Professional Documents
Culture Documents
El resumen (summery)
Extensión:
4.I hope that (s)he comes to the party
5.It is necessary that (s)he works harder
Summaries
Summaries
How summaries are marked (AQA)
• The marks for content (AO1) and language (AO3) are awarded
independently.
• Long summaries will be marked for content (AO1) or language (AO3)
only as far as the first natural break (usually the end of a sentence or
main clause) between 90 and 100 words. Short summaries are not
subject to an automatic penalty but in practice are unlikely to include
all the required content points and will therefore be self penalising.
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• The AO1 mark is awarded for content points which contain the
required information, regardless of whether those points are
expressed in the student’s own words, or are partly or wholly lifted
from the recording or text. However, no AO1 mark will be awarded for
a content point where the student includes irrelevant material or
copies inappropriately from the stimulus, e.g. by ‘lifting’ an element
from the original which does not match the phrasing of the bullet
point*.
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Example:
Text includes: Toda la mañana llovió a cántaros, así que no fue al mercado
• Summary task includes the bullet point: por qué no fue al mercado
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Example
Text includes: Carmen dijo que nunca se haría un tatuaje como habían
hecho muchas de sus amigas
• Summary task includes the bullet point: lo que habían hecho las amigas
de Carmen
• Student writes in response to that bullet point: Carmen dijo que nunca
se haría un tatuaje como habían hecho muchas de sus amigas
• No credit for AO1 because the response does not match the phrasing of
the bullet point. Also no credit for AO3 because of lifting.
How could you phrase your response to that bullet point?
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Examiner’s report
The majority of summaries were within the word limit, although it is
recommended that students count the number of words as too frequently
they lost valid content points by writing at excessive length. Students need
to be aware that examiners will count the words and are instructed not to
award content points beyond the word limit.
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• With regards to the bullet points, the content mark can only be
rewarded if the idea is communicated unambiguously. Some
students were not precise enough with their answers.
• The best students were able to change the first person to third with
ease. In the final bullet, only the best students were able to write le
falta, but it was pleasing to see many got around this by putting no es
inteligente. Encouraging students to make positive statements
negative in this way is an excellent strategy as long as the original
meaning is kept.
• Many marks are lost due to trying to replace lexical items rather
than manipulating the verb ending.
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Important:
• The marks for content (AO1) and language (AO3) are awarded
independently.
• Count your words. 90.
• Check if you need 1, 2 or 3 “detalles” and count the ones you provide.
The text might mention 3 “detalles” but you might just need to provide 2.
• No AO1 mark will be awarded for a content point where the student
includes irrelevant material or copies inappropriately from the stimulus.
• Lifting phrases from the text is perfectly acceptable as long as the
appropriate changes are made to fit the new purpose
Tips for the summary (content)
• Check you are not changing the meaning of the source text.
• If the text is in the I form, they will often want you to use the “he/she” form.
• If the text is in the we form, they will often want you to use the “they” form.
• Usually the bullet point will give you the clue to know what form of the verb
you have to use.
It might say something like:
• “What Pedro and Maria say about….” (use the “they” form)
• “Ana’s worries” (use the “she”)
• Usually the bullet point will give you a clue about the tense you need.
It might say:
• “What they did to help the unemployed” (past needed)
• “What people normally do in their free time” (present needed)
• “The effect global warming will have on species” (future needed)
Our tips for the summary (language)
1. If you use gustar verbs check you are using your indirect pronouns and the verb in the 3rd person
singular/plural.
2. Check you change reflexive pronouns and possessive adjectives from the I/we forms to the he/she/they if
required.
• “Aquella mañana me desperté a las 6 de la mañana” (Aquella mañana se despertó a las seis de la
mañana)
• “Decidí utilizar mi pancarta” (Decidió utilizar su pancarta)
3. Use connectives to add “flow”: además, asimismo, sin embargo, aunque, etc.
4. Careful with genders. There are tons of irregulars!!! (la foto, el emblema, el tema, etc)
5. SER / ESTAR (careful with “estar obsesionado/a”, “estar pegado/a al móvil”, “estar embarazada”, “estar
enfermo/a” and other phrases that refer to the CONDITION).
6. Careful with CAMBIO verbs.
1. “Ahora Ana y María son muy amigas” (Ana y María se han hecho muy amigas) HACERSE AMIGOS/AS
2. “Ahora la inmigración es un problema” (La inmigración se ha convertido en un problema) CONVERTIRSE
EN UN PROBLEMA
Practise the important part of the grammar:
• Forms of gustar
• Possessive adjectives
• I, he/she, they forms
• Reflexive pronouns
• Genders
• Ser & estar
• Verbs of change
“Los verbos de cambio” are verbs that express voluntary or
involuntary changes that can be temporary or permanent in the
appearance, attitude and even the principles of a person. Unlike other
languages in which they use one or two verbs (in English “to get”, “to
become”) in Spanish we have several depending on the specific context.
