Answers

Literature and film:

Answers

Literatura y cine
1 Bodas de sangre
Pages: 106–107
Stage of Learning: AS
Objectives:
● Get to know the play Bodas de sangre.
● Investigate the popularity of a play when it was written.

Reading text and exercise

1
Students answer the questions about the extract in Spanish.

Suggested answers
1 Su pasión es más fuerte que la razón.
2 Menciona fuego y que es como un dolor de cabeza, pero peor.
3 Puso un muro de piedra entre la casa de la Novia y la suya.
4 Vidrios clavados en la lengua, arena en los ojos.
5 No podía controlar al caballo (a su pasión).
6 De querer a la Novia.
7 Su pasión por Leonardo no tiene lógica.
8 En la mitad de la boda y con la corona puesta.

Listening passage and exercise

2
Students listen to the interview and summarise it according to the points provided.

Possible answers
● Lorca’s death turned him into a symbol of the Republic and, up to a point, a victim of
repression under Franco.
● He was a writer of great talent and relevance.
● Honour, anguish, love.
● His characters possess all the emotions of human beings and help us to understand
ourselves.

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Literature and film:
Research

3a
Open ended

Speaking

3b
Writing

3c
Open ended

Writing

4
Open ended

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Literature and film:
2 Como agua para chocolate
Pages: 108–109
Stage of Learning: AS
Objectives:
● Get to know the novel Como agua para chocolate.
● Compare and contrast two main characters in a novel.

Reading text and exercise

1
1 Porque ella es la hija más joven/pequeña y según una tradición mexicana, no puede
casarse para así cuidar de su madre.
2 Se casa con la hermana de Tita para estar más cerca de Tita.
3 Porque Tita, la protagonista, es la cocinera de la casa.
4 Dureza/severidad.
5 Porque su padre quería un yerno más respetable/de familia más honrada.
6 Su comportamiento/severidad hacia sus hijas.
7 Porque la ayudó John Brown.
8 Porque decidió casarse.

Listening passage and exercises

2
1 Clara 5 Paco
2 Clara 6 Clara
3 Paco 7 Ninguno
4 Paco

Speaking

3a
Open ended

Writing

3b
Open ended

Optional task

4
Open ended

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Literature and film:
3 El coronel no tiene quien le escriba
Pages: 110–111
Stage of Learning: AS
Objectives:
● Get to know the novel El coronel no tiene quien le escriba.
● Comment on the effectiveness of the structure of a novel.

Reading text and exercise

1a
D, C, G, F, E, A, B

1b
Suggested answer
El coronel y su mujer son pobres pero él espera una pensión. Él va a un entierro. Llueve.
El gallo, que pertenecía antes a Agustín, su hijo asesinado, puede ganar una pelea, y así
evitarles la pobreza. El coronel sigue esperando la carta que le dará noticias de su pensión.
El coronel, optimista a pesar de su situación, decide cambiar de abogado para mejorar la
posibilidad de recibir la pensión. Los antiguos amigos de su hijo profetizan el futuro triunfo del
gallo.

Listening passage and exercise

2
1 No contiene sucesos violentos.
2 La sutileza psicológica / una dimensión política.
3 La muerte de su hijo Agustín.
4 No hay escenas retrospectivas.
5 La novela puede dividirse en tres partes; cada una representa una fase de este desarrollo.
6 Era una sociedad autoritaria en la que los ciudadanos tenían miedo.
7 Cambió de abogado.
8 Porque se había enfrentado con su pobreza y se sintió solidario con el pueblo.

Speaking

3a
Open ended

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Literature and film:
Speaking

3b
Open ended

Writing

3c
Open ended

Optional task

4
Open ended

4 La casa de Bernarda Alba

Pages: 112–113
Stage of Learning: AS
Objectives:
● Get to know the play La casa de Bernarda Alba.
● Study why the era and setting are important to the plot of a play.

Reading text and exercises

1
1 H 3 L 5 D 7 A
2 B 4 G 6 C 8 J

Listening passage and exercises

2
Suggested answers
1 Adela se suicidó.
2 Estaba/Había estado comprometido con ella.
3 Prometió sacar a Adela de la casa.
4 Bernarda disparó su escopeta contra él pero falló/no acertó.
5 Estaba en la taberna con su amigo.
6 La Poncia.
7 Las provocaba, despertando la rebelión.
8 Jura/Dice que son mentira.

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Literature and film:
Speaking

3a
Open ended

Writing

3b
Open ended

Optional task

4
Open ended

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Literature and film:
5 Nada
Pages: 114–115
Stage of Learning: AS
Objectives:
● Get to know the novel Nada.
● Evaluate the importance of the setting for the themes in a novel.

