version 2.

General Certificate of
abc
Secondary Education

Spanish 2005
Specification A

This specification should be read in conjunction with:

Specimen and Past Papers and Mark Schemes
Examiners’ Reports
Teachers’ Guide

AQA GCSE 3691

The specification will be published annually on the AQA Website ([Link]). If there
are any changes to the specification centres will be notified in print as well as on the Website.
The version on the Website is the definitive version of the specification.

Further copies of this specification booklet are available from:

Aldon House, 39, Heald Grove, Rusholme, Manchester, M14 4NA

Tel: 0161 953 1170 Fax: 0161 953 1177

or

download from the AQA Website: [Link]

© Assessment and Qualifications Alliance 2003

COPYRIGHT
AQA retains the copyright on all its publications, including the specimen units and mark
schemes/teachers’ guides. However, registered centres of AQA are permitted to copy material from
this booklet for their own internal use, with the following important exception: AQA cannot give
permission to centres to photocopy any material that is acknowledged to a third party even for internal
use within the centre.

Set and published by the Assessment and Qualifications Alliance.

Printed in Great Britain by W M Print Limited, Frederick Street, Walsall, WS2 9NE.

The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales 3644723 and a registered charity number 1073334.
Registered address of AQA, Devas Street, Manchester M15 6EX Dr Michael Cresswell Director General
 General Certificate of Secondary Education, 2005 examination - Spanish A

Contents
Background Information

1 The Revised General Certificate of Secondary Education 6

2 Specification at a Glance 8

3 Availability of Assessment Units and Entry Details 9

Scheme of Assessment

4 Introduction 10

5 Aims 11

6 Assessment Objectives 12

7 Scheme of Assessment 13

Subject Content

8 Summary of Subject Content 25

9 Themes and Topics 26

10 Language Tasks 27

11 Theme 1 – My World 29

12 Theme 2 – Holiday Time & Travel 31

13 Theme 3 – Work & Lifestyle 33

14 Theme 4 – The Young Person in Society 35

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Spanish A - General Certificate of Secondary Education, 2005 examination

15 Grammar and Linguistic Structures 37

16 Communication Strategies 40

17 Vocabulary 47

Key Skills and Other Issues

18 Key Skills – Teaching, Developing and Providing 78

Opportunities for Generating Evidence

19 Spiritual, Moral, Ethical, Social, Cultural and Other Issues 83

Centre-Assessed Component

20 Nature of the Centre-Assessed Component 85

21 Guidance on Setting the Centre-Assessed Component 85

22 Assessment Criteria 96

23 Supervision and Authentication 98

24 Standardisation 99

25 Administrative Procedures 100

26 Moderation 101

Awarding and Reporting

27 Grading, Shelf-Life and Re-Sits 102

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 General Certificate of Secondary Education, 2005 examination - Spanish A

Appendices

A Grade Descriptions 104

B Record Forms 106

C Coursework Comments Sheet 109

D Overlaps with Other Qualifications 110

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Spanish A - General Certificate of Secondary Education, 2005 examination

Background Information

1 The Revised General Certificate

of Secondary Education
Following a review of the National Curriculum requirements, and the
establishment of the National Qualifications Framework, all the
unitary awarding bodies have revised their GCSE syllabuses for
examination in 2003.

1.1 National Qualifications GCSE has the following broad equivalence to General National
Framework Vocational Qualifications (GNVQ).

GCSE GCSE GNVQ

Vocational Subjects
Two GCSE Grades D-G One (Double Award) DD-GG One 3-Unit GNVQ Foundation✝
Grades A*-C One (Double Award) A*A*-CC Intermediate✝
Four GCSE Grades D-G Two (Double Award) DD-GG One 6-Unit GNVQ Foundation✝✝
Grades A*-C Two (Double Award) A*A*-CC Intermediate✝✝

✝ only available until 2003

✝✝ only available until 2005

1.2 Changes at GCSE

Key Skills All GCSE specifications must identify, as appropriate, opportunities
for generating evidence on which candidates may be assessed in the
“main” Key Skills of communication, application of number and
information technology at the appropriate level(s). Also, where
appropriate, they must identify opportunities for developing and
generating evidence for addressing the “wider” Key Skills of working
with others, improving own learning and performance and problem
solving.

Spiritual, moral, ethical, All specifications must identify ways in which the study of the subject
social, cultural, can contribute to an awareness and understanding of these issues.
environmental, health and
safety and European Issues
ICT The National Curriculum requires that students should be given
opportunities to apply and develop their ICT capacity through the use
of ICT tools to support their learning. In each specification
candidates will be required to make effective use of ICT in ways
appropriate to the needs of the subject.

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 General Certificate of Secondary Education, 2005 examination - Spanish A

Tiering In most subjects the scheme of assessment must include question

papers, targeted at two tiers of grades, i.e. A* - D and C - G.

A safety net of an allowed Grade E will be provided for candidates

entered for the higher tier who just fail to achieve Grade D. The
questions will still be targeted at A* - D.

Citizenship From 2002, students in England will be required to study Citizenship

as a national curriculum subject. Each GCSE specification must
signpost, where appropriate, opportunities for developing citizenship
knowledge, skills and understanding.

1.3 Changes to the Modern The main changes brought in for the revised GCSE Criteria for
Foreign Languages Criteria Modern Foreign Languages for the specifications for first examination
in 2003 are as follows.
• Specifications must specify topic areas which must be consistent
with the requirements for the National Curriculum orders for
Modern Foreign Languages. The orders no longer require the
study of five areas of experience for the full course and two areas
of experience for the short course;
• Specifications must include the grammar and linguistic structures
as set out in the subject criteria for French, German and Spanish.
For other languages the grammar and structures are expected to
be comparable with what is expected for French, German and
Spanish;
• For each of AO2 (Speaking) and AO4 (Writing), at least 10% of
the total marks for the subject must be allocated to knowledge and
accurate application of the grammar and structures of the language
presented in the specification;
• The use of dictionaries will not be permitted in any external
assessment.

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Spanish A - General Certificate of Secondary Education, 2005 examination

2 Specification at a Glance
Spanish
This is one of three specifications in the subject offered by AQA, the
others being a Modular Full Course specification and a Linear Short
Course specification.
There are two tiers of assessment: Foundation (G – C) and
Higher (D – A*). Candidates may be entered for either Foundation or
Higher in each skill.

GCSE Spanish

Listening Test
Foundation Tier 30 mins (+5 mins reading time)
Non verbal and short answer questions
Higher Tier 40 mins (+5 mins reading time)
Mainly short and some longer answer questions

Reading Test
Foundation Tier 30 mins
Non-verbal and short answer questions
Higher Tier 50 mins
Mainly short and some longer answer questions

EITHER OR
Writing Test Coursework
Foundation Tier 40 mins Three pieces of work drawn from
the bank of assignments in the
A short list, a message and a
specification.
letter
Higher Tier 60 mins
A letter and a
descriptive/imaginative piece

AND
Speaking Test
GCSE
Foundation Tier 8-10 mins
A role play, a presentation/discussion and a general conversation
Higher Tier 10-12 mins
Spanish 3691
A role play, a presentation/discussion and a general conversation

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 General Certificate of Secondary Education, 2005 examination - Spanish A

3 Availability of Assessment Units

and Entry Details
3.1 Availability of Assessment Examinations based on this specification are available in the June
Units examination series only.

3.2 Entry Codes Normal entry requirements apply, but the following information
should be noted.
The Subject Code for entry to the GCSE award is 3691.

3.3 Prohibited Combinations Candidates entering for this examination are prohibited from entering
any other GCSE Spanish specifications in the same examination series.
Each specification is assigned to a national classification code,
indicating the subject area to which it belongs.
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.
The classification code for this specification is 5750.

3.4 Private Candidates This specification is available for private candidates in the following
situations
• for candidates who have not previously entered for the
specification, the written component option only is available;
• where candidates have already received a result for the coursework
component, entry for the coursework option may be made;
• where a GCSE award has already been made within 12 months,
the coursework component result may be carried forward for one
year if the rest of the qualification is being retaken.
Private candidates should write to AQA for a copy of “Supplementary
Guidance for Private Candidates”.

3.5 Special Consideration Special consideration may be requested for candidates whose work has
been affected by illness or other exceptional circumstances. The
appropriate form and all relevant information should be forwarded to
the AQA office which deals with such matters for the centre
concerned. Special arrangements may be provided for candidates with
special needs.
Details are available from AQA and centres should ask for a copy of
“Candidates with Special Assessment Needs, Special Arrangements and Special
Conditions”.

3.6 Language of Examinations All components will be provided in English. Assessment materials will
not be provided in Welsh or Gaeilge.

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Spanish A - General Certificate of Secondary Education, 2005 examination

Scheme of Assessment

4 Introduction
4.1 National Criteria This GCSE Spanish Specification complies with the following:
• the GCSE Subject Criteria for Modern Foreign Languages;
• the GCSE and GCE A/AS Code of Practice;
• the GCSE Qualification Specific Criteria;
• the Arrangements for the Statutory Regulation of External
Qualifications in England, Wales and Northern Ireland: Common
Criteria.

4.2 Rationale In developing this specification to meet the needs of the revised
National Curriculum, every effort has been made to build on the
success of the GCSE and to maintain the philosophy of enabling
candidates to show what they “know, understand and can do”.
Candidates who have followed this specification will be well prepared
to use the language for practical communication and to continue with
further study of the language.
All four skills are equally weighted and centres are offered a choice in
the method used to assess writing skills between a written paper and
coursework.
This specification forms part of a suite which includes short course
provision and a modular route. The short course specification is
based on Themes 1 and 3 of the subject content, but is in all other
ways identical to the full course.
The linear and modular specifications share the same subject content
in terms of topics, language tasks, communication strategies,
vocabulary and the nationally-agreed grammar whilst offering centres
the choice of following either a linear approach of teaching to a set of
examinations at the end of the course, or a modular approach which
includes staged assessment during the course. Additionally, where the
same abilities are being assessed, the same criteria for assessment will
be used in both linear and modular specifications.
By basing these two distinctive approaches on the same subject
content AQA is responding to the needs of teachers by simplifying the
burden of preparation and by facilitating the transfer of candidates
between groups, as well as between centres, whilst preserving the
essential differences of the two approaches to the teaching, learning
and assessment of modern foreign languages.

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 General Certificate of Secondary Education, 2005 examination - Spanish A

4.3 Prior level of attainment and Whilst no prior learning or level of attainment is necessary for
recommended prior learning candidates to undertake a course of study based on this specification,
the specification does build on the knowledge, skills and
understanding acquired by candidates following the National
Curriculum programme of study for Key Stage 3, including knowledge
and understanding of the language, language skills, language learning
skills and cultural awareness.

4.4 Progression This qualification is a recognised part of the National Qualifications

framework. As such, GCSE provides progression from Key Stage 3
to post-16 studies.

It lays an appropriate foundation for further study of Spanish or

related subjects.

In addition it provides a worthwhile course for candidates of various

ages and from diverse backgrounds in terms of general education and
lifelong learning.

5 Aims
A course based on this specification should encourage candidates to

a. develop understanding of the spoken and written forms of Spanish in

a range of contexts;

b. develop the ability to communicate effectively in Spanish, through

both the spoken and written word, using a range of vocabulary and
structures;

c. develop knowledge and understanding of the grammar of Spanish, and

the ability to apply it;

d. apply their knowledge and understanding in a variety of relevant

contexts which reflect their previous learning and maturity;

e. develop knowledge and understanding of countries and communities

where Spanish is spoken;

f. develop positive attitudes to Spanish learning;

g. provide a suitable foundation for further study and/or practical use of

Spanish.

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Spanish A - General Certificate of Secondary Education, 2005 examination

6 Assessment Objectives
6.1 Assessment objectives The scheme of assessment will require candidates to demonstrate their
ability to:

a. understand and respond to spoken language;

b. communicate in speech, showing knowledge of, and applying

accurately the grammar and structures prescribed in the specification;

c. understand and respond to written language;

d. communicate in writing, showing knowledge of, and applying

accurately the grammar and structures prescribed in the specification.

6.2 Knowledge, skills and Candidates at Foundation Tier will be required to:
understanding
a. listen and respond to different types of spoken language;
b. express themselves in speech using a range of vocabulary, syntax and
structures;
c. read and respond to different types of written language, including texts
from ICT-based sources;
d. express themselves in writing using a range of vocabulary, syntax and
structures;
e. understand and apply the grammar of Spanish, as detailed in the
specification for Foundation Tier;
f. respond to materials from countries and communities where Spanish
is spoken.

In addition, candidates at Higher Tier will be required to:

g. listen and respond to longer and more complex extracts of spoken
language including some unfamiliar material;
h. speak at greater length, using a wider range of vocabulary and more
complex syntax and structures;
i. read and respond to longer and more complex written texts and
including some unfamiliar material;
j. write at greater length, using a wider range of vocabulary and more
complex syntax and structures;
k. understand and apply the grammar of Spanish, as detailed in the
specification for Higher Tier.

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 General Certificate of Secondary Education, 2005 examination - Spanish A

7 Scheme of Assessment
7.1 Assessment Units The Scheme of Assessment comprises 9 components.
Candidates may be entered for either Foundation or Higher in each
skill, but not both. Candidates may be entered for either the terminal
writing test (Foundation or Higher) or coursework, but not both.
Foundation Listening 30 minutes
25% of the marks 35 marks

The test will be pre-recorded using native speakers. Only material

which is appropriate to the spoken language will be used in the tests.
Each item will be heard twice. The teacher will be required to stop the
tape at appropriate points to allow the candidates time to write their
answers. Candidates’ comprehension will be tested by a range of
question types, normally requiring responses in Spanish, or non-
verbally. A limited number of questions may require responses in
English, where this is a necessary part of the task. Candidates will be
allowed to make notes during the test. Candidates will be given 5
minutes reading time at the beginning of the test, before the tape is
played, to give them time to read the questions.
The test will consist of items of varying length which will not place an
undue burden on memory. Comprehension of announcements, short
conversations, instructions, short news items and telephone messages
will be required, together with some material which will be longer and
include reference to past, present and future events and some
unfamiliar language. Candidates will be expected to identify main
points and extract details and points of view.

Higher Listening 40 minutes

25% of the marks 40 marks

The test will be pre-recorded using native speakers. Only material

which is appropriate to the spoken language will be used in the tests.
Each item will be heard twice. The teacher will be required to stop the
tape at appropriate points to allow the candidates time to write their
answers. Candidates’ comprehension will be tested by a range of
question types, normally requiring responses in Spanish, or non-
verbally. A limited number of questions may require responses in
English, where this is a necessary part of the task. Candidates will be
allowed to make notes during the test. Candidates will be given 5
minutes reading time at the beginning of the test, before the tape is
played, to give them time to read the questions.
The test will contain items common to those in Foundation and also
material which will include some complex, unfamiliar language in a
range of registers, together with non-factual and narrative material.
Candidates will be expected to understand discussion of a wide range
of issues. They will also need to understand gist and detail, identify
and extract main points, use context and other clues to interpret
meaning, recognise opinions, attitudes and personal feelings, and to
draw conclusions.

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Spanish A - General Certificate of Secondary Education, 2005 examination

Foundation Reading 30 minutes

25% of the marks 35 marks

Only material which is appropriate to the written language will be used

in the test. Candidates’ comprehension will be tested by a range of
question types, normally requiring responses in Spanish, or non-
verbally. A limited number of questions may require responses in
English, where this is a necessary part of the task.
The test will consist of short items testing comprehension of
instructions, public notices and advertisements together with some
longer extracts from brochures, guides, letters, newspapers, magazines,
books, faxes, email and web sites which will include reference to past,
present and future events and some unfamiliar language. A number of
questions will be set on the material to test candidates’ ability to
identify key points and extract specific details, points of view and the
main message.

Higher Reading 50 minutes

25% of the marks 45 marks

Only material which is appropriate to the written language will be used

in the test. Candidates’ comprehension will be tested by a range of
question types, normally requiring responses in Spanish, or non-
verbally. A limited number of questions may require responses in
English, where this is a necessary part of the task.
The test will contain items common to those in Foundation and also
material which will include some complex, unfamiliar language in a
range of registers, together with non-factual and imaginative material
including narrative. Candidates will be expected to use their
knowledge of grammar and structure in demonstrating understanding
of specific points and of gist/the main message. They will also be
expected to recognise opinions, attitudes, personal feelings and to
draw conclusions.

Foundation Writing 40 minutes

25% of the marks 42 marks
Candidates will be required to write in Spanish
• a short list or to complete a form, which demonstrates their ability
to write words or phrases;
• a message or other form of communication, e.g. writing a
postcard, an email, the text for a poster, which demonstrates their
ability to write phrases/short sentences and substitute words and
set phrases;
• a letter, formal or informal, which demonstrates their ability to
write on past, present and future events, expressing their personal
opinions.
Stimuli may be in Spanish, visual, or English if appropriate or any
combination of these. The tasks set in Questions 1 and 2 are likely to
require approximately 40 words in total, in Question 3 approximately
90 words but, provided the tasks set are completed, the number
of words is not important.

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 General Certificate of Secondary Education, 2005 examination - Spanish A

Higher Writing 60 minutes

25% of the marks 40 marks
Candidates will be required to write in Spanish
• a letter, formal or informal, which demonstrates their ability to
write on past, present and future events, expressing their personal
opinions;
• a text which demonstrates their ability to write descriptively or
imaginatively, e.g. an article, a letter, publicity material.
Stimuli may be in Spanish, visual, or English if appropriate or any
combination of these. Question 1 is likely to require approximately 90
words, Question 2 approximately 120 words but, provided the tasks
set are completed, the number of words is not important.

Coursework
25% of the marks 60 marks
Candidates will be expected to carry out a number of coursework
assignments from the list contained in the specification. The
assignments are not specific to either Foundation or Higher Tier.
Candidates will be required to submit three of these assignments, from
three different Themes. At least one of the assignments must be
conducted under controlled conditions in the centre. Detailed
instructions and guidance for coursework appear in the specification.

Foundation Speaking 8-10 minutes

25% of the marks 36 marks

Candidates will attend one session of between 8 and 10 minutes. This

test will be conducted by the teacher, tape-recorded and marked by an
AQA examiner.
The test will consist of three sections
• Role-playing based on a stimulus, to be prepared by the
candidate immediately before the test.
Candidates will carry out one role-playing situation (approximately
1 minute); 4 marks
• Presentation and discussion, both based on a stimulus provided
by the candidate and prepared prior to the date of the test.
Candidates will be expected to speak for between 30 and 90
seconds and to answer questions on their presentation for a
further 30 to 90 seconds (up to approximately 3 minutes in total);
12 marks
• General conversation on 2-3 of the topic areas in the list in
section 7.2. Candidates aiming at Grade C will be expected to
discuss past, present and future events, involving the use of
different tenses and to express personal opinions (between 4 and 6
minutes).
20 marks

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Spanish A - General Certificate of Secondary Education, 2005 examination

The candidate will be given approximately 10 minutes preparation

time, during which he/she may make notes. The notes may be taken
into the examination room.
A five week period will be timetabled for the Speaking Tests, during
which centres will be free to test their candidates at any time.
Detailed instructions for the teacher-examiner will be issued prior to
the examination. In order that teachers may prepare for the tests, the
examination material may be opened up to three working days before
the examination period.

Higher Speaking 10-12 minutes

25% of the marks 40 marks

Candidates will attend one session of between 10 and 12 minutes.

This test will be conducted by the teacher, tape-recorded and marked
by an AQA examiner.
The test will consist of three sections
• Role-playing based on a stimulus, to be prepared by the
candidate immediately before the test.
Candidates will carry out one role-playing situation (approximately
1 minute); 8 marks
• Presentation and discussion, both based on a stimulus provided
by the candidate and prepared prior to the date of the test.
Candidates will be expected to speak for between 30 and 90
seconds and to answer questions on their presentation for a
further 30 to 90 seconds (up to approximately 3 minutes in total);
12 marks
• General conversation on 2-3 of the topic areas in the list in
section 7.2. Candidates aiming at Grade C or above will be
expected to discuss past, present and future events, involving the
use of different tenses and to express personal opinions (between
6 and 8 minutes).
20 marks
The candidate will be given approximately 10 minutes preparation
time, during which he/she may make notes. The notes may be taken
into the examination room.
A five week period will be timetabled for the Speaking Tests, during
which centres will be free to test their candidates at any time.
Detailed instructions for the teacher-examiner will be issued prior to
the examination. In order that teachers may prepare for the tests, the
examination material may be opened up to three working days before
the examination period.

