Spanish - listening. Section “Listening” of the Unified State Exam in Spanish Difficulty understanding the Spanish language

This section of the Unified State Exam in Spanish includes 9 tasks.

What you need to know and be able to do to successfully complete the “Listening” section of the Unified State Exam in Spanish:

1. Have listening experience. Unfortunately, schools today pay very little attention to this aspect, and therefore this section presents a certain difficulty for schoolchildren.

2. Be able to adapt to different conditions listening to audio material. The exam entry may not be very good. good quality, extraneous noise, etc. - you have to be prepared for anything!

3. Be able to adapt to listening to voices of different timbres (female, male, children's, low, high).

4. Have the skills of listening to text of a monologue and dialogic nature.

5. Possess strategies for global understanding (tasks of the first type), selective understanding (tasks of the second type) and detailed understanding (tasks of the third type) of the text.

6. Possess an active vocabulary within the framework necessary to successfully pass the Unified State Exam in Spanish.

How to avoid mistakes when completing tasks in the “Listening” section:

2. When completing tasks, do not try to understand the text, concentrate your attention on the requested information!

3. When completing tasks, you must listen to the text completely and concentrate your attention to the end, since the answer may be at the very end of the text.

4. You need to be able to highlight key information and be able to filter out information that leads away from the key information. That is, you need to be able to focus on the main information and ignore phrases that lead away from the main thought and essence of the statement.

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Students studying a foreign language in Russia are vitally short of spoken language. This is easy to notice in the example of students who completed a month-long or more internship in Spain: they understand the language much better than others, use more idiomatic constructions, speak more clearly, with better pronunciation, are livelier and freer. And this is not surprising: during a month of immersion in a foreign language, the brain accumulates a critical mass of sounding material, which it is able to adequately – and without our conscious participation – process. Living in Russia, this critical mass should be created artificially. Ideally, the student should listen at least half an hour of speech every day. This figure may seem high, but it must be kept in mind that

spoken speech is our main source of information; the brain is accustomed to extracting information from the sound environment
the main interaction with the outside world, which requires quick reaction and perception, will occur precisely in spoken speech
Without listening to a large amount of speech, it is impossible to form an adequate pronunciation
It is easier for students to technically listen than to read (you don’t have to set aside time for listening, you can listen to dialogues while driving, at lunch, on the subway...)
We retain information we read more easily than information we listen to, so it’s more important to develop listening skills
The student very quickly gets used to the teacher’s speech, but the speech of other native speakers makes him serious problems perception

Therefore, it is so important, on the one hand, to include as much listening as possible in lessons, and on the other hand, to strongly recommend listening resources for students to study at home.

Goal of the work

It is important to understand that when working with audio, there may be several goals. However, the main goal is one, the perception of the meaning of the recording. Therefore, the main part of the work should be focused on finding meaning, even with a partial misunderstanding of the material. Moreover, this partial misunderstanding will haunt the student throughout the entire period of his education (and therefore for years, if not his entire life), so it is extremely important that the student

Developed resistance to linguistic stress and did not worry about partial misunderstanding of speech
Formed the necessary understanding strategies, in particular

Focusing on certain elements of speech (verb, verb clitics, names, numbers, etc. factual material)
Restoring the meaning of a word from context

Hence the conclusion: in addition to specific pronunciation exercises, start with deciphering the general meaning of the recording (which, in fact, is what we are talking about), and only then move on to specific tasks (answering specific questions about the text).

Types of specific listening tasks

Practicing the pronunciation of certain sounds

As a rule, any foreign language course includes sound material for practicing sounds that are new to the student. There are two fundamentally different strategies: we can give a phonetics course first, or we can study phonetics as we learn the language. Let's make a reservation right away: the first strategy is flawed. This is proven by generations of graduates of the Faculty of Philology with their terrible “philology” accent. It turns out that months of practicing words that are meaningless for a student (these are usually found in phonetic courses) do not help him correctly pronounce meaningful words in free speech. This is normal: after all, in speech, words are pronounced differently, merge with each other, are emphasized in a certain way... This does not mean that exercises for reading sounds are meaningless: no, they work, but only in conjunction with reading dialogues that are meaningful for the student.
Instead of practicing words without determiners, it will be much more useful to read phrases like

en la estación, del metro, a mi casa

Practicing intonation

Again, it is better to study intonation through dialogues. Of course, the general norms for reading declarative, interrogative and exclamatory sentences should be explained and minimally worked on phonetic material. But the real practice of these types of intonations only begins in the main course. In the section of pragmatics, which examines exclamations, in the section of grammar, which studies interrogative words, emphasis should be placed on pronunciation.

