GCSESpecification Spanish Full Course – for exams June 2010 onwards and certification June 2011 onwards Short Course – for exams June 2010 onwards and certification June 2010 onwards This specification will be published annually on our website (http://www.aqa.org.uk). We will notify centres in writing of any changes to this specification. We will also publish changes on our website. The version of the specification on our website will always be the most up to date version, although it may be different from printed versions. Vertical black lines indicate a significant change or addition to the previous version of this specification. You can get further copies of this specification from: AQA Logistics Centre (Manchester) Unit 2 Wheel Forge Way Ashburton Park Trafford Park Manchester M17 1EH or you can download it from our website (http://www.aqa.org.uk) Copyright © 2008 AQA and its licensors. All rights reserved. CoPYrigHT AQA retains the copyright on all its publications, including the specifications. However, registered centres for AQA are permitted to copy material from this specification booklet for their own internal use. The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered charity (number 1073334). registered address AQA, Devas Street, Manchester M15 6EX. gCSE Spanish for teaching from September 2009 onwards (version 1.5) Contents 1 1.1 1.2 1.3 1.4 introduction Why choose AQA? Why choose Spanish? How do i start using this specification? How can i find out more? 3 3 3 4 4 2 3 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 Specification at a glance Subject Content Contexts and purposes Unit 1: Spanish listening 46951F; 46951H Unit 2: Spanish reading 46952F; 46952H Unit 3: Spanish speaking 46953 Unit 4: Spanish writing 46954 grammar Communication strategies Vocabulary 5 6 6 7 7 8 11 14 15 18 4 4.1 4.2 4.3 4.4 4.5 Scheme of Assessment Aims and learning outcomes Assessment objectives National criteria Prior learning Access to assessment: diversity and inclusion 50 50 50 51 51 51 5 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 Administration Availability of assessment units and certification Entries Private candidates Access arrangements and special consideration Language of examinations Qualification titles Awarding grades and reporting results re-sits and shelf-life of unit results 52 52 52 53 53 53 53 54 55 1 6 6.3 Moderation Moderation procedures Consortium arrangements Post-moderation procedures 59 59 59 59 8 8.2 7.1 6. Ethical.8 Controlled Assessment Administration (Speaking) Authentication of controlled assessment work Malpractice Teacher standardisation internal standardisation of marking Annotation of controlled assessment work Submitting marks and sample work for moderation Factors affecting individual candidates retaining evidence 56 56 56 57 57 57 57 58 58 7 7. Economic and Cultural issues.2 8.gCSE Spanish for teaching from September 2009 onwards (version 1. Social. Moral.3 8.4 Controlled Assessment Administration (Writing) Authentication of controlled assessment Malpractice Teacher support Factors affecting individual candidates 60 60 60 61 61 Appendices A B grade Descriptions Spiritual.5 6.3 6.1 8.5) 6 6.4 6.2 6. Sustainable Development. Legislative.1 7. and Health and Safety Considerations overlaps with other Qualifications Key Skills Controlled Assessment Exemplar Tasks for Speaking Controlled Assessment Exemplar Tasks for Writing 62 62 63 64 65 66 69 C D E F 2 .7 6. 1 1. • Builds on the KS3 study and prepares students for further study. But why is AQA so popular? AQA understands the different requirements of each subject by working in partnership with teachers. delivered on time • are affordable and value for money. All our income goes towards operating and improving the quality of our specifications. 3 . AQA provides a comprehensive range of support services for teachers: • access to subject departments • training for teachers including practical teaching strategies and approaches that really work presented by senior examiners • personalised support for Controlled Assessment • 24 hour support through our website and online Ask AQA • past question papers and mark schemes • comprehensive printed and electronic resources for teachers and students AQA is an educational charity focused on the needs of the learner. our gCSEs: • enable students to realise their full potential • contain engaging content • are manageable for schools and colleges • are accessible to students of all levels of ability • lead to accurate results. • Choice of contexts and purposes for Writing and Speaking units.1 Why choose AQA? AQA is the UK’s favourite exam board and more students receive their academic qualifications from AQA than from any other board. Short Course leading to Full Course. We don’t aim to profit from education – we want you to. if you are thinking of moving to AQA then we look forward to welcoming you. Full Course to AS. unitised structure allows students to maximise achievement. offering continuity for teachers. • Listening and reading assessments carry forward structure of existing specification.5) 1 introduction 1. • Flexible. then AS to A2 etc. if you are an existing customer then we thank you for your support.gCSE Spanish for teaching from September 2009 onwards (version 1. eg. • Embraces opportunities offered by new subject criteria to lessen the stress of assessment in Speaking.2 Why choose Spanish? • To develop language skills in a variety of contexts. examinations and support services. aqa.php if the answer to your question is not available.3 1 How do i start using this specification? Not using the AQA specification currently? • Almost all centres in England and Wales use AQA or have used AQA in the past and are approved AQA centres.org. you can submit a query for our team. This is particularly important where examination material is issued before the final entry deadline. You can let us know by completing the appropriate intention to Enter and Estimated Entry forms.org. if your centre is new to AQA.php information will be available electronically or in print.aqa.uk/admin/p_entries.uk/ebooking if you need to contact the Teacher Support team.org.aqa.uk/rn/askaqa. Then we can make sure that you receive all the material you need for the examinations.5) 1.org. our target response time is one day. for your convenience. We will send copies to your Exams officer and they are also available on our website (http://www. at http://www. • Tell us that you intend to enter candidates.aqa. A small minority is not.uk/rn/askaqa.gCSE Spanish for teaching from September 2009 onwards (version 1. please contact our centre approval team at
[email protected] How can i find out more? Ask AQA You have 24-hour access to useful information and answers to the most commonly-asked questions at http://www. etc. past question papers.php).uk 4 . Teacher Support Details of the full range of current Teacher Support meetings are available on our website at http://www.org.org.php There is also a link to our fast and convenient online booking system for Teacher Support meetings at http://events. such as mark schemes. details of teacher support meetings.org. 1.uk/support/teachers. you can call us on 01483 477860 or email us at
[email protected] Already using the existing AQA Spanish specification? • register to receive further information.aqa. candidates can enter for either Foundation or Higher Tier in any available series. 46952H Examination – 40% Either Foundation Tier: 30 minutes or Higher Tier: 50 minutes plus Unit 4: Writing 46954 Controlled Assessment – 60% (externally assessed) Two tasks submitted for marking Unit 1: Listening 46951F. 46952H Examination – 20% Either Foundation Tier: 30 minutes or Higher Tier: 50 minutes Unit 4: Writing 46954 Controlled Assessment – 30% (externally assessed) Two tasks submitted for marking Listening and reading are tiered.5) 2 Specification at a glance Unit 1: Listening 46951F. Speaking and Writing are untiered. 46951H Spanish Short Course in Spoken Language 4696 Unit 3: Speaking 46953 Examination – 40% Either Foundation Tier: 30 minutes (+ 5 minutes reading time) or Higher Tier: 40 minutes (+ 5 minutes reading time) plus Controlled Assessment – 60% (internally assessed) Two tasks submitted for moderation 2 Spanish Short Course in Written Language 4697 Unit 2: Reading 46952F.gCSE Spanish for teaching from September 2009 onwards (version 1. 46951H Examination – 20% Either Foundation Tier: 30 minutes (+ 5 minutes reading time) or Higher Tier: 40 minutes (+ 5 minutes reading time) Unit 3: Speaking 46953 Controlled Assessment – 30% (internally assessed) Two tasks submitted for moderation Spanish Full Course 4698 Unit 2: Reading 46952F. 5 . to: • cope with a greater degree of unpredictability. including people in countries/communities where Spanish is spoken. other purposes involve general issues and opinions which can be treated in more or less complex ways with different groups of learners and allow for differentiated levels of response from mixed ability groups. as appropriate. The purposes are not defined by tier and all purposes should be seen as available. town. Home and Environment Home and Local Area • Special occasions celebrated in the home • Home. • understand and use more accurately a widening range of vocabulary and structures.1 Contexts and purposes The Contexts and Purposes below apply to all four units. • discuss issues and give opinions. to any other context or topic.gCSE Spanish for teaching from September 2009 onwards (version 1. where it is and what it is like Environment • Current problems facing the planet • Being environmentally friendly within the home and local area Understand and provide information and opinions about these contexts relating to the student’s own Work and Education and that of other people. as they progress linguistically. including people in countries/ communities where Spanish is spoken. neighbourhood and region. Work and Education School/College and Future Plans • What school/college is like • Pressures and problems Current and Future Jobs • Looking for and getting a job • Advantages and disadvantages of different jobs 3 6 . it will be possible for students to carry out these purposes using the linguistic structures and vocabulary listed in the specification together with the communication strategies. at differing levels of fulfilment. Some purposes assume situations where requirements and responses are generally predictable and use familiar language. preferences. Understand and provide information and opinions about these contexts relating to the student’s own Lifestyle and that of other people. money. fashion and trends • Advantages and disadvantages of new technology Holidays • Plans. Lifestyle Health • Healthy and unhealthy lifestyles and their consequences relationships and Choices • relationships with family and friends • Future plans regarding: marriage/partnership • Social issues and equality Understand and provide information and opinions about these contexts relating to the student’s own Leisure and that of other people.5) 3 Subject Content 3. experiences • What to see and getting around Understand and provide information and opinions about these contexts relating to the student’s own Home and Environment and that of other people. at both Foundation and Higher. Leisure Free Time and the Media • Free time activities • Shopping. • give full descriptions and accounts. The purposes are described with respect to individual contexts (eg Lifestyle) and within particular topics (eg relationships and Choices). Purposes should be considered transferable. including people in countries/communities where Spanish is spoken. including some unfamiliar language. including people in countries/ communities where Spanish is spoken. students will be expected. although for Speaking and Writing centres and/or students may choose a context or purpose of their own. The purposes are presented according to the contexts and topics in which they may occur. • deal with a widening range of potential problems. For all purposes. • understand issues and opinions. together with non-factual and narrative material. draw conclusions and summarise what they have heard. Each item will be heard twice. 7 . normally requiring non-verbal responses or responses in English. The appropriate mark(s) will be awarded if the candidate has satisfactorily communicated his or her understanding. to give them time to read the questions. 20% of the marks Foundation Tier 30 minutes 35 marks The test will be pre-recorded using native speakers. A number of questions will be set on the material to test students’ ability to identify key points and extract specific details. Students will be given 5 minutes’ reading time at the beginning of the test. faxes. to give them time to read the questions. They will also need to understand gist and detail. Comprehension of announcements.2 Unit 1: Spanish listening 46951F. guides. short conversations. instructions. Students will be allowed to make notes during the test. present and future events and will include some unfamiliar language. The appropriate mark(s) will be awarded if the student has satisfactorily communicated his or her understanding. normally requiring non-verbal responses or responses in English. magazines. The student’s performance will be assessed according to the effectiveness with which he/she is able to carry out the tasks based on what he/she has heard. 46951H Students can be entered for either Foundation or Higher. Students will be allowed to make notes during the test. even though the response may contain some errors. 46952H Students can be entered for either Foundation or Higher. but not both. newspapers. short news items and telephone messages will be required. identify and extract main points. present and future events and some unfamiliar language. use context and other clues to interpret meaning. email and web sites which may include reference to past. public notices and advertisements together with some longer extracts from brochures. normally requiring non-verbal responses or responses in English. before the recording is played.gCSE Spanish for teaching from September 2009 onwards (version 1.3 Unit 2: Spanish reading 46952F. Students’ comprehension will be tested by a range of question types. The test will consist of items of varying length which will not place an undue burden on memory. Students’ comprehension will be tested by a range of question types. The tests will consist of a number of discrete items and will be marked according to a detailed mark scheme. The use of dictionaries will not be permitted. before the recording is played. books. Students will be expected to identify main points and extract details and points of view. together with some material which will be longer and may include reference to past. Students’ comprehension will be tested by a range of question types.5) 3. The student’s performance will be assessed according to the effectiveness with which he/she is able to carry out the tasks based on what he/she has heard. Students will be given 5 minutes’ reading time at the beginning of the test. Each item will be heard twice. unfamiliar language in a range of registers. 3 3. 20% of the marks Foundation Tier 30 minutes 35 marks only material which is appropriate to the written language will be used in the test. Higher Tier 40 minutes 40 marks The test will be pre-recorded using native speakers. but not both. only material which is appropriate to the spoken language will be used in the tests. The test will contain items common to those in Foundation and also material which will include some complex. The tests will consist of a number of discrete items and will be marked according to a detailed mark scheme. The test will consist of short items testing comprehension of instructions. only material which is appropriate to the spoken language will be used in the tests. Students will be expected to understand discussion of a wide range of issues. even though the response may contain some errors. letters. The use of dictionaries will not be permitted. Where model answers are published. A student’s response must not be identical to that of another student in the centre or to any published model answer. The student’s performance will be assessed according to the effectiveness with which he/she is able to carry out the tasks based on what he/she has read. They will also be expected to recognise points of view. These tasks are untiered. Whilst students may use individual sentences from model answers. Poor Little relevant information communicated. These may be drawn from the exemplar tasks we provide or they may be adapted by teachers for their students. The tests will consist of a number of discrete items and will be marked according to a detailed mark scheme. 3 3. A zero score. attitudes and emotions and to draw conclusions. they must not reproduce several consecutive sentences from such answers in their own response. Differentiation is by outcome. The student’s performance will be assessed according to the effectiveness with which he/she is able to carry out the tasks based on what he/she has read.4 Unit 3: Spanish speaking 46953 30% of the marks 60 marks Students will complete two controlled assessment tasks. Students must not submit the same task for Speaking and Writing. The test will contain items common to those in Foundation and also material which will include some complex. Both tasks will be in the form of a dialogue. The appropriate mark(s) will be awarded if the student has satisfactorily communicated his or her understanding. Can narrate events when appropriate. students must not reproduce any sections of continuous prose provided in such answers. unfamiliar language in a range of registers. not by task. Limited Some simple information and opinions are conveyed.5) The use of dictionaries will not be permitted. Students’ comprehension will be tested by a range of question types. Very few appropriate responses are developed. even though the response may contain some errors. Few responses are developed. normally requiring non-verbal responses or responses in English. The tasks will be marked by the teacher and submitted to AQA for moderation. No relevant information conveyed. The tests will consist of a number of discrete items and will be marked according to a detailed mark scheme. 7–8 5–6 3–4 Assessment Criteria Per Task Marks Communication Range and Accuracy of Language Pronunciation and Intonation Interaction and Fluency TOTAL 8 1–2 10 10 5 5 30 0 . The appropriate mark(s) will be awarded if the student has satisfactorily communicated his or her understanding. together with non-factual and imaginative material including narrative. ideas and points of view are presented and explained with confidence. Teachers may also devise their own tasks. The work of individual students may be informed by working with others but they must provide an individual response. The use of dictionaries will not be permitted. Sufficient A reasonable amount of information and points of view are conveyed and sometimes developed.gCSE Spanish for teaching from September 2009 onwards (version 1. Good A good amount of information and points of view are conveyed and regularly developed. Marks 9–10 Communication Very Good information. even though the response may contain some errors. Higher Tier 50 minutes 45 marks only material which is appropriate to the written language will be used in the test. Students will be expected to use their knowledge of grammar and structure in demonstrating understanding of specific points and of gist/the main message. • A mark of zero for Communication will automatically result in a zero score for the task as a whole. making comprehension difficult. Some errors occur but the message is clear. generally accurate but some inconsistency. 