Caribbean Secondary

Education Certificate®

SYLLABUS
MODERN LANGUAGES
CXC 27/O/SYLL 15

Effective for examinations from May–June 2017

CXC 10/G/SYLL 17
Correspondence related to the syllabus should be addressed to:

The Pro-Registrar
Caribbean Examinations Council
Caenwood Centre
37 Arnold Road, Kingston 5, Jamaica

Telephone Number: + 1 (876) 630-5200

Facsimile Number: + 1 (876) 967-4972
E-mail Address: cxcwzo@[Link]
Website: [Link]

Copyright ©2016 by Caribbean Examinations Council

Prince Road, Pine Plantation Road, St Michael BB11091

CXC 27/O/SYLL 15 [Link]

 Contents

RATIONALE ............................................................................................................................................... …1

AIMS ...................................................................................................................................................... 1

GENERAL OBJECTIVES ............................................................................................................................ 2

SPECIFIC OBJECTIVES ............................................................................................................................. 3

SUGGESTED TIMETABLE ALLOCATION ................................................................................................... 3

CERTIFICATION ...................................................................................................................................... 3

DEFINITION OF PROFILE DIMENSIONS .................................................................................................. 4

WEIGHTING OF THE SKILLS .................................................................................................................... 4

FORMAT OF THE EXAMINATIONS .......................................................................................................... 4

CONTENT ............................................................................................................................................... 10

APPENDIX I ............................................................................................................................................ 57

APPENDIX II ........................................................................................................................................... 59

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 NOTE TO TEACHERS AND LEARNERS

The Modern Languages Syllabus (CXC 27/0/SYLL 15) was amended in 2015 for first examination in
2017.

Teaching is expected to commence on the amended syllabus in September 2015.

The amendments to the syllabus are indicated by italics.

Please check the website [Link] for updates on CXC’s syllabuses.

PLEASE NOTE

This icon is used throughout the syllabus to represent key features which teachers and
learners may find useful.

CXC 27/O/SYLL 15 [Link]

 Modern Languages Syllabus

 RATIONALE
Language and communication are central to our everyday interactions. Global trends and
technological advances have reduced distances, bringing nations and languages into our homes,
connecting us with every part of the globe and increasing opportunities for trade, travel and
employment. This syllabus will contribute to the development of the Ideal Caribbean Person as
articulated by the CARICOM Heads of Government through the exploration of beliefs, values and
behaviours. Students develop respect for human life, cultural heritage and the environment thus
enabling them to view the target culture from a perspective of informed understanding.

Language must be seen as integrally linked to culture. The study of French, Portuguese and Spanish
provides an opportunity for students to develop an understanding and appreciation of the cultural
and historical contexts of societies in the Americas. Students will acquire the skills, attitudes and
knowledge that will contribute to a growing understanding of themselves and their environment.
Students develop multiple literacies and independent and critical thinking in the context of foreign
language learning and in keeping with the UNESCO Pillars of Learning.

The Modern Languages Syllabus focuses on developing students’ ability to communicate in three of
the languages in use in the Americas. As students develop the competence to listen, speak, read and
write in French, Portuguese and Spanish and interpret aspects of the culture in which the languages
are embedded, they acquire the means to facilitate deeper interaction with our neighbours. The topics
selected for the syllabus reflect areas of interest to secondary school students. Language learning,
therefore, provides an opportunity for students to compare their own experiences with those of their
peers in Francophone, Lusophone1 and Hispanic countries in the region.

In designing this syllabus, care has been taken to ensure that it reflects current trends in the teaching
and assessment of modern languages at the secondary level. Ultimately, students will be equipped to
meet the needs of living, studying and working in a multilingual region and in a culturally and
linguistically diverse world.

 AIMS
The syllabus aims to:

1. encourage the acquisition of fundamental language skills needed to function successfully in

practical everyday situations requiring the use of the target language(s);

2. develop an understanding of the standard spoken and written forms of French, Portuguese
and Spanish;
3. encourage communication in French, Portuguese and Spanish in a manner acceptable to
native speakers;

1
Lusophone – Portuguese-speaking.

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 4. encourage students to appreciate their own culture(s) and those of their neighbouring
Francophone, Lusophone and Hispanic countries;

5. develop a foundation for further study and the world of work.

 GENERAL OBJECTIVES
On completion of the syllabus, students should:

1. understand and respond appropriately to spoken French, Portuguese and Spanish from a
variety of sources;

2. communicate orally in French, Portuguese and Spanish in everyday situations;

3. elicit and provide opinions and information;

4. express ideas and emotions;

5. read and understand material written in French, Portuguese and Spanish;

6. communicate appropriately and accurately in writing in French, Portuguese and Spanish;

7. develop insight into the cultures of the Francophone, Lusophone and Hispanic peoples of
the continent.

The General Objectives may be grouped under the following headings:

1. RECEPTIVE

On completion of the syllabus, students should:

(a) understand the language as it is spoken clearly and simply;

(b) understand the language as written in selected or adapted texts.

2. PRODUCTIVE

On completion of the syllabus, students should speak and write the language in a manner that
is understood by the native speaker.

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 SPECIFIC OBJECTIVES
Students should be able to:

1. respond appropriately to spoken forms of French, Portuguese and Spanish in everyday

situations, for example, questions and directions;

2. identify the main points of a conversation and a continuous passage;

3. use appropriate pronunciation and intonation when reading in French, Portuguese and
Spanish;

4. respond appropriately to simple written statements and instructions in French, Portuguese

and Spanish in everyday situations, for example, questions and directions;

5. answer questions based on a continuous passage or dialogue, factual reports, written

explanations, or other graphic stimuli;

6. respond appropriately to written material in French, Portuguese and Spanish using everyday
situations;

7. give explanations, directions and descriptions;

8. request explanations, directions and descriptions;

9. participate in conversations based on everyday topics;

10. respond orally in everyday situations in a manner acceptable to native speakers;

11. express ideas at a level of linguistic accuracy acceptable to a native speaker;

12. write simple information and statements related to practical everyday situations;

13. write simple information and statements relevant to their experiences;

14. express ideas and opinions in continuous writing in French, Portuguese and Spanish, for
example, in compositions, letters and dialogues.

 SUGGESTED TIMETABLE ALLOCATION

It is recommended that a minimum of five 40-minute periods per week, over two academic years or
the equivalent be allocated to the syllabus.

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 CERTIFICATION
The syllabus is offered for General Proficiency certification. A candidate’s performance will be
indicated on the certificate by an overall numerical grade on a six-point scale as well as a letter grade
for each of four profile dimensions, namely, Listening, Reading, Speaking and Writing.

 DEFINITION OF PROFILE DIMENSIONS

On completion of the syllabus, students are expected to develop skills under four profile dimensions:

Listening - the ability to demonstrate comprehension of meaning conveyed through

oral/aural stimuli.

Reading - the ability to demonstrate comprehension of meaning conveyed through

pictorial or written stimuli.

Speaking - production of spoken language in response to oral, aural or written stimuli.

Writing - production of the written language in response to written and/or pictorial

stimuli.

 WEIGHTING OF THE SKILLS

The General Proficiency examination places the emphasis on the production of the language and the
ratio of Productive skills: Receptive skills is 58:42.

 FORMAT OF THE EXAMINATIONS

GENERAL PROFICIENCY

Paper 01 A 60-item Multiple-Choice test in two Parts.

(1 hour 20 minutes)

PART A – Listening Comprehension (30 Items)

Section I: (8 items) Requires candidates to listen to a sentence and choose, from among four
pictures in their test booklet, the picture that corresponds to the
sentence.

Section II: (8 items) Requires candidates to listen to a sentence followed by a question or an

incomplete statement. They should choose the most appropriate response
from among the four options provided.

Section III: (6 items) Requires candidates to listen to two selections in the target language
followed by a number of questions. For each question they will choose the
best response.

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Section IV: (8 items) Candidates are required to listen to a passage in the target language.
Questions on the passage as well as four possible answers for each question
are provided. They are to choose the most appropriate answer from among
the four options provided.

PART B – Reading Comprehension (30 Items)

Section I: (8 items) Eight sentences are given each containing a blank space. Candidates are
required to choose the most appropriate response from the four options
provided.

Section II: (8 items) Candidates are given a short selection with blank spaces. They are
required to choose the response that is grammatically correct from
among the four options provided.

Section III: (7 items) Candidates are given a short selection with blank spaces. They are
required to choose the most appropriate response from the four
options provided.

Section IV: (7 items) Candidates are given TWO reading selections. For each selection,
questions are given. They are to choose the best response from the four
options provided.

Paper 02 A written paper in four Sections, one question in each Section. All
(2 hours 15 minutes) sections and questions are compulsory.

Section I: Requires candidates to provide written responses in the target language

to a series of situations described in English.

Section II: Requires candidates to write an informal letter of about 130–150

words in the target language.

Section III: Requires candidates to write a contextual dialogue of between 80–100

words and to complete information using cues in English.

Section IV: Requires candidates to answer questions in English, based on a Reading

Comprehension passage in the target language.

Paper 03 An oral examination in the target language. The examination has three
(10 – 15 minutes per Sections.
candidate)
Candidates will be required to
(i) respond orally to situations given in English;
(ii) read a passage aloud;
(iii) participate in guided conversation on selected everyday topics.

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 Section I: Requires candidates to respond orally to situations and/or instructions
given in English.

Section II: Requires candidates to read a passage aloud.

Section III: Requires candidates to participate by responding to four questions on

each of four topics.

GUIDELINES FOR PAPER 03

The Mark Scheme for Paper 03, the Oral Examination, provides a clear guide of what is required from
the candidates for each of the three aspects of the examination (see Mark Scheme at end of syllabus).
Teachers should use the Mark Scheme and the following guidelines in preparing students for the Paper
03 examination.

Situational responses

Candidates will be required to respond orally to situations and/or instructions given in English.

When preparing students for this Section of the examination it is crucial that they are familiar with the
different functions listed in the syllabus. Each situation responds to a function, for example, requesting,
thanking or expressing condolences, to name a few. Students should be taught how to recognise the
functions and to respond appropriately to them.

They should be guided to the quality of responses needed. They should know that one word answers,
such as ‘thanks’ and ‘yes’ and ‘no’, do not reflect how much of the language they know. At the same
time, they should be warned that answers that are too long may incur penalties for grammar. An ideal
response is one that is appropriate with only the essential information required. Students will have an
opportunity in the general question Section of the examination to demostrate how much of the
language they know.

Reading passages

Candidates will be required to read a passage aloud.

Teachers should ensure that students are very familiar with the sounds specific to the language which
they are learning. Students must be familiar with the:

(a) vowel sounds;

(b) the changes in sounds depending on where the letters are placed in the word as well
as the variations of sounds from one region or country to the other;

(c) intonation and stress.

Teachers should therefore ensure that students are familiar with the rules of accentuation, intonation
and stress.

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 Guided conversation
Candidates will be required to participate in conversation by responding to four questions on each of
four topics. The guided conversations are based on the following topics:

(a) Home and Family.

(b) School and Career.

(c) Sports and Recreation.

(d) Daily Routines.

(e) Shopping.

(f) Travel.

When preparing students for this section of the examination teachers should ensure that students:
(a) are familiar with the interrogatives;

(b) listen carefully to the entire question and to what the question is asking before they
respond;

(c) avoid responses that are simply ‘yes’ and ‘no’. Encourage them to provide a
comprehensive answer. There is no penalty for saying too much;

(d) vary their vocabulary as much as possible, using synonyms and idiomatic expressions.

WEIGHTING OF EXAMINATION COMPONENTS

Paper Section Mark Allocation

Total Marks (%)
Receptive Productive
Listen Read Speak Write
Paper 01 1 30
60 (25)
2 30
Paper 02 1 30
2 30
3 20 100 (42)
4 20
Paper 03 1 25
2 10 80 (33)
3 20 25
Marks 50 50 60 80 240
% Per Profile 21 21 25 33 100 (100)

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 CONTENT
The syllabus content on pages 10–32 has been organised around three main concepts: Functions and
Notions, Settings and Topics, and Grammar and Lexis. These form the headings for three parallel
columns, which should NOT be considered separately. In the Syllabus, emphasis is placed on the
students’ ability to use the target language in a functional way. Therefore, the basic functions needed
for communication are identified. It is intended that these functions should be the core of the
instructional planning process.

Functions, however, are performed in particular contexts and, therefore, the settings in which the
functions are likely to be performed are identified. The last column provides some examples of the
relevant grammar and vocabulary. However, these are not exhaustive as they are intended to be
examples only.

This approach used in organising the syllabus seeks to shift attention away from a purely structural
approach to a more communicative one. It is expected that students following this syllabus will be
able to carry out these functions in the target language. A brief summary of the core topics and the
tenses, which students are expected to know, follows. These lists are intended to be a reminder of the
basic knowledge to be acquired by the student and should not be used in isolation from the rest of
the syllabus.

Use of Tenses and Moods

Candidates should be able to use the following tenses and moods as they are relevant to particular
functions:

Tense

French Spanish Portuguese

Simple Present Simple Present (Simple) Present

Present Present Continuous/Progressive
Continuous/Progressive
Passé Composé Present Perfect Present Perfect
Simple Past Preterit(e) Preterit(e)
Future Future Future
Imperfect Imperfect Imperfect
Pluperfect Pluperfect *Pluperfect
*Past Historic (Passé Simple) Past Continuous Past Continuous/Progressive
Conditional Conditional Conditional

*For recognition only.

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Moods

French Spanish Portuguese

Indicative Indicative Indicative

Imperative Imperative Imperative
Infinitive Infinitive Infinitive
Present Subjunctive Present Subjunctive Personal Infinitive
Imperfect Subjunctive Present Subjunctive
Imperfect Subjunctive
Future Subjunctive

Voice

Active Voice
Passive Voice

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1. ESTABLISHING AND MAINTAINING SOCIAL RELATIONSHIPS

FUNCTIONS/NOTIONS SETTINGS AND TOPICS GRAMMAR AND LEXIS

FRENCH SPANISH PORTUGUESE

1.1 Greetings and In the classroom, in Bonjour / Bonsoir Buenos días / Buenas Bom dia / Boa tarde
responses public places, at home. tardes
Ça va? ¿Que tal?/ ¿Como te va? Como vai você?/Tudo
bem?/Como estão as
coisas?/ Que tal?
Salut ¡Hola!
Quoi de neuf? ¿Qué pasa? Oi/Olá
¿Qué hay de nuevo? O que há de novo?

Très bien, merci. Muy Bien Muito bom

A vous aussi/A vous de Igualmente Igualmente
même

1.2 Farewells In the classroom, in the Au revoir, à bientôt/ à !Hasta la vista! Até logo! /Até
home, in the street, in tout à l’heure / à plus !Hasta luego! breve!/Até mais!
social situations, at the tard. Adios Adeus!
airport, at the train Vaya con Dios! Vá com Deus! / Fique
station. com Deus
Bonne nuit / Bon voyage Buen viaje! Boa viagem

1.3 Introductions Amongst peers, younger Je te/vous présente. Le presento Eu quero apresentar…
to older, female to C’est …. Quiero presentar Este é ….
male, less distinguished, Voici Este es …. Esta é ….
to more distinguished.

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FUNCTIONS/NOTIONS SETTINGS AND TOPICS GRAMMAR AND LEXIS

FRENCH SPANISH PORTUGUESE

1.4 Addressing On formal and social Monsieur, Señor, O senhor, a senhora

persons occasions, in public Mon cher, Compañero, Don, Doña Seu/Dona
places, in the classroom,
in the family, telephone Mon copain, Mi amigo O meu amigo/a minha
conversations. Mon ami, amiga
Mon vieux,
Chéri Querido/a

1.5 Beginning and From the country of the Cher + prénom. Estimado amigo, Prezado senhor/Prezada
ending of letters target language to the senhora/Caro senhor
home country and vice Cara senhora
versa, excuses,
invitations. Mon cher, Querido, Querido/Querida …..
Je vous (t’) embrasse Un abrazo de tu amigo Um abraço do seu amigo
Amitiés Con cariño Com amor, com carinho
Bien des choses
Grosses bises, gros Besos y abrazos/ Beijos e abraços
bisous Cariños y saludos de
Ecris-moi vite

1.6 Holiday At Christmas, New Year, Joyeux Noël, Feliz Navidad/ Feliz Natal/
Greetings Easter. Bonne Année Feliz Año Neuvo/ Feliz/Próspero Ano
Próspero año nuevo Novo/
Joyeuses Pâques Felices Pascuas Feliz Páscoa
Bonne Fête
Bonnes vacances
Meilleurs voeux

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FUNCTIONS/NOTIONS SETTINGS AND TOPICS GRAMMAR AND LEXIS

FRENCH SPANISH PORTUGUESE

1.7 Birthday wishes At home, in the street, Bon anniversaire Feliz cumpleaños Feliz
and other at fêtes. Aniversário/Parabéns!
greetings for Bonne fête des Mères Feliz día de Madres Feliz Dia das Mães
other festive Bonne fête des Pères Feliz día de Padres Feliz Dia dos Pais
days/
celebrations

1.8 Toasts Dinners, Weddings, Vive………..! !Qué viva……! Viva!

Flag-raising ceremonies, Que………..! !Salud! Saúde!
State visits. A votre/ta santé!

1.9 Thanking, Letter, social situations. Merci Muchas gracias Obrigado/a

expressing Je vous remercie Mil gracias Muito obrigado/a
gratitude Je vous suis
reconnaissant(e)
Etre obligé
Merci bien/ beaucoup

Je vous (t') en prie

De rien De nada De nada
Il n'y a pas de quoi. No hay de que Não há de que!
Não foi nada!

1.10 Apologising At home, at school, at Etre désolé de, Me disculpo Sinto muito
work and other public S'excuser de, Siento Desculpe!/Desculpas
places. On the Pardon! Lo siento,
telephone, in letters. ¡Perdone!

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FUNCTIONS/NOTIONS SETTINGS AND TOPICS GRAMMAR AND LEXIS

FRENCH SPANISH PORTUGUESE

1.11 Expressing At home, at school, at Je suis déçu(e) de Lo siento mucho Sinto muito
regret and work, in other social Je regrette que + subj
disappointment situations. Je te plains
Pardon!
Quel dommage!/ Hélas ¡Qué lástima! Que pena!
C'est dommage Que lástima!

Tant pis Tanto faz

1.12 Congratulations On passing an Je vous félicite! ¡Le felicito! Parabéns para você!
examination; on winning ¡Te felicito!
a prize/contest; on a
fine performance in Félicitations! ¡Felicitaciones! Parabéns!
sports, games, dances Bravo! ¡Felicidades! Muitas felicidades!
and other activities.

1.13 Expressing good On undertaking a Bonne chance! ¡Buena suerte! Boa sorte!
wishes venture. Bon courage! ¡Que le vaya bien! Que tudo esteja/vá bem!
Je vous/ te souhaite… ¡Que te vaya bien! Te desejo...

Bon séjour

1.14 Expressing On the occasion of a Condoléances! ¡Mi más profundo Os meus pêsames!
Sympathy and death, illness and Mes plus sincéres pésame!
Condolences misfortune. condoleances ¡Te acompaño en tus Sinto muito
(Toutes) mes sentimientos!
condoléances

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FUNCTIONS/NOTIONS SETTINGS AND TOPICS GRAMMAR AND LEXIS

FRENCH SPANISH PORTUGUESE

1.15 Calling attention In the home, in school, Attention! ¡Cuidado! Cuidado!

in the street and other Tiens! ¡Mira! Veja!
public places. Hé! ¡Dios mío! Meu Deus!/Nossa!
Ecoute! ¡Oye! Olhe!
Venez/Viens voir ¡Ojo! Ouça!

Pardon, monsieur ¡Hola! Oi/Olá!

S'il vous plaît…
Au secours!
Au voleur!

1.16 Expressing All settings and topics. Vouloir/aimer bien Querer Querer
requests Aimeriez-vous? Quisiera Eu gostaria
Voulez-vous? Veuillez Hágame el favor Faça-me o favor
Tenga la bondad de Tenha a bondade de
Voudriez-vous?
S'il te/vous plait Por favor Por favor

1.17 Inviting All settings and topics. Vouloir Querer, Querer

Je voudrais Quisiera Eu gostaria de
Cela me plairait Invitar a Convidar para…
S'il n'y a pas Gustar Gostar
d'inconvénient Si no te conviene, Se não for
Si no tiene inconveniente/
inconveniente Se não importar

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2. GIVING, SEEKING AND RESPONDING TO INFORMATION

FUNCTIONS/NOTIONS SETTINGS AND TOPICS GRAMMAR AND LEXIS

FRENCH SPANISH PORTUGUESE

2.1 Identifying In the home, in school, Etre Ser Ser
in stores and banks, in Qu'est-ce que c'est? ¿ Qué es? Qual é / o que é
restaurants/ hotels/ C'est, ce sont. Es/son. É / São
airports/train Est-ce que c'est…? ¿ Qué es esto? Que é isso?
stations/ports, in the Etes-vous mécanicien? ¿Es Vd. mecánico? O senhor é o mecânico?
city, in the country. A qui est le livre? ¿De quién es el libro? Este livro é de quem?
Il est français? ¿El es venezolano? Ele é brasileiro?
Il s'appelle….. El se llama… Ele se chama….
Ta maison, c'est ¿Cuál es tu casa? Qual é sua casa?
laquelle?
Je suis le cadet/l'aîné Yo soy el menor/mayor Eu sou o caçula/o
menor/maior

2.2 Completing an Offices, embassies, Nom Nombre Nome

application form educational institutions, Adresse Dirección Endereço
job locations. Âge Edad Idade
Date et lieu de Fecha y lugar de Data e lugar de
naissance nacimiento nascimento

2.3 Describing Description of persons, Il y a Hay Há

places, things. C'est le premier/dixième Primero a décimo Primeiro ao décimo
Un vieil home Un buen muchacho Um bom garoto
Une voiture bleue Un hombre rico Um homen rico
Une femme mariée Una mujer casada Uma mulher casada

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FUNCTIONS/NOTIONS SETTINGS AND TOPICS GRAMMAR AND LEXIS

FRENCH SPANISH PORTUGUESE

2.4 Describing how All settings and topics. Bien Bien Bem
things are done Vite Rápido Rápido

Lentement Lentamente Lentamente

Avec soin Con cuidado Com cuidado
Sans hésiter Sin vacilar Sem hesitar
Il est sorti en courant Salió corriendo Saiu correndo
2.5 Describing Temperate and tropical Il pleut Llueve Está chovendo
weather, time, places. Il fait beau Hace buen tiempo O tempo está bom
season au clair de la lune Hay luna Há lua/A lua brilha

Il est midi Es mediodía É meio-dia

Il est deux heures Son las dos São duas horas
Tôt Temprano Cedo
Tard Tarde Tarde
Ce mois Este mes Este mês
Cette année Este año Este ano
Ce matin Esta mañana Esta manhã
Aujourd'hui Hoy Hoje
Hier, Ayer Ontem
cette nuit Esta noche Esta noite
Hier soir Anoche À noite
La semaine prochaine La semana que viene Próxima semana
La semaine dernière La semana pasada Semana passada
L'année prochaine El año próximo Próximo ano
L'année dernière El año pasado Ano passado

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 Il y a deux ans/deux Hace dos años/vemos Dois anos atrás/há dois
jours en dos días anos, em dois dias
FUNCTIONS/NOTIONS SETTINGS AND TOPICS GRAMMAR AND LEXIS

FRENCH SPANISH PORTUGUESE

Describing Il attend depuis deux Hace dós días que Ele espera há dois
weather, time, jours espera dias/Fazem dois dias que
season (cont’d) Il attendait depuis deux Hacía dos días que ele espera
jours esperaba
Nous rentrons tôt le Regresamos temprano Voltamos para casa
lundi el lunes Segunda-feira cedo
Je pars lundi Me voy el lunes Vou embora na segunda-
feira

On se verra dans deux Nos vemos en dos días Vemos-nos em dois dias
jours

Au printemps, En primavera Na primavera

En été. En el verano No verão

La saison des El verano O verão
pluies/l'hivernage El invierno O inverno
Un cyclone El ciclón O ciclone
Un ouragan El huracán O furacão
La saison sèche /le La estación lluviosa/seca A estação seca/chuvosa
carême

2.6 Narrating Imaginative and L'argent a été volé El dinero fue robado O dinheiro foi roubado
personal incidents. On a volé l'argent Ele roubou o dinheiro
Eles roubaram o dinheiro

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 Se robó el Ele decidiu fazer
dinero/Robaron el
dinero Eu queria ir para casa

FUNCTIONS/NOTIONS SETTINGS AND TOPICS GRAMMAR AND LEXIS

FRENCH SPANISH PORTUGUESE

Narrating La porte s'ouvre Se abre la puerta A porta se abre

(cont’d) Il allait tomber El iba a caer Ele cairia
Elle venait de manger Acababa de comer Ele acabou de comer
quand… cuando… quando ...
Il a décidé de faire Decidió hacer Ele decidiu fazer
Il voulait faire Quería ir a casa Queria ir para casa

2.7 Quantifying and In shops, hotels, Je voudrais de la Quisiera Eu gostaria de

listing markets, supermarkets, viande/du beurre/des carne/mantequila/ carne / manteiga /
in the home, in schools oranges naranjas laranjas
and other public places. Je ne veux pas de lait No quiero leche Eu não quero leite
En voilà une Toma Há um
De la monnaie?...Je n'en ¿Tienes moneda?...No Tem troco? ... Não tenho
ai pas tengo
Un … un million Uno..a un millón Um..a um milhão
Je fais chimie, biologie, Estudio la química, la Eu estudo química,
français, espagnol… biología, el español biologia, português,
espanhol, francês
Deux kilos de … Dos kilos de… Dois quilos de ...
Un litre de Un litro de… Um litro de ...
Une bouteille de Una botella de… Uma garrafa de ...
Combien de? ¿Cuántos? Quanto/a (s)
Beaucoup de Mucho

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 Bien des Muito/a (s)/ bastante
Trop de Demasiado
Assez de Bastante Demais / demasiado
Aucun Ninguno Suficiente
Nenhum(a) /nada

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FUNCTIONS/NOTIONS SETTINGS AND TOPICS GRAMMAR AND LEXIS

FRENCH SPANISH PORTUGUESE

2.8 Locating All settings and topics.

Au/à la Sobre Sobre
Sur
Dans En Em
Contre, à côté de Al lado de Ao lado de/em torno
Au fond de/autour de Alrededor de de/ao redor de

L'Afrique A África
L'Europe A Europa
Le Sénégal O Senegal
La Argentina A Argentina
El Perú O Peru
Le Canada El Canadá O Canadá
Les Etats-Unis Los Estados Unidos Os Estados Unidos
La Havane La Habana Havana
La France A França
La Martinique A Martinica
Le Havre
O Brasil
Portugal

Chez moi En casa Em casa, para casa

Vers
En haut Hacia arriba, Acima / em cima
Hacia abajo Para baixo / embaixo
Là-bas Lá
Tout droit Todo derecho Em frente
A droite, à gauche, À direita, à esquerda

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 L’est, À l'ouest, dans le A la derecha, A la
nord de izquierda
FUNCTIONS/NOTIONS SETTINGS AND TOPICS GRAMMAR AND LEXIS

FRENCH SPANISH PORTUGUESE

Locating (cont’d) au nord/ nord-ouest, Al norte/noreste o norte/nordeste,

au sud/ au sud-est, À Al sur/sudeste o sul/sudeste,
l'ouest, dans le nord de ao oeste, ao norte

2.9 Questioning and All settings and topics. Quoi? ¿Qué? O quê?
Inquiring Lequel? ¿Cuál? Qual?
Où? ¿Dónde? Onde?
Pourquoi? ¿Por qué? Por quê?
Quand? ¿ Cuándo? Quando?
Comment? /Que? ¿Cómo? Como?
Qui? ¿Quién? Quem?
Je ne sais pas si.. ¿No sé si…? Não sei se ...
Je me demande si… ¿ Me pregunto….? Eu me pergunto se...?
N'est-ce pas? ¿Verdad? Verdade? / Não é?