Catching the necessary information from the general flow

Any teacher knows that names are the worst to remember, followed by numbers and dates. This is partly due to the fact that the brain focuses its attention on analyzing the grammatical forms of a foreign language, and names devoid of internal form fall out of its sphere of interest.
That's why tasks in which we focus students' attention on recognizing names, titles, numbers and dates are so useful. We can do this as one of the listening tasks, after the students understand the general meaning of what is happening. However, it may be helpful to ask students to concentrate on recognizing names when they first listen, in otherwise they will not recognize or easily forget the names of people who have just been introduced to them!

Catching certain lexical and grammatical units (filling in the gaps)

This is one of the most common tasks. However, it should be used very carefully. There are two reasons. First, disassemble All Words in spoken speech are extremely difficult, so immediately asking students to fill in the gaps with what they hear can lead to disappointment and frustration. Secondly, consciousness recognizes words incomparably better in an already meaningful context. Therefore, you should start with listening aimed at understanding the general meaning. If this general meaning is not clear to students, it means that the task is too difficult for them. You can try to simplify it by retelling the content before listening, learning new vocabulary, or even practicing difficult-to-understand phrases separately in exercises specially created for this listening exercise. But it will be easier to give a simpler task.
Alternatively, you can ask them to recognize exactly the words you worked with in class. For example, “out of this list of 10 words, you should hear 5.” It is better if these are words related to each other in meaning, then they will not only be recognized, but will also be better assimilated in the student’s mind.

Recognizing the desired linguistic structure

A typical task is “find all uses of Subjuntivo” in this interview. Of course, this task should be auxiliary, and not the main one: nevertheless, looking for a grammatical form in an incomprehensible text is more harmful than useful. However, after a general semantic analysis of the text, this task may prove useful. The fact is that it is extremely useful to teach how to fix attention on certain lexical and grammatical structures. Students often make mistakes not due to ignorance, but due to an inability to pay attention to constructions that are not in their native language (say, Subjuntivo). It's even more useful to ask them to pay attention not to the Subjuntivo itself, but to the main clause that triggers it.
You can search for past tenses (or tense indicators that define them), verb constructions, etc.

Definition of a communication situation

This is a very useful type of work in the initial stages of language learning. The teacher puts on 3-4 sounding fragments and asks students to determine what kind of communicative situation (meeting, greeting already familiar people, saying goodbye, conversation in a store, clinic, etc.) is being discussed. Ideally, it is better to use fragments of films, so that later as an answer you can use not only the spoken speech, but also a visual image, so that it is securely attached to the speech formulas.

Division into parts/ideas

This type of work is useful in more advanced stages. The material used is an interview or conversation, from which students must extract the main ideas.
Often students become so accustomed to the fact that they have to recognize grammatical forms rather than meaning that they think they understand the text when they manage to identify all the forms. This, alas, is not so! Therefore, all tasks for rethinking the text will be extremely useful!

Search for common meaning

This type of task is the cornerstone of working with any type of text. However, “general meaning” is, unfortunately, a vague concept. It includes the following components:

Identify the participants in the conversation, their names and functions (for example, Anna asks for something, and Maria agrees)
Determine the communicative framework, frame (for example, “at Maria’s house”, “in the restaurant”)
Determine the success of communication, whether the participants managed to resolve the problem
Define specific task(what Anna asks)
Determine the conditions (why he is asking, why, in what form, etc.)

To make it easier for students to recognize the general meaning, they usually resort to asking specific questions. However, the teacher can make the work more fun by including students in a communicative situation, for example, “You are Maria’s best friends and you know that her boring friend is always asking her for something. You decided to eavesdrop on their conversation, prepare for the fact that you will have to convince Maria to refuse.” In this case, listening will become active because students will be vitally involved in the listening process.