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 General Certificate of Secondary Education, 2005 examination - Spanish A

7.2 Topics for Conversation The conversation topics on which each candidate will be tested will be
taken from the list below, at least 2 of which must be covered in the
conversation.

Topic Scope
Personal Relationships 1A Self, Family and Friends
4A Character and Personal Relationships
4E Social Issues, Choices and
Responsibilities
Tourism 2B Tourism
2D Holiday Activities
The Environment 1C Home and Local Environment
4B The Environment
Leisure 1B Interests and Hobbies
3D Leisure
3E Shopping
Home Life 1D Daily Routine
3A Home Life
3B Healthy Living
Education/Work 1E School and Future Plans
3C Part-Time Jobs and Work Experience
4C Education
4D Careers and Future Plans

See page 26 for the full list of the Themes and Topics.

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7.3 Weighting of Assessment The approximate relationship between the relative percentage
Objectives weighting of the Assessment Objectives (AOs) and the overall Scheme
of Assessment is shown in the following table:

Assessment Objectives Component Weightings (%) Overall

Weighting
Listening Reading Speaking *Writing/*✝Course-
of AOs (%)
work
AO1 understand and respond to
25 25
spoken language
AO2 communicate in speech,
showing knowledge of and
applying accurately the grammar
and structures prescribed in the 25 25
specification
AO3 understand and respond to
25 25
written language
AO4 communicate in writing,
showing knowledge of and
applying accurately the grammar
and structures prescribed in the
specification 25 25
Overall Weighting of Units (%) 25 25 25 25 100
*one of the two options to be taken
✝
centre-assessed
Candidates’ marks for each assessment unit are scaled to achieve the
correct weightings.

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 General Certificate of Secondary Education, 2005 examination - Spanish A

7.4 Criteria for Assessment The tests will be assessed according to the following criteria.

Listening & Reading The Listening and Reading tests will consist of a number of discrete
items and will be marked according to a detailed mark scheme.

The candidate’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 or read.

Where the response is in Spanish, the appropriate mark(s) will be

awarded if the candidate has satisfactorily communicated his or her
understanding, even though the response may contain some errors.
However, marks will not be awarded where errors in spelling,
punctuation and grammar lead to a failure to communicate the
required information without ambiguity.

Writing The marks will be allocated in the following way.

Foundation Communication Quality of Total

Language
List 2 2
Message 12 8 20
Letter 8 12 20

Total 22 20 42

Higher Communication Quality of Total

Language
Letter 8 12 20
Question 2 8 12 20

Total 16 24 40

The following criteria will be used.

List Question – Communication

Marks Degree of Communication

1 1-2 words correct, without ambiguity

2 3-4 words correct, without ambiguity

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Spanish A - General Certificate of Secondary Education, 2005 examination

Message Question – Communication

For each of the six tasks, the following criteria will be used.

Marks Degree of Communication

0 Required message not communicated.

1 Comprehension difficult or ambiguous. Some relevant

information conveyed.
2 Required message conveyed without ambiguity even if not totally
correct.
6 x 2 = 12 marks
Message Question – Quality of Language
A global mark of 8 will be awarded, according to the following criteria.
Marks Quality of Language

0 Inaccuracy is almost always a barrier to communication.

1-2 Some of the messages are intelligible but the frequency of serious
error makes communication difficult.
3-4 Several of the messages are intelligible, despite frequent error
which creates ambiguity and requires effort from the reader.
5-6 Errors occur regularly but most intended messages can be
understood, with hesitation but without undue difficulty.
7-8 Despite various errors, the piece is more accurate than inaccurate;
intended meanings are usually clear.

Letter Question and Higher Question 2 – Communication

Marks Degree of Communication

0 Nothing of merit; fails to communicate OR occasional words are

recognisable within sentences but no complete messages are
communicated.
1-2 Communicates a little basic information (e.g. simple facts).

3-4 Some basic information is conveyed; occasional additional details

conveyed (e.g. description, simple opinion).
5-6 Communicates clearly quite a lot of relevant information,
including personal opinions; regularly goes beyond a basic response
to give more detailed information relating to descriptions and
accounts.
7-8 Communicates a lot of relevant information; candidate can narrate
events, give full descriptions and can express and justify ideas and
points of view.

In each band, the higher of the two marks is awarded if there is strong
evidence of the criteria in that band. If the evidence is more limited,
the lower mark is awarded.

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 General Certificate of Secondary Education, 2005 examination - Spanish A

Letter Question and Higher Tier Question 2 - Quality of

Language

Range/Complexity Marks Accuracy

Very little effective vocabulary. There are 0 There is little, if any, evidence of
occasional recognisable words but they make understanding of the most basic
little coherent sense. linguistic structures.
The vocabulary and structures used are 1 There is only limited understanding
simple, often repetitive, limited in range and of the most basic linguistic
may contain many cognates. structures and most sentences
contain major errors.
Vocabulary is appropriate to the basic needs 2 Most sentences contain errors,
of the task. Structures are simple, often many of a major nature, and verb
repetitive and are rarely linked. forms are rarely accurate.
Vocabulary and structures are appropriate to 3 There are some major errors and
the task with a little attempt at variety and frequent minor ones. Attempts at
there is some successful attempt to link verb forms and tense formations
structures together. are often unsuccessful.
There is some variety in the use of 4 There are a number of minor errors
vocabulary and some successful attempts at and a few major ones, but the piece
a variety of structures including attempts at is more accurate than inaccurate.
longer sentences using appropriate linking Verb forms and tense formations
words. Some personal opinions are are not always correct, but the
successfully expressed. There are successful intended meaning is clearly
attempts at using more than one time frame. recognisable.
There is a wider range of vocabulary and 5 Inaccuracies are mainly of a minor
structure which communicates descriptions nature although some major errors
and opinions with some precision. Longer may occur when complex
sentences, including the use of subordinate structures are attempted. Verb
clauses, are used more regularly and with forms and tense formations are
increasing success. usually correct.
A wide range of vocabulary and structures 6 There are hardly any major and
appropriate to the topic is effectively used. few minor errors even in more
Longer, more complex sentences are complex structures. The overall
handled with confidence producing a fluent impression is of accuracy and verb
piece of coherent language. forms and tense formations are
secure.
Marks will be awarded out of 6 for each of Range/Complexity and Accuracy. The marks will
be added to make a total out of 12 for Quality of Language.

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Spanish A - General Certificate of Secondary Education, 2005 examination

Speaking The marks will be allocated in the following way.

Foundation Communication Spontaneity and Quality of Total

Fluency Language
Role-play 4 4
Presentation &
Discussion 4 4 4 12
Conversation 4 4 12 20

Total 12 8 16 36

Higher Communication Spontaneity and Quality of Total

Fluency Language
Role-play 4 4 8
Presentation &
Discussion 4 4 4 12
Conversation 4 4 12 20

Total 12 8 20 40

The following criteria will be used for the Role-playing situations.

Foundation Role-Play – Communication

0 Required message not communicated.

1 Comprehension difficult or ambiguous. Some relevant information

conveyed.
2 Required message conveyed even if not totally correct.

4 tasks x 2 = 8/2 = 4 marks

Higher Role-Play – Communication and Quality of Language

0 Required message not communicated.

1 Appropriate response, although inaccuracy or loss of part of the message

may cause difficulty or ambiguity for comprehension. The task may not
be fully accomplished, but some relevant information is communicated.
2 Appropriate and unambiguous response, although there may be minor
errors or omission of a minor element of the message.
3 Appropriate and full response. Quality of language is such that minor
errors would cause no difficulties of comprehension.
4 Appropriate and correct response. The task is accomplished fully and
without significant error.
4 tasks x 4 = 16/2 = 8 marks

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 General Certificate of Secondary Education, 2005 examination - Spanish A

The following criteria will be used for Presentation, Discussion

and General Conversation.

Communication
0 Nothing relevant communicated or what is said consists of individual
words making no coherent sense.
1 A little relevant information is communicated. The candidate responds to
some questions but replies are very brief.
2 Some messages/responses communicated, with occasional development.
3 Most of the responses communicated and developed.
4 Candidate communicates and develops all that is required with only very
occasional omissions.

Spontaneity and Fluency

0 Very hesitant and disjointed.
1 Sometimes hesitant; little natural flow of language.
2 Ready responses; some evidence of an ability to sustain a conversation;
little, if any, initiative.
3 Answers without hesitation and extends responses beyond minimal
requirements with some flow of language; may sometimes take the
initiative.
4 Responds readily and shows some initiative; conversation sustained at a
reasonable speed; language expressed fluently.
Quality of Language

Range & Complexity Marks Pronunciation & Accuracy

Occasional words which make little coherent sense. 0 The language used makes comprehension almost
impossible.

Simple vocabulary in lists, phrases or short sentences 1 Frequency and type of errors in pronunciation
which sometimes communicate. and structure often make comprehension difficult.

Responses dependent on structures and vocabulary 2 Pronunciation generally recognisable but with
from stimulus but limited in breadth and variety. quite frequent error. Messages usually
Some responses in simple complete sentences. communicated but errors quite frequent.
Responses generally in simple sentences with limited 3 Errors are frequent in pronunciation and
vocabulary and sentence structure. There may be the structures but do not usually provide a barrier to
occasional complex sentence. There is some evidence communication. There is evidence of accurate use
of a few messages going beyond a direct response to of basic structures in simple sentences.
the stimulus.
Some complex sentences with a wider range of 4 Errors of structure and / or pronunciation cause
vocabulary successfully attempted. Responses go only occasional problems with communication.
beyond the basic requirements of the stimulus, using Some more complex sentences are accurately
appropriate reference to past, present and future produced. Time frames are used as appropriate
events. but not always well formed.
Wide range of vocabulary and structure used 5 Structures and pronunciation generally accurate
appropriately in complex responses, many of which causing only very occasional problems with
show considerable independence of the stimulus. communication. There is accurate use of a variety
of tenses.
Wide ranging vocabulary and structures appropriately 6 Only very minor errors in structure and
used in complex and extended answers. pronunciation. Good accent and intonation. All
messages fully communicated in accurate Spanish
using a variety of tenses.

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Spanish A - General Certificate of Secondary Education, 2005 examination

The marks for Presentation, Discussion and Conversation at both

Foundation and Higher Tiers will be allocated and scaled as follows.

Presentation and Discussion

Communication (in Presentation and Discussion)

4 marks
Spontaneity and Fluency (in Discussion only)
4 marks
Quality of Language
Range and Complexity – 6 marks
Pronunciation and Accuracy – 6 marks
Total – 12 marks/3 = 4 marks

General Conversation

Communication
4 marks
Spontaneity and Fluency
4 marks
Quality of Language
Range and Complexity – 6 marks
Pronunciation and Accuracy – 6 marks
Total – 12 marks

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 General Certificate of Secondary Education, 2005 examination - Spanish A

Subject Content

8 Summary of Subject Content

Themes and Topics
The themes and topics on which the assessment material will be based,
under the following theme titles:
My World
Holiday Time & Travel
Work & Lifestyle
The Young Person in Society

Language Tasks
The tasks which candidates will be expected to perform, grouped
according to theme and topic.

Grammar and Linguistic Structures

The grammatical structures which candidates will be expected to
demonstrate, grouped by tier.

Communication Strategies
Strategies to help candidates cope with unknown words.

Vocabulary
Common words for rubrics and instructions, general vocabulary,
vocabulary for Foundation Tier, grouped by theme and an alphabetical
vocabulary list.

A suggested vocabulary list for Higher Tier will be included in support

material.

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Spanish A - General Certificate of Secondary Education, 2005 examination

9 Themes and Topics

My World 1A Self, Family and Friends
1B Interests and Hobbies
1C Home and Local Environment
1D Daily Routine
1E School and Future Plans (up to age 18)

Holiday Time & Travel 2A Travel, Transport and Finding the Way
2B Tourism
2C Accommodation
2D Holiday Activities
2E Services

Work & Lifestyle 3A Home Life

3B Healthy Living
3C Part-Time Jobs and Work Experience
3D Leisure
3E Shopping

The Young Person in Society 4A Character and Personal Relationships

4B The Environment
4C Education
4D Careers and Future Plans (post age 18)
4E Social Issues, Choices and Responsibilities

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10 Language Tasks
10.1 Relationship to topics The language tasks are presented according to the themes and topics
in which they may occur. It will be possible for candidates to achieve
these tasks using the linguistic structures and vocabulary listed in the
specification together with the communication strategies.

The tasks are not defined by tier and all tasks should be seen as
available, at differing levels of fulfilment, at both Foundation and
Higher. Some tasks assume situations where requirements and
responses are generally predictable and use familiar language. Other
tasks 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. In all
tasks, candidates will be expected, as they progress linguistically, to:
• cope with a greater degree of unpredictability;
• deal with a widening range of potential problems;
• understand and use more accurately a widening range of
vocabulary and structures, including some unfamiliar language;
• understand issues and opinions;
• discuss issues and give opinions;
• give full descriptions and accounts.

The tasks are described with respect to individual themes, (e.g. My

World) and within particular topics (e.g. Daily Routine). In a given
situation, individual tasks listed under a number of different topic
headings may be combined. Tasks should be considered transferable,
as appropriate, to any other theme or topic.

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10.2 Relationship to Skills The way in which the tasks relate to the four skills is described below.

Listening Candidates will be expected to understand:

• others performing the tasks listed;
• announcements, instructions, requests, interviews, monologues
and conversations between two or more people on the topics
listed.

Speaking Candidates will be expected:

• to perform the tasks listed;
• to participate in a conversation on the topics listed.

Reading Candidates will be expected to understand:

• others performing the tasks listed where these could reasonably be
expected to be communicated in writing;
• written material associated with, and on the subject of, the topics
listed.

Writing Candidates will be expected:

• to perform the tasks listed where these could reasonably be
expected to be communicated in writing;
• to write on the subject of the topics listed.

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 General Certificate of Secondary Education, 2005 examination - Spanish A

11 Theme 1 – My World
11.1 1A Self, Family and Friends
Exchange information about self, family, friends and pets: name, age
& birthday, nationality, likes & dislikes, physical appearance, jobs
Spell out own name, street and town
Greet someone and respond to greetings
Ask how someone is and respond to similar enquiries
Make and understand informal introductions
Welcome and receive a visitor
Thank someone for hospitality
Exchange information about gender, marital status
Exchange opinions about and feelings towards members of family

11.2 1B Interests and Hobbies

State weekend and evening activities
Understand and respond to an invitation to participate
Exchange information about hobbies and interests (when, where, with
whom, how often), opinions and preferences

11.3 1C Home and Local

Environment
State own address
Exchange information about own house or flat, its location, details of
rooms, garage, garden: location, colour, size, contents
Exchange information about having own room or sharing
Exchange information about travel into town and duration of journey
Give and seek description of your/other’s town, neighbourhood and
region: location, character, amenities, features of interest
Make comparisons between home country and Spanish-speaking
country or community: towns, regions, climate and geographical
features
Exchange information and opinions about where you and others live,
advantages and disadvantages of the local environment

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Spanish A - General Certificate of Secondary Education, 2005 examination

11.4 1D Daily Routine

Exchange information about daily routine on weekdays and at
weekends
Exchange information and opinions about meals at school and at
home

11.5 1E School and Future Plans

(up to age 18)
Make requests and understand instructions in the classroom
Exchange details about school routine, travel to and from school,
extra-curricular activities
Exchange information and opinions about your school: size, location,
facilities
Exchange information and opinions about school subjects, school
timetables, terms and holidays
Exchange information about future plans in the coming months

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 General Certificate of Secondary Education, 2005 examination - Spanish A

12 Theme 2 – Holiday Time & Travel

12.1 2A Travel, Transport and
Finding the Way
Attract the attention of a passer-by
Exchange information about the location of a place and of facilities
such as bus stops, toilets, platforms
Understand simple signs, announcements and notices in street, in
shops, stores, supermarkets
Obtain and understand information from maps, street plans and
timetables
Buy tickets, or a booklet of tickets specifying details: destination, single
or return, class, day of travel
Exchange information about a journey including means of transport,
directions, times of departure and arrival, cost, travel conditions,
problems

12.2 2B Tourism
Ask for information about a region, town or area, including lists of
hotels, restaurants
Describe weather conditions and give simple predictions
Exchange information about a holiday: where, with whom, how long,
when
Exchange information and opinions about a particular holiday region,
town or area, including what there is to do and see, excursions, visits
State preferences for different types of holiday
Exchange information about local customs, festivals, culinary
specialities

12.3 2C Accommodation
Exchange information about the location of rooms in a house, hotel,
etc and where facilities are: restaurant, toilet, shower or bathroom,
garage, lift
Exchange information about accommodation including availability,
when, for how long, requirements, cost, acceptability, rules and
regulations, mealtimes
Make and understand complaints about inadequate accommodation,
problems with accommodation

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Spanish A - General Certificate of Secondary Education, 2005 examination

12.4 2D Holiday Activities

Accept and decline offers of food and drink
Understand signs and announcements inside and outside restaurants
and cafés
Exchange information and opinions about food, drink, cafés and
restaurants, including reserving a table, ordering, paying
Make a complaint, giving reasons
Exchange information and opinions about holiday activities and
interests, including tourist attractions and entertainments

12.5 2E Services
Exchange information about postal services, including sending and
receiving letters, faxes, email, phone-calls
Exchange information about money transactions, including changing
money and cheques
Exchange information about hiring things, such as bicycles, boats,
sleeping bags: cost, conditions, location
Exchange information about a loss or theft, saying what has been lost,
when and where it was lost or stolen and describing the item: what it is
made of, size, colour, make, contents
Exchange information about how someone feels: well, ill, better, cold,
hot, tired
Exchange information about consulting a doctor, dentist or chemist,
including questions about common ailments and treatment
Exchange information about the location and basic details of an
accident or breakdown, including calling the emergency services or
garage

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 General Certificate of Secondary Education, 2005 examination - Spanish A

13 Theme 3 – Work & Lifestyle

13.1 3A Home Life

Exchange information and opinions about meals, mealtimes and eating
habits
Exchange information about what you and others in the family do to
help around the house
Offer and ask for help to do something around the house
Exchange information about important festivals

13.2 3B Healthy Living

Express preferences in food and drink
Exchange information about eating habits
Understand publicity and announcements about food
Exchange information about healthy meals and how to prepare them
Exchange information about healthy and unhealthy lifestyles
Exchange opinions about radio and TV broadcasts about food and
health

13.3 3C Part-time Jobs and Work

Experience
Exchange information about travel to place of work: times, means of
transport, duration of journey
Make a telephone call and ask to speak to someone
Leave a simple telephone message: name, telephone number, time to call
back
Exchange information and opinions about weekend jobs and work
experience
Give information about the availability of suitable work
Make arrangements to contact and be contacted by phone, fax or email

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13.4 3D Leisure
Exchange information and opinions about TV programmes, radio,
music, performers, personalities
Exchange information about leisure facilities, including times and prices
Make arrangements to go out, including invitation, location, time
Understand publicity about leisure activities and public events
Exchange opinions about leisure activities and opportunities
Exchange information and preferences about events, such as theatre,
films, dances
Exchange information and opinions about sporting events including
watching and participating
Narrate the main features of a book, newspaper, television or radio
programme, film or play

13.5 3E Shopping
Understand signs and announcements in and around shops and
advertisements about shops and shopping including opening and
closing times, special offers, discounts, sales
Exchange information about particular goods, including description,
price, quantity, size, availability, acceptability, payment
Exchange information and opinions about shopping facilities in a
town or area
Exchange information and opinions about shopping experiences and
preferences
Say you will or will not buy something, giving the reason
Make a complaint about unsatisfactory goods, giving reasons, and ask
for a refund or replacement

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 General Certificate of Secondary Education, 2005 examination - Spanish A

14 Theme 4 – The Young Person in

Society

14.1 4A Character and Personal

Relationships
Exchange information and opinions about:
your and others’ character and personality
feelings and problems arising out of personal relationships with
parents or friends or adults
personal feelings towards others
the qualities of a good friend or relationship
the character and personality of famous people
issues about marriage and children
why parents or friends hold different views

14.2 4B The Environment

Exchange information and opinions about:
types of housing in your area
transport issues in your area, traffic congestion, public transport
reasons for pollution such as lack of recycling, too much packaging,
overuse of energy
issues concerning conservation such as recycling, wildlife, energy
sources
factors which might lead to an ideal environment
simple ways to improve the environment

14.3 4C Education
Exchange information and opinions about:
types of school, further education and training
reasons for choices of study and training
issues at school or college such as rules, uniform, choice of subjects,
teaching
the benefits of school
difficulties encountered in study
ideas for improving study and social facilities at school
the pressure for good results and completing work and its effects on
relationships and social life

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Spanish A - General Certificate of Secondary Education, 2005 examination

14.4 4D Careers and Future Plans

(post age 18)
Exchange information and opinions about:
plans for the time after completion of formal education
the advantages and disadvantages of different occupations: wages,
working conditions, prospects
long-term career plans and intentions
working abroad
future plans relating to marriage, family, children, home, holidays
issues relating to pressures to earn money or to study
the advantages and disadvantages of having a break before further
study
the pressure to follow expected career or study path versus your own
personal preference

14.5 4E Social Issues, Choices

and Responsibilities
Exchange information and opinions about:
seeking a job
advertisements
problems appropriate to age, experience and interests
different family situations
issues associated with equal opportunities: gender or race, at school or
work
issues associated with media pressure, peer pressure and parental
pressure and expectations
unemployment and the difficulties in finding a job
problems arising from unemployment and/or financial difficulties
issues concerning smoking, alcohol and drugs
issues about the consequences of addictions

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 General Certificate of Secondary Education, 2005 examination - Spanish A

15 Grammar and Linguistic

Structures
GCSE candidates will be expected to have acquired knowledge and
understanding of Spanish grammar during their course. In the
examination they will be required to apply their knowledge and
understanding in tasks appropriate to the tier for which they are
entered, drawing from the following lists which are divided into
Foundation and Higher Tier.
The examples in brackets are indicative, not exclusive. For structures marked
(R), only receptive knowledge is required.