4 7–8 A range of vocabulary. though not always well formed. complex structures and a variety of verb tenses. 3 5–6 2 1 0 3 3–4 1–2 0 Marks 5 Pronunciation and Intonation Consistently good accent and intonation. short. but comprehension is sometimes delayed. language expressed fluently. Some reaction. Answers without hesitation and extends responses beyond the minimum with some flow of language. little if any initiative. Errors usually appear in more complex structures. sentences generally simple but occasionally more complex. Conversation sustained at a reasonable speed. Very hesitant and disjointed. 4 3 2 1 0 9 .gCSE Spanish for teaching from September 2009 onwards (version 1. Limited vocabulary. occasional short phrases. Marks 5 Interaction and Fluency responds readily and shows initiative. No language produced is worthy of credit. Sometimes hesitant. Pronunciation and intonation. simple sentences. Little reaction. interaction and Fluency must not be more than one band higher than the mark awarded for Communication. Very limited vocabulary. No language produced is worthy of credit.5) Marks 9–10 Range and Accuracy of Language A wide range of vocabulary. Understandable. some evidence of an ability to sustain a conversation. ready responses. Errors often impede communication. (See tables below). Barely understandable. but the language is more accurate than inaccurate. Errors are quite frequent. little natural flow of language. No language produced is worthy of credit. generally good. • The marks awarded for range and Accuracy of Language. Errors very frequent. some complex structures and a variety of verb tenses attempted. isolated words of vocabulary. This applies to the use of AQA exemplar tasks. present simple information and express opinion. it could be drawn from outside the range of contexts listed in the specification. or from a different aspect of the ‘Leisure’ context.gCSE Spanish for teaching from September 2009 onwards (version 1. Please see Appendix E. Devising Tasks Teachers may choose to devise their own tasks. There is no time limit for this stage. present information and show ability to deal with some unpredictable elements. teachers must ensure that students aiming to achieve grades C and above use a variety of structures which may relate to past and future events and express points of view. dictionaries and internet resources as part of these teaching and learning activities. For students aiming to achieve Task Taking – Medium Control All three stages below must be completed under informal supervision. adapted exemplar tasks and teacher-devised tasks. Centres must submit different tasks for Speaking and Writing. may use an adapted version of these exemplar tasks or may devise tasks which meet students’ individual learning needs or interests. Please see Appendix E. eg a special occasion celebrated in the home from ‘Home and Environment’. There must be no other support from the teacher. For those students aiming to achieve grade A. This means that supervision must be sufficient to ensure that plagiarism does not take place. Controlled assessment advisers will be available to provide guidance to centres. Teachers may use the exemplar tasks provided in Appendix E of this specification. general Centres must submit different tasks every two years. it could be adapted to be a conversation drawn from a different context. Students may make use of reference materials and resources of all kinds including course books. eg in conversational groups but students must provide an individual response. it could be adapted to be an interview with. The teacher’s involvement is not limited at this stage. teachers must ensure that tasks offer the opportunity to take part in simple conversations. Task Setting – Limited Control Students are required to complete two tasks. Stage Two This stage begins when students are given the task. The teacher should discuss the task with the students. to narrate events. of equal weighting. Exemplar B (i) – the task must be a conversation. Controlled assessment advisers will be available to provide guidance to centres. Stage One This stage refers to the general teaching and learning activities carried out in preparation for receiving the task. example A ii). Students may have 10 . The exemplar is drawn from the context ‘Leisure’. Exemplar A (i) – the task must be an interview. teachers must ensure that tasks offer the opportunity to express and explain ideas and points of view. Teacher-devised tasks do not need to be drawn from the range of contexts listed in the specification. a celebrity. for example. Adapting Exemplar Tasks Teachers may adapt the exemplars in the following ways. producing extended sequences of speech. including the kind of language they might need and how to use their preparatory work. grade F. example B ii). eg Holidays. The work of individual students may be informed by working with others. When devising their own tasks.5) Communication 0 1–2 3–4 5–6 7–8 9–10 Marks for each of Pronunciation and Intonation and Interaction and Fluency 0 1–2 1–3 1–4 1–5 1–5 Marks for Range and Accuracy of Language 0 1–4 1–6 1–8 1–10 1–10 3 Controlled Assessment Tasks See Appendix E for exemplar tasks. Task Marking – Medium Control Teachers must mark the controlled assessment tasks using the assessment criteria provided in this specification. Differentiation is by outcome.gCSE Spanish for teaching from September 2009 onwards (version 1. These may be drawn from the exemplar tasks we provide or they may be adapted by teachers for their students. Further guidance is provided in the Controlled Assessment Handbook. Sufficient response to the task is generally relevant with quite a lot of information clearly communicated. Points of view are expressed and ideas are developed. Simple opinions are expressed and there is some development of basic ideas. Poor Very limited response to the task with little relevant information conveyed. Good Mostly relevant response to the task and shows ability to convey a lot of information clearly. The tasks will be marked by AQA. Students must complete all work independently. Duration – Each task should last between 4 and 6 minutes. Students must have access to dictionaries while writing up their final version under supervision. The answer shows no relevance to the task set. Sound ability to convey information clearly. Stage Three This stage is when students produce the final version. course books and internet resources. Well organised structure. 11 3 Students will complete two controlled assessment tasks. 10–12 7–9 4–6 1–3 0 .5 Unit 4: Spanish writing 46954 30% of the marks 60 marks Assessment Criteria Content Marks 13–15 Criteria Very Good Fully relevant and detailed response to the task. Further guidance is provided in the Controlled Assessment Handbook. 3. not by task.5) access to reference materials including dictionaries. Further guidance is provided in the Controlled Assessment Handbook. No real structure. Teachers may also devise their own tasks. Limited Limited response to the task with some relevant information conveyed. express and explain ideas and points of view. Centres will be required to record an adequate sample of tasks to provide sufficient evidence for moderation. These tasks are untiered. This research can be carried out outside the classroom. A zero score will automatically result in a zero score for the answer as a whole. express and explain ideas and points of view. Many errors which often impede communication. More complex sentences are attempted and are mostly successful. More accurate than inaccurate. Adapting Exemplar Tasks Teachers may adapt exemplar tasks in the following ways. Task Setting – Limited Control Students are required to complete two different types of task to ensure that they use language for different purposes. Exemplar Task 1 ‘My life as a celebrity’ could be adapted to ‘My life as a teenager’ or ‘My ideal day’ as a blog for a web page. The tasks are equally weighted. • if a mark is awarded for Content.gCSE Spanish for teaching from September 2009 onwards (version 1. although there may still be some errors especially in attempts at more complex sentences. this will automatically result in a zero score for range of Language and for Accuracy. may use an adapted version of these exemplar tasks or may devise tasks which meet students’ individual learning needs or interests. Content Mark 0 1–3 4–6 7–9 10–12 13–15 Marks for Range of Language 0 1–4 1–6 1–8 1–10 1–10 Marks for Accuracy 0 1–2 1–3 1–4 1–5 1–5 5–6 3 3–4 1–2 0 Accuracy Marks 5 Criteria Largely accurate. More complex sentences are handled with confidence and verb tenses are used successfully. Verb and tense formations are usually correct.5) Range of Language Marks 9–10 Criteria Wide variety of appropriate vocabulary and structures. including attempts at longer sentences using appropriate linking words which are sometimes successful. (See table below). Verb forms are rarely accurate. generally accurate with errors occurring in attempts at more complex sentences. good variety of appropriate vocabulary and structures used. inappropriate vocabulary with little understanding of language structure. Limited understanding of the most basic linguistic structures. Controlled Assessment Tasks See Appendix F for exemplar tasks. Verbs and tense formations are secure. • if a mark of zero is awarded for Content. Some variety of vocabulary and structures used. (See table below). • The mark awarded for Accuracy must not be more than one band higher than the mark awarded for Content. Suggested content for ‘My life as a teenager’ could be: • introduce yourself • how your day starts • what you drink and eat • the people you meet during the day • how does your day end 4 3 2 1 0 12 . this will inevitably lead to the award of a mark for range of Language and for Accuracy. The intended meaning is clear. Teachers may use the exemplar tasks provided in Appendix F of this specification. Vocabulary is appropriate to the basic needs of the task and structures are mostly simple. 7–8 • The mark awarded for range of Language must not be more than one band higher than the mark awarded for Content. Frequent errors regularly impede communication. Verb forms and tense formations are sometimes unsuccessful. No language produced which is worthy of credit. No language produced which is worthy of credit. Task Taking – High Control Stage One This stage refers to the general teaching and learning activities carried out in preparation for receiving the task. For students aiming to achieve grade F. This research can be carried out outside the classroom. A student’s response must not be identical to that of another student in the centre or to any published model answer. There is no time limit for this stage. During Stage Two. Students aiming at grades g–D should produce 200–350 words across the two tasks. adapted exemplar tasks and teacher-devised tasks. Further guidance is provided in the Controlled Assessment Handbook. This stage must be completed under informal supervision. Devising Tasks Centres may choose to devise their own tasks. Students may make use of reference materials and resources of all kinds including course books. teachers must ensure that tasks offer the opportunity to express and explain ideas and points of view. For those students aiming to achieve grade A. they must not reproduce several consecutive sentences from such answers in their own response. students may have access to reference materials including dictionaries. Controlled assessment advisers will be available to provide guidance to centres. Students must spend no more than 60 minutes.gCSE Spanish for teaching from September 2009 onwards (version 1. per task. students must not reproduce any sections of continuous prose provided in such answers. Stage Two This stage begins when students are given the task. teachers must ensure that tasks offer the opportunity to express simple opinions using simple sentences and usually convey the main points. This means that supervision must be sufficient to ensure that plagiarism does not take place. This must be completed in one single assessment session. dictionaries and internet resources.5) Exemplar Task 3 ‘Holidays’ could be adapted to be ‘An account of a special occasion’ produced for a family web page. The work of individual students may be informed by working with others but students must provide an individual response. Students aiming at grades C–A* should produce 400–600 words across the two tasks. producing a variety of vocabulary. Further guidance is provided in the Controlled Assessment Handbook. 13 . Students must be in the direct sight of the supervisor at all times when writing up the final version. course books and internet resources. The teacher’s involvement is not limited at Stage one. Centres must submit different tasks for Speaking and Writing. 3 Task Marking – High Level of Control The awarding body marks the controlled assessment. on writing the final version. general Centres must submit different tasks every two years. When devising their own tasks. Suggested content for ‘An account of a special occasion’ could be: • reason for the celebration • where it took place • the people involved and what you think about them • what you had to eat and drink • what else happened • best memory of the day and why Controlled assessment advisers will be available to provide guidance to centres. teachers must ensure that students aiming to achieve grades C and above include a variety of structures which may include different tenses or time frames and express points of view as well as communicate information. This applies to the use of AQA exemplar tasks. Stage Three This stage is when students produce the final version. Where model answers are published. Whilst students may use individual sentences from model answers. Teacher-devised tasks do not need to be drawn from the range of contexts listed in the specification. structures and verb tenses. hacer imperfect (r) immediate future future (r) perfect: most common verbs only conditional: gustar only in set phrases pluperfect (r) gerund (r) imperative: common forms including negative subjunctive. mejor. dónde) adverbs of time and place (aquí. including y. ya) common adverbial phrases Quantifiers/Intensifiers (muy.gCSE Spanish for teaching from September 2009 onwards (version 1. qué. demasiado. mucho) Pronouns: subject object (r) position and order of object pronouns (r) reflexive relative: que relative: quien. pero. por and para Conjunctions: common. porque. otro. mismo. The examples in brackets are indicative. lo que (r) disjunctive (conmigo. For structures marked (r). poco. only receptive knowledge is required. se habla) uses of ser and estar tenses: present indicative present continuous preterite imperfect: in weather expressions with estar. including personal a. aquello) indefinite (algo. short and long forms (mi. peor demonstrative (este. bastante. o. drawing from the following lists. long form (mío) (r) interrogative (cuánto. quantity. esto. short form (mi) possessive. eso. cuándo. singular and plural 14 Higher Tier All grammar and structures listed for Foundation Tier. quién) Verbs: regular and irregular verbs. ése. including reflexive verbs all persons of the verb. ese. cuando Number. imperfect: quisiera impersonal verbs: most common only Prepositions: common. aquél. alguno) possessive. como. aquel) indefinite (cada. todo. dates Time: use of desde hace with present tense (r) Foundation Tier Nouns: gender singular and plural forms 3 Articles: definite and indefinite lo plus adjective (r) Adjectives: agreement position comparative and superlative: regular and mayor. as well as: Articles: lo plus adjective Adjectives: comparative and superlative possessive. modes of address: tú and usted radical-changing verbs negative forms interrogative forms reflexive constructions (se puede. present (r) in certain exclamatory phrases (¡Viva! ¡Dígame!) subjunctive. qué) Adverbs: formation comparative and superlative: regular interrogative (cómo.6 grammar gCSE candidates will be expected to have acquired knowledge and understanding of Spanish grammar during their course. allí. se necesita.5) 3. alguien) interrogative (cuál. in the examination they will be required to apply their knowledge and understanding. para mí) demonstrative (éste. not exclusive. mío) relative (cuyo) Adverbs: comparative and superlative Pronouns: object position and order or object pronouns . menor. ahora. g. Learners will be helped to master all these strategies if. a knowledge of pastel should permit understanding of pastelero and vice versa. to express purpose (para que) imperfect subjunctive (r) Time: use of desde hace with present tense use of desde hace with imperfect tense (r) 3. command.prefix (e.g. leer – releer. request. el que. cuchara – cucharón. word order and other such features to help them recognise to which category (verb. after verbs of wishing. nacimiento – renacimiento). Using the visual and verbal context. b. the title. future after conjunctions of time (cuando). the length. or which they themselves might need to use. Making use of grammatical markers and categories. Another aid to correct inferencing is for learners to bear in mind that there are regularities in the real world which make it possible to anticipate what people may say or write about it. -ón/ona suffix used to form augmentatives (e. Using common patterns within Spanish. for example. affirmation and negation. the typeface and any related pictures.) an unknown word belongs. that represent these occurrences. adjective. someone who did not know the word camioneta might be able. the ways verbs change to form tenses. in different ways: the learner may not understand a point in one form of words and understand it fully in another. mujer – mujerona). Ignoring words which are not needed for a successful completion of the task set. total – totalmente). casa – casita. • 3 Strategies for Understanding a. -mente suffix used to form adverbs (e. The ability to predict occurrences in the real world makes it possible sometimes to predict the words. cual possessive (el mío. • • • -ito/-ita and -illo/-illa endings used to form diminutives (e. For this reason they will need to develop communication strategies which will greatly increase their ability to cope successfully with unknown words. what is important in the text is often presented more than once. re. the learner who knows that the Día de Reyes is the 6 January will be able to deduce from día 5 de enero. 