To listen or not to listen – DELE B2 review part 2

It might seem odd to say I made sure not to listen to some parts of the listening exam, but there it is. Incidentally, the prueba auditiva was the one in which I felt my technique (as opposed to my actual skills) played the biggest role in my grade. Also the five tasks always follow the same format, so familiarity helps a great deal.

 

Task 1 DELE B2

Task 1 DELE B2

 

The most important thing I learnt while preparing this part was how to deal with the speed. Some of the conversations are fast, but what’s worse is that you hardly have time to read all the text on the multiple choice exam paper. You need to keep up as there’s no chance to recapture lost audio. If you have windows open onto the street, now is the time to ask for them to be closed. Better to sweat for 40 minutes than miss a word here and there. One poor girl had a coughing fit in my exam room and briefly drowned out the audio until she very decently left the room.

Task 2 DELE B2

Task 2 DELE B2

What I learnt boils down to:

Read ahead whenever you can. In reality this means: From the moment the audio is started, only listen to the important bits, not to all the loud but useless blurb they play you intermittently. If you’ve prepared, you really don’t need to be listening passively while they tell you about copyright, who the examination board is, how many minutes it will last and when and where to fill in your answers. It’s a waste of time. Incidentally you can fill in your answers whenever you want. All the blurb is written down anyway, and the only instructions you might need to glance over during the exam are where it says next to each exercise (tarea) how many seconds you have to read it before the recording will begin (ranges from 20 to 30 seconds) and maybe the bit that says match five of the nine dialogues to five people, with four being left out.

You cannot read one thing and listen to something else at the same time, so trying to understand the multiple choice options on the paper and take in the audio conversations simultaneously is impossible. If you can do that then you have booked the wrong level and should be doing a harder exam!

So that’s what the reading time of 20 or 30 seconds per exercise is for, right? Well that’s enough time for the short tareas at the beginning, but the longer ones, well I couldn’t read those in my native tongue in just 30 seconds. To solve this conundrum, during the blurb, you need to read ahead and take on board the possible answers so you can easily choose the correct one when the recording is playing. So as soon as I had finished an exercise I immediately moved on to preparing the next one. You can prepare the first two (short) exercises during the initial blurb, and that gives you a head start.

Task 3 DELE B2

Task 3 DELE B2

 

If you get caught out and find yourself listening to a long radio interview only to realise you haven’t had time to read the latter questions at all… the best thing is to close your eyes and listen with your full concentration to the audio. Since you can’t read and listen without missing vital details, best try to take in all that is said, and you will be able to weigh the options at the end and choose the right one. You do get some time at the end of each to fill in answers, but not a lot.

Task 4 DELE B2

Task 4 DELE B2

 

The answer sheet is the only one that counts at pens-down, but you can write on the exam paper too if it helps. I underlined a few key words to look out for. I found it useful to cross out options that were definitely disproven to make it easier to see what options were left. If you mark your answers in on the exam paper before transferring to the hoja de respuestas, you reduce the chance of getting half way through an exercise and realising you were one column off and have filled in the wrong meaningless little multiple-choice boxes and no longer know what the right answers were to fix it. Still, be on guard against running out of time. I transferred my answers during the test when I could spare a few seconds, not only at the end since I didn’t want some slip to get in the way of completing the answer sheet. Always practice within the allotted time.

Task 5 DELE B2

Task 5 DELE B2

 

Some actors in the audio have full-on Argentinian or Columbian accents and the setting can be anywhere in the Spanish-speaking world, so it helps to be familiar with the accents and with the big city names of Latin America and associated adjectives.

 

My score for the prueba auditiva was 93%, meaning I got 28 out of 30 questions right. For me, having a technique for this part was crucial, and also acts as a back-up to the Oral, since that’s the highest stress part which – like a driving test – can go very wrong on the day itself. I realised that I could have done a fair bit worse in the Oral and still passed, thanks to a much better grade in its pair, the listening.

More on the grouping/compensating in Part 1. My notes on the Oral exam will follow in Part 3.

NB: Photos are from various test papers done in preparation, not the actual exam!

Double-tipped quill… and a DELE B2 review

As a kid your life is shaped by the academic cycle; the fuss of the new school start, rolling on to the stress of end-of-year exams and then falling into a pit of summer jobs and holidays. I feel like I only took a brief break from that cycle, mostly the years I was in Beirut, before finding myself caught up in it all over again. Spain, like France, makes even more of an ado about the vuelta al cole than the UK. Perhaps it’s because of the high proportion of people who opt for long studies. Maybe it’s because the 10-week summer break is so incredibly long that returning to school comes as a shock to the system. Or it could be because July and August are holy-months (holiday months, that is), sacrosanct vacation times for everyone even if they have no term restrictions, only a year-round office job.