15.1 Foundation Tier Nouns: gender

singular and plural forms

Articles: definite and indefinite

lo plus adjective (R)

Adjectives: agreement
position
comparative and superlative: regular and mayor, menor, mejor, peor
demonstrative (este, ese, aquel)
indefinite (cada, otro, todo, mismo, alguno)
possessive, short and long forms (mi, mío)
interrogative (cuánto, qué)

Adverbs: formation
comparative and superlative: regular
interrogative (cómo, cuándo, dónde)
adverbs of time and place (aquí, allí, ahora, ya)
common adverbial phrases

Quantifiers/Intensifiers: (muy, bastante, demasiado, poco, mucho)

Pronouns: subject
object (R)
position and order of object pronouns (R)
reflexive
relative: que,
relative: quien, lo que (R)
disjunctive (conmigo, para mí )
demonstrative (éste, ése, aquél, esto, eso)
indefinite (algo, alguien)
interrogative (cuál, qué, quién)

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Spanish A - General Certificate of Secondary Education, 2005 examination

Verbs: regular and irregular forms of verbs, including reflexive verbs

all persons of the verb, singular and plural
modes of address: tú and usted
radical-changing verbs
negative forms
interrogative forms
reflexive constructions (se puede, se necesita, se habla)
uses of ser and estar
tenses: present indicative
present continuous
preterite
imperfect: in weather expressions with estar, hacer
immediate future
future (R)
perfect
conditional: gustar only in set phrases
pluperfect (R)
gerund (R)
imperative: common forms including negative
subjunctive, present: (R) in certain exclamatory phrases (¡Viva!
¡Dígame!), for formal positive and negative commands and for familiar
negative commands
subjunctive, imperfect: quisiera
impersonal verbs: most common only

Prepositions: common, including personal a

uses of por and para

Conjunctions
Number, quantity, dates and including use of desde hace with present tense
time:

15.2 Higher Tier All grammar and structures listed for Foundation Tier, plus:

Articles: lo plus adjective

Adjectives: comparative and superlative

possessive (cuyo)

Adverbs: comparative and superlative

Pronouns: object
position and order of object pronouns
relative: all other uses including quien, lo que, el que, cual
possessive (el mío, la mía)

Verbs: tenses: future

imperfect
imperfect continuous
pluperfect
conditional

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 General Certificate of Secondary Education, 2005 examination - Spanish A

passive voice (R)

gerund
present subjunctive: imperative, affirmation and negation, future with
cuando, after verbs of wishing, command, request, emotion, to express
purpose (para que)
imperfect subjunctive (R)

Time: use of desde hace with the imperfect tense

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Spanish A - General Certificate of Secondary Education, 2005 examination

16 Communication Strategies
Whilst it is useful for learners to concentrate on a core of key language
for any given topic, it is impossible to predict all the linguistic elements
they might meet when reading and listening to authentic Spanish, or
which they themselves might need to use. For this reason they will
need to develop communication strategies which will greatly increase
their ability to cope successfully with unknown words.

There are two main types of strategy: those that relate to

understanding (reading and listening) and those that relate to
production (speaking and writing).

16.1 Strategies for Understanding

a Ignoring words which are not needed for a successful
completion of the task set. Many tasks contain words which are not
essential for an understanding of the main points of the text.
Furthermore, what is important in the text is often presented more
than once, in different ways: the learner may not understand a point
in one form of words and understand it fully in another. Learners can
be trained to read and listen in positive ways, seeking out in the text
only the information they need to answer questions and to complete
communication tasks and ignoring the rest.
b Using the visual and verbal context. The skilled reader can find
many clues about the purpose and content of a text from a study of
the layout, the title, the length, the typeface and any related pictures.
That is why texts are presented, wherever possible, in the examination
in their original format.
When reading and listening, pupils can learn to infer the meaning of
new words from the verbal context. So, for example, someone who
did not know the word camioneta might be able, after some appropriate
practice, to deduce from the following context that it is some sort of
vehicle: La camioneta salió de la carretera y chocó con un árbol.
c Making use of grammatical markers and categories. Learners will
be helped to master all these strategies if, when reading and listening,
they learn to use such clues as the plural forms of nouns or verbs, the
ways verbs change to form tenses, word order and other such features
to help them recognise to which category (verb, noun, adjective, etc.)
an unknown word belongs. This can be a considerable help in making
intelligent guesses about the meaning of the word.
d Making use of the social and cultural context. 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. The ability to predict occurrences in
the real world makes it possible sometimes to predict the words, and
the meaning of the words, that represent these occurrences. This is
one reason why it is important for a Spanish course to develop
knowledge and understanding of countries and communities where
Spanish is spoken (Aim 5e of the specification).

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 General Certificate of Secondary Education, 2005 examination - Spanish A

For example, the learner who knows that the Día de Reyes is the 6
January will be able to deduce from día 5 de enero, víspera de Reyes that
víspera means 'the eve of' or 'the day before'.
e Using common patterns within Spanish. Knowledge of the
following patterns of word formation in Spanish will be assumed.
Candidates will be expected to be able to make use of these patterns in
both directions: so, using the fifth bullet below, a knowledge of pastel
should permit understanding of pastelero and vice versa.
• -ito/-ita and -illo/-illa endings used to form diminutives (e.g. casa -
casita, perro - perrito, mesa - mesilla);
• -ón/ona suffix used to form augmentatives (e.g. cuchara – cucharón,
mujer - mujerona);
• -mente suffix used to form adverbs (e.g. rápido – rápidamente, total -
totalmente);
• re- prefix (e.g. leer - releer, llenar - rellenar);
• -ero/-era endings and -ería ending (e.g. reloj – relojero - relojería, fruta -
frutero - frutería);
• des- and in- im- prefixes (e.g. hacer - deshacer, conocido - desconocido,
correcto - incorrecto, posible - imposible);
• -or/-ora ending applied to verbs (e.g. vender – vendedor/-ora, pintar -
pintor/- ora);
• -able ending applied to verbs (e.g. imaginar – imaginable, admirar –
admirable);
• -ión and -ción endings applied to verbs (e.g. producir - producción,
animar - animación);
• -oso/-osa ending applied to nouns (e.g. montañoso, ruido - ruidoso,
lluvia - lluvioso);
• -dor/-dora ending applied to verbs to form nouns and adjectives
(e.g. hablar - hablador, trabajar - trabajador);
• -eza, -dad and -ura endings applied to adjectives (e.g. limpio –
limpieza, noble - nobleza, sucio - suciedad, honesto – honestidad, hermoso –
hermosura, loco - locura);
• Compound words (e.g. abrelatas, abrebotellas, limpiaparabrisas);
• -ante and -iente endings applied to verbs (e.g. protestar - protestante,
corresponder - correspondiente).

f Words which have the same or a similar form in both languages.

There are, of course, a few 'false friends' (e.g. largo, sensible, actual)
which make it necessary to use this strategy with care and in
collaboration with strategy (b) above. However, for each 'false friend'
there are very many 'good friends' of which anglophone learners of
Spanish can, with practice, make good use. These fall into two main
categories:

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Spanish A - General Certificate of Secondary Education, 2005 examination

• There are very many words which have exactly the same form, and
essentially the same meaning, in Spanish and in English (e.g.
animal, horrible, central, principal). When such words occur in a
context and the learners can be expected to understand them in
English, they will be expected also to understand them in Spanish;
• Learners will also be expected to understand vocabulary items
which meet the criteria in the bullet point above, but which differ
slightly in their written form in Spanish, usually by the addition of
one or more accents and/or the omission of a letter (e.g. confusión,
explosión, oficial).
g Using common patterns between Spanish and English. There
are thousands of words in Spanish which, although not having exactly
the same form as the English word, can easily be understood with the
application of a few, simple rules. When words which can be
understood using the rules below occur in context, 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.g. aspecto, automático,
económico, activo, decisivo);
• The Spanish word adds an -a (and sometimes an accent) (e.g. lista,
idiota, and words ending in '-ist' in English and -ista in Spanish such
as pianista, comunista, etc.) or changes a final '-e' to an -a (e.g.
medicina);
• The Spanish word adds an -e (e.g. aire, arte);
• Words which end in -ía or -ia in Spanish and '-y' in English (e.g.
biología, economía, tragedia);
• Words which end in -or in Spanish and '-our' in English (e.g. honor,
vigor, labor);
• Verbs which add -ar, -er or -ir in the infinitive in Spanish or change
a final '-e' in English to one of these endings (e.g. admirar, confirmar,
reservar, servir);
• Verbs which end with -ar in the infinitive in Spanish and with '-ate'
in English (e.g. decorar, cultivar, activar);
• Words which, in addition to the seven bullets above, have minor
spelling changes between English and Spanish to accord with the
Spanish phonetic system of spelling (e.g. filosofía, psicología, gráfico,
fotografía, cuestión);
• Words in which t in Spanish corresponds to 'th' in English (e.g.
teatro, catedral, auténtico, autor);
• Spanish adverbs ending in -mente which end with '-ly' in English
(e.g. completamente, especialmente, generalmente);
• Words which end in -oso/-osa in Spanish and '-ous' in English (e.g.
fabuloso, religioso, furioso);
• Words where '-tion' in English is replaced by -ción in Spanish (e.g.
acción, inspección, integración);

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 General Certificate of Secondary Education, 2005 examination - Spanish A

• Words ending in -ante or -iente in Spanish corresponding to English

'-ant' and '-ent' (e.g. protestante, correspondiente, deficiente);
• Words where '-nce' in English becomes -ncia in Spanish (e.g.
evidencia, vigilancia, inteligencia, ocurrencia);
• Adjectives where '-ical' in English becomes ico/ica in Spanish (e.g.
físico, óptico, fanático);
• Words where 'oun' in English is replaced by -un in Spanish (e.g.
anunciar, pronunciar);
• Words where des- in Spanish is replaced by 'dis-' in English (e.g.
desconectar, desconcertar, desembarcar);
• Words which end in -dad in Spanish and '-ty' in English (e.g.
capacidad, sociedad, solemnidad, hospitalidad);
• Adjectives ending in -ense which compare with English equivalents
ending in '-an' or indicating a place of origin (e.g. canadiense,
londinense);
• Words where an intervocalic -d- in Spanish is replaced by '-t-' in
English (e.g. senador, ecuador, operador, maduro);
• The English word adds an extra letter or letters (e.g. cine, clima,
militar, avance);
• The Spanish word adds an epenthetic e- before words beginning
with 's' + consonant (e.g. esnob, especial, estéreo);
• Words where a single vowel in English is replaced by a dipthong in
Spanish (e.g. sentimiento, compartimiento, fuerte [='fort'], puerto).
It is expected that strategies such as those outlined above will generally
be more easily applied in reading than in listening, as reading offers
more opportunities to slow down, to look at unknown items at some
leisure and to study the context. For the same reasons, use of
dictionary is often a more feasible proposition when reading than when
listening. However, the general strategies for understanding listed
above can, with practice, be used successfully in listening to Spanish.
In order to hear accurately, candidates should have the relationship
between the spoken and written language brought to their attention.
Words which look the same in Spanish and English may sound
different and conversely, words with similar sounds may be written
very differently in the two languages. For example, 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.
An approach to language teaching that develops the use of such
strategies as those outlined above contributes to Aims 5a and 5g of the
specification, i.e.

• to develop understanding of the spoken and written forms of

Spanish in a range of contexts;
• to provide a suitable foundation for further study and/or practical
use of Spanish;

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Spanish A - General Certificate of Secondary Education, 2005 examination

• to develop the ability to use Spanish both imaginatively and

creatively and to understand Spanish used both imaginatively and
creatively;
• to develop an awareness of the nature of language and language
learning.

16.2 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. In the
light of Aim 5b of the specification, ‘develop the ability to
communicate effectively in Spanish, through both the spoken and
written word, using a range of vocabulary and structures’, candidates
who use communication strategies which help them to express
themselves successfully will be given credit.
Individual candidates may fail to learn, or forget, language items
required by some tests, or they may wish to attempt to go beyond the
demands of the specification in completing the task set. In these
circumstances, the following strategies can prove useful. They fall into
two main categories: non-verbal and verbal.
The non-verbal strategies described below are clearly of limited value
in the speaking tests of this examination which are recorded on tape;
they may, however, prove useful to the learner.

Non-Verbal Strategies a Pointing and demonstration, accompanied by some appropriate

language (e.g. Así... ¿Qué es? Me duele aquí.)

b Expression and gesture, accompanied where appropriate with

sounds (e.g. ¡Ay! which, with appropriate intonation, facial expression
and gestures, can convey such attitudes and functions as pain, surprise,
anger, fear, pleasure and admiration).

c Mime, which again can be accompanied by appropriate sounds and

language, and can sometimes help communication to be maintained
when it might otherwise break down (e.g. ¿Le puedo ayudar? with a
suitable mime if one has forgotten words such as barrer and fregar).
This strategy has obvious limitations in a speaking test which is
recorded and assessed on the basis of the recording.

d Drawing can be an efficient strategy with some tasks (especially

written) and can convey both attitude and information (e.g.☺ or " ;
or a diagram showing how to get from one point, such as a station, to
another, for instance a home).

Verbal strategies e Using a word which refers to a similar item to the one the
speaker/writer wishes to refer to, but for which he has forgotten the
word (e.g. cuarto for dormitorio, flor for rosa, taza for vaso). This strategy
is not always effective and its use would be assessed according to its
effectiveness in a particular context.

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 General Certificate of Secondary Education, 2005 examination - Spanish A

f Description of physical properties to refer to something of which

the name has been forgotten (e.g. Es de cuero... La fruta amarilla... Esa
cosa que está en la mesa...). The physical properties refer, for example, to
colour, size, material, position and shape. Again, the use of this
strategy in an examination would be assessed according to its
communicative effectiveness.

g Requests for help can include requests for translation (e.g. ¿Cómo se
dice ......... en español? ¿Qué quiere decir eso en inglés?) and questions; which
make no reference to English (e.g. ¿Cómo se llama esto en español? ¿Cómo
se escribe?) as well as requests which may improve the candidate's
chances of understanding (e.g. ¿Quiere repetir? Quiere hablar más
despacio?). While these strategies are obviously useful in authentic
situations, they are likely to be less helpful to the candidate in the
examination. However, 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. When requests for help with specific
problems occur, the teacher should maintain the role of a sympathetic
native speaker and help accordingly. The teacher should, of course,
avoid taking over from the candidate and carrying out the tasks set.

h Simplification, when a learner avoids the use of a form of which he is

unsure (e.g. Es necesario que me vaya. Le ruego que me envíe...) by using a
form he finds simpler (e.g. Tengo que irme. ¿Quiere enviarme...?). When
such simple forms are used correctly and appropriately they will be
rewarded accordingly. Correct and appropriate use of more complex
forms will also be rewarded.
A systematic use of simplified forms may reduce error, facilitate
communication and increase fluency but, if overused, this strategy may
result in learners failing to make full use of their capabilities.

i Paraphrase, where the learner uses words and messages in acceptable

Spanish, avoiding the use of words which he has forgotten (e.g. No está
casada for Es soltera, Se parece a..., Es el contrario de..., Es una especie de...).
When used well, this strategy communicates the message effectively to
a sympathetic native speaker and such use in an examination would be
assessed accordingly.

j Reference to specific features (e.g. El animal con las orejas largas... El

hombre que lleva el uniforme marrón...). This strategy is often quite
effective and effective use would be assessed accordingly in an
examination.

k Reference to the function of an object and the actions that can be

performed with it (e.g. La cosa que se utiliza para abrir una botella... Sirve
para secar las manos). This is a commonly used strategy which is usually
effective in communicative terms.

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Spanish A - General Certificate of Secondary Education, 2005 examination

Another strategy sometimes used by language learners is word coinage,

the creation of words based either on English or Spanish words. This
strategy usually produces words which do not exist in Spanish or
which, if they do exist, have a different meaning from the one
intended. 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.

Another commonly used strategy is topic avoidance, when the learner

avoids or abandons a topic because of inability to deal with it. Use of
this strategy in the examination is likely to lead to loss of marks. Use
of it in a learning situation will reduce opportunities for the
development or expansion of the learner's repertoire. This is,
therefore, a strategy which should be discouraged though, at the same
time, 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].

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 General Certificate of Secondary Education, 2005 examination - Spanish A

17 Vocabulary
Candidates will be expected to understand words which have the same
or very similar form in the language as in English, provided that such
words have essentially the same meaning in both languages.
Candidates will be expected to be familiar with feminine forms of
nouns/adjectives where these are not given.
The minimum core Vocabulary List for Foundation Tier is primarily
intended as a guide for teachers to assist in planning of schemes of
work.
The assessment tasks at Foundation Tier will be based on the
minimum core Vocabulary List, but candidates should also expect to
encounter some unfamiliar vocabulary.
The Vocabulary List consists of the following components.
• Rubrics and instructions;
• General vocabulary;
• Vocabulary by Themes;
• Alphabetical vocabulary.

17.1 Rubrics & Instructions Will normally be drawn from the following list.

actividad, la encuentra número, el

afirmación, la entrevista, la opina
anuncio, el escribe opinión, la
añade escoge palabra, la
apropiado escucha persona, la
artículo, el espacio (en blanco), el pide
breve estudia plano, el
busca explica pon en orden
cambia ficha, la posibilidad, la
casilla(s) correcta(s), la/las formulario, el pregunta, la
carta, la frase, la prepara
cierto / falso habla razón, la
cinta, la haz reacción, la
compara he aquí rellena
completa imagina respuesta, la
contesta incluye según la información…
conversación, la indica sigue
corresponder __ con una equis (X) siguiente
da __ con una marca (# ) subraya
decide información, la tabla, la
describe justifica verdad / mentira / no se sabe
descripción, la lee te toca a ti
detalle, el letra, la
dibujo, el = drawing lista, la
diferencia, la marca, la
diseña menciona
ejemplo, por __ mira
empareja noticias, las

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17.2 General Vocabulary Candidates will be expected to use and understand the general
vocabulary listed below. This vocabulary is not restricted to specific
settings and can occur in any of the topic areas listed in the
specification.