15 . etc. Knowledge of the following patterns of word formation in Spanish will be assumed. For example. The skilled reader can find many clues about the purpose and content of a text from a study of the layout. they learn to use such clues as the plural forms of nouns or verbs. This is one reason why it is important for a Spanish course to develop awareness and understanding of countries and communities where Spanish is spoken. wherever possible. la mía) Verbs: tenses: future imperfect imperfect continuous perfect pluperfect conditional passive voice (r) gerund present subjunctive: imperative. That is why texts are presented. pupils can learn to infer the meaning of new words from the verbal context. Furthermore. and the meaning of the words. c. seeking out in the text only the information they need to answer questions and to complete communication tasks and ignoring the rest. d. There are two main types of strategy: those that relate to understanding (reading and listening) and those that relate to production (speaking and writing). Learners can be trained to read and listen in positive ways.7 Communication strategies Whilst it is useful for learners to concentrate on a core of key language for any given topic. Many tasks contain words which are not essential for an understanding of the main points of the text. lo que. in the examination in their original format. Making use of the social and cultural context. e. when reading and listening.g. using the fifth bullet below. rápido – rápidamente. it is impossible to predict all the linguistic elements they might meet when reading and listening to authentic Spanish.gCSE Spanish for teaching from September 2009 onwards (version 1. So.5) relative: all other uses including quien. víspera de Reyes that víspera means ‘the eve of’ or ‘the day before’. perro – perrito. noun. When reading and listening. mesa – mesilla). to deduce from the following context that it is some sort of vehicle: La camioneta salió de la carretera y chocó con un árbol. emotion. This can be a considerable help in making intelligent guesses about the meaning of the word. crear – recrear.g. Candidates will be expected to be able to make use of these patterns in both directions: so. after some appropriate practice. medicina). inspección.g. producir – producción. automático. Words ending in -ante or -iente in Spanish corresponding to English ‘-ant’ and ‘-ent’ (e. • Compound words (e. g. Words which have the same or a similar form in both languages.g. londinense). completamente. auténtico. • des. These fall into two main categories: • There are very many words which have exactly the same form.g. montaña – montañoso. However. fuerte [=’fort’].g.g. Adjectives where ‘-ical’ in English becomes ico/ica in Spanish (e. When such words occur in a context and the learners can be expected to understand them in English. correspondiente. servir). • -oso/-osa ending applied to nouns (e. abrelatas. gráfico.g. reservar.g. confusión. have minor spelling changes between English and Spanish to accord with the Spanish phonetic system of spelling (e. admirar. etc. aspecto. simple rules.prefixes (e. Words where an intervocalic -d. desembarcar). lista. • Learners will also be expected to understand vocabulary items which meet the criteria in the bullet point above. noble – nobleza.g. hablar – hablador. ruido – ruidoso. protestar – protestante. clima. honor.gCSE Spanish for teaching from September 2009 onwards (version 1.g. can easily be understood with the application of a few. deficiente). cine. economía. The English word adds an extra letter or letters (e. operador. sentimiento.g. • -ión and -ción endings applied to verbs (e. generalmente). estéreo). lluvia – lluvioso). compartimiento. horrible. hacer – deshacer. inteligencia. although not having exactly the same form as the English word. oficial). solemnidad. Words where a single vowel in English is replaced by a dipthong in Spanish (e. -er or -ir in the infinitive in Spanish or change a final ‘-e’ in English to one of these endings (e.g. posible – imposible). esnob.g.) or changes a final ‘-e’ to an -a (e. tragedia).g. avance). There are. for each ‘false friend’ there are very many ‘good friends’ of which anglophone learners of Spanish can. with practice. integración). canadiense.g. There are thousands of words in Spanish which. vigor. labor). corresponder – correspondiente).g.g. in addition to the seven bullets above. furioso). animar – animación). militar. físico. limpio – limpieza.g. maduro). cultivar. Words which end in -oso/-osa in Spanish and ‘-ous’ in English (e.g. biología. Spanish adverbs ending in -mente which end with ‘-ly’ in English (e. activo. When words which can be understood using the rules below occur in context. fanático).and in. Using common patterns between Spanish and English. económico. sensible. honesto – honestidad.im.g. The Spanish word adds an epenthetic ebefore words beginning with ‘s’ + consonant (e. capacidad. • -eza. admirar – admirable). fabuloso. Words which end in -ía or -ia in Spanish and ‘-y’ in English (e. catedral. acción. but which differ slightly in their written form in Spanish. evidencia. .g. especial. arte). animal. vigilancia. libertad). decisivo).g.5) 3 -ero/-era endings and -ería ending (e.g. Words which. central. filosofía.g. hermoso – hermosura. óptico.g. puerto). Words where ‘-nce’ in English becomes -ncia in Spanish (e. • The Spanish word adds an -a (and sometimes an accent) (e.g. explosión.g. decorar. sociedad.g. correcto – incorrecto. Verbs which end with -ar in the infinitive in Spanish and with ‘-ate’ in English (e. • -able ending applied to verbs (e. make good use. -dad and -ura endings applied to adjectives (e. ecuador. Words where ‘oun’ in English is replaced by -un in Spanish (e.g. fruta – frutero – frutería).g. of course. Adjectives ending in -ense which compare with English equivalents ending in ‘-an’ or indicating a place of origin (e. protestante.in Spanish is replaced by ‘dis-’ in English (e.g.g. Words where des. ocurrencia). especialmente. desconcertar. imaginar – imaginable. sucio – suciedad. principal). reloj – relojero – relojería. in Spanish and in English (e. Words where ‘-tion’ in English is replaced by -ción in Spanish (e. psicología. candidates will be expected to understand them: • The Spanish word adds an -o (and sometimes an accent) or changes a final ‘-e’ in English to an -o (e. conocido – desconocido.g. anunciar. idiota. The Spanish word adds an -e (e. senador.g. loco – locura). f.g.in Spanish is replaced by ‘-t-’ in English (e. actual) which make it necessary to use this strategy with care and in collaboration with strategy (b) above. hospitalidad. Words which end in -dad or -tad in Spanish and ‘-ty’ in English (e. trabajar – trabajador). usually by the addition of one or more accents and/or the omission of a letter (e. largo. pronunciar). aire. Verbs which add -ar. Words which end in -or in Spanish and ‘-our’ in English (e. and essentially the same meaning. autor). • -ante and -iente endings applied to verbs (e. abrebotellas).g. desconectar. cuestión). a few ‘false friends’ (e. confirmar. activar). religioso. they will be expected also to understand them in Spanish. • -dor/-dora ending applied to verbs to form nouns and adjectives (e.g. fotografía. and words ending in ‘-ist’ in English and -ista in Spanish such as • 16 • • • • • • • • • • • • • • • • • • • • • pianista. teatro. Words in which t in Spanish corresponds to ‘th’ in English (e. comunista. to colour. Expression and gesture.g.g. Es una especie de.. When used well. h.. can convey such attitudes and functions as pain. Es necesario que me vaya) by using a form he finds simpler (e. cuarto for dormitorio. use of dictionary is often a more feasible proposition when reading than when listening. which make no reference to English (e. When such simple forms are used correctly and appropriately they will be rewarded accordingly. the use of this strategy in an examination would be assessed according to its communicative effectiveness. prove useful to the learner. This strategy is not always effective and its use would be assessed according to its effectiveness in a particular context. Así.). facilitate communication and increase fluency but. material. However. The physical properties refer. fear. when a learner avoids the use of a form of which he is unsure (e.. individual candidates may fail to learn.g.. this strategy communicates the message 17 3 Strategies for Production research and experience show that people who communicate effectively in a foreign language tend to make good use of systematic efficient verbal and non-verbal strategies in order to get meaning across in spite of their imperfect command of the language. ¿Cómo se dice . No está casada for Es soltera. en español? ¿Qué quiere decir eso en inglés?) and questions.g. accompanied by some appropriate language (e. it is clearly preferable to use such requests for help than for communication to collapse and their use will be assessed according to the context. ¿Qué es? Me duele aquí.. This strategy has obvious limitations in a speaking test which is recorded and assessed on the basis of the recording.. anger. position and shape.g. pleasure and admiration). Again.g.. the Spanish word circuito looks very similar to its English counterpart but is pronounced quite differently while rosbif sounds very like the English phrase from which it is derived but looks very different when written down.. Using a word which refers to a similar item to the one the speaker/writer wishes to refer to. surprise. accompanied where appropriate with sounds (e.. facial expression and gestures. which again can be accompanied by appropriate sounds and language. with practice. or they may wish to attempt to go beyond the demands of the specification in completing the task set. Tengo que irme)..g. the general strategies for understanding listed above can. When requests for help with specific problems occur. for instance a home). words with similar sounds may be written very differently in the two languages. Es de cuero. be used successfully in listening to Spanish. or a diagram showing how to get from one point. language items required by some tests. They fall into two main categories: non-verbal and verbal. For example. ¿Cómo se llama esto en español? ¿Cómo se escribe?) as well as requests which may improve the candidate’s chances of understanding (e. they may. however. but for which he has forgotten the word (e. size... the teacher should maintain the role of a sympathetic native speaker and help accordingly. Se parece a.5) it is expected that strategies such as those outlined above will generally be more easily applied in reading than in listening. to look at unknown items at some leisure and to study the context. for example. ¿Le puedo ayudar? with a suitable mime if one has forgotten the words for the relevant action). ¿Quiere repetir? Quiere hablar más despacio?). Verbal strategies e. La fruta amarilla. if overused.. For the same reasons. Drawing can be an efficient strategy with some tasks (especially written) and can convey both attitude and information (e. or forget. While these strategies are obviously useful in authentic situations. flor for rosa. Description of physical properties to refer to something of which the name has been forgotten (e. Simplification. The non-verbal strategies described below are clearly of limited value in the speaking tests of this examination which are recorded. Pointing and demonstration. Esa cosa que está en la mesa. avoid taking over from the candidate and carrying out the tasks set... A systematic use of simplified forms may reduce error. Requests for help can include requests for translation (e. to another.) b.. Correct and appropriate use of more complex forms will also be rewarded. f. Paraphrase. taza for vaso).. i. The teacher should..g. in order to hear accurately.gCSE Spanish for teaching from September 2009 onwards (version 1. J or L . this strategy may result in learners failing to make full use of their capabilities.. in these circumstances.g. Mime.. However. with appropriate intonation.... the following strategies can prove useful. of course. . Non-Verbal Strategies a. and can sometimes help communication to be maintained when it might otherwise break down (e. Es el contrario de. Words which look the same in Spanish and English may sound different and conversely.). where the learner uses words and messages in acceptable Spanish. they are likely to be less helpful to the candidate in the examination.g. d. avoiding the use of words which he has forgotten (e. ¡Ay! which.g.g. as reading offers more opportunities to slow down. c. g. such as a station.. candidates should have the relationship between the spoken and written language brought to their attention. El animal con las orejas largas. Use of it in a learning situation will reduce opportunities for the development or expansion of the learner’s repertoire. at the same time. j. This is. Another strategy sometimes used by language learners is word coinage. la mejor Students will be expected to understand words which have the same or very similar form in the language as in the English. Reference to specific features (e.. Students may use the minimum core Vocabulary Lists for their Speaking and Writing Controlled Assessment tasks. when the learner avoids or abandons a topic because of inability to deal with it. This strategy usually produces words which do not exist in Spanish or which. The vocabulary is not restricted to specific settings and can occur in any of the topic areas listed in the specification. Comparisons Comparatives and superlatives of adjectives and adverbs listed in the vocabulary list. This strategy is often quite effective and effective use would be assessed accordingly in an examination. Vocabulary listed in the grammar Section can also be tested but it is not listed in the minimum core Vocabulary Lists. Students will be expected to be familiar with feminine forms of nouns/adjectives where these are not given.. Another commonly used strategy is topic avoidance. Such words are not listed in the minimum core Vocabulary Lists.gCSE Spanish for teaching from September 2009 onwards (version 1. if they do exist. candidates should be encouraged to ‘stick to what they know’ rather than talk or write about concepts for which Spanish vocabulary or structures are not known [cf (d) and (e) above]. provided that it can be accessed through communication strategies.8 Vocabulary The minimum core Vocabulary Lists are primarily intended as a guide for teachers to assist in the planning of schemes of work.5) effectively to a sympathetic native speaker and such use in an examination would be assessed accordingly... así que aun (si) aunque como cuando incluso mientras (que) o/u pero por eso por lo tanto porque pues si menor menos (que) mínimo mismo muy parecido a peor poco (eg poco ruidoso) por ejemplo tan … como tanto … como comparar Conjunctions a pesar de 18 . or they may prefer to choose vocabulary that suits their own contexts and purposes. in addition students should also expect to encounter some unfamiliar vocabulary. therefore. k.g. a strategy which should be discouraged though. The Listening and reading assessment tasks at Higher Tier will be based on the Foundation and Higher Lists and the general Vocabulary List.. students should also expect to encounter some unfamiliar vocabulary.). General Vocabulary Students will be expected to use and understand the general vocabulary listed below.). The use of this strategy is rarely effective in promoting communication and candidates would be well advised to use it only if all other strategies fail. bastante bien demasiado descripción. Use of this strategy in the examination is likely to lead to loss of marks. provided that such words have essentially the same meaning in both languages. la igual que más (que) máximo mayor mayoría. Reference to the function of an object and the actions that can be performed with it (e. 3 3.. The Listening and reading assessment tasks at Foundation Tier will be based on the Foundation List and the general Vocabulary List. This is a commonly used strategy which is usually effective in communicative terms. La cosa que se utiliza para abrir una botella. have a different meaning from the one intended. El hombre que lleva el uniforme marrón. but they will not be tested on it.g. and may be tested on it. the creation of words based either on English or Spanish words. Numbers All cardinal numbers 0–1.000 millón. dar deber = must estar hacer hacerse = to become hay hay que ir ir a + inf.gCSE Spanish for teaching from September 2009 onwards (version 1. un ordinal numbers primero . un número. to love quisiera ser soler tener tener lugar tener que volverse = to become The alphabet Students should be familiar with the Spanish alphabet and should be able to spell words and names. irse ocurrir oír pasar = to happen poder poner querer = to want.5) sin embargo tal vez también y/e ya (que) Connectives además aparte de claro que dado que es decir por un lado/por otro lado por una parte/por otra parte sin duda Prepositions a con de en hacia hasta para por según sin Negatives jamás ni … ni nada nadie ninguno no = not nunca sino tampoco ya no The important verbs acabar de + inf. una par. el Asking questions Question words ¿Adónde? ¿Cómo? ¿Cuál(es)? ¿Cuándo? ¿Cuánto? ¿Cuántos …? ¿De dónde? ¿De quién? ¿Dónde? ¿Por dónde? ¿Por qué? ¿Qué? ¿Quién? Common questions ¿A qué hora? ¿Cuánto cuesta(n)? ¿Cuánto es? ¿Cuánto vale(n)? ¿Cuántos años tiene(s)? ¿De qué color? ¿Dónde está? ¿Para/Por cuánto tiempo? ¿Qué día? ¿Qué fecha? ¿Qué hora es? Greetings and exclamations ¡Basta! ¡Bienvenido! ¡Buen viaje! ¡Buena suerte! ¡Claro! ¡Cuidado! ¡Enhorabuena! ¡Felices Pascuas! ¡Felices vacaciones! ¡Felicidades! ¡Felicitaciones! ¡Feliz Año Nuevo! ¡Feliz cumpleaños! ¡Feliz Navidad! ¡Feliz santo! ¡ojo! ¡olé! ¡Que aproveche! ¡Que lo pase(s) bien! ¡Qué asco! ¡Qué bien! ¡Qué (+ adjective)! ¡Qué horror! ¡Qué (+ noun)! ¡Qué lástima! ¡Qué pena! ¡Qué va! ¡Socorro! ¿Cómo está(s)? ¿De veras? ¿Qué hay? ¿Qué pasa? ¿Qué tal? Adiós Atentamente Buenas noches Buenas tardes Buenos días Con permiso De nada Encantado gracias Hasta el (lunes) Hasta luego Hasta mañana Hasta pronto Hola Lo siento Mucho gusto Perdón Perdone 19 3 .décimo other expressions unos (diez) = about (10) docena. el sábado. el domingo. el invierno.5) Por favor Saludos Sí Vale saludar Opinions aburrido aceptable afortunado agradable antiguo apropiado barato bonito bueno calidad. la viejo aburrirse adorar apreciar aprovechar(se) alegrar(se) creer dar igual decepcionar decir desear detestar disfrutar divertirse dudar encantar esperar = to hope estar de acuerdo estar a favor estar en contra estar harto de fascinar fastidiar gustar interesarse justificar odiar opinar parecer pasarlo bien/mal pensar ponerse de acuerdo preferir quedar en querer decir reconocer sentir(se) valer la pena Expressions of time Days of the week lunes. el miércoles. el viernes.gCSE Spanish for teaching from September 2009 onwards (version 1. la distinto divertido duro económico emocionante encantador entretenido especial espléndido estupendo estúpido excelente extraordinario fácil famoso fantástico fascinante fatal favorable favorito fenomenal feo genial = brilliant. la caro decepcionado decepcionante desafortunadamente