So now we are all finally back at school, having succumbed to the magnetic draw of the stationer’s and ticked almost all the items off the ridiculously long list at the stationer’s for my 6 year old. I even dutifully bought and labelled three double-ended red and blue crayons. What for I do not know. After all the list already stipulated a set of colouring pencils, one of wax crayons and one of felt tips. Each containing a red and a blue option.

phony invention: red-blue crayons for all your underlining needs

phony invention: red-blue crayons for all your underlining needs

Surrounded by all those sharp new pencils and crisp folders, I nearly got overexcited and bought myself an italic pen for my budding interest in Arabic calligraphy. But then reflected on how investing in material for a hobby often sounds the death knell for said hobby, and resisted. Spanish, I told myself, pin down Spanish first. Urdu will still be there later.

So I’m back at Spanish lessons and beginning to think about whether to strike out for the next DELE certificate, the C1. I passed the B2 with the Instituto Cervantes in May with a score of 85% (60% required for a pass) and need the motivation to keep improving rather than just jog along making the same mistakes.

First of all though, a little review of the B2, because although I passed the level below last year (and got almost the same score!), I found the B2 required much more technique.

Here are a few pointers:

Marking: In the DELE tests, the four parts are split into two groups of two in terms of how they are marked. The reading and writing form one group and the listening and oral the other (though bear in mind the writing also includes a bit of listening, unlike the lower B1 level). You can get away with scoring a little less than the pass rate (60%) in one prueba if you compensate by scoring highly in its pair. Basically you need to score an overall minimum of 60% in each group to pass.

 

Reading comprehension: I found this easiest in my preparation, so much less stress than the Oral and Listening, but in the real exam it felt like a particularly hard paper. I had always learnt to ignore exam instructions to ‘read the text then answer the questions’. I’m used to reading the questions and then looking for answers. But different tasks in this test require a different approach.

It’s worth noting that unlike most exams I’ve ever taken, the five different tasks are not in order of increasing difficulty. Practicing old papers will help you time the exam right. I found I needed to leave extra time for Tarea 3 that requires you fill in the gaps of a text with some excerpts (fragmentos). There are always more excerpts than you need, so some should be left out at the end. Although at times I got full points on this, the difficulty is that one error leads to more. I knew if I had had one fallo then I probably had three or four wrong. I tried to go back at the end to read it with a clear head, as the answers need to be chosen based not only grammar but also subtle issues with meaning. Obviously the excerpt shouldn’t contradict other parts of the text, but neither should it cover something that is covered elsewhere in the text. Sometimes it’s a fine line between a supporting argument (good!) and a repeating argument or slightly contrasting argument (bad!). The argument of the entire text has to flow well.

fragmentos B2 reading exam

fragmentos, B2 model reading exam

The final tarea, number 4, is a multiple-choice one-word fill-in-the-gaps affair which takes very little time. However it holds a lot of points (14 out of 36, or 39% of the whole reading prueba). So you need to have your prepositions and tenses down, as well as ser vs estar, por vs para and which expressions/ situations trigger the subjunctive. I got 94% in the reading comprehension, my best grade of the exam.

Tarea 4, B2 reading exam

Tarea 4, B2 model reading exam

 

Writing: I’m glad I did plenty of prep for this exam, and very glad I had a patient friend to correct my texts. What I found out was that the word count was very restrictive whereas the guidelines stipulating what you had to include were very lengthy. These pautas can be very specific and are not only suggestions. I supposed this means you have to prove you can write a highly customised piece within a limited space and time frame (you can only write in the boxes of the answer sheet provided), rather than simply that you are able to write an essay or a rambling letter. You have to work hard to cover all the points that you are told to include within the space and time allowed. This also means that the focus is not on fitting in many different tenses and modes; of course that can help, but often the context doesn’t allow it unless you digress significantly from the guidelines, which will lose you precious time and space. Timing is also tight considering you have to make things up to fit the bill, so a quick imagination helps! (That’s probably where I lost points!)

wordy gráficos, writing exam B2

wordy gráficos – model writing exam B2

The second task offers two options to choose from. Often one includes graphs. Although I felt more than capable of discussing pie charts or population graphs or the like, I found that when writing about the different elements, I was having to copy up the labels each time I referred to a specific column on the chart (eg: reconocimiento de calificaciones de formación o profesionales – phew)  and it was not easy to think of synonymous labels for these that would still be accurate. I was afraid my text would not be understood, or that it would be too wordy, or that too much space would be taken up using the wording of the graph when in fact the candidate is supposed to be showing off language they have thought up. So in the exam I decided against the option with tables, although this means you are more likely to have to write about Bon Jovi’s cadillac or some other fiesta topic. According to the exam board, candidates are either nerds or partygoers!

