Cambridge A Level Spanish (A Level only) 9719 — 2018 Oct/Nov Paper 2 · Variant 1

* 8 9 4 6 1 6 5 7 3 1 * This document consists of 8 printed pages and 1 Insert. DC (NF) 151267/1 © UCLES 2018 [Turn over Cambridge International Examinations Cambridge International Advanced Level SPANISH 9719/21 Paper 2 Reading and Writing October/November 2018 1 hour 45 minutes Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name 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 9719/21/O/N/18 © UCLES 2018 Sección 1 Lee el Texto 1 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: tomaron parte en un día Respuesta: participaron en una jornada (a) informar a la gente …[1] (b) para que ellos se dieran cuenta …[1] (c) se realizaron diversos juegos …[1] (d) se asientan en el lecho del mar …[1] (e) las personas que frecuentan las zonas costeras …[1] [Total: 5]

3 9719/21/O/N/18 © UCLES 2018 [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: encontrados en las playas [línea 3] (encuentran) Respuesta: que se encuentran en las playas (a) lo importante que es no contaminar [línea 4] (importancia) … …[1] (b) Prevengamos la destrucción [línea 9] (hay que) … …[1] (c) llevaron a ser pesada [línea 16] (para que) … …[1] (d) además de ofrecer un impacto visual desagradable, provoca problemas [línea 19] (sino que) … …[1] (e) se recogieron centenares de kilos [línea 23] (recogidos) … …[1] [Total: 5]

4 9719/21/O/N/18 © UCLES 2018 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) ¿Qué se quiere conseguir con las acciones de ayer? (párrafo 1) … … … … …[3] (b) ¿Cuáles son los tres puntos clave del llamamiento a la acción de la Ministra? (párrafo 2) … … … … …[3] (c) Aparte de recorrer la playa con saquillos en busca de basura, ¿qué más hicieron los voluntarios? (párrafo 3) … … … … …[3] (d) ¿Por qué cree Gema Vélez que es importante poner fin a la gran cantidad de basura en las costas y el mar? (párrafo 4) … … … … …[3]

5 9719/21/O/N/18 © UCLES 2018 [Turn over (e) ¿Qué medidas son necesarias para hacer que la zona litoral sea más limpia? (párrafo 5) … … … … …[3] [Total: 20]

6 9719/21/O/N/18 © UCLES 2018 Sección 2 Ahora lee el Texto 2 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) ¿Por qué es deficiente la gestión de residuos en España? (párrafo 1) … … … … …[3] (b) Explica cómo funciona el sistema de Devuelve. (párrafo 2) … … … … …[3] (c) ¿Por qué cree innecesario Marta Mateos un sistema de depósito como el de Devuelve? (párrafo 3) … … … … … …[4]

7 9719/21/O/N/18 © UCLES 2018 [Turn over (d) ¿Cómo critica Alfonso Sanz la práctica de los productores? (párrafo 4) … … … … …[3] (e) ¿Cómo afectarán a los españoles y los municipios las propuestas del gobierno? (párrafo 5) … … … …[2] [Total: 20] 5 Escribe en español un máximo de 140 palabras para completar las dos tareas siguientes: (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) Escribe un resumen de lo que se dice en el Texto 1 y el Texto 2 sobre por qué son necesarias las iniciativas para mejorar la gestión de basura. [10] (b) ¿Se gestiona eficazmente la basura en tu país? Da tus opiniones. [5] … … … … … … … … … … …

8 9719/21/O/N/18 © UCLES 2018 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]

This document consists of 19 printed pages. © UCLES 2018 [Turn over Cambridge Assessment International Education Cambridge International Advanced Level SPANISH 9719/21 Paper 2 Reading and Writing October/November 2018 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 2018 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

9719/21 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 2 of 19 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors.

9719/21 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 3 of 19 GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

9719/21 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 4 of 19 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.

9719/21 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 5 of 19 Detailed Mark Scheme Section 1 Question Answer Marks Not Allowed Responses Question 1 Accept spelling errors in transcription. Accept minor omissions in the body of the phrase. Disallow additional words or omissions at start or finish of phrase. 1(a) educar a la población 1 1(b) con el fin de crear conciencia en ellos 1 omission con el fin de«/ «en ellos 1(c) se efectuaron varias actividades lúdicas (y recreativas) 1 omission lúdicas (y recreativas) 1(d) se depositan en los fondos marinos 1 1(e) los usuarios del entorno litoral 1 algunos de«

9719/21 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 6 of 19 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) la importancia de / que tiene no contaminar la importancia del no contaminar 1 la importancia está en no contaminar la importancia de lo que es no contaminar 2(b) hay que prevenir la destrucción 1 prever 2(c) (la) llevaron para que fuera / fuese pesada 1 llevaron para que se pese / sea pesada omission llevaron« para que se llevaron a pesar la llevaron para que la pesaran 2(d) no solo ofrece un impacto visual desagradable sino que (también) provoca / causa problemas / no solo es que ofrezca un impacto« 1 no solo que ofrezca un impacto« 2(e) fueron recogidos centenares de kilos / centenares de kilos fueron recogidos 1 han sido