Working with songs

Songs can be a great way to stimulate students and the learning process in general. Free, metaphorical speech and vivid images are better imprinted in memory, and rhythm and melody help assimilate the text. The main question is which songs to play. Of course, there are certain “educational” songs that more than one generation of teachers work with, whose goal is to practice a certain grammatical structure ( ¿ Quévoyahacer? de Manu Chao, Ojala de Silvio Rodríguez, etc.). However, you should understand that, in fact, all these songs are much more difficult to understand than they seem, and be prepared for rejection or misunderstanding on the part of students.
It may be helpful to ask students to vote for songs they like. The tastes of the teacher do not always (and in my case, almost never:) coincide with the tastes of the students, and what the students like will be remembered by them incomparably better than what they do not like.
The simplest and most harmful way to work with songs is to fill in the gaps in the printed text. I have repeatedly heard complaints from teachers: “I play them a simple song, ask them to fill in the gaps in the text, but they don’t hear.” It `s naturally. If students are unable to grasp the overall meaning of a song, their minds will most likely not cope with the task of catching words in a context they do not understand, and even if they do, their minds will not be of much use. You should first introduce unfamiliar vocabulary, talk about the song, retell it in simple text, and only then start listening.
It is much more useful (as in this development) to try to understand what each verse is saying.

Radio, podcasts, TV series and films

Of course, efforts should be made to ensure that students understand original sources rather than specially constructed recordings. In this sense, fragments of television programs and series will be much more useful than audio recordings, since the situation itself will give students the keys to understanding the text. It must be admitted that regular viewing of television programs can be an indispensable tool for mastering a foreign language in Russia.

Noise and interference

In no case should you be afraid of interference in your speech; on the contrary, you should create it! In life, we almost never hear our interlocutor well: he stands with his back to us, loud music is playing behind the wall near the neighbors, and children are screaming in the yard. This is what we must prepare students for, albeit gradually!
However, in exam listening, interference should be avoided: the very acoustics of the hall and the wheezing of the speakers will create sufficient interference!

Pace and adaptation

Many teachers try to avoid natural-paced recordings. However, this is the pace we must get used to. Students should be able to recognize the structures they have learned at any rate of speech.

Most recording programs allow you to slow down or speed up a music file somewhat. I highly recommend that teachers master this technique and have multiple copies of the audio file at different speeds. Then the same listening can be listened to first at a slightly slower pace, and then at a natural pace.

Subtitles and transcripts

Everyone knows that students - especially those learning a language in Russia! – prefer to read rather than listen. This is a universal feature of our consciousness. Therefore, be sure that by playing a recording and printing a transcript, or by watching a movie with subtitles, students will use the visual channel to discern meaning.

How to “deal” with original or complex recordings?
The best, although time-consuming, method is to create dialogues that are similar in meaning and practice them before listening or watching. If time permits, you can watch a fragment of the film with subtitles, and then re-play it without subtitles.

How to work with listening: recipes

Of course, you should practice unfamiliar words that are important for understanding the sound fragment BEFORE you play the recording
It’s worth “accidentally” practicing difficult-to-understand grammatical structures in exercises
Ideally, BEFORE listening, you should read texts that are similar in structure or meaning.
If one of the tasks of listening is to determine the communicative situation, you can start listening. If there is no such task, it is worth explaining what situation we are talking about so that listening becomes more active.
Before auditioning, you need to set one or two tasks. Never start listening just like this: “now let’s listen to the text.”
NEVER STOP RECORDING, even if students protest. BEFORE listening, explain that you will play the recording several times and that students should be silent and listen, even if they do not understand everything. Say out loud that the recording will definitely contain words they don’t understand, and that this is how it should be.
You can divide students into groups and give them different listening tasks. After listening, students will work in groups to come to a common understanding. Then make pairs out of these two groups, have each student tell their partner what their group understood from the task.
Each recording should be listened to 3-4 times, and the task should be different each time. It's worth starting with defining the general meaning. Then you can ask questions about the characters and their goals. Only then can you sort out the details.
The most interesting thing about the listening work is the subsequent discussion in Spanish. Prepare him. Don't forget to give elementary level students some metal vocabulary to discuss: noheentendidounaexpression,noseloquediceelchico, ¿Habeis entendido lo que quiere la chica?Creoquediceestoperonoestoysegura and so on. Divide students into pairs or groups to discuss what they do not understand.
There are almost always one or two students in the group who understand almost everything. Give them the opportunity to speak in Spanish, but only at the end, let the others say everything they can understand first. It is better if they do this in pairs or groups, then everyone can speak.
You could break a long recording into two parts, have half the group out of the audience (giving them a different task), play half the recording to the other half of the group, put them in the hallway (asking them to discuss what they heard), invite the first half to listen to the rest of the recording, and then organize pairs from two halves of the group to discuss and answer pre-set questions.