I was pleased to get 86% in this part, and I know I needed every bit of prep I did.

the ditsy option, writing exam B2

the ditsy option – model writing exam B2

 

My breakdown of the Listening and Oral exams will be up next.

 

Spain according to Anno

We’d all like to learn a language by osmosis, with a gramar book under the pillow at night. I haven’t found a technique that works yet, but this is as close as I got.

 

I often feel I should be learning something Spanish-related but just can’t face irregular verbs. So when I collapse on the sofa in the evening after the kids’ bedtime “routine” of bribery and threats, I pick up this lovely wordless picture book by Mitsumasa Anno and ponder over his beautiful illustrations of Spain and all things Spanish:

 

Mitsumasa Anno's Spain

Mitsumasa Anno’s Spain

 

I love the way Anno ties in major cultural and historic events along with plain old life. And it’s a good start for understanding the cultural reference points that form the fabric of the Spanish common heritage. Context is everything, after all – remember the man named Maria? If you come to understand a people then you will understand what they are going on about and learn how to be understood by them. That’s my theory.

windmills in Anno's Spain

windmills in Anno’s Spain

In English it’s just titled Anno’s Spain and there’s a whole series. Highlights include the running of the bulls, Picasso’s Guernica, the olive harvest, Don Quijote tilting at windmills and cork extraction.

upside down in Anno's Spain

upside down in Anno’s Spain

 

Will it help me with the imperfect subjunctive? I doubt it. Will it make me feel less guilty for not digging my grammar book out from under my pillow? Definitely.

 


 

This wordless cuento has many stories hidden in the illustrations, including actual history, so it’s a lovely gentle way to introduce these concepts to kids. Remember that in Spain you buy books from your local librería but borrow them from la biblioteca. If you always have your nose in a book then you’re a ratón de biblioteca. Drawings are dibujos or ilustraciones, but if it’s a painting (una pintura) like those by famous artists shown in this book, then you can choose between un retrato, a portrait or un cuadro (even if it’s not cuadrado, square). Look out French-speakers, el cuadro is the picture, whereas the picture frame is un marco.

 

The voice in my head

The voice in my head has started speaking Spanish. I’m not talking about some personal revelation, my conscience, or an auditory hallucination. I’m talking about that internal monologue that tells and retells my life as I live it. I’ve always had an inner narrator. I don’t let it out that often. Still, that doesn’t stem the tide of narrative. In fact if anything it needs a release onto paper, onto the keyboard, or it gets a bit frenetic. My inner voice is what makes me write.

 

The monologue relates, but it also thinks ahead, prepares dialogues for upcoming situations, most of which never take place. Unbidden, my inner voice has switched to Spanish to script these hypothetical dialogues, in preparation for the day’s or week’s events. Pretty poor Spanish I might add. With a slim vocabulary. As if listening to oneself talk wasn’t bad enough. So that’s added motivation to steam ahead with my Spanish lessons since I am tired of communicating in such a limited fashion, both with the real world and with my inner chatterbox.

jacaranda in the evening sun

jacaranda in the evening sun

 

I finally got to the stage where my Spanish was at about the same level as my French was after 6 months in France. I can hold a conversation, read magazines and newspapers. On the other hand, normal conversation with two or more people is often too fast or idiomatic to understand, and films are the pits. I watched one the other night with a plot so obvious that I got the whole story, but despite that I hardly understood any of the dialogue. Kind of similar to a film I started watching in Gujarati. I can’t remember how many French films I saw before I started getting the dialogue. But I do remember a point a few months after moving to Paris when I stopped translating what I heard into English in my head. It was the point when I began to just hear and understand without thinking about it in English.

 

Now I feel the need to try and break through a barrier and understand normal-speed real-life Spanish, so I’ve begun watching the evening news. I’ve also put a Spanish news feed on my phone, that way I’ll see in print the names of felons, politicians and other headline personalities, to help me understand the news.

