas y riesgos del mundo digital

Fig. 1The argumentative heart of the sub-theme: the items in the overlap are the same objects seen twice. A high-scoring answer names one of them and shows both faces.

Group the benefits so that an answer has structure. First, el contacto: keeping in touch across distance matters enormously in a Hispanic world shaped by migration, where families are split between countries. Second, la información y la movilización: social networks carried the 15-M protests in Spain in 2011 and countless campaigns since, and they let minority voices reach audiences that traditional media ignored. Third, la creación y el trabajo: los creadores de contenido, small businesses selling without a shop, artists reaching listeners directly. Fourth, el aprendizaje: languages, tutorials, access to lectures. Name at least one Hispanic instance rather than a global brand and the point becomes AO4 knowledge rather than generic opinion.

Group the dangers into four families. Los ataques a las personas: el ciberacoso - punishable in Spain under the criminal law - el acoso escolar prolonged online, el discurso de odio, la difusión de imágenes íntimas sin consentimiento, el grooming. Los ataques a los bienes y a la identidad: la suplantación de identidad, el phishing (in Spanish la suplantación or el fraude por correo), las estafas en línea, el pirateo de cuentas. La manipulación de la información: los bulos - the term Spanish style guides recommend instead of fake news - la desinformación, las teorías conspirativas, las cámaras de eco and la burbuja de filtros. Los efectos sobre la salud: la adicción, el tiempo de pantalla, los trastornos del sueño, la comparación permanente y la ansiedad, la presión estética.

Spanish and European law give you nameable, datable evidence, which is exactly what the higher AO4 bands reward. Data protection in Spain is supervised by la Agencia Española de Protección de Datos; since May 2018 Spain applies el Reglamento General de Protección de Datos, the European regulation that grants rights over personal data, including el derecho de acceso, el derecho de rectificación and el derecho de supresión, popularly called el derecho al olvido - a right established by a Court of Justice of the European Union ruling of 2014 in a case that began, notably, with a complaint from a Spanish citizen. Spain's own data-protection act of 2018 also recognises el derecho a la desconexión digital in the workplace. The correct Spanish is los datos personales, never la data.

The strongest analytical line - the one that turns description into argument - is that the danger is rarely the tool but its scale, its anonymity and its business model. In Spanish: el problema no es la herramienta, sino la escala a la que opera y el modelo de negocio que la sostiene. Bullying existed before the internet; what changed is that it follows the victim home, is permanent and can be anonymous. Rumour existed before social media; what changed is la viralidad and the fact that el algoritmo premia la indignación más que la exactitud. This framing lets you concede the obvious and still reach a judgement, which is what a critical and analytical response means.

Worked example

Translation into Spanish: weighing benefit against risk

Translate into Spanish: Social media allows young people to keep in touch with relatives who live abroad. However, many experts warn that constant comparison damages self-esteem. Although the platforms have introduced new tools, they have not solved the problem. It is essential that schools teach pupils to check what they read.

Choose the verb of enabling
Allows young people to keep in touch = permiten a los jóvenes mantener el contacto. Permitir takes an indirect object for the person (a los jóvenes) and then a plain infinitive. Note that las redes sociales is plural in Spanish, so the verb is permiten.
Decide the mood after advertir
Warn that plus a statement of fact takes the indicative: advierten de que la comparación constante daña la autoestima. Advertir de que is the careful form. The subjunctive would follow only if the warning were an instruction: advierten de que no se compartan datos.
Handle aunque
Although the platforms have introduced states a fact the writer accepts, so aunque takes the indicative: aunque las plataformas han introducido nuevas herramientas. Using the subjunctive here would turn a fact into a hypothesis and change the meaning.
Handle the impersonal necessity
It is essential that introduces a new subject, so Spanish requires the subjunctive: es fundamental que los centros escolares enseñen a los alumnos a comprobar. Enseñar a alguien a hacer algo takes a twice - once for the person, once before the infinitive.
Render what they read
Lo que leen, with the neuter lo que for an unspecified thing. Do not write que leen alone, and do not use cual. Comprobar or verificar are both correct for to check.

