Cambridge A Level Spanish - Language (AS Level only) 8685 — 2022 May/June Paper 2 · Variant 1

This document has 8 pages. [Turn over Cambridge International AS Level * 7 4 3 5 9 6 2 7 2 7 * DC (JP) 311816 © UCLES 2022 SPANISH LANGUAGE 8685/21 Paper 2 Reading and Writing May/June 2022 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 8685/21/M/J/22 © UCLES 2022 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: En repetidas ocasiones Respuesta: una y otra vez (a) participan en el programa … [1] (b) se dedicó a las labores del hogar … [1] (c) asegurar que tenga éxito como negocio … [1] (d) que hay que considerar … [1] (e) son más que una distracción … [1] [Total: 5]

3 8685/21/M/J/22 © UCLES 2022 [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: desafían la pobreza [línea 1] (frente) Respuesta: hacen frente a la pobreza (a) El proyecto tiene 3 500 huertos orgánicos [línea 5] (cuenta) … … [1] (b) permite a muchas personas marginadas mejorar su dieta [líneas 5–6] (hace que) … … [1] (c) Su marido ha pasado de criticarla a ayudarla [línea 10] (en vez de) … … [1] (d) debido a su dependencia del abastecimiento exterior [línea 19] (ya que) … … [1] (e) ha encontrado en sus cultivos y productos una válvula de escape [líneas 29–30] (servido) … … [1] [Total: 5]

4 8685/21/M/J/22 © UCLES 2022 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) ¿Cómo intentaban desanimar a las mujeres que participan en la red de agricultura urbana? (párrafo 1) … … … … … [3] (b) ¿Qué aspectos positivos ha notado Fabiola? (párrafo 2) … … … … … … [4] (c) ¿Por qué ha tenido éxito esta iniciativa? (párrafo 3) … … … … … [3] (d) Según Fabiola, ¿qué logros celebran los productores? (párrafo 4) … … … … … [3]

5 8685/21/M/J/22 © UCLES 2022 [Turn over (e) ¿Cómo ha cambiado la vida de Esther Casas? (párrafo 5) … … … … [2] [Total: 20]

6 8685/21/M/J/22 © UCLES 2022 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) Según la alcaldesa, ¿por qué deben luchar contra el machismo las mujeres de Segovia? (párrafo 1) … … … … … [3] (b) ¿Qué objetivos tiene la iniciativa de Segovia? (párrafo 2) … … … … … [3] (c) ¿Qué aspectos negativos de la publicidad sexista se quieren combatir? (párrafo 3) … … … … … [3]

7 8685/21/M/J/22 © UCLES 2022 [Turn over (d) ¿Qué medidas prácticas se van a fomentar en Segovia? (párrafo 4) … … … … … … [4] (e) ¿Cuál es la mentira que se menciona? y ¿cuál es el efecto que tiene? (párrafo 5) … … … … [2] [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 sobre los estereotipos presentados en el Texto 1 y en el Texto 2 y cómo se puede luchar contra ellos. [10] (b) ¿Qué importantes papeles juegan las mujeres en su país? Dé usted sus opiniones. [5] … … … … … … … … … …

8 8685/21/M/J/22 © UCLES 2022 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 Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. … … … … … … … … … … … … … … … … … … … … … … … [Total: 20]

This document consists of 22 printed pages. © UCLES 2022 [Turn over Cambridge International AS Level SPANISH LANGUAGE 8685/21 Paper 2 Reading and Writing May/June 2022 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 May/June 2022 series for most Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 2 of 22 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.

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 3 of 22 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.

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 4 of 22 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. T

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 5 of 22 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).  Note: 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.

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 6 of 22 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.

