AS Spanish
Education & Work
Student Workbook
Teacher Notes
Education
Texto 1 Dime cómo eres y te diré qué estudias. ..........................................................3
Texto 2 Carta a un intendente boliviano.......................................................................4
Texto 3 Una ayudita para los exámenes........................................................................5
Texto 4 Un estudiante muy “talentoso”.........................................................................6
Texto 5 La vuelta a la escuela.........................................................................................7
Texto 6 Cuba: educación plena.......................................................................................7
Texto 7 La educación musical, remedio infalible.........................................................8
Work
Texto 8 El largo camino del estudio al trabajo. ...........................................................9
Texto 9 Se alquilan maridos......................................................................................... 10
Texto 10 Los españoles, grandes trabajadores. ........................................................... 11
Texto 11 Consejos para conseguir trabajo en México................................................ 12
Texto 12 El futuro del trabajo en España (audio)....................................................... 13
Texto 13 ¿Cómo se ven los niños que trabajan?......................................................... 14
Texto 14 ¿Inmigrante? ¡Hay trabajo!............................................................................ 15
Texto 15 Profesión: ángel de la guarda........................................................................ 17
Introduction
These Teacher Notes accompany and complement the AS Student Workbook AS Spanish: Education
& Work, one in a series of workbooks for students preparing for the AS and A2 exams in Spanish.
The workbook is divided into two topic sections: Education and Work. The first contains seven
texts and the second eight (Texto 8 acts as a bridge between the topics). Half the texts refer to
Spain while the other half refer to Spanish America (Texto 7 refers to both) and they alternate
their country focus.
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Education & Work
You can use the workbook as a complement to your classes, either in a linear way or by ‘dipping
in’ and exploring the topics when desired. It lends itself to work in class (especially the Using
the text and the Speaking practice sections) or at home, and is devised in manageable independent chapters.
You can approach each of the texts separately and complete the activities in the order preferred,
but the order in which they are laid out in each chapter is the most logical.
Each chapter contains the following sections:
Vocabulary
This section provides the words and phrases necessary to understand the text. You can use this
especially after students have read the text, to check their understanding. You can also ask them
for or provide further examples using the words and phrases, stimulating their acquisition within
a context and not by rote.
Text
The texts featured are authentic and treat the sub-topics that are typical at AS. They are from
180 to 290 words long approximately and feature a variety of registers: formal, informal, journalistic and literary. Texto 12 is an audio extract, which you can record with an assistant or a
native Spanish speaker.
Understanding the text
This section comprises a variety of exercises that focus on the meaning of the texts and the
audio. It is advisable to help the class complete this section before expanding on the topic.
Vocabulary work
This section takes the vocabulary from the texts and practises and expands on it by means of
a variety of games and activities which provide a good opportunity for the class to compete or
to relax whilst learning.
Using the text
This section aims at stimulating your students’ imagination and creativity and expanding on the text
by means of different activities. In some cases, it is important to help students carry out the research
required before reaching conclusions, especially if they refer to the Spanish-speaking world.
Speaking practice
This section can be completed either in class or with your Hispanic assistant or a native speaker.
Many of the activities featured contain group-work and debates, and are aimed at helping your
students achieve fluency. Try to stimulate their active participation and avoid correction until
the activities are completed.
2
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Student Workbook Teach­er
Notes
Besides the answers to each of the exercises in the Workbook, in these Teacher Notes you will
find many ideas to expand on the activities featured under Further suggestions.
The texts featured in the Workbook follow the specifications by QCA for examinations from
2009. Many of the activities follow the format of those prescribed for the AS examinations
by AQA, Edexcel and OCR. When this is the case they are marked with the label exam-type
question (please refer to sample papers from the board for which you are preparing your
students to check which types they use).
Education
Texto 1 Dime cómo eres y te diré qué estudias
Understanding the text
1 ‘Tell me what you are like and I’ll tell you what you study’. This means that it is possible to
predict what people with certain characteristics will study. The corresponding English saying
is ‘Birds of a feather flock together’.
