OXFORD AQA INTERNATIONAL GCSE ENGLISH AS A SECOND LANGUAGE

2025-2026

ENGLISH AS A SECOND LANGUAGE™

Year 10

AQA-HH Notes
Compiled and Prepared by:
Mr Hamdy Hussain Al-Shalawy

Themes & Subject Content

Weighting of Assessment Objective

Mr. Hamdy Hussain 1

 Content
➢ Themes & Subject Content
Weighing of assessment objective …………………………………….………1
➢ Writing (9820) Paper 1
➢ Question 1
Photo Description ………………………………………………………………….…………...…… 13
Example responses with Commentaries 1 ……….…….……… 21
➢ Question 2
Semi Formal / Formal / Informal Letters …………………………… 34
➢ Language
Vocabulary and Idiomatic Phrases ………………………………...…………67
➢ Question 2
Example responses with Commentaries 2 ……………………….95
➢ Question 3
Diary/ Blog entry ………………………………………………………………………………………... 106
Example responses with Commentaries 3 ……………………….118
Reports & Reviews ………………………………………………………………………………………131
➢ Question 4
Articles ……………….……………………………………………………………………………………...……………138
189
Example responses with Commentaries 4 …………………………
➢ Reading (9820) Paper 2
Reading Example responses …………………………………………………………. 206
➢ Listening (9820) Paper 3
Listening Example responses ………………………………………………………….210
➢ Speaking (9820) Paper 4 …………………………………………………………………..213
OXFORD AQA INTERNATIONAL GCSE ENGLISH AS A SECOND LANGUAGE

Assessment
4 papers based on 3 themes

Paper 1 Paper 2 Paper 3 Paper4

Writing Reading Listening Speaking

¾ Reading / Writing
• Each provide a separate task
¾ Writing
• Give direct instructions compulsory and prompt
• 4 tasks
• Q1: 9 marks
• Q2: 12 marks
• Q3: 16 marks
• Q4: 23 marks
¾ Reading
• Short answer and multiple choice questions
• 4 tasks
• Q1: 6 marks
• Q2: 12 marks
• Q3: 18 marks
• Q4: 24 marks

¾ Listening
• Recorded monologues and dialogues
• 5 tasks (8 marks each)
¾ Speaking
• Spoken language with certain objective for each; tackled through
the year
• Photo card: 15 marks
• General conversation: 25 marks

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SUBJECT CONTENT
THEMES
The specification covers three distinct themes. These themes apply to all examination papers.

Students are expected to understand and provide information, ideas and opinions about these themes
relating to their own experiences and those of other people, including people in countries/communities where
English is spoken.

THEME ONE: IDENTITY AND CULTURE

Theme one covers the following three topics with related sub-topics shown as bullet points:
Topic 1: Me, my family, friends and people I know

• Relationships with family

• Relationships with friends and people I know

Topic 2: Technology in everyday life

• Social media

• Mobile technology
Topic 3: Free-time activities

• Music

• Cinema and TV

• Sport

• Customs and festivals

THEME TWO: LOCAL, NATIONAL, INTERNATIONAL AND

GLOBAL AREAS OF INTEREST
Theme two covers the following four topics with related sub-topics shown as bullet points, where applicable:

Topic 1: Home, town, neighbourhood and region

Topic 2: Social issues

• Charity/voluntary work

• Healthy/unhealthy living
Topic 3: Global issues

• The environment

• Poverty
Topic 4: Travel and tourism

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OXFORD AQA INTERNATIONAL GCSE ENGLISH AS A SECOND LANGUAGE

THEME THREE: CURRENT AND FUTURE STUDY AND

EMPLOYMENT
Theme three covers the following four topics:

Topic 1: My studies

Topic 2: Life at school/college

Topic 3: Educa�on post-16

Topic 4: Jobs, career choices and ambi�ons

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OXFORD AQA INTERNATIONAL GCSE ENGLISH AS A SECOND LANGUAGE

WEIGHTING OF ASSESSMENT OBJECTIVES

The table below shows the approximate weighting of each of the assessment objectives in the
International GCSE in English as a Second Language components:

Assessment objectives Component weightings (approx%) Overall weighting

(AOs) (approx. %)