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3. EXPRESSING OPINIONS

FUNCTIONS/NOTIONS SETTINGS AND TOPICS GRAMMAR AND LEXIS

FRENCH SPANISH PORTUGUESE

3.1 Expressing All settings and topics ne..pas No. Não.

agreement and ne..que, seulement No más de/que, Não mais do que / que,
disagreement solamente somente (só)

Ni…non plus Ni…tampoco Nem ... nem/nem....

“Ne” without “pas” tampouco
“Pas” without “ne”
Avoir raison/tort Tener Equivocar-se, errar
razón/Equivocarse Ter razão
Oui, si, mais si. Sim, não.
Non, mais non. Sí, no. De jeito nenhum!
Pas question. ¡De ninguna manera! Nunca
¡Nunca!

Entendu, bien sûr. ¡Bueno! Bem! Ok!

être d'accord Estar de acuerdo con Concordar com/estar de
Etre d'accord avec qqn acordo com
Etre d'accord pour
Croire, penser, voir Creer, ver, parecer Crer, ver, parecer
Entendre Entender Entender

3.2 Expressing All settings and topics Il est évident que Es claro que/es evidente É claro que
confirmation que
and denial Il n'y a pas de doute No hay duda que Não há dúvida, sem
que. dúvida(s)

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 Il ne fait aucun doute
J'estime que.. Creo que… Creio que, acredito que..
FUNCTIONS/NOTIONS SETTINGS AND TOPICS GRAMMAR AND LEXIS

FRENCH SPANISH PORTUGUESE

Expressing Je sais que Sé que … Eu sei que...

confirmation Je pense que Negar Negar
and denial Nier No es verdad Não é verdade
(cont’d) C’est faux

3.3 Expressing All settings and topics Pouvoir Poder Poder

possibility, Peut-être Tal vez, quizás acaso Talvez, tomara que,
doubts, acaso,
disbelief, Impersonal expressions Impersonal expressions Expressões impessoais
conjecture, Etre sûr/certain Estar seguro Estar seguro/a
certainty, Mais bien sûr! ¡Seguramente! Sin Certamente! Sem
uncertainty Certainement! duda! dúvida!
Sans doute! ¡Por supuesto! Absolutamente!
Absolumment! Claro!

3.4 Expressing Je pense que Creo, pienso, me parece Creio que, penso que,
opinions Je crois que A mi parecer parece-me que, na
Je dirais En mi opinión minha opinião,
A son avis, selon/ a meu ver
d'après
Ça se dit

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4. EXPRESSING EMOTIONS, ATTITUDES AND OTHER RESPONSES

FUNCTIONS/NOTIONS SETTINGS AND TOPICS GRAMMAR AND LEXIS

FRENCH SPANISH PORTUGUESE

4.1 Expressing All settings and topics Vouloir, desirer, aimer Gustar, estar bien, estar Gostar de, estar bem,
approval, être bien, être content contento con, de estar contente com/por
happiness, de
liking, Approuver, plaire à, Aprovar, agradar a
satisfaction, Satisfaire Satisfacer Satisfazer
disapproval, Allez! ¡Dale!
dislike, Chouette Ótimo
dissatisfaction Zut alors! ¡Qué asco! Que nojo!
C'est bon Está bien Está bem
C'est bien No tener inconveniente
ne pas aimer No querer Não gostar de
détester Odiar Detestar, odiar
Être contre/ Estar contra Estar/ser contra
désapprouver Desaprovar

4.2 Expressing All settings and topics Préférer/aimer mieux Preferir, gustar más, Preferir, gostar mais (do)
preference más que, menos que. que/menos (do) que

4.3 Expressing All settings and topics Negation Negation Negação

interest, lack of Impersonal expressions Impersonal expressions Expressões impessoais
interest
Plaire à Tener interés en Ter interesse em
être intéressé par Interesarse en Interessar-se por
S'intéressér à
Avoir envie de Quisiera Querer

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 Estar a fim de
FUNCTIONS/NOTIONS SETTINGS AND TOPICS GRAMMAR AND LEXIS

FRENCH SPANISH PORTUGUESE

4.4 Expressing All settings and topics S'étonner de Estar sorprendido Estar surpreso/a
surprise Etre surpris Surpreender-se
être étonné Admirar-se com
Surprendre Maravilhar-se com
Ça m'étonne que + Ficar pasmo/a com
subjunctive
Ça ne m’étonné pas.
C'est étonnant/
surprenant
Quelle surprise ¡Qué sorpresa! Que surpresa!
Quelle joie! ¡ Qué alegría! Que alegria!
Ça alors! Nossa!

4.5 Expressing hope All settings and topics Penser, espérer, Esperar, pensar Esperar que, pensar que
compter, vouloir Que + subjunctive + subjuntivo
Tomara que + subjuntivo
Gostaria de/que

4.6 Expressing All settings and topics The expletive Ne Temer, tener miedo Temer
worry, fear Avoir peur, craindre de Ter medo de
+ infinitive, craindre que Inquietar-se com
+ subjunctive Recear que
S'inquiéter, se soucier. Inquietarse Tomara que não… +
Oh là là! subjuntivo

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FUNCTIONS/NOTIONS SETTINGS AND TOPICS GRAMMAR AND LEXIS

FRENCH SPANISH PORTUGUESE

4.7 Insisting All settings and topics Insister sur/pour que + Insistir en, Insistir em
subjunctive Pensar + infinitive Pensar que
Avoir l'intention de
Répéter Repetir Repetir
Dever ([Link]. você
deveria…)

Devoir Deber Dever

Savoir Saber Saber
Rappeler Recordar Lembrar que/de

Il faut + infinitive Hay que + infinitive É necessário que

Il faut que + subj. Es necesario que + subj. É preciso que
Hace falta
Il est nécessaire que + Necesita
subj.

4.8 Expressing want, All settings and topics Désirer Desear Desejar
wish, desire Chercher Buscar Procurar
Avoir besoin de Querer Querer
Aimer Tener ganas de Ter vontade de

Vouloir Necesitar Necessitar

Tenir à Fazer questão de
Il me faut Ter a bondade de
Avoir la bonté de Tener la bondad de Fazer o favor de

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FUNCTIONS/NOTIONS SETTINGS AND TOPICS GRAMMAR AND LEXIS

FRENCH SPANISH PORTUGUESE

4.9 Expressing All settings and topics Vouloir bien Querer Querer
willingness Voulez-vous…? Tener la bondad de Ter vontade de
Volontiers
Avec plaisir Con gusto Com prazer

4.10 Granting/ All settings and topics Permettre à .. de Permitir Permitir

seeking Dire à … de Dejar Deixar
permission Donner la permission à Dar permiso a Dar permissão para
…
D'accord De acuerdo Estar de acordo (com)

Laisser Rogar
Demander la permission Pedir Pedir permissão para
Faire une demande Poder Poder
Pouvoir Permítame Permita-me
Permettez-moi Me permite + infinitive Deixar fazer
Je me permets de Por favor Por favor
S'il vous plaît

4.11 Expressing All settings and topics Devoir/ Il faut Deber Dever
obligation Il faut que + subj: Hay que Ter de/que
Il est nécessaire que + Necesita que Precisar
subj: Tener que Necessitar
Etre obligé de Ser obrigado/a a

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FUNCTIONS/NOTIONS SETTINGS AND TOPICS GRAMMAR AND LEXIS

FRENCH SPANISH PORTUGUESE

4.12 Expressing All settings and topics Défendre à … de Impedir Impedir

prohibition Interdire à ... de Dejar de Proibir
Arrêter de Evitar Evitar
Empêcher de Prohibirse Deixar de
Ne pas permettre

Il est interdit de Se prohibe É proibido…

Il ne faut pas No se debe Não pode…

4.13 Expressing All settings and topics Infinitives Infinitives Infinitivos

commands, Negative infinitives Negative infinitives Infinitivos negativos
instructions, Voulez-vous Tener la bondad Fazer o favor de…
directions Por favor, … + imperativo
Question forms: positive Question forms: Imperativos positivos e
and negative positive and negative negativos
Imperatives Imperatives

4.14 Suggesting a All settings and topics 1st person plural 1st person plural Imperativo na 1a pessoa
course of action imperative imperative do plural
Question forms Question forms Formas de perguntar
Suggérer/proposer de Sugerir/proponer Sugerir/propor

Dire de
Inviter à Invitar
*Si + the imperfect ¿Qué te parece si …? O que acha de…?
tense Que tal + 1a pessoa do
Aller + infinitive Ir a + infinitive plural…?

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 Não gostaria de…?

FUNCTIONS/NOTIONS SETTINGS AND TOPICS GRAMMAR AND LEXIS

FRENCH SPANISH PORTUGUESE

Suggesting a Vamos + infinitivo…?

course of action
(cont’d) Valoir la peine Vale la pena Vale a pena…
On y va? Vamos?
Pourquoi pas? ¿Por qué no? Por que não?

4.15 Advising All settings and topics Positive and negative Positive and negative Positivo e negativo
Il vaudrait mieux que +
subj.

Conseiller Aconsejar Aconselhar

Donner des conseils Dar consejo Dar conselho a
Vale a pena…
Il vaut mieux Más vale Seria melhor se…
Ça vaut la peine Vale la pena Penso que é melhor…

4.16 Warning All settings and topics Conditional or If clauses Conditional or If clauses Condicional ou formas
com “se”
Prévenir, avertir, alerter Avisar, prevenir Avisar, prevenir, alertar

Exclamations: Exclamations: Exclamações:

Attention! ¡Cuidado! Cuidado!,
¡Ojo! Perigo! Atenção! Olhe!
¡Peligro! Ô/Ai, meu Deus!

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FUNCTIONS/NOTIONS SETTINGS AND TOPICS GRAMMAR AND LEXIS

FRENCH SPANISH PORTUGUESE

4.17 Promising All settings and topics Aller + infinitive Ir a + infinitive Ir + infinitivo
Promettre. Prometer Prometer
Offrir Ofrecer/ofrecerse Oferecer, oferecer-se
para
Donner la parole Dar la palabra Dar a palavra

Aller + infinitive Ir a + infinitive Ir + Infinitivo

4.18 Threatening All settings and topics Menacer Amenazar Ameaçar
Conditional clauses Conditional Orações condicionais
clauses
Attention! Atenção!
Si tu continues à + Se você continuar a…
inf…future

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5. CONNECTIVES

FUNCTIONS/NOTIONS SETTINGS AND TOPICS GRAMMAR AND LEXIS

FRENCH SPANISH PORTUGUESE

5.1 Time Sequence All settings and topics Puis, ensuite, alors, Pues, luego, entonces, Pois, logo, então, depois,
finalement, enfin, después, por lo tanto, enfim, assim que, em
d'abord, en premier lieu así que lugar de

5.2 Addition All settings and topics Et puis, ensuite, de plus y, e, de ahí, también, E, além de/disto,
además também, ademais, com

5.3 Reinforcing All settings and topics En plus, de plus, en Además, es más, aun Além disto, além do
outre, et encore, más, sobre todo mais, sobretudo, aliás
d'ailleurs

5.4 Similarity All settings and topics Aussi bien que, comme, Así como, tanto como Assim como, tanto …
également quanto

5.5 Introduction All settings and topics Il y avait une fois Había una vez Era uma vez…
Il était une fois Una vez Certa vez
Une fois Um/certo dia
Par un…jour Há um tempo
Tempos atrás

5.6 Summarising All settings and topics Bref, en tout, en gros, En breve, en resumen, Resumindo
en somme al fin y al cabo Em suma
Cela va sans dire/ il va A fin de cuentas Por fim
de soi Finalmente

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 Finalement Finalizando
FUNCTIONS/NOTIONS SETTINGS AND TOPICS GRAMMAR AND LEXIS

FRENCH SPANISH PORTUGUESE

5.7 Result, All settings and topics De sorte que (+ subj.) De manera que De maneira/modo que
consequence Por/como consequência
Il résulte que De resultado. Como resultado
Par conséquent, donc Por consecuencia/ Por causa de
por consiguiente/a
consecuencia de
Clauses of consequence Clauses of consequence Orações subordinadas de
consequência
5.8 Deduction, All settings and topics Donc, ainsi, et ainsi de Así, pues, por lo tanto, Ou seja, pois, portanto,
induction suite por eso por isso, assim sendo

5.9 Conclusion All settings and topics Pour conclure, En conclusión, por fin, Concluindo, por fim,
finalement, en fin de finalmente finalmente, afinal
compte, en conclusion

5.10 Explication All settings and topics C'est-à-dire, autrement Es decir, o sea, en otras Quer dizer, ou seja, em
dit, Exprimer autrement palabras outras palavras,
Vouloir dire Querer decir explicando de outra
Signifier forma/maneira/jeito

5.11 Exemplification/ All settings and topics Par exemple Por ejemplo Por exemplo
illustration Et caetera etcétera etc.
Selon/d'après Según Segundo, de acordo com
Citer Citar Citar

Donner des exemples Dar ejemplos Dar exemplos

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FUNCTIONS/NOTIONS SETTINGS AND TOPICS GRAMMAR AND LEXIS

FRENCH SPANISH PORTUGUESE

5.12 Contrast and All settings and topics Au contraire, quand Al contrario, pero, sino, Ao contrário, mas, senão,
coordination même, mais, d'un côté por otra parte por outro lado
… de l'autre côté, de
plus, donc, ou, ou bien
et Y, e E
ne … ni … ni No … ni … ni (nem)… nem

5.13 Replacement All settings and topics Sinon, au lieu de, à la En lugar de, en vez de Em lugar de, ao invés de,
place de, en échange contudo, todavia, não
Pourtant, cependant, Sin embargo; no Obstante, ainda (que)
néanmoins. obstante, aún
*Quoique/bien que + Aunque
subj.

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Suggested Teaching and Learning Activities

Teachers are encouraged to engage students in activities such as those listed below as they seek to achieve the objectives of the syllabus.

TOPIC FUNCTION SUGGESTED TEACHING AND LEARNING ACTIVITIES

Home and Describing/Similarity Students will research a typical Brazilian, French West Indian, Haitian or Hispanic family and make
Family comparisons with their own family. This will be presented orally to the class.

Students will create a dialogue between themselves and a facebook friend in which they discuss
similarities and differences between their families, and how they feel about certain members of
their family.

School and Giving, seeking and responding Students will respond by email to an advertisement for a certain job. They will provide personal
Career to information information, educational qualifications and explain why they think they are suitable for the job.

Students will work in groups/pairs to ask and answer questions on what profession they would like
to follow, reasons for choosing this profession, and qualifications needed for this profession.

Students will listen to a dialogue between two young people about subjects studied at school, their
preferences, and reasons for subjects they have chosen. They will then respond to questions based
on this dialogue.

Sports and Giving, seeking and responding Teacher will act as a talk show host and develop an activity in which students will engage in
Recreation to information discussion about their favourite sports and sportspersons.

Students will research a famous sportsperson and present to the class orally about this person.
They will provide personal details about the person as well as his/her achievements in the world of
sport.

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 Students will write a dialogue between themselves and a friend in which they discuss their leisure
time activities. This will be dramatised in front of the class.

TOPIC FUNCTION SUGGESTED TEACHING AND LEARNING ACTIVITIES

Daily Routines Narrating Students will imagine they are teachers, actors, calypsonians, rappers or journalists and talk about
the activities they engage in daily.

Students will work in pairs to compare and contrast their daily activities.

Shopping Expressing Preference Students will develop and dramatise a shopping scene at a mall in which a group of friends discuss
items they would like to purchase.

Students will interview each other about the types of purchases they make online and write a
report about their findings.

Teacher will create a situation in class in which students go into different shops to make purchases.
Students will be required to work in pairs to role play these scenarios. Guidelines will be given by
teacher as to what is to be included in the dialogues, for example, asking for an item, asking the
cost for an item, asking to try on something, saying something fits well.

Travel Describing Teacher will play short selections about the modes of transportation used by different people for
various activities. Students will respond orally to questions based on these selections.

Students will talk about the types of transportation they use daily.

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 LIST OF CARIBBEAN WORDS
SPANISH

A. NATURE

1. General Vocabulary 3. Flora (including fruits and vegetables)

el invierno - winter el aguacate - avocado

el verano - summer la anona - sweet sop, sugar
apple, custard apple
la estación de lluvias - rainy season el ayote/la calabaza - pumpkin
la estación seca dry
- season
la sequía - drought el bambú - bamboo
la berenjena - eggplant, aubergine,
garden egg,
melongene, baigan
el barranco/ la - gully la caña de azúcar - sugar cane
barranca
el cerro - hill el caimito - star apple, caimite
el camote - sweet potato
el chayote/el güisquil - cho cho,
christophine,
chayote
2. Fauna la ciruela americana - golden plum
el frijol - bean
el aguti - agouti la guayaba - guava
la cabra/el chivo - goat el guineo - banana
el caiman/el lagarto - alligator el limón - lime
el camarón - shrimp el maíz - corn
el cangrejo - crab la malanga - eddo
la concha - shell el mango - mango
el cotorro/el loro - parrot el mazapán - breadfruit
la jagüilla/el quequeo - wild boar la naranja - orange
la langosta - lobster el ñame - yam
la lagartija - small lizard el ócorro - ochro, okra
el tiburón - shark la papaya - pawpaw, papaya
la tortuga - turtle la piña - pineapple
el colibrí - humming bird el plátano - plantain
el tamarindo - tamarind
la toronja - grapefruit
el tulipán - hibiscus
el cocotero - coconut tree
el banano - banana tree
el mangotero - mango tree
el aguacatero - pear tree
el palmero - palm tree

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 B. COUNTRY AND INHABITANTS

1. Country 2. Inhabitants

Anguilla - Anguilla el de Anguilla - Anguillan

Antigua y Barbuda - Antigua and él de Antigua y Barbuda - Antiguan and
Barbuda Barbudian
Barbados - Barbados barbadiense - Barbadian
Belice - Belize beliceño/a - Belizean

Cuba - Cuba cubano/a - Cuban

El Caribe - The Caribbean caribeño/a - Caribbean

Dominica - Dominica dominicano/a - Dominica

La Guyana - Guyana guyanés/guyanesa - Guyanese

La Guyana Francesa - French Guyana guyanés/a francés/a - Grench Guyanese

Grenada - Grenada grenadiense/grenadine - Grenadian
Guadalupe - Guadeloupe guadalupense - Guadaloupean
guadalupeño/a
Haití - Haiti haitiano/a - Haitian
Jamaica - Jamaica jamaiquino/a - Jamaican
jamaicano/a -
Las Antillas - The West antillano/a - West Indian
Indies
Martinica - Martinique martiniqueño/a - Martiniquan,
Martinican
martiniqués/martiniquesa
Montserrat - Montserrat él de Montserrat - Montserratan
La República Dominica - Dominican dominicano/a - Santo Domingan
Republic
San Cristóbal - St Christopher
/St Kitts
Santa Lucía - St Lucia él de Santa Lucia - St Lucian
San Vicente - St. Vincent vicentino/a Vincentian
Surinam - Suriname surinamés/surinamesa - Surinamese
surinameño/a
Trinidad y Tobago - Trinidad and ciudadano de Trinidad y - Citizen of Trinidad &
Tobago Tobago Tobago
trinitario/a Trinidadian
tobagonés - Tobagonian
Islas Vírgenes - Virgin Islands el de las Islas Virgenes - Virgin Islander
el mestizo - Mestizo
el indio - Indian
el indïgena - Native
el mulato - Mulatto
el criollo - Creole

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 C. HOME AND FAMILY

1. General

la choza/champa - hut
la hamaca - hammock

2. Food and Drink

el arroz con frijoles - rice and beans el ají/chile/picante - hot pepper

la empanada - patty made of el gazpacho - cold vegetable soup

fish or meat
el arepa - small patty el taco - a crisp type of
made of corn savoury
flour with a
filling
la paella - a rice dish la tortilla - type of savoury
with seafood pancake. Varies in
size and shape from
country to country.

el tamal - type of meat

pie made of
cornmeal
dough, like a
pastelle
el ron - rum

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 D. OCCUPATION

la commadrona/la - midwife el finquero/el granjero - farmer

partera
el pescador - fisherman la canoa - canoe
la azada - hoe el machete - cutlass
la red - drawnet

E. RELIGION

el espanto - evil spirit el hechicero/el brujo - obeahman

el hechizo - Obeah musulmán - Muslim
hindú - Hindu, (East) el vudú - Voodoo, vodun
Indian
el curandero - bush doctor cristiano - Christian

F. SOCIETY AND POLITICS

el Banco Caribeño - Caribbean la comunidad caribeña - CARICOM

de Desarrollo Development
Bank
el tercer mundo - Third World la mancomunidad - Commonwealth
el partido político - Political Party

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 G. CULTURE

El carnaval - carnival La bomba - Puerto Rican Dance

La corrida de toros - bullfighting el merengue - Popular Dance in
the Spanish
Caribbean
el Día de la Raza - Columbus Day la Misa del Gallo - Midnight Mass (New
Year’s Eve Night)
el Día de los Santos - The Day of the la Navidad - Christmas
Dead
el Día del Santo - Saint’s Day la Nochebuena - Christmas Eve
la Fiesta de los Reyes - celebration of jai-alai or pelota - Ball games (Spanish
Magos (Spain) the three wise and Cuban)
men; (the day la siesta - Spanish custom of
Christmas resting in the
presents are afternoon
exchanged in
Spain)
festejar - to celebrate el nombre compuesto - compound name
el Noviazgo - Courtship

el flamenco - a typical el velorio - Wake

Spanish dance
la salsa - A Latin
American
Dance
Jugar la piñata - to play the El Viernes Santo - Good Friday
piñata

la Pascua - Easter El villancico - Christmas Carol

la quinceañera - 15th birthday

celebration
la Semana Santa - Holy Week

H. TECHNOLOGY

1. Communication

la computadora - computer el fax, telefax - fax

el ordenador la tarjeta telefónica - phone card
la computadora de - personal el contestador - an answering
mesa computer automático machine
la computadora el teléfono portatil - portable telephone
personal
la computadora - Laptop
portátil

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juego de - computer
computadora games

Technology (cont’d)

la informática - computer
studies
la computación - computer
el programador programmer

2. Electronics

la cablevisión - cable television el reproductor de - CD player

la televisión por cable compact-disc
la antenna parabólica - satellite dish el walkman - walkman
el magnetoscopio - VCR el videojuego - video game
el video
el mando a distancia - remote control la máquina vendedora - vending machine
el control remoto la tarjeta de crédito - credit card
el disco compacto el cellular - cellular telephone
el compact-disc - CD

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 LIST OF CARIBBEAN WORDS
FRENCH

A. NATURE

1. General Vocabulary

l'anse (f) - bay le morne - hill

l'ouragan - hurricane le piton - piton
le cyclone - cyclone, la ravine - gully
hurricane
la saison des pluies - the rainy la sécheresse - drought
season
la saison sèche - dry season
le petit carême - Indian summer
l’été - summer
l'hiver - winter

2. Fauna

l'agoutí (m) - agouti le crabe - crab

l'anolis (m) - small lizard, la crevette - shrimp
zandoli
le cabri - goat le lambi - conch, lambie
le caïman - alligator la langouste - crayfish, spiny
lobster
le cochon marron - wild boar le lézard/le maboya - lizard
le colibri - hummingbird la mangouste - mongoose
le coquillage - shell le perroquet - parrot

3. Flora (including fruit and vegetable)

l'ananas (m) - pineapple le gombo - ochro, okra

l'aubergine (f) - eggplant, la goyave - guava
aubergine,
garden egg,
melongene,
baigan
l'avocat (m) - avocado pear l'hibiscus (m) - hibiscus
l'avocatier - avocado tree l'igname (f) - yam
le bambou - bamboo le maïs - corn
la banane - banana (ripe) la mangue - mango
la banane verte - plantain le manguier - mango tree
la banane mûre - banana le manioc - cassava
le bananier - banana tree le maracoudja - passion fruit
la bougainvillée - bougainvillea la noix de coco - coconut
la calebasse - calabash l'orange (f) - orange
la canne à sucre - sugar cane le palmier - palm tree
le chou caraïbe - coco yam le pamplemousse - grapefruit

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la christophine - cho cho, la papaye - pawpaw, papaya
christophine,
chayote
le citron vert - lime la patate (douce) - sweet potato
le cocotier - coconut tree la pomme cannelle - sweet sop, sugar
apple, custard apple
le corossol - soursop la pomme cythère - golden apple,
le pois d'angole June/jew plum,
pommecythere
la figue (la figue- - banana le pois congo - pigeon pea, congo
banane), la bacove (gungo) pea
le flamboyant - poinciana la sapotille - naseberry, sapodilla
le fruit à pain - breadfruit

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 B. COUNTRY AND INHABITANTS

1. Country 2. Inhabitants

Anguilla - Anguilla Anguillais(e) - Anguillan

Antigue et Barbuda - Antigua and Antiguais(e)/un(e) - Antiguan and
Barbuda originaire de Barbuda Barbudan
La Barbade - Barbados Barbadien(ne) - Barbadian
Le Belize - Belize Bélizien(ne) - Belizean
Cuba - Cuba Cubain(e) - Cuban
Les Caraïbes - The Caribbean Caraïbe/Caribéen(ne) - Caribbean
La Dominique - Dominica Dominiquais(e) - Dominican
La Grenade - Grenada Grenadien(ne) - Grenadian
Le Guyana - Guyana Guyanais(e) - Guyanese
La Guyane Française - French Guyana Guyanais(e) - French Guyanese
St-Vincent Les - St Vincent The St-Vincentien(ne) - From St Vincent and
Grenadines Grenadines the Grenadines
La Guadeloupe - Guadeloupe Guadeloupéen(ne) - Guadeloupean
Haïti - Haiti Haïtien(ne) - Haitian
Les lles Vierges - Virgin Islands Originaire des lles - From the Virgin
Vierges Islands
La Jamaïque - Jamaica Jamaïquain(e) - Jamaican
Les Antilles - The West Antillais(e) - West Indian
Indies
La Martinique - Martinique Martiniquais(e) - Martiniquan,
Martinican
Montserrat - Montserrat Montserratien(ne) - Montserratian
Nevis, Nièves - Nevis Névisien(ne) - Nevisian

La République - The Dominican Dominician(e) - Santo Domingan

Dominicaine Republic
St-Christophe - St Kitts Kitticien(ne) - Kittician
Ste-Lucie - St Lucia St-Lucien(ne) - St Lucian
Le Surinam - Suriname Surinamais(e) - Surinamese
La Trinité et Tobago - Trinidad and Trinidadien(ne) et - Trinidadian
Tobago Tobagonien(ne)
Les îles Turques et - The Turks and une câpresse - Black woman with
Caiques Caicos Islands straight hair
chabin(e) - Mixed person with
fair skin and curly
hair
un mulâtre, une - Mulatto
mulâtresse

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 C. HOME AND FAMILY

1. General 2. Clothes

la case - hut le bacoua - Martiniquan straw

hat
le hamac - hammock le foulard - scarf
le madras - bandana head dress

3. Food/drink and the kitchen (for more details, cf, for example,
La Cuisine Créole, publ. Emile Desormeaux)

les acras (m) - Fritters le thym - thyme

le boudin - black pudding le blaff - fish soup, fish stew
le canari - earthenware le calalou - vegetable stew
pot with ochroes/okras,
spinach or dasheen
leaves
la cassave - cassava bread, le cari/le curry - curry
bammy
le colombo - curry (dish) la ciboulette - scallion, chive
le mabi - mauby le gingembre - ginger
la morue - codfish, salted le mortier - mortar
cod, saltfish
le pilon - pestle piler - to pound
le punch - drink made le piment - hot (country) pepper
with rum

D. OCCUPATION

1. Farmer – Fermier 2. Fisherman – Pêcheur

le coutelas - cutlass la pirogue - canoe

la houe - hoe la seine - drawnet
la machette - machete

E. RELIGION

hindou - Hindu la magie - witchcraft

musulman - Muslim le quimbois - obeah, charm, spell
le quimboiseur - obeahman le vaudou - voodoo
le zombi - Zombi(e), evil
spirit

