Cambridge A Level Spanish (A Level only) 9719 — 2017 Oct/Nov Paper 2 · Variant 3

This document consists of 8 printed pages and 1 Insert. DC (KI) 133496/2 © UCLES 2017 [Turn over Cambridge International Examinations Cambridge International Advanced Level * 3 0 0 3 6 5 7 2 1 1 * SPANISH 9719/23 Paper 2 Reading and Writing October/November 2017 1 hour 45 minutes Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your name, Centre number and candidate number in the spaces at the top of this page. Write in dark blue or black pen. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions in Spanish in the spaces provided. Dictionaries are not permitted. You should keep to any word limits given in the questions. The number of marks is given in brackets [ ] at the end of each question or part question. EN PRIMER LUGAR, LEE ESTAS INSTRUCCIONES Escribe tu nombre, el número del Centro y el número de estudiante que se te ha adjudicado en los espacios designados en la parte superior de esta página. Usa tinta negra o azul oscuro. No uses ni grapadora, ni clips, ni goma de pegar, ni corrector líquido. NO ESCRIBAS EN NINGÚN CÓDIGO DE BARRAS. Contesta todas las preguntas en español en los espacios designados. No se permite el uso de diccionario. Debes ceñirte al límite de palabras indicado en cada pregunta. La puntuación se da entre corchetes [ ] al final de cada pregunta o parte de la misma.

2 9719/23/O/N/17 © UCLES 2017 SECCIÓN PRIMERA Lee el Texto 1, Correr está de moda, en el Cuadernillo de Lectura y después contesta en este Cuadernillo de Examen las Preguntas 1, 2 y 3. 1 Busca expresiones en el Texto 1 que sean equivalentes a las que aparecen abajo: Ejemplo: Es incuestionable que Respuesta: No cabe duda de que (a) tal aumento de horas libres …[1] (b) lo encuentras más fácil …[1] (c) no es muy difícil ser adicto …[1] (d) no tardas en progresar …[1] (e) todo el mundo se aprovecha de la situación …[1] [Total: 5 puntos]

3 9719/23/O/N/17 © UCLES 2017 [Turn over 2 Las siguientes frases aparecen en el Texto 1. Cambia cada una de las siguientes frases, expresando el mismo significado, pero usando la forma exacta de la palabra o las palabras que aparecen entre paréntesis ( ). Ejemplo: seis millones de personas en paro [línea 2] (empleo) Respuesta: seis millones de personas sin empleo (a) se puede hacer en cualquier momento [línea 4] (quieras) … …[1] (b) hace poco tuvo su segundo niño [línea 8] (acaba) … …[1] (c) me puse las zapatillas otra vez [línea 9] (volví) … …[1] (d) puedes competir enseguida [línea 17] (es posible que) … …[1] (e) grandes empresarios quedan en hablar [líneas 24-25] (citan) … …[1] [Total: 5 puntos]

4 9719/23/O/N/17 © UCLES 2017 3 Contesta en español las siguientes preguntas basadas en el Texto 1, sin copiar frases completas (más de 4 palabras consecutivas) del texto. (El número de puntos está indicado al final de cada pregunta. Hay 5 puntos adicionales por la calidad del lenguaje usado. Puntuación total: 15 + 5 = 20.) (a) Explica cómo el desempleo en España contribuye a la popularidad de correr. (párrafo 1) … … … … …[3] (b) ¿Cómo ha evolucionado la actitud de Fabiola con respecto a este pasatiempo? (párrafo 2) … … … … …[3] (c) ¿Por qué dice Gabriel que correr es un ejercicio psicológico? (párrafo 3) … … … … …[3] (d) Según Mauricio Chaparro, ¿cuáles son los beneficios psicológicos de correr? (párrafo 4) … … … … …[3]

5 9719/23/O/N/17 © UCLES 2017 [Turn over (e) Según Alberto Fuentes, ¿cuáles son los cambios asociados con el correr? (párrafo 5) … … … … …[3] [Total: 20 puntos]

6 9719/23/O/N/17 © UCLES 2017 SECCIÓN SEGUNDA Ahora lee el Texto 2, Furor por el baile-ejercicio, en el Cuadernillo de Lectura y después contesta en este Cuadernillo de Examen las Preguntas 4 y 5. 4 Contesta en español las siguientes preguntas basadas en el Texto 2, sin copiar frases completas (más de 4 palabras consecutivas) del texto. (El número de puntos está indicado al final de cada pregunta. Hay 5 puntos adicionales por la calidad del lenguaje usado. Puntuación total: 15 + 5 = 20.) (a) ¿Cómo se originó el baile-ejercicio? y ¿qué aceptación tuvo? (párrafo 1) … … … … … …[4] (b) Según Paula Herrera, ¿qué tienen en común las mujeres que hacen el baile-ejercicio, aparte de su edad? (párrafo 2) … … … … …[3] (c) ¿Cómo beneficia la salud el baile-ejercicio? (párrafo 3) … … … …[2]