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 7 of 22 Detailed Mark Scheme Question Answer Marks Guidance 1 Allow:  Spelling errors in transcription.  Minor omissions / alterations in the body of the phrase. Don’t allow  Additional words or omissions at start or finish of phrase. 1(a) forman parte del / en el proyecto / de un proyecto 1 que… están en el proyecto 1(b) fue ama de casa 1 siempre… 1(c) garantizar que sea viable económicamente 1 para… omission económicamente 1(d) (algo) a tener en cuenta 1 omission a… …en Quito 1(e) no son un mero pasatiempo 1 omission no…

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 8 of 22 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) (el proyecto / programa) cuenta con 3500 huertos orgánicos 1 omission con se cuenta que el proyecto tiene 3500 huertos orgánicos (se) cuenta 3500 huertos orgánicos en el proyecto el proyecto tiene en cuenta… el proyecto cuenta que tiene 3500 huertos orgánicos hay que tener en cuenta los 3500… 2(b) hace que (muchas / las) personas (en zonas marginadas) mejoren / puedan mejorar su(s) dieta(s) …tengan una dieta mejor 1 2(c) (ahora) su marido la ayuda / está ayudándola en vez de criticarla/ su marido en vez de criticarla la ayuda/ su marido la ayuda en vez de criticarla/ su marido en vez de criticarla ha pasado / pasó a ayudarla Allow en vez de… at the beginning. Use of le instead of la, or mix of both) su marido ha empezado / empezó a ayudarla en vez de criticarla 1 en vez de criticarla su marido la ha ayudado / ayudó su marido está ayudando a ella… su marido a pasado a… 2(d) ya que depende / se depende / dependen / es / son / está(n) dependiente(s) de(l) (su) abastecimiento exterior ya que (se) tiene(n) / experimenta(n) (una / su) dependencia del / al abastecimiento exterior ya que hay dependencia del…. 1 depende en se dependen ya que es debido a su dependencia del abastecimiento exterior dependía

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 9 of 22 Question Answer Marks Not Allowed Responses 2(e) (ha encontrado que) sus cultivos y productos (le) han servido como/de (para encontrar) (una válvula de) escape ha encontrado en sus cultivos y productos una válvula que (le) ha servido de / como escape / para escapar 1 ha servido en sus cultivos y productos una válvula de escape ha servido sus cultivos y productos como una válvula de escape le ha servido usar sus cultivos y productos como una valvula de escape le ha servido (para) encontrar una válvula de escape en sus cultivos y productos

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 10 of 22 Question Answer Marks Guidance 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) ¿Cómo intentaban desanimar a las mujeres que participan en la red de agricultura urbana? (párrafo 1) 3 les decían que estaban perdiendo el tiempo/ No sirve para nada. 1 no deben dejar a su marido sin atender 1 tirar al marido deben ocuparse de su hogar / ser ama de casa 1 3(b) ¿Qué aspectos positivos ha notado Fabiola? (párrafo 2) 4 no se siente atada a estar siempre en casa no pasa todo el tiempo en casa 1 ya no se siente como una esclava su marido la ayuda / no la critica 1 se ha empezado a valorar / No se siente inútil 1 han formado / tienen un grupo de apoyo / pueden aprender de las otras mujeres / puede apoyar a otras mujeres 1 3(c) ¿Por qué ha tenido éxito esta iniciativa? (párrafo 3) 3 se coordinan para que sea viable/ rentable / salga adelante / tenga éxito económicamente …que funcione económicamente 1 se ayudan con el transporte de sus productos 1 solucionan sus problemas de forma comunitaria / juntos como equipo encuentran soluciones 1

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 11 of 22 Question Answer Marks Guidance 3(d) ¿Qué logros celebran los productores? (párrafo 4) 3 hicieron ventas por un valor de 300 000 dólares 1 vendieron 300 000 lograron que el dinero no salga de Quito 1 ha subido el consumo de productos / las ventas locales a un 20% / por un 15% 1 3(e) ¿Cómo ha cambiado la vida de Esther Casas? (párrafo 5) 2 (any 2 from) es autosuficiente / independiente no depende de alguien más ella gana su propio dinero / tiene su forma de ganarse la vida / el pan no depende (del dinero) de su marido 1+1 2 puede comprar / obtener el pan

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 12 of 22 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.