Paper 1 Paper 2 Paper 3 Paper 4

30
AO1 30
30
AO2 30
20
AO3 20
20
A04 20

Overall weighting of 100

30 30 20 20
components

SPECIFICATION AT A GLANCE
Paper 1 (AO2)
Writing
30% of the English as a second language assessment
1 hour 15 minutes
60 marks

Paper 2 (AO1)
Reading
30% of the English as a second language assessment
1 hour 15 minutes
60 marks

Paper 3 (AO3)
Listening
20% of the English as a second language assessment
45 minutes
40 marks

Paper 4 (AO4)
Speaking
20% of the English as a second language assessment
10 minutes + preparation time
40 marks

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ASSESSMENT IN CLOSER DETAIL

Paper 1 – Writing

There are four questions on the paper. The questions reflect an increasing level of challenge, enabling students to
demonstrate a wide range of writing skills. The structure will be consistent with the targeted assessment objectives
and the specified length of response for each question will remain the same for each paper. All questions will link with
themes specified in the subject content.

Paper 1: Writing

Assessed
x 1 hour 15 minutes
x 60 marks
x 30% of qualification

Questions

Question 1

W1, W3 (spelling and punctuation only)͒Students are given a photograph and asked to write a short description of
what they see in it (30 – 50 words). They are assessed on their ability to convey meaning and information (6 marks)
and on the accuracy of their spelling and punctuation (3 marks).

Question 2

W2, W3͒Students are asked to write a letter for a specified audience (50 – 70 words) and are given three com-
pulsory key points to include in it. They are assessed on their ability to clearly communicate key points (6 marks)
and on the technical accuracy of their writing (6 marks). They are not required to write an address.

Question 3

W2, W3, W4͒Students are given three or four compulsory bullet points to refer to in a more extended piece of
writing (70 – 90 words). The specified form of the writing may vary, e.g. diary or a blog entry, report, article.
Students are assessed on their ability to communicate details clearly (8 marks) and on the technical accuracy and
fluency of their writing (8 marks).

Question 4

W2, W3, W4͒This question asks students to produce an extended piece of writing (100 – 150 words). The purpose
of the task will differ from one series to the next, e.g. explain, inform, argue, persuade. It will enable students to
draw freely on their own ideas, experiences and opinions. Students are given two bullet points. These are designed
to prompt ideas and help students structure their writing. Students should assume an adult audience (such as their
teacher or examiner). Students are assessed on their ability to communicate details and ideas clearly (8 marks)
and on the technical accuracy, fluency and creativity of their use of language (15 marks).

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Paper 2 – Reading

In this paper, students’ understanding of written language will be tested by a range of question types. The texts and
tasks reflect an increasing level of challenge and will link with themes specified in the subject content.

Students are required to identify and understand the overall message, key points, details and purposes from items
such as emails, instructions, public notices and advertisements, together with some material which will be longer,
such as extracts from brochures, guides, letters, newspapers, magazines, literary texts, email and websites. The final
text on the paper will be literary non- fiction.

Students will also be required to collate relevant information across a text and draw inferences, make deductions, and
recognise implicit meaning from a variety of written texts.

Access to dictionaries is not permitted at any time during the test.

Paper 2: Reading

Assessed
x 1 hour 15 minutes
x 60 marks
x 30% of qualification

Questions

Text 1

R1, R2͒Students are asked to read a short text (200 – 250 words), such as an email, and respond to a series of
open and multiple choice questions. Students are assessed on their ability to select and identify relevant detail, key
points and ideas, and show understanding of ideas and purposes (6 marks).

Text 2

R1, R2, R3, R4͒Students are asked to read a text (400 – 500 words), such as an advert, and respond to a series of
open questions, multiple choice questions and collation tasks. Students are assessed on their ability to select and
identify relevant detail, key points and ideas, and show understanding of ideas and purposes. They are also as-
sessed on their ability to collate and organise relevant detail, and their ability to draw inferences, make deductions,
and recognise implicit meaning (12 marks).

Text 3

R1, R2, R3, R4͒Students are asked to read a text (400 – 600 words), such as an opinion article, and respond to a
series of open questions, multiple choice questions and collation tasks. Students are assessed on their ability to
select and identify relevant detail, key points and ideas, and show understanding of ideas and purposes. They are
also assessed on their ability to collate and organise relevant detail, and their ability to draw inferences, make
deductions, and recognise implicit meaning (18 marks).

