Maghull High School

Sixth Form Academy

MFL

A-level Handbook

2017–2019

Aims, rationale & expectations

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The A-level specification builds on the knowledge, understanding and skills gained at GCSE. It is an

integrated study with a focus on language, culture and society. It fosters a range of transferable skills

including communication, critical thinking, research skills and creativity, which are valuable to the

individual and society. The content is suitable for students who wish to progress to employment or to

further study, including a modern languages degree. Our principal aim for Year 12 is to help you make the

transition from GCSE to A level as you develop a full range of language skills and knowledge, to achieve the

highest possible grades at the end of KS 5.

We aim to make the study of Spanish as interesting as possible within an overall framework of support and

mutual respect where the highest of standards are expected of all, staff and students alike. You will focus

on developing confident and effective communication skills in Spanish. Students will study technological

and social change, looking at the multicultural nature of Hispanic society. They will study highlights of

Hispanic artistic culture, including a focus on Spanish regional identity and the cultural heritage of past

civilisations. They will learn about aspects of the diverse political landscape of the Hispanic world. The

AQA syllabus includes a broad area of study and focuses on certain aspects for closer examination.

Students will study texts and film and will have the opportunity to carry out independent research on an

area of their choice.

The learning of grammatical structures will develop greater range and accuracy thus helping you to gain

confidence and succeed at a higher level in exams. It is essential to have the motivation and self-discipline

to engage in substantial and meaningful independent study. The skills of reading and listening can be

further practised independently and will support the development of even greater skill in communication.

With a wide range of material available in film literature and media via the internet and the language

department library you will be involved in monitoring your progress with the support of staff and help set

targets for further study.

For staff, our hope is that students will continue to develop an interest in, and enthusiasm for, language

learning and for them to consider the study of the language in a broader context. We also aim to

encourage the broader personal development of our students both in class and beyond. We also hope to

be able to treat our students as young adults and to help them to mature into thoughtful and responsible

individuals. This relationship is only possible where students consistently demonstrate their determination

to succeed and understanding of the standards they must reach in order to be successful.

Students must study the themes and sub-themes below in relation to at least one Spanish-speaking country. Students

must study the themes and sub-themes using a range of sources, including material from online media.

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Social issues and trends

1 Aspects of Hispanic society

Students may study all sub-themes in relation to any Spanish-speaking country or countries-

-Modern and traditional values (Los valores tradicionales y modernos)

- Los cambios en la familia

- Actitudes hacia el matrimonio/el divorcio

- La influencia de la Iglesia Católica

- Cyberspace (El ciberespacio)

- La influencia de internet

- Las redes sociales: beneficios y peligros

- Los móviles inteligentes en nuestra sociedad

- Equal rights (La igualdad de los sexos)

- La mujer en el mercado laboral

- El machismo y el feminismo

- Los derechos de los gays y las personas transgénero

2 Multiculturalism in Hispanic society

Students may study all sub-themes in relation to any Spanish-speaking country or countries.

- Immigration (La inmigración)

- Los beneficios y los aspectos negativos

- La inmigración en el mundo hispánico

- Los indocumentados - problemas

- Racism (El racismo)

- Las actitudes racistas y xenófobas

- Las medidas contra el racismo

- La legislación anti-racista

- Integration (La convivencia)

- La convivencia de culturas

- La educación

- Las religiones

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Political and artistic culture

1 Artistic culture in the Hispanic world

Students must study the sub-theme Spanish regional identity in relation to Spain. Students may study the remaining

sub-themes in relation to any Spanish-speaking country or countries.

- Modern day idols (La influencia de los ídolos)

- Cantantes y músicos

- Estrellas de televisión y cine

- Modelos

- Spanish regional identity (La identidad regional en España)

- Tradiciones y costumbres

- La gastronomía

- Las lenguas

- Cultural heritage (El patrimonio cultural)

- Sitios turísticos y civilizaciones prehispánicas: Machu Picchu, la Alhambra, etc

- Arte y arquitectura

- El patrimonio musical y su diversidad

2 Aspects of political life in the Hispanic world

Students must study Monarchies and dictatorships in relation to any relevant Spanish-speaking country or countries.

Students may study the remaining sub-themes in relation to any Spanish-speaking country or countries.

