Cambridge A Level Spanish (A Level only) 9719 — 2020 May/June Paper 2 · Variant 2

Cambridge International A Level DC (KN) 182800/1 © UCLES 2020 [Turn over This document has 8 pages. Blank pages are indicated. * 5 2 4 3 2 9 7 9 0 3 * SPANISH 9719/22 Paper 2 Reading and Writing May/June 2020 1 hour 45 minutes You must answer on the question paper. You will need: Insert (enclosed) INSTRUCTIONS ● Answer all questions in Spanish. ● Use a black or dark blue pen. Do not use an erasable pen or correction fluid. ● Write your name, centre number and candidate number in the boxes at the top of the page. ● Write your answer to each question in the space provided. ● Do not write on any bar codes. ● Dictionaries are not allowed. INFORMATION ● The total mark for this paper is 70. ● The number of marks for each question or part question is shown in brackets [ ]. ● The insert contains the reading passages. INSTRUCCIONES ● Conteste a todas las preguntas en español. ● Use tinta negra o azul oscuro. No use tinta borrable ni líquido corrector. ● Escriba su nombre, número de centro y número de estudiante en las casillas provistas en la parte superior de la página. ● Escriba la respuesta a cada una de las preguntas en el espacio designado. ● No escriba en los códigos de barras. ● No se permite el uso de diccionarios. INFORMACIÓN ● La puntuación total de este examen es de 70. ● La puntuación de cada pregunta o apartados de la misma aparece entre corchetes [ ]. ● El cuadernillo de lectura contiene los textos de lectura.

2 9719/22/M/J/20 © UCLES 2020 Sección 1 Lea el Texto 1 en el Cuadernillo de Lectura y después conteste en este Cuadernillo de Examen las Preguntas 1, 2 y 3. 1 Busque expresiones en el Texto 1 que sean equivalentes a las que aparecen abajo: Ejemplo: que tienen niños en la misma aula Respuesta: con hijos compartiendo clase (a) una asociación de docentes ha verificado …[1] (b) entablando un diálogo …[1] (c) sentirse descontentos por la manera …[1] (d) destinada a la defensa de los niños …[1] (e) examinar en público el trabajo …[1] [Total: 5]

3 9719/22/M/J/20 © UCLES 2020 [Turn over 2 Las siguientes frases aparecen en el Texto 1. Cambie 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: No hace mucho las conversaciones [línea 1] (hasta) Respuesta: Hasta hace poco las conversaciones (a) Probablemente los padres intentan airear [línea 7] (es probable que) … …[1] (b) cómo el docente desempeña su actividad [línea 9] (desempeñada) … …[1] (c) Los padres deben saber que cualquier comentario [líneas 17–18] (es necesario que) … …[1] (d) trata de minimizar tal conflicto al subrayar [líneas 19–20] (cuando) … …[1] (e) Esta defiende resolver el conflicto [línea 26] (partidaria) … …[1] [Total: 5]

4 9719/22/M/J/20 © UCLES 2020 3 Conteste 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 cambios y consecuencias se mencionan en cuanto al mundo escolar? (párrafo 1) … … … … …[3] (b) Según Julia Gálvez, ¿cómo facilitan las redes sociales conflictos entre familias y profesores? (párrafo 2) … … … …[2] (c) Según Gálvez, ¿cómo usan los padres estos grupos en Internet? (párrafo 3) … … … … … …[4]

5 9719/22/M/J/20 © UCLES 2020 [Turn over (d) ¿Qué advertencias hace Gregorio Lamparero a los padres? (párrafo 4) … … … … …[3] (e) Según Gálvez, ¿qué obligaciones tienen los padres? (párrafo 5) … … … … …[3] [Total: 20]

6 9719/22/M/J/20 © UCLES 2020 Sección 2 Ahora lea el Texto 2 en el Cuadernillo de Lectura y después conteste en este Cuadernillo de Examen las Preguntas 4 y 5. 4 Conteste 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) Explique la diferencia entre Manuel y la mayoría de los colombianos. (párrafo 1) … … … … …[3] (b) ¿En qué consisten las formas de dependencia del teléfono inteligente? (párrafo 2) … … … … …[3] (c) Según Ángela Heras, ¿qué problemas causa el teléfono inteligente? (párrafo 3) … … … … …[3]

7 9719/22/M/J/20 © UCLES 2020 [Turn over (d) ¿Qué le gusta a Irene de su teléfono? (párrafo 4) … … … … …[3] (e) Según sus inventores, ¿cuáles son las ventajas del teléfono minimalista? (párrafo 5) … … … … …[3] [Total: 20] 5 Escriba 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) Escriba un resumen de lo que se dice en el Texto 1 y el Texto 2 sobre los problemas que pueden crear las redes sociales. [10] (b) ¿Se hace buen uso de las nuevas tecnologías en su país? Dé sus opiniones. [5] … … … … … … … … …

8 9719/22/M/J/20 © UCLES 2020 … … … … … … … … … … … … … … … … … … … … … … … [Total: 20] 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 Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.