2 They are sociologists from the University of Sevilla. They conducted a survey between 2005
and 2008.
3 100 secondary school students from Andalucía who are between 14 and 18 years of age.
4 Humanities: nice, open and sociable, but incompetent, lazy, indecisive and carefree.
Sciences: intelligent, responsible and serious, but unsociable, boring, individualistic,
materialistic and swots.
5 That the youngsters reproduced the stereotypes associated with the subjects: swots study
sciences and lazy students study humanities
6 Yes, it does. Girls who study science or technology are said to lose their typically feminine
trait of sociability, while boys who study humanities will be labelled as lazy by their fellow
students.
7 They are generalisations. Furthermore, they reinforce social prejudices.
8 They claim that these stereotypes end up by becoming true.
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Education & Work
Vocabulary work
cerrado
abierto
antipático
simpático
insociable
sociable
capaz
incapaz
estudioso
vago
decidido
indeciso
nervioso
despreocupado
tonto
inteligente
irresponsable
responsable
jocoso
serio
sociable
insociable
divertido
aburrido
dependiente
individualista
idealista
materialista
vago
gafotas (E)
competente
incompetente
Further suggestions: Advise students to first complete the exercise and then to check their
answers with the text. Use the exercise to revise and reinforce the formation and use of adjectives
with suffixes (-able, -ista) and the present (-(i)ente) and past (-ado, -ido) participles.
Speaking practice
Further suggestions: Stimulate students to voice their own opinions and to justify them.
Encourage a debate on the questions and participate in it yourself (for example, explaining what
your own experience has been). Draw the discussion to a positive conclusion.
Texto 2 Carta a un intendente boliviano
Understanding the text
1 F — It is rich and not many public institutions focus on it.
2 V
3 V
4 NM
5 F — They are the majority of the 10% of illiterate people in Bolivia.
6 V
7 F — They feel that town/city councils do not cooperate (for example by putting up signs in
both Spanish and the local languages).
8 V
4
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Student Workbook Teach­er
Vocabulary work
1 enseñar
2 analfabetismo
3 conocimientos
4 lengua
Notes
5 patrimonio
6 traduzco/estoy traduciendo
7 alumno
8 educativo
Using the text
Further suggestions: If possible, divide the class into large groups. Stimulate research on each
of the points listed by using the internet or an up-to-date encyclopedia before they write the
letter.
Texto 3 Una ayudita para los exámenes
Understanding the text
1 To summarise and give advice on different ways of preparing for exams, with the help of the
internet and websites.
2 It provides thousands of notes, pieces of work, exams and exercises on line. A student can
not only download these but also upload their own notes to help other students.
3 It is addressed to those who worry about the exam format and those with a critical turn of
mind.
4 It shows how problems were traditionally tackled in the last century and looks as far ahead
as 2020. It helps students to get to know the subject in depth.
5 It addresses physical and psychological fitness, gives advice and tips, and contains a help
forum and chat-rooms as well as advice from universities in English-speaking countries.
6 Because they help students to organise their revision, and if they do this well they won’t
actually need to use the cribs in the exam.
7 Because it advises students to take risks by not studying and by copying.
8 Looking at past papers, such as the ones in Educared.
Vocabulary work
1 la temporada de exámenes
2 conocer la materia a fondo
3 a la hora de enfrentarte con los exámenes
4 no morir en el intento
5 ejemplos de convocatorias anteriores
Using the text
Further suggestions: The question could be discussed in class. Students could then write two
short paragraphs summarising the discussion for homework.
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Education & Work
Speaking practice: debate
Further suggestions: Divide the class into two groups, one called ¡Abajo Internet y las chuletas!
and the other ¡Arriba Internet y las chuletas! Give them some time to think of examples to justify
the opinions on their respective choice and help them with vocabulary if necessary. They should
write their reasons but not full statements in the space provided.
