Spanish GCSE Reading and Grammar-Constance e Imran Episode 31 (learn through a novel)
- The story episode in Spanish.
- The translation into English.
- A grammar explanation with examples from the story.
La clase de historia empieza justo después de la pausa de la mañana. Mr Collins cruza las manos detrás de la espalda.
The history lesson begins just after the morning break. Mr Collins clasps his hands behind his back.
—Hoy vamos a hablar del legado del Imperio Británico. Nos guste o no, creó una red global de comercio, administración y lengua.
“Today we’re going to talk about the legacy of the British Empire. Like it or not, it created a global network of trade, administration and language.”
Daniel levanta la mano.
Daniel raises his hand.
—Si los británicos fueron a medio mundo, ¿por qué les molesta que medio mundo venga a Gran Bretaña?
“If the British went to half the world, why are they bothered when half the world comes to Britain?”
Algunos alumnos se giran. Ya conocen ese tono. Saben que la discusión acaba de empezar. Collins sonríe.
Several students turn around. They know that tone. They know the discussion has just begun. Collins smiles.
—No es exactamente la misma situación. Muchos británicos emigraron a Canadá, Australia o Nueva Zelanda para construir nuevas comunidades.
“It’s not exactly the same situation. Many British people emigrated to Canada, Australia or New Zealand to build new communities.”
Jason interviene antes de que el profesor termine.
Jason interrupts before the teacher can finish.
—Una cosa es comerciar y otra dejar entrar a cualquiera.
“One thing is trading, and another is letting just anyone come in.”
Daniel lo mira.
Daniel looks at him.
—No hay ninguna diferencia. Es gente que busca estar mejor en otro lugar. La única diferencia está en tu mente, que te crees lo que te han contado. Unos eran pioneros y otros son inmigrantes indeseables. Pero no es cierto.
“There’s no difference. They’re people trying to improve their lives somewhere else. The only difference exists in your mind, because you believe what you’ve been told. Some were pioneers and others are undesirable immigrants. But that isn’t true.”
Jason resopla.
Jason snorts.
—Claro que es diferente.
“Of course it’s different.”
Imran levanta la mano.
Imran raises his hand.
—La India no invitó a los británicos a gobernarla.
“India didn’t invite the British to rule it.”
Jason se encoge de hombros.
Jason shrugs.
—Eso fue hace mucho tiempo.
“That was a long time ago.”
—La historia no deja de existir solo porque haya pasado tiempo —responde Imran—. Mi familia sigue viviendo con las consecuencias.
“History doesn’t stop existing just because time has passed,” replies Imran. “My family is still living with the consequences.”
Collins intenta reconducir el debate.
Collins tries to steer the discussion back on course.
—Estamos entrando en una cuestión compleja. Hoy existen crisis migratorias que no pueden explicarse únicamente por el pasado colonial.
“We are entering a complex issue. Today’s migration crises cannot be explained solely by the colonial past.”
—¡Que se queden en sus países! —exclama Jason.
“They should stay in their own countries!” exclaims Jason.
Varias cabezas se giran. Daniel mantiene la calma.
Several heads turn. Daniel remains calm.
—No levantes la voz, mejora tu argumento.
“Don’t raise your voice. Improve your argument.”
Algunas risas recorren el aula. Jason se pone rojo.
A few laughs ripple through the classroom. Jason turns red.
—Mi argumento es que este país ya tiene suficientes problemas.
“My argument is that this country already has enough problems.”
—¿Y si sus países están destruidos? —pregunta Daniel.
“And what if their countries are destroyed?” asks Daniel.
—No es nuestro problema.
“That’s not our problem.”
Daniel guarda silencio durante unos segundos.
Daniel remains silent for a few seconds.
—¿Seguro?
“Are you sure?”
Collins observa atentamente. Ya no interviene.
Collins watches attentively. He no longer intervenes.
—Muchos países que fueron colonizados sufrieron extracción de recursos, destrucción de industrias locales, dependencia económica o fronteras artificiales que dificultaron su desarrollo posterior. No podemos celebrar el Imperio sin condenar también algunas de sus consecuencias humanas. India, Nigeria, Kenia, Pakistán, Bangladesh…
“Many countries that were colonised suffered resource extraction, the destruction of local industries, economic dependency or artificial borders that hindered their later development. We cannot celebrate the Empire without also condemning some of its human consequences. India, Nigeria, Kenya, Pakistan, Bangladesh…”
Jason niega con la cabeza.