This document consists of 12 printed pages. © UCLES 2020 [Turn over Cambridge International A Level SPANISH 9719/22 Paper 2 Reading andWriting May/June 2020 MARK SCHEME Maximum Mark: 70 Published Students did not sit exam papers in the June 2020 series due to the Covid-19 global pandemic. This mark scheme is published to support teachers and students and should be read together with the question paper. It shows the requirements of the exam. The answer column of the mark scheme shows the proposed basis on which Examiners would award marks for this exam. Where appropriate, this column also provides the most likely acceptable alternative responses expected from students. Examiners usually review the mark scheme after they have seen student responses and update the mark scheme if appropriate. In the June series, Examiners were unable to consider the acceptability of alternative responses, as there were no student responses to consider. Mark schemes should usually be read together with the Principal Examiner Report for Teachers. However, because students did not sit exam papers, there is no Principal Examiner Report for Teachers for the June 2020 series. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the June 2020 series for most Cambridge IGCSE™ and Cambridge International A & AS Level components, and some Cambridge O Level components.

9719/22 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 2 of 12 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. 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.

9719/22 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 3 of 12 1 General Marking Notes Question 1 Enter a mark of 1, 0 or NR as appropriate for each item ((a), (b), (c), etc.) in the mark input box. Annotate the script where necessary. Question 2 Enter a mark of 1, 0 or NR as appropriate for each item ((a), (b), (c), etc.) in the mark input box. Annotate the script where necessary. Questions 3 and 4 Content marks • Annotate each correct point with a tick OR a tick + BOD. • Use a cross or NBOD as necessary. • Use the highlighting tool to highlight any words which are lifted. • The number of ticks for each item ((a), (b), (c), etc.) will be added up for you and the total will appear beneath the tick annotation in the toolbar. Enter the mark (or NR as appropriate) for each item in the mark input box. Quality of Language Mark • Click on 3L or 4L as appropriate in the mark input box. If any items have scored zero or NR for content, insert an on-page comment (text box) after the last item in the question and type in the details of the Quality of Language mark, e.g.: 5–2 = 3 OR min 1 • Then enter the Quality of Language mark in the mark input box for Question 3L / Question 4L. • If no adjustment needs to be made to the Quality of Language mark, enter the mark in the mark input box without annotating the script. Question 5 If the answer exceeds 160 words, insert the vertical wavy line after the 160th word to show the end of the response to be marked. Summary • Annotate each correct point with a tick OR tick + BOD up to a maximum of 10 ticks. • Use NBOD as necessary. • The number of ticks will be added up for you and the total will appear beneath the tick annotation in the toolbar. Enter the mark (or NR as appropriate) in the mark input box for Question 5(a). Personal response • Enter the mark for Personal response in the mark input box for Question 5(b). • NB if the Personal Response cannot be marked because it comes after the 160-word limit award a mark of 0, not NR. Quality of Language • Enter the mark for Quality of Language in the mark input box for Question 5L.

9719/22 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 4 of 12 1.2 Standardisation sample: to be completed and submitted by xxx. The Principal Examiner will get in touch by phone or scoris messaging system to provide feedback. Although you will be able to download about 20 live scripts once you have submitted your Standardisation sample, you will not be able to submit marks for these scripts or download further scripts until the Principal Examiner has approved your marking. 1.3 Batch 1: 40% of your scripts to be marked by xxx. 1.4 Batch 2: all scripts to be marked by xxx. 1.5 Please send your Assistant Examiner report to the Principal Examiner by the Batch 2 deadline (by email). 1.6 Once the marking ‘for real’ starts, scoris depends on the Principal Examiner being able to constantly monitor your marking and feed back to you about marking errors and misinterpretations of the Mark Scheme so that you can take corrective action. You must not, therefore, mark more than 10 scripts per day for the first week of marking. 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).

9719/22 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 5 of 12 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.