General Notions - Spanish estar (situado) (c) Motion

hallarse a
1. Existential abajo (de) a pie
aislado andar
(a) Existence, non-existence adentro andando
hay afuera bajar (de)
ser ahí caer(se)
allá cambiar
(b) Presence, absence allí coger
afuera alrededor (de) con destino a
aparecer aquí correr
aquí arriba (de) cruzar
ausente centro, en el __ (de) de
desaparecer contra detener(se)
estar debajo (de) dirección, la = direction
faltar delante (de) dirigir(se)
pertenecer dentro (de) doblar
presente derecha, a la __ (de) empujar
detrás (de) en autobús
(c) Availability, non- donde en autocar
availability en en avión
alcanzar en/por todas partes en coche
hacer falta encima (de) en metro
hay enfrente (de) en tren
necesitar entre entrar
quedar exterior, el hacia
tener extranjero, el hasta
final, al ir (a / en )
(d) Occurrence, non- fondo, el irse
occurrence fuera (de) llegar (a / de)
a lo mejor izquierda, a la __ (de) llevar
ocurrir interior, el marcharse
pasar = to happen lado, al __ (de) para
quizá(s) próximo parar(se)
tener lugar siguiente pasar (por) = to go past, through
sobre paseo, dar un __
por
(e) Demonstration (b) Distance procedente de
aquel cerca (de) salir (a / de)
este, ese, aquel (m) centímetro, el subir (a)
esta, esa, aquella (f) cercano tirar
esto, eso, aquello (n) estar a (X) metros de tomar
estar a (X) kilómetros de torcer
estar a (X) minutos de traer
2. Space kilómetro, el venir
lejano viajar
(a) Location lejos (de) viaje, el
encontrarse metro, el volver (a / de)
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 General Certificate of Secondary Education, 2005 examination - Spanish A

vuelta, dar una ___ grande Nochevieja, la

grueso Semana Santa, la
(d) Direction largo Viernes Santo, el
derecha, a la __ mediano celebrarse
derecho, todo __ medida, la día festivo, el
Este, el medir fiesta, la = festival
izquierda, a la __ pequeño fin de semana, el
Norte, el pesar
Oeste, el peso, el (b) Clock
por aquí/allí talla, la ¿A qué hora …?
recto, todo __ tamaño, el ¿Qué hora es?
Sur, el a la una
3. Time a las dos, etc.
(e) Origin a medianoche
de (a) Calendar a mediodía
¿De dónde? fecha, la … y/menos cinco etc.
ser de __ ¿A cuántos estamos? … y media
¿Qué día es hoy? … y/menos cuarto
(f) Motion with person or ¿Qué fecha es (hoy)? a eso de la(s) __
thing Es el (primero) de __ cuarto de hora, un
acompañar Estamos a (dos) de __ de la mañana
conducir día, el de la tarde
ir a buscar domingo, el de la noche
ir con __ lunes, el en punto
llevar martes, el es la una
poner miércoles, el son las dos etc.
jueves, el hora, la
(g) Places viernes, el horario, el
afueras, las sábado, el minuto, el
aldea, la semana, la
alrededores, los año, el (c) Point in time
barrio, el estación, la a principios (de)
centro, el invierno, el a mediados (de)
ciudad, la otoño, el a fines (de)
lugar, el primavera, la actualidad, la
mundo, el verano, el actualmente
país, el mes, el ahora (mismo)
por aquí enero anoche
por allí febrero anteayer
pueblo, el marzo antes (de)
región, la abril año pasado, el
sitio, el mayo año próximo, el
junio año que viene, el
(h) Dimensions julio año siguiente, el
alto agosto ayer
altura, la se(p)tiembre cuando
ancho octubre después (de)
bajo noviembre diá siguiente, al
(centí)metro, el diciembre durante
corto Año Nuevo, el época, en la ___ de
delgado Carnaval, el esta semana
estatura, la Día de Reyes, el este año / mes
estrecho Navidad, la fin de semana, el
gordo Nochebuena, la futuro, el

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hoy todo el tiempo dejar (de)

lunes, los etc. todos los días / meses, etc. desde
lunes pasado, el etc. una vez empezar
mañana vez, la final, el
noche, la hasta
pasado, el (f) Sequence llevar (+ time) + gerund
pasado mañana Ordinal numbers parar
por la(s) mañana(s) primero … décimo ponerse a
por la(s) noche(s) antes (de) seguir
por la(s) tarde(s) después (de) terminar
principio, al entonces
semana pasada, la etc. final, al (k) Change and permanence
finalmente acabar de
(d) Length of time luego cambiar
¿cuánto tiempo hace que por fin encontrarse
…? siguiente hacerse
pasar (+ time) último ponerse
quedarse (+ time) quedar(se)
dentro de (diez) minutos (g) Imminence volverse
de a tiempo
desde al / en un momento 4. Qualities and
desde hace apenas Characteristics
durante en seguida (a) Size
durar pronto alto
en (una) hora tarde bajo
hace temprano grande
hasta ya mediano
mucho tiempo pequeño
ocho días (h) Rapidity profundo
quince días (cien) kilómetros por hora
rato, un darse prisa (b) Age
deprisa ¿Cuántos años tiene(s) /
(e) Frequency de repente cumple(s)?
algunas veces despacio tener __ años
a menudo inmediatamente adolescente
a veces lentamente adulto
cada (diez) minutos lento antiguo
de nuevo rápidamente anciano
de vez en cuando rápido bebé, el
dos veces, etc. tener prisa cumpleaños, el
generalmente cumplir
jamás (i) Contemporaneousness edad, la
los lunes, etc. ahora joven = young
muchas veces en ese /este momento joven, el = young person
normalmente mientras (que) juventud, la
nunca mientras tanto ayor
otra vez todavía menor
pocas veces moderno
por año, _ día, _ noche, etc. (j) Begin, continue and end morir
por lo general al final muchacho, el
raramente a partir de muerto
siempre acabar nacer
tiempo, el = time comenzar nacimiento, el
todas las semanas continuar nuevo

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santo, el pedazo, un ventaja, la

vida, la ración, una
viejo solamente (h) Access
solo abierto
(c) Appearance sólo abrir
aspecto, el suficiente cerrado
bello tarro, un cerrar
bonito taza, la completo
castaño trozo, un entrada, la = entrance
feo vaso, el entrar
guapo libre
horrible (e) Shape lleno
igual cuadrado (el) ocupado
limpio redondo paso, el
moreno poder
pálido (f) Temperature prohibido
parecer calor, el prohibir
parecerse a caliente salida, la = exit
parecido caluroso salir
roto fresco vacío
rubio frío, el
sucio grado, el (i) Value
típico temperatura, la ¿Cuánto cuesta(n)?
tranquilo templado ¿Cuánto vale(n)?
tener calor ¿Cuánto es?
(d) Quantity tener frío barato
Cardinal numbers: 0 - caro
1.000.000 (g) Quality céntimo, el
bolsa, la bien costar
bote, un bueno deber = to owe
botella, una desventaja, la económico
cada especial euro, el
caja, la = box estupendo gratis
cantidad, la excelente gratuito
cartón , el extraordinario libra (esterlina), la
cuarto, un = quarter fantástico peseta, la
doble fatal precio, el
docena, una genial rico = wealthy
exactamente ideal
gramos igual (j) Correctness
kilo, el importante correcto
lata, una inconveniente, el dar igual
litro, el mal deber = must
loncha, una malo estar bien/mal
máximo, el mejor estar equivocado equivocarse
mayoría, la mejorar falso
medio necesario mentir
mínimo, el peor mentira, la
mitad, la perfecto optar
nada pobre optativo
nada más regular tener razón
paquete, un sobresaliente ¡Vale!
par, un terrible verdad, la
parte, la único verdadero

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Spanish A - General Certificate of Secondary Education, 2005 examination

(k) Nationality éxito, el feliz

¿De dónde eres / es? fácil felicidad, la
ser + adjective fracasar gritar
ser de + place imposible ilusionado
vivir inútil independiente
alemán posible injusto
Alemania problema, el justo
América del Sur suerte, la llorar
Andalucía tener éxito negativo
andaluz tratar de nervioso
Bélgica útil optimista
británico pesimista
castellano (m) Interest positivo
catalán aburrido reírse
Cataluña aburrirse sentirse
Escocia aguantar sonreírse
escocés animado sorprender
España atención, la sorpresa, la
español callado susto, el
Estados Unidos, los/EEUU dar igual tener miedo
Europa detestar tolerante
europeo divertido triste
francés emocionante
Francia encantar (o) Strength
Gales favorito débil
galés fenomenal durable
Galicia gustar duro
gallego interesante enérgico
Gran Bretaña interesar(se) flojo
Grecia odiar fuerte
Inglaterra pasarlo bien suave
inglés popular
Irlanda preferir (p) Materials
irlandés raro algodón, el
Italia tener ganas de cerámica, la
italiano valer la pena cristal, el
latinoamericano cuero,el
Londres (n) Emotion hierro, el
mexicano (mejicano) lana, la
México (Méjico) actitud, la madera, la
nacionalidad, la afortunadamente oro, el
norteamericano alegre papel, el
país, el alegrarse de piel, la
Portugal alegría, la plástico, el
portugués cansado plata, la
sudamericano or celoso plomo, el
suramericano contento seda, la
decepcionado tela, la
desafortunado vidrio, el
(l) Facility enfadado
ayuda, la enfadarse (q) Taste and smell
ayudar estar a favor (de) amargo
desastre, el estar de acuerdo dulce
difícil estar en contra (de) olor, el

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 General Certificate of Secondary Education, 2005 examination - Spanish A

picante famoso muy

rico = tasty femenino menos
sabor, el formal mucho
salado generoso poco
goloso poco, un
(r) Colour gracioso suficiente
honrado tan
¿de qué color? impaciente tanto
amarillo independiente ¡Qué + adjective!
azul insolente
blanco inteligente 5. Mental Notions
claro introvertido (a) Senses
color, el llamarse buscar
gris mal educado escuchar
marrón masculino estar bueno/malo
morado nervioso gustar
naranja normal mirar
negro obediente oír
oscuro orgulloso oler
pálido paciente probar
rojo perezoso sentir
rosa práctico tener hambre
rosado responsable tener sed
verde sencillo tocar
violeta sensible ver
vivo serio
simpático (b) Communication
(s) Personal characteristics tímido artículo, el
¿Cómo te (se) llama(s)? tonto carta, la = letter
apellido, el trabajador charlar
desobediente travieso contar
dirección, la triste contestación, la
estado civil, el valiente contestar
identidad, la conversación, la
nombre, el (t) Audibility conversar
señas, las alto correspondencia, la
sexo, el bajo decir
activo callar(se) diálogo, el
agradable en voz alta escribir
agresivo en voz baja hablar
alegre fuerte hacer una pregunta
amable ruido, el leer
ambicioso ruidoso llamar (por teléfono)
antipático silencio, el mensaje, el
atrevido silencioso palabra, la
bien educado sonar pregunta, la
callado sonido, el preguntar
capaz repetir
cobarde (u) Degree, manner responder
contento bastante respuesta, la
cortés bastar sugerir
desagradable casi telefonear
elegante demasiado
extrovertido más

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Spanish A - General Certificate of Secondary Education, 2005 examination

(c) Expression tomar (h) Ownership

acordarse trabajar tener
creer usar pertenecer
decidir utilizar ser de (+ person)
desear Possessive adjectives and
olvidar (c) Question words pronouns
opinar ¿Adónde?
pensar ¿Cómo? (i) Similarity and difference
querer ¿Cuál(es)? como
quisiera ¿Cuándo? diferente (de)
recordar ¿Cuánto(s)? distinto (de)
¿De dónde? igual (a)
6. Relations ¿De quién? parecerse (a)
(a) Logical ¿Dónde? parecido
entonces ¿Por dónde? Comparatives and
ni … ni ¿Por qué? superlatives
o…o ¿Qué?
o/u ¿Quién? 7.
para Social Activities
pero (d) Indefinites (a) Greetings and
por eso algo salutations
porque alguno abrazo, un
pues cada adiós
si cosa, la atentamente
sin cualquier(a) bienvenido
sin embargo demasiado buenas noches
sino gente, la buenas tardes
también mismo buenos días
tampoco mucho ¿Cómo está(s)?
todavía muy despedirse
y/e nadie estar bien/fatal/regular
ninguno estimado
(b) Actions otro hasta luego
andar poco, un hasta mañana
caminar tanto hola
coger todo ¿Qué hay?
comprar todo el mundo ¿Qué pasa?
conseguir uno ¿Qué tal?
dar varios querido
dejar recuerdos
esperar (e) Referring to future saludos
gastar See 3 (c)
hacer ir a + infinitive (b) Introductions
invitar Present and Future tenses conocer
necesitar encantado
obtener (f) Referring to the present mucho gusto
organizar See 3 (c) presentar
participar Present and Present
poner(se) continuous (c) Please, thank you and
practicar apologies
preparar (g) Referring to the past de nada
recoger See 3 (c) disculpa, la
sacar Past tenses disculparse
sentarse gracias

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perdón decir pedir prestado

perdona / perdone deletrear pensar
por favor describir permitir
siento, lo __ (mucho) descripción, la poder
ejemplo, el prestar
(d) Express good wishes entender queja, la
escribir quejarse
¡Buen viaje! explicar quisiera
¡Buena suerte! pronunciar recomendar
¡Enhorabuena! querer decir sí
¡Felicidades! repetir tocarle a uno
¡Feliz cumpleaños! saber
¡Feliz Navidad! significar (h) Forms of address
¡Que aproveche! señor
¡Que lo pase(s) bien! (g) Social interactions: señora
(dis)agreement, permission, señorita
(e) Express a reaction opinions tú
¡Basta! usted(es)
¡Olé! aceptar vosotros
¡Qué asco! aconsejar caballero(s)
¡Qué bien! con permiso Appropriate forms of verbs
¡Qué horror! consejo, el as required.
¡Qué lástima! creer
¡Qué pena! (estar) de acuerdo
¡Qué va! hay que
me parece
(f) Language problems/ molestar(se)
Linguistic activities no
The alphabet pedir
acento, el pedir permiso

17.3 Vocabulary List – Topic Based Vocabulary listed under a particular topic should be considered
transferable, as appropriate to any other topic.
Theme 1 – My World

1A - Self, family and friends cara, la electricista, el

abogado, el carpintero, el empleado, el
abuelo, el cartero, el enfermero, el
albañil, el casado en paro
amigo, el chico, el esposo, el
animal, el cobaya, la familia, la
aprendiz, el coche, el gafas, las
azafata, la cocinero, el gato, el
barba, la comerciante, el gemelo, el
bigote, el compañero,el granjero, el
boda, la conductor, el hermanastro, el
bombero, el conejo, el hermano, el
caballo, el contable, el hijo (único), el
cajero, el dentista, el hombre, el
calvo dependiente, el hombre de negocios, el
camarero, el divorciado ingeniero, el

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Spanish A - General Certificate of Secondary Education, 2005 examination

jardinero, el veterinario, el grupo, el

jubilado viudo guitarra, la
lentes de contacto, las voz, la instrumento, el
liso internet, la
loco 1B - Interests and Hobbies juego, el
madrastra, la actor, el Juegos Olímpicos, los
madre, la aficionado, el jugador, el
mamá, la ajedrez, el jugar
marido, el ambiente, el juguete, el
matrimonio, el aprender (a) lectura, la
mecánico, el atletismo, el lotería, la
médico, el bailar marcar = to score
militar, el baloncesto, el medalla, la
mujer, la batería, la = drums miembro, el
nieto, el bicicleta / bici, la monitor, el
niño, el billar, el monopatín, el
novio, el bolera, la montar a caballo
obrero, el boxeo, el moto, la
ojos, los campeón, el nadar
orejas, las campeonato, el natación, la
padrastro, el campo, el novela, la
padre, el canción, la ordenador, el
pájaro, el cantante, el parque, el
parado cantar parque de atracciones, el
papá, el cartas, las = playing cards parque infantil, el
parado ciclismo, el parque temático, el
pareja, la cine, el participar
parientes, los club, el partido, el
pecas, las club de jóvenes, el pasatiempo, el
pelirrojo colección, la pasear
pelo, el concierto, el patinaje, el
peluquero, el copa, la = cup, trophy patinar
periodista, el corrida de toros, la patines, los
periquito, el deporte, el película, la
perro, el deportista pelota, la
pez, el disco (compacto), el perder
policía, el discoteca, la pesca, la
primo, el entrada la = ticket pescar
programador, el equipo, el = team piano, el
ratón, el equipo de música, el ping-pong, el
recepcionista, el equitación, la piscina, la
rizado espectáculo, el pista de hielo, la
secretario, el esquí, el plaza de toros, la
sentido del humor, el esquiar polideportivo, el
separado estadio, el practicar
sobrino, el estéreo personal, el premio, el
soldado, el fiesta, la = party programa, el
soltero flamenco, el público (adj.)
técnico flauta, la radio, la
técnico, el footing, el ratos libres, los
tío, el fútbol, el revista, la
trabajador, el ganar = to win sala de fiestas, la
tortuga, la gimnasia, la serie, la
vecino, el gol, el socio, el

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teatro, el entro, el hierba, la

tebeo, el centro comercial, el histórico
televisión, la césped, el hospital, el
tenis, el chalet / chalé, el iglesia, la
tiempo libre, el chimenea, la industria, la
tocar = to play (an instrument) clima, el industrial
torero, el cinturón de seguridad, el jardín, el
torneo, el coche, el lago, el
toro, el cocina, la = kitchen lámpara, la
vela, la cocina (de gas), la = cooker lavabo, el
videoclub, el cocina eléctrica, la lavadora, la
videojuego, el comedor, el lavaplatos, el
windsurf, el comisaría, la librería, la, = bookcase
zoo, el or parque zoológico, el cómoda, la manta, la
cómodo máquina, la
1C - Home and local compartir mar, el
environment concurrido mesa, la
aeropuerto, el conductor, el metro, el
afueras, las congelador, el montaña, la
aire acondicionado, el correo, el monumento, el
alfombra, la Correos moqueta, la
alquilado cortina, la moto, la
amueblado costa, la mudarse (de casa)
aparcar cruce, el muebles, los
aparador, el cuadro, el museo, el
aparato, el cuarto de baño, el nevera, la
aparcamiento, el desván, el oficina de turismo, la
árbol, el dirección, la = address paisaje, el
armario, el discoteca, la palacio, el
aseo, el domicilio, el papelera, la
aspiradora, la dormitorio, el parada, la
autobús, el ducha, la pared, la
autopista, la edificio, el pasillo, el
avión, el enseñar patio, el
avenida, la escalera, la pintado
ayuntamiento, el escritorio, el piso, el = floor; flat
balcón, el espejo, el planta baja, la
barrio, el esquina, la playa, la
biblioteca, la = library estación, la plaza, la
bloque, el estación de autobuses, la póster, el
bonobús, el estación de servicio, la precioso
bosque,el estanco, el propio
butaca, la estante, el puente, el
calefacción, la estantería, la puerta, la
calle, la finca la puerto, el
cama, la flor, la radiador, el
campo, el fregadero, el radio, la
capital, la frigorífico, el Renfe/RENFE (or estación
carretera, la fuente, la de tren, la/estación de
casa, la galería (de arte), la ferrocarril, la)
casa adosada, la garaje, el residencial
castillo, el granja, la río, el
catedral, la habitación, la sala de estar, la
céntrico habitante, el salón, el

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sierra, la apagar goma, la

silla, la aprender guardar
sillón, el aprobar historia, la
sofá, el apuntes, los idioma, el
sótano, el arte dramático, el impresora, la
suelo, el asignatura, la informática, la
supermercado, el asistir inglés, el
taxi, el aptitud, la insignia, la
techo, el aula (f.), el instalaciones, las
tejado, el biología, la instituto, el
terraza, la bolígrafo/boli, el laboratorio, el
tienda, la = shop borrador, el = rough copy; lápices de colores, los
tocador, el board rubber lápiz, el
tren, el campo de deportes, el lección, la
turístico cancha /pista de (tenis), la lengua, la
valle, el cantina, la levantar la mano
ventana, la carpeta, la libro, el
vídeo, el casete, la = cassette literatura, la
vista, la = view casete, el = cassette player matemáticas, las
zona, la ciencias, las mensaje, el
cinta, la mochila, la
1D - Daily routine clase, la música, la
acostarse cocina, la = food technology nota, la
afeitarse colegio, el orientación profesional, la
almorzar comercio, el = business studies página, la
almuerzo, el corregir pantalla, la
arreglar cuaderno, el pasar (la) lista
arreglarse curso, el pasillo, el
bañarse deberes, los = homework patio, el
bañera, la despacho, el pizarra, la
cena, la dibujar presentación (oral), la
cenar dibujo, el = art profesor, el
comer diccionario, el prueba, la
comida, la director, el química, la
desayunar diseñar recreo, el
desayuno, el educación física, la regla, la = ruler
despertador, el ejercicio, el religión, la
despertarse encender repasar
diente, el encuesta, la resumen, el
dormir(se) enseñanza, la rotulador, el
ducharse entrevista, la sacapuntas, el
lavarse escuela, la sacar buenas/malas notas
levantarse español, el salón de actos, el
limpiarse los dientes estuche, el ser bueno en …
merendar estudiante, el subrayar
merienda, la estudiar suspender
peinarse estudios, los taller, el
quitarse ética, la teclado, el
vestirse examen, el tecnología, la
física, la texto, el
1E - School and Future Plans francés, el tijeras, las
agenda, la geografía, la tiza, la
alemán, el gimnasia, la trabajo, el
alumno, el gimnasio, el trabajos manuales, los