Why is Spanish so difficult to understand?
Misunderstanding Spanish is a pain point for most students. The same text, when perceived by ear (listening), can give the impression of some kind of meaningless sound stream, and when it is possible to read it, it turns out that all the words were known.

Difficulty understanding Spanish

How to overcome this?
Since few people know the real cause of the problem, the answer to this question usually begins at the end - with advice on what to do.

The most common advice for understanding Spanish is more regular practice (listening). Listen to songs, watch movies and TV. This option does work, but with advanced students who have passed a certain threshold in understanding Spanish by ear (listening). That is, with those who have developed speaking skills, the language is used in practice, and now it is enough either to maintain it at a good level solely through practice, or to add language practice to regular educational activities.

But for those starting from scratch or those students who have not yet overcome a certain critical threshold in understanding Spanish by ear (listening), that is, the skills to understand Spanish have not yet been formed, this recipe is not suitable. You can listen to a stream of unfamiliar sounds as much as you like, but it will not turn into meaningful speech!

By the way, when it comes to learning Spanish, many people do not differentiate between learning itself and language practice. Some are afraid of practice and always put it off until better times, while others try to completely replace learning with practice. Both are wrong: effective learning of Spanish is based on a well-calibrated balance of these two indispensable things.

Another tip is to break through this barrier of understanding Spanish through immersion. In essence, we are talking about practice again, but organized differently. First of all, you should know that with this method everything is not at all simple. It is not always applicable and not to everyone, and few teachers today are able to implement it. Immersion means that for some time you do not speak your native language at all, not even half a word. Preferably, you don’t even think about it. If you imagine for a moment what this is like, you will realize that we are talking about a situation of extreme stress. There have been cases when even people who were well trained in Spanish came out of language immersion with severe headaches and other problems. That is why you are unlikely to find a real immersion method anywhere now, and what is passed off as it is not genuine immersion. Most often, communicative language trainings are now offered under the brand of immersion. For training enthusiasts, this format often helps them get into conversation, but this has nothing to do with eliminating the problem of understanding Spanish by ear (listening).

Another mythical, but widespread point of view is associated with the difficulties of understanding the Spanish language by ear (listening). “To learn to understand Spanish by ear, you need to have a good ear for music.” It is not true.

People by nature have two types of hearing - musical and phonemic. Unlike musical, phonemic gives us the opportunity to perceive and understand speech. These species are localized in different hemispheres of the brain and do not have a direct connection with each other. You may ask: why then, among people with musical abilities, are there many who find languages easy? The point is this. These people are sensitive to the melody and intonation of the language, which is a big plus for learning Spanish. Also, playing music has a beneficial effect on brain activity in general. And musicians communicate with the speech areas of the brain through fine motor skills. (Do you want to learn Spanish faster? Take up playing musical instruments, knitting, beading, or anything else that will make your fingers “think.” It works, no joke.) This is why among musicians you can actually meet people who are also gifted in sphere foreign languages. But the root of the problem is understanding in English is a lack of phonemic hearing. So - listening, listening, listening and listening many more times.

This type of hearing has increased sensitivity during infancy and early childhood. This is the first and main of all speech abilities that exist in a person, which is included in the work. The level of development of phonemic hearing was the criterion by which old teachers, who are now, alas, “not produced” by foreign languages, determined the presence or absence of a person’s abilities for the language as a whole. Due to poor phonemic hearing, applicants to serious language institutions were rejected. The absence or lack of development of phonemic awareness as a basic step in learning the Spanish language entails other difficulties. Because this is the foundation of the language as a whole. Either there is a foundation, and then the rest of the “building” is firmly built on it, or the result is a Nif-Nif house, which will fall at the slightest breath of wind.