Jason shakes his head.
—Siempre estáis culpando a Gran Bretaña de todo.
“You always blame Britain for everything.”
—No —responde Daniel—. Lo que digo es que la historia tiene consecuencias. Si lanzas una piedra al agua, las ondas siguen expandiéndose mucho tiempo después de que la piedra desaparezca.
“No,” replies Daniel. “What I’m saying is that history has consequences. If you throw a stone into water, the ripples keep spreading long after the stone has disappeared.”
Constance observa a Daniel. Cuando habla así, parece mucho mayor que sus dieciséis años. Jason vuelve a la carga.
Constance watches Daniel. When he speaks like that, he seems much older than sixteen. Jason attacks again.
—Yo no tengo la culpa de lo que hicieron mis antepasados.
“I’m not responsible for what my ancestors did.”
—Nadie ha dicho eso —contesta Daniel—. La cuestión es si tenemos la responsabilidad de entender cómo llegamos hasta aquí.
“No one has said that,” replies Daniel. “The question is whether we have a responsibility to understand how we got here.”
Collins asiente lentamente.
Collins nods slowly.
—Esa es una pregunta razonable.
“That is a reasonable question.”
Jason parece sorprendido de que el profesor no lo apoye. Imran interviene otra vez.
Jason seems surprised that the teacher is not supporting him. Imran speaks again.
—Mi padre siempre dice que algunas personas tienen miedo de los inmigrantes porque nunca hablan con ellos.
“My father always says that some people are afraid of immigrants because they never talk to them.”
Jason se ríe.
Jason laughs.
—Yo no tengo miedo de nadie.
“I’m not afraid of anyone.”
—Entonces, ¿por qué te molesta tanto que haya gente diferente? —pregunta Imran.
“Then why does it bother you so much that there are different people?” asks Imran.
Por primera vez, Jason no responde inmediatamente. Daniel aprovecha el silencio.
For the first time, Jason does not answer immediately. Daniel takes advantage of the silence.
—Los refugiados no suelen abandonar su casa porque quieran. Lo hacen porque tienen miedo, porque tienen hambre, porque tienen frío, porque sus ciudades ya no son seguras.
“Refugees do not usually leave their homes because they want to. They do it because they are afraid, because they are hungry, because they are cold, because their cities are no longer safe.”
Sonó el timbre.
The bell rang.
Nadie imaginaba que la próxima discusión empezaría con un forajido llamado Robin Hood.
Nobody imagined that the next discussion would begin with an outlaw named Robin Hood.
Many aspects of Spanish are often oversimplified in an attempt to make them easier to understand. The problem is that some of these simplifications are not merely incomplete — they are inaccurate. As a result, students may develop a flawed understanding of the language that is difficult to correct later. A perfect example of this is when someone says that tener is to have.
🟡 Tener could be translated as to have:
Tengo un perro. I have a dog.
🔴 In many contexts, tener corresponds to to be:
Tengo frío. I am cold.
🟠 Tener could be translated as to make:
Tiene sentido. It makes sense.
Look at the examples in our episode, and you will see more cases where tener is not to have. The whole explanation is here:
The Spanish Verb ‘tener’ https://spanishforlondon.com/2025/01/01/4-the-spanish-verb-tener/
Also, remember that we continue discussing this topic in the next episode.
A very common mistake committed by students is to translate word by word. Take a look:
Before the class: antes la clase (incorrect)
After the class: después la clase (incorrect)
When you say that something happens or is before or after something else, the preposition “de” is mandatory:
Before the class: antes de la clase (correct)
After the class: después de la clase (correct)
You have these examples in our episode:
Después de la pausa de la mañana.
Después de que la piedra desaparezca.
Find all the episodes here: Contents – GCSE Spanish
Highly qualified native teacher with 30 years of experience. One-to-one lessons via Zoom. Contact me at laura@spanishforlondon.com
We post two new episodes every week — keep up with Constance and Imran’s story!