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tutor, el vocabulario, el
uniforme, el

Theme 2 – Holiday Time and Travel & Travel

2A - Travel, Transport and taxi, el turístico

Finding the Way TER (train) vacaciones, las
aeropuerto, el transbordo, el visita, la
andén, el transporte (público), el visitar
aparcar tranvía, el Weather
autocar, el tren, el cielo, el
autobús, el vía, la estar nublado/despejado
autopista, la viajero, el haber tormenta/hielo/niebla
AVE, el (tren de alta velocidad vuelo, el hacer buen/mal tiempo
español) + see 1C hacer calor/frío
avión, el hacer sol/viento
barco, el 2B - Tourism llover
billete, el acampar lluvia, la
(billete) sencillo, el acondicionado nevar
(billete) de ida, el aduana, la nieve, la
(billete) de ida y vuelta, el bañarse nube, la
bonobús, el camping, el pronóstico, el
carretera, la caravana, la tiempo, el = weather
cinturón de seguridad, el climatizado
coche, el Costa Brava, la 2C - Accommodation
conductor, el = driver; motorist Costa del Sol, la albergue juvenil, el
consigna, la Costa Verde, la alojarse
despacho de billetes, el descansar aparcar
destino, el divertirse apartamento, el
directo DNI (National Identity card) ascensor, el
expreso, el documento, el balcón, el
(no) fumador equipaje, el baño, el
informarse estar de vacaciones caravana, la
llegada, la excursión, la cepillo (de dientes), el
mapa, el ferry, el champú, el
metro, el folleto, el desayuno, el
moto, la foto(grafía), la desodorante, el
parada, la gafas de sol, las ficha, la
parking, el guía (turística), la = guidebook firmar
pasajero, el guía, el = guide funcionar
paso subterráneo, el hotel, el habitación doble, la
plano, el intercambio, el habitación individual, la
(primera) clase lista, la hotel, el
rápido, el maleta, la jabón, el
retraso, el máquina de fotos, la lavandería, la
revisor, el Mediterráneo, el libre = available
sacar pasaporte, el llave, la
sala de espera, la Pirineos, los luz, la
salida, la = departure sacar fotos media pensión
semáforo, el sombra, la parador, el
suplemento, el tomar el sol papel higiénico, el
taquilla, la = ticket office turismo, el pasta de dientes, la
Talgo (train) turista, el peine, el

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pensión, la = boarding house ambulancia, la medicina, la

pensión completa aspirina, la muela, la
persona, la avería, la nariz, la
recepción, la boca, la oídos, los
reserva, la bomberos, los ojo, el
reservar brazo, el ¡Ojo!
saco de dormir, el cabeza, la pastilla, la
secador de pelo, el catarro, el picadura, la
sitio, el = place, space, room comprimido, el pie, el
tienda, la = tent consultorio, el pierna, la
consulta, la policía, la
2D - Holiday Activities crema, la primeros auxilios, los
copa, la = wine glass cuello, el quemadura, la
cuchara, la cuerpo, el resfriado, el
cuchillo, el ¡Cuidado! romperse
mantel, el Cruz Roja, la rueda, la
platillo, el dedo,el sed, la
plato, el = plate doler socorrista, el
servilleta, la dolor, el ¡Socorro!
taza, la enfermedad, la sueño, tener __
tenedor, el enfermo tirita, la
vaso, el espalda, la urgencias, las
+ See 1B, 3B esparadrapo, el
estómago, el Other
fiebre, la alquilar
2E - Services garganta, la billete, el = bank note
gasolinera, la cajero automático, el
Post Office gripe, la cambio, el
buzón, el hambre, el cheque de viaje, el
carta, la = letter herida, la descolgar
cartero, el herido equipo, el = equipment
enviar incendio, el introducir
estanco, el insolación, la moneda, la
mandar inyección, la oficina de cambio, la
paquete, el jarabe, el
postal, la mano, la
sello, el mareado
Getting help in an emergency mareo, el
accidente, el medicamento, el

Theme 3 – Work and Lifestyle

3A - Home Life planchar aceituna, la

arreglar quehaceres, los agua (f.), el
belén, el quitar el polvo agua mineral (con/sin gas) (f.), el
cocinar tareas, las ajo, el
compras, las tarjeta (de crédito), la arroz, el
costumbre, la toalla, la asado
faenas, las tradición, la atún, el
fregar tradicional azúcar (f.), el
lavar +See 1A, 1B, 1D bacalao, el
lavar los platos barra (de pan), la
limpiar 3B - Healthy Living beber
pasar la aspiradora aceite, el bebida, la

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bistec, el or bisté, el paella, la dinero, el

bocadillo, el pan, el dueño, el
bombón, el pastel, el ejército, el
café, el = coffee patata, la empleo, el
calamares, los patatas fritas, las empresa, la
caramelo, el pera, la encargado
carne, la perrito caliente, el encontrar
cebolla, la pescado, el estar communicando
cena, la pimienta, la experiencia laboral, la
cenar pimiento, el fábrica, la
cereales, los piña, la fax, el
cerveza, la plátano, el ganar = to earn
champiñones, los pollo, el guía (telefónica), la
chicle, el postre, el hacer prácticas
chocolate, el queso, el hacer un aprendizaje
chorizo, el rellenar jefe, el
chuleta, la relleno, el = stuffing sal, la línea, la
churros, los salchicha, la llamada, la
coca-cola, la salchichón, el marcar = to dial
cocinar salsa, la oficina, la
col, la sangría, la pagar bien / mal
coliflor, la sardina, la prefijo, el
comida, la = lunch; food servicio, el recado, el
ensalada, la sopa, la repartir
filete, el tapas, las solicitor trabajo
flan, el tarta, la sueldo, el
freír té, el teléfono (móvil), el
fresa, la tomate, el tomar un año libre
fruta, la tortilla, la + See 1A, 1B, 1C, 1D, 1E
gambas, las tostada, la
gazpacho, el uvas, las 3D - Leisure
guisantes, los vainilla, la actuar
hamburguesa, la vegetariano anuncio, el
helado, el verduras, las apto
hervir vinagre, el asiento, el
huevo, el vino (blanco/rosado/tinto), el baile, el
jamón (de york),el yogur, el bar, el
jamón serrano, el zanahoria, la café, el = coffee shop
judías verdes, las zumo (de fruta), el cafetería, la
leche, la + See 1D cantante, el
lechuga, la carta, la = menu
legumbres, las 3C - Part-time Jobs and cartelera, la
limón, el Work Experience ciencia - ficción, la
limonada, la banco, el clásico
mantequilla, la cabina de teléfono, la comedia, la
manzana, la canguro, de concierto, el
mariscos, los clínica, la concurso, el
melocotón, el colgar corrida de toros, la
melón, el compañía, la cuenta, la
merluza, la correo electrónico, el de acción
mermelada, la cuidar de aventura
naranja, la de parte de … de terror
naranjada, la ¡Diga! delicioso
nata, la ¡Dígame! dibujos animados, los

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documental, el cheque, el traje de baño, el

entrada, la = ticket cinturón, el vaqueros, los
entremeses, los cliente, el vender
especialidad, la comprar vestido, el
estrella, la confitería, la zapatería, la
función, la corbata, la descuento, el zapatillas de deporte, las
hamburguesería, la droguería, la zapatos, los
libre = free estanco, el + See 1C, 1D, 3B
menú, el falda, la
menú del día, el farmacia, la
noticias, las frutería, la
ocio, el gastar = to spend
¡Oiga! grandes almacenes, los
paga, la guantes, los
pagar impermeable, el
partido, el jersey, el
plato, el = dish juguete, el
plato combinado, el librería, la = bookshop
policíaco medias, las
postre, el mercado, el
propina, la monedero, el
publicidad, la muñeca, la
ración, la oferta, la
restaurante, el paga, la = pocket money
romántico panadería, la
¡Salud! pantalón, el
servicios, los pantalón corto, el
sesión, la panty, el
taquilla, la = box office paraguas, el
telenovela, la pastelería, la
tipo, el peluquería, la
trabajar = to act pendientes,los
Tráigame … periódico, el
+ See 1A, 1B pescadería, la
probarse
3E - Shopping quedar
a mitad de precio quiosco, el
abanico, el rebajas, las
abrigo, el recibo, el
ahorrar recuerdo, el
anuncio, el reembolso, el
artículo, el regalo, el
bañador, el reloj, el
blusa, la ropa, la
bolso, el sandalias, las
botas, las sección, la
caja, la = till servir
calcetines, los sombrero, el
camisa, la supermercado, el
camiseta, la surtido
carnicería, la tabacalera, la
castañuelas, las tarjeta de crédito, la
cerillas, las tienda de comestibles, la
chandal, el traje, el

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Theme 4 – The Young Person in Society

4A - Character and Personal tímido castigo, el

Relationships torpe deberes, los = duties
agresivo travieso derechos, los
ambicioso valiente desobedecer
amistoso + See 1A, 3D empleo, el
antipático estricto
atento 4B - The Environment norma, la
atrevido ahorrar obedecer
avaricioso aire, el obligatorio
carácter, el amenazar opción, la
cariñoso arruinar práctica(s), la(s) = training
celoso atasco, el regla, la = regulation
cobarde basura, la respetar
comportamiento, el campaña, la respeto, el
comportarse causa, la riguroso
comprensivo causar universidad, la
conducta, la circulación, la + See 1D, 1E
confianza, la contaminación, la
creativo contaminar 4D - Careers and Future
cruel controlar Plans
cualidad, la desastre, el ambición, la
cuidadoso desastroso aprendiz, el
defecto, el destrucción, la aprendizaje, el
desobediente destruir calificación, la
egoísta ecología, la calificado
emprendedor ecológico capacitar(se)
estúpido estropear certificado, el
extrovertido evitar formación profesional, la
formal gasolina (sin plomo), la + See 1A, 1E, 2B, 3C, 3D, 4C
generoso hogar, el
glotón medio ambiente, el 4E - Social Issues, Choices
hablador peatón, el and Responsibilities
honrado peatonal aceptable
impaciente planeta, el alcohol, el
insolente polución, la alcohólico
llevarse bien / mal con preocupar(se) borracho
mal educado proteger cigarrillo, el
mentiroso recurso, el dañar
mezquino salvar daño, el
nervioso selva, la desempleo, el
obediente tierra, la droga, la
orgulloso tráfico, el drogarse
paciente urbanización, la emborracharse
perezoso vehículo, el en forma
personalidad, la vivienda, la en paro
prudente + See 1C, 1D, 1E, 2A, 2C fumar
seguro de sí mismo horroroso
sensible 4C - Education Issues humo, el
serio academia, la
severo carrera, la
sincero castigar

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mantener(se) saludable
parado sano
peligro, el tabaco, el
peligroso + See 1A, 1C, 3C, 3D, 3E,
salud, la 4A, 4B, 4C, 4D

17.4 Alphabetical Vocabulary List

A acordarse alegrarse de
acostarse alegre
a actitud, la alegría, la
¿A cuántos estamos? actividad, la alemán
a eso de la(s) __ activo alemán, el
a fines (de) actor, el Alemania
a la una actualidad, la alfombra, la
...menos cuarto actuar algo
…y/menos cinco, etc actualmente algodón, el
…y media adentro algunas veces
a las dos, etc. adiós alguno
a lo mejor adolescente allá
a mediados (de) ¿Adónde? allí
a medianoche aduana, la almorzar
a mediodía adulto almuerzo, el
a menudo aeropuerto, el alojarse
a mitad de precio afeitarse alquilado
a partir de aficionado, el alquilar
a pie afirmación, la alrededor (de)
a principios (de) afortunadamente alrededores, los
¿A qué hora …? afuera alto
a tiempo afueras, las altura, la
a veces agenda, la alumno, el
abajo (de) agosto amable
abanico, el agradable amargo
abierto agresivo amarillo
abogado, el agua (f.), el ambición, la
abrazo, un agua mineral (con/sin gas) (f.), elambicioso
abrigo, el aguantar ambiente, el
abril ahí ambulancia, la
abrir ahora (mismo) amenazar
abuelo, el ahorrar América del Sur
aburrido aire, el amigo, el
aburrirse aire acondicionado, el amistoso
acabar (de) aislado amueblado
academia, la ajedrez, el ancho
acampar ajo, el anciano
accidente, el al / en un momento Andalucía
aceite, el al final (de) andaluz
aceituna, la albañil, el andando
acento, el albergue juvenil, el andar
aceptable alcanzar andén, el
aceptar alcohol, el animado
acompañar alcohólico animal, el
aconsejar aldea, la añadir

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año, el atento bello

Año Nuevo, el atletismo, el biblioteca, la = library
año pasado, el atrevido bicicleta / bici, la
año próximo, el atún, el bien
año que viene, el aula (f.), el bien educado
año siguiente, el ausente bienvenido
anoche autobús, el bigote, el
anteayer autocar, el billar, el
antes (de) autopista, la billete, el = bank note
antiguo avaricioso billete, el = ticket
antipático AVE, el trende alta …de ida
anuncio, el velocidad español) …de ida y vuelta
apagar avenida, la …sencillo
aparador, el avería, la biología, la
aparato, el avión, el bistec, el or bisté, el
aparcamiento, el ayer blanco
aparcar ayuda, la bloque, el
aparecer ayudar blusa, la
apartamento, el ayuntamiento, el boca, la
apellido, el azafata, la bocadillo, el
apenas azúcar (f.), el boda, la
aprender (a) azul bolera, la
aprendiz, el bolígrafo/boli, el
aprendizaje, el bolsa, la
aprobar B bolso, el
apropiado bomberos, los
aptitud, la bacalao, el bombón, el
apto bailar bonito
apuntes, los baile, el bonobús, el
aquel bajar (de) borracho
aquella bajo borrador, el = board rubber
aquello balcón, el borrador, el = rough copy
aquí baloncesto, el bosque,el
árbol, el banco, el botas, las
armario, el bañera, la bote, el
arreglar bañador, el botella, la
arreglarse bañarse boxeo, el
arriba (de) baño, el brazo, el
arroz, el bar, el breve
arruinar barato británico
arte dramático, el barba, la ¡Buen viaje!
artículo, el barco, el ¡Buena suerte!
asado barra (de pan), la buenas noches
ascensor, el barrio, el buenas tardes
aseo, el ¡Basta! bueno
asiento, el bastante buenos días
asignatura, la bastar buscar
asistir basura, la butaca, la
aspecto, el batería, la = drums buzón, el
aspiradora, la bebé, el
aspirina, la beber
atasco, el bebida, la
atención, la belén, el
atentamente Bélgica

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C carácter, el cerrado
caramelo, el cerrar
caballero(s) caravana, la certificado, el
caballo, el cariñoso cerveza, la
cabeza, la Carnaval, el césped, el
cabina de teléfono, la carne, la chalet/chalé, el
cada carnicería, la champiñones, los
cada (diez) minutos caro champú, el
caer(se) carpeta, la chandal, el
café, el = coffee carpintero, el charlar
café, el = coffee shop carrera, la cheque de viaje, el
cafetería, la carretera, la cheque, el
caja, la = box carta, la = letter chicle, el
caja, la = till carta, la = menu chico, el
cajero, el cartas, las = playing cards chimenea, la
cajero automático, el cartelera, la chocolate, el
calamares, los cartero, el chorizo, el
calcetines, los cartón, el chuleta, la
calefacción, la casa, la churros, los
caliente casa adosada, la ciclismo, el
calificación, la casado cielo, el
calificado casi (cien) kilómetros por hora
callado casilla(s) correcta(s), la/las ciencia-ficción, la
callar(se) casete, el = cassette player ciencias, las
calle, la casete, la = cassette cierto
calor, el castaño cigarrillo, el
caluroso castañuelas, las cine, el
calvo castellano cinta, la
cama, la castigar cinturón, el
camarero, el castigo, el cinturón de seguridad, el
cambiar castillo, el circulación, la
camisa, la catalán ciudad, la
cambio, el Cataluña claro
caminar catarro, el clase, la
camisa, la catedral, la clásico
camiseta, la causa, la cliente, el
campaña, la causar clima, el
campeón, el cebolla, la climatizado
campeonato, el celebrarse clínica, la
camping, el celoso club de jóvenes, el
campo de deportes, el cena, la club, el
campo, el cenar cobarde
cancha/pista de (tenis), la centímetro, el cobaya, la
canción, la céntimo, el coca-cola, la
canguro, de __ céntrico coche, el
cansado centro comercial, el cocina (de gas), la = cooker
cantante, el centro, el cocina eléctrica, la
cantar centro, en el __ (de) cocina, la = food technology
cantidad, la cepillo (de dientes), el cocina, la = kitchen
cantina, la cerámica, la cocinar
capacitar(se) cerca (de) cocinero, el
capaz cercano coger
capital, la cereales, los col, la
cara, la cerillas, las colección, la

66 hij
 General Certificate of Secondary Education, 2005 examination - Spanish A

colegio, el contestación, la cuarto de hora, un

colgar contestar cuarto, un = quarter
coliflor, la continuar cuchara, la
color, el contra cuchillo, el
comedia, la controlar cuello, el
comedor, el conversación, la cuenta, la
comenzar conversar cuero, el
comer copa, la = cup, trophy cuerpo, el
comerciante, el copa, la = wine glass ¡Cuidado!
comercio, el = business studies corbata, la cuidadoso
comida, la = food correcto cuidar
comida, la = lunch corregir cumpleaños, el
comisaría, la correo, el cumplir
como correo electrónico, el curso, el
¿Cómo? Correos
¿Cómo está(s)? correr
¿Cómo te (se) llama(s)? correspondencia, la D
cómoda, la corresponder
cómodo corrida de toros, la dañar
compañero, el cortés daño, el
compañía, la cortina, la dar
comparar corto dar igual
compartir cosa, la darse prisa
completar costa, la de
completo Costa Brava, la de acción
comportamiento, el Costa del Sol, la de acuerdo
comportarse Costa Verde, la de aventura
comprar costar ¿De dónde?
compras, las costumbre, la ¿De dónde eres/es?
comprensivo creativo de la mañana
comprimido, el creer de la noche
con permiso crema, la de la tarde
concierto, el cristal, el de nada
concurrido cruce, el de nuevo
concurso, el cruel de parte de …
conducir Cruz Roja, la ¿De qué color?
conducta, la cruzar ¿De quién?
conductor, el = driver cuaderno, el de repente
conductor, el = motorist cuadrado, (el) de terror
conejo, el cuadro, el de vez en cuando
confianza, la ¿Cuál(es)? debajo (de)
confitería, la cualidad, la deber = must
congelador, el cualquier(a) deber = to owe
conocer cuando deberes, los = duties
conseguir ¿Cuándo? deberes, los = homework
consejo, el ¿Cuánto(s)? débil
consigna, la ¿Cuánto cuesta(n)? decepcionado
consulta, la ¿Cuánto es? decidir
consultorio, el ¿Cuánto tiempo hace que …? décimo
contable, el ¿Cuánto vale(n)? decir
contaminación, la ¿Cuántos años tiene(s)/ dedo, el
contaminar cumple(s)?
contar cuarto = fourth
contento cuarto de baño, el

hij 67
Spanish A - General Certificate of Secondary Education, 2005 examination

defecto, Día de Reyes, el durable

el día festivo, el durante
dejar día, el durar
dejar de día siguiente, al duro
delante (de) diálogo, el
deletrear dibujar
delgado dibujo, el = art E
delicioso dibujo, el = drawing
demasiado dibujos animados, los ecología, la
dentista, el diccionario, el ecológico
dentro (de) diciembre económico
dentro de (diez) minutos diente, el edad, la
dependiente, el diferencia, la edificio, el
deporte, el diferente (de) educación física, la
deportista difícil egoísta
deprisa ¡Diga! ejemplo, el
derecha, a la __ ¡Dígame! ejemplo, por __
derecho, todo __ dinero, el ejercicio, el
derechos, los dirección, la = address ejército, el
desafortunado dirección, la = direction electricista, el
desagradable directo elegante
desaparecer director, el emborracharse
desastre, el dirigir(se) emocionante
desastroso disco (compacto), el empezar
desayunar discoteca, la empleado, el
desayuno, el disculpa, la empleo, el
descansar disculparse empresa, la
descolgar diseñar empujar
describir distinto (de) en
descripción, la divertido en (una) hora
descuento, el divertirse en autobús
desde divorciado en autocar
desde hace DNI (National Identity Card) en avión
desear doblar en coche
desempleo, el doble en ese momento
desobedecer docena, una en forma
desobediente documental, el en metro
desodorante, el documento, el en paro
despacho de billetes, el doler en punto
despacho, el dolor, el en seguida
despacio domicilio, el en tren
despedirse domingo, el en voz alta
despertador, el donde en voz baja
despertarse ¿Dónde? en/por todas partes
después (de) dormir(se) encantado
destino, el dormitorio, el encantar
destrucción, la dos veces, etc. encargado
destruir droga, la encender
desván, el drogarse encima (de)
desventaja, la droguería, la encontrar(se)
detalle, el ducha, la encuesta, la
detener(se) ducharse enérgico
detestar dueño, el enero
detrás (de) dulce enfadado