- Today's youth, tomorrow's citizens (Jóvenes de hoy, ciudadanos del mañana)

- Los jóvenes y su actitud hacia la política : activismo o apatía

- El paro entre los jóvenes

- Su sociedad ideal

- Monarchies and dictatorships (Monarquías y dictaduras)

- La dictadura de Franco

- La evolución de la monarquía en España

- Dictadores latinoamericanos

- Popular movements (Movimientos populares)

- La efectividad de las manifestaciones y las huelgas

- El poder de los sindicatos

- Ejemplos de protestas sociales (eg. El 15-M, las Madres de la Plaza de Mayo,)

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Exam Offered: the AQA Spanish A-level course AQA reference 7692

Subject content

Core content

1. Social issues and trends

2. Political and artistic culture

3. Grammar

Options

4. Works: Literary texts and films

Assessments

Assessment tasks will be varied and cover listening, speaking, reading and writing skills. The course is linear with

exams at the end of the course.

Paper 1 Listening Reading and Writing

What's assessed

• Aspects of Hispanic society

• Artistic culture in the Hispanic world

• Multiculturalism in Hispanic society

• Aspects of political life in Hispanic society

• Grammar

How it's assessed

• Written exam: 2 hours 30 minutes

• 100 marks

• 50% of A-level

Questions

• Listening and responding to spoken passages from a range of contexts and sources covering different

registers and adapted as necessary. Material will include complex factual and abstract content and

questions will target main points, gist and detail. Studio recordings will be used and students will have

individual control of the recording.

All questions are in Spanish, to be answered with non-verbal responses or in Spanish (30

marks)

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• Reading and responding to a variety of texts written for different purposes, drawn from a range of

authentic sources and adapted as necessary. Material will include complex factual and abstract

content and questions will target main points, gist and detail.

All questions are in Spanish, to be answered with non-verbal responses or in Spanish (50

marks)

• Translation into English; a passage of minimum 100 words (10 marks)

• Translation into Spanish; a passage of minimum 100 words (10 marks).

No access to a dictionary during the assessment.

Paper 2 writing

What's assessed

• One text and one film or two texts from the list set in the specification

• Grammar

How it's assessed

• Written exam: 2 hours

• 80 marks in total

• 20% of A-level

Questions

• Either one question in Spanish on a set text from a choice of two questions and one question in

Spanish on a set film from a choice of two questions or two questions in Spanish on set texts from a

choice of two questions on each text.

• All questions will require a critical appreciation of the concepts and issues covered in the work and a

critical and analytical response to features such as the form and the technique of presentation, as

appropriate to the work studied (eg the effect of narrative voice in a prose text or camera work in a

film).

No access to texts or films during the assessment.

No access to a dictionary during the assessment.

Students are advised to write approximately 300 words per essay.

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The approach to the study of Spanish at A level is a focus on how Spanish-speaking society has been shaped

socially and culturally and how it continues to change. In the first year, aspects of the social context are studied,

together with aspects of the artistic life of Spanish-speaking countries. In the second year further aspects of the social

background are covered, this time focusing on matters associated with multiculturalism. Students also study aspects

of the political landscape including the future of political life in the Hispanic world by focusing on young people and

their political engagement.

Students will develop their knowledge and understanding of themes relating to the culture and society of countries

where Spanish is spoken, and their language skills. They will do this by using authentic spoken and written sources in

Spanish.

The choice of works (literary texts and films) offers opportunities to link with the themes so that, for example, the

play La casa de Bernarda Alba could be linked to the sub-theme Modern and traditional values while the film Volver

could be connected to the sub-theme Equal rights.

Paper 3: Speaking

What's assessed

• Individual research project

• One of four themes (ie Aspects of Hispanic society or Artistic culture in the Hispanic world or Multiculturalism

in Hispanic society or Aspects of political life in Hispanic society)

How it's assessed

• Oral exam: 21–23 minutes (including 5 minutes preparation time)

• 60 marks in total

• 30% of A-level

Questions

• Discussion of a sub-theme with the discussion based on a stimulus card (5–6 minutes). The student studies

the card for 5 minutes at the start of the test (25 marks).

• Presentation (2 minutes) and discussion (9–10 minutes) of individual research project (35 marks).

No access to a dictionary during the assessment (including 5 minutes preparation).

Students may take the assessment only once before certification.

Assessments will be conducted by either the centre or a visiting examiner and marked by an AQA examiner.