The good news is that every person has phonemic awareness, with the exception of the deaf and dumb. And it can be awakened to life and developed through certain exercises. It is with the development of listening that work with students in the training programs of the Center for Language Psychology begins.

Studying Spanish on the principle of separately memorizing words and grammatical rules, although it is the most familiar and widespread way, will never lead you to real-life communication skills. To be able to communicate in Spanish, you need to understand speech and speak fluently - that is, respond quickly and correctly in a conversation, without mentally translating every word from Russian to Spanish and back. These skills will be acquired through CLP training and can be further developed through practice or advanced training with a teacher.

A tip for all Spanish learners: listen to authentic (native-speaker) recordings as much as possible. Movies, songs, programs - everything that may be truly interesting to you and within your current level of understanding of Spanish. And although these recordings, unlike CLP programs, do not have a system or regime of control and verification, there will be an undoubted benefit from such passive practice - as a supplement to the method of learning Spanish that you currently adhere to.

Listen to the text and answer the question whether the statement is true or false (verdadero o falso). Please indicate your choice (a or b) on your answer sheet.

La Costa Brava está al sur de España.
- a) verdadero
- b)falso

Se fueron a la playa el domingo pasado.
- a) verdadero
- b)falso

El lugar donde está la playa tiene rocas en el agua.
- a) verdadero
- b)falso

En la playa no había mucha gente.
- a) verdadero
- b)falso

No hacía muy buen tiempo a causa del viento.
- a) verdadero
- b)falso

La gente construía castillos de arena.
- a) verdadero
- b)falso

El agua estaba un poco fría, pero al autor le gusta el agua fría.
- a) verdadero
- b)falso

Task 2

Listen to the text again and answer the questions posed by choosing one answer option from the three proposed. Write the letter (a, b or c) corresponding to the selected options on your answer sheet.

En la playa puedes comer en…
- a) un bar.
- b) un restaurante.
- c) un chiringuito.

Según el texto las toallas no se usan para …
- a) secarse.
- b) tumbarse en el suelo.
- c) ponerlas encima.

Según el texto para no quemarte necesitas …
- a) una crema.
- b) una toalla.
- c) un sombrero.

Si no sabes nadar tienes que ponerte…
- a) una colchoneta.
- b) un flotador.
- c) un traje especial.

Al salir del agua el autor…
- a) se duchó.
- b) se seó.
- c) se tumbó en la arena.

En la playa el hombre no puede llevar...
- a) un biquini.
- b) un banador.
- c) unos pantalones cortos.

Al mediodía el autor se fue a comer y de primero pidió …
- a) ensaladilla rusa.
- b) gaspacho.
- c) ensalada.

Por la tarde el agua estaba...
- a) igual que por la mañana.
- b) más fría.
- c) más caliente.

Lexico-grammatical test

(maximum number of points – 20)

Exercise: Fill in the gaps in the text with suitable forms, choosing them from the options provided. Write the letters (a, b or c) corresponding to the options you choose on your answer sheet.

La casa de los abuelos es enorme con tres (1)_______________ y un (2)_______________ . En el jardín que está (3)_______________ de la casa crecen muchos (4)_______________ frutales. En la planta (5)_______________ hay una entrada grande, con una cocina a la izquierda y (6)_______________ para bajar al sótano. Enfrente hay un (7)_______________ muy elegante donde reciben a los invitados. Los (8)_______________ están en la primera planta y también (9)_______________, en la segunda. Hay dos (10)_______________, uno abajo, cerca de las escaleras y otro en el cuarto de baño. Al final del pasillo hay también un lavadero, cerca de la puerta que da al (11)_______________. Allí guardamos a los perros. Mi perra Luna vive arriba, en, lo que antes era, » (12)_______________ » que tenía mi hermano para criar las palomas. Aquello es muy grande y espacioso y no está totalmente (13)_______________, si no que la pared que va a dar al patio está ocupada por una (14)_______________ metálica. Justo enfrente hay dos o tres escalones que dan a parar a otro rectángulo aun más grande (15)_______________ tiene el agua y a la que hay otra puerta, esa siempre está abierta para que la perra tenga más espacio, allí hace sus (16)_______________ . Esta habitación es en donde antiguamente tenía mi hermano los (17)_______________ de pelea. Esa habitación también tiene otra puerta pero esa nunca la abrimos porque da a parar a un (18)_______________ en donde no hay más que cuatro o cinco (19)_______________ de mi abuela y no hay (20)_______________.