7 9719/23/O/N/17 © UCLES 2017 [Turn over (d) Según Hugo Lazarte, ¿cuáles son las zonas del cerebro estimuladas por el baile-ejercicio? (párrafo 4) … … … … …[3] (e) ¿Por qué les agrada el baile-ejercicio a los pacientes de José Núñez? (párrafo 5) … … … … …[3] [Total: 20 puntos] 5 Escribe en español un máximo de 140 palabras para completar las dos tareas siguientes: (a) Escribe un resumen de lo que se dice en Texto 1 y Texto 2 sobre los beneficios psicológicos que aportan correr y hacer el baile-ejercicio. [10] (b) ¿Está de moda mantenerse en forma en tu país? Da tus opiniones. [5] (NOTA: Escribe un máximo de 140 palabras) [Calidad del lenguaje: 5] … … … … … … … … …

8 9719/23/O/N/17 © UCLES 2017 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. … … … … … … … … … … … … … … … … … … … … … … … [Total: 20 puntos]

® IGCSE is a registered trademark. This document consists of 16 printed pages. © UCLES 2017 [Turn over Cambridge Assessment International Education Cambridge International Advanced Level SPANISH 9719/23 Paper 2 Reading and Writing October/November 2017 MARK SCHEME Maximum Mark: 70 Published This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the October/November 2017 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.

9719/23 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 2 of 16 2 General Marking Principles 2.1 Please note that it is not possible to list all acceptable alternatives in the Detailed Mark Scheme provided on the following pages. You will need to consider all alternative answers and unexpected approaches in candidates' scripts, make a decision on whether they communicate the required elements, in consultation with the Principal Examiner if necessary, and award marks accordingly. 2.2 Crossing out: (a) If a candidate changes his/her mind over an answer and crosses out an attempt, award a mark if the final attempt is correct. (b) If a candidate crosses out an answer to a whole question but makes no second attempt at it, mark the crossed out work. 2.3 Annotation used in marking: (a) BOD = Benefit of the Doubt and is used to indicate material considered by the Examiner and judged to be more correct than incorrect: the benefit of the doubt is given to the candidate and the mark is awarded. (b) NBOD = No Benefit of the Doubt and is used to indicate material considered by the Examiner and judged to be more incorrect than correct: the benefit of the doubt is not given to the candidate and the mark is not awarded. (c) caret = to indicate where something which is key to the response is missing. 2.4 No response and '0' marks There is a NR (No Response) option in scoris. Award NR (No Response): • If there is nothing written at all in the answer space or • If there is only a comment which does not in any way relate to the question being asked (e.g. 'can’t do' or 'don’t know') or • If there is only a mark which isn’t an attempt at the question (e.g. a dash, a question mark). Award 0: • If there is any attempt that earns no credit. This could, for example, include the candidate copying all or some of the question, or any working that does not earn any marks, whether crossed out or not.

9719/23 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 3 of 16 Detailed Mark Scheme Section 1 Question Answer Marks Not Allowed Responses Question 1 Accept spelling errors in transcription. Disallow additional words or omissions at start or Accept minor omissions in the body of the phrase. finish of phrase. 1(a) tanto más tiempo disponible 1 1(b) no te cuesta tanto 1 1(c) es bastante fácil que te enganche 1 1(d) mejoras rápidamente 1 1(e) todos se han subido al carro 1

9719/23 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 4 of 16 Question Answer Marks Not Allowed Responses Question 2 The following are examples of the way in which the answers could be expressed. Answers should fit into the original text, retain the same meaning and contain all the elements of the phrase to be re-worked. 2(a) se puede / puedes hacer cuando quieras se puede / puedes hacer en cualquier momento que quieras se puede / puedes hacer cuandoquiera que quieras 1 «hacerlo« 2(b) acaba de tener su segundo niño 1 2(c) volví a ponerme las zapatillas 1 omission of reflexive pronoun 2(d) es posible que compitas / puedas competir enseguida 1 2(e) grandes empresarios se citan para hablar 1 omission of reflexive pronoun