Moderate the debate, taking one side and then the other to help them. Draw the discussion to
a positive conclusion.
Texto 4 Un estudiante muy “talentoso”
Understanding the text
1 c
5 a
2 a
6 c
3 b
7 a
4 b
8 c
Vocabulary work
P
I
P
F
U
N
C
I
O
N
A
R
U
T
E
B
E
C
A
M
N
I
D
I
R
E
C
T
O
R
E
N
T
P
E
G
R
R
I
N
V
E
N
T
O
O
D
U
E
R
S
A
S
I
N
G
E
N
I
E
R
Í
A
I
O
D
I
S
D
U
A
R
S
G
O
B
E
R
N
I
O
C
O
L
E
G
I
O
E
N
T
R
E
V
I
S
T
A
T
D
O
T
O
R
G
A
R
A
S
D
O
R
D
R
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Student Workbook Teach­er
Notes
Texto 5 La vuelta a la escuela
Understanding the text
1 Se sintió protegido por la mano de su madre, con la que pasó toda la noche.
2 Que el maestro tenía la cara de un sapo, pero que sonreía.
3 Lo pellizcó dulcemente y le dijo que le gustaba su nombre.
4 El maestro lo sentó en su silla y pidió darle la bienvenida con un aplauso de la clase.
5 Porque pensaba que se iba a mear otra vez en los pantalones.
6 Porque era demasiado alto, llevaba pantalones cortos y tenía las rodillas heridas.
7 Que el maestro les comentó que las mariposas tienen lengua.
8 Un aparato que le iban a mandar al profesor de Madrid.
9 Le da la razón al maestro, y no pone en duda sus conocimientos.
10 Que le gusta mucho, especialmente porque el maestro no les pega.
Vocabulary work: literary analysis
Gorrión:
temeroso – protegido – sorprendido – entusiasta
El maestro: cariñoso –comprensivo – dulce – erudito
Romualdo: incómodo – torpe – grande
La madre: protectora – respetuosa – humilde
Using the text
Further suggestions: This short story has been made into a very successful film, La lengua
de las mariposas (Director: José Luis Cuerda, Metrodome Distribution, 1999), which you can
show the class. It lends itself not only to literary/film analysis of the characters and how they
experienced education and life in general, but introduces the subject of political division from
the perspective of a child who does not understand why people are divided and why he has to
dislike his much-loved teacher.
Texto 6 Cuba: educación plena
Understanding the text
1 V
2 NM
3 F — Only 600 out of 9,000 schools are in rural areas, and sometimes a school has only one
student.
4 F — Primary education has undergone a revolution, which has changed the conception,
method and means of teaching and teacher training.
5 V
6 NM
7 V
8 F — He is ‘sowing the seeds’ in the IT lab at the Angola School because he wants to become
a computer specialist.
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Education & Work
Vocabulary work
1 profesor: no aprende, enseña.
2 guardia: no enseña, cuida.
3 estadio: no es un edificio para estudiar.
4 improvisación: es lo opuesto de un sistema, método o programa.
5 segundo: no es un adjetivo referido a escuelas.
6 música: no es una ciencia.
7 internet: no es una máquina.
8 enseñanza: no es descanso, es trabajo.
9 informático: es el único que estudia una ciencia.
10 patio: no está cerrado, está abierto
Using the text
For the summary, it might be necessary to download or print statistics from sites such as www.
statistics.gov.uk or to consult a good, up-to-date encyclopedia.
Texto 7 La educación musical, remedio infalible
Understanding the text
1 Juancito es un guitarrista que viene de una familia pobre.
2 Antes, él tenía problemas con drogas y vivía en la calle.
3 Tiene un amigo que ahora es clarinetista.
4 “El Sistema” es una fundación donde rescatan a chicos con problemas.