68 hij
 General Certificate of Secondary Education, 2005 examination - Spanish A

enfadarse estación de autobuses, la éxito, el

enfermedad, la estación de ferrocarril, la experiencia, la
enfermero, el estación de servicio, la explicar
enfermo estación de tren, la expreso, el
enfrente (de) estación, la exterior, el
¡Enhorabuena! estado civil, el extranjero, el
ensalada, la estadio, el extraordinario
enseñanza, la Estados Unidos, los/ EEUU extrovertido
enseñar = to show/teach Estamos a (dos) de __
entender estanco, el
entonces estante, el F
entrada, la = entrance estantería, la
entrada la = ticket estar fábrica, la
entrar estar (situado) fácil
entre estar a (X) (kiló)metros de faenas, las
entremeses, los estar a (X) minutos de falda, la
entrevista, la estar a favor (de) falso
enviar estar bien/fatal/regular faltar
época, en la ___ de estar bien/mal familia, la
equipaje, el estar bueno/malo famoso
equipo de música, el estar comunicando fantástico
equipo, el = equipment estar de acuerdo farmacia, la
equipo, el = team estar de vacaciones fatal
equis, la estar en contra (de) favorito
equitación, la estar equivocado fax, el
equivocarse estar nublado/despejado febrero
esa estatura, la fecha, la
Es el (primero) de __ este felicidad, la
es la una este año/mes ¡Felicidades!
escalera, la Este, el feliz
escocés estéreo personal, el ¡Feliz cumpleaños!
Escocia estimado ¡Feliz Navidad!
escoger esto femenino
escribir estómago, el fenomenal
escritorio, el estrecho feo
escuchar estrella, la ferry, el
escuela, la estricto ficha, la
ese estropear fiebre, la
eso estuche, el fiesta, la = festival
espalda, la estudiante, el fiesta, la = party
España estudiar filete, el
español estudios, los finca, la
español, el estupendo fin de semana, el
esparadrapo, el estúpido final, el
especial ética, la finalmente
especialidad, la euro, el firmar
espectáculo, el Europa física, la
espejo, el europeo flamenco, el
esperar evitar flan, el
esposo, el exactamente flauta, la
esquí, el examen, el flojo
esquiar excelente flor, la
esquina, la excursión, la folleto, el
esta

hij 69
Spanish A - General Certificate of Secondary Education, 2005 examination

fondo, el genial hacer un aprendizaje

footing, el gente, la hacer una pregunta
formación profesional, la geografía, la hacerse
formal gimnasia, la hacia
formulario, el gimnasio, el hallarse
foto(grafía), la glotón hambre, el
fracasar gol, el hamburguesa, la
francés goloso hamburguesería, la
francés, el goma, la hasta
Francia gordo hasta luego
frase, la gracias hasta mañana
fregadero, el gracioso hay
fregar grado, el hay que
freír gramos helado, el
fresa, la Gran Bretaña herida, la
fresco grande herido
frigorífico, el grandes almacenes, los hermanastro, el
frío, el granja, la hermano, el
fruta, la granjero, el hervir
frutería, la gratis hierba, la
fuente, la gratuito hierro, el
fuera (de) Grecia hijo (único), el
fuerte gripe, la historia, la
(no) fumador gris histórico
fumar gritar hogar, el
función, la grueso hola
funcionar grupo, el hombre, el
fútbol, el guantes, los hombre de negocios, el
futuro, el guapo honrado
guardar hora, la
guía (telefónica), la horario, el
G guía (turística), la = guidebook horrible
guía, el = guide horroroso
gafas, las guisantes, los hospital, el
gafas de sol, las guitarra, la hotel, el
galería (de arte), la gustar hoy
Gales huevo, el
galés humo, el
Galicia H
gallego
gambas, las haber tormenta/hielo/niebla I
ganar = to earn habitación, la
ganar = to win habitación doble, la ideal
garaje, el habitación individual, la identidad, la
garganta, la habitante, el idioma, el
gasolina (sin plomo), la hablador iglesia, la
gasolinera, la hablar igual
gastar hace = ago ilusionado
gastar = to spend hacer imaginar
gato, el hacer buen/mal tiempo impaciente
gazpacho, el hacer calor/frío impermeable, el
gemelo, el hacer falta importante
generalmente hacer prácticas imposible
generoso hacer sol/viento impresora, la

70 hij
 General Certificate of Secondary Education, 2005 examination - Spanish A

incendio, el jardín, el lejos (de)

incluir jardinero, el lengua, la
inconveniente, el jefe, el lentamente
independiente jersey, el lentes de contacto, las
indicar joven = young lento
industria, la joven, el = young person letra, la
industrial jubilado levantar la mano
información, la judías verdes, las levantarse
informarse juego, el libra (esterlina), la
informática, la Juegos Olímpicos, los libre = available
ingeniero, el jueves, el libre = free
Inglaterra jugador, el librería, la, = bookcase
inglés jugar librería, la = bookshop
inglés, el juguete, el libro, el
injusto julio limón, el
inmediatamente junio limonada, la
insignia, la justificar limpiar
insolación, la justo limpiarse los dientes
insolente juventud, la limpio
instalaciones, las línea, la
instituto, el liso
instrumento, el K lista, la
inteligente literatura, la
intercambio, el kilo, el litro, el
interesante kilómetro, el llamada, la
interesar(se) llamar (por teléfono)
interior, el L llamarse
internet, la llave, la
introducir laboral llegada, la
introvertido laboratorio, el llegar (a/de)
inútil lado, al __ (de) lleno
invierno, el lago, el llevar
invitar lámpara, la llevar (+ time) + gerund
inyección, la lana, la llevarse bien/mal con
ir (a/en ) lápices de colores, los llorar
ir a + infinitive lápiz, el llover
ir a buscar largo lluvia, la
ir con __ lata, una loco
Irlanda latinoamericano loncha, una
irlandés lavabo, el Londres
irse lavadora, la lotería, la
Italia lavandería, la luego
italiano lavaplatos, el lugar, el
izquierda, a la __ (de) lavar lunes pasado, el etc.
lavar los platos lunes, el
lavarse luz, la
J lección, la
leche, la
jabón, el lechuga, la M
jamás lectura, la madera, la
jamón (de york), el leer madrastra, la
jamón serrano, el legumbres, las madre, la
jarabe, el lejano mal

hij 71
Spanish A - General Certificate of Secondary Education, 2005 examination

mal educado mejor mucho tiempo

maleta, la mejorar(se) mudarse (de casa)
malo melocotón, el muebles, los
mamá, la melón, el muela, la
mañana = tomorrow mencionar muerto
mañana, la = morning menor mujer, la
mandar menos mundo, el
mano, la mensaje, el muñeca, la
manta, la mentir museo, el
mantel, el mentira, la música, la
mantener(se) mentiroso muy
mantequilla, la menú del día, el
manzana, la menú, el
mapa, el mercado, el N
máquina, la merendar
máquina de fotos, la merienda, la nacer
mar, el merluza, la nacimiento, el
marca, la mermelada, la nacionalidad, la
marcar = to dial mes, el nada
marcar = to score mesa, la nada más
marcharse metro, el = metre nadar
mareado metro, el = underground nadie
mareo, el mexicano naranja
marido, el México naranja, la
mariscos, los mezquino naranjada, la
marrón miembro, el nariz, la
martes, el mientras (que) nata, la
marzo mientras tanto natación, la
más miércoles, el Navidad, la
masculino militar, el necesario
matemáticas, las mínimo, el necesitar
matrimonio, el minuto, el negativo
máximo, el mirar negro
mayo mismo nervioso
mayor mitad, la nevar
mayoría, la mochila, la nevera, la
me parece moderno ni … ni
mecánico, el molestar(se) niebla, la
medalla, la moneda, la nieto, el
media pensión monedero, el nieve, la
mediano monitor, el ninguno
medianoche monopatín, el niño, el
medias, las montaña, la no
medicamento, el montar a caballo noche, la
medicina, la monumento, el Nochebuena, la
médico, el moqueta, la Nochevieja, la
medida, la morado nombre, el
medio moreno norma, la
medio ambiente, el morir normal
mediodía moto, la normalmente
medir muchacho, el Norte, el
Mediterráneo, el muchas veces norteamericano
mejicano mucho nota, la
Méjico mucho gusto noticias, las

72 hij
 General Certificate of Secondary Education, 2005 examination - Spanish A

novela, la otoño, el parte, la

noveno otra vez participar
noviembre otro partido, el
novio, el pasado mañana
nube, la pasado, el
nuevo P pasajero, el
número, el pasaporte, el
nunca paciente pasar (+ time)
padrastro, el pasar (por) = to go past, through
padre, el pasar = to happen
O paella, la pasar la aspiradora
paga, la = pocket money pasar (la) lista
o…o paga, la = wages pasarlo bien
o/u pagar pasatiempo, el
obedecer pagar bien/mal pasear
obediente página, la paseo, dar un __
obligatorio país, el pasillo, el
obrero, el paisaje, el paso subterráneo, el
obtener pájaro, el pasta de dientes, la
ocho días palabra, la pastel, el
ocio, el palacio, el pastelería, la
octavo pálido pastilla, la
octubre pan, el patata, la
ocupado panadería, la patatas fritas, las
ocurrir pantalla, la patinaje, el
odiar pantalón, el patinar
Oeste, el pantalón corto, el patines, los
oferta, la panty, el patio, el
oficina, la papá, el peatón, el
oficina de cambio, la papel, el peatonal
oficina de turismo, la papel higiénico, el pecas, las
¡Oiga! papelera, la pedazo, el
oídos, los paquete, el pedir
oír par, el pedir permiso
¡Ojo! para pedir prestado
ojo, el parada, la peinarse
¡Olé! parado peine, el
oler parador, el película, la
olor, el paraguas, el peligro, el
olvidar parar peligroso
opción, la parar(se) pelirrojo
opinar parecer pelo, el
opinión, la parecerse (a) pelota, la
optar parecido peluquería, la
optativo pared, la peluquero, el
optimista pareja, la pendientes,los
ordenador, el parientes, los pensar
oreja, la parking, el pensión completa
organizar parque, el pensión, la = boarding house
orgulloso parque de atracciones, el peor
orientación profesional, la parque infantil, el pequeño
oro, el parque temático, el pera, la
oscuro parque zoológico, el perder

hij 73
Spanish A - General Certificate of Secondary Education, 2005 examination

perdón plomo, el primavera, la

perdonar pobre primera (clase)
perezoso pocas veces primero
perfecto poco primeros auxilios, los
periódico, el poco, un primo, el
periodista, el poder principio, al
periquito, el policía, el probar
permitir policía, la probarse
pero policíaco problema, el
perrito caliente, el polideportivo, el procedente de
perro, el pollo, el profesor, el
persona, la poner profundo
personalidad, la ponerse programa, el
pertenecer ponerse a programador, el
pesar popular prohibido
pesca, la por prohibir
pescadería, la por año, _ día, _ noche, etc. pronóstico, el
pescado, el por allí pronto
pescar por aquí pronunciar
peseta, la ¿Por dónde? propina, la
pesimista por eso propio
peso, el por favor proteger
pez, el por fin próximo
piano, el por la(s) mañana(s) prudente
picadura, la por la(s) noche(s) prueba, la
picante por la(s) tarde(s) publicidad, la
pie, el por lo general público (adj.)
piel, la por todas partes pueblo, el
pierna, la ¿Por qué? puente, el
pimienta, la porque puerta, la
pimiento, el Portugal puerto, el
piña, la portugués pues
ping-pong, el posibilidad, la
pintado posible
Pirineos, los positivo Q
piscina, la postal, la
piso, el = flat póster, el ¿Qué?
piso, el = floor postre, el ¡Qué + adjective!
pista de hielo, la práctica(s), la(s) = training ¡Que aproveche!
pizarra, la practicar ¡Qué asco!
planchar práctico ¡Qué bien!
planeta, el precio, el ¿Qué día es hoy?
plano, el precioso ¿Qué fecha es (hoy)?
planta baja, la preferir ¿Qué hay?
plástico, el prefijo, el ¿Qué hora es?
plata, la pregunta, (la) ¡Qué horror!
plátano, el preguntar ¡Qué lástima!
platillo, el premio, el ¡Que lo pase(s) bien!
plato combinado, el preocupar(se) ¡Qué pena!
plato, el = dish preparar ¿Qué pasa?
plato, el = plate presentación (oral), la ¿Qué tal?
playa, la presentar ¡Qué va!
plaza, la presente quedar
plaza de toros, la prestar quedarse (+ time)

74 hij
 General Certificate of Secondary Education, 2005 examination - Spanish A

quehaceres, los relleno, el = stuffing salchicha, la

queja, la religión, la salchichón, el
quejarse reloj, el salida, la = departure
quemadura, la Renfe/RENFE salida, la = exit
querer repartir salir (a/de)
querer decir repasar salón, el
querido repetir salón de actos, el
queso, el reserva, la salsa, la
¿Quién? reservar ¡Salud!
química, la resfriado, el salud, la
quince días residencial saludable
quinto respetar saludos
quiosco, el respeto, el salvar
quisiera responder sandalias, las
quitar el polvo responsable sangría, la
quitarse respuesta, la sano
quizá(s) restaurante, el santo,el
resumen, el sardina, la
retraso, el se(p)tiembre
R
revisor, el secador de pelo, el
revista, la sección, la
ración, la
rico = tasty secretario, el
radiador, el
rico = wealthy sed, la
radio, la
riguroso seda, la
rápidamente
río, el seguir
rápido
rizado segunda (clase)
rápido, el
rojo segundo
raramente
romántico seguro de sí mismo
raro
romperse sello, el
rato, el
ropa, la selva, la
ratón, el
rosa semáforo, el
ratos libres, los
rosado semana pasada, la etc.
razón, la
roto Semana Santa, la
reacción, la
rotulador, el semana, la
rebajas, las
rubio señal, la
recado, el
rueda, la señas, las
recepción, la
ruido, el sencillo
recepcionista, el
ruidoso señor
recibo, el
señora
recoger
señorita
recomendar S sensible
recordar
sentarse
recreo, el sábado, el sentido del humor, el
recto, todo __ saber sentir (se)
recuerdo, el sabor, el separado
recurso, el sacapuntas, el séptimo
redondo sacar ser
reembolso, el sacar buenas/malas notas ser (+ adjective)
regalo, el sacar fotos ser bueno en
región, la saco de dormir, el ser de (+ person)
regla, la = regulation sal, la ser de (+ place)
regla, la = ruler sala de espera, la ser de (+ material)
regular sala de estar, la ser fuerte en …
reír(se) sala de fiestas, la serie, la
rellenar salado

hij 75
Spanish A - General Certificate of Secondary Education, 2005 examination

serio sudamericano temperatura, la

servicio, el sueldo, el templado
servicios, los suelo, el temprano
servilleta, la sueño, el tenedor, el
servir suerte, la tener
sesión, la suficiente tener __ años
severo sugerir tener calor
sexo, el supermercado, el tener éxito
sexto suplemento, el tener frío
si Sur, el tener ganas de
sí suramericano tener hambre
siempre surtido tener lugar
siento, lo __ (mucho) suspender tener miedo
sierra, la susto, el tener prisa
significar tener razón
siguiente tener sed
silencio, el T tener sueño
silencioso tenis, el
silla, la tabaco, el TER, el (train)
sillón, el tabla, la tercero
simpático Talgo, el (train) terminar
sin talla, la terraza, la
sin embargo taller, el terrible
sincero tamaño, el texto, el
sino también tibio
sitio, el tampoco tiempo libre, el
sitio, el = place, space, room tan tiempo, el = time
sobre tanto tiempo, el = weather
sobresaliente tapas, las tienda, la = shop
sobrino, el taquilla, la = box office tienda, la = tent
socio, el taquilla, la = ticket office tienda de comestibles, la
socorrista, el tarde = late tierra, la
¡Socorro! tarde, la = afternoon/evening tijeras, las
sofá, el tareas, las tímido
sol, el tarjeta, la tío, el
solamente tarjeta de crédito, la típico
soldado, el tarro, un tipo, el
solicitar trabajo tarta, la tirar
solo taxi, el tirita, la
sólo taza, la tiza, la
soltero té, el toalla, la
sombra, la teatro, el tocador, el
sombrero, el tebeo, el tocar = to play (an instrument)
sonar techo, el tocar = to touch
sonido, el teclado, el tocarle a uno
sonreír(se) técnico todas las semanas
sopa, la técnico, el todavía
sorprender tecnología, la todo
sorpresa, la tejado, el todo el mundo
sótano, el tela, la todo el tiempo
suave telefonear todos los días / meses, etc.
subir teléfono (móvil), el tolerante
subrayar telenovela, la tomar
sucio televisión, la tomar el sol

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tomar un año libre uno videojuego, el

tomate, el urbanización, la vidrio, el
tonto urgencias, las viejo
torcer usar viento, el
torero, el usted(es) Viernes Santo, el
torneo, el útil viernes, el
toro, el utilizar vinagre, el
torpe uvas, las vino (blanco/rosado/tinto), el
tortilla, la violeta
tortuga, la visita, la
tostada, la V visitar
trabajador vista, la = sight
trabajador, el vacaciones, las vista, la = view
trabajar = to act vacío viudo
trabajar = to work vainilla, la vivienda, la
trabajo, el ¡Vale! vivir
trabajos manuales, los valer la pena vivo
tradición, la valiente vocabulario, el
tradicional valle, el volver (a / de)
traer vaqueros, los volverse
tráfico, el varios vosotros
Tráigame … vaso, el voz, la
traje de baño, el vecino, el vuelo, el
traje, el vegetariano vuelta, dar una ___
tranquilo vehículo, el
transbordo, el vela, la
transporte (público), el vender W
tranvía, el venir
tratar de ventaja, la windsurf, el
travieso ventana, la
tren, el ver
triste verano, el Y
trozo, el verdad, la
tú verdadero y/e
turismo, el verde ya
turista, el verduras, las yogur, el
turístico vestido, el
tutor, el vestirse
veterinario, el Z
vez, la
U vía, la zanahoria, la
viajar zapatería, la
último viaje, el zapatillas de deporte, las
una vez más viajero, el zapatos, los
único vida, la zona, la
uniforme, el vídeo, el zoo, el
universidad, la videoclub, el zumo (de fruta), el

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Key Skills and Other Issues

18 Key Skills – Teaching, Developing

and Providing Opportunities for
Generating Evidence
18.1 Introduction The Key Skills Qualification requires candidates to demonstrate levels
of achievement in the Key Skills of Application of Number, Communication
and Information Technology.

The units for the ‘wider’ Key Skills of Improving own Learning and
Performance, Working with Others and Problem Solving are also available.
The acquisition and demonstration of ability in these ‘wider’ Key Skills
is deemed highly desirable for all candidates, but they do not form part
of the Key Skills Qualification.

Copies of the Key Skills Units may be downloaded from the QCA
web site ([Link]/keyskills).

The units for each Key Skill comprise three sections:

A What you need to know.

B What you must do.
C Guidance.

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, Information
Technology, Improving own Learning and Performance, Working with Others and
Problem Solving. Areas of study and learning that can be used to
encourage the acquisition and use of Key Skills, and to provide
opportunities to generate evidence for Part B of the units, are
signposted below. Opportunities for developing and generating
evidence of attainment in the Key Skill of Application of Number are not
readily available in this specification.

18.2 Key Skills Opportunities in The nature of Spanish makes it an ideal vehicle to assist candidates to
Spanish develop their knowledge and understanding of the Key Skills of
Communication, Information Technology, Working with Others and
Improving own Learning and Performance and to produce evidence
of their application.