9719/23 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 5 of 16 Question Answer Marks Not Allowed Responses Question 3 Note: Lifting = more than 4 consecutive words taken from the text and will usually invalidate answer unless further original explanation is offered. 3(a) Explica cómo el desempleo en España contribuye a la popularidad de correr. (párrafo 1) 3 las familias no pueden pagar el gimnasio 1 pero sí unas zapatillas de correr 1 zapatos – unless qualified by de correr hay más tiempo libre 1 3(b) ¿Cómo ha evolucionado la actitud de Fabiola con respecto a este pasatiempo? (párrafo 2) 3 al principio no le dio placer 1 llegó a ser parte de su vida 1 hoy le encanta correr lo echó de menos cuando no pudo correr 1 3(c) ¿Por qué dice Gabriel que correr es un ejercicio pscicológico? (párrafo 3) 3 puede pensar más claramente 1 soluciona (muchos de) sus problemas 1 se siente bien (consigo mismo) 1

9719/23 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 6 of 16 Question Answer Marks Not Allowed Responses 3(d) Según Mauricio Chaparro, ¿cuáles son los beneficios psicológicos de correr? (párrafo 4) 3 mejora la autoestima 1 aumenta la felicidad 1 combate la depresión 1 3(e) Según Alberto Fuentes, ¿cuáles son los cambios asociados con el correr? (párrafo 5) 3 hoy es muy común / popular (antes no) 1 ahora hombres de negocios se citan para hablar mientras corren 1 vende menos (ropa para corredores) que antes / hay mucho más competencia para vender ropa para corredores 1

9719/23 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 7 of 16 Quality of Language – Accuracy [5] 5 Very good Consistently accurate. Only very few errors of minor significance. Accurate use of more complex structures (verb forms, tenses, prepositions, word order). 4 Good Higher incidence of error than above, but clearly has a sound grasp of the grammatical elements in spite of lapses. Some capacity to use accurately more complex structures. 3 Sound Fair level of accuracy. Common tenses and regular verbs mostly correctly formed. Some problems in forming correct agreement of adjectives. Difficulty with irregular verbs, use of prepositions. 2 Below average Persistent errors in tense and verb forms. Prepositions frequently incorrect. Recurrent errors in agreement of adjectives. 0–1 Poor Little or no evidence of grammatical awareness. Most constructions incomplete or incorrect. Consistent and repeated error.

9719/23 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 8 of 16 Additional marking guidance for Quality of Language The five marks available for Quality of Language are awarded globally for the whole performance on each set of answers. A concise answer, containing all mark-bearing components for Content is scored on the full range of marks for language, i.e. length does not determine the Quality of Language mark. Answers scoring 0 for Content cannot contribute to the overall Quality of Language mark. Identify the answer(s) scoring 0 for Content in the whole set of answers. Then add together the number of Content marks available for each of these questions and reduce the Quality of Language mark according to the following table: Total Content marks available on questions where a candidate scores 0 Reduce Quality of Language mark by: 2–3 1 4–5 2 6–7 3 8–14 4 15 5 Note: A minimum of one mark for Quality of Language should be awarded if there are any Content marks at all (i.e. 0 Quality of Language marks only if 0 Content marks).

9719/23 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 9 of 16 Question Answer Marks Not Allowed Responses Question 4 Note: Lifting = more than 4 consecutive words taken from the text and will usually invalidate answer unless further original explanation is offered. 4(a) ¿Cómo se originó el baile-ejercicio? y ¿qué aceptación tuvo? (párrafo 1) 4 un entrenador olvidó traer la música de su clase (de aeróbicos) – allow omission if mentioned elsewhere in answer 1 puso unas canciones que a él le gustaba 1 improvisó la clase con esta música no-aeróbica 1 sus clases fueron las más populares 1 4(b) Según Paula Herrera, ¿qué tienen en común las mujeres que hacen el baile-ejercicio, aparte de su edad? (párrafo 2) 3 hacían aeróbicos en los 90 1 tienen los hijos ya crecidos 1 quieren pasarlo bien y sentirse saludables (both needed) 1 4(c) ¿Cómo beneficia la salud el baile-ejercicio? (párrafo 3) 2 ayuda a adelgazar 1 combate el estrés 1

9719/23 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 10 of 16 Question Answer Marks Not Allowed Responses 4(d) Según Hugo Lazarte, ¿cuáles son las zonas del cerebro estimuladas por el baile-ejercicio? (párrafo 4) 3 las que conservan lo que recordamos a largo plazo 1 las que mejoran la coordinación motora 1 controlan las que reaccionan con las emociones 1 4(e) ¿Por qué les agrada el baile-ejercicio a los pacientes de José Núñez? (párrafo 5) 3 no es tan aburrido como caminar / otras formas de ejercicio 1 es una actividad que se puede hacer solo 1 en poco tiempo ya no parece prescripción médica 1