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Students following this specification will develop their language knowledge, understanding and skills through:

- using language spontaneously to initiate communication; ask and answer questions; express thoughts and feelings;

present viewpoints; develop arguments; persuade; and analyse and evaluate in speech and writing, including

interaction with speakers of Spanish

- applying knowledge of pronunciation, morphology and syntax, vocabulary and idiom to communicate accurately and

coherently, using a range of expression – including the list of grammar in this specification

- using language-learning skills and strategies, including communication strategies such as adjusting the message,

circumlocution, self-correction and repair strategies

- listening and responding to spoken passages including some extended passages from a range of different contexts

and sources, adapted as necessary, covering different registers and types, including authentic communication

involving one or more speakers

- reading and responding to a variety of texts including some extended texts written for different purposes and

audiences drawn from a range of authentic sources, including contemporary, historical and literary, fiction and non-

fiction texts, adapted as necessary

- understanding the main points, gist and detail from spoken and written material

- inferring meaning from complex spoken and written material, including factual and abstract content

- assimilating and using information from spoken and written sources, including material from online media

- summarising information from spoken and written sources, reporting key points and subject matter in speech and

writing

- translating an unseen passage from Spanish into English

- translating an unseen passage from English into Spanish.

Students must also study either one book and one film or two books from the lists in this specification. They must

appreciate, analyse and be able to respond critically in writing in Spanish to the work they have studied. Their

understanding of the work must include a critical appreciation of the concepts and issues covered and a critical and

analytical response to features such as the form and the technique of presentation as appropriate to the work studied

(eg the effect of narrative voice in a prose text or camera-work in a film). In addition, students following this specification will:

- develop research skills in Spanish, demonstrating the ability to initiate and conduct individual research on a subject

of personal interest, relating to the country or countries where Spanish is spoken

- identify a key question or subject of interest and select relevant information in Spanish from a range of authentic

sources, including the internet

- use information to illustrate knowledge and understanding of the research subject

- analyse and summarise research findings, elaborating on key points of interest, as appropriate, through oral

presentation and discussion.

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AS grammar

1 Nouns Gender, Singular and plural forms. Plural of male/female pairs (eg los Reyes) Affective suffixes (R)

2 Articles Definite and indefinite El with feminine nouns beginning with stressed a (el agua) Lo + adjective

3 Adjectives Agreement, Position Apocopation (eg gran, buen, mal, primer)

Comparative and superlative (eg más fuerte; mejor, peor, mayor, menor)

Use of adjectives as nouns (eg una triste, la roja, las norteamericanas)

Demonstrative (eg este, ese, aquel)

Indefinite (eg alguno, cualquiera, otro)

Possessive (weak and strong forms) (eg mi / mío)

Interrogative and exclamatory (eg ¿cuánto? / ¡cuánto!, etc, including use of ¿qué? / ¡qué!)

Relative (cuyo) (R)

4 Numerals Cardinal (eg uno, dos) Ordinal 1–10 (eg primero, segundo) Agreement (eg cuatrocientas chicas)

Expression of time and date

5 Adverbs Formation of adverbs in –men,e. Comparative and superlative (eg más despacio) Use of adjectives as

adverbs (eg rápido, claro) Adjectives as equivalents of English adverbs (eg Salió contenta) Interrogative

(eg ¿cómo?, ¿cuándo?, ¿dónde?)

6 Quantifiers/intensifiers (eg muy, bastante, poco, mucho)

7 Pronouns Subject Object: direct and indirect; use of se for le(s); ‘redundant’ use of indirect object

(eg Dale un beso a tu papá) Reflexive Unstressed/stressed forms (eg me/mí) Position and order Relative

(que, quien, el que, el cual) Demonstrative (este, ese, aquel; esto, eso, aquello) Indefinite (eg algo, alguien)

Possessive (eg el mío, la mía). Expression of possession by the use of the indirect object pronoun

(Le rompió el brazo) must also be included. Interrogative

8 Verbs Regular conjugations of -ar, -er and -ir verbs, including radical-changing

(eg recordar/recuerdo, pedir/pido) and orthographic-changing (eg abrazar/abracé) verbs in all tenses and moods,

finite and non-finite forms Regular and irregular verbs, in all tenses and moods, finite and non-finite forms. Agreement

of verb and subject Use of hay que in all tenses

Use of tenses:

- Present

- Preterite

- Imperfect

- Future

- Conditional

- Perfect

- future perfect

- conditional perfect

- pluperfect.

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Use of the infinitive, the gerund and the past participle

Verbal paraphrases and their uses. These include but are not limited to the following:

- ir a + gerund

- estar + gerund

- acabar de + infinitive

- estar para + infinitive

- llevar + gerund

- ir + gerund (R)

- venir + gerund (R).