	a	b	c
1	plantas	veces	suburbios
2	sotano	planta	piso
3	encima	debajo	detrás
4	legumbres	flores	árboles
5	sotana	baja	de arriba
6	escaleras	armarios	aseos
7	balcon	salon	cuarto de bano
8	techos	dormitorios	jardines
9	delante	abajo	arriba
10	aseos	bañeras	grifos
11	patio	balcon	buhardilla
12	un palo	un palomar	unas palomitas
13	arrepentido	encerrado	cerrado
14	papelera	tela	cartelera
15	a donde	de donde	en donde
16	necesidades	obligaciones	deseos
17	cerdos	caballos	gallos
18	tejido	tejado	tejera
19	plantas	coches	muebles
20	nadie más	algo más	nada más

Linguistic and regional studies

()

Exercise 1

On the territory of Spain there are a large number of cities and architectural monuments built during the Roman invasion. What do you know about this? Choose one of the options given (a, b or c) and indicate the letters corresponding to the selected options on the answer form.

Augusta Emerita fue una antigua ciudad romana fundada en el año 25 a.C., hoy es la ciudad española de …
- a) Merida.
- b) Sevilla.
- c) Zaragoza.
En las calzadas romanas se colocaban los … que indicaban la distancia de mil pasos.
- a) miles
- b) miliarios
- c) millares
El puente romano es una construcción, completamente indispensable de las calzadas, que permitía cruzar tales obstáculos como los ríos. El puente romano está sostenido por arcos que se llaman también …
- a) los pasos.
- b) las orejas.
- c) los ojos.
Acueductos romanos servían…
- a) para embellecer las ciudades con las construcciones monumentales.
- b) para cruzar los barrancos.
- c) de conductos de agua.
Los espectáculos de lucha de gladiadores tenían lugar en …
- a) los teatros.
- b) los anfiteatros.
- c) las plazas.

Task 2

Remember what you know about the Arab conquest of the Iberian Peninsula. Write the letters (a, b or c) corresponding to the selected options on your answer sheet.

En el siglo VIII los árabes formaron en el territorio de España un estado que se llamaba …
- a) Al-Ándalus.
- b) Andalucía.
- c) Arabia.
La capital del nuevo estado era…
- a) Sevilla.
- b) Códoba.
- c) Malaga.
Los árabes introdujeron en la península Ibérica una nueva religión, la …
- a) judía.
- b) christiana.
- c) muslimana.
Los reinos cristianos empezaron a luchar contra los árabes para volver a conquistar la Península. Esa lucha tiene el nombre de…
- a) Reintegration.
- b) Reunion.
- c) Reconquista.
La lucha contra los árabes se terminó con la toma de la ciudad de …
- a) Granada.
- b) Madrid.
- c) Barcelona.

Reading

(maximum number of points – 10)

Exercise 1

Read the text and choose the correct answer to the question. Write the letters (a or b) corresponding to the selected options on your answer sheet.

Texto I

Patricia: ¿Qué tal te ha salido la prueba de Literatura española?

Monica: El test bien, pero el examen oral me ha salido fatal. Creo que voy a suspender.

Patricia: A lo mejor apruebas...

Monica: No creo, 1a profesora es muy dura cuando corrige los exámenes.

Patricia: Si suspendes vas a tener que repetir curso.

Monica:¡Ay! Ya lo se. Pero esta asignatura es muy difícil…

Patricia: A mí me parece fácil. Creo que voy a sacar buena nota. El examen oral me ha salido mejor que el examen escrito. Si quieres... te puedo echar una mano.

Monica: Pues te lo agradecería mucho. Y tú… ¿qué vas a hacer este verano?

Patricia: Este verano me voy de intercambio y no quiero tener ninguna asignatura pendiente.

Monica: Yo quería irme a hacer prácticas a un colegio, pero no creo que pueda.