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 F. SOCIETY AND POLITICS

départment - overseas métropolitain(e) - persons from the

d'outre-mer (D.O.M) department (of metropolitan
France) for countries (for
example, example, France)
Martinique,
Guadeloupe

la Banque Caraïbe du - Caribbean le tiers-monde - Third World

Développement Development
Bank

G. CULTURE

célébrer - to celebrate la messe de minuit - Midnight mass

une fête - a saint’s day, le réveillon de Noël / - Christmas Eve / New

name day du Nouvel An Year’s Eve dinner /
party
Noël - Christmas la veille de Noël - Christmas Eve

l’arbre de Noël / le - Christmas tree le jour de l’An - New Year’s Day

sapin de Noël
la bûche de Noël - Yule log ( a l’Épiphanie, le 6 - Epiphany
cake shaped janvier
and decorated
to look like a
log)

un chant/un cantique - a Christmas la fête des rois / le - Twelfth night,

de Noël carol jour des rois Epiphany
la galette des rois - a cake filled Mardi Gras - Shrove Tuesday, the
with almond day before Ash
paste with a Wednesday and the
small figurine last day of Carnival
or charm (une celebrations
fève) hidden in
it. Whoever
finds the charm
is crowned king
or queen

le Carnaval - carnival le Mercredi des - Ash Wednesday

Cendres
un char - carnival float Vendredi Saint - Good Friday
un défilé - procession Pâques - Easter

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un déguisement - a disguise le lundi de Pâques - Easter Monday
la Semaine Sainte - Holy week la Fête du Travail, le - Labour Day
premier mai
la chasse aux crabes - crab hunting le 22 mai - the day marking the
(crab is eaten abolition of slavery
during the (l’abolition de
Easter season l’esclavage) in
in the French Martinique
West Indies)
le 14 juillet, la fête - Bastille Day, un feu d’artifice - fireworks
nationale the French
national day
la Marseillaise - the name of la Toussaint, le - All Saints’ day (A
the French premier novembre public holiday.
national People visit
anthem cemeteries and lay
(l’hymne wreaths and flowers
national) [often
chrysantemums –
des chrysanthèmes ]
and candles on the
graves of relatives
and friends)

la Fête des Morts, le - All Souls’ Day le combat de coqs - cock fighting
deux novembre
le zouk - contemporary la biguine, la mazurka, - French West Indian
French West la polka, la merengue dances
Indian dance
and music

H. TECHNOLOGY

1. Communication

un ordinateur - a computer une télécarte (à - a phone card

mémoire)
un micro-ordinateur - personal un répondeur- - an answering
computer enregistreur machine
l'informatique (f) - computer un téléphone portable - a portable telephone
science
un programmeur - a computer un téléphone - a cellular phone
programmer cellulaire
un fax, une - fax
télécopie
un téléfax

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2. Electronics

la télévision câblée - cable TV un jeu vidéo - a video game

une antenne parabolique - a satellite dish un baladeur - a personal
stereo, walkman

un magnétoscope - a VCR un four à micro- - a microwave

ondes oven
une télécommande - a remote control un distributeur - a vending
automatique machine, an
automatic teller
machine
un disque compact - a compact disc une carte de - a credit card
crédit
une platine laser - a CD player

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 LIST OF CARIBBEAN AND BRAZILIAN WORDS
PORTUGUESE

A. NATURE

1. General Vocabulary

a baía - bay a colina, o morro - Hill

a estação seca - dry season a montanha - mountain
o furacão - hurricane o pico - peak
a estação das chuvas, - the rainy a ravina - gully
a estação chuvosa season
a seca - drought o igarapé - stream, creek

2. Fauna

o agouti, a cutia - agouti o caranguejo - Crab

o anólis - small lizard, o camarão - shrimp
zandoli
a cabra - goat a concha - conch, lambi
o jacaré - alligator o lagostim, a lagosta - crayfish, spiny lobster
o javali - wild boar o lagarto - lizard
o caititu, o cateto, o quenk, peccary, o capivara - capybara
porco-do-mato wild hog
o beija-flor - hummingbird o mangusto - mongoose
a concha, a - shell o papagaio - parrot
carapaça, o casco
a paca (agouti paca) - lappe, labba o gambá - manicou
o tatu - tattoo, a onça - jaguar
armadillo
o gavião-real - Harpy eagle a lontra - otter

3. Flora (including fruits and vegetables)

o abacaxi - pineapple o quiabo - ochro, okra

a beringela - eggplant, a goiaba - guava
aubergine,
melongene,
garden egg,
baigan,
boulanger
a couve - kale
o abacate - avocado pear o hibisco - hibiscus
o abacateiro - avocado tree o inhame - yam
o bambu - bamboo o milho - corn
a banana (madura) - banana (ripe) a manga - mango
a banana-da-terra, a - plantain a mangueira - mango tree
banana comprida

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a banana - banana o aipim, a macaxeira, - cassava
a mandioca
a bananeira - banana tree o maracujá - passion fruit
o cacau - cocoa o maracujá-açú - barbadine, granadilla
a buganvília, a - bougainvillea o coco - coconut
primavera, a três-
marias
a cabaça - calabash a laranja - orange
a cana-de-açúcar - sugar cane a palmeira - palm tree
o taro, o inhame- - coco yam a toranja - grapefruit
coco
o chuchu - cho cho, o mamão - pawpaw, papaya
christophine,
chayote
o limão - lime a batata doce - sweet potato
o coqueiro - coconut tree a fruta-do-conde, a - sweet sop, sugar
biribá, a ata apple, custard apple
a graviola - soursop a cajamanga, a - golden apple,
cajarana pommecythere,
June/Jew plum
o jambo - pommerac, o feijão - bean
Otaheite apple
o feijão-fradinho - black eye pea o feijão guandu - pigeon pea, gungo
(congo) pea
a ervilha - pea o grão-de-bico - chick pea, garbanzo
bean, channa
as ervilhas secas - split peas
a flor-do-paraíso, o - poinciana, o sapoti - sapodilla, naseberry
pau-rosa, o flamboiã flambouyant
a fruta-pão - breadfruit a acerola - West
Indian/Barbadian
cherry
o tamarindo - tamarind o caju - cashew
a melancia - watermelon a janitá - breadnut, chataigne
a taperebá - hog plum a pupunha - pewah
a pitomba-das- - chennette, o caimito - caimite, star apple
Guianas guinep, akee
a carambola - carambola, five a ciriguela, a siriguela - Jamaica plum
fingers
a romã - pomegranate o pimentão - sweet pepper

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 B. COUNTRY AND INHABITANTS

1. Country 2. Inhabitants

Anguila - Anguilla anguilano/a - Anguillan

Antígua e Barbuda - Antigua and antiguano/a e - Antiguan and
Barbuda barbudiano/a Barbudan
Aruba - Aruba arubano/a, - Aruban
arubiano/a
Bahamas - Bahamas bahamense, - Bahamian
baamense,
baamês/baamesa,
baamiano/a ou
bahamiano/a
Barbados - Barbados barbadiano/a, - Barbadian
barbadense
Belize - Belize belizenho/a ou - Belizean
belizense
Bermuda Bermuda bermudiano/a Bermudan
o Caribe, as Caraíbas - the Caribbean caribenho/a - Caribbean
Cuba - Cuba cubano/a - Cuban
Dominca - Dominica dominicano/a ou de - Dominican
Dominica
a República Dominica - the Dominican dominicano/a ou da Dominican
Republic República Dominica -
as Antilhas - Dutch Antilles antilhano/a Dutch Antillean
Holandesas (Bonaire, (Bonaire, holandês/holandesa
Curaçao, Saba, Santo Curaçao, Saba,
Eustáquio, São Sint Eustatius
Martinho) (Statia), Sint
Maarten)
Guiana Francesa - French Guiana guianense - French Guianese
francês/francesa
Granada - Grenada granadino/a - Grenadian
Guiana - Guyana guianense - Guyanese
Guadalupe - Guadeloupe guadelupano/a - Guadeloupean
Haiti - Haiti haitiano/a - Haitian
Jamaica - Jamaica jamaicano/a - Jamaican
Martinica - Martinique martinicano/a - Martiniquan,
Martinican
Montserrat - Montserrat cidadão/cidadã de - Montserratian
Montserrat
Porto Rico - Puerto Rico porto-riquenho/a ou - Puerto Rican
porto-riquense
São Cristóvão e Névis - St Kitts and cidadão/cidadã de São - Kittitian and Nevisian
Nevis Cristóvão e Névis
Santa Lúcia - St Lucia santa-luciano/a - St Lucian
São Vicente e as - St Vincent and são-vicentino/a - Vincentian (and from
Granadinas the Grenadines the Grenadines)

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Suriname - Suriname surinamense ou - Surinamese
surinamês/surinamesa
Trinidad e Tobago - Trinidad and trinidadiano/a, - Trinidadian and
Tobago (trinitário/a, Tobagonian
trinitino/a, trinitense)
e tobaguense
(tobaguiano/a)
Turks e Caicos - Turks and cidadão/cidadã de -
Caicos Islands Turcas/Turcos e Caicos
Ilhas Virgens - British Virgin cidadão/cidadã das - British Virgin
Britânicas Islands Ilhas Virgens Islanders
Britânicas
Ilhas Virgens US Virgin cidadão/cidadã das - US Virgin Islanders
Americanas Islands Ilhas Virgens
Americanas
as Antilhas, as Índias - the Antilles, the antilhano/a ou ou - West Indian
Ocidentais West Indies antilhense
as Américas - the Americas americano/a - of/from the Americas
a América do Sul - South America sul-americano/a - South American
a América Central - Central centro-americano/a - Central American
America
a América do Norte - North America norte americano/a - North American
a América Latina - Latin America latino-americano/a - Latin American

indígena indigenous
(Amerindian)
caboclo a person of
Amerindian
and European
ancestry
cafuzo a person of
Amerindian
and African
ancestry
pardo a light brown -
person of
mixed ancestry
moreno brown-skinned
mulato mulatto -

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 C. HOME AND FAMILY

1. General 2. Clothes

a oca - hut o chapéu - hat

a rede - hammock o lenço - scarf

3. Food, Drink and the Kitchen

o acarajé - bean fritter o tomilho - thyme

a farinha cassava flour, a pimenta-do-reino - black pepper
farine
a chicória - culantro, o cominho - cumin, geera
chadon beni
a morcela - black pudding a moqueca - fish stew in coconut
milk and dendê palm
oil
a panela de barro - earthenware o caruru - stew with
pot ochroes/okras and
shrimp and dendê
palm oil
o beiju, a tapioca - cassava bread, o caril, o curry - curry
cassava
pancake
o pão de queijo - cheese a cebolinha - scallion, chive
bread/roll
a feijoada - bean and meat o gengibre - ginger
stew
o bacalhau - codfish, o almofariz - mortar
saltfish, salted
cod
o pilão - pestle bater - to pound
a caipirinha - drink made a pimenta - pepper
with cachaça
(Brazilian rum)
o tucupi - a type of
cassareep

D. OCCUPATIONS

1. Farmer – Fazendeiro 2. Fisherman – Pescador

o facão - cutlass, a canoa - canoe

machete
a enxada - hoe a rede de pescar - dragnet

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 E. RELIGION

o hindu - Hindu a feitiçaria - witchcraft

o muçulmano - Muslim o encanto, o feitiço - charm, spell
o pajé - shaman o vodu - voodoo
o zumbi, o morto- - zombi(e) o pai-de-santo - priest of Afro-
vivo Brazilian religions
a mãe-de-santo - priestess of Afro-
Brazilian religions

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 F. SOCIETY AND POLITICS

o departamento - overseas o estado - state

ultramarino (da department (of
França), por France), for
exemplo, a example,
Martinica, Martinique,
Guadelupe e a Guadeloupe and
Guiana Francesa French Guiana
a região - region o município - municipality, city
o distrito - district a vila - town
a paróquia (Brasil), - parish o concelho - county
a freguesia
(Portugal)
o bairro, a - neighbourhood a quadra - block
vizinhança
o setor - sector a prefeitura - city hall, town hall

festejar - to celebrate a missa do Galo - Midnight mass

o dia do santo - a saint’s day, o jantar/a ceia, a festa - Christmas Eve / New
name day da noite de Natal / da Year’s Eve dinner /
véspera de Ano-Novo party
(Reveillon)
o Natal - Christmas a noite de Natal - Christmas Eve

a árvore de Natal, o - Christmas tree o Dia do Ano Novo - New Year’s Day
pinheirinho de Natal
o panetone - panettone a rabanada - sweet fried slices of
bread
o bolo Rei - a Portuguese o bolo de mel - Madeiran molasses
Christmas cake cake

a música de Natal - Christmas carol a carne vinha d’alhos Madeiran

Portuguese garlic
pork, calvinadage (in
Trinidad)
a Epifania, a - Epiphany o Carnaval - Carnival
Adoração dos Reis
Magos
a escola de samba - samba school as malassadas - Madeiran
Portuguese Shrove
Tuesday pancakes
o sambódromo - sambadrome Quarta-feira de Cinzas - Ash Wednesday

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o carro alegórico - Carnival float Sexta-feira Santa - Good Friday
o desfile - parade o disfarce - a disguise
o trio elétrico - music truck a Páscoa - Easter
a Semana Santa - Holy Week Segunda-feira de - Easter Monday
Páscoa
Nossa Senhora - Our Lady o Dia do Trabalho - Labour Day
Aparecida (Aparecida),
patron saint of
Brazil
o/a padroeiro/a patron saint a abolição da - abolition of slavery
escravatura
Dia da Independência - Independence os fogos de artifício - fireworks
Day
o hino nacional - the national Dia de Todos-os- - All Saints’ Day
de/do(s)/da(s) … anthem of … Santos
Finados - All Souls’ Day a rinha/a briga de - cock fighting
(a public galos
holiday in
Brazil)
choro, frevo, música - Various a quadrilha (dança) - Brazilian square
popular brasileira contemporary dance, similar to the
(MPB), música Brazilian music quadrille, a dance of
sertaneja, samba genres French West Indian
origin
festa de quinze anos - 15th birthday o velório, a vigília wake, vigil
(baile de debutantes) celebration

H. TECHNOLOGY

1. Communication

o computador - computer o fax - fax

o PC ou o - personal a secretária eletrônica - answering machine
computador pessoal computer
a informática - computer o celular - cellular phone
science
o programador - a computer o laptop - laptop
programmer
o e-mail email
as compras on-line online shopping
a rede social social network
a mensagem message
o chat chat
teclar to type, to chat

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2. Electronics

a TV a cabo - cable TV o jogo de video, o - video game

videogame
a parabólica - satellite dish a antena - antenna

o videocassete - VCR o forno de - microwave oven

microondas
o controle remoto - remote control o caixa eletrônica - an automatic
teller machine
o CD ou o disco compacto - compact disc o cartão de crédito - credit card
o leitor de CD - CD player a máquina - vending machine
automática de
venda(s)

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 APPENDIX I

Guidelines for Understanding and Teaching Portuguese Pronunciation

As Milton Azeved2sums it up, the Portuguese alphabet has 23 letters, and the letters <k>, <y> and <w>
are added to write words from other languages. There are also four digraphs (two letter combinations)
representing one sound eac<fh, as in <ch>, <rr>, <nh> and <lh>.

Consonants

A. Consonant letters that look like IPA alphabet symbols (and that look the same as those in
English), but that may have different values depending on the position in the syllable and
on the quality of neighbouring vowels.

These consonant letters have the same values as in English once they come at the beginning
of a syllable and precede most vowels (we use the vowel /a/ here as an example). Note that
/t/ and /d/ are exceptions and may be pronounced differently before /i/.

The consonant sounds /p/, /b/, /t/, /d/, /k/ and /g/ (all plosives) usually have an /i/ sound
added at the end of syllables (which can include before consonants). Note that the voiceless
ones, namely, /p/, /t/ and /k/ may cause a following vowel to be voiceless as well.

1. /p/......... pata ‘paw’

2. /b/......... bata ‘knock!’

3. /t/......... taça ‘cup’ (before the vowel /i/, which may be written as either <i> or <e>,
this is pronounced as /ʧ/ as in the sound represented by English ‘ch’ as in ‘chump’)

4. /d/......... data ‘data’ (before the vowel /i/, which may be written as either <i> or <e>,
this is pronounced as /ʤ/ as in the sound represented by English ‘j’ as in ‘jump’)

5. /g/......... gata ‘female cat’ (before the vowel /i/, which may be written as either <i>
or <e>, this is pronounced as /ʒ/ (which we find in English in words like ‘vision’).

6. /l/.......... lata ‘tin’, pronounced as /w/ at the end of a syllable

7. /m/.........mata ‘woods’, not pronounced after a vowel (only nasalises it)

8. /n/......... nata ‘cream’, not pronounced after a vowel (only nasalises it)

9. /f/......... fado ‘fate’

10. /v/......... vaca ‘cow’

11. /s/......... saca ‘bag, sack’, pronounced as a /z/ between vowels; this sound is also
represented by <ss>, by <c> before /i/ or /e/, by <ç>, as in French and by <z> at the
end of a word.

2
Azevedo, Milton. Portuguese – A Linguistic Introdution. Cambridge: Cambridge University Press, 2005.

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 12. /z/......... zaga ‘defence’ (football); this sound is also represented by <s> between
vowels and by <x> in exame ‘exam’.

13. The sound or phoneme /k/ is regularly represented by the letter <c> before non-front
vowels as in canto ‘corner’.

B. Consonant letters that exist in English but that always have different values in Portuguese

14. The letter <h> exists in Portuguese, but is never pronounced and is one of the rare
silent letters.

15. The letter <j> represents the sound /ʒ/ as in French (which we find in English in
words like ‘vision’).

16. The letter combination <qu> also represents the sound or phoneme /k/, not /kw/.

17. The letter <r> and the digraph <rr> do not sound like the English <r> which is
pronounced /ɻ/. In Portuguese, the letter <r> at the beginning of a word and the
digraph <rr> in the middle of a word both sound like /h/ in some varieties of the
language, so that rap is pronounced like /hapi/, and carro sounds like /kahu/.

18. The letter <x> represents the sound /ʃ/ (which is generally represented as <sh> in
English), the sound /z/ as in exame ‘exam’ and exato ‘exact), and the sounds /ks/ as
in táxi ‘taxi’.

C. Two consonant letters (diagraphs) that represent one sound

19. The digraph <ch> represents the sound /ʃ/ (which is generally represented as <sh> in
English, and also as <ch> in English words of French origin like machine, chef,
chauffeur, etc.).

20. <rr> - see (17) above.

21. The digraph <nh> represents the sound /ɲ/ and may be pronounced like the Spanish
<ñ>.

22. <lh> sounds similar to the middle sounds in million (“milyun”).

Please visit [Link] for more helpful hints.

CXC 27/O/SYLL 15 [Link]

59
 APPENDIX II

RESOURCES FOR TEACHERS OF PORTUGUESE

Textbooks

1. Fernandes, Glaucia Roberta Rocha, Telma de Lurdes São Bento Ferreira and Vera Lúcia
Ramos. Muito Prazer: Fale o Português do Brasil. São Paulo: Disal, 2010.
[Link]

2. de Jouat-Pastre, Clemence, Anna Klobucka and Patricia Isabel Sobral. Ponto do Encontro:
Portuguese as a World Language. 2nd edition. New York: Pearson Education, 2013.
[Link]

3. Matos, Marcia and Sara Neto-Kalife. Bom Dia - Level 1. New Bedford, MA: Spinner
Publications, 2002.
[Link]

Pronunciation

4. Cristófaro Silva, Thaïs. Fonética e Fonologia do Português. São Paulo: Editora Contexto,
2002.
[Link] (this page has a
summary and the introduction as PDFs)
See also Extra Material here:
[Link]

5. [Link]

Writing

6. Omniglot - Portuguese
[Link]

7. Tufano, Douglas. Novo Acordo Ortográfico de 1990. São Paulo: Melhoramentos, 2008.
[Link]

Grammar

8. Ackerlind, Sheila and Rebecca Jones-Kellogg. Portuguese - A Reference Manual. Austin, TX:
University of Texas Press, 2011.

CXC 27/O/SYLL 15 [Link]

60
 Luso-Brazilian Portuguese Language and Culture Resources

9. Department of Modern Languages and Linguistics

[Link]

Language Learning Sites

10. Effective Language Learning Through Books, Audio, Apps, Online Courses and Tutors | Living
Language
[Link]

11. italki: Learn a language online

[Link]

12. busuu | Learn Spanish, French, English and other languages for free
[Link]

13. [Link]
[Link]

14. Portuguese language courses

[Link]

15. The Portuguese Language

[Link]

Online Dictionaries

16. English-Portuguese Online Dictionary. Free online English-Portuguese translation - ECTACO

UK
[Link]

17. Linguee
[Link]

18. Dicionário Online - Dicionários Michaelis - UOL

[Link]

News Sites
19. Google
[Link]

20. Yahoo
[Link]

21. Google Notícias

[Link]

CXC 27/O/SYLL 15 [Link]

61
22. BBC
[Link]

23. CBN
[Link]

More:
[Link]
ge+resources&aqs=chrome..69i57j0l2.4314j0j4&sourceid=chrome&es_sm=0&ie=UTF-8

Western Zone Office

15 May 2015

CXC 27/O/SYLL 15 [Link]

62
 CARIBBEAN EXAMINATIONS COUNCIL

Caribbean Secondary Education Certificate®

CSEC®

MODERN LANGUAGES
Specimen Papers and
Mark Schemes/Keys
Specimen Papers, Mark Schemes and Key:

French
Paper 01
Paper 01 – Part A Learning Comprehension
Paper 02
Paper 02 Mark Scheme
Paper 02 Key

Spanish
Paper 01
Paper 01 – Part A Learning Comprehension
Paper 02
Paper 02 Mark Scheme
Paper 02 Key
Paper 03 Oral Reading Passage
Paper 03 Oral Conversation
Paper 03 Oral Responses

Portuguese
Paper 01
Paper 01 – Part A Learning Comprehension
Paper 02 Free Response
Paper 02 Holistic Mark Scheme
Paper 02 Mark Scheme
Paper 03 Oral Responses
Paper 03 Oral Conversation
Paper 03 Oral Reading Passage
 CANDIDATE – PLEASE NOTE!

PRINT your name on the line below and return TEST CODE 01222010
this booklet with your answer sheet. Failure to
SPEC 2016/01222010 do so may result in disqualification.

________________________________

CARIBBEAN EXAMINATIONS COUNCIL

CARIBBEAN SECONDARY EDUCATION CERTIFICATE®

EXAMINATION

FRENCH

PAPER 01 – General Proficiency

SPECIMEN PAPER

PART A – LISTENING COMPREHENSION

PART B – READING COMPREHENSION

1 hour 15 minutes

READ THE FOLLOWING INSTRUCTIONS CAREFULLY

1. This test consists of 60 items. You will have 1 hour and 15 minutes to answer them.

2. In addition to this test booklet, you should have an answer sheet.

3. Do not be concerned that the answer sheet provides spaces for more answers than there are items
in this test.

4. Each item in this test has four suggested answers lettered (A), (B), (C), (D). After listening to or
reading each item you are about to answer, decide which choice is best.

5. On your answer sheet, find the number which corresponds to your item and shade the space having
the same letter as the answer you have chosen. Look at the sample item below.

Sample Item

La Martinique est une . . .

Sample Answer
(A) île
(B) cité A B C D
(C) ville
(D) presqu’île

The best answer to this item is “île”, so (A) has been shaded.
6. If you want to change your answer, erase it completely before you fill in your new choice.

7. The supervisor will tell you when to start and stop working on the different parts of this test.
Follow the instructions which you will hear.

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO

Copyright © 2016 Caribbean Examinations Council.
All rights reserved.
01222010/CSEC/SPEC 2016
 2

PART A

ITEMS 1–30

LISTENING COMPREHENSION

45 minutes
SECTION I

Instructions: For EACH question in this section you will hear a single sentence.
Choose from the four pictures in your test booklet the ONE picture which shows what
the sentence says. Then, shade the corresponding space on your answer sheet.

For example, you hear: Il lui donne un beau cadeau.

You see:

The correct answer is picture (D), so you would shade the space with the letter (D) on
your answer sheet.

1.

2.

01222010/CSEC/SPEC 2016
 3
3.

4.

5.

6.

01222010/CSEC/SPEC 2016
 4

7.

8.

01222010/CSEC/SPEC 2016
 5

SECTION II

Instructions: In this section you will hear a number of situations. Each situation will
be read twice and will be followed by one question or incomplete statement. Four
suggested answers for EACH question are printed in your test booklet. For each
question choose the answer which BEST completes the question or statement. For
example, you will hear:

Jean est allé chercher des vêtements neufs pour aller à la boum. (Twice)
Qu’est-ce qu’il a acheté?

After examining the suggested answers, you should select the BEST one and shade the
corresponding space on your answer sheet.

(A) Une jupe et une robe Sample Answer

(B) Un journal et un livre
(C) Une cassette et un disque A B C D
(D) Une chemise et un pantalon

The correct answer is (D), so you would shade the space with the letter
(D) on your answer sheet.

Now listen carefully to the first question in this section.

9. (A) étudier bien 13. (A) Sortir

(B) jouer un peu (B) Redoubler
(C) travailler dur (C) Voir le directeur
(D) faire les devoirs (D) Porter des lunettes

10. (A) Un marin 14. (A) Il lance le ballon.

(B) Un malade (B) Il lit les journaux.
(C) Un contrôleur (C) Il s’entraîne le samedi.
(D) Un conducteur (D) Il prend des vitamines.

11. (A) A l’hôtel 15. (A) au vendeur

(B) Au restaurant (B) à la réceptionniste
(C) Chez le médecin (C) à la femme de ménage
(D) Chez la concierge (D) au patron d’un restaurant

12. (A) A la ferme 16. (A) Dans la cave

(B) Chez le coiffeur (B) A la pâtisserie
(C) Chez le dentiste (C) A la parfumerie
(D) A l’agence de voyage (D) Dans la chambre

01222010/CSEC/SPEC 2016
 6

SECTION III

Instructions: In this section you will hear a series of public announcements or

selections followed by a number of questions. Each announcement or selection will be
read twice. For each question there is a choice of four responses or completions.
Select the BEST response and shade the corresponding space on your answer sheet.
There is no sample question in this section.

First Selection Second Selection

17. (A) A la radio 20. (A) Des écoliers

(B) Au téléphone (B) Des nageurs
(C) A la télévision (C) Des passagers
(D) Au magnétophone (D) Des employés

18. (A) Midi 21. (A) En avion

(B) Minuit (B) En voiture
(C) Huit heures du soir (C) Au bureau
(D) Huit heures du matin (D) Dans un train

19. (A) Les invités 22. (A) En Angleterre

(B) Les sportifs (B) Au Canada
(C) Les auditeurs (C) Au théâtre
(D) Les informations (D) A l’opéra

01222010/CSEC/SPEC 2016
 7

SECTION IV

Instructions: A passage in French has just been read to you. You may now study the
questions and make notes.

You must select the BEST answer and shade the corresponding space on the answer sheet
provided.
An Embarrassing Encounter

PART A PART B

23. Where should Durand have been that 27. Why did Durand apologize to his
Friday morning? neighbour?

(A) At home (A) He dropped his ticket.

(B) At the cinema (B) He stepped on his foot.
(C) In the principal’s office (C) He spilled his drink on him.
(D) In his mathematics class (D) He interrupted him during
the film.

24. How did he escape his teachers’ attention? 28. Who was the person sitting next to
Durand?
(A) By hiding in the bathroom
(B) By pretending to go to the office (A) A former teacher
(C) By sitting in the back of the class (B) A fellow student
(D) By slipping out the back gate of the (C) An old man
school (D) An usher

25. What did Durand do on arriving at the 29. What setback did Durand suffer?
cinema?
(A) The film was cut short.
(A) He bought a magazine. (B) He had to run an errand.
(B) He went to the bathroom. (C) He was ordered to return to
(C) He bought his ticket and snacks. school.
(D) He handed in his ticket and entered. (D) The weather forced him to
seek shelter.

26. Why was Durand nervous? 30. Where did Durand’s adventure take
him in the end?
(A) He was afraid of the dark.
(B) He did not like the cinema. (A) To a new school
(C) He could not enjoy himself. (B) To a friend’s home
(D) He had never done this before. (C) To the principal’s office
(D) To the new shopping centre

STOP. THIS IS THE END OF THE LISTENING COMPREHENSION. NOW GO ON TO

THE NEXT PAGE AND WORK THROUGH THE READING COMPREHENSION AS
QUICKLY AND AS CAREFULLY AS YOU CAN. IF YOU CANNOT ANSWER AN
ITEM, GO ON TO THE NEXT ONE. YOU CAN RETURN TO THAT ITEM LATER.

