Other constructions — time expressions with hace/hacía/desde hace; cleft sentences; comparative constructions; indirect speech; discourse markers; fillers — WJEC A-Level Spanish

This topic covers a range of grammatical structures that are essential for expressing time, making comparisons, reporting speech, and organising discourse in Spanish. Time expressions with 'hace', 'hacía', and 'desde hace' allow you to specify when an action occurred or how long it has been ongoing. Cleft sentences (e.g., 'Fue Juan quien lo hizo') are used to emphasise a particular element of a sentence, which is a key feature of natural Spanish. Comparative constructions (e.g., 'más... que', 'tan... como') enable precise comparisons, while indirect speech (estilo indirecto) requires careful tense and pronoun shifts. Finally, discourse markers and fillers (e.g., 'bueno', 'entonces', 'pues') help structure spoken and written Spanish, making your language more fluent and coherent.

Mastering these structures is crucial for achieving high marks in the WJEC A-Level Spanish exam, as they appear in both written and spoken tasks. Time expressions are frequently tested in translation and essay writing, while cleft sentences and comparatives are valuable for adding sophistication to your arguments. Indirect speech is essential for summarising what others have said, a common task in the listening and reading papers. Discourse markers and fillers are particularly important for the speaking exam, where they can make your responses sound more natural and organised. Understanding these constructions will also help you interpret complex texts and audio materials accurately.

These topics build on foundational grammar from AS level, such as the present and preterite tenses, and extend into more nuanced uses. For example, 'hace' with the present tense indicates duration up to the present, while 'hacía' with the imperfect places duration in the past. Cleft sentences require a solid grasp of relative pronouns and the subjunctive in some cases. Comparatives involve not only adjectives but also adverbs and nouns, and indirect speech demands careful attention to tense sequencing (backshifting). Discourse markers are best learned in context, as their usage can vary by region and register. By integrating these structures into your active vocabulary, you will significantly enhance your linguistic range and accuracy.

• →Time expressions: 'hace + time + que + present' (e.g., Hace dos años que estudio español) for actions that started in the past and continue; 'hacía + time + que + imperfect' (e.g., Hacía dos años que estudiaba español) for actions that had been ongoing before another past event; 'desde hace + time + present' (e.g., Estudio español desde hace dos años) emphasising the starting point.
• →Cleft sentences: Use 'ser' + emphasised element + 'que/el que/la que/los que/las que' + rest of sentence (e.g., Fue ayer cuando lo vi; Son ellos los que tienen la culpa). The verb 'ser' agrees with the emphasised element in number and person, and 'que' can be replaced by a relative pronoun if the element is a person.
• →Comparative constructions: 'más/menos + adjective/adverb/noun + que' (e.g., más alto que); 'tan + adjective/adverb + como' (e.g., tan rápido como); 'tanto/a/os/as + noun + como' (e.g., tanto dinero como); irregular comparatives: mejor/peor (better/worse), mayor/menor (older/younger), superior/inferior.
• →Indirect speech: When reporting statements, questions, or commands, adjust tenses (e.g., present -> imperfect, preterite -> pluperfect, future -> conditional), pronouns (e.g., yo -> él/ella), and time/place references (e.g., hoy -> ese día, aquí -> allí). Commands are reported with 'que + subjunctive' (e.g., Me dijo que estudiara).
• →Discourse markers and fillers: Organise speech and writing: 'bueno' (well), 'entonces' (so/then), 'pues' (well/then), 'por lo tanto' (therefore), 'sin embargo' (however), 'además' (furthermore), 'en primer lugar' (firstly). Fillers like 'o sea', 'es decir', 'vale', '¿sabes?' add natural pauses and clarification.

• Correct use of definite articles (el, la, los, las)
• Correct use of indefinite articles (un, una, unos, unas)
• Correct application of 'el' before feminine nouns beginning with a stressed 'a' (e.g., el agua, el alma)
• Correct use of 'lo + adjective' to express abstract concepts (e.g., lo importante, lo bueno)

• 💡Remember that 'el agua' is feminine despite the masculine article; adjectives modifying it must remain feminine (e.g., el agua fría)
• 💡Use 'lo + adjective' to add sophistication to your writing when discussing abstract concepts or opinions
• 💡Check for stressed 'a' at the start of feminine nouns to avoid the common 'la' error
• 💡In the translation task, pay close attention to time expressions: if the English says 'I have been studying for two years', you must use 'hace dos años que estudio' or 'estudio desde hace dos años'. Avoid the literal 'he estado estudiando por dos años', which is incorrect in this context.
• 💡Use cleft sentences sparingly but effectively to add emphasis in essays and speaking. For example, instead of 'Mi hermano rompió el jarrón', say 'Fue mi hermano quien rompió el jarrón' to highlight who did it. This shows sophisticated grammar and can earn you marks for complexity.
• 💡In the speaking exam, incorporate discourse markers naturally to buy thinking time and structure your answer. For instance, start with 'Bueno, en primer lugar...' then 'Por otro lado...' and conclude with 'En resumen...'. Avoid overusing fillers like 'este' or 'eh', which can sound hesitant.

• Using 'la' instead of 'el' before feminine nouns starting with a stressed 'a'
• Confusing 'lo' with masculine articles (el/un) when referring to abstract ideas
• Incorrect agreement of articles with nouns
• Confusing 'hace' and 'desde hace': 'Hace dos años que estudio' means 'I have been studying for two years' (focus on duration), while 'Estudio desde hace dos años' also means the same but emphasises the starting point. Both are correct, but 'desde hace' is often used with the present tense, while 'hace... que' can be used with present or preterite (e.g., Hace dos años que estudié = I studied two years ago).
• Overusing 'que' in cleft sentences: In cleft sentences like 'Fue Juan quien lo hizo', 'quien' is used for people, not 'que'. For objects, use 'lo que' (e.g., Fue el libro lo que compré). Also, the verb after 'ser' must agree with the emphasised element: 'Son ellos los que...' not 'Es ellos...'.
• Forgetting tense changes in indirect speech: A common mistake is to keep the original tense when reporting. For example, 'Dijo: "Estudio español"' becomes 'Dijo que estudiaba español' (not 'estudia'). Similarly, 'Dijo: "Estudiaré"' becomes 'Dijo que estudiaría' (not 'estudiaré').