Use of the subjunctive Commands Conditional sentences After conjunctions of time After para que, sin que

In relative clauses (R) After other subordinating conjunctions (R) With verbs and verbal expressions of wishing,

commanding, influencing, emotional reaction, doubt, denial, possibility, probability (R) Sequence of tense in indirect

speech and other subordinate clauses

Voice

Use of the reflexive as a passive (eg El puente se construyó para unir a lascomunidades)

Use of the reflexive to express an impersonal subject (eg ¿Cómo se llega a la estación?)

Use of ser + past participle

Use of estar + past participle

‘Nuance’ reflexive verbs (eg caerse, pararse)

Modes of address (tú, usted; vos (R))

Constructions with verbs

Verbs followed directly by an infinitive (eg querer, poder)

Verbs followed by a preposition plus an infinitive or noun phrase (eg insistiren, negarse a)

Verbs followed by a gerund (eg seguir)

Verbs of perception (eg Vi asfaltar la calle)

Uses of ser and estar

9 Prepositions

All prepositions, both simple (eg bajo) and complex (eg encima de)

‘Personal’ a Discrimination of por and para

10 Conjunctions

Coordinating conjunctions (eg y, o, pero)

Subordinating conjunctions. These include but are not limited to the following. cause (porque)

- purpose (para que)

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- proviso (con tal que)

- supposition (a no ser que)

- time (cuando)

- concession (aunque).

Use of que to introduce a clause (eg ¡Cuidado, que se va a quemar la tortilla!) (R)

11 Negation

12 Questions

13 Commands

14 Word order

Subject following verb (Ha llegado el profesor; Me gustan las patatas)

Focalisation (Tú ¿qué opinas?; A Cristiano lo odian) (R)

15 Other constructions

Time expressions with hace/hacía and desde hace/hacía

Cleft sentences (Fue en Madrid donde nos conocimos)

Comparative constructions. These include but are not limited to the following:

- tan... como..., etc

- más... que..., etc.

Tiene más dinero de lo que creía (R)

Indirect speech

16 Discourse markers (eg Es que..., Por ejemplo, Ahora bien...)

17 Fillers (eg pues, bueno)

A-level grammar

In addition to the vocabulary listed in the AS grammar list, students of A-level will also be expected to study the following:

Adjectives Relative (cuyo)

2 Verbs

Use of the subjunctive:

- in relative clauses

- after other subordinating conjunctions

with verbs and verbal expressions of wishing, commanding, influencing, emotional reaction, doubt, denial, possibility,

probability.

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3 Conjunctions

Use of que to introduce a clause (¡Cuidado, que se va a quemar la tortilla!)

4 Other constructions

Comparative constructions Tiene más dinero de lo que creía

Expression of concession other than by aunque (por muy adjective que, por mucho que) (R)

Study skills- How to be a successful language learner:

REMEMBER – a little and often is best. Language must be frequently reviewed and put to use for it to become embedded and a vocabulary you are comfortable to use.

Similarly, the four skills of Listening, Speaking, Reading and Writing, must be practised regularly in order for them to become well developed to meet the highest score of the success criteria described in the tables above.

You will track your use of independent study and conversation classes with the Spanish FLA using the Independent Study pro-forma. The additional study of language outside the classroom is vital for you to achieve the highest grade you can achieve. You will be supported in this by your class teacher.

Speaking

• Take every opportunity to speak in Spanish in class, with the FLA and each other!

• If you feel you rely on any written support for speaking, withdraw this support to just key words and then move on to NOT writing down what you want to say. Remember you will not have a script at A Level. It will be challenging at first but you will gain confidence from being able to do it increasingly well in time.

• Make effective use of the Spanish LA – ask questions and seek clarification in areas you are not sure of.

• Learn set phrases for introducing more complex ideas/ arguments: they will help structure your answers making your spoken and written work clearer and well structured. (two essential elements of communication)

• Build your use of idiomatic language and build relevant banks of vocabulary for each topic area. You will now be developing a spoken level of Spanish that must build from the top level descriptor at AS: you can sustain meaningful conversation and take the lead on occasion. You can react spontaneously in developing ideas. Pronunciation and intonation is good. Again, the FLA will be helping you develop and refine your intonation and pronunciation. Remember making mistakes is how you learn.

Listening

• Listen to things you enjoy: songs, radio, YouTube clips.