01222010/CSEC/SPEC 2016
 8

PART B

ITEMS 31–60

READING COMPREHENSION
30 minutes

SECTION I
Instructions: Each of the following sentences contains a blank space. Below each one
are four choices. Select the one which BEST completes the sentence. Then, shade the
corresponding space on your answer sheet.

Example
Quand j’ai . . . je bois de l’eau.
Sample Answer
(A) soif
(B) faim B C D
(C) soin
(D) froid

31. Une . . . de calme régnait dans la ville. 35. Il va pleuvoir. Le ciel est
maintenant . . . de nuages.
(A) zone
(B) région (A) plein
(C) altitude (B) rempli
(D) atmosphère (C) entouré
(D) couvert

32. Pendant son . . . à l’hôtel il n’y avait pas 36. Quand les enfants partaient en
d’eau. vacances maman leur a dit: . . .

(A) séjour (A) “Bonne fête!”

(B) voyage (B) “Bon séjour!”
(C) passage (C) “Bon courage!”
(D) secours (D) “Bonne chance!”

33. Jacques s’est couché très tôt ce soir parce 37. Mme Lorraine court vite, mais trop
qu’il avait . . . tard! Elle a . . . l’autobus.

(A) soif (A) pris

(B) faim (B) réussi
(C) sommeil (C) manqué
(D) de la chance (D) dépassé

34. Les enfants n’aiment pas jouer dans la 38. Que . . . dire ce mot-ci?
maison, ils préfèrent jouer . . .
(A) sait
(A) en bas (B) veut
(B) en face (C) fait
(C) dedans (D) rend
(D) dehors
01222010/CSEC/SPEC 2016
 9

SECTION II

Instructions: The situations below contain blank spaces indicating that words are left out. For
each blank space there are four suggested answers. Select the word or phrase which will make the
sentence GRAMMATICALLY correct. Then, shade the corresponding space on your answer
sheet.

Example

Si Mademoiselle Lacoste était riche elle … une belle voiture.

1
Sample Answer
1. (A) achètera
(B) achèterai 1. A B C D
(C) achèterait
(D) achèterais

Première place

L’été … , je suis … à Grand Anse … Grenade avec mes parents. … super.

39 40 41 42

Nous sommes … au bord de la mer. Tous les matins, j’ … à la plage faire de la

43 44

planche à voile. Le dernier jour de nos vacances, il … une course de planche à

45
voile et j’ai gagné. Mes parents m’ont … .
46
A bientôt,
Marianne
39. (A) dernier 43. (A) resté
(B) dernière (B) restées
(C) derniers (C) restés
(D) dernières (D) rester

40. (A) allé 44. (A) allé

(B) allée (B) irai
(C) allés (C) irais
(D) allées (D) allais

41. (A) à 45. (A) a en

(B) au (B) avait
(C) à la (C) aurait
(D) aux (D) aura

42. (A) il est 46. (A) félicité

(B) il était (B) félicitée
(C) c’est (C) félicités
(D) c’était (D) félicitées

01222010/CSEC/SPEC 2016
 10

SECTION III

Instructions: The situations below contain blank spaces indicating that words are left out. For
each blank there are four suggested answers. Read carefully, then select the choice that is
BEST in the context for each blank space. Then, shade the corresponding space on your
answer sheet.

Example

Dépêchez-vous! Jacques . . . d’arriver de Paris en avion.

1
Il nous attend à . . . .
2
Sample Answers
1. (A) va 2. (A) l’aéroport
(B) vient (B) la gare 1. A B C D
(C) peut (C) la station
(D) doit (D) l’entrepôt 2. A B C D

Entretien avec une chanteuse

Viva: Que faites-vous … vos moments de …?

47 48
MH: J’aime rester chez moi. J’aime m’occuper … mon intérieur. Je vais parfois au
49
cinéma et j’adore le théâtre. Mais je n’aime pas du tout … des discothèques. Je n’y
50
vais … pour la promotion de mes CD.
51
Viva: Parlez-nous de votre famille.

MH: J’ai un fils. Je … adore. Vous savez ma famille est plus importante que ma …
52 53
comme chanteuse.

01222010/CSEC/SPEC 2016
 11

47. (A) en 50. (A) l’envie

(B) avec (B) le prix
(C) pour (C) le quartier
(D) pendant (D) l’ambiance

48. (A) loisir 51. (A) pas

(B) travail (B) que
(C) courses (C) plus
(D) spectacles (D) jamais

49. (A) à 52. (A) l’

(B) de (B) le
(C) en (C) la
(D) avec (D) les

53. (A) jour

(B) séjour
(C) succès
(D) carrière

01222010/CSEC/SPEC 2016
 12

SECTION IV

Instructions: Read the following selections carefully for comprehension. Each selection is
followed by a number of incomplete statements or questions. Select the completion or
answer that is BEST according to the information given in the selection. Then, shade the
corresponding space on your answer sheet. There is no sample question for this section.

Items 54–56 refer to the following.

RESTAURANT
MARÉSOL

OUVERT TOUS LES JOURS

De 7h à 23 h

Ambiance chaleureuse
Pour ceux qui savent apprécier le luxe
On vous propose
Une cuisine et un service raffinés
Selon les désirs d’une clientèle sophistiquée
Tél: 97.56.11

SITUE AU BORD DE LA MER

54. Où se trouve le Restaurant Marésol? 55. On peut y dîner . . .

(A) Sur la côte (A) cinq jours par semaine

(B) A la campagne (B) six jours par semaine
(C) Près de l’aéroport (C) n’importe quel jour
(D) En plein centre ville (D) seulement la nuit

56. Ce restaurant attire des clients

qui…

(A) aiment le luxe

(B) apprécient la simplicité
(C) aiment être en pleine ville
(D) préfèrent un repas à prix
bas

01222010/CSEC/SPEC 2016
 13

Items 57–60 refer to the following.

Après une longue journée au bureau, Pierre rentrait chez lui à

pied. En arrivant au coin de la rue où était située une petite maison, il
est devenu très inquiet quand il a entendu la voix d’un homme qui
disait: “Donne-moi tout l’argent ou je te tuerai.”

Pierre a eu peur et a décidé de contacter tout de suite la police,

utilisant la cabine téléphonique tout près.

Dix minutes plus tard, une demi-douzaine de policiers, armés

de fusils, sont arrivés en deux voitures. Imaginez-vous leur
étonnement et leur colère quand ils ont trouvé un homme qui
regardait un téléfilm!

57. Qu’est-ce Pierre a cru entendre? 58. Comment a-t-il réagi?

(A) Une pièce de théâtre (A) Il a appelé la police.

(B) Un vol à main armée (B) Il n’a pas fait attention.
(C) Des enfants qui jouaient (C) Il est rentré à la maison.
(D) Des jeunes gens qui se (D) Il a commencé à faire du bruit.
disputaient

59. Combien de policiers sont arrivés? 60. Les policiers avaient l’air …
d’apprendre la vérité.
(A) Deux
(B) Six (A) triste et fâché
(C) Dix (B) heureux et gai
(D) Douze (C) surpris et furieux
(D) inquiet et méchant

IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST

01222010/CSEC/SPEC 2016
 CA R I B B E A N E X A M I N A T I O N S C O U N C I L
CARIBBEAN SECONDARY EDUCATION CERTIFICATE®
EXAMINATION
FRENCH
PAPER 01 – General Proficiency
SPECIMEN
Item Number KEY Item Number KEY
Part A 1 C Part B 31 D
Section I
2 A Section I 32 A
3 C 33 C
4 D 34 D
5 B 35 D
6 D 36 B
7 C 37 C
8 A 38 B
Part A 9 B Part B 39 A
Section II Section II
10 B 40 B
11 C 41 C
12 B 42 D
13 D 43 C
14 C 44 D
15 B 45 A
16 B 46 B
Part A 17 A Part B 47 D
Section III
Section III
18 C 48 A

19 D 49 B
20 C 50 D
21 A 51 B
22 A 52 A
Part A 23 D 53 D
Section IV
24 D Part B 54 A
25 C Section IV 55 C
26 D 56 A
27 C 57 B
28 A 58 A
29 C 59 B
30 C 60 C
 TEST CODE 01222010 – TS
SPEC 2016/01222010 – TS

CARIBBEAN EXAMINATIONS COUNCIL

CARIBBEAN SECONDARY EDUCATION CERTIFICATE®

EXAMINATION

FRENCH

SPECIMEN PAPER

PAPER 01 – General Proficiency

PART A – LISTENING COMPREHENSION

ITEMS 1–30

TEACHER’S SCRIPT

45 minutes

Copyright © 2016 Caribbean Examinations Council.

All rights reserved.

01222010/CSEC/SPEC/2016 – TS
 2

SECTION I

Instructions: For EACH question in this section you will hear a single sentence.
Choose from the four pictures in your test booklet the ONE picture which shows what
the sentence says. Then, shade the corresponding space on your answer sheet.

For example, you hear: Il lui donne un beau cadeau.

Now look at the four pictures printed in your test booklet. (15 seconds)

The correct answer is picture (D), so you would shade the space with the letter (D) on
your answer sheet.

Now get ready to listen to Question 1.

Question number 1 . . . . . . Le jeune homme est furieux. (15 seconds)

Question number 2 . . . . . . Elle a cassé les oeufs. (15 seconds)

Question number 3 . . . . . . Mon passetemps préféré est la lecture. (15 seconds)

Question number 4 . . . . . . Ils montent dans l’autobus. (15 seconds)

Question number 5 . . . . . . Elle amuse les spectateurs. (15 seconds)

Question number 6 . . . . . . Les trois hommes jouent de la musique. (15 seconds)

Question number 7 . . . . . . Une promenade à cheval me plaît beaucoup. (15 seconds)

Question number 8 . . . . . . Il est sur le point de se coucher. (15 seconds)

STOP. Now go on to the next page.

01222010/CSEC/SPEC/2016 – TS
 3

SECTION II

Instructions: For each question in this section you will hear a number of situations.
Each situation will be read twice and will be followed by one question or incomplete
statement. Four suggested answers for EACH question are printed in your test
booklet. For each question choose the answer which BEST completes the question or
statement. For example, you will hear:

Jean est allé chercher des vêtements neufs pour aller à la boum. (Twice)
Qu’est-ce qu’il a acheté?

After examining the suggested answers you should select the BEST response and shade
the corresponding space on your answer sheet.

(A) Une jupe et une robe

(B) Un journal et un livre Sample Answer
(C) Une cassette et un disque
(D) Une chemise et un pantalon A B C D

The correct answer is (D), so you would shade the space with the letter (D) on your
answer sheet.

Now listen carefully to the first question in this section.

Question number 9 . . . . . Pour passer le temps, quand il termine ses leçons le soir, Marc
aime retrouver ses amis pour … (15 seconds)

Question number 10 . . . . . J’ai mal à la tête, à l’estomac et j’ai la fièvre. Qui parle?
(15 seconds)

Question number 11 . . . . . - Madame pour la toux il faut prendre une cuillerée de sirop,
trois fois par jour.
Cette dame se trouve . . . (15 seconds)

Question number 12 . . . . . Maryse attend son tour pour se faire couper les cheveux.
Où est Maryse? (15 seconds)

Question number 13 . . . . . Pierre se plaint de ne pas bien voir le tableau noir. Qu’est-ce
qu’il doit faire? (15 seconds)

Question number 14 . . . . . Michel veut devenir footballeur. Qu’est-ce qu’il fait?

(15 seconds)

Question number 15 . . . . . - Je voudrais réserver une chambre avec douche et télévision s’il
vous plaît.
Cette personne parle . . . (15 seconds)

Question number 16 . . . . . - Je voudrais une part de gâteau s’il vous plaît. Où se trouve
cette personne? (15 seconds)

01222010/CSEC/SPEC/2016 – TS
 4

SECTION III

Instructions: In this section you will hear a series of public announcements or

selections followed by a number of questions. Each announcement or selection will be
read twice. For each question there is a choice of four responses. Select the BEST
response and shade the corresponding space on your answer sheet. There is no sample
question in this section.

First selection:

(Read first time at normal speed.)

A. - Bonsoir! Je vous rappelle que vous êtes à l’écoute de France Inter. Au micro, Jean
Dupin, qui vous présente notre émission habituelle de vingt heures: les dernières
actualités françaises, reportage sportif, météo. Les grands titres d’abord . . .

(Read again, more slowly.)

Question number 17 . . . . . Où se trouve Jean Dupin? (15 seconds)

Question number 18 . . . . . Quelle heure est-il? (15 seconds)

Question number 19 . . . . . Jean Dupin, qu’est-ce qu’il va présenter? (15 seconds)

Second selection:

(Read first time at normal speed.)

B. - Mesdames, Messieurs, dans quelques minutes nous atterrissons à Londres. Nous

vous prions de bien vouloir attacher votre ceinture de sécurité et éteindre votre
cigarette si vous êtes en train de fumer. Veuillez observer les panneaux de
signalisation qui sont maintenant allumés.

(Read again, more slowly.)

Question number 20 . . . . . Qui entend cette annonce? (15 seconds)

Question number 21 . . . . . Ces personnes, où sont-ils? (15 seconds)

Question number 22 . . . . . Où vont-ils? (15 seconds)

01222010/CSEC/SPEC/2016 – TS
 5

SECTION IV

INSTRUCTIONS

The passage should be read at a normal pace, the first and last (complete)
readings each taking approximately 1 ½ minutes. The reading should be done in such a
way as to convey changes of voice (in dialogue, for example), but explanatory gestures
are not permissible. The title in English is to be read to the candidates.

(The teacher should read the following instructions aloud to the candidates immediately
before the test.)

Listen carefully to the following instructions:

I shall read the passage straight through once. Listen carefully while I read.

I shall then instruct you to look at the questions in English on the text. You will be allowed
three minutes to read the questions and make notes. There are two groups of questions.

I shall read the passage again, but this time in two parts. When I have finished reading Part A
(but not before) you will be given five minutes in which to select your answers for the first
group of questions. You must select the BEST answer and shade the corresponding letter on
the answer sheet provided. This procedure will then be repeated for Part B.

I shall then read the passage a third time, straight through, and you will then be allowed four
minutes for final revision.

01222010/CSEC/SPEC/2016 – TS
 6

An Embarrassing Encounter

PART A

Vendredi dernier Michel Durand a décidé d’aller au cinéma au lieu d’aller au cours de
mathématiques.

Vers huit heures, il a demandé d’aller à la salle de bains et il s’est glisse par la porte arrière
du collège sans être vu par ses professeurs. Arrivé au cinéma, il a acheté son billet puis il a
acheté un soda et du popcorn. Il est allé s’asseoir dans la salle. Le film a commencé. Mais
pauvre Durand était très nerveux parce qu’il n’avait jamais fait ça de sa vie. Il ne pouvait pas
s’amuser.

PART B

Durand était si nerveux qu’Il a fini par renverser son soda sur son voisin. Il s’est tourne vers
le monsieur pour s’excuser quand il s’est rendu compte que c’était son ancien professeur
d’anglais. Quel malheur!

Le professeur furieux a demandé à Durand d’expliquer sa présence au cinéma. Puis il lui a dit
de retourner au collège et d’aller immédiatement au bureau du directeur.

STOP. THIS IS THE END OF THE LISTENING COMPREHENSION. NOW GO ON

TO THE NEXT PAGE AND WORK THROUGH THE READING
COMPREHENSION AS QUICKLY AND AS CAREFULLY AS YOU CAN. IF YOU
CANNOT ANSWER AN ITEM, GO ON TO THE NEXT ONE. YOU MAY RETURN
TO THAT ITEM LATER.

01222010/CSEC/SPEC/2016 – TS
 CARIBBEAN E XAM I NAT I O N S COUNCIL

CARIBBEAN SECONDARY EDUCATION CERTIFICATE®

EXAMINATION
‘‘*’’Barcode Area”*”
Front Page Bar Code
SPECIMEN

FILL IN ALL THE INFORMATION REQUESTED CLEARLY IN CAPITAL LETTERS.

TEST CODE
0 1 2 2 2 0 2 0

SUBJECT FRENCH – Paper 02

PROFICIENCY GENERAL

REGISTRATION NUMBER

SCHOOL/CENTRE NUMBER

NAME OF SCHOOL/CENTRE

CANDIDATE’S FULL NAME (FIRST, MIDDLE, LAST)

‘‘*’’Barcode Area”*”

DATE OF BIRTH D D M M Y Y Y Y
Current Bar Code

SIGNATURE __________________________________________________

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SPEC 2016/01222020 MAY/JUNE 2016

CARIBBEAN E XAM I NAT I O N S COUNCIL

CARIBBEAN SECONDARY EDUCATION CERTIFICATE®

EXAMINATION

FRENCH

Paper 02 – General Proficiency

FREE RESPONSE

2 hours 15 minutes

READ THE FOLLOWING INSTRUCTIONS CAREFULLY.

1. This paper comprises FOUR sections. Answer ALL questions.

2. Write your answers in the spaces provided in this booklet.

3. Do NOT write in the margins.

4. If you need to rewrite any answer and there is not enough space to do so on the
original page, you must use the extra lined page(s) provided at the back of this
booklet. Remember to draw a line through your original answer.

5. If you use the extra page(s) you MUST write the question number clearly in the
box provided at the top of the extra page(s) and, where relevant, include the
question part beside the answer.

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.

Copyright © 2016 Caribbean Examinations Council

All rights reserved.
‘‘*’’Barcode Area”*”
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SECTION I

DIRECTED SITUATIONS

ANSWER ALL QUESTIONS.

1. Write in FRENCH the information required for EACH of the situations given below.
Do NOT write more than ONE sentence for each situation. For some situations a
complete sentence may not be necessary. Do NOT translate the situations given. Do
NOT use abbreviations. WRITE EACH ANSWER IN THE SPACES PROVIDED.

YOU WILL BE PENALIZED FOR DISREGARDING THESE INSTRUCTIONS.

(a) In a card to your sister who is abroad, you express two wishes for her birthday.
What do you write?

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(3 marks)

(b) Your teacher is annoyed with you for falling asleep in class. Write a note of apology
explaining why this happened.

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(3 marks)

GO ON TO THE NEXT PAGE

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(c) You need to return to town to run an errand that you had forgotten to do for your
mother. Leave her a note explaining this.

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(3 marks)

(d) You send an email to a hotel in Martinique reserving a room for a specific period
of time. What does the email say?

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(3 marks)

(e) In the language lab at your school there is a notice reminding students of two things
not to do in the lab. What does the notice say?

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(3 marks)

GO ON TO THE NEXT PAGE

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(f) You receive a note from your swimming teacher cancelling your class and giving
a reason. What does the note say?

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(3 marks)

(g) Your father promised to buy you a particular item during a trip abroad. Send him
an email giving him a description of the item.

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(3 marks)

(h) While filling out a scholarship application form, you are asked to give two reasons
why you chose French. What do you write?

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(3 marks)

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(i) Your teacher leaves a message specifying two things that the class must do for
homework. What does the message say?

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(3 marks)

(j) You have to be at school very early the following day. Leave your mother a note
asking her to wake you at a specific time.

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(3 marks)

Total 30 marks

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SECTION II

LETTER

2. Use the following outline as a guide to write a letter in FRENCH of NO MORE THAN
130–150 words. Use the tenses appropriate to the topic.

YOU WILL BE PENALIZED FOR DISREGARDING THESE INSTRUCTIONS.

Write a letter to the Guadeloupian pen pal with whose family you recently spent some
time, in which you

(i) thank him/her for the time spent and say what you enjoyed most.

(ii) invite him/her to spend a period of time with you during the upcoming summer
holidays

(iii) talk of your plans for him/her during his/her stay with you

(iv) request information on what he/she would like to do when he/she visits.

(Do NOT write your real name and address, but include the date in FRENCH and
use the appropriate beginning and ending.)
Total 30 marks

GO ON TO THE NEXT PAGE

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Write your answer for Section II here.

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NOTHING HAS BEEN OMITTED.

GO ON TO THE NEXT PAGE

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SECTION III

CONTEXTUAL DIALOGUE

3. Use the blank spaces provided to complete the dialogue between you and the caller
by giving your responses in FRENCH.

You are working at the tourism office during the holidays and a gentleman calls to seek
information about your country.

Responses to ALL of the cues listed below MUST be included in the completed dialogue.

(i) Greetings

(ii) Explanation as to why he had not called

(iii) First impressions and other details of the country

(iv) A problem which he has

(v) How he plans to resolve the problem

Complete the dialogue below.

Ton père: Allô!

Robert: …………………………………………………………….……………………

…………………………………………………………….……………………

Ton père: Ah Robert! On te croyait perdu!

Robert: …………………………………………………………….……………………

.............…………………………………………….……………………………

Ton père: Moi, ça va, un peu fatigué. Mais ta mère était très inquiète sans tes nouvelles.
Alors tout va bien?

Robert: …………………………………………………………….……………………

…………………………………….……………….……………………………

GO ON TO THE NEXT PAGE

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Ton père: Quel temps fait-il?

Robert: …………………………………………………………….……………………

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Ton père: Bonne idée ça. Tu ne t’ennuies pas trop?

Robert: …………………………………………………………….……………………

........……………………………………………….……………………………

Ton père: Ton séjour va très bien donc?

Robert: …………………………………………………………….……………………

.........……………………………………………….……………………………

Ton père: Ah bon, c’est quoi le problème.

Robert: …………………………………………………………….……………………

.........……………………………………………….……………………………

Ton père: Et qu’est-ce que vous allez faire?

Robert: …………………………………………………………….……………………

.........……………………………………………….……………………………

Total 20 marks

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SECTION IV

READING COMPREHENSION

4. Read the following selection carefully. Do NOT translate, but answer the questions in
ENGLISH.

YOU WILL BE PENALIZED FOR DISREGARDING THESE INSTRUCTIONS.

A Runner’s Story or How “Sugar-cane” Became a “Gazelle”

Marie-José Perec, athlète française, originaire de Basse-Terre en Guadeloupe a eu de

très belles victoires aux derniers Jeux Olympiques. Pourtant la jeune Marie-José n’était
pas très douée pour le sport. Souvent ses camarades ne voulaient même pas que cette
fille grande et maladroite participe à leurs jeux; on refusait de l’avoir comme partenaire
dans l’équipe lors des parties de hand-ball. On l’appelait «anne à sucre», cette adolescente
aux grands bras et aux grandes jambes.

Mais aujourd’hui nous la connaissons comme «la gazelle», du nom de cet animal
agile des plaines africaines. Elle court, elle court Marie-José – championne du monde de
400 m aux Jeux Olympiques de 1992, médaille d’or à Atlanta, première athlète française,
la Guadeloupéenne a battu tous les records.

Agée de presque 30 ans aujourd’hui, Perec aura peu de chances de participer aux
prochains Jeux Olympiques. Mais pour «canne à sucre» qui devient «gazelle», qui sait?

GO ON TO THE NEXT PAGE

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Answer in ENGLISH, the following questions based on the selection you have just read.
Use a complete sentence for each response.

(a) Which country did Marie-José Pérec represent at the Olympics?

..................................................................................................................................

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(1 mark)

(b) Where was she born?

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(2 marks)

(c) Why was she, not involved in sport during her youth?

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(2 marks)

(d) What prevented her from playing handball?

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(2 marks)

(e) Why was she given the nickname ‘sugar-cane’?

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(2 marks)

GO ON TO THE NEXT PAGE

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(f) How did she earn her new nickname?

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(1 mark)

(g) Why was 1992 a significant year for Pérec?

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(2 marks)

(h) What explains her place in French athletics?

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(2 marks)

(i) Approximately how old was Pérec?

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(1 mark)

(j) Why was her age considered important?

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(3 marks)

Total 20 marks

END OF TEST

IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.

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EXTRA SPACE

If you use this extra page, you MUST write the question number clearly in the box provided.

Question No.

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EXTRA SPACE

If you use this extra page, you MUST write the question number clearly in the box provided.

Question No.

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 CANDIDATE’S RECEIPT

INSTRUCTIONS TO CANDIDATE:

1. Fill in all the information requested clearly in capital letters.

TEST CODE: 0 1 2 2 2 0 2 0

SUBJECT: FRENCH – Paper 02

PROFICIENCY: GENERAL

REGISTRATION NUMBER:

FULL NAME: ________________________________________________________________

(BLOCK LETTERS)

Signature: ____________________________________________________________________

Date: ________________________________________________________________________

2. Ensure that this slip is detached by the Supervisor or Invigilator and given to you when you
hand in this booklet.

3. Keep it in a safe place until you have received your results.

INSTRUCTION TO SUPERVISOR/INVIGILATOR:

Sign the declaration below, detach this slip and hand it to the candidate as his/her receipt for this booklet
collected by you.

I hereby acknowledge receipt of the candidate’s booklet for the examination stated above.

Signature: _____________________________
Supervisor/Invigilator

Date: _________________________________
 C A R I B B E A N E X A M I N A T I O N S C O U N C I L

CARIBBEAN EDUCATION SECONDARY CERTIFICATE®

EXAMINATION

MODERN LANGUAGES SPECIMEN MARKING SCHEME

GENERAL PROFICIENCY

2016

Questions will be scored in one of two ways — ANALYTICALLY or HOLISTICALLY

as directed.

Analytic scoring implies the isolation of one or more aspects of the exercise
given and examining them individually. The following will be scored
analytically:

(i) Directed Situations (Section 1)

(ii) Reading Comprehension (Section 4)

A breakdown of the marking criteria to be used has been provided.

Holistic scoring, in contrast to analytic scoring, implies an overall

assessment of the candidate’s performance in one or more areas. The following
will be scored holistically:

(i) Letter (Section 2)

(ii) Contextual Dialogue (Section 3)

 -2-

PAPER 02 — SECTION I

QUESTION 1 - DIRECTED SITUATIONS: Items – 10; Total Mark — 30

1. Each item will be assessed for its appropriateness and for

correctness of expression (grammatical structure, spelling, tenses
etc.).

2. (i) If the response includes all elements in the situation,

adequately communicates meaning, mark out of 3.

(ii) If the response is partially appropriate (i.e. it adequately

communicates meaning but does not include all elements in
the situation) or inadequately communicates the meaning,
mark out of 2 and indicate by the letter P in the right hand
margin.

(iii) If the response (vocabulary or structure) does not make

sense, distorts or does not convey meaning, then no marks
can be awarded and the candidate scores zero on the item.

3. If the candidate has written more than ONE sentence put a slash (/)
after the first sentence. Mark the first sentence only, except in
cases where there are two short highly relevant sentences.

4. In assessing correctness of expression identify all errors. Each

response is to be assessed separately. An error repeated in the
same response is to be penalized only once.

Indicate errors as follows:

(i) X - errors of grammar, spelling and vocabulary (also accents

that change the meaning of the word.

(ii) ˄ for omissions

(iii) for incorrect word order

(iv) REP - repeated errors

These symbols must be placed under the word where the error
occurs.

5. MARK CALCULATION

(i) Deduct marks as follows:

0-1 errors - 0 mark

2–4 errors - 1 mark
5-6 errors – 2 marks
more than 6 errors – assign zero

(ii) Marks will be generated for each response in the response

box having deducted the total marks lost from 3 or 2.
 -3-

PAPER 02 – SECTION II

QUESTION 2 - LETTER: 130-150 words; Total marks — 30

Note: The marker will use red ink for annotations.

1. In assessing the essay-type question, the following aspects are to

be considered.

(a) Fluency of language, coherence, clarity and appropriateness

to the situation

(b) Grammatical correctness, range of vocabulary and idiom

(c) Length

2. Before beginning to mark the question assess its length.

(i) For the purpose of marking, the minimum acceptable length of

the answer is 120 words and the maximum 170. If in doubt
make a quick check.

(ii) If the answer appears to go beyond the desired maximum (170),

put a slash (/) at the end of the relevant sentence. Do not
read beyond the cut-off point.

3. (i) Read the answer for the first time and make an overall
assessment paying attention to the fluency of the language
used and the appropriateness to the situation. The answer
should have a logical development that is relevant and clear
to the reader. Place the candidate in one of the six broad
categories listed on the Mark Scale (see page 5).