Result: Las redes sociales permiten a los jóvenes mantener el contacto con familiares que viven en el extranjero. Sin embargo, muchos expertos advierten de que la comparación constante daña la autoestima. Aunque las plataformas han introducido nuevas herramientas, no han resuelto el problema. Es fundamental que los centros escolares enseñen a los alumnos a comprobar lo que leen.

Typical mistakes

Using las noticias falsas or the English fake news where Spanish style guides recommend los bulos or la desinformación.
Treating every risk as equally grave; the higher bands reward discriminating between a nuisance, a crime and a structural threat to public debate.

Active revision

Clasifica ocho peligros de las redes sociales en cuatro categorías (personas, bienes, información, salud) y escribe para cada categoría una frase en español que explique su mecanismo.

Active recall

Recall the key points — then reveal.

Sources: AQA A-level Spanish (7692) specification - subject content (AQA)

Smartphones: los móviles inteligentes en nuestra sociedad#

StandardAQA 7692 3.1.1 - El ciberespacio: los móviles inteligentes en nuestra sociedadDfE GCE modern foreign languages subject content

Spain is a heavily mobile-first society: the smartphone is for many households the main and sometimes the only way of reaching the internet, and mobile penetration in Spain is among the highest in Europe. That fact shapes the whole sub-theme, because it means el móvil is not a gadget but the channel through which banking, health appointments, transport, study and family contact all pass. The vocabulary is worth precision: el móvil in Spain and el celular in most of Latin America; la pantalla, la batería, la cobertura, los datos, el wifi, una aplicación (never the English app in careful writing), la mensajería instantánea, una videollamada, un audio, un mensaje de voz.

The benefits are easiest to argue when tied to concrete uses. Communication: la mensajería instantánea keeps transnational families in daily contact and has largely replaced the expensive international call. Safety and health: la cita médica en línea, la teleconsulta, applications for emergencies. Money: la banca móvil and instant transfers between individuals, which in Spain are made through a widely used mobile payment service. Everyday life: el transporte público, el pago sin contacto, los mapas, la traducción instantánea. Learning: el móvil como herramienta de estudio. Each of these can be turned into a sentence with a verb of enabling: el móvil permite a los inmigrantes hablar a diario con su familia, algo impensable hace veinte años.

The costs are real and Spanish has crisp words for them. La dependencia or la adicción al móvil; la nomofobia, the anxiety of being without one's phone; el tiempo de pantalla; la hiperconexión; la distracción and its consequences for study and for road safety, since using the phone at the wheel is a sanctioned offence in Spain; el phubbing, for which Spanish uses el ninguneo digital or simply ignorar a alguien por mirar el móvil; and the erosion of boundaries between work and private life, which is exactly why Spanish law recognises el derecho a la desconexión digital. A strong answer notes that these harms are not evenly distributed: adolescents and precarious workers are the most exposed.

For schools the debate is live in the Spanish-speaking world, and it makes an excellent card answer because it has two defensible sides. In favour of restriction: mejora la concentración, reduce el acoso, iguala a los alumnos con y sin dispositivo. Against: el móvil es una herramienta de aprendizaje, prohibirlo no enseña a usarlo, y la responsabilidad debería recaer en la educación digital más que en la prohibición. Several Spanish autonomous communities have introduced restrictions on mobile phones in schools, so the debate is not hypothetical. Present it as a genuine dilemma - la cuestión no es prohibir o permitir, sino educar en el uso - and you are arguing rather than asserting.

Worked example

Listening technique: inferring an opinion from tone

In a Paper 1 listening passage a speaker says: «Yo no digo que el móvil sea el demonio, ¿eh? Pero es que en clase pongo un vídeo y, en cuanto me doy la vuelta, la mitad está mirando la pantalla. Luego suspenden y la culpa, claro, es del profesor.» The question asks: ¿Qué opina el hablante sobre el uso del móvil en clase? Work out the answer.