 

I am trying to keep the linguistic boundaries clear for the kids, so I don’t put on Spanish telly or radio when they are around, even though this limits how much exposure I can get. I do read them library books in Spanish. But in general I leave the Spanish to the Spaniards so we can maintain good levels of French and English in the home.

 

Until now I have learnt Spanish mostly via French, since they are so similar. I was constantly looking for the link with French. Now, though, I need to cut free and try to immerse myself in Spanish as much as possible, and shoo away thoughts in French and English that slow me down. The voice in my head needs consistency to make any sense. Real immersion. I’m unappreciative when teachers tell me the meaning of Spanish words in English. I prefer an incomplete understanding in the foreign language to an exact correspondence in my own, because it gets me thinking in Spanish, not converting to Spanish.

 

In the meantime I’m getting more interference when speaking French, with little Spanish words sneaking in here and there. It’s annoying, but I guess inevitable.

 

Even my mobile phone can hear the voice in my head. When I hit the space bar to change the language of the keyboard, it used to switch from English to French first, and then on a second tap, to Spanish, my third most used language. But clearly it has been eavesdropping; it now switches straight to Spanish, leaving French to drag behind in third place.

 


 

A fourth language in small doses

Arabic is now the family language my kids hear the least of. They overhear a bit from the grandparents and I still read occasional stories in Arabic which they love. We still use the phrases they have learnt. But Spanish has had a major boost recently in our family, with my four-year old starting school in Spanish and the two-year old getting occasional Spanish babysitting while I myself go off to Spanish lessons.

 

Fi shi? Looking for letters

Fi shi? Looking for letters

Since we already have three languages in our daily life, and since I am not a fluent Arabic speaker, it is only a small part of our life. In our current circumstances, there’s neither the exposure nor the need in place to get my kids to speak Arabic well.  All the same, I didn’t want to drop it entirely. And so we keep it alive in two very limited contexts: animals and the letter box. This might seem odd. But many multilingual families – whether it be in first world TCK multilingualism or third world nationwide multilingualism – work on the basis of one language for one place/situation/context.

 

So we use words they already know from our books like The Odd Egg, and from our animal alphabet cards and the conversational Arabic I learnt living in Lebanon to talk about animals we have seen, often on our regular trips to the local zoo. I don’t know if anyone ever got as much use out of their year pass as we have in the past 12 months!

 

As well, we talk Lebanese Arabic about the letter box. Yes, this is the weird bit. It usually starts with the guessing game “Fi shi ow ma fi shi?” Once we find out what is in the mail, if anything, we discuss that. A lot, a little, a letter, who for, who from, where from? Sometimes the conversation continues as we take the lift up home and open anything interesting. It’s two minutes of Arabic a day, most days. It is what it is. A thread, a connection. And they love it.

 


 

Stressing over stress

Recently, my Spanish teacher tried to teach us where to write acute accents in Spanish. The first rule was: Agudas: son las palabras cuya sílaba tónica es la última. Llevan tilde cuando terminan en vocal, n o s. The other rules applied to llanas and esdrújulasThese three categories refer to which syllable the stress falls on.

 

The problem is I usually don’t know where to put the stress (or tonic accent) in the first place before even asking myself what the final letter is, and if therefore it needs a written accent. So I decided I’d best turn the thing around and learn the stress rules first, since accents are usually used to show exceptions to the stress rules.

 

The rules of stress are roughly the following:

  1. In most cases the stress is on the last syllable;
  2. However, if the last letter of the word is a vowel (very common) or an s or an n, then the stress should be on the penultimate syllable. This gave me a starting point for pronouncing words I don’t know well in Spanish. The next stage is as follows:
  3. Words following these two rules don’t need accents. Words that don’t follow these rules need accents on their stressed syllables to show that they are exceptions;
  4. It follows that:
  • all words with the stress on the third-to-last or fourth-to-last syllable need an accent on that syllable (eg, el estómago, or the grouped form dándomelo)
  • any word ending with a vowel or s or n which doesn’t have the stress on the penultimate syllable needs an accent (el jardín)
  • any word ending with the other consonants which doesn’t have the stress on the last syllable needs an accent (fácil)

 

For me, learning the topic in this order was easier. You don’t need to memorise number 4 since you can deduce it from the rest. If you are already fluent and just need to learn how to write correctly, the other perspective probably works better.

Apart from showing stress, there are a couple of other reasons for using accents in Spanish, but that is enough for me for one night!