(ii) An exception(!) should be raised for all problematic answers

(Problematic: (1) Inappropriate form, e.g. Letter rather
than composition; (2) Totally irrelevant answers.). These
responses will be referred to the Examining Committee.

4. Re-read the answer paying attention to the candidate’s use of

grammar. During this reading, tick exceptionally good usage (e.g.
idiom, structure, vocabulary), identify all errors and make your
final assessment taking all of these into consideration.
 -4-

5. Indicate errors as follows:

(i) X - errors of grammar, vocabulary and incorrect

word order

(ii) S – spelling

(iii) ˄ - omissions

(iv) REP - Repeated errors

These symbols must be placed under the word where the error occurs.

6. Award a mark out of 30 according to the scale set out on page 5.

7. Record the score in the response box.

 -5-

QUESTION 2 - MARK SCALE FOR THE LETTER

Excellent – Ideas are well organized and logically

developed, with all points clearly expressed.
Candidate writes fluently using correct grammar,
EXCELLENT 30-24
a wide range of idioms, vocabulary and structures.
Shows coherence and clarity of expression with an
occasional inaccuracy.

Ideas are organized and logically developed, with

all points clearly expressed. Shows coherence and
clarity of expression.
GOOD 23-19
Uses generally correct grammar but may be somewhat
less proficient in range of vocabulary and
structures. May contain a few errors.

May have addressed and developed all points showing

good use of essential grammar, reasonable
SATISFACTORY 18-15 vocabulary and structure. Fairly clear and
coherent but may have several errors.

May not have addressed and developed all the

points. Shows general weakness in grammar,
MODERATE 14-11
vocabulary and structure. Lacks coherence and
clarity of expression but is comprehensible.

Has not addressed or developed all the points, uses

LIMITED 10-6 poor grammar and vocabulary. Lacks coherence and
clarity, scarcely comprehensible

5-0 Extremely weak  incomprehensible, may show

POOR constant use of English, French or Portuguese.

NO RESPONSE NR Nothing written.

 -6-

PAPER 02 – SECTION III

QUESTION 3- CONTEXTUAL DIALOGUE: 80–100 words Total Marks - 20

1. In assessing the question, the following criteria are to be

considered.

(a) Content/appropriateness of responses

(b) Coherence and clarity

(c) Grammar

(d) Length

2. Before beginning to mark the question assess its length.

(i) For the purpose of marking, the minimum acceptable length

of the answer is 70 words and the maximum 110. If in doubt
make a quick check.

(ii) If the answer appears to go beyond the desired maximum 110,

put a slash (/) at the end of the relevant sentence.
Do not read beyond the cut-off point.

3. (i) Read the answer for the first time and make an overall
assessment paying attention to the fluency of the language
used and the appropriateness of the response.

(ii) An exception(!) should be raised for all problematic

answers (Problematic: Totally irrelevant answers). These
responses will be referred to the Examining Committee.

4. Re-read the answer paying attention to the candidate's correct use

of grammar. During this reading, tick exceptionally good usage
(e.g. idiom, structure, vocabulary), identify all errors and make
your final assessment taking all of these into consideration.

5. Indicate errors as follows:

(i) X
- errors of grammar, vocabulary and incorrect
word order
(ii) S - spelling
(iii) ˄ - omissions
(iv) REP - repeated errors

These symbols must be placed under the word where the error occurs.

6. Place the candidate in one of the six broad categories listed on

the mark scheme (See page 7).

7. Award a mark out of 20 according to the scale set out on page 7.

 -7-

QUESTION 3 - ASSESSMENT CRITERIA – CONTEXTUAL DIALOGUE

Scores Criteria

Uses all cues well. Organizes and develops

EXCELLENT TO ideas/responses using language that flows naturally.
VERY GOOD Ideas/responses are very clearly expressed. Wide and
proficient use of idioms, structures and vocabulary.
20-16 Shows coherence and clarity of expression with an
occasional inaccuracy.

Uses at least 4 of the cues well. Organizes and

develops ideas/responses using language that flows
GOOD
naturally. Ideas/responses are clearly expressed.
Uses generally correct grammar but may be somewhat
15-13
less proficient in range of vocabulary and
structures. May contain a few errors of grammar.

Uses at least 3 of the cues. Organizes and develops

ideas/responses using language that flows fairly
SATISFACTORY
well. Ideas/responses are fairly well expressed.
Adequate use of idioms, structures and vocabulary to
12-10
enable communication. More obvious errors in grammar
are present.

Includes some of the cues but all may not be used

MODERATE
well. Ideas and responses are not well organized/
developed. Language shows some incoherence. Limited
9-7
use of idioms, structures and vocabulary.

LIMITED Limited use of cues. Ideas/responses are not well

organized or expressed. Lacks coherence and clarity,
6-4
Poor use of idioms, structures and vocabulary.

POOR Very weak use of cues, very poor organization.

Ideas/responses incoherent and incomprehensible. Very
3-0 poor use of idioms, structures and vocabulary.

NR Nothing written
 -8-

PAPER 02 – SECTION IV

QUESTION 4 - READING COMPREHENSION: Items – 10 Total Marks – 20

1. Marks will be awarded for comprehension. No marks will be deducted

for language except where communication is affected.

2. There are 10 items for a total of 20 marks. Marks for items will
range between 1 mark and 3 marks.

(a) For items out of 1 mark:

1 mark – fully correct

0 mark – completely incorrect

(b) For items out of a maximum of 2 marks:

2 marks – fully correct

1 mark – partially correct
0 mark – completely incorrect

(c) For items out of a maximum of 3 marks:

3 marks – fully correct

2, 1 mark(s) – partially correct
0 mark – completely incorrect

NOTE: These items are being marked as 1 QIG.

Assigning marks

(i) Insert a tick √ on the part(s) of the response that is/are

correct.

(ii) If the answer is incorrect, place an X.

 01222020/K/SPEC 2016

C A R I B B E A N E X A M I N A T I O N S C O U N C I L

CARIBBEAN EDUCATION SECONDARY CERTIFICATE®

EXAMINATION

FRENCH

SPECIMEN PAPER

PAPER 02 — GENERAL PROFICIENCY

KEY

2016
 -2-
01222020/K/SPEC 2016
FRENCH
PAPER – 02 GENERAL PROFICIENCY
KEY

SECTION I

DIRECTED SITUATIONS

(a) Bon anniversaire; amuse-toi bien au cinéma ce soir.

(3 marks)

(b) Monsieur/Madame je suis désolé/e, mais j’avais très mal à la tête.

(3 marks)

(c) Maman, je suis retourné/e en ville chercher le livre à la

bibliothèque. (3 marks)

(d) Je voudrais une chambre du 4 au 8 juillet s’il vous plaît.

(3 marks)

(e) Défense de boire et de manger. (3 marks)

(f) Cours (de natation) annulé/Pas de cours de natation aujourd’hui à

cause du (mauvais) temps/ à cause de la pluie. (3 marks)

(g) Je veux un tee-shirt bleu marine avec une photo de Thierry Henry.
(3 marks)

(h) J’ai choisi le français parce que c’est une belle langue et c’est
facile. (3 marks)

(i) Faites exercice 3; lisez chapitre 10. (3 marks)

(j) Maman, réveille-moi à 6h s’il te plaît. (3 marks)

Total 30 marks
 -3-
01222020/K/SPEC 2016
FRENCH
PAPER – 02 GENERAL PROFICIENCY
KEY

SECTION III

CONTEXTUAL DIALOGUE

Ton père: Allô!

Robert: Papa? C’est moi, Robert. Bonjour!

Ton père: Ah Robert! On te croyait perdu!

Robert: Non, papa, c’est qu’il n’y avait pas de téléphone là où nous
étions à la campagne. Ça va?

Ton père: Moi, ça va, un peu fatigué. Mais ta mère était très inquiète
sans tes nouvelles. Alors tout va bien?

Robert: Oui, oui. Les gens sont très sympa et le paysage est magnifique.
Ton père: Quel temps fait-il?

Robert: Alors là, il pleut tous les après-midi, mais pas pendant
longtemps. Mais, on se douche sous la pluie!

Ton père: Bonne idée ça. Tu ne t’ennuies pas trop?

Robert: Pas du tout. Hier, nous sommes allés voir Kourou. Nous n’avons
pas pu y entrer, mais c’était quand même intéressant.

Ton père: Ton séjour va très bien donc?

Robert: Oui, nous sommes contents en gros mais moi j’ai un problème.
Ton père: Ah bon, c’est quoi le problème?

Robert : J’ai perdu mon passeport.

Ton père : Et qu’est-ce que vous allez faire?

Robert : On va voir la Police pour avoir un document qui me permettra de

voyager.

Total 20 marks
 -4-
01222020/K/SPEC 2016
FRENCH
PAPER – 02 GENERAL PROFICIENCY
KEY

SECTION IV

READING COMPREHENSION

A Runner’s Story

4. (a) France (1 marks)

(b) Basse-Terre, Guadeloupe (2 marks)

(c) She was not very good at sports in her youth (being tall and
1 1
rather clumsy). (2 marks)

(d) No one wanted to have her as a partner. (2 marks)

1 1

(e) She got that name because of her long arms and legs. (2 marks)
1

(f) She earned her new nickname because her agility made one think
1
of a gazelle. (2 marks)
1

(g) She won the gold medal for her performance in the 400m race.
1 1
(2 marks)

(h) She has broken all records in athletics and is considered the
1 1
best female athlete.
1 (3 marks)

(i) She was about 30 years old. (1 mark)

(j) It was unlikely that at her age, she would be able to

1
participate in the next Olympic Games. (3 marks)
1 1

Total 20 marks
 TEST CODE 01245010
SPEC 2016/01245010
CARIBBEAN EXAMINATIONS COUNCIL

CARIBBEAN SECONDARY EDUCATION CERTIFICATE®

EXAMINATION

SPANISH

SPECIMEN PAPER

Paper 01 – General Proficiency

PART A – LISTENING COMPREHENSION

PART B – READING COMPREHENSION

1 hour 15 minutes
READ THE FOLLOWING INSTRUCTIONS CAREFULLY
1. This test consists of 60 items. You will have 1 hour and 15 minutes to answer them.

2. In addition to this test booklet, you should have an answer sheet.

3. Do not be concerned that the answer sheet provides spaces for more answers than there are
items on this test.
4. Each item in this test has four suggested answers lettered (A), (B), (C), (D). After listening to
or reading each item you are about to answer, decide which choice is best.
5. On your answer sheet, find the number which corresponds to your item and shade the space
having the same letter as the answer you have chosen. Look at the sample item below.

Sample Item

Venezuela es . . .

(A) un país Sample Answer

(B) una colonia
(C) una ciudad B C D
(D) un continente

The best answer to this item is “un país”, so (A) has been shaded.
6. If you want to change your answer, erase it completely before you fill in your new choice.
7. The supervisor will tell you when to start and stop working on the different parts of this test.
Follow the instructions which you will hear.

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO

Copyright © 2016 Caribbean Examinations Council

All rights reserved.
01245010/SPEC 2016
 -2-

PART A

ITEMS 1–30

LISTENING COMPREHENSION

45 minutes
SECTION I

Instructions: For EACH question in this section you will hear a single sentence. Choose from the
four pictures in your test booklet the ONE picture which BEST shows what the sentence says.
Then, shade the corresponding space on your answer sheet.

For example, you hear: El muchacho va a correr.

You see:

The correct answer is picture (D), so you would shade the space with the letter (D) on your answer sheet.

1.

The correct answer is picture D, so you would blacken the space with the letter D on the answer
sheet.

2.

01245010/SPEC 2016
 -3-

3.

4.

5.

6.

01245010/SPEC 2016
 -4-

7.

8.

01245010/SPEC 2016
 -5-

SECTION II

Instructions: For each question in this section you will hear a number of situations.
Each situation will be read twice and will be followed by one question or incomplete
statement. Four suggested answers for each question are printed in your test booklet.
For EACH question, choose the answer which BEST completes the question or
statement. For example, you will hear:

¡Mamá, tengo muchísima hambre! (Twice)

¿Qué quiere esta persona?

After examining the suggested answers you should select the BEST one and shade the
corresponding space on your answer sheet.

(A) Un caramelo Sample Answer

(B) Una comida
(C) Un médico A B C D
(D) Una galleta

The correct answer is (B), so you would shade the space with the letter (B) on your
answer sheet.

9. (A) En el hotel 13. (A) A la iglesia

(B) En la aduana (B) A la piscina
(C) En el hospital (C) A la escuela
(D) En la zapatería (D) A la farmacia

10. (A) En su carro 14. (A) Al cine

(B) En la plaza (B) A la plaza
(C) En el banco (C) A la playa
(D) En su escuela (D) Al estadio

11. (A) En una fábrica 15. (A) El novio de Carlota

(B) En un mercado (B) El profesor de Carlota
(C) En una farmacia (C) El abogado de Carlota
(D) En una zapatería (D) El enemigo de Carlota

12. (A) El médico 16. (A) Feliz

(B) El visitante (B) Cansada
(C) La cocinera (C) Frustrada
(D) La secretaria (D) Sorprendida

01245010/SPEC 2016
 -6-

SECTION III

Instructions: In this section you will hear a series of public announcements or

selections followed by a number of questions. Each announcement or selection will be
read twice. For each question there is a choice of four responses. Select the BEST
response and shade the corresponding space on your answer sheet. There is no sample
question in this section.

First Selection Second Selection

17. (A) En la casa de loros 20. (A) En un hotel

(B) En el Parque Dorado (B) En la iglesia
(C) En el Parque Cuadrado (C) En el autobús
(D) En la casa de los monos (D) En una tienda

18. (A) Llegar a tiempo 21. (A) Una fiesta

(B) Pedir información (B) Una oferta
(C) Ir a casa de los monos (C) Una merienda
(D) Llegar a las tres en punto (D) Una competencia

19. (A) Ir al parque juntos 22. (A) En veinte minutos

(B) Seguir divirtiéndose (B) El año que viene
(C) Ir a ver los caballos (C) En ocho minutos
(D) Seguir admirando los animales (D) El próximo mes

01245010/SPEC 2016
 -7-
SECTION IV

Instructions: A passage in Spanish has just been read to you. You may now study the
questions and make notes.

You must select the BEST answer and shade the corresponding letter on the answer sheet
provided.
A Dream Come True

PART A PART B
23. Why was Lola anxious when she woke 27. What did they hear on the radio?
up yesterday?
(A) There was a problem in the city.
(A) She was feeling happy. (B) Many persons had died in the city.
(B) She wanted a happy wedding. (C) Lola’s fiancé was injured in an
(C) She was late for her wedding. accident.
(D) She was having her second (D) There was traffic congestion in the
wedding. city.

24. Why did she get ready at nine thirty? 28. How did Lola react to the news?

(A) To go to church (A) She fainted.

(B) To listen to the radio (B) She screamed.
(C) To see her wedding dress (C) She fell on the floor, crying and
(D) To be on time for her wedding screaming.
(D) She threw herself on the floor
shouting.

25. What did she carry in her hands? 29. What was Lola’s father told on the
telephone?
(A) A bouquet
(B) A telephone (A) Enrique was hurt.
(C) Her white dress (B) Enrique was fine.
(D) Her father’s radio (C) Enrique was really dead.
(D) Enrique was already at the church.

26. What happened when it was time to leave 30. What did Lola believe then?
the house?
(A) Enrique was happy.
(A) Her father was not at home. (B) Enrique would be late.
(B) Her bridesmaid had not arrived. (C) It was going to be her happiest
(C) Her bridesmaids went to listen to day.
the radio. (D) It was going to be a sad day for
(D) They heard some bad news on the her family.
radio.

STOP. THIS IS THE END OF THE LISTENING COMPREHENSION. NOW GO ON

TO THE NEXT PAGE AND WORK THROUGH THE READING
COMPREHENSION AS QUICKLY AND AS CAREFULLY AS YOU CAN. IF YOU
CANNOT ANSWER AN ITEM, GO ON TO THE NEXT ONE. YOU CAN RETURN
TO THAT ITEM LATER.

01245010/SPEC 2016
 -8-

PART B

ITEMS 31–60

READING COMPREHENSION

30 minutes
SECTION I

Instructions: Each of the following sentences contains a blank space. Below each sentence
are four choices. Select the one which BEST completes the sentence. Then, shade the
corresponding space on your answer sheet.

Example

No me levanto temprano porque la oficina está … hoy.

(A) rota Sample Answer

(B) fuera
(C) cerca A B C D
(D) cerrada

The correct answer is (D), so you would shade the space with the letter (D) on your answer
sheet.

31. Voy a leer y hacer mis deberes en … 33. Hay dos meses que no llueva, la tierra está
muy …
(A) la librera
(B) la librería (A) seca
(C) la estantería (B) fresca
(D) la biblioteca (C) cansada
(D) lluviosa

32. Los empleados se niegan a entrar en la 34. No me gusta el pollo hervido. Prefiero
fábrica porque hay … comerlo …

(A) dinero (A) asado

(B) trabajo (B) rosado
(C) huelga (C) enfriado
(D) empleo (D) barbecho

01245010/SPEC 2016
 -9-

35. He perdido la … y ahora no puedo abrir 37. No me gané la lotería. Me siento …

la puerta.
(A) triste
(A) cerradura (B) feliz
(B) memoria (C) cansado
(C) voluntad (D) dichoso
(D) llave

36. Para lavar la ropa tengo todo menos … 38. Todos podemos ir en su carrito, pero
estaremos muy …
(A) la sopa
(B) el jabón (A) cómodos
(C) la llave (B) apretados
(D) el jamón (C) apresurados
(D) comprometidos

01245010/SPEC 2016
 - 10 -

SECTION II

Instructions: The situations below contain blank spaces indicating that words are left out.
For each blank there are four suggested answers. Select the word or phrase which will make
the sentence GRAMMATICALLY correct. Then, shade the corresponding space on your
answer sheet.

Example

La casa fue … el año pasado, y ahora … muy bonita.

1 2
Sample Answer
1. (A) pintado 2. (A) está
(B) pintada (B) fue 1. A B C D
(C) pintadas (C) estaba
(D) pintados (D) tiene 2. A B C D

¡Una Experiencia Fenomenal!

Lina, … dónde estoy? … en la ciudad de México junto a la pirámide de la luna … los aztecas
39 40 41

hace siglos. Lina, me … tan emocinada al lado … esta construcción tan enorme … tengo
42 43 44

ganas de llorar. ¡No sabes cuántas … soñé con … este lugar!

45 46

39. (A) sabes 43. (A) de

(B) escribes (B) por
(C) conoces (C) cabe
(D) quieres (D) para

40. (A) Me voy 44. (A) que

(B) Siento (B) quien
(C) Había (C) el cual
(D) Me encuentro (D) porque

41. (A) dicha 45. (A) tiempos

(B) alcanzada (B) cuantas
(C) edificada por (C) veces
(D) destruida sobre (D) meses

42. (A) visto 46. (A) visité

(B) lavo (B) visitar
(C) siento (C) visitamos
(D) peino (D) visitaremos

01245010/SPEC 2016
 - 11 -

SECTION III
- Restaurante Alameda, buenas tardes. ¿__________ puedo servirle?
Instructions: The following example contains blank spaces 39 indicating that words are left out.
For each- blankBuenas
space there are four suggested answers. Read carefully,
tardes, señorita. _________________ reservar then para
una mesa selectcuatro
the choice
that is BEST in the context for each blank space.40 Then, shade the corresponding space on
your answer sheet.
personas, mi madre, mi padre, mi hermana y yo.
Example- A la _____________. ¿Para cuándo, señor ?
41
… que ir mañana
- Bueno, para el sábado que viene, _________Sample
las ochoAnswer
hasta las diez.
(A) Debo 42
(B) Tengo A B C D
(C) -
Insisto ¿Cúal es la ocasión, señor. ______________ importante.
(D) Pregunto 43
-
The correct Es muy
answer is importante.
(B), so you Es la quinceañera
would shade the de mi hermana.
space with the letter (B) on your answer
sheet. - ¡Ay, ____________ magnífico! Haremos un pastel.

Encuentro de Turistas con una Vendadora Panameña

–¡Mujer! nos va atender o no? ¿Por qué no nos hace …? ¿quiere que … grite?
47 48
–¡Maleducado! Y Ud. piensa que puede hablarme a mí de esa manera porque tiene …
49
americano? Eso es … algunos turistas piensan ¿verdad? Pues, ¡No! No … pueden hacer.
50 51
Ustedes los turistas deben … que los vendedores somos gente … ustedes y
52 53
merecemos respeto.

47. (A) nada 51. (A) lo

(B) celos (B) me la
(C) ganas (C) me los
(D) caso (D) se las
48. (A) lo 52. (A) entender
(B) la (B) entendian
(C) los (C) entenderan
(D) les (D) entendemos

49. (A) dolor 53. (A) tan

(B) color (B) como
(C) dinero (C) mas que
(D) chaqueta (D) diferente

50. (A) la
(B) me los
(C) se las
(D) lo que

01245010/SPEC 2016
 - 12 -

SECTION IV

Instructions: Read the following selection carefully for comprehension. The selection is
followed by a number of incomplete statements or questions. Select the answer that is BEST
according to the information given in the selection. Then, shade the corresponding space on
your answer sheet. There is no sample question for this section.

Items 54–56 refer to the following.

54. ¿Quiénes pueden visitar este salón? 56. ¿Por qué es muy importante el número
telefónico en este aviso?
(A) Solo damas de 18 años
(B) Solo caballeros de 18 años (A) Para conseguir línea
(C) Qualquier persona de ambos (B) Para hacer una cita
sexos (C) Para verificar si está abierto
(D) Personas de por lo menos 18 (D) Para llamar los fines de semana
años

55. ¿Cómo es el salón?

(A) Moderno y lujoso

(B) Grande y moderno
(C) Pequeño pero cómodo
(D) Pequeño pero exclusivo

01245010/SPEC 2016
 - 13 -

Items 57–60 refer to the following.

El sábado pasado, Margarita, la hija de mi vecina, se cayó de un árbol alto y

quedó sin sentido. Margarita había subido al árbol para ayudar a bajar a su gatita
que tenía dificultades para hacerlo.

La mamá de Margarita se hallaba trabajando en el jardín y vio todo lo que

occurió. Muy asustada, corrió hacia el lugar donde se encontraba su hija y aunque
la llamo varias veces Margarita no respondió ni se movió. Inmediatamente llamó
al hospital y a los pocos minutos llego una ambulancia y se la llevaron a
Margarita al hospital.

57. ¿Qué occurió el sábado pasado? 59. ¿Qué hacía su mamá cuando esto
ocurrió?
(A) Un árbol se cayó al suelo
(B) Una vecina perdió su gato (A) Estaba en la casa
(C) Un hombre mato a una gatita (B) Corría por el jardín
(D) Una niña se cayó de un árbol (C) Andaba de compras
(D) Trabajaba en el jardín

58. Al caerse del árbol la niña 60. ¿Cómo se sintió la mamá de

Margarita al ver caer a su hija?
(A) corrió a su caso
(B) llamó al hospital (A) Alegre
(C) quedó inconsciente (B) Enojada
(D) se levantó del suelo (C) Temerosa
(D) Avergonzado

IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS

TEST.

01245010/SPEC 2016
 - 14 -

CA R I B B E A N E X A M I N A T I O N S C O U N C I L
CARIBBEAN SECONDARY EDUCATION CERTIFICATE®
EXAMINATION
SPANISH
PAPER 01 – General Proficiency
SPECIMEN

Item Number KEY Item Number KEY

Part A 1 D Part B 31 D
Section I 2 C Section I 32 C
3 C 33 A
4 D 34 A
5 A 35 D
6 B 36 B
7 A 37 A
8 A 38 B
Part A 9 D Part B 39 A
Section II 10 A Section II 40 D
11 C 41 C
12 D 42 C
13 B 43 A
14 D 44 A
15 A 45 C
16 A 46 B
Part A 17 B Part B 47 D
Section III Section III
18 A 48 B

19 D 49 C
20 D 50 D
21 B 51 A
22 A 52 A
Part A 23 B 53 B
Section IV 24 D Part B 54 D
25 A Section IV 55 A
26 D 56 B
27 C 57 D
28 A 58 C
29 B 59 D
30 B 60 C

01245010/SPEC 2016
 TEST CODE 01245010 - TS

SPEC 2016/01245010 - TS

CARIBBEAN EXAMINATIONS COUNCIL

CARIBBEAN SECONDARY EDUCATION CERTIFICATE®

EXAMINATION

SPANISH

SPECIMEN PAPER

PAPER 01 – General Proficiency

PART A – LISTENING COMPREHENSION

ITEMS 1–30

TEACHER’S SCRIPT

45 minutes

Copyright © 2016 Caribbean Examinations Council.

All rights reserved.

01245010/CSEC/SPEC–TS
 -2-

THIS IS THE LISTENING COMPREHENSION PART OF THE MULTIPLE-CHOICE

PAPER. YOU MUST LISTEN CAREFULLY TO THE INSTRUCTIONS, AND TO EACH
QUESTION WHICH WILL BE READ ONLY ONCE. NOW OPEN YOUR TEST BOOKLET
ON PAGE 2 AND READ WITH ME THE INSTRUCTIONS FOR SECTION I.

SECTION I

Instructions: For each question in this section you will hear a single sentence. Choose
from the four pictures in your test booklet the ONE picture which BEST shows what
the sentence says. Then, shade the corresponding space on the answer sheet.

For example, you hear: El muchacho va a correr.

Now look at the four pictures printed in your test booklet. (15 seconds)

The correct answer is picture (D), so you would shade the space with the letter (D) on
your answer sheet.

Now get ready to listen to Question 1.

Question number 1 ...... No se sienten bien. (15 seconds)

Question number 2 ...... Los jóvenes caminan con su perro. (15 seconds)

Question number 3 ...... Ambos van hacia el mar. (15 seconds)

Question number 4 ...... Ellos van a comer en seguida. (15 seconds)

Question number 5 ...... Ella tiende la cama. (15 seconds)

Question number 6 ...... Ellos miran mientras que ella le entrega

el regalo. (15 seconds)

Question number 7 ...... El chofer maneja el autobús. (15 seconds)

Question number 8 ...... El está mostrándole la foto. (15 seconds)

STOP. Now go on to the next page.

01245010/CSEC/SPEC –TS
 -3-

SECTION II
Instructions: For each question in this section you will hear a number of situations.
Each situation will be read twice and will be followed by one question or incomplete
statement. Four suggested answers for each question are printed in your test booklet.
For each question, choose the answer which BEST completes the question or
statement. For example, you will hear:
¡Mamá, tengo muchísima hambre! (Twice)
¿Qué quiere esta persona?
After examining the suggested answers, you should select the BEST one, and shade the
corresponding space on your answer sheet.
(A) Un caramel Sample Answer
(B) Una comida
(C) Un medico A C D
(D) Una galleta
The correct answer is (B), so you would shade the space with the letter (B) on your
answer sheet.

Now listen carefully to the first question in this section.

Question number 9 ...... - No me quedan bien. Son demasiado grandes

¿Dónde está este cliente? (15 seconds)

Question number 10 ...... ¡Ay! ¡qué embotellamiento de tráfico!

¿A qué hora voy a llegar a casa?
¿Dónde está ésta persona? (15 seconds)

Question number 11 ...... - Por favor, ¿tiene Ud. alguna medicina para el dolor
de cabeza?
¿Dónde está la persona? (15 seconds)

Question number 12 ...... - Mi jefe no está aquí hoy. Está de vacaciones.

¿Quién habla? (15 seconds)

Question number 13 ...... - Raúl, tienes que salir ahora. Recuerda que necesitas
llevar una toalla.
¿Adónde va Raúl? (15 seconds)

Question number 14 ...... - ¿Por qué no vamos al partido de fútbol esta tarde?
Según el periódico va a ser ¡fenomenal!
¿Adónde van estas personas? (15 seconds)

Question number 15 ...... - Pablo besó a Carlota y le puso un anillo en el dedo.

¿Quién es Pablo? (15 seconds)

Question number 16 ...... - ¡Qué día tan maravilloso! ¡Qué alegría!

¿Cómo se siente esta persona? (15 seconds)

01245010/CSEC/SPEC –TS
 -4-

SECTION III

Instructions: In this section you will hear a series of public announcements or

selections followed by a number of questions. Each announcement or selection will be
read twice. For each question there is a choice of four responses. Select the BEST
response and shade the corresponding space on your answer sheet. There is no sample
question for this section.