Note that the question targets opinion, not fact
AQA states that listening questions include the need to infer meaning and cover abstract material such as opinions, views and emotional reactions. The speaker never says estoy en contra, so the answer must be inferred.
Read the pre-emptive concession
Yo no digo que el móvil sea el demonio uses the subjunctive after a negated verb of saying, and it concedes in advance in order to disarm the objection. The tag ¿eh? is conversational, not a question. The concession signals that criticism is coming.
Locate the pivot
Pero es que is the hinge of the whole extract: es que introduces the speaker's real point. En cuanto me doy la vuelta means as soon as I turn round, and la mitad está mirando la pantalla is the evidence of distraction.
Hear the irony in the last sentence
Luego suspenden y la culpa, claro, es del profesor. Suspender here is intransitive: they fail. Claro is ironic, marking the opposite of agreement. The speaker is complaining that teachers are blamed for the consequences.
Write the answer in Spanish, giving only what is asked
Es crítico: reconoce que el móvil no es el único problema, pero considera que distrae a los alumnos en clase y le molesta que se culpe al profesorado del fracaso escolar. Note the subjunctive se culpe after le molesta que.

Result: Es crítico, aunque matiza su postura: admite que el móvil no es el causante de todos los males, pero sostiene que distrae a los alumnos durante la clase y le indigna que después se culpe al profesorado de los suspensos.

Typical mistakes

Writing la app or el smartphone in a formal essay; una aplicación and un móvil or teléfono inteligente are the careful Spanish.
Saying el móvil es malo para los jóvenes; the mark scheme rewards an explained mechanism, not a verdict on an object.

Active revision

Escribe un diálogo breve en español (unas 120 palabras) entre un profesor partidario de prohibir el móvil en clase y un alumno que defiende su uso educativo; cada intervención debe contener un conector distinto.

Active recall

Recall the key points — then reveal.

Sources: AQA A-level Spanish (7692) specification - subject content (AQA)

El léxico y los giros: arguing both sides in Spanish#

StandardAQA 7692 3.1.1 - El ciberespacioAQA 7692 3.3 Grammar

The core lexical field, in blocks. Las herramientas: el ordenador (in Latin America la computadora or el computador), el portátil, la tableta, el móvil or el celular, una aplicación, un programa, un buscador, un navegador, la nube, los dispositivos conectados. Las acciones: conectarse, descargar, subir, colgar, publicar, compartir, comentar, seguir, bloquear, denunciar, darse de baja, borrar la cuenta. Los actores: un internauta, un influente or influencer, un seguidor, un moderador, un pirata informático, las grandes tecnológicas. Los problemas: una estafa, un fraude, una filtración de datos, una cuenta pirateada, la adicción, la sobreexposición. In careful Spanish prefer el correo electrónico to el email, and note that lo digital as a noun means the digital world as a whole - a very useful umbrella.

This sub-theme is the natural home of the balanced argument, so drill the frames until they are automatic. To open two sides: por un lado... por otro lado; por una parte... por otra. To concede and counter: si bien es cierto que..., no obstante; es verdad que..., ahora bien; a pesar de que + indicativo; pese a + infinitivo or noun. To weigh: las ventajas superan a los inconvenientes, or the reverse; el balance es desigual; todo depende del uso que se le dé - note the subjunctive in that last fixed phrase. To conclude: en definitiva, a fin de cuentas, en última instancia, todo apunta a que. A model closing sentence: En definitiva, lo digital no es en sí mismo ni un bien ni un mal: todo depende de la regulación y de la educación que lo acompañen.

Two grammatical structures pay for themselves repeatedly here. The first is the passive and its Spanish alternatives. Spanish uses ser plus past participle much less than English does, and prefers la pasiva refleja - se recogen los datos, se han filtrado las contraseñas - or an impersonal third person plural - han pirateado la cuenta. Learn to choose deliberately: los datos fueron recopilados sin consentimiento is correct but heavy; se recopilaron los datos sin consentimiento is what a Spanish journalist would write. The second is the impersonal expression of necessity, which takes the subjunctive: es imprescindible que, conviene que, hace falta que, urge que. Es imprescindible que los menores reciban formación digital desde la escuela primaria.