desagradable desventaja. el otoño. el jueves. el The seasons primavera. great hermoso horroroso ideal 20 3 importante imposible impresionante increíble inseguro interesante inútil mal malo maravilloso moderno negativo nuevo perfecto posible positivo precioso preferido profundo raro regular ridículo seguro sencillo sorprendido típico tonto tranquilo único útil ventaja. el martes. la diferente difícil dificultad. la verano. la diferencia. el Months of the year enero febrero marzo abril mayo junio julio agosto se(p)tiembre octubre noviembre diciembre The clock Numbers 1–60 a eso de a tiempo en punto exactamente . el exterior. luego mañana = tomorrow mañana. el lado. el izquierda. etc. el generalmente hace (+ time) hoy inmediatamente lento los lunes.) futuro. la = season fecha. al finalmente frecuente futuro (adj. el pasado (adj.) pasado mañana permanente pocas veces por año. el día festivo. evening temprano tener prisa tiempo. el = time todas las (semanas) todavía todos los (días) últimamente último vez. la mediodía.gCSE Spanish for teaching from September 2009 onwards (version 1.5) hora. el media hora medianoche. quince días = fortnight rápido raramente rato. la horario. la en/por todas partes en las afueras encima (de) enfrente (de) entre este. al _ (de) lejos (de) lugar. la fin de semana. la siempre siglo. la normalmente otra vez pasado. en (el) _ metro. en el/al fuera (de) interior. el segundo. el medio (de). a la _ derecho. (todo) _ = straight ahead detrás (de) dirección. la = direction distancia. el final. al pronto = soon próximo que viene. etc por fin por lo general porvenir. la = morning mes. el reciente(mente) semana. la = afternoon. el 21 3 . el principio. una veces. el mientras tanto momento. el y cuarto y media other time expressions a diario a fines de … a mediados de … a menudo a partir de aproximadamente a veces ahora al mismo tiempo algunas veces anoche año. el día laborable.. Location and distance a un paso (de) abajo (de) adelante afuera (de) ahí aislado al final (de) allá allí alrededor (de) aquí arriba (de) atrás céntrico centro. el diariamente durante durar en ese/este momento en seguida entonces esta (noche) estación. el antes (de) ayer breve cada (x) días/ horas casi de … a … de momento de nuevo = again de repente de vez en cuando dentro de (x) (horas) desde desde hace despacio después día. el fondo. en el _ (de) cerca (de) contra debajo (de) delante (de) dentro (de) derecha. el = metre norte. el menos/y … menos cuarto minuto. el mucho tiempo noche. el siguiente sobre solamente sólo tardar tarde = late tarde. el mes. dos … /tres … etc volver a + inf. a la _ kilómetro. etc. el pequeño peso. el lana. la mentiroso razón. la ancho ancho. el trozo. la nublado nuboso pronóstico. la redondo Weather buen/mal tiempo caliente calor. el = glass. la niebla. el completo cuarto. short bolsa. el vacío bastar medir pesar Shape cuadrado forma. el todo recto estar situado encontrarse = to be situated estar a (x) (kilómetros) de estar a (x) minutos de Colour amarillo azul blanco claro = light color. la caja. la . el = place sur. la = error mentira. el hacer (frío) helar llover mojar(se) nevar tener (calor) Access abierto abrir acceso. el poco. el viento. la verdadero corregir estar equivocado mentir tener razón Materials algodón. el cerrado cerrar gratis gratuito hacer falta libre = free necesario ocupado = engaged. la bote. la cartón. el grado. el grande grueso lata. el cielo. la tormentoso trueno. la medio mitad. la nieve. bright Weights and measures alcanzar alto altura. el relámpago. el cerámica. el sitio. el estrecho gordo gramo. la tamaño. la cristal. el caluroso chubasco. la temperatura. la 22 3 litro. (color) _ negro oscuro pálido rojo rosa rosado verde violeta vivo = vivid.5) oeste. el = carton centímetro. la verdad. la templado tiempo. la nube. el bajo = low. el gris marrón morado naranja. el seco sol. el clima. el despejado estable fresco frío.gCSE Spanish for teaching from September 2009 onwards (version 1. la suficiente talla. el pedazo. el = weather tormenta. un ración. el botella. occupied permitir prohibido prohibir Correctness cierto correcto equivocado exacto falso falta. la = box cantidad. el lleno mediano medida. la mucho paquete. el hielo. un = quarter delgado doble. crystal cuero. el húmedo lluvia. el sombra. el barra (de pan). la muerto naranja. la dolor. la dulce ejercicio (físico).) 1ª = primera (2ª. los cansado caramelo. el agua (f. = avenida EEUU = Estados Unidos Foundation Tier LiFESTYLE Health a la plancha aceite. 3°. el jamón serrano. los cerveza. la guisantes. la = snack/picnic mermelada. el pasta.) Dr. el galleta. el = coffee calamares. la helado. el grasa. la = leather. la tela. la fumador. el inyección. el piel. el bombón. la paella.). la perrito caliente. la = meal. el fresa. la manzana. la filete. los hábito. la vidrio. el plata. el or bisté. la champiñones. la lechuga.la cereales. 3ª. la 23 3 . el flan. = doctor Dra. la sano sardina. el arroz. el azúcar. el piña. la bebida. la plátano. la seda. la oro. la saludable sangría. la rico = tasty sal.gCSE Spanish for teaching from September 2009 onwards (version 1. la comida rápida. = señorita Sta. el rehabilitación. la corazón. la enfermo ensalada. el adictivo adicto. el chuleta.). la bien hecho = well done bistec.5) madera. el merienda. el cuerpo. las limón. el cocaína. el pollo. el ajo. la desayuno. el pulmones. = señor Sra. el enfermedad. = señora Srta. el agua mineral (con/sin gas) (f. el huevo. la salud. el salsa. el borracho café. la salchichón. el Common abbreviations Sr. la mariscos. = santa c/ = calle 1° = primero (2°. el picante pimienta. el espaguetis. la = cuisine col. la pastel. la pimiento. el dieta. la churros. el carne. la salado salchicha. el pescado. food comida. el hamburguesa. la cena. la comida. etc. el de cerdo de cordero de ternera de vaca depresión. el humo. la frito fruta. el papel. el patata. el judías verdes. la pan. la patatas fritas. la gambas. los cigarrillo. el limonada. la jamón (de york). el asado atún. la naranjada. la nata. la legumbres. el bacalao. la mantequilla. los queso. el chorizo. la = lunch comida basura. la coliflor. = doctora renfe/rENFE iVA = VAT Ada. el droga (blanda/dura). la entrenamiento. los chocolate. las leche. la cocina. los farmacia. etc. la nuez. skin plástico. los melocotón. las gazpacho. la cebolla. el alcohólico alimento. el bocadillo. las pera. gCSE Spanish for teaching from September 2009 onwards (version 1.5) 3 sopa, la tabaco, el tapas, las tarta, la té, el tentación, la tomate, el tortilla, la tostada, la uvas, las vainilla, la vegetariano verduras, las vinagre, el vino (blanco/rosado/tinto), el yogur, el zanahoria, la zumo (de fruta), el acostarse afectar arreglar beber caerse causar cenar cocinar comer dejar de + inf. desayunar despertarse drogarse dormirse emborracharse encontrarse bien/mal entrenarse estar en forma evitar fumar hacer aerobic hacer (ejercicio) lavar levantarse limpiar mantenerse en forma mejorar(se) morir oler preocuparse preparar rehabilitar relajarse respirar 24 tener dolor de ... tener hambre tener miedo tener sed tener sueño tomar Relationships and Choices abuelo, el activo adolescente = adolescent adolescente, el = teenager adoptivo adulto agresivo alegre amable ambicioso amigo, el amor, el anciano (adj) anciano, el animado animal doméstico, el antipático apellido, el aspecto, el atención, la barba, la bebé, el beneficio, el beso, el bigote, el boca, la brazo, el caballo, el cabeza, la calvo canario, el carácter, el cariño, el cariñoso carnet de identidad, el casado casamiento, el castaño chico, el cobaya, la cómico compañero, el comprensivo conejo, el conflicto, el contento corto creativo cualidad, la cuidadoso dedo, el defecto, el demás, los deportivo discriminación, la discusión, la divorciado divorcio, el documentación, la edad, la educado egoísta encuesta, la extranjero, el = foreigner extrovertido familia adoptiva, la familia, la felicidad, la feliz formal = polite fuerte gafas, las gato, el generación, la generoso gente, la gracioso guapo hablador hermanastro, el hermano, el hijo (único), el hogar, el hombre, el honesto honrado identidad, la igualdad, la impaciente incluir independencia, la independiente influencia, la injusto inmigrante, el inteligente introvertido gCSE Spanish for teaching from September 2009 onwards (version 1.5) invitación, la invitado, el joven joven, el jubilado justo juventud, la largo liso loco madrastra, la madre, la maleducado maltrato, el mamá, la mano, la marido, el mascota, la matrimonio, el miembro, el moreno muchacho, el mujer, la = wife mujer, la = woman nacido nacimiento, el nacionalidad, la nariz, la necesidad, la nervioso nieto, el niño, el nombre, el novio, el ojo, el oNg, la optimista oreja, la orgulloso paciente padrastro, el padre, el padres, los = parents pájaro, el papá, el parado pareja, la paro, el pecas, las pelirrojo pelo, el perezoso periquito, el perro, el persona, la personalidad, la pesimista pez, el pie, el pierna, la pobre pobreza, la práctico preferencia, la prejuicio, el primo, el prudente racismo, el racista reacción, la reservado responsable reunión, la rizado rubio señor, el señora, la señorita, la sensación, la sentido del humor, el sentimiento, el separado serio sida, el simpático sincero soltero tienda con fines benéficos, la tímido tío, el tolerante tortuga, la travieso triste valiente vandalismo, el vecino, el violencia, la violento voluntario = voluntary voluntario, el = volunteer voz, la adoptar arruinar beneficiar besar casarse conocer contribuir conversar cuidar dar las gracias decidir describir destruir discutir divorciarse educar enamorarse enfadar(se) estar en paro formar parte hablar inmigrar jubilarse llamarse llevar (puesto) llevarse bien/mal con maltratar meter nacer ofender ofenderse parecerse a … ponerse romper separarse supervisar tener (el pelo ... /los ojos ...) tener ... años tener suerte LEiSUrE Free Time and the Media a mitad de precio abrigo, el actriz, la aficionado, el alpinismo, el ambiente, el anuncio, el apto archivo, el artículo, el artista, el atleta, el 3 25 gCSE Spanish for teaching from September 2009 onwards (version 1.5) 3 atletismo, el baile, el baloncesto, el banda ancha, la = broadband bañador, el batería, la = drums bicicleta/bici, la billar, el billete, el = banknote blusa, la bolso, el botas, las boxeo, el caja, la = till calcetines, los cambio, el camisa, la camiseta, la campeón, el campeonato, el canción, la cantante, el carnicería, la carrera, la = race cartas, las = playing cards CD, el céntimo, el chandal, el chaqueta, la cheque, el cibercafé, el ciclismo, el ciencia ficción, la cinturón, el clásico cliente, el colección, la collar, el comedia, la comienzo, el compras, las concurso, el confitería, la conversación, la copa, la = cup, trophy corbata, la correo basura, el cosa, la de acción de aventura deporte, el deportista 26 descanso, el descuento, el dibujos animados, los dinero, el disco (compacto), el disco duro, el diversión, la documental, el droguería, la educativo entrada, la = ticket equipo, el = team espectáculo, el estadio, el falda, la fiesta, la = party footing, el frutería, la fútbol, el gafas de sol, las gol, el gorra, la gran Hermano grandes almacenes, los grupo, el guantes, los guitarra, la hipermercado, el historia, la = story instrumento, el joyería, la juego, el Juegos olímpicos, los jugador, el juguete, el juguetería, la juntos libra (esterlina), la librería, la = bookshop lista, la lotería, la medias, las mensaje (de texto), el mercado, el moda, la monedero, el monitor, el monopatín, el móvil, el (teléfono) muñeca, la = doll música, la natación, la noticias, las novela, la ocio, el oferta, la (ordenador) portátil, el = laptop ordenador, el paga, la = pocket money página web, la = web page panadería, la pantalla, la pantalón, el pantalón corto, el papelería, la paraguas, el partido, el pasatiempo, el pastelería, la patinaje, el película, la pelota, la peluquería, la pendientes, los perfumería, la periódico, el pesca, la pescadería, la ping-pong, el pista de hielo, la policíaco posibilidad, la precio, el premio, el programa, el programador, el publicidad, la quiosco, el ratón, el rebajas, las recibo, el red, la = internet regalo, el reloj, el resto, el revista, la rico = wealthy robo, el romántico ropa, la sala de chat, la sala de fiestas, la salida, la = outing sandalias, las el autopista. el cuchara. los 27 3 . la tebeo. el videojuego. el conductor. motorist consigna. la sitio web. la tenis. la coche. el taquilla. el al aire libre albergue juvenil. el (primera) clase. la cámara. los aceptar acompañar acordar actuar ahorrar andar bailar borrar cantar chatear coleccionar comprar conectar conectar(se) contar = to count. el balcón. el = pass carretera. el autobús. los vela. la sesión. la camino. el = atmosphere América del Sur andén. las zapatos. el cinturón de seguridad. la cruce. el autocar. la de primero = first course delicioso deportes acuáticos. el tienda de comestibles. la avión. la cultura. las castellano cheque de viaje. el barco. el tiempo libre. el Año Nuevo. el (billete) de ida y vuelta. el (billete) de ida. el técnico. el solo = alone sombrero. el cuenta. la costa. la cama de matrimonio. dar un patinar perder = to lose. el videoclub. la vendedor. el ambiente. to tell/recount correr costar deber = to owe descargar = download desconectar devolver echar elegir encontrarse = to meet enviar escoger escuchar esperar = to wait estar de moda ganar = to win gastar = to spend grabar guardar = to save hacer ( + sport) hacer la(s) compra(s) invitar jugar leer mandar marcar (un gol) = to score montar nadar navegar = to surf the net necesitar organizar pagar participar pasear paseo. el telenovela. la tipo. to miss pescar practicar probarse recibir regalar repartir = to deliver robar saber salir seleccionar servir sugerir tener ganas tocar = to play (an instrument) tocar = to touch vender venir ver Holidays abanico. el billete. la = box office tarjeta de crédito. la selección. el vaqueros.5) sección. las islas caravana. la zapatillas de deporte. la serie. el alemán Alemania alojamiento. el camping. la costumbre. la = menu castañuelas. el sonido. el = driver. la tienda de ropa. la aeropuerto. el teclado. el voleibol. la carta. el agencia de viajes. el Canarias. el asiento. el aduana. la carnet. el británico cafetería. la crema solar. el vestido. el socio.gCSE Spanish for teaching from September 2009 onwards (version 1. la cuchillo. el supermercado. el zapatería. la aire acondicionado. la corrida. la servicio. el taquilla. la parador. la montañoso moto(cicleta). la inglaterra inglés insolación. el estación de autobuses. la salida. la plaza de toros. el folleto. el = project plano. la vuelo. el rueda. el = guide guía. el mexicano (mejicano) México (Méjico) montaña. la irlanda irlandés isla. los Europa europeo extranjero = abroad ferrocarril. el plato combinado. la plan. el equipaje. la estación de trenes. room sombrilla. la viaje. los destino. la recepción.gCSE Spanish for teaching from September 2009 onwards (version 1. el escocés Escocia España español especialidad. la sudamericano suplemento. el turismo. el metro. el propina. la nada más Navidad Nochebuena Nochevieja norteamericano oficina de turismo.5) 3 deportes de invierno. la heladería. el plato. la incluido información. el pista. el alojarse aparcar bañarse broncearse buscar cambiar caminar conducir continuar cruzar dejar descansar doblar esquiar estar de vacaciones 28 . el sala de espera. la italia italiano lado. el Día de reyes. la saco de dormir. el toro. el media pensión Mediterráneo. la fiesta. el turista. la visitante. el tren. la = departure salida. el turístico vacaciones. la señal. el = service servicios. el pasajero. el viajero. la = tent torero. la hamburguesería. la = exit Semana Santa. el menú del día. la = guidebook habitación doble. la portugués postal. la gran Bretaña grecia guía. las vaso. la Londres maleta. la esquí. el paso subterráneo. el ficha. la = festival flamenco. el latinoamericano libre = available lista (de precios). el vista. la habitación individual. la = ticket office tenedor. el pasaporte. la país. el = dish plato. la francés Francia (no) fumador gales galés gasolina. el = souvenir reserva. el tradición. la recuerdo. la mar. la llegada. el parking. el Papá Noel papel higiénico. la = boarding house permiso de conducir. la Estados Unidos. el = space. el pensión completa pensión. el = plate playa. los = toilets sitio. el menú turístico. la tradicional Tráigame … transporte (público). el vía. la restaurante. el tienda. el máquina de fotos. la postre. el foto(grafía). la mapa. el parada. el directo documento. el parque temático. el visita. la Correos cortina. el aparcamiento. la cama. los museo. el árbol. el librería. la lavabo. la estación. la cómodo concierto. la escalera. el lámpara. el ruido. la = cooker cocina eléctrica. el estante. el ruidoso sala de estar.gCSE Spanish for teaching from September 2009 onwards (version 1. la alquilado aniversario. la garaje. el dirección. la salón. el granja. el butaca. el ciudad. la casa adosada. la habitación.5) funcionar informar(se) ir al extranjero ir de excursión ir de vacaciones llegar llevar parar pasar = to spend time pedir quedarse recomendar recordar reservar sacar sacar fotos seguir tardar = to take time tomar el sol torcer traer viajar visitar volver HoME AND ENViroNMENT Home and Local Area afueras. el cocina. la = entrance equitación. la = floor planta baja. la calle. el esquina. el construcción. el = floor. la estanco. el ducha. la = address discoteca. la estación de servicio. la plaza. la = bookcase limpio llave. la comedor. el entrada. el armario. el parque infantil. la cine. el ascensor. la mesa. el catedral. la industria. la pueblo. el lago. el biblioteca. el papelera. las alfombra. el 29 3 . la palacio. el puente. el estantería. el ladrón. la puerto. la lavaplatos. el apartamento. el baño. la industrial jardín. el puerta. el centro comercial. el comisaría. la parque de atracciones. la = square polideportivo. la manta. el aseo. el bolera. la flor. el ayuntamiento. la pared. la edificio. la muebles. la cuarto de baño. el moqueta. el galería (de arte). la habitante. el lavadora. el chalet/chalé. la piso. el pasillo. la castillo. flat planta. el banco. la club de jóvenes. el frigorífico. el barrio. la fiesta de cumpleaños. el región. la máquina. el monumento. el pintado piscina. la estéreo. la casa. el patio. la bosque. el nevera. la espacio. el histórico iglesia. el cancha (de tenis). la centro. el cumpleaños. el espejo. el radiador. la luz. la = kitchen cocina (de gas). la microondas. el propio provincia. la residencial río. la calefacción. la = plant planta. la dormitorio. la fregadero. la campo. el chimenea. la mezquita. el fábrica. el césped. la = library bloque. la escuela. la tóxico tráfico. la vida. la bachillerato. el uso. la castigo. la cocina. el peligroso petróleo. los arte dramático. el sucio Tierra. el diseñar educación física.) recargable reciclable reciclaje. la cartón. el gasolina sin plomo.5) 3 santo. el naturaleza. el desastre. la campaña. el director. el daño. la extinción. el apagar ayudar contaminar dañar desaparecer ducharse encender ensuciar malgastar matar producir proteger reciclar recoger reducir reutilizar