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The matrices below signpost the opportunities for the acquisition,

development and production of evidence for Part B of each of the
four Key Skills units at Levels 1 and 2, in the Themes making up the
subject content of this specification. The degree of opportunity in any
one Theme will depend upon a number of centre-specific factors,
including teaching strategies and level of resources.

Communication Level 1

What you must do … Signposting of Opportunities for Generating

Evidence in Subject Content
Theme 1 Theme 2 Theme 3 Theme 4
C1.1 Take part in discussions # # # #
C1.2 Read and obtain
# # # #
information
C1.3 Write different types of
# # # #
documents
Communication Level 2

What you must do … Signposting of Opportunities for Generating

Evidence in Subject Content
Theme 1 Theme 2 Theme 3 Theme 4
C2.1a Contribute to
# # # #
discussions
C2.1b Give a short talk # # # #
C2.2 Read and summarise
# # # #
information
C2.3 Write different types of
# # # #
documents
N.B. QCA have indicated that evidence for the internal assessment
component for the Key Skill of Communication must be presented in
English, Welsh or Irish.

Information Technology Level 1

What you must do … Signposting of Opportunities for Generating

Evidence in Subject Content
Theme 1 Theme 2 Theme 3 Theme 4
IT1.1 Find, explore and
# # # #
develop information
IT1.2 Present information,
including text, numbers # # # #
and images

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Information Technology Level 2

What you must do … Signposting of Opportunities for Generating

Evidence in Subject Content
Theme 1 Theme 2 Theme 3 Theme 4
IT2.1 Search for and select
# # # #
information
IT2.2 Explore and develop
information and derive # # # #
new information
IT2.3 Present combined
information, including
# # # #
text, numbers and
images
Working with Others Level 1

What you must do … Signposting of Opportunities for Generating

Evidence in Subject Content
Theme 1 Theme 2 Theme 3 Theme 4
WO1.1 Confirm what needs
to be done and who is # # # #
to do it
WO1.2 Work towards agreed
# # # #
objectives
WO1.3 Identify progress and
# # # #
suggest improvements
Working with Others Level 2

What you must do … Signposting of Opportunities for Generating

Evidence in Subject Content
Theme 1 Theme 2 Theme 3 Theme 4
WO2.1 Plan work and
confirm working # # # #
arrangements
WO2.2 Work co-operatively
towards achieving # # # #
identified objectives
WO2.3 Exchange information
on progress and agree
# # # #
ways of improving
work with others

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Improving own Learning and Performance Level 1

What you must do … Signposting of Opportunities for Generating

Evidence in Subject Content
Theme 1 Theme 2 Theme 3 Theme 4
LP1.1 Confirm short-term
targets and plan how # # # #
these will be met
LP1.2 Follow plan to meet
targets and improve # # # #
performance
LP1.3 Review progress and
# # # #
achievements
Improving Own Learning and Performance Level 2

What you must do … Signposting of Opportunities for Generating

Evidence in Subject Content
Theme 1 Theme 2 Theme 3 Theme 4
LP2.1 Help set short-term
targets and plan how # # # #
these will be met
LP2.2 Use plan and support
from others, to meet # # # #
targets
LP2.3 Review progress and
identify evidence of # # # #
achievements
Problem Solving Level 1

What you must do … Signposting of Opportunities for Generating

Evidence in Subject Content
Theme 1 Theme 2 Theme 3 Theme 4
PS1.1 Confirm understanding
# # # #
of given problems
PS1.2 Plan and try out ways
# # # #
of solving problems
PS1.3 Check if problems have
been solved and # # # #
describe the results

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Problem Solving Level 2

What you must do … Signposting of Opportunities for Generating

Evidence in Subject Content
Theme 1 Theme 2 Theme 3 Theme 4
PS2.1 Identify problems and
come up with ways of # # # #
solving them
PS2.2 Plan and try out
# # # #
options
PS2.3 Apply given methods to
check if problems have
# # # #
been solved and
describe the results

18.3 Further Guidance More specific guidance and examples of tasks that can provide
evidence of single Key Skills, or composite tasks that can provide
evidence of more than one Key Skill are given in the AQA
specification support material, particularly the Teachers’ Guide.

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19 Spiritual, Moral, Ethical, Social,

Cultural and Other Issues
19.1 Spiritual, Moral, Ethical, As the specification for Spanish is set within contemporary European
Social, Cultural and Other and world contexts, it offers candidates ample opportunities to explore
Issues and understand a wide range of spiritual, moral and cultural issues.
Through the study of the themes and topics in Spanish, candidates are
able to explore the human condition in general, and to evaluate their
own relationship within a specific linguistic community in particular.
The content of the specification similarly encourages understanding of
moral issues; courses based on this specification will encourage
candidates’ recognition and sympathetic awareness of others’ beliefs
and values.
As every language is an embodiment of the culture which it represents,
it is virtually impossible to study Spanish without being constantly
exposed to the culturally specific context of its linguistic communities.
Throughout the course, candidates will be encouraged to form
opinions within the appropriate cultural context.

19.2 European Dimension AQA has taken account of the 1988 Resolution of the Council of the
European Community in preparing this specification and associated
specimen papers. As Spanish is a European Community language the
European dimension is clearly covered in every aspect of the
specification.

19.3 Environmental Issues 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 papers. The Subject Content
for this specification incorporates environmental issues and therefore
contributes to candidates’ environmental education.

19.4 Citizenship Through the study of the themes and topics in the specification,
particularly those in Theme 4, The Young Person in Society, candidates
will be encouraged to develop their knowledge and understanding of
rights and responsibilities within the context.

19.5 Avoidance of Bias AQA has taken great care in the preparation of this specification and
associated specimen papers to avoid bias of any kind.

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19.6 ICT Candidates can be offered opportunities to use ICT when studying
Spanish in a number of ways, for example:
• accessing and/or downloading material in Spanish on the internet;
• producing word-processed material in Spanish for coursework, or
as practice material for the writing test;
• receiving and/or sending email via links with Spain or a Spanish-
speaking country.

These opportunities can be related to any of the themes, e.g.:

• accessing information from websites about particular towns/
regions (Theme 1), magazines, TV/radio stations (Theme 3);
• exchanging information via email links with a school/college
(Theme 1), work place (Themes 3 and 4) in the country;
• accessing information from the websites of bus and rail
companies, hotels/campsites, post offices (Theme 2), shops
(Theme 3) in the country;
• creating a poster/menu/advertisement/article in the target
language using word-processing or desk top publishing facility
(Themes 1, 2, 3 and 4);
• researching job opportunities in the country via the internet
(Themes 3 and 4).

Further ideas can be found in the support material accompanying this

specification.

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Centre-Assessed Component

20 Nature of the Centre-Assessed

Component
Coursework is available as an alternative to the end of course Writing
Test. Candidates are required to submit three assignments written in
the target language:
• drawn from the list of assignments in Section 21.3 of the
specification;
• drawn from three different Themes (the Themes are set out in
Section 9 of the specification);
• of approximately 250-300 words in total for Foundation and
approximately 400-500 words in total for Higher.
All of the assignments can be offered at either Foundation or Higher
Tier. Differentiation is by outcome, not by task.

21 Guidance on Setting the Centre-

Assessed Component
21.1 Requirements The assignments must be chosen from the following list only. The
titles are prescriptive and cannot be changed in any way. The bullet
points given under the titles are, however, only suggestions as to how
the assignments may be planned. Teachers and candidates are free to
plan the assignments as they wish, in accordance with AQA’s
instructions and guidance.
For the award of Grade C and above, candidates must demonstrate
the ability to refer to past, present and future events (involving the use
of different tenses) and to express personal opinions. Although no
specific guidance is given regarding styles of writing, it should be
noted that many of the assignments lend themselves to different
approaches, e.g. formal/informal letter; interview; factual account;
description; discursive essay; diary entries; information sent as email.

21.2 Coursework Advisers Coursework Advisers will be available to assist centres with any
matters relating to coursework. Details will be provided when AQA
knows which centres are following the specification.

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21.3 Assignment Titles

Theme 1 – My World
1.1 Profile of a famous person or group of people
• description of, for example, a person from the target-language
country, a football team, a singer or band, or other individual or
group;
• physical description and personal details;
• what the person or group is famous for;
• past successes;
• future prospects;
• your opinion of the person or group, with reasons.

1.2 My favourite leisure activity

• description of a hobby or leisure activity, for example shopping,
sport, TV or films;
• how you came to start the activity;
• when, where and with whom you practise the activity;
• requirements, for example equipment, training, costs, travel;
• why you enjoy the activity;
• whether you would recommend it to other young people, with
reasons;
• whether you expect to continue the activity in the future, why,
why not?

1.3 Advertising my local area

• description of the area;
• brief introduction to the history of the area;
• possible future developments planned for the area;
• how to get there;
• accommodation;
• recreational possibilities (e.g. sport; culture; eating out;
entertainment);
• why visitors should visit the area;
• interviews with, or comments from, recent visitors.

1.4 An excursion for a group of foreign visitors in my local area

• could be a future event or description after the event;
• a day in your area;
• meeting place, time, itinerary, refreshments;
• description of places visited, with reasons for your choice;
• meal or refreshment arrangements;
• why the excursion will (continue to) be successful.

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1.5 Advertising my school/college

• a description of the school/college, e.g.
- as an ‘alternative’ prospectus, written from the
students’ point of view
- as a contribution to a school web site, aimed at target
language browsers;
• a brief history of the school/college, including for example: when
it opened, changes to buildings, numbers of staff and students;
• facilities (e.g. types of classrooms, sports, etc.);
• subjects studied, length of day and lessons;
• uniform;
• any special features or strengths of the school/college;
• why students/parents should choose your school/college.

1.6 My ideal school uniform

• description of a new uniform or an existing one;
• the advantages of the uniform;
• comparison with previous uniform or those worn in other
schools;
• comparison with the dress code in schools in the target-language
country.

1.7 The school/college of the future

• either your ideal school/college or a projection of how things
might be;
• brief introduction, showing how your school/college has changed
since you were there (e.g. buildings; use of ICT; tests; uniform;
meals);
• physical lay-out and facilities;
• subjects to be studied;
• length of day;
• use of new technology: teachers or machines;
• the advantages and disadvantages.

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Theme 2 – Holiday Time & Travel

2.1 Travelling from the UK to target-language country/community
• could be presented very simplistically, using bar charts and
visuals;
• travel possibilities 20 years ago;
• research various possibilities and describe the various means of
transport, including costs, advantages and disadvantages;
• how you see the future;
• could be a checklist of advice for an exchange partner about to
return home from the UK.

2.2 Account of a holiday

• could relate to a holiday in UK or abroad, including target-
language country/community;
• travel to area;
• description of area, attractions, etc.;
• accommodation;
• activities undertaken;
• personal impressions (if appropriate in comparison to life in the
UK), including if you would like to return to the area again;
• could be written as an account of how you spend/spent a school
holiday in your area.

2.3 Account of an exchange visit

• feelings before visit;
• travel to area;
• description of area, attractions, etc.;
• exchange partners’ home and family;
• activities undertaken;
• personal impressions, in comparison to UK (e.g.. food; daily
routine; school; cost of living);
• explain why you would (not) like to take part in another exchange
visit.

2.4 My dream holiday

• reasons for choice of destination, with reference to previous
holidays;
• travel;
• description of area, attractions, etc.;
• accommodation;
• activities;
• why it will be so good;
• could be an account of an actual dream.

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2.5 Planning a holiday in the target-language country/community

• how/why the holiday came to be planned;
• for whom the holiday is intended (e.g. self, family, group of
friends);
• requirements and interests of the party (e.g. culture, sun, cost,
sport, accommodation);
• the itinerary;
• why the holiday will fully match their needs;
• other destinations considered and why they were rejected.

2.6 Travelling to school, work or college

• could be targeted at a new exchange partner;
• transport you have used in the past, with advantages/
disadvantages;
• how you travel now, including advantages/disadvantages;
• consideration of special features in your town/area e.g. weather
conditions, pollution, rush-hour traffic; traffic-free zones;
• how you would like to travel and why;
• your ideal transport policy for your town/area considering e.g.
parking; environmental factors.

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Theme 3 – Work & Lifestyle

3.1 Planning a meal for family/friends
• how the meal came to be planned (e.g. picnic; celebration with
friends; surprise birthday gift; typical UK meal for target-language
guest);
• people involved;
• food preferences;
• cost, where foods can be bought, problems;
• meal itself, including any special features (e.g. location; music;
theme);
• why it will be successful;
• could be an account of planning which went wrong.

3.2 A special occasion

• account of an event of personal importance (e.g. a birthday; a
wedding; a new job; moving house; a carnival);
• where, when;
• description of people involved;
• personal impressions, including why you would or would not like
to repeat the experience;
• where/when/what usually happens;
• why it is special and if/how you think it will be celebrated in the
future.

3.3 Am I fit and healthy?

• current and previous eating habits;
• current and previous exercise habits;
• things preventing you from keeping fit;
• how you can improve your life-style to make yourself more
healthy (e.g. smoking; drinking; addictions; sleep; exercise; diet)
with reasons;
• a planned sporting activity.

3.4 My work experience

• how the experience was organised;
• duration;
• work undertaken;
• staff and relations with them;
• personal impressions, including whether you would want to work
in such an organisation in the future.

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3.5 My part-time job

• how you got the job;
• why you do the job;
• description of the job;
• hours and pay;
• staff and relations with them;
• personal impressions, including whether you would want to work
in such an organisation in the future.

3.6 Review of an article/book/film/play/TV programme

• can relate to an English or target-language source;
• can relate to a target-language graded reader or TV series directed
at foreign language learners;
• story-line;
• characters/setting/particularly interesting features;
• author/producer/actors, etc. where appropriate;
• your opinion, including whether you would like to read/see
other similar articles/films etc;
• would you recommend the article, etc; to whom, why (not)?
3.7 Imaginative response to a song/poem/film/play/TV
programme
• can relate to an English or target-language source;
• brief summary of what happened;
• could involve what happens next; letter from a character in the
song, etc. to a friend; conversation between two of the characters
in the film, etc; why you would like to be a particular character.

3.8 A day that went wrong

• brief introduction to a normal day;
• account, highlighting the problems faced (e.g. lack of money;
transport problems; relations with others);
• overall feelings/reactions to the day, with reference to the future.

3.9 Publicising a shopping or leisure facility

• could be a leaflet or web site entry or other advertisement for a
leisure facility, e.g.: a sports centre, a football ground, a shopping
centre, a cinema complex, a restaurant;
• information and details of activities offered, prices, times;
• when the facility was opened;
• special features and advantages;
• a particular event to be held;
• future developments e.g. new attractions;
• why people should use the facility.

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Theme 4 – The Young Person in

Society
4.1 Am I an optimist or a pessimist?
• a particular event (e.g. planning a party); feelings before the event;
events turning out unexpectedly; how this shows you are an
optimist/pessimist; how will you change this in the future;
• how you see your future life, with references to your previous
experiences and current situation; work, family, leisure, money;
• how you view life in the 21st century;
• life in the 20th century;
• anxieties about e.g. crime, unemployment, the environment;
• hopes for/excitement about e.g. new technology; possibilities of
working abroad.
4.2 Publicising a social or environmental issue
• could be a simple advertisement to promote a campaign or
event, for example, anti-smoking, anti-litter, helping old people;
• when and where;
• request for volunteers;
• what has happened to make the issue so important;
• current problems;
• how people should respond to these;
• could start from personal experience of a particular problem to
draw wider conclusions.

4.3 Letter to a newspaper on a social or environmental issue

• could be a letter on an issue such as:
drugs; tobacco; youth unemployment; crime; cruelty to animals;
• why your own personal experiences in the past have alerted you
to the issue;
• the current situation, with personal opinions;
• what you personally are going to do;
• how you would like others to respond;
• could be in response to a local issue, etc.

4.4 My ideal future job

• could be an imaginative, amusing, totally unrealistic job (e.g. high
pay, few hours, no responsibilities), could relate to the work of a
pop star, a world leader, etc.;
• could be serious account of future aspirations, taking into
account past experiences, current strengths, how your ideas about
the ideal job have changed as you have got older, travel,
responsibilities, job satisfaction, salary, helping others.

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4.5 An imaginary or factual interview with someone to find out

about his/her job
• the person and his/her role;
• how he/she got the job;
• qualifications/further training he/she has had or would like to
have;
• the hours worked, the responsibilities involved, the person’s
opinion of the job;
• his/her future plans.

4.6 “I’ve won…!”

• what you have won
e.g. a race, a competition, a lottery;
• how you found out you had won;
• feelings when you learned you had won;
• what you did immediately afterwards;
• what will change as a result of your win;
• any problems or responsibilities arising.

4.7 Letter to a problem page

• a real or imaginative (possibly humorous) problem concerning,
e.g. appearance; money; work and studies; health;
• what has happened to cause the problem;
• the current situation;
• who is involved;
• why you need help;
• how you see the future.

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21.4 Replacement Titles As replacements for any of the above titles, candidates may offer as
assignments (the Theme must be stated in both cases):

A survey
This may be submitted under any of the Themes, in the form of an
opinion poll conducted amongst peers or adults, presented graphically
with a written analysis of the results. This can be on any topic of
interest to the candidate but should focus on the content of the
chosen Theme.
E.g. (Theme 2) What is your favourite means of transport and why?

For and Against

This may be submitted under any of the Themes, but if a survey is also
submitted this should be taken from a different Theme from that used
for the survey. The assignment should set out the arguments for and
against a particular issue. It could be written in the form of a letter, an
interview between people holding different views or a discursive essay,
giving a personal conclusion. Possible titles could include:
(Theme 1) For and against living in the town or country
(Theme 2) For and against camping or staying in a hotel
(Theme 3) For and against different occupations
(Theme 4) For and against the lottery

21.5 Choosing the assignments Candidates should:

• decide on a chosen Theme and then select a specific assignment
within that area;
• ensure that the choice of assignment is realistic and that source
material is readily available if needed;
• make their choice in consultation with their teacher.
Teachers should:
• consider ways in which the coursework can be integrated with the
rest of the Spanish language course;
• consider class size and the materials available when planning the
work of the group and guiding individual candidates in their choice
of assignment.
It is not a requirement that all candidates in a teaching group should
work on different assignments, with different source material. The
exact pattern of work within centres will depend on the size of
teaching groups, the number of teachers and the amount of source
material which is available.

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21.6 Sources Depending on the interests of the candidate and the level at which
he/she is working and the approach of the teacher, the following types
of source material could be appropriate:
• books on aspects of life, society and institutions in Spanish-
speaking countries;
• articles from Spanish newspapers and magazines;
• documentary material;
• radio broadcasts in Spanish;
• television programmes;
• feature and documentary film including video recordings;
• personal interviews made during exchange/holiday visits;
• books compiled for the study of Spanish language, life and culture;
• web sites.
Candidates do not need access to all these sources in order to present
work of high quality. It is important, however, for candidates to
ensure that adequate source material is available where required by the
particular choice of assignment.

21.7 Preparing and Producing the Having chosen an assignment and studied whatever source material is
Assignments required, the candidate should:
• allocate an appropriate amount of time (in class, in private study
and at home) to preparing and planning the assignment;
• make notes (using source material, if appropriate);
• select from and organise the notes;
• submit a first draft to the teacher;
• receive back from the teacher the draft accompanied by an AQA
comments sheet;
• write the final piece of work totally independently using any
source material, the note, the first draft and the comment sheet;
• submit the piece of work and the comments sheet to the teacher.
Although the teacher will have discussed with the candidate the choice
of assignment, any source material, and the plan, teachers must not
comment on or correct any language produced by the candidate
once the candidate has begun to write the work to be submitted,
other than by using the AQA comments sheet.

The comments sheet may only be used to comment on first draft.

Teachers may not comment on or correct any language produced by
the candidate once the first draft has been handed back to the
candidate with a completed comments sheet.

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22 Assessment Criteria
22.1 Introduction The teacher will assess each piece of work according to the detailed
assessment criteria given below. In applying these criteria, teachers
should note that the same standards of assessment should apply, at
whatever stage of the course the work is produced.