5 Los chicos con problemas son la mayoría en El Sistema, y son el elenco.
6 Fueron premiados por organismos internacionales, y recorren todo el mundo.
7 El Sistema se ha reproducido en muchos países, y se está filmando una película/documental
sobre él.
8 Tocar y luchar es el nombre de la película y el lema de El Sistema.
9 Juancito aconseja a los jóvenes con problemas ir al centro Fesnojiv a aprender música gratis.
10 Los integrantes de El Sistema reciben instrumentos y clases, y después forman una orquesta
de barrio.
Vocabulary work
1 talentoso/a
2 humilde 3 juvenil
4 infantil
5 exitoso/a
6 latinoamericano/a
7 cercano/a
8 regional
8
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Using the text
1 venezolano
2 drogadicto
3 mejoró
4 Éste
5 por
6 son
7 dando
8 por
9
10
11
12
13
14
15
Notes
internacionales
en
filmando
aconseja
que
tocar
les
Further suggestions: This activity aims at practising a range of vocabulary, grammar (verb
tenses, demonstrative adjectives and adverbs, prepositions, object pronouns) and syntax
(agreement) areas. Once completed, you may want to focus on the area(s) where the class has
problems and give them extra grammar exercises to improve their performance.
Work
Texto 8 El largo camino del estudio al trabajo
Understanding the text
1 In Spain, in a city like Madrid.
2 He/She has to take exams to get his/her bachillerato/secondary qualification, studies a lot
and parties a lot. At 18 he/she has to decide what to study at university (and is sometimes
pressurised by the family to study a specific subject).
3 It publicises an institute that prepares candidates for exams that will qualify them for a job
with the government.
4 It is aimed at university law students in their fifth or sixth year, who want to work for the
Spanish state.
5 You get a job with the Spanish state, which lasts for life.
6 They are state exams that determine if a candidate is qualified to work in the public sector.
7 They are very hard, and sometimes you have to sit them several times before passing.
8 It offers preparation/supervision by an expert in the field, and sitting the exams, if necessary
many times, until you pass.
9 Very hard. It is already like having a job.
10 It implies the opposite of what it says, i.e. that Spanish students are very determined and that
they persevere.
Vocabulary work
1 abogacía
2 bachillerato
3 área
4 luchó
5 supervisor
6
7
8
9
10
buscando
de por vida
a pesar de
estable
capacitado
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Education & Work
Using the text
Vemos que ha nacido en una ciudad española como Madrid. Sus padres son profesionales
y quieren la mejor educación para usted, y un trabajo estable. Bien, los años de educación
secundaria han pasado, entre exámenes del bachillerato, mucho estudio y fiesta, mucha fiesta.
A los 18 años llegó el momento de decidir qué es lo que quiere estudiar en la universidad, y a
pesar de algunas presiones familiares de que estudie química como su padre, ha decidido que
lo suyo es la abogacía.
Lleva estudiando 5 de los 6 años de Derecho en la Universidad Complutense, y mientras sus
amiguetes de otras carreras ya tienen un trabajo o lo están buscando, a usted le queda “sacar
las oposiciones”, porque quiere trabajar para el Estado, un trabajo de por vida. ¡Prepárese para
luchar!
Las oposiciones son exámenes del Estado español que determinan si está realmente capacitado
para trabajar en el sector público, y que son muy difíciles de aprobar. Tiene que estudiar en un
instituto especializado como el nuestro, durante años, con un supervisor experto en su área, y
dar exámenes, si es necesario varias veces, hasta que las saque. Es que desde ahora es “opositor”,
y ése ya es un trabajo.
¿Quién dijo que los estudiantes españoles no tienen tesón y perseverancia?
¡Lo suyo es vocación!
Opositor, prepárese. Llámenos al 0913 572743
Further suggestions: This exercise provides a good opportunity to revise the forms and use of
the formal and informal imperatives, formal and informal personal and possessive pronouns
and subject-verb agreement. After completing it with the class, you may want to divide them
into two halves, one half producing a short advert using tú and the other half an advert using
usted. They then exchange adverts and each group has to read the other group’s advert aloud.