9719/22 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 6 of 12 Section 1 Question Answer Marks Allow minor spellings in transcription and minor omissions in the body of the phrase. Do not allow additional words or omissions at start or finish of the phrase. 1(a) un sindicato de profesores ha constatado 1 1(b) iniciando una conversación 1 1(c) no estar satisfechos con la forma 1 1(d) dedicada a la protección de la infancia 1 1(e) someter a escrutinio ante todos la labor 1 Question Answer Marks 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) Es probable que los padres intenten airear 1 2(b) cómo es desempeñada la actividad por el docente 1 2(c) Es necesario que los padres sepan que cualquier comentario 1 2(d) trata de minimizar tal conflicto cuando subraya 1 2(e) Esta es partidaria de resolver el conflicto 1 Question Answer Marks Note: Lifting = more than four consecutive words taken from the text and will usually invalidate answer unless further original explanation is offered. 3(a) ¿Qué cambios y consecuencias se mencionan en cuanto al mundo escolar? 3 Antes los padres hablaban a la salida del colegio 1 Ahora lo hacen en redes sociales 1 Aumento de quejas de los profesores por falsas acusaciones 1 3(b) Según Julia Gálvez, ¿cómo facilitan las redes sociales conflictos entre familias y profesores? 2 Los padres quieren expresar su descontento con los profesores 1 Buscan en el grupo el apoyo de otros padres 1

9719/22 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 7 of 12 Question Answer Marks 3(c) Según Gálvez, ¿cómo usan los padres estos grupos en Internet? 4 Buscan información sobre la tarea de los hijos 1 Solicitan ayuda referente a la escuela 1 Cotillean para manipular a otros padres/ 1 Ponen en entredicho el trabajo del profesor 1 3(d) ¿Qué advertencias hace Gregorio Lamparero a los padres? 3 Se debe pensar lo que se va a colgar en la red 1 Ser conscientes que un comportamiento equivocado puede llegar a la policía. 1 Ser responsables en el uso de Internet 1 3(e) Según Gálvez, ¿qué obligaciones tienen los padres? 3 Informarse sobre el comportamiento y progreso de sus hijos 1 No crear campañas de acoso 1 Ser un modelo a seguir para sus hijos 1 Quality of Language – Accuracy 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.

9719/22 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 8 of 12 Question Answer Marks 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). Question Answer Marks 4(a) Explica la diferencia entre Manuel y el resto de los colombianos. 3 No ha hecho uso de redes sociales en un teléfono 1 Colombia es líder en la expansión del uso del Smartphone en Latinoamérica 1 Forma parte del 5% de colombianos sin teléfono inteligente 1 4(b) ¿En qué consisten las formas de dependencia al teléfono inteligente? 3 Las personas no se pueden separar de su teléfono en ningún momento 1 Están constantemente tecleando en sus pantallas 1 No paran de hacerse selfies 1

9719/22 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 9 of 12 Question Answer Marks 4(c) Según Ángela Heras, ¿qué problemas causa el teléfono inteligente? 3 Aislamiento de las personas que no lo tienen 1 Los jóvenes se ensimisman/no muestran interés por el mundo que les rodea 1 La gente no se relaciona tanto cara a cara/Los comensales solo prestan atención a su teléfono 1 4(d) ¿Qué le gusta a Irene de su teléfono? 3 Es barato/Cuesta solo 10 dólares 1 La batería no se gasta en una semana/dura mucho 1 No está constantemente recibiendo notificaciones de redes sociales 1 4(e) Según sus inventores, ¿cuáles son las ventajas del teléfono minimalista? 3 Es pequeño/como una tarjeta de crédito 1 Las personas se liberan del constante flujo de información 1 Permite a las personas disfrutar de su mundo inmediato 1 Quality of Language – Accuracy 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.

9719/22 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 10 of 12 Question Answer Marks 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). Question Answer Marks Question 5 Length of 5(a) + 5(b) (Summary and Personal Response) • Examiners make a rough estimate of the length by a quick calculation of the number of words on a line. • If the piece is clearly too long, calculate the length more precisely. • Insert the vertical wavy line after the 160th word to show the end of the response to be marked.

9719/22 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 11 of 12 Question Answer Marks 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 problemas que pueden crear las redes sociales. Text 1 • Aumento del descontento de los profesores • Falsas acusaciones • Problemas entre padres y profesores • Manipular la opinión de padres • Poner en entredicho cómo enseña un profesor • Propagar el acoso a profesores • Que los niños copien el mal comportamiento de los padres Text 2 • Dependencia de los teléfonos • Constante tecleo en pantallas • Constante fotos de uno mismo para las redes • Exclusión por no estar conectado • Han afectado las relaciones cara a cara • No enterarse de los planes de los amigos • Fuente de distracción constante • Aluvión de información 10 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 hace buen uso de las nuevas tecnologías 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. 5

9719/22 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 12 of 12 Question Answer Marks 5(b) 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. Quality of Language – Accuracy 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.