First selection:

(Read first time at normal speed.)

Damas y caballeros nos gustaría informarles sobre la exhibición que tendrá

lugar hoy a las dos y media en el Parque Dorado al lado de la casa de los monos. Por favor,
vengan temprano, diviértanse, y después podrán continuar mirando el resto de los animales.

(Read again, more slowly.)

Question number 17 ….. ¿Dónde tendrá lugar la exhibición? (15 seconds)

Question number 18 …… ¿Qué deben hacer las personas que quieren ver
la exhibición? (15 seconds)

Question number 19 …… Después de la exhibición ¿qué pueden hacer las personas?

(15 seconds)

Second selection:

(Read first time at normal speed.)

¡Atención! ¡Atención! Se informa a todos los clientes que dentro de veinte

minutos, empieza la gran oferta del año. Todos los productos, incluídos los que ustedes
tienen en sus carritos, ahora estarán a mitad de precio.

(Read again, more slowly.)

Question number 20 ..... ¿Dónde están las personas? (15 seconds)

Question number 21 ..... ¿Qué va a tener lugar? (15 seconds)

Question number 22 ..... ¿Cuándo va a tener lugar? (15 seconds)

01245010/CSEC/SPEC –TS
 -5-

SECTION IV

INSTRUCTIONS

The passage should be read at a normal pace, the first and last (complete) readings each
taking approximately 1½ minutes. The reading should be done in such a way as to
convey changes of voice (in dialogue, for example), but explanatory gestures are not
permissible. The title in English is to be read to the candidates.

(The teacher should read the following instructions aloud to the candidates immediately
before the text.)

Listen carefully to the following instructions:

I shall read the passage straight through once. Listen carefully while I read.

I shall then instruct you to look at the questions in English on the text. You will be allowed
three minutes to read the questions and make notes. There are two groups of questions.

I shall read the passage again, but this time in two parts. When I have finished reading Part A
(but not before) you will be given five minutes in which to select your answers for the first
group of questions. You must select the BEST answer and shade the corresponding letter on
the answer sheet
provided. This procedure will then be repeated for Part B.

I shall then read the passage a third time, straight through, after which you will be allowed
four minutes for final revision.

01245010/CSEC/SPEC –TS
 -6-

A Dream Come True

PART A

Ayer fue el matrimonio de Lola. Ella se despertó temprano porque estaba ansiosa por tener
una boda una boda muy feliz y romántica. La boda iba a ser a las diez de la mañana de
manera que Lola ya estaba lista a las nueve y media de la mañana. Ella estaba muy linda y
elegante en un hermoso vestido blanco y en sus manos llevaba un hermoso ramo de orquídeas
blancas. Se veía radiante de felicidad.

Lola, sus padres y las damas de honor estaban a punto de salir para la iglesia cuando oyeron
una mala noticia en la radio.

PART B

Había ocurrido un accidente en el centro de la ciudad, en el cual tres personas habían

resultado heridas y Enrique, el novio de Lola, era una de esas personas. Lola al escuchar la
noticia perdió el conocimiento y cayó al suelo. Todos estaban confundidos y no sabían qué
hacer. La mamá de Lola se desmayó también y sus amigas empezaron a llorar. De repente,
sonó el teléfono y el papá de Lola contestó. ¡Era Enrique! y le dijo que había habido una
equivocación en la noticia y que él estaba sano y salvo, y listo para la boda. Lola supo
entonces que ése seria indudablemente, ¡el día más feliz de su vida!

STOP. THIS IS THE END OF THE LISTENING COMPREHENSION. NOW GO ON

TO THE NEXT PAGE AND WORK THROUGH THE READING
COMPREHENSION AS QUICKLY AND AS CAREFULLY AS YOU CAN. IF YOU
CANNOT ANSWER AN ITEM, GO ON TO THE NEXT ONE. YOU MAY RETURN
TO THAT ITEM LATER.

01245010/CSEC/SPEC –TS
 CARIBBEAN E XAM I NAT I O N S COUNCIL

CARIBBEAN SECONDARY EDUCATION CERTIFICATE®

EXAMINATION
‘‘*’’Barcode Area”*”
Front Page Bar Code
SPECIMEN

FILL IN ALL THE INFORMATION REQUESTED CLEARLY IN CAPITAL LETTERS.

TEST CODE
0 1 2 4 5 0 2 0

SUBJECT SPANISH – Paper 02

PROFICIENCY General

REGISTRATION NUMBER

SCHOOL/CENTRE NUMBER

NAME OF SCHOOL/CENTRE

CANDIDATE’S FULL NAME (FIRST, MIDDLE, LAST)

‘‘*’’Barcode Area”*”

DATE OF BIRTH D D M M Y Y Y Y
Current Bar Code

SIGNATURE __________________________________________________

‘‘*’’Barcode Area”*”
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 TEST CODE 01245020/SPEC
SPEC 2016/01245020
CARIBBEAN E XAM I NAT I O N S COUNCIL

CARIBBEAN SECONDARY EDUCATION CERTIFICATE®

EXAMINATION

SPANISH

SPECIMEN PAPER

Paper 02 – General Proficiency

FREE RESPONSE

2 hours 15 minutes

READ THE FOLLOWING INSTRUCTIONS CAREFULLY.

1. This paper comprises FOUR questions. Answer ALL questions.

2. Write your answers in the spaces provided in this booklet.

3. Do NOT write in the margins.

4. If you need to rewrite any answer and there is not enough space to do so on
the original page, you must use the extra lined page(s) provided at the back of
this booklet. Remember to draw a line through your original answer.

5. If you use the extra page(s) you MUST write the question number clearly
in the box provided at the top of the extra page(s) and, where relevant,
include the question part beside the answer.

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.

Copyright © 2016 Caribbean Examinations Council

All rights reserved.
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SECTION I

DIRECTED SITUATIONS

ANSWER ALL QUESTIONS.

1. Write in SPANISH the information required for EACH of the situations given below.
Do NOT write more than ONE sentence for each situation. For some situations, a
complete sentence may not be necessary. Do NOT translate the situations given. Do
NOT use abbreviations. WRITE EACH ANSWER IN THE SPACES PROVIDED.

YOU WILL BE PENALIZED FOR DISREGARDING THESE INSTRUCTIONS.

(a) Your doctor is unable to see you but has asked you to send him a note, telling what
is wrong with you. Write the brief note.

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(3 marks)

(b) While your parents are out, you learn that something has happened on another
street and you rush out to investigate. Write the note you leave for your parents
explaining your absence.

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(3 marks)

(c) You need to tell your father about the arrangement for collecting you at school.
Write the text message you send to him.

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(3 marks)

GO ON TO THE NEXT PAGE

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(d) Your doctor wants you to remember a specific instruction to care for your broken
leg. What instruction does your doctor write?

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(3 marks)

(e) Your neighbour invites you over to see something she has bought. Write the note
you leave for your parents explaining the reason you are at your neighbour’s house.

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(3 marks)

(f) You are unable to meet with your classmates to work on a science project at school.
Write the e-mail message you send them apologizing and giving a reason for not
being able to meet with them.

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(3 marks)

(g) A sign at the airport advises arriving passengers of a problem on the main road
into town. Write what the sign advises them to do.

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(3 marks)

GO ON TO THE NEXT PAGE

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(h) Due to shortages, each customer at the supermarket will be allowed to purchase
only a certain number of a particular item. What does the sign say?

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(3 marks)

(i) You went to the shopping mall and found that it was unexpectedly closed. Write
the notice you saw which informed customers of the reopening date.

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(3 marks)

(j)
You want to ask a friend to buy an article of clothing for you. Write the e-mail you
send him/her giving the details of the request.
..................................................................................................................................

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(3 marks)

Total 30 marks

GO ON TO THE NEXT PAGE

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NOTHING HAS BEEN OMITTED.

GO ON TO THE NEXT PAGE

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SECTION II

LETTER

2. Using the following outlines as a guide, write a letter in SPANISH of NO MORE

THAN 130–150 words.

YOU WILL BE PENALIZED FOR DISREGARDING THESE INSTRUCTIONS.

You have just returned from spending a weekend in the country. Write a letter to your Cuban
friend and include:

(i) when, where and why you visited

(ii) the preparations made for a celebration

(iii) how you and other people felt during the celebration

(iv) an unexpected event that occurred while you were there.

(Do NOT write your real name and address, but include the date in SPANISH and
use the appropriate beginning and ending.)

Total 30 marks

GO ON TO THE NEXT PAGE

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Write your answer for Section II here.

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SECTION III

CONTEXTUAL DIALOGUE

3. Use 80–100 words to complete the dialogue between Miguelito and his father, by giving
Miguelito’s responses in SPANISH.

Miguelito is enjoying his holiday in Mexico and has not called home since his arrival. After
three days he calls home and speaks to his father who answers the phone.

Responses to ALL the cues provided MUST be included in the completed dialogue.

(i) Greetings and enquiry about his parents’ health

(ii) Reason why he did not call home earlier

(iii) Three things that tourists can do in Mexico

(iv) Information about a new friend he has met in Mexico

(v) An explanation of his reason for calling

Complete the dialogue below.

Papá: ¡Aló! Familia García, buenos días.

Miguelito: .........................................................................................................................

.........................................................................................................................

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Papá: ¡Miguelito, eres tú! ¡Por fin! ¡Qué alegría! ¡Qué bueno que llamaste!

Miguelito: .........................................................................................................................

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GO ON TO THE NEXT PAGE

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Papá: Yo estoy bien, pero tu mama está un poco enferma.

Miguelito: .........................................................................................................................

.........................................................................................................................

.........................................................................................................................

Papá: No, no ha ido todavía, pero ella está preocupada por ti. ¿Por qué no llamaste
antes? Ya pasaron tres días sin tener noticias tuyas.

Miguelito: .........................................................................................................................

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Papá: ¿Ocupado? ¿Cómo puede ser? Estas de vacaciones. ¿Qué has estado haciendo?

Miguelito: .........................................................................................................................

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Papá: ¿Verdad? Dime tres cosas que pueden hacer los turistas en México para
divertirse.

Miguelito: .........................................................................................................................

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GO ON TO THE NEXT PAGE

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Papá: Y, tú personalmente, ¿qué has hecho durante estos tres días para divertirte?

Miguelito: .........................................................................................................................

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Papá: ¡Ah! ¿una nueva amiga? Háblame más de ella.

Miguelito: .........................................................................................................................

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Papá: ¿Qué es eso de que te gusta muchísimo? ¡Solo la conoces hace tres días!
Debes tener cuidado. Si no tienes más noticias me despido porque tengo que
irme.

Miguelito: .........................................................................................................................

.........................................................................................................................

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Papá: ¿Qué quieres comprarle un qué a Patricia? ¡Te has vuelto loco! Es demasiado
pronto. ¡Ay caramba! habla con tu mamá, díselo a ella. Te la paso enseguida.

Miguelito: .........................................................................................................................

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Total 20 marks

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SECTION IV

READING COMPREHENSION

ANSWER ALL QUESTIONS.

4. Read the following selection carefully. Do NOT translate, but answer the questions
in ENGLISH.

YOU WILL BE PENALIZED FOR DISREGARDING THESE INSTRUCTIONS.

A Surprise

Lucía se volteó soñolienta en la cama. El cuarto estaba oscuro y le parecía haber escuchado
un ruido en su cuarto. Se preguntó qué horas serían y entonces extendió el brazo para coger
su reloj que estaba sobre la mesa pero su mano en lugar de tocar la mesa, se encontró con
un objeto peludo que parecía moverse. Retiró su mano rápidamente y asustada, pensó
que tal vez era un animal que había hecho el ruido. Se imaginó una rata enorme en la
mesa junto a su cama.

Se volteó cuidadosamente al otro lado de la cama para tomar uno de sus zapatos que estaba
en el piso. Con un rápido movimiento y con zapato en mano, le dio un fuerte golpe al
objeto peludo y prendió la luz.

¡Imagínese cuál sería su sorpresa, cuando vio que había tratado de matar su peluca* nueva,
que había usado por primera vez el día anterior! Salió corriendo del cuarto, gritando y
rezando.

*wig

GO ON TO THE NEXT PAGE

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Answer the following questions, in ENGLISH, based on the selection above. Use a
complete sentence for EACH response.

(a) Where was Lucía?

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(1 mark)

(b) What was the first thing that she reached for and why?

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(2 marks)

(c) What happened then?

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(3 marks)

(d) What did she think the object was?

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(2 marks)

GO ON TO THE NEXT PAGE

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(e) Why did she turn on the other side of the bed?

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(3 marks)

(f) Why did she turn on the light?

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(3 marks)

(g) Explain Lucía’s mistake.

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(3 marks)

(h) How did Lucía react?

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(3 marks)

Total 20 marks

END OF TEST

IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.

‘‘*’’Barcode Area”*” 01245020/F/SPEC 2016

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EXTRA SPACE

If you use this extra page, you MUST write the question number clearly in the box provided.

Question No.

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EXTRA SPACE

If you use this extra page, you MUST write the question number clearly in the box provided.

Question No.

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‘‘*’’Barcode Area”*” 01245020/F/SPEC 2016

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 CANDIDATE’S RECEIPT

INSTRUCTIONS TO CANDIDATE:

1. Fill in all the information requested clearly in capital letters.

TEST CODE: 0 1 2 4 5 0 2 0

SUBJECT: SPANISH – Paper 02

PROFICIENCY: General

REGISTRATION NUMBER:

FULL NAME: ________________________________________________________________

(BLOCK LETTERS)

Signature: ____________________________________________________________________

Date: ________________________________________________________________________

2. Ensure that this slip is detached by the Supervisor or Invigilator and given to you when you
hand in this booklet.

3. Keep it in a safe place until you have received your results.

INSTRUCTION TO SUPERVISOR/INVIGILATOR:

Sign the declaration below, detach this slip and hand it to the candidate as his/her receipt for this booklet
collected by you.

I hereby acknowledge receipt of the candidate’s booklet for the examination stated above.

Signature: _____________________________
Supervisor/Invigilator

Date: _________________________________
 C A R I B B E A N E X A M I N A T I O N S C O U N C I L

CARIBBEAN EDUCATION SECONDARY CERTIFICATE®

EXAMINATION

MODERN LANGUAGES SPECIMEN MARKING SCHEME

GENERAL PROFICIENCY

2016

Questions will be scored in one of two ways — ANALYTICALLY or HOLISTICALLY

as directed.

Analytic scoring implies the isolation of one or more aspects of the exercise
given and examining them individually. The following will be scored
analytically:

(i) Directed Situations (Section 1)

(ii) Reading Comprehension (Section 4)

A breakdown of the marking criteria to be used has been provided.

Holistic scoring, in contrast to analytic scoring, implies an overall

assessment of the candidate’s performance in one or more areas. The following
will be scored holistically:

(i) Letter (Section 2)

(ii) Contextual Dialogue (Section 3)

 -2-

PAPER 02 — SECTION I

QUESTION 1 - DIRECTED SITUATIONS: Items – 10; Total Mark — 30

1. Each item will be assessed for its appropriateness and for

correctness of expression (grammatical structure, spelling, tenses
etc.).

2. (i) If the response includes all elements in the situation,

adequately communicates meaning, mark out of 3.

(ii) If the response is partially appropriate (i.e. it adequately

communicates meaning but does not include all elements in
the situation) or inadequately communicates the meaning,
mark out of 2 and indicate by the letter P in the right hand
margin.

(iii) If the response (vocabulary or structure) does not make

sense, distorts or does not convey meaning, then no marks
can be awarded and the candidate scores zero on the item.

3. If the candidate has written more than ONE sentence put a slash (/)
after the first sentence. Mark the first sentence only, except in
cases where there are two short highly relevant sentences.

4. In assessing correctness of expression identify all errors. Each

response is to be assessed separately. An error repeated in the
same response is to be penalized only once.

Indicate errors as follows:

(i) X - errors of grammar, spelling and vocabulary (also accents

that change the meaning of the word.

(ii) ˄ for omissions

(iii) for incorrect word order

(iv) REP - repeated errors

These symbols must be placed under the word where the error
occurs.

5. MARK CALCULATION

(i) Deduct marks as follows:

0-1 errors - 0 mark

2–4 errors - 1 mark
5-6 errors – 2 marks
more than 6 errors – assign zero

(ii) Marks will be generated for each response in the response

box having deducted the total marks lost from 3 or 2.
 -3-

PAPER 02 – SECTION II

QUESTION 2 - LETTER: 130-150 words; Total marks — 30

Note: The marker will use red ink for annotations.

1. In assessing the essay-type question, the following aspects are to

be considered.

(a) Fluency of language, coherence, clarity and appropriateness

to the situation

(b) Grammatical correctness, range of vocabulary and idiom

(c) Length

2. Before beginning to mark the question assess its length.

(i) For the purpose of marking, the minimum acceptable length of

the answer is 120 words and the maximum 170. If in doubt
make a quick check.

(ii) If the answer appears to go beyond the desired maximum (170),

put a slash (/) at the end of the relevant sentence. Do not
read beyond the cut-off point.

3. (i) Read the answer for the first time and make an overall
assessment paying attention to the fluency of the language
used and the appropriateness to the situation. The answer
should have a logical development that is relevant and clear
to the reader. Place the candidate in one of the six broad
categories listed on the Mark Scale (see page 5).

(ii) An exception(!) should be raised for all problematic answers

(Problematic: (1) Inappropriate form, e.g. Letter rather
than composition; (2) Totally irrelevant answers.). These
responses will be referred to the Examining Committee.

4. Re-read the answer paying attention to the candidate’s use of

grammar. During this reading, tick exceptionally good usage (e.g.
idiom, structure, vocabulary), identify all errors and make your
final assessment taking all of these into consideration.
 -4-

5. Indicate errors as follows:

(i) X - errors of grammar, vocabulary and incorrect

word order

(ii) S – spelling

(iii) ˄ - omissions

(iv) REP - Repeated errors

These symbols must be placed under the word where the error occurs.

6. Award a mark out of 30 according to the scale set out on page 5.

7. Record the score in the response box.

 -5-

QUESTION 2 - MARK SCALE FOR THE LETTER

Excellent – Ideas are well organized and logically

developed, with all points clearly expressed.
Candidate writes fluently using correct grammar,
EXCELLENT 30-24
a wide range of idioms, vocabulary and structures.
Shows coherence and clarity of expression with an
occasional inaccuracy.

Ideas are organized and logically developed, with

all points clearly expressed. Shows coherence and
clarity of expression.
GOOD 23-19
Uses generally correct grammar but may be somewhat
less proficient in range of vocabulary and
structures. May contain a few errors.

May have addressed and developed all points showing

good use of essential grammar, reasonable
SATISFACTORY 18-15 vocabulary and structure. Fairly clear and
coherent but may have several errors.

May not have addressed and developed all the

points. Shows general weakness in grammar,
MODERATE 14-11
vocabulary and structure. Lacks coherence and
clarity of expression but is comprehensible.

Has not addressed or developed all the points, uses

LIMITED 10-6 poor grammar and vocabulary. Lacks coherence and
clarity, scarcely comprehensible

5-0 Extremely weak  incomprehensible, may show

POOR constant use of English, French or Portuguese.

NO RESPONSE NR Nothing written.

 -6-

PAPER 02 – SECTION III

QUESTION 3- CONTEXTUAL DIALOGUE: 80–100 words Total Marks - 20

1. In assessing the question, the following criteria are to be

considered.

(a) Content/appropriateness of responses

(b) Coherence and clarity

(c) Grammar

(d) Length

2. Before beginning to mark the question assess its length.

(i) For the purpose of marking, the minimum acceptable length

of the answer is 70 words and the maximum 110. If in doubt
make a quick check.

(ii) If the answer appears to go beyond the desired maximum 110,

put a slash (/) at the end of the relevant sentence.
Do not read beyond the cut-off point.

3. (i) Read the answer for the first time and make an overall
assessment paying attention to the fluency of the language
used and the appropriateness of the response.

(ii) An exception(!) should be raised for all problematic

answers (Problematic: Totally irrelevant answers). These
responses will be referred to the Examining Committee.

4. Re-read the answer paying attention to the candidate's correct use

of grammar. During this reading, tick exceptionally good usage
(e.g. idiom, structure, vocabulary), identify all errors and make
your final assessment taking all of these into consideration.

5. Indicate errors as follows:

(i) X
- errors of grammar, vocabulary and incorrect
word order
(ii) S - spelling
(iii) ˄ - omissions
(iv) REP - repeated errors

These symbols must be placed under the word where the error occurs.

6. Place the candidate in one of the six broad categories listed on

the mark scheme (See page 7).

7. Award a mark out of 20 according to the scale set out on page 7.

 -7-

QUESTION 3 - ASSESSMENT CRITERIA – CONTEXTUAL DIALOGUE

Scores Criteria

Uses all cues well. Organizes and develops

EXCELLENT TO ideas/responses using language that flows naturally.
VERY GOOD Ideas/responses are very clearly expressed. Wide and
proficient use of idioms, structures and vocabulary.
20-16 Shows coherence and clarity of expression with an
occasional inaccuracy.

Uses at least 4 of the cues well. Organizes and

develops ideas/responses using language that flows
GOOD
naturally. Ideas/responses are clearly expressed.
Uses generally correct grammar but may be somewhat
15-13
less proficient in range of vocabulary and
structures. May contain a few errors of grammar.

Uses at least 3 of the cues. Organizes and develops

ideas/responses using language that flows fairly
SATISFACTORY
well. Ideas/responses are fairly well expressed.
Adequate use of idioms, structures and vocabulary to
12-10
enable communication. More obvious errors in grammar
are present.

Includes some of the cues but all may not be used

MODERATE
well. Ideas and responses are not well organized/
developed. Language shows some incoherence. Limited
9-7
use of idioms, structures and vocabulary.

LIMITED Limited use of cues. Ideas/responses are not well

organized or expressed. Lacks coherence and clarity,
6-4
Poor use of idioms, structures and vocabulary.

POOR Very weak use of cues, very poor organization.

Ideas/responses incoherent and incomprehensible. Very
3-0 poor use of idioms, structures and vocabulary.

NR Nothing written
 -8-

PAPER 02 – SECTION IV

QUESTION 4 - READING COMPREHENSION: Items – 10 Total Marks – 20

1. Marks will be awarded for comprehension. No marks will be deducted

for language except where communication is affected.

2. There are 10 items for a total of 20 marks. Marks for items will
range between 1 mark and 3 marks.

(a) For items out of 1 mark:

1 mark – fully correct

0 mark – completely incorrect

(b) For items out of a maximum of 2 marks:

2 marks – fully correct

1 mark – partially correct
0 mark – completely incorrect

(c) For items out of a maximum of 3 marks:

3 marks – fully correct

2, 1 mark(s) – partially correct
0 mark – completely incorrect

NOTE: These items are being marked as 1 QIG.

Assigning marks

(i) Insert a tick √ on the part(s) of the response that is/are

correct.

(ii) If the answer is incorrect, place an X.

 01245020/K/SPEC 2016

C A R I B B E A N E X A M I N A T I O N S C O U N C I L

CARIBBEAN EDUCATION SECONDARY CERTIFICATE®

EXAMINATION

SPANISH

SPECIMEN PAPER

PAPER 02 — GENERAL PROFICIENCY

KEY

2016
 -2-
01245020/K/SPEC 2016
SPANISH
PAPER – 02 GENERAL PROFICIENCY
KEY

SECTION I

DIRECTED SITUATIONS

1. (a) Doctor, me duele la cabeza. (3 marks)

(b) Sali a ver un accidente en la avenida Sucre. (3 marks)

(c) Papá, te espero entrente de la biblioteca a las tres. (3 marks)

(d) Tiene que tener cuidado si quiere mover la pierna./ Mueva la pierna
con cuidado. (3 marks)

(e) Maria me estámonstrando su nueva computadora. (3 marks)

(f) Siento no poder extra alli, estoy enfermo. (3 marks)

(g) NO USAR LA AVENIENDO SUCRE. (3 marks)

(h) Se puede comprar do kilos de azucar y no mas./ Puede comprar

solamente do kilos de azucar. (3 marks)

(i) CERRADO, ABRIREMOS EL LUNES A LAS 9. (3 marks)

(j) Por favor, compraḿe una camisa negra de seda. (3 marks)

Total 30 marks
 -3-
01245020/K/SPEC 2016
SPANISH
PAPER – 02 GENERAL PROFICIENCY
KEY

SECTION III

CONTEXTUAL DIALOGUE

3. Use 80–100 words to complete the dialogue between Miguelito and his
father, by giving Miguelito’s responses in SPANISH.

Miguelito is enjoying his holiday in Mexico and has not called home
since his arrival. After three days he calls home and speaks to his
father who answers the phone.

Responses to ALL the cues provided MUST be included in the completed

dialogue.

(i) Greetings and enquiry about his parents’ health

(ii) Reason why he did not call home earlier

(iii) Three things that tourists can do in Mexico

(iv) Information about a new friend he has met in Mexico

(v) An explanation of his reason for calling

 -4-
01245020/K/SPEC 2016
SPANISH
PAPER – 02 GENERAL PROFICIENCY
KEY

Papá: ¡Aló! Familia García, buenos días.

Miguelito: Buenos días, papá. ¡Habla Miguelito!

Papá: ¡Miguelito, eres tú! ¡Por fin! ¡Qué alegría! ¡Qué bueno que
llamaste!

Miguelito: ¿Cómo están tu y mamá?

Papá: Yo estoy bien, pero tu mama está un poco enferma.

Miguelito: ¿Enferma? ¿Qué tiene? ¿Ya fue dónde el médico?

Papá: No, no ha ido todavía, pero ella está preocupada por ti. ¿Por
qué no llamaste antes? Ya pasaron tres días sin tener noticias
tuyas.

Miguelito: Lo siento mucho papá, pero he estado muy ocupado.

Papá: ¿Ocupado? ¿Cómo puede ser? Estas de vacaciones. ¿Qué has estado
haciendo?

Miguelito: Papá, hay muchas cosas que hacer aquí en México.

Papá: ¿Verdad? Dime tres cosas que pueden hacer los turistas en México
para divertirse.

Miguelito: Muchos van a la playa, otros visitan monumentos y lugares

históricos y otros van de compras.

Papá: Y, tú personalmente, ¿qué has hecho durante estos tres días para
divertirte?

Miguelito: Papá, conocí a una chica muy linda e inteligente y hemos salido
todos los días.

Papá: ¡Ah! ¿una nueva amiga? Háblame más de ella.

Miguelito: Se llama Patricia y es argentina. Es simpática, alta, delgada

y tiene el pelo negro. Me gusta muchísimo.

Papá: ¿Qué es eso de que te gusta muchísimo? ¡Solo la conoces hace

tres días! Debes tener cuidado. Si no tienes más noticias me
despido porque tengo que irme.

Miguelito: No papá, espera. Hay algo importante que quiero decirte: Quiero
comprarle un anillo a Patricia.

Papá: ¿Qué quieres comprarle un qué a Patricia? ¡Te has vuelto loco!
Es demasiado pronto. ¡Ay caramba! habla con tu mamá, díselo a
ella. Te la paso enseguida.

Total 20 marks
 -5-
01245020/K/SPEC 2016
SPANISH
PAPER – 02 GENERAL PROFICIENCY
KEY

SECTION IV

READING COMPREHENSION

A Surprise

4. 1 1
(a) Lucia was in bed / in her room. (1 mark)

1 1
(b) She reached for her watch/clock to check the time. (2 marks)

1 1 1
(c) She touched something / furry / which seemed to move. (3 marks)

1 1
(d) She thought it was a big / rat. (2 marks)

1 1 1
(e) She tried to reach / for one of her shoes / from the floor.
(3 marks)

1 1 1
(f) The room was dark / and she wanted to see / what she hit.
(3 marks)

1 1
(g) She had actually hit her new wig / instead of an animal /
1
as she thought. (3 marks)

1 1 1
(h) She ran out of the room, / shouting and / praying. (3 marks)

Total 20 marks
 TEST CODE 01245030/SPEC
SPEC 2016/01245030
CARIBBEAN E XAM I NAT I O N S COUNCIL

CARIBBEAN SECONDARY EDUCATION CERTIFICATE®

EXAMINATION

SPANISH

SPECIMEN PAPER

Paper 03 – General Proficiency

ORAL

READING PASSAGE

1.
Puerto Rican Music

Los puertorriqueños han manejado muy bien los ritmos y estilos musicales cubanos, entre ellos
el danzõn, la guaracha, la rumba y el bolero. Se dice que la riqueza musical de Puerto Rico
se debe a la influencia da la música cubana, lo que ha contribuído a la dinámica de su música
popular. Puerto Rico posee sus propias creaciones musicales como la bomba y la plena que
son típicamente puertorriqueñas.