• Listen to short pieces regularly - everyday if possible. Be proactive in your studies. This includes focus in lessons, getting actively involved by asking and answering questions and developing your independent learning.

• Watch films/ television- try it without subtitles first, then put them on. Go back and listen again: Spanish audio of films that are familiar to you can improve your skill and build language.

• Try to find pieces for which you have a transcript. Listen without and then with the assistance of the script. Go back and listen once more without the script.

• Include some exam style practice.

Reading

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• Read anything that interests you - magazines and newspapers (via the internet) are ideal

• Take short passages and try to understand everything

• Note down new vocabulary as it arises and take charge of how you organise this: reviewing language and ensuring you make use of the language to ensure it becomes embedded through use.

• Practise translations of short extracts. Remember once translated you will have to ensure it reads like good English; altering the word order and choice of language where necessary.

Writing

• Look carefully at the feedback you receive on written work. Ensure you act on advice and engage in dialogue with your teacher where you need to clarify and misunderstandings.

• Follow up on errors, studying the grammar to see where you can improve your accuracy. Complete more exercises to build your confidence and eliminate errors. (Grammar sections of text books will support you in this.)

• Learn key vocabulary for each topic - this will be key to being able to write with a range and depth to gain the highest marks.

• Learn set phrases that will enable you to express ideas and points of view and introduce more complex language.

• Practice planning/ structuring essays eg use mindmaps to organise your ideas. Review units of work in their entirety to look at what the range of language should be; not just what you remember: never start writing with a blank page in front of you!

• REMEMBER- always maintain a very clear focus on the actual question you are answering. Every paragraph should link directly to the essay title. Ensure that you have done this by planning beforehand and checking throughout the task.

• Get into the habit of checking written work in detail: verb endings, agreements of adjectives, use of plural and word order. Pay attention to feedback you are given and use opportunities to work with a partner or group and assess your partner’s work and develop your own skill and that of others by collaborating- where you are achieving higher marks share your knowledge to further embed what you know.

Homework:

A vital part of your studies is discovering what you are capable of when not in class, perhaps supported by others and your teacher, or completing a task soon after language is learned. This can give a false idea of what you can do on your own. It is important you develop the ability to work independently and produce work of sufficient quality to see how you are truly progressing. Homework should be seen as the opportunity to gauge your real levels of progress. It should therefore be produced under the best conditions: with plenty of time to review it and redraft where necessary. It cannot be rushed or left to the last minute if it is to support your learning.

Independent Learning

We have pointed to a number of ways you can develop greater independence. You should always ensure that language that has been taught from one lesson to another is reviewed and practised beforehand. This will allow you to get more from the next session: review will be faster and you will be in a position to contribute more in lesson.

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Organisation!

You are responsible for taking charge of your learning. Keep your work in an organised fashion. Make a point of sorting files and folders weekly if not more. Review your learning and support your revision by building systems right at the start. This is a marathon; not a sprint!

MIMO –Attendance

90% in a test is an excellent score. 90% attendance in school equals a day’s absence per fortnight. If this carried through from Yr 7-11 it adds up to 6 months absence over the 5 years!

Even 5 minutes turns into 3 days lost a year so punctuality to lesson is key too. After all 30 minutes daily lost becomes 19 days lost!

Relax!

By working consistently, following our advice and trying your best you are already successful. Stress is no use to learning. Don’t create it by falling behind or failing to complete assignments. Let us know if you are struggling sooner rather than later. Remember, we are here to support you in your language learning journey.

Staff

Mrs G Velasco

Head of MFL: Specialist Areas of Interest: literature and film ‘La Casa de Bernardo Alba’, Lorca Volver Amoldavar

The development of Speaking and Writing, Andalucía: Historia y Cultura velascog@maghullhigh.com

Mr Best: Specialist Areas of Interest: Spoken Expression and Response in Spanish. bestl@maghullhigh.com

Spanish Assistant: Carol Rodriguez Careaga

Wider Learning Opportunities

All students are expected to attend conversation classes with the language assistant. Students should

endeavour to make the most of these opportunities

Timetables permitting, all students of A2 Spanish will have (at least) 1 hour per week timetabled, as part of a small

group, with the Language Assistant (LA). These sessions are invaluable in relation to students developing greater oral

confidence and fluency, the ability to develop more complex, nuanced responses and, just as importantly, to have

the opportunity to listen to authentic spoken Spanish. Students should aim to speak 100% in target language.