Finally, mind the anglicisms. Spanish absorbs some (un blog, el streaming, un tuit) and has recommended equivalents for others; using the Spanish form signals precision and is credited. Learn these pairs: el correo electrónico for email, la suplantación de identidad for identity theft, un bulo for a fake-news item, la etiqueta for hashtag, la contraseña for password, el enlace or el vínculo for link, la copia de seguridad for backup, en directo for live. You will hear anglicisms constantly in authentic material, so recognise them; but in your own production the Spanish term is the safer and better-credited choice.

Worked example

Building a balanced paragraph from a single idea

Turn the bare claim Las redes sociales son peligrosas para los jóvenes into an A-level paragraph that concedes, counters and concludes.

State the claim precisely, not vaguely
Replace peligrosas with the mechanism: Las redes sociales exponen a los adolescentes al ciberacoso y a una comparación permanente con imágenes retocadas. A precise claim can be argued; a vague one cannot.
Concede the opposite case
Si bien es cierto que estas plataformas también permiten mantener el contacto con la familia emigrada, informarse y movilizarse por causas colectivas... The concession must be specific and genuine, or it reads as a formula.
Counter with a subordinating structure
...no obstante, el algoritmo premia la indignación más que la exactitud, de modo que los contenidos más polémicos son los más difundidos. De modo que introduces a consequence and is a clear upgrade on por eso.
Add a pasiva refleja and a subjunctive
Deberían protegerse los datos de los menores mediante normas claras, aunque la moderación resulte técnicamente difícil. That is one pasiva refleja (deberían protegerse) and one subjunctive after a concessive aunque used hypothetically.
Close on a weighed judgement
En definitiva, el problema no reside en la herramienta, sino en su modelo de negocio y en la falta de educación mediática. No reside en X, sino en Y is a strong frame for a final judgement with a reason.

Result: Las redes sociales exponen a los adolescentes al ciberacoso y a una comparación permanente con imágenes retocadas. Si bien es cierto que estas plataformas también permiten mantener el contacto con la familia emigrada, informarse y movilizarse por causas colectivas, no obstante el algoritmo premia la indignación más que la exactitud, de modo que los contenidos más polémicos son los más difundidos. Deberían protegerse los datos de los menores mediante normas claras, aunque la moderación resulte técnicamente difícil. En definitiva, el problema no reside en la herramienta, sino en su modelo de negocio y en la falta de educación mediática.

Typical mistakes

Writing creo que internet es bueno y malo - an unweighted answer cannot reach the higher bands, which require a judgement supported by evidence.
Overusing anglicisms in production; recognise them when listening, but write el correo electrónico, un bulo, la contraseña.

Active revision

Escribe un párrafo de 120 palabras sobre las redes sociales que contenga: una concesión con «si bien», un subjuntivo tras «a pesar de que» usado hipotéticamente, una pasiva refleja y una conclusión sopesada.

Active recall

Recall the key points — then reveal.

Sources: AQA A-level Spanish (7692) specification - grammar (AQA)

En el examen: comprehension, summary and the stimulus card#

AdvancedAQA 7692 4.4 Paper 1 - Listening, reading and writingAQA 7692 4.6 Paper 3 - Speaking, part one

This sub-theme is a favourite for the summary question, because digital-society texts are argumentative and compress well. Remember the mechanics exactly: one listening question and one reading question require a summary in Spanish; content is marked under AO1 for listening or AO2 for reading and language separately under AO3; marking of an over-long answer stops at the first natural break between 90 and 100 words; short answers are not automatically penalised but will self-penalise by missing content points; students must write in full sentences and use their own words as far as possible; and lifted language earns no AO3 credit. The practical consequence is that you must reformulate, not transcribe, and that you must budget your words.

For reading, the texts are adapted from authentic sources including online media, and cover contemporary and historical material, non-fiction and literary fiction. Digital-society texts carry an argumentative structure with visible signposts, so read the connectors first: sin embargo, no obstante, en cambio, por lo tanto, así pues, ahora bien, es más. Locating them gives you the shape of the argument before you have understood every word, and most comprehension questions target the joints of the argument rather than its decorations. If a question asks por qué, look immediately before or after porque, ya que, puesto que, dado que, debido a or gracias a.