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OXFORD AQA INTERNATIONAL GCSE ENGLISH AS A SECOND LANGUAGE

Text 4
R2, R3, R4 Students are asked to read a literary non- fiction text (400 – 600 words) and respond to a series of open
questions, multiple choice questions and collation tasks. Students are assessed on their ability to show under-
standing of ideas and purposes. They are also assessed on their ability to collate and organise relevant detail, and
their ability to draw inferences, make deductions, and recognise implicit meaning (24 marks).

Responses will be assessed according to a detailed mark scheme; the appropriate mark(s) will be awarded if the
student has satisfactorily communicated his or her understanding, even though the response may contain some
errors in the quality of language used.

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OXFORD AQA INTERNATIONAL GCSE ENGLISH AS A SECOND LANGUAGE

Paper 3 – Listening

This paper contains five tasks and consists of a variety of short and longer spoken pieces of language. The texts and
questions will increase in terms of demand during the paper, with some more complex language later in the test.
The texts and tasks reflect an increasing level of challenge and will link with themes specified in the subject content.

Students will be required to identify the overall message, key points, details and opinions from both straightforward
texts (such as announcements, short conversations, instructions, news bulletins and telephone messages), and
more complex texts such as autobiography and travel writing. They will also be required to understand and collate
information from a variety of short and longer spoken texts, involving some complex language and more abstract
material and recognise purpose, implied meaning, attitudes and feelings.

Paper 3: Listening

Assessed
x 45 minutes
x 40 marks
x 20% of qualification

Questions

Task 1

L1͒Students are asked to listen to a series of brief monologues on everyday topics broken into segments͒(30 – 50
words) and respond to a series of multiple choice questions. Students are assessed on their ability to identify key
details and information from the texts (8 marks).

Task 2

L2, L3͒Students are asked to listen to a dialogue, such as a radio interview, broken into segments (30 – 50 words)
and respond to a series of open questions. Students are assessed on their ability to identify the overall message
and key points of the text, and their understanding of information (8 marks).

Task 3

L3͒Students are asked to listen to a monologue, such as an autobiography, broken into segments (40 – 80 words)
and complete a gap ll exercise. Students are assessed on their ability to understand and collate information (8
marks).

Task 4

L1, L3͒Students are asked to listen to a dialogue, such as a radio interview, broken into segments (50 – 100 words)
and respond to a series of open questions and collation activities. Students are assessed on their ability to identify
key details and information, and their ability to understand and collate information (8 marks).

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Task 5

L1, L2, L4

Students are asked to listen to a monologue, such as a travel podcast, broken into segments (50 – 100 words) and
complete a series of multiple choice questions and open questions. Students are assessed on their ability to
identify key details and information, the overall message and key points of the text. They are also assessed on their
ability to recognise purpose, implied meaning, attitudes and feelings (8 marks).

Responses will be assessed according to a detailed mark scheme; the appropriate mark(s) will be awarded if the
student has satisfactorily communicated his or her understanding, even though the response may contain some
errors in the quality of language used. Each task is listened to twice, with specified time for students to write their
answers.

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Paper 4 – Speaking

This test has two parts: the photocard and the general conversation. Students are allowed 10 minutes supervised
preparation time. They may make notes on an additional answer sheet and take them into the exam room to use
during the test. There is no restriction on the number of words which the notes may contain. Students must hand the
notes in to the teacher immediately before the general conversation part of the test. The notes must be stored under
secure conditions until results day, after which they must be disposed of. Access to dictionaries is not permitted at
any time during the test or the supervised preparation time.

Paper 4: Speaking

Assessed
x 10 minutes + preparation time
x 40 marks
x 20% of qualification
Questions

x photocard – 15 marks (3 – 4 minutes)

x general conversation – 25 marks (6 – 7 minutes)
x audio recorded by teacher and marked by examiner.

Part One

S1, S2͒The first part of the test is based on a stimulus photocard, to be studied by the student immediately before
the test in the supervised preparation time. The photocard will be based on one theme, chosen at random. Stu-
dents will discuss one photocard (3 – 4 minutes). Teachers will ask three prescribed questions printed on the
student’s photocard. Additional prompts are printed in the Teacher’s booklet. These will help the teacher develop
and extend the student’s response to each question. These additional prompts are provided as an aid to teachers
and are not a compulsory part of the test. The student’s responses to the questions are assessed for communi-
cation and for knowledge and use of language.