Texto 9 Se alquilan maridos
Understanding the text
Párrafos
1
2
3
4
5
6
Preguntas
C
F
B
G
E
A
Vocabulary work
1 trabajador
2 empresa
3 reparación
4 carpintería
5 prestar
6 alquilar
7 electricista
8 cerradura
9 colgar cuadros
10 haragán
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Student Workbook Teach­er
Notes
P
A
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R
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T
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A
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P
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W
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P
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A
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Ñ
Y
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Speaking practice
Further suggestions: Stimulate the pairs to invent a dialogue using not only the facts in
paragraph 3, but all the information in the text. Tell them it is not necessary to write everything
down, but rather the key words they need to remember.
Ask some or all pairs to say their dialogues out loud in front of the class and stimulate selfcorrection at the end of each dialogue.
Texto 10 Los españoles, grandes trabajadores
Understanding the text
a, c, d, f
Vocabulary work: numbers
a 3
b 9
c 11
d 2
e 4
f 10
g 8
h 7
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Education & Work
Further suggestions: Recognising and saying the numbers correctly tends to be an area where
AS students have problems. Make sure students know how to say and write not only percentages and whole cardinal numbers, but also fractions, e.g. 15,59% = quince coma cincuenta y
nueve por ciento/cien.
Get students to read out each of the numbers in the text and explain in their own words what
each of them represents.
Using the text
1 diga/haya dicho
2 grandes
3 aunque
4 hasta
5 vuelve
6 desde
7 pasa
8 duro
Speaking practice
Further suggestions: If necessary, help students prepare for this survey by writing on the board
the questions they will have to ask their partners to gather the data, namely:
¿Cuántas chicas estudian lenguas?
¿Cuántos chicos estudian ciencias?
¿Cuántas horas trabajamos con el/la profesor/a en una semana?
¿Cuántas horas estudias español por día?
¿Cuántos minutos hemos tomado en completar este ejercicio?
Texto 11 Consejos para conseguir trabajo en México
Understanding the text
1 c
2 b
3 b
4 a
5 c
6 c
7 a
8 b
Vocabulary work
1 estamos muy impresionados
2 la respuesta a sus rezos
3 el mercado laboral
4 convertir ese sueño en realidad
5 de manera sobria
6 la regla de oro
7 ha trabajado sin contrato
8 lo “pone en jaque”
9 el lenguaje no verbal
10 realizarse como profesional
12
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Notes
Using the text and Speaking practice
Further suggestions: After helping students complete the CV with their own or invented information, allow some time for them to think of and write down their answers to the interview
questions.
Divide the class into pairs. Students should take it in turns to act as entrevistador/a and interview
an entrevistado/a for the job advertised. Once they have finished the interview, the ‘interviewers’
should note down whether the ‘candidates’ have got the job and why (or why not). They should
then swap roles. Once the activity is finished, ask the entrevistadores to tell you whether they
would give the job to their entrevistados/as and why or why not.
As a fun extension, the class could then interview the teacher/assistant and decide whether he/
she will get the job as Head of Languages or Head Teacher.
Texto 12 El futuro del trabajo en España (audio)
Listening comprehension
Ask an assistant/a Spanish-speaking volunteer to read the questions in the dialogue with you
in a steady, clear manner. If possible make a recording, so that the class can listen to it several
times while completing the exercises.
Transcript
Presentador: Según un estudio de Lexmark sobre la forma de trabajo en el futuro, éste será
muy diferente en España, ¿no es así?
Experto: El 42% de los españoles opina que la tradicional jornada de nueve de la mañana a
cinco de la tarde acabará por desaparecer en un período de diez años, y que el desarrollo del
trabajo desde casa será la fórmula que sustituirá a la habitual oficina, gracias a las posibilidades
que ofrecen las nuevas tecnologías.