Reading text and exercises

1
A 1, 5, 8
B 2, 5, 6, 7
C 3, 4, 9

Listening passage and exercise

2a
1, 4, 7, 8

2b
2 María aprueba el efecto.
3 Reflejan el vacío de una pobre Barcelona después de la Guerra.
5 Los culebrones actuales están llenos de relaciones similares.
6 Las relaciones son sórdidas y violentas.

Research / Speaking

3a
Open ended

Writing

3b
Open ended

Optional task

4
Open ended

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Literature and film:
6 Réquiem por un campesino español
Pages: 116–117
Stage of Learning: AS
Objectives:
● Get to know the novel Réquiem por un campesino español.
● Study the quality of the descriptions of surroundings to decide whether a book or a play
has a sense of place.

Reading text and exercise

1a
Suggested answers
1 Porque le parece poco cristiano.
2 Que su hijo no podía ayudarles porque estaba en la cárcel.
3 Porque si el hijo fuera malo, robaría y los padres tendrían el dinero de los robos.
4 Quería avisar a los vecinos para que fueran a ver al enfermo y a su mujer.
5 Prohíbe que Paco vaya/ Le dijo a Paco que era la última vez que iba con Mosén Millán a
dar la extremaunción a nadie en el futuro.
6 Own answer.

Translation

1b
Suggested answer
Paco carried on his shoulder a velvet bag into which the priest had put the liturgical
objects. They lowered their heads as they went in, treading with care. Inside there were
two rooms with an uneven floor of stone slabs. It was getting dark now and in the first
room there was no light. In the second room all that could be seen was a little oil lamp. An
old woman, dressed in rags and holding a lighted candle stub, received them. The rock
ceiling was very low and, although he could stand upright, the priest lowered his head as a
precaution. There was no ventilation other than from the entrance door. The old woman’s
eyes were dry and her expression was one of fatigue and cold fear.

Listening passage and exercise

2a
2, 4, 6, 9

2b
1 Se siente aliviado porque ha vuelto la tranquilidad a la aldea.
3 No, algunos vivían en cuevas.
5 Llegaron al comienzo de la guerra.
7 Se escondió fuera de la aldea.
8 Lo mataron.

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Literature and film:
Speaking

3a
Open ended

Writing

3b
Open ended

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Literature and film:
7 El laberinto del fauno
Pages: 118–119
Stage of Learning: AS
Objectives:
● Get to know the film El laberinto del fauno.
● Comment on the importance of the setting of a film for the plot.

Reading text and exercise

1
Suggested answers
1 Es el fondo para el conflicto armado y la morada/casa del fauno.
2 Porque los republicanos son sus enemigos.
3 El artículo dice que es hija de un matrimonio anterior.
4 La idea de tener un hijo varón.
5 Porque al capitán no le interesaba lo que hacía ella.
6 Porque el bosque va a mostrarle un secreto sobre su identidad.
7 Mixto: el director mezcla la fantasía y el mundo real.
8 La película contiene escenas de terror.

Listening passage and exercise

2a
1, 4, 6, 7, 9, 11, 13

2b
Possible answer
La película ofrece una imagen realista de la Guerra Civil: la represión de la oposición, el triunfo
de Franco y los valores militares.
El bosque es el telón de fondo para todos los sucesos de la película, algunos reales, otros
fantásticos.
La película señala la pobreza de la gente del pueblo, el uso de las cartillas de racionamiento y
la actitud dura y triunfalista de los vencedores.

Research

3a
Open ended

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Literature and film:
Speaking

3b
Students discuss with a partner the points in relation to El laberinto del fauno and another film in
which the period setting is important, comparing the two. Refer them back to the Strategy box.
Open ended

Writing

3c
Open ended

Optional task

4
Open ended

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Literature and film:
8 La lengua de las mariposas
Pages: 120–121
Stage of Learning: AS
Objectives:
● Get to know the film La lengua de las mariposas.
● Compare and contrast different characters in a film.

Reading text and exercise

1
1 Justo antes de la Guerra Civil, 1936.
2 Cree que los maestros pegan a los
alumnos.
3 Que su maestro no pega, es un
hombre bueno.
4 A amar a la naturaleza y la poesía.
5 En un ambiente de libertad, amor,
felicidad.
6 La llegada de los nacionales, fascistas.
7 Rápido, dramático.
8 Los nacionales lo matan.