In the translation into Spanish, this sub-theme brings recurrent traps worth rehearsing: internet takes no article after en (en internet); las redes sociales is plural and keeps its article; los datos is plural, so los datos son, never el dato es for data in general; to spend time doing something is pasar tiempo haciendo algo or dedicar tiempo a hacer algo; to be addicted to is ser adicto a or, colloquially, estar enganchado a; and information as a mass noun is la información, while a piece of news is una noticia. Remember too that AQA supplies a supporting text in Spanish with this translation, and it will very often contain exactly these items - read it before you write a word.

For the stimulus card, el ciberespacio is the sub-theme where candidates most easily drift into generic teenage opinion. Anchor every claim to something Hispanic and verifiable: la brecha digital, la España vaciada y la cobertura, la Agencia Española de Protección de Datos, el derecho al olvido, el derecho a la desconexión digital, las restricciones al móvil en algunos centros escolares. Prepare two questions to ask the examiner that fit any digital card, each with a conjugated verb: ¿Cree usted que la escuela prepara suficientemente a los jóvenes frente a los peligros de la red? and ¿Cómo ha cambiado el móvil su forma de trabajar? Both seek an opinion or information, which is what the requirement demands.

Worked example

Framing the two questions you must ask the examiner

Your card is on el ciberespacio. Build the two questions you are required to ask the teacher-examiner, and check them against AQA's criteria.

Recall the three criteria
A question counts only if it seeks information or an opinion, contains a conjugated verb, and is not a rephrasing of a printed question or a request for repetition or clarification. Asking ¿Puede repetir? scores nothing.
Draft an opinion-seeking question
¿Cree usted que debería prohibirse el móvil en los institutos? Conjugated verb: cree. It seeks an opinion. Note that creer que in a question can take the subjunctive, but the conditional debería is entirely acceptable and safer under pressure.
Draft an information-seeking question
¿Cómo controla usted su propio tiempo de pantalla? Conjugated verb: controla. It seeks information and invites a real reply, which sustains the discussion - and sustaining the discussion is itself credited under AO1.
Time them
Ask one in the first half of the five to six minutes and one near the end. Leaving both to the final twenty seconds risks losing the marks entirely.
Have a fallback
If the discussion moves somewhere unexpected, adapt this all-purpose frame: Y usted, ¿diría que la situación es comparable en España y en el Reino Unido? It works on every sub-theme in the specification.

Result: Question 1 (opinion): ¿Cree usted que debería prohibirse el móvil en los institutos? Question 2 (information): ¿Cómo controla usted su propio tiempo de pantalla? Both contain a conjugated verb, both seek something the examiner has not already said, and neither repeats a printed question.

Typical mistakes

Writing a 130-word summary: everything after the first natural break past 100 words is simply not marked.
Answering a por qué question by paraphrasing the question instead of locating the causal connector in the text.

Active revision

Toma un artículo en español sobre las pantallas y la adolescencia. Localiza primero todos los conectores; después redacta un resumen de 95 palabras sin copiar más de tres palabras seguidas del original.

Active recall

Recall the key points — then reveal.

Sources: AQA A-level Spanish (7692) specification - scheme of assessment (AQA)

References & sources

Sources

AQA

Department for Education

GCE AS and A level subject content for modern foreign languages

Cyberspace

5 sections~27 min reading time4 competenciesLevel Standard 3 · Advanced 2

Cyberspace

Key points

Translation into English: a passage on digital administration

Key points

Translation into Spanish: weighing benefit against risk

Key points

Listening technique: inferring an opinion from tone

Key points

Building a balanced paragraph from a single idea

Key points

Framing the two questions you must ask the examiner

Sources

Cyberspace

Key points

Translation into English: a passage on digital administration

Key points

Translation into Spanish: weighing benefit against risk

Key points

Listening technique: inferring an opinion from tone

Key points

Building a balanced paragraph from a single idea

Key points

Framing the two questions you must ask the examiner

Sources