Presentador: ¿Y los españoles ya trabajan desde casa?
Experto: Los españoles trabajan en la actualidad una media de una hora y 31 minutos desde
su casa en un día laborable normal. Más aún, el 28% de ellos afirma que su trabajo es más
productivo cuando lo realiza desde casa que desde la oficina.
Presentador: ¿Qué pasará con las oficinas, entonces?
Experto: El 41% de los trabajadores considera que en una década las oficinas convencionales
habrán pasado de ser fijas a móviles, de forma que los empleados podrán disponer de herramientas de trabajo “en cualquier lugar y en cualquier momento”.
Presentador: ¡Increíble! ¿Y cómo serán los trabajadores?
Experto: Bueno, todas estas circunstancias se verán acompañadas por un perfil “súpercualificado” del trabajador.
Presentador: ¡Vaya! O sea que desaparecerá el trabajador bien vestido, ¿no?
Experto: Curiosamente, no. El estudio concluye que el 19% de los encuestados cree que, pese
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AS Spanish
Education & Work
a los cambios en el perfil del trabajador, el “uniforme de trabajo” de traje y corbata seguirá
predominando en el año 2016.
Adaptado de “El 42% de los españoles cree que la jornada de 9 a 5 desaparecerá en 10 años”, Europa Press, elmundo.es, Economía,
27 de noviembre de 2006
Understanding the audio
a 5/17:00
b 10
c 1
d 31
Vocabulary work
1 i
2 g
3 f
4 d
5 a
e 28
f 41
g19
h2016
6 h
7 b
8 c
9 k
10 j
Speaking practice
Further suggestions: Ask students to work individually and to write down ideas and key words
(not necessarily full sentences) for their answers. Ask each of the questions to several students.
Write down the advantages of each style of work on the board and ask about or add the
disadvantages.
Once the questions have been answered, you can conduct a debate on what style of work will
prevail in the future and why.
Texto 13 ¿Cómo se ven los niños que trabajan?
Understanding the text
1 En el mundo existen doscientos dieciocho millones/En Perú existen dos millones de niños
trabajadores.
2 Dos psicólogas pidieron a voluntarios pintarse a sí mismos y responder a preguntas fáciles.
3 Un niño dibujó a un adulto que lo amenazaba mientras él fabricaba ladrillos.
4 Como el trabajo es pesado/duro, otros se pintaron con caras tristes/infelices y con sudor.
5 A los niños de la ciudad no les gusta trabajar, y los del campo se sienten felices.
6 Los niños de la ciudad tienen más riesgos, son menos aceptados/más discriminados y cobran
menos.
7 Sólo cambia la situación cuando los padres dejan de enviar al niño a trabajar.
8 Los colegios explican a los padres por qué sus hijos no deben trabajar.
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Student Workbook Teach­er
Vocabulary practice
1 a
2 a
3 b
4 a
5 a
Notes
6 b
7 b
8 b
9 a
10 a
Using the text
Further suggestions: Stimulate the class to draw opinions from the text first and to give their
own views as well when answering the questions. Once they have written their answers, you
can ask them to tell you what they said in order to reach a consensus, and write it on the board.
If students get stuck, draw parallels with your own country/region and the work children do/
used to do, e.g. during Victorian times.
Speaking practice
Further suggestions: The role-play can be quite theatrical. Allow students time to prepare for
their roles and to think about their background. If the class is small, you can play the roles of
both judge and jury.
Allow students to get involved in the ‘trial’, to call for witnesses (testigos) and to cross-examine
(interrogar). Remind them to address each other using the formal register (usted). Try to reach
a fair ‘sentence’, and especially to draw up advice on a healthy working environment and
children’s rights.
Texto 14 ¿Inmigrante? ¡Hay trabajo!