salvar separar la basura tirar = to throw (away) transportar usar utilizar WorK AND EDUCATioN School/College and Future Plans acento. el comercio. la = campaign capa de ozono. la oxígeno.gCSE Spanish for teaching from September 2009 onwards (version 1. al fuego. el = art diccionario. el productos químicos. el dibujo. el atasco. las clase. el atmósfera. el calculadora. el biología. la = battery planeta. el ausente ayuda. la = food technology colegio. el cantina. el semáforo. el alumno. la español. la contenedor. la ecológico electricidad. la alemán. el transporte. el ciencias económicas. el sierra. el residuos orgánicos. el destrucción. el medio ambiente. las ciencias. la aula (f. el asignatura. el terraza. los = homework desobediente detalle. la eléctrico energía. el sofá. la bolígrafo/boli. la = shop ventana. la grave incendio. el peligro. el cuaderno.). el chicle. el sótano. el apoyo. el = business studies comportamiento. la sillón. la tienda. la basura. el televisor. el actividad. la zona peatonal. el estricto 30 . la bolsa plástica. el poco sano preocupado problema. el conducta. la campo de deportes. el teléfono (móvil). el suelo. el curso. el deberes. la silla. la consejo. la alquilar arreglar bajar celebrar coger compartir construir cortar cumplir años dar a = to look onto enseñar = to show entrar montar a caballo mostrar = to show mudarse (de casa) sentarse subir vivir Environment a pie accidente. la zona. el medioambiental mundial mundo. el apuntes. el vehículo. los spray. los = chemicals químico (adj. el teatro. el pila. el aire. el = cardboard contaminación. el insolente instalaciones. la = rule regla. el respuesta. la letra. la tecnología. la arroba = @ azafata.) fracaso. el buzón. el correo electrónico. el correo. el carpintero. el carnicero. el ama de casa. las instituto. el trabajos manuales. los trimestre.gCSE Spanish for teaching from September 2009 onwards (version 1. el = commerce. el estudios. las pregunta. el dependiente. el estudiante. el correspondencia.5) estuche. el pizarra. la libro. la barra. el nota. la = slash bombero. la calificado camarero. la gimnasia. la respeto. la presentación (oral). el uniforme. el sacapuntas. los lápiz. la recreo. la vocabulario. la cartero. el éxito. el sobresaliente taller. la libertad. la competente condiciones de trabajo. la público química. el secundario severo silencio. el tutor. el intercambio. el sala de profesores. el lápices de colores. los víctima. la optar optativo página. las trabajador = hard-working trabajo. la inglés. el vestuarios. la lengua. el cajero. el goma. el resumen. la salón de actos. el derechos. la masculino matemáticas. el candidato. el comercio. el comerciante. la resultado. el tarea. la oportunidad. el prueba. el texto. el apoyar aprender aprobar atacar callar(se) castigar charlar comenzar comprender contestar dibujar empezar enseñar = to teach entender escribir estudiar faltar = to be absent fracasar golpear insultar intimidar levantar la mano mirar molestar olvidar pasar pedir permiso preguntar prometer repasar respetar sacar buenas/malas notas suspender terminar Current and Future Jobs a tiempo completo a tiempo parcial abogado. las contable. la idioma. la permiso. el literatura. la físico (adj. el calificación. el contrato. el (f. la palabra. el regla. los examen. el carta. el tijeras. el laboratorio. la historia. la gimnasio. la cocinero. la prácticas laborales. el geografía. la nivel. la presente primario privado profesor. la = ruler religión. la tema. la dentista. shop compañía. la obligatorio opción. el cita. el lección. el francés. el femenino física. las mixto mochila. los = rights 31 3 . el informática. la clínica.) ambición. el drogadicto. to try rellenar = to fill in tomar un año libre/sabático trabajar Higher Tier LiFESTYLE Health alcoholismo. el periodismo.com recepcionista. las ingeniero. el soldado. el título. la parientes. la = hope. la granjero. el género. el intención. el empresa. la cortés débil dirección. la pronto = ready punto = dot puntocom = . el entrevista. los pelea. la residencia (para ancianos). el mensaje. el empleo. el torpe vago viudo acoger agradecer aguantar cometer confiar dedicarse disculpar(se) emigrar 32 . el horario de trabajo. la entusiasmo. el cerebro. el respiratorio sabroso seropositivo síndrome de abstinencia. la panadero. el sello. el escritor. el tarjeta. el porro. prospect gamberro. el enérgico esposo. el jardinero. el alimentación. el objetivo. el = underscore hombre de negocios. la celoso cobarde confianza. la salario. el secretario. el contactar encontrar = to find explicar ganar = to earn hacer prácticas llamar por teléfono obtener pagar bien/mal probar = to have a go. la advertir dar de comer cansar correr el riesgo hacer daño inyectar(se) provocar Relationships and Choices amistoso anillo. el militar.5) 3 ejército. la callado cara. el madre soltera. el expectativa. el = gender gerente. el aviso. el glotón huérfano. el traductor. la peluquero. el atento atrevido avaro barrera generacional. el guión bajo. la = management encargado. el pintor. la seguro de sí mismo sensible “sin techo”. la sueldo. el = university degree trabajador. la explicación. el empleado. el testigo. el gemelo. el participación. el hervido hígado. el merluza. la teletrabajo. la perspectiva. el preocupación. el responsabilidad. el jefe. la boda. la enfermero. el = stamp sobre. el fumador pasivo. el horas de trabajo flexibles. la mecánico. el sustancia química. el laboral línea. el esfuerzo. la olor. el vena. el solicitud. el temperamento. los sobrino. el médico. el policía. el experiencia laboral. la apetecer ataque cardíaco. el oficina. la llamada. el estado civil. el veterinario.gCSE Spanish for teaching from September 2009 onwards (version 1. el obrero. el electricista. la intérprete. la tabaquismo. el periodista. la obra benéfica. el camionero. el medalla. el envase. el calentamiento.5) estropear llorar ocuparse de pelear(se) perdonar relacionarse con sonreírse LEiSUrE Free Time and the Media actuación. el bufanda. la función. la marea negra. el aumento. la lluvia ácida. el CFCs. la surtido. el efecto invernadero. el maquillaje. la ajedrez. el = bullying carpeta. el recurso. el consumidor. las = blinds vestíbulo. la agotar = to exhaust amenazar aumentar consumir echar la culpa inquietar(se) WorK AND EDUCATioN School/college and future plans acoso escolar. el encargado de entusiasta estrés. el gases de escape. el vivienda. el chileno colombiano cubano disponible DNi (National identity card) extranjero. el enseñanza. el riesgo. el pesticida. la recuerdo. la alquiler. el = resource selva. el avería. la acceder adjuntar = to attach cargar = to load. el peruano queja. el culpa. el contraseña. el bañera. charge dar una vuelta hacer cola lograr reírse ser aficionado a Holidays argentino alquiler (de coches). el horno. el retraso. la Environment agujero. la riguroso comportarse entregar ponerse a + inf traducir Current and Future Jobs albañil. el domicilio. el cazadora. el venta. el persianas. la concurrido desván. la desforestación. la torneo. el reparto a domicilio. la = profession despacho. los combustible (fósil). la rebeca. la sequía. la carrera. el prensa. el carnet de conducir. la averiado bonobús. la camisón. el tranvía. el apodo. la desperdicio. el consumo. la petrolero. los en efectivo estrella. el sudadera. las panty. el detener(se) hacer transbordoquejarse regresar HoME AND ENViroNMENT Home and Local Area aldea. el casco. el camión. los = exhaust fumes inquietante inundación. el = memory regreso. el aprendiz. el usuario. el = aim solicitar = to apply adjuntar encargarse estar en huelga estar estresado hacer un aprendizaje 3 33 . el = foreigner motor. el tabacalera. la medias.gCSE Spanish for teaching from September 2009 onwards (version 1. el balón. la ciberespacio. la = password de lujo electrodomésticos. la internauta. la reembolso. el satélite. el ático. el estresante llegar a ser propósito. el conseguir ejecutivo. los aquí árbol.5) Alphabetical Vocabulary List – Foundation A a a diario a eso de a fines de … a la plancha a mediados de … a menudo a mitad de precio a partir de a pesar de a pie ¿A qué hora? a tiempo a tiempo completo a tiempo parcial a un paso (de) a veces abajo (de) abanico. el arruinar arte dramático. las agencia de viajes. el aceite. el apoyo. el aceptable aceptar acompañar acordar acostarse actividad. el (f. el apagar aparcamiento. el amor. el algunas veces alimento. el Año Nuevo. el apoyar apreciar aprender aprobar apropiado aprovechar(se) aproximadamente apto apuntes.) amable amarillo ambición. el alojarse alpinismo. el ambiente. el Alemania alfombra. el acento.). el anciano (adj) anciano. = avenida adelante además adictivo adicto. el abril abrir abuelo.). el accidente. el afectar aficionado. el armario.gCSE Spanish for teaching from September 2009 onwards (version 1. el al aire libre al final (de) al mismo tiempo albergue juvenil. el aislado ajo. la alumno. el alquilado alquilar alrededor (de) alto altura. el ancho ancho. el ahí ahora ahorrar aire acondicionado. la ambicioso ambiente. el animado animal doméstico. la activo actriz. la algodón. el aparte de apellido. la agosto agradable agresivo agua (f. el arreglar arriba (de) arroba = @ arroz. el aburrido aburrirse acabar de + inf. el año. el aparcar apartamento. el anoche antes (de) antiguo antipático anuncio. el artículo. el archivo. el alcanzar alcohólico alegrar(se) alegre alemán alemán. el adiós adolescente = adolescent 3 adolescente. la actuar Ada. el ama de casa. el abierto abogado. el aire. acceso. el 34 . el aniversario. el agua mineral (con/sin gas) (f. el andar andén. la adulto aeropuerto. el allá allí alojamiento. el abrigo. el = teenager ¿Adónde? adoptar adoptivo adorar aduana. el = atmosphere América del Sur amigo. el afortunado afuera (de) afueras. la = library bicicleta/bici. el baloncesto. el blusa. las islas canario. la = campaign campeón. la aspecto. el caluroso calvo cama de matrimonio. las bote. la avión. la cama. el bachillerato. el = coffee cafetería. la = broadband bañador. el billete. la cada (x) días/horas caerse café. la bistec. la buzón. la azúcar. el azafata. el breve británico broncearse buen/mal tiempo ¡Buen viaje! ¡Buena suerte! Buenas noches Buenas tardes bueno Buenos días buscar butaca. short balcón. el bonito borracho borrar bosque. el campo. el caminar camino. el atmósfera. la bien bien hecho = well done ¡Bienvenido! bigote.). el banda ancha. la = drums bebé. la calificado callar(se) calle. el camisa. el besar beso. el barra (de pan). la cámara. el ayer ayuda. la bolso. el bolera. el bañarse baño. el cambiar cambio. la atrás atún. la bocadillo. la calefacción. el campeonato. el bombero. el barato barba. la bolsa.5) artista. el billete de ida y vuelta. el or bisté. el aula (f. la boca.gCSE Spanish for teaching from September 2009 onwards (version 1. el = banknote biología. la beneficiar beneficio. el aun (si) aunque ausente autobús. el bolsa plástica. el autopista. el camping. el azul B bacalao. el Canarias. el bombón. la caja. el billar. la batería. la bolígrafo/boli. la = slash barrio. el 3 35 . la = till cajero. la camarero. la caliente calificación. la camiseta. el campo de deportes. la calidad. el biblioteca. el autocar. la = box caja. la barra. el asado ascensor. el billete de ida. la campaña. el blanco bloque. el botas. el bajar bajo = low. la calor. los calcetines. la barco. la atentamente atleta. el beber bebida. el atacar atasco. el C c/ = calle caballo. el brazo. el bailar baile. la ayudar ayuntamiento. el así que asiento. el atletismo. los calculadora. el atención. el billete. el botella. la boxeo. el cabeza. el ¡Basta! bastante bastar basura. el calamares. el asignatura. el aseo. el banco. el = commerce. la cantina. la cenar centímetro. la celebrar cena. el = business studies comercio. el chaqueta. el chorizo. el ciencia ficción. en el _ (de) cerámica. el champiñones. el comedia. el comisaría. la clásico cliente. la candidato. la canción. el ciclismo. el concurso. el cartón. la = race carretera. la = menu cartas. el cielo. la ¡Claro! claro = light claro que clase. el = driver. la causar CD. la carnicero. el chico. el cebolla. la carácter. la = lunch comida. la = meal. la coche. food comienzo. el cansado cantante. el . el = carton casa adosada. la ciudad. la club de jóvenes. el catedral. el chimenea. el céntrico centro comercial. la cariño. los chandal. el céntimo. el clínica. el 36 centro. las conducir conducta. la casa. shop cómico comida basura. la cocina. el cinturón. las = playing cards cartero. el color. la cerca (de) cereales. la = cuisine cocina.5) 3 cancha (de tenis). la = cooker cocina eléctrica.gCSE Spanish for teaching from September 2009 onwards (version 1. la cocaína. la coleccionar colegio. la carta. las cierto cigarrillo. la carta. la conductor. el cobaya. la carnet de identidad. la césped. el carnet. la churros. la = kitchen cocinar cocinero. la casado casamiento. las ciencias. el caro carpintero. las castellano castigar castigo. el chalet/chalé. el condiciones de trabajo. la = food technology cocina. la comida rápida. los cerrado cerrar cerveza. la capa de ozono. la comedor. la chocolate. la charlar chatear cheque de viaje. el clima. la comparar compartir competente completo comportamiento. el cita. el cinturón de seguridad. el caravana. las comprender comprensivo con con permiso concierto. el comercio. el chuleta. el comenzar comer comerciante. el compañía. el = pass carnicería. la colección. el carrera. la ciencias económicas. el = cardboard cartón. motorist conectar conectar(se) conejo. el cocina (de gas). el cantar cantidad. el caramelo. el coger col. el comprar compras. la como ¿Cómo? ¿Cómo está(s)? cómodo compañero. el centro. el coliflor. el cine. los cibercafé. el chicle. el cheque. el cariñoso carne. el castillo. el chubasco. el casarse casi castaño castañuelas. la collar. la comida. el contactar contaminación. el descansar descanso. el dentro (de) dentro de (x) (horas) dependiente. el desde desde hace desear desobediente despacio despejado despertarse después destino. crystal cruce. la cortar cortina. el destrucción. la cuero. el conocer consejo. la costa. el contento contestar continuar contra contrato. la corto cosa. la derecha. el correo. los deportista deportivo depresión. el deporte. la = cup. la cristal. la 37 3 . los deportes de invierno. los = rights desafortunadamente desagradable desaparecer desastre.5) confitería. el correo electrónico. el cuadrado ¿Cuál(es)? cualidad. los demasiado dentista. delante (de) delgado delicioso demás. la construir contable. el deportes acuáticos. trophy corazón. la cumpleaños. to tell/recount contenedor. el = glass. la construcción. el cuenta. el cuarto. el defecto. el contribuir conversación. (todo) _ = straight ahead derechos. la conflicto. la contaminar contar = to count. la descuento. el ¡Cuidado! cuidadoso cuidar cultura. el descargar = download desconectar describir descripción. la corrida. el cumplir años curso. a la _ derecho. el dar dar a = to look onto dar igual dar las gracias de de … a … de acción de aventura de cerdo de cordero ¿De dónde? de momento de nada de nuevo = again de primero = first course ¿De qué color? ¿De quién? de repente de ternera de vaca ¿De veras? de vez en cuando debajo (de) deber = must deber = to owe deberes. los = homework decepcionado decepcionante decepcionar decidir décimo decir dedo.gCSE Spanish for teaching from September 2009 onwards (version 1. el D dado que dañar daño. un = quarter cuchara. la creativo creer crema solar. el Correos correr correspondencia. el desayunar desayuno. la conversar copa. la correcto corregir correo basura. el consigna. la destruir desventaja. el corbata. la costar costumbre. la cuchillo. el cruzar cuaderno. el cuerpo. la cuando ¿Cuándo? ¿Cuánto? ¿Cuánto cuesta(n)? ¿Cuánto es? ¿Cuánto vale(n)? ¿Cuántos? ¿Cuántos años tiene(s)? cuarto = fourth cuarto de baño. el dejar dejar de + inf. el equipo. el doblar doble. la drogarse droguería. el documento. la dinero. el empleo. el especial especialidad. la diferencia. = doctor Dra. el empresa. el enfermo enfrente (de) ¡Enhorabuena! ensalada. la distinto diversión. el diciembre dieta. la documental. el esperar = to hope esperar = to wait espléndido esquí. la ducharse dudar dulce durante durar duro E echar ecológico económico edad. el espaguetis. la educado educar educativo EEUU = Estados Unidos egoísta ejercicio (físico). la enero enfadar(se) enfermedad. el ¿Dónde? ¿Dónde está? dormir(se) dormitorio. el escuchar escuela. los España español español. el dolor. el día festivo. el espejo. la energía. el disco (compacto). el disco duro. la discusión. la = ticket entrar entre entrenamiento.5) 3 detalle. la entusiasmo. el entrenarse entretenido entrevista. la electricista. el dirección. la = direction directo director. los diccionario. la equivocado es decir escalera. el 38 Dr. el = team equitación. la escocés Escocia escoger escribir escritor. la edificio. la en en/por todas partes en ese/este momento en las afueras en punto en seguida enamorarse encantado encantador encantar encender encima (de) encontrar = to find encontrarse = to be situated encontrarse = to meet encontrarse bien/mal encuesta. la espacio. el esquiar . el diariamente dibujar dibujo. el día. el educación física. el ejército. la diferente difícil dificultad. la divertido divertirse divorciado divorciarse divorcio. el docena. el día laborable. el detestar detrás (de) devolver Día de reyes. la enseñar = to show enseñar = to teach ensuciar entender entonces entrada. el electricidad. la = entrance entrada. el domingo. el enviar equipaje. la ducha.gCSE Spanish for teaching from September 2009 onwards (version 1. una documentación. la discutir diseñar disfrutar distancia. el discoteca. el eléctrico elegir emborracharse emocionante empezar empleado. = doctora droga (blanda/dura). la espectáculo. el = art dibujos animados. la discriminación. la = address dirección. la enfermero. la generalmente generoso genial = brilliant. el = foreigner extraordinario extrovertido F fábrica. la fiesta de cumpleaños. el fin de semana. la frutería.) flamenco. great gente.) futuro. la = party filete. al finalmente física. la estación de servicio. la gimnasia. la gambas. la estar estar a (x) (kilómetros) de estar a (x) minutos de estar a favor estar de acuerdo estar de moda estar de vacaciones estar en contra estar en forma estar en paro estar equivocado estar harto de estar situado este. la folleto. la esta (noche) estable estación de autobuses. el fumar funcionar fútbol. el estéreo. la fracasar fracaso. la explicación. el 3 39 . el francés francés. la formal = polite formar parte foto(grafía). el estantería. el G gafas de sol. el frito fruta. el estante. la gales galés galleta.gCSE Spanish for teaching from September 2009 onwards (version 1. la geografía. el estudiante.5) esquina. el final. las galería (de arte). la físico (adj. las gafas. la = season estadio. el generación. la = festival fiesta. el estrecho estricto estuche. la fácil falda. la fuego. el fresa. la estación de trenes. la gimnasio. los estanco. el ficha. la explicar exterior. la fascinante fascinar fastidiar fatal favorable favorito febrero fecha. la estación. al extranjero = abroad extranjero. la gasolina. el estudiar estudios. el flor. el flan. la