It may sound complicated but it is not!
1. Manipulating the language
From the I/WE to the “HE/SHE/IT/THEY”. Underline the key verbs and parts you will need to
change and then adapt the sentences to the HE/SHE/IT/THEY.
Ana nos habla de lo que hizo para protestar por la Ley Mordaza.
1. Después de escuchar las noticias, decidí no ir a trabajar para poder ir a la protesta.
2. Fui a la manifestación que se había convocado y marchamos por las calles de Madrid.
3. Allí mostré las pancartas que mi hermana y yo habíamos hecho.
4. Lo que todos pedíamos era la derogación de la ley mordaza.
5. Todos estamos muy hartos de que el gobierno no nos escuche.
6. Creo que tenemos motivos de sobra para quejarnos.
7. Luego me puse la mordaza en la boca.
8. Todos guardamos unos minutos de silencio delante del ayuntamiento.
9. Me parece terrible que el gobierno diera luz verde en 2015 a la ley mordaza.
10. Después de la protesta me di una vuelta para relajarme un poco.
1. Manipulating the language
From the I/WE to the “HE/SHE/IT/THEY”. Underline the key verbs and parts you will need to
change and then adapt the sentences to the HE/SHE/IT/THEY.
Ana nos habla de lo que hizo para protestar por la Ley Mordaza.
1. Después de escuchar las noticias, decidí no ir a trabajar para poder ir a la protesta.
2. Ese día fui a la manifestación que se había convocado y marchamos por las calles de Madrid.
3. Allí mostré las pancartas que mi hermana y yo habíamos hecho.
4. Lo que todos pedíamos era la derogación de la ley mordaza.
5. Todos estamos muy hartos de que el gobierno no nos escuche.
6. Creo que tenemos motivos de sobra para quejarnos.
7. Luego me puse la mordaza en la boca.
8. Todos guardamos unos minutos de silencio delante del ayuntamiento.
9. Me parece terrible que el gobierno diera luz verde a la ley mordaza en 2015.
10. Después de la protesta me di una vuelta para relajarme un poco.
1. Manipulating the language ANSWERS
From the I/WE to the “HE/SHE/IT/THEY”. Underline the key verbs and parts you will need to
change and then adapt the sentences to the HE/SHE/IT/THEY.
Ana nos habla de lo que hizo para protestar por la Ley Mordaza.
1. Después de escuchar las noticias, decidió no ir a trabajar para poder ir a la protesta.
2. Ese día fue a la manifestación que se había convocado y marcharon por las calles de Madrid.
3. Allí mostró las pancartas que su hermana y ella habían hecho.
4. Lo que todos pedían era la derogación de la ley mordaza.
5. Todos están muy hartos de que el gobierno no los escuche.
6. Cree que tienen motivos de sobra para quejarse.
7. Luego se puso la mordaza en la boca.
8. Todos guardaron unos minutos de silencio delante del ayuntamiento.
9. Le parece terrible que el gobierno diera luz verde a la ley mordaza en 2015.
10. Después de la protesta se dio una vuelta para relajarse un poco.
2. Manipulating the language
Possessive adjectives and pronouns. Underline the elements you will need to adapt.
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• Once they have noted the key information, students should look again
at the wording of the bullet points and write their answer on the
question paper in such a way as to answer the bullet points directly.
This will normally require some manipulation of linguistic structures,
such as changing from direct to indirect speech or changing from a
subordinate clause to a main clause. However, it is not necessary to
find synonyms for individual words or phrases.
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• Students should count their words and ensure that they stay within
the word limit. Anything they write after the first natural break
between 90 and 100 words will not be marked. Students should
therefore avoid writing an introductory sentence or paragraph, as this
would be likely to use up words without scoring marks. They should
omit points of detail or examples unless these are specifically targeted
by the bullet points.
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• ‘Debes utilizar tus propias palabras’
• This instruction does not mean that students have to find synonyms for every item of vocabulary. If a phrase/sentence needs no
change, then it is fine to borrow it:
• If students change the vocabulary, they must be very sure they have used a close synonym and not something that changes the
meaning or is incorrect.
• These are examples we came across this year:
• • Cenas enormes (for cenas grandes)
• • Tiene pasión por los derechos humanos (for se involucrará más en los derechos humanos)