Understanding the text
Párrafos
1
2
3
4
5
Resúmenes
E
F
A
D
C
Vocabulary work
1 Se necesitan muchos obreros cualificados/calificados por la alta demanda.
2 A veces los temporeros africanos no son bien tratados.
3 Los sanitarios y doctores cubanos son bienvenidos en España.
4 El paro/desempleo en España es menor gracias a los obreros extranjeros.
5 En mi oficina trabajan varios licenciados en telecomunicaciones de Colombia.
6 En esta empresa/compañía ellos tendrán mejores salarios y desarrollarán nuevas tecnologías.
7 Gracias al auge de (el/la) Internet, ahora hay mucho trabajo para los técnicos.
8 Lo siento, en estos momentos necesitamos profesionales cualificados/calificados.
9 El sector de la construcción ofrece mucho empleo en (la) Argentina.
10 Debemos lanzar un S.O.S. para encontrar más obreros.
AS Spanish: Education & Work
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AS Spanish
Education & Work
Using the text
En el pasado
Trabajadores
inmigrantes
ESPAÑA
Profesiones
l obreros
MI PAÍS/REGIÓN
l temporeros
l camareros
Nacionalidades
l rumanos
l marroquíes
l ecuatorianos
Sectores de trabajo
l servicios
l construcción
En el presente
Número necesario
l 100.000
l 25.000
Profesiones
en total por año
ingenieros
l ingenieros
l sanitarios
l técnicos
Nacionalidades
l colombianos
l filipinos
l peruanos
l venezolanos
l chilenos
Sectores de trabajo
l telecomunicaciones
l empresas
Speaking practice
Further suggestions: Make sure that, as far as possible, an even number of students adopts
each stance in the debate. Explain that it does not matter whether they agree with their card or
not. This is just a speaking exercise.
Help each of the groups to think about reasons they can use to support their respective cards
and to write down key words and phrases to remember during the discussion. Draw the debate
to a positive conclusion.
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Student Workbook Teach­er
Notes
Texto 15 Profesión: ángel de la guarda
Understanding the text
1 V
2 NM
3 F — She cleans their house, picks up their clothes, showers them, applies their ointment and
looks after the medicines of the Alameda Fernández, who like her.
4 F — He thinks she earns enough to live on.
5 V
6 V
7 NM
8 F — She thinks we all need assistance in life.
9 V
10 F — She used to work as a secretary, but she prefers her current timetable.
Vocabulary work
Verbo
Sustantivo
Adjetivo
ej. trabajar
trabajador/a
trabajador/a
1agradar
agrado
agradable
2encariñarse
cariño
cariñoso/a
3limpiar
limpieza
limpio/a
4cobrar
cobro, cobranza
cobrado/a
5reír
risa
risueño/a
6dedicar
dedicación
dedicado/a
7depender
dependencia
dependiente
8asistir
asistencia, asistente
asistido/a
9acusar
acusación
acusado/a
10reconocer
reconocimiento
reconocido/a
Using the text
1 he empleado/empleé
2 son
3 era
4 tomábamos 5 teníamos
6 habló
7
8
9
10
11
12
dijo
tuviera
podría
estamos
gane
aumentar
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AS Spanish
Education & Work
Speaking practice
Further suggestions: Help students to draw information from the article and expand it into a
story showing the remarkable work that María has done, deserving of an award.
Help students with the use of past tenses (pretérito indefinido: pasó; imperfecto: pasaba) and
the conditional structure in the past (si María no hubiera estado allí, habría pasado…).
If possible, reward the group with the best story by giving them a story book.
© Philip Allan Updates 2009
ISBN 978-1-4441-0430-1
All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted,
in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without either the
prior written permission of Philip Allan Updates or a licence permitting restricted copying in the United Kingdom
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Hachette UK’s policy is to use papers that are natural, renewable and recyclable products and made from wood
grown in sustainable forests. The logging and manufacturing processes are expected to conform to the environmental regulations of the country of origin.
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