estación. el gasolina sin plomo. la ¡Felices Pascuas! ¡Felices vacaciones! felicidad. el forma. el gazpacho. la fresco frigorífico. la gastar = to spend gato. la = error faltar = to be absent familia adoptiva. el Estados Unidos. la familia. la fiesta. en el/al footing. la falso falta. el futuro (adj. el fuera (de) fuerte fumador. el Francia frecuente fregadero. la ¡Felicidades! ¡Felicitaciones! feliz ¡Feliz Año Nuevo! ¡Feliz cumpleaños! ¡Feliz Navidad! ¡Feliz santo! femenino fenomenal feo ferrocarril. el experiencia laboral. el fondo. el extinción. el frío. el excelente éxito. la famoso fantástico farmacia. las ganar = to earn ganar = to win garaje. los estupendo estúpido Europa europeo evitar exactamente exacto examen. la habitante. la gordo gorra. la habitación. la insolente instalaciones. el hermano. el I ideal identidad. la invitado. la granjero. la habitación individual. el interesante interesarse interior.5) 3 gol. el inmigrar inseguro insolación. el hola hombre de negocios. la impaciente importante imposible impresionante incendio. la gustar H habitación doble. el hábito. la ingeniero. la idioma. el inglaterra inglés inglés. el iglesia. el gramo. la italia italiano iVA = VAT izquierda. el hablador hablar hace (+ time) hacer hacer ( + sport) hacer (ejercicio) hacer (frío) hacer aerobic hacer falta hacer la (s) compra (s) hacer prácticas hacerse = to become hacia 40 hamburguesa. la hamburguesería. la horario de trabajo. las instituto. a la _ . el instrumento. los guapo guardar = to save guía. el = guide guía. la información. el horario. la historia. la = guidebook guión bajo. la helado. la informar (se) informática. la intercambio. el invitación. el hipermercado. el gran Bretaña gran Hermano grande grandes almacenes. el incluido incluir incluso increíble independencia. el hermoso hielo. la = story histórico hogar. el intimidar introvertido inútil invierno. el historia. el grasa.gCSE Spanish for teaching from September 2009 onwards (version 1. el injusto inmediatamente inmigrante. la industrial influencia. el hombre. el invitar inyección. la hasta hasta el (lunes) hasta luego hasta mañana hasta pronto hay hay que heladería. la ir ir a + inf. la grabar gracias gracioso grado. la independiente industria. el intérprete. el = underscore guisantes. el hijo (único). la igual que igualdad. el helar hermanastro. el húmedo humo. el guantes. el honesto honrado hora. las horroroso hoy huevo. el golpear goma. la gratis gratuito grave grecia gris grueso grupo. el insultar inteligente intención. los guitarra. el horas de trabajo flexibles. ir al extranjero ir de excursión ir de vacaciones irlanda irlandés irse isla. los granja. la mantenerse en forma mantequilla. el medioambiental mediodía. la mañana = tomorrow mañana. la = bookcase librería. el jugar juguete. la masculino matar matemáticas. la manzana. la litro. la medias. los marrón martes. los lápiz. la lana. la medio medio (de). el lago. la literatura. la M madera. la llegar lleno llevar llevar (puesto) llevarse bien/mal con llover lluvia. el menor 41 3 . la lechuga. el Juegos olímpicos. el llamada. en (el) _ medio ambiente. el mamá. la julio junio juntos justificar justo juventud. el lunes. el luz. la limpiar limpio línea. la lento letra. la llamar por teléfono llamarse llave. la leche. la madrastra. el mejor mejorar (se) melocotón. la levantar la mano levantarse libertad. la mal maleducado maleta. la libre = available libre = free librería. el limón. la lista. la lápices de colores. la llegada. la lavaplatos. el ladrón. las juego. la = morning mapa. el medida. el joven joven. el media hora media pensión mediano medianoche. las médico. el largo lata. el medir Mediterráneo. el lado. el lámpara. la lo siento loco Londres los lunes. el jardín. el mariscos. la mandar mano. el jugador. la leer legumbres. la = bookshop libro. la malgastar malo maltratar maltrato. el jefe. etc. el jardinero. el maravilloso marcar (un gol) = to score marido. las lejos (de) lengua. la máquina. la manta. la K kilómetro. los jueves. el máquina de fotos. el L laboral laboratorio. el lavadora. el juguetería. las matrimonio. la madre. al _ (de) lado. la latinoamericano lavabo. el jamón serrano. la liso lista (de precios). el limonada. la jubilado jubilarse judías verdes.gCSE Spanish for teaching from September 2009 onwards (version 1. la luego lugar. el máximo mayo mayor mayoría. la libra (esterlina). lotería. la mecánico. el marzo más (que) mascota. el joyería.5) J jamás jamón (de york). la mar. el lavar lección. la naranjada.gCSE Spanish for teaching from September 2009 onwards (version 1. el menú turístico. la móvil. el militar. la nublado nuboso nuevo nuez. el monopatín. el nunca O o/u objetivo. la naturaleza. la meter metro. la nariz. la mes. el norteamericano nota. el mirar mismo mitad. la moderno mojar (se) molestar momento. el octavo octubre ocupado = engaged. el obligatorio obrero. la optar optativo optimista (ordenador) portátil. la ninguno niño. el obtener ocio. los muerto mujer. el monedero. la mixto mochila. el miembro. la navegar = to surf the net Navidad necesario necesidad. el monitor. la oficina de turismo. la opinar oportunidad. la noticias. el mucho mucho gusto mucho tiempo mudarse (de casa) muebles. la microondas. la = wife mujer. la mentiroso menú del día. el normalmente norte. la número. el = metre mexicano (mejicano) México (Méjico) mezquita. la nata. las novela. la moda. el metro.5) 3 menos (que) menos/y … menos cuarto mensaje (de texto). la muy N nacer nacido nacimiento. el nacionalidad. el nube. el nieve. el música. el mercado. la = woman mundial mundo. la = doll museo. la natación. la necesitar negativo negro nervioso nevar nevera. la morado moreno morir mostrar = to show 42 moto(cicleta). (color) _ naranja. el mientras (que) mientras tanto miércoles. el mesa. el moqueta. el muñeca. el = laptop . la ni … ni niebla. el mensaje. la montañoso montar montar a caballo monumento. el merienda. el montaña. el ofender ofenderse oferta. la nieto. la opción. la oír ojo ojo. el nivel. el mentir mentira. el mínimo minuto. occupied ocurrir odiar oeste. el no = not no fumador noche. el olé oler olvidar oNg. el (teléfono) muchacho. la noveno noviembre novio. la Nochebuena Nochevieja nombre. la = snack/picnic mermelada. la nada nada más nadar nadie naranja. la oficina. la = pocket money pagar pagar bien/mal página web. la planta. el pendientes. skin pierna. la = battery pimienta. el panadería. la = web page página. la personalidad. el = floor. el peligroso pelirrojo pelo. el pájaro. la piso. el petróleo. el pasaporte. el = dish 43 3 . el plano. la = floor planta. dar un pasillo. el piel. el pantalón. el pastelería. el periodista. el padres. las patinaje. el persona. la país. el periodismo. el parar parecer parecerse a … parecido a pared. la peligro. el perro. la peluquería. los pensar pensión completa pensión.gCSE Spanish for teaching from September 2009 onwards (version 1. el oreja. el pálido pan. la periódico. el pescar pesimista peso. la panadero. el Papá Noel papá. la organizar orgulloso oro. la pantalón corto. la pescadería. el padre. el = project planeta. el pantalla. la pila. el ping-pong. la pareja. el pasado (adj. el permiso. el oscuro otoño. el patinar patio. la palacio. el paso subterráneo. el parque de atracciones. la pimiento. el par. la piscina. el otra vez oxígeno. el P paciente padrastro. la = plant plástico. el pedir pedir permiso película. el parque infantil. la pizarra. la papelería. la pescado. el pez. el papelera. el piña. el plato. el pasear paso. el pecas. los = parents paella. el pasajero. la plan. el permitir pero perrito caliente. el pasta. el picante pie. el pasar pasar = to happen pasar = to spend time pasar la aspiradora pasarlo bien/mal pasatiempo. el plata.) pasado mañana pasado. la pista. la pesar pesca. la participar partido. el paro. el planta baja. flat pista de hielo. el papel. el periquito. las pedazo. el parque temático. la patata. el pintado pintor. la parado parador. la pastel. el participación.5) ordenador. el pelota. la parking. la plátano. la paquete. la = boarding house peor pequeño pera. la paga. la = leather. to miss perdón perdone perezoso perfecto perfumería. la perder = to lose. el plato combinado. la patatas fritas. la peluquero. el permanente permiso de conducir. un para ¿Para/Por cuánto tiempo? parada. el papel higiénico. el palabra. el paraguas. el recibir recibo. el reciclable reciclaje. la recepcionista. la postre. el = plate playa. la plaza de toros. el ratón. la publicidad. el rápido raramente raro rato. la presente primario primavera. el posibilidad. los = chemicals profesor. la preocupado 44 preocuparse preparar presentación (oral). to love querer decir queso. la preferido preferir pregunta. el programador. el prohibido prohibir prometer pronóstico. el puente. la propio proteger provincia. el principio. la plaza. la preguntar prejuicio. etc ¿Por dónde? por ejemplo por eso por favor por fin por lo general por lo tanto ¿Por qué? por un lado/por otro lado por una parte/por otra parte porque portugués porvenir. los punto = dot puntocom = . el razón. la = square pobre pobreza.gCSE Spanish for teaching from September 2009 onwards (version 1. el racista radiador. el precioso preferencia. la posible positivo postal.5) 3 plato. el ¿Quién? química. el practicar prácticas laborales. la primera clase. el profundo programa. el mes. el pronto = ready pronto = soon propina. el premio. la próximo prudente prueba. el preocupación.com Q ¿Qué? ¡Qué (+ adjective)! ¡Qué (+ noun)! ¡Que aproveche! ¡Qué asco! ¡Qué bien! ¿Qué día? ¿Qué fecha? ¿Qué hay? ¿Qué hora es? ¡Qué horror! ¡Qué lástima! ¡Que lo pase (s) bien! ¿Qué pasa? ¡Qué pena! ¿Qué tal? ¡Qué va! que viene. el = souvenir red. to try probarse problema. un poder policía. la rebajas. el recuerdo. la químico (adj. la reacción. la pocas veces poco (eg poco ruidoso) poco sano poco. el puerta. quedar en quedarse querer = to want. el pollo. la primero primo. etc. el policíaco polideportivo. el poner ponerse ponerse de acuerdo por por año. las práctico precio.) quince días = fortnight quinto quiosco. las recargable recepción. el producir productos químicos. la = internet . la público pueblo. al privado probar = to have a go. el quisiera R ración. la puerto. el reciclar reciente (mente) recoger recomendar reconocer recordar recreo. el pues pulmones. la racismo. gCSE Spanish for teaching from September 2009 onwards (version 1. el religión. el siempre sierra. la seguir según segundo segundo. la regla. la sala de profesores. la saludable saludar saludos salvar sandalias. el sacar sacar buenas/malas notas sacar fotos saco de dormir. el sentir (se) señal. la sillón. la salado salario. el salchicha. la rico = tasty rico = wealthy ridículo río. el ruidoso S sábado. la severo sexto si sí sida. la sencillo sensación. el silla. la salud. la seco secretario. el = space. el señora. el región. el sal. la = exit salida. el ¡Socorro! sofá. la salchichón. el simpático sin sin duda sin embargo sincero sino sitio web. el siguiente silencio. el saber sacapuntas. la separado separar la basura separarse séptimo ser serie. el Semana Santa. la rehabilitar relajarse relámpago. el rojo romántico romper ropa. el reunión. el sardina. la señor. la sala de chat. el respirar responder responsabilidad. el sitio. el rizado robar robo. el = place sitio. el resultado. el salón. el seguro selección. la se(p)tiembre sección. la reutilizar revista. el secundario seda. la responsable respuesta.5) redondo reducir regalar regalo. la = departure salida. el salsa. la = ruler regular rehabilitación. la semana. la sentarse sentido del humor. la sala de fiestas. el sentimiento. la serio servicio. el salida. el = service servicios. el 45 3 . la = outing salir salón de actos. la sala de estar. el sobresaliente socio. la ruido. la rosa rosado rubio rueda. la = rule regla. la sano santo. la reservado reservar residencial residuos orgánicos. los respetar respeto. la siglo. el renfe/rENFE repartir = to deliver repasar reserva. las sangría. room sobre sobre. los = toilets servir sesión. la seleccionar sello. el sol. la restaurante. el = stamp semáforo. la rellenar = to fill in reloj. el resto. el resumen. la sala de espera. la señorita. la tóxico trabajador = hard-working trabajador. la teletrabajo. la tarta. el suspender T tabaco.) tener .. la tienda de comestibles. la tortuga.gCSE Spanish for teaching from September 2009 onwards (version 1. el Sr. la = tent tienda. la tarjeta de crédito. el U últimamente último único uniforme. la sólo solo = alone soltero sombra... la 46 té. /los ojos . las taquilla. las tímido tío. el sopa. la taller. la tienda. la tienda de ropa. el unos (diez) = about (10) . el triste trozo.. la tercero terminar terraza. el transporte. el soler solicitud. tener ganas tener hambre tener lugar tener miedo tener prisa tener que tener razón tener sed tener sueño tener suerte tenis. el = weather tienda con fines benéficos. la tostada. el tentación. años tener dolor de . la = afternoon. el telenovela.5) 3 solamente soldado.. el suficiente sugerir supermercado. la = ticket office tardar tardar = to take time tarde = late tarde. evening tarea. el tebeo. el tiempo libre. el tecnología. el suelo. = señora Srta.. el sombrilla. la sonido. la tarjeta. el tema. = señor Sra. la = box office taquilla. la tormentoso toro. el = time tiempo. el tormenta. el tortilla. la templado temprano tenedor. = santa subir sucio sudamericano sueldo. el turismo. el también tampoco tan … como tanto … como tapas. la tela. el spray. el turista. el temperatura.. la tijeras. la sombrero. la tradicional traductor. el traer tráfico. el trabajar trabajo. el = university degree tocar = to play (an instrument) tocar = to touch todas las (semanas) todavía todo recto todos los (días) tolerante tomar tomar el sol tomar un año libre/sabático tomate. el teatro. el típico tipo. el turístico tutor. la = shop Tierra. el tal vez talla. el tirar = to throw (away) título. el televisor. el técnico. los tradición. el trueno. el Tráigame … tranquilo transportar transporte (público). el tiempo.. el trabajos manuales. el trimestre. = señorita Sta. el teclado. el travieso tren. el supervisar suplemento. el tamaño. el tonto torcer torero. el sur. la sorprendido sótano. el tener tener (calor) tener (el pelo . la teléfono (móvil). la texto. la vivir vivo = vivid. el vidrio. la vendedor. el visitar vista. las vacío vainilla. las zapatos. la vale valer la pena valiente vandalismo. las vestido.gCSE Spanish for teaching from September 2009 onwards (version 1. el 3 47 . el vender venir ventaja. el voluntario = voluntary voluntario. los zona peatonal. el Y y/e y cuarto y media ya (que) ya no yogur. el veces. el violencia. el Z zanahoria. la videoclub. la ventana. el viejo viento. el víctima. una vía. la vida. el útil utilizar uvas. el voleibol. el videojuego. la ver verano. los veterinario. dos … /tres … . las V vacaciones. la zapatería. volverse = to become voz. bright vocabulario. el vaqueros. la viajar viaje. los vaso. el verdad. el vela. etc vecino.5) usar uso. el viajero. la zumo (de fruta). la violento violeta visita. la vuelo. la verdadero verde verduras. la visitante. el vez. el viernes. el vegetariano vehículo. el vestuarios. la zona. el vinagre. la zapatillas de deporte.. el vino (blanco/rosado/tinto). el = volunteer volver volver a + inf. el bañera. la bonobús. el huérfano. la = profession casco. el gases de escape. el contraseña. el apetecer apodo. el camisón. la = management disculpar (se) disponible DNi (National identity card) domicilio. el consumir consumo. el cometer comportarse concurrido confianza. la averiado aviso. la barrera generacional. el atento ático. el avaro avería. el callado camión. el E echar la culpa efecto invernadero. los chileno ciberespacio. la G gamberro. el esfuerzo. el cazadora. el glotón H hacer cola hacer daño hacer transbordo hacer un aprendizaje hervido hígado. charge carnet de conducir. el amenazar amistoso anillo. el cobarde colombiano combustible (fósil). el ejecutivo. el desván. la confiar conseguir consumidor. el inundación. el camionero. la adjuntar adjuntar = to attach advertir agotar = to exhaust agradecer aguantar agujero. el estresante estropear expectativa. el = foreigner F fumador pasivo. el argentino ataque cardíaco. el estado civil. la = password correr el riesgo cortés cubano culpa. la alquiler (de coches). el electrodomésticos. la C calentamiento. el aprendiz. el género.gCSE Spanish for teaching from September 2009 onwards (version 1. la despacho. la D dar de comer dar una vuelta de lujo débil dedicarse desforestación. el esposo. el bufanda. los = exhaust fumes gemelo. la = hope. el alcoholismo. el = bullying actuación. prospect extranjero. el CFCs. el drogadicto. el ajedrez. el I inquietante inquietar (se) internauta. la inyectar (se) 48 . el detener (se) dirección. el B balón. el carpeta. el albañil. el atrevido aumentar aumento. el desperdicio. la entregar entusiasta envase. la cargar = to load. el función. la celoso cerebro. el horno. el 3 cansar cara. el estar en huelga estar estresado estrella. la estrés. la alimentación.5) Alphabetical Vocabulary List – Higher A acceder acoger acoso escolar. el encargado de encargarse enérgico enseñanza. los emigrar en efectivo encargado. el aldea. el = gender gerente. la carrera. la boda. el alquiler. gCSE Spanish for teaching from September 2009 onwards (version 1. el “sin techo”. el = memory recurso. el testigo. el petrolero. la pelear (se) perdonar persianas. la medias. la ser aficionado a seropositivo síndrome de abstinencia. la sensible sequía. la T tabacalera. el temperamento. la maquillaje. la recuerdo. las merluza.5) L llegar a ser llorar lluvia ácida. la 3 49 . el torneo. el U usuario. el solicitar = to apply sonreírse sudadera. la medalla. el = resource reembolso. el seguro de sí mismo selva. el rıesgo. el ponerse a + inf porro. el P panty. la surtido. el prensa. la lograr M madre soltera. el marea negra. la respiratorio retraso. el regresar regreso. el sustancia química. el = aim provocar Q queja. la tabaquismo. el O obra benéfica. el residencia (para ancianos). la motor. el riguroso S sabroso satélite. la propósito. el viudo vivienda. la vestíbulo. el torpe traducir tranvía. la peruano pesticida. la ocuparse de olor. el reírse relacionarse con reparto a domicilio. el parientes. los pelea. el V vago vena. la venta. los sobrino. las = blinds perspectiva. la quejarse R rebeca. coherent.gCSE Spanish for teaching from September 2009 onwards (version 1. 4.2 Assessment objectives (Aos) The assessment units will assess the following assessment objectives in the context of the content and skills set out in Section 3 (Subject Content). Learners should recognise that their linguistic knowledge. gCSE courses based on this specification should encourage candidates to: • develop understanding of Spanish in a variety of contexts • develop knowledge of Spanish and language learning skills • develop the ability to communicate effectively in Spanish • develop awareness and understanding of countries and communities where Spanish is spoken. 