Part Two

S1, S2, S3, S4͒The general conversation is based on the other two themes not used by the students in Part 1, and
will take approximately 6 – 7 minutes.

The General conversation allows the students to take part in a conversation, answering and, as appropriate, asking
questions and exchanging opinions. It should enable the student to convey information and narrate events co-
herently and use and adapt language for new purposes; speak spontaneously, responding͒to unexpected ques-
tions, points of view or situations to sustain communication; initiate and develop conversation and discussion to
produce extended sequences of speech; make more complex use of language to express and justify their own
thoughts and points of view. It is assessed for communication, knowledge and use of language, spontaneity and
fluency and pronunciation and intonation.

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Command words
Command words are the words and phrases used in exams and other assessment
tasks that tell students how they should answer the question. The following
command words list contains words and their meanings that are relevant to this
subject:

Argue
Present a reasoned case.

Describe
Give an account of.

Explain
Give reasons.

Inform
Give facts or information.

Persuade
Convince through reasoning or argument.
Write
Provide an extended piece of prose.

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2023-2024 Notes AQA Compiled and

Prepared by:
Mr. Hamdy Hussain Al-Shalawy

Writing (9820) Paper 1

Question 1 Photo Description

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OXFORD AQA INTERNATIONAL GCSE ENGLISH AS A SECOND LANGUAGE

Photo Description
HOW TO DESCRIBE A PICTURE.
1st. Focus on the main part of the picture at the beginning. Look at this picture.
What can you see?
give some general information- what it shows, who may have taken it, is it black
and white or colour etc.

This is a picture of a little girl listening to music with headphones.

Useful language:
This picture shows
There is / there are
I can see
InthispictureIcansee...
Thisisapictureof
…

2nd . Describe as much as you can (give details of where and what is happening)
P.S. use present continious tense to describe what is happening.

She’s about three years old. She’s got short fair hair and big dark eyes. She’s
wearing …

Useful language:
y In the foreground / in the background In the middle
y On the right / on the left In front of...
At the bottom Behind...
At top of the photo Near...

3rd . Try to use your imagination to make assumptions. For example:

The girl could be listening to classical music to improve her mind. Maybe her
mother makes her listen to music...or maybe she just listens for fun. She might be
listening to music on a train to pass the time. Maybe it isn't even music at all. She
may be learning a language ... a CD course perhaps.

Useful language:

I think... Maybe / Perhaps...

Modal verbs of deduction: she must / can’t / might be …

She looks…(happy.)/ She looks like … (my little sister).

y It seem as if ................
y It makes me think of ................

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Write to Describe
• Description should be between 30 to 50 words
• You are required to describe what you see in the photograph
• The response is assessed on the ability to convey meaning and information
and accuracy of the spelling and punctuation
Strategy:
1- Start with an introductory sentence
2- Try and use all five senses
For example:
See
- What can you see?
- Is there a dominant colour?
- How does it make you feel?

Hear
- What can you hear?
Sounds are important - they give a sense of place.
- Are birds tweeting sadly?
- Are dogs barking loudly?

Smell
- Can you smell anything?
- Is there something cooking?
- Does the sea air smell fresh?

Feel
- How do things feel?
- Are they coarse and harsh or are they soft and silky?
Taste
- Can you taste anything?
- Is the fruit ripe and delicious?
- Are the chips soggy and cold?

3- Split the picture up in your imagination (this will help you grouping and also
help you with the vocabulary and linguistic devices)
4- Use present tenses
5- Avoid general words
6- Use different adjectives
7- If you found out that you won't be able to reach the word count add some
predictions and feelings if possible.

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General Descriptive Words and phrases

1- **This photo shows / presents / portrays / spotlights......