Patricia,: ¿Qué ibas a enseñar?

Monica:¡Literatura española! ¡Como olvido todo lo que aprendo…! Sería una buena manera de retener lo estudiado.

Patricia: Yo creo que te pasa eso porque estudias de memoria. Precisamente, para recordar lo que has estudiado no puedes hacer eso. Hay que memorizar, sí, pero también hay que reflexionar, pensar…

Monica: Tienes razón, porque llega la hora del examen y me quedo en blanco.

Patricia: Por eso te digo que cambies de método de estudio. Por ejemplo, es muy bueno sacar conclusions una vez memorizado un tema.

Monica: Lo intentare. Parece muy fácil, pero no lo es.

Patricia: Sobre todo requiere esfuerzo… ¡Anda! ¡No seas tan vaga!

Patricia consigue buenos resultados porque …
- a) estudia de memoria.
- b) tiene un buen metodo de estudio.
Patricia va a ir de intercambio porque…
- a) va a suspender
- b) va aprobar
A Monica le ha salido mejor…
- a) el examen escrito.
- b) el examen oral.
Mónica no podrá ir a hacer prácticas …
- a) porque va a suspender.
- b) porque no quere.
Patricia...
- a) se va y no podrá ayudar a Monica.
- b) le ayudará a prepararse si Mónica suspende.

Task 2

Read the text and answer the question whether the statement is true or false (verdadero o falso). Write the letters (a or b) corresponding to the selected options on your answer sheet.

Texto II

Se alza el Parador rodeado de pinos sobre el monte Gibralfaro y frente a la Alcazaba, desde donde se divisa la Bahía y la ciudad de Málaga con una perspectiva única. Construido a base de piedra y junto al castillo de Gibralfaro, su emplazamiento posibilita una visita a Málaga y es adecuado para la práctica de tales actividades deportivas como golf y tenis en las cercanas instalaciones del Parador del Golf. Los espacios comunes, así como las habitaciones y la piscina del ático disfrutan de hermosas vistas sobre la ciudad y el mar, ofreciendo también un excelente nivel de comodidad y confort. Magnífico escaparate de la gastronomía andaluza, el restaurante ofrece entre otros platos, la fritura de mariscos.

Hay vistas magnificas desde el Parador.
- a) verdadero
- b)falso
Al lado del Parador hay un monumento histórico.
- a) verdadero
- b)falso
Para jugar al golf se tiene que ir a otro Parador cerca.
- a) verdadero
- b)falso
La piscina del Parador está en el sotano.
- a) verdadero
- b)falso
Se recomienda la comida marina en el restaurante.
- a) verdadero
- b)falso

Listening text

Un día en la playa

El sábado pasado nos apetecía ir a la playa y fuimos a la Costa Brava. La Costa Brava está al norte de España, en el Mar Mediterráneo. Estoy completamente seguro de que aquí hay algunas de las playas más bonitas de España. Estuvimos en un lugar precioso, con árboles al lado de la playa y rocas en el agua. Hacía buen tiempo aunque el viento era un poco fuerte. Había bastante gente, pero no mucha. Se estaba bien. Había gente nadando, jugando en la orilla, buceando, jugando con la arena, jugando en el agua o paseando en la orilla. Unos hacían castillos de arena y otros estaban en el agua con una colchoneta. Mucha gente prefería estar tumbada tomando el sol. También había cometas volando. El agua estaba limpia pero algo fría. No me gusta que el agua esté muy fría. Cuando salí del agua me duche. Si te apetecía tomar algo, podías ir a un chiringuito que había en la arena. Para ir a la playa es recomendable llevar una sombrilla y toallas para tumbarse en el suelo o para secarse. Es necesario ponerse crema para que el sol no queme la piel. También hace falta ponerse un sombrero o una gorra para taparse la cabeza.

Si no sabes nadar es mejor que te pongas un flotador. Algunas mujeres llevan biquini, otras llevan bañador. Los hombres siempre llevan bañador. En el mar lo puedes pasar muy bien si tienes una moto acuática, una lancha, una barca o un barco. También puedes dar un paseo en un crucero. Ese hombre es bueno en windsurf, lo hace bastante bien.