22.2 Criteria Criteria are provided for the assessment of communication and quality
of language.
Where a candidate is unable to complete a task without assistance the
amount of assistance given must be taken into account in the marking
of both communication and quality of language. The mark must
reflect the candidate’s contribution to the completion of the task. In
particular, if candidates are supplied with a template whereby they only
have to insert appropriate vocabulary items in order to complete a
task, then the mark awarded will be at best in the 1 – 2 mark band
both for communication and quality of language.
The following criteria will be used:
Communication
Marks Degree of Communication
0 nothing of merit; fails to communicate OR occasional
words are recognisable within sentences but no
complete messages are communicated
1-2 communicates a little basic information (e.g. simple
facts)
3-4 some basic information is conveyed; occasional
additional details conveyed (e.g. description, simple
opinion)
5-6 communicates clearly quite a lot of relevant
information, including personal opinions; regularly goes
beyond a basic response to give more detailed
information relating to descriptions and accounts
7-8 communicates a lot of relevant information; candidate
can narrate events, give full descriptions and can
express and justify ideas and points of view
In each mark band, the higher of the two marks is awarded if there is
strong evidence of the criteria in that band. If the evidence is more
limited, the lower mark is awarded.

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Quality of Language
Range/Complexity Marks Accuracy
Very little effective vocabulary. There are 0 There is little, if any, evidence of
occasional recognisable words but they make understanding of the most basic
little coherent sense. linguistic structures.
The vocabulary and structures used are 1 There is only limited understanding
simple, often repetitive, limited in range and of the most basic linguistic
may contain many cognates. structures and most sentences
contain major errors.
Vocabulary is appropriate to the basic needs 2 Most sentences contain errors,
of the task. Structures are simple, often many of a major nature, and verb
repetitive and are rarely linked. forms are rarely accurate.
Vocabulary and structures are appropriate to 3 There are some major errors and
the task with a little attempt at variety and frequent minor ones. Attempts at
there is some successful attempt to link verb forms and tense formations
structures together. are often unsuccessful.
There is some variety in the use of 4 There are a number of minor errors
vocabulary and some successful attempts at and a few major ones, but the piece
a variety of structures including attempts at is more accurate than inaccurate.
longer sentences using appropriate linking Verb forms and tense formations
words. Some personal opinions are are not always correct, but the
successfully expressed. There are successful intended meaning is clearly
attempts at using more than one time frame. recognisable.
There is a wider range of vocabulary and 5 Inaccuracies are mainly of a minor
structure which communicates descriptions nature although some major errors
and opinions with some precision. Longer may occur when complex
sentences, including the use of subordinate structures are attempted. Verb
clauses, are used more regularly and with forms and tense formations are
increasing success. usually correct.
A wide range of vocabulary and structures 6 There are hardly any major and
appropriate to the topic is effectively used. few minor errors even in more
Longer, more complex sentences are complex structures. The overall
handled with confidence producing a fluent impression is of accuracy and verb
piece of coherent language. forms and tense formations are
secure.
Marks will be awarded out of 6 for each of Range/Complexity and Accuracy. The marks will
be added to make a total out of 12 for Quality of Language.

22.3 Evidence to Support the Teachers should keep records of their assessments during the course,
Award of Marks in a form which facilitates the complete and accurate submission of
the final assessments at the end of the course.
When the assessments are complete, the marks awarded under each of
the assessment criteria must be entered on the Candidate Record
Form, with supporting information given in the spaces provided. A
specimen Candidate Record Form appears in Appendix B; the exact
design may be modified before the operational version is issued and
the correct year’s Candidate Record Forms should always be used.

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23 Supervision and Authentication

23.1 Supervision of Candidates’ Candidates’ work for assessment must be undertaken under conditions
Work which allow the teacher to supervise the work and enable the work to
be authenticated. If it is necessary for some assessed work to be done
outside the centre, sufficient work must take place under direct
supervision to allow the teacher to authenticate each candidate’s whole
work with confidence.

At least ONE of the assignments must be produced in class time

under controlled conditions. If a draft of this piece is produced, this
can be done under non-controlled conditions. The candidate may have
access to the same range of resources as with all other pieces of
coursework. These resources must be declared. The teacher can give
feedback on this draft using the Coursework Comments Sheet. The
final piece of work must be completed without reference to the draft,
comments sheet or any other resource except a bilingual dictionary.
When this piece of work is submitted for moderation, it must be
accompanied by the comments sheet and the draft piece of work, if
one was produced. It must be stressed that there is no compulsion to
produce a draft version, and teachers may prefer their students to
produce just the actual piece of work under controlled conditions.

23.2 Guidance by the Teacher The work assessed must be solely that of the candidate concerned.
Any assistance given to an individual candidate which is beyond that
given to the group as a whole must be recorded on the Candidate
Record Form.

Any further information about the award of individual marks which

may be of assistance to the moderator should also be included on the
Candidate Record Form.

23.3 Unfair Practice At the start of the course, the supervising teacher is responsible for
informing candidates of the AQA Regulations concerning malpractice.
Candidates must not take part in any unfair practice in the preparation
of coursework to be submitted for assessment, and must understand
that to present material copied directly from books or other sources
without acknowledgement will be regarded as deliberate deception.
Centres must report suspected malpractice to AQA. The penalties for
malpractice are set out in the AQA Regulations.

23.4 Authentication of Candidates’ Both the candidate and the teacher are required to sign declarations
Work confirming that the work submitted for assessment is the candidate's
own. The teacher declares that the work was conducted under the
specified conditions, and records details of any additional assistance.

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24 Standardisation
24.1 Standardising Meetings Annual standardising meetings will usually be held in the autumn term.
Centres entering candidates for the first time must send a
representative to the meetings. Attendance is also mandatory in the
following cases:

• where there has been a serious misinterpretation of the

specification requirements;
• where the nature of coursework tasks set by a centre has been
inappropriate;
• where a significant adjustment has been made to a centre’s marks
in the previous year’s examination.

Otherwise attendance is at the discretion of centres. At these

meetings support will be provided for centres in the development of
appropriate coursework tasks and assessment procedures.

24.2 Internal Standardisation of The centre is required to standardise the assessments across different
Marking teachers and teaching groups to ensure that all candidates at the centre
have been judged against the same standards. If two or more teachers
are involved in marking a component, one teacher must be designated
as responsible for internal standardisation. Common pieces of work
must be marked on a trial basis and differences between assessments
discussed at a training session in which all teachers involved must
participate. The teacher responsible for standardising the marking
must ensure that the training includes the use of reference and archive
materials such as work from a previous year or examples provided by
AQA. The centre is required to send to the moderator the Centre
Declaration Sheet, duly signed, to confirm that the marking of centre-
assessed work at the centre has been standardised. If only one teacher
has undertaken the marking, that person must sign this form.

A specimen Centre Declaration Sheet appears in Appendix B.

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25 Administrative Procedures
25.1 Recording Assessments The candidates’ work must be marked according to the assessment
criteria set out in Section 22. The marks and supporting information
must be recorded in accordance with the instructions in Section 22.
The completed Candidate Record Form for each candidate must be
attached to the work and made available to AQA on request.

The following should accompany the sample of work:

• Centre Declaration Sheet (one per centre);
• Candidate Record Form, fully completed, including bibliography
(one per candidate);
• Coursework Comments Sheet (one per assignment);
• Written stimulus materials relating directly to the assignments
submitted (one copy per centre, if the same material has been used
with all candidates).

25.2 Submitting Marks and Sample The total component mark for each candidate must be submitted to
Work for Moderation AQA on the mark sheets provided or by Electronic Data Interchange
(EDI) by the specified date. Centres will be informed which
candidates’ work is required in the samples to be submitted to the
moderator.

25.3 Problems with Individual Teachers should be able to accommodate the occasional absence of
Candidates candidates by ensuring that the opportunity is given for them to make
up missed assessments.

Special consideration should be requested for candidates whose work

has been affected by illness or other exceptional circumstances.
Information about the procedure is issued separately.

If work is lost, AQA should be notified immediately of the date of the

loss, how it occurred, and who was responsible for the loss. AQA will
advise on the procedures to be followed in such cases.

Where special help which goes beyond normal learning support is

given, AQA must be informed so that such help can be taken into
account when assessment and moderation take place.

Candidates who move from one centre to another during the course
sometimes present a problem for a scheme of internal assessment.
Possible courses of action depend on the stage at which the move
takes place. If the move occurs early in the course the new centre
should take responsibility for assessment. If it occurs late in the
course it may be possible to accept the assessments made at the
previous centre. Centres should contact AQA at the earliest possible
stage for advice about appropriate arrangements in individual cases.

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25.4 Retaining Evidence and The centre must retain the work of all candidates, with the Candidate
Re—Using Marks Record Form attached, under secure conditions, from the time it is
assessed, to allow for the possibility of an enquiry about results. The
work may be returned to candidates after the issue of results provided
that no enquiry upon result is to be made which will include
re-moderation of the coursework component. If an enquiry about
result is to be made, the work must remain under secure conditions
until requested by AQA.

Candidates re-taking the examination may carry forward their

moderated coursework marks. These marks have a shelf-life which is
limited only by the shelf-life of the specification, and they may be
carried forward an unlimited number of times within this shelf-life.

26 Moderation
26.1 Moderation Procedures Moderation of the coursework is by inspection of a sample of
candidates' work, sent by post from the centre to a moderator
appointed by AQA. The centre marks must be submitted to AQA
and the sample of work must reach the moderator by the specified
date in the year in which the qualification is awarded.

Following the re-marking of the sample work, 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. In some cases it may be necessary for
the moderator to call for the work of other candidates. In order to
meet this possible request, centres must have available the coursework
and Candidate Record Form of every candidate entered for the
examination and be prepared to submit it on demand. Mark
adjustments will normally preserve the centre’s order of merit, but
where major discrepancies are found, AQA reserves the right to alter
the order of merit.

26.2 Post-Moderation Procedures On publication of the GCSE results, the centre is supplied with details
of the final marks for the coursework component.

The candidates' work is returned to the centre after the examination

with a report form from the moderator giving feedback to the centre
on the appropriateness of the tasks set, the accuracy of the
assessments made, and the reasons for any adjustments to the marks.

Some candidates' work may be retained by AQA for archive purposes.

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Awarding and Reporting

27 Grading, Shelf-Life and Re-Sits

27.1 Qualification Titles The qualification based on this specification has the following title:
AQA General Certificate of Secondary Education in Spanish.

27.2 Grading System The qualification will be graded on an 8 point grade Scale A*, A, B, C,
D, E, F, G. Candidates who fail to reach the minimum standard for
grade G will be recorded as U (unclassified) and will not receive a
qualification certificate.

In each skill area candidates must be entered for either the Foundation
tier or the Higher tier. It is not necessary for a candidate to be entered
for the same tier in all four skill areas.

The result for each skill area is converted to a mark on a uniform mark
scale. The ranges of uniform marks corresponding to each grade
within a skill area are as follows.
A* 80-90
A 70-79
B 60-69
C 50-59
D 40-49
E 30-39
F 20-29
G 10-19
Candidates entered for a skill area at the Higher tier are eligible for all
scores in the range 0-90. However, because of the way in which the
Higher tier grade E ‘safety net’ boundary is determined, uniform
marks may decrease rapidly below the raw mark grade D boundary.

Candidates entered for a skill area at the Foundation tier are eligible
for scores in the range 0-59.

Candidates’ uniform marks for the four skill areas are added together
to give a total uniform mark on a scale of 0-360. The ranges of
uniform marks corresponding to each subject grade are as follows.
A* 320-360
A 280-319
B 240-279
C 200-239
D 160-199
E 120-159
F 80-119
G 40-79

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Candidates who obtain a total uniform mark less than 40 will be

unclassified.

The award of a particular grade does not depend on the tier of entry
for any of the skill areas, provided that the appropriate number of
uniform marks have been accumulated.

27.3 Re-Sits Individual components may not be retaken, but candidates may retake
the whole qualification more than once.

27.4 Minimum Requirements Candidates will be graded on the basis of work submitted for
assessment.

27.5 Carrying Forward of Centre- Candidates re-taking the examination may carry forward their
Assessed Marks moderated coursework marks. These marks have a shelf-life which is
limited only by the shelf-life of the specification, and they may be
carried forward an unlimited number of times within this shelf-life.

27.6 Awarding and Reporting This specification complies with the grading, awarding and
certification requirements of the current GCSE, GCSE in vocational
subjects, GCE, VCE, GNVQ and AEA Code of Practice and will be
revised in the light of any subsequent changes for future years.

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Appendices

A Grade Descriptions
The following grade descriptors indicate the level of attainment
characteristic of the given grade at GCSE. They give a general
indication of the required learning outcomes at each specific grade.
The descriptors should be interpreted in relation to the content
outlined in the specification; they are not designed to define that
content.

The grade awarded will depend in practice upon the extent to which
the candidate has met the assessment objectives (as in section 6)
overall. Shortcomings in some aspects of the examination may be
balanced by better performances in others.

Grade A Candidates understand gist and identify main points and detail in a
variety of types of authentic spoken language. They recognise points
of view, attitudes and emotions and are able to draw conclusions.
Candidates initiate and develop conversations and discussions, and
narrate events. They express and justify ideas and points of view, and
produce longer sequences of speech using a variety of vocabulary,
structures and verb tenses. They speak confidently, with good
pronunciation and intonation. The message is clear although there
may still be some errors, especially when candidates use more complex
structures.
Candidates understand gist and identify main points and detail in a
variety of types of authentic texts. They recognise points of view,
attitudes and emotions and are able to draw conclusions. They show
an ability to understand unfamiliar language and to extract meaning
from more complex language.
Candidates give information and narrate events both factually and
imaginatively. They express and justify ideas and points of view. They
produce longer sequences using a range of vocabulary, structure and
verb tenses. Their spelling and grammar are generally accurate, and
the style is appropriate to the purpose.

Grade C Candidates identify and note main points and extract details and
points of view from language spoken at normal speed. The spoken
texts include past and future events. They are drawn from a variety of
topics which include familiar language in unfamiliar contexts.
Candidates develop conversations and simple discussions which
include past, present and future events, involving the use of different
tenses. They express personal opinions and show an ability to deal
with some unpredictable elements. Although there may be some
errors, they convey a clear message, and their pronunciation and
intonation are generally accurate.

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Candidates identify and extract details and points of view from

authentic and simulated texts, drawn from a variety of topics and
which include past, present and future events. They show an ability to
understand unfamiliar language.
Candidates express personal opinions and write about a variety of
topics, both factually and imaginatively, including past, present and
future events and involving the use of different tenses. They use an
appropriate register. The style is basic but despite some errors the
writing conveys a clear message.

Grade F Candidates identify and note main points and extract some details
from simple language spoken clearly at near normal speed.
Candidates take part in simple conversations showing some ability to
substitute words and phrases. Their pronunciation is generally
accurate, and although there may be grammatical inaccuracies, the
main points are communicated.
Candidates identify main points and extract some information from
short, simple texts. They use context to work out the meaning of
words.
Candidates write short sentences, and respond to written texts by
substituting words and set phrases. Although there may be mistakes
in spelling and grammar, the main points are communicated.

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B Record Forms

abc
Centre-assessed work
Centre Declaration Sheet
Series/Year

Specification Title: …………………………………………………………..…. Unit Code: ……….….……………………………

Centre Name: ……………………………………………………………….… Centre No:

Authentication
This is to certify that marks have been awarded in accordance with the requirements of the specification and
that every reasonable step has been taken to ensure that the work presented is that of the candidates named.
Any assistance given to candidates beyond that given to the class as a whole and beyond that described in the
specification has been recorded on the Candidate Record Form(s) and has been taken into account. The marks
given reflect accurately the unaided achievement of the candidates.
Signature(s) of teacher(s) responsible for assessment

Teacher 1 ………………………………………..…………………. Teacher 2 ……………..…………………………………………….

Teacher 3 ………………………………………..…………………. Teacher 4 ……………..…………………………………………….

Teacher 5 ………………………………………..…………………. Teacher 6 ……………..…………………………………………….

(Continue overleaf if necessary)

Internal Standardisation of Marking

Each centre must standardise the assessments for this unit across different teachers and teaching groups to
ensure that all candidates in the centre have been judged against the same standards. If two or more teachers
are involved in marking a unit, one of them must be designated as responsible for standardising the marking of
all teachers at the centre who mark the unit.
The following declaration must be signed by the teacher responsible for ensuring standardisation. If all the
work has been marked by the same person, that person should sign below.
I confirm that:
(a) *I have marked the work of all candidates for this component;
(b) *the procedure described in the specification has been followed at this centre to ensure that the marking is
of the same standard for all candidates.

Signed: ……………………………………………………………………………………………………... Date: …………………………..

Signature of Head of Centre ………………………...…………………………………………. Date: …………………………..

This form should be completed and sent to the moderator with the sample of centre-assessed work.

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abc
Centre-assessed work
Candidate Record Form
Series/Year
Language [please tick]: GCSE French A 3651 (Full) GCSE Italian 3631
GCSE German A 3661 (Full) GCSE Urdu 3646
GCSE Spanish A 3691 (Full)
Centre Name: ........................................................................................ Centre No:

Candidate Name: ................................................................................. Candidate No:

This side is to be completed by the candidate.
Sources of advice and information
1. Have you received any help or information from anyone other than your subject teacher(s) in
the production of this work? (Write YES or NO).......................
2. If you have answered YES, give details. Continue on a separate sheet if necessary.
.......................................................................................................................................................................................
.......................................................................................................................................................................................
3. If you have used any books, information leaflets or other materials (e.g. videos, software packages or
information from the Internet) to help you complete this work, you must list these below, unless they
are clearly acknowledged in the work itself. To present material copied from books or other sources
without acknowledgement will be regarded as deliberate deception.
.......................................................................................................................................................................................
.......................................................................................................................................................................................

NOTICE TO CANDIDATE
The work you submit for assessment must be your own.
If you copy from someone else or allow another candidate to copy from you, or if you cheat
in any other way, you may be disqualified from at least the subject concerned.

Declaration by candidate
I have read and understood the Notice to Candidate (above). I have produced the attached work without any
help apart from that which I have stated on this sheet.

Candidate’s signature: .................................................................................................... Date: .................................

This form should be completed and attached to the candidate’s work and retained at the Centre or sent to
the moderator as required. PTO

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This side is to be completed by the teacher/assessor.

Marks must be awarded in accordance with the instructions and criteria in section 22 of the specification.
Supporting information to show how the marks have been awarded should be given in the spaces provided below.
Please complete the boxes to show the marks awarded and use the space in the concluding comments box to make any
summative comments which seem appropriate.

Assignment Number Controlled conditions (✔ or ✘ )

Assessment Criteria Max. Mark Teacher’s supporting statement
mark awarded
Communication 8
Quality of Language Range & Complexity 6
Accuracy 6
Total 20

Assignment Number Controlled conditions (✔ or ✘ )

Assessment Criteria Max. Mark Teacher’s supporting statement
mark awarded
Communication 8
Quality of Language Range & Complexity 6
Accuracy 6
Total 20

Assignment Number Controlled conditions (✔ or ✘ )

Assessment Criteria Max. Mark Teacher’s supporting statement
mark awarded
Communication 8
Quality of Language Range & Complexity 6
Accuracy 6
Total 20

Max. Mark
mark awarded

Total for 3 Assignments 60

Concluding comments

Details of additional assistance given (if any)

Record here details of any assistance given to this candidate which is beyond that given to the class as a whole and beyond
that described in the specification. Continue on a separate sheet if necessary.

Teacher/assessor’s signature: ................................................................................................. Date: ....................................

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C Coursework Comments Sheet

Centre-assessed work

abc
Specification Title: …………………………...………………………………….. Specification Code: ………….………………….
GCSE MFL Comments Sheet
Writing

Examination Series [please tick]: Jan May/June 200……

Centre Name: ............................................................................... Centre No:

Candidate Name: ......................................................................... Candidate No:

Assignment title
This sheet should be completed by the teacher/assessor by ticking the appropriate box(es) when looking at the candidate’s
first draft. The sheet should then be returned to the candidate, who should ensure that it is attached to the completed piece
of work when it is handed in to the teacher/assessor for marking.
CONTENT
TASK COMPLETION
Some parts of the task have not been covered
Fails to meet the requirements of the task
PRESENTATION
Presentation and layout to be tidied up
INTEREST
Add some more ideas/introduction/conclusion
Give more description
Give more opinions/reasons
Vary type of sentence more
Vary your vocabulary more
QUALITY OF LANGUAGE
Check spellings and accents
Check verb tenses and formation
Check word order
Check nouns and genders
Check adjectives and agreements

Teacher/assessor’s signature: .................................................................................................. Date: ....................................

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D Overlaps with other

Qualifications
There is a significant overlap with all qualifications at Level 2 of the
Qualifications Framework in this subject.

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