Listening passage and exercises

2a
3, 4, 6, 7

2b
1 La película se estrenó el siglo pasado.
2 Moncho tenía verdadero pánico a la escuela.
5 Los nacionales detuvieron al maestro.
8 Aunque estaba asustado, su valentía quedaba clara.

Speaking

3a
Open ended

Writing

3b
Open ended

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Literature and film:
Writing

4
Open ended

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Literature and film:
9 Diarios de motocicleta
Pages: 122–123
Stage of Learning: AS
Objectives:
● Get to know the film Diarios de motocicleta.
● Comment on the genre of the film and compare it with another that you have seen.

Reading text and exercises

1
1 paisajes 6 alcanzarán
2 ambientes 7 vidas
3 melodías 8 fiel
4 transporte 9 anímate
5 amistad 10 crecimiento

Listening passage and exercise

2
2, 5, 7, 8

Research

3a
Open ended

Speaking

3b
Open ended

Optional task / Writing

3c
Open ended

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Literature and film:
10 Mar adentro
Pages: 124–125
Stage of Learning: AS
Objectives:
● Familiarise yourself with the film Mar adentro.
● Read a synopsis and say if it interests you or not and why.

Audio files needed:

Audio file LC_10_2

Reading text and exercises

1
1 E 5 B
2 C 6 A
3 D 7 G
4 F 8 H

Listening passage and exercise

2
1 Mar adentro recounts the stubborn efforts of a man to die with dignity. The director has told
a true story and the plot does not stretch the truth.
2 First-rate acting; excellent music and photography; some striking scenes.

Research

3a
Open ended

Speaking

3b
Open ended

Writing

4
Open ended

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Literature and film:
11 Volver
Pages: 126–127
Stage of Learning: AS
Objectives:
● Get to know the film Volver.
● Learn the techniques for writing a synopsis.

Reading text and exercise

1
1 F 3 A 5 B 7 H
2 E 4 G 6 C 8 D

Listening passage and exercise

2
1 P 3 C 5 C 7 P
2 S 4 P 6 S 8 P

Writing

3a
Open ended

Speaking

3b
Open ended

Optional task

4
Open ended

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Literature and film:
12 Crónica de una muerte anunciada
Pages: 128–129
Stage of Learning: A Level
Objectives:
● Get to know the novel Crónica de una muerte anunciada.
● Discuss the genre of a novel and compare it with another you have read.

Reading text and exercise

1
1 E 3 B 5 F 7 D
2 K 4 J 6 A 8 I

Listening passage and exercise

2a
1 F 3 V 5 N 7 N
2 V 4 F 6 V 8 V

2b
1 A ella no le gusta nada.
4 El periodista recuerda un suceso de su juventud.

Speaking

3a
Open ended

Writing

3b
Open ended

Optional task

4
Open ended

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Literature and film:
13 El túnel
Pages: 130–131
Stage of Learning: A Level
Objectives:
● Get to know the novel El túnel.
● Compare two views of the book and say which you prefer.

Reading text and exercises

1
1 A 3 F 5 R 7 T
2 T 4 C 6 F 8 R

Listening passage and exercises

2
1 C 3 B 5 D 7 B
2 D 4 B 6 A 8 D

Research

3a
Open ended

Speaking

3b
Open ended

Speaking / Optional task

4
Open ended

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Literature and film:
14 La casa de los espíritus
Pages: 132–133
Stage of Learning: A Level
Objectives:
● Get to know the novel La casa de los espíritus.
● Examine the setting of a novel in history and consider whether it is a product of its time.

Reading text and exercise

1a
1 F 5 V
2 N 6 F
3 V 7 N
4 F 8 V

1b
1 La acción se centra en los primeros 70 años, aproximadamente, del siglo XX.
4 Pedro Tercero tiene ideales políticos opuestos a los de Trueba.
6 La cuarta generación presencia el golpe de estado.

Translation

1c
Possible answer
In it the author attempts to create 70 years in the history of Chile, from the beginning of
the twentieth century to the military coup that overthrew the Chilean President, Salvador
Allende (her uncle), in 1973. The novel tells the story of four generations of a Chilean
family, their social and political ambitions, their relationships and their conflicts.
Esteban Trueba, having been a successful businessman, devotes himself to politics, and
becomes a senator of the conservative party.
With Alba’s story we reach the military coup and the triumph of right-wing politics in
Chile.
Her literary characters stand out against a real social backcloth, that of Chile in the
twentieth century.

Listening passage and exercises

2
Possible answers
1 La novela contiene personas históricas como Víctor Jara.
2 Porque representa al hombre chileno que triunfa por su propio esfuerzo.
3 La maltrató/La obligó a hacer su voluntad.
4 No le caen bien.