9719/21 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 7 of 19 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) ¿ Qué se quiere conseguir con las acciones de ayer? (párrafo 1) 3 recoger los desechos en las playas 1 enseñar a la gente la importancia de no contaminar 1 cambiar el comportamiento de los que dejan basura 1 3(b) ¿ Cuáles son los tres puntos clave del llamamiento a la acción de la Ministra? (párrafo 2) 3 participar en la protección de las playas 1 hay que actuar antes de que se contamine / no esperar que un lugar / las playas esté/n contaminado/as para actuar 1 hay que parar el destrozo de / proteger nuestro ambiente natural 1

9719/21 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 8 of 19 Question Answer Marks Not Allowed Responses 3(c) Aparte de recorrer la playa con saquillos en busca de basura, ¿qué más hicieron los voluntarios? (párrafo 3) 3 participaron en actividades / juegos 1 registraron la cantidad y el tipo de la basura to score 2 marks for this and the next point 4 details are required award 1 mark if only 2 or 3 details are mentioned award 0 for 1 detail only 1 llevaron la basura para ser pesada y separada / la pesaron y la separaron 1 3(d) ¿Por qué cree Gema Vélez que es importante poner fin a la gran cantidad de basura en las costas y el mar? (párrafo 4) 3 es desagradable verla 1 los fragmentos se mezclan con el sedimento / se acumulan en el fondo 1 el mar esto causa problemas / puede tener un efecto tóxico en / afecta la fauna (marina / invertebrados y peces) 1

9719/21 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 9 of 19 Question Answer Marks Not Allowed Responses 3(e) ¿Qué medidas son necesarias para hacer que la zona litoral sea más limpia? (párrafo 5) 3 concienciar a los que utilizan esta zona 1 la población mejorar la recolección de basura / recolectar la basura adecuadamente 1 mejorar la gestión de aguas residuales / depurar aguas residuales correctamente 1

9719/21 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 10 of 19 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.

9719/21 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 11 of 19 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).

9719/21 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 12 of 19 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) ¿ Por qué es deficiente la gestión de residuos en España? (párrafo 1) 3 no recicla la mitad / una gran parte etc de los residuos / no cumple con la normativa europea hay bajos niveles de recuperación de la basura 1 deposita la mayoría (or similar qualifier) de los deshechos en vertederos 1 todos los deshechos recicla pocos restos orgánicos 1 4(b) Explica cómo funciona el sistema de Devuelve. (párrafo 2) 3 el cliente debe devolver el envase a donde compró el producto / a la tienda / al supermercado 1 recibe dinero por el envase / 1 ya había pagado esta cantidad / más en el precio de comprar el dinero que había pagado de más 1

9719/21 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 13 of 19 Question Answer Marks Not Allowed Responses 4(c) ¿Por qué cree innecesario Marta Mateos un sistema de depósito como el de Devuelve? (párrafo 3) 4 el sistema actual de recogida / depositar los envases (en los distintos contenedores) funciona (eficazmente) 1 reciclan casi las tres cuartas partes de envases de cartón y plástico 1 award 0 if merged with next point y más de la mitad de envases de vidrio / botellas 1 award 0 if merged with previous point las cifras de las auditorías son certeras 1 4(d) ¿Cómo critica Alfonso Sanz la práctica de los productores? (párrafo 4) 3 falsifican las estadísticas 1 no revelan la entera producción de envases 1 incluyen otros residuos (en el reciclaje) 1 4(e) ¿Cómo afectarán a los españoles y los municipios las propuestas del gobierno? (párrafo 5) 2 los españoles deberán pagar más por la recolección de basura 1 los municipios / las comunidades deberán buscar nuevos métodos de gestionar los residuos 1 award no more than 1 mark if no distinction made between los españoles and los municipios / las comunidades

9719/21 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 14 of 19 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.

9719/21 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 15 of 19 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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9719/21 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 17 of 19 Question Answer Marks Not Allowed Responses 5(a) Escribe un resumen de lo que se dice en Texto 1 y Texto 2 sobre por qué son necesarias las iniciativas para mejorar la gestión de basura. Text 1 • hay basura en las playas • se debe proteger el medioambiente / hay que prevenir la destrucción del medioambiente • falta de educación ambiental / promover la importancia de no contaminar • desagradable impacto visual de la basura • efecto tóxico en la fauna / la basura se deposita en los fondos marinos • no se administra bien la recolección de basura • incorrecta depuración de aguas residuales Text 2 • España no cumple con objetivos europeos de reciclaje / no recicla el 50% de residuos • deposita demasiada (or similar qualifier) basura en vertederos • lo que crea mayor impacto medioambiental • recicla pocos restos orgánicos • muchas botellas sin reciclar • cifras de reciclaje no son verdaderas • muchos vertederos son ilegales 10

9719/21 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 18 of 19 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) ¿Se gestiona eficazmente la basura 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

9719/21 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 19 of 19 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.