La producción musical de Puerto Rico se ha originado tanto en la isla como en Nueva York y
eso se explica debido al fenómeno de la migración. Por eso, no se puede ignorar que la cultura
“newyorican” comprende además elementos de otras culturas.
(113 words)
 TEST CODE 01245030/SPEC
SPEC 2016/01245030
CARIBBEAN E XAM I NAT I O N S COUNCIL

CARIBBEAN SECONDARY EDUCATION CERTIFICATE®

EXAMINATION

SPANISH

SPECIMEN PAPER

Paper 03 – General Proficiency

ORAL

CONVERSATION

A. Sports/ Recreation/Travel

1. ¿Cuál es tu deporte favorito y con quién lo praticas?

2. ¿Qué cambios te gustaría ver en el programa deportivo de tu escuela?

3. ¿Que deportista admiras y por qué?

4. ¿Además de tu deporte favorito¿qué pasatiempos tienes?

5. ¿ Cómo fue tu primer viaje al campo o a un país extranjero?

6. ¿Crees que es necesario visitar otro país? ¿Por qué?

 TEST CODE 01245030/SPEC
SPEC 2016/01245030
CARIBBEAN E XAM I NAT I O N S COUNCIL

CARIBBEAN SECONDARY EDUCATION CERTIFICATE®

EXAMINATION

SPANISH

SPECIMEN PAPER

Paper 03 – General Proficiency

ORAL

RESPONSES TO SITUATIONS/INSTRUCTIONS

A.

Five situations are described below. You are required to respond to EACH, in
SPANISH, as indicated by the Examiner.

1. Your father has been named employee of the year.

(a) What do his colleagues say?

(b) How does your father express his feelings?

2. The gardener has cut down a valuable plant.

(a) What does your mother say to him?

(b) What explanation does he give?

3. You and your friends have broken a school rule.

(a) What does the teacher say?

(b) What do you promise the teacher?

4. The Principal of the school comes into the classroom without notice.

(a) What does he say to the teacher?

(b) What does he ask her to do?

5. While you are picking mangoes you fell out of the tree and cut your knee.

(a) What does your mother say?

(b) What alternative do you suggest?
 TEST CODE01264010 – TS

FORM 01264010 TS - SPEC

CARIBBEAN EXAMINATIONS COUNCIL

SECONDARY EDUCATION CERTIFICATE

EXAMINATION

SPECIMEN

PORTUGUESE

PAPER 01 – General Proficiency

PART A - LISTENING COMPREHENSION

ITEMS 1 – 30

TEACHER’S SCRIPT

45 minutes

Copyright © 2015 Caribbean Examinations Council.

All rights reserved.

01264010-/CSEC/SPEC –TS
 2

THIS IS THE LISTENING COMPREHENSION PART OF THE MULTIPLE-

CHOICE PAPER. YOU MUST LISTEN CAREFULLY TO THE INSTRUCTIONS,
AND TO EACH QUESTION WHICH WILL BE READ ONLY ONCE. NOW OPEN
YOUR TEST BOOKLET ON PAGE 2 AND READ WITH ME THE INSTRUCTIONS
FOR SECTION 1.

SECTION I

Instructions: For each question in this section you will hear a single sentence. Choose from
the four pictures in your test booklet the ONE picture which BEST shows what the
statement says. Then, shade the corresponding space on the answer sheet. For example,
you hear:

O rapaz va executar.

Now look at the four pictures printed in your test booklet. (15 seconds)

The correct answer is picture D, so you would shade the space with the letter (D) on the
answer sheet.

Begin to look at the picture (15 sections) STOP.

Now get ready to listen to question 1.

Question 1 …… O homem saiu o ônibus com uma mala de viagem. (15 seconds)
Question 2 ...... O cachorro está embaixo da mesa. (15 seconds)
Question 3 ...... O rapaz vende peixes no mercado. (15 seconds)
Question 4 ...... Os amigos estão jogando críquete no parque. (15 seconds)
Question 5 ...... A senhora está limpando a janela suja. (15 seconds)
Question 6 ...... O tempo está ensolarado. (15 seconds)
Question 7 ...... Duas meninas estão lavando roupas. (15 seconds)
Question 8 ...... O homem idoso lê uma revista no banco. (15 seconds)

01264010/CSEC/SPEC –TS GO ON TO THE NEXT PAGE

 3

SECTION II

Instructions: In this section you will hear a number of sentences. Each sentence will be
read twice and will be followed by one question or incomplete statement. Four suggested
answers for each question are printed in your test booklet. For each question choose the
answer which BEST completes the question or statement. For example, you will hear:

Mãe, estou com muita fome!

O que esta pessoa está querendo?

After examining the suggested answers, you should select the BEST one and shade the
corresponding space on your answer sheet:

(A) Uma maçã Sample Answer

(B) Uma bebida
(C) Um remédio A B C D
(D) Um brinquedo

The correct answer is (A), so you would shade the space with the letter (A) on your answer
sheet.

Now listen carefully to the first question in this section.

9. ...... Alô! Não, a secretária não está hoje, ela está de férias por sete dias.
Quando ela vai voltar? (15 seconds)

10. ...... Nossa, estou com muita dor de cabeça!

O que esta pessoa pode fazer? (15 seconds)

11. ...... Está muito frio e chovendo muito desde ontem.

Qual é a atividade ideal? (15 seconds)

12. ...... Nossa, que tráfego horrível, hoje só vou chegar em casa depois das
18 horas!
Onde ela está? (15 seconds)

13. ....... Pedro saiu de casa e não se lembrou de levar seus livros e cadernos.
Para onde Pedro vai? (15 seconds)

14. ...... Ana paga a escola de Joana e ajuda-a todos os dias nas tarefas de casa.
Quem é Ana? (15 seconds)

15. ....... Não gostei, achei que estão caras e grandes demais. Vou provar
outras.
Onde está este cliente? (15 seconds)

16. ....... Rogério escreve sobre os mais novos acontecimentos do dia.

Onde ele trabalha? (15 seconds)

01264010/CSEC/SPEC –TS GO ON TO THE NEXT PAGE

 4
SECTION III

Instructions: In this section you will hear a series of public announcements or selections
followed by a number of questions. Each announcement or selection will be read twice.
For each question there is a choice of four responses or completions. Select the BEST
response and shade the corresponding space on your answer sheet. There is no sample
question for this section.

First selection:

(Read first time at normal speed.)

First selection:
(Read selection first time at normal speed.)

A Universidade da Guiana estará hospedando seu dia anual de carreira para estudantes de
quarto e quinto níveis no dia treze de fevereiro. Haverá cabines exibindo opções de carreira
onde os estudantes poderão encontrar os profissionais e perguntá-los sobre as oportunidades
de carreiras.

(Read selection again, more slowly.)

(Read each question once to candidates.)

Question 17 ..... Qual atividade acontecerá na universidade? (15 seconds)

Question 18 ...... Quais estudantes são convidados? (15 seconds)

Question 19 ...... O que os estudantes podem fazer durante o evento? (15 seconds)

Second selection:
(Read selection first time at normal speed.)

Os jovens precisam ter cuidado com as informações pessoais nas redes sociais. As redes
sociais podem ser usadas para se comunicar com os amigos, mas as pessoas também podem
roubar sua identidade.

(Read selection again, more slowly.)

(Read each question once to candidates.)

Question 20 ...... Por que os jovens precisam ter cuidado nas redes sociais? (15 seconds)

Question 21 ...... O que as pessoas podem fazer com suas informações

pessoais? (15 seconds)

Question 22 ...... Por que as redes sociais são úteis, de acordo com o texto? (15 seconds)

01264010/CSEC/SPEC –TS GO ON TO THE NEXT PAGE

 5

SECTION IV

INSTRUCTIONS

The passage should be read at a normal pace, the first and last (complete)
readings each taking approximately 1½ minutes. The reading should be done in such a
way as to convey changes of voice (in dialogue, for example), but explanatory gestures
are not permissible. The title in English is to be read to the candidates.

(The teacher should read the following instructions aloud to the candidates immediately
before the test.)

Listen carefully to the following instructions:

I shall read the passage straight through once. Listen carefully while I read.

I shall then instruct you to look at the questions in English on the text. You will be
allowed three minutes to read the questions and make notes. There are two groups of
questions.

I shall read the passage again, but this time in two parts. When I have finished reading Part A
(but not before) you will be given five minutes in which to select your answers for the first
group of questions. You must select the BEST answer and shade the corresponding letter on
the answer sheet provided. This procedure will then be repeated for Part B.

I shall then read the passage a third time, straight through, after which you will then be
allowed four minutes for final revision.

01264010/CSEC/SPEC –TS GO ON TO THE NEXT PAGE

 6

Plans to visit Brazil

PART A

Marcos tem dezesseis anos e gosta muito de futebol. Ele quer conhecer a cidade de Fortaleza
no estado de Ceará onde mora um tio e o único irmão que ele não viu há sete anos. Ele
também quis muito viajar ao Brasil para assistir a Copa do Mundo de Futebol em 2014 mas
não foi possivel porque sua família toda viajou a Trinidad e Tobago para o casamento duma
prima que mora e trabalha lá. Embora a família tenha passado duas semanas na ilha e Marcos
gostou muito, o sonho dele ainda é visitar o Brasil.

PART B

O pai dele já confirmou que em 2016 durante as Olimpíadas ele levará a família toda e os
primos Satesh e Robin. Eles têm a mesma idade de Marcos. Lá todos passarão um mês. Vai
ser uma grande reunião em família ao chegar em Fortaleza. Marcos já está pensando nas
coisas que eles vão acontecer. Eles irão aos cinemas, comer muito churrasco, visitar as praias
e comprar roupas novas. Eles também vão passear muito e, claro, praticar diariamente muito
o Português que aprenderam durante as aulas na escola.

STOP. THIS IS THE END OF THE LISTENING COMPREHENSION. NOW GO ON

TO THE NEXT PAGE AND WORK THROUGH THE READING
COMPREHENSION AS QUICKLY AND AS CAREFULLY AS YOU CAN. IF YOU
CANNOT ANSWER A QUESTION, OMIT IT AND GO ON TO THE NEXT ONE.
YOU CAN COME BACK TO THE HARDER QUESTION(S) LATER.

01264010/CSEC/SPEC –TS GO ON TO THE NEXT PAGE

 TEST CODE 01264010
FORM SPEC 2015
CARIBBEAN EXAMINATIONS COUNCIL

CARIBBEAN SECONDARY EDUCATION CERTIFICATE®

EXAMINATION

PORTUGUESE

PART A – LISTENING COMPREHENSION

PART B – READING COMPREHENSION

Paper 01 – General Proficiency

1 hour 15 minutes

READ THE FOLLOWING INSTRUCTIONS CAREFULLY.

1. This test consists of 60 items. You will have 1hour 15 minutes to answer them.

2. In addition to this test booklet, you should have an answer sheet.

3. Each item in this test has four suggested answers lettered (A), (B), (C), (D). Read each item you
are about to answer and decide which choice is best.

4. On your answer sheet, find the number which corresponds to your item and shade the space
having the same letter as the answer you have chosen. Look at the sample item below.

Sample Item

Sample Answer
O Brasil é………
(A) um país B C D
(B) uma colônia
(C) uma cidade
(D) um continente

The best answer to this item is “A” so (A) has been shaded.

5. If you want to change your answer, erase it completely before you fill in your new choice.

6. When you are told to begin, turn the page and work as quickly and as carefully as you can.
If you cannot answer an item, go on to the next one. You may return to this item later.

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.

Copyright © 2015 Caribbean Examinations Council
All rights reserved.

01264010/SPEC 2015
 -2-
 

ITEMS 1 – 30

PART A

LISTENING COMPREHENSION
45 minutes

SECTION I

Instructions: For each question in this section you will hear a single sentence. Choose from the four pictures
in your test booklet the ONE picture which BEST shows what the sentence says. Then shade the
corresponding space on the answer sheet. For example, you will hear:

O rapaz vai executar.

You see:

The correct answer is picture (D), so you would shade the space with the letter (D) on your answer sheet.

1.

GO ON TO THE NEXT PAGE

01264010/SPEC 2015
 -3-
 

2.

3.

4.

GO ON TO THE NEXT PAGE

01264010/SPEC 2015
 -4-
 

5.

6.

7.

GO ON TO THE NEXT PAGE

01264010/SPEC 2015
 -5-
 

8.

GO ON TO THE NEXT PAGE

01264010/SPEC 2015
 -6-
 

SECTION II


Instructions: In this section you will hear a number of sentences. Each sentence will be read twice
and will be followed by one question or incomplete statement. Four suggested answers for each
question are printed in your test booklet. For each question choose the answer which BEST completes
the question or statement. For example, you will hear:

- Mãe, estou com muita fome! (Twice)

  O que esta pessoa está querendo?

After examining the suggested answers, you should select the BEST one and shade the corresponding
space on your answer sheet.

(A) Uma maçã

(B) Uma bebida Sample Answer
(C) Um remédio
(D) Um brinquedo A B C D

The correct answer is (A), so you would shade the space with the letter B on the answer sheet.

9. (A) Há dez dias 13. (A) À praia

(B) Na semana que vem (B) À igreja
(C) Na semana passada (C) À escola
(D) Daqui a várias semanas (D) A uma festa

10. (A) Trabalhar muito 14. (A) A mãe de Joana

(B) Correr no parque (B) A amiga de Joana
(C) Tomar um remédio (C) A colega de aula de Joana
(D) Tomar uma caipirinha (D) Uma conhecida de Joana

11. (A) Ir à praia 15. (A) No aeroporto

(B) Jogar futebol com os amigos (B) Na loja de roupas
(C) Fazer uma festa no pátio de casa (C) No posto de gasolina
(D) Ficar em casa e ver um filme (D) Na feira de comidas típicas

12. (A) Na rua 16. (A) Na livraria

(B) De férias (B) Na fazenda
(C) No jardim de casa (C) No jornal da cidade
(D) Em uma obra de um prédio (D) No jardim de infância

GO ON TO THE NEXT PAGE

01264010/SPEC 2015
 -7-
 

SECTION III

Instructions: In this section you will hear a series of public announcements or selections followed by a
number of questions. Each announcement or selection will be read twice. For each question there is a
choice of four responses or completions. Select the BEST response and shade the corresponding space
on your answer sheet. There is no sample question for this section.

First selection Second selection

17. (A) Um dia de saúde 20. (A) Redes sociais podem ser úteis
(B) Um dia de carreira (B) Redes sociais podem ser seguras
(C) Uma entrevista de trabalho (C) Redes sociais podem ser perigosas
(D) Um exame para estudantes (D) Redes sociais podem ser prejudiciais

18. (A) Estudantes de primeiro grau 21. (A) Roubar e ligar

(B) Estudantes de segundo grau (B) Roubar e visitar
(C) Estudantes de quarto e quinto níveis (C) Roubar e comunicar
(D) Estudantes de segundo e terceiro (D) Roubar e prejudicar
níveis

19. (A) Falar com profissionais 22. (A) Para fofocar

(B) Conseguir um emprego (B) Para ler texto
(C) Entrevistar outros estudantes (C) Para comunicar
(D) Estudar para um exame (D) Para fazer a pesquisa
 

 
NOW GET READY FOR SECTION IV IN WHICH A PASSAGE IS GOING TO BE READ TO
YOU.

   

GO ON TO THE NEXT PAGE

01264010/SPEC 2015
 -8-
 

SECTION IV

Instructions: A passage in Portuguese has just been read to you. You may now study the questions and make
notes.

You must select the BEST answer and shade the corresponding letter on the answer sheet provided.

Plans to Visit Brazil

PART A PART B

23. What city does Marcos want to visit? 27. When will they go to Brazil?

(A) Brazil (A) in 2020

(B) Ceará (B) in one month's time
(C) Fortaleza (C) during the Olympics
(D) Trinidad and Tobago (D) during the Football World Cup

24. Which of his relatives live in Brazil? 28. How old are Satesh and Robin?

(A) an aunt and a cousin (A) seven years

(B) an aunt and a brother (B) sixteen years
(C) an uncle and a cousin (C) thirty two years
(D) an uncle and a brother (D) forty eight years

25. Why did Marcos not go to Brazil during the 29. When they arrive in Brazil they will …
Football World Cup?
(A) play football
(A) his aunt got married (B) have a big party
(B) his sister got married (C) play music and dance
(C) he had classes at school (D) have a big family get together
(D) his family travelled to Trinidad and
Tobago

26. How long has it been since Marcos saw his 30. His Portuguese will most likely improve
brother? because while in Brazil Marcos will…

(A) six years (A) go to the cinema

(B) seven years (B) go sight seeing a lot
(C) sixteen years (C) see many Brazilians
(D) seventeen years (D) practise the language daily

STOP. THIS IS THE END OF THE LISTENING [Link] GO ON TO THE NEXT PAGE
AND WORK THROUGH THE READING COMPREHENSION AS QUICKLY AND AS CAREFULLY AS
YOU CAN. IF YOU CANNOT ANSWER A QUESTION, OMIT IT AND GO ON TO THE NEXT ONE. YOU
CAN COME BACK TO THE HARDER QUESTION LATER.

GO ON TO THE NEXT PAGE

01264010/SPEC 2015
 -9-
 

PART B
ITEMS 31–60
READING COMPREHENSION
30 minutes
SECTION I

Instructions: Each of the following sentences contains a blank space. Below each one are four choices.
Select the one which is BEST in each case. Then, shade the corresponding space on the answer sheet.

Example

Não vou à praia hoje porque está …………………..

(A) agradável Sample Answer

(B) quente
(B) chuvoso A B D
(C) ensolarado

The correct answer is (C), so you would shade the space with the letter (C) on your answer sheet.

31. Amanhã não vou acordar cedo porque 34. Eu preciso digitar um texto no computador,
minha loja vai estar …......... mas no momento não temos….........

(A) bonita (A) uma caneta

(B) fechada (B) papel e lápis
(C) muito grande (C) energia elétrica
(D) cheia de clientes (D) nenhum convite

32. Ele não gosta de …......... de manhã cedo, 35. O sol está muito quente e não chove há
pois prefere ir à praia depois das 17 horas. muitas semanas em São Paulo. O solo está
totalmente….........
(A) nadar
(B) pensar (A) seco
(C) estudar (B) velho
(D) ler o jornal (C) saturado
(B) molhado

33. Nós ganhamos muitos presentes no Natal.

Nós estamos muito…......... 36. Sempre que cuido do jardim. Cuido das
…......... das flores e de outras plantas.
(A) tristes
(B) doentes (A) gatas
(C) cansados (B) nuvens
(D) contentes (C) pessoas
(D) árvores

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01264010/SPEC 2015
 -10-
 

37. Nossa, entrou um animal selvagem aqui 38. Os turistas gostaram da Guiana e agora eles
em casa! Quem deixou a porta ….........? também estão muito ….........para conhecer
o Brasil.
(A) aberta
(B) pintada (A) tristes
(C) fechada (B) desanimados
(D) trancada (C) preocupados
(D) enthusiasmado

   

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01264010/SPEC 2015
 -11-
 
SECTION II
 
Instructions: In the conversation below, select the word or phrase which will make each sentence
GRAMMATICALLY
  CORRECT. Then, shade the corresponding space on the answer sheet.

Example:
 
 
Eu  não te …………… ontem.
 
(A) viste Sample Answer
  (B) viu
(C) vejo A B C D
  (D) vi

 
The correct answer is (D) so you would shade the space with the letter (D) on your answer sheet.

A Imensidão do Brasil

A República Federativa do Brasil é o terceiro ............. em área e o segundo mais populoso país ................
39 40

Américas. Sua área total ............... de 8.514.876 km² e sua população é de aproximadamente 188 milhões
41

de ................. O Brasil é ...............em 26 estados, e um Distrito Federal (Brasília), e é subdividido em

42 43

5.564 municípios autônomos. O Brasil é ............... país vasto e diverso, conhecido especialmente ..............
44 45

diversidade de ................... meio-ambiente.

46

39. (A) maior 42. (A) habitante 45. (A) por

(B) grande (B) migrante (B) pelo
(C) menor (C) habitantes (C) pela
(D) pequeno (D) imigrantes (D) para

40. (A) de 43. (A) divididos 46. (A) sua

(B) em (B) divididas (B) seu
(C) das (C) dividido (C) suas
(D) dos (D) dividida (D) seus

41. (A) é 44. (A) um

(B) são (B) uns
(C) está (C) uma
(D) estão (D) umas

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01264010/SPEC 2015
 -12-
 

SECTION III

Instructions: The scenario below contain blank spaces indicating that words are left out. For each blank
space, there are four suggested answers. After reading the scenario carefully, select the choice that is BEST
in the context for each blank space. Then, shade the corresponding space on the answer sheet.

Example

O namorado da Eliete decidiu ................ um presente para o Dia dos Namorados, mas ele não
1
................ o que escolher para ela.
2

1. (A) comprar-lhe 2. (A) sei Sample Answer  

(B) comprá-la (B) sabe
(C) comprá-lo (C) souber 1. B C D
(D) comprar-lhes (D) saber

2. A B D

The correct answers are (A) and (C) respectively, so you would shade the spaces (A) and (C) for the
respective choices.

Email de aniversário

Carolina

Você é muito especial pra mim! ____ é uma data especial. Você seus 15 anos. Parabéns!
47 48
Nossa amizade é ______ linda. Eu vou estar sempre _____ seu lado. Muitos anos de vida pra você.
49 50
Não se _______ que você tem uma grande amiga que sempre vai te apoiar quando você .
51 52
Que Deus te dê a felicidade do mundo! Amo você!
53
Com carinho e amizade
Priscila

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01264010/SPEC 2015
 
 -13-
 

47. (A) Hoje 50. (A) A 53. (A) Tudo

(B) Ontém (B) À (B) Todas
(C) Sempre (C) No (C) Todo
(D) Anteontem (D) Ao (D) Toda

48. (A) Acaba 51. (A) Esquecer

(B) Começa (B) Esquece
(C) Termina (C) Esqueça
(D) Completa (D) Esquecem

49. (A) Nada 52. (A) Precisa

(B) Muito (B) Precisar
(C) Muita (C) Precisará
(D) Bastantes (D) Precise

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01264010/SPEC 2015
 
 -14-
 

SECTION IV

Instructions: Read the following sections carefully for comprehension. Each selection is followed by a
number of incomplete statements or questions. Select the completion or answer that is BEST according to the
information given in the selection. Then, shade the corresponding space on the answer sheet. There is no
sample question for this section.

(a) Items 54–56 refer to the following

Lanchonete de frutas tropicais

De seg. a sex:das 08:00 a 21:00, sábado:das 08:00 a 23:00

Servimos somente sucos, vitaminas e batidas
Praça de Alimentação do Shopping Center, perto do aeroporto central
Serviço de moto-taxi para entrega também. Disque 3224 6768

54. Em quais dias o lanchonete está fechado? 56. O cliente pode tomar su bebida
favorita...

(A) nos sábados (A) Só em basa

(B) nos domingos (B) Só no aeroporto
(C) de segunda e sexta (C) Só na lanchonete
(D) de segunda a sábado (D) Em casa ou na lanchonete

55. O lanchonete se localiza……

(A) no aeroporto
(B) no supermercado
(C) na praça da cidade
(D) no Shopping Center

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01264010/SPEC 2015
 
 -15-
 

(b) Items 57–60 refer to the following.

Depois de muito trabalho no escritório, Samuel estava voltando a noite para casaa pé quando ele ouviu
um grito muito forte. Ele começou andar mais devagar e aproximando o lugar ele viu e ouviu um homem
grande segurando e ameacando um outro homem, dizendo “Dê-me a bolsa agora ou eu vou te bater
muito...”. Assustado, Samuel parou de repente e muito devagar tomou uns passos para trás
silenciousamente, decidiu chamar a polícia usando seu celular. A resposta foi muito rapida, pois parece
que os policiais estavam perto e ele viu dois policiais chegando em suas [Link] foram diretamente e
prenderam o homem abusador.

57. Ao voltar para casa a noite o que Samuel 59. O que Samuel fez quando ele viu a cena?
ouviu ...
(A) Ele escondeu
(A) um barulho grande (B) Ele saiu correndo
(B) um grito muito forte (C) Parou e voltou devagar
(C) um homem falando (D) Parou e chamou a policia
(D) o som de cachorro latindo

60. O que os policiais fizeram ao chegar?

58. Como chegaram os policiais?
(A) falaram com Samuel
(A) A pé (B) prenderam Samuel
(B) Correndo (C) procuraram por Samuel
(C) Em suas motos (D) prenderam o homem abusador
(D) Em carro da policia

END OF TEST

IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.

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01264010/SPEC 2015
 
 TEST CODE 01264020
FORM 01264020/SPEC - 2015

CARIBBEAN EXAMINATIONS COUNCIL

SECONDARY EDUCATION CERTIFICATE

EXAMINATION

PORTUGUESE

Paper 02 – General Proficiency

FREE RESPONSE

2 hours 15 minutes

SPECIMEN PAPER

READ THE FOLLOWING INSTRUCTIONS CAREFULLY.

1. This paper comprises FOUR sections and FOUR questions.

2. Answer ALL the questions in this paper.

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.

Copyright © 2005 Caribbean Examinations Council.

All rights reserved.

01264020/CSEC/SPEC - 2015
 -2-

SECTION I

DIRECTED SITUATIONS

ANSWER ALL QUESTIONS.

1. Write in PORTUGUESE the information required for EACH of the situations given
below. Do not use more than one sentence for each situation. For some situations, a
complete sentence MAY NOT be necessary. Do NOT translate the situation given. Do
NOT use abbreviations.

YOU WILL BE PENALISED FOR DISREGARDING THESE INSTRUCTIONS.

(a) Your Brazilian correspondent Marta wants to know how you usually spend your weekends.
Send her an e-mail in which you state TWO things that you normally do on weekends.

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………
(3 marks)

(b) Your aunt sends you a gift for your birthday. Write the note you send to her thanking her for
the gift and explaining why you like it.

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………
(3 marks)

(c) Your Portuguese teacher asks the class to write what sites they visit on the Internet and why.
Write your response.

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………
(3 marks)

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01264020/CSEC/SPEC - 2015
 -3-

(d) You are going to arrive late for football practice. Write the note of apology you send to your
coach in which you include the reason for your late arrival.

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………
(3 marks)

(e) Tomorrow will be a holiday. Send a note to your friend inviting him/her to a specific activity,
providing details about time and place.

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………
(3 marks)

(f) Your friend wants to know what you will be wearing to your graduation ball. Write the text
that you send describing the outfit you plan to wear.

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………
(3 marks)

(g) Your teacher has to leave the class. Write TWO instructions that she leaves on the board for
the students.

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………
(3 marks)

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01264020/CSEC/SPEC - 2015
 -4-

(h) Your brother sends a text message to your mother saying where he went and when he will be
back. What does the message say?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………
(3 marks)

(i) Your best friend is leaving to study overseas. Write the farewell note you send to her and
mention what you will miss about her.

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………
(3 marks)

(j) Your parents are celebrating their 25th anniversary. Write the note you place in the gift
congratulating them and expressing best wishes.

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………
(3 marks)

Total 30 marks

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01264020/CSEC/SPEC - 2015
 -5-

SECTION II

LETTER WRITING

2. Use the cues provided below to write a letter in PORTUGUESE, of NO MORE

THAN 130 – 150 words. Use appropriate tense or tenses.

YOU WILL BE PENALISED FOR DISREGARDING THESE INSTRUCTIONS.

LETTER

Your class is going on a trip to Lethem, Guyana. You have an aunt who lives there. Write a
letter to her in which you

(i) greet her and enquire about her well being

(ii) give details about your class trip. (when, where, preparations you have made)
(iii) ask about the place (weather, people, places to visit)
(iv) mention TWO activities you would like to do when you get there.