Students should approach these sessions as an opportunity to practice their spoken Spanish and also to ask

questions of the LA regarding issues of interest to them about Spain and the Spanish-speaking world.

Once timetabled students must attend all of their allotted sessions. It must be stressed that they are compulsory.

We are allocated only 6 hours with the LA per week and it is unacceptable for them to waste time when students do

not attend. Failure to attend will be dealt with in accordance with 6th Form guidance and policies.

You will be very strongly encouraged to

• read Spanish newspapers & magazines on a weekly basis

• watch Spanish TV on the internet and keep up to date with current affairs,

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Reading and Study:

Suggested reading list:

La energía en Europa Carlos Dávila

El Camino de Europa José Manuel Moran

Europa: Historia de una idea Francisco Gutiérrez Contreras

Las instituciones de las comunidades europeas Carlos Molina

La integración económica europea Jesús Quintas

La Europa social Valeriano Bailo/Fernando Crespo

Las ciudades de Europa Fernando Arroyo/Felipe Fernández

Los españoles de hoy John Hooper

Contemporary Spain Terese Lawlor and Mike Rigby

El ecologismo español Joaquín Fernández

Fiestas de ayer y de hoy en España Francisco J Flores Arroyuelo

El siglo de las mujeres Victoria Camps

El mundo según los mujeres Margarita Riviere

El desarme La mujer española:de la tradición a la modernidad (1960-1980) Conche

Breve historia de la Guerra Civil española Gabriel Jackson

Autobiografía de los españoles Amando de Miguel

Inmigrantes entre nosotros Francisco Checa y Encarne Soriano

Crónicas de un país que dicen que va bien Fernando Jáuregui / Pilar Cernuda

The Art of Flamenco D E Pohren

Spanish Studies Bill Richardson

Contemporary Spanish cultural studies Barry Jordan and Rickki Morgan-Tamosunas

Los nuevos españoles John Hooper

Spain after Franco Juan Kattan, I Barne, Jim Connell

El abuso de las drogas Brian Ward

Mundo rico y mundo pobre Olivia Bennett

Ley y Orden Adam Hopkins/Gaby Mcphedran

La Conservación de la naturaleza Charlie Pye-Smith

La Conservación de la naturaleza Robin McKie

La energía nuclear Christy Campbell

Borreguero, Elene Catena, Consuelo de la Gandare, Marie Salas

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Symbol and ritual in the new Spain Laura Desfor Edles

Modern Spain Raymond Carr

La república, la era de Franco Ramon Tamames

A new Reference Grammar of Modern Spanish John Butt and Carmen Benhamin

501 Spanish verbs Christopher Kendris and Theodore Kendris

Yerma Federico García Lorca

Bodas de Sangre Federico García Lorca

Websites: Spanish search engines

www.Yahoo.es

www.terra.es

www.es.lycos.es

Spanish online newspapers

www.elpais.es – news, current affairs etc.

www.elpais.com

www.elmundo.es

www.abc.es

www.libertaddigital.com

www.larazon.es

www.eldiariomontanes.es

www.lavanguardia.es

www.marca.com (deportes)

Spanish radio

http://www.geocities.com/spanishradio/

www.rtve.es

www.bbc.co.uk/mundo/index.shtml

http://www.antena3.com/PortalA3com/home.do

www.cadenaser.com

www.cadenaondacero.es

www.rne.es (Radio Nacional de España)

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Spanish videos

www.youtube.com

www.youtube.es – lots of short video pieces on different topics

(obviously be aware of the range of sources & lack of editorial control!)

www.cope.es

http://www.cadenaser.com/

http://www.bbc.co.uk/mundo/

www.linguascope.com – access TV & radio stations via this site

www.20minutos.es – excellent for articles on a variety of topics

Grammar revision

(You can access grammar revision websites for specific topics via a general search engine.)

www.languagesonline.org.uk/

www.bbc.co.uk/education/languages/spanish/ - grammar/topic based activities etc.

www.surrey.ac.uk › ... ›

www.spanishrevision.co.uk/

www.revisiontime.com/aSpan.htm Useful websites

www.studyspanish.com – grammar explanations etc. + quizzes

General

www.bbc.co.uk/education/languages/Spanish

www.spanish.about.com

Neither the suggested reading list nor this list of websites is exhaustive in itself; there are always more

sources for you to research ad discover and especially for your research project you are expected to find a

wide range of material to give you a broad scope of material.