4 Ao1 Ao2 Ao3 Ao4 Understand spoken language Communicate in speech Understand written language Communicate in writing Weighting of Assessment Objectives for GCSE Short Course The table below shows the approximate weighting of each of the Assessment objectives in the gCSE Short Course units. Unit Weightings (%) Assessment Objectives Unit 1 or 2 Ao1 or Ao3 Ao2 or Ao4 overall weighting of units (%) 40 40 60 60 Unit 3 or 4 Overall Weighting of AOs (%) 40 60 100 50 .5) 4 Scheme of Assessment 4. Quality of Written Communication (QWC) in this specification quality of written communication in English will not be assessed.1 Aims and learning outcomes gCSE specifications in Spanish should encourage learners to derive enjoyment and benefit from language learning. and be inspired. understanding and skills help them to take their place in a multilingual global society and also provide them with a suitable basis for further study and practical use of Spanish. gCSE specifications in Spanish should prepare learners to make informed decisions about further learning opportunities and career choices. satisfying and worthwhile course of study. moved and changed by following a broad. Unit Weightings (%) Assessment Objectives Unit 1 Ao1 Ao2 Ao3 Ao4 overall weighting of units (%) 20 20 30 20 30 30 20 30 Unit 2 Unit 3 Unit 4 Overall Weighting of AOs (%) 20 30 20 30 100 4. any requirements set for entry to a course following this specification are at the discretion of centres. Further details are given in Section 5. religion. The revised gCSE qualification and subject criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any candidates regardless of their ethnic origin.4 Prior learning There are no prior learning requirements. This is because they are general qualifications and.4. prepare candidates for a wide range of occupations and higher level courses. very few candidates will have a complete barrier to any part of the assessment.5 Access to assessment: diversity and inclusion gCSEs often require assessment of a broader range of competences. 4.gCSE Spanish for teaching from September 2009 onwards (version 1. 4 4. • The Subject Criteria for Spanish including the rules for Controlled Assessment • Code of Practice • The gCSE Qualification Criteria • The Arrangements for the Statutory regulation of External Qualifications in England. age. gender. Wales and Northern ireland: Common Criteria • The requirements for qualifications to provide access to Levels 1 and 2 of the National Qualification Framework. disability or sexual orientation. as such. 51 . The findings of this process were discussed with groups who represented the interests of a diverse range of candidates. For this reason. reasonable adjustments are made for disabled candidates in order to enable them to access the assessments. if this was the case.5) Weighting of Assessment Objectives for GCSE Full Course The table below shows the approximate weighting of each of the Assessment objectives in the gCSE units. the situation was reviewed again to ensure such competences were included only where essential to the subject. However.3 National criteria This specification complies with the following. Therefore.2 Entries Please refer to the current version of Entry Procedures and Codes for up to date entry procedures. 5 52 .5) 5 Administration 5. must have 40% of their assessment taken at the end.gCSE Spanish for teaching from September 2009 onwards (version 1. all gCSE candidates. single and double awards. You should use the following entry codes for this qualification.1 Availability of assessment units and certification Examinations and certification for this specification are available as follows: Availability of Units Unit 1 Unit 2 Unit 3 Unit 4 Availability of Certification Short Course Full Course January 2010 June 2010 January 2011 June 2011 onwards January 2012 onwards ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ 5. This rule is not dependent on the size of the qualification. 46952H Unit 3 – 46953 Unit 4 – 46954 gCSE Short Course: spoken language certification – 4696 gCSE Short Course: written language certification – 4697 gCSE certification – 4698 QCA’s 40% terminal rule means that 40% of the assessment must be taken in the examination series in which the qualification is awarded. whether taking short course. Unit 1 – 46951F. 46951H Unit 2 – 46952F. For example. 5 5.org.gCSE Spanish for teaching from September 2009 onwards (version 1. 5. injury or indisposition at the time of the examination.aqa. Applications for access arrangements and special consideration should be submitted to AQA by the Examinations officer at the centre. Reasonable Adjustments and Special Consideration: General and Vocational Qualifications.6 Qualification titles Qualifications based on this specification are: • AQA gCSE Short Course in Spanish: spoken language • AQA gCSE Short Course in Spanish: written language • AQA gCSE in Spanish 53 . we can produce a Braille paper for a candidate with a visual impairment. 5.5) 5.uk). This is published on the JCQ website (http://www.5 Language of examinations We will provide units for this specification in English only.org. Access arrangements We can make arrangements so that candidates with special needs can access the assessment. These arrangements must be made before the examination. Private candidates should write to AQA for a copy of Supplementary Guidance for Private Candidates.3 Private candidates This specification is available to private candidates under certain conditions. Because of the nature of the controlled assessment.jcq.uk) or you can follow the link from our website (http://www.4 Access arrangements and special consideration We have taken note of equality and discrimination legislation and the interests of minority groups in developing and administering this specification. it is given after the examination. candidates must be attending an AQA centre which will supervise and assess the controlled assessment. Special consideration We can give special consideration to candidates who have had a temporary illness. Where we do this. We follow the guidelines in the Joint Council for Qualifications (JCQ) document: Access Arrangements. when we issue candidates’ results.7 Awarding grades and reporting results The gCSE and gCSE short course qualifications will be graded on an eight-grade scale: A*. For each unit. We will report a candidate’s unit results to centres in terms of uniform marks and qualification results in terms of uniform marks and grades. C. Candidates who fail to reach the minimum standard for grade g will be recorded as U (unclassified) and will not receive a qualification certificate. Listening (maximum uniform mark = 60) Grade A* A B C D E Uniform Mark Range F 54–60 g 48–53 U 42–47 36–41 30–35 24–29 18–23 12–17 0–11 Writing (maximum uniform mark = 90) Grade A* A B C D E F g U Uniform Mark Range 81–90 72–80 63–71 54–62 45–53 36–44 27–35 18–26 0–17 0–17 18–26 27–35 Speaking (maximum uniform mark = 90) Grade A* A B C D E Uniform Mark Range 81–90 72–80 63–71 54–62 45–53 36–44 5 F g U Reading (maximum uniform mark = 60) Grade A* A B C D E F g U 54 Uniform Mark Range 54–60 48–53 42–47 36–41 30–35 24–29 18–23 12–17 0–11 . A. the uniform mark corresponds to a grade as follows.gCSE Spanish for teaching from September 2009 onwards (version 1. for each unit.5) 5. B. F and g. D. We will publish the minimum raw mark for each grade. E. 5 55 . Short Course (maximum uniform mark = 150) Grade A* A B C D E F g U Uniform Mark Range 135–150 120–134 105–119 90–104 75–89 60–74 45–59 30–44 0–29 Full Course (maximum uniform mark = 300) Grade A* A B C D E F g U Uniform Mark Range 270–300 240–269 210–239 180–209 150–179 120–149 90–119 60–89 0–59 5. Candidates may re-sit the qualification an unlimited number of times. Candidates may re-sit a unit once only.gCSE Spanish for teaching from September 2009 onwards (version 1. Candidates will be graded on the basis of the work submitted for assessment. Candidates must take units comprising at least 40% of the total assessment in the series in which they enter for certification. We convert this total uniform mark to a grade as follows.8 re-sits and shelf-life of unit results Unit results remain available to count towards certification within the shelf life of the specification whether or not they have already been used.5) We calculate a candidate’s total uniform mark by adding together the uniform marks for the units. The better result for each unit will count towards the final qualification provided that the 40% rule is satisfied. Where suspected malpractice in controlled assessments is identified by a centre after the candidate has signed the declaration of authentication. the following points of guidance should be followed. but candidates should be prevented from plagiarising other candidates’ research).5) 6 Controlled Assessment Administration (Speaking) The Head of Centre is responsible to AQA for ensuring that controlled assessment work is conducted in accordance with AQA’s instructions and JCQ instructions. or the use of. These actions constitute malpractice. • allow other candidates access to. the Examinations officer should be consulted about the procedure to be followed. Copies of the form can be found on the JCQ website (http://www. AQA would expect centres to treat such cases very seriously. All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication. The authentication statement should be signed and information given on the relevant form. their own independently sourced source material (this does not mean that candidates may not lend their books to another candidate. • include work copied directly from books. Details of any work which is not the candidate’s own must be recorded on the Candidate record Form or other appropriate place. but should be dealt with in accordance with the centre’s internal procedures. 6. 6 56 . AQA will set the associated mark(s) to zero. if teachers/assessors have reservations about signing the authentication statements.gCSE Spanish for teaching from September 2009 onwards (version 1. • if it is believed that a candidate has received additional assistance and this is acceptable within the guidelines for the relevant specification.jcq. Malpractice in controlled assessments discovered prior to the candidate signing the declaration of authentication need not be reported to AQA.1 Authentication of controlled assessment work in order to meet the requirements of Code of Practice AQA requires: • candidates to sign the Candidate record Form to confirm that the work submitted is their own • teachers/assessors to confirm on the Candidate record Form that the work assessed is solely that of the candidate concerned and was conducted under the conditions laid down by the specification • centres to record marks of zero if candidates cannot confirm the authenticity of work submitted for assessment.uk/). • if the teacher/assessor is unable to sign the authentication statement for a particular candidate. if. 6.2 Malpractice Teachers should inform candidates of the AQA regulations concerning malpractice.org. • lend work to other candidates. during the external moderation process. The completed Candidate record Form for each candidate should be attached to his/her work. for which a penalty (for example disqualification from the examination) will be applied. the internet or other sources without acknowledgement and attribution. if malpractice is suspected. Candidates must not: • submit work which is not their own. the Head of Centre must submit full details of the case to AQA at the earliest opportunity. The form JCQ/M1 should be used. then the candidate’s work cannot be accepted for assessment. there is no evidence that the work has been properly authenticated. the teacher/assessor should award a mark which represents the candidate’s unaided achievement. if your centre is new to this specification.aqa. we will contact you to invite you to a meeting. For all other centres. you must send a representative to one of the meetings. referencing precise sections in the work.1 for further guidance on submitting samples).5) 6. if you have told us you are a new centre. This person should sign the Centre Declaration Sheet to confirm that internal standardisation has taken place. either by submitting an intention to enter and / or an estimate of entry or by contacting the subject team. The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the specification. AQA will also contact centres if: • the moderation of controlled assessment work from the previous year has identified a serious misinterpretation of the controlled assessment requirements. At these meetings we will provide support in the application of the marking criteria. if a centre is unable to attend and would like a copy of the written materials used at the meeting. they should contact the subject administration team at
[email protected] Teacher standardisation AQA will hold annual standardising meetings for teachers. Work could be annotated by means of summative comments on the work. by the specified date (see http://www.5 Annotation of controlled assessment work The Code of Practice states that the awarding body must require internal assessors to show clearly how the marks have been awarded in relation to the marking criteria defined in the specification and that the awarding body must provide guidance on how this is to be done. centres will be expected to send a representative to one of the meetings. Centres will normally be notified which candidates’ work is required in the sample to be submitted to the moderator (please refer to section 7.4 internal standardisation of marking Centres must standardise marking to make sure that all candidates at the centre have been marked to the same standard. 6.org. attendance is optional. internal standardisation may involve: • all teachers marking some trial pieces of work and identifying differences in marking standards • discussing any differences in marking at a training meeting for all teachers involved in the assessment • referring to reference and archive material such as previous work or examples from AQA’s teacher standardising meetings. 6.php). 57 . usually in the autumn term.uk. one person must be responsible for internal standardisation.6 Submitting marks and sample work for moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided. in these cases.uk/deadlines. • inappropriate tasks have been set. 6 6.org. for controlled assessment. or • a significant adjustment has been made to a centre’s marks.gCSE Spanish for teaching from September 2009 onwards (version 1. to allow for the possibility of an enquiry about results. Possible courses of action depend on the stage at which the move takes place. 6. Where special help which goes beyond normal learning support is given.7 Factors affecting individual candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed controlled assessments.8 retaining evidence The centre must retain the work of all candidates. if work is lost. with Candidate record Forms attached. how it occurred. AQA should be notified immediately of the date of the loss. 6 58 . the work must remain under secure conditions in case it is required by AQA. if an enquiry about a result has been made. from the time it is assessed. AQA must be informed through comments on the Candidate record Form so that such help can be taken into account when moderation takes place. under secure conditions. if it occurs late in the course it may be possible to arrange for the moderator to assess the work through the ‘Educated Elsewhere’ procedure.5) 6. Candidates who move from one centre to another during the course sometimes present a problem for a scheme of controlled assessment work. and who was responsible for the loss. Centres should use the JCQ form JCQ/LCW to inform AQA Centre and Candidate Support Services of the circumstances.gCSE Spanish for teaching from September 2009 onwards (version 1. The work may be returned to candidates after the deadline for enquiries about results. if the move occurs early in the course the new centre should take responsibility for controlled assessment work. Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases. a copy of the JCQ/CCA form must be submitted for each specification. Centres entering larger numbers of candidates will be notified of the candidates whose work will be required in the sample to be submitted for moderation.aqa. in some cases it may be necessary for the moderator to call for the work of additional candidates in the centre.php).1 Moderation procedures Moderation of the Speaking is by inspection of a sample of candidates’ work. and the reasons for any adjustments to the marks. Following the re-marking of the sample work. AQA reserves the right to alter the order of merit. if there are different co-ordinators for different specifications. the centres must inform AQA by completing the JCQ/CCA form. Mark adjustments will normally preserve the centre’s order of merit.5) 7 Moderation 7. The centre marks must be submitted to AQA and to the moderator by the specified deadline (see http://www.gCSE Spanish for teaching from September 2009 onwards (version 1.uk/deadlines. giving feedback on the accuracy of the assessments made. archive or standardising purposes 7 59 . the moderator’s marks are compared with the centre marks to determine whether any adjustment is needed in order to bring the centre’s assessments into line with standards generally. but where major discrepancies are found.org. in order to meet this possible request. Centres entering fewer candidates than the minimum sample size should submit the work of all of their candidates. AQA will allocate the same moderator to each centre in the consortium and the candidates will be treated as a single group for the purpose of moderation. We may retain some candidates’ work for awarding.2 Consortium arrangements if there are a consortium of centres with joint teaching arrangements (ie where candidates from different centres have been taught together but where they are entered through the centre at which they are on roll). The candidates’ work will be returned to the centre after the examination. we will provide centres with details of the final marks for the controlled assessment work. at the time results are issued. The centre will receive a report. 7. centres must retain under secure conditions and have available the controlled assessment work and Candidate record Forms of every candidate entered for the examination and be prepared to submit it on demand. sent from the centre to a moderator appointed by AQA.3 Post-moderation procedures on publication of the results. The centres concerned must nominate a consortium co-ordinator who undertakes to liaise with AQA on behalf of all centres in the consortium. 7. • include work copied directly from books. • if the teacher is unable to sign the authentication statement for a particular candidate. but candidates should be prevented from plagiarising other candidates’ research). if malpractice is suspected. 60 . 