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 13 of 22 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).

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 14 of 22 Section 2 Question Answer Marks Guidance 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) Según la alcaldesa, ¿por qué deben luchar contra el machismo las mujeres de Segovia? (párrafo 1) 3 nadie más va a luchar (contra el machismo) (salvo las mujeres) nadie más lo hará 1 un porcentaje pequeño / una minoría no muestra respeto por las mujeres/ por el otro sexo / la otra mitad una minoría sexista hay hombres / personas que no muestran respeto a las mujeres 1 la mitad de los ciudadanos no muestra respeto por la otra mitad …al resto el machismo se encuentra por todas partes / es muy común hay mucho machismo 1 4(b) ¿Qué objetivos tiene la iniciativa de Segovia? (párrafo 2) 3 que se trate a (todas) las personas de forma digna / con respeto 1 las mujeres prohibir imágenes sexistas en la publicidad / los espacios públicos / el transporte 1 prohibir la publicación de imágenes sexistas imágenes terribles / malas la igualdad entre mujeres y hombres / todos / géneros 1 lograr que otras ciudades españolas apoyen esta iniciativa

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 15 of 22 Question Answer Marks Guidance 4(c) ¿Qué aspectos negativos de la publicidad sexista se quieren combatir? (párrafo 3) 3 mensajes / imágenes estereotipados /as que absorbe la población / la gente ve imágenes estereotipadas imágenes estereotipadas en la vía pública 1 la difusión de estereotipos en la sociedad mensajes estereotipados que escuchan publicadas influye en los niños y adolescentes / la difusión de estas imágenes a los jóvenes 1 ideas no realistas / incorrectas / falsas sobre los hombres y las mujeres 1 …un poco realistas / dañinas / negativas 4(d) ¿Qué medidas prácticas se van a fomentar en Segovia? (párrafo 4) 4 la prohibición de imágenes que cosifiquen a las mujeres / en que muestren a las mujeres como objetos 1 objetivos va a haber programas de igualdad en los centros educativos / de la enseñanza de la igualdad 1 se incluirá a las empresas, agencias publicitarias y la policía (2 from 3 egs needed) or profesionales como empresarios (1 eg needed) 1 todo tipo de ciudadanos la población / se podrá(n) denunciar / reportar / demandar los casos de publicidad sexista / infracciones del reglamento 1 denunciarán / podrán (without subject)

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 16 of 22 Question Answer Marks Guidance 4(e) ¿Cuál es la mentira que se menciona? y ¿cuál es el efecto que tiene? (párrafo 5) 2 todavía hay campañas (publicitarias) que fomentan ideas falsas / estereotipadas 1 …estas ideas la percepción de la mujer como objeto las mujeres pierden estatus profesional / social 1

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 17 of 22 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.

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 18 of 22 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).

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 19 of 22 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.

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 20 of 22 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) Escriba un resumen de lo que se dice sobre los estereotipos presentados en el Texto 1 y en el Texto 2 y cómo se puede luchar contra ellos Text 1  el trabajo es una pérdida de tiempo para una mujer / las mujeres no deben trabajar / deben depender del marido  las mujeres deben atender a / estar con sus maridos  tienen que atender sus casas  los hombres no ayudan en la casa / critican  participar en un proyecto como Agricultura Urbana  tener su propio negocio / trabajo  formar parte de un grupo de apoyo Text 2  mujeres como objetos  a los hombres les gustan los coches  a las mujeres poner lavadoras  las niñas / mujeres tienen que aprender a cocinar  los niños / hombres se dedican a reparar cosas  leyes en contra de la publicidad machista / imágenes sexistas  igualar el tratamiento de los dos sexos  programas de educación  campañas (de sensibilización)  se podrán denunciar anuncios sexistas 10

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 21 of 22 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) ¿Qué importantes papeles juegan las mujeres en su país? Dé sus 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

8685/21 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 22 of 22 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.