9719/23 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 11 of 16 Quality of Language – Accuracy [5] 5 Very good Consistently accurate. Only very few errors of minor significance. Accurate use of more complex structures (verb forms, tenses, prepositions, word order). 4 Good Higher incidence of error than above, but clearly has a sound grasp of the grammatical elements in spite of lapses. Some capacity to use accurately more complex structures. 3 Sound Fair level of accuracy. Common tenses and regular verbs mostly correctly formed. Some problems in forming correct agreement of adjectives. Difficulty with irregular verbs, use of prepositions. 2 Below average Persistent errors in tense and verb forms. Prepositions frequently incorrect. Recurrent errors in agreement of adjectives. 0–1 Poor Little or no evidence of grammatical awareness. Most constructions incomplete or incorrect. Consistent and repeated error.

9719/23 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 12 of 16 Additional marking guidance for Quality of Language The five marks available for Quality of Language are awarded globally for the whole performance on each set of answers. A concise answer, containing all mark-bearing components for Content is scored on the full range of marks for language, i.e. length does not determine the Quality of Language mark. Answers scoring 0 for Content cannot contribute to the overall Quality of Language mark. Identify the answer(s) scoring 0 for Content in the whole set of answers. Then add together the number of Content marks available for each of these questions and reduce the Quality of Language mark according to the following table: Total Content marks available on questions where a candidate scores 0 Reduce Quality of Language mark by: 2–3 1 4–5 2 6–7 3 8–14 4 15 5 Note: A minimum of one mark for Quality of Language should be awarded if there are any Content marks at all (i.e. 0 Quality of Language marks only if 0 Content marks).

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9719/23 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 14 of 16 Question Answer Marks Not Allowed Responses Content marks – Summary Indicate with a tick in the body of the text the point being rewarded. Do not penalise ‘lifting’ for content marks in this exercise, but excessive reliance on the text will reduce the language mark. The summary could include the following points (award 1 mark for each point covered up to a maximum of 10 points): 5(a) Escribe un resumen de lo que se dice en Texto 1 y Texto 2 sobre los beneficios psicológicos que aportan correr y hacer el baile- ejercicio. correr • permite pensar claramente (suitable adv.needed) • solucionar problemas • se siente bien • se puede competir (con uno mismo / otros) • aumenta la felicidad (credit once) • mejora la autoestima • se puede hacer nuevas amistades • disminuye trastornos depresivos baile-ejercicio • se siente alegre (credit once) • combate el estrés • estimula el cerébro • ayuda la memoria • ayuda la coordinación motora • estimula las emociones • engancha 10

9719/23 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 15 of 16 Question Answer Marks Not Allowed Responses Content marks – Response to the Text Mark like a mini-essay according to the variety and interest of the opinions and views expressed, the response to the original text stimulus and the ability to express a personal point of view. Further, more detailed guidance for particular questions will be given to examiners. 5(b) ¿Está de moda mantenerse en forma en tu país? Da tus opiniones. 5 Very good Varied and interesting ideas, showing an element of flair and imagination, a capacity to express a personal point of view. 4 Good Not the flair and imagination of the best candidates, but work still shows an ability to express a range of ideas, maintain interest and respond to the issues raised. 3 Sound A fair level of interest and ideas. May concentrate on a single issue, but there is still a response to ideas in the text. 2 Below average Limited range of ideas; rather humdrum. May disregard the element of response to the text, and write a largely unrelated free-composition. 0–1 Poor Few ideas to offer on the theme. Banal and pedestrian. No element of personal response to the text. Repeated error. 5

9719/23 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2017 © UCLES 2017 Page 16 of 16 Quality of Language – Accuracy [5] 5 Very good Consistently accurate. Only very few errors of minor significance. Accurate use of more complex structures (verb forms, tenses, prepositions, word order). 4 Good Higher incidence of error than above, but clearly has a sound grasp of the grammatical elements in spite of lapses. Some capacity to use accurately more complex structures. 3 Sound Fair level of accuracy. Common tenses and regular verbs mostly correctly formed. Some problems in forming correct agreement of adjectives. Difficulty with irregular verbs, use of prepositions. 2 Below average Persistent errors in tense and verb forms. Prepositions frequently incorrect. Recurrent errors in agreement of adjectives. 0–1 Poor Little or no evidence of grammatical awareness. Most constructions incomplete or incorrect. Consistent and repeated error.