8. The form JCQ/M1 should be used. if teachers have reservations about signing the authentication statements. their own independently sourced source material (this does not mean that candidates may not lend their books to another candidate. but should be dealt with in accordance with the centre’s internal procedures. • lend work to other candidates. AQA will set the associated mark(s) to zero. the Examinations officer should be consulted about the procedure to be followed. the internet or other sources without acknowledgement and attribution. Details of any work which is not the candidate’s own must be recorded on the Candidate record Form or other appropriate place. Candidates must not: • submit work which is not their own. AQA would expect centres to treat such cases very seriously. • submit work typed or word-processed by a third person without acknowledgement.1 Authentication of controlled assessment in order to meet the requirements of Code of Practice AQA requires: • candidates to sign the Candidate record Form to confirm that the work submitted is their own.2 Malpractice Teachers should inform candidates of the AQA regulations concerning malpractice. or the use of. then the candidate’s work cannot be accepted for assessment. Copies of the form can be found on the JCQ website (http://www. if. • allow other candidates access to. the following points of guidance should be followed. during the marking process.5) 8 Controlled Assessment Administration (Writing) The Head of Centre is responsible to AQA for ensuring that controlled assessment work is conducted in accordance with AQA’s instructions and JCQ instructions. The completed Candidate record Form for each candidate should be attached to his/her work. the Head of Centre must submit full details of the case to AQA at the earliest opportunity.gCSE Spanish for teaching from September 2009 onwards (version 1. the authentication statement should be signed and information given on the relevant form. Where suspected malpractice in controlled assessments is identified by a centre after the candidate has signed the declaration of authentication. for which a penalty (for example disqualification from the examination) will be applied. Malpractice in controlled assessments discovered prior to the candidate signing the declaration of authentication need not be reported to AQA. 8 8.uk/). These actions constitute malpractice. there is no evidence that the work has been properly authenticated. and • teachers to confirm on the Candidate record Form that the work assessed is solely that of the candidate concerned and was conducted under the conditions laid down by the specification.jcq. • if it is believed that a candidate has received additional assistance and this is acceptable within the guidelines for the relevant specification.org. 5) 8. Controlled Assessment Advisers are appointed to provide guidance to centres. 8 8. Centres should use the JCQ form JCQ/LCW to inform AQA Candidate Support of the circumstances. and who was responsible for the loss. Candidates who move from one centre to another during the course sometimes present a problem for a scheme of controlled assessment work. how it occurred. if the move occurs early in the course the new centre should take responsibility for controlled assessment work. AQA must be informed through comments on the Candidate record Form so that such help can be taken into account when moderation takes place. AQA should be notified immediately of the date of the loss. Where special help which goes beyond normal learning support is given. 61 .4 Factors affecting individual candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed controlled assessments. if work is lost.3 Teacher support AQA makes marked exemplar work available to centres.gCSE Spanish for teaching from September 2009 onwards (version 1. Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases. Possible courses of action depend on the stage at which the move takes place. including some that may be unfamiliar. simple written texts that relate to familiar contexts. extract details. details and opinions. They understand some unfamiliar language and extract meaning from more complex language and extended texts. Their spoken language contains a variety of structures and may relate to past and future events. extract details and recognise opinions. They speak confidently.5) Appendices A grade Descriptions grade descriptions are provided to give a general indication of the standards of achievement likely to have been shown by candidates awarded particular grades. The message is clear but there may be some errors. structures and verb tenses. They can identify main points. The message is clear but there may be some errors. attitudes and emotions and draw simple conclusions. They communicate information and express points of view. and produce extended sequences of speech using a variety of vocabulary. present simple information and can express their opinion. The style is basic. They initiate and develop conversations and discussions. with reasonably accurate pronunciation and intonation. They convey a clear message but there may be some errors. They show limited understanding of unfamiliar language. They convey a clear message but there may be some errors. especially when they use more complex structures. The grade awarded will depend in practice upon the extent to which the candidate has met the assessment objectives (see Section 4) overall. They can identify main points. They express points of view and show an ability to deal with some unpredictable elements. The spoken material relates to a range of contexts. Shortcomings in some aspects of the candidates’ performance may be balanced by better performances in others. They use a limited range of language. They take part in simple conversations. They express and explain ideas and points of view. Grade Description Candidates show understanding of a variety of spoken language that contains some complex language and relates to a range of contexts. including some that may be unfamiliar and may relate to past and future events. There are grammatical inaccuracies but the main points are usually conveyed. present information and narrate events. They can identify main points and extract some details. They write for different contexts that may be real or imaginary. and may relate to past and future events. Their spelling and grammar are generally accurate. They write short texts that relate to familiar contexts. They can express simple opinions. They use a variety of structures and may include different tenses or time frames. They use simple sentences.gCSE Spanish for teaching from September 2009 onwards (version 1. especially when they write more complex sentences. recognise points of view. The written material relates to a range of contexts. The descriptions should be interpreted in relation to the content outlined in the specification. They can identify main points. A C F A 62 . Candidates show understanding of different types of spoken language that contain a variety of structures. They write for different purposes and contexts about real or imaginary subjects. They can identify main points. They can identify main points and some details. They take part in conversations and simple discussions and present information. The main points are usually conveyed but there are mistakes in spelling and grammar. They show understanding of a variety of written texts relating to a range of contexts. details and points of view and draw simple conclusions. structures and verb tenses. They use a variety of vocabulary. They express and explain ideas and points of view. Their pronunciation is understandable. Their pronunciation and intonation are more accurate than inaccurate. they are not designed to define that content. They show some understanding of short. Candidates show some understanding of simple language spoken clearly that relates to familiar contexts. They show understanding of different types of written texts that contain a variety of structures. however. Understanding of economic issues can be developed through the following contexts and topics: Leisure: Free Time and the Media. however. however. Sustainable Development. Social. Environmental Education AQA has taken account of the 1988 resolution of the Council of the European Community and the report “Environmental responsibility: An Agenda for Further and Higher Education” 1993 in preparing this specification and associated specimen units. Ethical.gCSE Spanish for teaching from September 2009 onwards (version 1. and Health and Safety Considerations European Dimension AQA has taken account of the 1988 resolution of the Council of the European Community in preparing this specification and associated specimen units. moral. be assessed. Economic and Cultural issues. Legislative. Understanding of spiritual. relationships and Choices. it will not. Moral. B 63 . Avoidance of Bias AQA has taken great care in the preparation of this specification and specimen units to avoid bias of any kind. it will not. Understanding of cultural issues can be developed through the study of all contextsand topics. including those particularly relevant to the education of students at Key Stage 4. it will not. They will only form part of the assessment requirements where they relate directly to the specific content of the specification and have been identified in Section 3: Content. Understanding of European development can be developed through all of the contexts and topics since these relate to the countries/communities where the language is spoken. be assessed. however. ethical and social issues can be developed through the following contexts and topics: Lifestyle: Health. be assessed. it will not. be assessed. Understanding of environmental issues can be developed through the following contexts and topics: Home and Environment: Environment.5) B Spiritual. be assessed. have been identified and taken into account of in the preparation of this specification. it will not. AQA has taken great care to ensure that any wider issues. however. C 64 .gCSE Spanish for teaching from September 2009 onwards (version 1.5) C overlaps with other Qualifications There are no overlaps with other qualifications at Levels 1 and 2 of the qualifications framework. For further information see the AQA website: http://web. Developing and Providing opportunities for generating Evidence Areas of study and learning that can be used to encourage the acquisition and use of Key Skills. D 65 . are provided in the Teachers’ resource Bank for this specification. Working with others and Problem Solving are also available. Introduction The Key Skills Qualification requires candidates to demonstrate levels of achievement in the Key Skills of Communication. Application of Number and information and Communication Technology will be phased out and replaced by Functional Skills qualifications in English. The above information is given in the context of the knowledge that Key Skills at levels 1 and 2 will be available until 2010 with last certification in 2012. The acquisition and demonstration of ability in these ‘wider’ Key Skills is deemed highly desirable for all candidates. Mathematics and iCT from September 2010 onwards.org. Candidates following a course of study based on this specification for Spanish can be offered opportunities to develop and generate evidence of attainment in aspects of the Key Skills of: • • • • • • Communication Application of Number information and Communication Technology Working with others improving own Learning and Performance Problem Solving.aqa. The units for each Key Skill comprise three sections: • What you need to know • What you must do • guidance. and to provide opportunities to generate evidence for Part B of units. Application of Number and information and Communication Technology.gCSE Spanish for teaching from September 2009 onwards (version 1.php. Key Skills Qualifications of Communication. The Wider Key Skills of improving own Learning and Performance.5) D Key Skills – Teaching.uk/qual/keyskills/ com04. you will have to respond to something you have not yet prepared. The dialogue will last between 4 and 6 minutes. The dialogue will last between 4 and 6 minutes. • tell me about yourself – personal information. Your teacher will ask you the following. Your teacher will ask you the following.5) E Controlled Assessment Exemplar Tasks for Speaking SPEAKING Exemplar Task A i) – Cross Context Task: Interview with a Homeless Person You are being interviewed by your teacher.gCSE Spanish for teaching from September 2009 onwards (version 1. age etc. • • • • • • • tell me about yourself – personal information. You will play the role of a celebrity and your teacher will play the role of the interviewer. you will have to respond to something you have not yet prepared. • why are you homeless/living on the streets? • what is a typical day like for you? • what is the main problem for young people living on the streets and how do you deal with it? • what would you like to be doing in 5 years time? • ! ! remember. at this point. age etc. at this point. Notes for Teachers ! The unpredictable task could be: • What is the best thing that has happened to you as a homeless person? Exemplar Task A ii) – Cross Context Task: Interview with a Celebrity You are being interviewed by your teacher. what is a typical day like for you? how do you spend your free time? what were your ambitions when you were younger? how do you feel about the publicity you receive? what would you like to be doing in 5 years’ time? ! ! remember. name. name. You will play the role of a homeless person and the teacher will play the role of the interviewer. Notes for Teachers ! The unpredictable task could be: • What are the best things about being a celebrity? E 66 . at this point. Notes for Teachers ! The unpredictable task could be: • What do you plan to see at the cinema in the near future? Exemplar Task B ii) – Leisure Task: Holidays You are going to have a conversation with your teacher about holidays. The dialogue will last between 4 and 6 minutes. • what are your plans for next weekend? • ! ! remember. you will have to respond to something you have not yet prepared. Your teacher will ask you the following. • what is your opinion on going to the cinema? • do you think it is better to go to the cinema or to hire a DVD? Why? • describe your last visit to the cinema. • what is your favourite type of holiday and why? • do you think holidays are important? Why/why not? • do you think people have too many holidays? Why/why not? • describe your last holiday. Your teacher will ask you the following.gCSE Spanish for teaching from September 2009 onwards (version 1. The dialogue will last between 4 and 6 minutes.5) Exemplar Task B i) – Leisure Task: Cinema You are going to have a conversation with your teacher about the cinema. • what do you like doing on holiday and why? • ! ! remember. you will have to respond to something you have not yet prepared. Notes for Teachers ! The unpredictable task could be: • Where will you go on your next holiday and why? E 67 . • what sort of films do you like and why? • who is your favourite actor/actress? Describe him/her. at this point. gCSE Spanish for teaching from September 2009 onwards (version 1. you will have to respond to something you have not yet prepared. • ! ! remember. at this point. • do you have a part time job at the moment? What do you do? When do you do it? How much do you earn? • do you like your job? Why? • where did you go for your work experience? • do you think that work experience is a good idea? Why? • what job would you like to do in the future? Why? • what are the advantages and disadvantages of your chosen career? • is unemployment a problem for young people? Explain your point of view. Notes for Teachers ! The unpredictable task could be: • What jobs/work experience do your friends do? E 68 . Your teacher will ask you the following. The dialogue will last between 4 and 6 minutes.5) Exemplar Task C – Work and Education Task: Part time Jobs You are going to have a conversation with your teacher about part time jobs and work experience. remember. • their free time. • their attitudes and beliefs. remember. You could include: • the people. • who is the most important influence in your life and why. Exemplar Task 2 – Cross Context Task: Comparing my community and another Compare the different lifestyle and customs between your own community and a very different community. • what you enjoy doing and why. developing your response where it is appropriate to do so. • your ambitions for the future. You could include: • personal information. developing your response where it is appropriate to do so. in order to score the highest marks you must answer the task fully. • their food and drink. • their daily life.gCSE Spanish for teaching from September 2009 onwards (version 1. • their clothes. • their education/work.5) F Controlled Assessment Exemplar Tasks for Writing Exemplar Task 1 – Home and Environment Task: My life as a celebrity You are a celebrity and have been asked to write a short magazine article about yourself. • your best achievement in life so far. F 69 . in order to score the highest marks you must answer the task fully. • their homes. • your daily routine at home. You have to write an account of your holiday experiences and preferences. remember. developing your response where it is appropriate to do so.gCSE Spanish for teaching from September 2009 onwards (version 1.5) Exemplar Task 3 – Leisure Task: Holidays You decide to enter a competition for the chance of winning a two week holiday to Europe. You could include: • a description of a recent holiday you have been on – where you stayed. when you went etc. how you got there. • your plans for your holiday next year. • your opinion of the holiday. • why you think you should win the competition. F 70 . • what you did whilst you where there. in order to score the highest marks you must answer the task fully. • what type of holidays you like best and why. Centres may wish to advise candidates that.08 .GCSE Spanish Teaching from 2009 onwards Qualification Accreditation Number: 500/4480/1. Further information is available at: http://events.uk/ask-aqa/register Support meetings are available throughout the life of the specification. The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered charity (registered charity number 1073334). Centres should be aware that candidates who enter for more than one GCSE qualification with the same classification code will have only one grade (the highest) counted for the purpose of the School and College Performance Tables. Candidates who have any doubts about their subject combinations should check with the institution to which they wish to progress before embarking on their programmes. 500/4610/X (SC Written) and 500/4617/2 (SC Spoken) Every specification is assigned a national classification code indicating the subject area to which it belongs.org.uk/ebooking Copyright © 2008 AQA and its licensors. The classification code for this specification is 5750. Registered address: AQA. All rights reserved.aqa. Manchester M15 6EX.org. schools and colleges are very likely to take the view that they have achieved only one of the two GCSEs. if they take two specifications with the same classification code.aqa. Devas Street. The same view may be taken if candidates take two GCSE specifications that have different classification codes but have significant overlap of content. MIG0523. To obtain free specification updates and support material or to ask us a question register with Ask AQA: www.