(DO NOT write your real name and address, but include the date in PORTUGUESE and
use the appropriate beginning and ending.)

Total 30 marks

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01264020/CSEC/SPEC - 2015
 -6-

Write your answer to the question you have chosen to answer in Section II here.
Remember to write your question number in the box provided below.

Question No.

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

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01264020/CSEC/SPEC - 2015
 -7-

Question No.

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

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01264020/CSEC/SPEC - 2015
 -8-

SECTION III

CONTEXTUAL DIALOGUE

3. Use 80 – 100 words to complete the dialogue between you and Michele by
giving your responses. Responses to ALL of the cues listed below MUST be
included in the dialogue.

You are briefing Michele, a student who is travelling to Boa Vista in Brazil for the first
time, in order to help her enjoy her visit there.

(i) Greetings

(ii) Directions on how to get to Boa Vista

(iii) Information on accommodation options

(iv) Recommendations on tourist attractions and cultural events

(v) Salutations and thanks

Total 20 marks

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01264020/CSEC/SPEC - 2015
 -9-

Michele: Oi, bom dia, tudo bem?

Você:

Michele: Gostaria de visitar Boa Vista em Roraima durante as minhas férias. Como ir de
Lethem, na Guiana, para lá?
Você:

Michele: Como vai ser esta viagem?

Você:

Michele: Ainda sou estudante. Quais tipos de alojamento há?

Você:

Michele: Ouvi falar muito do Parque Nacional do Monte Roraima. Pode descrevê-lo para
mim e me dizer como chegar lá?
Você:

Michele: Há museus, parques, monumentos, praças e shoppings para conhecer?

Você:

Michele: Há eventos culturais interessantes e comidas típicas durante o mês de junho?

Você:

Michele: Bom, agradeço muito a sua ajuda. Muito obrigada por ter me ajudado.
Você:

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01264020/CSEC/SPEC - 2015
 -10-

SECTION IV

READING COMPREHENSION

ANSWER ALL QUESTIONS.

4. Read the following selection carefully. Do NOT translate, but answer the questions
in ENGLISH.

YOU WILL BE PENALIZED FOR DISREGARDING THESE INSTRUCTIONS.

A Clever Cat

Um gato e um rato eram melhores amigos. Eles moraram numa pequena vila e tinham muitos
amigos. Num dia frio, eles decidiram comprar um pouco de comida. Eles foram ao mercado e
compraram um pouco de queijo e um pote grande.

Eles deixaram o queijo no pote na igreja porque muitos dos seus amigos estavam sempre com
fome.

Uma noite, o gato faminto disse ao rato que queria ir à igreja para orar porque a sua mãe estava
muito doente. Ao chegar à igreja, o gato guloso comeu um pedaço do queijo. No dia seguinte, o
gato novamente disse ao rato que tinha de rezar por seu filho que tinha quebrado a sua perna.
Naquele momento, ele comeu todo o queijo.

Poucos dias depois, quando o inverno chegou, o rato feliz foi à igreja para o queijo. Para sua
surpresa, não havia queijo. Ele procurou por toda a igreja e ele não poderia encontrá-lo.
Finalmente, o pobre rato lembrou a verdadeira razão porque o gato sempre quis rezar.

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01264020/CSEC/SPEC - 2015
 -11-

Answer, in ENGLISH, the following questions based on the selection you have just read.
Use a complete sentence for EACH response.

(a) Where were the cat and the rat living?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………
(2 marks)

(b) What did they buy in the market?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………
(2 marks)
(c) Where did the cat tell his friend he was going?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………
(1 mark)
(d) Explain his reason for wanting to go there?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………
(3marks)
(e) What did the cat do on arriving at the place?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………
(3 marks)

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01264020/CSEC/SPEC - 2015
 -12-

(f) Explain why the cat wanted to return to the same place?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………
(2 marks)
(g) What was the cat’s true motive for visiting that place?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………
(2 marks)
(h) When did the rat go to the place?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

(1 mark)
(i) What surprise did he get when he arrived?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

(1 mark)

(j) Do you think that the cat and the mouse were indeed best friends? Explain.

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………
(3 marks)
Total 20 marks

END OF TEST

IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.

GO ON TO THE NEXT PAGE

01264020/CSEC/SPEC - 2015
 01264020/MS–SPEC 2015

C A R I B B E A N E X A M I N A T I O N S C O U N C I L
HEADQUARTERS

PORTUGUESE

PAPER 02 - GENERAL PROFICIENCY

HOLISTIC MARK SCHEME

 2

01264020/MS-SPEC 2015

PORTUGUESE

PAPER 02 – GENERAL PROFICIENCY

HOLISTIC MARK SCHEME

Questions will be scored in one of two ways ---

- ANALYTICALLY or HOLISTICALLY
as directed.

Analytic scoring implies the isolation of one or more aspects of the

exercise given and examining them individually. The following will be
scored analytically:

(i) Directed Situations (Section 1)

(ii) Reading Comprehension (Section 4)

A breakdown of the marking criteria to be used has been provided.

Holistic scoring, in contrast to analytic scoring, implies an overall

assessment of the candidate’s performance in one or more areas. The
following will be scored holistically:
(i) Letter (Section II)

(ii) Contextual Contextual Dialogue (Section III)

Annotations Meaning
Repeated errors
RE

Partial response
P

Spelling error
S

On page comment
T
˄ Omission
x Grammatical and vocabulary errors
Incorrect position of adjectives
/ Word count limit
Horizontal line (for underlining
errors specified in Question 5 only
? Lacks clarity
√ Correct mark (use for Question 6 only
 3

01264020/MS-SPEC 2015

PORTUGUESE

PAPER 02 – GENERAL PROFICIENCY

HOLISTIC MARK SCHEME

PAPER II - SECTION I

DIRECTED SITUATIONS: Items - 10; Total Mark ---- 30

1. Each item will be assessed for its appropriateness and for

correctness of expression (grammatical structure, spelling,
tenses etc.).

2. (i) If the response includes all elements in the situation,

adequately communicates meaning, mark out of 3.

(ii) If the response is partially appropriate (i.e. it

adequately communicates meaning but does not include all
elements in the situation) or inadequately communicates
the meaning, mark out of 2 and indicate by the letter P in
the right hand margin.

(iii) If the response (vocabulary or structure) does not make

sense, distorts or does not convey meaning, then no marks
can be awarded and the candidate scores zero on the item.

3. If the candidate has written more than ONE sentence put a slash
(/) after the first sentence. Mark the first sentence only,
except in cases where there are two short highly relevant
sentences.

4. In assessing correctness of expression identify all errors. Each

response is to be assessed separately. An error repeated in the
same response is to be penalised only once.

Indicate errors as follows:

(i) X - errors of grammar, spelling and vocabulary (also accents

that change the meaning of the word: example, está, esté, compró,
compré)

(ii) ˄ for omissions

(iii) for incorrect word order

(iv) Repeated errors noted in the first instance only; in all

other instances use REP

These symbols must be placed under the word where the error
occurs.

5. MARK CALCULATION
(i) Deduct marks as follows:

0 -3 errors -0 mark
4 - 6 errors - 1 mark
7 - 9 errors - 2 marks
10 and more errors - assign zero

(ii) Marks will be generated for each response in the response

box having deducted the total marks lost from 3 or 2.
 4

01264020/MS-SPEC 2015

PORTUGUESE

PAPER 02 – GENERAL PROFICIENCY

HOLISTIC MARK SCHEME

PAPER II - SECTION II

LETTER: 130-150 words; Total marks ---- 30

Note: This question will be single-marked. The marker will use red
ink for annotations.

1. In assessing the essay-type question, the following aspects are

to be considered.

(a) Fluency of language, coherence, clarity and appropriateness

to the situation;

(b) Grammatical correctness, range of vocabulary and idiom;

(c) Length.
2. Before beginning to mark the question assess its length.

(i) If in doubt as to whether the answer is of an acceptable

length, generate word count/check. For the purpose of
marking, the minimum acceptable length of the answer is
120 words and the maximum 170.

(ii) If the answer appears to go beyond the desired maximum

(170), put a slash (/) at the end of the relevant
sentence. Do not read beyond the cut-off point.

3. (i) Read the answer for the first time and make an overall
assessment paying attention to the fluency of the language
used and the appropriateness to the situation. The answer
should have a logical development which is relevant and
clear to the reader. Place the candidate in one of the
six broad categories listed on the Mark Scale (see page
5).

(ii) All problematic answers (Problematic: (1) Inappropriate

form, e.g. letter rather than composition;
(2) Exceptionally short answers; (3) Totally irrelevant
answers, etc.) should be referred to the Examining
Committee by the marker.

4. Re-read the answer paying attention to the candidate’s correct

use of grammar. During this reading, tick exceptionally good
usage (e.g. idiom, structure, vocabulary), identify all errors
and make your final assessment taking all of these into
consideration.
 5

01264020/MS-SPEC 2015

PORTUGUESE

PAPER 02 – GENERAL PROFICIENCY

HOLISTIC MARK SCHEME

5. Indicate errors as follows:

(i) - errors of grammar, and vocabulary

(ii) ˄ - omissions
(iii) - incorrect word order
(iv) spelling
S
(v) Repeated errors noted in the first instance only; in
all other instances use REP.
These symbols must be placed under the word where the error
occurs.

6. Award a mark out of 30 according to the scale set out on page 5.

7. Record the score in the response box.

 6

01264020/MS-SPEC 2015

PORTUGUESE

PAPER 02 – GENERAL PROFICIENCY

HOLISTIC MARK SCHEME

MARK SCALE FOR THE ESSAY-TYPE QUESTION

EXCELLENT 30 - 24 Excellent - Ideas are well organized and

logically developed, with all points clearly
expressed. Candidate writes fluently using
correct grammar, a wide range of idioms,
vocabulary and structures. Shows coherence and
clarity of expression with an occasional
inaccuracy.

GOOD 23 - 19 Ideas are organized and logically developed, with

all points clearly expressed. Shows coherence and
clarity of expression.
Uses generally correct grammar but may be
somewhat less proficient in range of vocabulary
and structures. May contain a few errors.

SATISFACTORY 18 - 15 May have addressed and developed all points

showing good use of essential grammar, reasonable
vocabulary and structure. Fairly clear and
coherent but may have several errors.

MODERATE 14 - 11 May not have addressed and developed all the

points. Shows general weakness in grammar,
vocabulary and structure. Lacks coherence and
clarity of expression but is comprehensible.

LIMITED 10 - 6 Has not addressed or developed all the points,

uses poor grammar and vocabulary. Lacks coherence
and clarity, scarcely comprehensible

POOR 5 - 0 Extremely weak - incomprehensible, may show

(but not necessarily so) constant use of
English, French or Portuguese.

NO RESPONSE
NR Nothing written.
 7

01264020/MS-SPEC 2015

PORTUGUESE

PAPER 02 – GENERAL PROFICIENCY

HOLISTIC MARK SCHEME

PAPER II - SECTION III

CONTEXTUAL DIALOGUE: 80-

-100 words Total Marks ---
- 20

Note: This question will be single-marked. The marker will use red
ink to make annotations.

1. In assessing the question, the following criteria are to be

considered.

(a) Content/Appropriateness of responses

(b) Coherence and clarity

(c) Grammar

(d) Length

2. Before beginning to mark the question assess its length.

(i) If in doubt as to whether the answer is of an acceptable
length, make a quick check. For the purpose of marking,
the minimum acceptable length of the answer is 70 words
and the maximum 110.

(ii) If in any doubt that the answer meets the minimum

requirement for length, generate a word count.

(iii) If the answer appears to go beyond the desired maximum

110, put a slash (/) at the end of the relevant sentence.
Do not read beyond the cut-off point.

3. (i) Read the answer for the first time and make an overall
assessment paying attention to the fluency of the
language used and the appropriateness of the response.

(ii) An exception(!) should be raised for all problematic

answers (Problematic: (1) Exceptionally short answers;
(2) Totally irrelevant answers, etc.). This cause the
the response to be referred to the Examining Committee.
4. Re-read the answer paying attention to the candidate's correct
use of grammar. During this reading, tick exceptionally good
usage (e.g. idiom, structure, vocabulary), identify all errors
and make your final assessment taking all of these into
consideration.
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01264020/MS-SPEC 2015

PORTUGUESE

PAPER 02 – GENERAL PROFICIENCY

HOLISTIC MARK SCHEME

5. Indicate errors as follows:

(i) - errors of grammar, and vocabulary

(ii) ˄ - omissions
(iii) - incorrect word order
(iv) spelling
S

(v) Repeated errors noted in the first instance only; in

all other instances use REP

These symbols must be placed under the word where the error
occurs.

6. Place the candidate in one of the six broad categories listed on

the mark scheme (See page 8).

7. (i) Award a mark out of 20 according to the scale set out on

page 8.
(ii) Record the mark in the response box.
 9

01264020/MS-SPEC 2015

PORTUGUESE

PAPER 02 – GENERAL PROFICIENCY

HOLISTIC MARK SCHEME

ASSESSMENT CRITERIA - CONTEXTUALCONTEXTUAL DIALOGUE

Scores Criteria

EXCELLENT TO Uses all cues well. Organizes and develops ideas

VERY GOOD /responses using language that flows naturally.
20-16 Ideas /responses are very clearly expressed. Wide
and proficient use of idioms, structures and
vocabulary.

GOOD Uses at least 4 of the cues well. Organizes and

15-13 develops ideas/responses using language that flows
naturally. Ideas/responses are clearly expressed.
Uses generally correct grammar but may be somewhat
less proficient in range of vocabulary and
structures. May contain a few errors of grammar.

SATISFACTORY Uses at least 3 of the cues. Organizes and develops

12-10 ideas/responses using language that flows fairly
well. Ideas/responses are fairly well expressed.
Adequate use of idioms, structures and vocabulary to
enable communication. More obvious errors in grammar
are present.

MODERATE Includes some of the cues but all may not be used
9 - 7 well. Ideas and responses are not well organized/
developed. Language shows some incoherence. Limited
use of idioms, structures and vocabulary.
.

LIMITED 6-4
Limited use of cues. Ideas/responses are not well
organized or expressed. Lacks coherence and clarity,
Poor use of idioms, structures and vocabulary.

Very weak use of cues, very poor organization. Ideas

POOR 3-0 /responses incoherent and incomprehensible. Very
poor use of idioms, structures and vocabulary.

N.R. Nothing written

 10

01264020/MS-SPEC 2015

PORTUGUESE

PAPER 02 – GENERAL PROFICIENCY

HOLISTIC MARK SCHEME

PAPER II - SECTION IV

READING COMPREHENSION: Items - 10 Total Marks - 20

1. Responses are to be made in ENGLISH. Where ALL responses are made

in SPANISH total marks and divide by 2. Where responses are in both
SPANISH AND ENGLISH mark ONLY ENGLISH responses.

2. Marks will be awarded for Comprehension. No marks will be deducted

for language except where communication is affected.

3. There are 10 items for a total of 20 marks. Marks for items will
range between 1 mark and 3 marks.

(a) For items out of 1 mark:

1 mark - fully correct

0 mark - completely incorrect
(b) For items out of a maximum of 2 marks:

2 marks - fully correct

1 mark - partially correct
0 mark - completely incorrect
(c) For items out of a maximum of 3 marks:

3 marks - fully correct

2, 1 mark(s) - partially correct
0 mark - completely incorrect

NOTE: These items are being marked as 1 QIG.

Assigning marks
1. Insert a tick √ on the part of the response that is correct.
The number of ticks √
should be equal to the mark(s) being
assigned for each response.
The total number of ticks in the annotations count (for ticks) at
the end of marking the last sub-part(j),should equal the total
marks for Question 6. Enter this total count into the response
box.

2. If the answer is incorrect, place an X. This will not affect the

mark count.
 01264020/MS–SPEC 2015

C A R I B B E A N E X A M I N A T I O N S C O U N C I L
HEADQUARTERS

PORTUGUESE

PAPER 02 - GENERAL PROFICIENCY

MARK SCHEME
 - 2 -
01264020/ MS- SPEC 2015

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PAPER 02 - GENERAL PROFI CI ENCY

MARK SCHEME

Question 1

Section I — Directed Situations

Question Function Full response Partial response

a. Narrating No final de semana eu vou No final de semana
para a praia e jogo eu vou para a
futebol/ No final de semana praia.
eu durmo e leio livros. No final de semana
(Any response that mentions eu leio livros.
2 activities performed on (Only one activity
the weekend) mentioned)

b. Thanking and Muito obrigado pelo Muito obrigado pelo

Explaining presente; ele é útil para presente/o presente
fazer meus trabalhos é muito útil para
escolares. meus trabalhos
(Thanking and explaining) escolares!
(Either only
thanking or
explaining)
c. Providing an Eu visito sites de notícias Eu visito o site
explanation/Giving para sempre ficar bem XYZ/Eu leio
a reason informado. notícias na
(Providing information and internet
why) (Either only
providing
information or only
stating why)
d. Apology/Reason Desculpe por chegar Desculpe por
atrasado, o ônibus teve um atrasar/O ônibus
pneu furado (Apology and teve um pneu furado
reason) (Either only
apology or only
providing a reason)
e. Invitation/Giving Vamos à praia de Accra Vamos para a praia
reason amanhã às 10h para jogar amanhã?/Vamos jogar
futevôlei? (Invitation and futevôlei amanhã?
giving information) (Invitation/giving
information)
f. Describing No baile de graduação eu No baile de
pretendo vestir uma calça graduação eu usarei
preta, uma camisa azul e uma camisa.
sapatos pretos (Describing) (Description not
complete)
g. Giving Instruction É proibido comer e falar Proibido fumar!
alto dentro do laboratório (Only one
de línguas! (Give two instruction)
instructions)
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01264020/ MS- SPEC 2015

PORTUGUESE

PAPER 02 - GENERAL PROFI CI ENCY

MARK SCHEME

h. Providing Olá mãe, meu irmão foi ao Olá mãe, meu irmão
information: where clube agora e volta daqui a foi ao clube.
and when duas horas. (Providing (Providing only one
information: where and piece of
when) information)

i. Farewell/Expressing Querida amiga, tudo de bom Querida amiga, boa

feelings no exterior e boa sorte, sorte em sua nova
vou sentir muito a falta da vida!/Vou sentir
sua companhia e da sua muito a sua falta!
amizade (Either only
(Farewell/expressing farewell or only
feelings) expressing
feelings)
j. Congratulations/ Parabéns pelos 25 anos de Parabéns pelas
Expressing wishes casamento, desejo tudo de Bodas de
bom e muitas felicidades! Prata!/Felicidades!
(Congratulations/expressing (Either only
wishes) congratulating or
only expressing
wishes)

Total 30 marks
 - 4 -
01264020/ MS- SPEC 2015

PORTUGUESE

PAPER 02 - GENERAL PROFI CI ENCY

MARK SCHEME

Question 3

Michele: Oi, bom dia, tudo bem?

Você: Bom dia, tudo bem, obrigado/a. E você?

Michele: Gostaria de visitar Boa Vista em Roraima durante as minhas

férias. Como ir de Lethem, na Guiana, para lá?

Você: Existem táxis, vans e ônibus. Há uma ponte internacional

que liga os dois países. Vá à vila de Bonfim e depois a

Boa Vista.

Michele: Como vai ser esta viagem?

Você: A viagem é tranquila e a passagem é barata. De Bonfim a Boa

Vista leva 2 horas e 30 minutos. _______

Michele: Ainda sou estudante. Quais tipos de alojamento há?

Você: Há pousadas e pequenos hotéis razoáveis. Posso recomendar

Hotel Euzébio.

Michele: Ouvi falar muito do Parque Nacional do Monte [Link]

descrevê-lo para mim e me dizer como chegar lá?

Você: Posso, sim. O Parque Nacional em Boa Vista é muito

impressionante. Tem que visitá-lo.

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01264020/ MS- SPEC 2015

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PAPER 02 - GENERAL PROFI CI ENCY

MARK SCHEME

Michele: Há museus, parques, monumentos, praças e shoppings para

conhecer?

Você: Há, sim - tudo! Pode visitar dois museus, muitos parques,

várias praças e há três shoppings bem grandes.

Michele: Há eventos culturais interessantes e comidas típicas

durante o mês de junho?

Você: Você pode participar das festas juninas e há muita comida

gostosa, típica de Roraima e das festas juninas.

Total 20 marks
 - 6 -
01264020/ MS- SPEC 2015

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PAPER 02 - GENERAL PROFI CI ENCY

MARK SCHEME

Question 4

(a) A small town/village. (2 marks)

(b) Cheese /large pot. (2 marks)

(c) To the church. (1 mark)

(d) To pray/for his mother/because she was very ill. (3 marks)

(e) He ate/ a piece /of cheese. (3 marks)

(f) To pray for his son/ who had a broken leg. (2 marks)

(g) To eat/ the cheese. (2 marks)

(h) When it was cold OR winter. (1 mark)

(i) There was no cheese OR the pot was empty. (1 mark)

(j) No, The cat pretended to be his friend and tricked

him/lied to him. (3 marks)

Total 20 marks
 TEST CODE 01264030
FORM 01264030/SPEC 2015
CARIBBEAN EXAMINATIONS COUNCIL
SECONDARY EDUCATION CERTIFICATE
EXAMINATION

PORTUGUESE

General Proficiency

SPECIMEN

Paper 03

ORAL
RESPONSES TO SITUATIONS/INSTRUCTIONS

Five situations are described below. You are required to respond to EACH one in
Portuguese as indicated by the Examiner.

1. You did not do your science homework.

(a) What explanation do you give to your teacher?
(b) What do you promise to do?

2. You did not attend your best friend’s birthday party

(a) What excuse do you give her?
(b) How does she express her disappointment?

3. Your brother has misplaced your cellular phone.

(a) What do you say to him?
(b) What do you threaten to do?

4. You arrived home from school later than usual?

(a) What reason do you give for your lateness?
(b) What warning does your parent give you?

5. Your neighbour is going abroad and asks you to feed her dog.
(a) What do you ask her?
(b) How does she respond?

01264030/SPEC 2015
 TEST CODE 01264030

FORM 01264030/SPEC 2015

CARIBBEAN EXAMINATIONS COUNCIL
SECONDARY EDUCATION CERTIFICATE
EXAMINATION

PORTUGUESE

Paper 03 - General Proficiency

SPECIMEN

ORAL
CONVERSATION

A. HOME AND FAMILY

1. Você tem uma família grande ou pequena? Explique.

2. Onde você mora?

3. Você mora em um apartamento ou numa casa?

4. Quantas divisões você tem na casa?

5. Em qual parte da casa está a televisão?

6. Você prefere a sua irmã ou o seu irmão? Por quê?

7. Descreva a sua mãe/casa.

 2

TEST CODE 01264030

FORM 01264030/SPEC 2015

CARIBBEAN EXAMINATIONS COUNCIL
SECONDARY EDUCATION CERTIFICATE
EXAMINATION

PORTUGUESE

Paper 03 - General Proficiency

SPECIMEN

ORAL
CONVERSATION

B. Travel

1. Você gosta de viajar? Por quê?

2. Quais coisas/preparativos são importantes de fazer antes de viajar?

3. Você já foi para outro país? Qual?

4. Qual país gostaria de conhecer? Por quê?

5. O que você pretende fazer quando visitar este país?

6. Você gostaria de ir ao Brasil? Por quê?

7. Quais lugares você gostaria de visitar no Brasil?

8. Descreva um lugar que você visitou e gostou muito. Por que gostou dele?

01264030/SPEC 2015
 3

TEST CODE 01264030

FORM 01264030/SPEC 2015
CARIBBEAN EXAMINATIONS COUNCIL

SECONDARY EDUCATION CERTIFICATE

EXAMINATION

PORTUGUESE

Paper 03 - General Proficiency

SPECIMEN

ORAL
CONVERSATION

C. School and Career

1. Quais são as línguas ensinadas em sua escola

2. Qual língua você gosta? Por quê?

3. Quais são suas matérias favoritas? Por quê?

4. Você tem as atividades extra-curriculares em sua escola? Quais?

5. É importante ter uma atividade extra-curricular?

6. O que você gostaria de ser no futuro?

7. Quais matérias você está fazendo que podem ajudá-lo/la no futuro?

8. Descreva sua escola.

01264030/SPEC 2015
 4

TEST CODE 01264030

FORM 01264030/SPEC 2015

CARIBBEAN EXAMINATIONS COUNCIL
SECONDARY EDUCATION CERTIFICATE
EXAMINATION

PORTUGUESE

Paper 03 - General Proficiency

SPECIMEN

ORAL
CONVERSATION

D. Daily Routine

1. A que horas você normalmente acorda todos os dias?

2. O que você faz após acordar pela manhã?

3. Você costuma dormir cedo todos os dias? Explique por que/ por que não.

4. O que você faz ao chegar em casa todos os dias?

5. Você acha que tem uma vida interessante? Explique

6. Como você ajuda com o trabalho em casa?

7. Como é um dia típico na sua familia?

8. Como você passa seu fim de semana normalmente?

01264030/SPEC 2015
 5

TEST CODE 01264030

FORM 01264030/SPEC 2015

CARIBBEAN EXAMINATIONS COUNCIL

SECONDARY EDUCATION CERTIFICATE

EXAMINATION

PORTUGUESE

Paper 03 - General Proficiency

SPECIMEN

ORAL
CONVERSATION

E. Sports/Recreation

1. Qual é seu esporte favorito e por quê?

2. Por que você acha que fazer esportes é importante?

3. Quem é sua personalidade esportiva favorita e por quê?

4. Que tipos de esportes são praticados em sua comunidade?

5. Você prefere assistir filmes em casa ou no cinema com amigos? Por quê?

6. Que tipo de música você mais gosta de ouvir? Por quê?

7. Você gosta de jogos eletrônicos? Por quê?

8. Descreva um dia típico no parque com os amigos?

01264030/SPEC 2015
 6

TEST CODE 01264030

FORM 01264030/SPEC 2015

CARIBBEAN EXAMINATIONS COUNCIL
SECONDARY EDUCATION CERTIFICATE
EXAMINATION

PORTUGUESE

Paper 03 - General Proficiency

SPECIMEN

ORAL
CONVERSATION
F. SHOPPING

1. Você gosta de fazer compras? Por quê?

2. Dê exemplos de três coisas que você gosta de comprar.

3. Quais são as suas marcas preferidas?

4. Você prefere feiras ou shoppings? Por quê?

5. Descreva o seu shopping preferido/a sua loja preferida.

6. Qual é o seu shopping preferido/a sua loja preferida? Por quê?

7. Você gosta de ir sozinho/a ou com a sua família ou com amigos? Por quê?

8. O que você compra quando vai ao supermercado?

01264030/SPEC 2015
 TEST CODE 01264030

FORM 01264030/SPEC 2015

CARIBBEAN EXAMINATIONS COUNCIL

SECONDARY EDUCATION CERTIFICATE

EXAMINATION

PORTUGUESE

General Proficiency

SPECIMEN

Paper 03

ORAL
READING PASSAGE

The Internet
 

Com tantas pessoas colocando informações pessoais na internet, o marketing direcionado se

tornou muito fácil e popular. Devido a essa capacidade muito precisa de marketing
demográfico específico, as redes sociais são extremamente rentáveis. Mas há sempre o lado
negativo, e no caso das rede sociais é, sobretudo, a questão da confiança e segurança. As
redes sociais colocam seus usuários em perigo, especialmente em relação aos membros da
web que fazem de conta que são outra pessoa e nas quais não se deveria confiar. Quando
você só conhece uma pessoa há pouco tempo e nunca antes a conheceu pessoalmente, é muito
fácil para essa pessoa criar uma auto-imagem desejável em sua cabeça, e esta imagem pode
ter nada a ver com a realidade. Quando expomos nossas vidas para a comunidade da internet,
nós nos tornamos muito vulneráveis, independente se nos damos conta disto ou não.

 
 
(144 words)
 
 
 
 
 
01264030/SPEC 2015
Caribbean Examinations Council
Prince Road, Pine Plantation Road,
St Michael BB11091
CXC 27/O/SYLL 15
Tel: (246) 227 1700
[Link]
Email: cxcezo@[Link]
63