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Literature and film:
5 En las relaciones entre las mujeres y los hombres, y en las emociones femeninas.
6 En su imaginación.
7 Porque tuvieron que esconder su amor.
8 Las del libro no pueden manifestar su amor de manera pública, a diferencia de las de hoy
en día.

Speaking

3a
Open ended

Writing

3b
Open ended

Optional task

4
Open ended

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Literature and film:
15 Modelos de mujer
Pages: 134–135
Stage of Learning: A Level
Objectives:
● Get to know the short stories Modelos de mujer.
● Analyse the techniques used by an author to re-create effectively the period when a book
was written.

Reading text and exercises

1
1 C 3 A 5 M 7 C
2 M 4 C 6 A 8 A

Listening passage and exercise

2
1 aluden 5 adelgazar
2 deseo 6 casi nada más conocerse
3 descontentas 7 criada
4 gran 8 alegría de vivir

Research

3a
Open ended

Speaking

3b
Open ended

Writing

3c
Open ended

Writing / Optional task

4
Open ended

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Literature and film:
16 Machuca
Pages: 136–137
Stage of Learning: A Level
Objectives:
● Get to know the film Machuca.
● Examine the relevance to society today of the issues in a film.

Reading text and exercises

1a
1, 4, 5, 7

1b
Suggested answers
2 Salvador Allende era socialista.
3 El ejército se alió con los ricos del país para combatir contra Allende.
6 La división social del país es causa del extremismo de los adultos.
8 El ejército destroza a la familia de Pedro.

Listening passage and exercises

2a
Suggested answers
1 Es una convicción religiosa.
2 Para compartir y para dar oportunidades a quienes carecen de ellas.
3 No le da importancia.
4 El calor humano.

2b
Suggested answers
1 Hubo unas disputas no muy importantes al principio, con motivo del cambio. Los chicos se
hicieron amigos y aprendieron los unos de los otros.
2 La sociedad no comprendió la importancia de integrar a los chicos pobres. Esto no le echó
atrás.

Speaking

3a
Open ended

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Literature and film:
Writing

3b
Open ended

Optional task / Speaking

4
Open ended

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Literature and film:
17 Todo sobre mi madre
Pages: 138–139
Stage of Learning: A Level
Objectives:
● Familiarise yourself with the film Todo sobre mi madre.
● Learn about a film director and how he/she uses cinematographic techniques.

Reading text and exercises

1
1 C 3 D 5 H 7 F
2 G 4 E 6 A 8 B

Listening passage and exercises

2
Suggested answers
1 Un estilo que es muy característico de Pedro Almodóvar.
2 En las de la cultura popular española con raíces en el franquismo.
3 Colores puros (primarios y secundarios).
4 Con el dolor, la pasión, las protagonistas femeninas.
5 Tres de:
● Es bastante suave, homogénea y poco contrastada.
● Es frecuente que provenga de múltiples fuentes.
● En la escena en que Huma y Manuela están hablando en el camerino hace uso de los
espejos.
● Utiliza un tipo de iluminación contrario a las modas vigentes.
6 Es moderno y funcional y refleja la vida tranquila de Manuela.
7 ¡Sin lugar a dudas!
8 Que escuchemos el monólogo de Agrado cuando se suspende la función.

Research

3a
Open ended

Speaking

3b
Open ended

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Literature and film:
Optional task / Speaking

4
Open ended

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Literature and film:
18 Voces inocentes
Pages: 140–141
Stage of Learning: A Level
Objectives:
● Get to know the film Voces inocentes.
● Examine the changing relationships between the main character in a film and other key
characters

Reading text and exercises

1
1 D 3 C 5 A
2 A 4 B 6 A

Listening passage and exercises

2
Suggested answers
1 B 3 F 5 C 7 K
2 E 4 I 6 H 8 L

Speaking

3a
Open ended

Writing

3b
Open ended

Optional task / Speaking

4
Open ended

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Literature and film:
19 Writing an AS essay
Pages: 142–143
Stage of Learning: AS
Objectives:
● Learn about what is required in the literary part of the AS exam.
● Learn a variety of useful strategies to produce a well-structured essay about a film.

Reading

1a
1 C 2 B 3 A

Research

2
Open ended

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Literature and film:
20 Writing an A Level essay
Pages: 144–145
Stage of Learning: A Level
Objectives:
● Find out about what is required in the literary part of the A Level exam.
● Learn a variety of useful strategies to produce a well-structured essay about a novel or a
play.

Research

1
Open ended

Writing

2
Open ended

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