2- **In this photo, there is a .... / I can see....
3- Adjectives for places:
bustling, charming, contemporary, crowded, huge, lively, lit, bubbly, touristy, buzzing,
awe-inspiring, deserted, cosmopolitan (commuter town) etc.
Places connected to water:
(manmade) canal, (sandy/ pebbly/ rocky) beach/ seaside, bay/ (natural) harbor,
coast/ coastline, fountain, gulf, inland, island, lagoon, peninsular, pier/ jetty pond/
lake/ reservoir, promenade/ esplanade, river/ stream, riverside/ riverbank/ canal-
side, seawall, shore, waterfall.
Parts of a town:
(central) square, city centre/ town centre financial district, historic centre, housing
estates/ council estates, industrial estate, main street/ high street, outskirts,
suburb(s), pedestrianized area/ traffic-free zone, reclaimed land, residential area,
rundown area/ slum, skyscraper district surrounding area, shopping centre/
shopping mall, (street/ flea/ farmers'/ antiques/ traditional) market (area)

4- You can also add predictions: (Perhaps,… / They seem to / It seems to ......../
I guess ......../ I predict that ........ / It looks like .... / It might be / Maybe it is a ..../
He could be (verb-ing) )
5- In the predications, you can add your senses: sight; clear, distinct/ blurry, blurred
dim, shadowy/ shiny, gigantic/ teeny-tiny, bold, vivid colors/ pale,
faint - speckled, mottled , sparkling ...
touch; damp, moist
gummy (rubbery), gooey (as honey, thick liquid) silky (smooth), slimy
(covered with oil)
fluffy (as marshmallow), spongy

sound: boom, bang, gurgle, splash, obnoxious, deafening, buzzing of bees,

humming of machines, ticking of clocks, clang of metals etc.

6- Don't forget if there are colours/ specific arrangement/ pattern/number if something

to be counted.

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7- the place old/ ancient/ historic/ from back in times/ OR modern/high tech featured/
from recent times.

8- If people are to be found, describe their physical features, clothes and feelings
(happy, festive, seems neutral or indifferent, clumsy, angry, mad, excited, ecstatic,
dismayed, (see feelings in informal vocab)

9- Social Behaviour:
- Positive:

• Excitable: gets excited easily

• Charming: pleasant, delightful

• Considerate: thinking of others

• Enthusiastic: has strong feelings; ardent

• Funny: causing people to laugh

• Faithful: being loyal

• Caring: desire to help people

• Kind: thoughtful, caring

• Pleasant: polite

• Polite: exhibiting good manners

• Sincere: being totally honest

• Thoughtful: thinking things over

-Negative:

• Aggressive: verbally or physically threatening

• Argumentative: often arguing with people

• Bossy: always telling people what to do

• Deceitful: doing or saying anything to get people to do what you want or to get what

you want
• Domineering: constantly trying to control others

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10- Talk about places

'They’re walking in the country/in a city/in the mountains'

'She’s talking inside / outside a cafe' or 'I can see a street market /old building /
square / street / restaurant / beach …'

11- Describe People’s Age

'He’s about 40 years old'

'They’re in their eighties'
'She’s a teenager/a young child/a middle-aged woman'
12- Describe People’s Clothes

'She’s wearing a pair of glasses and a blue T-shirt'

'They’re wearing quite casual/smart clothes'
'He’s wearing a school/work uniform'

13- Describe People’s Actions

'He’s sitting at a desk/table'

'She’s standing in a queue/line'
'They’re having Breakfast/lunch/dinner'
'Some people are playing on the beach and others are sunbathing’

14- Describe People’s Roles in a picture

'He’s probably a shop assistant and she’s a customer'

'This person on the left seems to be a tourist guide – he’s pointing to a building'
'The man serving the drinks is a waiter'

15- Describe People’s Feeling in a picture

'You can tell they are enjoying themselves because they are smiling'
'He seems a bit frightened. Maybe this is the first time he’s tried this'
'She looks very interested in this activity – she’s concentrating very hard'

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16- Paraphrase (use these phrases to describe words you don’t know)

'It’s something you fry food in' (frying pan)

'It’s a kind of container for flowers' (a vase)
'It’s a cupboard for keeping clothes in' (a wardrobe).

17- Make Guesses

'It might be summer because some people are wearing sunglasses'
'It’s probably in the country, because This picture could be in Northern Europe
because of the buildings'

18- Describe Position

'In the middle of the picture there is a

family making a salad …'
'In the background there are some white
cupboards'
'There’s a window next to the cupboards.

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Example

Picture Directions
1. ‘In the top left corner …’
2. ‘In the top right corner…’
3. ‘In the bottom right corner…’
4. ‘In the bottom left corner…’
5. ‘In the middle …’
6. ‘In the foreground…’
7. ‘In the background…’
8. ‘In the middle on the right…’

All The Best ! HH

Mr. Hamdy Hussain 20